Diverse Learning Environments Survey Administration
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Transcript of Diverse Learning Environments Survey Administration
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
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Introduction Institutional Diversity Assessment
Pilot for a national launch Components of the Diverse Learning
Environments Research ProjectDLE SurveyCampus Case Studies (select) Institute for Critical Analysis of Quantitative
Data & Diversity Research InstituteNational Retention Study
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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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Moving Towards a New Instrument
DLE Survey Structure Core Survey Modules
Classroom ClimateTransition into the Major Intergroup RelationsCommunity College Students’ Transfer
PathwayTransition Experiences for Transfer Students
at 4-year Institutions
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Overview of DLE Conceptual Framework
Overview of DLE Constructs
Overview of Social Identity Group Representation in Survey
Part 1
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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).]
Figure 1. Diverse Learning Environments Conceptual Framework
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DLE Conceptual Framework: Mapping the Constructs
DLE Constructs: Core Survey 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)
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 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)
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 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)
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)
11* Denotes additional constructs also in a module
DLE Constructs: Modules 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)
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
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
Discussed career goals Used the institutional
website to learn about campus resources
Read this institution's catalog (paper or online)
Utilized academic advising/counseling
Scale: Frequently, Occasionally, NeverScale: Strongly Agree, Agree,Disagree, Strongly Disagree
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Items Addressing Diverse Social Identity Groups in Main Survey
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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Overview of Pilot Administration of Assessment InstrumentRegistration & Administration LogisticsPlanning & Conceptualization
Part 2
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DLE Administration
Web Only Online Registration for Institutions
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 transfer-bound 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
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.
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. 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 self-
study 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
Data for all student responses Reports
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 & ResponsibilityConducting Research 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
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:
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 3Resources & Questions?
Higher Education Research Institute http://www.heri.ucla.edu
Diverse Learning Environments Project http://heri.ucla.edu/dleEmail: [email protected]: 310-267-5930
Please use the online chat function to pose questions at this time
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