Grand Valley State University

NSSE 2005

 

Executive Summary

Sep 29, 2005

 

As part of the Claiming a Liberal Education initiative, GVSU participated in the 2004-05 administrations of the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE).  The NSSE is a nationally normed survey designed to assess the extent to which students are engaged in educationally effective activities.  The FSSE is a companion survey intended to measure faculty expectations of student engagement in those activities.  Combined they are intended to measure how much the environment at a particular institution is conducive to higher learning.

 

Both questionnaires were administered in electronic form during the winter term of 2005.  The NSSE survey is administered to both freshmen and seniors, while the FSSE is intended for all faculty who teach undergraduates.  Following is a summary of our response rates:

 

Group

Number invited to participate

Number of participants

Participation
Rate

Freshmen

1,794

820

45.7%

Seniors

1,542

626

40.6%

Faculty

690

393

52.6%

 

This report presents a synopsis of areas where significant differences exist between GVSU’s student responses and those of students from peer institutions[1]. The most important themes are discussed in the following paragraphs, and greater detail is presented in the body of the report.  “Importance” is judged in terms of differences between our students’ responses and those from peer schools, not institutional priorities.  Of course, the themes are interrelated and subjective – this is merely one way of making sense of the data, and other valid interpretations are possible.

 

In general, our freshmen respond similarly to freshmen at the peer institutions.  Of much greater concern are the many items for which our seniors’ responses indicate less engagement and growth than their peers at the comparison campuses.  Most of the themes that emerge from the data (with the possible exception of “Writing”) are indications that improvements are warranted.

 

Gains from College

 

Advising

 

Peer Socialization

 

Faculty Involvement with Students

 

Academic Rigor

·         Seniors report below-average expectations in their courses at all levels of Bloom’s Taxonomy (memorizing, applying, analyzing, synthesizing, and evaluating). The difference is largest for memorization tasks.

·         Freshmen report above-average involvement in projects that require integrating ideas from multiple sources.

·         Freshmen are more likely to come to class unprepared and report that they spend less time preparing for class, compared to freshmen at our peers.  Seniors indicate lower institutional emphasis on time spent studying.

 

Co-curricular Activities

 

Speaking

 

Practical Learning

 

Writing

 

Community Service

 

Bearing in mind that the magnitude of the differences is small and the peer group is relatively ambitious, these results still depict a substantial amount of progress yet to be made.  It is recommended that the data be used as a guide for institutional changes to improve student engagement and as benchmarks so that progress can be assessed using future administrations of the NSSE.  Representatives from the Provost’s office and the Claiming a Liberal Education initiative have already begun a process of translating these findings into actions that can improve the engagement and learning of our students.  A widespread acknowledgement and appreciation of these NSSE results throughout the university is likely to be a critical step toward realizing improvements.  These findings can stimulate productive discussion throughout the university about where we are and what it will take to get to where we want to be.

 

Table of Contents

 

Executive Summary. 1

Hints for interpreting the response data. 4

Academic Rigor. 5

Advising. 9

Capstone / Integrative Experince. 11

Co-curricular Activities. 12

Community Service. 13

Diversity. 14

E-media. 16

Ethics. 18

Faculty Involvement with Students. 19

Foreign Languages. 21

Gains from College. 22

Peer Socialization. 23

Practical Learning. 25

Speaking. 27

Spirituality. 28

Writing. 29

 

 


Hints for interpreting the response data

 

For each of the subject areas that follow, I have presented a bulleted list of the findings that I believe are particularly important.  However, I have attempted to include all survey data pertinent to the subject, so that my interpretations can be evaluated and viewed in proper context.

 

Student data:  For each student questionnaire item, an average score for GVSU freshman and senior responses is presented, followed by an average score for comparable students at our peer institutions, and indications of statistical significance and effect size. As a rule, a difference between GVSU and peer institutions is probably not important unless either

a)      it is statistically significant and has an effect size of at least 0.20;

b)      it is statistically significant and is supported by other significant findings on related survey items.

 

Bear in mind that responses are being evaluated in a relative context vis á vis a specific set of peer institutions.  In most places where problems appear, the absolute interpretation of student responses reflects favorably upon Grand Valley -- we’re doing well, but others are doing better.  For example, consider the following item:

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How much has your inst contributed to your growth in] Acquiring a broad general education

SR

3.18

3.33

***

-.21

 

The last 2 columns indicate statistical and practical significance for the difference between GVSU seniors and seniors at peer schools, so we have legitimate reason to target this as an area for concern and improvement.  At the same time, it’s worth pointing out that the scale for this questionnaire item is as follows:

“Very Little” = 1

“Some” = 2

“Quite a bit” = 3

“Very Much” = 4

 

Our average score of 3.18 translates to “somewhere between ‘Quite a bit’ and ‘Very much.’”  The concern is that we’re closer to “Quite a bit” than other schools, so we want to improve, but this doesn’t mean that we have failed to deliver a valuable education.

 

Also note that the effect sizes here are generally small.  The largest effect reported is 0.37, which is generally regarded as a small effect.  Values from 0.50 to 0.79 are typically considered “moderate.”

 

Faculty data:  We don’t have national comparison data for the faculty responses, so we can’t identify areas where our faculty responses differ from the norm.  Faculty data are presented here only to give contextual information for the student responses.  In some areas, the faculty data corroborate the student responses.  In others there are clear differences in perception between student and faculty respondents.

 

Faculty respondents were asked to consider a single course that they have taught in the past year, and indicate whether that course is lower-division or upper-division.  Then they are asked to answer several questions with reference to that particular course.  Faculty responses are presented separately according to course level as an approximate parallel to the division of students into freshmen and seniors.  Please bear in mind that this is a very rough approximation.


Academic Rigor

 

·         Seniors report below-average expectations in their courses at all levels of Bloom’s Taxonomy (memorizing, applying, analyzing, synthesizing, and evaluating). The difference is largest for memorization.

·         Freshmen report above-average involvement in projects that require integrating ideas from multiple sources.

·         Freshmen are more likely to come to class unprepared and report that they spend less time preparing for class, compared to freshmen at our peers.  Seniors indicate lower institutional emphasis on time spent studying.

·         Eighty-three percent of faculty reporting on lower-division courses said they expect students to study at least 5 hours per week for the class.  Only 22% thought that their students actually spent 5 hours per week or more studying.  For upper-division courses, the comparable numbers are 74% (expect 5+ hours) and 19% (believe students spend 5+ hours).

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Worked on a paper or project that required integrating ideas or information from various sources 

FY

3.13

2.96

***

.21

SR

3.29

3.35

 

 

[How often have you] Come to class without completing readings or assignments 

FY

2.13

2.05

**

.12

SR

2.14

2.11

 

 

[How often have you] Worked harder than you thought you could to meet an instructor's standards or expectations

FY

2.53

2.53

 

 

SR

2.63

2.77

***

-.17

[How much does your coursework emphasize] Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form

FY

2.92

2.99

 

 

SR

2.58

2.79

***

-.24

[How much does your coursework emphasize] Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components

FY

2.98

3.05

*

-.09

SR

3.13

3.24

**

-.14

[How much does your coursework emphasize] Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

FY

2.75

2.80

 

 

SR

2.90

3.03

***

-.17

[How much does your coursework emphasize] Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

FY

2.70

2.77

 

 

SR

2.85

2.96

**

-.14

[How much does your coursework emphasize] Applying theories or concepts to practical problems or in new situations

FY

2.96

2.96

 

 

SR

3.12

3.21

*

-.12

To what extent have your examinations during the current school year challenged you to do your best work?

FY

5.37

5.49

*

-.11

SR

5.33

5.46

*

-.11

[How often have you] Examined the strengths and weaknesses of your own views on a topic or issue

FY

2.48

2.52

 

 

SR

2.75

2.65

*

.12

[How often have you] Learned something that changed the way you understand an issue or concept

FY

2.72

2.74

 

 

SR

2.89

2.83

 

 

[How much time do you spend] Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

FY

3.86

4.05

**

-.12

SR

3.99

4.08

 

 

[How much does your inst. emphasize] Spending significant amounts of time studying and on academic work

FY

3.12

3.17

 

 

SR

3.09

3.18

*

-.12

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much does your inst emphasize] Requiring student to spend significant amounts of time studying and on academic work

Very little

13

12%

24

13%

Some

44

40%

77

43%

Quite a bit

38

35%

56

31%

Very much

15

14%

21

12%

Total

110

100%

178

100%

[How many of your students] Frequently come to class without completing readings or assignments

None

2

2%

8

4%

1-24%

49

45%

88

49%

25-49%

32

29%

38

21%

50-74%

18

17%

34

19%

75% or higher

8

7%

11

6%

Total

109

100%

179

100%

[How many of your students] Frequently work harder than they usually do to meet your standards

None

5

5%

4

2%

1-24%

44

43%

59

34%

25-49%

31

30%

53

31%

50-74%

14

14%

31

18%

75% or higher

9

9%

26

15%

Total

103

100%

173

100%

In a typical 7-day week, about how many hours do you expect your students to spend preparing or your class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

0

1

1%

0

0%

1-2

3

3%

4

2%

3-4

15

14%

42

23%

5-6

43

39%

61

34%

7-8

26

24%

34

19%

9-10

10

9%

28

16%

11-12

10

9%

5

3%

More than 12

2

2%

5

3%

Total

110

100%

179

100%

In a typical 7-day week, about how many hours do you think your students actually spend preparing for your class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

0

2

2%

3

2%

1-2

45

41%

74

41%

3-4

38

35%

68

38%

5-6

19

17%

21

12%

7-8

1

1%

8

4%

9-10

1

1%

2

1%

11-12

3

3%

1

1%

More than 12

0

0%

2

1%

Total

109

100%

179

100%

[How important is the following in your course] Work on a paper or project that requires integrating ideas or information from various sources

Not important

16

15%

12

7%

Somewhat important

20

18%

12

7%

Important

30

27%

44

25%

Very important

44

40%

108

61%

Total

110

100%

176

100%

[How important is the following in your course] Examine the strengths and weaknesses of their views on a topic or issue

Not important

16

15%

11

6%

Somewhat important

23

21%

29

16%

Important

26

24%

52

29%

Very important

43

40%

85

48%

Total

108

100%

177

100%

Select the box that represents the extent to which your evaluations of student performance (e.g., examinations, portfolio)  challenge students in your selected course section to do their best work?

Very Little

0

0%

0

0%

2

1

1%

1

1%

3

1

1%

1

1%

4

14

13%

13

7%

5

31

28%

45

26%

6

49

45%

74

42%

Very much

13

12%

42

24%

Total

109

100%

176

100%

[How much do you structure your course to emphasize] Memorizing facts, ideas, or methods from your course and readings so students can repeat them pretty much in the same form

Very little

35

32%

79

45%

Some

50

45%

64

36%

Quite a bit

19

17%

27

15%

Very much

6

5%

6

3%

Total

110

100%

176

100%

[How much do you structure your course to emphasize] Analyzing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth, and considering its components

Very little

4

4%

0

0%

Some

8

7%

22

12%

Quite a bit

50

45%

61

34%

Very much

48

44%

94

53%

Total

110

100%

177

100%

[How much do you structure your course to emphasize] Synthesizing and organizing ideas, information,
or experiences into new, more complex interpretations and relationships

Very little

2

2%

4

2%

Some

12

11%

14

8%

Quite a bit

49

45%

61

35%

Very much

47

43%

97

55%

Total

110

100%

176

100%

[How much do you structure your course to emphasize] Making judgments about the value of information, arguments or methods such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

Very little

10

9%

13

7%

Some

28

25%

32

18%

Quite a bit

41

37%

52

29%

Very much

31

28%

80

45%

Total

110

100%

177

100%

[How much do you structure your course to emphasize] Applying theories or concepts to practical problems or in new situations

Very little

7

6%

2

1%

Some

18

17%

19

11%

Quite a bit

35

32%

55

31%

Very much

49

45%

101

57%

Total

109

100%

177

100%

[How much do you structure your course to emphasize] Thinking critically and analytically

Very little

1

1%

0

0%

Some

8

8%

10

6%

Quite a bit

35

33%

37

21%

Very much

62

58%

128

73%

Total

106

100%

175

100%

[How much do you structure your course to emphasize] Learning effectively on their own

Very little

2

2%

3

2%

Some

22

20%

28

16%

Quite a bit

41

38%

83

47%

Very much

44

40%

62

35%

Total

109

100%

176

100%

 


Advising

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Talked about career plans with a faculty member
or advisor

FY

1.95

2.07

***

-.15

SR

2.37

2.52

**

-.15

[How much does your inst. emphasize] Providing the support you need to help you succeed academically

FY

3.04

3.04

 

 

SR

2.89

2.92

 

 

[How much does your inst. emphasize] Helping you cope with your non-academic responsibilities (work, family, etc.)

FY

1.99

2.12

***

-.16

SR

1.73

1.90

***

-.21

[How much does your inst. emphasize] Providing the support you need to thrive socially

FY

2.28

2.39

**

-.13

SR

2.01

2.27

***

-.29

Overall, how would you evaluate the quality of academic advising you have received at your institution?

FY

2.90

2.98

*

-.10

SR

2.68

2.85

***

-.18

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much does your inst emphasize] Providing students the support they need to help them succeed academically

Very little

1

1%

2

1%

Some

25

23%

31

17%

Quite a bit

52

47%

97

54%

Very much

32

29%

49

27%

Total

110

100%

179

100%

[How much does your inst emphasize] Helping students cope with their non-academic responsibilities (work, family, etc.)

Very little

23

21%

38

21%

Some

60

55%

100

56%

Quite a bit

20

18%

33

19%

Very much

6

6%

6

3%

Total

109

100%

177

100%

[How much does your inst emphasize] Providing students the support they need
to thrive socially

Very little

12

11%

20

11%

Some

64

59%

105

60%

Quite a bit

25

23%

40

23%

Very much

7

6%

9

5%

Total

108

100%

174

100%

[How much time do you spend] Advising undergraduate students (hrs/wk)

0

9

8%

12

7%

1-4

81

75%

119

66%

5-8

12

11%

36

20%

9-12

3

3%

11

6%

13-16

1

1%

1

1%

17-20

1

1%

0

0%

21-30

1

1%

0

0%

More than 30

0

0%

1

1%

Total

108

100%

180

100%

[How many of your students] At least once, talk about career plans
with you

None

5

5%

7

4%

1-24%

86

79%

109

61%

25-49%

14

13%

29

16%

50-74%

2

2%

21

12%

75% or higher

2

2%

14

8%

Total

109

100%

180

100%

 


Capstone / Integrative Experience

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Put together ideas or concepts from different courses when completing assignments or during class discussions

FY

2.51

2.48

 

 

SR

2.91

2.92

 

 

[Have you engaged in the following while in college?] Culminating senior experience (capstone course, thesis, project, comprehensive exam, etc.)

FY

.01

.01

 

 

SR

.52

.43

***

.18

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How important is it to you that students at your inst do the following] Culminating senior experience (capstone course, thesis, project, comprehensive exam, etc.)

Not important

2

2%

3

2%

Somewhat important

11

10%

19

11%

Important

30

27%

61

34%

Very important

67

61%

97

54%

Total

110

100%

180

100%

[How important is the following in your course] Put together ideas or concepts from different courses when completing assignments or during class discussions

Not important

23

21%

10

6%

Somewhat important

31

28%

52

29%

Important

39

35%

59

33%

Very important

17

15%

56

32%

Total

110

100%

177

100%

 


Co-curricular Activities

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Attended an art exhibit, gallery, play, dance, or other theatre performance

FY

2.09

2.12

 

 

SR

1.86

1.99

**

-.16

[How much time do you spend] Participating in co-curricular activities (organizations, campus publications, student government, social fraternity or sorority, intercollegiate or intramural sports, etc.)

FY

1.91

2.27

***

-.25

SR

1.71

2.24

***

-.36

[How much does your inst. emphasize] Attending campus events and activities (special speakers, cultural performances, athletic
events, etc.)

FY

2.75

2.81

 

 

SR

2.43

2.68

***

-.28

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much does your inst emphasize] Encouraging students to participate in co-curricular activities (organizations, campus publications, student government, social fraternity or sorority, intercollegiate or intramural sports, etc.)

Very little

10

9%

9

5%

Some

44

41%

96

54%

Quite a bit

43

40%

56

31%

Very much

11

10%

17

10%

Total

108

100%

178

100%

[How much does your inst emphasize] Encouraging students to attend campus events and activities (special speakers, cultural performances, athletic events, etc.)

Very little

11

10%

13

7%

Some

39

35%

73

42%

Quite a bit

44

40%

68

39%

Very much

16

15%

21

12%

Total

110

100%

175

100%

 


Community Service

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Participated in a community-based project (e.g. service learning) as part of a regular course

FY

1.34

1.40

*

-.09

SR

1.64

1.81

***

-.19

[Have you engaged in the following while in college?] Community service or volunteer work

FY

.33

.37

 

 

SR

.61

.66

*

-.11

[How much has your inst contributed to your growth in] Contributing to the welfare of your community

FY

2.19

2.28

*

-.10

SR

2.23

2.41

***

-.19

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How important is it to you that students at your inst do the following] Community service or volunteer work

Not important

11

10%

15

8%

Somewhat important

41

37%

60

34%

Important

38

35%

67

37%

Very important

20

18%

37

21%

Total

110

100%

179

100%

Participate in a community-based project (e.g., service learning) as part of your course

Never

85

78%

120

67%

Sometimes

13

12%

38

21%

Often

8

7%

7

4%

Very often

3

3%

14

8%

Total

109

100%

179

100%

 


Diversity

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments

FY

2.60

2.58

 

 

SR

2.76

2.72

 

 

[How often have you] Had serious conversations with students of a different race or ethnicity than your own

FY

2.47

2.52

 

 

SR

2.49

2.62

**

-.14

[How often have you] Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values

FY

2.76

2.80

 

 

SR

2.70

2.78

 

 

[How often have you] Tried to better understand someone else's views by imagining how an issue looks from his or her perspective

FY

2.71

2.67

 

 

SR

2.85

2.80

 

 

[How much does your inst. emphasize] Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

FY

2.55

2.53

 

 

SR

2.20

2.35

**

-.16

[How much has your inst contributed to your growth in] Understanding people of other racial and ethnic backgrounds

FY

2.48

2.47

 

 

SR

2.42

2.52

*

-.10

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much does your inst emphasize] Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

Very little

21

19%

43

24%

Some

58

53%

86

49%

Quite a bit

21

19%

37

21%

Very much

9

8%

11

6%

Total

109

100%

177

100%

[How often do students in your course] Have class discussions or writing assignments that include diverse perspectives (different races, religions, genders, political beliefs, etc.)

Never

35

32%

34

19%

Sometimes

29

27%

58

32%

Often

21

19%

43

24%

Very often

24

22%

45

25%

Total

109

100%

180

100%

[How often do students in your course] Have serious conversations in your course with students of a different race or ethnicity than their own

Never

29

26%

60

34%

Sometimes

58

53%

83

46%

Often

17

15%

25

14%

Very often

6

5%

11

6%

Total

110

100%

179

100%

[How often do students in your course] Have serious conversations in your course with students who are very different from them in terms of their religious beliefs, political opinions, or personal values

Never

23

21%

42

24%

Sometimes

66

60%

81

46%

Often

15

14%

38

21%

Very often

6

5%

17

10%

Total

110

100%

178

100%

[How important is the following in your course] Try to better understand someone else's views by imagining how an issue looks from that person's perspective

Not important

22

20%

21

12%

Somewhat important

22

20%

24

14%

Important

25

23%

54

31%

Very important

40

37%

78

44%

Total

109

100%

177

100%

[How much do you structure your course to emphasize] Understanding people of other racial and ethnic backgrounds

Very little

44

41%

54

31%

Some

26

24%

55

31%

Quite a bit

16

15%

27

15%

Very much

21

20%

40

23%

Total

107

100%

176

100%

 


E-media

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

FY

2.67

2.65

 

 

SR

2.68

2.91

***

-.23

[How often have you] Used e-mail to communicate with an instructor

FY

3.03

3.00

 

 

SR

3.32

3.33

 

 

[How much does your inst. emphasize] Using computers in academic work

FY

3.33

3.28

 

 

SR

3.48

3.50

 

 

[How much has your inst contributed to your growth in] Using computing and information technology

FY

2.90

2.99

*

-.10

SR

3.15

3.27

**

-.15

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much does your inst emphasize] Encouraging students to use computers in their academic work

Very little

0

0%

0

0%

Some

12

11%

9

5%

Quite a bit

33

30%

60

34%

Very much

65

59%

108

61%

Total

110

100%

177

100%

[How many of your students] Occasionally use e-mail to communicate
with you

None

1

1%

1

1%

1-24%

44

40%

53

29%

25-49%

32

29%

51

28%

50-74%

20

18%

44

24%

75% or higher

12

11%

31

17%

Total

109

100%

180

100%

[How often do students in your course] Use an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

Never

26

24%

50

28%

Sometimes

39

35%

53

30%

Often

17

15%

37

21%

Very often

28

25%

39

22%

Total

110

100%

179

100%

[What percent of time in your class is spent on] Student computer use

0

65

63%

108

63%

1-9

15

14%

36

21%

10-19

10

10%

15

9%

20-29

4

4%

4

2%

30-39

5

5%

6

3%

40-49

0

0%

2

1%

50-74

1

1%

0

0%

75 or more

4

4%

1

1%

Total

104

100%

172

100%

[How much do you structure your course to emphasize] Using computing and information technology 

Very little

32

29%

57

32%

Some

36

33%

58

33%

Quite a bit

23

21%

43

24%

Very much

18

17%

18

10%

Total

109

100%

176

100%

 


Ethics

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How much has your inst contributed to your growth in] Developing a personal code of values and ethics

FY

2.39

2.48

*

-.09

SR

2.38

2.67

***

-.29

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much do you structure your course to emphasize] Developing a personal code of values and ethics

Very little

39

36%

41

23%

Some

34

32%

59

34%

Quite a bit

25

23%

34

19%

Very much

9

8%

41

23%

Total

107

100%

175

100%

 


 Faculty Involvement with Students

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)

FY

1.40

1.51

***

-.16

SR

1.61

1.92

***

-.33

[How often have you] Discussed ideas from your readings or classes
with faculty members outside of class

FY

1.69

1.74

 

 

SR

2.04

2.08

 

 

[Have you engaged in the following while in college?] Work on a research project with a faculty member outside of course or program requirements

FY

.02

.04

**

-.10

SR

.14

.22

***

-.20

Quality of relationships with faculty members

FY

5.05

5.27

***

-.19

SR

5.41

5.53

 

 

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How important is it to you that students at your inst do the following] Work on a research project with a faculty
member outside of course or program requirements

Not important

14

13%

23

13%

Somewhat important

34

31%

62

34%

Important

37

34%

71

39%

Very important

25

23%

24

13%

Total

110

100%

180

100%

Quality of student relationships with faculty members

Unavailable, Unhelpful, Unsympathetic

0

0%

0

0%

2

0

0%

4

2%

3

5

5%

8

4%

4

13

12%

27

15%

5

43

39%

54

30%

6

40

36%

68

38%

Available, Helpful, Sympathetic

9

8%

17

10%

Total

110

100%

178

100%

[How much time do you spend] Working with undergraduates on research (hrs/wk)

0

43

41%

67

37%

1-4

45

43%

89

49%

5-8

12

12%

17

9%

9-12

2

2%

4

2%

13-16

0

0%

1

1%

17-20

0

0%

1

1%

21-30

1

1%

0

0%

More than 30

1

1%

1

1%

Total

104

100%

180

100%

[How much time do you spend] Working with students on activities other than course work (committees, orientation, student life activities, etc.) (hrs/wk)   

0

41

38%

72

40%

1-4

60

56%

95

53%

5-8

6

6%

10

6%

9-12

1

1%

2

1%

13-16

0

0%

0

0%

17-20

0

0%

0

0%

21-30

0

0%

0

0%

More than 30

0

0%

1

1%

Total

108

100%

180

100%

[How much time do you spend] Other interactions with students outside of the classroom (hrs/wk)

0

13

12%

24

13%

1-4

84

78%

133

74%

5-8

9

8%

16

9%

9-12

1

1%

6

3%

13-16

0

0%

0

0%

17-20

0

0%

0

0%

21-30

0

0%

0

0%

More than 30

1

1%

1

1%

Total

108

100%

180

100%

[How many of your students] At least once, talk about career plans with you

None

5

5%

7

4%

1-24%

86

79%

109

61%

25-49%

14

13%

29

16%

50-74%

2

2%

21

12%

75% or higher

2

2%

14

8%

Total

109

100%

180

100%

[How many of your students] At least once, discuss ideas from readings or classes with you outside of class

None

11

10%

13

7%

1-24%

69

63%

109

61%

25-49%

20

18%

34

19%

50-74%

8

7%

10

6%

75% or higher

1

1%

14

8%

Total

109

100%

180

100%

 


Foreign Languages

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[Have you engaged in the following while in college?] Foreign language coursework

FY

.21

.30

***

-.20

SR

.36

.48

***

-.25

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How important is it to you that students at your inst do the following] Study a foreign language

Not important

7

6%

5

3%

Somewhat important

26

24%

53

29%

Important

30

27%

70

39%

Very important

47

43%

52

29%

Total

110

100%

180

100%

 


Gains from College

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

How much has your inst contributed to your growth in…

 

 

 

 

 

Acquiring a broad general education

FY

3.14

3.19

 

 

SR

3.18

3.33

***

-.21

Acquiring job or work-related knowledge
and skills

FY

2.60

2.70

*

-.11

SR

2.94

3.11

***

-.20

Writing clearly and effectively

FY

2.92

2.92

 

 

SR

3.08

3.12

 

 

Speaking clearly and effectively

FY

2.53

2.76

***

-.26

SR

2.80

3.06

***

-.31

Thinking critically and analytically

FY

3.05

3.11

 

 

SR

3.27

3.35

*

-.11

Analyzing quantitative problems

FY

2.81

2.85

 

 

SR

2.95

3.01

 

 

Using computing and information technology

FY

2.90

2.99

*

-.10

SR

3.15

3.27

**

-.15

Working effectively with others

FY

2.90

2.90

 

 

SR

3.06

3.26

***

-.24

Voting in local, state, or national elections

FY

2.45

2.38

 

 

SR

2.16

2.28

*

-.11

Learning effectively on your own

FY

2.81

2.87

 

 

SR

2.85

3.08

***

-.28

Understanding yourself

FY

2.65

2.66

 

 

SR

2.62

2.87

***

-.26

Understanding people of other racial and ethnic backgrounds

FY

2.48

2.47

 

 

SR

2.42

2.52

*

-.10

Solving complex real-world problems

FY

2.46

2.53

 

 

SR

2.53

2.74

***

-.24

 


Peer Socialization

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Worked with other students on projects during class 

FY

2.56

2.30

***

.34

SR

2.56

2.51

 

 

[How often have you] Worked with classmates outside of class to prepare class assignments 

FY

2.31

2.39

*

-.10

SR

2.66

2.91

***

-.30

[How often have you] Tutored or taught other students (paid or voluntary) 

FY

1.58

1.66

*

-.10

SR

1.85

1.89

 

 

Quality of relationships with other students

FY

5.41

5.61

***

-.16

SR

5.33

5.74

***

-.32

[How much time do you spend] Relaxing and socializing (watching TV, partying, etc.)

FY

3.79

3.84

 

 

SR

3.24

3.56

***

-.20

[How much has your inst contributed to your growth in] Working effectively with others

FY

2.90

2.90

 

 

SR

3.06

3.26

***

-.24

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

Quality of student relationships with other students

Unfriendly, Unsupportive, Sense of Alienation

0

0%

0

0%

2

1

1%

2

1%

3

6

5%

9

5%

4

25

23%

37

21%

5

36

33%

53

30%

6

37

34%

67

38%

Friendly, Supportive, Sense of Belonging

5

5%

10

6%

Total

110

100%

178

100%

[How important is the following in your course] Work with other students on projects
during class

Never

13

12%

20

11%

Sometimes

33

30%

47

26%

Often

30

27%

55

31%

Very often

34

31%

57

32%

Total

110

100%

179

100%

[How important is the following in your course] Work with classmates outside of class to prepare class assignments

Not important

30

27%

34

19%

Somewhat important

35

32%

50

28%

Important

33

30%

54

31%

Very important

12

11%

39

22%

Total

110

100%

177

100%

[How important is the following in your course] Tutor or teach other students (paid or voluntary)

Not important

49

45%

71

40%

Somewhat important

33

30%

58

33%

Important

18

17%

28

16%

Very important

9

8%

20

11%

Total

109

100%

177

100%

[What percent of time in your class is spent on] Small group activities

0

15

14%

33

19%

1-9

21

20%

50

28%

10-19

30

28%

50

28%

20-29

20

19%

17

10%

30-39

8

7%

10

6%

40-49

3

3%

6

3%

50-74

6

6%

8

5%

75 or more

4

4%

3

2%

Total

107

100%

177

100%

[How much do you structure your course to emphasize] Working effectively with others

Very little

17

16%

25

14%

Some

38

35%

53

30%

Quite a bit

36

33%

49

28%

Very much

18

17%

48

27%

Total

109

100%

175

100%

 


Practical Learning

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[Have you engaged in the following while in college?] Practicum, internship, field experience, co-op experience, or clinical assignment

FY

.05

.05

 

 

SR

.45

.63

***

-.37

[How much has your inst contributed to your growth in] Acquiring job or work-related knowledge
and skills

FY

2.60

2.70

*

-.11

SR

2.94

3.11

***

-.20

[How much has your inst contributed to your growth in] Solving complex real-world problems

FY

2.46

2.53

 

 

SR

2.53

2.74

***

-.24

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How important is it to you that students at your inst do the following] Practicum, internship, field experience, co-op experience, or clinical assignment

Not important

9

8%

6

3%

Somewhat important

21

19%

20

11%

Important

30

27%

54

30%

Very important

50

45%

100

56%

Total

110

100%

180

100%

[How much time do you spend] Supervising internships or other field experiences (hrs/wk)

0

74

69%

112

63%

1-4

29

27%

45

25%

5-8

4

4%

10

6%

9-12

1

1%

5

3%

13-16

0

0%

4

2%

17-20

0

0%

1

1%

21-30

0

0%

1

1%

More than 30

0

0%

1

1%

Total

108

100%

179

100%

[What percent of time in your class is spent on] Experiential (labs, field work, art exhibits, etc.)                         

0

56

54%

105

61%

1-9

13

13%

20

12%

10-19

12

12%

18

10%

20-29

10

10%

7

4%

30-39

7

7%

9

5%

40-49

2

2%

6

3%

50-74

3

3%

3

2%

75 or more

1

1%

4

2%

Total

104

100%

172

100%

[How much do you structure your course to emphasize] Solving complex real-world problems

Very little

17

16%

19

11%

Some

31

29%

51

29%

Quite a bit

34

32%

51

29%

Very much

25

23%

55

31%

Total

107

100%

176

100%

[How much do you structure your course to emphasize] Acquiring job or work-related knowledge and skills

Very little

13

12%

13

7%

Some

43

40%

50

29%

Quite a bit

26

24%

57

33%

Very much

25

23%

54

31%

Total

107

100%

174

100%

 


 Speaking

 

·         GVSU students at both levels indicate lower expectations and less growth in speaking skills.

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Made a class presentation 

FY

1.96

2.23

***

-.36

SR

2.75

2.92

***

-.21

[How much has your inst contributed to your growth in] Speaking clearly and effectively

FY

2.53

2.76

***

-.26

SR

2.80

3.06

***

-.31

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[What percent of time in your class is spent on] Student presentations

0

51

48%

57

33%

1-9

36

34%

49

28%

10-19

8

7%

38

22%

20-29

5

5%

16

9%

30-39

2

2%

5

3%

40-49

0

0%

4

2%

50-74

2

2%

3

2%

75 or more

3

3%

0

0%

Total

107

100%

172

100%

[How much do you structure your course to emphasize] Speaking clearly and effectively

Very little

31

29%

29

16%

Some

39

36%

53

30%

Quite a bit

21

19%

54

31%

Very much

17

16%

40

23%

Total

108

100%

176

100%

 


Spirituality

 

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.)

FY

2.09

2.00

 

 

SR

2.18

2.10

 

 

[How much has your inst contributed to your growth in] Developing a deepened sense of spirituality

FY

1.93

1.96

 

 

SR

1.65

1.85

***

-.20

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

[How much do you structure your course to emphasize] Understanding themselves

Very little

31

29%

39

22%

Some

36

33%

49

28%

Quite a bit

18

17%

43

25%

Very much

23

21%

43

25%

Total

108

100%

174

100%

[How much do you structure your course to emphasize] Developing a deepened sense of spirituality

Very little

82

77%

123

70%

Some

16

15%

31

18%

Quite a bit

7

7%

11

6%

Very much

2

2%

11

6%

Total

107

100%

176

100%

 


Writing

 

 

Student Questionnaire Item

Student level

GVSU

Peers

Sig.

Effect Size

[How often have you] Prepared two or more drafts of a paper or assignment before turning it in 

FY

2.76

2.46

***

.31

SR

2.53

2.40

**

.14

Number of written papers or reports of 20 pages or more

FY

1.16

1.18

 

 

SR

1.48

1.68

***

-.28

Number of written papers or reports between 5 and 19 pages

FY

2.29

2.26

 

 

SR

2.73

2.63

*

.11

Number of written papers or reports of fewer than 5 pages

FY

2.94

3.17

***

-.23

SR

3.11

3.17

 

 

[How much has your inst contributed to your growth in] Writing clearly and effectively

FY

2.92

2.92

 

 

SR

3.08

3.12

 

 

 

 

 

Lower Division

Upper Division

Faculty Questionnaire Item

Response

#

%

#

%

Number of written papers or reports of 20 pages or more in your course

None

93

91%

129

76%

1

6

6%

31