| Overall Rating | Silver |
|---|---|
| Overall Score | 60.21 |
| Liaison | Feletia Lee |
| Submission Date | June 28, 2024 |
University of North Carolina, Wilmington
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Whitney
Formon Sustainability Assistant Office of Sustainability |
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:
Since the establishment of the Office of Minority Affairs in 1983, the university has acknowledged the importance of diversity, equity, and inclusion. We have archived reports starting as far back as 1996. In addition to the 1996 report, we have reports from 2002, 2003, 2004, 2006.
Starting in 2020, each UNC system school was required to submit a Diversity & Inclusion Report to their Board of Trustees. At the same time, we hired a new Chief Diversity Officer who conducted a review of our prior diversity, equity, and inclusion efforts. This review included conducting six open fora and reviewing our prior diversity reports including results from campus climate surveys. With the help of a Diversity & Inclusion Fellow, she analyzed the initial data and developed guiding principles for our DEI work on campus. They then took those draft principles to colleges/schools and other units on campus to get input/feedback. Those guiding principles were then used to shape our strategic plan for the Office of Institutional Diversity & Inclusion. Although we did not use a scorecard or tool for prior reports, we did use survey results from campus climate surveys, the National Survey of Student Engagement, and first-year student survey.
Recent reports shared with the Board of Trustees are linked below – please note that the report covers the prior year. So, for example, the 2020-2021 report was submitted by June 30, 2022. The report covering 2021-2022 was submitted by June 30, 2023:
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The DEI Office gathers data from their first-year student survey, the NSSE survey, and the Employment Engagement Survey. Sample Results are below:
Institutional Strategic Priority 1:
Attract and retain high-quality, diverse students, faculty and staff; ensure an inclusive campus culture and a global mindset; and increase retention and graduation rates.
From the 2021-2022 report, the outcomes were...
Notable Data/Outcomes: We increased our number of diverse students by race and ethnicity from 3,444 in the fall of 2021 to 3,491 in the fall of 2022. The percentage of our students of color remained steady at 19%. Through a number of different recruitment initiatives, we increased our number of faculty of color from 162 in 2021 to 165 in 2022. The number of staff of color remained the same. From the MI CASA mentoring program, six students (33% of the cohort) committed to UNCW. The overall college admission attendance rate for MI CASA is 94%. With the Upperman African American Cultural Center’s Excellence Project mentoring program, the 25 mentees ended the year with a 3.4 cumulative GPA. Our Coastal ROOTS Bridge program inaugural cohort ended the summer session with a 3.5 cumulative GPA.
Institutional Strategic Priority 2
Enhance learning experiences and educational programs; and advance research and scholarly activities
From the 2021-2022 report, the outcomes were...
Notable Data/Outcomes: The FREED planning grant team held multiple planning meetings to design a five-year project to integrate the history of 1898 into curricular and co-curricular activities. At the end of the planning grant period, the team submitted an implementation grant and were awarded funding. With respect to study abroad programming, given COVID impacts on education abroad, we are including Education Abroad numbers below for a four-year period to provide context. These numbers represent the reporting period that is the year after travel occurred. In the reporting period 2018-2019, we had 1,015 students study abroad and 68 faculty-led programs; for 2019-2020, we had 1,044 students study abroad and 68 faculty-led programs; for 2020-2021, we had 431 students study abroad and 15 faculty-led programs; for 2021-2022, we had 116 students study abroad and three faculty-led programs. Faculty and student participation in education abroad programming is rapidly returning to pre-pandemic levels in spring 2022.
In 2019 we ordered the Inclusiveness & Engagement with Cultural Diversity to our NSSE survey. In addition, our First-year student survey includes an outreach component. Students can indicate if they want to be contacted by someone and the survey is designed to send student info to specific offices based on student responses. From 2019-2022 we saw improvement in our students’ perceptions of their campus experience.
Data collected about staff was directly related to Strategic Priority 1:
Institutional Strategic Priority 1:
Attract and retain high-quality, diverse students, faculty and staff; ensure an inclusive campus culture and a global mindset; and increase retention and graduation rates.
From our employment engagement survey, 2020, 2022, we had one question that was specifically related to DEI, but that question was different for each year, so we have no comparative data on that item. There were two other questions related to DEI that were asked in similar ways.
We also, until 2023, had a person in HR who delivered professional development sessions related to DEI. We included her overall engagement results as a a part of our annual system level report.
Program: Voices of Inclusion Signature Program
Diversity, equity, and inclusion programming with Human Resources includes the Voice of Equity & Inclusion Signature Program requires completion of two learning/development sessions and four elective sessions. All sessions are offered on a rotating basis each fall and spring through the Dare to Learn Academy (D2LA).
Notable Data/Outcomes/Feedback: For the Voices of Inclusion Signature Program, between August 2019 and May 2021, there were 498 enrollments in these diversity and inclusion programs. Since participants attend more than one session, we track attendance by enrollments, so this number does not represent distinct individuals.
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:
The UNC Wilmington website was updated to reduce PDF files linked. These are now linked in OneDrive.
Note – the annual report was always one year behind. We were set to do this year’s report (for the 2022-2023 year) but our UNC System Board of Governors repealed our DEI policy and implemented a new one. We are awaiting additional guidance before completing another report. If no guidance comes forth from the system office, we hope to be able to continue internal assessment and reporting.
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 (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
All of this information came directly from the Chief Diversity Officer, Dr. Donyell Roseboro via email communications and online meetings. Due to the structure of the new UNC Wilmington website, the .pdf versions of this information is not posted directly online, however, is public information when asked for.
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 or simply email your inquiry to stars@aashe.org.