The Millennial Student at WCU

1
The Millennial Studentat WCU

• Presentation to Council of Trustees and
• WCU Foundation Trustees
• 15 July 2008
• Dr. Idna M. Corbett, Interim Dean of
  Undergraduate Studies
• and Student Support Services
• West Chester University of Pennsylvania

2
Characteristics of Millennials

• First arrived on campus in 2000
• Born after 1982
• Children of Baby Boomers
• Largest most affluent group of any previous
  students cohort
• Greatest increase in diversity of any prior
  generation
• 10 arrive on campus taking medication to manage
  depression, anxiety, attention deficit or
  hyperactivity disorders

• Most safety oriented group of any prior group
• Were planned for by parents
• Typically have fewer siblings than parents
• Have had more structured activities T-Ball,
  Soccer, Ballet, Gymnastics, Play dates, etc.
• Have many more choices in majors, minors and
  careers then any previous generation

Source Ozechoski, M.A. Presentation to Delaware
Valley Student Affairs Conference
3
How does this translate?

• They have a closer relationship with their
  parents 34 state their parent is their best
  friend.
• The 2007 College Board survey found 65 students
  are satisfied with their parents involvement 28
  would like their parents to be more involved.
• They have been taught that they are special and
  uniquely talented.
• They have had more choices in every area of their
  lives.

• Their parents influence major decisions and can
  impact retention and satisfaction dramatically.
• Use technology cell phones to be in constant
  communication with their parents. On average
  college students speak to their parents 10 times
  per week.
• They tend to view the world from a consumer
  standpoint.

Source Ozechoski, M.A. Presentation to Delaware
Valley Student Affairs Conference
4
First-Year Student Survey Profile

• Cooperative InstitutionalResearch Program (CIRP)
  Survey
• Administered August 2007

5

• TRUE or FALSE?
• How well do you know our students?

6
TRUE or FALSE?

• 37 Roman Catholic
• 5.1 Baptist
• 4.4 Lutheran
• 5.3 Methodist
• 4.8 Presbyterian
• 2.9 Jewish

• Most incoming WCU first-year students do not
  identify themselves with a religious group.

7
TRUE or FALSE?

• 68 earn 60K or better
• 21.1 earn between 100K - 150K
• Nationally
• 57.6 earn 60K or better

• Most incoming first-year students family
  income is under 60K.

8

• 51.3 believe they will have Some concerns
• 4.7 have Major concerns regarding their
  college funding.

TRUE or FALSE?

• Incoming students worry about funding their
  college education.

9
TRUE or FALSE?

• 71.3 live with both parents
• Nationally
• 67.4 live with both parents

• Most incoming WCU first-year students are from
  divorced/ blended families.

10
TRUE or FALSE?

• 52.3 mothers
• 52.4 fathers
• DONT have a college degree.
• Nationally
• 56.4 mothers
• 59.9 fathers
• DONT have a college degree.

• WCU is a first generation campus.

11

• 81.4 came from a public school
• 12.2 came from private religious schools
• 1.9 came from private schools
• Nationally
• 87.2 of college students come from public schools

TRUE or FALSE?

• Most incoming first-year students are from
  public high schools.

12
TRUE or FALSE?

• 81 came from white neighborhoods
• 20.6 of that were from completely white
  neighborhoods
• Nationally
• 77.7 came from white neighborhoods
• 25.8 of that were from completely white
  neighborhoods

• Incoming first-year students attending WCU are
  from mostly white neighborhoods.

13
TRUE or FALSE?

• 52.8 had tutoring in high school
• 19.3 of that number needed Math tutoring the most

• Most incoming first-year students did not have
  tutoring in high school.

14
TRUE or FALSE?

• 93 think they will need tutoring
• The highest perceived need is Math/ Science
• Nationally
• 81.3 of students nationwide feel they will need
  tutoring

• Do incoming first-year students think they
  will need tutors at WCU?

15
TRUE or FALSE?

• 71.4 had a B or higher
• Nationally
• 61.6 had a B or higher

• Most of WCU's incoming class had a B average
  in High School.

16

• 51 of incoming students studied TWO HOURS a week
  or LESS
• 44 of incoming students studied between 3-10
  hours a week
• THIS MEANS THAT 96 studied less than 10 hours
  per week ?
• Nationally
• 51 of incoming students studied TWO HOURS a week
  or LESS

TRUE or FALSE?

• On average, incoming first-year students
  studied 6-10 hours per week in high school.

17
TRUE or FALSE?

• 63.2 believe they are in the TOP 10
• Nationally
• 57.1 believe they are in the TOP 10

• Most incoming first-year students believe they
  are in the top 10 of all students academically.

18

• 75.2 of students have used the internet for
  research or homework
• At other four year public colleges
• 71.1 of students have used the internet for
  research or homework

TRUE or FALSE?

• Most incoming first-year students used the
  internet for research in high school.

19
TRUE or FALSE?

• 36.8 of new students worked 11 or more hours a
  week
• 38.3 worked more than 16 hours a week!!!
• 76.8 are working 10 hours a week

• On average, incoming first-year students
  worked 10 hours per week at an outside job in
  high school.

20
TRUE or FALSE?

• 84 of new students live within 100 miles
• Nationally
• 64.1 of new students live within 100 miles

• Most incoming first-year students live within
  100 miles from campus.

21

• Why do students choose WCU?

• Factors affecting decision
• 59.4 academic reputation
• 50.8 job placement
• 42.3 campus visit
• Was cost a factor?
• 48.6 said cost was an important factor
• 61.6 said WCU was their 1st choice

22
How does this translate?

• Unrealistic expectations of college level work.
• Overwhelmed and stressed by choices in career
  path.
• 50 of college students work 25 hours or more per
  week.
• 30 of college students are working full time
  jobs.

• Difficulty in coping with perceived rejection
  in grading process.
• Adjustment can impact self-confidence and
  retention.
• 42 of students who depart after the first year
  with lt 2.25 never return to post secondary
  education.

23
Institutional Response

• Provide appropriate opportunities for parents to
  participate in campus life.
• Provide parents with consistent and positive
  messages regarding their partnership with the
  university.
• Create opportunities for parental involvement on
  campus Parent Advisory Board, Family Weekend,
  Booster organizations, etc.
• Integrate parents into admissions process.
• Educate parents in student development and their
  appropriate role orientation and beyond. Give
  specific examples of appropriate and
  inappropriate behaviors.

24
Institutional Response

• Cross-train front line staff in dealing with
  parents at all levels President Council,
  Managers, Department Chairs, Human Resources, and
  Support Staff.
• Help families understand the limitations of FERPA
  during Orientation and via Web sites.
• Maintain a coordinated approach to parent
  communication with major offices Residence Life,
  Registrar, Bursar, Financial Aid, Information
  Desk.
• Create access points via web, newsletters that
  provide access to information.

25
Benefits

• Increase in retention of students. Recent
  literature suggests that the parent relationship
  will influence persistence more and more.
• Parents who perceive value added services are
  more likely to become donors.
• Legislative advocacy. Parents are more likely to
  become advocates.
• Enhanced funding from the state.
• Increase in sibling/legacy enrollment
• Increased student satisfaction