| Overall Rating | Bronze |
|---|---|
| Overall Score | 37.09 |
| Liaison | Adam Strzemienski |
| Submission Date | Sept. 18, 2023 |
University of North Georgia
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.25 / 1.00 |
"---"
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?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
UNG Diversity Statement
Leadership Commitment to Diversity
The University of North Georgia prepares students to lead in a diverse and global society. Essential to this mission is an environment that is welcoming, respectful, and inclusive of individuals and groups from a range of social, economic, and cultural backgrounds - an environment that embraces varied perspectives, values, and unique experiences.
The institution has engaged in a structured assessment process to improve diversity, equity, and inclusion on campus. After exploring many options, the current plan is to do the UCLA Higher Education Research Institute Diverse Learning Environments student survey and the Staff Climate Survey in Fall 2020.
Leadership Commitment to Diversity
The University of North Georgia prepares students to lead in a diverse and global society. Essential to this mission is an environment that is welcoming, respectful, and inclusive of individuals and groups from a range of social, economic, and cultural backgrounds - an environment that embraces varied perspectives, values, and unique experiences.
The institution has engaged in a structured assessment process to improve diversity, equity, and inclusion on campus. After exploring many options, the current plan is to do the UCLA Higher Education Research Institute Diverse Learning Environments student survey and the Staff Climate Survey in Fall 2020.
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?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
No
Does the assessment process address employee outcomes related to diversity and equity?:
No
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The two most recent efforts are:
The Diversity Council of the Faculty Senate/Staff Council conducted a non-IRB environmental survey in 2016 assessing LGBTQ climate.
Institutional Research and faculty in psychology collected data using the Diverse Learning Environments instrument from the University of California Los Angeles Higher Education Research Institute. Paper published by Bryan Dawson is attached
The Diversity Council of the Faculty Senate/Staff Council conducted a non-IRB environmental survey in 2016 assessing LGBTQ climate.
Institutional Research and faculty in psychology collected data using the Diverse Learning Environments instrument from the University of California Los Angeles Higher Education Research Institute. Paper published by Bryan Dawson is attached
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
No
A brief description of how the assessment results are shared with the campus community:
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Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
No
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
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Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
We offer a graduate certificate program in Diversity.
https://ung.edu/degrees/graduate/diversity-certificate.php
https://ung.edu/degrees/graduate/diversity-certificate.php
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.