DSA Assessment Plan for AY 2014-2015
Department Name:
Director:
Assessment Contact(s)
(if not the director):
Department Mission Statement:
Department Vision Statement:
Center for Diversity and Inclusion
Niya Blair
The Center for Diversity and Inclusion fosters an inclusive university community by providing services, programs, and support
that engage, empower, and educate our highly diverse student population and campus partners.
A multifaceted, nationally known Center for inclusive excellence that provides educational, cultural, and leadership experiences
that transform lives through intercultural understanding
1.Develop a diversity/inclusion and global education strategy for UH students. ( DSAES Strategic Initiative’s: 3b , 3e)
A. Develop a Cultural Connect week consisting of educational and social programs
B. Host spring Speaker Series focusing on social justice advocacy
C. Establish phase one of divesity workshop series
D. Partner with Counseling and Psychological Services to host Diversity Institute
2. Implement measures to retain our highly diverse student population. (DSAES Strategic Initiatives: 1d, 3b, 3e, 4a, 6a)
A. Establish CDI Advisory Board
B. Establish strategic partnerships with college departments and faculty members
C. Institute protocol to send students to diverse student leadership conferences
D. Host "after-hours" study and meeting space for students
Department Goals: (include DSAES
3. Develop and implement an inclusion communication plan. (DSAES Strategic Initiatives: 5a,5b, 5c, 6a)
strategic plan mapping)
A. Create and launch #IAMUH campaign
B. Establish Center's identity within university branding standards
C. Establish a university diversity calendar of events and maintain an ongoing list of campus departments that provide diversity
initativies and services on the Center for Diversity and Inclusion's website
4. Create a welcoming and inclusive university environment. (DSAES Strategic Initiatives: 3d, 1d )
A. Create diversity student organization roundtable
B. Partner with the MLK Committee to host campus/community event
C. Work with Institutional Research and the Division of Student Affairs to distrubte EBI Campus Climate survey
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DSA Assessment Plan for AY 2014-2015
Program or Services Being Assessed: Diversity Workshops/Seminars
Learning Outcome(s) and/or
Purpose
Program Objective(s)
1.Participants will be able to name 1. To increase participants multicultural
one positive behavior they will
competence
2. To
continue to do that fosters
provide awareness of diversity-related offices
inclusiveness and name one negative and programs
behavior they will stop doing that
hinders being inclusive
2.As a result of the
presentation/workshops,
participants will be able to
differentiate between individual
differences, cultural differences, and
universal similarities
3. Participants will be able to identify
diversity-related campus resource
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Method
1. Develop an in-house survey using
Baseline that will be emailed after each
workshop/seminar and Cultural
Conversation (Signature event).
2. Focus groups will be conducted after
Center's Signature event- Cultural
Conversations and CDI staff member will
take notes and document findings
Frequency /
Goal(s) Supported
Timeline
November,
1. 3. & 4.
February , and
March
DSA Assessment Plan for AY 2014-2015
Results:
Cultural Conversation participants were asked to identify diversity-related resources available on campus through surveys processed through Baseline. During the first
Cultural Conversation held in Spring 2015, 50% of the participants were able to list at least one other diversity-related resource on campus. During the second Cultural
Conversations, 70% of students were able to identify at least two CDI related programs and services offered.
Also, through in-person interviews, five students agreed to give their testimony regarding their experiences and opinions of previously attended Cultural Conversations.
Some students had only attended one while others had attended both. Due to the irregularity, I asked each student to specify if their responses were specific to a
certain conversation or topic or relevant to all.
The areas in which the participants perceive the Center achieved the goals set by the office were as follows: 1) the program is relevant and educational to the UH
community; 2) the program is engaging; 3) the Center is a place where students feel safe to express their opinions and explore different topics; 4) facilitation was
effective.
While Cultural Conversations were viewed as being a positive addition to campus, students did identify areas for improvement, such as: 1) some topics are naturally
more engaging than others. If the focus is on a certain population, frame the marketing be more of a panel style. While there is nothing wrong with this format, it
does tend to be less engaging than when everyone feels knowledgeable and able to contribute; 2) more innovative and engaging techniques could be used during
facilitation; and 3) timing of the program could be improved to better fit the course time and schedule. Participants were also more than willing to share potential
topics for the future including the LGBTQ community, gender equality issues, and student veterans. At the end of each of our workshops, we asked students to identify
a behavior that they would like to start, stop and continue doing to create a more inclusive campus. For the people that completed the survey, we found this to be an
effective measure of the student’s reflection and learning. Because the answer was open ended, we did not limit the type of response that was given. As a result, we
are able to see that almost 100% of students who took the survey were able to identify behaviors in each area.
Although the written learning outcome, “As a result of the presentation/workshops, participants will be able to differentiate between individual differences, cultural
differences, and universal similarities” was a good intention, the methods that we listed and used were not able to accurately assess this outcome. Our assessment
did t
thi
t
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DSA Assessment Plan for AY 2014-2015
Action:
The Center staff is confident in continuing the Cultural Conversations program on campus to ensure students have the ability to engage, educate, and be educated by
their other students, faculty and staff. To better ensure students are learning about diversity-related resources on campus during our conversations, we plan on
emphasizing diversity resources before and after each conversation, providing a list of resources to be viewed and taken, and ensuring applicable resources are
discussed during the conversation. We also need to make sure we are having students sign in with their name and email address so we are able to contact everyone
who has participated to be a part of the focus groups. The feedback from the focus groups made us more aware that we may have timing issues with programs that do
not align with class schedules and that the format of conversations focused on certain demographics or populations may be considered less engaging by those not
included in said demographic or population. In the future, we will continue to use Baseline on a regular basis. Paper surveys remain effective, but we will want to enter
the info into baseline to assist with the review of the analytics.
Additionally, we will modify the language in our questions to name a specific behavior and ask people to share what it actually looks like, not just give a generically
vague answer.
We will continue to have students identify resources offered by our office and across campus in our presentations.
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DSA Assessment Plan for AY 2014-2015
Program or Services Being Assessed: Usage and knowledge of the Center for Diversity and Inclusion
Learning Outcome(s) and/or
Purpose
Method
Program Objective(s)
1. Participants will be able to state
1. Create awareness about the Center for
1. Develop an in-house survey using
two services and/or programs that Diversity and Inclusion and its services and
Baseline Survey.Pre-Test and Post-Test
the Center for Diversity and Inclusion programs so that the Center can be used as a Surveys will be given to participants who
offers
2. The Center referral center
attend selected programs and/or
2. Track the number of students who visit the workshops.
for Diversity and Inclusion will
2.Center for
determine how many students utilize Center
3. Increase students'
Diversity and Inclusion staff will record
the Center on a weekly basis
intercultural competence by use of resources who visits the Center and the times they
and services
visit
3.Attendance will be taken at
each program/workshop sponsored by the
office and recorded on program
evaluations
Frequency /
Goal(s) Supported
Timeline
1. Surveys
2. & 4.
distributed
during the
month of
November,
February, and
April 2.
Office
utilization
tracked on a
daily basis
3. Attendance
will be taken at
every program
Results:
We track all customers that come in and utilize the center. This information is then logged into Center for Diversity and Inclusion track sheet. We track people by
peoplesoft ids, names, e-mails, and demographics to help our center when attracting customers. Overall we had over 516 visitors, 7 student organizations and 36
departments on campus utilize our center in 2014-2015. As a result of this data we found that customers that use our center come back, so therefore it is an indicator
that people feel welcomed once they are here and are more likely to return to the center. By show of numbers we found that there are customers such as student
organizations who do not know we are here and that are not aware of space and resources available to them. We will continue to make efforts to increase utilization of
the center and the space and resources that are available to all students, organizations, and staff. After reviewing last year’s assessment plan, it no longer made sense
to track the visitor’s knowledge of the Center’s resources. Because of the community feel that we wanted to create in the office, a survey to test their knowledge of the
center did not seem feasible.
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DSA Assessment Plan for AY 2014-2015
Action:
• CDI will use resources throughout campus and resources we already have such as student employees, ambassadors, tabling events with Student Center to reach out
to different students and organizations on campus.
• CDI Staff has established monthly visitor target numbers to meet throughout 2015-2016. We will discuss utilization of the Center in staff meetings to make sure the
target is met. We will also brainstorm strategies and explore different ways to market center to unique customers and returning customers as well.
• In order to increase visitors to the Center we have created a weekly visit program where students can stop in, pick up a pastry or coffee and learn about our Center
and our resources.
• CDI will continue to build relationships with leaders and peers.
• Because of our findings of peak visitation hours, we will adjust our hours to have the center open late for those who wish to utilize center after regular business
hours.
• Staff will hold each other accountable and be intentional when targeting customers
Program or Services Being Assessed: Campus Climate Survey
Learning Outcome(s) and/or
Frequency /
Purpose
Method
Goal(s) Supported
Program Objective(s)
Timeline
The Center for Diversity and
To inform the work of the Center for Diversity EBI Campus Climate Survey distributed to a Based on
1. 2. & 4.
Inclusion will be able to identify
and Inclusion and to provide a framework for sample of the student body
academic yearstudents’ perceptions, knowledge,
the types of services and programs needed on -Snapshot interviews
Spring 2015
needs, and experiences from a
campus to create a more welcoming and
diversity and inclusion lens
inclusive campus environment
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DSA Assessment Plan for AY 2014-2015
Results:
Our Office use the SKYfactor (formally Educational Benchmark International (EBI) survey and administrered the sruvey in April of 2015. 639 students ( 10% response
rate) completed the survey on the following factors:
Factor 1. Perceptions of the Institution
Factor 2. Visibility
Factor 3. Personal Attitudes and Behaviors
Factor 4. Co-Curricular Environment
Factor 5. Perceptions of Peers
Factor 9. Campus Accessibility
Factor 13. Overall Learning
Factor 14. Overall Satisfaction
Overall, our results were generally posiitve. Our Low Impact Factors were the following:
5.79 Percepections of the Institution
Visibility
Personal Attitudes and Beliefs
Environmet
Campus Accessiblity
Our High Impact Factor was 5.27 Perecpetions of Peers
5.97
6.04
5.66 Co-Curricular
6.04
Our impact factors were the following:
Our Center will continue to look for ways to enagage students in diversity related conversations. We will emphasize skills on how to be more open to others' ideas and
opinions without sacrificing their own beliefs. We will work with the Director of Assessment for the Division of Student Affairs and Enrollment Services to administer
the survey again in two years,
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