The
entire report in Acrobat PDF format.
UCSC was the first choice college for 63% of new freshpersons. However, 70% of white students ranked UCSC as their first choice compared to only 41% of Asian students, 42% of Filipino students, and 44% of Latino students. Students' most important source of information about a college was an informal visit to the campus (rated very important by 48%). A formal tour was second most important (40%) and personal contact with staff was third (32%). However, SAA students rated contact with staff most important. The physical beauty of the campus was highly rated by 76% of students overall, but quality of instruction was rated highest by SAA students. Most students were very satisfied with admissions and housing processing, but fewer were very satisfied with financial aid processing. Students were most dissatisfied with the timeliness of their financial aid offer (18%), the helpfulness of financial aid information (14%), and the promptness of financial aid and application information (12%). Never-the-less, satisfaction with financial aid processing has greatly improved since 1993. Many comments about college orientations experiences were positive, but many suggestions for improvement were listed by students. Nearly half of freshpersons were very concerned about paying for college. More students expected to receive grants and loans, and more students expected to work to pay for college than in 1993. Students who left UCSC after fall quarter had higher SAT scores, were less impressed with UCSC, were more likely to want to transfer, and less likely to take the Freshperson Survey than other students. Over half of new freshpersons had worries or concerns about attending UCSC, and many wanted more personal attention with their initial experience here.
This report was prepared by Kay Wilder. Additional copies may be requested by contacting the Office of Planning and Budget, University of California, Santa Cruz, CA 95064 (408-459-2446). This report was released in Spring, 1996.
In the fall of 1995, Institutional Research and Policy Studies (IRPS) in the Office of Planning and Budget administered a survey to new freshpersons during college orientation and core course sessions. Originally developed in the fall of 1993, the 1995 survey has been shortened and updated. Results from these locally developed instruments are intended to help campus administrators to understand the expectations and difficulties of new, first-year students. As in 1993, the results of a similar transfer student survey will be summarized in a companion report. These questionnaires will continue to be administered every other year, complementing the biannual use of the nationally distributed ACE Freshman Survey.
This report is comprised of the following sections: demographics of the survey respondents; factors important in selecting a college; admission and orientation to UCSC; finances; educational plans; transportation, housing, and general concerns. A copy of the original survey is appended to the report.
The survey was handed out to all new freshpersons who attended college orientation or core course sessions (approximately 1,823 students). Twelve hundred and ninety surveys were returned by new freshmen, a response rate of 71%. The response rate was uneven among the colleges; Cowell, Merrill, Crown, and Porter colleges were overrepresented in the sample, and Stevenson, Kresge, and Oakes colleges were underrepresented. Never-the-less, students responding to the survey were generally similar to the entire population of new freshpersons in ethnic composition, gender, age, and admission type (regular or by exception).
This year's survey respondents reported a median family income of $50,000, less than the sum of $54,186 reported on the 1994 ACE survey. Over half of student's parents had attained a bachelors or higher degree (63% of students' fathers and 56% of students' mothers). One-quarter of mothers had earned a graduate or professional degree, compared with 38% of fathers. In contrast, about 21% of students were the first in their family to attend college, and 11% of students came from families whose primary language was other than English. About 8% of students had permanent resident status, and less than one percent had a visa. Only four students said they intended to enroll part-time. Only one survey respondent supported a dependent child. About 94% planned to live in residence halls, 4% expected to live in apartments either in Kresge College or in Family Student Housing, while the rest planned to live in other campus housing. Only a small percentage of students (15%) planned to have a car here this fall. About a third (32%) of students' parents were separated or divorced, and another 4% of students had lost one or both parents. Seven students reported having a physical disability, and 32 students (3%) reported having learning disabilities.
Overall, UCSC was the first choice of a four-year college for 63% of new freshpersons, up from 61% in 1993. The percentage of students who preferred UCSC over other colleges differed by ethnic groups (see Table 1). Most students ranked UCSC first among colleges, but less than half of Latino, Filipino and Asian students selected UCSC as their first choice.
Table 1
Preference for UC Santa Cruz by Percentage of Ethnic Group
African Native Other Euro- Overall
Amer Amer Chicano Latino Filipino Asian Minority Amer
1st Choice 63% 58% 65% 57% 44% 42% 41% 72% 70%
2nd Choice 27% 25% 25% 33% 40% 40% 41% 18% 22%
3rd + Choice 10% 18% 10% 10% 16% 18% 18% 10% 8%
Table 2 shows how UCSC freshpersons rated the importance of nine sources of information on college. A three point rating scale was used (1='Not Important, 2='Somewhat Important, 3='Very Important). In general, students rated an informal visit as the most important source of information, and a formal campus tour the second most important source. Personal contact with staff and reading campus publications (catalog and brochures), were important to students as well. Another gauge of the usefulness of information is how many students use the information (also shown in Table 2). Nearly everyone used campus brochures. Interestingly, 32% said contact with UCSC staff was important, but another 39% did not consult with UCSC staff.
Table 2
Average Ratings of Information Sources
Average Percent Percent
Importance 'Very Not Using
Information Source Rating Important' Source
Informal Visit 2.40 48 14
Campus Tour 2.26 40 22
Personal contact with UCSC Staff 2.02 32 39
UCSC Catalog 2.10 29 13
Admissions Brochures 2.09 27 2
College Guides 1.92 20 12
Teachers or Counselors 1.88 23 16
Parents, brothers or sisters 1.82 23 22
Friends 1.78 19 12
A breakdown of results by income and ethnic group is shown in Table 3. After preliminary analyses, parents' income levels were collapsed into three groups, low income (below $30,000), middle income ($30,000 to $59,999) and high income ($60,000 or more). Because of the small numbers of survey respondents in some ethnic groups, all underrepresented (SAA) students were placed together and compared with both Asian and white students. These groupings produced the most distinct differences in the results. Students' home location was also examined by geographic region. Using one-way analysis of variance (ANOVA), significant differences (p=.05) between average ratings were examined for importance. Additionally, two-way ANOVA tests were used to examine the effects of the interaction between income and ethnicity. Significant differences are marked with an asterisk (*) in Tables 3 and 4. Significant differences in ratings between geographic area are also indicated Tables 3 and 4, but the means are not shown. Higher average values imply the information source was rated as more important.
Table 3 Average Ratings of Information Sources by Region, Ethnicity and Income Region Ethnic Grouping Income Category Information Source All SAA Asian White <30 K 30-59 K 60+ K Mean Informal Visit 2.24 2.21 2.50 * 2.31 2.40 2.44 2.40 Campus Tour * 2.28 2.13 2.28 2.36 2.20 2.20 2.26 Contact with Staff 2.29 1.92 1.89 * 2.19 2.10 1.91 * 2.02 UCSC Catalog 2.28 2.17 2.02 * 2.23 2.12 2.04 * 2.10 Admissions Brochures 2.32 2.14 1.99 * 2.30 2.16 1.99 * 2.09 College Guides 2.08 1.90 1.84 * 2.11 1.96 1.84 * 1.92 Teachers or Counselors 2.13 2.02 1.75 * 2.09 2.00 1.77 * 1.88 Parents or Siblings 2.04 1.97 1.71 * 1.93 1.90 1.78 1.82 Friends 1.78 1.93 1.77 1.89 1.78 1.73 1.78
Students obtain important first-hand impressions of UCSC when they visit or tour the campus, or talk with staff. However, the importance of these impressions was rated differently among groups. For example, white students considered a visit to the campus more important than other ethnic groups. Taking a formal tour was important to most students, but out-of-state students rated it more highly than students from the central coast and Bay Area. Personal contact with staff was valued more by underrepresented ethnic groups than other students, and students from low and middle family incomes also valued personal contact with staff more than wealthier students.
UCSC's printed material was also valuable to most students, but underrepresented students were more likely than other students to consult the catalog and brochures. Regardless of ethnicity, lower income students placed more importance on these sources than middle or upper income students. College guides were less important than other printed materials to most new students. However, low income Asian students, and low and middle income underrepresented students tended to rely more heavily on college guides than other students (detail not shown in Table 3). There was considerable variation in students' reliance on teachers, counselors, family and friends. Underrepresented and Asian students gave more weight to the advice of their teachers, counselors, and family than white students. Asian students were the most likely to listen to the advice of friends. Regardless of their ethnic background, low and middle income students also valued the advice of teachers or counselors more than higher income students.
In general, students from underrepresented ethnic groups (SAA) relied on a wider variety of information than either white or Asian students. White students relied most on an informal visit and a campus tour, while Asian students relied mainly on visits, tours and campus publications. Lower and middle income students were the most likely to value many sources of information in choosing which college to attend. High income students relied mainly on an informal visit and campus tour, and less on UCSC publications or other sources of information and advice.
Students rated the importance of thirteen factors that may have influenced their decision to come to UCSC. This information was also examined by student's home region, ethnicity, and income category (see Table 4). Asterisks indicate significant differences between groups.
Table 4 Average Ratings of the Importance of Decision Factors by Region, Ethnicity and Income Region Ethnic Grouping Income Category % Factors in Choice All SAA Asian White <30K 30-59K 60+K Mean V. Impt. Physical setting 2.59 2.43 2.83 * 2.65 2.75 2.76 2.72 76 Quality of Instruction 2.62 2.47 2.64 * 2.60 2.59 2.64 2.62 66 Majors or programs offered 2.52 2.41 2.40 * 2.53 2.44 2.43 2.43 54 Liberal Environment * 2.32 2.10 2.46 * 2.36 2.45 2.44 2.39 54 Opportunity to leave home * 2.32 2.22 2.37 2.24 2.33 2.35 2.34 49 Small Classes Offered 2.32 2.26 2.28 2.41 2.35 2.25 * 2.30 42 Academic reputation 2.41 2.16 2.25 * 2.33 2.28 2.28 2.28 40 Financial aid offer 2.43 2.13 2.18 2.67 2.43 1.82 * 2.26 49 Small Residential Colleges 2.21 2.04 2.26 * 2.23 2.28 2.29 2.24 41 Opportunity to do Research 2.19 2.01 2.03 * 2.20 2.00 2.09 * 2.06 32 Narrative Evaluation System * 1.97 1.84 1.96 2.00 1.97 2.02 1.96 25 Opportunity to stay near home * 1.99 2.00 1.84 1.92 1.92 1.93 1.90 26 Friends who attend UCSC 1.60 1.53 1.64 1.67 1.63 1.67 1.62 15
As shown in Table 4, the physical beauty or 'setting' of the campus was the most highly rated factor, and quality of instruction was the second. These factors, along with 'Majors or Programs' were in the same order of importance as in the 1993 survey. The three lowest rated factors: the Narrative Evaluation System, the opportunity to stay close to home, and friends who attend UCSC, were also among the lowest rated factors in 1993. The importance of a liberal environment and financial aid to students increased, while the importance of small classes dropped somewhat over the last two years.
Some of the factors affecting choice of college varied by students' home region. For example, a liberal environment was much more attractive to out-of-state students (average = 2.66) than to most California residents, although students from Los Angeles/South Coast and Northern California also rated a liberal environment highly (2.46 and 2.54 respectively). Many students from less liberal environments value that quality in the Santa Cruz environment more than students who reside in the Monterey/San Francisco Bay Area. Similarly, out-of-state students favored the Narrative Evaluation System a little more than many California residents. Students who came from the Monterey Bay, Santa Clara Valley, San Francisco Bay Area or East and Central California were the most likely rate closeness to home as at least somewhat important compared with students who lived farther away. Students residing in Los Angeles, San Diego, and out-of-state put more importance on leaving home than students who lived in the Monterey Bay, Santa Clara, or San Francisco Bay area.
Ratings were also distinct by ethnic groupings. Of all the factors listed, UCSC's physical setting was of primary importance to white students. For students-of-color, the physical setting was less important than the quality of instruction. White students were more likely to prefer a liberal environment than other students. Asian students were less impressed with the liberal environment, small residential colleges, and academic reputation than other students. All students-of-color rated quality of instruction, physical setting, and majors or programs as the most important factors. However, underrepresented students were more concerned than other students about other academic factors, that is, with majors or programs offered, the academic reputation of the school, and with the opportunity to do research. Underrepresented students considered the financial aid offer to be much more important than other students because the average income level of underrepresented students was lower than for other students. In general, students of low and middle income groups considered financial aid to be quite important, while high income students did not, regardless of ethnic background.
Family income level affected students' preference for small classes and the opportunity to do research, as well as the need for financial aid (e.g., preference for small classes was greater for students from low income families). Students from lower income families gave greater importance to undergraduate research opportunities than students with high family incomes, however this finding was not consistent for all ethnic groups. Low and middle income underrepresented students rated research opportunities higher than white students, while middle income Asian students gave this factor a lower rating than white students.
Admissions, Housing and Financial Aid
To assess students' overall experience with the process of applying to UCSC, students were asked to rate their satisfaction with admissions, financial aid and housing application processing. Figure 1 shows the percentage of students who were very satisfied, somewhat satisfied, or dissatisfied with each process. In general, most students were very satisfied with admissions and housing processing, but less than half were very satisfied with the timelyness of the financial aid offer. Never-the-less, over 80% were at least somewhat satisfied, and every area has improved since the 1993 survey. Students were most dissatisfied with the timeliness of their financial aid offer (18%), the helpfulness of financial aid information (14%), and the promptness of financial aid information and application (12%).
Figure 1
Percentage of Students Satisfied and Dissatisfied with Admissions, Housing and Financial Aid Processes
When asked about problems with admissions processing, most students who responded to the question simply wrote "no" or "none." Less than one quarter (23%) of students who made written comments about their admissions experiences had any problems with the process, about half as many as in 1993. Overall, 16% of student responding to this survey described problems with admissions, financial aid, housing or registration. Problem areas described below were similar to those reported in 1993.
Regarding admissions, there were several complaints that transcripts sent to admissions were lost and had to be replaced at the student's expense. Also, students often commented that Advanced Placement exam scores were not received or not entered, causing students problems enrolling in classes. A couple of students were offended by the wording of an admissions letters about poor high school performance. Many students commented that admissions offers were late compared with other colleges. Students also commented that they would like information about the layout of the campus and a description of colleges, or perhaps pictures of colleges.
A few students said housing applications were not sent until they phoned. There were a few mix-ups with housing assignments and complaints that housing assignments were slow. Some students commented that their mailing addresses were given out late. Students wanted information about roommates sooner, and some said roommates were switched without notification. Other problems dealt with financial aid processing. Some students reported difficulties with receiving the financial aid application late, with understanding the application process, with getting through to staff in the financial aid office who could answer questions personally, with getting corrections processed, and with other problems that arose because offers were made very late--often after other universities had made offers. Students also reported having to return a Statement of Intent to Register before receiving their financial aid offer, making it a difficult decision to come here. Foreign and out-of-state students were especially affected by delays in receiving admissions, housing, and financial aid information and applications, and had trouble getting materials in on time because of this. One student commented that Teleslug did not work from overseas. Some students had problems choosing classes or using Teleslug, and wished that advising were available outside of summer orientation. Some general comments were that there was too much information and deadlines were not clear, that the whole 'ordeal' was scattered and confusing, and that they would like to have one person to reach to for help. A few students asked for advance information about when to arrive and what to expect their first day.
Several types of orientations to UCSC were offered in 1995. Overall, 68% of survey respondents attended one or more orientation sessions. Several students said the Spring 1995 Slug Fair was their introduction to the University. Most felt it was a good way to become familiar with UCSC and get information about housing options and college life. One student commented that academic information was lacking. Students attending the Summer Orientation sessions valued the opportunity to take placement exams and get their ID cards. However, many felt that sessions were too large and unorganized. Many students said they would have liked to see their colleges, and several suggested that a two or three day event with lodging in their dorms would have been more helpful. Students appreciated the information on general education requirements, but some were confused by the information. One student suggested that receiving the information in a pamphlet before orientation would allow them to absorb it and ask more questions. Students also commented they would have liked to schedule their classes during orientation. The Summer Bridge program was well received as usual, but one student commented they wished there were fewer restrictions on student activity. The work study orientation was mentioned by a few students who felt it could have been better organized; that an overwhelming amount of information was presented and that it was not always clear. They would have liked a step-by-step example of how to get a job at UCSC. Several students mentioned that they could not attend because of conflicts during move-in day, and asked that it be scheduled on a different day for the benefit of future freshpersons. As in 1993, the Wilderness Orientation was highly praised as the most helpful and informative session; a good experience and a great way to make friends.
Most of the comments did not refer to specific sessions, but probably referred to the summer or fall orientation sessions. In general, students felt that orientation sessions were helpful in clarifying General Education requirements and in choosing classes, as well as getting better acquainted with people and the campus environment. However, many students felt mandatory orientation sessions were too repetitive and drawn out. They would have liked more concise information presented by fewer speakers, with smaller group sessions to ask questions. Students also wanted individual contact with staff and faculty advisors. Students wanted placement exams to be held early in orientation, so that results would be available before they enrolled in classes. One student said they wanted to be able to take more than two exams, and another wished that exams were given for Music majors. Students wanted a balance of information about academics and college life. They wanted more help choosing majors and enrolling in classes. On the other hand many students wanted tours of colleges, dorms, the library and other buildings; they wanted to talk to students, faculty and staff. Students wanted more social activities, and activities where they could get to know a few individuals better. Students wanted more information about emergency medical services, campus information, (newspapers, radio, bulletins, etc.), financial aid workshops and tutoring. They wanted to understand the transportation system and find out where to buy books. Students wanted more detailed maps of campus. Other topics on which students wanted more information on are shown in Figure 2.
Figure 2
Percentage of Students Wanting Information about Topics
Over two-thirds of new freshpersons expected $1,500 or more of their first years' college expenses to be funded by their parents, slightly down from 1993 (see Figure 3). This year most freshpersons (79%) intended to contribute funds from personal savings (compared to 50% in 1993), but less than one-fifth had $1,500 or more from savings for their first years expenses. The percentage of students expecting $1,500 or more from grants or scholarships increased from 34% in 1993 to 40%, and those expecting loans increased from 39% to 46% over the same period. Those who expected financial aid were more likely to anticipate working on campus during their first year of college than those who did not expect aid (73% vs. 24%). African American, Chicano and Latino students were more likely to expect to work (66%, 75% and 66%, respectively) than white students (50%) or other ethnic groups. Overall, three-quarters of students expected to contribute money from working while attending school, up from 43% in 1993. Nearly one-third (31%) hoped to make over $1,500 from work, twice the percentage found in 1993. Figure 3
Percent of Students with Income Sources of $1,500 or More by Source
Overall about 48% of students said they were 'very concerned' about their ability to pay for college, up from 43% in the 1993 survey. Students who were very concerned about college finances were more likely to be expecting financial aid, to plan to work on-campus, and to want research or work experience than other students. Selected characteristics of students' who expressed concern about their finances (1: Not concerned, 2: Somewhat concerned, 3: Very concerned) are shown in Table 5. Students who expected to receive financial aid were much more likely to be very concerned about their ability to pay for college expenses than those who did not expect to receive financial aid, (67% vs. 30%). Students who reported being 'very concerned' about finanaces and who expected to receive financial aid had a median family income of $30,000. However, about 14% of students said they were 'very concerned' about expenses had no financial aid. This group of students median family income was $70,000. This suggests a financial aid 'gap' for those with incomes too high to qualify for financial aid, but for who paying for college may be a financial burden.
Table 5
Concern About Paying for College
Average Ratings by Survey Item
Average Concern
Survey Item Yes No Sig. Diff.
English is my second language 2.72 2.29 *
I am expecting financial aid 2.64 2.03 *
I plan to work on campus 2.58 2.05 *
I am first in my family in college 2.43 2.20 *
Parents divorced or separated 2.41 2.30 *
I want work/career experience 2.39 2.29 *
I have used a computer for school 2.26 2.50 *
I own or plan to buy a computer 2.26 2.46 *
I will have a car here this fall 2.09 2.38 *
Students were asked if they had health insurance (see Table 6), and if so, whether the plan paid for services in Santa Cruz (not shown in Table 6). Of those who were covered, 35% said their plan paid for services in Santa Cruz, 4% said the plan did not cover services in Santa Cruz, and 61% were not sure. Demographically, students with family incomes of less than $30,000 were the least likely to have coverage, only 27% of low income students had no coverage compared with 3% of middle income students. Twelve percent of underrepresented students and 10% of Asian students were without insurance, compared to 3% of white students. Students who had lost one or both parents were less likely to have health insurance, 15% vs. 6% were not covered. Twenty-two percent of men didn't know if they were covered compared with 12% of women.
Table 6 Percentage of Students Covered by Health Insurance Covered by Health Insurance 78% Policy Owned by Parent 74% Spouse <1% Self 2% Other 1% Not Covered by Health Insurance 6% Don't Know 16%
Areas of Study
Most freshpersons reported interest in studying the natural or social sciences; one third thought they would choose a major in the natural sciences, and about one quarter listed a social science major as their first choice. Those interested in the arts or humanities accounted for another quarter of freshpersons, and 4% chose an interdisciplinary major such as Latin American Studies or Legal Studies. Eleven percent of students declined to state a major preference and listed no career plans, or only very general plans. As shown in Table 7, both women and men preferred majors within the natural sciences or social sciences, but men were much more likely to choose a major within the natural sciences than women. Students-of-color were less likely to major within the arts or humanities than white students, and more likely to major within the natural sciences.
Table 7
Students' Preferred Areas of Study
| Men | Women | SAA | Asian | White | Overall | |
| Arts | 14% | 12% | 8% | 5% | 15% | 13% |
| Humanities | 10% | 14% | 8% | 7% | 15% | 13% |
| Natural Sciences | 39% | 30% | 38% | 46% | 29% | 33% |
| Social Sciences | 21% | 29% | 28% | 25% | 26% | 26% |
| Cross-Disciplinary | 3% | 5% | 8% | 4% | 3% | 4% |
| Undecided | 14% | 10% | 10% | 13% | 12% | 11% |
Table 8
Interest in Foreign Languages by Sex, Ethnic Group and Proposed Academic Division
| Men | Women | SAA | Asian | White | Overall | |
| Arts | 34% | 48% | 33% | 33% | 43% | 43% |
| Humanities | 38% | 72% | 63% | 56% | 62% | 62% |
| Natural Sciences | 18% | 30% | 26% | 17% | 24% | 25% |
| Social Sciences | 34% | 44% | 36% | 28% | 44% | 41% |
| Interdisciplinary | 29% | 27% | 22% | 20% | 35% | 28% |
| Unknown | 33% | 53% | 47% | 41% | 40% | 44% |
| Total | 28% | 44% | 34% | 27% | 40% | 39% |
Table 9
Interest in Research by Percentage of Sex and Ethnic Group
Group Percentage Men 22% Women 28% SAA 32% Asian 24% White 24%
This year's fall freshpersons entered UCSC with high aspirations; 84% planned to earn a graduate or professional degree after completion of their baccalaureate. However, almost one-third (31%) believed they would need more than four years to finish their bachelors degree (similar to the 1993 survey). Men were more likely than women to believe they would need more than four years to graduate. Retention and graduation data since 1990 confirms that students have taken over four years to graduate. Data since 1990 shows that students have enrolled in about 12 quarters before they graduate, but the average time elapsed until graduation has increased from 14 quarters in 1990 to 14.7 quarters for those graduating in 1994-95. Some of the factors that may affect graduation and retention rates are shown in Table 10.
Over one-third (37%) of freshpersons thought they would want tutoring with math or writing assignments. Among most students-of-color, this percentage was much greater (e.g., 55% of all underrepresented students wanted help with math or writing, and 53% of Asian students wanted help with writing). An important difference was also found between women and men: more women than men thought they would need help with math (40% compared to 28%). Relatively few students thought they would need to repeat courses (2% overall). About one third of freshpersons thought they would need help selecting a major.
Table 10
Academic Expectations by Percentage of Students
Help
4+ Years Tutoring Tutoring Repeat Time off Transfer Choosing
to Degree Math Writing Courses Personal Out Major
Men 36% 28% 38% 2% 17% 20% 28%
Women 29% 40% 36% 2% 16% 18% 34%
Underrepresented 31% 54% 55% 2% 9% 24% 30%
Asian 34% 43% 53% 3% 6% 28% 32%
Euro-American 31% 28% 26% 2% 20% 14% 32%
All Freshpersons 31% 37% 36% 2% 16% 19% 32%
Persistence and graduation rates are affected by the amount of time students take off from their academic schedule, and the number of students who transfer to another school or drop out. As shown in Table 10, the percentage of students who believed they would take time off varied widely. White students were more likely than others to take time off for personal reasons. In contrast, no major differences were found between ethnic groups in their expectation of taking time off to work.
Nearly one fifth (19%) of new freshpersons thought they would transfer to another school. A similar percentage of the 1993 freshperson intended to transfer out. Demographically, no significant differences were found between students who intended to leave and those who intended to stay when comparing home region, family income, sex, admission status, and living arrangements. The survey sample showed that students with higher total SAT scores were more likely to want to leave than those with lower scores. Students who did not get into their first choice of four-year college were much more likely to want to leave UCSC than other students, (12% of those who said UCSC was their first choice for a college, 25% of those for which UCSC was second choice and 42% of students for whom UCSC was third choice). Students who thought they would leave were less likely to have attended college orientation programs.
A comparison of the survey respondents with the new freshpersons who left after fall quarter showed that students who did leave after fall quarter were less likely to have taken the Freshperson Survey than other students, (5% of the survey sample left after fall quarter, compared with 8% of the total population of new freshpersons). Survey respondents who intended to leave were much more likely to actually leave than other students, 11% of those who intended to leave did so after fall quarter, compared with 3% of students who did not think they would leave. Those who did leave had higher SAT scores than those who stayed, and were less likely to have said they would take time off for personal reasons than those who stayed. Those who left were less likely to have selected UCSC as their first choice of college (3% of those who said UCSC was their first choice, 6% who said it was their second choice, and 9% of those for whom UCSC was their third choice of college left UCSC after fall quarter).
Table 11
Average Importance Ratings
Importance of Factors in Students' Decision to Attend UCSC
Factors Leavers Stayers Sig. Diff Physical Setting 2.46 2.74 * Quality of Instruction 2.43 2.63 * Opportunity to Leave Home 2.25 2.34 Majors or Programs Offered 2.21 2.44 * Small Classes Offered 2.14 2.30 Small Residential Colleges 2.13 2.24 Liberal Environment 2.08 2.41 * Financial Aid Offer 2.06 2.27 Narrative Evaluation System 1.98 1.96 Academic Reputation 1.98 2.30 * Opportunity to Do Research 1.91 2.07 Opportunity to Stay Near Home 1.85 1.90 Friends Who Attend UCSC 1.58 1.61
Students who actually left were equally likely to have attended an orientation session as those who did not leave. Students who later left were less likely to rate several factors as important in making the decision to attend UCSC. That is, students who left thought the physical setting, the quality of instruction, majors or programs, a liberal environment, and the academic reputation were not as important in making their decision to attend UCSC as students who persisted to their second quarter (see Table 11). Students who left said were less likely to request information about the study abroad program, student clubs and activities, recreational activities, and off-campus activities. Students who left were more likely to request information about child care than students who stayed.
This year students were asked about their living arrangements, experience with transportation and parking, and problems and concerns about their university experience. Students living in residence halls were very positive about the chance to meet people and make friends, the opportunity to experience dormitory life, the convenience of being close to classes, not having to cook, or not having a car. Students also liked being in a particular college or theme house, or being around other students with similar interests (art, science). Some thought it would be less expensive than living off-campus. Students often chose their college because of the core course. Only a few students said they were on-campus because they were required to be here. Students who lived in Family Student Housing or Kresge Apartments enjoyed the privacy and space, liked being able to cook for themselves, and favored the communal college atmosphere. Students who opted to live off-campus usually said they were living with parents or relatives to save money, although a few reported living with a partner or spouse.
Asked about transportation and parking, students overwhelmingly focused on the difficulty of obtaining parking permits and the long lines. Some students with off-campus jobs were especially concerned about having no permit. A couple of students mentioned they had obtained a permit but didn't think they would use it. Several students were angry that they had received no information about the lottery system before coming here. Some students objected to receiving tickets during move-in or during the first week of school, when parking permits were being given out and parking issues were still being resolved. Students also commented that buses and shuttles were crowded. Several students wanted information about how to use the bus system. One or two students were not able to use public transportation because of problems with their ID cards.
Students were asked if they had problems at UCSC or if they had any concerns. Of the 1,103 responses to this question, 45% of students said they had no problems or concerns at all, and some commented that they loved the experience, were having a great time, felt the staff were helpful and the faculty caring and involved. As one student put it "I feel welcome and at home here; I'm looking forward to a great four years...". However, the remaining 55% had problems or concerns, and many felt nervous, worried, confused, frustrated, or overwhelmed. Many were worried about choosing appropriate classes, getting into classes, dealing with schedule conflicts, getting classes required for their preferred major, or deciding what major to choose. Several students were frustrated with Teleslug. Students wanted more individual help with the entire process, either from staff or faculty. They were worried about the workload, and a number of students wanted to know where to get tutoring. Many students were very concerned about college finances, and some didn't know how they would buy books in time for classes when direct loans were not available until the end of October. Some students were frustrated about financial aid being offered then later rescinded. In general, students wanted information and workshops on financial aid sooner and easier access to a financial aid counselor. Some students who had been granted work-study could not find jobs, and wished someone could help them with the process. They were frightened of not being able to pay for college without jobs. Logistically, new students struggled with finding their way around the campus, finding classes, and getting between classes in time. They wanted more detailed campus maps to stay oriented. Students expressed concern with safety at night, especially when walking in poorly lighted areas. Several students said they were frightened of encountering mountain lions or other wild animals. Several students were unhappy about their college assignments, and felt they were out of place. Some students were not pleased with noisy dorms (especially those facing the quad), although some also felt uncomfortable in their particular residence halls because they seemed too quiet. Many students complained about the short meal hours, and some had to skip meals because they conflicted with classes. Several students had difficulty with the meal plan they had chosen, usually underestimating how often they needed to eat, and needed to make changes. A number of students who had ordered refrigerators did not know they needed to be picked up at College Eight, and wondered where they were. Some of the dorm rooms were in disrepair, and one student complained of cockroaches. One student didn't know how three people with computers and modems were going to share one phone jack. Personally, many students suffered from homesickness and a sense of isolation, felt intimidated by the bureaucracy, and felt lost in large classes. Students wanted to make friends, and have more social activities available. One student asked for activities other than dances with loud music. Many students felt they didn't fit in, either because they thought they looked different than other students, or because they felt their conservative viewpoints were not welcome. One student complained that people had 'major attitude' here. Some students worried about racism and discrimination. Two students didn't know where to go for help with health or disability related problems.
Finally, some students offered suggestions on how to improve life at UCSC. They thought freshpersons should move in earlier to get to know the campus and become comfortable with the environment. They wanted upper-class students assigned to help new students during the first week. They also wanted campus directories in their dorm rooms, or at least a list of phone numbers to campus offices. They wanted more personal advice from knowledgeable faculty, staff or students. They also wondered if it would be possible to get more detailed information on specific classes before they started. Other suggestions were a 24 hour convenience store, and a centrally located hang-out for students.
The entering freshpersons of 1995 came from families with lower median incomes than in 1993, and a larger percentage were first in their family to attend college. Students' dependence on scholarships, loans, and work while attending school was greater than ever. Almost half of incoming freshpersons were very concerned about their ability to pay for college, up from 43% in the 1993 survey. About 14% of all students who were very concerned expected no financial aid, with a median family income of $70,000. The percentage of students who expect to work while attending college has also increased from 1993, and may make students academic plans more difficult to complete. Students increasing reliance on financial aid may impact students' academic goals and expectations, as well as increasing their eventual debt.
For the majority of students, UCSC was their first choice of colleges, but UCSC was the second choice for 30% of new entering freshpersons. Students-of-color were less likely to prefer UCSC than white students. In making their decision to attend UCSC, most students relied on an informal visit, a campus tour, and personal contact with UCSC staff. However, personal contact with staff was much more important to underrepresented minority students than to Asian or white students. UCSC's physical setting was the most important factor in choosing the school over others, but students-of-color were more concerned with the quality of instruction. Students-of-color placed much less importance on the liberal environment than did white students. Overall, satisfaction ratings with the admission, housing and financial aid processes have improved since 1993, but dissatisfaction remains the highest with financial aid processing. Orientation sessions were considered helpful in understanding general education requirements and taking placement exams, but students had many suggestions for improvement. These considerations may be helpful in designing recruitment and admissions materials, and in fine tuning admissions, housing, financial aid and orientation processing.
Other factors that might affect retention and graduation were about the same as in 1993, including the percentage of students who thought they would need more than four years to graduate, those needing tutoring, those who might repeat courses, take time off for personal reasons, or transfer out of UCSC. In general, students for whom UCSC was second or third choice were more likely to leave after fall quarter than other students. Students who left were less likely to have taken the Freshperson Survey, more likely to believe they would transfer out of UCSC, and more likely to have high SAT scores than other students. Students who left were less impressed with most aspects of UCSC, including the physical setting, quality of instruction, majors or programs, and the liberal environment, and the academic reputation. Special attention may be required to retain a higher percentage of these students. Some type of outreach that helped to foster a sense of inclusion of these students in the UCSC community could possibly affect such an outcome.
Almost half of students surveyed had no problems or concerns with their initial experiences at UCSC, but over half were concerned, nervous, worried, confused, frustrated or overwhelmed. Students wanted more personal help in dealing with UCSC's bureaucracy, in planning their first year's classes, and selecting a major. Many students needed more information about a variety of issues, and felt unsure about where to get help and information. Students often asked for more detailed maps of campus to help in finding their way around. Students also wanted a central location to relax with other students. Some seemed especially sensitive about 'fitting in' to the social milieu, and many students wanted a greater variety of social activities to get better acquainted with people during the first week of school. Attention and responsiveness and to students' concerns and problems may help new students feel more welcome at UCSC, and benefit the campus community as well.
If you would like to discuss the implications of the results of this study, would like to see additional analyses, or have suggestions about adding other topics to the questionnaire, please contact the Kay Wilder (459-4316 or kay@cats.ucsc.edu).