1. Diversity at Stetson: Perspectives of Students and Faculty John Tichenor Associate Professor of Decision and Information Science

2. Background NSSE (The National Survey of Student Engagement) NSSE (The National Survey of Student Engagement) Stetson regularly participates in NSSE (2006, 2008, 2010, 2012) Stetson regularly participates in NSSE (2006, 2008, 2010, 2012) FSSE (Faculty Survey of Student Engagement) began in 2008 FSSE (Faculty Survey of Student Engagement) began in 2008 Stetson regularly participates in FSSE (2008, 2010, 2012) Stetson regularly participates in FSSE (2008, 2010, 2012)

3. NSSE Basics Indiana University Bloomington Center for Postsecondary Research Indiana University Bloomington Center for Postsecondary Research Survey examines student engagement in a variety of areas Survey examines student engagement in a variety of areas –Time and effort spent in educational activities –Levels of institutional commitment in various areas Student engagement measured in first and senior years Student engagement measured in first and senior years

4. NSSE items specifically related to diversity issues Had serious conversations with students of a different race or ethnicity than your own (Item 1.u.) Had serious conversations with students of a different race or ethnicity than your own (Item 1.u.) To what extent has Stetson: To what extent has Stetson: –encouraged contact among students from different economic, social, and racial or ethnic backgrounds (Item 10.c.) –encouraged understanding people of other racial and ethnic backgrounds (Item 11.l.) Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments (Item 1.e.) Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments (Item 1.e.) Tried to better understand someone else's views by imagining how an issue looks from his or her perspective (Item 6.e.) Tried to better understand someone else's views by imagining how an issue looks from his or her perspective (Item 6.e.)

5. Had serious conversations with students of a different race or ethnicity than your own (NSSE Item 1.u.)

6. Are there differences in reported interactions by ethnicity/race of student? NSSE survey respondents matched institutional demographics extremely well. NSSE survey respondents matched institutional demographics extremely well. –2010 Stetson Census White (non-Hispanic) = 73% –2010 NSSE White (non-Hispanic) respondents = 74% –2010 Stetson Census African American = 5.8% –2010 NSSE African American respondents = 5.9%

7. Had serious conversations with students of a different race or ethnicity than your own (2010 NSSE Item 1.u.)

8. What is faculty perception? The FSSE item: The FSSE item: –About how often has the typical student had serious conversations with students of a different race or ethnicity than his or her own? What do YOU think faculty perceive regarding this item? What do YOU think faculty perceive regarding this item?

9. Had serious conversations with students of a different race or ethnicity than his or her own (FSSE Item 7.u.)

10. A Faculty Disconnect? When we compare what students report to what faculty perceive, there is a noticeable difference. When we compare what students report to what faculty perceive, there is a noticeable difference. Who is correct? Who is correct? Does it matter? Does it matter? Is there something to learn here? Is there something to learn here?

11. Had serious conversations with students of a different race or ethnicity than his or her own “often” or “very often” (2010 Results)

12. Does Stetson encourage contact among students from different economic, social, and racial or ethnic backgrounds?

13. To what extent does Stetson encourage contact among students from different economic, social, and racial or ethnic backgrounds? (NSSE Item 10.c.)

14. ALANA and White student perspectives Does Stetson encourage contact among students from different economic, social, and racial or ethnic backgrounds? Does Stetson encourage contact among students from different economic, social, and racial or ethnic backgrounds? Do you think ALANA and White students share the same perceptions? Do you think ALANA and White students share the same perceptions? Do you think perceptions change from first year to senior year when controlling for race/ethnicity? Do you think perceptions change from first year to senior year when controlling for race/ethnicity?

15. To what extent does Stetson encourage contact among students from different economic, social, and racial or ethnic backgrounds? (NSSE Item 10.c.)

16. What do Stetson Faculty think? Do faculty believe Stetson encourages contact among students from different economic, social, and racial or ethnic backgrounds? Do faculty believe Stetson encourages contact among students from different economic, social, and racial or ethnic backgrounds?

17. To what extent does Stetson encourage contact among students from different economic, social, and racial or ethnic backgrounds?

18. Stetson encourages contact among students from different economic, social, and racial or ethnic backgrounds “quite a bit” or “very much” (2010 Results)

19. To what extent has your experience at Stetson contributed to your knowledge, skills, and personal development in understanding people of other racial and ethnic backgrounds? (NSSE Item 11.l.)

21. How do students perceive their relationships at Stetson?

22. Averages on a 7-point scale (7 = best relationships) Averages on a 7-point scale (7 = best relationships) OTHER STUDENTS OTHER STUDENTS –ALANA=5.64, White (non-Hispanic)=5.72 FACULTY MEMBERS FACULTY MEMBERS –ALANA=5.68, White (non-Hispanic)=5.80 ADMINISTRATIVE STAFF ADMINISTRATIVE STAFF –ALANA=5.15, White (non-Hispanic)=4.85

23. Stetson’s NSSE Results on the Web http://www.stetson.edu/administration/iro/ http://www.stetson.edu/administration/iro/ http://www.stetson.edu/administration/iro/ Results include peer schools and national comparisons Results include peer schools and national comparisons