Campus climate effective practices and student outcomes in diverse learning environments
Download
1 / 39

Campus Climate, Effective Practices, and Student Outcomes in Diverse Learning Environments - PowerPoint PPT Presentation


  • 110 Views
  • Uploaded on

Campus Climate, Effective Practices, and Student Outcomes in Diverse Learning Environments. Sylvia Hurtado Marcela Cuellar Cynthia Alvarez. AAC&U Meeting October 22, 2010 Houston, TX. Overview. Purposes, goals, & Key Features of Project Developing the DLE Conceptual Framework

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Campus Climate, Effective Practices, and Student Outcomes in Diverse Learning Environments' - perry


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Campus climate effective practices and student outcomes in diverse learning environments

Campus Climate, Effective Practices, and Student Outcomes in Diverse Learning Environments

Sylvia Hurtado

Marcela Cuellar

Cynthia Alvarez

AAC&U Meeting

October 22, 2010

Houston, TX


Overview
Overview

Purposes, goals, & Key Features of Project

Developing the DLE Conceptual Framework

A New Assessment: Diverse Learning Environments Survey

DLE Survey Pilot Findings



Purpose goals
Purpose & Goals

  • Purpose:

    • Assist educators in advancing the success of diverse students

  • Goals:

    • Develop a greater awareness about diversity, student learning, and student success

    • Assess undergraduate skills for work and citizenship in a pluralistic democracy

    • Increase retention rates and improve the assessment of retention

    • Create the conditions for realizing the benefits of diversity in the learning process


Key features of the project
Key Features of the Project

  • Research:

    • Diverse Learning Environments Survey

    • Campus Case Studies of 7 Institutions

    • National Retention Study (Clearinghouse)

  • Practice:

    • Institute for the Critical Analysis of Quantitative Data

    • Diversity Research Institute



Student success outcomes
Student Success Outcomes Framework

Habits of Mind/Skills for Lifelong Learning

Competencies for a Multicultural World

Achievement and Retention


Foundational frameworks
Foundational Frameworks Framework

  • Institutional Adaptation to Student Diversity

    • Richardson & Skinner (1990)

  • Campus Climate for Diversity

    • Hurtado, Milem, Clayton-Pedersen & Allen (1998, 1999)

    • Milem, Chang & Antonio (2005)

  • Student/Institution Engagement Model

    • Nora, Barlow & Crisp (2005)

  • Dynamics of Multicultural Teaching & Learning

    • Marchesani & Adams (1992) adaptation of Jackson (1988)


  • A new assessment diverse learning environments survey
    A New Assessment: FrameworkDiverse Learning Environments Survey


    Unveiling the dle survey
    Unveiling the DLE Survey Framework

    Nationally available CIRP survey

    Integrated assessment of climate, diversity practice, and outcomes

    Inclusive of diverse social identities

    Modules targeting specific topics

    Longitudinal when linked with other student data (e.g. registrar data)


    Dle survey compnents
    DLE Survey FrameworkCompnents

    • Core Survey

    • Modules

      • Classroom Climate

      • Transition into the Major

      • Intergroup Relations

      • Community College Students’ Transfer Pathway

      • Transition Experiences for Transfer Students at 4-year Institutions



    Pilot sample info
    Pilot Sample Info Framework

    DLE Pilot data from 14 institutions

    Academic Year 2009 -10

    N = 5,010

    68.3% Female

    58.4% Students of Color

    33.6% Age 25+

    39.7% Currently at 2-yr


    Factor analysis
    Factor Analysis Framework

    • Instrument Coded for Conceptual Themes in Literature

    • Exploratory Factor Analysis (EFA) in SPSS

      • Principal Axis Factoring

      • Varimax Rotation

      • Items removed if loading below .35

    • Confirmatory Factor Analysis (CFA) in EQS

      • With Uncorrelated Errors (Factor Loadings 1st Column)

      • With Correlated Errors (Factor Loadings 2nd Column)

    • Factors Rescaled to 0 – 100 with a mean of 50


    Climate
    Climate Framework

    Harassment

    Discrimination & Bias

    Positive Cross-Racial Interactions

    Negative Cross-Racial Interactions

    Satisfaction with Diverse Perspectives on Campus

    Institutional Commitment to Diversity

    Student Financial Difficulty

    Academic Validation in the Classroom

    General Interpersonal Validation

    Sense of Belonging


    Discrimination and bias 0 889
    Discrimination and Bias Framework(α = 0.889)

    Please indicate how often at this institution you have:

    Please indicate how often you have experienced the following forms of bias/harassment/discrimination while at this institution:


    Academic validation in the classroom 863
    Academic Validation in the Classroom ( Frameworkα = .863)

    Please indicate how often you have experienced the following inclass at this institution:


    Practices
    Practices Framework

    Curriculum of Inclusion

    Co-Curricular Diversity Activities (Campus-Facilitated)


    Curriculum of inclusion 0 854
    Curriculum of Inclusion Framework(α = 0.854)

    How many courses have you taken at this institution that included the following?


    Co curricular diversity activities campus facilitated 0 903
    Co-curricular Diversity Activities (Campus Facilitated)( Frameworkα = 0.903)

    Since entering this institution have you:

    Since entering this institution, how often have you done the following?


    Outcomes
    Outcomes Framework

    Integration of Learning

    Pluralistic Orientation

    Social Action Engagement

    Civic Action


    Pluralistic orientation 0 787
    Pluralistic Orientation Framework(α = 0.787)

    Rate yourself on each of the following traits as compared with the average person your age. We want the most accurate estimate of how you see yourself.


    Analysis
    Analysis Framework

    • Frequencies of Select Items & Factors

    • Cross-tabulations of Factors by Racial/Ethnic Groups

    • Multiple Regression on Select Factors

    • Enrollment Mobility Frequencies & Cross-tabulations


    Frequencies
    Frequencies Framework

    Student Satisfaction with Climate

    General Interpersonal Validation

    Reporting Discrimination

    Harassment Based on Different Social Identities


    Student satisfaction with climate indicators
    Student Satisfaction with FrameworkClimate Indicators

    Percentages


    General interpersonal validation
    General Interpersonal Validation Framework

    Percentages


    Reporting discrimination
    Reporting Discrimination Framework

    Please indicate how often at this institution you have:

    Reported an incident of discrimination to a campus authority


    Harassment based on different social identities
    Harassment based on FrameworkDifferent Social Identities


    Cross tabulations by racial ethnic groups
    Cross-Tabulations by Racial/Ethnic Groups Framework

    Discrimination & Bias

    Positive Cross Racial Interactions

    Negative Cross Racial Interactions


    Discrimination bias by racial ethnic groups
    Discrimination & Bias Frameworkby Racial/Ethnic Groups

    χ² = 126.244

    p < .001


    Positive cross racial interactions by racial ethnic groups
    Positive Cross Racial Interactions Frameworkby Racial/Ethnic Groups

    χ² = 106.723

    p < .001


    Negative cross racial interactions by racial ethnic groups
    Negative Cross Racial Interactions Frameworkby Racial/Ethnic Groups

    χ² = 209.258

    p < .001


    Multiple regressions
    Multiple Regressions Framework

    General Interpersonal Validation

    Academic Validation in the Classroom

    Pluralistic Orientation


    Predictors of general interpersonal validation
    Predictors of FrameworkGeneral Interpersonal Validation

    Informal

    • Visiting Office Hours

    • Discrimination and Bias (-)

    • High level of peer encouragement

    Campus – Facilitated

    • Faculty

    • Staff

    • Academic Counselors (-)

    • Curriculum of Inclusion

    • Institutional Commitment to Diversity

    • Co-curricular Diversity Activities


    Predictors of academic validation in the classroom
    Predictors of FrameworkAcademic Validation in the Classroom

    Informal

    • Visiting Office Hours

    • Discrimination and Bias (-)

    • High level of peer encouragement

    Campus – Facilitated

    • Faculty

    • Curriculum of Inclusion

    • Institutional Commitment to Diversity


    Predictors of pluralistic orientation
    Predictors of FrameworkPluralistic Orientation

    Informal

    • Positive Cross Racial Interactions

    • Interest in helping to promote racial understanding

    Campus – Facilitated

    • Institutional Commitment to Diversity

    • Conversations Across Differences


    Cirp dle launch
    CIRP DLE Launch Framework

    • Registration

      • Opened Oct. 20, 2010

      • Standard CIRP Fees: $775 admin, $3/ returned survey

      • PDF preview of core and modules online

      • www.cirpsurveys.org

    • Administration

      • February 12 – June 30, 2011

      • Online only

    • Contact

      • www.heri.ucla.edu

      • HERI: 310-825-1925


    Conclusion
    Conclusion Framework

    Suggestions?

    Comments?


    ad