For Presentation by Student Experiences Group on March 9, 2009
For presentation by Student Experiences Group on March 9, 2009
All Students Dimension
Performance Indicator 6.3
To what degree does your campus assure that all first-year students experience the following?
6.3.1 – Individualized attention from faculty/staff
Advising
• All first-year students have faculty advisors. First-year students must meet with the advisor prior to registering for the fall semester
• Information about advising is easily accessible:
۰ A student may the name of his/her advisor through MyUNIverse
۰Information about advising is also available through the academic advising website and Path 2 Purple
• Challenge: advising center hours are limited to typical business hours
• Issue: Advising loads vary across colleges
۰ 2008 Academic Advisors Survey results suggest almost 10% of advisors have 100 or more advisees
۰ 11% of respondents indicated they have too many advisees to adequately meet their needs
۰ There are 1.75 academic advisors in the College of Education for 1,700 students. Advisors also work with secondary majors who need assistance with teacher education related issues. As of 2/22/09, both advisors are booked for the next two weeks
Academic Support from Faculty
• Undergraduate average class size for Fall 2007 was 32.3
• Faculty Availability
۰ There are a number of ways for students to communicate with faculty and staff:
۰ 74% of first-year students indicated they communicated with a professor via email
۰ 39% indicated they had discussed a grade with a professor
۰ 76% of first year students (NSSE 2008) rated their relationships with faculty members above the mid point of the scale (positive). 63% rated their relationships with administrative personnel above the midpoint
۰ When asked about the degree to which faculty make themselves available outside of class, 71.6% of students indicated “high” or “very high”
Other Individual Attention
• Path 2 Purple as well as the UNI website contain information about counseling services, career services, Center for Multicultural Education, Disability Services, and nontraditional student services. Also there is an extensive list of resources in “Quick Help.” All students living on campus received Path 2 Purple.
۰ Counseling Center is open business hours
• 56% of students responded “high” or “very high” when asked the degree to which the university has provided the right amount of support and attention
• Students living on campus may get support from their Resident Assistant or Resident Life Coordinator
Other Information
• Although numerous opportunities for individualized attention exist, not all students know how to access these services
۰ 61% of students indicated “high” or “very high” when asked about their understanding of the organization of the institution and accessing help with their coursework
۰ 40.8% indicated “high” or “very high” when asked about their understanding of the organization of the institution and accessing nonacademic assistance
Impressions to Consider:
UNI seems to offer a variety of options for individualized attention. The information concerning tutoring, advising, counseling services, etc. is easily accessed through the UNI webpage and advertised in a number of other publications.
The advisor to student ratio seems to vary with 10% indicating they are responsible for more than 100 students. Additional advisors and lower advisor to student ratios would allow for greater levels of individualized attention
6.3.2 – Academic support outside the classroom
While many students do seek academic support, there are few mechanisms in place to assure that all first-year students experience this support.
• A hold is put on the course registrations for first-year students. Holds are removed when a student meets with an advisor in order to register. Assures that students will meet with advisors before registering for the first time
• Academic Advising “works with individuals who are deciding, changing majors, first-year students, and experiencing academic difficulties.” (Academic Advising website)
• Colleges and academic departments also employ academic advisors for students majoring in subject areas related to their departments. Staffing levels and structures vary
• Peer Academic Advisors in Residence (PAIRS) are students “who work in Academic Advising and a residence hall, with specific training to help individuals or groups of students.” Each residence hall has one student PAIR. Contact information and electronic form requesting appointment are available on the UNI website
• Academic Learning Center (ITTC 007)
Services are not focused on first-year students particularly – are for all students
• Academic Achievement and Retention Services (individual advising, individual and group tutoring for selected courses (Ask-A-Tutor), workshops covering study skills)
• Athletics Academic Services (have page of links for athletes)
• CHAMPS/ Life Skills program
• Math tutoring
• Reading and Learning Center (instruction in speed reading, effective study strategies, and test preparation
• Student Support Services, a TRIO program (for eligible students, intended to increase retention and graduation rates of students in the eligible group) – Includes academic support
• Rod Library:
• Research consultations with librarians – 30 min. to 1 hr., by appointment
• Reference interactions/ shorter one-to-one meetings with people at reference desk, by online chat, by telephone
• A few Rod Library YouTube videos targeted to first-year students and less-experienced researchers
• Orientation Coordinating Committee / Welcome Week
• Regarding academic support: Part of the committee’s charge for fall 2008 was to get more academic departments involved. The committee report said this was an area that needed improvement for the following year
• Jump Start
• Students get an extensive library/research orientation the week before fall semester begins
• Students are required to meet with advisors (Northern Iowan article, March 3, 2009)
• 50.9% of students responded “high” or “very high” when asked the degree to which the university has connected them with academic support outside the classroom. An additional 31.4% responded “moderate.” (FoE survey)
• New: Intake Model was a pilot project in Fall 2008; included 830 new students. Advisors created an “advising syllabus” for first-year students, including a guide and timetable. Includes tip sheets created for students (example: “Starting and Maintaining a Study Group” by K. Agee of Academic Learning Center).
PI 6.3.3 – Opportunities for campus involvement
UNI offers numerous opportunities for campus involvement. Information concerning activities is easily accessible through the Current Students link on the UNI webpage. Information is also included in PAIR newsletters, Path 2 Purple, UNIonline, and MyUNIverse. The numerous communication methods regarding campus involvement suggest all students can access information.
• There are 260 student organizations listed on the UNI website. Lists of organizations are available by category and by major. There is also information available on the website about starting a student organization.
Categories: Academic, Business, Computer, Education, Ethnic-Cultural, Event Planning, Fraternities & Sororities, General Interest, Government, Honor Societies, Language, Music, Political, Publications & Media, Religious, Science , Service, Sports, Theater & Arts
• Numerous leadership opportunities are available. University has a Student Leadership Center.
• Intramural sports are available both fall and spring semesters free of charge. Men’s, women’s, and co-rec sports, as well as individual, team, and tournament opportunities exist.
• Outdoor recreation activities are available for a reasonable fee.
• Club sports are available
• Many music opportunities exist for majors and non-majors.
• Orientation includes a Student Involvement Fair (rated 4.09 on survey). Home by the Dome also includes information about activities and opportunities.
PI 6.3.4 – Inclusive campus environment
UNI provides programs that offer opportunities for first-year students to become connected to the campus environment. Students are exposed to a variety of activities through student orientation, within the residence hall system as well as the social outlet at the student union. Information can be accessed through the Admissions link on the UNI webpage (links to Jump Start, Freshman Orientation, Transfer Orientation and International Orientation), the Department of Residence Life Report in the Evidence Library, the EBI Student Union survey in the Evidence Library, and the Summer Orientation Survey in the Evidence Library. Information regarding Non-Traditional students was provided through the Registrars office as well as Jean Neibauer from Academic Advising.
• All students are required to attend an orientation session upon arriving at UNI.
• Freshman Orientation – Survey results indicate incoming freshman had a positive experience. “Feeling welcome” – 4.53; “Leaving a positive impression of UNI – 4.59”. Incoming Non-traditional freshman meet with a staff member and go through an individual orientation first and then attend a regularly scheduled orientation session and the student services fair.
• Transfer Orientation – Schedule not as extensive as freshman orientation. Includes Non-traditional students as well as those coming to UNI from other institutions. Purpose is to “connect” students before they arrive.
• International Orientation – Takes place over several days to acquaint incoming students to offices and procedures upon arriving at UNI. Has both a “social” and educational component.
• Jump Start – Opportunity for new students from underrepresented groups to come to campus a week early, make connections with each other, and feel a greater sense of support on a predominantly white campus. Jump Start students are not required to attend a 2-day summer orientation.
• Residence Education programs promote citizenship and an “inclusive campus environment”.
• Ninety percent of UNI freshman live on campus making residence life a primary way to reach 1st year students.
• Programs provided in residence system include Academic Initiatives Program, Freshman Springboard Program, Leadership Advising Program, Inclusive Communities Team projects, the Safe Zone Task Force Projects and the Citizens and Scholars Calendar.
• Staffs are trained and work with other departments in preparing programs to assist students’ needs.
• Systematic evaluations include EBI results in residence education, housing feedback surveys, and smaller surveys that target specific areas such as Spring Residence Education, and Leader Reflection, etc.
• Student Union provides a welcoming and inclusive environment.
• EBI reports a mean average on questions related to the student union “providing a safe and welcoming environment” ranging from 6.01-6.34 on a scale of 1-7 (7-strongly agree/1-strongly disagree).
• Results include 1st year student responses but are not exclusive to this group.
• EBI report indicates UNI scored between 16-25% higher in comparison to peer institutions with regard to questions related to “environment” within Maucker Union.
Surveys:
FoE Student Survey, Fall 2008 (N=approx. 1100):
Q0008: As a first-year student, to what degree has this institution:
Connected you with academic support outside the classroom (e.g., tutoring, advising)?
Very High/High = 50.9%
Moderate = 31.4%
Slight/Not at all = 17.7%
Q0007: As a first-year student, to what degree has this institution:
Connected you with faculty members outside of class?
Very High/High = 22.2%
Moderate = 33.7%
Slight/Not at all = 44.1%
Q010: To what degree has this institution:
Communicated the importance of out-of-class activities?
Very High/High = 59.6%
Moderate = 27.4%
Slight/Not at all = 13%
Q011: To what degree has this institution:
Provided opportunities for involvement in out-of-class activities that interested you?
Very High/High = 58.9%
Moderate = 29.7%
Slight/Not at all = 11.4%
Q012: To what degree have faculty/staff advisors: Explained the requirements for specific academic majors?
Very High/High = 60.8%
Moderate = 28.5%
Slight/Not at all = 10.6%
Q013: To what degree have faculty/staff advisors: Helped you select courses?
Very High/High = 54.2%
Moderate = 29.5%
Slight/Not at all = 16.3%
Q014. To what degree have faculty/staff advisors: Discussed how college can help you achieve your life goals?
Very High/High = 50.9%
Moderate = 33%
Slight/Not at all = 16.1%
Q015. Academic Advising - To what degree have faculty/staff advisors: Discussed what it takes for you to be academically successful?
Very High/High = 60.9%
Moderate = 27.7%
Slight/Not at all = 11.4%
Q016. To what degree have faculty/staff advisors: Discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
Very High/High = 41.9%
Moderate = 29.6%
Slight/Not at all = 28.5%
Q040. Campus Environment - At this institution, to what degree do you feel: You belong?
Very High/High = 65.8%
Moderate = 22.7%
Slight/Not at all = 11.5%
Groups that were below the target mean for Q040:
• Which best describes your high school grades? = All or Mostly C (3.18, N=22)
• U.S. racial/ethnic group: Asian/Pacific Islander (3.26, N=19); Non-resident alien (3.15, N=13)
• Age: 28-30 (3.29, N=7); 36 or older (2.79, N=14)
• Average number of hours per week you spend in outside the classroom course preparation (e.g., homework, studying, research) during the current term:
More than 25 (3.35, N=34)
• Which best describes your college enrollment next year? Don’t Know (2.99, N=81); I will transfer to another institution (2.59, N=26)
• Where do you currently live? Campus Apartment (3.30, N=20); Other (3.14, N=7)
• Which best describes your level of activity in campus-sponsored, out-of-class activities? No involvement (3.25, N=104)
• How often have UNI faculty/staff advisors discussed your responsibilities outside of school and how those may impact your academic success? Never (3.26, N=117)
• If you are a transfer student, did you transfer from:? A 4 year institution (3.47, N=70); Another type of school (3.42, N=12)
(Q035-040 on the survey are listed as Campus Environment and are listed under the All Students dimension) – others are under other dimensions. I only looked in detail at 040 because 035-039 applied more to other PI’s under All Students
NSSE Executive Snapshot 2008
UNI’s Highest Performing Areas among First-Year Students
Positively rated their relationships with other students: 84% (several peer groups to UNI were in 76%-79% range);
Positively rated their relationships with faculty members: 76% (UNI peer groups in 66-68% range);
Positively rated their experiences with administrative personnel and officers: 62% (UNI peer groups in 49%-52% range)
Lowest Performing Areas among First-Year students
Discussed ideas from readings or classes with others outside of class: 50% (peer groups to UNI were in 52%-59% range);
Had serious conversations w/students of another race or ethnicity: 32% (peer groups were in 43%-54% range);
Had serious conversations w/students of other religions/politics/values: 46% (peer groups were in 54%-56% range)
(N=483; Sampling Error =+/-4%) -- the above areas were compared to three peer groups of schools who also participated in NSSE. I picked out only the ones that seemed somewhat related to PI 6.3