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Diverse Learning Environments Survey Administration

Diverse Learning Environments Survey Administration

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Diverse Learning Environments Survey Administration

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  1. Diverse Learning Environments Survey Administration Pilot Institution Webinar Nov. 18, 2009 UCLA

  2. Goals & Agenda • Introduction • Part 1: Overview of DLE Conceptual Framework, List of Constructs, Social Identities • Part 2: Overview of Pilot Administration of Assessment Instrument • Part 3: Q & A

  3. Introduction • Institutional Diversity Assessment • Pilot for a national launch • Components of the Diverse Learning Environments Research Project • DLE Survey • Campus Case Studies (select) • Institute for Critical Analysis of Quantitative Data & Diversity Research Institute • National Retention Study 3

  4. Moving Towards a New Instrument Integrated assessment of climate, diversity practice, and outcomes Inclusive of diverse social identities Modules targeting specific topics Longitudinal if linked with other student data Link with registrar data Widely available CIRP survey 4

  5. DLE Survey Structure • Core Survey • Modules • Classroom Climate • Transition into the Major • Intergroup Relations • Community College Students’ Transfer Pathway • Transition Experiences for Transfer Students at 4-year Institutions

  6. Part 1 • Overview of DLE Conceptual Framework • Overview of DLE Constructs • Overview of Social Identity Group Representation in Survey

  7. Figure 1. Diverse Learning Environments Conceptual Framework This model illustrates several multiple levels of context, including the larger policy and socio-historical environment, the institutional context, and mirco-environments that include the classroom, co-curricular programs, and communities external to college. All contexts influence the three types of outcomes of interest: skill sets for lifelong learning, competencies for a multicultural society, along with the outcomes of achievement and retention. This conceptual model may help us become more informed about the conditions that are optimal for creating diverse learning environments with equitable student outcomes. [Source: Hurtado et al., 2009. Adapted from Jackson, B.W. (1988) as cited in Marchesani & Adams (1992).]

  8. DLE Conceptual Framework: Mapping the Constructs

  9. DLE Constructs: Core Survey • Pre-College Knowledge of Diverse Groups (1) • Pre-College Racial Interactions (2) • Effects of Economic Context (3) • Push & Pull Factors (4) • Overall Perceptions of Climate (5) • Cross Racial Interactions Positive (6) • Diverse Interactions (Verbal) (7) • Discrimination and Harassment Experiences (8) • Satisfaction with Structural Diversity (9) • Satisfaction with Campus Climate for Diversity (10) • Co-Curricular Involvement (11) • Curricular Involvement (12) • Faculty Interaction (13)

  10. DLE Constructs: Core Survey • Navigational Actions for Academic Success (14) • Navigational Support (15) • Validation (General) (16) • Validation (in the Classroom)* (17) • Perceptions of Institutional Validation (18) • Curriculum of Inclusion (19) • Pedagogy of Inclusion (20) • Perceptions of Institutional Commitment to Diversity (21) • Sense of Belonging (22) • Pluralistic Orientation (23) • Civic Values & Commitment (24) • Anticipated Involvement in Redressing Social Inequalities (25) • Social Action Engagement (26)

  11. DLE Constructs: Core Survey • Student Mobility Patterns (27) • Student Mobility (Institution Types) (28) • Student Mobility Reasons for Taking Courses Elsewhere (29) • Student Mobility Reasons for Stop Out, Withdraw, and Transfer* (30) • Academic & Leadership Self-Concept (31) • Integration of Learning (32) • Habits of Mind (33) • Skills for Life Long Learning (34) • Salience of Social Identities* (35) • Awareness of Privilege (36) • Self-Directed Actions* (IGR) (37) • Other-Directed Actions* (IGR) (38) * Denotes additional constructs also in a module

  12. DLE Constructs: Modules • Classroom Climate (39) • Classroom Learning Outcomes for a Multicultural World (40) • Major Climate (41) • Reasons for Changing Majors (42) • Barriers to Choosing a Major (43) • Navigational Actions Towards Declaring a Major (44) • Parallel Empathy (IGR) (45) • Intergroup Collaboration (46) • Awareness & Attribution for Race & Gender Inequality (47) • Self-Appraisal of Skills in Dealing with Conflict (48) • Transfer Preparation & Navigational Actions (49) • Institutional Transfer Culture (50) • Barriers to Transfer (51) • Pre-Transfer Institutional Support (52) • Post-Transfer Institutional Support (53) • 4-Yr Transfer Adjustment (54)

  13. Faculty empower me to learn here At least one staff member has taken an interest in my development Staff encourage me to get involved in campus activities At least one faculty member has taken an interest in my development Discussed career goals Used the institutional website to learn about campus resources Read this institution's catalog (paper or online) Utilized academic advising/counseling Validation & Navigational Action Scale: Strongly Agree, Agree, Disagree, Strongly Disagree Scale: Frequently, Occasionally, Never

  14. Items Addressing Diverse Social Identity Groups in Main Survey • General diversity (identity not specified): 50 • Race/ethnicity: 42 • Gender: 15 • Socioeconomic Class: 18 • Age: 4 • Sexual Orientation: 9 • Ability/Disability: 7 • Political Orientation: 10 • Religion/Spirituality: 7 • Citizenship: 6

  15. Part 2 • Overview of Pilot Administration of Assessment Instrument • Registration & Administration Logistics • Planning & Conceptualization

  16. DLE Administration • Web Only • Online Registration for Institutions • www.cirpsurveys.org • Upload email list of target students • Option to Select Modules • Dates of Survey Administration to Students Nov. 30, 2009 - June 30, 2010

  17. 2-Year Institutions Full cohorts Students who have completed 24 units or more at your institution Inclusive of vocational and academic paths Inclusive of all degree aspirations (not transfer-bound only) 4-Year Institutions Full cohorts Students in their sophomore year (were 1st time freshman in fall 2008) Students in their junior year (were 1st time freshman in fall 2007) Transfer students who have completed one year at your institution Sampling

  18. CIRP Survey Administration:Increasing Response Rates • Inform your IT department • Send out advance notification to students either through an email, campus announcement, class announcement, student web portal, etc. • Customize the Welcome screen • Upload school logo to the portal • Customize local additional questions and/or group codes if applicable

  19. CIRP Survey Administration:Increasing Response Rates Cont. • If using the HERI email distribution system, customize the email text, upload the list of student names, and set the dates for the email invitation and reminders • Send email using an email account familiar to students • If using HERI email distribution, be sure to spoof an email address familiar to students

  20. CIRP Survey Administration:Increasing Response Rates Cont. • We recommend at least a two-week administration period, sending the emails only during the week, i.e. Mon, Wed, and the following Tues & Thurs • Check the administrative reports on the portal periodically to keep track of responses and prepare lists for reminder emails • Strategies to increase response rates

  21. Increasing the Participation of Marginalized Groups • Most marginalized are least likely to participate • Work with communities, student organizations, centers (e.g. use peers, centers) • Emphasize participation as part of institutional self-study and change • “Face-to-face” contact or personalized email survey • Incentives – drawing for tuition/fees, parking pass, books, etc. or small incentive for each student

  22. Deliverables for Institutions • Data for all student responses • Reports • Institutional Profile • Frequencies, means, standard deviations • CIRP Constructs • CIRP Themes • Comparison Groups (if 5 or more institutions in comparison group)

  23. 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 Key Considerations: Have a Plan for Ownership & Responsibility

  24. 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) • Who else needs to be at the table on campus? What expertise do we need? • How do we encourage the participation of students, staff, faculty? • How will we disseminate the information to ensure it is used to promote progress/change on campus?

  25. Part 3Resources & Questions? • Higher Education Research Institute http://www.heri.ucla.edu • Diverse Learning Environments Project http://heri.ucla.edu/dle Email: dleproject@gseis.ucla.edu Phone: 310-267-5930 • Please use the online chat function to pose questions at this time