University Surveys and Assessments Department Chair and Dean Retreat

Faculty and Staff Surveys COACHE (Harvard)—Collaborative on Academic Careers in Higher Education Great Colleges to Work For (Chronicle) Commission on Black Faculty and Staff Survey Staff Survey

COACHE Where Clemson is ahead of other universities – Clarity of the tenure process—expectations, process, criteria – Clarity of the expectations for performance as a teacher – Satisfaction with professional interaction with peers – Satisfaction with how well faculty “fit” in the department

COACHE Where Clemson is below – Professional interaction with senior faculty – Clarity of their own prospects for earning tenure – Satisfaction with the number of courses taught – Lack of Child Care – Lack of spousal hiring policies – Quality of graduate students

Great Colleges 2010 Third year to participate – Selected as a “great” college in 2008 in shared governance Detailed report with break downs will not be received until September Broad overview provided with the publication of the Honor Colleges and Universities

Great Colleges Categories Ranked Good (we had no very good or excellent areas) – Job Satisfaction/support – Professional Development – Facilities – Pride

Great Colleges Categories in the Yellow (area of concern; note we had no red categories, the worse) – Senior leadership – Faculty, Administration, and Staff Relations – Communication – Collaboration – Fairness

Student Surveys ETS Proficiency Profile (formerly MAPP) Alumni Surveys (one year/three year) Non-returning Student Survey Student Satisfaction Survey National Survey of Student Engagement Core Alcohol and Drug Survey

Department Specific Surveys CCIT Electrical and Computer Engineering General Counsel PEER-WISE Disability Services HEHD Advising Housing Focus Groups (ex: Food Science graduates)

Assessment Goals Share data with you annually College and department use the data in making decisions Collect value added data

ETS Proficiency--Freshmen Scores Possible RangeMean Score 95% Confidence Limits* for Mean Standard Deviation 25th Percentile 50th Percentile 75th Percentile Total Score400 to to Skills Sub scores: Critical Thinking100 to to Reading100 to to Writing100 to to Mathemati cs100 to to Context-Based Sub scores: Humanities100 to to Social Sciences100 to to Natural Sciences 100 to to

Freshmen Skill Dimension Proficiency Classification ProficientMarginalNot Proficient Reading, Level 176%16%8% Reading, Level 246%23%31% Critical Thinking7%19%74% Writing, Level 178%16%6% Writing, Level 230%40%31% Writing, Level 312%37%51% Mathematics, Level 176%16%8% Mathematics, Level 241%33%26% Mathematics, Level 39%25%65%

Seniors Possible Range Mean Score 95% Confidence Limits* for Mean Standard Deviation 25th Percentile 50th Percentile 75th Percentile Total Score400 to to Skills Sub scores: Critical Thinking 100 to to Reading100 to to Writing100 to to Mathematics 100 to to Context-Based Sub scores: Humanities100 to to Social Sciences 100 to to Natural Sciences 100 to to

Seniors Skill DimensionProficiency Classification ProficientMarginalNot Proficient Reading, Level 184%11%5% Reading, Level 259%19%23% Critical Thinking17%25%58% Writing, Level 181%18%1% Writing, Level 237% 26% Writing, Level 317%38%45% Mathematics, Level 187%9%4% Mathematics, Level 264%24%12% Mathematics, Level 329%32%40%

Alumni Surveys Opportunity for undergraduate research/CI Response Mean Response Median Response Mode(s) Standard Deviation Valid Responses CU CAFLS Dept Dept Dept Dept , Dept , 4, Dept Dept

NSSE 91% of seniors at Clemson report that “if they could start over again” they would choose Clemson; compared to 88% at our peer and Top 20 institutions and 83% at Carnegie peer institutions. Freshmen at Clemson agree with seniors. 93% of our freshmen would choose Clemson if they could start over again, compared to 92% at peer and 90% at Top 20 institutions, and 85% at Carnegie institutions.

NSSE “Entire educational experience” – 95% of freshmen responded excellent/good; compared to 91% at peer and Top 20 and 87% at Carnegie institutions. – 94% of Clemson seniors responded excellent/good. The response at peer and Top 20 institutions is 90% and at Carnegie institutions 85%.

NSSE Freshmen trends

NSSE Findings CLASS PREPARATION – Students are statistically less prepared for class; they come to class without completing readings or assignments – Freshmen score lower in attending art exhibits, gallery, play, dance, or other theatre productions – Dissatisfaction is significant with graduate teaching assistants.

NSSE--Improvement DIVERSITY – Students report lower inclusion of diverse perspectives in class discussions and writing assignments (trend is moving in right direction) – Students report that the environment does encourage contact among students from diverse backgrounds, but students do not report the interactions taking place

NSSE and SSI Findings ADVISING – Mixed results are presented regarding the effectiveness of advising. NSSE results show that 70-80% of students rate the advising as good to excellent, but on the Student Satisfaction Survey only the gap between the importance of advising and satisfaction with advising was significant (1.14; third highest gap). Of particular concern is advising related to curriculum planning. – Only 14% of freshmen and 25% of seniors believe the faculty is available, helpful or sympathetic. – Students are dissatisfied with the protection of freedom of expression, commitment to racial harmony, disciplinary procedures, and the student handbook. – Registration effectiveness is an area for concern. The gap between importance and satisfaction was (1.23), the second highest.

NSSE and SSI Findings CAMPUS CLIMATE – Only 10% of freshmen and 16% of seniors believe the staff is helpful, considerate, or flexible. – Campus safety has the largest gap (1.76) between importance and satisfaction. The areas included parking (gap of 3.62), lighting of parking lots (gap 1.22), and security response time (gap 1.20).

NSSE Adding additional analysis by broad disciplines