| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 54.63 |
| Liaison | Kelly Wellman |
| Submission Date | Jan. 23, 2015 |
| Executive Letter | Download |
Texas A&M University
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Jennifer
Reyes Director Vice President & Associate Provost for Diversity |
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
There have been climate assessments of students, faculty, staff, and administrators. Each of these assessments asked questions about diversity, equity, access to resources, and the climate for diversity at Texas A&M University.
The university-wide campus surveys are on three year cycles:
• Faculty (whole population) - Assessed Spring 2013 – Due next in Spring 2016
• Undergraduate Students (sample stratified by ethnicity and classification) - Assessed Spring 2013 – Due next in Spring 2016
• Graduate Students (whole population) - Assessed Spring 2012 – Due next in Spring 2015
• Staff (whole population) - Assessed Phase 1 Fall 2012; Phase 2 Spring 2013 – Due next in Spring 2016
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
• Undergraduate Students (sample stratified by ethnicity and classification) - Assessed Spring 2013 – Due next in Spring 2016
• Graduate Students (whole population) - Assessed Spring 2012 – Due next in Spring 2015
Summary of Graduate Student Campus Climate Survey - Spring 2012
1) What can we do to change the experiences of graduate students from different demographic groups to foster a good climate for all graduate students? Graduate student groups such as Blacks, Hispanics, doctoral, and self‐reported historically underrepresented students generally report less satisfaction with the campus climate based on their overall impression of campus climate, their academic experience at Texas A&M, and perceptions related to faculty, staff, graduate and undergraduate students; at the university level, in the department, and in the research space/lab/group.
2) How can the University help graduate students see the value of diversity while promoting a more visible institutional commitment to diversity? While some graduate students perceive a lack of commitment to diversity, other graduate students question the need for promoting diversity altogether.
3) What can the University do to help graduate students engage in respectful interactions?
Tensions and cliques are prevalent on campus relating to: University traditions; undergraduate and graduate students; race/nationality and political and religious beliefs.
4) How can we address quality of life concerns? Graduate students report concerns related to quality of life: balancing home, coursework, employment, and research; managing transportation challenges; dealing with stress related to the Texas A&M environment and financial situations; and, maintaining good health and emotional well‐being.
Summary of Undergraduate Campus Climate Findings 2013
1) What can we do about the persistent finding that Texas A&M is friendly on the surface, but can be intolerant of differences?
2) How can we identify and/or alleviate the issues in the campus climate that contribute to students feeling the need to minimize characteristics of identity (e.g. language, dress, beliefs, etc.) to fit in in student organizations and with classmates?
3) How can we encourage involvement of all undergraduate in student organizations, traditions, and high impact learning practices?
4) How can we teach the personal and institutional benefits of diversity to the undergraduate student body?
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
Summary of Faculty Campus Climate Findings - Spring 2013
(1) Faculty composition: Changes are encouraging, but what can we do to continue to increase the numbers of people who are historically underrepresented in some disciplines?
(2) Declining job satisfaction: What can we do to improve job satisfaction for faculty?
(3) Turnover intentions: What can we do to address retention and promotion concerns in all faculty ranks?
Summary of Staff Campus Climate Findings - Spring 2013
(1) How can we support and encourage staff during
times of institutional change?
(2) How can we identify and/or alleviate the issues in
the campus climate that contribute to lower job
satisfaction?
(3) What steps can be taken to encourage and reinforce
an inclusive environment?
(4) What steps can be taken to encourage
political/religious acceptance?
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:
Campus Climate Presentations - http://diversity.tamu.edu/CampusClimate/Presentations.aspx
Campus Climate Presentations - http://diversity.tamu.edu/CampusClimate/Presentations.aspx
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.