| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 50.50 |
| Liaison | Ryan Chabot |
| Submission Date | March 2, 2017 |
| Executive Letter | Download |
University of Central Florida
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
David
Norvell Asst VP Sustainability Initiatives Sustainability Initiatives |
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:
The University of Central Florida’s 4th strategic goal, “to become more inclusive and diverse.” The concept of diversity and inclusion is woven into the DNA of the institution.
The Collaborative on Academic Careers in Higher Education (COACHE) survey is used by UCF to gather faculty perceptions regarding diversity and other workplace experiences. Beginning by highlighting the areas where we are doing well and where you feel the institution could improve, this survey helps guide our efforts to increase faculty satisfaction and advance faculty-centric initiatives across the university.
UCF conducted its initial COACHE survey during Spring 2015, requesting responses from more than 1,200 full-time faculty members – instructors, lecturers, tenured and tenure-track – in every college. We will continue to reassess every three years with a new survey and compare results to ensure continual progress.
Upon receiving the results of our first survey during Fall 2015, the Office of Faculty Excellence created a priority-setting committee that evaluated the findings and a strategy committee that worked with faculty and department and administrative leadership to determine which areas will be addressed first and next steps.
In addition to faculty and staff, the office of Student Development and Enrollment Services provides an annual assessment of student diversity.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
UCF rated better than our peers and most institutions:
-Quality of colleagues
-Tenure policies and clarity
-Support for engaging undergraduates in research
-Support for obtaining and maintaining grants
Areas for improvement include:
-Nature of work, including research, service and teaching loads
-Personal and family policies
-Recognition and appreciation
-Departmental leadership, quality, and collegiality
-Promotion policies
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:
The Office of Diversity and Inclusion (ODI) is to collaborate with the UCF community to advocate for and educate about the university's goal of becoming more inclusive and diverse. The office undergoes an annual assessment through Operational Excellence and Assessment Support (OEAS) to measure the institutional effectiveness in the areas of diversity and inclusion. The results are used as a continuous feedback to improve the programs offered by the ODI office.
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:
The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives 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.