Return to contents University of Baltimore Your First College Year Survey 2015 Results Higher Education Research Institute, University of California at.

Return to contents

University of Baltimore Your First College Year Survey

2015 Results

Higher Education Research Institute, University of California at Los Angeles

First-time, Full-time Freshmen

University of BaltimoreN=68

Public 4yr Colleges & Public UniversitiesN=2,240

Return to contents

The First Year is Important…

Results from the Your First College Year Survey (YFCY) offer a window into the first-year experience, providing important information on your students’:

• Adjustment to college • Academic outcomes and experiences• Co-curricular experiences• Satisfaction• Overall growth

2

THE FIRST YEAR IS A BIG DEAL

Return to contents 3

Table of Contents

• DemographicsRace/Ethnicity

Sex and Housing Type

• Adjustment to CollegeAcademic Adjustment

Sense of Belonging

Navigational Action

• Academic Outcomes and ExperiencesHabits of Mind

Academic Self-Concept

Pluralistic Orientation

Faculty Interaction: Contact and Communication

Academic Disengagement

Academic Validation

General Interpersonal Validation

Academic Outcomes

Academic Enhancement Experiences

Active and Collaborative Learning

• Co-Curricular ExperiencesCivic Engagement

Social AgencyCivic Engagement

Civic Awareness

Diversity and Campus Climate

Positive Cross-Racial Interaction

Negative Cross-Racial Interaction

Diversity

Campus Climate

Health and Wellness

• SatisfactionSatisfaction with CourseworkOverall SatisfactionSatisfaction with Academic

SupportSatisfaction with Services and

CommunityFuture Plans

Return to contents

A Note about CIRP Constructs

We use the CIRP Constructs throughout this PowerPoint to help summarize important information about your students from the YFCY.

ConstructsConstructs statistically aggregate the results from CIRP questions that tap into key aspects of the college experience. They focus on student traits and institutional practices contributing to students’ academic and social development.

Longitudinal ConstructsConstructs that are included in the CIRP TFS and YFCY that measure change in your student population over time.

4


Demographics

African American/

Black

American Indian/Alaska Native

Asian/Na-tive

Hawaiian/Pacific Is-

lander

Latino White/Caucasian

Other Race/

Ethnicity

Two or More

Races/Ethnicities

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

58.8%

0.0%

8.8%4.4%

23.5%

2.9% 1.5%

Race/Ethnicity

Return to contents

Demographics

6

36.8%

63.2%

Male

Sex

6.7%

70.0%

23.4%

Residence HallsSpecial Interest HousingWith Family

Housing

Return to contents

Financing College

Economic factors play an important role in students’ decisions about

college.

Return to contents

Financing CollegeThe percentage of students with at least some funds

from these various sources.

8

Other sources

Aid to be repaid

Aid not to be repaid

Personal resources

Family resources

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

13.2%

47.3%

69.3%

50.4%

76.3%

4.9%

54.6%

84.5%

48.4%

62.6%

Your Institution Comparison Group

Return to contents

Financing CollegeDo you have any concern about your ability

to finance your college education?

9

None Some Major0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

22.4%

49.3%

28.4%23.2%

57.1%

19.7%

Your Institution

Return to contents

Adjustment to College

Students’ ability to adjust academically and socially plays a

large role in student success, retention, and satisfaction.

Return to contents

Academic AdjustmentAcademic Adjustment measures the ease with which students adjust

to the academic demands of college.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

54.2 55.2 53.748.0 48.1 48.0

Construct Items

Adjust to the academic demands of college Develop effective study skills Manage your time effectively Understand what your professors expect of you academically

11

■ Your Institution ■ Comparison Group

Return to contents

Sense of BelongingThe campus community is a powerful source of influence on

students’ development. Sense of Belonging measures the extent to which students feel a

sense of academic and social integration on campus.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

46.0 47.5 45.046.0 45.2 46.5

Construct Items

I feel I am a member of this college I feel a sense of belonging to this campus I see myself as part of the campus community If asked, I would recommend this college to others

12



Navigational Action These items illustrate how often students participated in

institutional programs or engaged in activities that would help them successfully traverse the

institution.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

53.2%67.2%

29.0% 26.6% 29.0% 29.4%

16.1%

12.9%

9.7%5.8% 6.5% 5.3%

Academic advising

Study skills advising

Writing center

Your Institution■ Frequently ■ Occasionally

Comparison Group ■ Frequently ■ Occasionally


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

29.1%

13.7%

50.0%

32.7%

50.0%

34.8%

Participated in an academic support

program

Taken a course or first year seminar designed to help students adjust to college-level academics

Taken a course or first-year seminar designed to help students adjust

to college life

Navigational Action These items illustrate how often students participated in institutional

programs or engaged in activities that would help them successfully traverse the

institution.

Your Institution

■ Yes

Comparison Group

■ Yes

Return to contents

Academic Outcomes and Experiences

Students develop skills, knowledge, and abilities through their

experiences both in and out of the classroom.


High Pluralistic Orientation

TFS YFCY

i 49.93 50.33

c 50.29 47.41

41

43

45

47

49

51

53

55

57

59

Habits of Mind Habits of Mind is a unified measure of the behaviors and traits associated with academic success. These learning behaviors are

seen as the foundation for lifelong learning.

Construct Items

• Support your opinion with logical argument

• Seek solutions to problems and explain them

to others• Seek alternative solutions to a

problem• Evaluate the quality or

reliability of information you received• Ask questions in class• Take a risk because you felt you

had more to gain• Seek feedback on academic

work • Explore topics on your own,

even though it was not required for a class• Accept mistakes as part of the

learning process• Revise your papers to improve

your writing• Look up scientific research

articles and resources




TFS YFCY

i 44.94 45.76

c 48.81 46.54

41

43

45

47

49

51

53

55

57

59

Construct Items

• Self-rated academic ability• Self-rated mathematical

ability• Self-rated self-confidence

(intellectual)• Self-rated drive to achieve

Academic Self-Concept

Self-awareness and confidence in academic environments help students learn by encouraging their intellectual inquiry. Academic Self-Concept is a unified measure of students’ beliefs about their

abilities and confidence in academic environments.




TFS YFCY

i 53.71 55.64

c 53.03 52.94

41

43

45

47

49

51

53

55

57

59

Construct Items

• Tolerance of others with different beliefs

• Ability to work cooperatively with diverse

people• Ability to discuss and

negotiate controversial issues• Openness to having my views

challenged• Ability to see the world from

someone else's perspective

Pluralistic OrientationPluralistic Orientation measures skills and dispositions appropriate

for living and working in a diverse society.


Return to contents

Faculty InteractionFaculty Interaction: Contact and Communication measures the

amount and type of interactions students have with faculty that are appropriate for the first year of college, as well as satisfaction with these issues.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

49.6 50.8 48.845.5 46.0 45.3

Construct Items

Communicated regularly with your professors Asked a professor for ad-vice after class Received advice/guidance about your educational program from your professor Amount of contact with fac-ulty Faculty during office hours Faculty outside of class or office hours

19


Return to contents

Academic DisengagementAcademic Disengagement measures the extent to which students

engage in behaviors that are inconsistent with academic success.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

49.9 51.7 48.851.5 51.9 51.2

Construct Items

• Come late to class• Skipped class• Turned in course assignment(s) late• Turned in course assignments that did not reflect your best work• Fell asleep in class

20



Academic ValidationFaculty interactions in the classroom can foster students’ academic

development. These items measure the extent to which students’ view of faculty

actions in class reflects concern for their academic success.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

44.6%56.3%

50.0% 55.2%45.5% 47.6%

49.2% 30.4% 46.9%28.3% 53.0% 43.9%

That faculty provided me with feedback that helped me assess my progress in

class

That my contributions were valued in class

That faculty encouraged me to ask questions and

participate in discussionsYour Institution

■ Frequently ■ Occasionally

Comparison Group■ Frequently ■ Occasionally


General Interpersonal ValidationThese items measure the extent to which students believe faculty

and staff provide attention to their development.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

56.7% 55.2%62.9% 67.1% 64.5% 64.9%

18.3%15.2%

19.4% 13.2% 22.6%15.4%

At least one faculty member has taken an interest in my

development

Faculty empower me to learn here

Faculty believe in my potential to succeed

academicallyYour Institution■ Strongly Agree ■ Agree

Comparison Group■ Strongly Agree ■ Agree


General Interpersonal ValidationThese items measure the extent to which students believe faculty

and staff provide attention to their development.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

54.1% 50.4%58.6% 53.5% 54.1% 57.1%

29.5%22.0%

13.8%

7.2%

21.3% 13.3%

At least one staff member has taken an interest in

my development

Staff recognize my achievements

Staff encouraged me to get involved in campus

activitiesYour Institution■ Strongly Agree ■ Agree



Academic Outcomes These items illustrate students’ views of their academic skills and

abilities.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

62.1% 64.0% 62.1% 62.5% 60.3% 65.8% 62.1% 66.6%

34.5% 28.1% 29.3% 31.3% 31.0% 24.4% 25.9%23.6%

Intellectual and practical skills

Knowledge of a particular field or

discipline

Critical thinking skills

Problem-solving skills

Your Institution■ Strongly Agree ■ Agree



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

53.0% 53.4%

37.9% 36.1%

That your courses inspired you to think in new ways

Academic Outcomes These items illustrate important academic experiences and how

students compare to their peers.




Academic Enhancement ExperiencesOpportunities to apply learning inside and outside the classroom deepen students’ academic involvement, allowing them to make

meaningful intellectual connections and communicate their knowledge to others.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

44.3%

12.0%

43.5%58.3%

27.9% 28.8%

51.6%62.5%

21.3%

4.3%

48.4% 12.9%

6.6% 6.9%

45.2%29.8%

Worked on a professor’s

research project

Made a presentation in

class

Received tutoring

Contributed to class discussions




Active and Collaborative Learning These items illustrate the extent to which students are deepening

their knowledge of course material through interaction with faculty and other students.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

25.8%37.6%

50.8% 53.4% 50.8% 52.7%

74.2%60.0%

16.9%

34.4% 41.0% 39.8%

Integrate skills and knowledge from different sources and experiences

Studied with other students

Discussed course content with students outside of

class




Active and Collaborative Learning These items illustrate the extent to which students are deepening

their knowledge of course material through interaction with faculty and other students.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

44.3%

61.4% 61.3% 62.0%

42.6%17.3%

25.8%14.9%

Worked with classmates on group projects:

During class

Worked with classmates on group projects:

Outside of class



Return to contents

Co-Curricular Experiences

Co-curricular experiences provide opportunities for students to grow intellectually, interpersonally, and

emotionally.



TFS YFCY

i 45.04 49.03

c 49.38 51.54

41

43

45

47

49

51

53

55

57

59

Construct Items

• Participating in a community action

program• Helping to promote racial

understanding• Becoming a community

leader• Keeping up to date with

political affairs• Influencing social values• Helping others who are in

difficulty

Social Agency

Activities and beliefs equip and empower students to create a world that is equitable, just, democratic and sustainable. Social Agency measures the extent to which students value political and social

involvement as a personal goal.


Return to contents

Civic EngagementEngaged citizens are a critical element in the functioning of our

democratic society. Civic Engagement measures the extent to which students are

motivated and involved in civic, electoral, and political activities.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

49.0 51.247.747.5 47.5 47.6

Construct Items

Publicly communicated your opinion about a cause I am interested in seeking information about current social and political issues Worked on a local, state, or national political campaign Demonstrated for a cause Keeping up to date with political affairs Influencing social values Helped raise money for a cause or campaign Performed volunteer work

31


Return to contents

Civic AwarenessThe ability to evaluate, question, and develop solutions affecting

their local and global communities is an important skill. Civic Awareness measures

students’ understanding of the issues facing their community, nation, and the world.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

52.3 55.250.549.1 48.6 49.4

Construct Items

Understanding of national issues Understanding of global issues Understanding of the problems facing your community

32


Return to contents

Positive Cross-Racial InteractionContact with diverse students allows students to gain valuable

insights about themselves and others. Positive Cross-Racial Interaction is a unified

measure of students’ level of positive interaction with diverse peers.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

49.1 50.0 48.551.3 50.3 51.9

Construct Items

Had intellectual discussions outside of class Shared personal feelings and problems Dined or shared a meal Had meaningful and honest discussions about race/ethnic relations outside of class Studied or prepared for class Socialized or partied

33


Return to contents

Negative Cross-Racial Interaction Contact with diverse students allows students to gain valuable

insights about themselves and others. Negative Cross-Racial Interaction is a unified measure of students’ level of negative interaction with

diverse peers.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

50.4 49.5 51.051.7 52.0 51.5

Construct Items

Had tense, somewhat hostile interactions Felt insulted or threatened because of your race/ethnicity Had guarded, cautious interactions

34



Campus Climate and Diversity

A diverse and inclusive campus environment strengthens students’ learning experience and prepares them to participate in an

increasingly diverse society.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3.2%12.5% 8.1%

16.2%24.2% 22.9%

53.2% 54.5%

1.6%

2.4%0.0%

2.8%

6.5%3.8%

37.1% 34.1%

I have felt discriminated

against based on my race/ethnicity,

gender, sexual orientation, or

religious affiliation

There is a lot of racial tension on

this campus

My college experiences have

exposed me to diverse opinions,

cultures, and values

In class, I have heard faculty

express stereotypes

Your Institution■ Strongly Agree ■ Agree



Satisfaction with Campus Diversity A diverse campus – including students, faculty, and ideas – has a

powerful impact on the student experience. These items gauge students’ satisfaction

with the diversity of faculty, student body, and beliefs.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

55.4%40.9%

53.7%40.1%

50.8% 51.9%

21.4%

11.9%

29.6%

14.6%

30.5%21.7%

Racial/ethnic diversity of faculty

Racial/ethnic diversity of student

body

Respect for the expression of diverse beliefs

Your Institution■ Very Satisfied ■ Satisfied

Comparison Group■ Very Satisfied ■ Satisfied


Health and WellnessStudents’ physical and emotional well-being can affect many

important aspects of the student experience including academic performance and persistence. These items gauge student

behaviors, attitudes, and experiences related to health and wellness.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

50.0% 49.6%39.1%

46.4%

27.7%

49.0%

24.2%

44.9%

37.5% 44.1%

20.3%18.0%

7.7%

15.4%

22.7%

21.0%

Felt overwhelmed by all you had to

do

Felt depressed

Lonely or homesick

Isolated from campus life




Health and Wellness Students’ physical and emotional well-being can affect many

important aspects of the student experience including academic performance and persistence. These items gauge student behaviors,

attitudes, and experiences related to health and wellness.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

15.4%24.7%

32.3%39.2%

68.8%59.6%

46.9%58.8%

1.5%

1.9%

6.2%

11.4%

9.4% 22.5%

21.9%

24.4%

Unsafe on this campus

Worried about your health

Had adequate sleep

Maintained a healthy diet



Return to contents

Health and Wellness

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8.1%

35.3%

11.3% 12.7%4.8%

4.5%

4.8% 3.0%

Psychological Ser-vices

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

18.6% 17.8%

Your institution

39

Since entering this college, have you sought personal counseling?

Since entering college, how often have you utilized the following services?

Yes Student Health ServicesYour Institution

■ Frequently ■ Occasionally


Return to contents

Health and Wellness

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

18.5%29.0%

40.0% 34.9%3.1%

6.2%

3.1% 8.6%

40

Since entering this college, how often have you drank:

Beer Wine or Liquor


Comparison Group■ Frequently ■ Occasionally

Return to contents

Satisfaction

Understanding how students perceive their college experience identifies areas that are working

well and sheds light on those that need improvement.

Return to contents

Satisfaction with CourseworkSatisfaction with Coursework measures the extent to which students

see their coursework as relevant, useful, and applicable to their academic success and future plans.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

47.9 51.145.945.2 44.9 45.4

Construct Items

Relevance of coursework to future career plans Relevance of coursework to everyday life General education or core curriculum courses First-year programs

42


Return to contents

Overall SatisfactionOverall Satisfaction is a unified measure of students’ satisfaction

with the college experience.

All FTFT Men Women0

10

20

30

40

50

60

70

80

90

100

46.3 49.144.645.0 44.7 45.1

Construct Items

Overall college experience If given choice again, would still choose to enroll at current institution Overall academic experience Overall quality of instruction

43



Satisfaction with Academic Support and Courses

Gauges use of and satisfaction with campus academic support structures and types of coursework required in general education.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

46.0%39.1%

52.5%39.6% 43.1%

34.8%46.0% 46.7%

25.4%26.6%

32.2%

13.9%17.6%

21.8%

44.4%33.0%

Academic advising

Class size Library resources

First-year programs






0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

47.4%40.2%

48.5% 52.2% 54.2% 52.8%

19.3%

11.2%

27.3% 20.5% 20.3%15.2%

Amount of contact with faculty

Your overall academic experience

Overall quality of instruction




0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

54.2%

37.0%46.6% 41.5%

11.9%

8.9%

15.5%12.9%

Relevance of coursework to everyday life

Relevance of coursework to future career plans






Satisfaction with Services and Community

Where students live, how they are oriented to the campus, and the support they receive during the first year are important determinants of their college experience. These items gauge use of and satisfaction

with campus services and general community.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

35.7% 32.0%

52.5%39.9%

28.9%37.2%

21.4%20.7%

16.4%

19.7%

7.9%

17.6%

Financial aid package

Orientation for new students

Student housing

Your Institution■ Very Satisfied■ Satisfied

Comparison Group■ Very Satisfied■ Satisfied

Return to contents

Future Plans

Definitely Yes Probably Yes Probably No Defnitely No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

27.4%

41.9%

12.9%6.5%

34.3%

42.2%

11.9%5.4%

48

If you could make your college choice over, would you still choose to enroll at

your current (or most recent) college?


Return to contents

Atten

ding

Thi

s In

stitu

tion

Atten

ding

Ano

ther

Inst

itutio

n

Don't

Know/H

ave

Not

Dec

ided

Yet

Not

Atten

ding

Any

Inst

itutio

n0%

20%

40%

60%

80%

100% 90.3%

4.8% 3.2% 1.6%

93.0%

3.3% 3.4% 0.4%

49

Future Plans

What do you think you will be doing in Fall 2015?


Return to contents

Take courses at this insti-

tution

Take courses at another institution

Work for pay Participate in internship

Travel0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

27.0%

6.5%

90.3%

21.0%

77.4%

28.4% 29.7%

78.6%

31.1%

62.0%

50

Future Plans

Do you plan to do any of the following this summer?



For more information about

HERI/CIRP Surveys

The Freshman SurveyYour First College Year Survey

Diverse Learning Environments Survey

College Senior SurveyThe Faculty Survey

Please contact:[email protected](310) 825-1925

www.heri.ucla.edu

The more you get to know your students, the better you can

understand their needs.

Return to contents University of Baltimore Your First College Year Survey 2015 Results Higher Education Research Institute, University of California at.

Documents

cirp tfs

year student housing

student population

cirp freshman survey

cirp questions

cirp constructswe

matching tfsyfcy results

students academic