Overall Rating Silver
Overall Score 57.64
Liaison Sustainability Office
Submission Date Feb. 7, 2019
Executive Letter Download

STARS v2.1

University of North Carolina, Greensboro
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.63 / 1.00 Jim Settle
Associate Vice Chancellor
Student 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:

Through administration of standardized testing (BSSE, NSSE, StarLabs, etc.), the University has assessed feedback from students and staff related to diversity, equity, inclusion, and justice. Programming on campus has resulted from survey.

Additionally, assessment is conducted through Student Affairs for programs, events, activities, and interactions related to EDIJ initiatives. Assessments are reviewed and appropriate changes are made in offerings to best support students, faculty, and staff.

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:

Through oversampling, direct qualitative and quantitative assessment methods, Office of Institutional Research and Student Affairs Assessment publish findings and encourage data-based decisions about changes.

As a specific example, the NSSE data assessed presence of EIDJ concerns in coursework. The lowest finding, at 48% of students indicating "agree/strongly agree" was for "Exploring own background through assignments" suggested Student Affairs work with various academic areas to expand this course opportunity. With the support of various academic departments, faculty were encouraged to include assignments where self-reflection and exploration about individual racial, ethnic, religious, political, sexual, national, and gender identities were explored, along with intersectionality of those identities. Other results were similarly evaluated and appropriate changes were offered and implemented.

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:

Student Affairs Assessment provides a "Data Moment" with a wide distribution to the division, faculty, and staff. One data moment this semester focused on EDIJ initiatives, and specifically used the NSSE survey to frame the results and opportunities to make change to improve reach of EDIJ concerns.

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:

Dr. Jim Settle, Associate Vice Chancellor for Student Affairs

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.