1. Carleton College Campus Climate Assessment Project January 21, 2008

2. How Did We Get Here? Why Assess? What is the Process? Where Do We Start? Assessing Institutional Climate

3. Process to Date March 2007  Preliminary meeting at NASPA to review R&A proposal May 2007  R&A visited Carleton and presented proposal to DIG and other campus constituents December 2007  Initial meetings with DIG subcommittee

4. Why conduct a climate assessment? To foster a caring campus community that provides leadership for constructive participation in a diverse, multicultural world. To open the doors wider for underrepresented groups is to create a welcoming environment. To improve the environment for working and learning on campus.

5. Statement on Diversity “The purpose of Carleton College is to provide a liberal education that equips students with the skills - critical, intellectual, aesthetic, and ethical – they need to lead a fully realized life in a diverse and changing world. A Carleton education recognizes that the world’s people are heterogeneous in their race and ethnicity, political and social worldviews, religious and spiritual understandings, language and geographic characteristics, gender, gender identities and sexual orientations, physical abilities, age, and social and economic classes. Carleton students must encounter this diversity to learn how to engage it; they must learn how to engage it in order to be full, creative persons. Carleton has a responsibility to educate people from all backgrounds, preparing them as democratic citizens and agents of change. The core principles of a liberal education at Carleton are based on a culture of mutual respect that provides a welcoming environment for the free expression of diverse points of view. We wish faculty, staff, and students to feel welcomed in all learning spaces, and we recognize that some intellectual conversations are difficult and require sensitivity. In the pursuit of creating a culture of respect within a diverse community and a free and open marketplace of ideas, Carleton educators and students ought to ensure that all individuals feel welcomed and safe in our learning spaces.”

6. Statement on Diversity (continued) “ At the same time, pursuit of a liberal education often involves discomfort. Our students grow when their established views are challenged and they gain an opportunity to rethink deeply held assumptions about the world. A Carleton education enables students to engage in self-reflection. It trains them to enhance their listening and communication skills, their empathic understanding. And, in turn, it allows students to synthesize different ideas, develop creative solutions for challenging problems, and learn to apply these ideas and solutions as leaders for change in the world. A community that fosters diversity of thought and an open exchange of ideas can only emerge from the presence and engagement of individuals with different backgrounds and worldviews. Because creative and talented people come from many places and have many backgrounds, Carleton College is dedicated to the attracting and retaining of a diverse faculty, staff, and student body. These principles will constantly sustain the enriching learning environment that defines the institution and its place in the world”

7. Project Objectives Participants’ Personal Experiences Participants’ Perceptions of Institutional Climate Participants’ Perceptions of Institutional Actions Participants’ Demographic Information Participants’ Input into Recommendations for Improving the Campus Climate

8. Projected Outcomes Carleton College will add to their knowledge base with regard to how constituent groups currently feel about their particular campus climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter- group/intra-group relations, respect issues) Carleton College will use the results of the assessment to inform current/on-going work

9. Setting the Context for Beginning the Work Examine the Research Work already completed Preparation Readiness of the campus Follow-up Addressing the Challenges

10. Climate In Higher Education  Climate on college campuses not only affects the creation of knowledge, but also has a significant impact on members of the academic community who, in turn, contribute to the creation of the campus environment (Hurtado, 2003; Milem, Chang, & Antonio, 2005)  Preserving a climate that offers equal learning opportunities for all students and academic freedom for all faculty - an environment free from discrimination – is one of the primary responsibilities of educational institutions.

11. Current Campus Climate Access Retention Research Scholarship Curriculum Pedagogy College Policies/Service Intergroup & Intragroup Relations Transformational Tapestry Model © Baseline Organizational Challenges Systems Analysis Local / Sate / Regional Environments Contextualized Campus Wide Assessment Advanced Organizational Challenges Consultant Recommendations Assessment Transformation via Intervention Fiscal Actions Symbolic Actions Administrative Actions Educational Actions Transformed Campus Climate Access Retention Research Scholarship Curriculum Pedagogy College Policies/Service Intergroup & Intragroup Relations © 2001 External Relations External Relations

12. PHASE I Fact-Finding Groups January 21-22, 2008

13. Fact-Finding Groups To identify baseline institutional challenges To assist in developing survey questions

14. Systems Analysis To examine mission, structure, current policies, etc. at Carleton College To assist in developing survey questions

15. Considerations from Outside the Institution To examine local, regional, and state environments To assist in developing survey questions

16. PHASE II Assessment Tool Development and Implementation

17. Survey Instrument Final instrument Quantitative questions and additional space for respondents to provide commentary Sample = Population (Census) All members of each institution are invited to participate via an invitation letter from the President

18. Contextualized Campus-Wide Survey Campus input (students, faculty, staff, & administrators) Paper & Pencil and/or Web Based on-line survey

19. Communication Plan Preparing Your Institution Talking Points Invitation Letter Subsequent Invitations to Participate

20. Institutional Review Board IRB Proposal Preparation PI from Carleton College Stephen Kennedy, Professor of Mathematics and Chair of Mathematics

21. PHASE III Data Analysis

22. Sample Demographic Profile to Create Chi-Square Table Comparing Demographics/Population & Sample Carleton College Spring 2008 Faculty MaleFemale African American Asian American Hispanic American Native American White American Professor Associate Professor Assistant Professor Adjunct Faculty Other Faculty (Instructor, Visiting)

23. PHASE IV (1) Draft Report (2) Final Report

24. Sample Table of Contents Executive Summary Sample Demographics/Quantitative Findings/Qualitative Findings Methods Conceptual Framework Design of the Study Results Personal Experiences Perceptions of Climate Institutional Actions

25. Sample Table of Contents Next Steps References Appendices Appendix A – Comments Analysis Appendix B – Data Tables Appendix C – Survey Instrument

26. Presentation of Results Town meetings scheduled for Fall 2008 To present results To assist in developing strategic initiatives

27. PHASE V Strategic Initiatives

28. Consultant Recommendations Based on current research, consultant expertise, benchmarks from previous studies, etc. To assist in developing strategic initiatives

29. Transformational Change A change in the institution’s:  Shape – how the institution looks, which allows it to function effectively in the dynamic world in which it operates  Structure – the basic parts of the institution that are responsible for its character  Nature – values, beliefs, reward systems, ownership, patterns, etc.

30. Development of Strategic Plan Areas for consideration  Access/Retention  Research/Scholarship  Curriculum/Pedagogy  Inter-group/Intra-group Relations  College Policies/Service  External Relations Transformed Campus Culture Access Retention Research Scholarship Curriculum Pedagogy College Polices/Service Intergroup & Intragroup Relations External Relations

31. Development of Strategic Plan Action areas Symbolic actions Fiscal actions Administrative actions Educational actions Transformation via Intervention Fiscal Actions Symbolic Actions Administrative Actions Educational Actions Transformed Campus Culture Access Retention Research Scholarship Curriculum Pedagogy College Polices/Service Intergroup & Intragroup Relations External Relations

32. Questions..? Other Ideas..?

33. Next Steps…

34. Process Forward  Phase I Conduct fact-finding groups with various constituent groups on campus to present the project process and assist in informing questions for the survey  Phase II Develop, review, and revise survey instrument in collaboration with the DIG Create both on-line and/or paper/pencil forms Develop marketing/communication plan Prepare and submit IRB proposal

35. Process Forward  Phase III Data Analysis Draft Report  Phase IV Final Report Presentation to Campus Community  Phase V Begin process of Creating Strategic Actions specific to Carleton College to address challenges discovered in the assessment

36. Rankin & Associates, Consulting Susan R. Rankin, Principal sxr2@psu.edu sue@rankin-consulting.com 814-625-2780