Overall Rating Gold
Overall Score 67.00
Liaison Micah Kenfield
Submission Date March 15, 2018
Executive Letter Download

STARS v2.1

Vassar College
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Alistair Hall
Sustainability Assistant
Dean of Strategic Planning
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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:

In 2017 the College launched the Engaged Pluralism initiative to perform a structured assessment of diversity, equity, and inclusion efforts on campus. There are student, faculty, and staff working groups covering topics across the college and community.

Below is a description of the EPI program:

The Engaged Pluralism Initiative: Belonging and Thriving Together
The EPI is an evolving community initiative to reimagine what it means to live, work, and learn together. In partnership with the Mellon Foundation, Vassar College has embarked on a dynamic & responsive process to cultivate an environment where all members of our community can belong and thrive. We welcome participation from all members of the community.

What is Engaged Pluralism?
We at Vassar are committed to attracting, supporting, and retaining a strong and inclusive campus community. By “engaged pluralism,” we mean viewing all manner of social differences as essential components of a strong community, rather than as challenges to be overcome. This means reconsidering how we listen, learn, and provide proactive support for our community—especially for those members who are most vulnerable or who come from historically underserved groups.


Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Yes

Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Yes

Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
Yes

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:

While the EPI initiative is on-going, In Fall 2017 EPI engaged consultants from Rankin & Associates to conduct focus groups with employees. The results of these conversations will be reported on in the spring.

The Committee on Inclusion and Excellence makes an annual report available on the EPI website and shares the results via campus forums. CIE's reports were instrumental in forming the EPI initiative and have shaped how the College has structured our diversity, inclusion, and equity work.


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:

Progress is shared via the EPI website, through working groups, and via regular public forums.


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:
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The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.