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Report on theWilson College 2016 Mission Survey

Survey DirectorBrian SpeerMarketing and Communications

Principle InvestigatorAndrew Stuart AbelOffice of Institutional Effectiveness

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Executive Summary

As a means to revision of the mission statement, The 2016 Mission Survey can serve

well to promote discourse among community members. Despite some drawbacks to the design

and implementation of the survey, response was good, with the faculty response rate somewhat

higher than staff’s: 60.5% and 51.6% for faculty and staff, respectively.

Central to the design of the survey was a collected set of twenty-one phrases, the value

phrases, which were culled from existing statements relevant to mission. The survey asked

respondents to compare the value phrases as a means to gauge the level to which these

aspects of the Wilson experience are valued by the Wilson community. The appended table

presents the value phrases in order, from strongly to less strongly valued, with the percentage

selecting a value phrase as “most important” provided as a number (e.g., 22.1% of respondents

chose the critical thinking value phrase as “most important”) and the value phrases selected as

“least important” indicated by darker shading (e.g., the hue of the liberal arts value phrase,

which is darker than those near it in rank).1

Key findings The strong favorite among value phrases was “Instill critical thinking, complex problem

solving, and communication skills.”

However, response to the phrase “provide an education global in nature” was ranked

poorly despite this being widely employed by American colleges as a means of building

capacity for critical thought.

The large number of value phrases relevant to teaching diffused the results, yet when

combined these responses provide strong evidence that respect for teaching is the most

widely shared value on campus.

One item, “Developing the whole person (mind, body, and spirit),” had strong positives

and strong negatives.

There was tepid response to phrases strongly associated with the college: both “instilling

confidence” and the Honor Principle were valued, but valued less than other items.

1 The ranking is based on a composite score that links the raw score for each statement with the percentage having chosen that value phrase as “most important.” For details see the full report.

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The strongest predictor variable was level of education for many outcomes. There was

noticeable differentiation in response between those with graduate-level degrees and

those without, such as the lower values among graduate degree holders for the Honor

Principle, lifelong learning, and student outcomes. The effect of education far

outweighed that of faculty vs staff, gender, time at the college, and age, which suggests

that education is the key social division in this community, at least in regard to values.

Preliminary investigation of the open-ended response to a question on graduate and

adult learning finds two themes predominating: flexibility and a value for life-long

learning.

Analysis of the open-ended responses on what best characterizes the college found a

focus on the college accomplishing three things: instilling confidence, critical thinking,

and well-roundedness.

Respondents to the open-ended question “What does Wilson do best?” had varied

answers, but three areas of response stand out: care for the student, relationships

between faculty and students, and the single-parent program.

Respondents reported that the campus (beauty and size), small class sizes, and the

faculty are the top attributes Wilson offers.

Respondents reported being inspired by many aspects of campus life, but student

growth, faculty and staff, resilience, and the history of the college were predominant.

In response to the question concerning what three words best describe the student

experience, the standout answers were variations on the word “challenging” and terms

related to “individualized” and “personal.”

Lastly, the implementation and delivery experience suggests four necessary

improvements to facilitate future survey research at Wilson:

1. Faculty surveys at the end of the semester should be strictly avoided.

2. Major survey projects involving faculty should be introduced to faculty well enough in

advance to allow time for deliberation.

3. The mailroom can be used for dissemination and collection, but extra time should be

allowed, due to some community members not checking their mail regularly.

4. Staff should be included in survey research whenever practical.

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Composite Score Results in Rank Order, with Percent Selecting “Most Important” Provided Numerically and Percent Selecting “Least Important” Indicated by Shading

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Table of Contents

Executive Summary _______________________________________________ 2

Author’s Overview of the Survey _________________________________ 6

Survey Results __________________________________________________ 9

TablesTable 1: The Value Phrases in Rank Order ____________________ 11Table 2: Liberal Arts Preference by Age, Staff Only _________ 13Table 3: Support for Lifelong Learning by Education _________ 14Table 4: Global Education by Faculty/Staff __________________ 14Table 5: Student-Focused by Education _______________________ 15Table 6: Honor by Education _________________________________ 15Table 7: Ethical Citizens by Age ____________________________ 16Table 8: Ethical Citizens by Degree Status __________________ 16Table 9: Student Outcomes by Education ______________________ 17Table 10: Mission Values by Respondent Type _________________ 18

The Open-Ended Questions _______________________________________ 18

Three Words Tabulation _________________________________________ 33

Final Open-Ended Question ______________________________________ 34

Appendix 1: The Composite Percentage Scores ____________________ 36

Appendix 2: Unadjusted Value Averages __________________________ 37

Appendix 3: Data Preparation and Cleaning ______________________ 39

Appendix 4: Selected Printout Materials ________________________ 41

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Report on the Wilson College 2016 Mission Survey

Author’s Overview of the Survey:Its Purpose, Design, and Implementation

The 2016 Mission Survey was designed as a means of informing one aspect of the college’s strategic planning process: revision of the mission statement. If well constructed, mission statements can serve as the basis for unity of purpose in an organization. Yet such unity typically requires those involved to arrive at consensus through discussion of commonalities and differences. Once the orientation of the community is more or less understood, it is then likely that areas of agreement and potential compromise will emerge as the basis of a shared statement of values and direction. The 2016 Mission Survey results were intended, in this way, to serve as a first step in a larger process.

The Mission Survey was initiated by the Office of Marketing and Communication (MC), reviewed and expanded by me, Andrew Abel, reviewed by the Mission Committee, formatted, printed, and delivered to the mailroom by MC, and collected and analyzed by me, with data entry and analytical support from Alexandra Toms. The survey project was approved by Wilson’s Institutional Review Board, with me listed as the Principle Investigator.

Problems and DifficultiesDevelopment of the survey instrument was rushed, and because it was not adequately

pre-tested, meaningful deficiencies were discovered. Moreover, the delivery process was not well-conceived. Perhaps in part due to these issues, the initial faculty response rate was alarmingly low. I spoke with several professors individually who blamed it mostly on the end of semester rush. The deadline was lengthened twice, and this seems to have made a difference. I was also told of suspicions that the administration might be “up to something,” although the final response rate was higher for faculty than staff, which suggests that such concerns may have been diffused through email communication and one-on-one conversations with faculty members to explain the purpose, limited scope, and utility of the survey.

Two of the demographics questions I suggested for inclusion in the survey threaten the anonymity of some respondents. As a corrective, the reporting in this document relies upon reconstructed variables for age and education; the existing values are grouped into broader categories as follows: The six age categories were simplified to three: 1) under thirty, 2) thirty to fifty, and 3) over fifty. The new education variable is dichotomous, with all respondents classified as having graduate degrees (MA and above) or not. These changes result in large enough numbers of individuals in every grouping thus preventing inadvertent identity disclosure. The release data set was constructed from these changes and, in addition, subtle alterations to individual respondents’ demographics provide a further hedge against loss of confidentiality (i.e., the method employed by census researchers). Fortunately, the survey’s response rate was quite good by contemporary standards. The survey’s key sections support the original purpose well: the analysis provided here can support deliberations over the mission statement.

The SurveyThe heart of the survey, as conceived by Brian Speer, involves a series of phrases relevant to

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mission and values, what I will call value phrases. Brian culled these from existing mission related statements made over the years by members of the Wilson community. Twenty-one such statements were selected and cover aspects of Wilson’s mission previously touted as defining, characteristic, or otherwise noteworthy. By ranking the statements, the respondents to the 2016 Mission Survey have communicated what they consider to be most important about the college.

The directions asked respondents to rank these value phrases from 1 (highest) to three (lowest) within each group of three phrases. Several respondents reversed the numbering system, with 1s given as 3s, and vice versa. However, by comparing against the questions asking for the most and least important value phrases, it was easy to correct for this.

A related issue is that some respondents did not wish to rank items as asked, and seven individuals used alternate approaches, such as listing more than one item as “highest.” Wherever possible, these responses were simply keyed in as is, on the logic that the over-saturated reporting by such individuals is less of a concern than the rankings in general.

After reviewing Brian’s initial draft on April 8, I recommended demographic questions as a means to determine how particular groups of community members respond. I also suggested more open-ended questions be added to allow free response and to generate potentially useful mission suggestions that have not been previously considered. Lastly, I suggested a hard-copy survey as a means to better response rates and recommended that the survey be printed on good quality paper so as to signal the importance of the survey.

A Learning ExperienceThis being the first survey of faculty I have been involved in at Wilson, there was much

to learn and several surprises that will inform data collection in the future.

Concerns over Faculty SurveysThe beginnings and endings of semesters are very busy times for faculty, needless to

say. No survey should be administered to them except in the middle period of any semester. Except for very simple surveys, the survey planning process should begin well before the beginning of the semester.

As well, given the suspicions aroused even by a very open-ended survey intended to give voice to everyone in the community, it seems reasonable that faculty not be surveyed unless and until the survey project has been introduced and raised for discussion at a faculty meeting. This simple curtesy will doubtless support the informed consent of faculty respondents.

Campus MailAlthough the campus mail system provides a viable option for survey distribution and

collection, in this case it proved a little unwieldy (through no fault of the people in the mailroom). Some people do not check their mail every day and mail collected by work study students may be misplaced. During the course of the data collection period, I scrambled to provide surveys, only to learn later that the surveys had been discovered. Pen and paper surveys remain the best means to high response rates, but it is probably wise to reserve that approach for survey distribution at meetings/events. If staff is to be involved, mailed surveys or online surveys are preferable.

A final survey arrived the morning after the data collection period, probably due to it having been delivered at the end of the day. Unfortunately, the other surveys had already been input and the basic data run completed; the late survey was not included in the study.

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Need to Include StaffThe response by staff was lower than that of faculty, but nonetheless higher than

expected. The staff response rate was likely increased by my having directly administered and collected surveys at the Physical Plant (for a likely higher response rate among the 18 surveyed this way), but I was told by four individual staff members that they and others had been happy to be included in the survey and that sometimes staff members are not treated as fully a part of the Wilson community. It is inescapably true that professors are at the very heart of what a college does, with students on the receiving end and staff naturally in supporting roles. Yet it is important to consult staff whenever feasible, and the strong response rate by staff is telling in this regard.

Final ThoughtsBrian’s approach of employing existing statements as a means of ingathering the

community’s sentiments vis-a-vis mission has the advantage of being as value-neutral a starting point as possible. Despite some drawbacks and stumbles, the Mission Survey results do indeed provide an excellent basis upon which to build an understanding of where we are and where we might like to be.

The analysis provided below shows interesting differences among groups and yet strong commonalities. There are some surprises; even something as long lauded as a defining characteristic of the Wilson identity – the honor code, for instance – should not be assumed vital to the majority in this community.

Much remains unclear. Even the least ambiguous finding of a strong respondent preference for Wilson’s aim to “instill critical thinking, complex problem solving and communication skills” raises many questions. This critical thinking phrase is “triple-barreled,” meaning it contains three parts. This begs several questions: Is critical thinking most valued? Or communication or problem solving skills? Or all three skills valued equally? Further, how does the preference for these three skills interact with other commonalities seen in the survey responses? For example, “provide an education global in nature,” which was ranked very low among the value phrases, is particularly interesting. Why? Because it is widely believed that exposure to other cultures is an excellent means to break down the taken-for-granted assumptions that so often stand in the way of critical thinking. Education that involves exposure to other ethnic groups would naturally break down ethnocentric beliefs, the absence of which gives flight to creative thinking. In other words, the survey results put critical thinking at the top of the list and one of the most effective means to achieve it at the bottom.

What is one to make of this? Were the survey respondents focused entirely on outcomes, rather than means? Could the low score for global education be a reaction to some of the initiatives of the previous administration? Is there resistance against exposure to other cultures?

Clearly, these findings work well as a springboard to discourse, but should not be taken as a coherent, comprehensive, or definitive pronouncement of simple truths. This study is not the last word on the soul of the college, needless to say, but I find it has something to say and questions to raise. I hope the survey proves useful.

Andrew AbelSpring 2016

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The 2016 Mission Survey Results

Response Rates and DemographicsOf the 200 surveys distributed (182 mailed, 18 administered at the Physical Plant), 113

were returned, for an overall response rate of 56.5%. Of the returned surveys, 26 (23%) were faculty and 81 (71.7%) were staff (individuals who selected both faculty and staff were input as faculty). The remainder had been left blank by respondents, except for one case of an individual who selected both faculty and staff, but who also reported a high school education. On the basis of the mailing list provided by Human Resources and employed as the basis for the mailers, we count 43 faculty and 157 staff (although these numbers likely underestimate faculty response) giving the following response rates:

Faculty = 60.5%Staff = 51.6%

The respondents were disproportionately female, yet representative of the gender ratio here at Wilson. Of the 103 respondents who responded to the gender question, 76 were female (73.8%), which closely approximates the gender division on campus (the mailer list provided by HR was 75% females). One respondent provided a comment in the survey margins about the the limited response options for the gender question (i.e., male or female), and this was a concern. However, on the advice of the IRB reviewer the “other” option was omitted, due to the small size of the sampling population and the implications for confidentiality.

To protect confidentiality, the original education variable was converted to the dichotomous version employed in this report. Hence, subjects are here treated as either having a graduate degree or not. This is an unusual coding for education, yet counting education this way worked because the two resulting groups are nearly identical in size, due to the high number of MAs among the staff (31 of 80). The change resulted in 54 persons in the “graduate degree” category and 51 in the “other” category.

Similar changes were made to the “years at the college” and the age variables. Years at the college was recoded as a dichotomous variable and the six response options of the age variable were collapsed into three.

The Value Phrases SectionThe survey’s second section presents the twenty-one statements relevant to Wilson’s

mission and arranged in seven groups. In answering an emailed faculty query on the logic behind the groupings, Brian explained his rationale as follows:

“The groupings were selected to accomplish a number of things. Some like group 1, are all about the same topic, in this case it is different aspects of the liberal arts. The goal is to see how the community regards the importance of these aspects.

Other groups, like group 5, ask to rate different aspects of the Wilson experience against one another so we can see which are valued more by the community.

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You’ll also note that there is some repetition although the language used is different. This will also help us understand what language resonates with the community as we look at the mission statement.”

The justification for the grouping of statements also surfaced in the Committee. It was argued that grouping the statements would prevent individuals from selecting all statements as “important.” Because the goal of the survey was to rank mission related values, an individual wishing to make a magnanimous statement about the utility of all approaches would, in essence, be providing responses statistically indistinguishable from no responses at all. Brian’s grouping strategy was successful in this regard, but several individuals used response strategies of their own, with one rating as “most important” all the items of one group and leaving all other groups blank. With rated item response questions of this sort, there will always be some level of confusion, but the survey design allowed for correction post hoc via adjustment on the basis of the most/least important questions. That is, respondents’ “most important” selections were compared against their other ratings; if a respondent’s choice for most important was entered as 3 in the grouped questions, it was then obvious the respondent had the ratings numbers backward, and the grouped responses were then reversed.

However, when the alternative response strategies are considered in relation to the broad range of the responses to the most and least important questions, a lack of consensus is apparent. It is worth considering whether the real finding here is no pronounced preference for particular values, with one exception. Indeed, every one of the value phrases was selected by at least two people as “most important.” As we will see in the discussion that follows, there was less than expected consistency in the reporting – in colloquial terms, the respondents were all over the place – which is an important finding in and of itself. With the exception of the strongest finding, the preference for the critical thinking option, which 39.8% of the respondents listed this as “most important,” there was little such agreement about other items. Even the global education option, which was chosen as “least important” by 22.6% of respondents, was chosen by 5 individuals as “most important.”

This raises a fundamental question: To what extent should Wilson attempt to specialize on the basis of values? Should we follow the same focusing and specializing processes that informs the typical mission statements developed by institutions of higher learning?

However, many of the value phrases overlap, which is to say they address the same thing. This is particularly obvious for the several items that relate in one way or another to teaching. Because of the high number of teaching related response options, the strength of teaching as a value is diluted. As we will see below, when the individual items are combined, they together signal a strong value for teaching, as might be expected of a small liberal arts college. Hence, despite the very varied responses, it might be argued that a basic core of values infuses all of the value phrases already, and rather than merely searching for particular, standout items, we should, in addition, search for commonalities within the value phrases themselves.

The Value Phrases RankedThe value phrases in their original seven groups are presented in Appended Table 1 of

Appendix 3. The lower the mean, the more highly ranked the item. There is a complication: because of the grouping approach, scores must be considered in relation to each other. For example, the strongest response was for the critical thinking phrase (mean = 1.33), but this result comes in relation to two other value phrases, the first of which, “successful graduate

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outcomes,” was listed by 9 people as a most important outcome and the other, “active collaboration,” was listed “most important” by 5 individuals. In other words, if the value phrases had not been grouped, the critical statement may have been higher or lower and the averages are not a good means of ranking the value phrases.

So, for comparison’s sake, a composite score was generated that takes into account the responses to the questions on which phrases are most/least important. The composite scores represent the combination of three variables. The results are shown in Table 1 below. (For an explanation of how the Composite Percent Score was calculated, see Appendix 2.)

The outcomes in Table 1 range from 36.75 for the critical thinking option to -7.47 for teaching within a broad context. One of the most obvious findings is the extent of the support for the critical thinking phrase, about five times greater than the second highest option.

If there is a general impression to be had from this table, it is that the respondents appear to value phrases that are clearly defined. Vague statements such as “broad context,” “community,” and “real world application” landed at the bottom of the rankings, which is to say valued, but not as strongly valued.

The process employed here, that of adjusting the average responses to the value phrases, has a strong impact on the ranking of some variables. Whereas the “relationships and mentoring” appears strong if treated only in terms of the raw averages given in the Appended Table 1 (see Appendix 3), because it was not commonly selected as “most important,” in the above table it drops to 5th place. That this option was not selected by more respondents as most important is surprising because the Mission Survey followed closely after Student Research Day, an event that showcases faculty mentoring.

Table 1: The Value Phrases in Rank Order

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The shift is greater for the “develop the whole person” option, for which there was apparently strong division. No less than 18 individuals selected this as one of the most important value phrases, yet 12 chose it as “least important.”

Some SurprisesNo-Confidence in Confidence?

Instilling confidence, a school slogan, was rated 13th of 21; it is striking that a value statement so strongly associated with the college would elicit such lukewarm response, both in the grouped questions and in the most/least important responses. This is certainly an issue worthy of consideration, since it suggests that the confidence slogan does not reflect the preferences and sensibilities of the Wilson community.

Beyond Honor and Ethics?John Thelin (2011) reports in The History of Higher Education in America that small

liberal arts colleges founded in the second half of the nineteenth century typically placed great emphasis on character building and ethics. The Mission Survey results suggest that times have changed. At least it seems clear that the Wilson College community now envisions the college mostly apart from what was once the college’s raison d’etre. The Honor Principle was a common choice for “least important,” and was ranked 19th out of 21. Likewise, the two ethics options ranked 15th and 18th. The current mission statement emphasizes the Honor Principle and ethical leadership, yet these appear out of sync with the current community.

It is unfortunate that the phrase “humane stewardship” was not included among the value phrases, since it is in the existing mission statement and might have fared better than the honor and ethics phrases.

Little Concern for Teaching? (Probably Not!)At first glance it might appear that the response options having to do with teaching were

not well supported. However, due to overlap between some of the response options, the regard for teaching is best seen as a combination of responses:

Combining The Teaching OptionsCommitment to students 9Relationships and mentoring 8Student-focused 10Active learning, engagement 8Creating positive student experiences 7Faculty focused on teaching 7Active, collaborative partnership (e.g., faculty/student, student/student) 5Teaching majors within a broad context 2

TOTAL 56

This suggests that the regard for teaching is alive and well at Wilson College and is arguably the most strongly held of the community’s values.

Comparing GroupsExamination of the responses to the value phrases was not limited to the reported

frequencies; the results were compared among different groups of respondents on the basis of

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the demographics questions. This section of the report presents findings that were statistically or substantively significant. More complete findings are available through the Office of Institutional Effectiveness. Beyond the demographics questions, the responses in this section of this report are entirely based upon responses to the grouped questions in the survey, and their interpretation therefore demands caution.

In comparing the significant findings, which is essentially to say those findings for which the differences were clear and pronounced, the dichotomous education variable was the greatest source of disagreement. This difference held even among staff members alone, which suggests that the educational divide on campus is greater than the divide between staff and faculty.

Liberal ArtsNone of the bivariate comparisons for liberal arts were significant at even the 90%

confidence level. One interesting finding, however, was an apparently stronger preference for the liberal arts value among older staff members.

Table 2: Liberal Arts Preference by Age, Staff Only

Age liberal Arts | Under 30 30-50 Over 50 | Total-----------+---------------------------------+---------- 1 | 5 7 17 | 29

| 45.45 22.58 51.52 | 38.67 -----------+---------------------------------+---------- 2 | 4 15 9 | 28

| 36.36 48.39 27.27 | 37.33 -----------+---------------------------------+---------- 3 | 2 9 7 | 18 | 18.18 29.03 21.21 | 24.00 -----------+---------------------------------+---------- Total | 11 31 33 | 75

| 100.00 100.00 100.00 | 100.00 Pearson chi2(4) = 6.1157 Pr = 0.191

Lifelong LearningCommunity support for lifelong learning appears to run high at Wilson (see Table 3); it is

the second highest ranked of the value phrases. Perhaps due to their standing to benefit directly from this value, there is stronger regard for lifelong learning among community members who do not have graduate degrees than among those faculty and staff who have already attained graduate-level degrees. A solid 54% of those reporting a BA or less education ranked Lifelong learning first among the items in Group 1, as compared to 37.7% of the graduate degree holders.

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Table 3: Support for Lifelong Learning by Education

Lifelong | No Grad Grad | Learning | Degree Degree | Total-----------+----------------------+---------- 1 | 27 20 | 47 | 54.00 37.74 | 45.63 -----------+----------------------+---------- 2 | 16 14 | 30 | 32.00 26.42 | 29.13 -----------+----------------------+---------- 3 | 7 19 | 26 | 14.00 35.85 | 25.24 -----------+----------------------+---------- Total | 50 53 | 103 | 100.00 100.00 | 100.00 Pearson chi2(2) = 6.6326 Pr = 0.036

Global EducationOne of the pronounced differences between faculty and staff came in response to the

value statement on global education. Faculty were far less likely than staff to rate global education at the highest level; only one member of the faculty rated it first in its group, and 72% ranked it last. Staff members, on the other hand, were much more evenly graded in response, with 28% ranking it first in its group.

Table 4: Global Education by Faculty/Staff | Staff Faculty global | 0 1 | Total-----------+----------------------+---------- 1 | 22 1 | 23 | 28.21 4.00 | 22.33 -----------+----------------------+---------- 2 | 23 6 | 29 | 29.49 24.00 | 28.16 -----------+----------------------+---------- 3 | 33 18 | 51 | 42.31 72.00 | 49.51 -----------+----------------------+---------- Total | 78 25 | 103 | 100.00 100.00 | 100.00 Pearson chi2(2) = 8.5407 Pr = 0.014

Student-FocusedThe preference for student-focused education is strong at Wilson among those with

graduate degrees and among faculty. Interestingly, among the staff members who lack graduate-level degrees, there is a split, with many rating this value phrase either as a 1 or a 3. The interaction between education and staff/faculty role is unclear, but the Table 5 presents the basic structure of the outcome.

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Table 5: Student-Focused by Education

Student- | No Grad Grad | Focused | Degree Degree | Total-----------+----------------------+---------- 1 | 23 30 | 53 | 46.00 55.56 | 50.96 -----------+----------------------+---------- 2 | 10 16 | 26 | 20.00 29.63 | 25.00 -----------+----------------------+---------- 3 | 17 8 | 25 | 34.00 14.81 | 24.04 -----------+----------------------+---------- Total | 50 54 | 104 | 100.00 100.00 | 100.00 Pearson chi2(2) = 5.4033 Pr = 0.067

The Honor PrincipleIn her History of Wilson College, Judith Evans Longacre describes Wilson’s honor

system as integral to students’ sense of participation in college governance. Writing in 1997, Longacre spoke of strong loyalty to the ideals of the honor system: “The pride in the honor system continues even today” (p. 88). Given the prominence of the Honor Principle in the existing mission statement and the copious references to it in a variety of Wilson publications, one might expect stronger support for this aspect of the college’s traditions. However, support for the Honor Principle is apparently weak, at least in comparison with other values.

Table 6 presents findings by education that are statistically very strong. Among graduate degree holders (both faculty and staff) there is much stronger tendency to rate the Honor Principle the lowest of the options in Group 3. Among those without graduate degrees, 46%, or almost half, took the Honor Principle as their top choice, whereas among the more highly educated, 52.8%, or more than half, took it as their last choice for that group.

Table 6: Honor by Education

| No Grad Grad | Honor | Degree Degree | Total-----------+----------------------+---------- 1 | 23 11 | 34 | 46.00 20.75 | 33.01 -----------+----------------------+---------- 2 | 12 14 | 26 | 24.00 26.42 | 25.24 -----------+----------------------+---------- 3 | 15 28 | 43 | 30.00 52.83 | 41.75 -----------+----------------------+---------- Total | 50 53 | 103 | 100.00 100.00 | 100.00 Pearson chi2(2) = 8.2390 Pr = 0.016

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One is tempted to conclude that this result may have something to do with professors’ concerns over cheating. Yet a very similar result was obtained among the staff. The responses of staff members with graduate degrees were almost identical to that of faculty.

Prepare Students for Ethical CitizenshipResponse to the ethics related value phrases was not strong, but there is evidence that

respondents over 50 years of age were more likely to select the “prepare ethical citizens” option as the top option in Group 4. Younger respondents were more likely to rank it 2nd out of the three options. This finding was significant above the 90% confidence level, but the underlying dynamic is unclear.

Table 7: Ethical Citizens by Age Age Ethical Citizens | Under 30 30-50 Over 50 | Total-----------+---------------------------------+---------- 1 | 3 7 18 | 28 | 25.00 16.67 39.13 | 28.00 -----------+---------------------------------+---------- 2 | 6 26 15 | 47 | 50.00 61.90 32.61 | 47.00 -----------+---------------------------------+---------- 3 | 3 9 13 | 25 | 25.00 21.43 28.26 | 25.00 -----------+---------------------------------+---------- Total | 12 42 46 | 100 | 100.00 100.00 100.00 | 100.00 Pearson chi2(4) = 8.4457 Pr = 0.077

The interaction of education was also strong, and well above the 95% confidence level, although the outcome is difficult to interpret: those in the higher education category were more likely to rate the ethical citizens option as 2. The same pattern held among staff only.

Table 8: Ethical Citizens by Degree Status Ethical | No Grad Grad | Citizens | Degree Degree | Total-----------+----------------------+---------- 1 | 19 11 | 30 | 38.78 20.75 | 29.41 -----------+----------------------+---------- 2 | 16 31 | 47 | 32.65 58.49 | 46.08 -----------+----------------------+---------- 3 | 14 11 | 25 | 28.57 20.75 | 24.51 -----------+----------------------+---------- Total | 49 53 | 102 | 100.00 100.00 | 100.00 Pearson chi2(2) = 7.1347 Pr = 0.028

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Successful Student OutcomesThe outcomes option is ambiguous: is the phrase entirely or mostly a reference to

occupational outcomes? Would raising healthy children count? What about winning a poetry contest while in prison? The more educated respondents were more likely to rate this option in the middle, at 2, but the less well educated respondents were more likely to choose this as the top response option of Group 5. The finding held for staff only.

Table 9: Student Outcomes by Education

| No Grad Grad | Outcomes | Degree Degree | Total-----------+----------------------+---------- 1 | 17 6 | 23 | 34.00 11.32 | 22.33 -----------+----------------------+---------- 2 | 24 10 | 34 | 48.00 18.87 | 33.01 -----------+----------------------+---------- 3 | 9 37 | 46 | 18.00 69.81 | 44.66 -----------+----------------------+---------- Total | 50 53 | 103 | 100.00 100.00 | 100.00 Pearson chi2(2) = 28.0054 Pr = 0.000

Responses to other value phrases relevant to teaching follow similar patterns of variation, with education being the strongest predictor, mostly weak levels of significance, and results difficult to interpret.

Comparing Across GroupsVariation by gender, faculty/staff, and education level show interesting differences, as

shown below in Table 10. The table lists the mission values on the basis of the composite ranking scores, with the critical thinking statement ranked first and teaching in a broad context last. The table is graded by color, from red to blue, on the basis of the number of individual respondents who selected mission statements as “most important.” For example, the liberal arts value is ranked sixth overall, on the basis of the composite scores. Among all respondents, 15 listed liberal arts as “most important,” but there are considerable differences by gender and faculty/staff. About twice the proportion of men selected liberal arts as most important – 10.9%, as opposed to 5.7% of the women. Likewise, faculty were much more likely than staff to choose this option – 12.0 versus 6.3, respectively.

The numbers in red at the bottom of the table are given for items that while valued were far less likely to be chosen as “most important” values. For instance, the item at the bottom of the table, “teaching majors within a broad context,” was selected as most important by only two women.

One of the interesting outcomes is the “developing the whole person” mission value, which was strongly influenced by education level and gender. Males were far less likely to select this as most important, whereas persons with graduate students were more likely.

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The Open-Ended Questions

The latter pages of the Mission Survey included several open-ended questions. The responses to these questions were quite varied and offer a wealth of information. The analysis of the responses presented here is involve the search for the most common themes and frequencies for some items are provided.

The open-ended questions address several aspects of mission:

Graduate and adult student programs Characteristics students develop at Wilson What Wilson does best

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What is inspiring about Wilson What three words best describe the college And a truly open-ended catch-all question

The Graduate and Adult Student Question“When thinking about graduate and adult students, are there any additional attributes of the Wilson experience that we should consider in mission?”

Two themes predominated:• Flexibility• Lifelong learning

The Responses

smoother transfer process; more inclusive community

get more students

leadership; confidence

Giving credit for life experiences; incorporating experience into engagement

inclusion - even if they choose not to participate, making sure they feel invited into the community

We have to be flexible to meet the needs of a diverse (age, race, etc.) student population

Expanding view beyond self

Depth of learning

Cost for end product; Flexibility of program

Lifelong Learning

Continuing opportunities to learn and grow

Working vs family vs school/school work juggling; money vs spending time (taking care of kids/family) vs time dedicated to class & school work; many undergrads have these issues too

Flexibility - night classes, online learning

Fostering relationships among student groups

flexibility; Life experience brought to the classroom offers varied view points and class discussion

Flexibility, faculty/staff who are empathetic towards the competing demands on adult students (job, family, finances, etc.)

For graduate students, a faculty focused on teaching implies that they're not engaged in research. Research is impt. For grad students. Our mission shout not contain language on (illegible) adults but should be inclusive of them

Integration of these students in traditional student body

Expect Excellence

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Respect for family and work responsibilities; Relevance to career preparationavailability, studies applicable to work force

Inclusiveness or engagement across programs should be the ideal

Flexibility

I think graduate students and adult students are 2 very different kinds of students - different needs - impossible to answer this as it's presented

Mentoring; Career Development

Analysis, synthesis, creativity

Inclusion; Complete Programs (not half-developed stuff all taught by adjuncts)

Time Management

Developing Voice

Institutional Integrity; Great student customer service

The importance of life long learning

professional development; creativity and problem solving

Build on real life experiences; assist in career promotion/transition

Since ADP makes up about 1/2 of students, effort to engage more w/Wilson for future support is needed.

Flexibility!! Respectful of life experiences related to field of study

Inclusive environment for all constituents; Teaching to diverse educational backgrounds

Flexible or adaptive

Online courses, flexibility

commitment to studentsEncouraging life-long learning and personal enrichment

Try to include them more with all activities on campus traditions being an example; not enough communication

Giving them opportunities for real-world work experiences

More team spirit throughout departments on campus

Adult - they are most concerned with real world application and career preparation

Commitment to adult students needs

Advancing knowledge but making access to learning easier for non-traditional students

Developing and implementing leadership skills; promote a rich, flexible, and creative environment to learn and succeed

definite focus on mentoring

Value of life long learning

Lifelong Learning

Flexibility

Focus (illegible) for graduate students - career prep assumes more importance

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The Characteristics Question“What are the most common characteristics that Wilson students develop as a result of their experience at the college?”

Three themes predominated:• Confidence Critical thinking• Well-Rounded

The Responses

confidence; well spoken

pride

confidence; critical thinking skills; valued sense of community

relationships and mentoring

education

better writing skills, better confidence, better communication skills, adaptability to change, and willingness to grow.

Wilson can be life changing, but class choices can drastically change what type of influence Wilson has; no real 'common' characteristic

Critical thinking; leadership

confidence; knowledge

confidence

True sense of the connection toL(?) & dedicated faculty

sense of self as scholar, student, and person; sureness

Developing relationships

Instill Confidence; Critical Thinking

Development of critical thinking skills; a maturity relative to their level of entrance; a feeling of achievement


Confidence; Collaboration; Community

Self-confidence; Responsibility; Thoughtfulness

confidence; independence

Critical thinkers w/ complex problem solving and communication skills who value life long learning

self-confidence, intellectual maturity

confidence; desire to succeed; compassion for others

Critical thinking and communication skills; sense of community; Preparation for grad school

They are loyal to Wilson College and know how to use critical thinking to solve problems

Confidence; Self-value

Confidence and ability to work in any field due to liberal arts background and communication skills

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Commitment to their education to do their best; self-confidence; Vision for their future

Confidence; greater appreciation for differences

critical thinking, job skills, relationships

Confidence

Interesting Comment:

I think that this is such a small school that is very nurturing and helpful in nature; it allows students to graduate unpreprared for the cold, harsh real world

liberal learning with real world application; student focused; instilling confidence

Relationships - with each other, faculty & staff; confidence

Communication; Empathy

Analysis, synthesis, creativity

Independence; Time management; Relationships; Loyalty

Appreciation for Liberal Arts; Critical Thinking, Complex problem solving and comm. Skills; Student centered experience - relationships

Pride in the institution; confidence to move forward; love of higher learning

confidence

The sense of community and honor

strong voice, confidence, problem solving, teamwork

relations w/ professors and peers; Improving as learners; Being surprised by different views

confidence; ethicalconfidence, leadership, knowledge

Living with diverse groups to gain insight into oppositive beliefs and views

open-mindness, critical thinking, self confidence, ability to be resilient

confidence

Hopefully they leave not only with more knowledge in their field of study, but with more self-confidence and experiences that will allow them to succeed both personally and professionally

Confidence; Eductioanlly sound, High level of skill; Through the Honor Principle - ethics!

Public speaking skills, confidence

confident, ethical leaders; care for the environment, human (built) and natural

How to interact among the different majors

communication skills, knowledge of major, grit, exposure to a variety of ways of thinking through courses in many diff. academic disciplines

A sense of self

Alum talk all the time about how they became critical thinkers & problem solvers, and that those attributes helped them no matter what field they chose to go into

confidence, critical thinking and preparedness

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More confidence to go into the world; a better understanding of the world as a whole (liberal arts); Humour and a sense of adventure

Hopefully: free and critical thinkers; depth; creative

Confidence (sometimes an inflated sense of knowing everything); open-mindedness?

Confidence (sometimes an inflated sense of knowing everything); open-mindedness?

clearer sense of strengths and purpose; greater maturity and self-sufficiency; a more open and curious mind

They are taught to do things for themselves and take responsibility

Career Preparation

well rounded skills and ability to think through problems

Connection to instructors/engagement and learning due to small classes

relationships

Preparing them for a career outside of the classroom

Critical thinkers; confidence; leadership skills


leadership skills, ability to work with others, understanding of more global community

The ability to gather information, process it critically, and articulate results about it.

Better prepared to live in changing world

Critical thinking; appreciation for the liberal arts and its value

Critical thinking, interpersonal communication, confidence, leadership

The Does Best Question“What does Wilson do best?”

Three themes predominated:• Cares about the whole student, wants to see them succeed• Relationships between faculty/students Single parent program

The Responses

rigor of academics; career prep/ student research

VMT program

teach

mentor

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We provide a great learning environment for students w/ children + Vet Program

teaching

help with students

Throw money away

contribute to students; faculty are very personable

faculty/student partnerships in learning

Shape a broader, more open view of the world

Provide a solid education

Welcoming all students and their families; makes campus safe and beautiful

work with students; individualize programs

Teacher/Student relationship; Develop a strong sense of the value of education

faculty -- student one-on-one; the space for students to be guided and pushed to develop their selves and sense of sureness

Value added experience -- cost/flexibility

Personal attention (student focused); Community; Relationships

The Wilson community cares about its students. Everyone from Administration to Housekeeping wants all students to thrive and improve through their Wilson experience.

foster the bond btwn faculty & students

Prepare students for graduate school; Instill confidence

Care for the total student - mind, body, soul; very accommodating to ALL students

Small class sizes; Caring instructors; Women w/ children

Work towards meeting student needs

student-focused, individual attention to students, senior research - preparation for graduate school or career

WC makes it possible for a student to be an individual and take an active role in their class selections. Advisors are able to offer a variety of choices or allow students to create a special major based on their goals

Allows and encourages students to grow by stepping outside their comfort zones to try new experiences

Teach students; Foster community; Uphold traditions

Wilson does a very good job at attracting adult students

Emphasize focus on students & tailor programs to individual students' needs and goals

Focus on the personal education experience. Faculty and many offices on campus work closely with students to provide an individualized experience in a comfortable, collaborative environment

Educate in a rigorous environment that encourages students to do their best

Faculty here are excellent. I believe we do an excellent job appreciating difference in others

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High academic standards for classroom; Innovative programs responsive to students

applicable skills

Innovation - in teaching, working with small/less resources *needs more focus on liberal arts basis!*

Offers help to those that need it; I think the traditional students get a good feeling of connection and attachment due to the size of the school

small class size; dedicated faculty; focus on individual students

Provide a community that's unlike other "typical" colleges. We attract a unique kind of student

Wilson cares of her students. Those students who would be "wallflowers" elsewhere become "rockstars" here

Giving students access to critical thinking, problem solving, and communication skills

Small class sizes; 1-on-1 attention; close community

Reaching out to students who need mental, physical, spiritual, and better study techniques

Wilson cares about the whole student (more than just academics) and encourages global/local community building

Trains students to think critically; trains students to take risks; builds confidence

Focus on students; embrace diversity; prepare students for future

Small class sizes - students feel important part of the classroom

Maintaining the small intimate feeling among all be they students/faculty or staff.

Provides an excellent education with a smaller classroom size that promotes a positive friendly learning experience

supportive learning environment that challenges the students, yet offers them room to grow and become confident leaders

Take C+/B- undergraduates and make them B+ graduates; Teach educators; Faculty-student shared purpose in the classroom; Faculty-student mentoring

care about the whole student; Academic Preparedness for future success of student

build connections with faculty and students. Provide students with a personalized education where the students are not just a number but whose progress is a concern of faculty members

Wilson's best attribute is to drive changes in pedagogy, technology and student needs to keep up with community and global needs

surround students w/ support, academically, emotionally, physically

faculty-student relationships

Allows both faculty and staff to strive to provide the best experience and education possible for our students. This is accomplished through the constant re-evaluation of the way we are doing things

Niche programs; small class sizes; shared governance; collaborative environment

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develops agents of change and equips citizens to live well in the world

Wilson is great about building relationships because of small size. Additionally, Wilson's traditions being upheld is wonderful

Although we could do better, we set up undergraduates to succeed. Everyone wants students to succeed. Students' concerns are not met with indifference.

Wilson does a good job of giving students practical experience in their field

Develop independent, critical thinkers

Depthness of subjects and Faculty student relationships

Students are able to know faculty and staff on a first name basis. Making it feel more like a small town where everyone knows everyone. You are not nervous to just walk up to someone and have a conversation.

Gives students individual attention

We meet students where they are and get them where they should be - both students who are ill-prepared for college and those who are already excelling when they arrive here.

Allow students multiple opportunities both academically and leadership focusedSupport single parent students in acquiring education

Broad and rigorous learning

Nurtures students needs

support underserved students; encourage growth

Mentoring

Offer women with children education

The offer excellent child care for mom's that go to school here

Faculty engagement with student

quality education

take the motivated students far; meaningful one-on-one support for students who seek it; meaningful faculty-student engagement

provide more individualized and intimate learning experiences than other institutions

What Wilson does best is teach students in a closely collaborative relationship between student and professor

Take care of students and staff

Produce smart people!

Student mentoring - faculty/student relationships; Liberal studies - open minds through active and engaging classrooms

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The Most Attractive Attribute Question“What is Wilson’s most attractive attribute?”

Three themes predominated:• Campus – beauty and size• Small class sizes Faculty

The Responses

animal programs

campus (newer facilities); small classrooms; professor-student connection

campus beauty

faculty-to-student ratio

mix of true liberal arts and occupational training

"Student Parents"; Equestrian; size & locations; architecture & fellowship

the campus

small college

flower beds; creek

closeness & small community

cost and small class size

small classes with caring faculty

small size and class size

Liberals arts degree; faculty; staff

Strong faculty support; ability to tie athletics and academics

Cost, personal experience

Instill Confidence

working with 1st generation and middle income students to change lives

Small class size; Learning environment

Equestrian Center/ Science Center; vet tech programs; History

Class size; flexibility

Faculty commitment to meeting student needs

Small classroom - teacher-student ratio, small beautiful campus

Safety - the campus is located in a semi-rural area which allows students to live and travel on campus without fear. The class sizes are small which allows more sharing and growing without fear of rejection

We are not so large that students get lost in the masses. Individual attention to students leads to mentoring and life-long relationships

Faculty who care

Wilson is much cheaper than most Liberal Arts Colleges

Focus on students and their future success

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Wilson's overall interactiveness is its strongest attribute. Everyone is a friendly face and Wilson community members care for each other.

Top notch education that is personal & inspires students to learn

Dedicated faculty; gorgeous campus, though it needs a lot of TLC.

Historic campus with modern additions

unique programs, small class sizes, hands-on learning

Size/ability to be student-focused

small class size, array of different major/minor options

student-focused, students are not a number here

Wilson is small and empowers the individual student - everything is based on relationships

Interaction w/ faculty and student development

Private, small, liberal arts college

We are growing but with (hopefully) a plan to keep what I mentioned in Q2

History; size

Encouraging scholarship and thinking outside of the box

Dedicated faculty; Curriculum/programs; Beautiful library and science center; community of scholarship

Beauty/history of campus & institution; Important part of the local community

It's size which lead to more interaction between students/faculty and staff

We offer a great student: Teacher ratio on a beautiful, safe campus with the amenities you would expect to find at colleges with higher enrollment than our own

Small class size; Relatively small, beautiful campus

one-on-one faculty attention; excellence in academics; small community

Faculty and commitment to students; small size; commitment to student improvement across the campus and across the academic and co-curricular divisions

beautiful campus; history/traditions; Majors to get jobs upon graduation

The most attractive is the physical beauty of its buildings and campus grounds coupled with the closeness of creatures to watch for a sense of peacefulness and beauty

small, student-centered

small, student-focused

The small class size allows for a very personal college experience where students can learn from faculty on an individualized level. They are not a number but a person with a name!

Small class size; safe area; Excellent Professors (caring, helpful, go the extra mile); Staff who are always willing to help and know students by name

That it is known for its academics

Location; Dedicated faculty and staff; Rich history and tradition

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The beautiful campus and location is very attractive

Our students are individuals, not numbers.

old architecture. The school has character

Its intimate campus, relationships w/faculty, small size of classes

Depthness of subject matters that challenge you for more than other institutions

Global Community

The smaller class size ratios; The new library where students can study and collaborate

personal; humane dimensions; sense of looking out for one another; open students to new worlds

Staff and faculty care about and are invested in students

Its spirit of community and the environment of support it strives to foster for community members across the board

It's people

Affordable Tuition

Class size; flexibility

Hardworking/caring/engaging faculty/staff

range of possibilities; caring faculty and staff

Beautiful, safe campus and small, student-centered environment

The history of the college and the liberal arts college, teaching and nursing programs it provides

Diversity/Culture; Small school campus that doesn't overwhelm

The small school atmosphere

VMT programs

Small community/family oriented

small class size - one on one with faculty

size; faculty

small size allows ability to create partnerships and relationships that help students to grow academically and socially

It's small size allows it to be personal in ways that other schools cannot

Wilson is very small. Let's use that as an asset, not a hindrance

It's size and it's commitment to the liberal arts. The farm!!!

Being a historic women's college and taking the feminist ideals into the 21st Century through inclusion of all genders

Faculty - Rigor in science classes; personal inter in students; variety in liberal studies; real ability to earn minors

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The Inspires Most Question“What inspires you most about Wilson?”

Four themes predominated:• Student growth• Faculty and Staff• Moving Forward/resilient• History of the College

The Responses

academics; friendliness of students

professors care about students' education

forward looking -- adapts to every changing world

its tenacity

help the students

small size

the president; the attitudes

the president

community

the students ; their growth, their 'aha' moments, their struggles and often subsequent accomplishments

Women focus!

tremendous future ahead

student/faculty ratio; programs: VMT, Equestrian

Its ability to rally to support the well-being of the

institution, even when we don't all agree

Faculty and their diverse interactions with students -- changing lives and a community

Student transformation

Can react to changing needs

potential

Watching students go from shy, scared new students to confident seniors and knowing we had a part in it.

A passion to help students succeed, academically and financially

Watching the students learn and grow into confident adults

student interaction - they are great "kids" (liked the tradition of the place - around since 1869 - I thought that was neat!)Being valued as an employee

The commitment of most faculty to mentor students and focus on quality teaching

Student growth from freshman to seniors

The culture that encourages teamwork and community but also self-expression and individual point of view

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Watching the student who was shy and not outgoing in the beginning find their voice and grow into a completely different person

Small class sizes; Working with disadvantaged students; The Women with Children Program; History and tradition

The people I work with inspire me most about Wilson. They all seem very dedicated to Wilson College.

Faculty commitment to their students as individuals

The openness and acceptance from and of people from all walks of life

Commitment to diversity; Learning and living environment; Transition to coeducation; survival mentality

Our size (even though we need more students) as it enables us to make a real difference in our students' lives

Its foundation in the history of educating women, and in the history of education in the U.S. and in the western world. This is a solid foundation to build on.

people who care about students, each other, Wilson and want to do the best they can.

Long history and traditions that are still connected to the school/students

The sense that everyone makes a difference on campus

Wilson has the ability to take the shy, quiet student and turn them into someone completely different in 4 years; parent scholars program

It's potential

Where most school of our type are stagnant, Wilson is evolving. Lot? Is not boring

students - see student research day - when they are teachable

The campus history i.e. Hankey display

We're trying to improve

Friendliness of staff and students and faculty

Student Research Day; Community; Opportunity

commitment to students; Always seeking ways to improve programs/facilities

sense of community

The sense of community

The attitude on campus is always very friendly and positive. It is a great environment to be in. The college continues to expand any shows it's dedication to success by doing so.

working with students

Seeing students recognize, come to terms with, and achieve their goals/purpose; the pitch-in, let's-get-this-done attitude; My faculty peers

Dedicated People

beautiful campus

The students: traditional spirited and creative and inclusive; ADP share in concerns and mutual understanding with dedication and determination to do well; faculty guide with hope for student success

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empowering men & women; offers a wide diversity of personalized experience

students dedicated to learningThe freedom that is permitted to implement ideas for improvement. This is both the best and sometimes worst attribute. I love the freedom!

Honor Principle; Students "coming out of their shell" during their time at Wilson

The few successful graduates

Possibilities - people, place; Her resiliency

We change lives.

The students. They have a desire to be successful in spite of problems and issues that there are, or they perceive

The amazing things many students undertake here, and the success stories of many of the alums

Faculty (ineligible) dedication to seeing their students succeed

They have been through so many changes. We truly are like a phoenix like our mascot suggests we rise from the ashes creating something better and new

The dedication and resourcefulness of the faculty; The perseverance, resilience, and developing minds of our students

When students step out of their comfort zone

Growth of Student Population

re-connecting w/ grads

The support for students wellbeing

ability to get marginalized/disadvantaged students to graduation

Single parents are given the opportunity to get degrees and succeed

Relationships that are made. It's like extending your family, because you are here and develop close relationships

People that I work with

The students. Wee need the students to carry on traditions instead of people limiting them.

community atmosphere

collaborative work between faculty and students; potential for full development of liberal learning in the "real world"

The Wilson spirit of perseverance and commitment to students

The potential for growth and improvement

No complaints

The people - faculty and staff - and their commitment to students

The commitment to education of the entire person

Faculty!!

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Three Words Tabulation“What three words do you think best describe the student experience at Wilson?

Academics - 2Active - 3Aspirational - 1Athletics - 1Bonding - 1Boring(2)/Quiet(2) - 4Bouyant -1 Broadening - 1Busy - 1Caring(2)/Nurturing(1) - 3Challenging(20)/Rigorous(5) - 25Close - 1Collaborative - 5Comfortable - 2Community(12)/Family(2) - 14Confidence - 2Connections - 3Developmental - 1Diverse - 1Educational - 1Empowering - 5Engaging - 8Enlightening - 2Enriching - 1 Ethical - 3Exciting - 1Experiential learning - 1Exploratory - 1Flexible - 1Focused - 1Friendly - 1Frustrating - 1Fun - 1Honorable - 1Inclusive - 1Inconsistent - 1Individualized/Personal - 24Inspiring - 2Integrity - 1Intense - 2Intimate - 2Introverted - 1

Involved 0 2Lacking Traditions - 1Learners - 2Liberal education - 2Location - 1Meaningful - 1Mentored - 1Motivational - 1Open - 2Opportunities - 4Passion - 1Productive - 1Professors - 1Real world(1)/Practical(2) - 3Relationships - 4Rewarding - 2Rich - 1Scholarship - 1Small classes - 1Solid - 2Stale - 1Stellar - 1Stressed - 1Student-centered - 2Success - 2Suitcase College - 1Supportive(4)/Understanding(1)/Committed(2)/Dedicated(1)/Encouraging (2) - 10Tailored - 1Talented professors - 1Taught to... - 1Thorough - 1Traditions - 2Transformational(7)/Life Changing(1)/Growth(4) - 12Trying to make s.e. Good - 1Unique - 1Value of education - 1Warm - 1Well-rounded – 2

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Final Open-Ended Question

“Is there anything not included in this survey that we should take into consideration as we examine the mission statement?”

Being a supportive environment for students of all and no religious traditions

Need more faculty engagement with students. Faculty/student scholarship

Please give your employees a raise

Publication and advertising the college needs improvements

Not well prepared/supported (no fault) for students who have numerous accommodations for learning differences. Need to somehow advise prospective

WC is church-related college

I think students today are even more driven to land a job after graduation, so career preparation becomes even more important, and presents challenges for a pure liberal arts approach

At a time when politicians are asking universities to cut art, history, philosophy, or anything but STEM, a survey like this will be met w/ suspicion. We've lost a lot in recent years and always under the auspices of having elected a representative to a committee or having had a chance to provide input.

We have a Wilson Today Plan. The mission statement should support it, be simple to

memorize by every employee and get us there!!

What does Wilson want to be known for? What is a unique niche?

Wilson needs to get students to connect dots from going from school to apply knowledge in workplace; More work experience in area of study as part of program/course

The real (and often productive) tension between the liberal studies curriculum and pre-professional majors. The latter truly need exposure to the former to be adequately prepared for the world of work

The growth from prospective student to student to alumnae/i

support of students in their extracurricular activities as the "whole" student experience

It is important to hold on to tradition; but it is more important to look toward the future

Be careful to remain relevant to core strengths - see above - without getting hung up on trendy language

How do students feel? Are they being surveyed? Values statement - many other colleges use these effectively (ex: liberal

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edu, service, scholarship, etc. keywords highlighted in detail) Any though given to "women-centered" promises to alums?

The lack of communication, lack of interdepartmental cooperation, territorialism, and lack of adequate staffing and financial resources has become so widespread and obvious that it directly and negatively affects students. Restructuring gives a select few too much control, the majority no voice, and not enough checks and balances of power

Higher education challenges, giving students confidence-building experiences. They are invited to rise to the challenge.

Current students take advantage of the honor principle as a way to cheat and disrespect certain Wilson employees because they know they can get their way.

Recommend not emphasizing the honor principle in the mission statement

Consider it's history as a women's college. What place does it have in the mission?

relevant - new programs and opportunities are being made available as need arises and career fields expand

Suggestions: for a better student experiences; Retention; a copy of the mission

Barriers to us fulfilling these goals?

we are not doing enough to help students understand what a liberal arts education is and why it's important

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Appendix 1: The Composite Percentage Scores

Method of CalculationSo as to include size effect, the percentages of respondents who selected this or that

phrase as most/least important were combined via subtraction to obtain a single score for both most and least. The resulting scores were then multiplied against the value phrase averages for each item. For example, in the case of the global education phrase, 2.6% of respondents responded as most and 11.9 as least important, giving a difference of -9.4 (after rounding). This result was then simply multiplied against the inverse value phrase average (i.e., with 1s and 3s reversed, so as to common directionality) and reported without transformation. In the case of the global education score, -9.4 * 0.73 = -6.87. The result is a very simple composite score that combines the averages from the grouped variables with the responses and size effects from the question on most/least important in such a way as to allow a rough rank order of all the value phrases.

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Appendix 2: Unadjusted Tables

Appended Table 1: Mission Value Averages

Ranking the Value PhrasesBearing in mind that the value phrases were compared within groups, and that between

group comparisons are best limited to the question that asks for the most and least important

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phrases, it is nonetheless worthwhile to consider the overall rankings of the value phrases. Some of the top ranked in each category placed well above the other options, after all.

The top ranked options are, in order: 1) critical thinking, 2) relationships and mentoring, 3) positive student experiences, 4) developing the whole person, and 5) student-focused.

Although the prominence of the critical thinking value is inarguable, other outcomes on this table are problematic, some of them having come in groups in which the other response options were not popular.

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Appendix 3: Data Preparation & Cleaning

The Mission Survey data were input by Andrew Abel and Alexander Toms. Question #1 was input as is. The open-ended questions were typed out with only minor edits used to save space.

Data were input into an Excel spreadsheet, then pasted into STATA, with variable names retained.

Coding was straightforward:

The Demographic VariablesFaculty & Staffvariable name: facstaff0 = staff; 1 = faculty; . = missingCleaning: A few ndividuals listed both and were input as faculty (i.e., = 1)

Gendervariable name: gender0 = female; 1 = male

AgeCollapsed to three values:variable name: agetrip1 = “under 20” or “20-30”; 2 = “30-40” or “40-50”; 3 = “50-60” or “60+”

EducationCollapsed to two valuesvariable name: eddichot1 = high school, associates, bachelor’s, or “other”; 2 = master’s or Ph.D.

Years at WilsonCollapsed to two valuesvariable name: yrdichot0 = 3 years or less; 1 = 4 or more years

Variable NamesThe following abbreviations were used as variable names for the value phrases.

Group 1 libars = Liberal arts lifelong = the value of lifelong learning broad = Teaching majors within a broad context

Group 2 studentfoc = Student-focused ethicleaders = Prepare students as ethical leaders careerprep = Career Preparation

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Group 3 honor = Honor Principle posexper = Creating positive student experiences teaching = Faculty focused on teaching

Group 4 relats = Relationships and mentoring global = Provide an education global in nature ethiccitiz = Prepare students for ethical citizenship

Group 5 outcomes = Successful graduate outcomes critthink = Instill critical Thinking, complex problem solvint, and communication skills activecollab = Active, collaborative partnership (e.g., faculty/student, student/student)

Group 6 confidence = Instilling confidence wholeperson = Developing whole person (mind, body, and spirit) community = Building community

Group 7 engagement = Active learning, engagement commit = Commitment to students realworld = Liberal learning with real world application

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Appendix 4: Selected Printout Materials

----------------------------------------------------------------------------------------------------------- name: <unnamed> log: /Users/andrewabel/Desktop/Wison/Data/Mission Results Only.smcl log type: smcl opened on: 10 May 2016, 12:44:37

. do "/var/folders/44/6yq1tbqn72ngsqqqykcb7d1c0000gn/T//SD18013.000000"

. table facstaff

---------------------- facstaff | Freq.----------+----------- 0 | 81 1 | 26----------------------

. sum facstaff

Variable | Obs Mean Std. Dev. Min Max-------------+--------------------------------------------------------- facstaff | 107 .2429907 .4309078 0 1

. table gender

---------------------- gender | Freq.----------+----------- 0 | 76 1 | 27----------------------

. sum gender

Variable | Obs Mean Std. Dev. Min Max-------------+--------------------------------------------------------- gender | 103 .2621359 .4419468 0 1

. table agetrip

---------------------- agetrip | Freq.----------+----------- 1 | 12 2 | 43 3 | 47

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----------------------

. table eddichot

---------------------- eddichot | Freq.----------+----------- 0 | 51 1 | 54----------------------

. table yrdichot

---------------------- yrdichot | Freq.----------+----------- 0 | 41 1 | 63----------------------

.

. table libarts, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- libarts | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 43 .35 .31 2 | 39 .17 .19 3 | 26 .17 .24----------------------------------------------------------

. tabulate libarts agetrip, row col chi

+-------------------+| Key ||-------------------|| frequency || row percentage || column percentage |+-------------------+

| agetrip libarts | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 12 23 | 40 | 12.50 30.00 57.50 | 100.00 | 41.67 29.27 51.11 | 40.82 -----------+---------------------------------+---------- 2 | 5 18 12 | 35 | 14.29 51.43 34.29 | 100.00

42

| 41.67 43.90 26.67 | 35.71 -----------+---------------------------------+---------- 3 | 2 11 10 | 23 | 8.70 47.83 43.48 | 100.00 | 16.67 26.83 22.22 | 23.47 -----------+---------------------------------+---------- Total | 12 41 45 | 98 | 12.24 41.84 45.92 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.8940 Pr = 0.298

. tabulate libarts agetrip if facstaff == 0, row col chi

| agetrip libarts | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 7 17 | 29 | 17.24 24.14 58.62 | 100.00 | 45.45 22.58 51.52 | 38.67 -----------+---------------------------------+---------- 2 | 4 15 9 | 28 | 14.29 53.57 32.14 | 100.00 | 36.36 48.39 27.27 | 37.33 -----------+---------------------------------+---------- 3 | 2 9 7 | 18 | 11.11 50.00 38.89 | 100.00 | 18.18 29.03 21.21 | 24.00 -----------+---------------------------------+---------- Total | 11 31 33 | 75 | 14.67 41.33 44.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 6.1157 Pr = 0.191

. tabulate libarts agetrip if facstaff ==1, row col chi

| agetrip libarts | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 5 6 | 11 | 0.00 45.45 54.55 | 100.00 | 0.00 50.00 50.00 | 47.83 -----------+---------------------------------+---------- 2 | 1 3 3 | 7 | 14.29 42.86 42.86 | 100.00 | 100.00 30.00 25.00 | 30.43 -----------+---------------------------------+---------- 3 | 0 2 3 | 5 | 0.00 40.00 60.00 | 100.00 | 0.00 20.00 25.00 | 21.74 -----------+---------------------------------+----------

43

Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 2.4971 Pr = 0.645

. tabulate libarts gender, row col chi

| gender libarts | 0 1 | Total-----------+----------------------+---------- 1 | 26 14 | 40 | 65.00 35.00 | 100.00 | 34.67 58.33 | 40.40 -----------+----------------------+---------- 2 | 29 6 | 35 | 82.86 17.14 | 100.00 | 38.67 25.00 | 35.35 -----------+----------------------+---------- 3 | 20 4 | 24 | 83.33 16.67 | 100.00 | 26.67 16.67 | 24.24 -----------+----------------------+---------- Total | 75 24 | 99 | 75.76 24.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 4.2311 Pr = 0.121

. tabulate libarts gender if facstaff == 0, row col chi


Pearson chi2(2) = 0.7284 Pr = 0.695

. tabulate libarts gender if facstaff == 1, row col chi44


Pearson chi2(2) = 4.4851 Pr = 0.106

. tabulate libarts eddichot, row col chi

| eddichot libarts | 0 1 | Total-----------+----------------------+---------- 1 | 17 25 | 42 | 40.48 59.52 | 100.00 | 36.17 46.30 | 41.58 -----------+----------------------+---------- 2 | 16 19 | 35 | 45.71 54.29 | 100.00 | 34.04 35.19 | 34.65 -----------+----------------------+---------- 3 | 14 10 | 24 | 58.33 41.67 | 100.00 | 29.79 18.52 | 23.76 -----------+----------------------+---------- Total | 47 54 | 101 | 46.53 53.47 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.9719 Pr = 0.373

. tabulate libarts eddichot if facstaff == 0, row col chi

| eddichot45

libarts | 0 1 | Total-----------+----------------------+---------- 1 | 17 12 | 29 | 58.62 41.38 | 100.00 | 37.78 38.71 | 38.16 -----------+----------------------+---------- 2 | 15 13 | 28 | 53.57 46.43 | 100.00 | 33.33 41.94 | 36.84 -----------+----------------------+---------- 3 | 13 6 | 19 | 68.42 31.58 | 100.00 | 28.89 19.35 | 25.00 -----------+----------------------+---------- Total | 45 31 | 76 | 59.21 40.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.0402 Pr = 0.594

.

. table lifelong, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- lifelong | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 50 .23 .17 2 | 31 .27 .23 3 | 29 .25 .38----------------------------------------------------------

. tabulate lifelong agetrip, row col chi

| agetrip lifelong | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 21 21 | 47 | 10.64 44.68 44.68 | 100.00 | 41.67 50.00 44.68 | 46.53 -----------+---------------------------------+---------- 2 | 4 15 10 | 29 | 13.79 51.72 34.48 | 100.00 | 33.33 35.71 21.28 | 28.71 -----------+---------------------------------+---------- 3 | 3 6 16 | 25 | 12.00 24.00 64.00 | 100.00 | 25.00 14.29 34.04 | 24.75 -----------+---------------------------------+---------- Total | 12 42 47 | 101 | 11.88 41.58 46.53 | 100.00 | 100.00 100.00 100.00 | 100.00

46

Pearson chi2(4) = 5.4136 Pr = 0.247

. tabulate lifelong agetrip if facstaff == 0, row col chi


Pearson chi2(4) = 4.9191 Pr = 0.296

. tabulate lifelong agetrip if facstaff ==1, row col chi


Pearson chi2(4) = 3.6736 Pr = 0.452

. tabulate lifelong gender, row col chi

47

| gender lifelong | 0 1 | Total-----------+----------------------+---------- 1 | 36 11 | 47 | 76.60 23.40 | 100.00 | 47.37 44.00 | 46.53 -----------+----------------------+---------- 2 | 22 8 | 30 | 73.33 26.67 | 100.00 | 28.95 32.00 | 29.70 -----------+----------------------+---------- 3 | 18 6 | 24 | 75.00 25.00 | 100.00 | 23.68 24.00 | 23.76 -----------+----------------------+---------- Total | 76 25 | 101 | 75.25 24.75 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.1057 Pr = 0.949

. tabulate lifelong gender if facstaff == 0, row col chi

| gender lifelong | 0 1 | Total-----------+----------------------+---------- 1 | 29 10 | 39 | 74.36 25.64 | 100.00 | 47.54 58.82 | 50.00 -----------+----------------------+---------- 2 | 19 5 | 24 | 79.17 20.83 | 100.00 | 31.15 29.41 | 30.77 -----------+----------------------+---------- 3 | 13 2 | 15 | 86.67 13.33 | 100.00 | 21.31 11.76 | 19.23 -----------+----------------------+---------- Total | 61 17 | 78 | 78.21 21.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.9816 Pr = 0.612

. tabulate lifelong gender if facstaff == 1, row col chi

| gender lifelong | 0 1 | Total-----------+----------------------+---------- 1 | 7 1 | 8 | 87.50 12.50 | 100.00

48

| 46.67 12.50 | 34.78 -----------+----------------------+---------- 2 | 3 3 | 6 | 50.00 50.00 | 100.00 | 20.00 37.50 | 26.09 -----------+----------------------+---------- 3 | 5 4 | 9 | 55.56 44.44 | 100.00 | 33.33 50.00 | 39.13 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.7339 Pr = 0.255

. tabulate lifelong eddichot, row col chi

| eddichot lifelong | 0 1 | Total-----------+----------------------+---------- 1 | 27 20 | 47 | 57.45 42.55 | 100.00 | 54.00 37.74 | 45.63 -----------+----------------------+---------- 2 | 16 14 | 30 | 53.33 46.67 | 100.00 | 32.00 26.42 | 29.13 -----------+----------------------+---------- 3 | 7 19 | 26 | 26.92 73.08 | 100.00 | 14.00 35.85 | 25.24 -----------+----------------------+---------- Total | 50 53 | 103 | 48.54 51.46 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 6.6326 Pr = 0.036

. tabulate lifelong eddichot if facstaff == 0, row col chi

| eddichot lifelong | 0 1 | Total-----------+----------------------+---------- 1 | 25 14 | 39 | 64.10 35.90 | 100.00 | 52.08 45.16 | 49.37 -----------+----------------------+---------- 2 | 16 8 | 24 | 66.67 33.33 | 100.00 | 33.33 25.81 | 30.38

49

-----------+----------------------+---------- 3 | 7 9 | 16 | 43.75 56.25 | 100.00 | 14.58 29.03 | 20.25 -----------+----------------------+---------- Total | 48 31 | 79 | 60.76 39.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.4756 Pr = 0.290

.

. table broad, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- broad | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 26 .13 .21 2 | 34 .27 .34 3 | 44 .24 .21----------------------------------------------------------

. tabulate broad agetrip, row col chi

| agetrip broad | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 2 8 12 | 22 | 9.09 36.36 54.55 | 100.00 | 16.67 20.00 27.91 | 23.16 -----------+---------------------------------+---------- 2 | 3 10 18 | 31 | 9.68 32.26 58.06 | 100.00 | 25.00 25.00 41.86 | 32.63 -----------+---------------------------------+---------- 3 | 7 22 13 | 42 | 16.67 52.38 30.95 | 100.00 | 58.33 55.00 30.23 | 44.21 -----------+---------------------------------+---------- Total | 12 40 43 | 95 | 12.63 42.11 45.26 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 6.3548 Pr = 0.174

. tabulate broad agetrip if facstaff == 0, row col chi

| agetrip broad | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 2 6 10 | 18

50

| 11.11 33.33 55.56 | 100.00 | 18.18 20.00 32.26 | 25.00 -----------+---------------------------------+---------- 2 | 3 7 11 | 21 | 14.29 33.33 52.38 | 100.00 | 27.27 23.33 35.48 | 29.17 -----------+---------------------------------+---------- 3 | 6 17 10 | 33 | 18.18 51.52 30.30 | 100.00 | 54.55 56.67 32.26 | 45.83 -----------+---------------------------------+---------- Total | 11 30 31 | 72 | 15.28 41.67 43.06 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.1423 Pr = 0.387

. tabulate broad agetrip if facstaff ==1, row col chi

| agetrip broad | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 2 2 | 4 | 0.00 50.00 50.00 | 100.00 | 0.00 20.00 16.67 | 17.39 -----------+---------------------------------+---------- 2 | 0 3 7 | 10 | 0.00 30.00 70.00 | 100.00 | 0.00 30.00 58.33 | 43.48 -----------+---------------------------------+---------- 3 | 1 5 3 | 9 | 11.11 55.56 33.33 | 100.00 | 100.00 50.00 25.00 | 39.13 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.5394 Pr = 0.472

. tabulate broad gender, row col chi

| gender broad | 0 1 | Total-----------+----------------------+---------- 1 | 20 3 | 23 | 86.96 13.04 | 100.00 | 27.03 14.29 | 24.21 -----------+----------------------+---------- 2 | 22 8 | 30 | 73.33 26.67 | 100.00

51

| 29.73 38.10 | 31.58 -----------+----------------------+---------- 3 | 32 10 | 42 | 76.19 23.81 | 100.00 | 43.24 47.62 | 44.21 -----------+----------------------+---------- Total | 74 21 | 95 | 77.89 22.11 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.5302 Pr = 0.465

. tabulate broad gender if facstaff == 0, row col chi

| gender broad | 0 1 | Total-----------+----------------------+---------- 1 | 17 2 | 19 | 89.47 10.53 | 100.00 | 28.81 15.38 | 26.39 -----------+----------------------+---------- 2 | 16 4 | 20 | 80.00 20.00 | 100.00 | 27.12 30.77 | 27.78 -----------+----------------------+---------- 3 | 26 7 | 33 | 78.79 21.21 | 100.00 | 44.07 53.85 | 45.83 -----------+----------------------+---------- Total | 59 13 | 72 | 81.94 18.06 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.0013 Pr = 0.606

. tabulate broad gender if facstaff == 1, row col chi

| gender broad | 0 1 | Total-----------+----------------------+---------- 1 | 3 1 | 4 | 75.00 25.00 | 100.00 | 20.00 12.50 | 17.39 -----------+----------------------+---------- 2 | 6 4 | 10 | 60.00 40.00 | 100.00 | 40.00 50.00 | 43.48 -----------+----------------------+---------- 3 | 6 3 | 9 | 66.67 33.33 | 100.00 | 40.00 37.50 | 39.13

52

-----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.2971 Pr = 0.862

. tabulate broad eddichot, row col chi

| eddichot broad | 0 1 | Total-----------+----------------------+---------- 1 | 12 11 | 23 | 52.17 47.83 | 100.00 | 27.27 20.75 | 23.71 -----------+----------------------+---------- 2 | 12 20 | 32 | 37.50 62.50 | 100.00 | 27.27 37.74 | 32.99 -----------+----------------------+---------- 3 | 20 22 | 42 | 47.62 52.38 | 100.00 | 45.45 41.51 | 43.30 -----------+----------------------+---------- Total | 44 53 | 97 | 45.36 54.64 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.3150 Pr = 0.518

. tabulate broad eddichot if facstaff == 0, row col chi

| eddichot broad | 0 1 | Total-----------+----------------------+---------- 1 | 12 7 | 19 | 63.16 36.84 | 100.00 | 28.57 22.58 | 26.03 -----------+----------------------+---------- 2 | 11 10 | 21 | 52.38 47.62 | 100.00 | 26.19 32.26 | 28.77 -----------+----------------------+---------- 3 | 19 14 | 33 | 57.58 42.42 | 100.00 | 45.24 45.16 | 45.21 -----------+----------------------+---------- Total | 42 31 | 73 | 57.53 42.47 | 100.00 | 100.00 100.00 | 100.00

53

Pearson chi2(2) = 0.4742 Pr = 0.789

.

.

. table studentfoc, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------studentfo |c | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 56 .33 .26 2 | 27 .19 .31 3 | 28 .16 .15----------------------------------------------------------

. tabulate studentfoc agetrip, row col chi

| agetripstudentfoc | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 20 26 | 51 | 9.80 39.22 50.98 | 100.00 | 41.67 46.51 56.52 | 50.50 -----------+---------------------------------+---------- 2 | 4 13 9 | 26 | 15.38 50.00 34.62 | 100.00 | 33.33 30.23 19.57 | 25.74 -----------+---------------------------------+---------- 3 | 3 10 11 | 24 | 12.50 41.67 45.83 | 100.00 | 25.00 23.26 23.91 | 23.76 -----------+---------------------------------+---------- Total | 12 43 46 | 101 | 11.88 42.57 45.54 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.9513 Pr = 0.745

. tabulate studentfoc agetrip if facstaff == 0, row col chi

| agetripstudentfoc | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 15 20 | 40 | 12.50 37.50 50.00 | 100.00 | 45.45 45.45 58.82 | 51.28 -----------+---------------------------------+---------- 2 | 3 8 7 | 18 | 16.67 44.44 38.89 | 100.00 | 27.27 24.24 20.59 | 23.08 -----------+---------------------------------+----------

54

3 | 3 10 7 | 20 | 15.00 50.00 35.00 | 100.00 | 27.27 30.30 20.59 | 25.64 -----------+---------------------------------+---------- Total | 11 33 34 | 78 | 14.10 42.31 43.59 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.4927 Pr = 0.828

. tabulate studentfoc agetrip if facstaff ==1, row col chi

| agetripstudentfoc | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 5 6 | 11 | 0.00 45.45 54.55 | 100.00 | 0.00 50.00 50.00 | 47.83 -----------+---------------------------------+---------- 2 | 1 5 2 | 8 | 12.50 62.50 25.00 | 100.00 | 100.00 50.00 16.67 | 34.78 -----------+---------------------------------+---------- 3 | 0 0 4 | 4 | 0.00 0.00 100.00 | 100.00 | 0.00 0.00 33.33 | 17.39 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 7.1875 Pr = 0.126

. tabulate studentfoc gender, row col chi

| genderstudentfoc | 0 1 | Total-----------+----------------------+---------- 1 | 34 17 | 51 | 66.67 33.33 | 100.00 | 44.74 65.38 | 50.00 -----------+----------------------+---------- 2 | 21 5 | 26 | 80.77 19.23 | 100.00 | 27.63 19.23 | 25.49 -----------+----------------------+---------- 3 | 21 4 | 25 | 84.00 16.00 | 100.00 | 27.63 15.38 | 24.51 -----------+----------------------+---------- Total | 76 26 | 102

55

| 74.51 25.49 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.3737 Pr = 0.185

. tabulate studentfoc gender if facstaff == 0, row col chi

| genderstudentfoc | 0 1 | Total-----------+----------------------+---------- 1 | 28 11 | 39 | 71.79 28.21 | 100.00 | 45.90 64.71 | 50.00 -----------+----------------------+---------- 2 | 15 3 | 18 | 83.33 16.67 | 100.00 | 24.59 17.65 | 23.08 -----------+----------------------+---------- 3 | 18 3 | 21 | 85.71 14.29 | 100.00 | 29.51 17.65 | 26.92 -----------+----------------------+---------- Total | 61 17 | 78 | 78.21 21.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.9127 Pr = 0.384

. tabulate studentfoc gender if facstaff == 1, row col chi

| genderstudentfoc | 0 1 | Total-----------+----------------------+---------- 1 | 6 6 | 12 | 50.00 50.00 | 100.00 | 40.00 66.67 | 50.00 -----------+----------------------+---------- 2 | 6 2 | 8 | 75.00 25.00 | 100.00 | 40.00 22.22 | 33.33 -----------+----------------------+---------- 3 | 3 1 | 4 | 75.00 25.00 | 100.00 | 20.00 11.11 | 16.67 -----------+----------------------+---------- Total | 15 9 | 24 | 62.50 37.50 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.6000 Pr = 0.449

56

. tabulate studentfoc eddichot, row col chi

| eddichotstudentfoc | 0 1 | Total-----------+----------------------+---------- 1 | 23 30 | 53 | 43.40 56.60 | 100.00 | 46.00 55.56 | 50.96 -----------+----------------------+---------- 2 | 10 16 | 26 | 38.46 61.54 | 100.00 | 20.00 29.63 | 25.00 -----------+----------------------+---------- 3 | 17 8 | 25 | 68.00 32.00 | 100.00 | 34.00 14.81 | 24.04 -----------+----------------------+---------- Total | 50 54 | 104 | 48.08 51.92 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 5.4033 Pr = 0.067

. tabulate studentfoc eddichot if facstaff == 0, row col chi

| eddichotstudentfoc | 0 1 | Total-----------+----------------------+---------- 1 | 23 17 | 40 | 57.50 42.50 | 100.00 | 47.92 54.84 | 50.63 -----------+----------------------+---------- 2 | 8 10 | 18 | 44.44 55.56 | 100.00 | 16.67 32.26 | 22.78 -----------+----------------------+---------- 3 | 17 4 | 21 | 80.95 19.05 | 100.00 | 35.42 12.90 | 26.58 -----------+----------------------+---------- Total | 48 31 | 79 | 60.76 39.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 5.7792 Pr = 0.056

. tabulate studentfoc eddichot if facstaff == 1, row col chi

| eddichotstudentfoc | 0 1 | Total

57

-----------+----------------------+---------- 1 | 0 13 | 13 | 0.00 100.00 | 100.00 | 0.00 56.52 | 52.00 -----------+----------------------+---------- 2 | 2 6 | 8 | 25.00 75.00 | 100.00 | 100.00 26.09 | 32.00 -----------+----------------------+---------- 3 | 0 4 | 4 | 0.00 100.00 | 100.00 | 0.00 17.39 | 16.00 -----------+----------------------+---------- Total | 2 23 | 25 | 8.00 92.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 4.6196 Pr = 0.099

.

. table ethicleaders, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------ethiclead |ers | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 33 .27 .15 2 | 28 .22 .24 3 | 47 .23 .31----------------------------------------------------------

. tabulate ethicleaders agetrip, row col chi

ethicleade | agetrip rs | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 13 17 | 33 | 9.09 39.39 51.52 | 100.00 | 25.00 30.95 37.78 | 33.33 -----------+---------------------------------+---------- 2 | 3 11 9 | 23 | 13.04 47.83 39.13 | 100.00 | 25.00 26.19 20.00 | 23.23 -----------+---------------------------------+---------- 3 | 6 18 19 | 43 | 13.95 41.86 44.19 | 100.00 | 50.00 42.86 42.22 | 43.43 -----------+---------------------------------+---------- Total | 12 42 45 | 99 | 12.12 42.42 45.45 | 100.00 | 100.00 100.00 100.00 | 100.00

58

Pearson chi2(4) = 1.1023 Pr = 0.894

. tabulate ethicleaders agetrip if facstaff == 0, row col chi


Pearson chi2(4) = 2.2538 Pr = 0.689

. tabulate ethicleaders agetrip if facstaff ==1, row col chi


Pearson chi2(4) = 4.1017 Pr = 0.392

. tabulate ethicleaders gender, row col chi

59

ethicleade | gender rs | 0 1 | Total-----------+----------------------+---------- 1 | 24 9 | 33 | 72.73 27.27 | 100.00 | 32.00 37.50 | 33.33 -----------+----------------------+---------- 2 | 18 5 | 23 | 78.26 21.74 | 100.00 | 24.00 20.83 | 23.23 -----------+----------------------+---------- 3 | 33 10 | 43 | 76.74 23.26 | 100.00 | 44.00 41.67 | 43.43 -----------+----------------------+---------- Total | 75 24 | 99 | 75.76 24.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.2663 Pr = 0.875

. tabulate ethicleaders gender if facstaff == 0, row col chi

ethicleade | gender rs | 0 1 | Total-----------+----------------------+---------- 1 | 21 7 | 28 | 75.00 25.00 | 100.00 | 35.00 43.75 | 36.84 -----------+----------------------+---------- 2 | 14 3 | 17 | 82.35 17.65 | 100.00 | 23.33 18.75 | 22.37 -----------+----------------------+---------- 3 | 25 6 | 31 | 80.65 19.35 | 100.00 | 41.67 37.50 | 40.79 -----------+----------------------+---------- Total | 60 16 | 76 | 78.95 21.05 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.4349 Pr = 0.805

. tabulate ethicleaders gender if facstaff == 1, row col chi

ethicleade | gender rs | 0 1 | Total-----------+----------------------+---------- 1 | 3 2 | 5 | 60.00 40.00 | 100.00

60

| 20.00 25.00 | 21.74 -----------+----------------------+---------- 2 | 4 2 | 6 | 66.67 33.33 | 100.00 | 26.67 25.00 | 26.09 -----------+----------------------+---------- 3 | 8 4 | 12 | 66.67 33.33 | 100.00 | 53.33 50.00 | 52.17 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.0767 Pr = 0.962

. tabulate ethicleaders eddichot, row col chi

ethicleade | eddichot rs | 0 1 | Total-----------+----------------------+---------- 1 | 21 12 | 33 | 63.64 36.36 | 100.00 | 43.75 22.64 | 32.67 -----------+----------------------+---------- 2 | 10 14 | 24 | 41.67 58.33 | 100.00 | 20.83 26.42 | 23.76 -----------+----------------------+---------- 3 | 17 27 | 44 | 38.64 61.36 | 100.00 | 35.42 50.94 | 43.56 -----------+----------------------+---------- Total | 48 53 | 101 | 47.52 52.48 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 5.1591 Pr = 0.076

. tabulate ethicleaders eddichot if facstaff == 0, row col chi

ethicleade | eddichot rs | 0 1 | Total-----------+----------------------+---------- 1 | 20 8 | 28 | 71.43 28.57 | 100.00 | 43.48 25.81 | 36.36 -----------+----------------------+---------- 2 | 10 8 | 18 | 55.56 44.44 | 100.00 | 21.74 25.81 | 23.38

61

-----------+----------------------+---------- 3 | 16 15 | 31 | 51.61 48.39 | 100.00 | 34.78 48.39 | 40.26 -----------+----------------------+---------- Total | 46 31 | 77 | 59.74 40.26 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.5729 Pr = 0.276

.

. table careerprep, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------careerpre |p | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 39 .23 .19 2 | 45 .26 .25 3 | 25 .26 .29----------------------------------------------------------

. tabulate careerprep agetrip, row col chi

| agetripcareerprep | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 4 12 18 | 34 | 11.76 35.29 52.94 | 100.00 | 33.33 28.57 39.13 | 34.00 -----------+---------------------------------+---------- 2 | 5 18 19 | 42 | 11.90 42.86 45.24 | 100.00 | 41.67 42.86 41.30 | 42.00 -----------+---------------------------------+---------- 3 | 3 12 9 | 24 | 12.50 50.00 37.50 | 100.00 | 25.00 28.57 19.57 | 24.00 -----------+---------------------------------+---------- Total | 12 42 46 | 100 | 12.00 42.00 46.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.4824 Pr = 0.830

. tabulate careerprep agetrip if facstaff == 0, row col chi

| agetripcareerprep | 1 2 3 | Total-----------+---------------------------------+----------

62

1 | 3 8 16 | 27 | 11.11 29.63 59.26 | 100.00 | 27.27 25.00 47.06 | 35.06 -----------+---------------------------------+---------- 2 | 5 15 13 | 33 | 15.15 45.45 39.39 | 100.00 | 45.45 46.88 38.24 | 42.86 -----------+---------------------------------+---------- 3 | 3 9 5 | 17 | 17.65 52.94 29.41 | 100.00 | 27.27 28.12 14.71 | 22.08 -----------+---------------------------------+---------- Total | 11 32 34 | 77 | 14.29 41.56 44.16 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.3185 Pr = 0.365

. tabulate careerprep agetrip if facstaff ==1, row col chi

| agetripcareerprep | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 1 4 2 | 7 | 14.29 57.14 28.57 | 100.00 | 100.00 40.00 16.67 | 30.43 -----------+---------------------------------+---------- 2 | 0 3 6 | 9 | 0.00 33.33 66.67 | 100.00 | 0.00 30.00 50.00 | 39.13 -----------+---------------------------------+---------- 3 | 0 3 4 | 7 | 0.00 42.86 57.14 | 100.00 | 0.00 30.00 33.33 | 30.43 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.9429 Pr = 0.414

. tabulate careerprep gender, row col chi

| gendercareerprep | 0 1 | Total-----------+----------------------+---------- 1 | 27 8 | 35 | 77.14 22.86 | 100.00 | 36.00 32.00 | 35.00 -----------+----------------------+---------- 2 | 31 11 | 42

63

| 73.81 26.19 | 100.00 | 41.33 44.00 | 42.00 -----------+----------------------+---------- 3 | 17 6 | 23 | 73.91 26.09 | 100.00 | 22.67 24.00 | 23.00 -----------+----------------------+---------- Total | 75 25 | 100 | 75.00 25.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.1320 Pr = 0.936

. tabulate careerprep gender if facstaff == 0, row col chi

| gendercareerprep | 0 1 | Total-----------+----------------------+---------- 1 | 21 7 | 28 | 75.00 25.00 | 100.00 | 35.00 41.18 | 36.36 -----------+----------------------+---------- 2 | 26 7 | 33 | 78.79 21.21 | 100.00 | 43.33 41.18 | 42.86 -----------+----------------------+---------- 3 | 13 3 | 16 | 81.25 18.75 | 100.00 | 21.67 17.65 | 20.78 -----------+----------------------+---------- Total | 60 17 | 77 | 77.92 22.08 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.2564 Pr = 0.880

. tabulate careerprep gender if facstaff == 1, row col chi

| gendercareerprep | 0 1 | Total-----------+----------------------+---------- 1 | 6 1 | 7 | 85.71 14.29 | 100.00 | 40.00 12.50 | 30.43 -----------+----------------------+---------- 2 | 5 4 | 9 | 55.56 44.44 | 100.00 | 33.33 50.00 | 39.13 -----------+----------------------+---------- 3 | 4 3 | 7 | 57.14 42.86 | 100.00

64

| 26.67 37.50 | 30.43 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.8680 Pr = 0.393

. tabulate careerprep eddichot, row col chi

| eddichotcareerprep | 0 1 | Total-----------+----------------------+---------- 1 | 21 14 | 35 | 60.00 40.00 | 100.00 | 42.86 26.42 | 34.31 -----------+----------------------+---------- 2 | 20 23 | 43 | 46.51 53.49 | 100.00 | 40.82 43.40 | 42.16 -----------+----------------------+---------- 3 | 8 16 | 24 | 33.33 66.67 | 100.00 | 16.33 30.19 | 23.53 -----------+----------------------+---------- Total | 49 53 | 102 | 48.04 51.96 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 4.1255 Pr = 0.127

. tabulate careerprep eddichot if facstaff == 0, row col chi

| eddichotcareerprep | 0 1 | Total-----------+----------------------+---------- 1 | 20 8 | 28 | 71.43 28.57 | 100.00 | 42.55 25.81 | 35.90 -----------+----------------------+---------- 2 | 20 13 | 33 | 60.61 39.39 | 100.00 | 42.55 41.94 | 42.31 -----------+----------------------+---------- 3 | 7 10 | 17 | 41.18 58.82 | 100.00 | 14.89 32.26 | 21.79 -----------+----------------------+---------- Total | 47 31 | 78 | 60.26 39.74 | 100.00 | 100.00 100.00 | 100.00

65

Pearson chi2(2) = 4.0453 Pr = 0.132

.

. table honor, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- honor | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 37 .26 .14 2 | 26 .15 .19 3 | 48 .29 .34----------------------------------------------------------

. tabulate honor agetrip, row col chi

| agetrip honor | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 10 19 | 34 | 14.71 29.41 55.88 | 100.00 | 41.67 23.81 40.43 | 33.66 -----------+---------------------------------+---------- 2 | 2 12 11 | 25 | 8.00 48.00 44.00 | 100.00 | 16.67 28.57 23.40 | 24.75 -----------+---------------------------------+---------- 3 | 5 20 17 | 42 | 11.90 47.62 40.48 | 100.00 | 41.67 47.62 36.17 | 41.58 -----------+---------------------------------+---------- Total | 12 42 47 | 101 | 11.88 41.58 46.53 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.3763 Pr = 0.497

. tabulate honor agetrip if facstaff == 0, row col chi

| agetrip honor | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 4 10 15 | 29 | 13.79 34.48 51.72 | 100.00 | 36.36 31.25 42.86 | 37.18 -----------+---------------------------------+---------- 2 | 2 11 7 | 20 | 10.00 55.00 35.00 | 100.00 | 18.18 34.38 20.00 | 25.64 -----------+---------------------------------+---------- 3 | 5 11 13 | 29

66

| 17.24 37.93 44.83 | 100.00 | 45.45 34.38 37.14 | 37.18 -----------+---------------------------------+---------- Total | 11 32 35 | 78 | 14.10 41.03 44.87 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 2.5034 Pr = 0.644

. tabulate honor agetrip if facstaff ==1, row col chi

| agetrip honor | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 1 0 4 | 5 | 20.00 0.00 80.00 | 100.00 | 100.00 0.00 33.33 | 21.74 -----------+---------------------------------+---------- 2 | 0 1 4 | 5 | 0.00 20.00 80.00 | 100.00 | 0.00 10.00 33.33 | 21.74 -----------+---------------------------------+---------- 3 | 0 9 4 | 13 | 0.00 69.23 30.77 | 100.00 | 0.00 90.00 33.33 | 56.52 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 11.0164 Pr = 0.026

. tabulate honor gender, row col chi

| gender honor | 0 1 | Total-----------+----------------------+---------- 1 | 25 9 | 34 | 73.53 26.47 | 100.00 | 32.89 36.00 | 33.66 -----------+----------------------+---------- 2 | 22 4 | 26 | 84.62 15.38 | 100.00 | 28.95 16.00 | 25.74 -----------+----------------------+---------- 3 | 29 12 | 41 | 70.73 29.27 | 100.00 | 38.16 48.00 | 40.59 -----------+----------------------+---------- Total | 76 25 | 101 | 75.25 24.75 | 100.00

67

| 100.00 100.00 | 100.00

Pearson chi2(2) = 1.7278 Pr = 0.422

. tabulate honor gender if facstaff == 0, row col chi

| gender honor | 0 1 | Total-----------+----------------------+---------- 1 | 22 7 | 29 | 75.86 24.14 | 100.00 | 36.07 41.18 | 37.18 -----------+----------------------+---------- 2 | 18 3 | 21 | 85.71 14.29 | 100.00 | 29.51 17.65 | 26.92 -----------+----------------------+---------- 3 | 21 7 | 28 | 75.00 25.00 | 100.00 | 34.43 41.18 | 35.90 -----------+----------------------+---------- Total | 61 17 | 78 | 78.21 21.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.9569 Pr = 0.620

. tabulate honor gender if facstaff == 1, row col chi

| gender honor | 0 1 | Total-----------+----------------------+---------- 1 | 3 2 | 5 | 60.00 40.00 | 100.00 | 20.00 25.00 | 21.74 -----------+----------------------+---------- 2 | 4 1 | 5 | 80.00 20.00 | 100.00 | 26.67 12.50 | 21.74 -----------+----------------------+---------- 3 | 8 5 | 13 | 61.54 38.46 | 100.00 | 53.33 62.50 | 56.52 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.6192 Pr = 0.734

. tabulate honor eddichot, row col chi68

| eddichot honor | 0 1 | Total-----------+----------------------+---------- 1 | 23 11 | 34 | 67.65 32.35 | 100.00 | 46.00 20.75 | 33.01 -----------+----------------------+---------- 2 | 12 14 | 26 | 46.15 53.85 | 100.00 | 24.00 26.42 | 25.24 -----------+----------------------+---------- 3 | 15 28 | 43 | 34.88 65.12 | 100.00 | 30.00 52.83 | 41.75 -----------+----------------------+---------- Total | 50 53 | 103 | 48.54 51.46 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 8.2390 Pr = 0.016

. tabulate honor eddichot if facstaff == 0, row col chi

| eddichot honor | 0 1 | Total-----------+----------------------+---------- 1 | 22 7 | 29 | 75.86 24.14 | 100.00 | 45.83 22.58 | 36.71 -----------+----------------------+---------- 2 | 12 9 | 21 | 57.14 42.86 | 100.00 | 25.00 29.03 | 26.58 -----------+----------------------+---------- 3 | 14 15 | 29 | 48.28 51.72 | 100.00 | 29.17 48.39 | 36.71 -----------+----------------------+---------- Total | 48 31 | 79 | 60.76 39.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 4.7850 Pr = 0.091

.

. table posexper, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- posexper | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 51 .3 .23

69

2 | 39 .21 .3 3 | 18 .12 .18----------------------------------------------------------

. tabulate posexper agetrip, row col chi

| agetrip posexper | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 21 21 | 47 | 10.64 44.68 44.68 | 100.00 | 41.67 51.22 46.67 | 47.96 -----------+---------------------------------+---------- 2 | 6 13 15 | 34 | 17.65 38.24 44.12 | 100.00 | 50.00 31.71 33.33 | 34.69 -----------+---------------------------------+---------- 3 | 1 7 9 | 17 | 5.88 41.18 52.94 | 100.00 | 8.33 17.07 20.00 | 17.35 -----------+---------------------------------+---------- Total | 12 41 45 | 98 | 12.24 41.84 45.92 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.8918 Pr = 0.756

. tabulate posexper agetrip if facstaff == 0, row col chi


Pearson chi2(4) = 1.4732 Pr = 0.831

. tabulate posexper agetrip if facstaff ==1, row col chi70


Pearson chi2(4) = 4.6852 Pr = 0.321

. tabulate posexper gender, row col chi

| gender posexper | 0 1 | Total-----------+----------------------+---------- 1 | 33 14 | 47 | 70.21 29.79 | 100.00 | 44.00 60.87 | 47.96 -----------+----------------------+---------- 2 | 27 7 | 34 | 79.41 20.59 | 100.00 | 36.00 30.43 | 34.69 -----------+----------------------+---------- 3 | 15 2 | 17 | 88.24 11.76 | 100.00 | 20.00 8.70 | 17.35 -----------+----------------------+---------- Total | 75 23 | 98 | 76.53 23.47 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.4983 Pr = 0.287

. tabulate posexper gender if facstaff == 0, row col chi

| gender posexper | 0 1 | Total-----------+----------------------+----------

71

1 | 25 11 | 36 | 69.44 30.56 | 100.00 | 41.67 73.33 | 48.00 -----------+----------------------+---------- 2 | 22 3 | 25 | 88.00 12.00 | 100.00 | 36.67 20.00 | 33.33 -----------+----------------------+---------- 3 | 13 1 | 14 | 92.86 7.14 | 100.00 | 21.67 6.67 | 18.67 -----------+----------------------+---------- Total | 60 15 | 75 | 80.00 20.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 4.9534 Pr = 0.084

. tabulate posexper gender if facstaff == 1, row col chi

| gender posexper | 0 1 | Total-----------+----------------------+---------- 1 | 8 3 | 11 | 72.73 27.27 | 100.00 | 53.33 37.50 | 47.83 -----------+----------------------+---------- 2 | 5 4 | 9 | 55.56 44.44 | 100.00 | 33.33 50.00 | 39.13 -----------+----------------------+---------- 3 | 2 1 | 3 | 66.67 33.33 | 100.00 | 13.33 12.50 | 13.04 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.6466 Pr = 0.724

. tabulate posexper eddichot, row col chi

| eddichot posexper | 0 1 | Total-----------+----------------------+---------- 1 | 22 26 | 48 | 45.83 54.17 | 100.00 | 46.81 49.06 | 48.00 -----------+----------------------+---------- 2 | 15 20 | 35

72

| 42.86 57.14 | 100.00 | 31.91 37.74 | 35.00 -----------+----------------------+---------- 3 | 10 7 | 17 | 58.82 41.18 | 100.00 | 21.28 13.21 | 17.00 -----------+----------------------+---------- Total | 47 53 | 100 | 47.00 53.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.2214 Pr = 0.543

. tabulate posexper eddichot if facstaff == 0, row col chi

| eddichot posexper | 0 1 | Total-----------+----------------------+---------- 1 | 21 16 | 37 | 56.76 43.24 | 100.00 | 46.67 51.61 | 48.68 -----------+----------------------+---------- 2 | 14 11 | 25 | 56.00 44.00 | 100.00 | 31.11 35.48 | 32.89 -----------+----------------------+---------- 3 | 10 4 | 14 | 71.43 28.57 | 100.00 | 22.22 12.90 | 18.42 -----------+----------------------+---------- Total | 45 31 | 76 | 59.21 40.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.0643 Pr = 0.587

.

. table teaching, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- teaching | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 39 .24 .25 2 | 35 .32 .28 3 | 34 .15 .21----------------------------------------------------------

. tabulate teaching agetrip, row col chi

| agetrip teaching | 1 2 3 | Total

73

-----------+---------------------------------+---------- 1 | 2 12 20 | 34 | 5.88 35.29 58.82 | 100.00 | 16.67 29.27 44.44 | 34.69 -----------+---------------------------------+---------- 2 | 4 16 12 | 32 | 12.50 50.00 37.50 | 100.00 | 33.33 39.02 26.67 | 32.65 -----------+---------------------------------+---------- 3 | 6 13 13 | 32 | 18.75 40.62 40.62 | 100.00 | 50.00 31.71 28.89 | 32.65 -----------+---------------------------------+---------- Total | 12 41 45 | 98 | 12.24 41.84 45.92 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 5.0227 Pr = 0.285

. tabulate teaching agetrip if facstaff == 0, row col chi

| agetrip teaching | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 2 8 17 | 27 | 7.41 29.63 62.96 | 100.00 | 18.18 25.81 51.52 | 36.00 -----------+---------------------------------+---------- 2 | 4 11 8 | 23 | 17.39 47.83 34.78 | 100.00 | 36.36 35.48 24.24 | 30.67 -----------+---------------------------------+---------- 3 | 5 12 8 | 25 | 20.00 48.00 32.00 | 100.00 | 45.45 38.71 24.24 | 33.33 -----------+---------------------------------+---------- Total | 11 31 33 | 75 | 14.67 41.33 44.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 6.4384 Pr = 0.169

. tabulate teaching agetrip if facstaff ==1, row col chi

| agetrip teaching | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 4 3 | 7 | 0.00 57.14 42.86 | 100.00 | 0.00 40.00 25.00 | 30.43 -----------+---------------------------------+----------

74

2 | 0 5 4 | 9 | 0.00 55.56 44.44 | 100.00 | 0.00 50.00 33.33 | 39.13 -----------+---------------------------------+---------- 3 | 1 1 5 | 7 | 14.29 14.29 71.43 | 100.00 | 100.00 10.00 41.67 | 30.43 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.9772 Pr = 0.290

. tabulate teaching gender, row col chi

| gender teaching | 0 1 | Total-----------+----------------------+---------- 1 | 26 8 | 34 | 76.47 23.53 | 100.00 | 34.67 34.78 | 34.69 -----------+----------------------+---------- 2 | 21 10 | 31 | 67.74 32.26 | 100.00 | 28.00 43.48 | 31.63 -----------+----------------------+---------- 3 | 28 5 | 33 | 84.85 15.15 | 100.00 | 37.33 21.74 | 33.67 -----------+----------------------+---------- Total | 75 23 | 98 | 76.53 23.47 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.6044 Pr = 0.272

. tabulate teaching gender if facstaff == 0, row col chi

| gender teaching | 0 1 | Total-----------+----------------------+---------- 1 | 22 5 | 27 | 81.48 18.52 | 100.00 | 36.67 33.33 | 36.00 -----------+----------------------+---------- 2 | 15 7 | 22 | 68.18 31.82 | 100.00 | 25.00 46.67 | 29.33 -----------+----------------------+---------- 3 | 23 3 | 26

75

| 88.46 11.54 | 100.00 | 38.33 20.00 | 34.67 -----------+----------------------+---------- Total | 60 15 | 75 | 80.00 20.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.1210 Pr = 0.210

. tabulate teaching gender if facstaff == 1, row col chi

| gender teaching | 0 1 | Total-----------+----------------------+---------- 1 | 4 3 | 7 | 57.14 42.86 | 100.00 | 26.67 37.50 | 30.43 -----------+----------------------+---------- 2 | 6 3 | 9 | 66.67 33.33 | 100.00 | 40.00 37.50 | 39.13 -----------+----------------------+---------- 3 | 5 2 | 7 | 71.43 28.57 | 100.00 | 33.33 25.00 | 30.43 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.3286 Pr = 0.848

. tabulate teaching eddichot, row col chi

| eddichot teaching | 0 1 | Total-----------+----------------------+---------- 1 | 17 18 | 35 | 48.57 51.43 | 100.00 | 36.17 33.96 | 35.00 -----------+----------------------+---------- 2 | 13 19 | 32 | 40.62 59.38 | 100.00 | 27.66 35.85 | 32.00 -----------+----------------------+---------- 3 | 17 16 | 33 | 51.52 48.48 | 100.00 | 36.17 30.19 | 33.00 -----------+----------------------+---------- Total | 47 53 | 100 | 47.00 53.00 | 100.00

76

| 100.00 100.00 | 100.00

Pearson chi2(2) = 0.8269 Pr = 0.661

. tabulate teaching eddichot if facstaff == 0, row col chi

| eddichot teaching | 0 1 | Total-----------+----------------------+---------- 1 | 17 10 | 27 | 62.96 37.04 | 100.00 | 37.78 32.26 | 35.53 -----------+----------------------+---------- 2 | 12 11 | 23 | 52.17 47.83 | 100.00 | 26.67 35.48 | 30.26 -----------+----------------------+---------- 3 | 16 10 | 26 | 61.54 38.46 | 100.00 | 35.56 32.26 | 34.21 -----------+----------------------+---------- Total | 45 31 | 76 | 59.21 40.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.6873 Pr = 0.709

.

. table relats, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- relats | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 66 .28 .31 2 | 26 .17 .04 3 | 18 .24 .33----------------------------------------------------------

. tabulate relats agetrip, row col chi

| agetrip relats | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 6 31 23 | 60 | 10.00 51.67 38.33 | 100.00 | 50.00 72.09 51.11 | 60.00 -----------+---------------------------------+---------- 2 | 3 9 11 | 23 | 13.04 39.13 47.83 | 100.00 | 25.00 20.93 24.44 | 23.00 -----------+---------------------------------+----------

77

3 | 3 3 11 | 17 | 17.65 17.65 64.71 | 100.00 | 25.00 6.98 24.44 | 17.00 -----------+---------------------------------+---------- Total | 12 43 45 | 100 | 12.00 43.00 45.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 6.4424 Pr = 0.168

. tabulate relats agetrip if facstaff == 0, row col chi

| agetrip relats | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 5 22 16 | 43 | 11.63 51.16 37.21 | 100.00 | 45.45 66.67 48.48 | 55.84 -----------+---------------------------------+---------- 2 | 3 9 10 | 22 | 13.64 40.91 45.45 | 100.00 | 27.27 27.27 30.30 | 28.57 -----------+---------------------------------+---------- 3 | 3 2 7 | 12 | 25.00 16.67 58.33 | 100.00 | 27.27 6.06 21.21 | 15.58 -----------+---------------------------------+---------- Total | 11 33 33 | 77 | 14.29 42.86 42.86 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.8410 Pr = 0.304

. tabulate relats agetrip if facstaff ==1, row col chi

| agetrip relats | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 1 9 7 | 17 | 5.88 52.94 41.18 | 100.00 | 100.00 90.00 58.33 | 73.91 -----------+---------------------------------+---------- 2 | 0 0 1 | 1 | 0.00 0.00 100.00 | 100.00 | 0.00 0.00 8.33 | 4.35 -----------+---------------------------------+---------- 3 | 0 1 4 | 5 | 0.00 20.00 80.00 | 100.00 | 0.00 10.00 33.33 | 21.74 -----------+---------------------------------+---------- Total | 1 10 12 | 23

78

| 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.3463 Pr = 0.502

. tabulate relats gender, row col chi

| gender relats | 0 1 | Total-----------+----------------------+---------- 1 | 44 17 | 61 | 72.13 27.87 | 100.00 | 57.89 68.00 | 60.40 -----------+----------------------+---------- 2 | 19 4 | 23 | 82.61 17.39 | 100.00 | 25.00 16.00 | 22.77 -----------+----------------------+---------- 3 | 13 4 | 17 | 76.47 23.53 | 100.00 | 17.11 16.00 | 16.83 -----------+----------------------+---------- Total | 76 25 | 101 | 75.25 24.75 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.0009 Pr = 0.606

. tabulate relats gender if facstaff == 0, row col chi


Pearson chi2(2) = 0.3737 Pr = 0.830

79

. tabulate relats gender if facstaff == 1, row col chi


Pearson chi2(2) = 0.6281 Pr = 0.730

. tabulate relats eddichot, row col chi

| eddichot relats | 0 1 | Total-----------+----------------------+---------- 1 | 26 35 | 61 | 42.62 57.38 | 100.00 | 53.06 64.81 | 59.22 -----------+----------------------+---------- 2 | 14 10 | 24 | 58.33 41.67 | 100.00 | 28.57 18.52 | 23.30 -----------+----------------------+---------- 3 | 9 9 | 18 | 50.00 50.00 | 100.00 | 18.37 16.67 | 17.48 -----------+----------------------+---------- Total | 49 54 | 103 | 47.57 52.43 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.7560 Pr = 0.416

. tabulate relats eddichot if facstaff == 0, row col chi

| eddichot relats | 0 1 | Total

80

-----------+----------------------+---------- 1 | 24 19 | 43 | 55.81 44.19 | 100.00 | 51.06 61.29 | 55.13 -----------+----------------------+---------- 2 | 14 9 | 23 | 60.87 39.13 | 100.00 | 29.79 29.03 | 29.49 -----------+----------------------+---------- 3 | 9 3 | 12 | 75.00 25.00 | 100.00 | 19.15 9.68 | 15.38 -----------+----------------------+---------- Total | 47 31 | 78 | 60.26 39.74 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.4472 Pr = 0.485

.

. table global, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- global | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 24 .29 .043 2 | 31 .18 .21 3 | 53 .26 .35----------------------------------------------------------

. tabulate global agetrip, row col chi

| agetrip global | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 6 13 | 22 | 13.64 27.27 59.09 | 100.00 | 25.00 14.29 28.89 | 22.22 -----------+---------------------------------+---------- 2 | 3 8 17 | 28 | 10.71 28.57 60.71 | 100.00 | 25.00 19.05 37.78 | 28.28 -----------+---------------------------------+---------- 3 | 6 28 15 | 49 | 12.24 57.14 30.61 | 100.00 | 50.00 66.67 33.33 | 49.49 -----------+---------------------------------+---------- Total | 12 42 45 | 99 | 12.12 42.42 45.45 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 9.7564 Pr = 0.04581

. tabulate global agetrip if facstaff == 0, row col chi


Pearson chi2(4) = 8.3070 Pr = 0.081

. tabulate global agetrip if facstaff ==1, row col chi


Pearson chi2(4) = 3.3463 Pr = 0.502

. tabulate global gender, row col chi

| gender82

global | 0 1 | Total-----------+----------------------+---------- 1 | 15 6 | 21 | 71.43 28.57 | 100.00 | 20.00 25.00 | 21.21 -----------+----------------------+---------- 2 | 23 5 | 28 | 82.14 17.86 | 100.00 | 30.67 20.83 | 28.28 -----------+----------------------+---------- 3 | 37 13 | 50 | 74.00 26.00 | 100.00 | 49.33 54.17 | 50.51 -----------+----------------------+---------- Total | 75 24 | 99 | 75.76 24.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.9200 Pr = 0.631

. tabulate global gender if facstaff == 0, row col chi

| gender global | 0 1 | Total-----------+----------------------+---------- 1 | 14 6 | 20 | 70.00 30.00 | 100.00 | 23.33 37.50 | 26.32 -----------+----------------------+---------- 2 | 20 3 | 23 | 86.96 13.04 | 100.00 | 33.33 18.75 | 30.26 -----------+----------------------+---------- 3 | 26 7 | 33 | 78.79 21.21 | 100.00 | 43.33 43.75 | 43.42 -----------+----------------------+---------- Total | 60 16 | 76 | 78.95 21.05 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.8515 Pr = 0.396

. tabulate global gender if facstaff == 1, row col chi

| gender global | 0 1 | Total-----------+----------------------+---------- 1 | 1 0 | 1 | 100.00 0.00 | 100.00 | 6.67 0.00 | 4.35

83

-----------+----------------------+---------- 2 | 3 2 | 5 | 60.00 40.00 | 100.00 | 20.00 25.00 | 21.74 -----------+----------------------+---------- 3 | 11 6 | 17 | 64.71 35.29 | 100.00 | 73.33 75.00 | 73.91 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.5953 Pr = 0.743

. tabulate global eddichot, row col chi

| eddichot global | 0 1 | Total-----------+----------------------+---------- 1 | 13 9 | 22 | 59.09 40.91 | 100.00 | 27.08 16.98 | 21.78 -----------+----------------------+---------- 2 | 16 13 | 29 | 55.17 44.83 | 100.00 | 33.33 24.53 | 28.71 -----------+----------------------+---------- 3 | 19 31 | 50 | 38.00 62.00 | 100.00 | 39.58 58.49 | 49.50 -----------+----------------------+---------- Total | 48 53 | 101 | 47.52 52.48 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.6791 Pr = 0.159

. tabulate global eddichot if facstaff == 0, row col chi

| eddichot global | 0 1 | Total-----------+----------------------+---------- 1 | 13 8 | 21 | 61.90 38.10 | 100.00 | 28.26 25.81 | 27.27 -----------+----------------------+---------- 2 | 16 7 | 23 | 69.57 30.43 | 100.00 | 34.78 22.58 | 29.87 -----------+----------------------+----------

84

3 | 17 16 | 33 | 51.52 48.48 | 100.00 | 36.96 51.61 | 42.86 -----------+----------------------+---------- Total | 46 31 | 77 | 59.74 40.26 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.8922 Pr = 0.388

.

. table ethiccitiz, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------ethicciti |z | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 30 .24 .2 2 | 50 .32 .38 3 | 29 .13 .038----------------------------------------------------------

. tabulate ethiccitiz agetrip, row col chi

| agetripethiccitiz | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 7 18 | 28 | 10.71 25.00 64.29 | 100.00 | 25.00 16.67 39.13 | 28.00 -----------+---------------------------------+---------- 2 | 6 26 15 | 47 | 12.77 55.32 31.91 | 100.00 | 50.00 61.90 32.61 | 47.00 -----------+---------------------------------+---------- 3 | 3 9 13 | 25 | 12.00 36.00 52.00 | 100.00 | 25.00 21.43 28.26 | 25.00 -----------+---------------------------------+---------- Total | 12 42 46 | 100 | 12.00 42.00 46.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 8.4457 Pr = 0.077

. tabulate ethiccitiz agetrip if facstaff == 0, row col chi

| agetripethiccitiz | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 6 14 | 23

85

| 13.04 26.09 60.87 | 100.00 | 27.27 18.75 41.18 | 29.87 -----------+---------------------------------+---------- 2 | 5 17 8 | 30 | 16.67 56.67 26.67 | 100.00 | 45.45 53.12 23.53 | 38.96 -----------+---------------------------------+---------- 3 | 3 9 12 | 24 | 12.50 37.50 50.00 | 100.00 | 27.27 28.12 35.29 | 31.17 -----------+---------------------------------+---------- Total | 11 32 34 | 77 | 14.29 41.56 44.16 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 6.9839 Pr = 0.137

. tabulate ethiccitiz agetrip if facstaff ==1, row col chi

| agetripethiccitiz | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 1 4 | 5 | 0.00 20.00 80.00 | 100.00 | 0.00 10.00 33.33 | 21.74 -----------+---------------------------------+---------- 2 | 1 9 7 | 17 | 5.88 52.94 41.18 | 100.00 | 100.00 90.00 58.33 | 73.91 -----------+---------------------------------+---------- 3 | 0 0 1 | 1 | 0.00 0.00 100.00 | 100.00 | 0.00 0.00 8.33 | 4.35 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.3463 Pr = 0.502

. tabulate ethiccitiz gender, row col chi

| genderethiccitiz | 0 1 | Total-----------+----------------------+---------- 1 | 22 7 | 29 | 75.86 24.14 | 100.00 | 29.33 28.00 | 29.00 -----------+----------------------+---------- 2 | 32 15 | 47 | 68.09 31.91 | 100.00

86

| 42.67 60.00 | 47.00 -----------+----------------------+---------- 3 | 21 3 | 24 | 87.50 12.50 | 100.00 | 28.00 12.00 | 24.00 -----------+----------------------+---------- Total | 75 25 | 100 | 75.00 25.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.2101 Pr = 0.201

. tabulate ethiccitiz gender if facstaff == 0, row col chi

| genderethiccitiz | 0 1 | Total-----------+----------------------+---------- 1 | 19 5 | 24 | 79.17 20.83 | 100.00 | 31.67 29.41 | 31.17 -----------+----------------------+---------- 2 | 21 9 | 30 | 70.00 30.00 | 100.00 | 35.00 52.94 | 38.96 -----------+----------------------+---------- 3 | 20 3 | 23 | 86.96 13.04 | 100.00 | 33.33 17.65 | 29.87 -----------+----------------------+---------- Total | 60 17 | 77 | 77.92 22.08 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.2072 Pr = 0.332

. tabulate ethiccitiz gender if facstaff == 1, row col chi

| genderethiccitiz | 0 1 | Total-----------+----------------------+---------- 1 | 3 2 | 5 | 60.00 40.00 | 100.00 | 20.00 25.00 | 21.74 -----------+----------------------+---------- 2 | 11 6 | 17 | 64.71 35.29 | 100.00 | 73.33 75.00 | 73.91 -----------+----------------------+---------- 3 | 1 0 | 1 | 100.00 0.00 | 100.00 | 6.67 0.00 | 4.35 -----------+----------------------+----------

87

Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.5953 Pr = 0.743

. tabulate ethiccitiz eddichot, row col chi

| eddichotethiccitiz | 0 1 | Total-----------+----------------------+---------- 1 | 19 11 | 30 | 63.33 36.67 | 100.00 | 38.78 20.75 | 29.41 -----------+----------------------+---------- 2 | 16 31 | 47 | 34.04 65.96 | 100.00 | 32.65 58.49 | 46.08 -----------+----------------------+---------- 3 | 14 11 | 25 | 56.00 44.00 | 100.00 | 28.57 20.75 | 24.51 -----------+----------------------+---------- Total | 49 53 | 102 | 48.04 51.96 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 7.1347 Pr = 0.028

. tabulate ethiccitiz eddichot if facstaff == 0, row col chi

| eddichotethiccitiz | 0 1 | Total-----------+----------------------+---------- 1 | 19 5 | 24 | 79.17 20.83 | 100.00 | 40.43 16.13 | 30.77 -----------+----------------------+---------- 2 | 14 16 | 30 | 46.67 53.33 | 100.00 | 29.79 51.61 | 38.46 -----------+----------------------+---------- 3 | 14 10 | 24 | 58.33 41.67 | 100.00 | 29.79 32.26 | 30.77 -----------+----------------------+---------- Total | 47 31 | 78 | 60.26 39.74 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 5.9343 Pr = 0.05188

.

. table outcomes, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- outcomes | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 26 .26 .087 2 | 36 .26 .14 3 | 47 .23 .39----------------------------------------------------------

. tabulate outcomes agetrip, row col chi

| agetrip outcomes | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 5 14 | 22 | 13.64 22.73 63.64 | 100.00 | 25.00 11.63 30.43 | 21.78 -----------+---------------------------------+---------- 2 | 3 16 15 | 34 | 8.82 47.06 44.12 | 100.00 | 25.00 37.21 32.61 | 33.66 -----------+---------------------------------+---------- 3 | 6 22 17 | 45 | 13.33 48.89 37.78 | 100.00 | 50.00 51.16 36.96 | 44.55 -----------+---------------------------------+---------- Total | 12 43 46 | 101 | 11.88 42.57 45.54 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 5.2143 Pr = 0.266

. tabulate outcomes agetrip if facstaff == 0, row col chi

| agetrip outcomes | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 4 13 | 20 | 15.00 20.00 65.00 | 100.00 | 27.27 12.12 38.24 | 25.64 -----------+---------------------------------+---------- 2 | 3 15 12 | 30 | 10.00 50.00 40.00 | 100.00 | 27.27 45.45 35.29 | 38.46 -----------+---------------------------------+---------- 3 | 5 14 9 | 28 | 17.86 50.00 32.14 | 100.00 | 45.45 42.42 26.47 | 35.90

89

-----------+---------------------------------+---------- Total | 11 33 34 | 78 | 14.10 42.31 43.59 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 6.8466 Pr = 0.144

. tabulate outcomes agetrip if facstaff ==1, row col chi

| agetrip outcomes | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 1 1 | 2 | 0.00 50.00 50.00 | 100.00 | 0.00 10.00 8.33 | 8.70 -----------+---------------------------------+---------- 2 | 0 1 3 | 4 | 0.00 25.00 75.00 | 100.00 | 0.00 10.00 25.00 | 17.39 -----------+---------------------------------+---------- 3 | 1 8 8 | 17 | 5.88 47.06 47.06 | 100.00 | 100.00 80.00 66.67 | 73.91 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.2233 Pr = 0.874

. tabulate outcomes gender, row col chi

| gender outcomes | 0 1 | Total-----------+----------------------+---------- 1 | 17 6 | 23 | 73.91 26.09 | 100.00 | 22.37 24.00 | 22.77 -----------+----------------------+---------- 2 | 25 9 | 34 | 73.53 26.47 | 100.00 | 32.89 36.00 | 33.66 -----------+----------------------+---------- 3 | 34 10 | 44 | 77.27 22.73 | 100.00 | 44.74 40.00 | 43.56 -----------+----------------------+---------- Total | 76 25 | 101 | 75.25 24.75 | 100.00 | 100.00 100.00 | 100.00

90

Pearson chi2(2) = 0.1728 Pr = 0.917

. tabulate outcomes gender if facstaff == 0, row col chi


Pearson chi2(2) = 1.3792 Pr = 0.502

. tabulate outcomes gender if facstaff == 1, row col chi


Pearson chi2(2) = 1.4770 Pr = 0.478

. tabulate outcomes eddichot, row col chi

91

| eddichot outcomes | 0 1 | Total-----------+----------------------+---------- 1 | 17 6 | 23 | 73.91 26.09 | 100.00 | 34.00 11.32 | 22.33 -----------+----------------------+---------- 2 | 24 10 | 34 | 70.59 29.41 | 100.00 | 48.00 18.87 | 33.01 -----------+----------------------+---------- 3 | 9 37 | 46 | 19.57 80.43 | 100.00 | 18.00 69.81 | 44.66 -----------+----------------------+---------- Total | 50 53 | 103 | 48.54 51.46 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 28.0054 Pr = 0.000

. tabulate outcomes eddichot if facstaff == 0, row col chi

| eddichot outcomes | 0 1 | Total-----------+----------------------+---------- 1 | 17 4 | 21 | 80.95 19.05 | 100.00 | 35.42 12.90 | 26.58 -----------+----------------------+---------- 2 | 23 7 | 30 | 76.67 23.33 | 100.00 | 47.92 22.58 | 37.97 -----------+----------------------+---------- 3 | 8 20 | 28 | 28.57 71.43 | 100.00 | 16.67 64.52 | 35.44 -----------+----------------------+---------- Total | 48 31 | 79 | 60.76 39.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 18.9428 Pr = 0.000

.

. table critthink, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------critthink | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 80 .29 .3 2 | 20 .18 .12

92

3 | 8 0 0----------------------------------------------------------

. tabulate critthink agetrip, row col chi

+-------------------+

| agetrip critthink | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 9 34 33 | 76 | 11.84 44.74 43.42 | 100.00 | 75.00 80.95 73.33 | 76.77 -----------+---------------------------------+---------- 2 | 2 5 9 | 16 | 12.50 31.25 56.25 | 100.00 | 16.67 11.90 20.00 | 16.16 -----------+---------------------------------+---------- 3 | 1 3 3 | 7 | 14.29 42.86 42.86 | 100.00 | 8.33 7.14 6.67 | 7.07 -----------+---------------------------------+---------- Total | 12 42 45 | 99 | 12.12 42.42 45.45 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.0906 Pr = 0.896

. tabulate critthink agetrip if facstaff == 0, row col chi

| agetrip critthink | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 8 25 22 | 55 | 14.55 45.45 40.00 | 100.00 | 72.73 78.12 66.67 | 72.37 -----------+---------------------------------+---------- 2 | 2 4 8 | 14 | 14.29 28.57 57.14 | 100.00 | 18.18 12.50 24.24 | 18.42 -----------+---------------------------------+---------- 3 | 1 3 3 | 7 | 14.29 42.86 42.86 | 100.00 | 9.09 9.38 9.09 | 9.21 -----------+---------------------------------+---------- Total | 11 32 33 | 76 | 14.47 42.11 43.42 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 1.5130 Pr = 0.824

. tabulate critthink agetrip if facstaff ==1, row col chi93

| agetrip critthink | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 1 9 11 | 21 | 4.76 42.86 52.38 | 100.00 | 100.00 90.00 91.67 | 91.30 -----------+---------------------------------+---------- 2 | 0 1 1 | 2 | 0.00 50.00 50.00 | 100.00 | 0.00 10.00 8.33 | 8.70 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(2) = 0.1187 Pr = 0.942

. tabulate critthink gender, row col chi

| gender critthink | 0 1 | Total-----------+----------------------+---------- 1 | 54 22 | 76 | 71.05 28.95 | 100.00 | 72.00 88.00 | 76.00 -----------+----------------------+---------- 2 | 14 3 | 17 | 82.35 17.65 | 100.00 | 18.67 12.00 | 17.00 -----------+----------------------+---------- 3 | 7 0 | 7 | 100.00 0.00 | 100.00 | 9.33 0.00 | 7.00 -----------+----------------------+---------- Total | 75 25 | 100 | 75.00 25.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.4551 Pr = 0.178

. tabulate critthink gender if facstaff == 0, row col chi

| gender critthink | 0 1 | Total-----------+----------------------+---------- 1 | 41 13 | 54 | 75.93 24.07 | 100.00 | 68.33 81.25 | 71.05 -----------+----------------------+----------

94

2 | 12 3 | 15 | 80.00 20.00 | 100.00 | 20.00 18.75 | 19.74 -----------+----------------------+---------- 3 | 7 0 | 7 | 100.00 0.00 | 100.00 | 11.67 0.00 | 9.21 -----------+----------------------+---------- Total | 60 16 | 76 | 78.95 21.05 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.1733 Pr = 0.337

. tabulate critthink gender if facstaff == 1, row col chi

| gender critthink | 0 1 | Total-----------+----------------------+---------- 1 | 13 9 | 22 | 59.09 40.91 | 100.00 | 86.67 100.00 | 91.67 -----------+----------------------+---------- 2 | 2 0 | 2 | 100.00 0.00 | 100.00 | 13.33 0.00 | 8.33 -----------+----------------------+---------- Total | 15 9 | 24 | 62.50 37.50 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(1) = 1.3091 Pr = 0.253

. tabulate critthink eddichot, row col chi

| eddichot critthink | 0 1 | Total-----------+----------------------+---------- 1 | 33 45 | 78 | 42.31 57.69 | 100.00 | 68.75 83.33 | 76.47 -----------+----------------------+---------- 2 | 11 6 | 17 | 64.71 35.29 | 100.00 | 22.92 11.11 | 16.67 -----------+----------------------+---------- 3 | 4 3 | 7 | 57.14 42.86 | 100.00 | 8.33 5.56 | 6.86 -----------+----------------------+---------- Total | 48 54 | 102

95

| 47.06 52.94 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.1174 Pr = 0.210

. tabulate critthink eddichot if facstaff == 0, row col chi

| eddichot critthink | 0 1 | Total-----------+----------------------+---------- 1 | 31 24 | 55 | 56.36 43.64 | 100.00 | 67.39 77.42 | 71.43 -----------+----------------------+---------- 2 | 11 4 | 15 | 73.33 26.67 | 100.00 | 23.91 12.90 | 19.48 -----------+----------------------+---------- 3 | 4 3 | 7 | 57.14 42.86 | 100.00 | 8.70 9.68 | 9.09 -----------+----------------------+---------- Total | 46 31 | 77 | 59.74 40.26 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.4327 Pr = 0.489

.

. table activecollab, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------activecol |lab | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 18 .24 0 2 | 47 .27 .39 3 | 43 .23 .17----------------------------------------------------------

. tabulate activecollab agetrip, row col chi

activecoll | agetrip ab | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 6 11 | 17 | 0.00 35.29 64.71 | 100.00 | 0.00 14.29 23.91 | 17.00 -----------+---------------------------------+---------- 2 | 7 22 16 | 45 | 15.56 48.89 35.56 | 100.00

96

| 58.33 52.38 34.78 | 45.00 -----------+---------------------------------+---------- 3 | 5 14 19 | 38 | 13.16 36.84 50.00 | 100.00 | 41.67 33.33 41.30 | 38.00 -----------+---------------------------------+---------- Total | 12 42 46 | 100 | 12.00 42.00 46.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 5.9802 Pr = 0.201

. tabulate activecollab agetrip if facstaff == 0, row col chi

activecoll | agetrip ab | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 6 11 | 17 | 0.00 35.29 64.71 | 100.00 | 0.00 18.75 32.35 | 22.08 -----------+---------------------------------+---------- 2 | 6 14 8 | 28 | 21.43 50.00 28.57 | 100.00 | 54.55 43.75 23.53 | 36.36 -----------+---------------------------------+---------- 3 | 5 12 15 | 32 | 15.62 37.50 46.88 | 100.00 | 45.45 37.50 44.12 | 41.56 -----------+---------------------------------+---------- Total | 11 32 34 | 77 | 14.29 41.56 44.16 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 7.4558 Pr = 0.114

. tabulate activecollab agetrip if facstaff ==1, row col chi

activecoll | agetrip ab | 1 2 3 | Total-----------+---------------------------------+---------- 2 | 1 8 8 | 17 | 5.88 47.06 47.06 | 100.00 | 100.00 80.00 66.67 | 73.91 -----------+---------------------------------+---------- 3 | 0 2 4 | 6 | 0.00 33.33 66.67 | 100.00 | 0.00 20.00 33.33 | 26.09 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

97

Pearson chi2(2) = 0.8719 Pr = 0.647

. tabulate activecollab gender, row col chi

+-------------------+

activecoll | gender ab | 0 1 | Total-----------+----------------------+---------- 1 | 13 4 | 17 | 76.47 23.53 | 100.00 | 17.33 16.00 | 17.00 -----------+----------------------+---------- 2 | 32 12 | 44 | 72.73 27.27 | 100.00 | 42.67 48.00 | 44.00 -----------+----------------------+---------- 3 | 30 9 | 39 | 76.92 23.08 | 100.00 | 40.00 36.00 | 39.00 -----------+----------------------+---------- Total | 75 25 | 100 | 75.00 25.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.2177 Pr = 0.897

. tabulate activecollab gender if facstaff == 0, row col chi

activecoll | gender ab | 0 1 | Total-----------+----------------------+---------- 1 | 13 4 | 17 | 76.47 23.53 | 100.00 | 21.67 23.53 | 22.08 -----------+----------------------+---------- 2 | 21 6 | 27 | 77.78 22.22 | 100.00 | 35.00 35.29 | 35.06 -----------+----------------------+---------- 3 | 26 7 | 33 | 78.79 21.21 | 100.00 | 43.33 41.18 | 42.86 -----------+----------------------+---------- Total | 60 17 | 77 | 77.92 22.08 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.0355 Pr = 0.982

. tabulate activecollab gender if facstaff == 1, row col chi98

activecoll | gender ab | 0 1 | Total-----------+----------------------+---------- 2 | 11 6 | 17 | 64.71 35.29 | 100.00 | 73.33 75.00 | 73.91 -----------+----------------------+---------- 3 | 4 2 | 6 | 66.67 33.33 | 100.00 | 26.67 25.00 | 26.09 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(1) = 0.0075 Pr = 0.931

. tabulate activecollab eddichot, row col chi

activecoll | eddichot ab | 0 1 | Total-----------+----------------------+---------- 1 | 11 6 | 17 | 64.71 35.29 | 100.00 | 22.45 11.32 | 16.67 -----------+----------------------+---------- 2 | 10 36 | 46 | 21.74 78.26 | 100.00 | 20.41 67.92 | 45.10 -----------+----------------------+---------- 3 | 28 11 | 39 | 71.79 28.21 | 100.00 | 57.14 20.75 | 38.24 -----------+----------------------+---------- Total | 49 53 | 102 | 48.04 51.96 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 23.4557 Pr = 0.000

. tabulate activecollab eddichot if facstaff == 0, row col chi

activecoll | eddichot ab | 0 1 | Total-----------+----------------------+---------- 1 | 11 6 | 17 | 64.71 35.29 | 100.00 | 23.40 19.35 | 21.79 -----------+----------------------+----------

99

2 | 9 19 | 28 | 32.14 67.86 | 100.00 | 19.15 61.29 | 35.90 -----------+----------------------+---------- 3 | 27 6 | 33 | 81.82 18.18 | 100.00 | 57.45 19.35 | 42.31 -----------+----------------------+---------- Total | 47 31 | 78 | 60.26 39.74 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 15.7879 Pr = 0.000

.

. table confidence, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------confidenc |e | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 34 .27 .21 2 | 45 .18 .21 3 | 29 .32 .36----------------------------------------------------------

. tabulate confidence agetrip, row col chi

| agetripconfidence | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 6 13 14 | 33 | 18.18 39.39 42.42 | 100.00 | 50.00 30.95 31.82 | 33.67 -----------+---------------------------------+---------- 2 | 3 19 15 | 37 | 8.11 51.35 40.54 | 100.00 | 25.00 45.24 34.09 | 37.76 -----------+---------------------------------+---------- 3 | 3 10 15 | 28 | 10.71 35.71 53.57 | 100.00 | 25.00 23.81 34.09 | 28.57 -----------+---------------------------------+---------- Total | 12 42 44 | 98 | 12.24 42.86 44.90 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.2398 Pr = 0.519

. tabulate confidence agetrip if facstaff == 0, row col chi

100


Pearson chi2(4) = 1.7288 Pr = 0.785

. tabulate confidence agetrip if facstaff ==1, row col chi


Pearson chi2(4) = 7.2359 Pr = 0.124

. tabulate confidence gender, row col chi

| genderconfidence | 0 1 | Total-----------+----------------------+---------- 1 | 24 9 | 33 | 72.73 27.27 | 100.00

101

| 32.43 36.00 | 33.33 -----------+----------------------+---------- 2 | 31 7 | 38 | 81.58 18.42 | 100.00 | 41.89 28.00 | 38.38 -----------+----------------------+---------- 3 | 19 9 | 28 | 67.86 32.14 | 100.00 | 25.68 36.00 | 28.28 -----------+----------------------+---------- Total | 74 25 | 99 | 74.75 25.25 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.7151 Pr = 0.424

. tabulate confidence gender if facstaff == 0, row col chi

| genderconfidence | 0 1 | Total-----------+----------------------+---------- 1 | 18 8 | 26 | 69.23 30.77 | 100.00 | 30.51 50.00 | 34.67 -----------+----------------------+---------- 2 | 27 4 | 31 | 87.10 12.90 | 100.00 | 45.76 25.00 | 41.33 -----------+----------------------+---------- 3 | 14 4 | 18 | 77.78 22.22 | 100.00 | 23.73 25.00 | 24.00 -----------+----------------------+---------- Total | 59 16 | 75 | 78.67 21.33 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.7006 Pr = 0.259

. tabulate confidence gender if facstaff == 1, row col chi

| genderconfidence | 0 1 | Total-----------+----------------------+---------- 1 | 6 1 | 7 | 85.71 14.29 | 100.00 | 40.00 11.11 | 29.17 -----------+----------------------+---------- 2 | 4 3 | 7 | 57.14 42.86 | 100.00 | 26.67 33.33 | 29.17

102

-----------+----------------------+---------- 3 | 5 5 | 10 | 50.00 50.00 | 100.00 | 33.33 55.56 | 41.67 -----------+----------------------+---------- Total | 15 9 | 24 | 62.50 37.50 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.3619 Pr = 0.307

. tabulate confidence eddichot, row col chi

| eddichotconfidence | 0 1 | Total-----------+----------------------+---------- 1 | 16 17 | 33 | 48.48 51.52 | 100.00 | 34.04 31.48 | 32.67 -----------+----------------------+---------- 2 | 22 18 | 40 | 55.00 45.00 | 100.00 | 46.81 33.33 | 39.60 -----------+----------------------+---------- 3 | 9 19 | 28 | 32.14 67.86 | 100.00 | 19.15 35.19 | 27.72 -----------+----------------------+---------- Total | 47 54 | 101 | 46.53 53.47 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.5336 Pr = 0.171

. tabulate confidence eddichot if facstaff == 0, row col chi

| eddichotconfidence | 0 1 | Total-----------+----------------------+---------- 1 | 15 11 | 26 | 57.69 42.31 | 100.00 | 33.33 35.48 | 34.21 -----------+----------------------+---------- 2 | 21 11 | 32 | 65.62 34.38 | 100.00 | 46.67 35.48 | 42.11 -----------+----------------------+---------- 3 | 9 9 | 18 | 50.00 50.00 | 100.00 | 20.00 29.03 | 23.68 -----------+----------------------+----------

103

Total | 45 31 | 76 | 59.21 40.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.2022 Pr = 0.548

.

. table wholeperson, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------wholepers |on | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 60 .24 .29 2 | 20 .22 .056 3 | 29 .3 .3----------------------------------------------------------

. tabulate wholeperson agetrip, row col chi

wholeperso | agetrip n | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 23 29 | 55 | 5.45 41.82 52.73 | 100.00 | 25.00 54.76 64.44 | 55.56 -----------+---------------------------------+---------- 2 | 2 8 8 | 18 | 11.11 44.44 44.44 | 100.00 | 16.67 19.05 17.78 | 18.18 -----------+---------------------------------+---------- 3 | 7 11 8 | 26 | 26.92 42.31 30.77 | 100.00 | 58.33 26.19 17.78 | 26.26 -----------+---------------------------------+---------- Total | 12 42 45 | 99 | 12.12 42.42 45.45 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 8.6312 Pr = 0.071

. tabulate wholeperson agetrip if facstaff == 0, row col chi

wholeperso | agetrip n | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 17 20 | 40 | 7.50 42.50 50.00 | 100.00 | 27.27 53.12 60.61 | 52.63 -----------+---------------------------------+---------- 2 | 2 7 8 | 17

104

| 11.76 41.18 47.06 | 100.00 | 18.18 21.88 24.24 | 22.37 -----------+---------------------------------+---------- 3 | 6 8 5 | 19 | 31.58 42.11 26.32 | 100.00 | 54.55 25.00 15.15 | 25.00 -----------+---------------------------------+---------- Total | 11 32 33 | 76 | 14.47 42.11 43.42 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 7.0069 Pr = 0.136

. tabulate wholeperson agetrip if facstaff ==1, row col chi

wholeperso | agetrip n | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 6 9 | 15 | 0.00 40.00 60.00 | 100.00 | 0.00 60.00 75.00 | 65.22 -----------+---------------------------------+---------- 2 | 0 1 0 | 1 | 0.00 100.00 0.00 | 100.00 | 0.00 10.00 0.00 | 4.35 -----------+---------------------------------+---------- 3 | 1 3 3 | 7 | 14.29 42.86 42.86 | 100.00 | 100.00 30.00 25.00 | 30.43 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.8771 Pr = 0.423

. tabulate wholeperson gender, row col chi

wholeperso | gender n | 0 1 | Total-----------+----------------------+---------- 1 | 42 13 | 55 | 76.36 23.64 | 100.00 | 56.00 52.00 | 55.00 -----------+----------------------+---------- 2 | 14 4 | 18 | 77.78 22.22 | 100.00 | 18.67 16.00 | 18.00 -----------+----------------------+---------- 3 | 19 8 | 27 | 70.37 29.63 | 100.00

105

| 25.33 32.00 | 27.00 -----------+----------------------+---------- Total | 75 25 | 100 | 75.00 25.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.4373 Pr = 0.804

. tabulate wholeperson gender if facstaff == 0, row col chi

wholeperso | gender n | 0 1 | Total-----------+----------------------+---------- 1 | 33 7 | 40 | 82.50 17.50 | 100.00 | 55.00 43.75 | 52.63 -----------+----------------------+---------- 2 | 13 4 | 17 | 76.47 23.53 | 100.00 | 21.67 25.00 | 22.37 -----------+----------------------+---------- 3 | 14 5 | 19 | 73.68 26.32 | 100.00 | 23.33 31.25 | 25.00 -----------+----------------------+---------- Total | 60 16 | 76 | 78.95 21.05 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.6832 Pr = 0.711

. tabulate wholeperson gender if facstaff == 1, row col chi

wholeperso | gender n | 0 1 | Total-----------+----------------------+---------- 1 | 9 6 | 15 | 60.00 40.00 | 100.00 | 60.00 66.67 | 62.50 -----------+----------------------+---------- 2 | 1 0 | 1 | 100.00 0.00 | 100.00 | 6.67 0.00 | 4.17 -----------+----------------------+---------- 3 | 5 3 | 8 | 62.50 37.50 | 100.00 | 33.33 33.33 | 33.33 -----------+----------------------+---------- Total | 15 9 | 24 | 62.50 37.50 | 100.00 | 100.00 100.00 | 100.00

106

Pearson chi2(2) = 0.6400 Pr = 0.726

. tabulate wholeperson eddichot, row col chi

wholeperso | eddichot n | 0 1 | Total-----------+----------------------+---------- 1 | 28 29 | 57 | 49.12 50.88 | 100.00 | 58.33 53.70 | 55.88 -----------+----------------------+---------- 2 | 9 9 | 18 | 50.00 50.00 | 100.00 | 18.75 16.67 | 17.65 -----------+----------------------+---------- 3 | 11 16 | 27 | 40.74 59.26 | 100.00 | 22.92 29.63 | 26.47 -----------+----------------------+---------- Total | 48 54 | 102 | 47.06 52.94 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.5926 Pr = 0.744

. tabulate wholeperson eddichot if facstaff == 0, row col chi

wholeperso | eddichot n | 0 1 | Total-----------+----------------------+---------- 1 | 27 14 | 41 | 65.85 34.15 | 100.00 | 58.70 45.16 | 53.25 -----------+----------------------+---------- 2 | 9 8 | 17 | 52.94 47.06 | 100.00 | 19.57 25.81 | 22.08 -----------+----------------------+---------- 3 | 10 9 | 19 | 52.63 47.37 | 100.00 | 21.74 29.03 | 24.68 -----------+----------------------+---------- Total | 46 31 | 77 | 59.74 40.26 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.3631 Pr = 0.506

.

. table community, contents(freq mean gender mean facstaff ) format(%9.1g)107

----------------------------------------------------------community | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 29 .38 .077 2 | 42 .31 .38 3 | 41 .11 .21----------------------------------------------------------

. tabulate community agetrip, row col chi

| agetrip community | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 8 14 | 25 | 12.00 32.00 56.00 | 100.00 | 25.00 18.60 29.79 | 24.51 -----------+---------------------------------+---------- 2 | 7 17 18 | 42 | 16.67 40.48 42.86 | 100.00 | 58.33 39.53 38.30 | 41.18 -----------+---------------------------------+---------- 3 | 2 18 15 | 35 | 5.71 51.43 42.86 | 100.00 | 16.67 41.86 31.91 | 34.31 -----------+---------------------------------+---------- Total | 12 43 47 | 102 | 11.76 42.16 46.08 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.0092 Pr = 0.405

. tabulate community agetrip if facstaff == 0, row col chi

| agetrip community | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 3 8 13 | 24 | 12.50 33.33 54.17 | 100.00 | 27.27 24.24 37.14 | 30.38 -----------+---------------------------------+---------- 2 | 6 12 8 | 26 | 23.08 46.15 30.77 | 100.00 | 54.55 36.36 22.86 | 32.91 -----------+---------------------------------+---------- 3 | 2 13 14 | 29 | 6.90 44.83 48.28 | 100.00 | 18.18 39.39 40.00 | 36.71 -----------+---------------------------------+---------- Total | 11 33 35 | 79 | 13.92 41.77 44.30 | 100.00

108

| 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 4.9266 Pr = 0.295

. tabulate community agetrip if facstaff ==1, row col chi

| agetrip community | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 0 1 | 1 | 0.00 0.00 100.00 | 100.00 | 0.00 0.00 8.33 | 4.35 -----------+---------------------------------+---------- 2 | 1 5 10 | 16 | 6.25 31.25 62.50 | 100.00 | 100.00 50.00 83.33 | 69.57 -----------+---------------------------------+---------- 3 | 0 5 1 | 6 | 0.00 83.33 16.67 | 100.00 | 0.00 50.00 8.33 | 26.09 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 5.8299 Pr = 0.212

. tabulate community gender, row col chi

| gender community | 0 1 | Total-----------+----------------------+---------- 1 | 16 10 | 26 | 61.54 38.46 | 100.00 | 21.05 37.04 | 25.24 -----------+----------------------+---------- 2 | 29 13 | 42 | 69.05 30.95 | 100.00 | 38.16 48.15 | 40.78 -----------+----------------------+---------- 3 | 31 4 | 35 | 88.57 11.43 | 100.00 | 40.79 14.81 | 33.98 -----------+----------------------+---------- Total | 76 27 | 103 | 73.79 26.21 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 6.4597 Pr = 0.040

. tabulate community gender if facstaff == 0, row col chi109


Pearson chi2(2) = 4.3219 Pr = 0.115

. tabulate community gender if facstaff == 1, row col chi


Pearson chi2(2) = 4.4444 Pr = 0.108

. tabulate community eddichot, row col chi

| eddichot community | 0 1 | Total-----------+----------------------+----------

110

1 | 16 10 | 26 | 61.54 38.46 | 100.00 | 31.37 18.52 | 24.76 -----------+----------------------+---------- 2 | 15 27 | 42 | 35.71 64.29 | 100.00 | 29.41 50.00 | 40.00 -----------+----------------------+---------- 3 | 20 17 | 37 | 54.05 45.95 | 100.00 | 39.22 31.48 | 35.24 -----------+----------------------+---------- Total | 51 54 | 105 | 48.57 51.43 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 4.9748 Pr = 0.083

. tabulate community eddichot if facstaff == 0, row col chi

| eddichot community | 0 1 | Total-----------+----------------------+---------- 1 | 16 8 | 24 | 66.67 33.33 | 100.00 | 32.65 25.81 | 30.00 -----------+----------------------+---------- 2 | 14 12 | 26 | 53.85 46.15 | 100.00 | 28.57 38.71 | 32.50 -----------+----------------------+---------- 3 | 19 11 | 30 | 63.33 36.67 | 100.00 | 38.78 35.48 | 37.50 -----------+----------------------+---------- Total | 49 31 | 80 | 61.25 38.75 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.9520 Pr = 0.621

.

. table engagement, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------engagemen |t | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 41 .29 .28 2 | 44 .24 .2 3 | 23 .15 .27----------------------------------------------------------

111

. tabulate engagement agetrip, row col chi

| agetripengagement | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 4 18 17 | 39 | 10.26 46.15 43.59 | 100.00 | 33.33 43.90 36.96 | 39.39 -----------+---------------------------------+---------- 2 | 4 14 22 | 40 | 10.00 35.00 55.00 | 100.00 | 33.33 34.15 47.83 | 40.40 -----------+---------------------------------+---------- 3 | 4 9 7 | 20 | 20.00 45.00 35.00 | 100.00 | 33.33 21.95 15.22 | 20.20 -----------+---------------------------------+---------- Total | 12 41 46 | 99 | 12.12 41.41 46.46 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.2179 Pr = 0.522

. tabulate engagement agetrip if facstaff == 0, row col chi

| agetripengagement | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 4 13 12 | 29 | 13.79 44.83 41.38 | 100.00 | 36.36 41.94 35.29 | 38.16 -----------+---------------------------------+---------- 2 | 3 12 17 | 32 | 9.38 37.50 53.12 | 100.00 | 27.27 38.71 50.00 | 42.11 -----------+---------------------------------+---------- 3 | 4 6 5 | 15 | 26.67 40.00 33.33 | 100.00 | 36.36 19.35 14.71 | 19.74 -----------+---------------------------------+---------- Total | 11 31 34 | 76 | 14.47 40.79 44.74 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.3403 Pr = 0.503

. tabulate engagement agetrip if facstaff ==1, row col chi

| agetrip112

engagement | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 5 5 | 10 | 0.00 50.00 50.00 | 100.00 | 0.00 50.00 41.67 | 43.48 -----------+---------------------------------+---------- 2 | 1 2 5 | 8 | 12.50 25.00 62.50 | 100.00 | 100.00 20.00 41.67 | 34.78 -----------+---------------------------------+---------- 3 | 0 3 2 | 5 | 0.00 60.00 40.00 | 100.00 | 0.00 30.00 16.67 | 21.74 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.2296 Pr = 0.520

. tabulate engagement gender, row col chi

| genderengagement | 0 1 | Total-----------+----------------------+---------- 1 | 27 11 | 38 | 71.05 28.95 | 100.00 | 36.00 45.83 | 38.38 -----------+----------------------+---------- 2 | 31 10 | 41 | 75.61 24.39 | 100.00 | 41.33 41.67 | 41.41 -----------+----------------------+---------- 3 | 17 3 | 20 | 85.00 15.00 | 100.00 | 22.67 12.50 | 20.20 -----------+----------------------+---------- Total | 75 24 | 99 | 75.76 24.24 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.3888 Pr = 0.499

. tabulate engagement gender if facstaff == 0, row col chi

| genderengagement | 0 1 | Total-----------+----------------------+---------- 1 | 20 8 | 28 | 71.43 28.57 | 100.00

113

| 33.33 50.00 | 36.84 -----------+----------------------+---------- 2 | 27 6 | 33 | 81.82 18.18 | 100.00 | 45.00 37.50 | 43.42 -----------+----------------------+---------- 3 | 13 2 | 15 | 86.67 13.33 | 100.00 | 21.67 12.50 | 19.74 -----------+----------------------+---------- Total | 60 16 | 76 | 78.95 21.05 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.6538 Pr = 0.437

. tabulate engagement gender if facstaff == 1, row col chi

| genderengagement | 0 1 | Total-----------+----------------------+---------- 1 | 7 3 | 10 | 70.00 30.00 | 100.00 | 46.67 37.50 | 43.48 -----------+----------------------+---------- 2 | 4 4 | 8 | 50.00 50.00 | 100.00 | 26.67 50.00 | 34.78 -----------+----------------------+---------- 3 | 4 1 | 5 | 80.00 20.00 | 100.00 | 26.67 12.50 | 21.74 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.3992 Pr = 0.497

. tabulate engagement eddichot, row col chi

| eddichotengagement | 0 1 | Total-----------+----------------------+---------- 1 | 16 23 | 39 | 41.03 58.97 | 100.00 | 33.33 43.40 | 38.61 -----------+----------------------+---------- 2 | 22 19 | 41 | 53.66 46.34 | 100.00 | 45.83 35.85 | 40.59

114

-----------+----------------------+---------- 3 | 10 11 | 21 | 47.62 52.38 | 100.00 | 20.83 20.75 | 20.79 -----------+----------------------+---------- Total | 48 53 | 101 | 47.52 52.48 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.2792 Pr = 0.528

. tabulate engagement eddichot if facstaff == 0, row col chi

| eddichotengagement | 0 1 | Total-----------+----------------------+---------- 1 | 15 14 | 29 | 51.72 48.28 | 100.00 | 32.61 45.16 | 37.66 -----------+----------------------+---------- 2 | 21 12 | 33 | 63.64 36.36 | 100.00 | 45.65 38.71 | 42.86 -----------+----------------------+---------- 3 | 10 5 | 15 | 66.67 33.33 | 100.00 | 21.74 16.13 | 19.48 -----------+----------------------+---------- Total | 46 31 | 77 | 59.74 40.26 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.2823 Pr = 0.527

.

. table commit, contents(freq mean gender mean facstaff ) format(%9.1g)

---------------------------------------------------------- commit | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 48 .25 .16 2 | 32 .25 .35 3 | 28 .19 .26----------------------------------------------------------

. tabulate commit agetrip, row col chi

| agetrip commit | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 7 18 18 | 43

115

| 16.28 41.86 41.86 | 100.00 | 58.33 42.86 40.00 | 43.43 -----------+---------------------------------+---------- 2 | 3 15 11 | 29 | 10.34 51.72 37.93 | 100.00 | 25.00 35.71 24.44 | 29.29 -----------+---------------------------------+---------- 3 | 2 9 16 | 27 | 7.41 33.33 59.26 | 100.00 | 16.67 21.43 35.56 | 27.27 -----------+---------------------------------+---------- Total | 12 42 45 | 99 | 12.12 42.42 45.45 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.9194 Pr = 0.417

. tabulate commit agetrip if facstaff == 0, row col chi

| agetrip commit | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 7 14 16 | 37 | 18.92 37.84 43.24 | 100.00 | 63.64 43.75 48.48 | 48.68 -----------+---------------------------------+---------- 2 | 3 10 6 | 19 | 15.79 52.63 31.58 | 100.00 | 27.27 31.25 18.18 | 25.00 -----------+---------------------------------+---------- 3 | 1 8 11 | 20 | 5.00 40.00 55.00 | 100.00 | 9.09 25.00 33.33 | 26.32 -----------+---------------------------------+---------- Total | 11 32 33 | 76 | 14.47 42.11 43.42 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 3.6806 Pr = 0.451

. tabulate commit agetrip if facstaff ==1, row col chi

| agetrip commit | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 4 2 | 6 | 0.00 66.67 33.33 | 100.00 | 0.00 40.00 16.67 | 26.09 -----------+---------------------------------+---------- 2 | 0 5 5 | 10 | 0.00 50.00 50.00 | 100.00

116

| 0.00 50.00 41.67 | 43.48 -----------+---------------------------------+---------- 3 | 1 1 5 | 7 | 14.29 14.29 71.43 | 100.00 | 100.00 10.00 41.67 | 30.43 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 5.4123 Pr = 0.248

. tabulate commit gender, row col chi

| gender commit | 0 1 | Total-----------+----------------------+---------- 1 | 33 11 | 44 | 75.00 25.00 | 100.00 | 43.42 47.83 | 44.44 -----------+----------------------+---------- 2 | 21 7 | 28 | 75.00 25.00 | 100.00 | 27.63 30.43 | 28.28 -----------+----------------------+---------- 3 | 22 5 | 27 | 81.48 18.52 | 100.00 | 28.95 21.74 | 27.27 -----------+----------------------+---------- Total | 76 23 | 99 | 76.77 23.23 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.4625 Pr = 0.794

. tabulate commit gender if facstaff == 0, row col chi

| gender commit | 0 1 | Total-----------+----------------------+---------- 1 | 29 9 | 38 | 76.32 23.68 | 100.00 | 47.54 60.00 | 50.00 -----------+----------------------+---------- 2 | 14 4 | 18 | 77.78 22.22 | 100.00 | 22.95 26.67 | 23.68 -----------+----------------------+---------- 3 | 18 2 | 20 | 90.00 10.00 | 100.00 | 29.51 13.33 | 26.32

117

-----------+----------------------+---------- Total | 61 15 | 76 | 80.26 19.74 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.6409 Pr = 0.440

. tabulate commit gender if facstaff == 1, row col chi

| gender commit | 0 1 | Total-----------+----------------------+---------- 1 | 4 2 | 6 | 66.67 33.33 | 100.00 | 26.67 25.00 | 26.09 -----------+----------------------+---------- 2 | 7 3 | 10 | 70.00 30.00 | 100.00 | 46.67 37.50 | 43.48 -----------+----------------------+---------- 3 | 4 3 | 7 | 57.14 42.86 | 100.00 | 26.67 37.50 | 30.43 -----------+----------------------+---------- Total | 15 8 | 23 | 65.22 34.78 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 0.3076 Pr = 0.857

. tabulate commit eddichot, row col chi

| eddichot commit | 0 1 | Total-----------+----------------------+---------- 1 | 25 20 | 45 | 55.56 44.44 | 100.00 | 52.08 37.74 | 44.55 -----------+----------------------+---------- 2 | 11 18 | 29 | 37.93 62.07 | 100.00 | 22.92 33.96 | 28.71 -----------+----------------------+---------- 3 | 12 15 | 27 | 44.44 55.56 | 100.00 | 25.00 28.30 | 26.73 -----------+----------------------+---------- Total | 48 53 | 101 | 47.52 52.48 | 100.00 | 100.00 100.00 | 100.00

118

Pearson chi2(2) = 2.3367 Pr = 0.311

. tabulate commit eddichot if facstaff == 0, row col chi

| eddichot commit | 0 1 | Total-----------+----------------------+---------- 1 | 25 13 | 38 | 65.79 34.21 | 100.00 | 54.35 41.94 | 49.35 -----------+----------------------+---------- 2 | 10 9 | 19 | 52.63 47.37 | 100.00 | 21.74 29.03 | 24.68 -----------+----------------------+---------- 3 | 11 9 | 20 | 55.00 45.00 | 100.00 | 23.91 29.03 | 25.97 -----------+----------------------+---------- Total | 46 31 | 77 | 59.74 40.26 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.1642 Pr = 0.559

.

. table realworld, contents(freq mean gender mean facstaff ) format(%9.1g)

----------------------------------------------------------realworld | Freq. mean(gender) mean(facstaff)----------+----------------------------------------------- 1 | 34 .28 .21 2 | 26 .17 .24 3 | 47 .26 .27----------------------------------------------------------

. tabulate realworld agetrip, row col chi

| agetrip realworld | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 1 8 23 | 32 | 3.12 25.00 71.88 | 100.00 | 8.33 19.51 51.11 | 32.65 -----------+---------------------------------+---------- 2 | 5 12 7 | 24 | 20.83 50.00 29.17 | 100.00 | 41.67 29.27 15.56 | 24.49 -----------+---------------------------------+---------- 3 | 6 21 15 | 42 | 14.29 50.00 35.71 | 100.00

119

| 50.00 51.22 33.33 | 42.86 -----------+---------------------------------+---------- Total | 12 41 45 | 98 | 12.24 41.84 45.92 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 14.0960 Pr = 0.007

. tabulate realworld agetrip if facstaff == 0, row col chi

| agetrip realworld | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 0 7 18 | 25 | 0.00 28.00 72.00 | 100.00 | 0.00 22.58 54.55 | 33.33 -----------+---------------------------------+---------- 2 | 5 9 5 | 19 | 26.32 47.37 26.32 | 100.00 | 45.45 29.03 15.15 | 25.33 -----------+---------------------------------+---------- 3 | 6 15 10 | 31 | 19.35 48.39 32.26 | 100.00 | 54.55 48.39 30.30 | 41.33 -----------+---------------------------------+---------- Total | 11 31 33 | 75 | 14.67 41.33 44.00 | 100.00 | 100.00 100.00 100.00 | 100.00

Pearson chi2(4) = 14.2814 Pr = 0.006

. tabulate realworld agetrip if facstaff ==1, row col chi

| agetrip realworld | 1 2 3 | Total-----------+---------------------------------+---------- 1 | 1 1 5 | 7 | 14.29 14.29 71.43 | 100.00 | 100.00 10.00 41.67 | 30.43 -----------+---------------------------------+---------- 2 | 0 3 2 | 5 | 0.00 60.00 40.00 | 100.00 | 0.00 30.00 16.67 | 21.74 -----------+---------------------------------+---------- 3 | 0 6 5 | 11 | 0.00 54.55 45.45 | 100.00 | 0.00 60.00 41.67 | 47.83 -----------+---------------------------------+---------- Total | 1 10 12 | 23 | 4.35 43.48 52.17 | 100.00 | 100.00 100.00 100.00 | 100.00

120

Pearson chi2(4) = 5.0162 Pr = 0.286

. tabulate realworld gender, row col chi

| gender realworld | 0 1 | Total-----------+----------------------+---------- 1 | 23 9 | 32 | 71.88 28.12 | 100.00 | 31.08 37.50 | 32.65 -----------+----------------------+---------- 2 | 20 4 | 24 | 83.33 16.67 | 100.00 | 27.03 16.67 | 24.49 -----------+----------------------+---------- 3 | 31 11 | 42 | 73.81 26.19 | 100.00 | 41.89 45.83 | 42.86 -----------+----------------------+---------- Total | 74 24 | 98 | 75.51 24.49 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 1.0887 Pr = 0.580

. tabulate realworld gender if facstaff == 0, row col chi


Pearson chi2(2) = 0.4826 Pr = 0.786

. tabulate realworld gender if facstaff == 1, row col chi

121


Pearson chi2(2) = 0.6950 Pr = 0.706

. tabulate realworld eddichot, row col chi

| eddichot realworld | 0 1 | Total-----------+----------------------+---------- 1 | 19 13 | 32 | 59.38 40.62 | 100.00 | 40.43 24.53 | 32.00 -----------+----------------------+---------- 2 | 9 16 | 25 | 36.00 64.00 | 100.00 | 19.15 30.19 | 25.00 -----------+----------------------+---------- 3 | 19 24 | 43 | 44.19 55.81 | 100.00 | 40.43 45.28 | 43.00 -----------+----------------------+---------- Total | 47 53 | 100 | 47.00 53.00 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 3.3183 Pr = 0.190

. tabulate realworld eddichot if facstaff == 0, row col chi

| eddichot realworld | 0 1 | Total-----------+----------------------+---------- 1 | 18 7 | 25

122

| 72.00 28.00 | 100.00 | 40.00 22.58 | 32.89 -----------+----------------------+---------- 2 | 9 10 | 19 | 47.37 52.63 | 100.00 | 20.00 32.26 | 25.00 -----------+----------------------+---------- 3 | 18 14 | 32 | 56.25 43.75 | 100.00 | 40.00 45.16 | 42.11 -----------+----------------------+---------- Total | 45 31 | 76 | 59.21 40.79 | 100.00 | 100.00 100.00 | 100.00

Pearson chi2(2) = 2.9125 Pr = 0.233

.

.

. tab mostimport1 if gender == 0

mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 6 8.33 8.33 12 | 8 11.11 19.44 21 | 6 8.33 27.78 22 | 2 2.78 30.56 23 | 4 5.56 36.11 31 | 2 2.78 38.89 32 | 1 1.39 40.28 33 | 1 1.39 41.67 41 | 1 1.39 43.06 42 | 2 2.78 45.83 43 | 1 1.39 47.22 51 | 2 2.78 50.00 52 | 17 23.61 73.61 53 | 3 4.17 77.78 62 | 9 12.50 90.28 63 | 1 1.39 91.67 71 | 1 1.39 93.06 73 | 4 5.56 98.61 99 | 1 1.39 100.00------------+----------------------------------- Total | 72 100.00


mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 3 13.04 13.04 13 | 1 4.35 17.39 21 | 2 8.70 26.09

123

22 | 1 4.35 30.43 23 | 1 4.35 34.78 31 | 2 8.70 43.48 32 | 1 4.35 47.83 41 | 1 4.35 52.17 51 | 2 8.70 60.87 52 | 6 26.09 86.96 62 | 1 4.35 91.30 71 | 1 4.35 95.65 72 | 1 4.35 100.00------------+----------------------------------- Total | 23 100.00

. tab mostimport1 if agetrip == 1

mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 1 8.33 8.33 12 | 1 8.33 16.67 21 | 1 8.33 25.00 31 | 1 8.33 33.33 32 | 1 8.33 41.67 51 | 1 8.33 50.00 52 | 4 33.33 83.33 62 | 2 16.67 100.00------------+----------------------------------- Total | 12 100.00


mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 1 2.44 2.44 12 | 6 14.63 17.07 21 | 4 9.76 26.83 22 | 2 4.88 31.71 31 | 2 4.88 36.59 32 | 1 2.44 39.02 33 | 1 2.44 41.46 41 | 1 2.44 43.90 42 | 1 2.44 46.34 51 | 1 2.44 48.78 52 | 12 29.27 78.05 53 | 2 4.88 82.93 62 | 2 4.88 87.80 71 | 2 4.88 92.68 73 | 2 4.88 97.56 99 | 1 2.44 100.00------------+----------------------------------- Total | 41 100.00


124

mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 8 19.51 19.51 12 | 1 2.44 21.95 13 | 1 2.44 24.39 21 | 3 7.32 31.71 22 | 1 2.44 34.15 23 | 4 9.76 43.90 31 | 1 2.44 46.34 41 | 1 2.44 48.78 42 | 1 2.44 51.22 43 | 1 2.44 53.66 51 | 2 4.88 58.54 52 | 6 14.63 73.17 53 | 1 2.44 75.61 62 | 6 14.63 90.24 63 | 1 2.44 92.68 72 | 1 2.44 95.12 73 | 2 4.88 100.00------------+----------------------------------- Total | 41 100.00

. tab mostimport1 if yrd == 0

mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 4 10.26 10.26 12 | 2 5.13 15.38 21 | 3 7.69 23.08 22 | 1 2.56 25.64 23 | 1 2.56 28.21 31 | 1 2.56 30.77 32 | 1 2.56 33.33 42 | 2 5.13 38.46 43 | 1 2.56 41.03 51 | 3 7.69 48.72 52 | 9 23.08 71.79 53 | 2 5.13 76.92 62 | 6 15.38 92.31 73 | 3 7.69 100.00------------+----------------------------------- Total | 39 100.00

. tab mostimport1 if yrd == 1

mostimport1 | Freq. Percent Cum.------------+----------------------------------- 11 | 7 12.50 12.50 12 | 6 10.71 23.21 13 | 1 1.79 25.00 21 | 5 8.93 33.93

125

22 | 2 3.57 37.50 23 | 4 7.14 44.64 31 | 3 5.36 50.00 32 | 1 1.79 51.79 33 | 1 1.79 53.57 41 | 2 3.57 57.14 51 | 1 1.79 58.93 52 | 12 21.43 80.36 53 | 1 1.79 82.14 62 | 4 7.14 89.29 63 | 1 1.79 91.07 71 | 2 3.57 94.64 72 | 1 1.79 96.43 73 | 1 1.79 98.21 99 | 1 1.79 100.00------------+----------------------------------- Total | 56 100.00


mostimport2 | Freq. Percent Cum.------------+----------------------------------- 11 | 2 2.86 2.86 12 | 6 8.57 11.43 21 | 1 1.43 12.86 22 | 3 4.29 17.14 23 | 5 7.14 24.29 31 | 1 1.43 25.71 32 | 2 2.86 28.57 33 | 2 2.86 31.43 41 | 4 5.71 37.14 42 | 2 2.86 40.00 43 | 2 2.86 42.86 51 | 4 5.71 48.57 52 | 12 17.14 65.71 53 | 2 2.86 68.57 62 | 8 11.43 80.00 63 | 2 2.86 82.86 71 | 4 5.71 88.57 72 | 6 8.57 97.14 73 | 2 2.86 100.00------------+----------------------------------- Total | 70 100.00


mostimport2 | Freq. Percent Cum.------------+----------------------------------- 11 | 2 8.70 8.70 12 | 1 4.35 13.04 32 | 2 8.70 21.74 33 | 2 8.70 30.43

126

41 | 3 13.04 43.48 42 | 1 4.35 47.83 52 | 6 26.09 73.91 61 | 2 8.70 82.61 71 | 2 8.70 91.30 72 | 1 4.35 95.65 73 | 1 4.35 100.00------------+----------------------------------- Total | 23 100.00


mostimport2 | Freq. Percent Cum.------------+----------------------------------- 11 | 1 8.33 8.33 12 | 1 8.33 16.67 21 | 1 8.33 25.00 32 | 1 8.33 33.33 52 | 4 33.33 66.67 61 | 2 16.67 83.33 63 | 1 8.33 91.67 71 | 1 8.33 100.00------------+----------------------------------- Total | 12 100.00


mostimport2 | Freq. Percent Cum.------------+----------------------------------- 12 | 3 7.50 7.50 22 | 1 2.50 10.00 23 | 2 5.00 15.00 32 | 1 2.50 17.50 33 | 3 7.50 25.00 41 | 6 15.00 40.00 42 | 1 2.50 42.50 51 | 1 2.50 45.00 52 | 6 15.00 60.00 53 | 2 5.00 65.00 62 | 4 10.00 75.00 63 | 1 2.50 77.50 71 | 3 7.50 85.00 72 | 4 10.00 95.00 73 | 2 5.00 100.00------------+----------------------------------- Total | 40 100.00


mostimport2 | Freq. Percent Cum.------------+----------------------------------- 11 | 2 5.00 5.00 12 | 3 7.50 12.50

127

22 | 2 5.00 17.50 23 | 3 7.50 25.00 31 | 1 2.50 27.50 32 | 2 5.00 32.50 33 | 1 2.50 35.00 41 | 1 2.50 37.50 42 | 2 5.00 42.50 43 | 2 5.00 47.50 51 | 2 5.00 52.50 52 | 9 22.50 75.00 62 | 4 10.00 85.00 71 | 2 5.00 90.00 72 | 3 7.50 97.50 73 | 1 2.50 100.00------------+----------------------------------- Total | 40 100.00

. tab leastimport1 if yrd == 0

leastimport1 | Freq. Percent Cum.----------------------------------------+----------------------------------- 11 | 1 2.70 2.70 12 | 1 2.70 5.41 13 | 6 16.22 21.62 21 | 1 2.70 24.32 22 | 1 2.70 27.03 31 | 2 5.41 32.43 32 | 1 2.70 35.14 33 | 1 2.70 37.84 42 | 5 13.51 51.35 43 | 1 2.70 54.05 51 | 4 10.81 64.86 53 | 3 8.11 72.97 61 | 2 5.41 78.38 62 | 5 13.51 91.89 63 | 2 5.41 97.30 73 | 1 2.70 100.00----------------------------------------+----------------------------------- Total | 37 100.00


leastimport1 | Freq. Percent Cum.----------------------------------------+----------------------------------- 11 | 1 2.38 2.38 13 | 4 9.52 11.90 22 | 7 16.67 28.57 23 | 1 2.38 30.95 31 | 5 11.90 42.86 32 | 1 2.38 45.24 33 | 3 7.14 52.38 42 | 6 14.29 66.67

128

43 | 3 7.14 73.81 51 | 2 4.76 78.57 53 | 1 2.38 80.95 61 | 2 4.76 85.71 62 | 1 2.38 88.10 63 | 3 7.14 95.24 71 | 1 2.38 97.62everything listed is important, but s.. | 1 2.38 100.00----------------------------------------+----------------------------------- Total | 42 100.00

.

. tab leastimport2 if facstaff == 0

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 3 5.45 5.45 13 | 5 9.09 14.55 21 | 3 5.45 20.00 22 | 2 3.64 23.64 23 | 1 1.82 25.45 31 | 7 12.73 38.18 32 | 1 1.82 40.00 33 | 3 5.45 45.45 41 | 1 1.82 47.27 42 | 4 7.27 54.55 43 | 2 3.64 58.18 51 | 5 9.09 67.27 53 | 2 3.64 70.91 61 | 1 1.82 72.73 62 | 2 3.64 76.36 63 | 6 10.91 87.27 71 | 1 1.82 89.09 72 | 1 1.82 90.91 73 | 5 9.09 100.00-------------+----------------------------------- Total | 55 100.00

. tab leastimport2 if facstaff == 1

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 2 10.53 10.53 12 | 1 5.26 15.79 13 | 1 5.26 21.05 22 | 4 21.05 42.11 41 | 1 5.26 47.37 42 | 4 21.05 68.42 51 | 1 5.26 73.68 61 | 1 5.26 78.95 62 | 2 10.53 89.47 73 | 2 10.53 100.00-------------+-----------------------------------

129

Total | 19 100.00

. tab leastimport2 if gender == 0

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 3 6.00 6.00 13 | 4 8.00 14.00 21 | 3 6.00 20.00 22 | 2 4.00 24.00 23 | 1 2.00 26.00 31 | 6 12.00 38.00 32 | 1 2.00 40.00 33 | 2 4.00 44.00 41 | 2 4.00 48.00 42 | 7 14.00 62.00 43 | 2 4.00 66.00 51 | 3 6.00 72.00 61 | 1 2.00 74.00 62 | 2 4.00 78.00 63 | 5 10.00 88.00 71 | 1 2.00 90.00 72 | 1 2.00 92.00 73 | 4 8.00 100.00-------------+----------------------------------- Total | 50 100.00

. tab leastimport2 if gender == 1

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 1 4.76 4.76 12 | 1 4.76 9.52 13 | 2 9.52 19.05 22 | 3 14.29 33.33 31 | 1 4.76 38.10 33 | 1 4.76 42.86 42 | 1 4.76 47.62 51 | 2 9.52 57.14 53 | 2 9.52 66.67 61 | 1 4.76 71.43 62 | 2 9.52 80.95 63 | 1 4.76 85.71 73 | 3 14.29 100.00-------------+----------------------------------- Total | 21 100.00

. tab leastimport2 if agetrip == 1

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 13 | 1 9.09 9.09 22 | 1 9.09 18.18

130

23 | 1 9.09 27.27 31 | 3 27.27 54.55 42 | 2 18.18 72.73 53 | 1 9.09 81.82 62 | 1 9.09 90.91 63 | 1 9.09 100.00-------------+----------------------------------- Total | 11 100.00


leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 2 6.25 6.25 13 | 2 6.25 12.50 21 | 2 6.25 18.75 22 | 3 9.38 28.12 31 | 1 3.12 31.25 32 | 1 3.12 34.38 33 | 1 3.12 37.50 42 | 6 18.75 56.25 43 | 1 3.12 59.38 51 | 3 9.38 68.75 53 | 1 3.12 71.88 61 | 1 3.12 75.00 62 | 2 6.25 81.25 63 | 2 6.25 87.50 73 | 4 12.50 100.00-------------+----------------------------------- Total | 32 100.00


leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 2 6.90 6.90 12 | 1 3.45 10.34 13 | 3 10.34 20.69 21 | 1 3.45 24.14 22 | 1 3.45 27.59 31 | 3 10.34 37.93 33 | 2 6.90 44.83 41 | 2 6.90 51.72 43 | 1 3.45 55.17 51 | 3 10.34 65.52 61 | 1 3.45 68.97 62 | 1 3.45 72.41 63 | 3 10.34 82.76 71 | 1 3.45 86.21 72 | 1 3.45 89.66 73 | 3 10.34 100.00-------------+----------------------------------- Total | 29 100.00

131

. tab leastimport2 if eddichot == 0

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 2 6.67 6.67 13 | 3 10.00 16.67 21 | 2 6.67 23.33 22 | 1 3.33 26.67 31 | 5 16.67 43.33 32 | 1 3.33 46.67 33 | 1 3.33 50.00 41 | 1 3.33 53.33 42 | 3 10.00 63.33 43 | 1 3.33 66.67 51 | 1 3.33 70.00 53 | 1 3.33 73.33 63 | 3 10.00 83.33 71 | 1 3.33 86.67 73 | 4 13.33 100.00-------------+----------------------------------- Total | 30 100.00

. tab leastimport2 if eddichot ==1

leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 2 4.65 4.65 12 | 1 2.33 6.98 13 | 3 6.98 13.95 21 | 1 2.33 16.28 22 | 5 11.63 27.91 23 | 1 2.33 30.23 31 | 2 4.65 34.88 33 | 2 4.65 39.53 41 | 1 2.33 41.86 42 | 5 11.63 53.49 43 | 1 2.33 55.81 51 | 5 11.63 67.44 53 | 1 2.33 69.77 61 | 2 4.65 74.42 62 | 4 9.30 83.72 63 | 3 6.98 90.70 72 | 1 2.33 93.02 73 | 3 6.98 100.00-------------+----------------------------------- Total | 43 100.00


leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 3 9.09 9.09

132

13 | 3 9.09 18.18 21 | 3 9.09 27.27 22 | 2 6.06 33.33 23 | 1 3.03 36.36 31 | 3 9.09 45.45 32 | 1 3.03 48.48 41 | 1 3.03 51.52 42 | 3 9.09 60.61 43 | 1 3.03 63.64 51 | 1 3.03 66.67 53 | 2 6.06 72.73 61 | 1 3.03 75.76 62 | 2 6.06 81.82 63 | 3 9.09 90.91 71 | 1 3.03 93.94 72 | 1 3.03 96.97 73 | 1 3.03 100.00-------------+----------------------------------- Total | 33 100.00


leastimport2 | Freq. Percent Cum.-------------+----------------------------------- 11 | 1 2.50 2.50 12 | 1 2.50 5.00 13 | 3 7.50 12.50 22 | 4 10.00 22.50 31 | 4 10.00 32.50 33 | 3 7.50 40.00 41 | 1 2.50 42.50 42 | 5 12.50 55.00 43 | 1 2.50 57.50 51 | 5 12.50 70.00 61 | 1 2.50 72.50 62 | 2 5.00 77.50 63 | 3 7.50 85.00 73 | 6 15.00 100.00-------------+----------------------------------- Total | 40 100.00

133

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