CIRP Freshmen Survey Analysis

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UNIVERSITY OF ILLINOIS AT SPRINGFIELD

Institutional Data Analysis Group

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

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