CIRP 2012 Results - Summer 2013

Cooperative Institutional Research Program (CIRP) The Freshman Survey

2012 Survey Report

Prepared by the Office of Research & Assessment Division of Student Affairs

Summer 2013

Table of Contents

Introduction ...................................................................................................................................................................... 2

About Our Students ........................................................................................................................................................ 2

Typical Weekly Activity in High School................................................................................................................... 3

CIRP Themes ................................................................................................................................................................... 4

Academics ..................................................................................................................................................................... 4

Civic Engagement ........................................................................................................................................................ 5

College Choice ............................................................................................................................................................. 6

Diversity ........................................................................................................................................................................ 7

Financing College ........................................................................................................................................................ 7

Future Planning............................................................................................................................................................ 9

Health and Wellness .................................................................................................................................................... 9

Leadership.................................................................................................................................................................. 10

CIRP Constructs ........................................................................................................................................................... 11

Predicting College Completion ................................................................................................................................... 13

Discussion & Conclusion ............................................................................................................................................ 15

Figures

Figure 1: Time Spent on Online Social Network as High School Seniors .............................................................. 4

Figure 2: Likelihood of Voting in Campus, Local, State, or National Elections While at FSU ........................... 6

Figure 3: Current Economic Situation Affected College Choice ............................................................................. 8

Figure 4: Concerns about Financing College ............................................................................................................... 8

Figure 5: Students’ Level of Financial Concern by Type of Financial Aid Received ............................................ 8

Figure 6: Student Mental Health Service Preferences ............................................................................................. 10

Figure 7: Physical Activity Important to Student Well-being ................................................................................ 10

Figure 8: Constructs Longitudinal Comparison ....................................................................................................... 11

Figure 9: Predicted Graduation Rates for 2012 Entering Freshmen vs. Student Expectations ....................... 14

Student Affairs Office of Research | 2012 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 (UCLA), 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 over 30 years of participation, FSU has accumulated over 107,000 survey participants. The 2012 FSU CIRP results were summarized based on responses from 3,311 first-time, full-time freshmen, which composed 58% of the full-time FTIC population. FSU’s responses, together with responses from 283 other institutions, were aggregated in The American Freshman: National Norms Fall 2012. This report contains four major sections. The first section provides detailed information about who are 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 university administration and faculty.

About Our 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.

1 “Univ Hi” is a comparison group of public universities with high selectivity; “All Public Univ” consists of all participating public universities. 2 This item allows multiple selections. Thus, the total percentage adds to more than 100%.

Demographic Characteristics FSU Univ Hi1 All Public Univ Age

<18 1.8% 1.8% 1.7% =18 65.8% 67.6% 68.6%

=19 32.0% 29.9% 28.7% >19 0.5% 0.7% 0.9%

Gender

Male 39.8% 48.1% 46.8% Female 60.2% 51.9% 53.2%

Ethnicity (all that apply)2 White/Caucasian 82.4% 72.5% 74.0%

African American/Black 7.1% 4.8% 7.6%

American Indian/Alaska Native 1.9% 1.5% 2.2% Asian American/ Asian 4.1% 17.9% 12.9%

Hispanic/Latino 17.7% 11.2% 11.5% Other 3.6% 3.4% 4.0%

Citizenship Status U.S. Citizen 98.1% 94.4% 96.3%

Permanent Resident 1.5% 2.5% 2.2%

International Student 0.4% 3.0% 1.5% Native Language

English 94.3% 88.5% 90.2% Other 5.7% 11.5% 9.8%

Total Respondents 3,311 29,532 49,994


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 (57.9%) of the 2012 FSU freshmen reported spending 1 to 5 hours per week studying or doing homework; the vast majority (86.2%) of students reported spending 1-5 hours per weeks talking with teachers outside of class, while 34% of students reported spending more than 10 hours a week exercising.

Weekly Activities Typical Hours Per Week

=0 1-5 6-10 More than 10

Studying/homework 1.8% 57.9% 20.4% 19.8%

Talking with teachers (outside of class) 8.1% 86.2% 3.7% 2.0%

Socializing with friends 0.3% 27.1% 28.7% 43.9%

Partying 33.0% 50.0% 10.5% 6.5%

Exercise or sports 5.2% 40.4% 20.2% 34.0%

Working (for pay) 43.1% 15.1% 10.6% 31.2%

Volunteer work 14.7% 65.3% 10.4% 9.7%

Student clubs/groups 16.7% 62.9% 10.0% 10.3%

Watching TV 9.1% 67.4% 13.5% 10.0%

Household duties 16.1% 73.3% 6.0% 4.5%

Reading for pleasure 28.8% 60.6% 6.5% 4.1%

Playing video/computer games 55.3% 35.8% 4.4% 4.6%

Online social networks 4.6% 68.6% 13.5% 13.3%

Biographical Information FSU Univ Hi All Public Univ

Permanent Home of Residence

100Miles 8.3% 32.7% 47.7%

>100 Miles 91.6% 67.3% 52.3% Places Plan to live

Campus residence hall 80.7% 86.8% 78.4%

Family or relatives home 2.4% 3.0% 13.0% Other 16.9% 10.2% 8.6%

My parents are: Both alive and living with one another 68.5% 77.1% 71.3%

Both alive, divorced or living apart 28.4% 20.2% 25.5% One or both deceased 3.1% 2.8% 3.2%

Parent Education Level (Father) (Mother) (Father) (Mother) (Father) (Mother)

High school graduate or less 17.6% 14.5% 15.9% 14.9% 23.5% 20.7% Some college or postsecondary 17.3% 18.9% 13.9% 15.5% 17.9% 19.0%

College degree 34.1% 40.6% 33.3% 41.2% 30.8% 36.8% Some graduate school 2.7% 4.3% 2.9% 3.8% 2.3% 2.9%

Graduate degree 28.2% 21.7% 34.0% 24.7% 25.5% 20.5%

Parents’ Total Income $0 to $24,999 9.1% 8.3% 11.4%

$25,000 to $49,999 14.2% 11.7% 15.3% $50,000 to $99,999 32.0% 27.5% 31.6%

$100,000 to $199,999 30.1% 31.7% 28.2% $200,000 or more 16.5% 20.8% 13.5%

Total Respondents 3,311 29,532 49,994


Figure 1: Time Spent on Online Social Network as High School Seniors

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 FSU Univ Hi All Public Univ Academic Preparation Highest 10% / Above Average

Self-rated Competencies

Academic ability 86.4% 85.9% 75.3%

Mathematical ability 51.6% 59.9% 50.8%

Self-confidence (intellectual) 69.2% 66.9% 61.3%

College Entrance Exams (Self-reported) Mean Score

SAT Critical Reading 600 626 587

SAT Mathematics 602 656 611

SAT Writing 595 630 589

ACT Composite 26 28 25

Academic Enhancement Experiences and Plans Level of Importance: Essential /Very Important

Did in the past year in high school

Seek feedback on your academic work 55.3% 52.3% 49.8%

Have a very good change to do in college

Communicate regularly with your professors 50.6% 41.7% 39.3%

Participate in a study abroad program 30.0% 39.5% 32.1%

Work on a professor’s research project 38.7% 32.1% 29.7%

39% 42% 45% 51% 52% 54% 39% 42% 44% 50% 53% 50% 39% 41% 43% 48% 51% 50% 20%

30%

40%

50%

60%

2007 2008 2009 2010 2011 2012

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FSU Univ Hi Public Univ FSU Trend


Academics FSU Univ Hi All Public Univ

Academic Disengagement Behaviors Frequently /Occasionally Participated during the Past Year

Was bored in class 41.1% 42.7% 39.6%

Came late to class 54.7% 53.7% 54.1%

Skipped school/class 34.1% 27.8% 28.8%

Fell asleep in class 47.4% 48.3% 46.8%

Failed to complete homework on time 47.6% 47.1% 50.7%

Interaction with Teachers Frequently /Occasionally Participated during the Past Year

Asked a teacher for advice after class 37.6% 34.6% 31.35

Ask questions in class 63.2% 60.65 57.3%

Seek feedback on academic work 55.3% 52.3% 49.8%

Active & Collaborative Learning Frequently /Occasionally Participated during the Past Year

Tutored another student 68.2% 70.5% 62.9%

Studied with other students 91.4% 90.9% 89.6%

Performed community service as a part of a class 58.3% 55.8% 56.3%

Get tutoring help in specific courses 45.3% 34.8% 34.1%

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 plans for volunteer and community service.

Civic Engagement FSU Univ Hi All Public Univ

High School Experiences Frequently /Occasionally Participated during the Past Year

Demonstrated for a cause (e.g., boycott, rally, protest) 28.5% 26.1% 26.4%

Performed volunteer work 95.5% 92.7% 88.6%

Voted in a student election 28.3% 21.9% 20.0%

Performed community service as a part of a class 58.3% 55.8% 56.3%

Discussed politics 35.6% 34.4% 32.2%

Worked on a local, state, or national political campaign 9.7% 9.6% 9.3%

Publicly communicated my opinion about a cause 51.3% 45.4% 44.7%

Helped raise money for a cause or campaign 66.1% 58.0% 56.6%

Volunteer work3 9.7% 5.7% 5.6%

Self-rated Competencies Highest 10% /Above Average

Ability to see the world from some else’s perspective 76.1% 74.5% 70.9%

Tolerance of others with different beliefs 80.3% 79.6% 76.3%

Openness to having my own views challenged 58.9% 56.6% 55.3%

Ability to discuss and negotiate controversial issues 71.2% 68.8% 66.2%

Ability to work cooperatively with diverse people 85.9% 83.6% 81.4%

Awareness and Values Level of Importance: Essential / Very Important

Influencing social values 49.6% 39.4% 40.6%

Helping others who are in difficulty 79.5% 71.3% 71.2%

Participating in a community action program 37.1% 31.2% 30.3%

Helping to promote racial understanding 39.5% 34.0% 34.2%

Keeping up to date with political affairs 43.2% 39.6% 35.8%

Becoming a community leader 46.6% 39.7% 36.6%

3 11 or more hours


Civic Engagement FSU Univ Hi All Public Univ

Plan to Do in College Very Good Chance to do in College

Participate in student government 9.6% 7.5% 6.8%

Participate in student protests or demonstrations 6.2% 5.5% 6.0%

Participate in volunteer or community service work 44.7% 38.3% 33.3%

Figure 2: Likelihood of Voting in Campus, Local, State, or National Elections While at FSU

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 FSU Univ Hi All Public Univ Top Five Reasons to Attend College in General Students Considered as “Very Important Reason”

To learn more things that interest me 88.0% 83.9% 83.1%

To be able to get a better job 85.2% 88.1% 88.3%

To get training for a specific career 81.6% 75.5% 78.9%

To gain general education and appreciation of ideas 78.2% 73.0% 71.7%

To be able to make more money 69.2% 71.9% 74.3%

Top Five Reasons to Attend Your College (FSU) Students Considered as “Very Important Reason”

FSU has a very good academic reputation 73.0% 81.5% 65.9%

FSU graduates get good jobs 59.7% 68.3% 56.1%

FSU has a good reputation for its social activities 59.3% 48.5% 43.2%

A visit to FSU Campus 48.2% 38.5% 38.3%

FSU graduates gain admission to top graduate/professional schools

41.1% 47.4% 34.4%

66%

26%

6%

2% 8%

very likely likely unlikely very unlikely


Diversity

This theme relates to students’ behaviors, viewpoints, values, and behavioral expectations regarding social justice issues.

Diversity FSU Univ Hi All Public Univ

Behaviors and Experiences in High School Frequently /Occasionally Participated during the Past Year

Socialized with someone of another racial/ethnic group

81.6% 73.7% 70.7%

Competencies Highest 10% /Above average

Ability to see the world from someone else’s perspective

76.1% 74.5% 70.9%

Tolerance of others with different beliefs 80.3% 79.6% 76.3%

Openness to having my own views challenged 58.9% 56.6% 55.3%

Ability to discuss and negotiate controversial issues 71.2% 68.8% 66.2%

Ability to work cooperatively with diverse people 85.9% 83.6% 81.4%

Viewpoints Agree Strongly /Agree Somewhat; Essential / Very Important

Racial discrimination is no longer a major problem in America.

21.8% 22.0% 22.7%

Same-sex couples should have the right to legal marital status.

78.8% 79.9% 78.1%

Students from disadvantaged backgrounds should be given preferential treatment in college admissions.

31.7% 33.3% 38.9%

Values Agree Strongly /Agree Somewhat; Essential / Very Important

Influencing social values 49.6% 39.4% 40.6%

Helping to promote racial understanding 39.5% 34.0% 34.2%

Improving my understanding of other countries and cultures

58.7% 56.5% 51.7%


Socialize with someone of another racial/ethnic group

72.5% 68.8% 67.3%

Have a roommate of different race/ethnicity 30.7% 28.9% 26.0%

Financing College

This theme contains items related to the financial issues associated with attending college.

Financing College FSU Univ Hi All Public Univ

Financial Reasons Associated with Attending College Students Considered as “Very Important Reason ”

The cost of attending 76.2% 71.9% 79.7%

I was offered financial assistance 63.0% 54.1% 66.2%

The current economic situation significantly affected my college choice

61.9% 59.2% 64.5%

Could not afford first choice 21.0% 20.4% 25.7%

Not offered aid by first choice 18.1% 17.9% 23.0%

Employment Plans While in College Very Good Chance/Some Chance

Get a job to help pay for college expenses 81.6% 80.2% 83.8%

Work Full-time while attending college 27.5% 23.9% 31.9%


Figure 3: Current Economic Situation Affected College Choice

Figure 4: Concerns about Financing College

Figure 5: Students’ Level of Financial Concern by Type of Financial Aid Received 4

4 Only includes students receiving $3,000 or more in one or more aid types

20.1%

41.8%

21.9%

16.2%

Agree Strongly

Agree Somewhat

Disagree Somewhat

Disagree Strongly

36.1%

36.7%

31.9%

53.7%

53.5%

56.4%

10.2%

9.7%

11.7%

0% 20% 40% 60%

FSU

Univ Hi

PublicUniv

Major Some None

Aid Which NeedNot Be Repaid

Aid Which Must BeRepaid

Family ResourcesStudent's Own

ResourcesOther Resources

Major 10.6% 22.4% 4.5% 14.9% 16.3%

Some 53.9% 62.4% 51.4% 53.9% 53.1%

None 35.5% 15.2% 44.1% 31.3% 30.6%

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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 0.2% 0.2% 0.4%

Vocational Certificate 0.0% 0.0% 0.1%

Associated (A.A. or equivalent) 0.1% 0.1% 0.3%

Bachelor’s degree (B.A., B.S., etc.) 14.8% 15.7% 21.1%

Master’s degree (M.A., M.S., etc.) 43.4% 40.2% 40.3%

Ph.D. or Ed.D. 20.3% 21.4% 19.6%

M.D., D.O., D.D.S., D.V.M. 13.5% 16.0% 12.9%

J.D. 6.5% 5.2% 4.0%

B.D. or M.DIV. (Divinity) 0.1% 0.1% 0.2%

Other 1.0% 1.0% 1.1%

Top Five Probable Occupation

Business 14.2%

Doctor (MD or DDS) 11.4%

Health Professional 7.2%

Attorney 5.8%

Engineer 5.5%

Top Five Probable Majors (aggregated)

Business 16.6%

Biological & Life Sciences 16.5%

Arts & Humanities 8.3%

Engineering 6.8%

Social Science 6.7%

Uncertainty of Career Plan Very good chance to do in college

Change major field 14.5% 15.6% 14.1%

Change career choice 14.1% 14.8% 13.1%

Health and Wellness

This theme gauges student behaviors, attitudes, and experiences related to health and wellness issues.

Health and Wellness FSU Univ Hi All Public Univ

Behaviors and Experiences in High School Frequently /Occasionally Participated during the Past Year

Smoked cigarettes 1.4% 1.4% 2.6%

Drank beer 32.7% 34.9% 34.8%

Drank wine or liquor 38.2% 39.8% 40.1%

Felt overwhelmed by all I had to do 35.0% 30.3% 30.0%

Felt depressed 6.7% 6.2% 7.0%

Exercise or sports 34.0% 32.2% 32.3%

Partying 6.5% 4.2% 5.0%


Health and Wellness FSU Univ Hi All Public Univ Self-rated Competencies Highest 10% /Above Average

Emotional Health 60.6% 56.0% 53.5%

Physical Health 59.9% 58.5% 56.0%

Self-understanding 64.3% 60.4% 58.6%


Seek personal counseling 15.5% 11.3% 10.6%

Figure 6: Student Mental Health Service Preferences

Figure 7: Physical Activity Important to Student Well-being

Leadership

This theme addresses issues related to leadership and how students feel they compare to their peers on leadership-related skills and abilities.

Leadership FSU Univ Hi All Public Univ

Awareness & Values Level of Importance: Essential / Very Important

Becoming an authority in my field 66.6% 61.6% 59.7%

Becoming a community leader 46.6% 39.7% 36.6%

Self-rated Competencies Highest 10% /Above Average

Drive to achieve 85.8% 82.9% 77.8%

Leadership ability 68.3% 65.9% 62.8%

Self-confidence (social) 54.0% 49.1% 48.8%


Participate in student government 38.4% 34.3% 32.4%

58% 20%

2%

20% FSU University Counseling Center

FSU University Health Services

Community Clinics

Private practitioners

76.1%

20.7%

2.7% 0.5% 0%

20%

40%

60%

80%

strongly agree agree disagree stronly disagree


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 8: Constructs Longitudinal Comparison5

5 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 survey administration.

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Habits of Mind Social Agency Social Self-Concept Academic Self-Concept

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FSU Univ Hi All Public


CIRP Construct FSU Univ Hi All Public Univ

Mean Mean FSU Diff Sig. Mean FSU Diff Sig.

Habits of Mind

2009 51.8 51.7 +0.1 50.6 +1.2 ***

2010 50.8 50.9 -0.1 49.6 +1.2 ***

2011 50.9 51.5 -0.6 *** 50.0 +0.9 ***

2012 51.6 51.5 +0.1 50.5 +1.1 *** Social Agency

2009 50.5 49.0 +1.5 48.0 +2.5

2010 50.3 48.8 +1.5 *** 48.3 +2.0 ***

2011 50.5 49.1 +1.4 *** 48.5 +2.0 ***

2012 51.6 49.6 +2.0 *** 49.3 +2.3 ***

Social Self-concept 2009 51.4 50.1 +1.3 *** 49.4 +2.0 ***

2010 51.5 50.4 +1.1 *** 49.5 +2.0 ***

2011 51.3 50.1 +1.2 *** 49.3 +2.0 ***

2012 50.4 49.6 +0.8 *** 49.2 +1.2 ***

Academic Self-concept 2009 52.5 52.9 -0.4 ** 50.4 +2.1 ***

2010 52.8 53.8 -1.0 *** 50.5 +2.3 ***

2011 52.1 53.4 -1.3 *** 50.6 +1.5 ***

2012 51.9 52.4 -0.5 ** 50.2 +1.7 ***

Pluralistic Orientation 2009 51.6 51.4 +0.2 50.3 +1.3 ***

2010 51.2 50.6 +0.6 *** 49.6 +1.6 ***

2011 51.3 51.0 +0.3 50.1 +1.2 ***

2012 51.6 51.1 +0.5 *** 50.4 +1.2 ***

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`09 `10 `11 `12 `09 `10 `11 `12 `09 `10 `11 `12 `09 `10 `11 `12

Pluralistic Orientation College ReputationOrientation

Likelihood of CollegeInvovement

Civic Engagement

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FSU Univ Hi All Public


CIRP Construct FSU Univ Hi All Public Univ

Mean Mean FSU Diff Sig. Mean FSU Diff Sig.

College Reputation Orientation 2009 49.4 51.2 -1.8 *** 49.3 +0.1

2010 48.9 50.8 -1.9 *** 48.5 +0.4 ***

2011 48.9 51.3 -2.4 *** 48.8 +0.1

2012 49.8 51.2 -1.4 *** 48.8 +1.0 ***

Likelihood of College Involvement 2009 47.8 47.9 -0.1 46.2 +1.6 ***

2010 50.8 51.1 -0.3 * 49.1 +1.7 ***

2011 50.8 51.7 -0.9 *** 49.7 +1.1 ***

2012 51.2 50.9 +0.3 49.6 +1.6 ***

Civic Engagement 2012 52.1 50.4 +1.7 *** 49.8 +2.3 ***

Predicting College Completion HERI conducted a degree attainment study in 2011 in which they examined the effects of CIRP survey characteristics on the likelihood of college completion. Specifically, HERI augmented 2004 national freshman survey data with attainment data from the National Student Clearinghouse. In total, HERI constructed a dataset of 210,056 students at 356 four-year non-profit institutions. After implementing the multivariate normal approach to account for missing survey data, HERI applied a weighting scheme to account for the nearly 1.3 million entering first-year students from 2004. For analysis, HERI relied on logistic regression and created a model in which degree attainment was regressed upon CIRP survey item responses, allowing HERI to calculate odds ratios for the effects of individual traits and characteristics on attainment. These odds rations are used to predict individual degree attainment, and, therefore institutional four, five, and six-year graduation rates. More information on the HERI model is available at http://www.heri.ucla.edu/DARCU/CompletingCollege2011.pdf. The predicted graduation rates and figures provided below rely on the predictive national data from the 2011 study and are calculated using FSU’s 2012 CIRP Survey responses. Significant predictors used in the regression models include:

Background and academic characteristics

High-school background

Student background

Parental background

Student finances

Activities in past year (as senior in high school)

Hours spent per week in the last year (as senior in high school)

College choice

Students’ self-ratings

Students’ goals and values (including degree aspirations and choice of major)

College plans (including planned place of residence in the first year)

Institutional characteristics (including selectivity and institutional type)

http://www.heri.ucla.edu/DARCU/CompletingCollege2011.pdf


The table below provides a selection of stronger degree attainment predictors from CIRP along with their odds ratios. Predictors with a negative impact on degree attainment are highlighted in blue. FSU response data provides the percentage of respondents meeting or exceeding the predictor.

2004 Predictors (Odds Ratio) FSU 2012 Response 4 Years 5 Years 6 Years

Reasons for Choosing Your College Early Action/Early Decision 1.128 1.075 1.068 15.7%

Cost of Attending 1.10 1.092 1.083 36.9%

Size of College 1.078 1.053 - 39.5%

A Visit to Campus 1.064 - - 48.2% Wanted to Live Near Home 1.049 1.059 1.060 7.6%

Graduates Get Good Jobs _ _ 1.051 59.7%

Senior Year High School Experience and Behaviors

Use Internet for Research/Homework 1.077 1.080 1.076 84.4%

Hours Per Week on Studying/Homework 1.058 1.062 1.065

Perform Volunteer Work 1.049 - - 95.5%

Came late to Class 0.881 0.910 0.926 54.7%

College Expectation

Participate in Student Club 1.063 1.073 1.079 58.5%

Work Fulltime Attending College 0.940 0.916 0.910 5.7%

Transfer to Another College 0.844 0.810 0.796 2.3%

Self-Rating Skills and Traits Emotional Health 1.062 1.060 1.064 60.6%

Drive to Achieve 1.061 1.083 1.085 85.8%

Reasons for Going College

To Gain a General Education - 1.053 1.049 87.2%

Residence Hall Plans during First Year

Live with Relatives vs. College Residence Hall 0.718 0.734 0.794 2.4%

Live in other Private Residence vs. College Residence Hall

0.648 0.622 0.679 12.3%

Figure 9: Predicted Graduation Rates for 2012 Entering Freshmen vs. Student Expectations

50.2%

74.3% 78.8%

59.6%

82.4% 85.9%

40.5%

68.0% 73.9%

90.5%

98.6% 99.9%

4-Year 5-Year 6-Year

FSU-Calculated Univ Hi-Calculated

All Public Univ-Calculated FSU-Student Anticipated


Discussion & Conclusion The following are some points of discussion from the CIRP results:

Typical Weekly Activity in High School: According to the data, the majority of incoming students spent only 1-5 hours per week studying and doing homework, yet over 85% of incoming students place themselves in the top 10% in terms of academic ability. Incoming students clearly think very highly of their academic abilities, but 1-5 hours of work per week is clearly not sufficient for college success. What programs and services can be brought to bear to increase students’ out-of-class academic efforts?

Social Media Activity: Since 2007, social media usage among college students has increased dramatically, and a higher percentage of FSU students indicate spending three or more hours per week on social media than students in both comparison groups. What challenges and opportunities do students’ increased social media presence offer to FSU?’

Student Engagement: Incoming FSU students are exceeding their peers at other participating institutions in terms of commitment to civic and social issues as well as their leadership aspirations, both on campus and in the broader community, as evidenced largely by the longitudinal increase in the Social Agency construct scores. In what ways are we effectively providing students the experiences they need to grow in their social agency, and what can we strengthen?

Diversity: Although we exceed our comparison groups in most measures in the Diversity theme, the Pluralistic Orientation construct has remained largely flat over time. How do we challenge our students to grow in their skills and dispositions for living and working in a diverse community while also supporting what for many may be identity crises?

Health & Wellness: Incoming FSU students exceed peer groups in their feelings of depression and of being overwhelmed in high school, yet the majority told us they consider themselves in the highest 10% in terms of emotional and physical health and self-understanding. What do we make of this seemingly contradictory finding, and what implications does it have for programs and services?

Predicting College Completion: On examining the list of strong predictors for degree attainment, which predictors are we doing well on, and what are some areas that given their effect on degree attainment need some additional attention from the University?

Documents

CIRP 2012 Results - Summer 2013