Office of Institutional Research
December 31, 2003
The College Student Inventory (CSI) of the
Noel-Levitz Retention Management System is a measurement
tool that asks students to reflect on academic, personal,
and social experiences and perspectives. Students hence identify
their cognitive and affective attrition indicators.
The University of North Dakota administered
the CSI Form B to 1998 students, 972 female (48.6%) and
1026 male (51.4%),
during the 2003 summer orientation. Three reports that provide
analyzed results are generated. The first report is for each
individual student, second for each student’s academic
advisor, and, the third is an overall institutional report.
Demographically, the UND respondents identified themselves
as White (94.8%), Asian (0.8%), Hispanic or Latina (0.8%),
American Indian (1.3%), and African American (0.5%). Less
than 11 percent of the UND respondents reported being first-generation
college students whose parents did not attend college while
more than 30 percent of the UND respondents were second-generation
college students who came from families with both parents
having college or higher degrees.
When compared to the national norms of the 11 motivational
scales, UND respondents are better on 14 scales - intellectual
interests, verbal confidence, math and science confidence,
desire to finish college, attitude toward educators, sociability,
family emotional support, opinion tolerance, sense of financial
security, social enhancement, financial guidance, and internal
validity while UND respondents need to improve on 5 scales
- study habits, career closure, academic assistance, career
counseling, and personal counseling.
UND respondents are above the national average mean scores
on college preparatory, high school grades, and parental
education while they are slightly below the national norm
on desire to transfer and desire to pursue graduate degree.
Based on the overall motivational assessment results compared
with the national trend, UND respondents are less likely
to drop out, have academic difficulties, experience educational
stress, and ask for institutional help.
This CSI information helps students reflect on how to maximize
their college experience, helps academic advisors equip with
specific intervention strategies and able to identify students
with particular concerns and, and gives the Enrollment Management
Team a snapshot of our first year students as a group. An
anticipated follow-up study will be conducted to investigate
effects on freshman retention and subsequent graduation rates
due to these combined efforts.