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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 Silver
Overall Score 57.22
Liaison Roxane Beigel-Coryell
Submission Date June 30, 2017
Executive Letter Download

STARS v2.1

Southern Oregon University
PA-4: Diversity and Equity Coordination

Status Score Responsible Party
Complete 1.33 / 2.00 Roxane Beigel-Coryell
Sustainability & Recycling Coordinator
Facilities Management & Planning
"---" 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:

In September 2010 the Diversity and Inclusion Oversight Committee was formed by President Mary Cullinan to coordinate institutional diversity efforts. To guide our efforts, SOU is using D.G. Smith’s framework for diversity which was recommended by the Association of American Colleges and Universities (AAC&U) in Making a Real Difference with Diversity: A Guide to Institutional Change. Under this framework there are four dimensions:

1. Institutional Viability and Vitality

2. Education and Scholarship

3. Access and Success

4. Campus Climate and Intergroup Relations

The Diversity and Inclusion Oversight Committee and Subcommittees are comprised of students, faculty and staff and meet several times during the school year to forward diversity and inclusion initiatives.

We also have a Bias Response Team comprised of Faculty, Staff and Students, and a Title IX team that provides trainings, investigations and resources based in gender/sex equity.


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:

In the 2015-16 school year we offered 42 diversity training workshops and conversations to faculty staff and students, and an additional 49 Title IX trainings to staff, faculty, and students. Topics of these trainings included: supporting trans students, recognizing implicit bias, and how to interrupt oppressive behavior. We have been providing targeted opportunities to our new students, and student leaders. Some of our staff have participated in cultural competency training but our focus has leaned more towards Title IX training as of late.

In other years we have offered topical diversity trainings open to all faculty and staff. They included:
The Language of Diversity
Multicultural Awareness
Disability Awareness
Gender Equity
Deconstructing Queer
Age and the Intergenerational Workplace

We also sometimes offer a Program Series based on conversations of diverse topics called Diversi-Teas. So far we have discussed the inclusivity/exclusivity to comedy and body size politics.


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.