Climate Assessment Project
May 24, 2011
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.
We have the right to safety and security; We have the responsibility to ensure the safety and security of
others; We have the right to be treated with respect; We have the responsibility to treat others with respect; We have the right to expect the best; We have the responsibility to give our best; We have the right to be treated fairly; We have the responsibility to treat others fairly.
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˜ Provide California University of Pennsylvania with
information, analysis, and strategic initiatives as they relate to campus climate.
ďƒ˜ This information will be used in conjunction with
other data to provide California University of Pennsylvania with an inclusive view of campus.
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 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 President Armenti
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’s Invitation letter Subsequent invitations to participate
ďƒ˜Proposal application ďƒ˜Primary Investigator from California
University of Pennsylvania
Data Analysis
California University of Pennsylvania Fall 2011 Faculty
Professor
Associate Professor
Assistant Professor
Instructor
Adjunct Faculty
Male Female
African American
Native American
Asian American
Latino(a) American
European American Unknown
Report
Executive Summary Sample Demographics/Quantitative Findings/Qualitative Findings Methods Conceptual Framework Design of the Study Results Personal Experiences Perceptions of Climate University Actions
Next Steps References Appendices Appendix A – Comments Analysis Appendix B – Data Tables Appendix C – Survey Instrument
Action Plan
May/June 2011 June – August 2011
• Initial Proposal meeting
• Meetings with California University of Pennsylvania CSWG • Begin survey development
September -October 2011
• Complete survey • Develop communication plan
NovemberDecember 2011
• Submit IRB proposal application
January/ February 2012
• Survey Implementation
March – May 2012
• Data Analysis
June - August 2012
• Develop Report
Susan “Sue� Rankin, Principal Rankin & Associates, Consulting sxr2@psu.edu www.rankin-consulting.com 814-625-2780