| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.78 |
| Liaison | Amber Saxton |
| Submission Date | Sept. 1, 2017 |
| Executive Letter | Download |
George Mason University
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.63 / 1.00 |
Mary
Liang Sustainability Analyst Sustainability |
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 university has executed two surveys in the last three years to assess the climate as it pertains to diversity and inclusion on campus. In March 2017, the Office of Institutional Research and Assessment and University Life disseminated the Culturally Engaging Campus Environments (CECE) survey to the student body. This survey asked a variety of questions to the student body as it relates to their perceptions as it pertains to race, national origin, sexual orientation, and other factors. Demographic characteristics were also included in the data collection so subgroup analyses can be conducted to understand the experiences of underrepresented groups.
The results of this survey are still being compiled but will be shared with the community during the 17-18 academic year.
Employees were surveyed in 2015 as a part of the university’s Quality of Work Life Survey. The survey is all encompassing of faculty/staff life, but asks two questions around diversity and inclusion as it relates to faculty and staff perceptions.
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:
Both assessments for students and staff will be used to shape policies and programs for students and faculty/staff. This is an overarching priority for senior leadership as well as University Life, HR, and Compliance, Diversity and Ethics. These offices will be collaborating together to improve on the student and faculty experience as it pertains to creating and maintaining an inclusive campus community
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:
The results of the Quality of Work Life survey are shared with the campus online via HR/Payroll website. Faculty/Staff also were sent an email alerting them to the fact that the results were available.
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:
The Culturally Engaging Campus Environments (CECE) results are still being interpreted by a team of campus stakeholders from the Office of Institutional Research and Assessment, Compliance, Diversity, and Ethics (CDE), and University Life. Once the results have been compiled, they will be disseminated and made available to the entire community.
The Culturally Engaging Campus Environments (CECE) results are still being interpreted by a team of campus stakeholders from the Office of Institutional Research and Assessment, Compliance, Diversity, and Ethics (CDE), and University Life. Once the results have been compiled, they will be disseminated and made available to the entire community.
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.