1. The Canadian Undergraduate Survey: Building Partnerships Through Effective Institutional Research CACUSS 2007 – Saskatoon Presented by: Lynn Smith, University of Manitoba Dan Pletzer, Nipissing University Nicholas Borodenko, Prairie Research Associates

2. History and overview

3. 3 CUSC history and overview The Canadian Undergraduate Survey Consortium (CUSC) involves a group of universities that conducts an annual survey of students Began in 1994 by Garth Wannan (University of Manitoba), Eric McKee (Dalhousie University), and Dennis Domoney (University of Lethbridge) The goal was to better understand students’ experiences at university and to provide benchmarks across time and against other universities

4. 4 CUSC composition Began with group of 8 universities Has grown to 35 universities in 2007 While some universities have participated each year since 1994, others have chosen to be involved only in specific years Some universities have 12 years of data to track their performance

5. 5 CUSC coordination Coordinated by the University of Manitoba Since 2000, PRA has been managing and reporting on the survey First survey conducted in 1994 Thirteenth survey conducted in 2007 Fielding period is February to April

6. 6 Survey format Three-year cycle  All undergraduates (94, 96, 99, 02, 05, 08)  Graduating students (97, 00, 03, 06)  First-year students (98, 01, 04, 07) Option of paper-based or Web-based format Movement toward 100% use of Web-based methodology (2008)

7. 7 Questionnaire Six-page questionnaire gathers between 175-200 pieces of information Survey focus varies depending on target group (first year, all undergraduates, graduating) Generally, questionnaire focuses on areas such as students’:  Finances/debt  Growth and development  Job prospects  Choice of university  Satisfaction with university (facilities, services, faculty, etc.) Questionnaires are reviewed/refined annually

8. 8 Sample size Random sample of 1,000 students  Includes full-time and part-time students  Excludes independent or special students Universities are responsible for generating random sample (PRA is available to provide assistance) Universities have the option to increase sample size

9. 9 Web-based methodology Pilot tested in 2005 with six universities First offered as an option in 2006  12 of 25 universities used the Web-based format To participate in web survey, university provides PRA with e- mail addresses for the sample of students Universities also provided text for invitations/reminders, logos, and electronic signatures to help validate survey PRA e-mails students personalized invitations, including unique link to survey Total of three e-mails, sent at one-week intervals

10. 2007 Survey Results Survey of First-year Students

11. 11 2007 Survey of First-year Students 35 universities participated  32 web-based  3 paper-based 12,682 completed questionnaires returned Overall response rate of 44%  Paper-based response rate: 34%  Web-based response rate: 44%  Per university response rate ranged from 20% to 69%

12. 12 Who are First-Year Students? The typical student is an 18-year-old female Most commonly, students are living at home (46%) or in on campus housing (33%) 18% report belonging to a visible minority 5% report having a disability 3% report being Aboriginal Average grade in high school was an A-

13. 13 Where did they apply? 62% applied to universities other than the one they are attending and 12% applied to college On average, these students applied to two other universities, mostly within their home province (67%) Still, 83% are attending their university of choice 93% were satisfied with the application process to their university

14. 14 What motivated them to attend? Most important reason for attending university:  prepare for a specific job (42%)  get a good job (25%) Most important reasons for attending their current university:  a specific career-related program (21%)  to live close to home (20%)  the quality of academic program (16%) Previous contact that persuaded them:  Campus visit (25%)  University web-site (18%)  Brochures or pamphlets (17%)  Visit by university representative to their school (12%)

15. 15 How did they register? 51% of students received some help from their university while registering, of which 94% were satisfied Most registered on-line (91%) or in-person (23%) 89% were able to register for all (54%) or most of the courses they wanted (35%)

16. 16 What are they doing in their first year? Top 5 majors/subjects of concentration  Arts and Humanities: 26%  Social Science: 15%  Business: 13%  Biological Science: 13%  Physical Sciences: 9% 82% taking a full course load Average grade expected in first year is between a B and a B+

17. 17 Which sources are students using to finance their education?

18. 18 How much are they relying on these sources for?

19. 19 How are they paying for their university education? Average student requires $10,000 to pay for their first year of university Relying on multiple sources – 3 on average 19% of those with student loans say they are having difficulty maintaining course load to fulfill loan requirements 29% of those with a scholarship, award, or bursary say they would not have been able to attend without one 20% are very concerned about having enough funds to complete their post-secondary education

20. 20 Where have they found success? Most find success:  Finding their way around campus (97%)  Understanding course content and information (96%)  Meeting academic demands (92%)  Finding a program of studies to meet their objectives (90%) Students find less success:  Becoming involved in campus activities (46%)  Getting academic advice (67%)  Finding useful information on careers (67%)

21. 21 How satisfied are first-year with…

22. Institutional Use of Data Building Partnerships- Strengthening Institutions

23. 23 How institutions use the data Use is broad and varies  Teaching Excellence  Retention  Recruitment  Marketing  Strategic Planning

24. 24 University of Saskatchewan Marketing and Student Recruitment Student Employment and Career Centre (Survey of Graduating Students) Service Learning Integrated Planning on Teaching and Learning (using past 6 years of survey results) Campus Safety Distribution to key stakeholders on campus

25. 25 University of Lethbridge Presentations to University Board and President’s executive Comparisons to peer group in areas of student demographics, use and satisfaction of services/facilities, finances, impact on growth and development Helps to identify areas of strength and areas for potential improvement

26. 26 University of Winnipeg Program planning for adult learners (larger proportion of non-traditional learners  older, p/t jobs, non-regular study hours) Department heads are provided with survey results to identify strengths & weaknesses in their particular areas Theme-based Strategic Planning presentations Performance tracking for areas undergoing change (e.g., Aboriginal Services)

27. 27 Source: CUSC surveys of first year students  Part of the input for a major investment in a new Student Information System that would allow on-line registration Example provided by the University of Winnipeg

28. 28 Residences: 3% of sample live on campus About 8% dissatisfied with finding suitable housing 11% would live on campus if given opportunity Source: CUSC surveys of first year students Example provided by the University of Winnipeg  Data was used as one indicator of the market for student housing

29. 29 University of Manitoba Circulates a series of 6 research reports on student satisfaction (also distributed to CACUSS Newswire and put on-line at http://umanitoba.ca/student/research_reports.html) http://umanitoba.ca/student/research_reports.html Data shared with Public Affairs and Institutional Analysis Offices, as requested Used by various Student Affairs Offices for student- life  related evaluation and planning Undergraduate Experience at Canadian Universities

30. 30 University of Ottawa CUSC data (% of students satisfied) is used as an indicator in the university’s Service Quality Assessment in establishing its Balanced Score Card report Used for yearly planning and operations http://web5.uottawa.ca/vision2010/scorecard-students_2005.html http://web5.uottawa.ca/vision2010/scorecard-academic_2005.html#

31. 31 Example provided by the University of Ottawa 2005 Scorecard

32. 32 Example provided by the University of Ottawa

33. 33 Nipissing University Evaluation of services and facilities Influenced the Strategic Planning Process (e.g. library, athletics, student awards / financial assistance) Departmental reports are prepared according to subject major/concentration for evaluation of strengths and areas of improvement Board of Governors presentations on overall university performance http://www.nipissingu.ca/accountability/downloads/Appendix%20B%20-%20Multi- Year%20Action%20Plan.pdf http://www.nipissingu.ca/accountability/downloads/Appendix%20B%20-%20Multi- Year%20Action%20Plan.pdf http://www.nipissingu.ca/president/downloads/PresReport2006.pdf

34. 34  % satisfied/very satisfied with services/facilities Source: 2004-2005 CUSC Survey (comprehensive) Nipissing University

35. 35 Dalhousie University Used for parts of the President’s annual reports to the Board and Senate “Sore thumbing”: Surveys have indicated areas where we need to improve. Data from later surveys helps us to determine whether efforts to improve are working.

36. Looking ahead…

37. 37 ‘Business as usual’ Fall 2007 - Preparation for Comprehensive Survey Participants are invited to provide input into the survey during the fall meeting in Winnipeg Jan – Feb 2008: Survey goes into the field

38. 38 ‘New & exciting business’ Plans for Incorporation New name Canadian ‘University’ Survey Consortium New members welcome Web site www.cusc-ccreu.cawww.cusc-ccreu.ca

39. Contacts

40. 40 CUSC Steering Committee Ken Kush, Trinity Western University kush@twu.ca Michael O’Sullivan, Dalhousie University Michael.OSullivan@Dal.CA Dan Pletzer, Nipissing University danp@nipissingu.ca Lynn Smith, University of Manitoba lynn_smith@umanitoba.ca