University of Louisville Diversity, Inclusion, and Work Climate Descriptive Analysis November 2011

University of Louisville
Diversity, Inclusion, and Work Climate

Descriptive Analysis
November 2011
Contents
Background ................................................................................................................................................... 3
Methodology................................................................................................................................................. 4
Demographics of Sample ............................................................................................................................. . 6
Part I: Diversity and Inclusion ..................................................................................................................... 12
Overall Climate at UofL ............................................................................................................... ............ 13
Support for diversity and inclusion ..................................................................................................... 13
Overall image of UofL ......................................................................................................................... 13
Welcoming and belonging at UofL...................................................................................................... 14
Inclusion .............................................................................................................................................. 15
Discriminatory language and behavior ............................................................................................... 16
Climate measures................................................................................................................................ 17
Openness ................................................................................................................................................ 20
Open environment at UofL ................................................................................................................. 20
Diversity in education and work environment ................................................................................... 20
Analyses of groups .................................................................................................................................. 21
Gender .................................................................................................................................................... 21
Race and ethnicity................................................................................................................................... 22
Office of Academic Planning & Accountability 11/2011

Lesbian, gay, bisexual, and transgender issues ...................................................................................... 23
Disabilities ............................................................................................................................................... 23
Other groups ........................................................................................................................................... 24
Part II: Work Environment ...................................................................................... .................................... 25
Employment at UofL ............................................................................................................................. .. 26
Length of employment........................................................................................................................ 26
Plans for future ............................................................................................................................. ...... 26
Perceptions of value ............................................................................................................................... 27
Compensation, benefits, & recognition .................................................................................................. 27
Work environment .................................................................................................................................. 28
Administration and communication ....................................................................................................... 29
Work/Life balance ................................................................................................................................... 30
Overall ..................................................................................................................................................... 30
Faculty ..................................................................................................................................................... 31
Faculty and governance ...................................................................................................................... 31
Feeling valued for teaching, service, and research............................................................................. 31
Part‐time Faculty & Adjuncts .................................................................................................................. 32
Situation and background ................................................................................................................ ... 32
Recognition and respect ..................................................................................................................... 32
Work environment .............................................................................................................................. 33
Participation & activities ..................................................................................................................... 33
Staff ......................................................................................................................................................... 33
Next Steps ................................................................................................................................................... 33
2
Background
In the Spring 2010 academic semester, two surveys designed to measure UofL community members’
perceptions of diversity, inclusion, and work environment were created and administered.
The first of these, the Student Diversity & Inclusion Survey, was designed by the Commission on
Diversity and Racial Equality (CODRE), Campus Environment Team and the Office of Academic Planning
and Accountability (OAPA). Undergraduate, graduate, and professional students were included in this
survey.
The second survey, the Work/Campus Climate Survey, was designed by CODRE, Campus Environment
Team, the Commission on the Status of Women (COSW), the Part‐time Faculty Committee of the Faculty
Senate, the Great Places to For Work Initiative, and OAPA. The Work/Campus Climate Survey was
designed to complement the concurrent The Chronicle’s Great Colleges to Work for Survey, which was
administered by a third party. Faculty/staff who did not receive The Chronicle’s survey received the
internal Work/Campus Climate Survey. The Work/Campus Climate Survey included the same diversity &
inclusion questions asked in the Student Diversity & Inclusion Survey. In addition, a series of specific
questions about UofL’s work environment were asked of faculty and staff. Some questions were asked
only of staff, others only of faculty (full‐time and part‐time/adjunct), and others only of part‐
time/adjunct faculty. These various sections will be detailed in Part II of this report.
The Methodology section details sample sizes and response rates for each survey.
The University of Louisville is committed to fostering a campus climate that respects and encourages
diversity. UofL’s Diversity Vision Statement details this commitment:
The University of Louisville strives to foster and sustain an environment of inclusiveness that empowers
us all to achieve our highest potential without fear of prejudice or bias.
We commit ourselves to building an exemplary educational community that offers a nurturing and
challenging intellectual climate, a respect for the spectrum of human diversity, and a genuine
understanding of the many differences‐including race, ethnicity, gender, gender identity, sexual
orientation, age, socioeconomic status, disability, religion, national origin or military status‐that enrich a
vibrant metropolitan research university.
We expect every member of our academic family to embrace the underlying values of this vision and to
demonstrate a strong commitment to attracting, retaining and supporting students, faculty and staff
who reflect the diversity of our larger society.
The goal of conducting these surveys is to assess the state of UofL with regard to difference and diversity
and to make progress towards the President’s charge to the Commission on Diversity and Racial
Equality: “Improve campus climate. Sponsor surveys of campus racial climate and student and
employee satisfaction to determine problem areas and to take steps to address them.” Based on this
report, members of the campus community will be able ascertain the University’s strengths and
weaknesses related to diversity, inclusion, and work environment.
3
Methodology
The Student Diversity & Inclusion Survey was sent by email to 8,517 undergraduate, graduate and
professional students and was administered between January 13 and February 5, 2010. The sample was
representative of the student population by gender and race/ethnicity. The sample was selected from
the preliminary student enrollment files for Spring 2010. 1,456 students responded for a response rate
of 17.1%. Limited marketing efforts were coordinated by the Office of the Vice Provost of Diversity &
International Affairs.
The Work/Campus Climate Survey of faculty and staff was sent by email to 5,408 faculty and staff and
was administered between March 22 and April 30, 2010. The sample was representative of the
faculty/staff population by IPEDS job classification. The sample was selected from the University’s
official employee census file extracted on November 1 of each year. 2,152 individuals responded for a
response rate of 39.7%. Marketing efforts were coordinated by the Office of Communications &
Marketing and OAPA and included targeted letters, reminder emails, and an article in UofL Today.
The responses of any individual who completed more than 50% of the survey were included in the
response rate and data analysis. A total of 3,608 responses were included in the response rate and
analysis.
Both surveys were comprehensive. Faculty, staff, and students who tested the instrument reported that
it took between 15 and 30 minutes to complete their surveys. Note that the faculty/staff survey was
longer, and this may contribute to the noted rates of non‐response in some sections. Demographic
questions were asked last so rates of non‐response may be higher for these questions.
Both surveys were deployed using eXplorance Blue software. This descriptive analysis was performed
using SAS and Microsoft Excel.
Throughout this report, total percentages may not result in 100% due to rounding. Also, “Strongly
agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and
“Disagree” have been combined and are reported as “Disagree.” For formatting purposes, many charts
in this report display only positive responses. The reader should not assume that the remaining total
represent have a negative perception as respondents had value neutral options as well.
Survey questions were adapted from campus climate surveys of other institutions as well as materials
available in the literature on assessing issues related to campus diversity. These sources include:
 previous UofL surveys on climate;
 University of California at Davis’ report on the 2008 University of California Undergraduate

Experience Survey;
 University of Kentucky’s Women’s Work report from their 2006 Work Life Survey
 University of Kentucky’s (2009) Climate for Learning Survey
4
 Lyons, R. E. (Ed.). (2007). Best Practices for Supporting Adjunct Faculty . Bolton, MA: Anker
Publishing Company.
 García, M., Hudgins, C. A., Musil, C. M., Nettles, M. T., Sedlacek, W. E., & Smith, D. G. (2001).
Assessing Campus Diversity Initiatives: A Guide for Campus Practitioners. Washington, D.C.:
Association of American Colleges and Universities.
5
Demographics of Sample
The following section details the demographic data collected from survey respondents. All data are self‐
reported. The data in this section are not from official University files.
Chart 1
Breakdown of faculty & staff respondents by primary role
Full‐time faculty
Full‐time faculty, 26% Part‐time or adjunct faculty
Staff
Staff, 70%
Part‐time or adjunct
faculty, 5%
Chart 2
Breakdown of student respondents by status

Did not answer, <1%
Undergraduate
Graduate or professional
Did not answer
Graduate or
professional, 32%
Undergraduate, 68%
6
Chart 3
Gender
Faculty/Staff Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
59%
Female
58%
31%
Male
39%
1%
Transgender
1%
10%
Did not answer
3%
Chart 4 NOTE: Participants had the option to select “Do not wish to answer.” On this chart, the number responses of those who selected this
option are combined with the number of individuals who did select any response.
Sexual orientation
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1%
Bisexual
3%
3%
Gay or lesbian
4%
80%
Heterosexual
86%
< 1%
Other
1%
15%
Do not wish to answer/Did not answer
6%
7
Chart 5a NOTE: Faculty & staff did not have the option to select “other.”
Racial or ethnic background

0% 10% 20% 30% 40% 50% 60% 70% 80%
American Indian or Alaska Native < 1%

< 1%
Asian 4%
5%
Black or African American 8%
13%
Native Hawaiian or Pacific Islander < 1%
< 1%
White 75%
69%
2 or more races 2%
6%
Other 4%
Did not answer 11%
3%
Chart 5b
Hispanic or Latino
0% 10% 20% 3 0% Facul4ty0/%
Staff 50S%tudent6s0% 70% 80% 90% 100%
88%
No
93%
2%
Yes
3%
Did not 11%

answer 4%
8
Chart 6a
Disability
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
85%
No
89%
6%
Yes
6%
10%
Did not answer
5%
Chart 6b Note: Does not include respondents who did not answer or responded “no” to the question “Do you have a disability?”
Type of disability
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Auditory 14%
2%
Learning or cognition 6%
33%
Mobility 43%
19%
Visual 6%
2%
More than 2 disabilities 11%

20%
Other 14%
21%
Did not answer 5%

2%
9
Chart 7
Veteran or serving in the military

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
84%
No
90%
5%
Yes
4%
11%
Did not answer
7%
Chart 8a NOTE: Questions about socioeconomic class and total family income were adapted from the University of California at Davis’ 2008 report
on the University of California Undergraduate Experience Survey.
Socio‐economic class
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Low‐income or poor 2%
11%
Working‐class 22%
27%
Middle‐class 40%
38%
Upper middle or professional 24%

16%
Wealthy 1%
2%
Did not answer 11%

7%
10
Chart 8b NOTE: Participants had the option to select “Do not wish to answer.” On this chart, the number responses of those who selected this
option are combined with the number of individuals who did select any response.
Estimate of family's total income last year

Faculty/staff Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Less than $20,001 1%
13%
$20,001‐$40,000 12%
16%
$40,001‐$60,000 15%
14%
$60,001‐‐$80,000 14%
12%
$80,001‐$100,000 13%
10%
$100,001‐$120,000 9%
7%
$120,001‐$150,000 7%
4%
$150,001‐$200,000 4%
3%
More than $200,000 4%

3%
Do not wish to answer/Did not answer 22%

18%
11
Part I: Diversity and Inclusion
Questions regarding diversity and inclusion centered on the following themes:
 Overall Climate for Diversity and Inclusion at UofL

o Support for diversity & inclusion
o Overall image of UofL
o Welcoming & belonging at UofL
o Inclusion
o Discriminatory language & behavior
o Climate measures
 Openness
o Open environment at UofL
o Diversity in education and work environment
o
 Analyses of groups
o Race and ethnicity
o Gay, lesbian, and transgender issues
o Disabilities and accessibility
o Age
o Veterans
o International faculty, staff, and students
o Religion
o Economic class
Each of the following sections consists of a brief analysis of faculty, staff, and students’ perceptions of the climate
surrounding each of these themes.
12
Overall Climate at UofL
Questions centered on this theme were designed to measure perceptions of UofL’s support for diversity and inclusion
initiatives, overall image of UofL, community members’ feelings of belonging at UofL, and the climate for various groups
on campus. Six questions directly asked about overall climate. The results of several of these questions follow. The
remaining questions about overall campus climate asked survey participants about their perceptions of climate for
specific groups. Questions about inclusion, discriminatory behavior, and climate measures of friendliness, comfort,
tolerance, and social integration provide information about climate for specific groups.
Support for diversity and inclusion

Chart 9
Responses to "UofL has done a good job supporting diversity"

100%
78%
80% 72%
60%
40%
14% 15%
20% 5% 5% 7%
1% 1% 1%
0%
Agree Disagee Neutral N/A Did not answer
Overall image of UofL

Chart 10
Responses to "UofL has a good image"

Faculty/staff Students
100%
75%
80%
62%
60%
40%
22% 18%
20% 8% 6% 8%
1% 1% 1%
0%
Agree Disagree Neutral N/A Did not answer

“Strongly agree” and “Agree” have been combined and are reported as “Agree.” “Strongly disagree” and “Disagree” have been combined and are
reported as “Disagree.”
13
Welcoming and belonging at UofL
Chart 11
Agree with the following statements

90%
81%
80% 74%
69%
70% 64%
60%
50%
40%
30%
20%
10%
0%
"Overall, I am welcomed & encouraged at UofL" "I feel that I belong at UofL"

“Strongly agree” and “Agree” have been combined and are reported as “Agree.”
14
Inclusion
Participants were also asked the degree to which they believe UofL promotes and encourages the inclusion of groups
noted in UofL’s Diversity Vision Statement. As the chart below shows, students responded more positively than
faculty/staff for all groups. Tests of significance should be performed to determine whether this difference is
statistically meaningful.
Chart 12
Agree with "I believe that the University promotes and encourages
inclusion of..."
Percent of respondents who agree

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Women 76%
86%
Men 77%
87%
People of all races and ethnicities 76%

84%
People of all sexual orientations 72%

77%
People of all gender identities 68%

75%
People with disabilities 71%

79%
People of all ages 70%

78%
Military personnel and veterans 74%

81%
Different national origins, intern. students, faculty/staff 77%

85%
Persons of all religious groups 72%

78%
People who are low‐income or working class 67%

71%

15
Discriminatory language and behavior
The chart below compares the percentages of faculty/staff and students who have heard or observed discriminatory
language or behavior directed at people of specific groups named in UofL’s Diversity Vision Statement. Students were
more likely than faculty/staff to have heard or witnessed incidences of discrimination across all groups. No more than
26% of faculty/staff reported witnessing discrimination against any of the named groups, and ranged from 5% for
veterans and military personnel to 25% for gay, lesbian, bisexual, and transgender (LGBT) people and persons of a
particular religious background. The percentage of students who reported such behavior ranged from 9% for veterans
and military personnel to 48% for LGBT people. Tests of significance should be performed to determine whether these
differences are statistically meaningful.
Chart 13
In the past year, has heard an insensitive or disparaging remark or

observed discriminatory behavior at least once on campus directed at...
Percent of respondents who heard or witnessed discrimation

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Women 25%
34%
Men 14%
18%
Persons of a particular racial or ethnic background 25%

38%
Gay, lesbian, bisexual, or transgender people 26%

48%
9%
People with disabilities
19%
Non‐traditional students 10%

31%
Veterans and military personnel 5%
9%
International students or faculty/staff 23%

32%
Persons of a particular religious backgrounds 26%

46%
People who are low‐income or working class 17%
22%
16
Climate measures
The survey included a series of questions designed to explore the climate for various groups at UofL. Participants were
asked to rate the climate based on how friendly, comfortable, tolerant, and socially integrated they perceived it to be.
Participants were provided the following definitions:
 “Friendly” is defined as showing kindness and support.
 “Comfortable” is defined as being free from stress and tension.
 “Tolerant” is defined as accepting or showing respect for someone with practices or beliefs different from your
own.
 “Socially integrated” means that individuals from diverse groups interact with people unlike themselves.
The scale ranged from “Extremely” to “Not at all.” Ratings of “Extremely” or “Very” are considered positive. Although
we asked about perception of climate among select segments of our target population, we believe some individuals did
not answer the question or responded Not Applicable/No basis for judgment if they did not belong to or were not
familiar with the group in question.
Questions were designed to make a distinction between the climate for women and in terms of gender relations, which
gauges the climate for all genders.
These questions were adapted from Assessing Campus Diversity Initiatives: A Guide for Practitioners by Mildred Garcia et
al (2001).
17
Chart 14a
Student perception of climate for all groups

100%
90%
80%
70%
60%
Percent of students who

50%
rated climate as positive
40%
30%
20%
10%
0%
Socially
Friendly Comfortable Tolerant
Integrated
Gender Relations 73% 72% 70% 70%
Women 78% 73% 76% 77%
Race/Ethnicity 65% 60% 68% 45%
LGBT 45% 37% 43% 38%
Disabilities 67% 60% 67% 53%
Non‐traditional Students 63% 58% 63% 48%
Veterans and Military Personnel 62% 62% 63% 57%
International Students and
67% 63% 66% 55%
Faculty/Staff
Religion 56% 53% 57% 52%
Economic Class 57% 52% 58% 53%
18
Chart 14b
Faculty/staff perception of climate for all groups

100%
90%
80%
70%
60%
Percent of faculty/staff
who rated climate as 50%
positive
40%
30%
20%
10%
0%
Socially
Friendly Comfortable Tolerant
Integrated
Gender Relations 55% 51% 53% 51%
Women 61% 55% 58% 59%
Race/Ethnicity 55% 46% 55% 41%
LGBT 39% 33% 38% 33%
Disabilities 53% 47% 52% 43%
Non‐traditional Students 51% 47% 50% 42%
Veterans and Military Personnel 48% 46% 48% 43%
International Students and
56% 51% 53% 46%
Faculty/Staff
Religion 47% 44% 45% 40%
Economic Class 46% 42% 45% 39%
For both faculty/staff and students, climate was perceived as least positive for LGBT people and most positive for
women.
19
Openness
Questions about openness focus on the degree to which community members feel as though they can express
themselves and on community members’ perceptions of openness to diversity. Five questions were designed to
measure respondents’ perceptions of UofL’s openness. The responses to a few of those questions are highlighted
below.
Open environment at UofL

Chart 15
Responses to "UofL provides an open environment for the free

expression of ideas, beliefs, and opinions"
100%
79%
80%
60%
60%
40%
21%
20% 11% 14%
6% 8%
1% 1% 1%
0%
Diversity in education and work environment

Chart 16
Responses to "I believe that learning about people from a variety of

different cultures is an important part of my education/work"
Faculty/Staff‐‐Work Students‐‐Education
100%
84%
80% 74%
60%
40%
20% 12% 9% 8%
5% 6%
1% 0% 1%
0%
20


21
Overall, UofL community members agreed that learning about people from diverse backgrounds is an important part of
their education or work environment. Students were presented with this statement: “I believe that learning about
people from a variety of different cultures is an important part of my college education.” Faculty and staff were
presented with this statement: “I believe that learning about people from a variety of different cultures is an important
part of my work environment.”
Analyses of groups
Gender
Nine questions were asked about gender relations generally, and women and men specifically. Comparisons of
responses about gender with other groups are available in the Overall Climate at UofL section of this report.
Four questions were asked about gender and diversity within the classroom. Only faculty and students were asked
about gender and diversity within the classroom. Staff were not asked about gender and diversity within the classroom.
Chart 17

Faculty Students
100%
90%
80%
70% 66%
60%
60%
50%
40%
30%
20% 17%
10% 6%
0%
"I/my professors present contributions of women in course "My students/my professors have set expectations based
material & readings" on my gender"

21
Race and ethnicity
Eight questions were asked about the general racial climate at UofL. Comparisons of responses about race/ethnicity
with other groups are available in the Overall Climate at UofL section of this report. In addition our analysis of questions
that were asked of all groups, we have provided some detail on additional questions asked about race and ethnicity.
Chart 18a

Faculty Students
100%
80%
60%
38%
40%
26%
16%
20%
7%
0%
"My social interactions on campus are largely with people "I have been a target of racial/ethnic stereotyping"
of my own race/ethnicity"
Six questions were asked about race/ethnicity and diversity within the classroom. Only faculty and students were asked
about race/ethnicity and diversity within the classroom. Staff were not asked about race/ethnicity and diversity within
the classroom.
Chart 18b

Faculty Students
100%
80% 65%
58%
60%
40%
20% 14%
7%
0%
"I/my professors present contributions of racial/ethnic "My students/my professors have set expectations based
minorities in course material & readings" on my race or ethnicity"
Several classroom‐related questions were asked only of students. Seventy‐nine (79%) of students report that they have
learned from other students who are from a different race or ethnicity than their own and 78% agree that their

22
professors are fair to all students regardless of their racial or ethnic background.

23
Lesbian, gay, bisexual, and transgender issues
Nine questions were asked about the climate for LGBT people at UofL. Comparisons of responses about sexual
orientation and gender identity with other groups are available in the Overall Climate at UofL section of this report. In
addition to the questions that were asked of all groups, the survey included the following question:
Chart 19
Responses to "People who are gay, lesbian, bisexual, or transgender

have a difficult time fitting in on this campus"
100%
90%
80%
70%
60%
45% 48%
50%
40% 30% 30%
30%
20% 12%
9% 8% 9% 8%
10% 1%
0%
Disabilities
Seven questions were asked about the climate at UofL for people with disabilities. Comparisons of responses about
disabilities with other groups are available in the Overall Climate at UofL section of this report. In addition our analysis
of questions that were asked of all groups, we have provided some detail on an additional question asked about
accessibility at UofL.

23
Chart 20
Responses to "UofL is accessible to people with disabilities"

100%
90%
80% 74%
70%
61%
60%
50%
40%
30%
19%
20% 14%
8% 6% 8%
10% 4% 5%
1%
0%
Other groups
Six questions were asked about the climate at UofL each of the remaining groups: people of all ages and non‐traditional
students; veterans and military personnel; people of different nationalities, including international faculty, staff, and
students; people of all religions; and people who are low‐income or working class.
Responses to questions of these groups are reported in the comparison charts in the Overall Climate at UofL section of
this report.

24
Part II: Work Environment
Faculty and staff were surveyed about their perceptions of UofL’s work environment. These questions were designed to
correlate with themes covered in The Chronicle’s Great Colleges to Work for Survey.
Questions regarding work environment centered on the following themes:
 Employment at UofL
o Length of employment
o Plans for future
 Faculty/Staff Work Climate
o Perceptions of value
o Compensation, benefits, & recognition
o Work environment
o Administration & communication
o Work/Life balance
o Overall
 Faculty
o Faculty & governance
o Feeling valued for teaching, service, & research
 Part‐time Faculty & Adjuncts
o Situation & background
o Recognition & respect
o Work environment
o Participation & activities
 Staff
25
Employment at UofL
Length of employment
Chart 21
How long have you worked at UofL?

did not answer, 11%
have worked at UofL for
less than 1 year, 4%
have worked at UofL
more than 15 years, 28%

1‐3 years, 17%

11‐15 years, 11%
4‐5 years, 12% have worked at UofL for
6‐10 years, 18%
Plans for future

Chart 22
How long do you plan to work at UofL?

did not answer, 11%
plan to work at UofL less
than 1 year, 2%
plan to work at UofL 1‐3

years, 8%
plan to work at UofL until

retirement, 42%
plan to work at UofL 4‐10
years, 23%
plan to work at UofL 11‐ plan to work at UofL over

15 years, 7% 15 years, 7%
26
Faculty/Staff Work Climate
Perceptions of value
Chart 23
Agree that they feel valued by each of the following

Full‐time faculty Part‐time/adjunct faculty Staff
100%
84% 87%
90% 83% 80% 83%
75% 75% 78%
80% 73% 74% 72%
70%
70% 61%
60%
44% 47%
50% 43%
39% 37%
40%
30%
20%
10%
0%
Co‐workers Students University‐wide Supervisor or chair Faculty members Staff members
administration
Compensation, benefits, & recognition

Chart 24
Agree with following statements

100%
90%
80% 75%
70% 66%
60% 53%
49% 46%
50% 42% 44%
38% 39%
40% 34%
27% 24%
30%
20%
10%
0%
fairly compensated benefits meet needs offered opportunity for recognized for contributions
advancement
27

28
Work environment
Chart 25a
Agree with the following statements about working conditions

100%
90% 84%
76% 74%
80%
67% 70% 72%
70% 62% 60% 61%
60% 53%
44% 47%
50%
33% 36% 38% 35% 35%
40%
30%
17%
20%
10%
0%
Asked to perform Working conditions at Department is Job makes good use Encouraged to offer Encouraged to be
duties not in job UofL have improved adequately staffed to of my skills and suggestions innovative in my
description over the last five cover the regular abilities teaching or my work
years workload
Chart 25b
Agree with the following statements about physical environment
100%
90%
80% 74% 75%
70% 69%
70% 65% 63%
62% 61% 61% 60%
60% 56% 55%
52% 54% 50%
50%
40%
30%
20%
10%
0%
Physical facilities Campus grounds and Have the proper Work area/building is Feel safe on campus
adequate facilities are well‐ equipment, supplies, and well‐maintained
maintained instruments necessary to
perform their jobs


28
effectively


29
Administration and communication
Chart 26a
Agree with the following statements about communication

100%
90%
80% 76%
70% 63% 65% 62% 64% 64% 66% 64% 61% 63%
59% 62%
60% 54%
49% 49% 50%
50% 42%
40% 35%
30%
20%
10%
0%
Supervisor or chair Well‐informed about Administration Good Policies are clearly Policies are easy to
shares key policies & issues shares info with communication and defined find online
information campus community coordination
between academic
and non‐academic
personnel in their
department
Chart 26b
Agree with the following statments about administration

100%
90% 79%
80% 73% 72%
64% 67% 67% 66% 64% 66% 65%
70% 62%
57%
60% 49% 53% 52% 54% 54% 54% 51%
50% 46% 45%
40%
30%
20%
10%
0%
UofL is well run Administration Co‐workers in Other Job duties are Supervisor or Policies are
cares about the their department departments are clearly defined chair is consistent administered well‐
being of work well willing to and fair fairly and equally
faculty & staff together as a collaborate with
team them to help
them do their job

29
Work/Life balance
Chart 27

100%
90% 79%
80%
67% 65%
70%
60% 54% 56% 53%
52%
50%
37% 39% 39%
35% 37%
40%
30%
20% 10% 7% 10%
10%
0%
Difficult to balance At end of day, often There are adequate Supervisor or chair UofL's policies &
needs of work & family feel exhausted childcare facilities understanding of procedures help
family situations balance work & home
life
Overall
Chart 28

100%
90% 84% 83% 82% 83%
78% 79% 75%
80% 71% 73% 73%
69% 68% 67%
70% 64%
60% 50%
50%
40%
30%
20%
10%
0%
Proud to be part of UofL is a good place to Would recommend Would want family or Satisfied with their job
UofL work UofL as place of friends to attend
employment

30
Faculty
Several questions were asked only of full‐time and part‐time/adjunct faculty. Questions asked of faculty center around
several themes:
Faculty and governance

 65% agree or strongly agree that faculty are involved in decisions related to academics and the curriculum
 52% agree or strongly agree and 19% disagree or strongly disagree that the role of faculty in shared governance
is clearly stated and recognized
Feeling valued for teaching, service, and research

Chart 29
Faculty agree that they feel valued by UofL for the following...
Teaching 57%
Service to the community 40%
Service to the University 50%
Research & scholarship 46%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Generally, female faculty are less likely than male faculty to agree or strongly agree that they feel valued for all items.
Part‐time and adjunct faculty are less likely than full‐time faculty to agree or strongly agree that they feel valued for
their research and scholarship, service to the University, and service to the community, but are more like to agree or
strongly agree that they feel valued for their teaching. Future analysis will gauge the statistical significance of these
apparent differences.
31

32
Part‐time Faculty & Adjuncts
Several questions were asked only of part‐time and adjunct faculty. Questions asked of this group center around
several themes:
Situation and background

Chart 30 NOTE: Questions about part‐time/adjunct faculty situation and background were adapted from Best Practices for Supporting Adjunct
Faculty, edited by Richard E. Lyons.
Responses to "As a part‐time faculty member, adjunct, or instructor, which of the

following best describes your situation?"
100%
90%
80%
70%
60%
50%
40%
27% 26%
30%
19% 17%
20%
10%
10% 1%
0%
I am already an I am a freelancer and I am an aspiring I have recently Other Did not answer
expert or I teach part‐time in academic who is in retired or am in the
professional, have addition to other the process of process of retiring
full‐time employment finishing or has from full‐time
employment recently finished the employment
elsewhere and teach terminal degree in
part‐time as a way to my field and teach
network with others part‐time in
preparation for a
full‐time academic
position
Recognition and respect

 64% strongly agree or agree that they are respected by full‐time faculty in their department; 17% strongly
disagree or disagree
 50% strongly agree or agree that their chair gives them recognition for their work; 21% strongly disagree or
disagree
33
Work environment
Greater than 60% of the adjunct and part‐time faculty who responded agreed with the following:
 they receive information about UofL from their chair

 they are satisfied with the amount of notice they receive when their courses are scheduled or changed
 they are satisfied with the number of courses they are offered to teach
 they are satisfied with the support I receive from IT
Less than 50% of the adjunct and part‐time faculty surveyed agreed with the following:
 their assigned classroom and/or lab space enables them to teach effectively
 their assigned office space is adequate for meeting with students
Participation & activities

Greater than 50% of the adjunct and part‐time faculty who responded agreed with the following:
 they were invited to participate in faculty meetings
Between 25% and 40% of the adjunct and part‐time faculty who responded agreed with the following:
 they often or very often advise students

 they often or very often attend UofL events
 they often or very often attend department faculty meetings
 they or very often attend other department functions
Less than 20% of respondents agreed that they often or very often serve on faculty committees
Staff
Two questions were asked only of staff.
The large majority of staff surveyed work the day shift
35% of staff agree that staff have a voice in the direction of UofL; 35% also agreed that they were satisfied with the role
Staff Senate plays in decision‐making at UofL.
In future reports on these surveys, we will include additional analysis on staff.
Next Steps
This report will be presented to our partners and other key constituent groups. Based on their feedback, we will
conduct additional analysis and/or more advanced statistical analyses to produce a final report.

34

University of Louisville Diversity, Inclusion, and Work Climate Descriptive Analysis November 2011

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University of Louisville Diversity, Inclusion, and Work Climate Descriptive Analysis November 2011

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University of Louisville

Diversity, Inclusion, and Work Climate

Office of Academic Planning & Accountability 11/2011

 previous UofL surveys on climate;

 University of California at Davis’ report on the 2008 University of California Undergraduate

 University of Kentucky’s (2009) Climate for Learning Survey

Breakdown of faculty & staff respondents by primary role

Breakdown of student respondents by status

Racial or ethnic background

0% 10% 20% 30% 40% 50% 60% 70% 80%

American Indian or Alaska Native < 1%

Did not 11%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

More than 2 disabilities 11%

Did not answer 5%

Veteran or serving in the military

Upper middle or professional 24%

Did not answer 11%

Estimate of family's total income last year

Less than $20,001 1%

More than $200,000 4%

Do not wish to answer/Did not answer 22%

 Overall Climate for Diversity and Inclusion at UofL

Support for diversity and inclusion

Responses to "UofL has done a good job supporting diversity"

Agree Disagee Neutral N/A Did not answer

Overall image of UofL

Responses to "UofL has a good image"

Agree with the following statements

Percent of respondents who agree

People of all races and ethnicities 76%

People of all sexual orientations 72%

People of all gender identities 68%

People with disabilities 71%

People of all ages 70%

Military personnel and veterans 74%

Different national origins, intern. students, faculty/staff 77%

Persons of all religious groups 72%

People who are low‐income or working class 67%

In the past year, has heard an insensitive or disparaging remark or

Percent of respondents who heard or witnessed discrimation

Persons of a particular racial or ethnic background 25%

Gay, lesbian, bisexual, or transgender people 26%

Non‐traditional students 10%

Veterans and military personnel 5%

International students or faculty/staff 23%

Persons of a particular religious backgrounds 26%

People who are low‐income or working class 17%

Student perception of climate for all groups

Percent of students who

Faculty/staff perception of climate for all groups

Open environment at UofL

Responses to "UofL provides an open environment for the free

Agree Disagee Neutral N/A Did not answer

Diversity in education and work environment

Responses to "I believe that learning about people from a variety of

Agree Disagee Neutral N/A Did not answer

Agree with the following statements

Agree with the following statements

Agree with the following statements

Responses to "People who are gay, lesbian, bisexual, or transgender

Responses to "UofL is accessible to people with disabilities"

Questions regarding work environment centered on the following themes: