COLLEGE OF HEALTH & HUMAN SERVICES INCOMING UNDERGRADUATE STUDENT PROFILE!

Transcription

1 OLLEGE OF ELT & MN ERVIE INOMING NDERGRDTE TDENT PROFILE! Enrollment & Demographics ealth-related majors majors* Freshmen declaring majors *Includes secondary education majors % % % % 10% 0% 11% ealth-related majors majors* 4% 7% majors as a percentage of the total incoming class 27% 100% 75% % 25% 0% 68% 55% 58% 93% 89% 64% 77% 67% % Female % aucasian % atholic Demographics -,, National vg. cademic Preparation 12 Freshmen T Distributions verage T scores (12 ealth-related average = 23.1) (12 average = 22.2) Percent % below avg 87% ollege Ready T core T omposite English 16 avg % ollege Ready 41% ollege Ready ometowns of declared majors The academic preparation of our average freshman has increased over time... Mathematics cience but our students still have a wide range of academic backgrounds Only 4% of T institutions have freshmen with higher GPs verage high school GP 3.28 avg Freshmen high school GP distribution BIOL 101 ENGL 101 PY 105 MT Freshmen grades or B 42% 42% 27% 28% 34% % 47% 44% 0% 25% % 75% 100%

2 tudent Engagement NE Results Response rates: %-38% Margin of error +/- 4% OMPONENT #1: OW T. MBROE DEPLOY IT REORE ND ORGNIZE LERNING OPPORTNITIE TO GET TDENT TO PRTIIPTE IN TIVITIE LINKED TO TDENT LERNING OMPONENT #2: TE MONT OF TIME ND EFFORT TDENT PT INTO TEIR TDIE ND OTER EDTIONLLY PRPOEFL TIVITIE 90% of freshmen 83% of seniors rate the quality of academic advising as either good or excellent 69% of freshmen 82% of seniors often asked questions in class or contributed to class discussions. 91% of freshmen 80% of seniors believe emphasizes spending significant amounts of time studying and on academic work 17% often come to class without completing assignments 55% often worked very hard to meet expectations Freshmen who plan to... 89% -- complete internship or clinical experience 87% -- community service or volunteer work 62% -- participate in a learning community 49% -- study abroad 33% -- work on research with faculty outside of class 65% spend 10+ hrs/week preparing for class 48% spend 10+ hrs/week relaxing 88% of freshmen 89% of seniors rate their educational experience at as good or excellent 85% of freshmen 76% of seniors would probably or definitely choose again, if they could start over again

3 BENMRK OF EFFETIVE EDTIONL PRTIE -- T. MBROE V. TOP % oursework very much emphasizes: 10 0 Peers Peers Peers Peers Peers Memorization pplication nalysis ynthesis Judgment Nearly 90% of students believe improved their critical thinking skills quite a bit or very much Top % of Institutions Freshmen Freshmen Level of cademic hallenge ow challenging is your institution's intellectual and creative work? ctive & ollaborative Learning re students actively involved in learning, individually & working with others? tudent - Faculty Interaction Do students work with faculty inside & outside the classroom? Enriching al Experiences Do students take advantage of complementary learning opportunities? upportive ampus Environment Do students feel the institution is committed to their success? Top % of Institutions eniors eniors ampus often encourages contact among diverse students Often converse with students with different religious, political ideas Often converse with students of a different race 10+ hours spent on co-curricular activities Top % Top % Top % Top % 0

4 NE RELT BY MJOR GROP (12) Increase in cademic hallenge (Freshmen-eniors) by Major rts and umanities Biological ciences Business Growth in ctive/ollaborative Learning rts and umanities Biological ciences Business Engineering Physical ciences (other) ocial ciences Engineering Physical ciences (other) ocial ciences eniors eniors Other eniors eniors eniors Institution reported: lass level eniors Enriching al Experiences - Freshmen-eniors rts and umanities Biological ciences Business 12 enior Benchmark core Engineering Physical ciences (other) ocial ciences 12 Freshmen Benchmark core eniors eniors * Other category includes Kinesiology, omputer cience, and riminal Justice eniors

5 OLLEGITE LERNING EMENT RELT! performance as predicted by the value-added model. The vertical distance from the diagonal line indicates the value added by the institution; institutions falling above the diagonal line are those that add more value than expected based on the model. Your institution is highlighted in red. ee ppendix G for details on how The L presents realistic problems that require students to analyze complex materials the Total L core and value-added determine estimates displayed this the figure relevance were computed. to the task and credibility. tudents' written responses to the tasks are evaluated to assess their abilities to think critically, reason analytically, solve problems and communicate clearly and cogently. Observed L cores vs. Expected L cores 10 ollegiate Learning ssessment ompared to expectations based on their T scores, 95 seniors (1) performed: Value-added percentile rank (3) Total L core Below expectations (2) 12 Performance Task Near expectations (2) 19 nalytic Writing Task Below expectations (2 7 Make-an-argument Below expectations (2 13 ritique-an-argument Below expectations (2 5 (1) 95 seniors: 48% transfer students, 57% female, % TEM majors, % education majors, 25% umanities majors, 15% Business majors (2) Below expectations suggests the gain in critical thinking skills was lower than what would be typically observed at schools testing students of similar entering academic ability (3) The percentage of 161 schools that outperformed (in terms of increasing performance beyond what would be expected based on T scores) Observed ctual Mean L enior cores L Observed = Expected Your institution Other L instituti Observed perform expected performa Expected L core Expected Mean (based enior L on core T scores) Performance Task nalytic Reasoning & Evaluation Writing Effectiveness verage L ubscores 8 * Due to the low statistical reliability of small sample sizes, schools that tested fewer than students are not included in Figure 3 Writing Mechanics L Institutional Report Problem olving schools schools 161 schools schools 3.3 Make-an-argument schools schools schools ritique-an-argument schools schools 161 schools 3.9