Overall Rating Gold
Overall Score 71.75
Liaison Cindy Shea
Submission Date July 24, 2017
Executive Letter Download

STARS v2.1

University of North Carolina at Chapel Hill
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.75 / 1.00 Rumay Alexander
Interim Chief Diversity Officer
Diversity and Multicultural Affairs
"---" indicates that no data was submitted for this field

Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

The 2014-2015 Diversity Plan Report by Diversity and Multicultural Affairs (DMA) provides an update on the implementation of the campus Diversity Plan and describes Carolina’s state of diversity. It builds on the diversity plan reports submitted by the academic and administrative units in 2015, institutional data pertaining to the gender and racial/ethnic diversity of the campus community, undergraduate students’ completion and persistence data for gender and racial/ethnic groups, and the recruiting and retention outcomes of faculty and EPA staff.
Compared to the previous unit reports, more reporting units engaged in diversity education and training. Schools incorporated or highlighted diversity content in their courses. Administrative units offered, and in some instances required, various diversity training programs and seminars such as Safe Zone to their students and staff. The Office of the Vice Chancellor for Finance and Administration required all its employees to complete diversity training.
DMA recommends: • Building an assessment mechanism that incorporates setting achievable diversity goals/objectives (short term) and measurable expected outcomes in the planning phase. The assessment mechanism should be part of a retooled process that also incorporates conducting self-evaluation of the actual outcomes. Additionally, the use of a revised reporting template to capture self-evaluation results in the reporting phase can help to measure success and improve efforts in a more effective and systematic way. • Increasing resources to enhance academic support to minority students and to evaluate the effectiveness of existing programs or initiatives focused on student retention and academic support. • Developing an institutional plan and strategy to effectively recruit and retain faculty from targeted minority populations. The university sent out a Inclusion and Diversity Campus Climate Survey in the spring of 2016. This survey is one step in a broader assessment of inclusion and diversity efforts at Carolina. Undergraduate students, graduate and professional students, and staff were all included. A faculty survey will be sent out later. Data from the survey were aggregated and will be used to inform our efforts in many areas as we move forward.

Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:

Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:

Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:

Recommendations based on the assessment include
1. Infrastructure - Position DMA's staffing, resources, systems, and programs to meet institutional, local, and national trends and needs followed by six recommendations

2. Campus Culture and Climate - Develop and implement high quality, campus-wide experiences that model promising practices, engage campus and community constituents, and contribute to the creation of an inclusive institutional culture and climate followed by four recommendations

3. Student Outreach, Engagement, and Success - Enhance existing recruitment and engagement activities to increase diverse student enrollment and develop student success and retention programs for current students to narrow existing achievement gaps followed by five recommendations

4. Assessment, Research, and Evidence-Based Practice - Develop assessment and research practices that support evidence-based programming and position DMA as an internal and external resource for evidence-based diversity and inclusion approaches followed by three recommendations

5. Faculty and Staff Recruitment and Retention - Develop and employ a more focused approach to recruiting diverse faculty and staff talent, creating inclusive pathways for growth and development and demonstrating Carolina's commitment to being a place where all faculty and staff can thrive and succeed followed by two recommendations

6. External Relations and Community Engagement - Develop, strengthen and enhance DMA's relationships with external partners, alumni, and the community followed by three recommendations

Are the results of the most recent structured diversity and equity assessment shared with the campus community?:

A brief description of how the assessment results are shared with the campus community:

Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:

The diversity and equity assessment report or summary:

The website URL where the report or summary is publicly posted:

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.