2016 university of california undergraduate experience...

ACADEMIC ENGAGEMENTAcademic & Related Skills

Gains in Academic & Life Skills, part 1Gains in Academic & Life Skills, part 2

Academic ActivitiesParticipation in Research / Creative Activities with FacultyEducational EnrichmentsEngagement with FacultyCollaborative LearningFrequency of Required Learning ActivitiesTime Allocation for Academics & Employment

Academic MotivationIncreased Academic EffortCourse EngagementReasons for Choosing Major

Academic ImpedimentsAcademic Risk BehaviorsObstacles to Academic Success

DEMOGRAPHICSEnglish Language BackgroundSelf-reported Social ClassImmigration Background

STUDENT SATISFACTIONOverall Satisfaction

Sense of BelongingGeneral SatisfactionCampus Climate

Academic SatisfactionSatisfaction with Academic Experience Satisfaction with Courses in the Major Clarity of Major Program Requirements

Importance of Attending a Research UniversityImportance of a Research University

CIVIC ENGAGEMENTParticipation in Community Service Extent to which community service influenced desire to continue after graduation

STUDENT DEVELOPMENT

AspirationsGoals for UC ExperienceHighest Degree AspirationsCareer Intentions

2016 University of California Undergraduate Experience Survey (UCUES) Survey Results for UC Santa Barbara

OutcomesGains in Social SkillsGains in Understanding of Social Issues and Personal Development

Time AllocationNon-Academic ActivitiesTime Allocation for Working Students

10%

22% 22%

13%

9%

15%

22%25%

83%

79%

74%

62%

55%59%

62%

69%

0%

50%

100%

Understanding of aspecific field of

study

Analytical &critical thinking

Reading &comprehendingacad. material

Understandinginternationalperspectives

Ability to design,conduct, and

evaluate research

Library researchskills

Makingpresentations

Writing effectively

Self-Reported Gains in Academic & Life Skills (part 1)Source: UCUES Core 2016 (Seniors only)

Started UC Proficiency: Percentage of respondentsanswering "Very Good" or "Excellent"

Current Proficiency: Percentage of respondents answering"Very Good" or "Excellent"

10%6%

22% 23%

15%

48%45%

65%

43%

32%

0%

50%

100%

Ability to explainmathematical information and

perform calculations

Ability to engage in workspecific to your field of study

Oral communication skills Quantitative (mathematical &statistical) skills

Linguistic or culturalcompetency in at least one

other language

Self-Reported Gains in Academic & Life Skills (part 2)Source: UCUES Core 2016 (Seniors only)

Started UC Proficiency: Percentage of respondentsanswering "Very Good" or "Excellent"

Current Proficiency: Percentage of respondents answering"Very Good" or "Excellent"

84%

46%

82%

45%

32%

12%

34%

0%

50%

100%

As part ofcoursework

Outside ofcoursework

A research project orresearch paper as

part of yourcoursework

Did a creative projectas part of your

coursework

Assist faculty inconducting research

Assist faculty withtheir creative project

Done any research orcreative project with

faculty

Participation in Research and Creative Activities with Faculty (for Seniors)Respondents could choose all that apply

Source: UCUES Core 2016

21%

30%

14%17%

0%

50%

100%

Internship for course credit Internship with no course credit Study abroad Honors program

Educational EnrichmentsSource: UCUES UC Module 2016

11%

26%

4% 2%6%

40%

42%

30%

20%

41%

49%

32%

66%

79%

52%

0%

50%

100%

Open channels ofcommunication between

faculty and studentsregarding student needs,

concerns, andsuggestions

Had a class in which theprofessor knew orlearned your name

Students treatedequitably and fairly by the

faculty

Faculty maintainingrespectful interactions in

classes

Faculty providing promptand useful feedback on

student work

Engagement with FacultySource: UCUES Core 2016

"Very Often" or"Often"

"SomewhatOften" or"Occasionally"

"Rarely" or"Never"

Percentage ofrespondentsanswering:

14%

30%

21%

50%

44%

44%

36%

26%

34%

0%

50%

100%

Helped classmate understand materialbetter

Worked on class projects with classmatesoutside of class

Studied as a group with classmatesoutside of class

Collaborative LearningSource: UCUES Core 2016

"Very Often"or "Often"

"SomewhatOften" or"Occasionally"

"Rarely" or"Never"

Percentage ofrespondentsanswering:

14%

7%

11%

11%

7%

8%

3%

2%

43%

49%

46%

43%

36%

37%

21%

22%

43%

44%

43%

47%

57%

54%

76%

77%

0% 50% 100%

Generating new ideas or products

Reconsider position afterassessing other arguments

Examining and assessing othermethods and conclusions

Incorporating ideas from differentcourses

Evaluating methods andconclusions

Analysis

Using facts, examples to supportviewpoint

Recalling facts, terms, concepts

Frequency of Required Learning ActivitiesSource: UCUES Core 2016

"Never" or"Rarely"

"Occasionally"or "SomewhatOften"

"Often" or"Very Often"

Percentage ofrespondentsanswering:

14.8

13.5

7.8

4.1

0.0

9.0

18.0

Attending classes Studying Total work On campus work

Time Allocation for Academics and Employment(All Respondents)

Source: UCUES Core 2016

Mean hours per week

16% 18%23%

53%44%

47%

31%37%

29%

0%

50%

100%

Raised standard for acceptable effort dueto high standards of a faculty member

Extensively revised a paper at least oncebefore submitting to be graded

Sought academic help from instructor ortutor

Increased Academic EffortSource: UCUES Core 2016

"Very Often" or"Often"

"SomewhatOften" or"Occasionally"

"Rarely" or"Never"

Percentage ofrespondentsanswering:

14%

26%

40%

30%

51%

50%

45%

53%

36%

24%15% 17%

0%

50%

100%

Contributed to a classdiscussion

Brought up concepts fromdifferent courses during class

discussions

Made a class presentation Found a course so interestingthat you did more work than

was required

Course EngagementSource: UCUES Core 2016

"Very Often" or"Often"

"SomewhatOften" or"Occasionally"

"Rarely" or"Never"

Percentage ofrespondentsanswering:

8%

16%

30%

45%

56%

64%

88%

95%

0% 50% 100%

Other

Could not get first choice major

Parental desires

Prestige

Leads to high paying job

Preparation for grad or prof school

Prepares for fulfilling career

Intellectual curiosity

Reasons for Choosing Major (for students with declared majors)Respondents could choose all that apply

Source: UCUES Core 2016

57% 55%

84%

38% 39%

13%

5% 6% 3%

0%

50%

100%

Came to class unprepared Skipped class Turned in a course assignment late

Academic Risk BehaviorsSource: UCUES Core 2016

"Very Often" or"Often"

"Somewhat Often"or "Occasionally"

"Rarely" or"Never"

Percentage ofrespondentsanswering:

89%

78%

71%

55%

52%

51%

48%

31%

42%

37%

7%

15%

21%

27%

25%

31%

31%

34%

36%

33%

4%

7%

9%

17%

22%

18%

21%

35%

22%

30%

0% 50% 100%

Weak English skills

Weak math skills

Physical illness or condition

Inadequate study skills

Competing job responsibilities

Competing family responsibilities

Other competing responsibilities

Feeling depressed, stressed orupset

Bad study environment

Poor study behaviors

Frequency Certain Behaviors Interfered with Academic SuccessSource: UCUES UC Module 2016

"Not at All" or"Rarely"

"Occasionally"

"Frequently" or"All the Time"

Percentage ofrespondentsanswering:

67%

21%

8%

3%1%

0%

50%

100%

Native EnglishSpeakers

Learned Englishbefore 5 yrs old

Learned Englishwhen 6-10 yrs old

Learned Englishwhen 11-15 yrs old

Learned English afterturning 16 yrs old

English Language BackgroundSource: UCUES Core 2016

Low-income or poor15%

Working-class24%

Middle-class38%

Upper-middle orprofessional-middle

26%

Wealthy2%

Self-Reported Social ClassSource: UCUES Core 2016

Student Foreign Born15%

Student US Born - At Least 1Parent Foreign Born

37%

Student-Parents US Born36%

Immigration Background of Students and Their FamiliesSource: UCUES Core 2016

83% 84%

0%

50%

100%

I feel that I belong at this campus Knowing what I know now, I would still choose to enroll at this campus

Sense of BelongingSource: UCUES Core 2016

Percentage ofrespondentsanswering"Strongly Agree","Agree", or"Somewhat Agree"

84% 83%

64%

59%

0%

50%

100%

UC academic experience UC social experience Value of UC educationfor the price

UC gpa

General SatisfactionSource: UCUES Core 2016

Percentage of respondents answering"Very Satisfied", "Satisfied", or "Somewhat Satisfied"

94%

87% 86% 84% 83% 84% 82%80%

0%

50%

100%

Sexual orientation Religious beliefs Gender Political beliefs Race or ethnicity Economic or socialclass

Campus Climate"Students of my...are respected on this campus"

Source: UCUES Core 2016

Percentage of respondents answering"Strongly Agree", "Agree", or "Somewhat Agree"

Disabilities Immigrationbackground

70%

79%

85%

59%

71%

73%

73%

79%

82%

87%

87%

88%

0% 50% 100%

Open communication channels withfaculty

Faculty provide prompt and usefulfeedback on student work

Students treated equitably and fairlyby faculty

Access to small classes

Opportunities for research, creativeproducts

Availability of general educationcourses

Availability of courses needed forgraduation

Advising by faculty on academicmatters

Ability to get into major of choice

Quality of teaching by TAs

Access to faculty outside of class

Quality of faculty instruction

Satisfaction with the Academic ExperienceSource: UCUES Core 2016

Percentage ofrespondentsanswering"Very Satisfied","Satisfied", or"SomewhatSatisfied"

Percentage ofrespondentsanswering"Very Often","Often", or"Somewhat Often"

90%

83%

75%

0%

50%

100%

Satisfaction with quality ofupper-division courses in major

Satisfaction with variety ofcourses in major

Satisfaction with quality oflower-division courses in major

Satisfaction with Courses in the Major(for Declared Majors Only)Source: UCUES Core 2016

Percentage ofrespondentsanswering"Very Satisfied","Satisfied", or"SomewhatSatisfied"

94% 92% 92%

85%

0%

50%

100%

Catalog description of major isaccurate

Program of study iswell-defined

Major requirementsresult in coherent

understanding of field

Department rulesare clear

Clarity of Major Program Requirements, Policies & Practices(for Declared Majors)

Source: UCUES Core 2016

Percentage ofrespondents whoagree

81%

70%

64%

58% 58%

90%

86%

0%

50%

100%

My UC campus has astrong commitment

toundergraduate

education

Attending auniversity with

world-classresearchers

is important to me

The prestige of thisuniversity when youapply to grad school

or for a job

Learning researchmethods

Assisting faculty inhis/her research,

for pay or as avolunteer

Having courses withfaculty members who

refer to their ownresearch as

part of the class

Pursuing yourown research

Importance of a Research UniversitySource: UCUES UC Module 2016

Percentage of respondents answering "Essential", VeryImportant", or "Important"

Percentage of respondents answering"Strongly Agree", "Agree", or "Somewhat Agree"

48%

35%

47%

0%

50%

100%

Participation in Community ServiceSource: UCUES UC Module 2016

Percentage of respondents who participated in communityservice in 2015-2016

Percentage of community service participants who becomeinvolved through particular means

Not at all12.6%

To some extent60.9%

To a great extent26.5%

Extent to which community service influenced desire to continue after graduationSource: UCUES Core 2016

1.7

3.2

3.1

4.3

5.3

4.4

6.6

10.6

11.5

0 6 12 18

Spiritual activities

Time with family

Performing community service or volunteer activities

Student clubs or organizations

Attending movies, concerts, sports or other events

Partying

Physical exercise/activity, recreational sports

Watching TV, streaming movies/TV on computer or tablet

Socializing with friends

Time Allocation: Non-Academic ActivitiesSource: UCUES Core 2016

Mean hours per week

15.8

12.2

9.9

0.0

6.0

12.0

18.0

Paid employment total On-campus employment Employment(related to academic interests)

Time Allocation for Working StudentsSource: UCUES Core 2016

Mean hours per week

28%

40%

20%

10%

69%73%

59%

52%

0%

50%

100%

Interpersonal (social) skills Ability to work with people from othercultures/backgrounds

Leadership skills Ability to analyze or discuss globalissues

Self-Reported Gains in Social SkillsSource: UCUES Core 2016 (Seniors only)

Started UC Proficiency - Percentage of respondents answering"Excellent" or "Very Good"

Current Proficiency - Percentage of respondents answering "Excellent"or "Very Good"

23%20% 21%

24%

31%

19% 19%

63% 63% 64%61%

57%

50%

37%

0%

50%

100%

Racial/ethnicdifferences/issues

Sexual orientationdifferences/issues

Genderdifferences/issues

Socialclass/economic

differences

Students' ownracial/ethnic

identity

Other disabilityissues

Physical disabilityissues

Gains in Understanding of Social Issues and Personal DevelopmentSource: UCUES UC Module 2016 (Seniors only)

Started UC Proficiency - Percentage of respondents answering"Excellent" or "Very Good"

Current Proficiency - Percentage of respondents answering "Excellent"or "Very Good"

Enroll in graduate orprofessional school

26%

Work45%

Study/Work Abroad5%

Work in internship or volunteerposition

5%

Take a year off7%

Do something else12%

Post-Graduation Plans for SeniorsSource: UCUES Core 2016

65%

24%

16%

10%7% 7%

2%

0%

50%

100%

Total aspiring tograduate or professional

degree

Master's(academic orprofessional)

Doctorate Business Medical or other healthprofession

Law Multiple doctoraldegrees (MD/PhD)

Highest Degree Aspirations for SeniorsSource: UCUES Core 2016

Percentage of all senior respondents who aspire to post-graduate study

Percentage of all post-graduate aspirants interested in aspecific degree

1%

2%

4%

5%

5%

6%

6%

7%

9%

10%

13%

13%

19%

0% 20%

Information Technology

Agriculture, Food, &Natural Resources

Public Sector

Human Services

Marketing, Sales, & ServiceIndustry

Law

Artistic, creativeprofessions

Education

Other

Don't know

Business, finance-related

Medicine, health-related

STEM fields

Career IntentionsSource: UCUES Core 2016