Freshman Profile:“Millennials Rising”

August 2005

Dr. Sarah Bickel

Associate Vice President for Student Affairs

Dr. Rick Brandel

Dean of Students

Enrollment Management & Student Affairs

• Campus Recreation Services• Counseling & Testing Center• Disability Support Services• Educational Support Programs• Fronske Health Center• Multicultural Student Center• Native American Student Services• Residence Life• Student Life• Unions & Student Activities

• Financial Aid• New Student Programs• Registrar• Undergraduate Admissions

In your work with students new to NAU, what are you

Finding/Observing/ Experiencing about our new students?

  2001 2002 2003 2004

Full-time2,124

(90.9%)2,105

(90.8%)2,037

(91.1%)2,194

(91.0%)

Part-time213

(9.1%)213

(9.2%)197

(8.9%)218

(9.0%)

 Total 2,337 2,318 2,234 2,412

Student Status and ResidencyStudent Status and Residency

RESIDENCY(N)

2004

(%) 2004

1994-2003 Average

Non-AZ Residents 630 28.7% 22.0%

AZ Residents 1,564 71.3% 78.0%

Total 2,194 100.0% 100.0%

AGE2004 NAU

CIRP

NAU1994-2003Average

2004 4 yr Pub Univ Low SelCIRP

younger than 17 0.0% 0.1% 0.1%

17 1.7% 5.2% 1.7%

18 66.2% 76.2% 65.3%

19 30.5% 13.8% 30.3%

20 0.9% 1.7% 1.5%

21 and older 0.7% 3.0% 1.1%

Total 100.0% 100.0% 100.0%

SEX (N) 2004 (%) 2004NAU

1994-2003 Average

Female 1,257 57.3% 58.8%

Male 937 42.7% 41.2%

Student Age and GenderStudent Age and Gender

ETHNICITY 20041994-2003

Avg.

Asian-American 2.5% 2.0%

African-American 1.9% 1.6%

Hispanic 9.7% 7.9%

Native American 4.0% 4.5%

Unknown/Other 3.1% 0.7%

Caucasian 81.8% 78.9%

Total 100% 100.0%

Student Ethnicity and 1Student Ethnicity and 1stst Gen Status Gen Status

Using NAU’s definition for “first generation college student” (neither parent has completed a bachelor’s, masters, or doctoral degree), 37% (2004 CIRP) of NAU’s FTFT students will be first generation college students.

Number of other colleges applied to for admission this year

NAUCIRP

4-YearCIRP

None 26.1% 20.9%

1 16.3% 13.8%

2 20.4% 15.4%

3 17.9% 15.7%

4 8.4% 10.8%

5 4.8% 7.2%

6 or More 6.1% 16.1%

College attended is student’s NAU CIRP 4-Year CIRP

First choice 78.3% 61.6%

Second choice 16.8% 22.9%

Third choice 3.5% 9.1%

Less than third choice 1.4% 6.4%

Reasons noted as “very important” Reasons noted as “very important” in deciding to go to collegein deciding to go to college

NAU Respondents:

1. Learn More Things

2. Training for a Specific Career

3. Make More Money

4. Get Better Job

5. Gain General Education

Low Selectivity Public 4 year :

1. Training for a Specific Career

2. Learn More Things

3. Get Better Job

4. Make More Money

5. Gain General Education

Reasons noted as “very important” in Reasons noted as “very important” in deciding to go to this particular collegedeciding to go to this particular college

MOST Important Reasons to Attend NAU:

1. Size of College2. Offered Financial Aid3. Good Academic

Reputation4. Low Tuition 5. A visit to the

campus

National Reasons to attend chosen college:

1. Good Academic Reputation

2. Grads get good jobs3. Low Tuition4. A visit to the

campus 5. Good Social

Reputation

None 0.6% Voc Cert 0.0% Associate 0.4% Bachelor’s 29.8% Master’s

42.1% Doctorate 15.0% Medical 7.5% Law 3.4% Divinity 0.1% Other 1.3%

None Voc Cert Associate

Bachelor's Master's Doctorate

Medical Law Divinity

Other

Highest Degree Plan at ANY Highest Degree Plan at ANY InstitutionInstitution

None 1.9% Voc Cert 0.1% Associate 1.0% Bachelor’s 70.0% Master’s 22.0% Doctorate 3.3% Medical 0.9% Law 0.1% Divinity 0.0% Other 0.7%

None Voc Cert Associate

Bachelor's Master's Doctorate

Medical Law Divinity

Other

Highest Degree Plan at NAUHighest Degree Plan at NAU

Miles from college to permanent home

NAUCIRP

4-YearCIRP

5 or less 4.0% 6.8%

6 to 10 1.7% 8.5%

11 to 50 2.4% 34.7%

51 to 100 5.8% 21.1%

101 to 500 64.5% 24.6%

Over 500 21.6% 4.3%

Housing plans during fall term: NAUCIRP

4-YearCIRP

College dormitory 87.3% 60.1%

With family or other relatives 3.4% 27.6%

Other private home, apartment, or room 7.4% 9.3%

Other campus student housing 1.4% 2.5%

Fraternity or sorority house 0.4% 0.1%

Other 0.2% 0.5%

Residency Plans Residency Plans of FTFT NAU of FTFT NAU StudentsStudents

Students rate themselves Students rate themselves Above average or top 10% inAbove average or top 10% in:

NAU CIRP2004 Freshman

Sample

All Males Females CIRP CohortLow Selectivity

4-Year

All Males Females

Academic ability 71.7% 75.9% 68.9% Cooperativeness 70.1% 68.6% 71.4%

Drive to achieve 69.8% 61.6% 75.5% Drive to achieve 68.1% 64.0% 71.5%

Understanding of others

69.0% 63.0% 73.1% Academic ability 64.4% 70.9% 58.9%

Cooperativeness 69.0% 66.6% 70.6% Understanding of others

63.4% 58.0% 68.0%

Leadership ability 63.3% 66.4% 61.2% Leadership ability

58.0% 59.8% 56.5%

Student’s estimates: chances are “very good” that he/she will

NAU 4-Year

Socialize with someone of another racial/ethnic group 71.6% 63.7%

Make at least a “B’ average 60.8% 53.1%

Be satisfied with your college 56.2% 41.7%

Get a job to help pay for college expenses 56.1% 55.7%

Participate in student clubs/groups 41.0% 29.8%

Communicate regularly with your professors 33.7% 26.8%

Participate in volunteer or community service work 25.0% 18.1%

Play varsity/intercollegiate athletics 10.1% 8.5%

Join a social fraternity or sorority 9.6% 6.0%

Work full-time while attending college 7.7% 8.8%

Transfer to another college before graduating 7.0% 10.0%

Seek personal counseling 7.0% 9.0%

Participate in student government 6.7% 5.3%

Participate in student protests or demonstrations 6.3% 5.4%

Compared to students at 4-yr public Compared to students at 4-yr public institutions across the nation, NAU FTFT institutions across the nation, NAU FTFT

students:students:

• Are ABOVE the National Norm:– Receptivity to Institutional Help (58.6)– Receptivity to Career Counseling (54.1), Personal

Counseling (54.8), Social Enrichment (56.2) and Financial Guidance (60.9)

Are BELOW the National Norm:

•Dropout Proneness (44)

•Predicted Academic Difficulty (41.5)

Are AT the National Norm:

•General Sociability (49.9)

•Receptivity to Academic Assistance (50.3)

2004 Trends2004 Trends::Renewed Interest in PoliticsRenewed Interest in Politics

Items NAU National 4-yr. Low

Keeping up to date with 35.0% 30.8%political affairs

Influencing the 20.1% 18.5% political structure

2004 Trends2004 Trends::Moderate Shift to Political RightModerate Shift to Political Right

NAU 2004 Freshman Profile: 45.2% Middle of the Road

28.0% Liberal 20.0% Conservative

4.0% Far Left 2.8% Far Right

2004 Survey Far Left3% Conservative

17%

Far Right2%

Liberal27%

Middle of the Road51%

1970 SurveyConservative

17%

Far Right1%

Liberal36%

Middle of the Road43%

Far Left3%

2004 Trends:2004 Trends:Volunteerism at All-Time HighVolunteerism at All-Time High

Items NAU National 4-yr. Low

Performed volunteer 81.2% 79.5%work in high school

Very good chance; will 25.0% 18.1%do volunteer work while in college

National conclusion: Trends reflect high schools’ promotion or requirement of service for graduation.

2004 Trends:2004 Trends:Students study less, achieve “A’s”Students study less, achieve “A’s”

Items NAU PeersEarned “A” averages in 39.1% 33.9%

high schoolEarned “C+” or below 6.3% 5.6%

in high schoolAcademic ability is above 71.7% 64.4%

avg. or highest 10%Studied/did homework 28.1% 32.3%

6+ hrs or more/week in senior year

2004 Trends:2004 Trends:Family Values Rank HighestFamily Values Rank Highest

Essential or Very Important NAU National

Life Goals 4-Yr, LowRaising a Family 70.6% 73.5%Being well off financially 71.6% 80.0%Helping others in difficulty 63.6% 63.0%Becoming an authority in 59.1% 58.4%

my fieldBeing recognized for work 51.4%* 54.4%Improve my understanding 47.5% 41.9%*

of other cultures

2004 Trends:2004 Trends:Drinking, smoking, partying declineDrinking, smoking, partying decline

Items NAU National

4 yr, Low

Report drinking beer 52.4% 40.4%

frequently or occasionally

Report drinking wine or 60.6% 46.9%liquor frequently or occasionally

Report partying 6+ hours/24.6% 23.2%week in 2003

The Millennial GenerationThe Millennial Generation

• born in or after 1982• first high school

graduating class was Class of 2000

• as a group, Millennials are more numerous, more affluent, better educated and more ethnically diverse

• focused on teamwork, achievement, modesty and good conduct

Seven Distinguishing Traits of the Millennial

Generation

SpecialFrom precious-baby movies of the early ‘80s to the effusive rhetoric surrounding the high school class of 2000, older generations have inculcated in Millennials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose.

ShelteredStarting with the early-‘80s child-abuse frenzy, continuing through the explosion of kid safety rules and devices, and now climaxing with a post-Columbine lockdown of public schools, Millennials are the focus of the most sweeping youth safety movement in American history.

Confident

With high levels of trust and optimism – and a newly felt connection to parents and future – Millennial teens are beginning to equate good news for themselves with good news or their country. They often boast about their generation’s power and potential.

Team-orientedFrom Barney and soccer to school uniforms and a new classroom emphasis on group learning, Millennials are developing strong team instincts and tight peer bonds.

AchievingWith accountability and higher school standards rising to the very top of America’s political agenda, Millennials are on track to become the best-educated and best-behaved adults in the nation’s history.

PressuredPushed to study hard, avoid personal risks, and take full advantage of the collective opportunities adults are offering them, Millennials feel a “trophy kid” pressure to excel.

ConventionalTaking pride in their improving behavior and more comfortable with their parents’ values than any other generation in living memory, Millennials support convention – the idea that social rules can help.

Highlight from the Beloit College Mindset List

• “Ctrl + Alt + Del” is as basic as “ABC.”

• Paul Newman has always made salad dressing.

• Bert and Ernie are old enough to be their parents.

• There has always been a screening test for AIDS.

• Gas has always been unleaded.

GETncm/justsaycust-recrate-itemcommunittg/stores/dtg/stores/d-favorite-listruejust-say-no

• There has always been some association between fried eggs and your brain.

• Test tube babies are now having their own babies.

• Stores have always had scanners at the checkout.

• They have always had a PIN number.

• They have always been able to make phone calls from planes.

• Yuppies are almost as old as hippies.

Needs & Expectations of New Needs & Expectations of New Students and FamiliesStudents and Families

• Most students indicate a desire and/or need for:– Career related assistance

• Qualifications for occupations• Job market for graduates• Selecting an occupation

– Help in obtaining a scholarship– Help with exam skills

Needs & Expectations of New Needs & Expectations of New Students and FamiliesStudents and Families

• Students indicated they feel they will need tutoring or remedial work in:– English 11.0%– Reading 3.3%– Mathematics 31.7%– Science 18.2%– Foreign Language 15.4%– Writing 11.9%

Needs & Expectations of New Needs & Expectations of New Students and FamiliesStudents and Families

• Parents top goals for their students’ overall college experience include:– Quality education– Job preparation– Maturity/independence– Fun/enjoyment– Graduation– Friendships/networks– Academic success

Needs & Expectations of New Needs & Expectations of New Students and FamiliesStudents and Families

• Parents are DEMANDING more of colleges and universities:– Demonstrated SAFE Campuses– A real VALUE for their money– Active COMMUNICATION and LINKAGE with

the Institution– Genuine APPRECIATION of the student and

family as SPECIAL– ACCESS to their student while away at school

Needs & Expectations of New Needs & Expectations of New Students and FamiliesStudents and Families

• What students today NEED from their college education:– A sense of HOPE– To learn RESPONSIBILITY– To acquire an APPRECIATION OF

DIFFERENCES– SELF-EFFICACY: Knowing that they can rely

on themselves for their own welfare

How does/will the distinctive characteristics and experiences of our Millennial Students and their families impact teaching

and learning?

Freshman Profile:“Millennials Rising”

August 2005

Dr. Sarah Bickel

Associate Vice President for Student Affairs

Dr. Rick Brandel

Dean of Students