CIRP 2013 Results - Summer 2014

Student Affairs Office of Research | 2013 CIRP Report | 1

Cooperative Institutional Research Program (CIRP)

The Freshman Survey

2013 Survey Report

Prepared by the Office of Research & Assessment

Division of Student Affairs

Summer 2014


Table of Contents

Introduction ......................................................................................................................................... 3

About Our Incoming Students ............................................................................................................. 3

Typical Weekly Activity in High School .......................................................................................... 5

CIRP Themes ....................................................................................................................................... 6

Academics ......................................................................................................................................... 6

Civic Engagement ............................................................................................................................ 7

College Choice .................................................................................................................................. 8

Diversity ............................................................................................................................................ 9

Financing College ............................................................................................................................ 11

Future Planning ............................................................................................................................... 12

Health and Wellness ........................................................................................................................ 13

Leadership ....................................................................................................................................... 14

Spirituality/Religiosity .................................................................................................................... 14

CIRP Constructs ................................................................................................................................. 15

National Trends identified by CIRP ................................................................................................... 18

Suggested Next Steps for FSU ............................................................................................................ 19


Introduction The Cooperative Institutional Research Program (CIRP) Freshman Survey, sponsored by the Higher Education Research Institute (HERI) at the University of California, Los Angeles, collects self-reported information on incoming students (biographic, demographic, educational, financial, opinions, etc.) at colleges and universities across the United States. At FSU the Office of New Student & Family Programs administers CIRP during summer orientation. With more than 30 years of participation, FSU has accumulated over 112,000 respondents. The 2013 FSU CIRP results were summarized based on responses from 5,146 first-time, full-time freshmen, which composed 84% of the full-time FTIC population. FSU’s responses, together with responses from 233 other institutions, were aggregated in The American Freshman: National Norms Fall 2013. This report contains four major sections. The first section provides detailed information about who our incoming students are, including demographic breakdowns, family characteristics, and typical weekly activities in high school. The second section summarizes CIRP Themes that impact the college experience. The third section examines the CIRP Constructs. The report concludes with discussion points for FSU administration and faculty.

About Our Incoming Students FSU students come from a variety of backgrounds and bring a range of experiences with them to college. This section provides descriptive statistics on who are students are and highlights their high school activity.

1 FSU pop is generated from statistics collected by the institution 2 “Univ Hi” is a comparison group of public universities with high selectivity; “All Public Univ” consists of all participating public universities. 3 This item allows multiple selections. Thus, the total percentage adds to more than 100%.

Demographic Characteristics FSU pop1 FSU CIRP Univ Hi2 All Public Univ Age <18 0.3% 2.5% 1.9% 2.0% =18 50.0% 64.5% 69.2% 70.5% =19 32.7% 32.7% 28.2% 26.5% >19 0.7% 0.3% 0.6% 0.8% Gender Male 40.8% 40.2% 46.6% 46.3% Female 59.2% 59.8% 53.4% 53.7% Ethnicity (all that apply)3 White/Caucasian 83.6% 80.0% 76.2% 70.9% African American/Black 8.9% 7.1% 5.3% 7.2% American Indian/Alaska Native 1.3% 1.5% 1.3% 1.9% Asian American/ Asian 4.3% 4.0% 14.4% 16.4% Hispanic/Latino 20.0% 19.7% 10.6% 12.5% Other 1.7% 3.2% 3.4% 5.0% Citizenship Status U.S. Citizen 96.4% 97.9% 95.0% 95.4% Permanent Resident 1.5% 1.7% 1.9% 2.4% Neither 2.1% 0.4% 3.1% 2.3% First Generation in College Yes 25.5% 11.6% 9.8% 15.5% No 74.5% 88.4% 90.2% 84.5% Total Respondents 6, 096 4, 921 20, 191 41, 592


By comparing other FSU statistics collected from students, such as enrollment data, we can conclude that CIRP data sample is valid as demographics are similar.

Biographical Information FSU Univ Hi All Public Univ Native Language English 93.4% 90.2% 88.7% Other 6.6% 9.8% 11.3% Permanent Home of Residence ≤100Miles 8.6% 31.7% 51.6% >100 Miles 91.4% 68.2% 48.4% High School I Attended: Racial Composition Completely White 4.2% 7.4% 7.1% Mostly White 49.2% 53.0% 47.8% Roughly half non-White 31.7% 23.5% 25.0% Mostly non-White 13.7% 13.1% 17.2% Completely non-White 1.2% 3.0% 2.9% Neighborhood Where I Grew Up: Racial Composition Completely White 14.8% 17.2% 16.7% Mostly White 61.0% 56.1% 49.4% Roughly half non-White 13.5% 12.2% 14.4% Mostly non-White 8.5% 10.1% 14.5% Completely non-White 2.2% 4.4% 4.9% Places Plan to live Campus residence hall 81.0% 90.7% 77.0% Family or relatives home 1.7% 2.0% 15.4% Other 17.3% 7.3% 7.6% My parents are: Both alive and living with one another 68.6% 77.7% 72.5% Both alive, divorced or living apart 28.5% 19.8% 24.4% One or both deceased 2.9% 2.5% 3.1% Parent Education Level (Father) (Mother) (Father) (Mother) (Father) (Mother) High school graduate or less 19.0% 15.5% 15.0% 13.4% 23.4% 20.1% Some college or postsecondary 17.8% 19.4% 13.4% 14.9% 17.1% 18.3% College degree 32.9% 39.1% 32.8% 40.4% 30.5% 36.9% Some graduate school 2.5% 2.9% 2.7% 3.3% 2.4% 2.8% Graduate degree 27.6% 23.0% 36.1% 28.1% 26.6% 21.9% Parents’ Total Income $0 to $24,999 8.5% 6.6% 11.0% $25,000 to $49,999 13.3% 10.0% 14.3% $50,000 to $99,999 28.2% 25.4% 29.8% $100,000 to $199,999 32.4% 33.5% 29.4% $200,000 or more 17.5% 24.5% 15.7% Total Respondents 5,146 20,798 43,363


Typical Weekly Act iv i ty in High School The survey asked students to report their study patterns and involvement in social activities during their senior year of high school. Over half (55.2%) of the 2013 FSU freshmen reported spending 1 to 5 hours per week studying or doing homework; many (31.4%) of students reported working more than 10 hours for pay, while an additional 34% of students reported spending more than 10 hours a week exercising. The vast majority (73.7%) of students volunteered up to 10 hours a week.

Weekly Activities Typical Hours Per Week

0 1-5 6-10 More than 10 Studying/homework 1.5% 55.2% 22.8% 20.5% Talking with teachers (outside of class) 14.4% 80.5% 3.7% 1.5% Socializing with friends 0.2% 27.0% 28.0% 44.8% Partying 24.8% 52.6% 13.5% 8.9% Exercise or sports 3.5% 42.3% 20.3% 33.9% Working (for pay) 40.2% 17.2% 11.1% 31.4% Volunteer work 17.0% 63.8% 9.9% 9.3% Student clubs/groups 18.4% 61.2% 10.1% 10.3% Watching TV 9.2% 69.6% 12.8% 8.4% Household duties 19.3% 71.0% 6.3% 3.5% Reading for pleasure 30.3% 58.4% 6.1% 5.3% Playing video/computer games 50.1% 39.6% 5.5% 4.8% Online social networks 3.4% 69.0% 13.1% 14.5%

Figure : Time Spent on Onl ine Soc ia l Network as High Schoo l Sen ior s by g ender

This chart demonstrates that, interestingly, there are differences between genders in terms of time spent on online social networking. The majority of students spend 1-5 hours weekly.

6.0% 70.8% 11.1% 12.3% 1.7% 67.8% 14.4% 16.1% 3.4%

69.0%

13.1% 14.5%

0%

20%

40%

60%

80%

None 1 to 5 6 to 10 >10

% o

f po

pula

ion

Hours

Time Spent on Online Social Networking by Gender

Men Women FSU Total


CIRP Themes The CIRP Survey is comprehensive covering a wide range of topics that research has shown impact the college experience. The CIRP themes combine relevant items together for easy access. By examining these items together, the themes illustrate what contributes to specific areas of interest on campus.

Academics This theme addresses topics related to academic preparation, academic enhancement experiences, academic disengagement behaviors, interaction with teachers, and active and collaborative learning. Academics FSU Univ Hi All Public Univ Academic Preparation Highest 10% / Above Average Self-rated Competencies

Academic ability 87.9% 89.0% 80.3% Mathematical ability 52.1% 61.7% 55.3% Drive to achieve 83.8% 83.7% 79.8% Leadership ability 71.0% 68.3% 64.1% Self-confidence (intellectual) 71.1% 68.8% 63.8% Self-confidence (social) 56.0% 49.5% 47.7%

Academic Enhancement Plans Very Good Chance Communicate regularly with your professors 29.5% 39.1% 37.2% Participate in a study abroad program 31.5% 41.5% 34.3% Work on a professor’s research project 30.4% 32.3% 31.1%

Academic Disengagement Behaviors Frequently /Occasionally Participated during the Past Year Was bored in class 43.1% 40.9% 41.3% Came late to class 57.6% 54.2% 53.1% Skipped school/class 38.8% 28.7% 29.5% Fell asleep in class 45.4% 43.3% 45.5% Failed to complete homework on time 51.6% 47.9% 51.4% Interaction with Teachers Frequently /Occasionally Participated during the Past Year Accept mistakes as part of the learning process 59.0% 57.7% 57.4% Asked a teacher for advice after class 27.8% 31.1% 30.2% Ask questions in class 59.4% 60.4% 56.1% Seek feedback on academic work 49.1% 51.2% 49.6% Active & Collaborative Learning Frequently /Occasionally Participated during the Past Year Tutored another student 67.2% 70.6% 62.3% Studied with other students 91.8% 91.6% 89.6% Performed community service as a part of a class 61.7% 57.3% 56.1%

Along with comparing FSU to highly selective public universities and all public universities, it is interesting to note that although there have been large changes in other behaviors and perspectives, FSU students are arriving to college with similar academic behaviors as previous years. Academics: FSU 2013 2012 2011 Academic Disengagement Behaviors Frequently/Occasionally Participated during the Past Year Was bored in class* 43.1% 41.1% 42.7% Came late to class 57.6% 54.7% 55.7% Skipped school/class 38.8% 34.1% 37.6% Fell asleep in class 45.4% 47.4% 48.7%


Failed to complete homework on time 51.6% 47.6% 49.1% Interaction with Teachers Frequently /Occasionally Participated during the Past Year Accept mistakes as part of the learning process 59.0% 57.7% 56.5% Asked a teacher for advice after class 27.8% 31.1% 31.0% Ask questions in class 59.4% 60.4% 57.1% Seek feedback on academic work 49.1% 51.2% 51.5% Active & Collaborative Learning Frequently /Occasionally Participated during the Past Year Tutored another student 67.2% 70.6% 64.8% Studied with other students 91.8% 91.6% 89.8% Performed community service as a part of a class 61.7% 57.3% 57.5%

*only frequently

Civic Engagement This theme contains items related to the levels of engagement and satisfaction with community and volunteer work in high school as well as items that reflect future orientation towards volunteer and community service. Civic Engagement FSU Univ Hi All Public Univ High School Participation Frequently /Occasionally Participated during the Past Year Demonstrated for a cause (e.g., boycott, rally, protest) 26.9% 23.7% 23.4% Performed volunteer work 96.4% 94.1% 90.2% Voted in a student election 25.4% 21.5% 21.1% Performed community service as a part of a class 61.7% 57.3% 56.1% Discussed politics 42.4% 38.8% 34.6% Worked on a local, state, or national political campaign 12.7% 11.3% 10.3% Publicly communicated my opinion about a cause 48.6% 45.0% 43.7% Helped raise money for a cause or campaign 62.8% 58.7% 56.5% Volunteer work4 9.3% 5.5% 6.0% Self-rated Competencies A Major Strength/Somewhat Strong Ability to see the world from some else’s perspective 83.4% 80.2% 78.7% Tolerance of others with different beliefs 84.8% 85.1% 83.3% Openness to having my own views challenged 65.9% 64.3% 63.9% Ability to discuss and negotiate controversial issues 77.7% 74.2% 72.7% Ability to work cooperatively with diverse people 89.8% 87.6% 86.9% Understanding of problems facing your community 49.2% 44.8% 43.4% Understanding of national issues 49.6% 45.6% 42.4% Understanding of global issues 44.8% 40.4% 37.8% Awareness and Values Level of Importance: Essential / Very Important Influencing social values 46.3% 38.5% 40.3% Helping others who are in difficulty 70.6% 70.3% 70.6% Participating in a community action program 31.2% 28.7% 28.4% Helping to promote racial understanding 34.1% 32.2% 34.0% Keeping up to date with political affairs 44.7% 40.9% 37.5% Becoming a community leader 40.6% 38.7% 35.9% Plan to Do in College Very Good Chance to do in College Participate in student government 9.8% 6.7% 7.0% Participate in student protests or demonstrations 6.3% 4.8% 5.3%

4 11 or more hours


Civic Engagement FSU Univ Hi All Public Univ Participate in volunteer or community service work 33.8% 37.2% 34.3%

College Choice This theme illustrates the issues students may have considered in choosing to attend college in general, as well as a particular college.

College Choice FSU Univ Hi All Public Univ Top Six Reasons to Attend College in General Students Considered as “Very Important Reason” To be able to get a better job 84.6% 87.0% 87.0% To learn more things that interest me 83.6% 83.6% 81.7% To get training for a specific career 78.3% 73.4% 77.4% To be able to make more money 72.9% 69.5% 73.7% To gain general education and appreciation of ideas 71.3% 70.3% 67.9% To prepare myself for graduate or professional school 68.4% 63.7% 63.5% Top Five Reasons to Attend Your College Students Considered as “Very Important Reason” It has a very good academic reputation 66.6% 80.1% 66.2% It has a good reputation for its social activities 62.9% 51.5% 46.0% A visit to its Campus 47.8% 44.1% 37.2% It graduates get good jobs 47.1% 63.2% 53.1% Its graduates gain admission to top graduate/professional schools 29.6% 45.3% 35.0%

Choice First choice 68.5% 60.1% 57.2% Second choice 25.2% 25.5% 26.3% Third choice 4.2% 8.5% 9.8% Less than third choice 2.2% 5.9% 6.7%

Figure : Col l eg e Choi c e

50

55

60

65

70

75

2009 2010 2011 2012 2013

Per

cent

age

Students who identify the institution as their 1st choice

FSU

Highly Selective

All Public


Along with comparing FSU to highly selective public universities and all universities, it is interesting to note the changes in the last three years to see if trends are emerging. College Choice: FSU 2013 2012 2011 Top Six Reasons to Attend College in General Students Considered as “Very Important Reason” To be able to get a better job 84.6% 85.2% 84.4% To learn more things that interest me 83.6% 88.0% 85.7% To get training for a specific career 78.3% 81.6% 80.5% To gain general education and appreciation of ideas 72.9% 78.2% 74.3% To be able to make more money 71.3% 69.2% 67.2% To prepare myself for graduate or professional school 68.4% 69.6% 67.3% Top Five Reasons to Attend Your College Students Considered as “Very Important Reason” It has a very good academic reputation 66.6% 73.0% 68.8% It has a good reputation for its social activities 62.9% 59.3% 56.9% A visit to its Campus 47.8% 48.2% 45.8% It graduates get good jobs 47.1% 59.7% 53.6% Its graduates gain admission to top graduate/professional schools 29.6% 41.1% 35.4%

This table shares that out of the top six reasons to attend college, to be able to make more money is the only reason that experienced an increase. As well, the reason students are choosing FSU specifically are academic reputation and social reputation. While academic reputation is playing less of a role, social reputation and activities are playing a more significant role.

Divers i ty and Perspec t ives This theme relates to social attitudes and experiences with diversity. It also incorporates data that relates to students’ behaviors, viewpoints, values, and behavioral expectations regarding social justice issues. Diversity FSU Univ Hi All Public Univ Behaviors and Experiences in High School Frequently /Occasionally Participated during the Past Year Socialized with someone of another racial/ethnic group 83.5% 76.3% 75.0% Competencies A Major Strength/Somewhat Strong Ability to see the world from someone else’s perspective 83.4% 80.2% 78.7% Tolerance of others with different beliefs 84.8% 85.1% 83.3% Openness to having my own views challenged 65.9% 64.3% 63.9% Ability to discuss and negotiate controversial issues 77.7% 74.2% 72.7% Ability to work cooperatively with diverse people 89.9% 87.6% 86.9% Knowledge of people from different races/cultures 51.6% 46.9% 45.6% Ability to get along with people of different races/cultures 88.1% 85.5% 84.7%

Viewpoints Agree Strongly /Agree Somewhat Affirmative action in college admissions should be abolished 50.0% 55.1% 53.5%

Gays and lesbians should have the legal right to adopt a child 85.8% 88.0% 86.5%

Undocumented immigrants should be denied access to public education 40.5% 40.0% 41.1%


Diversity FSU Univ Hi All Public Univ Wealthy people should pay a larger share of taxes than they do now 57.7% 62.2% 66.1%

The federal government should do more to control the sale of handguns 61.0% 66.0% 63.3%

A national health care plan is needed to cover everybody’s medical costs 50.0% 56.5% 58.5%

The federal government should raise taxes to reduce the deficit 40.6% 41.4% 38.9%

Addressing global warming should be a federal priority 58.7% 61.6% 60.6% The chief benefit of a college education is that it increases one’s earning power 72.9% 68.7% 72.2%

Values Essential / Very Important Influencing social values 46.3% 38.5% 40.3% Helping to promote racial understanding 34.1% 32.2% 34.0% Improving my understanding of other countries and cultures 51.5% 52.9% 49.6%

Plan to Do in College Very Good Chance to do in College Socialize with someone of another racial/ethnic group 61.9% 67.0% 65.8% Have a roommate of different race/ethnicity 29.9% 31.4% 30.1%

The following tables focuses specifically on FSU students to explore trends in viewpoints across a five-year period. Of note, there seems to be more support for same sex couples and undocumented immigrants and less belief that race is still of concern in the country. Once again, earning more money seems to be a strong motivator for college attendance. Support of national involvement in gun sales is declining, yet there are indicators of the government taking a larger role in issues that include health care, the environment, and taxes. Trends of viewpoints

Agree strongly/Somewhat agree 2013 2012 2011 2010 2009 Racial discrimination is no longer a major problem in America. 21.8% 28.3% 25.0%

Gays and lesbians should have the legal right to adopt a child 85.8% 78.8% 78.0%

Students from disadvantaged backgrounds should be given preferential treatment in college admissions.

31.7% 33.1% 31.4%

Affirmative action in college admissions should be abolished 50.0% 48.4%

Undocumented immigrants should be denied access to public education 40.5% 50.0%

Wealthy people should pay a larger share of taxes than they do now 57.7% 52.5%

The federal government should do more to control the sale of handguns 61.0% 67.3%

A national health care plan is needed to cover everybody’s medical costs 50.0% 48.3% 50.4%

The federal government should raise taxes to reduce the deficit 40.6% 34.1%


Addressing global warming should be a federal priority 58.7% 57.4% 59.8%

The chief benefit of a college education is that it increases one’s earning power 72.9% 68.9% 68.3%

These viewpoints lead to the discussion of political views and beliefs. How would you characterize your political views: FSU Univ Hi All Public Univ Far left 2.2% 2.5% 2.6% Liberal 27.8% 32.3% 29.7% Middle-of-the-road 40.8% 40.5% 45.2% Conservative 27.4% 23.1% 20.9% Far right 1.9% 1.6% 1.7%

This table shows how FSU students are different than other institutions, and examining the trends over the past five years demonstrates that this is consistent. Comparing our statistics to the national comparison group, FSU students are less liberal and more conservative with their political views. How would you characterize your political views: 2013 2012 2011 2010 2009 Far left 2.2% 2.2% 2.1% 2.4% 2.6% Liberal 27.8% 27.4% 26.6% 26.3% 32.4% Middle-of-the-road 40.8% 42.5% 40.1% 42.4% 38.0% Conservative 27.4% 26.2% 29.4% 27.0% 25.2% Far right 1.9% 1.8% 1.8% 1.9% 1.9%

Financing Col l ege This theme contains items related to the financial issues associated with attending college.

Financing College FSU Univ Hi All Public Univ Financial Reasons Associated with Attending Selected College

Students Considered as “Very Important Reason/Somewhat Important”

The cost of attending 76.0% 70.9% 81.2% I was offered financial assistance 59.9% 54.7% 68.1% Could not afford first choice 21.3% 20.5% 29.4% Not offered aid by first choice 18.9% 19.2% 26.3% Employment Plans While in College Very Good Chance/Some Chance Get a job to help pay for college expenses 79.9% 78.3% 82.9% Work full-time while attending college 32.2% 22.9% 30.7%


Figure : Curren t Economic S i tuat ion Affe c t ed Col l eg e Choi c e

The issue of finances is once again apparent with these two graphs. The above chart should that for almost 60% of students felt motivated to attend college fur to the current economic situation. Below, the bar graph shares that 60% of FSU students are concerned about financing their college experience.

Figure : Students ind i c t ing the i r l ev e l o f concern about f inanc ing c o l l e g e

Future Planning This theme highlights items on students’ plans for the future including programs of study and careers.

Future Planning FSU Univ Hi All Public Univ Highest Academic Degrees Planned None 0.1% 0.2% 0.3% Vocational Certificate 0.0% 0.0% 0.1%

19.6%

41.0%

21.8%

17.6%

Agree Strongly

Agree Somewhat

Disagree Somewhat

Disagree Strongly

0%

20%

40%

60%

80%

100%

FSU Univ Hi Public Univ

39.6% 41.1% 32.9%

50.5% 50.1% 54.7%

10.0% 8.8% 12.4%

Concerns on Fiancing College

Major

Some

None


Associated (A.A. or equivalent) 0.2% 0.1% 0.3% Bachelor’s degree (B.A., B.S., etc.) 15.7% 14.5% 18.2% Master’s degree (M.A., M.S., etc.) 42.3% 41.0% 40.8% Ph.D. or Ed.D. 21.0% 21.1% 20.7% M.D., D.O., D.D.S., D.V.M. 13.3% 16.8% 14.6% J.D. 6.8% 5.3% 4.0% B.D. or M.DIV. (Divinity) 0.1% 0.1% 0.1% Other 0.4% 0.8% 0.9% Top Five Probable Occupations Business 15.4% 14.4% 13.0% Doctor (MD or DDS) 13.3% 17.0% 15.2% Health Professional 8.3% 7.3% 8.8% Artist 8.2% 5.1% 5.1% Lawyer 5.9% 4.1% 3.2% Top Five Probable Majors (aggregated) Biological & Life Sciences 17.3% 19.2% 17.3% Business 16.1% 14.2% 14.0% Arts & Humanities 8.0% 4.9% 4.7% Engineering 7.9% 16.7% 16.2% Health Professions 7.9% 7.1% 11.9% Social Science 7.1% 6.8% 6.8% Uncertainty of Career Plan Very good chance to do in college Change major field 18.1% 15.6% 14.4% Change career choice 15.9% 15.6% 13.7%

Health and Wel lness This theme gauges student behaviors, attitudes, and experiences related to health and wellness issues. Health and Wellness FSU Univ Hi All Public Univ Behaviors and Experiences in High School Frequently /Occasionally Participated during the Past Year Smoked cigarettes 1.3% 1.2% 1.9% Drank beer 43.9% 38.5% 35.9% Drank wine or liquor 51.1% 43.5% 41.4% Felt overwhelmed by all I had to do 36.5% 31.5% 33.6% Felt depressed 7.8% 6.5% 8.8% Exercise or sports (11 or more hours) 33.9% 34.2% 31.3% Partying (11 or more hours) 8.9% 4.4% 4.5% Self-rated Competencies Highest 10% /Above Average Emotional Health 63.1% 58.3% 54.7% Physical Health 64.6% 62.3% 57.3% Self-understanding 67.2% 61.8% 59.1% Plan to Do in College Very Good Chance to do in College Seek personal counseling 7.1% 9.6% 11.0%


Leadership This theme addresses issues related to leadership, such as leadership opportunities and communication skills, and how students feel they compare to their peers on leadership-related skills and abilities. Leadership FSU Univ Hi All Public Univ Awareness & Values Level of Importance: Essential / Very Important Becoming an authority in my field 65.9% 61.2% 60.8% Becoming a community leader 40.6% 38.7% 35.9% Self-rated Competencies Highest 10% /Above Average Drive to achieve 83.8% 83.7% 79.8% Leadership ability 71.0% 68.3% 64.1% Self-confidence (social) 56.0% 49.5% 47.7% Public speaking ability 44.9% 44.1% 39.8% Writing ability 58.6% 53.9% 48.8% Plan to Do in College Very Good Chance to do in College Participate in student government 39.0% 34.2% 32.9%

Spir i tual i ty/Rel ig ios i ty This theme relates to religious and spiritual practices and beliefs Spirituality/Religiosity FSU Univ Hi All Public Univ Self-Rated Competencies Highest 10%/Above Average Spirituality 40.1% 35.6% 35.7% Participation in the last year Frequently/Occasionally Attended a religious service 74.7% 72.6% 70.0% Discussed religion 37.3% 33.3% 30.5% Importance of the following Essential/Very Important Developing a meaningful philosophy of life 46.4% 46.8% 44.8% FSU’s Top Five Current Religious Preferences Roman Catholic 25.5% 26.7% 25.3% None 24.9% 28.6% 28.7% Baptist 8.8% 4.2% 5.9% Methodist 6.9% 4.1% 3.1% Jewish 6.4% 7.0% 4.1% Top Five Current Religious Preference: Father Roman Catholic 30.5% 30.8% 29.5% None 15.5% 18.3% 19.1% Baptist 10.0% 4.8% 6.6% Methodist 7.4% 4.6% 3.5% Jewish 7.5% 7.9% 4.8% Top Five Current Religious Preference: Mother Roman Catholic 32.5% 32.9% 31.4% None 10.0% 13.1% 13.7% Baptist 11.0% 5.2% 7.0% Methodist 8.1% 5.2% 3.9% Jewish 7.3% 7.6% 4.6%


CIRP Constructs Since 2009, HERI has incorporated a series of constructs measuring various aspects of student life. These constructs were identified using Item Response Theory (IRT) and were designed to allow institutions to make benchmark comparisons as well as use the data locally for internal assessment needs. The CIRP Constructs identified by HERI include:

• Habits of Mind: a unified measure of the behaviors and traits associated with academic success. These learning behaviors are seen as the foundation of lifelong learning.

• Social Agency: measures the extent to which students value political and social involvement as a personal goal.

• Social Self-Concept: a unified measure of students’ beliefs about their abilities and confidence in social situations.

• Academic Self-Concept: a unified measure of students’ beliefs about their abilities and confidence in academic environments.

• Pluralistic Orientation: measures skills and dispositions appropriate for living and working in a diverse society.

• College Reputation Orientation: measures the degree to which students value academic reputation and future career potential as a reason for choosing this college.

• Likelihood of College Involvement: a unified measure of students’ expectations about their involvement in college life generally.

• Civic Engagement: measures the extent to which students are motivated and involved in civic, electoral, and political activities.

Figure : Construc t s Long i tud ina l Compar i son 5

5 The construct “Civic Engagement” is a new construct that was incorporated in the 2012 survey. Therefore, the scores on this construct only contain the data from the 2012 and 2013 survey administrations.

47

48

49

50

51

52

53

54

`09 `10 `11 `12 `13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13

Habits of Mind Social Agency Social Self-Concept Academic Self-Concept

Con

stru

ct M

ean

Scor

e

Year

FSU Univ Hi All Public


CIRP Construct FSU Univ Hi All Public Univ Mean Mean FSU Diff Sig. Mean FSU Diff Sig.6

Habits of Mind 2009 51.8 51.7 +0.1 50.6 +1.2 *** 2010 50.8 50.9 -0.1 49.6 +1.2 *** 2011 50.9 51.5 -0.6 *** 50.0 +0.9 *** 2012 51.6 51.5 +0.1 50.5 +1.1 *** 2013 51.5 51.7 -0.2 50.6 +0.9 *** Social Agency 2009 50.5 49.0 +1.5 48.0 +2.5 2010 50.3 48.8 +1.5 *** 48.3 +2.0 *** 2011 50.5 49.1 +1.4 *** 48.5 +2.0 *** 2012 51.6 49.6 +2.0 *** 49.3 +2.3 *** 2013 49.9 49.2 +0.7 *** 49.0 +0.9 *** Social Self-concept 2009 51.4 50.1 +1.3 *** 49.4 +2.0 *** 2010 51.5 50.4 +1.1 *** 49.5 +2.0 *** 2011 51.3 50.1 +1.2 *** 49.3 +2.0 *** 2012 50.4 49.6 +0.8 *** 49.2 +1.2 *** 2013 51.3 50.1 +1.2 *** 49.2 +2.1 *** Academic Self-concept 2009 52.5 52.9 -0.4 ** 50.4 +2.1 *** 2010 52.8 53.8 -1.0 *** 50.5 +2.3 *** 2011 52.1 53.4 -1.3 *** 50.6 +1.5 *** 2012 51.9 52.4 -0.5 ** 50.2 +1.7 *** 2013 52.4 53.1 -0.7 *** 51.2 +1.2 *** Pluralistic Orientation

6 *: p<0.5 **: p<0.01 ***: p<0.01

46

47

48

49

50

51

52

53

`09 `10 `11 `12 13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13

Pluralistic Orientation College Reputation Orientation

Likelihood of College Invovement

Civic Engagement

Con

stru

ct M

ean

Scor

e

Year

FSU Univ Hi All Public


CIRP Construct FSU Univ Hi All Public Univ Mean Mean FSU Diff Sig. Mean FSU Diff Sig.6

2009 51.6 51.4 +0.2 50.3 +1.3 *** 2010 51.2 50.6 +0.6 *** 49.6 +1.6 *** 2011 51.3 51.0 +0.3 50.1 +1.2 *** 2012 51.6 51.1 +0.5 *** 50.4 +1.2 *** 2013 51.7 50.6 +1.1 *** 50.3 +1.4 *** College Reputation Orientation 2009 49.4 51.2 -1.8 *** 49.3 +0.1 2010 48.9 50.8 -1.9 *** 48.5 +0.4 *** 2011 48.9 51.3 -2.4 *** 48.8 +0.1 2012 49.8 51.2 -1.4 *** 48.8 +1.0 *** 2013 47.9 50.6 -2.7 *** 48.6 -0.7 *** Likelihood of College Involvement 2009 47.8 47.9 -0.1 46.2 +1.6 *** 2010 50.8 51.1 -0.3 * 49.1 +1.7 *** 2011 50.8 51.7 -0.9 *** 49.7 +1.1 *** 2012 51.2 50.9 +0.3 49.6 +1.6 *** 2013 49.6 51.0 -0.4 *** 49.7 -.01 Civic Engagement 2012 52.1 50.4 +1.7 *** 49.8 +2.3 *** 51.7 50.4 +1.3 *** 49.9 +1.8 ***

Figure : Like l ihood o f co l l e g e invo lv ement by g ender

15.2% 50.3% 34.5% 32.2% 47.2% 20.7%

25.4%

48.4%

26.2%

0%

10%

20%

30%

40%

50%

60%

High Average Low

Likelihood of College Involvement by Gender

Men Women Total


National Trends identified by CIRP The Higher Education Research Institute provides a monograph that highlights the national norms and trends using data from all sampled institutions and students. From this document, we can identify trends that may be of concern and/or interest. The entire document can be viewed at: http://www.heri.ucla.edu/monographs/TheAmericanFreshman2013.pdf.

After weighing the data, responses from than 1.5 million first-time, full-time students who entered 1,538 four-year U.S. institutions were compiled to identify trends. The identified trends can be grouped into four overarching categories: applying/enrolling, finances and costs, online education, and diversity and perspectives

Ø Applying/Enrollment: According to CIRP, more students (55%) are applying to more than four institutions (in addition to the institution they are now attending) and less students are enrolling in their first-choice institution. Only 10% of students only apply to one institution. While there are many reasons as to why students choose particular institutions, “academic reputation” is first with 64% of students stating it is very important. This is followed by “graduates get good jobs” with 53% indicating it is very important. Not surprisingly, cost consideration is increasing in importance. Nationally, the top career aspirations of students are business (13%), followed by medical doctor, dentist, surgeon, or orthodontist (11%) and third, 9.2% of students identify health care support as their goal.

Ø Finances and Costs: Two factors that are having a greater impact than previous years on student’s selection of institution are college cost and financial aid. When students do not attend their first choice institution, cost is usually the reason; 25% of students went to a different institution since they were not offered financial aid by their first choice. Also, 40% of students indicated that being “unable to afford first-choice college” was a very important consideration in deciding to enroll in an institution other than their first choice. Considering that 60% of respondents chose another institution than their first choice because of a better financial aid package offered, scholarship and admission packages need to be appealing to recruit high achieving students. Recognizing that the consideration of the cost of attendance varies among population, more than half (53.9%) of first generation students identified cost as a very important factor compared to 43.8% of continuing generation college students.

Ø Online Education: CIRP suggests that students who chose to independently use online instructional websites are more likely to exhibit behaviors and traits associated with academic success and lifelong learning. In addition, they are more likely to be drawn to taking courses online while in college. While many students have used them in the context of an assignment for class (41.8%), interestingly, 69.2% of students also visit these sites to learn something on their own.

Ø Diversity and Perspectives: The 2013 population of full-time, first year freshmen entered their institutions a year after President Obama was re-elected for a second term. Although this historical event cannot be said to have shifted public perspective, there appears to be an evolution of support for diverse viewpoints. For example, there is increased support for same sex marriages and adoptions as well as undocumented students having access to public education. Politically, more students (49.7%) identify as liberal or far left, 35.1% say middle of the


road, and 25.1% identify their political viewpoints as conservative or far right. Examining the environments students are coming from, they are graduating from more diverse neighborhoods and high schools.

Suggested Next Steps for FSU From the 2013 monograph, several national trends are identified. Taking this information, we can compare FSU statistics to determine possible next steps and areas of interest for administration and faculty. Along with the four categories mentioned in National Trends, additional noteworthy findings are also included. Ø Applying/Enrollment: FSU students are attending college for the same reasons many other national peers are. These include “to get a good job” (84.6%), “learn about things that are of interest” (83.6%), “to gain career specific training” (78.3%), and “to be able to earn more money” (71.3%). Not surprisingly, with the recent recession, more students are identifying the motivation of increased earning potential as their reason to attend FSU. Students are specifically choosing FSU for the academic reputation (66.6%), social reputation (62.9%), and a visit to campus (47.8%). Of note, the importance of the academic reputation fell from 73.0% to 66.6% from 2012 to 2013, but social reputation increased from 59.3% to 62.9%. By understanding why our student choose FSU, our marketing and recruitment efforts can be adapted for specific messages and targeting.

Ø Finances and Costs: FSU is following the national trend of students’ increasing concern of cost of attendance. It is necessary for FSU to continue to craft attractive financial aid packages to entice students’ attendance. While in state tuition for Florida residents is one of the lowest across the country, out of district and state students may require additional motivation, such as financial aid, to attend FSU. If this is an identified target, further exploring the finances and costs of FSU attendance is required. An additional consideration is examining how FSU is currently spending funding to determine if FSU is pursuing the most effective options. By assessing FSU programs and services, we can contribute to this discussion. Additionally, if there is a cost associated with some programs, is it a deterrent for specific populations? Ø Online Education: FSU students, again, are similar to their national peers when it pertains to online education. Sine 2007, social media has explored nationally and internationally, and efforts need to continue to be made to keep pace with the rapidly evolving communication medium. Students are expecting service at all hours of the day and providing up to date, attractive portals for information is suggested. As Blackboard was updated in 2014, it will be interesting to note the responses (positive or negative) to this upgrade. This leads to the question of if there are opportunities to take our programs and services online. Are there different ways to reach our student population? Ø Diversity and Perspectives: Interestingly, although students nationally are shifting to more liberal and middle of the road political views, FSU continues to attract conservative and far right students compared to the national sample. As such, some viewpoints, such as undocumented students having access to public education, are less supported at FSU than at other institutions. Compared to the national sample, as noted above, 30% of FSU students identify their views as liberal or far left, 40.8% are middle of the road, and the remaining 29.3% are


conservative or far right. This can have implications on civic engagement and political discussion on campus. As students are coming from more diverse neighborhoods and high schools, this trend may shift. This is a consideration when exploring FSU’s inclusivity. Are there specific population we need to be better prepared to support? Ø Noteworthy Thoughts: In addition to the four emerging national trends, FSU has some unique findings as well. FSU students are more engaged in volunteer work and community service than our national peers. They consider their leadership and communication skills to be in top 10%, above average compared to other students. Since the CIRP sample contains data that is similar to the FSU population, an opportunity to triangulate our data is presented. In other words, we have the ability to compare the CIRP data with other datasets that FSU subscribes to. For example, incoming FSU students exceed peer groups in their feelings of depression and of being overwhelmed in high school. The National College Health Assessment asks a similar question to randomly selected students from the entire FSU student population. As well, the National Survey of Student Engagement surveys first-year and senior students in various engagement indicators. The experience these specific populations can explore how our students develop after their CIRP responses are collected at orientation. As such, we can examine our incoming students and the trends exhibited with other populations. The CIRP data provides many valuable insights into the demographics and trends emerging from our incoming students. This information has many purposes, including programming and policy implication. For additional information regarding CIRP data and discussion, please contact the Department of Assessment and Research in the Division of Student Affairs. James Hunt Coordinator, Assessment and Research 850-644-1331 [email protected]

Shermin Murji Graduate Assistant, Assessment and Research 850-645-9837 [email protected]

Documents

CIRP 2013 Results - Summer 2014