Related
to:
| First-Year Students (not including Transfer Students) |
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Cooperative Institutional Research Project (CIRP)
Berea College first-year and transfer students were asked to complete the CIRP Freshman Survey every two years beginning in Fall 2002. Response rates have been: 2002 – 87.6%, 2004 – 93.2%, and 2006 – 85.6%. 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 freshman survey instrument repeats items from previous years to help institutions assess trends in the characteristics, attitudes, values, and aspirations of their entering freshmen.
- CIRP
Recent Trends (Fall 2002, 2004, and 2006) (Berea College
and Non-Sectarian Institutions)
- CIRP
Fall 2006
Tables and Graphs (Comparisons between Non-Sectarian, Public,
and All Institutions)
- CIRP Fall
2004 Tables and Graphs (Comparisons between Non-Sectarian,
Public, and All Institutions)
- CIRP
Fall 2004 Spirituality Items
- CIRP Fall
2002 Tables and Graphs (Comparisons between Non-Sectarian,
Public, and
All Institutions)
- CIRP
Trend Graphs from 1966 through 2004 (Berea College, Non-Sectarian,
and Religious Colleges)
Cooperative Institutional Research
Project (CIRP)/Your First College Year (YFCY), Spring 2005
Berea College freshmen and transfers were asked to complete the CIRP Freshman Survey and then the follow-up survey (YFCY) is given during the Spring Term of that first year. Of the 384 still enrolled freshmen and transfers. 116 or 30.2% responded to the YFCY survey; 110 or 28.6% had also responded to the CIRP survey in the fall. 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 – 2005
Berea College freshmen and transfers 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. The data are shown by graphs illustrating the various results of the Entering Survey which have been used with new Fall entrants from 1995-2001. In 2002 and 2004, we used the CIRP survey while in 2003 and 2005, we used a shortened version of the Entering Freshman Survey. The graphs have been updated to 2005 if possible. Response rates have ranged from 66% to 97% with an average response rate of 85%.
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| All
Enrolled Students |
|
National Survey of Student Engagement (NSSE)
Berea students participated in NSSE along with the other Work Colleges as part of a collaborative study (funded by the Lumina Foundation) aimed at understanding the relationship between work and learning at a Work College in Spring 2003 (51% response rate) and again in Spring 2007 (79% responded). The reports below include national reports from NSSE, comparisons between the two administrations and comparisons between Berea and peer institutions, and the full 2003 administration report.
Student Satisfaction
Survey
Included here are the results of a project initiated in 1998 and repeated in 2003 regarding student satisfaction. In 1998, 1069 out of 1320 students responded (81%) while in 2003, 1193 out of 1425 (84%) responded. A national instrument, the Noel-Levitz Student Satisfaction Inventory was used along with a Berea-specific survey to assess a wide array of areas on campus. Between survey administrations, the Committee on Student Experience (COSE), comprised of faculty, administrators and other staff representing academics, student life and various programmatic areas, was created. Its charge was to review the results and write recommendations for improvement. When the survey was re-administered in 2003, satisfaction had improved in almost all areas.
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.
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| Graduating
Seniors |
|
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). For each graduation year, the following response rates were achieved: 2002-03, (74%); 2003-04, (72%); 2004-05, (82%); 2005-06, (74%); 2006-07, (82%), and 2007-08, (82%).
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 - 2007
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%.
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| Alumni |
|
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%); and 2004-05, 77 out of 304 (25%). 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.
Current Residence of Berea College Graduates
A report that addresses commonly asked
questions about where Berea College graduates reside after they
leave the institution.
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| Selected
Student Groups |
|
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.
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| Student
Learning Initiatives and Course Assessment |
|
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.
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| Employees |
|
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.
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| Faculty |
|
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.
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