Skip to main content

Access & Diversity Assessment

Mission Statement

The mission of the Access and Diversity Center is to create an affirming and supportive environment for LGBTQA+, Multicultural, and Nontraditional students. We achieve this by implementing effective programming that supports the academic, cultural, and social experiences of students of diverse backgrounds. We partner with faculty, staff, and students to design activities that foster an acceptance and deeper understanding of difference. We also provide leadership for positive change that creates a campus and community environment that respects and embraces diversity, equity, and inclusion.

Mission Change Statement

During the summer of 2017, the Access and Diversity Center changed the mission to reflect the purpose of the work more effectively. The original mission statement was created in 2010 when the Access and Diversity Center was founded. As the years have passed, the student populations and programs that the Access and Diversity serves has changed. Students and staff felt that it was time for a new mission statement that better fit the needs and goals of the Access and Diversity Center.

Our Values

  • Service - We seek to make a positive impact in our community through acts that are transformative.
  • Unity - We believe we can cultivate an environment that is inclusive and rich in cultural diversity when we work together.
  • Leadership - We grow as a community by creating opportunities for students to develop as leaders and agents of change.

Our Goals and Objectives

  1. Promote a learning and working environment where everyone feels respected, supported, and valued.
  2. Empower students to be active and responsible leaders at the University.
  3. Enhance the educational experience by providing students with opportunities to learn from individuals who differ from them.
  4. Develop and promote activities and programs that weave diversity, cultural awareness, and social justice into the fabric of the campus.
  5. Establish meaningful partnerships with campus and community stakeholders to foster increased diversity and inclusion.

 

As a department within the Division of Student Affairs, the Access and Diversity Center abides by the professional competencies established by the National Association of Student Personnel Administrators (NASPA).

Final Self Study Report 2016-2017 (.pdf)


Access & Diversity ASSESSMENT PLAN/MATRIX, 2017-2018
Goals
(Objectives and Learning Outcomes)
Assessment Tool
(Criteria)
Data Source
Documentation
Timeline Responsible
Persons
Map to
Division Goals
Multicultural Program: Aggie Dreamers United
Provide guidance and support to undocumented students at Utah State University.
Focus Group or Survey   Summer 2018 Christian Student Affairs Goals 2, 6
Events
Develop and promote activities and programs that weave diversity, cultural awareness, and social justice into the fabric of the campus.
Survey Individuals who attend Access and Diversity Events Summer 2018 Alina, Macy, Christian Student Affairs Goals 2, 6
LGBTQA Program OUTspoken Panels
Learning Objectives include:
  • Provide opportunity for peer to peer learning of individual perspectives of the LGBTQA community concerning family relations, friends, coming out, housing, privilege, discrimination, identity development etc...
  • Decrease stigma and stereotyping while raising awareness through the sharing of peer-to-peer experiences.
  • Introduce basics of LGBTQA+ such as sex, gender identity, gender expression, and community statistics of health and safety.
Evaluation Forms Students and Faculty who participate in OUTspoken Panels End of Fall 2017, End of Spring 2018 Macy Student Affairs Goals 2, 6, 7
LGBTQA Program Allies on Campus Mission Statement
Allies on Campus strive to reduce homophobia, transphobia, heterosexism and gender bias through education, advocacy, awareness, and by creating a visible network of allies. Goals of the program include:
  1. Educate and raise awareness to students, faculty, and staff at Utah State on LGBTQA+ issues and how it affects the community through training seminars.
  2. Create an engaged network of students, faculty, and staff with knowledge and skills needed to be an active LGBTQA+ Ally and advocate.
Evaluation Forms Participants who take the Allies on Campus Seminar End of Fall 2017, End of Spring 2018 Macy Student Affairs Goals 2, 6, 7
Nontraditional Program Mission To provide scholarship opportunities, resources, and motivational support for non-traditional students and to collaborate with faculty and staff that work with and inspire non-traditional students to succeed.
  • Provide opportunities for Nontraditional students to engage in peer to peer connection as well as connect with staff and faculty who support their success
  • Promote activities and programming that contribute to a sense of belonging and inclusion at USU.
  • Identify and promote scholarship opportunities to retain Nontraditional students.
Surveys, Argos reports Nontraditional students Summer 2018 Michelle Student Affairs Goals 2, 6
Leadership Program
Encourage and empower students to be active and responsible leaders at the University.
Pre and Post Survey Student Club leaders and Interns End of Fall 2017, End of Spring 2018 Alina Student Affairs Goals 1, 2, 6, 7, 8
OUTspoken Panel participant survey response themes:
Topic Response Percentage of
participant
responses
Things enjoyed most about the OUTspoken Panel: stated they most enjoyed the willingness and openness of panelists of sharing their stories and experiences. 63%
  stated they most enjoyed the comfortable atmosphere and safe space that was created while they learned 20%
  stated they most enjoyed the education and awareness they received through the panelists. 60%
Things I would change about the OUTspoken panel: responded that they would have appreciated shorter answers or more time. 18%
  responded that they would like even more information through more panelists. 20%
  stated they most enjoyed the comfortable atmosphere and safe space that was created while they learned 21%
  responded that they would like to have some sample questions to help begin the discussion. 9%
  responded with negative sentiments. 3%
  did not respond 49%
I leave this panel presentation feeling: educated and more informed 65%
  inspired and wanting to become more active in advocacy 35%
  leave with a perspective shift and more open to learning more. 21%

*Note: Percentages may not add up to 100% due to respondents stating more than one answer.

Throughout the year, OUTspoken panels are conducted by panel participants facilitated by the LGBTQ+ Program Coordinator and the Intern. At the end of the panel, students and faculty have the opportunity to provide constructive feedback through evaluation forms. Based on the responses received through the evaluation, we are planning to implement the following changes in the upcoming year.

  • A new request form to include learning objectives desired by teachers so that we may focus on specific topics, groups/identities, and/or other special topics.
  • Increase the number of panelists continuously through PR and marketing and word of mouth through LIFE (Love Is For Everyone) and the brown bag support group.
  • Incorporate a list of sample questions on the back of the survey to help participants get started.

 

During the summer of 2017, an assessment was done to assess the resources offered through the Access and Diversity Center and areas of improvement noted by students. We found that 31% of students who took the survey visit the Access and Diversity Center occasionally, 37% have visited the Access and Diversity Center once or twice, 12% visit the Access and Diversity Center daily, and 20% visit the Access and Diversity Center weekly.

How many times did you visit the Access and Diversity Center during the 2016/2017 academic school year?

 chart 1. How many times did you visit the Access and Diversity Center during the 2016/2017 academic school year

 

In the Assessment survey conducted in the summer of 2017, students were asked what resources provided by the Access and Diversity Center to they generally used. We found that 17% of the students who took the survey use our printers, 24% use our computers, 13% use assistance from interns, 18% of students who took the survey utilize assistance from Program Coordinators, 10% of students who took the survey utilize the administrative assistance provided, 9% utilize the director for help, and 9% noted other. We predict that students utilize the printer and computers more frequently due to the 8 free prints we offer to students a day. Students who also do not have a computer find the resources useful.

What resources do you generally use in the Access and Diversity Center?

 Chart 2. What resources do you generally use in the Access and Diversity Center?

ADC Assessment Survey

Towards the end of the Spring Semester in 2017, a survey was sent out to students to assess how the Access and Diversity Center was serving our students and how we could improve. Due to the timing of the survey, only 54 students completed the survey. Of the students who took the survey, 79% of the students identified as White. A majority of students who took the survey were involved with Allies on Campus, LIFE (LGBTQA+ club), or the Nontraditional Student Association. For the 2017-18 academic year, we will identify strategies to increase completion of this survey by a more diverse range of students. However, we did receive some valuable feedback. One suggestion was to increase the level of visibility of our center and the resources available to students. As a result, we are creating more effective informational brochures to share with students about our office. These brochures will be available in our office as well as distributed at student orientations and recruiting. Students also expressed concern regarding the lack of familiarity by staff with the programs outside of their immediate roles and responsibilities. In 2017, the center experienced a turnover in staff that left three coordinating positions open. As a result, new staff were in the process of learning about all of the programs we offer. We are creating program manuals to help orient new staff so they better understand each other’s programs and events. In addition, bi-weekly program coordinator meetings were established to apprise of upcoming events and activities.

Aggie Dreamers Program for Undocumented Students

In the past two years, we have noticed a lack of established services geared particularly towards undocumented students. In addition, the current political climate has contributed to increased concerns expressed by this student population. The needs of these students are very different than a traditional student. With the recent announcement of the removal of the Deferred Action for Childhood Arrival, the need for a program to support undocumented students has become more pronounced. The Access and Diversity Center is working closely with self-identified undocumented students to better learn how to serve their needs. A focus group will be conducted with students from Aggie Dreamers United, a club meant to serve as a support group for undocumented students and their allies. The club has also mentioned an interest in becoming part of the Access and Diversity Center. The Access and Diversity Center is working closely with the organization to identify the resources needed for these students, resources currently available, and opportunities to help fund their education through private scholarships.

OUTspoken Panel Evaluation

Throughout the year, the Access and Diversity Center receives requests from various classrooms to do an OUTspoken panel. A panel is made up of LGBTQA+ students who share their experiences and educate others about the community and how it is impacted. The members of the panel will talk about their experiences and field questions from the audience. The mission of these panels is to educate students, teachers, faculty, and staff about LGBTQA+ issues, engage in dialogue, and cultivate acceptance and understanding of diverse thought and culture. At the end of the panel, classroom participants are asked to evaluate the OUTspoken panel through a survey. Of the evaluations received in the 2016-2017 academic year, various changes have been implemented for the 2017-2018 academic year. There has now been a new request form implemented to include learning objectives selected by faculty that focus on specific topics, groups/identities, and/or other special topics. We are increasing the number of panelists continuously though PR/marketing and word of mouth through organizations such LIFE (Love Is For Everyone), a student club, and the brown bag support group. Each panel now includes a list of sample questions on the back of the survey to help participants get started.