|Submission Date||Sept. 16, 2021|
PA-6: Assessing Diversity and Equity
|0.38 / 1.00||
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:
The University develops and distributes a climate survey to the entire campus community every 5 or so years. The University sent out the most recent climate survey in Fall of 2017. This survey included a section on Diversity & Inclusion to assess perceptions of value and respect for all employees regardless of race, sex, religion, sexual orientation, or cultural background.
In November 2016 the University developed and administered its first Student Climate survey on Diversity and Inclusion. All undergraduate and graduate students were surveyed. Commencing a 3-year cycle, the survey was updated and once again administered to all undergraduate and graduate students in late fall 2019. The survey focuses on student perceptions of the university climate and the university actions and commitment to diversity, equity and inclusion and of students’ personal experiences in their engagement with students, faculty and staff of the University.
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:
The most recent community climate survey results have been incorporated into the new strategic plan, along with a number of other community outreach data points.
Results of the Student Climate on Diversity, Equity and Inclusion are still being used to formulate policies and programs at all levels of the University. An important impact of these findings was the formation of Aequitas: Presidential Task Force on Race. As stated in the President’s website, “Led by Dr. Nance, Vice President of the Office of Diversity, Equity and Inclusion, and comprised of a cross section of Villanova students, faculty, staff and alumni, the Aequitas Task Force has been charged with assessing the racial climate on campus, identifying areas for improvement, and creating a plan for developing the cultural competence for all students, staff and faculty who are members of the Villanova community.” Included in this is the charge to “Review all relevant climate data related to the perceptions of black and minoritized people on campus regarding their lives on campus.”
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:
The 2017 Community Climate survey results have been published through the President’s website. These data have been used in the strategic planning process and the Middle States accreditation process as the various committees prepare the University’s self-study.
The results of the 2020 Student Climate Survey on Diversity, Equity & Inclusion have been shared with senior leaders, through special webinars, and with all Middle States accreditation committees. The process of sharing these results and making them more accessible to the community is continuing as programs and policies are developed and expanded.
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.