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The American Freshman Survey of the Cooperative Institutional Research Program (CIRP), sponsored by the American Council on Education, has been conducted annually on the University of Nevada, Reno (UNR) campus since 1991. The main purpose of the CIRP survey is to develop a profile of the incoming freshman class. First instituted in 1966, this survey provides national normative data about the characteristics of first-time, full-time freshmen.
The normative data presented in this summary were collected by administering the Student Information Form (SIF). The SIF is annually revised in order to reflect the changing concerns of the academic community and is designed to elicit student information in the following areas: biographic and demographic data, high school background, career plans, educational aspirations, financial arrangements, high school activities, and current social and political attitudes.
During the summer of 1997, New Student Orientation was held for the first-time freshman and transfer students. As a component of orientation, all first-time, full-time freshmen were asked to complete the SIF. Completed surveys were returned to one of many designated sites on campus. First time, full-time freshmen enrollment for Fall 1997 was 1167. Two hundred ninety first-time, full-time freshmen completed the survey, 42% were male and 58% were female. The majority (96%) of respondents fell in the traditional age category of 18 to 19 years of age. Ninety-eight percent of the sample graduated from high school in 1997. The racial/ethnic make-up of the respondents were: Caucasian: 83%, Asian: 12%, Hispanic/Latino: 7%, Native American: 4%, and African American/Black: 1%. These figures represent a trend of increasing racial and ethnic diversity in the freshmen class.
Thirty-one percent of students reported their permanent home was within a 10 mile radius of campus, 23% between eleven and fifty mile from campus, and 35% as 101 or more miles from the UNR campus. More than one-half (55%) of respondents plan to live on campus for the Fall 1997 semester, while the other 45% plan to live with parents, relatives, or in other private homes and apartments. These trends are consistent with past figures.
Education of the mother and/or father is a good indicator of whether a student will attend college. Thirty-one percent of respondents indicated that their father had no college experience and 32% of respondents indicated that their mother had no college experience. When compared to national norms, it was found that more of the UNR respondents' fathers had some college (19%) than the national norms (15%), but fewer (26%) earned a college degree than the national norms (30%). Although the UNR respondents' mothers had more often (25%) some college than the national norms (17%), again, fewer of the UNR respondents' mothers obtained a college degree (25%) when compared to the national norms (31%). These figures indicate that almost one in three new freshmen are first-generation college bound.
The financial situation of students is an important factor when deciding to attend college. Parental income, number of dependents, and resources available for educational expense are all factors that support student success. Sixty-five percent of the respondents expressed at least "some" concern, while 14.5% of that group expressed "major" concern about their ability to finance college. Slightly more than 38% of the respondents reported family incomes of less than $40,000 and over 50% reported three or more dependent children in their family.
Most students (81%) expect to receive some aid from their parents or family for educational expenses, 49% expect to use savings from summer work, 30% expect to use a college grant (excluding Pell Grants), and 17% expect to use Stafford or guaranteed student loans to pay for educational expenses. More than half of the students expect to work part-time, with a small portion (5%) expecting to work full-time. These data indicate a lack of financial resources on the part of families combined with the expectation of students that their families will be able to assist them. One may further conclude that these students and their families may have an unrealistic view of their abilities to meet the cost of higher education.
The University of Nevada, Reno was the first choice of college attendance for 72% of those surveyed, with another 15% naming UNR as their second choice. Forty-five percent of students surveyed applied only to the University of Nevada, Reno. Of the respondents, 98% plan to obtain a bachelor's degree or higher, not necessarily at the University of Nevada, Reno and 79% plan to complete some type of graduate work. Forty-five percent estimate that chances are good that they will be satisfies with their college experience.
Ninety percent of the respondents estimated high school grades to be B or higher. Of the respondents 16% that they will graduate with honors, and 64% estimate they will make at least a "B" average. Although more than half (64%) expect to earn a B average in college, 83% think they may need a tutor/remedial work in a variety of areas. The most frequently sited area for remedial work is mathematics. Fourteen percent of the respondents stated they previously had remedial work in mathematics and 33% stated they would need remedial work in mathematics in the future.
The respondents are most likely to pursue careers in Medicine, Engineering, Business, and Education. Of the students surveyed, 18% plan to pursue a career in medicine, 10% plan a career in business, 8% plan a career in engineering, 7% plan to be elementary teachers/administrators, and 6% plan to be teachers/administrators at secondary schools.
It is of interest to note why respondents decide to come to college and what draws them to UNR. The respondents most frequently cited four reasons as very important in deciding to attend college. The responses included (a) to learn (71%), (b) to make more money (70%), (c) to gain a general education (62%), and (d) to secure a better job (69%). When asked what considerations were important in selecting the University of Nevada, Reno, the respondents listed (a) low tuition (47%), (b) graduates get good jobs (38%), (c) good academic reputation (36%), (d) offered financial assistance (35%), and (e) wanted to live near home (29%).
The respondents to the survey seem to be very confident in their perceived strengths. When asked to compare himself or herself to the average person their age, over half of the freshmen in the sample rated themselves as either in the top 19% or above average in the following areas:
When respondents were questioned regarding political and social attitudes, the following topics were "strongly or somewhat" agreed with.
The personal objectives rated most highly by the respondents were (a) to be very well-off financially (75%), (b) to raise a family (68%), (c) to become an authority in their own field (68%), (d) to help others in difficulty (62%), and (e) to obtain recognition from colleagues (53%).
Nevada students tend to first generation college bound, which is an at risk population. Programs and services that support these students must continue to grow to serve the needs of the group.
Nevada students tend to come from families with fewer financial resources to support the cost of higher education. Recent UNR data collected from students who do not return to the university indicate that inability to develop financial assistance for students through programs such as the Regents Award Program and other scholarship opportunities are essential for student retention through graduation.
Nevada students reflect a growing trend in the ethnic and racial diversity of the student body. Particular attention should be paid to the unique needs of the first generation college bound student who may be already marginalized by race, gender, and/or culture.
Nevada students possess positive attitudes about themselves and their abilities to succeed, with high expectations for accomplishment. Efforts should be made to build upon these positive attitudes through academic career counseling.
Nevada students demonstrate concern for current social and political issues. Opportunities for dialog and co-curricular activities which extend classroom learning should be made available.
Nevada students demonstrate a need to be employed while attending college. On campus employment assists students in maintaining a focus on their educational goals in a student centered and supportive work environment. Every effort to increase on campus employment opportunities should be made.
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