Overall Rating Silver
Overall Score 56.35
Liaison Amy Kadrie
Submission Date Dec. 15, 2021

STARS v2.2

University of Rochester
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Ashley Campbell
Director of Diversity Programming
Office of Faculty Development and Diversity
"---" 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:
In AS&E, in the 2018–19 academic year, both academic and nonacademic departments conducted surveys of their internal climates, and the College will again conduct a climate survey for undergraduate students to continue to monitor and improve the climate and culture within the school. The last survey before this was conducted three years ago. URMC conducts an employee engagement survey every 18 months. In 2017, this survey—which was originally focused around Strong Memorial Hospital employees— was expanded to staff throughout the Medical Center. In a follow-up to the survey, action plans were developed at the department level specifically focused on confidence in the organization as a whole, work environment, and perceptions of leadership. Incorporating feedback from the 2016 Diversity Engagement Survey, URMC created a pilot initiative in one department to develop a best practice to respond to survey results. At URMC, Staff Forums were held in the fall featuring a combination of educational lectures and presentations with break-out sessions focused on diversity and inclusion. Also in the fall, a Leadership Series included education tailored to hiring managers and supervisors with a focus on unconscious bias in the hiring process as well as building systems and processes of inclusion. Details on how assessments were organized at different locations, including the Eastman school of music, libraries, Simon School of Business, are found in the full report attached.

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:
By offering a strong network of academic support, personal counseling, and substantial financial assistance, the five-year graduation rate for Higher Education Opportunity Program (HEOP) students who graduated from the College of Arts, Sciences, and Engineering (AS&E) in May 2018 was 89.6 percent higher than the overall College undergraduate graduation rate of roughly 86 percent. In the 2017–18 academic year, AS&E departments hired 19 new faculty, including 11 women. This is the greatest number of female faculty had ever hired in AS&E in a single year, and for the first time more than 25 percent of AS&E faculty were women. AS&E has established the One Community Programming Fund, which is designed to support culturally based programming and enhance the understanding and appreciation of diversity and inclusion initiatives. In 2018, the President’s office sponsored $25,000 in One Community grants, which were awarded to 27 diverse student organizations to help fund and support culturally based programming and to enhance the understanding and appreciation of diversity and inclusion initiatives. Through the Communal Principles Project, the College has sponsored $3,000 in minigrants for students to apply for when they have an initiative, program, or event that addresses the year’s highlighted communal principle. In 2018, funds were awarded to 10 diverse student organizations that promoted the concept of Respect on our campus. Through the Paul J. Burgett Intercultural Center, the College hired its first LGBTQ coordinator, Colleen Raimond, who has developed a wide array of group programming and individual support for students. Residential Life and Housing Services now offers a gender-inclusive housing option. The director of the Paul J. Burgett Intercultural Center also receives and responds to bias-related incidents. The College Diversity Roundtable continues to meet regularly to address topics related to equity and inclusion that are of concern to the student body and to advise the dean of the College on such issues. Through the Kearns Center, there is also focus on targeted recruitment of women and underrepresented minority students into AS&E graduate programs Of the Class of 2021 at the Medical Center, 21 percent self-identify as historically underrepresented in medicine (URiM), which is above the national average of 18 percent. As of July 3 2018, 25 percent of the incoming class of 2022 self-identify as URiM. The gender make-up of the Class of 2021 is 53 percent female and 46 percent male. For the Class of 2022, 51 percent are female and 49 percent are male. URSMD developed the Meliora Professional Development (MPD) course, which is offered to URiM incoming students, to facilitate the transition to medical school. The two-week-long course gives entering students a brief but intense introduction to medical school similar to a prematriculation program. After one year it appeared to have had a positive impact on the percent of students who were successful in the introductory course Human Structure and Function. Details on findings and initiatives at different locations, including the Eastman school of music, libraries, Simon School of Business, are found in the full report attached.

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 2018-2020 Annual Report on Diversity and Inclusion has been communicated via the university-wide publication at-Rochester and the diversity webpages.

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:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:

Data source(s) and notes about the submission:

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.