| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.00 |
| Liaison | Lisa Mitten |
| Submission Date | March 4, 2015 |
| Executive Letter | Download |
State University of New York at New Paltz
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.50 / 1.00 |
Lisa
Mitten Campus Sustainability Coordinator Office of Campus Sustainability |
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
In the Fall 2011 semester, the LGBTQ task force conducted a campus climate assessment to evaluate the attitudes and campus experiences of students and employees at the State University of New York at New Paltz related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and issues. The final survey results were released in October 2012. The LGBTQ Task Force has been charged with making recommendations for improvement of the campus climate for lesbian, gay, bisexual, transgender, and queer students, faculty, and staff at SUNY New Paltz. The report was released to the campus community in January 2014. http://www.newpaltz.edu/lgbtq/ The LGBTQ Task Force developed a guide of campus services, policies, and organizations that serve LGBTQ students. http://www.newpaltz.edu/lgbtq/lgbtq_campus_resources.pdf
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
We monitor and evaluate graduation and retention rates for diverse groups of students and for programs that support our students. Two examples of such programs are the Education Opportunity Program (EOP) which supports students who have the potential to be academically successful, but come from a variety of circumstances that may present barriers to academic success and the Scholars Mentors Program (SMP), a networking initiative for students of color. In our most recent first year retention rates both of these groups, EOP and SMP, had retention rates that were higher than retention rate for all first-year students. Also, our first year retention rate for students from underrepresented minority groups is higher than our retention rate for white students. Staff from EOP and SMP constantly analyze retention and graduation rate data from the Office of Institutional Research as well as internal data collected by programs that directly serve diverse students.
EOP, SMP, the Center for Student Resources & Academic Support, Louis Stokes Alliance for Minority Participation (LS-AMP), and Collegiate Science and Technology Entry Program (C-STEP) are constantly analyzing data not only from the Office of Institutional Research, but their own internal data as well.
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
Has the institution assessed diversity and equity in terms of governance and public engagement?:
A brief description of the governance and public engagement assessment(s):
The website URL where information about the assessment(s) is available:
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.