| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 54.65 |
| Liaison | Kelly Nowicki |
| Submission Date | May 20, 2015 |
| Executive Letter | Download |
University of Wisconsin-La Crosse
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Barbara
Stewart Associate Dean Diversity & Inclusion |
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
Every 4-5 years, UW-L conducts a university-wide survey in order to assess the current climate on our campus. Our two most recent surveys were both conducted in 2013. “Campus climate” is a measure of the campus environment as it relates to interpersonal, academic, and professional interactions (UC Regents, Campus Climate Report). Responses from past UW-L surveys have led to the creation of new campus offices and increased funding for diversity and inclusion initiatives, and these offices continue to assess and address findings of our campus surveys. This is a critical initiative, one that we as a university support, because this survey gives UW-L community members an opportunity to describe their own personal experiences and observations, and an outlet to offer suggestions for change that might enhance the climate. The data is used to identify strategies for addressing potential challenges and support positive diversity and inclusion initiatives.
Date Revised: June 5, 2015
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
The students at UW-L have participated in the Campus Climate Surveys conducted in 2004, 2008 and 2013, but they were given a survey designed to capture their unique needs.
In addition to the surveys, students are encouraged to report Hate/Bias incidents through an online confidential reporting system. All hate/bias incident reports are immediately received by the Hate Response Team, and then documented and reviewed on a regular basis. Depending on the information provided and the wishes of the reporter, a Hate Response Advocate will respond and determine action steps on a case-by-case basis. Regardless of what action may or may not be taken in any individual incident, the Hate Response Team compiles all information over the course of each academic year to shape educational trainings and programs geared towards the prevention and anticipation of future hate and bias incidents.
In addition, they provide immediate support for those impacted by hate/bias and intolerance, create a safe space for all voices to be heard, and assist targets/victims in connecting with support services.
UW-La Crosse has made regular use of two nationally recognized tools, the National Survey of Student Engagement and the Collegiate Learning Assessment, in our efforts to understand and improve student learning. The results of these measures are utilized by faculty and staff to make decisions about how we can help students learn more effectively, what programming to offer, and the best structure for the general education curriculum.
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
UW-La Crosse annually collects, assesses, and publishes data on the diversity of its employees in its Affirmative Action Plan. This includes diversity along lines of race/ethnicity, gender, ability, and veterans’ status. Data is assessed for each job group, covering all employees on campus including faculty, staff (salaried and hourly), and administrators. The data is assessed to determine those job groups, departments, colleges, or other areas where there are equity gaps between the population currently employed and the population of people available and qualified to perform the job in question. Data is also collected on the demographics of job applicants, interviewees, and new hires, to identify inequities in the recruitment and hiring process. Where inequities are found, Human Resources, the Office of Affirmative Action, and/or the office/department in question strive to identify the cause of the inequity and take corrective action.
UW-La Crosse also conducts voluntary exit interviews with employees who are retiring or leaving UW-La Crosse. These may take the form of an in-person conversation or an online survey. While these interviews cover a variety of topics, one of the primary aims is to identify trends that may be causing employees to leave, particularly due to employees experiencing discrimination, unfair treatment, hostile work environment, retaliation, or any other climate issues that may affect under-represented populations on campus.
In addition, the Campus Climate Surveys described above have included employees and have featured specific sections designed to capture feedback from employees regarding equity and inclusivity issues in the workplace context, including bullying, discrimination, and harassment.
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 extent to which underrepresented groups and women participate in — and feel a part of — our campus community is formally assessed by UW-L’s Campus Climate surveys. It is also assessed by other formal structures on campus, including the Joint Committee on Minority Affairs and by the Office of Multicultural Student Services. Through these assessments, UW-L has several initiatives that aim to increase participation and leadership by members of underrepresented groups, including annual Diversity Dialogues, Inclusive Excellence, and the Office of Multicultural Student Services Leadership program. In additional, Inclusive Excellence Assessment team - made up of faculty and staff trying to understand and capture all of the diversity and inclusion related assessments that are taking place on campus- met throughout the 2014-2015 academic year and will commence in the Fall of 2015 once again.
Date Revised: June 11, 2015
The website URL where information about the assessment(s) is available:
Data source(s) and notes about the submission:
Additional web URLs with information on assessments:
Additional web URLs with information on assessments:
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.