Saint Joseph’s University Campus Climate Study Share why your audience is critical Examples include making sure we have a robust sample for the study; opportunity to provide input into development of recommendations for the institution; encouraging peers to take part Be creative and specific for your group!

What is Campus Climate and Why Does It Matter? Components of campus climate

Campus Climate Includes the “current attitudes, behaviors, standards and environment of faculty, staff, administrators and students, as well as university policies that influence the level of respect for individual needs, abilities and potential” Rankin & Associates, 2017 Community members thrive in a healthy environment free of discrimination, where respect and inclusion are valued and are the norm.   Research about campus climate and its correlation to successful outcomes for all constituents in campus community For students, experiences with campus climate affect learning and developmental outcomes, persistence and long-term relationships with the institution. For faculty and staff, positive and inclusive working environments contribute to professional growth and satisfaction, retention and overall well-being.

Campus Climate and Students 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 Research about campus climate and its correlation to successful outcomes for all constituents in campus community For students, experiences with campus climate affect learning and developmental outcomes, persistence and long-term relationships with the institution. For faculty and staff, positive and inclusive working environments contribute to professional growth and satisfaction, retention and overall well-being. 1 Pascarella & Terenzini, 1995, 2005 2 Cabrera, Nora, Terenzini, Pascarella & Hagedron, 1999; Feagin, Vera & Imani, 1996; Pascarella & Terenzini, 2005 3 Hale, 2004; Harper & Quaye, 2004; Harper & Hurtado, 2009; Hurtado, 2003

Campus Climate and Faculty/Staff The personal and professional development of employees 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 Research about campus climate and its correlation to successful outcomes for all constituents in campus community For students, experiences with campus climate affect learning and developmental outcomes, persistence and long-term relationships with the institution. For faculty and staff, positive and inclusive working environments contribute to professional growth and satisfaction, retention and overall well-being. 1 Settles, Cortina, Malley & Stewart, 2006 2 Sears, 2002 3 Silverschanz, Cortina, Konik & Magley, 2007; Waldo, 1999

SJU Climate Study Project Outcomes, process and timeline

SJU Climate Study Outcomes Gain knowledge about how faculty, staff, and students currently perceive and experience the campus climate Apply findings to inform current inclusion work, develop strategic priorities, and create an Inclusive Excellence Blueprint for all areas of the institution Collective accountability Centralized and localized planning All departments and units Measurable and meaningful goals Transparency in communication Share why your audience is critical Examples include making sure we have a robust sample for the study; opportunity to provide input into development of recommendations for the institution; encouraging peers to take part

Climate Study Timeline Dates Phase January – March 2017 CSWG appointment; process design and decision-making March 1, 2017 RFP for external consultant May 1, 2017 Selection of consultant June – August 2017 Plan focus groups, begin development of assessment tool, create communication and marketing plan September – December 2017 Focus groups (September) Complete assessment tool and submit to IRB January 2018 Marketing plan implementation February 2018 Survey administration March – May 2018 Data analysis June – August 2018 Report development Fall 2018 Presentation of findings to campus community Action planning and creation of Inclusive Excellence Blueprint Survey will be administered to ALL active students (undergrad, grad, adult completion), all faculty (FT/PT, TT/NTT), and all staff (including vendor partners) Assessment tool development: R&A has bank of questions; we can adapt to our particular climate Submit to IRB: we will own our customized survey and our data at the conclusion of the study

Rankin & Associates, Consulting Primary consultants: Susan Rankin, Ph.D., Emil Cunningham, Ph.D. Highly-experienced 1999-2017 Campus Climate Assessments at 190+ universities/colleges, including 8 other AJCU institutions 2010 State of Higher Education for LGBTQ People 2011 NCAA Student-Athlete Climate Study 2014 International Athlete Sur vey 2015 United States Transgender National Sur vey Sue Rankin and Emil Cunningham will serve as the primary contacts for this project, overseeing all data collection and analysis Rankin & Associates: Far and away the strongest proposal in terms of scope, understanding of campus complexities Assessment tool development: R&A has bank of questions; we can adapt to our particular climate, structures, and needs Submit to IRB: we will own our customized survey and our data at the conclusion of the study Dr. Rankin has conducted 190+ institutional climate assessments, including: Loyola University – New Orleans (2017) Rockhurst (2017) USF (2017) – Shirley Gonzaga (2016) Xavier (2016) – Taj Smith Seattle U (2014) Marquette (2014)

Survey Instrument 20 focus groups during fall semester Sample = Population Students, faculty, staff, vendor partner staff Primarily web-based with paper option Quantitative questions and qualitative questions for additional commentary Demographic questions SJU-specific questions Sample Surveying entire population All voices are needed to understand the state of equity and inclusion on campus We want to make sure the voices of underrepresented groups are well-represented in the respondents Our target participation is 100% of all of our SU community members. The response rate we are striving for is 30% to allow for generalizability of results. Assessment instrument Primarily web-based Paper options will be available at the Campus Assistance Center in the Student Center and in special sessions that we are targeting to employees who do not have regular access to computers during work hours Types of questions Combination of scales (e.g., highly likely to highly unlikely, strongly agree to strongly disagree) and commentary with textboxes after each section to add more detail Demographic questions – we want to be able to analyze results by group (for example, how do students with disabilities have a different experience that students who don’t report having a disability?) Customized questions for SJU-specific locations, situations, demographics

Special Considerations Confidentiality is paramount Online survey must be taken in one sitting Paper surveys mailed back to R&A No report if N < 5 Data ownership and use Further analysis, research by campus community Managed with Institutional Research Confidentiality This was the primary concern for the task force, in order to encourage people to participate in the process. Online surveys often have a unique identifier attached to each respondent, so survey developers can track who has or has not responded. Having a unique identifier often means that you can start the survey, save your results, and return later to complete the survey. We will not have any unique identifiers, because the survey is confidential. This means that the online survey will need to be taken in one sitting. Once you start the survey, you need to finish it in that same session. We anticipate that the online survey will take about 15 minutes to complete. Earlier I mentioned that we would ask you to complete demographic questions in the survey. For some of our groups, we might have small numbers in our campus population and/or in our respondents. For any demographic groups with fewer than 5 people, we will not report their findings. Those findings will be rolled into other groups. For example, we have few Native American/American Indian faculty and staff, so any report of their results would likely be quite identifiable. Therefore, we would probably include their responses in reporting findings for faculty and staff of color or in other groups as appropriate. Data ownership SU’s Office of Institutional Research will receive the full data set from Rankin & Associates after they deliver a final report. Members of the campus community will be able to access the data for future analysis. The data will be governed by the same guidelines around confidentiality as we are using for the work with Rankin & Associates. We would not authorize any access to data for any demographic groups with fewer than 5 people, and access to the findings would be granted only for a study that has been screened by the SU Institutional Review Board.

Taking the Survey Survey open February 6 – March 9 Email invitation from President and Assistant Provost for Inclusion & Diversity, with link to R&A survey site: https://rankinsurveys1.com/sju Employees should be able to take survey during work hours Accessibility: Visit Student Disability Services in Bellarmine G10 Why take the survey? Our target participation is 100% of all of our SJU community members. The response rate we strive for is 30% to allow for generalizability of results. Here a few additional reasons that we hope inspire participation: All voices are needed to make SJU more inclusive and welcoming Weigh in on the state of equity and inclusion on campus Recommend steps to enhance diversity at SJU Influence the university’s priorities and direction for the next few years Make Saint Joe’s a stronger community and more welcoming place

Survey Outreach Frequently-asked questions on Climate Study website: https://sites.sju.edu/climatestudy/faq/ Incentives: https://sites.sju.edu/climatestudy/thanks/ Sticker for completion Gift cards One term of parking for a student, staff, and faculty Opportunity to designate donation to a non-profit organization General and targeted invitations Rankin & Associates will monitor response rates, and if we find that we are low in any areas, we will target outreach. We will likely reach out to our ambassadors to assist in that process.

Data Analysis and Presentation Rankin & Associates data analysis: Spring Semester 2018 Report development: Summer 2018 Campus presentations: September 2018

What You Can Do Participate in the study Encourage others to participate in the study Participate in open forums Share ideas with the Climate Study Working Group

Climate Study Working Group Ergkys Alizoti, M.S. 2020 Jeff Martin, Associate Director, University Communications Kim Allen-Stuck, Assistant VP for Student Success Peter McLallen, Assistant Provost for Online Education Katie Bean, Assistant Director, Student Outreach and Success John Neiva de Figueiredo, Associate Professor, Management Sharon Eisenmann, VP for Human Resources Monica Nixon, Assistant Provost for Inclusion and Diversity (Chair and Project Manager) Jim Grasell, Director of Institutional Research Becki Scola, Associate Professor, Political Science Melissa Logue, Assistant Professor, Sociology David Steingard, Associate Professor, Management Megan Lynott, B.A. 2019 Kelly Welsh, Senior Director of Executive Communication, Office of the President

More Information sju.edu/climatestudy Monica Nixon CSWG Chair mnixon@sju.edu 610.660.1015