Office of the Vice President for Student Affairs

The REAL Student Affairs

Office of the Vice President for Student Affairs

Vol. IV No. 1

Fall 2000

What We Know About ETSU Students

Students at the start of the new millennium are quite different from students of past decades. The more we know about the demographics of our current students and their approach to learning, the better we will be able to facilitate their education.

Fall 2000 enrollment was 10,821 students. Of these, 9,125 were undergraduates and 1,696 were graduate students. Recently the graduate/undergraduate percentages have been consistent. Approximately 16% of our headcount are graduate and 84% are undergraduate. The pattern is similar for FTE enrollment with 11% being graduate and 89% being undergraduate. The majority of the undergraduates are full-time students (82%) while the majority of graduate students are part-time students (55%).

The student body is 58% female and 42% male. Women are retained at a higher rate than men after the first year (average difference 3%). Women also graduate at a higher rate than men (six-year graduation rate difference 5.1%).

The racial composition of the student body is 90% white and 5% African-American, with the remainder representing all other categories.

Fifty-two percent (52%) of ETSU undergraduate students indicated on the 1998 College Student Experiences Questionnaire (CSEQ) that they were first-generation i.e., neither of their parents graduated from college. This percentage is identical to the national norm.

Forty-two percent (42%) of our students were 21 years of age and younger, 22% were 22-24, and 36% were 25 and older.

Students 23 and older are retained and graduate at a lower rate than traditional ETSU students. The 23 and older students who were degree-seeking, first-time full-time freshmen in the fall of 1998 returned the following fall at a rate of 56%. This is significantly lower than a similar group of students 22 and younger who returned at a rate of 67%.

This age difference continues to graduation. For degree-seeking, first-time full-time freshmen who entered in fall 1993, 34% of younger students graduated versus 20% of the older students in six years.

Seventy-five percent (75%) of ETSU students reside within the 10 counties in East Tennessee that are closest to the campus. Fifty-five percent (55%) of our total enrollment comes from the three counties of Washington, Sullivan and Carter. In fall 2000, 12% come from other states. One percent (1%) of the total student body is from foreign countries.

Because most of our students come from the Appalachian region, they are influenced by a culture that traditionally has been characterized by extensive family ties, a solid work ethic, deep religious belief, and conservative social values. Although many of these values are changing, as they are in the rest of society, they still remain significant factors affecting the academic and personal lives of our students.

The enrollment percentages by college are as follows: Arts & Sciences 25%, Undeclared 19%, Education 14%, Applied Science & Technology 13%, Business 12%, Public & Allied Health 7%, Nursing 7%, and Continuing Studies 3%.

Retention and graduation rates for baccalaureate degree-seeking, first-time freshmen who attend full time are described below. Sixty-nine percent (69%) of these freshmen who started in the fall of 1999 returned to ETSU one year later.

Of the 1,205 freshmen who entered fall of 1993, 11% graduated four years later with 33% remaining enrolled, 25% graduated in five years with 17% remaining enrolled, 32% graduated in six years with 9% remaining enrolled.

A consistent finding about ETSU students is that those who receive significant academic support or participate in specialized programs are more successful academically than other students. At ETSU these programs currently include developmental studies, University Honors, freshman orientation courses, NEXUS mentoring, athletics, and residence life. These students are retained and graduate at a higher rate than similar students without the same attention.

Sixty-two percent (62%) of traditional-age students entering in fall 1997 reported their financial situation as being a concern. Many students report none or very little of their college expense provided by relatives (51%).

The average loan debt for ETSU graduates for spring 1999 was $16,892. The spring 2000 graduates’ average loan debt was $13,148. This reduction in debt resulted from a change in Financial Aid packaging that was implemented to reduce the default rate of our graduates. These figures only include student loans, not personal credit card or personal loan debt.

A 1998 Public Interest Research Group national survey found students responsible for their own credit cards had average unpaid balances of $968.

Thirty-three percent (33%) of enrolled students indicated on the 1998 College Student Experiences Questionnaire (CSEQ) that they were transfer students. This compares to the national norm of 29%. In spring 2000, 29% of our enrolled students indicated they entered ETSU as a transfer. When comparing GPAs of transfer students and native students, we find transfer students perform at a similar level as our native students. More specifically, students transferring from the regional community colleges perform at a slightly lower GPA when they arrive at ETSU. Students transferring from four-year regional institutions obtain a slightly higher GPA here than at their native regional institution. These changes are slight. The bottom line is that transfer students perform at a similar level as our native students.

Nine percent (9%) of entering students indicated there is a very good chance they will transfer to another college. The national norm is 11%.

The number of students with disabilities has increased dramatically at ETSU. The numbers increased from 155 students in 1995 to 602 students in 2000, almost a four-fold increase. Forty-four students with disabilities graduated in ‘99-‘00.

Eighty-one percent (81%) of all ETSU students commute. However, 48% of freshman students live in the residence halls. Even though a majority of our students commute, a sizeable number of our freshmen live on campus.

Seven percent (7%) more entering students report planning to work while a student than in 1990. This is consistent with national norms.

As class level increases from freshman to senior, the percentage of students reporting working also increases. Our seniors report working at higher rates than any other class.

Of those students who are employed, the majority of them indicate working on a job only about 10 or 15 hours per week.

Twenty-four percent (24%) of ETSU students report working about 30 or more hours per week during the school term. The national norm is 17%.

The top two reasons that students gave on the 1996 Entering Student Survey for continuing education after high school were career oriented: 1. To meet educational requirements for my chosen occupation - 85% and 2. To qualify for a high-level occupation - 79%.

Life goals have changed over the past 30 years, with “being very well off financially” becoming more prevalent (73% ETSU) and developing a meaningful philosophy of life becoming less important (40% ETSU). In the 1960s more than 80% of students reported developing a meaningful philosophy of life as being important and only 42% indicated being very well off financially as being important.

Seventy-three percent (73%) of entering ETSU students indicated their chances were very good that they would obtain a bachelor’s degree (National Freshman Survey, CIRP, 1997). Looked at another way, 27% of entering students had some level of doubt they would be successful in obtaining a bachelor’s degree.

The most troubling group is the 11% of entering students that indicated they have no purpose in mind for enrolling. Successful students usually articulate the goal of graduating.

Students enrolling at ETSU continue to be late deciders. Seventy-seven percent (77%) reported deciding to attend college during their senior year of high school or later. (Compared to the national norm of 43%)

Students who attend ETSU indicate it was either their first or second choice (86%). It is important to note that our students attend because ETSU is their institution of choice.

In a 1999 study, 29% of ETSU students report not using alcohol during the past year or being a lifetime abstainer. We have more nondrinkers than the national norm of 19%. However, when ETSU students do drink, almost half (43%) choose to binge. Therefore ETSU students appear to be at both ends of the drinking continuum. About one-third of the student body does not drink while 42% of those who drink usually binge when drinking. Fifty-three percent (53%) of the students surveyed indicated having at least one family member with an alcohol and/or drug problem.

The 1997 response on the National Freshman Survey showed the lowest levels of political interest in the 30-year history of the survey. ETSU students mirror the national response on this survey. ETSU students are also consistently more conservative than their peers at four-year, public colleges on issues like abortion rights, premarital sex, legal status for same sex couples, homosexuality, and abolishing the death penalty.

Levine and Cureton (1998) found “higher education is not as central to the lives of today’s undergraduates as it was to previous generations. Increasingly, college is just one of a multiplicity of activities in which they are engaged every day. For many, it is not even the most important of these activities; work and family often overshadow it.”

Astin’s studies of freshman students over the past 30 years chronicle the shift from reading to television. Students are now spending more time viewing television and less time reading. This change is counterproductive because success in college still correlates with the amount of reading one does.

The grades of ETSU students appear to be rising: the CSEQ 1998 (73%) response for B or higher GPA was 8.3 percentage points higher than in 1994. This coincides with an increase in time spent on schoolwork or related activities. In addition, there is a statistically significant relationship between student satisfaction and GPA: the higher the GPA, the higher the satisfaction (p < .05). We have experienced a slight increase in 1998 over 1994 in both the GPA response and overall satisfaction with ETSU.

The average GPA for all undergraduate students for fall 1999 was 2.912 with women’s GPA being a 2.99 and men’s being a 2.796.

With regard to time spent on schoolwork or related activities, there was a slight shift from 1994 to 1998 on the CSEQ, toward studying more hours per week. This includes time spent in class and time spent studying. The 1998 results indicate 26.5 percent reporting 40 or more hours per week; up from 21.1 percent in 1994.

More than a third of full-time students indicated they were studying eight or fewer hours per week. Seventy-two percent of full-time students indicated they were spending 30 hours per week or less on activities related to schoolwork, including time spent in class and time spent studying. Students spend more hours per week on activities related to schoolwork as they progress toward graduation.

The average undergraduate course load in fall 2000 was 13.3 hours. Students who continue this course load will take a minimum of 10 semesters to graduate.

Recent changes in the federal requirements for financial aid are more stringent than in past years. New regulations require a higher pass rate for attempted hours. For example, students who have attempted 24 hours must pass 21 hours for financial aid to continue.

The results of the 1998 CSEQ show that students at ETSU are generally satisfied with programs and services. On the spring 2000 survey of student satisfaction, the majority of students (71.2%) indicated their overall satisfaction with their experience here at ETSU as somewhat satisfied, satisfied, or very satisfied.

When asked whether they would select ETSU again, enrolled students during spring 1998 indicated yes and probably yes (74%). (The national norm was 78%.)

This generation of students learns more from images than earlier generations. The rapid and continuous increase in technology, along with the culture of MTV and fast-moving video games, has resulted in a generation that processes information differently than previous generations. During their lifetime the average commercial has gone from being 30 seconds in length to 10 seconds. Because young people are able to process images very rapidly, they actually see things in videos that those of us who are older miss because we do not process images as rapidly. This aspect of learning is a possible explanation for some students having difficulty in the classroom environment. They have an image-based orientation and they are trying to negotiate a print-based environment. Higher education is utilizing image presentations more than in the past; however, the primary focus is still on the printed word. College work and the preferred learning style of most faculty is theoretical and intuitive; the preferred learning style of the majority of students is concrete and active. (Schroeder, 1993) This disconnect in learning styles will negatively impact the potential for classroom learning if not addressed creatively by the faculty member.

Another change in the student body results from the increase in the number of students that enter college with GED preparation. About one out of every seven persons who receives a high school diploma earns that diploma by passing the GED test. Sixty-eight percent (68%) of GED test-takers plan to enter a college, university, trade, technical, or business school during the next year. This figure is nearly double the 36% of GED test-takers 20 years ago.

Prior to graduating, 39% of our students indicated the highlight of their ETSU experience was people/faculty/staff. The majority of graduates who fit in this category said “meeting new people” was the highlight of their ETSU experience. Thirty-two percent (32%) said academics were the highlight, 19% said involvement, and 17% said graduating. As we assist students in being successful at ETSU, we need to keep in mind the importance of these factors.

When asked what they would change about their ETSU experience, 26% said nothing/everything was good, 20% said specific policies/ administration. This category includes such things as more parking, fewer core classes, better relationships with professors, and getting more direction from faculty. Nineteen percent (19%) said they would have been more involved with campus organizations, and 12% said they would have studied more and worked harder.

After thinking about friends who didn’t remain in school and graduate, 60% indicated they thought the reason they stayed was “drive.” Twenty percent (20%) said success was the key to remaining in school while 12% indicated the support they received was a major factor. When working with students it is important to remember these motivating factors.

The students were also asked if they had ever thought about dropping out and what made them decide to stay. Thirty-seven percent (37%) indicated they never thought about dropping out. Thirty-five percent (35%) revealed determination kept them here. Thirteen percent (13%) said support kept them from dropping out, and six percent (6%) said investment kept them from leaving.

Thirty-one percent (31%) of graduating students indicated class schedule conflicts had extended the time it took them to graduate. They indicated required courses weren’t offered frequently enough and were offered at the same time as other required courses.

Eighty-three percent (83%) of graduating students indicated their ETSU education increased how much they enjoy and value learning.

Eighty-six percent (86%) of graduating students indicated they wanted to continue learning about the subjects they studied at ETSU.

Ninety-five percent (95%) of graduating students indicated their ETSU education had increased their ability to think for themselves, support their opinions, and be more insightful readers and listeners.

Seventy-six percent (76%) of graduating students indicated their ETSU education had increased their ability to resolve conflicts nonviolently and solve problems creatively.

Eighty-six percent (86%) of graduating students indicated their ETSU education had greatly or somewhat increased their ability to find greater joy, meaning and fulfillment in their life.

As we look to the future we can anticipate our enrollment pattern to remain fairly constant with regard to entering students. We will continue to have more female than male students, a predominately white campus, a significant number of first generation and older students. There will be more students with GED preparation.

Students from the region will continue to seek a convenient education and be affected by the surrounding Appalachian culture. Our students will continue to be dependent on financial aid and work while enrolled. Approximately a third of our students transfer to us from other institutions, and we might anticipate a slight increase in this pattern based upon new state initiatives such as articulation agreements and a common core of 30 hours.

ETSU students who receive academic support and are involved in one or more programs on campus succeed at a higher rate than students who are left to their own devices. In addition to providing academic support and opportunities for involvement, we need to be aware of the unique learning styles of our students and be cognizant of what our graduating students tell us about what was important to them. We should emphasize strong connections between students and faculty/staff, and shared learning activities e.g., freshman cohort groups, living learning communities, a coherent curriculum, etc. Having said this, we still need to emphasize high quality instruction as central to the total university experience and focus our students on timely graduation as the most important goal.

Astin, A. (1973). The Impact of dormitory living on students. Educational Record, 54, 204-210.

Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.

Levine A., & Cureton, J. (1998). Collegiate life: An obituary. Change, 30, (3), 12-17.

Schroeder, C.C. (1993, July/August) New students – New learning styles. Change, 25, 21-26.

More Detail Available

As with all studies produced by the Division of Student Affairs, we invite questions and comments. We would be pleased to present specific data of interest in your area upon request. Contact Dr. Sally Lee for more detail.

A special thanks for assistance with this newsletter goes to Allison Kyzer, Graduate Assistant in the Office of the Vice President for Student Affairs.