Student Engagement at the Research University (SERU) at UW: Student Life Student Life Assessment Meeting 02 October 2014 Debbie McGhee.

Slides:



Advertisements
Similar presentations
Student Survey Results and Analysis May Overview HEB ISD Students in grades 6 through 12 were invited to respond the Student Survey during May 2010.
Advertisements

Assessment of the Impact of Ubiquitous Computing on Learning Ross A. Griffith Wake Forest University Ubiquitous Computing Conference Seton Hall University.
Gallaudet Institutional Research Report: Annual Campus Climate Survey: 2010 Pat Hulsebosch: Executive Director – Office of Academic Quality Faculty Senate.
Freshman Health Initiative Survey: A Pilot Study Roseanne Schnoll, PhD, RD, CDN, Robert Curran, DC, Steven Burroughs, BA Department of Health and Nutrition.
Survey Results Class of th Reunion Survey June 2004.
A Climate Study vs. A Weather Report For the purposes of a climate study, the unit of analysis is the institution. We can also look separately at segments.
Assessing Institutional Effectiveness: The Mission Engagement Index (MEI) as a Measure of Progress on Mission Goals Ellen Boylan, Ph.D. ● Marywood University.
1 Foothill-De Anza CCD Student &Employee Equity Surveys Administered Spring 2014 Mallory Newell, Interim Executive Director, FHDA Office of Research and.
GGC and Student Engagement.  NSSE  Overall: 32%  First Year: 30%  Seniors: 33%  GGC  Overall: 28%  First Year: 26% (381)  Seniors: 38% (120)
Mind the Gap: Overview of FSSE and BCSSE Jillian Kinzie NSSE.
Origins of the Gender Gap: Pre-College and College Influences on Differences Between Men and Women Linda J. Sax Casandra E. Harper University of California.
The Evergreen State College Game show Your hosts: The folks from Institutional Research and Assessment.
Benchmarking Effective Educational Practice Community Colleges of the State University of New York April, 2005.
T HE R ESEARCH U NIVERSITY A DVANTAGE Exploring the Pillars of Undergraduate Engagement: The Disciplines, Research, Civic Engagement, and Co-Curricular.
Examples of using SERU/UCUES Results and Strategies for Increasing Usage on Campus Ron Huesman, Discussion Chair.
Data about University of Florida Students from the 2013 SERU Survey Dr. Jeanna Mastrodicasa Assistant Vice President for Student Affairs Division of Student.
Preliminary Results of the 2004 Campus Climate Survey Dr. Roger P. Sugarman Director of Institutional Research Boone Faculty Club May 11, 2004 President’s.
The Name. The Degree. The Difference. Retention Committee 2007 UMR Entering Student Survey Patty Frisbee Director New Student Programs.
Minority Student Participation in International Programs: A Survey of Undergraduate Students Attending HBCUs Komanduri S. Murty & Jimmy D. McCamey, Jr.
1 Using Factor Analysis to Clarify Operational Constructs for Measuring Mission Perception Ellen M. Boylan, Ph.D. NEAIR 32 nd Annual Conference November.
Fall 2012 Office on Diversity and Inclusion Leah Cox with Sally Scott, Director of Disability Resources Tracy Citeroni, Sociology Farhang Rouhani, Geography.
2008 – 2014 Results Chris Willis East Stroudsburg University Office of Assessment and Accreditation Spring 2015
CHAPTER 6 ANALYZING THE AUDIENCE. General Goals / Purposes of Public Speaking (page 20)  To Inform  To Persuade  To Entertain  To Motivate  To Mark.
Sex comparisons among science faculty at Hunter College Hunter College Gender Equity Project & Provost’s Office 2007 Science Faculty Survey Department.
BCSSE 2013 Institutional Report Concordia University Chicago BCSSE 2013 Institutional Report Concordia University Chicago Elizabeth Owolabi, Ph.D. Director.
Student Engagement Survey Results and Analysis June 2011.
THE FRESHMEN SURVEY 2008 (FTS, FORMERLY CIRP) UNDERSTANDING THE 2008 CLASS OF MVNU ENTERING FRESHMEN DATA SUMMARY AND COMPARISON OF MVNU ENTERING FRESHMEN.
Selected Results of NSSE 2003: University of Kentucky December 3, 2003.
National Survey of Student Engagement 2006 Marcia Belcheir Institutional Analysis, Assessment & Reporting.
March Staff Survey Results. STATE OF THE STAFF (2010 Staff Survey Results)
1 Spartan Experience Questionnaire Selected Results Spring 1999 Office of Institutional Research September 1999 UNCG Planning Council September 22, 1999.
2009 National Survey of Student Engagement (NSSE) Report Institutional Research & Information November 18, 2009.
CIRP Your First College Year Survey 2009 Higher Education Research Institute, University of California at Los Angeles Full-time Freshmen who entered College.
2003 Community College Survey of Student Engagement (CCSSE) SVC Office of Institutional Research Dr. Maureen Pettitt, Director Ms. Leslie Croot, Analyst.
American Views of Spirituality Survey of Over 2,000 American Adults.
Climate for Minorities at UK A Summary of Various Survey Findings (1997 – 2001)
2010 Undergraduate Campus Climate Survey Presentation to NC State University Student Affairs December 7, 2011 Nancy Whelchel, University Planning & Analysis.
Perspective for a Diverse America ACCSHRMA Diversity Conference October 17, 2013 Montgomery, Alabama.
7th Annual SERU Symposium University of Texas, Austin May 2, 2013 GALE S. STUART, UNIVERSITY OF TEXAS, AUSTIN GREGG E. THOMSON, UNIVERSITY OF CALIFORNIA,
2009 National Survey of Student Engagement (NSSE) Report Institutional Research & Information November 18, 2009.
WSU SAMPLE  All full-time tenured and tenure-track faculty  All campuses  Response rate: 57.6 % (N=603)  At least 50 % response rate in all colleges.
 Increasing age was associated with more time in sleep & leisure, & less in productive activity.  Females averaged less time in leisure & more time in.
Bringing Together Survey Results of the UNLV Student Experience
Higher Education Research Institute at UCLA Higher Education Research Institute University of California at Los Angeles HERI Faculty Survey 48.
NSSE 2005 CSUMB Report California State University at Monterey Bay Office of Institutional Effectiveness Office of Assessment and Research.
Your future. Our Mission. futurestudents.mst.edu Founded 1870 | Rolla, Missouri.
American Views of Homosexuality and Same Sex Marriage Survey of 1,191 American Adults.
What I think and feel about life Israel's basic data analysis Asher Ben-Arieh & Edna Shimoni Subjective well-being Responses to Questionnaire of 8 to 12.
Transfer Student Survey Enrollment Management Student Assessments for Missouri S&T Transfer Conference | October 9, 2008
The Satisfied Student October 4 th, Today’s Presentation  Present data from Case’s Senior Survey and the National Survey of Student Engagement.
CBC News Poll on Discrimination November Methodology This report presents the findings of an online survey conducted among 1,500 Canadian adults.
2015 Freshman Student Exit Survey American University of Armenia 2015 Freshman Student Exit Survey.
The Student Experience at the Research University: Comparing Boilermakers to Other Research Universities’ Students Maggie Dalrymple PACT Forum, December.
UNDERSTANDING 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) RESULTS Nicholls State University October 17, 2012.
ACUHO-IEBI Resident Study 2010 Highlights from the Executive Summary.
National Survey of Student Engagement (NSSE): Overview of 2008 Results for Rutgers University.
Preliminary Results of the 2004 Campus Climate Survey Dr. Roger P. Sugarman Director of Institutional Research The Brown Hotel Louisville, Kentucky May.
College Student Survey (CSS) 2006 CSS INSTITUTIONAL PROFILE Margie Bennett, Director Institutional Research and Compliance March 2007.
SERU survey…and more! Dr. Jeanna Mastrodicasa Assistant Vice President for Student Affairs Division of Student Affairs
 Leslie Abraham & Genna Fanelli.  Background  John Carroll University Initiative o Research Objectives o Methodology o Demographics o Data Collection.
Higher Education Research Institute at UCLA Higher Education Research Institute University of California at Los Angeles HERI Faculty Survey 57.
HELEN ROSENBERG UNIVERSITY OF WISCONSIN-PARKSIDE SUSAN REED DEPAUL UNIVERSITY ANNE STATHAM UNIVERSITY OF SOUTHERN INDIANA HOWARD ROSING DEPAUL UNIVERSITY.
Headline results from residents' survey Areas of personal concern for residents Which of these issues are you most concerned about at the moment?
Faculty Well-Being Survey: Assessment Activities Presentation for the NC State Assessment Work Group May 2, 2007 Nancy Whelchel, PhD Assistant Director.
Karen Dace, Vice Chancellor, Diversity, Equity and Inclusion
Results from DEI Climate Survey for Faculty
Select Findings from the Fall 2018 Enrolled Student Survey
Impact on Student Experience and Outcomes
CIRP Your First College Year Survey 2009
The NJIT Student Experience
Presentation transcript:

Student Engagement at the Research University (SERU) at UW: Student Life Student Life Assessment Meeting 02 October 2014 Debbie McGhee

SERU Background Project began as part of a research grant University of California Berkeley's Center for Studies in Higher Education Eleven (18%) of 62 AAU institutions participated in 2014 UW-Seattle participated for the first time this year The survey population was the entire undergraduate population

SERU Background The SERU questionnaire takes approximately 25 minutes to complete. The main topic areas: – Academic Engagement – Time Allocation – Academic and Personal Development – Institutional Climate for Diversity – Plans and Aspirations – Overall Satisfaction – Evaluation of the Major – Background (demographics)

SERU 2014: UW Participants All degree-seeking, undergraduate students enrolled at UW-Seattle in Winter 2014 were invited Overall, 26% of students completed the online questionnaire Women were over-represented among respondents (52% of sample vs. 61% of respondents)

SERU 2014: Representativeness Men and underclassmen were under- represented among respondents

SERU 2014: Representativeness Under-represented minority (URM) and International students were under-represented

SERU 2014: Areas of Interest Content areas of interest for today – Background characteristics (demographics) – Activities – Campus climate and diversity – Global evaluations

SERU 2014: Background Characteristics Several items about students’ backgrounds – Current residence – “Social class growing up” (SES) – Spiritual/religious preference – Physical and learning disabilities – Sexual orientation – Political orientation

SERU 2014: Background characteristics Where is your current residence? Categories will be collapsed as: Campus housing, Sorority/Fraternity, and Elsewhere

SERU 2014: Background characteristics What was your social class growing up?

SERU 2014: Background characteristics What is your spiritual/religious preference? Not spiritual or religious includes: Not particularly spiritual, No preference, Agnostic, and Atheist

SERU 2014: Background characteristics Do you have a physical or learning disability? 45% of those reporting a physical or learning disability indicated they receive disability accommodations

SERU 2014: Background characteristics What is your sexual orientation?

SERU 2014: Background characteristics What is your political orientation?

SERU 2014: Weekly Activities What was the average number of hours per night you slept on weeknights? [4 or less, 5, 6, …, 9 or more hours] How many hours do you spend in a typical 7-day week in paid employment? [type in numeric value, enter 0 for none] How many hours do you spend in a typical 7-day week … [0=0 hrs, 1=1-5 hrs, 2=6-10 hrs, 7=30+] – Attending classes/labs – Coursework outside of class – Student clubs or organizations – Leisure (entertainment, time with family, socializing) – Other (community service, exercise, religion, commuting)

SERU 2014: Weekly Activities Average weeknight hours of sleep?

SERU 2014: Weekly Activities How do students spend their week? * The graph includes only those students who responded to all of the activities items.

SERU 2014: Weekly Activities About how many hours do you spend per week working for pay (on- or off-campus)? The overall average was 8.8 hours, but 48% of students reported 0 hours of work for pay

SERU 2014: Weekly Activities About how many hours do you spend per week participating in student clubs or organizations? Overall, 49.6% of students reported 0 hours Participation varied with student’s current residence. The percentages of students reporting at least 1 hour/week were: – 59% among those living in campus-owned housing – 66% among those in sororities/fraternities – 45% among those living elsewhere

SERU 2014: Weekly Activities About how many hours do you spend per week performing community service or volunteer? Overall, 47% of students reported 0 hours Participation varied by student sex and current residence. – 56% of women reported at least 1 hour/week, vs. 47% of men – Student in sororities/fraternities were the most likely to report non-zero hours (65%), while students in campus housing were the least likely (47%). – About half (53%) of students living elsewhere reported at least 1 hour/week.

SERU 2014: Weekly Activities About how many hours do you spend per week engaging in exercise, sports, or physically active hobbies? Overall, only 15% of students reported 0 hours Participation varied by student sex, class, and current residence. – 46% of men reported at least 6 hours/week, vs. 30% of women – Student in sororities/fraternities were the most active: 42% reported 1-5 hours/week and 36% reported 6-10 hours/week. – 50% of students living elsewhere reported 1-5 hours/week.

SERU 2014: Co-curricular Activities Overall, 4.7% of students reported participation in a living-learning program – Among those currently living in campus housing, 6.6% responded ‘Yes’ – 8.2% of first-year students living in campus housing responded ‘Yes’ Approximately 19% of students had participated in a study abroad program (27% of seniors)

SERU 2014: Evaluative Items Several items and item-sets asked students to rate their UW experiences at a global level Campus climate International student experience Overall academic satisfaction and overall social satisfaction

SERU 2014: Campus Climate Rate the general climate for students at the UW. The UW is… “Safe [1] … Dangerous [5]”

SERU 2014: Campus Climate The UW is… “Safe [1] … Dangerous [5]” by Sex and Residence

SERU 2014: Campus Climate Indicate level of agreement with the following in terms of yourself. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students of my race/ethnicity are respected on this campus. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students of my socioeconomic background are respected on this campus. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students of my gender are respected on this campus. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students of my political beliefs are respected on this campus. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students of my sexual orientation are respected on this campus. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students with a physical, psychological, or learning disability like mine are respected…. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Campus Climate Students of my immigration background are respected on this campus. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: International Student Experience How satisfied are you with each of the following? The three items marked with arrows were the strongest correlates of perceived respect for international students.

SERU 2014: Overall Evaluation Four items asked about general satisfaction. 1 = Very dissatisfied, 3 = Somewhat dissatisfied, 4 = Somewhat satisfied, 6 = Very satisfied

SERU 2014: Overall Evaluation Social and Academic experience ratings were moderately related (r =.50) Satisfaction with UW grade point average was strongly correlated with actual UW GPA (r =.61) Ratings of Educational Value correlated with academic satisfaction (r =.61), but less with social satisfaction (r =.37) and actual UW GPA (r =.17)

SERU 2014: Overall Evaluation Social satisfaction varied by class and residence. 1 = Very dissatisfied, 3 = Somewhat dissatisfied, 4 = Somewhat satisfied, 6 = Very satisfied

SERU 2014: Overall Evaluation Academic satisfaction* varied by class and residence. * Average of “my UW GPA” and “overall academic experience” 1 = Very dissatisfied, 3 = Somewhat dissatisfied, 4 = Somewhat satisfied, 6 = Very satisfied

SERU 2014: Overall Evaluation Actual UW GPA supports the observation that living in campus housing is preferred for first-years and sophomores.

SERU 2014: Overall Evaluation The effect of housing situation on academic satisfaction and UW GPA is not due to self-selection: Across the range of high school GPA; those living in campus housing perform better.

SERU 2014: Overall Evaluation Academic satisfaction* varied by average hours of sleep. * Average of “my UW GPA” and “overall academic experience” 1 = Very dissatisfied, 3 = Somewhat dissatisfied, 4 = Somewhat satisfied, 6 = Very satisfied

SERU 2014: Overall Evaluation Students use the time that they are not sleeping to do coursework (in-class + studying).

SERU 2014: Overall Evaluation The extra hours of coursework do not translate into a better GPA.

SERU 2014: Overall Evaluation Two items asked about commitment to UW. 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

SERU 2014: Overall Evaluation Both social and academic satisfaction ratings were related to feelings of belongingness (r =.61 and r =.59) Academic experience satisfaction was a somewhat better predictor than social experience of re-enrollment (r =.60 vs. r =.49) Ratings of educational value correlated moderately with belongingness (r =.46) and re- enrollment (r =.51) Working class and middle class students were the least satisfied with educational value

SERU 2014: Overall Evaluation Commitment to UW* varied by ethnicity/resident status. * Average of “I belong at the UW” and “I would re-enroll at the UW” 1 = Strongly disagree, 3 = Somewhat disagree, 4 = Somewhat agree, 6 = Strongly agree

Summary Students are candid about themselves and their UW experience. Our students express a strong sense of belonging and commitment to UW, but also feel free to point out areas of dissatisfaction. Safety issues for women, especially those living in sororities. International students want to interact with the UW and larger U.S. community, but may have trouble achieving this.