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Hartnell Climate Results

Hartnell Climate Results

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Hartnell Climate Results

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  1. Hartnell Climate Results April 2018 Dr. Brian Lofman Dean Institutional Planning, Research and Effectiveness. Natalia Córdoba- Velasquez Director of Institutional Research

  2. Agenda • Definitions • Study Facts • Demographics • Results • By Constructs • By Items: Stat. Sig. Dif. • Highlights

  3. Definitions • HERI measures the Climate in terms of Constructs • Constructs are designed to capture the experiences and perceptions • Constructs presents a measurement challenge because of their complex and multifacetednature • To measure these broad underlying areas HERI uses Item Response Theory (IRT) to combine individual survey items into global measures that capture these areas.

  4. Definitions • Normalized Mean: Corresponds to the arithmetic mean is computed for each Construct. The constructs have been scaled to a mean of 50 and a standard deviation of 10. • Average Percentage: Some constructs had several items from which the highest values in the scale were taken to compute an average percentage.

  5. 2016-17 Diverse Learning Environments Survey STUDENTS- CONSTRUCTS • Campus Climate Sense of Belonging Academic Validation General Interpersonal Validation Institutional Commitment to Diversity Positive Cross-Racial Interaction Negative Cross-Racial Interaction Discrimination and Bias Harassment Conversations Across Difference • Institutional Practices Curriculum of Inclusion Co-Curricular Diversity Activities Navigational Action • Student Learning Outcomes Habits of Mind Integration of Learning Academic Self-Concept Pluralistic Orientation Civic Engagement

  6. 2016 -2017 HERI Faculty Survey FACULTY CONSTRUCTS Teaching Practices Student-Centered Pedagogy Habits of Mind Technology in the Classroom Types of Courses Faculty Teach Teaching Load Research Activities Scholarly Productivity Foci of Faculty Research Faculty Collaboration with Undergraduates on Research • Faculty Satisfaction Workplace Satisfaction Satisfaction with Compensation Satisfaction with Pay Equity and Family Flexibility Overall Faculty Job Satisfaction by Race Overall Satisfaction Sources of Faculty Stress Career-Related Stress Stress Due to Discrimination, by Gender Stress Due to Discrimination, by Race Additional Sources of Stress Faculty’s Perspectives on Campus Climate Institutional Priority: Commitment to Diversity Perspectives on Campus Climate for Diversity Institutional Priority: Civic Engagement Institutional Priority: Increasing Prestige Campus and Departmental Climate Shared Governance Institutional Commitment

  7. STAFF/ADMINISTRATORS CONSTRUCTS Work Environment Supervisors Professional Development • Campus Climate Campus Atmosphere Campus Diversity Staff Perspectives on Campus Climate Campus Community & Diversity: Institutional Priorities Campus Community & Diversity: Staff Perspectives Staff Discrimination or Exclusion Discrimination and Harassment Satisfaction w/ Administrative Responses & Safety on Campus • Staff Satisfaction & Sources of Stress Workplace Satisfaction Workplace & Overall Satisfaction Satisfaction with Work-Life Balance Satisfaction with Benefits & Compensation Sources of Stress

  8. Study Facts

  9. Study Facts

  10. Demographics

  11. Constructs Summary

  12. STUDENTS

  13. TOP 1

  14. TOP 2

  15. FACULTY

  16. STAFF/ADMINISTRATORS

  17. Statistically Sig. Differences

  18. SIG. DIFFERENCES BETWEEN GROUPS STUDENTS survey had 322 items evaluated. Out of them, 63 had statistically differences between the FT and the PT students.  20% FACULTY survey had 184 items. Out of them, 41 had statistically significant differences between FT and PT faculty.  22%

  19. ITEMS WITH ST.SIG.DIF – STUDENTS

  20. ITEMS WITH ST.SIG.DIF – FACULTY

  21. Highlights • Faculty and Students have high differences between Full Time vs. Part Time , with over 20% of items showing differences statistically significant. • Most of the aspects with highest ranking for students lay on the Campus Satisfaction Construct. • Faculty ranks highest the line of the profession, and its value for education and teaching. • The campus seem to support diversity and commitment for equally employment practices (staff).

  22. Highlights • Some of the aspects with lower ranking relate to the lack of usage or experience with such services . i.e.: Psychological services. • Part Time students tend to present lower rankings across the several aspects measured. • Part Time faculty has lower ranking across the different items.