| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 50.85 |
| Liaison | Sarah Williams |
| Submission Date | Feb. 8, 2017 |
| Executive Letter | Download |
Whitman College
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Brandon
Bishop Campus Sustainability Coordinator Physical Plant |
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:
Whitman College, in its effort to nurture an inclusive, diverse and equitable learning and working environment embarked on a climate study during the 2015-16 academic year to better understand the experiences of all members of the Whitman Community.
This study was conducted by Rankin and Associates, who are an independent research organization and have done over a hundred of these kinds of studies across the country, in a variety of colleges and universities.
This work is part of the charge that the Whitman Inclusion, Diversity and Equity (WIDE) council was given upon its creation in January 2015. Parallel to the Climate Study, WIDE is engaged in the creation of a Diversity Strategic Plan that will guide the college's efforts in this area. The findings of the Climate Study will be crucial to some of the climate recommendations of the Diversity Strategic Plan, as part of our intention is not only to find out what are the specific experiences of various populations on the campus, but also how we can make the climate more inclusive and equitable.
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:
Whitman College, in its effort to nurture an inclusive, diverse and equitable learning and working environment embarked on a climate study during the 2015-16 academic year to better understand the experiences of all members of the Whitman Community.
This study was conducted by Rankin and Associates, who are an independent research organization and have done over a hundred of these kinds of studies across the country, in a variety of colleges and universities.
This work is part of the charge that the Whitman Inclusion, Diversity and Equity (WIDE) council was given upon its creation in January 2015. Parallel to the Climate Study, WIDE is engaged in the creation of a Diversity Strategic Plan that will guide the college's efforts in this area. The findings of the Climate Study will be crucial to some of the climate recommendations of the Diversity Strategic Plan, as part of our intention is not only to find out what are the specific experiences of various populations on the campus, but also how we can make the climate more inclusive and equitable.
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:
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.