Student Development and
Enrollment Services
“Building collaborative partnerships that empower students to succeed!”
Look Who’s Coming
to Your
Classroom
August 2005
Ron Atwell
Steve Johnson
Student Development &
Enrollment Services
Millican Hall 282
Introduction and
Overview
 What does the current group of college
bound students look like?
 What does the UCF student look like?
 Who is SDES and how can we help?
Generations
 Perceived membership in a common
generation
 A set of common beliefs and behaviors
 A common location in history
Greatest Generation/GI’s
 Baby Boomers
 Generation X
 Millennials

Adapted from: Junco, R., Mastrodicasa, J. (2005). Fo Shizzle: Check Yo Self for the ’06.
NASPA Conference PowerPoint Presentation 2005.
Key Events for the
Millennial Cohort
Columbine
War in Kosovo
Oklahoma City
bombing
Clinton impeachment
trial
O.J. Simpson trial
Rodney King riots
Lewinsky scandal
Fall of Berlin Wall
McGwire-Sosa homer
derby
Gulf War
911
Osama Bin Laden
The War in
Afghanistan
War in Iraq
Trends within the
Millennial Cohort
Newton, F. B. (2000) The New Student About Campus 5:5 pp 8-15
 Greater exposure to and experimentation with
‘grownup’ activities
 More general knowledge but less discipline to explore
a subject in depth
 Experience high levels of stress and anxiety
 Many students work part-time to pay for living
expenses or to support their lifestyles
 Large career aspirations, but with unrealistic
expectations about what is required to reach
the goal
Trends within the
Millennial Cohort
Newton, F. B. (2000) The New Student About Campus 5:5 pp 8-15
 Many on the cutting edge of technology
proficiency beyond their parents, teachers
and future bosses
 Rules are perceived without personal or
moral commitment leading to ‘cheating is
OK if you don’t get caught’
 Significant parental involvement and influence
in the lives of students
CIRP Study Data
Cooperative Institutional Research Program
Higher Education Research Institute (HERI)
 Your First College Year (YFCY)
 College Student Survey (CSS)
Revised annually
Database of norms
Around 290,000 students at 400 Bachelorsgranting institutions
2004 CIRP Study:
Political Interest
More interest in politics: 34.3% say that
keeping up with political affairs is a very
important life goal (1966: 60.3%; record low
2000: 28.1%)
Before 2000, was in steady decline for past 30
years
Moderate shift to the political extremes, but
overall still remains about same (left-right)
CIRP Study:
Academic Issues
Grade inflation
Earning an A is at record high
A is becoming norm, rather
than C
Still low amount of studying
34% of students doing 6+
hours per week of studying
CIRP Study: Values
Top goal: family (74.8%)
#2: financial success (73.8%--highest in 13
years)
Lowest: “develop meaningful philosophy in life”
(high of 85.5% in 1967)
Religious involvement at lowest point in 35
years—yet still remain high
CIRP Study 2003
Common Characteristics
(Howe and Strauss)
Millennials are:
 Special
 Sheltered
 Optimistic/Confident
 Team Oriented
 Achieving
 Pressured
 Conventional
Millennials
(Howe and Strauss)
 Special - Product of a dramatic birth-rate reversal.
Older generations have instilled in Millennials that
they are vital to the Nation.
 Sheltered – Spawned by Americas youth safety
movement after events such as Columbine, childabuse in the media, child safe devises and rules.
 Optimistic/Confident - Good news for a
Millennial = good news for the Nation! 9 in 10
Millennials describe themselves as “confident,”
“happy,” and “positive”.
Millennials
(Howe and Strauss)
 Team Oriented - Millennials believe in their “collective
power”. Group learning is emphasized in the classroom.
 Achieving – Higher school standards and more
accountability.
 Pressured – Parents are pushing them to avoid risks,
study hard, and take advantage of opportunities.
 Conventional – Millennials support the idea that rules
can help. They take pride in their improving behavior.
Millennials
(Howe and Strauss)
• Americas most ethically and racially
diverse generation:
•
1 Millennial in 5 has at least one immigrant
parent (Howe & Strauss).
•
1 Millennial in 10 has at least one noncitizen
parent (Howe & Strauss).
Millennials
(Howe and Strauss)
There is more of a global perspective and
interconnectedness for this generation.
Influenced by:
 Parents
 Teachers
 Peers
 Media
Millennials
(Howe and Strauss)
Millennials are growing up with influences
from their adult culture:
 36%
of students are very or extremely
offended by the sexual activity in the media.
 26% said that they were moderately
offended.
Computers are a staple in
this generation’s life
According to the Pew American Life
Project (2003):
 72%
 20%
of all students check their email daily
of today’s students began using
computers between age 5 and 8
 60% of college internet users have
downloaded files online compared to 28% of
all users
 26% of college students use IM on an
average day compared to 12% of all users
The Impact of the Internet on the
College Experience:
Communication
 60% believe that the Internet has improved their
relationships with classmates
 56% believe it has improved their relationships with
professors
 75% use e-mail for explanation of assignments
 89% have received class announcements by e-mail
(Jones, 2002)
 While there have been mixed results, it appears that
using the Internet for interpersonal connection promotes
psychological well-being for students (Morgan & Cotten,
2003)
Millennials like to
communicate via the Web
46% of students reported that email allows
them to express ideas to professors they
otherwise wouldn’t express in person
19% of students reported that they
communicate more with professors via email
than in person
73% of students reported that they use the
internet more than the library to search for
information
10 Attributes of an
information-age mindset:
Computers aren’t technology
 The Internet is better than TV
 Reality is no longer real
 Doing is more important than knowing
 Learning more closely resembles PS2 than logic
 Multitasking is a way of life
 Typing is preferred to handwriting
 Staying connected is essential
 There is zero tolerance for delays
 Consumer and creator are blurring

Students’
Communication
Instant Messaging
On-line journaling
Cell Phones
Text Messaging
UCF
Facts and Figures
UCF Admissions Data
1994 2004 2005*
Average SAT Total
1085
ACT Average
23
High School GPA Avg. 3.2
1186
26
3.8
*Projected
** Change in GPA Calculation
UCF
UCFOffice
OfficeofofUndergraduate
UndergraduateAdmissions
Admissions
1190
26
3.6**
New FTIC Students
State of Origin:
Florida
Out-of-State
94%
6%
Top feeder states,
new students (2004)
NJ, NY, VA, PA, IL,
GA, MA, OH and TX
146 Countries (including US)
UCF Online Fact Book 2003-2004 – Office of Institutional Research
New Freshman by
Ethnicity
Not Reported
2%
Hispanic
14%
Non-Resident
Indian
<1%
<1%
Black
10%
Asian
6%
White
69%
Enrollment figures for Summer & Fall 2004 FTIC’’s. Source: UCF Student Database, Academic Development and Retention
Fall Full-time FTIC
Growth and Retention
1994 2000 2004 2005
New Full-time FTIC
2,089
3,484
1 Year Retention Rate 70%
79%
4,035 4,545*
84%
*Projected
UCF
OfficeAnalysis
of Undergraduate
Admissions
UCF Retention and
Attrition
– Academic
Development and Retention
85%*
Transfer Students
at UCF
(Institutional Research Office, 2002)
 Approximately 5,700 new transfers enroll each
year
 More than 56% of transfer students have a
GPA of 3.0 or above in their first semester
 26% of Florida CC transfers with an AA degree
attend UCF
 Over 65% of AA transfers graduate within 4
years
UCF Florida Community
College Transfers
Growth and Retention
Fall 1994 Fall 2003
New FL CC Transfers
2,472
3,020
1 Year Retention Rate
75%
80%
UCF
OfficeAnalysis
of Undergraduate
Admissions
UCF Retention and
Attrition
– Academic
Development and Retention
Student Development
and Enrollment Services
SDES Vision
Building collaborative partnerships
that empower students to succeed!
SDES Mission
The mission of SDES is to be a UCF leader in
building successful partnerships to provide
quality programs, services, activities and
facilities that:
 Encourage retention and graduation;
 Provide opportunities for students to discover and define personal
ethical standards, purpose, and excellence
 Strengthen life skills that promote and support success and learning
 Foster student engagement in their diverse community
 Promote progression to graduation, graduate school, and productive
employment
Student Development
Our emphasis on student development unites us in
encouraging and challenging all students to “reach for
the stars” and set goals that will involve and engage
them in a myriad of new and challenging opportunities
accessible to them both inside and outside the
classroom.
“Student that comes to UCF is not the
same student that graduates from UCF.”
Enrollment Services
Our enrollment services orientation makes
establishing an early connection and
commitment to UCF an important priority.
We work to create collaborative partnerships
that support, encourage, and provide the
necessary resources that positively influence
students’ continued progress toward degree
attainment.
SDES Partnerships with
Faculty
ENC 1101 Early Alert program with English
department faculty
Alcohol and Other Drug Programming –
Psychology department
Freshman retention data mining project –
Statistics faculty and graduate student
Student Conduct Review Board
Career Services and Experiential Learning
Residence Halls programming
SDES Units
 Academic Development and Retention
 Campus Life
 Administrative Services
 Assessment and Planning
SDES Primary Functions
(and some key programs)
Effective Transition Programs


Orientation and First Year Advising & Exploration
LINK program
 Quality Support Services


University Registration and Records
Student and Academic Support Services
 Personal Growth Services


Recreation and Wellness Center
Career Services and Experiential Learning
LINK – Learning & Interacting
with New Knights
The LINK Student Personal Development Goals:







Develop intellectual and interpersonal competence
Develop autonomy
Manage emotions
Establish personal identity
Manage healthy interpersonal relationships
Develop and clarifying purpose
Develop integrity
(Chickering, Arthur W. and Linda Reisser. Education and Identity: 2nd ed.
San Francisco: Jossey-Bass, 1993)
The UCF Creed
Integrity
I will practice and defend academic and personal honesty.
Scholarship
I will cherish and honor learning
as a fundamental purpose of my membership in the UCF community.
Community
I will promote an open and supportive campus environment by
respecting the rights and contributions of every individual.
Creativity
I will use my talents to enrich the human experience.
Excellence
I will strive toward the highest standards of performance in any endeavor I undertake.
UNIVERSITY OF CENTRAL FLORIDA
Thank You
And
Welcome to UCF!