Cooperative Institutional Research Program (CIRP) The Freshman Survey 2013 Survey Report
Prepared by the Office of Research & Assessment Division of Student Affairs Summer 2014
Student Affairs Office of Research | 2013 CIRP Report | 1
Table of Contents Introduction ......................................................................................................................................... 3 About Our Incoming Students ............................................................................................................. 3 Typical Weekly Activity in High School .......................................................................................... 5 CIRP Themes ....................................................................................................................................... 6 Academics ......................................................................................................................................... 6 Civic Engagement ............................................................................................................................ 7 College Choice .................................................................................................................................. 8 Diversity ............................................................................................................................................ 9 Financing College ............................................................................................................................ 11 Future Planning ............................................................................................................................... 12 Health and Wellness ........................................................................................................................ 13 Leadership ....................................................................................................................................... 14 Spirituality/Religiosity .................................................................................................................... 14 CIRP Constructs ................................................................................................................................. 15 National Trends identified by CIRP................................................................................................... 18 Suggested Next Steps for FSU ............................................................................................................ 19
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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 30 years of participation, FSU has accumulated over 112,000 respondents. The 2013 FSU CIRP results were summarized based on responses from 5,146 first-time, full-time freshmen, which composed 84% of the full-time FTIC population. FSU’s responses, together with responses from 233 other institutions, were aggregated in The American Freshman: National Norms Fall 2013. This report contains four major sections. The first section provides detailed information about who our incoming students are, including demographic breakdowns, family characteristics, 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. The report concludes with discussion points for FSU administration and faculty.
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 are students are and highlights their high school activity. Demographic Characteristics Age <18 =18 =19 >19 Gender Male Female Ethnicity (all that apply)3 White/Caucasian African American/Black American Indian/Alaska Native Asian American/ Asian Hispanic/Latino Other Citizenship Status U.S. Citizen Permanent Resident Neither First Generation in College Yes No Total Respondents
FSU pop1
FSU CIRP
Univ Hi2
All Public Univ
0.3% 50.0% 32.7% 0.7%
2.5% 64.5% 32.7% 0.3%
1.9% 69.2% 28.2% 0.6%
2.0% 70.5% 26.5% 0.8%
40.8% 59.2%
40.2% 59.8%
46.6% 53.4%
46.3% 53.7%
83.6% 8.9% 1.3% 4.3% 20.0% 1.7%
80.0% 7.1% 1.5% 4.0% 19.7% 3.2%
76.2% 5.3% 1.3% 14.4% 10.6% 3.4%
70.9% 7.2% 1.9% 16.4% 12.5% 5.0%
96.4% 1.5% 2.1%
97.9% 1.7% 0.4%
95.0% 1.9% 3.1%
95.4% 2.4% 2.3%
25.5% 74.5% 6, 096
11.6% 88.4% 4, 921
9.8% 90.2% 20, 191
15.5% 84.5% 41, 592
FSU pop is generated from statistics collected by the institution “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 2
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Biographical Information FSU Univ Hi All Public Univ Native Language English 93.4% 90.2% 88.7% Other 6.6% 9.8% 11.3% Permanent Home of Residence 8.6% 31.7% 51.6% â&#x2030;¤100Miles >100 Miles 91.4% 68.2% 48.4% High School I Attended: Racial Composition Completely White 4.2% 7.4% 7.1% Mostly White 49.2% 53.0% 47.8% Roughly half non-White 31.7% 23.5% 25.0% Mostly non-White 13.7% 13.1% 17.2% Completely non-White 1.2% 3.0% 2.9% Neighborhood Where I Grew Up: Racial Composition Completely White 14.8% 17.2% 16.7% Mostly White 61.0% 56.1% 49.4% Roughly half non-White 13.5% 12.2% 14.4% Mostly non-White 8.5% 10.1% 14.5% Completely non-White 2.2% 4.4% 4.9% Places Plan to live Campus residence hall 81.0% 90.7% 77.0% Family or relatives home 1.7% 2.0% 15.4% Other 17.3% 7.3% 7.6% My parents are: Both alive and living with one another 68.6% 77.7% 72.5% Both alive, divorced or living apart 28.5% 19.8% 24.4% One or both deceased 2.9% 2.5% 3.1% (Father) (Mother) (Father) (Mother) (Father) (Mother) Parent Education Level High school graduate or less 19.0% 15.5% 15.0% 13.4% 23.4% 20.1% Some college or postsecondary 17.8% 19.4% 13.4% 14.9% 17.1% 18.3% College degree 32.9% 39.1% 32.8% 40.4% 30.5% 36.9% Some graduate school 2.5% 2.9% 2.7% 3.3% 2.4% 2.8% Graduate degree 27.6% 23.0% 36.1% 28.1% 26.6% 21.9% Parentsâ&#x20AC;&#x2122; Total Income $0 to $24,999 8.5% 6.6% 11.0% $25,000 to $49,999 13.3% 10.0% 14.3% $50,000 to $99,999 28.2% 25.4% 29.8% $100,000 to $199,999 32.4% 33.5% 29.4% $200,000 or more 17.5% 24.5% 15.7% Total Respondents 5,146 20,798 43,363 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.
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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 (55.2%) of the 2013 FSU freshmen reported spending 1 to 5 hours per week studying or doing homework; many (31.4%) of students reported working more than 10 hours for pay, while an additional 34% of students reported spending more than 10 hours a week exercising. The vast majority (73.7%) of students volunteered up to 10 hours a week. Weekly Activities
Typical Hours Per Week 1-5 6-10 55.2% 22.8% 80.5% 3.7% 27.0% 28.0% 52.6% 13.5% 42.3% 20.3% 17.2% 11.1% 63.8% 9.9% 61.2% 10.1% 69.6% 12.8% 71.0% 6.3% 58.4% 6.1% 39.6% 5.5% 69.0% 13.1%
0 1.5% 14.4% 0.2% 24.8% 3.5% 40.2% 17.0% 18.4% 9.2% 19.3% 30.3% 50.1% 3.4%
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
More than 10 20.5% 1.5% 44.8% 8.9% 33.9% 31.4% 9.3% 10.3% 8.4% 3.5% 5.3% 4.8% 14.5%
Figure: Time Spent on Online Social N etwork as High School Seniors by gender
Time Spent on Online Social Networking by Gender 69.0%
% of populaion
80% 60% 40% 20%
13.1%
3.4% 6.0% 1.7%
70.8%
67.8%
11.1%
14.4%
14.5% 12.3%
16.1%
0%
None
1 to 5
6 to 10
>10
Hours Men
Women
FSU Total
This chart demonstrates that, interestingly, there are differences between genders in terms of time spent on online social networking. The majority of students spend 1-5 hours weekly.
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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 topics 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 Self-confidence (intellectual) Self-confidence (social) Academic Enhancement Plans Communicate regularly with your professors Participate in a study abroad program 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 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
FSU
Univ Hi
All Public Univ
Highest 10% / Above Average
87.9% 52.1% 83.8% 71.0% 71.1% 56.0%
89.0% 61.7% 83.7% 68.3% 68.8% 49.5%
80.3% 55.3% 79.8% 64.1% 63.8% 47.7%
39.1% 41.5% 32.3%
37.2% 34.3% 31.1%
Very Good Chance
29.5% 31.5% 30.4%
Frequently /Occasionally Participated during the Past Year
43.1% 57.6% 38.8% 45.4% 51.6%
40.9% 54.2% 28.7% 43.3% 47.9%
41.3% 53.1% 29.5% 45.5% 51.4%
Frequently /Occasionally Participated during the Past Year
59.0% 27.8% 59.4% 49.1%
57.7% 31.1% 60.4% 51.2%
57.4% 30.2% 56.1% 49.6%
Frequently /Occasionally Participated during the Past Year
67.2% 91.8% 61.7%
70.6% 91.6% 57.3%
62.3% 89.6% 56.1%
Along with comparing FSU to highly selective public universities and all public universities, it is interesting 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
2013
2012
2011
Frequently/Occasionally Participated during the Past Year
43.1% 57.6% 38.8% 45.4%
41.1% 54.7% 34.1% 47.4%
42.7% 55.7% 37.6% 48.7%
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Failed to complete homework on time 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
51.6%
47.6%
49.1%
Frequently /Occasionally Participated during the Past Year
59.0% 27.8% 59.4% 49.1%
57.7% 31.1% 60.4% 51.2%
56.5% 31.0% 57.1% 51.5%
Frequently /Occasionally Participated during the Past Year
67.2% 91.8% 61.7%
70.6% 91.6% 57.3%
64.8% 89.8% 57.5%
*only frequently
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 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 work4 Self-rated Competencies Ability to see the world from some else’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 Understanding of problems facing your community Understanding of national issues Understanding of global issues 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
FSU
Univ Hi
All Public Univ
Frequently /Occasionally Participated during the Past Year
26.9% 96.4% 25.4% 61.7% 42.4% 12.7% 48.6% 62.8% 9.3%
23.7% 94.1% 21.5% 57.3% 38.8% 11.3% 45.0% 58.7% 5.5%
23.4% 90.2% 21.1% 56.1% 34.6% 10.3% 43.7% 56.5% 6.0%
A Major Strength/Somewhat Strong
83.4% 80.2% 78.7% 84.8% 85.1% 83.3% 65.9% 64.3% 63.9% 77.7% 74.2% 72.7% 89.8% 87.6% 86.9% 49.2% 44.8% 43.4% 49.6% 45.6% 42.4% 44.8% 40.4% 37.8% Level of Importance: Essential / Very Important 46.3% 38.5% 40.3% 70.6% 70.3% 70.6% 31.2% 28.7% 28.4% 34.1% 32.2% 34.0% 44.7% 40.9% 37.5% 40.6% 38.7% 35.9% Very Good Chance to do in College 9.8% 6.7% 7.0% 6.3% 4.8% 5.3%
4
11 or more hours Student Affairs Office of Research | 2013 CIRP Report | 7
Civic Engagement Participate in volunteer or community service work
FSU 33.8%
Univ Hi 37.2%
All Public Univ 34.3%
College Choice This theme illustrates the issues 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 be able to get a better job To learn more things that interest me 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 A visit to its Campus It graduates get good jobs Its graduates gain admission to top graduate/professional schools Choice First choice Second choice Third choice Less than third choice
FSU
Univ Hi
All Public Univ
Students Considered as “Very Important Reason”
84.6% 83.6% 78.3% 72.9% 71.3% 68.4%
87.0% 83.6% 73.4% 69.5% 70.3% 63.7%
87.0% 81.7% 77.4% 73.7% 67.9% 63.5%
Students Considered as “Very Important Reason”
66.6% 62.9% 47.8% 47.1%
80.1% 51.5% 44.1% 63.2%
66.2% 46.0% 37.2% 53.1%
29.6%
45.3%
35.0%
68.5% 25.2% 4.2% 2.2%
60.1% 25.5% 8.5% 5.9%
57.2% 26.3% 9.8% 6.7%
Figure: College Choice
75
Students who identify the institution as their 1st choice
Percentage
70
65
60 FSU 55
Highly Selective All Public
50 2009
2010
2011
2012
2013
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Along with comparing FSU to highly selective public universities and all universities, it is interesting to note the changes in the last three years to see if trends are emerging. College Choice: FSU Top Six Reasons to Attend College in General To be able to get a better job To learn more things that interest me 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 Five Reasons to Attend Your College It has a very good academic reputation It has a good reputation for its social activities A visit to its Campus It graduates get good jobs Its graduates gain admission to top graduate/professional schools
2013
2012
2011
Students Considered as “Very Important Reason”
84.6% 83.6% 78.3% 72.9% 71.3% 68.4%
85.2% 88.0% 81.6% 78.2% 69.2% 69.6%
84.4% 85.7% 80.5% 74.3% 67.2% 67.3%
Students Considered as “Very Important Reason”
66.6% 62.9% 47.8% 47.1%
73.0% 59.3% 48.2% 59.7%
68.8% 56.9% 45.8% 53.6%
29.6%
41.1%
35.4%
This table shares that out of the top six reasons to attend college, to be able to make more money is the only reason that experienced an increase. As well, the reason students are choosing FSU specifically are academic reputation and social reputation. While academic reputation is playing less of a role, social reputation and activities are playing a more significant role.
Diversity and Perspectives This theme relates to social attitudes and experiences with diversity. It also incorporates data that relates to students’ behaviors, viewpoints, values, and behavioral expectations regarding social justice issues. Diversity FSU Univ Hi All Public Univ Frequently /Occasionally Participated during the Past Year Behaviors and Experiences in High School Socialized with someone of another racial/ethnic group 83.5% 76.3% 75.0% A Major Strength/Somewhat Strong Competencies Ability to see the world from someone else’s perspective 83.4% 80.2% 78.7% Tolerance of others with different beliefs 84.8% 85.1% 83.3% Openness to having my own views challenged 65.9% 64.3% 63.9% Ability to discuss and negotiate controversial issues 77.7% 74.2% 72.7% Ability to work cooperatively with diverse people 89.9% 87.6% 86.9% Knowledge of people from different races/cultures 51.6% 46.9% 45.6% Ability to get along with people of different 88.1% 85.5% 84.7% races/cultures Agree Strongly /Agree Somewhat Viewpoints Affirmative action in college admissions should be 50.0% 55.1% 53.5% abolished Gays and lesbians should have the legal right to adopt a 85.8% 88.0% 86.5% child Undocumented immigrants should be denied access to 40.5% 40.0% 41.1% public education Student Affairs Office of Research | 2013 CIRP Report | 9
Diversity Wealthy people should pay a larger share of taxes than they do now The federal government should do more to control the sale of handguns A national health care plan is needed to cover everybody’s medical costs The federal government should raise taxes to reduce the deficit Addressing global warming should be a federal priority The chief benefit of a college education is that it increases one’s earning power Values Influencing social values Helping to promote racial understanding Improving my understanding of other countries and cultures Plan to Do in College Socialize with someone of another racial/ethnic group Have a roommate of different race/ethnicity
FSU
Univ Hi
All Public Univ
57.7%
62.2%
66.1%
61.0%
66.0%
63.3%
50.0%
56.5%
58.5%
40.6%
41.4%
38.9%
58.7%
61.6%
60.6%
72.9%
68.7%
72.2%
Essential / Very Important
46.3% 34.1%
38.5% 32.2%
40.3% 34.0%
51.5%
52.9%
49.6%
Very Good Chance to do in College
61.9% 29.9%
67.0% 31.4%
65.8% 30.1%
The following tables focuses specifically on FSU students to explore trends in viewpoints across a five-year period. Of note, there seems to be more support for same sex couples and undocumented immigrants and less belief that race is still of concern in the country. Once again, earning more money seems to be a strong motivator for college attendance. Support of national involvement in gun sales is declining, yet there are indicators of the government taking a larger role in issues that include health care, the environment, and taxes. Trends of viewpoints Agree strongly/Somewhat agree Racial discrimination is no longer a major problem in America. Gays and lesbians should have the legal right to adopt a child Students from disadvantaged backgrounds should be given preferential treatment in college admissions. Affirmative action in college admissions should be abolished Undocumented immigrants should be denied access to public education Wealthy people should pay a larger share of taxes than they do now The federal government should do more to control the sale of handguns A national health care plan is needed to cover everybody’s medical costs The federal government should raise taxes to reduce the deficit
2013
85.8%
2012
2011
21.8%
28.3%
78.8% 31.7%
25.0%
33.1%
31.4% 48.4%
50.0%
57.7%
52.5%
61.0%
67.3%
50.0% 40.6%
2009
78.0%
50.0% 40.5%
2010
48.3%
50.4% 34.1%
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Addressing global warming should be a federal priority The chief benefit of a college education is that it increases one’s earning power
58.7%
57.4%
59.8%
72.9%
68.9%
68.3%
These viewpoints lead to the discussion of political views and beliefs. How would you characterize your political views: Far left Liberal Middle-of-the-road Conservative Far right
FSU 2.2% 27.8% 40.8% 27.4% 1.9%
Univ Hi 2.5% 32.3% 40.5% 23.1% 1.6%
All Public Univ 2.6% 29.7% 45.2% 20.9% 1.7%
This table shows how FSU students are different than other institutions, and examining the trends over the past five years demonstrates that this is consistent. Comparing our statistics to the national comparison group, FSU students are less liberal and more conservative with their political views. How would you characterize your political views: Far left Liberal Middle-of-the-road Conservative Far right
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%
2010 2.4% 26.3% 42.4% 27.0% 1.9%
2009 2.6% 32.4% 38.0% 25.2% 1.9%
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
Students Considered as “Very Important Reason/Somewhat Important”
76.0% 59.9% 21.3% 18.9%
70.9% 54.7% 20.5% 19.2%
81.2% 68.1% 29.4% 26.3%
Very Good Chance/Some Chance
79.9% 32.2%
78.3% 22.9%
82.9% 30.7%
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Figure: Current Economic Situation Affected College Choice
17.6%
19.6%
Agree Strongly
21.8%
Agree Somewhat Disagree Somewhat
41.0%
Disagree Strongly
The issue of finances is once again apparent with these two graphs. The above chart should that for almost 60% of students felt motivated to attend college fur to the current economic situation. 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
Concerns on Fiancing College
100%
10.0%
8.8%
50.5%
50.1%
12.4%
80%
Major
54.7%
60%
Some None
40% 20%
39.6%
41.1%
32.9%
0%
FSU
Univ Hi
Public Univ
Future Planning This theme highlights items on students’ plans for the future including programs of study and careers. Future Planning Highest Academic Degrees Planned None Vocational Certificate
FSU
Univ Hi
All Public Univ
0.1% 0.0%
0.2% 0.0%
0.3% 0.1%
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Associated (A.A. or equivalent) Bachelorâ&#x20AC;&#x2122;s degree (B.A., B.S., etc.) Masterâ&#x20AC;&#x2122;s degree (M.A., M.S., etc.) Ph.D. or Ed.D. M.D., D.O., D.D.S., D.V.M. J.D. B.D. or M.DIV. (Divinity) Other Top Five Probable Occupations Business Doctor (MD or DDS) Health Professional Artist Lawyer Top Five Probable Majors (aggregated) Biological & Life Sciences Business Arts & Humanities Engineering Health Professions Social Science Uncertainty of Career Plan Change major field Change career choice
0.2% 15.7% 42.3% 21.0% 13.3% 6.8% 0.1% 0.4%
0.1% 14.5% 41.0% 21.1% 16.8% 5.3% 0.1% 0.8%
0.3% 18.2% 40.8% 20.7% 14.6% 4.0% 0.1% 0.9%
15.4% 13.3% 8.3% 8.2% 5.9%
14.4% 17.0% 7.3% 5.1% 4.1%
13.0% 15.2% 8.8% 5.1% 3.2%
17.3% 16.1% 8.0% 7.9% 7.9% 7.1%
19.2% 14.2% 4.9% 16.7% 7.1% 6.8%
17.3% 14.0% 4.7% 16.2% 11.9% 6.8%
Very good chance to do in college
18.1% 15.9%
15.6% 15.6%
14.4% 13.7%
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 Emotional Health Physical Health Self-understanding Plan to Do in College Seek personal counseling
FSU
Univ Hi
All Public Univ
Frequently /Occasionally Participated during the Past Year
1.3% 43.9% 51.1% 36.5% 7.8% 33.9% 8.9%
1.2% 38.5% 43.5% 31.5% 6.5% 34.2% 4.4%
1.9% 35.9% 41.4% 33.6% 8.8% 31.3% 4.5%
Highest 10% /Above Average
63.1% 64.6% 67.2%
58.3% 62.3% 61.8%
54.7% 57.3% 59.1%
Very Good Chance to do in College
7.1%
9.6%
11.0%
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Leadership This theme addresses issues related to leadership, such as leadership opportunities and communication skills, and how students feel they compare to their peers on leadership-related skills and abilities. Leadership Awareness & Values Becoming an authority in my field Becoming a community leader Self-rated Competencies Drive to achieve Leadership ability Self-confidence (social) Public speaking ability Writing ability Plan to Do in College Participate in student government
FSU
Univ Hi
All Public Univ
Level of Importance: Essential / Very Important
65.9% 61.2% 40.6% 38.7% Highest 10% /Above Average 83.8% 83.7% 71.0% 68.3% 56.0% 49.5% 44.9% 44.1% 58.6% 53.9% Very Good Chance to do in College 39.0% 34.2%
60.8% 35.9% 79.8% 64.1% 47.7% 39.8% 48.8% 32.9%
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 FSUâ&#x20AC;&#x2122;s Top Five Current Religious Preferences Roman Catholic None Baptist Methodist Jewish Top Five Current Religious Preference: Father Roman Catholic None Baptist Methodist Jewish Top Five Current Religious Preference: Mother Roman Catholic None Baptist Methodist Jewish
FSU Univ Hi Highest 10%/Above Average 40.1% 35.6%
All Public Univ 35.7%
Frequently/Occasionally
74.7% 72.6% 37.3% 33.3% Essential/Very Important 46.4% 46.8%
70.0% 30.5% 44.8%
25.5% 24.9% 8.8% 6.9% 6.4%
26.7% 28.6% 4.2% 4.1% 7.0%
25.3% 28.7% 5.9% 3.1% 4.1%
30.5% 15.5% 10.0% 7.4% 7.5%
30.8% 18.3% 4.8% 4.6% 7.9%
29.5% 19.1% 6.6% 3.5% 4.8%
32.5% 10.0% 11.0% 8.1% 7.3%
32.9% 13.1% 5.2% 5.2% 7.6%
31.4% 13.7% 7.0% 3.9% 4.6%
Student Affairs Office of Research | 2013 CIRP Report | 14
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. 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. 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 5
FSU
Univ Hi
All Public
Construct Mean Score
54 53 52 51 50 49 48 47 Year
`09 `10 `11 `12 `13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13 Habits of Mind
Social Agency
Social Self-Concept Academic Self-Concept
The construct “Civic Engagement” is a new construct that was incorporated in the 2012 survey. Therefore, the scores on this construct only contain the data from the 2012 and 2013 survey administrations. 5
Student Affairs Office of Research | 2013 CIRP Report | 15
FSU
Univ Hi
All Public
Construct Mean Score
53 52 51 50 49 48 47 46 Year
`09 `10 `11 `12 13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13 `09 `10 `11 `12 `13 Pluralistic Orientation
College Reputation Orientation
Likelihood of College Invovement
Civic Engagement
CIRP Construct Habits of Mind 2009 2010 2011 2012 2013 Social Agency 2009 2010 2011 2012 2013 Social Self-concept 2009 2010 2011 2012 2013 Academic Self-concept 2009 2010 2011 2012 2013 Pluralistic Orientation
FSU
Univ Hi
Mean
Mean
FSU Diff
51.8 50.8 50.9 51.6 51.5
51.7 50.9 51.5 51.5 51.7
+0.1 -0.1 -0.6 +0.1 -0.2
50.5 50.3 50.5 51.6 49.9
49.0 48.8 49.1 49.6 49.2
+1.5 +1.5 +1.4 +2.0 +0.7
51.4 51.5 51.3 50.4 51.3
50.1 50.4 50.1 49.6 50.1
52.5 52.8 52.1 51.9 52.4
52.9 53.8 53.4 52.4 53.1
All Public Univ Sig.
Mean
FSU Diff
Sig.6
***
50.6 49.6 50.0 50.5 50.6
+1.2 +1.2 +0.9 +1.1 +0.9
*** *** *** *** ***
*** *** *** ***
48.0 48.3 48.5 49.3 49.0
+2.5 +2.0 +2.0 +2.3 +0.9
*** *** *** ***
+1.3 +1.1 +1.2 +0.8 +1.2
*** *** *** *** ***
49.4 49.5 49.3 49.2 49.2
+2.0 +2.0 +2.0 +1.2 +2.1
*** *** *** *** ***
-0.4 -1.0 -1.3 -0.5 -0.7
** *** *** ** ***
50.4 50.5 50.6 50.2 51.2
+2.1 +2.3 +1.5 +1.7 +1.2
*** *** *** *** ***
6
*: p<0.5
**: p<0.01
***: p<0.01 Student Affairs Office of Research | 2013 CIRP Report | 16
CIRP Construct
FSU
Univ Hi
Mean
2009 51.6 2010 51.2 2011 51.3 2012 51.6 2013 51.7 College Reputation Orientation 2009 49.4 2010 48.9 2011 48.9 2012 49.8 2013 47.9 Likelihood of College Involvement 2009 47.8 2010 50.8 2011 50.8 2012 51.2 2013 49.6 Civic Engagement 2012 52.1 51.7
Mean
FSU Diff
51.4 50.6 51.0 51.1 50.6
+0.2 +0.6 +0.3 +0.5 +1.1
51.2 50.8 51.3 51.2 50.6
-1.8 -1.9 -2.4 -1.4 -2.7
47.9 51.1 51.7 50.9 51.0
-0.1 -0.3 -0.9 +0.3 -0.4
50.4 50.4
+1.7 +1.3
All Public Univ Sig.
Mean
FSU Diff
Sig.6
*** ***
50.3 49.6 50.1 50.4 50.3
+1.3 +1.6 +1.2 +1.2 +1.4
*** *** *** *** ***
*** *** *** *** ***
49.3 48.5 48.8 48.8 48.6
+0.1 +0.4 +0.1 +1.0 -0.7 +1.6 +1.7 +1.1 +1.6 -.01
*** *** *** ***
***
46.2 49.1 49.7 49.6 49.7
*** ***
49.8 49.9
+2.3 +1.8
*** ***
***
* ***
*** *** ***
Figure: Likelihood of college involvement by gender
60%
Likelihood of College Involvement by Gender
50%
48.4%
40% 30%
26.2%
25.4% 20% 10% 15.2%
32.2%
50.3%
47.2%
34.5%
20.7%
0%
High
Average Men
Women
Low Total
Student Affairs Office of Research | 2013 CIRP Report | 17
National Trends identified by CIRP The Higher Education Research Institute provides a monograph that highlights the national norms and trends using data from all sampled institutions and students. From this document, we can identify trends that may be of concern and/or interest. The entire document can be viewed at: http://www.heri.ucla.edu/monographs/TheAmericanFreshman2013.pdf. After weighing the data, responses from than 1.5 million first-time, full-time students who entered 1,538 four-year U.S. institutions were compiled to identify trends. The identified trends can be grouped into four overarching categories: applying/enrolling, finances and costs, online education, and diversity and perspectives Ø Applying/Enrollment: According to CIRP, more students (55%) are applying to more than four institutions (in addition to the institution they are now attending) and less students are enrolling in their first-choice institution. Only 10% of students only apply to one institution. While there are many reasons as to why students choose particular institutions, “academic reputation” is first with 64% of students stating it is very important. This is followed by “graduates get good jobs” with 53% indicating it is very important. Not surprisingly, cost consideration is increasing in importance. Nationally, the top career aspirations of students are business (13%), followed by medical doctor, dentist, surgeon, or orthodontist (11%) and third, 9.2% of students identify health care support as their goal. Ø Finances and Costs: Two factors that are having a greater impact than previous years on student’s selection of institution are college cost and financial aid. When students do not attend their first choice institution, cost is usually the reason; 25% of students went to a different institution since they were not offered financial aid by their first choice. Also, 40% of students indicated that being “unable to afford first-choice college” was a very important consideration in deciding to enroll in an institution other than their first choice. Considering that 60% of respondents chose another institution than their first choice because of a better financial aid package offered, scholarship and admission packages need to be appealing to recruit high achieving students. Recognizing that the consideration of the cost of attendance varies among population, more than half (53.9%) of first generation students identified cost as a very important factor compared to 43.8% of continuing generation college students. Ø Online Education: CIRP suggests that students who chose to independently use online instructional websites are more likely to exhibit behaviors and traits associated with academic success and lifelong learning. In addition, they are more likely to be drawn to taking courses online while in college. While many students have used them in the context of an assignment for class (41.8%), interestingly, 69.2% of students also visit these sites to learn something on their own. Ø Diversity and Perspectives: The 2013 population of full-time, first year freshmen entered their institutions a year after President Obama was re-elected for a second term. Although this historical event cannot be said to have shifted public perspective, there appears to be an evolution of support for diverse viewpoints. For example, there is increased support for same sex marriages and adoptions as well as undocumented students having access to public education. Politically, more students (49.7%) identify as liberal or far left, 35.1% say middle of the Student Affairs Office of Research | 2013 CIRP Report | 18
road, and 25.1% identify their political viewpoints as conservative or far right. Examining the environments students are coming from, they are graduating from more diverse neighborhoods and high schools.
Suggested Next Steps for FSU From the 2013 monograph, several national trends are identified. Taking this information, we can compare FSU statistics to determine possible next steps and areas of interest for administration and faculty. Along with the four categories mentioned in National Trends, additional noteworthy findings are also included. Ø Applying/Enrollment: FSU students are attending college for the same reasons many other national peers are. These include “to get a good job” (84.6%), “learn about things that are of interest” (83.6%), “to gain career specific training” (78.3%), and “to be able to earn more money” (71.3%). Not surprisingly, with the recent recession, more students are identifying the motivation of increased earning potential as their reason to attend FSU. Students are specifically choosing FSU for the academic reputation (66.6%), social reputation (62.9%), and a visit to campus (47.8%). Of note, the importance of the academic reputation fell from 73.0% to 66.6% from 2012 to 2013, but social reputation increased from 59.3% to 62.9%. By understanding why our student choose FSU, our marketing and recruitment efforts can be adapted for specific messages and targeting. Ø Finances and Costs: FSU is following the national trend of students’ increasing concern of cost of attendance. It is necessary for FSU to continue to craft attractive financial aid packages to entice students’ attendance. While in state tuition for Florida residents is one of the lowest across the country, out of district and state students may require additional motivation, such as financial aid, to attend FSU. If this is an identified target, further exploring the finances and costs of FSU attendance is required. An additional consideration is examining how FSU is currently spending funding to determine if FSU is pursuing the most effective options. By assessing FSU programs and services, we can contribute to this discussion. Additionally, if there is a cost associated with some programs, is it a deterrent for specific populations? Ø Online Education: FSU students, again, are similar to their national peers when it pertains to online education. Sine 2007, social media has explored nationally and internationally, and efforts need to continue to be made to keep pace with the rapidly evolving communication medium. Students are expecting service at all hours of the day and providing up to date, attractive portals for information is suggested. As Blackboard was updated in 2014, it will be interesting to note the responses (positive or negative) to this upgrade. This leads to the question of if there are opportunities to take our programs and services online. Are there different ways to reach our student population? Ø Diversity and Perspectives: Interestingly, although students nationally are shifting to more liberal and middle of the road political views, FSU continues to attract conservative and far right students compared to the national sample. As such, some viewpoints, such as undocumented students having access to public education, are less supported at FSU than at other institutions. Compared to the national sample, as noted above, 30% of FSU students identify their views as liberal or far left, 40.8% are middle of the road, and the remaining 29.3% are Student Affairs Office of Research | 2013 CIRP Report | 19
conservative or far right. This can have implications on civic engagement and political discussion on campus. As students are coming from more diverse neighborhoods and high schools, this trend may shift. This is a consideration when exploring FSUâ&#x20AC;&#x2122;s inclusivity. Are there specific population we need to be better prepared to support? Ă&#x2DC;ď&#x192;&#x2DC; Noteworthy Thoughts: In addition to the four emerging national trends, FSU has some unique findings as well. FSU students are more engaged in volunteer work and community service than our national peers. They consider their leadership and communication skills to be in top 10%, above average compared to other students. Since the CIRP sample contains data that is similar to the FSU population, an opportunity to triangulate our data is presented. In other words, we have the ability to compare the CIRP data with other datasets that FSU subscribes to. For example, incoming FSU students exceed peer groups in their feelings of depression and of being overwhelmed in high school. The National College Health Assessment asks a similar question to randomly selected students from the entire FSU student population. As well, the National Survey of Student Engagement surveys first-year and senior students in various engagement indicators. The experience these specific populations can explore how our students develop after their CIRP responses are collected at orientation. As such, we can examine our incoming students and the trends exhibited with other populations. The CIRP data provides many valuable insights into the demographics and trends emerging from our incoming students. This information has many purposes, including programming and policy implication.
For additional information regarding CIRP data and discussion, please contact the Department of Assessment and Research in the Division of Student Affairs. James Hunt Coordinator, Assessment and Research 850-644-1331 jhunt@admin.fsu.edu
Shermin Murji Graduate Assistant, Assessment and Research 850-645-9837 smurji@fsu.edu
Student Affairs Office of Research | 2013 CIRP Report | 20