|Submission Date||March 2, 2020|
University of Vermont
PA-6: Assessing Diversity and Equity
|1.00 / 1.00||
Senior Advisor for Strategic Diversity Assessment and Research
Office of the Vice President for Human Resources Diversity & Multicultural Affairs
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:
he President's Commission for Inclusive Excellence (PCIE) was formed to better support and sustain strategic diversity engagement at the University of Vermont. The name Inclusive Excellence comes from the Association of American Colleges and Universities, which explored how institutions of higher education could infuse the goal of a more diverse and inclusive campus into their work to achieve excellence in the academic and community experiences within higher education (Williams, Berger, & McClendon, 2005).
Two workgroups were appointed by the (PCIE) to explore current or emerging institutional diversity issues determined by the PCIE. These workgroups will gather information, and help define the questions that need to be answered and issues to be addressed. They created a report called “Inclusive Excellence at the University of Vermont: A Framework for Building a More Diverse, Inclusive, and Multiculturally Competent Campus 2016-2012.
Institutional Assessment for Inclusive Excellence Workgroup:
Support the President’s Commission for Inclusive Excellence‘s work pertaining to the development and coordination of assessment related to inclusive excellence.
Identify assessment/data needs for UVM and best practices related to inclusive excellence.
Institutional Outreach for Inclusive Excellence Workgroup:
Support the President’s Commission for Inclusive Excellence in communicating the work of the Commission with the broader UVM community.
Utilize innovative and timely communications mechanisms to publicize UVM’s work and accomplishments regarding inclusive excellence.
Coordinate community forums regarding UVM’s inclusive excellence work and goals.
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:
Inclusive Excellence at UVM requires all Colleges and Divisions to develop an Inclusive Excellence Action Plan, which is approved by the President and Provost.
During the summer of 2019, the Office of the Provost and the Office of the Vice President for Human Resources, Diversity and Multicultural Affairs provided feedback to every unit with an Inclusive Excellence Action Plan. Each of these plans were updated by their respective units and are now guiding inclusive excellence policy, programs and initiatives within their respective units. Every updated plan can be accessed here: https://www.uvm.edu/advancingdiversity/diversity-action-plans
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:
During the winter of 2019 a comprehensive campus climate survey was administered to the UVM Community and the highlights, summary, and data dashboards were shared on this website:https://www.uvm.edu/hrdma/crs.
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:
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.