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Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002.

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Presentation on theme: "Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002."— Presentation transcript:

1 Saint Norbert College Student Life Staff Stephanie R. Wernig, Ph.D. February, 2002

2 The St. Norbert Student ¶ Student profile

3 The St. Norbert Student ¶ Student profile 4 Gender split stable

4 The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining

5 The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher

6 The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining

7 The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining 4 More liberal in attitudes

8 The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining 4 More liberal in attitudes 4 Life Goals relatively stable

9 The St. Norbert Student · Differences that may impact programming

10 The St. Norbert Student · Differences that may impact programming 4 Distance from home

11 The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income

12 The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation

13 The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades

14 The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications

15 The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications 4 Roman Catholic

16 The St. Norbert Student · Differences that may impact programming 4 Distance from home 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications 4 Roman Catholic 4 Gender differences

17 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience

18 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides

19 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides 4 Track participation in various activities and determine strategies to increase participation.

20 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides 4 Track participation in various activities and determine strategies to increase participation. 4 Follow satisfaction levels with Student Life areas and develop tactics to improve satisfaction.

21 The St. Norbert Student ¶ Student profile 4 Gender split stable 4 Roman Catholic declining 4 Parental income and grades higher 4 Study time declining 4 More liberal in attitudes 4 Life Goals relatively stable

22 15 years - Gender & Religious Preference

23

24 15 years - Finances

25

26

27 15 years - HS Grades and Time spent studying

28

29

30 15 years - Attitudes/Values

31

32

33 15 years - Life Goals

34

35

36 The St. Norbert Student · However, there are differences that may impact programming 4 Distance from home to St. Norbert 4 Parental education & income 4 Father’s occupation 4 HS Grades 4 Choice/ # of applications 4 Roman Catholic Gender differences

37 Parent’s Education 1997-2001 CIRP

38 Estimated Parental Income 1997-2001 CIRP

39 Father’s Occupation 1997-2001 CIRP

40 High School Grades 1997-2001 CIRP

41 ACT Scores 1997-2001 CIRP

42 Implications? zRoommate assignments ?

43 Implications? zRoommate assignments ? zDifferent financial resources ?

44 Implications? zRoommate assignments ? zDifferent financial resources ? zDifferent life experiences ?

45 Source of “A” students 1997-2001 CIRP

46 Gender, Religious Preference 1997-2001 CIRP

47 Choice/Applications 1997-2001 CIRP

48 Applied to no other colleges 1997-2001 CIRP

49 The St. Norbert Student · Differences that may impact programming Distance from home to St. Norbert Parental education & income Father’s occupation HS Grades Choice/ # of applications Roman Catholic 4 Gender differences

50 High School Grades 1997-2001 CIRP

51 High School Grades 1997-2001 CIRP

52 High School Grades 1997-2001 CIRP

53 Self Perceptions 1997-2001 CIRP

54 Self Perceptions 1997-2001 CIRP

55 Self Perceptions 1997-2001 CIRP

56 Self Perceptions 1997-2001 CIRP

57 Self Perceptions 1997-2001 CIRP

58 Self Perceptions 1997-2001 CIRP

59 High School Activities 1997-2001 CIRP

60 High School Activities 1997-2001 CIRP

61 High School Activities 1997-2001 CIRP

62 High School Activities 1997-2001 CIRP

63 Life Goals 1997-2001 CIRP

64 Life Goals 1997-2001 CIRP

65 Life Goals 1997-2001 CIRP

66 Life Goals 1997-2001 CIRP

67 Attitudes/Values 1997-2001 CIRP

68 Attitudes/Values 1997-2001 CIRP

69 Attitudes/Values 1997-2001 CIRP

70 Attitudes/Values 1997-2001 CIRP

71 Attitudes/Values 1997-2001 CIRP

72 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience 4 What changes take place during college? 4Longitudinal data that Jack Williamson provides

73 Self Perceptions 2000 & 2001 CSS

74 Self Perceptions 2000 & 2001 CSS

75 Self Perceptions 2000 & 2001 CSS

76 Self Perceptions 2000 & 2001 CSS

77 Self Perceptions 2000 & 2001 CSS

78 Self Perceptions 2000 & 2001 CSS

79 Attitudes/Values 2000 & 2001 CSS

80 Attitudes/Values 2000 & 2001 CSS

81 Attitudes/Values 2000 & 2001 CSS

82 Attitudes/Values 2000 & 2001 CSS

83 Attitudes/Values 2000 & 2001 CSS

84 Life Goals 2000 & 2001 CSS

85 Life Goals 2000 & 2001 CSS

86 Life Goals 2000 & 2001 CSS

87 Life Goals 2000 & 2001 CSS

88 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience What changes take place during college? Longitudinal data that Jack Williamson provides 4 Track participation in various activities and determine strategies to increase participation.

89 Anticipated vs actual experiences 2000 & 2001 CSS

90 Anticipated vs actual experiences 2000 & 2001 CSS

91 Anticipated vs actual experiences 2000 & 2001 CSS

92 Anticipated vs actual experiences 2000 & 2001 CSS

93 Participated in Leadership Training 2000 & 2001 CSS

94 Participated in Leadership Training 2000 & 2001 CSS

95 Participated in Leadership Training 2000 & 2001 CSS

96 Participated in Intramurals - Frequently 2000 & 2001 CSS

97 Participated in Intramurals - Frequently 2000 & 2001 CSS

98 Participated in Intramurals - Frequently 2000 & 2001 CSS

99 Participated in Intramurals - Frequently/Occasionally 2000 & 2001 CSS

100 The St. Norbert Student ¸ How to use CIRP and CSS information to impact the student experience What changes take place during college? Longitudinal data that Jack Williamson provides Track participation in various activities and determine strategies to increase participation. 4 Follow satisfaction levels with Student Life areas and develop tactics to improve satisfaction.

101 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS

102 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS

103 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS

104 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

105 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

106 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

107 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

108 Satisfaction with Career Counseling & Advising 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

109 Satisfaction with Job Placement Services 2000 & 2001 CSS

110 Satisfaction with Job Placement Services 2000 & 2001 CSS

111 Satisfaction with Job Placement Services 2000 & 2001 CSS

112 Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

113 Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

114 Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

115 Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

116 Satisfaction with Job Placement Services (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

117 Satisfaction with Leadership Opportunities 2000 & 2001 CSS

118 Satisfaction with Leadership Opportunities 2000 & 2001 CSS

119 Satisfaction with Leadership Opportunities 2000 & 2001 CSS

120 Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

121 Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

122 Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

123 Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

124 Satisfaction with Leadership Opportunities (WOMEN ONLY) 2000 & 2001 CSS Bio/Physical Science/Math BusinessEducationSocial Science/ History/ Political Science Humanities/English/ Fine Arts

125 Questions/Discussion

126 Source of Male students 1997-2001 CIRP

127 Source of Catholic students 1997-2001 CIRP

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