Campus climate assessment has been instrumental in helping colleges and universities grapple with issues of religious and worldview diversity. With religious diversity being a salient and potentially divisive reality in American public discourse and civic life, many colleges and universities are asking how their campuses can cultivate environments that foster appreciative attitudes and encourage students to build bridges with people of different faiths, worldviews, and traditions. The Values, Interfaith Engagement, and Worldview Survey (VIEWS) is a theoretically-based and empirically-validated assessment tool designed to help campus leaders understand students’ perceptions of, and engagement with, people of diverse religions and worldviews.

About the Survey

Designed by Drs. Alyssa Rockenbach (North Carolina State University) and Matthew Mayhew (The Ohio State University) in partnership with the Interfaith Youth Core, VIEWS builds on the Campus Religious and Spiritual Climate Survey (CRSCS) and the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to provide colleges and universities with a snapshot of students’ perceptions, attitudes, and behaviors related to the campus climate for worldview diversity. VIEWS contains myriad items and scales from CRSCS and IDEALS that have been well tested to measure students’ interfaith experiences and outcomes in college.

VIEWS can help you answer such questions as:

  • To what degree do students perceive your campus as welcoming for people of diverse religious and non-religious perspectives?
  • In what ways do students engage across worldview differences on your campus? Who is engaging in interfaith activities and who is not?
  • To what degree do students hold appreciative attitudes toward others of diverse worldview identities? How are those attitudes different for students of various beliefs or backgrounds?
  • In what ways are students ready and willing to engage with religiously diverse others?

Participation

Registration for Spring 2018 administration is now closed. Limited space will be available for the Spring 2020 administration of VIEWS and campuses will be accepted into the administration on a first-come, first-served basis. Participating campuses receive support for survey administration preparation, a custom report for their institution, and individual guidance for understanding and using survey results.

Costs to participate:

Early Registration: $3,500*
Early Registration Deadline: Fall 2019 (date TBA)
Final Registration: $4,500*
Final Registration Deadline: Winter 2019 (date TBA)

*Survey pricing and availability is subject to change

Survey Composition

VIEWS includes three distinct components, all of which are derived from CRSCS or IDEALS. Below you will find a brief overview of each component: climate indicators, campus experiences, and outcomes.

Climate Indicators

VIEWS captures student perceptions of the campus climate related to religious and worldview diversity. Specifically, the survey includes items designed to address both positive and negative aspects of the worldview climate. For example, students answer questions about perceived support for their own worldview identity and the extent to which they feel their campus is welcoming for a range of other worldview identities. Additionally, several items on the survey capture students’ perceptions of coercion, divisiveness, and insensitivity on campus. These climate indicators help institutional leaders understand what opportunities and challenges might be shaping students’ willingness to engage with people of different worldviews.  

Campus Experiences

In addition to understanding students’ perceptions of the climate for worldview diversity, VIEWS collects information about how students interact with religiously diverse others. The survey includes a series of items ascertaining whether students have experienced provocative encounters with worldview diversity—that is, challenging yet stimulating interactions with diverse others. It also measures the frequency of students’ negative interworldview engagement (e.g., how frequently they have had tense, somewhat hostile interactions). In both of these cases, VIEWS helps institutional leaders better understand the quality of their students’ interfaith experiences.

VIEWS also asks a wide range of questions about activities in which students participate on their campuses. Activities of interest include general religious/spiritual activities (e.g., utilized a multi-faith space on campus), formal interfaith programs (e.g., attended religious services for a religious tradition that is not your own), informal engagement with diverse peers (e.g., had conversations with people of diverse religious or non-religious perspectives about the values you have in common), and curricular engagement (e.g., discussed religious diversity in at least one course for your major).

Outcomes

There are three primary outcomes of interest measured in VIEWS: self-authored worldview commitment, appreciative attitudes toward diverse others, and pluralism orientation. These three outcomes are critical components of productive interfaith engagement.

  • Self-authored Worldview Commitment measures the degree to which students rely on an internal “script” when making meaning of beliefs, identities, and relationships (Mayhew & Bryant Rockenbach, 2013).
  • Appreciative Attitudes Toward Diverse Others measures how positively students view individuals from different worldview groups. There is a four-item scale measuring attitudes toward each of the following groups: Atheists, Buddhists, Catholics, Evangelical Christians, Hindus, Jews, Latter-day Saints/Mormons, Muslims, politically conservative people, and politically liberal people.
  • Pluralism Orientation reflects the extent to which students are globally oriented, have goodwill toward others with different worldviews, consider it important to understand both differences and commonalities between worldviews, and are committed to interfaith leadership and service. Further, someone with a pluralism orientation actively engages with diversity, moves beyond tolerance toward acceptance of others, and feels it is possible to have strong relationships with diverse others while being rooted in their own worldview (Eck, 1993).

References

Eck, D.L. (1993).  Encountering God: A spiritual journey from Bozeman to Banaras. Boston, MA: Beacon Press. 

Mayhew, M. J., & Bryant Rockenbach, A. (2013). Achievement or arrest? The influence of the 
collegiate religious and spiritual climate on students’ worldview commitment. Research in Higher Education, 54(1), 63-84.

Download an overview of the survey components here.

Contact IFYC for More Information about VIEWS

 
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Meet Our Survey Partners


Dr. Matthew Mayhew

- Dr. Matthew Mayhew / Co-Principal Investigator, William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs at The Ohio State University. read more read less
Dr. Matthew Mayhew / Co-Principal Investigator, William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs at The Ohio State University.

mayhew.65@osu.edu

Matthew Mayhew is the William Ray and Marie Adamson Flesher professor of educational administration with a focus on higher education and student affairs at The Ohio State University. He is interested in how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes. He has received over 17 million dollars in grants for exploring the impact of college on student outcomes, including, but not limited to, moral reasoning, spirituality, high-risk drinking, and innovative entrepreneurship. Dr. Mayhew has published over 80 articles, is lead author on the most recent volume of How College Affects Students: 21st Century Evidence that College Works, and has contributed to a variety of media outlets, such as The Huffington Post, The Chronicle of Higher Education, Inside Higher Ed, The Conversation, and BusinessInsider. In addition to serving as co-principal investigator of the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), he directs the College Impact Laboratory where he oversees the Assessment of Co-Curricular Residential Experiences and Outcomes (ACREO) survey. ACREO is designed to measure the associations between residential environments and student achievement of timely and relevant outcomes, such as intention to innovate, bystander intervention, and financial health and wellness. Dr. Mayhew earned his doctorate in higher education administration with a focus on research, evaluation, and assessment from the University of Michigan in 2004.


Dr. Alyssa Rockenbach

- Dr. Alyssa Rockenbach / Co-Principal Investigator, Professor of Higher Education, North Carolina State University read more read less
Dr. Alyssa Rockenbach / Co-Principal Investigator, Professor of Higher Education, North Carolina State University

alyssa_rockenbach@ncsu.edu

Alyssa Rockenbach is professor of higher education in the department of Educational Leadership, Policy, and Human Development at North Carolina State University. Her interdisciplinary research centers on the effects of college environments and experiences on student learning; religious and worldview diversity issues in higher education; intergroup dynamics, cooperation, and attitudes; young adult psychosocial development; and gender and LGBTQ equity issues in education and society. She is co-principal investigator of a five-year national study, the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), which explores how educational experiences affect college students’ capacity to engage and cooperate with people of diverse worldviews. Dr. Rockenbach has authored or co-authored more than 80 publications, including peer-reviewed articles, books and book chapters, reports and monographs, and other scholarly works. Her work has been featured in media outlets such as The Chronicle of Higher Education, Inside Higher Ed, and The Conversation. Dr. Rockenbach received her B.A. in psychology from California State University, Long Beach and her M.A. and Ph.D. in education from the University of California, Los Angeles.