NSSE Scores for English Majors
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- Emerald Davis
- 5 years ago
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1 NSSE Scores for Majors The National Survey of Student Engagement (NSSE) collects information from first-year (FY) and senior (SR) undergraduates from hundreds of universities about their participation in programs and activities relevant to their learning and personal development. The results provide an estimate of how students spend their time (which we know influences their success) and can be used as an indirect measure of student learning and development. The survey includes 85 items; 42 of the most critical items are used to build five Benchmarks of Effective Educational Practice. The benchmarks reflect student behaviors and institutional features that are powerful contributors to student learning and personal development ( Benchmarks include: Level of Academic Challenge Active and Collaborative Learning Student-Faculty Interaction Enriching Educational Experiences Supportive Campus Environment The purpose of this report is to explore differences in benchmark means between majors and all other majors. An appendix is also included, which shows the frequency responses for all of the survey questions in the 2012 NSSE across major. Since NSSE surveys at the first-year and senior student levels, comparisons of NSSE responses always need to be made within a student level. Please note that this NSSE report is based on the department s NSSE respondents (39 first-year and 49 seniors). First-year and senior respondents score considerably higher on the Level of Academic Challenge benchmark compared to all other seniors. majors report completing more reading and writing compared to other students; additionally, majors report that they have very often worked harder than they thought they could to meet instructors expectations much more frequently than other respondents. majors are also more likely, compared to other students, to say that their course work has a heavy emphasis on analyzing, synthesizing, and making judgments about information. May 2015
2 NSSE 2012 Benchmark Comparisons Level of Academic Challenge (LAC) Mean Comparisons Non-Major Class Mean a n Mean a n Sig b Size c Effect First-Year **.34 Senior ***.76 a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05 and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Level of Academic Challenge (LAC) Items Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance. Hours spent preparing for class (studying, reading, writing, doing homework or lab work, etc.) Number of assigned textbooks, books, or book-length packs of course readings Number of written papers or reports of 20 pages or more, between 5 and 19 pages, and fewer than 5 pages Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations and relationships Coursework emphasizes: Making judgments about the value of information, arguments, or methods Coursework emphasizes: Applying theories or concepts to practical problems or in new situations Working harder than you thought you could to meet an instructor's standards or expectations Campus environment emphasizes: Spending significant amount of time studying and on academic work
3 NSSE 2012 Benchmark Comparisons Active and Collaborative Learning (ACL) Mean Comparisons Non-Major Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05 and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Active and Collaborative Learning (ACL) Items Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college. Asked questions in class or contributed to class discussions Made a class presentation Worked with other students on projects during class Worked with classmates outside of class to prepare class assignments Tutored or taught other students (paid or voluntary) Participated in a community-based project (e.g., service learning) as part of a regular course Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
4 NSSE 2012 Benchmark Comparisons Student-Faculty Interaction (SFI) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05, and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores Non-Major 0 FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Student-Faculty Interaction (SFI) Items Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning. Discussed grades or assignments with an instructor Talked about career plans with a faculty member or advisor Discussed ideas from your readings or classes with faculty members outside of class Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.) Received prompt written or oral feedback from faculty on your academic performance Worked on a research project with a faculty member outside of course or program requirements
5 NSSE 2012 Benchmark Comparisons Enriching Educational Experiences (EEE) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05, and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores Non-Major 0 FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Enriching Educational Experiences (EEE) Items Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge. Hours spent participating in co-curricular activities (organizations, campus publications, student gov., social fraternity or sorority, etc.) Practicum, internship, field experience, co-op experience, or clinical assignment Community service or volunteer work Foreign language coursework and study abroad Independent study or self-designed major Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.) Serious conversations with students of different religious beliefs, political opinions, or personal values Serious conversations with students of a different race or ethnicity than your own Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds Participate in a learning community or some other formal program where groups of students take two or more classes together
6 NSSE 2012 Benchmark Comparisons Supportive Campus Environment (SCE) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year Senior a Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.1, p<.05, and p<.01). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. b * p<.1 ** p<.05 ***p<.01 (2-tailed) c Effect size (only shown for statistically significant differences) indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of.2 is often considered small,.5 moderate, and.8 large. Distributions of Student Benchmark Scores Non-Major 0 FY FY Non-Major SR SR Non-Major Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. Supportive Campus Environment (SCE) Items Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus. Campus environment provides the support you need to help you succeed academically Campus environment helps you cope with your non-academic responsibilities (work, family, etc.) Campus environment provides the support you need to thrive socially Quality of relationships with other students Quality of relationships with faculty members Quality of relationships with administrative personnel and offices
7 1a. Asked questions in class or CLQUEST Never 1 3% 123 7% 1 2% 50 3% contributed to class (ACL) Sometimes 10 26% % 13 27% % discussions Often 16 41% % 8 17% % Very often 12 31% % 26 54% % Total % 1, % % 1, % 1b. Made a class presentation Never 2 5% % 1 2% 132 8% Sometimes 26 68% % 17 35% % Often 7 18% % 20 41% % Very often 3 8% 74 5% 11 22% % Total % 1, % % 1, % 1c. REWROPAP Never 9 24% % 5 10% % Prepared two or more drafts of a paper or assignment before turning it in Sometimes 10 26% % 19 40% % Often 14 37% % 12 25% % Very often 5 13% % 12 25% % Total % 1, % % 1, % 1d. INTEGRAT Never 0 0% 34 2% 0 0% 18 1% Worked on a paper or project that required integrating ideas or information from various sources Sometimes 6 15% % 2 4% % Often 21 54% % 14 29% % Very often 12 31% % 32 67% % Total % 1, % % 1, % 1e. DIVCLASS Never 1 3% 122 7% 1 2% % Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments Sometimes 10 26% % 5 11% % Often 20 51% % 18 38% % Very often 8 21% % 23 49% % Total % 1, % % 1, % 1f. CLUNPREP Never 7 18% % 7 14% % Come to class without completing readings or assignments Sometimes 29 76% % 32 65% % Often 1 3% % 7 14% % Very often 1 3% 110 7% 3 6% 146 9% Total % 1, % % 1, % 1g. Never 5 13% % 6 12% % Worked with other students on projects during class CLPRESEN (ACL) CLASSGRP (ACL) Non-Major Non-Major Sometimes 19 49% % 21 43% % Often 15 38% % 15 31% % Very often 0 0% 148 9% 7 14% % Total % 1, % % 1, %
8 Non-Major Non-Major 1h. Worked with classmates OCCGRP Never 6 15% 147 9% 2 4% 72 4% outside of class to prepare (ACL) Sometimes 17 44% % 27 55% % class assignments Often 15 38% % 14 29% % Very often 1 3% % 6 12% % Total % 1, % % 1, % 1i. INTIDEAS Never 0 0% 54 3% 1 2% 34 2% Put together ideas or concepts from different courses when completing assignments or during class discussions Sometimes 13 33% % 7 15% % Often 14 36% % 17 35% % Very often 12 31% % 23 48% % Total % 1, % % 1, % 1j. TUTOR Never 21 54% % 26 53% % Tutored or taught other students (paid or voluntary) (ACL) Sometimes 14 36% % 15 31% % Often 4 10% % 6 12% % Very often 0 0% 98 6% 2 4% % Total % 1, % % 1, % 1k. COMMPROJ Never 29 74% 1,007 63% 26 54% % Participated in a communitybased project (e.g., service learning) as part of a regular course (ACL) Sometimes 6 15% % 18 38% % Often 0 0% 136 8% 1 2% % Very often 4 10% 83 5% 3 6% 125 8% Total % 1, % % 1, % 1l. ITACADEM Never 4 10% % 6 12% % Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment (EEE) Sometimes 13 33% % 13 27% % Often 10 26% % 13 27% % Very often 12 31% % 17 35% % Total % 1, % % 1, % 1m. Never 0 0% 35 2% 0 0% 9 1% Used to communicate with an instructor Sometimes 7 18% % 6 12% % Often 16 41% % 15 31% % Very often 16 41% % 28 57% % Total % 1, % % 1, % 1n. FACGRADE Never 1 3% % 1 2% 85 5% Discussed grades or assignments with an instructor (SFI) Sometimes 19 49% % 22 45% % Often 12 31% % 11 22% % Very often 7 18% % 15 31% % Total % 1, % % 1, %
9 Non-Major Non-Major 1o. Talked about career plans FACPLANS Never 11 28% % 7 15% % with a faculty member or (SFI) Sometimes 18 46% % 24 50% % advisor Often 8 21% % 11 23% % Very often 2 5% % 6 13% % Total % 1, % % 1, % 1p. FACIDEAS Never 16 41% % 11 23% % Discussed ideas from your readings or classes with faculty members outside of class (SFI) Sometimes 17 44% % 27 57% % Often 4 10% % 3 6% % Very often 2 5% 89 6% 6 13% 131 8% Total % 1, % % 1, % 1q. FACFEED Never 0 0% 122 8% 0 0% 93 6% Received prompt written or oral feedback from faculty on your academic performance (SFI) Sometimes 9 24% % 14 29% % Often 18 47% % 22 45% % Very often 11 29% % 13 27% % Total % 1, % % 1, % 1r. WORKHARD Never 3 8% 124 8% 2 4% 112 7% Worked harder than you thought you could to meet an instructor's standards or expectations (LAC) Sometimes 12 31% % 11 22% % Often 16 41% % 23 47% % Very often 8 21% % 13 27% % Total % 1, % % 1, % 1s. FACOTHER Never 26 67% % 27 55% % Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) (SFI) Sometimes 12 31% % 15 31% % Often 1 3% % 4 8% % Very often 0 0% 61 4% 3 6% 147 9% Total % 1, % % 1, % 1t. OOCIDEAS Never 1 3% 69 4% 0 0% 41 3% Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (ACL) Sometimes 14 36% % 12 24% % Often 12 31% % 17 35% % Very often 12 31% % 20 41% % Total % 1, % % 1, % 1u. DIVRSTUD Never 3 8% % 6 12% % Had serious conversations with students of a different race or ethnicity than your own (EEE) Sometimes 13 33% % 22 45% % Often 12 31% % 7 14% % Very often 11 28% % 14 29% % Total % 1, % % 1, %
10 Non-Major Non-Major 1v. Had serious conversations DIFFSTU2 Never 0 0% 127 8% 2 4% 118 7% with students who are very (EEE) Sometimes 6 15% % 21 43% % different from you in terms of Often 15 38% % 11 22% % their religious beliefs, political Very often 18 46% % 15 31% % opinions, or personal values Total % 1, % % 1, % 2a. MEMORIZE Very little 1 3% 52 3% 10 20% 102 6% Coursework emphasizes: Memorizing facts, ideas, or methods from your courses and readings Some 8 21% % 21 43% % Quite a bit 18 47% % 12 24% % Very much 11 29% % 6 12% % Total % 1, % % 1, % 2b. ANALYZE Very little 0 0% 20 1% 0 0% 22 1% Coursework emphasizes: Analyzing the basic elements of an idea, experience, or theory (LAC) Some 2 5% % 1 2% % Quite a bit 13 33% % 13 27% % Very much 24 62% % 35 71% % Total % 1, % % 1, % 2c. SYNTHESZ Very little 1 3% 56 3% 0 0% 49 3% Coursework emphasizes: Synthesizing and organizing ideas, information, or experiences (LAC) Some 9 23% % 3 6% % Quite a bit 15 38% % 13 27% % Very much 14 36% % 33 67% % Total % 1, % % 1, % 2d. EVALUATE Very little 2 5% 66 4% 3 6% 75 5% Coursework emphasizes: Making judgments about the value of information, arguments, or methods (LAC) Some 8 21% % 6 12% % Quite a bit 17 44% % 18 37% % Very much 12 31% % 22 45% % Total % 1, % % 1, % 2e. APPLYING Very little 1 3% 54 3% 2 4% 46 3% Coursework emphasizes: Applying theories or concepts to practical problems or in new situations (LAC) Some 9 23% % 6 12% % Quite a bit 18 46% % 10 20% % Very much 11 28% % 31 63% % Total % 1, % % 1, % 3a. READASGN None 0 0% 13 1% 0 0% 27 2% Number of assigned textbooks, books, or booklength packs of course readings (LAC) % % 4 8% % % % 7 14% % % % 18 37% % More than % 145 9% 20 41% % Total % 1, % % 1, %
11 Non-Major Non-Major 3b. Number of books read on READOWN None 2 5% % 4 8% % your own (not assigned) for % % 17 35% % personal enjoyment or % % 17 35% % academic enrichment % 45 3% 7 14% 84 5% More than % 51 3% 4 8% 84 5% Total % 1, % % 1, % 3c. WRITEMOR None 37 95% 1,371 85% 22 46% % Number of written papers or reports of 20 pages or more (LAC) % % 22 46% % % 38 2% 1 2% 80 5% % 15 1% 0 0% 23 1% More than % 11 1% 3 6% 20 1% Total % 1, % % 1, % 3d. WRITEMID None 1 3% % 3 6% % Number of written papers or reports between 5 and 19 pages (LAC) % % 13 27% % % % 17 35% % % 61 4% 12 25% % More than % 12 1% 3 6% 63 4% Total % 1, % % 1, % 3e. WRITESML None 0 0% 19 1% 1 2% 98 6% Number of written papers or reports of fewer than 5 pages (LAC) % % 10 20% % % % 16 33% % % % 16 33% % More than % 115 7% 6 12% % Total % 1, % % 1, % 4a. PROBSETA None 9 23% 152 9% 19 39% % Number of problem sets that take you more than an hour to complete % % 13 27% % % % 15 31% % % % 2 4% % More than 6 1 3% 153 9% 0 0% % Total % 1, % % 1, % 4b. PROBSETB None 8 21% 148 9% 22 45% % Number of problem sets that take you less than an hour to complete % % 19 39% % % % 6 12% % % % 1 2% 91 6% More than % % 1 2% 127 8% Total % 1, % % 1, %
12 Non-Major Non-Major 5. Select the circle that best EXAMS 1 Very little 0 0% 9 1% 0 0% 8 0% represents the extent to which 2 0 0% 10 1% 1 2% 29 2% your examinations during the 3 0 0% 44 3% 3 6% 53 3% current school year have % 152 9% 5 10% 145 9% challenged you to do your best % % 18 37% % work % % 16 33% % 7 Very much 5 13% % 6 12% % Total % 1, % % 1, % 6a. ATDART07 Never 9 23% % 6 12% % Attended an art exhibit, play, dance, music, theater, or other performance Sometimes 17 44% % 32 65% % Often 11 28% % 9 18% % Very often 2 5% 122 8% 2 4% 112 7% Total % 1, % % 1, % 6b. EXRCSE05 Never 3 8% 58 4% 4 8% 101 6% Exercised or participated in physical fitness activities Sometimes 10 26% % 18 37% % Often 14 36% % 12 24% % Very often 12 31% % 15 31% % Total % 1, % % 1, % 6c. WORSHP05 Never 23 59% % 23 48% % Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) Sometimes 8 21% % 14 29% % Often 3 8% % 5 10% % Very often 5 13% % 6 13% % Total % 1, % % 1, % 6d. OWNVIEW Never 2 5% 135 8% 1 2% 117 7% Examined the strengths and weaknesses of your own views on a topic or issue Sometimes 16 41% % 12 24% % Often 9 23% % 23 47% % Very often 12 31% % 13 27% % Total % 1, % % 1, % 6e. OTHRVIEW Never 1 3% 78 5% 2 4% 80 5% Tried to better understand someone else's views by imagining how an issue looks from his or her perspective Sometimes 14 36% % 9 18% % Often 13 33% % 19 39% % Very often 11 28% % 19 39% % Total % 1, % % 1, % 6f. CHNGVIEW Never 2 5% 38 2% 0 0% 43 3% Learned something that changed the way you understand an issue or concept Sometimes 13 34% % 12 24% % Often 11 29% % 16 33% % Very often 12 32% % 21 43% % Total % 1, % % 1, %
13 Non-Major Non-Major 7a. Practicum, internship, field INTERN04 Have not decided 11 28% % 4 8% 101 6% experience, co-op experience, (EEE) Do not plan to do 2 5% 49 3% 10 20% % or clinical assignment Plan to do 25 64% 1,281 80% 13 27% % Done 1 3% 105 7% 22 45% % Total % 1, % % 1, % 7b. VOLNTR04 Have not decided 13 33% % 5 10% 103 6% Community service or volunteer work (EEE) Do not plan to do 0 0% 73 5% 8 16% % Plan to do 16 41% % 7 14% % Done 10 26% % 29 59% 1,097 69% Total % 1, % % 1, % 7c. LRNCOM04 Have not decided 13 34% % 6 12% % Participate in a learning community or some other formal program where groups of students take two or more classes together (EEE) Do not plan to do 11 29% % 23 47% % Plan to do 5 13% % 2 4% 111 7% Done 9 24% % 18 37% % Total % 1, % % 1, % 7d. RESRCH04 Have not decided 18 46% % 10 20% % Work on a research project with a faculty member outside of course or program requirements (SFI) Do not plan to do 11 28% % 35 71% % Plan to do 9 23% % 1 2% % Done 1 3% 106 7% 3 6% % Total % 1, % % 1, % 7e. Foreign language coursework FORLNG04 Have not decided 5 13% % 1 2% 122 8% (EEE) Do not plan to do 16 41% % 20 41% % Plan to do 12 31% % 2 4% 99 6% Done 6 15% % 26 53% % Total % 1, % % 1, % 7f. Study abroad STDABR04 Have not decided 10 26% % 3 6% 136 8% (EEE) Do not plan to do 9 23% % 34 69% 1,107 69% Plan to do 20 51% % 2 4% 107 7% Done 0 0% 30 2% 10 20% % Total % 1, % % 1, % 7g. Independent study or selfdesigned INDSTD04 Have not decided 14 36% % 2 4% 149 9% major (EEE) Do not plan to do 22 56% % 40 82% 1,055 66% Plan to do 2 5% % 2 4% 125 8% Done 1 3% 47 3% 5 10% % Total % 1, % % 1, %
14 Non-Major Non-Major 7h. Culminating senior SNRX04 Have not decided 16 41% % 0 0% 60 4% experience (capstone course, (EEE) Do not plan to do 1 3% 148 9% 1 2% 125 8% senior project or thesis, Plan to do 22 56% % 8 16% % comprehensive exam, etc.) Done 0 0% 35 2% 40 82% % Total % 1, % % 1, % 8a. Quality of relationships with ENVSTU other students (SCE) 8b. Quality of relationships with ENVFAC faculty members (SCE) 8c. Quality of relationships with ENVADM administrative personnel (SCE) and offices 1 Unfriendly, Unsupportive, Sense of alienation 0 0% 13 1% 2 4% 11 1% 2 1 3% 25 2% 1 2% 38 2% 3 1 3% 63 4% 1 2% 62 4% % 151 9% 3 6% % % % 12 24% % % % 17 35% % 7 Friendly, Supportive, Sense of belonging 11 28% % 13 27% % Total % 1, % % 1, % 1 Unavailable, Unhelpful, Unsympathetic 0 0% 12 1% 0 0% 16 1% 2 1 3% 24 2% 1 2% 27 2% 3 1 3% 111 7% 4 8% 94 6% % % 6 12% % % % 17 35% % % % 13 27% % 7 Available, Helpful, Sympathetic 5 13% % 8 16% % Total % 1, % % 1, % 1 Unhelpful, Inconsiderate, Rigid 0 0% 28 2% 3 6% 52 3% % 75 5% 4 8% 110 7% 3 2 5% 146 9% 8 16% % % % 8 16% % % % 13 27% % % % 9 18% % 7 Helpful, Considerate, Flexible 4 10% % 4 8% % Total % 1, % % 1, %
15 Non-Major Non-Major 9a. Preparing for class (studying, ACADPR01 0 hrs/wk 0 0% 5 0% 0 0% 4 0% reading, writing, doing (LAC) 1-5 hrs/wk 1 3% 127 8% 1 2% % homework or lab work, 6-10 hrs/wk 12 31% % 9 18% % analyzing data, rehearsing, hrs/wk 9 23% % 15 31% % and other academic activities) hrs/wk 8 21% % 14 29% % hrs/wk 5 13% % 4 8% % hrs/wk 3 8% 111 7% 2 4% 133 8% 30+ hrs/wk 1 3% 109 7% 4 8% % Total % 1, % % 1, % 9b. Working for pay on campus WORKON01 0 hrs/wk 31 79% 1,286 81% 36 73% 1,034 65% 1-5 hrs/wk 2 5% 47 3% 2 4% 45 3% 6-10 hrs/wk 5 13% 107 7% 6 12% 140 9% hrs/wk 1 3% 81 5% 3 6% 151 9% hrs/wk 0 0% 38 2% 1 2% 105 7% hrs/wk 0 0% 16 1% 1 2% 53 3% hrs/wk 0 0% 5 0% 0 0% 34 2% 30+ hrs/wk 0 0% 5 0% 0 0% 37 2% Total % 1, % % 1, % 9c. Working for pay off campus WORKOF01 0 hrs/wk 31 79% 1,270 81% 29 59% % 1-5 hrs/wk 7 18% 89 6% 1 2% 106 7% 6-10 hrs/wk 1 3% 77 5% 1 2% 115 7% hrs/wk 0 0% 53 3% 2 4% 145 9% hrs/wk 0 0% 45 3% 4 8% 142 9% hrs/wk 0 0% 21 1% 5 10% 108 7% hrs/wk 0 0% 8 1% 5 10% 65 4% 30+ hrs/wk 0 0% 14 1% 2 4% 100 6% Total % 1, % % 1, % 9d. Participating in co-curricular COCURR01 0 hrs/wk 16 41% % 27 55% % activities (organizations, (EEE) 1-5 hrs/wk 17 44% % 9 18% % campus publications, student 6-10 hrs/wk 2 5% % 6 12% % government, fraternity or hrs/wk 3 8% 145 9% 3 6% 126 8% sorority, intercollegiate or hrs/wk 0 0% 50 3% 4 8% 63 4% intramural sports, etc.) hrs/wk 0 0% 19 1% 0 0% 28 2% hrs/wk 0 0% 9 1% 0 0% 22 1% 30+ hrs/wk 1 3% 13 1% 0 0% 19 1% Total % 1, % % 1, %
16 Non-Major Non-Major 9e. Relaxing and socializing SOCIAL05 0 hrs/wk 0 0% 16 1% 0 0% 13 1% (watching TV, partying, etc.) 1-5 hrs/wk 4 11% % 13 27% % 6-10 hrs/wk 9 25% % 13 27% % hrs/wk 13 36% % 13 27% % hrs/wk 4 11% % 6 12% % hrs/wk 2 6% 107 7% 3 6% 78 5% hrs/wk 2 6% 42 3% 0 0% 24 2% 30+ hrs/wk 2 6% 56 4% 1 2% 48 3% Total % 1, % % 1, % 9f. CAREDE01 0 hrs/wk 33 92% 1,417 90% 35 71% 1,224 77% Providing care for dependents living with you (parents, children, spouse, etc.) 1-5 hrs/wk 2 6% 85 5% 5 10% % 6-10 hrs/wk 1 3% 28 2% 5 10% 68 4% hrs/wk 0 0% 19 1% 0 0% 43 3% hrs/wk 0 0% 15 1% 0 0% 19 1% hrs/wk 0 0% 4 0% 2 4% 13 1% hrs/wk 0 0% 1 0% 0 0% 6 0% 30+ hrs/wk 0 0% 8 1% 2 4% 69 4% Total % 1, % % 1, % 9g. COMMUTE 0 hrs/wk 7 19% 112 7% 1 2% 46 3% Commuting to class (driving, walking, etc.) 1-5 hrs/wk 27 75% 1,169 74% 33 69% 1,216 76% 6-10 hrs/wk 2 6% % 13 27% % hrs/wk 0 0% 51 3% 1 2% 68 4% hrs/wk 0 0% 27 2% 0 0% 17 1% hrs/wk 0 0% 8 1% 0 0% 2 0% hrs/wk 0 0% 4 0% 0 0% 2 0% 30+ hrs/wk 0 0% 10 1% 0 0% 9 1% Total % 1, % % 1, % 10a. ENVSCHOL Very little 0 0% 14 1% 0 0% 22 1% Spending significant amounts of time studying and on academic work (LAC) Some 8 21% % 7 14% % Quite a bit 17 44% % 27 55% % Very much 14 36% % 15 31% % Total % 1, % % 1, % 10b. ENVSUPRT Very little 0 0% 19 1% 2 4% 54 3% Providing the support you need to help you succeed academically (SCE) Some 9 24% % 14 29% % Quite a bit 19 50% % 17 35% % Very much 10 26% % 16 33% % Total % 1, % % 1, %
17 Non-Major Non-Major 10c. Encouraging contact among ENVDIVRS Very little 5 13% 134 9% 5 10% % students from different (EEE) Some 10 26% % 26 53% % economic, social, and racial or Quite a bit 14 37% % 10 20% % ethnic backgrounds Very much 9 24% % 8 16% % Total % 1, % % 1, % 10d. ENVNACAD Very little 6 15% % 19 39% % Helping you cope with your non-academic responsibilities (work, family, etc.) (SCE) Some 17 44% % 18 37% % Quite a bit 11 28% % 9 18% % Very much 5 13% % 3 6% 111 7% Total % 1, % % 1, % 10e. ENVSOCAL Very little 3 8% 146 9% 10 20% % Providing the support you need to thrive socially (SCE) Some 17 44% % 20 41% % Quite a bit 13 33% % 16 33% % Very much 6 15% % 3 6% 150 9% Total % 1, % % 1, % 10f. ENVEVENT Very little 1 3% 53 3% 1 2% 115 7% Attending campus events and activities (special speakers, cultural performances, athletic events, etc.) Some 10 26% % 11 23% % Quite a bit 18 46% % 23 48% % Very much 10 26% % 13 27% % Total % 1, % % 1, % 10g. ENVCOMPT Very little 0 0% 28 2% 2 4% 26 2% Using computers in academic work Some 4 10% % 2 4% 146 9% Quite a bit 17 44% % 18 37% % Very much 18 46% % 27 55% % Total % 1, % % 1, % 11a. GNGENLED Very little 0 0% 23 1% 0 0% 46 3% Acquiring a broad general education Some 4 11% % 5 10% % Quite a bit 23 61% % 16 33% % Very much 11 29% % 28 57% % Total % 1, % % 1, % 11b. GNWORK Very little 6 15% 105 7% 6 12% 92 6% Acquiring job or work-related knowledge and skills Some 12 31% % 17 35% % Quite a bit 12 31% % 9 18% % Very much 9 23% % 17 35% % Total % 1, % % 1, %
18 Non-Major Non-Major 11c. Writing clearly and GNWRITE Very little 1 3% 75 5% 0 0% 75 5% effectively Some 6 15% % 3 6% % Quite a bit 12 31% % 9 18% % Very much 20 51% % 37 76% % Total % 1, % % 1, % 11d. GNSPEAK Very little 1 3% % 2 4% 112 7% Speaking clearly and effectively Some 10 26% % 7 14% % Quite a bit 15 38% % 12 24% % Very much 13 33% % 28 57% % Total % 1, % % 1, % 11e. GNANALY Very little 0 0% 30 2% 0 0% 33 2% Thinking critically and analytically Some 5 13% % 2 4% % Quite a bit 12 31% % 10 21% % Very much 22 56% % 36 75% % Total % 1, % % 1, % 11f. GNQUANT Very little 2 5% 66 4% 5 10% 78 5% Analyzing quantitative problems Some 15 38% % 15 31% % Quite a bit 11 28% % 10 20% % Very much 11 28% % 19 39% % Total % 1, % % 1, % 11g. GNCMPTS Very little 2 5% 71 5% 5 10% 71 4% Using computing and information technology Some 14 36% % 14 29% % Quite a bit 8 21% % 13 27% % Very much 15 38% % 17 35% % Total % 1, % % 1, % 11h. GNOTHERS Very little 5 13% 75 5% 2 4% 56 4% Working effectively with others Some 11 28% % 12 24% % Quite a bit 12 31% % 17 35% % Very much 11 28% % 18 37% % Total % 1, % % 1, % 11i. GNCITIZN Very little 19 51% % 13 27% % Voting in local, state, or national elections Some 11 30% % 23 47% % Quite a bit 5 14% % 9 18% % Very much 2 5% 119 8% 4 8% 129 8% Total % 1, % % 1, %
19 Non-Major Non-Major 11j. Learning effectively on your GNINQ Very little 2 5% 79 5% 2 4% 84 5% own Some 10 26% % 11 22% % Quite a bit 11 29% % 16 33% % Very much 15 39% % 20 41% % Total % 1, % % 1, % 11k. Understanding yourself GNSELF Very little 3 8% 130 8% 3 6% % Some 7 19% % 7 14% % Quite a bit 14 38% % 20 41% % Very much 13 35% % 19 39% % Total % 1, % % 1, % 11l. Understanding people of GNDIVERS Very little 2 5% % 5 10% % other racial and ethnic Some 16 42% % 19 39% % backgrounds Quite a bit 10 26% % 10 20% % Very much 10 26% % 15 31% % Total % 1, % % 1, % 11m GNPROBSV Very little 4 11% 140 9% 6 12% 129 8% Solving complex real-world problems Some 15 41% % 21 43% % Quite a bit 13 35% % 10 20% % Very much 5 14% % 12 24% % Total % 1, % % 1, % 11n. GNETHICS Very little 5 13% % 6 12% % Developing a personal code of values and ethics Some 11 29% % 13 27% % Quite a bit 10 26% % 17 35% % Very much 12 32% % 13 27% % Total % 1, % % 1, % 11o. GNCOMMUN Very little 8 21% % 6 12% % Contributing to the welfare of your community Some 15 39% % 23 47% % Quite a bit 10 26% % 11 22% % Very much 5 13% % 9 18% % Total % 1, % % 1, % 11p. GNSPIRIT Very little 20 53% % 30 61% % Developing a deepened sense of spirituality Some 6 16% % 9 18% % Quite a bit 4 11% % 6 12% % Very much 8 21% % 4 8% 113 7% Total % 1, % % 1, %
20 Non-Major Non-Major 12. Overall, how would you ADVISE Poor 0 0% 40 3% 4 8% 137 9% evaluate the quality of Fair 9 23% % 13 27% % academic advising you have Good 22 56% % 16 33% % received at your institution? Excellent 8 21% % 16 33% % Total % 1, % % 1, % 13. ENTIREXP Poor 0 0% 12 1% 1 2% 29 2% How would you evaluate your entire educational experience at this institution? Fair 5 13% 135 9% 5 10% 149 9% Good 20 51% % 22 45% % Excellent 14 36% % 21 43% % Total % 1, % % 1, % 14. SAMECOLL Definitely no 1 3% 24 2% 2 4% 54 3% If you could start over again, would you go to the same institution you are now attending? Probably no 3 8% 134 8% 6 12% 137 9% Probably yes 20 51% % 24 49% % Definitely yes 15 38% % 17 35% % Total % 1, % % 1, %
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