| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.40 |
| Liaison | David Heithaus |
| Submission Date | Jan. 20, 2021 |
Kenyon College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
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:
There are several ways in which we gather data relative to diversity, equity, and inclusion at Kenyon. For starters, we use a number of regular surveys to gather information. These surveys include COACHE, HEDS, NSSE, FSSE, CHAS Climate Survey among others. Both the COACHE and the HEDS are very useful because they supply comparative data. We also use the results of the Senior Survey, though the diversity, equity, and inclusion data prove less comprehensive than the other surveys. Most recently, we have also used assessment surveys associated with the HHMI Inclusive Excellence Initiative. Although those surveys focus on the sciences and would seem to offer more targeted information, they are generally quite helpful, because of both the number of students surveyed (all students taking all science courses in the fall of 2017) and a relatively high response rate. It should be pointed out that we are gathering informal qualitative data in our diversity, equity, inclusion, and anti-racism workshops conducted in 2019-2020 and 2020-2021. That information proves valuable in fleshing out the information gained by quantitative methods.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The data suggest a high level of satisfaction overall with Kenyon (from all respondents). There are some areas of concern, particularly regarding the desire to feel a greater sense of belonging on the part of students from under-represented groups. That said, when probed more deeply, these responses tend to be more generalized than specific. That is, they are less related to specific instances of maltreatment, for example, and more "atmospheric." But it is worth noting that a great deal of these kinds of complaints have more to do with Kenyon's location and surrounding environment, particularly in this recent election year, than they do with actions, programs, or initiatives undertaken by the college.
In response, we have been working hard to support students, in particular by focusing their attention on the resources available to them through the Provost's Office, Student Affairs, the Health and Counseling Center, the Office of Civil Rights, and the ODEI. We have been working at the level of the Board of Trustees to see what changes might be made to Kenyon's policies and practices.
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:
This is shared on Kenyon's institutional research page
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 (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts 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.