2007 your first college year · 2020. 8. 20. · student research & information 16 12.1% 13.7%...

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2015 Your First College Year Survey

Student Research & Information

University of California-San Diego

Your First College Year Survey

2015 Results



First-time, Full-time Freshmen

University of California-San DiegoN=999

Public 4yr Colleges & Public UniversitiesN=2,240

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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 UCSD students’:

• Adjustment to college

• Academic outcomes and experiences

• Co-curricular experiences

• Satisfaction

• Overall growth

2

THE FIRST YEAR IS A BIG DEAL

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3

Table of Contents

• Demographics

Race/Ethnicity

Sex and Housing Type

• Adjustment to College

Academic Adjustment

Sense of Belonging

Navigational Action

• Academic Outcomes and Experiences

Habits 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 Experiences

Civic Engagement

Social Agency

Civic Engagement

Civic Awareness

Diversity and Campus Climate

Positive Cross-Racial Interaction

Negative Cross-Racial Interaction

Diversity

Campus Climate

Health and Wellness

• Satisfaction

Satisfaction with Coursework

Overall Satisfaction

Satisfaction with Academic Support

Satisfaction with Services and Community

Future Plans

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A Note about CIRP Constructs

We use the CIRP Constructs throughout this

PowerPoint to help summarize important

information about UCSD students from the

YFCY.

Constructs

Constructs 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 Constructs

Constructs that are included in the CIRP TFS and YFCY that measure

change in the UCSD student population over time.

4

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5

Demographics

0.5% 0.1%

57.6%

16.4% 18.4%

1.1%5.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AfricanAmerican/

Black

AmericanIndian/

Alaska Native

Asian/NativeHawaiian/

Pacific Islander

Latino White/Caucasian

Other Race/Ethnicity

Two orMore Races/Ethnicities

Race/Ethnicity

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6

Demographics

Race/Ethnicity

17.2%

1.9%0.3%

53.6%

17.7%

9.3%

18.4%

0.5% 0.1%

57.6%

16.4%

6.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

White/Caucasian African American/Black American Indian/AlaskaNative

AsianAmerican/Asian/Pacific

Islander

Mexican/Chicano/PuertoRican/Other Latino

Other ethnicity/Two or More

Per

cen

tage

UCSD 14 First-Time Freshmen 2015 YFCY UCSD

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Demographics

7

40.0%

60.0%

Male

Female

Sex

70.4%

5.8%

6.3%

17.4%

Residence HallsSpecial Interest HousingWith FamilyAll Other Responses

Housing

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8

Demographics

Gender

51.6%48.4%

40.0%

60.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Male Female

Per

cen

tage

UCSD 14 First-Time Freshmen 2015 YFCY UCSD

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Financing College

Economic factors play an important role in

students’ decisions about college.

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Financing CollegeThe percentage of students with at least some funds

from these various sources.

10

13.2%

47.3%

69.3%

50.4%

76.3%

11.4%

46.1%

66.3%

39.7%

81.8%

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

Other sources

Aid to be repaid

Aid not to be repaid

Personal resources

Family resources

UCSD Public Universities

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Financing CollegeDo you have any concern about your ability

to finance your college education?

11

22.8%

57.6%

19.6%23.2%

57.1%

19.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

None Some Major


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Adjustment to College

Students’ ability to adjust academically and

socially plays a large role in student success,

retention, and satisfaction.

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Academic Adjustment

Academic Adjustment measures the ease with which students adjust to the

academic demands of college.

46.7 47.5 46.148.0 48.1 48.0

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

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

13

■ UCSD ■ Public Universities

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Sense of Belonging

The 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.

45.1 44.5 45.646.0 45.2 46.5

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

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

14


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15

Navigational Action

These items illustrate how often students participated in institutional programs or

engaged in activities that would help them successfully traverse the institution.

64.1% 67.2%

23.7% 26.6% 28.9% 29.4%

9.7%12.9%

5.2%5.8% 5.3% 5.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Academic advising Study skills

advising

Writing center

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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16

12.1% 13.7%

20.1%

32.7%

21.9%

34.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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.

UCSD

■ Yes

Public Universities

■ Yes

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Academic Outcomes and Experiences

Students develop skills, knowledge, and

abilities through their experiences both in and

out of the classroom.

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18

40

42

44

46

48

50

52

54

56

58

60

TFS YFCY

i 50.8 46.9

c 50.3 47.4

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


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19

40

42

44

46

48

50

52

54

56

58

60

TFS YFCY

i 50.1 46.9

c 48.8 46.5

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.


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20

40

42

44

46

48

50

52

54

56

58

60

TFS YFCY

i 53.3 52.7

c 53.0 52.9

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 Orientation

Pluralistic Orientation measures skills and dispositions appropriate for

living and working in a diverse society.


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Student Research & InformationFaculty Interaction

Faculty 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.

42.8 44.0 42.045.5 46.0 45.3

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

Construct Items

• Communicated regularly with your

professors

• Asked a professor for advice after

class

• Received advice/guidance about

your educational program from

your

professor

• Amount of contact with faculty

• Faculty during office hours

• Faculty outside of class or

office hours

21


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Academic Disengagement

Academic Disengagement measures the extent to which students engage in

behaviors that are inconsistent with academic success.

52.2 52.7 51.851.5 51.9 51.2

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

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

22


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23

Academic Validation

Faculty 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.

58.5% 56.3% 56.6% 55.2% 54.2%47.6%

24.5% 30.4%21.3% 28.3%

36.8%43.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

discussions

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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24

General Interpersonal

Validation

These items measure the extent to which students believe faculty and staff provide

attention to their development.

50.0%55.2%

66.4% 67.1% 64.5% 64.9%

10.0%

15.2%

10.1% 13.2%9.8%

15.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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 academically

UCSD

■ Strongly Agree

■ Agree

Public Universities

■ Strongly Agree

■ Agree

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25

General Interpersonal

Validation

These items measure the extent to which students believe faculty and staff provide

attention to their development.

47.3% 50.4% 48.0%53.5% 56.4% 57.1%

15.1%

22.0%

4.5%

7.2%10.0% 13.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

At least one staff member has

taken an interest in my

development

Staff recognize my

achievements

Staff encouraged me to get

involved in campus activities

UCSD

■ Strongly Agree

■ Agree

Public Universities

■ Strongly Agree

■ Agree

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26

Academic Outcomes

These items illustrate students’ views of their academic skills and abilities.

65.0% 64.0% 63.1% 62.5%67.7% 65.8% 69.1% 66.6%

25.4% 28.1% 29.8% 31.3% 20.2% 24.4% 19.2% 23.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Intellectual and

practical skills

Knowledge of a particular

field or discipline

Critical thinking

skills

Problem-solving

skills

UCSD

■ Strongly Agree

■ Agree

Public Universities

■ Strongly Agree

■ Agree

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27

52.5% 53.4%

36.3% 36.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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.

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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28

Academic Enhancement

Experiences

Opportunities 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.

9.1% 12.0%

53.9% 58.3%

31.4% 28.8%

63.9% 62.5%

3.3%4.3%

5.4%

12.9%

9.3%6.9%

27.4% 29.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Worked on a

professor’s research

project

Made a presentation in

class

Received tutoring Contributed to class

discussions

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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29

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.

37.4% 37.6%

53.6% 53.4% 53.3% 52.7%

60.8% 60.0%36.5% 34.4%

39.7% 39.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Integrate skills and knowledge

from different sources and

experiences

Studied with other students Discussed course content with

students outside of class

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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30

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.

57.8% 61.4% 60.9% 62.0%

12.3%17.3%

12.8% 14.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Worked with classmates on group projects:

During class

Worked with classmates on group projects:

Outside of class

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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Co-Curricular Experiences

Co-curricular experiences provide

opportunities for students to grow

intellectually, interpersonally, and emotionally.

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32

40

42

44

46

48

50

52

54

56

58

60

TFS YFCY

i 49.5 50.9

c 49.4 51.5

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.


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Student Research & InformationCivic Engagement

Engaged 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.

47.3 47.3 47.447.5 47.5 47.6

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

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

33


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Civic Awareness

The 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.

48.0 47.7 48.249.1 48.6 49.4

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

Construct Items

• Understanding of national

issues

• Understanding of global issues

• Understanding of the problems

facing your community

34


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Student Research & InformationPositive Cross-Racial

Interaction

Contact 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.

52.8 51.9 53.351.3 50.3 51.9

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

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

35


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Student Research & InformationNegative 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.

52.4 52.8 52.251.7 52.0 51.5

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

Construct Items

• Had tense, somewhat hostile

interactions

• Felt insulted or threatened because of

your race/ethnicity

• Had guarded, cautious interactions

36


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37

Campus Climate and

Diversity

A diverse and inclusive campus environment strengthens students’ learning experience

and prepares them to participate in an increasingly diverse society.

15.4% 12.5%17.5% 16.2%

26.7% 22.9%

53.2% 54.5%

2.6%2.4%

2.4% 2.8%

4.6%3.8%

34.2% 34.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

UCSD

■ Strongly Agree

■ Agree

Public Universities

■ Strongly Agree

■ Agree

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38

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.

36.9% 40.9%31.0%

40.1%48.8% 51.9%

7.7%11.9%

8.4%

14.6%

19.4%21.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Racial/ethnic diversity

of faculty

Racial/ethnic diversity of

student body

Respect for the

expression of diverse

beliefsUCSD

■ Very Satisfied

■ Satisfied

Public Universities

■ Very Satisfied

■ Satisfied

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39

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.

51.7% 49.6% 48.5% 46.4%56.5%

49.0% 48.5% 44.9%

42.1% 44.1%

17.2% 18.0%

17.5%

15.4%21.8%

21.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Felt overwhelmed by

all you had to do

Felt depressed Lonely or homesick Isolated from campus

life

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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40

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.

28.4% 24.7%

46.7%39.2%

60.6% 59.6% 57.0% 58.8%2.1%1.9%

13.5%

11.4%

22.8% 22.5% 24.6% 24.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Unsafe on this campus Worried about your health Had adequate sleep Maintained a healthy

diet

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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Health and Wellness

37.8% 35.3%

12.0% 12.7%

4.2% 4.5%

3.9% 3.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Psychological

21.8%17.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


41

Since entering this college,

have you sought personal

counseling?

Since entering college, how often

have you utilized the following

services?

Yes Student Health Services

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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Health and Wellness

26.9% 29.0% 31.3% 34.9%

4.8% 6.2%7.4%

8.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

42

Since entering this college, how often have you drank:

Beer Wine or Liquor

UCSD

■ Frequently

■ Occasionally

Public Universities

■ Frequently

■ Occasionally

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Satisfaction

Understanding how students perceive their

college experience identifies areas that are

working well and sheds light on those that

need improvement.

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Satisfaction with Coursework

Satisfaction with Coursework measures the extent to which students see their coursework as relevant,

useful, and applicable to their academic success and future plans.

43.3 43.4 43.245.2 44.9 45.4

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

Construct Items

• Relevance of coursework to future

career plans

• Relevance of coursework to

everyday life

• General education or core

curriculum courses

• First-year programs

44


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Overall Satisfaction

Overall Satisfaction is a unified measure of students’ satisfaction with the

college experience.

43.7 43.4 43.945.0 44.7 45.1

0

10

20

30

40

50

60

70

80

90

100

All FTFT Men Women

Construct Items

• Overall college experience

• If given choice again, would still

choose to enroll at current institution

• Overall academic experience

• Overall quality of instruction

45


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46

Satisfaction with

Academic Support and Courses

Gauges use of and satisfaction with campus academic support structures and types of coursework

required in general education.

40.9% 39.1%26.6%

39.6% 35.0% 34.8%

49.2% 46.7%

19.6% 26.6%

3.6%

13.9%17.2% 21.8%

26.0% 33.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Academic advising Class size Library resourcesFirst-year programs

UCSD

■ Very Satisfied

■ Satisfied

Public Universities

■ Very Satisfied

■ Satisfied

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47

Satisfaction with




32.1%40.2%

50.5% 52.2% 49.5% 52.8%

6.4%

11.2%

15.9%20.5%

12.1%15.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Amount of contact with

faculty

Your overall academic

experience

Overall quality of

instruction

UCSD

■ Very Satisfied

■ Satisfied

Public Universities

■ Very Satisfied

■ Satisfied

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48

31.7%37.0% 38.8% 41.5%

5.4%

8.9% 8.3%12.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Relevance of coursework to everyday

life

Relevance of coursework to future career

plans

Satisfaction with




UCSD

■ Very Satisfied

■ Satisfied

Public Universities

■ Very Satisfied

■ Satisfied

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49

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.

32.8% 32.0%37.2% 39.9% 40.5% 37.2%

18.7% 20.7%16.0%

19.7%10.8% 17.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Financial aid package Orientation for new students Student housing

UCSD

■ Very Satisfied

■ Satisfied

Public Universities

■ Very Satisfied

■ Satisfied

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Future Plans

28.9%

44.9%

13.2%

6.4%

34.3%

42.2%

11.9%

5.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Definitely Yes Probably Yes Probably No Defnitely No

50

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

your current (or most recent) college?


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95.0%

1.9% 2.6% 0.5%

93.0%

3.3% 3.4%0.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Attending This Institution Attending AnotherInstitution

Don't Know/Have NotDecided Yet

Not Attending AnyInstitution

51

Future Plans

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


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25.6%

32.0%

67.1%

40.5%

60.2%

28.4% 29.7%

78.6%

31.1%

62.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Take courses at thisinstitution

Take courses atanother institution

Work for pay Participate ininternship

Travel

52

Future Plans

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


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53

For more information about

HERI/CIRP Surveys at UCSD

The Freshman Survey

Your First College Year Survey

Diverse Learning Environments Survey

College Senior Survey

Please contact:

[email protected]

studentresearch.ucsd.edu

mailto:[email protected]

2007 your first college year · 2020. 8. 20. · student research & information 16 12.1% 13.7%...

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