Diverse Learning Environments

Survey Administration

Pilot Institution Webinar

Nov. 18, 2009

UCLA

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

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Introduction Institutional Diversity Assessment

Pilot for a national launch Components of the Diverse Learning

Environments Research ProjectDLE SurveyCampus Case Studies (select) Institute for Critical Analysis of Quantitative

Data & Diversity Research InstituteNational Retention Study

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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

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Moving Towards a New Instrument

DLE Survey Structure Core Survey Modules

Classroom ClimateTransition into the Major Intergroup RelationsCommunity College Students’ Transfer

PathwayTransition Experiences for Transfer Students

at 4-year Institutions

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Overview of DLE Conceptual Framework

Overview of DLE Constructs

Overview of Social Identity Group Representation in Survey

Part 1

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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).]

Figure 1. Diverse Learning Environments Conceptual Framework

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DLE Conceptual Framework: Mapping the Constructs

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)

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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)

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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)

11* Denotes additional constructs also in a module

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)

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Validation & Navigational Action

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

Scale: Frequently, Occasionally, NeverScale: Strongly Agree, Agree,Disagree, Strongly Disagree

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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

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Overview of Pilot Administration of Assessment InstrumentRegistration & Administration LogisticsPlanning & Conceptualization

Part 2

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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

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Sampling 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

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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

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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

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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

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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

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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)

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Key Considerations: Have a Plan for

Ownership & ResponsibilityConducting 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

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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?

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Part 3Resources & Questions?

Higher Education Research Institute http://www.heri.ucla.edu

Diverse Learning Environments Project http://heri.ucla.edu/dleEmail: dleproject@gseis.ucla.eduPhone: 310-267-5930

Please use the online chat function to pose questions at this time

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