Selected Results of the 2004 Campus Climate Survey October 2004 The University of Kentucky

Selected Results of the Selected Results of the 2004 Campus Climate Survey2004 Campus Climate Survey

October 2004October 2004

The University of KentuckyThe University of Kentucky

Presentation OutlinePresentation Outline Development of the campus climate surveyDevelopment of the campus climate survey Administration of the surveyAdministration of the survey Characteristics of the sampleCharacteristics of the sample Findings of selected questions Findings of selected questions

Comfort levels in different campus settingsComfort levels in different campus settings Use of unkind or negative language Use of unkind or negative language Reported frequency of sexual harassment Reported frequency of sexual harassment Racial/ethnic relations on campusRacial/ethnic relations on campus

Comparisons of different groups on scales ranging from students’ Comparisons of different groups on scales ranging from students’ openness to diversity to perceptions of faculty behavior in the openness to diversity to perceptions of faculty behavior in the classroomclassroom

SummarySummary

Development of the SurveyDevelopment of the Survey An adhoc committee met in fall 2002 to plan the An adhoc committee met in fall 2002 to plan the

administration of UK’s first Campus Climate Surveyadministration of UK’s first Campus Climate Survey The committee was composed of faculty and staff The committee was composed of faculty and staff

representing a diverse array of interests, including:representing a diverse array of interests, including: The President’s Commission on WomenThe President’s Commission on Women The President’s Commission on DiversityThe President’s Commission on Diversity The Office of Undergraduate EducationThe Office of Undergraduate Education The Graduate SchoolThe Graduate School The Office of Institutional ResearchThe Office of Institutional Research

Prototypes of climate surveys from several institutions Prototypes of climate surveys from several institutions were studied were studied

The Provost and the Deans reviewed the draft survey The Provost and the Deans reviewed the draft survey and provided feedback on the instrumentand provided feedback on the instrument

Issues Assessed by the SurveyIssues Assessed by the Survey Openness to diversity Openness to diversity Freedom to express ideas and opinionsFreedom to express ideas and opinions Interracial conflict/harmony on campus Interracial conflict/harmony on campus Sensitivity to the treatment of gays and lesbiansSensitivity to the treatment of gays and lesbians Students’ comfort levels in various campus settingsStudents’ comfort levels in various campus settings Frequency of negative language directed at groupsFrequency of negative language directed at groups Sexual harassmentSexual harassment Campus safety concernsCampus safety concerns Opinions about alcohol use on campusOpinions about alcohol use on campus Activities essential for a satisfying social life at UKActivities essential for a satisfying social life at UK Climate in the classroomClimate in the classroom Overall satisfaction with the overall UK experienceOverall satisfaction with the overall UK experience

Administration of the SurveyAdministration of the Survey

The final survey consisting of 106 items The final survey consisting of 106 items was administered to undergraduates in early was administered to undergraduates in early March at an hour when about half of all March at an hour when about half of all undergraduates were enrolled in classesundergraduates were enrolled in classes

An additional class time was scheduled in An additional class time was scheduled in the evening to accommodate non-traditional the evening to accommodate non-traditional studentsstudents

Of the 9,168 undergraduates enrolled in Of the 9,168 undergraduates enrolled in targeted classes, 59% (5,441) completed the targeted classes, 59% (5,441) completed the survey survey

Administration of the SurveyAdministration of the Survey A web-based version of the survey was A web-based version of the survey was

completed by graduate and first-professional completed by graduate and first-professional students students

Two email reminders were sent to students to Two email reminders were sent to students to maximize response ratesmaximize response rates

A total of 1,212 graduate students and 184 A total of 1,212 graduate students and 184 professional students completed the survey, professional students completed the survey, which resulted in response rates of 24% and which resulted in response rates of 24% and 13%, respectively13%, respectively

Sample Composition: Sample Composition: By LevelBy Level

GroupGroup Sam. Pop.Sam. Pop.

UndergraduateUndergraduate 79%79% 72%72%

GraduateGraduate 18%18% 22%22%

11stst-Professional-Professional 3%3% 6%6%

Sample Composition: Sample Composition: By SexBy Sex

GroupGroup

Undergrad.Undergrad.

Sam. Pop.Sam. Pop.

GraduateGraduate

Sam. Pop.Sam. Pop.

11stst-Profess.-Profess.

Sam. Pop.Sam. Pop.

MaleMale 46%46% 48%48% 43%43% 39%39% 35%35% 50%50%

FemaleFemale 54%54% 52%52% 57%57% 61%61% 65%65% 50%50%

Sample Composition: Sample Composition: By Race/EthnicityBy Race/Ethnicity

GroupGroup

Undergrad.Undergrad.

Sam. Pop.Sam. Pop.

GraduateGraduate

Sam. Pop.Sam. Pop.

11stst-Profess.-Profess.

Sam. Pop.Sam. Pop.

BlackBlack 5%5% 5%5% 5%5% 5%5% 6%6% 4%4%

WhiteWhite 89%89% 89%89% 77%77% 66%66% 84%84% 85%85%

OtherOther 6%6% 6%6% 19%19% 29%29% 9%9% 11%11%

Analysis of Survey ResultsAnalysis of Survey Results

To increase the likelihood that Campus To increase the likelihood that Campus Climate Survey results are representative of Climate Survey results are representative of the UK student body’s perceptions, beliefs the UK student body’s perceptions, beliefs and opinions, responses are weighted in and opinions, responses are weighted in terms of:terms of: SexSex Race/EthnicityRace/Ethnicity Student levelStudent level

How do students perceive the social How do students perceive the social climate on campus and in class?climate on campus and in class?

Reported comfort in different campus settingsReported comfort in different campus settings Perceived frequency of unkind or negative Perceived frequency of unkind or negative

language used to describe different groupslanguage used to describe different groups Reported frequency of various forms of sexual Reported frequency of various forms of sexual

harassment harassment Perceived racial/ethnic relations on campusPerceived racial/ethnic relations on campus

Review of selected items pertaining to:

How comfortable do you feel in each setting?How comfortable do you feel in each setting?((Percent reporting ‘somewhat’ or ‘very’ comfortable)Percent reporting ‘somewhat’ or ‘very’ comfortable)

74.2%

80.4%

12.1%

61.9%

70.6%

80.2%

49.3%

70.2%

49.8%50.4%

0% 20% 40% 60% 80% 100%

Talking to my advisor

Using the library

Walking alone across campus at night

Walking into the food court by myself

Hanging out in the Student Center

Female Male


75.2%

79.0%

32.3%

68.3%

75.6%

81.4%

30.6%

59.0%

74.0%

84.1%

26.0%

69.8%

64.3%

72.5%

49.4%

0% 20% 40% 60% 80% 100%

Talking to my advisor

Using the library

Walking alone across campus at night

Walking into the food court by myself

Hanging out in the Student Center

Black White Other


76.3%

45.6%

64.1%

63.0%

73.5%

49.2%

67.7%

64.8%

90.0%92.6%

0% 20% 40% 60% 80% 100%

Talking to faculty during office hours

Expressing controversial opinions in class

Answering a question in class

Asking a question in class

Attending classes

Female Male


74.9%

55.3%

67.1%

66.1%

75.6%

47.1%

65.7%

63.5%

92.3%

75.2%

44.7%

65.1%

65.2%

85.7%

88.9%

0% 20% 40% 60% 80% 100%

Talking to faculty during office hours

Expressing controversial opinions in class

Answering a question in class

Asking a question in class

Attending classes

Black White Other

How often have you heard How often have you heard studentsstudents make unkind make unkind or negative remarks about the following groups?or negative remarks about the following groups?

((Percent reporting ‘occasionally’ or ‘frequently’)Percent reporting ‘occasionally’ or ‘frequently’)

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Religious minorities

Out-of-state students

Students from rural KY

International students

Whites

Gays, lesbians, bisexuals

Racial/ethnic minorities

Men

Women

Undergraduate Graduate/Professional



32.7%

27.9%

42.4%

25.3%

30.2%

20.0%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Gay, lesbian,bisexual students

Men

Women

Female Male



45.3%

33.8%

11.6%

23.2%

30.9%

33.0%

14.6%

46.9%

44.1%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Whites

Internationalstudents

Racial/ethnicminorities

Black White Other

Perceptions of Sexual Harassment by Other StudentsPerceptions of Sexual Harassment by Other Students From August 2003 to March 2004 From August 2003 to March 2004

(Percent reporting ‘Occasionally’ or ‘Frequently’)(Percent reporting ‘Occasionally’ or ‘Frequently’)

0.8%

3.3%

6.4%

4.8%

9.7%

33.2%

2.5%

6.9%

6.8%

6.7%

10.6%

32.2%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Actual/attempted rape

Pressure for sexual favors

Unwantedtouching/crowding/pinching

Inappropriate reference tosexual orientation

Unwanted pressures fordates/relationships

Sexually suggestivelooks/gestures/comments

Female Male

Note: ratings made on a 4-point scale: never, a few times, occasionally, frequently

Reports of Actual or Attempted Rapes (Sexual Assaults) Reports of Actual or Attempted Rapes (Sexual Assaults) From August 2003 to March 2004From August 2003 to March 2004

70%

75%

80%

85%

90%

95%

100%

Females Males

Never A few times Occasionally Frequently

{3.3%} {4.3%}

95.7%96.7%

Percent of Students Reporting a Sexual Assault Percent of Students Reporting a Sexual Assault From August 2003 to March 2004 From August 2003 to March 2004

By Sex and Sexual PreferenceBy Sex and Sexual Preference

3.2%

7.2%

1.9%

3.7%

11.7%

14.2%

0%

2%

4%

6%

8%

10%

12%

14%

16%

Females Males

Heterosexual Gay/Lesbian/Bisexual Declined to report sexual preference

Selected Items Assessing Selected Items Assessing Racial and Ethnic RelationsRacial and Ethnic Relations

Campus race relations involve a complex set of Campus race relations involve a complex set of dynamics. Nuances in the perceived meaning of dynamics. Nuances in the perceived meaning of various survey items can produce seemingly various survey items can produce seemingly contradictory results.contradictory results.

How difficult is it to meet students of different races and ethnicities? Who do students interact with most on campus? Are there interracial/ethnic tensions in the classroom? How well do students of different races work together on class projects?

““It has been difficult to meet and make friends It has been difficult to meet and make friends with students of other races/ethnicities”with students of other races/ethnicities”

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““My social interactions on campus are largely My social interactions on campus are largely with students of my race/ethnicity” with students of my race/ethnicity”

0%

10%

20%

30%

40%

50%

60%

70%

StronglyDisagree


Black White Other

““Different racial/ethnic groups Different racial/ethnic groups in my college get along well”in my college get along well”

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree


Black White Other

““There are interracial/ethnic tensions There are interracial/ethnic tensions in UK classrooms”in UK classrooms”

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree


Black White Other

““I am comfortable working on projects with I am comfortable working on projects with students of different races/ethnicities”students of different races/ethnicities”

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree


Black White Other

““I have been the target of I have been the target of racial/ethnic stereotyping in class”racial/ethnic stereotyping in class”

0%

10%

20%

30%

40%

50%

StronglyDisagree


Black White Other

How do students perceive the social How do students perceive the social climate on campus and in class?climate on campus and in class?

Openness to diversityOpenness to diversity Social isolation Social isolation Freedom to express one’s beliefs Freedom to express one’s beliefs Campus safetyCampus safety Unfairness in classroom managementUnfairness in classroom management Encouragement and respect from facultyEncouragement and respect from faculty Overall satisfaction with UKOverall satisfaction with UK

A look at factors that shape or reflect the prevailing climate on UK’s campus:

Advantages of Using Scales Over Advantages of Using Scales Over Individual Survey ItemsIndividual Survey Items

Reduces a large pool of items to a smaller, Reduces a large pool of items to a smaller, manageable numbermanageable number

Minimizes the number of ‘chance’ findings Minimizes the number of ‘chance’ findings that can be expected that can be expected

Results in measures that are more reliableResults in measures that are more reliable Affords a clearer picture of students’ Affords a clearer picture of students’

standing on an underlying construct (e.g., standing on an underlying construct (e.g., feelings of social isolation, campus safety feelings of social isolation, campus safety concerns)concerns)

An Important Note on the Nature of An Important Note on the Nature of Statistical SignificanceStatistical Significance

A statistically significant result means that it is A statistically significant result means that it is unlikely that a finding can be plausibly attributed unlikely that a finding can be plausibly attributed solely to chancesolely to chance

Many of the comparisons between scale score Many of the comparisons between scale score means on the Campus Climate Survey are means on the Campus Climate Survey are significant at the psignificant at the p<< .05 level and beyond .05 level and beyond

Given the large size of this sample, very small Given the large size of this sample, very small differences between means are often statistically differences between means are often statistically significantsignificant

A Final Caveat: Very small differences between A Final Caveat: Very small differences between group means can be statistically significant and yet group means can be statistically significant and yet be of little practical importance be of little practical importance

Openness to DiversityOpenness to Diversity

Measured by 5 items on a 5-point Likert scale Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha = .74)(Cronbach’s alpha = .74)

Adapted from a scale developed by Pascarella, Edison, Adapted from a scale developed by Pascarella, Edison, Nora, Hagedorn, & Terenzini, (1996)Nora, Hagedorn, & Terenzini, (1996)

Sample scale items include:Sample scale items include: Learning about people from different cultures is a Learning about people from different cultures is a

very important part of college educationvery important part of college education I enjoy taking classes that challenge my beliefs and I enjoy taking classes that challenge my beliefs and

valuesvalues I enjoy discussions with people whose ideas and I enjoy discussions with people whose ideas and

values are different from my ownvalues are different from my own


18.0919.60 18.80

5

10

15

20

25

UndergraduateGraduateFirst-Professional

Graduate students score Graduate students score significantly higher on an significantly higher on an index of openness to index of openness to diversity than diversity than undergraduates and first-undergraduates and first-professional studentsprofessional students

First-professional First-professional students score higher on students score higher on this index than this index than undergraduatesundergraduates


Females score Females score significantly higher than significantly higher than males on an index of males on an index of openness to diversityopenness to diversity

18.81 18.07

5

10

15

20

25

Female Male


Black students and students Black students and students of other races express of other races express significantly greater significantly greater openness to diversity than openness to diversity than white studentswhite students

Black students and students Black students and students of other races do not differ of other races do not differ significantly in their significantly in their openness to diversityopenness to diversity

19.42 18.2719.48

5

10

15

20

25

Black White Other

Perceived Freedom to Express Perceived Freedom to Express Opinions and BeliefsOpinions and Beliefs

Measured by 3 items (Cronbach’s alpha = .71)Measured by 3 items (Cronbach’s alpha = .71) Sample scale items include:Sample scale items include:

Students are able to express freely their Students are able to express freely their opinions on this campusopinions on this campus

The university provides an environment for the The university provides an environment for the free and open expression of ideas, opinions, and free and open expression of ideas, opinions, and beliefsbeliefs

During the past year, how often have you felt During the past year, how often have you felt safe to express your views and opinionssafe to express your views and opinions


Undergraduates perceive Undergraduates perceive significantly greater significantly greater freedom to express freedom to express opinions and beliefs than opinions and beliefs than graduate and first-graduate and first-professional studentsprofessional students

Graduate and first-Graduate and first-professional students do professional students do not differ in their not differ in their perceptions on this scale perceptions on this scale

10.31 9.84 9.55

3456789

101112



Compared to male Compared to male students, female students students, female students perceive the university perceive the university environment as offering environment as offering greater freedom to greater freedom to express opinions and express opinions and beliefsbeliefs

10.23 10.08

3456789

101112

Female Male


White students perceive White students perceive significantly greater freedom significantly greater freedom to express opinions and to express opinions and beliefs than students of colorbeliefs than students of color

Black students and students Black students and students of other races do not differ in of other races do not differ in their perceptions of freedom their perceptions of freedom of expressionof expression

9.85 10.249.66

3

4

5

67

8

910

11

12

Black White Other

Campus Safety ConcernsCampus Safety Concerns

Measured by 3 items (Cronbach’s alpha = .64)Measured by 3 items (Cronbach’s alpha = .64) Sample scale items include:Sample scale items include:

I am uncomfortable going places on campus by I am uncomfortable going places on campus by myself after darkmyself after dark

All students can feel safe on this campus All students can feel safe on this campus (reverse scored)(reverse scored)

How comfortable do you feel walking alone How comfortable do you feel walking alone across campus at night across campus at night (reverse scored)(reverse scored)


9.149.80

9.30

3456789

101112


Graduate students Graduate students express significantly more express significantly more concerns about the safety concerns about the safety of UK’s campus than of UK’s campus than undergraduate and first-undergraduate and first-professional studentsprofessional students

Undergraduate and first-Undergraduate and first-professional students do professional students do not differ in their level of not differ in their level of concerns about campus concerns about campus safetysafety


Females have Females have significantly more significantly more concerns about the safety concerns about the safety of UK’s campus than of UK’s campus than malesmales

The magnitude of this The magnitude of this sex difference is sex difference is dramaticdramatic

10.54

7.89

3456789

101112

Female Male

Feelings of Social IsolationFeelings of Social Isolation

Measured by 5 items on a scale Measured by 5 items on a scale (Cronbach’s alpha = .70)(Cronbach’s alpha = .70)

Sample scale items include:Sample scale items include: It is difficult to make female (male) It is difficult to make female (male)

friendsfriends During the past year, how often During the past year, how often

have you felt . . .have you felt . . .Isolated from othersIsolated from othersSupported by your friends Supported by your friends (reverse scored)(reverse scored)


10.6811.13

10.52

5

6

7

8

9

10

11

12


Graduate students report Graduate students report significantly greater feelings significantly greater feelings of social isolation than first-of social isolation than first-professional students and professional students and undergraduatesundergraduates

First-professional students First-professional students and undergraduates do not and undergraduates do not differ significantly on this differ significantly on this indexindex


Students of other races report Students of other races report greater feelings of social greater feelings of social isolation than either black or isolation than either black or white studentswhite students

Black and white students do Black and white students do not differ in their level of not differ in their level of social isolationsocial isolation

10.8710.70

11.25

5

6

7

8

9

10

11

12

Black White Other

The Climate in the ClassroomThe Climate in the Classroom

Perceived encouragement and respect from Perceived encouragement and respect from faculty membersfaculty members

Perceived unfairness in classroom Perceived unfairness in classroom management management

Two dimensions of perceived faculty behavior were assessed:

Perceived Encouragement and Perceived Encouragement and Respect from Faculty MembersRespect from Faculty Members Measured by 6 items on a 5-point Likert scale Measured by 6 items on a 5-point Likert scale

(Cronbach’s alpha = .70)(Cronbach’s alpha = .70) Sample scale items include:Sample scale items include:

My professors encourage me to pursue my academic My professors encourage me to pursue my academic and career goals.and career goals.

I am comfortable asking instructors for academic I am comfortable asking instructors for academic help.help.

When I make a comment in the classroom, the When I make a comment in the classroom, the instructor usually takes me seriously.instructor usually takes me seriously.

My professors present the contributions of minorities My professors present the contributions of minorities (women) in class.(women) in class.

Perceived Encouragement and Perceived Encouragement and Respect from FacultyRespect from Faculty

21.0022.52 22.25

68

1012141618202224


Graduate and first-Graduate and first-professional students professional students perceive faculty as offering perceive faculty as offering significantly more significantly more encouragement and respect encouragement and respect than undergraduatesthan undergraduates Graduate and first-Graduate and first-professional students do not professional students do not differ in their perceptions of differ in their perceptions of faculty on this dimensionfaculty on this dimension


Females perceive faculty Females perceive faculty members as providing members as providing significantly more significantly more encouragement and encouragement and respect than malesrespect than males

21.53 21.27

68

1012141618202224

Female Male


White students perceived White students perceived significantly greater levels significantly greater levels of encouragement and of encouragement and respect from faculty than respect from faculty than black students and students black students and students of other racesof other races

Students of other races gave Students of other races gave higher marks to faculty higher marks to faculty respect and encouragement respect and encouragement than black studentsthan black students

20.0721.57

20.79

6

8

10

1214

16

1820

22

24

Black White Other

Perceived Unfairness in Perceived Unfairness in Classroom ManagementClassroom Management

Measured by 5 items on a 5-point Likert scale Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha = .77)(Cronbach’s alpha = .77)

Sample scale items include:Sample scale items include: I have been graded unfairly based on irrelevant factors.I have been graded unfairly based on irrelevant factors. My professors make unkind remarks about my My professors make unkind remarks about my

abilities.abilities. Sometimes I get singled out in class to speak on behalf Sometimes I get singled out in class to speak on behalf

of my race/ethnicity.of my race/ethnicity. Faculty have expectations about my academic Faculty have expectations about my academic

performance because of my gender.performance because of my gender.


10.31 9.80 9.68

56789

101112131415


Undergraduates Undergraduates perceive significantly perceive significantly more unfairness in more unfairness in faculty members’ faculty members’ classroom management classroom management than graduate studentsthan graduate students Comparisons between Comparisons between other groups on this other groups on this scale were not scale were not significantsignificant


Male students perceive Male students perceive significantly more significantly more unfairness in faculty unfairness in faculty members’ classroom members’ classroom management than female management than female studentsstudents

9.89 10.46

56789

101112131415

Female Male

Perceived Unfairness in Perceived Unfairness in Classroom Management Classroom Management

Black students perceive Black students perceive significantly greater levels of significantly greater levels of unfairness in faculty unfairness in faculty members’ management of the members’ management of the classroom than white students classroom than white students and students of other racesand students of other races

Students of other races Students of other races perceive more unfairness in perceive more unfairness in the classroom than white the classroom than white studentsstudents

12.33

9.84

11.65

56789

101112131415

Black White Other

Overall Satisfaction with Overall Satisfaction with The UK ExperienceThe UK Experience

Measured by 3 items on a 5-point Likert scale (Cronbach’s Measured by 3 items on a 5-point Likert scale (Cronbach’s alpha = .88)alpha = .88)

Sample scale items include:Sample scale items include: I am satisfied with my decision to attend college at UK.I am satisfied with my decision to attend college at UK. Overall, my experiences at UK have been rewarding.Overall, my experiences at UK have been rewarding. I would recommend UK to another student as a good I would recommend UK to another student as a good

place to go to college.place to go to college. A regression model based upon demographic variables and A regression model based upon demographic variables and

factor scores accounted for 25% of the variance in students’ factor scores accounted for 25% of the variance in students’ overall satisfaction overall satisfaction


FemalesFemales WhitesWhites First-generation college studentsFirst-generation college students At the relative “beginning” of their college At the relative “beginning” of their college

education (i.e., first-year students vs. seniors; education (i.e., first-year students vs. seniors; undergraduates vs. graduates/professionals)undergraduates vs. graduates/professionals)

From a demographic standpoint, students are more likely to be satisfied if they are:


Openness to diversity Openness to diversity

Perceived freedom to express opinions and beliefsPerceived freedom to express opinions and beliefs

Feelings of socially isolation Feelings of socially isolation

Concerns about campus safety Concerns about campus safety

Perceived unfairness in classroom managementPerceived unfairness in classroom management

Perceived encouragement and respect from facultyPerceived encouragement and respect from faculty

Other significant predictors of satisfaction are . . .

General Findings Related to WomenGeneral Findings Related to Women

Relative to males, female students Relative to males, female students . . .. . . are more satisfied with the UK experienceare more satisfied with the UK experience are more open to diversityare more open to diversity perceive greater freedom to express their opinions and perceive greater freedom to express their opinions and

beliefsbeliefs are more concerned about campus safetyare more concerned about campus safety perceive more encouragement and respect from facultyperceive more encouragement and respect from faculty perceive less unfairness in the classroomperceive less unfairness in the classroom

General Findings Related to General Findings Related to African American StudentsAfrican American Students

Relative to whites, blackRelative to whites, black students students . . .. . . are less satisfied with the UK experienceare less satisfied with the UK experience are more open to diversityare more open to diversity are more likely to report or acknowledge interracial are more likely to report or acknowledge interracial

conflict on campusconflict on campus perceive less freedom to express their opinions and perceive less freedom to express their opinions and

beliefsbeliefs perceive less encouragement and respect from facultyperceive less encouragement and respect from faculty perceive more unfairness in the classroomperceive more unfairness in the classroom

Issues Needing Further AttentionIssues Needing Further Attention

Making the campus a safer place to work Making the campus a safer place to work and playand play

Promoting greater openness to diversityPromoting greater openness to diversity

Creating a more cohesive campus community Creating a more cohesive campus community

Being mindful of the climate within the Being mindful of the climate within the classroomclassroom

Final ThoughtsFinal Thoughts UK’s first Campus Climate Survey provides a baseline UK’s first Campus Climate Survey provides a baseline

for evaluating efforts to improve the quality of academic for evaluating efforts to improve the quality of academic and social life for our studentsand social life for our students

This presentation has focused on a portion of the This presentation has focused on a portion of the analyses conducted; ask us about other findings of analyses conducted; ask us about other findings of interestinterest

The OIR staff would be glad to share the survey dataset The OIR staff would be glad to share the survey dataset with interested researchers on campuswith interested researchers on campus

To keep UK on the path of continuous improvement, we To keep UK on the path of continuous improvement, we should probably administer the survey to students in should probably administer the survey to students in another three yearsanother three years

Office of Institutional Office of Institutional ResearchResearch

Roger Sugarman, Ph.D.Roger Sugarman, Ph.D.

[email protected]@email.uky.eduPhone: 257-7989Phone: 257-7989www.uky.edu/IR/www.uky.edu/IR/

For more information on UK’s Campus Climate Survey:

Documents

Selected Results of the 2004 Campus Climate Survey October 2004 The University of Kentucky