THE CENTER FOR LEARNING
O U T C O M E S A S S E S S M E N T, I N C
J U L Y, 2 0 0 8
THE UNIVERSITY
LEARNING OUTCOMES
ASSESSMENT
(UNILOA)
N AT I O N A L R E P O R T O F
M E A N S, 2 0 0 7 - 2 0 0 8
William Barratt, Ph.D. and Mark Frederick, Ph.D.
Indiana State University, Terre Haute, Indiana
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http://www.uniloa.org
University Learning Outcomes
Assessment National Norms report
2007-2008
EXE C UT I VE S U MM A RY
The UniLOA is a reliable assessment instrument designed to measure student behaviors in seven
domains regarded as critical by employers, academicians, managers, researchers, accrediting agencies,
and a host of others. The UniLOA serves both diagnostic and prescriptive functions, allowing
institutions to not only measure student behaviors but to guide in the planning, development, and
introduction of programming designed to increase behaviors that complement students’ overall
growth, learning, and development along the UniLOA’s seven broad domains.
This report of national norms is based on pilot data collected from 3024 students at multiple
campuses over a 24-month period and offers insight to general learning outcomes of college students
nationwide.
Caution must be exercised in interpreting the results presented in this report. The data do not
account for the abilities and experiences that students bring to their college education.
Further differences found in ethnicity, gender, and college major may well reflect multiple
factors that affect college students, from culture to the nature of the questions asked in the
UniLOA. Further study is being conducted to determine underlying factors that impact
students’ behaviors and scores.
Overall observations of results provide information from which broad assumptions regarding the
higher education experience of students can be made. Some of the more telling findings include:
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
The lowest scoring items in these studies suggests that students “don’t list personal goals for a
class or activity”, that they cannot “tell anyone what diversity is”, don’t “engage in the political
process through voicing viewpoints” and don’t “use effective networking skills”.

Students report that they can describe the skills they have learned in their education, that they are
self monitoring in their life accomplishments, that they have good communication and language
skills, that they value diversity even though they cannot easily tell anyone what diversity is, that
they see themselves as role models for others, and they achieve a balance between personal,
social, and professional relationships.

There are substantial differences between academic majors in Critical Thinking, Communication,
and Citizenship with students in humanities, pre-medicine/dentistry, and social sciences scoring
higher than students studying in general studies, pre-law, and recreation/sports/leisure.
Undeclared majors score the lowest.

Students belonging to 2-3 formally organized organizations or activities score higher on
Citizenship, Membership and Leadership, and Relationships than those belonging to more or less
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than that number. Further, students holding 2 leadership position score higher on Citizenship
and Membership and Leadership than those holding fewer or more.
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
Females engage in meaningful behaviors consistent with self-awareness and communication at a
greater rate than males, while males engage in behaviors consistent with citizenship and
membership/leadership at a rate greater than females.

Student ethnicity produces different score profiles for Critical Thinking, Self Awareness,
Communication, and Membership and Leadership. This result could reflect subtle cultural
differences in the constructs underlying those domains or the degree to which learning
experiences are available and accessible to different ethnic groups.

Students serving in some amount of volunteer work score higher than those not engaging in
volunteer work score somewhat higher along most UniLOA domains, but those engaging in nine
or more hours per week score considerably higher.

Students with higher grade point averages, as well as older students, engage in behaviors
consistent with all UniLOA domains at a rate greater than those with lower academic
performance do.

Scores on all UniLOA domains are more positively correlated with the educational level of the
mother than the father. However, socioeconomic status, as measured by having a Pell Grant,
does not appear to be a factor impacting scores on any of the UniLOA’s domains.

Students with prior enlisted-level military service report engaging in behaviors consistent with the
UniLOA domains less frequently than those serving in the military reserves, and far less than
those reporting having no military experience at all.

Student with athletic scholarships report no appreciable difference in UniLOA domain scores
than non student-athletes.

Students working for pay show little difference in their UniLOA scores, no matter how many
hours per week worked on average, but students that do not work score somewhat higher on all
domains.

Students reporting membership in a fraternity or sorority score higher on critical thinking,
diversity, citizenship, membership and leadership, and relationships than students not affiliated.

Diversity is most strongly correlated with student GPA, number of credit hours, and hours per
week spent studying.

Citizenship is most strongly correlated by number of credit hours, major, number of
organizational memberships and leadership positions, and hours per week spent in volunteer
work and generates the lowest item scores of all 7 UniLOA domains.

The Relationships domain is most strongly related to GPA, credit hours earned, number or
organizational memberships and hours per week of studying.

Difference in scores on all UniLOA domains between individual campuses and within campuses
themselves can be as much as one standard deviation.

Growth, learning, and development (GLD) follows a stable and consistent course of growth
among all UniLOA domains throughout the academic lifespan of students, which may suggest
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normal maturation processes are primarily responsible for GLD as opposed to the impact of the
collegiate experience itself.
**
**
**
**
**
*
**
**
**
**
**
Relationships
**
**
**
Membership and
Leadership
Communication
**
**
*
*
Citizenship
Self Awareness
**
**
**
*
Diversity
Critical Thinking
The Center for Learning Outcomes Assessment, Inc. is an enterprise headed by Will Barratt, Ph.D. and Mark Frederick,
Ph.D. Dr. Barratt is an Associate Professor in the Department of Educational Leadership, Administration and
Foundations at Indiana State University. Dr. Frederick is an Assistant to the Vice-President for Student Affairs and
leads the assessment and research office in the Division of Student Affairs at Indiana State University.
Significance testing reveals the following:
Student Choices
Grade Point Average
Credit Hours Accumulated
Academic Major
Number of Organizational Memberships
Number of Organizational Leaderships
Marital Status
Veteran Status
Receiving an Academic Scholarship
Hours per week studying
Hours per week volunteering
Hours per night sleeping
Fraternity or sorority membership
**
*
**
**
*
*
**
**
**
**
*
*
**
**
**
*
**
*
*
**
*
**
**
*
**
**
*
**
**
*
**
**
*
**
**
*
**
Student Demographics
Gender
Ethnicity
Age
Father’s Educational Attainment Level
Mother’s Educational Attainment Level
*
**
**
**
**
**
*
**
*
**
**
**
**
**
**
**
**
**
*
*
*
**
**
**
**
*
* Significant at <.005 and > .001
** Significant at < .000
Cautionary Statement
The UniLOA’s pilot program included data collected from nearly 3,000 college students from private
and public institutions and is a non-random sample. While the UniLOA’s authors suggest that results
presented in this report have a high degree of generalizability to the broad collegiate population
because of the large sample, differences can be expected to exist within individual institutions that
may not be consistent with national means.
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DOM A IN AN D CO MP OSI T E M E AN S OF T H E U NI LOA NA TIO NA L DATA BA S E
National Sample
(n=3,043)
National Norm Index Composite Score ………………….………69.85
National
Database
Norm
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
72.64
69.55
73.45
69.57
63.15
70.30
100
90
80
70
60
50
40
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Relationships
70.28
LOW I T EM ME A N S F OR T HE S E VE N UN IL OA DO M AI N S
The UniLOA is designed to identify student behaviors that lend themselves to institutional response. The items below
report areas in which students have reported low levels of performance, as well as suggestions as to how institutions
might consider interventions designed to improve behavior in each of the UniLOA’s seven domains.
Item and Domain
Item Narrative
57 (Critical Thinking)
I an good at describing things in class. For example, I answer the teachers’
quesitons when we are reviewing material.
I list my personal goals for a class or activity. For example, I list my learning
goals for a class beyond the learning outcomes listed in the syllabus, as well as my
goal for a grade.
I make sure that whin I am talking with someone I change my communication
style to be consistent with their world view. For example, when speaking to
someone who is devoutly religious, I take that into account when I speak with
them.
I can tell anyone what diversity is. For example, I have a “standard” answer when
someone asks me about diversity
I engage in the political process through voicing viewpoints. For example, I write
letters to the editor, engage in debate with others, or contact political leaders to
voice my opinion.
I actively seek leadership opportunities in the areas that are important to me or in
which I have expertise. For example, I seek to be a leader in the groups I belong
to.
I use effective networking skills. For example, I go out of my comfort zone to
introduce myself to and establish and maintain an appropriate relationship with
others, such as my professors and supervisors
2 (Self-awareness)
31 (Communication)
25 (Diversity)
54 (Citizenship)
69 (Membership and
Leadership)
21 (Relationships)
National
Mean
69.10
49.40
69.10
64.50
53.10
67.60
64.20
IN TERV EN TI ON S
Because they are behaviorally-based measures, each item of the UniLOA is designed to suggest specific programmatic
interventions that can be implemented to increase positive student behaviors within each domain.
For example, the lowest item, goal setting (question #2), suggests that both stand alone workshops for students on goal
setting and partnering with faculty members to create opportunities in classes to have students set learning goals and to
self evaluate on their own progress toward those goals would be means by which students can better develop goal
setting behaviors. Further, opportunities for students to meet informally with faculty would help directly in Critical
Thinking and Relationships and have an indirect effect in several other domains.
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DEF IN IT IO NS O F T H E U NI LOA D OM A IN S
Critical Thinking
The UniLOA’s authors consider critical thinking to be an active process where students use skills of evaluating,
analyzing, assessing, interpreting, questioning and restating a problem or challenge. Effective problem-solving is
bolstered by the individual’s skill in applying critical thinking skills to their academic lives and their lived experience.
A skilled critical thinker should be able to examine and understand the fundamental qualities of problems, collect and
analyze critical data, draw appropriate interpretations and conclusions, examine broad-based problem-solving options
and effectively communicate and implement appropriate solutions.
Self-Awareness
Self awareness as a construct can be defined in multiple ways, but when those definitions are examined to identify
common elements, consistency among the many definitions emerges. Self-awareness deals with awareness from the both
internal and external perspectives. Those dual perspectives allow individuals to understand their place within the
environment and to express behaviors and cognitions that compliment harmony between self and other. Self awareness
is not a skill that is inherent within the human condition. To be sure, active self awareness comes only after conscious
self-reflection comes to be a part of the lived experience.
Communications
In academic circles, there are many definitions of the construct “communication.” Yet, most contemporary definitions
share common themes within them, including:





An active process where one person conveys a message to another through a variety of forms, including
speaking, writing, or other non verbal cues.
Communication may be intentional or unintentional
That different levels of communication exist depending on the relationship between the sender and the receiver
That it provides a means by which needs can be expressed from one person to another
That communication attempts to in some way impact the behavior of the “other”
Our effectiveness in communicating with others requires an understanding of the environment, relationship to the other
and how effective the symbols chosen for the expression of needs, wants, or perspective are in affecting behaviors.
Diversity
Diversity is an area of interest within higher education as it reflects an individual’s understanding and appreciation of
“differences.” Those differences include such things as the recognition of values held by different people, cultures,
ethnicity, politics, religion, gender, age, sexual orientation and a host of others. The understanding and appreciation of
difference is necessary to establish and maintain pluralism in a way that will be complimentary to such things as social
responsibility, cohesion and advancement of social structures, the bolstering of individual and group identity, equality
and respect.
But diversity goes beyond mere acceptance of difference, which in many cases may be mere tolerance. Indeed, moving
beyond simple tolerance allows individual members of a social group the capacity to appreciate the positive contribution
different people can make to the collective good of that social group, whether limited to small groups of individuals or
on a global scale.
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Citizenship
Citizenship entails an understanding of one’s membership in a variety of “groups,” from the campus community to the
global level, and a demonstrated commitment through behaviors that reflect active participation within those groups.
Knowledge of the various rights, privileges and associated duties of citizenship are things in which students should be
actively engaged; whether those are of a political, social, or legal nature.
Membership and Leadership
An understanding of the various types of relationships a student will experience is necessary as they identify with groups,
whether those groups are formal or informal. Within formal groups, individuals should recognize how they can
contribute and be active in their participation, whether that participation is the holding of a recognized office with
prescribed duties, or a member that contributes to the common good through active participation that supports growth
and development of the collective body.
Relationships
Interacting with others can be on a variety of levels including social, professional, intimate or others. An individual’s
ability to influence others, to contribute to the meeting of self needs as well as the needs of others and to form individual
identity as a result requires active management. The ability to effectively manage the “connectedness” between self and
others allows individuals to be more productive to their own internal growth and development as well as to positively
contribute to the growth and development of others.
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CH A RT S AN D TA B LE S O F M AJ OR FI ND IN G S
The tables and charts below are presented where differences were found or when findings counter
prevailing assumptions.
National Means by Gender
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
Male
73.75
69.14
72.18
69.29
65.80
71.28
70.31
Female
72.02
71.19
76.21
70.49
59.43
69.47
70.69
National Means by Gender
100
90
80
70
60
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50
Male
40
Female
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Relationships
National Means by Ethnicity
EuropeanAmerican
n=1872
AfricanAmerican
n=235
HispanicAmerican
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
73.74
70.20
74.46
69.56
63.72
70.88
70.67
70.04
68.78
70.73
69.35
62.21
70.32
68.95
67.47
66.20
69.66
68.54
60.10
66.71
67.58
72.05
68.59
72.83
72.35
61.41
69.68
71.07
66.54
64.93
71.07
67.66
60.90
66.01
68.42
70.69
66.57
69.64
69.70
64.11
67.92
68.72
72.02
69.31
72.42
69.85
62.64
69.73
70.63
Relationships
n=115
Asian and
Pacific IslandAmerican
n=103
NativeAmerican
n=67
International
n=48
Other
n=294
National Means by Ethnicity
90
85
80
75
70
65
60
55
50
European-American
African-American
Hispanic-American
Asian and Pacific
Island-American
Native-American
International
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National Norms by Hours Completed
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
69.12
66.80
70.66
67.46
59.47
67.21
67.68
69.51
67.97
71.62
67.99
61.36
68.73
69.36
71.13
68.83
71.12
67.61
61.42
68.90
68.99
72.70
69.75
73.17
69.84
63.80
70.75
70.13
73.97
70.47
74.04
71.03
64.08
70.88
71.47
75.10
70.69
74.32
70.00
65.43
71.19
70.74
75.32
71.31
76.38
72.34
66.22
72.70
71.67
77.17
72.32
77.81
72.03
66.32
73.41
72.86
Relationships
0-15
n=462
16-30
n=513
31-45
n=299
45-60
n=333
61-75
n=267
76-90
n=254
91-105
n=196
106-120
n=4
National Means by Hours Completed
90
Critical Thinking
85
80
Self-Awareness
75
Communication
70
65
Diversity
60
Citizenship
55
Membership and
Leadership
50
Relationships
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National Means by Grade Point Average
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
0.0-0.5
n=18
56.82
57.44
60.28
61.00
54.41
57.06
55.06
.51-1.0
n=41
62.02
56.76
68.56
65.60
64.26
62.80
68.26
1.01-1.5
n=21
64.85
60.10
62.65
62.30
55.84
64.24
62.90
1.51-2.0
n=53
67.41
64.33
67.88
65.88
58.81
64.63
65.18
1.51-2.0
n=238
69.06
66.33
69.91
67.86
59.73
67.54
67.59
2.01-2.50
n=649
72.24
69.14
72.10
69.41
63.07
69.92
69.73
2.51-3.0
n=931
73.60
70.46
74.30
70.34
63.92
71.00
70.95
3.01-3.5
n=734
74.84
71.82
76.59
70.49
63.93
71.83
71.80
3.51-4.0
n=109
69.52
65.36
68.81
66.10
61.80
69.96
68.98
National Means by Grade Point Average
90
Critical Thinking
85
80
Self-Awareness
75
70
Communication
65
60
Diversity
55
Citizenship
50
45
Membership and
Leadership
40
Relationships
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Relationships
National Means by Age at Last Birthday
17
n=31
18
n=446
19
n=655
20
n=511
21
n=436
22
n=262
23
n=105
24
n=61
25
n=42
Over
25
n=192
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
62.10
62.43
65.93
62.52
54.04
60.86
62.33
68.27
65.59
70.34
66.90
59.20
66.69
67.73
71.23
68.53
72.12
68.52
62.42
70.03
69.68
72.44
69.92
72.90
69.14
63.61
71.18
70.33
74.58
74.58
75.08
69.90
64.34
72.11
71.12
74.18
71.09
75.07
71.08
64.12
71.95
71.28
73.62
70.35
73.77
70.43
63.28
69.14
70.84
77.63
72.98
76.88
72.30
66.91
73.02
72.38
73.86
70.24
74.15
70.33
63.36
68.43
68.57
78.39
74.47
78.30
74.46
67.17
71.35
73.93
Relationships
National Means by Age at Last Birthday
85
Critical Thinking
80
75
Self-Awareness
70
Communication
65
60
Diversity
55
Citizenship
50
45
13 |
Over 25
25
24
23
22
21
20
19
18
17
40
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Membership and
Leadership
Relationships
National Means by Pell Grant Status
I receive a
Pell Grant
n=533
I do not
receive a
Pell Grant
n=2009
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
73.50
70.87
74.50
71.09
61.94
70.36
70.35
73.16
69.81
73.94
69.73
63.63
70.68
70.73
Relationships
National Means by Pell Grant Status
80
75
70
65
60
55
50
45
40
14 |
Receive Pell Grant
Do Not Receive Pell
Grant
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National Means by Academic Program
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and Leadership
Relationships
74.35
69.34
73.59
70.19
62.32
69.85
69.53
73.46
70.06
73.50
70.12
66.04
72.16
71.47
71.93
70.41
74.45
69.03
61.58
69.75
70.66
74.59
69.34
72.29
69.64
65.01
71.63
70.26
68.96
64.69
67.35
65.72
63.71
67.56
67.13
70.37
70.25
73.77
69.97
59.25
68.66
69.79
76.16
69.95
76.44
71.85
68.57
72.62
71.81
70.20
67.10
69.40
65.86
64.17
68.84
68.08
74.29
72.19
73.42
69.44
64.20
71.53
71.40
68.78
65.85
68.65
67.10
60.80
67.40
68.01
71.03
68.61
72.09
67.88
62.89
68.70
68.87
74.08
69.77
74.27
71.37
66.69
71.21
70.78
73.13
70.16
72.20
69.37
64.40
72.24
70.71
69.84
65.21
69.12
68.48
61.62
67.42
67.88
Arts
n=221
Business
n=702
Education
n=242
Engineering
n=212
General Studies
n=84
Health
n=206
Humanities
n=118
Pre-Law
n=60
Pre-Medicine or
Dental
n=81
Recreation,
Sports, Leisure
n=173
Science
n=391
Social Sciences
n=393
Technology
n=203
Undeclared
n=206
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National Means by Academic Program
80
75
70
Critical Thinking
65
Self-Awareness
60
Communication
55
16 |
Diversity
50
Citizenship
45
Membership and
Leadership
40
Relationships
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National Means by Organizational Affiliation
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
0
n=665
71.25
67.78
73.45
67.73
57.91
66.45
68.20
1
n=876
71.93
69.24
72.83
69.35
62.73
69.75
69.93
2
n=598
73.25
70.07
73.44
70.50
65.37
71.81
70.52
3
n=312
74.29
70.32
73.20
70.26
67.16
72.93
71.82
4
n=120
75.84
71.50
75.09
72.38
69.26
74.67
73.62
5
n=85
74.20
71.91
74.61
71.75
68.51
74.53
71.61
6
n=36
74.78
73.51
74.32
70.97
67.59
74.33
71.77
Relationships
National Norms by Organizational Affiliation
85
80
75
70
65
60
55
50
45
40
0
1
2
3
4
5
6
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National Means by Number of Offices Held
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
0
n=1404
72.40
69.07
73.35
69.39
61.15
68.68
69.62
1
n=774
73.63
70.21
73.43
70.15
66.03
72.29
70.98
2
n=256
73.64
70.78
73.78
69.59
67.72
73.57
71.28
3
n=83
72.79
70.10
73.84
70.99
65.05
72.77
70.94
4
n=45
72.11
67.43
72.00
71.28
64.12
71.90
70.89
5
n=39
68.65
62.77
70.58
66.26
66.05
66.67
67.74
Relationships
National Means by Number of Offices Held
80
75
70
65
60
55
50
45
40
0
1
2
3
4
5
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National Means by Father’s Educational Level
Less than 7th
Grade
n=65
Junior/Middle
High School
n=48
Partial High
School
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
65.63
63.94
70.83
70.58
66.42
66.37
69.84
72.02
68.73
72.85
70.54
64.29
69.39
71.40
69.15
67.61
70.19
65.74
55.62
64.05
64.51
73.29
70.70
74.48
70.26
61.54
70.55
70.90
72.53
68.81
73.40
68.57
62.38
69.30
69.73
72.59
69.42
73.43
69.44
63.30
70.67
69.92
73.21
69.76
73.26
69.92
65.63
71.17
70.93
Relationships
n=78
High School
Graduate
n=641
Partial College
n=489
College Degree
n=815
Graduate Degree
n=576
National Means by Father’s Educational Level
80
75
70
65
60
55
50
45
40
Less than 7th Grade
Junior/Middle High
School
Partial High School
High School
Graduate
Partial College
College Degree
Graduate Degree
19 |
http://www.uniloa.org
National Means by Mother’s Educational Level
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
65.86
63.21
69.80
68.03
64.48
65.87
68.75
64.92
63.31
65.28
64.57
59.81
64.65
63.06
69.94
69.14
69.97
68.40
58.85
66.56
68.53
72.19
69.35
73.58
68.42
61.18
69.40
69.35
72.92
69.82
73.96
70.18
62.33
70.06
70.64
73.96
70.28
74.31
70.22
63.92
71.43
71.16
72.54
69.55
73.11
69.95
65.00
70.91
70.21
Relationships
Less than 7th
Grade
n=69
Junior/Middle
High School
n=37
Partial High
School
n=68
High School
Graduate
n=615
Partial College
n=487
College Degree
n=947
Graduate Degree
n=496
National Means by Mother’s Educational Level
80
75
70
65
60
55
50
45
40
Less than 7th Grade
Junior/Middle High
School
Partial High School
High School
Graduate
Partial College
College Degree
Graduate Degree
20 |
http://www.uniloa.org
National Means by Military Service History
I have never
served
N=2190
Discharged
from active
service
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
72.82
69.97
74.01
69.83
63.07
70.65
70.63
68.86
65.09
68.54
66.64
62.13
67.99
67.61
73.39
67.18
71.09
67.93
63.61
69.80
67.88
Relationships
N=288
Serve/served in
the Reserves
N=38
National Means by Military Service History
76
74
72
70
68
66
64
62
60
58
56
Never Served
Discharged
Reserves
21 |
http://www.uniloa.org
National Means by Athletic Scholarship
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
I have an Athletic
Scholarship
n=186
73.54
69.36
73.74
69.93
63.85
69.73
69.53
I do not have an
Athletic Scholarship
n=2095
73.69
70.22
74.22
70.49
64.19
71.12
71.05
National Means by Athletic Scholarship
80
75
70
65
Have athletic
scholarship
60
55
Do not have
athletic scholarship
50
22 |
http://www.uniloa.org
Relationships
National Means by Number of Hours Worked per Week
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
0
n=24
74.40
73.08
77.72
66.20
56.68
68.58
72.88
2 or less
n=998
72.25
69.01
73.03
69.21
62.80
70.17
69.85
4
n=201
71.54
69.09
70.95
69.08
62.59
69.55
69.35
6
n=159
70.90
66.99
69.36
67.85
62.31
68.58
67.40
8
n=178
72.79
71.21
73.38
70.51
64.34
71.29
71.59
10
n=213
71.90
70.51
73.74
69.08
62.14
70.59
70.23
12
n=142
72.03
69.43
73.44
68.41
60.47
68.13
68.57
14
n=113
72.26
68.56
73.63
69.14
63.60
70.24
70.44
16
n=116
71.36
68.44
73.12
69.98
61.80
70.58
71.07
18
n=83
75.00
70.82
74.96
71.13
63.88
71.73
71.84
Over 515
n=119
74.96
71.07
75.61
71.06
65.16
71.55
71.54
National Means by Number of Hours Worked per Week
80
Critical Thinking
75
70
Self-Awareness
65
60
Communication
55
50
Diversity
45
0
2
4
6
8
10
12
14
16
18
Over 18
40
23 |
http://www.uniloa.org
Citizenship
Relationships
National Means by Number of Volunteer Hours Served
Critical
Thinking
0
n=1
1
n=993
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
Relationships
Only one student from the national sample reported serving no volunteer hours on average per week
71.72
68.24
73.17
68.04
59.14
67.83
69.01
2
n=551
72.09
69.40
72.49
69.89
64.32
71.31
70.56
3
n=317
72.54
69.98
72.98
69.69
65.82
71.16
69.97
4
n=242
73.61
71.43
73.84
71.30
67.95
73.61
71.49
5
n=146
72.88
70.04
73.52
70.19
66.38
72.08
70.26
6
n=94
73.29
69.51
73.71
71.57
68.11
71.61
70.29
7
n=52
72.25
69.40
72.23
68.69
65.73
71.81
72.18
8
n=54
75.87
70.04
74.54
71.33
67.68
72.70
72.62
9
n=15
73.14
69.42
71.27
68.67
63.87
68.31
67.87
Over 9
n=117
76.51
72.17
75.36
72.98
67.04
74.81
73.80
National Means by Number of Volunteer Hours Served
80
Critical Thinking
75
Self-Awareness
70
65
Communication
60
55
Diversity
50
Citizenship
45
24 |
Over 9
9
8
7
6
5
4
3
2
1
40
http://www.uniloa.org
Membership and
Leadership
National Means by Hours per Night of Sleep
Critical
Thinking
SelfAwareness
Communication
Diversity
Citizenship
Membership
and
Leadership
5 or less
n=341
73.69
69.52
73.10
70.37
63.53
69.51
69.35
6
n=597
73.26
69.83
73.81
70.73
64.21
71.37
70.93
7
n=803
73.40
70.31
74.60
69.43
63.26
70.98
70.90
8
n=615
72.22
69.97
73.45
69.13
62.72
70.52
70.41
9
n=181
69.77
66.56
70.24
67.24
61.01
67.21
67.26
10
n=85
70.15
67.14
69.73
67.36
62.02
67.76
67.16
National Means by Hours per Night of Sleep
80
75
70
5 or less
65
6
60
7
55
8
50
9
10
25 |
http://www.uniloa.org
Relationships
Membership
Critical
SelfRelationships
Communication Diversity Citizenship and
Thinking Awareness
Leadership
National
Database
Norm
66.51
68.91
72.54
67.77
58.26
68.10
Fraternity or
Sorority
73.67
Membership
69.15
71.90
69.38
66.34
72.00
National Means by Fraternity or Sorority Affiliation
80
75
70
65
60
55
50
45
40
National Database
Norm
Fraternity/Sorority
Membership
---------END OF REPORT-----------
26 |
http://www.uniloa.org
67.22
70.47