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The Sustainability Tracking, Assessment & Rating System™ (STARS) is a transparent, self-reporting framework for colleges and universities to measure their sustainability performance.

Overall Rating Gold
Overall Score 81.11
Liaison Corey Hawkey
Submission Date Feb. 27, 2017
Executive Letter Download

STARS v2.1

Arizona State University
PA-6: Support for Underrepresented Groups

Status Score Responsible Party
Complete 3.00 / 3.00 Corey Hawkey
Assistant Director
University Sustainability Practices
"---" indicates that no data was submitted for this field

Does the institution have a publicly posted non-discrimination statement? :
Yes

The non-discrimination statement, including the website URL where the policy is publicly accessible:

Policy statement:

Academic Affairs Manual – ACD 401: Prohibition Against Discrimination, Harassment and Retaliation

Arizona State University is committed to providing an environment free of harassment, discrimination, or retaliation for the entire university community, including all students, faculty members, staff employees, and guests. ASU expressly prohibits discrimination, harassment, and retaliation by employees, students, contractors, or agents of the university based on any protected status: race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity and genetic information.

See full policy at:

https://www.asu.edu/aad/manuals/acd/acd401.html


Does the institution have a discrimination response protocol or committee (sometimes called a bias response team) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:
Yes

A brief description of the institution’s discrimination response protocol or team (including examples of actions taken during the previous three years):

Separate procedures are utilized for students and for employees:

The exclusive procedures and protocols for the investigation of any claims of violations of ACD 401 by students are handled, consistent with this policy, in accordance with the Arizona Board of Regents (ABOR) Student Code of Conduct (SSM 104–01) and related procedures, located on the Sexual Violence Awareness and Response, Policies and Procedures Web page (https://sexualviolenceprevention.asu.edu/policies ). These procedures provide for prompt and equitable methods of investigation and resolution to stop discrimination, remedy any harm, and prevent its recurrence.

The exclusive procedures and protocols for the investigation of all claims of violations of ACD 401 by employees are set forth in P20 (https://provost.asu.edu/policies/procedures/p20 ). These procedures provide for prompt and equitable methods of investigation and resolution to stop discrimination, remedy any harm, and prevent its recurrence. Unless specifically and explicitly excepted by ABOR policy, these procedures and protocols shall be the exclusive process for reviewing claims of violations of ACD 401. If a deviation from these procedures is determined to be necessary for a particular case, that deviation shall not invalidate the findings of any investigation.

See https://www.asu.edu/aad/manuals/acd/acd401.html

Examples of actions taken during the previous three years:

When an employee has been found to be in violation of ACD 401, response actions have ranged from counseling to required training to termination.

When a student has been found to have violated policies they have received sanctions ranging from required training, probation, suspension and expulsion.


Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Yes

Does the institution have programs specifically designed to recruit staff from underrepresented groups?:
Yes

Does the institution have programs specifically designed to recruit faculty from underrepresented groups?:
Yes

A brief description of the institution’s programs to recruit students, staff and/or faculty from underrepresented groups:

ASU and its partners also provide a wide range of scholarships and financial aid programs to recruit and support students from under-represented groups. Examples include:

ASU Latino Partnership/ASU-Hispanic Business Alumni Scholarship
- HBA partners with this community of Latino organizations to provide undergraduate students with scholarships each academic year. The ASU Latino Partnership Scholars is comprised of the following partners: César Chávez Leadership Institute, Chicano/Latino Faculty and Staff Association, Chicanos Por La Causa, Inc., ASU Hispanic Business Alumni, Los Diablos Alumni and Hispanic Women’s Corporation.

ASU Latino Partnership Scholars-Chicano/Latino Faculty & Staff Association Scholarship
- Each year, the Chicano/Latino Faculty and Staff Association (CLFSA) pays tribute to former faculty member Laura Rendón’s leadership; character and academic excellence by awarding scholarships to three students whose academic merit demonstrate these same virtues that will impact the Chicano/Latino community. Preference is fiven to first-generation college students.

Havasupai Promise Scholarship
- Up to 30 scholarships covering direct educational costs for eligible Havasupai tribal members who have been admitted as full-time, degree-seeking students at an ABOR university (ASU, UA, NAU)

Many recruiting programs and efforts are also operated at the individual college and school level. For example, the Fulton Schools of Engineering offer the following programs:

Young Engineers Shape the World is a two-year program offered by Arizona State University’s Ira A. Fulton Schools of Engineering for high school students to view engineering as a socially relevant profession. We are targeting primarily Title 1 schools for this program. http://outreach.engineering.asu.edu/young-engineers-shape-the-world/

EPICS is a designed-based service learning and social entrepreneurship program that focuses on engineering and human-centered design providing solutions to real world problems. We currently partner with just over 25 schools in the greater Phoenix area, and have support from great industry partners to continue program expansion. http://outreach.engineering.asu.edu/k-12-programs/epics-high/

Through participation in Fulton Summer Academy, students grades 1-12 get the opportunity to experience life on campus and take part in instructor-led engineering design challenges and activities. Our camps utilize best practices in hands-on STEM to actively engage participants and empower them to seek out other STEM opportunities beyond their experience at ASU. We offer a variety of programs – from half day camps, full day camps, and overnight camps – there is something for everyone.
• The Fulton Summer Academy works with and provides scholarships to Mesa Public Schools Migrant team, Alhambra Schools, foster facilities, Roosevelt School District to bring student to summer camps
http://outreach.engineering.asu.edu/summer-programs/
• The National Summer Transportation Institute is a program focused on 10th -12th grade students from rural and underrepresented groups http://outreach.engineering.asu.edu/project/summer-transportation-institute/

FIRST LEGO League Robotics
• A program that serves 380 teams composed of around 3000 students across the state, of which 50+% are from underrepresented groups
http://outreach.engineering.asu.edu/k-12-programs/first-robotics/

Day in the Life of… Field Trip
• A program for elementary, middle, and high school students. We target underrepresented groups for these but do open it to all after reaching out to these groups first http://outreach.engineering.asu.edu/events/field-trip-days/

Girls Make-a-thon
http://outreach.engineering.asu.edu/girls-make-a-thon/

NCWIT
http://outreach.engineering.asu.edu/events/ncwit/

Girls Gear Day
http://outreach.engineering.asu.edu/events/girl-scouts/

ASU School of Computing, Informatics & Decision Making Systems Engineering (CIDSE), in consultation with Technology Education and Literacy in Schools (TEALS), will create an elective course that will allow over 5,500 undergraduate and graduate students to volunteer in high school CS courses. Brian Nelson is the lead professor.

Sources: Mike McBride and Hope Parker of Ira A Fulton Schools of Engineering

STAFF
ASU’s Human Resources department sends its job postings out weekly to hundreds of community partners of underrepresented groups for staff positions

ASU has an affirmative action plan that all colleges and departments must adhere to in order to increase their numbers of employees from underrepresented groups.
(see Erin Ellison - OEI)

FACULTY
The Vice Provost for Academic Affairs gives hiring workshops at every campus (two for the Tempe campus) each fall, to provide strategies for recruiting faculty from under-represented groups. It is something we not only strongly encourage but for which we also provide a great deal of guidance to all units.

In addition, the Vice Provost for Academic Affairs checks all applicant lists and ask about under-represented candidates who may not have made it onto the finalist list. Search committees look again and either provide a solid explanation as to why these candidates were not included or, in a few cases, add them to the finalist list.


Does the institution have mentoring, counseling, peer support, academic support, or other programs to support students from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs to support staff from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs to support faculty from underrepresented groups on campus?:
Yes

A brief description of the institution’s programs to support students, staff and/or faculty from underrepresented groups:

Student and Cultural Engagement (SCE) works to support the engagement experiences of students attending ASU. SCE works collaboratively across ASU and the community to facilitate and support our students’ cultural/social/intersectional identity development through a variety of experiences and engagement opportunities.

The Student & Cultural Engagement (SCE) team advises and works to support our Council of Coalitions - comprised of our seven cultural coalitions. The Council coalitions are: American Indian Council; Asian/Asian Pacific American Coalition; Black African Coalition; Coalition of International Students; El Concillio; Rainbow; Womyn's Coalition.

Through trainings, mentoring and support, Student Organization Services (SOS) and Student and Cultural Engagement (SCE) jointly support faculty advisors of student clubs focused on underrepresented groups.

The Student & Cultural Engagement (SCE) staff experts advise and support our Council of Coalitions and the faculty/staff advisors to those coalitions. The Council is comprised of our seven cultural coalitions, including: American Indian Council; Asian/Asian Pacific American Coalition; Black African Coalition; Coalition of International Students; El Concillio; Rainbow; Womyn's Coalition.

(Source: Mark Sanders, SCE)

Culture@ASU is a university value through which the university community, through student led efforts, celebrates our diversity cultural community. Programs that are a part of this value experience includes the Fall Welcome CultureFest, a weekly Express Yourself Talent series, and ASU's Got Talent. Additional programs include the monthly Heritage Celebrations, International Night, WorldFest, and the hundreds of other socially/culturally based programs.

International Student Engagement(ISE) works to support the transitional and engagement experiences of international students (both undergraduate and graduate) students attending ASU. ISE works collaboratively across ASU and the community to facilitate and support our international students’ cultural/social/transitional experiences and engagement from door to door.

Guided by ASU's commitment to excellence, access, and impact, the Office of Student Rights and Responsibilities (SRR) supports a safe and inclusive environment that fosters the intellectual, personal, social, ethical development of all students. In partnership with university departments and programs, we help students see themselves as responsible members in a diverse community. SRR provides students with the opportunity to consider the ways in which their conduct may define and impact their college experience-personally and in relationship with others.

Student Organization Support (SOS) - a unit of Engagement Outreach and Student Services (EOSS) - provides Sun Devil Sync as a comprehensive online support platform for all ASU student organizations, including a wide range of student organizations involved in engaging and supporting students from under-represented groups. SOS also provides staff support for student organizations and their faculty advisors. Each advisor supports a portfolio of clubs with related themes, including two that, collectively, serve cultural & ethnic, LGBTQIA and religious & faith-based clubs and their advisors.

(Source: AJ Montes, SOS)

SOS also produces a regular newsletter and conducts regular workshops for student groups and their advisors to strengthen the impact of those groups for their members and the broader ASU community.

ASU’S Bridging Success program provides support and training to youth from foster care to succeed in starting and completing their university education. ( https://students.asu.edu/foster-youth)

Individual colleges and schools also have programs to support students from underrepresented and low-income groups. For instance, the Schools of Engineering support 62 student engineering organizations, twelve of which focus on underrepresented groups. The Schools of Engineering also provide peer mentors, free tutoring centers, advisors, student success workshops and Retention Specialists who work with advisors to identify and reduce retention risks.
The Office of Academic and Student Affairs also has a special programs advisor for students in the Engineering Exploration major with training and experience in counseling at-risk students:
(https://engineering.asu.edu/advising/lyndy-gregorski/)
The Assistant Dean of the Schools of Engineering also leads an Engineering Futures program with a goal to boost the persistence of young engineering students who may not be familiar with a university environment and may not know what engineers actually do in the workplace. “They are the students who most often will not have a support structure of peers and role models who are engineers around them,” Ganesh explains. “We want to provide them a network that will give them those things, and help keep them on track with their education and career pursuits.”
Staff and Faculty
ASU promotes equal opportunity through affirmative action in employment and educational programs and activities. Discrimination is prohibited on the basis of race, color, religion, national origin, citizenship, sex, sexual orientation, gender identity, age, disability and qualified veteran status.

Equal employment opportunity includes, but is not limited to, recruitment, hiring, promotion, termination, compensation, benefits, transfers, university-sponsored training, education, tuition assistance, and social and recreational programs.

ASU's Office of Equity & Inclusion supports and fosters a culture of inclusiveness. OEI promotes and assists with equal opportunity and diversity initiatives. OEI also provides university leadership and hiring officials with clear and accessible employment data, timely and effective consultation, high-impact training, and rigorous review of employment-related policies and procedures.

The mission of the Committee for Campus Inclusion (CCI), a faculty and staff advisory group to the provost, is to promote a positive, harmonious campus environment that celebrates individual and group diversity, promotes individualism, provides information to the campus community, and resolves issues in such a manner as to respect all persons and their dignity.

SAFE ZONE provides departmental trainings in LGBQTIA topics in order for those departments to qualify their facilities for a plaque designation as a SAFE ZONE.

SCE also coordinates a wide portfolio of cultural heritage weeks and celebrations in order to raise awareness among students, faculty and staff of the strong and diverse heritage that individuals from underrepresented groups bring to the ASU community


Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:
Yes

A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:

ASU’s Graduate College supports a suite of programs that, combined, prepare students from underrepresented groups for careers as faculty. The Graduate College first seeks nominations of students from underrepresented groups for interdisciplinary fellowships offered through a number of Graduate College Diversity Support Programs (https://graduate.asu.edu/diversity). Students from these programs who receive Graduate College financial support are then required to enroll in a year-long Interdisciplinary Research Colloquium (IRC) (https://graduate.asu.edu/irc) during their first year of graduate school. IRC provides graduate students an additional source for social interactions that aid to strengthen both personal and career development, coupled with intense faculty mentorship. IRC is an interdisciplinary course that provides an opportunity for students who are underrepresented in their field to hone their skills, gain self-confidence, successfully communicate their research topic, and develop leadership abilities. During their second year, these students are then prepared and encouraged to pursue one of two year-long courses which are open to graduate students from any socio-cultural background via a competitive application process: 1) Preparing Future Faculty (https://graduate.asu.edu/pff) (PFF) is a nationally recognized professional development program for doctoral students, MFA students and postdocs interested in pursuing a faculty position upon graduation or completion of postdoc appointment. 2) Preparing Future Scholars (https://graduate.asu.edu/pfs) is a counterpart course for those pursuing careers outside of academia.

This suite of programs produces impressive results in supporting students from underrepresented groups for faculty career positions. Approximately 1/4 of the students from the IRC program take the Preparing Future Faculty course. Some students enrolled in the IRC also receive support from the Post-baccalaureate Research Education Program (PREP) (https://graduate.asu.edu/prep),and IMSD program (https://imsd.asu.edu/).

ASU’s W.P. Carey College of Business also participates in The PhD Project (https://www.phdproject.org/), with ASU doctoral students attending the conferences and faculty presenting at the conference. Also, for over ten years, ASU’s Graduate College has waived university application fees for Ronald E. McNair Post-baccalaureate Achievement Program scholars (https://mcnairscholars.com/).


Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
Yes

Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
---

https://eoss.asu.edu/out/restrooms

https://housing.asu.edu/content/gender-inclusive-housing

--
Jodi Preudhomme
Title IX Coordinator & Special Counsel
Jodi.Preudehomme@asu.edu
(480) 965-0696

Stanlie M. James
Vice Provost for Inclusion and Community Engagement
Stanlie.James@asu.edu
(480)965-4399

Mick Dalrymple
Director, University Sustainability Practices
Mick.Dalrymple@asu.edu
(480) 727-8651

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.