| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.13 |
| Liaison | John Alejandro |
| Submission Date | March 24, 2021 |
University of San Diego
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Lanee'
Battle Johnson Executive Assistant Ctr for Inclusion & Diversity |
"---"
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, USD participated in the National Survey of Student Engagement (NSSE) survey to compare with 2015 results of the same survey. The Diverse Learning Environments (DLE) survey was last completed in 2015, and the Culturally Engaged Campus Environments (CECE) survey in 2018. From the NSSE and DLE surveys, data on LGBTQ identities was distilled for deeper analysis of how this specific community experiences USD’s campus. Finally, in 2018 USD completed its own Campus Climate Survey to capture Inclusive Classroom Climate Indicators (students) and the USD Work Environment (employees).
NSSE annually collects information at hundreds of four-year colleges and universities about first-year and senior students' participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college.
The Diverse Learning Environments Survey (DLE) captures student perceptions regarding the institutional climate, campus practices as experienced with faculty, staff, and peers, and student learning outcomes. Diverse student populations are at the center of the survey, and the instrument is based on studies of diverse student bodies and the complexity of issues that range from student mobility to intergroup relations.
The CECE model acknowledges that external influences (e.g., financial factors, employment, and family influences) and precollege inputs (e.g., academic preparation and academic dispositions at the time of entry) shape college success (e.g., learning, satisfaction, persistence, and degree completion). However, the focal point of the CECE model emphasizes that college students’ access to culturally engaging campus environments is positively correlated with individual influences (e.g., sense of belonging, academic self-efficacy, motivation, expectation or intent to persist, and performance) on success and an increased probability of succeeding in college. The CECE model posits that undergraduates’ access to culturally engaging campus environments is directly and indirectly (via sense of belonging, academic self-efficacy, motivation, expectation or intent to persist, and performance) related to a greater likelihood of persistence.
NSSE annually collects information at hundreds of four-year colleges and universities about first-year and senior students' participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college.
The Diverse Learning Environments Survey (DLE) captures student perceptions regarding the institutional climate, campus practices as experienced with faculty, staff, and peers, and student learning outcomes. Diverse student populations are at the center of the survey, and the instrument is based on studies of diverse student bodies and the complexity of issues that range from student mobility to intergroup relations.
The CECE model acknowledges that external influences (e.g., financial factors, employment, and family influences) and precollege inputs (e.g., academic preparation and academic dispositions at the time of entry) shape college success (e.g., learning, satisfaction, persistence, and degree completion). However, the focal point of the CECE model emphasizes that college students’ access to culturally engaging campus environments is positively correlated with individual influences (e.g., sense of belonging, academic self-efficacy, motivation, expectation or intent to persist, and performance) on success and an increased probability of succeeding in college. The CECE model posits that undergraduates’ access to culturally engaging campus environments is directly and indirectly (via sense of belonging, academic self-efficacy, motivation, expectation or intent to persist, and performance) related to a greater likelihood of persistence.
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:
Through these studies, USD gathered data that leads us to believe that roughly 6% of the USD undergraduate community identifies with a sexual orientation other than heterosexual and that 61% of LGBTQ students believe that USD appreciates differences in sexual orientation compared to 80% of general campus population. Additionally, the data shows that LGBTQ students see themselves as part of this campus community to a greater degree than the general student population (87% and 79% respectively), that LGBTQ students see themselves as belonging on campus less frequently than the general student population (70% and 76% respectively), that LGBTQ students are less likely to agree that the college has a long standing commitment to diversity than the general population at USD (39% and 66% respectively), and that fewer LGBTQ students seldom or never heard insensitive or disparaging remarks from students than the general campus population (26% and 47% respectively).
The CID has created a list of recommendations for policy and action to address the stated needs of LGBTQ students on our campus, which we have presented and on which we have received feedback from students and are preparing to present to The Vice President for Student Affairs, The Provost, and the Dean of the College of Arts and Sciences.
The CID has created a list of recommendations for policy and action to address the stated needs of LGBTQ students on our campus, which we have presented and on which we have received feedback from students and are preparing to present to The Vice President for Student Affairs, The Provost, and the Dean of the College of Arts and Sciences.
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 CID’s research and results have been shared through formal meetings with student organizations, campus partners, and other key stakeholders who work closely with LGBTQ students. The greater DLE and NSSE results are available through Institutional Research and Planning (IRP).
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:
http://cece.indiana.edu/model.html
https://www.sandiego.edu/irp/internal/surveys-nat/index.php/2015DLE_CampusClimate.pdf
https://www.sandiego.edu/irp/internal/surveys-nat/index.php/NSSEResults2015_2018_Seniors.pdf
https://www.sandiego.edu/irp/internal/surveys-nat/index.php/2015DLE_CampusClimate.pdf
https://www.sandiego.edu/irp/internal/surveys-nat/index.php/NSSEResults2015_2018_Seniors.pdf
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.