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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 81.30
Liaison Sarah Munro
Submission Date June 30, 2017
Executive Letter Download

STARS v2.1

University of Connecticut
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Sarah Munro
Sustainability Coordinator
Office of Environmental Policy
"---" indicates that no data was submitted for this field

Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

http://president.uconn.edu/wp-content/uploads/sites/1800/2016/06/2015-08-Draft-Diversity-Report.pdf

“The Diversity Task Force was charged to review, assess, and recommend strategies to improve diversity at the University of Connecticut. Through its work during the second half of the 2014-2015 Academic Year, the Task Force found considerable commitment to diversity and inclusion, including a substantial rise in diversity amongst our student population and an impressive depth and breadth of diversity in teaching, outreach and programming. The efforts to promote and enhance UConn diversity include both longstanding and newer initiatives, some campus-wide but even more at the local level, that demonstrate our desire and commitment to become a more diverse, tolerant, inclusive and equitable community. But we also face challenges. There is slower progress with respect to faculty diversification and little progress with staff diversity. In addition, there are concerns about campus climate, including overt acts of intolerance and more subtle micro-aggressions aimed at traditionally underrepresented members of our community.

Through our research, conversations and interviews with sitting Chief Diversity Officers (CDOs), 1 it became clear to the Task Force that there exists a need for a senior leadership role charged with connecting the numerous local initiatives with focused higher-level strategy, investment and accountability to achieve diversity and equity goals. The Task Force is thus pleased to offer six core recommendations: Build an effective and sustainable diversity infrastructure. Hire a Chief Diversity Officer and establish a Diversity Office and website; Create a Diversity Council with representation from throughout the university; and Modify the name of the existing Office of Diversity and Equity (ODE) to Office of Institutional Equity (OIE). Enhance recruitment and retention efforts of faculty and staff from traditionally underrepresented populations. Sustain and build upon student diversity successes. Produce consistent diversity data and information and establish a transparent system of monitoring, evaluation, and accountability. Build upon, tie together and expand multi-cultural curricula and programming. Significantly expand diversity fundraising.”


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?:
Yes

Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Yes

Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
Yes

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:

The Diversity Task Force Report from 2015 includes a “Recommendations” section that would affect policies, programs, and initiatives. Among these is the name change of the Office of Diversity and Equity (ODE) to the Office of Institutional Equity (OIE), the implementation of a mentoring program for underrepresented faculty and staff, provide publically available data on faculty, staff, and students based on gender, race, and ethnicity, and many more other recommendations. Many of these recommendations have either been implemented already or are any the process of being implemented. The full report can be found here: http://president.uconn.edu/wp-content/uploads/sites/1800/2016/06/2015-08-Draft-Diversity-Report.pdf


Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes

A brief description of how the assessment results are shared with the campus community:

The Diversity Task Force Report from 2015 is publically available here: http://president.uconn.edu/wp-content/uploads/sites/1800/2016/06/2015-08-Draft-Diversity-Report.pdf

A Workforce and Hiring Diversity Data Update Report is published each year, and is accessible to the campus community by logging in with a University ID and password. The report includes graphs showing percentiles of different races of Faculty, Staff, and Executive/Management, with further break down for those of which are residents, new hires, etc. It also includes an in-depth analytical report of the numerical information.


Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes

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:
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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.