Simpson University_Student Characteristics

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

Melvin Shuster PhD

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


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


0102030405060708090

Firs

t cho

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Seco

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Thir

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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)


0102030405060708090

Non

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Bach

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s

Mas

ters

Ph.D

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Highest academic degreeyou intend to obtain

at this college?

2000

2002

2004

2006

2008

0

10

20

30

40

50

60

Non

e

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Ass

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., D

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B.D

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M.D

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Highest academic degreeto intend to obtain

at any college?

2000

2002

2004

2006

2008

Avg. N = 141


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


0

1

2

3

4

5

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7

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Student Disabilities

2000

2002

2004

2008

Avg. N = 141


05

1015202530354045

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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%


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%


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


(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

Summary Summary

Characteristics of the Characteristics of the studentsstudents

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


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

Analysis and Analysis and RecommendationsRecommendations

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

Questions?Questions?

Thank you!Thank you!

Documents

Simpson University_Student Characteristics