| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.01 |
| Liaison | Paul Mathisen |
| Submission Date | May 23, 2017 |
| Executive Letter | Download |
Worcester Polytechnic Institute
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.88 / 1.00 |
Liz
Tomaszewski Facilities Systems Manager/Sustainability Coordinator Facilities Department |
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:
"WPI engaged the Center for the Study of Race & Equity in Education at UPENN to conduct a climate survey/equity audit in the spring of 2016.
The Project Inclusion Assessment is facilitated by a senior consultant. The first stage assesses the readiness of the institution to take a critical look at diversity and inclusion, and then the core rubric committee is organized and launched, with sub-committees, from leadership across the institution, and cross-sectional input from all WPI community members. The institution will assess up to six dimensions and allow the institution to strengthen WPI's capacity to identify opportunities and challenges related to cultural sensitivity and climate, and develop systematic, sustainable initiatives directed at improving the environment for students, faculty and staff from all backgrounds. The goal is to create an institutional cultural profile and measurable diversity plan."
A new structured assessment process will begin the 1st Quarter, 2017 with NERCHE's Project Inclusion, multiple stage rubric organized, three-year culture and climate assessment. The assessment will result in a campus wide work plan.
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:
An HR database inquiry in the past few years included a financial compensation review for underrepresented faculty. The climate survey (online) assessment tool used to get general climate information from a cross-section of community members was completed by UPENN Center for Equity and Race in July 2016; the data is still being evaluated, and will be used to inform future diversity initiatives. We will use the raw data and work with our IR Director to connect meaningful findings to possibly shape policy, programs, initiatives and/or inform additional assessments. There is also the Faculty COACH survey that touched on diversity - particular female faculty.
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:
Some of the results have been shared with pockets of community members, but not yet across the institution.We are currently compiling the results and determining the best approach to share the results.
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:
Data source(s) and notes about the submission:
Enrollment management does collect and study success data related to student diversity.
Enrollment management does collect and study success data related to student diversity.
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.