Abstract This report describes the results of the Summer 2002 administration of the BGSU First Year Student Questionnaire (BFYSQ) to new main campus first year students. The BFYSQ is designed to collect enrollment management-related data, demographic data not otherwise collected as a result of BGSU's admission and registration processes, and data on students' values and expectations. Its use supports both assessment and enrollment management activities. Results are used in this report to provide a descriptive profile of the freshman class (serving as a companion report to the Office of Undergraduate Admissions' Freshman Class Profile). BFYSQ data are also maintained in databases within the Office of Institutional Research and are studied as predictors of outcomes such as retention, GPA's and graduation rates. This report includes a summary and conclusions as well as detailed tabular responses. The need for assessment and enrollment management-related information about Bowling Green State University's first year students prompted the development of the BGSU First Year Student Questionnaire (BFYSQ) in 1997. The literature on college student learning, development, and persistence clearly shows that students pre-college characteristics, aspirations, expectations, and values play a crucial role in outcomes such as retention, grades, graduation, and educational and personal gains. Since no single commercially-available questionnaire would provide the data specifically needed by BGSU in a timely and cost effective manner, the BFYSQ was developed by the Office of Institutional Research. The results of the BFYSQ are comparable to those of the ACE/UCLA "Freshman Survey" administered at BGSU between 1973 and 1979 and between 1990 and 1995, and the "BGSU Freshman Survey" administered between 1980 and 1989. The Office of Institutional Research plans to administer the BFYSQ to new freshmen each year before they matriculate. The 2002 BFYSQ was distributed to all new first year students registered for BGSU's Orientation and Registration Program during the month of June and July. A total of 2,456 questionnaires were returned, which represented about 70% of the freshman class. BFYSQ results were analyzed by noting the percentages of participants who provided various responses to each questionnaire item. Percentages may not always sum to 100 due to rounding. Results were also compared with those of previous similar questionnaires. The following pages highlight these findings. ENROLLMENT MANAGEMENT-RELATED INFORMATION How many other colleges besides BGSU did you apply to?
How many other colleges besides BGSU admitted you this year?
Among colleges to attend, was BGSU your . . .
How important were each of the following in your decision to attend college in general? (Percent "Very Important")
How important were each of the following in your decision to attend BGSU? (Percent "Very Important")
Compared with the freshman in 1992, 2002 freshman were more likely to cite "BGSU graduates get good jobs" and "BGSU's graduates gain admission to top graduate/professional school" as the important reasons to attend BGSU. They were, however, less likely than 1992 freshman to indicate "BGSU's academic reputation" and "the cost of tuition at BGSU" as the important reasons for selecting BGSU. How many miles from BGSU is your permanent home?
What is your best estimate of your parents' income?
The percentage of students whose estimated parental income was $75,000 or more doubled from 17% in 1992 to 41% in 2002. The percentage of students whose estimated parental income was $49,000 or below decreased from 51% in 1992 to 27% in 2002. How much of your first year's educational expenses do you expect to cover from each of the sources listed below? (Percent $1,500 and Over)
How concerned are you about your ability to finance your college education?
How many hours per week during the school year do you plan to be employed?
The vast majority (98%) of respondents indicated that English is their native language and 72% of them reported that both of their parents are alive and living together. For each of the following items, please indicate your level of involvement while in 9th-12th grade (Percent "Highly Involved"):
What is the highest level of formal education obtained by your parents?
Your Father's Occupation:
Your Mother's Occupation:
Your Probable Occupation:
What is the highest degree you plan to obtain anywhere?
What is the highest degree you plan to obtain at BGSU?
Although increased number of students would like to obtain a Master's degree anywhere between early 1990's and early 2000's, their most frequent academic goal at BGSU is a Bachelor's degree. Do you feel that you will need any special tutoring or remedial work in any of the following subjects?
Compared with 2001 freshman, 2002 freshman were more concerned about their academic preparation for college work, especially in the area of mathematics. EXPECTATIONS AND VALUES INFORMATION What is your estimate of the chance that you will . . . (Percent "Very Good")
Compared with 1992 freshman, 2002 freshman were more likely to join a social club, fraternity, or sorority, but less likely to predict that they will need extra time to complete their degree. How important are each of the following to you? (Percent "Essential" or "Very Important")
2002 freshman were more likely than 1992 freshman to indicate that it's essential or very important to them to be very well off financially, raise a family, become successful in a business of their own and in the performing arts, create artistic work, and influence social values. This report continues a thirty year history of "freshman survey" results at BGSU. It serves as one component of a comprehensive program of assessment and enrollment management research activities carried out by the Office of Institutional Research. 2002 freshmen apply and are admitted to few other institutions. BGSU is their overwhelming first choice. They are very pragmatic about their general reasons for going to college --- the most common reason cited was to prepare for a professional career, followed by to get a better job, to be able to make more money, and to learn more about things that interest them. The perceived career success of our graduates coupled with a pleasant campus visit as well as academic reputation and unique educational programs are the principal reasons that students choose BGSU. 2002 Freshmen are mostly from in-state and from middle class families. Parents are the greatest source of financial support for college. Although the percentage of students who had a family income $75,000 or more doubled during 1992 and 2002, 72% of the incoming freshman still had some concern about their ability to finance their college education, and a greater portion of them expected to get their financial support from loans, grants/scholarships, savings, and summer work than the students ten years ago. Most of the 2002 freshman participated in athletics and had a part-time job during their high school years. Three of four of them still wanted to be employed during their college years. Their most frequent academic goal at BGSU is a Bachelor's Degree in "undecided" or "business." Mathematics is the sole area where an increasing percentage of freshmen (24% for 2001 and 42% for 2002) are concerned about their academic preparation for college work. The 2002 freshman seemed to be very positive about their chances of earning a Bachelor's Degree, finding a job in their field after graduation, and being satisfied with BGSU. The majority of them predict that they will not fail one or more courses or drop out college temporarily or permanently. Being very well off financially and raising a family are among their most important life goals. The Office of Institutional Research welcomes feedback concerning this and other studies and how they can continue to be improved. |
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