Climate Assessment Project

May 24, 2011

Hurtado, Milem, Clayton-Pederson, & Allen, 1998

Students, Faculty, Staff,

Alumni

Institutional Policies

Structural Framework

Institutional History/Core

Values

Vision/Mission

Social Contexts

Climate (Living,

Working, Learning)

Creation and

Distribution of

Knowledge

Community Members

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

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

1 Pascarella & Terenzini, 1991, 2005 2 Cabrera, Nora, Terenzini, Pascarella, & Hagedron, 1999; Feagin, Vera & Imani, 1996; Pascarella & Terenzini, 1991. 3 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

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

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

1Settles, Cortina, Malley, and Stewart (2006) 2Sears, 2002 3Silverschanz, Cortina, Konik, & Magley, 2007; Waldo, 1999

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.

Recruit and retain a distinguished faculty who challenge and mentor students to attain their fullest potential;

Recruit and retain a talented, diverse and highly motivated student body;

Rankin & Reason, 2008

What is it? • Campus Climate is a construct

Definition?

• Current attitudes, behaviors, and standards and practices of employees and students of an institution

How is it measured?

• Personal Experiences • Perceptions • Institutional Efforts

Provide California University of Pennsylvania with information, analysis, and strategic initiatives as they relate to campus climate.

This information will be used in conjunction with

other data to provide California University of Pennsylvania with an inclusive view of campus.

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).

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 • Readiness of

each campus

Assessment • Examine the

climate

Follow-up • Building on the

successes and addressing the challenges

Current Campus Climate

Access

Retention

Research

Scholarship

Curriculum Pedagogy

University

Policies/Service

Intergroup & Intragroup Relations

Transformational Tapestry Model©

Baseline Organizational

Challenges

Systems Analysis

Local / Sate / Regional

Environments

Contextualized Campus Wide Assessment

Advanced Organizational

Challenges

Consultant Recommendations

Assessment

Transformation via

Intervention

Fiscal Actions

Symbolic Actions

Administrative Actions

Educational Actions

Transformed Campus Climate

Access

Retention

Research

Scholarship

Curriculum Pedagogy

University

Policies/Service

Intergroup & Intragroup Relations

© 2001

External Relations

External Relations

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’ perceptions of

University actions

Participants’ demographic information

Participants’ input into

recommendations for improving the campus

climate

Preparing the Campus Community

Talking points Incentives President’s Invitation letter Subsequent invitations to participate

Proposal application Primary Investigator from California

University of Pennsylvania

Data Analysis

California University of Pennsylvania

Fall 2011

Faculty Male Female African American

Native American

Asian American

Latino(a) American

European American Unknown

Professor

Associate Professor

Assistant Professor

Instructor

Adjunct Faculty

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

November- December

2011

• Complete survey • Develop

communication plan

• Submit IRB proposal application

January/ February 2012

March – May 2012

June - August 2012

• Survey Implementation

• Data Analysis

• Develop Report

Susan “Sue” Rankin, Principal Rankin & Associates, Consulting

sxr2@psu.edu www.rankin-consulting.com

814-625-2780