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Are your institution’s distinctions distinctive?
Your institution offers a truly unique experience, right? From academic rigor to breadth of academic programs. From the faculty and staff to the student body. From campus life to internships and study abroad opportunities. The list goes on. For prospective students, these distinctions play a big role in the college selection process; they provide tangible reasons to prefer your college or university over other options, or better yet, to believe that they will be better off if they attend your institution.
Ironically, we at GDA often find that the characteristics that many colleges and universities think makes them distinctive are actually commonplace, and those that they think are commonplace are often distinctive. Another problem is that colleges tend to describe genuine distinctions in a way that makes them seem commonplace.
A recent survey we conducted sheds light on the distinctions that are truly distinctive to prospective students. We asked more than 1,000 college-bound students to tell us the characteristics of an excellent teacher, an important differentiator touted by many colleges. We provided a list of 19 items that might describe an excellent teacher. We then asked the students if the item described an excellent teacher very well, described well, somewhat described an excellent teacher, or did not describe an excellent teacher.
The Top 10
Below are the top 10 descriptions that students said describe an excellent teacher “very well.” (We have rounded these results to the nearest 5 percent.)
Observations and Recommendation
Obviously, “treating students with respect” and “knowing their subject well” are the two characteristics of an excellent teacher most often cited by our survey respondents.
Not shown above are the two characteristics that students “rated as” least important: “encourages independent study” and “uses technology creatively.” Interestingly, the lack of enthusiasm for independent study and use of technology is not a surprise to us. Our other research shows that the idea of studying on your own is frightening to many college-bound students and most students believe they are more techno-savvy than a middle-aged professor.
Segmentation Analysis
Of course, people being people means there are going to be differences among groups. We analyzed our research data to determine if there were significant differences in the responses of various segments of the student population we surveyed.
Segmentation Analysis: ACT Scores
For example, below we see differences between the highest ACT scorers and the moderate ACT scorers. Please keep in mind that in most cases there are no significant differences.
Observations and Recommendations
In virtually all our studies, the highest-scoring students are generally less enthusiastic about all sorts of college characteristics including those that describe an excellent teacher. We suspect that those who earn an ACT score of 30 to 36 are very confident, and therefore, depend more on their own abilities. Demonstrable teaching skills would therefore not be a factor that would attract them in the recruitment process.
Segmentation Analysis: Income
Observations and Recommendations
The fact that only three items are significantly different among income groups gives us an idea of the uniformity of views on what college-bound students think makes an excellent teacher.
Segmentation Analysis: Will Attend a Private Institution or a Public Institution
Observations and Recommendations
It appears that those who will attend a state institution are expecting large classes that have good lecturers (not discussion leaders) and the use of technology to reach a large class. Those who say they will attend a public institution may be a bit surprised if they are attending a large university. A professor with a large class is not likely to adjust his or her teaching to meet the needs of individual students.
Segmentation Analysis: Caucasians versus Students of Color
Observations and Recommendations
Perhaps of greatest interest, the two items above were the only significant differences between Caucasian students and students of color.
Segmentation Analysis: Prefer a Church-Related College or Prefer No Religious Affiliation
Observations and Recommendations
In past studies, we have found many students who expect to attend a college affiliated with a religious organization are somewhat wary that a college may try to convert them to a specific religion other than their own. This may explain why those considering a church-related college seek professors who adapt to meet interests of students.
Conclusion
So what do we recommend? Assuming it is true of your faculty, describe the teachers in your college as having these “Top 10” traits in admissions publications and in presentations to prospective students. Survey your current students to determine if your faculty does indeed meet the standards sought after by college-bound students. If the results are very positive, use the results as evidence of excellent teaching. Keep in mind the wide variety of expectations of your professors. Just knowing the subject matter is important, but treating students with respect, pushing them to reach their potential, and so forth, are every bit as important.
If you would like the full analysis of this survey question, or would like to discuss how GDA Integrated Services can help you more fully develop your institution’s distinctions, please contact George Dehne at 843-971-9088 or george@dehne.com.