Assessment of Living Learning (ALL Survey)

Assessment of Living Learning (ALL Survey) Dec 2006

Hahne Hall

Response Rate Used QuestionPro but had problems sending out because of MU spam protection. Sent out using OXF### listservs which made tracking participants more difficult. It was distributed to an estimated 6800 residents. 2574 viewed it. 2184 started it. 1813 (26%) completed it. Almost the same demographics responded as last year with the exception of class rank. This year 63% of the respondents were first-year students.

All Campus 6800 1813 26.6% Hahne Hall 306 34 11.1%

Academic Adviser In previous years we only asked the first-year students about academic advising. This year we asked all participants and made the questions applicable to all advisers on campus.

Percentage who answered “strongly agree” or “agree” all FY UC HNE My academic adviser was available to schedule to meet with me about 71.9% 86% 45.6% 43.8% academic matters. My academic adviser asked me questions about my academic goals and 67.2% 83.9% 37.2% 26.7% major. My academic adviser helped me understand resources for academic 65.2% 80.7% 37.4% 31.3% decision making (DARS, Bulletin, Miami Plan, other administrative offices or advisers on campus, etc.) My academic adviser effectively answered my questions about academic 62.6% 73.5% 42.7% 40.6% matters. My academic adviser took a personal interest in my academic success. 58.6% 70.5% 37.0% 31.3%

Implication: Use this data when developing public relations piece for faculty and staff at MU. “When surveyed, most students indicate that their academic advisers in the residence halls are available, were knowledgeable about academic matters at Miami…

RA/CLA

My Current RA/CLA: Agree or Strongly Agree all FY UC HNE ...available to me and has a presence on my corridor. 78.2% 80.8% 73.7% 56.3% ...a good resource and can respond to my questions about Miami. 74.7% 80.2% 65.0% 48.4% ...a good listener and helps when I have a problem. 66.2% 70.6% 58.1% 50% ...a strong community builder on my corridor and in my residence 65.2% 68.7% 59.1% 37.5% hall. ...a positive role model. 76.8% 79.7% 71.7% 63.3% ...a good programmer and creates educational opportunities in the 68.1% 70.3% 64.3% 51.2% residence hall.

All of the values in the all column were significantly higher than the previous year (between 11% and 15% higher). Whereas I’d like to conclude that our staff are doing that much better work, it is not known how much of the difference can be attributed to the change in timeline of the survey implementation.

Implication: During training, ask RAs to predict numbers – then post. Challenge how they think they are perceived. Ask them to reflect on what each of the descriptors means and how residents might be measuring each item. FYA/AFYA/RD

My First Year Adviser/Assistant First Year Adviser (first year halls) or Resident Director (upper class halls) is:

Strongly agree or agree all FY UC HNE ...available to me and has a presence in my 70.3% 74.1% 63.5% 36.7% residence hall. ...a good resource and can respond to my 70.1% 75.1% 61.1% 34.5% questions about Miami. ...a good listener and helps when I have a 60.0% 64.3% 52.2% 34.5% problem. ...a strong community builder in my residence 59.4% 61.6% 55.4% 37.9% hall. ...a positive role model. 67.6% 71.6% 60.2% 37.9% ...a good programmer and creates educational 65.1% 67.3% 61.3% 37.9% opportunities in the residence hall.

All of the values in the all column were significantly higher than the previous year (between 11% and 16% higher). Whereas I’d like to conclude that our staff are doing that much better work, it is not known how much of the difference can be attributed to the change in timeline of the survey implementation.

Frequency of meaningful discussions with other students about…

all respondents all respondents HNE Meaningful discussions about race 05-06 Dec 06 not at all 33% 34.2% 64.7% very little 24% 25.1% 11.8% Some 30% 27.8% 14.7% quite a lot 10% 8.6% 5.9% a great deal 4% 3.9% 2.9%

The decrease could be attributed to the change in timeline for the implementation of the ALL Survey. (Do some of these conversations occur in the spring?)

Men were no more or less likely to talk about race than women.

Those who reported their RA to have a greater presence and were good programmers reported more frequent conversations about race.

Meaningful discussions about all respondents all respondents HNE gender 05-06 Dec 06 not at all 33% 31.0% 58.8% very little 23% 24.6% 14.7% Some 29% 27.9% 17.7% quite a lot 11% 11.3% 5.9% a great deal 5% 5.3% 2.9%

Women were only slightly more likely to have meaningful conversations about gender then men.

Again, those who reported their RA to have a greater presence and were good programmers reported more frequent conversations about gender.

Meaningful discussions about sexual all respondents all respondents HNE orientation 05-06 Dec 06 not at all 33% 32.5% 55.9% very little 23% 25.1% 26.5% Some 29% 27.3% 5.9% quite a lot 11% 9.5% 5.9% a great deal 5% 5.6% 5.9% Meaningful discussions about All all respondents HNE politics respondents Dec 06 not at all 25% 23.4% 35.3% very little 20% 21.3% 20.6% Some 30% 31.9% 26.4% quite a lot 16% 15.1% 17.7% a great deal 8% 8.3% 0.0%

Meaningful discussions about class all respondents HNE material all respondents Dec 06 not at all 14% 9.1% 20.6% very little 8% 6.4% 8.8% Some 21% 25.0% 26.5% quite a lot 32% 34.5% 32.4% a great deal 24% 25.0% 11.8%

Meaningful discussions about career all respondents HNE issues all respondents Dec 06 not at all 19% 15.1% 32.4% very little 12% 13.1% 11.8% Some 27% 31.5% 26.5% quite a lot 28% 27.5% 23.5% a great deal 13% 12.7% 5.9%

Meaningful discussions about all respondents HNE religion or spirituality all respondents Dec 06 not at all 25% 20.0% 32.4% very little 20% 23.0% 29.4% Some 29% 31.9% 20.6% quite a lot 17% 16.6% 8.8% a great deal 9% 8.7% 8.8%

Survey note: Continue to ask these questions next time so that we can look for longer term trends.

Implication: Let the staff know that this is one way we are evaluating the living learning communities.

Implication: Conversations about meaningful topics occur in the residence halls at a lower frequency than we wish. Train staff on how to engage students in conversations, both formal through programming and informal or reactive, about these issues.

Programming

I am satisfied with the quantity and quality of the following types of programs and events in my residence hall:

Strongly agree or agree All FY UC HNE Recreational 49.4% 52.3% 44.4% 40.6% Social 62.7% 65.1% 58.6% 53.1% Educational 47.4% 49.4% 43.9% 34.4% Diversity related 33.1% 33.7 32.1 28.1% In which Sex: One way I would improve academic advising The most significant learning experience I What suggestions do you have for improving residence 1=female at Miami would be… had in the residence halls this year was the residence halls at Miami? hall do you 2=male (discussion, program, situation, class, event, currently etc.): live?

Hahne 2 Help us figure out who our ----- advisors are Hahne 2 Hahne 2 Hahne 2 Bring back the ice machines. And the old laundry swipe system while you're at it - 'eSuds' is not an improvement.

Hahne 2 PLEASE improve communications I've learned through being an RHA PLEASE IMPROVE so people know how to access representative last year that wow COMMUNICATIONS. resources. I should not have to our campus is apathetic, cares but know everyone in campus don't care about issues to a point positions just to find out that they take action, get involved information. What do you do if in organizations but don't care If people don't know and aren't your someone that aren't as enough to really do things and given the opportunity you will only fortunate and don't know so many push for things th foster this climate that is prevalent people!? It's redic on campus where people care but dont' care.

This can be seen with the lack of advocacy groups and the lack of Hahne 2 Hahne 2 Hahne 1 Hahne 1 renovate them...I lived in a beautiful new dorm my freshman year at the Univ. of Texas where my room was twice the size of the room I live in now as a junior. I also think that the policy of forcing transfers to live in a dorm their entire first year is

Hahne 1 Hahne 2 greater visibility for academic A discussion of spirituality/religion advisors. I didn't know we had an with my roomate academic advisor in Hahne Hall. Hahne 1 Hahne 1 Hahne 1 Hahne 1 more stuff to do in the bacements Hahne 1 Making info more widely-known to students so that they know how to plan their own schedule. Hahne 2 Hahne 2 I didn't meet with the academic advisor at Hahne. Hahne 1 Hahne 1 Make them available, I have no idea who mine is. Hahne 1 to hold one mandatory meeting MU police department more study areas with them. Hahne 1 To actually talk to one. Hahne 1 make it more readily available. no one respects the study room. respect quiet areas that the RAs RA's and resident advisors set out. Don't be loud and don't be especially. It's supposed to be obnoxious. quiet - don't hold activities there while people are studying.

Hahne 1 Hahne 2 Have them contact me. I was I did not have any learning No one should ever be never contacted by my advisor, experience. forced/asked/placed in North and I still to this day have no idea Quad. who he/she is. I had to go to my friends in my major to sudgest classes to take. Very, very, very disapointed.

Hahne 1 Hahne 1 Hahne 1 to better communicate to transfer students. Hahne 2 PUT ICE MACHINES BACK! athlets who are injured need ice!!! Hahne 2 Hahne 1 better relationships with advisers nothing Hahne 2 Hahne 1 Sending out reminders that the none Make them worth the money we advisers are available for our use! pay. They are too small, we can't control the temperature of the rooms, they are too far from central quad, the basement floors are unconnected. The double door halls(like Hahne and Flower) leave communication with people pass

Hahne 1 informing students on who their advisors are. I have yet to see an advisor this year because I don't know who it is.