UW-Eau Claire Climate Assessment Project Overview September 18, 2009

Participating Institutions University of Wisconsin Colleges University of Wisconsin-La Crosse University of Wisconsin-Milwaukee University of Wisconsin-Oshkosh University of Wisconsin-Stevens Point

Participating Institutions University of Wisconsin-Eau Claire University of Wisconsin-Parkside University of Wisconsin-River Falls University of Wisconsin-Whitewater

How Did We Get Here? Why Assess? What is the Process? Where Do We Start? Assessing Institutional Climate

Process to Date Academic Planner (C. Saulnier) made aware of bias incidents at several campuses & began conversation regarding systemwide campus climate project Taskforce committee formed to investigate consulting firms who conduct climate assessments in higher education. Rankin & Associates identified as leading expert in multiple identity studies in higher education

Process to Date Conversations at system level continued Proposal presentation made to UWS Provosts and various constituent groups in Madison in September 2006

Process to Date UWS Administrators form Climate Study Working Group (CSWG) Conducted in-depth interviews with other higher education institutions who had contracted with R&A resulting in very positive reviews In collaboration with R&A identified potential fact- finding groups and developed protocol Identified “next steps” in process

Process to Date President Reilly pledges support for the project and agrees to finance 75% of the costs Project Co-Chairs and Project Coordinator named Vicki Washington (Co-Chair, CSWG) Interim Assistant Vice President of the Office of Academic Development and Diversity, UW System Administration Ed Burgess (Co-Chair, CSWG) Department of Dance, University of Wisconsin-Milwaukee Lisa Beckstrand (Project Coordinator) Academic Planner, Director of Inclusivity Initiative, Office of Academic & Student Services, UW System Administration

CSWG Tier I – Climate Study Working Group DLC’s - Diversity Leadership Committee CSWG Tier I (members from participating institutions) met once a month from December September 2008 DLC’s on each campus were developed and provided feedback to their representatives on the CSWG  Created Survey Template to be used by all UW System participating institutions

CSWG Tier II – Climate Study Working Group DLC Tier II- Diversity Leadership Committee CSWG Tier II (members from participating institutions) met once a month from December 2008-September 2009 Initial meeting included representatives from the Tier I institutions Discussed suggested revisions to the survey template offered by participating DLC’s on each campus to the survey template Discussed DLC communication/marketing plans Discussed application process for IRB proposals DLC’s on each campus were developed and provided feedback to their representatives on the CSWG Assisted with survey template’s revisions to contextually “fit” respective campus Developed the marketing & communication plan for the survey Will assist with the implementation & delivery of the survey tool Will provide information and survey updates to the campus community

UW-Eau Claire DLC (Chancellor's Diversity Advisory Commission) Carol Accola, Learning and Technology Services Jesse Dixon, Director of Office of Multicultural Affairs Kirby Harless, Residence Hall Director, Sutherland Kathy Hurley, Director, Disability Services Marquell Johnson, Assistant Professor of Kinesiology Don Mowry, Director, Service Learning Center (PI) Teresa O'Halloran (Chair), Assistant to the Chancellor for Affirmative Action Sue Peck, Professor of Nursing Jill Pinkney Pastrana, Associate Professor of Education Jill Prushiek, Academic Program Director, Foundations of Education David Shih, Associate Professor of English and Equity Diversity and Inclusivity Fellow Rama Yelkur, Professor of Management, International Business Program Coordinator

Why conduct a climate assessment? To foster a caring campus community that provides leadership for constructive participation in a diverse, multicultural world. To open the doors wider for underrepresented groups is to create a welcoming environment. To improve the environment for working and learning on campus.

University of Wisconsin System Mission The mission of the system is to develop human resources, to discover and disseminate knowledge, to extend knowledge and its application beyond the boundaries of its campuses and to serve and stimulate society by developing in students heightened intellectual, cultural and humane sensitivities, scientific, professional and technological expertise and a sense of purpose. Inherent in this broad mission are methods of instruction, research, extended training and public service designed to educate people and improve the human condition. Basic to every purpose of the system is the search for truth.

Core Mission of the University Cluster …“Serve the needs of women, minority, disadvantaged, disabled, and nontraditional students and seek racial and ethnic diversification of the student body and the professional faculty and staff.”

Chancellor's Diversity Advisory Commission Diversity Statement The University of Wisconsin-Eau Claire recognizes diversity as one of its highest priorities in its ongoing mission of excellence. We believe in the importance of acknowledging and engaging with differences-those of race, ethnicity, gender, sexual orientation, social and economic class, ability/disability, age, religion, and more-within our campus community and academic work. In addition to signaling a safe and welcoming environment, a diverse campus and curriculum broadens and deepens the educational experience for our students. Students who encounter and interact with difference on campus will enhance their social competencies and the communication skills that they need to develop into productive and ethical participants within a pluralistic world. As an institution committed to the values of liberal education, the University of Wisconsin-Eau Claire encourages the learning that results from dialogues animated by diverse perspectives. Achieving a diverse campus community is the first step toward a meaningful incorporation of diversity into the culture of the University of Wisconsin-Eau Claire. Therefore, we are dedicated to the recruitment, retention, and advancement of a diverse student body, faculty, staff, and administration. In the same spirit, we support the diverse teaching and research activity of our instructors. By making this full and accountable pledge to justice, respect, and equity among all people, the University of Wisconsin-Eau Claire strives toward its mark of institutional excellence. Source:

Project Objectives Provide participating institutions with information, analysis, and recommendations as they relate to campus climate. This information will be used in conjunction with other data to provide participating institutions with an inclusive view of their campus and a system-wide review.

Projected Outcomes Participating institutions will add to their knowledge base with regard to how constituent groups currently feel about their particular campus climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter-group/intra-group relations, respect issues) Participating institutions will use the results of the assessment to inform current/on-going work regarding diversity (e.g., Access to Success Initiative, Plan 2008, Equity Scorecard; Inclusive Excellence)

Setting the Context Examine the Research Review work already completed Preparation Readiness of the campus Assessment Examine the climate Follow-up Building on the successes and addressing the challenges

Research on Climate In Higher Education Campus climate not only affects creating knowledge, but also impacts members of academic community who, in turn, contribute to creating campus environment (Hurtado, 2003; Milem, Chang, & antonio, 2005). Preserving climate that offers equal learning opportunities for all students and academic freedom for all faculty – an environment free from discrimination – is a primary responsibility of educational institutions.

Value of Campus Climate on Enhancing Learning Outcomes Numerous studies and publications have confirmed the pedagogical value of a diverse student body and faculty on enhancing learning outcomes. Selected research references include: Frank W. Hale, Jr. (2004). What Makes Racial Diversity Work in Higher Education, Diversity Digest, Sterling, VA: Stylus. Harper, S.R., & Quaye, S.J. (2004). Taking seriously the evidence regarding the effects of diversity on student learning in the college classroom: A call for faculty accountability. UrbanEd, 2(2), Harper, S.R. & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120, Hurtado, S. (2003). Preparing college students for a diverse democracy: Final report to the U.S. Department of Education. Ann Arbor, MI: Center for the Study of Higher and Postsecondary Education.

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

PHASE I Systemwide Fact-Finding Groups Conducted September 28-29, 2007

Fact-Finding Groups To identify baseline system-wide and institutional challenges To assist in developing survey questions

Fact-Finding Groups  Inclusive of faculty, staff, and students from various constituent groups  Climate Study Working Group (CSWG), Status of Women, Women’s Studies, Multicultural Coordinators, Chief Student Affairs Officers, LGBTQ students, LGBTQ faculty/staff, Multicultural Students, Academic Staff Representatives, Equity Scorecard, Faculty/Staff of Color, Faculty Representatives, Women students, CSSD/ADA, Students with Disabilities, Student Representatives, International Students

PHASE II Assessment Tool Development and Implementation

Survey Instrument Final instrument Quantitative questions and additional space for respondents to provide commentary On-line or paper & pencil options Sample = Population All members of each institution are invited to participate via an invitation letter from the Chancellor

Communication/Marketing Plan Preparing Your Institution Talking Points Incentives Invitation Letter Subsequent Invitations to Participate

Institutional Review Board IRB Proposal for each participating institution PI from each institution UW-Eau Claire – Donald Mowry, Professor of Social Work UW-Parkside – Mary Kay Schleiter, Associate Professor of Sociology UW-River Falls – Travis Tubré, Professor of Psychology; Cyndi Kernahan, Professor of Psychology UW-Whitewater – Barbara Monfils, Associate Vice Chancellor for Academic Affairs Representative from OPAR

PHASE III Data Analysis

Sample Demographic Profile to Create Chi-Square Table Comparing Demographics/Population & Sample University of Wisconsin, Eau Claire Spring 2009 Faculty MaleFemale African American/African/American Indian/Asian/PacificChicano(a)/MiddleWhite/ BlackCaribbeanAlaskan Native/IslanderLatino(a)/EasternCaucasian Hawaiian NativeHispanic Professor Associate Professor Assistant Professor Instructor Adjunct Faculty

PHASE IV Reports (1)Institutional Reports (2) Aggregate Report

Sample Table of Contents Executive Summary Sample Demographics/Quantitative Findings/Qualitative Findings Methods Conceptual Framework Design of the Study Results Personal Experiences Perceptions of Climate Institutional Actions

Sample Table of Contents Next Steps References Appendices Appendix A – Comments Analysis Appendix B – Data Tables Appendix C – Survey Instrument

Questions..? Other Ideas..?

For more information Susan R. Rankin, Principal Rankin & Associates