service/volunteerism/ civic engagement...volunteering service to my community berea-specific alumni...

Service/Volunteerism/

Civic Engagement

Student, Faculty, and Staff Survey Items

Student survey names listed in blue Faculty and staff survey names listed in green

Student, Faculty, and Staff Survey Feedback by Topical Area: Service, Volunteerism, and Civic Engagement Cooperative Institutional Research Program (CIRP), Entering Fall Term Students 2010- 2016 Construct Reports Construct: Social Agency measures the extent to which students value political and social involvement as a personal goal. Construct: Likelihood of College Involvement is a unified measure of students’ expectations about their involvement in college life generally Construct: Civic Engagement measures the extent to which students are motivated and involved in civic, electoral, and political activities. (not available in 2010) 2016 Theme Report – Includes comparisons with other Non-Sectarian Institutions Theme: Civic Engagement: Participation, Awareness, and Values: these items relate to the levels of engagement and satisfaction with community and volunteer work in high school, as well as items that reflect future orientation towards volunteer and community service. In the past year, how often have you:

Demonstrated for a cause (e.g., boycott, rally, protest) Performed volunteer work Voted in a student election Discussed politics Publicly communicated my opinion about a cause (e.g., blog, email, petition) Helped raise money for a cause or campaign

How would you rate yourself in the following areas: Ability to see the world from someone else’s perspective

Tolerance of others with different beliefs

Openness to having my own views challenged

Ability to discuss and negotiate controversial issues

Ability to work cooperatively with diverse people Please indicate the importance to you personally of each of the following

Influencing social values Helping others who are in difficulty Participating in a community action problem Helping to promote racial understanding Keeping up to date with political affairs Becoming a community leader

What is your best guess as to the chances that you will: Participate in student government Participate in volunteer or community service work

Cooperative Institutional Research Program (CIRP), continued: Graphical Report (Recent Trends, 2016, Historical Trends) Rate your agreement with each of the following

The federal government should do more to control the sale of handguns (not asked in 2016) The federal government should have stricter gun control laws (added in 2016)

In the past year, how often have you: Performed volunteer work Discussed politics Voted in a student election Demonstrated for a cause (e.g., boycott, rally, protest) Helped raise money for a cause or campaign Performed community service as part of a class (not asked in 2016) Publicly communicated my opinion about a cause (e.g., blog, email, petition) Worked on a local, state, or national political campaign (not asked in 2016)

During your last year in high school, how much time did you spend during a typical week doing the following activities?

Volunteer work (not asked in 2016) Please indicate the importance to you personally of each of the following

Influencing social values Helping others who are in difficulty Helping to promote racial understanding Becoming a community leader Participating in a community action program Keeping up to date with political affairs Influencing the political structure

What is your best guess as to the chances that you will: Participate in volunteer or community service Participate in student protests or demonstrations (not asked in 2016) Participate in student government

Rate yourself on each of the following traits as compared with the average person your age. Ability to see the world from someone else’s perspective Tolerance of others with different beliefs Openness to having my own views challenged Ability to discuss and negotiate controversial issues Ability to work cooperatively with diverse people

How important was each reason in your decision to come here? This college’s graduates make a difference in the world (added in 2016)

Berea-Specific Entering Survey, Fall Term First-Year Students and New Transfers Rate the importance to you of each of the following:

Serving humankind Being a responsible citizen of the world Volunteering service to my community

How important is it to you to accomplish each of the following? To learn more about nonviolent conflict resolution

Higher Education Research Institute (HERI), Faculty Survey: 1989, 2004, and 2014 2014 Construct Report Construct: Civic Minded Practice – A unified measure of faculty involvement in civic activities. Construct: Civic Minded Values – A unified measure of the extent to which faculty believe civic engagement is a central part of the college mission. 2014 Graphical Report

During the past two years, have you engaged in any of the following activities? Advised student groups involved in service/volunteer work Collaborated with the local community in research/teaching

During the past two years, have you engaged in any of the following activities? Taught a service learning course

During the present term, how many hours per week on average do you actually spend on each of the following activities?

Community or public service In how many of the courses that you teach do you use each of the following?

Community service as part of coursework Indicate the importance to you of each of the following education goals for undergraduate students:

Teach students tolerance and respect for different beliefs Instill in students a commitment to community service Encourage students to become agents of social change

Please indicate your agreement with each of the following statements: Colleges have a responsibility to work with their surrounding communities to address local

issues Indicate how important you believe each priority listed below is at your college or university:

Develop a sense of community among students and faculty Facilitate student involvement in community service Help students learn how to bring about change in society Provide resources for faculty to engage in community-based teaching or research

During the past two years, have you: Engaged in public service/professional consulting without pay

National Survey of Student Engagement (NSSE), First-Year & Senior Students: Spring 2003, 2007, 2010, and 2014

During the current school year, about how often have you done the following? People with political views other than your own

About how many of your courses at this institution have included a community-based project (service-learning)?

About how many hours do you spend in a typical 7-day week doing the following? Doing community service or volunteer work

How much does your institution emphasize the following? Attending events that address important social, economic, or political issues (new for

2014) How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

Being an informed and active citizen (new for 2014) During the current school year, whether course-related or not, about how often have you done the following?

Discussed or debated an issue of social, political, or philosophical importance (new for 2014)

Discussed the ethical consequences of a course of action (new for 2014) Faculty/Student Comparisons (FSSE/NSSE) FSSE: In your selected course section, how much opportunity do students have to engage in discussions with people from the following groups? NSSE: During the current school year, about how often have you had discussions with people from the following groups?

People with political views other than your own FSSE: How important is it to you that your institution increase its emphasis on each of the following? NSSE: How much does your institution emphasize the following?

Attending events that address important social, economic, or political issues FSSE: About how many of your undergraduate courses at this institution have included a community-based project (service-learning)? NSSE: About how many of your courses at this institution have included a community-based project (service-learning)? FSSE: To what extent do you structure your selected course section so that students learn and develop in the following areas? NSSE: How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

Being an informed and active citizen FSSE: In an average 7-day week, about how many hours do you think the typical student in your selected course section spends doing each of the following? NSSE: About how many hours do you spend in a typical 7-day week doing the following?

Doing community service or volunteer work Berea-Specific Item To what extent do you agree with the following statement?

Going to a work college helps me learn the value of community service

Student Satisfaction Inventory (SSI), All Students: 1998, 2003, 2008, 2013, and 2018 Berea-Specific Items Breakdowns by: All, African-American, International, Male, and Female Students Importance/Satisfaction Ratings

There are adequate volunteer opportunities for me to provide service The Center for Excellence through Service (CELTS) contributes to my overall education

(added in 2013) Being involved in service is an important part of my overall education.

Graduating Seniors’ Survey (includes ACT College Outcomes Survey) The extent of the college’s contribution (i.e., your college experiences both in and out of class) to your growth (regardless of the extent of your personal growth in a given area).

Actively participating in volunteer work to support worthwhile causes Indicate the number of hours per week you currently spend on each type of activity listed below.

Off-campus community service (e.g., religious, civic)

Berea-Specific Items Did you participate in community service, outreach programs, or some kind of service-learning project while at Berea? Rate the importance to you of each of the following:

Serving humankind Being a responsible citizen of the world Volunteering service to my community

Berea-Specific Alumni Survey Spring 2010, Graduates from the 1980s, 1990s, and 2000s (with valid e-mail addresses) Importance to you personally/Contribution made by Berea College toward your personal growth

Actively participating in community service Overall, how well did your Berea College experience prepare you for a life of…

Civic engagement Service to others

ACT Alumni Outcomes Survey, (Work Colleges Consortium), Graduates 1992-93 through 2006-07 Which best describes the type of organization by which you are now employed. Importance of skills/Impact of your experiences at this school

Appreciating and exercising my rights, responsibilities, and privileges as a citizen Understanding the interaction of human beings and the environment Understand international issues (political, economic, etc.) Actively participating in community service

To what degree do you agree with the following statement concerning the Work Program? My Work Program Experience…

Helped me to become more involved in my community Helped me to learn the importance of service to others Helped me to understand the importance of providing community service after college

For each type of activity or organization listed below, indicate your level of involvement while you were attending this school. Then indicate your level of involvement in that activity or organization at the current time.

Professional Religious Service Environmental Political Social Cultural Youth-orientated (including sports) Sports/athletics (adult level) K-12 level schools (e.g., PTA) Community

Historical Survey Data (Prior to 2010) Cooperative Institutional Research Program (CIRP), Entering Fall Term Students Did your high school require community service for graduation? (only asked in 2002 and 2004) Berea-Specific Entering Survey, Fall Term First-Year Students and New Transfers Rate the importance to you of each of the following:

Working for social change Your First College Year (YFCY), Spring 2005 Follow up to Fall 2004 CIRP Percent of Students who marked “frequently” or “occasionally”

Participated in organized demonstrations Performed volunteer work

Percent of students who marked the objective as “very important” or “essential” Influencing the political structure Influencing social values Helping others who are in difficulty Becoming involved in programs to clean up the environment Participating in a community action program Becoming a community leader Improving my understanding of other countries and cultures Improving the health of minority communities

Percent of students noting “much stronger” skills compared with time when entered college: Understanding of the problems facing your community

Percent of students noting they are “satisfied” or “very satisfied” with the following Opportunities for community service

National Survey of Student Engagement (NSSE), First-Year & Senior Students: Spring 2003, 2007, 2010, and 2014 2003, 2007, and 2010 – not asked in 2014 In your experience at your institution during the current school year, about how often have you done each of the following?

Participated in a community-based project as part of a regular course Which of the following have you done or do you plan to do before you graduate from your institution?

Community service or volunteer work

Student Satisfaction Inventory (SSI), All Students: 1998 and 2003 Administrations Berea-Specific Items Breakdowns by: All Students Importance/Satisfaction Ratings 1998 Administration Only

There are various opportunities to serve the community (or humankind) at Berea College 2003 Administration Only

I feel that there are adequate opportunities for me to provided community and other service

Degrees of Preparation Survey, Spring 2009 First-Year and Senior Students How often do you use the following sources to inform yourself about current world events?

U.S.-based media (internet, cable/TV, radio/podcasts, print) Non-U.S.-based media (Telemundo, BBC, Al Jazeera, CBC, The Economist, Financial

Times) Blogs, social networking sites Conversations (face-to-face, emailing)

Indicate the importance of the following people in informing you about current world events. Family Friends, co-workers Religious leaders Professors, teachers Politicians New Media (e.g., blogosphere, citizen journalists) Mainstream Media (e.g., newspapers, radio, cable TV) Scientists, researchers, other professionals

Have you ever done the following? Participated in a volunteer service outside the United States

Are you registered to vote? Please indicate whether you have EVER DONE any of the following

Informed myself about (read or watched news, watched debates, attended rallies, etc.) Discussed political issues about (joined a political organization, blogged, etc.) Promoted a candidate for (wore a campaign button, gave money, joined a Facebook group,

displayed a bumper sticker, etc.) Worked on a campaign in (registered voters, volunteered, canvassed a neighborhood, etc.) Voted

Which most accurately reflects your feelings, beliefs, or behaviors related to each item. I do not have/have skills to facilitate change on my campus or in the local community I am not skillful/skillful at resolving conflicts with people I am not skillful/skillful at resolving conflicts that involve bias, discrimination, and prejudice I do not have/have the skills to create an environment where members feel included People should not/should try not to make a contribution to their community People cannot/can play an important role in making the world better By working together, people cannot/can influence decisions that affect their community Communicating with decision makers does not help people/helps people solve problems facing

their community.

Degrees of Preparation Survey, continued: During the past 12 months, did you participate in activities to help others? (for example, tutor students in elementary or secondary schools, help at a senior citizens center, lead a recycling program). How frequently do you engage in each activity?/How effectively can you do each activity?

Create a plan to address an issue or a problem in your community (campus, local, etc.) Raise awareness about an issue or a problem Organize a group to address an issue or a problem Identify others who could help deal with an issue or problem in your community Present your opinion about an issue in the media (for example, blog, email, radio call-in, letter to

editor) Organize a petition

African-American Student Survey, April 2003 Importance/Satisfaction

Learning through service opportunities Berea-Specific Exit Survey, Graduating Seniors How well did your Experience at Berea College help you accomplish the following goals:

Developing a commitment to service for the common or public good Intensifying your habit of service

How well did Berea College help you: To learn more about nonviolent conflict resolution

Rate the importance to you of each of the following: Working for social change

ACT Alumni Survey, Graduates two years after graduation How much did your education at this college contribute to your personal growth in each of the following areas?

Recognizing your rights, responsibilities, and privileges as a citizen Berea-Specific Items How much did each of the following aspects of Berea College contribute to your personal growth?

Service Learning (service as required part of a course) Community Service through the Labor Program (i.e. Bonner Scholars, Habitat for

Humanity, SFA, people who care, etc.) Volunteering through College Community Service Programs Participation in Activism (political party work, social justice activities, environmental

action projects, etc.)

ACT Appalachian Region Alumni Outcomes Survey, 1974-76, 1984-86, 1994-96 Graduates Indicate your opinion of the importance of each of the following skills and competencies in your current endeavors. Indicate the contribution that your experiences at this college made to your growth in each area

Actively participating in volunteer/community service Indicate your level of involvement while attending this college in:

Other volunteer/community service Berea-Specific Items Indicate your agreement with the following statements:

Participation in the work/labor program increased my ability to participate in community service after graduation

I believe my experience in the college work/labor program helped me to understand the importance or providing community service after college.

My overall educational cost was decreased by work/labor program participation

Cooperative Institutional Research Program (CIRP)

(Entering Fall Term Students)

Administered Fall Terms 2002, 2004, 2006, 2008, 2010, 2012, 2014 and 2016

Click to see survey instruments

Response Rates: 2002 87.6% 2004 93.2% 2006 85.6% 2008 89.6% 2010 87.0% 2012 76.0% 2014 84.0% 2016 74.7%

https://mp84e1c1k7z1e4nhfo24nnf7-wpengine.netdna-ssl.com/ira/wp-content/uploads/sites/27/2017/03/CIRP.p

Cooperative Institutional Research Program (CIRP), Fall Terms: 2010, 2012, 2014, and 2016

(Based on First-Year Students Only; does not include New Transfer Students)

Response Rates: 2010: 87%, 2012: 76%

2014: 84%, 2016: 75%

2016 Survey items included in the construct, Social Agency:

l Participating in a community action program

l Helping to promote racial understanding

l Becoming a community leader

l Influencing social values

l Helping others who are in difficulty

l Keeping up to date with political affairs

Construct: Social Agency - Measures the extent to which students value political and social involvement as a personal goal.

Indicate the importance to you

personally of each of the following:

(Essential, Very Important,

Somewhat Important, Not Important)

SCALE DEFINITIONS: "Low" represents students who are one-half standard deviation below the construct, Habits of Mind, mean. "Average" represents

students whose scores are within one-half standard deviation of the construct mean. "High" represents students who are one-half standard deviation or

more above the construct mean.

*Comparison institutions are high-selectivity private nonsectarian 4-year institutions. Selectivity is based on median SAT Verbal and Math scores and/or ACT

composite scores of the entering class as reported to IPEDS.

23%32% 29% 30% 26%

32%21% 20%

45%

44%44% 45%

44%43%

44% 44%

32%25% 27% 25% 30% 25%

35% 36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaCollege

ComparisonInstitutions*

(N = 25)

BereaCollege


(N = 18)

BereaCollege


(N = 20)

BereaCollege


(N = 11)

High Average Low

20122010 2014 2016

Source: Office of Institutional Research and Assessment, January 2017



Response Rates: 2010: 87%, 2012: 76%

2014: 84%, 2016: 75%

l Participate in student clubs/groups

l Participate in volunteer or community service work

l Socialize with someone of another racial/ethnic group

l Participate in a study abroad program

l Participate in student government

Construct: Likelihood of College Involvement - A unified measure of the students' expectations about their involvement in

college life generally.

SCALE DEFINITIONS: "Low" represents students who are one-half standard deviation below the construct, Habits of Mind, mean. "Average"

represents students whose scores are within one-half standard deviation of the construct mean. "High" represents students who are one-half

standard deviation or more above the construct mean.

*Comparison institutions are high-selectivity private nonsectarian 4-year institutions. Selectivity is based on median SAT Verbal and Math scores

and/or ACT composite scores of the entering class as reported to IPEDS.

2016 Survey items included in the construct, Likelihood of

College Involvement:

What is you best guess as to the

chances that you will:

(Very Good Chance, Some Chance,

Very Little Chance, No Chance)

25% 28% 27% 27% 24% 26% 27% 27%

43%45% 44% 45%

44%45% 42% 41%

32% 28% 29% 28% 32% 29% 31% 32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaCollege


(N = 25)

BereaCollege


(N = 18)

BereaCollege


(N = 20)

BereaCollege


(N = 11)

High Average Low

20122010 2014 2016




Response Rates: 2010: 87%, 2012: 76%

2014: 84%, 2016: 75%

l Demonstrated for a cause (e.g. boycott, rally, protest)

l Worked on a local, state, or national political campaign.

• Helped raise money for a cause or campaignl Performed volunteer work

• Influencing social values

• Keeping up to date with political affairs

SCALE DEFINITIONS: "Low" represents students who are one-half standard deviation below the construct, Habits of Mind, mean. "Average"

represents students whose scores are within one-half standard deviation of the construct mean. "High" represents students who are one-half

standard deviation or more above the construct mean.

*Comparison institutions are high-selectivity private nonsectarian 4-year institutions. Selectivity is based on median SAT Verbal and Math scores

and/or ACT composite scores of the entering class as reported to IPEDS.

Construct: Civic Engagement - Measures the extent to which students are motivated and involved in civic, electoral, and

political activities.

l Publicly communicated my opinion about a cause (e.g.,

blog, email, petition)

2016 Survey items included in the construct,

Civic Engagement:

In the past year, how often have you:

(Frequently, Occasionally,

Not at All)

Indicate the importance to you personally of each of the

following:

(Essential, Very important, Somewhat important, Not

important)

26% 27% 29% 28%21% 18%

42%49% 49% 49%

39% 41%

32%25% 22% 23%

40% 41%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaCollege


(N = 25)

BereaCollege


(N = 18)

BereaCollege


(N = 20)

BereaCollege


(N = 11)

High Average Low

2010 20142012 2016

Construct not applicable


Cooperative Institutional Research Program (CIRP), Fall 2016

l

1. Demonstrated for a cause (e.g., boycott, rally, protest)2. Performed volunteer work3. Voted in a student election4. Discussed politics5. Publicly communicated my opinion about a cause (e.g. blog, email, petition)6. Helped raise money for a cause or campaign

●

1. Ability to see the world from someone else's perspective2. Tolerance of others with different beliefs3. Openness to having my own views challenged4. Ability to discuss and negotiate controversial issues5. Ability to work cooperatively with diverse people

l

1. Influencing social values2. Helping others who are in difficutly3. Participating in a community action program4. Helping to promote racial understanding5. Keeping up to date with political affairs6. Becoming a community leader

l

1. Participate in student government2. Participate in volunteer or community service work

How would you rate yourself in the following areas:

What is your best guess as to the chances that you will:

In the past year, how often have you:(Frequently = 3, Occasionally = 2, Not at all = 1)

Theme: Civic Engagement: Participation, Awareness, and Values -- These items relate to the

levels of engagement and satisfaction with community and volunteer work in high school, as well as

items that reflect future orientation towards volunteer and community service.

(A Major Strength = 5, Somewhat Strong = 4, Average = 3, Somewhat Weak = 2, A Major

Weakness = 1)

Please indicate the importance to you personally of each of the following:(Essential = 4, Very Important = 3, Somewhat Important = 2, Not Important = 1)

Overall Response Rate: 348/466 or 75%


THEME: Civic Engagement


(Based on First-Year Students Only)

*Selectivity is based on median SAT Verbal + Math scores and/or ACT composite scores of the entering class as reported to IPEDS.


1.32

2.20

1.81

2.20

1.74 1.75

1.31

2.20

1.85

2.26

1.751.70

1

2

3

Demonstratedfor a cause

(e.g., boycott, rally,protest)

Performedvolunteer work

Voted in astudent election

Discussedpolitics

Publicly communicatedmy opinion about a

cause (e.g. blog, email,petition)

Helped raisemoney for a

cause or campaign


Berea College Private/Nonsectarian 4- Year Colleges High Selectivity* (N = 11 Institutions)

Frequently

Occasionally

Not at All





*Statistically significant at the p <= .05 level.**Selectivity is based on median SAT Verbal + Math scores and/or ACT composite scores of the entering class as reported to IPEDS.


4.02

4.32

4.00 4.00

4.43

4.074.21

3.833.96

4.36

1

2

3

4

5

Ability to see the world fromsomeone else's perspective

Tolerance of others withdifferent beliefs*

Openness to having my ownviews challenged*

Ability to discussand negotiate

controversial issues

Ability to work cooperativelywith diverse people


Berea College Private/Nonsectarian 4- Year Colleges High Selectivity** (N = 11 Institutions)

A major strength

Average

Somewhat weak

A major Weakeness

Somewhat strong





*Statistically significant at the p <= .05 level.**Selectivity is based on median SAT Verbal + Math scores and/or ACT composite scores of the entering class as reported to IPEDS.


2.49

3.14

2.32

2.71

2.272.33

2.54

3.12

2.28

2.552.43 2.42

1

2

3

4

Influencingsocial values

Helping others who arein difficulty

Participatingin a communityaction program

Helping to promoteracial understanding*

Keeping upto date with

political affairs*

Becominga community

leader

Please indicate the importance to you personally of each of the following:

Berea College Private/Nonsectarian 4- Year Colleges High Selectivity** (N = 11 Institutions)

Essential

Not Important

Somewhat Important

Very Important





*Selectivity is based on median SAT Verbal + Math scores and/or ACT composite scores of the entering class as reported to IPEDS.


2.15

3.08

2.19

3.12

1

2

3

4

Participate in student government Participate in volunteeror community service


Berea College Private/Nonsectarian 4- Year Colleges High Selectivity* (N = 11 Institutions)

Very Good Chance

Very Little Chance

No Chance

SomeChance

Rate your agreement with each of the following.

Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.

3.063.12

2.952.87

2.66

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%

2012ResponseRate: 76%



The federal government should do more to control the sale of handguns

DisagreeStrongly

DisagreeSomewhat

Agreestrongly

AgreeSomewhat

This item not askedthis year.



Percent of students who “agree strongly” or “agree somewhat” that:

The federal government should do more

to control the sale of handguns

Cooperative Institutional Research Program (CIRP), Entering First-Year Students

73% 73% 70% 70%

60%

81% 81%74% 72%

68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian

Item not asked in this year.



Cooperative Institutional Research Program (CIRP), First-Year Student Trends from 1966 through 2016

NOTE: Missing data occurs because Berea did not participate from 1995 through 2001; beginning in 2002, Berea participates every other Fall Term. Also, some survey items have been added or deleted over the years.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who "agree strongly" or "agree somewhat" with the following statementThe federal government should do more to control the sale of handguns

Berea College

Non-Sectarian*

Religious*

*Comparison groups used are based selectivity (which is grouped by median SAT Verbal + Math scores and/or ACT composite scores of the entering class as reported to IPEDS). Berea was in the medium selectivity until 2008 when it moved to the high selectivity category.

Rate your agreement with each of the following.


2.76

1

2

3

4


The federal government should have stricter gun control laws

DisagreeStrongly

DisagreeSomewhat

Agreestrongly

AgreeSomewhat

Item added in 2016.

Percent of students who “agree strongly” or “agree somewhat” that:

The federal government should have

stricter gun control laws


60%65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016

Berea Non-Sectarian Item added in 2016.

Percent of students who agree “strongly” or “somewhat” that:

The federal government should have stricter gun control laws

61%65% 64% 67% 68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public

AllParticipating Institutions

4-YearPrivate

Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016



2.15 2.12

2.24 2.232.27 2.29 2.29

2.18

1

2

3

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Performed volunteer work

Not at all

Occasionally

Frequently

Percent of students who indicated “frequently” or “occasionally”

Performed volunteer work(during the past year)


85% 84%91% 89% 88% 88%

92%86%

81% 81% 80% 82%88% 89% 89% 87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian


Performed volunteer work(during the past year)

84%87% 88%

83%87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that they "frequently" or "occasionally" engagedin the following activity during the past year:


Berea College

Non-Sectarian*

Religious*




2.05

2.12

2.26 2.25 2.26

2.13

2.02

2.19

1

2

3

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Discussed politics

Not at all

Occasionally

Frequently

Percent of students who indicated “frequently”

Discussed politics(during the past year)


24%29%

40% 38% 37%30%

25%

34%

17%23%

30% 30% 31% 31% 29%

38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian


Discussed politics(during the past year)

86% 88%84% 82%

86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea

Non-

Sectarian

(High

Selectivity)

4-Year

Public

All

Participating

Institutions

4-Year

Private




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that they "frequently" engagedin the following activity during the past year:

Discussed politics

Berea College

Non-Sectarian*

Religious*




1.97

1.88

1.961.92

1.861.82 1.82

1.76

1

2

3

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Voted in a student election

Not at all

Occasionally

Frequently

Percent of students who indicated “frequently”

Voted in a student election(during the past year)


24% 21%28% 26% 24%

19% 17% 17%20% 20% 21% 20% 22% 23%19% 20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian


Voted in a student election(during the past year)

64% 65% 63% 60%65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea

Non-Sectarian

(High

Selectivity)

4-Year

Public

All

Participating

Institutions

4-Year

Private




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that they "frequently" engagedin the following activity during the past year:

Voted in a student election

Berea College

Non-Sectarian*

Religious*




1.61

1.68 1.68

1.34

1.80

1.41

1.26

1.33

1

2

3

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Demonstrated for a cause (e.g., boycott, rally, protest)(previously worded Participated in political demonstrations/Participated in organized demonstrations and

Demonstrated for/against a cause)

Not at all

Occasionally

Frequently


Demonstrated for a cause (e.g., boycott, rally, protest)(during the past year)


50%56% 56%

29%

66%

37%

22%27%

49% 50% 51%

23%

39%

27%22%

26%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-SectarianNOTE: Previously worded: Participated in political demonstrations/Participated in organized demonstrations and Demonstrated for/against a cause.


Demonstrated for/against a cause(during the past year)

28% 26%22% 20% 22%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Demonstrated for a cause (e.g., boycott, rally, protest)

Berea College

Non-Sectarian*

Religious*




1.75 1.73 1.73 1.74

1

2

3

2010Response

Rate: 87.0%




Helped raise money for a cause or campaign

Not at all

Occasionally

Frequently

Item added in 2010.


Helped raise money for a cause or campaign(during the past year)


61% 59% 60% 59%64%

59% 59% 56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2014 2016



Helped raise money for the cause or campaign(during the past year)

58% 56% 57%

50%55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea

Non-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that they "frequently" or "occasionally"engagedin the following activity during the past year:

Helped raise money for a cause or campaign

Berea College

Non-Sectarian*

Religious*


Indicate how often you engaged in the activity below during the past year .


1.65 1.65 1.66 1.691.63 1.65

1.76

1

2

3

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Performed community service as a part of the class

Not at all

Occasionally

Frequently



Performed community service as part of a class(during the past year)


50% 52% 54% 56%51% 50%

59%53% 56% 54%

58% 59% 59% 56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian

Item not

asked in

this year.



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Performed community service as part of a classBerea College

Non-Sectarian*

Religious*




1.73 1.711.65

1.78

1

2

3

2010Response

Rate: 87.0%




Publicly communicated my opinion about a cause (e.g. blog, email, petition)

Not at all

Occasionally

Frequently

Item added in 2010.


Publicly communicated my opinion about a cause

(e.g., blog, e-mail, petition)(during the past year)


51%55%

50%55%

45% 44% 44%

54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2014 2016



Publicly communicated my opinion about a

cause (e.g. blog, email, petition)(during the past year)

57%54%

51%48%

51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea

Non-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Publicly communicated my opinion about a cause or campaign (e.g., blog, email, petition)

Berea College

Non-Sectarian*

Religious*


Indicate how often you engaged in the activity below during the past year .


1.16 1.16 1.151.12

1.06

1

2

3

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Worked on a local, state, or national political campaign

Not at all

Occasionally

Frequently



Item added in 2004.


Worked on a local, state, or national political campaign(during the past year)


13% 13% 11% 10%5%7% 9% 10% 9% 7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian






0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Worked on a local, state, or national political campaign

Berea College

Non-Sectarian*

Religious*


During your last year in high school, how much time did you spend during a typical week doing the following activities?


2.93 2.902.99 2.91 2.94

3.04 3.11

1

2

3

4

5

6

7

8

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Volunteer work

None

3-5hours

Over 20hours

Less than1 hour

1-2hours

6-10hours

11-15hours

16-20hours



During your last year in high school, how much time did you

spend during a typical week doing the following activities?

Volunteer work

2002 2004 2006 2008 2010 2012 2014 2016

Berea

Non-

Sectarian Berea

Non-

Sectarian Berea

Non-

Sectarian Berea

Non-

Sectarian Berea

Non-

Sectarian Berea

Non-

Sectarian Berea

Non-

Sectarian Berea

Non-

Sectarian

None n/a n/a n/a n/a 23% 32% 20% 27% 26% 25% 23% 24% 20% 26%

Item not asked

this year.

< 1 hour n/a n/a n/a n/a 18% 22% 22% 3% 15% 21% 16% 22% 19% 19%

1 -2 hours n/a n/a n/a n/a 28% 23% 27% 4% 28% 26% 30% 26% 28% 25%

0 – 2 hours 68% 77% 67% 75% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

3 -5 hours 15% 13% 17% 14% 16% 12% 18% 8% 14% 15% 17% 15% 17% 16%

6 – 20 hours 13% 9% 15% 9% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

6 – 10 hours n/a n/a n/a n/a 9% 6% 8% 13% 12% 7% 6% 7% 8% 7%

11 – 15 hours n/a n/a n/a n/a 3% 2% 3% 15% 2% 2% 2% 3% 3% 3%

16 – 20 hours n/a n/a n/a n/a 2% 1% 1% 16% 1% 1% 2% 1% 2% 1%

Over 20 hours 3% 2% 2% 2% 2% 2% 2% 16% 3% 2% 6% 2% 4% 3%



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of Students who indicated that they spent the following number of hours per week onVolunteer work

Berea College

Non-Sectarian*

Religious




2.56

2.44 2.462.52 2.52

2.38 2.39

2.54

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Influencing social values

NotImportant

Somewhat Important

Essential

Very Important

Percent of students who indicated that the following was

“essential” or “very important” to him/her personally



52%48% 47% 49% 49%

41% 43%48%

40% 39% 42% 43% 41% 42% 44%50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian

Percent of students who personally consider the following objectiveto be “essential” or “very important:”


51% 50% 50% 48% 49%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Influencing social values

Berea College

Non-Sectarian*

Religious*




3.11

3.02 3.04

3.143.18 3.15 3.13

3.19

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Helping others who are in difficulty

NotImportant

Somewhat Important

Essential

Very Important





78%73% 74%

80% 82% 79% 80% 77%

61% 61% 64% 66%71% 72% 73%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian



79% 77% 79% 76% 78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Helping others who are in difficulty

Berea College

Non-Sectarian*

Religious*




2.572.52

2.582.62

2.58

2.41

2.52

2.72

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Helping to promote racial understanding

NotImportant

Somewhat Important

Essential

Very Important





51% 51% 52% 51% 52%

42%48%

56%

30% 28% 31%35% 35% 35% 37%

50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian



58%

50%43% 43%

47%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Helping to promote racial understanding

Berea College

Non-Sectarian*

Religious*




2.242.18 2.18

2.312.23

2.162.23

2.38

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Becoming a community leader

NotImportant

Somewhat Important

Essential

Very Important





34% 34% 36%41%

37%30%

36%41%

29% 28%32% 31%

36% 38% 35%

44%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian



43% 44% 44% 41% 43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Becoming a community leader

Berea College

Non-Sectarian*

Religious*




2.27

2.11

2.23

2.36

2.22 2.25 2.28

2.38

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Participating in a community action program

NotImportant

Somewhat Important

Essential

Very Important





35%30%

35% 37% 34% 34%38% 37%

21% 20%24% 26%

30% 31% 30%37%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian



39% 37% 37%33% 36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Participating in a community action program

Berea College

Non-Sectarian*

Religious*




2.16

2.27 2.252.29

2.19

1.98

2.12

2.29

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Keeping up to date with political affairs

NotImportant

Somewhat Important

Essential

Very Important





29%36% 39% 36% 33%

25%31%

39%

29% 30%34% 34% 32% 34% 33%

45%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2017

Berea Non-Sectarian



40%45% 43% 43% 46%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Keeping up to date with political affairs

Berea College

Non-Sectarian*

Religious*




1.901.97 1.97

1.901.94

1.751.83

1.98

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Influencing the political structure

NotImportant

Somewhat Important

Essential

Very Important





23% 26% 24% 22% 23%19% 21%

25%19% 19% 21% 20% 19% 20% 20%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian



27% 28% 26% 27% 27%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-Sectarian

(HighSelectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that the following were "essential" or "very important" to them Influencing the political structure

Berea College

Non-Sectarian*

Religious*




3.21

3.033.10

3.143.07

3.163.12 3.10

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Participate in volunteer or community service work

No Chance

Very LittleChance

Very Good Chance

SomeChance

Percent of students who estimate that chances are “very good” that he/she will:



40%

32%37% 37% 38% 41% 39%

35%

24% 22% 24% 25%

35% 37% 38% 38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian

Percent of students who estimate that chances are “very good” that he or she will


37% 38% 38%

31%36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that there was a "very good chance" that they willParticipate in volunteer or community service work

Berea College

Non-Sectarian*

Religious*




2.23

2.33

2.14

2.34 2.34

2.13 2.11

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Participate in student protests or demonstrations

No Chance

Very LittleChance

Very Good Chance

SomeChance



Participate in student protests or demonstrations


7%11% 9% 10% 8% 7% 8%

5% 6% 5% 6% 6% 6% 7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that there was a "very good chance" that they willParticipate in student protests or demonstrations

Berea College

Non-Sectarian*

Religious*




2.372.32

2.282.24

2.16

2.02

2.14 2.15

1

2

3

4

2002Response

Rate: 87.6%

2004Response

Rate: 93.2%

2006Response

Rate: 85.6%

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Participate in student government

No Chance

Very LittleChance

Very Good Chance

SomeChance




11% 9% 11% 9% 8% 6% 7% 8%8% 7% 7% 6% 6% 7% 7% 8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016

Berea Non-Sectarian

Percent of students who estimate that chances are “very good” that he or she will


8% 8% 8% 8% 8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students who indicated that there was a "very good chance" that they willParticipate in student government

Berea College

Non-Sectarian*

Religious*




3.89 3.90 3.92

4.114.01

1

2

3

4

5

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Ability to see the world from someone else's perspective

A MajorWeakness

Average

A Major Strength

Somewhat Strong

Somewhat Weak

NOTE: Prompt changed in 2014, previously worded as, "Rate yourself on each of the following traits as compared with the average person your age." Previous scale: Highest 10%, Above Average, Average, Below Average, Not at all. Item added in 2008.

Percent of students who rated themselves in

“a major strength” or “somewhat strong”:

Ability to see the world from someone else’s perspective


69% 67%

78% 80%

72%

63%67%

79% 77% 75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2010 2012 2014 2016

Berea Non-Sectarian Item added 2008

Percentage of students who rated themselves “a major strength” or“somewhat strong” as compared with the average person his/her age in:

Ability to see the world from someone else’s perspective

72%76% 74% 74%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term

Percent of students rating current abilities as "A major strength" or "Somewhat strong" in the following areas:

Ability to see the world from someone else's perspective(Prior to 2014, students rated themselves in the

"highest 10%" or "above average" in traBerea College

Non-Sectarian*

Religious*




4.14 4.18 4.2

4.414.33

1

2

3

4

5

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%





A MajorWeakness

Average

A Major Strength

Somewhat Strong

Somewhat Weak






81% 82%

73%

89%

81%

71%76%

82% 83%79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2010 2012 2014 2016




82% 79% 77% 78% 80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Tolerance of others with different beliefs(Prior to 2014, students rated themselves in the

"highest 10%" or "above average" in trait)Berea College

Non-Sectarian*

Religious*




3.76 3.79

3.58

3.924.01

1

2

3

4

5

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%





A MajorWeakness

Average

A Major Strength

Somewhat Strong

Somewhat Weak






62% 63%

74%68% 69%

57% 59%65% 63% 63%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2010 2012 2014 2016




70%63% 63% 64% 65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Openness to having my own views challenged(Prior to 2014, students rated themselves in the


Non-Sectarian*

Religious*




3.85 3.87 3.863.98 4.01

1

2

3

4

5

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%





A MajorWeakness

Average

A Major Strength

Somewhat Strong

Somewhat Weak






63% 65% 68% 69% 69%

61% 62%68% 70% 69%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2010 2012 2014 2016


Percentage of students who rated themselves in the “a major strength” or“somewhat strong” as compared with the average person his/her age in:


70% 69% 68% 69% 71%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Ability to discuss and negotiate controversial issues(Prior to 2014, students rated themselves in the


Non-Sectarian*

Religious*




4.22 4.21

4.37

4.504.43

1

2

3

4

5

2008Response

Rate: 89.6%

2010Response

Rate: 87.0%




Ability to work cooperatively with diverse people

A MajorWeakness

Average

A Major Strength

Somewhat Strong

Somewhat Weak






84% 81%86%

92%86%

77% 79%84% 86% 85%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2010 2012 2014 2016


Percentage of students who rated themselves in the “a major strength” or“somewhat strong” as compared with the average person his/her age in:


87% 85% 84% 85% 86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

'66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 '85 '86 '87 '88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01 '02 '04 '06 '08 '10 '12 '14 '16

Entering Fall Term


Ability to work cooperatively with diverse people(Prior to 2014, students rated themselves in the


Non-Sectarian*

Religious*


Below are some reasons that might have influenced your decision to attend this particular college.

How important was each reason in your decision to come here?


2.42

1

2

3


This college's graduates make a difference in the world

NotImportant

Somewhat Important

VeryImportant

Item added in 2016.

Percent of students who indicated that the following was “very important”

in his/her decision to come to this college

This college’s graduates make a difference in the world.


55%

43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016

Berea Non-SectarianItem added in 2016.

Percentage of students who rated item as “very important”:

This college’s graduates make a difference in the

world. (for decision to attend this particular college)

56%

43% 43%39% 40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


BereaNon-

Sectarian(High

Selectivity)

4-Year Public


4-YearPrivate

Berea-Specific Entering Survey

(Fall Term First-Year Students and New Transfers)


Administrated every Fall Term, 1995-2001 and Fall Terms 2003, 2005, 2007, 2009, 2011, and 2013

Average Response Rate of 85%

http://www.berea.edu/ira/files/2014/05/EnteringSurvey.pdf

Rate the importance to you of each of the following:

Berea-Specific Entering Survey, First-Year and New Transfer Students

3.39 3.363.42 3.39 3.38 3.35

3.31

3.41 3.41

3.51

3.25

3.42 3.39 3.36

3.56

3.45

1

2

3

4

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Serving humankindExtremely important

Somewhat important

Not very important

Not at allimportant



3.38 3.39

3.49 3.48 3.473.40

3.32

3.553.49

3.61

3.36

3.56 3.54 3.55

3.70

3.56

1

2

3

4

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Being a responsible citizen of the worldExtremely important

Somewhat important

Not very important

Not at allimportant



3.05 3.083.13

3.20 3.173.23

3.08

3.26 3.263.21

3.173.25

3.20

3.30

3.43

3.18

1

2

3

4

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Volunteering service to my communityExtremely important

Somewhat important

Not very important

Not at allimportant

How important to you is it to accomplish each of the following goals?


2.92

3.032.98 2.95 2.93

2.83 2.8

2.97

2.79

2.89

3.06 3.05 3.05

3.15 3.173.11

1

2

3

4

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

To learn more about nonviolent conflict resolutionExtremely important

Somewhat important

Not very important

Not at allimportant

Higher Education Research Institute (HERI) Faculty Survey

Administered Fall Terms 1989, 2004, and 2014


Response Rates: 1989 65.0% 2004 93.2% 2014 72.2%

http://www.berea.edu/ira/files/2015/04/HERI.pdf

Higher Education Research Institute (HERI), Spring 2014(Based on Full-time Undergraduate Faculty only)

Response Rate: 96/133 or 72.2%

For each of the following items, please mark either Yes or No:

l Do you use your scholarship to address local

community needs?

NOTE: "Low" represents faculty rating that are 0.5 standard deviation below the construct mean for Undergraduate Education Goal: Personal Development.

"Average" represents faculty ratings that are within 0.5 standard deviation of the construct mean. "High" represents faculty ratings that are 0.5 standard

deviation or more above the construct mean.

Construct: Civic Minded Practice - A unified measure of faculty involvement in civic activities.

l Community or public service

During the past two years , have you engaged in any of the

following activities:

(Yes, No)

Survey items included in the construct, Civic Minded Practice:

l Community service as part of coursework

l Collaborated with the local community in

research/teachingl Advised student groups involved in service/volunteer workl Engaged in public service/professional consulting

without pay?

In how many of the courses that you teach do you use

each of the following:

(All, Most, Some, None)

During the present term , how many hours per week on aver-age

do you actually spend on each of the following activities:

(None, 1-4, 5-8, 9-12, 13-16, 17-20, 21+)

26.0%35.1%

39.6%

40.3%

34.4%24.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea College Private/Nonsectarian 4-year Colleges(High Selectivity is based on median SAT Verbal+ Math scores and/or ACT composite scores of

the entering class as reported to IPEDS)(N=14 Institutions)

High

Average

Low

Source: Office of Institutional Research and Assessment, October 2014

Higher Education Research Institute (HERI), Spring 2014(Based on Full-time Undergraduate Faculty only)

Response Rate: 96/133 or 72.2%

l Encourage students to become agents of social change

l Instill in students a commitment to community service

Construct: Civic Minded Values - A unified measure of the extent to which faculty believe civic engagement is a central part of the college mission.

NOTE: "Low" represents faculty rating that are 0.5 standard deviation below the construct mean for Undergraduate Education Goal: Personal Development.

"Average" represents faculty ratings that are within 0.5 standard deviation of the construct mean. "High" represents faculty ratings that are 0.5 standard deviation

or more above the construct mean.

(Agree Strongly, Agree Somewhat, Disagree Somewhat, Disagree Strongly)Please indicate your agreement with each of the following statements:

Indicate the importance to you of each of the following education goals for

undergraduate students:

l Colleges have a responsibility to work with their surrounding communities

Survey items included in the construct,

Civic Minded Values:

(Essential, Very Important, Somewhat Important, Not Important)

30.2% 32.9%

43.0%43.8%

26.7% 23.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea College Private/Nonsectarian 4-year Colleges(High Selectivity is based on median SAT Verbal+ Math scores and/or ACT composite scores of

the entering class as reported to IPEDS)(N=14 Institutions)

High

Average

Low

Source: Office of Institutional Research and Assessment, October 2014

Higher Education Research Institute (HERI), Spring 2014

Full-time Undergraduate Faculty

During the past two years, have you engaged in any of the following activities?

Response Rates: 2014: 96/133 or 72.2%

Compiled by the Office of Institutional Research and Assessment, October 2014

53.1% 50.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea College Private/Nonsectarian

Advised student groups involved in service/volunteer work(Percentage of faculty responding Yes)

During the past two years, have you engaged in any of the following activities?Percent of faculty who indicated “yes”

Advised student groups involved in service/volunteer work

53%48%

57% 56% 58%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea Non-Sectarian –High Selectivity

4-Year

PrivatePublics

Benchmark

Institutions






51.1%43.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Collaborated with the local community in research/teaching

(Percentage of faculty responding Yes)


Collaborated with the local community in research/teaching

51%

43%49% 48%

55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


4-Year

PrivatePublics

Benchmark

Institutions






26.4%

16.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Taught a service learning course



Taught a service learning course

26%

17%20% 21% 19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


4-Year

PrivatePublics

Benchmark

Institutions



How many hours per week on average do you actually spend on the following activities?



1.761.59

0

1

2

3

4

5


Community or public service


During the present term, how many hours per week on average do you actually spend on each of the following activities?

Compiled by: Office of Institutional Research, November 2014

1.81 1.76

1

2

3

4

5

6

7

1989Response

Rate: 65.0%

2004Response

Rate: 93.2%

2014Response

Rate: 72.2%

Community or public service

DataNot

Available

(9-12)

(None)

(21+)

(17-20)

(13-16)

(5-8)

(1-4)



In how many of the courses that you teach do you use each of the following?



1.64

1.41

1

2

3

4


Community service as part of coursework

All

Most

Some

None

In how many of the courses that you teach do you use each of the following?Percent of faculty who indicated “all” or “most”

Community service as part of coursework

14%

6%11% 11% 11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


4-Year

PrivatePublics

Benchmark

Institutions


In how many of the courses that you teach do you use each of the following?


1.541.64

1

2

3

4

1989Response

Rate: 65.0%

2004Response

Rate: 93.2%

2014Response

Rate: 72.2%

Community service as part of courseworkAll

Some

None

Most

DataNot

Available



Indicate the importance to you of the following education goals for students:



2.682.43

1

2

3

4


Instill in students a commitment to community service

Essential

Very important

Notimportant

Somewhatimportant

Indicate the importance to you of each of the following education goals

for undergraduate students:Percent of faculty who indicated “essential” or “very important”


57%

44%

52% 54%51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


4-Year

PrivatePublics

Benchmark

Institutions


Indicate the importance to you of each of the following education goals for undergraduate students:


2.602.68

1

2

3

4

1989Response

Rate: 65.0%

2004Response

Rate: 93.2%

2014Response

Rate: 72.2%


SomewhatImportant

Not Important

Essential

Very Important

DataNot

Available



Indicate the importance to you of the following education goals for students:



2.79

2.68

1

2

3

4


Encourage students to become agents of social change

Essential

Notimportant

Veryimportant

Somewhatimportant

Indicate the importance to you of each of the following education goals

for undergraduate students:Percent of faculty who indicated “essential” or “very important”


62%56%

62% 63%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


4-Year

PrivatePublics

Benchmark

Institutions


Indicate the importance to you of each of the following education goals for undergraduate students:


2.79

1

2

3

4

1989Response

Rate: 65.0%

2004Response

Rate: 93.2%

2014Response

Rate: 72.2%


SomewhatImportant

Not Important

Essential

Very Important

DataNot

Available

DataNot

Available



Indicate how important you believe each priority listed below is at your institution:



2.84

2.76

1

2

3

4


To develop a sense of community among students and faculty

Highestpriority

Lowpriority

Highpriority

Mediumpriority

Indicate how important your believe the priority below is at your college.Percent of faculty who rated “highest priority” or “high priority”

Develop a sense of community among students and faculty


4-Year

PrivatePublics

Benchmark

Institutions

70%

78%

70% 70%

54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%






2.96

2.59

1

2

3

4


To facilitate student involvement in community service

Highestpriority

Lowpriority

Highpriority

Mediumpriority


Facilitate student involvement in community service


4-Year

PrivatePublics

Benchmark

Institutions

76%

47%

59%63%

48%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Indicate how important you believe each priority listed below is at your college or university.


2.822.96

1

2

3

4

1989Response

Rate: 65.0%

2004Response

Rate: 93.2%

2014Response

Rate: 72.2%

Facilitate student involvement in community serviceHighest Priority

High Priority

Medium Priority

Low Priority

DataNot

Available






3.12

2.45

1

2

3

4


To help students learn how to bring about change in society

Highestpriority

Lowpriority

Highpriority

Mediumpriority


Help students learn how to bring about change in society


4-Year

PrivatePublics

Benchmark

Institutions

83%

48% 48% 50%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Indicate how important you believe each priority listed below is at your college or university.


2.39

2.76

3.12

1

2

3

4

1989Response

Rate: 65.0%

2004Response

Rate: 93.2%

2014Response

Rate: 72.2%

Help students learn how to bring about change in societyHighest Priority

High Priority

Medium Priority

Low Priority



During the past two years, have you:



47.5% 48.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Engaged in public service/professional consulting without pay?


National Survey of Student Engagement (NSSE)

(First-Year and Senior Students)


Response Rates: Spring 2003 51%

Spring 2007 79%

Spring 2010 64%

Spring 2014 60%

http://www.berea.edu/ira/files/2014/05/NSSE.pdf


During the current school year, about how often had you had discussions with

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%

Compiled by the Office of Institutional Research and Assessment, August 2014

3.3

3.2

3.1 3.0

1

2

3

4

2014 2014

People with political views other than your own

NOTE: Comparison groups are based on Berea's Carnegie classification at the time the survey is administered. Baccalaureate-General are institutions that confer at least half of its degrees in the professional fields. Berea College was in this category in 2003. Baccalaureate - Arts and Sciences are institutions that confer at least half of its degrees in the Arts and Sciences (non-professional fields). Berea College is in this category currently.

Very often

Often

Sometimes

Never

First-Year Students Seniors

BereaBac -

Arts and Sciences

BereaBac -

Arts and Sciences

National Survey of Student Engagement (NSSE) Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


1.7

2.0

1.6

1.7

1

2

3

4

2014 2014

About how many of your courses at this institution have included acommunity-based project (service-learning)?


Very much

Quite a bit

Some

Very little


ea BereaBac -

Arts and Sciences

Berea Bac -Arts and Sciences


About how many hours do you spend in a typical 7-day week doing the following?

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


1.92.9

2.22.7

0

3

6

9

12

15

18

21

24

27

30

33

2014 2014

Doing community service or volunteer work



Berea

BereaBac -

Arts and Sciences

Berea

Berea

Bac -Arts and Sciences

Estimated number of hours per week(response options were ranges of time that NSSE recoded to the average for each option (e.g., 1-5 hours category was coded as a 3)


How much does your institution emphasize the following?

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


3.2

2.92.9

2.8

1

2

3

4

2014 2014

Attending events that address important social, economic, or political issues


Very much

Quite a bit

Some

Very little



BereaBac -

Arts and Sciences


How much has this institution contributed to your knowledge and development in

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


2.8 2.9

2.8

2.9

1

2

3

4

2014 2014

Being an informed and active citizen


Very much

Quite a bit

Some

Very little



BereaBac -

Arts and Sciences


During the current school year, about how often have you written something that:

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


2.94 2.96

2.5

2.6

1

2

3

4

2014 2014

Discussed or debated an issue of social, political, or philosophical importance

NOTE: Comparison groups for this additional module, Development of Transferable Skills, are based on all module participants in 2014 (N = 136 institutions).

Very often

Often

Sometimes

Never


Berea All ModuleParticipants



During the current school year, about how often have you written something that:

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


2.89 2.93

2.4

2.6

1

2

3

4

2014 2014

Discussed the ethical consequences of a course of action

NOTE: Comparison groups for this additional module, Development of Transferable Skills, are based on all module participants in 2014 (N = 136 institutions).

Very often

Often

Sometimes

Never




Faculty Survey of Student Engagement (FSSE) and the National Survey of Student

Engagement (NSSE)

(First-Year Students/Faculty who teach mainly freshman and sophomores

And Senior Students/Faculty who teach mainly juniors and seniors)


Response Rates:

Spring 2014 Students 60%

Faculty 56%


FSSE: How much opportunity do students have to engage in discussions with people from...?

NSSE: About how often have you had discussions with people from ...?


Response Rates:

Faculty: 56%

First-Year Students: 53%; Seniors: 69%

3.3

2.5

3.2

2.9

3.1 3.0

1

2

3

4

First-Year Students Faculty who teach mainlyfreshmen and sophomores

Seniors Faculty who teach mainlyjuniors and seniors

People with political views other than their own

Very much/Very often

Very little/Never

Some/Sometimes

Quite a bit/Often

Berea students

Baccalaureate College students

Berea faculty

Baccalaureate College faculty

Comparison data are not available.


FSSE:How important is it to you that your institution increases its emphasis on each of the following?

NSSE: How much does your institution emphasize the following?


Response Rates:

Faculty: 56%


3.22

2.66

2.932.852.85

2.75

1

2

3

4



Students attending events that address important social, economic, or political issues

Very important

Not important

Somewhat important

Important

Berea students


Berea faculty




FSSE: About how many of your undergraduate courses at this institution have included...?

NSSE: About how many of your courses at this institution have included...?


Response Rates:

Faculty: 56%


1.661.55

2.04

1.74

1.56

1.71

1

2

3

4



About how many of your undergraduate courses at this institution have included a community-based project (service-learning)

All

None

Some

Most

Berea students


Berea faculty




FSSE:To what extent do you structure your selected course section ...?

NSSE: How much has your experience at this institution contributed to your ...?


Response Rates:

Faculty: 56%


2.83

2.51

2.86 2.90

2.752.86

1

2

3

4



Being an informed and active citizen

Very much

Very little

Some

Quite a bit

Berea students


Berea faculty




FSSE: About how many hours do you think the typical student in your selected course section spends ...?

NSSE: About how many hours do you spend in a typical 7-day week ...?


Response Rates:

Faculty: 56%


1.851.98

2.85

1.972.15

2.67

0

1

2

3

4

5

6

7

8



Doing community service or volunteer work

11-15

0

1-5

6-10

Berea students


Berea faculty


16-20

21-25

26-30

More than 30 hours




To what extent do you agree with the following?

Response Rates:

2003: 57%; 2007: 79%;

2010: 64%, 2014: 60%


3.63.6

4.0

3.8 3.8 3.8

1

2

3

4

5

2003 2007 2014 2003 2007 2014

Going to a work college helps me learn the value of community service.

NOTE: Item was a Berea-specific item added to the NSSE survey as part of the Work Colleges Consortium (WCC) administration. Items were not asked in 2010.

Agree completely

Agree somewhat

Neutral

Completely disagree


Disagree somewhat

Noel-Levitz Student Satisfaction Inventory (SSI) and

Berea-Specific Student Satisfaction Survey

All Students


Response Rates:

1998 81% 2013 90%

2003 84% 2018 89%

2008 54%

http://www.berea.edu/ira/files/2014/05/SSI.pdf

All StudentsImportance and Satisfaction Ratings within Item Group:

ServiceBerea-Specific

Satisfaction Survey

*Prior to 2013 this item was worded, "I feel that there are adequate opportunities for me to provide community and other service."

5.90

5.37

6.00

5.58

4.85

5.88

4.56

5.54

5.71

4.96

5.79

5.37

4.62

5.37

1 2 3 4 5 6 7

ImportanceSatisfaction

2018

2003

2008

2013

2018

2003

2008

2013

Response Rates: 1998: 81%2003: 84%2008: 54%2013: 90%2018: 89%

*Wording prior to 2018: There are adequate opportunities for me to provide community and other service.

22. The Center for Excellence through

Service (CELTS) contributes to my overall education.

Not asked in1998 - 2008.

Not asked in 1998 - 2013.

VerySatisfied

NeutralNot Satisfied at All

VeryImportant

Not Importantat All

37. There are adequate volunteer

opportunities for me to provide

service. *

2018

Not asked in 1998.

8. Being involved in service is an

important part of my Berea College

experience..

2003

2008

2013

African-American StudentsImportance and Satisfaction Ratings within Item Group:


Satisfaction Survey


6.17

5.42

5.99

5.91

5.19

5.94

4.72

5.54

5.82

5.18

6.02

5.44

4.66

5.38

1 2 3 4 5 6 7


2018

2003

2008

2013

2018

2003

2008

2013

Response Rates: 1998: 81%2003: 84%2008: 54%2013: 90%2018: 89%






VerySatisfied


VeryImportant

Not Importantat All



service. *

2018

Not asked in 1998.



experience..

2003

2008

2013

International StudentsImportance and Satisfaction Ratings within Item Group:


Satisfaction Survey


6.24

5.93

6.44

5.96

5.46

6.27

4.99

5.86

6.16

5.35

6.05

5.70

4.85

5.64

1 2 3 4 5 6 7


2018

2003

2008

2013

2018

2003

2008

2013

Response Rates: 1998: 81%2003: 84%2008: 54%2013: 90%2018: 89%






VerySatisfied


VeryImportant

Not Importantat All



service. *

2018

Not asked in 1998.



experience..

2003

2008

2013

Male StudentsImportance and Satisfaction Ratings within Item Group:


Satisfaction Survey


5.645.15

5.865.47

4.64

5.65

4.41

5.44

5.53

4.61

5.55

5.22

4.39

5.26

1 2 3 4 5 6 7


2018

2003

2008

2013

2018

2003

2008

2013

Response Rates: 1998: 81%2003: 84%2008: 54%2013: 90%2018: 89%






VerySatisfied


VeryImportant

Not Importantat All



service. *

2018

Not asked in 1998.



experience..

2003

2008

2013

1998

1998

1998

Female StudentsImportance and Satisfaction Ratings within Item Group:


Satisfaction Survey


6.075.57

6.095.64

4.98

6.03

4.68

5.63

5.84

5.19

5.96

5.48

4.76

5.45

1 2 3 4 5 6 7


2018

2013

2018

2003

2008

2013

Response Rates: 1998: 81%2003: 84%2008: 54%2013: 90%2018: 89%






VerySatisfied


VeryImportant

Not Importantat All



service. *

2018

Not asked in 1998.



experience..

Berea-Specific Graduating Seniors Survey


2002-03: 74% 2003-04: 72% 2004-05: 82%

2005-06: 74% 2006-07: 82% 2007-08: 82%

2008-09: 82% 2009-10: 60% 2010-11: 70%

2011-12: 74% 2012-13: 56% 2013-14: 83%

2014-15: 79% 2015-16: 82% 2016-17: 80%

2017-18: 70%

NOTE: In 2002-03 through 2011-12, we used the ACT College Outcomes Survey (ACT is no longer offering this service).

https://mp84e1c1k7z1e4nhfo24nnf7-wpengine.netdna-ssl.com/ira/wp-content/uploads/sites/27/2016/04/GraduatingSeniorSurvey.pdf

https://mp84e1c1k7z1e4nhfo24nnf7-wpengine.netdna-ssl.com/ira/wp-content/uploads/sites/27/2016/04/GraduatingSeniorSurvey.pdf

The extent of Berea College's contribution (i.e., your college

experiences both in and out of class) to your personal growth.Graduating Senior Survey

Administered at graduation rehearsal

NOTE: National comparative data from ACT College Outcome Survey were available until 2011-2012.

3.51 3.533.62 3.59

3.783.72

3.863.76

3.98

3.86

3.263.19

3.24 3.24

1

2

3

4

5

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Actively participating in volunteer work to support worthwhile causes

Berea College

4-Year PrivateColleges

Verygreat

Great

Moderate/Average

Little

None

Academic Year Graduates

Response rate: 80%

(244/305)

Response rate: 70%

(209/300)

Response rate: 82%

(262/321)

Response rate: 60%

(163/271)

Response rate: 70%

(226/321)

Response rate: 74%

(227/305)

Response rate: 56%

(194/344)

Response rate: 83%

(253/305)

Response rate: 79%

(262/333)

Response rate: 82%

(270/330)

Indicate the number of hours per week you currently spend on each type of activity listed below. Graduating Senior SurveyAdministered to graduating seniors at graduation rehearsal

Responsibilities and Time Allocations

Berea 4-Year Berea 4-Year Berea 4-Year Berea 4-Year Berea 4-Year Berea 4-Year

0 hours 37.0% 42.0% 42.0% 41.6% 45.1% 46.7% 50.0% 42.1% 48.5% 41.0% 42.3% 41.0%

1 - 10 hours 49.0% 43.0% 43.9% 43.6% 45.7% 43.3% 40.2% 43.3% 40.1% 43.9% 46.4% 43.9%

11 - 20 hours 5.0% 4.0% 4.5% 4.1% 1.8% 3.5% 3.1% 4.1% 1.7% 4.5% 4.6% 4.5%

21+ hours 0.0% 1.0% 0.8% 1.3% 0.6% 0.7% 0.0% 1.2% 2.2% 1.3% 0.5% 1.3%

Missing (Blank) 10.0% 9.0% 8.8% 9.4% 6.7% 5.9% 6.6% 9.3% 7.5% 9.4% 6.2% 9.4%

Berea 4-Year Berea 4-Year Berea 4-Year Berea 4-Year Berea 4-Year Berea 4-Year

0 hours 41.0% 46.0% 44.3% 46.5% 49.4% 52.4% 53.5% 47.2% 44.1% 46.8% 55.2% 46.8%

1 - 10 hours 44.0% 41.0% 43.9% 40.3% 41.5% 39.1% 37.6% 39.9% 43.2% 40.0% 34.0% 40.0%

11 - 20 hours 4.0% 3.0% 2.3% 2.9% 2.4% 2.1% 3.1% 3.8% 3.1% 3.1% 3.6% 3.1%

21+ hours 1.0% 1.0% 1.2% 0.8% 0.6% 0.5% 0.4% 1.2% 1.3% 0.8% 1.0% 0.8%

Missing (Blank) 11.0% 9.0% 8.4% 9.6% 6.1% 5.8% 5.3% 9.4% 8.4% 9.4% 6.2% 9.4%

Off-campus community service (e.g., religious, civic)

2010-112008-09

2010-11

Off-campus cultural events (e.g., theater, music, exhibits)

2011-12

Item not asked after 2011-12.


2011-122009-10

2006-07 2007-08 2008-09 2009-10

2006-07 2007-08

Response rates:

2005-06: 74%, 2006-07: 82%, 2007-08: 82%, 2008-09: 60%; 2009-10: 70%; 2010-11: 74%; 2011-12: 56%; 2012-13: 83%; 2013-14: 79%; 2014-15: 82%;2015-16: 80%.

Graduating Senior Survey


Response rates for: 2004-05: 82%, 2005-06: 74%, 2006-07: 82%, 2007-08: 82%, 2008-09: 60%; 2009-10: 70%; 2010-11: 74%; 2011-12:

56%; 2012-13: 83%; 2013-13: 79%

68.3%

73.2%

67.7%

62.6%

59.8%

16.0% 16.5%

23.5% 23.8%

27.3%

15.6%

10.4%8.8%

13.7% 12.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007-08 2008-09 2009-10 2010-11 2011-12

Perc

en

tag

e

Did you participate in community service, outreach programs, or some kind of service learning project while at Berea?

Yes No Missing



Rate the importance to you of each of the following: Graduating Senior Survey


3.54 3.54 3.573.50

3.613.65 3.68

3.72 3.703.62

1

2

3

4

08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18

Serving humankind

Extremely important

Somewhat important

Not very important

Not at all important




3.54 3.513.56

3.45

3.59

3.71 3.68 3.683.75 3.76

1

2

3

4

08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18

Being a responsible citizen of the world

Extremely important

Somewhat important

Not very important





3.26 3.283.33

3.26

3.48 3.51 3.50 3.53 3.523.44

1

2

3

4

08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18

Volunteering service to my community

Extremely important

Somewhat important

Not very important



ACT Alumni Outcomes Survey

(Work Colleges Consortium Project administered online)

(Graduates from 1992-93 through 2006-07)

Click to see survey instrument

Response Rate: 29% (482/1648)

http://www.berea.edu/ira/files/2014/05/AlumniOutcomesSurvey.pdf

Based on ACT Alumni Outcomes Survey administered online to Work College graduates (1992-93 through 2006-2007)

Source: Office of Institutional Research and Assessment, Spring 2011Berea Response Rate:

482/1648 or 29%

35.5%

20.3%

1.9% 1.7%

24.9%

7.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Not-for-profit educational organization

Service organization Church or mission organization

The military For-profit organization or business

Other

Which best describes the type of organization by which you are now employed?

Importance of the skill in a individuals's efforts to be personally and professionally successful in today's world.Impact of your experiences at this school on your attainment of each skill.



482/1648 or 29%

3.50

3.31 3.313.36

2.752.61

1

2

3

4

Berea College(N = 482)

Small Private Colleges(N = 75 institutions)

Public Four-Year Institutions(N = 117 institutions)

Appreciating and exercising my rights, responsibilities, and privileges as a citizen

Moderate

Minor

Major

None

ImportanceImpact

ImportanceImpact Importance

Impact




482/1648 or 29%

3.34

3.11 3.14

3.32

2.73 2.70

1

2

3

4




Understanding the interaction of human beings and the environment

Moderate

Minor

Major

None

ImportanceImpact


Impact




482/1648 or 29%

3.30

3.052.98

3.25

2.68

2.52

1

2

3

4




Understand international issues (political, economic, etc.)

Moderate

Minor

Major

None

ImportanceImpact


Impact




482/1648 or 29%

3.313.44

1

2

3

4




Actively participating in community service

Moderate

Minor

Major

None

ImportanceImpact

Item was added specifically for the Work Colleges and is not present on the standard Alumni Outcomes Survey, so no comparison data are available.

To what degree do you agree with the following statement concerning the Work Program?

My Work Program Experience...



482/1648 or 29%

3.96

1

2

3

4

5


helped me to become more involved in my community.Strongly

Agree

Neutral

Agree

Disagree

StronglyDisagree





482/1648 or 29%

4.12

1

2

3

4

5


helped me to learn the importance of service to others.Strongly

Agree

Neutral

Agree

Disagree

StronglyDisagree





482/1648 or 29%

3.85

1

2

3

4

5


helped me to understand the importance of providing community service after college.Strongly

Agree

Neutral

Agree

Disagree

StronglyDisagree

Your level of involvement in each type of activity or organization while you were attending this school.Your level of involvement in each type of activity or organization at the current time.



482/1648 or 29%

2.312.16

2.25

2.97

2.692.55

1

2

3

4




Professional

Average level

Low level

High level

None

When attending this school

At the current

time


At the current

time


At the current

time




482/1648 or 29%

2.37 2.35

2.00

2.462.54

2.24

1

2

3

4




Religious

Average level

Low level

High level

None


At the current

time


At the current

time


At the current

time




482/1648 or 29%

2.68

2.19

1.91

2.69

2.20

1.97

1

2

3

4




Service

Average level

Low level

High level

None


At the current

time


At the current

timeWhen

attending this school

At the current

time




482/1648 or 29%

2.10

1.59 1.54

2.26

1.68 1.64

1

2

3

4




Environmental

Average level

Low level

High level

None


At the current

time


At the current

time


At the current

time




482/1648 or 29%

1.83

1.591.51

2.03

1.681.61

1

2

3

4




Political

Average level

Low level

High level

None


At the current

timeWhen


At the current

time


At the current

time




482/1648 or 29%

2.73

1.98

1.77

2.49

2.02

1.83

1

2

3

4




Cultural

Average level

Low level

High level

None


At the current

timeWhen


At the current

time


At the current

time




482/1648 or 29%

1.94 1.931.79

2.192.08

1.93

1

2

3

4




Youth-oriented (including sports)

Average level

Low level

High level

None


At the current

time


At the current

time


At the current

time




482/1648 or 29%

2.15 2.212.07

1.93

2.13 2.07

1

2

3

4




Sports/athletics (adult level)

Average level

Low level

High level

None


At the current

time


At the current

time


At the current

time




482/1648 or 29%

1.45 1.48 1.47

1.98

1.74 1.69

1

2

3

4




K-12 level schools (e.g., PTA)

Average level

Low level

High level

None


At the current

time


At the current

time


At the current

time




482/1648 or 29%

2.37

1.991.91

2.61

2.222.12

1

2

3

4




Community

Average level

Low level

High level

None


At the current

time


At the current

time


At the current

time

Historical

survey Data stuDent survey items Prior to 2010

Cooperative Institutional Research Program (CIRP)

(Entering Fall Term Students)

Administered Fall Terms 2002, 2004, 2006, 2008, 2010, 2012, 2014 and 2016


Response Rates: 2002 87.6% 2004 93.2% 2006 85.6% 2008 89.6% 2010 87.0% 2012 76.0% 2014 84.0% 2016 74.7%

https://mp84e1c1k7z1e4nhfo24nnf7-wpengine.netdna-ssl.com/ira/wp-content/uploads/sites/27/2017/03/CIRP.p

Did your high school require community service

for graduation?Percent who indicated “YES”


20%

29%29%36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004

Berea Non-Sectarian

Berea-Specific Entering Survey

(Fall Term First-Year Students and New Transfers)


Administrated every Fall Term, 1995-2001 and Fall Terms 2003, 2005, 2007, 2009, 2011, and 2013

Average Response Rate of 85%

http://www.berea.edu/ira/files/2014/05/EnteringSurvey.pdf

Rate the importance to you of each of the following

Working for social change

Berea-Specific Entering Survey, First-Year Students

3.08 3.093.20 3.19

3.08 3.062.98

1

2

3

4

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Extremely important

Somewhat important

Not very important


Item has not been asked since 2001.

Your First College Year

(YFCY) (Spring 2005 Follow-Up to the Fall 2004 CIRP)


Response Rate: Spring 2005 - 30.2%

http://www.berea.edu/ira/files/2014/05/YFCY.pdf

Percent of Students who Marked "Frequently" or "Occasionally". (Last year of High School/Since Entering College)


CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)

Participated in organized demonstrations

55.2%

44.3%47.5%

40.9%

49.5%

40.7%42.8%

33.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)

Nonsectarian(N = 4227)

Private 4-year Colleges (N = 9,884)

Public Universities(N = 3,665)

CIRP - Fall 2004 YFCY - Spring 2005

Percent of Students who Marked "Frequently" or "Occasionally". (Last year of High School/Since Entering College)




88.6% 86.8% 88.2% 88.3%

62.9% 62.3%

67.3%

55.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea*(N = 110)





*Berea means are statistically significantly different at the P<.05 level.

Percent of Students who Marked the Objective as "Very important" or "Essential"




23.1% 22.1% 19.9%16.8%

25.9% 24.8%22.1% 20.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)









52.3%

40.7% 42.8%

35.8%

56.0%51.4% 51.4% 50.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)









78.7%

64.9%68.1%

63.3%

83.3%

74.6% 76.6% 76.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)








Becoming involved in programs to clean up the environment

29.4%

22.6%19.1% 19.7%

30.3% 30.3%27.1%

29.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)









38.9%

27.3% 26.1%22.8%

40.7%37.0%

34.3% 33.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)









33.3% 33.7% 33.7%29.7%

38.0%40.3%

38.0%34.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)








Improving my understanding of other countries and cultures

63.3%

53.3%49.7% 48.2%

71.6%

61.3%

55.6% 55.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 110)





YFCY - Your First College Year (Spring Follow-Up Survey to the 2004 New Freshmen)

Percentage of students who indicated the following as "essential' or "very important"


Improving the health of minority communities

56.2

39.3 38.8 36.3

0

10

20

30

40

50

60

70

80

90

100

Berea(N = 106 )

Nonsectarian(N = 5,752)



Perc

ent


Percent of students noting "much stronger" skills compared with time when entered college:


Understanding of the problems facing your community

17.1

9.1 8.3 7.3

0

10

20

30

40

50

60

70

80

90

100

Berea(N = 106 )




Perc

ent


Percent of students noting they are "satisfied" or "very satisfied" with the following:


Opportunities for community service

58.1 53.0 54.4

44.2

0

10

20

30

40

50

60

70

80

90

100

Berea(N = 106 )




Perc

ent




Response Rates: Spring 2003 51%

Spring 2007 79%

Spring 2010 64%

Spring 2014 60%


National Survey of Student Engagement (NSSE)Response Rates: 2003: 57%; 2007: 79%; 2010: 64%

In your experience at your institution during the current school year, about how often have you done each of the following?

1.521.60

1.69

1.85

2.29 2.29

1.561.62 1.61

1.731.78 1.76

1

2

3

4

2003 2007 2010 2003 2007 2010

Participated in a community-based project (e.g. service learning) as part of a regular course

NOTE: Comparison groups are based on Berea's Carnegie classification at the time the survey is administered. Baccalaureate-General are institutions that confer at least half of its degrees in the professional fields (based on a 3-year average). Berea College was in this category in 2003. Baccalaureate - Arts and Sciences are institutions that confer at least half of its degrees in the non-professional fields (based on one-year's data). The College is in this category currently.

Very often

Often

Sometimes

Never

Berea Bac-General

Berea Bac-GeneralBerea Berea

Berea Berea

Bac -Artsand

Sciences

Bac -Artsand

Sciences

Bac -Artsand

Sciences

Bac -Artsand

Sciences


National Survey of Student Engagement (NSSE)Response Rates: 2003: 57%; 2007: 79%; 2010: 64%

Which of the following have you done or do you plan to do before you graduate from your institution?

0.95

0.280.32

0.88

0.75

0.66

0.90

0.450.43

0.73 0.72

0.67

0

1

2003 2007 2010 2003 2007 2010

Community service or volunteer work

NOTE: Comparison groups are based on Berea's Carnegie classification at the time the survey is administered. Baccalaureate-General are institutions that confer at least half of its degrees in the professional fields (based on a 3-year average). Berea College was in this category in 2003. Baccalaureate - Arts and Sciences are institutions that confer at least half of its degrees in the non-professional fields (based on one-year's data). The College is in this category currently.

Done

Berea Bac-General

Berea Bac-General

Berea Berea

Berea Berea

Bac -Artsand

Sciences

Bac -Artsand

Sciences

Bac -Artsand

Sciences

Bac -Artsand

Sciences


Have not decided;Do not plan to do; Plan to do

Note: For 2003 items were coded as 0= no or undecided, 1= done or plan to do

Noel-Levitz Student Satisfaction Inventory (SSI) and


All Students


Response Rates:

1998 81% 2003 84%

2008 54% 2013 90%

http://www.berea.edu/ira/files/2014/05/SSI.pdf


Service LearningSatisfaction Ratings

Spring 1998 Administration

6.02

5.54

1 2 3 4 5 6 7

Importance

Satisfaction

Not SatisfiedAt All

Very SatisfiedNeutral

Not ImportantAt All

Very Important

There are various opportunities to serve the community (or humankind) at Berea.


Service LearningSatisfaction Ratings

Spring 2003 Administration

5.90

5.37

1 2 3 4 5 6 7

Importance

Satisfaction

Not SatisfiedAt All

Very SatisfiedNeutral

Not ImportantAt All

Very Important

I feel that there are adequate opportunities for me to provide community and other service.

Degrees of Preparation Spring 2009


Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State

Colleges and Universities (AASCU)


Response Rates:

First-Year Students (162/377or 43%); Seniors (168/362 or 46%)

http://www.berea.edu/ira/files/2014/05/DegreesOfPreparation.pdf

Degrees of Preparation Survey, Spring 2009 Administered to First-Year Students (162/377or 43%) and Seniors (168/362 or 46%)

Compiled by the Office of Institutional Research and Assessment, May 2009 Page 2 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)

3.38

1.90

2.48

3.403.48

2.15

2.44

3.45

1

2

3

4

U.S.-based media (Internet, cable/TV, radio/podcasts, print)

Non-U.S.-based media (Telemundo, BBC, Al-Jazeera, CBC,

The Economist, Financial Times)

Blogs, social networking Conversations (face-to-face, emailing)

How often do you use the following sources to inform yourself about current world events?


Never

Rarely

Sometimes

Often



3.033.12

2.38

3.11

2.44

2.28

2.862.73

2.953.07

1.99

3.17

2.172.07

2.93 2.91

1

2

3

4

Family Friends,co-workers

Religiousleaders

Professors,teachers

Politicians New Media(e.g.,

blogosphere,citizen

journalists)

Mainstream Media(e.g.,

newspapers,radio, cable TV)

Scientists,researchers,

other professionals

Indicate the importance of the following people ininforming you about current world events.


Not important

Somewhat important

Important

Very important

Degrees of Preparation Survey, Spring 2009 Administered to First-Year Students (162/377or 43%) and

Seniors (168/362 or 46%)


Have you ever done the following? Yes No No Response Developed friendship(s) with individuals outside the United States First-Year Students 164 (89%) 10 (5%) 11 (6%) Seniors 177 (89%) 8 (4%) 13 (7%) Taken a class that included international or global issues First-Year Students 129 (70%) 44 (24%) 12 (7%) Seniors 178 (90%) 7 (4%) 13 (7%) Studied a foreign language First-Year Students 160 (87%) 14 (8%) 11 (6%) Seniors 177 (89%) 8 (4%) 13 (7%) Attended international or global events on campus First-Year Students 146 (79%) 28 (15%) 11 (6%) Seniors 155 (78%) 30 (15%) 13 (7%) Participated in international clubs or activities First-Year Students 93 (50%) 81 (44%) 11 (6%) Seniors 124 (63%) 61 (31%) 13 (7%) Traveled outside the United States with my family First-Year Students 55 (30%) 119 (64%) 11 (6%) Seniors 84 (42%) 101 (51%) 13 (7%) Served as a host family for an international student First-Year Students 15 (8%) 159 (86%) 11 (6%) Seniors 29 (15%) 156 (79%) 13 (7%) Lived outside the United States with my family First-Year Students 22 (12%) 152 (82%) 11 (6%) Seniors 42 (21%) 143 (72%) 13 (7%) Traveled outside the United States by myself or with friends First-Year Students 54 (29%) 120 (65%) 11 (6%) Seniors 122 (62%) 63 (32%) 13 (7%) Participated in a volunteer service outside the United States First-Year Students 33 (18%) 141 (76%) 11 (6%) Seniors 54 (27%) 131 (66%) 13 (7%) Participated in a study abroad or an exchange program First-Year Students 14 (8%) 159 (86%) 12 (7%) Seniors 93 (47%) 92 (47%) 13 (7%) Participated in workplace experiences outside the United States First-Year Students 17 (9%) 157 (85%) 11 (6%) Seniors 33 (17%) 152 (77%) 13 (7%)


Seniors (168/362 or 46%)


Are you registered to vote? Yes No Ineligible No response First-Year Students 145 (78%) 6 (3%) 13 (7%) 21 (11%) Seniors 142 (72%) 17 (9%) 13 (7%) 26 (13%) Please indicate whether you have EVER DONE any of the following. Yes No No Response Informed myself about (Read or watched news, watched debates, attended rallies, etc.) Student Government (Student body representatives) First-Year Students 94 (51%) 74 (40%) 17 (9%) Seniors 95 (48%) 80 (40%) 23 (12%) Local Government (Mayor, Commissioner, School Board, etc.) First-Year Students 78 (42%) 89 (48%) 18 (10%) Seniors 76 (38%) 98 (50%) 24 (12%) State/Provincial Government (Governor, State Legislator, Judges, etc.) First-Year Students 103 (56%) 64 (35%) 18 (10%) Seniors 97 (49%) 77 (39%) 24 (12%) Federal/National Government (President, Senator, Representative) First-Year Students 149 (81%) 18 (10%) 18 (10%) Seniors 157 (79%) 18 (9%) 23 (12%) Discussed political issues about (Joined a political organization, blogged, etc.) Yes No No Response Student Government (Student body representatives) First-Year Students 70 (38%) 98 (53%) 17 (9%) Seniors 66 (33%) 109 (55%) 23 (12%) Local Government (Mayor, Commissioner, School Board, etc.) First-Year Students 59 (32%) 108 (58%) 18 (10%) Seniors 57 (29%) 117 (59%) 24 (12%) State/Provincial Government (Governor, State Legislator, Judges, etc.) First-Year Students 74 (40%) 93 (50%) 18 (10%) Seniors 82 (41%) 93 (47%) 23 (12%) Federal/National Government (President, Senator, Representative) First-Year Students 106 (57%) 61 (33%) 18 (10%) Seniors 122 (62%) 53 (27%) 23 (12%)


Seniors (168/362 or 46%)


Promoted a candidate for (Wore a campaign button, gave money, joined a Facebook group, displayed a bumper sticker, etc.) Yes No No Response Student Government (Student body representatives) First-Year Students 64 (35%) 104 (56%) 17 (9%) Seniors 63 (32%) 112 (57%) 23 (12%) Local Government (Mayor, Commissioner, School Board, etc.) First-Year Students 41 (22%) 126 (68%) 18 (10%) Seniors 26 (13%) 148 (75%) 24 (12%) State/Provincial Government (Governor, State Legislator, Judges, etc.) First-Year Students 41 (22%) 126 (68%) 18 (10%) Seniors 32 (16%) 142 (72%) 24 (12%) Federal/National Government (President, Senator, Representative) First-Year Students 102 (55%) 65 (35%) 18 (10%) Seniors 100 (51%) 75 (38%) 23 (12%) Worked on a campaign in (Registered voters, volunteered, canvassed a neighborhood, etc.) Yes No No Response Student Government (Student body representatives) First-Year Students 36 (20%) 131 (71%) 19 (10%) Seniors 17 (9%) 158 (80%) 23 (12%) Local Government (Mayor, Commissioner, School Board, etc.) First-Year Students 24 (13%) 142 (77%) 19 (10%) Seniors 17 (9%) 156 (79%) 25 (13%) State/Provincial Government (Governor, State Legislator, Judges, etc.) First-Year Students 17 (9%) 148 (80%) 20 (11%) Seniors 23 (12%) 151 (76%) 24 (12%) Federal/National Government (President, Senator, Representative) First-Year Students 28 (15%) 136 (74%) 21 (11%) Seniors 29 (15%) 145 (73%) 24 (12%)


Seniors (168/362 or 46%)


Voted Yes No No Response Student Government (Student body representatives) First-Year Students 126 (68%) 42 (23%) 17 (9%) Seniors 122 (62%) 53 (27%) 23 (12%) Local Government (Mayor, Commissioner, School Board, etc.) First-Year Students 96 (52%) 71 (38%) 18 (10%) Seniors 94 (48%) 80 (40%) 24 (12%) State/Provincial Government (Governor, State Legislator, Judges, etc.) First-Year Students 107 (58%) 60 (32%) 18 (10%) Seniors 107 (54%) 67 (34%) 24 (12%) Federal/National Government (President, Senator, Representative) First-Year Students 130 (70%) 36 (20%) 19 (10%) Seniors 121 (61%) 54 (27%) 23 (12%)



4.45

5.01

4.54

5.04

4.694.90

4.49

5.16

1

2

3

4

5

6

Skills to facilitate change on my campus or in the local

community.

Skillful at resolving conflicts with people.

Skillful at resolving conflicts that involve bias, discrimination, and

prejudice.

Skills to create an environment where members feel included.

Which most accurately reflects your feelings, beliefs, or behaviors related to each item


Do not have/ am

not

Have/am



5.54 5.56 5.605.39

5.515.61 5.60

5.31

1

2

3

4

5

6

People should try to make a contribution to their community.

People can play animportant role in

making the world better.

By working together, peoplecan influence decisions

that affect their community.

Communicating with decision makers helps people solve

problems facing their community.

Which most accurately reflects your feelings, beliefs, or behaviors related to each item


{Negative}

{Positive}


Seniors (168/362 or 46%)

Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)

During the past 12 months, did you participate in activities to help others? (for example, tutor students in elementary or secondary schools, help at a senior citizen’s center, lead a recycling program). Yes No No response First-Year Students 120 (65%) 47 (25%) 18 (10%) Seniors 122 (62%) 55 (28%) 21 (11%)



2.19

2.55

1.98

2.54

2.23

1.65

2.45

2.67

2.27

2.69

2.24

1.64

1

2

3

4

Create a plan to address an issueor a problem in

your community(campus, local, etc.)

Raise awareness about an issue or a

problem

Organize a groupto address an

issue or problem

Identify others whocould help deal with

an issue or a problemin your community

Present your opinion about an issuein the media

Organize a petition

How frequently do you engage in each activity


Never

Rarely

Sometimes

Often



3.583.74

3.56 3.563.69

3.603.72

3.84 3.843.96 3.94

3.84

1

2

3

4

5

Create a plan to address an issueor a problem inyour community

(campus, local, etc.)

Raise awareness about an issue or a problem

Organize a groupto address an

issue or problem

Identify others whocould help deal with

an issue or a problemin your community

Present your opinion about an issuein the media

Organize a petition

How effectively can you do each activity


Not ableto do

effectively

Ableto do

somewhateffectively

Ableto do

effectively

African-American Student Study


Completed in April 2003

Response Rate: 62% (142/ 229)

http://www.berea.edu/ira/files/2014/05/AAStudy.pdf

Berea College Survey of African-American Students

April 2003 The following survey asks various questions related to your experiences at Berea College. All responses will be kept strictly confidential by the Berea College Institutional Research Office. Having your name allows us to compare the survey results to future outcomes such as graduation rates. We appreciate your honest responses. Your Name: ________________________

African-American Student Study, Spring 2003

Learning through service opportunities

3.79

3.49

1

2

3

4

5

Importance SatisfactionNot at all

Extremely

Berea-Specific Graduating Senior Survey


Administrated during graduation rehearsals, 1995-96 through 2001-2002

Response Rates: Ranged from 55% to 96%

http://www.berea.edu/ira/files/2014/05/BereaSpecificGraduatingSeniorSurvey.pdf

How well did your experiences at Berea College help you accomplish the following goals: Berea-Specific Exit Survey (Graduating Seniors)

NOTE: Exit 2000 data are not available. Regrettably, the questionnaires were lost by the data entry agency.

Developing a commitment to service for the common or public good

72.8

78.080.2

86.483.9

81.6

26.8

20.118.5

13.015.5

17.6

0.52.0 1.2 0.6 0.6 0.8

0

10

20

30

40

50

60

70

80

90

100

1996 1997 1998 1999 2001 2002

Graduation year

Per

cen

t

Extremely orSomewhat Well

Not Very or Not At All Well

Missing

How well did your experiences at Berea College help you accomplish the following goals : Berea-Specific Exit Survey (Graduating Seniors)

NOTE: Exit 2000 data are not available. Regrettably, the questionnaires were lost by the data entry agency.

Intensifying your habit of service

71.7

68.1

72.2

77.8 78.7

73.2

26.329.0

26.5

19.7 20.7

24.4

2.0 3.01.2

2.50.6

2.4

0

10

20

30

40

50

60

70

80

90

100

1996 1997 1998 1999 2001 2002

Graduation Year

Per

cen

t

Extremely orSomewhat Well

Not Very or Not At All Well

Missing



NOTE: Exit 2000 data not available. Regrettably, the questionnaires were lost by the data entry agency.

3.223.17

3.343.27

3.40

3.16

3.26 3.243.30

1

2

3

4

96-97 97-98 98-99 99-00 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

Working for social change

Extremely important

Somewhat important

Not very important



Item not asked on theseadministrations

ACT Alumni Survey (Graduates two years after graduation)


Response Rates: 1999-00/2000-01 43% (185/435) 2001-02 40% (115/285)

2002-03 40% (108/269) 2003-04 31% (93/299)

2004-05 25% (77/304) 2005-06 28% (67/239)

http://www.berea.edu/ira/files/2014/05/AlumniSurvey.pdf

How much did your education at this college contribute to yourpersonal growth in each of the following areas?

ACT Alumni SurveyAdministered to graduates two years after graduation

NOTE: 1999-00 and 2000-01 graduates were surveyed at the same time and their results were combined.

2.32 2.322.24

2.332.37

2.30

1.85 1.87 1.87 1.88 1.87 1.87

1

2

3

1999-00, 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06


Recognizing your rights, responsibilities, and privileges as a citizen

Response rate of 43%(185/435)






Very much

Somewhat

Very little

Berea College

PrivateColleges

Berea College

PrivateColleges

Berea College

PrivateColleges

Berea College

PrivateColleges

Berea College

PrivateColleges

Berea College

PrivateColleges

Berea-Specific Item: How much did each of the following aspects ofBerea College contribute to your personal growth?



2.29 2.26 2.242.32

2.42

2.30

1

2

3

1999-00, 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06


Service learning (service as a required part of a course)







Very much

Somewhat

Very little




2.43

2.33

2.432.39

2.50 2.47

1

2

3

1999-00, 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06


Community service through the labor program(i.e., Bonner Scholars, Habitat for Humanity, SFA, People Who Care, etc.)







Very much

Somewhat

Very little




2.362.44

2.34 2.33

2.55

2.05

1

2

3

1999-00, 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06


Volunteering through college community service programs







Very much

Somewhat

Very little




2.12 2.10 2.13

2.02 2.032.07

1

2

3

1999-00, 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06


Participation in activism(political party work, social justice activities, environmental action projects, etc.)







Very much

Somewhat

Very little

ACA Appalachian Region Alumni Outcomes Survey

(1974-76, 1984-86, 1994-96 Graduates)


Response Rate: 42%

http://www.berea.edu/ira/files/2014/05/ACAAlumniOutcomesSurvey.pdf

ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)

Indicate your opinion of the importance of each of the following skills and competencies in your current endeavors.


3.43 3.38

3.15

1

2

3

4

5

Berea(N = 946)

23 ACA Schools(N = 8755)

5 Public Universities(N = 2803)

Very Great

Great

Moderate

Poor

VeryPoor


Indicate the contribution that your experiences at this college made to your growth in each area.


3.43

3.14

2.48

1

2

3

4

5

Berea(N = 946)



Very Great

Great

Moderate

Poor

VeryPoor


Indicate your level of involvement while attending this college in:

Other Volunteer/Community Service

53%

34%

6%2% 2%

4%

51%

34%

6%2% 1%

6%

61%

26%

5%1% 1%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 946)

52.5% 33.9% 6.1% 1.5% 1.7% 4.2%


51.2% 34.0% 5.8% 1.6% 1.3% 6.0%


60.6% 26.1% 4.5% 1.4% 1.0% 6.5%

0 hours per week 1-5 hours per week 6-10 hours per week 11-15 hours per weekMore than 15 hours

per weekMissing


Indicate your level of involvement at the current time in:

Other Volunteer/Community Service

41% 41%

10%

2% 2%5%

40% 40%

9%

3% 2%6%

41%38%

10%

3% 2%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Berea(N = 946)

41.2% 40.5% 9.6% 2.1% 1.6% 5.0%


39.7% 40.0% 9.1% 2.7% 2.3% 6.2%


41.2% 37.6% 9.5% 2.5% 2.3% 6.8%

0 hours per week 1-5 hours per week 6-10 hours per week 11-15 hours per weekMore than 15 hours

per weekMissing


Berea-Specific Item

Participation in the work/labor program increased my ability to participate in community service after graduation.

3.47

1

2

3

4

5

Berea(N = 946)

StronglyAgree

Agree

Neither Agree nor Disagree

Disagree

StronglyDisagree


Berea-Specific Item

I believe my experience in the college work/labor program helped me to understand the importance of providing community service after college.

3.62

1

2

3

4

5

Berea(N = 946)

StronglyAgree

Agree


Disagree

StronglyDisagree


Berea-Specific Item

My overall educational cost was decreased by work/labor program participation.

4.65

1

2

3

4

5

Berea(N = 946)

StronglyAgree

Agree


Disagree

StronglyDisagree

service/volunteerism/ civic engagement...volunteering service to my community berea-specific alumni...

Documents