Campus Climate and Disabilities ™ Susan A. Vogel, Ph.D.

2 Overview What is the Campus Climate and Disabilities (CCD)? Why do institutions use the Campus Climate and Disabilities Questionnaires (CCDQ)? Who has used the CCDQ? What information does the CCDQ provide? What does CCD do for institutions? What does the institution do? What are some possible outcomes after using the CCDQ?

Susan A. Vogel, Ph. D.3 Campus Climate and Disabilities ™ Campus Climate and Disabilities™ (CCD) is the provider of the four questionnaires (CCDQ) that reflect a 360 degree assessment of campus climate pertaining to disabilities. The respondents to the CCDQ are: 1)Faculty 2)Administrators & Staff 3)Students with Disabilities 4)Students without Disabilities

Susan A. Vogel, Ph. D.4 Some reasons institutions use the CCDQ To be in compliance with national & state disabilities mandates To determine and address safety concerns To know what changes to make to improve campus climate To enhance retention and graduation rate To identify and reduce/eliminate barriers To provide information on topics of interest To determine need for additional staff, equipment, services, space To provide information for program, department, and institution evaluation, accreditation, on-going assessment on diversity, etc.

Susan A. Vogel, Ph. D.5 Some of the institutions that used the CCDQ Baylor University Northern Illinois University Rutgers University Sauk Valley Community College Skidmore College Slippery Rock University Southern Illinois University University of Buffalo University of New Mexico

Susan A. Vogel, Ph. D.6 What information do respondents provide? ● Concerns about campus safety ●Self-reported level of knowledge about disabilities Experience regarding students with disabilities Concerns and knowledge about accommodations Topics of interest Preferred strategies for acquiring information Cross validation, elaboration, and interpretation Barriers to academic success Strategies to reduce or eliminate barriers

Susan A. Vogel, Ph. D.7 What services does CCD provide at Level One? Establishes a service/research partnership Provides a detailed administration manual Provides secure link to the Questionnaires Hosts online Questionnaires (up to 45 days) Provides “cleaned” data in CSV/Excel including comments and data code “book” Conducts descriptive data analysis for each Questionnaire and provides results in tables, line graphs, pie charts, bar graphs, etc. Stores data in secure server for up to 10 years

Susan A. Vogel, Ph. D.8 What services does CCD provide at Level Two? Provides all of the services provided at Level One Provides a comprehensive report integrating quantitative and qualitative results including major strengths, challenges, recommendations, and executive summary

Susan A. Vogel, Ph. D.9 What services does CCD provide at Level Three? CCD provides all of the services provided at Levels One and Two plus a customized in- depth report focusing on the subgroup of interest, a comparison of two or more groups of respondents, or on another topic of interest.

Susan A. Vogel, Ph. D.10 What does the institution do? Secures financial resources & approval Establishes a leadership team Receives Institution Research Board approval s letters of invitation and two reminders to potential respondents Generates the best possible response rate 

Susan A. Vogel, Ph. D.11 What does the institution do? (cont.) Conducts data analysis and writes report (or contracts with CCD to do this) Interprets findings Disseminates results Determines next steps Implements recommendations

Susan A. Vogel, Ph. D.12 Possible Outcomes Increased awareness and knowledge about disabilities, accommodations, Disability Services, and legal mandates A more welcoming and safe environment for all Services, strategies, procedures, and policies if students’ behavior might be harmful to themselves and/or others Identification and reduction/elimination of barriers Enhanced compliance with newest legal mandates Increased support services, space, staff, resources, etc. Increased retention and graduation rate

Susan A. Vogel, Ph. D.13 Some of the Direct and Indirect Outcomes at Northern Illinois University Provided a unique assistive technology environment, workshops, speakers, improved signage, a Handbook and 1-on-1 training for computer lab assistants on use of assistive technology for students with disabilities Developed comprehensive Web site on disabilities in higher education ( Provided data that resulted in the examination and revision of NIU’s web presence and enforcement of Section 508 for all of the institution’s Web sites, online information, distance education, etc. Provided data that contributed to passage of the Illinois Information Technology Accessibility Act ( to ensure that university Web sites, information systems, and information technologies are accessible to those with disabilities

Susan A. Vogel, Ph. D.14 CCD’s future plans include … To conduct benchmarking using aggregated data To create further liaison with CCD users To assist in fostering climate change To enable others to conduct research To conduct training and research in collaboration with those who used the CCDQ leading to workshops, publications, conference presentations, new products, and services

Relevant Research to Date  Vogel, S. A. (2011). Campus Climate and Disabilities Questionnaires: Faculty, Administrators and Staff, Students without Disabilities, and Students with Disabilities. Lincolnshire, IL: Campus Climate and Disabilities, LLC.  Vogel, S. A. (2010). Using Campus Climate and Disabilities. Lincolnshire, IL: Campus Climate and Disabilities, LLC.  Eitola, C., Fishman, K., Greenberg, A., Moore, C. D., Schrijver, A., & Totino, J. (2011). Success with ACCESS: Use of Community-based participatory research for implementation. Journal of Postsecondary Education and Disability, (24)1,  Vogel, S. A., Holt, J. K., Sligar, S., & Leake, E. (2008). Assessment of campus climate to enhance student success. Journal of Postsecondary Education and Disability, 21(1),  Vogel, S. A., Leyser, Y., Burgstahler, S., Sligar, S., & Zecker, S. (2006). Faculty knowledge and practices regarding students with disabilities in three contrasting institutions of higher education. Journal of Postsecondary Education and Disability, 18(2),  Vasek, D. (2005). Assessing the knowledge base of faculty at a private, four-year institution. College Student Journal, 39(2),  Vogel, S. A., Vogel, G., Sharoni, V., & Dahan, O. (2003). Learning disabilities in higher education and beyond: An international perspective. Baltimore, MD: York Press. (Available from Campus Climate and Disabilities, LLC)  Leyser, Y., Vogel, S. A., Wyland, S., Brulle, A., Sharoni, V., & Vogel, G. (2000). Students with disabilities in higher education: Perspectives of American and Israeli faculty members. International Education, 29(2),  Leyser, Y., Vogel, S. A., Brulle, A., & Wyland, S. (1998). Faculty attitudes and practices regarding students with disabilities: Two decades after implementation of Section 504. Journal of Postsecondarv Education and Disability, 13(3),  Vogel, S. A., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research and Practice, 14(3)

Susan A. Vogel, Ph. D.16 For more information about GO TO: Fill out and submit the Contact Us page on the Web site OR OR call toll free (855) CCD-2010