Differing Learning Environments Survey Administration

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Various Learning Environments Survey Administration Pilot Institution Webinar Nov. 18, 2009 UCLA

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Goals & Agenda Introduction Part 1: Overview of DLE Conceptual Framework, List of Constructs, Social Identities Part 2: Overview of Pilot Administration of Assessment Instrument Part 3: Q & A

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Introduction Institutional Diversity Assessment Pilot for a national dispatch Components of the Diverse Learning Environments Research Project DLE Survey Campus Case Studies (select) Institute for Critical Analysis of Quantitative Data & Diversity Research Institute National Retention Study 3

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Moving Towards a New Instrument Integrated appraisal of atmosphere, assorted qualities practice, and results Inclusive of various social personalities Modules focusing on particular themes Longitudinal if connected with other understudy information Link with enlistment center information Widely accessible CIRP study 4

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DLE Survey Structure Core Survey Modules Classroom Climate Transition into the Major Intergroup Relations Community College Students' Transfer Pathway Transition Experiences for Transfer Students at 4-year Institutions

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Part 1 Overview of DLE Conceptual Framework Overview of DLE Constructs Overview of Social Identity Group Representation in Survey

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Figure 1. Various Learning Environments Conceptual Framework This model outlines a few numerous levels of setting, including the bigger arrangement and socio-authentic condition, the institutional setting, and mirco-situations that incorporate the classroom, co-curricular projects, and groups outer to school. All settings impact the three sorts of results of premium: expertise sets for long lasting learning, capabilities for a multicultural society, alongside the results of accomplishment and maintenance. This applied model may help us turn out to be more educated about the conditions that are ideal for making assorted learning situations with impartial understudy results. [Source: Hurtado et al., 2009. Adjusted from Jackson, B.W. (1988) as refered to in Marchesani & Adams (1992).]

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DLE Conceptual Framework: Mapping the Constructs

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DLE Constructs: Core Survey Pre-College Knowledge of Diverse Groups (1) Pre-College Racial Interactions (2) Effects of Economic Context (3) Push & Pull Factors (4) Overall Perceptions of Climate (5) Cross Racial Interactions Positive (6) Diverse Interactions (Verbal) (7) Discrimination and Harassment Experiences (8) Satisfaction with Structural Diversity (9) Satisfaction with Campus Climate for Diversity (10) Co-Curricular Involvement (11) Curricular Involvement (12) Faculty Interaction (13)

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DLE Constructs: Core Survey Navigational Actions for Academic Success (14) Navigational Support (15) Validation (General) (16) Validation (in the Classroom)* (17) Perceptions of Institutional Validation (18) Curriculum of Inclusion (19) Pedagogy of Inclusion (20) Perceptions of Institutional Commitment to Diversity (21) Sense of Belonging (22) Pluralistic Orientation (23) Civic Values & Commitment (24) Anticipated Involvement in Redressing Social Inequalities (25) Social Action Engagement (26)

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DLE Constructs: Core Survey Student Mobility Patterns (27) Student Mobility (Institution Types) (28) Student Mobility Reasons for Taking Courses Elsewhere (29) Student Mobility Reasons for Stop Out, Withdraw, and Transfer* (30) Academic & Leadership Self-Concept (31) Integration of Learning (32) Habits of Mind (33) Skills for Life Long Learning (34) Salience of Social Identities* (35) Awareness of Privilege (36) Self-Directed Actions* (IGR) (37) Other-Directed Actions* (IGR) (38) * Denotes extra builds additionally in a module

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DLE Constructs: Modules Classroom Climate (39) Classroom Learning Outcomes for a Multicultural World (40) Major Climate (41) Reasons for Changing Majors (42) Barriers to Choosing a Major (43) Navigational Actions Towards Declaring a Major (44) Parallel Empathy (IGR) (45) Intergroup Collaboration (46) Awareness & Attribution for Race & Gender Inequality (47) Self-Appraisal of Skills in Dealing with Conflict (48) Transfer Preparation & Navigational Actions (49) Institutional Transfer Culture (50) Barriers to Transfer (51) Pre-Transfer Institutional Support (52) Post-Transfer Institutional Support (53) 4-Yr Transfer Adjustment (54)

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Faculty enable me to learn here At slightest one staff part has appreciated my improvement Staff urge me to get required in grounds exercises At minimum one employee has appreciated my advancement Discussed vocation objectives Used the institutional site to find out about grounds assets Read this present organization's inventory (paper or on the web) Utilized scholarly prompting/guiding Validation & Navigational Action Scale: Strongly Agree, Agree, Disagree, Strongly Disagree Scale: Frequently, Occasionally, Never

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Items Addressing Diverse Social Identity Groups in Main Survey General assorted qualities (character not determined): 50 Race/ethnicity: 42 Gender: 15 Socioeconomic Class: 18 Age: 4 Sexual Orientation: 9 Ability/Disability: 7 Political Orientation: 10 Religion/Spirituality: 7 Citizenship: 6

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Part 2 Overview of Pilot Administration of Assessment Instrument Registration & Administration Logistics Planning & Conceptualization

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DLE Administration Web Only Online Registration for Institutions www.cirpsurveys.org Upload email rundown of target understudies Option to Select Modules Dates of Survey Administration to Students Nov. 30, 2009 - June 30, 2010

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2-Year Institutions Full accomplices Students who have finished 24 units or more at your establishment Inclusive of professional and scholarly ways Inclusive of all degree yearnings (not exchange bound just) 4-Year Institutions Full associates Students in their sophomore year (were first time green bean in fall 2008) Students in their lesser year (were first time rookie in fall 2007) Transfer understudies who have finished one year at your foundation Sampling

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CIRP Survey Administration: Increasing Response Rates Inform your IT office Send out propel notice to understudies either through an email, grounds declaration, class declaration, understudy online interface, and so on. Modify the Welcome screen Upload school logo to the entryway Customize nearby extra inquiries and additionally aggregate codes if material

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CIRP Survey Administration: Increasing Response Rates Cont. On the off chance that utilizing the HERI email appropriation framework, redo the email content, transfer the rundown of understudy names, and set the dates for the email welcome and updates Send email utilizing an email account well known to understudies If utilizing HERI email conveyance, make certain to parody an email deliver recognizable to understudies

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CIRP Survey Administration: Increasing Response Rates Cont. We prescribe no less than a two-week organization period, sending the messages just amid the week, i.e. Mon, Wed, and the accompanying Tues & Thurs Check the regulatory reports on the gateway occasionally to monitor reactions and get ready records for update messages Strategies to expand reaction rates

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Increasing the Participation of Marginalized Groups Most underestimated are to the least extent liable to take part Work with groups, understudy associations, focuses (e.g. utilize peers, focuses) Emphasize support as a component of institutional self-study and change "Eye to eye" contact or customized email study Incentives – drawing for educational cost/charges, stopping pass, books, and so on or little motivation for every understudy

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Deliverables for Institutions Data for all understudy reactions Reports Institutional Profile Frequencies, implies, standard deviations CIRP Constructs CIRP Themes Comparison Groups (if at least 5 establishments in correlation assemble)

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Conducting Research Single unit or wide contribution for information Similar or diverse methodologies for voting public (e.g. workforce, staff, understudies) Use of information and stories Capitalize on those intrigued by this work Other reviews on grounds Use Information for Practice Dissemination of data (e.g. Summit) Writing suggestions and next strides Use focalizing proof (various sources) for arrangements Prepare the individuals who have the obligation regarding usage of progress Key Considerations: Have a Plan for Ownership & Responsibility

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Plan of Action Given grounds objectives/issues and systems, decide the key strides that need to jump out at fuse more research about differing qualities on grounds: What are the craved results? What data do we require most and from which supporters? (Units, staff, understudies) Who else should be at the table on grounds? What skill do we require? How would we energize the interest of understudies, staff, personnel? By what means will we disperse the data to guarantee it is utilized to advance/change on grounds?

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Part 3 Resources & Questions? Advanced education Research Institute http://www.heri.ucla.edu Diverse Learning Environments Project http://heri.ucla.edu/dle Email: dleproject@gseis.ucla.edu Phone: 310-267-5930 Please utilize the online visit capacity to suggest conversation starters right now

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