- Alcohol and Other Drug Abuse (AODA)
- American Multicultural Student Leadership Conference (AMSLC)
- Disability Resources
- Equity Scorecard
- Grants & Awards
- Inclusivity Initiative for LGBTQ People
- Multicultural / Disadvantaged Coordinators (MDC)
- Past Strategic Plans
- President's Advisory Committee on Health, Safety, & Security (PACHSS)
- Sexual Violence Prevention
- Student Representatives
Equity Scorecard Process
Institutional EqS Websites and Reports
EqS initiated in 2005
EqS initiated in 2008
EqS initiated in 2010
- UW-Stevens Point
- UW-Green Bay
In 2005, the UW System began a partnership with the USC Center for Urban Education (CUE) to use the Equity Scorecard (EqS) as an on-going tool to improve access and outcomes for students from historically underrepresented populations.
Institutions participating in the Equity Scorecard established Evidence Teams comprised of institutional faculty and staff that worked with CUE to identify changes in organizational cultures, policies, and practices that would promote greater equity in student outcomes. The Evidence Teams accomplished this goal by examining institutional data for inequities, conducting inquiries activities (e.g., interviews, environmental scans, additional quantitative analysis, etc.) to provide context for any identified equity gaps, and generating recommendations for practice.
Institutions in the UW System volunteered to participate in one of three cohorts. The cohorts were created to allow the faculty and consultants at CUE to support the organizational learning occurring at each institution participating in the Equity Scorecard process. While CUE provided a template for inquiry, the Equity Scorecard process at each institution was ultimately structured and implemented by the institutional Evidence Teams. Reports, supporting materials, and additional information on each of the institutional teams may be found in the links to the right.
Ideally, institutional engagement with the Equity Scorecard will not end with the implementation of the recommendations outlined in each institutional report. The Equity Scorecard process may be repeated and refocused to identify additional inequities and opportunities for organizational change. Ultimately, the goal of the iterative process is to ensure that the questions, mindsets, and frameworks that guide the Equity Scorecard inquiry are absorbed into the daily practices of departments, divisions, individuals, and institutions.
Transfer Equity Study
The Transfer Equity Study was initiated based on findings from the first cohort of the Equity Scorecard project. The Transfer Equity Study provided insights into the interventions needed to increase transfer rates from two- to four- year institution among minority students. Key findings of the review included insufficient systematic monitoring of and accountability for transfer outcomes, a need for a more “transfer-centric” campus culture, and the needs for more comprehensive articulation agreements between technical programs and bachelor’s programs.
CUE Transfer Equity Study Final Report
More on the Transfer Equity Study from CUE
June 24, 2011