U NIVERSITY OF M INNESOTA Measuring Student Perspectives on University Experiences.

UNIVERSITY OF MINNESOTA

Measuring Student Perspectives on

University Experiences

Measuring Student Perspectives onUniversity Experiences

The focus of this report is on Student Experience, as reported in the 2001 Student Experiences Survey (SES).

The 2001 SES was administered to a random sample of students enrolled on the four campuses of the University of Minnesota spring semester 2001.

Background

During the past 10 years, the University of Minnesota has placed an emphasis upon improving the undergraduate experience on all campuses.

Starting in 1997, this emphasis was dramatically strengthened through the enhancement and expansion of existing programs and such new programs as:

• New Student Convocation• Freshman Seminars• Academy of Distinguished Teachers

The University’s efforts to measure student perspectives on campus experiences are important to the Compact Planning Process, the University’s Institutional Measures, and the specific goals of the President’s Undergraduate Education Initiative.

Background

The Compact Planning Process, which is premised upon a shared responsibility for articulating and realizing measurable outcomes, requires the persistent use of such evaluation and accountability tools as:

• surveys• institutional level performance measures• collegiate measures of efficiency and effectiveness

These measures initially serve to set performance benchmarks. Subsequently they demonstrate our success in meeting our goals as well as help create informed options for future investment and institutional renewal.

Background

2001 Student Experiences Survey

Respondents % of Sample

Crookston 102 (58.3%)Morris 145 (64.4%)Duluth 294 (58.8%)Twin Cities 401 (50.1%)Grad/Prof 415 (55.4%)

Response Scale

1 = very poor2 = poor3 = fair4 = good5 = very good6 = excellent

Survey Period: April – May 2001

Methodology: Electronic (Web)

It was just following the administration of the 1999 Student Satisfaction Survey that the University changed to a semester-based academic calendar and a new student information system (PeopleSoft).

Students, faculty, and staff are still accommodating themselves to these very significant changes. The first year (1999-00) was particularly difficult for many students.

We fully expected that student satisfaction as measured by the survey might suffer, and it did.

Background

Overall Satisfaction

0

1

2

3

4

5

6

Crookston Morris Duluth Twin Cities Grad/Prof

1991 1997 1999 2001

2001 Student Experiences Survey 3 = fair 4 = good 5 = very good 6 = excellent

Would Probably or Definitely Enroll Again

0%

20%

40%

60%

80%

100%


1991 1997 1999 2001


Overall Quality of the University’s Academic ProgramsUndergraduates

0

1

2

3

4

5

6

Crookston Morris Duluth Twin Cities

1997 1999 2001


Quality of Faculty in Major Field of StudyUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Instruction: Quality of InstructionUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Instruction: Availability of InstructorsUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Instruction: Class SizeUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Quality of ClassroomsUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Availability of Places to Study on CampusUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Overall Physical Environment of the CampusUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Administration's Responsivenessto Concerns of Students

Undergraduates

0

1

2

3

4

5

6


1997 1999 2001


Cost of Attending the UniversityUndergraduates

0

1

2

3

4

5

6


1997 1999 2001


Overall SatisfactionStudents of Color

0

1

2

3

4

5

6


Other Students of Color


Overall SatisfactionStudents of Color

0

1

2

3

4

5

6


1997 1999 2001


sampletoo

small

sampletoo

small

3 = fair 4 = good 5 = very good 6 = excellent

Overall Quality of the University’s Academic Programs Students of Color

0

1

2

3

4

5

6


Other Students of Color


“Took a course that required accessinginformation through the internet.”

0%

20%

40%

60%

80%

100%



“Accessed Course Materials Online.”

0%

20%

40%

60%

80%

100%



“E-mailed an Instructor with aQuestion about a Class.”

0%

20%

40%

60%

80%

100%



“Received an E-mail from an Instructorabout class material.”

0%

20%

40%

60%

80%

100%



Crookston

Activity 1997 1999 2001

Hours attending class 17.9 17.9 15.7

Hours in extracurricular activities 3.9 4.5 4.2

Hours Studying 13.2 17.0 14.1

Hours paid University job 3.6 6.4 3.8

Hours paid Non-University job 11.0 6.8 8.5

Total 49.6 52.6 46.3

Duluth

Activity 1997 1999 2001






Total 46.2 46.8 44.6

Morris

Activity 1997 1999 2001






Total 49.5 46.1 42.4

Twin Cities

Activity 1997 1999 2001






Total 50.8 49.5 49.3

Calendar Preference?

Quarters Semesters

Undergraduate

Crookston 57.6% 42.4%

Morris 51.8% 48.2%

Duluth 52.2% 47.8%

Twin Cities 56.4% 43.6%

Graduate 52.4% 47.6%

The overall goal of the University’s initiative to improve the undergraduate educational experience is to create a richer and deeper set of intensive learning experiences and academic connections that are strongly correlated with retention, graduation rates, and student satisfaction.

A challenge for the Board of Regents and the administration is to continually review performance as it relates to Institutional Initiatives with the aid of the Institutional Measures and to adjust goals and benchmarks as appropriate.

Conclusion

Conclusion

The University’s efforts to improve undergraduate education on all four campuses are on-going.

So too is its monitoring of initiatives to improve undergraduate education and its measurement of student satisfaction with their undergraduate experience, student interest in the University, and student success.

U NIVERSITY OF M INNESOTA Measuring Student Perspectives on University Experiences.

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