Transcript National Survey of Student Engagement, 2008

New to UBC (NUBC)
Student Survey, 2009
Results for UBC-Vancouver
NUBC Overview
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UBC participates in several surveys: NSSE, CUSC, Health,
Graduate Outcomes, etc.
The NUBC survey is our first attempt to measure the impact of the
first year experience for both direct entrants and transfer students
The survey asks students about their past experiences and
expectations for their first year at UBC
In February, we’ll survey the students again to measure the impact
of their first year experience – is it what they expected? Better than
what they expected? Worse than what they expected?
Survey items also help measure indicators related to students in
UBC’s strategic plan (e.g., high impact activities, global citizenship,
student awareness of diversity, etc.)
and, we also have some questions relating to process (admissions,
etc)
Survey Development
Survey questions include:
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Specific questions developed for UBC’s learning
environment and strategic plan
Questions from other survey instruments to help provide
some benchmarks (UCUES – University of California
Undergraduate Experience Survey which has been
administered since 2003; CIRP Freshman Surveys
administered by the Higher Education Research Institute
at UCLA to freshman students across the U.S. since
1965 and CARES Survey administered at Florida
Atlantic University
Survey Development
The survey was also developed to provide students
with a mechanism to seek additional information or
advice by way of pop-up questions
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For example, students were asked if they planned to
work for pay during the upcoming year. If they said
‘no’, they moved on to the next question. If they said
‘yes’, another question was displayed asking if they
would like to be contacted with information about
on-campus work opportunities.
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Follow up emails and/or contact was then initiated
with students where appropriate
Response Rates
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Survey administered in August 2009 and closed September 15, 2009
(two reminders plus the original invite)
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Administered to both UBC Vancouver and Okanagan Campuses, New
Students only, Direct entrants and Transfer students to Undergraduate
Degree Programs
Direct Entrants
Invited
Responded
Response Rate
UBCV
5435
3493
64.3%
UBCO
1352
861
63.7%
Total
6787
4354
64.2%
Invited
Responded
Response Rate
UBCV
2190
1357
62.0%
UBCO
518
322
62.2%
Total
2708
1679
62.0%
Transfer
How do response rates compare?
How does a response rate of 64% compare to other response rates?
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In 2005, we achieved a 58% response rate on the BSSE survey
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However, once students start their studies, they are overwhelmed with
email communications and requests for survey participation leading to
survey fatigue
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In 2006 and 2008, the first year response rate for UBCV NSSE was
~29%
We need to do a better job of coordinating survey requests and managing
email communications with students
Interpreting the Data
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Responses are reported in the form of means and frequencies.
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Important differences are identified by:
a) statistical significance (is the change unlikely to be simple chance
variation?) and
b) effect sizes
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Effect size indicates the “practical significance” of the mean difference. In
practice, an effect size of .2 is often considered small, .5 moderate, and .8
large.
Summary of Findings:
UBCV Direct Entrants
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Summary of Findings
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Connections to the strategic plan
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UBC compared to U.S. Peers
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UBCV compared to UBCO
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Student Priorities on improving the experience for incoming students
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Next Steps
UBCV Direct Entrants:
Distribution by faculty
Direct Entrants Distribution of respondents by faculty:
Faculty
Frequency
Percent of
respondents
% of students registered
in first year
APSC
409
11.7%
12.7%
ARTS
1,306
37.4%
38.0%
COMM
370
10.6%
10.3%
DENT
13
0.4%
0.3%
FRST
58
1.7%
1.7%
HKIN
60
1.7%
1.9%
LFS
133
3.8%
3.7%
27
0.8%
0.7%
SCIE
1,117
32.0%
30.7%
Total
3,493
100.0%
MUSC
Distribution of respondents by faculty is similar to distribution
of registrants by faculty
UBCV Direct Entrants:
Demographics
GENDER
Domestic
Women
1,743
339
2,082
59.6%
Men
1,152
259
1,411
40.4%
Total
2,895
598
3,493
100.0%
%
82.9%
International
Total
17.1%
%
100.0%
Ethno-racial groups (students could select more than one category)
N
%
33
1.0%
White
1307
37.8%
Chinese
1328
38.4%
South Asian (e.g., East Indian, Pakistani, Sri Lankan, etc.)
234
6.8%
Black
43
1.2%
Filipino
89
2.6%
Latin American
59
1.7%
Southeast Asian (e.g., Vietnamese, Cambodian, Malaysian, Laotian, etc.)
103
3.0%
Arab
31
0.9%
West Asian (e.g., Iranian, Afghan, etc.)
80
2.3%
Korean
260
7.5%
Japanese
62
1.8%
Other
207
6.0%
Aboriginal
UBCV Direct Entrants:
Demographics
Do you identify yourself as:
N
Valid
Total
Valid %
Heterosexual
2830
81.0
92.5
Gay/Lesbian
39
1.1
1.3
Bisexual
78
2.2
2.5
Unsure
114
3.3
3.7
3061
87.6
100.0
432
12.4
3493
100.0
Total
Missing
%
System
UBCV Direct Entrants: more demographics
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46.2% learned English as their first language
Of those, who didn’t learn English as their first language,
79.0% learned to speak English before the age of 10
78.9% can speak two or more languages well enough to
conduct a conversation
48.4% have lived in another country besides Canada for
at least one year
66.2% have fathers who have completed a postsecondary degree and 58.2% have mothers who have
completed a post-secondary degree. Approximately
80% have parents who have taken some college or
university studies
UBCV Direct Entrants: living and commuting
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Half the respondents planned to live on campus and of those living
off-campus, 84% plan to use public transport
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Note: Of those who said they planned to live on campus, 92% or 1605 respondents are living in a
UBC student residence; of those who said ‘No’, a small number (2% or 29 students) are living in
residence.
How do you plan to commute to UBC? (Select the mode of transport
you will use most often)
Vehicle (alone)
109
6.3%
Vehicle (with others/carpool)
109
6.3%
Walk
18
1.0%
Bicycle
30
1.7%
1455
84.3%
4
0.2%
Public transport
Other
UBCV Direct Entrants: finances and work
Do you need a loan to finance your first year at
UBC?
100%
80%
60%
No
Yes
40%
20%
0%
Domestic
Intl
Of those who need a loan, 77% will rely on government student loans
UBCV Direct Entrants: finances and work
Do you have any concern about your ability to finance your
entire university education?
100%
Major (not sure I will have enough
funds to complete university)
80%
Some (but I probably will have enough
funds)
None (I am confident that I will have
sufficient funds)
60%
40%
20%
0%
Domestic
Intl
UBCV Direct Entrants: finances and work
During this coming year, do you plan to work (for pay)?
Count
%
No, I don't plan to have a job
1324
37.9%
I plan to work less than 10 hours per week
1261
36.1%
I plan to work between 11 and 20 hours per week
858
24.6%
I plan to work more than 20 hours per week
48
1.4%
Expectations about learning
On a scale of 1 to 5, where 5 is ‘strongly agree’, respondents seem to be very
positive about the learning environment
GENDER
F
My courses will be interesting
I see the value in each of the courses I will be taking this semester
I am confident that I have the ability to succeed in all of my courses
Valid N
2073
1400
Mean
4.13
4.15
Standard Deviation
0.86
0.86
Valid N
2066
1402
Mean
4.18
4.15
Standard Deviation
0.93
0.96
Valid N
2077
1401
Mean
4.02
4.23*
0.9
0.9
Standard Deviation
*results are statistically significant
M
Expectations about learning
….and respondents are also confident of their ability to achieve good grades.
Overall grade average that students expect to achieve during their first
year at UBC
70%
60%
50%
40%
30%
20%
10%
0%
(80-100)A
(68-79)B
(55-67)C
(50-54)D
(0-49)F
Expectations about learning
We know however that students are going to be very disappointed with their
actual performance
Respondent expectations of first year grades compared to actual first year
grades in 2008
70%
60%
50%
expected
40%
actual in 2008
30%
20%
10%
0%
(80-100)A
(68-79)B
(55-67)C
(50-54)D
(0-49)F
Actual grades in 2008 for first year only, registered in a minimum of 24 credits, undergraduate degree programs
Tutoring received and will need
Tutoring
Have had:
Will need:
English
568 16.3%
711 20.4%
Reading
241
306
Mathematics
868 24.8%
830 23.8%
Science
371 10.6%
596 17.1%
Second/Additional
Language
316
9.0%
419 12.0%
Writing
466 13.3%
902 25.8%
Other
49
6.9%
1.4%
64
8.8%
1.8%
Areas of concern
Very concerned
Somewhat
concerned
Not concerned
Count
Row N %
Count
Row N %
Count
Row N %
Financing my education at UBC
669
19.2%
1662
47.7%
1154
33.1%
Being accepted for who I am
431
12.4%
1136
32.6%
1915
55.0%
Getting into my first choice of major
974
28.0%
1429
41.0%
1079
31.0%
1017
29.2%
1749
50.2%
715
20.5%
Getting the academic advising I need
751
21.6%
1755
50.4%
975
28.0%
Getting the career and professional advising I need
880
25.3%
1741
50.0%
864
24.8%
Getting the personal counseling I might need
317
9.1%
1241
35.7%
1922
55.2%
Getting along with my roommate(s), housemate(s), or family members
417
12.0%
1145
32.9%
1920
55.1%
Being able to make the kind of friends I want
869
24.9%
1550
44.5%
1064
30.5%
Being away from family and friends; being 'homesick'
369
10.6%
1014
29.1%
2101
60.3%
Being able to maintain good health
567
16.3%
1439
41.3%
1476
42.4%
Being able to cope with expectations of parents and family
623
17.9%
1392
40.0%
1465
42.1%
My personal safety in and around campus
295
8.5%
958
27.5%
2231
64.0%
If UBC is the right choice for me
380
10.9%
1048
30.1%
2055
59.0%
My ability to do the coursework
Note: country of birth is a significant factor in the proportion of students who are ‘very concerned’. Those born in
Canada are less likely to be ‘very concerned’
Areas of concern compared to UC Berkeley
UC Berkeley
Being able to maintain a high enough GPA
Not that
concerned
Somewhat
concerned
Very
concerned
6.10%
29.90%
64.00%
Being overwhelmed with all the things I'm expected to do my first
semester
10.60%
40.00%
49.40%
Being able to balance academic and social activities
12.30%
41.00%
46.70%
Getting the career and professional advising I need
13.50%
42.70%
43.70%
Being able to make the kind of friends I want
17.60%
38.80%
43.60%
Getting the academic advising I need
15.20%
44.50%
40.30%
Financing my education at Berkeley
27.20%
36.40%
36.40%
Getting into my first choice of major
30.80%
35.50%
33.70%
Getting along with my roommate (s)
25.60%
43.20%
31.20%
Finding affordable housing while I'm a student at Berkeley
28.10%
44.40%
27.50%
If Berkeley is the right choice for me
42.30%
32.10%
25.50%
Being able to maintain good health
30.70%
43.90%
25.30%
Being able to cope with expectations of parents and family
35.20%
40.30%
24.50%
Getting the personal counseling I might need
34.70%
41.20%
24.00%
My personal safety in and around the city of Berkeley
34.30%
43.90%
21.80%
Being away from family and friends; being 'homesick'
41.70%
37.00%
21.30%
Ability to balance academic and non academic time
How confident are you in your ability to balance your academic time (in class, study
time, etc.) and non-academic time (work, exercise, socializing, care for dependents,
etc.)
Frequency
Valid
Missing
Total
Not confident
Percent
158
4.5
Somewhat confident
2286
65.5
Very confident
1045
30.0
Total
3489
100.0
System
4
3493
Of those who responded ‘not confident’, 120 or 77% asked for additional
information to be sent to them to help them achieve balance
Proficiencies
60%
60%
50%
50%
40%
30%
20%
Very poor
40%
Poor
30%
Fair
20%
Good
10%
10%
Very Good
0%
Excellent
UBC V
Very poor
Poor
Fair
Good
0%
UBC V
UC B
Ability to appreciate, tolerate and understand racial
and ethnic diversity
UC B
Very Good
Excellent
Self-awareness and understanding
60%
60%
50%
50%
Very poor
40%
Poor
30%
Fair
20%
Good
10%
Very Good
0%
UBC V
UC B
Ability to appreciate cultural and global
diversity
Excellent
Very poor
40%
Poor
30%
Fair
20%
Good
10%
Very Good
0%
UBC V
UC B
Ability to speak clearly and effectively in
English
Excellent
Proficiencies as they relate to the strategic plan
If students rate their proficiencies in the following areas as very good to
excellent, how would UBC enhance / utilize these skills?
N
Mean
Std.
Deviation
Ability to appreciate, tolerate and understand racial and ethnic
diversity
3476
5.34
.805
Ability to appreciate cultural and global diversity
3476
5.23
.880
Ability to take personal social responsibility
3474
5.07
.841
High Impact Activities
Participate in:
Intend
to do
Did do
student leadership activities
2011
57.6%
1843
52.8%
research activities
1445
41.4%
1772
50.7%
co-op education
325
9.3%
2018
57.8%
internship or practicum
420
12.0%
2083
59.6%
volunteer work
2974
85.1%
2269
65.0%
community service as part of a class
1950
55.8%
1602
45.9%
547
15.7%
1116
31.9%
2006
57.4%
1569
44.9%
political activities
tutoring or teaching other students (paid or
voluntary)
High Impact Activities
Travel to an international location:
as part of school organized sport
Intend
to do
Did do
670
19.2%
1043
29.9%
2337
66.9%
2349
67.2%
to participate in community/voluntary service
736
21.1%
1865
53.4%
for work
222
6.4%
1711
49.0%
1055
30.2%
2185
62.6%
for leisure
for education
Mental Health
Indicate if you have felt any of the following this past year:
N
%
2,319
66.4%
Depressed
861
24.6%
Very lonely
586
16.8%
1,162
33.3%
375
10.7%
N
%
Very concerned
387
13.4%
Somewhat concerned
1762
61.0%
Not very concerned
740
25.6%
Overwhelmed by all I had to do
Extremely anxious
Very angry
45% of respondents selected extremely anxious and/or depressed
How concerned are you that these feelings will persist during
your first year at UBC?
Would you like to receive an e-mail about the services on
campus that could help you?
N
%
Yes
1118
52.4%
No
1014
47.6%
Comparisons between UBCV and UBCO
Financing first year and concerns about ability to finance entire education similar
80% of UBCO respondents learned English as their first language compared to 46.2
at UBCV
76.4% self-identified as ‘white’ ( 37.8% at UBCV)
50% have fathers who have completed a post-sec degree (66.2% at UBCV)
21.6% have lived in another country for at least one year (48.4% at UBCV)
63% plan to live on campus (50% at UBCV)
Of those not living on campus, only 33% plan to use public transport (84% at UBCV)
Similar on expectations for courses and self assessment with respect to diversity and
social responsibility
Comparisons between UBCV and UBCO
Grade expectation for first year direct entrants
70.0%
60.0%
50.0%
40.0%
ubco
ubcv
30.0%
20.0%
10.0%
0.0%
80-100 (A-,
A, A+)
68-79 (B-,
B, B+)
55-67 (C-,
C, C+)
50-54 (D)
0-49 (F)
Comparisons between UBCV and UBCO
Top three areas where UBCO students are ‘very concerned’:
My ability to do the coursework
169
19.7%
Financing my education at UBCO
166
19.3%
Getting the career and professional
advising I need
150
17.5%
UBCV student concerns are similar although getting into first choice major
rates higher than financing education and more students at UBCV tend to be
‘very concerned’
Note: country of birth is a significant factor in the proportion of students who are ‘very concerned’. Those born in
Canada are less likely to be ‘very concerned’
What are respondents looking forward to the most?
Students were asked to identify two areas that excited them the most
about the upcoming year
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Meeting new people
New environment
Interesting classes
Living alone; change of environment
Clubs and new experiences
What are respondents concerned about the most?
Students were asked to identify two areas that worried them the most
about the upcoming year
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Doing well; maintaining good grades
Social environment; making friends
Being homesick
Course load; being able to maintain a balance between academic
and non academic
Overall ability to succeed
What can UBC do to improve the first year experience?
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Better web site (s); information is difficult to find
Help with course selection/registration
“More user friendly ssc”
Better communication; more informative emails
Quicker response to emails/questions
Provide check lists of what’s required
What can UBC doStudent
to improve
the first year experience?
comments
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Provide lots of information on your prospective student website, provide student
testimonials/tips, a detailed deadline/calendar, and easy access to entrance
requirements on the UBC website.
make sure if we email you a question... to answer quicker.... it took 2 weeks to get my
question answered...
Separate faculties could outline their requirements more clearly in order to make
course selections easier to understand.
It needs a more flawless and cognitive process, ranging from application to acceptance
to housing, instead of delegating parts of the process to individual departments
Give them more information on what first year requirements they have to meet and
make those options readily available.
Perhaps a itinerary of what a typical student looks like. (E.g. one for each faculty- one
for Arts, one for Sciences, and for Commerce, etc)
better academic advising
better website
Use current students as recruiters.
I wish UBC can have some more advisors who can give students detailed and overall
information about their academic life and social life in the university instead of some
vague answers.
What can UBC do to
improve
the first year experience?
More
student comments
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UBC should be giving more direct step on course selection instead of asking student to
find the answer.
Simplify the website - eliminate unnecessary information and options as the student
progresses through the application process.
In my high school, around grad we got sent a checklist of things we had to do and by
what dates. Something like that, just in an email or something that we could print off,
would be really helpful. I mean, I'm still confused about my U-Pass, what books to buy,
and when I need get the picture taken (the one that sticks with you throughout
University...). Having a concrete list of things to do would be excellent.
The availability of advisors to suit the needs of students with persisting questions about
university who require support and reassurance.
the web site doesn’t always work and it is difficult to find information on it, i have always
had to call to ask.
Make a comprehensible website that is geared directly to first year students with links
that are easy to access rather than having to constantly search through many websites
to find information on housing, financial assistance programs, etc.
When I was in the application process the most and still now, i called the offices a lot
because the websites didn't give me a lot of information that i directly needed.
However, I've always been put on hold for at least 10 minutes or more (one time 25
minutes). This was especially frustrating because office hours were only during my
school time, so i had to miss class to be put on hold. There should be a system where
students applying from high school have the same amount of access to UBC help as
other applicants. For example, extended office hours for high school applicants.
Next Steps
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Analyze student comments
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Analyze data for transfer students
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Analyze data for UBCO
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Provide NUBC data to deans at faculty level
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Drill down on some questions by gender, international
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Use NUBC as the stimulus for improving processes
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Focus NUBC discussion to align with institutional strategic goals (Trek 2010)
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Design survey instrument for February follow up
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Next year?