Overall Rating Silver
Overall Score 61.14
Liaison Jeff Spoelstra
Submission Date Feb. 28, 2019
Executive Letter Download

STARS v2.1

Western Michigan University
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Candy McCorkle
Vice President of Diversity and Inclusion
Diversity and Inclusion
"---" 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:

The last campus climate study report was in 2013 (https://wmich.edu/diversity) with the response to the campus climate study through the Campus Climate for Diversity, Equity, and Inclusion Tactical Action Community completed in June 2015. https://wmich.edu/diversity/initiatives/campus-climate-diversity-equity-inclusion-tactical-action-community

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 core findings from the Campus Climate Study are listed in the full report and the executive
summary. That information is being repeated here.
1. Students, faculty, staff and administrators tend to view the climate for diversity at WMU more positively than negatively.
2. Students in particular tend to have the most positive views of the climate for diversity and equity.
3. Some participants view the campus as making progress in some important areas of diversity and inclusion, and demonstrating a commitment to the work of continuous improvement related to diversity and inclusion.
4. Some of the strongest predictors of campus climate indices reflect positively on the ways WMU is promoting the diversity mission on campus (e.g., Race Talk Comfort, Personal Diversity Engagement, Zero Tolerance Climate, Diversity Engagement Climate). These predictors of climate can help to serve as the foundation for efforts to improve campus climate at WMU.
5. The DMAP was identified in focus group discussions as a preexisting roadmap for advancing diversity, equity and inclusion at WMU that can be reaffirmed and
implemented as one immediate step toward improving the climate at WMU.
6. Focus group discussions revealed that there are large numbers of campus stakeholders among students, faculty, staff, and administrators who are deeply invested in the success of WMU to advance the mission of diversity, equity and inclusion—who are committed to helping the campus take advantage of the findings from the comprehensive campus climate study through immediate and decisive action.

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:

With the successful completion of the campus climate study, the steering committee intentionally and inclusively disseminated results across campus. The report informed the campus community and provided data that demonstrates areas of success and areas for improvement. Some of the ways in which the campus climate study steering committee accomplished this was to broadly notify the campus community, through emails, news releases, and flyers, that the report was
available on the Office of Diversity and Inclusion’s website. In addition, committee members met with over twenty groups during their department, team, leadership meetings, or registered student organization meetings, to offer an overview of the results and to invite them to attend a town hall meeting where Dr. Worthington would provide more information about the results.
Three town hall meetings took place in October 2013. In addition to learning about the results, attendees were asked to participate in responding to the recommendations by joining a tactical action community and/or project action team.

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.