1. Addressing the Climate in Higher Education: Assessment and Engagement
Sylvia Hurtado, Professor
Higher Education and Organizational Change
Graduate School of Education and Information Studies, UCLA

2. Adopting a Transformative Paradigm
-Values and respect for marginalized communities
-Acknowledges multiple realities with unequal legitimacy (i.e. whose perspective has weight?)
-Raises awareness regarding asymmetric power relationships
-Reflects engagement with communities
Hurtado, S. (2015). The transformative paradigm: Principles and challenges. In. A. Aleman, Pusser, B.P. & Bensimon, E. (Eds.), Critical approaches to the study of higher education. (pp ). John Hopkins University Press.

3. Progressive Levels of Engagement in Research, Decision-making, and Solutions
Inform about results
Consult during research process
Involve in research process
Collaborate in research decision-making
Empower to make their own decisions and use results
High Engagement
The International Association for Public Participation (2013) established a spectrum of progressive levels of public engagement relevant to research, decision-making, and seeking solutions to social problems.
Low Engagement

4. How Campuses Have Implemented Diversity/Climate Assessments
External vs internal assessment process
Existing institutional data (equity in outcomes)
Reports from specific units based on a set of questions (diversity audit)
Collection of new data via student focus groups, interviews to understand patterns and why
Most common mode: Use of survey instruments

5. Development of the DLE Instrument
Reviewed more than 90 instruments, including:
Student, staff, faculty, target groups
Classroom, individual campus, multi-campus
Integrated assessment of climate, diversity practice, and outcomes
Worked with 7 campuses to pilot the DLE, visited campuses to speak with students and staff, brought campuses together to discuss results
DLE is now widely available, comparative data
Research and implementation sponsored by the Ford Foundation.

6. Not All Incidents Are Reported
Overall, only 12.3% reported incident to campus authority

7. Type of Discrimination Experienced: Verbal Comments (DLE)

8. Extent of Discrimination/Bias and Harassment
Percent of students reporting “sometimes, often, or very often”:
54.2% of students experienced a form of discrimination and bias
10% of students experienced a form of harassment
29% of students witnessed discrimination
*among those who responded to all seven items (-witnessed discrimination) and four items (-reported incident)

9. Key Considerations: Reactive (one shot) or Proactive (institutionalized)?
Response to a problem:
Too hot to handle without external help
Target groups or communities
“Pulse”—has the problem resolved itself, or have our efforts paid off
Special budget
Self-study for change:
Variety of internal assessments
Covers broad areas
Incorporated as regular data collection
Institutional change as well as individual change (education)
Regular budget

10. Key Considerations: Have a Plan for Ownership/Responsibility
Conducting 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

11. Use Climate Study Data as a Learning Tool
Students create infographics for the campus about a particular issue using the survey data
Data dashboard to share results using different group results
Faculty development brief, focus of discussion on how to handle classroom microaggressions
Both quantitative and qualitative data can be used to teach about diversity. For example, definitions of different forms of microaggressions using student voices to be used in teaching.

12. Additional Ideas in Diversity Assessment
Dialogic Techniques—Variation on focus groups
Long term assessments—After college, alumni studies
More innovation in diversity in the curriculum development from the ground up (faculty driven), assessment, collaboration and revision.

13. 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)
What expertise do we need?
How do we encourage the participation of students, staff, faculty?
How can we embed regular diversity assessment in campus processes?
How will we disseminate the information to ensure it is used to promote progress/change on campus?

14. How Will You Define Success?
Study was well-done (it will be useful to many units, groups, rigorous approach)
Information was used (often referenced, campus is aware of the findings)
Desired outcomes were achieved, better attention to diversity on campus
Unfortunately, many studies are “symbolic,” just to do something in response to a problem.

15. Questions?
Resources:
Diverse Learning Environment Project:
URM Science Project, papers, presentations:

16. Linda J. Sax, Professor, GSEIS/UCLA
Gender and Racial/Ethnic Diversity in Undergraduate Computer Science: A Research-Practice Partnership
Linda J. Sax, Professor, GSEIS/UCLA

17. Women Overrepresented Across All Fields, but Underrepresented in STEM

18. Need to Consider Differences Across STEM Fields
Biological
Science
Mathematics
Physical
Sciences
Engineering
Computer
Science

19. Women’s Relative Representation in STEM Varies by Field

20. Why Focus on Computer Science?
Computer-related careers among the fastest growing and highest paying occupations
Global demand for individuals with computer science training (valuable in any field)
Diversity matters – in college and beyond

21. % of Computing Bachelor’s Degrees Awarded to Women (1987-2014)
Source: National Center for Education Statistics, 2016

22. % of Computing Bachelor’s Degrees Awarded to URM Students (1987-2014)
Source: National Center for Education Statistics, 2016
URM defined as American Indian/Alaskan Native, Black, and Hispanic

23. The BRAID Initiative Building Recruiting and Inclusion for Diversity
15 universities that are committed to promoting gender and racial/ethnic diversity in undergraduate computing
Key leaders: Computer science department chairs
BRAID department strategies include:
Revamping introductory courses
Promoting interdisciplinary CS
Building student community
K-12 outreach

24. Evolution of a Research-Practice Partnership
Leadership
Initial Funders
Research Sponsors
Over $2 million in support

25. Goals of BRAID Research
To better understand…
Student exposure to and engagement in best practices in CS
The impact of computing experiences (especially in introductory courses) on desired student outcomes, including:
computing confidence
sense of belonging in computing
interest in computing careers
Longer-term major pathways and career plans of intro course students
How all of this varies by gender and race/ethnicity

26. Data Collected at Multiple Levels
Institutional Enrollment Data
Department Chairs
Introductory Course
Instructors
CS Majors & Minors
Intro CS Students

27. Close Collaboration with Institutions
Key allies: Computer science department chairs
Provide information on department activities
Provide access to student and faculty s for surveys
Help to advertise surveys
Participate in annual interviews with research team
Serve as conduit to institutional registrars
Handle local IRB approvals
Attend annual BRAID Summit

28. Working with Institutions: Effective Research Strategies
Be clear
Avoid too much detail in requesting data; get to the point!
Be mindful of unique institutional cultures
Communication strategy will differ between smaller campus with quick decision-making vs. larger campus with multiple channels
Adapt to variations in what constitutes computing; not one size fits all
Build trust
Identify common goals but also distinguish responsibilities
Share results along the way

29. Intro CS Students: What Are We Learning?
CS intro course students are more diverse than CS degree earners
More women
More URM students (especially among women)
Women and URMs…
Tend to have less prior programming experience
Tend to take intro CS later than majority students
Strong predictors of sense of belonging in computing include:
Having a strong sense of one’s computing abilities, particularly for URM students
Feeling supported by the computing department
With longitudinal data, we are now examining the impact of intro course experiences on a broad range of student outcomes
Emphasis on differences by gender and race/ethnicity

30. Broad Research Goals
To conduct research to identify student experiences and institutional practices that successfully contribute to diversity in CS
To disseminate these results to computing departments, research and policy community, and the tech industry
To engage in new research that is continuously informed by evolving practice

31. More information: https://braidresearch.gseis.ucla.edu/
Questions?
More information:

32. Cecilia Rios-Aguilar, Ph.D., Associate Professor & HERI Director, UCLA
Learning Together
Cecilia Rios-Aguilar, Ph.D.,
Associate Professor &
HERI Director, UCLA
Juana Mora, Ph.D.
Associate Professor, Rio Hondo Community College

33. Our Partnership
“… because of you I gave it one more shot. I remember so very clearly the day I waked into your class. I was feeling defeated. I did not think I had it in me to continue, and then you taught me about funds of knowledge. Thank you.”
Because of you Doctora Mora, I reflected on my own teaching practices and renewed my commitment to social justice. Thank you for opening my eyes and for reminding me that we, educators, have the power to change lives. GRACIAS!

34. Our philosophy
We believe every student has the potential to succeed. We believe ALL students bring resources to our classrooms.
We believe in equal educational opportunities for all students.
We are co-constructors of knowledge
We fight for social justice
We want to combat deficit thinking

35. Our Research Projects
Aligning Practice with Pedagogy: A Funds of Knowledge Approach to Teaching in Community Colleges
Nudging to Empower: Using Text Messaging to Address Problems in the Financial Aid Process

36. Aligning Practice with Pedagogy
The pedagogical approaches and classroom practices of community college faculty are instrumental to student success, but seldom do community college faculty become the focus of student success initiatives.
Funds of knowledge for community college teaching aligns with the complexities and dynamics of a diverse student population.

37. Aligning Practice with Pedagogy
Community college faculty default to a deficiency framework using their experiences as a standard:
“We have to have all these parlor tricks to engage our students in education. And I know that we have to do that… We didn’t do this when I was in college.”
“Learning was important in our homes even if our parents didn't have advanced degrees…”

38. Aligning Practice with Pedagogy
Community college faculty can innovate practices and tolls using a Funds of Knowledge approach, but “study groups” are necessary:
“It is helpful getting together. Period. And just having a dialogue on how things are done. It helps you look around and see what you do.”
“I think these conversations help because we are sharing our own experiences. You get new ideas and you think about your own and what you are doing the classroom.”

39. Nudging to Empower
More than half of students do not submit FAFSA. Those who submit get stuck in the verification process and consequently get their aid late.
Students at Rio Hondo college have identified a series of issues with the financial aid process. For example:
“The fact that numbers are thrown at you and no one explains”
“The whole application process”
“Miscomunication, or lack there of, not knowing all the steps”

40. Nudging to Empower
Rio Hondo has committed to helping students navigate the financial aid process and to learn from students’ experiences through a text messaging platform
Goal: Apply early to FAFSA, verify faster, and get aid on time so students can get the resources they need BEFORE they start classes.

42. Nudging to Empower 700+ students signed up in two weeks
Students are interacting with the institution via the text messaging platform. They want a two-way communication system.
July and August we will nudge students to complete FAFSA and to submit all documentation to complete the verification process.
Will start adding video and bitlys to the text messages to help students complete forms and direct them to exact location of webpages so they can access the info they need.