Institutional Assessments Spring 2012 Report K. El Hassan, PhD. Director OIRA

Outline Exit Survey ICE Reports CAAP College Outcomes Survey Student Registration Survey

I. Exit survey 9. Which Faculty/School will you graduate from? 08-09 Percent 09-10 Percent 10-11 Percent 11-12 Percent Agricultural & Food Sciences 7.9 7.5 9.0 9.2 Arts & Sciences 32.9 38.2 32.8 35.2 Engineering & Architecture 24.3 26.2 27.0 Faculty of Medicine 1.4 .7 6.4 .8 Health Sciences 5.1 4.2 4.3 Rafic Hariri School of Nursing 1.9 2.9 2.6 2.8 Suliman S.Olayan S.of Business 26.4 22.1 18.8 19.9

Exit Survey

Exit Survey

Exit Survey

II. Instructor Course Evaluation (ICE) Demographics Fall 10-11 Sp. 10-11 Fall 11-12 Sp. 11-12 Participants Course sections Questionnaires 1606 25,488 1579 23,533 1634 24,240 1416 22,585 Class % Freshman 7 6 Sophomore 29 28 27 Junior 25 26 Senior 23 24 4rth Year 8 5th Year 1 .4 Graduate Special Prospective .2

Instructor Course Evaluation (ICE) Demographics Fall 10-11 Sp. 10-11 Fall 11-12 Sp. 11-12 Faculty FAFS 6 8 7 FAS 55 56 FEA 21 20 19 FHS 5 4 3 OSB 11 12 SNU 2 Reason for taking Course % Required from major 57 53 Elective from major 14 15 16 Elective outside major 13 17 Required outside major 10 9 University required

ICE Trend Descriptives by Subscale

III. College Outcomes Survey (COS) Importance of learning outcomes Learning to Think and reason (#1) Acquiring knowledge and skills needed for a career Becoming competent in my major Developing problem-solving skills Same as previous years Progress made in Learning to think and reason Thinking objectively about beliefs, attitudes, and values (+6) Drawing conclusions after weighing evidence, facts, and ideas (+5) Broadening my intellectual skills (+5) Speaking more effectively (+4) Locating and screening information (+3) Further developing my study skills (+3)

COS Lowest items on progress made Developing effective job-seeking skills (still lowest) Learning principles for conserving and improving global environment Learning principles for improving physical and mental health Learning about career options (went down in ranking) Views of required courses outside major (No major change) Become a more independent and self-directed learner. Develop as a “Whole person.” Broaden my awareness of diversity among people, their values & cultures.

COS This college is equally supportive of women and men. Agreement with statements about college (same) This college is equally supportive of women and men. This college is equally supportive of all racial/ethnic groups. I would recommend this college to others My experiences here have helped motivate me to make something of my life.(+2, from 4-2) When compared to national norms, views about college were mostly lower, especially on This college has helped me meet the goals I came here to achieve (-.6) I am proud of my accomplishments at this college (-.5) The college welcomes/uses feedback from students to improve college (-.4) In choosing a college, I would choose this one (-.2)

COS Personal Growth since Entering College & College Contribution Acquiring a well-rounded general education © Taking responsibility for my own behavior (G, C) Interacting well with people from cultures other than my own (G) +7 Developing Leadership skills (+16, from 25 to 9) Clarifying personal values (+13, from 19 to 3) Increasing my intellectual curiosity (+5, from 10 to 5) Settling long-time or life goals (+2, from 6 to 4) Satisfaction with given aspect of college Personal security / safety on campus Library/learning resources center services Class size (+7 from 14-7) Rules governing student conduct (+7, from 14-7) Informal contact with faculty in non-academic settings (+4, 36-32)

COS Items lower than norms and lower than 2011. Concern for me as an individual (-1.0) Quality of academic advising (-0.8) Financial aid services (-0.5) Faculty respect for students (-0.7) Informal contact with faculty in non-academic settings (-0.6) Transfer of course credits from other colleges to this college (-0.6) Flexible degree requirements (-0.5) This college in general (-0.2)

Areas of Growth: College Contribution Intellectual 4.0 Personal 3.8 Social 3.9 Preparation for graduate work 3.7 Preparation for a career 3.5

Additional Items Highest rated ≥ 4 Lowest Rated ≤ 3.3 (same as 2011) Course syllabi are usually distributed early on in the semester The objectives of the courses that I have taken were clearly stated. The syllabi usually included course outcomes i.e. the skills that the students ought to acquire by the end of the course. The material covered in class was relevant to stated course objectives AUB experiences helped me develop as a self learner Compared to 2011, most of items went down (n=18), most noticeable decrease in I made a class presentation (-0.3) I worked with other students on project during class (-0.3) Teachers clearly explained their grading policy to students at the beginning of courses (-0.3) Lowest Rated ≤ 3.3 (same as 2011) Teachers usually discussed performance and progress with students. I received prompt feedback from faculty on my academic performance (written or oral) I have talked with faculty members about my career plans. I have worked with a faculty member on research projects. I participated in a community-based project as part of a regular course

IV. CAAP Representative sample of 185 junior students took it though sample was originally 470, so only 39% response rate. There was good representation of OSB, over representation of FEA, but under representation of small faculties like FAFS and FHS. GPA of those who took it (81.5) higher than last year’s (79.7), so we have a higher ability group this year. Higher GPA higher CAAP score especially for CT, MR, and R. Males did better on all tests, except CT where they had similar scores to females.

Comparison of CAAP Results with National Norms and with 2003-11

CT Scores by Major, Comparison with 2007-2011

Math Reasoning by Major, Comparison with 2006, 07, 09 & 11

CAAP In Writing, AUB students consistently do better on usage/mechanics than on rhetorical writing and they have attained national norm level on this skill. In rhetorical writing they are maintaining average but is slightly lower than national norms and need to work on this. With respect to Reading, they performed usually slightly better on social science readings than on arts/literature, with both close to national norms With respect to math; they do very well on both sections and much higher than the norms though with higher performance on college algebra than basic algebra. 90% of students obtained Certificates of Achievements indicating that they achieved ≥50th % ile of the normative sample. 70% obtained two certificates, highest ever.

Distribution of Certificates of Achievement by Subject

Student Registration Survey The Student Satisfaction Feedback Survey was prepared in consultation with the Registrar’s, Admissions Office, Student Affairs, and Enrollment Management Committee. The Survey included the following components: Biographical data. The eight registration steps: Placement Tests, Pre-registration, New Student Orientation, Academic Advising, On-line Registration, Statement of Fees, ID Card & Renewal of Stickers, and AUB net Account. Global items measuring students’ overall satisfaction with the process. Other related issues like Drop & Add, Financial Aid, Dormitories, etc. Comments section at the end of every step and at the end of the Survey Items soliciting student opinion and perception of the quality of AUB programs, classrooms and laboratories

Student Registration Survey The sample initially consisted of 873 undergraduate students from all faculties representing 14% the population It was filled out by only 647 students (74% response rate). Cluster sampling was used. The sample came from 38 undergraduate classrooms representative of fall undergraduate population sample who filled out Survey is quite representative of faculties though with underrepresentation of FAS and OSB over representation of UPP and under- representation of juniors, over-representative of males.

SRS-Results

SRS-Results

SRS-Results

SRS-Results 83% (70) had AUB as 1st choice 89% attended New Student Orientation 59% met with advisor before on-line registration 59% found difficulty in on-line registration 49% capacity 39% desired course section not available 48% (41%) applied for financial aid 31% applied for placement in the dorms

Results by Faculty

Results by Faculty

Results by Class

Summary of Comments Pre-registration Comments Complicated and very lengthy process. must be more organized New Student Orientation Comments useless and time consuming should be more organized too crowded Academic Advising advisor never there advisor not helpful advisors should be more informed and knowledgeable about what the best choice for a student should be and not give random courses that should not be taken together He gave me the wrong PIN once the advisor was absent on "holiday" during the orientation period and no alternate advisor was assigned to help me the alternate pins on the advisor's door and the advisor is not in the office was very blurt with me and I wasn’t able to ask all the questions I had wasted a year because of mis-advising we need advisors from our own faculty

Summary of Comments On-line Registration Comptroller’s Office staff at the registrar's office are rude and unhelpful open more classes, very limited capacities registration at AUB is terrible and very stressful The Aubsis/ system crashes from time to time. Should be more organized the department should be well informed when answering registration issues! Comptroller’s Office helpful staff increase number of cashiers to cope with flow, more staff members needed staff not helpful and mean web statement of fee is confusing make the system faster and easier ID Card Renewal I want to keep my old ID good work slow service they should check if I paid online, I don’t have to get my web statement of fees with me

Summary of Comments AUB net Account I got help Difficult in the beginning Financial Aid unfair results results should be given faster staff is mean and unprofessional too many documents needed Dormitories the dorm deposit was a real issue, we payed it twice not enough places (most frequent) Other comments Suggestions Academic programs are excellent, HOWEVER- the bureaucracy is unbelievable. I spend more time dealing with administrative problems some days than I do studying. People in administrative positions rarely take responsibility and refer you to other people, it’s a cycle ... Please improve this aspect of AUB and the entire AUB experience will be significantly better

Other Comments acceptances and requirements for major should be fixed Advisors not helpful. Build up the Fine Arts and Theatre program Fine Arts department and facilities are very limited and workspace is not sufficient/ well organized I would love AUB to adopt a more face-to-face system, which is only seen in smaller institutions. I also wish my university had offered me counseling when my grades were low, rather than just threaten to kick me out after probation! very stressful need to work on lab and fundation to research Not enough research for undergrad students! open more classes resources and information are not distributed fairly to all students very bad registration process Staff unwelcoming and unhelpful. There are no parking lots for AUB students in AUB! (parking lots outside are far) They kill the student if he wants help or finish a document or a paper. They make him go upper and lower million times. This is really the best university in Lebanon, despite the first week that was very weird for me You were not honest with international students. We faced a lot of problems at AUB! some classrooms need change-seats and noise make us uncomfortable Fisk needs an elevator Nicely rooms are bad computers need updating

Next Steps Reports already posted on website but need more focused dissemination of results to various stakeholders Administration Faculty Units concerned with various operations in form of meetings and forums. Identify areas of concern and propose initiatives to deal with them.