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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 74.63
Liaison Moira Hafer
Submission Date July 30, 2014
Executive Letter Download

STARS v2.0

Stanford University
PA-4: Diversity and Equity Coordination

Status Score Responsible Party
Complete 2.00 / 2.00 Moira Hafer
Sustainability Specialist
Office of Sustainability
"---" indicates that no data was submitted for this field

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 and equity on campus?:
Yes

Does the committee, office and/or officer focus on one or both of the following?:
Yes or No
Student diversity and equity Yes
Employee diversity and equity Yes

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

FACULTY/STAFF:

There are two committees that meet the intent of this credit at Stanford: the Diversity Cabinet (university-wide) and the Panel on Faculty Equity and Quality of Life (faculty only).

The Diversity Cabinet serves as the university’s executive body charged with keeping the issue of diversity at the forefront of the university's agenda. Comprised on the basis of roles rather than people, the Cabinet consists of executive officers who have the power to make key decisions. The group provides strategic advice to the Provost on how to continue to improve campus diversity.

Please visit the following website for more information:
https://facultydevelopment.stanford.edu/diversity-cabinet

The Panel on Faculty Equity and Quality of Life (rotational membership, comprised of faculty members from different schools) administers the Faculty Quality of Life Survey, and also collects and assesses data from the university’s seven schools concerning non-salary forms of compensation and support.

In addition, the the Diversity & Access Office was created to advance Stanford University's equal opportunity and affirmative action goals and commitment to diversity. Our office ensures University compliance with federal, state and local regulations concerning non-discrimination and disability access.

To accomplish our mission, we work collaboratively with Vice Presidents, Deans, Department Chairs, Administrative Managers and Human Resources staff who have direct responsibility for achieving the University's objectives.

Our office provides an array of services and resources designed to ensure equal opportunity and address bias and discrimination prohibited by law or official University policy, as well as assists individuals with disabilities who have requests for accommodations in the workplace and to access Stanford facilities, programs and activities.

For more information, please visit:
https://diversityandaccess.stanford.edu/

STUDENTS:

Stanford University was originally founded as a tuition-free institution and has a history of supporting the education of first generation and/or low-income students. The Office of Financial Aid keeps this spirit alive with its generous need-based financial aid packages.

In April of 2011 Stanford created the Diversity and First Gen Office to support the campus life of first generation and/or low income students. It uses office initiative and campus partnerships to promote a supportive academic environment. It also offers leadership in the integration of socio economic issues into campus diversity programs. Here at the Diversity and First Gen Office we continuously seek ways to foster a successful and collaborative university setting.

The Diversity and First Gen Office's mission is creating an interconnected Stanford community.

Specifically, the Diversity and First Gen Office builds student capacity and confidence to become interconnected with people from different backgrounds. Our contribution to Stanford’s diversity landscape is to provide campus leadership in addressing life with multiple identities and inter-group relationships that overlap with social class. Within this mission is a special focus on enriching the experience of first generation college students by supporting their transitions, empowerment, and community building.

For more information, please visit:
https://studentaffairs.stanford.edu/diversityandfirstgen/about


The full-time equivalent of people employed in the diversity and equity office:
5.50

The website URL where information about the diversity and equity committee, office and/or officer is available:
Does the institution make cultural competence trainings and activities available to all members of the following groups?:
Yes or No
Students Yes
Staff Yes
Faculty Yes
Administrators Yes

A brief description of the cultural competence trainings and activities:

Stanford’s Diversity and Access Office provides resources on diversity for staff (including administrators) and students. The office provides facilitated training programs on diversity and cultural competency for interested employees. One program is a staff development seminar which introduces participants to members of the university community from varying backgrounds over the course of a year. Stanford's Vice Provost for Faculty Development and Diversity provides numerous programs for faculty across the campus.

Please visit the following websites for more details:
https://diversityandaccess.stanford.edu/
https://facultydevelopment.stanford.edu/

The Diversity and First Gen (DGen) Office recognizes that diversity is a complicated idea that requires intentionality and sustained education to yield benefits. The DGen Office will act as a campus resource and steward for building student and staff capacity for learning and collaborating by difference. It offers a series of diversity programs and structured activities to promote skills to build confidence in addressing diversity (see programs under Diversity Plan). DGen's diversity training highlights socioeconomic diversity, interdependency, multiple identities and intersections, and allyship by inviting students to explore the impact and implications of social identities, (such as race, gender, class, religion, physical ability, sexual orientation, immigration status, and nationality), on their ability to welcome diversity and collaborate by differences.

Please visit the following websites for more details:
https://studentaffairs.stanford.edu/diversityandfirstgen/about/diversitytraining


The website URL where information about the cultural competence trainings is available:

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.