Welcoming Students to UConn Programming at the University ... · Welcoming Students to UConn...
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Shana Clarke, Truth Hunter, Joey Kopriva, Kira Pierce, and Jim Pierson 2013 Stascally Significant Differences Between Pairs Mean Useful- ness Rang Responses T Score P Value Veteran 2.750 6 -2.90 .033 Non-Veteran 3.686 1186 Over 23 3.299 45 -3.31 .002 Under 23 3.692 1167 Black 3.909 52 White 3.666 872 -2.71 .009 Regional Transfer 3.501 104 -2.40 .018 Non-Regional Transfer 3.697 1100 Other Instuon Transfer 3.488 183 -3.86 .000 Non-Other Instu- on Transfer 3.712 1022 Survey Responses Populaon Size N = 16,914 Total Respondents 1,452 Total Complete n = 1,253 Confidence Level 95% Confidence Interval ± 2.67% Welcoming Students to UConn Assessing Perceived Effectiveness of Welcome Programming at the University of Connecticut Introduction: Current university staff are not aware of, and are unable to ascertain any previous outcome assessments on welcoming programs. This assessment was created to examine how UConn welcomes and assists in the transition process for all incoming first-year and transfer students. Related Literature: Successful welcome programming must include diversity, equity, and access initiatives in order to be aligned with the Council for the Advancement of Standards (Miller, Dyer & Nadler, 2002) Data Analysis: Quantitative data was analyzed through SPSS with independent means t-tests. Results: Survey data indicated a statistically significant difference in experiences between various student groupings (see chart). All welcoming characteristics received positive ratings (see chart). All groups indicated positive a usefulness rating of welcome programs except veteran students (see chart). A majority of individual programs received positive ratings—only four had mean scores below neutral (see chart). Conclusions: We found that students at UConn perceive they are being welcomed effectively. Students also have different experiences of being welcomed to UConn based on a variety of factors. Although not a statistically significant amount of Veteran students responded, those who did showed low satisfaction with welcome programming. Implications: Academic welcome programming should be enhanced. Non-white students indicated a more positive experience of usefulness compared to white students, warranting further research especially around cultural programming during welcome week. Also, welcome programming should account for the different experiences of underrepresented groups, especially transfer and non-traditional age students. Limitations: Not enough veteran students responded to conduct accurate statistical analysis. Participants: All undergraduate students at the UConn Storrs campus were invited to participate. Data Collection: Data was collected through an online survey created for this assessment. Reliability: The self-made instrument was grounded in relevant literature. 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0 200 400 600 800 1000 1200 Mean Programs Responses Program Usefulness Rang by Mean Response Mean Responses 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 UConn Wel come Programs Overall Rang 0 200 400 600 800 1000 1200 1400 1600 0.000 0.500 1.000 1.500 2.000 2.500 3.000 3.500 4.000 4.500 Responses Mean Demographi c Variables Total Usefulness by Rang Total Average Responses
Transcript of Welcoming Students to UConn Programming at the University ... · Welcoming Students to UConn...
Shana Clarke, Truth Hunter, Joey Kopriva, Kira Pierce, and Jim Pierson 2013
Statistically Significant Differences Between Pairs
Mean Useful-ness Rating
Responses T Score P Value
Veteran 2.750 6 -2.90 .033
Non-Veteran 3.686 1186
Over 23 3.299 45 -3.31 .002
Under 23 3.692 1167
Black 3.909 52
White 3.666 872 -2.71 .009
Regional Transfer 3.501 104 -2.40 .018
Non-Regional Transfer
3.697 1100
Other Institution Transfer
3.488 183 -3.86 .000
Non-Other Institu-tion Transfer
3.712 1022
Survey Responses
Population Size N = 16,914
Total Respondents 1,452
Total Complete n = 1,253
Confidence Level 95%
Confidence Interval ± 2.67%
Welcoming Students to UConn Assessing Perceived Effectiveness of WelcomeProgramming at the University of Connecticut
Introduction: Current university staff are not aware of, and are unable to ascertain any previous outcome assessments on welcoming programs. This assessment was created to examine how UConn welcomes and assists in the transition process for all incoming first-year and transfer students.
Related Literature: Successful welcome programming must include diversity, equity, and access initiatives in order to be aligned with the Council for the Advancement of Standards (Miller, Dyer & Nadler, 2002)
Data Analysis: Quantitative data was analyzed through SPSS with independent means t-tests.
Results: Survey data indicated a statistically significant difference in experiences between various student groupings (see chart). All welcoming characteristicsreceived positive ratings (see chart). All groups indicated positive a usefulness rating of welcome programs except veteran students (see chart). A majority of individual programs received positive ratings—only four had mean scores below neutral (see chart).
Conclusions: We found that students at UConn perceive they are beingwelcomed effectively. Students also have different experiences of beingwelcomed to UConn based on a variety of factors. Although not a statistically significant amount of Veteran students responded, those who did showed low satisfaction with welcome programming.
Implications: Academic welcome programming should be enhanced. Non-white students indicated a more positive experience of usefulness compared to white students, warranting further research especially around cultural programming during welcome week. Also, welcome programming should account for thedifferent experiences of underrepresented groups, especially transfer andnon-traditional age students.
Limitations: Not enough veteran students responded to conduct accuratestatistical analysis.
Participants: All undergraduate students at the UConn Storrs campus were invited to participate.
Data Collection: Data was collected through an online survey created for this assessment.
Reliability: The self-made instrument was grounded inrelevant literature.
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