| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 45.22 |
| Liaison | Mei May |
| Submission Date | Nov. 27, 2019 |
University of Texas at San Antonio
PA-5: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.89 / 2.00 |
Mei L
May Director Office of Sustainability Sustainability |
Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
Inclusive Excellence moves beyond numbers and involves embedding practices and philosophies that encourage diversity in every aspect of an organization (Kathleen Nalty, 2007). The term "diversity" is often linked to numerical representation; however, the term “Inclusive Excellence” promotes institutionalization of systemic practices and philosophies, generating a broader outcome with numerical representation serving as a byproduct of inclusive excellence.
Inclusive Excellence shifts the responsibilities of bolstering diversity toward the whole institution, as opposed to one unit or area having the sole responsibility of understanding and implementing the diversity mission. Inclusive Excellence moves an institution, organization, or program from valuing diversity – with access and cultural competence as its primary goals – to ensuring through structural interventions that all groups are achieving the desired outcomes at equitable rates.
The University of Texas at San Antonio seeks to promote an inclusive community of learners, an awareness and appreciation of multicultural perspectives, and the establishment of policies, practices, programs, and resources designed to embrace and support diversity.
At UTSA, inclusiveness and excellence are two of the core values. The Office of Inclusive Excellence serves as an agent and resource to provide leadership on issues related to diversity. Our goal is to support and promote diversity and inclusion in all aspects of campus life through the development of initiatives that encourage diversity and “Inclusive Excellence.”
Estimated proportion of students that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
A brief description of the institution’s cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
UTSA provides several training courses for its employees focusing on cultural diversity and cross-cultural communications issues as part of the training and development program available for all employees in the university. These courses include:
- Cross-Cultural Connections.
- Cross-Cultural Communications Workshop.
- Cross-Cultural Communication - Conflict Resolution.
- Diversity Awareness.
- Diversity Training.
- Power of Diversity.
- Academic Advising - Diversity Workshop.
- Diversity Training - Resident Assistant.
- Getting Past Clashes, Valuing team Diversity.
In 2019 as part of the diversity and inclusion office, all UTSA staff and faculty are required to complete training as part of the accommodating disabilities, managing bias, diversity and inclusion, harassment, and general compliance.
Website URL where information about the institution’s diversity and equity office or trainings 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.