Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception

Area of Science:

• Chemistry
• Science, Technology, Engineering, and Mathematics (STEM)
• Higher Education

Background:

• Current diversity initiatives in STEM often focus on recruitment but neglect systemic issues hindering persistence.
• Academic communities face challenges in retaining diverse individuals, impacting overall inclusivity.
• Addressing the academic climate is crucial for fostering a supportive environment for all STEM students.

Purpose of the Study:

• To quantitatively assess and improve the academic climate within an R1 university's STEM department.
• To evaluate the effectiveness of a student-led, faculty-supported initiative for climate improvement.
• To provide a data-driven framework for sustainable change in graduate communities.

Main Methods:

• Implementation of a multiyear, quantitative effort focused on inclusivity within a university's Chemistry department.
• Utilized a student-led, department-specific initiative with faculty support to assess and enhance the academic climate.
• Conducted longitudinal assessments via annual department-wide surveys from 2018 to 2020.

Main Results:

• Community discussions based on departmental data and cooperative efforts effectively drove positive change.
• Longitudinal survey data from 2018-2020 demonstrated a measurable shift in the perception of the academic climate.
• The initiative provided quantitative evidence of success in making the academic environment more inclusive.

Conclusions:

• Student-led, data-driven initiatives are effective in improving academic climate and inclusivity in STEM departments.
• Addressing systemic issues through community engagement leads to sustainable positive change.
• A practical framework for affecting change within graduate communities was confirmed as successful.