Approaches for Implementing a Successful Climate Assessment

Report
Diverse Learning
Environments
Survey Administration
Pilot Institution Webinar
Nov. 18, 2009
UCLA
Goals & Agenda
Introduction
 Part 1: Overview of DLE Conceptual
Framework, List of Constructs, Social
Identities
 Part 2: Overview of Pilot Administration of
Assessment Instrument
 Part 3: Q & A

2
Introduction

Institutional Diversity Assessment
 Pilot

for a national launch
Components of the Diverse Learning
Environments Research Project
 DLE
Survey
 Campus Case Studies (select)
 Institute for Critical Analysis of Quantitative
Data & Diversity Research Institute
 National Retention Study
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3
Moving Towards a New Instrument
Integrated assessment of climate,
diversity practice, and outcomes
 Inclusive of diverse social identities
 Modules targeting specific topics
 Longitudinal if linked with other student
data
 Link with registrar data
 Widely available CIRP survey

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4
DLE Survey Structure
Core Survey
 Modules

 Classroom
Climate
 Transition into the Major
 Intergroup Relations
 Community College Students’ Transfer
Pathway
 Transition Experiences for Transfer Students
at 4-year Institutions
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Part 1

Overview of DLE Conceptual Framework

Overview of DLE Constructs

Overview of Social Identity Group
Representation in Survey
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Figure 1. Diverse Learning Environments Conceptual Framework
This model illustrates several multiple levels of context, including the larger policy and socio-historical environment, the institutional context, and
mirco-environments that include the classroom, co-curricular programs, and communities external to college. All contexts influence the three types
of outcomes of interest: skill sets for lifelong learning, competencies for a multicultural society, along with the outcomes of achievement and
retention. This conceptual model may help us become more informed about the conditions that are optimal for creating diverse learning environments
with equitable student outcomes. [Source: Hurtado et al., 2009. Adapted from Jackson, B.W. (1988) as cited in Marchesani & Adams (1992).]
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DLE Conceptual Framework:
Mapping the Constructs
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DLE Constructs: Core Survey

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Pre-College Knowledge of
Diverse Groups (1)
Pre-College Racial
Interactions (2)
Effects of Economic Context
(3)
Push & Pull Factors (4)
Overall Perceptions of
Climate (5)
Cross Racial Interactions
Positive (6)
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Diverse Interactions (Verbal) (7)
Discrimination and Harassment
Experiences (8)
Satisfaction with Structural
Diversity (9)
Satisfaction with Campus
Climate for Diversity (10)
Co-Curricular Involvement (11)
Curricular Involvement (12)
Faculty Interaction (13)
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DLE Constructs: Core Survey

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Navigational Actions for
Academic Success (14)
Navigational Support (15)
Validation (General) (16)
Validation (in the
Classroom)* (17)
Perceptions of Institutional
Validation (18)
Curriculum of Inclusion (19)
Pedagogy of Inclusion (20)
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Perceptions of Institutional
Commitment to Diversity
(21)
Sense of Belonging (22)
Pluralistic Orientation (23)
Civic Values &
Commitment (24)
Anticipated Involvement in
Redressing Social
Inequalities (25)
Social Action Engagement
(26)
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DLE Constructs: Core Survey


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Student Mobility Patterns
(27)
Student Mobility (Institution
Types) (28)
Student Mobility Reasons
for Taking Courses
Elsewhere (29)
Student Mobility Reasons
for Stop Out, Withdraw, and
Transfer* (30)
Academic & Leadership
Self-Concept (31)
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Integration of Learning (32)
Habits of Mind (33)
Skills for Life Long
Learning (34)
Salience of Social
Identities* (35)
Awareness of Privilege (36)
Self-Directed Actions*
(IGR) (37)
Other-Directed Actions*
(IGR) (38)
* Denotes additional constructs also in a module
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DLE Constructs: Modules

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Classroom Climate (39)
Classroom Learning
Outcomes for a Multicultural
World (40)
Major Climate (41)
Reasons for Changing Majors
(42)
Barriers to Choosing a Major
(43)
Navigational Actions Towards
Declaring a Major (44)
Parallel Empathy (IGR) (45)
Intergroup Collaboration (46)
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Awareness & Attribution for
Race & Gender Inequality (47)
Self-Appraisal of Skills in
Dealing with Conflict (48)
Transfer Preparation &
Navigational Actions (49)
Institutional Transfer Culture
(50)
Barriers to Transfer (51)
Pre-Transfer Institutional
Support (52)
Post-Transfer Institutional
Support (53)
4-Yr Transfer Adjustment (54)
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Validation & Navigational Action
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Scale: Strongly Agree, Agree,
Disagree, Strongly Disagree
Scale: Frequently, Occasionally, Never
Faculty empower me to
learn here
At least one staff member
has taken an interest in my
development
Staff encourage me to get
involved in campus
activities
At least one faculty member
has taken an interest in my
development

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

Discussed career goals
Used the institutional
website to learn about
campus resources
Read this institution's
catalog (paper or online)
Utilized academic
advising/counseling
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Items Addressing Diverse Social
Identity Groups in Main Survey
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General diversity (identity not specified): 50
Race/ethnicity: 42
Gender: 15
Socioeconomic Class: 18
Age: 4
Sexual Orientation: 9
Ability/Disability: 7
Political Orientation: 10
Religion/Spirituality: 7
Citizenship: 6
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Part 2

Overview of Pilot Administration of
Assessment Instrument
 Registration
& Administration Logistics
 Planning & Conceptualization
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DLE Administration


Web Only
Online Registration for Institutions
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www.cirpsurveys.org
Upload email list of target students
Option to Select Modules
Dates of Survey Administration to Students
Nov. 30, 2009 - June 30, 2010
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Sampling

2-Year Institutions

Full cohorts
 Students who have
completed 24 units or
more at your institution
 Inclusive of vocational
and academic paths
 Inclusive of all degree
aspirations (not transferbound only)

4-Year Institutions

Full cohorts
 Students in their
sophomore year (were
1st time freshman in fall
2008)
 Students in their junior
year (were 1st time
freshman in fall 2007)
 Transfer students who
have completed one
year at your institution
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CIRP Survey Administration:
Increasing Response Rates

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Inform your IT department
Send out advance notification to students either
through an email, campus announcement, class
announcement, student web portal, etc.
Customize the Welcome screen
Upload school logo to the portal
Customize local additional questions and/or group
codes if applicable
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CIRP Survey Administration:
Increasing Response Rates Cont.
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If using the HERI email distribution system,
customize the email text, upload the list of student
names, and set the dates for the email invitation and
reminders
Send email using an email account familiar to
students
If using HERI email distribution, be sure to spoof an
email address familiar to students
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CIRP Survey Administration:
Increasing Response Rates
Cont.
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We recommend at least a two-week administration
period, sending the emails only during the week, i.e.
Mon, Wed, and the following Tues & Thurs
Check the administrative reports on the portal
periodically to keep track of responses and prepare
lists for reminder emails
Strategies to increase response rates
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Increasing the Participation of
Marginalized Groups

Most marginalized are least likely to participate
 Work
with communities, student organizations,
centers (e.g. use peers, centers)
 Emphasize participation as part of institutional selfstudy and change
 “Face-to-face” contact or personalized email survey
 Incentives – drawing for tuition/fees, parking pass,
books, etc. or small incentive for each student
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Deliverables for Institutions
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Data for all student responses
Reports
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Institutional Profile
Frequencies, means, standard deviations
CIRP Constructs
CIRP Themes
Comparison Groups (if 5 or more institutions in
comparison group)
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Key Considerations:
Have a Plan for
Ownership & Responsibility
Conducting Research
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Single unit or wide
involvement for input
Similar or different
approaches for
constituencies (e.g. faculty,
staff, students)
Use of data and stories
Capitalize on those
interested in this work
Other studies on campus
Use Information for
Practice
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Dissemination of information
(e.g. Summit)
Writing recommendations
and next steps
Use converging evidence
(multiple sources) for
solutions
Prepare those who have the
responsibility for
implementation of change
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Plan of Action
Given campus goals/issues and frameworks, determine
the key steps that need to occur to incorporate more
research about diversity on campus:

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What are the desired outcomes? What information do we need
most and from which constituency? (Units, faculty, students)
Who else needs to be at the table on campus? What expertise
do we need?
How do we encourage the participation of students, staff,
faculty?
How will we disseminate the information to ensure it is used to
promote progress/change on campus?
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Part 3
Resources & Questions?

Higher Education Research Institute
http://www.heri.ucla.edu

Diverse Learning Environments Project
http://heri.ucla.edu/dle
Email: [email protected]
Phone: 310-267-5930

Please use the online chat function to pose
questions at this time
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