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Return to contents University of the Virgin Islands CIRP Freshman Survey 2014 Results Higher Education Research Institute, University of California at Los Angeles First-time, Full-time Freshmen University of the Virgin Islands N=250 Public 4yr Colleges-low selectivity N=14,801 Return to contents The First Year is Important… The CIRP Freshman Survey (TFS) collects important information on what your incoming students are like before they experience college. Key sections of the survey examine: • College admissions decisions • Financing college • High school experiences and behaviors • Knowledge, skills and abilities • Expectations for college-major and career • Expectations for college life 2 INCOMING FIRST YEAR STUDENTS Return to contents Table of Contents Demographics Sex and Race/Ethnicity Distance from Home Type of High School College Admissions Decisions College Applications Accepted/Attending First Choice Reasons for Attending College Reasons for Attending This College Financing College Economic Situation Educational Expenses Ability to Finance Education High School Experience Academic Preparation Habits of Mind Construct Pluralistic Orientation Academic Self-Concept Civic Engagement Health and Wellness Knowledge, Skills and Abilities Expectations for College- Major and Career Expectations for College Life 3 Return to contents A Note about CIRP Constructs We use the CIRP Constructs throughout this PowerPoint to help summarize important information about your students from the TFS. Constructs statistically aggregate the results from CIRP questions that tap into key aspects of the college experience. They focus on student traits and institutional practices contributing to students’ academic and social development. 4 Return to contents Demographics Male Female Your Institution 5 Male Female Comparison Group SEX Return to contents Demographics 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% African American/ Black American Indian/ Alaska Native Asian/ Native Hawaiian/ Pacific Islander Latino White/ Caucasian Other Race/ Ethnicity Two or More Races/ Ethnicities Race/Ethnicity Your Institution Comparison Group 6 Return to contents Demographics 7 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 5 or less 6-10 11-50 51-100 101-500 Over 500 Your Institution Comparison Group How many miles is this college from your permanent home? Return to contents Demographics 8 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Public school (not charter or magnet) Public charter school Public magnet school Private religious/parochial school Private independent college-prep school Home school Your Institution Comparison Group From what kind of high school did you graduate? Return to contents College Admissions Decisions Many factors impact incoming students’ college choice, including the benefits they see in attending college and considerations about which specific college to attend. Return to contents College Admissions Decisions 10 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% None 1 2 3 4 5 6 7-10 11 or more Your Institution Comparison Group To how many colleges other than this one did you apply for admission this year? Return to contents College Acceptance 11 Were you accepted by your first choice college? Yes No 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% First Choice Second Choice Third Choice Less than Third Choice Your Institution Comparison Group Is this college your … Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% To be able to get a better job To gain a general education and appreciation of ideas To make me a more cultured person To be able to make more money College Choice 12 Your Institution Comparison Group Very Important Very Important Somewhat Important Somewhat Important In deciding to go to college, how important to you was each of the following reasons? Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% To learn more about things that interest me To get training for a specific career To prepare myself for graduate or professional school College Choice 13 Your Institution Comparison Group Very Important Very Important Somewhat Important Somewhat Important In deciding to go to college, how important to you was each of the following reasons? Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% This college has a very good academic reputation This college has a good reputation for its social activities This college’s graduates gain admission to top graduate/professional schools This college’s graduates get good jobs The percentage of students that graduate from this college College Choice How important was each reason in your decision to attend this college? 14 Your Institution Comparison Group Very Important Very Important Somewhat Important Somewhat Important Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% I was offered financial assistance The cost of attending this college Not offered aid by first choice Could not afford first choice College Choice How important was each reason in your decision to attend this college? 15 Your Institution Comparison Group Very Important Very Important Somewhat Important Somewhat Important Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% My parents wanted me to come here I wanted to live near home Rankings in national magazines A visit to the campus College Choice How important was each reason in your decision to attend this college? 16 Your Institution Comparison Group Very Important Very Important Somewhat Important Somewhat Important Return to contents Financing College Economic factors play an important role in students’ decisions about college. Return to contents Financing College The percentage of students with at least some funds from these various sources. 18 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Other sources Aid to be repaid Aid not to be repaid Personal resources Family resources Your Institution Comparison Group Return to contents Financing College Do you have any concern about your ability to finance your college education? 19 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% None Some Major Your Institution Comparison Group Return to contents High School Experiences Understanding students’ established behaviors in high school helps foster skills, knowledge and abilities in the curriculum and co-curriculum. Return to contents High School Experiences Please mark which of the following courses you have completed? 21 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Algebra II Pre-Calculus/Trigonometry Probability & Statistics Calculus AP Probability & Statistics AP Calculus Your Institution Comparison Group Return to contents High School Experiences 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% English Reading Mathematics Writing Your Institution Comparison Group 22 Have you had any remedial work in any of the following subjects? Return to contents High School Experiences 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% English Reading Mathematics Writing Your Institution Comparison Group 23 Do you feel you will need any remedial work in any of the following subjects? Return to contents 24 Your Institution Comparison Group 40 42 44 46 48 50 52 54 56 58 60 All FTFT Men Women Habits of Mind Habits of Mind is a unified measure of the behaviors and traits associated with academic success. These learning behaviors are seen as the foundation for lifelong learning. Construct Items • Support your opinion with logical argument • Seek solutions to problems and explain them to others • Seek alternative solutions to a problem • Evaluate the quality or reliability of information you received • Ask questions in class • Take a risk because you felt you had more to gain • Seek feedback on academic work • Explore topics on your own, even though it was not required for a class • Accept mistakes as part of the learning process • Revise your papers to improve your writing • Look up scientific research articles and resources Return to contents 40 42 44 46 48 50 52 54 56 58 60 All FTFT Men Women Your Institution Comparison Group Construct Items • Tolerance of others with different beliefs • Ability to work cooperatively with diverse people • Ability to discuss and negotiate controversial issues • Openness to having my views challenged • Ability to see the world from someone else's perspective Pluralistic Orientation Pluralistic Orientation measures skills and dispositions appropriate for living and working in a diverse society. 25 Return to contents 26 40 42 44 46 48 50 52 54 56 58 60 All FTFT Men Women Your Institution Comparison Group Construct Items • Self-rated academic ability • Self-rated mathematical ability • Self-rated self-confidence (intellectual) • Self-rated drive to achieve Academic Self-Concept Self-awareness and confidence in academic environments help students learn by encouraging their intellectual inquiry. Academic Self-Concept is a unified measure of students’ beliefs about their abilities and confidence in academic environments. Return to contents Civic Engagement Engaged citizens are a critical element in the functioning of our democratic society. Civic Engagement measures the extent to which students are motivated and involved in civic, electoral and political activities. 40 42 44 46 48 50 52 54 56 58 60 All FTFT Men Women Construct Items • Publicly communicated your opinion about a cause • Worked on a local, state, or national political campaign • Demonstrated for a cause • Keeping up to date with political affairs • Influencing social values • Helped raise money for a cause or campaign • Performed volunteer work Your Institution Comparison Group 27 Return to contents 28 Health and Wellness Students’ physical and emotional well-being can affect many important aspects of the student experience including academic performance and persistence. These items gauge student behaviors, attitudes and experiences related to health and wellness. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Felt overwhelmed by all you had to do Felt depressed Your Institution Comparison Group Frequently Frequently Occasionally Occasionally Return to contents Health and Wellness 0% 10% 20% Learning disability ADHD Autism spectrum Physical disability Chronic illness Psychological disorder Your Institution Comparison Group 29 Do you have any of the following disabilities or medical conditions? Return to contents Knowledge, Skills and Abilities These items illustrate students’ views of their academic skills and abilities. Return to contents High School Experiences At this institution, which course placement tests have you taken in the following subject areas: 31 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% English Reading Mathematics Writing Your Institution Comparison Group Return to contents 32 Knowledge, Skills and Abilities Think about your current abilities and tell us how strong or weak you believe you are in each of the following areas: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% General knowledge Knowledge of a particular field or discipline Foreign language ability Your Institution Comparison Group A Major Strength A Major Strength Somewhat Strong Somewhat Strong Return to contents 33 Knowledge, Skills and Abilities Think about your current abilities and tell us how strong or weak you believe you are in each of the following areas: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Understanding of the problems facing your community Understanding of national issues Understanding of global issues Your Institution Comparison Group A Major Strength A Major Strength Somewhat Strong Somewhat Strong Return to contents 34 Knowledge, Skills and Abilities Think about your current abilities and tell us how strong or weak you believe you are in each of the following areas: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Critical thinking skills Problem-solving skills Your Institution Comparison Group A Major Strength A Major Strength Somewhat Strong Somewhat Strong Ability to manage your time effectively Return to contents 35 Knowledge, Skills and Abilities Think about your current abilities and tell us how strong or weak you believe you are in each of the following areas: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Interpersonal skills Your Institution Comparison Group A Major Strength A Major Strength Somewhat Strong Somewhat Strong Knowledge of people from different races/cultures Return to contents Expectations for College: Major and Career Understanding students’ intended majors and career aspirations helps them plot an intentional and meaningful course of study. Return to contents 37 Expectations: Major Please indicate your intended major. Your Inst Comp Group Your Inst Comp Group Agriculture 0.0% 0.3% Fine Arts 0.0% 3.4% Biological & Life Sciences 12.3% 10.1% Mathematics or Computer Science 3.9% 4.9% Business 22.4% 13.4% Physical Science 0.0% 1.6% Education 8.3% 5.8% Social Science 4.8% 10.0% Engineering 7.9% 6.8% Justice and Security 7.9% 4.9% English 0.9% 1.2% Library Science 0.0% 0.1% Health Professions 21.5% 18.8% Other Non-technical 0.9% 1.7% History or Political Science 0.0% 2.0% Undecided 4.8% 9.2% Arts & Humanities 4.4% 5.8% Return to contents Expectations: Major Do you consider yourself Pre-Med or Pre-Law? 38 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pre-Med Pre-Law Your Institution Comparison Group Return to contents 39 Expectations: Career Please indicate your intended career. Your Inst Comp Group Your Inst Comp Group Agriculture/Natural Resources 1.0% 1.1% Health Professional 8.2% 10.5% Artist 3.1% 8.6% Homemaker/Stay-at-Home Parent 0.5% 1.3% Business 13.8% 11.2% Information Technology Professional 2.6% 3.6% Business (Admin Assistant) 0.5% 0.5% Lawyer 1.5% 1.9% Clergy 0.0% 0.5% Military 2.1% 1.4% College Faculty 0.0% 0.3% Nurse 4.1% 5.5% Communications 0.5% 1.8% Research Scientist 2.6% 1.6% Doctor (MD or DDS) 7.2% 7.2% Service Industry 0.5% 0.7% Education (elementary/secondary) 11.3% 6.3% Skilled worker 0.0% 1.5% Engineer 3.6% 3.8% Social/Non-Profit Services 17.9% 6.4% Government 4.1% 5.2% Other 11.3% 11.2% Return to contents Expectations: Time to Degree How many years do you expect it will take you to graduate from this college? 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 2 3 4 5 6+ Do not plan to graduate from this college Your Institution Comparison Group 40 Return to contents Expectations: Degree Aspirations What is the highest academic degree that you intend to attain? 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% None Vocational certificate Associate (A.A. or equivalent) Bachelor's degree (B.A., B.S., etc.) Master's degree (M.A., M.S., etc.) Ph.D. or Ed.D. M.D., D.O., D.D.S., D.V.M. J.D. (Law) B.D. or M.DIV. (Divinity) Other Your Institution Comparison Group 41 Return to contents Expectations for College Life Understanding students’ expectations helps provide opportunities for students to grow intellectually, interpersonally and affectively. Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Participate in volunteer or community service work Participate in a study abroad program Discuss course content with students outside of class Expectations for College Life What is your best guess as to the chances that you will: 43 Your Institution Comparison Group Very Good Chance Very Good Chance Some Chance Some Chance Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Communicate regularly with your professors Take a course exclusively online at this institution Work on a professor’s research project Expectations for College Life What is your best guess as to the chances that you will: 44 Your Institution Comparison Group Very Good Chance Very Good Chance Some Chance Some Chance Return to contents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Need extra time to complete your degree requirements Take a leave of absence from this college temporarily Transfer to another college before graduating Expectations for College Life What is your best guess as to the chances that you will: 45 Your Institution Comparison Group Very Good Chance Very Good Chance Some Chance Some Chance Return to contents 46 For more information about HERI/CIRP Surveys The Freshman Survey Your First College Year Survey Diverse Learning Environments Survey College Senior Survey The Faculty Survey Please contact: heri@ucla.edu (310) 825-1925 www.heri.ucla.edu The more you get to know your students, the better you can understand their needs.