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.
- Fall 2016 Report
- Fall 2016 Construct and Theme Reports
- Fall 2014 Report
- Fall 2014 Construct and Theme Reports
- Fall 2012 Report
- Fall 2012 Construct and Theme Reports
- Fall 2010 Report
- Fall 2010 Construct and Theme Reports
- Fall 2008 Report
- Fall 2006 Report
- Fall 2004 Report
- Fall 2004 Spirituality Items Report
- Fall 2002 Report
Cooperative Institutional Research Program (CIRP)/Your First College Year (YFCY)
Berea College first-year and transfer students were asked to complete the CIRP Entering Survey in Fall Term 2004 and then the follow-up survey, YFCY, during Spring Term 2005. YFCY is a national survey designed specifically to assess the academic and personal development of students during the first year of college.
National Survey of Student Engagement (NSSE)
Berea students have participated in NSSE five times (Spring terms 2003, 2007, 2010, 2014, and 2019). The archived reports below include national reports from NSSE and comparisons between Berea and peer institutions.
Student Satisfaction Inventory (SSI)
Berea students participated in the Student Satisfaction Inventory (SSI) in 1998, 2003, 2008, 2013 and most recently in 2018. The Noel-Levitz Student Satisfaction Inventory was used along with a Berea-specific survey to assess a wide array of areas on campus.
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.
Counseling and Psychological Services Survey
Berea students were asked in Spring 2006 to provide feedback about the Counseling and Psychological Services.
Value Changes Survey
First-year students and graduating seniors at Berea College rate the importance of 22 value statements related to the mission of the College. The report examines the changes made by students from their first year to graduation. 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.”
ACT Alumni Survey
Berea College alumni were asked to complete a national comprehensive questionnaire two years after graduation. The survey assessed basic demographics, continuing education, college experiences, employment history, and specific aspects of Berea College (i.e. convocations, labor, etc). This survey was administered to alumni from 1999-2000 through 2005-06.
ACT Appalachian Region Alumni Outcomes Survey
This survey was aimed at graduates from 5, 15, and 25 years ago and was conducted in academic year 2000-01. 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.
African-American Student Study
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.
Universal Access Assessment Project
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 were issued a laptop computer.
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 Mathematics: A Comparison of Two Formats (Textbook vs. Technology)
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 Formats (Team of Experts vs. Individual Instructor)
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, individual instructors began to teach individual sections. Science faculty, working collaboratively with the institutional research director, constructed and carried out a multidimensional evaluation comparing the two formats.
There are no archived reports for this campus group.
Faculty Survey of Student Engagement (FSSE)
Berea faculty have participated in FSSE once (Spring term 2014). The archived report below includes national reports from FSSE and comparisons between Berea and peer institutions.