Self-Reported Gains in Academic & Life Skills (part 1) Source: UCUES Core 2010 (Seniors only)

Transcription

1 10 Self-Reported Gains in Academic & Life Skills (part 1) (Seniors only) Started UC Proficiency: Percentage of respondents answering "Very Good" or "Excellent" % Current Proficiency: Percentage of respondents answering "Very Good" or "Excellent" 68% 65% 72% 61% 6 29% 29% % 11% 14% 13% Understanding of a specific field of study Analytical & critical thinking Reading & comprehending acad. material Understanding international perspectives Non-library research skills Library research skills Making presentations Writing effectively 1

2 10 Self-Reported Gains in Academic & Life Skills (part 2) (Seniors only) 82% 84% Started UC Proficiency: Percentage of respondents answering "Very Good" or "Excellent" Current Proficiency: Percentage of respondents answering "Very Good" or "Excellent" 63% 66% 49% 35% 35% 31% 25% 17% Internet skills Computer skills Ability to speak clearly and effectively in English Quantitative (mathematical & statistical) skills Foreign language skills 2

3 Participation in Research and Creative Activities with Faculty (for Seniors) Respondents could choose all that apply 10 91% 71% 55% 28% 29% 17% 12% 11% 6% As part of coursework Done an independent research project Assisted in faculty research for course credit Assisted in faculty research for pay Assisted in faculty research as a volunteer Creative project with faculty for course credit Creative project with faculty for pay Creative project with faculty as a volunteer Done any research or creative project with faculty 3

4 Educational Enrichments Source: UCUES Academic Engagement Module % 15% 6% Internship w/ faculty Other internship UC sponsored Study Abroad Other Study Abroad 4

5 Engagement with Faculty 10 15% 14% 7% 5% 31% 27% 14% 15% 41% 39% Percentage of respondents answering: 44% "Very Often" or "Often" 57% 79% 81% "Somewhat Often" or "Occasionally" "Rarely" or "Never" 43% 47% 29% 12% Communicated with a faculty member by or in person Had a class in which the professor knew or learned your name Interacted with faculty during lecture class sessions Talked with the instructor outside of class about course material Worked with a faculty member on an activity other than coursework Taken a small research-oriented seminar with faculty 5

6 10 Collaborative Learning 31% 27% Percentage of respondents answering: 53% 49% "Very Often" or "Often" "Somewhat Often" or "Occasionally" "Rarely" or "Never" 16% 23% Helped classmate understand material better Worked with group of students outside of class 6

7 Frequency of Required Learning Activities Reconsider position after assessing other arguments 9% 49% 42% Examining and assessing other methods and conclusions 12% 45% 43% Incorporating ideas from different courses 7% 4 53% Percentage of respondents answering: Using facts, examples to support viewpoint 2% 26% 71% "Never" or "Rarely" Generating new ideas or products 14% 43% 43% "Occasionally" or "Somewhat Often" "Often" or "Very Often" Evaluating methods and conclusions 7% 38% 55% Analysis 8% 38% 54% Recalling facts, terms, concepts 1% 24% 75% 10 7

8 18.0 Time Allocation for Academics and Employment (All Respondents) Mean hours per week Attending classes Studying Total work On campus work Work related to academic interests 8

9 10 Increased Academic Effort 28% 38% 28% Percentage of respondents answering: "Very Often" or "Often" 56% 43% 46% "Somewhat Often" or "Occasionally" "Rarely" or "Never" 16% 19% 26% Raised standard for acceptable effort due to high standards of a faculty member Extensively revised a paper at least once before submitting to be graded Sought academic help from instructor or tutor 9

10 Course Engagement 10 29% 25% 19% 1 13% 45% 45% Percentage of respondents answering: 49% 46% "Very Often" or "Often" 54% "Somewhat Often" or "Occasionally" 26% 35% 45% 42% "Rarely" or "Never" 17% Contributed to a class discussion Chose challenging courses, even though you might lower your GPA Brought up concepts from different courses during class discussions Made a class presentation Found a course so interesting that you did more work than was required 10

11 Reasons for Choosing Major (for students with declared majors) Respondents could choose all that apply Interest in subject area Intellectual curiosity 93% 96% Prepares for fulfilling career 83% Preparation for grad or prof school 65% Provides international opportunity 54% Prestige Leads to high paying job 49% 47% Desire to study abroad 39% Allows time for other activities 34% Parental desires Easy 16% 19% Other Could not get first choice major 9% 1 11

12 Academic Risk Behaviors 10 11% 8% 1% 11% 26% 39% 51% Percentage of respondents answering: 56% 88% "Very Often" or "Often" "Somewhat Often" or "Occasionally" "Rarely" or "Never" 54% 38% 19% Came to class without completing assigned readings Came to class unprepared Skipped class Turned in a course assignment late 12

13 Frequency Certain Behaviors Interfered with Academic Success Source: UCUES Academic Engagement Module 2010 Poor study behaviors 36% 33% 32% Bad study environment 4 37% 23% Feeling depressed, stressed or upset 42% 34% 24% Other competing responsibilities 54% 28% 18% Percentage of respondents answering: Competing family responsibilities 56% 29% 15% "Not at All" or "Rarely" Competing job responsibilities 57% 23% 2 "Occasionally" Inadequate study skills 63% 25% 12% "Frequently" or "All the Time" Physical illness or condition 71% 22% 7% Weak math skills 82% 12% 7% Weak English skills 92% 5% 3% 10 13

14 English Language Background 10 77% 13% Native English Speakers Learned English before 5 yrs old 7% Learned English when 6-10 yrs old 3% Learned English when yrs old 1% Learned English after turning 16 yrs old 14

15 Self-Reported Social Class Wealthy 2% Low-income or poor 9% Upper-middle or professional-middle 3 Working-class 21% Middle-class 38% 15

16 Immigration Background of Students and Their Families Student Foreign Born 12% Student-Parent-Grandparents US Born 4 Student US Born - At Least 1 Parent Foreign Born 33% Students-Parents US Born - At Least 1 Grandparent Foreign Born 15% 16

17 10 Sense of Belonging 85% 83% Percentage of respondents answering "Strongly Agree", "Agree", or "Somewhat Agree" I feel that I belong at this campus Knowing what I know now, I would still choose to enroll at this campus 17

18 General Satisfaction 10 86% 85% Percentage of respondents answering "Very Satisfied", "Satisfied", or "Somewhat Satisfied" 64% 62% UC academic experience UC social experience UC gpa Value of UC education 18

19 Campus Climate "Students are respected here regardless of their..." 10 Percentage of respondents answering "Strongly Agree", "Agree", or "Somewhat Agree" 88% 87% 86% 85% 83% 82% 82% Disabilities Gender Religious beliefs Sexual orientation Race or ethnicity Political beliefs Economic or social class 19

20 Satisfaction with Courses and Instruction Quality of faculty instruction 9 Access to faculty outside of class 88% Ability to get into major of choice 87% Quality of teaching by TAs 87% Advising by faculty on academic matters 84% Opportunities for research, creative products 77% Availability of general education courses Availability of courses needed for graduation Access to small classes 54% 63% 67% Percentage of respondents answering "Very Satisfied", "Satisfied", or "Somewhat Satisfied" Students treated equitably and fairly by faculty Open communication channels with faculty Faculty provide prompt and useful feedback on student work 89% 88% 83% 10 Percentage of respondents who agree 20

21 10 Satisfaction with Courses in the Major (for Declared Majors Only) 91% 78% 79% Percentage of respondents answering "Very Satisfied", "Satisfied", or "Somewhat Satisfied" Satisfaction with quality of lower-division courses in major Satisfaction with variety of courses in major Satisfaction with quality of upper-division courses in major 21

22 10 93% Clarity of Major Program Requirements, Policies & Practices (for Declared Majors) 92% 91% 85% Percentage of respondents who agree Catalog description of major is accurate Program of study is well-defined Major requirements result in coherent understanding of field Department rules are clear 22

23 10 Importance of Research Opportunities Source: UCUES Academic Engagement Module 2010 Percentage of respondents answering "Essential", Very Important", or "Important" 76% 63% 49% 46% Having access to a world-class library collection Learning research methods Assisting faculty in his/her research, for pay or as a volunteer Having courses with faculty members who refer to their own research as part of the class Pursuing your own research Learning about faculty research 23

24 10 Perceptions of UCSB as a Research University Source: UCUES Academic Engagement Module % 84% Percentage of respondents answering "Strongly Agree", "Agree", or "Somewhat Agree" 19% My UC campus has a strong commitment to undergraduate education Attending a university with world-class researchers is important to me The emphasis on research detracts from the quality of teaching on this campus It doesn't really matter where you get your undergraduate education since they are all similar in quality 24

25 Types of Community Service Work (Top 20) (Respondents could select all that apply) Source: UCUES Civic Engagement Module 2010 Education, pre-k to community college Environment/sustainability issues Child care Health Hunger Mentoring Access and success in higher education Tutoring Housing/homelessness Poverty Animal welfare Other Disability issues Civil rights/human rights Agriculture/nutrition Diversity/multiculturalism Community and public arts Senior/elder services Women's issues Mental health 17% 16% 16% 15% 15% 15% 13% 11% 1 9% 9% 9% 8% 7% 7% 7% 6% 6% 23% 22% 25

26 10 Participation in Community Service Source: UCUES Civic Engagement Module 2010 Percentage of respondents who participated in community service in Percentage of community service participants who become involved through particular means 45% 41% 25% 16% 14% 13% 1 9% 8% 4% 26

27 Time Allocation: Non-Academic Activities Socializing with friends 12.3 Using computer for non-academic purposes 11.2 Physical exercise/activity, recreational sports 6.1 Mean hours per week Partying 5.3 Pursuing a recreational/creative interest 5.3 Watching tv 4.7 Attending movies, concerts, sports or other events 3.6 Student clubs or organizations 3.3 Commuting to school and to work 2.9 Time with family 2.7 Performing community service or volunteer activities 2.1 Spiritual activities

28 18.0 Time Allocation for Academics and Employment (All Respondents) Mean hours per week Attending classes Studying Total work On campus work Work related to academic interests 28

29 Time Allocation for Working Students 18.0 Mean hours per week Paid employment total On-campus employment Employment (related to academic interests) 29

30 Student Involvement and Leadership Source: UCUES Civic Engagement Module 2010 Off-campus club or organization 2 4% % Participants or members Honor society 18% 1% % Leaders Other campus-based 16% 5% Academic groups 14% 3% Recreational groups 13% 2% Club sports 1 2% Religious groups Service groups 9% 8% 1% 2% Fraternity or sorority 8% 5% Advocacy groups Performing groups 6% 6% 2% 2% Political groups Campus media 5% 4% 1% 1% Governing bodies 4% 3% Varsity sports 3% 1% 30

31 Self-Reported Gains in Social Skills (Seniors only) 10 84% 82% Started UC Proficiency - Percentage of respondents answering "Excellent" or "Very Good" Current Proficiency - Percentage of respondents answering "Excellent" or "Very Good" 82% 73% 77% 66% 55% 45% 45% 43% 38% 35% Self awareness and understanding Interpersonal (social) skills Understanding of personal social responsibility Ability to appreciate cultural and global diversity Ability to appreciate, Ability to appreciate the tolerate and understand fine arts racial and ethnic diversity 31

32 Gains in Understanding of Social Issues and Personal Development Source: Student Development Module 2010 (Seniors only) 10 Started UC Proficiency - Percentage of respondents answering "Excellent" or "Very Good" Current Proficiency - Percentage of respondents answering "Excellent" or "Very Good" 64% 66% 68% 65% 65% 42% 49% 46% 26% 3 32% 3 27% 28% Sexual orientation Gender differences/issues differences/issues Social class/economic differences Racial/ethnic differences/issues Students' own racial/ethnic identity Other disability issues Physical disability issues 32

33 10 Most Important Goals for UC Experience Source: UCUES Student Development Module 2010 Percentage of respondents answering "Very Important" 84% 81% 76% 76% 7 69% Obtain the knowledge and skills I need to pursue my chosen career Discover what kind of person I really want to be Acquire a well-rounded general education Establish meaningful friendships Develop an in-depth understanding of a field of study Explore new ideas 33

34 Post-Graduation Plans for Seniors Do something else 1 Take a year off 9% Enroll in graduate or professional school 3 Work in internship or volunteer 6% Join armed forces 1% Study/Work Abroad 7% Work 37% 34

35 10 72% Highest Degree Aspirations for Seniors Percentage of all senior respondents who aspire to postgraduate study Percentage of all post-graduate aspirants interested in a specific degree 27% 18% 11% 8% 6% 2% Total aspiring to graduate or professional degree Master's (academic or professional) Doctorate Business Law Medical or other health profession Multiple doctoral degrees (MD/PhD) 35

36 Career Intentions Business, finance-related 14% Medicine, health-related 13% Don't know 13% Other 11% Artistic, creative 9% Education 9% Psychology, helping 8% Researcher, scientist 8% Law 8% Engineering, computer programming 7% 36