Campus Climate and Disabilities ™ Susan A. Vogel, Ph.D.

Campus Climate and Disabilities™

Susan A. Vogel, Ph.D.

Susan A. Vogel, Ph. D. 2

Overview

• What is the Campus Climate and Disabilities (CCD)?

• Why do institutions use the Campus Climate and Disabilities Questionnaires (CCDQ)?

• Who has used the CCDQ?

• What information does the CCDQ provide?

• What does CCD do for institutions?

• What does the institution do?

• What are some possible outcomes after using the CCDQ?


Campus Climate and Disabilities™

Campus Climate and Disabilities™ (CCD) is the provider ofthe four questionnaires (CCDQ) that reflect a 360degree assessment of campus climate pertaining to disabilities.

The respondents to the CCDQ are:

1) Faculty

2) Administrators & Staff

3) Students with Disabilities

4) Students without Disabilities


Some reasons institutions use the CCDQ

• To be in compliance with national & state disabilities mandates

• To determine and address safety concerns

• To know what changes to make to improve campus climate

• To enhance retention and graduation rate

• To identify and reduce/eliminate barriers

• To provide information on topics of interest

• To determine need for additional staff, equipment, services, space

• To provide information for program, department, and institution evaluation, accreditation, on-going assessment on diversity, etc.


Some of the institutions that used the CCDQ

• Baylor University

• Northern Illinois University

• Rutgers University

• Sauk Valley Community College

• Skidmore College

• Slippery Rock University

• Southern Illinois University

• University of Buffalo

• University of New Mexico


What information do respondents provide?

●Concerns about campus safety

●Self-reported level of knowledge about disabilities

• Experience regarding students with disabilities

•Concerns and knowledge about accommodations

•Topics of interest

•Preferred strategies for acquiring information

•Cross validation, elaboration, and interpretation

•Barriers to academic success

•Strategies to reduce or eliminate barriers


What services does CCD provide at Level One?

• Establishes a service/research partnership

• Provides a detailed administration manual

• Provides secure link to the Questionnaires

• Hosts online Questionnaires (up to 45 days)

• Provides “cleaned” data in CSV/Excel including comments and data code “book”

• Conducts descriptive data analysis for each Questionnaire and provides results in tables, line graphs, pie charts, bar graphs, etc.

• Stores data in secure server for up to 10 years


What services does CCD provide at Level Two?

• Provides all of the services provided at Level One

• Provides a comprehensive report integrating quantitative and qualitative results including major strengths, challenges, recommendations, and executive summary


What services does CCD provide at Level Three?

CCD provides all of the services

provided at Levels One and Two plus a

customized in-depth report focusing on

the subgroup of interest, a comparison

of two or more groups of respondents,

or on another topic of interest.


What does the institution do?

• Secures financial resources & approval

• Establishes a leadership team

• Receives Institution Research Board approval

• Emails letters of invitation and two reminders to potential respondents

• Generates the best possible response rate


What does the institution do? (cont.)

• Conducts data analysis and writes report (or contracts with CCD to do this)

• Interprets findings

• Disseminates results

• Determines next steps

• Implements recommendations


Possible Outcomes

• Increased awareness and knowledge about disabilities, accommodations, Disability Services, and legal mandates

• A more welcoming and safe environment for all

• Services, strategies, procedures, and policies if students’ behavior might be harmful to themselves and/or others

• Identification and reduction/elimination of barriers

• Enhanced compliance with newest legal mandates

• Increased support services, space, staff, resources, etc.

• Increased retention and graduation rate


Some of the Direct and Indirect Outcomes at Northern Illinois

University

• Provided a unique assistive technology environment, workshops, speakers, improved signage, a Handbook and 1-on-1 training for computer lab assistants on use of assistive technology for students with disabilities

• Developed comprehensive Web site on disabilities in higher education (http://www.niu.edu/success)

• Provided data that resulted in the examination and revision of NIU’s web presence and enforcement of Section 508 for all of the institution’s Web sites, online information, distance education, etc.

• Provided data that contributed to passage of the Illinois Information Technology Accessibility Act (www.dhs.state.il.US/IITAA/IITAAStandards.html)

to ensure that university Web sites, information systems, and information technologies are accessible to those with disabilities


CCD’s future plans include …

• To conduct benchmarking using aggregated data

• To create further liaison with CCD users

• To assist in fostering climate change

• To enable others to conduct research

• To conduct training and research in collaboration with those who used the CCDQ leading to workshops, publications, conference presentations, new products, and services

Relevant Research to Date

Vogel, S. A. (2011). Campus Climate and Disabilities Questionnaires: Faculty, Administrators and Staff, Students without Disabilities, and Students with Disabilities. Lincolnshire, IL: Campus Climate and Disabilities, LLC.

Vogel, S. A. (2010). Using Campus Climate and Disabilities. Lincolnshire, IL: Campus Climate and Disabilities, LLC.

Eitola, C., Fishman, K., Greenberg, A., Moore, C. D., Schrijver, A., & Totino, J. (2011). Success with ACCESS: Use of Community-based participatory research for implementation. Journal of Postsecondary Education and Disability, (24)1, 61-65.

Vogel, S. A., Holt, J. K., Sligar, S., & Leake, E. (2008). Assessment of campus climate to enhance student success. Journal of Postsecondary Education and Disability, 21(1), 15-31.

Vogel, S. A., Leyser, Y., Burgstahler, S., Sligar, S., & Zecker, S. (2006). Faculty knowledge and practices regarding students with disabilities in three contrasting institutions of higher education. Journal of Postsecondary Education and Disability, 18(2), 109-123.

Vasek, D. (2005). Assessing the knowledge base of faculty at a private, four-year institution. College Student Journal, 39(2), 307-315.

Vogel, S. A., Vogel, G., Sharoni, V., & Dahan, O. (2003). Learning disabilities in higher education and beyond: An international perspective. Baltimore, MD: York Press. (Available from Campus Climate and Disabilities, LLC)

Leyser, Y., Vogel, S. A., Wyland, S., Brulle, A., Sharoni, V., & Vogel, G. (2000). Students with disabilities in higher education: Perspectives of American and Israeli faculty members. International Education, 29(2), 47-67.

Leyser, Y., Vogel, S. A., Brulle, A., & Wyland, S. (1998). Faculty attitudes and practices regarding students with disabilities: Two decades after implementation of Section 504. Journal of Postsecondarv Education and Disability, 13(3), 5-19.

Vogel, S. A., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research and Practice, 14(3). 173-186.


For more information about

GO TO: www.campusclimateanddisabilities.com

Fill out and submit the Contact Us page on the Web site

OR

e-mail

[email protected]

OR

call toll free

(855) CCD-2010

Campus Climate and Disabilities ™ Susan A. Vogel, Ph.D.

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