View
18
Download
0
Category
Tags:
Preview:
Citation preview
Mel ShusterMel Shuster(with lots of help from Brooks Clark, Lori Schmidt, Wendy Riddle, (with lots of help from Brooks Clark, Lori Schmidt, Wendy Riddle, Kendell Kluttz, Jim Herberger, Mike Schill, and a host of others.)Kendell Kluttz, Jim Herberger, Mike Schill, and a host of others.)
Simpson University: Simpson University: the student populationthe student population
The Christian UniversityThe Christian University
The student populationThe student population SocietySociety The Judeo/Christian meta-narrative The Judeo/Christian meta-narrative The UniversityThe University
The focus of this presentation – the The focus of this presentation – the studentstudent
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
Tinto’s theoryRites 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
Tinto’s theoryContent 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)
Tinto’s theoryMethods 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
Operationalizing Tinto’s Operationalizing Tinto’s theorytheory
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 Characteristics of those who leave before
graduationgraduation Past engagement activities of graduating seniorsPast engagement activities of graduating seniors
Sources of study dataSources of study data
Entering freshmen characteristicsEntering freshmen characteristics Cooperative Institutional Research Cooperative Institutional Research
Program (CIRP)Program (CIRP) College Student Inventory (CSI)College Student Inventory (CSI)
Student engagementStudent engagement National Survey of Student Engagement National Survey of Student Engagement
(NSSE) (NSSE) Student priorities /level of satisfactionStudent priorities /level of satisfaction
Student Satisfaction Inventory (SSI)Student Satisfaction Inventory (SSI)
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
Reasons Students Chose Reasons Students Chose SimpsonSimpson
Data sourcesData sources Exit interview dataExit interview data Resident Director dataResident Director data CIRP (Freshmen survey)CIRP (Freshmen survey) Resident Assistant dataResident Assistant data
Exit Interview DataExit Interview DataFall 2007/Spring 2008Fall 2007/Spring 2008
Total Student Population Fall: 646Total Student Population Fall: 646Students interviewed (N = 89)Students interviewed (N = 89)
Why exiting students chose Simpson (Top Why exiting students chose Simpson (Top 7 Reasons)7 Reasons)
Small Private College/Christian Environment Small Private College/Christian Environment (17)(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)
Resident Directors’ Resident Directors’ PerspectivePerspective(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 Experience with students that they met
during a visitduring a visit Admissions counselor’s interest in themAdmissions counselor’s interest in them
CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0 10 20 30 40 50 60 70 80 90
My parents wanted me to go
I could not find a job
Wanted to get away from home
To be able to get a better job
To gain a general education and appreciation of ideas
There was nothing better to do
To make me a more cultured person
To be able to make more money
To learn more about things that interest me
To prepare for grad or professional school
A mentor/role model encourage me to go
To get training for a specific career
Percentage
Reasons noted as very importantin deciding to go to college
2000
2002
2004
2006
2008
Avg. N = 141
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
Influencing student's decision to attend this particular college
2000
2002
2004
2006
2008
Avg. N = 141
CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0102030405060708090
Firs
t cho
ice
Seco
nd c
hoic
e
Thir
d ch
oice
Less
than
thi
rd
choi
ce
Perc
enta
geIs this college your ...
2000
2002
2004
2006
2008
Avg. N = 141
CIRP: Freshman Survey ResultsCIRP: Freshman Survey ResultsAvg 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 Sevento ten
Elevenor more
Choices
Perc
en
tag
es
2000
2002
2004
2006
2008
Resident Assistants’ Resident Assistants’ PerspectivePerspectiveSpring ‘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
Reasons chose Simpson Reasons 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 exploring Note: interest in job prep. and exploring
ideasideas
Freshmen Freshmen Goals/ExpectationsGoals/Expectations
Data sourcesData sources CIRP data (Freshmen survey)CIRP data (Freshmen survey)
CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0102030405060708090
Non
e
Voca
tiona
l cer
tifica
te
Ass
ocia
te
Bach
elor
s
Mas
ters
Ph.D
. or
Ed.D
M.D
., D
.O.,
D.D
.S.,
D.V
.M.
LL.B
. or
J.D.
B.D
. or
M.D
iv.
othe
r
Perc
enta
ge
Highest academic degreeyou intend to obtain
at this college?
2000
2002
2004
2006
2008
0
10
20
30
40
50
60
Non
e
Voca
tiona
l cer
tifica
te
Ass
ocia
te
Bach
elor
s
Mas
ters
Ph.D
. or
Ed.D
M.D
., D
.O.,
D.D
.S.,
D.V
.M.
LL.B
. or
J.D.
B.D
. or
M.D
iv.
othe
r
Perc
enta
ge
Highest academic degreeto intend to obtain
at any college?
2000
2002
2004
2006
2008
Avg. N = 141
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
CIRP: Objectives considered to be CIRP: Objectives considered to be essential or very important as essential or very important as
freshmen (top 5)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 86.0Helping others in difficulty 81.2 82.0 82.4 81.2 80.7Improving my understanding of other countries and cultures 62.2 59.6 58.4 51.8Influencing social values 51.8 60.1 54.1 58.3 58.8Developing meaningful philosophy of life 37.3 37.2 45.4 54.0 50.0
Freshmen Freshmen Goals/Expectations 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 Socialize w/someone of different racial/ethnic
groupgroup Raising a familyRaising a family Helping othersHelping others
Freshmen CharacteristicsFreshmen Characteristics(Academic Readiness)(Academic Readiness)
Data sourcesData sources CIRP (freshmen survey)CIRP (freshmen survey) CSI (freshmen characteristics survey)CSI (freshmen characteristics survey) Resident Directors’ perspectiveResident Directors’ perspective Resident Assistants’ perspectiveResident Assistants’ perspective
CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0
1
2
3
4
5
6
7
He
ari
ng
Sp
ee
ch
Ort
ho
pe
dic
Le
arn
ing
dis
ab
ilit
y
He
alt
h-re
late
d
Pa
rtia
lly
sig
hte
d o
r b
lin
d
Oth
er
Pe
rce
nta
ge
Student Disabilities
2000
2002
2004
2008
Avg. N = 141
CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
05
1015202530354045
No
ne
Le
ss t
ha
n o
ne
1 t
o 2
3 t
o 5
6 t
o 1
0
11
to
15
16
to
20
Ov
er
20
Pe
rce
nta
ge
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
Percent of freshmen rating self Percent of freshmen rating self above average or in the top above average or in the top
10%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 28.7Drive to achieve 68.1 66.5 56.5 63.9 69.6Mathematical ability 26.5 34.7 27.1 29.2 34.8Self-confidence (intellectual) 53.0 53.2 49.1 67.4 58.3
Writing ability 52.4 46.2 49.1 50.7 57.0
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 1.8Some high school 8.5 5.3 4.7 5.6 4.4High school graduate 23.2 15.8 15.0 25.2 19.5Postsecondary 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 30.1Some graduate school 2.4 1.8 3.7 1.4 2.7Graduate degree 19.5 19.9 20.6 12.6 16.8
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 1.8Some high school 4.2 4.0 3.8 1.4 2.6High school graduate 18.2 18.5 13.2 21.8 21.1Postsecondary 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 29.8Some graduate school 1.2 0.6 3.8 2.8 0.9Graduate degree 9.7 9.2 10.4 10.6 12.3
Freshmen Characteristics Freshmen Characteristics ((Resident Directors’ Perspective)Resident Directors’ Perspective)
Lower to middle class families: tight Lower to middle class families: tight financial situationfinancial situation
Increasing number of non-white Increasing number of non-white studentsstudents
Relatives of current studentsRelatives of current students West coastWest coast Eclectic denominational backgroundEclectic denominational background
Freshmen CharacteristicsFreshmen Characteristics((Resident Assistants’ perspective)Resident Assistants’ perspective)
CMA-affiliated churchesCMA-affiliated churches Biblical literacy is very low Biblical literacy is very low
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 or Large percentage: perceived average or
below average math, writing and computer below average math, writing and computer skillsskills
Mixed parental educational backgroundMixed parental educational background Potential underestimate of the time required Potential underestimate of the time required
for academic work.for academic work. Wide range in Biblical literacyWide range in Biblical literacy
Student EngagementStudent Engagement
Data sourcesData sources NSSENSSE Emerging Adult surveyEmerging Adult survey Resident Director perspectivesResident Director perspectives Resident Assistants perspectivesResident Assistants perspectives
NSSE: Student Engagement, ‘05NSSE: Student Engagement, ‘05
a. Preparing for classb. Working for pay on campusc. Working for pay off campusd. Participating in co-curricular activitiese. Relaxing and socializingf. Providing care for dependents living with youg. Commuting to class
Fr. N = 197Sr. N = 97
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%
Emerging Adult SurveyEmerging Adult Survey(2007 – 2008)(2007 – 2008)
Activity Category 1 Category 2 Category 3 Category 4How 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%
Emerging Adult SurveyEmerging Adult Survey(2007 – 2008)(2007 – 2008)
Activity Category 1 Category 2 Category 3 Category 4Do 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
Resident Directors’ Resident Directors’ perspectivesperspectives
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
Resident Assistants’ Resident Assistants’ perspectivesperspectives
How do students spend their time? Outdoors activities Watch movies Trips to Starbucks/hangout Ministries at the local church Work Video games
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
Student Student Priorities/SatisfactionPriorities/Satisfaction
Data sourcesData sources SSISSI CSSCSS
SSI ResponsesSSI Responses * *
Most Important Issues Most 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
SSI Responses SSI Responses (Largest gap)(Largest gap)(All classes,2007)(All classes,2007)
Item Importance Satisfaction/SD Gapadequate selection of food
6.42 3.51 / 1.67 2.91parking space is adequate 6.26 3.54 / 1.85 2.72good variety of courses 6.52 4.94 / 1.40 1.58able to register for classes with few conflicts 6.57 4.99 / 1.50 1.58Residence 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
CSS data CSS 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
CSS dataCSS data(Seniors,2008)(Seniors,2008)
Item (Satisfactory or very Satisfactory) Bottom 5
N Percent
Computer facilities 73 49.3Quality of computer training/assistance 65 46.2Career counseling and advising 66 40.9Job placement services for students 66 36.4Recreational facilities 72 26.4
Student Student Priorities/SatisfactionPriorities/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
Student StrugglesStudent Struggles
Data sourcesData sources Counseling CenterCounseling Center Resident Directors’ perspectivesResident Directors’ perspectives Resident Assistants’ perspectivesResident Assistants’ perspectives
Counseling CenterCounseling Center(N ’06/’07 = 64)(N ’07/’08 = 68)(N ‘08/’09 = 70 – (N ’06/’07 = 64)(N ’07/’08 = 68)(N ‘08/’09 = 70 –
100)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 or Suicidal 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
Resident Directors’ Resident Directors’ perspectivesperspectives
The students’ struggles Anxiety Depression Relationships Lacking coping skills
Resident Assistants’ Resident Assistants’ perspectivesperspectives
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
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 As part of the process, can experience depression and anxietyexperience depression and anxiety
Characteristics of those who Characteristics of those who thrive at Simpsonthrive at Simpson
Data SourcesData Sources Counseling CenterCounseling Center Resident Directors’ perspectiveResident Directors’ perspective Resident Assistants’ perspectiveResident Assistants’ perspective
Counseling CenterCounseling Center
Characteristics of those who thrive Committed to Christ Actively participate in activities and
classes Engaged in the Simpson culture
Resident Directors’ Resident Directors’ perspectiveperspective
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.
Resident Assistants’ Resident Assistants’ perspectiveperspective
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
ThriversThrivers(Common Themes)(Common Themes)
Involved in the communityInvolved in the community Learn how to manage their time/find Learn how to manage their time/find
balancebalance Discovery who they are/find their Discovery who they are/find their
nicheniche
Characteristics of those who Characteristics of those who leave before graduatingleave before graduating
Data sourcesData sources Exit interview responsesExit interview responses Resident Directors’ PerspectiveResident Directors’ Perspective Resident Assistant PerspectiveResident Assistant Perspective
Exit Interview ResponsesExit Interview Responses(F’07/Sp’08 combined)(F’07/Sp’08 combined)
Reasons given for leaving before Reasons given for leaving before graduationgraduation Financial reasons/debt amount concerns Financial reasons/debt amount concerns
(17)(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)
Resident Directors’ Resident Directors’ perspectiveperspective
Characteristics of those who leave before they Characteristics of those who leave before they graduategraduate Don’t want to be held accountable for actionsDon’t want to be held accountable for actions Finances Finances 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 It is a big deal for them to figure out who
they are.they are.
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
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
Types of engagement of Types of engagement of graduating seniorsgraduating seniors
Data sourceData source CSSCSS
CSS CSS (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
CSS CSS (2008)(2008)
Since entering college, students “frequently” or
“Occasionally”
N Percent
Used internet for research or homework 74 97.3Studied with other students 74 96.6
Have been a guest in a professor's home 74 89.2
Turned in course assignments electronically 74 87.8Met with an advisor/counselor about career plans 74 83.8
Performed community service as part of a class 74 77.0Came late to class 74 75.7
Worked on independent study projects 74 70.3Discussed course content with students outside class 74 67.6Failed to complete homework on time 74 67.6
CSS CSS (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
Types of Student InvolvementTypes of Student Involvement(Common Themes)(Common Themes)
Thirty percent of the seniors Thirty percent of the seniors transferred from a community transferred from a community collegecollege
Increasingly an electronic communityIncreasingly an electronic community Have been, at least occasionally, a Have been, at least occasionally, a
guest in a faculty person’s home but guest in a faculty person’s home but lack frequent interaction with faculty lack frequent interaction with faculty outside of classoutside of class
Reasons students chose Simpson Reasons 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
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
Freshmen CharacteristicsFreshmen Characteristics
High perception of academic abilityHigh perception of academic ability Strong desire to achieveStrong desire to achieve Large percentage: perceived average or Large percentage: perceived average or
below average math, writing and below average math, writing and computer skillscomputer skills
Mixed parental educational backgroundMixed parental educational background Potential underestimate of the time Potential underestimate of the time
required for academic work.required for academic work.
Freshmen Freshmen Goals/Expectations 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 Socialize w/someone of different racial/ethnic
groupgroup Raising a familyRaising a family Helping othersHelping others
Student Student Priorities/SatisfactionPriorities/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
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 As part of the process, can experience depression and anxietyexperience depression and anxiety
ThriversThrivers
Involved in the communityInvolved in the community Learn how to manage their time/find Learn how to manage their time/find
balancebalance Discovery who they are/find their Discovery who they are/find their
nicheniche
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
Types of Student InvolvementTypes of Student Involvement
Thirty percent of the seniors Thirty percent of the seniors transferred from a community transferred from a community collegecollege
Increasingly an electronic communityIncreasingly an electronic community Have been, at least occasionally, a Have been, at least occasionally, a
guest in a faculty person’s home but guest in a faculty person’s home but lack frequent interaction with faculty lack frequent interaction with faculty outside of classoutside of class
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
General RecommendationsGeneral Recommendations(Focus: increasing student/institutional (Focus: increasing student/institutional
match)match)
Freshmen year: transitional year (per Tinto)Freshmen year: transitional year (per Tinto) Assist in helping to find a good balance in Assist in helping to find a good balance in
activitiesactivities Assist in helping find directionAssist in helping find direction Assist with coping skillsAssist with coping skills Address the expectation of earning a “B” with Address the expectation of earning a “B” with
the level of studying that they are used to. the level 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
RecommendationsRecommendations(Specific Policies)(Specific Policies)
Academic advising with faculty for freshmen Academic advising with faculty for freshmen (Using the CSI)(Using the 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 Have faculty “experts” for each class
(Fr./So./Jr./Sn.)(Fr./So./Jr./Sn.) Develop college impact theories/policies for Develop college impact theories/policies for
transfer studentstransfer students Consider the impact of the electronic community Consider the impact of the electronic community
on the impact of the studenton the impact of the student
RecommendationsRecommendations(Curriculum)(Curriculum)
Orientation to academicsOrientation to academics Orientation to the faith communityOrientation to the faith community Opportunity to explore with general Opportunity to explore with general
education courses education courses
Fall Freshmen courseFall Freshmen course
Service learning: HERI researchService learning: HERI research An opportunity to formulate their own life An opportunity to formulate their own life
story 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.)
Spring Freshmen courseSpring Freshmen course
Focus on transition from concrete to Focus on transition from concrete to abstractabstract
The “Life of the Mind”The “Life of the Mind” Introduction to the “ways of knowing” that Introduction to the “ways of knowing” that
form the basis of each of the disciplinesform the basis of each of the disciplines Bring in professors from different disciplinesBring in professors from different disciplines WritingWriting Being a studentBeing a student
Orientation to the faith Orientation to the faith communitycommunity
Bible courses as orientation to the faith Bible courses as orientation to the faith communitycommunity
Students are increasingly Biblically illiterateStudents are increasingly Biblically illiterate Need back ground to integrate their faith Need back ground to integrate their faith
with their major and their liveswith their major and their lives Introduce the cross within its historical Introduce the cross within its historical
contextcontext
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
RecommendationRecommendation(Retention)(Retention)
Get the students involved in meaningful activity Get the students involved in meaningful activity early in their academic careerearly in their academic career
Work on clarifying message to prospective students Work 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 retention Consider including the whole family in the retention
process esp. for first generation students.process esp. for first generation students.
RecommendationsRecommendations(Specific Issues)(Specific Issues)
Recommend continued efforts to Recommend continued efforts to address the following:address the following: adequate selection of food adequate selection of food parking space is adequateparking space is adequate good variety of courses good 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
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 Complete your education after a community
collegecollege First generation college student.First generation college student.
Weaknesses in the methodology
Aggregate data: does not link responses from different surveys
Data is from different years
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
Recommended