Presentation on theme: "The Millennial Student at WCU Presentation to Council of Trustees and WCU Foundation Trustees 15 July 2008 Dr. Idna M. Corbett, Interim Dean of Undergraduate."— Presentation transcript:
The Millennial Student at WCU Presentation to Council of Trustees and WCU Foundation Trustees 15 July 2008 Dr. Idna M. Corbett, Interim Dean of Undergraduate Studies and Student Support Services West Chester University of Pennsylvania
Characteristics of Millennials First arrived on campus in 2000 Born after 1982 Children of “Baby Boomers” Largest & most affluent group of any previous students cohort Greatest increase in diversity of any prior generation 10% arrive on campus taking medication to manage depression, anxiety, attention deficit or hyperactivity disorders Most safety oriented group of any prior group Were “planned” for by parents Typically have fewer siblings than parents Have had more structured activities: T-Ball, Soccer, Ballet, Gymnastics, Play dates, etc. Have many more choices in majors, minors and careers then any previous generation Source: Ozechoski, M.A. Presentation to Delaware Valley Student Affairs Conference
How does this translate? They have a closer relationship with their parents; 34% state their parent is their best friend. The 2007 College Board survey found 65% students are satisfied with their parents involvement; 28% would like their parents to be more involved. They have been taught that they are “special” and uniquely talented. They have had more choices in every area of their lives. Their parents influence major decisions and can impact retention and satisfaction dramatically. Use technology & cell phones to be in constant communication with their parents. On average college students speak to their parents 10 times per week. They tend to view the world from a “consumer” standpoint. Source: Ozechoski, M.A. Presentation to Delaware Valley Student Affairs Conference
First-Year Student Survey Profile Cooperative Institutional Research Program (CIRP) Survey Administered August 2007
TRUE or FALSE? How well do you know our students?
Most incoming WCU first-year students do not identify themselves with a religious group. 37% Roman Catholic 5.1% Baptist 4.4% Lutheran 5.3% Methodist 4.8% Presbyterian 2.9% Jewish TRUE or FALSE?
Most incoming first-year students’ family income is under $60K. 68% earn $60K or better 21.1% earn between $100K - $150K Nationally 57.6% earn $60K or better TRUE or FALSE?
Incoming students worry about funding their college education. 51.3% believe they will have “Some” concerns 4.7% have “Major” concerns regarding their college funding. TRUE or FALSE?
Most incoming WCU first- year students are from divorced/ blended families. 71.3 % live with both parents Nationally 67.4% live with both parents TRUE or FALSE?
WCU is a first generation campus. 52.3% mothers 52.4% fathers DON’T have a college degree. Nationally 56.4% mothers 59.9% fathers DON’T have a college degree. TRUE or FALSE?
Most incoming first-year students are from public high schools. 81.4% came from a public school 12.2% came from private religious schools 1.9% came from private schools Nationally 87.2% of college students come from public schools TRUE or FALSE?
Incoming first- year students attending WCU are from mostly white neighborhoods. 81% came from white neighborhoods 20.6% of that were from completely white neighborhoods Nationally 77.7% came from white neighborhoods 25.8% of that were from completely white neighborhoods TRUE or FALSE?
Most incoming first-year students did not have tutoring in high school. 52.8% had tutoring in high school 19.3% of that number needed Math tutoring the most TRUE or FALSE?
Do incoming first-year students think they will need tutors at WCU? 93% think they will need tutoring The highest perceived need is Math/ Science Nationally 81.3% of students nationwide feel they will need tutoring TRUE or FALSE?
Most of WCU's incoming class had a B+ average in High School. 71.4% had a B+ or higher Nationally 61.6% had a B+ or higher TRUE or FALSE?
On average, incoming first- year students studied 6-10 hours per week in high school. 51% of incoming students studied TWO HOURS a week or LESS 44% of incoming students studied between 3-10 hours a week THIS MEANS THAT 96% studied less than 10 hours per week Nationally 51% of incoming students studied TWO HOURS a week or LESS TRUE or FALSE?
Most incoming first-year students believe they are in the top 10% of all students academically. 63.2% believe they are in the TOP 10% Nationally 57.1% believe they are in the TOP 10% TRUE or FALSE?
Most incoming first-year students used the internet for research in high school. 75.2% of students have used the internet for research or homework At other four year public colleges 71.1% of students have used the internet for research or homework TRUE or FALSE?
On average, incoming first-year students worked 10 hours per week at an outside job in high school. 36.8% of new students worked 11 or more hours a week 38.3% worked more than 16 hours a week!!! 76.8% are working 10+ hours a week TRUE or FALSE?
Most incoming first-year students live within 100 miles from campus. 84% of new students live within 100 miles Nationally 64.1% of new students live within 100 miles TRUE or FALSE?
Why do students choose WCU? Factors affecting decision: 59.4% ~ academic reputation 50.8% ~ job placement 42.3% ~ campus visit Was cost a factor? 48.6% said cost was an important factor 61.6% said WCU was their 1 st choice
How does this translate? Unrealistic expectations of college level work. Overwhelmed and stressed by choices in career path. 50% of college students work 25 hours or more per week. 30% of college students are working full time jobs. Difficulty in coping with perceived “rejection” in grading process. Adjustment can impact self-confidence and retention. 42% of students who depart after the first year with < 2.25 never return to post secondary education.
Institutional Response Provide appropriate opportunities for parents to participate in campus life. Provide parents with consistent and positive messages regarding their “partnership” with the university. Create opportunities for parental involvement on campus: Parent Advisory Board, Family Weekend, Booster organizations, etc. Integrate parents into admissions process. Educate parents in student development and their appropriate role – orientation and beyond. Give specific examples of appropriate and inappropriate behaviors.
Institutional Response Cross-train “front line” staff in dealing with parents – at all levels: President Council, Managers, Department Chairs, Human Resources, and Support Staff. Help families understand the limitations of FERPA during Orientation and via Web sites. Maintain a coordinated approach to parent communication with major offices: Residence Life, Registrar, Bursar, Financial Aid, Information Desk. Create access points via web, newsletters that provide access to information.
Benefits Increase in retention of students. Recent literature suggests that the parent relationship will influence persistence more and more. Parents who perceive “value added” services are more likely to become donors. Legislative advocacy. Parents are more likely to become advocates. Enhanced funding from the state. Increase in sibling/legacy enrollment Increased student satisfaction