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Why is ����ɫ��ҹ University conducting a climate survey?

Since the 2016 Climate Study, our campuses and communities have experienced a great deal that makes it critical that we try to understand the current climate at ����ɫ��ҹ University. Recent events on and off campus, specifically the heightened social unrest in 2020-2021, have highlighted this point. This survey also coincides with recent realignment of university offices and resources and the establishment of new structures at the university all with the aim of better serving the needs of our community. These efforts, and specifically this important study, represent our continued commitment to the inclusion of all voices as we shape the future of the university.

What is university climate?

University climate is defined as “the current attitudes, behaviors, standards and practices of employees and students of an institution.” The climate is often shaped through personal experiences, perceptions and institutional efforts.

What actions were taken in response to the 2016 Climate Study results?

Several initiatives undertaken as part of the Great Places Initiative began (and some were completed) in response to the information gathered in 2016. This follow-up survey is a result of some of those findings which needed further research.

How is the climate survey different from other assessments that have recently been done?

As the university is constantly in pursuit of ways to better serve and understand the needs and experiences of our communities, multiple surveys focusing on different aspects of the university experience are conducted throughout the year. While other surveys may ask questions related to climate, this year’s climate study has a specific focus on issues related to race. This survey also involves gathering input from all students, faculty and staff rather than focusing on specific groups. This will help us understand the climate from various perspectives on campus.

Who will be conducting the survey?

The Climate Study Steering Committee (CSSC), which includes a cross section of ����ɫ��ҹ University students, faculty and staff, is overseeing ����ɫ��ҹ’s climate survey. Additionally, ����ɫ��ҹ University Department of Sociology and Criminology’s Survey Research Lab is providing direct technical and developmental assistance on this survey.

How were the questions developed?

Working with a diverse set of university community members, the ����ɫ��ҹ University Sociology and Criminology Department’s Survey Research Lab led the effort to create and administer the survey. The current survey includes benchmarking questions that reference 2016 questions and data to assess progress in select areas of the campus climate.  It also includes new items specifically targeting the current focus of the 2021 survey and recent events both on and off campus.  With a shift to under 15 minutes and a keener focus on racial climate for the 2021 survey, some new items were developed and cognitively tested with individuals representing various roles in the KSU community (students, faculty, staff), different races, different ethnicities, and different levels of ableism. Adjustments were made drawing upon knowledge obtained in this testing process.

Why do some demographic questions contain a very large number of response options?

It is important in campus climate research for survey participants to “see” themselves in response choices to prevent “othering” an individual or an individual’s characteristics. Although it is reasonably impossible to include every possible choice to every question, the goal is to reduce the number of respondents who must choose “other.”

What resources are available if I have experienced any discomfort after taking the survey?

We recognize that answering some of the questions on this survey may have been difficult. If you have experienced any discomfort in responding to these questions and would like to speak with someone please access the list of resources provided on this site.

What is the Institutional Review Board (IRB) process for this study?

The primary investigator from ����ɫ��ҹ University for the IRB process is Gregory Gibson, director of the Survey Research Lab in the ����ɫ��ҹ University Department of Sociology and Criminology. IRB approval has been secured. See IRB Protocol #21-061.

What will be done with data from the results?

While the committee believes the survey process itself is informative, we have received a commitment from ����ɫ��ҹ President Todd Diacon and senior leaders that collected data will be used to plan for an improved climate at ����ɫ��ҹ University. As we did in 2016, the results will be used to create and inform both universitywide effort and unit-level diversity, equity and inclusion strategic plans.

What is the response rate goal?

While 100% participation would be ideal, we understand based upon the last survey that this may not be possible. Every response matters and is valuable in providing the most beneficial feedback and results. In 2016, we received great response rates from faculty (34%) and staff (55%). We would love to meet or exceed those rates in 2021. In the previous survey, we received a lower-than-desired response from students (16%). This time we are focusing on increasing the student response rate (goal of 25%). We would appreciate it if you would help us achieve our goal by encouraging other students to complete this survey. The more responses we receive, the richer the results and the more accurate the data collected will be, so please do your part and not only take the survey yourself, but also encourage others to participate!

How is a respondent’s confidentiality protected?

Confidentiality is vital to the success of campus climate research, particularly if sensitive and personal topics are discussed. No identifiable personal information will be collected (e.g., student ID number, email address) nor is encouraged. While the survey cannot guarantee complete confidentiality because of the nature of multiple demographic questions, the data analysis team will take multiple precautionary measures to enhance individual confidentiality and the de-identification of data. No data already protected through regulation or policy (e.g., Social Security number, campus identification number, medical information) is obtained through this important survey. In the event of any publication or presentation resulting from the assessment, no personally identifiable information will be shared, and results will only be reported in the aggregate (by the group). In addition, the data collection and protection will be in line with the University’s Privacy Statement. Participation in the survey is completely voluntary, and participants do not have to answer any question — except the first positioning question (student, staff or faculty) — and can skip any other questions they consider to be uncomfortable. Response options of “Don’t know” and “Prefer not to answer” are provided for that purpose.

What will be included in the final summary reports?

The Climate Study Committee will provide a final report that will include an executive summary and a report narrative of the findings through both qualitative and quantitative analysis. The reports provide high-level summaries of the findings and will identify themes found in the data. Generalizations for populations are limited to those groups or subgroups with response rates of at least 30%. This is why we need everyone to participate.

The Climate Study Steering Committee includes a cross section of ����ɫ��ҹ University students, faculty and staff.

Committee Co-Leads

N. J. Akbar, associate vice president, Division of Diversity Equity and Inclusion
Robert Hamilton, associate professor, Biological Sciences (Stark)
Mandy Munro-Stasiuk, interim dean, College of Arts and Sciences

Committee Members

Manuel J. Albacete, faculty, College of Architecture and Environmental Design (Stark Campus)
Carmen Blakely, associate professor, Department of Health Sciences
Gina Campana, formerly, assistant director, Diversity, Equity and Inclusion 
Cristin Compton, associate professor, School of Communication Studies
Ed Dauterich, professor, Department of English
Cathy Dubois, associate dean, graduate and online programs, Ambassador Crawford College of Business and Entrepreneurship
Jean Engohang-Ndong, associate professor, Department of Biological Sciences (Tuscarawas Campus)
Gregory Gibson, associate professor and director of Survey Research Lab, Department of Sociology and Criminology
Liz Henry, senior director, marketing strategy and research, University Communications and Marketing
Ben Hollis, executive director, ����ɫ��ҹ Online
A. Bathi Kasturiarachi, associate professor, Department of Mathematical Sciences (Stark Campus)
Mike Kavulic, assistant vice president, Division of Research and Economic Development
Sarah Malcolm, executive director, Office of Global Education
Darcy McBride, academic services coordinator, Office of Student Accessibility and Tutoring (Stark Campus)
Daniel Diaz Nilsson, director, Office of Diversity Outreach and Development, College of Education, Health and Human Services 
Susan Perry, assistant provost, Office of Accreditation, Assessment and Learning
James Raber, executive director, information services, educational technology and service management, Division of Information Technology
Renee Romine, formerly, executive director, Office of Training and Development and Human Resources Communications
Timothy Rose, field operations coordinator, Survey Research Lab, Department of Sociology and Criminology
Wayne Schneider, director, Division of Institutional Research
Linnea Stafford, senior institutional research information officer, Division of Institutional Research
Jordyn Stoll, biological sciences major
Lisa Testa, associate professor, School of Teaching, Learning and Curriculum Studies
Yvonna Washington-Greer, assistant vice president, equity, identity and success, Division of Student Affairs
Craig Wawrosch, sociology and criminology major, project manager for the Survey Research Lab
Connor D. Wilcox, doctoral student, College of Communication and Information
Jeremy Williams, assistant professor, Department of Geology

2021 Social Climate Survey Terms and Definitions

American Indian (Native American): A person having origin in any of the original tribes of North America.

Asexual: A person who does not experience sexual attraction.

Assigned Birth Sex: Refers to the named biological sex of a child at birth.

Bullied: Unwanted offensive and malicious behavior which causes harm to the recipient or target.

Climate: The perceived environment created by people that influences feelings of safety, comfort, and respect.

Disability: A physical or mental impairment that substantially limits one or more major life activities.

Discrimination: Discrimination refers to the treatment of a person based on their identity group (i.e. religion, sex, gender, race, ability, age, etc.) rather than on an individual’s merit.

Experiential Learning: Learning by doing and often involves activities that are offered outside of the classroom, such as internships, field experience, and cross-cultural experiences.

Family Leave: The Family Medical Leave Act is a labor law requiring employers with 50 or more employees to provide job-protected unpaid leave due a serious health condition, caring for a sick family member, or caring for a new child (including birth, adoption, or foster care).

Gender Identity: The manner in which a person thinks about their own identity as a man, woman, both or neither.

Genderqueer: Individuals that typically reject notions of static categories of gender and embrace a fluidity of gender identity and sexual orientation.

Gender Expression: The manner in which a person outwardly demonstrates gender through actions and behaviors.

Harassment: Harassment is unwelcomed behavior that harms another person, regardless of intent, and results in a hostile environment for the targeted person(s)/group.

Homophobia: Discrimination against those identifying or perceived as gay, lesbian, bisexual, or other than strictly heterosexual.

Intersex: A term used for individuals born with a reproductive or sexual anatomy that doesn’t fit the binary definitions for “female” or “male.”

National Origin/Ancestry discrimination: Negative or adverse (unlawful) treatment of an individual based on birthplace, ancestry, culture or linguistic (language) characteristics common to a specific ethnic group, national origin, country or region.

Nonbinary: a person identifying as neither man nor woman.

Non-Native English Speakers: People for whom English is not their first language.

People of Color: People who self-identify as other than White; anyone that identifies in one or more of the minority race groups previously defined above.

Physical Characteristics: Term that refers to one’s outward appearance (i.e., hair texture, lips, nose, statute etc.)

Position: A person’s position/status within the institution (e.g., staff, full-time faculty, part-time faculty, administrator, etc.)

Power: Unearned/preferential access to resources, influence on others, decision-makers, personal autonomy.

Prejudice: Stereotypical thinking caused by limited thinking. Can be negative or positive; both are harmful as they deny the individuality of the person and contributes to a “single story” narrative of groups of people.

Race: A social and political construct; not scientific.

Racial Identity: A socially constructed category based on generalized physical features such as skin color, hair type, shape of eyes, physique, etc.

Racial Harassment: Based upon a person’s race, acts that include intimidation, ridicule, or insults that are sufficiently severe (harsh or cruel), pervasive (inescapable or widespread) or persistent (constant or repeated) that interferes or limits one’s ability participate in or benefit from the services, activities or privileges provided by the university; also creates an intimidating, hostile and offensive working and/or learning environment.

Racism: Different from racial prejudice, hatred, or discrimination. Racism is reflected when one group who holds power carries out systematic discrimination through institutional policies (e.g., local and national) and practices within the society that shapes cultural beliefs and values that continually supports racist policies and practices.

Sexual Identity: Term that refers to the sex of the people one is sexually attracted to.

Socioeconomic Status: The status one holds in society based on one’s level of income, wealth, education, and familial background.

Transgender: An umbrella term referring to those whose gender identity or gender expression [previously defined] is different from that traditionally associated with their sex assigned at birth [previously defined].

Unwanted Sexual Contact: Unwanted sexual contact is behavior that occurs without explicit consent and includes touch, the use of an object, and the use of drugs or alcohol to incapacitate.