University of Minnesota, Morris
PAE-7: Measuring Campus Diversity Culture

We assess diversity and equity information on campus in several ways. 1) We use institutional student experience survey information and NSSE data to examine how diverse student groups are performing at Morris, and to learn about participation and satisfaction of these groups, as well as identify areas for improvement. 2) Students living on campus (95% of first year students and half of all students) complete an annual educational benchmarking study assessing students experience with residential life. Questions assessing the equity and diversity climate ask student a series of questions rate "to what extent do your fellow residents respect people of differing genders" as well as sexual orientation, races/ethnicities, religious beliefs, and political views. 2) The Office of Equity, Diversity, and Intercultural Programs engages with large numbers of students from under-represented student populations and receives feedback from them. 3) Focus groups and listening sessions have been used to gather feedback about attitudes and campus culture for diversity and equity. 4) Campus leaders regularly review retention and graduation data for diverse student populations. We send out a Residential Life benchmarking survey that goes out to first year students and half of the student body.

Feedback from a focus group in 2010 led to a proposal to expand staffing to provide more support for GLBT students, as well as interim plans to have Safe Zone-trained students provide support through a GLBT support group, peer to peer mentoring, and office hours. A Morris Academic Partner has added resources as well. American Indian staffing, course content, and campus programming has been expanded to meet the needs expressed by a growing American Indian student population, reflected in part in student feedback sessions held the American Indian Advisory Committee. Leaders in Equity and Diversity, Student Affairs and Academic Affairs are seeking to establish US Department of Education TRIO programs to expand support for student from historically underrepresented colleges to close graduation and retention gaps and support success for all students. Morris students living on campus rate their experiences with other residents as much more respectful of difference that students on other US campuses. Morris students rated residents respect for people of differing genders, sexual orientation, races/ethnicities, religious beliefs and political views as very respectful. Ratings increasing markedly from 2006 to 2011 and fall in the excellent range for all aspects of difference being measured. Morris student ratings placed the campus in the top 10% of 284 responding schools for respect for people of differing sexual orientations, the top 20% for genders and the top 30% for race and ethnicities. Res Life continues to support programming to foster respectful, welcoming and open communities where biases are challenged and intercultural learning is supported. While this is good news, Res Life data also shows 1) more students of color moving of campus after their first year than white students and 2) new students looking for welcoming communities interested in GLBT issues. Residential Life is working with others on campus to add three new theme floors focusing on indigenous cultures, Pride, and social justice.