NSSE Scores for Psychology Majors

Transcription

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: April 2014 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 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 about 5.4% of first-year respondents and 3.8% of senior respondents are majors. At CSU in spring 2012, about 4.9% of freshmen are majors and about 4.5% of seniors are majors. majors are porportionally represented in the NSSE sample. Please note that these rates are based on the department s number of NSSE respondents (92 first-year and 65 seniors) as well as the total number of NSSE respondents and CSU enrollment at census of the spring 2012 semester. first-year students score higher than other first-year respondents on the Level of Academic Challenge and Supportive Campus Environment benchmarks. The difference in Level of Academic Challenge is largely driven by the following results: 80% of first-year students (compared to 68% of other majors) said that their coursework emphasizes making judgments often or very often about the value of arguments and 92% of first-year students (compared to 82% of other majors) said their coursework emphasizes analyzing the basic elements of a theory often or very often. The difference in the Supportive Campus Environment benchmark is partially due to 50% of first-year students strongly agreeing that CSU provides the support they need to thrive academically compared to 36% of other first-year students. first-year students do not differ from other first-year students on the other three benchmarks Senior majors score higher on Student-Faculty Interactions compared to all other seniors. Interestingly, 52% of seniors have worked with faculty on a research project compared to only 23% of other seniors. seniors do not differ from other seniors on any of the other benchmarks.

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 ***.31 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. 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 ***.36 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 **.23 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 2 2% 122 8% 1 2% 50 3% contributed to class (ACL) Sometimes 47 51% % 23 36% % discussions Often 27 29% % 24 38% % Very often 16 17% % 16 25% % Total % 1, % % 1, % 1b. Made a class presentation Never 25 27% % 4 6% 129 8% Sometimes 48 52% % 29 45% % Often 15 16% % 27 42% % Very often 4 4% 73 5% 4 6% % Total % 1, % % 1, % 1c. REWROPAP Never 12 13% % 10 16% % Prepared two or more drafts of a paper or assignment before turning it in Sometimes 34 37% % 20 31% % Often 31 34% % 21 33% % Very often 14 15% % 13 20% % Total % 1, % % 1, % 1d. INTEGRAT Never 1 1% 33 2% 0 0% 18 1% Worked on a paper or project that required integrating ideas or information from various sources Sometimes 18 20% % 5 8% % Often 34 37% % 20 32% % Very often 39 42% % 38 60% % Total % 1, % % 1, % 1e. DIVCLASS Never 6 7% 117 7% 0 0% % Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments Sometimes 13 14% % 18 29% % Often 39 42% % 27 44% % Very often 34 37% % 17 27% % Total % 1, % % 1, % 1f. CLUNPREP Never 22 24% % 11 17% % Come to class without completing readings or assignments Sometimes 52 57% % 40 63% % Often 10 11% % 9 14% % Very often 8 9% 103 6% 4 6% 145 9% Total % 1, % % 1, % 1g. Never 19 21% % 3 5% % Worked with other students on projects during class CLPRESEN (ACL) CLASSGRP (ACL) Non-Major Non-Major Sometimes 47 51% % 25 39% % Often 24 26% % 30 47% % Very often 2 2% 146 9% 6 9% % Total % 1, % % 1, %

8 Non-Major Non-Major 1h. Worked with classmates OCCGRP Never 8 9% 145 9% 4 6% 70 4% outside of class to prepare (ACL) Sometimes 43 47% % 25 39% % class assignments Often 35 38% % 26 41% % Very often 6 7% % 9 14% % Total % 1, % % 1, % 1i. INTIDEAS Never 5 5% 49 3% 1 2% 34 2% Put together ideas or concepts from different courses when completing assignments or during class discussions Sometimes 31 34% % 12 20% % Often 32 35% % 23 38% % Very often 23 25% % 25 41% % Total % 1, % % 1, % 1j. TUTOR Never 43 47% % 26 43% % Tutored or taught other students (paid or voluntary) (ACL) Sometimes 38 41% % 15 25% % Often 7 8% % 11 18% % Very often 4 4% 94 6% 9 15% 150 9% Total % 1, % % 1, % 1k. COMMPROJ Never 56 61% % 34 56% % Participated in a communitybased project (e.g., service learning) as part of a regular course (ACL) Sometimes 22 24% % 14 23% % Often 9 10% 127 8% 8 13% % Very often 5 5% 82 5% 5 8% 123 8% Total % 1, % % 1, % 1l. ITACADEM Never 12 13% % 3 5% % Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment (EEE) Sometimes 29 32% % 27 44% % Often 24 26% % 20 33% % Very often 27 29% % 11 18% % Total % 1, % % 1, % 1m. Never 3 3% 32 2% 0 0% 9 1% Used to communicate with an instructor Sometimes 27 29% % 7 11% % Often 34 37% % 20 33% % Very often 28 30% % 34 56% % Total % 1, % % 1, % 1n. FACGRADE Never 13 14% % 5 8% 81 5% Discussed grades or assignments with an instructor (SFI) Sometimes 37 40% % 20 33% % Often 29 32% % 23 38% % Very often 13 14% % 13 21% % Total % 1, % % 1, %

9 Non-Major Non-Major 1o. Talked about career plans FACPLANS Never 7 8% % 10 16% % with a faculty member or (SFI) Sometimes 44 48% % 16 26% % advisor Often 27 30% % 24 39% % Very often 13 14% % 11 18% % Total % 1, % % 1, % 1p. FACIDEAS Never 33 36% % 19 31% % Discussed ideas from your readings or classes with faculty members outside of class (SFI) Sometimes 44 48% % 27 44% % Often 10 11% % 11 18% % Very often 5 5% 86 6% 4 7% 133 8% Total % 1, % % 1, % 1q. FACFEED Never 2 2% 120 8% 2 3% 91 6% Received prompt written or oral feedback from faculty on your academic performance (SFI) Sometimes 32 35% % 18 30% % Often 44 48% % 30 49% % Very often 14 15% % 11 18% % Total % 1, % % 1, % 1r. WORKHARD Never 6 7% 121 8% 9 15% 105 7% Worked harder than you thought you could to meet an instructor's standards or expectations (LAC) Sometimes 33 36% % 26 43% % Often 35 38% % 19 31% % Very often 18 20% % 7 11% % Total % 1, % % 1, % 1s. FACOTHER Never 45 49% % 22 37% % Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) (SFI) Sometimes 32 35% % 20 34% % Often 12 13% % 9 15% % Very often 2 2% 59 4% 8 14% 142 9% Total % 1, % % 1, % 1t. OOCIDEAS Never 5 5% 65 4% 1 2% 40 3% Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (ACL) Sometimes 25 27% % 14 23% % Often 37 40% % 26 43% % Very often 25 27% % 20 33% % Total % 1, % % 1, % 1u. DIVRSTUD Never 10 11% % 5 8% % Had serious conversations with students of a different race or ethnicity than your own (EEE) Sometimes 32 35% % 24 39% % Often 31 34% % 15 25% % Very often 19 21% % 17 28% % Total % 1, % % 1, %

10 Non-Major Non-Major 1v. Had serious conversations DIFFSTU2 Never 3 3% 124 8% 3 5% 117 7% with students who are very (EEE) Sometimes 23 25% % 16 26% % different from you in terms of Often 40 43% % 18 30% % their religious beliefs, political Very often 26 28% % 24 39% % opinions, or personal values Total % 1, % % 1, % 2a. MEMORIZE Very little 2 2% 51 3% 3 5% 109 7% Coursework emphasizes: Memorizing facts, ideas, or methods from your courses and readings Some 20 22% % 15 25% % Quite a bit 37 41% % 21 35% % Very much 32 35% % 21 35% % Total % 1, % % 1, % 2b. ANALYZE Very little 0 0% 20 1% 2 3% 20 1% Coursework emphasizes: Analyzing the basic elements of an idea, experience, or theory (LAC) Some 7 8% % 8 13% % Quite a bit 51 56% % 24 40% % Very much 33 36% % 26 43% % Total % 1, % % 1, % 2c. SYNTHESZ Very little 1 1% 56 4% 2 3% 47 3% Coursework emphasizes: Synthesizing and organizing ideas, information, or experiences (LAC) Some 22 24% % 14 24% % Quite a bit 43 47% % 23 39% % Very much 25 27% % 20 34% % Total % 1, % % 1, % 2d. EVALUATE Very little 0 0% 68 4% 5 8% 73 5% Coursework emphasizes: Making judgments about the value of information, arguments, or methods (LAC) Some 18 20% % 11 18% % Quite a bit 46 51% % 23 38% % Very much 27 30% % 21 35% % Total % 1, % % 1, % 2e. APPLYING Very little 2 2% 53 3% 2 3% 46 3% Coursework emphasizes: Applying theories or concepts to practical problems or in new situations (LAC) Some 15 17% % 8 13% % Quite a bit 40 44% % 20 33% % Very much 33 37% % 30 50% % Total % 1, % % 1, % 3a. READASGN None 0 0% 13 1% 1 2% 26 2% Number of assigned textbooks, books, or booklength packs of course readings (LAC) % % 17 29% % % % 28 47% % % % 11 19% % More than % 147 9% 2 3% % Total % 1, % % 1, %

11 Non-Major Non-Major 3b. Number of books read on READOWN None 25 28% % 6 10% % your own (not assigned) for % % 36 60% % personal enjoyment or % % 10 17% % academic enrichment % 43 3% 2 3% 89 6% More than % 56 4% 6 10% 82 5% Total % 1, % % 1, % 3c. WRITEMOR None 76 84% 1,332 86% 31 52% % Number of written papers or reports of 20 pages or more (LAC) % % 25 42% % % 35 2% 2 3% 79 5% % 14 1% 1 2% 22 1% More than % 11 1% 1 2% 22 1% Total % 1, % % 1, % 3d. WRITEMID None 10 11% % 6 10% % Number of written papers or reports between 5 and 19 pages (LAC) % % 22 37% % % % 19 32% % % 57 4% 11 18% % More than % 12 1% 2 3% 64 4% Total % 1, % % 1, % 3e. WRITESML None 0 0% 19 1% 2 3% 97 6% Number of written papers or reports of fewer than 5 pages (LAC) % % 10 17% % % % 19 32% % % % 16 27% % More than % 112 7% 13 22% % Total % 1, % % 1, % 4a. PROBSETA None 11 12% % 19 32% % Number of problem sets that take you more than an hour to complete % % 18 30% % % % 17 28% % % % 5 8% % More than 6 4 4% % 1 2% % Total % 1, % % 1, % 4b. PROBSETB None 5 5% % 20 33% % Number of problem sets that take you less than an hour to complete % % 14 23% % % % 19 32% % % % 4 7% 88 6% More than % % 3 5% 125 8% Total % 1, % % 1, %

12 Non-Major Non-Major 5. Select the circle that best EXAMS 1 Very little 1 1% 8 1% 1 2% 7 0% represents the extent to which 2 1 1% 9 1% 2 3% 28 2% your examinations during the 3 1 1% 43 3% 3 5% 53 3% current school year have 4 6 7% % 5 8% 145 9% challenged you to do your best % % 22 37% % work % % 20 33% % 7 Very much 17 19% % 7 12% % Total % 1, % % 1, % 6a. ATDART07 Never 21 23% % 14 23% % Attended an art exhibit, play, dance, music, theater, or other performance Sometimes 45 49% % 31 52% % Often 15 16% % 11 18% % Very often 10 11% 114 7% 4 7% 110 7% Total % 1, % % 1, % 6b. EXRCSE05 Never 4 4% 57 4% 5 8% 100 6% Exercised or participated in physical fitness activities Sometimes 29 32% % 18 30% % Often 27 30% % 21 35% % Very often 31 34% % 16 27% % Total % 1, % % 1, % 6c. WORSHP05 Never 46 51% % 29 48% % Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) Sometimes 25 27% % 15 25% % Often 12 13% % 6 10% % Very often 8 9% % 10 17% % Total % 1, % % 1, % 6d. OWNVIEW Never 7 8% 130 8% 4 7% 114 7% Examined the strengths and weaknesses of your own views on a topic or issue Sometimes 22 24% % 16 27% % Often 41 45% % 23 39% % Very often 21 23% % 16 27% % Total % 1, % % 1, % 6e. OTHRVIEW Never 3 3% 76 5% 1 2% 81 5% Tried to better understand someone else's views by imagining how an issue looks from his or her perspective Sometimes 22 24% % 13 22% % Often 38 42% % 24 40% % Very often 28 31% % 22 37% % Total % 1, % % 1, % 6f. CHNGVIEW Never 3 3% 37 2% 1 2% 42 3% Learned something that changed the way you understand an issue or concept Sometimes 20 22% % 16 27% % Often 41 46% % 27 45% % Very often 26 29% % 16 27% % Total % 1, % % 1, %

13 Non-Major Non-Major 7a. Practicum, internship, field INTERN04 Have not decided 9 10% % 10 17% 95 6% experience, co-op experience, (EEE) Do not plan to do 0 0% 51 3% 12 20% % or clinical assignment Plan to do 80 88% 1,226 79% 17 28% % Done 2 2% 104 7% 21 35% % Total % 1, % % 1, % 7b. VOLNTR04 Have not decided 8 9% % 4 7% 104 7% Community service or volunteer work (EEE) Do not plan to do 1 1% 72 5% 5 8% % Plan to do 48 53% % 6 10% % Done 34 37% % 45 75% 1,081 68% Total % 1, % % 1, % 7c. LRNCOM04 Have not decided 21 23% % 3 5% % 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 12% % 37 62% % Plan to do 27 30% % 7 12% 106 7% Done 32 35% % 13 22% % Total % 1, % % 1, % 7d. RESRCH04 Have not decided 11 12% % 6 10% % Work on a research project with a faculty member outside of course or program requirements (SFI) Do not plan to do 3 3% % 10 17% % Plan to do 74 81% % 13 22% % Done 3 3% 104 7% 31 52% % Total % 1, % % 1, % 7e. Foreign language coursework FORLNG04 Have not decided 17 19% % 3 5% 120 8% (EEE) Do not plan to do 36 40% % 29 48% % Plan to do 25 27% % 4 7% 97 6% Done 13 14% % 24 40% % Total % 1, % % 1, % 7f. Study abroad STDABR04 Have not decided 22 24% % 6 10% 133 8% (EEE) Do not plan to do 17 19% % 39 65% 1,102 69% Plan to do 49 54% % 4 7% 105 7% Done 2 2% 28 2% 11 18% % Total % 1, % % 1, % 7g. Independent study or selfdesigned INDSTD04 Have not decided 22 24% % 7 12% 144 9% major (EEE) Do not plan to do 50 55% % 42 70% 1,053 66% Plan to do 16 18% % 2 3% 125 8% Done 3 3% 45 3% 9 15% % Total % 1, % % 1, %

14 Non-Major Non-Major 7h. Culminating senior SNRX04 Have not decided 25 27% % 4 7% 56 4% experience (capstone course, (EEE) Do not plan to do 5 5% 144 9% 12 20% 114 7% senior project or thesis, Plan to do 58 64% % 13 22% % comprehensive exam, etc.) Done 3 3% 32 2% 31 52% % 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% 1 2% 12 1% 2 1 1% 25 2% 3 5% 36 2% 3 3 3% 61 4% 5 8% 58 4% 4 8 9% % 8 13% 150 9% % % 8 13% % % % 18 30% % 7 Friendly, Supportive, Sense of belonging 21 23% % 17 28% % Total % 1, % % 1, % 1 Unavailable, Unhelpful, Unsympathetic 0 0% 12 1% 2 3% 14 1% 2 1 1% 24 2% 1 2% 27 2% 3 7 8% 105 7% 4 7% 94 6% % % 2 3% % % % 24 40% % % % 15 25% % 7 Available, Helpful, Sympathetic 11 12% % 12 20% % Total % 1, % % 1, % 1 Unhelpful, Inconsiderate, Rigid 0 0% 28 2% 3 5% 52 3% 2 1 1% 79 5% 4 7% 110 7% 3 6 7% 142 9% 4 7% % % % 13 22% % % % 17 28% % % % 14 23% % 7 Helpful, Considerate, Flexible 11 12% % 5 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 3 3% 125 8% 7 12% % homework or lab work, 6-10 hrs/wk 20 22% % 11 18% % analyzing data, rehearsing, hrs/wk 18 20% % 16 27% % and other academic activities) hrs/wk 27 30% % 14 23% % hrs/wk 10 11% % 6 10% % hrs/wk 5 6% 109 7% 5 8% 130 8% 30+ hrs/wk 7 8% 103 7% 1 2% % Total % 1, % % 1, % 9b. Working for pay on campus WORKON01 0 hrs/wk 76 84% 1,241 81% 39 65% 1,031 65% 1-5 hrs/wk 3 3% 46 3% 1 2% 46 3% 6-10 hrs/wk 6 7% 106 7% 6 10% 140 9% hrs/wk 2 2% 80 5% 9 15% 145 9% hrs/wk 2 2% 36 2% 1 2% 105 7% hrs/wk 1 1% 15 1% 2 3% 52 3% hrs/wk 1 1% 4 0% 1 2% 33 2% 30+ hrs/wk 0 0% 5 0% 1 2% 36 2% Total % 1, % % 1, % 9c. Working for pay off campus WORKOF01 0 hrs/wk 71 79% 1,230 81% 33 55% % 1-5 hrs/wk 5 6% 91 6% 3 5% 104 7% 6-10 hrs/wk 6 7% 72 5% 8 13% 108 7% hrs/wk 4 4% 49 3% 2 3% 145 9% hrs/wk 1 1% 44 3% 8 13% 138 9% hrs/wk 1 1% 20 1% 3 5% 110 7% hrs/wk 1 1% 7 0% 1 2% 69 4% 30+ hrs/wk 1 1% 13 1% 2 3% 100 6% Total % 1, % % 1, % 9d. Participating in co-curricular COCURR01 0 hrs/wk 28 31% % 21 35% % activities (organizations, (EEE) 1-5 hrs/wk 34 37% % 17 28% % campus publications, student 6-10 hrs/wk 17 19% % 12 20% % government, fraternity or hrs/wk 6 7% 142 9% 6 10% 123 8% sorority, intercollegiate or hrs/wk 3 3% 47 3% 2 3% 65 4% intramural sports, etc.) hrs/wk 1 1% 18 1% 0 0% 28 2% hrs/wk 2 2% 7 0% 1 2% 21 1% 30+ hrs/wk 0 0% 14 1% 1 2% 18 1% Total % 1, % % 1, %

16 Non-Major Non-Major 9e. Relaxing and socializing SOCIAL05 0 hrs/wk 0 0% 16 1% 1 2% 12 1% (watching TV, partying, etc.) 1-5 hrs/wk 15 17% % 10 17% % 6-10 hrs/wk 22 24% % 17 28% % hrs/wk 20 22% % 16 27% % hrs/wk 15 17% % 8 13% % hrs/wk 5 6% 104 7% 3 5% 78 5% hrs/wk 5 6% 39 3% 2 3% 22 1% 30+ hrs/wk 8 9% 50 3% 3 5% 46 3% Total % 1, % % 1, % 9f. CAREDE01 0 hrs/wk 80 89% 1,370 90% 48 80% 1,211 76% Providing care for dependents living with you (parents, children, spouse, etc.) 1-5 hrs/wk 6 7% 81 5% 2 3% % 6-10 hrs/wk 1 1% 28 2% 5 8% 68 4% hrs/wk 1 1% 18 1% 1 2% 42 3% hrs/wk 1 1% 14 1% 1 2% 18 1% hrs/wk 0 0% 4 0% 0 0% 15 1% hrs/wk 1 1% 0 0% 0 0% 6 0% 30+ hrs/wk 0 0% 8 1% 3 5% 68 4% Total % 1, % % 1, % 9g. COMMUTE 0 hrs/wk 10 11% 109 7% 0 0% 47 3% Commuting to class (driving, walking, etc.) 1-5 hrs/wk 56 63% 1,140 75% 49 82% 1,200 76% 6-10 hrs/wk 13 15% % 4 7% % hrs/wk 3 3% 48 3% 5 8% 64 4% hrs/wk 2 2% 25 2% 2 3% 15 1% hrs/wk 2 2% 6 0% 0 0% 2 0% hrs/wk 2 2% 2 0% 0 0% 2 0% 30+ hrs/wk 1 1% 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 7 8% % 10 17% % Quite a bit 47 52% % 28 47% % Very much 36 40% % 22 37% % Total % 1, % % 1, % 10b. ENVSUPRT Very little 1 1% 18 1% 5 8% 51 3% Providing the support you need to help you succeed academically (SCE) Some 8 9% % 10 17% % Quite a bit 36 40% % 28 47% % Very much 45 50% % 17 28% % Total % 1, % % 1, %

17 Non-Major Non-Major 10c. Encouraging contact among ENVDIVRS Very little 9 10% 130 9% 8 13% % students from different (EEE) Some 16 18% % 26 43% % economic, social, and racial or Quite a bit 29 32% % 19 32% % ethnic backgrounds Very much 36 40% % 7 12% % Total % 1, % % 1, % 10d. ENVNACAD Very little 12 13% % 22 37% % Helping you cope with your non-academic responsibilities (work, family, etc.) (SCE) Some 32 35% % 19 32% % Quite a bit 30 33% % 11 18% % Very much 17 19% % 8 13% 106 7% Total % 1, % % 1, % 10e. ENVSOCAL Very little 7 8% 142 9% 15 25% % Providing the support you need to thrive socially (SCE) Some 28 31% % 18 31% % Quite a bit 32 36% % 17 29% % Very much 22 25% % 9 15% 144 9% Total % 1, % % 1, % 10f. ENVEVENT Very little 3 3% 51 3% 5 8% 111 7% Attending campus events and activities (special speakers, cultural performances, athletic events, etc.) Some 14 15% % 22 37% % Quite a bit 41 45% % 23 38% % Very much 33 36% % 10 17% % Total % 1, % % 1, % 10g. ENVCOMPT Very little 2 2% 26 2% 2 3% 26 2% Using computers in academic work Some 9 10% % 5 8% 143 9% Quite a bit 33 36% % 16 27% % Very much 47 52% % 37 62% % Total % 1, % % 1, % 11a. GNGENLED Very little 1 1% 22 1% 1 2% 45 3% Acquiring a broad general education Some 11 12% % 11 18% % Quite a bit 40 44% % 24 40% % Very much 38 42% % 24 40% % Total % 1, % % 1, % 11b. GNWORK Very little 5 6% 106 7% 12 20% 86 5% Acquiring job or work-related knowledge and skills Some 27 30% % 12 20% % Quite a bit 30 34% % 19 32% % Very much 27 30% % 16 27% % Total % 1, % % 1, %

18 Non-Major Non-Major 11c. Writing clearly and GNWRITE Very little 3 3% 73 5% 4 7% 71 5% effectively Some 17 19% % 8 13% % Quite a bit 39 44% % 21 35% % Very much 30 34% % 27 45% % Total % 1, % % 1, % 11d. GNSPEAK Very little 3 3% % 5 8% 109 7% Speaking clearly and effectively Some 24 27% % 15 25% % Quite a bit 38 43% % 22 37% % Very much 24 27% % 18 30% % Total % 1, % % 1, % 11e. GNANALY Very little 1 1% 29 2% 3 5% 30 2% Thinking critically and analytically Some 7 8% % 5 8% % Quite a bit 40 45% % 17 28% % Very much 41 46% % 35 58% % Total % 1, % % 1, % 11f. GNQUANT Very little 1 1% 67 4% 2 3% 81 5% Analyzing quantitative problems Some 19 21% % 17 28% % Quite a bit 42 47% % 25 42% % Very much 28 31% % 16 27% % Total % 1, % % 1, % 11g. GNCMPTS Very little 2 2% 71 5% 5 8% 71 5% Using computing and information technology Some 14 16% % 9 15% % Quite a bit 48 53% % 25 42% % Very much 26 29% % 20 34% % Total % 1, % % 1, % 11h. GNOTHERS Very little 2 2% 78 5% 4 7% 54 3% Working effectively with others Some 23 26% % 12 20% % Quite a bit 40 44% % 23 38% % Very much 25 28% % 21 35% % Total % 1, % % 1, % 11i. GNCITIZN Very little 36 40% % 25 42% % Voting in local, state, or national elections Some 27 30% % 18 31% % Quite a bit 17 19% % 12 20% % Very much 10 11% 111 7% 4 7% 129 8% Total % 1, % % 1, %

19 Non-Major Non-Major 11j. Learning effectively on your GNINQ Very little 5 6% 76 5% 5 9% 81 5% own Some 15 17% % 15 26% % Quite a bit 46 51% % 24 41% % Very much 24 27% % 14 24% % Total % 1, % % 1, % 11k. Understanding yourself GNSELF Very little 9 10% 124 8% 7 12% % Some 20 22% % 17 29% % Quite a bit 36 40% % 18 31% % Very much 25 28% % 16 28% % Total % 1, % % 1, % 11l. Understanding people of GNDIVERS Very little 13 14% % 9 15% % other racial and ethnic Some 21 23% % 21 36% % backgrounds Quite a bit 33 37% % 19 32% % Very much 23 26% % 10 17% % Total % 1, % % 1, % 11m GNPROBSV Very little 8 9% 136 9% 6 10% 129 8% Solving complex real-world problems Some 22 24% % 16 27% % Quite a bit 42 47% % 26 44% % Very much 18 20% % 11 19% % Total % 1, % % 1, % 11n. GNETHICS Very little 11 12% % 10 17% % Developing a personal code of values and ethics Some 14 16% % 19 32% % Quite a bit 41 46% % 17 29% % Very much 24 27% % 13 22% % Total % 1, % % 1, % 11o. GNCOMMUN Very little 16 18% % 7 12% % Contributing to the welfare of your community Some 20 22% % 17 29% % Quite a bit 32 36% % 25 42% % Very much 22 24% % 10 17% % Total % 1, % % 1, % 11p. GNSPIRIT Very little 39 43% % 36 61% % Developing a deepened sense of spirituality Some 20 22% % 10 17% % Quite a bit 21 23% % 9 15% % Very much 10 11% % 4 7% 113 7% Total % 1, % % 1, %

20 Non-Major Non-Major 12. Overall, how would you ADVISE Poor 0 0% 40 3% 3 5% 138 9% evaluate the quality of Fair 8 9% % 8 14% % academic advising you have Good 40 44% % 18 31% % received at your institution? Excellent 42 47% % 30 51% % Total % 1, % % 1, % 13. ENTIREXP Poor 1 1% 11 1% 1 2% 29 2% How would you evaluate your entire educational experience at this institution? Fair 6 7% 134 9% 4 7% % Good 50 55% % 31 53% % Excellent 34 37% % 23 39% % Total % 1, % % 1, % 14. SAMECOLL Definitely no 1 1% 24 2% 2 3% 54 3% If you could start over again, would you go to the same institution you are now attending? Probably no 9 10% 128 8% 2 3% 141 9% Probably yes 34 37% % 29 49% % Definitely yes 47 52% % 26 44% % Total % 1, % % 1, %