Transcript Who Are Our Students? 2002

Who Are Our Students?
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Demographic Profile
Retention and Choice
Student Time Use
Alcohol and Drugs
Student Satisfaction
Academic Performance
Career and Continuing Education
Demographic Profile
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Enrollment totals
Ethnicity
Family income
Family cohesion
Religion
Region
Headcount by Program
Fall semester
1,600
1,400
1,200
1,000
800
600
400
200
0
1997
1998
1999
2000
Traditional
Lifelong Learning
Graduate Students
Non-degree Students
2001
Minority Enrollment, All Students
Fall semester
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
1997
Black Non-Hisp
1998
Amer Indian
1999
Asian/ Pac Isl
2000
Hispanic
2001
International
Parent’s total income prior year, first-time full-time students
[student estimate]
CIRP survey - 2001
All baccalaureate
institutions
All private colleges
4-yr highly selective
Catholic colleges
Spring Hill College
0%
below $40,000
$100,000 - 199,999
20%
40%
$40,000 - 59,999
$200,000 or more
60%
80%
$60,000 - 99,999
100%
% first-time full-time students with both parents alive, but divorced
or living apart
CIRP Survey – 2001
35
30
25
20
15
10
5
0
Men
Spring Hill College
All 4-yr private colleges
Women
4-yr highly selective Catholic colleges
All baccalaureate institutions
% first-time full-time students who consider “Integrating Spirituality
into my Life” to be essential or very important
CIRP Survey - 2001
70
60
50
40
30
20
10
0
Men
Spring Hill College
All 4-yr private colleges
Women
4-yr highly selective Catholic colleges
All baccalaureate institutions
States of residence of incoming traditional students, 1992-2001
Factbook
Other
16%
TN
4%
AL
38%
MS
4%
IL
2%
MO
7%
TX
4%
FL
8%
LA
17%
Retention and Choice
• Why our students come to Spring Hill College
• Retention
Most-cited reasons as very important in choice of particular college attended,
first-time, first-year students [rank/% citing]
CIRP survey - 2001
SHC
women
4-yr Catholic
colleges: women
SHC
men
4-yr Catholic
colleges: men
I was offered financial assistance
1
69.8
4
55.5
1
62.5
3
48.4
College has a very good academic reputation
2
67.5
1
64.7
1
62.5
1
54.8
College’s graduates get good jobs
3
64.6
3
59.1
3
56.8
2
52.0
I wanted to go to a school about the size of this college
4
57.5
2
59.9
7
35.2
4
43.3
College’s graduates gain acceptance to top
graduate/professional schools
5
49.6
6
35.0
4
48.9
7
26.9
I was offered a merit-based scholarship
6
48.8
5
44.1
5
44.7
5
34.6
I was offered a need-based scholarship
7
37.8
8
25.4
8
26.2
8
18.1
I was attracted by the religious affiliation/orientation of the
college
8
30.7
11
17.4
10
21.6
11
12.0
College has a good reputation for social activities
9
29.1
7
29.4
9
21.8
6
30.2
I was offered an athletic scholarship
10
24.5
19
6.4
6
36.2
11
12.0
Reason
Importance of various factors in decision to attend Spring Hill,
first-time full-time students by gender
CIRP survey – 2001 [local questions]
100
90
80
70
60
50
40
30
20
10
0
s
it
ly
or
aff
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s
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on
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m
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ph
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ca
ath
ns
pu
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ar
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de
ss
HC
cu
um
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a
t
f
a
s
m
ad
men
women
Retention Rates First-Time Full-Time Freshman by Entering Year
[fall entry]
100%
95%
90%
85%
80%
75%
70%
65%
60%
1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Fall-to-Spring Retention Rate
Linear (Fall-to-Fall Retention Rate)
Fall-to-Fall Retention Rate
Student Time Use
• High school partying
• High school studying
• College senior year time use
% first-time full-time students who partied 11 hours or more per
week last year in high school
CIRP surveys and The American Freshman, various years
%
100
90
80
70
60
50
40
30
20
10
0
1971
1973
1975
1977
SHC Freshman Men
All Students-4 yr & University
1979
1981
1983
1985
1987
1989
1991
SHC Freshmen Women
All Students-including junior colleges
1993
1995
1997
1999
2001
Hours spent studying/doing homework per week, last year in high school
[entry class of 2001]
CIRP Survey – 2001
100%
80%
%
60%
40%
20%
0%
SHC-Men 4-yr highly All 4-yr
selective
privateCatholicMen
Men
0 to 1
1 to 5
SHCWomen
6 to 15
4-yr highly All 4-yr
selective
privateCatholic- Women
Women
16 or more
Hours spent studying/preparing for class per week, senior year of college
[graduating class of 2001]
Senior survey 2001
100%
80%
%
60%
40%
20%
0%
Spring Hill College
2 or less
3 to 5
Peer group national
liberal arts
6 to 15
Peer group Jesuit
and/or southern
16 or more
Hours spent working with peers on classwork per week, senior year of college
[graduating class of 2001]
Senior survey 2001
100%
80%
%
60%
40%
20%
0%
Spring Hill College
2 or less
3 to 5
Peer group national
liberal arts
6 to 15
Peer group Jesuit
and/or southern
16 or more
Hours spent partying per week, senior year of college
[graduating class of 2001]
Senior survey 2001
100%
80%
%
60%
40%
20%
0%
Spring Hill College
2 or less
3 to 5
Peer group national
liberal arts
6 to 15
Peer group Jesuit
and/or southern
16 or more
Alcohol and Drugs
•
•
•
•
Beer use in high school
Recent substance use at Spring Hill
Frequent substance use in college
Adverse results of substance use in
college
• Student perceptions of substance use at
Spring Hill
% first-time full-time students who drank beer in past year
CIRP surveys and The American Freshman, various years
%
100
90
80
70
60
50
40
30
20
10
0
1971
1973
1975 1977
1979
1981
1983
1985 1987
1989
1991
SHC Freshman Men
SHC Freshmen Women
All Students-4 yr & University
All Students-including junior colleges
1993
1995
1997 1999
2001
Substance use in last 30 days, Spring Hill College
% using
CORE survey – 2001 and 2002
100
90
80
70
60
50
40
30
20
10
Men - 2002
Men - 2001
Women - 2002
Women - 2001
ro
id
s
St
e
dr
ug
s
ig
ne
r
D
es
In
ha
la
nt
s
s
pi
at
e
O
en
s
es
Se
da
tiv
al
lu
ci
no
g
H
A
m
ph
et
am
in
es
ai
ne
oc
C
M
ar
iju
an
a
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lc
o
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To
ba
cc
o
0
Frequent substance use, Spring Hill College compared to national
data [use 3x/week or more]
SHC: CORE survey – 2001 and 2002.
National: CORE data for 2000
45
35
30
25
20
15
10
5
De
s
ig
ne
er
oi
ds
la
ha
In
Spring Hill College, 2001
St
rd
ru
g
s
s
nt
s
te
O
pi
a
en
lu
cin
og
iv
Spring Hill College, 2002
National sample, 2000
Ha
l
da
t
Se
m
ta
Am
ph
e
s
es
es
in
ne
Co
ca
i
an
M
ar
iju
Al
co
ho
l
a
0
To
ba
cc
o
% of respondents
40
Effects of substance use, Spring Hill College compared to national data
SHC: CORE survey – 2001 and 2002. National: CORE data for 2000
60
50
40
30
20
10
0
Missed a
class
Driven a car Got into an Performed
under the argument or poorly on a
influence
fight
test or
project
Spring Hill College, 2002
National sample, 2000
Damaged
Thought I Been taken Arrested for
property, might have a advantage of DWI/DUI
pulled fire drinking or
sexually
alarm, etc.
drug
problem
Spring Hill College, 2001
Student Satisfaction
• Highest sources of satisfaction
• Lowest sources of satisfaction
Highest 10 Satisfaction Scores, Traditional Undergraduates
Student Satisfaction Survey, Spring 2001
[7=very satisfied, 4=neutral, 1=very dissatisfied]
Statement
Mean
satisfaction
Rank
My academic advisor is approachable.
6.03
1
This institution has a good reputation within the community.
6.01
2
Nearly all the faculty are knowledgeable in their field.
5.94
3
My academic advisor is knowledgeable about requirements of my
major.
Faculty are usually available after class and during office hours.
5.88
4
5.86
5
My academic advisor is concerned about my success as an individual.
5.85
6
Major requirements are clear and reasonable.
5.68
7
The content of courses within my major is valuable.
5.67
8
The instruction in my major field is excellent.
5.67
8
I am able to experience intellectual growth here.
5.67
8
The quality of instruction I receive in most of my courses is excellent.
5.67
8
Highest 10 Satisfaction Scores, Lifelong Learning Undergraduates
Student Satisfaction Survey, Spring 2001
[7=very satisfied, 4=neutral, 1=very dissatisfied]
Statement
Mean
satisfaction
Rank
All in all, if you had it to do over, would you enroll here?
6.55
1
This institution has a good reputation within the community.
6.55
1
On the whole, the campus is well-maintained.
6.30
3
The quality of instruction I receive in most of my courses is
excellent.
6.26
4
There is a commitment to academic excellence on this campus.
6.23
5
Financial aid counselors are helpful.
6.22
6
This campus demonstrates a commitment to meeting the needs of
evening students.
6.15
7
My academic advisor is approachable.
6.14
8
The campus staff are caring and helpful.
6.12
9
This campus demonstrates a commitment to meeting the needs of
older, returning learners.
6.12
9
Highest 10 Satisfaction Scores, Graduate Students
Student Satisfaction Survey, Spring 2001
[7=very satisfied, 4=neutral, 1=very dissatisfied]
Statement
Mean
satisfaction
Rank
This institution has a good reputation within the community.
6.52
1
All in all, if you had it to do over, would you enroll here?
6.25
2
The instruction in my major field is excellent.
6.13
3
My academic advisor is knowledgeable about requirements of my
major.
6.10
4
There is a commitment to academic excellence on this campus.
6.02
5
I am able to experience intellectual growth here.
6.02
5
Major requirements are clear and reasonable.
6.00
7
I am able to register for classes I need with few conflicts.
5.99
8
Nearly all the faculty are knowledgeable in their field.
5.98
9
Rate your overall satisfaction with your experience here thus far.
5.98
9
Lowest 10 Satisfaction Scores, Traditional Undergraduates
Student Satisfaction Survey, Spring 2001
[7=very satisfied, 4=neutral, 1=very dissatisfied]
Statement
Rank
There is an adequate selection of food available in the cafeteria.
Mean
satisfaction
3.37
The amount of student parking space on campus is adequate.
3.40
2
Security staff respond quickly in emergencies.
4.10
3
Living conditions in the residence halls are comfortable (adequate space,
lighting, heat, air, etc.)
4.21
4
The Freshman Seminar was a significant help in adjusting to academics
at SHC.
4.33
5
The library has adequate books, periodicals, and electronic resources
needed to complete assignments.
4.43
6
The intercollegiate athletic programs contribute to a strong sense of
school spirit.
4.46
7
Residence hall regulations are reasonable.
4.46
7
This campus demonstrates a commitment to meeting the needs of
commuters.
4.55
9
So far, how has your college experience met your expectations?
4.62
10
1
Overall satisfaction with your undergraduate education at this institution
[graduating class of 2001]
Senior survey 2001
100%
80%
%
60%
40%
20%
0%
Spring Hill College
very dissatisfied
Peer group national
liberal arts
gennerally dissatisfied
Peer group Jesuit
and/or southern
generally satisfied
very satisfied
Academic Performance
• ETS results
• Senior survey impressions of abilities and
knowledge developed
• National Survey of Student Engagement
results
• Career and Continuing Education
Spring Hill College institutional percentile ranking of mean score for
seniors taking the ETS subject area examinations
100
90
80
70
60
% 50
40
30
20
10
0
biology
business
2002
English
history
2001
mathematics
political
science
2000
psychology
Senior survey items where mean response of Spring Hill students was
higher (better) than those of both peer groups:
“Indicate the extent to which each capacity was enhanced by your
educational experiences.”
•Write effectively
•Develop awareness of social problems
•Acquire new skills and knowledge on my own
•Place current problems in
historical/cultural/philosophical perspective
•Think analytically and logically
•Formulate creative/original ideas and solutions
•Evaluate and choose between alternative courses
of action
•Use quantitative tools (e.g., statistics, graphs)
•Use technology
•Gain in-depth knowledge of a subject area
•Evaluate the role of science and technology in
society
•Understand moral and ethical issues
•Function effectively as a member of a team
•Communicate well orally
•Understand myself; abilities, interests,
limitations and personality
•Establish a course of action to accomplish goals
•Develop self-esteem
•Work under pressure
•Engage in the pursuit of truth and knowledge
•Relate well to people of different races, nations,
and religions
Note: if item is in green, the SHC mean exceeded each of the other peer groups by at least 0.2 points on a 4point scale (1=not at all, 4=greatly)
Senior survey items where mean response of Spring Hill students was
lower (worse) than those of either peer group:
“Indicate the extent to which each capacity was enhanced by your
educational experiences.”
Note: if item is in red, the SHC mean fell short of at least one of the peer groups by at least 0.2 points on a 4point scale (1=not at all, 4=greatly)
To what extent has your experience at [your school] contributed to
your knowledge, skills, and personal development in …
(Seniors – Spring 2002 – NSSE)
1 = very little, 2= some, 3 = quite a bit, 4 = very much
4
3
2
1
0
Acquiring a
broad general
education
Writing
clearly &
effectively
Spring Hill
Speaking
clearly &
effectively
Developing a Contributing
personal code to the welfare
of values &
of your
ethics
community
National sample
To what extent does your institution emphasize…
(Seniors – Spring 2002 – NSSE)
1 = very little, 2= some, 3 = quite a bit, 4 = very much
4
3
2
1
0
Spending
significant
amounts of time
studying and on
academic work
Providing the
Helping you cope
Providing the
support you need with your non- support you need
to help you
academic
to thrive socially
succeed
responsibilities
academically
(work, family,
etc.)
Spring Hill
National sample
Percentage of Students Attending Graduate or Professional Schools
classes of 1998 – 2001
Post-Graduation Survey by Career Services
40
35
30
25
20
15
10
5
0
1998
1999
2000
% pursuing post-bachelor education
2001