diversity, student achievement, and campus climate
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Diversity, Student Achievement, and Campus Climate. An Evidence-Based Approach to Institutional Development. Victor M. H. Borden, Ph.D. Professor of Educational Leadership and Policy Studies Indiana University Bloomington. Overview. Institutional effectiveness in pursuing diversity agenda - PowerPoint PPT PresentationTRANSCRIPT
Diversity, Student Achievement, and Campus Climate
Victor M. H. Borden, Ph.D.Professor of Educational Leadership and Policy Studies
Indiana University Bloomington
An Evidence-Based Approach to Institutional Development
Overview
۞ Institutional effectiveness in pursuing diversity agenda
۞ Colored by personal experience► Theoretical underpinnings and influences► Developing diversity performance indicators
as part of a more comprehensive campus effort to develop a culture of evidence
► Multi-campus effort to develop diversity action plans through a portfolio assessment process
Theoretical Underpinnings/Influences
۞ Social Psychology► Field Theory & Action Research (Lewin)► Group Dynamics (Steiner)► Social Cognition (Ijzen, Kahneman & Tversky)► Interpersonal Relationships (Levinger, Kelly &
Thibaut)► Thesis – Interpersonal transformations► Dissertation – Student Engagement
Theoretical Underpinnings/Influences
۞ Institutional Research/Organizational Science► Information use in the organizational context► Group decision making (March & Simon,
Mintzberg)► Simon – attention economy► Organizational learning (Argyris & Schon,
Huber)► Situated Learning & Communities of Practice
Vigotsky, Sealy-Brown & Duguid, Lave & Wenger
Theoretical Underpinnings/Influences
۞ Diversity and Campus Climate► Black/Diverse Issues AA/EEO audits► Diversity as educational asset
Hurtado, Anderson, Nettles, Bentsimon► Participatory action research (collaborative
inquiry) and institutional activism Nelms, Giesecke-Sciami, Wilson,
Johnson
Deeds: Institutional Effectiveness and Accountability for Diversity
۞ Climate assessments۞ Diversity scorecard۞ Mission-based performance indicators
Climate Assessments
۞ Questionnaire studies of student, faculty, and staff► Most common form► A mile wide and inches deep► Minimal connection to initiatives
۞ Diversity audits► Multi-method process, including surveys, interviews, review of
policies, and review of processes► More depth but not always representative
۞ Diversity portfolios► Flexible venue► Shows growth► Authentic examples with reflection, placed within a coherent
context of goals, objectives, and developmental
Diversity Scorecard
۞ USC Diversity Scorecard Project۞ From equity in educational opportunity to
equity in educational outcomes۞ Promotes culture of evidence
► collection and analysis of data specifically related to student outcomes
Mission-Related Diversity PIs
۞ Diversity as integral part of mission۞ Address internal and external perceptions
regarding the role of diversity for the organization
۞ Link to the internal processes that affect diversity performance
۞ Represent the “tip of the iceberg” of diversity assessment
PIs as the Tip of the Iceberg
PlanImplement
AssessImproveVe
rtic
al (h
iera
rchi
cal)
alig
nmen
t Performance Indicators
Horizontal (cross-unit) alignment
IUPUI Vision and Mission
The MISSION of IUPUI is to provide for its constituents excellence in
· Teaching and Learning · Research, Scholarship, and Creative Activity · Civic Engagement, Locally, Nationally, and Globally
with each of these core activities characterized by · Collaboration within and across disciplines and with
the community, · A commitment to ensuring diversity, and · Pursuit of best practices
Diversity Indicators
۞ Chancellor’s Diversity Cabinet as Champion Group
۞ Defining diversity goals and objectives۞ Identifying measures with an eye toward
► Relationship to diversity initiative► Validity and reliability
۞ Assembling data and evaluating status۞ Reporting out۞ Action plans for change۞ Onwards and upwards
PI Development Process۞ Bring together
► Senior leadership► Faculty and administrators with greatest interest► Those who oversee relevant programmatic areas► Experts in measuring diversity► Friendly critics from our communities
۞ Brainstorming sessions► What are the major measurable dimensions inherent in our
definitions for diversity?► What are the primary goals of our diversity initiatives?► How do our diversity efforts align with our mission critical
activities (teaching, research, engagement)
۞ Centrally coordinated► Diversity Inquiry Group ► Office of Multicultural
Professional Development ► IUPUI-Ivy Tech Passport
Program ► Minority Research
Scholars Program ► Minority Business
Enterprises ► Office for Women► Diversity Awareness
Workshop
Diversity Programs and Activities► Student Life and Diversity
Programs ► International Development
Advisory Committee/Development Fund
► Indiana Center for Intercultural Communication
۞ School-based examples► Minority Engineering
Advancement Program► School of Nursing Diversity
and Enrichment Programs
1. Recruit and enroll a diverse student body2. Retain and graduate a diverse student body3. Engage students, through the curriculum and co-
curriculum, in learning about their own and other culture and belief systems
4. Diversity in research, scholarship, and creative activity
5. Contribute to the climate for diversity in Indianapolis, Central Indiana, and the entire state
6. Recruit, develop, and support of diverse faculty and staff
7. Engage the campus community in global issues and perspectives
8. Student, faculty, and staff perceptions of the campus climate for diversity
IUPUI Diversity Performance Objectives
Teac
hing
& L
earn
ing
R, S
, C
AC
ivic
En
g.D
iver
sity
PI Development Process
۞ Analyze available data► What we can now measure► What we should measure
۞ Bring data to table of sponsor group for evaluation► Chancellor’s Diversity Cabinet
1. Recruit and enroll a diverse student body2. Retain and graduate a diverse student body3. Engage students, through the curriculum and co-
curriculum, in learning about their own and other culture and belief systems
4. Diversity in research, scholarship, and creative activity
5. Contribute to the climate for diversity in Indianapolis, Central Indiana, and the entire state
6. Recruit, develop, and support of diverse faculty and staff
7. Engage the campus community in global issues and perspectives
8. Student, faculty, and staff perceptions of the campus climate for diversity
IUPUI Diversity Performance Objectives
Retain/Graduate a Diverse Student Body
۞ Minority student retention and graduation rates ۞ Student satisfaction with the learning
environment by gender and race/ethnicity ۞ Degrees conferred to under-represented
minority students (African Americans, Native Americans, and Hispanics)
۞ Market share of area high school graduates
Engage students…
۞ Students' self-reported interactions with diverse peers
۞ Student Perceptions of Campus Emphasis on Encouraging Interactions among Diverse Students
۞ Faculty Reports of Including Diverse Perspectives in Discussions and Writing Assignments
۞ Multicultural Student Support and Curriculum Development Efforts
Passing Judgment
۞ Measures provided along with a rubric delineating three levels of achievement (green, yellow, red)
۞ Make an initial judgment (privately)۞ Discuss (advocate) different choices۞ Vote again۞ Determine if majority vote is acceptable to all
Reporting Out
۞ Published in…► Institutional portfolio► Campus annual performance report► Chancellor’s State of Diversity address
۞ Reported on by Chancellor at Martin Luther King, Jr. community dinner
Then What?
۞ Prioritizing improvement efforts► Retaining and graduating students of color► Attracting and retaining faculty of color
۞ Refining measures► Diversity grids on student, faculty, and staff surveys► Streamlining to focus on “doubling the numbers”
۞ Furthering campus engagement in the process► Conferences, presentations, planning process
۞ Annual review of progress
IUPUI Diversity Climate Items (1)
۞ Likert Scale Items (strongly agree to strongly disagree)۞ I feel a sense of belonging at IUPUI۞ IUPUI faculty and staff are committed to helping me achieve my
educational goals۞ IUPUI faculty and staff are committed to promoting an environment
that respects and celebrates diversity۞ The diversity of IUPUI’s student body was one of the reasons I
chose to come here۞ Faculty incorporate into their curriculum and classroom discussion
issues that relate to the diversity of human experience and culture۞ My experiences at IUPUI have prepared me to live and work in a
diverse and complex society۞ Understanding and learning about diversity is important to me
IUPUI Diversity Climate Items (2)Because of my…
I have experienced…. Gender Race/
Ethnicity Sexual
Orientation Age Dis-
abilities Religious
Beliefs
Socio-economic
Class Negative or disparaging comments
Harassment
Discrimination
Feeling isolated or unwelcome Offensive language or humor
Not being taken seriously
Discouragement in pursuing my academic goals
Encouragement in pursuing my academic goals
Feeling connected to others on campus
Joining a group or organized activity that promotes my interests
IUPUI Diversity Climate Items (3)
How often have you…۞ Socialized with students from backgrounds different than your own۞ Participated in classroom discussions and activities that included
contributions from students with diverse backgrounds and perspectives۞ Had experiences in class that enhanced your understanding of the
history, culture, or social concerns of people from diverse backgrounds۞ Taken a class that increased your understanding of multiculturalism and
diversity۞ Attended campus events or activities that increased your understanding
of multiculturalism and diversity۞ Noticed the influence of multicultural and diverse perspectives in
campus artwork, sculpture, or décor۞ Seen or read racist, antigay/lesbian, or sexist material (including graffiti)
on campus۞ Felt a sense of negative conflict between diverse groups on campus
NSSE Diversity Items
۞ Academic and intellectual experiences How often have you…
► Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments
► Had serious conversations with students of a different race or ethnicity than your own
► Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values
NSSE Diversity Items
۞ Educational and personal growth How much have you gained in…
► Understanding people of other racial and ethnic backgrounds
۞ Institutional Environment How much emphasis was put on…
► Encouraging contact among students from different economic, social, and racial or ethnic backgrounds
CONDUCTING A CAMPUS DIVERSITY PORTFOLIO REVIEW
Purpose
۞ Assess the current status of diversity and equity efforts across the campuses of IU
۞ Have each team serve in both self-study and site review roles to further inform the process
۞ Enable campus contexts to shape the study۞ Promote consistency in the process to identify
university-wide strengths and challenges
The Four-Step Process
1. Assembling a Campus Diversity Portfolio2. Planning, scheduling and conducting site-
visits 3. Providing constructive, evaluative feedback 4. Developing a reflective response and report
for the April EMA meeting
Assembling the Portfolio
۞ Template provided for guidance۞ Additional Supports
► IU Status of Minorities Report► Campus web-site diversity review► Guide to other relevant information
resources۞ Technical support for electronic document
preparation
IU Status of Minorities
۞ Benchmarked against institutional peers۞ Students
► K-12 Pipeline► Application to Admissions► Enrollment► Graduation Rates► Degrees
۞ Faculty and Staff Representation► Overall and among Professors and Senior
Administrators
Status of Minorities – Select Findings
۞ Larger percentages of minorities in the pipeline now and even more expected
Figure 1.2K-12 Minority Enrollment for Indiana: Ten-Year Trends (In Thousands)
0
20
40
60
80
100
120
140
1995-96 1998-99 2001-02 2004-05
Black
Hispanic
AsianNative American
Multiracial
Source: Indiana Department of Education
Gaps in Preparation Prevail
Figure 1.5Percent of High School Graduates who Completed Core 40
4032
67
37
5347
5547
78
51
66 65
0
20
40
60
80
100
NativeAmerican
Black Asian Hispanic White Multi-racial
1997-98 to 2000-012001-02 to 2004-05
Source: Indiana Department of Education
Preparation Gaps Selection Gaps
Figure 2.2P ercent Admitted Among P rospective First-Time Students At IU Campuses
Fall 2002 - Fall 2005
6861
70 70 6874 75
8478 80 85
7787 88
0102030405060708090
100
Bloomington IUPUI East Kokomo Northwest South Bend Southeast
Underrepresented MinorityOther P rospective Students
Minority Enrollment Generally Lower at IU than at Peers
Figure 4.1Percent Minority Among Undergraduates
Fall 2002 - 2005
156 6
35
115
2130
15 18
31
17 1910
0
20
40
60
80
100
Bloomington IUPUI East Kokomo Northwest South Bend Southeast
IU CampusIU Campus Peer Institutions
No Gap in STEM Enrollments
Figure 4.4Percent Underrepresented Minority Among Undergraduates in STEM Fields
Fall 2002 and Fall 2004 Combined
137
2
32
1046
136 5
34
105
9
0
20
40
60
80
100
Bloomington IUPUI East Kokomo Northwest South Bend Southeast
STEM MajorsAll Majors
Figure 5.1Graduation Rates
2002 - 2005
14 13 1016 14
9
72
25 23 2530 27 31
61
36
22 2126
19 21
74
48
30 30 33 31 30
55
0
20
40
60
80
100
Bloomington IUPUI East Kokomo Northwest South Bend Southeast
IU Under-Represented MinorityIU Other RacePeer Under-Represented MinorityPeer Other Race
Graduation Rate Gaps Prevail
Few UR Minority Full Professors
Figure 7.2Percent Underrepresented Minority Among Full Professors
Fall 2003 and Fall 2005 Combined
37
0 06 34 5 3 3
93 53
0
20
40
60
80
100
Bloomington IUPUI East Kokomo Northwest South Bend Southeast
IU CampusIU Campus Peer Institutions
UR Minority in Leadership Roles
Figure 8.1Percent Minority Among Executive-Level Professional Staff
Fall 2003 and Fall 2005 Combined
6
36
20 2116
411
20
9 1018
12 128
0
20
40
60
80
100
Bloomington IUPUI East Kokomo Northwest South Bend Southeast
IU CampusIU Campus Peer Institutions
The Template
۞ Four dimensions of diversity and equity۞ Yes/no questions to guide selection of
evidence۞ Suggestions for types of evidence to provide
for each “yes” response► Evidence validates “yes” and provides
information as to context, scope, and impact۞ Space to summarize “Strengths” and
Challenges for each dimension
Dimensions of Diversity and Equity► Institutional Leadership and Commitment
♦ The clarity of expectations, investment of human and fiscal resources, and accountability as demonstrated through the words and actions of campus leadership at all levels
► Curricular and Co-Curricular Transformation♦ The extent to which principles of multiculturalism, pluralism, equity
and diversity are currently incorporated into the curriculum and co-curriculum, as well as ongoing efforts to further infuse them into same
► Campus Climate♦ The degree to which the events, messages, symbols, values, etc., of
the campus make it a welcoming and inclusive environment for all students, faculty, staff, and members of the broader community
► Representational Diversity♦ The degree to which the campus attracts, retains, and develops
students, faculty, and staff of color, commensurate with the campus mission and service region
Selecting Evidence
۞ Do not attempt to be exhaustive, or it will be exhausting
► Include what you would be willing to read۞ Give priority to recent and concise materials۞ Use document extracts when possible
► If more than one document is necessary for supporting a point, consider synthesizing into a single entry
۞ Provide a sentence that identifies what the document is intended to demonstrate
Suggested Portfolio Structure
۞ Introduction► Description of general approach to diversity and
equity efforts► Demographic profile of students, faculty, and staff► Brief description of the self-study process
۞ Responses to the template questions with supporting evidence and section summaries
۞ Preliminary reflection on the status of campus diversity and equity efforts
۞ Issues, questions and concerns you would like the site-visit team to address
Electronic Format if Possible
۞ Collect and organize evidence as electronic documents, direct or scanned
۞ Use hyperlinks to link from template questions to evidence
۞ Create a hyperlink table of contents or index as a navigation interface
۞ Can put on web (with password protection) or burn to CD
۞ Technical support available
Ideas for Managing the Process
۞ Appointing overall leader and section responsibilities
۞ Expanding team as needed to cover spread the load
۞ Administrative support for scheduling and tracking
The Site Visit۞ Priorities for determining the date
► Portfolio complete at least two weeks prior► Availability of review team► Availability of key campus constituents
۞ Develop an itinerary based on who you want the site visit team to meet with to “bring to life” evidence
۞ Identify additional materials to make available on site, as appropriate
۞ Identify a central location for all meetings, interviews and resources
۞ Arrange for meals and, if necessary, lodging۞ EMA will pay for all expenses
Providing Constructive, Evaluative Feedback
۞ Suggested outline► General perceptions of strengths and challenges of
campus diversity and equity efforts► Responses to questions and issues raised in
Portfolio► Critique of the correspondence between answers
and evidence► Recommendations and suggestions for approaches
and priorities۞ Principles for Peer Review Feedback
► Attachment to guide
Preparing for April EMA
۞ Review site-visit feedback, meet, and prepare brief written response
۞ Prepare campus presentation for April meeting► Guidelines to follow as we learn from the
process► Required section on next steps
Timeframe Guidance
December 2006 to January 2007
Develop the self-study portfolio
February 2007 to mid-March 2007
Conduct site-visits
Mid- to late March 2007
Provide written feedback from site-visits
Early April 2007 Prepare final summary and presentation for April meeting
Results
۞ Each campus develops a diversity plan۞ New Vice President for Diversity, Equity and
Multicultural Affairs tracks progress۞ State-level initiative reinforces university effort
Lessons Learned1. Diversity is many things to many people (as it should
be) Job 1 is to develop a common language and some level of
shared objectives2. An evidence-based approach at all stages provides the
basis for assessable initiatives3. There is a range of evaluation/assessment approaches
to fit a range of programs and contexts4. Collaborative inquiry is the most powerful and
appropriate basis for diversity initiative assessment and improvement
5. An overarching institutional accountability framework adds coherence and demonstrates institutional effectiveness
Discussion