Who Are Our Students? Demographic Profile Retention and Choice Student Time Use Alcohol and Drugs...

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Who Are Our Students?

• Demographic Profile

• Retention and Choice

• Student Time Use

• Alcohol and Drugs

• Student Satisfaction

• Academic Performance

• Career and Continuing Education

Demographic Profile

• Enrollment totals

• Ethnicity

• Family income

• Family cohesion

• Religion

• Region

Headcount by ProgramFall semester

1997 1998 1999 2000 2001

Traditional Lifelong Learning

Graduate Students Non-degree Students

Minority Enrollment, All StudentsFall semester

1997 1998 1999 2000 2001

Black Non-Hisp Amer Indian Asian/ Pac Isl Hispanic International

Parent’s total income prior year, first-time full-time students [student estimate]

CIRP survey - 2001

0% 20% 40% 60% 80% 100%

Spring Hill College

4-yr highly selectiveCatholic colleges

All private colleges

All baccalaureateinstitutions

below $40,000 $40,000 - 59,999 $60,000 - 99,999

$100,000 - 199,999 $200,000 or more

% first-time full-time students with both parents alive, but divorced or living apart

CIRP Survey – 2001

Men Women

Spring Hill College 4-yr highly selective Catholic collegesAll 4-yr private colleges All baccalaureate institutions

% first-time full-time students who consider “Integrating Spirituality into my Life” to be essential or very important

CIRP Survey - 2001

Men Women

Spring Hill College 4-yr highly selective Catholic collegesAll 4-yr private colleges All baccalaureate institutions

States of residence of incoming traditional students, 1992-2001Factbook

Other16%

Retention and Choice

• Why our students come to Spring Hill College

• Retention

Most-cited reasons as very important in choice of particular college attended, first-time, first-year students [rank/% citing]

CIRP survey - 2001

Reason

SHC women

4-yr Catholic colleges: women

SHC men

4-yr Catholic colleges: men

I was offered financial assistance 169.8

College has a very good academic reputation 267.5

College’s graduates get good jobs 364.6

I wanted to go to a school about the size of this college 457.5

College’s graduates gain acceptance to top graduate/professional schools

I was offered a merit-based scholarship 648.8

I was offered a need-based scholarship 737.8

I was attracted by the religious affiliation/orientation of the college

1117.4

1021.6

1112.0

College has a good reputation for social activities 929.1

I was offered an athletic scholarship 1024.5

1112.0

Importance of various factors in decision to attend Spring Hill, first-time full-time students by gender

CIRP survey – 2001 [local questions]

campus visi

admissions c

ounselor

parents/family

athletic st

SHC publicatio

SHC websit

faculty phone calls

alumni phone calls

student p

hone calls

men women

Retention Rates First-Time Full-Time Freshman by Entering Year [fall entry]

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

Fall-to-Spring Retention Rate Fall-to-Fall Retention RateLinear (Fall-to-Fall Retention Rate)

Student Time Use

• High school partying

• High school studying

• College senior year time use

% first-time full-time students who partied 11 hours or more per week last year in high school

CIRP surveys and The American Freshman, various years

1971 1973 1975 1977 1979 1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001

SHC Freshman Men SHC Freshmen Women

All Students-4 yr & University All Students-including junior colleges

Hours spent studying/doing homework per week, last year in high school [entry class of 2001]

CIRP Survey – 2001

SHC-Men 4-yr highlyselectiveCatholic-

All 4-yrprivate-

SHC-Women

4-yr highlyselectiveCatholic-Women

All 4-yrprivate-Women

0 to 1 1 to 5 6 to 15 16 or more

Hours spent studying/preparing for class per week, senior year of college [graduating class of 2001]

Senior survey 2001

Spring Hill College Peer group nationalliberal arts

Peer group Jesuitand/or southern

2 or less 3 to 5 6 to 15 16 or more

Hours spent working with peers on classwork per week, senior year of college [graduating class of 2001]

Senior survey 2001

Hours spent partying per week, senior year of college [graduating class of 2001]

Senior survey 2001

Alcohol and Drugs

• Beer use in high school

• Recent substance use at Spring Hill

• Frequent substance use in college

• Adverse results of substance use in college

• Student perceptions of substance use at Spring Hill

% first-time full-time students who drank beer in past year CIRP surveys and The American Freshman, various years

1971 1973 1975 1977 1979 1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001

SHC Freshman Men SHC Freshmen Women

All Students-4 yr & University All Students-including junior colleges

Substance use in last 30 days, Spring Hill College% using

CORE survey – 2001 and 2002

Tobacc

Alcohol

Cocain

Ampheta

Sedativ

ucinogens

Inhala

Designer d

Men - 2002 Men - 2001 Women - 2002 Women - 2001

Frequent substance use, Spring Hill College compared to national data [use 3x/week or more]

SHC: CORE survey – 2001 and 2002. National: CORE data for 2000

Spring Hill College, 2002 Spring Hill College, 2001National sample, 2000

Effects of substance use, Spring Hill College compared to national dataSHC: CORE survey – 2001 and 2002. National: CORE data for 2000

Missed aclass

Driven a carunder theinfluence

Got into anargument or

Performedpoorly on a

test orproject

Damagedproperty,pulled firealarm, etc.

Thought Imight have adrinking or

drugproblem

Been takenadvantage of

sexually

Arrested forDWI/DUI

Spring Hill College, 2002 Spring Hill College, 2001National sample, 2000

Student Satisfaction

• Highest sources of satisfaction

• Lowest sources of satisfaction

Statement Mean satisfaction

My academic advisor is approachable. 6.03 1

This institution has a good reputation within the community. 6.01 2

Nearly all the faculty are knowledgeable in their field. 5.94 3

My academic advisor is knowledgeable about requirements of my major.

5.88 4

Faculty are usually available after class and during office hours. 5.86 5

My academic advisor is concerned about my success as an individual. 5.85 6

Major requirements are clear and reasonable. 5.68 7

The content of courses within my major is valuable. 5.67 8

The instruction in my major field is excellent. 5.67 8

I am able to experience intellectual growth here. 5.67 8

The quality of instruction I receive in most of my courses is excellent. 5.67 8

Highest 10 Satisfaction Scores, Traditional UndergraduatesStudent Satisfaction Survey, Spring 2001

[7=very satisfied, 4=neutral, 1=very dissatisfied]

Highest 10 Satisfaction Scores, Lifelong Learning UndergraduatesStudent Satisfaction Survey, Spring 2001

[7=very satisfied, 4=neutral, 1=very dissatisfied]Statement Mean

satisfactionRank

All in all, if you had it to do over, would you enroll here? 6.55 1

On the whole, the campus is well-maintained. 6.30 3

The quality of instruction I receive in most of my courses is excellent.

6.26 4

There is a commitment to academic excellence on this campus. 6.23 5

Financial aid counselors are helpful. 6.22 6

This campus demonstrates a commitment to meeting the needs of evening students.

6.15 7

My academic advisor is approachable. 6.14 8

The campus staff are caring and helpful. 6.12 9

This campus demonstrates a commitment to meeting the needs of older, returning learners.

6.12 9

Highest 10 Satisfaction Scores, Graduate StudentsStudent Satisfaction Survey, Spring 2001

satisfactionRank

All in all, if you had it to do over, would you enroll here? 6.25 2

The instruction in my major field is excellent. 6.13 3

My academic advisor is knowledgeable about requirements of my major.

6.10 4

There is a commitment to academic excellence on this campus. 6.02 5

I am able to experience intellectual growth here. 6.02 5

Major requirements are clear and reasonable. 6.00 7

I am able to register for classes I need with few conflicts. 5.99 8

Nearly all the faculty are knowledgeable in their field. 5.98 9

Rate your overall satisfaction with your experience here thus far. 5.98 9

Lowest 10 Satisfaction Scores, Traditional UndergraduatesStudent Satisfaction Survey, Spring 2001

satisfactionRank

There is an adequate selection of food available in the cafeteria. 3.37 1

The amount of student parking space on campus is adequate. 3.40 2

Security staff respond quickly in emergencies. 4.10 3

Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.)

4.21 4

The Freshman Seminar was a significant help in adjusting to academics at SHC.

4.33 5

The library has adequate books, periodicals, and electronic resources needed to complete assignments.

4.43 6

The intercollegiate athletic programs contribute to a strong sense of school spirit.

4.46 7

Residence hall regulations are reasonable. 4.46 7

This campus demonstrates a commitment to meeting the needs of commuters.

4.55 9

So far, how has your college experience met your expectations? 4.62 10

Overall satisfaction with your undergraduate education at this institution [graduating class of 2001]

Senior survey 2001

very dissatisfied gennerally dissatisfied generally satisfied very satisfied

Academic Performance

• ETS results

• Senior survey impressions of abilities and knowledge developed

• National Survey of Student Engagement results

• Career and Continuing Education

Spring Hill College institutional percentile ranking of mean score for seniors taking the ETS subject area examinations

biology business English history mathematics politicalscience

psychology

2002 2001 2000

Senior survey items where mean response of Spring Hill students was higher (better) than those of both peer groups:

“Indicate the extent to which each capacity was enhanced by your educational experiences.”

•Write effectively

•Acquire new skills and knowledge on my own

•Think analytically and logically

•Formulate creative/original ideas and solutions

•Evaluate and choose between alternative courses of action

•Use quantitative tools (e.g., statistics, graphs)

•Use technology

•Gain in-depth knowledge of a subject area

•Evaluate the role of science and technology in society

•Engage in the pursuit of truth and knowledge

•Relate well to people of different races, nations, and religions

Note: if item is in green, the SHC mean exceeded each of the other peer groups by at least 0.2 points on a 4-point scale (1=not at all, 4=greatly)

•Develop awareness of social problems

•Place current problems in historical/cultural/philosophical perspective

•Understand moral and ethical issues

•Function effectively as a member of a team

•Communicate well orally

•Understand myself; abilities, interests, limitations and personality

•Establish a course of action to accomplish goals

•Develop self-esteem

•Work under pressure

Senior survey items where mean response of Spring Hill students was lower (worse) than those of either peer group:

“Indicate the extent to which each capacity was enhanced by your educational experiences.”

Note: if item is in red, the SHC mean fell short of at least one of the peer groups by at least 0.2 points on a 4-point scale (1=not at all, 4=greatly)

To what extent has your experience at [your school] contributed to your knowledge, skills, and personal development in …

(Seniors – Spring 2002 – NSSE)1 = very little, 2= some, 3 = quite a bit, 4 = very much

Acquiring abroad general

education

Writingclearly &effectively

Speakingclearly &effectively

Developing apersonal code

of values &ethics

Contributingto the welfare

of yourcommunity

Spring Hill National sample

To what extent does your institution emphasize…(Seniors – Spring 2002 – NSSE)

1 = very little, 2= some, 3 = quite a bit, 4 = very much

Spendingsignificant

amounts of timestudying and onacademic work

Providing thesupport you need

to help yousucceed

academically

Helping you copewith your non-

academicresponsibilities(work, family,

Providing thesupport you needto thrive socially

Spring Hill National sample

Percentage of Students Attending Graduate or Professional Schoolsclasses of 1998 – 2001

Post-Graduation Survey by Career Services

1998 1999 2000 2001

% pursuing post-bachelor education

Who Are Our Students? Demographic Profile Retention and Choice Student Time Use Alcohol and Drugs...

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