Western Educational Longitudinal Study (WELS): Fall, 2005, Baseline Survey of In-coming Freshmen

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 and Western¬ specific as it could be. In the inaugural WELS survey,1580 in-coming 2003 freshmen participated. These respondents became the baseline cohort. From this baseline-and also from the general population of Western students-samples have been and will continue to be drawn for subsequent WELS surveys. The fall, 2005, WELS baseline survey of freshmen was administered to students online and over the phone. There were 2,037 in-coming fall, 2005, freshman and 349 in-coming Running Start students contacted to complete the survey. Students were initially emailed the survey and 1326 of the freshman and 177 of the Running Start students took the survey online. Additionally, freshman were contacted over the phone and given a shorter version of the survey, which 188 completed. In all, 1514 (74%) of in-coming freshman and 177 (51%) of the in-coming Running Start students took the survey. Hence, the overall response rate for the fall, 2005, WELS baseline survey was 71%. General topics covered in the fall, 2005, survey included: initial perceptions and expectations; academic self-perceptions; college preparedness, concern, and motivation; high school experiences; and personal self-perceptions

Western Educational Longitudinal Study (WELS): Spring 2005, Follow-up of Freshmen Entering Fall, 2003

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

Western Educational Longitudinal Study (WELS) Transfer In Transition: Students Who Entered as Transfers in the Fall Quarter, 2005, Surveyed at the End of Fall Quarter, 2005

This report presents findings from the end-of-fall-quarter, 2005, transitions survey for transfers

Western Educational Longitudinal Study (WELS): Fall, 2005 Baseline Survey of In-Coming Transfers

The survey questions for the transfer student WELS were developed similarly to the previous WELS surveys. WELS researchers contacted various departments and individuals at Western to discuss information they needed about Western\u27s transfer students. Additionally, WELS researchers conducted a focus group of transfer students in order to obtain insight into the transfer student population at Western and identify areas where transfer students differed from the rest of the Western population. Some questions were chosen to parallel previous WELS surveys. Transfer students were asked questions on a variety of topics including previous educational experiences, transfer student orientation, expectations about their Western experience, their major and advising, personal background, and future plans

Western Educational Longitudinal Study (WELS) Spring, 2006, Follow-Up Survey of Students Who Had Entered as Transfers in the Fall, 2005

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 Alumni, Class of 2005 - Spring 2006 Survey Findings

Western’s first Alumni Survey was conducted in 1988; it’s development and administration was in response to the Higher Education Coordinating Board (HEC Board) requirement to survey graduates every biennially. Western was done so diligently and reliably since. Twenty years on, as academic concerns have changed, so has the survey; however, the original “fourteen common items” proscribed by the HEC Board have remained. Similarly, the administration of the survey adapted: from a paper-and-pencil only mail-out form to the current on-line and telephone method. Yet regardless of the type of administration, satisfactory response rates have been attained. The current report includes data from the Alumni Survey which was administered online and over the telephone in the Spring of 2006. The alumni who were surveyed graduated within the 2004-2005 academic year; therefore, respondents were anywhere from a year to eighteen months from graduation. There were originally 2,883 alumni total, but 301 were eliminated due to no on bad contact information. There were 364 alumni who took a long online version of the survey, 633 who took a shorter online version of the survey, and 214 who took the phone version of the survey. In total, 1211 alumni took the survey out of 2581, for a response rate of 47%

Western Educational Longitudinal Study (WELS) Spring, 2007, Follow-up Survey of Students Who had Entered as Transfers in the Fall, 2005

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

First-time, In-coming Transfers and Freshmen: a Comparison of Survey Findings

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) Baseline Survey of Freshmen Entering in the Fall, 2007

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

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