| Overall Rating | Gold |
|---|---|
| Overall Score | 66.74 |
| Liaison | Jennifer Bodine |
| Submission Date | July 22, 2024 |
Weber State University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Bonnie
Christiansen Academic Sustainability Coordinator Sustainability Practices and Research Center |
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:
Weber State University, as part of its strategic plan goals, is in the process of conducting equity-minded practice audits in all campus units (colleges/academic departments, major units in each division). WSU is using a tool based on the National Association of Equity Action[LM1] Framework and the Utah System of Higher Education Draft Equity Policy Review Guide. The first step is a self-study, in which units identify to what extent they are engaged in equity-minded practices, such as reviewing policies that might lead to disparate impacts on underrepresented groups or regularly assessing belonging among students and faculty/staff. The qualitative data from each unit's review will be used to identify priorities for further action. The framework document is being piloted in four units and we will use their feedback to refine the framework and training, with a full rollout in spring 2024.
Currently these measures are being revised in the strategic planning process in response to H.B. 261 which has required institutions of higher learning in Utah to remove such language and measures from university plans therefore, the full rollout of framework and training slated for 2024 has been rescinded.
Weber State University is working to close gaps in accessibility for students through the Student Success Equity Intensive[LM1] (https://www.weber.edu/WSUToday/110823-aascu-student-success-equity-intensive.html) through the American Association of State Colleges and Universities. This program receives support from the Bill + Melinda Gates Foundation. WSU is one of only 18 institutions of higher learning in the country to be selected for this honor.
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:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives from the Strategic Plan Metrics + Achievements Year Two (revised August 7, 2023 URL: https://www.weber.edu/wsuimages/strategic-plan/WSU-strategic-plan-year-two-081523.pdf
- During FY 2022-23, the total percentage of underrepresented faculty and staff was 16.2%. This data, rather than representing a snapshot of one moment, represents all unique individuals in positions over the entire fiscal year.
- During FY 2022-23, 25.7% of all new hires were from underrepresented categories.
- During FY 2022-23, 16.4% of all employees who left Weber State were from underrepresented categories.
By the end of FY 2025-26, the hiring and retention of faculty and staff from underrepresented populations will improve from 11% to 20% (based on 2020 data).
Student information:
- For the academic year 2025-26, the fall-to-fall retention rate for first-time students is targeted to reach 60%, showing an improvement from the 56% rate observed for Fall 2019 students.
- For the academic year 2025-26, the goal is for 80% of first-time students at WSU to achieve a GPA of 2.2 or higher in their initial semester, indicating an increase from the 70% observed for Fall 2019 students.
- For the academic year 2025-26, the target is for 46% of entering students from the academic year 2015-16 to have completed a certificate, associate's, or bachelor's degree. This reflects an increase from the 42% completion rate observed for students in the academic year 2011-12.
- Each program should incorporate a minimum of two opportunities aimed at fostering a strong connection and a sense of belonging to the university community. Examples of such opportunities include High Impact Educational Experiences (HIEE) co-curricular programs, immersive projects, and participation in Student Involvement and Leadership activities.
- WSU has taken proactive measures to identify, develop, and implement programs that address workforce needs through innovation, collaboration, and resource optimization. This commitment is reflected in WSU's sustained 2.9% annual growth, consistent with the Utah System of Higher Education's (USHE) market demand degree attainment measure. This growth is roughly equivalent to the prior five years' compound annual growth rate (CAGR) of 2.919%, spanning from the academic year 2014-15 through AY 2018-19.
By the end of the 2023-24 fiscal year, all university units will conduct an equity-minded audit to pinpoint policies and practices causing unfair outcomes for underserved students. They will then suggest interventions to address and rectify these inequities.
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 (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:
Data source(s) and notes about 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.