| Overall Rating | Gold |
|---|---|
| Overall Score | 65.84 |
| Liaison | Morgan Hartman |
| Submission Date | Dec. 12, 2022 |
University of Nebraska - Lincoln
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.62 / 1.00 |
Morgan
Hartman Recycling Coordinator FMO |
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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:
UNL participates in the National Survey of Student Engagement (NSSE). It assesses students' perceptions of how they allocate time towards their education and how the institution provides resources and opportunities that encourage learning. In addition to asking questions within the topic of Discussions with Diverse Others, UNL administers an additional NSSE module of the NSSE focused on Inclusiveness and Engagement with Cultural Diversity. This module examines environments, processes, and activities that reflect the engagement and validation of cultural diversity and promote greater understanding of societal differences. Questions explore students’ exposure to inclusive teaching practices and intercultural learning; perceptions of institutional values and commitment regarding diversity; and participation in diversity-related programming and coursework.
The University of Nebraska System issued a 2021 system-wide survey, administered by Gallup, that assessed areas such as the student experience, workplace engagement, diversity and inclusion, and communication.
The University of Nebraska System issued a 2021 system-wide survey, administered by Gallup, that assessed areas such as the student experience, workplace engagement, diversity and inclusion, and communication.
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?:
No
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Freshman and Seniors report similar levels of rarely participating in diversity or cultural related activities (1 – Never, 4 – Very Often). This included (mean scores):
Attending a presentation that reflected an appreciation for diverse groups of people: 2.2 (seniors) and 2.4 (freshmen)
Participating in a demonstration for a diversity-related cause: 1.5 (seniors) and 1.5 (freshmen)
Participating in a diversity-related club or organization: 1.7 (seniors) and 1.7 (freshmen)
Participating in the activities of centers related to specific groups: 2.2 (seniors) and 2.2 (freshmen)
Seniors of different racial/ethnic groups varied, but generally agreed on feeling valued (mean scores; 1 – Strongly Disagree, 4 – Strongly Agree)
Feeling comfortable being themselves at the institution: 3.2 (all students of color), 3.4 (white students), 2.9 (Black students), and 3.3 (Hispanic/Latinx students)
Feeling like part of the community at the institution: 3.0 (all students of color), 3.1 (white students), 3.0 (Black students), and 2.9 (Hispanic/Latinx students)
Feeling valued by the institution: 2.9 (all students of color), 3.0 (white students), 3.1 (Black students), and 2.8 (Hispanic/Latinx students)
Attending a presentation that reflected an appreciation for diverse groups of people: 2.2 (seniors) and 2.4 (freshmen)
Participating in a demonstration for a diversity-related cause: 1.5 (seniors) and 1.5 (freshmen)
Participating in a diversity-related club or organization: 1.7 (seniors) and 1.7 (freshmen)
Participating in the activities of centers related to specific groups: 2.2 (seniors) and 2.2 (freshmen)
Seniors of different racial/ethnic groups varied, but generally agreed on feeling valued (mean scores; 1 – Strongly Disagree, 4 – Strongly Agree)
Feeling comfortable being themselves at the institution: 3.2 (all students of color), 3.4 (white students), 2.9 (Black students), and 3.3 (Hispanic/Latinx students)
Feeling like part of the community at the institution: 3.0 (all students of color), 3.1 (white students), 3.0 (Black students), and 2.9 (Hispanic/Latinx students)
Feeling valued by the institution: 2.9 (all students of color), 3.0 (white students), 3.1 (Black students), and 2.8 (Hispanic/Latinx 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:
Undergraduate Education presents data to academic leaders. There was also a presentation given to the University’s Council on Inclusive Excellence and Diversity which includes faculty, staff, and student representatives.
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):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
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Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
https://www.unl.edu/nsse/
https://news.unl.edu/newsrooms/today/article/system-wide-climate-survey-launches-oct-11/
https://news.unl.edu/newsrooms/today/article/system-wide-climate-survey-launches-oct-11/
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.