Transcript Assessing Campus Climate: Results of NGLTF 2000

Climate Assessment
Project Proposal
Students,
Faculty, Staff,
Alumni
Social Contexts
Institutional
Policies
Vision/Mission
Structural
Framework
Institutional
History/Core
Values
Hurtado, Milem, Clayton-Pederson, & Allen, 1998
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; Smith, 1999; Tierney, 1990; Worthington, 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, 1991.
Hale, 2004; Harper & Quaye , 2004; Harper, & Hurtado, 2007; Hurtado, 2003.
The personal and
professional
development of
employees including
faculty members,
administrators, and staff
members 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 well-being..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 under-served
constituents to create a
welcoming
environment.
To improve the
environment for
working and learning
on campus.
Diversity and Inclusion
Our multi-faceted diversity is an educational asset for all members of
our community. We value and provide a learning environment that
nurtures respect for differences, excites curiosity, and embodies civility.
Our campus culture encourages us all to negotiate variant perspectives
and values, and to strive for open and frank encounters. In providing a
supportive environment for the academic and social development of a
broad array of students of all ages who represent many national and
cultural origins, we seek to serve as a model for inclusive communitybuilding.
• Campus Climate is a construct
What is it?
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
 Provide UMass Boston with information, analysis,
and strategic initiatives as they relate to campus
climate.
 This information will be used in conjunction with
other data to provide UMass Boston with an
inclusive view of campus.
 UMass Boston 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).
 UMass Boston will use the results of the assessment to inform
current/on-going work regarding issues of campus climate (e.g.,
NSSE, CIRP, Senior Satisfaction Survey ).
Examine the
Research
• Review work
already
completed
Preparation
Assessment
Follow-up
• Readiness of
each campus
• Examine the
climate
• Building on the
successes and
addressing the
challenges
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
Initial Proposal Meeting
Assessment Tool Development
Implementation
Final instrument
• Quantitative questions and additional space
for respondents to provide commentary
• On-line or paper & pencil options
Sample = Population
• All members of the university community
are invited to participate via an initial
invitation from Chancellor Motley
Participants’ personal
experiences
Participants’
perceptions of
University climate
Participants’
demographic
information
Participants’
perceptions of
University actions
Participants’ input
into
recommendations for
improving the campus
climate
Preparing the Campus Community
 Talking points
 Incentives
 Chancellor Motley’s Invitation letter
 Subsequent invitations to participate
Proposal application
Primary Investigator from UMass
Boston
Data Analysis
UMass Boston
Fall 2012
Faculty
Professor
Associate Professor
Assistant Professor
Instructor
Adjunct Faculty
Men Women
African
American
Native
American
Asian
American
Latino(a)
American
European
American Unknown
Report
Barbara Lewis, Director, Trotter Institute
Carlos Matos, McCormack Graduate School - Dean's Office
Lisa Buenaventura, Assistant Vice Chancellor, CoCurricular Learning &Assessment
Department: VC-Student Affairs
Jennifer Brown, Director of Institutional Research
Department: Institutional Research &Policy Studies
Luciano Ramos, Director Community Partnerships
Department: Community Relations
Karen Suyemoto, Associate Professor
Department: Psychology
Michael Mahan, Senior Academic Advisor
Department: University Advising Center
Kevin Murphy, Associate Director Assessment &
Institutional Research
Department: Institutional Research &Policy Studies
Liliana Mickle, Spec Assistant, VP for Academic Support
Services
Department: VP- Academic Support Services
Carol DeSouza
Director, ADA Compliance
Megan Wong, Graduate Research Assistant, Office of
Diversity and Inclusion
Sheila Amirinazari Academic Advisor
Department: University Advising Center
Sundar Gomathinayagam, Graduate Research Assistant,
office of Diversity and Inclusion
Tim Sieber Professor
Department: Anthropology
February
2012
March–
May 2012
• Initial Proposal
meeting
• Meetings with
UMass Boston
CSWG
• Begin survey
development
JuneJuly 2012
August
2012
• Complete survey
• Develop
communication
plan
• Submit IRB
proposal
application
October 2012
• Survey
Implementation
November 2012• Data Analysis
January 2013
February-March
• Develop Report
2013
Susan “Sue” Rankin, Principal
Rankin & Associates, Consulting
[email protected]
www.rankin-consulting.com
814-625-2780