EXECUTIVE SUMMARYCIRP FRESHMAN SURVEY RESULTS

FALL 2012

Each fall since 1992, the University of Idaho has administered the UCLA-HERI Cooperative Institutional Research Program (CIRP) Freshman Survey, in order to better understand our incoming class of students. The survey yields information on student demographics, study patterns and social activities in the senior year of high school, academic self-assessment, career goals, ways of financing college education, and objectives of college study. In addition, we are able to evaluate how University of Idaho students compare to students nationwide and from previous classes of University of Idaho students. The survey was administered in the English 101 and 102 courses required for University of Idaho freshmen; 1,160 first time, full-time students responded, yielding a ninety percent (90%) response rate.

More respondents reported they had an average grade in high school of A-, A or A+ than those in 2011 (47%, up 2%), with forty-seven percent (47%, no change) reporting a grade point average of B-, B or B+. Consistent with previous years, women reported higher GPAs than men; nineteen percent (19%) more women than men reporting they received a GPA of A-, A or A+ during high school. SAT Reading, Math and Writing scores were lower for University of Idaho students than for their peers at public universities, and lower than in 2011. U of Idaho ACT Composite scores were lower than those of public universities, though there was no change from the 2011 among UI respondents.

Seventy percent (70%, down 2%) of respondents estimate their parents make less than $100,000 per year (11% lower than their peers at public institutions), with the median in the range of $60,000 to $74,999, consistent with last year. Over one-half of students reported their fathers (53%, up 2%) and mothers (53%, up 2%) had a college degree or graduate education; both are less than their peers at public universities (who reported 59% for their fathers and 60% for their mothers).

Sixteen percent (16%) report they will use more than $10,000 of “family resources” compared with thirty-four percent (34%) of their peers at public universities. Seventy-two percent (72%, up 4%, compared to 52% of peers) expect to help pay for college with their “own resources.” Eighty percent (80%, up 5%) of University of Idaho students are receiving aid which need not be repaid (grants, scholarships, military funding, etc.), with thirteen percent (13%) receiving more than $10,000 compared to twenty-three percent (23%) of their peers. Fifty-two percent (52%, down 2%) received “aid which must be repaid” (the same amount as their peers).

IRA Report, 4/11/13 1

Institutional Research and Assessment Report March 7, 2013

CIRP FRESHMAN SURVEY RESULTSFALL 2012

INTRODUCTIONEach fall since 1992, the University of Idaho has administered the UCLA-HERI Cooperative Institutional Research Program (CIRP) Freshman Survey, in order to better understand our incoming class of students. The survey generates information on student demographics, study patterns and social activities in the senior year of high school, academic self-assessment, career goals, ways of financing college education, and objectives of college study. In addition, we are able to evaluate how University of Idaho students compare to students nationwide and from previous classes of University of Idaho first-year student. These data are used to plan and improve academic programs and student services.

The survey was administered in the English 101 and 102 courses required for University of Idaho freshmen. 1,160 first-time, full-time students responded, yielding a ninety percent (90%) response rate. Response rates are dependent on the cooperation of faculty and instructors in the English writing courses, and the University of Idaho is grateful for their time and commitment to this project.

STUDENT DEMOGRAPHICSUp slightly from previous years, ninety-two percent (92%) of first-time full-time freshmen graduated from public high schools, charter schools or magnet schools (4% more than other public universities); seven percent (7%) from private schools, and one percent (1%) were home-schooled. Ninety-five percent (95%, up 1% from last year) reported that they had graduated from high school in 2012 (compared to 99% of their peers at all public universities). Ninety-six percent (96%, up 1% from 2011) reported they are 19 years of age or younger. First-year women have consistently reported being slightly younger than men, with sixty-one percent (61%, down 3% from 2011) of women reporting they were 18 or younger on December 31, 2012 compared with fifty-four percent (54%, up 1%) of men. Ninety-six percent (96%) of respondents reported having no military status, while three percent (3%) were enrolled in ROTC, cadets, or midshipman at a service academy, and one percent (1%) were in Active Duty, Reserves, or the National Guard, or have been discharged from the service.

More respondents reported they had an average grade in high school of A-, A or A+ than those in 2011 (47%, up 2%), with forty-seven percent (47%, no change) reporting a grade point average of B-, B or B+. Consistent with previous years, women reported higher GPAs than men; nineteen percent (19%) more women than men reporting they received a GPA of A-, A or A+ during high school. SAT Reading, Math and Writing scores were lower for University of Idaho students than for their peers at public universities, and lower than in 2011. U of Idaho ACT Composite scores were lower than those of public universities, though there was no change from 2011 among UI respondents.

When asked about their race/ethnicity group with the opportunity to report two or more races/ethnicities, seventy-nine percent (79%, no change) report they are White/Caucasian, and seventy-one percent (71%, up 1%) reported their permanent home is more than 100 miles away from the Moscow campus. Eighteen percent (18%, down 1%) report they are first generation in

IRA Report, 4/11/13 2

college. (Note: This is below the nearly 34% frequently reported as “first-generation” students at U of Idaho.  The difference is primarily due to the CIRP defining “first-generation” as students whose parents have no postsecondary education while the UI admissions form asks whether either parent has obtained a bachelor’s degree.  This is the correct question to determine eligibility for TRIO programs, but obviously results in a higher proportion of students classified as “first-generation” than are reported on this particular survey.)

Living on campus is an institutional requirement, and as such ninety-one percent (91%, up 1%) planned to live in on-campus housing during their fall term at the University of Idaho, with over one-third (37%, up 4%) reporting they will live in a fraternity or sorority house compared to just under two percent (2%) of their peers at public universities. Nearly all respondents report they are U.S. citizens (98%) while ninety-four percent (94%, no change from 2011) reported English as their native language.

Seventy percent (70%, down 2%) of respondents estimate their parents make less than $100,000 per year (11% lower than their peers at public institutions), with the median in the range of $60,000 to $74,999, consistent with last year. Over one-half of students reported their fathers (53%, up 2%) and mothers (53%, up 2%) had a college degree or graduate education; both are less than their peers at public universities (who reported 59% for their fathers and 60% for their mothers). Sixty-six percent (66%, up 1%) of freshmen reported their parents are “both alive and living with each other” compared to seventy-one percent (71%) of their peers at public universities.

While twenty-six percent (26%, down 1%) percent of respondents reported their fathers have no religious preference and twenty percent (20%, down 2%) reported their mothers have none, thirty-five percent (35%, down 2%) of freshmen reported they themselves have no religious preference, compared with only twenty-seven percent (27%) of their peers. In contrast, sixty-two percent (62%, up 1%) reported they frequently or occasionally attended religious services during the previous year; and, women report having a religious preference more often than men do. Likewise, fifteen percent (15%, down 6%) consider themselves “Born-Again Christian” and seven percent (7%, down 4%) consider themselves “Evangelical.” This is considerably lower than the last time this question was asked in 2010. Their peers report declines as well (down 2% and 10% respectively).

In a question restored to the survey this year from 2010, freshmen were asked how many years they studied specific subjects during high school. Ninety-six percent (96%, compared to 98% of their peers from public universities) studied English for at least four years; seventy-three percent (73% compared to 90%) studied mathematics for at least four years; seventy-eight percent (78%) studied a foreign language for two or more years (82% for peers); forty-nine percent (49%) studied physical science for two or more years (63% for peers); fifty-nine percent (59%, compared to 49% of peers) studied biological sciences for one year or less; fifty percent (50%, compared to 47%) studied history/American government for at least four years; fifty percent (50%, compared to 41%) studied computer science for one or more years; and, seventy-two percent (72%, compared to 86%) studied arts and/or music for at least one year. A new item this year asked students to mark the courses they have completed including Algebra II (95%), Pre-Calculus/Trigonometry (60%), Probability & Statistics (20%), Calculus (17%), AP Probability &

IRA Report, 4/11/13 3

Statistics (10%), and AP Calculus (13%). More of their peers from other public universities reported having taken these courses than did U of Idaho respondents.

An additional item restored from the 2010 survey asked students if they had any disabilities or medical conditions. University of Idaho students report higher incidence in almost all areas than do their peers at other public universities. Three percent (3%, compared to 2% of peers) report having a learning disability; five percent (5%, compared to 4%) have attention deficit hyperactivity disorder; one percent (1%, compared to less than .51%) have autism spectrum/Asperger’s syndrome; three percent (3%, slightly above peers’ 2.6%) have a physical disability (speech, sight, mobility, hearing, etc.); and five percent (5%, compared to 4%) have a psychological disorder (depression, etc.). The only area in which their peers responded with a higher rate than U of Idaho students was chronic illness (1%, compared to 2%), which includes such things as cancer, diabetes, autoimmune disorders, etc.

Ten percent (10%, up 1%) of University of Idaho freshmen had previously taken courses for credit from the University of Idaho, while only six percent (6%) of their peers had taken courses for credit from their own institutions. Thirteen percent (13%, no change) of University of Idaho students had taken courses from other institutions since leaving high school, as had eleven percent (11%) of their peers.

Seventy-two percent (72%, no change) of students reported that the University of Idaho was their first choice for college this year, compared with sixty-three percent (63%) of peers reporting the same regarding the public university they are attending. Ninety-four percent (94%, up 1%) reported they were accepted by their first choice college, compared with only seventy-eight percent (78%) of their peers at public universities. Thirty-one percent (31%, up 1%, and compared to 15% of peers) did not apply for admission to any colleges other than the University of Idaho.

In a new question this year, eleven percent (11%) of U of Idaho students reported they consider themselves to be Pre-Med compared with twenty-one percent (21%) of their peers, and five percent (5%) reported they are Pre-Law compared with six percent (6%) of their peers.

RESPONSE COMPARISONSSkills and AbilitiesEach year, freshmen are asked to rate themselves on a list of skills and abilities "compared with the average person your age". The chart below shows the differences in the ratings between University of Idaho students and their peers at other public institutions. University of Idaho students have consistently reported their abilities as lower than their peers in all areas except “physical health.”

IRA Report, 4/11/13 4

Ability to discuss and negotiate controversial issues

Work cooperatively with diverse people

Spirituality

Openness to having views challenged

Tolerance of different beliefs

Seeing the world from other's perspective

Aacademic ability

Artistic ability

Competitiveness

Computer skills

Cooperativeness

Creativity

Drive to achieve

Emotional health

Leadership ability

Mathematic ability

Physical health

Popularity

Public speaking ability

Intellectual self-confidence

Social self-confidence

Self-understanding

Understanding of others

Writing ability

0 10 20 30 40 50 60 70 80 90

Freshman Academic Self-Confidence Rating Self "Above Average" or In "Highest 10%"

2012

UIPublic Universities

Percent

ActivitiesEach year students are asked to report on their activities during the previous year, typically their senior year in high school. The top five activities in which students reported participating “frequently” or “occasionally” this year were: “used the Internet for research or homework” (98%, down 1%); “was bored in class” (93%, no change); “performed volunteer work” (88%, up 4%); “asked a teacher for advice after class” (87%, up 2%); and, “studied with other students” (87%, no change). Additional areas with a high response rate were “felt overwhelmed by all I had to do” (86%, no change), and “socialized with someone of another racial/ethnic group” (93%, down 3%).

The table below illustrates the areas with differences five percent (5%) or more in responses from University of Idaho students and students from other public universities who participated in the activity “frequently” or “occasionally.”

IRA Report, 4/11/13 5

Atten

ded

a rel

igio

us se

rvic

e

Tuto

red

anot

her s

tude

nt

Was

a gu

est i

n a t

each

er's

hom

eSm

oked

ciga

rette

sDr

ank b

eer

Dran

k win

e or l

iquo

r

Vote

d in

a st

uden

t ele

ction

Perfo

rmed

com

mun

ity se

rvic

e as a

par

t of a

clas

sDi

scus

sed

relig

ion

Publ

icly

com

mun

icat

ed m

y opi

nion

abou

t a ca

use

Faile

d to

com

plet

e hom

ewor

k on

time

0102030405060708090

100

Activities Performed During the Past Year "Frequently" or "Oc-casionally"

UI

Public Universi-ties

Per

cent

Other activities of interest included: “demonstrated for/against a cause” with twenty-three percent (23%, down 4%) of University of Idaho students reporting “frequently” or “occasionally” compared to twenty-six percent (26%) of peers; “felt overwhelmed by all I had to do” (UI 86% down 1%, peers 87%); “felt depressed” (UI 49% no change, peers 45%); “came late to class” (UI 51% down 1%, peers 54%); “discussed politics” ( UI 82% down 1%, peers 84%); “worked on a local, state, or national political campaign” ( UI 9% down 2%, peers 9%); “skipped school/class” (UI 33% down <1%, peers 29%); “helped raise money for a cause or campaign” (UI 53% down 2%, peers 57%); and, “fell asleep in class” (UI 43% down <1%, peers 47%).

Financing College EducationStudents from all public institutions are concerned about their ability to finance their college education. Sixty-eight percent (68%, down 2% from 2011) of University of Idaho students are concerned, slightly lower this year than the last several years, and the same as their peers. Eight out of ten students report that there is “some” or a “very good” chance that they will have to get a job to help pay for college expenses, with one-third (33%, down 1%) reporting the chances are good they will work full-time while attending college. Of students who report they expect to work during their first semester, five percent (5%, down 3%) expect to be working 25 or more hours per week, with nearly nine out of ten working between one and seventeen hours per week.

Twenty-six percent (26%) of University of Idaho students will use no “family resources” to support their education, while nineteen percent (19%) of their peers will not use any. This disparity is not surprising given the slightly higher income estimates for the parents of students

IRA Report, 4/11/13 6

from their peer institutions. Sixteen percent (16%) report they will use more than $10,000 of “family resources” compared with thirty-four percent (34%) of their peers at public universities. Seventy-two percent (72%, up 4%, compared to 67% of peers) expect to help pay for college with their “own resources.” Eighty percent (80%, up 5%) of University of Idaho students are receiving aid which need not be repaid (grants, scholarships, military funding, etc.), with thirteen percent (13%) receiving more than $10,000 compared to twenty-three percent (23%) of their peers. Fifty-two percent (52%, down 2%) received “aid which must be repaid” (the same amount as their peers). Five percent (5%, down 1%, compared to 7% of peers) will use money from “other” sources.

Reasons for Attending CollegeConsistent with previous years, the reason most frequently selected as “very important” or “somewhat important” for attending the University of Idaho is “this college has a very good academic reputation” (91%, no change, but 5% below peers). Additional top reasons, similar to previous years, include “the cost of attending this college” (89%, up 5%, 9% above peers); “this college’s graduates get good jobs” (83%, up 3%, 5% lower than peers); “this college has a good reputation for its social activities” (81%, up 1%, 3% lower than peers); and “I was offered financial assistance” (81%, up 5%, 15% above peers).

Those items with the least impact on the decision to attend the University of Idaho, and reported as “very important” by the fewest number of respondents, included “private college counselor advised me” (2%, no change), “the ability to take online courses” (1%, down 2%), and “I was attracted by the religious affiliation/orientation of the college” (1%, down 1%).

It is interesting to note that percentages increased in all areas where someone advised students to attend the University of Idaho. Remaining reasons that students felt were “very important” or “somewhat” important in their decision to attend the University of Idaho were:

“A visit to campus” (76%, up 4%); “I wanted to go to a school about the size of this college” (76%, up 4%); “This college’s graduates gain admission to top graduate/professional schools” (59%,

down 3%); “My parents wanted me to come here” (50%, up 2%); “Information from a website” (45%, up 1%); “I wanted to live near home” (43%, no change); “Rankings in national magazines” (41%, up 5%); “My high school counselor advised me” (34%, up 2%); “My teacher advised me” (33%, up 2%); “My relatives wanted me to come here” (32%, up 2%); “Could not afford first choice” (29%, up 1%); “I was admitted through an Early Action or Early Decision program” (28%, up 9%); “Not offered aid by first choice (23%, up 2%); “The athletic department recruited me” (11%, no change); and, “The percentage of students who graduate from this college” (64%, new this year).

IRA Report, 4/11/13 7

Seventy percent (70%, up 1%) of University of Idaho respondents “agree strongly” or “agree somewhat” that “the current economic situation significantly affected my college choice” while only sixty-four percent (64%) of their peers agree strongly or somewhat.

Again this year students were asked how important certain elements were in their decisions to go to college in general. Those responses, in order of importance to UI students, were “to learn more about things that interest me” (99%, no change); “to be able to get a better job” (98%, no change); “to get training for a specific career” (98%, up 1%);“to be able to make more money” (96%, down 1%); “to gain a general education and appreciation of ideas” (97%, no change);“to make me a more cultured person” (85%, down 2%); and, “to prepare myself for graduate or professional school” (78%, down 6%).

Nearly three-quarters (73%) of University of Idaho respondents reported that the highest academic degree they intend to obtain “at any college” was either a bachelor’s or master’s degree, with an additional twenty-four percent (24%, down 2%) reporting they plan to obtain a Ph.D., Ed.D., J.D., medical, or divinity degree. Ninety-eight percent (98%, down 1%) of University of Idaho respondents reported they planned to obtain their degree at this college. However, when asked specifically “do you expect to complete your degree at University of Idaho”, only seventy-six percent (76%, up 4%) responded “yes”, while eleven percent (11%, down 1%) do not plan to earn a degree or plan to transfer, and twelve percent (12%, down 4%) reported, “I don’t know.” Likewise, when asked what the chance are that you will “transfer to another college before graduating”, over a quarter of the students (28%) reported there was “some chance” or a “very good chance.” For the nine percent (9%, up 1%) who report they are planning to transfer, the primary reason is “personal” (32%, up 2%), with an additional twenty-two percent (22%, down 5%) reporting that they are looking for a “stronger program in major/career interest.” Other reasons for transferring include “financial reasons” (19%, down 3%), “the UI doesn’t offer a major in my chosen field” (17%, up 3%), and “other college/university closer to home” (60%, up 4%). In a new item this year, fourteen percent (14%) of students reported the chances were “very good” or “some chance” that they will “take a leave of absence from” the university temporarily. Twenty-three percent (23%) report they expect to take three or fewer years to graduate and seventy-five percent (75%) report they expect to take four years to graduate from university.

Student Effort and Engagement One component of an effective teaching and learning environment is an understanding of not only the academic engagement of students, but also the attitudes and experiences beyond academia of our incoming freshman. Several items in the CIRP Freshman Survey ask students to report on their participation in specific activities during their last year in high school.

It is interesting to note that University of Idaho students spent slightly more time studying than reported in the previous four years, though still significantly less than their peers at public universities. Seventy-six percent (76%, up 2% from the previous year) of the respondents reported spending between one and ten hours in a typical week studying or doing homework during their last year in high school; the largest group of students (30%, down 1%) reported they spent “3 to 5 hours” in a typical week, and twenty percent (20%, up 5%) reported spending “6 to 10 hours.” Twenty percent (20%) of their peers from public universities reported spending 11 or

IRA Report, 4/11/13 8

more hours studying per week (an increase of 7% this year), compared to ten percent (10%, no change) from the University of Idaho.

The median amount of time spent “socializing with friends” was in the range of “6 to 10 hours”, as has been typical in the past. Other category medians for those activities in a typical week include the following ranges: “talking with teachers outside of the class” (“1 to 2 hours”, somewhat more than the median ‘less than one hour’ for peers), “exercise or sports” (“6 to 10 hours”, same as their peers), “volunteer work” (“none or less than one hour”), “student clubs/groups” (“1 to 2 hours,” same as their peers), “watching TV” (“1 to 2 hours”, same as their peers), “household/childcare duties” (“1 to 2 hours”), “reading for pleasure” (“less than one hour or none”), “playing video/computer games” (“less than one hour or none”, and 41% report “none”), and “online social networks (MySpace, Facebook, etc.)” (“1 to 2 hours”, same as their peers). These are similar to the responses from previous years.

Interestingly, over one-half (56%) of University of Idaho students report they spent less than one hour or no time each week “partying.” This is similar to their peers where fifty-four-percent (54%) report spending no time or less than one hour per week “partying.”

In addition, seventy percent (70%, up 4%) of University of Idaho students worked for pay during the previous year, with nearly one-half (50%, up 3%) working six or more hours in a typical week. Only fifty-nine percent (59%) of students from peer public institutions worked for pay with forty-three percent (43%) reporting working six or more hours per week. Though this is also an increase over previous years, it is significantly lower than UI students.

Consistent with previous years, University of Idaho women’s responses about their activities during their last year in high school were slightly different from those of the men, as were the differences between men and women at public institutions. Women were likely to report they spent more time working, volunteering, in student clubs or groups, in housework and childcare, reading for pleasure, and talking with teachers, while men reported more time than women playing video/computer games, watching TV, and partying. Exercise or sports, talking with teachers outside of class, socializing with friends, and studying were not significantly different between the genders.

Students are also asked to estimate the chances that they will complete certain activities which research shows can increase student engagement. The top most frequently reported areas in which UI respondents reported the chances are “very good” are the same as last year:

“Make at least “B” average” (59%, down 3%, 12% less than peers); “Socialize with someone of another racial/ethnic group” (45%, down 8%, 22% less than

peers); “Get a job to help pay for college expenses” (45%, down 5%, 5% less than peers); “Be satisfied with your college” (45%, down 5%, 15% less than peers); and, “Play club, intramural, or recreational sports” (40%, down 2%, 7% more than peers).

Additional areas in which there was a significant difference between University of Idaho students and their peers, the chances were “very good” students would:

“Change major field” (12% UI, 14% peers);

IRA Report, 4/11/13 9

“Change career choice” (9% UI, 13% peers); “Participate in student government (6% UI, 9% peers); “Join a social fraternity or sorority” (38% UI, 13% peers); “Play club, intramural, or recreational sports” (40% UI, 33% peers); “Play intercollegiate athletics (e.g., NCAA or NAIA-Sponsored)” (9% UI, 6% peers); “Participate in volunteer or community service work (28% UI, 33% peers); “Seek personal counseling” (6% UI, 11% peers); “Communicate regularly with your professors” (25% UI, 39% peers); “Participate in student clubs/groups” (32% UI, 52% peers); “Participate in a study abroad program” (25% UI, 32% peers); “Have a roommate of a different race/ethnicity” (23% UI, 26% peers); “Discuss course content with students outside of class” (35% UI, 51% peers); “Get tutoring help in specific courses” (24% UI, 34% peers); and, “Work on a professor’s research project” (21% UI, 30% peers).

Another item asks students how “frequently” they participated in a variety of activities during the past year. The chart below illustrates the differences between University of Idaho student responses and those of their peers at public universities.

Ask questions in class

Support your opinions with a logical argument

Seek solutions to problems and explain them to others

Evaluate the quality or reliability of information you received

Take a risk because you feel you have more to gain

Seek alternative solutions to a problem

Look up scientific research articles and resources

Explore topics on your own, even though it was not required for a class

Accept mistakes as part of the learning process

Seek feedback on your academic work

Work with other students on group projects

Integrate skills and knowledge from different courses and experiences

0% 10% 20% 30% 40% 50% 60% 70%

During the Past Year, Students Would FrequentlyPublic UniversitiesU Idaho

Objectives Considered Important

IRA Report, 4/11/13 10

The top five objectives that University of Idaho students considered “essential” or “very important” are consistent with previous years:

“Being very well off financially” (81%); “Raising a family” (70%) “Helping others who are in difficulty” (65%); “Becoming an authority in my field” (56%); “Obtaining recognition from my colleagues for contributions to my special field” (52%);

Other areas which students responded were “essential” or “very important” are:

“Becoming successful in a business of my own” (45%); “Improving my understanding of other countries and cultures” (44%); “Developing a meaningful philosophy of life” (38%); “Influencing social values” (37%); “Adopting ‘green’ practices to protect the environment” (34%); “Becoming a community leader” (32%); “Helping to promote racial understanding” (29%); “Keeping up to date with political affairs” (31%); “Becoming involved in programs to clean up the environment” (24%); “Participating in a community action program” (24%); “Making a theoretical contribution to science” (24%); “Influencing the political structure” (18%); “Creating artistic works (painting, sculpture, decorating, etc.)” (14%); “Writing original works (poems, novels, short stories, etc.)” (14%) and, “Becoming accomplished in one of the performing arts (acting, dancing, etc.)” (13%).

Political Views and OpinionsRespondents from both public universities and the University of Idaho are moving slightly to the right when describing their political views, and, as in the past, University of Idaho students appear to be slightly more conservative than their peers overall. This self-assessment seems to vary only slightly from year to year, with minute increases in either Liberal or Conservative respondents and a corresponding decrease in the opposing view. Nonetheless, most University of Idaho students consistently characterize themselves as middle-of-the-road (49%, down 3%), while just over one-quarter characterize themselves as conservative or far right (28%, up 4%) and twenty-three percent (23%, down 2%) reporting they are liberal or far left.

The table below lists a series of social issues in which students responded “strongly agree” or “somewhat agree.”

IRA Report, 4/11/13 11

A national health care plan is needed to cover everybody's medical costs

The death penalty should be abolished

Realistically, an individual can do little to bring about changes in our society

Abortion should be legal

Wealthy people should pay a larger share of taxes than they do now

Racial discrimination is no longer a major problem in America

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

Dissent is a critical component of the political process

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

Colleges should prohibit racist/sexist speech on campus

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

Students "Strongly" or "Somewhat" Agree on Social Issues

UIPublic Universi-ties

Diversity Views and OpinionsSeventy-seven percent (77%, up 2%) of respondents described the racial composition of the last high school they attended as “mostly” or “completely white” compared with fifty-nine percent (59%) of their peers. Additionally, eighty-two percent (82%, down 1%) described the neighborhood where they grew up as “mostly” or “completely white” compared with seventy percent (70%) of their peers. At the same time, ninety-three percent (93%, down 2%) of University of Idaho respondents reported they “frequently” or “occasionally” “socialized with someone of another racial/ethnic group” during the past year. Ninety-seven (97%) reported they had an “average” or “above average”, or “highest 10%” “understanding of others”; ninety-five percent (95%) were average or above in their “tolerance of others with different beliefs,” and ninety-eight percent (98%) average or above in “ability to work cooperatively with diverse people.” Conversely, only eight percent (8%) report that “helping to promote racial understanding” is “essential” personally. Interestingly however, only one quarter of students “agree strongly” or “agree somewhat” that “racial discrimination is no longer a major problem in America.” Finally, forty-four percent (44%, down 1%) reported “improving my understanding of other countries and cultures” is “essential” or “very important.”

SUPPLEMENTAL UNIVERSITY OF IDAHO QUESTIONSThe final set of items on the Freshman Survey is a series of supplemental questions provided by the University of Idaho for UI students only. This year, similar to previous years, six of ten freshmen (66%, up 2%) reported that they made the decision to attend the University of Idaho in their senior year in high school. Thirty-three percent (33%, down 2%) reported that they had considered seriously other “non-Idaho public institutions”, while thirty-four percent (34%, up 5%) considered other Idaho schools this year and twenty-one percent (21%, no change) only considered attending the University of Idaho.

IRA Report, 4/11/13 12

Sixty-three percent (63%, up 1%) “agree” or “strongly agree” that participating in events such as the Jazz Festival, JEMS, FFA or other University of Idaho-sponsored events influenced their decision to attend this school. “Personal contacts from a college representative,” “World Wide Web admission and information sites,” and “University of Idaho informational brochures” continue to be considerably more effective than recruitment videos or degree-specific informational brochures in assisting students to make the decision to attend the University of Idaho.

Eight of ten students reported they were satisfied with the advising process, and nine of ten were satisfied with their class schedules, a slight increase over 2011. Whereas ninety-two percent (92%, up 2%) were “very certain” or “somewhat certain” about their career goals, fourteen percent (14%, down 4%) were not certain of their choice of major. Forty-three percent (43%, down 2%) estimate the chances are good or very good that they will “change their major field,” and forty-six percent (46%, down 2%) that they will change their “career choice.”

Finally, ninety percent (90%, down 2%) of respondents report that their overall impression of the University of Idaho is “very positive” or “positive.”

CLOSING THE LOOPThe data from the CIRP Freshman Survey are utilized across campus by a variety of faculty and programs. This information:

Guides learning activities offered in freshman ISEM courses; Guides curriculum development to reflect student interests; Considers student goals and interests in developing policies for student recruitment,

engagement, and success; Provides faculty with an understanding of who our students are in order to tailor activities

and assignments to student interests; Is used to help faculty understand and use multiple modes of communications with

students; Is used to help faculty work with students in understanding diversity; Is used in designing support for first generation students; and, Helps to shape new student orientation priorities.

ADDITONAL REPORTINGIncluded among the reports from the Cooperative Institutional Research Program are a series of constructs designed to measure the experiences and outcomes of students. These constructs include Habits of Mind, Academic Self-Concept, Social Self-Concept, Pluralistic Orientation, Social Agency, College Reputation Orientation, and Likelihood of College Involvement. Additionally, the Higher Education Research Institute has prepared a report on various CIRP themes, which include comparative data on themes such as college choice, financing college, academic disengagement and preparation, interaction with teachers, active and collaborative learning, academic enhancement experiences, written and oral communication, leadership, civic engagement, diversity, health and wellness, spirituality, and career planning. These reports are

IRA Report, 4/11/13 13

available on the Institutional Research and Assessment web page at http://www.webs.uidaho.edu/ira/assess/surveys.htm .

Details of the frequency distribution of responses are also available on the website, along with the frequency distribution of responses for men and women, and charts on selected items with some historical comparisons between University of Idaho and public university responses. In addition, an overview of The American Freshman: National Norms Fall 2012 produced by the Higher Education Research Institute is available in the Institutional Research and Assessment office.

Report prepared by Jane BaillargeonContact jane@uidaho.edu or call 885-5828 with questions or comments.

IRA Report, 4/11/13 14