It’s Nice When a Plan Comes Together

As we claw our way toward the finish line at the end of another spring term, it isn’t hard to look around and see proof of our passion for our students’ development.  But one disadvantage of working in the unusually autonomous environment of a small college is that we don’t often get the chance to step back and enjoy the totality of our collective efforts. So in my last post of the 2013-14 academic year, I hope this data I share below will give you a chance to revel in our success and take some real pride in what we have accomplished together.

A few weeks ago, Gallup released the summary report of its first large-scale study of college graduates (they hope to make this an annual study).  The project, titled the Gallup-Purdue Index, explored the relationship between undergraduate experiences and the nature of college graduates’ engagement at work and overall well-being.  You can read some of the reviews of these findings in The Chronicle and Inside Higher Ed (or the actual report) here. Essentially, after surveying over 30,000 individuals across the country, Gallup found what we have known for a very long time: the quality of student-faculty interaction is fundamentally important to a college graduate’s long-term quality of life.

Interestingly, the various questions on which the Gallup findings are based look awfully familiar.  That is because we’ve been asking many of the same questions for years now, and using that data to inform our work and our perpetual effort to improve.  So I thought it would be nice to take a moment to step back, compare the responses from our students to those questions with the responses from the Gallup study participants, and smile.

Below I list each of the Gallup data points followed by a couple of similar Augustana data points.

Gallup-Purdue Index

  • I had at least one professor at [College] who made me excited about learning.
    • 63% strongly agree

Augustana Senior Survey

  • My one-on-one interactions with faculty have had a positive influence on my intellectual growth and interest in ideas.
    • 54% strongly agree + 37% agree
  • I really worked hard to meet my instructors’ expectations.
    • 45% very often + 39% often

Gallup-Purdue Index

  • My professors at [College] cared about me as a person.
    • 27% strongly agree

Augustana Senior Survey

  • Faculty in my major cared about my development as a whole person.
    • 52% strongly agree + 34% agree
  • My major advisor genuinely seemed to care about my development as a whole person.
    • 50% strongly agree + 28% agree
  • The faculty with whom I have had contact were interested in helping students grow in more than just academic areas.
    • 41% strongly agree + 48% agree

Gallup-Purdue Index

  • I had a mentor who encourage me to pursue my goals and dreams.
    • 22% strongly agree

Augustana Senior Survey

  • Faculty in my major knew how to help me prepare to achieve my post-graduate plans.
    • 37% strongly agree + 38% agree
  • How often did you major advisor ask you about your career goals and aspirations?
    • 84% very often, often, or sometimes
  • I am certain that my post-graduate plans are a good fit for who I am right now and where I want my life to go.
    • 41% strongly agree + 36% agree

Gallup-Purdue Index

  • I worked on a project that took a semester or more to complete.
    • 32% strongly agree

Augustana Senior Survey

  • 100 % Participation in Senior Inquiry
  • My senior inquiry project challenged me to produce my best possible intellectual work.
    • 44% strongly agree + 34% agree
  • During my senior inquiry project I learned a lot about myself (work habits, handle setbacks, manage a larger project, etc.) in addition to the topic of my paper/project.
    • 42% strongly agree + 38% agree

Gallup-Purdue Index

  • I had an internship or job that allowed me to apply what I was learning in the classroom.
    • 29% strongly agree

Augustana Senior Survey

  • 60% Participation in an Internship
  • My out-of-class experiences have helped me connect what I learned in the classroom with real-life events.
    • 22% strongly agree + 54% agree
    • 65% of seniors work on campus

Gallup-Purdue Index

  • I was extremely active in extracurricular activities and organizations while attending [College].
    • 20% strongly agree

Augustana Senior Survey

  • How many student groups or clubs did you find that fit your interests?
    • 32% many + 48% some

Gallup-Purdue Index

  • I feel emotionally attached to [College].
    • 18% strongly agree

Augustana Senior Survey

  • I felt a strong sense of belonging on campus.
    • 24% strongly agree + 43% agree
  • If you could relive your college decision, would you choose Augustana again?
    • 40% definitely yes + 33% probably yes

While the senior survey data we highlighted in this table came from the 2013 senior class, these responses aren’t any different from the 2012 class or the class that will graduate in this weekend.  So take a moment, even in the midst of all the last minute craziness and stress the comes with finishing out the last term of an academic year, and pat a colleague on the back today.  Because we do this together.  And we have every right to be proud of ourselves, each other, and the work that we do.

Make it a good day,

Mark

Trying out some first year learning outcomes

This year we tried something new with our freshman survey. Instead of administering the entire survey in the spring term, we split it into two pieces; one part administered in the middle of the year and one part administered at the end of the year, concentrating our questions in the mid-year survey on academic and social acclimation and focusing the end-of-the-year survey on learning and development. This allowed us to get much better data from struggling students, who often are no longer enrolled in the spring. It also allowed us to link the conceptual emphases of each part of the survey with what students were more likely to be experiencing at the time when they took the survey.

Over the last couple of months I’ve shared some of the findings from the mid-year survey -findings that can help us improve our support of students’ acclimation to college life. In this post I’d like to share some early learning and development findings from the end-of-the-first-year survey. The two items below are a few of the new items we added to the end-of-the-first-year survey as potential outcomes of the first year. You’ll notice in the phrasing of the questions that we approached these outcomes developmentally. In other words, we don’t conceive of freshman year outcomes as absolute thresholds that have to be met at the end of the first year. Instead, we think of the first year as a part of a larger process in which students move at different speeds and at different times. In the end, we are trying to get a sense of the degree to which freshmen believe that they have made progress toward one skill and one disposition that undergird a successful college experience.

During the year I got better at balancing my academics with my out-of-class activities.
Strongly disagree 8 5%
Disagree 10 6%
Neutral 35 21%
Agree 84 51%
Strongly agree 29 17%
Over the past academic year, I have developed a better sense of who I am and where I want my life to go.
Strongly disagree 2 1%
Disagree 15 9%
Neutral 41 25%
Agree 71 43%
Strongly agree 37 22%

In both cases, there appears to be reason to smile and reason to frown.  On one hand, about two-thirds of the freshmen respondents agree or strongly agree with these statements. While one could quibble about whether some of these students were already fully capable of balancing their academic and out-of-class responsibilities or already had a strong sense of self, direction, and purpose, I think it is fair to suggest that students are more likely responding to the phrasing about their own perceptions of personal growth.

On the other hand, about a third of our students indicated neutral, disagree, or strongly disagree to these questions. While there are probably more than few potential explanations that are outside of our control, I suspect that future analysis, once all of our data is cleaned and recoded for analytic purposes (that is fancy talk for “turned into numbers that statistical geeks like to use to play in the statistics sandbox”), will help us understand some of the experiences that positively and negatively predict students’ responses to these items.

Then comes the really hard work.  What do we do with that knowledge?  I hope we will do what we are learning to do more often: change our practices and/or policies to improve our students development and learning.  So stay tuned as we unpack all of our new data. And PLEASE PLEASE PLEASE if you have any freshmen in your classes, implore them to complete the freshmen survey that has been emailed to them several times over the last few weeks.

Make it a good day,

Mark

We’re all working our tails off!

This upcoming week includes the annual spring Board of Trustees meetings, so everyone of us up in Founders Hall are scurrying up and down and back and forth putting together data reports and prepping for two days of meetings. And since it’s week nine of the spring term, I know that most of you are in the same high push mode just to get through to the end of the month.

So even though I don’t have as much time to dedicate to this week’s post as I’d like, I thought I’d show you a couple of numbers that might surprise a few folks. It turns out that we – faculty, staff, and administrators – aren’t the only ones who are working our tails off.

In the last couple of years we’ve talked about the potential developmental benefits of student employment on campus. Yet even I was surprised by the proportion of our seniors who work a job, either on-campus or off-campus, during their senior year.

It turns out that 86% of our 2012-13 seniors worked a job for pay either on-campus of off-campus during their senior year.  And with most of this years’ seniors (514) responses recorded, 89% of our 2013-14 seniors worked either on-campus or off-campus. I suspect that these numbers are higher than what most faculty and staff would have guessed.

In both cases, most of those students work 10 hours or less per week.  However, there is a substantial proportion of our students who are working 20 hours or more each week.

Of course there are trade-offs within this reality. Our students may be learning many valuable skills through their work experience. However, this obligation takes time away from their ability to be involved on campus or put additional time into their academic pursuits.

Either way, unless Augustana wins a couple of state lotteries and puts it all into a fund for financial aid, this is going to be a reality for most of our students for the foreseeable future. We can either grouse about it or find ways to take advantage of it for the educational benefit of our students.

Hang in there and enjoy the wonderful spring weather.

Make it a good day.

Mark