Key factors influencing our student retention rates are our campus social climate, culture of inclusive excellence and academic experience. CU-Boulder is engaged in a multifaceted strategy to enhance the safety, campus social climate, and academic experience for both undergraduate and graduate students in order build a more inclusive, student-centered campus culture.
2014 Undergraduate Student Social Climate Survey was completed in December 2014. 18% of undergraduates responded to the survey. The social climate at CU-Boulder is investigated through an examination of respondents’ experiences that are considered as: a) general; b) personal based on social identities; c) perceived experiences of other students based on social identities; d) classroom; and e) residence hall. In addition, an analysis of where respondents felt comfortable going if they had concerns related to some aspect their social identity and if they knew where to report acts of discrimination or harassment that they had experienced or witnessed at CU-Boulder.
2014 Graduate Student Social Climate Survey was also completed in late fall 2014. This survey looked specifically at graduate student-specific campus social climate experiences. Overall there was a 38% response rate (38% doctoral, 36% masters). After the survey a task force was created and has been meeting regularly. The focus is to think about how to improve the campus climate more generally.
2015 Sexual Misconduct Survey was administered to undergraduate, graduate, and non-degree seeking students in mid-fall 2015. The purpose of the survey was to understand and assess students’ experiences of sexual misconduct as well as their understanding and awareness of campus resources and reporting options. A section on bystander intervention behaviors, or what to do when one witnesses a potentially harmful situation was also included, since bystander skills development has been a key educational initiative on our campus.
For more information on all of this visit: http://www.colorado.edu/studentsuccess/