| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 78.48 |
| Liaison | Patrick McKee |
| Submission Date | June 20, 2016 |
| Executive Letter | Download |
University of Connecticut
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.50 / 1.00 |
Sarah
Munro Sustainability Coordinator Office of Environmental Policy |
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
A 2015 Campus Climate Survey was conducted by the University of Connecticut. It was an assessment process to learn more about campus culture around sexual violence and assist in strengthening prevention and education efforts. During the first few weeks of November, nearly 6,000 randomly selected undergraduate and graduate students at the Storrs and regional campuses will be asked to participate in a confidential sexual violence climate survey. The survey will be administered using a collaboration between the Higher Education Data Sharing Consortium (HEDS) and UConn’s Office of Institutional Research and Effectiveness (OIRE).
In addition to the sexual violence climate survey the University unveiled an updated comprehensive website this semester aimed at providing information and resources around the issues of sexual violence, relationship violence and stalking.
UConn diversity data for the past ten years reveals both progress and challenges with respect to recruitment and retention of students, faculty and staff (see Appendix B). Critical to these efforts with respect to faculty and staff in particular is our ability to disaggregate the data down to the level where it matters most: the individual department. Producing, monitoring, and evaluating data, and ensuring accountability at the departmental level will allow us to support recruitment and retention at the level of implementation.
Guidelines developed by the National Association for Diversity Officers for Higher Education (NADOHE) to inform and assist individual administrators and institutions in aligning the work of the CDO on their campuses with the evolving characteristics of the profession.
STANDARD NINE
Has an understanding of the application of campus climate research in the development and advancement of a positive and inclusive campus climate for diversity.
Campus climate research plays a central role in the development and advancement of strategic diversity planning. Although expertise as a researcher is not generally required, CDOs should be capable of providing oversight for periodic assessments related to campus climate for diversity, equity, and inclusion. Chief diversity officers can draw on the expertise of internal or external consultants to conceptualize and conduct research on their own campuses, and to utilize the findings to effect change and advance the development of institutional strategic planning efforts.
Including year the assessment was last conducted, results, and how results are used in shaping policy, programs, and initiatives.
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
Early in its work, the Task Force recognized that there is a tremendous array of diversity and inclusion efforts and programming happening at UConn at a campus-wide and local level. One of the most significant challenges faced by the Task Force was in conducting an inventory of all efforts at UConn, given the enormous volume and lack of centralization or connection between many of them.
Each committee and task force noted above was commissioned to assess our diversity landscape and common themes emerged each time. From the Diversity Action Committee report in 2002 to the Diversity Strategic Planning Committee (DSPC) report in 2014, the consensus has been that more robust recruitment and retention efforts are needed. In particular, they stressed that we need to be more intentional about our recruitment efforts and develop mentoring and support programs to facilitate the success of new employees.
Some also reference particular areas of strength at the University, including most notably, longstanding work of our five Cultural Centers (African American Cultural Center, Asian American Cultural Center, Puerto Rican and Latin American Cultural Center, Rainbow Center, and Women’s Center) and the scholarly work of our academic institutes focused on expanding research and teaching around globalization, area studies and diversity (Africana Studies Institute, Asian and Asian American Studies Institute, Center on Postsecondary Education and Disability, El Instituto: Institute of Latino/a, Caribbean and Latin American Studies and Human Rights Institute).
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.