|Submission Date||March 14, 2012|
Our EBI Campus-wide Student Climate/Diversity Assessment was originally developed in partnership with The Ohio State University in 2003 and has been validated in two pilot administrations.
With over 20 factors, this comprehensive assessment provides insights into the perceptions of students on the campus' climate. EBI's assessments are designed to enable Truman to leverage results to make informed decisions which drive continuous improvement. Areas of focus include:
•Prior Experience with Diversity: Race/Ethnicity, Gender, Religious Identification, Political/Social Ideology, Financial Standing
•Academic Achievement and Personal Development
•Diversity Programs and Policies: Special Consideration for Minorities, Student Received Special Consideration
•Camaraderie Among Racial/Ethnic Groups
•Classroom Environment: Inclusive Environment, Value of Contributions, Represent Others
Expressions of Insensitivity and Prejudice: Faculty and Staff, Students
•Diversity Experiences Impacted: Learning and Development, Ability to Work Effectively with Others, Attitudes of Differing Populations
•Disabled Students: Accessibility of Campus Resources, Physical Accessibility to Campus Facilities
•Overall Evaluation of Institution
As with all of EBI's nationally benchmarked assessments, our National Climate Assessment includes:
•Identification of factors that impact student perceptions of the campus climate.
•A Longitudinal Analysis to track progress over time to provide evidence of improvement
•Up to 10 Institutional Specific Questions (Unique questions you add to the survey)
•Comparative analysis to better understand your performance over time. Three levels of comparisons include:
1) Six self- selected peer or aspirant schools
2) All schools in your Carnegie Classification
3) All participating schools
The EBI analysis includes two types of reports. Upper Level Summary Reports which give the reader a high level view of the performance of their institution and Lower Level Detail Reports which dig into the data to pinpoint details.
Gender, ethnicity, and other demographic variables are included in the analysis so you can determine the degree to which intervention strategies may need to differ.
The Student Activities Assessment by EBI investigates learning outcomes related to Personal and Relationship Skills, Appreciation of Diversity, and similar factors. Six hundred and seventy-four Truman students participated in 2010. Student overall evaluation of the university was high. Truman Students were above goal levels in their satisfaction with the degree to which attending this university enhanced their ability to think critically and to understand educational goals. They were below goal-levels in satisfaction with learning objectives associated with participation in student activities. Items related to these learning goals includes to what extent participating in student activities expands understanding of individuals from diverse backgrounds, exposed them to new ideas, provided leadership training , enhanced appreciation of the arts, and expanded cultural activities.
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.