Undergraduate Campus Climate Study Spring 2012 · Spring 2012 were excluded from the sample pool. Transfer students and ALANA students were oversampled for both Campus Climate

Student Affairs and Campus Life

Transforming students’ learning into Passion, Power, and Purpose


FINAL REPORT

Prepared by

Marcy Clark, Ph.D. Director of Assessment

Undergraduate Campus Climate Study

Spring 2012

2 Student Affairs and Campus Life

The Campus Climate Survey Project Offers Valuable Insights to Key Elements of the

UMass Environment, as Experienced by Undergraduate Students

Student Connections

Student Engagement

Student Perceptions & Experiences of Diversity on Campus

Harassment & Violence on Campus


Methodology

Two separate Campus Climate survey instruments (A & B) were fielded to

undergraduate students during April & May, 2012.

Students who had been invited to any previous SACL assessment projects during

Spring 2012 were excluded from the sample pool.

Transfer students and ALANA students were oversampled for both Campus Climate

surveys.

Respondents were able to skip questions they did not want to answer.

All surveys (both completed & partially completed) were used in the analysis.

Group analyses exclude any group with a cell size less than 20.


Methodology

1,365 total respondents; 1,247 completed surveys

Overall response rate was 18.26%

Aggregate Climate A Climate B Total

Total invitations 3719 3758 7,477

Respondents 675 690 1,365

Completed surveys 649 598 1,247

Response rate 18.15% 18.36% 18.26%


Demographics

Aggregate findings reflect weighted values that accommodate for over-

representation among transfers, females and ALANA students

UMass Population Climate A Climate B

# % % %

TOTAL 20,032 100% - -

Transfer entry 3,892 19.4% 35.1% 35.1%

Freshman entry 16,131 80.6% 64.9% 64.9%

Female 10,211 51.0% 62.7% 62.2%

Male 9,821 49.0% 36.2% 36.7%

ALANA 3,884 19.4% 38.5% 30.4%

White 13,904 69.4% 58.4% 52.3%

None/Other 2,244 11.2% 3.1% 16.5%


Student Connections

How strongly are students connected to UMass?

How do students use technology?

How well are faculty and staff connecting with students?

“Students perform better and are more satisfied at colleges that…cultivate

positive working and social relations among different groups on campus.”

(NSSE, 2010)


The Majority of Students Succeeded in Finding Quiet Study Spaces on Campus and

Would Recommend UMass to Others

55%

53%

48%

46%

39%

13%

30%

27%

37%

30%

35%

19%

6%

14%

10%

13%

13%

17%

9%

5%

5%

10%

13%

50%

0% 25% 50% 75% 100%

I am able to find a quiet place to study on campus when I need one (4.28)

I would recommend UMass Amherst to prospective students (4.26)

I am enjoying my experience as a student at UMass Amherst (4.26)

I feel a sense of pride in being a UMass Amherst student (4.11)

I am able to find fun social activities to attend on campus when I want to (3.96)

I may have to choose between financially supporting myself and/or my family, and going to college (2.59)

Strongly agree Somewhat agree Neither agree nor disagree Somewhat or strongly disagree

Climate A

Nearly one-third of students report some degree of financial uncertainty.

Scale: 5=Strongly agree, 4=Somewhat agree, 3=Neither agree nor disagree, 2=Somewhat disagree, 1=Strongly disagree


Staying Connected and Enrolled at UMass May Be Superseded by Financial Concerns

for Some, However

Climate A

Financial uncertainty is especially pronounced among ALANA students and Juniors.


On Average, Students Tend to See Themselves as Part of the Campus Community &

Would Choose UMass Again

37%

47%

34%

43%

28%

38%

17%

14%

16%

3%

11%

13%

0% 25% 50% 75% 100%

I see myself as a part of the campus community (3.13)

If I could start over again, I would choose to attend UMass Amherst (3.11)

I feel a sense of belonging to this campus (2.92)

Strongly agree Somewhat agree Somewhat disagree Strongly disagree

Climate B

Scale: 4=Strongly agree, 3=Somewhat agree,2=Somewhat disagree, 1=Strongly disagree


Smartphone Ownership Outpaces Cell Phones by a Ratio of Roughly 3:2; Laptops

Have Replaced Desktop Computers in Popularity

>

Use laptop for

internet First-yr: 91%

Soph & Senior:

74-75%

Own MP3 White: 76% ALANA: 69%

Own

smart phone ALANA :75% White: 62%

Own

cell phone White: 37% ALANA: 27%

Own desktop Engineering: 39% Others: 11-21%

Own

tablet computer Senior: 15% First-yr: 4%

Own

e-book reader HFA: 23% Others: 8-11%

97%

74%

63%

38%

17%

11%

11%

80%

-

13%

-

5%

1%

-

0% 25% 50% 75% 100%

Laptop/Notebook computer

MP3 player

Smart phone (w internet)

Cell phone (wo internet)

Desktop computer

Tablet computer

e-book reader

Technology Devices

Students Own

Students' Primary Internet Device

Students communicate with parents primarily via

telephone (68%) or text message (20%); less than 10%

rely most on in-person, email or Facebook contact.

Climate A

In terms of technology and digital connections, students are MOBILE!


Students Are Far More Likely to Read Emails from Their Professors than Any Other

Campus Offices

93%

46%

38%

16%

16%

5%

36%

45%

46%

42%

2%

16%

15%

28%

31%

1%

2%

10%

11%

0% 25% 50% 75% 100%

Your professors or teaching assistants (3.91)

Residential Life (3.27; on-campus residents only)

Your academic School/College (3.19)

Campus Administration (2.69)

Registered Student Organizations (2.62)

Students' Responses to Emails from Campus Offices

Always read Sometimes read Rarely read Never read

Climate A

Scale: 4=Always read, 3=Sometimes read, 2=Rarely read, 1=Never read


Students Remain Highly Responsive to Faculty & Academic Emails Throughout Their

College Years; Their Attention to Other Senders May Diminish Over Time

First-year student

Sophomore Junior Senior

Professors/Teaching assistants 3.93 3.96 3.93 3.94

Academic School/College 3.26 3.37 3.24 3.22

Campus Administration 2.87 2.84 2.63 2.54

Registered Student Organizations 2.88 2.68 2.63 2.49

2.00

3.00

4.00

Res

po

nse

to

Ca

mp

us

Em

ail

s Always read

Sometimes

read

Rarely

read

Climate A

* * * * *

* p < .05


Staff Members Appear to Be More Successful in Establishing Connections with Students

Individually than in Promoting Involvement and Recognizing Achievement Broadly

42%

40%

34%

46%

46%

49%

9%

11%

14%

3%

3%

4%

0% 25% 50% 75% 100%

Welcoming toward students

Respectful toward students

Helpful toward students

Climate Among UMass Staff

Strongly agree Somewhat agree

Somewhat disagree Strongly disagree

Climate A

Scale: 4=Strongly agree, 3=Somewhat agree,2=Somewhat disagree, 1=Strongly disagree * p < .05

44%

39%

16%

20%

30%

30%

45%

38%

15%

17%

25%

25%

11%

14%

14%

17%

0% 25% 50% 75% 100%

At least one University staff member has taken an interest in

my development (3.06)

I feel a connection with one or more of my professors (2.95)

Staff encourage me to get involved in campus activities

(2.64)

Staff recognize my achievements (2.61)

Connection with Faculty & Staff

Strongly agree Somewhat agree

Somewhat disagree Strongly disagree


Compared to Upper Level Students, First-Year Students on Average Perceive University

Staff to Be More Welcoming, and Significantly More Respectful & Helpful Toward

Students

Climate B

* statistically significant

at p<.05


How are students engaging with UMass outside of the

classroom?

What are possible barriers to students’ participation in

structured co-curricular opportunities?

What types of outside-of-classroom behaviors pose

potential challenges to students’ academic success?

Student Engagement

“Complementary learning opportunities inside and outside of the classroom

augment the academic program…make learning more meaningful and, ultimately,

more useful because what students know becomes a part of who they are.”

(NSSE, 2010)


The Campus Climate Study Looked at Three Distinct Elements of Engagement:

Studying, Co-Curricular Involvement and Working

Climate B

Overall, students are much more heavily engaged in working for pay and studying outside of

class than they are in co-curricular activities.


Overall, 1 in 4 Students Averaged Less than 1 Hour per Day of Studying Outside of Class;

This Pattern Was Most Prevalent Among Management, SBS & HFA Students

0-5 hrs/wk 25%

6-10 hrs/wk 22%

11-15 hrs/wk 21%

16-20 hrs/wk 14%

> 20 hrs/wk 18%

Time Students Spent Studying Outside of Class (N=658)

0-5

hrs/wk

6-15

hrs/wk

16-30

hrs/wk

31+

hrs/wk

Natural Sciences (n=174)

17% 47% 31% 6%

SBS (n=113) 27% 47% 22% 4%

Management (n=100)

30% 41% 21% 8%

HFA (n=84) 24% 49% 25% 2%

Engineering (n=72) 13% 28% 39% 21%

Public Health &

Health Sciences (n=66)

18% 48% 30% 3%

Undeclared* (n=16) 5 8 3 0

Nursing* (n=10) 1 5 4 0

BDIC* (n=10) 3 3 4 0

* Included for interest purposes only; group cell size is too small for statistical analysis

Climate A


40% of Students Rarely or Never Participated in Campus Programs Last Year;

Lack of Convenience, Interest and Information Were the Most-Cited Reasons

8%

32%

44%

16%

Students' Participation in Campus Programs (N=656)

Never

Rarely

Sometimes

Frequently 38%

32%

31%

28%

26%

21%

18%

17%

11%

10%

8%

8%

43%

49%

50%

44%

35%

32%

37%

30%

39%

24%

24%

27%

0% 25% 50% 75% 100%

Events were scheduled at inconvenient times

Events weren't interesting

Not well informed of on-campus activities

Didn't want to go alone

Work responsibilities

Involved in off campus activities

Didn't want to be involved

No transportation

Preferred to spend free time studying

Family responsibilities

Couldn't afford to participate

Didn't feel welcome

Students' Reasons for Not Attending Campus Events (N>600)

A major reason A minor reason

Transportation was a major barrier for

20% of ALANA students, vs

12% of White students.

Reticence to attend events alone was a

major barrier for 35% of female students, vs

21% of males.

Climate A


In Addition to Campus Programs & Events, 69% of Students Participated in Structured,

On-Campus Co-Curricular Activities; The Majority of Those Students Devoted Up to 5

Hours per Week

43%

31%

26%

22%

7%

6%

5%

4%

2%

0% 25% 50%

Registered Student Organization (RSO)

None of the types listed

Community service or volunteer project

Intramural or organized recreational athletics

Varsity or club sport

Fraternity/Sorority (social Greek letter organization)

House Council or Residence Hall Association (RHA)

Defined Residential Community (Harambee, 2 …

Student Government Association & related

Frequency of Undergraduate On-Campus Involvement

9%

44%

12%

9%

3%

4%

Amount of Time Students Typically Devoted to Co-Curricular Activities

(N=656)

< 1 hr/wk

1-5 hrs/wk

6-10 hrs/wk

11-15 hrs/wk

16-20 hrs/wk

> 20 hrs/wk

Climate A


59% of Students Worked for Pay Last Year; the Majority of Them Worked Roughly 1-2

Hours a Day, Primarily to Help Finance Their College Attendance

14%

30%

22%

17%

17%

# Hours Worked in a Typical Week (N=388)

Up to 5 hrs/wk

6-10 hrs/wk

11-15 hrs/wk

16-20 hrs/wk

> 20 hrs/wk

51%

22%

12%

11%

2%

Primary Reason for Working (N=388)

Pay for some/all of college & personal expenses Extra spending money

Experience, to help get a job after graduation

Support self &/or family

Enjoy the job

Climate A


Students Moved to Off-Campus Residences Seeking Greater Affordability, Quality and

Freedom; Nonetheless, Many of Them Spent Large Quantities of Their Time On Campus

65%

52%

45%

43%

16%

8%

7%

7%

6%

0% 25% 50% 75% 100%

More affordable than on-campus housing

Off-campus housing quality is better

Not subject to on-campus housing policies

Dislike living in residence halls

Other

Work responsibilities

Could not obtain on-campus housing

Family responsibilities

Close to home

3%

10%

21%

27%

39%

# of Hours that Off-Campus Residents Spent On Campus (Outside of Class)

(N=249)

None outside of class

< 1 hr/day

1-2 hrs/day

3-4 hrs/day

5+ hrs/day

Climate A

Off-campus residence does not inhibit on-campus

engagement for most.


Nearly 75% of Off-Campus Students Reported Having Either Very Friendly or Somewhat

Friendly Relationships with Their Off-Campus Neighbors Last Year

30%

43%

4%

4%

19%

Off-Campus Students' Relationships with Neighbors (N=249)

Very friendly

Somewhat friendly

Somewhat unfriendly

Very unfriendly

No relationship with their neighbors

Climate A


What types of diversity are most supported and least

supported at UMass, in students’ view?

How well does the University express its commitment to

diversity?

How are students exploring and experiencing diversity on

personal levels?

Students Perceptions & Experiences of Diversity on Campus

Experiencing diversity enriches students and “teaches them valuable things about themselves.”

(NSSE, 2010)


Students See UMass as Most Supportive of Diverse Sexual Orientations, Nationalities and

Ethnicities, Least Supportive of Physical Disabilities or Diverse Political Viewpoints

49%

46%

46%

39%

37%

34%

28%

33%

35%

34%

39%

30%

33%

42%

12%

15%

13%

16%

24%

18%

16%

6%

4%

7%

6%

10%

15%

14%

0% 25% 50% 75% 100%

Supportive of lesbian, gay, bisexual, or queer (4.25)

Supportive of international students (4.23)

Supportive of diverse ethnic backgrounds (4.18)

Supportive of diverse religious beliefs (4.11)

Supportive of identified transgender (3.90)

Supportive of varying political viewpoints (3.82)

Accessible for physical disabilities (3.82)

Students’ Perceptions of UMass’ Support for Diversity

Strongly agree Somewhat agree Neither agree nor disagree Somewhat or strongly disagree

Climate A

Scale: 5=Strongly agree, 4=Somewhat agree, 3=Neither agree nor disagree,

2=Somewhat disagree, 1=Strongly disagree


48%

46%

49%

34%

34%

33%

29%

46%

46%

34%

43%

43%

44%

38%

5%

6%

11%

20%

18%

18%

25%

1%

2%

5%

3%

6%

5%

8%

0% 25% 50% 75% 100%

Appreciates differences in sexual orientation (3.42)

Promotes the appreciation of cultural differences (3.37)

Does not have a lot of racial tension (3.28)

Has a commitment to diversity (3.09)

Encourages students to have a public voice and share their ideas openly (3.05)

Accurately reflects the diversity of its student body in publications (3.04)

Has campus administrators who regularly communicate about the value of diversity (2.87)

Students’ Experiences of Outside-of-Classroom Diversity

Strongly agree Somewhat agree Somewhat disagree Strongly disagree

UMass Is Successful Promoting Appreciation for Diversity at an Institutional Level,

But Is Challenged to Enact its Commitment to Diversity in Concrete Ways

Climate B

Scale: 4=Strongly agree, 3=Somewhat agree,2=Somewhat disagree, 1=Strongly disagree


Overall, Students Are Most Satisfied with the Respect for Religious Differences They Find

at UMass, and Least Satisfied with the Overall Sense of Community Among Students

45%

39%

38%

31%

37%

31%

25%

45%

47%

44%

51%

40%

51%

51%

8%

12%

17%

13%

16%

13%

19%

2%

3%

2%

5%

7%

5%

5%

0% 25% 50% 75% 100%

Respect for religious differences (3.33)

Respect for political differences (3.22)

My interactions with students from different racial/ethnic groups (3.18)

Racial/ethnic diversity of the staff (3.08)

Racial/ethnic diversity of the student body (3.07)

Racial/ethnic diversity of the faculty (3.07)

Overall sense of community among students (2.94)

Students' Satisfaction with Diversity Climate

Very satisfied Somewhat satisfied Somewhat dissatisfied Very dissatisfied

Climate B

Scale: 4=Very satisfied, 3=Somewhat satisfied, 2=Somewhat dissatisfied, 1=Very dissatisfied


Nearly 75% of Respondents Had Been Involved in at Least One Type of Diversity-

Focused Experience Since Enrolling at UMass

49%

36%

31%

26%

20%

16%

11%

9%

8%

6%

5%

4%

0% 25% 50%

Attended a presentation, performance or art exhibit on diversity

Publicly communicated your opinion about a cause (e.g., blog, email, petition)

Taken a social justice course

None of the above

Participated in racial/ethnic or cultural center activity

Taken a women’s studies course

Participated in LGBT center activity

Joined a racial/ethnic student organization reflecting your own background

Joined a religious club (e.g., Hillel)

Joined a racial/ethnic student organization reflecting a background other than your own

Taken an LGBT course

Joined an LGBT student organization

Diversity Involvement (Climate A&B Combined, N=1,265)

Nearly half of all respondents

had attended a diversity-focused

presentation, performance or art

exhibit.

Climate B


Nearly 75% of All UMass Students Have One or More Close, Cross-Racial/Ethnic

Friendships; Over 80% Have Engaged in Important Cross-Racial/Ethnic Conversations

None 28%

One friend 25%

Two friends 22%

Three friends 11%

Four friends

5% Five

friends 9%

Number of Closest Cross-Racial/Ethnic Friendships

Never 18%

Sometimes 38%

Often 27%

Very often 17%

Frequency of Important Cross-Racial/Ethnic Conversations

Climate B


Two-Thirds of ALANA Students Have at Least Three Close, Cross-Cultural Friendships,

Compared to 11% of White Students

None 13%

One or two 22% Three or

more 65%

ALANA

None 38%

One or two 51%

Three or more 11%

White

Cross-cultural friendships among ALANA students at UMass suggest a fairly low incidence of

racial/ethnic self-segregation.

Climate B


ALANA Students Are More Likely than White Students to Have Had Meaningful Cross-

Cultural Conversations

Never 8%

Sometimes 35%

Often 33%

Very often 24%

ALANA

Never 17%

Sometimes 46%

Often 25%

Very often 12%

White

Climate B


To what extent & in what ways do students experience

harassment or violence at UMass?

How empowered do students feel to address incidents of

harassment or violence?

Is there a “culture of physical violence” present on campus?

Harassment & Violence on Campus

“A safe campus environment is one in which students, faculty, and staff are free

to conduct their daily affairs, both inside and outside the classroom, without fear

of physical, emotional or psychological harm. Personal safety is a basic human

need that must be preserved if the mission of the university is to be pursued.”

(Higher Education Center for Alcohol & Other Drug Abuse & Violence Prevention, 2004)


One in Five Students Indicated that They Had Either Experienced or Witnessed Some

Type of Harassment or Violence During the Past Year; Another 17% Weren't Sure

Yes 21%

Not sure 17%

No 60%

Prefer not to answer

1%

% of Students Who Experienced or Observed Harassment or Violence in

2011-12

Gender and racial/ethnic harassment or violence were the most prevalent types that students had

experience or observed, followed by sexual orientation.

48%

48%

39%

33%

29%

28%

23%

21%

8%

39%

39%

41%

24%

27%

26%

20%

3%

3%

0% 25% 50%

Gender

Race/ethnicity

Sexual orientation

Political beliefs

Religious/spiritual beliefs

Gender identity

Ability/Disability status

Other

Citizenship status

Frequencies of Types of Harassment/Violence Students Experienced or Observed

% of "Yes" (N=131)

% of "Not sure" (N=106)

Climate B


Harassment/Violence Most Commonly Manifested in Verbal Comments; Incidents Had

Occurred in Residence Halls, Amherst Town Center and In or Around a Campus Event

90%

37%

36%

36%

34%

34%

24%

23%

21%

8%

8%

81%

24%

31%

34%

9%

16%

7%

25%

9%

0%

7%

0% 25% 50% 75% 100%

Verbal comments

Exclusion

Postings on social networking …

Written comments

Threats of physical harm

Physical harm

Damage to personal property

Damage to public property

Offensive visual images or items

Other

Anonymous phone calls

Frequencies of Forms of Harassment/Violence Students Experienced or Observed

% of "Yes" (N=131)


56%

31%

31%

31%

18%

13%

11%

7%

6%

57%

40%

16%

27%

5%

9%

12%

5%

8%

0% 25% 50% 75%

Residence hall

Amherst downtown area

Other

Inside or in the vicinity of a campus program, event or concert

Classroom

Recreation/athletic facility

Student Union/Campus Center

On-campus office or department

Library

Frequencies of Sites of Harassment/Violence Students Experienced or Observed

% of "Yes" (N=131)


Climate B


3.3

3.1

3.1

3.1

3.0

3.3

3.1

3.1

3.1

3.1

3.0

2.9

2.9

2.8

2.7

1.0 2.0 3.0 4.0

Sexual harassment/violence

Racial/ethnic harassment/violence

Sexual orientation harassment/violence

Gender identity harassment/violence

Relationship violence

Students' Likelihood of Reporting Harassment/Violence and Confidence in University's Response Effectiveness

Report - Happen to Self

Report - Happen to Other

Confidence in University's response

On Average, Students Are Likely to Report Many Types of Harassment/Violence

Incidents to On-Campus Authorities, But Somewhat Less Confident in the University's

Ability to Handle Those Reports & Incidents Effectively

(Scale: 1=Very unlikely, 2=Somewhat unlikely, 3=Somewhat likely, 4=Very likely; Don’t know)

(Scale: 1=Not at all confident, 2=Not too confident, 3=Somewhat confident, 4=Very confident)

Climate B

Students indicate that they are most likely to report incidents of sexual harassment or violence

that happen to anyone (either themselves or others); they are least likely to report incidents of

relationship violence that happen to themselves.


56%

45%

45%

44%

38%

24%

31%

30%

29%

34%

20%

24%

25%

27%

29%

0% 25% 50% 75% 100%

Sexual harassment/violence (N=573)

Racial/ethnic harassment/violence (N=550)

Gender identity harassment/violence (N=501)

Sexual orientation harassment/violence (N=538)

Relationship violence (N=551)

Students' Likelihood of Reporting Incidents that Happen to Themselves

Very likely Somewhat likely Somewhat or very unlikely

Roughly 1 in 4 Students Would Be Somewhat Unlikely or Very Unlikely to Report Most

Types of Harassment or Violence, Regardless of Its Focus

51%

41%

44%

43%

41%

31%

38%

33%

33%

33%

18%

20%

24%

25%

25%

0% 25% 50% 75% 100%






Students' Likelihood of Reporting Incidents that Happen to Other People

Very likely Somewhat likely Somewhat or very unlikely

Climate B


Only 1 in 3 Students in General Know How to Report an Incident of Harassment or

Violence; Smaller Proportions Are “Very Confident” in the University’s Ability to

Respond Effectively

33%

30%

28%

24%

22%

41%

43%

44%

43%

38%

26%

28%

28%

33%

40%

0% 25% 50% 75% 100%






Students' Confidence in the University's Ability to Respond Effectively to Reported

Incidents

Very confident

Somewhat confident

Not too or not at all confident

44%

35%

34%

33%

31%

56%

65%

66%

67%

69%

0% 25% 50% 75% 100%

Sexual harassment/violence

Sexual orientation harassment/violence

Relationship violence

Racial/ethnic harassment/violence

Gender identity harassment/violence

Students' Awareness of University Reporting Procedures for Harassment or

Violence

% "Yes" % "No"

Climate B


22% of Respondents Had Observed and/or Personally Participated in a Physical Fight

Involving at Least One UMass Student Last Year; Half of Those Fights Involved 3 or

More Students

2 students

49% 3-5 students

37%

6+ students

14%

Average Size of Physical Fights Involving UMass Students (N=132)

64%

62%

12%

0% 25% 50% 75% 100%

On campus

Off campus, but within the Amherst town area

Outside of the campus and Amherst town area

Locations of Physical Fights Involving UMass Students (N=132)

Students who had observed or participated in physical fights reported that the incidents had

occurred both on campus and within Amherst town.

Climate B

Have you observed

or personally

participated in any

physical fights

involving one or

more UMass

students during the

past year?

No 477 78%

Yes 132 22%


2 Out of 3 Respondents Think that Violence Among UMass Students Is a Little Problem

or Very Little Problem

39%

36%

13%

12%

Students' Confidence in University's Ability to Respond Effectively to Riots

(N=610, Mean=3.03)

Very confident

Somewhat confident

Not too confident

Not at all confident

26%

39%

30%

4% 1%

Extent to Which Students Think that Violence Between Students Is a Problem

at UMass (N=609)

To a very little extent

To a little extent

To some extent

To a great extent

To a very great extent

Climate B

Scale: 4=Very confident, 3=Somewhat confident, 2=Not too confident, 1=Not at all confident


Transforming students’ learning into Passion, Power, and Purpose

For more information

Marcy Clark, Ph.D.

[email protected]

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Undergraduate Campus Climate Study Spring 2012 · Spring 2012 were excluded from the sample pool. Transfer students and ALANA students were oversampled for both Campus Climate