Administered to 19,998 with 3,884 respondents
Administered to 4,389 with 1,246 respondents
Administered to 3,146 with 1,146 respondents
What we have learned from our students about our campus climate.
Belonging: Overall most students report a sense of belonging.
Overall, most students report a sense of belonging at the University of Iowa or within their graduate or professional programs.
This sense of belonging remains consistent across most social identities in the different student populations.
of Undergraduate Students feel a sense of belonging
of Graduate Students feel a sense of belonging
of Professional Students feel a sense of belonging
Belonging: Overall, most students report their social identities and characteristics are respected on campus.
With these ranges across student constituencies:
of overall Undergraduate Students report their social identities and characteristics are respected
of overall Graduate Students report their social identities and characteristics are respected
of overall Professional Students report their social identities and characteristics are respected
However, certain social groups are less likely than overall students to agree their social identity is respected.
|Race/ethnicity: URM Students*||75%||76%||83%|
|Race/ethnicity: Asian Students||73%||76%||81%|
|Gender: TGNC Students**||70%||62%||n/a|
|Political beliefs: Conservative students||44%||50%||41%|
|Ability: Students identifying as having a disability||79%||78%||82%|
*URM/Underrepresented U.S. Minority includes people who identify as American Indian or Alaskan Native, Native Hawaiian or other Pacific Islander, Black or African American, and Latinx **TGNC includes people who identify as trans woman, trans man, genderqueer, gender non-conforming, non-binary, or people who elected more than one gender identity
Equity in Student Achievement: Overall, most students report feeling respected by advisors or faculty.
Though professional students are less likely to agree their advisors/faculty have time for them when needed.
of undergraduate students feel respected by their advisors or faculty
of graduate students feel respected by their advisors or faculty
of professional students feel respected by their advisors or faculty
Equity in Student Achievement: Overall most students report their advisors or faculty have time for them when needed.
Though professional students are less likely to agree.
of undergraduate students report their advisors or faculty have time for them when needed.
of graduate students report their advisors or faculty have time for them when needed.
of professional students report their advisors or faculty have time for them when needed.
Equity in Student Achievement: Undergraduate Mentorship
Asked specifically to undergraduate students
(this theme will be added to graduate and professional student surveys in 2022)
of undergraduate students
agree they have worked with a faculty or staff member they think of as a mentor.
What are our students asking us to do?
Overall the surveys reflect a sense of belonging from most students across student groups and social identities. Additionally, students feel their social identity is respected on campus, though some groups are less likely to agree, including students identifying as URM, Asian, TGNC , conservative (political beliefs), and as having a disability.
The data might compel UI leadership to better understand why many students feel they belong in their programs (or at the UI). Leadership can also continue exploring methods for ensuring students are heard and respected across all social identities and characteristics.
As noted in the considerations across each specific student group report, there are multiple approaches for strengthening respect and understanding across social identities. Regardless of tactics employed, it might be most useful for UI leadership to develop structures that align the efforts of several key offices and divisions–Provost, collegiate deans, Student Life, and Diversity, Equity, and Inclusion–toward a multi-tiered, sustained plan of campus culture improvement. Identifying strategic centralizations and creating systems for more robust communication channels between these academic support hubs can potentially multiply the effectiveness of faculty, staff, and student efforts in building a more unified campus.
While climate reports–and other forms of quantitative and qualitative feedback–might reveal urgent environmental issues that require immediate attention, the path toward a welcoming, inspiring campus climate is long-term work. Toward that outcome, leadership should facilitate a clear (and adaptive) multi-year strategy–and ensure sustained application of resources where needed.
The surveys suggest most students agree that their advisors and faculty respect them and are available when needed. However, two data points bear further investigation:
- Only 42% of overall professional student respondents agree that their advisors are available when needed.
- Only 43% of overall undergraduate student respondents agree that they have worked with a faculty or staff member they consider to be a mentor.
For professional students, this might necessitate further analysis on a program level to understand the mechanisms leading to the tension suggested by the report data. Involving all key constituents–advisors, students, and program administrative leadership–will likely be a necessary step toward achieving more positive outcomes.
Further analysis might also be prudent for the undergraduate community. A series of inquiries could determine if there are missing elements in student education regarding the role of mentors and how to engage them. Likewise, do faculty and staff need further direction on their possible roles as mentors to undergraduate students? An inquiry might also determine if there is a lack of resources available to provide meaningful mentorship to interested students. Ultimately, strong mentorship for the undergraduate population will serve as an instrument of retention, student achievement, and success in post-graduate pursuits.
Deeper analysis of our student groups.
History and purpose.
History and Purpose
Through an ongoing and evolving process, the University of Iowa assesses its campus climate for all stakeholders through the lenses of diversity, equity, and inclusion.
The first survey occurred in 2018, incorporating feedback from faculty, staff, undergraduate and graduate students. The second survey, in 2020, engaged faculty, staff, and postdocs. During the 2020-21 academic year–an unprecedented year for students worldwide–a survey was conducted with undergraduate, graduate, and professional students.
The next survey, launching March 29, 2022, will align our entire community of students, postdocs, faculty, and staff onto the same timeline for climate assessments.
The campus climate survey is implemented and reported by the University of Iowa’s Division of Diversity, Equity, and Inclusion with considerable support from faculty, staff, and students across campus.
Following the release of the 2021 student reports, the Division of Diversity, Equity, and Inclusion staff are immediately engaging representatives across the University of Iowa to discuss the data in real-time, direct conversations.
Within and beyond the scope of these specific reports, our division’s staff are also available, year-round, to:
- Address long-term strategies for building inclusive program climates.
- Facilitate training sessions for interested faculty and staff.
Bradley Cramer | College of Liberal Arts & Sciences
Kimberly Carter | Office of the Executive Vice President and Provost
Bruce Drummond | University Human Resources
Wayne Jacobson | Office of Assessment
Bria Marcelo | Division of Diversity, Equity, and Inclusion
Dawn Moore | Information Technology Systems
Maurine Neiman | College of Liberal Arts & Sciences
Andre Perry | Division of Diversity, Equity, and Inclusion
Duane Staskal | Information Technology Systems
Charlie Taylor | Division of Diversity, Equity, and Inclusion
Elizabeth Tovar | Division of Diversity, Equity, and Inclusion
KaLeigh White | Graduate College
2021 Student Survey Implementation and Analysis Team:
The University of Iowa prohibits discrimination in employment, educational programs, and activities on the basis of race, creed, color, religion, national origin, age, sex, pregnancy, disability, genetic information, status as a U.S. veteran, service in the U.S. military, sexual orientation, gender identity, associational preferences, or any other classification that deprives the person of consideration as an individual. The university also affirms its commitment to providing equal opportunities and equal access to university facilities. For additional information on nondiscrimination policies, contact the Director, Office of Institutional Equity, the University of Iowa, 202 Jessup Hall, Iowa City, IA 52242-1316, 319-335-0705, email@example.com.