Purdue University West Lafayette National Survey of Student Engagement 2010 Survey Results and Selected Highlights for Student Affairs The National Survey of Student Engagement (NSSE) is designed to assess how students spend their time and how students benefit from attending college. NSSE results are used for a variety of purposes including program improvement, strategic planning, and accreditation. The 2004 and 2007 Purdue NSSE results were used as an indirect measure of student learning outcomes for the State of Indiana Legislative Request. In the spring of 2010, a web version of the NSSE was administered to all Purdue freshmen and seniors. The two accompanying reports summarize the results by classification with comparisons for the participating peer institutions. Throughout the 2010 administration, the Office of Institutional Research attempted to increase the survey response rate through various initiatives including distributing 300 flyers to be posted in residence halls and dining facilities; 20 flyers posted on public bulletin boards of various campus buildings; Question & Answer article in The Exponent; posted flyer on PurdueBoard which posts advertisements on eSidewalk website and BoilerTV; posted flyer on Purdue’s Facebook account; provided a PowerPoint slide and flyer to associate deans to distribute to faculty and share with their classes; met with academic advisors to discuss the importance of the survey and solicit their help in posting flyers in their offices; used Twitter to advertise survey to students. The Office of Institutional Research has the complete data set of all responses for additional analysis. The overall response rate was 24% for freshmen and 25% for seniors. Purdue is currently on a three-year cycle for administering NSSE (first year was 2004). It is hoped that the 2013 administration will yield a higher participation rate. Increasing awareness of the value of the data for a variety of purposes may help in this process. Complete results of the 2004, 2007 and 2010 Purdue NSSE reports can be found at http://www.purdue.edu/oir/resources.htm. Additional information about NSSE is available at http://nsse.iub.edu/index.cfm. Contact the Office of Institutional Research with any questions at 494-7139 or at oir@purdue.edu. Selected Highlights for Student Affairs: Overall

• Senior respondents evaluated Enriching Educational Experiences (EEE) above their peers at other institutions. EEE includes complementary learning opportunities, diversity experiences, collaborative technologies, internships, community service, and senior capstone opportunities.

• Freshmen respondents evaluated Supportive Campus Environment (SCE) significantly below their peers. SCE includes positive working and social relations among different groups on campus.

Areas of Success where Senior Responses in Comparison with Peers were Significantly Higher than Freshmen Responses in Comparison with Peers

• Had serious conversations with students of a different race or ethnicity than their own • Exercised or participated in physical fitness activities • Practicum, internship, field experience, co-op experience, or clinical assignment • Community service or volunteer work • Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.) • Relationships with other students • Participating in co-curricular activities (organizations, campus publications, student government,

fraternity or sorority, intercollegiate or intramural sports, etc.) • Acquiring job or work-related knowledge and skills • Thinking critically and analytically • Analyzing quantitative problems • Learning effectively on their own • Understanding themselves • Solving complex real-world problems • Developing a personal code of values and ethics • Overall quality of academic advising • Entire educational experience

1

Red Flag Areas for Improving Freshmen Success: Freshmen Responses were Significantly Lower than Peers

• Used email to communicate with an instructor • Discussed ideas from readings or classes with others outside of class • Foreign Language coursework • Relationships with faculty members • Providing the support needed to help succeed academically • Help to cope with non-academic responsibilities • Provide support needed to thrive socially • Writing clearly and effectively • Understanding themselves

Areas for Improvement where Senior Responses in Comparison with Peers were Significantly Lower than Freshmen Responses in Comparison with Peers

• Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

• Tried to better understand someone else’s views by imaging how an issue looks from his or her own perspective

• Study abroad • Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

2

Mean ComparisonsAugust 2010

Purdue University

3

Class Mean a Sig bEffect

Size c Mean a Sig bEffect

Size c Mean a Sig bEffect

Size c

First-Year 30.1 -.04 30.5 ** -.07 29.4 .01Senior 44.6 *** .10 45.6 .03 42.9 *** .19

Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.

Enriching Educational Experiences (EEE) ItemsComplementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge.

Mean a

29.546.2

a Weighted by gender and enrollment status (and by institution size for comparison groups). b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Distributions of Student Benchmark Scores

NSSE 2010 Benchmark ComparisonsPurdue University

Enriching Educational Experiences (EEE)

Mean Comparisons Purdue University compared with:

Purdue Peers and Big 10 AAU Very High Research

0

25

50

75

100

Purdue Peers and Big 10 AAU Very High Research

First-Year

0

25

50

75

100

Purdue Peers and Big 10 AAU Very High Research

Senior

Hours spent participating in co-curricular activities (organizations, campus publications, student gov., social fraternity or sorority, etc.)Practicum, internship, field experience, co-op experience, or clinical assignmentCommunity service or volunteer workForeign language coursework and study abroadIndependent study or self-designed majorCulminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)Serious conversations with students of different religious beliefs, political opinions, or personal valuesSerious conversations with students of a different race or ethnicity than your ownUsing electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignmentCampus environment encouraging contact among students from different economic, social, and racial or ethnic backgroundsParticipate in a learning community or some other formal program where groups of students take two or more classes together

4

Class Mean a Sig bEffect

Size c Mean a Sig bEffect

Size c Mean a Sig bEffect

Size c

First-Year 61.2 *** -.11 61.5 *** -.12 60.8 ** -.09Senior 58.2 -.04 58.2 -.04 57.3 .01

Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.

Supportive Campus Environment (SCE) ItemsStudents perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus.

Mean a

59.357.4

a Weighted by gender and enrollment status (and by institution size for comparison groups). b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Distributions of Student Benchmark Scores

NSSE 2010 Benchmark ComparisonsPurdue University

Supportive Campus Environment (SCE)

Mean Comparisons Purdue University compared with:

Purdue Peers and Big 10 AAU Very High Research

0

25

50

75

100

Purdue Peers and Big 10 AAU Very High Research

First-Year

0

25

50

75

100

Purdue Peers and Big 10 AAU Very High Research

Senior

Campus environment provides the support you need to help you succeed academicallyCampus environment helps you cope with your non-academic responsibilities (work, family, etc.)Campus environment provides the support you need to thrive sociallyQuality of relationships with other studentsQuality of relationships with faculty membersQuality of relationships with administrative personnel and offices

5

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

1. Academic and Intellectual ExperiencesFY 2.58 2.65 *** -.09 2.69 *** -.13 2.66 *** -.09SR 2.82 2.87 ** -.07 2.90 *** -.10 2.91 *** -.11FY 2.38 2.08 *** .39 2.09 *** .38 2.09 *** .38SR 2.75 2.61 *** .17 2.62 *** .16 2.61 *** .17FY 2.48 2.37 *** .12 2.39 *** .09 2.46 .02SR 2.27 2.24 .03 2.24 .03 2.30 -.03

FY 2.99 2.93 ** .08 2.95 * .05 2.99 .01SR 3.21 3.26 * -.05 3.28 *** -.08 3.27 *** -.08

FY 2.65 2.68 -.04 2.71 * -.07 2.73 *** -.09

SR 2.63 2.73 *** -.11 2.77 *** -.14 2.77 *** -.14FY 2.10 2.16 ** -.07 2.14 * -.05 2.14 -.05SR 2.43 2.36 ** .08 2.34 *** .10 2.29 *** .16FY 2.61 2.39 *** .25 2.39 *** .25 2.39 *** .25SR 2.56 2.43 *** .14 2.42 *** .16 2.44 *** .13FY 2.76 2.52 *** .27 2.52 *** .27 2.50 *** .30SR 3.15 2.89 *** .30 2.88 *** .30 2.84 *** .34

FY 2.63 2.65 -.02 2.66 -.03 2.64 -.01SR 2.99 2.96 .04 2.97 .03 2.96 .04FY 1.80 1.78 .02 1.78 .02 1.76 .04SR 1.98 1.89 *** .09 1.90 *** .08 1.88 *** .10FY 1.56 1.53 .04 1.52 * .06 1.53 .04SR 1.71 1.58 *** .14 1.61 *** .11 1.61 *** .11

TUTOR

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

COMMPROJ

Tutored or taught other students (paid or voluntary)

Purdue University

a.

b.

c.

Asked questions in class or contributed to class discussions

h.

Prepared two or more drafts of a paper or assignment before turning it in

REWROPAP

Worked on a paper or project that required integrating ideas or information from various sources

i.

j.

k.

Put together ideas or concepts from different courses when completing assignments or during class discussions

INTIDEAS

d.

e.

f.

g.

Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments

DIVCLASS

In your experience at your institution during the current school year, about how often have you done each of the following? 1=Never, 2=Sometimes, 3=Often, 4=Very often

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10

Made a class presentation CLPRESEN

AAU

CLQUEST

INTEGRAT

Come to class without completing readings or assignments

CLUNPREP

Worked with other students on projects during class

CLASSGRP

Worked with classmates outside of class to prepare class assignments

OCCGRP

ACL

ACL

ACL

ACL

ACL

ACL

NSSE 2010 Mean Comparisons

6

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

FY 2.78 2.76 .02 2.78 .00 2.73 * .05SR 2.83 2.90 ** -.07 2.93 *** -.10 2.90 ** -.07FY 3.02 3.14 *** -.15 3.16 *** -.18 3.15 *** -.16SR 3.34 3.41 *** -.09 3.44 *** -.13 3.42 *** -.11FY 2.39 2.49 *** -.12 2.51 *** -.14 2.50 *** -.13SR 2.69 2.68 .01 2.69 .00 2.70 -.02FY 2.21 2.22 -.01 2.20 .01 2.20 .01SR 2.35 2.36 -.01 2.38 -.03 2.34 .01FY 1.79 1.81 -.03 1.83 -.05 1.81 -.02SR 1.97 1.98 .00 2.00 -.03 1.98 -.01FY 2.50 2.59 *** -.12 2.62 *** -.15 2.60 *** -.12SR 2.62 2.68 ** -.08 2.71 *** -.11 2.70 *** -.09FY 2.62 2.61 .02 2.62 .01 2.61 .02SR 2.66 2.59 ** .08 2.60 ** .07 2.62 .04

FY 1.66 1.61 * .07 1.61 * .06 1.61 ** .07SR 1.93 1.80 *** .14 1.82 *** .12 1.80 *** .15

FY 2.58 2.72 *** -.16 2.74 *** -.18 2.72 *** -.16SR 2.76 2.87 *** -.13 2.89 *** -.15 2.88 *** -.14FY 2.53 2.62 *** -.10 2.67 *** -.14 2.63 *** -.10SR 2.69 2.76 ** -.07 2.80 *** -.11 2.75 * -.05

FY 2.65 2.72 * -.07 2.75 *** -.10 2.73 ** -.08SR 2.81 2.83 -.02 2.86 * -.05 2.81 .00

t.

u.

v.

p.

q.

r.

s.

m.

n.

o.

EMAIL

Discussed grades or assignments with an instructor

Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

l.

Discussed ideas from your readings or classes with faculty members outside of class

FACIDEAS

ITACADEM

FACGRADE

Talked about career plans with a faculty member or advisor

FACPLANS

Used e-mail to communicate with an instructor

Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values

DIFFSTU2

Received prompt written or oral feedback from faculty on your academic performance

FACFEED

Worked harder than you thought you could to meet an instructor's standards or expectations

WORKHARD

Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)

FACOTHER

Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

OOCIDEAS

Had serious conversations with students of a different race or ethnicity than your own

DIVRSTUD

SFI

SFI

SFI

EEE

SFI

LAC

SFI

ACL

EEE

EEE

7

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

2. Mental Activities

FY 2.94 2.97 -.04 2.96 -.02 2.97 -.04SR 2.84 2.84 .00 2.81 .03 2.83 .02

FY 3.16 3.20 -.05 3.22 ** -.08 3.18 -.03SR 3.28 3.30 -.03 3.32 * -.05 3.30 -.02

FY 2.93 2.96 -.04 2.99 ** -.07 2.95 -.03SR 3.00 3.08 *** -.09 3.11 *** -.13 3.08 *** -.09

FY 2.89 2.86 .03 2.88 .01 2.87 .02SR 2.99 2.97 .02 2.99 .00 2.99 .01FY 3.11 3.14 -.04 3.15 -.04 3.11 .00SR 3.28 3.23 * .05 3.24 .04 3.22 ** .07

3. Reading and WritingFY 3.11 3.31 *** -.21 3.34 *** -.24 3.29 *** -.19SR 3.03 3.24 *** -.20 3.27 *** -.23 3.23 *** -.19FY 1.99 2.00 -.01 2.00 -.01 2.01 -.02SR 2.14 2.17 -.04 2.18 -.04 2.18 * -.05FY 1.34 1.30 * .06 1.29 ** .08 1.28 ** .09SR 1.69 1.61 *** .10 1.61 *** .10 1.61 *** .10FY 2.16 2.26 *** -.12 2.27 *** -.14 2.25 *** -.11SR 2.50 2.58 *** -.08 2.60 *** -.10 2.56 * -.06FY 2.88 3.02 *** -.13 3.04 *** -.15 3.00 *** -.12SR 3.06 3.09 -.02 3.09 -.02 3.07 -.01

c.

d.

e.

a.

b.

c.

d.

e.

a.

b.

Number of assigned textbooks, books, or book-length packs of course readings

READASGN

Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form

MEMORIZE

Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components

ANALYZE

Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

SYNTHESZ

Making judgments about the value of info., arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

EVALUATE

Applying theories or concepts to practical problems or in new situations

APPLYING

Number of books read on your own (not assigned) for personal enjoyment or academic enrichment

READOWN

Number of written papers or reports of 20 pages or more

WRITEMOR

Number of written papers or reports between 5 and 19 pages

WRITEMID

Number of written papers or reports of fewer than 5 pages

WRITESML

LAC

LAC

LAC

LAC

LAC

During the current school year, about how much reading and writing have you done?1=None, 2=1-4, 3=5-10, 4=11-20, 5=More than 20

LAC

LAC

During the current school year, how much has your coursework emphasized the following mental activities? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much

LAC

8

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

4. Problem SetsFY 3.14 2.85 *** .25 2.85 *** .26 2.81 *** .29SR 2.78 2.56 *** .18 2.53 *** .21 2.59 *** .15FY 2.98 2.75 *** .18 2.71 *** .22 2.74 *** .20SR 2.44 2.27 *** .14 2.22 *** .19 2.28 *** .13

5. Examinations 1=Very little to 7=Very much

FY 5.67 5.61 * .05 5.63 .03 5.59 ** .07SR 5.41 5.38 .02 5.40 .01 5.43 -.02

6. Additional Collegiate ExperiencesFY 2.01 2.13 *** -.14 2.16 *** -.17 2.12 *** -.13SR 1.97 2.09 *** -.13 2.12 *** -.17 2.05 *** -.08FY 2.87 2.94 ** -.07 2.95 ** -.08 2.93 * -.07SR 2.89 2.93 -.03 2.93 -.04 2.86 .03FY 2.11 1.99 *** .11 2.01 *** .10 2.02 ** .08SR 2.05 1.95 *** .10 1.96 *** .09 1.99 * .05FY 2.50 2.57 ** -.08 2.59 *** -.10 2.59 *** -.10SR 2.64 2.68 * -.06 2.71 ** -.08 2.69 ** -.07

FY 2.69 2.76 ** -.08 2.77 *** -.09 2.76 ** -.08SR 2.78 2.86 *** -.10 2.87 *** -.11 2.86 *** -.10FY 2.76 2.85 *** -.11 2.86 *** -.12 2.85 *** -.11SR 2.84 2.92 *** -.09 2.93 *** -.11 2.91 ** -.08

7. Enriching Educational ExperiencesFY .07 .07 .00 .07 .00 .07 .01SR .67 .58 *** .17 .60 *** .14 .54 *** .26

a.

b.

a.

c.

a.

Number of problem sets that take you less than an hour to complete

PROBSETB

Number of problem sets that take you more than an hour to complete

PROBSETA

Practicum, internship, field experience, co-op experience, or clinical assignment

INTERN04

b.Exercised or participated in physical fitness activities

During the current school year, about how often have you done each of the following? 1=Never, 2=Sometimes, 3=Often, 4=Very often

d.Examined the strengths and weaknesses of your own views on a topic or issue

OWNVIEW

e.Tried to better understand someone else's views by imagining how an issue looks from his or her perspective

Which of the following have you done or do you plan to do before you graduate from your institution? (Recoded: 0=Have not decided, Do not plan to do, Plan to do; 1=Done. Thus, the mean is the proportion responding "Done" among all valid respondents.)

EXRCSE05

ATDART07

OTHRVIEW

EEE

f. Learned something that changed the way you understand an issue or concept

CHNGVIEW

Select the circle that best represents the extent to which your examinations during the current school year have challenged you to do your best work.

Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.)

WORSHP05

EXAMS

Attended an art exhibit, play, dance, music, theater or other performance

In a typical week, how many homework problem sets do you complete?1=None, 2=1-2, 3=3-4, 4=5-6, 5=More than 6

9

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

FY .36 .41 *** -.10 .42 *** -.12 .41 *** -.11SR .72 .67 *** .10 .69 ** .07 .65 *** .14

FY .24 .23 .03 .20 *** .09 .18 *** .14SR .30 .28 * .06 .27 ** .08 .26 *** .11

FY .06 .05 .01 .05 .01 .05 .02SR .27 .26 .03 .28 -.01 .24 ** .07FY .24 .31 *** -.14 .33 *** -.18 .29 *** -.10SR .54 .55 -.04 .58 *** -.09 .53 .01FY .04 .04 .01 .04 .02 .04 .02SR .22 .24 * -.06 .26 *** -.09 .21 .02FY .05 .04 ** .10 .03 *** .12 .03 *** .13SR .15 .16 -.03 .18 * -.06 .15 .00FY .03 .02 * .07 .02 * .08 .02 ** .09SR .41 .29 *** .27 .30 *** .24 .28 *** .29

8. Quality of RelationshipsFY 5.49 5.48 .01 5.50 .00 5.49 .00SR 5.75 5.63 *** .09 5.64 *** .09 5.59 *** .12

FY 4.89 5.04 *** -.12 5.06 *** -.13 5.05 *** -.12SR 5.16 5.22 -.04 5.24 * -.06 5.24 * -.06

FY 4.70 4.67 .02 4.68 .02 4.67 .03SR 4.58 4.57 .01 4.57 .01 4.55 .02

c.

a.

b.

f.

g.

b.

c.

d.

e.

h.

Independent study or self-designed major INDSTD04

Community service or volunteer work VOLNTR04

Participate in a learning community or some other formal program where groups of students take two or more classes together

LRNCOM04

Work on a research project with a faculty member outside of course or program requirements

RESRCH04

Foreign language coursework FORLNG04

Study abroad STDABR04

Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)

SNRX04

ENVFAC

Relationships with other students ENVSTU

Relationships with faculty members

Relationships with administrative personnel and offices

ENVADM

SCE

SCE

SFI

EEE

EEE

EEE

1=Unhelpful, Inconsiderate, Rigid to 7=Helpful, Considerate, Flexible

1=Unavailable, Unhelpful, Unsympathetic to 7=Available, Helpful, Sympathetic

Select the circle that best represents the quality of your relationships with people at your institution. 1=Unfriendly, Unsupportive, Sense of alienation to 7=Friendly, Supportive, Sense of belonging

SCE

EEE

EEE

EEE

10

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

9. Time Usage

FY 4.88 4.60 *** .17 4.67 *** .13 4.55 *** .20SR 4.63 4.46 *** .10 4.51 ** .07 4.48 ** .08FY 1.56 1.60 -.03 1.57 -.01 1.55 .01SR 2.09 2.22 ** -.07 2.19 * -.06 2.07 .02FY 1.54 1.53 .01 1.50 .03 1.60 -.04SR 2.00 2.41 *** -.20 2.38 *** -.18 2.74 *** -.32

COCURR01 EEE FY 2.67 2.51 *** .10 2.56 * .07 2.49 *** .11SR 2.74 2.49 *** .16 2.55 *** .12 2.36 *** .24FY 3.76 3.96 *** -.12 3.92 *** -.10 3.91 *** -.09SR 3.98 3.95 .02 3.92 .04 3.79 *** .12FY 1.41 1.32 ** .10 1.30 *** .12 1.36 .05SR 1.46 1.44 .01 1.44 .02 1.74 *** -.17FY 2.41 2.36 .05 2.33 ** .09 2.34 ** .07SR 2.29 2.36 *** -.09 2.34 * -.06 2.36 *** -.08

10. Institutional EnvironmentFY 3.30 3.21 *** .12 3.24 ** .08 3.21 *** .13SR 3.25 3.14 *** .14 3.18 *** .10 3.15 *** .13FY 3.00 3.10 *** -.13 3.12 *** -.16 3.08 *** -.11SR 2.87 2.93 * -.07 2.94 ** -.08 2.90 -.03FY 2.86 2.78 ** .09 2.80 * .06 2.76 *** .11SR 2.52 2.57 -.05 2.59 ** -.07 2.54 -.02

d.

e.

g.

a.

f.

c.

b.

b.

c.

a.Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

ACADPR01

Relaxing and socializing (watching TV, partying, etc.)

SOCIAL05

Working for pay on campus WORKON01

Working for pay off campus WORKOF01

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

Providing care for dependents living with you (parents, children, spouse, etc.)

CAREDE01

Commuting to class (driving, walking, etc.)

Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

ENVDIVRS

COMMUTE

Spending significant amounts of time studying and on academic work

ENVSCHOL

Providing the support you need to help you succeed academically

ENVSUPRT SCE

EEE

LAC

About how many hours do you spend in a typical 7-day week doing each of the following? 1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-15 hrs/wk, 5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk

To what extent does your institution emphasize each of the following?1=Very little, 2=Some, 3=Quite a bit, 4=Very much

LAC

11

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

FY 2.17 2.25 *** -.10 2.26 *** -.10 2.24 ** -.08SR 1.95 1.97 -.02 1.96 -.01 1.93 .02FY 2.45 2.57 *** -.13 2.56 *** -.13 2.53 *** -.09SR 2.27 2.36 *** -.09 2.34 ** -.08 2.28 -.01

FY 2.76 2.99 *** -.26 3.00 *** -.28 2.96 *** -.23SR 2.69 2.90 *** -.24 2.90 *** -.25 2.80 *** -.13FY 3.48 3.39 *** .12 3.40 *** .12 3.37 *** .15SR 3.61 3.51 *** .13 3.53 *** .11 3.49 *** .16

11. Educational and Personal Growth

FY 3.07 3.20 *** -.17 3.22 *** -.20 3.19 *** -.16SR 3.27 3.29 -.03 3.31 * -.05 3.26 .02FY 2.92 2.89 .03 2.87 .05 2.82 *** .10SR 3.18 3.03 *** .16 3.02 *** .17 2.99 *** .20FY 2.79 2.88 *** -.09 2.90 *** -.12 2.90 *** -.12SR 2.94 3.04 *** -.12 3.07 *** -.15 3.04 *** -.12FY 2.79 2.72 ** .08 2.72 ** .08 2.71 ** .08SR 2.98 2.92 ** .06 2.92 * .06 2.89 *** .09FY 3.19 3.26 *** -.10 3.28 *** -.12 3.24 * -.07SR 3.44 3.40 .05 3.42 .02 3.38 ** .08FY 3.11 3.07 .05 3.08 .04 3.04 ** .08SR 3.29 3.14 *** .17 3.15 *** .17 3.12 *** .20FY 3.20 3.09 *** .14 3.09 *** .14 3.05 *** .18SR 3.36 3.21 *** .17 3.22 *** .16 3.20 *** .19FY 3.15 3.01 *** .16 3.01 *** .16 2.98 *** .20SR 3.32 3.18 *** .16 3.19 *** .16 3.14 *** .20

d.

e.

a.

b.

c.

g.

g.

h.

f.

d.

e.

f.

GNWRITE

Helping you cope with your non-academic responsibilities (work, family, etc.)

ENVNACAD

Working effectively with others GNOTHERS

Speaking clearly and effectively GNSPEAK

Thinking critically and analytically GNANALY

Analyzing quantitative problems GNQUANT

GNGENLED

Acquiring job or work-related knowledge and skills

GNWORK

Writing clearly and effectively

ENVEVENT

ENVCOMPT

Providing the support you need to thrive socially ENVSOCAL

Attending campus events and activities (special speakers, cultural performances, athletic events, etc.)

Using computing and information technology GNCMPTS

Using computers in academic work

Acquiring a broad general education

SCE

SCE

To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much

12

a Weighted by gender and enrollment status (and size for comparisons).b * p<.05 ** p<.01 *** p<.001 (2-tailed).c Mean difference divided by pooled SD

VariableBench-mark Class Mean a Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c Mean a Sig b

Effect Size c

Purdue University

Very High ResearchPurdue

Purdue compared with:

Peers and Big 10 AAU

NSSE 2010 Mean Comparisons

FY 1.72 1.91 *** -.20 1.90 *** -.20 1.91 *** -.20SR 2.00 2.17 *** -.17 2.20 *** -.20 2.13 *** -.13FY 2.94 2.99 * -.07 3.00 ** -.08 2.97 -.04SR 3.13 3.11 .03 3.12 .01 3.05 *** .09FY 2.72 2.82 *** -.10 2.82 *** -.11 2.79 * -.07SR 2.86 2.88 -.02 2.90 -.04 2.82 .05FY 2.72 2.71 .01 2.72 .00 2.69 .04SR 2.72 2.73 .00 2.74 -.02 2.68 .05FY 2.80 2.76 .05 2.76 .05 2.72 *** .10SR 2.99 2.90 *** .10 2.90 *** .09 2.83 *** .17FY 2.60 2.68 ** -.08 2.68 ** -.08 2.65 -.05SR 2.69 2.69 .00 2.70 -.01 2.65 .04FY 2.37 2.47 *** -.11 2.50 *** -.14 2.46 *** -.10SR 2.38 2.47 *** -.09 2.50 *** -.13 2.46 ** -.08FY 1.98 2.00 -.03 2.00 -.02 2.00 -.02SR 1.81 1.76 .05 1.76 .04 1.76 .05

12. Academic Advising 1=Poor, 2=Fair, 3=Good, 4=Excellent

FY 3.08 3.08 -.01 3.08 -.01 3.06 .02SR 2.99 2.93 * .07 2.90 *** .09 2.88 *** .12

13. Satisfaction 1=Poor, 2=Fair, 3=Good, 4=Excellent

FY 3.25 3.30 * -.07 3.32 ** -.09 3.27 -.02SR 3.33 3.35 -.03 3.37 * -.06 3.27 ** .07

14. 1=Definitely no, 2=Probably no, 3=Probably yes, 4=Definitely yes

FY 3.38 3.39 -.01 3.39 -.01 3.36 .03SR 3.38 3.41 -.03 3.41 -.04 3.32 ** .07

IPEDS: 243780

Overall, how would you evaluate the quality of academic advising you have received at your institution?

ADVISE

ENTIREXP

If you could start over again, would you go to the same institution you are now attending?

SAMECOLL

How would you evaluate your entire educational experience at this institution?

o.

k.

n.

m.

l.

i.

j.

Developing a personal code of values and ethics GNETHICS

Understanding yourself GNSELF

Understanding people of other racial and ethnic backgrounds

GNDIVERS

GNPROBSV

Voting in local, state, or national elections GNCITIZN

Learning effectively on your own GNINQ

p. Developing a deepened sense of spirituality GNSPIRIT

Contributing to the welfare of your community GNCOMMUN

Solving complex real-world problems

13

17

9

4

14

2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

While Purdue has great opportunities and great name recognition there are some fields which I believe the school can do better on. First: Administrative Staffing ‐ I find the admin staffing at Purdue to be incredibly rude, unhelpful and incredibly condescending. This can range from the dining halls, PUSH, and some academic offices. For example when I tried to drop Psych 120 before the drop date and take a Withdrawal, I was told by the administrator that she could only give me Withdrawal Fail because "she had worked in the university for 20 years and there has never been a policy which allowed a student to take just a withdrawal" She continued to insist that my academic advisor who had encouraged me to drop the course was "misguided and ill informed." The only way I convinced her that I had a legitimate claim was encouraging her to call her supervisor to which she kept grumbling "I've worked here for 20 years and I know this doesn't exist."  Second of all I have some issues with PUSH ‐ Push has an incredible nursing and doctor team, I can firmly say that Push Doctors are incredibly caring and have never had an issue with them. The problem rather is trying to get a doctor to see you. Push phone operators are absolutely useless. I called an appointment line and the women told me you cannot make appointments on the same day. I informed her I had no intention of making an appointment on the same day but rather wanted one later in the week. She insisted that you cannot make appointments over the telephone and that I had to walk into the office to make an appointment no matter what day it was. In frustration I asked her "so what is the point of having this telephone number if you can't make appointments" and she responds: "I can make an appointment, what are you talking about?!" I respond telling her that I'd like to make one and she immediately tells me "well like I keep saying and you clearly don't seem to understand, you need to come down to this office and walk up to the desk and fill out a card and wait in line, and get an appointment." That I think might be the exact text book definition of bad customer service. It is rude, unhelpful and has no place in a University which operates on a global stage. Overall my problems with Purdue mainly stem from rude staff. Yes there are some other problems such as Foreign TAs who are incredibly difficult to understand and huge class sizes, but in the end if I could focus on one point I would encourage you to change your admin staff.   I'm not thrilled with my experience here so far. I was unable to get into a couple classes due to problems with academic advising and the Bursar's office. If at all possible, I will look into transferring to an actual Art school next year.   ‐ Stress importance of international students ‐ Provide more connections and friendliness to international student ‐ Safer campus facilities ‐ Friendlier staff and faculty ‐ Better transportation facilities (provide bus routes that go both ways, not just one way around the campus) ‐ More structured focus in Physics. (Engineering depends on Physics!) The university has not been as well run as I had expected. It is difficult to get help from advisors and it is difficult to get questions answered.   Before I accepted my admission to the university, I was told over the telephone that I was eligible to apply for certain scholarships of up to $17,000 per year for my last three years.  Now that I have accepted my admission and started classes, I am told that that is not true.  The purpose of those particular scholarships, I am told, is "to bring the best and the brightest to Purdue".  The whole experience leaves me with a bitter taste in my mouth and a deep feeling of disenfranchisement with the university.   

15

2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

Engineering advising is not always helpful. The staff's knowledge of programs throughout the School of Engineering is not always consistent.   When I first came to Purdue, I absolutely loved it here. Now, I'm happy to say that I will not be coming back next year. Dorm life is not well monitored here. My roommate and I get in to fights all the time and nothing is ever done about it. The residential life manager did not help either and I felt as if my Residential Assistant was against me in our meeting. Purdue does not even have my correct major and at the very beginning of the year, due to misunderstandings, I was put into the wrong major and received a failing grade in a class I did not even have to take. Communication skills here are not great; however, my academic advisor did try her hardest to help me through everything. I have applied for Ball State and am hoping to be going there next year. This institution is very centered on education as most should be. In order for me to be successful though, I need limited stress. Social conflicts need to be handled in a more efficient manner. Especially when one roommate receives a threat from another. This is not the type of situation that I would choose to be in right now. It's also the situation that broke my love for Purdue, among many other things.   I wish I could find a math tutor for free.   ‐improve the health facilities (equipment) I could not get my eyes check to get new lenses.   Good international student service. Good food in dining court.   The residence hall administrative staff is extremely inapplicable and unhelpful. I had the worst experience with them imaginable and the way they approach matters could greatly be improved. I was deeply disappointed with university residences. My RA was very unprofessional and rude and if I stay at Purdue I will never live in University Residences again.   I am in AFROTC and have learned most of the things in this survey through that military experience, not through my Purdue coursework.   I feel challenged here and enjoy the huge support system. If I am having difficulties with a topic in class, I know I have some where to go to get help.   I do not think some of the advisors are very helpful or personable.   Advisors have told us to take classes at Ivy tech due to the ridiculous difficult level here at Purdue, if they are telling many students to take these classes somewhere I think that may be a problem on Purdue’s half. This institution has become too complex and stressful. Purdue needs to help find their students and graduates employment more.  They promise a world of      careers to be open to their graduates and I have yet to see this benefit.  Purdue needs to offer more career/major work experience to their undergraduates to aid in their career paths.   The university needs a single point of contact for people trying to do the Transition to Teaching and related programs.   Being a male with high social anxiety and avoidant behavior in a female‐dominated field has caused me to withdraw further into my shell than ever.   All the resources are available if you know how to find them or know they exist. That is the challenge of taking advantage of opportunities at Purdue. A lot of opportunities I wish I had taken were presented to me too late.   Poor academic advising experience. I have had four academic advisors including one who put in my record that I had taken a certain course which I had not. This resulted in my graduation date being postponed and me no longer being able to complete the major I had intended to take. That advisor was then promoted. I wish Purdue would plan more interesting social events on and off campus that would draw students to them instead of casual parties.   

16

2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

Thank you for being proactive in soliciting my opinions. I am anxious to see positive adjustments and advancements made at Purdue University to truly invest into the education, development, and lives of students to come.   I think that the educational experience would be better if the schools would go through their requirements for the major and determine if some classes are really needed for that major.  Have the advisors go through the classes that students have already taken, make sure that they are not taking a repeated class or a class that is exactly the same as one that they took before.  I am taking a class that is the same as one I took my freshman year and it is the same.  But, it is required for my major, so I am taking the same class twice just different numbers for the class.  There are also classes that I am taking and have taken that I will never use in my major; the schools need to evaluate what classes are required to help their students graduate on time and early enough.   I haven't found the college experience to be a thriving environment for my area of interest. All in all, it has been a tedious process and I have been bored to death; I have not been challenged, stimulated, or utilized enough with my major, Theatre Acting. I majored in this area, because acting is my passion. If I were to do it over again, I would not have gone to Purdue, but maybe instead to a special acting school. I am graduating soon and feel a bit bitter about the last 4 years of my life which have felt like a prison sentence. So far as I can tell, Purdue does not seem to have produced any networking possibilities nor career opportunities in my major. Instead, it has mostly been a process of one, simple class after another. I have learned some valuable things here and there and have improved and matured in a lot of ways while attending this school, but this maturity and growth could have easily happened elsewhere I feel. It is my sincere hope that the last 4 years have not been a waste. I'm sure they haven't been, but I still feel bitter about being under‐utilized in my area of interest. They lied to me about one thing ‐ finding a job.  After working hard, I'm having a hell of a time getting anything worthwhile out of it.  I'd like to blame it on the economy, but some here do have a future.  It drives me to drink. The education at Purdue is top‐notch.  The Division of financial Aid, however, is full of bumbling idiots.  I was also surprised to see how slow Purdue was to take up newer, computer‐integrated student interaction with advising and scheduling. Education should really look at overhauling some of the advisors.  Many seem to not care and blame it on the students when they make mistakes.  Any other job they would be fired.   Unity between the financial aid department could have saved me HOURS of head ache and wasted time. I was disappointed at first that I wound up going to my safety school and had feelings that I was at an inferior institution. I no longer feel that way in any respect: the resources provided here are tremendous and I feel that I've been doing well lately in taking advantage of all the resources Purdue offers.   The degree of difficulty of my school is tremendous and we actually experience at least an average of one student a year who commits suicide near the end of a semester. Our advisors and those running the school need to seriously begin trying to help students rather than just trying to constantly put more pressure and more fear into them. A student with a GPA over 3.0 who has one bad semester because of personal issues should not be put into a situation of getting a minimum GPA the next semester or being expelled. Students that fall into this academic probation should be receiving some sort of support, but instead they are forced to take valuable time out of their day to come to their advisors and have more anxiety put into their life with the threat of losing all of the progress they have made thus far.   Lack of effort on Krannert's behalf to help students where it matters most ‐ GETTING A CAREER. Instead, focuses on INCREASING RANKINGS BY SENDING THESE SURVEYS. WHY DON'T YOU SEND ME JOB OPPORTUNITIES INSTEAD.   

17

2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

The only major problem I have had with my education has been different issues with the financial aid office with a lack of communication and help when I have had problems. Wanted a way of weighting judgments on overall faculty, student, or advisor relationships based on level of interaction with each category. I felt personally that my level of interaction with professors was less than that of other students, but my interaction with other students was greater than average. Some overall categories are hard to apply as well. Over the 5 years I’ve spent here, some of the teachers and faculty I’ve had have been incredible, and in rare instances others have been downright awful. I wish when I transferred from engineering to management I would have had more guidance.  I would have liked to have been told about other programs like BCM.   I am not sure how we are a Top 10 school in ME yet we don't have Top 10 resources. How is it that there is just one advisor for the entire ME students? I doubt I will give a penny back to Purdue and feel that while I tried to use the school's resources as best as possible I ran into many complications along the way. I believe the faculty has a skewed opinion of their role at Purdue. They are here to serve the student not the other way around. The student is the customer, not the employee.   I found that while answering these questions, a few select experiences applied to many of them. First is my experience with my academic mentor, Rick Thomas, who really helped me take advantage of all the opportunities here at Purdue and focus my professional goals. Another significant experience was in EPICS (Engineering Problems in Community Service), where I worked on multidisciplinary teams to address real‐world problems in a community context.   NEW ACADEMIC ADVISOR!   I have been here more than 4 years and I have yet to have a year that I did not get bad information from a professor or administrator. The office of dean of students even sends out wrong information then does not fix the problems it causes. This is the worst run institution I have ever seen in my life. There is not even a database for transcripts from other schools I had to take it to at least 4 places. The biggest thing is the ridged rules. I was placed in a class I did not have the prerequisite for and the professor and I did not realize it until it was too late and because it was a couple days after the drop date I could not drop the course even though I should never have been in it in the first place. The advisor flat failed and on top of it you failed to fix the problem even with the professor saying I should be dropped from the course. I will never in my life recommend anyone come to this University.   The Forestry and Natural Resources department is a fantastic department to be a part of. The advisors really help the students and I see my advisors on a weekly basis.  I feel no one cares about me at Purdue, my girl friend goes to a small school and her adviser actual helps her out. Have tolerated my experience at Purdue.  Have greatly enjoyed being a part of the school of Technology, but the rest of the University is somewhat prosaic in its approach to interaction with students.  Financial aid waits until the last minute to give students money.  Computer systems such as myPurdue, webmail, eboard, etc. feel spartan and non‐intuitive.  Other institutions celebrate their diverse student body.  Purdue seems to barely recognize they are there (ex: no Asian cultural center).   Marc Williams sucks ass as an academic advisor. I would usually get a better response if I were talking to a bad of dicks. He is incredibly intelligent, just has no people skills. I also don't think some of the faculty that do the most work (Jenn Laguire for example) get near the credit they deserve.   Dawn Lamb is worthless.  She is an advisor in BCM and has done more harm than good to most students.  She is good for Purdue though as her mistakes cause people to stay in school longer.   The availability of computers at Purdue is atrocious.   Memorization & test times.  Funny thing to bring up since this university has horrible adaptive service/ 

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2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

academic accommodations. I did not get extended time from teachers do to their own discretion, seriously the accommodation letter that says I am to get extended time is worthless; it's not even worth the paper it's printed on. I failed a course because by a very few point since the TA teaching the class did not giving me the required accommodations that I am allowed. I appealed that course and the grade appeal was never looked at! I am a senior, have just been hired at a firm in NYC when I graduate this summer, but that is at risk since I have 21 credit hours left and now since I have to retake the course that keeps me here longer since I now have 24 credit hours (RETAKE COURSE). What’s funny is that it's a STAT class that’s a prerequisite for 2 more STAT classes of which I had taken during the appeal and passed, so now I am completely done with math/stat but have to go backwards 3 courses for a retake. This is BS since I am losing out on wages and the money spent on the class and rent, all because of a grade appeal that was never looked at or the accommodations that were never followed to begin with.   This school doesn't even follow its own policies and regulations within the student handbook! With everything I learned @ the Business School, Purdue itself does not run anywhere near efficient or cohesively as taught in class! Sucks when you think about being taught how to run a business when the business teaching you is unproductive and wasteful with resources and is in fact nowhere near practicing the material taught.   Purdue is an excellent university that will teach you how to think and develop your mind, but the support given to me by faculty, specifically advising, has been terrible.   After having studied abroad to two other schools and having taken summer courses I find this academic environment to be quite pathetic. Memorization of facts and no application of knowledge. Professors that are often brilliant and their fields but cannot teach. A social life that is quite pathetic. Generally a poor college experience at best. I would have never come here if I could go back in time. The gym facilities are too small for the student population, and the student support is quite pathetic. The campus is aesthetically pathetic as well. The parking situation is a nightmare. Consider me, one alumnus that will not donate to this institution and actively will persuade people not to come here. The educational program was designed to "weed out" students as opposed to teach them.  Not once did I receive any beneficial help from my academic advisors.  Purdue's CCO program did not help me obtain any of my internships or my current job.  My educational experience was nothing but an uphill battle with rude, incompetent advisors and difficult professors and course loads.  Everything I have accomplished has been on my own with no help from Purdue.   Purdue needs more programs, support groups, social functions, etc. for adult students.  Instructors and departments need to be more flexible when dealing with adult students.  As a mother of 3 young children, I have found it difficult to deal with many policies on absences throughout my college career.  The Spanish department especially.  I have had to drop Spanish several times due issues with my children and the inflexibility of their policies.   Transferring into Purdue's HTM program was the best decision I have made up to now regarding school.  The professors, advisors, and department heads are fantastic and I hope that Purdue remains one of the top hospitality schools in the country. The academic advising here was pretty poor.  Campus is great and certain professors are excellent while others are terrible.  Overall, the people here are what make this place the best!   Academic advisors need to help more with class schedules. Maybe a four year plan that is flexible can be created as a freshman. There are many classes that I know I wish I did not have to take together. Older students can provide input and we should all work together to create the best schedules possible every semester.   There needs to be a better means of communication for students that do not live on campus. As 

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2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

someone who lived off campus all four years, I found it difficult to navigate numerous aspects of my classes and extra‐curriculars. Especially freshman year, I felt a little ostracized for not living on campus. I didn't feel that I was given the same accessibility to information as students who for example lived in the dorms. Now, as a senior, I realize how many opportunities I have missed because I wasn't involved in Greek life. Essentially, if you're not Greek, it's pretty hard to get as involved as I would have like to have been simply because I wasn't "in the loop" of upcoming opportunities or further often knowing what certain advertisements actually meant.   Academic Advising has been completely unhelpful on all accounts. Study Abroad advising was just as worthless. Purdue does not create a friendly environment for those who wish to Study Abroad.   Some faculty and advisors are wonderful, helpful, and enthusiastic.  However, my general experience with staff, particularly TAs in high‐enrollment courses, has not motivated me to do my best work or even take a vested interest in class.   Accessibility to computers is poor at best. Several classes require printed notes, assignments or computer generated assignments. However, there are not enough computer labs nor enough print quota to meet the professors' needs.   The educational part of my college experience was wonderful. I appreciated the teaching staff and their assistants. I enjoyed hands‐on learning activities in the labs. The computer labs are accessible and innovative. Library staff members are helpful and take extra time to make sure that you have what you need. The advising experiences and the parking unavailability were areas that frustrated me‐often. As an older non‐traditional student who needs to keep employment in order to attend college, I would suggest that the advisors allow them to schedule their needed courses before those courses filled and closed. The frequency of classes being closed were challenging as well as trying to find courses to take that I could work into my employment schedule. On more than one occasion, I felt my advisor was sweet and kind, but not very knowledgeable about courses offered or courses that satisfy degree requirements and so on. Also, I'm driving an hour and 20 minutes one way to get to Purdue and I pay $100 to park once I get here. I often cannot find parking unless I go clear out by the airport. I appreciate the bus transportation in to campus from the far lot by the airport, but the buses come every 20‐25 minutes and it takes too long to wait on a bus when I have to get to class. Plus, on a very personal note‐there are no restrooms near the far lot. After a long ride in to campus and a long wait on the bus, it was challenging for me at times. Advising and parking are two areas that were frustrating and challenging. But, the education itself was worth it. The teaching staff in the SLHS department is respectful, knowledgeable, encouraging, helpful and kind. I'm glad I had the opportunity to attend. I never thought at my age, I would be here. I get choked up (so thankful and glad) just thinking about graduation. This is not for improving the educational experience; however, I believe that the RLM of Harrison Hall needs to be re‐evaluated as she makes the living experience unpleasurable.  This makes it more difficult to truly care about your education when you are miserable about your home life.   My experience here has been one of disappointment. My advisor is terrible and my professors are unhelpful. Our curriculum was changed in my Sophomore year, and I had to take above 18 credit hours of 400 level classes per semester to be able to graduate on time. I have been the target of sexist comments in the college of Agriculture, which disturb the learning environment quite a bit. The administration seems to disregard student needs, and I would never, ever recommend that anyone come here.   I've tried to be positive towards my institution. However, especially near the end of my education there, I realized that the administrative staff were unfriendly, not helpful, and did not respond to me (did not respond to e‐mails, did not return phone calls). It took a lot of extra effort on my part to get important 

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2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

things done. Also, there were several administrative errors during my time at Purdue. Examples include sending the wrong tax information to the wrong students, sending out e‐mails notifying students they were on academic probation when in fact, that was not the case. Particularly the administration was very frustrating and unhelpful, and in sometimes, hurtful (as in their mistakes made). I understand people make mistakes, but it has happened far too often and something needs to be done. It needs to be examined!  Also, Tara Hodge has way too much on her plate. She is not able to respond to e‐mails, grade in a reasonable amount of time, and give you the help you always need. However SHE does care and she tries! She is constantly running around like a chicken with her head cut off. You need to have someone to help her or take some of the responsibility away from her so she can focus on being an adviser and professor.  Thanks for reading!   My university offered a lot of services to specific types of majors.  I feel that my school/major was ignored to some extent, when students’ graduate they do not fully leave prepared to find work.  There is little direction to lead the students in post graduation life.   Diversity has been overemphasized while actual, meaningful relationships and inventive education has been underemphasized leading me to be disappointed with the lack of imagination among Purdue's administration. Also providing financial and educational help to those of us not only working our way through school, but living at home to decrease costs and driving hours each day for class.   Bobbe Molter is my academic advisor. She is fantastic. I look up to her a lot and value very much the advice she gives.   Faculty need to focus more on student education rather than their research and show up to class.  Exams should try to test what we've learned in the course not how well we can figure something out within an hour time frame. Advisors need to give more guidance in preparation for career development and what courses are best for that direction.   The only other thing I would change is I am going to graduate in December and I found out last week that I am four classes short of a double major.  If I would have known this before I would take the other classes to finish the double major, but they did not tell us until now.   Dealing with the bursar and registrar's office is enough alone to make me want to discourage other students from choosing here. The technology ‐ web page, transmission of information, computer labs, is incredibly inadequate. I feel this university sets students up to fail, not succeed.   Overall, I really value the education I received here, however, I do not feel prepared at all to gain a job, and I exited college feeling quite lost.   Need more job placement help!  I feel that I had a great educational experience.  However, I believe it could have been even better if the facilities and resources had been in better condition or more up‐to‐date.  Often, materials are old or in bad condition and students have to "make do" with what's available instead of learning with appropriate models, materials, and facilities.  The school should sponsor other sports besides football or basketball.   Purdue needs to provide more support for people with learning and mental disabilities.  They need to speak directly to students about their options rather than making students read the fine print in order to realize there are options for help.   Some ladies working in Hovde Building are very indifferent. Some of my friends also say that to me. It's very challenging, but very rewarding. It pushes you to your limits, but you feel accomplished when 

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2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

it’s over. Purdue provides a great community for both, learning and socially interacting with fellow students and faculty. Being a part of this university has positively changed my perception of life, while understanding that Purdue is a great first step to the career that I want to partake in for my life.  The knowledge and encouragement that I have gained in this first year at Purdue assures me that I am taking the correct route in obtaining the happy and peaceful life that I have planned on obtaining. I do not feel that I learn anything worthwhile.  After a semester of classes I do not feel like I have any more knowledge than before.  I cannot envision how I will use anything I have learned in the real world. Lack of involvement in other activities primarily from homework and studying. I think that Purdue should do more for the students who come from rural areas and are use to being and working outside on a regular basis. Also cut back on classes that aren't important in the fields for which students are going... It's a waste of the students’ money and time and results in the student wanting to drop out. The University should not be responsible for the social aspects of the student. Working on Purdue's EPICS team has provided the best educational experience that I thought possible. It teaches real life engineering from concept to marketing the product. This program should be enlarged and allow more students this wonderfully opportunity. I feel that I'm at a slight disadvantage and a bit more on my own living off‐campus in an apartment, although there is certainly easy accessibility to help with classes on campus. Purdue would be more attractive if it gave its students more room to grow and become his/her own person, different from anyone else. I think one major downfall for this university is its tendency to be very conservative when it comes to personal diversity. Due to its location, Purdue has a rather conservative culture, in terms of politics, adopting new methods and technology, etc. However, Purdue manages to teach its students the value of good old hard work. This institution has much more value than just an academic institution.  I have truly matured and obtained skills that are important not only in the workplace but in life as well.  The Greek system has been tremendous for me, as well as involvement in other clubs and organizations. A+ I certainly don't mean to discredit my educational experience at Purdue with some of my responses. My case is different from many other respondents in that I am an older, non‐traditional transfer student. I suspect my lack of engagement came due to this status. The quality of education I have received as a whole has been quite high.  My chief complaint may be that I was excluded from participation in the Honors Program and the opportunities that come with it, despite my exemplary marks. This I suspect is due to my transfer status, but still irks me.  In regard to whether I would choose Purdue University if I was able to start over again, I still maintain that I would not. However, I wish to add the caveat that I would have instead attempted to transfer to a more highly ranked institution. I think an interaction session between seniors and freshman could really help the students who come in each year. Help the freshman do really well! In the past year, I have only taken math classes and Army ROTC.  In the math, it was strictly math without any insight into the world outside of that particular lecture. However through the ROTC program, I have gotten tons of real world experience, interactions, and what not.  Anything that I selected dealing with anything outside math was from ROTC.  However, it's also the reason I spend a lot of time doing homework and homework prep It has been an overall positive experience. In retrospect, there are a few things I would have done 

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2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

differently in order to improve the social aspect of my college career. My job as an RA has greatly affected my answers. The RA student population is large enough, and has a large influence on student experiences; maybe there should be some questions about how RAs affected a student’s term. I think the residence hall system has been a stellar experience, and one that is definitely worth taking notice. I had a great experience at Purdue; all my professors were always there for us day or night to help out with projects. I put in a ton of time with my major but it has made me want to pursue it when i graduate and makes me want to pursue every aspect of it to help out my community and everyone in general. I have learned more than I thought possible, and this university has caused me to grow up and become what I think, a great asset to this industry. I'm in a lot of debt but I do believe it was worth it! Good overall experience not just in academic but socially and spiritually I am not on a VARSITY sports team, but I do devote quite a bit of time to the Purdue Crew (rowing team), which is a club sport funded mostly through alumni donations and the students themselves. Therefore, I am not a participant in a SCHOOL‐SPONSORED sport, but I am a Student Athlete. Purdue University's on campus housing is underrated at best.  The opportunities within the University Residences here at Purdue allow students from all backgrounds to thrive and succeed in both the academic and professional lives. great academic institution, closest friends I met in extra‐curricular activities To be fair to my university, I had been a relatively well rounded person before attending this university so I do not believe that this university has contributed much towards that simply because I was already thus. The same goes for my political participation, I've been organizing voting drives since before I could vote, so I did not give the university credit as it did not change my habits. While this institution has done a wonderful time providing us with the tools to approach things analytically, and the rhetoric to present that which we wish to convey, it has done very, very little to make us thinkers on the whole.  I feel that much of my degree is just a glorified vocational training.  I guess it's good for getting a high paying job, but the narrow focus seems to truly stunt the intellectualism of myself and my peers... There was a question regarding how much the university emphasizes spending time with family, etc.  Not only is this not an emphasis, but I believe the university often goes out of its way to prevent you from having those opportunities. The Agricultural and Biological Engineering Department is the reason for all of my answers that may reflect positively on Purdue.  I did not have a very good academic experience at this university until I made it into that dept.  It is composed of faculty and staff that go out of their way to offer the best academic experience possible for their students.  It was hard finding that in other departments on campus.  Many of the engineering departments and their faculty didn't seem to care if you were sitting in the class or not.  That was especially true in some of my math and physics classes.  Also, there were a number of classes that I was required to take by the university to graduate, which provided me with little to no real value.  I feel that college should be a level of academics in which students can choose what material suits their chosen career path the best (aside from the core classes, of course).  I have missed out on taking some extremely difficult and interesting classes just so that I can fall asleep sitting in a class on plant biology.  I also had enough of an English and public speaking background that I did not gain anything from those two classes here at Purdue.  However, these are just three examples of the misuse of my time and tuition.  I wish I could have traded those classes for classes in which their material would actually be beneficial to me in industry.  I may not make it back to Purdue again as a 

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2010 National Survey of Student Engagement Purdue University 

Student Services – Student Comments  

Prepared by the Office of Institutional Research    

student and would have liked to have taken certain classes while I was here and had the chance to receive good instruction. Beyond my academic frustrations with Purdue, I have really enjoyed myself here.  Purdue is where I met my closest friends, was a member of the Crew team, and have had numerous other rewarding experiences.  My overall experience here has been good. Education is an opportunity; Purdue gave me many opportunities to grow as a person and a leader. I am prepared to change the world through the education I received at Purdue University. It's really hard to have much of a social life with the amount of academic pressure you place on us. My housing was Cooperative housing, which is unique to my institution and has been one of the best experiences that this institution could afford me. Too much group work... ask the number of hours on average is spent meeting with teams. It's really difficult with work to coordinate with 8 people. Also, my service fraternity did more to help me grow than anything the school did My educational experience was incredibly beneficial and I feel equipped to continue my education and eventually find a job. In regards to relationships with faculty, I have found those within my major to be the most interested and involved in my education.  Also, my participation in student organizations has significantly contributed to my education, character, and self‐confidence. Without these opportunities, I would not be the person I am today. I am disappointed about the budget cuts the theatre department has received when the department is performing very successfully.  I myself have received a regional honor in 2010 due to Purdue's theatre department.  We have very successful designers and actors that are getting working because of Purdue's theatre department.  With the budget cuts we have had to scale back and it is affecting my opportunities as a student and it will turn away potential students in the future.  I would appreciate more support for Purdue Theatre from the University. I've had a great time at Purdue University, and value all of my experiences. I work in a Dean's office, have met and escorted multi‐million dollar donors and candidates for top university positions. I was a member of the Purdue All‐American Marching Band for three years. I have crewed the World's Largest Drum, driven the Boilermaker Special, and lead the football team onto the field in Ross‐Ade Stadium. Purdue gives every student an opportunity to experience our traditions and contribute to campus life. I cannot imagine a better educational experience. Hail Purdue! Purdue is a great institution that has worked hard to get me involved in student organizations and events here on campus.  Purdue has wonderful intellectuality stimulating speakers that come to campus.  However, Purdue treats Liberal Arts as a joke‐ something they just have to have to keep up with other institutions but something that is not very important.  I have felt degraded by professors here simply because I am in Liberal Arts.  Most of the Professors (not all, because I have had great professors) but some don't care about their classes or their classes are overly simple.  I think since High School my writing skills have diminished, my vocabulary has shrunk, and I realize that my degree really is a very expensive piece of paper so I can say bull at job interviews. I would not have been able to answer the way I did to many of these questions without my involvement in Band and Student Teaching. Most of my education has been "ideal situation" based.  I have had "real world" work experience in this same field and know first‐hand that the "ideal situation" is present less than 50% of the time.  I recommend more common sense teaching and more hands on experience to better handle and adapt to prepare for the unexpected circumstances. 

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