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 ðics
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