NASPA ASSESSMENT &

KNOWLEDGE CONSORTIUM

The NASPA Assessment & Knowledge Consortium is a collection

of assessment instruments focused on key areas within Student

Affairs. Participating campuses can select up to four assessments

to administer during an academic year. Consortium studies are

designed to provide colleges and universities with actionable

campus-specific and benchmarking data to shape and enhance

programming inside and outside the classroom.

NASPA ASSESSMENT & KNOLWEDGE CONSORTIUM

CONSORTIUM PROJECTS

GREEK LIFE

Greek life has been an integral part of Louisiana State University for 145

years.

More than 4,000 students are Greek, which is around 18% of the undergraduate student population, that

make up 38 Greek organizations.

Greek organizations belong to one of three councils, Interfraternity Council, National Pan-Hellenic

Council, or the Panhellenic Council.

LSU GREEK LIFE OVERVIEW

For the 2010-2011 term, the NASPA Consortium focused on the Impact of Fraternity/Sorority Life. Designed collaboratively by the Association of Fraternity/Sorority Advisors (AFA) and NASPA, chose four areas:

Participation in fraternity/sorority life on campus (recruitment activities and/or membership)

Reasons for participation and non-participation in fraternity/sorority Life on Campus

Outcomes related to participation in recruitment activities and membership in fraternity/sorority

Perceptions of fraternity/sorority life on campus from members and non-members

In addition, the LSU Greek Life office was able to add 10 questions to the survey.

NASPA CONSORTIUM FRATERNITY/SORORITY LIFE FOCUS

Administered April 1st, 2011 to May 5th,

2011

E-mail Survey

Random sample of 5,571 total students

with 1,161 Total Respondents, 931

Complete

Completed every 3 years

Comparison Groups: SEC (Alabama and

UF) and Peer Group (Georgia College &

State University & Towson University)

METHODOLOGY AND BACKGROUND

DEMOGRAPHIC DISTRIBUTIONCLASSIFICATION

DEMOGRAPHIC DISTRIBUTIONMALE VS. FEMALE

DEMOGRAPHIC DISTRIBUTIONGREEKS VS. NON-GREEKS

Greek 80.02%

• 34.54%- Men’s Organizations• 65.46%- Women’s Organizations• 61.71%- Participated in recruitment activities freshman/first year• 17.88%- Participated in recruitment activities as a sophomore• 44%- currently hold or held leadership positions in their chapter

WHY STUDENTS CHOSE NOT TO PARTICIPATE IN FRATERNITY/SORORITY RECRUITMENT OR INTAKE

57 total non-Greek respondents and could choose all that applied

1) It is too expensive (50%)2) Too busy w/academic responsibilities (42%)3) Wasn’t sure how to sign up (35%)4) I didn’t have a good impression of Greeks (33%)5) I didn’t know anyone else participating (30%)

868 total Greek respondents and could choose all that applied.

1) To meet new people (93%)2) To join an organization (78%)3) Because one or more of my family members

is/are/was/were in a fraternity/sorority (53%) 4) To explore leadership opportunities (46%)

WHICH OF THE FOLLOWING REASONS DID YOU PARTICIPATE IN RECRUITMENT/INTAKE?

810 total Greek respondents and could choose all that applied.

1) Social experiences (94%)2) To connect with students with similar interests (85%)3) Wanted to be involved in my campus community

(77%)4) Networking opportunities (76%)

WHICH OF THE FOLLOWING ARE REASONS WHY YOU CHOSE TO JOIN A FRATERNITY/SORORITY?

GREEKS V. NON-GREEKS PERCEPTION

   Greeks v. Non-Greeks Perception    At least 10% Higher than SEC and National   At least 10% Lower than SEC and National

% of  LSU students who strongly or moderately agree

LSU Total %

SEC Group Avg. %

National Avg. %

  Non-Greek  Greek    How Important was the opportunity to participate in a fraternity/sorority  7.03% 62.04% 50.32% 31.42% 18.18%

Level of satisfaction with your social life on campus 66.17% 95.92% 89.53% 87.17% 77.97%

Level of agreement with the following: Fraternities and Sororities…        

Value academics 37.38% 94.11% 82.02% 66.90% 60.98%

Improve campus life 28.28% 91.93% 78.36% 64.67% 56.45%

Value community service 42.93% 90.82% 80.60% 70.33% 63.99%

Are worth the financial cost to join 15.23% 87.09% 71.78% 56.30% 43.41%

Encourage their members to drink alcohol 63.07% 18.2% 27.65% 42.47% 37.62%

Place emphasis on drinking alcohol 56.41% 18.27% 26.33% 41.01% 36.68%

Provide meaningful leadership experiences for their members 40.30% 94.25% 82.83% 74.34% 66.48%

Provide opportunities for students to network professionally 56.34% 90.77% 83.42% 80.28% 68.43%

Provide positive social opportunities 52.28% 95.47% 86.29% 76.64% 70.98%

Students are discouraged from joining fraternities  10.26% 16.14% 14.90% 12.89% 13.75%

Students on campus have a negative perception of fraternities and sororities

48.20% 57.92% 55.88% 57.76% 44.66%

Students on campus have positive perceptions of fraternities and sororities 25.13% 28.12% 27.49% 23.24% 30.09%

Learning Outcome: Greek students who participate in the Graduating senior survey will be able to identify positive and negative experiences of Greek membership.

GREEK LIFE ADDED 10 ADDITIONAL QUESTIONS FOR GRADUATING GREEK SENIORS

Three Themes emerged:Brotherhood/Sisterhood mentioned 27 times: “meet

lifelong friends” & “I met the men I will be friends with for the rest of my life”

Philanthropy/Service projects mentioned 24 times: “Getting to help kinds in our philanthropy”, “Donating time and money to our National Philanthropy, St. Jude”, and “Habitat for Humanity was very rewarding”.

Leadership mentioned 12 times: Some examples include: “Educating a pledge class of 45”, “being member of the executive council” and “ Gamma Chi helping new girls go through Rush”.

QUESTION NUMBER ONE ASKED THE STUDENT TO DESCRIBE THE MOST POSITIVE EXPERIENCE THEY HAD

AS A MEMBER OF A GREEK ORGANIZATION.

Leadership position: “Being Social Chairman” and “holding a position on the finance team”. Most of the responses would list specific offices that the student held when responding to the question.

Recruitment/Intake: “Being on the chapter side of Recruitment” and “Rush…how to communicate with all different types of people”.

 In addition, one student indicated that a hazing violation within his fraternity during his freshman year was the one situation he learned from the most. He described that he learned that LSU cared about making sure students were safe along with his national organization.

QUESTION NUMBER TWO ASKED THE STUDENT WHAT IS THE ONE SITUATION FROM WHICH YOU LEARNED THE

MOST DURING YOUR GREEK EXPERIENCE.

The response choices were: Strongly Agree, Moderately Agree, Neither Agree nor Disagree, Moderately Disagree, Strongly Disagree, and Not Applicable.

Question Three: My Greek experience assisted with obtaining a job/internship or post graduate education opportunity. 62% of the student’s responses fell into the top two categories,

Strongly Agree or Moderately Agree.

Question Four: My Greek experience created a home away from home for my collegiate career. 94% of the student’s responses fell into the top two categories.

QUESTION NUMBER THREE THROUGH EIGHT ASKED THE STUDENT TO INDICATE THEIR LEVEL OF AGREEMENT WITH THE

FOLLOWING STATEMENTS LISTED BELOW

Question Five: My Greek experience was instrumental in creating lifelong friendships. 97% of the student’s responses fell into the top two categories.

Question Six: I understand the values and founding principles of my fraternity/sorority. 99% of the student’s responses fell into the top two categories.

Question Seven: Overall, my Greek experience enhanced my education at Louisiana State University. 94% of the student’s responses fell into the top two categories.

Question Eight: Overall, my Greek experience assisted me in becoming a better person. 97% of the student’s responses fell into the top two categories.

QUESTION NUMBER THREE THROUGH EIGHT ASKED THE STUDENT TO INDICATE THEIR LEVEL OF AGREEMENT WITH THE FOLLOWING

STATEMENTS LISTED BELOW

More Involvement: Examples of statements listed for this category include: “I would have been more active”, “I would have spent more time participating in leadership opportunities.”

Recruitment/Rush: “Rushed my freshman year instead of sophomore”, “Going through fall Rush with an open mind.”

Rules, policies, and the Greek Life office in that the rules should be more lenient: “Greek Life office took away a lot of the experience”, “Less regulation- has severely impacted a lot of what makes Greek Life so wonderful. Need to pick our battles.” Note that out of the 11 responses to this category, 9 of them were

from males and only two from females. Housing: “I wish I had lived in the house sooner that senior

year”

QUESTION NUMBER NINE ASKED THE STUDENT WHAT IS ONE ASPECT OF YOUR GREEK EXPERIENCE YOU WOULD HAVE

CHANGED.

Out of the 154 that responded to this question, 135 of the responses were Extremely Positive or Very Positive, making up 88% of the student’s responses fell into these two categories.

Looking at the top four positive responses, 152 of the students selected Extremely Positive, Very Positive, Moderately Positive, and Slightly Positive, making up 99% of the responses.

None of the negative responses were selected by the students.

QUESTION NUMBER TEN ASKED HOW YOU WOULD RATE YOUR OVERALL GREEK EXPERIENCE ON A NINE POINT LIKERT SCALE,

RANGING FROM EXTREMELY POSITIVE TO EXTREMELY NEGATIVE

Themes that emerged: 1. Family connections with Greek membership

Family member that is in a Fraternity/Sorority (LSU 67%, Natl. Avg. 38%, SEC Peers 50%)

Students are hearing about Recruitment/Intake from family members at a high rate compared to National Avg. and SEC Peers.

Students are participating in Recruitment/Intake because of family connections to Greek life.

2. Opportunity to participate in a fraternity/sorority when deciding to attend LSU (Extremely Important/Very Important) LSU 50%, National Avg. 18%, SEC Avg. 31%.

OBSERVATIONS

As a result of the data and to be addressed in the more immediate future, the following will or has occur: 1. Information communicated during Orientation and

Recruitment/Intake activities will include benefits and overall satisfaction with Greek experience.

2. Information regarding results was shared with stakeholders via Greek Life Annual Report as well as discussed at the annual Fall Kick Off Meeting this past August with Advisors, Chapter Presidents, and House Corporation members, specifically highlighting internship/ job opportunity interest and the low response this area received.

3. Information will be shared with new members at EMPOWER, specifically highlighting the aspects the seniors would have changed in their Greek experience.

4. Risk Management education efforts will be assessed to specifically include why policies are in place. This will take place at the Risk Management workshop in February 2012.

The overall Consortium data is still under review by Greek Life and will be used for in strategic planning which will drive future assessment initiatives.

GRADUATING SENIOR SURVEY RECOMMENDATIONS

ORIENTATION & NEW STUDENT

PROGRAMS

2009 724 total responses35% male/65%

female14% Res College48% in Student Org.14% First Generation26% Attended SPIN

2011645 total responses28%male/72% female30% Res College53% in Student Org.14% First Generation33% Attended SPIN

DEMOGRAPHICS

Orientation helped me: know what to expect academically at LSUknow what to expect socially at LSUmet new people that I am still friends with learn about the different resources if I am having academic concerns

Learn about resources if I am having problems adjusting to LSU

Learn about resources if I am looking for employment

AREAS THAT SHOWED STATISTICAL SIGNIFICANCE BETWEEN 09 & 11

As a result of orientation: I know where all the important buildings on campus are. I got all my questions answered during orientation.

Thinking back on your orientation experience, to what extent did orientation give you useful information on? academic requirements Campus support service to keep you physically and mentally fit Safety and security on campus

AREAS THAT SHOWED STATISTICAL SIGNIFICANCE BETWEEN 09 & 11

Adjustment to orientation schedule which: Provided more optional programming for campus departments

Removal of one placement test allowing for more time in group meeting with Orientation Leaders

Creation of Parent Orientation Leaders Increased communication electronically prior to and after orientation

POTENTIAL REASONS FOR THE CHANGE

In thinking back on orientation are there questions you wish had been answered? Identifying advisor and understanding when to utilize them Course selection, requirements, and scheduling process Joining clubs and organizations

What were the most useful parts of orientation? Campus tour & getting the feel of campus Meeting students, especially those in their major Learning about the resources Placement exams, receiving credit, and scheduling

What you wished was included? What to expect from faculty and being in a college classroom

IMPORTANT THEMES IN 2011 ADMINISTRATION

Why did your parent/guardian not attend? Cost, time off work, and distance Legacy (parent, family member, or sibling previously attended) Unaware, Parents didn’t think they needed and student didn’t

want them to attendResponses to questions about Bengal Bound Welcome Week

Indicated most who participated saw as valuable, aided in meeting other students, and learned more about campus

In 2009 only 17% indicated they participated versus 48% in 2011

IMPORTANT THEMES IN 2011 ADMINISTRATION

Working with academic departments to remove more placement tests

Fee increased to make enhancements to the program and move from 21 – 35 orientation leaders

Outreach to the colleges to ensure that students understand the advising and where to go for advising (unclear to many since they meet with the colleges at orientation, but UCFY during the year)

Scheduled has been modified so that the student schedule is the same for summer school and FOAP sessions

Developing more communication prior to the start of the semester

ENHANCEMENTS BASED ON 2011 DATA

# OF CLASSES YOU ARE EXPERIENCING ACADEMIC DIFFICULTY

HAVE YOU SOUGHT ASSISTANCE

Other Included: 1.SI Sessions2.Res College3.Study Groups4.Peers

Don’t have time, too busyUnaware of where to goThought they could do it on their own (just need to buckle

down, just need to study harder)Ashamed, shy, embarrassed

Interesting facts 50% of the students who completed the survey indicated they do

not work for pay during the academic year. 15% indicated they were either unsure or would not attend LSU if

they had it to do over again.

REASONS FOR NOT ACCESSING RESOURCES

Length of instrument impact on response & completion ratePotential over-surveying of the populationStudents may have problems in the orientation process that

can’t be controlled by the staff (financial aid/scholarship; housing assignments; senior college interaction; course availability depending on session attended, etc.)

LIMITATIONS TO CONSIDER

RESIDENTIAL LIFE

House 4669 residents

17 halls and 2 apartment complexes

8 Residential Colleges and the Honors House

868 Total Respondents, 690 Complete

We employ over 125 Resident Assistants

RESIDENTIAL LIFE BACKGROUND

868 Total Respondents, 690 Complete

First year students 55 %; Sophomore 19%; Juniors 16 % ; and Seniors 7%

Females 64 % and Males 35%

82 % identified as Heterosexual; 6% LGBTQ

DEMOGRAPHICS OF STUDENTS WHO TOOK THE SURVEY:

HOW OFTEN DO YOU:

HOW OFTEN DO YOU:

DO YOU ATTEND PROGRAMS IN YOUR HALL RELATED TO COMMUNITY BUILDING?

25.39%22.68%

21.38% 22.30%20.64%

LSU Nationally SACS Southeast Comparison

Carnegie L4R

DO YOU ATTEND PROGRAMS IN YOUR HALL RELATED TO ACADEMIC SUCCESS ?

HOW DO YOU FIND OUT ABOUT PROGRAM OFFERED BY RESIDENCE

LIFE?

Top Three Ways

•Flyers, Posters, & Banners

•Email, Listserv

•Roommates, Peers

REASONS FOR NOT PARTICIPATING IN PROGRAMS

Too busy, 76.90%

Not interested, 60%

Interferes with Academics , 51.94%

Interferes with Social Activity , 35.97%

Times/ days not convenient , 30.23%

Work , 17.05%

Too shy , 14.11%

Do not like to participate alone , 20%

32.87%

35.95%

37.29%

32.14%

38.22%

LSU Nationally SACS Southeast Comparison Carnegie L4R

Feel Part of my Campus Community- Strongly Agree

AS A RESULT OF ATTENDING PROGRAMS

AS A RESULT OF ATTENDING PROGRAMS

AS A RESULT OF ATTENDING PROGRAMS

AS A RESULT OF ATTENDING PROGRAMS

AS A RESULT OF ATTENDING PROGRAMS

AS A RESULT OF ATTENDING PROGRAMS

AS A RESULT OF ATTENDING PROGRAMS

HOW LIKELY ARE YOU TO BE AN RA OR A LEADERSHIP ROLE NEXT YEAR

28.45%

27.36%

26.00%

28.65%

29.35%

LSU

Nationally

SACS

Southeast Comparison

Carnegie L4R

HOW SATISFIED ARE YOU ABOUT YOUR ON CAMPUS LIVING EXPERIENCE

Scoring above the National Average

Responding to CrisisExpressing their ideas in

front of a groupLearning how to balance

education, work, and leisure

Better formation of their personal ethics and values

Willing to try new things

AS A RESULT OF YOUR RA EXPERIENCE

Scoring Below The National Average

Articulate my career goalsUnderstands how to apply

my transferable skillsFormed personal ethics

and valuesHelp others in personal

conflictsRecognize world views and

opinions different from my own.

AS A RESULT OF YOUR RA EXPERIENCE

IMPLICATIONS

• We currently have Resident Assistants conducting “Connection” Meetings with each Resident by the 6th week of class so that they can begin building those relationships.

•Currently we have a pilot program being conducted with the Pentagon/Broussard staff that connects residents to campus events instead of focusing on hall programs.

• We score higher in academic areas of the study and suspect it is a result of our Residential Colleges, facility design, and staff support of academic initiatives.

CIVIC ENGAGEMENT

Center for Community Engagement, Learning & Leadership

Community University Partnership

Campus Life & Volunteer LSU

Academic Colleges and Departments

Greek Life

Residence Life Social Justice and Service Committee

SNAPSHOT OF SERVICE

SNAPSHOT OF SERVICE

SNAPSHOT OF SERVICE

BIOLOGICAL SEX

Racial identity was comparable to national average, slightly more

LSU students identifying as Black/African American and slightly

fewer identifying as Asian/Pacific Islander or Latino/Hispanic

25.74% of respondents were Graduate Students

National Respondent rate of Graduate Students was 6.82%

16.49% of respondents were living on campus in residence halls

National average was 46.11%

Average age of LSU Respondent = 23.32

National average was 22.13 *statistically significant*

DEMOGRAPHICS TO NOTE

STUDENT RESPONSES

STUDENT RESPONSES

PARTICIPATION IN A SERVICE PROJECT

STUDENT RESPONSES

STUDENT RESPONSES

Overall LSU GPA

I CONNECT WHAT I AM LEARNING IN MY COURSES TO PROGRAMS/ACTIVITIES

I AM INVOLVED IN

STUDENT RESPONSES

STUDENT RESPONSES

PERCENTAGE OF STUDENTS WHO BELONG TO GROUPS FOCUSED ON

SOCIAL ISSUES/CONCERNS

Being able to connect learning in class to programs/activities, makes a slight difference in GPA

Being able to connect learning in class to local, national and global events makes an impact in GPA

Participating in at least one service project makes students more likely to

become active members of their communities

IMPLICATIONS

Increase ways students can make meaning of their service experience through reflections and connecting to classroom, programs and activities and news and events.

Find ways for students to connect classroom to outside the classroom

Find ways for students to increase volunteering in: Poverty Reduction Violence Prevention

Demonstrate impact of volunteering on communities to students

Increase Social Justice Programming/Elements Increase opportunity for conversations regarding social issues

RECOMMENDATIONS

QUESTIONS?