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

0

200

400

600

800

1,000

1,200

1,400

1,600

1997 1998 1999 2000 2001

Traditional Lifelong Learning

Graduate Students Non-degree Students

Minority Enrollment, All StudentsFall semester

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

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

0

5

10

15

20

25

30

35

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

0

10

20

30

40

50

60

70

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

LA17%

FL8%

TX4%

MO7%

IL2%

MS4%

TN4%

Other16%

AL38%

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

455.5

162.5

348.4

College has a very good academic reputation 267.5

164.7

162.5

154.8

College’s graduates get good jobs 364.6

359.1

356.8

252.0

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

259.9

735.2

443.3

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

549.6

635.0

448.9

726.9

I was offered a merit-based scholarship 648.8

544.1

544.7

534.6

I was offered a need-based scholarship 737.8

825.4

826.2

818.1

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

830.7

1117.4

1021.6

1112.0

College has a good reputation for social activities 929.1

729.4

921.8

630.2

I was offered an athletic scholarship 1024.5

196.4

636.2

1112.0

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

CIRP survey – 2001 [local questions]

0

10

20

30

40

50

60

70

80

90

100

campus visi

t

admissions c

ounselor

parents/family

athletic st

aff

SHC publicatio

ns

SHC websit

e

faculty phone calls

alumni phone calls

student p

hone calls

men women

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

60%

65%

70%

75%

80%

85%

90%

95%

100%

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

0

10

20

30

40

50

60

70

80

90

100

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

0%

20%

40%

60%

80%

100%

SHC-Men 4-yr highlyselectiveCatholic-

Men

All 4-yrprivate-

Men

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

0%

20%

40%

60%

80%

100%

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

0%

20%

40%

60%

80%

100%

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

Senior survey 2001

0%

20%

40%

60%

80%

100%

Spring Hill College Peer group nationalliberal arts

Peer group Jesuitand/or southern

%

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

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

0

10

20

30

40

50

60

70

80

90

100

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

0

10

20

30

40

50

60

70

80

90

100

Tobacc

o

Alcohol

Mar

ijuan

a

Cocain

e

Ampheta

min

es

Sedativ

es

Hall

ucinogens

Opiat

es

Inhala

nts

Designer d

rugs

Stero

ids

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

0

5

10

15

20

25

30

35

40

45

% o

f res

pond

ents

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

0

10

20

30

40

50

60

Missed aclass

Driven a carunder theinfluence

Got into anargument or

fight

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

Rank

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

This institution has a good reputation within the community. 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

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

satisfactionRank

This institution has a good reputation within the community. 6.52 1

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

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

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

0%

20%

40%

60%

80%

100%

Spring Hill College Peer group nationalliberal arts

Peer group Jesuitand/or southern

%

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

0

10

20

30

40

50

60

70

80

90

100

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

0

1

2

3

4

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

0

1

2

3

4

Spendingsignificant

amounts of timestudying and onacademic work

Providing thesupport you need

to help yousucceed

academically

Helping you copewith your non-

academicresponsibilities(work, family,

etc.)

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

0

5

10

15

20

25

30

35

40

1998 1999 2000 2001

% pursuing post-bachelor education