University of the Virgin Islands

2002 Cooperative Institutional Research Program (CIRP) Report

IRP Report 04

A COMPILATION OF BASELINE

DATA FOR FALL 2002 FRESHMEN

Ms. Anecia E. Sewer, Assistant Director

Institutional Research and Planning

University of the Virgin Islands

2 John Brewer’s Bay

St. Thomas, VI 00802

(340)693-1010

August 2003

Project Assistants:

Amorelle Proctor, Administrative Specialist, Institutional Research and Planning

Derek Gabriel, Student Intern, Legislature of the Virgin Islands

Marsha M. Duncan-Fleming, Student Assistant, Institutional Research and Planning

Editor:

John Ambrose, Ph.D., Director of Institutional Research and Planning

Acknowledgment:

Institutional Research and Planning and Ms. Anecia Sewer would like to express sincere appreciation to the individuals and offices that assisted with any aspect of this research project, namely Ms. Karen Blyden, Director of Student Recruitment UVI – St. Thomas Campus, Mr. David Capriola, Coordinator of Freshman Development Project UVI - St. Croix Campus, and Ms. Nydia Lewis.

Table of Contents

Page

  1. Introduction……………………………………………………………………………2
  2. Research Methodology………………………………………………………………...3
  3. Quantitative Component…………………………………………………………...3
  4. Qualitative Component………………………………………………………….....4
  5. Input Characteristics of Fall 2002 Freshmen at UVI…………………………………..5
  6. Demographic Characteristics and Academic Background………………………...5
  7. College Choice…………………………………………………………………….12
  8. Educational/Career Plans………………………………………………………….13
  9. Values, Political Views, and Lifestyle…………………………………………….16
  10. College Finances…………………………………………………………………..17
  11. Focus Group Results…………………………………………………………………...20
  12. Lack of Engagement……………………………………………………………….20
  13. Faculty……………………………………………………………………………..21
  14. FDS and Tutoring……………………………………………………………….…22
  15. Implications and Recommendations…………………………………………………...23
  16. Classroom Instruction……………………………………………………………...23
  17. Career Counseling and Advisement……………………………………………….24
  18. Student Affairs…………………………………………………………………….24
  19. Administration……………………………………………………………………..25
  20. Recruitment/Academic Council…………………………………………………...27
  21. University-Community Partnerships……………………………………………...27
  22. Future Research…………………………………………………………………...28
  23. Conclusion…………………………………………………………………………….29
  24. References…………………………………………………………………………….30

BLANK PAGE

Introduction

The literature in the area of outcomes indicates that the “quality” of institutions is linked to the “quality” of students they accept.[1] Institutions nationwide are examining the characteristics of their entering freshmen. Information garnered during this critical stage is used as baseline data for the purpose of assessing learning outcomes. In addition, such information is necessary for tracking trends over time. Many institutions are committed to evaluating the first year experience in hopes of “increasing the learning, success, satisfaction, and retention of new college students.”[2] The Policy Center on the First Year of College indicates that 80.16% of Masters II Universities engage in first year assessment.[3] The University of the Virgin Islands (UVI) is no exception to this nationwide trend. In the face of limited resources and increased accountability standards,UVI is committed to asking meaningful questions about the quality of the first year experience.

When students arrive on campus for orientation during their freshman year, they are embarking on a new and critical stage of their lives. Their emotions are conflicting and varied. Many do not feel like they belong. This perceived lack of fit, between student and institution, results in many dropping out. The overall national drop out rate in 2000 was approximately 33 percent.[4] UVI’s dropout/stop-outrate between first year to second year in 2000 was also 33%.[5]

How can UVI increase retention and improve the learning outcomes of freshman students? Who are our freshmen; what are their aspirations, perceptions and expectations? How can we better serve them? This study seeks to answer these fundamental questions.

Research Methodology

Quantitative Component

In Fall 2002, UVI’s Office of Institutional Research and Planning (IRP) administered the Cooperative Institutional Research Program Freshman Survey (CIRP.) CIRP is a national instrument designed by the Higher Education Research Institute (HERI) at University of California, Los Angeles. Since 1966, HERI has been collecting data on America’s freshmen and has provided the public with information regarding changes in their demographics, opinions, interests, etc. In its 2002 data collection efforts, HERI found the following: “1) grade inflation persists despite declines in study time; 2) admissions increasingly competitive and there is a growing reliance on early decision programs; 3) politics viewed as more central to student’s lives; 4) conservative shift in views toward guns, military; 5) social attitudes remain liberal; 6) smoking, drinking, and partying on the decline; 7) support for legalization of marijuana on the rise; 8) more students expect to work during college, especially women; 9) rising interest in the arts and law; 10) declining interest in business; 11) psychological health improves, but gender gaps remain”.[6]

What are the key findings for UVI? Fall 2002 was the second time in over fifteen years that UVI has administered CIRP. 287[7] freshmen on both campuses took part in the administration. Of that number 201[8] were first-time full-time freshmen. First-time full-time freshmen are the focus of this study and herein they are referred to as the cohort. The survey was administered the second week of classesinFreshman Development Seminar (FDS). HERI generated normative data comparing UVI to two national groups: 1. All Public Black Colleges (BC) and 2. Public Four Year Colleges of Low Selectivity (PCLS). The results of these comparisons serve as baseline data for understanding this cohort.

Qualitative Component

In addition to analyzing the results generated by CIRP, IRP convened two focus groups with students from both campuses. Participants were selected from the pool of students who completed the CIRP survey in the Fall. This method was used in an effort to provide anecdotal data, since “numbers alone never tell the whole story”.[9] Focus group #1 consisted of students who had a cumulative grade point average less than 2.0 as of Spring 2003; while focus group #2 consisted of students who had a cumulative GPA of 3.5 or greater. In both instances, the primary research question was “How can UVI better serve you?” Researchers used the holistic and interpretive approach and wrote interpretive thoughts on the data after reading transcripts. Datagleaned during these focus groups provided depth that cannot be obtained singularly from quantitative inquiry.

Input Characteristics of Fall 2002 Freshmen at UVI

Demographic Characteristics and Academic Background

UVI’s Fall 2002 first-time full-time freshmen are, generally speaking, a homogeneous group. The majority (84.9%) came directly from high school, are U.S. citizens (90.5%)and are 17, 18 or 19 years old (84%). 81.5% of the group are African American/Black. Nearly all of the cohort hail from within a 10 mile radius of the campus, an expectantly higher percentage than either of the comparison groups. Not surprisingly, the majority (70.6%) of them live with family or other relatives and thus, most commute to UVI to attend classes.

If the SAT scoresare any indication of academic ability, many students are coming to UVI in great need of academic assistance. The average SAT composite score was 403. Comparatively speaking this score is low. Nearly half of the respondents indicated that they will need special tutoring or remedial work in mathematics. Many are coming to UVI without ever having any special tutoring or remedial work, i.e. 83% of respondents never had tutoring or remedial assistance in math and 95% never had tutoring or remedial assistance in writing. Generally, females reported needing more remedial assistance than males especially in the areas of mathematics and science. Seventy-four percent of the cohort spent 5 or fewer hours per week studying or doing homework during their senior year of high school. Over 60% indicate they spent less than 1 hour or no time at all talking with teachers outside of class. The cohort spent more time socializing with friends, working and watching television than attending to academic concerns. Eighty-nine percent of respondents indicate that their average grade in high school was B- or better. Compared to the national comparison groups, UVI 2002 freshmen received higher average grades in high school despite their low standardized test scores.

Table 1. Demographic Characteristics and Academic Preparation: UVI and Comparison Groups(DCAP)

Table 2. DCAP Continued

Table 3. DCAP Continued


Table 4. DCAP Continued

Table 5. DCAP Continued


Table 6. DCAP Continued

College Choice

The majority of first-time full-time freshmen (54.7%) indicated that UVI was their first choice and 41.4% indicated that it was the only institution they applied to. They noted the following as the top five reasons for attending any college: 1.) to get training for a specific career, 2.) to be able to get a better job, 3.) to be able to make more money, 4.) to gain a general education and appreciation of ideas, and 5.) to improve reading and study skills. Specifically, the following are the top five reasons they decided to attend UVI: 1.) low tuition, 2.) financial assistance, 3.) location (they want to live near home),4.) academic reputation, and 5.) special educational programs.

Educational/Career Plans

Seventy-one percent of the 2002 cohort of first-time full-time freshmen indicate that they want a graduate or professional degree with 10.3% indicating that they want their Master’s degree from UVI. In terms of probable careers, the highest rankings were: Other 12.8%, Undecided 9.5%, Computer programmer or analyst 8.9%, Musician 8.4%, Business Executive 7.8%, Physician 6.7%, and Teacher/Administrator (elementary school) 6.1%. The highest ranking probable majors mirrored the students’ choices of probable careers. The majors are: Nursing 10.3%, Biology 7.6%, Business Administration 7.1%, Elementary Education 6.0%, Psychology 6.0%, Accounting 4.9%, and Computer Science/Engineering 4.3%.

Education/Career Plans: UVI and Comparison Groups(ECP)

ECP Continued

Table 8. ECP Continued


Values, Political Views, and Lifestyle

The CIRP Survey provides baseline data with regards to the values, political views and life style espoused by incoming freshmen.

UVI first-time full-time freshmen seem to be a generally self-confident group. A large majority (69.0%) rated themselves above average or the highest 10% as compared with the average person of his/her age in the area of cooperativeness. Other self-ratings that were in the 60th percentile range were: intellectual self-confidence (65.2%), understanding others (64.0%), self-understanding (63.8%), and drive to achieve (61.2%).

The activities these students engaged in during their last year in high school varied. What is noteworthy is the fact that they appear to be computer savvy when compared to the national groups. 72.7% of them used the computer to complete assignments and 65.1% indicated that they communicated by email. They are less inclined than the other normative groups to engage in exercise or sports. The five life objectives they consider to be most important are: being very well off financially (85.7%), helping others who are in difficulty (73.2%), raising a family (71.7%), becoming an authority in their field (66.7%), and becoming successful in a business of their own (61.5%). These students have strong political views in the following areas: sale of handguns (86.9%), racist/sexist speech on campus (73.1%), rights of criminals (66.1%), and energy consumption (65.8%). In addition, more than half of them characterized their political views as middle of the road as opposed to liberal or conservative.

College Finances

First-time full-time freshmen attending UVI are in great need of financial assistance. They are more concerned, than the national comparison groups, about their ability to finance their college education. Correspondingly, a convincing number of them cannot rely on family resources or their own resources to finance their education. This is not surprising since they are poorer than their national counterparts, with 46% estimating that their parents’ total income for 2001 was less than $25,000.

College Finances: UVI and Comparison Groups (CF)

CF Continued

Table 9. CF Continued

Focus Groups Results

Three primary themes emerged from the focus groups with Fall 2002 first-time full-time students and researchers. As mentioned previously, there were two focus groups that were differentiated by grade point average (GPA). Focus group #1 was comprised of students whose GPA was less than 2.0, while focus group #2 was comprised of students whose GPA was 3.5 and above. Researchers found that despite the initial difference in GPA, the groups generally had similar experiences. The overarching themes that emerged were: 1.) concern with a lack of engagement, i.e. school spirit and activities, 2.) concern with the inflexibility of teaching style and the lack of substantive interactions with faculty, and 3.) the importance of FDS and thoughts on tutoring.

Lack of Engagement

The students bemoaned the lack of activities at UVI. They indicated that the primary issue is not necessarily that no activities exist but, instead, there is inadequate communication. They reported on their desire to be a part of an institution where students not only learn but have fun while doing it. One student reflected, “forgive me, maybe I am spoiled by TV, I remember watching shows like Saved By the Bell, they have fun, but at UVI there is no fun at all….” Students indicated that attempts to keep them informed by bulletin board does not work. “Who reads them things? We just pass them by.” One student was really annoyed by the apparent lack of interest in the athletic program. She indicated, “we won the girls basketball championship and when we came home, nothing, no one even noticed. I thought we would have a big welcome home party or somet’in’. No one even noticed we were back. That was a real shame. Everyone wants to feel appreciated!” They indicated that they donot receive any paraphernalia from UVI. “I mean not even a pencil, other schools give students something, at least when they accept them. Getting little stuff makes you feel wanted.” Another student indicated, “some of us like to sing, but there is no place to show off our talents.” One student summed up the thoughts of the majority when she said, “the place is boring.”

Generally, students do not feel appreciated. Students come to UVI not only for academic concerns but also to leave with memories. Many such memories are formed by the interactions students have with administration, faculty and peers. Unfortunately, members of the focus groups report that they do not experience a collegiate spirit at UVI. In short, “Where is the UVI Family?” If it were possible for them to go elsewhere, they would go some place where upon graduation they could say I went to college, I learned and I had fun doing it.

Faculty

Commentaries pinpointed two concerns that participants had with regards to faculty: 1.) teaching style, 2.) faculty-student interaction. In general, students agreed that most faculty try and that there does exista few exemplary faculty whose goodness overshadows any maladies they may have experienced. For the most part, participants see the need for improvement. One asked, “why does UVI hire part-time professors, if they clearly do not have the time?” She said, “part-time professors lead busy professional lives and it shows in their teaching that UVI is not their first priority.” Most students agreed that professors need to be more flexible in their teaching styles. Lecturing,as the primary mode of imparting knowledge, is not what these participants desire. They offered the following suggestions: “field trips, more hands on experience, more visual aids.” One respondent indicated that professors need to be more open to questions from students. Most agreed that it is clear that professors come to class with set objectives about what they will cover. Any deviations, i.e. via questioning, takes them away from their predetermined objectives. Questioning is frowned upon and even when they do answer, their answers are vague. Participants also indicated that opportunities for bonding or socializing with professors outside of the classroom do not exist. One participant said “Faculty …could be more kind and responsive to you. Faculty …could act as if they know you. Sometimes they pass you in the hallway even though they’ve seen you.”

It appears that students want more from professors. They want them to be well prepared. Thus, they are disgusted by the lack of preparedness exhibited by some part-time faculty. They want professors who understand that everyone’s learning style is not the same and are flexible enough to offer varying forms of presentations. As they indicated, lecture alone is not enough if professors truly want to be understood. Finally, they would appreciate opportunities to bond with professors outside of the academic setting.

FDS and Tutoring

What the remedial group needed with regards to advisement, counseling and tutoring and what the exceptional group recommended were basically one in the same. When asked what advice they would give to new freshmen the responses were: “do not procrastinate, manage your time well, choose school over friends, and develop good study habits.” The students indicated the FDS was a blessing. A student reflects, “FDS was very helpful especially for exams because I usually get test anxiety. I just remembered what was said in FDS and it helped me.” Students indicated that tutorial sessions were good but that they did not use it the way they should largely because of peer pressure. It appears that attending tutorial sessions is admitting that one is not smart and no one wants to be labeled.

Implications and Recommendations

After reflection on the above data, it is clear that there are policy implications. If UVI is serious about improving learning outcomes and increasing retention, then it must make fundamental changes in the freshmen experience. These changes are multifarious and, as such, are not achievable in the short run. In addition, recommendations herein are grounded in the data gathered in this study only. Further research and practical insights will change the shade of the recommendations that are hereby provided.