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1 April 7, 2017

Thrive Sophomore Survey Report: Baseline and Year 1 Authors:JaniceFournier,AbigailEvans,StephanieCruzAcademicExperienceDesign&DeliveryUWInformationTechnology

Introduction

InWinter2015,UWInformationTechnologypartneredwiththeOfficeoftheProvost,UndergraduateAcademicAdvising,FirstYearPrograms,ResidentialLife,andtheCareerandInternshipCenterintheireffortstodevelopandpromotetheThriveInitiative—aninitiativedesignedtohelpfirstyearstudentssuccessfullyconnecttotheUniversityandtransitiontocampuslife.TheprimarycomponentoftheInitiativeincludedweeklymessagestofirstyearstudentsdeliveredviaMyUW.Messagecontentincludedtimelyadviceandpointerstohelpfirstyearstudentsexploreopportunities,makethemostoftheirlearningexperiences,andconnecttoimportantcampusresources.AnadditionalcomponentincludedsharingthemessageswithFIGleadersandResidentialAdvisers.ThesestudentleaderswereencouragedtoincorporatemessagecontentintolessonplansorprogrammingforfirstyearstudentsaroundthesametimethemessagesappearedinMyUW.Totheextentthatstudentleadersdidthis,firstyearstudentslivinginresidentialhousingand/orparticipatinginaFIGreceivedreinforcementofthemessagessentthroughMyUW.StudentsreceivingtheThrivemessagesinMyUWwerealsothefirstclasstotakeU101,anonlinecoursedevelopedaspartofFirstYearPrograms’new“flipped”orientationprogram.Allincomingstudentswererequiredtoreviewthiscontentbeforearrivingfortheon-campusportionoftheirorientation.TheThrivemessagesaddressedmanyofthesametopicscoveredinU101,andsomeThrivemessageslinkedtocomponentsofU101(suchasavideoonhowtochooseamajor)assourcesofmoreinformation.Together,theseeffortsrepresentacoordinatedstrategytohelpfirstyearstudentssucceed.Assessmentoftheseefforts,therefore,isimportantforunderstandingwhatstudentsaredoingastheyembarkontheircareerattheUW.AretheyawareofthesupportandopportunitiesprovidedbytheUniversity?Ifso,aretheyactinguponthem?WhatexperiencesdostudentsreportascriticalforsuccessfullyadjustingtocampuslifeandestablishingasenseofbelongingatUW?ThisreportprovidesrichinformationabouthowstudentsaredoinginsettingthefoundationoftheirHuskyExperience,andhowtheUWcanimproveinitseffortstohelpfirstyearstudentsthrive.

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Assessment

UW-ITwasinvolvedincollectingdatatoanswertwoassessmentquestionsinregardtotheThriveInitiative.ThefirstfocusedsolelyonthemessagesinMyUW:

HoweffectiveweretheThrivemessagesinMyUWindeliveringtimelycontentthatstudentsvaluedandactedupon?

Theresultsofourinvestigationintothisquestioncanbefoundinourreport,ThriveMessagesinMyUW:Year1Report.Thisreportaddressesthesecondassessmentquestion,whichisfocusedontheeffectivenessoftheThriveInitiativeoverall:

Whateffect,ifany,didtheThriveInitiativehaveasawholeonfirstyearstudents’experiencesuccessfullytransitioningtocampuslifeandconnectingtotheUW?

Inordertoanswerthisquestion,weneededtobeabletocomparethefirstyearexperienceofstudentswhohadnoexperiencewiththeInitiativetothatofstudentswhohadexposuretothecomponentsdescribedintheintroduction.

Data Collection

UW-ITworkedwithothermembersoftheThriveteamtodevelopanonlinesurveythatcouldbedisseminatedtostudentsatthestartoftheirsophomoreyearin2015(studentswithnoexposuretoThrive)andstudentsatthestartoftheirsophomoreyearin2016(studentsexposedtothefirstiterationoftheThriveefforts).SurveyquestionsaskedstudentsabouttheirfirstyearexperienceandspecificelementsofcampusliferelatedtothegoalsoftheThriveInitiative.Forexample,weproposedthatstudentswhohadsuccessfullyconnectedtotheUWandtransitionedtocampuslifewouldreportasenseofbelongingandpositivefeelingsabouttheirtransitionexperience.Inaddition,theymightreportbehaviorsindicatingthattheyhadmadeuseofcampusresourcestosupporttheirtransitionandtomakethemostoftheirlearningexperiences.Potentialindicatorsincluded:

Academicachievement

Studenthas...• visitedanadviserorotherexpertforadviceonchoosingclasses• talkedwithfacultyorTAsabouthis/herwork• visitedCLUE/participatedinaregularstudygroup• consultedalibrarianand/orWRCforhelpwithresearch/writing

Professionaldevelopment

• explored/consideredmultiplemajors,identified“backup”major• visitedcareerfair/attendedaprofessionaldevelopmentworkshop• exploredinternships/jobs/volunteer/researchopportunities• attendedleadershipworkshops/soughtleadershipexperience

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Lifeskills • developedstrategiesformanagingtimeorbalancinglife/study/work• attendedamoneymanagementworkshop• establishedhabitsforhealth&wellness

Social/Co-Curricularengagement

• developedfriendships• participatedincommunityevents(largeorsmall)• interactedwithpeopledifferentfromself• identifiedandpursuedco-curricularinterests/participatedinstudent

groups/activities

Wewrotequestionstoaddressthesepotentialindicatorsandorganizedthequestionsunderfourheaders:TransitiontoUW,UWCommunity,Academics,andWell-being.Afifthsectionaddresseddemographics(seeAppendix).WehypothesizedthatiftheThriveInitiativeweresuccessful,studentswhohadexposuretocomponentsofThrivewouldreportmorepositivetransitionexperiencesandmoreofthebehavioralindicatorslistedabovethanstudentswhohadnoexposure.Thesurveywasdistributedviaemailto6092sophomoresinthethirdweekofautumnquarter2015,and833students(14%)responded.Thesamesurveywasdistributedinthethirdweekofautumn2016to6454sophomores(allthosewhoreceivedtheThrivemessagesinMyUWthepreviousyear),and795students(12%)responded.

Analysis

WeranthreestatisticalanalysesonthesurveydataandexaminedqualitativeresponsesfromstudentswhohadexposuretoThrive.Wedescribetheseanalysesbelow.

Analysis #1: Thrive vs. Baseline WeranacomparisonofsurveyresponsesfromstudentswhohadnoexposuretoThrive(“Baseline”)andthosewhodidhaveexposure(“Thrive”).

Analysis #2: Transition Experience Inthefirstyearofthesurvey,withonlybaselinedata,weconductedananalysistounderstandifthosestudentswhoreportedtheyhada“poor”transitiontotheUWdifferedsignificantlyintheiranswerstoothersurveyquestionsthanthosewhoreporteda“fair,”“good,”or“great”transition.WeconductedthesameanalysisinthesecondyearwithdatacollectedfromstudentswhohadbeenexposedtoThrive.

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Analyses #3 & #4: Write-in Responses & Community Inaddition,weanalyzedwrite-inresponsesfromstudentswhohadbeenexposedtoThriveforthemesincontent.Basedontheseresults,weconductedafurtheranalysiswiththisgrouptounderstandtheextenttowhichcommunityaffectedothersurveyresponses.Question13askedstudents,“Overall,wouldyousayyou‘foundyourcommunity’attheUW?”Wecomparedthesurveyresponsesofstudentswhoreported“Yes,definitely”withthosewhoreported“No,notyet.”Ineachanalysis,Pearson’schi-squaretestwasusedtoexplorepotentialstatisticaldifferencesbetweencomparisongroups.

Findings

Byandlarge,therewerefewsignificantdifferencesinsurveyresponsesbetweenThriveandBaselinestudents(analysis#1).Resultsofanalysis#2,however,showedmanysignificantdifferencesinsurveyresponsesforstudentswhoreportedpoorvs.fair,good,orgreattransitionexperiences,forboththeBaselineandtheThrivegroups.Similarly,wefoundsignificantdifferenceswithineachgroupwhenwecomparedtheresponsesofstudentswhoreportedtheyhadfoundvs.notfoundtheircommunity(analysis#4).Theanalysisofwrite-inresponses(analysis#3)providedinsightintothetypesofexperiencesthatmightaffectstudents’evaluationoftheirfirstyear—theirabilitytofindacommunity,adjusttocampuslife,figureouthowtosucceedacademically,andtakeadvantageofresourcesandopportunitiestheUWhastooffer.Below,weincluderesultsofanalyses#2-4becausetheymayindicateareasinwhichstudentsstillneedthekindsofsupporttheThriveInitiativeseekstoprovide.Forthesakeofbrevity,weincluderesultsinthesesectionsfromtheThrivegrouponly.

#1: Thrive vs. Baseline Weincludeherethesurveyquestionsforwhichtherewerestatisticallysignificantdifferences(p-value<.05)betweenBaselineandThrivesurveyresponses.Alsoincludedarethosequestionsonwhichthereweremarginallysignificantresults,definedhereasap-valuebetween.05and.10.Alsoworthnotingisthelargenumberofquestionsforwhichtherewerenosignificantdifferencesbetweenthegroups.(SeeAppendixforacopyofthefullsurvey.)

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Q5.Whichofthefollowing,ifany,werepartofyourfirstyearexperience?Selectallthatapply.Answeroptionsincludedarangeofexperiencesthatwouldpotentiallyconnectstudentstoacommunity(livinginaresidencehall,registeringforaFIG,participatinginEarlyFallStart,etc.).

• MoreThrivethanBaselineparticipatedinaLive/LearnCommunity(p<.001).

Q6.Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.AnsweroptionsincludedarangeofoptionsthatwouldindicateengagementwithUW-relatedeventsandopportunities(e.g.,attendedDawgDazeevents;joinedacampusorrecreationalsportsteam;soughtleadershipexperience).Onlyoneoptionwassignificant:

• MoreThrivethanBaselinereportedjoiningastudentorganizationorperformanceensemble(p=.002).

Q7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?(Answeroptions:Toomuch—Igotover-involved;Toolittle—Iwouldhavelikedtogetmoreinvolved;Justright)

Studentswhoselected“Toolittle”weredirectedtoQ7a.Whichofthefollowing,ifany,wereobstaclestogettingmoreinvolvedattheUW?Outofthepotentialoptions,

• MoreBaselinethanThriveindicatedthattheydidn’tknowhowtogetinvolved(p=.061).

• MoreBaselinethanThriveindicatedthattheydidn’tknowanyonewithsharedinterests(p=.074).

Q9.Afterorientation,abouthowmanytimesdidyoumeetinpersonwithanadviserorsimilarexpert(e.g.,OMA&Dmentor)foracademicadviceduringyourfirstyearatUW?

Studentswhoselected“0”inresponsetoQ9wereaskedwhattheirreasonswerefornotmeetingwithanadvisor.

• MoreBaselinethanThrivenotedthattheydidnotknowhowtoaccessanadviser(p=.037).

Q11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Differencesinresponsesfortwoactivitiesweresignificant:

• MoreBaselinethanThrivereportedthattheyhadattendedaCLUEstudysessionorsoughthelpwithwritingthroughCLUE(p=.031).

• MoreThrivethanBaselinereportedthattheyhadparticipatedinaninformalstudygroupwithclassmatesorfriends(p=.092).

Q15.WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.Responsestoonlyonestatementdifferedsignificantly:

• MoreThrivethanBaselineindicatedthatthestatement“IknewaboutmostoftheresourcestheUWofferedstudents,evenifIdidn’tusethem”wastrueforthem(p=.085).

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#2: Transition Experiences (Thrive group only) Question3onthesurveyaskedstudents,“Ingeneral,howwouldyoudescribeyourexperiencetransitioningtotheUWlastyear?”Answeroptionsincluded“Poor—thetransitionwasroughandverychallengingforme,”“Fair,”“Good,”and“Great—thetransitionwassmoothandveryeasyforme.”WehypothesizedthatstudentswhohadbeenexposedtothecomponentsoftheThriveInitiativewouldreportmorepositiveexperiencestransitioningtotheUWthanthosewhohadnot.However,therewerenosignificantdifferencesbetweenthetwogroupsonthisitem.SeparatelywiththeBaselinegroupandtheThrivegroup,wethenanalyzeddifferencesinsurveyresponsesbetweenstudentswhoreporteddifferenttransitionexperiences.Wewereespeciallyinterestedinhowresponsesfromstudentswhoreportedapoortransitiondifferedfromtheircounterparts.ResultsindicatealargenumberofsignificantdifferencesonfactorsrelatedtothegoalsoftheThriveInitiative.WereportonthedatafromtheThrivegrouphere.Amongthisgroup,16%reporteda“poor”transition,29%“fair,”36%“good,”and20%“great.”

Q2.Didyoufeelyouhadaccesstoresources—people,places,orinformation—thatcouldhelpwhenneeded?Comparedtostudentswhohadagoodorgreattransitionexperience,studentswhohadapoorexperience(“poortransitioners”)were:

• Lesslikelytofeeltheyhadaccesstoresourcesthatcouldhelpwhenneeded(p<.001)

Q7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?

• Poortransitionersweremorelikelytofeeltheycouldhavebeenmoreinvolvedintheirfirstyear,althoughprimarilyonlystudentswhoreportedthattheirtransitionwasgreatfelttheywereinvolvedtherightamount.(p=.085)

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• Ofallstudentswhoindicatedthattheywereinvolvedtoolittleandwouldliketohavebeeninvolvedmore,poortransitionersweremorelikelytoreportthefollowingobstaclestoinvolvement(Q7a):• Didn’tknowanyonewithsharedinterests(p=.004)• Hadhealthissues(p=.081)

• Inaddition,therewasasignificantdifferenceamongstudentswithdifferenttransitionexperienceswhoindicatedprioritizingstudiesasanobstacletoinvolvement(p=.001)


• Poortransitionersmetwithanacademicadvisoraboutthesameamountoverallasstudentswithdifferenttransitionexperiences,buttheyweremorelikelytoseetheiradvisorforhelpwithneededdocuments(p=.047)andstudytips(p=.028)

• Poortransitionerswhodidnotmeetwithanadvisorchoseonereason—they“didnotfeel

comfortabledoingso”—significantlymoreoftenthantheircounterparts(p=.005).

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Q11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.Incomparisontostudentswithothertransitionexperiences,poortransitionerswere

• lesslikelytohavemetwithalibrarian(p=.055)• lesslikelytohavelocatedastudyspace(p=.057)• lesslikelytohavevisitedanOdegaardwritingtutor(p=.016)• lesslikelytohaveparticipatedinaninformalstudygroup(p=.031)

Q12.Managingeverydaylivingcanoftenbeachallengeforfirstyearstudents.Lookingback,howwouldyourateyourexperiencewiththefollowingduringyourfirstyear?(Options:Didpoorlywiththis;Didokwiththis;Didgoodwiththis;Didgreatwiththis)

• Studentswhoreportedapoortransitionexperienceweremuchmorelikelytoratethemselvesathavingdonepoorlyatallaspectsofeverydaylife,exceptmanagingmoney

o Managinginterpersonalconflicts(p<.001)o Takingtimeforpersonalreflection(p=.006)o Managingstressandanxiety(p<.001)o Makingtimeforplayandfun(p<.001)o Handlingemotions(p<.001)o Makingfriends(p<.001)o Seekinghelpfromotherswhenneeded(p<.001)o Managingtimeforstudies(p<.001)o Gettingagoodnight’ssleep(p<.001)o Followinghealthyeatinghabits(p<.001)

• Differencesinregardtogettingexercisewereonlymarginallysignificant(p=.082)

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Q13.Overall,wouldyousayyou“foundyourcommunity”attheUW?

• Poortransitionerswerelesslikelytohave“foundtheircommunity”whencomparedtotheircounterparts(p<.001)

Q15WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.Incomparisontostudentswithothertransitionexperiences,poortransitionerswere

• Lesslikelytoknowaninstructor/staffmemberwell(p=.003)• MorelikelytofeeloverwhelmedatUW(p<.001)• Lesslikelytohavemadeagoodfriend(p=.001)• Morelikelytohavetroublefocusing(p=.001)• Morelikelytofeeltheydidn’thaveanyonetheytrustedforhelp(p<.001)• Lesslikelytodiscovernewinterests(p=.054)

Ofnote:therewerenosignificantdifferencesamongstudentswhoreporteddifferenttransitionexperiencesforthestatement,“IknewaboutmostoftheresourcestheUWofferedstudents,evenifIdidn’tusethem.”

Demographics:• Internationalstudentsweremorelikelytohaveapositivetransitionexperience(p=.031)• Firstgenerationstudentswerelesslikelytohaveapositivetransition(p=.079)

#3: Write-In Responses (Thrive group only)StudentswhoreportedfeelingsettledattheUWatthetimeofthesurvey(“Iamjustnowfeelingsettled”)oranytimepriorweregiventhequestion,“WasthereaspecificeventorsituationthathelpedyoutofeelsettledinattheUW?”Ofthe452responses,theoverwhelmingmajorityrelatedtomakingfriendsand/orparticipatinginsometypeofcommunitywherestudentshadtheopportunitytogettoknowotherswell:residencehalls,Greeksystem,clubs,FIGs,EarlyFallStart,etc.

Finallyclickingwithmyroommateandmyneighbors(mid-winterquarter)gavemeamuch-neededsupportsystemoncampus.

AwesomeRAsandgreatroommates.Mostwerealsofirstyearssoweembarkedontheexperiencetogether.

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Imetonefriendatmyworkwhohelpedmefindanetworkoffriends,Ifeellikeitwasjustluckthathelpedmefeelpartofacommunity.

ThenextmostfrequentcommentwasaboutadjustingtoUW:

Withthestartofclassesyoubegintosettleintoarhythm,bothacademicallyandsocially.

Forme,atleast,itwasjustamatterofhavingenoughtimetofeeltrulysecureandinaroutine.Havingdevelopedalevelofcomfortwithnewfriends,andfeelinglessnervousaboutfindingmywayaround,myabilitiestobesuccessfulinclass,andmysenseofbelonging/worth.

Thosereportingnotfeelingsettledweregiventhequestion,“Was/istheresomethinglackingatUWthatpreventedyoufromfeelingsettled?”Whiletherewerefarfewerresponsestothisquestion(32),themostfrequentcommentsdescribedasenseofisolationandanacademicculturethatfeltoverlycompetitive.

Icommutewhichmeansthatfindingacoregroupofpeoplewashard.IneverhadthetimesincerightafterclassIhada1-2hourcommutehome.AndevenifIstayedatschoolIonlyhadaveryshortamountoftimethere.

UWwasjusttoobigforme,andbecauseIwasn'tallowedintomymajorrightawayIcouldn'tjoinanyofthosegroups.

Thereisstillaverytoxicenvironmenthere….Yougotmajors,allofthem,thatmakeeverythingaboutyourGPA.

Asafollow-upquestiontoQuestion2,“Didyoufeelyouhadaccesstoresources—people,places,orinformation—thatcouldhelpwhenneeded?”studentswereaskedtoexplaintheiranswerbydescribingaspecificneedandwhoorwhathelpedordidn’thelpwiththisneed.Inanalyzingthe405responsestothisquestion,wefoundthatthemostfrequentlycitedwereplaces(e.g.CLUE,MathStudyCenter)thathelpedstudentsunderstandcoursematerialandimprovetheirstudyskills,andpeople(e.g.,advisers,FIGleaders)whohelpedstudentswithacademicadvice,suchasadviceaboutwhatcoursestotakeorhowtoapplyforamajor.

Themath,physics,andchemistrystudycentershavebeenthemainreasonswhyI'vepasse[d]thosecourses.TheadvisorsaretheretoanswerquestionsaboutclassesIshouldtake,andthewebsiteistheretoanswerquestionsIhaveaboutanythingelse.

Whileapplyingtomymajor,myformerFIGleader(whowasinmyhopefulmajor)wasveryhelpfulinhelpingmeshapemyapplicationandtellingmeaboutherexperienceinthemajor.

Academicandcareercounselorsarehelpfulwithlittledetails,butlesssoonthebigpicture.

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Studentswhodescribedaneedthatwasnotfulfilledoftenspokeofthesameresources,yetdescribedthemasbeingunhelpfulfordifferentreasons:

Mygeneraladvisorhelpedmealittlebit,buttheschoolissooverwhelmingatfirstbecauseoftheshear[sic]sizeofitandthestudentpopulation—whichmademeneedtohaveaperson(professor,advisor,mentor,etc.)tohelpmecopewiththat.

Becausetheschoolissolargeandabitoverextendedwhenitcomestoresources,Ialwayshadtroublemakingappointmentstoseegeneraladvisorsorseekinghelpinwriting,withCLUE,etc.Accessingresourceswasdoable,butnotalwaysreasonablegiventhetimespentwaiting.

CLUEtutoringhelpedalotwhenIhadmathtrouble,butImustsaythatit'sdifficultandintimidatingtogoinforhelpinsituationsanylesscasualthanCLUE,suchasofficehours…whenyoujustwanttoaskwhyyou'regettingonespecificpartofahomeworkassignmentwrong.

Othersspokeofdifficultyaccessingresources:

Lotsofresources,butdifficulttoknowwhen/wheretheywereandwhattheyweretherefor.IoftenfoundoutaboutsomethingthatcouldhavehelpedmeafterIhadalreadyfoundasolutiononmyownbecauseIdidn'tknowthatresourceexisted.

Thereareplentyofresourcesoncampus.SometimesIfeltoverloadedbytheamountofinformationIwasgiven.

StudentswerealsopromptedtoexplaintheiranswerstoQuestion13,“Overall,wouldyousayyou‘foundyourcommunity’atUW?”Amongthe369writtenresponses,wefoundthatstudentsdistinguishedbetween“friends”and“community”;studentswhohadfriendsstillnotedthattheyhadnotyetfoundtheircommunity,orfelttheneedtobroadentheircommunity.

I'vemadefriendshereandtherebutstilldon'tfeelasifI'vefoundmycommunitywithinthislargeschool.Ithinkit'lltakemoretimeandmoreeffortintofindingit.

IhavebeenlostandI'mstillwaitingtofindmy"community"andIdon'tknowhowtogoaboutthat.SinceIdidn'tliveinthedorms,Ididn'tevenhaveroommatestoeasethetransition.

AlthoughIhaveaclosegroupoffriendsaroundme,thesheersizeofUWstillmakesthecampusseemtoobigandlarge.FindingasmallcommunityseemsmoredifficultthanithasbeenformeinthepastasIdonothavemanyinterestsincommonwithalotofthepeopleImeet.

Iknowwhatsubjects/activitiesI'minterestedin,butI'moftenbusywithstudying/homeworkanddon'talwayshavetimeforclubs.

Although,nowinmysecondyear,Icertainlyhaveanumberoffriends,Idon'treallyfeelparticularlyclosetoanyofthem....IstillfeellikeIhaven'tfoundmy"tribe"here.

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Andfinally,Questions16and17asked,“What,ifanything,wasmissingforyoufromyourfirstyearexperience?”and“HowcantheUWbestsupportyouduringyoursecondyear?”Communityagainappearedasthemostfrequentthemeamongthe605responses(combined),followedbyadesireforacademicadviceandotherinformation.

IwasmissingthefeelingofbelongingandwasveryconfusedifthisisthepathIshouldtakeinacademics.

Community.IwasfrustratedthatIhadfoundsomanygroupswhosharedmyinterests,butseeminglynonewhosharedmyvalues.

Definitelymakingiteasiertogotoadvisingandgetcomprehensiveinformationonmymajorandhowtomakeitworkforme,givenregistrationrestraints,etc.

IfeltIcouldhaveusedmoreassistanceinunderstandingwhatclassesIneededtotakefordifferentmajors,aswellashowapplyingformajorsworked.Ilackedgeneralknowledgeaboutanythingadministrative.

Iwishtherewasaneasierwayformetolearnmoreaboutclubs.TheRSOwebsitedoesnotgiveawholelotofinformationanddoesnottellushowtojoinaclub.

Tiedinthirdplacewerecommentsaboutinformationandapersonalbarriertowell-being.

ReallyjusthelpingtokeepmeawareofalltheopportunitiesandresourcesavailableandhelpingmeunderstandhowIcantakeadvantageofthem.

Istilldon'tcompletelyunderstandhowtomaintaingoodgrades.IexcelledinhighschoolacademicsandnowfeelthatImaynotbegoodenoughformanyofmycourses.

Ihadahardtimefindingwaystomakestrongconnectionswithpeople

Ididn'tfinditeasytocommunicatewhenIneededhelpwithoutcomingoffasunpreparedorfoolish.

#4: Community (Thrive group only)Findingsinthequalitativedataledustoinquirewhetherstudentswhohadorhadnotfoundacommunitydifferedsignificantlyintheiranswerstoothersurveyquestions.Question13askedstudents,“Overall,wouldyousayyou‘foundyourcommunity’atUW?”OfthesurveyrespondentswhohadexposuretoThrive,32%reported“Yes,definitely,”46%“Somewhat,”and22%reported“No,notyet.”Wecomparedthesurveyresponsesofstudentswhoreported“Yes,definitely”(“yes”students)withthosewhoreported“No,notyet”(“no”students).Studentswhoindicated“Somewhat”wereeliminatedfromtheanalysis.WereportresultsfromtheThrivegrouphere.Resultsindicatethatwheredifferencesexistintiestoacommunity,significantdifferencesalsoexistonmanyfactorsrelatedtothegoalsofThrive.

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Q1.AbouthowlongdidittakeyoutofeelsettledinattheUniversityofWashington?

• StudentswhoreportedthattheyhadnotyetfoundtheircommunityalsoappearedtotakelongertosettleinatUW.Nearlyaquarterof“no”students(23%)reportedthattheystilldidnotfeelsettledbythetimeofthesurvey(threeweeksintoautumnquarteroftheirsophomoreyear).(p<.001)

• Studentswhoreportedthatthey’ddefinitelyfoundtheircommunitysettledinfaster.All“yes”studentsreportedfeelingsettledbythetimeofthesurvey.

Q2.Didyoufeelyouhadaccesstoresources—people,places,orinformation—thatcouldhelpwhenneeded?

• Considerablymore“yes”studentsthan“no”studentsfeltthattheyhadaccesstoresources.(p<.001)

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Q4.Ingeneral,howwouldyoudescribeyourexperiencetransitioningtotheUWlastyear?

• The“yes”students’transitionexperiencewasalmostamirrorimageofthe“no”students.(p<.001)

Q5.Whichofthefollowing,ifany,werepartofyourfirstyearexperience?Selectallthatapply.

• TheGreeksystemmarkedthegreatestdifferencebetweenstudentswhoreportedtheyhadfoundtheircommunityandthosewhohadnot:22%ofthe“yes”studentsindicatedthattheyhadparticipatedinafraternityorsororityvs.2%ofthe“no”students(p<.001)

• Alsoofinterestis“Noneoftheabove”(8%of“no”studentsselectedthisoptionvs.3%of“yes”)(p=.038)

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Q6.Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.• Participationinalmostallactivitieswasconsiderablyhigherfor“yes”students• “No”studentsonlyledfor“Noneoftheabove”:11%of“no”vs.2%of“yes”

• AttendedDawgDaze(p<.001)• Attendedguestlecturesetc.(p=.001)• AttendedUWsportsevents(p<.001)• Joinedarecteam(p=.042)• Joinedastudentorg(p<.001)• Volunteeractivity(p=.003)• ExperimentalCollege/IMA(p=.005)• Research/internship(p=.071)• Traveledtolearn(p=.003)

• Noneoftheabove(p<.001)

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Q7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?

• Avastmajorityof“no”studentsindicatedtoolittleinvolvement• Aslimmajorityof“yes”studentssaidtheirinvolvementwas“justright”(p=.000)

Q7a.Whichofthefollowing,ifany,wereobstaclestogettingmoreinvolvedatUW?

• More“no”studentsthan“yes”studentsselectedmostoptions• The“no”studentsdifferedsignificantlyfromthe“yes”studentsinregardtothefollowing

obstaclestoparticipation:o Didn’tknowanyonewithsharedinterests(p=.001)o Didn’tknowhow(p=.070)o Healthissues(p=.028)o Commute(p<.001)

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Q8.Whichofthefollowingwastrueforyouduringyourfirstyear?Selectallthatapply.

• More“yes”studentsreportedthattheyhadappliedto(p=.005)and/ordeclaredamajorintheirfirstyear(p=.053),andhadstucktotheiroriginalideaforamajor(p=.004).

• Inaddition,more“yes”studentshadfoundinspirationforamajorthroughtalkingtoothers(p<.001).

• Morethantwiceasmany“no”studentsarrivedatUWwithnoideaforamajor(p=.001).


• Nosignificantdifferencesinresponses

Q9a.Forwhatreason(s)didyoumeet?Selectallthatapply.• Amongstudentswhometwithanadvisor,more“yes”studentsmetwithadvisorforevery

reasonexcept“itwasrequired”and“Iwantedtoestablisharelationship”

o Helpunderstandingdegreerequirements(p=.039)o Helpwithapplicationtomajor(p=.048)o Helpwithidentifyingpotentialmajor(p=.061)o Helpwithselecting/registeringforclasses(p=.078)o Required(p=.003)

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Q9a.Whatwereyourreasonsfornotmeetingwithanadviserforacademicadvice?Selectallthatapply.

• Amongstudentswhodidnotmeetwithanadvisor,themajorityof“yes”studentsindicatedthattheydidnotfeeltheyneededto(p=.013)

• Manymoreofthe“no”studentsindicatedtheydidnotfeelcomfortable(p=.001)orwouldnotknowwhattosay(p=.033)

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Q10.DuringyourfirstyearatUW,abouthowmanytimesdidyoumeetinpersonwithaninstructororteachingassistanttodiscussyourworkorcoursematerial?

• Threetimesasmany“no”studentsthan“yes”reportedthattheyhadnotmetwithaninstructororTA(p<.001)

Q10a.Forwhatreason(s)didyoumeet?Selectallthatapply.

• Forstudentswhohadmetwithaninstructor/TAoneormoretimes,more“yes”studentsthan“no”studentsindicatedthattheyhaddonesoformostofthereasonsgiven,butonlyonedifferencewassignificant—more“yes”studentschose“Iwantedtoestablisharelationship”(p=.029)

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Q11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.

• Foreachoptionincluded,fewer“no”studentsthan“yes”studentssoughtthistypeofhelpo CLUE(p=.008)o Consultedalibrarian(p=.059)o Locatedstudyspace(p<.001)o OdegaardWritingCenter(p=.002)o Informalstudygroup(p<.001)

Q11a.Whatbestdescribesyourmotivationforseekingthistypeofhelp?Selectallthatapply.

• More“yes”studentsthan“no”studentsreportedseekinghelptogetaheadstartonchallengingmaterial(p=.012)aswellastogetsupportwhentheywerestruggling(p=.002)

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Q12.Managingeverydaylivingcanoftenbeachallengeforfirstyearstudents.Lookingback,howwouldyourateyourexperiencewiththefollowingduringyourfirstyear?(Options:Didpoorlywiththis;Didokwiththis;Didgoodwiththis;Didgreatwiththis)

• Forallbutoneactivity,manymore“no”studentsthan“yes”studentsindicatedthatthey’ddonepoorly

o Managingconflict(p<.001)o Takingtimeforreflection(p<.001)o Managingstress(p<.001)o Gettingregularexercise(p<.001)o Makingtimeforfun(p<.001)o Handlingemotions(p<.001)o Makingfriends(p<.001)o Seekinghelp(p<.001)o Managingtimeforstudies(p=.075)

• Thedifferenceisespeciallylargefor“makingfriends”

Q15WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.

• More“no”studentsindicatedthatthenegativestatementsweretrueforthemo Ifeltoverwhelmedbythesizeofthecampusandcommunity.(p<.001)o Iwasoftenunsureofwhattofocusonandwhen.(p<.001)o TherewasnooneIfeltIcouldtrustforhelporadvice.(p<.001)

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• More“yes”studentsindicatedthatthepositivestatementsweretrueforthemo Icametoknowatleastoneinstructororstaffmemberwell.(p=.001)o IdiscoveredanewsubjectorissueI’mexcitedtoexploremore.(p<.001)o IknewaboutmostoftheresourcestheUWoffered,evenifIdidn’tusethem.(p=.046)o Imadeatleastonegoodfriend.(p<.001)

Discussion

Unfortunately,itisnotpossibletoknowthedegreetowhichrespondentstothesophomoresurveyreadtheThrivemessagesinMyUWorhadadditionalexposuretomessagetopicsthroughFIGleadersand/orRAs.Whenwefirstcreatedthesophomoresurvey,weassumedthatmoststudentsrespondingwouldhavereadtheThrivemessagesandthatagoodportionwouldhavehadsomesupplementalexposuretothemessagesthroughFIGleadersand/orRAs.Becauseofthis,wedidnotincludeaquestiononthesophomoresurveythataskedspecificallyaboutmessagereadership.However,fromtheThriveMessagesinMyUWsurvey,wefoundthatjustoverhalf(55%)ofstudentsresponding(1078total)reportedthattheyhadreadalmostall,some,orbrieflyskimmedtheThrivemessagesinMyUW;45%ofrespondentsreportedthattheyhadnotreadorhadnotnoticedthemessagesinMyUW.Withtheseresults,theeffectoftheThriveInitiativeonstudents’experienceoftheirfirstyearmaybetoosubtletopickupinourfirstsophomoresurvey.Anyconclusionsdrawnfromthecurrentresultsaredonesowiththiscaveatinmind.OnepossibleconclusionfromtheanalysiscomparingBaselineandThrivesurveyresponsesisthatstudentsexposedtoThrivemayhavebeenbetterinformedthanstudentswhodidnothavethisresource;ThriverespondentsknewmoreabouthowtogetinvolvedinUWactivities,howtoaccessanadviser,andweremorelikelytoparticipateinastudygrouporstudentorganization,andtoagreewiththestatement,“IknewaboutmostoftheresourcesUWofferedstudents,evenifIdidn’tusethem.”However,thisgreaterknowledgedidnotappeartomakeanimpactonstudents’reportedtransition

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experienceorontheirsenseofbelongingorcommunityattheUW—partoftheaimsoftheThriveInitiative.Indeed,analysisofwrite-inresponsessuggestthateveniftheyweremoreinformedaboutresources,studentsstillhadanxietyaboutacademicperformance,challengesinmeetingpeopleandmakingfriends,anddifficultyattendingtotheirwell-being.Theadditionalanalyses,particularlyofthequalitativedataandtheanalysisofstudentswhohadorhadnotfoundtheircommunity,suggestthatconnectiontocommunityhasasignificanteffectonstudents’experienceoftheirfirstyear.Itmayalsobethatconnectiontocommunityiscloselycorrelatedwithstudents’abilitytoactoninformation.CommunitymembersmaybeadditionalsourcesofinformationaboutUWresources,andmaybeabletorelaytheirownexperiencesaccessingtheseresources(facultyofficehours,writingandresearchcenter,etc.)andthusmaketheexperiencelessintimidating.Write-inresponsesindicatedthathavingcommunityhelpedstudentsnavigatethephysicalcampusaswellasacademicpathways,andmadeattendingeventsorparticipatinginstudygroups,clubs,andotherco-curricularopportunitieseasier.

Conclusions

WhileresultsofthecomparisonofsurveyresponsesbetweenbaselinestudentsandthosewhohadexposuretoThrivedonotprovidedefinitiveanswersabouttheeffectsoftheThriveInitiativeasawhole,thedatacollectedfromthesophomoresurveyproviderichinformationabouthowstudentsaredoinginregardtosettingthefoundationoftheirHuskyExperience.ResultsofthesurveysuggestthatstudentscontinuetobeinneedofthekindofcontentandmessagingattheheartofThriveFirstYear,andthattheymayalsobenefitfrommessagingintheyearsthatfollow.Basedonthesurveyresults,recommendedrevisionstoThriveFirstYearmessagingincludethefollowing:

Community • Letstudentsknowthatmakingfriendsandfindingacommunityisimportanttofeelingsettledat

UW,andofferstrategiesforhowtodothis,includinghowtostayintouchwithclassmatesquartertoquarter,andwhatcommuterscandotofeelconnected.

• Alsoletstudentsknowthatfindingacommunitymaytaketime,andencouragethemnottogiveuptheeffort.

Adjustment to UW • Reassurestudentsthatittakestimetoadjusttoanewsetting.Surveyrespondentsreported

thatoncetheybecamemorefamiliarwithcampus,foundaroutine,andmodifiedtheirstudyhabitsforthechallengesofcollegecourses,theyfeltmoreconfidentintheirnewenvironment.

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• Acknowledgethesizeofthecampusandpotentiallyoverwhelmingamountofinformationandresources;provideguidancetostudentsonwaysthattheycanmaketheUniversityfeelsmalleror“right-sized”fortheircurrentlevelofcomfort.

Academic life • Directlyaddressthedifficultyandcompetitivenatureofsomecoursesand/ormajorsandhow

studentscancopewiththis,includingseekingstudysupportandbyconsideringalternatemajorsorpathways.

• Continuetoprovideadvicetostudentsonwhenandhowtoseekhelpfromanadviser,andfromwhatothercrediblesourcestheymightgatheradviceoncourses,majors,sequencing,etc.

• Provideguidancetostudentsonhowtocarryahealthycourseloadthatbalancesmorechallengingorrequiredcourseswithcoursesthataremoreexploratoryorfunforstudents,orthathelpthemmasterself-care.

• Continuetoprovideadvicetostudentsonhowtoestablisharelationshipwithaprofessor,TA,orothermentor.

Well-being • Helpstudentsmaketheconnectionbetweenattendingtotheirwell-beingandtheirabilityto

succeedattheiracademicgoals.Letthemknowthattheycanlearnself-careskills,andprovidespecificinformationonhowtobuildtheseskills.Repeatedlyremindthemtoattendtotheirwell-beingtosetthefoundationforsuccess.

• EncouragestudentstofindatleastonewaytobecomeinvolvedatUWbeyondtheclassroom,andhavethemimagineforthemselveswhata“justright”amountofinvolvementmightlookandfeellike,withpotentialexamples.

• Normalizementalhealthchallengessuchasanxietyanddepression,andcontinuetosupportstudentswithlinkstoappropriateresources.Alsoaddresstypicaldevelopmentalchallengesstudentsarelikelytoencounterandhowcantheydevelophealthyresilience.

• OrientstudentstotheinformationavailablethroughMyUWandothercentralportals,emphasizingthattheycanreturntotheseorganizedsourcesatanytime.

Inaddition,surveyresultssuggestedpotentialfurtherresearchabouthowstudentscanbesupportedinfindingcommunity:

• Whatitisthatfraternitiesandsororitiesdothatissosuccessfulinhelpingtheirmembersfeelasenseofbelongingandcommunity?Arethereaspectsofthisthatcanbereplicatedelsewhere?

• Howdostudentsdistinguishbetween“friends”and“community”?Andwhatdoesthismeanformessagingandprogramming?

Whiletheissuessurfacedintheresultsofthesophomoresurveymaycomeasnosurprisetoundergraduateadvisersandothersworkingwithfirstyearstudents,thesurveyitselfprovidesonewaytomeasureimprovementinregardtotheseissues.WehopeforanincreasedreadershipoftheThrivemessagesinMyUWforYear2oftheInitiative,andwiththis,amoreaccurateunderstandingoftheeffectsoftheInitiativeonstudents’firstyearexperience.

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Appendix

UW First Year Student Experience Transitioningtouniversitylifecanhaveitschallenges.Whetheryourfirstyearwasgoodorbad,wewanttoknowaboutit.Thissurveywillaskyouquestionsaboutyourexperience,whattypesofactivitiesyouparticipatedinandwhatresourcesyoumadeuseofduringyourfirstyear.Yourresponsesareanonymous.Thankyouforhelpingusimprovethefirstyearexperience.

I. Transition to UW 1.AbouthowlongdidittakeyoutofeelsettledinattheUniversityofWashington?

Ifeltsettledrightaway--beforethestartofAutumnquarterIfeltsettledbytheendofAutumnquarterIfeltsettledbytheendofWinterquarterIfeltsettledbytheendofSpringquarterIamjustnowfeelingsettledIdonotfeelsettledyet,butexpecttosoonIdonotfeelsettledyet,anddon’texpecttofeelsettledsoon

[Ifcheckedanyofoptions1-5above]1a.Wasthereaspecificeventorsituationthathelpedyoutofeel

settledinattheUW?Pleaseexplain.[Ifcheckedanyofoptions6-8above]1a.Was/istheresomethinglackingattheUWthatpreventedyou

fromfeelingsettled?Pleaseexplain.

2.Didyoufeelyouhadaccesstoresources--people,places,orinformation--thatcouldhelpwhenneeded?

YesNoSomewhat

3.Pleaseexplainbytellingusaboutaspecificneedandwhoorwhathelpedordidn’thelpinrelationtothisneed.

4.Ingeneral,howwouldyoudescribeyourexperiencetransitioningtotheUWlastyear?Poor--thetransitionwasroughandverychallengingformeFairGoodGreat--thetransitionwassmoothandveryeasyforme

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II. UW Community 5.Whichofthefollowing,ifany,werepartofyourfirstyearexperience?Selectallthatapply.

LivedinacampusresidencehallParticipatedinaLive/LearnCommunityUsedtheCommuterCommonsJoinedafraternityorsororityRegisteredforaFIGParticipatedinEarlyFallStartParticipatedinNCAAAthleticsParticipatedintheHonorsProgramParticipatedintheC21FellowsProgramNoneoftheabove

6.Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.AttendedDawgDazeeventsWorkedatacampusjobJoinedastudentorganizationorperformanceensembleJoinedacampusorrecreationalsportsteamorclubAttendedUWguestlectures,readings,performances,orworkshopsAttendedUWsportseventsTookaclassthroughtheExperimentalCollegeorIMARanforstudentgovernmentorsoughtotherstudentleadershipexperienceParticipatedinvolunteeractivitythroughtheUWTookpartinaUW-relatedresearchprojectorinternshipAttendedacareerfairTraveled/plannedtotraveltoanotherpartofthestate,country,orworldtolearnOther:Noneoftheabove

7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?Toomuch--Igotover-involvedToolittle--IwouldhavelikedtogetmoreinvolvedJustright

[Ifselectedoption2above]7a.Whichofthefollowing,ifany,wereobstaclestogettingmoreinvolvedat

theUW?IplacedapriorityonmystudiesIhadanoutsidejobMycommutewasaconstraintIhadfamilyobligationsIhadhealthissuesDidn’tknowhowtogetinvolvedDidn’tknowanyonewithsharedinterestsOther:

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III. Academics 8.Whichofthefollowingwastrueforyouduringyourfirstyear?Selectallthatapply.

IcametotheUWknowingwhatIwantedtomajorinIcametotheUWhavingsomeideaofwhatIwantedtomajorinIcametotheUWhavingnoideaofwhatIwantedtomajorinIexploredmultipleideasformajorsIstucktomyoriginalidea(s)foramajorIidentifieda“backup”majorIfoundinspirationforapossiblemajorfromacourseorothercampuseventIfoundinspirationforapossiblemajorbytalkingtoothersIappliedforamajorIdeclaredmymajor

9.Afterorientation,abouthowmanytimesdidyoumeetinpersonwithanadviserorsimilarexpert(e.g.,OMA&Dmentor)foracademicadviceduringyourfirstyearatUW?

0123ormore

[if>1]9a.Forwhatreason(s)didyoumeet?Selectallthatapply.

Helpwithselectingand/orregisteringforclassesHelpwithidentifyingpotentialmajor(s)HelpunderstandingdegreerequirementsHelpwithapplicationtoamajorHelpwithstudytipsHelpdealingwithstressHelpwithneededdocumentsItwasrequiredIwantedtoestablisharelationshipOther:

[if=0]9a.Whatwereyourreasonsfornotmeetingwithanadviserorsimilarexpertforacademic

advice?Selectallthatapply.DidnotknowhowtoaccessanadviserDidnotfeelanyneedtoDidnotfeelcomfortabledoingsoDidnotknowwhatIwouldsayCouldnotgetanappointmentwhenIneededitCommunicatedwiththemviaemailoranothermethodOther:

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10.DuringyourfirstyearatUW,abouthowmanytimesdidyoumeetinpersonwithaninstructororteachingassistanttodiscussyourworkorcoursematerial?

01-34-67ormore

[if>1]10a.Forwhatreason(s)didyoumeet?Selectallthatapply.ToimprovemyunderstandingofcourseconceptsandideasTogethelpwithanassignmentTodiscussagradeorfeedbackIreceivedTodiscussmyinterestinthecoursetopic(s)orinstructor’sresearchToaskaboutrelatedcoursesorrecommendedout-of-classactivitiesTodiscussamajororcareersinthefieldToaskforaletterofrecommendationorprofessionaladviceItwasrequiredIwantedtoestablisharelationshipOther:

[if=0]10a.WhatwereyourreasonsfornotmeetingwithaninstructororTAtodiscussyourworkor

coursematerial?Selectallthatapply.DidnotknowhowtoaccesstheinstructororTADidnotfeelanyneedtoDidnotfeelcomfortabledoingsoDidnotknowwhatIwouldsayHardtofindacommontimetomeet/OfficehourswerenotconvenientCommunicatedwiththemviaemailoranothermethodOther:

11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.AttendedaCLUEstudysessionorsoughthelpwithwritingthroughCLUEParticipatedinaninformalstudygroupwithclassmatesorfriendsConsultedalibrarianforhelpwithresearchorwithlocatinginformationMetwithatutorattheOdegaardWritingandResearchCenterReceivedtutoringorstudyhelpattheInstructionalCenterLocatedoneormorestudyspaceswhereIcouldworkeffectivelyMadeastudyplanorscheduletostayontopofmaterialOther:Noneoftheabove

[ifselectedanyofoptions1-5above]11a.Whatbestdescribesyourmotivationforseekingthistypeof

help?Selectallthatapply.SoughtsupportaheadoftimewithsomethingIknewwouldbechallengingSoughtsupportwhenIwasstrugglingSoughtsupportafterreceivingapoorgradeorfeedbackWantedtomaximizemychancesforsuccess

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ItwasrequiredbytheinstructorI’dhearditwasagoodideaOther:

IV. Well-being 12.Managingeverydaylivingcanoftenbeachallengeforfirstyearstudents.Lookingback,howwouldyourateyourexperiencewiththefollowingduringyourfirstyear?Matrixratings:DidpoorlywiththisDidokwiththisDidgoodwiththisDidgreatwiththis

ManagingtimeforstudiesGettingagoodnight’ssleepFollowinghealthyeatinghabitsManagingstressandanxietyManagingmoney(e.g.stayedwithinabudget)GettingregularexerciseMakingtimeforplayandfunHandlingemotions(loneliness,anger,etc.)MakingfriendsSeekinghelpfromotherswhenneededManaginginterpersonalconflicts(e.g.,roommates,familymembers)Takingtimeforpersonalreflection

13.Overall,wouldyousayyou“foundyourcommunity”attheUW?Yes,definitelySomewhatNo,notyet

14.Pleaseexplainyouranswer.

15.WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.Imadeatleastonegoodfriend.TherewasnooneIfeltIcouldtrustforhelporadvice.Icametoknowatleastoneinstructororstaffmemberwell.Iwasoftenunsureofwhattofocusonandwhen.IknewaboutmostoftheresourcestheUWofferedstudents,evenifIdidn’tusethem.Ifeltoverwhelmedbythesizeofthecampusandcommunity.IdiscoveredanewsubjectorissueI’mexcitedtoexploremore.

16.What,ifanything,wasmissingforyoufromyourfirstyearexperience?

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17.HowcantheUWbestsupportyouduringyoursecondyear? V. About you 18.Yourage:

18yearsoryounger19years20years21yearsorolder

19.Areyouthefirstperson(inwhatyouwouldconsider)yourimmediatefamilytoattendcollege?NoUnsureYes

20.InternationalstatusIamaninternationalstudent(J1orF1studentvisa)Iamnotaninternationalstudent(U.S.citizenorpermanentresident)Othercitizenshipstatus

21.GenderidentityFemaleMaleTransOther:

Ichoosenottorespond

22.Racial/ethnicidentitySelectallthatapply:AsianBlack/AfricanAmericanHispanic/LatinAmericanMiddleEastern/ArabNativeAmerican/AlaskaNativePacificIslander/HawaiiNativeWhite/CaucasianOther:Ichoosenottorespond

23.Whatbroadcategoryorcategoriesbestdescribeyouracademicinterest(s)?Selectallthatapply.Arts&Sciences–ArtsArts&Sciences–HumanitiesArts&Sciences–NaturalSciencesArts&Sciences–SocialSciencesBuiltEnvironments

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BusinessDentistryEducationEngineeringEnvironmentInformationLawMedicineNursingPharmacyPublicAffairsPublicHealthSocialWorkUndecidedOther:_______________________

Thankyouforyourfeedback!IfyouwouldlikesomeonefromtheHuskyExperienceTeamtocontactyoudirectlyaboutyourfirstyearexperience,pleaseprovideyouremailaddress,andwewillbeintouch.