STATED WELLNESS NEEDS OF GRADUATING SENIORS AND ENTERING FRESHMEN (1999-2000)

at the University Of Wisconsin-Stevens Point

Robert Mosier, Ph.D., Student Affairs, University Of Wisconsin-Stevens Point

INTRODUCTION

This report provides information about perceptions by graduating seniors of the class of 1991 and entering freshmen from the classes of 1986,1990, 1991, 1992, 1993, 1994, 1995, 1996, 1997, 1998, and 1999. Some of the data will provide direct comparisons of views by the various classes represented in the survey.

METHODOLOGY

INSTRUMENTS

The data for the 1991 seniors was derived from the University Perception Survey (UPS). The UPS was filled out by seniors at the end of the year 1990-1991 for the graduating class of 1991. The data for the freshman classes was taken from the College Student Characteristics Inventory (CSCI). The questions are similar on both questionnaires to provide points of comparison.

PROCEDURES

The freshmen filled out the questionnaire during their summer orientation prior to beginning college. Mary Mosier of Career Services was very helpful in organizing and carrying out the data collection for the seniors. Seniors filled out the questionnaire as part of the graduation data collected by the Career Services office.

SAMPLES

There were 635 seniors who responded to the UPS survey, 335 women and 296 men. Each CSCI freshman survey had 1,100 to 1,300 respondents prior to 1995. There were 700 CSCI questionnaires given out and 640 returned in 1995. In 1996, there were 700 questionnaires given out and 635 returned. In 1997, there were 700 questionnaires given out and 667 returned. In 1998, there were 725 questionnaires given out and 650 returned. In 1999, there were 725 questionnaires given out and 595 returned.

data Analysis

The tables included in this report contain the perceptions as expressed by the students. The report contains data on the freshman classes of 1986,1990, 1991, 1992, 1993, 1994, 1995, 1996, 1997, 1998, and 1999, compared with graduating seniors of 1991. Some data from the class of 1986 is not available. Clark Pallen and Judy Slowinski of Administrative Information Systems were very helpful in the statistical analysis of the data in this study. Joanna Squire of Residential Living generated the graphs, as well as provided editing support and document formatting.

COMPARISON OF PERCEPTIONS OF ENTERING FRESHMEN AND GRADUATING SENIORS WITHIN THE SIX WELLNESS DIMENSIONS

INTELLECTUAL WELLNESS

DEFINITION OF INTELLECTUAL WELLNESS

Intellectual wellness is evidenced by self-directed behavior which includes continuous acquisition, development, creative application, and articulation of critical thinking and expressive/intuitive skills and abilities focused the achievement of a more satisfying existence.

TABLE 1

REALLY LEARNING SOMETHING (SEE FIGURE 1)

	ENTERING FRESHMEN											GRADUATING SENIORS
		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999		1991
Most important		29.5%	38.8%	37.1%	34.0%	34.7%	32.6%	34.7%	32.6%	31.3%	29.7%		35.5%
Very important		64.1	57.4	58.6	60.2	58.8	52.0	59.7	61.5	62.2	64.9		51.2
Fairly important		5.3	3.1	3.5	4.8	5.3	4.1	4.6	4.7	5.2	3.5		10.4
Unimportant		1.1	0.7	0.8	1.0	1.1	1.3	1.1	1.2	1.3	1.7		2.9

TABLE 2

MAKING GOOD GRADES (SEE FIGURE 2)

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	23.7%	27.8%		25.8%	22.3%	22.9%	22.0%	24.4%	23.8%	23.2%	20.9%	22.5%
Very important	69.9	67.2		69.1	72.5	70.7	72.0	68.7	69.5	71.5	73.4	60.5
Fairly important	5.0	4.7		4.6	4.5	5.2	5.3	6.3	6.0	4.4	4.7	13.2
Unimportant	1.4	0.2		0.5	0.6	1.2	0.7	0.6	0.6	0.9	0.8	13.8

figure 1 figure 2

TABLE 3

IMPORTANCE OF ATTENDING COLLEGE

					ENTERING FRESHMEN																			GRADUATING SENIORS
	1990		1991			1992		1993		1994		1995		1996		1997		1998		1999		1991
Most important		49.1%		52.5%			48.6%		51.1%		44.7%		56.6%		47.7%		47.7%		45.6%		46.5%		61.9%
Very important		46.8		44.7			48.2		44.3		51.9		44.4		48.7		48.6		52.4		50.1		30.0
Fairly important		3.8		2.5			2.8		3.7		3.1		2.5		3.3		3.6		1.7		3.2		6.3
Unimportant		0.4		0.3			0.4		0.9		0.3		0.5		0.3		0.0		0.3		0.2		1.8

TABLE 4

EXPLORING ATTITUDES, OPINIONS, AND BELIEFS WITH FACULTY (SEE FIGURE 3)

	ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	1.8%	5.0%	4.0%	4.0%	4.4%	6.3%	5.4%	5.4%	4.6%	3.6%	10.2%
Very important	23.5	35.1	33.7	32.4	29.7	27.9	33.9	30.1	32.9	26.4	36.1
Fairly important	49.5	46.9	46.0	45.0	45.7	46.4	43.2	45.7	44.1	46.0	36.1
Unimportant	25.2	12.8	16.3	18.5	20.5	19.5	17.5	18.8	18.4	23.9	17.7

figure 3

TABLE 5

HAVING THE OPPORTUNITY FOR SERIOUS INTELLECTUAL DISCUSSION WITH OTHER STUDENTS

	ENTERING FRESHMEN												GRADUATING SENIORS
	1986	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.8%	2.8%	7.0%	6.2%	6.0%	8.7%	8.6%	8.6%	8.3%	6.8%	5.4%	11.2%
Very important	32.5	31.5	31.4	30.5	30.8	28.8	26.7	26.7	27.3	29.8	29.6	37.7
Fairly important	45.5	44.0	45.6	43.2	42.6	39.9	42.0	42.0	42.0	40.2	42.5	34.4
Unimportant	19.2	21.7	16.0	20.1	20.6	22.5	22.8	22.8	22.4	23.3	22.3	16.7

TABLE 6

HAVING READING SKILLS ASSISTANCE AVAILABLE

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.6%	2.9%		2.4%	3.1%	1.7%	2.6%	1.3%	2.0%	1.3%	1.0%	6.5%
Very important	18.3	27.9		22.9	19.3	17.5	15.6	21.8	17.4	19.1	17.1	23.3
Fairly important	39.5	40.6		39.8	39.0	38.4	41.2	38.0	40.8	43.4	38.6	28.2
Unimportant	39.7	28.5		34.7	38.5	42.4	40.3	38.8	39.8	36.2	43.1	42.0

TABLE 7

HAVING STUDY SKILLS ASSISTANCE AVAILABLE

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	3.8%	8.4%		6.8%	6.6%	6.0%	6.1%	6.3%	5.6%	4.1%	3.0%	8.3%
Very important	39.0	44.0		41.0	38.3	37.5	34.7	40.0	35.3	38.6	32.3	26.3
Fairly important	37.2	35.6		36.7	38.2	38.9	39.4	36.5	39.8	41.3	42.8	28.1
Unimportant	20.0	12.0		15.5	16.9	17.6	19.8	17.1	19.2	15.9	21.8	37.4

TABLE 8

HAVING MATH SKILLS ASSISTANCE AVAILABLE

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	4.6%	9.9%		6.8%	7.3%	6.2%	6.4%	6.7%	5.0%	6.0%	4.7%	8.4%
Very important	41.7	46.6		43.7	40.2	39.1	35.3	42.4	38.6	38.9	35.2	29.0
Fairly important	34.8	32.1		34.3	35.1	37.4	38.2	35.5	37.7	38.4	38.7	26.4
Unimportant	18.9	11.3		15.1	17.3	17.3	20.0	15.4	18.8	16.5	21.3	36.2

TABLE 9

HAVING ACADEMIC COUNSELING AVAILABLE

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	5.8%	12.9%		10.6%	9.2%	10.0%	11.1%	12.2%	12.5%	10.4%	6.6%	10.5%
Very important	50.5	52.8		54.3	50.0	48.6	46.7	49.1	46.6	48.2	46.7	40.5
Fairly important	33.7	27.9		28.5	31.7	32.3	32.7	30.4	30.8	31.8	34.5	26.2
Unimportant	10.0	6.5		6.6	9.1	9.2	9.5	8.3	10.1	9.4	12.0	22.7

TABLE 10

PRIORITY TO SET SPECIFIC EDUCATIONAL GOALS

	ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	33.5%	30.8%	30.5%	30.2%	27.5%	27.2%	25.8%	30.2%	30.1%	29.4%	30.4%
High priority	50.7	51.4	51.6	54.1	53.7	53.8	57.6	51.4	53.8	52.4	46.5
Some priority	13.2	15.9	15.4	13.3	16.5	15.5	14.4	16.2	13.9	15.6	18.4
No priority	2.6	1.9	2.6	2.4	2.3	3.5	2.2	2.3	2.2	2.4	4.7

TABLE 11

DOING SERIOUS PROFESSIONAL READING

	ENTERING FRESHMEN												GRADUATING SENIORS
		1986	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999		1991
Most important		1.0%	1.4%	1.3%	1.3%	0.7%	0.9%	0.3%	0.0%	0.5%	0.8%	0.2%		8.1%
Very important		18.2	15.2	17.4	14.5	13.5	11.9	11.3	14.1	11.5	13.7	12.0		25.8
Fairly important		45.4	41.0	40.4	41.6	38.9	37.0	40.1	39.5	38.6	35.4	35.8		31.8
Unimportant		35.3	42.3	40.9	42.7	46.8	50.1	47.9	46.4	49.5	50.1	34.3		34.3

Over 93% of our entering freshmen view attending college, really learning something and making good grades as very important to most important goals. In addition, over 81% have a top or high priority to set specific educational goals. While only 24.6% of the freshmen view exploring attitudes, opinions, and beliefs with faculty as very important to important in 1990, 30% view this as very important to most important in 1999. With respect to graduating seniors in 1991, the same trends are generally true. However, while 94.3% of the entering freshmen felt making good grades was most or very important, that comparable percentage for graduating seniors was 83.0%. On the other hand, while 35% of the entering freshmen in 1999 felt having the opportunity for serious intellectual discussion with other students was most or very important, 48.9% of the graduating seniors felt that way.

OCCUPATIONAL WELLNESS

DEFINITION OF OCCUPATIONAL WELLNESS

The occupationally well individual contributes her/his unique skills/talents to work that is meaningful and rewarding. This person's values are expressed through involvement in paid and non-paid activities that are personally rewarding for the individual and make a contribution to the well-being of the community at large. He or she has satisfactorily integrated his/her commitment to the occupational realm into a total lifestyle that is rewarding.

TABLE 12

TO DEVELOP AN AWARENESS OF WORK

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	13.7%	12.7%		10.8%	11.8%	10.2%	11.1%	10.8%	10.6%	10.9%	10.4%	23.6%
High priority	55.2	56.2		54.5	55.5	55.2	50.5	57.3	55.5	57.8	53.8	48.5
Some priority	26.3	27.4		29.2	27.2	29.9	31.6	28.3	29.0	25.3	28.6	22.6
No priority	4.7	3.7		5.4	5.5	4.8	6.7	3.5	4.9	6.0	7.0	5.3

TABLE 13

HAVING VOCATIONAL COUNSELING AVAILABLE (SEE FIGURE 4)

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	4.0%	4.0%		8.0%	6.8%	6.2%	6.0%	6.5%	5.4%	7.9%	5.5%	2.4%	10.4%
Very important	48.7	43.1		48.3	47.6	46.1	45.4	42.2	47.1	46.4	47.1	42.8	37.8
Fairly important	38.1	38.8		34.2	35.1	34.3	36.1	37.3	35.5	32.9	34.6	40.1	29.9
Unimportant	9.2	14.1		9.4	10.5	13.2	12.5	14.1	12.1	12.8	12.6	14.6	21.9

TABLE 14

TO BEGIN TO THINK ABOUT AND WORK TOWARD MAKING A VOCATIONAL DECISION (LIFE PLANNING)

(SEE FIGURE 5)

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	22.9%	21.1%		20.2%	20.0%	21.4%	17.5%	19.2%	20.9%	21.1%	19.2%	21.5%	28.9%
High priority	52.3	53.7		56.1	52.2	53.6	53.3	51.8	55.9	52.5	57.1	50.4	47.1
Some priority	19.6	20.6		19.3	21.9	19.8	22.0	21.7	18.1	21.5	17.1	21.5	17.8
No priority	5.2	4.6		4.5	5.8	5.1	7.2	7.3	5.1	4.9	6.5	6.6	6.2

figure 4 figure 5

TABLE 15

TO MAKE A COMMITMENT TO A CHOSEN CAREER

				ENTERING FRESHMEN									GRADUATING SENIORS
	1990	1991	1992		1993	1994	1995	1996	1997	1998	1999	1991
Top priority	30.4%	29.5%	29.5%		29.8%	30.4%	26.5%	29.2%	27.9%	28.2%	26.5%	6.1%
High priority	45.6	48.5	45.0		47.4	46.3	44.8	49.4	48.0	48.7	46.8	43.8
Some priority	19.4	19.0	20.0		17.3	19.6	22.8	16.4	19.5	19.7	20.9	15.1
No priority	4.6	2.9	5.5		5.5	3.7	5.9	4.9	4.5	3.5	5.6	5.1

TABLE 16

HAVING A JOB PLACEMENT SERVICE FOR GRADS (SEE FIGURE 6)

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	11.3%	32.0%		33.3%	28.0%	37.9%	36.6%	35.0%	35.5%	35.1%	15.7%	19.4%
Very important	63.3	51.1		50.2	51.1	42.7	41.8	45.9	44.6	45.2	54.4	47.2
Fairly important	20.0	13.5		12.8	16.4	15.2	16.3	15.3	14.8	14.8	23.0	21.1
Unimportant	5.5	3.3		3.6	4.5	4.2	5.3	3.8	5.1	4.9	6.8	12.3

figure 6

The freshmen seem strongly interested in working on life planning (71.9% with a top or high priority), making a commitment to a chosen career (73.3% with a top or high priority), and developing an awareness of work (64.2% with a top or high priority). Graduating seniors felt strongly about making a commitment to a chosen career (79.9% with a top or high priority) and having a job placement service for graduates (80.9% most or very important).

SPIRITUAL AND EMOTIONAL WELLNESS

DEFINITION OF SPIRITUAL WELLNESS

A person engaged in the process of spiritual wellness is willing and able to transcend oneself in order to question the meaning and purpose in his/her life and the lives of others. He/she is involved in the process of questioning all that is around him/her and has an appreciation for that which cannot be completely understood. This person seeks to find harmony between that which lies within and the social and physical forces that come from outside. Feelings of doubt, despair, fear, disappointment and dislocation as well as feelings of pleasure, joy, eagerness and discovery are part of this search for a universal value system.

The person on a path towards spiritual wellness is learning to be tolerant of the opposites and contractions that exist within his/her world and beliefs and influences of others. He/she is able to engage in the formulation of a systematic world view, and system of values which give unity, purpose and goals to one's hopes, striving, thoughts and action.

DEFINITION OF EMOTIONAL WELLNESS

An emotionally well person is both aware of and accepts a wide range of feelings in him/herself and others. He/she is able to freely express feelings and to manage feelings effectively to arrive at personal choices/decisions based upon the integration of feelings, cognition and behavior. He/she is self-aware and self-accepting while remaining flexible and continually open to personal development.

The emotionally well person can function autonomously but is aware of personal limitations and the value of seeking interpersonal support and assistance. He/she also forms interdependent relationships based upon mutual commitment, trust and respect. The emotionally well person is willing to accept challenges, take risks, and acknowledge conflict as being potentially healthy. The emotionally well person maintains a generally positive approach to life which is rooted in his/her sense of personal responsibility for, and ability to manage, his/her life in personally fulfilling ways. Emotional wellness is not an end stage but a continual process of change and growth.

TABLE 17

HAVING RESPECT FOR DIFFERENT VALUES (SEE FIGURE 7)

		ENTERING FRESHMEN												GRADUATING SENIORS
	1986		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	5.9%		8.1%	7.8%	7.1%	7.9%	7.0%	5.1%	6.7%	6.8%	6.0%	5.6%	20.7%
High priority	43.8		45.9	48.7	48.3	46.5	44.6	41.2	50.1	45.3	45.6	45.1	46.7
Some priority	43.1		38.9	36.8	37.2	37.8	42.1	43.2	34.6	39.4	39.2	39.5	26.3
No priority	7.2		7.2	6.6	7.5	7.8	6.3	10.5	8.6	8.2	9.2	9.5	6.4

figure 7

TABLE 18

DEVELOPING SENSITIVITY TO OTHERS

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	11.9%	10.3%		11.4%	8.6%	8.0%	6.7%	6.6%	6.2%	5.8%	7.0%	5.6%	22.3%
High priority	52.8	52.8		54.5	51.4	49.9	48.9	43.2	49.6	46.9	47.3	45.4	45.1
Some priority	29.3	30.4		28.0	32.4	34.5	35.4	38.3	36.2	36.6	37.6	38.9	25.4
No priority	6.8	6.5		6.1	7.7	7.6	9.0	11.9	8.0	10.5	8.1	9.9	7.2

TABLE 19

LEARNING TO RESPOND WITH RESPECTFUL FRIENDLINESS TO OTHERS

					ENTERING FRESHMEN																						GRADUATING SENIORS
			1986			1990		1991		1992		1993		1994		1995		1996		1997		1998		1999		1991
	Top priority		15.1%			14.3%		13.8%		10.4%		10.6%		11.1%		7.8%		9.4%		9.1%		8.2%		8.5%		22.2%
High priority		46.4		50.0			50.9		49.1		46.1		43.3		44.8		46.7		43.6		45.5		44.0		43.8
Some priority		31.6		27.9			27.8		31.0		32.7		33.4		35.6		32.8		35.7		35.8		34.8		25.3
No priority		6.9		7.7			7.5		9.4		10.5		12.2		11.8		11.0		11.5		10.5		12.6		8.7

TABLE 20

DEVELOPING SKILLS FOR WORKING WITH OTHERS

		ENTERING FRESHMEN												GRADUATING SENIORS
	1986		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	13.9%		13.8%	12.8%	10.5%	9.9%	8.8%	10.0%	12.1%	9.9%	8.9%	8.7%	25.3%
High priority	59.2		55.2	60.3	58.0	57.9	55.8	50.7	56.8	58.8	65.0	58.7	52.0
Some priority	24.6		28.5	23.0	27.7	27.4	31.4	32.7	26.8	27.1	22.0	27.2	16.9
No priority	2.4		3.0	3.8	3.8	4.8	3.9	6.7	4.3	4.3	4.1	5.3	5.9

TABLE 21

HAVING A CAPACITY FOR SELF-SUFFICIENCY

		ENTERING FRESHMEN												GRADUATING SENIORS
	1986		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	26.2%		21.8%	17.3%	16.6%	17.9%	13.8%	16.2%	15.2%	16.0%	15.3%	16.1%	32.2%
High priority	54.5		55.2	60.0	60.0	57.4	58.1	55.3	62.2	55.7	56.6	57.8	45.6
Some priority	16.8		18.4	20.4	19.9	20.5	24.6	24.1	19.4	24.7	26.2	22.0	16.9
No priority	2.5		4.6	2.2	3.4	4.2	3.4	4.4	3.2	3.6	1.9	3.9	5.4

TABLE 22

HAVING A RELIGIOUS AFFILIATION

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.4%	1.9%		3.5%	3.0%	2.4%	2.4%	1.2%	1.0%	4.7%	1.3%	3.0%	6.8%
Very important	23.0	20.1		23.8	21.3	20.0	19.1	21.3	20.8	22.9	23.7	23.4	20.6
Fairly important	42.3	38.6		40.1	40.0	34.6	35.1	32.3	38.0	32.0	37.4	33.2	23.2
Unimportant	32.2	39.4		32.5	35.7	42.9	43.4	45.2	40.3	40.4	37.6	40.1	49.5

TABLE 23

BEING FREE FROM THE NEED FOR REASSURANCE

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	6.7%	7.8%		5.7%	5.9%	6.4%	4.8%	3.3%	6.2%	4.3%	3.3%	6.3%	11.2%
High priority	37.9	39.8		41.6	38.7	40.0	38.3	34.0	40.9	37.5	39.6	39.4	33.3
Some priority	44.4	42.5		43.8	45.6	42.5	45.3	48.7	41.7	45.7	45.5	42.1	39.6
No priority	11.0	9.9		8.9	9.8	11.1	11.8	14.1	11.0	12.5	11.5	12.1	15.9

TABLE 24

PARTICIPATING IN A PERSONAL ADJUSTMENT PROGRAM

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.1%	2.4%		3.8%	1.4%	1.3%	1.1%	1.0%	1.6%	2.4%	0.8%	0.5%	8.8%
Very important	26.9	23.7		30.9	26.2	20.7	17.3	16.5	26.0	20.6	21.6	18.4	32.9
Fairly important	49.9	45.4		45.9	45.5	45.1	44.6	44.0	42.6	45.0	42.2	41.5	33.7
Unimportant	21.0	28.5		19.4	26.9	33.0	36.9	38.6	29.8	32.0	35.4	39.4	24.6

TABLE 25

HAVING MANY FRIENDS

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	8.0%	7.4%		9.5%	6.0%	7.7%	5.3%	5.3%	6.5%	7.1%	5.4%	5.4%	11.8%
High priority	64.2	61.0		61.4	61.7	54.5	55.1	57.1	58.9	57.8	58.9	56.8	44.9
Some priority	24.9	27.3		26.0	28.1	31.5	34.1	30.7	30.2	28.1	31.9	33.2	31.6
No priority	2.3	4.3		3.2	4.2	6.3	5.4	6.8	4.4	7.1	4.7	4.4	11.6

TABLE 26

BEING SOCIALLY ACCEPTED

		ENTERING FRESHMEN												GRADUATING SENIORS
	1986		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	9.3%		6.3%	8.6%	5.4%	5.6%	4.6%	5.2%	4.1%	4.1%	3.8%	3.5%	12.0%
Very important	62.5		62.8	61.0	56.7	51.1	50.4	51.5	55.1	53.5	52.1	55.0	45.5
Fairly important	24.2		26.1	26.2	32.7	36.3	36.0	34.6	34.1	34.8	36.4	33.1	29.4
Unimportant	4.0		4.8	4.2	5.2	7.1	9.0	8.7	6.7	7.5	7.7	8.3	13.1

TABLE 27

REDUCING DEPENDENCE ON PARENTS (SEE FIGURE 8)

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	13.6%	12.9%		13.5%	11.8%	11.8%	10.8%	11.9%	10.9%	8.9%	9.8%	9.5%	19.4%
High priority	50.7	50.8		50.0	53.8	53.8	49.6	46.9	51.2	48.9	50.1	55.2	38.8
Some priority	29.4	29.6		30.7	29.1	29.1	32.7	32.0	33.3	34.9	34.3	28.5	27.3
No priority	6.1	6.8		5.8	5.4	5.4	6.8	9.2	4.6	7.3	5.8	6.6	14.5

figure 8

TABLE 28

DEVELOPING RESPECT WITH PARENTS

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	11.4%	11.2%		9.0%	7.9%	11.2%	8.4%	7.6%	9.0%	9.4%	6.8%	8.7%	18.6%
High priority	50.9	53.1		55.8	51.7	56.7	56.9	54.5	60.0	56.6	58.7	54.8	48.0
Some priority	31.5	28.9		29.8	34.5	27.1	30.7	30.4	28.3	28.6	29.3	31.2	25.3
No priority	6.1	6.7		5.4	5.9	4.9	4.0	7.4	2.7	5.4	5.2	5.1	8.1

TABLE 29

GOING HOME ON WEEKENDS (SEE FIGURE 9)

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	3.3%	3.6%		3.1%	2.7%	3.0%	3.0%	2.7%	2.9%	1.7%	2.8%	2.4%	7.5%
Very important	29.6	27.4		28.4	25.1	26.1	24.2	27.1	26.7	28.6	27.7	27.2	25.5
Fairly important	45.0	46.8		47.6	49.7	43.6	46.1	46.1	48.7	48.2	47.2	48.7	30.6
Unimportant	21.1	22.2		20.8	22.9	27.1	26.7	24.2	21.7	21.5	22.2	21.5	36.5

TABLE 30

ENGAGING IN DATING ACTIVITIES

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	3.1%	3.1%		2.8%	1.7%	1.6%	1.3%	1.9%	1.9%	2.1%	1.1%	0.3%	6.1%
Very important	44.1	39.3		38.4	34.4	34.5	32.6	34.1	35.0	32.3	32.3	31.8	31.0
Fairly important	39.1	38.9		40.7	43.9	42.6	44.3	42.9	40.7	42.1	44.7	43.9	32.0
Unimportant	13.7	18.7		18.2	20.0	21.2	21.8	22.1	22.5	23.5	21.9	24.0	31.0

TABLE 31

DEVELOPING TRUSTING RELATIONSHIPS (SEE FIGURE 10)

		ENTERING FRESHMEN												GRADUATING SENIORS
	1986		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Top priority	18.8%		20.3%	16.7%	16.9%	14.9%	14.8%	12.1%	13.2%	16.2%	11.2%	15.1%	25.9%
High priority	57.0		54.7	60.0	57.1	57.4	55.1	54.5	59.0	56.9	59.8	57.2	45.5
Some priority	21.7		22.2	20.4	22.6	23.4	26.4	26.7	23.9	22.5	25.0	23.2	23.7
No priority	2.4		2.8	2.9	3.4	4.2	3.7	6.8	3.8	4.4	4.0	4.4	5.0

figure 9 figure 10

TABLE 32

ATTENDING SEMINARS ON MALE - FEMALE RELATIONSHIPS

			ENTERING FRESHMEN											GRADUATING SENIORS
	1986	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	0.7%	0.9%		1.2%	0.4%	1.0%	1.0%	0.8%	0.6%	1.1%	0.2%	0.2%	3.2%
Very important	11.5	11.1		17.3	16.3	14.9	10.7	11.8	10.8	10.1	11.0	10.2	16.6
Fairly important	42.3	42.2		45.0	43.9	41.4	42.4	43.1	42.4	43.5	42.9	37.1	29.8
Unimportant	45.4	45.9		36.5	39.4	42.5	46.0	44.2	46.2	45.3	45.7	52.2	50.3

TABLE 33

FINDING A FUTURE SPOUSE

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.2%	10.5%		8.3%	2.4%	2.4%	2.4%	2.1%	1.5%	1.3%	1.7%	6.3%
Very important	19.7	41.9		42.7	18.1	16.6	14.6	16.7	18.7	19.8	19.6	22.9
Fairly important	35.4	29.7		29.7	34.4	34.6	36.2	38.1	38.2	34.2	35.2	26.7
Unimportant	42.6	17.8		19.3	44.9	46.6	46.8	43.2	41.5	44.8	43.2	44.1

A majority of our freshmen have a desire to be respectful of others' values, want to develop sensitivity to others, respond with openness to others, be more self-sufficient, reduce dependence on parents, and develop respect with parents and peers. A number of freshmen in 1999 view going home on weekends as fairly to most important (78.3%). This may reflect the transition process that they are experiencing toward greater independence while maintaining ties to the home.

In addition, a majority of freshmen are concerned with social relationships, developing enduring friendships, and having many friends. Graduating seniors reflect these same needs: for example, wanting to respect the value of others (67.4% top or high priority vs. 50.7% for 1999 freshmen); developing sensitivity to others (67.4% for graduating seniors vs. 51.0% for 1999 freshmen). Graduating seniors still reflect a somewhat strong need to go home on weekends (63.6%).

SOCIAL WELLNESS

DEFINITION OF SOCIAL WELLNESS

A socially well person contributes to one's human and physical environment for the common welfare of one's community. He/she takes an active role in promoting a healthy living environment, encourages effective communication among community members, and seeks to preserve the beauty and balance of nature. A person experiencing social wellness is living in harmony with his/her fellow human beings, seeking positive, interdependent relationships with others, and developing healthy sexual behaviors. A socially well person works for mutual respect and cooperation among the individuals within a community.

TABLE 34

BEING IN A CAMPUS LEADERSHIP POSITION

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	1.5%	1.1%		0.9%	0.8%	0.9%	0.9%	0.6%	0.6%	1.4%	0.5%	8.6%
Very important	16.5	17.7		17.9	15.5	14.3	12.9	15.7	13.7	15.6	13.9	27.6
Fairly important	41.2	43.7		41.2	43.5	39.1	40.2	43.7	42.9	45.7	41.6	26.7
Unimportant	40.8	37.3		40.0	40.1	45.7	46.0	40.0	42.7	37.1	43.9	37.1

TABLE 35

HAVING AN ACTIVE ROLE IN ORGANIZATIONS (SEE FIGURE 11)

				ENTERING FRESHMEN									GRADUATING SENIORS
	1990	1991	1992		1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.6%	2.1%	2.5%		1.7%	1.5%	1.5%	1.3%	1.2%	2.2%	1.2%	9.6%
Very important	33.1	32.9	33.1		32.9	32.0	32.4	32.0	35.0	34.2	33.3	32.8
Fairly important	49.6	47.4	50.0		48.4	47.6	46.2	48.9	47.7	47.7	46.3	33.3
Unimportant	14.7	17.6	14.4		17.0	18.8	19.1	17.8	16.1	15.8	19.1	24.3

figure 11

TABLE 36

HAVING AN ACTIVE ROLE IN SOCIAL EVENTS

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.7%	3.2%		2.6%	2.0%	2.5%	1.5%	1.1%	1.8%	1.7%	1.7%	6.5%
Very important	38.7	35.2		41.3	37.0	34.6	32.4	35.2	37.9	35.4	33.8	29.8
Fairly important	44.0	45.0		41.0	44.5	43.6	46.2	43.4	41.0	45.6	45.8	32.8
Unimportant	14.6	16.5		15.0	16.4	19.3	19.9	20.3	19.3	17.3	18.6	30.9

TABLE 37

HAVING AN ACTIVE ROLE IN MUSIC AND CHORUS

		ENTERING FRESHMEN											GRADUATING SENIORS
	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	2.7%		2.6%	2.1%	2.8%	2.8%	2.1%	2.9%	3.9%	3.3%	3.9%	3.0%
Very important	13.6		13.1	12.2	12.6	13.8	14.2	16.7	15.1	14.2	16.2	13.5
Fairly important	21.5		21.2	21.1	23.3	20.9	21.9	23.0	25.5	25.8	24.7	18.9
Unimportant	62.2		62.8	64.6	61.3	62.5	61.7	57.5	55.4	56.4	54.9	64.6

TABLE 38

ATTENDING PLAYS AND CONCERTS

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	1.7%	1.8%		1.2%	1.5%	1.3%	0.5%	1.1%	0.8%	0.9%	1.2%	4.9%
Very important	25.7	25.4		23.3	21.1	22.1	20.3	28.5	29.4	25.7	25.0	21.9
Fairly important	43.8	43.7		42.5	43.4	46.3	43.8	42.9	40.3	45.2	47.5	36.8
Unimportant	28.9	29.0		33.0	33.9	30.3	35.2	27.4	29.6	27.9	26.0	36.4

TABLE 39

HAVING AN ACTIVE ROLE IN ART

				ENTERING FRESHMEN
	1993	1994	1995		1996	1997	1998	1999
Most important	1.1%	1.6%	1.3%		1.7%	1.1%	0.9%	1.9%
Very important	8.0	10.4	7.8		10.8	10.0	8.5	10.1
Fairly important	21.8	20.8	23.1		23.1	22.2	22.2	23.3
Unimportant	69.0	67.1	67.7		64.4	66.7	68.0	64.4

TABLE 40

HAVING AN ACTIVE ROLE IN THEATRE

	ENTERING FRESHMEN											GRADUATING SENIORS
		1990	1991	1992	1993	1994	1995	1996	1997	1998	1999		1991
Most important		2.8%	1.5%	1.8%	2.3%	2.3%	1.8%	2.5%	1.7%	1.6%	3.7%		3.4%
Very important		8.6	8.1	8.6	7.6	7.4	9.4	9.5	10.2	9.3	12.0		12.1
Fairly important		20.0	20.3	19.0	17.8	19.1	17.5	19.1	19.6	18.7	16.6		16.9
Unimportant		68.6	69.8	70.6	72.1	71.2	70.8	68.8	68.4	70.2	67.4		67.7

TABLE 41

HAVING AN ACTIVE ROLE IN POLITICS

	ENTERING FRESHMEN										GRADUATING SENIORS
		1990	1991	1992	1993	1994	1995	1996	1997	1998		1999	1991
Most important		1.2%	1.0%	0.4%	0.4%	0.3%	0.3%	0.0%	0.2%	0.5%		0.3%	3.4%
Very important		9.8	8.6	8.0	8.0	7.3	4.8	6.8	5.9	6.1		5.7	13.2
Fairly important		27.2	26.0	28.1	27.9	23.4	23.6	24.2	20.4	20.0		20.9	21.6
Unimportant		61.8	64.1	63.5	63.6	69.0	70.9	68.9	73.5	73.2		72.7	61.8

TABLE 42

HAVING AN ACTIVE ROLE IN SOCIAL REFORM

	ENTERING FRESHMEN										GRADUATING SENIORS
		1990	1991	1992	1993	1994	1995	1996	1997	1998		1999	1991
Most important		1.0%	1.0%	0.5%	1.1%	0.5%	0.6%	0.0%	0.6%	0.3%		0.2%	3.6%
Very important		12.1	12.0	12.4	10.4	9.7	7.0	8.2	7.3	6.9		8.1	16.1
Fairly important		36.1	36.0	36.7	33.1	30.8	30.4	32.6	27.4	27.4		26.6	26.5
Unimportant		50.8	50.8	50.3	55.4	59.1	61.9	59.1	64.8	65.2		64.8	53.8

TABLE 43

HAVING AN ACTIVE ROLE IN NATIONAL AFFAIRS

	ENTERING FRESHMEN											GRADUATING SENIORS
	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	1.8%	1.3%	1.1%	1.0%	1.4%	0.6%	0.3%	0.6%	0.2%	0.2%	5.2%
Very important	14.1	13.8	11.7	9.8	8.1	8.0	11.4	8.9	8.8	5.6	16.7
Fairly important	34.3	36.8	37.7	34.1	32.8	29.7	33.8	28.1	31.6	32.7	26.3
Unimportant	49.8	48.0	49.5	55.0	57.7	61.3	54.4	62.2	59.4	61.4	51.8

TABLE 44

ATTENDING ATHLETIC EVENTS

		ENTERING FRESHMEN											GRADUATING SENIORS
	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	3.7%		5.0%	3.4%	3.7%	2.9%	2.7%	3.3%	2.9%	1.7%	2.5%	5.4%
Very important	41.8		42.6	41.7	41.3	40.5	38.2	44.1	36.2	36.9	36.4	24.8
Fairly important	42.4		40.8	40.4	41.1	41.6	43.6	40.1	44.5	48.8	43.9	34.0
Unimportant	12.1		11.7	14.4	13.9	15.0	15.4	12.5	16.4	12.7	17.0	35.7

TABLE 45

JOINING A FRATERNITY OR SORORITY

		ENTERING FRESHMEN											GRADUATING SENIORS
	1990		1991	1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	0.8%		0.4%	0.3%	0.5%	0.3%	0.2%	0.0%	0.2%	0.5%	0.2%	3.6%
Very important	10.2		8.4	7.5	7.3	7.1	6.8	7.8	5.3	6.9	7.5	9.9
Fairly important	33.0		31.8	28.9	29.9	28.9	25.7	31.9	25.4	30.0	24.6	13.5
Unimportant	56.0		59.3	63.2	62.3	63.8	67.4	60.3	69.2	62.4	67.4	73.0

TABLE 46

HAVING AN ACTIVE ROLE IN CREATIVE WRITING

	ENTERING FRESHMEN
		1993	1994	1995	1996	1997	1998	1999
Most important		1.3%	1.1%	0.6%	0.6%	1.1%	0.5%	0.3%
Very important		11.5	11.1	10.1	10.8	12.5	11.8	10.5
Fairly important		26.6	26.1	25.7	30.4	26.5	27.1	25.1
Unimportant		60.5	61.6	63.2	58.2	59.7	60.5	63.7

A number of our freshmen in 1999 would view involvement in the following areas as fairly to most important: cultural events (plays, concerts) (73.7%), political activity (26.9%), social reform (34.9%), and national affairs (38.9%). A larger number of freshmen would like to be involved in organizations (80.8%) and social events (81.3%). These same trends hold true for 1991 graduating seniors.

PHYSICAL WELLNESS

DEFINITION OF PHYSICAL WELLNESS

People experiencing wellness in the physical dimension work toward investing time each week in the pursuit of endurance, flexibility and strength. Physical wellness involves taking responsibility and care for minor illness and also knowing when professional medical attention is necessary. Physical wellness includes being able to monitor one's own vital signs whether perceived or measured. Physical wellness entails an understanding of the relationship between sound nutrition and the functioning of the body. Included in physical wellness is an awareness of the body's true identity, depth of feelings, tension patterns, reactions, balance and harmony. The body is recognized as a formal expression of physiological development and personal evolution.

TABLE 47

PARTICIPATING IN ATHLETIC EVENTS

			ENTERING FRESHMEN										GRADUATING SENIORS
	1990	1991		1992	1993	1994	1995	1996	1997	1998	1999	1991
Most important	7.2%	6.8%		5.6%	6.8%	5.7%	4.4%	6.7%	4.4%	3.6%	3.0%	6.5%
Very important	25.8	27.8		27.0	27.7	24.6	26.8	29.3	22.9	27.0	25.5	18.9
Fairly important	32.9	31.9		31.4	31.4	30.2	32.5	31.9	35.3	32.6	35.6	28.8
Unimportant	34.1	33.4		35.6	33.9	39.5	36.2	32.2	37.4	36.8	35.8	45.8

TABLE 48

LEARNING HOW TO PREVENT ILLNESS

	ENTERING FRESHMEN											GRADUATING SENIORS
		1986	1990	1991	1992	1993	1994	1995	1996	1997	1998		1999	1991
Most important		1.2%	1.7%	2.0%	2.0%	1.9%	1.9%	1.7%	1.1%	2.9%	2.1%		1.4%	5.2%
Very important		17.5	18.2	25.8	21.8	20.2	20.0	20.5	22.8	22.2	20.8		18.6	24.9
Fairly important		51.3	47.8	50.9	51.2	49.5	47.5	48.8	49.0	47.3	49.8		48.0	37.1
Unimportant		30.0	32.3	21.2	25.0	28.3	30.6	28.9	27.1	27.6	27.1		31.9	32.7

TABLE 49

HAVING MEDICAL SERVICES AVAILABLE (SEE FIGURE 12)

	ENTERING FRESHMEN										GRADUATING SENIORS
		1990	1991	1992	1993	1994	1995	1996	1997	1998		1999	1991
Most important		4.5%	8.0%	5.4%	5.9%	4.9%	5.8%	5.1%	6.8%	4.7%		3.9%	17.8%
Very important		53.6	55.6	55.5	52.0	51.7	54.6	57.1	55.9	59.2		54.9	46.6
Fairly important		34.1	30.9	32.3	34.4	35.5	31.7	31.4	29.9	28.3		30.9	21.8
Unimportant		7.8	5.6	6.9	7.6	7.9	7.8	6.4	7.4	7.7		10.1	13.9

figure 12