|Submission Date||Feb. 19, 2019|
Weber State University
PA-5: Assessing Diversity and Equity
|0.75 / 1.00||
Student Sustainability Coordinator
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 Culturally Engaging Campus Environments (CECE) Model is derived from three decades of published research in higher education, over 180 interviews conducted across several qualitative studies, and the findings of many quantitative analyses that examine the experiences and outcomes of diverse colleges students. It explains the ways in which campus environments shape the experiences and outcomes of diverse student populations in college.
The CECE model acknowledges that external influences (e.g., financial factors, employment, and family influences) and precollege inputs (e.g., academic preparation and academic dispositions at the time of entry) shape college success (e.g., learning, satisfaction, persistence, and degree completion) (Figure 1). However, the focal point of the CECE model emphasizes that college students’ access to culturally engaging campus environments is positively correlated with individual influences (e.g., sense of belonging, academic self-efficacy, motivation, expectation or intent to persist, and performance) on success and an increased probability of succeeding in college. The CECE model posits that undergraduates’ access to culturally engaging campus environments is directly and indirectly (via sense of belonging, academic self-efficacy, motivation, expectation or intent to persist, and performance) related to a greater likelihood of persistence. In sum, the CECE Model suggests that the greater the extent to which institutions foster and maintain culturally engaging campus environments, the more likely their environments will allow their diverse student populations to thrive in college.
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?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
The Culturally Engaging Campus Environments (CECE) Survey is designed to measure the 9 CECE indicators that represent the characteristics of optimally inclusive and equitable campus environments. These indicators also denote the 9 elements of environments that allow diverse populations to thrive in college. College and university campuses can use the CECE Survey and these 9 CECE indicators to…
Create dialogue that is centered on the things that matter most when serving diverse student populations.
Diagnose their campus environments from an inclusion and equity perspective.
Identify where these environments can be improved.
Develop plans to cultivate more inclusive and equitable environments.
Create environments that maximize success among all students regardless of their backgrounds and identities.
Focal Point of the CECE Model
The degree to which culturally engaging campus environments exist at postsecondary institutions is both directly and indirectly (through their impact on sense of belonging, academic dispositions, and academic performance) associated with success among their diverse student populations.
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:
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:
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:
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.