Overall Rating Gold
Overall Score 66.40
Liaison Madeline Schuh
Submission Date Feb. 21, 2018
Executive Letter Download

STARS v2.1

University of Pennsylvania
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Madeline Schuh
Sustainability Analyst
Facilities and Real Estate Services
"---" 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 Penn 2017 Diversity report highlights progress on the following topics: Penn’s Financial Investment under the Diversity Action Plan; Faculty Hiring and Departure Rates; Growth of Women and Minorities on the Standing Faculty; Penn’s Standing Compared to Peers; Diminution of the Gender Pay Gap; Significant Increase in Diversity of Academic Leadership; Results of the Faculty Survey; Faculty Development, Climate, and Retention; Pre-doctoral and Post-doctoral fellowships; LGBTQ and Sexuality Studies; Responses to Sexual Misconduct; Support for Families; Veterans on Penn’s Faculty; Individuals with Disabilities; Religious Diversity; Global Engagement; and the Work of the Faculty Senate, University Council, and Penn Students.
See: http://www.upenn.edu/almanac/volumes/v63/n27/pdf/032117-full-supplement.pdf
Previous reports were issued in 2014, 2013, 2009, 2006, 2005, 2003, and 2001.

The Penn Compact 2020 affirms inclusion as a means toward the essential ends of higher education: equalizing opportunity, educating leaders for all sectors of society, and enriching the experience of all members of the University community. The Penn Diversity website states: “Across 12 Schools, more than 25,000 students, and more than 4,000 faculty members, we become one university: a wide-ranging, ever-changing community that draws its strength from a multitude of races, ethnicity, genders, sexual orientations, historical traditions, ages, religions, disabilities, veteran status, interests, perspectives, and socioeconomic backgrounds.”

The cornerstone of Penn’s initiative to increase access for undergraduate students from all socioeconomic backgrounds is its All-Grant Financial Aid Policy. Penn has awarded nearly $1 billion in grants since implementing the policy in 2008, and the average net cost for aided students to attend Penn today is almost $2,700 less than it was in 2005 (in constant 2005 dollars). In 2016-17, this need-based grant program made it possible for nearly half of Penn’s undergraduate students to attend and graduate from the University without incurring debt.

The critical importance of Penn’s All-Grant Policy is underscored by the Penn Impact 2020 initiative to raise $1 billion for student financial aid by 2020. This unprecedented goal comprises $600 million for undergraduate assistance and $400 million for graduate and professional student assistance, building on the respective $360 million and $110 million raised in the groundbreaking Making History Campaign, which extended from 2007- 2012.

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:

Diversity and equity assessments are reviewed by the Office of the Provost, the Office of the President, and the University Council to shape policy, programs and initiatives.

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 results of the 2017 survey have been published in the journal of record for the university, The Almanac, and are available on-line via the Penn Diversity website.

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 University of Pennsylvania is a major research institution, with over 3000 degrees granted annually from twelve professional and academic schools at the Bachelor's, Master's, and Doctorate levels. Penn is committed to creating a more sustainable campus as stated in the 2014 Climate Action Plan and Dr. Gutmann's Penn Compact 2020. This submission documents Penn's efforts during the FY17 year and compares them to the FY14 baseline year which corresponds with the University's Climate Action Plan. 2.0. The submission relies on information related to the main, academic, West Philadelphia campus, but to more fully document efforts across the Penn system, information related to the Morris Arboretum and New Bolton has also been referenced and noted as outside the boundary in descriptions. The information is used to enrich examples of University efforts and is not intended to be the primary justification for credits.

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.