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A COMPARISON OF
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ENTERING STUDENTS SURVEYS
'92-'93, '94-'95, '95-'96, and '97-'98
August 1998
The Entering Student Survey was developed specifically for entering freshman and transfer students to examine student retention and attrition rates as well as to understand the entering students’ initial experiences at PSU. In addition, this survey was used to evaluate the recently introduced University Studies general education program by giving the entering students an opportunity to rate their levels of satisfaction with this newly implemented program.
The Entering Student Survey was administered to a randomly selected sample of new freshmen and transfer students during the 1992-1993, 1994-1995, 1995-1996, and 1997-1998 academic year. These surveys were mailed to the participating students at the beginning of winter term in order to understand entering students first impressions of Portland State University. The survey was conducted by the Office of Institutional Research and Planning, which was responsible for compiling the samples, sending out the questionnaires, verifying, analyzing and reporting the data.
Below is a brief summary of the survey results, which do not include the charts and graphs contained in the original survey reports. For detailed results of the surveys, contact Dr. Kathi Ketcheson, Director, at ketchek@oirp.pdx.edu or at (503) 725-3425.
Academic Intentions
The percentage of respondents planning to be full-time students were reported as: 88.5% in 1993; 88.4% in 1995; 89.8% in 1996; 87% in 1998. The percentage of students holding jobs (16 or more hour per week) in addition to going to school were reported as: 80% in 1993; 55.3% in 1995; 51% in 1996; 49.8% in 1998.
A majority of the respondent's, both freshmen and transfers, immediate educational plans were to earn Bachelors degrees (70.2% in 1993; 63.3% in 1995; 71.7% in 1996; 80% in 1998). Many of the entering students intended to remain at PSU to earn their degrees. Overall, a higher percentage of transfer students (97.8% in 1993; 89.7% in 1995; 90.6% in 1996; 80.1% in 1998) responded as being very likely to earn Bachelors at PSU than freshmen (87.7% in 1993; 82.4% in 1995; 78.8% in 1996; 71.1% in 1998).
A majority of freshmen reported that they intend to complete their Bachelor’s degree in 3 to 5 years. In contrast, many of the transfers anticipated completing their degree in 1 to 2 years. In the long term, freshmen and transfers reported, they intended to earn a Bachelor’s or a Master’s degree.
Reasons for Attending PSU
For many of the entering students, PSU was their first choice of schools (67% in 1995; 70.2% in 1996; 74.8% in 1998). Three main reasons freshmen and transfers reported choosing PSU were: Ability to stay in Portland (70.5% in 1993; 72% in 1995; 73.7% in 1996; 74.8% in 1998); Cost (66% in 1993; 63.4% in 1995; 71.2% in 1996; 73% in 1998), and; Program offerings (60% in 1993; 57% in 1995; 66% in 1996; 68.3% in 1998). Portland State University's location allows students, many of who may also be permanent residents of Portland, to remain in the city while seeking a higher education. Because cost is a growing concern for college students, PSU's urban location allows increased job opportunities for students both while they are in school and after graduation. Finally, PSU offers recognized programs not offered elsewhere in the state such as the Urban Studies program in the College of Urban and Public Affairs. This and other programs enhance PSU's urban mission and allow students the unique opportunity to work in the community.
Several reasons for attending PSU were rated "Important"or"Very Important" consistently over the four years by a majority of the students. These reasons include: Preparing for a career, receiving a college degree, increasing potential income, enriching my life, preparation for graduate degree, and gaining a broad based education. Of these categories, the two rated highest by the freshmen and transfers were: preparing for a career, and receiving a college degree.
Financial Aid
A majority of entering students applied for financial aid at PSU (56% in 1993; 62% in 1995; 64% in 1996; 71% in 1998) . A slight increase in respondents applying for financial aid occurred from 1993 to 1998. For freshmen, the percentage applying for financial aid increased from 59% in 1993 to 63% in 1995 and 1996, then to 64% in 1998. A similar trend with new transfer students indicates that 53% of transfer students applied for financial aid in 1993, 60% in 1995, 65% in 1996, and 75% in 1998. The increase in applications for financial aid may reflect the increases in tuition during this time period.
In the surveys, the respondents were asked to rate aspects of the financial aid process at PSU. The results showed dramatic increases in "High"or"Very High" levels of satisfaction from 1993 to 1998. High ratings in satisfaction with financial aid advising increased from 1993 (10%) to 1998 (23%) for both freshman and transfer respondents. Financial aid services (which include phone and front counter services for students, as well as the timelines of financial aid offer) show similar responses to financial aid advising in that there is a notable increase in "High"or"Very High" levels of satisfaction (22% in 1993; 35.7% in 1995; 40% in 1996; 40.7% in 1998) . There was an upward trend in the level of satisfaction with financial aid publications expressed by both freshmen and transfer students as well (21% in 1993; 31% in 1995; 38.8% in 1996; 41.4% in 1998).
Opinions of the General Education
Program
The University Studies general education program was introduced in 1994 to create a new environment for learning at Portland State University. The University Studies general education program introduces an integrated curriculum to students, providing a strong foundation for learning. This innovative program is designed to enhance the students’ overall skills in thinking, writing and communication, along with encouraging students to become involved with other students, mentors, faculty members and the larger community.
Approximately half of the respondents (53.7% in 1995; 63.2% in 1996; 57% in 1998) agreed that the general education program "will eventually help broaden their life view beyond the scope of their major." Furthermore, most of the respondents agreed that the general education courses "will provide them with an opportunity to integrate ideas and explore many points of view" (56.1% in 1995; 64.1% in 1996; 62.1% in 1998). The majority of student responses show the positive impact of the introduction of the general education curriculum.
Students were asked more specific questions regarding skill development and utilization of information outside of the classroom. Once more, the majority of student respondents felt that the general education program will eventually help them "develop problem solving skills and increase their ability to use information" (50.6% in 1995; 56.5% in 1996; 54.3% in 1998).
Another question addressing the future impact of the general education program asked respondents if they feel that the information they are learning will be applicable to community/world issues outside of the classroom. Of the 1995, respondents, 43% of freshmen and 58% of transfers "Agreed"or"Strongly Agreed" that their general education will be relevant to issues beyond the classroom setting. In 1996, 55% of freshmen and 55% of transfers responded positively to the same question. In the 1998 survey, 52.6% of freshmen and 55.1% of transfers rated "Agree"or"Strongly Agree" on this question.
In addition, a high percentage of students "Agreed"or"Strongly Agreed" that the general education program "will help with developing general skills in English, math, science and the arts" (57.8% in 1995; 58% in 1996; 57.8% in 1998). Likewise, the majority of entering students "Agreed"or"Strongly Agreed" that the general education program will help them "acquire information beyond the classroom to various content areas" (59.2% in 1995; 52% in 1996; 50% in 1998).
Students were asked if they felt the general education courses were likely to be a valuable part of their education. In 1995, 41% of freshman respondents "Agreed"or"Strongly Agreed", 50% in 1996, and 51.8% in 1998 responded similarly. Transfer respondents also answered that they "Agreed"or"Strongly Agreed" that the general education courses were likely to be a valuable part of their education; 47% in 1994 to 54% in 1995 and then to 57.9% in 1998. Conversely, a small number of freshmen felt that the general education courses were a waste of time and not relevant to their education program; 18% in 1994, 19% in 1995, and 20% in 1998. A small number of transfer students also responded that general education courses were a waste of time or not relevant to their program (15% in 1994; 7% in 1995; 19.1% in 1998) . Overall, however, the responses suggest an increased perception of the value of the general education courses as a relevant part of the educational program at PSU.
Opinion of Campus Climate
New freshmen and transfers were asked to report their attitudes toward classes and their perceptions of general university atmosphere in order to assess the prevailing climate at PSU. The entering students’ opinions of the campus atmosphere potentially shape their overall attitudes toward PSU and may ultimately determine if a student intends to continue at Portland State.
A large percentage of entering students (91% in 1993; 85.9% in 1995; 88.3% in 1996; 86.2% in 1998) agreed they were in at least one class that was intellectually simulating. The majority of all the entering students agreed they were in classes they wanted to take (81% in 1993; 69.5% in 1995; 74.1 % in 1996; 67.7 % in 1998).
Two questions regarding the students comfort level at PSU were overwhelmingly responded to with agreement. Freshmen and transfers "Agreed"or"Strongly Agreed" that they were socially comfortable coming onto the campus and going to class (85% in 1993; 72.2% in 1995; 77.6% in 1996; 72.1% in 1998). Most freshmen and transfers "Agreed"or"Strongly Agreed" that they have met other students who may become their friends (80% in 1993; 70.9% in 1995; 71.1% in 1996; 68.1% in 1998).
There were two questions that both freshmen and transfers responded to mostly in agreement but not with as high as a percentage as in the above areas. Most respondents "Agreed"or"Strongly Agreed" PSU was meeting their expectations (70% in 1993; 51% in 1995; 59.3% in 1996; 52.7% in 1998). The respondents agreed they knew how to get help with questions and concerns and most of the freshmen and transfers agreed that they were able to get this need met (63% in 1993; 47.8% in 1995; 57.2% in 1996; 51.3% in 1998).
Another general question about students’ attitudes asked respondents if they felt that PSU cared about them. In response to this question, 52% of new freshmen "Disagreed"or"Strongly Disagreed" in 1993. This percentage was cut in half by 1995, when only 26% "Disagreed"or"Strongly Disagreed" that PSU cared about them, which remained relatively consistent with 29% in 1996, and 28.8% in 1998. A reduction of 23% occurred from 1993 to 1998, in transfer students response to the same question. In 1993, 53% of transfers reported they "Disagreed"or"Strongly Disagreed" that PSU cared about them. The percentage fell to 34% in 1994 and then to 29% in 1995 and remain to 30% in 1998.
Support System
The respondents were asked to identify their sources of support while attending PSU. For freshmen and transfers, groups identified as providing the most support were parents and friends. Parents were consistently rated as providing a high level of support by the majority of respondents (81% in 1993; 81.2% in 1995; 83.2% in 1996; 84.5% in 1998). Friends were also rated high among sources of support for the respondents (80% in 1993; 76.5% in 1995; 78.2% in 1996; 82.6% in 1998).
Overall, respondents considered their employer to be supportive of their attendence at PSU (42% in 1993; 47.4% in 1995; 47.3% in 1996; 43.2% in 1998). The majority of the respondents answered that their fellow students were also supportive (51.5% in 1993; 59.9% in 1995; 55.5% in 1996; 65.2% in 1998).
The percentage of respondents reporting PSU faculty as supportive increased from 37% (1993) to 45.2% (1995) to 54.9% (1996), then to 60.1% (1998). The number of respondents who rated PSU staff as supportive also increased from 29% (1993) to 35.3% (1995), to 49% (1996), and then to 49.6% (1998). This demonstrates improvement in entering students view of PSU faculty and staff as sources of support. One note on the numbers, many respondents were "Neutral" on whether faculty and staff were supportive.
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| Other Surveys | | | OIRP |
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