| Overall Rating | Gold |
|---|---|
| Overall Score | 74.69 |
| Liaison | Tess Esposito |
| Submission Date | Feb. 9, 2022 |
University of Dayton
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
"---"
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:
In 2018-2019, the University administered the AIM4 Community Excellence employee survey to 100% of university employees. This project examined the campus climate and campus experiences of the University of Dayton members in terms of matters of diversity, equity, inclusion, and belonging in collaboration. The goal of this project was to identify information about how UD campus members experience the University of Dayton and to pinpoint areas that need improvement (feelings of belonging/inclusion, workplace environment, classroom environment, learning about diversity, framings of diversity, among others). The methodology for this survey: an email invitation was sent to all employees. Each employee voluntarily participated in an 18-20 minute survey. Informed consent included in the first part of the survey.
In 2021, as part of the unit-level strategic planning efforts, seventeen administrative and academic units conducted self-assessments. The self-assessment tools assisted departments in seeing their work through the lenses of diversity, equity and inclusion. The Self-Assessment Worksheet supported units/departments in identifying key strengths, gaps and needs in relation to diversity, equity and inclusion. It offered both a way to take stock of current efforts and set benchmarks for the design and implementation of future projects. From this work, teams developed unit-level DEI strategic plans.
These more recent assessments replaced earlier campus climate surveys focused on unlawful discrimination and harassment. The most recent discrimination and harassment survey was conducted in 2015. This survey assessed student climate, university perception, reporting of sexual assault, knowledge and training, university climate, and safety, harassment, and policy formation. From the results of this survey, the university's VP for Diversity and Inclusion developed programs and initiatives. An additional report on Student Retention was generated by the Student Success and Persistence Team.
In 2021, as part of the unit-level strategic planning efforts, seventeen administrative and academic units conducted self-assessments. The self-assessment tools assisted departments in seeing their work through the lenses of diversity, equity and inclusion. The Self-Assessment Worksheet supported units/departments in identifying key strengths, gaps and needs in relation to diversity, equity and inclusion. It offered both a way to take stock of current efforts and set benchmarks for the design and implementation of future projects. From this work, teams developed unit-level DEI strategic plans.
These more recent assessments replaced earlier campus climate surveys focused on unlawful discrimination and harassment. The most recent discrimination and harassment survey was conducted in 2015. This survey assessed student climate, university perception, reporting of sexual assault, knowledge and training, university climate, and safety, harassment, and policy formation. From the results of this survey, the university's VP for Diversity and Inclusion developed programs and initiatives. An additional report on Student Retention was generated by the Student Success and Persistence Team.
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:
Campus Climate
In 2019, the university conducted a comprehensive campus climate assessment for diversity, equity, and inclusion in partnership with Halualani & Associates that included the mapping of current diversity efforts and surveys of students, faculty, staff, and alumni. The process exposed notable differences in experiences of campus climate between groups and many opportunities for improvement and more centralized coordination. The Flyers Plan for Community Excellence was developed to address these challenges and opportunities and many key performance indicators associated with the plan have already been accomplished. Most recently, nearly 20 units across the institution have developed diversity, equity, and inclusion strategic plans aligned to the Flyers Plan for Community Excellence. These plans were designed to respond to data about equity gaps including those related to campus campus climate, student success, and compositional diversity at the unit level. The University Inclusive Excellence Council Strategic Plan Support, Assessment and Reporting Standing Committee is in the process of designing a follow-up campus climate assessment approach.[https://udayton.edu/diversity/initiatives/plan.php]
Diverse Student Outcomes and Equity Gaps
Student outcomes are tracked annually and disaggregated to focus attention on equity gaps for underrepresented and underserved populations. These data are shared regularly with decision making groups on campus including the Student Success and Persistence Team and the Provost's Council. Deeper dives into dynamics related to student success have been made available in the form of data walks which invite community members to review and converse about multiple sources of qualitative and quantitative data with the goal of collectively interpreting the information and brainstorming potential action steps. One notable policy change that emerged from these data walks was adjusting a GPA requirement to maintain merit scholarships from 3.0 to 2.0. The regular analysis of equity data has led to several new approaches in recent years. For instance, in 2019 a first generation student support committee was developed in response to a small but widening gap in first-to-second year retention rates for first generation students. More recently, as the COVID-19 pandemic has exacerbated equity gaps, the institution has responded with more attention to basic needs including the development of a food pantry and laptop loaner program and systematic efforts to help students at academic risk including increasing participation in an early alert system and expanding a midterm grading to include all second year students.
In 2019, the university conducted a comprehensive campus climate assessment for diversity, equity, and inclusion in partnership with Halualani & Associates that included the mapping of current diversity efforts and surveys of students, faculty, staff, and alumni. The process exposed notable differences in experiences of campus climate between groups and many opportunities for improvement and more centralized coordination. The Flyers Plan for Community Excellence was developed to address these challenges and opportunities and many key performance indicators associated with the plan have already been accomplished. Most recently, nearly 20 units across the institution have developed diversity, equity, and inclusion strategic plans aligned to the Flyers Plan for Community Excellence. These plans were designed to respond to data about equity gaps including those related to campus campus climate, student success, and compositional diversity at the unit level. The University Inclusive Excellence Council Strategic Plan Support, Assessment and Reporting Standing Committee is in the process of designing a follow-up campus climate assessment approach.[https://udayton.edu/diversity/initiatives/plan.php]
Diverse Student Outcomes and Equity Gaps
Student outcomes are tracked annually and disaggregated to focus attention on equity gaps for underrepresented and underserved populations. These data are shared regularly with decision making groups on campus including the Student Success and Persistence Team and the Provost's Council. Deeper dives into dynamics related to student success have been made available in the form of data walks which invite community members to review and converse about multiple sources of qualitative and quantitative data with the goal of collectively interpreting the information and brainstorming potential action steps. One notable policy change that emerged from these data walks was adjusting a GPA requirement to maintain merit scholarships from 3.0 to 2.0. The regular analysis of equity data has led to several new approaches in recent years. For instance, in 2019 a first generation student support committee was developed in response to a small but widening gap in first-to-second year retention rates for first generation students. More recently, as the COVID-19 pandemic has exacerbated equity gaps, the institution has responded with more attention to basic needs including the development of a food pantry and laptop loaner program and systematic efforts to help students at academic risk including increasing participation in an early alert system and expanding a midterm grading to include all second year students.
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:
In addition to the above data walks and data sharing, student assessment results are shared through a reporting website housed in the Student Development Office. Results are also shared through all-campus emails and through the University's campus portal, Porches. The results are accessible on the university website: https://udayton.edu/studev/vicepresident/annual_report.php
A fall 2021 update on the university's diversity, equity, and inclusion strategic plan is made publicly available: https://udayton.edu/diversity/_resources/_doc/uiec_summary_report_20-21_final.pdf
The results of the Ohio Changing Campus Culture report are also available on the following website: https://www.ohiohighered.org/ccc/report
In 2021, unit-level DEI assessment results were shared with members of each unit.
The results of 2018 Campus Climate assessment were shared with the campus community through open forums.
A fall 2021 update on the university's diversity, equity, and inclusion strategic plan is made publicly available: https://udayton.edu/diversity/_resources/_doc/uiec_summary_report_20-21_final.pdf
The results of the Ohio Changing Campus Culture report are also available on the following website: https://www.ohiohighered.org/ccc/report
In 2021, unit-level DEI assessment results were shared with members of each unit.
The results of 2018 Campus Climate assessment were shared with the campus community through open forums.
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:
https://udayton.edu/diversity/initiatives/index.php
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.