Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002.
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Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002
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Transcript of Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002.
Saint Norbert CollegeStudent Life Staff
Stephanie R. Wernig, Ph.D.
February, 2002
The St. Norbert Student
Student profile
The St. Norbert Student
Student profile Gender split stable
The St. Norbert Student
Student profile Gender split stable Roman Catholic declining
The St. Norbert Student
Student profile Gender split stable Roman Catholic declining Parental income and grades higher
The St. Norbert Student
Student profile Gender split stable Roman Catholic declining Parental income and grades higher Study time declining
The St. Norbert Student
Student profile Gender split stable Roman Catholic declining Parental income and grades higher Study time declining More liberal in attitudes
The St. Norbert Student
Student profile Gender split stable Roman Catholic declining Parental income and grades higher Study time declining More liberal in attitudes Life Goals relatively stable
The St. Norbert Student
Differences that may impact programming
The St. Norbert Student
Differences that may impact programming Distance from home
The St. Norbert Student
Differences that may impact programming Distance from home
Parental education & income
The St. Norbert Student
Differences that may impact programming Distance from home
Parental education & income Father’s occupation
The St. Norbert Student
Differences that may impact programming Distance from home
Parental education & income Father’s occupation HS Grades
The St. Norbert Student
Differences that may impact programming Distance from home
Parental education & income Father’s occupation HS Grades Choice/ # of applications
The St. Norbert Student
Differences that may impact programming Distance from home
Parental education & income Father’s occupation HS Grades Choice/ # of applications Roman Catholic
The St. Norbert Student
Differences that may impact programming Distance from home
Parental education & income Father’s occupation HS Grades Choice/ # of applications Roman Catholic
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 What changes take place during college?
Longitudinal data that Jack Williamson provides
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.
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.
Follow satisfaction levels with Student Life areas and develop tactics to improve satisfaction.
The St. Norbert Student
Student profile Gender split stable Roman Catholic declining Parental income and grades higher Study time declining More liberal in attitudes Life Goals relatively stable
15 years - Gender & Religious Preference
0
10
20
30
40
50
60
70
80
90
100
1986 1989 1992 1995 1998 2001
Men
15 years - Gender & Religious Preference
0
10
20
30
40
50
60
70
80
90
100
1986 1989 1992 1995 1998 2001
Men Catholic
15 years -Finances
0
5
10
15
20
25
30
1986 1989 1992 1995 1998 2001
150,000+
15 years -Finances
0
5
10
15
20
25
30
1986 1989 1992 1995 1998 2001
150,000+ No Concern
15 years -Finances
0
5
10
15
20
25
30
1986 1989 1992 1995 1998 2001
150,000+ No Concern Major Concern
15 years - HS Grades and Time spent studying
0
10
20
30
40
50
60
1986 1989 1992 1995 1998 2001
"A" HS GPA
15 years - HS Grades and Time spent studying
0
10
20
30
40
50
60
1986 1989 1992 1995 1998 2001
"A" HS GPA Study 16+
15 years - HS Grades and Time spent studying
0
10
20
30
40
50
60
1986 1989 1992 1995 1998 2001
"A" HS GPA Study 16+ Study 6+
15 years - Attitudes/Values
0
10
20
30
40
50
60
1986 1989 1992 1995 1998 2001
Prohibit homosexual
15 years - Attitudes/Values
0
10
20
30
40
50
60
1986 1989 1992 1995 1998 2001
Prohibit homosexual Legalize marijuana
15 years - Attitudes/Values
0
10
20
30
40
50
60
1986 1989 1992 1995 1998 2001
Prohibit homosexual Legalize marijuana Casual sex OK
15 years - Life Goals
0
10
20
30
40
50
60
70
80
90
1986 1989 1992 1995 1998 2001
Raise family
15 years - Life Goals
0
10
20
30
40
50
60
70
80
90
1986 1989 1992 1995 1998 2001
Help others Raise family
15 years - Life Goals
0
10
20
30
40
50
60
70
80
90
1986 1989 1992 1995 1998 2001
Help others Raise family Promote racial understanding
The St. Norbert Student
However, there are differences that may impact programming Distance from home to St. Norbert
Parental education & income Father’s occupation HS Grades Choice/ # of applications Roman Catholic
Gender differences
Parent’s Education
0
10
20
30
40
50
60
70
Mother - HS Mother - BA Father - HS Father - BA
50 or less 100 or more
1997-2001 CIRP
Estimated Parental Income
0
5
10
15
20
25
30
35
40
$40,000 or less $60,000-$99,999 $100,000+
50 or less 100 or more
1997-2001 CIRP
Father’s Occupation
0
10
20
30
40
50
60
70
Business MD,JD,PhD Education Skilled/semi-skilled worker
50 or less 100 or more
1997-2001 CIRP
High School Grades
0
10
20
30
40
50
60
"A" GPA "B+,B" GPA 'B- or less" GPA
50 or less 100 or more
1997-2001 CIRP
ACT Scores
0
5
10
15
20
25
30
35
40
45
50
19- 20-24 25-29 30+
50 or less 100 or more
1997-2001 CIRP
Implications?
Roommate assignments ?
Implications?
Roommate assignments ?
Different financial resources ?
Implications?
Roommate assignments ?
Different financial resources ?
Different life experiences ?
Source of “A” students
0
10
20
30
40
50
60
1997 1998 1999 2000 2001
50 or less 100 or more
1997-2001 CIRP
Gender, Religious Preference
0
10
20
30
40
50
60
70
80
Male Female Catholic
50 or less 100 or more
1997-2001 CIRP
Choice/Applications
0
10
20
30
40
50
60
70
80
90
100
1st 2nd Apply 0 Apply 1 Apply 2 Apply 3+
50 or less 100 or more
1997-2001 CIRP
Applied to no other colleges
0
5
10
15
20
25
30
35
1997 1998 1999 2000 2001
50 or less 100 or more
1997-2001 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
Gender differences
High School Grades
0
10
20
30
40
50
60
"A" "B+,B" "B- or less"
Men Women
1997-2001 CIRP
High School Grades
0
10
20
30
40
50
60
"A" "B+,B" "B- or less"
Men Women
1997-2001 CIRP
High School Grades
0
10
20
30
40
50
60
"A" "B+,B" "B- or less"
Men Women
1997-2001 CIRP
Self Perceptions
0
10
20
30
40
50
60
70
80
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Popularity
Men Women
1997-2001 CIRP
Self Perceptions
0
10
20
30
40
50
60
70
80
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Popularity
Men Women
1997-2001 CIRP
Self Perceptions
0
10
20
30
40
50
60
70
80
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Popularity
Men Women
1997-2001 CIRP
Self Perceptions
0
10
20
30
40
50
60
70
80
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Popularity
Men Women
1997-2001 CIRP
Self Perceptions
0
10
20
30
40
50
60
70
80
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Popularity
Men Women
1997-2001 CIRP
Self Perceptions
0
10
20
30
40
50
60
70
80
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Popularity
Men Women
1997-2001 CIRP
High School Activities
0
10
20
30
40
50
60
70
Drank beer Drank wine/liquor Overwhelmed* Volunteered*
Men Women
1997-2001 CIRP
High School Activities
0
10
20
30
40
50
60
70
Drank beer Drank wine/liquor Overwhelmed* Volunteered*
Men Women
1997-2001 CIRP
High School Activities
0
10
20
30
40
50
60
70
Drank beer Drank wine/liquor Overwhelmed* Volunteered*
Men Women
1997-2001 CIRP
High School Activities
0
10
20
30
40
50
60
70
Drank beer Drank wine/liquor Overwhelmed* Volunteered*
Men Women
1997-2001 CIRP
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
1997-2001 CIRP
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
1997-2001 CIRP
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
1997-2001 CIRP
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
1997-2001 CIRP
Attitudes/Values
0
5
10
15
20
25
30
35
40
45
50
Abolish capitalpunishment
Legalize marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
1997-2001 CIRP
Attitudes/Values
0
5
10
15
20
25
30
35
40
45
50
Abolish capitalpunishment
Legalize marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
1997-2001 CIRP
Attitudes/Values
0
5
10
15
20
25
30
35
40
45
50
Abolish capitalpunishment
Legalize marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
1997-2001 CIRP
Attitudes/Values
0
5
10
15
20
25
30
35
40
45
50
Abolish capitalpunishment
Legalize marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
1997-2001 CIRP
Attitudes/Values
0
5
10
15
20
25
30
35
40
45
50
Abolish capitalpunishment
Legalize marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
1997-2001 CIRP
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
Self Perceptions
0
10
20
30
40
50
60
70
80
90
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Physical health
Men Women
2000 & 2001 CSS
Self Perceptions
0
10
20
30
40
50
60
70
80
90
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Physical health
Men Women
2000 & 2001 CSS
Self Perceptions
0
10
20
30
40
50
60
70
80
90
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Physical health
Men Women
2000 & 2001 CSS
Self Perceptions
0
10
20
30
40
50
60
70
80
90
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Physical health
Men Women
2000 & 2001 CSS
Self Perceptions
0
10
20
30
40
50
60
70
80
90
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Physical health
Men Women
2000 & 2001 CSS
Self Perceptions
0
10
20
30
40
50
60
70
80
90
Acad abil Intell self-conf Leadership Soc self-conf Emotional health Physical health
Men Women
2000 & 2001 CSS
Attitudes/Values
0
10
20
30
40
50
60
70
Abolish death penalty Legalize Marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
2000 & 2001 CSS
Attitudes/Values
0
10
20
30
40
50
60
70
Abolish death penalty Legalize Marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
2000 & 2001 CSS
Attitudes/Values
0
10
20
30
40
50
60
70
Abolish death penalty Legalize Marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
2000 & 2001 CSS
Attitudes/Values
0
10
20
30
40
50
60
70
Abolish death penalty Legalize Marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
2000 & 2001 CSS
Attitudes/Values
0
10
20
30
40
50
60
70
Abolish death penalty Legalize Marijuana Prohibit homosexualbehavior
Casual sex OK Married women bestat home
Men Women
2000 & 2001 CSS
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
2000 & 2001 CSS
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
2000 & 2001 CSS
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
2000 & 2001 CSS
Life Goals
0
10
20
30
40
50
60
70
80
90
Help others Influence social values Be very well off Administrative respon.
Men Women
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.
Anticipated vs actual experiences
0
10
20
30
40
50
60
70
80
90
100
Be elected to student office Be satisfied Guest in teacher's home Volunteer work
Men Women
2000 & 2001 CSS
Anticipated vs actual experiences
0
10
20
30
40
50
60
70
80
90
100
Be elected to student office Be satisfied Guest in teacher's home Volunteer work
Men Women
2000 & 2001 CSS
Anticipated vs actual experiences
0
10
20
30
40
50
60
70
80
90
100
Be elected to student office Be satisfied Guest in teacher's home Volunteer work
Men Women
2000 & 2001 CSS
Anticipated vs actual experiences
0
10
20
30
40
50
60
70
80
90
100
Be elected to student office Be satisfied Guest in teacher's home Volunteer work
Men Women
2000 & 2001 CSS
Participated in Leadership Training
0
5
10
15
20
25
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Participated in Leadership Training
0
5
10
15
20
25
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Participated in Leadership Training
0
5
10
15
20
25
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Participated in Intramurals - Frequently
0
5
10
15
20
25
30
35
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Participated in Intramurals - Frequently
0
5
10
15
20
25
30
35
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Participated in Intramurals - Frequently
0
5
10
15
20
25
30
35
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Participated in Intramurals - Frequently/Occasionally
0
10
20
30
40
50
60
70
80
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
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.
Follow satisfaction levels with Student Life areas and develop tactics to improve satisfaction.
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
80
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
80
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
80
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
80
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction withCareer Counseling & Advising
0
10
20
30
40
50
60
70
80
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction withJob Placement Services
0
10
20
30
40
50
60
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withJob Placement Services
0
10
20
30
40
50
60
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withJob Placement Services
0
10
20
30
40
50
60
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction with Job Placement Services (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Job Placement Services (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Job Placement Services (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Job Placement Services (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Job Placement Services (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction withLeadership Opportunities
0
10
20
30
40
50
60
70
80
90
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withLeadership Opportunities
0
10
20
30
40
50
60
70
80
90
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction withLeadership Opportunities
0
10
20
30
40
50
60
70
80
90
All 2000 All 2001 Men 2000 Men 2001 Women 2000 Women 2001
2000 & 2001 CSS
Satisfaction with Leadership Opportunities (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
100
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Leadership Opportunities (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
100
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Leadership Opportunities (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
100
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Leadership Opportunities (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
100
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Satisfaction with Leadership Opportunities (WOMEN ONLY)
0
10
20
30
40
50
60
70
80
90
100
2000 & 2001 CSS
Bio/Physical Science/Math
Business Education Social Science/ History/ Political Science
Humanities/English/ Fine Arts
Questions/Discussion
Source of Male students
0
5
10
15
20
25
30
35
40
45
50
1997 1998 1999 2000 2001
50 or less 100 or more
1997-2001 CIRP
Source of Catholic students
0
10
20
30
40
50
60
70
80
1997 1998 1999 2000 2001
50 or less 100 or more
1997-2001 CIRP
