Simpson University_Student Characteristics

Mel ShusterMel Shuster
(with lots of help from Brooks Clark, Lori Schmidt, Wendy Riddle, Kendell(with lots of help from Brooks Clark, Lori Schmidt, Wendy Riddle, Kendell
Kluttz, Jim Herberger, Mike Schill, and a host of others.)Kluttz, Jim Herberger, Mike Schill, and a host of others.)
Simpson University:Simpson University:
the student populationthe student population

The Christian UniversityThe Christian University
 The student populationThe student population
 SocietySociety
 The Judeo/Christian meta-narrativeThe Judeo/Christian meta-narrative
 The UniversityThe University
 The focus of this presentation – theThe focus of this presentation – the
studentstudent

Traditional Undergraduate
Admissions Committee
Mission Statement
 “ …serves the broader campus community
by reviewing the admissions process and
maintaining institutional policies and
procedures for student admissions. …”
 This mission requires an understanding of
the student population

Tinto’s theory
Rites of passage
 Tinto’s theories of institutional match: Rites of
passage
 Separation: from past associations.
 Transition: Learn the knowledge and skills
required for performance in the new group.
 Incorporation: New patterns of interaction.
Establishing competent membership in the
new group.
 Rituals and ceremonies are important

Tinto’s theory
Content of the assessment
 Tap the nature of the student experience
 Student attributes, intentions, activities
 Student abilities, study skills, social background,
educational and occupational goals, needs, expectations
 Portrait of student interaction patterns while on
campus
 Degree of contact and quality of the experience
 Assessment of student learning (not covered)

Tinto’s theory
Methods of data collection
 Employ multiple methods of collecting data
 Collect data on students prior to their entry into
the institution
 Collect data at a number of points in the
student’s passage through the institution
 Collect data on the changing character of the
student experiences
 Data on those intending to leave before
graduation
 Data should be collected for several cohorts

Operationalizing Tinto’s theoryOperationalizing Tinto’s theory
 Questions used to characterize the Simpson studentsQuestions used to characterize the Simpson students
 Why freshmen chose SimpsonWhy freshmen chose Simpson
 Freshmen goals/expectationsFreshmen goals/expectations
 Freshmen characteristicsFreshmen characteristics
 Student engagement: interaction with their environ.Student engagement: interaction with their environ.
 Student priorities/satisfactionStudent priorities/satisfaction
 Student strugglesStudent struggles
 Characteristics of those who thrive/graduateCharacteristics of those who thrive/graduate
 Characteristics of those who leave before graduationCharacteristics of those who leave before graduation
 Past engagement activities of graduating seniorsPast engagement activities of graduating seniors

Sources of study dataSources of study data
 Entering freshmen characteristicsEntering freshmen characteristics
 Cooperative Institutional Research ProgramCooperative Institutional Research Program
(CIRP)(CIRP)
 College Student Inventory (CSI)College Student Inventory (CSI)
 Student engagementStudent engagement
 National Survey of Student EngagementNational Survey of Student Engagement
(NSSE)(NSSE)
 Student priorities /level of satisfactionStudent priorities /level of satisfaction
 Student Satisfaction Inventory (SSI)Student Satisfaction Inventory (SSI)

Sources of study dataSources of study data
 The student experienceThe student experience
 Simpson University Resident DirectorsSimpson University Resident Directors
 Simpson University Resident AssistantsSimpson University Resident Assistants
 Simpson University Counseling CenterSimpson University Counseling Center
 The recent graduate perspectiveThe recent graduate perspective
 College Student Survey (CSS)College Student Survey (CSS)
 The perspective of those who leaveThe perspective of those who leave
 Simpson University Exit Interview dataSimpson University Exit Interview data

Reasons Students Chose SimpsonReasons Students Chose Simpson
 Data sourcesData sources
 Exit interview dataExit interview data
 Resident Director dataResident Director data
 CIRP (Freshmen survey)CIRP (Freshmen survey)
 Resident Assistant dataResident Assistant data

Exit Interview DataExit Interview Data
Fall 2007/Spring 2008Fall 2007/Spring 2008
Total Student Population Fall: 646Total Student Population Fall: 646
Students interviewed (N = 89)Students interviewed (N = 89)
 Why exiting students chose Simpson (Top 7Why exiting students chose Simpson (Top 7
Reasons)Reasons)
 Small Private College/Christian Environment (17)Small Private College/Christian Environment (17)
 Sports (10)Sports (10)
 Referred by someone (10)Referred by someone (10)
 Financial Aid (5)Financial Aid (5)
 Missions (2)Missions (2)
 God called me here (2)God called me here (2)
 Visit to campus (2)Visit to campus (2)

Resident Directors’ PerspectiveResident Directors’ Perspective
(Spring ’09)(Spring ’09)
 Spiritual Reasons (God called me here)Spiritual Reasons (God called me here)
 Experience with students that they met duringExperience with students that they met during
a visita visit
 Admissions counselor’s interest in themAdmissions counselor’s interest in them

CIRP: Freshman Survey ResultsCIRP: Freshman Survey Results
0 10 20 30 40 50 60 70 80 90
My parentswanted meto go
I could not findajob
Wanted to get away fromhome
To be able to get abetter job
To gain ageneral education andappreciationofideas
There wasnothingbetter todo
To make me amore culturedperson
To be able to make moremoney
To learn more about thingsthat interest me
To prepare for grad or professional school
Amentor/rolemodelencourageme togo
To get trainingfor aspecificcareer
Percentage
Reasonsnoted as very important
indeciding to go to college
2000
2002
2004
2006
2008
Avg. N = 141

0 10 20 30 40 50 60 70 80 90
My relatives wanted me to come here
My teacher advised me
College's good academic reputation
College's good reputation for social activities
I was offered financial assistance
The cost of attending this college
HS guidance counselor advised me
Private college counselor advised me
I wanted to live near home
Not offered aid by first choice
Could not afford first choice
Grads go to top grad/prof schools
Grads get good jobs
Religious affiliation/orientation
Size of the college
Rankings in national magazines
Information from a website
Admitted through Early Act./Early Dec. program
A visit to the campus
Athletic department recruited me
Influencingstudent's decision to attend
this particular college
2000
2002
2004
2006
2008
Avg. N = 141

0
10
20
30
40
50
60
70
80
90
Firstchoice
Secondchoice
Thirdchoice
Lessthanthird
choice
Percentage
Is this college your ...
2000
2002
2004
2006
2008
Avg. N = 141

Avg N = 141
To how many colleges other than this one did you apply for
admissions this year
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
None One Two Three Four Five Six Seven
to ten
Eleven
or more
Choices
Percentages
2000
2002
2004
2006
2008

Resident Assistants’ PerspectiveResident Assistants’ Perspective
Spring ‘09Spring ‘09
 Faith-based institutionFaith-based institution
 AthleticsAthletics
 CMA-affiliatedCMA-affiliated
 Talking with peopleTalking with people
 Family connectionsFamily connections
 Small environmentSmall environment
 Relatively low costRelatively low cost
 LocaleLocale

Reasons chose SimpsonReasons chose Simpson
(Common Themes)(Common Themes)
 Reasons mentioned on multiple sourcesReasons mentioned on multiple sources
 Faith based/Christian institutionFaith based/Christian institution
 Financial Assistance/Low CostFinancial Assistance/Low Cost
 Small size of the collegeSmall size of the college
 A visit to the collegeA visit to the college
 Note: interest in job prep. and exploringNote: interest in job prep. and exploring
ideasideas

Freshmen Goals/ExpectationsFreshmen Goals/Expectations
 CIRP data (Freshmen survey)CIRP data (Freshmen survey)

0
10
20
30
40
50
60
70
80
90
None
Vocationalcertificate
Associate
Bachelors
Masters
Ph.D.orEd.D
M.D.,D.O.,D.D.S.,D.V.M.
LL.B.orJ.D.
B.D.orM.Div.
other
Percentage
Highest academic degree
you intend to obtain
at this college?
2000
2002
2004
2006
2008
0
10
20
30
40
50
60
None
Vocationalcertificate
Associate
Bachelors
Masters
Ph.D.orEd.D
M.D.,D.O.,D.D.S.,D.V.M.
LL.B.orJ.D.
B.D.orM.Div.
other
Percentage
Highest academic degree
to intend to obtain
at any college?
2000
2002
2004
2006
2008
Avg. N = 141

0 10 20 30 40 50 60 70 80 90
Change major field
Change career choice
Participate in student government
Get job to help pay for college expenses
Work full-time while attending college
Join a social fraternity or sorority
Play varsity/intercollegiate athletics
Make at least "B" average
Need extra time to complete grad requirements
Participate in student protests or demonstration
Transfer to another college before grad
Be satisfied with your college
Participate in volunteer/comm service work
Seek personal counseling
Communicate regularly w/professors
Socialize w/someone of diff racial/ethnic group
Participate in student clubs/groups
Participate in study abroad program
Have a roommate of different race/ethnicity
Discuss course content with students outside of class
Work on a professor's research project
Get tutoring help in specific courses
Student's estimate:
Chances are very good that he/she will …
2000
2002
2004
2006
2008
Avg. N = 141

CIRP: Objectives considered to be essentialCIRP: Objectives considered to be essential
or very important as freshmen (top 5)or very important as freshmen (top 5)
N =
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Raising a
family 80.1 87.6 88.9 87.7 86.0
Helping others
in difficulty 81.2 82.0 82.4 81.2 80.7
Improving my
understanding
of other
countries and
cultures 62.2 59.6 58.4 51.8
Influencing
social values 51.8 60.1 54.1 58.3 58.8
Developing
meaningful
philosophy of
life 37.3 37.2 45.4 54.0 50.0

 BachelorsBachelors
 Masters (not necessarily at Simpson)Masters (not necessarily at Simpson)
 Get a jobGet a job
 Explore ideas/developing a philosophy of lifeExplore ideas/developing a philosophy of life
 Make at least a “B” averageMake at least a “B” average
 Socialize w/someone of different racial/ethnic groupSocialize w/someone of different racial/ethnic group
 Raising a familyRaising a family
 Helping othersHelping others

Freshmen CharacteristicsFreshmen Characteristics
(Academic Readiness)(Academic Readiness)
 CIRP (freshmen survey)CIRP (freshmen survey)
 CSI (freshmen characteristics survey)CSI (freshmen characteristics survey)
 Resident Directors’ perspectiveResident Directors’ perspective
 Resident Assistants’ perspectiveResident Assistants’ perspective

0
1
2
3
4
5
6
7
Hearing
Speech
Orthopedic
Learningdisability
Health-related
Partiallysightedorblind
Other
Percentage Student Disabilities
2000
2002
2004
2008
Avg. N = 141

0
5
10
15
20
25
30
35
40
45
None
Lessthanone
1to2
3to5
6to10
11to15
16to20
Over20
Percentage
During your last year in high
school how many hours did you
spend during a typical week on
studying/homework?
2000
2002
2004
2006
2008
Avg. N = 141

Percent of freshmen rating selfPercent of freshmen rating self
above average or in the top 10%above average or in the top 10%
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Academic
ability 65.1 54.7 57.4 62.8 68.7
Computer skills 21.1 27.2 28.7 36.1 28.7
Drive to
achieve 68.1 66.5 56.5 63.9 69.6
Mathematical
ability 26.5 34.7 27.1 29.2 34.8
Self-confidence
(intellectual) 53.0 53.2 49.1 67.4 58.3
Writing ability 52.4 46.2 49.1 50.7 57.0

Father’s EducationFather’s Education
(Per CIRP and CSI)(Per CIRP and CSI)
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Grammar
school or less 0.6 0.0 2.8 5.6 1.8
Some high
school 8.5 5.3 4.7 5.6 4.4
High school
graduate 23.2 15.8 15.0 25.2 19.5
Postsecondary
school other
than college 2.4 4.7 4.7 2.1 3.5
Some college 18.9 29.8 16.8 21.7 21.2
College degree 24.4 22.8 31.8 25.9 30.1
Some graduate
school 2.4 1.8 3.7 1.4 2.7
Graduate
degree 19.5 19.9 20.6 12.6 16.8

Mother’s EducationMother’s Education
(Per CIRP and CSI)(Per CIRP and CSI)
2000
(100)
2002
(173)
2004
(110)
2006
(145)
2008
(116)
Grammar
school or less 1.8 0.6 2.8 7.7 1.8
Some high
school 4.2 4.0 3.8 1.4 2.6
High school
graduate 18.2 18.5 13.2 21.8 21.1
Postsecondary
school other
than college 4.2 4.0 0.9 3.5 4.4
Some college 33.3 38.2 32.1 26.8 27.2
College degree 27.3 24.9 33.0 25.4 29.8
Some graduate
school 1.2 0.6 3.8 2.8 0.9
Graduate
degree 9.7 9.2 10.4 10.6 12.3

((Resident Directors’ Perspective)Resident Directors’ Perspective)
 Lower to middle class families: tightLower to middle class families: tight
financial situationfinancial situation
 Increasing number of non-white studentsIncreasing number of non-white students
 Relatives of current studentsRelatives of current students
 West coastWest coast
 Eclectic denominational backgroundEclectic denominational background

((Resident Assistants’ perspective)Resident Assistants’ perspective)
 CMA-affiliated churchesCMA-affiliated churches
 Biblical literacy is very lowBiblical literacy is very low

 High perception of academic abilityHigh perception of academic ability
 Strong desire to achieveStrong desire to achieve
 Large percentage: perceived average orLarge percentage: perceived average or
below average math, writing and computerbelow average math, writing and computer
skillsskills
 Mixed parental educational backgroundMixed parental educational background
 Potential underestimate of the timePotential underestimate of the time
required for academic work.required for academic work.
 Wide range in Biblical literacy

Student EngagementStudent Engagement
 NSSENSSE
 Emerging Adult surveyEmerging Adult survey
 Resident Director perspectivesResident Director perspectives
 Resident Assistants perspectivesResident Assistants perspectives

NSSE: Student Engagement, ‘05NSSE: Student Engagement, ‘05
a. Preparingforclass
b. Workingforpayoncampus
c. Workingforpayoffcampus
d. Participatinginco-curricularactivities
e. Relaxingandsocializing
f. Providingcarefordependentslivingwithyou
g. Commutingtoclass
Fr. N = 197
Sr. N = 97

Emerging Adult SurveyEmerging Adult Survey
(2007 – 2008)(2007 – 2008)
Activity Category 1 Category 2 Category 3 Category 4
How often do you
attend chapel?
90 to 100 %
43%
75%
39%
50%
8.5%
Almost ever
9.1%
How has the chapel
experience impacted
your life and walk with
God?
Very Positive
12.2%
Positive
40%
Somewhat Pos.
36.8%
No impact/Neg.
7.7%/3.2%
How many short-term
missions’ trips have
you been on while
enrolled at Simpson
University?
Three to Five
2.5%
Two
7.1%
One
16.2%
Zero
74%
How have the short-
term mission trips
impacted your life and
walk with God?
Very Positive
27.9%
Positive
15.6%
Somewhat Pos.
1.9%
No./Neg./N.A.
1%/0%/53.9%

(2007 – 2008)(2007 – 2008)
How many weekly
on-campus Bible
studies do you
participate in?
Three
1%
Two
2.6%
One
28.6%
Zero
68.2%
How have on-
campus Bible
studies impacted
your life?
Very Positive
11.0%
Positive
17.5%
Somewhat Pos.
11.0%
No./Neg./N.A.
5.2%/0%/55.2%
Are you now, or
have you ever been
involved in student
government in any
way?
Yes
28.6%
No
71.4%
Are you now or have
you ever been a
member of an on-
campus club?
Yes
46.8%
No
53.2%

(2007 – 2008)(2007 – 2008)
Do you have a paid job
on-campus?
Yes
52.6%
No
47.4%
Are you now or have
you ever been involved
in a college sponsored
sport?
Yes
24%
No
76%
Are you now or have
you ever been involved
fine arts activities, such
as theatrical
performances?
Yes
10.4%
No
89.6%
Are you now or have
your ever been involved
musical presentation?
Yes
11.7%
No
88.3%
How many hours each
week do you study?
21+/16 to 20
5.2%/14.4%
11 to 15
32%
6 to 10
35.3%
0 to 5
13.1

Resident Directors’ perspectivesResident Directors’ perspectives
 How do students spend their time outside
of class?
 Jobs
 Video games (especially the men)
 Residential social activities
 Athletics
 Ministries
 On-line social networks
 Recent survey – on-line 3-5 hours/day

Resident Assistants’ perspectivesResident Assistants’ perspectives
 How do students spend their time?
 Outdoors activities
 Watch movies
 Trips to Starbucks/hangout
 Ministries at the local church
 Work
 Video games

 Preparing for class (20 hours/wk. or less)Preparing for class (20 hours/wk. or less)
 Jobs (10 to 20 hours/wk.)Jobs (10 to 20 hours/wk.)
 Socializing (including on-line social networks)Socializing (including on-line social networks)
 Video gamesVideo games
 MinistriesMinistries
 Student governmentStudent government
 Outdoor activitiesOutdoor activities

Student Priorities/SatisfactionStudent Priorities/Satisfaction
 SSISSI
 CSSCSS

SSI ResponsesSSI Responses
**
Most Important IssuesMost Important Issues
* For the responses from our students since 2000, these items were
in the top ten every year. Administered ‘01, ‘03, ‘05, ’07.
• The content of the courses within my major is valuable
• The instruction in my major field is excellent
• I am able to experience intellectual growth here
• Nearly all of the faculty are knowledgeable in their field
• Being on this campus is contributing to my spiritual growth
• My understanding of God is being strengthened by classroom
and/or campus experiences
•Note: There were no consistent gaps greater than 1.5 for any of
these issues (Difference between importance and satisfaction).
Avg. N = 177

SSI ResponsesSSI Responses (Largest gap)(Largest gap)
(All classes,2007)(All classes,2007)
Item Importance Satisfaction/SD Gap
adequate selection of
food
6.42 3.51 / 1.67 2.91
parking space is
adequate 6.26 3.54 / 1.85 2.72
good variety of
courses 6.52 4.94 / 1.40 1.58
able to register for
classes with few
conflicts 6.57 4.99 / 1.50 1.58
Residence hall
regulations are
reasonable 6.32 4.80 / 1.52 1.52
Adequate financial
aid is available 6.46 5.01 / 1.39 1.45
Tuition paid is a
worthwhile
investment 6.58 5.24 / 1.50 1.34

CSS dataCSS data
(seniors,(seniors,2008)2008)
Item (Satisfactory or very Satisfactory)
Top 10
N Percent
Interaction with other students 72 93.1
Class size 72 90.3
Overall college experience 71 85.9
Amount of contact with faculty 72 84.7
Courses in your major field 72 81.9
General education or core curriculum courses 73 80.8
Overall quality of instruction 72 80.6
Relevance of coursework to future career plans 72 80.6
Leadership opportunities 69 76.8
Relevance of coursework to everyday life 72 75.0

CSS dataCSS data
(Seniors,2008)(Seniors,2008)
Item (Satisfactory or very Satisfactory)
Bottom 5
N Percent
Computer facilities 73 49.3
Quality of computer
training/assistance 65 46.2
Career counseling and advising 66 40.9
Job placement services for students 66 36.4
Recreational facilities 72 26.4

 Priorities (and generally satisfied with)Priorities (and generally satisfied with)
 Academic ExcellenceAcademic Excellence
 Spiritual GrowthSpiritual Growth
 Areas generally satisfied with:Areas generally satisfied with:
 Academic related issuesAcademic related issues
 Areas generally not satisfied with:Areas generally not satisfied with:
 Support facilitiesSupport facilities

Student StrugglesStudent Struggles
 Counseling CenterCounseling Center
 Resident Directors’ perspectivesResident Directors’ perspectives
 Resident Assistants’ perspectivesResident Assistants’ perspectives

Counseling CenterCounseling Center
(N ’06/’07 = 64)(N ’07/’08 = 68)(N ‘08/’09 = 70 – 100)(N ’06/’07 = 64)(N ’07/’08 = 68)(N ‘08/’09 = 70 – 100)
 Student strugglesStudent struggles
 Depression “down in the dumps”Depression “down in the dumps”
 AnxietyAnxiety
 Male/Female relationshipsMale/Female relationships
 Suicidal ideation because of breaking up with a boy orSuicidal ideation because of breaking up with a boy or
girl friend (New phenomena in the last 10 years)girl friend (New phenomena in the last 10 years)
 AdjustmentsAdjustments
 Room matesRoom mates
 PastPast
 Mom/Dad issuesMom/Dad issues
 Don’t know how to negotiate the new relationshipsDon’t know how to negotiate the new relationships
 Don’t know how to communicate face to faceDon’t know how to communicate face to face

Resident Directors’ perspectivesResident Directors’ perspectives
 The students’ struggles
 Anxiety
 Depression
 Relationships
 Lacking coping skills

Resident Assistants’ perspectivesResident Assistants’ perspectives
 The students’ struggles
 Finding balance in their lives (margin)
 Finances
 Dealing with the rules/ Wanting independence
 Learning to be on their own
 Finding their identity
 What it means to be an adult

 Negotiating relationshipsNegotiating relationships
 Adjusting/finding balanceAdjusting/finding balance
 Developing an identityDeveloping an identity
 Developing a sense of independenceDeveloping a sense of independence
 As part of the process, can experienceAs part of the process, can experience
depression and anxietydepression and anxiety

Characteristics of those who thriveCharacteristics of those who thrive
at Simpsonat Simpson
 Data SourcesData Sources
 Counseling CenterCounseling Center
 Resident Directors’ perspectiveResident Directors’ perspective
 Resident Assistants’ perspectiveResident Assistants’ perspective

Counseling CenterCounseling Center
 Characteristics of those who thrive
 Committed to Christ
 Actively participate in activities and classes
 Engaged in the Simpson culture

Resident Directors’ perspectiveResident Directors’ perspective
 Engaged in the Simpson culture
 Learn to manage their time
 Find a balance
 Make their room their home
 Interesting note:
 Look at the pictures on their walls and who
they are interacting with on Facebook: friends
at college or friends from back home.

Resident Assistants’ perspectiveResident Assistants’ perspective
 They get involved
 They get to know themselves
 They know were they fit in
 They find their niche
 They find balance in their lives/margin
 They choose to be here

ThriversThrivers
 Involved in the communityInvolved in the community
 Learn how to manage their time/findLearn how to manage their time/find
balancebalance
 Discovery who they are/find their nicheDiscovery who they are/find their niche

Characteristics of those who leaveCharacteristics of those who leave
before graduatingbefore graduating
 Exit interview responsesExit interview responses
 Resident Directors’ PerspectiveResident Directors’ Perspective
 Resident Assistant PerspectiveResident Assistant Perspective

Exit Interview ResponsesExit Interview Responses
(F’07/Sp’08 combined)(F’07/Sp’08 combined)
 Reasons given for leaving beforeReasons given for leaving before
graduationgraduation
 Financial reasons/debt amount concerns (17)Financial reasons/debt amount concerns (17)
 Academic program not available (14)Academic program not available (14)
 Want to live closer to home (12)Want to live closer to home (12)
 Other (10)Other (10)
 Lack of interest in Simpson (6)Lack of interest in Simpson (6)
 Personal (6)Personal (6)

Resident Directors’ perspectiveResident Directors’ perspective
 Characteristics of those who leave before theyCharacteristics of those who leave before they
graduategraduate
 Don’t want to be held accountable for actionsDon’t want to be held accountable for actions
 FinancesFinances
 Inadequate study habits/gradesInadequate study habits/grades
 Not much loyalty to anythingNot much loyalty to anything
 Those on academic probation don’t succeedThose on academic probation don’t succeed
 It is a big deal for them to figure out who theyIt is a big deal for them to figure out who they
are.are.

Resident Assistant PerspectiveResident Assistant Perspective
 Why do some leave before graduation
 They don’t have the money
 No concept of how much things cost
 Unclear message from the admissions counselor
 Circumstances change in the family
 They don’t like the rules
 Come only for sports
 Don’t find balance
 False expectations
 Overwhelmed/aren’t ready
 Want to live off campus sooner
 Want a major that the school does not have

Early LeaversEarly Leavers
 Inadequate FinancesInadequate Finances
 Overwhelmed/don’t find balance/Overwhelmed/don’t find balance/
inadequate study habitsinadequate study habits
 Simpson is not a good matchSimpson is not a good match
 No major for themNo major for them
 Don’t like the rulesDon’t like the rules
 Don’t figure out who they areDon’t figure out who they are

Types of engagement ofTypes of engagement of
graduating seniorsgraduating seniors
 Data sourceData source
 CSSCSS

CSSCSS
(2008)(2008)
Since entering college have you N Percent
Taken an ethnic studies course 74 58.1
Participated in leadership training 74 54.1
Had a roommate of different race/ethnicity 74 54.1
Attended a racial/cultural awareness workshop 74 45.9
Transferred from a cmty college 74 32.4
Taken a women's studies course 74 31.1
Participated in student government 74 24.3
Participated in an ethnic/racial student organization 74 23.0
Enrolled in honors or advanced courses 74 23.0
Played varsity/intercollegiate athletics 74 21.6

CSSCSS
(2008)(2008)
Since entering college, students
“frequently” or “Occasionally”
N Percent
Used internet for research or homework 74 97.3
Studied with other students 74 96.6
Have been a guest in a professor's home 74 89.2
Turned in course assignments electronically 74 87.8
Met with an advisor/counselor about career plans 74 83.8
Performed community service as part of a class 74 77.0
Came late to class 74 75.7
Worked on independent study projects 74 70.3
Discussed course content with students outside
class 74 67.6
Failed to complete homework on time 74 67.6

CSSCSS
(2008)(2008)
Professors frequently provided N Percentage
Intellectual challenge and stimulation 73 49.3
Encouragement to pursue graduate/professional study 74 43.2
An opportunity to apply classroom learning to "real-life" issues 73 52.1
Emotional support and encouragement 74 35.1
Feedback on academic work (outside of grades) 72 36.1
An opportunity to discuss coursework outside class 72 31.9
Advice and guidance about your educational program 74 35.1
Help in achieving your professional goals 73 31.5
An opportunity to work on a research project 74 14.9
A letter of recommendation 74 24.3
Assistance to improve your study skills 73 21.9

Types of Student InvolvementTypes of Student Involvement
 Thirty percent of the seniors transferredThirty percent of the seniors transferred
from a community collegefrom a community college
 Increasingly an electronic communityIncreasingly an electronic community
 Have been, at least occasionally, a guestHave been, at least occasionally, a guest
in a faculty person’s home but lackin a faculty person’s home but lack
frequent interaction with faculty outside offrequent interaction with faculty outside of
classclass

SummarySummary
Characteristics of the studentsCharacteristics of the students

Reasons students chose SimpsonReasons students chose Simpson
 Small size of the collegeSmall size of the college

 Preparing for class (20 hours/wk. or less)Preparing for class (20 hours/wk. or less)
 Jobs (10 to 20 hours/wk.)Jobs (10 to 20 hours/wk.)
 Socializing (including on-line social networks)Socializing (including on-line social networks)
 Video gamesVideo games
 MinistriesMinistries
 Student governmentStudent government
 Outdoor activitiesOutdoor activities

 High perception of academic abilityHigh perception of academic ability
 Strong desire to achieveStrong desire to achieve
 Large percentage: perceived average orLarge percentage: perceived average or
below average math, writing and computerbelow average math, writing and computer
skillsskills
 Mixed parental educational backgroundMixed parental educational background
 Potential underestimate of the timePotential underestimate of the time
required for academic work.required for academic work.

 BachelorsBachelors
 Masters (not necessarily at Simpson)Masters (not necessarily at Simpson)
 Get a jobGet a job
 Explore ideas/developing a philosophy of lifeExplore ideas/developing a philosophy of life
 Make at least a “B” averageMake at least a “B” average
 Socialize w/someone of different racial/ethnic groupSocialize w/someone of different racial/ethnic group
 Raising a familyRaising a family
 Helping othersHelping others

 Priorities (and generally satisfied with)Priorities (and generally satisfied with)
 Academic ExcellenceAcademic Excellence
 Spiritual GrowthSpiritual Growth
 Areas generally satisfied with:Areas generally satisfied with:
 Academic related issuesAcademic related issues
 Areas generally not satisfied with:Areas generally not satisfied with:
 Support facilitiesSupport facilities

 Negotiating relationshipsNegotiating relationships
 Adjusting/finding balanceAdjusting/finding balance
 Developing an identityDeveloping an identity
 Developing a sense of independenceDeveloping a sense of independence
 As part of the process, can experienceAs part of the process, can experience
depression and anxietydepression and anxiety

ThriversThrivers
 Involved in the communityInvolved in the community
 Learn how to manage their time/findLearn how to manage their time/find
balancebalance
 Discovery who they are/find their nicheDiscovery who they are/find their niche

Early LeaversEarly Leavers
 Inadequate FinancesInadequate Finances
 Overwhelmed/don’t find balance/Overwhelmed/don’t find balance/
inadequate study habitsinadequate study habits
 Simpson is not a good matchSimpson is not a good match
 No major for themNo major for them
 Don’t like the rulesDon’t like the rules
 Don’t figure out who they areDon’t figure out who they are

Types of Student InvolvementTypes of Student Involvement
 Thirty percent of the seniors transferredThirty percent of the seniors transferred
from a community collegefrom a community college
 Increasingly an electronic communityIncreasingly an electronic community
 Have been, at least occasionally, a guestHave been, at least occasionally, a guest
in a faculty person’s home but lackin a faculty person’s home but lack
frequent interaction with faculty outside offrequent interaction with faculty outside of
classclass

Analysis andAnalysis and
RecommendationsRecommendations

Link to current researchLink to current research
(Basis for analysis)(Basis for analysis)
 Tinto’s theories of institutional match: Rites
of passage
 Separation: from past associations.
 Transition: Learn the knowledge and skills
required for performance in the new group.
 Incorporation: New patterns of interaction.
Establishing competent membership in the
new group.
 Rituals and ceremonies are important

General RecommendationsGeneral Recommendations
(Focus: increasing student/institutional match)(Focus: increasing student/institutional match)
 Freshmen year: transitional year (per Tinto)Freshmen year: transitional year (per Tinto)
 Assist in helping to find a good balance in activitiesAssist in helping to find a good balance in activities
 Assist in helping find directionAssist in helping find direction
 Assist with coping skillsAssist with coping skills
 Address the expectation of earning a “B” with the levelAddress the expectation of earning a “B” with the level
of studying that they are used to.of studying that they are used to.
 Consider help with computer skillsConsider help with computer skills
 Consider help with math and writing skillsConsider help with math and writing skills
 Assist in finding some area of involvementAssist in finding some area of involvement

(Specific Policies)(Specific Policies)
 Academic advising with faculty for freshmen (Using theAcademic advising with faculty for freshmen (Using the
CSI)CSI)
 Career counseling with freshmenCareer counseling with freshmen
 Clarify financial advising/four year planClarify financial advising/four year plan
 Have faculty “experts” for each class (Fr./So./Jr./Sn.)Have faculty “experts” for each class (Fr./So./Jr./Sn.)
 Develop college impact theories/policies for transferDevelop college impact theories/policies for transfer
studentsstudents
 Consider the impact of the electronic community on theConsider the impact of the electronic community on the
impact of the studentimpact of the student

(Curriculum)(Curriculum)
 Orientation to academicsOrientation to academics
 Orientation to the faith communityOrientation to the faith community
 Opportunity to explore with general educationOpportunity to explore with general education
coursescourses

Fall Freshmen courseFall Freshmen course
 Service learning: HERI researchService learning: HERI research
 An opportunity to formulate their own life storyAn opportunity to formulate their own life story
 Career CenterCareer Center
 Meet with academic advisorsMeet with academic advisors
 Pull together life story: E.A. textPull together life story: E.A. text
 Study skillsStudy skills
 WritingWriting
 Computer skills (competent in the elec. env.)Computer skills (competent in the elec. env.)

Spring Freshmen courseSpring Freshmen course
 Focus on transition from concrete to abstractFocus on transition from concrete to abstract
 The “Life of the Mind”The “Life of the Mind”
 Introduction to the “ways of knowing” that formIntroduction to the “ways of knowing” that form
the basis of each of the disciplinesthe basis of each of the disciplines
 Bring in professors from different disciplinesBring in professors from different disciplines
 WritingWriting
 Being a studentBeing a student

Orientation to the faithOrientation to the faith
communitycommunity
 Bible courses as orientation to the faithBible courses as orientation to the faith
communitycommunity
 Students are increasingly Biblically illiterateStudents are increasingly Biblically illiterate
 Need back ground to integrate their faith with theirNeed back ground to integrate their faith with their
major and their livesmajor and their lives
 Introduce the cross within its historical contextIntroduce the cross within its historical context

General Education coursesGeneral Education courses
 Provide students with flexibilityProvide students with flexibility
 Opportunity to explore their interestsOpportunity to explore their interests
 Link with an academic advisorLink with an academic advisor

RecommendationRecommendation
(Retention)(Retention)
 Get the students involved in meaningful activity early inGet the students involved in meaningful activity early in
their academic careertheir academic career
 Work on clarifying message to prospective studentsWork on clarifying message to prospective students
about the nature of the Simpson communityabout the nature of the Simpson community
 Help students get a “vision” for their four yearsHelp students get a “vision” for their four years
 Clarify financial aid available for entire four yearsClarify financial aid available for entire four years
 Have a progressive freedom/responsibility policyHave a progressive freedom/responsibility policy
 Consider including the whole family in the retentionConsider including the whole family in the retention
process esp. for first generation students.process esp. for first generation students.

(Specific Issues)(Specific Issues)
 Recommend continued efforts to addressRecommend continued efforts to address
the following:the following:
 adequate selection of foodadequate selection of food
 parking space is adequateparking space is adequate
 good variety of coursesgood variety of courses
 able to register for classes with few conflictsable to register for classes with few conflicts
 residence hall regulations are reasonableresidence hall regulations are reasonable
 computer facilities/trainingcomputer facilities/training
 Career counseling/advising/job placementCareer counseling/advising/job placement
 Recreational facilitiesRecreational facilities

(Marketing Niche/Identity)(Marketing Niche/Identity)
 Size of the college/ contact with faculty/class sizeSize of the college/ contact with faculty/class size
 Place to prep. for a career and explore ideasPlace to prep. for a career and explore ideas
 Academic excellenceAcademic excellence
 Spiritual growthSpiritual growth
 Complete your education after a community collegeComplete your education after a community college
 First generation college student.First generation college student.

Weaknesses in the
methodology
 Aggregate data: does not link responses
from different surveys
 Data is from different years

(Data collection)(Data collection)
 Focus on a cohort
 Link the data
 What degrees are entering Freshmen seeking post B.A.
work in?
 Investigate the relationship between being a first
generation student and leaving Simpson before
graduation and going to a J.C. while living at home.
 Provide focus groups to further clarify some of the issues
raised in this study
 Example: financial aid issues

Simpson University_Student Characteristics

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