| Overall Rating | Gold |
|---|---|
| Overall Score | 65.26 |
| Liaison | Matt Wolsfeld |
| Submission Date | March 21, 2023 |
University of Saskatchewan
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Matt
Wolsfeld Community Engagement Co-ordinator Office of Sustainability |
"---"
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:
The Institution Planning and Assessment Office conducts multiple surveys on a continuous basis to assess USask's achievement in areas of strategic priority. Supporting Diversity and Equity is one of the strategic priorities.
In the past three years, data has been collected on graduation rates and post-graduate activities was also collected information on diversity groups such as Indigenous students, international students and students with disabilities. This data comes from the Saskatchewan Provincial Graduate Outcomes and the Canadian University Survey Consortium surveys.
A pulse survey led by HR and administered by a third party vendor included 2 inclusion questions for all staff and faculty in 2022 and the results are started to be shared with leaders.
In the past three years, data has been collected on graduation rates and post-graduate activities was also collected information on diversity groups such as Indigenous students, international students and students with disabilities. This data comes from the Saskatchewan Provincial Graduate Outcomes and the Canadian University Survey Consortium surveys.
A pulse survey led by HR and administered by a third party vendor included 2 inclusion questions for all staff and faculty in 2022 and the results are started to be shared with leaders.
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?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Institutional Planning and Assessment is responsible for the dissemination of findings. This offices uses surveys to plan for program and service enhancements to meet the needs of the student body and to inform decision making.
From the Saskatchewan Provincial Graduate Outcomes Survey:
- At Usask, 8% of students identified as aboriginal, 14% as a visible minority, and 3% as having a disability
-Fewer Aboriginal graduates were employed two years after graduation (75% compared to 86% for non-Aboriginal graduates).
-Aboriginal graduates were more than twice as likely as non-Aboriginal graduates to have had major childcare and housing challenges during their program.
- Among those self-identified as a person with a disability, more than one
half requested accommodations from their institution because of their disability.
- On average, international graduates employed at the time of the survey earned a lower salary from their primary job compared to domestic graduates ($52,070 compared to $64,763)
From the Canadian university Survey Consortium:
- The majority of students (61%) agreed they were satisfied with the concern shown by the university for them as an individual, with 6% being very satisfied.
- Although only 3% of students had used services for First Nations students, all (100%) who used these services reported being satisfied.
These survey results informed the development of Usask's new University Plan 2025 which has "Embrace Manacihitowin" (Manacihitowin = Respect One Another in the Cree Language) as one of the key goals and identifies several actions to advance this goal.
From the Saskatchewan Provincial Graduate Outcomes Survey:
- At Usask, 8% of students identified as aboriginal, 14% as a visible minority, and 3% as having a disability
-Fewer Aboriginal graduates were employed two years after graduation (75% compared to 86% for non-Aboriginal graduates).
-Aboriginal graduates were more than twice as likely as non-Aboriginal graduates to have had major childcare and housing challenges during their program.
- Among those self-identified as a person with a disability, more than one
half requested accommodations from their institution because of their disability.
- On average, international graduates employed at the time of the survey earned a lower salary from their primary job compared to domestic graduates ($52,070 compared to $64,763)
From the Canadian university Survey Consortium:
- The majority of students (61%) agreed they were satisfied with the concern shown by the university for them as an individual, with 6% being very satisfied.
- Although only 3% of students had used services for First Nations students, all (100%) who used these services reported being satisfied.
These survey results informed the development of Usask's new University Plan 2025 which has "Embrace Manacihitowin" (Manacihitowin = Respect One Another in the Cree Language) as one of the key goals and identifies several actions to advance this goal.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
Publically available on webpage and referenced in campus newsletters and bulletins.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
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:
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.