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

Demographic Profile Enrollment totals Ethnicity Family income Family cohesion Religion Region

Headcount by Program Fall semester

Minority Enrollment, All Students Fall semester

Parent’s total income prior year, first-time full-time students [student estimate] CIRP survey

% first-time full-time students with both parents alive, but divorced or living apart CIRP Survey – 2001

% first-time full-time students who consider “Integrating Spirituality into my Life” to be essential or very important CIRP Survey

States of residence of incoming traditional students, Factbook

Retention and Choice Why our students come to Spring Hill College Retention

Most-cited reasons as very important in choice of particular college attended, first-time, first-year students [rank/% citing] CIRP survey Reason SHC women 4-yr Catholic colleges: women SHC men 4-yr Catholic colleges: men I was offered financial assistance College has a very good academic reputation College’s graduates get good jobs I wanted to go to a school about the size of this college College’s graduates gain acceptance to top graduate/professional schools I was offered a merit-based scholarship I was offered a need-based scholarship I was attracted by the religious affiliation/orientation of the college College has a good reputation for social activities I was offered an athletic scholarship

Importance of various factors in decision to attend Spring Hill, first-time full-time students by gender CIRP survey – 2001 [local questions]

Retention Rates First-Time Full-Time Freshman by Entering Year [fall entry]

Student Time Use High school partying High school studying College senior year time use

% first-time full-time students who partied 11 hours or more per week last year in high school CIRP surveys and The American Freshman, various years

Hours spent studying/doing homework per week, last year in high school [entry class of 2001] CIRP Survey – 2001

Hours spent studying/preparing for class per week, senior year of college [graduating class of 2001] Senior survey 2001

Hours spent working with peers on classwork per week, senior year of college [graduating class of 2001] Senior survey 2001

Hours spent partying per week, senior year of college [graduating class of 2001] Senior survey 2001

Alcohol and Drugs Beer use in high school Recent substance use at Spring Hill Frequent substance use in college Adverse results of substance use in college Student perceptions of substance use at Spring Hill

% first-time full-time students who drank beer in past year CIRP surveys and The American Freshman, various years

Substance use in last 30 days, Spring Hill College % using CORE survey – 2001 and 2002

Frequent substance use, Spring Hill College compared to national data [use 3x/week or more] SHC: CORE survey – 2001 and National: CORE data for 2000

Effects of substance use, Spring Hill College compared to national data SHC: CORE survey – 2001 and National: CORE data for 2000

Student Satisfaction Highest sources of satisfaction Lowest sources of satisfaction

StatementMean satisfaction Rank My academic advisor is approachable This institution has a good reputation within the community Nearly all the faculty are knowledgeable in their field My academic advisor is knowledgeable about requirements of my major Faculty are usually available after class and during office hours My academic advisor is concerned about my success as an individual Major requirements are clear and reasonable The content of courses within my major is valuable The instruction in my major field is excellent I am able to experience intellectual growth here The quality of instruction I receive in most of my courses is excellent Highest 10 Satisfaction Scores, Traditional Undergraduates Student Satisfaction Survey, Spring 2001 [7=very satisfied, 4=neutral, 1=very dissatisfied]

Highest 10 Satisfaction Scores, Lifelong Learning Undergraduates Student Satisfaction Survey, Spring 2001 [7=very satisfied, 4=neutral, 1=very dissatisfied] StatementMean satisfaction Rank All in all, if you had it to do over, would you enroll here? This institution has a good reputation within the community On the whole, the campus is well-maintained The quality of instruction I receive in most of my courses is excellent There is a commitment to academic excellence on this campus Financial aid counselors are helpful This campus demonstrates a commitment to meeting the needs of evening students My academic advisor is approachable The campus staff are caring and helpful This campus demonstrates a commitment to meeting the needs of older, returning learners

Highest 10 Satisfaction Scores, Graduate Students Student Satisfaction Survey, Spring 2001 [7=very satisfied, 4=neutral, 1=very dissatisfied] StatementMean satisfaction Rank This institution has a good reputation within the community All in all, if you had it to do over, would you enroll here? The instruction in my major field is excellent My academic advisor is knowledgeable about requirements of my major There is a commitment to academic excellence on this campus I am able to experience intellectual growth here Major requirements are clear and reasonable I am able to register for classes I need with few conflicts Nearly all the faculty are knowledgeable in their field Rate your overall satisfaction with your experience here thus far

Lowest 10 Satisfaction Scores, Traditional Undergraduates Student Satisfaction Survey, Spring 2001 [7=very satisfied, 4=neutral, 1=very dissatisfied] StatementMean satisfaction Rank There is an adequate selection of food available in the cafeteria The amount of student parking space on campus is adequate Security staff respond quickly in emergencies Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.) The Freshman Seminar was a significant help in adjusting to academics at SHC The library has adequate books, periodicals, and electronic resources needed to complete assignments The intercollegiate athletic programs contribute to a strong sense of school spirit Residence hall regulations are reasonable This campus demonstrates a commitment to meeting the needs of commuters So far, how has your college experience met your expectations?

Overall satisfaction with your undergraduate education at this institution [graduating class of 2001] Senior survey 2001

Academic Performance ETS results Senior survey impressions of abilities and knowledge developed National Survey of Student Engagement results Career and Continuing Education

Spring Hill College institutional percentile ranking of mean score for seniors taking the ETS subject area examinations

Senior survey items where mean response of Spring Hill students was higher (better) than those of both peer groups: “Indicate the extent to which each capacity was enhanced by your educational experiences.” Write effectively Acquire new skills and knowledge on my own Think analytically and logically Formulate creative/original ideas and solutions Evaluate and choose between alternative courses of action Use quantitative tools (e.g., statistics, graphs) Use technology Gain in-depth knowledge of a subject area Evaluate the role of science and technology in society Engage in the pursuit of truth and knowledge Relate well to people of different races, nations, and religions Note: if item is in green, the SHC mean exceeded each of the other peer groups by at least 0.2 points on a 4- point scale (1=not at all, 4=greatly) Develop awareness of social problems Place current problems in historical/cultural/philosophical perspective Understand moral and ethical issues Function effectively as a member of a team Communicate well orally Understand myself; abilities, interests, limitations and personality Establish a course of action to accomplish goals Develop self-esteem Work under pressure

Senior survey items where mean response of Spring Hill students was lower (worse) than those of either peer group: “Indicate the extent to which each capacity was enhanced by your educational experiences.” Note: if item is in red, the SHC mean fell short of at least one of the peer groups by at least 0.2 points on a 4- point scale (1=not at all, 4=greatly)

To what extent has your experience at [your school] contributed to your knowledge, skills, and personal development in … (Seniors – Spring 2002 – NSSE) 1 = very little, 2= some, 3 = quite a bit, 4 = very much

To what extent does your institution emphasize… (Seniors – Spring 2002 – NSSE) 1 = very little, 2= some, 3 = quite a bit, 4 = very much

Percentage of Students Attending Graduate or Professional Schools classes of 1998 – 2001 Post-Graduation Survey by Career Services