Student, Faculty, and Staff Surveys and Studies
First-Year and Transfer Students
Cooperative Institutional Research Program (CIRP)
Berea College first-year and transfer students are asked to complete the CIRP Entering Survey every other year beginning in Fall 2002. The survey assesses basic demographic characteristics, expectations of the college experience, secondary school experiences, degree goals and career plans, college finances, attitudes, values, and life goals, and reasons for attending college. The entering survey instrument repeats items from previous years to help institutions assess trends in the characteristics, attitudes, values, and aspirations of their entering students
Most Recent Administration
- Recent Trends, Berea Only (Items that use a Rating scale)
- Recent Trends with Comparisons (Even Fall Terms 2002-2012)
- Historical Trend Graphs from 1966 to 2012
- Fall 2010 Construct and Theme Reports and Graphs
- Fall 2010 Tables and Graphs
- Fall 2008 Tables and Graphs
- Fall 2006 Tables and Graphs
- Fall 2004 Tables and Graphs
- Fall 2004 Spirituality Items
- Fall 2002 Tables and Graphs
Cooperative Institutional Research Program (CIRP)/Your First College Year (YFCY), Fall 2004/Spring 2005
Berea College first-year and transfer students were asked to complete the CIRP Entering Survey in the Fall Term and then the follow-up survey (YFCY) during the Spring Term of that first year. YFCY is a national survey designed specifically to assess the academic and personal development of students during the first year of college.
Entering Students’ Survey Trend Data, 1995 – 2012
Berea College first-year and transfer students are asked to complete a comprehensive questionnaire that assesses basic demographics, educational goals and needs, reasons for attending the College, and ratings of core values.
National Survey of Student Engagement (NSSE)
Berea students participated in NSSE in Spring 2003, in Spring 2007, and again in Spring 2010. The reports below include national reports from NSSE, comparisons between the three administrations and comparisons between Berea and peer institutions, and the full 2010 administration report.
- NSSE Spring 2010 Report (includes 2010 report as well as comparisons of the three administrations)
- NSSE Comparisons, 2003 to 2007
- NSSE, Spring 2007 Report
- NSSE, Spring 2003 Report
Student Satisfaction Inventory (SSI)
Berea students participated in the Student Satisfaction Inventory (SSI) in 1998, in 2003 and again in 2008. The Noel-Levitz Student Satisfaction Inventory was used along with a Berea-specific survey to assess a wide array of areas on campus. In general, satisfaction ratings have risen in most all areas covered.
- Student Satisfaction Inventory Report, 2008
- Student Satisfaction Inventory Report, 2003
- Committee on Student Experiences (COSE) Report Memo, 1998
- Committee on Student Experiences (COSE) Recommendations Report, 1998
Degrees of Preparation Survey
This survey was designed by the American Association of State Colleges and Universities (AASCU) to assess students’ preparation for workplace success and civic engagement at entry (first-year students) and at graduation (seniors). The survey asks students to indicate how they inform themselves about current events and determine the credibility of sources (analysis skills). It also asks about students’ experiences with travel, languages, international issues, service and study abroad as well as their participation in politics and/or government, and their skills related to resolving conflicts and working with others. The survey was administered to Berea College first-year students (43% response rate) and seniors (46% response rate) in the Spring Term 2009.
Counseling and Psychological Services Survey
This survey was given to all students during the Spring of 2006. A total of 396 out of 1523 students or 26% responded. This report includes the results of the survey.
National College Health Assessment (NCHA)
The National College Health Assessment (NCHA) was created by the American College Health Association (ACHA) to track changes in health issues confronting college students. The survey data allows the ACHA and participating institutions to identify factors affecting academic performance, characterize the health of the nation’s students, and develop means to address concerns, ultimately improving the health and welfare of college students.
Relation of Student Satisfaction Survey Results to Student Retention
A report that examines the relationship between student ratings of satisfaction with various aspects of their college experience and actual subsequent student withdrawal from the institution.
Student Retention Data
To examine basic data about Berea College retention and graduation rates, please click here to view the appropriate sections of the Berea College Fact Book.
ACT College Outcomes Survey, Graduating Seniors’ Trend Charts
Berea College graduating seniors are asked to complete a national comprehensive questionnaire that assesses basic demographics, importance of and progress toward attainment of college outcomes, personal growth and college contribution of areas, satisfaction, ratings of core values, and participation in extracurricular activities (i.e. international study).
Rating the Importance of 22 Value Statements: Changes Made by Berea College Students
Entering freshmen and graduating seniors at Berea College rate the importance of 22 value statements related to the mission of the College. This report examines the changes made by students from their freshman to senior years. The value statements include items such as, “Getting a good education,” “Protecting the natural environment,” “Developing a strong spiritual self,” and “Volunteering service to my community.” Gender and ethnic differences are examined in the study.
Graduating Senior Survey Trend Data 1996 – 2002
Berea College seniors are asked to complete a comprehensive questionnaire that assesses basic demographics, how well their college experiences helped them reach various educational learning goals, ratings of core values, labor and extracurricular activities (e.g., international study), etc. The data are shown by graphs illustrating the various results of the Exiting Senior Survey for seniors from 1996-2002. Regrettably, data for the 2000 graduating seniors were lost by the data entry agency so are not reported in the trends. With the graduating seniors of 2003-04, we began using a national survey (ACT College Outcomes Survey). The graphs have been updated to 2007 if possible. Response rates have ranged from 55% to 96%.
Alumni Survey, Spring 2010
Berea College graduates from the 1980s, 1990s, and 2000s responded to a short online survey aimed at collecting information about their continuing education and current employment. The survey also asked graduates to describe how their college education has affected their lives. The overall response rate was 25% (1068/ 4342).
ACT Alumni Outcomes Survey
In Fall 2010, the Work Colleges Consortium in collaboration with ACT administered the Alumni Outcomes Survey online to Work College graduates from 1992-93 through 2006-07. This online survey is aimed at collecting information about their continuing education, current employment, educational outcome and experiences, and work program experiences specifically. The response rate for Berea College graduates was 29% (482/1648).
ACT Alumni Survey, Graduate Trend Charts
Berea College alumni are asked to complete a national comprehensive questionnaire two years after graduation. For each graduation year, the following alumni survey response rates were achieved: 1999-00 and 2000-01, 185 out of 435 (43%); 2001-02, 115 out of 285 (40%); 2002-03, 108 out of 269 (40%); 2003-04, 93 out of 299 (31%); 2004-05, 77 out of 304 (25%); and for 2005-06, 67 out of 239 (28%). The survey assesses basic demographics, continuing education, college experiences, employment history, and specific aspects of Berea College (i.e. convocations, labor, etc).
ACA Appalachian Region Alumni Outcomes Survey 2000 – 2001
This survey was aimed at graduates from 5, 15, and 25 years ago. Responses were received from 946 graduates or 42%. The study focused on graduates from Appalachian colleges and universities and was designed to learn more about their educational, social, and economic impact on the region. Berea College participated with 33 other colleges and universities in the Appalachian region and comparative results are presented.
- Appalachian College Association (ACA) Alumni Outcomes Survey Results
- Appalachian Region Alumni Outcomes Survey 2000 – 2001 – PowerPoint Presentation
Current Residence of Berea College Graduates
A report that addresses commonly asked questions about where Berea College graduates reside after they leave the institution.
- Current Residence of Berea College Graduates, March 2012
- Current Residence of Berea College Graduates, November 2008
- Current Residence of Berea College Graduates, August 2004
HEDS Research Practices Survey
Students enrolled in GSTR 110 courses in the Fall 2010 were asked to participate in the HEDS Research Practices Survey online. This survey explores the experiences and opinions of college students concerning academic research. Its purposes are to (1) study students’ research habits, (2) use these findings to improve the ways we help students develop their research skills, and (3) determine what changes occur in research abilities as students progress through their academic careers. The response rate for Berea College was 46% (214/467).
African-American Student Study, Spring 2003
The African American student enrollment at Berea College has risen to 17%. Graduation rates for African American students and other domestic students is nearly identical. A special study was conducted in Spring 2003 to address what attracts African Americans to Berea and helps retain them on a predominantly “white” campus. For this study, 142 self-identified African-American students participated which was 62% of our enrolled African-American population. This site contains a brief summary of the study, the methods and instruments used, and detailed results.
Universal Access Assessment Project
Berea College has been moving steadily toward creating a universal access environment by installing computer network connections in classrooms, the library, and residence halls.
In Fall Term 2001, about 400 students received a laptop computer as part of their enrollment in specific courses. The “pilot” phase of the Universal Access Project was intended to work out technical difficulties and to assess the impact of laptop computers on learning in the classroom. Beginning in Fall 2002 all students on campus will be issued a laptop computer. This site contains a report describing the outcomes of the assessment pilot project.
This report outlines the major features of Berea College’s Universal Access program. It describes 1) how laptop computers have been given to all students (along with training), 2) the wide variety of faculty development programs aimed at technology, and 3) assessment strategies used to evaluate the program’s impact on student learning.
Teaching Basic Math: A Comparison of Two Formats (Textbook vs. Technology)
A report on the effectiveness of two methods of teaching basic mathematics students at Berea College. An experimental study was designed to assess success in basic mathematics; the study compared students taught using a computerized multimedia instruction system versus those taught using a self-paced system without computerized assistance.
Teaching Natural Science to Non-majors: A Comparison of Two Different Course Formats, the “Team of Experts” versus the “Individual Instructor” Approaches
A brief report and a powerpoint presentation are included in this site. Both discuss the results of a study of two forms of a natural science course aimed at non-majors. At Berea College a general education course, Natural Science, was taught for 15 years in a “great masters” format in which several scientists delivered lectures addressing major areas. Recently, the instructors agreed to dismantle the course and allow individual instructors to teach individual sections. Science faculty working collaboratively with the institutional research director constructed and carried out a multidimensional evaluation that included both attitudinal and cognitive assessments comparing the two formats. Results indicated that the change to the individual instructor format yielded several positive outcomes.
- Teaching Natural Science to Non-majors: A Comparison of Two Different Course Formats, the “Team of Experts” versus the “Individual Instructor” Approaches
- An Assessment of Two Different Teaching Formats for Natural Science (GSTR 232), A General Studies Course: Background, Assessment Results, and Recommendations for Consideration
Mercer Employee Satisfaction Results
A powerpoint report summarizing the results of an employee survey developed in collaboration by the People Team (an ad hoc committee of the Strategic Planning Committee) and Mercer company consultants.
Report on Commissioning Survey
A brief report summarizing the results of an employee survey aimed at understanding what both commissioned and noncommissioned workers of the College think about the practice of Commissioning.
HERI Faculty Survey Results, Spring 2005
Berea’s teaching faculty participated in a national survey during academic year 2004-2005. Of the 135 full-time teaching faculty members, 108 or 80% completed the survey. The survey, constructed and administered by the Higher Education Research Institute (HERI) is designed to assess faculty members’ attitudes, experiences, concerns, job satisfaction, workload, teaching practices, and professional activities.