Cal Poly’s Innovative Use of Qualitative Data about DEI for Accreditation
By: Steven Feldman, NSSE Institute Graduate Assistant
California Polytechnic State University (Cal Poly) embarked on an innovative journey to incorporate qualitative data into their accreditation process, driven by a desire to evaluate diversity, equity, and inclusion (DEI) efforts and ensure that student voices were central to institutional improvements. Julie Bettergarcia, Associate Dean for Diversity and Curriculum, and Kelly Bennion, Associate Professor of Psychology & Child Development, co-led a team with four undergraduate students involved in the qualitative coding and analysis process. The analysis process involved identifying key themes related to DEI, such as increasing diversity, fostering inclusion, and enhancing equity. The team ensured inter-rater reliability and conducted thorough discussions to finalize the themes.
The team analyzed 1,190 open-ended responses from the NSSE survey, which asked students “What one change would most improve the educational experience at this institution? What one thing should not be changed?” Despite not being specifically about DEI, their analysis revealed a significant portion of students discussing DEI-related issues, highlighting its importance. About 20% of the student comments discussed DEI in some form (see Figure 1).
Figure 1. DEI Response Frequency
The findings indicated a strong desire among students for DEI to be central to their curriculum, a consistent theme across various demographic groups, including white students, countering the narrative that DEI is only relevant or important to students of color (see Figure 2). Bettergarcia shared, “For [DEI] to have had such a strong impact on the perception of their education experience for our students, and especially to have so many of our white students saying, ‘We need more of this,’ was an important call to action and challenged assumptions of who values DEI.”
Figure 2. DEI Valence by Race/Ethnicity
The analysis also revealed that most comments about DEI were positive or neutral, with only a small minority being negative, indicating broad support for DEI initiatives among the student body. Students also highlighted the negative impact of frequent staffing changes in DEI-related positions, emphasizing the need for stability in these roles to support student belonging and success.
Cal Poly’s WSCUC (WASC Senior College and University Commission) accreditation report incorporated insights gained from this analysis, with qualitative data providing compelling testimonials that enriched the quantitative data. The report on DEI findings was included as an appendix to the accreditation report and, in addition, Bettergarcia and Bennion created a summary of anecdotes to provide for each section of the report (i.e., campus climate, teaching and learning, recruitment and retention).
These findings have informed ongoing DEI initiatives at Cal Poly, including curriculum development and faculty training, as the university continues to prioritize student voices in its efforts to create a more inclusive and supportive educational environment. For example, one student shared, “Cal Poly classes should include education on its biggest flaw: diversity. Students should take classes that broaden their world view and teach them how to interact and respect people who are different than them.” Another student wrote, “I would like to read less texts written by white men and more texts written by marginalized or underrepresented voices and cultures. I want these texts to be read in literature classes that aren’t specifically focusing on ‘ethnic’ authors and themes.” These quotes illustrate the ways students recognize the value of DEI in curricula and provided Cal Poly with tangible recommendations to improve campus experiences. Students identified two main themes were they wanted to see administration to focus their DEI efforts—increasing diversity and fostering inclusion.
Cal Poly’s innovative use of qualitative data in their accreditation process serves as a model for other institutions. By centering student voices and leveraging the rich insights from qualitative analysis, Cal Poly has made significant strides in enhancing DEI and improving the overall educational experience. This approach not only honors the effort and time students invest in providing feedback but also ensures that their voices are included and central in driving meaningful institutional change.
