Counseling Center

University of Maryland at College Park

College Park, Maryland

A PROFILE OF INCOMING FRESHMEN AT

THE UNIVERSITY OF MARYLAND

COLLEGE PARK, 1991-1992

Susan Schwalb Gerson and William E. Sedlacek

Research Report #18-91

The computer time for this project has been supported in full through the facilities of the Computer Science Center of the

Counseling Center

University of Maryland at College Park

College Park, Maryland

A PROFILE OF INCOMING FRESHMEN AT

THE UNIVERSITY OF MARYLAND

COLLEGE PARK, 1991-1992

Susan Schwalb Gerson and William E. Sedlacek

Research Report #18-91

Summary

The University New Student Census (UNSC) for 1991 was completed by 426 freshmen attending the new student orientation at the University of Maryland, College Park.

Of the students sampled, 54% were male and 47% were female. The majority of students polled were White (72%), 12% Asian, 10% were Black, 4% Hispanic, .2% American Indian/Alaskan Native, and 3% other.

Students indicated that the main reason that they chose UMCP was because of its good academic reputation. The majority of students agreed with the statement, "UMCP is one of the best universities in the country." They expected that the easiest part of adjusting to college would be getting to meet and know other students and that the hardest part would be studying efficiently and budgeting time. Students also responded to questions about academic issues, educational objectives, choosing a major, and career interests. Lastly, extracurricular interests, including counseling were explored.

A PROFILE OF INCOMING FRESHMEN AT THE UNIVERSITY OF MARYLAND

COLLEGE PARK, 1991-1992

The University New Student Census (UNSC) was administered to 426 freshman attending the new student orientation at the University of Maryland at College Park (UMCP). Attendance at this event is required in order to register for classes. The purpose of the survey was to obtain a general profile of the new students based on demographic, attitudinal and behavioral items.

Of the students sampled, 54% were male and 47% were female. The majority of students polled were White (72%), 12% Asian, 10% were Black, 4% Hispanic, .2% American Indian/Alaskan Native, and 3% other.

General trends will be reported from student responses as well as extreme variations in responses. Please note that item percentages may not add to 100 due to rounding or presentation of only the most frequent responses.

IMPRESSIONS OF THE UNIVERSITY:

Why UMCP? When incoming freshmen were asked about the main reason that they chose UMCP, 27% indicated that it was because of its good academic reputation. Other popular reasons were: geographical location (20%), relatively inexpensive (17%), and quality of particular department/program (11%).

When asked to compare how UMCP ranked with other colleges to which they applied, 54% said it was their first choice, 29% their second choice, and 8% said it was their third choice.

Additionally, the majority of students agreed with the statement, "UMCP is one of the best universities in the country" (strongly

agree or agree = 52%, neutral = 42%, and disagree or strongly disagree = 6%). Also, a large number of students disagreed with the statement that state budget cuts would reduce the quality of the education they would receive at UMCP (strongly disagree or disagree 45%, neutral 44%, and agree or strongly agree 10%).

Adjustment to UMCP. Incoming freshmen indicated that the easiest part of adjusting to college would be getting to meet and know other students (35%) and deciding whether to get involved in campus activities (27%). The hardest part of adjusting to college was expected to be studying efficiently (27%), budgeting time (24%), meeting financial expenses (12%), and earning satisfactory grades (10%).

ACADEMIC ISSUES:

High School Class Standing. 94% of the incoming freshmen graduated in the top half of their high school class, with 38% in the top quarter of their class, 17% in the top 10% of their class, and 10% who were in the top 5% of their class.

Purpose of a College Education. When freshmen were asked what their main reason was for attending college, 23% indicated it was to get a better job. Other reasons included: to gain a general education (19%), prepare for graduate school (16%), develop myself generally (15%), learn job skills (8%), make more money (7%), learn more about things (7%), other (5%), and meet new people (1%).

Educational Objectives. Of the incoming freshmen surveyed, 99% planned to get at least a Bachelor's degree. The highest degree they expected to get was a Master's degree (51%), Bachelor's

degree (18%), Doctoral degree (12%), Law degree (10%), Medical degree (5%), and other (<1%).

Choosing a Major. Most students indicated that they would like to receive more information about choosing a major (56% strongly agreed or agreed, 23% were neutral, and 22% disagreed or strongly disagreed).

Declaring a Major. When asked to respond to the statement that there is little difference between having an undecided major and declaring a major that will probably change later, 44 % strongly agreed or agreed, 22% were neutral, and 34% disagreed or strongly disagreed. A similar pattern was revealed when students were asked if having a declared major is better than having an undecided major. Forty-one percent strongly agreed or agreed that having a declared major was better, 29% were neutral on this issue, and 31% disagreed or strongly disagreed.

Classes. Nearly half of all students anticipated having difficulty getting the classes that they want (48%), 30% gave a neutral response., and 23% thought that it would not be a problem.. However, students were optimistic about the content of classes with 67% indicating that they expect that their courses would be stimulating and exciting. An additional 27% were neutral on this issue, and only 6% disagreed or strongly disagreed with this characterization of courses at UMCP.

Expectations about Professors. Most students (59%) agreed or strongly agreed with the statement that they expect their instructors to facilitate class discussions that will help the

students to feel comfortable participating in class. Twenty-nine percent were neutral on this issue and 11% disagreed or strongly disagreed. Fewer students (38%) agreed or strongly agreed that instructors care about students, 43% gave a neutral response, and 19% disagreed or strongly disagreed; indicating that they do not feel that instructors care about students. When asked whether they expected to get to know one or more faculty well during their first year, most students thought that they would (60% strongly agree or agree, 32% neutral, and 9% disagree or strongly disagree).

FAMILY INFLUENCE:

College Experience. Students were asked to indicate which family members or people that they lived with had completed a minimum of one year of college. Most students (83%) had a parent or guardian, and most had a sibling (51%) with college experience. Only 6% indicated that they had not lived with anyone, in the last five years, who had attended college for at least a year.

Support. The majority of incoming freshmen (82%) indicated that their family would be contributing more than half of the money for their college education. Students also agreed or strongly agreed (75%) that their families were willing to make sacrifices so that they can attend college (13% were neutral and 12% disagreed or strongly disagreed). Additionally, 74% felt that their families would help them to solve any problems which might interfere with their being successful in school (17% were neutral and 9% disagreed or strongly disagreed).

Family Interest. Students felt that at least one person in

their family would be interested in knowing about what happens to them in their classes (95% strongly agreed or agreed, 3% were neutral, and 3% disagreed or strongly disagreed).

CAREER ORIENTATION:

Choosing a Career. Students were asked to indicate what was most important in their initial career choice and in their long term career choice. With regard to initial career choice, students chose as follows: 19% indicated high earnings, 18% intrinsic interest in field, 16% job openings usually available, 11% well respected or prestigious occupation, 7% rapid career advancement possible, 6% work with people, 4% great deal of independence, 3% work with ideas, and 2% other. Another 14% indicated that they had not yet made an initial career choice. When asked about long term career goals, high earnings was again most important (21%). Other popular responses included well respected or prestigious occupation (14%), and intrinsic interest in the field (13%). However, 20% of the freshmen indicated that they had not yet made a long term career choice.

Exploring Alternative. When asked to respond to the statement, "I. have explored alternatives to my current career goals", 51% of the freshmen agreed or strongly agreed, 31% were neutral, and 18% disagreed or strongly disagreed. Students were also asked to respond to the statement, "Without extra effort on my part, the courses at UMCP will help me explore alternatives and clarify my current career goals." Forty-four percent of incoming students strongly agreed or agreed with this statement, 23% were

neutral, and 33% disagreed or strongly disagreed.

EXTRACURRICULAR INTERESTS:

Campus Clubs. Most students intend to be involved in campus activities. When asked about joining clubs or groups, 79% strongly agreed or agreed that they would want to and only 4% disagreed or strongly disagreed. Most students (79%) also agreed or strongly agreed that they would have to actively seek out the experiences that they are interested in having.

Counseling Needs. Students were asked if they would know where to go at UMCP to seek counseling if they needed it. Students were evenly divided (40% agreed or strongly agreed and 40% disagreed or strongly disagreed) on whether they would know where to go for help with regard to emotional-social concerns. In the case of educational/vocational counseling, 43% agreed or strongly agreed that they would know where to go and 33% disagreed or strongly disagreed.

Other interests. When asked if they have done volunteer work, 70% of incoming freshmen said that they had. Students were also asked to respond to the statement, "I expect to be involved in religious activities while in college." Responses were varied in this area with 25% strongly agreeing or agreeing, 35% providing a neutral response, and 40% disagreeing or strongly disagreeing.