Visix engaging students at the college of charleston digital signage case s...
Simpson University_Student Characteristics
1. Mel ShusterMel Shuster
(with lots of help from Brooks Clark, Lori Schmidt, Wendy Riddle, Kendell(with lots of help from Brooks Clark, Lori Schmidt, Wendy Riddle, Kendell
Kluttz, Jim Herberger, Mike Schill, and a host of others.)Kluttz, Jim Herberger, Mike Schill, and a host of others.)
Simpson University:Simpson University:
the student populationthe student population
2. The Christian UniversityThe Christian University
The student populationThe student population
SocietySociety
The Judeo/Christian meta-narrativeThe Judeo/Christian meta-narrative
The UniversityThe University
The focus of this presentation – theThe focus of this presentation – the
studentstudent
3. Traditional Undergraduate
Admissions Committee
Mission Statement
“ …serves the broader campus community
by reviewing the admissions process and
maintaining institutional policies and
procedures for student admissions. …”
This mission requires an understanding of
the student population
4. Tinto’s theory
Rites of passage
Tinto’s theories of institutional match: Rites of
passage
Separation: from past associations.
Transition: Learn the knowledge and skills
required for performance in the new group.
Incorporation: New patterns of interaction.
Establishing competent membership in the
new group.
Rituals and ceremonies are important
5. Tinto’s theory
Content of the assessment
Tap the nature of the student experience
Student attributes, intentions, activities
Student abilities, study skills, social background,
educational and occupational goals, needs, expectations
Portrait of student interaction patterns while on
campus
Degree of contact and quality of the experience
Assessment of student learning (not covered)
6. Tinto’s theory
Methods of data collection
Employ multiple methods of collecting data
Collect data on students prior to their entry into
the institution
Collect data at a number of points in the
student’s passage through the institution
Collect data on the changing character of the
student experiences
Data on those intending to leave before
graduation
Data should be collected for several cohorts
7. Operationalizing Tinto’s theoryOperationalizing Tinto’s theory
Questions used to characterize the Simpson studentsQuestions used to characterize the Simpson students
Why freshmen chose SimpsonWhy freshmen chose Simpson
Freshmen goals/expectationsFreshmen goals/expectations
Freshmen characteristicsFreshmen characteristics
Student engagement: interaction with their environ.Student engagement: interaction with their environ.
Student priorities/satisfactionStudent priorities/satisfaction
Student strugglesStudent struggles
Characteristics of those who thrive/graduateCharacteristics of those who thrive/graduate
Characteristics of those who leave before graduationCharacteristics of those who leave before graduation
Past engagement activities of graduating seniorsPast engagement activities of graduating seniors
8. Sources of study dataSources of study data
Entering freshmen characteristicsEntering freshmen characteristics
Cooperative Institutional Research ProgramCooperative Institutional Research Program
(CIRP)(CIRP)
College Student Inventory (CSI)College Student Inventory (CSI)
Student engagementStudent engagement
National Survey of Student EngagementNational Survey of Student Engagement
(NSSE)(NSSE)
Student priorities /level of satisfactionStudent priorities /level of satisfaction
Student Satisfaction Inventory (SSI)Student Satisfaction Inventory (SSI)
9. Sources of study dataSources of study data
The student experienceThe student experience
Simpson University Resident DirectorsSimpson University Resident Directors
Simpson University Resident AssistantsSimpson University Resident Assistants
Simpson University Counseling CenterSimpson University Counseling Center
The recent graduate perspectiveThe recent graduate perspective
College Student Survey (CSS)College Student Survey (CSS)
The perspective of those who leaveThe perspective of those who leave
Simpson University Exit Interview dataSimpson University Exit Interview data
10. Reasons Students Chose SimpsonReasons Students Chose Simpson
Data sourcesData sources
Exit interview dataExit interview data
Resident Director dataResident Director data
CIRP (Freshmen survey)CIRP (Freshmen survey)
Resident Assistant dataResident Assistant data
11. Exit Interview DataExit Interview Data
Fall 2007/Spring 2008Fall 2007/Spring 2008
Total Student Population Fall: 646Total Student Population Fall: 646
Students interviewed (N = 89)Students interviewed (N = 89)
Why exiting students chose Simpson (Top 7Why exiting students chose Simpson (Top 7
Reasons)Reasons)
Small Private College/Christian Environment (17)Small Private College/Christian Environment (17)
Sports (10)Sports (10)
Referred by someone (10)Referred by someone (10)
Financial Aid (5)Financial Aid (5)
Missions (2)Missions (2)
God called me here (2)God called me here (2)
Visit to campus (2)Visit to campus (2)
12. Resident Directors’ PerspectiveResident Directors’ Perspective
(Spring ’09)(Spring ’09)
Why freshmen chose SimpsonWhy freshmen chose Simpson
Spiritual Reasons (God called me here)Spiritual Reasons (God called me here)
Experience with students that they met duringExperience with students that they met during
a visita visit
Admissions counselor’s interest in themAdmissions counselor’s interest in them
13. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0 10 20 30 40 50 60 70 80 90
My parentswanted meto go
I could not findajob
Wanted to get away fromhome
To be able to get abetter job
To gain ageneral education andappreciationofideas
There wasnothingbetter todo
To make me amore culturedperson
To be able to make moremoney
To learn more about thingsthat interest me
To prepare for grad or professional school
Amentor/rolemodelencourageme togo
To get trainingfor aspecificcareer
Percentage
Reasonsnoted as very important
indeciding to go to college
2000
2002
2004
2006
2008
Avg. N = 141
14. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0 10 20 30 40 50 60 70 80 90
My relatives wanted me to come here
My teacher advised me
College's good academic reputation
College's good reputation for social activities
I was offered financial assistance
The cost of attending this college
HS guidance counselor advised me
Private college counselor advised me
I wanted to live near home
Not offered aid by first choice
Could not afford first choice
Grads go to top grad/prof schools
Grads get good jobs
Religious affiliation/orientation
Size of the college
Rankings in national magazines
Information from a website
Admitted through Early Act./Early Dec. program
A visit to the campus
Athletic department recruited me
Influencingstudent's decision to attend
this particular college
2000
2002
2004
2006
2008
Avg. N = 141
15. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0
10
20
30
40
50
60
70
80
90
Firstchoice
Secondchoice
Thirdchoice
Lessthanthird
choice
Percentage
Is this college your ...
2000
2002
2004
2006
2008
Avg. N = 141
16. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
Avg N = 141
To how many colleges other than this one did you apply for
admissions this year
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
None One Two Three Four Five Six Seven
to ten
Eleven
or more
Choices
Percentages
2000
2002
2004
2006
2008
17. Resident Assistants’ PerspectiveResident Assistants’ Perspective
Spring ‘09Spring ‘09
Why freshmen chose SimpsonWhy freshmen chose Simpson
Faith-based institutionFaith-based institution
AthleticsAthletics
CMA-affiliatedCMA-affiliated
Talking with peopleTalking with people
Family connectionsFamily connections
Small environmentSmall environment
Relatively low costRelatively low cost
LocaleLocale
18. Reasons chose SimpsonReasons chose Simpson
(Common Themes)(Common Themes)
Reasons mentioned on multiple sourcesReasons mentioned on multiple sources
Faith based/Christian institutionFaith based/Christian institution
Financial Assistance/Low CostFinancial Assistance/Low Cost
Small size of the collegeSmall size of the college
AthleticsAthletics
A visit to the collegeA visit to the college
Note: interest in job prep. and exploringNote: interest in job prep. and exploring
ideasideas
20. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0
10
20
30
40
50
60
70
80
90
None
Vocationalcertificate
Associate
Bachelors
Masters
Ph.D.orEd.D
M.D.,D.O.,D.D.S.,D.V.M.
LL.B.orJ.D.
B.D.orM.Div.
other
Percentage
Highest academic degree
you intend to obtain
at this college?
2000
2002
2004
2006
2008
0
10
20
30
40
50
60
None
Vocationalcertificate
Associate
Bachelors
Masters
Ph.D.orEd.D
M.D.,D.O.,D.D.S.,D.V.M.
LL.B.orJ.D.
B.D.orM.Div.
other
Percentage
Highest academic degree
to intend to obtain
at any college?
2000
2002
2004
2006
2008
Avg. N = 141
21. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0 10 20 30 40 50 60 70 80 90
Change major field
Change career choice
Participate in student government
Get job to help pay for college expenses
Work full-time while attending college
Join a social fraternity or sorority
Play varsity/intercollegiate athletics
Make at least "B" average
Need extra time to complete grad requirements
Participate in student protests or demonstration
Transfer to another college before grad
Be satisfied with your college
Participate in volunteer/comm service work
Seek personal counseling
Communicate regularly w/professors
Socialize w/someone of diff racial/ethnic group
Participate in student clubs/groups
Participate in study abroad program
Have a roommate of different race/ethnicity
Discuss course content with students outside of class
Work on a professor's research project
Get tutoring help in specific courses
Student's estimate:
Chances are very good that he/she will …
2000
2002
2004
2006
2008
Avg. N = 141
22. CIRP: Objectives considered to be essentialCIRP: Objectives considered to be essential
or very important as freshmen (top 5)or very important as freshmen (top 5)
N =
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Raising a
family 80.1 87.6 88.9 87.7 86.0
Helping others
in difficulty 81.2 82.0 82.4 81.2 80.7
Improving my
understanding
of other
countries and
cultures 62.2 59.6 58.4 51.8
Influencing
social values 51.8 60.1 54.1 58.3 58.8
Developing
meaningful
philosophy of
life 37.3 37.2 45.4 54.0 50.0
23. Freshmen Goals/ExpectationsFreshmen Goals/Expectations
(Common Themes)(Common Themes)
BachelorsBachelors
Masters (not necessarily at Simpson)Masters (not necessarily at Simpson)
Get a jobGet a job
Explore ideas/developing a philosophy of lifeExplore ideas/developing a philosophy of life
Make at least a “B” averageMake at least a “B” average
Socialize w/someone of different racial/ethnic groupSocialize w/someone of different racial/ethnic group
Raising a familyRaising a family
Helping othersHelping others
26. CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0
5
10
15
20
25
30
35
40
45
None
Lessthanone
1to2
3to5
6to10
11to15
16to20
Over20
Percentage
During your last year in high
school how many hours did you
spend during a typical week on
studying/homework?
2000
2002
2004
2006
2008
Avg. N = 141
27. Percent of freshmen rating selfPercent of freshmen rating self
above average or in the top 10%above average or in the top 10%
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Academic
ability 65.1 54.7 57.4 62.8 68.7
Computer skills 21.1 27.2 28.7 36.1 28.7
Drive to
achieve 68.1 66.5 56.5 63.9 69.6
Mathematical
ability 26.5 34.7 27.1 29.2 34.8
Self-confidence
(intellectual) 53.0 53.2 49.1 67.4 58.3
Writing ability 52.4 46.2 49.1 50.7 57.0
28. Father’s EducationFather’s Education
(Per CIRP and CSI)(Per CIRP and CSI)
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Grammar
school or less 0.6 0.0 2.8 5.6 1.8
Some high
school 8.5 5.3 4.7 5.6 4.4
High school
graduate 23.2 15.8 15.0 25.2 19.5
Postsecondary
school other
than college 2.4 4.7 4.7 2.1 3.5
Some college 18.9 29.8 16.8 21.7 21.2
College degree 24.4 22.8 31.8 25.9 30.1
Some graduate
school 2.4 1.8 3.7 1.4 2.7
Graduate
degree 19.5 19.9 20.6 12.6 16.8
29. Mother’s EducationMother’s Education
(Per CIRP and CSI)(Per CIRP and CSI)
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Grammar
school or less 1.8 0.6 2.8 7.7 1.8
Some high
school 4.2 4.0 3.8 1.4 2.6
High school
graduate 18.2 18.5 13.2 21.8 21.1
Postsecondary
school other
than college 4.2 4.0 0.9 3.5 4.4
Some college 33.3 38.2 32.1 26.8 27.2
College degree 27.3 24.9 33.0 25.4 29.8
Some graduate
school 1.2 0.6 3.8 2.8 0.9
Graduate
degree 9.7 9.2 10.4 10.6 12.3
30. Freshmen CharacteristicsFreshmen Characteristics
((Resident Directors’ Perspective)Resident Directors’ Perspective)
Lower to middle class families: tightLower to middle class families: tight
financial situationfinancial situation
Increasing number of non-white studentsIncreasing number of non-white students
Relatives of current studentsRelatives of current students
West coastWest coast
Eclectic denominational backgroundEclectic denominational background
32. Freshmen CharacteristicsFreshmen Characteristics
(Common Themes)(Common Themes)
High perception of academic abilityHigh perception of academic ability
Strong desire to achieveStrong desire to achieve
Large percentage: perceived average orLarge percentage: perceived average or
below average math, writing and computerbelow average math, writing and computer
skillsskills
Mixed parental educational backgroundMixed parental educational background
Potential underestimate of the timePotential underestimate of the time
required for academic work.required for academic work.
Wide range in Biblical literacy
33. Student EngagementStudent Engagement
Data sourcesData sources
NSSENSSE
Emerging Adult surveyEmerging Adult survey
Resident Director perspectivesResident Director perspectives
Resident Assistants perspectivesResident Assistants perspectives
34. NSSE: Student Engagement, ‘05NSSE: Student Engagement, ‘05
a. Preparingforclass
b. Workingforpayoncampus
c. Workingforpayoffcampus
d. Participatinginco-curricularactivities
e. Relaxingandsocializing
f. Providingcarefordependentslivingwithyou
g. Commutingtoclass
Fr. N = 197
Sr. N = 97
35. Emerging Adult SurveyEmerging Adult Survey
(2007 – 2008)(2007 – 2008)
Activity Category 1 Category 2 Category 3 Category 4
How often do you
attend chapel?
90 to 100 %
43%
75%
39%
50%
8.5%
Almost ever
9.1%
How has the chapel
experience impacted
your life and walk with
God?
Very Positive
12.2%
Positive
40%
Somewhat Pos.
36.8%
No impact/Neg.
7.7%/3.2%
How many short-term
missions’ trips have
you been on while
enrolled at Simpson
University?
Three to Five
2.5%
Two
7.1%
One
16.2%
Zero
74%
How have the short-
term mission trips
impacted your life and
walk with God?
Very Positive
27.9%
Positive
15.6%
Somewhat Pos.
1.9%
No./Neg./N.A.
1%/0%/53.9%
36. Emerging Adult SurveyEmerging Adult Survey
(2007 – 2008)(2007 – 2008)
Activity Category 1 Category 2 Category 3 Category 4
How many weekly
on-campus Bible
studies do you
participate in?
Three
1%
Two
2.6%
One
28.6%
Zero
68.2%
How have on-
campus Bible
studies impacted
your life?
Very Positive
11.0%
Positive
17.5%
Somewhat Pos.
11.0%
No./Neg./N.A.
5.2%/0%/55.2%
Are you now, or
have you ever been
involved in student
government in any
way?
Yes
28.6%
No
71.4%
Are you now or have
you ever been a
member of an on-
campus club?
Yes
46.8%
No
53.2%
37. Emerging Adult SurveyEmerging Adult Survey
(2007 – 2008)(2007 – 2008)
Activity Category 1 Category 2 Category 3 Category 4
Do you have a paid job
on-campus?
Yes
52.6%
No
47.4%
Are you now or have
you ever been involved
in a college sponsored
sport?
Yes
24%
No
76%
Are you now or have
you ever been involved
in a college sponsored
fine arts activities, such
as theatrical
performances?
Yes
10.4%
No
89.6%
Are you now or have
your ever been involved
in a college sponsored
musical presentation?
Yes
11.7%
No
88.3%
How many hours each
week do you study?
21+/16 to 20
5.2%/14.4%
11 to 15
32%
6 to 10
35.3%
0 to 5
13.1
38. Resident Directors’ perspectivesResident Directors’ perspectives
How do students spend their time outside
of class?
Jobs
Video games (especially the men)
Residential social activities
Athletics
Ministries
On-line social networks
Recent survey – on-line 3-5 hours/day
39. Resident Assistants’ perspectivesResident Assistants’ perspectives
How do students spend their time?
Outdoors activities
Watch movies
Trips to Starbucks/hangout
Ministries at the local church
Work
Video games
40. Student EngagementStudent Engagement
(Common Themes)(Common Themes)
Preparing for class (20 hours/wk. or less)Preparing for class (20 hours/wk. or less)
Jobs (10 to 20 hours/wk.)Jobs (10 to 20 hours/wk.)
Socializing (including on-line social networks)Socializing (including on-line social networks)
Video gamesVideo games
AthleticsAthletics
MinistriesMinistries
Student governmentStudent government
Outdoor activitiesOutdoor activities
42. SSI ResponsesSSI Responses
**
Most Important IssuesMost Important Issues
* For the responses from our students since 2000, these items were
in the top ten every year. Administered ‘01, ‘03, ‘05, ’07.
• The content of the courses within my major is valuable
• The instruction in my major field is excellent
• I am able to experience intellectual growth here
• Nearly all of the faculty are knowledgeable in their field
• Being on this campus is contributing to my spiritual growth
• My understanding of God is being strengthened by classroom
and/or campus experiences
•Note: There were no consistent gaps greater than 1.5 for any of
these issues (Difference between importance and satisfaction).
Avg. N = 177
43. SSI ResponsesSSI Responses (Largest gap)(Largest gap)
(All classes,2007)(All classes,2007)
Item Importance Satisfaction/SD Gap
adequate selection of
food
6.42 3.51 / 1.67 2.91
parking space is
adequate 6.26 3.54 / 1.85 2.72
good variety of
courses 6.52 4.94 / 1.40 1.58
able to register for
classes with few
conflicts 6.57 4.99 / 1.50 1.58
Residence hall
regulations are
reasonable 6.32 4.80 / 1.52 1.52
Adequate financial
aid is available 6.46 5.01 / 1.39 1.45
Tuition paid is a
worthwhile
investment 6.58 5.24 / 1.50 1.34
44. CSS dataCSS data
(seniors,(seniors,2008)2008)
Item (Satisfactory or very Satisfactory)
Top 10
N Percent
Interaction with other students 72 93.1
Class size 72 90.3
Overall college experience 71 85.9
Amount of contact with faculty 72 84.7
Courses in your major field 72 81.9
General education or core curriculum courses 73 80.8
Overall quality of instruction 72 80.6
Relevance of coursework to future career plans 72 80.6
Leadership opportunities 69 76.8
Relevance of coursework to everyday life 72 75.0
45. CSS dataCSS data
(Seniors,2008)(Seniors,2008)
Item (Satisfactory or very Satisfactory)
Bottom 5
N Percent
Computer facilities 73 49.3
Quality of computer
training/assistance 65 46.2
Career counseling and advising 66 40.9
Job placement services for students 66 36.4
Recreational facilities 72 26.4
46. Student Priorities/SatisfactionStudent Priorities/Satisfaction
(Common Themes)(Common Themes)
Priorities (and generally satisfied with)Priorities (and generally satisfied with)
Academic ExcellenceAcademic Excellence
Spiritual GrowthSpiritual Growth
Areas generally satisfied with:Areas generally satisfied with:
Academic related issuesAcademic related issues
Areas generally not satisfied with:Areas generally not satisfied with:
Support facilitiesSupport facilities
48. Counseling CenterCounseling Center
(N ’06/’07 = 64)(N ’07/’08 = 68)(N ‘08/’09 = 70 – 100)(N ’06/’07 = 64)(N ’07/’08 = 68)(N ‘08/’09 = 70 – 100)
Student strugglesStudent struggles
Depression “down in the dumps”Depression “down in the dumps”
AnxietyAnxiety
Male/Female relationshipsMale/Female relationships
Suicidal ideation because of breaking up with a boy orSuicidal ideation because of breaking up with a boy or
girl friend (New phenomena in the last 10 years)girl friend (New phenomena in the last 10 years)
AdjustmentsAdjustments
Room matesRoom mates
PastPast
Mom/Dad issuesMom/Dad issues
Don’t know how to negotiate the new relationshipsDon’t know how to negotiate the new relationships
Don’t know how to communicate face to faceDon’t know how to communicate face to face
50. Resident Assistants’ perspectivesResident Assistants’ perspectives
The students’ struggles
Finding balance in their lives (margin)
Finances
Dealing with the rules/ Wanting independence
Learning to be on their own
Finding their identity
What it means to be an adult
51. Student StrugglesStudent Struggles
(Common Themes)(Common Themes)
Negotiating relationshipsNegotiating relationships
Adjusting/finding balanceAdjusting/finding balance
Developing an identityDeveloping an identity
Developing a sense of independenceDeveloping a sense of independence
As part of the process, can experienceAs part of the process, can experience
depression and anxietydepression and anxiety
52. Characteristics of those who thriveCharacteristics of those who thrive
at Simpsonat Simpson
Data SourcesData Sources
Counseling CenterCounseling Center
Resident Directors’ perspectiveResident Directors’ perspective
Resident Assistants’ perspectiveResident Assistants’ perspective
53. Counseling CenterCounseling Center
Characteristics of those who thrive
Committed to Christ
Actively participate in activities and classes
Engaged in the Simpson culture
54. Resident Directors’ perspectiveResident Directors’ perspective
Characteristics of those who thrive
Engaged in the Simpson culture
Learn to manage their time
Find a balance
Make their room their home
Interesting note:
Look at the pictures on their walls and who
they are interacting with on Facebook: friends
at college or friends from back home.
55. Resident Assistants’ perspectiveResident Assistants’ perspective
Characteristics of those who thrive
They get involved
They get to know themselves
They know were they fit in
They find their niche
They find balance in their lives/margin
They choose to be here
56. ThriversThrivers
(Common Themes)(Common Themes)
Involved in the communityInvolved in the community
Learn how to manage their time/findLearn how to manage their time/find
balancebalance
Discovery who they are/find their nicheDiscovery who they are/find their niche
57. Characteristics of those who leaveCharacteristics of those who leave
before graduatingbefore graduating
Data sourcesData sources
Exit interview responsesExit interview responses
Resident Directors’ PerspectiveResident Directors’ Perspective
Resident Assistant PerspectiveResident Assistant Perspective
58. Exit Interview ResponsesExit Interview Responses
(F’07/Sp’08 combined)(F’07/Sp’08 combined)
Reasons given for leaving beforeReasons given for leaving before
graduationgraduation
Financial reasons/debt amount concerns (17)Financial reasons/debt amount concerns (17)
Academic program not available (14)Academic program not available (14)
Want to live closer to home (12)Want to live closer to home (12)
Other (10)Other (10)
Lack of interest in Simpson (6)Lack of interest in Simpson (6)
Personal (6)Personal (6)
59. Resident Directors’ perspectiveResident Directors’ perspective
Characteristics of those who leave before theyCharacteristics of those who leave before they
graduategraduate
Don’t want to be held accountable for actionsDon’t want to be held accountable for actions
FinancesFinances
Inadequate study habits/gradesInadequate study habits/grades
Not much loyalty to anythingNot much loyalty to anything
Those on academic probation don’t succeedThose on academic probation don’t succeed
It is a big deal for them to figure out who theyIt is a big deal for them to figure out who they
are.are.
60. Resident Assistant PerspectiveResident Assistant Perspective
Why do some leave before graduation
They don’t have the money
No concept of how much things cost
Unclear message from the admissions counselor
Circumstances change in the family
They don’t like the rules
Come only for sports
Don’t find balance
False expectations
Overwhelmed/aren’t ready
Want to live off campus sooner
Want a major that the school does not have
61. Early LeaversEarly Leavers
(Common Themes)(Common Themes)
Inadequate FinancesInadequate Finances
Overwhelmed/don’t find balance/Overwhelmed/don’t find balance/
inadequate study habitsinadequate study habits
Simpson is not a good matchSimpson is not a good match
No major for themNo major for them
Don’t like the rulesDon’t like the rules
Don’t figure out who they areDon’t figure out who they are
62. Types of engagement ofTypes of engagement of
graduating seniorsgraduating seniors
Data sourceData source
CSSCSS
63. CSSCSS
(2008)(2008)
Since entering college have you N Percent
Taken an ethnic studies course 74 58.1
Participated in leadership training 74 54.1
Had a roommate of different race/ethnicity 74 54.1
Attended a racial/cultural awareness workshop 74 45.9
Transferred from a cmty college 74 32.4
Taken a women's studies course 74 31.1
Participated in student government 74 24.3
Participated in an ethnic/racial student organization 74 23.0
Enrolled in honors or advanced courses 74 23.0
Played varsity/intercollegiate athletics 74 21.6
64. CSSCSS
(2008)(2008)
Since entering college, students
“frequently” or “Occasionally”
N Percent
Used internet for research or homework 74 97.3
Studied with other students 74 96.6
Have been a guest in a professor's home 74 89.2
Turned in course assignments electronically 74 87.8
Met with an advisor/counselor about career plans 74 83.8
Performed community service as part of a class 74 77.0
Came late to class 74 75.7
Worked on independent study projects 74 70.3
Discussed course content with students outside
class 74 67.6
Failed to complete homework on time 74 67.6
65. CSSCSS
(2008)(2008)
Professors frequently provided N Percentage
Intellectual challenge and stimulation 73 49.3
Encouragement to pursue graduate/professional study 74 43.2
An opportunity to apply classroom learning to "real-life" issues 73 52.1
Emotional support and encouragement 74 35.1
Feedback on academic work (outside of grades) 72 36.1
An opportunity to discuss coursework outside class 72 31.9
Advice and guidance about your educational program 74 35.1
Help in achieving your professional goals 73 31.5
An opportunity to work on a research project 74 14.9
A letter of recommendation 74 24.3
Assistance to improve your study skills 73 21.9
66. Types of Student InvolvementTypes of Student Involvement
(Common Themes)(Common Themes)
Thirty percent of the seniors transferredThirty percent of the seniors transferred
from a community collegefrom a community college
Increasingly an electronic communityIncreasingly an electronic community
Have been, at least occasionally, a guestHave been, at least occasionally, a guest
in a faculty person’s home but lackin a faculty person’s home but lack
frequent interaction with faculty outside offrequent interaction with faculty outside of
classclass
68. Reasons students chose SimpsonReasons students chose Simpson
Faith based/Christian institutionFaith based/Christian institution
Financial Assistance/Low CostFinancial Assistance/Low Cost
Small size of the collegeSmall size of the college
69. Student EngagementStudent Engagement
Preparing for class (20 hours/wk. or less)Preparing for class (20 hours/wk. or less)
Jobs (10 to 20 hours/wk.)Jobs (10 to 20 hours/wk.)
Socializing (including on-line social networks)Socializing (including on-line social networks)
Video gamesVideo games
AthleticsAthletics
MinistriesMinistries
Student governmentStudent government
Outdoor activitiesOutdoor activities
70. Freshmen CharacteristicsFreshmen Characteristics
High perception of academic abilityHigh perception of academic ability
Strong desire to achieveStrong desire to achieve
Large percentage: perceived average orLarge percentage: perceived average or
below average math, writing and computerbelow average math, writing and computer
skillsskills
Mixed parental educational backgroundMixed parental educational background
Potential underestimate of the timePotential underestimate of the time
required for academic work.required for academic work.
71. Freshmen Goals/ExpectationsFreshmen Goals/Expectations
BachelorsBachelors
Masters (not necessarily at Simpson)Masters (not necessarily at Simpson)
Get a jobGet a job
Explore ideas/developing a philosophy of lifeExplore ideas/developing a philosophy of life
Make at least a “B” averageMake at least a “B” average
Socialize w/someone of different racial/ethnic groupSocialize w/someone of different racial/ethnic group
Raising a familyRaising a family
Helping othersHelping others
72. Student Priorities/SatisfactionStudent Priorities/Satisfaction
Priorities (and generally satisfied with)Priorities (and generally satisfied with)
Academic ExcellenceAcademic Excellence
Spiritual GrowthSpiritual Growth
Areas generally satisfied with:Areas generally satisfied with:
Academic related issuesAcademic related issues
Areas generally not satisfied with:Areas generally not satisfied with:
Support facilitiesSupport facilities
73. Student StrugglesStudent Struggles
Negotiating relationshipsNegotiating relationships
Adjusting/finding balanceAdjusting/finding balance
Developing an identityDeveloping an identity
Developing a sense of independenceDeveloping a sense of independence
As part of the process, can experienceAs part of the process, can experience
depression and anxietydepression and anxiety
74. ThriversThrivers
Involved in the communityInvolved in the community
Learn how to manage their time/findLearn how to manage their time/find
balancebalance
Discovery who they are/find their nicheDiscovery who they are/find their niche
75. Early LeaversEarly Leavers
Inadequate FinancesInadequate Finances
Overwhelmed/don’t find balance/Overwhelmed/don’t find balance/
inadequate study habitsinadequate study habits
Simpson is not a good matchSimpson is not a good match
No major for themNo major for them
Don’t like the rulesDon’t like the rules
Don’t figure out who they areDon’t figure out who they are
76. Types of Student InvolvementTypes of Student Involvement
Thirty percent of the seniors transferredThirty percent of the seniors transferred
from a community collegefrom a community college
Increasingly an electronic communityIncreasingly an electronic community
Have been, at least occasionally, a guestHave been, at least occasionally, a guest
in a faculty person’s home but lackin a faculty person’s home but lack
frequent interaction with faculty outside offrequent interaction with faculty outside of
classclass
78. Link to current researchLink to current research
(Basis for analysis)(Basis for analysis)
Tinto’s theories of institutional match: Rites
of passage
Separation: from past associations.
Transition: Learn the knowledge and skills
required for performance in the new group.
Incorporation: New patterns of interaction.
Establishing competent membership in the
new group.
Rituals and ceremonies are important
79. General RecommendationsGeneral Recommendations
(Focus: increasing student/institutional match)(Focus: increasing student/institutional match)
Freshmen year: transitional year (per Tinto)Freshmen year: transitional year (per Tinto)
Assist in helping to find a good balance in activitiesAssist in helping to find a good balance in activities
Assist in helping find directionAssist in helping find direction
Assist with coping skillsAssist with coping skills
Address the expectation of earning a “B” with the levelAddress the expectation of earning a “B” with the level
of studying that they are used to.of studying that they are used to.
Consider help with computer skillsConsider help with computer skills
Consider help with math and writing skillsConsider help with math and writing skills
Assist in finding some area of involvementAssist in finding some area of involvement
80. RecommendationsRecommendations
(Specific Policies)(Specific Policies)
Academic advising with faculty for freshmen (Using theAcademic advising with faculty for freshmen (Using the
CSI)CSI)
Career counseling with freshmenCareer counseling with freshmen
Clarify financial advising/four year planClarify financial advising/four year plan
Have faculty “experts” for each class (Fr./So./Jr./Sn.)Have faculty “experts” for each class (Fr./So./Jr./Sn.)
Develop college impact theories/policies for transferDevelop college impact theories/policies for transfer
studentsstudents
Consider the impact of the electronic community on theConsider the impact of the electronic community on the
impact of the studentimpact of the student
82. Fall Freshmen courseFall Freshmen course
Service learning: HERI researchService learning: HERI research
An opportunity to formulate their own life storyAn opportunity to formulate their own life story
Career CenterCareer Center
Meet with academic advisorsMeet with academic advisors
Pull together life story: E.A. textPull together life story: E.A. text
Study skillsStudy skills
WritingWriting
Computer skills (competent in the elec. env.)Computer skills (competent in the elec. env.)
83. Spring Freshmen courseSpring Freshmen course
Focus on transition from concrete to abstractFocus on transition from concrete to abstract
The “Life of the Mind”The “Life of the Mind”
Introduction to the “ways of knowing” that formIntroduction to the “ways of knowing” that form
the basis of each of the disciplinesthe basis of each of the disciplines
Bring in professors from different disciplinesBring in professors from different disciplines
WritingWriting
Being a studentBeing a student
84. Orientation to the faithOrientation to the faith
communitycommunity
Bible courses as orientation to the faithBible courses as orientation to the faith
communitycommunity
Students are increasingly Biblically illiterateStudents are increasingly Biblically illiterate
Need back ground to integrate their faith with theirNeed back ground to integrate their faith with their
major and their livesmajor and their lives
Introduce the cross within its historical contextIntroduce the cross within its historical context
85. General Education coursesGeneral Education courses
Provide students with flexibilityProvide students with flexibility
Opportunity to explore their interestsOpportunity to explore their interests
Link with an academic advisorLink with an academic advisor
86. RecommendationRecommendation
(Retention)(Retention)
Get the students involved in meaningful activity early inGet the students involved in meaningful activity early in
their academic careertheir academic career
Work on clarifying message to prospective studentsWork on clarifying message to prospective students
about the nature of the Simpson communityabout the nature of the Simpson community
Help students get a “vision” for their four yearsHelp students get a “vision” for their four years
Clarify financial aid available for entire four yearsClarify financial aid available for entire four years
Have a progressive freedom/responsibility policyHave a progressive freedom/responsibility policy
Consider including the whole family in the retentionConsider including the whole family in the retention
process esp. for first generation students.process esp. for first generation students.
87. RecommendationsRecommendations
(Specific Issues)(Specific Issues)
Recommend continued efforts to addressRecommend continued efforts to address
the following:the following:
adequate selection of foodadequate selection of food
parking space is adequateparking space is adequate
good variety of coursesgood variety of courses
able to register for classes with few conflictsable to register for classes with few conflicts
residence hall regulations are reasonableresidence hall regulations are reasonable
computer facilities/trainingcomputer facilities/training
Career counseling/advising/job placementCareer counseling/advising/job placement
Recreational facilitiesRecreational facilities
88. RecommendationsRecommendations
(Marketing Niche/Identity)(Marketing Niche/Identity)
Faith based/Christian institutionFaith based/Christian institution
Financial Assistance/Low CostFinancial Assistance/Low Cost
Size of the college/ contact with faculty/class sizeSize of the college/ contact with faculty/class size
AthleticsAthletics
Place to prep. for a career and explore ideasPlace to prep. for a career and explore ideas
Academic excellenceAcademic excellence
Spiritual growthSpiritual growth
Complete your education after a community collegeComplete your education after a community college
First generation college student.First generation college student.
89. Weaknesses in the
methodology
Aggregate data: does not link responses
from different surveys
Data is from different years
90. RecommendationsRecommendations
(Data collection)(Data collection)
Focus on a cohort
Link the data
What degrees are entering Freshmen seeking post B.A.
work in?
Investigate the relationship between being a first
generation student and leaving Simpson before
graduation and going to a J.C. while living at home.
Provide focus groups to further clarify some of the issues
raised in this study
Example: financial aid issues
Draws from anthropology . Young peoples’ transition into adulthood. Use these ideas to govern our interpretation of the data
These are the main questions/categories that we used to organize the data.
More in-depth descriptions of these surveys are available if you want to look at them.
Other sources of data: FAFSA, Admissions questions, Alumni data, FYE surveys, Chapel surveys, IPEDS
These are the data sources that we used to answer the question: Why did students choose Simpson?
Explain that the data is four five years. Highest responses are: To get training, To learn more, To gain a general education, To get a better job, My parents wanted me to. Two themes: job/career and explore ideas
In 2008, interest in financial assistance went way up, Also, religious orientation (We are seeing this in the broader culture). Also, size of the college
Trend: this is their first choice.
A large percent are applying to more than one college
Generally: the highest degree sought at Simpson is the Bachelors. Generally seeking post B.A. work (50%) Interesting question: could Simpson capitalize on this interest. Highest degree sought at Simpson and at any school: agrees with the CSI data.
Expectations: Get job to help with expenses, Make at least a “B” average, be satisfied with the Simpson experience, socialize with folks of a different racial/ethnic group. Large increase in those wanting to play sports
Question 38 on the CIRP. Altruistic, desire to help others, make a difference. Not a strong desire to make significant scholarly contributions
Part of the effort to investigate the level of institutional match. Could have investigated financial readiness, psycho-social readiness.
0.06 x 141 = 8 students
For 2008, 10% @ less than one hour, 16% @ one to two hours, 27% @ three to five hours, 26% @ six to ten hours, 7% @ eleven to fifteen hours. 6% @ sixteen to twenty hours. 7% @ over twenty hours. Standard for 18 units would be 36 hours/week. Compare to expectation of a “B”
Note: the self ratings in computer skills and mathematical ability appear to be especially low. If we want to graduate students who are transformational in their world we will need them to perceive themselves as above average. Academic ability rating concurs with CSI.
High school graduate: 20%, Some college: 20%, College degree: 30%, Graduate school: 17% A mix of backgrounds. Almost half should be able to advise students into graduation.
High school graduation: 20%, Some college: 27%, College degree: 30%, Graduate degree 12%. A mix of backgrounds. 42% could advise the student into graduation.
Theory: students are getting good grades in high school with study times that are far below what we typically consider to be necessary for college. Some are able to adapt while some are not
This is hours per week. The average time Fr. spent preparing for class was 11 hours each week. Seniors were a little more. They were spending roughly the same amount of time socializing and relaxing.
30% of the seniors transferred from a community college. Implications for college impact. Implications for marketing. Low student government involvement
Engaging their community electronically
No frequent interaction with students outside of class in any particular area.
Theory: students are getting good grades in high school with study times that are far below what we typically consider to be necessary for college. Some are able to adapt while some are not
Students could be viewing their math and computer skills as only average. Maybe that is good enough.
Tinto: students require a time to adjust to the community (socially/intellectually)
The CSI provides the advisor with a number of good insights into the characteristics of the student.
Service learning: (1) help students mature and “find out who they are”, (2) Provide outside of class interaction between faculty and student (which the R.D. comments suggest students want and the CSS data says that is not happening) (3) CIRP indicates that students want to help those in need (4) can facilitate the exploration of ideas. (5) will help individuals become competent members of the community
Focus of the two courses: Tinto: students need help adjusting intellectually to college
Incoming students need exposure to the beliefs of the faith community
Some students indicated that students left later in their academic career at Simpson because they wanted more independence as upper classmen. This was not out of rebellion but just a natural progression in their maturity. Tinto: Increase degree completion with increase sense of career goals