College of Agricultural Sciences and Natural Resources Image Study East Campus Union August 18, 2005

College of Agricultural Sciences and Natural Resources

Image Study

East Campus UnionAugust 18, 2005

Today’s Agenda…

• Background• Response

– Purpose was to investigate our image and determine the awareness of academic offerings in the College of Agricultural Sciences and Natural Resources

• Conduct of the Study– Objectives– Methods– Key conclusions and recommendations

• Open discussion

• Background• Response

– Purpose was to investigate our image and determine the awareness of academic offerings in the College of Agricultural Sciences and Natural Resources

• Conduct of the Study– Objectives– Methods– Key conclusions and recommendations

• Open discussion

Background…

• Eight years of downward undergraduate enrollment trends

• “Production majors” enrollments decreasing

• Shift in urban/rural population base in state

• Eight years of downward undergraduate enrollment trends

• “Production majors” enrollments decreasing

• Shift in urban/rural population base in state

Response…

• CASNR faculty meeting to discuss college name (October 22)

• Discussed at November meeting of FAC• Straw poll taken from faculty within departments

and communicated back at our December meeting

• Communicated at the January FAC meeting the Food Processing Center could take the lead on the development of a survey

• FAC subcommittee formed to implement a study– Dann Husmann (chair), Duane Reese, Rick Stowell,

Larkin Powell– Met for the first time on February 2, 2005

• CASNR faculty meeting to discuss college name (October 22)

• Discussed at November meeting of FAC• Straw poll taken from faculty within departments

and communicated back at our December meeting

• Communicated at the January FAC meeting the Food Processing Center could take the lead on the development of a survey

• FAC subcommittee formed to implement a study– Dann Husmann (chair), Duane Reese, Rick Stowell,

Larkin Powell– Met for the first time on February 2, 2005

Conduct of the Study…

• High priority issue

• Guided by KSU study (starting point)

• Shared philosophy– Comprehensive

– Quantitative and Qualitative

– Scientific, rigorous, publishable

– Facts guide college image and potential recommendations

• Study implemented by Food Processing Center at UNL

• IRB approved

• High priority issue

• Guided by KSU study (starting point)

• Shared philosophy– Comprehensive

– Quantitative and Qualitative

– Scientific, rigorous, publishable

– Facts guide college image and potential recommendations

• Study implemented by Food Processing Center at UNL

• IRB approved

Study Objectives…

• Evaluate CASNR image and influence on choice of major

• Identify awareness of CASNR program offerings and career opportunities

• Determine influence of CASNR name• Identify actionable changes in

CASNR’s recruiting approach and proposed name change

• Evaluate CASNR image and influence on choice of major

• Identify awareness of CASNR program offerings and career opportunities

• Determine influence of CASNR name• Identify actionable changes in

CASNR’s recruiting approach and proposed name change

Populations sampled and surveyed

High School StudentsMailed survey

High School StudentsMailed survey

UNL StudentsE-mail survey

UNL StudentsE-mail survey

Alumni, Stakeholders, & Influencers

Mailed survey

Alumni, Stakeholders, & Influencers

Mailed survey

UNL Faculty & Academic Advisors

E-mailed survey

UNL Faculty & Academic Advisors

E-mailed survey

The Food Processing Center constructed the four different surveys and determined the instruments demonstrated solid face validity for data collection to proceed…

The Food Processing Center constructed the four different surveys and determined the instruments demonstrated solid face validity for data collection to proceed…

Alumni, Stakeholders, and Influencers…

• 4,214 selected– 850 high school teachers - 850

employers– 264 senators, advisory, Ag Builders– 800 parents of CASNR students - 600

alumni– 850 parents of high school seniors– 21 % return rate

• 4,214 selected– 850 high school teachers - 850

employers– 264 senators, advisory, Ag Builders– 800 parents of CASNR students - 600

alumni– 850 parents of high school seniors– 21 % return rateItems Number

of itemsCronbach’s

Alpha

How does UNL rank? 12 .91

Rate CASNR compared to other UNL colleges 7 .87

When you enrolled in CASNR: Factors 10 .75

When you didn’t enroll in CASNR: Factors 10 .62

Descriptors of CASNR Student 9 .92

Reliabilities (Cronbach’s Alphas) for Scaled Items

UNL Faculty & Academic Advisors…

• 2,116 UNL faculty, library staff, and community college advisors selected– 2,100 UNL faculty and library staff– 16 community college advisors– 20 % return rate

• 2,116 UNL faculty, library staff, and community college advisors selected– 2,100 UNL faculty and library staff– 16 community college advisors– 20 % return rate

Items Numberof items

Cronbach’sAlpha


Rate CASNR in comparison with other UNL colleges

7 .88



UNL Students…

• 2,427 students selected– 1,500 non-College of Agricultural Sciences and

Natural Resource Students– 927 College of Agricultural Sciences and

Natural Resource Students– 18 % return rate

• 2,427 students selected– 1,500 non-College of Agricultural Sciences and

Natural Resource Students– 927 College of Agricultural Sciences and

Natural Resource Students– 18 % return rate


Cronbach’sAlpha


Rate CASNR in comparison with other UNL colleges 7 .88

Factors that influenced CASNR students 10 .87

Factors that influenced non-CASNR students 10 .71



High School Seniors…

• 4,500 seniors selected– 2,454 metro students (city or nearby city of

50,000+)

– 993 micro seniors (city or nearby city of 10,000 to 49,999)

– 1,053 rural seniors (less than 10,000)

– 11 % return rate

• 4,500 seniors selected– 2,454 metro students (city or nearby city of

50,000+)

– 993 micro seniors (city or nearby city of 10,000 to 49,999)

– 1,053 rural seniors (less than 10,000)

– 11 % return rateItems Number

of itemsCronbach’s

Alpha


Considering UNL: Factors 10 .77

Not Considering UNL: Factors 11 .83



For Combined Groups…



Cronbach’sAlpha


Rate CASNR in comparison with other UNL colleges

7 .92

Factors that influenced CASNR students 10 .81

Factors that influenced non-CASNR Students

10 .80


Frequencies for Origin of All Surveyed Groups

Item Metropolitan Micropolitan Rural

County Classification 35.6 % 25.5 % 38.9 %

Note. Valid percentages only.

Frequencies for CASNR Name and Recommendation of CASNR toProspective Students by High School Seniors

Question Yes No Don’t Know

Does the name “College of Agricultural Sciences and Natural Resources” adequately describe the opportunities it offers to students? (n=474)

30.0 % 11.8 % 58.2 %

Would you recommend the UNL College of Agricultural Sciences and Natural Resources to other prospective students? (n=473)

28.5 % 7.6 % 63.8 %

Note. Valid percentages reported.

Image of the College…

Frequencies for CASNR Name and Recommendation of CASNR to Prospective Students by All Surveyed Groups

Questions Yes No Don’t Know

Does the name “College of Agricultural Sciences and Natural Resources adequately describe the opportunities offered by its academic programs? (n=2030)

41.9 % 20.3 % 37.8 %

Would you recommend the UNL College of Agricultural Sciences and Natural Resources to other prospective students? (n=2037)

65.7 % 3.5 % 30.7 %

Note. Valid percentages reported.

Image of the College…

Level of Perceived Knowledge of CASNR…

Frequencies, Mean and Standard Deviation for Level of CASNR Knowledge of High School Seniors (n=479)

ItemNo

KnowledgeExtensive

Knowledge

Indicate your level of knowledge about UNL CASNR

41.9 % 32.1 % 18.1 % 6.2 % 1.7 %

74 % 7.9 %

Note. 1=No Knowledge to 5=Extensive Knowledge. Valid percentages only.

Frequencies, Mean and Standard Deviation for Level of CASNR Knowledge of All Surveyed Groups (n=2056)

ItemNo

KnowledgeExtensive

Knowledge

Indicate your level of knowledge about UNL CASNR

20.3 % 27.6 % 25.9 % 19.5 % 6.8 %

47.9 % 26.3 %

Note. 1=No Knowledge to 5=Extensive Knowledge. Valid percentages only.



MANOVA Comparisons of Overall, High School Students, Stakeholders’ and UNL Students Level of Perceived Knowledge by County Classification

MetropolitanM SD

MicropolitanM SD

RuralM SD

F Sign.

Overall:Level of Knowledge about CASNR (n=1482)

2.18 ab 1.14n=526

2.74 a 1.16n=377

2.91 b 1.16n=579

59.58 .00

High School Students: Level of Knowledge about CASNR (n=466)

1.74ab .92n=227

2.17a 1.00n=106

2.08b 1.07n=133

9.00 .00

Stakeholders: Level of Knowledge about CASNR (n=702)

2.68ab 1.13n=165

2.99a 1.07n=186

3.11 b 1.03n=351

14.55 .00

UNL Students: Level of Knowledge about CASNR (n=314)

2.30ab 1.21n=134

2.91a 1.30n=85

3.34 b 1.21n=95

20.27 .00

aDenotes significant difference between Metropolitan and Micropolitan as a result of Tukey Post Hoc tests.bDenotes significant difference between Metropolitan and Rural as a result of Tukey Post Hoc tests.

Note. 1=No Knowledge to 5=Extensive Knowledge.

Frequencies for Career Pathways and Colleges for High School Seniors

Career Pathway CASNR A & S BA E & HS LSRMBusiness, Management &

Administration 45 22 372 31 51

Manufacturing 123 41 72 14 83Science, Technology,

Engineering & Mathematics 126 216 28 62 116Agriculture, Food, & Natural

Resources 354 21 17 29 97

Human Services 15 39 43 322 85Government & Public

Administration 18 65 211 99 46Transportation, Distribution, &

Logistics 33 45 77 39 91

Hospitality & Tourism 13 65 68 113 78

Standard Deviation 116 64 121 101 23

Frequencies for Career Pathways and Colleges for All Groups

Career Pathway CASNR A & S BA E & HS LSRMBusiness, Management &

Administration 645 102 1750 96 113

Manufacturing 634 202 338 38 294Science, Technology,

Engineering & Mathematics 786 1097 99 207 453Agriculture, Food, & Natural

Resources 1780 84 79 149 515

Human Services 142 341 197 1439 346Government & Public

Administration 182 525 943 370 154Transportation, Distribution, &

Logistics 262 219 451 97 331

Hospitality & Tourism 175 242 334 440 303

Standard Deviation 548 332 566 460 135

• Respondents clearly matched a career path to a college name for all colleges except LSRM (Life Sciences and Resource Management)

• Response levels for LSRM were consistently moderate – usually 2nd or 3rd choice and lowest standard deviation

• Respondents clearly matched a career path to a college name for all colleges except LSRM (Life Sciences and Resource Management)

• Response levels for LSRM were consistently moderate – usually 2nd or 3rd choice and lowest standard deviation

Career Pathways and Colleges Conclusions…

Career Pathways and Colleges Conclusions…

• It makes sense that college names should relate to published descriptions of career paths to facilitate understanding of a college’s programs

• Career pathways provided in question are verbatim from literature that is available to high school students AND it is federally driven by the US Department of Education

• It makes sense that college names should relate to published descriptions of career paths to facilitate understanding of a college’s programs

• Career pathways provided in question are verbatim from literature that is available to high school students AND it is federally driven by the US Department of Education

Individuals Who Attended College…

• Group 1– Individuals who did not select CASNR as

their college choice

• Group 2– Individuals who did select CASNR as


Note: Excludes college faculty

• Group 1– Individuals who did not select CASNR as


• Group 2– Individuals who did select CASNR as


Note: Excludes college faculty

Frequencies, Means and Standard Deviations for Factors That Influenced All Surveyed Groups’ Consideration NOT to Select CASNR as Their College Choice (excluding faculty)

Factors No Influence

Great Deal of Influence

Didn’t have a major of interest (n=660) 24.4 % 4.7 % 6.5 % 8.8 % 55.5 %

Saw minimal career opportunities (n=597) 44.0 % 9.7 % 15.4 % 10.5 % 20.5 %

“Agriculture” on degree/diploma (n=553) 74.5 % 6.7 % 8.3 % 4.3 % 6.1 %

“Natural Resources” on degree/diploma (n=555) 76.4 % 6.5 % 8.5 % 3.2 % 5.4 %

Frequencies, Means and Standard Deviations for Factors That Influenced All Surveyed Groups’ Consideration When Selecting CASNR as Their College Choice (excluding faculty)

Factors No Influence

Great Deal of Influence

Had a major of interest (n=577) 1.4 % 1.6 % 5.7 % 21.5 % 69.8 %

Saw many career opportunities (n=564) 5.3 % 7.1 % 27.7 % 34.2 % 25.7 %

“Agriculture” on degree/diploma (n=561) 29.8 % 8.6 % 15.7 % 19.6 % 26.4 %

“Natural Resources” on degree/diploma (n=525) 49.5 % 15.6 % 14.9 % 10.1 % 9.9 %

Note. 1=No Influence to 5=Great Deal of Influence. Valid percentages only.

• Conclusions…– Agriculture is a positive word for those

considering CASNR and it had largely no influence on those not considering CASNR

– Therefore, it seems removing agriculture from the name would be a disadvantage for enrollment

– The single most important factor was the perception of CASNR having/not having a major

• Conclusions…– Agriculture is a positive word for those

considering CASNR and it had largely no influence on those not considering CASNR

– Therefore, it seems removing agriculture from the name would be a disadvantage for enrollment

– The single most important factor was the perception of CASNR having/not having a major

Identify Awareness of CASNR Program Offerings and Career Opportunities…

Determine Influence of CASNR Program Offerings and Career Opportunities…

Frequencies for High School Respondents Experiences with CASNR (n=479)

Experience Frequency

Learned about CASNR on a UNL campus visit 13.4 %

Heard about CASNR from UNL representatives 14.2 %

Heard about CASNR from high school counselors 11.5 %

Have family that have attended CASNR 7.7 %

No experience 72.3 %

Note. Respondents were encouraged to check all descriptions that applied.

Qualitative Data Descriptions and Analysis…

• Dr. Ronald Shope– Research Associate and Projects

Coordinator in the Qualitative and Quantitative Methods in Education Program (QQME) in Education Psychology

– Expert in the use of the ATLAS software program used to analyzed qualitative data

– Analyzed the open-ended responses for the questions within the surveys…which are available at the Blackboard site

• Dr. Ronald Shope– Research Associate and Projects

Coordinator in the Qualitative and Quantitative Methods in Education Program (QQME) in Education Psychology

– Expert in the use of the ATLAS software program used to analyzed qualitative data

– Analyzed the open-ended responses for the questions within the surveys…which are available at the Blackboard site

Conclusions…

• No strong justification for changing the name of the college

• The name “College of Agricultural Sciences and Natural Resources” communicates a positive perception for those considering our college and largely had no influence on those not considering our college

• No strong justification for changing the name of the college

• The name “College of Agricultural Sciences and Natural Resources” communicates a positive perception for those considering our college and largely had no influence on those not considering our college

Conclusions…

• There are more important factors than the word “agriculture” that influence consideration of CASNR– Being aware of majors– Seeing career opportunities

• Most people do not know CASNR and what they do know is largely incorrect

• There are more important factors than the word “agriculture” that influence consideration of CASNR– Being aware of majors– Seeing career opportunities

• Most people do not know CASNR and what they do know is largely incorrect

Sub-Committee’s Recommendations…

• At this point in time, continue to use and promote the current name of the college

• Increase awareness and development of majors and options promoting the career opportunities within CASNR…especially in the metro areas of Nebraska

• At this point in time, continue to use and promote the current name of the college

• Increase awareness and development of majors and options promoting the career opportunities within CASNR…especially in the metro areas of Nebraska

Sub-Committee’s Recommendations…

• Offer majors and options that interest students and place CASNR representatives in high school classrooms

• Use this study as a “baseline” – replicate every 3-5 years to determine if

findings/results change

• Offer majors and options that interest students and place CASNR representatives in high school classrooms

• Use this study as a “baseline” – replicate every 3-5 years to determine if

findings/results change

Results, Findings, and Data…

• Can be found at the CASNR Organization Blackboard site at:– Go to

• my.unl.edu• Look for CASNR Faculty

• Site will be “active” at 4:30 PM today• There will be a discussion forum at

the site for faculty to voice their thoughts, concerns, suggestions, ideas, etc.

• Can be found at the CASNR Organization Blackboard site at:– Go to

• my.unl.edu• Look for CASNR Faculty

• Site will be “active” at 4:30 PM today• There will be a discussion forum at

the site for faculty to voice their thoughts, concerns, suggestions, ideas, etc.

Acknowledgements…

• Steve Waller– Dean of CASNR

• Susan Fritz– Associate Dean of CASNR

• Food Processing Center– Joan Scheel, Brad Zumwalt, Mark Hutchison,

and Edward O’Neill

• Ronald Shope– Qualitative analysis of open-ended responses

• Faculty Advisory Council within CASNR

• Steve Waller– Dean of CASNR

• Susan Fritz– Associate Dean of CASNR

• Food Processing Center– Joan Scheel, Brad Zumwalt, Mark Hutchison,

and Edward O’Neill

• Ronald Shope– Qualitative analysis of open-ended responses

• Faculty Advisory Council within CASNR

In closing…

A CASNR student stated…

The College of Agricultural Sciences and Natural Resources is “An amazing atmosphere where students and faculty are able to interact in a smaller setting. Students being able to learn in a comfortable environment and with professionals who truly care about the work that they are doing.”

A CASNR student stated…

The College of Agricultural Sciences and Natural Resources is “An amazing atmosphere where students and faculty are able to interact in a smaller setting. Students being able to learn in a comfortable environment and with professionals who truly care about the work that they are doing.”

Documents

College of Agricultural Sciences and Natural Resources Image Study East Campus Union August 18, 2005