Transcript CAMPUS CLIMATE: Implementing Positive Changes Introduction SUCCESSES: Completion of Campus Climate Survey: • http://www.csun.edu/senate/reports/climatesurvey042210.pdf • http://www.csun.edu/senate/reports/campusclimatesurveyresults0 51012.pdf • RECOMMENDATIONS made as a result of the survey • Establishment.

CAMPUS CLIMATE:
Implementing Positive Changes
Introduction
SUCCESSES:
Completion of Campus Climate Survey:
• http://www.csun.edu/senate/reports/climatesurvey042210.pdf
• http://www.csun.edu/senate/reports/campusclimatesurveyresults0
51012.pdf
• RECOMMENDATIONS made as a result of the survey
• Establishment of Campus Climate Assessment Subcommittee
• Changes made in Academic Assessment & Program Review Office
What is it?
• Campus climate refers to the atmosphere in which learning occurs.
• Source: Bartle, E., Ballard, S. L., Masequesmay, G. (2010). Identifying Queer allies: The
impact of ally training on campus climate. ERIC Database.
• Campus climate is ‘the current perceptions and attitudes of faculty,
staff, and students regarding issues of diversity on a campus.”
•
Source: Rankin, S. R., & Reasons, R. D. (2005). Differing perceptions: How students of
color and white students perceive campus climate for underrepresented groups. Journal
of College Student Development, 46 (1), 43-61.
• A campus climate is defined as behaviors or interactions within a
workplace or learning environment that can influence whether an
individual feels personally valued and treated fairly.
•
Source: adapted from the 2005 report by the Presidential Task Force Team on Campus
Climate at Stony Brook University by CSUN
Key words to consider
Definition terminology gives direction for implementation. Some key
terms from the definitions in the literature are:
Welcoming?
Challenging?
Fair?
Supportive?
Safe?
Inclusive?
Justice?
Diverse?
Student Centered?
Key Components of Department Climate
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curriculum,
teaching,
professors as mentors or role models,
advising,
supportiveness of professors,
working relationships with professors, and
working relationships with students
Reference:
• Ivie, R., & Nies, K. (2004, June). Does it matter where I go to college?
Effects of physics departments on student outcomes. American Institute
of Physics AIP Report. AIP Pub. Number R-433.03. Retrieved:
http://www.aip.org/statistics/trends/reports/bachplus5c.pdf
Why is campus climate important?
• Attracts more students
• Enhances learning (students perform better in atmosphere of
affirmative and appreciation)
• Increases retention
• Raises graduate rates
• People from historically oppressed groups perceive climate as more
hostile than do the groups that oppress
Whose responsibility is it to implement?
• Organizational / Institutional Level: Administration, Diversity Office,
Department Level, Curriculum Level, Co-Curriculum Level (Invited
Presentations, On-Campus Living; Student Organizations; Health
Centers, Police)
• Key Players: Faculty, Staff, Students, Administrators
• Policy: Mission, Program Review, Assessment
Does one size fit all?
Where is the point of entry?
• Institution
• Community
• Ground Up
• Top Down
Points of Entry & Key Needs/People/Groups
Diversity in Mission Statement:
Diversity Goals & Objectives
Department
& College
Administration:
Chief Diversity Officer; Diversity
Standing Committee, Financial
Line, Incentives; Community
Engagement/Inclusiveness
Classroom & CoCurriculum
Student Driven