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Thrive Sophomore Survey Report: Baseline and Year 1 Authors:JaniceFournier,AbigailEvans,StephanieCruzAcademicExperienceDesign&DeliveryUWInformationTechnology
Introduction
InWinter2015,UWInformationTechnologypartneredwiththeOfficeoftheProvost,UndergraduateAcademicAdvising,FirstYearPrograms,ResidentialLife,andtheCareerandInternshipCenterintheireffortstodevelopandpromotetheThriveInitiative—aninitiativedesignedtohelpfirstyearstudentssuccessfullyconnecttotheUniversityandtransitiontocampuslife.TheprimarycomponentoftheInitiativeincludedweeklymessagestofirstyearstudentsdeliveredviaMyUW.Messagecontentincludedtimelyadviceandpointerstohelpfirstyearstudentsexploreopportunities,makethemostoftheirlearningexperiences,andconnecttoimportantcampusresources.AnadditionalcomponentincludedsharingthemessageswithFIGleadersandResidentialAdvisers.ThesestudentleaderswereencouragedtoincorporatemessagecontentintolessonplansorprogrammingforfirstyearstudentsaroundthesametimethemessagesappearedinMyUW.Totheextentthatstudentleadersdidthis,firstyearstudentslivinginresidentialhousingand/orparticipatinginaFIGreceivedreinforcementofthemessagessentthroughMyUW.StudentsreceivingtheThrivemessagesinMyUWwerealsothefirstclasstotakeU101,anonlinecoursedevelopedaspartofFirstYearPrograms’new“flipped”orientationprogram.Allincomingstudentswererequiredtoreviewthiscontentbeforearrivingfortheon-campusportionoftheirorientation.TheThrivemessagesaddressedmanyofthesametopicscoveredinU101,andsomeThrivemessageslinkedtocomponentsofU101(suchasavideoonhowtochooseamajor)assourcesofmoreinformation.Together,theseeffortsrepresentacoordinatedstrategytohelpfirstyearstudentssucceed.Assessmentoftheseefforts,therefore,isimportantforunderstandingwhatstudentsaredoingastheyembarkontheircareerattheUW.AretheyawareofthesupportandopportunitiesprovidedbytheUniversity?Ifso,aretheyactinguponthem?WhatexperiencesdostudentsreportascriticalforsuccessfullyadjustingtocampuslifeandestablishingasenseofbelongingatUW?ThisreportprovidesrichinformationabouthowstudentsaredoinginsettingthefoundationoftheirHuskyExperience,andhowtheUWcanimproveinitseffortstohelpfirstyearstudentsthrive.
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Assessment
UW-ITwasinvolvedincollectingdatatoanswertwoassessmentquestionsinregardtotheThriveInitiative.ThefirstfocusedsolelyonthemessagesinMyUW:
HoweffectiveweretheThrivemessagesinMyUWindeliveringtimelycontentthatstudentsvaluedandactedupon?
Theresultsofourinvestigationintothisquestioncanbefoundinourreport,ThriveMessagesinMyUW:Year1Report.Thisreportaddressesthesecondassessmentquestion,whichisfocusedontheeffectivenessoftheThriveInitiativeoverall:
Whateffect,ifany,didtheThriveInitiativehaveasawholeonfirstyearstudents’experiencesuccessfullytransitioningtocampuslifeandconnectingtotheUW?
Inordertoanswerthisquestion,weneededtobeabletocomparethefirstyearexperienceofstudentswhohadnoexperiencewiththeInitiativetothatofstudentswhohadexposuretothecomponentsdescribedintheintroduction.
Data Collection
UW-ITworkedwithothermembersoftheThriveteamtodevelopanonlinesurveythatcouldbedisseminatedtostudentsatthestartoftheirsophomoreyearin2015(studentswithnoexposuretoThrive)andstudentsatthestartoftheirsophomoreyearin2016(studentsexposedtothefirstiterationoftheThriveefforts).SurveyquestionsaskedstudentsabouttheirfirstyearexperienceandspecificelementsofcampusliferelatedtothegoalsoftheThriveInitiative.Forexample,weproposedthatstudentswhohadsuccessfullyconnectedtotheUWandtransitionedtocampuslifewouldreportasenseofbelongingandpositivefeelingsabouttheirtransitionexperience.Inaddition,theymightreportbehaviorsindicatingthattheyhadmadeuseofcampusresourcestosupporttheirtransitionandtomakethemostoftheirlearningexperiences.Potentialindicatorsincluded:
Academicachievement
Studenthas...• visitedanadviserorotherexpertforadviceonchoosingclasses• talkedwithfacultyorTAsabouthis/herwork• visitedCLUE/participatedinaregularstudygroup• consultedalibrarianand/orWRCforhelpwithresearch/writing
Professionaldevelopment
• explored/consideredmultiplemajors,identified“backup”major• visitedcareerfair/attendedaprofessionaldevelopmentworkshop• exploredinternships/jobs/volunteer/researchopportunities• attendedleadershipworkshops/soughtleadershipexperience
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Lifeskills • developedstrategiesformanagingtimeorbalancinglife/study/work• attendedamoneymanagementworkshop• establishedhabitsforhealth&wellness
Social/Co-Curricularengagement
• developedfriendships• participatedincommunityevents(largeorsmall)• interactedwithpeopledifferentfromself• identifiedandpursuedco-curricularinterests/participatedinstudent
groups/activities
Wewrotequestionstoaddressthesepotentialindicatorsandorganizedthequestionsunderfourheaders:TransitiontoUW,UWCommunity,Academics,andWell-being.Afifthsectionaddresseddemographics(seeAppendix).WehypothesizedthatiftheThriveInitiativeweresuccessful,studentswhohadexposuretocomponentsofThrivewouldreportmorepositivetransitionexperiencesandmoreofthebehavioralindicatorslistedabovethanstudentswhohadnoexposure.Thesurveywasdistributedviaemailto6092sophomoresinthethirdweekofautumnquarter2015,and833students(14%)responded.Thesamesurveywasdistributedinthethirdweekofautumn2016to6454sophomores(allthosewhoreceivedtheThrivemessagesinMyUWthepreviousyear),and795students(12%)responded.
Analysis
WeranthreestatisticalanalysesonthesurveydataandexaminedqualitativeresponsesfromstudentswhohadexposuretoThrive.Wedescribetheseanalysesbelow.
Analysis #1: Thrive vs. Baseline WeranacomparisonofsurveyresponsesfromstudentswhohadnoexposuretoThrive(“Baseline”)andthosewhodidhaveexposure(“Thrive”).
Analysis #2: Transition Experience Inthefirstyearofthesurvey,withonlybaselinedata,weconductedananalysistounderstandifthosestudentswhoreportedtheyhada“poor”transitiontotheUWdifferedsignificantlyintheiranswerstoothersurveyquestionsthanthosewhoreporteda“fair,”“good,”or“great”transition.WeconductedthesameanalysisinthesecondyearwithdatacollectedfromstudentswhohadbeenexposedtoThrive.
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Analyses #3 & #4: Write-in Responses & Community Inaddition,weanalyzedwrite-inresponsesfromstudentswhohadbeenexposedtoThriveforthemesincontent.Basedontheseresults,weconductedafurtheranalysiswiththisgrouptounderstandtheextenttowhichcommunityaffectedothersurveyresponses.Question13askedstudents,“Overall,wouldyousayyou‘foundyourcommunity’attheUW?”Wecomparedthesurveyresponsesofstudentswhoreported“Yes,definitely”withthosewhoreported“No,notyet.”Ineachanalysis,Pearson’schi-squaretestwasusedtoexplorepotentialstatisticaldifferencesbetweencomparisongroups.
Findings
Byandlarge,therewerefewsignificantdifferencesinsurveyresponsesbetweenThriveandBaselinestudents(analysis#1).Resultsofanalysis#2,however,showedmanysignificantdifferencesinsurveyresponsesforstudentswhoreportedpoorvs.fair,good,orgreattransitionexperiences,forboththeBaselineandtheThrivegroups.Similarly,wefoundsignificantdifferenceswithineachgroupwhenwecomparedtheresponsesofstudentswhoreportedtheyhadfoundvs.notfoundtheircommunity(analysis#4).Theanalysisofwrite-inresponses(analysis#3)providedinsightintothetypesofexperiencesthatmightaffectstudents’evaluationoftheirfirstyear—theirabilitytofindacommunity,adjusttocampuslife,figureouthowtosucceedacademically,andtakeadvantageofresourcesandopportunitiestheUWhastooffer.Below,weincluderesultsofanalyses#2-4becausetheymayindicateareasinwhichstudentsstillneedthekindsofsupporttheThriveInitiativeseekstoprovide.Forthesakeofbrevity,weincluderesultsinthesesectionsfromtheThrivegrouponly.
#1: Thrive vs. Baseline Weincludeherethesurveyquestionsforwhichtherewerestatisticallysignificantdifferences(p-value<.05)betweenBaselineandThrivesurveyresponses.Alsoincludedarethosequestionsonwhichthereweremarginallysignificantresults,definedhereasap-valuebetween.05and.10.Alsoworthnotingisthelargenumberofquestionsforwhichtherewerenosignificantdifferencesbetweenthegroups.(SeeAppendixforacopyofthefullsurvey.)
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Q5.Whichofthefollowing,ifany,werepartofyourfirstyearexperience?Selectallthatapply.Answeroptionsincludedarangeofexperiencesthatwouldpotentiallyconnectstudentstoacommunity(livinginaresidencehall,registeringforaFIG,participatinginEarlyFallStart,etc.).
• MoreThrivethanBaselineparticipatedinaLive/LearnCommunity(p<.001).
Q6.Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.AnsweroptionsincludedarangeofoptionsthatwouldindicateengagementwithUW-relatedeventsandopportunities(e.g.,attendedDawgDazeevents;joinedacampusorrecreationalsportsteam;soughtleadershipexperience).Onlyoneoptionwassignificant:
• MoreThrivethanBaselinereportedjoiningastudentorganizationorperformanceensemble(p=.002).
Q7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?(Answeroptions:Toomuch—Igotover-involved;Toolittle—Iwouldhavelikedtogetmoreinvolved;Justright)
Studentswhoselected“Toolittle”weredirectedtoQ7a.Whichofthefollowing,ifany,wereobstaclestogettingmoreinvolvedattheUW?Outofthepotentialoptions,
• MoreBaselinethanThriveindicatedthattheydidn’tknowhowtogetinvolved(p=.061).
• MoreBaselinethanThriveindicatedthattheydidn’tknowanyonewithsharedinterests(p=.074).
Q9.Afterorientation,abouthowmanytimesdidyoumeetinpersonwithanadviserorsimilarexpert(e.g.,OMA&Dmentor)foracademicadviceduringyourfirstyearatUW?
Studentswhoselected“0”inresponsetoQ9wereaskedwhattheirreasonswerefornotmeetingwithanadvisor.
• MoreBaselinethanThrivenotedthattheydidnotknowhowtoaccessanadviser(p=.037).
Q11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Differencesinresponsesfortwoactivitiesweresignificant:
• MoreBaselinethanThrivereportedthattheyhadattendedaCLUEstudysessionorsoughthelpwithwritingthroughCLUE(p=.031).
• MoreThrivethanBaselinereportedthattheyhadparticipatedinaninformalstudygroupwithclassmatesorfriends(p=.092).
Q15.WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.Responsestoonlyonestatementdifferedsignificantly:
• MoreThrivethanBaselineindicatedthatthestatement“IknewaboutmostoftheresourcestheUWofferedstudents,evenifIdidn’tusethem”wastrueforthem(p=.085).
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#2: Transition Experiences (Thrive group only) Question3onthesurveyaskedstudents,“Ingeneral,howwouldyoudescribeyourexperiencetransitioningtotheUWlastyear?”Answeroptionsincluded“Poor—thetransitionwasroughandverychallengingforme,”“Fair,”“Good,”and“Great—thetransitionwassmoothandveryeasyforme.”WehypothesizedthatstudentswhohadbeenexposedtothecomponentsoftheThriveInitiativewouldreportmorepositiveexperiencestransitioningtotheUWthanthosewhohadnot.However,therewerenosignificantdifferencesbetweenthetwogroupsonthisitem.SeparatelywiththeBaselinegroupandtheThrivegroup,wethenanalyzeddifferencesinsurveyresponsesbetweenstudentswhoreporteddifferenttransitionexperiences.Wewereespeciallyinterestedinhowresponsesfromstudentswhoreportedapoortransitiondifferedfromtheircounterparts.ResultsindicatealargenumberofsignificantdifferencesonfactorsrelatedtothegoalsoftheThriveInitiative.WereportonthedatafromtheThrivegrouphere.Amongthisgroup,16%reporteda“poor”transition,29%“fair,”36%“good,”and20%“great.”
Q2.Didyoufeelyouhadaccesstoresources—people,places,orinformation—thatcouldhelpwhenneeded?Comparedtostudentswhohadagoodorgreattransitionexperience,studentswhohadapoorexperience(“poortransitioners”)were:
• Lesslikelytofeeltheyhadaccesstoresourcesthatcouldhelpwhenneeded(p<.001)
Q7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?
• Poortransitionersweremorelikelytofeeltheycouldhavebeenmoreinvolvedintheirfirstyear,althoughprimarilyonlystudentswhoreportedthattheirtransitionwasgreatfelttheywereinvolvedtherightamount.(p=.085)
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• Ofallstudentswhoindicatedthattheywereinvolvedtoolittleandwouldliketohavebeeninvolvedmore,poortransitionersweremorelikelytoreportthefollowingobstaclestoinvolvement(Q7a):• Didn’tknowanyonewithsharedinterests(p=.004)• Hadhealthissues(p=.081)
• Inaddition,therewasasignificantdifferenceamongstudentswithdifferenttransitionexperienceswhoindicatedprioritizingstudiesasanobstacletoinvolvement(p=.001)
Q9.Afterorientation,abouthowmanytimesdidyoumeetinpersonwithanadviserorsimilarexpert(e.g.,OMA&Dmentor)foracademicadviceduringyourfirstyearatUW?
• Poortransitionersmetwithanacademicadvisoraboutthesameamountoverallasstudentswithdifferenttransitionexperiences,buttheyweremorelikelytoseetheiradvisorforhelpwithneededdocuments(p=.047)andstudytips(p=.028)
• Poortransitionerswhodidnotmeetwithanadvisorchoseonereason—they“didnotfeel
comfortabledoingso”—significantlymoreoftenthantheircounterparts(p=.005).
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Q11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.Incomparisontostudentswithothertransitionexperiences,poortransitionerswere
• lesslikelytohavemetwithalibrarian(p=.055)• lesslikelytohavelocatedastudyspace(p=.057)• lesslikelytohavevisitedanOdegaardwritingtutor(p=.016)• lesslikelytohaveparticipatedinaninformalstudygroup(p=.031)
Q12.Managingeverydaylivingcanoftenbeachallengeforfirstyearstudents.Lookingback,howwouldyourateyourexperiencewiththefollowingduringyourfirstyear?(Options:Didpoorlywiththis;Didokwiththis;Didgoodwiththis;Didgreatwiththis)
• Studentswhoreportedapoortransitionexperienceweremuchmorelikelytoratethemselvesathavingdonepoorlyatallaspectsofeverydaylife,exceptmanagingmoney
o Managinginterpersonalconflicts(p<.001)o Takingtimeforpersonalreflection(p=.006)o Managingstressandanxiety(p<.001)o Makingtimeforplayandfun(p<.001)o Handlingemotions(p<.001)o Makingfriends(p<.001)o Seekinghelpfromotherswhenneeded(p<.001)o Managingtimeforstudies(p<.001)o Gettingagoodnight’ssleep(p<.001)o Followinghealthyeatinghabits(p<.001)
• Differencesinregardtogettingexercisewereonlymarginallysignificant(p=.082)
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Q13.Overall,wouldyousayyou“foundyourcommunity”attheUW?
• Poortransitionerswerelesslikelytohave“foundtheircommunity”whencomparedtotheircounterparts(p<.001)
Q15WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.Incomparisontostudentswithothertransitionexperiences,poortransitionerswere
• Lesslikelytoknowaninstructor/staffmemberwell(p=.003)• MorelikelytofeeloverwhelmedatUW(p<.001)• Lesslikelytohavemadeagoodfriend(p=.001)• Morelikelytohavetroublefocusing(p=.001)• Morelikelytofeeltheydidn’thaveanyonetheytrustedforhelp(p<.001)• Lesslikelytodiscovernewinterests(p=.054)
Ofnote:therewerenosignificantdifferencesamongstudentswhoreporteddifferenttransitionexperiencesforthestatement,“IknewaboutmostoftheresourcestheUWofferedstudents,evenifIdidn’tusethem.”
Demographics:• Internationalstudentsweremorelikelytohaveapositivetransitionexperience(p=.031)• Firstgenerationstudentswerelesslikelytohaveapositivetransition(p=.079)
#3: Write-In Responses (Thrive group only)StudentswhoreportedfeelingsettledattheUWatthetimeofthesurvey(“Iamjustnowfeelingsettled”)oranytimepriorweregiventhequestion,“WasthereaspecificeventorsituationthathelpedyoutofeelsettledinattheUW?”Ofthe452responses,theoverwhelmingmajorityrelatedtomakingfriendsand/orparticipatinginsometypeofcommunitywherestudentshadtheopportunitytogettoknowotherswell:residencehalls,Greeksystem,clubs,FIGs,EarlyFallStart,etc.
Finallyclickingwithmyroommateandmyneighbors(mid-winterquarter)gavemeamuch-neededsupportsystemoncampus.
AwesomeRAsandgreatroommates.Mostwerealsofirstyearssoweembarkedontheexperiencetogether.
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Imetonefriendatmyworkwhohelpedmefindanetworkoffriends,Ifeellikeitwasjustluckthathelpedmefeelpartofacommunity.
ThenextmostfrequentcommentwasaboutadjustingtoUW:
Withthestartofclassesyoubegintosettleintoarhythm,bothacademicallyandsocially.
Forme,atleast,itwasjustamatterofhavingenoughtimetofeeltrulysecureandinaroutine.Havingdevelopedalevelofcomfortwithnewfriends,andfeelinglessnervousaboutfindingmywayaround,myabilitiestobesuccessfulinclass,andmysenseofbelonging/worth.
Thosereportingnotfeelingsettledweregiventhequestion,“Was/istheresomethinglackingatUWthatpreventedyoufromfeelingsettled?”Whiletherewerefarfewerresponsestothisquestion(32),themostfrequentcommentsdescribedasenseofisolationandanacademicculturethatfeltoverlycompetitive.
Icommutewhichmeansthatfindingacoregroupofpeoplewashard.IneverhadthetimesincerightafterclassIhada1-2hourcommutehome.AndevenifIstayedatschoolIonlyhadaveryshortamountoftimethere.
UWwasjusttoobigforme,andbecauseIwasn'tallowedintomymajorrightawayIcouldn'tjoinanyofthosegroups.
Thereisstillaverytoxicenvironmenthere….Yougotmajors,allofthem,thatmakeeverythingaboutyourGPA.
Asafollow-upquestiontoQuestion2,“Didyoufeelyouhadaccesstoresources—people,places,orinformation—thatcouldhelpwhenneeded?”studentswereaskedtoexplaintheiranswerbydescribingaspecificneedandwhoorwhathelpedordidn’thelpwiththisneed.Inanalyzingthe405responsestothisquestion,wefoundthatthemostfrequentlycitedwereplaces(e.g.CLUE,MathStudyCenter)thathelpedstudentsunderstandcoursematerialandimprovetheirstudyskills,andpeople(e.g.,advisers,FIGleaders)whohelpedstudentswithacademicadvice,suchasadviceaboutwhatcoursestotakeorhowtoapplyforamajor.
Themath,physics,andchemistrystudycentershavebeenthemainreasonswhyI'vepasse[d]thosecourses.TheadvisorsaretheretoanswerquestionsaboutclassesIshouldtake,andthewebsiteistheretoanswerquestionsIhaveaboutanythingelse.
Whileapplyingtomymajor,myformerFIGleader(whowasinmyhopefulmajor)wasveryhelpfulinhelpingmeshapemyapplicationandtellingmeaboutherexperienceinthemajor.
Academicandcareercounselorsarehelpfulwithlittledetails,butlesssoonthebigpicture.
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Studentswhodescribedaneedthatwasnotfulfilledoftenspokeofthesameresources,yetdescribedthemasbeingunhelpfulfordifferentreasons:
Mygeneraladvisorhelpedmealittlebit,buttheschoolissooverwhelmingatfirstbecauseoftheshear[sic]sizeofitandthestudentpopulation—whichmademeneedtohaveaperson(professor,advisor,mentor,etc.)tohelpmecopewiththat.
Becausetheschoolissolargeandabitoverextendedwhenitcomestoresources,Ialwayshadtroublemakingappointmentstoseegeneraladvisorsorseekinghelpinwriting,withCLUE,etc.Accessingresourceswasdoable,butnotalwaysreasonablegiventhetimespentwaiting.
CLUEtutoringhelpedalotwhenIhadmathtrouble,butImustsaythatit'sdifficultandintimidatingtogoinforhelpinsituationsanylesscasualthanCLUE,suchasofficehours…whenyoujustwanttoaskwhyyou'regettingonespecificpartofahomeworkassignmentwrong.
Othersspokeofdifficultyaccessingresources:
Lotsofresources,butdifficulttoknowwhen/wheretheywereandwhattheyweretherefor.IoftenfoundoutaboutsomethingthatcouldhavehelpedmeafterIhadalreadyfoundasolutiononmyownbecauseIdidn'tknowthatresourceexisted.
Thereareplentyofresourcesoncampus.SometimesIfeltoverloadedbytheamountofinformationIwasgiven.
StudentswerealsopromptedtoexplaintheiranswerstoQuestion13,“Overall,wouldyousayyou‘foundyourcommunity’atUW?”Amongthe369writtenresponses,wefoundthatstudentsdistinguishedbetween“friends”and“community”;studentswhohadfriendsstillnotedthattheyhadnotyetfoundtheircommunity,orfelttheneedtobroadentheircommunity.
I'vemadefriendshereandtherebutstilldon'tfeelasifI'vefoundmycommunitywithinthislargeschool.Ithinkit'lltakemoretimeandmoreeffortintofindingit.
IhavebeenlostandI'mstillwaitingtofindmy"community"andIdon'tknowhowtogoaboutthat.SinceIdidn'tliveinthedorms,Ididn'tevenhaveroommatestoeasethetransition.
AlthoughIhaveaclosegroupoffriendsaroundme,thesheersizeofUWstillmakesthecampusseemtoobigandlarge.FindingasmallcommunityseemsmoredifficultthanithasbeenformeinthepastasIdonothavemanyinterestsincommonwithalotofthepeopleImeet.
Iknowwhatsubjects/activitiesI'minterestedin,butI'moftenbusywithstudying/homeworkanddon'talwayshavetimeforclubs.
Although,nowinmysecondyear,Icertainlyhaveanumberoffriends,Idon'treallyfeelparticularlyclosetoanyofthem....IstillfeellikeIhaven'tfoundmy"tribe"here.
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Andfinally,Questions16and17asked,“What,ifanything,wasmissingforyoufromyourfirstyearexperience?”and“HowcantheUWbestsupportyouduringyoursecondyear?”Communityagainappearedasthemostfrequentthemeamongthe605responses(combined),followedbyadesireforacademicadviceandotherinformation.
IwasmissingthefeelingofbelongingandwasveryconfusedifthisisthepathIshouldtakeinacademics.
Community.IwasfrustratedthatIhadfoundsomanygroupswhosharedmyinterests,butseeminglynonewhosharedmyvalues.
Definitelymakingiteasiertogotoadvisingandgetcomprehensiveinformationonmymajorandhowtomakeitworkforme,givenregistrationrestraints,etc.
IfeltIcouldhaveusedmoreassistanceinunderstandingwhatclassesIneededtotakefordifferentmajors,aswellashowapplyingformajorsworked.Ilackedgeneralknowledgeaboutanythingadministrative.
Iwishtherewasaneasierwayformetolearnmoreaboutclubs.TheRSOwebsitedoesnotgiveawholelotofinformationanddoesnottellushowtojoinaclub.
Tiedinthirdplacewerecommentsaboutinformationandapersonalbarriertowell-being.
ReallyjusthelpingtokeepmeawareofalltheopportunitiesandresourcesavailableandhelpingmeunderstandhowIcantakeadvantageofthem.
Istilldon'tcompletelyunderstandhowtomaintaingoodgrades.IexcelledinhighschoolacademicsandnowfeelthatImaynotbegoodenoughformanyofmycourses.
Ihadahardtimefindingwaystomakestrongconnectionswithpeople
Ididn'tfinditeasytocommunicatewhenIneededhelpwithoutcomingoffasunpreparedorfoolish.
#4: Community (Thrive group only)Findingsinthequalitativedataledustoinquirewhetherstudentswhohadorhadnotfoundacommunitydifferedsignificantlyintheiranswerstoothersurveyquestions.Question13askedstudents,“Overall,wouldyousayyou‘foundyourcommunity’atUW?”OfthesurveyrespondentswhohadexposuretoThrive,32%reported“Yes,definitely,”46%“Somewhat,”and22%reported“No,notyet.”Wecomparedthesurveyresponsesofstudentswhoreported“Yes,definitely”(“yes”students)withthosewhoreported“No,notyet”(“no”students).Studentswhoindicated“Somewhat”wereeliminatedfromtheanalysis.WereportresultsfromtheThrivegrouphere.Resultsindicatethatwheredifferencesexistintiestoacommunity,significantdifferencesalsoexistonmanyfactorsrelatedtothegoalsofThrive.
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Q1.AbouthowlongdidittakeyoutofeelsettledinattheUniversityofWashington?
• StudentswhoreportedthattheyhadnotyetfoundtheircommunityalsoappearedtotakelongertosettleinatUW.Nearlyaquarterof“no”students(23%)reportedthattheystilldidnotfeelsettledbythetimeofthesurvey(threeweeksintoautumnquarteroftheirsophomoreyear).(p<.001)
• Studentswhoreportedthatthey’ddefinitelyfoundtheircommunitysettledinfaster.All“yes”studentsreportedfeelingsettledbythetimeofthesurvey.
Q2.Didyoufeelyouhadaccesstoresources—people,places,orinformation—thatcouldhelpwhenneeded?
• Considerablymore“yes”studentsthan“no”studentsfeltthattheyhadaccesstoresources.(p<.001)
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Q4.Ingeneral,howwouldyoudescribeyourexperiencetransitioningtotheUWlastyear?
• The“yes”students’transitionexperiencewasalmostamirrorimageofthe“no”students.(p<.001)
Q5.Whichofthefollowing,ifany,werepartofyourfirstyearexperience?Selectallthatapply.
• TheGreeksystemmarkedthegreatestdifferencebetweenstudentswhoreportedtheyhadfoundtheircommunityandthosewhohadnot:22%ofthe“yes”studentsindicatedthattheyhadparticipatedinafraternityorsororityvs.2%ofthe“no”students(p<.001)
• Alsoofinterestis“Noneoftheabove”(8%of“no”studentsselectedthisoptionvs.3%of“yes”)(p=.038)
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Q6.Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.• Participationinalmostallactivitieswasconsiderablyhigherfor“yes”students• “No”studentsonlyledfor“Noneoftheabove”:11%of“no”vs.2%of“yes”
• AttendedDawgDaze(p<.001)• Attendedguestlecturesetc.(p=.001)• AttendedUWsportsevents(p<.001)• Joinedarecteam(p=.042)• Joinedastudentorg(p<.001)• Volunteeractivity(p=.003)• ExperimentalCollege/IMA(p=.005)• Research/internship(p=.071)• Traveledtolearn(p=.003)
• Noneoftheabove(p<.001)
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Q7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?
• Avastmajorityof“no”studentsindicatedtoolittleinvolvement• Aslimmajorityof“yes”studentssaidtheirinvolvementwas“justright”(p=.000)
Q7a.Whichofthefollowing,ifany,wereobstaclestogettingmoreinvolvedatUW?
• More“no”studentsthan“yes”studentsselectedmostoptions• The“no”studentsdifferedsignificantlyfromthe“yes”studentsinregardtothefollowing
obstaclestoparticipation:o Didn’tknowanyonewithsharedinterests(p=.001)o Didn’tknowhow(p=.070)o Healthissues(p=.028)o Commute(p<.001)
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Q8.Whichofthefollowingwastrueforyouduringyourfirstyear?Selectallthatapply.
• More“yes”studentsreportedthattheyhadappliedto(p=.005)and/ordeclaredamajorintheirfirstyear(p=.053),andhadstucktotheiroriginalideaforamajor(p=.004).
• Inaddition,more“yes”studentshadfoundinspirationforamajorthroughtalkingtoothers(p<.001).
• Morethantwiceasmany“no”studentsarrivedatUWwithnoideaforamajor(p=.001).
Q9.Afterorientation,abouthowmanytimesdidyoumeetinpersonwithanadviserorsimilarexpert(e.g.,OMA&Dmentor)foracademicadviceduringyourfirstyearatUW?
• Nosignificantdifferencesinresponses
Q9a.Forwhatreason(s)didyoumeet?Selectallthatapply.• Amongstudentswhometwithanadvisor,more“yes”studentsmetwithadvisorforevery
reasonexcept“itwasrequired”and“Iwantedtoestablisharelationship”
o Helpunderstandingdegreerequirements(p=.039)o Helpwithapplicationtomajor(p=.048)o Helpwithidentifyingpotentialmajor(p=.061)o Helpwithselecting/registeringforclasses(p=.078)o Required(p=.003)
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Q9a.Whatwereyourreasonsfornotmeetingwithanadviserforacademicadvice?Selectallthatapply.
• Amongstudentswhodidnotmeetwithanadvisor,themajorityof“yes”studentsindicatedthattheydidnotfeeltheyneededto(p=.013)
• Manymoreofthe“no”studentsindicatedtheydidnotfeelcomfortable(p=.001)orwouldnotknowwhattosay(p=.033)
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Q10.DuringyourfirstyearatUW,abouthowmanytimesdidyoumeetinpersonwithaninstructororteachingassistanttodiscussyourworkorcoursematerial?
• Threetimesasmany“no”studentsthan“yes”reportedthattheyhadnotmetwithaninstructororTA(p<.001)
Q10a.Forwhatreason(s)didyoumeet?Selectallthatapply.
• Forstudentswhohadmetwithaninstructor/TAoneormoretimes,more“yes”studentsthan“no”studentsindicatedthattheyhaddonesoformostofthereasonsgiven,butonlyonedifferencewassignificant—more“yes”studentschose“Iwantedtoestablisharelationship”(p=.029)
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Q11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.
• Foreachoptionincluded,fewer“no”studentsthan“yes”studentssoughtthistypeofhelpo CLUE(p=.008)o Consultedalibrarian(p=.059)o Locatedstudyspace(p<.001)o OdegaardWritingCenter(p=.002)o Informalstudygroup(p<.001)
Q11a.Whatbestdescribesyourmotivationforseekingthistypeofhelp?Selectallthatapply.
• More“yes”studentsthan“no”studentsreportedseekinghelptogetaheadstartonchallengingmaterial(p=.012)aswellastogetsupportwhentheywerestruggling(p=.002)
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Q12.Managingeverydaylivingcanoftenbeachallengeforfirstyearstudents.Lookingback,howwouldyourateyourexperiencewiththefollowingduringyourfirstyear?(Options:Didpoorlywiththis;Didokwiththis;Didgoodwiththis;Didgreatwiththis)
• Forallbutoneactivity,manymore“no”studentsthan“yes”studentsindicatedthatthey’ddonepoorly
o Managingconflict(p<.001)o Takingtimeforreflection(p<.001)o Managingstress(p<.001)o Gettingregularexercise(p<.001)o Makingtimeforfun(p<.001)o Handlingemotions(p<.001)o Makingfriends(p<.001)o Seekinghelp(p<.001)o Managingtimeforstudies(p=.075)
• Thedifferenceisespeciallylargefor“makingfriends”
Q15WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.
• More“no”studentsindicatedthatthenegativestatementsweretrueforthemo Ifeltoverwhelmedbythesizeofthecampusandcommunity.(p<.001)o Iwasoftenunsureofwhattofocusonandwhen.(p<.001)o TherewasnooneIfeltIcouldtrustforhelporadvice.(p<.001)
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• More“yes”studentsindicatedthatthepositivestatementsweretrueforthemo Icametoknowatleastoneinstructororstaffmemberwell.(p=.001)o IdiscoveredanewsubjectorissueI’mexcitedtoexploremore.(p<.001)o IknewaboutmostoftheresourcestheUWoffered,evenifIdidn’tusethem.(p=.046)o Imadeatleastonegoodfriend.(p<.001)
Discussion
Unfortunately,itisnotpossibletoknowthedegreetowhichrespondentstothesophomoresurveyreadtheThrivemessagesinMyUWorhadadditionalexposuretomessagetopicsthroughFIGleadersand/orRAs.Whenwefirstcreatedthesophomoresurvey,weassumedthatmoststudentsrespondingwouldhavereadtheThrivemessagesandthatagoodportionwouldhavehadsomesupplementalexposuretothemessagesthroughFIGleadersand/orRAs.Becauseofthis,wedidnotincludeaquestiononthesophomoresurveythataskedspecificallyaboutmessagereadership.However,fromtheThriveMessagesinMyUWsurvey,wefoundthatjustoverhalf(55%)ofstudentsresponding(1078total)reportedthattheyhadreadalmostall,some,orbrieflyskimmedtheThrivemessagesinMyUW;45%ofrespondentsreportedthattheyhadnotreadorhadnotnoticedthemessagesinMyUW.Withtheseresults,theeffectoftheThriveInitiativeonstudents’experienceoftheirfirstyearmaybetoosubtletopickupinourfirstsophomoresurvey.Anyconclusionsdrawnfromthecurrentresultsaredonesowiththiscaveatinmind.OnepossibleconclusionfromtheanalysiscomparingBaselineandThrivesurveyresponsesisthatstudentsexposedtoThrivemayhavebeenbetterinformedthanstudentswhodidnothavethisresource;ThriverespondentsknewmoreabouthowtogetinvolvedinUWactivities,howtoaccessanadviser,andweremorelikelytoparticipateinastudygrouporstudentorganization,andtoagreewiththestatement,“IknewaboutmostoftheresourcesUWofferedstudents,evenifIdidn’tusethem.”However,thisgreaterknowledgedidnotappeartomakeanimpactonstudents’reportedtransition
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experienceorontheirsenseofbelongingorcommunityattheUW—partoftheaimsoftheThriveInitiative.Indeed,analysisofwrite-inresponsessuggestthateveniftheyweremoreinformedaboutresources,studentsstillhadanxietyaboutacademicperformance,challengesinmeetingpeopleandmakingfriends,anddifficultyattendingtotheirwell-being.Theadditionalanalyses,particularlyofthequalitativedataandtheanalysisofstudentswhohadorhadnotfoundtheircommunity,suggestthatconnectiontocommunityhasasignificanteffectonstudents’experienceoftheirfirstyear.Itmayalsobethatconnectiontocommunityiscloselycorrelatedwithstudents’abilitytoactoninformation.CommunitymembersmaybeadditionalsourcesofinformationaboutUWresources,andmaybeabletorelaytheirownexperiencesaccessingtheseresources(facultyofficehours,writingandresearchcenter,etc.)andthusmaketheexperiencelessintimidating.Write-inresponsesindicatedthathavingcommunityhelpedstudentsnavigatethephysicalcampusaswellasacademicpathways,andmadeattendingeventsorparticipatinginstudygroups,clubs,andotherco-curricularopportunitieseasier.
Conclusions
WhileresultsofthecomparisonofsurveyresponsesbetweenbaselinestudentsandthosewhohadexposuretoThrivedonotprovidedefinitiveanswersabouttheeffectsoftheThriveInitiativeasawhole,thedatacollectedfromthesophomoresurveyproviderichinformationabouthowstudentsaredoinginregardtosettingthefoundationoftheirHuskyExperience.ResultsofthesurveysuggestthatstudentscontinuetobeinneedofthekindofcontentandmessagingattheheartofThriveFirstYear,andthattheymayalsobenefitfrommessagingintheyearsthatfollow.Basedonthesurveyresults,recommendedrevisionstoThriveFirstYearmessagingincludethefollowing:
Community • Letstudentsknowthatmakingfriendsandfindingacommunityisimportanttofeelingsettledat
UW,andofferstrategiesforhowtodothis,includinghowtostayintouchwithclassmatesquartertoquarter,andwhatcommuterscandotofeelconnected.
• Alsoletstudentsknowthatfindingacommunitymaytaketime,andencouragethemnottogiveuptheeffort.
Adjustment to UW • Reassurestudentsthatittakestimetoadjusttoanewsetting.Surveyrespondentsreported
thatoncetheybecamemorefamiliarwithcampus,foundaroutine,andmodifiedtheirstudyhabitsforthechallengesofcollegecourses,theyfeltmoreconfidentintheirnewenvironment.
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• Acknowledgethesizeofthecampusandpotentiallyoverwhelmingamountofinformationandresources;provideguidancetostudentsonwaysthattheycanmaketheUniversityfeelsmalleror“right-sized”fortheircurrentlevelofcomfort.
Academic life • Directlyaddressthedifficultyandcompetitivenatureofsomecoursesand/ormajorsandhow
studentscancopewiththis,includingseekingstudysupportandbyconsideringalternatemajorsorpathways.
• Continuetoprovideadvicetostudentsonwhenandhowtoseekhelpfromanadviser,andfromwhatothercrediblesourcestheymightgatheradviceoncourses,majors,sequencing,etc.
• Provideguidancetostudentsonhowtocarryahealthycourseloadthatbalancesmorechallengingorrequiredcourseswithcoursesthataremoreexploratoryorfunforstudents,orthathelpthemmasterself-care.
• Continuetoprovideadvicetostudentsonhowtoestablisharelationshipwithaprofessor,TA,orothermentor.
Well-being • Helpstudentsmaketheconnectionbetweenattendingtotheirwell-beingandtheirabilityto
succeedattheiracademicgoals.Letthemknowthattheycanlearnself-careskills,andprovidespecificinformationonhowtobuildtheseskills.Repeatedlyremindthemtoattendtotheirwell-beingtosetthefoundationforsuccess.
• EncouragestudentstofindatleastonewaytobecomeinvolvedatUWbeyondtheclassroom,andhavethemimagineforthemselveswhata“justright”amountofinvolvementmightlookandfeellike,withpotentialexamples.
• Normalizementalhealthchallengessuchasanxietyanddepression,andcontinuetosupportstudentswithlinkstoappropriateresources.Alsoaddresstypicaldevelopmentalchallengesstudentsarelikelytoencounterandhowcantheydevelophealthyresilience.
• OrientstudentstotheinformationavailablethroughMyUWandothercentralportals,emphasizingthattheycanreturntotheseorganizedsourcesatanytime.
Inaddition,surveyresultssuggestedpotentialfurtherresearchabouthowstudentscanbesupportedinfindingcommunity:
• Whatitisthatfraternitiesandsororitiesdothatissosuccessfulinhelpingtheirmembersfeelasenseofbelongingandcommunity?Arethereaspectsofthisthatcanbereplicatedelsewhere?
• Howdostudentsdistinguishbetween“friends”and“community”?Andwhatdoesthismeanformessagingandprogramming?
Whiletheissuessurfacedintheresultsofthesophomoresurveymaycomeasnosurprisetoundergraduateadvisersandothersworkingwithfirstyearstudents,thesurveyitselfprovidesonewaytomeasureimprovementinregardtotheseissues.WehopeforanincreasedreadershipoftheThrivemessagesinMyUWforYear2oftheInitiative,andwiththis,amoreaccurateunderstandingoftheeffectsoftheInitiativeonstudents’firstyearexperience.
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Appendix
UW First Year Student Experience Transitioningtouniversitylifecanhaveitschallenges.Whetheryourfirstyearwasgoodorbad,wewanttoknowaboutit.Thissurveywillaskyouquestionsaboutyourexperience,whattypesofactivitiesyouparticipatedinandwhatresourcesyoumadeuseofduringyourfirstyear.Yourresponsesareanonymous.Thankyouforhelpingusimprovethefirstyearexperience.
I. Transition to UW 1.AbouthowlongdidittakeyoutofeelsettledinattheUniversityofWashington?
Ifeltsettledrightaway--beforethestartofAutumnquarterIfeltsettledbytheendofAutumnquarterIfeltsettledbytheendofWinterquarterIfeltsettledbytheendofSpringquarterIamjustnowfeelingsettledIdonotfeelsettledyet,butexpecttosoonIdonotfeelsettledyet,anddon’texpecttofeelsettledsoon
[Ifcheckedanyofoptions1-5above]1a.Wasthereaspecificeventorsituationthathelpedyoutofeel
settledinattheUW?Pleaseexplain.[Ifcheckedanyofoptions6-8above]1a.Was/istheresomethinglackingattheUWthatpreventedyou
fromfeelingsettled?Pleaseexplain.
2.Didyoufeelyouhadaccesstoresources--people,places,orinformation--thatcouldhelpwhenneeded?
YesNoSomewhat
3.Pleaseexplainbytellingusaboutaspecificneedandwhoorwhathelpedordidn’thelpinrelationtothisneed.
4.Ingeneral,howwouldyoudescribeyourexperiencetransitioningtotheUWlastyear?Poor--thetransitionwasroughandverychallengingformeFairGoodGreat--thetransitionwassmoothandveryeasyforme
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II. UW Community 5.Whichofthefollowing,ifany,werepartofyourfirstyearexperience?Selectallthatapply.
LivedinacampusresidencehallParticipatedinaLive/LearnCommunityUsedtheCommuterCommonsJoinedafraternityorsororityRegisteredforaFIGParticipatedinEarlyFallStartParticipatedinNCAAAthleticsParticipatedintheHonorsProgramParticipatedintheC21FellowsProgramNoneoftheabove
6.Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.AttendedDawgDazeeventsWorkedatacampusjobJoinedastudentorganizationorperformanceensembleJoinedacampusorrecreationalsportsteamorclubAttendedUWguestlectures,readings,performances,orworkshopsAttendedUWsportseventsTookaclassthroughtheExperimentalCollegeorIMARanforstudentgovernmentorsoughtotherstudentleadershipexperienceParticipatedinvolunteeractivitythroughtheUWTookpartinaUW-relatedresearchprojectorinternshipAttendedacareerfairTraveled/plannedtotraveltoanotherpartofthestate,country,orworldtolearnOther:Noneoftheabove
7.HowwouldyoudescribeyourdegreeofinvolvementinUWactivitiesduringyourfirstyear?Toomuch--Igotover-involvedToolittle--IwouldhavelikedtogetmoreinvolvedJustright
[Ifselectedoption2above]7a.Whichofthefollowing,ifany,wereobstaclestogettingmoreinvolvedat
theUW?IplacedapriorityonmystudiesIhadanoutsidejobMycommutewasaconstraintIhadfamilyobligationsIhadhealthissuesDidn’tknowhowtogetinvolvedDidn’tknowanyonewithsharedinterestsOther:
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III. Academics 8.Whichofthefollowingwastrueforyouduringyourfirstyear?Selectallthatapply.
IcametotheUWknowingwhatIwantedtomajorinIcametotheUWhavingsomeideaofwhatIwantedtomajorinIcametotheUWhavingnoideaofwhatIwantedtomajorinIexploredmultipleideasformajorsIstucktomyoriginalidea(s)foramajorIidentifieda“backup”majorIfoundinspirationforapossiblemajorfromacourseorothercampuseventIfoundinspirationforapossiblemajorbytalkingtoothersIappliedforamajorIdeclaredmymajor
9.Afterorientation,abouthowmanytimesdidyoumeetinpersonwithanadviserorsimilarexpert(e.g.,OMA&Dmentor)foracademicadviceduringyourfirstyearatUW?
0123ormore
[if>1]9a.Forwhatreason(s)didyoumeet?Selectallthatapply.
Helpwithselectingand/orregisteringforclassesHelpwithidentifyingpotentialmajor(s)HelpunderstandingdegreerequirementsHelpwithapplicationtoamajorHelpwithstudytipsHelpdealingwithstressHelpwithneededdocumentsItwasrequiredIwantedtoestablisharelationshipOther:
[if=0]9a.Whatwereyourreasonsfornotmeetingwithanadviserorsimilarexpertforacademic
advice?Selectallthatapply.DidnotknowhowtoaccessanadviserDidnotfeelanyneedtoDidnotfeelcomfortabledoingsoDidnotknowwhatIwouldsayCouldnotgetanappointmentwhenIneededitCommunicatedwiththemviaemailoranothermethodOther:
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10.DuringyourfirstyearatUW,abouthowmanytimesdidyoumeetinpersonwithaninstructororteachingassistanttodiscussyourworkorcoursematerial?
01-34-67ormore
[if>1]10a.Forwhatreason(s)didyoumeet?Selectallthatapply.ToimprovemyunderstandingofcourseconceptsandideasTogethelpwithanassignmentTodiscussagradeorfeedbackIreceivedTodiscussmyinterestinthecoursetopic(s)orinstructor’sresearchToaskaboutrelatedcoursesorrecommendedout-of-classactivitiesTodiscussamajororcareersinthefieldToaskforaletterofrecommendationorprofessionaladviceItwasrequiredIwantedtoestablisharelationshipOther:
[if=0]10a.WhatwereyourreasonsfornotmeetingwithaninstructororTAtodiscussyourworkor
coursematerial?Selectallthatapply.DidnotknowhowtoaccesstheinstructororTADidnotfeelanyneedtoDidnotfeelcomfortabledoingsoDidnotknowwhatIwouldsayHardtofindacommontimetomeet/OfficehourswerenotconvenientCommunicatedwiththemviaemailoranothermethodOther:
11.Studyhelp:Whichofthefollowing,ifany,didyoudoduringyourfirstyear?Selectallthatapply.AttendedaCLUEstudysessionorsoughthelpwithwritingthroughCLUEParticipatedinaninformalstudygroupwithclassmatesorfriendsConsultedalibrarianforhelpwithresearchorwithlocatinginformationMetwithatutorattheOdegaardWritingandResearchCenterReceivedtutoringorstudyhelpattheInstructionalCenterLocatedoneormorestudyspaceswhereIcouldworkeffectivelyMadeastudyplanorscheduletostayontopofmaterialOther:Noneoftheabove
[ifselectedanyofoptions1-5above]11a.Whatbestdescribesyourmotivationforseekingthistypeof
help?Selectallthatapply.SoughtsupportaheadoftimewithsomethingIknewwouldbechallengingSoughtsupportwhenIwasstrugglingSoughtsupportafterreceivingapoorgradeorfeedbackWantedtomaximizemychancesforsuccess
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ItwasrequiredbytheinstructorI’dhearditwasagoodideaOther:
IV. Well-being 12.Managingeverydaylivingcanoftenbeachallengeforfirstyearstudents.Lookingback,howwouldyourateyourexperiencewiththefollowingduringyourfirstyear?Matrixratings:DidpoorlywiththisDidokwiththisDidgoodwiththisDidgreatwiththis
ManagingtimeforstudiesGettingagoodnight’ssleepFollowinghealthyeatinghabitsManagingstressandanxietyManagingmoney(e.g.stayedwithinabudget)GettingregularexerciseMakingtimeforplayandfunHandlingemotions(loneliness,anger,etc.)MakingfriendsSeekinghelpfromotherswhenneededManaginginterpersonalconflicts(e.g.,roommates,familymembers)Takingtimeforpersonalreflection
13.Overall,wouldyousayyou“foundyourcommunity”attheUW?Yes,definitelySomewhatNo,notyet
14.Pleaseexplainyouranswer.
15.WhichofthefollowingweretrueforyouduringyourfirstyearattheUW?Selectallthatapply.Imadeatleastonegoodfriend.TherewasnooneIfeltIcouldtrustforhelporadvice.Icametoknowatleastoneinstructororstaffmemberwell.Iwasoftenunsureofwhattofocusonandwhen.IknewaboutmostoftheresourcestheUWofferedstudents,evenifIdidn’tusethem.Ifeltoverwhelmedbythesizeofthecampusandcommunity.IdiscoveredanewsubjectorissueI’mexcitedtoexploremore.
16.What,ifanything,wasmissingforyoufromyourfirstyearexperience?
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17.HowcantheUWbestsupportyouduringyoursecondyear? V. About you 18.Yourage:
18yearsoryounger19years20years21yearsorolder
19.Areyouthefirstperson(inwhatyouwouldconsider)yourimmediatefamilytoattendcollege?NoUnsureYes
20.InternationalstatusIamaninternationalstudent(J1orF1studentvisa)Iamnotaninternationalstudent(U.S.citizenorpermanentresident)Othercitizenshipstatus
21.GenderidentityFemaleMaleTransOther:
Ichoosenottorespond
22.Racial/ethnicidentitySelectallthatapply:AsianBlack/AfricanAmericanHispanic/LatinAmericanMiddleEastern/ArabNativeAmerican/AlaskaNativePacificIslander/HawaiiNativeWhite/CaucasianOther:Ichoosenottorespond
23.Whatbroadcategoryorcategoriesbestdescribeyouracademicinterest(s)?Selectallthatapply.Arts&Sciences–ArtsArts&Sciences–HumanitiesArts&Sciences–NaturalSciencesArts&Sciences–SocialSciencesBuiltEnvironments
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BusinessDentistryEducationEngineeringEnvironmentInformationLawMedicineNursingPharmacyPublicAffairsPublicHealthSocialWorkUndecidedOther:_______________________
Thankyouforyourfeedback!IfyouwouldlikesomeonefromtheHuskyExperienceTeamtocontactyoudirectlyaboutyourfirstyearexperience,pleaseprovideyouremailaddress,andwewillbeintouch.
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