Utilizing Current Planning & Assessment Processes to Facilitate Development of DEI Efforts
Our project will improve DEI evaluation and assessment practices for curriculum and student services areas to address our strategic plan priorities of ensuring equity in student experiences and learning outcomes.
Identify Equity Gaps
2-Year Institution
North Carolina
Marcus Lewis
Director of Institutional Research and QEP
Edwin Imasuen
VP of Institutional Effectiveness and Advancement

For this project we are utilizing the data equity principles to help identify DEI factors impacting student achievement. Once these factors are identified and data is disaggregated and analyzed, we will rely on faculty, staff, and administration to determine the appropriate evidence-based postsecondary practice(s) that may best mitigate the identified gaps.


Our research question is, "Is HCC meeting the diverse academic and social identity needs of all students?", derived from our institutional mission.

Utilizing longitudinal analysis methodology, we will compare course success rates (by age, gender, race/ethnicity) to quantitative and qualitative feedback from students on evaluations and surveys (by age, gender, race/ethnicity). Longitudinal analysis will allow us to observe data over time to make decisions regarding programs and services that will ensure students have opportunities and a clear path toward achieving their goals.

Grade distribution, course evaluation, and student satisfaction survey data will be collected electronically by the office of institutional research to identify gaps and intersectionality. Findings will be distributed to faculty and appropriate student services staff for identification of strategies for continuous improvement.

Lessons Learned

As a lesson learned, we know there is a need to be more explicit in communicating equity concerns and what should be addressed. This learned lesson also suggests a need to identify resources that can assist faculty with developing strategies to address equity gaps. Many may not know and/or have not read "From Equity Talk to Equity Walk."