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VII. STANDING COMMITTEES A. Academic and Student Affairs Committee Undergraduate Satisfaction and the UW Experience For information only. BACKGROUND On June 12, 2014, the Dean and Vice Provost of Undergraduate Academic Affairs, and the Associate Dean of Undergraduate Academic Affairs provided the Board of Regents with information about the University of Washington’s recent entry into the Student Experience in the Research University Association of American Universities Consortium (SERU-AAU) and shared an overview of the SERU survey of undergraduates that had been administered several weeks prior. We shared details about how the SERU survey rightly presupposes that research universities are distinctive sites for baccalaureate-level education and provides institutional leaders with information reported by undergraduates about their curricular, co-curricular, and extra-curricular experiences. For the meeting on January 8, 2015, we are returning to discuss with the Board insights from the Spring 2014 administration of the SERU survey with a particular focus on the question, “Are undergraduates satisfied with their experience at the UW?” As the accompanying materials indicate, we can say with reasonable confidence that the majority of undergraduates are indeed satisfied with their experience at the UW. Our confidence is based upon a twenty-six percent (26%) response rate to the survey, which compares favorably with our institutional counterparts’ response rates and means that over seven thousand (7,097) student voices are represented in the data collected. We know that students are generally satisfied given that eighty-six percent (86%) reported feeling a sense of belonging a the UW and eighty-five percent (85%) reported they would be likely choose to enroll at the UW if they had the choice to make again. We further know that most undergraduates are satisfied with their overall academic experience (82%), their overall social experience (74%), the value of their UW education for its price (67%), and their academic performance as measured by grades (64%). Finally, we have learned that the University’s commitment to building and expanding a range of (co-)curricular experiences known to be major contributors to student learning also positively influence student satisfaction: Undergraduates who participate in an internship or have a capstone experience to conclude a major area of study are most likely to report highest levels of satisfaction, and those who participate in the Honors program, learning communities, study abroad programs, first-year seminars, or undergraduate research are likely to report higher levels of satisfaction.

VII. STANDING COMMITTEES A. Academic and Student Affairs Committee Undergraduate Satisfaction and the UW Experience (continued p. 2)

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Of course, it is critical to be mindful that individuals’ experiences often vary depending on a range of factors. Statistically speaking, there were no significant differences between men and women on the general measures of satisfaction noted above, nor were there significant differences given most race and ethnicity categories (i.e., African American, Hispanic American, Native American, Pacific Islander, or White American). There was, however, a significant difference among Asian American and International students in comparison to other subpopulations with regard to likeliness to feel a sense of belonging (85% for each compared to 86% overall) as well as a significant difference between International students and others when it comes to a likeliness to indicate a hypothetical willingness to re-enroll (82% compared to 85%). Although the percentage differences with regard to general agreement and disagreement are slight, it is in the intensity of the agreement where the statistical difference is found and worth further investigation (i.e., fewer reporting “strongly agree” or “strongly satisfied,” yet still registering agreement or satisfaction). We do know that among a set of peer institutions selected for comparison, International students register similar patterns of frequency and strength on satisfaction scales, which invites additional analysis as well as dialogue with colleagues both here and at other research universities to develop a more nuanced understanding of this phenomenon. As we engage with colleagues throughout campus as well as partners at peer institutions to form even stronger interpretations of what we’re observing with regard to statistically significant differences among some subpopulations, we are also seeking to generate awareness of and mechanisms for how we can utilize this data set to determine with even greater incisiveness characteristics and qualities of the undergraduate experience and how we as educators and decision-makers can be responsive to what we are learning. When we first introduced this SERU project, we referred to this process as advancing the UW’s culture of assessment, and we are making strides toward this end in the following ways:

• Further analysis and reporting through Undergraduate Academic Affairs’ Office of Educational Assessment (OEA). A methodology report for the Spring 2014 SERU survey as well as basic descriptive statistics are posted (www.washington.edu/oea/services/research/assessment/seru.html) , and a handful of briefs on particular topics (e.g., satisfaction, campus climate, student participation in high impact activities) will be posted by the end of the Winter 2015 quarter.

VII. STANDING COMMITTEES A. Academic and Student Affairs Committee Undergraduate Satisfaction and the UW Experience (continued p. 3)

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• Making SERU data available to analysts throughout the UW to inform decision-making in colleges and departments. Participation in the SERU-AAU Consortium provides institutional researchers with direct access to data for the sake of conducting analyses based on local interests and in response to emerging challenges. We are forming a campus-wide research team made up of analysts throughout campus to inform a wide range of ongoing assessment practices (e.g., the Student Life Assessment Committee, the University Diversity Council) and to generate new ones.

• Administration of the SERU survey in Spring 2015. UW-Seattle undergraduates will be invited to participate in the SERU survey next quarter, marking the second administration overall and further contributing to the development of important baselines and benchmarks for myriad evidence-based initiatives including reporting for accreditation purposes.

Attachments 1. Spring 2014 Student Experience in the Research University (SERU) Survey 2. Husky Experience 2014-2015 initiatives

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UNDERGRADUATE SATISFACTION AND THE UW EXPERIENCE

Spring  2014  Student  Experience  in  the  Research  University  (SERU)  survey  

Ed  Taylor,  Vice  Provost  and  Dean,  Undergraduate  Academic  Affairs    

Jason  Johnson,  Associate  Dean,  Undergraduate  Academic  Affairs  

UNDERGRADUATE SATISFACTION AND THE UW EXPERIENCE

>  SERU: “Student Experience in the Research University” –  an assessment instrument utilized among a growing number of

AAU institutions to better understand undergraduates’ “engagement in activities that have been empirically shown to influence student learning and positive educational outcomes”

>  Administered at UW-Seattle in Spring 2014 >  7,097 out of 27,398 completed (26%)

THE 2014 SERU SURVEY

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GENERAL MEASURES OF SATISFACTION

4.7 – would choose to enroll at UW again 4.6 – feel a sense of belonging at UW 4.4 – overall academic experience 4.1 – overall social experience 3.9 – value of education for the price 3.8 – UW grade point average

SELECTED ITEM MEANS BASED ON 6-POINT SCALES*

*Respondents prompted to indicate levels of agreement/satisfaction on the following scales: 1=strongly disagree, 2=disagree, 3=somewhat disagree, 4=somewhat agree, 5=agree, 6=strongly agree 1=strongly dissatisfied, 2=dissatisfied, 3=somewhat dissatisfied, 4=somewhat satisfied, 5=satisfied, 6=strongly satisfied

UPON FURTHER ANALYSIS, A MULTIPLICITY OF EXPERIENCES

>  Students with relatively lower GPAs not as satisfied with their GPAs as students with relatively higher GPAs

>  Students identifying as middle-class less likely to be satisfied with value of education for the price

>  Asian American and International students less likely to feel a sense of belonging

>  International students less likely to indicate a willingness to choose to enroll at the UW given what they know now

SOME SUBPOPULATIONS EXPERIENCE THE UW DIFFERENTLY

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“HIGH IMPACT” PRACTICES CONTRIBUTE TO SATISFACTION

>  Internship, field experience, etc. >  Capstone or senior thesis > Honors program >  Learning community >  Study abroad >  First-year seminar >  Faculty research for credit or pay

SENIORS MORE SATISFIED OVERALL IF THEY HAD ENGAGED IN CERTAIN (CO-)CURRICULAR EXPERIENCES

NEXT STEPS

>  Further analysis and reporting through the Office of Educational Assessment –  http://www.washington.edu/oea/services/research/assessment/seru.html

> Making SERU data available to analysts throughout the UW to inform decision-making in colleges and departments

>  Administration of SERU in Spring 2015

TOWARD ENRICHING AND AMPLIFYING THE CULTURE OF ASSESSMENT AT THE UNIVERSITY OF WASHINGTON

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Husky Experience ~ 2014-2015 Initiatives

Students and Internships The Provost has launched a small task force on internships chaired by David Hotz1 and Jason Johnson2 and sponsored by Jerry Baldasty3, Ed Taylor4 and Denzil Suite5. The task force will identify best practices (e.g., how to identify and vet good internships for all students; how to create an internship center). The UW has no systematic internship support on the Seattle campus, and the task force represents a start on this issue.

Student Recognition This is another small group, which completed its work in late autumn. The goal: to help students organize and prioritize co-curricular activities within the context of their academic work. Recommendations are being reviewed.

Career Initiative Last spring, Bob Stacey6 and Jerry Baldasty met with A&S chairs to talk about the need to help students see the connection between their academic work and possible careers (and thus to identify what are referred to commonly as “transferrable skills”). This work continues in 2014-15, with outreach to departments in the Colleges of Arts and Sciences, Engineering and Environment.

Students and Work The Office of Student Life has a task force working on this topic, focusing on how to enrich the experience of UW students who are working on campus. In addition, UW-IT and others are working to try to streamline the application process for students who want to get a campus job.

Student Success The UW’s six-year undergraduate graduation rate is ~81%. How can the UW do better? This initiative, led by Academic and Student Affairs (OMAD, UAA, Student Life, and The Graduate School) will identify where and when students are most at risk of dropping out and create a few specific interventions to improve student retention and success. The Graduate and Retention Rates Task Force is chaired by Denzil Suite, and this work will be done with wide consultation across the Seattle campus.

1 Director for Fraternity and Sorority Life, Office Student Life 2 Associate Dean, Undergraduate Academic Affairs 3 Senior Vice Provost for Academic and Student Affairs 4 Dean and Vice Provost, Undergraduate Academic Affairs 5 Vice President for Student Life 6 Dean, College of Arts and Sciences

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International Student Orientation The International Students Task Force is chaired by Kevin Mihata7. The key questions are: What does the UW do well in orienting international students here? What can be improved?

International Student Success Committee (ISSC) This new working group was established in spring 2014 to monitor campus international student issues and provide support for international students. Members include representatives from the UW, Career Center, International Student Services, FIUTS, International Programs and Exchanges, Community Standards and Student Conduct, UAA, Housing and Food Services, First Year Programs, Academic Support Programs, International Admissions, and the Counseling Center.

Student Life Assessment Committee This group consists of leaders from the division of Student Life who analyze data and made policy and programmatic recommendations to the Vice President. Among other things, the group specifically utilizes data from SERU and departmental assessments in making recommendations.

International Student Advisory Committee Formed by ASUW, this group consists of representatives from several international groups with support from Denzil Suite and Jeff Riedinger8. The group works to improve communication and support for international students.

Core Programs Within the Graduate School, we develop programming to support student success. Our programs are designed to help students get the most of their graduate experience and to help prepare them for the careers they desire, and the jobs that are available. We develop and implement a range of professional development experiences and resources, including Scholars’ Studio where graduate students and postdocs from diverse disciplines give 5 minute lightning talks on their research all connecting to a common theme. We co-host Community College visits with GO-MAP, and collaborate with the Career Center on identifying strengths, communicating experiences, networking skills, and successful job search strategies. A major initiative this year is working with students and faculty to enhance mentoring relationships through Individual Development Plans.

Graduate Opportunities and Minority Achievement Program (GO-MAP) GO-MAP hosts a Power Hour series each quarter to facilitate conversations with graduate students regarding a range of topics to support success during and after graduate school. GO-MAP provides fellowships and dissertation awards, and coordinates Working Wednesdays to facilitate students’ productivity. GO-MAP sponsors numerous social and networking events throughout the year

7 Associate Dean for Educational Programs, College of Arts and Sciences 8 Vice Provost for Global Affairs

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(Getting Connected, Staying Connected) to keep our URM students engaged in their graduate education experience.

Teaching and Learning The Two Years to Two Decades (2y2d) Teaching and Learning group, in conjunction with the Center for Teaching and Learning, has begun several initiatives closely linked to the student experience:

1. Encourage teaching formats and approaches that research shows has particular impact on engaging (and retaining) students (through online resources, videos, faculty “evangelists”, etc.)

2. Optimize classroom space and scheduling. This work overlaps with the Leaning Spaces committees.

3. Support teaching and learning around career-readiness (templates, road show with chairs, pilot departments). This is in collaboration with the on-going provost’s report series.

4. Improve existing technologies for teaching, pilot and select new ones (switch to Panopto, increased Canvas functionality, etc.). This is in collaboration with UW-IT.

Assessment of Student Learning Betsy Wilson9 is chairing a new task force that will look at how the University assesses student learning: what works well, what could be improved. The committee’s work will include a focus on things such as capstone courses, student evaluations, accreditation (both university level and specialized unit accreditation reviews), national best practices and innovations.

Provost’s Report Series In October 2014, we issued a report focusing on faculty who use technology in innovative ways to engage students.

Two more reports will be issued in 2015, both focusing on students and careers. The first of these will highlight departments and programs that provide students with a range of transferrable skills that will provide a good foundation for the students’ careers and post-UW life.

Learning Spaces In 2013-14, the Provost began an extensive review of learning spaces on the UW Seattle campus to obtain a sense of classroom needs in light of changing instructional methodologies. This review evaluated utilization rates, scheduling practices, technology deployment and policies, and the physical condition of classroom spaces—all with the goal of identifying opportunities for improved delivery of learning space options that are focused on supporting faculty, diverse pedagogical initiatives, and a student experience that is enhanced by integrated and appropriate technologies. This was an extensive study, and it included interviews with many campus stakeholders as well as surveys of faculty and students.

9 Vice Provost for Digital Initiatives and Dean, University Libraries

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The work continues in 2014-2015, with a goal of introducing a series of changes in scheduling that are designed to help students. Specifically, the goal is to provide:

1. Consistent scheduling blocks that will minimize course overlap, making academic planning easier for students.

2. Improved classroom conditions. 3. Increased pass time will allow students to get to class on time (especially true when classes

are scheduled on west campus or south of Pacific Ave.) 4. Increased predictability of course times, making it easier to schedule co-curricular activities

(internships, work, etc.).

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