Delta College
PAE-7: Measuring Campus Diversity Culture

• Campus Diversity Survey (2008) - Adapted an existing Campus Diversity Survey created by The Regional Consortium for Multicultural Education. Obtained permission to use it as a model to indirectly measure diversity at Delta College. There were 97 questions arranged into four sections: 1) background information, 2) campus experience with diversity, 3) attitudes and actions relative to diversity, 4) experiences as a member of a subgroup.

With assistance from the Office of Institutional Research 21 sections of courses across campus were randomly selected to receive the Campus Diversity Survey. A cover sheet explaining the assessment was sent to each of the course instructors, together with surveys, instructions, scantron forms and pencils. Of the 406 sent out, 237 completed forms were returned.

• Noel-Levitz Student Satisfaction Inventory (2010) - Random class sections were selected distributing the survey to approximately 1,850 students. A 53% return rate was realized from 998 responses. Among the 12 survey scales were Campus Climate and Responsiveness to Diverse Populations. Students responded with a 7-point scale—first, regarding their perception of the services offered at Delta, and, second, the importance of that service is to them.

In the Campus Climate survey items, the following statements were given to the students to rate:

People on this campus respect and are supportive of each other. ***
This institution has a good reputation within the community. ***
Most students feel a sense of belonging here. ***
Faculty care about me as an individual. ***
The campus is safe and secure for all students. ***
I generally know what's happening on campus. **
It is an enjoyable experience to be a student on this campus. **
Students are made to feel welcome on this campus. **
The campus staff are caring and helpful. *
Administrators are approachable to students. *

The greater the number of asterisks, the greater the confidence in the significance of this difference and the greater the likelihood that this difference did not occur by chance. For example, statistical significance at the .05 level indicates that there are five chances in 100 that the difference between your institution’s satisfaction score and the comparison group satisfaction score would occur due to chance alone. The .01 level indicates a one in 100 chance and the .001 level indicates a one in 1,000 chance. If there are no asterisks for a particular score, the level of satisfaction is basically the same between your institution and the comparison group.

Campus Diversity Survey (2008) - The survey data were analyzed to determine whether significant correlations between certain student responses existed. For example, it would be expected that if the General Education diversity outcome was being met there would be a positive correlation between number of credit hours taken and student responses to questions such as: Would you be comfortable being close friends with a person of color? or How likely are you to refuse to participate in comments or jokes that are derogatory to any group, culture or gender?

Noel-Levitz Student Satisfaction Inventory (2010) - Raw data was shared with department leaders to allow opportunity for program improvement in the services and processes that affect student perceptions. Departments also use the information to build Action Plans that feed into the College’s strategic planning process.

The Campus Diversity Survey was administered in 2008. The Noel-Levitz Student Satisfaction Inventory was administered in 2010.