|Submission Date||Feb. 27, 2015|
University of North Carolina, Greensboro
PA-5: Assessing Diversity and Equity
Sustainability Education and Outreach Specialist
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
Beginning with the 2013-14 academic year, the Chancellor’s Advisory Committee for Equity, Diversity and Inclusive Excellence established their own goals and objectives for the year. The 2013-14 committee was also divided into three sub-committees charged to conduct a final review and provide recommendations on the following areas:
1) Employee Recruitment and Hiring Process;
2) Faculty Recruitment, Retention, and Promotion and Tenure; and
3) Undergraduate and Graduate Student Recruitment, Retention and Graduation.
Based upon the findings of the sub-committees (See Attached Sub-Committee Reports), the committee unanimously voiced their desire for administration and the university community to engage and take action to move their recommendations regarding diversity and inclusive excellence initiatives forward. The committee felt strongly that engaging the campus community in the diversity/inclusive excellence objectives was critical for the success and continued evolution of the university in the local, state and global marketplace. Reflecting upon past recommendations as well as those included in the current 2014 sub-committee reports, attached is a listing of all committee recommendations to the university outlining whether the suggested recommendations were acted upon or tabled for future
2008 CAMPUS CLIMATE ASSESSMENT (OUTDATED)
Rankin and Associates, a consulting firm specializing in higher education issues, conducted an assessment of diversity and inclusion at UNCG. The firm conducted fact-finding interviews on campus with groups of minority and majority faculty, and surveyed minority faculty who had left UNCG in the past 10 years. Recommended actions were then developed for the final report. These data have been used in planning the forthcoming Office of Equity, Diversity and Inclusion.
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
2013 Subcommittee Annual Report: Executive Summary
(full report available on pages 17-26 in file linked below)
The Student Recruitment, Retention and Graduation Subcommittee of the Chancellor's Advisory Committee on Equity, Diversity and Inclusion was charged to review policies and practices associated with the recruitment, retention and graduation success of UNCG undergraduate and graduate student populations. To that end the committee has met, and committee members have interviewed campus areas that have direct impact on these issues. The interview process has led to the identification of many dedicated efforts across campus, both by specific supportive areas and on a collaborative system wide level as well. The process also identified possible efforts that could be considered if additional support and resources became available.
The subcommittee also met with members of the Provost's Task Force for Student Retention and Advising, and the FTLC Learning Community for Faculty and Staff on Advising and Retention to share information and ideas. The subcommittee was impressed by the variety and level of commitment across campus to insuring that the diverse student population was appreciated and supported in their academic success. However, there was recognition that further measures were necessary to assess the effectiveness of these various campus areas. In the Recommendations section, the subcommittee proposed a campus climate survey, an online diversity resource guide, and an institutional effectiveness paradigm.
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
Establishment of Goals
[41 CFR 60-2.11 through 2.16]
In establishing the affirmative action goals for the current Program year, the following steps were performed:
I. Job Group Analysis
Job categories for the University's full‑time permanent employees were determined.
II. Availability Analysis
Availability data concerning personnel pools for positions in the University's job categories were analyzed.
III. Comparison of Incumbency to Availability and Goal Setting
Ratios of minorities and women in the University's present work force were compared with ratios of minorities and women in the available pools. Those ratios were analyzed for statistical significance to determine whether females and/or minorities are represented less than would reasonably be expected. Placement goals were set where females or minorities were not represented as would be reasonably expected.
Job Group Analysis
In compliance with regulations [CFR 60‑2.12 (b)] of the Office of Federal Contract Compliance Programs (OFCCP), the oversight agency for Executive Order 11246, all the University's job titles (EPA and SPA) were reviewed and grouped on the basis of the following: (1) similar work content, (2) similar rates of pay and (3) similar opportunities. Data on the work force on December 31 of the most recent year were used. Each of the identified job groups has been assigned a three‑digit code. The job categories relate to subdivisions of the Occupational Activity (OA) Code Classification, which is the system used in the University's routine reports to the Office of Federal Contract Compliance.
Has the institution assessed diversity and equity in terms of governance and public engagement?:
A brief description of the governance and public engagement assessment(s):
The University of North Carolina at Greensboro Application for the Carnegie Foundation for the Advancement of Teaching Elective Community Engagement Re-Classification is available here:
EXCERPT FROM PAGES 39-41:
In January 2013, UNCG hosted Dr. Timothy K. Eatman, Co-Director of Imagining America: Artists & Scholars in Public Life and Assistant Professor of Higher Education at Syracuse University. The focus of the two-day visit was The Intersection of Diversity, Community Engagement, and Student Success. Dr. Eatman spoke to over 127 faculty, staff, students, and community members on a variety of subjects.
Dialogues facilitated by Eatman included strategies for equity, diversity, and inclusion to improve college access and success of traditionally underserved students the next generation of community-engaged scholars; collaborative technologies; the role of the arts, humanities, and design to re-imagine and reinvigorate scholarship and communities.
Evaluation data collected at each of the workshops suggest that faculty found these workshops useful, and that they are excited to continue leveraging a shared agenda around community engagement, diversity, equity, and inclusion, and student success.
Eatman’s visit was part of the larger UNCG Community Engagement Series (http://communityengagement.uncg.edu/speaker-series.aspx), a collaborative university-wide initiative that brings nationally and locally renowned community engagement scholar-practitioners to campus to engage with faculty, staff, students, and community colleagues.
The 2013 series was sponsored by the Office of the Provost, Institute for Community & Economic Engagement, Office of Leadership and Service-Learning, Faculty Teaching & Learning Commons, School of Health and Human Sciences Office of Community Engagement, Chancellor’s Advisory Committee for Equity, Diversity, & Inclusion, Office of Learning Communities, Coalition for Diverse Language Communities, and the UNCG Public Scholarship Graduate Network.
As a direct result of the planning and successful outcomes of the Series, the director of the Institute for Community and Economic Engagement was asked to serve on the Chancellor’s Advisory Committee for Equity, Diversity and Inclusive Excellence (CACEDIE). The Committee has been charged to review practices and efforts by the academic areas to recruit, retain and engage faculty; the recruitment, retention and graduation success of our undergraduate and graduate student populations, and recruitment and hiring processes on campus. The conversation sparked by Eatman about full participation has persisted into these dialogues and plans.
Diversity efforts are also specifically connected to community engagement within the Center for New North Carolinians through partnerships, programs, grants, professional development, and fellowships. ORED shares best practice in cultural competence with CACEDIE and Human Resources. The Coalition for Diverse Language Communities (http://cdlc.uncg.edu/) was founded by faculty and supported by the School of Education dean and the ORED vice chancellor to promote innovative, relevant, and collaborative work in the areas of community-engaged research, outreach and advocacy, policy work, and professional development. This impressive network includes fellowships for community-engaged scholarship, professional development, grants, publications, and conference and community presentations.
Diversity and inclusion are connected via the QEP topic of Global Engagement as the topic relates to intercultural competence and uses community engagement strategies to teach these abilities and skills. Additionally, the School of Health and Human Sciences Office of Diversity hosted a Faculty Forum on Community Engagement and Diversity. Panelists presented data collected from its faculty and other studies on the interconnections between the two priorities.
The website URL where information about the assessment(s) is available:
Information for this credit was obtained in part from the following UNCG employees:
Rod Wyatt, Chair of Chancellor's Advisory Committee on Equity, Diversity and Inclusion
Benita Peace, Human Resources Talent Acquisition Director and Affirmative Action Officer
Emily Janke, Director of the Institute for Community and Economic Engagement (ICEE)
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.
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.