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Oklahoma State University

Overview in Brief of 2014 BCSSE Results

The summary of the results shown here are weighted to reflect the proportion of males and females in the incoming freshman class.

Student Characteristics

  • 98% of respondents reported graduating in 2014.
  • 98% of respondents reported that they are full time students.
  • 66% of respondents were female, and 34% of respondents were male.
  • 60% of respondents indicated they were not first generation college students, while 40% of respondents indicated they were a first generation college student.
  • 90% of respondents reported they are taking at least 5 classes for credit at OSU in Fall 2014, and 94% of the classes they reported taking were not online courses.
  • 63% of respondents expected paying college expenses would be difficult (4 or higher on a 6-point scale). To pay for education expenses, 81% of respondents were using help from parents or relatives, 46% were using student loans, 89% were using grants or scholarships, and 64% were using their personal savings/job.
  • 96% of respondents intended to graduate from this college.
  • 81% of respondents reported this institution was their 1st choice for college.
  • 69% of respondents reported that this institution is less than four hours (in driving time) from the home where they lived during their last year of high school.
  • 89% of respondents reported they would be living on campus this school year.

High School Experiences

  • 91% of respondents attended public high schools.
  • 76% of respondents reported most of their high school grades were A- or A.
  • 27% of respondents reported completing 1-2 Advanced Placement classes in high school, and 24% of respondents reported taking 1-2 college courses for credit during high school.
  • 47% of respondents reported spending 1-5 hours per week preparing for class (studying, doing homework, rehearsing, etc.). Only 11% of respondents reported more than 16 hours per week preparing for class.
  • 49% of respondents reported spending 5 hours or less per week working for pay. 28% reported working for pay more than 16 hours per week.
  • 20% of respondents reported spending 11-15 hours per week participating in co-curricular activities (organizations, school publications, student government, sports, etc.). 38% of respondents reported spending 16 or more hours per week participating in co-curricular activities.
  • 32% of respondents reported spending 6-10 hours per week relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.).42% of respondents reported spending 11 or more hours per week relaxing and socializing.

Expectations for College

  • 34% of respondents expected to spend 21 or more hours per week preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities).
  • 33% of respondents expected to work for pay on- or off-campus 0 hours per week.
  • 57% of respondents expected to discuss their academic performance with a faculty member often or very often.
  • 46% of respondents expected to discuss course topics, ideas, or concepts with a faculty member outside of class often or very often.
  • When respondents were asked how often they expected to have discussions with people different than themselves, 84% expected to interact with people from a different race or ethnicity than their own often or very often, 88% expected to interact with people from a different economic background than their own often or very often,82% expected to interact with people with different religious beliefs than their own often or very often, and 82.58 expected to interact with people with different political views than their own often or very often.
  • 89% of respondents expected to ask instructors for help when they struggle with course assignments (4 or higher on a 6-point scale).
  • 87% of respondents were prepared to write clearly and effectively, 85% were prepared to speak clearly and effectively, 89% were prepared to think critically and analytically, and 79% were prepared to analyze numerical or statistical problems, 92% were prepared to work effectively with others, 85% were prepared to use computing and information technology, and 88% were prepared to learn effectively on their own (4 or higher on a 6-point scale).
  • 63% expected most of their grades in the coming year to be A or A-.

Support Expected to be Provided by the Institution

  • 80% of respondents reported it was important for the institution to provide a challenging academic experience (4 or higher on a 6-point scale).
  • 96% of respondents reported it was important for the institution to provide support to help students succeed academically (4 or higher on a 6-point scale).
  • 81% of respondents reported it was important for the institution to provide opportunities to interact with students from different backgrounds (4 or higher on a 6-point scale).
  • 78% of respondents reported it was important for the institution to provide help managing their non-academic responsibilities(e.g., work, family, etc.; 4 or higher on a 6-point scale).
  • 90% of respondents reported it was important for the institution to provide opportunities to be involved socially (4 or higher on a 6-point scale).
  • 91% of respondents reported it was important for the institution to provide opportunities to attend campus activities and events (4 or higher on a 6-point scale).
  • 85% of respondents reported it was important for the institution to provide learning support services (e.g., tutoring services, writing center, etc.; 4 or higher on a 6-point scale).