Saint Norbert College Community Presentation Stephanie R. Wernig, Ph.D. February, 2002.

Slides:

Advertisements

Similar presentations

HIGH SCHOOL LIFE Parent Survival Guide.

Advertisements

Assessment of the Impact of Ubiquitous Computing on Learning Ross A. Griffith Wake Forest University Ubiquitous Computing Conference Seton Hall University.

1 COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM (CIRP) UCLA’s Higher Education Research Institute COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM (CIRP) Presentation.

Prepared by: Fawn Skarsten Director Institutional Analysis.

Who is Coming to College? 2012 CIRP Freshman Survey Results

Return to contents University of South Florida Saratosa-Manatee CIRP Freshman Survey 2013 Results Higher Education Research Institute, University of California.

AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 1 Comparing the Academic Transition of Freshmen.

Who are Our Students? An Overview of Ten Year Trends New Faculty Orientation August 23, 2010.

Margie Bennett Executive Assistant to the President for Planning, Institutional Research, and Compliance SEPTEMBER FACULTY MEETING.

INVESTIGATING MILESTONES AND COMPLETIONS AT A LOCAL INSTITUTION BASED ON ADELMAN’S STUDY, “THE TOOLBOX REVISITED.” What’s in YOUR toolbox? DANIEL MARTINEZ,

Welcome To Eighth Grade Parent Information Night February 3 rd, 2014.

An Academic Model for SEM Student Success in an Urban Commuter Institution Connie Kubo Della-Piana, Evaluation Director Benjamin Flores, MIE Project Director.

The Collaborative on Academic Careers in Higher Education 2010 Survey of Pre-tenure Faculty.

Some Statistics Related to Placement Test Results and First Semester Math Grades at George Brown College.

FY 08 Nashoba Regional High School BudgetProposal January 25, 2007.

Graduating Senior Exit Survey Lindsay Couzens, M.S. And Bea Babbitt, Ph.D. Academic Assessment 1.

CSULB Student Profiles Characteristics & Aspirations.

1 Tracking College Students Over Time: Using Longitudinal Data with CIRP Surveys John Pryor, Director Cooperative Institutional Research Program University.

1 Tracking College Students Over Time: Using CIRP & CSS Data for Longitudinal Assessment Victor Sáenz (UCLA) John Pryor (UCLA) & Gavin Henning (Univ. of.

Student Affairs Learning Collaborative Mission Related Outcomes at Santa Clara University Santa Clara University Campus Visit November 21, 2008.

1 College Student Expectations Questionnaire Presentation by the Office of Assessment Division of Student Affairs Mississippi State University Research.

Return to contents California Baptist University College Senior Survey 2013 Results Graduating Seniors California Baptist University N=482 Other Religious.

Stevens High School Home of the Raiders “An investment in knowledge pays the best interest.”- Ben Franklin.

Return to contents Dominican University CIRP Freshman Survey 2014 Results Higher Education Research Institute, University of California at Los Angeles.

Results of AUC’s NSSE Administration in 2011 Office of Institutional Research February 9, 2012.

Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002.

An Equal Opportunity University Third Annual Meeting of the Provost’s Committee on Undergraduate Student Success October 22, 2009.

THE FRESHMEN SURVEY 2008 (FTS, FORMERLY CIRP) UNDERSTANDING THE 2008 CLASS OF MVNU ENTERING FRESHMEN DATA SUMMARY AND COMPARISON OF MVNU ENTERING FRESHMEN.

O The College and Career Connection (CCC) is a valuable resource for Grady students. o The CCC on-line sign up for ACT, SAT, SAT II, common application,

Centennial Elementary School Parent Opinion Inventory 1 Ocean City Public Schools Parent Opinion Inventory Summary Analysis November 2007 Prepared by the.

Lincoln Spanish Immersion Parent Presentation. General Information Approved on May 21, 2012 First day of school September 4, 2012 K-1 classroom 21 students.

International Baccalaureate Diploma Programme Ozark High School April 20, 2015.

CIRP Your First College Year Survey 2009 Higher Education Research Institute, University of California at Los Angeles Full-time Freshmen who entered College.

Return to contents University of Baltimore Your First College Year Survey 2015 Results Higher Education Research Institute, University of California at.

Higher Achievement Program. WHAT WE SAY TO PARENTS: HAP is a summer academic enrichment experience that focuses on basic learning skills through individual.

TULSA COMMUNITY COLLEGE Julie Woodruff, Associate Professor of English Mary Millikin, Director of Institutional Research representing the AtD Data Team.

The USI Honors Program Presentation to the USI Foundation Board of Directors Dane M. Partridge, Ph.D. Associate Professor of Management Director, Honors.

Bringing Together Survey Results of the UNLV Student Experience

Who are Our Students? An Overview of Ten Year Trends Social Science Division September 11, 2007.

HIGH RISK, HIGH REWARD Supporting Perseverance and Achievement of At-Risk Matriculates at UC Merced December 1, 2011 Shani Keller ◦ Anne Zanzucchi ◦ Elizabeth.

Who Are Our Students? Demographic Profile Retention and Choice Student Time Use Alcohol and Drugs Student Satisfaction Academic Performance Career and.

Total Workforce vs. STEM Workforce Demographics Sources: National Science Foundation, 2009 & U.S. Bureau of Labor Statistics, 2009.

Olathe School District #233 Students must accumulate 24 credits in grades 9-12.

Return to contents CIRP Freshman Survey CIRP The Freshman Survey 2009 Higher Education Research Institute, University of California at Los Angeles.

Who are Our Students? An Overview of Ten Year Trends New Faculty Orientation August 23, 2010.

Undergraduate Student Retention and Graduation Prepared for CAS Faculty Meeting 2/13/2013.

A Profile of BGSU Students Jie Wu Office of Institutional Research Summer 2008.

Mason Senior High School. Deserts in America By Stacy Morrow.

CIRP College Senior Survey Graduating Seniors at Xavier University of Louisiana N=102and Catholic 4yr Colleges N=5,018 Higher Education Research.

Class of 2020 Welcome to the next step… Welcome to the next step… HIGHLAND PARK HIGH SCHOOL.

Stevens High School Home of the Raiders “An investment in knowledge pays the best interest.”- Ben Franklin.

Stevens High School Home of the Raiders “An investment in knowledge pays the best interest.”-Ben Franklin.

Welcome To Eighth Grade Parent Information Night February 1, 2016.

Center for Institutional Effectiveness LaMont Rouse, Ph.D. Fall 2015.

So, you want to go to college? Rockhurst High School February 23, 2016 Kyle Strothmann Assistant Director of Admission.

Return to contents University of Idaho CIRP Freshman Survey 2015 Results Higher Education Research Institute, University of California at Los Angeles First-time,

Institutional Effectiveness: Seniors’ Evaluations of UNC Charlotte Findings from the Senior Surveys Cathy Sanders Director of Assessment Office.

National Survey of Student Engagement Noel-Levitz Satisfaction Surveys

Freshman Parent Program 2017

2007 CIRP Freshman Survey New Mexico Highlands University

High School Planning Class of 2016.

High school planning Class of 2021.

Graduation Plans for Students Entering High School

Directions Freshmen Class of

Scheduling Presentation

Registration Dominican University Peer Advisors.

Class or 2020 On the road to Excellence!

Freshman Parent Program 2018

Class of 2021 On the road to Excellence!

Class of 2021 On the road to Excellence!

Presentation transcript:

Saint Norbert College Community Presentation Stephanie R. Wernig, Ph.D. February, 2002

¶ Freshman profile Saint Norbert College Community Presentation

¶ Freshman profile · Satisfaction levels by “majors” Saint Norbert College Community Presentation

¶ Freshman profile · Satisfaction levels by “majors” ¸ Support provided by faculty by “majors” Saint Norbert College Community Presentation

¶ Freshman profile · Satisfaction levels by “majors” ¸ Support provided by faculty by “majors” ¹ Comparisons to freshmen and seniors at two high-select Jesuit institutions Saint Norbert College Community Presentation

St. Norbert Freshman Profile Gender split

St. Norbert Freshman Profile Gender split Religion

St. Norbert Freshman Profile Gender split Religion Parental Income

St. Norbert Freshman Profile Gender split Religion Parental Income Distance from home

St. Norbert Freshman Profile Gender split Religion Parental Income Distance from home High School Grades

St. Norbert Freshman Profile Gender split Religion Parental Income Distance from home High School Grades Time spent studying

St. Norbert Freshman Profile Gender split Religion Parental Income Distance from home High School Grades Time spent studying Attitudes

St. Norbert Freshman Profile Gender split Religion Parental Income Distance from home High School Grades Time spent studying Attitudes Life Goals

St. Norbert Freshman Profile Gender split Religion Parental Income Distance from home High School Grades Time spent studying Attitudes Life Goals Comparisons

15 years - Gender & Religious Preference

15 years - Finances

15 years - HS Grades and Time spent studying

15 years - Attitudes/Values

15 years - Life Goals

Comparison to 2001 Freshmen entering two 4-year high select Jesuit schools Religion/Ethnicity Parental Income/Education Distance from home High School Grades/Type HS Activities Attitudes Life Goals

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

Demographics 2001 CIRP

High School Activities 2001 CIRP

High School Activities 2001 CIRP

High School Activities 2001 CIRP

High School Activities 2001 CIRP

High School Activities 2001 CIRP

Attitudes 2001 CIRP

Attitudes 2001 CIRP

Attitudes 2001 CIRP

Attitudes 2001 CIRP

Attitudes 2001 CIRP

Life Goals 2001 CIRP

Life Goals 2001 CIRP

Life Goals 2001 CIRP

Life Goals 2001 CIRP

Life Goals 2001 CIRP

St. Norbert Satisfaction by “majors” 1. Biological & Physical Science and Math 2. Business 3. Education 4. Social Science/ History/ Political Science 5. Humanities/ English/ Fine Arts

Satisfaction with Courses in Major 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Courses in Major 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Courses in Major 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Courses in Major 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Courses in Major 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Overall Quality of Instruction 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Overall Quality of Instruction 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Overall Quality of Instruction 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Overall Quality of Instruction 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Overall Quality of Instruction 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Amount of Contact with Faculty 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Amount of Contact with Faculty 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Amount of Contact with Faculty 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Amount of Contact with Faculty 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Amount of Contact with Faculty 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Ability to find Faculty/staff mentor 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Ability to find Faculty/staff mentor 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Ability to find Faculty/staff mentor 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Ability to find Faculty/staff mentor 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Ability to find Faculty/staff mentor 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Academic Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Academic Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Academic Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Academic Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Academic Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Library Facilities 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Library Facilities 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Library Facilities 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Library Facilities 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Library Facilities 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Comparison to 2001 Seniors leaving two 4-year high select Jesuit schools Satisfaction

Satisfied/Very Satisfied 2001 CSS

Satisfied/Very Satisfied 2001 CSS

Satisfied/Very Satisfied 2001 CSS

Satisfied/Very Satisfied 2001 CSS

Satisfied/Very Satisfied 2001 CSS

St. Norbert Support from faculty by “majors” 1. Biological & Physical Science and Math 2. Business 3. Education 4. Social Science/ History/ Political Science 5. Humanities/ English/ Fine Arts

Faculty frequently provided Encouragement for Graduate School 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Encouragement for Graduate School 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Encouragement for Graduate School 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Encouragement for Graduate School 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Encouragement for Graduate School 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Intellectual Challenge/Stimulation 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Intellectual Challenge/Stimulation 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Intellectual Challenge/Stimulation 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Intellectual Challenge/Stimulation 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Intellectual Challenge/Stimulation 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Respect (treated like peer) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Respect (treated like peer) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Respect (treated like peer) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Respect (treated like peer) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Respect (treated like peer) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Opportunity to discuss coursework outside class 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Opportunity to discuss coursework outside class 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Opportunity to discuss coursework outside class 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Opportunity to discuss coursework outside class 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Faculty frequently provided Opportunity to discuss coursework outside class 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Comparison to 2001 Seniors leaving two 4-year high select Jesuit schools Support from faculty

Support from Faculty 2001 CSS

Support from Faculty 2001 CSS

Support from Faculty 2001 CSS

Support from Faculty 2001 CSS

Support from Faculty 2001 CSS

Saint Norbert College Community Presentation Questions/Comments