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

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Presentation transcript:

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

The St. Norbert Student ¶ Student profile

The St. Norbert Student ¶ Student profile 4 Gender split stable

The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining

The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher

The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining

The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining 4 More liberal in attitudes

The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining 4 More liberal in attitudes 4 Life Goals relatively stable

The St. Norbert Student · Differences that may impact programming

The St. Norbert Student · Differences that may impact programming 4 Distance from home

The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income

The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation

The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades

The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications

The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications 4 Roman Catholic

The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications 4 Roman Catholic 4 Gender differences

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides 4 Track participation in various activities and determine strategies to increase participation.

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides 4 Track participation in various activities and determine strategies to increase participation. 4 Follow satisfaction levels with Student Life areas and develop tactics to improve satisfaction.

The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining 4 More liberal in attitudes 4 Life Goals relatively stable

15 years - Gender & Religious Preference

15 years - Finances

15 years - HS Grades and Time spent studying

15 years - Attitudes/Values

15 years - Life Goals

The St. Norbert Student · However, there are differences that may impact programming 4 Distance from home to St. Norbert 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications 4 Roman Catholic Gender differences

Parent’s Education CIRP

Estimated Parental Income CIRP

Father’s Occupation CIRP

High School Grades CIRP

ACT Scores CIRP

Implications? zRoommate assignments ?

Implications? zRoommate assignments ? zDifferent financial resources ?

Implications? zRoommate assignments ? zDifferent financial resources ? zDifferent life experiences ?

Source of “A” students CIRP

Gender, Religious Preference CIRP

Choice/Applications CIRP

Applied to no other colleges CIRP

The St. Norbert Student · Differences that may impact programming Distance from home to St. Norbert Parental education & income Father’s occupation HS Grades Choice/ # of applications Roman Catholic 4 Gender differences

High School Grades CIRP

High School Grades CIRP

High School Grades CIRP

Self Perceptions CIRP

Self Perceptions CIRP

Self Perceptions CIRP

Self Perceptions CIRP

Self Perceptions CIRP

Self Perceptions CIRP

High School Activities CIRP

High School Activities CIRP

High School Activities CIRP

High School Activities CIRP

Life Goals CIRP

Life Goals CIRP

Life Goals CIRP

Life Goals CIRP

Attitudes/Values CIRP

Attitudes/Values CIRP

Attitudes/Values CIRP

Attitudes/Values CIRP

Attitudes/Values CIRP

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides

Self Perceptions 2000 & 2001 CSS

Self Perceptions 2000 & 2001 CSS

Self Perceptions 2000 & 2001 CSS

Self Perceptions 2000 & 2001 CSS

Self Perceptions 2000 & 2001 CSS

Self Perceptions 2000 & 2001 CSS

Attitudes/Values 2000 & 2001 CSS

Attitudes/Values 2000 & 2001 CSS

Attitudes/Values 2000 & 2001 CSS

Attitudes/Values 2000 & 2001 CSS

Attitudes/Values 2000 & 2001 CSS

Life Goals 2000 & 2001 CSS

Life Goals 2000 & 2001 CSS

Life Goals 2000 & 2001 CSS

Life Goals 2000 & 2001 CSS

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience What changes take place during college? Longitudinal data that Jack Williamson provides 4 Track participation in various activities and determine strategies to increase participation.

Anticipated vs actual experiences 2000 & 2001 CSS

Anticipated vs actual experiences 2000 & 2001 CSS

Anticipated vs actual experiences 2000 & 2001 CSS

Anticipated vs actual experiences 2000 & 2001 CSS

Participated in Leadership Training 2000 & 2001 CSS

Participated in Leadership Training 2000 & 2001 CSS

Participated in Leadership Training 2000 & 2001 CSS

Participated in Intramurals - Frequently 2000 & 2001 CSS

Participated in Intramurals - Frequently 2000 & 2001 CSS

Participated in Intramurals - Frequently 2000 & 2001 CSS

Participated in Intramurals - Frequently/Occasionally 2000 & 2001 CSS

The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience What changes take place during college? Longitudinal data that Jack Williamson provides Track participation in various activities and determine strategies to increase participation. 4 Follow satisfaction levels with Student Life areas and develop tactics to improve satisfaction.

Satisfaction with Career Counseling & Advising 2000 & 2001 CSS

Satisfaction with Career Counseling & Advising 2000 & 2001 CSS

Satisfaction with Career Counseling & Advising 2000 & 2001 CSS

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

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

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

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

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

Satisfaction with Job Placement Services 2000 & 2001 CSS

Satisfaction with Job Placement Services 2000 & 2001 CSS

Satisfaction with Job Placement Services 2000 & 2001 CSS

Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Leadership Opportunities 2000 & 2001 CSS

Satisfaction with Leadership Opportunities 2000 & 2001 CSS

Satisfaction with Leadership Opportunities 2000 & 2001 CSS

Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

Questions/Discussion

Source of Male students CIRP

Source of Catholic students CIRP