Dr. Mary Ellen Wade, director of assessment and planning, co-authored “Exploring Students’ Perceptions of the Campus Climate and Intergroup Relations: Insights from a Campus-Wide Survey at a Minority-Serving University” in Journalism and Media. Additional co-authors are Dr. Irina Golubeva, interim chair and professor, Department of Modern Languages, Linguistics, and Intercultural Communication (MLLI); Dr. David DiMaria, vice provost for global engagement, Center for Global Engagement (CGE); Adam Holden, director of international partnerships and recruitment, CGE; and Katherine Kohler, adjunct faculty, MLLI.

The article abstract states:

Campus climate research has long been a focus of higher education scholarship; however, studies show that inequalities and a pervasive sense of not belonging continue to negatively affect students. This paper presents the results of a campus-wide survey conducted at a Minority-Serving Institution (MSI), with a sample of 820 undergraduate, master’s, Ph.D., and non-degree students. The authors explore students’ experiences on campus in relation to their identities as well as students’ perceptions of campus climate. Specifically, the paper examines students’ intergroup relations and how these influence their sense of belonging. The survey instrument developed in the frame of this project also included questions designed to assess opportunities students have to develop key values, attitudes, skills, knowledge, and critical understanding related to intercultural and democratic competences necessary for life and work in multicultural societies. This study identifies the areas students perceive as important for development, highlighting which values, attitudes, skills, knowledge, and critical understanding they have had the opportunity to cultivate during their time at the university and those they would like to develop further. The authors hope these findings will inform efforts to strengthen institutional support for more inclusive practices on culturally diverse university campuses and provide evidence-based guidance for designing effective pedagogical interventions.

“It was a pleasure to assist with the data analysis for this article. I appreciated the opportunity to collaborate with others across UMBC in this important work,” said Dr. Wade. “Study insights informed the creation of targeted, transformative learning experiences tailored to students’ needs. As a result, the approach enhanced students’ perceptions of campus inclusivity and improved their overall sense of belonging.”