Campus Climate Data Collection for Inclusive Excellence
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Collecting Data
•
What type of data do you want to collect?
•
Depends on your research question
•
Quantitative data is best at explaining the
outcomes and results of an event or experience
•
Qualitative data is best at explaining the meaning
or significance of an event or experience
•
What types of data are you already collecting?
•
How can this data be used to examine or address
equity gaps in student and employee experiences and
outcomes?
Collecting Campus Climate Data
Campus Climate Overview
•
An environmental factor of our campus with behavioral,
psychological, historical, and compositional dimensions
that affect educational and occupational outcomes
•
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Collecting Campus Climate Data
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Collecting Campus Climate Data
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Collecting Campus Climate Data
Organizational/Structural Dimension
•
A microcosmic version of the sociohistorical
context and a short-term version of the historical
legacy, mixed with a more implicit version of the
behavioral and psychological dimensions
•
Reflects objective rather than perceived climate
•
Diversity of campus curriculum and activities
•
Decision-making practices for budgeting, staffing,
promotion/merit, and admissions
•
Other structures and processes that guide daily
business
Collecting Campus Climate Data
Subjective Campus Climate Proxies
•
Personal experiences and observations
•
“Have you ever been harassed or discriminated
against?”
•
Perceptions of environment and its aspects
•
“Do you believe you can present your whole, authentic
self to your peers, colleagues, department, etc.?”
•
Beliefs about or responses to institutional actions
and policies
•
“Does this university promote the appreciation of
cultural differences?”
Collecting Campus Climate Data
Objective Campus Climate Proxies
•
Personnel demographics and representation
•
Student and employee outcomes
•
Availability of culturally-competent curriculum,
activities, and events
•
Presence of affinity groups or clubs
•
Retention, withdrawal, and separation rates
•
Campus initiatives and goals
•
Can you think of other examples among the data
you collect or are aware of?
Collecting Campus Climate Data
Recommended Reading
•
Hurtado et al. (1998). Enhancing campus climates for racial/ethnic
diversity: Educational policy and practice.
The Review of Higher
Education
,
21
(3), 279-302.
•
Hurtado et al. (2008). Assessing the value of climate assessments:
Progress and future directions.
Journal of Diversity in Higher
Education
,
1
(4), 204-221.
•
Milem et al. (2005). Making diversity work on campus: A research-
based perspective. Paper commissioned by the AAC&U’s Making
Excellence Inclusive initiative.
•
Hart & Fellabaum (2008). Analyzing campus climate studies: Seeking
to define and understand.
Journal of Diversity in Higher Education
,
1
(4), 222-234.
•
Peterson & Spencer (1990). Understanding academic culture and
climate.
New Directions for Institutional Research
,
1990
(68), 3-18.
Collecting Campus Climate Data
Explore the importance of collecting campus climate data to promote equity, diversity, and inclusion in educational and occupational settings. Learn about the different dimensions and factors influencing campus climate and how data can be utilized to address equity gaps. Discover the organizational and structural aspects that shape the campus environment.
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Presentation Transcript
Office of Inclusive Excellence Research Brown Bags Collecting Campus Climate Data Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusive and Honor Free Speech
Collecting Campus Climate Data Collecting Data What type of data do you want to collect? Depends on your research question Quantitative data is best at explaining the outcomes and results of an event or experience Qualitative data is best at explaining the meaning or significance of an event or experience What types of data are you already collecting? How can this data be used to examine or address equity gaps in student and employee experiences and outcomes? Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech
Collecting Campus Climate Data Campus Climate Overview An environmental factor of our campus with behavioral, psychological, historical, and compositional dimensions that affect educational and occupational outcomes Historical Legacy of Inclusion previous institutional missions, policies, and procedures Compositional Diversity demographics of students, faculty, and staff Psychological Dimension perceptions and attitudes related to prejudice and discrimination Behavioral Dimension social interaction and campus involvement, current practices Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech
Collecting Campus Climate Data Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech 4
Collecting Campus Climate Data Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech 5
Collecting Campus Climate Data Organizational/Structural Dimension A microcosmic version of the sociohistorical context and a short-term version of the historical legacy, mixed with a more implicit version of the behavioral and psychological dimensions Reflects objective rather than perceived climate Diversity of campus curriculum and activities Decision-making practices for budgeting, staffing, promotion/merit, and admissions Other structures and processes that guide daily business Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech
Collecting Campus Climate Data Subjective Campus Climate Proxies Personal experiences and observations Have you ever been harassed or discriminated against? Perceptions of environment and its aspects Do you believe you can present your whole, authentic self to your peers, colleagues, department, etc.? Beliefs about or responses to institutional actions and policies Does this university promote the appreciation of cultural differences? Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech
Collecting Campus Climate Data Objective Campus Climate Proxies Personnel demographics and representation Student and employee outcomes Availability of culturally-competent curriculum, activities, and events Presence of affinity groups or clubs Retention, withdrawal, and separation rates Campus initiatives and goals Can you think of other examples among the data you collect or are aware of? Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech
Collecting Campus Climate Data Recommended Reading Hurtado et al. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. The Review of Higher Education, 21(3), 279-302. Hurtado et al. (2008). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204-221. Milem et al. (2005). Making diversity work on campus: A research- based perspective. Paper commissioned by the AAC&U s Making Excellence Inclusive initiative. Hart & Fellabaum (2008). Analyzing campus climate studies: Seeking to define and understand. Journal of Diversity in Higher Education, 1(4), 222-234. Peterson & Spencer (1990). Understanding academic culture and climate. New Directions for Institutional Research, 1990(68), 3-18. Office of Inclusive Excellence Expect Equity, Support Diversity, Practice Inclusion, Honor Free Speech
