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  • AASHE-STARS

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 67.35
Liaison Laurie Husted
Submission Date June 9, 2017
Executive Letter Download

STARS v2.1

Bard College
PA-4: Diversity and Equity Coordination

Status Score Responsible Party
Complete 1.33 / 2.00 Ariana Gonzalez Stokas
Dean, Inclusive Excellence
Inclusive Excellence
"---" indicates that no data was submitted for this field

Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:
Yes

Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

The Dean for Inclusive Excellence partners with a broad range of faculty, staff, and students in order to move the institution toward policies that promote great diversity,equity and inclusion. Along with several other senior administrators the Dean co-chairs the Council for Inclusive Excellence.
The Council works on institutional inclusivity initiatives: faculty orientation, campus-wide programming, student leadership, and off-campus engagement. The Council provides leadership and vision in collaboration with the Difference and Media Project, Bard Student Government, Chaplaincy, Office of the Dean of Student Affairs, and faculty leadership committees.

The Bard College Council for Inclusive Excellence approaches diversity, inclusion, and equity as central to a liberal arts education and critical to the wellbeing of a democratic culture. The Council includes faculty, staff, and students whose work focuses broadly on learning, teaching, student development, institutional functioning, and engagement in local and global communities.


Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Some

Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Some

Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Some

A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:

In partnership with the Center for Faculty Curricular Development, faculty are offered workshops on inclusive pedagogy, micro-aggressions, and an ongoing reading series on topics related to race, gender, class, neurodiversity. The dean partners with individual programs to tailor inclusion related topics to the disciplines.

The Multicultural Diversity Committee (a sub-group of student government), the Title IX office, as well as the Office of Inclusive Excellence partner with many student groups to offer programming related to understanding race, class, gender, sexuality religion and neurodiversity at a rural, predominately white institution.

The college aims to weave cultural competence development and learning into a broad range of campuses office and activities so that it becomes a part of the cultural fabric of the institution rather than stand alone discrete training.


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