Dr. William Allan Kritsonis, PhD Dissertation Advisory Committee Member Barbara Thompson - Proposal Ppt

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A POSTMODERN APPROACH TO IMPROVING CAMPUS CLIMATE THROUGH STRATEGIC

THINKING AT A MINORITY SERVING INSTITUTION IN TEXAS

Dissertation Committee Members2

Dissertation ChairWilliam Allan Kritsonis, Ph.D.

MemberDonald Collins, Ph.D.

MemberClement Glenn, Ph.D.

MemberSolomon Osho, Ph.D.

Outline3

I. Introduction

II. Background of the Problem

III. Statement of the Problem

IV. Purpose of the Study

V. Research Questions

VI. Null Hypotheses

VII. Significance of the Study

VIII. Definitions

IX. Review of the Literature

X. Methodology

XI. Conclusion

XII. References

Introduction4

Postmodernism's “primary significance is its power to account for and reflect vast changes in our society, cultures, policy, and economy” (Boland, 1995).

Thus, a “conceptual landscape of educational leadership” exists and includes epochs of foundational writings (English, 2003).

An epoch is a distinctive period of time marked by an event or written text that serves a an anchor to advance major concepts along a continual line development (English, 2003).

For example, the line of development for this presentation is pre-modern, modern and postmodern.

“Educational leadership emphasizes rationality and efficiency in its approach to preparation and in its models and standards” (English, 2003, p. 145).

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Key Tests and Epochs Impacting Leadership Thought on a Continuum of Premodernity and Postmodernity (English, F. W., 2003,

p. 147)

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(English, 2003, p. 147)

Background of the Problem7

(Minority Serving Institution Compact with The Texas A&M University System, 2007)


There is a need at this MSI to: Turn a culture of entitlement to one of mentoring and

reliance on evidence-based performance. Raise the bar and change the historic measurement of its value

and performance to students who are under prepared for college-level curricula.

Give ongoing attention to monitor progress toward campus improvement and assessment of its outcomes.

Provide guidance for developing pre-planning strategies. Monitor and judge whether a plan’s activities and strategies are

successful in fulfilling the organization’s goals.

(Minority Serving Institution Compact with The Texas A&M University System, 2007)


The postmodernist would emphasize that a culture’s belief system, such as a culture of entitlement, would be everything that resulted from psychological, social or chemical conditioning (English, 2003).

Developing policies and initiatives that address an issue of such as campus climate that is manifested in so many different ways, comes with challenges. Postmodern view: There is no cure for all. The key will be a persistent

effort that attempts to engage every member of the campus community (Fullan, 1993).

Statement of the Problem10

The statement of the problem is there are not enough students graduating or completing their four-year academic program at a Minority Serving Institution (MSI) in Texas. For a variety of reasons, graduation rates have been declining for the past decade. College student’s current perceptions and attitudes of campus climate at this MSI has an effect on a student’s achievement, students feeling socially connected to the university, student’s persistence to continue their four-year degree, and graduation rates.

Purpose of the Study11

The purpose of this study is to develop a postmodern

process for improving campus climate through strategic thinking at a Minority Serving Institution (MSI).

Qualitative Research Questions12

…are prefaced with a definition of Campus or School ClimateCampus or School Climate can be defined as “behaviors within a workplace or learning environment, ranging from subtle to cumulative to dramatic, that can influence whether an individual feels personally safe, listened to, valued, and treated fairly and with respect” (Campus Climate Network Group, 2002, p. 1).

1. How do you describe your school climate?2. What are your experiences at this Minority Serving Institution (MSI)

that would demonstrate a need exists to improve campus climate?3. Describe the customer service at your school.4. Does this Minority Serving Institution (MSI) support your

educational goals? If yes, then how? If no, then why not?

Quantitative Research Questions13

The following research questions will guide this study:

1. Is there a relationship between campus climate and student’s achievement as measured by their overall GPA?

2. Is there a relationship between campus climate and a student’s persistence to continue their four-year academic program?

3. Is there a relationship between campus climate and students feeling socially connected to the university?

4. Is there a relationship between campus climate and graduation rates of students at the university?

Null Hypotheses14

1. H01: There is no statistically significant relationship between campus climate and student’s achievement as measured by their overall GPA.

2. H02: There is no statistically significant relationship between campus climate and a student’s persistence to continue their four-year academic program.

3. H03: There is no statistically significant relationship between campus climate and students feeling socially connected to the university.

4. H04: There is no statistically significant relationship between campus climate and graduation rates of students at the university.

Significance of the Study15

This research is relevant to understanding the African American culture and its students in higher education.

It is valuable for any school, be it a post secondary institution, community college, high school, junior high school, or elementary school. These educational institutions will gain valuable knowledge in promoting a campus climate that values its students in a culturally diverse setting.

The findings of this study can add to the body of knowledge about people of color and can be extended to other Predominately White Institutions (PWIs), Minority Service Institutions (MSIs) and Historically Black Colleges and Universities (HBCUs).

This research will also increase the knowledge base for customer service improvement at any level.


Hubbard & Stage (2009) investigated the increasing population at elite institutions (PWIs) growing at a stable rate compared to minority serving institutions which are likely to enroll a more diverse population.

They also investigated faculty variations in attitudes, opinion about students, satisfaction with their profession, and explored their differences in learning environments for students at Minority Serving Institutions (MSIs) i.e. Hispanic Serving Institutions (HSIs) and Predominantly Black Institutions (PBIs) because few studies existed about Minority Serving Institutions (MSIs).

The researchers found that faculty from institutions with higher African American enrollment preferred to spend more time teaching undergraduate students, were significantly less satisfied with their opportunity for career advancement, quality of their undergraduate students, and their authority to decide course content.


They also found that more research is needed to describe how MSIs meet the needs of their students and that faculty attitudes, opinions about students and satisfaction with their profession form a critical aspect of the conditions under which college students seek to learn.

Metaphysically, this study can give meanings by which human nature is defined. “The conscious experiences with structural principles prove capable of elaboration, as cultural traditions with corresponding symbolic expressions” (Kritsonis, 2007, p. 96).

This study will add to the few existing studies that currently exist on the ontology of MSIs. This knowledge gained is an effort to raise consciousness about critical issues in the goal of education to develop intellectual and moral citizens.

Definitions18

Climate is defined as the atmosphere or ambience of an organization as perceived by its members. 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 (Hoy & Miskel, 2005).

Campus or School Climate can de defined as behaviors within a workplace or learning environment, ranging from subtle to cumulative to dramatic, that can influence whether an individual feels personally safe, listened to, valued, and treated fairly and with respect (Campus Climate Network Group, 2002).

Definitions19

Professional cultures are those in which “members share a culture, are committed to the group, care for colleagues, feel a sense of belonging, are interdependent, and are in regular contact” (Seyfarth, 2008).

Campus or School Culture can be defined as shared ideas, assumptions, values, and beliefs that give an organization its identity and standard for expected behaviors. Campus culture is based on past experience which provides a template for future action on “how we do things in this organization” (Best Practice Briefs, 2004).

Definitions20

Postmodernism is “neither a unitary view of the world nor a coherent doctrine about it. Postmodernity is chiefly identifiable by what it isn’t and what it rejects” Usher & Edwards study (1996 as cited in English, 2008, p. 170).

Postmodernism pans the idea that there is an underlying unity of the world that is divine or

secular, and that any certainty about such matters centers some values, de-centering others, and marginalizing persons whose identity and views are automatically dubbed inferior. Historically these have been women and persons of color, and those whose sexual identifies were cauterized as abnormal according to pseudoscientific norms established in Victorian times (English, 2008, pp. 170-178).

Definitions21

According to Bauman (1992), “postmodernism is marked by a view of the human world as irreducibly and irrevocably pluralistic, split into a multitude of sovereign units and sites of authority, with no horizontal or vertical order, either in actually in potency” (Bauman, 1992, p. 35).

Postmodernism is about the breaking down of barriers, calling into question and

disrepute the binaries on which culture and social stratification have been based that privilege a class, gender, sexual identity, and race-based social/cultural differentiated structure. One of its principal weapons is textual de-construction (English, 2008, pp. 169-170).

Review of Literature22

This research highlights prior research at the University of Wisconsin – Madison, a Predominately White Institutions(PWI) for their students of color. In a 2007 interview with Dr. Peter Spear, Provost at the University of Wisconsin – Madison, Dr. Spear stated:

There is little doubt that campus climate means different things to different people. An African-American student may encounter a very different campus climate than his white counterpart. A faculty member may be exposed to a climate not encountered by someone on the classified staff. A woman may experience a different climate than a man. Climate is the way it feels to be here, the way people interact with each other. It's the working and learning environment of the university. It translates to students, faculty and staff being valued and respected regardless of race, ethnicity, gender, religion, sexual orientation, age, job class, ability/disability or any other characteristic that makes us different (Campus Climate, 2002).


Measuring and trying to improve campus climate can be difficult and

sometimes frustrating. There are many different facets, but when the media

reports school leaders in a negative light, the school’s image is affected within

the school and the local community. Educational leaders can listen to what

people are saying. Some people think there isn't a problem and others feel they

are not valued and respected. Cultural proficiency becomes a priority in

addressing the concerns of a diverse student population. This can prompt a

review of school climate (Developing a Positive School Climate, 2009).


Student AchievementUnwelcoming Climate.

Turner (1997) investigated the call for broadening opportunities for people of color who are faced with an unwelcoming climate at major research universities where they are pursuing higher education. Students of color (i.e. African American/Black, Hispanic, Indian, or Asian) across the nation are regularly defeated in isolating and negative climate at educational institutions that are the gatekeepers to positions of influence in society.

Turner found that minorities describe the research university as unwelcoming, lonely, having a general lack of concern, an expectation that students of color will not make it, inaccessible instructors, an inadequate number of tutors, and a lack of encouragement from professors.


Students’ Persistence to Continue Their 4-year Academic Program

Barriers to Academic Success.Vogel, Holt, Sligar & Leake (2008) investigated a growing

concern and inquiry regarding barriers to academic success that create a chilly classroom climate for students with disabilities in higher education. Students with disabilities perceived negative attitudes of faculty intimidated them and they were reluctant to disclose their disability and request for accommodations, which was a barrier to their academic success.


Students Feeling Socially Connected to the University

Vineet Madan, of McGraw-Hill Education, believed that since statistics show only half of college students will earn a degree in six years, the workforce was in a state of woe. "Lack of engagement is one of the biggest problems in getting more students through college and university systems and if the problem of engagement was not tackled, more people are not going through the system" (Carter, 2010, p. 1). The use of a social network may help students stay connected to the university (Carter, 2010).


Graduation and Retention Rates

Demographic trends suggested that external environments of schools are characterized by growing uncertainty and importance" (Hoy & Miskel, 2005). According to the U.S. Department of Education, the findings on college enrollment and graduation rates revealed less than one-fourth of students seeking a degree or certification at a community college would obtain it in three years (Weingarten, 2010).

Weingarten (2010) found forty percent or two in five students at four-year institutions would have graduated in six years, but too many students are leaving college without a degree or certificate. Also, over the past twenty years, women outnumber men in college enrollment and graduation rates.


Strategic Thinking

Strategic Thinking is the way people think about, assess, view and create the future for themselves and others (Pisapia, 2009). Horwarth (2009) in his book Deep Dive, The Proven Method for Building Strategy, Focusing Your Resources and Taking Smart Action, states that strategic thinking is the ability to generate insights about one’s experiences, through ongoing personal reflection and evaluation to plan for the future.

A change in thinking brought new insight in living by pre-planning, discussion, and keeping site of the vision (Kotter & Rathgeber, 2006).


Strategic Thinking

Strategic leaders look at situations critically. They work from a mental model of the complete system. Theories, interdependencies, patterns, and actions can evolve by looking at situations critically and holistically. Pisapia (2009) stated that strategic thinking included three types of cognitive skills: Reflecting, reframing, and systems thinking.

When information was processed, new knowledge was created and the information was applied to practice in real situations this skill was termed reflecting. The skill used to collect, organize and reorganize information to define situational possibilities was reframing. The skill used to collect and think through and beyond information through an understanding of systems dynamics while providing options for action was systems thinking.


Extension of Prior Research

This study proposes to validate prior research at the University of Wisconsin – Madison on the Campus Climate project at that school. The project addressed improving campus climate for students of color. The project findings of improving campus climate entails a 5-step process that will be applied to a Minority Serving Institution (MSI) that is also a Historically Black College & University (HBCU) member university.


Extension of Prior Research

Improving student behavior and academic performance generally requires changing school climate and school culture (Tableman & Herron, 2004). Five key activities were identified from the University of Wisconsin–Madison to improve campus climate. The five-step process for improving campus climate was: 1) listen and assess progress, 2) take leadership, 3) provide training and development opportunities, 4) develop concrete programs and efforts, and provide information and 5) communicate information (The University of Wisconsin-Madison, 2003).


Extension of Prior ResearchIn a 2007 interview with Dr. Peter Spear, Provost at the University of

Wisconsin – Madison, Dr. Spear stated:

There is little doubt that campus climate means different things to different people. An African-American student may encounter a very different campus climate than his white counterpart. A faculty member may be exposed to a climate not encountered by someone on the classified staff. A woman may experience a different climate than a man. Climate is the way it feels to be here, the way people interact with each other. It's the working and learning environment of the university. It translates to students, faculty and staff being valued and respected regardless of race, ethnicity, gender, religion, sexual orientation, age, job class, ability/disability or any other characteristic that makes us different (Campus Climate, 2007).


Strategies for Implementing Postmodernism(Prairie View A&M University Compact with The Texas A&M University System,

2007)

embrace diversity - a new approach - culturally proficiency Culturally proficiency is the policies and practices of a school or the values

and behaviors of an individual that enable the person or school to interact effectively in a culturally diverse environment.

Attract Hispanics, white, non-Hispanic; and others who can benefit from attending the University.

Postmodern view: Everything is relative to history and culture

Theoretical Framework34

Improving student behavior and academic performance

generally requires changing school climate and school culture

(Tableman & Herron, 2004). There are two frameworks that

will guide this study.

1.The first framework is Michael Fullan’s Eight Lessons of Change and Improvement. 2.The second framework is The University of Wisconsin's Five Step Process for Improving Campus Climate.


Michael Fullan’s 8 lessons on change and improvement are used as a theoretical framework to understand the process of meaningful educational change and improvement. Everyone involved in the educational change acts as a change agent. This has resulted in a paradigm shift to a holographic vision of what school means (Fullan, 2005).

Fullan, in The New Meaning of Educational Change (2007) reported that change at the local level includes the teacher, the principal, the student, the parent, the community, and the district administrator. Change at the regional and national levels includes the state and federal government. Meaningful change occurs in building coalitions with other change agents. Successful change includes stakeholders who initiate, implement, continue, and achieve a successful outcome in the change process (Fullan 1982, 1991).


(Fullan, 1993)


This framework that can be used by practitioners - for designing, planning and implementation of school improvement.

Researchers can use this framework for further research in the field of effective school improvement;

and policy makers can use this framework as it helps to clarify which factors must be taken into consideration in the planning of improvement processes in schools.


Improving student behavior and academic performance generally required changing school climate and school culture (Tableman & Herron, 2004). Five key activities were identified to improve campus climate (see Figure 1). This five-step process for improving campus climate will validate prior research at the University of Wisconsin – Madison on the Campus Climate project at that institution.

This five-step process was inclusive of a work group leader in each of the five steps. The five key activities were:


Five key activities were identified for improving campus climate:1. Listen and Assess Progress

2. Take Leadership

3. Provide Training and Development Opportunities

4. Develop Concrete Programs and Effort

5. Provide Information/Communicate

Recommendation to appoint a work group point leader at each of the 5 areas (The University of Wisconsin-Madison, 2003).

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Recommendation to appoint a work group leader at each step. (The University of Wisconsin-Madison, 2003)

Methodology41

This study is a mixed-methods study comprised of both quantitative and qualitative research. The quantitative portion of the study uses both descriptive and correlation statistics. The qualitative portion of the study is narrative and will be based on student interview responses to open ended questions on student perceptions and attitudes on campus climate.

A qualitative narrative of analysis on campus climate will be conducted in the Spring 2012 semester at a Minority Serving Institution (MSI) in Texas, also known as a member of the Historically Black Colleges & Universities (HBCUs).

The purpose of this study is to develop a postmodern process for improving campus climate through strategic thinking at a Minority Serving Institution. The results will be summarized and presented in chapter 4 of the final dissertation study.

Methodology42

Dependent VariablesThe dependent variables are student’s academic achievement, students feeling socially connected to the university, student’s persistence to continue their four-year academic program, and graduation rates of students at the university.

Independent Variables

The independent variables are student perceptions and attitudes on campus climate.

Methodology43

Participants

Quantitative Participants: A random selection of 600 hundred male and female students from the general population of 8,781 students will be selected to voluntarily participate in the quantitative study. The students will be undergraduate and graduate students and the survey will be coded for anonymity.

The participant institution of higher education is a Minority Serving University (MSI) in the Texas, Prairie A&M University. Six hundred randomly selected students will complete a survey questionnaire to determine student perceptions and attitudes toward a process for campus improvement.

Methodology44

Participants

Qualitative Participants: For the purpose of the qualitative study, a random selection of 30 students will be randomly selected to participate in the qualitative narrative analysis using broad open ended interview questions on perceptions and attitudes on campus climate.

The participant institution of higher education is a Minority Serving University (MSI) in the Texas. Ten students from each grade level will be randomly selected to participate in this study: 5 freshmen, 5 sophomores, 5 juniors, 5 seniors, 5 graduate, and 5 alumni.

Methodology45

Instrumentation Reponses will be coded for anonymity.

Quantitative Instrumentation.

An objective survey will be administered to students and participation is voluntary. The content questions on campus climate include perceptions of the quality of instructional support services, adequacy of facilities, and tolerance and acceptance of differences by students and staff. The survey will include 53 specific statements to which respondents will indicate their level of agreement and their assessment of the statement’s importance. The Gavilan College Campus Diversity Climate Survey (2002) will be modified to include demographics.

Methodology46

InstrumentationQuantitative Instrumentation.

The 53 item, non-random survey questionnaire will be administered on a 4-point Likert

scale 1 to 4; with 1 = strongly agree and 4 = strongly disagree. Special instructions will

be included on the survey questionnaire where the participant will circle the number (1

to 4) of the response that most represents her. The importance scale will give

information on how important the issue addressed in the question was to the student.

Differences in gender and ethnicity responses can be obtained from using the

importance scale. The survey will take approximately 30 minutes to complete. All of the

questions will apply to the participant’s university the participant. The participant will

indicate his or her response to the general situation.

Methodology47

Instrumentation Qualitative Instrumentation.The qualitative instrument includes a definition of campus climate and four open ended interview questions. Campus or School Climate can be defined as “behaviors within a workplace or learning environment, ranging from subtle to cumulative to dramatic, that can influence whether an individual feels personally safe, listened to, valued, treated fairly and with respect” (Campus Climate Network Group, 2002, p. 1).

1. How do you describe your school climate?2. What are your experiences at this Minority Serving Institution (MSI)

that would demonstrate a need exists to improve campus climate?3. Describe the customer service at your school.4. Does this Minority Serving Institution (MSI) support your educational

goals? If yes, then how? If no, then why not?

Methodology48

Instrumentation

Item validity and sampling validity are expected to be high because the survey

has already been used in a previous study. Data from the previous study include

Cronback's Alpha = 0.923 on agreement items (270 valid responses) and

Cronback's Alpha = 0.947 on importance items (234 valid responses). The item

validity is expected to be relevant to the intended topic and the survey is

expected to adequately sample the full content of improving campus climate,

which is sampling validity. The instrument has face validity. [see Appendix D].

Methodology49

Sampling Procedures

Stratified random sampling will be used where various strata are designated to ensure that the respondents would be represented. They would then be random selected from each stratum. The various strata are gender, ethnicity, age, class location, the class the student is enrolled in and day versus evening students.

Summary of Qualitative Research Procedures

Responses to the qualitative narrative of analysis will be hand recorded by the researcher. The materials will be kept in researcher’s office, Room 338 in the Engineering Technology building, in a secure location.

Methodology50

Summary of Quantitative Research ProceduresSix hundred students will be randomly selected from a population of approximately

8,781. Informed consent will be obtained and the participants will be made aware

that their responses are strictly confidential. The researcher will obtain permission

to use the university’s banner database to retrieve a list of graduate and

undergraduate students.

The researcher will obtain approval from the university’s Institutional Research

Board (IRB) to do the research. The IRB overseas human research and provides

ethical guidelines that protect human subjects from harm. The student will also get

permission to use the Gavilan College Campus Diversity Climate Survey (2002) from

its author.

Methodology51

Summary of Quantitative Research ProceduresThe survey will be administered during the Spring 2012 semester with

full term course of at least 3 credit hours and an enrollment of at least 15

students. The researcher will hand deliver a package to the identified

classrooms that includes 1) a survey questionnaire to determine student

perceptions and attitudes toward a process for campus improvement; 2)

instructions on returning the survey, 3) the researcher’s name, phone

number and 4) a return envelope addressed to the researcher.

Methodology52

Summary of Quantitative Research Procedures

Instructions to the instructor include placing the completed survey in the

envelope, seal it and call the researcher for pick-up. The researcher’s

telephone number will be listed in the instructions. All of the questions

will apply to the institution the participant is enrolled in. If the

statement is relevant to participant’s institution, the participant will

indicate his or her response to the general situation. The results will be

summarized and presented in chapter 4 of the final dissertation study.

Methodology53

Summary of Qualitative Research Procedures Qualitative sampling procedures include interviewing students using open

ended questions on students’ perceptions and attitudes about campus

climate. The responses to the qualitative narrative of analysis will be

written notes that will be hand recorded by the researcher. The interviews

will also be taped. The taped responses will be downloaded to a CD.

The materials (CD and hand written notes) will be kept in Room 338 in the

Engineering Technology building in a secure location. The results will be

summarized and presented in chapter 4 of the final dissertation study.

Methodology54

Design and Data Analysis The statistical design for this study is correlation statistics (linear regression analysis) because I am looking for a relationship between a dependent variable and an independent variable. Correlation statistics looks at how well one variable predicts the other variable. A correlation coefficient will be determined called the Pearson r. Correlation research is important because in a regression analysis, two important objectives are:

(1) to determine the degree of relationship between a customarily continuous criterion measure (dependent variable) and in a predictor (independent) variable and (2) to predict the standing of individuals in a sample on the criterion variable from scores earned in a weighted linear of predictor variable along with an indication of an expected margin of error (Isaac and Michael, 1997).

Methodology55

Design and Data Analysis

Fraenkel and Wallen define correlation research as "...research done to determine relationships among two or more variables, and to explore their implications for cause and effect" (2003, p. 12). The design of this study is a qualitative-quantitative model also known as exploratory mixed-methods. Permission to use the Gavilan College Campus Diversity Climate Survey (2002) will be requested from its author. Reliability and Validity will also be requested from the author. When the reliability and validity coefficients are received, a pilot study will not be needed. A modified version of the Gavilan College Campus Diversity Survey (Willett, 2002) is the design of the quantitative study.

Methodology56

Design and Data Analysis Descriptive and correlation statistics will be used to analyze the data of the quantitative study to provide the appropriate answers to research questions #1 through #4. Correlation statistics will determine whether and to what degree a relationship exists between two or more quantifiable variables. A correlation co-efficient decimal number between -1.00 and +1.00 will indicate the degree to which two variables are related. Descriptive statistics provide simple summaries about the sample and the measures of central tendency and measures of spread. In other words, descriptive statistics describe the data (Isaac and Michael, 1997).

Methodology57

Design and Data Analysis The qualitative study is a narrative analysis of student

perceptions and attitudes on campus climate. Interviews of student responses to open ended interview questions will be used for the qualitative study.

Permission to use the Gavilan College Campus Diversity Climate Survey was requested from its author. Reliabilities were also requested. A pilot test is not needed.

Methodology58

Design and Data Analysis The researcher will obtain permission from the Institutional Research Board (IRB) to use the university’s banner database to retrieve a list of undergraduate and graduate students.

Also, the researcher will obtain approval from the IRB to do the pilot study. The IRB overseas human research and provides ethical guidelines that protect subjects from harm. The researcher will conduct a pilot study to obtain validity and reliability numbers.

Methodology59

Design and Data Analysis

Validity and Reliability.

Validity is the amount of systematic or built-in error in measurement

(Norland, 1990). Reliability refers to random error in measurement.

Validity has already been established because the survey had been used

and validity was established. The validity coefficient will be requested

from the author of the survey. A pilot test will not be administered.

Methodology60

Design and Data Analysis Validity and Reliability.

Reliability indicates the accuracy or precision of the measuring

instrument (Norland, 1990). Does the exam consistently measure

whatever it is supposed to measure? The reliability of the test has

already been examined because the survey has been used and has

already been tested for reliability in Willett (2002). The results include

Cronback's Alpha = 0.923 on agreement items (270 valid responses) and

Cronback's Alpha = 0.947 on importance items (234 valid responses).

Conclusion61

In conclusion, campus leaders at all levels need to be held accountable for encouraging a more positive climate. The purpose of this study is to develop a postmodern approach to improving campus climate through strategic thinking at a Minority Serving Institution located in Texas.

All leaders must set the tone by refusing to ignore any disrespectful behavior that goes on in their units. In exhibiting axiology, truth will emerge. Even if all faculty and staff cannot go to diversity workshops, leaders can be encouraged in departments, schools and colleges, and administrative and service units to participate.

The campus can expect a variety of listening sessions, forums and additional professional development opportunities. Postmodernists would say there are multiple forms of truths from multiple sources. Feyerabend said it best in his 1993 study, “Without chaos, no knowledge. Without a frequent dismissal of reason, no progress” (p. 158).

Conclusion62

Measuring and trying to improve campus climate can be difficult and

sometimes frustrating because it is so intangible (Hoy & Miskel, 2005).

Educational leaders can listen to what people are saying. Some people think there

isn't a problem and other feel they are not valued and respected. These reasons

are why cultural proficiency is a priority.

In order for PVAMU to become a world-class university, it is essential that

students, faculty and staff have a positive, supportive environment in which to

work, learn, and live (Prairie View A&M University Compact with The Texas

A&M University System, 2007). There is no one cure for all (English, 2003).

Conclusion63

The day will never come when there is a 100% successful rate because there

will never come a day when there is no conflict in the university. It will come

down to whether PVAMU administrators and leaders want to improve how

people feel, work, learn and live in this campus community.

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19-41. Falmer Press.Fullan, M. (2007). The new meaning of educational change. (4th ed.). New York, NY: Teachers College PressHoy, W. K. & Miskel, C. G. (2005). Educational administration, Theory, research, and practice. (7 th ed.). New York: NY:

McGraw-Hill.Hubbard, S. M. & Stage, F. K. (2009). Attitudes, perceptions, and preferences of faculty at Hispanic serving and

predominately Black institutions. The Journal of Higher Education, 80(3), 270-289 Minority Serving Institution (MSI) Compact with The Texas A&M University System, (2007). Retrieved January 8, 2011

from www.tamus.edu/strategicplan/docs/Compact%20FY08FY09%20Individual%20Compacts/PVAMU.pdf Seyfarth, J. (2008). Human resource leadership for effective schools. Boston, MA: Allan & Bacon.Tableman B. (2004). School climate and learning. Best Practice Briefs, 31, 1-10. East Lansing, MI: Michigan State

University, University-Community Partnerships.The University of Wisconsin-Madison (2003). Campus Climate. Madison, WI: Author. Retrieved January 8, 2011 from www.provost.wisc.edu/climate/what.htmlUsher, R. & Edwards, R. (1996). Postmoderism and education. London: Routledge.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.Willett, T. (2002). Gavilan college campus diversity climate survey. Gavilan College. Gilroy, CA: (ERIC Document

Reproduction Service No. 473876).

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http://www.tamus.edu/strategicplan/docs/Compact%20FY08FY09%20Individual%20Compacts/PVAMU.pdf

http://www.provost.wisc.edu/climate/what.html

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The End

Documents

Dr. William Allan Kritsonis, PhD Dissertation Advisory Committee Member Barbara Thompson - Proposal Ppt