enrolled student survey - administration and · pdf filecollege student, communication with...
TRANSCRIPT
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Northwestern University DOSA Presentation
Before, During and After the First Year
Experience –
What are Students Telling Us on Surveys?
June 2008
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Overview of Presentation
Before
After
During•YFCY Survey•Enrolled Student Survey •Parent Survey
•Senior Survey
•IR and Student Surveys @ NU•CIRP Freshmen Survey
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What Is IR at Northwestern?
•
Support decision-making, strategic planning, policy-making, management
•
Participate in peer/consortia activitiesShare/exchange dataBest practicesEmerging issues
•
Data stewardship (both internal and external)
Provide expertise on data
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1IR at Northwestern
Organizational Structure
VP Administration and Planning
President
Planning IRProgram Review
TrusteeAffairs
Provost
Federal andState
Government
Consortia
OtherExternalEntities
Schools -Deans Offices
SSPG
CentralAdministration
Trustees
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Peers and Consortia
•
COFHE -
Consortium of thirty-one private highly selective universities and colleges
•
Association of American Universities (AAU) –
sixty-two research universities (public and private –
examples)•
Big Ten (only private, regionally focused, but still of value)•
Committee on Institutional Cooperation (CIC –
Big Ten plus U. of Chicago)
•
Other peer groups based on various criteria specific to areas (for example, graduate education specific to each program/discipline,
student affairs may have their own peer group for best practices, etc.)
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1Northwestern IR Website
www.adminplan.northwestern.edu/ir/index.htm
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Student Surveys Planning Group
The Student Surveys Planning Group was created to plan, organize, analyze and monitor surveys which are conducted with the student population.
Student Surveys
Inc.
67% out to
lunch
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Members/Stakeholders•
Central Administration:•
V.P. for Student Affairs•
V.P. for Administration and Planning•
Associate Provost for Undergraduate Education •
Associate Provost for University Enrollment•
Associate V.P. of Alumni Relations and Development•
Associate V.P. and Dean of Student Affairs•
Assistant Director of Planning and Special Projects •
Director of Analytical Studies•
Institutional Research Senior Analyst •
Institutional Research Analyst
•
Schools:•
Assistant Dean of Undergraduate Advising, School of Communication•
Associate Dean, Weinberg College of Arts and Sciences •
Assistant Dean Admissions and Student Affairs, School of Music •
Associate Dean, McCormick School of Engineering•
Chief Marketing Officer, Medill School of Journalism•
Assistant Dean for Student Affairs, School of Education and Social Policy•
Director of Research and Analysis, The Graduate School
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Student Surveys: What Data Are Collected?
Self-reported cognitive outcomes (gains in skills and knowledge)Behavioral/activities/experiences/how time is spent, etc.Satisfaction (academic, services, campus life)Affective outcomes (values and attitudes) – measures of citizenship, etc.
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Uses of Student Survey Data
•
Institutional evaluation/performance metricsAnnual report (benchmarks) to trustees and senior management, metrics tracked against peers
Admissions, student finance, satisfaction, outcomes (also faculty, research, financial and other metrics)
•
Assess services, support, programs, campus life•
Assess academic programming, such as:
Study abroadAdvisingResearch opportunities
•
Data made available to decision-makers across the campus
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Presentations to Student Surveys Planning Group in 2007-08
•
Career Services Survey of Post-Graduation Plans•
CIRP Entering Freshman Survey Forty Year Trends
•
Admitted Student Questionnaire Findings•
Findings from the Enrolled Undergraduate and Parents Surveys
•
Study of Undergraduates and Internet Use•
Educause Survey of Undergraduates and Information Technology
•
Alumni Association Life Stages Marketing Study
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Examples of Student Surveys at Northwestern
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Entering Freshman Survey
•
National study (HERI at UCLA)•
Northwestern has participated since its inception in 1966
•
Family background, HS experiences, self- assessment of skills and knowledge, opinions on
national issues, college choice factors
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COFHE Suite of Surveys
Senior
AlumniParent
Enrolled
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Enrolled Undergraduate Survey
•
Consortium/Peer Group Survey•
Conducted every five years
•
Similar in content to NSSE but focused on our peer group (National Survey of Student Engagement)
•
Academic experiences, self-assessment of skills/knowledge, advising, time spent on various activities, etc.
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Parent Survey
•
Consortium/Peer Group Survey•
Conducted every five years
•
Survey parents of enrolled undergraduates•
Evaluate experience of their child/children as a college student, communication with the University, interactions with child/children as college students, financing college education
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Graduating Senior Survey
•
Consortium/Peer Group Survey•
Conducted every year at Northwestern
•
Evaluation of undergraduate experience, future plans, financing education, activities
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Alumni Surveys
•
Consortium/Peer Group Survey•
Conducted every five years•
Ten years out cohort•
Current activity (employment), pursuit of advanced degrees, satisfaction with undergraduate experience, educational debt, self-
assessment of personal development as an undergraduate
•
Current pilot of AAU core questions of undergraduate alumni –
outcomes focused, employment and advanced education, partnering on alumni survey with OARD –
they are conducting life stages study for alumni and development planning purposes
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Other Standard Surveys
•
Admitted Student Survey (ASQ -
College Board Survey – University Enrollment)
•
Residential Life (Student Affairs)•
Profile of American College Students (PACS, by Student Affairs)
•
Eduventures
(Student Affairs)•
Graduate Student Surveys (TGS)
•
Post-graduation plans (Career Services)•
Survey of Earned Doctorates (National study, NRC)
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Ad-hoc Surveys – Some Examples
•
Tremendous growth in surveys in recent years, easier to do, pressures to assess, etc.
•
Examples:•
Undergraduates and Information Technology (Educause/IT)
•
Religion and Spirituality (University Chaplain)•
Housing Study
•
Dining Study•
Library Planning Study
•
UR Communications Study
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10 Years Ago…
I don’t really have many opportunities
to state my opinion…
Survey 1
Survey 2
Survey 3
Now… Northwestern uses 17 surveys
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Cooperative Institutional Research Program (CIRP) Freshman Survey
•
Approximately 700 two-year colleges, four-year colleges and universities administer the survey to over 400,000 entering students.
"The survey is a widely cited source of data on college demographics and attitudinal trends"-
The Chronicle of Higher Education
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CIRP
Demographics
Freshman Survey
Parental income
and education
Financial aid
Secondary school
achievement
and activities
Educational and
career plansValues, attitudes, beliefs,
and self-concept
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CIRP Freshman Survey•
Currently administered online via email.
•
High response rateAveraged 70% since 199175% in 2007
•
Reflective of NU freshmen population
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CIRP Peer Group
•
Brandeis•
Brown•
Caltech•
Carnegie-Mellon•
Case Western Reserve•
Chicago•
Columbia•
Cornell•
Duke•
Emory•
Georgetown•
Harvard•
Johns Hopkins
•
MIT•
Northwestern•
Notre Dame•
Pennsylvania•
Princeton•
Rice•
Rochester•
Stanford•
Tufts•
U. of Southern California•
Vanderbilt•
Washington University
•“Highly selective private universities,”
as designated by HERI.
•25 institutions. The members have changed over time.
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CIRP –
Student self-ratingPercentage of NU students who rated themselves as above average or highest 10%
as compared with the average person of his/her age in:
50%55%60%65%70%75%80%85%90%95%
100%
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2006
Year
Academic abilityDrive to achieveSelf confidence (intellectual) Cooperativeness Leadership ability Understanding of others Self understanding Emotional healthPhysical health Self confidence (social)
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CIRP –
Student self-rating2007 percentage of students who rated themselves as above average or highest 10% as
compared with the average person of his/her age in:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Academic ability
Drive to achieve
Self confidence (intellectual)
Cooperativeness
Leadership ability
Understanding of others
Self understanding
Competitiveness
Creativity
Emotional health
Physical health
Self confidence (so
cial)
Public speaking ability
Computer skills
Artistic ability
NorthwesternPeers
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CIRP –
Student time spentPercentage of NU students who spend more than 10 hours per week participating
in these activities during typical week of last year of high school
0%
10%
20%
30%
40%
50%
60%
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
2007
Studying/homework Socializing with friendsExercising or sportsWatching TV Volunteer workPartying
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CIRP –
Student time spent2007 percentage of students who spend more than 10 hours per week participating in these
activities during typical week of last year of high school
0%
10%
20%
30%
40%
50%
60%
Studying/homework
Socializing with friends
Exercising or sports
Student clubs/groups
Watching TV
Volunteer workPartying
NorthwesternPeers
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CIRP –
Student activitiesPercentage of NU students who frequently or occasionally engaged in these
activities during the past year:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1978
1981
1984
1987
1990
1993
1996
1999
2002
2005
Performed volunteer work
Tutored another student
Drank wine or liquor
Drank beer
Felt overwhelmed by all I hadto do*Felt depressed*
Smoked cigarettes*
Participated in organizeddemonstrations
*Percentage reporting “frequently”
only
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CIRP –
Student activities2007 percentage of students who frequently engaged in these activities during the past year:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Performedvolunteer work
Tutoredanother student
Socialized withperson ofanother
racial/ethnic*
Drank wine orliquor
Drank beer Feltoverwhelmedby all I had to
do*
Feltdepressed*
Smokedcigarettes*
NorthwesternPeers
*Percentage reporting “frequently”
only
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CIRP –
Reasons to attend collegePercentage of NU students who noted these reasons as very important in deciding to
go to college:
30%
40%
50%
60%
70%
80%
90%
100%
19761979
19821985
19881991
19941997
20002003
2006
To learn more about things thatinterest me To gain a general education andappreciation of ideasTo prepare for graduate orprofessional school To be able to get a better job
To make me a more culturedperson To be able to make more money
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CIRP –
Reasons to attend college2007 percentage of students who noted these reasons as very important in deciding to go to
college:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
To learn more aboutthings that interest me
To gain a generaleducation and
appreciation of ideas
To prepare for graduateor professional school
To be able to get a betterjob
To make me a morecultured person
To be able to make moremoney
NorthwesternPeers
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CIRP –
Reasons students attend NUPercentage of NU students who say the following reasons were very important in
influencing the student's decision to attend Northwestern:
0%10%20%30%40%50%60%70%80%90%
100%
1983
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
2007
This college has a very goodacademic reputation
This college's graduates get goodjobs
This college's graduates gainadmission to topgraduate/professional schools 'This college has a goodreputation for its social activities
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CIRP –
Reasons students attend a particular college
2007 percentage of students who say the following reasons were very important in influencing the student's decision to attend their college:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
This college has a very goodacademic reputation
This college's graduates getgood jobs
This college's graduates gainadmission to top
graduate/professional schools
This college has a goodreputation for its social
activities
NorthwesternPeers
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CIRP -
ExpectationsPercentage of NU students who say the chances are very good that he/she will:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1971
1974
1977
1980
1983
1986
1989
1992
1995
1998
2001
2004
2007
Be satisfied with your college
Get a job to help pay for collegeexpenses Change major field
Participate in student protests ordemonstrations Join a social fraternity orsorority
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CIRP -
Expectations2007 percentage of students who say the chances are very good that he/she will:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Be satisfied with your college 'Get a job to help pay for collegeexpenses
Change major field Participate in student protests ordemonstrations
NorthwesternPeers
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CIRP –
Student objectivesPercentage of NU students who consider these objectives to be essential or very
important:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1971
1974
1977
1980
1983
1986
1989
1992
1995
1998
2001
2004
2007
Helping others who are in difficulty
Developing a meaningful philosophyof life Being very well off financially
Helping to promote racialunderstanding Becoming a community leader
Participating in a community actionprogram Becoming successful in a business ofmy own
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2007 percentage of students who consider these objectives to be essential or very important:
0%
10%
20%
30%
40%
50%
60%
70%
80%
Helping others who arein difficulty
Developing ameaningful philosophy
of life:
Being very well offfinancially
Helping to promoteracial understanding
Becoming acommunity leader
Participating in acommunity action
Becoming successful ina business of my own:
NorthwesternPeers
CIRP – Student objectives
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Changes in student behaviorHours per week NU students engage in these activities:
0
2
4
6
8
10
12
14
Homework
Other socializing with friends
Exercising and sports
Clubs/organized groups
Working for pay
Watching TVPartying
Volunteer work
Talking with faculty outside of class
Hou
rs p
er w
eek
CIRPSenior
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During and after the First Year
Before
After
During•YFCY Survey•Enrolled Student Survey •Parent Survey
•Senior Survey
IR and Student Surveys @ NUCIRP Freshmen Survey
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YFCY Survey Spring 2005
•
Developed by HERI and includes questions overlapping with CIRP
•
Web administration by Student Affairs•
Survey instrument on SSPG web-site
•
No plans to use it again because:Low Response rate – 25%Poor logistical support from HERINot a strong peer group
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YFCY –
Private Peers•
Baylor University * �•
Cal Tech * �•
Case Western Reserve*�•
Cornell University * �•
Creighton University* •
Emory University *�•
Fordham University* •
Howard University * �•
Lehigh University•
Loyola Marymount University* •
MIT * �
•
New York University * •
Northwestern University * �•
Rensselaer Polytechnic *�•
Saint John's University-Queens * •
Seton Hall University* •
Southern Methodist University*�•
Syracuse University •
U of Notre Dame * �•
U of Rochester * �•
U of San Diego * •
U of Southern California * �•
Wake Forest University
* �
Notes: * institutions that participated in the 2004 CIRP Freshman Survey � indicates institutions that are only participating in a special
NIH funded project (limited sample)
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YFCY –
ComparisonsQuestion NU Peers Scale
Felt intimidated by faculty 2.3 2.1 4Satisfaction w/amount of faculty contact
3.3 3.6 5
Interactions during faculty office hours 1 = never to 6 = daily
2.4 2.7 6
Satisfied with academic advising 4.2 4.6 5Felt overwhelmed (3 = frequently) 2.5 2.3 3Choose to enroll again 4.2 4.0 5
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CIRP to YFCY Changes in Self-Ratings (% of students rating themselves in top 10%)
45%
55%
65%
75%
85%
95%
Academic Drive toAchieve
Self-ConfIntell
Math Writing Compassion Self-ConfSocial
CIRP NU YFCY NU
CIRP Peer YFCY Peer
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CIRP to YFCY Changes in Activities (% of students marking “frequently”)
0%
10%
20%
30%
40%
50%
60%
70%
80%
acadadvisor
Othstudent
parent faculty signif.other
advisingstf
res life dept chair acad dean
FY - NU Upper - NU
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Enrolled Student Survey
Response rate:41% in 2007 and 45% in 2003
Examples of use:Pell comparisonAssessment
Included additional satisfaction questions in 2007 from the Senior Survey to maintain trends
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Time onActivities
Satisfaction(from Senior)
Demographicsand
Financial Aid
Advising &Support
SocialNetworking
Skill Development
Enrolled Student Survey 2007 Sections
Academics
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ESS –
Significant Differences between First Year and Upper-Level Students
•
Over half of the academic items•
Sources of course and personal advice
•
Networking tools•
All but one of the skill development items
•
18 out of 51 satisfaction questions
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ESS –
Academic -
Courses (% responding often or very often)
0%10%20%30%40%50%60%70%80%90%
100%
Class w
/TA
Class in
Lecture
HallClas
s Disc
ussion
Integ
rate
Ideas
Discusse
d Ideas
w/ S
tudents
Wor
ked w
/ Other
Students
Prepar
ed w
/ Study G
roup
Formal
Class P
resen
tation
Majo
r Pap
er
FY - NU Upper - NU
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1ESS –
Academics –
Faculty
(% responding often or very often)
0%
10%
20%
30%
40%
50%
60%
WorkedHarder For
Faculty
DiscussedAcademicsw/ Faculty
DiscussedCourse
Select w/Faculty
DiscussedCareer w/
Faculty
IntellectualDiscussionw/ Faculty
Faculty atSocial Event
Worked w/Faculty
ResearchCredit
Worked w/Faculty
ResearchNCred
FY - NU Upper - NU
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Example of NSSE ScaleLevel of Academic Challenge Level NU Peer Diff Student-Faculty Interaction Level NU Peer Diff
1st year 1.8 1.8 - 1st year 1.2 1.2 - 4th year 2.3 2.4 (0.1) 4th year 2.0 2.0 - 1st year 2.5 2.5 - 1st year 1.1 1.2 (0.1) 4th year 2.5 2.5 - 4th year 1.5 1.5 - 1st year 2.1 2.3 (0.2) 1st year 2.0 1.8 0.2 4th year 2.2 2.2 - 4th year 2.4 2.4 - 1st year 1.1 1.1 - 1st year 2.2 2.1 0.1 4th year 1.3 1.2 0.1 4th year 2.5 2.5 - 1st year 3.3 3.3 - 1st year 2.2 2.1 0.1 4th year 3.2 3.3 (0.1) 4th year 2.0 2.1 (0.1) 1st year 3.0 3.1 (0.1) 1st year 1.7 1.7 - 4th year 3.1 3.2 (0.1) 4th year 2.0 2.0 - 1st year 2.7 2.8 (0.1) 1st year * *4th year 2.8 2.9 (0.1) 4th year * *1st year 3.0 3.0 04th year 3.0 3.0 0
* Different wording of question or different scale used
Applying
Discussed course selection w/faculty*
Intellectual discussion w/faculty
Research w/faculty outside program
Wrote major paper*
Worked harder for faculty
Revised paper at least twice
Published or presented research*
Analyzing
Synthesizing
Making judgments
Worked w/faculty on credit research*
Worked w/faculty on ncredit research*
Discussed career w/faculty
Discussed academic work w/faculty
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ESS –
Ability and Skill Development ( % stronger or much stronger now)
30%
40%
50%
60%
70%
80%
90%
100%
in-depth know
ledge
aquire
new know
ledge
think analy
ticall
lyinteg
rate
ideas
broad
knowled
ge
complex
projec
ts
problem
perspect
ives
writing
communica
te or
ally
evalu
ate sc
ience
understan
d scien
ce
quantit
ative
skills
FY - NU Upper - NU
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ESS Advising
Please rate the quality of academic advising...you received
this academic year
0%
10%
20%
30%
40%
50%
Excellent Very Good Fair Poor
upper
FYF
During this academic year, how available do you feel your advisor
has been....?
0%
10%
20%
30%
40%
50%
Always Usually Sometimes Hardlyever
Not at all
upper
FYF
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ESS –
Advising and Support
•
Indicate which of the following people you have relied on during this academic year for advice about…
CoursesAcademic GoalsCareer GoalsPersonal ProblemsFinancing your Education
Insert advice cartoon
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ESS –
Course Advice
0%
10%
20%
30%
40%
50%
60%
70%
80%
acadadvisor
Othstudent
parent faculty signif.other
advisingstf
res life dept chair acad dean
FY - NU Upper - NU
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ESS –
Personal Advice
0%
10%
20%
30%
40%
50%
60%
70%
80%
Oth student parent signif other res life faculty acadadvisor
psychologist
FY - NU Upper - NU
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ESS –
Social NetworkingDuring the current school year, how important is the
following in your interactions with friends:Cell Phone FacebookText messagingIMUSPS/Campus mailDorm phoneEmailChat RoomE-forumFace-to-face intro
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ESS –
“Very Important”
Methods of Communication
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Cell Phon
e
EmailFac
eboo
k etc.
Face-to
-face
Textin
g IMCam
pus mail
Telephon
e
USPS
FY- NU Upper - NU
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ESS –
Coping and Fit
During the Academic Year, have you ever felt overwhelmed...?
0%
10%
20%
30%
40%
50%
60%
Never
Occasio
nally
Often
Very O
ften
FY
Upper
How often have you felt out of place...?
0%
10%
20%
30%
40%
50%
60%
Never
Occasio
nally
Often
Very of
ten
FY
Upper
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1ESS–
In the last two weeks, on how many
occasions have you had 5 or more alcoholic drinks?
0%
10%
20%
30%
40%
50%
60%
70%
0 occ
asion
s
1 occ
asion
2 occ
asion
s
3 occ
asion
s4+
occa
sions
FY Upper
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ESS–
Evaluate Educational Experience and Whether Would Attend Again
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 55%
Def not
Probably not
Probably Yes
AGAIN? - Def yes
Poor
Fair
Good
EVALUATE - Excellent
FY Upper
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Activitiesand
numberof hours
Demographicsand
Financial Aid
Skill Development
Senior Survey
Satisfaction
Future Plans
MajorCareer
Services and Advising
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Senior/Enrolled Satisfaction Trends
Question 2002 2003 2004 2005 2006 2007diff 02 to 07
Administration's responsiveness 2.0 2.4 2.3 2.6 2.7 2.5 0.5 Registrar's office 2.6 2.9 3.0 3.0 3.1 3.0 0.4 Food services 2.3 2.4 2.5 2.6 2.7 2.6 0.3 Sense of a community on campus 2.3 2.5 2.4 2.6 2.6 2.6 0.3 Financial services 2.7 2.9 2.9 3.0 3.0 3.0 0.3 Academic advising before major 2.2 2.3 2.4 2.5 2.7 2.5 0.3 Athletic facilities 3.3 3.4 3.3 3.3 3.3 3.1 (0.2) Campus security office,campus police 2.9 2.8 2.5 2.7 2.5 2.7 (0.2) Psychological counseling services 2.9 2.8 2.8 2.8 2.9 2.7 (0.2) Feeling of security on campus 3.2 3.0 2.6 2.9 2.8 2.9 (0.3)
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ESS/Senior Satisfaction (% very satisfied)
0%5%
10%15%20%25%30%35%40%45%
Community
/live
Athletic
facilit
iesSecu
rity
Social
life
Community
/Cam
pusStudy o
ff-ca
mpus
Indep
enden
t study
Opp Rese
arch
w/Fac
Inter
nships
Student g
ov
FY - NU Upper - NU
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Parent SurveyAdministered Spring 2007 (same time as ESS)
Linked 1,021 pairs of students and parents •
Difficulty obtaining email addresses so dual administration:
Web response 49%Paper response 27%Overall 39%
•
Largest Difference: Parents of first year students want more information about NU
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Quality ofacademics,
campus,services
Comments
Worries
Demographics
Communicationand information
SatisfactionFit
Atmosphere
Payingfor
College
Parent Survey 2007 -Sections
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Parent –
Overall Measures of Satisfaction
0% 10% 20% 30% 40% 50% 60% 70% 80%
Benefits greaterthan Sacrifices
Very SatisfiedOverall
Education -Excellent
DefinitelyRecommend
FY NU Upper NU
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1Parent –
Was NU your first choice?
58%51%
0%10%20%30%40%50%60%70%80%90%
100%
Yes
Upper NU
First Year NU
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Parent –
Very Satisfied with Academics
30%
35%
40%
45%
50%
55%
60%
emph onundergrd
instruction faculty contact research oppty academicadvising
Tutoring
FY NU Upper NU
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1Parent –
Very Satisfied with Services and
Campus Life
20%
25%
30%
35%
40%
45%
50%
55%
60%
intel
l atm
sense
of co
mmsoc
ial lif
e
racia
l dive
rsity
finaid
offic
ead
min resp
ons
child
's safe
tyfin
serv
ices
caree
r cou
nca
mpus poli
cehea
lth se
rvco
unsel se
rvfin
aid aw
ards
housin
g
FY NU Upper NU
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Parent -
Wanting More Information
0%
10%
20%
30%
40%
50%
60%
70%
off-ca
mp progs
caree
r cou
nsel
acad
suppor
t
campus s
afety
speci
al ev
ents
finan
cial a
idac
ad lif
emed
serv
resid lif
estu
dent o
rg
paren
t reso
urces
finan
cing
pych se
rv
paren
t eve
ntsrel
ig life
athlet
ics
FY NU Upper NU
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Parent –
Communication with Student
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1Parent -
Frequency of Communication
0% 10% 20% 30% 40% 50%
few semester
several daily
few month
daily
weekly
few per week
FY NUUpper NUFY Peer
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Subjects Discussed with Parents “Almost Every Time”
0%
10%
20%
30%
40%
50%
60%
Classes Health Pers. Rel. Finances Career Grad plans
FY NU Upper NU
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1Top Ten Worries
(“quite a bit”
or “a great deal”)
0%
5%
10%
15%
20%
25%
30%
acad
stres
s
debt
eatin
g
exerc
isefin
ding job
no dire
ction
inadeq
prep
lonely
safety
underach
ieve
FY NU Upper NU
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Comments•
Open-ended comments are available for:
Senior 2005, 2006 and 2008 ESS 2007Parent 2007
•
Searchable by keywords and demographics or survey items
•
Sent to SSPG School Representatives and selected Central Administrators
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Questions?
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Contact Information
Bill Hayward 491-7918 Director of Analytical [email protected]
Debbie Crimmins 491-4285
Senior Analyst, Institutional Researchand University Enrollment
Paul Schatz 491-5217
Institutional Research Analyst