Name of Survey:
Survey Purpose:
Cooperative Institutional Research Program (CIRP) Freshmen
Survey
To provide useful information about freshmen students, including: parental income and education levels; ethnicity and other demographic items; financial aid; secondary school achievement and activities; educational and career plans; and values, attitudes, beliefs, and self concept.
Survey Participants: The survey participants were 526 UIS first-time freshmen students.
Response rates were: 2006 -- 70.4%; 2007 -- 60.2%; and, 2008 --
65.7%.
Survey Date: The survey was administered during freshmen orientation of Fall
2006, 2007, and 2008.
The Cooperative Institutional Research Program (CIRP) Freshmen Survey is one of the nation’s oldest and largest studies of entering college students. The CIRP provides useful information about freshmen, including: parental income and education levels; ethnicity and other demographic items; financial aid, secondary school achievement and activities; educational and career plans; and values, attitudes, beliefs and self-concept. At UIS, the CIRP is administered to first-year students during freshmen orientation.
The data in the present analysis include freshmen students enrolled at UIS since the general education expansion in the fall of 2006.
Using the data provided by the survey responses of the 2006, 2007, and 2008 CIRP Survey, the following profile of the typical UIS freshmen student emerges:
The typical UIS freshman is a white female, who is 18 years old and is originally from within
101-500 miles of UIS. They were a B student in high school and UIS was their first or second choice school.
Both of the student’s parents are alive and living with each other. They typically attended college, and roughly 2/3 of those who attended obtained a degree. Over half of the students reported that their combined parental income was greater than $60,000 a year.
Regarding the student’s decision to attend college, the single most important factor cited was to be able to get a better job. The most important reasons for selecting UIS were the academic reputation and the low cost of attendance. Nearly 50% of the freshmen students who participated in this survey chose UIS because of the size of the campus.
Regarding the student’s self-perceptions of their traits, they typically rate themselves as above average or in the top 10% of students on factors such as: the ability to work cooperatively with diverse people, cooperativeness, drive to achieve, academic ability, tolerance of others with
February 2, 2009

different beliefs, understanding of others, the ability to discuss and negotiate controversial issues, intellectual self-confidence, the ability to see the world from someone else’s perspective, creativity, competitiveness, and leadership ability. Over three-quarters of these students plan to extend their studies past the baccalaureate level, with some planning to continue at UIS for work beyond the bachelor’s degree.
With regards to their values and belief systems, “being well off financially”, “raising a family” and “becoming an authority in their field” were the objectives considered by students to be of the most importance.
Regarding their behaviors during the year prior to attending UIS, the majority of these students have attended a religious service, socialized with someone of another racial/ethnic group, studied with other students, and tutored another student.
While at UIS, the majority of these freshmen anticipate that they will socialize with someone of another racial/ethnic group, make at least a “B” average, and get a job to help pay for college expenses.
When examining the responses to the survey items, we see that between 2006 and 2008, the UIS freshman has, overall, changed very little. However there are a number of areas in which changing trends are noted.
Profile of Entering UIS Freshmen There was a decrease in the percentage of students who claim UIS was their first choice school (-7.7%), while there was an increase in the percentage who claim UIS was their second choice (+6.7%).
Parental Profile- From 2006 to 2008, we see a decrease in the percentage of students reporting that their parents are both alive and living with each other (-10.9%), while an increase is present in the percentage reporting that their parents are both alive, divorced, or living apart (+7.8%).
Very Important Factors in Deciding to Attend UIS There was an increase in the percentage of students who selected UIS due to the college’s good academic reputation (+11.1%), as well as the percentage of students who chose UIS based on the perception that UIS graduates get good jobs (12.8%).
Finances also played a role when students selected this institution. There was an increase in the percentage of students who came to UIS due to the cost of attending (+7.3%), as well as a 15.6% increase in the percentage of students who chose this school because they were offered financial assistance.
Student Self Ratings Students were asked to self rate themselves with regards to a number of different traits or abilities. From 2006 to 2008, we see a decrease in self-rating of “above average” or “top 10%” in the area of creativity (-8.6%). While there were increases in self ratings in the areas of social selfconfidence and self-understanding (+5.6% and +6.1%, respectively).
Objectives Considered Essential or Very Important Between 2006 and 2008 we can see a few trends emerging regarding the value and belief systems of our freshmen. There were increases in the desire to be well off financially; raise a family, influence social values, help promote racial understanding; and becoming involved in programs to clean up the environment. A decrease was present in the students’ desires to make a theoretical contribution to science.
Activities Frequently or Occasionally Engaged in During Past Year When students were asked to disclose the frequency of engaging in certain behaviors during the previous year, we see an increase in the percentage of students who: came late to class (+10.9%); performed community service as part of a class
February 2, 2009

(+10.6%); performed volunteer work (+5.9%); and were bored in class (+7.1%). Decreases were present in the percentage of students who discussed politics (-7.4%); drank beer (-6.0%); and drank wine or liquor
(-4.8% from 2006 levels, -14.5% from 2007).
Student Estimates of Events Happening While Attending UIS There was an increase in the percentage of students who said that chances are “very good” that they will participate in volunteer or community service work (+9.2%); participate in a study abroad program (+7.1%); seek personal counseling (+7.5%); participate in student protests and demonstrations (+6.3%); and join a club (+5.7%).
It is also worth noting that roughly half of all UIS freshmen plan to get a job to help pay for college expenses. Additionally, about 16% of freshmen anticipate transferring to another college before graduating.
February 2, 2009

Cooperative Institutional Research Project (CIRP)
Freshmen Survey
2006-2008
Table 1
Profile of Entering Freshmen
Survey Year
2007
Number of Respondents
2006
Self-Reported Average Grade in High School
171
A- to A+
B- to B+
C to C+
Less than C
Miles from home to UIS
42.6%
49.8%
7.8%
0.0%
152
37.3%
52.7%
9.3%
0.7%
5 or less
6 to 10
11 to 50
51-100
101-500
More than 500
Is UIS Your
First choice
Second choice
Third choice
Less than third choice
3.6%
1.2%
16.8%
18.0%
57.5%
3.0%
56.5%
25.3%
10.0%
8.2%
2.0%
3.3%
12.5%
11.8%
66.4%
3.9%
48.0%
33.6%
11.2%
7.2%
2008
203
44.3%
51.2%
4.4%
0.0%
4.5%
3.5%
16.3%
15.8%
56.4%
3.5%
48.8%
32.0%
11.8%
7.4%
February 2, 2009

Number of Respondents
Parental Status
Both alive and living with each other
Both alive, divorced or living apart
One or both deceased
Estimated Parental Income Last Year
Less than $20,000
$20,000 to $39,999
$40,000 to $59,999
$60,000 to $99,999
$100,000 or more
Father's Educational Background
Less than high school graduate
High school graduate
Some college or postsecondary other than college
College degree
Some graduate school or graduate degree
Mother's Educational Background
Less than high school graduate
High school graduate
Some college or postsecondary other than college
College degree
Some graduate school or graduate degree
Table 2
Parental Profile
2006
171
Survey Year
2007
152
70.4%
27.2%
2.4%
9.5%
13.5%
19.9%
28.2%
28.9%
11.0%
26.0%
26.0%
24.7%
12.3%
9.5%
20.3%
25.0%
26.4%
19.0%
59.2%
34.2%
6.6%
7.1%
21.3%
27.8%
28.4%
15.4%
12.0%
19.1%
14.2%
27.7%
26.9%
7.8%
24.8%
19.4%
27.3%
20.6%
2008
203
59.5%
35.0%
5.5%
14.8%
20.6%
15.9%
22.2%
26.5%
8.8%
26.8%
25.3%
21.6%
17.5%
10.1%
19.6%
22.6%
29.1%
18.6%
February 2, 2009

Table 3
Factors Very Important in Deciding to Attend College and Selecting UIS
2006
Survey Year
2007 2008
Number of Respondents
Factors Very Important in Deciding to Attend College
171 152 203
To learn about things that interest me
To make more money
To be able to get a better job
To get training for specific career
To prepare for graduate or professional school
To gain a general education and appreciation of ideas
Parents wanted me to go
To make me a more cultured person
Very Important Reasons for Selecting UIS
College has a very good academic reputation
The cost of attending this college
I was offered financial assistance
Wanted to go to college about this size
College's graduates get good jobs
A visit to campus
74.3%
71.1%
69.5%
68.5%
62.3%
62.1%
49.7%
42.3%
49.1%
50.9%
37.0%
49.4%
40.1%
42.0%
NA
NA
NA
56.3%
52.7%
48.6%
47.9%
46.5%
42.1%
NA
NA
NA
NA
NA
60.2%
58.2%
52.6%
50.3%
52.9%
44.6%
NA
NA
NA
NA
NA
NA
NA
NA
NOTE: Questions must have been rated as "very important" by at least 40% of respondents in either year to be included in this table.
February 2, 2009

Table 4
Student Self-Ratings of Traits as Above Average or Top 10%
2006
Survey Year
2007
Number of Respondents
Trait
171 152
Ability to work cooperatively with diverse people
Academic ability
Cooperativeness
Drive to achieve
Tolerance of others with different beliefs
Understanding of others
Ability to discuss and negotiate controversial issues
Self-confidence (intellectual)
Self-understanding
Ability to see the world from someone else's perspective
Leadership ability
Self-confidence (social)
Openness to having my own views challenged
Writing ability
Creativity
Emotional health
Spirituality
Physical health
Mathematical ability
Computer skills
Public speaking ability
Popularity
Artistic ability
Religiousness
Competitiveness
--
67.0%
64.7%
67.9%
--
57.7%
--
55.3%
50.0%
--
52.3%
44.1%
--
48.5%
54.1%
49.2%
36.5%
40.5%
42.0%
35.3%
28.2%
--
24.7%
26.5%
--
--
66.9%
71.8%
68.5%
--
63.8%
--
56.5%
50.0%
--
54.4%
47.7%
--
48.0%
57.3%
40.7%
36.1%
40.8%
32.0%
35.8%
34.9%
--
24.8%
--
51.3%
2008
203
54.5%
49.7%
49.7%
49.2%
45.9%
45.5%
44.4%
40.6%
39.9%
39.7%
33.7%
29.3%
27.1%
26.1%
--
--
71.4%
69.8%
69.2%
68.3%
61.3%
59.1%
57.6%
57.3%
56.1%
February 2, 2009

Table 5
Objectives Considered Essential or Very Important
2006
Survey Year
2007
Number of Respondents
171 152
Being very well off financially
Raising a family
Becoming an authority in my field
Helping others who are in difficulty
74.6%
68.5%
68.2%
60.1%
78.7%
78.3%
59.6%
57.7%
Obtaining recognition from my colleagues for contributions to my special field
Influencing social values
Developing a meaningful philosophy of life
Becoming successful in a business of my own
Improving my understanding of other countries and cultures
Adopting green practices to protect the environment
Becoming a community leader
Helping to promote racial understanding
Participating in a community action program
Becoming involved in programs to clean up the environment
Keeping up to date with political affairs
Influencing the political structure
Making a theoretical contribution to science
Writing original works (poems, novels, short stories etc.)
Creating artistic work (painting, sculpture, decorating etc.)
Becoming accomplished in one of the performing arts
Having administrative responsibility for the work of others
Participating in an organization like the Peace Corps or
AmeriCorps/VISTA
58.4%
42.1%
42.4%
42.7%
44.3%
--
40.0%
29.5%
30.4%
24.5%
34.0%
24.5%
29.5%
18.2%
13.8%
14.9%
41.6%
12.6%
54.2%
41.3%
48.9%
40.3%
57.1%
--
34.8%
39.0%
20.6%
24.8%
39.0%
28.6%
20.6%
20.7%
13.5%
20.1%
42.0%
--
2008
203
83.3%
75.6%
69.5%
63.0%
57.1%
47.9%
45.6%
45.5%
45.0%
40.6%
39.8%
36.6%
32.5%
30.7%
30.7%
28.8%
22.5%
19.9%
17.8%
13.8%
--
--
February 2, 2009

Table 6
Activities Frequently or Occasionally Engaged in During Past Year
2006
Survey Year
2007
Number of Respondents
171 152
2008
203
Asked a teacher for advice after class 1
Attended a religious service
Came late to class
Discussed politics 1
Discussed religion 1
Drank Beer
Drank wine or liquor
Felt depressed 1
Felt overwhelmed by all I had to do 1
Participated in organized demonstrations
Participated in political demonstrations
Performed community service as part of a class
Performed volunteer work
Played a musical instrument
Read a newspaper for: Local news and information
Read a newspaper for: National and global news
Read a newspaper for: Schoolwork
Smoked cigarettes 1
Socialized with someone of another racial/ethnic group 1
Studied with other students
Tutored another student
Used the internet: For research or homework 1
Used the internet: To blog
Used the internet: To read blogs 1
Used the internet: To read news sites 1
Voted in a student election 1
Was a guest in a teacher's home
6.5%
52.4%
81.7%
59.4%
65.3%
--
30.0%
41.2%
13.8%
20.0%
21.2%
76.9%
44.7%
32.0%
29.0%
33.5%
42.3%
12.4%
35.3%
48.2%
--
42.6%
70.6%
40.6%
85.2%
76.3%
59.2%
5.3%
68.7%
82.1%
55.6%
67.3%
--
39.6%
43.0%
16.1%
19.3%
21.2%
80.0%
48.3%
30.5%
30.9%
44.0%
52.0%
7.3%
40.7%
--
25.5%
46.4%
68.0%
33.8%
--
--
--
5.5%
52.8%
86.5%
60.3%
68.3%
42.1%
27.8%
39.7%
18.2%
19.0%
21.0%
78.4%
55.6%
24.6%
28.8%
27.5%
37.5%
9.5%
31.0%
--
20.2%
53.2%
76.5%
45.2%
--
--
--
Was bored in class 1
Worked on a local, state or national political campaign
42.6%
--
41.3%
14.8%
1 Percentage responding "Frequently" only. Results for other items in this table represent the percentage marking "Frequently" or "Occasionally".
49.7%
12.1%
February 2, 2009

Table 7
Educational Plans
Number of Respondents
Highest Degree Planned Anywhere
Bachelor's
Master's
Ph.D. or Ed.D.
Professional degree (M.D., J.D., D.D.S., etc.)
Other
Highest Degree Planned at this Institution
Bachelor's
Master's
Ph.D. or Ed.D.
Professional degree (M.D., J.D., D.D.S., etc.)
Other
2006
171
Survey Year
2007
152
16.6%
35.7%
27.4%
19.1%
1.3%
63.0%
26.1%
3.4%
1.7%
5.8%
15.0%
41.7%
21.3%
18.1%
4.0%
63.0%
20.0%
3.0%
4.0%
10.0%
2008
203
17.5%
38.4%
22.6%
14.7%
6.8%
61.1%
26.0%
2.3%
0.0%
10.7%
February 2, 2009

Table 8
Student Estimates of Events Happening While Attending UIS
Survey Year
2006 2007
Number of Respondents
Socialize with someone of another racial/ethnic group
Make at least "B" average
Get a job to help pay for college expenses
Participate in student clubs/groups
Be satisfied with this college
Have a roommate of a different race/ethnicity
Discuss course content with students outstide of class
Get tutoring help in specific courses
Communicate regularly with your professors
Work on a professor's research project
Participate in volunteer or community service work
Participate in a study abroad program
Transfer to another college before graduating
Seek personal counseling
Play varsity/intercollegiate athletics
Change major field
Change career choice
Need extra time to complete degree requirements
Participate in student government
Participate in student protests and demonstrations
171
63.4%
56.9%
51.2%
49.1%
41.6%
--
--
--
35.4%
--
19.3%
20.1%
15.5%
9.3%
11.3%
11.2%
9.3%
8.2%
8.7%
3.1%
152
64.8%
51.7%
49.7%
50.0%
33.1%
46.9%
--
--
29.7%
--
17.9%
26.2%
15.0%
5.6%
12.4%
13.1%
16.1%
3.4%
8.8%
4.9%
2008
203
67.5%
57.5%
53.4%
44.8%
42.8%
42.0%
39.7%
36.1%
30.7%
29.6%
28.5%
27.2%
17.6%
16.8%
14.4%
13.8%
11.8%
11.8%
10.8%
9.4%
Join a social fraternity, sorority, or club
Work full-time while attending college
3.1%
2.5%
3.5%
4.1%
8.8%
7.3%
NOTE: Student estimates chances are "very good" that he/she will experience the above events while attending UIS.
February 2, 2009

Table 9
Weekly Activities During Last Year in High School
Survey Year
2006 2007 Hours/Week Spent On:
Number of Respondents
Studying/Homework
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Socializing with Friends
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Talking with Teachers Outside of Class
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Exercise or Sports
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Partying
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Working (for pay)
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Volunteer Work
0-2 hours
3-10 hours
11-15 hours
171
29.7%
53.1%
6.8%
6.2%
4.3%
9.8%
42.0%
20.4%
9.9%
17.9%
79.6%
15.4%
2.5%
0.6%
1.9%
34.0%
42.6%
12.3%
3.1%
8.0%
67.9%
21.6%
5.6%
1.2%
3.7%
34.8%
17.3%
14.3%
16.8%
16.8%
73.9%
20.5%
1.9%
152
33.8%
54.7%
5.4%
4.1%
2.0%
6.8%
45.3%
18.9%
13.5%
15.5%
83.1%
16.3%
0.7%
0.0%
0.0%
38.5%
32.4%
11.5%
7.4%
10.1%
65.4%
23.8%
6.1%
2.7%
2.0%
37.2%
18.9%
7.4%
16.2%
20.3%
77.0%
18.9%
2.7%
2008
203
36.2%
50.0%
7.7%
3.6%
2.6%
11.2%
41.8%
18.9%
8.7%
19.4%
78.5%
20.0%
0.5%
0.5%
0.5%
34.0%
38.3%
12.8%
4.6%
9.7%
67.5%
23.7%
4.1%
2.6%
2.1%
38.3%
14.8%
11.7%
16.8%
18.4%
75.4%
17.9%
2.6%
February 2, 2009

16-20 hours
Over 20 hours
Student Clubs/Groups
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Watching TV
0-2 hours
3-10 hours
11-15 hours
16-20 hours
Over 20 hours
Household/Childcare Duties
0-2 hours
3-10 hours
0.6%
3.1%
58.0%
30.3%
5.6%
1.9%
4.3%
42.9%
40.4%
7.5%
2.5%
6.8%
11-15 hours
16-20 hours
Over 20 hours
Reading for Pleasure
0-2 hours
3-10 hours
11-15 hours
16-20 hours
67.5%
23.7%
3.1%
1.9%
3.8%
61.3%
30.0%
3.1%
1.9%
3.8% Over 20 hours
Playing Video/Computer Games
0-2 hours
3-10 hours
11-15 hours
16-20 hours
61.1%
25.3%
6.2%
2.5%
Over 20 hours
Online Social Networks (Myspace, Facebook, Etc.)
4.9%
0-2 hours
3-10 hours
--
--
11-15 hours
16-20 hours
Over 20 hours
--
--
--
0.0%
1.4%
68.3%
27.1%
0.0%
2.7%
2.0%
45.6%
31.9%
12.9%
2.7%
6.8%
65.6%
25.0%
4.1%
1.4%
4.1%
68.0%
27.9%
3.4%
0.7%
0.0%
49.6%
35.4%
4.8%
3.4%
6.8%
49.6%
35.4%
4.8%
3.4%
6.8%
2.1%
2.1%
64.3%
26.0%
3.1%
3.1%
3.6%
42.9%
43.4%
5.1%
3.1%
5.6%
61.5%
30.3%
2.6%
1.5%
4.1%
64.6%
25.6%
5.1%
1.0%
3.6%
66.3%
20.4%
4.1%
3.1%
6.1%
54.1%
31.6%
5.1%
2.6%
6.7%
February 2, 2009