Western Educational Longitudinal Study (WELS)
The Office of Survey Research (OSR) is responsible for developing and administering the Western Educational Longitudinal Study (WELS), including Exit Surveys and Alumni Surveys. See WELS Survey Design. We also publish WELS Data Bytes.
The Western Educational Longitudinal Study (WELS) is a series of internal longitudinal surveys of all in-coming first-year and transfer students administered every two-three years. Studies resulting from the WELS involve an initial assessment of students prior to entering Western and then a series of follow-ups at different points in students’ academic careers, through graduation and then as Alumni. The purpose of the WELS is threefold: (1) To assess student needs based on their self-reported characteristics, perceptions and concerns; (2) To provide data that can be used to better assess academic and co-curricular programs by providing baseline entry data that can be used as statistical controls in analyses to offset the inability to conduct randomized studies; and (3) To maintain an ongoing record of student knowledge acquisition, ability levels, and other general education outcomes to address concerns of accountability and accreditation.
OSR uses a mixture of on-line and telephone survey methodologies. Since the data collected in these studies includes identifying information, these data can and are linked with data in student records, thus expanding their usefulness beyond what could be obtained using large national studies such as the National Study of Student Engagement (NSSE). Unlike national studies, the WELS survey instrument can be tailored to fit Western’s needs in any given year including, if needed, a replication of national survey questions to make direct comparisons with other institutions.
WELS DATA:
Freshmen cohorts
- Freshmen entering Fall 2009 (report in progress)
- Freshmen entering Fall 2008
- Freshmen entering Fall 2007
- Freshmen entering Fall 2005
- Freshmen entering Fall 2003
Transfer cohorts
- Transfers entering Fall 2009 (report in progress)
- Transfers entering Fall 2008
- Transfers entering Fall 2005
Freshmen Entering Fall 2008
Fall 2008 Baseline of Incoming Freshmen. This report presents findings from the fall, 2008, baseline survey of entering freshmen, with or without 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 engagment, academic self perception, and general college preparedness.
Freshmen Entering Fall 2007
Fall 2007 Baseline of Incoming Freshmen. 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 a total of 1786 responses (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.
Freshmen Entering Fall 2005
Spring 2008 Follow-Up of Freshmen Entering Fall 2005. 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.
Spring 2007 Follow-Up of Freshmen Entering Fall 2005. This report presents findings from the spring, 2007, two-year follow-up survey of students who had entered as freshmen in fall, 2005. Survey topics included respondents’ use of and satisfaction with academic advising; use of academic technologies; attitudes towards academic and social engagement; experiences with courses and resources; successes and challenges; and health and learning strategies issues.
Spring 2006 Follow-up of Freshmen Entering Fall 2005. The major focus of this survey was to follow-up on changes in personal learning traits assessed in the Motivated Strategies for Learning Questionnaire (MSLQ). Separate subsets of the sample were given questions on perceived requirement for academic success, academic self-concept, academic reflection, academic motivations, study styles, and learning styles. In addition, questions from previous baseline and follow-up surveys were included on participation in first-year programs, student services, and academic advising and tutorial services; course selection and registration experiences; attitudes toward GURs, the culture at Western, and service learning; academic skills and competencies; academic and social engagement; academic and personal difficulties; work experiences; perceptions of the first-year transition; intentions regarding transferring and graduating on time; and general attitudes.
Fall 2005 Transitions Survey. This report presents findings from the end-of-fall-quarter, 2005, "transitions" survey for freshmen. Questions were designed to help better understand the nature of their first quarter experience with respect to their personal, social and academic adjustment; the kinds of personal, financial, and academic pressures and difficulties they experienced; their use of student services (including advising) and newly implemented student services programs (e.g., an enhanced "Western Reads" program); and their overall satisfaction with Western after one quarter. Most of these same questions were also asked of the fall, 2005, incoming transfer students, thus facilitating comparisons between these two groups, keeping in mind, of course, that the transfers had junior standing during this first quarter.
Fall 2005 Baseline of In-coming Freshmen focuses on initial perceptions and expectations; academic self-perceptions; college preparedness, concern, and motivation; high school experiences; and personal self-perceptions.
Freshmen Entering Fall 2003
See WELS Data Bytes for the 2003 cohort.
The 2003-2007 Common Items Chart indicates students' comfort level with academic skills and competencies (2003 baseline compared to Spring 2007 follow-up).
Spring 2007 Follow-up of Freshmen Entering 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. Given that the sample consisted of students who were in their fourth year of study and expected to have made a decision about their major field of study, one focus of this survey was on the process of declaring and changing majors, double majors, and minors. This survey also included a lengthy section on writing—students’ writing experiences in general and in their writing proficiency courses. The cohort was also asked about their experiences in upper division courses and in their chosen academic departments. These students were asked about their experiences with or attitudes toward study abroad opportunities. In addition, questions from previous baseline and follow-up surveys were included on their use of and satisfaction with student services (including academic advising and tutorial services); attitudes toward the culture at Western; academic skills and competencies; academic and social engagement; academic and personal difficulties; and work experiences.
Spring 2006 Follow-up of Freshmen Entering Fall 2003. This survey focused on the process of declaring and changing majors, double majors, and minors; experiences in upper division courses and in their chosen academic departments; and experiences with or attitudes toward study abroad opportunities. In addition, questions from previous baseline and follow-up surveys were included on students' use of and satisfaction with student services (including academic advising and tutorial services); attitudes toward the culture at Western; academic skills and competencies; academic and social engagement; academic and personal difficulties; and work experiences.
Spring 2005 Follow-up of Freshmen Entering Fall 2003 was administered to a random sample of 1489 sophomores who were new freshmen in Fall 2003. Topics included: registration process, major, advising, academic activities, GURs, work, experiences, difficulties, and uses of academic and library technologies.
Students and Academic-Oriented Technology: A Longitudinal Study focuses on student use of email and comfort level with academic-oriented technology. Two data sets were used: 1) the end of the first year follow-up administered in Spring 2004; and 2) the end of the sophomore year follow-up, administered in Spring 2005.
Student Attitudes Toward General University Requirements (GURs) presents findings related to GUR expectations and attitudes, pedagogy, overall satisfaction, and how First-Year Interest Group (FIG) enrollment relates to these factors.
Student Contact With Their Academic Advisors presents findings from the Spring 2004 Follow-up of Freshmen, specifically about academic advising. These survey findings were then supplemented with Data Warehouse findings on high school grade point average (hsgpa), first quarter Western grade point average, and SAT scores.
Longitudinal Analysis From 2003-2004 Freshmen Surveys presents findings from three multi-itemed questions, plus a fourth single item question, asked in each of the three survey administrations (above). Two questions focus on students' transition to Western, one question focuses on student expectations, and one asks how well students throughout their high school experience prepared them for college.
Spring 2004 Follow-up of Freshmen Entering Fall 2003 represents the third freshmen survey to be conducted during this cycle. The data from all three reports provide the most comprehensive, appropriate and complete information Western has ever gathered on its incoming students.
Fall 2003 Freshmen Transitions Survey targeted freshmen in their first quarter at Western. 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 transitions.
Fall 2003 Baseline of In-Coming Freshmen was administered in Summer of 2003. This survey covered students' high school experiences and activities (both academic and personal), their expectations for college, and their family and personal background.
Transfers Entering 2008
Fall 2008 Baseline of Transfers Entering Fall 2008. This report presents findings from the fall, 2008, baseline survey of entering transfers, a total of 973 students. There were 483 online responses and 297 phone responses, for an 81% response rate. Survey topics included transfers students’ previous education, attendance at Transitions (summer program for
transfers), academic confidence, expectations as they enter Western, majors and minors, and personal backgrounds.
Transfers Entering 2005
Spring 2007 Follow-up of Transfers Entering 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. Of particular interest at this point in this cohort’s academic career were issues concerning their major and minor, graduation, and their future plans. Other survey topics included respondents’ level of academic engagement; writing proficiency experiences; use of and satisfaction with student services academic advising; use of academic technologies; attitudes towards academic and social engagement; experiences with courses and resources; successes and challenges; and health and learning strategies issues.
Spring 2006 Follow-up of Transfers Entering Fall 2005. Similar to the three-year follow-up survey of students who had entered as freshmen in the fall, 2003-students who also mostly have junior status-this survey focused on issues facing third-year students, for instance: choosing a major, upper division course experiences, study abroad, and general studies advising. In addition, the survey included questions from other time points and cohorts such as questions on academic advising and tutorial services, general student services usage, academic skills and competencies, work and other non-academic activities, academic and personal difficulties, and perceptions of Western.
Fall 2005 Transitions Survey. This report presents findings from the end-of-fall-quarter, 2005, "transitions" survey for transfers. Questions were designed to help better understand the nature of their first quarter experience with respect to their personal, social and academic adjustment; the kinds of personal, financial, and academic pressures and difficulties they experienced; their use of student services (including advising) and newly implemented student services programs (e.g., an enhanced "Western Reads" program); and their overall satisfaction with Western after one quarter. Most of these same questions were asked of the fall, 2005, incoming freshmen, thus facilitating comparisons between these two groups, keeping in mind, of course, that the freshmen were just entering college while transfers had junior standing during this first quarter.
Fall 2005 Baseline of In-Coming Transfers is the first comprehensive survey of transfer students in Western's history. Transfers 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.
New Transfer Focus Group Summary. OSR randomly selected transfers entering Western in fall of 2004 to participate in a focus group study about students' expectations and experiences, both academic and social. The research was designed to explore transfer students' experiences as they transition into Western, and focused particularly on the challenges they face. This information will inform OSR's plans for the WELS transfer survey, a large-scale study of transfer entering in fall of 2005.