NSSE Scores for Fish, Wildlife, & Conservation Biology (FWCB) Majors
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- Blanche Sherman
- 6 years ago
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1 NSSE Scores for Fish, Wildlife, & Conservation (FWCB) 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 FWCB 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 FWCB status. Since NSSE surveys at the first-year and senior student levels comparisons of NSSE responses always need to be made within a student level. Among the 2012 NSSE sample 1.2% of first-year respondents and 1.8% of senior respondents are FWCB majors. At CSU in spring 2012, about 1.1% of freshmen are FWCB majors and about 1.6% of seniors are FWCB majors. FWCB majors are proportionally represented in the NSSE samples. Please note that these rates are based on the department s number of NSSE respondents (20 first-year and 30 seniors) as well as the total number of NSSE respondents and CSU enrollment at census of the spring 2012 semester. First-year FWCB respondents score lower than other first-year students on all five of the benchmarks; however, due to small sample size this difference is only statistically significant for the Level of Academic Challenge benchmark. The large difference in average Level of Academic Challenge scores is partially due to FWCB first-year students being less likely to state that their coursework emphasizes analyzing, synthesizing, or making judgments about information compared to other first-year students. The small sample size for senior FWCB respondents makes it difficult to detect statistically significant differences; however, the magnitude of the differences in mean scores across all five benchmarks between FWCB majors and other respondents are very small. This indicates that FWCB senior respondents are very similar to other senior respondents across all five benchmarks. April 2014
2 NSSE 2012 Benchmark Comparisons Level of Academic Challenge (LAC) Mean Comparisons Class Mean a n Mean a n Sig b Size c Effect First-Year *.43 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. 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 SR SR 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 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. 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 SR SR 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. 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 SR SR 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. 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 SR SR 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. 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 SR SR 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 5% 123 7% 1 3% 50 3% contributed to class (ACL) Sometimes 11 55% % 7 23% % discussions Often 4 20% % 9 30% % Very often 4 20% % 13 43% % Total % 1, % % 1, % 1b. Made a class presentation Never 8 40% % 0 0% 133 8% Sometimes 10 50% % 15 54% % Often 2 10% % 11 39% % Very often 0 0% 77 5% 2 7% % Total % 1, % % 1, % 1c. REWROPAP Never 2 10% % 3 10% % Prepared two or more drafts of a paper or assignment before turning it in Sometimes 10 50% % 10 33% % Often 6 30% % 12 40% % Very often 2 10% % 5 17% % 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 4 20% % 1 3% % Often 9 45% % 11 37% % Very often 7 35% % 18 60% % Total % 1, % % 1, % 1e. DIVCLASS Never 0 0% 123 7% 4 14% % Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments Sometimes 9 45% % 12 41% % Often 9 45% % 11 38% % Very often 2 10% % 2 7% % Total % 1, % % 1, % 1f. CLUNPREP Never 5 25% % 5 17% % Come to class without completing readings or assignments Sometimes 13 65% % 17 57% % Often 1 5% % 6 20% % Very often 1 5% 110 7% 2 7% 147 9% Total % 1, % % 1, % 1g. Never 6 30% % 4 13% % Worked with other students on projects during class CLPRESEN (ACL) CLASSGRP (ACL) Sometimes 11 55% % 9 30% % Often 2 10% % 12 40% % Very often 1 5% 147 9% 5 17% % Total % 1, % % 1, %
8 1h. Worked with classmates OCCGRP Never 3 15% 150 9% 2 7% 72 4% outside of class to prepare (ACL) Sometimes 5 25% % 7 23% % class assignments Often 10 50% % 13 43% % Very often 2 10% % 8 27% % Total % 1, % % 1, % 1i. INTIDEAS Never 1 5% 53 3% 1 3% 34 2% Put together ideas or concepts from different courses when completing assignments or during class discussions Sometimes 7 35% % 2 7% % Often 8 40% % 16 55% % Very often 4 20% % 10 34% % Total % 1, % % 1, % 1j. TUTOR Never 10 50% % 10 34% % Tutored or taught other students (paid or voluntary) (ACL) Sometimes 7 35% % 14 48% % Often 2 10% % 3 10% % Very often 1 5% 97 6% 2 7% % Total % 1, % % 1, % 1k. COMMPROJ Never 14 70% 1,022 63% 16 55% % Participated in a communitybased project (e.g., service learning) as part of a regular course (ACL) Sometimes 5 25% % 9 31% % Often 0 0% 136 8% 3 10% % Very often 1 5% 86 5% 1 3% 127 8% Total % 1, % % 1, % 1l. ITACADEM Never 5 25% % 5 17% % Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment (EEE) Sometimes 8 40% % 8 28% % Often 1 5% % 8 28% % Very often 6 30% % 8 28% % Total % 1, % % 1, % 1m. Never 1 5% 34 2% 0 0% 9 1% Used to communicate with an instructor Sometimes 5 25% % 4 14% % Often 6 30% % 11 38% % Very often 8 40% % 14 48% % Total % 1, % % 1, % 1n. FACGRADE Never 0 0% % 0 0% 86 5% Discussed grades or assignments with an instructor (SFI) Sometimes 12 60% % 17 59% % Often 6 30% % 6 21% % Very often 2 10% % 6 21% % Total % 1, % % 1, %
9 1o. Talked about career plans FACPLANS Never 5 25% % 3 10% % with a faculty member or (SFI) Sometimes 10 50% % 13 45% % advisor Often 3 15% % 9 31% % Very often 2 10% % 4 14% % Total % 1, % % 1, % 1p. FACIDEAS Never 9 45% % 4 14% % Discussed ideas from your readings or classes with faculty members outside of class (SFI) Sometimes 9 45% % 16 55% % Often 0 0% % 6 21% % Very often 2 10% 89 5% 3 10% 134 8% Total % 1, % % 1, % 1q. FACFEED Never 1 5% 121 7% 2 7% 91 6% Received prompt written or oral feedback from faculty on your academic performance (SFI) Sometimes 11 55% % 9 31% % Often 6 30% % 14 48% % Very often 2 10% % 4 14% % Total % 1, % % 1, % 1r. WORKHARD Never 2 10% 125 8% 2 7% 112 7% Worked harder than you thought you could to meet an instructor's standards or expectations (LAC) Sometimes 7 35% % 16 55% % Often 9 45% % 10 34% % Very often 2 10% % 1 3% % Total % 1, % % 1, % 1s. FACOTHER Never 13 65% % 15 52% % Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) (SFI) Sometimes 5 25% % 9 31% % Often 1 5% % 1 3% % Very often 1 5% 60 4% 4 14% 146 9% Total % 1, % % 1, % 1t. OOCIDEAS Never 0 0% 70 4% 1 3% 40 2% Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (ACL) Sometimes 11 55% % 9 31% % Often 5 25% % 12 41% % Very often 4 20% % 7 24% % Total % 1, % % 1, % 1u. DIVRSTUD Never 5 26% % 5 17% % Had serious conversations with students of a different race or ethnicity than your own (EEE) Sometimes 7 37% % 12 41% % Often 1 5% % 8 28% % Very often 6 32% % 4 14% % Total % 1, % % 1, %
10 1v. Had serious conversations DIFFSTU2 Never 2 10% 125 8% 0 0% 120 7% with students who are very (EEE) Sometimes 8 40% % 11 39% % different from you in terms of Often 5 25% % 11 39% % their religious beliefs, political Very often 5 25% % 6 21% % opinions, or personal values Total % 1, % % 1, % 2a. MEMORIZE Very little 0 0% 53 3% 1 3% 111 7% Coursework emphasizes: Memorizing facts, ideas, or methods from your courses and readings Some 4 20% % 5 17% % Quite a bit 14 70% % 9 31% % Very much 2 10% % 14 48% % 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 6 30% % 4 14% % Quite a bit 8 40% % 15 52% % Very much 6 30% % 10 34% % Total % 1, % % 1, % 2c. SYNTHESZ Very little 1 5% 56 3% 1 3% 48 3% Coursework emphasizes: Synthesizing and organizing ideas, information, or experiences (LAC) Some 10 50% % 7 24% % Quite a bit 7 35% % 11 38% % Very much 2 10% % 10 34% % Total % 1, % % 1, % 2d. EVALUATE Very little 0 0% 68 4% 1 3% 77 5% Coursework emphasizes: Making judgments about the value of information, arguments, or methods (LAC) Some 13 65% % 9 31% % Quite a bit 5 25% % 9 31% % Very much 2 10% % 10 34% % Total % 1, % % 1, % 2e. APPLYING Very little 0 0% 55 3% 0 0% 48 3% Coursework emphasizes: Applying theories or concepts to practical problems or in new situations (LAC) Some 6 30% % 9 31% % Quite a bit 8 40% % 9 31% % Very much 6 30% % 11 38% % Total % 1, % % 1, % 3a. READASGN None 1 5% 12 1% 1 3% 26 2% Number of assigned textbooks, books, or booklength packs of course readings (LAC) % % 8 28% % % % 9 31% % % % 6 21% % More than % 153 9% 5 17% % Total % 1, % % 1, %
11 3b. Number of books read on READOWN None 4 20% % 5 17% % your own (not assigned) for % % 16 55% % personal enjoyment or % % 6 21% % academic enrichment % 47 3% 0 0% 91 6% More than % 56 3% 2 7% 86 5% Total % 1, % % 1, % 3c. WRITEMOR None 18 90% 1,390 85% 10 34% % Number of written papers or reports of 20 pages or more (LAC) % % 16 55% % % 38 2% 2 7% 79 5% % 15 1% 1 3% 22 1% More than % 11 1% 0 0% 23 1% Total % 1, % % 1, % 3d. WRITEMID None 2 10% % 3 11% % Number of written papers or reports between 5 and 19 pages (LAC) % % 14 50% % % % 7 25% % % 64 4% 3 11% % More than % 12 1% 1 4% 65 4% Total % 1, % % 1, % 3e. WRITESML None 0 0% 19 1% 0 0% 99 6% Number of written papers or reports of fewer than 5 pages (LAC) % % 12 41% % % % 8 28% % % % 7 24% % More than % 123 8% 2 7% % Total % 1, % % 1, % 4a. PROBSETA None 0 0% % 1 3% % Number of problem sets that take you more than an hour to complete % % 13 45% % % % 8 28% % % % 2 7% % More than 6 1 5% 153 9% 5 17% % Total % 1, % % 1, % 4b. PROBSETB None 1 5% % 6 21% % Number of problem sets that take you less than an hour to complete % % 15 52% % % % 1 3% % % % 3 10% 89 5% More than 6 1 5% % 4 14% 124 8% Total % 1, % % 1, %
12 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% 0 0% 30 2% your examinations during the 3 0 0% 44 3% 1 3% 55 3% current school year have 4 1 5% 155 9% 4 14% 146 9% challenged you to do your best % % 11 38% % work % % 11 38% % 7 Very much 2 10% % 2 7% % Total % 1, % % 1, % 6a. ATDART07 Never 7 35% % 10 34% % Attended an art exhibit, play, dance, music, theater, or other performance Sometimes 12 60% % 15 52% % Often 1 5% % 3 10% % Very often 0 0% 124 8% 1 3% 113 7% Total % 1, % % 1, % 6b. EXRCSE05 Never 1 5% 60 4% 1 3% 104 6% Exercised or participated in physical fitness activities Sometimes 7 35% % 14 48% % Often 5 25% % 6 21% % Very often 7 35% % 8 28% % Total % 1, % % 1, % 6c. WORSHP05 Never 10 53% % 17 59% % Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) Sometimes 6 32% % 7 24% % Often 1 5% % 3 10% % Very often 2 11% % 2 7% % Total % 1, % % 1, % 6d. OWNVIEW Never 3 16% 134 8% 3 10% 115 7% Examined the strengths and weaknesses of your own views on a topic or issue Sometimes 11 58% % 11 38% % Often 5 26% % 11 38% % Very often 0 0% % 4 14% % Total % 1, % % 1, % 6e. OTHRVIEW Never 1 5% 78 5% 2 7% 80 5% Tried to better understand someone else's views by imagining how an issue looks from his or her perspective Sometimes 10 50% % 14 48% % Often 7 35% % 8 28% % Very often 2 10% % 5 17% % Total % 1, % % 1, % 6f. CHNGVIEW Never 0 0% 40 2% 0 0% 43 3% Learned something that changed the way you understand an issue or concept Sometimes 8 40% % 13 46% % Often 10 50% % 10 36% % Very often 2 10% % 5 18% % Total % 1, % % 1, %
13 7a. Practicum, internship, field INTERN04 Have not decided 1 5% % 2 7% 103 6% experience, co-op experience, (EEE) Do not plan to do 0 0% 51 3% 3 10% % or clinical assignment Plan to do 17 89% 1,289 80% 12 41% % Done 1 5% 105 7% 12 41% % Total % 1, % % 1, % 7b. VOLNTR04 Have not decided 2 11% % 2 7% 106 7% Community service or volunteer work (EEE) Do not plan to do 1 5% 72 4% 3 11% % Plan to do 11 58% % 5 18% % Done 5 26% % 18 64% 1,108 68% Total % 1, % % 1, % 7c. LRNCOM04 Have not decided 5 26% % 4 14% % 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 5 26% % 16 55% % Plan to do 7 37% % 1 3% 112 7% Done 2 11% % 8 28% % Total % 1, % % 1, % 7d. RESRCH04 Have not decided 6 32% % 7 24% % Work on a research project with a faculty member outside of course or program requirements (SFI) Do not plan to do 2 11% % 5 17% % Plan to do 10 53% % 9 31% % Done 1 5% 106 7% 8 28% % Total % 1, % % 1, % 7e. Foreign language coursework FORLNG04 Have not decided 3 16% % 4 14% 119 7% (EEE) Do not plan to do 10 53% % 17 59% % Plan to do 4 21% % 1 3% 100 6% Done 2 11% % 7 24% % Total % 1, % % 1, % 7f. Study abroad STDABR04 Have not decided 3 16% % 2 7% 137 8% (EEE) Do not plan to do 2 11% % 24 83% 1,117 69% Plan to do 14 74% % 0 0% 109 7% Done 0 0% 30 2% 3 10% % Total % 1, % % 1, % 7g. Independent study or selfdesigned INDSTD04 Have not decided 4 21% % 2 7% 149 9% major (EEE) Do not plan to do 12 63% % 12 41% 1,083 67% Plan to do 1 5% % 6 21% 121 7% Done 2 11% 46 3% 9 31% % Total % 1, % % 1, %
14 7h. Culminating senior SNRX04 Have not decided 8 42% % 2 7% 58 4% experience (capstone course, (EEE) Do not plan to do 2 11% 147 9% 2 7% 124 8% senior project or thesis, Plan to do 8 42% % 11 38% % comprehensive exam, etc.) Done 1 5% 34 2% 14 48% % 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% 0 0% 13 1% 2 1 5% 25 2% 1 4% 38 2% 3 0 0% 64 4% 2 7% 61 4% % % 6 21% 152 9% % % 4 14% % % % 8 29% % 7 Friendly, Supportive, Sense of belonging 5 25% % 7 25% % Total % 1, % % 1, % 1 Unavailable, Unhelpful, Unsympathetic 0 0% 12 1% 0 0% 16 1% 2 0 0% 25 2% 1 4% 27 2% 3 1 5% 111 7% 1 4% 97 6% % % 2 7% % % % 6 21% % % % 12 43% % 7 Available, Helpful, Sympathetic 2 10% % 6 21% % Total % 1, % % 1, % 1 Unhelpful, Inconsiderate, Rigid 1 5% 27 2% 2 7% 53 3% 2 1 5% 79 5% 3 11% 111 7% 3 1 5% 147 9% 1 4% % % % 3 11% % % % 8 29% % % % 7 25% % 7 Helpful, Considerate, Flexible 2 10% % 4 14% % Total % 1, % % 1, %
15 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 5% 127 8% 0 0% % homework or lab work, 6-10 hrs/wk 2 10% % 7 24% % analyzing data, rehearsing, hrs/wk 6 30% % 9 31% % and other academic activities) hrs/wk 6 30% % 3 10% % hrs/wk 2 10% % 4 14% % hrs/wk 1 5% 113 7% 2 7% 133 8% 30+ hrs/wk 2 10% 108 7% 4 14% % Total % 1, % % 1, % 9b. Working for pay on campus WORKON01 0 hrs/wk 17 85% 1,300 81% 20 69% 1,050 65% 1-5 hrs/wk 0 0% 49 3% 0 0% 47 3% 6-10 hrs/wk 0 0% 112 7% 6 21% 140 9% hrs/wk 2 10% 80 5% 2 7% 152 9% hrs/wk 1 5% 37 2% 1 3% 105 6% hrs/wk 0 0% 16 1% 0 0% 54 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 18 90% 1,283 80% 15 52% % 1-5 hrs/wk 0 0% 96 6% 2 7% 105 6% 6-10 hrs/wk 1 5% 77 5% 3 10% 113 7% hrs/wk 1 5% 52 3% 4 14% 143 9% hrs/wk 0 0% 45 3% 2 7% 144 9% hrs/wk 0 0% 21 1% 2 7% 111 7% hrs/wk 0 0% 8 1% 1 3% 69 4% 30+ hrs/wk 0 0% 14 1% 0 0% 102 6% Total % 1, % % 1, % 9d. Participating in co-curricular COCURR01 0 hrs/wk 7 35% % 14 48% % activities (organizations, (EEE) 1-5 hrs/wk 10 50% % 12 41% % campus publications, student 6-10 hrs/wk 3 15% % 2 7% % government, fraternity or hrs/wk 0 0% 148 9% 0 0% 129 8% sorority, intercollegiate or hrs/wk 0 0% 50 3% 0 0% 67 4% intramural sports, etc.) hrs/wk 0 0% 19 1% 0 0% 28 2% hrs/wk 0 0% 9 1% 1 3% 21 1% 30+ hrs/wk 0 0% 14 1% 0 0% 19 1% Total % 1, % % 1, %
16 9e. Relaxing and socializing SOCIAL05 0 hrs/wk 0 0% 16 1% 0 0% 13 1% (watching TV, partying, etc.) 1-5 hrs/wk 8 40% % 6 21% % 6-10 hrs/wk 6 30% % 9 31% % hrs/wk 3 15% % 11 38% % hrs/wk 2 10% % 1 3% % hrs/wk 0 0% 109 7% 1 3% 80 5% hrs/wk 1 5% 43 3% 1 3% 23 1% 30+ hrs/wk 0 0% 58 4% 0 0% 49 3% Total % 1, % % 1, % 9f. CAREDE01 0 hrs/wk 18 90% 1,432 90% 24 83% 1,235 76% Providing care for dependents living with you (parents, children, spouse, etc.) 1-5 hrs/wk 1 5% 86 5% 3 10% % 6-10 hrs/wk 1 5% 28 2% 0 0% 73 5% hrs/wk 0 0% 19 1% 1 3% 42 3% hrs/wk 0 0% 15 1% 0 0% 19 1% hrs/wk 0 0% 4 0% 0 0% 15 1% hrs/wk 0 0% 1 0% 0 0% 6 0% 30+ hrs/wk 0 0% 8 1% 1 3% 70 4% Total % 1, % % 1, % 9g. COMMUTE 0 hrs/wk 1 5% 118 7% 0 0% 47 3% Commuting to class (driving, walking, etc.) 1-5 hrs/wk 16 80% 1,180 74% 27 93% 1,222 75% 6-10 hrs/wk 2 10% % 1 3% % hrs/wk 0 0% 51 3% 0 0% 69 4% hrs/wk 0 0% 27 2% 1 3% 16 1% hrs/wk 0 0% 8 1% 0 0% 2 0% hrs/wk 0 0% 4 0% 0 0% 2 0% 30+ hrs/wk 1 5% 9 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 3 15% % 4 14% % Quite a bit 11 55% % 12 41% % Very much 6 30% % 13 45% % Total % 1, % % 1, % 10b. ENVSUPRT Very little 0 0% 19 1% 0 0% 56 3% Providing the support you need to help you succeed academically (SCE) Some 6 30% % 6 21% % Quite a bit 11 55% % 16 55% % Very much 3 15% % 7 24% % Total % 1, % % 1, %
17 10c. Encouraging contact among ENVDIVRS Very little 1 5% 138 9% 6 21% % students from different (EEE) Some 4 20% % 10 34% % economic, social, and racial or Quite a bit 10 50% % 8 28% % ethnic backgrounds Very much 5 25% % 5 17% % Total % 1, % % 1, % 10d. ENVNACAD Very little 3 15% % 14 48% % Helping you cope with your non-academic responsibilities (work, family, etc.) (SCE) Some 9 45% % 8 28% % Quite a bit 6 30% % 5 17% % Very much 2 10% % 2 7% 112 7% Total % 1, % % 1, % 10e. ENVSOCAL Very little 3 15% 146 9% 9 32% % Providing the support you need to thrive socially (SCE) Some 7 35% % 10 36% % Quite a bit 9 45% % 6 21% % Very much 1 5% % 3 11% 150 9% Total % 1, % % 1, % 10f. ENVEVENT Very little 0 0% 54 3% 0 0% 116 7% Attending campus events and activities (special speakers, cultural performances, athletic events, etc.) Some 5 25% % 12 41% % Quite a bit 12 60% % 10 34% % Very much 3 15% % 7 24% % Total % 1, % % 1, % 10g. ENVCOMPT Very little 0 0% 28 2% 0 0% 28 2% Using computers in academic work Some 4 20% % 1 4% 147 9% Quite a bit 7 35% % 8 29% % Very much 9 45% % 19 68% % Total % 1, % % 1, % 11a. GNGENLED Very little 0 0% 23 1% 0 0% 46 3% Acquiring a broad general education Some 3 15% % 6 21% % Quite a bit 12 60% % 10 36% % Very much 5 25% % 12 43% % Total % 1, % % 1, % 11b. GNWORK Very little 2 10% 109 7% 1 4% 97 6% Acquiring job or work-related knowledge and skills Some 7 35% % 8 29% % Quite a bit 9 45% % 12 43% % Very much 2 10% % 7 25% % Total % 1, % % 1, %
18 11c. Writing clearly and GNWRITE Very little 1 5% 75 5% 1 4% 74 5% effectively Some 6 30% % 3 11% % Quite a bit 9 45% % 19 68% % Very much 4 20% % 5 18% % Total % 1, % % 1, % 11d. GNSPEAK Very little 5 25% % 1 4% 113 7% Speaking clearly and effectively Some 7 35% % 6 21% % Quite a bit 5 25% % 15 54% % Very much 3 15% % 6 21% % Total % 1, % % 1, % 11e. GNANALY Very little 0 0% 30 2% 1 4% 32 2% Thinking critically and analytically Some 5 25% % 3 11% % Quite a bit 9 45% % 12 43% % Very much 6 30% % 12 43% % Total % 1, % % 1, % 11f. GNQUANT Very little 0 0% 68 4% 0 0% 83 5% Analyzing quantitative problems Some 5 26% % 5 18% % Quite a bit 9 47% % 13 46% % Very much 5 26% % 10 36% % Total % 1, % % 1, % 11g. GNCMPTS Very little 1 5% 72 5% 0 0% 76 5% Using computing and information technology Some 5 25% % 3 11% % Quite a bit 9 45% % 13 46% % Very much 5 25% % 12 43% % Total % 1, % % 1, % 11h. GNOTHERS Very little 1 5% 79 5% 0 0% 58 4% Working effectively with others Some 6 30% % 7 25% % Quite a bit 9 45% % 14 50% % Very much 4 20% % 7 25% % Total % 1, % % 1, % 11i. GNCITIZN Very little 13 72% % 10 37% % Voting in local, state, or national elections Some 3 17% % 10 37% % Quite a bit 1 6% % 5 19% % Very much 1 6% 120 8% 2 7% 131 8% Total % 1, % % 1, %
19 11j. Learning effectively on your GNINQ Very little 0 0% 81 5% 2 7% 84 5% own Some 6 33% % 10 37% % Quite a bit 10 56% % 10 37% % Very much 2 11% % 5 19% % Total % 1, % % 1, % 11k. Understanding yourself GNSELF Very little 2 11% 131 8% 8 30% % Some 10 56% % 9 33% % Quite a bit 5 28% % 6 22% % Very much 1 6% % 4 15% % Total % 1, % % 1, % 11l. Understanding people of GNDIVERS Very little 4 22% % 8 30% % other racial and ethnic Some 5 28% % 12 44% % backgrounds Quite a bit 8 44% % 5 19% % Very much 1 6% % 2 7% % Total % 1, % % 1, % 11m GNPROBSV Very little 3 17% 141 9% 2 7% 133 8% Solving complex real-world problems Some 7 39% % 12 44% % Quite a bit 8 44% % 9 33% % Very much 0 0% % 4 15% % Total % 1, % % 1, % 11n. GNETHICS Very little 4 22% % 6 22% % Developing a personal code of values and ethics Some 7 39% % 7 26% % Quite a bit 5 28% % 10 37% % Very much 2 11% % 4 15% % Total % 1, % % 1, % 11o. GNCOMMUN Very little 3 17% % 7 26% % Contributing to the welfare of your community Some 4 22% % 8 30% % Quite a bit 7 39% % 8 30% % Very much 4 22% % 4 15% % Total % 1, % % 1, % 11p. GNSPIRIT Very little 10 56% % 19 70% % Developing a deepened sense of spirituality Some 4 22% % 2 7% % Quite a bit 3 17% % 2 7% % Very much 1 6% % 4 15% 113 7% Total % 1, % % 1, %
20 12. Overall, how would you ADVISE Poor 2 10% 38 2% 3 11% 138 9% evaluate the quality of Fair 5 25% % 10 36% % academic advising you have Good 10 50% % 11 39% % received at your institution? Excellent 3 15% % 4 14% % Total % 1, % % 1, % 13. ENTIREXP Poor 0 0% 12 1% 0 0% 30 2% How would you evaluate your entire educational experience at this institution? Fair 1 5% 139 9% 2 7% 152 9% Good 13 65% % 16 57% % Excellent 6 30% % 10 36% % Total % 1, % % 1, % 14. SAMECOLL Definitely no 0 0% 25 2% 0 0% 56 3% If you could start over again, would you go to the same institution you are now attending? Probably no 2 10% 135 8% 4 14% 139 9% Probably yes 8 40% % 7 25% % Definitely yes 10 50% % 17 61% % Total % 1, % % 1, %
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