Assessing Campus Climate
Climate Matters September 9, 2013
Institutional History/Core Values
Vision/Mission
Institutional Policies
Social Contexts
Structural Framework
Students, Faculty, Staff, Alumni
Harper & Hurtado, 2009; Smith, 2010
Community Members Creation and Distribution of Knowledge
Climate
(Living, Working, Learning)
Barcelo, 2004; Bauer, 1998, Kuh & Whitt, 1998; Hurtado, 1998, 2005; Ingle, 2005; Milhem, 2005; Peterson, 1990; Rankin, 1994, 1998, 2003, 2005; Rankin & Reason, 2008; Smith, 2009; Tierney, 1990; Worthington, 2008
What is it?
• Campus Climate is a construct
Definition?
• Current attitudes, behaviors, and standards and practices of employees and students of an institution
How is it measured?
• Personal Experiences • Perceptions • Institutional Efforts
Rankin & Reason, 2008
How students experience their campus environment influences both learning and developmental outcomes.1 1 2 3
Discriminatory environments have a negative effect on student learning.2
Research supports the pedagogical value of a diverse student body and faculty on enhancing learning outcomes.3
Pascarella & Terenzini, 1991, 2005 Cabrera, Nora, Terenzini, Pascarella, & Hagedron, 1999; Feagin, Vera & Imani, 1996; Pascarella & Terenzini, 2005 Hale, 2004; Harper & Quaye , 2004; Harper, & Hurtado, 2009; Hurtado, 2003.
The personal and professional development of employees are impacted by campus climate.1
1Settles,
Faculty members who judge their campus climate more positively are more likely to feel personally supported and perceive their work unit as more supportive.2
Cortina, Malley, and Stewart (2006) 2002 3Silverschanz, Cortina, Konik, & Magley, 2007; Waldo, 1999 2Sears,
Research underscores the relationships between (1) workplace discrimination and negative job and career attitudes and (2) workplace encounters with prejudice and lower health and wellbeing..3
Why Assess? What is the Process? Where Do We Start?
To foster a caring university community that provides leadership for constructive participation in a diverse, multicultural world.
To open the doors wider for underserved constituents to create a welcoming environment.
To improve the environment for working and learning on campus.
Positive Experiences with Campus Climate
Positive Perceptions of Campus Climate
For Students: Positive educational experiences Healthy identity development Overall well-being
Success
For Faculty & Staff: Productivity Sense of value & community Overall well-being
Persistence & Retention
Cal Poly will be the nation's premier comprehensive polytechnic university, an innovative institution that develops and inspires whole-system thinkers to serve California and help solve global challenges. Foster diversity and cultural competency in a global context Source: http://www.academicaffairs.calpoly.edu/StrategicPlan/
Four key principles that give rise to Cal Poly SLO’s values including: Multicultural, intellectual diversity and free
inquiry Inclusivity and excellence, mutual respect and trust Civic engagement, social and environmental responsibility Source: http://www.academicaffairs.calpoly.edu/StrategicPlan/core_values/index.html
Campus Climate and Inter-group Relations
Representation (Access & Success)
DIMENSIONS OF CAMPUS DIVERSITY
Education & Scholarship (Curriculum, Teaching, & Learning)
Institutional Transformation (Viability & Vitality) Smith, 1999; 2009
Government/Policy Context
Sociohistorical Context
Historical Legacy of Inclusion/Exclusion
Compositional Diversity (The Numbers)
Organizational/ Structural (Campus Policy)
Psychological Climate (Feelings and Emotions)
Behavioral Dimension
(Interactions and Practices)
Milem, Chang, & Antonio (2005) adapted fromHurtado, Milem, Clayton-Pedersen, & Allen (1999)
NASPA/NGLTF Grants Underrepresented/underserved faculty/staff/students
30 Campuses
Survey Instrument Meta-analysis of diversity assessment tools from 35 institutions
Paper/Pencil only
Transformational Tapestry Model© Access Retention
Assessment Research University Policies/Service
Baseline Organizational Challenges
Scholarship Current Campus Climate
Local / Sate / Regional Environments
Systems Analysis
Contextualized Campus Wide Assessment Advanced Organizational Challenges
Intergroup & Intragroup Relations
Curriculum Pedagogy
Consultant Recommendations
External Relations Access Retention Symbolic Actions Research University Policies/Service Educational Actions
Transformation via Intervention
Administrative Actions
Fiscal Actions
Scholarship Transformed Campus Climate
Curriculum Pedagogy
Intergroup & Intragroup Relations
External Relations
© 2001
1999-2013 Campus Climate Assessments 2010 State of Higher Education for LGBTQ People 2011 NCAA Student-Athlete Climate Study
R&A Campus Climate Assessments 1999-2013
Respondents seriously considered leaving their institution due to the challenging climate: One-third of Queer spectrum respondents (33%) One-third of Trans-spectrum respondents (38%)
Having at least one alcohol or drug abuse disorder (DSM IV TR) p < .01
(Weber, 2008)
Internalized homophobia
Heterosexist events
This project is supported by a grant from the NCAA
CLIMATE • Experiences with Athletic Personnel • Perceptions of Personal & Institutional Climate • Perceptions of Respect • Institutional Actions • Faculty-Student Interaction • Beliefs about Diversity & Team Success • Personal Comfort with Team Diversity
CHARACTERISTICS
• Student-Athlete Characteristics • Demographics • Institutional Characteristics
OUTCOMES
• Academic & Intellectual Development • Persistence • Athletic Success • Athletic Identity
SACS Path Diagram – Mediation Model
AID -.014
People of Color
Perceptions of Respect
η1
ξ1
Perceptions of Climate
AID .079 ASUC .003 AI -.021
AID -.034 AI -.037
η2
Women
AID .048 AI -.009 ASUC .006 AID .007 ASUC .006 AI .006 (not significant)
AID .017 AI .010 ASUC .010
η8
ξ2 Personal comfort with teammate diversity
LGBQ
η3
ξ3 Faculty-Student Interaction
AID .054 AI -.011 ASUC .007
Academic & Intellectual Development
Division ξ4 III
Division II
ξ5
Division I
ξ6
Featured Sport
ξ7
Athletic Success η9
η4 Athletic Personnel Interaction
η5
Diversity Leadership from Athletic Personnel
η6
Athletic Dept Addresses Discrimination
η7
Athletic Identity
η10
SACS Path Diagram – Direct Effects, Relevant Indirect Effects, Total Effects for Gender
AID .079 ASUC .003 AI -.021
Academic & Intellectual Development
Women
η8
ξ2
Athletic Success
η9
p < .001
Women student-athletes have significantly greater levels of academic and athletic success and lower levels of athletic identity compared to men student-athletes
Athletic Identity
η10
SACS Path Diagram – Mediation Model for Gender
Perceptions of Respect
η1
Perceptions of Climate
η2
Women
AID .079 ASUC .003 AI -.021
Academic & Intellectual Development
η8
ξ2 Personal comfort with teammate diversity
η3
Faculty-Student Interaction
p < .001 ξ4
Athletic Success η9
η4 Athletic Personnel Interaction
η5
Diversity Leadership from Athletic Personnel
η6
Athletic Dept Addresses Discrimination
η7
Athletic Identity
η10
Gender Matters
• Gender significantly predicts academic success and athletic success. • Women student-athletes report greater levels of academic success than men student-athletes • Women student-athletes report greater levels of athletic success than men student-athletes
Climate Matters
• The following climate factors significantly influenced academic success for women studentathletes • Perceptions of climate • Faculty-student interaction • Personal comfort with teammate diversity • Perceptions of respect
Cal Poly SLO Review
Cal Poly SLO will add to their knowledge base with
regard to how constituent groups currently feel about their campus climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter-group/intra-group relations, respect issues).
Cal Poly SLO will use the results of the assessment to
inform current/on-going work regarding issues of campus climate (NSSE, ULO - Diversity Learning Report, FSSE, etc.)
Initial Proposal Meeting
Assessment Tool Development Communication/Marketing Plan IRB proposal
Final instrument • Quantitative questions and additional space for respondents to provide commentary • Web-based survey
Sample = Population • All members of the university community are invited to participate via an invitation from President Armstrong
IDENTITY EXAMPLES Position
CLIMATE
OUTCOMES
Experiences
Academic Success
Perceptions
Professional Success
Race Gender Identity Sexual Identity Disability SES Spirituality
Institutional Actions
Persistence
Preparing the University Community Talking points Incentives Invitation letter Subsequent invitations to participate
Proposal application Primary Investigator
Survey Implementation Data Analysis
I have supervisors/colleagues/co-workers who give me
job/career advice or guidance when I need it. I perform more work to help students (e.g., formal and informal advising, sitting for qualifying exams/dissertation committees, helping with student groups and activities, providing other support) than my colleagues. Within the past year, have you personally experienced any exclusionary (e.g., shunned, ignored), intimidating, offensive and/or hostile conduct (harassing behavior) at Cal Poly SLO.
The classroom climate is welcoming for students based
on their… I feel valued by faculty in the classroom. The workplace climate is welcoming for faculty/staff based on their… How would you rate the accessibility on campus for people with physical, learning, psychological, or medical conditions? Before I enrolled, I expected that the campus climate would be _______________for people who are…
The classroom climate is welcoming for students based
on their… Does the curriculum at the Cal Poly SLO include materials, perspectives, and/or experiences of people based on their… What is the influence of each of the following on campus climate? o Providing diversity and equity training to search and
tenure committees. o Incorporating issues of diversity and cross-cultural competence more effectively into the curriculum
Cal Poly SLO Fall 2013 Faculty
Professor
Associate Professor
Assistant Professor
Instructor
Adjunct Faculty
Male Female
African American
Native American
Asian American
Latino(a) American
European American Unknown
Final Report Presentation of Results
Development of Strategic Initiatives Support Successes Address Challenges
September 2013
• Initial Proposal Meeting with CSWG • Begin survey development
October – December 2013
• Develop Marketing and Communication Plan • Complete survey instrument
January 2014
February 2014
• IRB Proposal Approval
• Survey administration
Fall 2014
• Presentation of Report
Fall/Winter 2014
• Development of Strategic Actions
Fall 2014
• Presentation of Report
October – December 2014
• Development of Strategic Actions
Thoughts..?
For more information contact: Susan (Sue) Rankin Rankin & Associates, Consulting [email protected] Annie Holmes Executive Director for University Diversity and Inclusivity [email protected]
Institutional History/Core Values
Vision/Mission
Institutional Policies
Social Contexts
Structural Framework
Students, Faculty, Staff, Alumni
Harper & Hurtado, 2009; Smith, 2010
Community Members Creation and Distribution of Knowledge
Climate
(Living, Working, Learning)
Barcelo, 2004; Bauer, 1998, Kuh & Whitt, 1998; Hurtado, 1998, 2005; Ingle, 2005; Milhem, 2005; Peterson, 1990; Rankin, 1994, 1998, 2003, 2005; Rankin & Reason, 2008; Smith, 2009; Tierney, 1990; Worthington, 2008
What is it?
• Campus Climate is a construct
Definition?
• Current attitudes, behaviors, and standards and practices of employees and students of an institution
How is it measured?
• Personal Experiences • Perceptions • Institutional Efforts
Rankin & Reason, 2008
How students experience their campus environment influences both learning and developmental outcomes.1 1 2 3
Discriminatory environments have a negative effect on student learning.2
Research supports the pedagogical value of a diverse student body and faculty on enhancing learning outcomes.3
Pascarella & Terenzini, 1991, 2005 Cabrera, Nora, Terenzini, Pascarella, & Hagedron, 1999; Feagin, Vera & Imani, 1996; Pascarella & Terenzini, 2005 Hale, 2004; Harper & Quaye , 2004; Harper, & Hurtado, 2009; Hurtado, 2003.
The personal and professional development of employees are impacted by campus climate.1
1Settles,
Faculty members who judge their campus climate more positively are more likely to feel personally supported and perceive their work unit as more supportive.2
Cortina, Malley, and Stewart (2006) 2002 3Silverschanz, Cortina, Konik, & Magley, 2007; Waldo, 1999 2Sears,
Research underscores the relationships between (1) workplace discrimination and negative job and career attitudes and (2) workplace encounters with prejudice and lower health and wellbeing..3
Why Assess? What is the Process? Where Do We Start?
To foster a caring university community that provides leadership for constructive participation in a diverse, multicultural world.
To open the doors wider for underserved constituents to create a welcoming environment.
To improve the environment for working and learning on campus.
Positive Experiences with Campus Climate
Positive Perceptions of Campus Climate
For Students: Positive educational experiences Healthy identity development Overall well-being
Success
For Faculty & Staff: Productivity Sense of value & community Overall well-being
Persistence & Retention
Cal Poly will be the nation's premier comprehensive polytechnic university, an innovative institution that develops and inspires whole-system thinkers to serve California and help solve global challenges. Foster diversity and cultural competency in a global context Source: http://www.academicaffairs.calpoly.edu/StrategicPlan/
Four key principles that give rise to Cal Poly SLO’s values including: Multicultural, intellectual diversity and free
inquiry Inclusivity and excellence, mutual respect and trust Civic engagement, social and environmental responsibility Source: http://www.academicaffairs.calpoly.edu/StrategicPlan/core_values/index.html
Campus Climate and Inter-group Relations
Representation (Access & Success)
DIMENSIONS OF CAMPUS DIVERSITY
Education & Scholarship (Curriculum, Teaching, & Learning)
Institutional Transformation (Viability & Vitality) Smith, 1999; 2009
Government/Policy Context
Sociohistorical Context
Historical Legacy of Inclusion/Exclusion
Compositional Diversity (The Numbers)
Organizational/ Structural (Campus Policy)
Psychological Climate (Feelings and Emotions)
Behavioral Dimension
(Interactions and Practices)
Milem, Chang, & Antonio (2005) adapted fromHurtado, Milem, Clayton-Pedersen, & Allen (1999)
NASPA/NGLTF Grants Underrepresented/underserved faculty/staff/students
30 Campuses
Survey Instrument Meta-analysis of diversity assessment tools from 35 institutions
Paper/Pencil only
Transformational Tapestry Model© Access Retention
Assessment Research University Policies/Service
Baseline Organizational Challenges
Scholarship Current Campus Climate
Local / Sate / Regional Environments
Systems Analysis
Contextualized Campus Wide Assessment Advanced Organizational Challenges
Intergroup & Intragroup Relations
Curriculum Pedagogy
Consultant Recommendations
External Relations Access Retention Symbolic Actions Research University Policies/Service Educational Actions
Transformation via Intervention
Administrative Actions
Fiscal Actions
Scholarship Transformed Campus Climate
Curriculum Pedagogy
Intergroup & Intragroup Relations
External Relations
© 2001
1999-2013 Campus Climate Assessments 2010 State of Higher Education for LGBTQ People 2011 NCAA Student-Athlete Climate Study
R&A Campus Climate Assessments 1999-2013
Respondents seriously considered leaving their institution due to the challenging climate: One-third of Queer spectrum respondents (33%) One-third of Trans-spectrum respondents (38%)
Having at least one alcohol or drug abuse disorder (DSM IV TR) p < .01
(Weber, 2008)
Internalized homophobia
Heterosexist events
This project is supported by a grant from the NCAA
CLIMATE • Experiences with Athletic Personnel • Perceptions of Personal & Institutional Climate • Perceptions of Respect • Institutional Actions • Faculty-Student Interaction • Beliefs about Diversity & Team Success • Personal Comfort with Team Diversity
CHARACTERISTICS
• Student-Athlete Characteristics • Demographics • Institutional Characteristics
OUTCOMES
• Academic & Intellectual Development • Persistence • Athletic Success • Athletic Identity
SACS Path Diagram – Mediation Model
AID -.014
People of Color
Perceptions of Respect
η1
ξ1
Perceptions of Climate
AID .079 ASUC .003 AI -.021
AID -.034 AI -.037
η2
Women
AID .048 AI -.009 ASUC .006 AID .007 ASUC .006 AI .006 (not significant)
AID .017 AI .010 ASUC .010
η8
ξ2 Personal comfort with teammate diversity
LGBQ
η3
ξ3 Faculty-Student Interaction
AID .054 AI -.011 ASUC .007
Academic & Intellectual Development
Division ξ4 III
Division II
ξ5
Division I
ξ6
Featured Sport
ξ7
Athletic Success η9
η4 Athletic Personnel Interaction
η5
Diversity Leadership from Athletic Personnel
η6
Athletic Dept Addresses Discrimination
η7
Athletic Identity
η10
SACS Path Diagram – Direct Effects, Relevant Indirect Effects, Total Effects for Gender
AID .079 ASUC .003 AI -.021
Academic & Intellectual Development
Women
η8
ξ2
Athletic Success
η9
p < .001
Women student-athletes have significantly greater levels of academic and athletic success and lower levels of athletic identity compared to men student-athletes
Athletic Identity
η10
SACS Path Diagram – Mediation Model for Gender
Perceptions of Respect
η1
Perceptions of Climate
η2
Women
AID .079 ASUC .003 AI -.021
Academic & Intellectual Development
η8
ξ2 Personal comfort with teammate diversity
η3
Faculty-Student Interaction
p < .001 ξ4
Athletic Success η9
η4 Athletic Personnel Interaction
η5
Diversity Leadership from Athletic Personnel
η6
Athletic Dept Addresses Discrimination
η7
Athletic Identity
η10
Gender Matters
• Gender significantly predicts academic success and athletic success. • Women student-athletes report greater levels of academic success than men student-athletes • Women student-athletes report greater levels of athletic success than men student-athletes
Climate Matters
• The following climate factors significantly influenced academic success for women studentathletes • Perceptions of climate • Faculty-student interaction • Personal comfort with teammate diversity • Perceptions of respect
Cal Poly SLO Review
Cal Poly SLO will add to their knowledge base with
regard to how constituent groups currently feel about their campus climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter-group/intra-group relations, respect issues).
Cal Poly SLO will use the results of the assessment to
inform current/on-going work regarding issues of campus climate (NSSE, ULO - Diversity Learning Report, FSSE, etc.)
Initial Proposal Meeting
Assessment Tool Development Communication/Marketing Plan IRB proposal
Final instrument • Quantitative questions and additional space for respondents to provide commentary • Web-based survey
Sample = Population • All members of the university community are invited to participate via an invitation from President Armstrong
IDENTITY EXAMPLES Position
CLIMATE
OUTCOMES
Experiences
Academic Success
Perceptions
Professional Success
Race Gender Identity Sexual Identity Disability SES Spirituality
Institutional Actions
Persistence
Preparing the University Community Talking points Incentives Invitation letter Subsequent invitations to participate
Proposal application Primary Investigator
Survey Implementation Data Analysis
I have supervisors/colleagues/co-workers who give me
job/career advice or guidance when I need it. I perform more work to help students (e.g., formal and informal advising, sitting for qualifying exams/dissertation committees, helping with student groups and activities, providing other support) than my colleagues. Within the past year, have you personally experienced any exclusionary (e.g., shunned, ignored), intimidating, offensive and/or hostile conduct (harassing behavior) at Cal Poly SLO.
The classroom climate is welcoming for students based
on their… I feel valued by faculty in the classroom. The workplace climate is welcoming for faculty/staff based on their… How would you rate the accessibility on campus for people with physical, learning, psychological, or medical conditions? Before I enrolled, I expected that the campus climate would be _______________for people who are…
The classroom climate is welcoming for students based
on their… Does the curriculum at the Cal Poly SLO include materials, perspectives, and/or experiences of people based on their… What is the influence of each of the following on campus climate? o Providing diversity and equity training to search and
tenure committees. o Incorporating issues of diversity and cross-cultural competence more effectively into the curriculum
Cal Poly SLO Fall 2013 Faculty
Professor
Associate Professor
Assistant Professor
Instructor
Adjunct Faculty
Male Female
African American
Native American
Asian American
Latino(a) American
European American Unknown
Final Report Presentation of Results
Development of Strategic Initiatives Support Successes Address Challenges
September 2013
• Initial Proposal Meeting with CSWG • Begin survey development
October – December 2013
• Develop Marketing and Communication Plan • Complete survey instrument
January 2014
February 2014
• IRB Proposal Approval
• Survey administration
Fall 2014
• Presentation of Report
Fall/Winter 2014
• Development of Strategic Actions
Fall 2014
• Presentation of Report
October – December 2014
• Development of Strategic Actions
Thoughts..?
For more information contact: Susan (Sue) Rankin Rankin & Associates, Consulting [email protected] Annie Holmes Executive Director for University Diversity and Inclusivity [email protected]
