Cooperative Institutional Research Program (CIRP) The Freshman Survey 2015 Survey Report
Prepared by the Office of Research & Assessment Division of Student Affairs
For more information, please contact: James M. Hunt, Ph.D. Coordinator of Assessment & Research (850) 644-1331 jhunt@fsu.edu Student Affairs Office of Research & Assessment | 2015 CIRP Report | 1
Table of Contents Cooperative Institutional Research Program (CIRP) ....................................................................... 1 Introduction...................................................................................................................................... 3 About Our Incoming Students ........................................................................................................... 3 Typical Weekly Activity in High School ........................................................................................................5
CIRP Themes ..................................................................................................................................... 6 Academics..................................................................................................................................................6 Civic Engagement .......................................................................................................................................7 College Choice ............................................................................................................................................9 Diversity and Perspectives ........................................................................................................................11 Financing College .....................................................................................................................................13 Future Planning ........................................................................................................................................14 Health and Wellness.................................................................................................................................14 Leadership and Service .............................................................................................................................15 Spirituality/Religiosity ..............................................................................................................................16
CIRP Constructs ............................................................................................................................... 16
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 2
Introduction
The Cooperative Institutional Research Program (CIRP) Freshman Survey, sponsored by the Higher Education Research Institute (HERI) at the University of California, Los Angeles, collects self-reported information on incoming students (biographic, demographic, educational, financial, opinions, etc.) at colleges and universities across the United States. At FSU, the Office of New Student & Family Programs administers CIRP during summer orientation. With more than 40 years of participation, FSU has accumulated nearly 130,000 respondents. The 2015 FSU CIRP results were summarized based on responses from 4,069 first-time, full-time freshmen, which composed 67% of the full-time FTIC population. This report contains three major sections. The first section provides detailed information about who our incoming students are, including demographics and typical weekly activities in high school. The second section summarizes CIRP Themes that impact the college experience. The third section examines the CIRP Constructs.
About Our Incoming Students
FSU students come from a variety of backgrounds and bring a range of experiences with them to college. This section provides descriptive statistics on who our students are and highlights their high school activity. Demographic Characteristics Age <18 =18 =19 >19 Sex Male Female Sexual Orientation Heterosexual/Straight Gay Lesbian Bisexual Queer Other Identify as Transgender Yes No Ethnicity (all that apply) 3 White/Caucasian African American/Black American Indian/Alaska Native Asian American/Asian Hispanic/Latino Native Hawaiian/Pacific Islander Other
FSU pop 1
FSU CIRP
Univ Hi 2
All Public Univ
0.8% 64.8% 33.8% 0.6%
2.5% 66.4% 30.8% 0.3%
2.3% 72.7% 24.2% 0.7%
1.8% 70.4% 26.8% 1.0%
40.7% 59.3%
39.8% 60.2%
47.1% 52.9%
45.8% 54.2%
-------
94.2% 1.0% 0.5% 2.6% 0.9% 0.9%
94.0% 1.3% 0.4% 2.5% 0.6% 1.3%
93.4% 1.3% 0.5% 2.9% 0.6% 1.3%
---
0.3% 99.7%
0.2% 99.8%
0.3% 99.7%
84.1% 9.4% 1.5% 4.4% 21.2% 0.6% 1.7%
83.0% 7.4% 1.9% 5.0% 20.4% 0.4% 2.2%
68.6% 5.8% 1.6% 24.7% 12.7% 0.5% 2.4%
73.2% 6.6% 2.0% 18.7% 12.0% 0.9% 2.5%
FSU pop is generated from statistics collected by the institution (FTIC undergraduates) using the FSU Institutional Research website and other institutional data sources. 2 “Univ Hi” is a comparison group of public universities with high selectivity; “All Public Univ” consists of all participating public universities. 3 This item allows multiple selections. Thus, the total percentage adds to more than 100%. 1
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Citizenship Status U.S. Citizen Permanent Resident International student First Generation in College Yes No Total Respondents
98.3% 1.5% 0.7%
97.9% 1.6% 0.2%
92.1% 2.4% 4.8%
94.9% 2.1% 2.4%
6.5% 93.5% 6,067
10.8% 89.2% 4,069
10.4% 89.6% 16,980
12.7% 87.3% 40,430
Biographical Information FSU Native Language English 93.3% Other 6.7% Permanent Home of Residence 9.9% â&#x2030;¤100Miles >100 Miles 90.1% Type of High School from which Graduated Public school (not charter or magnet) 68.0% Public charter school 3.3% Public magnet school 10.5% Private religious/parochial school 12.5% Private independent college-prep school 5.4% Home school 0.3% Neighborhood Where Grew Up: Racial Composition Completely White 13.3% Mostly White 60.8% Roughly half non-White 14.7% Mostly non-White 8.6% Completely non-White 2.7% Places Plan to live Campus residence hall 81.5% Family or relatives home 2.1% Fraternity of sorority house 0.3% Private home, apartment, or room 11.3% Other 4.8% Parents are: Both alive and living with one another 67.0% Both alive, divorced or living apart 29.7% One or both deceased 3.3% 4 Parent 1 Parent 2 Parent or Guardian Education Level High school graduate or less 15.6% 16.4% Some college or postsecondary 15.6% 17.9% College degree 37.6% 39.2% Some graduate school 2.0% 2.8% Graduate degree 29.2% 23.6%
Univ Hi
All Public Univ
86.1% 13.9%
89.8% 10.2%
44.8% 55.2%
47.2% 52.9%
71.5% 4.1% 4.6% 9.5% 9.9% 0.4%
77.4% 3.2% 3.9% 8.6% 6.5% 0.4%
13.2% 53.6% 14.1% 12.8% 6.4%
16.8% 52.1% 13.9% 12.5% 4.7%
92.2% 1.8% 0.1% 1.5% 4.4%
82.9% 10.4% 1.2% 2.6% 2.9%
80.4% 17.1% 2.6%
75.0% 22.1% 2.9%
Parent 1
Parent 2
Parent 1
Parent 2
13.1% 10.1% 33.1% 2.9% 40.7%
14.2% 11.5% 38.8% 3.1% 32.4%
17.1% 14.2% 34.5% 2.5% 31.8%
18.7% 15.4% 37.6% 2.8% 25.6%
This year, for the first time, rather than identify parent or guardian by gender, students identified two parents or guardians by number. In other words, CIRP no longer assumes students come from a two gender, two parent household.
4
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Parentsâ&#x20AC;&#x2122; Total Income $0 to $24,999 $25,000 to $49,999 $50,000 to $99,999 $100,000 to $199,999 $200,000 or more Total Respondents
8.2% 11.7% 26.6% 34.2% 19.3% 4,069
8.8% 12.0% 27.6% 32.1% 19.5% 40,430
7.8% 10.2% 21.9% 31.8% 28.5% 16,980
By comparing other FSU statistics collected from students, such as enrollment data, we can conclude that CIRP data sample is valid as demographics are similar.
Typical Weekly Activity in High School The survey asked students to report their study patterns and involvement in social activities during their senior year of high school. Over half (52.3%) of the 2015 FSU freshmen reported spending 1 to 5 hours per week studying or doing homework; many (33.4%) reported working more than 10 hours for pay, while an additional 32.3% of students reported spending more than 10 hours a week exercising. The vast majority (75.0%) of students volunteered up to 10 hours a week. A significant change over the past few years has been a reduced number of hours spent partying. In 2013, the mean was 3.15 hours, while in 2014 it was 3.0. The 2015 cohort has decreased the mean to 2.95. This trend is in line with peer institutions. Weekly Activities Hours Per Week Studying/ homework Talking with teachers (outside of class) Socializing with friends Partying Exercise or sports Working (for pay) Volunteer work Student clubs/ groups Watching TV Household duties Reading for pleasure Playing video/ computer games Online social networks
FSU
Typical Hours Per Week Univ Hi
0 hours
1-10 hours
>10 hours
0 hours
1-10 hours
>10 hours
0 hours
1.8%
76.7%
21.6%
0.8%
62.8%
36.5%
12.5%
85.2%
2.3%
7.1%
91.6%
0.2%
56.5%
43.4%
0.3%
27.6% 5.0% 39.5% 16.5%
66.3% 62.6% 27.1% 75.0%
6.1% 32.3% 33.4% 8.5%
17.4%
72.5%
12.6% 22.2% 32.2%
All Public Univ 1-10 hours
>10 hours
1.4%
73.6%
26.1%
1.2%
8.7%
89.8%
1.5%
71.9%
27.8%
0.4%
67.7%
31.9%
45.1% 4.1% 54.2% 15.6%
53.4% 66.9% 29.5% 80.0%
1.5% 28.9% 16.3% 4.4%
42.4% 5.0% 42.9% 23.1%
54.8% 66.1% 29.1% 72.1%
2.7% 28.9% 28.1% 4.9%
10.2%
11.2%
80.8%
7.8%
21.0%
71.1%
7.9%
78.5% 74.7% 63.8%
8.9% 3.1% 4.2%
15.0% 23.2% 25.5%
79.7% 75.1% 72.1%
5.2% 1.6% 2.5%
13.6% 22.2% 30.2%
79.7% 75.3% 66.8%
6.7% 2.7% 3.0%
52.0%
42.0%
6.1%
46.5%
48.4%
5.1%
44.4%
49.1%
6.7%
3.5%
80.6%
15.8%
6.2%
85.7%
8.0%
6.3%
82.9%
10.9%
Compared to peers, FSU students are studying less than students at other highly selective institutions. FSU students are more involved more in student clubs than their peers, but the amount of time committed to this activity has decreased. Talking with teachers outside of class has increased, and while more students are working, they are also working more hours. A large increase in those that work more than 10 hours has occurred in the last few years, and this trend has clear implications for freshmen engagement and retention. There is increased Student Affairs Office of Research & Assessment | 2015 CIRP Report | 5
participation in reading for pleasure, and students are not watching TV as often. Examining high school behaviors can provide us with some indication of likely activities freshmen will engage in at FSU.
CIRP Themes
The CIRP Survey is comprehensive, covering a wide range of topics that research has shown impact the college experience. The CIRP themes combine relevant items together for easy access. By examining these items together, the themes illustrate what contributes to specific areas of interest on campus.
Academics
This theme addresses skills and experiences related to academic preparation, academic enhancement experiences, academic disengagement behaviors, interaction with teachers, and active and collaborative learning. Academics Academic Preparation Self-rated Competencies Academic ability Mathematical ability Drive to achieve Leadership ability Public speaking ability Self-confidence (intellectual) Self-confidence (social) Writing ability Anticipated Academic Plans while in College Communicate regularly with your professors Participate in a study abroad program Take a course exclusively online at this institution Work on a professorâ&#x20AC;&#x2122;s research project Academic Disengagement Behaviors Was bored in class Came late to class Skipped school/class Fell asleep in class Failed to complete homework on time Interaction with Teachers Asked a teacher for advice after class Ask questions in class Seek feedback on academic work Academic Behaviors Accept mistakes as part of the learning process Take a risk because I feel I have more to gain Seek alternative solutions to a problem Active & Collaborative Learning Tutored another student Studied with other students Performed community service as a part of a class Used an Online Instructional Websiteâ&#x20AC;Ś
FSU
Univ Hi
All Public Univ
88.7% 51.9% 86.1% 75.0% 47.6% 73.0% 57.5% 57.0%
91.5% 68.7% 86.8% 68.5% 46.1% 68.4% 45.0% 54.9%
81.6% 56.8% 80.2% 65.4% 41.8% 63.4% 45.9% 50.4%
40.9% 39.6% 11.2% 36.5%
48.5% 47.4% 4.4% 36.3%
43.4% 38.6% 6.3% 32.1%
40.4% 58.3% 37.8% 39.8% 48.6%
34.8% 52.3% 24.7% 39.4% 40.9%
35.6% 53.2% 28.1% 39.3% 48.4%
28.4% 56.6% 52.5%
33.1% 58.5% 54.8%
30.2% 54.3% 50.4%
60.0% 48.2% 53.3%
57.7% 36.4% 49.3%
56.6% 38.6% 47.9%
66.9% 91.5% 58.3%
79.0% 92.8% 57.0%
66.1% 90.1% 55.6%
Highest 10% / Above Average
Very Good Chance
Frequently /Occasionally Participated during the Past Year
Frequently Participated during the Past Year
Frequently Participated during the Past Year
Frequently /Occasionally Participated during the Past Year
Frequently Participated during the Past Year
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Academics As assigned for class To learn something on your own Plan to do in College Make at least a â&#x20AC;&#x153;Bâ&#x20AC;? average
FSU 20.1% 48.9%
Univ Hi 17.4% 39.8%
All Public Univ 17.2% 38.8%
78.8%
69.8%
70.6%
Very Good Chance
FSU students rank themselves highly with respect to academic preparation skills; however, their disengagement behaviors are higher than the comparison populations. Interestingly, incoming first time, full-time freshmen are more confident in their social and leadership abilities than their academic competencies. A consistent theme across the CIRP survey is the high engagement FSU students have with socializing, online networks, and student groups and clubs in high school. This has been steady for several years, as indicated in the table below. The online presence of FSU freshmen extends beyond social networks, however. These students have used online instructional websites, such as Khan Academy, significantly more than their peers. Communicating regularly with professors increased substantially across all groups. Considering some academic behaviors that FSU students present more frequently than their peers, such as seeking alternative solutions to a problem, one plausible conclusion is that our students engage in riskier and/or creative behaviors with respect to academics. Along with comparing FSU to highly selective public universities and all public universities, it is valuable to note that although there have been large changes in other behaviors and perspectives, FSU students are arriving to college with similar academic behaviors as previous years. Academics: FSU Academic Disengagement Behaviors Was bored in class* Came late to class Skipped school/class Fell asleep in class Failed to complete homework on time Academic Enhancement Plans Participate in a study abroad program Interaction with Teachers Accept mistakes as part of the learning process Asked a teacher for advice after class Ask questions in class Seek feedback on academic work Active & Collaborative Learning Tutored another student Studied with other students Performed community service as a part of a class
*only frequently
2015
2014
2013
2012
40.4% 58.3% 37.8% 39.8% 48.6%
42.6% 56.7% 36.5% 41.9% 50.3%
43.1% 57.6% 38.8% 45.4% 51.6%
41.1% 54.7% 34.1% 47.4% 47.6%
39.6%
34.5%
31.5%
30.0%
60.0% 28.4% 56.6% 52.5%
58.0% 28.8% 59.6% 49.6%
59.0% 27.8% 59.4% 49.1%
57.7% 31.1% 60.4% 51.2%
66.9% 91.5% 58.3%
69.3% 92.8% 60.7%
67.2% 91.8% 61.7%
70.6% 91.6% 57.3%
Frequently/Occasionally Participated during the Past Year
Very Good Chance
Frequently /Occasionally Participated during the Past Year
Frequently /Occasionally Participated during the Past Year
Civic Engagement
This theme contains items related to the levels of engagement and satisfaction with community and volunteer work in high school as well as items that reflect future orientation towards volunteer and community service. Civic Engagement High School Participation
FSU
Univ Hi
All Public Univ
Frequently /Occasionally Participated during the Past Year Student Affairs Office of Research & Assessment | 2015 CIRP Report | 7
Civic Engagement Demonstrated for a cause (e.g., boycott, rally, protest) Performed volunteer work Voted in a student election* Performed community service as a part of a class Discussed politics Worked on a local, state, or national political campaign Publicly communicated my opinion about a cause Helped raise money for a cause or campaign Volunteer work 5 Self-rated Competencies Ability to see the world from some elseâ&#x20AC;&#x2122;s perspective Tolerance of others with different beliefs Openness to having my own views challenged Ability to discuss and negotiate controversial issues Ability to work cooperatively with diverse people Awareness and Values Influencing social values Helping others who are in difficulty Participating in a community action program Helping to promote racial understanding Keeping up to date with political affairs Becoming a community leader Plan to Do in College Participate in student government Participate in student protests or demonstrations Participate in volunteer or community service work * Frequently only
FSU 20.4% 95.3% 25.9% 58.3% 86.6% 10.2% 49.9% 54.1% 8.5%
Univ Hi 23.1% 94.5% 20.9% 57.0% 89.8% 9.2% 48.0% 53.8% 4.4%
A Major Strength/Somewhat Strong
All Public Univ 21.2% 90.1% 19.5% 55.6% 84.0% 8.2% 46.0% 52.0% 4.9%
83.5% 82.1% 80.1% 83.4% 87.2% 84.0% 66.4% 66.6% 65.0% 78.0% 74.3% 73.1% 88.6% 88.5% 86.8% Level of Importance: Essential / Very Important 51.2% 38.5% 41.1% 73.3% 74.3% 73.6% 34.1% 33.5% 30.8% 42.1% 42.1% 40.5% 49.4% 47.5% 41.3% 45.5% 42.1% 38.4% Very Good Chance to do in College 11.6% 7.0% 6.5% 9.0% 9.0% 8.6% 39.2% 46.6% 39.0%
Although FSU consistently ranks higher than peer institutions, there is no consistent trend within FSU. Some areas, such as discussing politics, planning to participate in student government, and service work in college, increased, but there were noticeable decreases in other behaviors. Self-rated competencies are flat or decreased across all groups. However, some of the values associated with civic engagement, such as promoting racial understanding, have increased. Civic Engagement High School Participation Demonstrated for a cause (e.g., boycott, rally, protest) Discussed politics* Worked on a local, state, or national political campaign Publicly communicated my opinion about a cause Helped raise money for a cause or campaign Volunteer work 6 Self-rated Competencies Ability to see the world from some elseâ&#x20AC;&#x2122;s perspective 5 6
2015
2014
2013
2012
20.4% 38.7% 10.2% 49.9% 54.1% 8.5%
24.1% 35.3% 9.3% 46.2% 59.9% 8.0%
26.9% 42.4% 12.7% 48.6% 62.8% 9.3%
28.5% 35.6% 9.7% 51.3% 66.1% 9.7%
83.5%
83.1%
83.4%
76.1%
Frequently /Occasionally Participated during the Past Year
Major Strength/Somewhat Strong Or Highest 10%/Above Average
11 or more hours 11 or more hours Student Affairs Office of Research & Assessment | 2015 CIRP Report | 8
Civic Engagement Tolerance of others with different beliefs Openness to having my own views challenged Ability to discuss and negotiate controversial issues Ability to work cooperatively with diverse people Awareness and Values Helping others who are in difficulty Participating in a community action program Helping to promote racial understanding Becoming a community leader Plan to Do in College Participate in student government Participate in volunteer or community service work * Frequently only
2015 2014 2013 2012 83.4% 85.1% 84.8% 80.3% 66.4% 67.0% 65.9% 58.9% 78.0% 78.2% 77.7% 71.2% 88.6% 90.4% 89.8% 85.9% Level of Importance: Essential / Very Important 73.3% 68.6% 70.6% 79.5% 34.1% 29.0% 31.2% 37.1% 42.1% 34.8% 34.1% 39.5% 45.5% 38.7% 40.6% 46.6% Very Good Chance to do in College 11.6% 10.6% 9.8% 9.6% 39.2% 36.8% 33.8% 44.7%
College Choice
This theme illustrates the areas students may have considered in choosing to attend college in general, as well as a particular college. College Choice Top Six Reasons to Attend College in General To learn more things that interest me To be able to get a better job To get training for a specific career To gain general education and appreciation of ideas To be able to make more money To prepare myself for graduate or professional school Top Reasons to Attend FSU It has a very good academic reputation It has a good reputation for its social activities Its graduates get good jobs A visit to its Campus I wanted to go to a school about its size The cost of attending this college Its graduates gain admission to top graduate/professional schools The percentage of students that graduate from it I was offered financial assistance Rankings in national magazines Additional Reasons to Attend FSU I wanted to live near home Not offered aid by first choice Could not afford first choice I was admitted through an Early Action or Early Decision program Choice First choice Second choice
FSU
Univ Hi
All Public Univ
86.3% 85.6% 79.7% 74.4% 76.2% 68.4%
85.8% 84.6% 68.0% 73.4% 64.4% 61.3%
83.8% 85.5% 74.7% 70.6% 70.2% 59.9%
67.2% 65.2% 51.5% 46.0% 42.6% 37.5%
88.6% 48.7% 71.6% 36.3% 27.0% 32.5%
73.2% 48.0% 60.0% 37.4% 32.7% 43.9%
33.0%
53.7%
39.8%
30.6% 29.4% 25.1%
27.1% 28.1% 37.5%
26.5% 36.0% 25.4%
8.0% 8.8% 11.5%
10.8% 6.8% 7.9%
15.8% 10.0% 13.2%
15.6%
24.5%
18.5%
68.3% 24.6%
56.1% 25.2%
59.3% 25.4%
Students Considered as “Very Important Reason”
Students Considered as “Very Important Reason”
Students Considered as “Very Important Reason”
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 9
Third choice 4.2% Less than third choice 2.9% Likelihood of transferring to another college before graduation Very good chance 2.2% Some chance 9.9% Very little chance 35.9% No chance 52.0%
11.5% 7.2%
9.3% 6.0%
1.7% 8.4% 43.0% 46.9%
3.7% 13.1% 42.5% 40.8%
Along with comparing FSU to highly selective public universities and all universities, it is interesting to note the changes in the last four years to see if trends are emerging. College Choice: FSU Top Six Reasons to Attend College in General To learn more things that interest me To be able to get a better job To get training for a specific career To be able to make more money To gain general education and appreciation of ideas To prepare myself for graduate or professional school Top Five Reasons to Attend Your College It has a very good academic reputation It has a good reputation for its social activities It graduates get good jobs A visit to its campus I wanted to go to a school about its size
2015
2014
2013
2012
86.3% 85.6% 79.7% 76.2%
85.0% 83.0% 76.1% 69.9%
83.6% 84.6% 78.3% 71.3%
88.0% 85.2% 81.6% 69.2%
74.4%
72.0%
72.9%
78.2%
68.4%
65.8%
68.4%
69.6%
Students Considered as “Very Important Reason”
Students Considered as “Very Important Reason”
67.2% 65.2% 51.5% 46.0% 42.6%
62.8% 61.0% 47.5% 48.5% 38.2%
66.6% 62.9% 47.1% 47.8% 40.8%
73.0% 59.3% 59.7% 48.2% 39.5%
Similar to previous years, the top reason students choose to attend college is to learn more, and students also want to be able to obtain a better job post-graduation. In addition to the reasons in the tables above, both cost of attending the college and the financial aid packages are important reasons students chose FSU. FSU students, on average, chose FSU as their first choice and do not plan to transfer (relative to the comparison groups). Examining trend data, FSU students are the most ambitious of the group with their expected graduation date being four years or less. Comparing anticipated time to graduation with FSU graduation statistics provides insight into this students’ plans. Expected years to graduation Do not plan to graduate from this college 6 or more 5 4 or less
2015
2014
2013
FSU
Univ. Hi
All Public
FSU
Univ. Hi
All Public
FSU
Univ. Hi
All Public
0.4%
0.1%
0.7%
0.2%
0.1%
0.8%
0.5%
0.3%
1.2%
2.8% 3.7% 93.1%
1.0% 8.8% 90.1%
2.5% 8.4% 88.4%
1.5% 2.8% 95.5%
2.0% 9.9% 87.9%
2.3% 8.5% 88.2%
2.7% 4.1% 92.6%
2.4% 5.4% 91.8%
3.3% 8.3% 87.2%
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 10
Figure: Students Identifying Institution as First Choice 75 70 Percentage
65 60 55 50
2011
2012 FSU
2013 Univ Hi
2014 All Public
2015
The graph above is of particular interest as it shares that students are consistently identifying FSU as their first choice. FSU consistently outperforms all public institutions as well as highly selective peers on this item.
Diversity and Perspectives
This theme relates to social attitudes and experiences with diversity. It also incorporates data that relate to studentsâ&#x20AC;&#x2122; behaviors, viewpoints, values, and behavioral expectations regarding social justice issues. Diversity Behaviors and Experiences in High School Socialized with someone of another racial/ethnic group Competencies Ability to see the world from someone elseâ&#x20AC;&#x2122;s perspective Tolerance of others with different beliefs Openness to having my own views challenged Ability to discuss and negotiate controversial issues Ability to work cooperatively with diverse people Viewpoints Students from disadvantaged social backgrounds should be given preferential treatment in college admissions Colleges should prohibit racist/sexist speech on campus Women should receive the same salary and opportunities for advancement as men in comparable position Racial discrimination is no longer a major problem in America. Same-sex couples should have the right to legal marital status The United States should intervene in the wars of other countries Abortion should be legal Colleges have the right to ban extreme speakers from campus
FSU
Univ Hi
All Public Univ
84.2%
81.1%
76.2%
83.5% 83.4% 66.4% 78.0% 88.6%
82.1% 87.2% 66.6% 74.3% 88.5%
80.1% 84.0% 65.0% 73.1% 86.8%
42.4%
46.5%
50.0%
68.0%
69.9%
70.7%
96.2%
97.2%
96.4%
18.1%
14.9%
18.0%
85.0%
87.6%
86.0%
32.7%
29.5%
27.9%
70.0%
73.3%
70.3%
41.9%
40.5%
42.1%
Frequently /Occasionally Participated during Past Year A Major Strength/Somewhat Strong
Agree Strongly /Agree Somewhat
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 11
Dissent is a critical component of the political process Realistically, an individual can do little to bring about change in our society Marijuana should be legalized Values Influencing social values Helping to promote racial understanding Improving my understanding of other countries & cultures Plan to Do in College Socialize with someone of another racial/ethnic group Have a roommate of different race/ethnicity
64.5%
76.9%
68.1%
19.9%
19.4%
23.3%
70.2%
60.7%
61.2%
51.2% 42.1% 63.7%
38.5% 42.1% 66.3%
41.1% 40.5% 61.0%
72.9% 34.1%
80.9% 42.4%
72.6% 34.4%
Essential / Very Important
Very Good Chance to do in College
In 2015, there were many contested issues and debates leading up the 2016 Presidential Election, and many issues reflected from CIRP are relevant and informative. The viewpoint of agreeing that students from disadvantaged social background should be given preferential treatment in college admissions increased across all groups. Interestingly, there is strong support for banning racist/sexist speech on campus as well as extreme speech. FSU students support the legalization of marijuana significantly more than national peers. Each year, CIRP chooses what questions to ask, and thus, there are trend data over various years if the same questions were asked repeatedly. The following table focuses specifically on FSU students to explore trends in viewpoints across a five-year period. Not all questions, however, have previous yearsâ&#x20AC;&#x2122; information. Since 2011, there is increased recognition that racism still exists in the U.S., increased support for disadvantaged students gaining admission to college, and increased advocacy that same-sex couples should have legal marriage status. Once again, the significant jump in support for marijuana legalization should be noted and tracked. Trends of viewpoints Agree strongly/Somewhat agree Racial discrimination is no longer a major problem in America. Students from disadvantaged backgrounds should be given preferential treatment in college admissions. Same-sex couples should have the right to legal marital status Realistically, an individual can do little to bring about change in our society Dissent is a critical component of the political process Abortion should be legal Colleges should prohibit racist/sexist speech on campus Marijuana should be legalized
2015
2014
18.1%
2013
2012
2011
23.0%
21.8%
28.3%
42.4%
35.4%
31.7%
33.1%
85.0%
84.7%
78.8%
74.2%
19.9%
16.4%
64.5% 70.0%
62.1% 66.4%
68.0%
69.5%
70.2%
These viewpoints lead to the discussion of political views and beliefs. How would you characterize your political views: FSU Far left 3.0% Liberal 27.1% Middle-of-the-road 42.6% Conservative 25.4% Far right 1.8%
68.9% 66.1% 53.8%
Univ Hi 4.3% 38.9% 39.0% 17.0% 0.9%
All Public Univ 3.9% 33.5% 44.0% 17.4% 1.2%
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 12
This table above shows how FSU students are different than other institutions, and examining the trends over the past five years, below, demonstrates that this is consistent. FSU students are less liberal and more conservative with their political views, as national trends indicate that college students tend to be more middle-of-the-road or leaning liberal over the same period. However, over the last five years, there has been a gradual movement of FSU students towards more liberal views. How would you characterize your political views: Far left Liberal Middle-of-the-road Conservative Far right
2015 3.0% 27.1% 42.6% 25.4% 1.8%
2014 2.2% 27.3% 42.7% 26.0% 1.9%
2013 2.2% 27.8% 40.8% 27.4% 1.9%
2012 2.2% 27.4% 42.5% 26.2% 1.8%
2011 2.1% 26.6% 40.1% 29.4% 1.8%
Financing College
This theme contains items related to the financial issues associated with attending college. Financing College Financial Reasons Associated with Attending Selected College The cost of attending I was offered financial assistance Could not afford first choice Not offered aid by first choice Employment Plans While in College Get a job to help pay for college expenses Work full-time while attending college
FSU
Univ Hi
All Public Univ
73.7% 57.1% 19.4% 18.1%
68.6% 45.5% 17.1% 16.8%
78.2% 59.9% 25.6% 24.2%
82.3% 35.4%
76.1% 19.4%
81.8% 28.3%
Students Considered as â&#x20AC;&#x153;Very Important Reason/Somewhat Importantâ&#x20AC;?
Very Good Chance/Some Chance
The issue of finances is once again a hot topic for the public. With the increasing numbers of students graduating with high debt, students are, not surprisingly, concerned. In 2015, nearly 25% of FSU students indicated they are receiving a Pell Grant. Below, the bar graph shares that 60% of FSU students are concerned about financing their college experience. Figure: Students indicting their level of concern about financing college
100%
9.7%
8.5%
50.3%
50.6%
11.3%
80% 60%
54.6%
0%
Some None
40% 20%
Major
40.0%
FSU
40.9%
Univ Hi
34.1%
Public Univ
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 13
Future Planning
This theme highlights items on students’ plans for the future including programs of study and careers. Future Planning FSU Univ Hi All Public Univ Highest Academic Degrees Planned None 0.1% 0.2% 0.2% Vocational Certificate 0.0% 0.0% 0.0% Associate’s degree (A.A. or equivalent) 0.2% 0.1% 0.3% Bachelor’s degree (B.A., B.S., etc.) 15.1% 12.9% 19.1% Master’s degree (M.A., M.S., etc.) 42.2% 40.3% 41.1% Ph.D. or Ed.D. 19.6% 23.1% 19.8% M.D., D.O., D.D.S., D.V.M. 14.2% 18.1% 14.7% J.D. 8.3% 4.8% 4.0% B.D. or M.DIV. (Divinity) 0.1% 0.1% 0.1% Other 0.3% 0.4% 0.6% Top Five Probable Occupations Business 16.3% 12.6% 12.8% Doctor (MD or DDS) 14.7% 18.4% 15.1% Undecided 11.7% 14.4% 12.2% Lawyer 6.9% 3.6% 3.3% Health Professional 6.8% 4.4% 7.4% Top Five Probable Majors (aggregated) Business 16.9% 9.0% 11.7% Biological & Life Sciences 15.4% 21.1% 1.8% Undecided 13.0% 10.3% 9.4% Health Professions 9.2% 4.5% 9.9% Engineering 7.7% 21.6% 16.8% Very good chance to do in college Uncertainty of Career Plan Change major field 19.4% 17.7% 15.0% Change career choice 16.7% 17.6% 15.0% Almost half of FSU students plan to pursue and complete a Master’s degree. Many students attend FSU to become a lawyer and/or pursue a J.D. Business continues to be a top profession and/or major anticipated by students, but FSU students, like their national peers, are unsure of the field, major, or career to pursue.
Health and Wellness
This theme gauges student behaviors, attitudes, and experiences related to health and wellness issues. Health and Wellness Behaviors and Experiences in High School Smoked cigarettes Drank beer Drank wine or liquor Felt overwhelmed by all I had to do Felt depressed Exercise or sports (11 or more hours) Partying (11 or more hours) Self-rated Competencies and Traits
FSU
Univ Hi
All Public Univ
0.9% 36.2% 41.9% 39.0% 8.0% 32.3 % 6.1%
0.6% 28.3% 32.8% 30.9% 6.7% 28.9% 1.5%
1.1% 32.0% 37.0% 33.9% 8.7% 28.9% 2.7%
Frequently /Occasionally Participated during the Past Year
Highest 10% /Above Average Student Affairs Office of Research & Assessment | 2015 CIRP Report | 14
Health and Wellness Emotional Health Physical Health Risk-taking Behaviors Self-understanding Plan to Do in College Seek personal counseling
FSU 62.3% 64.6% 21.1% 66.3%
Univ Hi 54.8% 57.8% 10.9% 59.3%
All Public Univ 51.7% 55.9% 12.4% 57.9%
11.5%
14.4%
14.0%
Very Good Chance to do in College
Similar to national peers, 2015 FSU students indicate they are less frequently drinking beer, wine, or liquor or partying for 11 hours or more. However, FSU students still experience substance use and partying more frequently than other groups.
Leadership and Service
This theme addresses issues related to leadership, such as leadership opportunities, motivations, and aspirations. Leadership FSU Univ Hi All Public Univ Level of Importance: Essential / Very Important Ambitions & Values Becoming an authority in my field 65.8% 60.4% 57.8% Obtaining recognition from my colleagues for 65.0% 57.1% 57.7% contributions to my specific field Influencing the political structure 27.2% 19.6% 20.3% Influencing the social values 51.2% 38.5% 41.4% Becoming a community leader 45.5% 42.1% 38.4% Helping others who are in difficulty 35.9% 29.1% 30.8% Being very well of financially 87.6% 79.8% 82.3% Becoming involved in programs to clean up the 30.4% 29.8% 29.6% environment Developing a meaningful philosophy of life 49.5% 50.5% 47.6% Participating in a community action program 34.1% 33.5% 30.8% Helping to promote racial understanding 42.1% 42.1% 40.5% Keeping up to date with political affairs 49.4% 47.5% 41.3% Improving my understanding of other countries 63.7% 66.3% 61.0% and cultures Plan to Do in College Very Good Chance to do in College Participate in student government 41.8% 36.4% 31.9% Join a social fraternity or sorority 33.6% 15.7% 13.1% Comparing FSU students to their national peers, our students are higher in many of the values and ambitions listed. Most noticeably, being viewed as an authority and being recognized for contributions are important to our students. Combining these findings with other aspects of CIRP, FSU students are more politically engaged, want to influence social values, and hope to make an impact in the arts and culture realm. In previous years, including 2014, FSU ranked significantly lower than other students in their desire to employ sustainable practices and clean up the environment; this is the first year that FSU has shown the highest ambition in this area. All groups, including FSU, had a significant increase of eight or nine percentage points in the value of improving oneâ&#x20AC;&#x2122;s understanding of other countries and cultures. The theme of increased appreciation for and respect of diversity is consistent across CIRP 2015. Lastly, FSU students are more likely to join a social fraternity or sorority than national comparison groups. Since many students are choosing FSU for our social reputation, this is not surprising. One noticeable statistic is FSU studentsâ&#x20AC;&#x2122; Student Affairs Office of Research & Assessment | 2015 CIRP Report | 15
plans to participate in student government in which there is a significant difference between FSU and comparison groups.
Spirituality/Religiosity
This theme relates to religious and spiritual practices and beliefs Spirituality/Religiosity Self-Rated Competencies Spirituality Participation in the last year Attended a religious service Discussed religion Importance of the following Developing a meaningful philosophy of life FSU’s Top Five Current Religious Preferences Roman Catholic None Other Christian Agnostic Baptist Top Five Current Religious Preference Roman Catholic Baptist Other Christian None Jewish Top Five Current Religious Preference Roman Catholic Baptist Other Christian None Methodist
FSU Univ Hi Highest 10%/Above Average 39.9% 34.0%
All Public Univ
70.9% 67.0% 36.5% 33.3% Essential/Very Important 49.5% 50.5%
66.3% 30.2%
24.5% 14.1% 10.2% 9.2% 9.1% Parent or Guardian 1 30.5% 11.3% 10.5% 8.5% 7.0% Parent or Guardian 2 31.0% 11.0% 10.7% 9.6% 6.6%
19.6% 16.8% 9.7% 11.6% 5.2%
21.9% 17.1% 10.2% 10.3% 4.6%
24.3% 6.4% 10.8% 12.4% 6.2%
27.5% 5.7% 11.7% 12.0% 4.8%
24.7% 6.3% 11.2% 12.5% 5.0%
27.8% 5.5% 12.1% 12.3% 4.0%
Frequently/Occasionally
34.0%
47.6%
Nationally, there is a decline among college student religious affiliations, and FSU students are no different. However, FSU students engage in behaviors of discussing religion and attending a religious service more often than their peers. This is the first year “agnostic” was identified as an option for students to select when identifying their religious preference. In previous years, “none” was significantly higher, so it is anticipated that students are more accurately selecting their religious belief by choosing agnostic, which may explain the decrease in students selecting “none” as a religious preference.
CIRP Constructs
Since 2009, HERI has incorporated a series of constructs measuring various aspects of student life. These constructs were identified using Item Response Theory (IRT) and were designed to allow institutions to make benchmark comparisons as well as use the data locally for internal assessment needs. In other words, individual survey items are combined into constructs to capture a more general, accurate picture. With this, we are able to compare FSU students to comparison groups. The CIRP Constructs identified by HERI include: •
Habits of Mind: a unified measure of the behaviors and traits associated with academic success. These learning behaviors are seen as the foundation of lifelong learning. Student Affairs Office of Research & Assessment | 2015 CIRP Report | 16
• • • • • • •
Social Agency: measures the extent to which students value political and social involvement as a personal goal. Social Self-Concept: a unified measure of students’ beliefs about their abilities and confidence in social situations. Academic Self-Concept: a unified measure of students’ beliefs about their abilities and confidence in academic environments. Pluralistic Orientation: measures skills and dispositions appropriate for living and working in a diverse society. College Reputation Orientation: measures the degree to which students value academic reputation and future career potential as a reason for choosing this college. Likelihood of College Involvement: a unified measure of students’ expectations about their involvement in college life generally. Civic Engagement: measures the extent to which students are motivated and involved in civic, electoral, and political activities. Figure: Constructs Longitudinal Comparison
Construct Mean Score
FSU
Univ Hi
All Public
57 55 53 51 49 47
`11 `12 `13 `14 `15 `11 `12 `13 `14 `15 `11 `12 `13 `14 `15 `11 `12 `13 `14 `15 Habits of Mind
Social Agency
Social Self-Concept Academic Self-Concept
Construct Mean Score
57 55 53 51 49 47
`11 `12 `13 `14 `15 `11 `12 `13 `14 `15 `11 `12 `13 `14 `15 `11 `12 `13 `14 `15 Pluralistic Orientation
College Reputation Orientation
Likelihood of College Invovement
Civic Engagement*
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 17
CIRP Construct
FSU
Mean
Mean
Habits of Mind 2011 50.9 2012 51.6 2013 51.5 2014 51.8 2015 51.2 Social Agency 2011 50.5 2012 51.6 2013 49.9 2014 49.5 2015 51.4 Social Self-concept 2011 51.3 2012 50.4 2013 51.3 2014 51.5 2015 52.8 Academic Self-concept 2011 52.1 2012 51.9 2013 52.4 2014 52.9 2015 53.5 Pluralistic Orientation 2011 51.3 2012 51.6 2013 51.7 2014 51.8 2015 51.7 College Reputation Orientation 2011 48.9 2012 49.8 2013 47.9 2014 48.0 2015 53.7 Likelihood of College Involvement 2011 50.8 2012 51.2 2013 49.6 2014 50.2 2015 49.4 7
*: p<0.5
**: p<0.01
Univ Hi FSU Diff
Sig.
Mean
51.5 51.5 51.7 51.9 51.7
-0.6 +0.1 -0.2 -0.1 -0.5
***
49.1 49.6 49.2 49.1 50.8
+1.4 +2.0 +0.7 +0.4 +0.6
*** *** ***
50.1 49.6 50.1 49.2 51.3
All Public Univ FSU Diff
Sig. 7
50.0 50.5 50.6 50.9 50.3
+0.9 +1.1 +0.9 +0.9 +0.9
*** *** *** *** ***
+2.0 +2.3 +0.9 +0.5 +1.3
*** *** ***
**
48.5 49.3 49.0 49.0 50.1
+1.2 +0.8 +1.2 +2.3 +1.5
*** *** *** *** ***
49.3 49.2 49.2 48.9 50.9
+2.0 +1.2 +2.1 +2.6 +1.9
*** *** *** *** ***
53.4 52.4 53.1 53.5 55.3
-1.3 -0.5 -0.7 -0.6 -1.8
*** ** *** *** ***
50.6 50.2 51.2 51.1 52.6
+1.5 +1.7 +1.2 +1.8 +0.9
*** *** *** *** ***
51.0 51.1 50.6 50.4 50.7
+0.3 +0.5 +1.1 +1.4 +1.0
*** *** *** ***
50.1 50.4 50.3 50.3 50.4
+1.2 +1.2 +1.4 +1.5 +1.3
*** *** *** *** ***
51.3 51.2 50.6 51.3 57.1
-2.4 -1.4 -2.7 -3.3 -3.4
*** *** *** *** ***
48.8 48.8 48.6 48.9 54.9
+0.1 +1.0 -0.7 -0.9 -1.2
*** *** *** ***
51.7 50.9 51.0 51.7 51.5
-0.9 +0.3 -0.4 -1.5 -2.1
***
49.7 49.6 49.7 50.0 49.2
+1.1 +1.6 -0.1 +0.2 +0.2
**
*** *** ***
***
*** ***
***: p<0.01 Student Affairs Office of Research & Assessment | 2015 CIRP Report | 18
CIRP Construct Civic Engagement 2012 2013 2014 2015
FSU
Mean
Mean
52.1 51.7 50.8 50.9
50.4 50.4 49.7 50.6
Univ Hi FSU Diff
Sig.
Mean
+1.7 +1.3 +1.1 +0.3
*** *** *** **
49.8 49.9 49.5 49.8
All Public Univ FSU Diff
Sig. 7
+2.3 +1.8 +1.3 +1.1
*** *** *** ***
As can be seen in the figure and table, FSUâ&#x20AC;&#x2122;s first-time, full-time freshmen are higher than comparison groups for the constructs of social agency, social self-concept, pluralistic orientation, and civic engagement. In other words, our incoming students are motivated and value political, social, and civic engagement. Incoming freshmen are also confident in their social skills and ability to be successful in a diverse environment and society. However, incoming FSU students are not as confident in their academic ability. In contrast to their desire for social, political, and civic engagement, they indicate they are less likely to get involved in college life, in general, compared to peer institutions. Even though students may lag behind their highly selective peers, they are making advances in college reputation orientation, and academic self-concept Interestingly, although students are not as confident in their academic abilities, the habits of mind construct is similar for FSU students and peer institutions. This suggests that behaviors and traits associated with academic success are comparable to other students.
Student Affairs Office of Research & Assessment | 2015 CIRP Report | 19