| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 54.99 |
| Liaison | Katherine Spector |
| Submission Date | March 5, 2021 |
State University of New York at Oswego
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Rodmon
King Chief Diversity and Inclusion Officer Office of Diversity and Inclusion |
"---"
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:
SUNY Oswego published a strategic diversity and inclusion plan for the years of 2017-2022. Through this plan, SUNY Oswego is actively striving to provide a proactive, thoughtful and participatory approach to
strengthening diversity, equity and inclusion throughout our college community.
The strategic plan outlines seven goals, along with steps the institution will take to meet these goals by 2022.
Goal 1 - Ensure the campus commitment to diversity and inclusion is clear, transparent and
evident at the highest levels of the institution and throughout every office and department.
Goal 2 - Increase diversity in the SUNY Oswego student body that is representative of the
diversity present in SUNY and within the State of New York.
Goal 3 - Increase the retention and completion rates of all students while paying close attention
to students from underrepresented populations.
Goal 4 - Create an inclusive environment that promotes the recruitment and retention of diverse
campus administrators, faculty and staff.
Goal 5 - Improve the campus climate for all students, faculty and staff.
Goal 6 - Create community partnerships that will serve as resources and support the needs of
culturally diverse students and employees.
Goal 7 - Develop an evaluation component to ensure that the campus is meeting its diversity and inclusion commitments and that activities designed within the overall plan are achieving their
intended outcomes.
Diversity, equity, and inclusion are also included as part of the performance drivers and impacts in the institutional Strategic Plan. Assessment of these drivers and impact are part of institutional annual report.
strengthening diversity, equity and inclusion throughout our college community.
The strategic plan outlines seven goals, along with steps the institution will take to meet these goals by 2022.
Goal 1 - Ensure the campus commitment to diversity and inclusion is clear, transparent and
evident at the highest levels of the institution and throughout every office and department.
Goal 2 - Increase diversity in the SUNY Oswego student body that is representative of the
diversity present in SUNY and within the State of New York.
Goal 3 - Increase the retention and completion rates of all students while paying close attention
to students from underrepresented populations.
Goal 4 - Create an inclusive environment that promotes the recruitment and retention of diverse
campus administrators, faculty and staff.
Goal 5 - Improve the campus climate for all students, faculty and staff.
Goal 6 - Create community partnerships that will serve as resources and support the needs of
culturally diverse students and employees.
Goal 7 - Develop an evaluation component to ensure that the campus is meeting its diversity and inclusion commitments and that activities designed within the overall plan are achieving their
intended outcomes.
Diversity, equity, and inclusion are also included as part of the performance drivers and impacts in the institutional Strategic Plan. Assessment of these drivers and impact are part of institutional annual report.
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:
The Spring and Summer of 2020 presented a number of challenges for our community. The effects of COVID-19 lockdowns and the murders of Ahmaud Abrury, Breonna Taylor, and George Floyd, deeply impacted all of our stakeholders. Intensified Black Lives Matter activism led to calls for anti-racist action on the national, local, and campus levels. In addition, reports of bias-based behavior on social media by members of our community led to calls for action and change.
The narrative below highlights some of SUNY Oswego’s institutional responses to meet the needs of our community. The initiatives are divided into four general categories: 1) Initiatives centered on our institutional mission and values; 2) Those focused on supporting students; 3) initiatives focused on anti-racism education and awareness; 4) Initiatives engage stakeholders in processes of positive change.
Mission and Values
Focusing on our mission and community values is important at this moment. All community stakeholders have the power, individually and collective, to create the community that we wish to have. While events and discourse in the world at large can affect our community, they do not and should not define our community. Our shared vision for our community guides all the work that we do. All of the other initiatives in this document flow from our mission and values.
Additional Content on Core Institutional Values Added to Orientation
Additional content on SUNY Oswego’s core institutional values (i.e., diversity, equity, inclusion, and cultural humility) were added to new student orientation. The importance of these values in institutional processes and their meaning for members of the Oswego community were explicitly emphasized.
Supporting Students
Initiatives that focus on meeting the needs of our students and providing them with networks of resources during moments of social tension and change are a vital part of our mission and community ethos.
Oz Against Injustice
This three part series was organized by the Vice President of Student Affairs and Enrollment Management (SAEM) Diversity and Inclusion Committee. The first session focused on healing and well-being. This session was facilitated by a staff member from Counseling Services. The second session was a panel focused on impacts of COVID-19 and institutionalized violence against Black and Brown bodies. This panel included staff, student leaders, and alumni. The last session focused on advocacy and activism. This session was facilitated by two professors from the School of Education (SOE) who are also the chair and coordinator of the SOE Diversity Committee.
Additional DEI Training for Laker Leaders and Educational Opportunities Program (EOP) Peer Mentors
In addition to ongoing DEI training, The Office of Diversity and Inclusion conducted training for Laker Leaders and EOP Peer Mentors to address the impact of current events on incoming students. The training content included non-violent communication, conflict de-escalation, social identities, community building, macro and microaggressions, and free speech vs. hate speech.
Development of a DEI Fund through the Alumni Association
The Alumni Association Board is working on a diversity and inclusion fund to support programming and other initiatives.
Anti-Racism Education and Awareness
Awareness of the history of structural inequality and violence is a key first step in anti-racism education, an important part of cultural humility, and a prerequisite for anti-racist action. Providing opportunities for members of our community to engage with this content is central to our institutional mission.
CELT Reading/Discussion Group on Race, the Black Experience, and Racism
Faculty and staff of color led a five-part reading/discussion group series on race, racism, and Black experience through the SUNY Oswego Center for Excellence in Learning and Teaching (CELT). The texts included “The Fire Next Time” by James Baldwin, “Between the World and Me” by Ta-Neihisi Coates, and “Can We Talk About Race?” by Beverly Tatum. The focus of this series was to increase participants' understanding of the impact of structural racism on the lives of people of color and to help them identify ways to utilize this understanding in their professional work.
Required General Education Diversity, Equity, and Inclusion Learning Outcomes
The General Education Council resumed work on required diversity and inclusion learning outcomes diversity. Oswego students have asked for this and the faculty understands the importance of having all students engage with diversity and inclusion content as a part of their education.
The narrative below highlights some of SUNY Oswego’s institutional responses to meet the needs of our community. The initiatives are divided into four general categories: 1) Initiatives centered on our institutional mission and values; 2) Those focused on supporting students; 3) initiatives focused on anti-racism education and awareness; 4) Initiatives engage stakeholders in processes of positive change.
Mission and Values
Focusing on our mission and community values is important at this moment. All community stakeholders have the power, individually and collective, to create the community that we wish to have. While events and discourse in the world at large can affect our community, they do not and should not define our community. Our shared vision for our community guides all the work that we do. All of the other initiatives in this document flow from our mission and values.
Additional Content on Core Institutional Values Added to Orientation
Additional content on SUNY Oswego’s core institutional values (i.e., diversity, equity, inclusion, and cultural humility) were added to new student orientation. The importance of these values in institutional processes and their meaning for members of the Oswego community were explicitly emphasized.
Supporting Students
Initiatives that focus on meeting the needs of our students and providing them with networks of resources during moments of social tension and change are a vital part of our mission and community ethos.
Oz Against Injustice
This three part series was organized by the Vice President of Student Affairs and Enrollment Management (SAEM) Diversity and Inclusion Committee. The first session focused on healing and well-being. This session was facilitated by a staff member from Counseling Services. The second session was a panel focused on impacts of COVID-19 and institutionalized violence against Black and Brown bodies. This panel included staff, student leaders, and alumni. The last session focused on advocacy and activism. This session was facilitated by two professors from the School of Education (SOE) who are also the chair and coordinator of the SOE Diversity Committee.
Additional DEI Training for Laker Leaders and Educational Opportunities Program (EOP) Peer Mentors
In addition to ongoing DEI training, The Office of Diversity and Inclusion conducted training for Laker Leaders and EOP Peer Mentors to address the impact of current events on incoming students. The training content included non-violent communication, conflict de-escalation, social identities, community building, macro and microaggressions, and free speech vs. hate speech.
Development of a DEI Fund through the Alumni Association
The Alumni Association Board is working on a diversity and inclusion fund to support programming and other initiatives.
Anti-Racism Education and Awareness
Awareness of the history of structural inequality and violence is a key first step in anti-racism education, an important part of cultural humility, and a prerequisite for anti-racist action. Providing opportunities for members of our community to engage with this content is central to our institutional mission.
CELT Reading/Discussion Group on Race, the Black Experience, and Racism
Faculty and staff of color led a five-part reading/discussion group series on race, racism, and Black experience through the SUNY Oswego Center for Excellence in Learning and Teaching (CELT). The texts included “The Fire Next Time” by James Baldwin, “Between the World and Me” by Ta-Neihisi Coates, and “Can We Talk About Race?” by Beverly Tatum. The focus of this series was to increase participants' understanding of the impact of structural racism on the lives of people of color and to help them identify ways to utilize this understanding in their professional work.
Required General Education Diversity, Equity, and Inclusion Learning Outcomes
The General Education Council resumed work on required diversity and inclusion learning outcomes diversity. Oswego students have asked for this and the faculty understands the importance of having all students engage with diversity and inclusion content as a part of their education.
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 institutional annual report is posted to the our website and shared with stakeholders groups and the community. Throughout the academic year periodic updates are shared. In addition, the office of Institutional Research and Assessment website provides access to institutional data sets.
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 (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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