| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 54.90 |
| Liaison | Matt Wolsfeld |
| Submission Date | Jan. 23, 2017 |
| Executive Letter | Download |
University of Saskatchewan
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Margret
Asmuss Sustainability coordinator The office of sustainability |
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:
In light of a diverse campus community at the University of Saskatchewan and past research highlighting the relationship between campus climate and outcomes for students, it was important to obtain a clear picture of students’ experiences and perceptions of what it is like to attend the University of Saskatchewan.
The Campus Climate Survey (CCS) was developed based on an extensive literature review of the topic and of campus climate surveys implemented at other postsecondary institutions.
The online survey included questions pertaining to five main areas:
1) Overall campus climate (e.g., sense of belonging, institutional commitment to
diversity, etc.)
2) Campus experiences (e.g., witnessing/experiencing insensitive
behaviour, exclusion, harassment and discrimination)
3) Classroom experiences and interactions with staff/faculty
4) Helpfulness of support services
5) How to improve campus climate
The survey mainly included closed-ended questions but there were also many
opportunities to provide additional comments. Results of the survey are being used to assist with determining how to address identified issues and to build on our
successes.
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:
Overall, the campus climate was perceived positively by most of the survey respondents. However, it was also found that: 1) some students in minority groups
had less positive experiences; 2) some students were unsure of where to go for help or were afraid of negative consequences if they reported an incident; 3) feelings of reverse
discrimination were expressed.
Based on the findings, the following actions are being pursued:
1) Gain a deeper understanding of the experiences of minority group students, paying particular attention to those with mental health conditions.
2) Examine how the process of reporting incidents is communicated to students and address beliefs that reporting will lead to negative repercussions.
3) Further examine the experiences of majority group members and help ensure reverse discrimination and the belief that minority group students receive special treatment are addressed.
4) Develop a plan of action in relation to the identified issues.
5) Continue implementing campus climate surveys to determine the success of initiatives and to identify emerging issues facing students.
6) Include staff and faculty in future iterations of the campus climate survey.
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:
Publically available on webpage and referenced in campus newsletters and bulletins.
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.