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.
Most Recent Administration
- Recent Trends, Berea Only (Items that use a Rating scale)
- Recent Trends with Comparisons
- Historical Trend Report from 1966 to 2014
- 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.
Entering Students’ Survey Trend Data
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. Trend data is from 1995 through 2012 (as available).
National Survey of Student Engagement (NSSE)
Berea students participated in NSSE in Spring 2003, in Spring 2007, in Spring 2010, and most recently in Spring 2014. The reports below include national reports from NSSE, comparisons between the four administrations and comparisons between Berea and peer institutions, and the full 2014 administration report. In addition, Berea faculty participated in the Faculty Survey of Student Engagement (FSSE) in Spring 2014. The report that includes items asked of both students and faculty is included below.
Most Recent Administration
- NSSE, Spring 2014 Report (includes 2014 report as well as comparisons of the four administrations)
- NSSE/FSSE, Spring 2014 Report (items asked of both students and faculty)
Student Satisfaction Inventory (SSI)
Berea students participated in the Student Satisfaction Inventory (SSI) in 1998, 2003, 2008 and most recently in 2013. 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, 2013
- Student Satisfaction Inventory Report, 2008
- Student Satisfaction Inventory Report, 2003
- Committee on Student Experiences (COSE) 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.
Counseling and Psychological Services Survey
Berea students were asked about the Counseling and Psychological Services here.
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.
Graduating Seniors’ Trend Charts
Berea College graduating seniors are asked to complete a comprehensive questionnaire (a national instrument was used until Academic Year 2012-13) 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 first-year students 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 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.” Gender and ethnic differences are examined in the study.
Graduating Senior Survey Trend Data
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. With the graduating seniors of 2003-04, we began using a national survey (ACT College Outcomes Survey).
Berea-Specific Alumni Survey
Berea College graduates from the 1980s, 1990s and 2000s responded to a short online survey (in Spring 2010) 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.
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 was aimed at collecting information about their continuing education, current employment, educational outcome and experiences, and work program experiences specifically.
ACT Alumni Survey, Graduate Trend Charts
Berea College alumni are asked to complete a national comprehensive questionnaire two years after graduation. The survey assesses 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.
ACA 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.
- Appalachian College Association (ACA) Alumni Outcomes Survey Report
- Appalachian Region Alumni Outcomes Survey Results Presentation
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.
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 Math: 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 Two Different Course Formats, the “Team of Experts” versus the “Individual Instructor” Approaches
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.
- 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
Health and Wellness
The Work Colleges Consortium Research Group created a survey aimed at understanding students’ wellness issues from the point of view of Labor Supervisors. The survey was conducted in the spring term 2013.
HERI Faculty Survey Results
Berea’s teaching faculty participated in a national survey during academic year 2004-2005. 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.
Faculty Survey of Student Engagement (FSSE)
Berea faculty participated in the Faculty Survey of Student Engagement (FSSE) in Spring 2014. The report below includes national reports from FSSE, comparisons between Berea and peer institutions, and the full 2014 administration report. In addition, Berea students participated in the National Survey of Student Engagement(NSSE) in Spring 2014. The report that includes items asked of both students and faculty is included below.
Wellness Wants and Needs Survey Results
The survey was sent to all Berea College faculty, staff, and students in Spring 2013 (about 30% of faculty, 26% of staff, and 16% of students responded). The survey was sent on behalf of the Wellness Planning Team and its purpose was to gather ideas and set priorities for health and wellness programming and activities.