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Leading for Change Diversity Benchmarks

Diversity Consortium

Leading for Change Diversity Benchmarks

BENCHMARKMEASUREMENT
Retention and graduation rates of first-time, full time-studentsRetention rates*: For four-year institutions, this is the percentage of first-time, full-time bachelors (or equivalent) degree-seeking undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the percentage of first-time degree/certificate-seeking students from the previous fall who re-enrolled by the current fall. (See IPEDS: http://nces.ed.gov/ipeds/glossary/index.asp?id=772)

Graduation rates**: Report out 2, 3 year (for Community Colleges), 4, 5 and 6 year rates
Retention and graduation rates of transfer studentsRetention rates*
Graduation rates**
Retention and graduation rates of students of colorRetention rates*
Graduation rates**
Identify ethnicity and race using the IPEDS reporting guidelines:
  1. Are you Hispanic or Latino?
    • Yes
    • No
  2. Select one or more of the following races:
Report out Students of Color in aggregate for retention and graduation rates
Retention and graduation rates of first-generation students (no parent or guardian has received college degree)Retention rates*
Graduation rates**
Retention and graduation rates for students from Pell-eligible familiesRetention rates*
Graduation rates**
Retention and graduation rates based on sexRetention rates*
Graduation rates**
Retention and graduation rates of international degree-seeking students (not exchange students)Retention rates*
Graduation rates**
Retention and graduation rates based on sex and raceRetention rates*
Graduation rates**
  1. Females of color (using aggregated IPEDS Categories for race)
  2. Males of color (using aggregated IPEDS Categories for race)
  3. White females
  4. White males
Does your institution track retention and graduation rates of veterans? If so, please share with the Leading for Change Consortium how you gather this information.
Does your institution track retention and graduation rates of lesbian, gay, bisexual and transgender students (LGBT)? If so, please share with the Leading for Change Consortium how you gather this information.
Does your institution track retention and graduation rates of students with disabilities? If so, please share with the Leading for Change Consortium how you gather this information.
Please describe what your institution is doing to enhance culturally inclusive pedagogical and curricular development.Questions to address include (include other information as desired):
  • What percentage of the classes at your institution include an emphasis on issues of diversity?
  • Are students required to take diversity course(s)? If so, describe the curricular requirement.
  • Describe the faculty development that occurs at your institution around culturally inclusive and engaged pedagogies.
  • Is attention to diversity part of the academic/departmental program assessment process? If so, please describe.
What is the racial composition of the employees at your institution across rank and role?To determine race and ethnicity, use IPEDS categories:
  1. Are you Hispanic or Latino?
    • Yes
    • No
  2. Select one or more of the following races:
Use IPEDS employee categories: http://nces.ed.gov/ipeds/resource/download/IPEDS_HR_2010_SOC_Crosswalk.pdf
What is the gender composition of employees at your institution across rank and role?Use IPEDS employee categories: http://nces.ed.gov/ipeds/resource/download/IPEDS_HR_2010_SOC_Crosswalk.pdf
Does your institution track the percentage of employees that define themselves as disabled? If so, please share with the Leading for Change Consortium how you gather this information.
Does your institution track the percentage of employees that define themselves as members of the LGBT community? If so, please share with the Leading for Change Consortium how you gather this information.
Campus Climate Questions
  • I feel that I have the opportunity to succeed at (name of institution).
  • I feel respected by my peers.
  • I am treated fairly by campus employees.
  • When I have a concern or problem, I feel that there is a faculty or staff member (insert name of institution) that I can talk to. (Student question)
  • When I have a concern or problem, I feel that there is someone at (insert name of institution) that I can talk to. (Employee question)
  • My institution creates a welcoming and supportive environment.
Measured on a five-point scale: 1- Strongly Disagree, 2- Disagree, 3- Neither Agree nor Disagree, 4- Agree, 5- Strongly Agree
  • Overall, how satisfied are you at (name of institution).
Measured on a five-point scale: 1— Very Dissatisfied, 2- Dissatisfied, 3- Neither Satisfied nor Dissatisfied, 4- Satisfied, 5— Very Satisfied



Demographic Categories for Climate Questions:

My class level is...
  • Freshman/first year
  • Sophomore
  • Junior
  • Senior
  • Post-baccalaureate certificate program
  • Masters
  • Post-masters certificate program
  • Doctoral
  • Post-doctoral


My sex is...
  • Female
  • Male
  • I prefer not to answer.


I am a transgender individual.
  • Yes
  • No
  • I prefer not to answer.


I am a...
  • U.S. Citizen
  • U.S. Permanent Resident (green card holder)
  • Citizen of Another Country


Are you Hispanic or Latino?
  • Yes
  • No


Select one or more of the following races:
  • American Indian or Alaska Native
  • Asian
  • Black or African American
  • Cape Verdean
  • Native Hawaiian or Other Pacific Islander
  • White


The primary language spoken in my home is...

I consider myself to be a person living with the following disabilities. Check all that apply:
  • Learning disability
  • Medical disability
  • Physical disability
  • Psychological disability
  • No disability
  • Other, please specify
  • I prefer not to answer.


FOR STUDENTS: If you do consider yourself to be a person living with a disability, have you provided documentation (since your enrollment) of your disability to the university?
  • Yes
  • No


I am...
  • Bisexual
  • Gay
  • Heterosexual or Straight
  • Lesbian
  • I prefer not to answer.


My religion/spiritual orientation is...

My age is...

The highest level of education achieved by any of my parents or guardians was
  • High school diploma or less
  • Some college but no degree
  • Associate degree
  • Bachelor degree
  • Advanced degree (master’s, doctorate, etc.)
  • Other:


FOR EMPLOYEES: Use IPEDS employee categories
http://nces.ed.gov/ipeds/resource/download/IPEDS_HR_2010_SOC_Crosswalk.pdf

NOTE: Benchmarks are subject to revision based on feedback, discussion and agreement from participating consortium campuses.