Why is Drake University conducting a climate assessment?
In 2012, the University began working toward selecting a Quality Improvement Project as part of accreditation with the Higher Learning Commission. Representative groups of faculty staff, and students considered a number of initiatives, eventually
Why is Drake University conducting a climate assessment?
In 2012, the University began working toward selecting a Quality Improvement Project as part of accreditation with the Higher Learning Commission. Representative groups of faculty staff, and students considered a number of initiatives, eventually agreeing that creating a more welcoming environment for a diverse range of faculty, staff, and students was an essential task for Drake.
What is university climate?
University climate is comprised of “the current attitudes, behaviors, standards and practices of employees and students of an institution” (Rankin & Associates). Climate is often shaped through personal experiences, perceptions, and institutional efforts. The term encompasses the degree to which individuals feel included or excluded in all aspects of life at the university (interpersonal, academic, and professional interactions).
Why is a positive climate important?
Research maintains that positive perceptions of and personal experiences with university climate generally equate to successful outcomes— positive educational experiences and healthy identity development for students, enhanced productivity and sense of value for faculty and staff, and overall wellbeing for all.
Who is conducting Drake’s climate assessment, and how is it structured?
The Strategic Diversity Action Team, a committee consisting of Drake students, faculty, and staff, is charged with delivering a climate assessment of the University. After a review of potential vendors, the committee selected Rankin & Associates Consulting to conduct a data-gathering survey. While SDAT will regularly update the Drake community about its progress, the committee—in consultation with Rankin & Associates —is solely responsible for the development, implementation, and interpretation of the survey and its results. Susan Rankin is the consultant working directly with and reporting to SDAT on this project. Rankin is an emeritus faculty member of Education Policy Studies and College Student Affairs at The Pennsylvania State University and a senior research associate in the Center for the Study of Higher Education.
The climate assessment has two parts. Early in the fall 2014 semester, a representative group of students, faculty, and staff will be invited to participate in focus groups, led by Rankin & Associates. Findings from these focus groups will help inform the development of the second part of the climate assessment, a campus-wide, confidential survey conducted early in the spring 2015 semester.
Why was a non-Drake researcher (Rankin & Associates Consulting) selected for the project?
In reviewing efforts by other universities to conduct comprehensive climate studies, Strategic Diversity Action Team (SDAT) identified several best practices. One was the need for external expertise in survey administration and analysis. The administration of a survey relating to a subject like campus climate is likely to yield higher response rates and provide more credible findings if led by an independent, outside agency. Members of the Drake University community may feel particularly inhibited to respond honestly to a survey administered and analyzed by their own institution.
What is the Institutional Review Board (IRB) process for this assessment?
A formal application will be submitted to Drake’s IRB by Rankin and Associates in coordination with Kevin Saunders, who will be acting as the primary investigator. Once the project is approved by Drake’s IRB, the survey will be administered as authorized. Specific questions about the IRB process and application should be directed to email@example.com.
How were the survey questions developed?
The consultant has administered climate assessments of more than 100 universities across the nation and developed a repository of tested questions. To assist in contextualizing the survey for Drake, and to capitalize on the many assessment efforts already undertaken, Strategic Diversity Action Team (SDAT) was formed. The committee is responsible for developing the survey questions. The team will review selected survey questions from the consultant’s tested collection and will also include Drake-specific questions, which will be informed by the focus group results.
Why do some demographic questions contain a very large number of response options?
It is important in campus climate research for survey participants to see themselves in response choices to prevent marginalizing an individual or an individual’s characteristics. Some researchers maintain that assigning someone to the status of “other” is a form of marginalization and should be minimized, particularly in campus climate research, which has an intended purpose of inclusiveness. While it is reasonably unfeasible to include every possible choice to every question, the goal of an expansive list of choices is to reduce the number of respondents who must choose “other.”
What is the response rate goal?
Target participation in the survey is 100 percent, which will offer the most complete picture of Drake’s climate. With this picture, we will be able to institute change that makes our campus a more welcoming and inclusive environment for current and future students, faculty, and staff.
Why is this a population survey and not a sample survey?
The survey will be administered to all faculty, staff, and students at Drake. When conducting such assessments it is important to note that climate consists of several microclimates. Maximum participation is important in order to reach underrepresented populations. Our consultant has advised that random sampling risks missing particular populations where numbers are very small (e.g., Native American faculty). Furthermore, randomized stratified sampling is not used because Drake does not have population data on most identities. For example, the University collects population data on