THE AMERICAN COLLEGE FRATERNITY: IMPACT OF MEMBERSHIP...
Transcript of THE AMERICAN COLLEGE FRATERNITY: IMPACT OF MEMBERSHIP...
UniLOA Project Report CONFIDENTIAL Fraternity Report
U N I V E R S I T Y L E A R N I N G O U T C O M E S A S S E S S M E N T
( U N I L OA ) R E S U LT S R E P O R T
THE AMERICAN COLLEGE FRATERNITY:
IMPACT OF MEMBERSHIP ON STUDENT GROWTH,
LEARNING, AND DEVELOPMENT
A DESCRIPTIVE ANALYSIS OF DATA
COLLECTED BY:
C 0 M P I L E D B Y
T H E C E N T E R F O R L E A R N I N G O U T C O M E S
A S S E S S M E N T , I N C .
J U L Y , 2 0 0 9
UniLOA Project Report CONFIDENTIAL Fraternity Report
T H E A M E R I C A N C O L L E G E F R A T E R N I T Y : I M PA C T O F M E M B E R S H I P O N S T U D E N T G R O W T H , L E A R N I N G, A N D D E V E L O P M E N T
INTRODUCTION
Fraternities have a long history of tenuous relationships with the college campuses on which they reside. On some campuses, fraternities are seen as having a positive impact on their members and complement the goals of the institution. On other campuses fraternities have been barred from even existing. Fraternity representatives will often lay claim that membership enhances overall student growth, learning, and development and serves to bolster the essential quality of campus life as their various organizations add to the force of student volunteers upon which all campuses have come to rely. Institutions note the sometimes raucous behavior of fraternity members on the whole negatively impacts the quality of the student experience. Unfortunately, stalwarts from both camps have no choice but to rely on their own lived experience and are limited to providing anecdotal arguments for or against the concept of “fraternity.”
Do fraternities add to or subtract from the overall collegiate experience? To answer that question, one must look at overall outcomes, or, what and who do students become as a result of their fraternity experience as measured in changes in their behavior. Some limited studies have been conducted from which contrasting conclusions have been drawn, from espousing values contrary to academic achievement to promoting engagement which has been found to complement academic achievement.
Yet, to date, no “hard data” has existed that might provide empirical evidence to support any argument for or against “fraternity.” To that end, five national fraternities, some in concert with one another and others as a result of unilateral action on their part, participated in the University Learning Outcomes Assessment project and gathered data from their various chapters across the nation.
The UniLOA is a standardized assessment instrument designed to measure student behaviors consistent with seven distinct domains regarded as critical by employers, academicians, managers, researchers, accrediting agencies, and a host of others. Through a variety of administration protocols, behavior can be measured at key points along a student‟s academic lifespan, thus providing valuable data for College and University decision-makers, and in the present project, fraternities, to support strategic planning.
A total of 5,697 valid responses were forwarded to the Center for Learning Outcomes Assessment for analysis by the various national fraternities between 2007 and 2009. This report presents a comparative analysis of findings of male college students based on their membership or non-membership in a fraternity.
UniLOA Project Report CONFIDENTIAL Fraternity Report
Summary of select findings:
Fraternity men score higher than the national mean of all students as well as the national mean for males on all seven of the domains measured by the UniLOA, with the exception of scoring lower than the national mean on the communications domain. Fraternity men did, however, score higher on the communication domain than non-affiliated males.
Fraternity men scored at a statistically significant higher level (p<.05) than non-affiliated males on a total of 47 (67%) of the UniLOA‟s individual items, and scored numerically higher on an additional 8 (11%) items.
Fraternity men scored numerically lower than the non-affiliated male mean on 15 (21%) UniLOA items, of which 2 (3%) were statistically significant (p<.05).
Fraternity men experienced higher net gains in growth over their academic lifespan in each of the seven UniLOA domains than non affiliated male students.
Fraternity men experienced average growth within each of the UniLOA‟s seven domains of 2.37 points as opposed to non-affiliated men‟s average growth of .60 during the first semester of their first college year.
The largest differential in scores is observed in the domains of citizenship and membership/leadership, with fraternity men scoring substantially higher than the national norm and non-affiliated males.
Fraternity men score numerically lower on multiple items more frequently in critical thinking (4 items), self-awareness (4 items, with one of statistical significance of p<.05) and communications (5 items).
Considering the overall rate of growth along all 7 UniLOA domains is stronger for fraternity men than for non-affiliated males, there may be some grounding to supporting the claim that fraternity membership causes accelerated growth, learning, and development as opposed to mere correlation.
Highest and lowest scored UniLOA items for fraternity men in each of the UniLOA domains are presented in the table on the following page.
UniLOA Project Report CONFIDENTIAL Fraternity Report
Highest Lowest
Critical
Thinking
I understand basic statistics that I
read or see in the media. For
example when I see or read
statistics I know what they mean
and how they are being used to
represent information
appropriately or inappropriately.
I am good at describing things in class. For
example I answer the teacher‟s questions
when we are reviewing material.
Self-Awareness I am self monitoring. For example I am
constantly checking if I am where I want to
be in my life and who I want to be.
I list my personal goals for a class or
activity. For example I list my learning
goals for a class beyond the learning
outcomes listed in the syllabus, as well as
my goal for a grade.
Communication I adjust my communication skills
to whatever setting I am in. For
example I use different kinds of
skills in class than I do during
informal situations.
I make sure that when I am talking with
someone I change my communication style
to be consistent with their world view. For
example when speaking to someone who is
devoutly religious I take that into account
when I speak with them.
Diversity I value differences between
people as part of the overall
human experience. For example I
know that we are not a melting
pot where people who are
different can come to be seen as
„all the same‟. I know that people
are different and that these
differences are important.
I act on the values of diversity and social
justice. For example I work with an
organization or with my church to help
others.
Citizenship I vote. For example I am
registered and vote in campus,
local, state and national elections
I engage in the political process through
voicing viewpoints. For example I write
letters to the editor, engage in debate with
others, or contact political leaders to voice
my opinion
Membership
and Leadership
I can describe the common
factors in both leadership and
membership. For example I can
use this knowledge in a way that
makes me effective as either a
leader or a member
I engage in constructive dialog rather than
arguments. For example when I confront
others I focus on minimizing a negative
emotional response from people I‟m
confronting
Relationships I balance keeping personal, social,
and professional relationships
healthy with the rest of my life.
For example I spend time on
relationships and still get my
school work done
I use effective networking skills. For
example I go out of my comfort zone to
introduce myself to and establish and
maintain an appropriate relationship with
others, such as my professors and
supervisors
UniLOA Project Report CONFIDENTIAL Fraternity Report
DOMAIN AND COMPOSITE MEANS BY SAMPLE AND NATIONAL DATABASE
Overall Domain Means - Fraternity Sample
n=5,697
56
58
60
62
64
66
68
70
72
74
76
National Database Norm
Male Non-Fraternity Student Means
All Fraternity Means
Critical
Thinking
Self-
Awareness Communication Diversity Citizenship
Membership
and Leadership
Relationships
National
Database
Norm
72.60 69.43 73.37 69.45 63.15 70.21 70.16
Male Non-
Fraternity
Student
Means
73.48 68.19 72.42 67.52 62.48 69.21 68.61
All
Fraternity
Means
73.93 69.70 72.69 70.23 67.82 72.25 71.11
UniLOA Project Report CONFIDENTIAL Fraternity Report
INDIVIDUAL ITEM MEANS BY NATIONAL, MALE, A ND FRATERNITY SAMPLE S
Critical Thinking (* = p<.05)
Item National
Mean
Non
Fraternity
Male
Mean
Fraternity
Mean
+ or –
from
male
non-
fraternity
mean
1) I rely on multiple kinds of information when I form
an opinion. For example I look for a variety of facts
and informed opinions before forming my own
conclusion.
74.30 74.0 75.20 +1.2 *
8) I can see what a problem is like from a different
perspective. For example I anticipate different possible
solutions and outcomes based on different
perspectives.
75.20 75.6 74.70 -.9
15) My presentations in classes are concise, precise,
and persuasive. For example they are always within the
time limit and don‟t wander off the point and I
typically get an A on my presentations.
72.50 70.0 73.20 +3.2 *
22) I can tell when something is a belief, when
something comes from science, and when something is
logical. For example in class discussions, political
debates, personal differences, and areas of conflict, I
listen for these different perspectives.
73.60 75.7 74.10 -1.6
29) I evaluate the credibility of sources and
information. For example when I am using the
Internet, or reading popular media, I know how to tell
credible sources from questionable sources.
73.50 74.3 73.60
-.7
36) I identify valid and invalid arguments and can spot
fallacies of deductive and inductive arguments. For
example I see when someone has a problem with the
logic and structure of their argument, or is confusing
cause and effect, or is missing key pieces that are
needed.
71.80 71.7 73.20 +1.5 *
43) I identify the basic assumptions behind opinions
and arguments. For example I can specify my
assumptions and values that lead to my points of view
or other people‟s assumptions and values.
71.10 70.3 71.90 +1.6 *
50) I understand basic statistics that I read or see in the
media. For example when I see or read statistics I
know what they mean and how they are being used to
represent information appropriately or inappropriately.
75.40 76.7 76.90 +.2
57) I am good at describing things in class. For
example I answer the teacher‟s questions when we are
reviewing material.
69.20 68.5 71.30 +2.8 *
64) I know when someone is using misleading
language. For example I can tell when a TV
advertisement has used some „weasel words‟ to try to
confuse or mislead me.
76.70 78.0 76.90 -1.1
UniLOA Project Report CONFIDENTIAL Fraternity Report
Critical Thinking Graph
62
64
66
68
70
72
74
76
78
80
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
Self-Awareness (* = p<.05)
Item National
Mean
Non
Fraternity
Male Mean
Fraternity
Mean
+ or – from male
non-fraternity
mean
2) I list my personal goals for a class or activity.
For example I list my learning goals for a class
beyond the learning outcomes listed in the
syllabus, as well as my goal for a grade.
51.70 47.8
53.20
+5.4 *
9) I can express my personal goals to others. For
example I have engaged in meaningful meetings
with significant others to assist in establishing and
clarifying goals and making a plan to accomplish
those goals.
71.90 68.8 72.00 +3.2 *
16) I am able to attach lived experience to
emotional/affective response. For example I can
manage the emotional response I experience and
accept the comfort and discomfort they bring to
me.
72.50 73.1 72.70 -.4
23) I can describe myself accurately. For example
I have engaged in reflection with others and have
sought their input to check the accuracy of my
perceptions.
71.10 70.1 71.50 +1.4 *
30) I talk freely about my strengths and
weaknesses. For example I have admitted to
others when I cannot do something and have
taken action to improve the skills that I found
lacking.
71.70 71.6 70.40 -1.2
37) I have a career plan. For example I have a
written and comprehensive career plan and
understand how my daily activities compliment
that plan in achieving my goals.
69.60 66.4 70.00 +3.6 *
44) I can describe the skills that I have gotten
from my education. For example I have identified
skills and ability that I didn‟t possess before going
to school and I can tell others what they are.
74.20 72.1 74.40 +2.3 *
51) I am aware of real results of decisions and the
effectiveness of their implementation. For
example my decisions usually involve thinking
about the consequences of my actions for myself
and for others around me.
73.10 74.0 70.80 -3.2 *
58) I am self monitoring. For example I am
constantly checking if I am where I want to be in
my life and who I want to be.
74.30 74.1 73.40 -.7
65) I am very organized in my work. For example
I keep a “to do” list and use it. 70.40 63.7 68.80 +5.1 *
UniLOA Project Report CONFIDENTIAL Fraternity Report
Self-Awareness Graph
40
45
50
55
60
65
70
75
80
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
Communications (* = p<.05)
Item National
Mean
Non
Fraternity
Male Mean
Fraterni
ty Mean
+ or – from male
non-fraternity
mean
3) My presentations in classes are concise, precise,
and persuasive. For example they are always
within the time limit and don‟t wander off the
point and I typically get an A on my
presentations.
73.30 70.9 72.80 +1.9 *
10) I use my best active listening skills. For
example at parties and in class I use active
listening and check with others to make sure I
have heard them appropriately.
73.80 73.2 72.40 -.8
17) I adjust my communication skills to whatever
setting I am in. For example I use different kinds
of skills in class than I do during informal
situations.
77.30 77.2 76.00 -1.2
24) I use technical terms and jargon as
appropriate. For example I adjust the level of my
communication to my audience, I don‟t
communicate the same with professors as I do
with first year students on campus.
73.80 73.1 73.40 +.3
31) I make sure that when I am talking with
someone I change my communication style to be
consistent with their world view. For example
when speaking to someone who is devoutly
religious I take that into account when I speak
with them.
69.10 68.4 67.20 -1.2
38) I use correct grammar when appropriate in
speaking with others. For example when speaking
in class or to professors I use correct „standard
English‟ even though I may use dialect and slang
with my friends.
77.30 77.2 75.60 -1.6
45) My oral presentations are well structured. For
example I spend a lot of time organizing what I
am going to say, and even map out or outline my
presentation.
71.20 67.5 71.60 +4.1 *
52) I use supporting material for my
presentations and papers. For example I rely on
reliable sources and references to help me make
my points.
76.80 76.6 75.10 -1.5
59) I „self disclose‟ appropriately in conversation
or in class. For example I share my genuine
thoughts, feelings, and personal experiences as
needed, but not too much so.
70.90 69.7 71.10 +1.4 *
66) I know what others think about my
communication style. For example I listen when
others tell me how I come across to them.
72.20 70.4 71.90 +1.5 *
UniLOA Project Report CONFIDENTIAL Fraternity Report
Communications Graph
62
64
66
68
70
72
74
76
78
80
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
Diversity (* = p<.05)
Item National
Mean
Non
Fraternity
Male Mean
Fraternity
Mean
+ or – from
male non-
fraternity
mean
4) I have personal relationships with several
people who are ethnically different from me. For
example I have several African-American or
European-American friends.
70.90 69.5 73.40 +3.9 *
11) In a class or among my friends I will advocate
for diversity and social justice. For example I
make sure that everyone is treated the same way.
72.20 71.7 69.60 -2.1
18) I take the time to see things from a different
gender, ethnic, or social class perspective. For
example in class assignments I will use a
perspective different from my own to help
strengthen the paper.
67.20 65.8 67.80 +2.0 *
25) I can tell anyone what diversity is. For
example I have a „standard answer‟ when
someone asks me about diversity.
65.60 63.5 67.40 +3.9 *
32) I talk with other people who are different
than me about our differences. For example I will
talk with someone who is ethnically different
from me to try to understand the world from
their point of view.
68.40 65.6 68.60 +3.0 *
39) I act on the values of diversity and social
justice. For example I work with an organization
or with my church to help others.
67.90 62.9 69.40 +6.5 *
46) I go beyond simple diversity to act and think
more complexly. For example I work hard to
include many types of differences such as gender,
ethnicity, social class, morals, and personality
when I form opinions or work with other people
in class or hang out with my friends.
68.50 65.3 69.90 +4.6 *
53) I value differences between people as part of
the overall human experience. For example I
know that we are not a melting pot where people
who are different can come to be seen as „all the
same‟. I know that people are different and that
these differences are important.
75.70 74.8 73.30 -1.5
60) I see myself as a member in multiple
communities. For example I see myself as a
member of a club, an organization, a social group,
a family or origin, a local community, a state, a
nation, etc. all at the same time.
73.80 70.3 74.60 +4.3 *
67) I behave in such a way to offset my inherent
gender, ethnic, and social class bias. For example
I work hard to see things from other gender,
ethnic, or social class points of view.
68.10 65.8 68.80 +3.0 *
UniLOA Project Report CONFIDENTIAL Fraternity Report
Diversity Graph
50
55
60
65
70
75
80
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
Citizenship (* = p<.05)
Item National
Mean
Non
Fraternity
Male Mean
Fraternit
y Mean
+ or – from
male non-
fraternity
mean
5) I spend time researching candidates before I
vote. For example I will read some independent
sources about more than one presidential
candidate before making up my mind.
68.20 67.7 69.40 +1.7 *
12) I am serious about voting. For example, I
actively access the media to learn about and to
address questions about a candidate‟s platform,
beliefs, and values
66.10 64.0 68.10 +4.1 *
19) I am informed of current events. For example
I regularly read, listen, or watch various media to
remain current in my knowledge of local,
regional, national and international events
66.50 66.2 70.00 +3.8 *
26) I vote. For example I am registered and vote
in campus, local, state and national elections 70.30 67.7 71.50 +3.8 *
33) I know about current issues within the
community. For example I know what the hot
political and social issues are in my town
63.40 62.4 66.60 +4.2 *
40) I contribute financially to causes I believe in.
For example I make financial donations to
charities, organizations, and causes
60.60 65.5 64.40 -1.1 *
47) I can identify good political leaders. For
example I am able to report to others the values,
voting records, platform and political philosophy
held by political leaders and understand how
these compliment or contrast to those of the
community
64.90 63.4 69.20 +5.8 *
54) I engage in the political process through
voicing viewpoints. For example I write letters to
the editor, engage in debate with others, or
contact political leaders to voice my opinion
55.50 50.7 62.20 +11.5 *
61) I empower those around me. For example I
actively seek the opinions of others and assess
them in contrast to my own and am able to
withhold judgment of the other person
69.60 67.6 70.00 +2.4 *
68) I am active in organizations related to
professional and personal interests without
overextending my commitments. For example I
belong to professional and hobby clubs and
groups
67.70 61.6 71.20 +9.6 *
UniLOA Project Report CONFIDENTIAL Fraternity Report
Citizenship Graph
50
55
60
65
70
75
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
Membership and Leadership (* = p<.05)
Item National
Mean
Non
Fraternity
Male Mean
Fraternity
Mean
+ or –
from male
non-
fraternity
mean
6) I know when and where skills and talents can
most benefit the larger group. For example I look
for and actively participate in groups or work
teams based on my skills and abilities
72.70 69.9 73.90 +4.0 *
13) I am a role model for others. For example I
am aware of how others see me and I act in ways
that provide a positive example for others to
follow
74.10 72.9 73.00 +.1
20) I have polished communication skills for
influencing others. For example I have learned
effective ways to influence others and have
observed situations where others have changed
their minds based on my influences
70.00 69.5 72.00 +2.5 *
27) I use good skills in confronting others. For
example I share my observations of another
person in a constructive and non-threatening way
to influence changes in their behavior
71.00 69.3 71.60 +2.3 *
34) I know how to effectively run an
organization, group, or club. For example I use
my skills of influencing others to help conduct
the business of organizations I belong to
69.50 65.2 72.60 +7.4 *
41) I engage in constructive dialog rather than
arguments. For example when I confront others I
focus on minimizing a negative emotional
response from people I‟m confronting
68.20 66.0 67.50 +1.5 *
48) I can describe the common factors in both
leadership and membership. For example I can
use this knowledge in a way that makes me
effective as either a leader or a member
73.00 71.2 74.10 +2.9 *
55) I balance my needs and the group‟s needs so
that neither is neglected. For example sometimes
I will give up what I want or need so that the
group will succeed
72.10 71.0 71.70 +.7
62) I take risks to accomplish a goal or to get the
job done. For example I don‟t fear failure in such
as way that I won‟t act and I will try new ways of
doing things
72.10 72.3 73.50 +1.2 *
69) I actively seek leadership opportunities in
areas that are important to me or in which I have
expertise. For example I seek to be a leader in the
groups I belong to
69.70 64.8 73.70 +8.9 *
UniLOA Project Report CONFIDENTIAL Fraternity Report
Membership and Leadership Domain Graph
60
62
64
66
68
70
72
74
76
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
Relationships (* = p<.05)
Item National
Mean
Non
Fraternity
Male Mean
Fraternity
Mean
+ or – from
male non-
fraternity
mean
7) I balance keeping personal, social, and
professional relationships healthy with the rest of
my life. For example I spend time on
relationships and still get my school work done
76.70 74.9 75.60 +.7
14) I understand and improve my self-expression
in relationship management. For example I am
able to express my thoughts and feelings with
others consistent with the situations I share with
them
72.40 71.6 71.50 -.1
21) I use effective networking skills. For example
I go out of my comfort zone to introduce myself
to and establish and maintain an appropriate
relationship with others, such as my professors
and supervisors
65.00 63.0 66.80 +3.8 *
28) I take an active part in class discussions. For
example I engage in discussions with others who
are different than me and make new friends and
acquaintances outside my own “circle”.
67.10 65.4 68.90 +3.5 *
35) I foster cooperation rather than competition.
For example I am not always trying to “win” at
relationships
69.10 66.5 67.90 +1.4
42) I actively engage in relationship development
and management with a wide variety of “others”.
For example I work on my relationships with
peers, faculty, supervisors, etc
70.10 67.1 70.10 +3.0 *
49) I am confident in establishing a presence in
dealing with others in the work place. For
example I share my observations of others in an
effective way to assure they know what my
feelings are, without being overbearing with them
73.20 71.7 73.80 +2.1 *
56) I can confront other people in a constructive
way. For example when I have a disagreement
with someone or don‟t agree with what they say
or do I can constructively bring this problem out
into the open
70.80 69.7 71.70 +2.0 *
63) I don‟t shy away from a relationship that may
be hard. For example if I think a relationship
might cause some problems for me or be
challenging or me I don‟t back off because I
know that I will really learn something in this
relationship
70.70 68.1 71.70 +3.6 *
70) I know how my gender, ethnicity, social class,
and personality affect my relationships. For
example when my relationships have problems I
think through how my gender, ethnicity, social
class, or personality might be affecting the
relationship
71.40 68.1 76.60 +8.5 *
UniLOA Project Report CONFIDENTIAL Fraternity Report
Relationships Domain Graph
50
55
60
65
70
75
80
National Mean
Non Affiliated Male Mean
Fraternity Mean
UniLOA Project Report CONFIDENTIAL Fraternity Report
SAMPLE MEANS BY SELE CTED DEMOGRAPHICS AN D NATIONAL DATABASE
Growth, Learning, and Development over the Academic Lifespan
Fraternity Sample
Critical
Thinking
Self-
Awareness Communication Diversity Citizenship
Membership and
Leadership Relationships
0-15 71.22 67.12 69.52 67.98 65.69 69.25 69.99
16-30 73.87 69.71 72.64 71.15 67.77 72.22 73.08
31-45 73.95 69.29 72.04 70.26 67.72 72.04 72.41
45-60 75.06 70.77 73.98 70.89 68.61 73.09 73.74
67-75 75.38 70.92 73.67 71.33 69.17 73.34 73.90
76-90 75.81 71.20 74.71 70.63 69.76 74.37 74.28
91-
105 75.64 71.24 74.36 71.85 69.86 74.00 74.45
106-
120 77.53 71.91 76.05 71.74 70.87 75.63 75.80
62
64
66
68
70
72
74
76
78
80
Critical Thinking
Self-Awareness
Communication
Diversity
Citizenship
Membership and Leadership
Relationships
UniLOA Project Report CONFIDENTIAL Fraternity Report
Growth, Learning, and Development over the Academic Lifespan
Fraternity vs. Non-Fraternity Samples
CT SA COM DIV CZP ML R
F NF F NF F NF F NF F NF F NF F NF
0-15 71.22 71.82 67.12 66.48 69.52 70.97 67.98 66.45 65.69 61.62 69.25 67.83 69.99 67.65
16-30 73.87 71.65 69.71 68.15 72.64 71.80 71.15 65.55 67.77 62.15 72.22 69.36 73.08 68.39
31-45 73.95 70.48 69.29 66.86 72.04 71.05 70.26 67.78 67.72 61.69 72.04 68.24 72.41 68.56
46-60 75.06 73.53 70.77 67.82 73.98 72.47 70.89 67.33 68.61 61.33 73.09 69.10 73.74 68.34
61-75 75.38 76.49 70.92 68.65 73.67 72.01 71.33 67.86 69.17 61.50 73.34 68.11 73.9 67.20
76-90 75.81 75.00 71.2 70.10 74.71 73.06 70.63 70.16 69.76 63.24 74.37 69.69 74.28 69.00
91-105 75.64 76.25 71.24 69.89 74.36 74.64 71.85 68.17 69.86 64.26 74 70.14 74.45 69.00
106-120 77.53 77.83 71.91 70.38 76.05 75.65 71.74 69.80 70.87 65.44 75.63 71.87 75.8 71.00
Change
Over
Time
6.31 6.01 4.79 3.9 6.53 4.68 3.76 3.35 5.18 3.82 6.38 4.04 5.81 3.35
Net
Difference
between
Fraternity
and Non
Fraternity
members
+.30 +.89 +1.85 +.41 +1.36 +2.34 +2.46
22.5
33.5
44.5
55.5
66.5
7
Fraternity
Non-Fraternity
UniLOA Project Report CONFIDENTIAL Fraternity Report
Academic Lifespan Rate of Overall Growth, Learning, and Development based on Fraternity Membership Graphs
Critical Thinking
Self Awareness
66
68
70
72
74
76
78
80
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
F
NF
63
64
65
66
67
68
69
70
71
72
73
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
F
NF
UniLOA Project Report CONFIDENTIAL Fraternity Report
Communication
Diversity
66
68
70
72
74
76
78
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
F
NF
62
63
64
65
66
67
68
69
70
71
72
73
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
F
NF
UniLOA Project Report CONFIDENTIAL Fraternity Report
Citizenship
Membership and Leadership
56
58
60
62
64
66
68
70
72
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
F
NF
62
64
66
68
70
72
74
76
78
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
F
NF