| Overall Rating | Gold |
|---|---|
| Overall Score | 71.55 |
| Liaison | Kelsey Beal |
| Submission Date | Jan. 18, 2024 |
Indiana University Bloomington
PA-5: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 2.00 |
Kelsey
Beal Sustainbility Analyst Office of Sustainability |
Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
The Office of the Vice President for Diversity, Equity, and Multicultural Affairs (OVPDEMA) strives to foster an inclusive environment that promotes and nurtures diversity, broadly defined on all campuses of Indiana University. This is achieved by strategically focusing on three critical areas: recruiting and retaining faculty and staff, and recruitment, retention, and timely completion of undergraduate and graduate students; promoting a welcoming and positive campus climate; and engaging in outreach and advocacy locally and nationally. https://diversity.iu.edu/
Estimated proportion of students that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
A brief description of the institution’s cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
(1) Shared Goals General Education Requirements: The faculty of each undergraduate degree-granting unit must adopt a degree requirement appropriate to their curriculum that addresses issues of diversity in the United States. Adoption of a requirement that has a focus on the issues of diversity and cultural, racial, ethnic, class, age, ability, sexual orientation, religious, and gender discrimination within the context of the United States would be especially useful in achieving the objectives of enhanced understanding of diversity.
(2) The Center of Excellence for Women & Technology strives to empower women students, faculty, and staff to become technology leaders. Many of their events are focused on gender equity and in particular, the Empowerment Lunch & Learn Series is an ongoing program for women to receive support and training on topics such as microaggressions, imposter syndrome, and event salary negotiation. The Center also hosts an annual Summit geared specifically towards faculty and staff, with discussions of topics such as oppression. https://womenandtech.indiana.edu/programs/empowerment-series.html
(3) For students in the residence halls (first-year students are required to live on campus), there is a CommUNITY Education (CUE) Program. "CUE is committed to fostering a welcoming and supportive community for all that live in, work in, or visit our residence halls. Annually the CommUNITY Educators (CUEs), student staff members within Residential Programs and Services, plan and coordinate over 100 interactive programs as well as educational bulletin boards and other passive programs. The CUEs frequently collaborate with other groups on diversity-related programs, such as retreats. In the past topics have included such things as White Privilege, Conversations on Race, Spirituality, and Masculinity."
www.cue.indiana.edu
Website URL where information about the institution’s diversity and equity office or trainings is available:
Additional documentation to support the submission:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.