PROFILE OF THE FRESHMAN CLASS (1999-2000)

at the University Of Wisconsin-Stevens Point

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

INTRODUCTION

PURPOSE

The purpose of this study was to identify some of the characteristics that are common to students who attend the University of Wisconsin-Stevens Point. We wanted to know:

· What kind of students attend UWSP

· Why students choose UWSP over other schools

· What students' expectations are when they come to the University

· What students' goals are

· What incoming students perceive to be their needs.

Knowing the answers to these questions can help us increase our students' chances for success, and successful students are more likely to remain in school until they graduate.

This study presents a profile of the average freshman at UWSP. We hope the Information will provide insights helpful to those of us who work with students. Data used in the study came primarily from the following sources:

The College Student Characteristics Inventory (CSCI)

The College Student Characteristics Inventory provides basic information about incoming students and their expectations of college life. The current version of the CSCI has been given to all UWSP freshman orientation participants from 1979 to 1994. In 1995, 1996, and 1997, 700 questionnaires were given out in a random order to approximately half of the freshman class. The return rate has been over 90%. In 1998, 725 questionnaires were given out and 650 were returned. In 1999, 725 questionnaires were given out and 595 were returned. Prior to that time, a similar version was given in 1975, 1976, and 1978.

Data Analysis

Clark Pallen and Judy Slowinski of Administrative Information Systems were very helpful in the statistical analysis of the data in this study. Carole Holmes provided a number of reports and studies to better understand the current freshman class. Joanna Squire of Residential Living generated the graphs, as well as provided editing support and document formatting.

THE UNIVERSITY CULTURE

The culture of our University is comprised of its history, traditions, organizational structures, and the behavior of current students, faculty and staff.

A number of forces impact on our University to produce our unique culture. Included among these forces would be our historical roots, our academic program, a core faculty group, our administrators, dominant student subcultures, and distinctive values and beliefs. In addition are the forces such as customs, stories, rituals, language, and impactful leaders, such as the Chancellor. Among the distinctive subcultures on our campus, the administration, the faculty, and students bring a strong set of beliefs, attitudes and values to our University.

UNDERSTANDING TODAY'S COLLEGE STUDENTS:

THE MILLENNIAL GENERATION

INTRODUCTION

For a number of reasons, many colleges and universities are currently focused on how to support first year students in making a successful transition into their institutions. Universities are recognizing that many first year students are making key decisions about their future and, specifically, about whether to continue in their college or university during their first six weeks after enrollment.

Change and transition are common experiences for many generations of students. However, the current generation of students may be experiencing greater rapidity of change in their world than many previous generations. Levine and Cureton (1998), when describing today's college students, view them as existing in a time of profound change and discontinuity. Change is viewed as so broad and deep in our society that ordinary cycles have stopped or been altered. Vaill (1996) describes our current era as a time of "permanent whitewater," when the one major constant is rapid change. This is occurring in social institutions, the economy, political institutions, in the field of technology and other areas.

These same themes are repeated in a recent work by Strauss and Howe (1997), in which they see a generational change from our current "Generation X" to the "Millennial" Generation. Given the enormity of the current change being experienced, it is not unexpected that our current students would experience significant stress. Levine and Cureton (1998) report that current college students are characterized as: tired, frightened, desirous of security, pragmatic, consumer oriented, career

oriented, and disenchanted with politics and the nation's social institutions. Many current students view college as a means to an end, focusing on goals of getting a better job or making more money, rather than developing a meaningful philosophy of life. They report being confused with the degree of change occurring in their lives. They also feel pressure to achieve at a very high rate in terms of grades, in order to prepare for a vocation. They focus on the need to have a better paying job as one definition of a successful career.

With this increased preoccupation with career success has come greater academic pressures. As academic pressures mount, students are finding themselves underprepared for some aspects of college.

CHARACTERISTICS

The "Millennial Generation" has had a number of names attached to it, including "Generation Y," "Generation X²", "The Baby Boomlet," and the "Net Generation." This generation of individuals, born after 1980, includes over 70 million people.

Childhood

The millennials are students who entered childhood as one of the most overprotected generations in this century, as opposed to the "Generation X'ers," who were one of the least protected generations. Millennial movies such as "Three Men and a Baby," "Baby Boom," and "Raising Arizona" can be
contrasted with "GenX'er's" movies such as "Breakfast Club," "St. Elmo's Fire," "Ferris Bueller's Day Off," and "Fast Times at Ridgemont High."

In the middle 1990's, according to Strauss and Howe (1997), the "millennials" were 10 and 11 year olds and were experiencing the following:

§ V-Chip proposals to guard against bad TV.

§ 3/4’s of cities had youth curfews.

§ Ellen Goodman: “If this is Thursday, it must be curfews. If this is Friday, it must be school uniforms. V-chips on Monday, no smoking on Tuesday.”

§ Millenials - emerging as generational public property.

§ Family Values - Dan Quayle - Clintons

§ Million Man March, Promise Keepers.

§ Millenials must be protected from media sex, violence, and profanity.

§ Tipper Gore, William Medved, and William Bennett - emphasized family morality.

§ Uniform clothing - 31 schools in SC encouraged uniforms.

§ Educational buzzwords:

§ Collaborative

§ Core Values taught

§ Do good works

§ Meet standards

§ Zero tolerance for misbehavior

Each generation has its particular set of cultural icons and touchstones that are critical to its identity. Today, however, the gap in understanding between generations increases dramatically as television, films, vocabulary, and technology adjust the way we perceive and express ideas at an increasingly rapid rate.

Beloit College (Beloit, WI) has once again assembled a list of ways in which entering first-year students (1999-2000) differ in their frame of reference, not only from their teachers and advisors, but from those just a few years older than themselves:

§ Most of this year's students entering college were born in 1981.

§ They are the first generation to be born into Luvs, Huggies, and Pampers.

§ There has always been a woman on the Supreme Court, and women have always been traveling into space.

§ They never realized that for one brief moment, General Alexander Haig was "in charge."

§ They never heard Walter Cronkite suggest that "That's the way it is."

§ They were born and grew up with Microsoft, IBM PCs, in-line skates, NutraSweet, fax machines, film on disks, and unregulated quantities of commercial interruptions on television.

§ Somebody named Dole has always been running for something.

§ Cats has been on Broadway all their lives.

§ While they all know her children, they have no idea who "Ma Bell" was.

§ Yugoslavia has never existed.

§ Jesse Jackson has always been getting someone out of trouble someplace.

§ Strikes by highly paid athletes have been a routine part of professional athletics.

§ The moonwalk is a Michael Jackson dance step, not a Neil Armstrong giant step.

§ Travel to space has always been accomplished in reusable spacecraft.

§ The year they were born, reports condemned violence on television and in Hollywood films for producing the likes of John Hinckley.

§ They have always been able to get their news from USA Today and CNN.

§ They have spent more than half their lives with Bart Simpson.

§ They don't understand why Solidarity is spelled with a capital "S."

§ They don't think there is anything terribly futuristic about 2001, and were never concerned about the year 1984.

§ They have no idea how big a breadbox is.

§ Camelot refers to King Arthur's seat of government, not John Kennedy's.

§ They have probably never dialed a phone or opened an icebox.

§ They have never seen white smoke over the Vatican and do not know its significance.

§ Ketchup has always been a vegetable.

§ They cannot imagine waiting a generation to get the dirt on the U.S. President.

§ They felt pretty special when their elementary school had top-of-the-line Commodore 64s.

§ ET, Gremlins, and The Hulk provided their Halloween costumes and lunch box themes.

In this Beloit College list, the latest generation of entering college students is viewed with a perspective of their own. The following items relate to their experiences:

§ They can explain the "cha-ching" thing.

§ They know what a "burnout" is.

§ They know what "psych" means.

§ During time in the arcade, they actually lined up quarters on the top panel of the game to "reserve" a spot.

§ They know the profound meaning of "Wax on, Wax off."

§ They know that another name for a keyboard is a "synthesizer."

§ They can name at least half of the members of the elite "Brat Pack."

§ They know who Tina Yothers is.

§ They know who Max Headroom is.

§ They could breakdance, or wished they could.

§ They thought that "transformers" were more than meets the eye.

§ They can, right now, hum the theme to "Inspector Gadget."

§ They wanted to be on "Star Search."

§ They HAD to have their MTV.

§ They hold a special place in their hearts for "Back to the Future".

§ They thought Molly Ringwald was REALLY cool.

§ They collected Garbage Pail Kids.

§ They remember when ATARI was a state of the art video game system.

§ They own(ed) cassette singles.

§ They were led to believe that, in the year 2000, we'd all be living on the moon.

§ They owned pieces of the Care Bear Glass collection from Pizza Hut.

§ Poltergeist freaked them out.

§ They had Swatch Watches.

education as a tool vs. developing a well-rounded education

With respect to education, the millennial generation students are quite confident in their abilities. According to the AAHE Bulletin in November, 1998, freshmen had more confidence in themselves than their abilities might show:

§ 41% of freshmen in 1997 rated themselves "above average" writers (compared with 27% in 1966).

§ At the same time, less than 40% said being "able to write well" was extremely important.

§ Despite these attitudes, 29% of all first-time freshmen took at least one remedial course.

§ 81% of 4-year colleges and 100% of public 2-year colleges offered remedial programs in the fall of 1955.

According to the 1999 Nickelodean/Yankelovich Youth Monitor, students view education as a means of gaining practical knowledge to support their potential careers. Students are concerned with these questions about higher education:

§ Will it make me more competitive?

§ Will it be a tool for career growth?

§ Will it help me be well off financially?

§ Will it give me knowledge of many subjects?

Paralleling these views, the American Council on Higher Education survey of entering freshmen compared the number one objective of freshmen in 1967 with the number one objective in 1996:

§ 1967 Number One answer: "Develop a meaningful philosophy of life."

§ 1996 Number One answer: "To be well off financially."

This is consistent with the results of the fall 1998 freshmen survey by Alexander Astin at the Higher Education Research Institute of UCLA. The survey reported the following as reasons for attending college:

§ 77% stated: "To be able to get a better job;"

§ 75% stated: "To be able to make more money;" while

§ 62% stated: "To gain a general education and appreciation of ideas."

These results are consistent with the findings of the University of Wisconsin System survey of new freshman students.

Another view of this generation is provided through a recent survey by Northwestern Mutual Life:

§ Almost 100 percent of Gen 2001 students believe they will get to where they want to be in life.

§ Technology is cited most often as the biggest advantage about being a member of Gen 2001, followed by better career opportunities, and more educational resources and opportunities.

§ Crime and violence is cited most often as the biggest disadvantage or special
problem faced by Gen 2001, followed by drugs and AIDS/HIV.

§ When it comes to values and lifestyle, the majority (85 percent) say there is a difference between themselves and their parents.

§ Grandparents are trusted most by Gen 2001, followed by parents; GenXers are trusted the least.

§ Honesty and integrity are the attributes Gen 2001 students admire most about a person.

§ Moms are most admired before anyone else, followed by dads.

§ More than 90 percent say they are satisfied with their physical appearance.

§ Marriage is planned by 96 percent, at the average age of 26, with 91 percent hoping to have children - 3 on the average.

§ Almost two-thirds of Gen 2001 students say it’s their financial responsibility to care for parents when they become elderly and unable to take care of themselves.

§ More than three-fourths disagree that money buys happiness.

§ Almost three-fourths of Gen 2001 students have volunteered in the past year, with most (92 percent) saying it is likely they will volunteer for a charitable organization in the future.

§ Almost 90 percent believe in God; three-fourths believe in life after death; the majority attend religious services; almost half say religion will be more important in their future.

§ Regarding careers, medicine gets the most votes, followed by teaching, business/ marketing and engineering.

§ Regarding jobs, top requirements are having idealistic and committed co-workers and doing work that helps others.

§ Two-income households are going to be important to 82 percent.

§ Owning a home and life insurance are the two vehicles sited most often as very important to financial security.

§ Fifty-six percent say the country is headed in the right direction; 42 percent say the wrong direction.

§ Fixing education is a top concern of 96 percent.

§ Ninety-four percent intend to vote in elections.

§ Thirty-three percent say they’re a Democrat, 31 percent say Republican, 24 percent Independent.

§ A majority (55 percent) hold a negative view of the current state of race relations; 43 percent expect things to improve by 2001.

§ Nearly three-fourths say it’s likely in their lifetime that a person of color will be elected president; 64 percent think it is likely that a woman will be elected president.

A reporter for the Milwaukee Journal Sentinel (Sunday , June 13, 1999) interviewed five high school senior women who are attending various colleges this fall to get their perspectives on challenges they may face. These are responses to 2 questions about difficulties they may encounter as they enter college this fall:

1) What’s the most difficult thing about being where you are in your life right now?

§ Adella: Thinking whether I made the right choice or not to go to the right school and whether it’s the right major for me.

§ Sarah: I know what I want to do with my life. And I guess it’s hard when other people doubt you.

§ Maggie: The toughest thing would be finding yourself, because to achieve goals I think you really need to look inside yourself and know yourself so that you can plan your future. And there are so many question marks in my head right now. It’s so confusing and annoying… You can never just sit there; there’s always stuff to think about.

§ Ericka: I’m going on my own to Madison and I have to say goodbye, and can I do that? Can I say goodbye? That’s what I’m facing right now. With my friends – that’s what I’m struggling with right now. You have to say goodbye to all the friends you’ve made. We’re all going completely different ways. And so now this is a time to say goodbye and I have to make sure I’m strong enough to do this.

§ Benita: Now I’m expected to make decisions for myself. I’m so, like, terrified of that. I’m excited because it’s, like, something I’ve been looking forward to but at the same time it’s like, how much can I rely on my parents before they think they’re coddling me? It’s just scary. All of a sudden you turn 18 and it's just like, “oh, by the way, you’re legal now, so start making your own decisions.” … I don’t feel I’m ready to break away, even though I want to.

2) Do you think you’re under more pressure than previous generations?

§ Benita: I think so, because it’s like this is the last class of the millennium. And everyone has so many expectations for us. Everyone’s going to be like, “Show me what you can do. Show me what the century has brought…” Now we have to prove ourselves.

bright college years

Finally, Anne Matthews, in her publication, Bright College Years (1997, Chicago, IL: University of Chicago Press), offers the following perspective on college students:

§ In 1941, one in ten went to college.

§ In 1970, one in four went to college.

§ At the present, one high school graduate in two may attempt some form of campus life.

§ 29% of today's first time freshmen require remedial courses usually in math or writing or both.

§ Over one first-year student in four quits before the sophomore year.

§ Nearly 1/2 of those who enter college withdraw before finishing.

§ For students fresh from high schools, parental income is a strong predictor of college success. (If family earnings are in the bottom 25 percent, the student has only one in ten changes of earning a bachelor's degree by age 24.)

§ Viewed as a whole, the American college population is increasingly female, public, part-time, local, adult, and in debt. 55% of current undergraduates are women. 80% attend public institutions.

§ Just one in five now fits the traditional profile (attending full-time, living on campus, under 22).

§ Four in five college students choose schools in their home states.

Influence Of Technology

Undergraduate perceptions are increasingly image-driven and cybercouched. In an art history discussion section, a professor waits as twenty students stare at a Ruben's slide (p. 77) :

§ "What's the story line on this thing? "It doesn't have one. It's a seventeenth-century portrait."

§ "It doesn't move at all?"

§ "Unfortunately, no."

§ "But I can't see things if they don't move."

§ Urgent note to officers at the University of Montana: "What looks like an abandoned Cadillac by the art annex is in fact a student sculpture project. Do not tow!" (p. 85)

Student Voices

Student Voices: from a Number of Journals from Writing Classes Across the Country (pp. 50-53):

§ The first violinist has a smile like a falling star, but she doesn't know I exist.

§ I signed up yesterday to tutor math in public grade school. I have zero experience, but the lady said it didn't matter, that mostly they need to see a responsible man. One kid called me "Sir" and, like an idiot, I quickly looked behind me for my dad.

§ I did the personality test from Cosmo while in the bathroom and all my hall
mates rushed in and read my answers afterwards. It's hard being an intuitive introvert surrounded by heartless extroverts.

§ It's only November, but my brain is full.

§ Everything baffles me now, except engineering, which is definite and invulnerable. I like to think I am a constant surrounded by variables, but I fear I may be educated here in ways I never imagined.

Letters Of Entering Freshmen To Their New Advisors

Excerpts from "Letters of Entering Freshmen to Their New Advisors" (pp. 270-271) :

§ I want to take physics because of the many interesting real-life applications involved, i.e. car and plane crashes.

§ All I care about is water polo. No morning classes, please.

§ Do you have any courses in social unrest? Please sign me up for all.

§ I have a wide array of interests to go with my diverse personality. Should I major in English?

§ I want to experience a philosophy or a sociology. There are none in Florida.

§ I don't care what I take as long as it can be applied to me.

§ I wish to learn greatness at the university.

CHARACTERISTICS OF THE 1999 FRESHMAN CLASS OF UWSP AND

ITS RELATIONSHIP TO THE UNIVERSITY CULTURE

INTERESTS OF FRESHMEN

This report focuses on the attitudes, values, beliefs, and thoughts of our entering freshman class. Students bring to us a set of values, past behaviors, attitudes, and beliefs which they have formulated over a period of time. The attitudes and beliefs of our freshmen are influenced by our University's culture as well as by their interaction with other students. Our freshmen form views of what to learn and how to learn, aspirations and goals, what type of social interaction is appropriate, how to succeed academically, how to make friends, and how to be a part of the University experience. By examining the attitudes and beliefs of our freshmen, a better understanding can be reached with respect to their reciprocal impact on the University's culture.

Our Entering Freshmen Are Academically Oriented

95.5% feel that academic failure would be a great disappointment or nothing worse could happen.

94.3% feel that making good grades is very important to most important.

94.6% feel that really learning something at our University is very important to most important.

81.6% feel that setting specific educational goals is a high or top priority.

86.8% predict a grade point average of B or better.

A Number Of Entering Freshmen Would Like Academic Assistance

53.3% view having academic counseling available as most or very important.

39.9% view math skills assistance as most important or very important.

35.3% view study skills assistance as most important or very important.

31.7% view writing skills assistance as most important or very important.

18.1% view reading skills assistance as most important or very important.

The Freshmen Are Interested In Vocational Planning

70.1% view job placement services for graduates as very important to most important.

73.3% feel that a commitment to a chosen career is a top or high priority.

71.9% view working toward a vocational decision as a top or high priority.

64.2% view the development of an awareness of work as a top or high priority.

45.2% view having vocational counseling available as a top priority or high priority.

Our Freshmen Are Interested In Their Personal Growth

73.4% view developing surviving friendships very important to most important.

73.9% view developing a capacity for self-sufficiency as very important to most important.

72.3% view developing trusting relationships as very important to most important.

63.5% view developing respect with parents as a top priority or high priority.

67.4% view developing skills in working with others as very important or most important.

64.7% view reducing dependence on parents as very important to most important.

51.0% view developing sensitivity to others as very important or most important.

50.7% view developing respect for others' values as very important to most important.

NEEDS OF FRESHMEN

Our freshmen are interested in learning about a number of areas as indicated by their requests for information on the Lifestyle Assessment Questionnaire. The results from the 1998-99 freshman class can be compared to:

# the 1977-1978 freshman class, the 1989-1990 freshman class (Table 1-A),

# the 1990-1991 freshman class, the 1991-1992 freshman class (Table 1-B),

# the 1992-1993 freshman class, the 1993-1994 freshman class (Table 1-C),

# the1994-1995 freshman class, the 1995-1996 freshman class (Table 1-D),

# the 1996-1997 freshman class, the 1997-1998 freshman class (Table 1-E).

table 1-a

1977-1978 and 1989-1990 through 1998-1999: topics in rank order

The top five topics for information requests by freshmen in 1989-90 were: 1^st - Exercise programs; 2^nd - Relaxation-stress reduction; 3^rd - Learning skills; 4^th - Relationships; 5^th - Weight reduction

TOPICS RANK ORDER 1977-78 TOPICS RANK ORDER 1989-90

Medical emergencies 1 Exercise programs 1

Educational/vocational 2 Relaxation/stress 2

Goal-setting/planning 3 Learning skills 3

Exercise programs Relationships 4

Contraception 4 Weight reduction 5

Vegetarian diets 5.5 Educational/vocational 6

Assertiveness training 5.5 Time management skills 7

Responsible alcohol use 7 Assertiveness training 8

Biofeedback for tension 8.33 Test anxiety reduction 9

Headaches Mate selection 10

Relationships 8.33 Depression 11

Relaxation/stress reduction 8.33 Parenting 12

Mate selection 11 Interpersonal communication skills 13

Test anxiety reduction 12 Nutrition 14

Venereal disease 13 Marital problems 15

Weight reduction 14 Medical emergencies 16

Interpersonal communication skills 15 Biofeedback for tension headaches 17

Breast self-exam 16 Death & dying 18

Overcoming phobias 15 Vegetarian diets 19

Depression 18 Loneliness 20

Automobile safety 19 Stop smoking 21

Parenting 20.33 Spiritual/philosophical values 22

Stop smoking 20.33 Overcoming phobias 23

Loneliness 20.33 Contraception 24

Spiritual/philosophical values 23.5 Sexual dysfunction 25

Sexual dysfunction 23.5 Breast self-exam 26

Marital problems 25 Suicide thoughts or attempts 27

Drug abuse 26 Responsible alcohol use 28

Suicide thoughts or attempts 27 Venereal disease 29

Automobile safety 30

Drug abuse 31

table 1-b

1990-1991 and 1991-1992 through 1998-1999: topics in rank order

The top five topics for information requests by freshmen in 1990-1991 were:1^s - Responsible alcohol use; 2^nd- Sexuality; 3^rd-Stop smoking programs; 4^th-Nutrition; 5^th-Suicide thoughts and attempts

The top five topics for information requests by freshmen in 1991-1992 were: 1^st-Exercise programs; 2^nd-Educational career goal setting; 3^rd-Weight reduction; 4^th-Environmental issues; 5^th-Stress reduction

TOPICS RANK ORDER 1990-91 TOPICS RANK ORDER 1991-92

Responsible alcohol use 1 Exercise programs 1

Sexuality 2 Educational career/goal 2

Stop smoking programs 3 Weight reduction 3

Nutrition 4.5 Environmental issues 4

Suicide thoughts or attempts 4.5 Stress reduction 5

Gay Issues 6 Enhancing relationships 6

Financial Management 7 Recreation and leisure 7

Relaxation 8 Nutrition 8

Divorce 9 Learning skills 9

Women's issues 10 Relaxation 10

Biofeedback/tension 11 Time management skills 11

Marital or Couples Problems 12 Financial management 12

Anxiety - speeches, tests, writing 13 Anxiety 13

Men's issues 14 Communication skills 14

Learning skills 15.5 Self-esteem 15

Self-breast exam 15.5 Depression 16

Assertiveness training 17 Sexuality 17

Educational career goal setting 18.5 Biofeedback 18

Spiritual or philosophical values 18.5 Assertiveness training 19

Exercise programs 20.33 Marital or couples problems 20

Parenting skills 20.33 Women's issues 21

Automobile safety 20.33 Overcoming fears 22

Aging 23.5 Spiritual or philosophical values 23

Alcoholism 23.5 Loneliness 24

Communication skills 25 Medical emergencies 25

Loneliness 26 Death and dying 26

Medical emergencies 27 Parenting skills 27

Depression 28.5 Men's issues 28

Stop smoking programs 29

Self-breast exam 31

Responsible alcohol use 32

Medical self-care 33

Suicide thoughts or attempts 34

table 1-c

1992-1993 and 1993-1994 through 1998-1999: topics in rank order

The top five topics for information requests by freshmen in 1993-1994 were: 1^st-Exercise programs; 2^nd-Enhancing relationships; 3^rd-Educational career goal setting, and tied for 4^th-Stress reduction and nutrition

The top five topics for information requests by freshmen in 1992-1993 were: 1^st-Exercise programs; 2ⁿ -Educational career goal setting; 3^rd-Weight reduction; 4^th-Enhancing relationships; and tied for 5^th-Weight reduction and stress reduction

TOPICS RANK ORDER 1992-93 TOPICS RANK ORDER 1993-94

Exercise programs 1 Exercise programs 1

Educational career goal 2 Enhancing relationships 2

Weight reduction 3 Educational career goal 3

Enhancing relationships 4 Weight reduction 4.5

Nutrition 5.5 Stress reduction 4.5

Stress reduction 5.5 Nutrition 6

Environmental issues 7 Environmental Issues 7

Relaxation 8 Relaxation 8

Time management skills 9 Time-management skills 9

Recreation and leisure 10 Recreation and leisure 10

Learning skills 11 Learning skills (i.e., speed reading, comprehension) 11

Anxiety training 11.5 Self-esteem 12

Sexuality 12 Anxiety associated with public speaking, test writing, etc. 13.5

Communication skills 13 Sexuality 13.5

Depression 14 Communication skills 15

Self-esteem 15 Assertiveness training 16

Financial management 16.5 Marital or couple problems 17.3

Assertiveness training 16.5 Financial management 17.3

Marital problems 18 Depression 17.5

Biofeedback for tension headache 19 Women's Issues 20.5

Stop smoking program 20 Men's Issues 20.5

Overcoming phobias 21 Biofeedback/tension headache 22

Loneliness 22 Overcoming fears 23

Spiritual/philosophical values 23.5 Stop smoking programs 24

Women's issues 23.5 Spiritual/philosophical values 25

Death & dying 25 Loneliness 25

Premenstrual syndrome 26.5 Death and dying 27

Self-testes exam 26.5 Parenting skills 28

Medical emergencies 28 Suicide thoughts or attempts 29

Men's Issues 29 Premenstrual syndrome 30

Parenting skills 30 Educational career goal setting/planning 31

Medical self-care 32 Responsible alcohol use 31

Responsible alcohol use 32 Self-breast exam 32

Self-Breast Exam 33.3 Self-testes exam 33

Gay Issues 33.3 Medical emergencies 33

Substance abuse 33.3 Medical self-care 34

Alcoholism 33.6 Gay issues 34.5

Alcoholism 36

Dental self-care 37

Automobile safety 38

Divorce 39

Osteoporosis 40

Aging 41

Substance abuse 42

table 1-d

1994-1995 and 1995-1996 through 1998-1999: topics in rank order

The top five topics for information requests by freshmen in 1994-1995 were: 1^st-Exercise programs; 2^nd-Weight reduction;

3^rd-Nutrition; 4^th-Educational career goal setting/planning; 5^th-Enhancing relationships

The top five topics for information requests by freshmen in 1995-1996 were: 1^st-Exercise programs; 2^nd-Enhancing relationships; 3^rd-Weight reduction; 4^th-Nutrition; and 5^th-Stress reduction

TOPICS RANK ORDER 1994-95 TOPICS RANK ORDER 1995-96

Exercise programs 1 Exercise programs 1

Weight reduction 2 Enhancing relationships 2

Nutrition 3 Weight reduction 3.5

Educational career planning 4 Nutrition 3.5

Enhancing relationships 5 Stress reduction 5

Stress reduction 6 Educational career goal setting/planning 6

Relaxation 7 Relaxation 7

Environmental issues 8 Environmental issues 8

Time management skills 8 Communication skills 9.5

Anxiety associated with public speaking,

test writing, etc. 9.5 Recreation and leisure 9.5

Recreation and leisure 9.5 Time management skills 11

Learning skills 11 Depression 12.5

Depression 12 Learning skills (i.e., speed reading, comprehension, etc.) 12.5

Financial management 13 Sexuality 14.3

Assertiveness training 14 Financial management 14.3

Communication skills 15.5 Self-esteem 14.3

Self-esteem 15.5 Assertiveness training (how to say "no" without feeling guilty) 17

Biofeedback for tension 17 Anxiety associated with public speaking, test writing, etc. 18

Sexuality 18 Biofeedback for tension headache and pain 19.5

Self-testes exam 19 Spiritual or philosophic values 19.5

Marital or couple problems 20 Stop smoking programs 21

Stop smoking programs 21 Death and dying 22

Women's issues 22.5 Overcoming fears (i.e., high places, crowded rooms, etc.) 23

Spiritual/philosophical values 22.5 Loneliness 24

Overcoming fears 24 Women's issues 25

Death and dying 25.5 Marital or couple problems 26.5

Men's issues 25.5 Premenstrual syndrome 26.5

Parenting skills 27 Medical emergencies 28

Premenstrual syndrome 28 Self-breast exam 29

Loneliness 29 Parenting skills 30.25

Responsible alcohol use 29.5 Suicide thoughts or attempts 30.25

Self-breast exam 29.5 Medical self-care 30.25

Medical emergencies 30 Self-testes exam 30.25

Suicide thoughts/attempts 31 Responsible alcohol use 34.5

Substance abuse 32.3 Substance abuse 34.5

Medical self-care 32.3 Men's Issues 36.3

Osteoporosis 32.3 Aging 36.3

Alcoholism 35 Osteoporosis 36.3

Divorce 36 Gay Issues 39.25

Gay issues 37 Divorce 39.25

Automobile safety 38.5 Alcoholism 39.25

Aging 38.5 Dental self-care 39.25

Dental self-care 40 Automobile safety 43

table 1-e

1996-1997 and 1997-1998 through 1998-1999 : topics in rank order

The top five topics for information requests by freshmen in 1996-1997 were: 1^st-Exercise programs; 2^nd-Nutrition; 3^rd- Weight reduction; 4^th-Stress reduction; 5^th-Relaxation

The top five topics for information requests by freshmen in 1997-1998 were: 1^st-Exercise programs; 2^nd-Weight reduction; 3^rd-Nutrition; 4^th-Stress reduction; 5^th-Enhancing relationships

TOPICS RANK ORDER 1996-97 TOPICS RANK ORDER 1997-98

Exercise programs 1 Exercise programs 1

Nutrition 2 Weight reduction 2

Weight reduction 3 Nutrition 3

Stress reduction 4 Stress reduction 4

Relaxation 5 Enhancing Relationships 5

Enhancing Relationships 6 Relaxation 6

Educational career goal setting/planning 7 Educational career goal setting/planning 7

Recreation and leisure 8 Time management skills 8

Environmental Issues 9 Learning skills (i.e., speed reading, comprehension, etc.) 9

Anxiety associated with public speaking, test, writing, etc. 10 Recreation and leisure 10

Time management skills 11.5 Anxiety associated with public speaking, test, writing, etc. 11

Learning skills (i.e., speed reading, comprehension, etc.) 11.5 Environmental Issues 12

Depression 12 Financial management 13

Biofeedback for tension headache and pain 13 Communication skills 14

Sexuality 14 Assertiveness training (how to say "no" without

feeling guilty) 15

Communication skills 15 Self-esteem 16

Assertiveness training (how to say "no" without feeling guilty)16 Depression 17

Stop smoking programs 17 Stop smoking programs 18.5

Loneliness 18.3 Biofeedback for tension headache and pain 18.5

Self-esteem 18.3 Loneliness 20

Financial management 18.3 Sexuality 21.5

Marital or couple problems 19 Men's Issues 21.5

Men's Issues 20 Spiritual or philosophic values 23

Overcoming fears (i.e., high places, crowded rooms, etc.) 21 Women's issues 24.5

Spiritual or philosophic values 22 Overcoming fears (i.e., high places, crowded rooms, etc.) 24.5

Women's issues 23 Marital or couple problems 26

Self-testes exam 24 Death and dying 27

Death and dying 25 Self-testes exam 28

Premenstrual syndrome 26 Medical emergencies 29

Parenting skills 27 Premenstrual syndrome 30

Self-breast exam 28 Responsible alcohol use 31

Alcoholism 29 Suicide thoughts or attempts 32

Suicide thoughts or attempts 30.5 Self-breast exam 33

Responsible alcohol use 30.5 Medical self-care 34

Dental self-care 31.5 Parenting skills 35

Medical emergencies 31.5 Alcoholism 36

Medical self-care 32 Osteoporosis 37

Substance abuse 33.3 Substance abuse 38

Gay Issues 33.3 Dental self-care 39

Divorce 33.3 Divorce 40.5

Aging 34 Aging 40.5

Automobile safety 35 Automobile safety 42

Osteoporosis 36 Gay Issues 43

TABLE 1-F

1998-1999: TOPICS IN RANK ORDER

The top five topics for information requests by freshmen in 1998-1999 were: 1^st-Exercise programs; 2^nd-Weight reduction; 3^rd-Enhancing relationships; 4^th- Stress reduction; 5^th-Nutrition

RANK ORDER TOPIC RESPONSES % OF TOTAL

1. Exercise programs 177 36.6%

2. Weight reduction 137 28.3%

3. Enhancing relationships 112 23.1%

4. Stress reduction 102 21.1%

5. Nutrition 99 20.5%

6. Educational career goal setting/planning 89 18.4%

7. Relaxation 88 18.2%

8. Learning skills (i.e, speed reading, comprehension, etc.) 62 12.8%

9. Time-management skills 56 11.6%

10. Recreation and leisure 56 11.6%

11. Depression 51 10.5%

12. Communication skills 51 10.1%

13. Environmental issues 47 9.7%

14. Stop-smoking programs 42 8.7%

15. Financial management 42 8.7%

16. Sexuality 40 8.3%

17. Assertiveness training (how to say "no" without feeling guilty) 39 8.1%

18. Men's issues 36 7.4%

19. Anxiety associated with public speaking, tests, writing, etc. 34 7.0%

20. Loneliness 33 6.8%

21. Self-esteem 30 6.2%

22. Spiritual or philosophic values 29 6.0%

23. Biofeedback for tension headache and pain 29 6.0%

24. Overcoming fears (i.e, high places, crowded rooms, etc.) 27 5.6%

25. Marital or couple problems 25 5.2%

26. Women's issues 25 5.2%

27. Responsible alcohol use 24 5.0%

28. Medical emergencies 17 3.5%

29. Death and dying 15 3.1%

30. Alcoholism 14 2.9%

31. Parenting skills 13 2.7%

32. Self-testes exam 12 2.5%

33. Premenstrual syndrome 11 2.3%

34. Self-breast exam 10 2.1%

35. Suicide thoughts or attempts 9 1.9%

36. Aging 9 1.9%

37. Osteoporosis 9 1.9%

38. Gay issues 6 1.2%

39. Substance abuse 5 1.0%

40. Divorce 5 1.0%

41. Dental self-care 5 1.0%

42. Medical self-care 4 0.8%

43. Automobile safety 2 0.4%

OBJECTIVES OF COLLEGE FRESHMEN

Examining the major priorities of freshmen can be helpful in better understanding their needs. In the following table, a comparison of objectives considered essential or very important to 1988 UWSP freshmen and seven national samples of freshmen is listed

TABLE 2

OBJECTIVES OF COLLEGE FRESHMEN: A COMPARISON OF 1988 UWSP FRESHMEN AND SEVEN NATIONAL SAMPLES OF FRESHMEN

Objectives of College Freshmen (considered essential or very important)	1986 National Sample of Freshmen 1*	1988 UWSP Sample of Freshmen 2*	1991 National Sample of Freshmen 3*	1994 National Sample of Freshmen 4*	1995 National Sample of Freshmen 5*	1996 National Sample of Freshmen 6*	1997 National Sample of Freshmen 7*	1998 National Sample of Freshmen 8*
Becoming an authority in one's field	74.9%	77.9%	67.6%	65.2%	64.5%	64.1%	62.8%	60.2%
Helping others who are in difficulty	55.5	71.7	60.3	61.7	60.7	62.5	61.0	59.9
Raising a family	67.4	68.6	67.7	70.6	71.1	72.2	72.8	73.0
Being well off financially	74.5	66.8	73.7	73.7	74.1	74.1	74.9	74.0
Obtaining recognition from colleagues	58.4	64.9	53.2	53.2	53.0	52.5	52.5	49.8
Being successful in one's own business	49.4	51.6	42.0	40.9	41.1	39.4	41.1	38.9
Developing a meaningful philosophy of life	42.8	49.2	43.2	42.7	41.9	42.1	40.8	40.9
Influencing social values	31.4	47.6	39.6	40.2	38.2	39.0	37.6	36.4
Having administrative responsibility	45.8	43.8	41.2	39.0	38.1	38.5	38.4	36.9
Promoting racial understanding	26.8	42.7	33.7	35.8	33.4	34.7	31.8	29.5
Helping to clean up the environment	15.2	38.6	31.3	24.3	22.5	20.7	19.4	18.8
Being an expert on finance and commerce	26.7	23.4
Creating artistic works	11.7	11.9	11.3	12.4	13.2	13.4	13.9	13.8
Writing original works	12.3	16.6	12.0	12.6	13.1	14.0	13.9	13.5
Influencing the political structure	15.7	18.6	17.9	18.7	17.2	17.7	16.7	16.0
Making a contribution to scientific theory	16.2	13.3	15.8	16.8	16.7	17.1	17.2	15.3
Achieving in performing	10.6	9.6	10.1	11.1	11.4	12.2	12.6	12.7

*1 The 1986 national data was obtained from a sample of 204,000 freshmen entering college in the fall of 1986 in public universities across the country. It was reported in The Chronicle of Higher Education, January 14, 1987, pp. 39-40.

*2 The 1988 UWSP data was obtained from a survey of 322 freshmen in May of 1988. The data was obtained at the end of their freshman year at UWSP.

*3 The 1991 national data was obtained from a sample of approximately 210,000 freshmen entering college in the fall of 1991 in colleges and universities across the country. It was reported in The Chronicle of Higher Education, January 22, 1992, pp. A34-A35.

*4 The 1994 national data was obtained from a sample of approximately 237,700 freshmen entering college in the fall of 1994 in universities across the country. It as

reported in The Chronicle of Higher Education lmanac, September 1, 1995, p. 17.

*5 The 1995 national data was obtained from a sample of approximately 240,082 freshmen entering college in the fall of 1995 in universities across the country. It was reported in The Chronicle of Higher Education Almanac, September 2, 1996, p. 19.

*6 The 1996 national data was obtained from a sample of approximately 251,232 freshmen entering college in the fall of 1996 in universities across the country. It was reported in The Chronicle of Higher Education Almanac, August 29, 1997, p. 20.

*7 The 1997 national data was obtained from a sample of approximately 252,082 freshmen entering college in the fall of 1997 in universities across the country. It was reported in The Chronicle of Higher Education Almanac, August 28, 1998, p. 22.

*8 The 1998 national data was obtained from a sample of approximately 275,811 freshmen entering college in the fall of 1998 in universities across the country. It was reported in The Chronicle of Higher Education Almanac, August 27, 1999, p. 28.

GENERAL GOALS FOR UWSP COLLEGE FRESHMEN

TABLE 3

REASONS FOR GOING TO COLLEGE

REASON	1981	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Prepare for vocation	57.8%	53.1%	49.5%	47.9%	47.5%	49.5%	47.9%	45.0%	44.0%	42.5%	45.2%	43.5%	44.7%
Obtain broad general education	15.4	14.4	16.4	17.8	18.0	18.8	20.6	16.4	18.5	16.2	18.8	17.0	18.3
Increase earning power	16.7	25.0	27.7	26.5	27.3	23.1	22.4	22.2	22.9	24.8	21.7	22.5	17.8
Understand people	6.0	4.1	3.3	3.9	4.4	4.1	4.1	2.9	3.3	3.3	3.3	3.3	2.4
Have fun	2.6	3.7	3.5	5.2	4.2	3.5	3.4	3.5	3.7	5.4	5.4	4.7	4.6
Please parents	2.9	3.2	2.9	3.4	3.6	2.0	3.4	2.3	1.4	1.6	3.0	2.3	2.4
Thing to do	2.1	2.4	3.8	4.7	4.4	4.2	3.4	5.7	4.1	6.8	7.1	5.8	3.4
Increase prestige	2.4	3.0	2.7	3.6	4.1	3.1	2.4	3.3	2.4	2.7	4.6	4.2	2.7
Like college work	1.7	4.2	2.8	4.2	3.9	3.7	3.8	4.0	2.1	3.7	3.6	2.7	1.4

In 1981, 16.7% of the UWSP entering freshmen wanted to go to college to increase their earning power. In 1999 that number had increased to 17.8%.

With respect to the goal of obtaining a broad general education, 15.4% stated this as a major goal in 1981. In 1999, this percent was 18.3%.

This can be compared to national samples of approximately 200,000 freshmen from the Fall of 1988, 1993, 1994, 1995, 1996, and 1997, 1998, 1999.

· The data from 1988 was taken from The Chronicle of Higher Education, September 6, 1989, p. 17.

· The data from 1993 was taken from The Chronicle of Higher Education, September 1, 1994, p. 17.

· The data from 1994 was taken from The Chronicle of Higher Education Almanac, September 1, 1995, p. 17.

· The data from 1995 was taken from The Chronicle of Higher Education Almanac, September 2, 1996, p. 19.

· The data from 1996 was taken from The Chronicle of Higher Education Almanac, August 29, 1997, p. 20.

· The data from 1997 was taken from The Chronicle of Higher Education Almanac, August 28, 1998, p. 22.

· The data from 1998 was taken from The Chronicle of Higher Education Almanac, August 27, 1999, p. 28.

TABLE 4

REASONS FOR GOING TO COLLEGE FROM A NATIONAL SAMPLE OF FRESHMEN

(Listed as very important)

	1988	1993	1994	1995	1996	1996	1997	1998
To be able to get a better job	82.5%	82.1%	77.3%	77.3%	76.7%	76.7%	74.6%	76.9%
To learn more about things	73.8	75.2	73.0	74.0	74.3	74.3	74.3
To be able to make more money	72.6	75.1	72.4	72.3	72.4	72.4	73.0	74.6
To gain a general education	60.1	65.3	59.4	62.5	62.1	62.1	60.7	62.0
To prepare for graduate school	49.9	61.1	55.7					49.0
To improve reading and study skills	39.4	42.6	41.2	42.6	42.8	42.8	40.7	41.5
To become a more cultured person	35.4	46.6	36.5	39.1	38.0	38.0	35.7	45.1
Parents' wishes	19.4	34.6	35.2	33.8	37.8	37.8	36.2	39.5
To get away from home	11.2	17.8	18.6	18.5	17.4	17.4	18.2	17.2
Could not find a job	3.3	9.3	7.7	7.3	6.9	6.9	6.8	7.3
Nothing better to do	2.9	3.2	3.1	3.6	3.4	3.4	3.4

While the percentages are different, the rank order of reasons for going to college is fairly similar for UWSP freshmen and the national samples of freshmen.

ATTITUDES OF ENTERING FRESHMEN

TABLE 5

ATTITUDES OF ENTERING FRESHMEN FROM A NATIONAL SAMPLE OF FRESHMEN

(Agree strongly or somewhat)

	1995 Freshmen	1996 Freshmen	1997 Freshmen	1998 Freshmen
The federal government is not doing enough to control environmental pollution	83.5%	81.9%
There is too much concern in the courts for the rights of criminals	73.3	71.6	70.2	72.8
The death penalty should be abolished	20.9	22.2	23.7	22.8
Employers should be allowed to require drug testing of employees or job applicants	77.3	79.2	78.4	78.5
A national health-care plan is needed to cover everybody's medical costs	71.6	72.3	72.4
Racial discrimination is no longer a major problem in America	18.3	16.3	19.6	21.1
Better education and more job opportunities would substantially reduce crime	85.6
The federal government should do more to control the sale of handguns	80.8	81.6	81.3	82.5
Just because a man thinks that a woman has "led him on" does not entitle him to have sex with her	88.7		86.9	87.4
Colleges should prohibit racist/sexist speech on campus	63.6	63.8	63.9	61.8
Marijuana should be legalized	38.0	33.0	35.2	32.4
Abortion should be legal	58.4	56.3	53.5	50.9

The data for the above table (table 5) was taken from three national samples:

· The data for 1995 was listed in The Chronicle of Higher Education Almanac, September 2, 1996, p. 19.

· The 1996 national data was obtained from a sample of approximately 251,232 freshmen entering college in the fall of 1996 in universities across the country. The 1996 data was listed in The Chronicle of Higher Education Almanac, August 29, 1997, p. 20.

· The 1997 data was listed in The Chronicle of Higher Education Almanac, August 28, 1998, p. 22.

· The 1998 data was listed in The Chronicle of Higher Education Almanac, August 27, 1999, p. 28.

READING AND STUDY SKILLS BACKGROUND OF ENTERING 1999 UWSP FRESHMEN

TABLE 6

TIME SPENT IN HIGH SCHOOL LIBRARY IN HIGH SCHOOL SENIOR YEAR

(See figure 1)

# Hours	1986	1989	1990	1991	1992	1994	1995	1996	1997	1998	1999
1-3	44.9%	49.9%	47.9%	47.9%	46.5%	45.4%	49.1%	47.0%	51.1%	47.8%	46.3%
4-6	27.2	23.5	23.4	25.6	24.3	26.9	24.1	23.7	22.5	23.1	20.8
7-10	10.6	8.3	8.5	9.4	10.5	10.1	11.8	8.9	7.1	7.8	9.4
10+	2.8	1.9	3.2	3.4	2.5	4.1	3.2	4.8	4.0	3.5	2.4
None	14.5	16.4	16.9	13.7	16.2	13.6	11.8	15.5	15.3	17.7	21.1

TABLE 7

TIME SPENT IN PUBLIC LIBRARY IN HIGH SCHOOL SENIOR YEAR

(See figure 2)

Time in Library	1986	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Daily	1.9%	1.5%	1.4%	2.1%	2.0%	4.5%	5.5%	3.6%	4.0%	3.6%	4.3%	2.4%
Weekly	10.2	8.7	9.9	9.5	10.7	15.7	15.9	14.1	14.1	11.0	12.2	8.1
Every 2 weeks	15.4	16.4	5.9	14.3	17.5	18.4	14.9	16.5	15.4	16.6	15.3	13.9
Monthly	46.6	47.7	44.6	46.6	47.3	44.4	45.6	48.0	46.6	46.6	42.1	42.4
None	25.8	25.6	28.2	27.5	22.6	17.0	18.1	17.7	20.0	22.2	26.1	33.1

figure 1 figure 2

TABLE 8

NUMBER OF NOVELS READ IN HIGH SCHOOL SENIOR YEAR

(See figure 3)

Novels Read	1986	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
1-3	39.9%	38.4%	40.4%	39.3%	36.2%	35.8%	33.4%	36.0%	40.6%	36.8%	36.4%	38.9%
4-6	26.8	28.4	26.5	28.8	28.0	29.1	29.8	28.8	27.9	27.9	29.5	30.5
7-10	14.0	14.2	13.3	15.0	15.5	14.9	16.3	16.3	17.1	15.8	16.2	13.0
10+	19.2	19.0	19.8	16.7	20.2	20.2	20.4	18.9	14.3	19.5	17.8	17.6

TABLE 9

NUMBER OF HOURS STUDIED PER WEEK OUTSIDE OF SCHOOL HOURS IN HIGH SCHOOL SENIOR YEAR

(See figure 4)

Hrs Studied Per Wk	1986	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
1-3	19.8%	24.0%	23.3%	23.6%	24.5%	26.2%	27.1%	23.8%	31.4%	27.4	30.9	27.3%
4-6	34.9	37.9	38.7	37.0	36.5	32.1	32.7	35.6	33.0	33.7	34.0	36.1
7-10	28.3	23.8	23.3	24.7	25.8	25.6	23.8	22.1	22.1	21.0	21.6	23.6
10+	15.2	12.1	10.9	11.3	10.6	13.0	13.1	15.4	11.0	14.8	10.6	8.6
None	1.9	2.3	3.8	3.5	2.5	3.1	3.3	3.2	2.5	3.0	3.0	4.4

figure 3 figure 4

ACADEMIC EXPECTATIONS OF ENTERING STUDENTS

There appears to be a gap between the academic expectations and the actual achievement levels of freshman students: 86.8% percent of them expect grades of B or better. Because these students enter college with a very positive self-image, an academic performance which falls below expectations may be hard to swallow.

In 1985, 66.2% of the students predicted that they would receive grades of B or better, 33.8% predicted that they would receive C to B, and 0.0% predicted that they would receive grades below C. This can be compared to the actual grades received by freshmen after their first semester: 19.5% received grades of B or better (as compared to 66.2% who predicted this range); 44.9% received grades of C to B (as compared to 33.8% who predicted this range), and 35% received grades below C (as compared to 0.0% who predicted this range).

In 1985, 19.7% of the incoming students anticipated receiving grades of B+ to A, and 46.5% anticipated receiving grades of B to B+. These expectations contrasted signi-ficantly to the actual mean grade point average that year, which was 2.28, or a C.

A majority of entering freshmen plan to earn a bachelor's degree at this university (59.1%) and/or to spend three to four years here (23.0%). Another group of freshmen plan to obtain a master's degree (8.6%). (See figure 5.)

figure 5

TABLE 10

PREDICTED GRADES OF ENTERING UWSP STUDENTS: % OF STUDENTS PREDICTING GRADES

(See figure 6)

Grades predicted	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
A-/B+	23.9%	27.6%	23.2%	22.1%	21.3%	25.3%	29.4%	31.9%	30.9%	37.8%	33.0%	38.6%	38.4%	41.1%
B	52.6	47.2	49.1	49.1	50.6	48.3	48.8	48.8	49.9	45.9	54.1	49.8	50.6	45.7
B-/C+	20.6	26.8	24.5	26.2	24.8	24.3	20.4	17.7	18.0	15.3	12.5	11.4	10.7	12.0
C	2.8	3.4	3.1	2.6	3.2	1.8	1.3	1.6	1.1	0.9	0.5	0.2	0.3	1.2
C-	0.1	0.0	0.0	8.8	0.1	0.1	0.0	0.0	0.1	0.0	0.0	0.0	0.0	0.0

STUDENTS' REACTIONS TO FAILURE

In 1999, over 95% of entering students said that failure would be a great disappointment or worse. This reinforces the idea that freshmen are highly motivated to succeed at the university and want to avoid failure. This can be contrasted with 1981 in which 83.5% indicated that failure would be a great disappointment or worse. A significant majority of our freshmen appear highly motivated to do well academically.

TABLE 11

UWSP STUDENT'S REACTION TO FAILURE: % RESPONDING TO CATEGORIES

(See figure 7)

Reaction to Failure	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Nothing worse	20.1%	29.7%	31.7%	31.5%	34.6%	37.6%	37.5%	38.0%	33.2%	36.5%	31.3%	33.4%	37.2%	32.0%
Great disappointment	63.4	65.3	63.7	63.7	59.2	58.7	57.6	57.1	61.0	58.2	63.8	62.3	58.8	63.5
Somewhat upsetting	15.8	4.5	4.0	4.8	5.6	3.4	4.6	4.3	5.4	5.0	4.9	3.8	3.9	4.2
So what?	0.6	0.4	0.6	0.4	0.6	0.2	0.2	0.6	0.4	0.2	0.0	0.5	0.2	0.2

figure 6 figure 7

PREDICTED STUDY HOURS

Over 47% of the entering freshmen indicated that they expect to study twenty or more hours per week. Instructors can help in the study effort by recommending study methods that work well in their particular disciplines.

TABLE 12

NUMBER OF STUDY HOURS PREDICTED BY ENTERING UWSP STUDENTS:

% OF STUDENTS CHOOSING CATEGORY

(See figure 8)

# of hrs/week Predicted for Study	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
More than 30	11.0%	8.7%	9.4%	7.9%	7.8%	7.2%	5.9%	7.4%	6.9%	5.8%	4.1%	6.0%	6.4%	3.7%
20 - 30	52.3	53.5	51.9	54.0	51.4	49.8	49.5	45.6	45.5	43.1	47.9	44.0	40.4	44.1
10 - 20	35.4	36.6	37.3	37.0	38.8	41.3	43.5	45.7	45.6	48.7	44.6	46.5	49.8	49.2
Less than 10	1.4	1.2	1.4	1.0	2.0	1.7	1.1	1.3	2.1	2.2	3.3	3.5	3.3	3.0

VOCATIONAL GOALS OF ENTERING STUDENTS

The number of entering students who indicated that they had definite vocational goals dropped from 26.5% in 1981 to 8.8% in 1999. Concurrently, those students with a vague idea of vocational goals have risen from 14.7% in 1981 to 25.3% in 1999. Data indicate that a majority of the 1999 freshman class would like vocational counseling available to them. This seems to point to a need for vocational/career planning help for freshmen. UWSP has some excellent resources available for this purpose. One of them is located in the Career Services Office. Others include services provided by the Academic Achievement Center, Multicultural Affairs, Student Academic Advising Center, and the University Counseling Center.

TABLE 13

VOCATIONAL GOALS OF ENTERING STUDENTS: % OF STUDENTS CHOOSING CATEGORY

(See figure 9)

stated vocational plans	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Has definite vocational goals	26.5%	11.7%	10.4%	9.3%	9.3%	12.1%	11.7%	11.0%	11.7%	11.1%	13.4%	12.9%	12.3%	8.8%
Some idea of vocational goals	55.2	58.4	57.8	58.8	57.8	61.6	57.0	60.0	60.1	57.4	57.7	59.0	59.8	60.1
Vague idea of vocational goals	14.7	26.0	28.3	28.0	28.7	22.1	26.7	25.3	23.9	26.8	23.0	23.6	4.1	25.3
No vocational goals	3.3	4.1	3.0	5.0	4.2	4.0	4.0	3.7	4.2	4.7	5.8	4.5	3.8	5.7

figure 8 figure 9

REASONS GIVEN BY 1999 FRESHMEN FOR CHOOSING MAJOR (See figure 10)

The 1999 freshman indicates that the main reason he/she chose a particular major was because it represents his/her interests. The second most important reason for choosing a major was that it represents an area in which the student has ability. Students indicate that the potential for good job prospects and earning money is less important when choosing a major.

This is consistent with the vocational theory of Donald Super (1957) who says that people choose careers to correspond to and support their self-concepts and interests.

figure 10

STUDENTS’ EXPECTATIONS FOR RECOGNITION IN THE UNIVERSITY ENVIRONMENT

Over 55% of the incoming students expect to receive recognition in academics. Although the many and varied campus organizations provide much opportunity for students to gain recognition for leadership, academic recognition does not come easily, especially for first year students. Developing personal contact with faculty and staff can provide students with a sense of belonging and minimize their feelings of stress and loneliness.

To meet the increasing needs of students for leadership opportunities (42.5% expressed need in 1999 vs. 37.3% in 1981), the Office of Campus Activities has developed an Emerging Leaders training program that offers training to freshman leaders which can continue over a four-year period. A number of other types of leadership opportunities also exist on campus.

TABLE 14

EXPECTATIONS OF RECOGNITION: % RESPONDING YES TO CATEGORIES

areas in which recog- nition is expected	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Athletic	26.9%	27.1%	28.2%	27.8%	29.8%	29.2%	28.1%	29.0%	25.5%	27.6%	29.7%	21.6%	25.7%	24.7%
Social	48.9	52.7	55.7	53.6	52.9	53.5	52.7	51.6	47.6	47.1	50.8	50.5	50.2	49.3
Academic	51.4	56.8	56.8	56.1	56.0	60.8	60.3	60.8	60.5	57.5	58.2	60.9	62.3	55.1
Leadership	37.3	44.8	43.4	44.0	46.1	46.3	44.4	45.5	43.2	41.1	46.7	44.6	47.0	42.5
Performing Arts							19.0	17.1	17.7	19.1	21.1	18.6	20.4	22.9

Generally, there has been a rise in the percent of students expecting recognition from 1981 to 1999 in three of the five areas.

REASONS FOR CHOOSING UWSP

The number one reason students gave for choosing to attend UWSP was that we offer programs in their areas of interest. Not surprisingly, our proximity to their homes and our better academic program were also major reasons for their choice of UWSP. Academic success may well be enhanced by a familiar setting, and this could be a significant factor in our student population since 46.5% of our entering students in 1999 came from communities similar in size to Stevens Point.

TABLE 15

REASONS FOR CHOOSING UWSP: RANK ORDER

REASON	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Programs in my field	1	1	1	1	1	1	1	1	1	1	1	1	1	1
Close to home	2	2	2	2	2	3	3	3	2	2	2	2	2	2
Better academic program	3	3	3	3	3	2	2	2	3	3	3	3	3	4
School size	4	4	4	4	4	4	4	4	4	4	4	4	4	5
Friendly student body	7	11	11.5	15	15	13.5	14	17	17	13.3	15.5	14.5		17
Beautiful campus	9	10	11.5	14	10	11	12	12	13.5	9	12	9	11.5	13
Better job after graduation	6	7	6.5	6	7	6	6	10	10	8	9	10	8.5	8
Cost	5	6	6.5	7	6	8	7	8.5	6	6	6	7	6	9
Relative or friend here already	8	5	5	5	5	5	5	5.5	5	5	5	5	5	3
Athletic program	8	9	8	8	8	9	8	5.5	7	7	7	12	8.5	10.5
Parents like UWSP	10	8	9	9	10	7	9	7	8.5	10	10	8	10	10.5
Outdoor Rec Facility			11	16	13.5		13	13	13.5	11	18	11	16	18.5
Coed Residence halls				12	13.5	19	16.5	15	19	19	15.5	20	13	18.5
Athletic Facility				13	12	10	11	11	12	12	11	18	17.5	21.5

In 1999, the performing arts program was a fairly important reason why students chose UWSP and would be ranked Number 7 on the above chart

MERITS OF UWSP AS PERCEIVED BY ENTERING FRESHMEN

Students entering the University have a very positive image of the school. 76.5% of the freshmen perceive UWSP to be better than average or one of the best in the state. Reinforcement of that image could go far towards helping to retain students and continuing to attract quality students.

TABLE 16

MERITS OF UWSP AS PERCEIVED BY ENTERING FRESHMEN: % OF STUDENTS IN THIS CATEGORY

(See figure 11)

Comparison of UWSP with Other Schools in Wisconsin	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
One of the best in Wisconsin	26.0%	30.0%	30.5%	28.6%	30.7%	32.0%	32.0%	34.4%	33.9%	34.0%	37.5%	29.9%	30.0%	27.4%
Better than average in Wisconsin	51.8	50.3	48.9	50.4	50.4	50.6	49.5	46.9	47.3	50.3	44.8	49.1	51.5	49.1
About like other schools in Wisconsin	21.7	19.5	20.3	20.7	18.6	17.3	18.2	18.3	18.7	15.5	17.6	20.8	18.5	23.3
Not as good as others in Wisconsin	0.6	0.2	0.3	0.2	0.4	0.1	0.3	0.3	0.2	0.2	0.0	0.2	0.0	0.2

figure 11

STUDENTS’ SOURCE OF INFORMATION ABOUT UWSP

The majority of our students get their information about the University from brochures furnished by UWSP, or from visits to the campus. The University has developed brochures for distribution to prospective students and makes presentations to prospective students who visit the campus.

TABLE 17

INFORMATION SOURCE ABOUT UWSP: RANK ORDER

SOURCE	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
UWSP brochure	1	1	1	2	2	2	2	2	2	2	2	3	2	2
UWSP visits	2	1	1	1	1	1	1	1	1	1	1	1	1	1
HS Counselors	3	3	3	4	4	3	4	3	3	4	5	5	4	5
UWSP friends	10	4	4	3	3	4	3	4	4	5	3	4	3	3
UWSP Representative	5	5	5	5	5	6	6	6	6	8.5	7	9	6	7.5
Parents	6	6	6	6	6	5	5	5	5	3	4	2	5	4
HS Teachers	8	10	9	10	10	9	9	8	7	8.5	8	11	9.5	9
HS friends		8	8	8	9	7	7	9	8	11	6	10	8	10
Relatives		7	7	7	8	8	8	7	9	7	9.5	7	7	6
UWSP Alumni		10	9	10	7	9	10	10	10	10	9.5	8	9.5	7.5

PEOPLE WHO HELPED STUDENTS CHOOSE COLLEGE

Parents continue to be the major influence on students' choice of college. UWSP friends, relatives, high school friends and counselors also play an important role in helping students make a choice.

TABLE 18

PEOPLE WHO HELPED STUDENTS CHOOSE COLLEGE: RANK ORDER

PERSON	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Mother	1	1	2	2	2	2	2	1	2	2	2	1	1	1
No one	2	2	1	1	1	1	1	2	1	1	1	2	2	2
Father	3	3	3	3	3	3	3	3	3	3	3	3	3	3
HS Counselor	4	6	4	6	6	5	7	7	8.5	6	7	6	6	7
HS friends	4	4.5	5	4	4	4	4	5	7	5	4	5	4	5
UWSP friends	7	4.5	6	5	5	6	6	6	6	4	5	4	5	4
Relatives	8	7	8	8	9	9	9	9	12	7	8	7.5	9	6
UWSP Representative	6	9	7	7	7	7	5	4	8.5	10	9	10	8	10
UWSP Alumni	9	10	10	10	10	10	10	10	14	9	10	9	10	9
Telephone call from UWSP student		11.5	11	11	11	11	11	11	15	11	11	11	11	11
HS Teacher		9	9	8	8	8	8	8	10	8	6	7.5	7	8

DEMOGRAPHICS OF THE 1999 FRESHMAN CLASS OF UWSP

SIZE OF HOME COMMUNITY

In 1981, 34.4% of our students came from small towns and 32.8% came from small cities. This year's class represents a large change in those percentages. In 1999, the number of entering students who come from small towns was 14.6%, while the number from small cities was 46.5%.

This could mean that the transition from the home community to the University community was less dramatic for the class of 1999. However, we should remember that this still leaves a significant number of students who may feel lost coming to a much larger community than the one to which they were accustomed. We should also remember that students who come from communities larger than ours may need assistance in finding things to do in their free time.

TABLE 19

SIZE OF HOME COMMUNITY OF ENTERING STUDENTS AT UWSP: % OF STUDENTS IN EACH CATEGORY

Size of Community	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Large city (250,000 + )	7.4%	4.9%	5.6%	5.0%	4.4%	4.2%	4.7%	5.3%	5.2%	4.9%	5.0%	2.4%	3.1%	3.9%
Medium city (50,000-250,000)	14.1	11.9	14.6	17.3	14.0	12.1	16.4	14.9	12.0	16.3	15.7	13.9	13.2	16.0
Small city (2,500-50,000)	32.8	47.8	48.6	44.3	48.2	53.1	47.4	46.3	46.3	47.5	46.2	48.2	49.1	46.5
Small town (2,500 or less)	34.4	24.1	20.7	23.9	22.3	21.1	23.2	23.8	15.3	13.8	14.3	14.5	13.3	14.6
Farm	11.3	11.3	10.4	9.4	11.1	9.5	8.3	9.7	21.3	17.6	18.9	20.9	21.3	19.0

TABLE 20

SIZE OF HIGH SCHOOL GRADUATING CLASS OF ENTERING STUDENTS: RANK ORDER

Size of High School Graduating Class	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
50 or less	3.9%	6.3%	7.3%	5.5%	7.1%	6.8%	8.7%	7.5%	9.9%	9.9%	8.0%	6.6%	8.7%	8.0%
51-100	11.8	20.6	18.3	21.5	21.2	23.3	21.2	21.3	23.4	16.6	22.9	20.5	19.9	22.2
101-250	33.5	30.7	30.4	30.5	32.1	32.9	33.7	32.5	30.9	33.6	24.0	32.7	28.3	28.3
241-500	27.6	28.7	32.0	32.1	36.5	28.4	33.9	33.3	27.9	32.0	34.2	32.2	32.4	31.5
501 or larger	23.1	13.8	12.1	10.4	3.1	8.6	2.6	5.3	7.9	7.8	10.9	7.8	10.6	10.0

Over 30% of our students in 1999 graduated in a class of 100 or less, while in 1981, the percent was 15.7%.

PARENTS’ EDUCATIONAL ACHIEVEMENTS

The educational level of fathers and mothers of entering freshmen has increased since 1981. In 1981, 46.6% of fathers of entering freshmen had attended college, while in 1999, 60.1% of fathers had attended college. The mother's level of education is fairly similar. In 1981, 41.2% of their mothers had attended college, while in 1999, 68.1% of mothers had attended college.

In 1999, slightly over 40% of the parents of entering students have never attended college. Unless some other member of the family has recently experienced college life, it is reasonable to assume that these parents will need a sound orientation to what their student will experience at UWSP.

Although the summer orientation program attempts to prepare them for the college experience, not all parents are able to attend. It would, therefore, be helpful if faculty and staff could be mindful of the continuing need to help students and parents understand the meaning of a college education in today's world, and what they can realistically expect education to do for them.

TABLE 21

EDUCATIONAL ACHIEVEMENT OF FATHERS OF ENTERING FRESHMEN: % IN CATEGORY

Father's Education	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
No high school diploma	12.1%	9.0%	7.6%	6.4%	6.4%	4.9%	4.2%	4.4%	4.5%	4.8%	3.3%	1.5%	3.5%	2.8%
High school graduate	41.3	42.8	42.5	42.5	44.6	39.9	41.0	38.5	40.8	38.2	37.0	38.5	38.3	37.1
Attended college	16.1	18.4	19.7	18.9	18.3	22.2	23.1	23.4	24.3	22.0	26.6	22.6	27.5	21.6
Earned bachelor's degree	17.8	17.0	19.2	19.8	19.9	19.7	18.3	20.9	19.7	23.8	21.6	24.9	20.6	25.3
Earned graduate degree	12.7	12.8	11.0	12.4	10.8	13.3	13.4	12.8	10.7	11.3	11.6	12.4	10.2	13.2

The percent of fathers attending college has gone up since 1981 to the present.

TABLE 22

EDUCATIONAL ACHIEVEMENT OF MOTHERS OF ENTERING FRESHMEN: % IN CATEGORY

Mother's Education	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
No high school diploma	7.4%	11.1%	3.7%	3.0%	3.5%	2.6%	3.0%	2.7%	1.8%	2.6%	2.9%	0.6%	1.9%	1.6%
High school graduate	51.4	54.1	51.1	51.8	50.6	46.9	49.0	46.1	45.4	40.1	43.2	41.9	43.2	38.6
Attendedcollege	18.5	22.1	25.0	24.2	24.3	25.3	24.0	24.0	27.4	28.6	27.9	26.7	26.4	28.4
Earned bachelor's degree	18.5	16.0	19.0	17.2	16.6	19.5	18.1	21.6	19.3	22.7	19.6	22.5	23.0	22.7
Earned graduate degree	4.2	3.6	3.7	3.3	5.1	5.7	5.9	5.6	6.1	6.0	6.3	8.3	5.5	8.7

The percent of mothers attending college has gone up since 1981 to the present.

PARENTS’ OCCUPATION

TABLE 23

OCCUPATION OF MOTHERS OF ENTERING FRESHMAN: % IN CATEGORY

Mother's Occupation	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Professional/Managerial	20.5%	21.7%	24.0%	25.4%	25.3%	29.5%	27.5%	30.1%	30.6%	31.3%	32.6%	34.9%	32.3%	37.7%
Technical/Skilled	15.3	16.4	15.5	14.9	15.4	18.0	14.6	17.5	16.5	21.1	19.1	20.3	18.4	17.3
Clerical/Sales	20.0	23.0	24.2	26.2	24.3	21.6	23.9	22.0	22.6	20.9	21.6	19.1	23.9	19.4
Unskilled	14.3	10.9	8.5	8.5	8.5	6.7	8.6	6.3	7.2	5.5	4.5	3.9	5.5	5.3
Other	31.9	28.0	27.2	24.9	26.5	24.3	25.4	24.1	23.1	21.2	22.1	21.8	19.9	20.3

TABLE 24

OCCUPATION OF FATHERS OF ENTERING FRESHMAN: % IN CATEGORY

Father's Occupation	1981	1987	1988	1989	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
Professional/Managerial	42.9%	39.3%	42.2%	41.1%	41.8%	42.5%	42.3%	42.6%	39.4%	40.3%	40.4%	41.1%	40.3%	43.0%
Technical/Skilled	29.5	31.4	31.0	32.9	33.2	32.1	31.9	33.3	33.8	34.9	33.8	36.4	37.5	32.1
Clerical/Sales	5.8	4.4	5.0	4.7	4.0	4.1	4.7	4.4	4.6	4.8	4.5	4.5	3.4	5.5
Unskilled	6.7	6.7	4.2	5.3	5.4	4.8	5.5	4.8	5.5	4.3	3.0	5.3	4.1	4.3
Other	15.2	18.3	16.9	16.0	15.6	16.5	15.6	14.9	16.6	15.6	18.2	12.7	14.7	15.0

SUMMARY AND CONCLUSION

Research indicates that many of the students who entered UWSP in 1999 are interested in direct, concrete experiences and moderate to high degrees of structure. They entered college with some idea of what vocation they wished to pursue, and they seem to view college as a means of developing skills that will make them more competitive in the job market. They may have high expectations of the University and themselves, and they may feel disappointment and distress out of proportion to the reality of the situation when their expectations are not met.

Those of us who work with students can help not only the students but also the University by recognizing that:

· Some students need more privacy, personal space, personal contact with faculty and staff, and stronger associations with organizations within the University community than do others;

· All students can benefit from a more personal faculty and staff approach to
student concerns;

· Many of our students require more structure in their lives during the freshman year transition period;

· Many of our students have unrealistic expectations of what college life is all about and need solid, accurate information about what to expect from the University community, as well as what that community expects of them; and different types of students have different learning styles and may require different kinds of help in order to learn effectively.

The educational process is a partnership between school and individual student. Each student is different and that presents educators with a challenge.

UNIVERSITY RESOURCES

Those of us who teach and work with students can have an impact on their development. Personal development (and the degree of progress made in that development) is the result of individual experience. Individual experiences are influenced by a number of variables, making the development process unique to each person.

Some of the variables which can influence college students significantly are:

· Their identification with and imitation of those people whom they perceive to be important in their lives;

· Their group affiliations;

· Their ability to communicate with teachers and other University personnel;

· Their reaction to and use of University rules, regulations and services.

UWSP has many faculty who spend time outside the classroom talking with and advising

students. Many faculty members also act as advisors for the numerous organizations and activities available to students within the University community.

In addition to placing renewed focus on areas of faculty support for students, we can also familiarize ourselves with those people and programs on campus that provide support services so that we can refer students to them. Among these are the Tutoring and Learning Center, Student Academic Advising Center, Multicultural Affairs, Career Services, Foreign Student Office, Student Health Services, Residential Living, the Counseling Center, the Financial Aid Office, and the Student Employment Office.

The Student Employment Office offers multiple services that can help students meet financial needs as well as gain practical experience. Other opportunities exist through internships, the student co-op program, the center program, and the like.

APPENDIX: SELECTED DATA FROM THE FRESHMAN CLASS

SELECTED DATA ABOUT THE UWSP FRESHMAN CLASS OF 1999

· 44.7% of our freshmen have a primary goal of preparing for a vocation, while 17.8% have a primary goal of increasing earning power. This can be compared to 47.9% and 26.5% respectively in 1990.

· In their senior year of high school, 59.7% of our freshmen studied between 4 to 10 hours per week outside of school, compared to 62% in 1990.

· 44.1% of the entering freshmen predict they will study 20-30 hours per week outside of class, compared to 51.4% in 1990.

· 86.8% of the entering freshmen predict they will achieve a grade average of "B" or better, compared to 71.9% in 1990.

· 31.0% of the entering freshmen had vague or no ideas about their vocational goals during summer orientation, compared to 32.9% in 1990.

· Over 45.2% of the entering freshmen felt it was important to very important to have vocational counseling available to them, compared to 47.1% in 1990.

· For those freshmen who have chosen majors, the main reason indicated for choosing the major was that it represented their interests. This is the same for 1990.

· 33.6% of our entering freshmen come from small towns of 2,500 or less, or from farms, compared to 45.7% in 1981.

REFERENCES

Attitudes and characteristics of freshmen. (1987, January 14). The Chronicle of Higher Education, pp. 39-40.

Attitudes and characteristics of freshmen. (1992, January 22). The Chronicle of Higher Education, pp. A34-A35.

Attitudes and characteristics of freshmen. (1994, September 1). The Chronicle of Higher Education Almanac, p. 17.

Attitudes and characteristics of freshmen. (1995, September 1). The Chronicle of Higher Education Almanac, p. 17.

Attitudes and characteristics of freshmen. (1996, September 2). The Chronicle of Higher Education Almanac, p. 19.

Attitudes and characteristics of freshmen. (1997, August 29). The Chronicle of Higher Education Almanac, p. 20.

Attitudes and characteristics of freshmen. (1998, August 28). The Chronicle of Higher Education Almanac, p. 22.

Attitudes and characteristics of freshmen. (1999, August 27). The Chronicle of Higher Education Almanac, p. 28.

Freshman characteristics and attitudes. (1986, January 15). The Chronicle of Higher Education, pp. 35-36.

Levine, A (1980). When dreams and heroes died, San Francisco: Jossey-Bass.

Levine, A and Cureton, J. (1998). When hope and fear collide: A portrait of today's college students, San Francisco: Jossey-Bass.

Matthews, A. (1997). Bright college years, Chicago: University of Chicago Press.

The Nation. (1989, September 6) The Chronicle of Higher Education, pp. 5-24.

Strauss, W. and Howe, N. (1991). Generations, New York: William Morrow.

Super, D. (1957). The psychology of careers. New York: Harper and Row.

Vaill, P. (1996). Learning as a way of being: Strategies for survival in a world of permanent Whitewater, San Francisco: Jossey-Bass.