1. University of Alabama at Birmingham School of Health Professions
Campus Climate Assessment
Project
October 22, 2008

2. Assessing College Climate
Why Assess Climate?
What is the Process?

3. Why conduct a climate assessment?
To foster a caring School 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 in SHP.

4. Project Objectives
Provide SHP with information, analysis, and recommendations as they relate to climate.
This information will be used in conjunction with other data to provide SHP with an inclusive view of the school.

5. Projected Outcomes
UAB School of Health Professions will add to their knowledge base with regard to how constituent groups currently feel about their particular school climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter-group/intra-group relations, respect issues).
UAB School of Health Professions will use the results of the assessment to inform current/on-going work.

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

7. Research on Climate In Higher Education
College 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.

8. 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, 7-24.
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.

9. Transformational Tapestry Model©
Current Campus Climate
Access
Retention
Research
Scholarship
Curriculum
Pedagogy
University
Policies/Service
Assessment
Baseline
Organizational
Challenges
Systems
Analysis
Local / Sate /
Regional
Environments
Contextualized Campus Wide Assessment
Advanced
Organizational
Challenges
Consultant
Recommendations
Intergroup &
Intragroup
Relations
External
Relations
Transformed Campus Climate
Access
Retention
Research
Scholarship
Curriculum
Pedagogy
University
Policies/Service
Symbolic
Actions
Transformation
via
Intervention
Educational
Actions
Fiscal
Actions
Administrative
Actions
Intergroup &
Intragroup
Relations
External
Relations
© 2001

10. SHP Diversity Committee Goals
To identify the diversity needs of the School.
To create an environment of inclusiveness and respect among students, staff and faculty of the School, regardless of their race, color, creed, nationality, sexual orientation and gender, based on the needs identified.
To increase the recruitment and retention of individuals of diverse backgrounds as part of our student and working force.
To facilitate the implementation of UAB’s conclusive diversity initiatives and mandates.

11. Process to Date Phase I June 2008
Initial Proposal meeting with SHP Diversity Committee
June – September 2008
Bi-monthly meetings with the Diversity Committee to develop the survey instrument
August 2008
IRB application development

12. Process to Date Phase II
October 2008
Survey development continued
Development of Communication Plan
IRB Proposal approval on October 6

13. Survey Instrument Instrument Sample = Population
Quantitative questions and additional space for respondents to provide commentary
On-line instrument
Sample = Population
All faculty/staff are invited to participate via an invitation letter from the Dean
Confidentiality insured

14. Have You BeCome?
Survey will go “live” on Monday October 27

15. Process Forward Phase III
Data Analysis

16. Sample Demographic Profile to Create Chi-Square Table Comparing Demographics/Population & Sample
UAB School of Health Professions
Spring 2008
Faculty
Male
Female
African American/
African/
American Indian/
Asian/Pacific
Chicano(a)/
Middle
White/
Black
Caribbean
Alaskan Native/
Islander
Latino(a)/
Eastern
Caucasian
Hawaiian Native
Hispanic
Professor
Associate Professor
Assistant Professor
Instructor
Adjunct Faculty

17. Process Forward Phase IV
Report

18. 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

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

20. Process Forward Phase IV
Reporting Back to the
SHP Community

21. “Town Meetings” To report the results to the School community
To assist in developing
strategic initiatives

22. Questions..? Other Ideas..?

23. Next Steps…

24. Rankin & Associates, Consulting
Susan R. Rankin, Principal