CAMPUS CLIMATE SURVEY

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Ashish Vaidya: Well, good afternoon everyone. I can see folks are coming in, into our campus climate campus conversation will just get give another minute or two, maybe

 

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Ashish Vaidya: Or even less I. Oh, I see. We're already up to 100 folks. So we should get started.

 

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Ashish Vaidya: And I want, I want to make sure that we we have plenty of time for the questions and so on. So we'll get to it right away.

 

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Ashish Vaidya: Good afternoon. Welcome to our latest campus conversation this one around the important subject of the campus climate survey and you'll hear more about that in just a second. But I would be remiss if I didn't

 

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Ashish Vaidya: acknowledge the fact that we are really hurting as a as a campus community to today, this morning, all of you saw my email that went out this morning.

 

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Ashish Vaidya: We lost one of our own Rob keys long time lecture in the biology department very unfortunate indeed. So our thoughts and prayers go out to his family, his friends and and in particular his students as well. And just, it's one of those tragic

 

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Ashish Vaidya: Situations that occurs. And it really I think Dix told on all of us. So we have certainly made sure that our

 

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Ashish Vaidya: faculty colleagues. Our students have been alerted to Health and Counseling, but for any of you who are out there have been affected by this please reach out and seek some help.

 

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Ashish Vaidya: And once again, my deep condolences and sympathies to to his family and friends and to students. So we do have this important conversation.

 

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Ashish Vaidya: And I've been really pleased that we've put together a wonderful group here.

 

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Ashish Vaidya: In a minute, I'm going to turn it over to Darryl peel our chief diversity, equity inclusion officer in Title nine

 

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Ashish Vaidya: coordinator who has been on campus now about 10 months, most of which has been in the virtual environment with the pandemic, but

 

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Ashish Vaidya: We have been working diligently and you and also note that Dr. Nicole Dillard and Dr. Caroline Mackey are joining us, they will in fact present the findings.

 

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Ashish Vaidya: And the analysis of the data. This is this is important work for us and it is something I think we need to we need to stress, especially in these times when we are being challenged by the social crisis in which we find ourselves in.

 

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Ashish Vaidya: NK you is not is no stranger to advancing diversity, equity inclusion. That's why we do these campus climate surveys every once in a while to get a better sense of

 

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Ashish Vaidya: How is our is our climate. What is the perception by students, faculty and staff as it pertains to diversity, equity, and inclusion.

 

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Ashish Vaidya: And so I think this. This allows the campus to know how we feel while pursuing our different objectives and especially for our students.

 

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Ashish Vaidya: pursuing their educational goals for faculty and staff their career goals. And of course, supporting their families and so on.

 

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Ashish Vaidya: And we have a commitment we have a long standing commitment to make sure that we are doing everything within our powers.

 

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Ashish Vaidya: To continue to create a sense of belonging, a sense of inclusion on this campus. And of course, we have work to do on that front as well.

 

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Ashish Vaidya: This the campus, the campus climate survey has been a tool to measure and analyze

 

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Ashish Vaidya: The social and cultural climate of our campus community and this data will help us build the capacity we need

 

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Ashish Vaidya: To create a more equitable and adjust and inclusive campus environment. So this is going to be very critical for us. And I'm delighted that we're able to have this conversation.

 

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Ashish Vaidya: The work will not end with this conversation. It is really the beginning of how we have to find new ways to advance our efforts in building a more equitable

 

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Ashish Vaidya: And inclusive community around us. So I hope this is meaningful informative.

 

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Ashish Vaidya: We are living in challenging times. But nonetheless, the fact that we can all come together and and and really go through some of these issues together. I think is what builds us community. So I want to thank

 

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Ashish Vaidya: Daniel and his team for doing the work that they've done to bring us to this point, I want to thank in advance. Nicole and Caroline for their presentation. And now I'm going to turn it over to you and and you can take it from here. Thank you.

 

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Darryl Peal: Thank you very much, President but idea.

 

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Darryl Peal: Welcome everyone to the campus climate presentation and conversation.

 

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Darryl Peal: I first want to thank our presenters. Dr. Carolyn Mackey, and Dr. Nicole Dillard for their steadfast commitment to this project. They have invested more than a year of their time into the design the implementation, the analysis and now the presentation of our campus climate survey.

 

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Darryl Peal: they've invested a great time as an energy as volunteers and they've been great Community citizens.

 

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Darryl Peal: Who have invested in this research, the gathering of the data and it should be noted that Dr Mackey has been involved in this campus climate survey process.

 

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Darryl Peal: Numerous times and brings a rich historical perspective that has been very valuable as we've moved forward.

 

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Darryl Peal: And, as some of you may or may not know campus climate surveys are done at universities corporations organizations and workplaces, large and small, to evaluate and assess the workplace climate.

 

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Darryl Peal: Understanding our campus climate is important and as an important first step and our process of developing strategies.

 

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Darryl Peal: And ensuring the NK us future success and diversity, equity, and inclusion is on the right track.

 

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Darryl Peal: And more importantly, they experienced and an engagement of our students and employees campus climate surveys are designed to help colleges measure and assess their strengths

 

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Darryl Peal: Weaknesses around diversity inclusion efforts and also how do we make that quality of life, improve for our faculty, staff and administrators

 

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Darryl Peal: Again, our goal is to help creating the campus community that helps everyone feel safe welcome valued and respected our campus climate tool.

 

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Darryl Peal: Gathered anonymous data on the experience of our campus community by critical dimensions, such as gender, race, sexual orientation and disability.

 

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Darryl Peal: And on nettlesome task now is to review the survey gathered analyze the data and create strategies for inclusion.

 

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Darryl Peal: Our goal is also to create a campus community where students, faculty and staff can thrive socially academically and where diversity and civility, our practice.

 

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Darryl Peal: Before we close and move on to the next point. Also want to thank

 

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Darryl Peal: Our vice president Benita Brown, who will also be helping us throughout the day and we'll also be facilitating the question and answer portion

 

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Darryl Peal: Of this process, which will occur after the presentation by Dr Mackey, and Dr Dillard again. Dr. Tao Dr Mackey, and the other will walk you through

 

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Darryl Peal: The explanation of context methods and the qualitative and quantitative findings of the campus survey from 2018 2019 again. Thank you for joining us today. I hope you enjoyed the conversation.

 

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Darryl Peal: And now I'm happy to turn it over to our presenters and their video. Ladies and gentlemen, welcome Dr Mackey, and Dr dealer.

 

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Hi, everybody. Thank you so much for joining us today. We are going to share with you the findings from the campus climate study that was conducted in academic year 2018 2019

 

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My name is Carolyn Mackey. I'm associate professor in the School of Social Work and I'm joined here by my colleague. Hi, my name is Nicole Dillard and I'm assistant professor in organizational leadership.

 

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So today what we are going to share with you.

 

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Is a little bit of context surrounding campus climate will then talk about the methodology that we use for the study and then we'll share with you our quantitative

 

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And qualitative findings and then we will be happy to answer any questions that you may have for us. So let's go ahead and start with that context.

 

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When we think about campus climate really what we're talking about is how people perceive our campus how faculty, staff, and students feel on our campus, especially

 

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Related to diversity. So then we're thinking about, do people feel safe on our campus. How do they feel about prejudice about equal opportunities.

 

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About whether or not our, our universities committed to diversity about discrimination support fair and respectful treatment, and do they have a sense of belonging here on our campus.

 

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The reason why it's so important for us to have a good understanding of campus climate is because we know that how people perceive our campus and how they feel on our campus will impact their behaviors here on our campus.

 

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When we conducted this study, we got it approved by the institutional review board here on campus. We used a mixed methods study design.

 

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And then we administered a 15 to 20 minute survey. We sent that survey out through email. The survey was designed by a multidisciplinary team of students, staff and faculty

 

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Consistent about roughly about 20 people and then we administered that survey in the spring of 2019 our overall sample size. As you can see here on

 

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This graph is 1431 individuals of those individuals 800 or sorry 958 were students 262 or staff members and 245 work faculty members, I would briefly like to talk about the representativeness of our sample.

 

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When we think about the number of ethnic minorities who participated in this study.

 

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It is in line or proportional to the number of ethnic minorities that we have here on our campus, which is wonderful.

 

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However, we do have to recognize that it's not because a proportional number of ethnic minorities participated in the study.

 

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That, that means that a large number of minorities participated in the study because that's simply isn't the case.

 

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So, for example, even though a proportional number of African American faculty participated in our study that still only equated to nine African American faculty

 

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So clearly, that's a small number. And whenever we are dealing with small numbers like that it makes it very unlikely to find significant differences when we run statistical analyses. So I just want to

 

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Let you know about this so that it can guide you as you interpret the findings.

 

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From this study also when we're when we have smaller numbers like that, that then makes qualitative data even more important because qualitative data will analysis allow us to pick up on some nuances that quantitative data would not allow us to pick up on.

 

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Darryl Peal: Okay, so now let's move into the quantitative findings. When we measured campus climate we measured a variety of different factors, a variety of different aspects of campus climate.

 

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Darryl Peal: First of all, we measured these four dimensions of campus climate. So we measured commitment to diversity we measured sense of belonging. We measured in equitable treatment and we measured fair and respectful treatment.

 

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Darryl Peal: Aside from those four dimensions of campus climate, the other things we measured specifically for faculty and staff were their job satisfaction their morale and also their satisfaction with the direction in which SKU was moving

 

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Darryl Peal: And then finally, we also measured experiences with power based personal violence specifically looking at bullying stalking sexual harassment dating violence as well as sexual assault. So as we delve into these findings. We're going to start with those four dimensions of campus climate.

 

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So if we look here at this bar chart, what we see is that

 

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We have depicted here, the percentage of respondents who had a positive perception of each of the four dimensions of campus climate and you'll see those four dimensions across the x axis there.

 

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The purple bar or the first bar for this left represents the findings from staff members. The orange bar is faculty members and the green bar represents the student findings.

 

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So let's go through these together, what we see for staff members is that 75% of them had a

 

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Positive perception of the university's commitment to diversity. Similarly 75% of staff members had a positive perception of respectful unfair treatment 54% had a positive perception of the lack of an equitable treatment and 59% had a positive perception of sense of belonging.

 

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Then when we move into the faculty findings, we see that 71% of faculty members had a positive perception of commitment to diversity.

 

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64% of faculty members had a positive perception of respectful and fair treatment 50% had a positive perception of the lack of inequitable treatment.

 

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And finally 49% of faculty had a sense of belonging. Positive perception of sense of belonging.

 

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And then moving into the green bars which represents student findings, we see that 82% of students had a positive perception of the university's commitment to diversity.

 

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80% had a positive percent perception of respectful and fair treatment 62% had a positive perception of the lack of an equitable treatment and finally 63% had a positive perception of sense of belonging.

 

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When we look at this graph as a whole, what we see is that students across the board on all four dimensions had the most favorable perceptions of campus climate, followed by staff and then by faculty who across the board, had the lowest

 

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Levels of positive perceptions. Now, again with this chart, we are looking at all students together.

 

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All faculty together and all staff together. We know, however, that those groups are not homogenous. So the next step that we did when we analyze this data was to delve a little bit deeper into look at minority comparisons.

 

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among students among faculty and among staff and that's what we're going to look at on the next three slides.

 

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So before I delve into these findings, I first want to just give a couple of pointers.

 

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With regards to these graphs, because they will have a similar format for this one. And then the next slide will focus on staff and the slide. After that, we'll focus on faculty

 

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So what I want to point out is, again, we are looking at comparisons for the four different dimensions of campus climate that being again commitment to diversity respectful unfair treatment and equitable treatment and then sense of belonging.

 

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What we did here is we compared a number of minority groups in terms of their perceptions of those four dimensions.

 

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The minority groups, we looked at our ethnicity, gender, sexual orientation, disability status and military veteran status. Are you a veteran or not.

 

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What I want to point out here is that we had two dichotomies those variables. So, for instance, with ethnicity. Obviously there are many different ethnic groups.

 

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However, for the purposes of this study, we had to dichotomies those ethnic groups into for this case students who identified as Caucasian and students who identified as an ethnicity, other than Caucasian

 

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The reason why we had two dichotomies these variables is twofold. The first reason is, since we do have smaller numbers of

 

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specific ethnic groups, for instance, or specific specific groups within the LGBT community.

 

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We couldn't run statistical analyses that compared each of those categories. So for that reason, we had two dichotomies. The other reason why we dichotomies is because it allows us to protect the identity of the individuals who participated in this study.

 

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The second thing that I want to point out with these graphs is the Asterix is that you see in some of the cells.

 

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If you see an asterix in a box, then that means that there is a statistically significant difference or a divide essentially between the minority and the majority group.

 

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Specifically with the minority group having less favorable perceptions of campus climate. So again, if you see an asterix one or more Asterix is then that means

 

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That the minority group is less satisfied or has a less favorable perception as compared to the majority group.

 

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The more Asterix says, you see. So three is the most the greater that divide is the more statistically significant. The difference was

 

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And then the last thing I want to point out about these slides is the coloration of the boxes.

 

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If the box is left white, then that means that there is no difference in the findings. In other words, that the findings are comparable.

 

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This time round for this campus climate study as compared to our previous campus climate study which was conducted in 2014 2015

 

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So that just gives you an idea of. Have we made progress or have we taken some steps back or have we remained relatively unchanged. So again, white box means that we've remained relatively unchanged.

 

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A red box means that we have taken some steps back. So we've regressed a bit

 

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And a green box means that we've taken steps we've taken strides in the right direction and that we've actually made some improvements that divide has gotten smaller

 

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So now let's look at these findings for students. Let's look across at the first row there for ethnicity.

 

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The first thing that we see is that there are three Asterix is in each and every box for each of the four dimensions.

 

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What that means is that our students of color have a significantly less favorable perception of our commitment to diversity of respectful unfair treatment of an equitable treatment and a sense of belonging.

 

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As compared to their white counterparts. So again, this means that our students of color are significantly less satisfied that there is a significant divide between our students of color and our white students

 

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The other thing that I want to point out is that for three of those dimensions, the boxes colored red. What that means is that we've actually taken some steps back since 2014 2015

 

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The divide and perceptions between our students of color and our white students has actually gotten bigger so certainly that emerged as an area of concern for us.

 

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When we look at the second row, which is gender, we see that for the first three dimensions commitment to diversity respectful and fair treatment and an equitable treatment.

 

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We see that there are Asterix is in those boxes again. What that means is that our female students had significantly less favorable perceptions, as compared to our male students

 

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And then again we can see that for those first two dimensions, the box is red. Again, indicating that we've taken some steps back there, compared to 20 1415

 

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Then, though, as we move into sexual orientation, we see that there still are Asterix is so we see that for respectful unfair treatment and equitable treatment and sense of belonging. There's still at least one Asterix in each of those boxes.

 

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What that means is that our LGBT Q students are less satisfied. They do have less favorable perceptions, as compared to non LGBT Q students. However, we also see that the boxes are green.

 

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Which tells us that we have been moving in the right direction. We're not there yet. We still have work to do, but we've been moving in the right direction.

 

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Then when we look at the disability row what we see there is that at this point. There are no Asterix is in any of those boxes. So that is telling us that our students with disabilities.

 

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Have a comparable perception of campus climate as compared to our students without disabilities, that is a tremendous move in the right direction because last time in 20 1415 there were significant differences there. And at this point, they're not

 

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And then the last row is for our veterans our veterans students similarly to 2014 2015 our veterans students have comparable perceptions of campus climate as compared to our non veteran students

 

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So now let's move into our staff findings. Again, the setup of this chart is the exact same as the previous so we can delve right into the findings.

 

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When we look at our white staff as compared to staff members of color, what we see is that again there Asterix is all along that first row.

 

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That again suggests that our staff of color are have less favorable perceptions of campus climate as compared to our Caucasian staff members.

 

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We do see that for a respectful unfair treatment, the box is green. So we've made some progress there. However, we've taken steps back in terms of equitable treatment and sense of belonging.

 

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So again, this certainly did emerge as an area of concern for gender, we see that female staff members and male staff members have comparable perceptions of campus climate and then for sexual orientation. Same thing, we see that they have comparable.

 

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Perceptions of campus climate our LGBT Q staff members had comparable perceptions as our non LGBT Q

 

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Staff members and we also see that there is a green box there for sense of belonging that indicates that our staff members who identify as LGBT Q

 

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That that divide between them and non LGBT Q staff members has been reduced since 2014 2015

 

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And then finally, when we look at staff members with and without disabilities, we see that we took a slight step back there with

 

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With regards to respectful unfair treatment and we see that there again, there is an asterix there with staff members with a disability, having less favorable perceptions

 

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Then the last slide in this sequence looks at faculty differences by minority group.

 

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When we look at this first row for ethnicity, we see that there are no Asterix says what that suggests based on this data is that there

 

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Are no significant differences in faculty of colors perceptions of campus climate as compared to white faculties perceptions of campus climate.

 

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And what we furthermore see is that the commitment to diversity cell is green, what that suggests is that we've actually made improvements in that area.

 

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Again, I want to caution you, as I mentioned, when we talked on the methodology slide I want to caution you, when you interpret that data.

 

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Because we did have a very limited number of ethnic minority faculty who participated in this study, and that certainly can impact our ability to identify significant differences.

 

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Then when we move into gender, we see that for respectful and fair treatment in an equitable treatment. There are significant differences with faculty, a female faculty having less favorable perceptions, as compared to male faculty

 

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In terms of sexual orientation. There are no Asterix is on that line, which again suggests that our LGBT Q faculty have comparable perceptions of campus climate as compared to our non LGBT Q faculty

 

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Then the last row here is certainly a bit alarming it arose as an area of concern.

 

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In terms of faculty with disabilities.

 

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So what we found here is that there are Asterix is there are significant differences between faculty who have disabilities and those who don't have disabilities in terms of their perceptions of all four dimensions of campus climate and beyond that.

 

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What we found is that that divide between faculty with and without disabilities has gotten substantially bigger since 2014 2015

 

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Okay, aside from looking at those minority group differences. As I mentioned before, we also looked at a couple of other factors.

 

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We looked at job satisfaction morale and the direction that NK you is moving in the top bar chart focuses on faculty and the bottom bar chart focuses on staff.

 

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What we see for faculty is that 63% reported high job satisfaction, we see that 50% of faculty reported a high sense of morale and we see that 38% of faculty

 

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Had a high sense of satisfaction with the direction that NK you was moving in.

 

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When we look at staff, the findings are fairly similar. We see that 63% had a high level of job satisfaction, we see that 46% had a high morale and we see that 50% had a high level of satisfaction with the direction that NK you was moving in.

 

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When we look at those numbers. Obviously, I only report it out on the green bar, there's certainly some room for improvement.

 

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The final slide that I want to report out on in terms of quantitative findings is experiences with power based personal violence. Certainly, we know that experiences with violence can impact our perceptions of campus climate.

 

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For faculty, staff, and students. We asked all three groups about their experiences with bullying cyberbullying and sexual harassment.

 

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And then in terms of stalking sexual assault and dating violence, we only ask those questions for students.

 

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In addition, for bullying cyberbullying and sexual harassment, we asked people if they had experienced any of those incidents on our campus within the past five years.

 

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What we found was at 16.4% of staff reported experiencing bullying 32.7% of faculty, which is just about a third and 11.9% of students reported experiencing bullying 2.2% of staff members reported experiencing cyberbullying 10.6% of faculty experienced cyberbullying and 3.8% of students.

 

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Then for sexual harassment harassment 5.4% of staff reported experiencing sexual harassment 7.9% of faculty and 7.7% of students.

 

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Then when we asked about stalking. We asked if that had occurred since coming to NK you. And again, that was only asked of students.

 

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6.5% of our students reported experiencing stalking 5.2% reported experiencing a forcible sexual assault 2.4% experienced in incapacitated sexual assault and finally 6.3% reported experiencing dating violence. Since coming to NK you

 

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At this point I'm going to hand it over to Dr Diller, who will share with you our qualitative findings.

 

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So when we analyze the qualitative data from this current survey. We not only looked at the new themes that emerged from this current 2018 the 2019 academic year.

 

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We also examined how the 2018 and 19 data and the findings compared to the previous surveys findings.

 

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So as such the overview that I'm going to provide you in the next 20 minutes or so, really is a snapshot

 

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Of the major areas where there were not only similarities from the previous campus climate survey findings, but also any core major distinctions

 

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And also, it is important to note that consistent with the quantitative data, the populations that were examined where the student populations across the faculty population as well as across staff.

 

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So, what we will start with for the qualitative presentation is an analysis of the major areas where we have opportunities for improvement, and then we'll conclude with the major areas where we showed strength and the perceptions across the four dimensions of the campus climate survey.

 

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So what you see here on the screen are the major areas of opportunity for improvement, and these are the similarities that were experienced in terms of perceptions

 

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From the previous climate survey. And so you see these three pillars that represent the three populations that were analyzed in the data.

 

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And so for the first pillar, we see the student population and in terms of the perceptions across those four dimensions that Carolyn referenced earlier, we see that the students

 

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Perceptions this time around. We're very similar to the previous survey in regards to perceptions about safety perceptions about equal opportunities perceptions about University commitment to diversity as well as prejudicial practices in the classroom.

 

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And in terms of the staff population. The findings that were similar this time around to our previous campus climate survey for staff.

 

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Were perceptions of staff versus faculty treatment perceptions around historical issues with administration and upper management as well as perceptions about gender equity.

 

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And then finally, in terms of the faculty population, we see that there are similarities from the previous survey around perceptions

 

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Around significant concerns related to gender. So I just want to point out the distinction for this.

 

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Area of gender than what you see in the staff column. Is that where the staff column, the significant data was around

 

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Equity the data for faculty move beyond equity. So you had data that represent other issues of gender, such as

 

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Gender a parents, such as gender harassment and so the concerns were a little broader in the faculty data then related to gender. Then in the staff data.

 

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The second area is around unclear perceptions about unclear and non transparent policies and procedures and that's at the institutional level inadequate reporting mechanisms for grievances also at the institutional level and a general perception of multi level disconnection.

 

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And so we will go into what the context for and the nuances for these findings and provide you a sample quotes from the data.

 

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But I just want to remind you that these are snapshots of the major elements that were found this time around. And if you want to explore the full data that the larger presentation is available on the Inclusive Excellence website.

 

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So in terms of the major areas of opportunity for improvement that were distinct from our previous survey you see

 

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The same format here across the students, the staff and the faculty. So where we just discussed the similarities to the previous survey. These are the distinctions. So these are new themes that emerged in this

 

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Survey that were distinct and not significantly present and the previous survey. So in terms of the student population, the perceptions around

 

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The culture at on campus between the post and a non traditional population student populations with presidents presidents. So what this means is that our post traditional and non traditional students

 

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Presented data around perceptions of a culture or a climate that is not very inclusive towards non traditional students or post traditional students

 

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Secondly, there is a perception about access to university support.

 

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And so what I want to note here and you'll see subsequently as that this is not a perception that there is not University support. In fact, what you'll see in the strength is that the students feel very much that the campus is

 

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Very supportive campus. So what this is talking about is access to those opportunities of support. So, for example, where students would say I have tons of opportunities to

 

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Get support to be successful in the classroom and to get funding and to get writing support.

 

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However, access into those programs is difficult to find. I have to go through multiple letters and multiple loops. I don't know who to ask to get there. But once they get there, they find that the support is very

 

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In abundance

 

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And also new perception in the new findings in the perceptions for students for this time around in the survey is significant data related to student anxiety and also

 

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A commuter culture. And so this is speaking to the perception that NK EU is highly a commuter culture which may present for the perception that there aren't a lot of opportunities for engagement and student life.

 

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And so in the column for the staff. We see three major distinctions. This time around from the previous climate survey. And the first is around a political black backlash and still. This is

 

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The perception of talking about politics, particularly conservative politics or viewpoints and the backlash that can come from that I will say that

 

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In our research we've seen that this is not unique to NK you. This is a theme that is being explored and campus climate surveys across higher ed in the US.

 

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And then a second distinction in terms of the staff is around ageism and we'll see that also a faculty column as well perception of ageism

 

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In terms of access and opportunities. And then finally for staff that the last distinction is around religious isolation and that was across the board for religions.

 

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Most presently and

 

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In the data around Christianity and around Islam.

 

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And in terms of the faculty findings distinct from the previous survey we see race and ethnicity and

 

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With the exception of international faculty, there's very, very limited qualitative data on race and ethnicity. So this is

 

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Similar to the point that Carolyn made previously in our last survey. There was quite a lot of data around race and ethnicity for faculty of color. This time around we didn't see as much qualitative data around race and ethnicity be exception to that is that when we did see it, it was

 

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It was specific to international faculty international faculty of color.

 

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And then we have another area that presented distinction is employment status inequalities, or an equities. Excuse me. And so this is concerned around treatment of faculty who are

 

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On not on the tenure track so contract faculties entity our faculties. So, that that is really the the space there. And then again, similar to the staff column we see

 

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A concern around ageism and also here. It's a opportunities and advancement and perceptions of being not supportive based on age.

 

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So in terms of our areas of opportunity for improvement we in these

 

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previous two slides. What we looked at are the areas of improvement as well as that, in comparison to this previous the previous campus climate survey, but what we will see here on these next few slides is where those similarities

 

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Were present in not only the fat, the fat, excuse me, the faculty and the staff and the students

 

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But were there was some alignment between across those groups, right, so where we looked at the data, originally, we looked at it and these three buckets. Right. We looked at how the faculty

 

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Perceived the climate, how the staff proceed the climate and how the students perceive the climate and so what we'll see here and these next two slides are were there were alignment across those three populations.

 

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And so it will, you'll see at the top of the slide is that the themes that are merged among all three populations. Right, so that students, faculty and staff.

 

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All presented significant data around these three things issues or perceptions around gender equity perceptions around fair and respectful treatment.

 

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And around perceptions of inclusions that don't extend to conservatives and Christian. So this is the religious piece that was mentioned in the previous slide. So those three themes emerged across all three populations that were examined.

 

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And then when you look at themes that were only present amongst our student population. You see the perceptions around safety perceptions around equal opportunity for Campus Life participation.

 

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perceptions around commuter culture concerns and perceptions around anxiety. So this is significant.

 

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These themes are significantly present presented in the data. And you'll see that on the top. The scenes are shared across all and then on the bottom of the slides. These are the themes that were only significantly President amongst the student data.

 

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And finally, there was another category where we saw alignment between the perceptions of faculty and staff.

 

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So these areas are the themes that emerged for faculty and staff but we didn't see a significant presence in the student population.

 

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And so these are perceptions around inadequate institutional reporting mechanisms for grievances hyper hyper masculine culture.

 

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This fit into the gender category that you saw in the pillars in the previous lives historical issues with administration and upper management perceptions of ageism as well as perceptions or fear of religious backlash. So again, these are themes that emerged in this current

 

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Survey amongst faculty and staff.

 

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So before we move to the data and the findings related to the strengths

 

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I want it to provide some data to give you a sense of what these themes and our areas of opportunities for improvement represent via real quotes. So here are some samples that were pulled from the data that represents the findings that I just discussed.

 

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I feel that women and myself as a woman are not reviewed as positively and financially rewarded, as well as the men during the annual reviews.

 

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Another person said I responded that there were areas to my gender right don't feel supported

 

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Another person said, the lack of comprehensive paid parental leave program here at NYU impacts, not just me and my identity for all parents and our potential parents on campus. It also tends to disproportionately impact women who are often considered primary caregivers.

 

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Again, as a Christian, I feel that my values are not respected on campus and are in fact actively advocated against

 

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For this reason, I'm not as open about my faith as I would be otherwise.

 

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Another participant Matt mentioned

 

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I am gender fluid and I have never once felt safe in public or on NK use campus for that reason.

 

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A student mentioned people get followed into the bathroom.

 

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One participant mentioned they talk and talk about how you to how you should get engaged as a student, but I find it very difficult to try and join anything.

 

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The information is not easy to find.

 

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Another student mentioned, I fear, walking to my car at night.

 

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I think there should be more emergency call boxes that are more accessible during an emergency.

 

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And then in terms of the theme around disconnect across levels one participant mentioned there's a disconnect in the messaging that's coming across all of the levels. My supervisor will tell me something in direct contrast to what I heard from administration.

 

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Another participant noted, no one is listening.

 

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Separately, a participant noted. I don't know who to talk to, excuse me. This is from a student's separately. A student note it. I don't know who to talk to, when my professor makes races uncomfortable comments.

 

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Separately.

 

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A participant notice noted that even when you report harassment. No one does anything about it.

 

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Related to the fame around ageism a participant note and I also feel that those of us who are older, or those who have disabilities must mitigate these as much as possible to be considered worth keeping at NK you

 

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Another participant noted that supervisors, do not like dealing with employees who have health or disability issues.

 

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The administration is completely disconnected from the faculty. It's like we're at two different institutions, they do not understand what we deal with in terms of student problems.

 

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President Vijay, as a leader to follow. However, several people who report directly to him. Do not mimic his leadership style.

 

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This creates a sort of cognitive dissonance with NK you employees who followed by into the President's words and actions, but then their own direct leaders say and do things that are contradictory to the President's vision.

 

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So now we will move into the strengths that were found in this year's campus climate survey.

 

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So we have been speaking about really the areas of for that presented some opportunities in our community for improvement.

 

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Now we will pivot to talk about the findings around our where we have been strong as a community here at NYU and what you'll see is that the

 

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There are less slides here. And it's not because there's less amount of strengths, but it's because

 

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Our community populations. The students, the staff and the faculty consistently felt strongly

 

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On these areas across the board. So we're in the previous side, you could slide, you could see the distinctions of there was some areas where the faculty pet perceptions that maybe the students didn't have are areas where the staff have percent

 

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perceptions that maybe the faculty didn't have for our strengths, which

 

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Actually is a really good opportunity for us that we see across all of our demographics, we feel very strongly about the same core themes. So that shows us that the messaging and

 

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The work that we're doing in these areas across campus are being perceived equally across our students and our faculty and our staff.

 

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And so in terms of comparison to our previous survey, you'll see that there are some sort of similarities to the findings, but there are also some distinctions. And so in terms of sunlight similarities of what we found in this current survey that was present in the previous survey is

 

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That represents strength in these perceptions is the affordability of education so across all three populations, staff, students and faculty

 

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There is a perception that NK you is strong, or has a strength in terms of its affordability of education and providing affordable education to its students. And then secondly, there is a strong

 

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significance in the data around the perception that NK you has very caring faculty and caring staff.

 

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And then also, that there is the perception that the campus as a whole, provides opportunity and is also engaged in high levels of engagement.

 

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And so it's important to note here that we captured engagement along, not only engagement on campus but opportunities to engage in the community outside of campus.

 

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And also we saw that this time around was consistent with the previous star this previous study that in K you there's a perception that NK you is has a very family friendly environment.

 

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And also the perception that there is a small faculties of staff ratio. So we see here around classroom size. So those are the strengths that the campus community presented

 

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In the data that were similar to the previous campus climate survey.

 

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So in terms of some new findings or new themes that emerged. This time around that were not significantly present in the previous study, we see that one there is a general sense of support for the vision of President idea.

 

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Which of course is new to the data due to when he came to campus. Secondly, we see

 

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Positive perceptions around new and remodel facilities and then finally positive perceptions around our commitment, our campus commitment to innovation.

 

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So,

 

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What I want to talk about in terms of giving you some context of the actual data that was presented in the findings that helps you get a sense of

 

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What what the context is for these themes that we have presented to you in this qualitative section here are some of the strengths

 

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That were represented by the quotes in the data. So I've included a few here. So for example, in terms of those themes that emerged across the four dimensions.

 

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That we studied are that we analyze for the qualitative data. These are some of the quotes that represent what we found. Right. People do care for NK you alumni and students are becoming more connected and engaged on campus.

 

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Generally, the people here a great, I have a lot of wonderful colleagues that I admire. I think there's a lot of work to do in terms of campus climate, but I think most people care about the work to improve it.

 

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There's a lot of innovative thinking that is both sponsored and supported here.

 

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One person said there a strong president to leadership. Another person said that there's a dedication to students both academically and professionally, excuse me, academically and personally

 

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Again, related to the faculty student ratio classroom size and how faculty care about the students of the quality of education that you get, I think not enough people know what a great university. So this is

 

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I still believe in K use and affordable alternative option for those seeking a college education.

 

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And that the education received here frequently can excel that which is offered by other local universities. There are many factors which contribute to this.

 

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Not the least of which is its commitment to the success of its students. And then finally, people care about students in their success students get a high degree of personal attention.

 

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So that wraps up our findings for the qualitative piece again the full presentation that has the complete findings for the quantitative and qualitative piece.

 

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Is available on the Inclusive Excellence website in terms of next steps we will provide an opportunity here in the space to answer some Q and A's.

 

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Live directly after this recording, but we also want to encourage you to engage in this process moving forward.

 

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And so there will be a link available on the Inclusive Excellence website where you can go and provide some insight.

 

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Some feedback and your thoughts, not only on what was presented today in our findings, but also on the process itself.

 

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So if you have feedback that you like to make suggestions around our next set of campus climate surveys is or the process moving forward. We encourage you to engage in that process. So,

 

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We want to hear from you. How can we make our campus better. How can we improve our climate as well as how can we make future campus climate surveys better. Thank you.

 

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Darryl Peal: Thank you very much Dr Dillard and Dr Mackey before we move forward to Q AMP a section.

 

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Darryl Peal: Just like to share with you a couple things that are going on with our diversity, equity, and inclusion plans and projects here on campus.

 

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Darryl Peal: Currently we're revamping NK us bias incident response protocol. The protocol advances in case us on commitment to create and maintain the university climate free

 

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Darryl Peal: Of discrimination and to promote a learning environment for students, administrators, faculty, and staff that is safe inclusive.

 

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Darryl Peal: Excellence is want to make sure that our campuses welcoming and respectful is currently being reviewed by the

 

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Darryl Peal: Inclusive Excellence Council has been shared with them a bit will be reviewed by staff congress and currently students from underserved minority and diverse communities argument in a second. Read

 

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Darryl Peal: And it has also been disseminated to black faculty and staff Association campus police and NK you legal for more review.

 

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Darryl Peal: We have introduced and implemented new title nine regulations around gender equity.

 

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Darryl Peal: Providing educational opportunities for the campus community and currently Title nine training is occurring for faculty, staff, administrators, students both graduate undergraduate and new and incoming students

 

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Darryl Peal: And then in January, we will will be introducing our diversity, equity.

 

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Darryl Peal: And inclusion training for students, faculty, staff and administrators very similarly to what we've done with sexual assault harassment training this fall.

 

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Darryl Peal: If we will have an ACC. We have acquired a new virtual diversity, equity, and inclusion training that will provide a virtual yet interactive diversity training experience.

 

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Darryl Peal: Again, we are also creating university wide diversity, equity inclusion goals through Inclusive Excellence council, our next steps will be engaging a success by design team. And before we move it forward to start to put those new goals and fold them into our success by design platform.

 

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Darryl Peal: Also to one of the things that's really exciting going on here on campus is that we just introduced in partnership with academic affairs.

 

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Darryl Peal: And new diversity fellow and and program and I knew diversity fellow is Dr. Danielle McDonald. Let's welcome Dr McDaniel. Dr. McDonald to that new role.

 

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Darryl Peal: And also the cause of the Office of inclusive excellence is working with providing committees, especially faculty and staff search committees with implicit bias training.

 

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Darryl Peal: There'll be for more implicit bias trainings for

 

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Darryl Peal: search committees, our current just on Monday alone and several groups have been trained already, including the new

 

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Darryl Peal: Provost search committee as well. So really excited about all the things that are going on, please. No, this is not an exhaustive list of what's going on on campus in terms

 

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Darryl Peal: Of diversity, equity, and inclusion. It was just wanted to give you a couple ideas of one of the things that things that are going on.

 

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Darryl Peal: With that, we're going to open up to our Q AMP. A and open up to questions. And that will be facilitated by Dr.

 

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Darryl Peal: Vice president but need to Brown, who is joining us again. And somebody will facilitate the questions. If you put them in the in the Q AMP, he will receive them, and share them with the group. So at this point, a turnover bonito.

 

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Bonita Brown: Good afternoon, everyone, and thank you, Darrell, Nicole and Caroline, for that great presentation and to the campus for completing

 

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Bonita Brown: The campus climate survey. I think there was a lot of key information there. A lot of us to take away and think about our own work in our own areas so

 

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Bonita Brown: As Darrell mentioned, if you put questions in the Q AMP. A we're going to try to get to as many as we can.

 

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Bonita Brown: There were already a couple of questions about the quality of the slides and the presentation.

 

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Bonita Brown: Just know that that was a recording and when you play a recording over Zoom was like double compression going on. So I encourage you to go to the inclusive excellence web page.

 

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Bonita Brown: All the information will be there and you probably can see it much clearer. So thank you for pointing that out. But it's always tricky when you have a recording on zoom. So let's start with the first question.

 

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Bonita Brown: I think one of you all mentioned that the engagement or responses from minority particularly black faculty faculty and staff were in smaller numbers. Was there any information or data that indicated why this might have been

 

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Bonita Brown: I don't know. Who wants to take that one.

 

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Caroline Macke: Yeah, I can. I can go ahead and take that one.

 

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Caroline Macke: You know, it's obviously unclear. We have to hypothesize as to why that is the case, because our numbers are representative or

 

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Caroline Macke: Their comp comparable to the numbers that we have here on campus.

 

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Caroline Macke: What we're dealing with already is a small subset of our population identifies as a minority, so we're

 

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Caroline Macke: Already dealing with a smaller population to draw from for sample. So that's a first concern that we're dealing with, or one of the reasons that may have contributed to our smaller sub sample of ethnic minority faculty, staff, and students.

 

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Caroline Macke: The other thing, though, that I think could be playing a part is based on qualitative feedback that we've received on past campus climate studies, there is some fear of retaliation associated with participating in this study, and we know that, you know, if we let's say you have a female

 

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Caroline Macke: A female faculty who identifies as African American, and who also identifies as a sexual minority in terms of sexual orientation.

 

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Caroline Macke: We could easily identify that person if we wanted to. And so there's certainly some fear associated with providing honest feedback that they feel may then come and bite them in the butt afterwards so that fear of retaliation. I feel could be a real factor here and then

 

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Caroline Macke: The other thing that could be playing a role. And again, this is anecdotal is that people have said, Well, we haven't seen much movement. We haven't seen the needle move that much from past participation.

 

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Caroline Macke: So if nothing happened after my participation in 20 1415. Why would I choose to put myself at risk again by participating again in this round of the campus climate study. So I think that that also may have played a part in why our participation was lower, especially among minority groups.

 

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Darryl Peal: I will agree with Dr Mackey my interest to the institution began in January. And so the the survey had been completed and we were starting to analyze data. And when I saw the very small numbers of participation, especially in the faculty section of the

 

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Darryl Peal: Survey. I did start to make inquiry and an anecdote away in a non scientific way but in conversations with black faculty staff Association members as well as individuals who I

 

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Darryl Peal: Was introduced to during my onboarding and I asked specifically about that. And one of the greatest responses, the most consistent responses. Well, as I've participated several times, that's exactly what

 

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Darryl Peal: He said, and I'm not exactly sure that I've seen the kind of movement or change any institution that would want mike to continue participation, because I'm not sure that my voice is being heard.

 

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Darryl Peal: And so when we wanted to assure them that we're going to be very

 

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Darryl Peal: Aggressive and and methodical and intentional about receiving the voices and hearing the voices of those individuals and making it part of our plans as we move forward, but

 

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Darryl Peal: In an anecdote away Dr Mackey those same things that I heard during my kind of on scientific survey of individuals dying about 10 or 12 conversations

 

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Bonita Brown: That's great. And there was a kind of question that followed up to that, you know, we hear that there's concerns are particularly in the faculty ranks.

 

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Bonita Brown: Whose responsibility is to address that, you know, Who is the artist. I want to try to make strides and to make the faculty feel more like they belong.

 

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Darryl Peal: I think is collectively is the responsibility, the entire community, but I will also say as a new Chief Diversity Officer here in Northern Kentucky University.

 

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Darryl Peal: I do believe that it is my nettlesome task to deal with and and and try to implement strategies that help everyone feel like they're more part of the fabric of the institution.

 

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Darryl Peal: And that is very much part of my goal as I move forward. And part of that is looking at this, this campus climate survey.

 

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Darryl Peal: Because it's not just about race and ethnicity is about sexual orientation. It's about gender. It's about religious freedoms, that's about all those things. And so this has given me an incredible snapshot

 

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Darryl Peal: Of the campus community but I nettlesome tasks at this point is to come up with strategies and programmatic efforts to make sure

 

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Darryl Peal: That we close the gap on individuals filling part of the very fabric of this institution and making the individuals feel like their participation and things like the campus climate survey are not wasted time

 

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Darryl Peal: That there is an investment in their quality of life and the quality of life of the institution and individuals who make this campus community their home.

 

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Bonita Brown: I like that answer, Darrell. And again, I think it's your job to create the tools and the strategies and give us information. But I do think it's incumbent upon all of us to make sure that we all feel welcome.

 

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Bonita Brown: To call out those when we see maybe creating their environment that's not making it comfortable for everyone and to follow up on that you mentioned the group that you mentioned, someone asked why veterans were not included in that because somebody answer that.

 

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Caroline Macke: Sure. Yeah, that's a great question. When we originally

 

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Caroline Macke: On the the survey development team when we originally made that decision.

 

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Caroline Macke: To focus solely on veteran status amongst students. It was really based on the literature that was out there in this area. So the literature related to campus climate. One of the things we found that

 

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Caroline Macke: That anybody can find out in the literature is that veteran status is a concern among students when it comes to their perceptions of campus climate and then in particular.

 

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Caroline Macke: Veterans. A lot of times report having less favorable perceptions of campus climate as compared to non veterans.

 

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Caroline Macke: And so when, as we were developing the survey, not just this time around but in 20 1415 and in 2010 as well. Our university was making some very significant efforts to improve

 

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Caroline Macke: The experiences experiences of our veterans students. So based on the literature and based on the efforts that our university was engaging in we made that decision to focus specifically

 

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Caroline Macke: On students when it came to veteran status.

 

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Caroline Macke: Now that being said, that's certainly something that we can consider and include in future campus climate studies, if that's something that's deemed, you know, important, which certainly it is then we could certainly look at some comparative analyses.

 

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Caroline Macke: For veterans among faculty and students. I'm sorry, faculty, and staff groups as well.

 

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Bonita Brown: Great, thank you. Um,

 

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Bonita Brown: One of you mentioned that the campus at MIT has made significant strides in support of the LGBT community as well as members with disabilities but I noticed some of the concerns and the qualitative data seem to be different. How do you, how can you reconcile those occurrences.

 

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Dr. Nicole Dillard (she/her): I'll take that one. I think that will, there's some paradoxes there, but that both of those are true. Right, so that

 

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Dr. Nicole Dillard (she/her): One holistically, when we look across all three categories that the overall that there has been positive improvement really related to those two demographics of disability and LGBT

 

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Dr. Nicole Dillard (she/her): But then the comment about, you know, the qualitative piece of it. Some individuals saying that they have some concerns in those areas. That's also true, because when you when you parse it out by individuals. That's when you're starting to see that issues.

 

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Dr. Nicole Dillard (she/her): So overall, as a campus across all demographics, there has been an improvement, but when you look at the particularly related to the faculty and the staff there has been some

 

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Dr. Nicole Dillard (she/her): negative implications. So the student data shows that holistically. There's been improvement around LGBT issues and disabilities but when you look at staff and faculty

 

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Dr. Nicole Dillard (she/her): There's been some, you know, some challenges, report it. So I think that that is one

 

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Dr. Nicole Dillard (she/her): explanation of why you see kind of those paradoxes. And then also there is just the dynamic of, you know what, what you're able to capture and the quantitative data that

 

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Dr. Nicole Dillard (she/her): Will create some inconsistency with the qualitative right you're asking specific questions. And so you're only getting that answer. You're not getting the nuances that you may be able to capture in the qualitative space.

 

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Bonita Brown: There was a brief mention about international students and faculty and staff were there anything more highlighted appointed or do we collect that information differently about international perspective.

 

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Dr. Nicole Dillard (she/her): I I'll defer to Carolyn on the quantitative piece, but in terms of the qualitative data. We did not receive significant data from the international student community and then the pieces.

 

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Dr. Nicole Dillard (she/her): That we did receive were only from the International faculty. We didn't really receive data significant data from international staff.

 

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Caroline Macke: And from the quantitative perspective, that wasn't one of the minority groups that we focused on, even though I fully recognize

 

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Caroline Macke: That that's a very important minority minority group for us to look at. And I feel like that should be an area of focus moving forward in subsequent campus climate studies.

 

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Caroline Macke: So I actually regret that that's not one of the areas of focus for this past campus climate study

 

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Dr. Nicole Dillard (she/her): Yeah, I think it's important across, you know, as we think about and we, you know, seek support from the campus community about ways

 

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Dr. Nicole Dillard (she/her): To improve the study moving forward a bed is a significant area for us to consider. Because even when we're having these conversations about

 

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Dr. Nicole Dillard (she/her): You know parsing the data between international faculty of color and, you know, kind of domestic how we understand domestic faculty of color right black faculty Latino faculty

 

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Dr. Nicole Dillard (she/her): There is, there are some very distinct experiences in those communities. And so we should consider how can we capture

 

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Dr. Nicole Dillard (she/her): Some essence of this data in a way where the international community's experiences separated out from the international communities of color faculty and staff and students is separated out

 

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Dr. Nicole Dillard (she/her): From those kind of like the domestic or citizen base. I don't know how we want to move forward. But that is something we definitely need to consider because the, the experiences are very distinct

 

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Bonita Brown: That's great. Another question was, when will the data be collected again. And is this current report is it can it be broken down by college or is it just strictly university level.

 

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Caroline Macke: In terms of has it been broken down by college. The answer to that is no.

 

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Caroline Macke: It has not. And the reason for that is given the small number of especially some minority groups that participated in the study. If we then go and break it down further by college two things will happen.

 

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Caroline Macke: Number one, it would very easily allow individuals to identify specific participants, which is certainly we want. That's something we want to avoid because we want to protect the anonymity of our participants.

 

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Caroline Macke: Secondly, since the numbers are so small. If we go then and break it down by college running comparative analyses would not be possible from a statistical perspective, just because the numbers would be so little.

 

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Caroline Macke: In terms of when the campus climate study will be repeated. That's not something that

 

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Caroline Macke: That I am fully aware of in the past, like I said, the first one was done in 2010. The second one was done in 20 1415 and then this one was done in 20 1819 the initial goal is to do it every three years. So I'm hoping that we will stay consistent on that path.

 

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Darryl Peal: Thank you. Carolyn, because you're, you're absolutely correct. And the Office of inclusion.

 

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Darryl Peal: is committed to doing it every three years. And what we would like to do and what we're asking the campus community to do is to do a couple things. One,

 

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Darryl Peal: Go to the link on the Inclusive Excellence website and give us feedback.

 

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Darryl Peal: Some of the some of the incredible feedback that is coming through and these questions I'm reading these questions. I'm getting very excited because I think you're giving us good guidance on how to change and grow the survey.

 

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Darryl Peal: To be more inclusive in many different ways, and to ask those questions that is significantly. Important to you or stakeholders and communities that you represent. And I also think, too, I would like to for us to talk about

 

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Darryl Peal: Folks, maybe rethinking their participation.

 

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Darryl Peal: As I've looked at the participation over the last three surveys, it has continued to decline and it has declined, specifically in the minority community, to the point of challenge getting challenged representation and thought and perception of the campus community.

 

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Darryl Peal: Students still are relatively strong, but they have also declined significantly as well in terms of students of color and, more specifically, black students, even though the enrollment hasn't changed. You know that might so

 

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Darryl Peal: We really want to regain the confidence.

 

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Darryl Peal: Of underserved communities. We really want to increase the participation and for them to know that we are altruistic and are gathering this data.

 

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Darryl Peal: This is not just an exercise, you know that we're doing to do every three years to sort of sake of doing it.

 

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Darryl Peal: That we're committed to making a difference committed to making a change. So yes, it will be done in the same cycle. But between now that next cycle, we need you to give us guidance on how we can better improve both the dissemination and the creation of the questions.

 

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Bonita Brown: Thank you Donna kind of goes back to what we said everyone can play a role in this. And so the next time we send this out. We hope that everyone

 

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Bonita Brown: Will complete it and encourage others to do that as well. There is a question about African American students and their

 

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Bonita Brown: Continuous still here still seems to be a challenge, and specifically African American males leave in such large numbers does the data tell us why was a qualitative data. Explain that.

 

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Dr. Nicole Dillard (she/her): The qualitative data. So the in terms of little explains a couple things and then doesn't explain some of those. So I'll break that down in terms of the specific to African American males. We didn't receive significant qualitative data from that portion of the population to make any

 

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Dr. Nicole Dillard (she/her): You know, any type of analysis thats related to African American males, specifically, but in terms of African American students and retention. We did receive data that we can make some inferences it to. So we talked about on the slides around

 

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Dr. Nicole Dillard (she/her): Issues of belonging. So students will color feeling that they didn't know how to respond when they have faculty members who are, you know,

 

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Dr. Nicole Dillard (she/her): When they were issues of racist comments being made by faculty members those students didn't know how to respond to that or who to go to when those

 

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Dr. Nicole Dillard (she/her): Examples happen in the classroom rights that's impacting belonging, we can offer that impact of belonging and then there were as data around

 

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Dr. Nicole Dillard (she/her): And opportunities to participate in student organizations, right. So you had students of color, particularly black students saying very explicitly we have certain organizations on campus. We're exclusive and that

 

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Dr. Nicole Dillard (she/her): They felt like they could not participate or didn't have opportunities to participate, which also impacts you know equitable treatment or respectful unfair treatment and as well as belonging

 

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Dr. Nicole Dillard (she/her): And then also the data that we found that was very significant of the student population around just accessing support right so that also impacts retention when

 

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Dr. Nicole Dillard (she/her): You feel like you're you know you need support from certain programs on campus, but you don't know how to access them right and so that we can offer has a relationship to the retention of African American students on campus.

 

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Darryl Peal: I would also like to share that we have been laser focused on on that population, more specifically African men.

 

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Darryl Peal: A group of African American male faculty and staff and administrators who have been attending the black man's organization meetings, we've had

 

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Darryl Peal: receptions virtual we've had interactions and we've had several panels.

 

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Darryl Peal: Just interviewing the students and finding out why. In fact, African American men do leave in such incredible numbers.

 

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Darryl Peal: And it hasn't really been about academic rigor and it really hasn't been about finances. It's been around quality of life and their ability to feel a sense of belonging.

 

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Darryl Peal: On campus. And much like the data showed there was the experiences of, how do they manage classroom situations when I feel like things have been said.

 

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Darryl Peal: That they believe are offensive or especially offensive to African American men. More specifically, and the, the lack of

 

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Darryl Peal: Support in terms of having someone who looks like them available during times of distress or challenge. And so those are the things that we have them reoccurring themes we just had yet another panel last week with the student affairs staff.

 

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Darryl Peal: facilitated by Idina students on the slaughter and again reoccurring themes and you know after four or five or six panels with varying students and different students

 

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Darryl Peal: Often the same population saying the same things and giving different examples, but the but the situation's being the same, you get a feeling for the reoccurring theme, as well as the culture in which those students are trying to matriculate in

 

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Bonita Brown: Right there. You also mentioned something about religious intolerance and and political what were their specific than the data that help explain the new findings related to those concerns around religious and political intolerance.

 

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Dr. Nicole Dillard (she/her): For the qualitative pieces. I think that, you know, one thing that sometimes we forget is that when we do these surveys are not operating in a vacuum. Right, so

 

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Dr. Nicole Dillard (she/her): You have to take the data as you know what's happening on campus is being informed what's happening outside of campus and society at large. And so I think that when you see

 

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Dr. Nicole Dillard (she/her): This new finding this time around, you know,

 

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Dr. Nicole Dillard (she/her): What we see in the literature and also when you look at campus climate surveys across the US is that this is an experience that is happening across institutions. So it's not unique to you to indicate you that we're having. We're seeing more data around

 

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Dr. Nicole Dillard (she/her): Politics or political issues or religion or attentions what religion or religious intolerance.

 

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Dr. Nicole Dillard (she/her): And that. So part of it is explained by what's happening in society. And that's informing that what's coming into the campus. So in terms of the qualitative data you have some students or faculty who have now.

 

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Dr. Nicole Dillard (she/her): Experienced these conversations in the class. We weren't having those conversations, right. So, now that we're talking about religion and politics more in the campus and on. I mean, in the classroom and on campus.

 

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Dr. Nicole Dillard (she/her): Now you have more data, right, whereas before we weren't necessarily having these conversations in class and so wouldn't have presented significantly in the data.

 

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Bonita Brown: Um,

 

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Bonita Brown: I think in the data. You also mentioned that women and black faculty and staff often share the concern about the tenure and promotion process did the data speak to those issues either qualitatively and quantitatively.

 

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Caroline Macke: Yeah, I can. I can speak to the quantitative piece and then Nicole can speak to the qualitative

 

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Caroline Macke: piece there, so

 

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Caroline Macke: In in the survey. There were two questions that were specific to this topic. And one of the questions asked do you perceive that your identity impacts your annual performance review process.

 

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Caroline Macke: And the other question asked, do you feel that your identity impacts your RPT process. So when we looked at faculty. So we'll start with faculty and then we'll talk talk about staff as well among faculty

 

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Caroline Macke: The only differences that emerged. When we looked at the different minority groups. And again, the minority groups. We looked at were LGBT Q status.

 

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Caroline Macke: gender, ethnicity, and disability status when we looked at all of those the only significant findings that emerged were related to sexual orientation.

 

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Caroline Macke: So LGBT Q faculty said that they felt that their identity did impact both their annual performance review process.

 

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Caroline Macke: And their RPT process to a much greater extent a significantly larger extent than individuals that did not identify with that minority group.

 

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Caroline Macke: The other finding that we found among faculty was that

 

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Caroline Macke: faculty who reported having a disability. They also felt that their identity impacted their RPT process, not their annual performance review process, but specifically their RPT process.

 

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Caroline Macke: So among faculty. Those were the findings amongst staff there were actually no significant demographic differences.

 

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Caroline Macke: When it came to those questions surrounding performance review and RPT and that is a little bit different from what emerged from the qualitative data. So Nicole. Do you want to share the findings from qualitative

 

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Dr. Nicole Dillard (she/her): Yeah. So in terms of the qualitative data. We did find that there were perceptions that around equity and

 

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Dr. Nicole Dillard (she/her): Kind of disproportionate access and treatment around RPT and a PR for especially for women faculty color and those who self identified as having a disability.

 

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Dr. Nicole Dillard (she/her): And in terms of you know this disc the inconsistency between what was found in the quantitative data and qualitative data, there's a couple of reasons that we, you know, can infer why this is happening. So the question as Carolyn.

 

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Dr. Nicole Dillard (she/her): suggested the question specifically asked them, Did you perceive

 

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Dr. Nicole Dillard (she/her): That your identity impacts your APR your RPT so that is a yes or no question. Only about APR or RPT so they're going to answer about APR RPT they're not going to answer.

 

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Dr. Nicole Dillard (she/her): Or it doesn't allow you in the quantitative space to answer.

 

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Dr. Nicole Dillard (she/her): About access to jobs or access to promotion or access to, you know, another opportunity, besides the role. I mean, it's only they're only going to answer about APR RPT and so that is what when you run the analysis quantitatively. That is why you're seeing Nelson significant

 

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Dr. Nicole Dillard (she/her): Data there. But then when they have an open text box where we're collecting the qualitative data. They may have said.

 

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Dr. Nicole Dillard (she/her): No I don't proceed my ideas impacting my identity is impacting my RPT but then they'll put in the qualitative open textbooks. You know, I've been here 10 years and I can't get another job and I feel more employ more

 

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Dr. Nicole Dillard (she/her): You know, I have more advancements experience or legitimacy to get a job and I feel like it's because I'm of this identity.

 

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Dr. Nicole Dillard (she/her): Right, so they're saying it in the qualitative piece, but then they don't say it in the quantitative because there's not a space to say anything besides APR RPT

 

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Dr. Nicole Dillard (she/her): So that's, that's really something about the measurement tool right that we need to think about in the next iteration of how are we capturing

 

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Dr. Nicole Dillard (she/her): The same data in the in the quantitative as well as the qualitative and then also there is the second component, I would say that we can infer, is that

 

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Dr. Nicole Dillard (she/her): We there are nuances and people's experiences and connections that they may not be making. So they may not be

 

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Dr. Nicole Dillard (she/her): perceiving that they're in, you know, the inevitable Treatment Treatment that they're having is related to their APR

 

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Dr. Nicole Dillard (she/her): So they'll say in the qualitative data, I feel that I am not treated fairly, but they may not relate relate that to their APR process.

 

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Dr. Nicole Dillard (she/her): So I think that's, you know, we should consider more opportunities moving forward to qualitative data collection.

 

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Dr. Nicole Dillard (she/her): Right, so we should maybe think about whether we need to do focus groups, in addition to the survey so that we can really parse down to these nuances and start to be able to see these connections of

 

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Dr. Nicole Dillard (she/her): Inequity to APR and RPT because they're not explicitly known or made between, you know, most of the participants who

 

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Dr. Nicole Dillard (she/her): Have taken the survey itself.

 

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Darryl Peal: And Nicole. One of the things you just share it is vitally important and has been also one of those reoccurring things that I've heard. And I think, Nicole. I mean, Carolyn, you were around for this.

 

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Darryl Peal: Folks were saying that they missed the whole notion that we don't, we're no longer doing focus groups around the

 

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Darryl Peal: Climate study there was again thing in the beginning when a climate studies were done.

 

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Darryl Peal: Focus groups were made available in a very confidential way where individuals were allowed to share their perspectives and a confidential and and safe space. And so that is definitely something I would like to consider being part as we move forward in the next cycle.

 

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Bonita Brown: Right, so I think this will be the last question and Darryl. This is probably for you. I know. This presentation was about the report.

 

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Bonita Brown: In the camp, the climate on campus, but it also brought questions around about

 

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Bonita Brown: What are some of the steps, people can take, how can they report incidents where are the policies around retaliation or things like that. I just wanted to just generally

 

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Bonita Brown: You know, summarize what's coming, or where what what's available now in regards to how people maybe we can report or understand what our policies are around these type matters.

 

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Darryl Peal: So I really appreciate that question. Morning, you know, and

 

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Darryl Peal: And those were some of my questions. When I got here.

 

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Darryl Peal: So I shared that that same question. In response, and also to let me preface it with this, I would like to dig deeper into

 

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Darryl Peal: The information that was shared in the campus climate study because what people were saying was, in many instances to me was beyond, how do I start the grievance process.

 

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Darryl Peal: It was it was it was also about how do I get support while I'm going through

 

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Darryl Peal: The process or go I'm going through, you know, is there a safe space for me. How do I do this and complain and or share my situation without retaliation

 

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Darryl Peal: And so the issue around retaliation again became a reoccurring thing. So the, the bias incident report process, which hopefully will go into place very, very, very soon.

 

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Darryl Peal: As many of you know at Northern Kentucky University. You don't just put

 

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Darryl Peal: Processes in the place without getting community engagement and response. And so we've got response from students, faculty, staff is now with staff Congress

 

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Darryl Peal: But we and we have a bias response process in place, but it's not robust enough to do the things

 

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Darryl Peal: That we need to do. And so having a bias response team, which is responsible for receiving the information and making sure individuals are in fact referred to

 

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Darryl Peal: The proper places spaces and processes without retaliation is one of the new things. That's a part of this new more robust process.

 

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Darryl Peal: And it mirrors what folks are doing it. THE MICHIGAN STATE OF THE WORLD AND THE OHIO STATE OF THE WORLD AND THE UNIVERSITY Kentucky's of the world, you know,

 

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Darryl Peal: It's a little more robust process. So, that is, in fact, coming in the meantime I would, I would encourage folks to also feel free to utilize my office right

 

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Darryl Peal: I am a confidential confident place that I will until we had a bias response protocol into place help facilitate

 

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Darryl Peal: Those processes for individuals and connect them to whom and and and what they need to be connected to in the process, but I also encourage you to utilize the human resources to

 

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Darryl Peal: The Office of Human Resources because they have processes and protocols in place already and an individual, there will be Rachel Green.

 

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Darryl Peal: Do I think we need to continue to grow our processes, especially around bias and around issues that have emerged and continue to emerge and a campus climate.

 

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Darryl Peal: Survey. Absolutely. And that's why the bias protocol is we're pushing it so hard to get into place. I hear on the concerns about retaliation

 

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Darryl Peal: And I respect those and I don't minimize those

 

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Darryl Peal: So I would offer again for folks to utilize my office as well as Rachel Green. So I help facilitate to maybe simultaneously through the process to ensure that you have a process that was fair, equitable and and without consequence.

 

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Bonita Brown: Right. And with that, I'm going to turn it back over to you to close out the session.

 

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Darryl Peal: I'm going to be brief and probably playing me on some folks going home for today. What I will say is thank you Dr. Nicole Miller. Thank you, Dr Mackey, and thank you, Vice President brown

 

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Darryl Peal: This has been a journey for me. It has been an unveiling of an institution in a way that you normally don't get to have when you're the new Diversity Officer on campus.

 

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Darryl Peal: The timeliness of the campus climate survey gave me insight into how people are feeling from different religious backgrounds, from different political backgrounds, from different genders.

 

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Darryl Peal: Orientations races, you know, and, and, and both folks who are from internet different places across the globe.

 

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Darryl Peal: And so we will not put this on the shelf. This will not be something that was that was done and then passed away, it will be something that really informs us as we continue to move and grow our, our goals for inclusive excellence.

 

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Darryl Peal: Also want to integrate that we are committed as a university to diversity respectful and fair treatment.

 

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Darryl Peal: And a sense of belonging have everyone on our campus. And as I close, I just, I'm reminded of when things and awareness of

 

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Darryl Peal: That in mind with the king who I think sometimes over quote it but this this particular quote reminds me so much of where we are and who we are and why we then this this call, there's this survey.

 

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Darryl Peal: And I believe that's even been quoted before in previous service and that is we are all tied together in a single garment of destiny.

 

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Darryl Peal: And inescapable network of mutuality and I can never be what I ought to be until you are allowed to be what you also be thank you again for joining us today. I look forward to continued work and I will also share with you that we have planned a part two.

 

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Darryl Peal: We will be unveiling a date and time and location, but the tied to part two is going to be, it's going to involve students. Students prospective students response.

 

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Darryl Peal: To the campus climate survey as well as some faculty and staff and administrators were working on

 

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Darryl Peal: Planning and gathering that now because it's not enough to give a report, we need to also drill down into the community.

 

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Darryl Peal: And get put our fingers on the pulse of what people believe see and feel as a result of that information and what they want, moving forward. So again, I think everyone and the campus community for being engaged and involved.

 

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Darryl Peal: Thank all of our researchers and individuals who contributed and I look forward to the next time. Thank you.