and Skills Dispositions
In the following presentation of data, the means on the right hand side of the page are the average for the entering classes of 1999, 2001, and 2003, and for the senior graduating classes of 2001 and 2003. Reference will also be made to entering and graduating classes which completed the CIRP and CSS national surveys administered by the Higher Education Research Institute of UCLA. The alumni surveys were completed in the fall of 2002, with a total sample return of 1,018. Preparation Means Female Male
Item Frosh Senior Frosh Senior
Active, reflective faith Apply Biblical values to ethical situations in the work place. 5.00 Have skills necessary to study and interpret scripture. 4.51 Integrate faith with my academic major. 4.91 Serve my religious community in a leadership role. 4.41 Draw on religious values when making career and vocational choices. 4.92 Strengthen my personal relationship with Jesus Christ. 4.30 Share my religious faith with others. 4.22 Become actively involved in living out my faith. 4.71
(04) 4.12 to 5.11; 3.95 to (08) 3.86 to 4.55; 3.86 to (11) 4.28 to 5.29; 3.79 to (12) 3.57 to 4.57; 3.34 to (22) 4.34 to 5.13; 3.99 to (25) 4.70 to 4.72; 4.72 to (29) 3.90 to 4.71; 3.81 to (41) 4.36 to 5.07; 4.12 to
Eighty-five percent of the 2002 seniors (93% in 1998, 86% in 2000) responding to the CSS indicated they "frequently" or "occasionally" "attend a religious service" a modest decrease from the entering frosh percentages (95% to 98%). Seventy-eight percent of seniors report spending up to 2 hours weekly in "prayer or meditation" (a slight increase from 73% as entering frosh). Twenty percent (24% in 1998, 20% in 2000) of seniors report that their "religious beliefs and convictions" are "much stronger" at graduation than when they entered college. Thirty-two percent of seniors report they are "above average" or in the "highest 10%" on "religiosity" and 50% rate themselves that high on "spirituality." Alumni responded with a mean of 3.24 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "an active, reflective faith" Alumni also indicated a mean of 4.20 on a scale from 1 "actively involved in [church] leadership" to 9 "not at all involved in leadership." Sixty-four percent of the alumni
indicated they were members of the Mennonite Church, 25% were members of another denomination, and 11% were not members of a church. Aesthetic Appreciate various styles of art. 4.87 Appreciate various styles of music. 5.06 Understand a drama presentation. 4.76 Develop my creative abilities. 5.50 (09) 4.42 to 4.85; 4.06 to (23) 5.40 to 5.03; 5.20 to (28) 4.63 to 4.52; 4.21 to (38) 4.81 to 5.39; 4.56 to
Eighty-to percent of the 2002 seniors (78% in 1998) responding to the CSS indicated they "frequently" or "occasionally" "visited an art gallery or a museum" a modest increase from the entering frosh percentages (71% to 76%). Nineteen percent of seniors (18% in 2002) report it is "essential" or "very important" to "achieve in a performing art" and 28% (22% in 2000) to "create artistic work." Entering frosh percentages were 19% in 2002 (17% in 1996, 22% in 1998, 19% in 2000) for artistic ability and 17% (16% in 1996, 25% in 1998, 20% in 2000) for creativity. Forty-two percent of seniors (36% in 1998, 37% in 2000) report they are "above average" or in the "highest 10%" on "artistic ability" and 61% (56% in 1998, 52% in 2000) on "creativity." Entering frosh percentages were 32% in 2002 (33% in 1996, 42% in 1998, 39% in 2000) for artistic ability and 60% (55% in 1996, 65% in 1998, 57% in 2000) for creativity. Alumni responded with a mean of 2.98 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "an appreciation for artistic expression." They also indicated a mean of 3.46 on a scale from 1 "arts enthusiast" to 9 "not an arts enthusiast." Biblical literacy Have skills necessary to study and interpret scripture. 4.51 Integrate faith with my academic major. 4.91 (08) 3.86 to 4.55; 3.86 to (11) 4.28 to 5.29; 3.79 to
Collaborative worker Develop skills for working collaboratively with colleagues. (05) 5.09 to 5.86; 4.98 to 5.63 Work in a service assignment in another culture. (27) 4.31 to 5.63; 4.06 to 5.70 Learn to delegate responsibility to those working with me. (51) 4.46 to 5.32; 4.47 to 5.11 Seventeen percent of 2002 seniors (18% in 1998, 15% in 2000) said they were "much stronger" in their ability to "work cooperatively" than they were when they entered
college. More than 87% of all 3 classes of seniors indicated they had worked on group projects in class. Communicator Make an effective oral presentation. 5.31 Write effectively. 5.77 Facilitate conversation between people with differing opinions. 5.23 (01) 4.35 to 5.33; 4.39 to (17) 4.94 to 5.92; 4.68 to (57) 4.66 to 5.61; 4.39 to
Twenty-two percent of 2002 seniors (17% in 1998 and 2000) said they were "much stronger" in their "public speaking ability" than they were when they entered college. Thirty-nine percent of seniors (45% in 1998, 39% in 2000) felt they were "above average" or in the "highest 10%" in "public speaking ability" when compared to others their age. For entering frosh, the percentages were 31% in 1996, 39% in 1998, 33% in 2000, and 36% in 2002. Conflict mediation Manage conflict constructively. 5.33 Learn nonviolent peacemaking skills. 5.14 (16) 4.83 to 5.41; 5.12 to (50) 4.74 to 5.12; 4.55 to
Alumni indicated a mean of 3.17 on a scale from 1 "good conflict manager" to 9 "poor conflict manager." Critical thinking Prepare for graduate school. 4.94 Think through issues so as to develop my own position. 5.81 Apply mathematical strategies of problem solving to everyday situations. 4.32 Have skills necessary to study and interpret scripture. 4.51 Gather and evaluate information from various sources. 5.03 Develop understanding of justice and equity issues in economic systems. 5.10 Develop thinking skills necessary for making decisions. 5.76 (02) 3.40 to 5.05; 4.55 to (03) 5.13 to 5.95; 5.18 to (06) 3.79 to 4.29; 4.60 to (08) 3.86 to 4.55; 3.86 to (13) 4.80 to 6.05; 4.76 to (18) 3.77 to 5.00; 4.14 to (20) 5.26 to 6.03; 5.16 to
Use the scientific method to solve problems. 4.79 Recognize illogical thinking. 5.41 Evaluate my own culture. 5.68 Adapt to new situations. 5.85 Become aware of perspectives in academic disciplines other than my own. 5.22 Develop ability to identify the main idea of a text. 5.71 Acquire mathematical computation skills. 4.50 Develop an understanding of science. 4.95 Analyze the points of a persuasive argument. 5.20
(31) 3.63 to 4.75; 4.05 to (32) 4.64 to 5.68; 4.80 to (33) 4.72 to 5.97; 4.61 to (46) 5.10 to 6.13; 4.95 to (54) 4.36 to 5.52; 4.45 to (55) 5.14 to 5.80; 4.82 to (58) 4.23 to 4.18; 4.71 to (59) 4.28 to 4.77; 4.58 to (60) 4.45 to 5.33; 4.52 to
Forty-four percent of 2002 seniors (43% in 1998, 36% in 2000) said they were "much stronger" in their "ability to think critically" and 34% (36 in 1998, 28 in 2000) in thier "analytical and problem solving skills" than they were when they entered college. Eighty-0ne percent of seniors (85% in 1998, 81% in 2000) indicated they hand "frequently" or "occasionally" "challenged a professor's ideas in class." Alumni indicated a very strong mean of 2.28 on a scale from 1 "able to think critically" to 9 "not able to think critically." Environmental awareness Practice responsible stewardship of the natural environment. 5.19
(10) 4.87 to 5.31; 4.76 to
Twenty-nine percent of graduating seniors in 2000 and 2002 felt "becoming involved in programs to clean up the environment" was "essential" or "very important." For entering frosh, the percentages were 23% in 1996, 21% in 1998, 20% in 2000, and 24% in 2002. Alumni responded with a mean of 3.42 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "environmental stewardship." Foreign language Communicate in a second language. 4.85 (52) 3.95 to 4.95; 3.80 to
Historical Place major events within a historical context. 4.91 Holistic health Manage my time well. 5.02 Be able to make choices consistent with good health. 5.18 Identify personal strengths and weaknesses. 5.53 Information literacy Develop computer skills need to use e-mail and the InterNet. 6.18 Gather and evaluate information from various sources. 5.73 Understand the beliefs of Anabaptists/Mennonites. 5.14 Become aware of perspectives in academic disciplines other than my own. 5.22
(19) 3.64 to 4.70; 4.14 to
(37) 4.70 to 5.44; 4.32 to (43) 5.09 to 5.44; 4.73 to (48) 4.93 to 5.90; 4.81 to
(07) 5.23 to 6.20; 5.69 to (13) 4.80 to 6.05; 4.76 to (14) 4.03 to 4.78; 4.07 to (54) 4.36 to 5.52; 4.45 to
Alumni responded with a mean of 3.27 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "ability to find information." Intercultural openness Develop understanding of religious views different from my own. 5.33 Feel comfortable in work relationships with those of different cultures. 5.98 Work in a service in assignment another culture. 5.70 Evaluate my own culture. 5.68 Accept persons whose opinions differ from mine. 5.71 Develop friendships with persons of other cultures. 5.86 Communicate in a second language. 4.85
(15) 4.24 to 5.27; 4.18 to (24) 5.50 to 6.16; 5.27 to (27) 4.31 to 5.63; 4.06 to (33) 4.72 to 5.97; 4.61 to (39) 5.27 to 5.98; 5.10 to (47) 5.24 to 5.83; 4.77 to (52) 3.95 to 4.95; 3.80 to
Twenty-eight percent of 2002 graduating seniors (24% in 1998, 26% in 2000) indicated they were "much stronger" in their "ability to get along with people of different races/cultures" than when they entered college. Sixty-four percent of 2002 (72% in 1998, 70% in 2000) graduating seniors had taken an "ethnic studies course" and 43% (46% in 1998, 41% in 2000) had "frequently" "socialized with someone of another racial/ethnic group." Alumni responded with a very positive mean of 2.38 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "intercultural openness." Interdependence and mutual accountability Make lifestyle choices based on how they affect others. 5.39 Make full use of my intellectual gifts. 5.34 Manage my time well. 5.02 Develop my creative abilities. 5.50 Accept persons whose opinions differ from mine. 5.71 Develop interpersonal skills. 5.55 Actively oppose sexist attitudes and behavior. 5.85 Be able to make choices consistent with good health. 5.18 Respectfully listen to another's point of view. 5.77 Take responsibility for my own behavior. 5.89 Develop friendships with persons of other cultures. 5.86 Actively oppose racist attitudes and behavior. 5.61 Understand how my behavior affects those around me. 5.55 (30) 4.62 to 5.54; 4.54 to (36) 4.87 to 5.68; 4.64 to (37) 4.70 to 5.44; 4.32 to (38) 4.81 to 5.39; 4.56 to (39) 5.27 to 5.98; 5.10 to (40) 4.94 to 6.01; 4.52 to (42) 5.08 to 5.80; 4.57 to (43) 5.09 to 5.44; 4.73 to (44) 5.61 to 6.06; 5.36 to (45) 5.76 to 6.10; 5.45 to (47) 5.24 to 5.83; 4.77 to (53) 5.28 to 5.88; 5.07 to (56) 5.22 to 5.96; 4.74 to
Twenty-nine percent of 2002 graduating seniors (26% in 1998, 28% in 2000) indicated they were "much stronger" in their "interpersonal skills" than when they entered college. Leader who empowers Serve my religious community in a leadership role. 4.41 (12) 3.57 to 4.57; 3.34 to
Develop my leadership skills. 5.45 Use leadership skills to empower others. 5.22 Develop interpersonal skills. 5.55 Learn to delegate responsibility to those working with me. 5.11
(21) 4.81 to 5.67; 4.56 to (34) 4.01 to 5.45; 4.02 to (40) 4.94 to 6.01; 4.52 to (51) 4.46 to 5.32; 4.47 to
Twenty-two percent of 2002 graduating seniors (25% in 1998, 23% in 2000) indicated they were "much stronger" in their "leadership abilities" than when they entered college. Fifty-eight percent (68% in 1998, 63% in 2000) rated their "leadership ability" as "above average" or in the "highest 10%" (frosh percentages were 53% in 1996, 54% in 1998, 57% in 2000, and 60% in 2002). Seniors graduating in 2002 were satisfied with "leadership opportunities" with 69% (70% in 1998, 73% in 2000) indicating either "very satisfactory" or "satisfactory." Alumni responded with a mean of 3.33 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "leadership ability." Linguistic Communicate in a second language. 4.85 (52) 3.95 to 4.95; 3.80 to
Twenty-nine percent of 2002 graduating seniors (35% in 1998, 30% in 2000) indicated they were "much stronger" in their "foreign language ability" than when they entered college. Peacemaker Manage conflict constructively. 5.33 Learn nonviolent peacemaking skills. 5.14 Personal integrity Manage my time well. 5.02 Actively oppose sexist attitudes and behavior. 5.85 Respectfully listen to another's point of view. 5.77 Take responsibility for my own behavior. 5.89 Identify personal strengths and weaknesses. 5.53 (16) 4.83 to 5.41; 5.12 to (50) 4.74 to 5.12; 4.55 to
(37) 4.70 to 5.44; 4.32 to (42) 5.08 to 5.80; 4.57 to (44) 5.61 to 6.06; 5.36 to (45) 5.76 to 6.10; 5.45 to (48) 4.93 to 5.90; 4.81 to
Actively oppose racist attitudes and behavior. 5.61
(53) 5.28 to 5.88; 5.07 to
Alumni responded with a mean of 2.74 (on a scale of 1 "very much" to 9 "not at all") for item which asked how much GC helped them to develop "personal integrity." Quantitative reasoning Apply mathematical strategies of problem solving to everyday situations 4.32 Acquire mathematical computation skills. 4.50
(06) 3.79 to 4.29; 4.60 to (58) 4.23 to 4.18; 4.71 to
Thirty percent (36% in 1998, 31% in 2000) rated their "mathematical ability" as "above average" or in the "highest 10%" (frosh percentages were 41% in 1996, 36% in 1998, 39% in 2000, and 57% in 2002). Nine percent of 2002 graduating seniors (5% in 1998, 7% in 2000) indicated they were "much stronger" in their "mathematical skills" than when they entered college. Alumni indicated a mean of 3.12 on a scale from 1 "comfortable with math/numbers" to 9 "uncomfortable with math." Responsible steward of the earth Practice responsible stewardship of the natural environment. 5.19 Scientific Practice responsible stewardship of the natural environment. 5.19 Use the scientific method to solve problems. 4.79 Develop an understanding of science. 4.95 Social analysis Develop understanding of justice and equity issues in economic systems. 5.10 Place major events within a historical context. 4.91 Speaking Make an effective oral presenta...