|
Abstract
Background and Methodology
Enrollment Management-Related Information
Demographic Information
Expectations and Values Information
Summary and Conclusions
ABSTRACT
This report
describes the results of the Summer 2005 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, GPAs, and graduation rates.
BACKGROUND AND METHODOLOGY
This report continues a more than thirty year
history of "freshman survey" results at BGSU. 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
in 1997. 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 2005 BFYSQ was distributed to all new first year students who registered
for BGSU’s Orientation and Registration Program during the months
of June and July. A total of 2,368 questionnaires were returned, which
represented 66% of the 2005 new first year freshman
class. This rate is higher than the response rate of 2004 (64%) and 2003 (33%,
online survey).
To examine how representative the survey respondents were of the entire
first year first time freshman class, the demographic characteristics of
the 1906 survey respondents who provided valid social security numbers were
compared to all entering 2005 first year first time freshmen. There is a
high degree of
gender,
race, college, and residential status similarity between the respondents
and the population. 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?
|
1995 |
|
2004 |
|
2005 |
| None |
33% |
|
27% |
|
29% |
| 1 |
23% |
|
25% |
|
24% |
| 2 |
21% |
|
25% |
|
24% |
| Three or
More |
23% |
|
23% |
|
23% |
How many other
colleges besides BGSU admitted you this year?
|
1995 |
|
2004 |
|
2005 |
| None |
NA |
|
31% |
|
32% |
| One |
NA |
|
29% |
|
28% |
| Two |
NA |
|
22% |
|
21% |
| Three or More |
NA |
|
18% |
|
19% |
Among colleges to
attend, was BGSU your . . .
|
1995 |
|
2004 |
|
2005 |
| First Choice |
81% |
|
84% |
|
84% |
| Second Choice |
16% |
|
14% |
|
14% |
| Less Than Second Choice |
3% |
|
2% |
|
2% |
How important
were each of the following in your decision to attend college in general? (Percent
"Very Important")
|
1995 |
|
2004 |
|
2005 |
| To Prepare for a Professional Career |
NA |
|
89% |
|
89% |
| To Be Able to Get a Better Job |
83% |
|
73% |
|
70% |
| To Learn More about Things That Interest me |
77% |
|
65% |
|
64% |
| To Be Able to Make More Money |
74% |
|
64% |
|
63% |
| To Gain a General Education
and Appreciation of Ideas |
60% |
|
53% |
|
53% |
| To Make Me a More Cultured Person |
38% |
|
34% |
|
32% |
| My Parents Wanted Me to Go |
27% |
|
30% |
|
30% |
| To Improve My Reading and Study Skills |
35% |
|
29% |
|
29% |
| To Learn More About Other People |
NA |
|
27% |
|
27% |
| I Wanted to Get Away from
Home |
19% |
|
24% |
|
24% |
| A Mentor/Role Model
Encouraged Me to Go |
11% |
|
12% |
|
13% |
How important
were each of the following in your decision to attend BGSU? (Percent "Very
Important")
|
1995 |
|
2004 |
|
2005 |
| BGSU graduates get good jobs |
43% |
|
54% |
|
51% |
| My BGSU visit was pleasant and friendly |
NA |
|
50% |
|
48% |
| BGSU offers unique
educational programs |
NA |
|
44% |
|
41% |
| BGSU’s academic reputation |
52% |
|
41% |
|
39% |
| BGSU's graduates gain admission to top
graduate/professional schools
|
18% |
|
41% |
|
39% |
| BGSU is in a small and safe community |
NA |
|
38% |
|
37% |
| I wanted to attend a
school of BGSU's size |
39% |
|
35% |
|
37% |
| the reputation of BGSU's faculty, staff, and
students |
NA |
|
33% |
|
31% |
| BGSU takes student safety seriously |
NA |
|
31% |
|
31% |
| BGSU has an attractive campus |
NA |
|
31% |
|
31% |
| BGSU's social reputation |
27% |
|
29% |
|
29% |
| cost of tuition at BGSU |
30% |
|
23% |
|
24% |
"BGSU graduates
get good jobs", "my BGSU visit was pleasant and friendly",
and "BGSU offers unique education programs"
were more likely to be the important reasons for 2005 and 2004 freshmen to attend BGSU. Compared with
the freshmen in 1995, 2005
freshmen were more likely to consider "BGSU graduates get good jobs"
and "BGSU's graduates gain admission to top
graduate/professional school " as the important factors for them to
choose BGSU, but less likely to consider BGSU’s academic reputation
and the
cost of tuition as the important reasons to attend this school.
DEMOGRAPHIC
INFORMATION
How many miles from BGSU is your
permanent home?
|
1995 |
|
2004 |
|
2005 |
| 10 miles or Less |
3% |
|
4% |
|
4% |
| 11 to 50 miles |
23% |
|
23% |
|
24% |
| 51 to 100 miles |
19% |
|
19% |
|
19% |
| 101 to 500 miles |
53% |
|
51% |
|
51% |
| Over 500
miles |
2% |
|
3% |
|
3% |
What is your best estimate of your parents' income?
|
1995 |
|
2004 |
|
2005 |
| Less than $30,000 |
14% |
|
10% |
|
10% |
| $30,000-$49,999 |
24% |
|
17% |
|
17% |
| $50,000-$74,999 |
34% |
|
29% |
|
26% |
| $75,000-$99,999 |
16% |
|
20% |
|
23% |
| $100,000 or More |
12% |
|
25% |
|
24% |
The
percentage of students whose estimated parental income was $75,000 or more
increased from 28% in 1995 to
47% in 2005.
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)
|
1995 |
|
2004 |
|
2005 |
| Parents, relatives, friends |
69% |
|
69% |
|
69% |
| Other College Grant/Scholarship |
8% |
|
41% |
|
47% |
| Other College Loan |
12% |
|
39% |
|
42% |
| Other Loan |
7% |
|
22% |
|
25% |
| Ford Direct Subsidized Loan |
NA |
|
23% |
|
24% |
| Savings From Summer Work |
16% |
|
21% |
|
17% |
| Other Savings |
9% |
|
18% |
|
17% |
| Pell Grant |
3% |
|
13% |
|
16% |
| College Work Study |
3% |
|
17% |
|
15% |
| Perkins Loan |
5% |
|
10% |
|
12% |
| Other Source |
3% |
|
9% |
|
9% |
| Part-Time Job On Campus |
4% |
|
10% |
|
8% |
| Ohio Instructional Grant |
NA |
|
6% |
|
7% |
| Other Private Grant |
2% |
|
5% |
|
6% |
| Part-Time Job Off Campus |
2% |
|
4% |
|
5% |
Families were still the major source of finance
for the majority of BGSU
freshmen. Compared with the freshmen ten years ago,
however, this year's freshmen
were more likely
to depend
on multiple sources of support for their college education.
How concerned are you about your ability to finance
your college education?
|
1995 |
|
2004 |
|
2005 |
| Not at All |
27% |
|
27% |
|
29% |
| Somewhat |
56% |
|
56% |
|
55% |
| Very |
18% |
|
17% |
|
16% |
How many hours per week during the school year
do you plan to be employed?
|
1995 |
|
2004 |
|
2005 |
| None |
NA |
|
25% |
|
26% |
| 1 to 9 |
NA |
|
16% |
|
17% |
| 10 to 19 |
NA |
|
43% |
|
42% |
| 20 to 39 |
NA |
|
15% |
|
15% |
| 40 or More |
NA |
|
1% |
|
1% |
For each of the following items, please indicate
the number of years you participated while in 9th-12th grade (Percent "Two
Years or More"):
|
1995 |
|
2004 |
|
2005 |
Athletics |
NA |
|
91% |
|
91% |
Religious organization |
NA |
|
90% |
|
90% |
Community service |
NA |
|
83% |
|
85% |
Part-time job |
NA |
|
84% |
|
82% |
Band or orchestra |
NA |
|
82% |
|
81% |
Academic honor society |
NA |
|
76% |
|
81% |
ROTC |
NA |
|
74% |
|
75% |
Choir or vocal ensemble |
NA |
|
69% |
|
72% |
Theatre |
NA |
|
69% |
|
70% |
Student council |
NA |
|
62% |
|
64% |
Class officer |
NA |
|
61% |
|
56% |
Debate |
NA |
|
54% |
|
54% |
Yearbook |
NA |
|
43% |
|
43% |
Newspaper |
NA |
|
42% |
|
37% |
For each of the following items, please indicate
your level of involvement while in 9th-12th grade (Percent "Highly
Involved"):
|
1995 |
|
2004 |
|
2005 |
Athletics |
NA |
|
64% |
|
62% |
Part-time job |
NA |
|
53% |
|
52% |
Community service |
NA |
|
32% |
|
33% |
Band or orchestra |
NA |
|
24% |
|
25% |
Religious organization |
NA |
|
23% |
|
22% |
Academic honor society |
NA |
|
18% |
|
20% |
Choir or vocal ensemble |
NA |
|
18% |
|
20% |
Theatre |
NA |
|
20% |
|
18% |
Student council |
NA |
|
13% |
|
15% |
Yearbook |
NA |
|
15% |
|
13% |
Class officer |
NA |
|
13% |
|
12% |
Newspaper |
NA |
|
8% |
|
9% |
Debate |
NA |
|
3% |
|
4% |
ROTC |
NA |
|
1% |
|
2% |
Fifty percent or more of the 2005 freshmen spent two or more years
participating in most of the activities listed on the survey during their high
school years, and they seemed more likely to be highly involved with athletics and part-time jobs than other activities listed on the
survey. What is the highest level of formal
education obtained by your parents?
| |
1995 |
|
2004 |
|
2005 |
|
Father |
Mother |
|
Father |
Mother |
|
Father |
Mother |
| Some high school or less |
4% |
3% |
|
3% |
2% |
|
3% |
2% |
| High school graduate |
28% |
35% |
|
29% |
30% |
|
30% |
29% |
| Postsecondary school other than college |
5% |
7% |
|
3% |
3% |
|
3% |
4% |
| Some college |
17% |
19% |
|
17% |
19% |
|
18% |
19% |
| College degree |
28% |
23% |
|
31% |
32% |
|
28% |
31% |
| Some graduate school |
3% |
4% |
|
2% |
3% |
|
2% |
3% |
| Graduate degree |
15% |
9% |
|
15% |
11% |
|
15% |
13% |
|
|
1995 |
|
2004 |
|
2005 |
Mother and father high school or less:
At least one parent a college graduate:
Both parents college graduates: |
|
NA
NA
NA |
|
16%
63%
30% |
|
17%
63%
30% |
Your Father's Occupation (top four):
|
1995 |
|
2004 |
|
2005 |
| Business |
34% |
|
28% |
|
27% |
| Other |
20% |
|
21% |
|
21% |
| Semi-skilled worker |
6% |
|
12% |
|
12% |
| Computer programmer or analyst |
NA |
|
8% |
|
8% |
Your Mother's Occupation (top four):
|
1995 |
|
2004 |
|
2005 |
| Other |
21% |
|
25% |
|
25% |
| Business |
28% |
|
13% |
|
15% |
| Lawyer/attorney/judge |
0% |
|
10% |
|
10% |
| Therapist |
NA |
|
8% |
|
8% |
Your Probable Occupation (top four):
|
1995 |
|
2004 |
|
2005 |
| Undecided |
17% |
|
17% |
|
18% |
| Business |
12% |
|
14% |
|
15% |
| Other |
9% |
|
13% |
|
14% |
| Teacher or administrator |
17% |
|
12% |
|
12% |
What is the highest degree you plan
to obtain anywhere?
| |
1995 |
|
2004 |
|
2005 |
| Bachelor's |
37% |
|
11% |
|
9% |
| Master's |
44% |
|
64% |
|
65% |
| Doctorate |
10% |
|
12% |
|
11% |
| Professional |
7% |
|
12% |
|
13% |
| Other |
2% |
|
1% |
|
1% |
What is the highest degree you plan
to obtain at BGSU?
|
1995 |
|
2004 |
|
2005 |
| Bachelor's |
74% |
|
78% |
|
78% |
| Master's |
22% |
|
20% |
|
19% |
| Doctorate |
2% |
|
1% |
|
2% |
| Other |
2% |
|
1% |
|
1% |
The most frequent academic goals of entering freshmen are a Bachelor's degree
at BGSU and a Master's anywhere.
Do you feel that you will need any
special tutoring or remedial work in any of the following subjects?
|
1995 |
|
2004 |
|
2005 |
| Mathematics |
12% |
|
28% |
|
27% |
| English |
4% |
|
7% |
|
8% |
| Foreign Language |
4% |
|
7% |
|
7% |
| Science |
4% |
|
7% |
|
7% |
| Reading |
4% |
|
2% |
|
2% |
| Social Studies |
3% |
|
2% |
|
2% |
Mathematics remains
the subject where a sizeable percentage of freshmen may need tutoring or
remedial work. 2005 entering freshmen were also more concerned about their
mathematics preparation than were the freshmen ten years ago.
EXPECTATIONS AND
VALUES INFORMATION
What is your estimate of the chance that you will
. . . (Percent "Very Good")
|
1995 |
|
2004 |
|
2005 |
| get a Bachelor's Degree |
82% |
|
83% |
|
82% |
| find a job in my major after
graduation |
77% |
|
71% |
|
70% |
| be satisfied with BGSU |
60% |
|
65% |
|
66% |
| get a job to help pay for college
expenses |
57% |
|
55% |
|
53% |
| make at least a
"B" average |
54% |
|
51% |
|
52% |
| participate in volunteer or community
service work |
18% |
|
19% |
|
21% |
| join a social club, fraternity, or sorority |
17% |
|
20% |
|
19% |
| graduate with honors |
13% |
|
14% |
|
16% |
| change your
major |
15% |
|
15% |
|
15% |
| play varsity intercollegiate athletics |
11% |
|
13% |
|
13% |
| change your
career choice |
14% |
|
12% |
|
12% |
| join a student professional/government
organization |
NA |
|
7% |
|
8% |
| be elected to an academic honor society |
8% |
|
6% |
|
6% |
| participate in student
protests/demonstrations |
4% |
|
6% |
|
5% |
| need extra time to complete your degree |
6% |
|
4% |
|
4% |
| work full time while attending college |
3% |
|
4% |
|
4% |
| transfer to another college before
graduation |
4% |
|
3% |
|
3% |
| get married while in college |
3% |
|
1% |
|
2% |
| be elected to a student office |
2% |
|
1% |
|
2% |
| fail one or
more courses |
0% |
|
1% |
|
1% |
| drop out of
college permanently |
0% |
|
0% |
|
0% |
| drop out of
college temporarily |
0% |
|
0% |
|
0% |
How important are each of the following to you?
(Percent "Essential" or "Very Important")
|
1995 |
|
2004 |
|
2005 |
| being very well off financially |
74% |
|
81% |
|
82% |
| raising a family |
77% |
|
80% |
|
82% |
| helping others
who are in difficulty |
64% |
|
71% |
|
74% |
| becoming an authority in my field |
66% |
|
62% |
|
63% |
| obtaining recognition from my colleagues for
my contributions |
54% |
|
55% |
|
56% |
| influencing social values |
40% |
|
50% |
|
50% |
| developing a meaningful philosophy of life |
43% |
|
48% |
|
49% |
| becoming successful in a business of my own |
33% |
|
44% |
|
47% |
| having administrative responsibility for the work of
others |
40% |
|
42% |
|
37% |
| helping to promote racial understanding |
31% |
|
37% |
|
37% |
| keeping up to date with political affairs |
28% |
|
36% |
|
36% |
| becoming a community leader |
28% |
|
30% |
|
33% |
| participating in a community action program |
20% |
|
28% |
|
28% |
| becoming involved in programs to clean up the
environment |
19% |
|
25% |
|
26% |
| creating artistic works |
12% |
|
21% |
|
22% |
| influencing the political structure |
12% |
|
21% |
|
21% |
| becoming accomplished in the
performing arts |
10% |
|
20% |
|
21% |
| writing original works (poems, novels,
etc.) |
11% |
|
18% |
|
20% |
| making a contribution to science |
10% |
|
17% |
|
19% |
Being very well off financially, raising a family, helping others who are in
difficulty, becoming an authority in their fields,
and obtaining recognition from their colleagues for their contributions
continued to be the important
life goals for most of BGSU freshmen. SUMMARY AND CONCLUSIONS
Responses to the 2005 BGSU First Year Student
Questionnaire (BFYSQ) were generally similar to those of previous BFYSQs. 2005 Freshmen are mostly
from in-state and from middle class families.
Parents/relatives/friends were the greatest
source of financial support for college. Compared with the
freshmen ten years ago, a greater portion of 2005
freshmen expected to get support from loans, grants/scholarships,
and savings. More than 70% of them have some
concerns about their ability to finance their college education.
Like the freshmen in previous years, 2005
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 learn more about things
that interest them, and to be able to make more money.
The perceived career success of our graduates coupled with a pleasant campus
visit are the
principal reasons that incoming freshmen choose BGSU. Compared
with the freshmen in 1995, however, 2005
entering freshmen were less likely to consider BGSU’s academic reputation
and cost of tuition as the important reasons to attend, but more likely to
consider "BGSU graduates get good jobs" and "BGSU's graduates gain admission to top
graduate/professional schools" as the important factors for them to
choose BGSU.
More than half of the 2005 entering
freshman indicated that they were highly involved with
athletics and part-time jobs during their high school years
and the majority 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." Raising a family, being
very well off financially, helping others who are in difficulty, and becoming an
authority in their field of study are among
their most important life goals.
The 2005 freshman seemed to be very positive about
their chances of making at least a "B" average for their
courses, earning a Bachelor's Degree, finding a job in their field after graduation,
get a job to help pay for their college expenses, and
being satisfied with BGSU. The majority of them predict that
chances are none or very little for them to
fail one or more courses, take extra time to complete their
degree, and drop out college temporarily or permanently.
Mathematics, however,
remains the area where a sizeable percentage of
freshmen are concerned about their academic preparation for college work.
The Office of Institutional Research welcomes feedback concerning this and
other studies and how they can continue to be improved.
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