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Climate Assessment Project

January 8, 2013


Students, Faculty, Staff, Alumni Institutional History/Core Values

Vision/ Mission

Institutional Policies

Structural Framework

Social Contexts

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 underserved constituents to create a welcoming environment.

To improve the environment for working and learning on campus.


ď‚— Recruit and retain a distinguished faculty who

challenge and mentor students to attain their fullest potential; ď‚— Recruit and retain a talented, diverse and highly motivated student body;


• 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


ďƒ˜ California University of Pennsylvania 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).

ďƒ˜ California University of Pennsylvania will use the results of

the assessment to inform current/on-going work regarding issues of campus climate (e.g., NSSE-National Survey of Student Engagement ).


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 ModelŠ 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

Š 2001


Initial Proposal Meeting


Assessment Tool Development Marketing/Communication Plan


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 President Jones


IDENTITY EXAMPLES Position

CLIMATE

OUTCOMES

Experiences

Academic Success

Perceptions

Professional Success

Race Gender Identity Sexual Identity Disability SES Spirituality

Institutional Actions

Persistence


 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 U.


 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 CAL U 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


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  President Jone’s Invitation letter  Subsequent invitations to participate


ďƒ˜Proposal application submitted and

approved

ďƒ˜ Dr. Hasbrouck is the Primary

Investigator from CAL U


Data Analysis


California University of Pennsylvania Spring 2013 Faculty

Professor

Associate Professor

Assistant Professor

Instructor

Adjunct Faculty

Male Female

African American

Native American

Asian American

Latino(a) American

European American Unknown


Report


Action Plan


May/June 2011 June – August 2011

• Initial Proposal meeting

• Meetings with California University of Pennsylvania CSWG • Began survey development


September 2011 -January 2012

• Completed survey • Developed communication plan

NovemberFebruary 2012

• Developed & submitted IRB proposal • Received initial approval Feb 2012

October 2012

• IRB continuance approval


February 4, 2013

• Survey Implementation

March – May 2013

• Data Analysis

June - August 2013

• Develop Report



2013 Campus Climate Survey