Environmental Assessment: Harper College, Palatine, IL

Sara Espinosa and Jessica Hill

Carnegie Classification
2 year
Public
Population: 14,957
Associates College: Mixed Transfer/Career & Technical-High Nontraditional
Two-year, large size

Environment Observed
Harper Student Center

Campus Climate
As Renn & Patton (2011) highlight, the campus climate is often reflected in the mission statement, which
we can see in the example of Harpers mission statement. The spirit of the mission statement is evident
throughout the student center. There are different types of student organizations advertised, particularly
for students of color and women. Furthermore, the physical space seems to have been intentional about
considering multiple learning styles and purposes.

Types of Physical Artifacts in the Space

What are messages associated with the artifacts?
Art: Large banners when someone first walks in depicting students of different races and
genders.
Message: This is a space designed for students; its casual and
comfortable but designed for student interaction (for example: cyber cafe/computer lab,
lounge area, meeting space).
Signs: Student Organization call out flyers; Career Services workshop, advertisement for
legal aid
Message: Many of the signs were immediately visible, but not all of them
were necessarily inclusive (for example, minimal availability of signs with braille).
Architecture: Large open space, wide hallways, differentiated furniture, some moveable
furniture, coffee shop, open computer lab, tables, and a sitting area in front of a TV monitor.
Message: The building and furniture offer environments of inclusion for
students with different learning styles, students who are differently abled, and commuter
students or students who are on campus for longer periods of time.

Equity Parameters and Content of the Message

How do [might] different equity groups respond to these messages?
Women and people of color are fairly well represented in the artifacts.
Students from diverse religions, those with different abilities and different sexual identities
may or may not see themselves depicted in the artifacts. (Banning et al, 2008)
There are no artifacts which express support for students of different
religions or that the space is inclusive of religion
The space is fairly accessible though there are few signs that include
braille. The physical space may be inclusive, but the signage and art is not for students
who are differently abled.
There was no signs or art that expressed that the space was safe and
inclusive for students with diverse sexual orientations.
Analysis: Community Colleges provide greater access to higher education for women, people of color
and adult learners (Renn and Patton, 2011). Having these particular populations represented in the
artifacts throughout the student center is a testament to this conclusion and shows that Harper is trying
create an inclusive environment which specifically highlights these demographics. However, there are
specific groups that are also consequently excluded such as those who are differently abled. (Banning et
al, 2008)

Equity Approach Level

Are the messages in concert with the values and goals related to equity issues?
The Student Center at Harper Community College would be considered contribution/additive according to
the equity approach model. According to Banning et. al (2008), In this approach, physical artifacts are
added to the educational settings that support equity, but they represent only those of which the
mainstream/dominant culture is comfortable. The contributions/additive approach is positive, but the
artifacts are often presented with little personal involvement and are typically lacking an equity centric
position.

The artifacts themselves do send positive messages overall, particularly for the specific populations they
represent. The images are relatively neutral and would be acceptable for most anyone who came into the
space. However, there is no explicit messaging as to why there are people of color and women depicted
prominently on the banners or why the various student organizations are necessary.

If someone were to walk into the student center and consider the artifacts presented, they could probably
make assumptions about the institution that would be in line the with colleges mission statement
(Banning & Bartels, 1997). There is a clear commitment to students, diversity and access throughout the
space. The student center could go the next step to foster an equity climate by providing educational
pieces as to why specific artifacts have been displayed in the space and what they mean for the university
as a whole.

References
Banning, J. H. & Bartels, S. (1997) A taxonomy: Campus physical artifacts as communicators of campus
multiculturalism. Journal of Student Affairs Research and Practice, 35(1), 1-9.

Banning, J.H., Middleton, V. & Deniston, T.L. (2008). Using Photographs to Assess Equity Climate: A
Taxonomy. Multicultural Perspectives, 10(1), 41-46.

Renn, K. A., & Patton, L. D. (2011). Campus ecology and environments. In J. H. Schuh, S. R. Jones, & S.
R. Harper (Eds.), Student Services: A handbook for the profession (5th ed., pp. 242 256). San
Francisco: Jossey-Bass.