Diversity, Student Achievement, and Campus Climate

1. Diversity, Student Achievement, and Campus Climate An Evidence-Based Approach to Institutional Development Victor M. H. Borden, Ph.D. Professor of Educational Leadership and Policy Studies Indiana University Bloomington

2. Overview • Institutional effectiveness in pursuing diversity agenda • Colored by personal experience • Theoretical underpinnings and influences • Developing diversity performance indicators as part of a more comprehensive campus effort to develop a culture of evidence • Multi-campus effort to develop diversity action plans through a portfolio assessment process

3. Theoretical Underpinnings/Influences • Social Psychology • Field Theory & Action Research (Lewin) • Group Dynamics (Steiner) • Social Cognition (Ijzen, Kahneman & Tversky) • Interpersonal Relationships (Levinger, Kelly & Thibaut) • Thesis – Interpersonal transformations • Dissertation – Student Engagement

4. Theoretical Underpinnings/Influences • Institutional Research/Organizational Science • Information use in the organizational context • Group decision making (March & Simon, Mintzberg) • Simon – attention economy • Organizational learning (Argyris & Schon, Huber) • Situated Learning & Communities of Practice • Vigotsky, Sealy-Brown & Duguid, Lave & Wenger

5. Theoretical Underpinnings/Influences • Diversity and Campus Climate • Black/Diverse Issues AA/EEO audits • Diversity as educational asset • Hurtado, Anderson, Nettles, Bentsimon • Participatory action research (collaborative inquiry) and institutional activism • Nelms, Giesecke-Sciami, Wilson, Johnson

6. Deeds: Institutional Effectiveness and Accountability for Diversity • Climate assessments • Diversity scorecard • Mission-based performance indicators

7. Climate Assessments • Questionnaire studies of student, faculty, and staff • Most common form • A mile wide and inches deep • Minimal connection to initiatives • Diversity audits • Multi-method process, including surveys, interviews, review of policies, and review of processes • More depth but not always representative • Diversity portfolios • Flexible venue • Shows growth • Authentic examples with reflection, placed within a coherent context of goals, objectives, and developmental

8. Diversity Scorecard • USC Diversity Scorecard Project • From equity in educational opportunity to equity in educational outcomes • Promotes culture of evidence • collection and analysis of data specifically related to student outcomes

10. Mission-Related Diversity PIs • Diversity as integral part of mission • Address internal and external perceptions regarding the role of diversity for the organization • Link to the internal processes that affect diversity performance • Represent the “tip of the iceberg” of diversity assessment

11. PIs as the Tip of the Iceberg Performance Indicators Vertical (hierarchical) alignment Plan Improve Implement Assess Horizontal (cross-unit) alignment

12. IUPUI Vision and Mission • The MISSION of IUPUI is to provide for its constituents excellence in • Teaching and Learning • Research, Scholarship, and Creative Activity • Civic Engagement, Locally, Nationally, and Globallywith each of these core activities characterized by • Collaboration within and across disciplines and with the community, • A commitment to ensuring diversity, and • Pursuit of best practices

13. Diversity Indicators • Chancellor’s Diversity Cabinet as Champion Group • Defining diversity goals and objectives • Identifying measures with an eye toward • Relationship to diversity initiative • Validity and reliability • Assembling data and evaluating status • Reporting out • Action plans for change • Onwards and upwards

14. PI Development Process • Bring together • Senior leadership • Faculty and administrators with greatest interest • Those who oversee relevant programmatic areas • Experts in measuring diversity • Friendly critics from our communities • Brainstorming sessions • What are the major measurable dimensions inherent in our definitions for diversity? • What are the primary goals of our diversity initiatives? • How do our diversity efforts align with our mission critical activities (teaching, research, engagement)

15. Centrally coordinated Diversity Inquiry Group Office of Multicultural Professional Development IUPUI-Ivy Tech Passport Program Minority Research Scholars Program Minority Business Enterprises Office for Women Diversity Awareness Workshop Student Life and Diversity Programs International Development Advisory Committee/Development Fund Indiana Center for Intercultural Communication School-based examples Minority Engineering Advancement Program School of Nursing Diversity and Enrichment Programs Diversity Programs and Activities

16. IUPUI Diversity Performance Objectives • Recruit and enroll a diverse student body • Retain and graduate a diverse student body • Engage students, through the curriculum and co-curriculum, in learning about their own and other culture and belief systems • Diversity in research, scholarship, and creative activity • Contribute to the climate for diversity in Indianapolis, Central Indiana, and the entire state • Recruit, develop, and support of diverse faculty and staff • Engage the campus community in global issues and perspectives • Student, faculty, and staff perceptions of the campus climate for diversity Teaching & Learning R, S, CA Civic Eng. Diversity

17. PI Development Process • Analyze available data • What we can now measure • What we should measure • Bring data to table of sponsor group for evaluation • Chancellor’s Diversity Cabinet

18. IUPUI Diversity Performance Objectives • Recruit and enroll a diverse student body • Retain and graduate a diverse student body • Engage students, through the curriculum and co-curriculum, in learning about their own and other culture and belief systems • Diversity in research, scholarship, and creative activity • Contribute to the climate for diversity in Indianapolis, Central Indiana, and the entire state • Recruit, develop, and support of diverse faculty and staff • Engage the campus community in global issues and perspectives • Student, faculty, and staff perceptions of the campus climate for diversity

19. Retain/Graduate a Diverse Student Body • Minority student retention and graduation rates • Student satisfaction with the learning environment by gender and race/ethnicity • Degrees conferred to under-represented minority students (African Americans, Native Americans, and Hispanics) • Market share of area high school graduates

20. Engage students… • Students' self-reported interactions with diverse peers • Student Perceptions of Campus Emphasis on Encouraging Interactions among Diverse Students • Faculty Reports of Including Diverse Perspectives in Discussions and Writing Assignments • Multicultural Student Support and Curriculum Development Efforts

21. Passing Judgment • Measures provided along with a rubric delineating three levels of achievement (green, yellow, red) • Make an initial judgment (privately) • Discuss (advocate) different choices • Vote again • Determine if majority vote is acceptable to all

22. Reporting Out • Published in… • Institutional portfolio • Campus annual performance report • Chancellor’s State of Diversity address • Reported on by Chancellor at Martin Luther King, Jr. community dinner

25. Then What? • Prioritizing improvement efforts • Retaining and graduating students of color • Attracting and retaining faculty of color • Refining measures • Diversity grids on student, faculty, and staff surveys • Streamlining to focus on “doubling the numbers” • Furthering campus engagement in the process • Conferences, presentations, planning process • Annual review of progress

26. IUPUI Diversity Climate Items (1) • Likert Scale Items (strongly agree to strongly disagree) • I feel a sense of belonging at IUPUI • IUPUI faculty and staff are committed to helping me achieve my educational goals • IUPUI faculty and staff are committed to promoting an environment that respects and celebrates diversity • The diversity of IUPUI’s student body was one of the reasons I chose to come here • Faculty incorporate into their curriculum and classroom discussion issues that relate to the diversity of human experience and culture • My experiences at IUPUI have prepared me to live and work in a diverse and complex society • Understanding and learning about diversity is important to me

27. IUPUI Diversity Climate Items (2)

28. IUPUI Diversity Climate Items (3) How often have you… • Socialized with students from backgrounds different than your own • Participated in classroom discussions and activities that included contributions from students with diverse backgrounds and perspectives • Had experiences in class that enhanced your understanding of the history, culture, or social concerns of people from diverse backgrounds • Taken a class that increased your understanding of multiculturalism and diversity • Attended campus events or activities that increased your understanding of multiculturalism and diversity • Noticed the influence of multicultural and diverse perspectives in campus artwork, sculpture, or décor • Seen or read racist, antigay/lesbian, or sexist material (including graffiti) on campus • Felt a sense of negative conflict between diverse groups on campus

29. NSSE Diversity Items • Academic and intellectual experiences How often have you… • Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments • Had serious conversations with students of a different race or ethnicity than your own • Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values

30. NSSE Diversity Items • Educational and personal growth How much have you gained in… • Understanding people of other racial and ethnic backgrounds • Institutional Environment How much emphasis was put on… • Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

31. Conducting a Campus Diversity Portfolio Review

32. Purpose • Assess the current status of diversity and equity efforts across the campuses of IU • Have each team serve in both self-study and site review roles to further inform the process • Enable campus contexts to shape the study • Promote consistency in the process to identify university-wide strengths and challenges

33. The Four-Step Process • Assembling a Campus Diversity Portfolio • Planning, scheduling and conducting site-visits • Providing constructive, evaluative feedback • Developing a reflective response and report for the April EMA meeting

34. Assembling the Portfolio • Template provided for guidance • Additional Supports • IU Status of Minorities Report • Campus web-site diversity review • Guide to other relevant information resources • Technical support for electronic document preparation

35. IU Status of Minorities • Benchmarked against institutional peers • Students • K-12 Pipeline • Application to Admissions • Enrollment • Graduation Rates • Degrees • Faculty and Staff Representation • Overall and among Professors and Senior Administrators

36. Status of Minorities – Select Findings • Larger percentages of minorities in the pipeline now and even more expected

37. Gaps in Preparation Prevail

38. Preparation Gaps  Selection Gaps

39. Minority Enrollment Generally Lower at IU than at Peers

40. No Gap in STEM Enrollments

41. Graduation Rate Gaps Prevail

42. Few UR Minority Full Professors

43. UR Minority in Leadership Roles

44. The Template • Four dimensions of diversity and equity • Yes/no questions to guide selection of evidence • Suggestions for types of evidence to provide for each “yes” response • Evidence validates “yes” and provides information as to context, scope, and impact • Space to summarize “Strengths” and Challenges for each dimension

45. Dimensions of Diversity and Equity • Institutional Leadership and Commitment • The clarity of expectations, investment of human and fiscal resources, and accountability as demonstrated through the words and actions of campus leadership at all levels • Curricular and Co-Curricular Transformation • The extent to which principles of multiculturalism, pluralism, equity and diversity are currently incorporated into the curriculum and co-curriculum, as well as ongoing efforts to further infuse them into same • Campus Climate • The degree to which the events, messages, symbols, values, etc., of the campus make it a welcoming and inclusive environment for all students, faculty, staff, and members of the broader community • Representational Diversity • The degree to which the campus attracts, retains, and develops students, faculty, and staff of color, commensurate with the campus mission and service region

46. Selecting Evidence • Do not attempt to be exhaustive, or it will be exhausting • Include what you would be willing to read • Give priority to recent and concise materials • Use document extracts when possible • If more than one document is necessary for supporting a point, consider synthesizing into a single entry • Provide a sentence that identifies what the document is intended to demonstrate

47. Suggested Portfolio Structure • Introduction • Description of general approach to diversity and equity efforts • Demographic profile of students, faculty, and staff • Brief description of the self-study process • Responses to the template questions with supporting evidence and section summaries • Preliminary reflection on the status of campus diversity and equity efforts • Issues, questions and concerns you would like the site-visit team to address

48. Electronic Format if Possible • Collect and organize evidence as electronic documents, direct or scanned • Use hyperlinks to link from template questions to evidence • Create a hyperlink table of contents or index as a navigation interface • Can put on web (with password protection) or burn to CD • Technical support available

49. Ideas for Managing the Process • Appointing overall leader and section responsibilities • Expanding team as needed to cover spread the load • Administrative support for scheduling and tracking

50. The Site Visit • Priorities for determining the date • Portfolio complete at least two weeks prior • Availability of review team • Availability of key campus constituents • Develop an itinerary based on who you want the site visit team to meet with to “bring to life” evidence • Identify additional materials to make available on site, as appropriate • Identify a central location for all meetings, interviews and resources • Arrange for meals and, if necessary, lodging • EMA will pay for all expenses