The Growth and Development of Villanova University Undergraduate Students

1. The Growth and Development of Villanova University Undergraduate Students Presentation to the University Senate By the Office of Planning & Institutional Research March 16, 2012

2. To foster academic excellence, we as a University . . . Concern ourselves with developing and nurturing the whole person, allowing students, faculty and staff to grow intellectually, emotionally, spiritually, culturally, socially andphysically in an environment that supports individual differences and insists that mutual love and respect should animate every aspect of university life.

3. Data Sources • Since 1994 the Senior Survey has been a major source to capture students’ assessments of skill and knowledge enhancement skills as a result of their Villanova experiences. The survey also captures student involvement in academics and campus life; students’ satisfaction with the Villanova experience and future employment and educational plans. • Multiple versions of the Senior Survey are used to enable participation in national surveys for comparison data as well as our own version for special informational needs. • Two versions of the Senior Survey were used for this analysis:

4. Intellectual Development % Greatly or Moderately Source: VU Senior Survey

5. Cultural Development % Greatly or Moderately Source: VU Senior Survey

6. Social Development % Greatly or Moderately Source: VU Senior Survey

7. Emotional, Physical & Spiritual Development Compared to the average person your age, how would you rate yourself on the following traits? Source: HERI College Senior Survey

8. Emotional, Physical & Spiritual Development Compared to the average person your age, how would you rate yourself on the following traits? Source: HERI College Senior Survey

9. Spiritual Development • Having an interest in spirituality • 34% to a great extent • 49% to some extent Source: VU 2011 Senior Survey

10. Integrating the principles of Veritas, Unitas and Caritas • Villanova graduates will have grown intellectually through rigorous study; • they will have the values, knowledge and skills they need to achieve a lifetime of personal and professional successes; • and their intellectual growth will be grounded in a deep sense of ethics, morality and concern for the common good.

11. Changes in self-assessment from First Year to Senior Year Substantive Differences between First and Senior Years Significant at .001 level and effect size .2 or higher Source: HERI 2010 College Senior Survey matched with HERI 2006 Freshman Survey

12. Changes in self-assessment from First Year to Senior Year No Substantive Differences between First and Senior Years Source: HERI 2010 College Senior Survey matched with HERI 2006 Freshman Survey

13. Changes in values from First Year to Senior Year Substantive Differences between First and Senior Years Significant at .001 level and effect size .2 or higher Source: HERI 2010 College Senior Survey matched with HERI 2006 Freshman Survey

14. Changes in values from First Year to Senior Year No Substantive Differences between First and Senior Years Source: HERI 2010 College Senior Survey matched with HERI 2006 Freshman Survey

15. “Grounded in a deep sense of ethics, morality and concern for the common good” Source: VU 2011 Senior Survey

16. Immediate plans for personal and professional success • In addition respondents plan to engage in the following: • 9% Graduate or professional education on full-time or part-time basis • 13% Traveling • 4% Volunteer activity Source: VU 2011 Senior Survey

17. Future plans for personal and professional success: Educational Attainment 85% plan to pursue graduate or professional degrees at some time in the future. Source: VU 2011 Senior Survey

18. Parents’ Assessment Source: VU 2008 Parent Satisfaction Survey