In February 2018, the Diversity Advisory Council (DAC) administered the third iteration of the University of Puget Sound Campus Climate Survey. The following timeline is anticipated for the 2019-2020 academic year:
Fall 2019: Share preliminary report; gather feedback from campus community to guide DAC on further analysis
Winter 2019-2020: Conduct further analysis, including any qualitative analysis
Spring 2020: Hold Campus wide forums based on the themes identified by the DAC in analysis
We encourage campus community members to discuss and search out connections and intersections across multiple facets of identity/social participation. We welcome feedback and commentary and look forward to engaging in conversations about how diversity is lived and experienced by different campus community members.
Climate: The atmosphere or ambiance of an organization as perceived by its members that can influence whether an individual feels personally safe, listened to, valued, and treated fairly and with respect. An organization’s climate is reflected in its structures, policies, and practices; the demographics of its membership; the attitudes and values of its members and leaders; and the quality of personal interactions.
Diversity: Includes attention to identity characteristics such as age, disability, gender, race, ethnicity, religion/spiritual tradition, sexual orientation, veteran status, job status or socioeconomic class, nation of origin, language spoken, documentation status, personal appearance, and political beliefs. Diversity also includes attention to processes such as design of the curriculum, admissions policies and practices, hiring and retention practices, assessment of performance, budgeting, and any other day-to-day business decisions made within the institution.
Puget Sound intentionally conceptualizes diversity through an equity and inclusion understanding that makes clear how benefits for some groups are embedded in the organizational aspects of the university. Diversity thus accounts for and refers to historical practices and legacies, cultural and social representations and institutional processes that could cause groups or individuals to be systematically excluded from full participation in higher education.
In 2012, a preliminary report, focused on the collective change in experiences and perceptions of Puget Sound campus climate as reported by faculty, staff, and students surveyed in 2006 and 2012. During the 2012–13 academic year DAC presented the preliminary findings to numerous groups on campus including student leaders, the Faculty and Staff senates, department chairs and directors, Student Affairs and academic leaders, the Cabinet, and the Board of Trustees. During this sharing process feedback from campus community members was discussed and documented. In addition, members of DAC thematically coded all the written commentary from the survey using an agreed upon coding system and reviewed numerous data displays of the quantitative data. For each focus area of identity/social participation DAC identified themes with underlying issues and recommended actions.
Based on patterns in the quantitative data, qualitative comments, feedback from campus community members, and other institutional data sources, DAC identified five facets of identity/social participation for in-depth analysis: gender, religious beliefs, socio-economic status, political beliefs, and race/ethnicity. These topics were selected because of the large number of campus community members ranking these as areas of exclusion, marginalization, discrimination and/or harassment; the depth of emotion in the commentary written by respondents; and the tension between silences and speech about these issues in the feedback sessions.
It is very important to acknowledge that this data analysis and sharing strategy has strengths and weaknesses. First, we know that each of us has multiple identities which intersect one another in our lives. Histories and patterns in our social and political systems create similarities and differences, disparities and equalities, disadvantages and advantages in our lived experiences. While a report or discussion focused on one facet of identity may allow for analytical clarity, it might also obscure important intersections. While focusing on only some of the identified facets of social diversity can be interpreted as privileging some identities over others, DAC remains committed to a broad definition of social diversity, even as we had to make choices about what concerns to bring forward for campus consideration at this time.
Second, our Campus Climate Survey is study of ourselves, for ourselves. While we have the benefit of seeing some comparison of what has improved or not improved between 2006 and 2012, we do not have the benefit of seeing how the experiences of this campus compare to other campuses through a similar survey. There are many strengths in Puget Sound’s work toward and commitment to an inclusive campus climate—including our willingness to take a thorough look at ourselves—which we acknowledge, even as we examine data and consider action steps to accomplish additional gains in the future.
The preliminary report consisted of five sub-reports focusing on the identified facets of identity/social participation stated previously. The reports were shared with the campus community during the 2013-14 academic year in a forum style format. DAC members who contributed to the production of the report gave a campus climate presentation on each sub-group report and facilitated further discussion around the data and issues presented. The DAC campus sub-reports are available on SoundNet for campus community members to view. The vision for diversity and inclusion at Puget Sound states:
“We believe that reflective, thoughtful, and respectful examination of the differing dimensions of diversity educates and empowers all who work and study here to be advocates for inclusion and equity. All members of this community share in cultivating, sustaining, and continuously developing an environment in which equity is intentionally sought and inclusiveness is practiced.”
The availability of the DAC report online coupled with forum style presentations and discussions make for an intentional and open process of sharing and inquiry that honors Puget Sound’s commitment to diversity and inclusion. DAC is committed to ongoing conversation and continuous improvement and believes that sharing findings in this way is an important strategy for creating meaningful conversations. For example, in the 2015 iteration, a series of conversations in the form of campus forums addressing campus climate were held based on issues, as opposed to the themes in 2012. Each forum focused on addressing specific challenging issues central to understanding democracy, and cultivating campus climate and community. Issues addressed at each forum included: what is bias and the role Puget Sound’s Bias and Hate Education Response Team (BHERT) in responding to and providing education about, bias; freedom of speech, rights and limitations; identities, social issues and the call for a mutual endeavor; civility and respect; connections between national and local social climate, and; what campus climate data tells us about sexual misconduct at Puget Sound.
• Ariela Tubert (Chair), Interim Chief Diversity Officer and Professor of Philosophy
• Tim Beyer, Associate Professor, Psychology
• Sandra Braedt, Deputy Title IX Coordinator, Interim Title IX Coordinator, Interim Equal Opportunity Officer
• Kelly Brown, Director, Counseling, Health, & Wellness Services
• Allison Cannady-Smith, AVP Constituent Relations, Alumni and Parent Relations
• Regina Duthely, Assistant Professor, English
• Lea Fortman, Assistant Professor, Economics
• Jake Harrison ‘21
• Brittney Jackson, Assistant Director of Admissions and Multicultural Admissions Coordinator
• Franz Manganon ‘20
• Alanna Muir, Assistant Director for Assessment, Institutional Research
• Vivie Nguyen, Director for Intercultural Engagement
• Jada Pelger, Information Resources Coordinator
• Ellen Peters, Associate Provost for Institutional Research, Planning and Student Success
• Erin Ruff, Human Resources Manager
• Oscar Secrist, Assistant Registrar for Academic Records Evaluation
• Tricia Speid, Assistant Director of Diversity and Inclusion and Access Programs Coordinator
• Carolyn Weisz, Professor, Psychology
• Kirsten Wilbur, Clinical Associate Professor, Occupational Therapy
• Dave Wright '96, University Chaplain and Director for Spiritual Life and Civic Engagement
2012 Preliminary Report
October 2013: Campus Climate and Gender (Gender Report, campus access only)
November 2013: Campus Climate and Religion (Religion Report, campus access only)
February 2014: Campus Climate and Socioeconomic Status (Socioeconomic Status Report, campus access only)
March 2014: Campus Climate and Political Beliefs (Political Beliefs Report, campus access only)
April 2014: Campus Climate and Race and Ethnicity (Race and Ethnicity Report, campus access only)