Law School Survey of Student Engagement Users’ Workshop November 4, 2011 Seton Hall Law School 1.

Law School Survey of Student Engagement

Users’ Workshop

November 4, 2011Seton Hall Law School

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Applied Analysis

Using LSSSE in Strategic Planning

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Informing Strategic Planning

Mission Statement“Teaching, legal scholarship, and public service,

inspired by our distinctive law-in-action approach and our commitment to justice”

University of Wisconsin Law School

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Informing Strategic PlanningStrategic Goals

1. Equip our students with the skills, knowledge and values essential to professional excellence and leadership

2. Create a diverse, collaborative, and supportive learning community

3. Attract, support, and retain a renowned faculty, whose insights and scholarship expand our knowledge of the law and how it affects society

4. Embody the Wisconsin Idea by connecting our scholarship with our service to the profession, the government, and our global society

LSSSE Items1. 10b - Job or work-related knowledge and skills; 10c/d -

Writing and speaking clearly and effectively; 10e - Thinking critically and analytically; 10n - Developing a personal code of values & ethics; 10h - Working effectively with others; 5i - Taking a leadership role in student organizations

2. 1f/g - Worked with other students during or outside of class; 1s/t - Had serious conversation with students of different race or ethnicity, or who are very different in terms of religion/politics/personal values; 9a/b/c - Feel supported with regard to other students, faculty, staff; 8g/f - Providing support you need to thrive socially and with non-academic responsibilities

3. 1p – Worked harder than you thought you could to meet faculty members’ standards or expectations

4. 7d - Participation in legal pro bono; 10o - Commitment to contributing to welfare of your community; beta Qs - Connection to international students

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Informing Strategic Planning

Strategic Priorities

Ensure an Outstanding Student Experience Re-imagine the Curriculum Foster a Culture of Participation and Shared Enterprise Anticipate Emerging Areas of Law Practice and Legal Scholarship Embrace the Opportunities of Globalization Build on Our Scholarly Traditions to Create Knowledge for a

Changing World Advance the Wisconsin Idea

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Informing Strategic Planning

Action plans to ensure an Outstanding Student Experience

Staff and maintain our curricular offerings to meet the future needs and current interests of our students

Strengthen our admissions-to-placement commitment to student support services and counseling

Continue to encourage a supportive and collegial culture

Make the Law School a national model for the important role of diversity in legal education

Use technology to enhance learning and to provide student support

Provide an opportunity for every student to connect meaningfully with at least one member of the faculty for advice and support throughout the educational experience

Informing Strategic PlanningLSSSE survey items related to career

counseling:

1m - How often do students talk about career plans or job search activities with a faculty member or advisor?

6d - To what extent does the law school provide the support they need to succeed in your employment search?

9c - What is the perceived quality of relationships with administrative staff and offices?

10m - How much do they perceive their experiences at law school help them to develop clearer career goals?

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LSSSE survey items related to faculty interaction:

1m - How often do students talk about career plans or job search activities with a faculty member or advisor?

1a - Asked questions in class or contributed to class discussions1k - Used e-mail to communicate with a faculty member1l - Discussed assignments with a faculty member1n - Discussed ideas from your readings or classes with faculty members outside of class1o - Received prompt feedback (written or oral) from faculty on your academic performance1p - Worked harder than you thought you could to meet faculty members' standards or expectations1q - Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)

Guiding questions for institutional peer comparisons:

Q1. How often do our students talk about their career plans or job search activities with a faculty member or advisor?

A. Between “sometimes” and “often” but closer to “sometimes” - mean below 2.5

Q2. How do our students’ responses compare to other law schools? A. Like at our school, the mean is below 2.5 for all peer institutions. Our students (1Ls through 3Ls) are slightly less satisfied in comparison to those attending selected peer institutions but these are not meaningful

differences. For 4Ls, our students are slightly more satisfied than those at peer schools.

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Guiding questions for comparisons by subpopulations:

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Who talks most or least with faculty and advisors about career plans and job search activities? Which group of students never talks with faculty or advisors about these matters?

Examine frequency of students who responded “never” or “sometimes.” Start with class level.

How often do students talk about career plans or job search activities with a faculty member or advisor - Age

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25 or younger 26 or older0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

23% 20%

48% 52%

29% 28%

FrequentlySometimesNever

How often do students talk about career plans or job search activities with a faculty member or advisor -Race

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Asian Black White Hispanic Other0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

30%

46%

30%20% 26%

55%

40%

50%55%

57%

15% 14% 20% 25%17%

FrequentlySometimesNever

How often do students talk about career plans or job search activities with a faculty member or advisor -Gender

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Male Female0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

20% 21%

54% 46%

26%33%

FrequentlySometimesNever

How often do students talk about career plans or job search activities with a faculty member or advisor –Satisfaction with

career counseling

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Not used Unsatisfied Satisfied with career counseling

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

52%

28%12%

42%

50%

51%

5%22%

37%

FrequentlySometimesNever

How often do students talk about career plans or job search activities with a faculty member or advisor – frequency of contributing to class

discussion or asking questions in class

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Never contribute to class discus-

sion

Sometimes Frequently0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

46%

28%15%

39%

49%

49%

14%22%

36%

Frequently talk with a faculty member or advisor about career plans

Sometimes

Never

How often do students talk about career plans or job search activities with a faculty member or advisor – Grades

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Mostly As Mostly Bs Mostly Cs0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

16% 20%33%

50%50%

46%

34% 30%20%

FrequentlySometimesNever

How often do students talk about career plans or job search activities with a faculty member or advisor – Preferred job setting

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Large Private Law Firm Other0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

19% 21%

50% 50%

31% 29%

FrequentlySometimesNever

How often do students talk about career plans or job search activities with a faculty member or advisor – working for pay in

law-related job

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Worke

d for p

ay in

law-re

lated

job

Did not work

for pay

in la

w-relat

ed jo

b0%

20%

40%

60%

80%

100%

19% 23%

49% 50%

32% 28%

FrequentlySometimesNever

Sharing Results

How to share and with whom?

• Presentations to faculty and staff• Creating a culture of student involvement and

transparency• Strategic planning• Curriculum review and design• Management

[email protected]/856-2397

Questions? Ideas to discuss?