Overall Rating Silver
Overall Score 53.21
Liaison Alan Burr
Submission Date July 5, 2023

STARS v2.2

University of Wisconsin-Platteville
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.00 / 1.00 Alan Burr
Sustainability Coordinator
"---" 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:

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:

2018 Campus Climate Survey Report
Key findings are:
- Sexual Harassment remains a pervasive issue on UW-Platteville’s main campus.
- UW-Platteville has a higher rate of sexual violence occurrence when compared to other schools.
- Three most common informal responses received by victims were supportive/positive in nature.
- Perception of sexual violence as a problem at UW-Platteville is gendered.
- Misperceptions surrounding sexual violence and alcohol need to be addressed.
- Prior to college sexual violence experiences have increased.

In response to the results of the 2015 administration, UW-Platteville enacted several new policies and initiatives to combat the campus’s culture of harassment. Data from the 2018 survey will indicate how students’ perceptions and actions have changed and dictate the next steps necessary to continue improving the UW-Platteville campus.

Recommendations include:
• Bystander Intervention
o Create an informative poster campaign about different intervention styles that reminds students there are multiple ways they can feel comfortable intervening
o Provide bystander intervention training targeted towards faculty and staff members who can address issues in classroom settings and may have student disclosures.
• Update resources
o Update the resources that were created as a recommendation from the 2015 EAB report
 Update the resources, created as a result of 2015 survey, to reflect some language changes. Example “will lead to investigation” changed to “may lead to investigation…”
 Create other smaller versions of signage for Faculty doors.
 Create resource sheet for faculty and staff to remind them of resources for students and how to respond to disclosures
 Teach people the process of accessing resources in trainings, immediately after an assault and later on
o Work with Web Development to make sure the sexual misconduct page is the first thing that shows up when searching
• Improve marketing of the online education course required by all new, incoming students
• Provide comprehensive sexual health education that addresses the importance of consent and basic communication skills
• Update current trainings and provide new trainings that more clearly address the connection between alcohol and sexual violence

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:

Available in attached report and results are shared by campus leadership at an array of speaking events.

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 or simply email your inquiry to stars@aashe.org.