| Overall Rating | Platinum - expired |
|---|---|
| Overall Score | 87.10 |
| Liaison | Alex Davis |
| Submission Date | March 5, 2020 |
Arizona State University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Alex
Davis Asst. Director University Sustainability Practices |
"---"
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:
As a large, decentralized institution, ASU has engaged in several different assessment processes in the past three years. Examples include:
Students:
As part of ASU's participation in the First Forward program, assessments were conducted to provide baseline information around ASU's first generation college students (who disproportionately come from underrepresented groups). Additional baseline assessment work was conducted for the "Inclusive Excellence" initiative that works to engage in a process of culture change and work toward including all students in science learning, regardless of background. Finally, the First Year Forward program, started in 2015, continues its work (and the assessment of the work) to improve the first year experience of ASU students. This program includes efforts to ensure ASU serves all first-year students according to their varied needs and ensure that all first-year students experience diverse ideas, worldviews and cultures as a means of enhancing their learning and preparing them to become members of pluralistic communities.
Faculty:
Preliminary assessment was conducted to gather information on the ways in which faculty experiences are shaped by gender, race, ethnicity, foreign-born status, sexual orientation, disability, rank, and discipline as part of ASU's application to the National Science Foundation's ADVANCE program.
Staff:
An assessment was conducted using the NERCHE Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education. The assessment was conducted to determine staff engagement and involvement in diversity, equity, and inclusion.
Students:
As part of ASU's participation in the First Forward program, assessments were conducted to provide baseline information around ASU's first generation college students (who disproportionately come from underrepresented groups). Additional baseline assessment work was conducted for the "Inclusive Excellence" initiative that works to engage in a process of culture change and work toward including all students in science learning, regardless of background. Finally, the First Year Forward program, started in 2015, continues its work (and the assessment of the work) to improve the first year experience of ASU students. This program includes efforts to ensure ASU serves all first-year students according to their varied needs and ensure that all first-year students experience diverse ideas, worldviews and cultures as a means of enhancing their learning and preparing them to become members of pluralistic communities.
Faculty:
Preliminary assessment was conducted to gather information on the ways in which faculty experiences are shaped by gender, race, ethnicity, foreign-born status, sexual orientation, disability, rank, and discipline as part of ASU's application to the National Science Foundation's ADVANCE program.
Staff:
An assessment was conducted using the NERCHE Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education. The assessment was conducted to determine staff engagement and involvement in diversity, equity, and inclusion.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
As a large, decentralized institution, ASU has engaged in several different assessment processes in the past three years. Examples include:
Students:
See programs listed in previous answer.
Faculty:
Following the preliminary assessment on faculty experiences, ASU has joined the National Science Foundation's ADVANCE program. The ADVANCE program will require ASU leaders to consider equity and inclusion in every decision that affects faculty. The expected outcome is an increase in the number, visibility, and success of women and faculty of color in STEM fields at all levels of the university. To achieve this institutional transformation, ASU will focus on three key initiatives:
- Ensure faculty and administrator procedures on recruiting, promotion, evaluation, and retention explicitly address how to improve equity and diversity in an interdisciplinary structure.
- Provide appropriate and accessible professional development and mentoring opportunities for STEM women and members of underrepresented groups across the entire academic life course.
- Design, implement, and evaluate digital administrative systems to monitor equity-related processes, and empower administrators to intervene to ensure equitable opportunities and outcomes.
Staff:
The assessment conducted using the NERCHE Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education was done in January 2020. Results from the assessment are under review at the time of submission.
Students:
See programs listed in previous answer.
Faculty:
Following the preliminary assessment on faculty experiences, ASU has joined the National Science Foundation's ADVANCE program. The ADVANCE program will require ASU leaders to consider equity and inclusion in every decision that affects faculty. The expected outcome is an increase in the number, visibility, and success of women and faculty of color in STEM fields at all levels of the university. To achieve this institutional transformation, ASU will focus on three key initiatives:
- Ensure faculty and administrator procedures on recruiting, promotion, evaluation, and retention explicitly address how to improve equity and diversity in an interdisciplinary structure.
- Provide appropriate and accessible professional development and mentoring opportunities for STEM women and members of underrepresented groups across the entire academic life course.
- Design, implement, and evaluate digital administrative systems to monitor equity-related processes, and empower administrators to intervene to ensure equitable opportunities and outcomes.
Staff:
The assessment conducted using the NERCHE Self-Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education was done in January 2020. Results from the assessment are under review at the time of submission.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
No
A brief description of how the assessment results are shared with the campus community:
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Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
No
The diversity and equity assessment report or summary (upload):
---
Website URL where the diversity and equity assessment report or summary is publicly posted:
---
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
https://advance.asu.edu/
https://thecollege.asu.edu/resources/first-year-forward
https://asunow.asu.edu/20190502-asu-news-first-forward-designation-commitment-first-generation-student-success
https://asunow.asu.edu/20180620-challenge-accepted-leveling-playing-field-science-education
https://thecollege.asu.edu/resources/first-year-forward
https://asunow.asu.edu/20190502-asu-news-first-forward-designation-commitment-first-generation-student-success
https://asunow.asu.edu/20180620-challenge-accepted-leveling-playing-field-science-education
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.