Campus Climate Report - Coastal Carolina University
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Campus Climate Report

In Fall 2018, CCU’s first All-Campus Climate Survey was developed by the Office of Diversity and Inclusion, in consultation with faculty, staff, and students. Subject matter experts from the campus community, survey research experts from external consulting firms and the University’s Office of Institutional Research, Assessment and Analysis (IRAA) collaborated on the development of the survey. And in January 2019, Coastal Carolina University students, staff and faculty were invited to participate in the first All-Campus Climate Survey to help the university better understand student, staff and faculty perspectives and experiences related to their work and study at CCU. 

View the results of the All-Campus Climate Survey (CCU login required) »

What did the Survey Find?

  1. Most respondents, especially respondents with dominant social identities, reported a positive campus climate and are satisfied with the overall campus experience. Across many survey questions, respondents from historically underrepresented groups and marginalized groups reported less positive views of campus climate.

  2. A majority of respondents expressed not personally experiencing discriminatory events at CCU because of some aspect of social identity. African American/Black respondents, non-binary and gender non-conforming respondents, respondents 61 and older, respondents between the ages of 25 and 40, respondents with non-Christian identities were more likely to report discriminatory treatment.

  3. Respondents’ experiences with online harassment and concerns about physical safety varied considerably among social identity groups.  Women, respondents who identify as transgender, non-binary, or another gender identity, respondents who identify as lesbian, gay, bisexual, pansexual, queer, asexual, questioning or another sexual orientation, African American/Black respondents, and respondents who identify as Asian/Asian American, Hispanic/Latino/a/x, Middle Eastern/Middle Eastern American, Native Hawaiian/Pacific Islander or another race/ethnicity were more likely to express greater concern about their physical safety.

  4. Most respondents expressed a willingness to remain at the institution and promote the institution to others, yet respondents’ attitudes varied across race/ethnicity, disability, sexual orientation, age and religious identity.

  5. The majority of respondents reported positive experiences, feeling a sense of value and belonging and that they are treated with respect and believing that they can show up fully in terms of their identities and have opportunities for success. Yet, almost a quarter of students, staff and faculty reported that they have considered leaving CCU because they felt isolated or unwelcomed.

  6. Respondents’ perceptions of belonging varied across race/ethnicity, gender, religious identity, military status, disability, age, sexual orientation, and region.

  7. The majority of respondents reported interacting often in a meaningful way with people who have different political opinions and people of a different nationality, race or ethnicity, and social class. Comparatively, most respondents reported less engagement with people of different religious beliefs, immigrants or individuals from immigrant families, individuals whose sexual orientation is different than their own, and people with disabilities.

What are the Next Steps? 

The Access, Inclusion and Diversity Council (AIDC) invites all members of the community to participate in strategic engagement sessions on campus climate.

  • The following strategic engagement sessions are open to all CCU students, staff and faculty. Sessions will be held in the Coastal Theater, Lib Jackson Student Union (LJSU A-110)
  • Monday Feb. 17, 3-5 p.m.
  • Tuesday Feb. 18, 10 a.m.-Noon
  • Thursday Feb. 20, 9-11 a.m.
  • Thursday Feb. 20, 3-5 p.m.
  • Friday Feb. 21, 12:30-2:30 p.m.

These sessions are designed to foster dialogue about the report’s findings and solicit community input about specific actions needed to address our challenges. The results from the survey and the strategic sessions will be used to develop CCU’s Access, Inclusion and Diversity Strategic Plan. This five-year strategic plan will define diversity, equity and inclusion priorities that can be implemented at all levels of the university. It will draw a vision for our university’s future and establish a course of action for moving forward.

Each session will begin with a brief introduction from members of the AIDC and focus on recommendations to support the development of goals and objectives for four key diversity, equity and inclusion institutional goals:

Goal 1: Strengthen equity and access in recruitment of students, staff, and faculty that compose a diverse and inclusive campus.

1.1. Increase matriculation and graduation rates for students from historically underrepresented and marginalized groups.
1.2. Increase recruitment and retention rates for faculty and staff from historically underrepresented and marginalized groups.
1.3. Refine and enhance strategies to recruit and retain a diverse faculty, staff, and student body. 

Goal 2: Develop and implement programs, services, and physical spaces that create and sustain an inclusive and welcoming learning, living and working environment.

2.1. Build and enhance programs and services that promote student engagement among students, staff and faculty, supporting needs of these constituents while engaging them with one another and the greater community.
2.2. Assess and enhance physical and technology infrastructure supporting persons with disabilities, improving accessibility.
2.3. Promote dialogue across differences to emphasize mutual respect and understanding. 

Goal 3: Increase and enhance diversity, equity and inclusion in academic curricular and professional development opportunities.

3.1. Enhance students’ diversity, equity and inclusion-related educational opportunities and experiences to ensure that all students graduate with knowledge, skills and habits of mind that will prepare them to be productive, responsible, healthy citizens with a global perspective.
3.2. Enhance professional development opportunities to assist staff with infusing diversity, equity and inclusion into all job responsibilities and duties.
3.3. Enhance professional development opportunities to assist faculty with curricular innovation and infusing diversity, equity and inclusion into course content and teaching strategies.

Goal 4: Prioritize the commitment to diversity, equity and inclusion through leadership and action across all levels of the institution.

4.1. Establish and prioritize a culture of involvement and accountability around diversity, equity and inclusion initiatives, practices and policies.
4.2. Establish measurable goals for diversity, equity and inclusion at the division, college, department, program and office levels.
4.3. Establish demonstrated support for diversity, equity and inclusion as a uniform qualification for all leadership positions. 

Be Part of the Conversation and the Process

The following is a list of strategic engagement sessions open to all CCU students, staff and faculty. All sessions will be held in the Coastal Theater in the Lib Jackson Student Union (LJSU A-110). Come and stay for as long as your schedule permits.

  • Monday Feb. 17, 3-5 p.m.
  • Tuesday Feb. 18, 10 a.m.-Noon
  • Thursday Feb. 20, 9-11 a.m.
  • Thursday Feb. 20, 3-5 p.m.
  • Friday Feb. 21, 12:30-2:30 p.m.