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Student Development and Enrollment Services “Building collaborative partnerships that empower students to succeed!” Look Who’s Coming to Your Classroom August 2005 Ron Atwell Steve Johnson Student Development & Enrollment Services Millican Hall 282
Introduction and Overview • What does the current group of college bound students look like? • What does the UCF student look like? • Who is SDES and how can we help?
Generations • Perceived membership in a common generation • A set of common beliefs and behaviors • A common location in history • Greatest Generation/GI’s • Baby Boomers • Generation X • Millennials Adapted from: Junco, R., Mastrodicasa, J. (2005). Fo Shizzle: Check Yo Self for the ’06. NASPA Conference PowerPoint Presentation 2005.
Columbine War in Kosovo Oklahoma City bombing Clinton impeachment trial O.J. Simpson trial Rodney King riots Lewinsky scandal Fall of Berlin Wall McGwire-Sosa homer derby Gulf War 911 Osama Bin Laden The War in Afghanistan War in Iraq Key Events for the Millennial Cohort
Trends within theMillennial CohortNewton, F. B. (2000) The New Student About Campus 5:5 pp 8-15 • Greater exposure to and experimentation with ‘grownup’ activities • More general knowledge but less discipline to explore a subject in depth • Experience high levels of stress and anxiety • Many students work part-time to pay for living expenses or to support their lifestyles • Large career aspirations, but with unrealistic expectations about what is required to reach the goal
Trends within theMillennial CohortNewton, F. B. (2000) The New Student About Campus 5:5 pp 8-15 • Many on the cutting edge of technology proficiency beyond their parents, teachers and future bosses • Rules are perceived without personal or moral commitment leading to ‘cheating is OK if you don’t get caught’ • Significant parental involvement and influence in the lives of students
CIRP Study Data • Cooperative Institutional Research Program • Higher Education Research Institute (HERI) • Your First College Year (YFCY) • College Student Survey (CSS) • Revised annually • Database of norms • Around 290,000 students at 400 Bachelors-granting institutions
2004 CIRP Study: Political Interest • More interest in politics: 34.3% say that keeping up with political affairs is a very important life goal (1966: 60.3%; record low 2000: 28.1%) • Before 2000, was in steady decline for past 30 years • Moderate shift to the political extremes, but overall still remains about same (left-right)
CIRP Study: Academic Issues • Grade inflation • Earning an A is at record high • A is becoming norm, rather • than C • Still low amount of studying • 34% of students doing 6+ • hours per week of studying
CIRP Study: Values • Top goal: family (74.8%) • #2: financial success (73.8%--highest in 13 years) • Lowest: “develop meaningful philosophy in life” (high of 85.5% in 1967) • Religious involvement at lowest point in 35 years—yet still remain high
Common Characteristics(Howe and Strauss) • Millennials are: • Special • Sheltered • Optimistic/Confident • Team Oriented • Achieving • Pressured • Conventional
Millennials(Howe and Strauss) • Special - Product of a dramatic birth-rate reversal. Older generations have instilled in Millennials that they are vital to the Nation. • Sheltered – Spawned by Americas youth safety movement after events such as Columbine, child-abuse in the media, child safe devises and rules. • Optimistic/Confident - Good news for a Millennial = good news for the Nation! 9 in 10 Millennials describe themselves as “confident,” “happy,” and “positive”.
Millennials(Howe and Strauss) • Team Oriented - Millennials believe in their “collective power”. Group learning is emphasized in the classroom. • Achieving – Higher school standards and more accountability. • Pressured – Parents are pushing them to avoid risks, study hard, and take advantage of opportunities. • Conventional – Millennials support the idea that rules can help. They take pride in their improving behavior.
Millennials(Howe and Strauss) • Americas most ethically and racially diverse generation: • 1 Millennial in 5 has at least one immigrant parent (Howe & Strauss). • 1 Millennial in 10 has at least one noncitizen parent (Howe & Strauss).
Millennials(Howe and Strauss) • There is more of a global perspective and interconnectedness for this generation. • Influenced by: • Parents • Teachers • Peers • Media
Millennials(Howe and Strauss) • Millennials are growing up with influences from their adult culture: • 36% of students are very or extremely offended by the sexual activity in the media. • 26% said that they were moderately offended.
Computers are a staple in this generation’s life • According to the Pew American Life Project (2003): • 72% of all students check their email daily • 20% of today’s students began using computers between age 5 and 8 • 60% of college internet users have downloaded files online compared to 28% of all users • 26% of college students use IM on an average day compared to 12% of all users
The Impact of the Internet on the College Experience: Communication • 60% believe that the Internet has improved their relationships with classmates • 56% believe it has improved their relationships with professors • 75% use e-mail for explanation of assignments • 89% have received class announcements by e-mail (Jones, 2002) • While there have been mixed results, it appears that using the Internet for interpersonal connection promotes psychological well-being for students (Morgan & Cotten, 2003)
Millennials like to communicate via the Web • 46% of students reported that email allows them to express ideas to professors they otherwise wouldn’t express in person • 19% of students reported that they communicate more with professors via email than in person • 73% of students reported that they use the internet more than the library to search for information
10 Attributes of an information-age mindset: • Computers aren’t technology • The Internet is better than TV • Reality is no longer real • Doing is more important than knowing • Learning more closely resembles PS2 than logic • Multitasking is a way of life • Typing is preferred to handwriting • Staying connected is essential • There is zero tolerance for delays • Consumer and creator are blurring
Students’ Communication • Instant Messaging • On-line journaling • Cell Phones • Text Messaging
UCF Admissions Data • 199420042005* • Average SAT Total 1085 1186 1190 • ACT Average 23 26 26 • High School GPA Avg. 3.2 3.8 3.6** • *Projected • ** Change in GPA Calculation UCF Office of Undergraduate Admissions UCF Office of Undergraduate Admissions
New FTIC Students • State of Origin: • Florida 94% • Out-of-State 6% Top feeder states, new students (2004) NJ, NY, VA, PA, IL, GA, MA, OH and TX 146 Countries(including US) UCF Online Fact Book 2003-2004 – Office of Institutional Research
New Freshman by Ethnicity Enrollment figures for Summer & Fall 2004 FTIC’’s. Source: UCF Student Database, Academic Development and Retention
Fall Full-time FTIC Growth and Retention • 1994200020042005 • New Full-time FTIC 2,089 3,484 4,035 4,545* • 1 Year Retention Rate 70% 79% 84% 85%* • *Projected UCF Office of Undergraduate Admissions UCF Retention and Attrition Analysis – Academic Development and Retention
Transfer Students at UCF(Institutional Research Office, 2002) • Approximately 5,700 new transfers enroll each year • More than 56% of transfer students have a GPA of 3.0 or above in their first semester • 26% of Florida CC transfers with an AA degree attend UCF • Over 65% of AA transfers graduate within 4 years
UCF Florida Community College Transfers • Growth and Retention • Fall 1994Fall 2003 • New FL CC Transfers 2,472 3,020 • 1 Year Retention Rate 75% 80% UCF Office of Undergraduate Admissions UCF Retention and Attrition Analysis – Academic Development and Retention
Student Development and Enrollment Services • SDES Vision • Building collaborative partnerships that empower students to succeed!
SDES Mission • The mission of SDES is to be a UCF leader in building successful partnerships to provide quality programs, services, activities and facilities that: • Encourage retention and graduation; • Provide opportunities for students to discover and define personal ethical standards, purpose, and excellence • Strengthen life skills that promote and support success and learning • Foster student engagement in their diverse community • Promote progression to graduation, graduate school, and productive employment
Student Development • Our emphasis on student development unites us in encouraging and challenging all students to “reach for the stars” and set goals that will involve and engage them in a myriad of new and challenging opportunities accessible to them both inside and outside the classroom. • “Student that comes to UCF is not the • same student that graduates from UCF.”
Enrollment Services • Our enrollment services orientation makes establishing an early connection and commitment to UCF an important priority. • We work to create collaborative partnerships that support, encourage, and provide the necessary resources that positively influence students’ continued progress toward degree attainment.
SDES Partnerships with Faculty • ENC 1101 Early Alert program with English department faculty • Alcohol and Other Drug Programming – Psychology department • Freshman retention data mining project – Statistics faculty and graduate student • Student Conduct Review Board • Career Services and Experiential Learning • Residence Halls programming
SDES Units • Academic Development and Retention • Campus Life • Administrative Services • Assessment and Planning
SDES Primary Functions(and some key programs) • Effective Transition Programs • Orientation and First Year Advising & Exploration • LINK program • Quality Support Services • University Registration and Records • Student and Academic Support Services • Personal Growth Services • Recreation and Wellness Center • Career Services and Experiential Learning
LINK – Learning & Interacting with New Knights • The LINK Student Personal Development Goals: • Develop intellectual and interpersonal competence • Develop autonomy • Manage emotions • Establish personal identity • Manage healthy interpersonal relationships • Develop and clarifying purpose • Develop integrity (Chickering, Arthur W. and Linda Reisser. Education and Identity: 2nd ed. San Francisco: Jossey-Bass, 1993)
UNIVERSITY OF CENTRAL FLORIDA The UCF Creed Integrity I will practice and defend academic and personal honesty. Scholarship I will cherish and honor learning as a fundamental purpose of my membership in the UCF community. Community I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. Creativity I will use my talents to enrich the human experience. Excellence I will strive toward the highest standards of performance in any endeavor I undertake.