Education Commons^™

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2015, Descriptive Statistics, John M. Krieg, Beth Hartsoch, Chris Stark, Office Of Survey Research, Western Washington University

Office of Institutional Effectiveness

The Fall, 2015 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation.

The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Western Educational Longitudinal Study (Wels) Spring 2015 Follow-Up Survey Of Freshmen Who Entered Western In The Fall Of 2013, Descriptive Statistics, John M. Krieg, Beth Hartsoch, Chris Stark, Office Of Survey Research, Western Washington University

Office of Institutional Effectiveness

The Spring 2015 Follow-Up Survey of Freshmen Who Entered Western in 2013 (2nd Year Survey) is part of a longitudinal effort to survey students with a goal to improve educational programs and provide self -assessment data. Together with the Vice Provost for Undergraduate Education, the Office of Survey Research (OSR) designed this survey in an attempt to shed light on the efficacy and satisfaction with first year and GUR programs. This particular survey also received input from other campus offices which provides opportunities for these offices to address their specific needs.

The 2nd Year Survey consists of a mixture of …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2014, Descriptive Statistics, John M. Krieg, Beth Hartsoch, Chris Stark, Office Of Survey Research, Western Washington University

Office of Institutional Effectiveness

The Fall, 2014 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation.

The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Western Educational Longitudinal Study (Wels) Spring 2014 Follow-Up Survey Of Freshmen Who Entered In The Fall Of 2012: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Chris Stark

Office of Institutional Effectiveness

The Spring 2014 Follow-Up Survey of Freshmen Who Entered Western in 2012 (2nd Year Survey) is part of a longitudinal effort to survey students with a goal to improve educational programs and provide self -assessment data. Together with the Vice Provost for Undergraduate Education, the Office of Survey Research (OSR) designed this survey in an attempt to shed light on the efficacy and satisfaction with first year and GUR programs. This particular survey also received input from other campus offices which provides opportunities for these offices to address their specific needs. The 2nd Year Survey consists of a mixture of …

Western Educational Longitudinal Study (Wels) Spring 2014 Follow-Up Survey Of Freshmen Who Entered Western In The Fall Of 2012, Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Chris Stark, Western Washington University. Office Of Survey Research

Office of Institutional Effectiveness

The Spring 2014 Follow-Up Survey of Freshmen Who Entered Western in 2012 (2nd Year Survey) is part of a longitudinal effort to survey students with a goal to improve educational programs and provide self -assessment data. Together with the Vice Provost for Undergraduate Education, the Office of Survey Research (OSR) designed this survey in an attempt to shed light on the efficacy and satisfaction with first year and GUR programs. This particular survey also received input from other campus offices which provides opportunities for these offices to address their specific needs.

The 2nd Year Survey consists of a mixture of …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2013: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Chris Stark

Office of Institutional Effectiveness

The Fall, 2013 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2012: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Peter Felt, Beth Hartsoch, John M. Krieg

Office of Institutional Effectiveness

The Fall 2012 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Spring 2012 Follow-Up Survey Of Freshmen Who Entered In The Fall Of 2010: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg

Office of Institutional Effectiveness

The Spring 2012 Follow-Up Survey of Freshmen Who Entered Western in 2010 (2nd Year Survey) is part of a longitudinal effort to survey students with a goal to improve educational programs and provide self -assessment data. Together with the Vice Provost for Undergraduate Education, the Office of Survey Research (OSR) designed this survey in an attempt to shed light on the efficacy and satisfaction with first year and GUR programs. This particular survey also received input from other campus offices which provides opportunities for these offices to address their specific needs. The 2nd Year Survey consists of a mixture of …

Western Educational Longitudinal Study (Wels): Baseline Survey Of Freshmen Entering Western In The Fall, 2011, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Keiran Seaman

Office of Institutional Effectiveness

The Fall, 2011 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Spring 2011 Follow-Up Survey Of Freshmen Who Entered Western In Fall Of 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Kieran Seaman

Office of Institutional Effectiveness

The Spring 2011 Follow-Up Survey of Freshmen Who Entered Western in 2009 (2nd Year Survey) is part of a longitudinal effort to survey students with a goal to improve educational programs and provide self-assessment data. Together with the Vice Provost for Undergraduate Education, OSR designed this survey in an attempt to shed light on the efficacy and satisfaction with first year and GUR programs. In addition, a number of campus offices submitted questions to help assess their programs. Among these are the Math Center, the Honors Program, Western Libraries, University Residences, Environmental Health and Safety, and the Renewable Energy Degree …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim

Office of Institutional Effectiveness

The Fall, 2010 Baseline Survey of Freshmen Entering Western continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes possible additional inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Students Entering Western In The Fall, 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

The 2009 WELS survey of incoming freshmen (the Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes additional inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The purpose of the incoming freshmen survey is threefold: (1) to assess student needs based upon their self-reported characteristics, perceptions, and concerns; (2) to provide data that can assist …

Western Educational Longitudinal Study (Wels) Survey Of Students Entering As Freshmen In The Fall, 2008, Beth Hartsoch, Linda D. (Linda Darlene) Clark, John M. Krieg, Gary (Gary Russell) Mckinney, Joseph E. Trimble

Office of Institutional Effectiveness

College credit from high school, a total of 2693 students. There were 1533 online responses and 608 phone responses, for an 80% response rate. By design, the 2008 WELS baseline survey of freshmen was shortened from previous year’s WELS baseline surveys. Survey topics included Summerstart and summer preparation for college, high school engagement, academic self-perception, and general college preparedness.

Western Educational Longitudinal Study (Wels) Spring, 2008, Follow-Up Survey Of Students Who Had Entered As Freshmen In The Fall, 2005, Linda D. (Linda Darlene) Clark, Beth Hartsoch, Trimble Joseph E, John M. Krieg, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Of the 2386 students who began as freshmen in the fall of 2005, 1864 enrolled at Western in the spring, 2008. This cohort was invited to participate in this report’s survey. OSR received 919 responses, for a response rate of 49%. The survey was administered both online and via telephone. There were 763 online responses and 156 telephone responses. This report presents the frequencies from that survey administration.

Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering In The Fall, 2007, Gary (Gary Russell) Mckinney, Beth Hartsoch, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Joseph E. Trimble

Office of Institutional Effectiveness

This report presents findings from the fall, 2007, baseline survey of entering freshmen. The sample was of all entering freshmen, with or without college credit from high school, a total of 2392 students. There were 1484 online responses, and 302 phone responses, a total of 1786 (a 75% response rate). Survey topics included Summerstart, logistic confidence, motivation and expectations, academic and social engagement and challenges while in high school, a current assessment of academic skills and competencies, academic priorities and study strategies, and issues related to health, wellness and alcohol use.

Western Educational Longitudinal Study (Wels) Spring, 2007, Follow-Up Survey Of Students Who Had Entered As Freshmen In The Fall, 2003, Gary (Gary Russell) Mckinney, Beth Hartsoch, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Joseph E. Trimble

Office of Institutional Effectiveness

This report presents findings from the spring, 2007, four-year follow-up survey of students who had entered as freshmen in fall, 2003.

Western Educational Longitudinal Study (Wels) Spring, 2007, Follow-Up Survey Of Students Who Had Entered As Freshmen The Fall, 2005, Gary (Gary Russell) Mckinney, Beth Hartsoch, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Joseph E. Trimble

Office of Institutional Effectiveness

This report presents findings from the spring, 2007, two-year follow-up survey of students who had entered as freshmen in fall, 2005.

Western Educational Longitudinal Study (Wels) Spring, 2006, Follow-Up Survey Of Students Who Had Entered As Transfers In The Fall, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the spring, 2006, one-year follow-up survey of students who had entered as transfers in the fall, 2005.

Western Educational Longitudinal Study (Wels) Spring, 2006, Follow-Up Survey Of Students Who Had Entered As Freshmen In The Fall, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the spring, 2006, one-year follow-up survey of students who had entered as freshmen in fall, 2005.

Western Educational Longitudinal Study (Wels) Spring, 2006, Follow-Up Survey Of Students Who Had Entered As Freshmen In The Fall, 2003, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the spring, 2006, three-year follow-up survey of students who had entered as freshmen in fall, 2003.

First-Time, In-Coming Transfers And Freshmen: A Comparison Of Survey Findings, Richard Bulcroft, Joseph E. Trimble, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents Western Educational Longitudinal Study (WELS) findings from three surveys: 1) the baseline survey of first-time, in-coming transfers administered in the summer and early fall of 2005; 2) the baseline survey of first-time, in-coming freshmen administered in the summer and early fall of 2003; and 3) the follow-up survey of fall, 2003, freshmen, including those who did and who did not take the WELS baseline survey in the spring of 2005.

Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

The Western Educational Longitudinal Study (WELS) was conceived as a process to obtain data more relevant to Western and its mission than survey data had been able to obtain previously. Rather than continuing to rely on outside survey forms, researchers developed a Western-specific survey form. Development of this survey took about three years, with researchers soliciting input from dozens of individuals, departments and offices. Along the way, WELS researchers also noted where data was already being collected so that doubling up on survey questions was minimized. The final survey form was considered by all participants to be as thorough and …

Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones

Office of Institutional Effectiveness

INTRODUCTION The Western Educational Longitudinal Study (WELS) was conceived as a process to obtain data more relevant to Western and its mission than survey data had been able to obtain previously. Rather than continuing to rely on outside survey forms, researchers developed a Western-specific survey form. Development of this survey took about three years, with researchers soliciting input from dozens of individuals, departments and offices. Along the way, WELS researchers also noted where data was already being collected so that doubling up on survey questions was minimized. The final survey form was considered by all participants to be as thorough …

Western Educational Longitudinal Study (Wels): Spring 2005, Follow-Up Of Freshmen Entering Fall, 2003, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones

Office of Institutional Effectiveness

Technical report for the WELS survey of sophomores in the spring, 2005. Many of these respondents had previously taken the WELS baseline survey in the fall, 2003. Topics include: registering, advising, majors, GURs, work, difficulties, and the use of academic and library technologies.

Longitudinal Analysis From 2003-2004 Wels Survey, Ryan Dickson, Joseph E. Trimble, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Findings from the WELS Baseline survey and the WELS spring, 2004, survey are compared.

Western Educational Longitudinal Study: Spring 2004 Follow-Up Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

The third in the WELS series, this survey was conducted in the spring, 2004, following up freshmen who entered in the fall, 2003. Topics include: expectations, engagement, and attitudes.

Western Educational Longitudinal Study (Wels): Fall 2003 Freshmen Transitions Survey, Linda D. (Linda Darlene) Clark, Joseph E. Trimble, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This survey is the follow-up to the WELS Baseline survey. By exploring prior high school and early college experiences of new freshmen, patterns in student characteristics and behavior may shed light on the problem of first-quarter transition.

Western Educational Longitudinal Study: Baseline Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

Baseline report with data from WWU's first WELS survey on first-time, in-coming freshmen. Includes frequencies, figures, WELS goals and objectives, survey administration procedures, data quality, and analysis of qualitative findings from WELS freshmen focus group.

The 1993 College Student Survey: A Longitudinal Study Of 1989 Cirp Participants, Gary (Gary Russell) Mckinney, Joseph E. Trimble

Office of Institutional Effectiveness

Executive Summary: Since 1971, Western Washington University has utilized the Cooperative Institutional Research Program (CIRP) Student Information Survey to profile the characteristics, attitudes, values, educational achievements, and future goals of its in-coming freshmen. Participants in the 1989 CIRP are the focus of this report. During Spring Quarter, 1993, the OIAT sent 482 current students who had taken the CIRP survey in the Fall Quarter, 1989, College Student Surveys (CSS). Developed by the same developers of the CIRP, the Higer Education Research Institute (HERD, a part of the Graduate School of Edcuation at the University of California, Los Angeles, the CSS …