Climate Q&A with Provost Spear

Photo of Spear

There is little doubt that "campus climate" means different things to different people. An African-American student may encounter a very different campus climate than his white counterpart. A faculty member may be exposed to a climate not encountered by someone on the classified staff. A woman may experience a different climate than a man.

"Climate is the way it feels to be here, the way people interact with each other," says Provost Peter Spear. "It's the working and learning environment of the university. It translates to students, faculty and staff being valued and respected regardless of race, ethnicity, gender, religion, sexual orientation, age, job class, ability/disability or any other characteristic that makes us different."

The challenge, Spear says, has been in developing policies and initiatives that address an issue that is manifested in so many different ways.

Spear convened the Campus Climate Network Group in late fall 2001 to share climate-related improvement efforts already in place, help integrate and coordinate those efforts, and make recommendations for new initiatives. The CCNG is made up of students, staff and faculty leaders of major climate-related programs and initiatives that already exist across campus. The group identified five key activities that it believes will provide a framework for a better campus climate:

listen and assess progress
leadership
training and professional development
concrete programs
communication

Already, dozens of initiatives exist across campus — in departments, administrative units, schools and colleges - that are aimed at improving campus climate. In addition, at the campus level, the past year alone has seen the development of a domestic partners benefits policy, a new faculty salary-equity policy, and the creation of the new position of associate vice chancellor for diversity and climate. Bernice Durand, professor of physics, has just been appointed to the position.

Spear says other new programs are on the horizon, but acknowledges that there is no cure-all and some initiatives will provide better results than others. The key, he says, will be a persistent effort that attempts to engage every member of the campus community.

Spear recently fielded questions from Wisconsin Week staff on the climate improvement effort. The following are excerpts of his answers.

What is the current campus climate?
Measuring — and trying to improve — campus climate is difficult and sometimes frustrating because it is so intangible. We have to listen to what people are saying. Some people think there isn't a problem. But what we're hearing is that some people don't feel that they are valued and respected, and that is why this is such a priority. For us to continue to be a world-class university, it is essential that students, faculty and staff have a positive, supportive environment in which to work, learn, and live.

It is very encouraging that there is a heightened awareness of the importance of climate on campus, and that awareness has led to numerous ideas and initiatives for addressing the issue, many of which originated as grassroots efforts. But more needs to be done. Our goal is to build upon what already is happening and to help ensure that this issue is being addressed adequately across campus.

Is it realistic that everyone will be respectful of each other?
You can't legislate people not to be rude. However, we can strive for an environment that welcomes differences among people and ensures an atmosphere of respect and acceptance. And when there are conflicts, we should have the ability to defuse them before they explode into formal grievances or lawsuits. One of the things that we are developing is an ombuds office for faculty and staff so that when there are conflicts, there is a place to go to resolve them.

How are diversity and campus climate related?
Increased diversity will help eliminate some of the inadvertent things that lead to a negative climate. More diversity will help make UW-Madison a more welcoming environment for people from all backgrounds. Whether you're white, African-American, Hispanic, or any other race or ethnicity, we don't want you to feel isolated. This also applies to women working and studying in disciplines where they are underrepresented, such as the sciences and engineering. We're attempting to recruit and retain a more diverse campus community through efforts such as Plan 2008 and the PEOPLE program. Diversity and climate are closely intertwined. Improving diversity will help improve climate, and improving climate will help us recruit and retain a more diverse faculty, staff and student body.

What are some of those inadvertent things that lead to a negative climate?
I think that the vast majority of faculty, staff and students on campus really are well-meaning and want this to be a place that is welcoming for everyone. But sometimes people inadvertently do things that lead to a negative climate. A prime example is the faculty member who repeatedly turns to the lone black student in the class and asks, "What do African-Americans think about this?" I hear students comment about that type of situation frequently. They feel that some faculty make the implicit assumption that they are all alike and that one person knows what the entire race is feeling. It puts that person on the spot and makes him feel very uncomfortable.

Similarly, I think many cases of sexual harassment are inadvertent and unintentional, such as patting somebody on the knee or putting an arm around someone in an effort to be warm and friendly. The man may be well-meaning, but this is inappropriate behavior because it might make the woman feel very uncomfortable.

How do you get people involved?
The campus community needs to recognize that incidents such as these do happen and have a negative impact on people. One way to recognize that is to attend one of the many sexual harassment, climate and diversity workshops that are offered. Attending these workshops will raise awareness of the problem and help people understand how to improve climate in the workplace and classroom. Unfortunately, many people feel they are too busy to attend these workshops. Or they feel there isn't really a problem or that, if there is one, they aren't part of it.

At the very least, I hope our campus leaders will attend these workshops. Part of what we're hearing is that campus leaders at all levels need to be held accountable for encouraging a more positive climate. Many leaders are already very proactive on climate issues. But we must ensure that all leaders set the tone by refusing to ignore any disrespectful behavior that goes on in their units. Even if we can't get all faculty and staff to go to sexual harassment or diversity workshops, we will encourage our leaders in departments, schools and colleges, and administrative and service units to participate.

Can you talk about some of the new initiatives that will be available?
The Campus Climate Network Group has completed an examination of what programs exist and has identified gaps and areas that are not being addressed but should be. In the coming year, the campus should expect a variety of listening sessions, forums and additional professional development opportunities, many of which are already in the planning stages. We're also working on creating an ombuds office for faculty and staff, a pilot freshman orientation course, an examination of why students and faculty leave the university, and a survey of all faculty on campus climate and faculty worklife. Also, another Plan 2008 Campus Forum is scheduled for April 2, when the campus will gather to discuss where UW-Madison stands in its efforts to improve diversity and campus climate for minorities.

It would be impossible to list all the grass- roots initiatives happening on campus, but a great deal is already underway, as people recognize the importance of this issue.

Our Web site is up and running with a complete inventory of existing climate initiatives in which the campus community can participate.

What can people do to improve climate in their own areas?
Members of the campus should expect their units to begin addressing climate issues if they aren't already doing so. The Web site contains several useful tools and approaches that people can use to improve climate in their own units. Each of us can make a difference where we work. I urge supervisors, managers, chairs — anyone — to identify things they can begin doing now to improve climate. Each of us can make a difference.

How will you know when your efforts have been successful?
In addition to being someone who wants to do concrete things to improve climate, I would like to see concrete evidence that what we have done is effective. Through listening sessions and surveys, we will continue to monitor what the campus community is saying so that we know which initiatives are working and which aren't.

The day will never come when we can say we've been completely successful, because the day will never come when there is no conflict in the university. In the final analysis, it will come down to whether we are able to improve how people feel here, working and learning and living in this campus community.

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