ACCESS: ASSESSMENT OF CAMPUS CLIMATE TO ENHANCE STUDENT SUCCESS University at Buffalo Disability Services Susan Mann Dolce PhD. [email protected] ACCESS Goals Best Possible Campus Climate Student Affairs & Disability Services • For Students with Disabilities (SWD). • Data driven strategic planning. • Effective utilization of resources to support student participation, retention and graduation. knowledge, changing Create a More Fully • Enhancing attitudes & practices campus wide. Inclusive Campus Environment Assessment of Campus Climate to Enhance Student Success Research Initiative by Association on Higher Ed and Disability. Began spring 2008. Data Collection fall 2008. UB leadership as one of eight schools (2 other R-1s) in 2008 - 2010. Surveys revised. Seven more schools participating 2010 -12. Data Collection Campus climate: The result of the knowledge, practices and attitudes of key constituents in the students’ environment. Faculty SWD* Campus Climate Adm/Staff SWOD* * Students with Disabilities *Students without disabilities Questionnaire for Administrators, Faculty, Staff and SWOD Perceptions of: Experience with people with disabilities. Knowledge about disabilities. Beliefs about the ability of students with disabilities. Practices Syllabus Statement, Providing Accommodations, Policy and Procedures, Universal Design in Instruction and Assessment Attitudes about fairness. Preferred : Topics of interest for staff and faculty development. Method of delivery for development opportunities. Questionnaire for Students with Disabilities (SWD) Assessed: Impressions of the knowledge and attitudes about students with disabilities of faculty, administrators, staff and students without disabilities. Descriptions of the behaviors that informed the above assessments. UB ACCESS Survey Participants Each group had demographic variables reflective of the UB population, except gender: Faculty, SWD & SWOD 65% female, 35% male. Adm/Staff 80% female, 20% male. Representation of Administration & Staff Respondents Administrators and staff were widely represented. In addition to the chart on right, 25% were represented by other or multiple offices. Faculty Medicine : 4% Education: 4% Business 2% Visual and Performing Arts: 2 % Multiple: 18% Other: 18% Students SWOD = Students without Disabilities SWD = Students with Disabilities ACCESS Qualitative Data 61 Faculty Participants: 63 Comments 184 Adm/Staff: 47 Comments Qualitative Data: optional written comments after each survey question. 92 Students with Disabilities (SWD): 148 Comments 571 Student without Disabilities (SWOD): 277 Comments Qualitative Focus: Faculty The effectiveness of professionals with disabilities in the respondent’s same career. 12 comments Should students with disabilities be advised to pursue a profession other than your own? 12 comments Are accommodations for students with disabilities fair for students without disabilities? 10 comments Selected Comments: Faculty “I meet with students not to talk about their disability but how we can work together to work out the accommodation they need.” “Alternative format materials may change the essential nature of the course. ” “For all of these, depends on both the nature of the impairment and the nature of the job.” “….academic requirements shouldn't be changed for people with disabilities. I had a learning disability and I did fine.” “There are no circumstances under which graduation requirements should be different - perhaps alternate means for meeting them, but the educational requirements must be the same.” “I don't think academic requirements should change, but if it takes longer to earn a degree that should be considered by FinAid.” “I usually wait for students to come to me (and they do).” “I do not have resources to prepare course materials in alternate formats, and often do not have syllabi finalized until it is time to teach the class.” “If a student needs to sit in the front of the room then you let them do that.” Qualitative Focus: Adm/Staff Effectiveness of professionals with disabilities in the respondent’s same career. 12 comments Are accommodations for students with disabilities fair to students without disabilities? 10 comments Are students with disabilities able to meet expectations of clinical and internship experiences? 9 comments Selected Comments: Administrators and Staff “I believe anyone with a disability can do the same job, so long as they receive the proper support and accommodations based on their diagnosis.” “Depends a lot on the occupation. In general people with disabilities may be as effective as those without.” “I don't think it's a matter of fairness. If students are being held to the same standards, there should be institutional, systemic, and individual participation in assuring all students have access to courses and university services equitably. Facilitating an opportunity for a student with a disability to be able to learn, function, and perform as well as any other student (in my opinion) is never unfair to students without disabilities.” “If equal opportunity is the key, then effective accommodations are good, but preferential treatment is counter productive.” “Professors cannot be free to state, "that's not my style”. Qualitative Focus: Students without Disabilities (SWOD) Describe barriers to academic success: 90 comments Are accommodations for students with disabilities fair to students without disabilities? 79 comments Effectiveness of professionals with disabilities in respondents same career: 53 comments Selected Comments: Students without Disabilities (SWOD) “I think that certain accommodations are made to create fairness in the learning environment.” UB student “They should not be given special privileges that give them an edge. “ UB student “The student to faculty ratio is very poor in many courses” UB student “Assuming that a person is doing a good job that he/she is suited for, I don’t see why they couldn’t do the job as well as anyone else”. UB student “Priority registration is patently unfair.” UB student “Knowing how to understand and interact with people with disability and not feeling uncomfortable.” “I don't think companies would want to hire people with disabilities; the extra time it may take for an individual to do something would not be efficient and therefore wouldn't be focused on creating the largest amount of profit in the shortest amount of time.” Qualitative Focus: Students with Disabilities (SWD) Self disclosure of a disability. 60 comments Describe barriers to academic success. 40 comments Provision of information to faculty. 16 comments Additional Comments: Students with Disabilities (SWD) “Train faculty how to encourage students with disability to come forth for help, offer accommodations without embarrassing students in front of the class.” “People assume I can’t do it.” “Staff need to be knowledgeable about the psychology of students with disabilities.” I have a *** and have trouble figuring out what kind of resources I need and how to obtain them. When I approached the student advisor of a department, I was told that it was better for me to get a classmate to share the notes instead of having a notetaker take it for me. This was very discouraging to me since I value my privacy and felt that there was no need for another student to know about my condition. I have been told by a professor in the "***" department that "I looked fine" when I spoke after classes regarding my inability to carry the textbook to class, she acted as if I should look obviously different because of my disability...ironic for an *** professor... “Stigma is really the biggest problem.” “PARKING!!!!!!” Faculty Experience Number of Faculty SWD Inform About Their Disability 63% SWD report having informed at least 2 faculty members. 21% SWD report having informed at least 1 faculty member. 16% have not informed faculty. % Reporting a High Level of Knowledge SWD Perception of % with High Level of Knowledge Do faculty include a statement in their course syllabi about accommodations? Faculty Use of Universal Design in Instruction and Assessment % Who Believe that Persons with Disabilities can be as Professionally Effective UB Community’s Belief that SWD’s can be as Effective on Clinicals and Internships SWD Perceptions of UB Community Willingness to Provide Accommodations Perceived Fairness to SWOD of Providing Accommodations to SWD Faculty Provide Course Syllabus Early Preferential Seating Adm/Staff SWOD •62% fair •6% unfair 59% fair 13% unfair 58 % fair 11 % unfair •87% fair •No one thought it was unfair 89% fair < 2% unfair 81% fair 4 % unfair Extra Assessment Time •74% fair •2% unfair 76% fair 6% unfair 58% fair 12% unfair Priority Registration •44% fair •23% unfair 40% fair 23% unfair 25% fair 41% unfair Course Materials in Accessible Format •84% fair •9% unfair 87% fair < 2% unfair 66% fair 9 % unfair Perceived Fairness of Modifying Policies or Requirements Modification of academic policies or requirements. Modification of financial aid determination. Modification of dept. or institutional graduation requirements. Faculty Adm/Staff SWOD 41% fair 28% unfair 33 % fair 28 % unfair 27 % fair 28 % unfair 42 % fair 27 % unfair 39 % fair 22 % unfair 29 % fair 26 % unfair 32 % fair 40 % unfair 28 % fair 28 % unfair 21 % fair 25 % unfair SWD Perceptions of UB Community’s Willingness to Modify Policies Academic Requirement Modification • 41% willing 20 % unwilling Financial Aid Determination • 25% willing 41% unwilling Graduation Requirement • 30% willing 31% unwilling % Interested in Learning More About Disability Issues Preferred Methods of Acquiring Information Faculty Staff SWOD Web (63%) Web (58%) Web (44%) Workshops (43%) Speakers (55%) Credit Course (On-line) (40%) Consultation (40%) Workshops (52%) Credit Course (Classroom)(37%) Take home info: Beliefs and Practices do not align. • Positive beliefs overall. • Develop practices. • Provide appropriate support. Information and • Provide accurate information. Communication are • Multiple communication modes. the Keys to Change • Communicate with everyone. Faculty and Staff are interested in change. • Content. • Format. Strategies for Creating Change Evaluate Service/Department for Universal Design Understand and Develop Awareness Implement Strategies to create Universally Designed Services, Technology, Departments, Courses & Programs Your Beliefs, Values & Practices Positive Campus Climate Simple Practice to Enhance UB Campus Climate: Syllabus Statement "If you have a disability and may require some type of instructional and/or examination accommodation, please inform me early in the semester so that we can coordinate the accommodations you may need. If you have not already done so, please contact the Accessibility Resources office. The office is located at 25 Capen Hall and the telephone number is (716) 645-2608." http://www.buffalo.edu/accessibility/ What’s Next? Plan & Collaborate Inform Create a More Inclusive UB Comments? Questions? Arrange an ACCESS presentation or discussion? [email protected] or 645-2608 Thank you.