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%
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
ComparisonInstitutions*
(N = 18)
BereaCollege
ComparisonInstitutions*
(N = 20)
BereaCollege
ComparisonInstitutions*
(N = 11)
High Average Low
20122010 2014 2016
Source: Office of Institutional Research and Assessment, January 2017
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%
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
ComparisonInstitutions*
(N = 25)
BereaCollege
ComparisonInstitutions*
(N = 18)
BereaCollege
ComparisonInstitutions*
(N = 20)
BereaCollege
ComparisonInstitutions*
(N = 11)
High Average Low
20122010 2014 2016
Source: Office of Institutional Research and Assessment, January 2017
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%
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
ComparisonInstitutions*
(N = 25)
BereaCollege
ComparisonInstitutions*
(N = 18)
BereaCollege
ComparisonInstitutions*
(N = 20)
BereaCollege
ComparisonInstitutions*
(N = 11)
High Average Low
2010 20142012 2016
Construct not applicable
Source: Office of Institutional Research and Assessment, January 2017
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%
Cooperative Institutional Research Program (CIRP), Fall 2016
THEME: Civic Engagement
Overall Response Rate: 348/466 or 75%
(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.
Source: Office of Institutional Research and Assessment, January 2017
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
In the past year, how often have you:
Berea College Private/Nonsectarian 4- Year Colleges High Selectivity* (N = 11 Institutions)
Frequently
Occasionally
Not at All
Cooperative Institutional Research Program (CIRP), Fall 2016
THEME: Civic Engagement
Overall Response Rate: 348/466 or 75%
(Based on First-Year Students Only)
*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.
Source: Office of Institutional Research and Assessment, January 2017
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
How would you rate yourself in the following areas:
Berea College Private/Nonsectarian 4- Year Colleges High Selectivity** (N = 11 Institutions)
A major strength
Average
Somewhat weak
A major Weakeness
Somewhat strong
Cooperative Institutional Research Program (CIRP), Fall 2016
THEME: Civic Engagement
Overall Response Rate: 348/466 or 75%
(Based on First-Year Students Only)
*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.
Source: Office of Institutional Research and Assessment, January 2017
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
Cooperative Institutional Research Program (CIRP), Fall 2016
THEME: Civic Engagement
Overall Response Rate: 348/466 or 75%
(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.
Source: Office of Institutional Research and Assessment, January 2017
2.15
3.08
2.19
3.12
1
2
3
4
Participate in student government Participate in volunteeror community service
What is your best guess as to the chances that you will:
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%
2014ResponseRate: 84%
2016ResponseRate: 75%
The federal government should do more to control the sale of handguns
DisagreeStrongly
DisagreeSomewhat
Agreestrongly
AgreeSomewhat
This item not askedthis year.
This item not askedthis year.
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.
Item not asked in this year.
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.
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
2.76
1
2
3
4
2016ResponseRate: 75%
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
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
In the past year, how often have you:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Performed volunteer work
Not at all
Occasionally
Frequently
Percent of students who indicated “frequently” or “occasionally”
Performed volunteer work(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who indicated “frequently” or “occasionally”
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
AllParticipating Institutions
4-YearPrivate
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 indicated that they "frequently" or "occasionally" engagedin the following activity during the past year:
Performed volunteer work
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.
In the past year, how often have you:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Discussed politics
Not at all
Occasionally
Frequently
Percent of students who indicated “frequently”
Discussed politics(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who indicated “frequently” or “occasionally”
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
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 indicated that they "frequently" engagedin the following activity during the past year:
Discussed politics
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.
In the past year, how often have you:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
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)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who indicated “frequently” or “occasionally”
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
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 indicated that they "frequently" engagedin the following activity during the past year:
Voted in a student election
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.
In the past year, how often have you:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
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
Percent of students who indicated “frequently” or “occasionally”
Demonstrated for a cause (e.g., boycott, rally, protest)(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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.
Percent of students who indicated “frequently” or “occasionally”
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
AllParticipating Institutions
4-YearPrivate
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 indicated that they "frequently" or "occasionally" engagedin the following activity during the past year:
Demonstrated for a cause (e.g., boycott, rally, protest)
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.
In the past year, how often have you:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
1.75 1.73 1.73 1.74
1
2
3
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Helped raise money for a cause or campaign
Not at all
Occasionally
Frequently
Item added in 2010.
Percent of students who indicated “frequently” or “occasionally”
Helped raise money for a cause or campaign(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
61% 59% 60% 59%64%
59% 59% 56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010 2012 2014 2016
Berea Non-Sectarian Item added in 2010.
Percent of students who indicated “frequently” or “occasionally”
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
AllParticipating Institutions
4-YearPrivate
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 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*
*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.
Indicate how often you engaged in the activity below during the past year .
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Performed community service as a part of the class
Not at all
Occasionally
Frequently
This item not askedthis year.
Percent of students who indicated “frequently” or “occasionally”
Performed community service as part of a class(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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.
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 indicated that they "frequently" or "occasionally"engagedin the following activity during the past year:
Performed community service as part of a classBerea 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.
In the past year, how often have you:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
1.73 1.711.65
1.78
1
2
3
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Publicly communicated my opinion about a cause (e.g. blog, email, petition)
Not at all
Occasionally
Frequently
Item added in 2010.
Percent of students who indicated “frequently” or “occasionally”
Publicly communicated my opinion about a cause
(e.g., blog, e-mail, petition)(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
51%55%
50%55%
45% 44% 44%
54%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010 2012 2014 2016
Berea Non-Sectarian Item added in 2010.
Percent of students who indicated “frequently” or “occasionally”
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
AllParticipating Institutions
4-YearPrivate
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 indicated that they "frequently" or "occasionally"engagedin the following activity during the past year:
Publicly communicated my opinion about a cause or campaign (e.g., blog, email, petition)
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.
Indicate how often you engaged in the activity below during the past year .
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Worked on a local, state, or national political campaign
Not at all
Occasionally
Frequently
This item not askedthis year.
This item not askedthis year.
Item added in 2004.
Percent of students who indicated “frequently” or “occasionally”
Worked on a local, state, or national political campaign(during the past year)
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Item not asked in this year.
Item not asked in this year.
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 indicated that they "frequently" or "occasionally" engagedin the following activity during the past year:
Worked on a local, state, or national political campaign
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.
During your last year in high school, how much time did you spend during a typical week doing the following activities?
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Volunteer work
None
3-5hours
Over 20hours
Less than1 hour
1-2hours
6-10hours
11-15hours
16-20hours
This item not askedthis year.
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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%
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 indicated that they spent the following number of hours per week onVolunteer work
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.
Please indicate the importance to you personally of 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.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
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
Influencing social values
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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:”
Influencing social values
51% 50% 50% 48% 49%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Influencing social values
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.
Please indicate the importance to you personally of 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.
3.11
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Helping others who are in difficulty
NotImportant
Somewhat Important
Essential
Very Important
Percent of students who indicated that the following was
“essential” or “very important” to him/her personally
Helping others who are in difficulty
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who personally consider the following objectiveto be “essential” or “very important:”
Helping others who are in difficulty
79% 77% 79% 76% 78%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Helping others who are in difficulty
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.
Please indicate the importance to you personally of 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.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Helping to promote racial understanding
NotImportant
Somewhat Important
Essential
Very Important
Percent of students who indicated that the following was
“essential” or “very important” to him/her personally
Helping to promote racial understanding
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who personally consider the following objectiveto be “essential” or “very important:”
Helping to promote racial understanding
58%
50%43% 43%
47%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Helping to promote racial understanding
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.
Please indicate the importance to you personally of 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.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Becoming a community leader
NotImportant
Somewhat Important
Essential
Very Important
Percent of students who indicated that the following was
“essential” or “very important” to him/her personally
Becoming a community leader
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who personally consider the following objectiveto be “essential” or “very important:”
Becoming a community leader
43% 44% 44% 41% 43%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Becoming a community leader
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.
Please indicate the importance to you personally of 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.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Participating in a community action program
NotImportant
Somewhat Important
Essential
Very Important
Percent of students who indicated that the following was
“essential” or “very important” to him/her personally
Participating in a community action program
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who personally consider the following objectiveto be “essential” or “very important:”
Participating in a community action program
39% 37% 37%33% 36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Participating in a community action program
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.
Please indicate the importance to you personally of 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.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Keeping up to date with political affairs
NotImportant
Somewhat Important
Essential
Very Important
Percent of students who indicated that the following was
“essential” or “very important” to him/her personally
Keeping up to date with political affairs
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who personally consider the following objectiveto be “essential” or “very important:”
Keeping up to date with political affairs
40%45% 43% 43% 46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Keeping up to date with political affairs
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.
Please indicate the importance to you personally of 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.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Influencing the political structure
NotImportant
Somewhat Important
Essential
Very Important
Percent of students who indicated that the following was
“essential” or “very important” to him/her personally
Influencing the political structure
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Percent of students who personally consider the following objectiveto be “essential” or “very important:”
Influencing the political structure
27% 28% 26% 27% 27%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-Sectarian
(HighSelectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that the following were "essential" or "very important" to them Influencing the political structure
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.
What is your best guess as to the chances that you will:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
3.21
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
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:
Participate in volunteer or community service work
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Participate in volunteer or community service work
37% 38% 38%
31%36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-
Sectarian(High
Selectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that there was a "very good chance" that they willParticipate in volunteer or community service work
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.
What is your best guess as to the chances that you will:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Participate in student protests or demonstrations
No Chance
Very LittleChance
Very Good Chance
SomeChance
This item not askedthis year.
Percent of students who estimate that chances are “very good” that he/she will:
Participate in student protests or demonstrations
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
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 indicated that there was a "very good chance" that they willParticipate in student protests or demonstrations
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.
What is your best guess as to the chances that you will:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
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%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Participate in student government
No Chance
Very LittleChance
Very Good Chance
SomeChance
Percent of students who estimate that chances are “very good” that he/she will:
Participate in student government
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Participate in student government
8% 8% 8% 8% 8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-
Sectarian(High
Selectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
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 indicated that there was a "very good chance" that they willParticipate in student government
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.
How would you rate yourself in the following areas:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
3.89 3.90 3.92
4.114.01
1
2
3
4
5
2008Response
Rate: 89.6%
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
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
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
AllParticipating Institutions
4-YearPrivate
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
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 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*
*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.
How would you rate yourself in the following areas:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
4.14 4.18 4.2
4.414.33
1
2
3
4
5
2008Response
Rate: 89.6%
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Tolerance of others with different beliefs
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”:
Tolerance of others with different beliefs
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
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:
Tolerance of others with different beliefs
82% 79% 77% 78% 80%
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 2012
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 rating current abilities as "A major strength" or "Somewhat strong" in the following areas:
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*
*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.
How would you rate yourself in the following areas:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
3.76 3.79
3.58
3.924.01
1
2
3
4
5
2008Response
Rate: 89.6%
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Openness to having my own views challenged
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”:
Openness to having my own views challenged
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
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:
Openness to having my own views challenged
70%63% 63% 64% 65%
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
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 rating current abilities as "A major strength" or "Somewhat strong" in the following areas:
Openness to having my own views challenged(Prior to 2014, students rated themselves in the
"highest 10%" or "above average" in trait)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.
How would you rate yourself in the following areas:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
3.85 3.87 3.863.98 4.01
1
2
3
4
5
2008Response
Rate: 89.6%
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Ability to discuss and negotiate controversial issues
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 discuss and negotiate controversial issues
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Berea Non-Sectarian Item added 2008
Percentage of students who rated themselves in the “a major strength” or“somewhat strong” as compared with the average person his/her age in:
Ability to discuss and negotiate controversial issues
70% 69% 68% 69% 71%
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
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 rating current abilities as "A major strength" or "Somewhat strong" in the following areas:
Ability to discuss and negotiate controversial issues(Prior to 2014, students rated themselves in the
"highest 10%" or "above average" in trait)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.
How would you rate yourself in the following areas:
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
4.22 4.21
4.37
4.504.43
1
2
3
4
5
2008Response
Rate: 89.6%
2010Response
Rate: 87.0%
2012ResponseRate: 76%
2014ResponseRate: 84%
2016ResponseRate: 75%
Ability to work cooperatively with diverse people
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 work cooperatively with diverse people
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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
Berea Non-Sectarian Item added 2008
Percentage of students who rated themselves in the “a major strength” or“somewhat strong” as compared with the average person his/her age in:
Ability to work cooperatively with diverse people
87% 85% 84% 85% 86%
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
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 rating current abilities as "A major strength" or "Somewhat strong" in the following areas:
Ability to work cooperatively with diverse people(Prior to 2014, students rated themselves in the
"highest 10%" or "above average" in trait)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.
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?
Based on first-year and new transfer student data from the Cooperative Institutional Research Program (CIRP), administed in even Fall Terms during orientation week.
2.42
1
2
3
2016ResponseRate: 75%
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.
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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%
Cooperative Institutional Research Program (CIRP), Entering First-Year and New Transfer Students Fall 2016
BereaNon-
Sectarian(High
Selectivity)
4-Year Public
AllParticipating Institutions
4-YearPrivate
Berea-Specific Entering Survey
(Fall Term First-Year Students and New Transfers)
Click to see survey instruments
Administrated every Fall Term, 1995-2001 and Fall Terms 2003, 2005, 2007, 2009, 2011, and 2013
Average Response Rate of 85%
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
Rate the importance to you of each of the following:
Berea-Specific Entering Survey, First-Year and New Transfer Students
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
Rate the importance to you of each of the following:
Berea-Specific Entering Survey, First-Year and New Transfer Students
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?
Berea-Specific Entering Survey, First-Year and New Transfer Students
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
Click to see survey instruments
Response Rates: 1989 65.0% 2004 93.2% 2014 72.2%
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
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
51.1%43.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea College Private/Nonsectarian
Collaborated with the local community in research/teaching
(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”
Collaborated with the local community in research/teaching
51%
43%49% 48%
55%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
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
26.4%
16.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea College Private/Nonsectarian
Taught a service learning course
(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”
Taught a service learning course
26%
17%20% 21% 19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
How many hours per week on average do you actually spend on the following activities?
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
1.761.59
0
1
2
3
4
5
Berea College Private/Nonsectarian
Community or public service
Higher Education Research Institute (HERI) Faculty Survey
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)
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
In how many of the courses that you teach do you use each of the following?
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
1.64
1.41
1
2
3
4
Berea College Private/Nonsectarian
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%
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
Higher Education Research Institute (HERI) Faculty Survey
In how many of the courses that you teach do you use each of the following?
Compiled by: Office of Institutional Research, November 2014
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
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
Indicate the importance to you of the following education goals for students:
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
2.682.43
1
2
3
4
Berea College Private/Nonsectarian
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”
Instill in students a commitment to community service
57%
44%
52% 54%51%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
Higher Education Research Institute (HERI) Faculty Survey
Indicate the importance to you of each of the following education goals for undergraduate students:
Compiled by: Office of Institutional Research, November 2014
2.602.68
1
2
3
4
1989Response
Rate: 65.0%
2004Response
Rate: 93.2%
2014Response
Rate: 72.2%
Instill in students a commitment to community service
SomewhatImportant
Not Important
Essential
Very Important
DataNot
Available
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
Indicate the importance to you of the following education goals for students:
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
2.79
2.68
1
2
3
4
Berea College Private/Nonsectarian
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”
Encourage students to become agents of social change
62%56%
62% 63%
56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
Higher Education Research Institute (HERI) Faculty Survey
Indicate the importance to you of each of the following education goals for undergraduate students:
Compiled by: Office of Institutional Research, November 2014
2.79
1
2
3
4
1989Response
Rate: 65.0%
2004Response
Rate: 93.2%
2014Response
Rate: 72.2%
Encourage students to become agents of social change
SomewhatImportant
Not Important
Essential
Very Important
DataNot
Available
DataNot
Available
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
Indicate how important you believe each priority listed below is at your institution:
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
2.84
2.76
1
2
3
4
Berea College Private/Nonsectarian
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
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
70%
78%
70% 70%
54%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
Indicate how important you believe each priority listed below is at your institution:
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
2.96
2.59
1
2
3
4
Berea College Private/Nonsectarian
To facilitate student involvement in community service
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”
Facilitate student involvement in community service
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
76%
47%
59%63%
48%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Higher Education Research Institute (HERI) Faculty Survey
Indicate how important you believe each priority listed below is at your college or university.
Compiled by: Office of Institutional Research, November 2014
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
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
Indicate how important you believe each priority listed below is at your institution:
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
3.12
2.45
1
2
3
4
Berea College Private/Nonsectarian
To help students learn how to bring about change in society
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”
Help students learn how to bring about change in society
Berea Non-Sectarian –High Selectivity
4-Year
PrivatePublics
Benchmark
Institutions
83%
48% 48% 50%
34%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Higher Education Research Institute (HERI) Faculty Survey
Indicate how important you believe each priority listed below is at your college or university.
Compiled by: Office of Institutional Research, November 2014
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
Higher Education Research Institute (HERI), Spring 2014
Full-time Undergraduate Faculty
During the past two years, have you:
Response Rates: 2014: 96/133 or 72.2%
Compiled by the Office of Institutional Research and Assessment, October 2014
47.5% 48.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Berea College Private/Nonsectarian
Engaged in public service/professional consulting without pay?
(Percentage of faculty responding Yes)
National Survey of Student Engagement (NSSE)
(First-Year and Senior Students)
Click to see survey instruments
Response Rates: Spring 2003 51%
Spring 2007 79%
Spring 2010 64%
Spring 2014 60%
National Survey of Student Engagement (NSSE)
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%
Compiled by the Office of Institutional Research and Assessment, August 2014
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)?
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 much
Quite a bit
Some
Very little
First-Year Students Seniors
ea BereaBac -
Arts and Sciences
Berea Bac -Arts and Sciences
National Survey of Student Engagement (NSSE)
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%
Compiled by the Office of Institutional Research and Assessment, August 2014
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
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.
First-Year Students Seniors
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)
National Survey of Student Engagement (NSSE)
How much does your institution emphasize the following?
Response Rates:
2003: 57%; 2007: 79%;
2010: 64%, 2014: 60%
Compiled by the Office of Institutional Research and Assessment, August 2014
3.2
2.92.9
2.8
1
2
3
4
2014 2014
Attending events that address important social, economic, or political issues
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 much
Quite a bit
Some
Very little
First-Year Students Seniors
Berea Bac -Arts and Sciences
BereaBac -
Arts and Sciences
National Survey of Student Engagement (NSSE)
How much has this institution contributed to your knowledge and development in
Response Rates:
2003: 57%; 2007: 79%;
2010: 64%, 2014: 60%
Compiled by the Office of Institutional Research and Assessment, August 2014
2.8 2.9
2.8
2.9
1
2
3
4
2014 2014
Being an informed and active citizen
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 much
Quite a bit
Some
Very little
First-Year Students Seniors
Berea Bac -Arts and Sciences
BereaBac -
Arts and Sciences
National Survey of Student Engagement (NSSE)
During the current school year, about how often have you written something that:
Response Rates:
2003: 57%; 2007: 79%;
2010: 64%, 2014: 60%
Compiled by the Office of Institutional Research and Assessment, August 2014
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
First-Year Students Seniors
Berea All ModuleParticipants
Berea All ModuleParticipants
National Survey of Student Engagement (NSSE)
During the current school year, about how often have you written something that:
Response Rates:
2003: 57%; 2007: 79%;
2010: 64%, 2014: 60%
Compiled by the Office of Institutional Research and Assessment, August 2014
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
First-Year Students Seniors
Berea All ModuleParticipants
Berea All ModuleParticipants
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)
Click to see survey instruments
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 ...?
Compiled by the Office of Institutional Research and Assessment, August 2014
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.
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?
Compiled by the Office of Institutional Research and Assessment, August 2014
Response Rates:
Faculty: 56%
First-Year Students: 53%; Seniors: 69%
3.22
2.66
2.932.852.85
2.75
1
2
3
4
First-Year Students Faculty who teach mainlyfreshmen and sophomores
Seniors Faculty who teach mainlyjuniors and seniors
Students attending events that address important social, economic, or political issues
Very important
Not important
Somewhat important
Important
Berea students
Baccalaureate College students
Berea faculty
Baccalaureate College faculty
Comparison data are not available.
Comparison data are not available.
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...?
Compiled by the Office of Institutional Research and Assessment, August 2014
Response Rates:
Faculty: 56%
First-Year Students: 53%; Seniors: 69%
1.661.55
2.04
1.74
1.56
1.71
1
2
3
4
First-Year Students Faculty who teach mainlyfreshmen and sophomores
Seniors Faculty who teach mainlyjuniors and seniors
About how many of your undergraduate courses at this institution have included a community-based project (service-learning)
All
None
Some
Most
Berea students
Baccalaureate College students
Berea faculty
Baccalaureate College faculty
Comparison data are not available.
Comparison data are not available.
FSSE:To what extent do you structure your selected course section ...?
NSSE: How much has your experience at this institution contributed to your ...?
Compiled by the Office of Institutional Research and Assessment, August 2014
Response Rates:
Faculty: 56%
First-Year Students: 53%; Seniors: 69%
2.83
2.51
2.86 2.90
2.752.86
1
2
3
4
First-Year Students Faculty who teach mainlyfreshmen and sophomores
Seniors Faculty who teach mainlyjuniors and seniors
Being an informed and active citizen
Very much
Very little
Some
Quite a bit
Berea students
Baccalaureate College students
Berea faculty
Baccalaureate College faculty
Comparison data are not available.
Comparison data are not available.
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 ...?
Compiled by the Office of Institutional Research and Assessment, August 2014
Response Rates:
Faculty: 56%
First-Year Students: 53%; Seniors: 69%
1.851.98
2.85
1.972.15
2.67
0
1
2
3
4
5
6
7
8
First-Year Students Faculty who teach mainlyfreshmen and sophomores
Seniors Faculty who teach mainlyjuniors and seniors
Doing community service or volunteer work
11-15
0
1-5
6-10
Berea students
Baccalaureate College students
Berea faculty
Baccalaureate College faculty
16-20
21-25
26-30
More than 30 hours
Comparison data are not available.
Comparison data are not available.
National Survey of Student Engagement (NSSE)
To what extent do you agree with the following?
Response Rates:
2003: 57%; 2007: 79%;
2010: 64%, 2014: 60%
Compiled by the Office of Institutional Research and Assessment, August 2014
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
First-Year Students Seniors
Disagree somewhat
Noel-Levitz Student Satisfaction Inventory (SSI) and
Berea-Specific Student Satisfaction Survey
All Students
Click to see survey instruments
Response Rates:
1998 81% 2013 90%
2003 84% 2018 89%
2008 54%
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:
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."
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
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
International 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."
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
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
Male 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."
5.645.15
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
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
1998
1998
1998
Female 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."
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
ImportanceSatisfaction
2018
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..
Berea-Specific Graduating Seniors Survey
Click to see survey instruments
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).
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.
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
Administered at graduation rehearsal
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
Academic Year Graduates
Item not asked after 2011-12.
Rate the importance to you of each of the following: Graduating Senior Survey
Administered at graduation rehearsal
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
Academic Year Graduates
Rate the importance to you of each of the following: Graduating Senior Survey
Administered at graduation rehearsal
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
Not at all important
Academic Year Graduates
Rate the importance to you of each of the following: Graduating Senior Survey
Administered at graduation rehearsal
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
Not at all important
Academic Year Graduates
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)
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.
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%
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
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.
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%
3.34
3.11 3.14
3.32
2.73 2.70
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Understanding the interaction of human beings and the environment
Moderate
Minor
Major
None
ImportanceImpact
ImportanceImpact Importance
Impact
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.
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%
3.30
3.052.98
3.25
2.68
2.52
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Understand international issues (political, economic, etc.)
Moderate
Minor
Major
None
ImportanceImpact
ImportanceImpact Importance
Impact
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.
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%
3.313.44
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
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...
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%
3.96
1
2
3
4
5
Berea College(N = 482)
helped me to become more involved in my community.Strongly
Agree
Neutral
Agree
Disagree
StronglyDisagree
To what degree do you agree with the following statement concerning the Work Program?
My Work Program Experience...
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%
4.12
1
2
3
4
5
Berea College(N = 482)
helped me to learn the importance of service to others.Strongly
Agree
Neutral
Agree
Disagree
StronglyDisagree
To what degree do you agree with the following statement concerning the Work Program?
My Work Program Experience...
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%
3.85
1
2
3
4
5
Berea College(N = 482)
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.
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%
2.312.16
2.25
2.97
2.692.55
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Professional
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
At the current
time
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.
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%
2.37 2.35
2.00
2.462.54
2.24
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Religious
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
At the current
time
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.
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%
2.68
2.19
1.91
2.69
2.20
1.97
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Service
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
timeWhen
attending this school
At the current
time
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.
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%
2.10
1.59 1.54
2.26
1.68 1.64
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Environmental
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
At the current
time
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.
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%
1.83
1.591.51
2.03
1.681.61
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Political
Average level
Low level
High level
None
When attending this school
At the current
timeWhen
attending this school
At the current
time
When attending this school
At the current
time
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.
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%
2.73
1.98
1.77
2.49
2.02
1.83
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Cultural
Average level
Low level
High level
None
When attending this school
At the current
timeWhen
attending this school
At the current
time
When attending this school
At the current
time
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.
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%
1.94 1.931.79
2.192.08
1.93
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Youth-oriented (including sports)
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
At the current
time
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.
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%
2.15 2.212.07
1.93
2.13 2.07
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Sports/athletics (adult level)
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
At the current
time
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.
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%
1.45 1.48 1.47
1.98
1.74 1.69
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
K-12 level schools (e.g., PTA)
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
At the current
time
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.
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%
2.37
1.991.91
2.61
2.222.12
1
2
3
4
Berea College(N = 482)
Small Private Colleges(N = 75 institutions)
Public Four-Year Institutions(N = 117 institutions)
Community
Average level
Low level
High level
None
When attending this school
At the current
time
When attending this school
At the current
time
When attending this school
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
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%
Did your high school require community service
for graduation?Percent who indicated “YES”
Cooperative Institutional Research Program (CIRP), Entering First-Year Students
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)
Click to see survey instruments
Administrated every Fall Term, 1995-2001 and Fall Terms 2003, 2005, 2007, 2009, 2011, and 2013
Average Response Rate of 85%
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
Not at all important
Item has not been asked since 2001.
Your First College Year
(YFCY) (Spring 2005 Follow-Up to the Fall 2004 CIRP)
Click to see survey instruments
Response Rate: Spring 2005 - 30.2%
Percent of Students who Marked "Frequently" or "Occasionally". (Last year of High School/Since Entering College)
Compiled by the Office of Institutional Research and Assessment, August 2005
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)
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
Performed volunteer work
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)
Nonsectarian(N = 4227)
Private 4-year Colleges (N = 9,884)
Public Universities(N = 3,665)
CIRP - Fall 2004 YFCY - Spring 2005
*Berea means are statistically significantly different at the P<.05 level.
Percent of Students who Marked the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
Influencing the political structure
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)
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 the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
Influencing social values
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)
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 the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
Helping others who are in difficulty
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)
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 the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
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)
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 the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
Participating in a community action program
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)
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 the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
Becoming a community leader
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)
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 the Objective as "Very important" or "Essential"
Compiled by the Office of Institutional Research and Assessment, August 2005
CIRP - Cooperative Institutional Research Project (Entering Student Survey)YFCY - Your First College Year (Spring Follow-Up Survey)
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)
Nonsectarian(N = 4227)
Private 4-year Colleges (N = 9,884)
Public Universities(N = 3,665)
CIRP - Fall 2004 YFCY - Spring 2005
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"
Compiled by the Office of Institutional Research and Assessment, August 2005
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)
Private 4-year Colleges (N = 16,286)
Public Universities(N = 7,500)
Perc
ent
YFCY - Your First College Year (Spring Follow-Up Survey to the 2004 New Freshmen)
Percent of students noting "much stronger" skills compared with time when entered college:
Compiled by the Office of Institutional Research and Assessment, August 2005
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 )
Nonsectarian(N = 5,752)
Private 4-year Colleges (N = 16,286)
Public Universities(N = 7,500)
Perc
ent
YFCY - Your First College Year (Spring Follow-Up Survey to the 2004 New Freshmen)
Percent of students noting they are "satisfied" or "very satisfied" with the following:
Compiled by the Office of Institutional Research and Assessment, August 2005
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 )
Nonsectarian(N = 5,752)
Private 4-year Colleges (N = 16,286)
Public Universities(N = 7,500)
Perc
ent
National Survey of Student Engagement (NSSE)
(First-Year and Senior Students)
Click to see survey instruments
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
First-Year Students Seniors
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
First-Year Students Seniors
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
Berea-Specific Student Satisfaction Survey
All Students
Click to see survey instruments
Response Rates:
1998 81% 2003 84%
2008 54% 2013 90%
Berea-Specific Student Satisfaction Survey
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.
Berea-Specific Student Satisfaction Survey
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
(First-Year and Senior Students)
Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State
Colleges and Universities (AASCU)
Click to see survey instrument
Response Rates:
First-Year Students (162/377or 43%); Seniors (168/362 or 46%)
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?
First-Year Students Seniors
Never
Rarely
Sometimes
Often
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 4 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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.
First-Year Students Seniors
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%)
Compiled by the Office of Institutional Research and Assessment, May 2009 Page 5 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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%)
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 5 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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%)
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 9 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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%)
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 10 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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%)
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 11 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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%)
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 13 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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
First-Year Students Seniors
Do not have/ am
not
Have/am
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 15 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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
First-Year Students Seniors
{Negative}
{Positive}
Degrees of Preparation Survey, Spring 2009 Administered to First-Year Students (162/377or 43%) and
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%)
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 45 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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
First-Year Students Seniors
Never
Rarely
Sometimes
Often
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 46 Administered online along with Smith and Hampshire Colleges through an agreement with the American Association of State Colleges and Universities (AASCU)
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
First-Year Students Seniors
Not ableto do
effectively
Ableto do
somewhateffectively
Ableto do
effectively
African-American Student Study
Click to see survey instrument
Completed in April 2003
Response Rate: 62% (142/ 229)
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
Click to see survey instruments
Administrated during graduation rehearsals, 1995-96 through 2001-2002
Response Rates: Ranged from 55% to 96%
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
Rate the importance to you of each of the following: Graduating Senior Survey
Administered at graduation rehearsal
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
Not at all important
Academic Year Graduates
Item not asked on theseadministrations
ACT Alumni Survey (Graduates two years after graduation)
Click to see survey instruments
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)
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
Academic Year Graduates
Recognizing your rights, responsibilities, and privileges as a citizen
Response rate of 43%(185/435)
Response rate of 40%(114/285)
Response rate of 40%(108/269)
Response rate of 31%(93/299)
Response rate of 25%(77/307)
Response rate of 28%(67/239)
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?
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.
2.29 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
Academic Year Graduates
Service learning (service as a required part of a course)
Response rate of 43%(185/435)
Response rate of 40%(114/285)
Response rate of 40%(108/269)
Response rate of 31%(93/299)
Response rate of 25%(77/307)
Response rate of 28%(67/239)
Very much
Somewhat
Very little
Berea-Specific Item: How much did each of the following aspects ofBerea College contribute to your personal growth?
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.
2.43
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
Academic Year Graduates
Community service through the labor program(i.e., Bonner Scholars, Habitat for Humanity, SFA, People Who Care, etc.)
Response rate of 43%(185/435)
Response rate of 40%(114/285)
Response rate of 40%(108/269)
Response rate of 31%(93/299)
Response rate of 25%(77/307)
Response rate of 28%(67/239)
Very much
Somewhat
Very little
Berea-Specific Item: How much did each of the following aspects ofBerea College contribute to your personal growth?
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.
2.362.44
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
Academic Year Graduates
Volunteering through college community service programs
Response rate of 43%(185/435)
Response rate of 40%(114/285)
Response rate of 40%(108/269)
Response rate of 31%(93/299)
Response rate of 25%(77/307)
Response rate of 28%(67/239)
Very much
Somewhat
Very little
Berea-Specific Item: How much did each of the following aspects ofBerea College contribute to your personal growth?
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.
2.12 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
Academic Year Graduates
Participation in activism(political party work, social justice activities, environmental action projects, etc.)
Response rate of 43%(185/435)
Response rate of 40%(114/285)
Response rate of 40%(108/269)
Response rate of 31%(93/299)
Response rate of 25%(77/307)
Response rate of 28%(67/239)
Very much
Somewhat
Very little
ACA Appalachian Region Alumni Outcomes Survey
(1974-76, 1984-86, 1994-96 Graduates)
Click to see survey instruments
Response Rate: 42%
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.
Actively participating in volunteer work to support worthwhile causes
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
ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)
Indicate the contribution that your experiences at this college made to your growth in each area.
Actively participating in volunteer work to support worthwhile causes
3.43
3.14
2.48
1
2
3
4
5
Berea(N = 946)
23 ACA Schools(N = 8755)
5 Public Universities(N = 2803)
Very Great
Great
Moderate
Poor
VeryPoor
ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)
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%
23 ACA Schools(N = 8755)
51.2% 34.0% 5.8% 1.6% 1.3% 6.0%
5 Public Universities(N = 2803)
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
ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)
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%
23 ACA Schools(N = 8755)
39.7% 40.0% 9.1% 2.7% 2.3% 6.2%
5 Public Universities(N = 2803)
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
ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)
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
ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)
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
Neither Agree nor Disagree
Disagree
StronglyDisagree
ACA Appalachian Region Alumni Survey (1974-76, 1984-86, 1994-96 Alumni)
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
Neither Agree nor Disagree
Disagree
StronglyDisagree