washington state opportunity scholarship scholar · pdf filewsos student needs assessment...

Washington State Opportunity Scholarship

Scholar Needs Assessment Survey

DRAFT 3 .19 .13

Kelly Bay -Meyer, Senior Research & Evaluat ion Analyst , Col lege Success Foundat ion

In late-February through mid-March 2013, all Cohort 1 Washington State Opportunity Scholarship

(WSOS) students were invited via email to part icipate in a scholar needs assessment survey. Of the total

2,893 students, emails were successfully sent to those 2,873 w ith viable email addresses. Of those

2,873, 46% (n= 1,318) responded; however, 24 students did not consent to sharing their responses

w ith college partners. Therefore, we include a total of 1,294 responses for a 45% response rate.

While the overall number of responses is high, these results should be interpreted cautiously because the

representat iveness of the sample is not assured w ith a 45% response rate. In other words, the

characterist ics of the students who chose to respond may be systematically dif ferent than those who did

not (e.g., more engaged students may be more likely to part icipate in the survey, while less engaged

students may be more likely to abstain from taking the survey).

All descript ive stat ist ics are based on the number of students who responded to each question.

Contents Academic Profile ........................................................................................................................... 2

Support Needed in Personal Areas .................................................................................................. 5

Support Needed in Academic Areas ................................................................................................ 6

Student Activit ies ......................................................................................................................... 7

Employment and Workforce Preparation .......................................................................................... 7

Companies or Organizat ions in which Worked, Interned or Job Shadow ed ........................................... 9

Career Development Resources & Activit ies .................................................................................... 10

Industries and Posit ions of Interest ................................................................................................ 13

Student Suggestions .................................................................................................................... 14

Student Experiences ..................................................................................................................... 15

WSOS Student Needs Assessment Survey 2

Academic Profile

The vast majority of students (85%) indicate that they w ill be renew ing their WSOS in 2013-14; 13%

indicate that they w ill be complet ing their bachelor’s degree during the 2012 -13 academic year; and 3%

indicate that they w ill no longer be pursuing an eligible, high demand STEM or health care degree and w ill

not be renew ing their WSOS in 2013-14.

Will you be renewing your Washington State Opportunity

Scholarship in 2013-14? (n= 1,1214)

Response # %

Yes. 1,026 85%

No, I am complet ing my bachelor' s degree this

academic year. 155 13%

No, I w ill no longer be pursuing an eligible,

high demand STEM or health care degree. 33 3%

Grand Total 1,214 100%

Of those who responded and knew the highest education level completed by their birth or adoptive

parents (n= 1,187), 48% indicate that it was below a college degree, w hile 52% indicate that at least

one of their parents had earned a tw o-year, four-year or graduate degree.

8%

22%

18%

14%

26%

12%

0%

5%

10%

15%

20%

25%

30%

Less than highschool

High schooldiploma orequivalent

Some college, nodegree

Two-year degree(AA or AS)

Four-year degree(BA or BS)

Graduate orDoctoral degree(MA, Ph.D, etc.)

Highest Level of Education Completed by Birth or Adoptive Parents (n=1,187)


As of spring 2013, 13% of respondents (n= 1,199) indicate an off icial university class standing of

freshman, 25% sophomore, 32% junior, 23% senior, 3% 5 th year senior and 3% bachelor’s degree

graduate.

Of those who responded (n= 1,197), approximately 21% are currently enrolled at a community or

technical college, 66% at a four-year public college or university, and 14% at a private or independent

college or university. The largest group of students (n= 442; 37%) is enrolled at the University of

Washington-Seatt le.

College Type & College # %

Community or Technical College 247 20.63%

Bates Technical College 1 0.08%

Bellevue College 7 0.58%

Bellingham Technical College 3 0.25%

Big Bend Community College 3 0.25%

Cascadia Community College 1 0.08%

Centralia College 5 0.42%

Clark College 20 1.67%

Clover Park Technical College 6 0.50%

Columbia Basin College 4 0.33%

Edmonds Community College 6 0.50%

Everett Community College 8 0.67%

Grays Harbor College 7 0.58%

Green River Community College 12 1.00%

Highline Community College 9 0.75%

Lake Washington Inst itute of Technology 2 0.17%

Low er Columbia College 4 0.33%

North Seatt le Community College 1 0.08%

Olympic College 8 0.67%

Peninsula College 7 0.58%

Pierce College at Fort Steilacoom 9 0.75%

Pierce College at Puyallup 5 0.42%

Renton Technical College 3 0.25%

Seatt le Central Community College 10 0.84%

Shoreline Community College 8 0.67%

Skagit Valley College 6 0.50%

South Puget Sound Community College 5 0.42%

South Seatt le Community College 13 1.09%

Spokane Community College 3 0.25%

Spokane Falls Community College 5 0.42%

Freshman, 13%

Sophomore, 25%

Junior, 32%

Senior, 23%

5th Year Senior, 3%

Bachelor's degree graduate

3%


College Type & College (cont’d) # %

Community or Technical College (cont’d) 247 20.63%

Tacoma Community College 30 2.51%

Walla Walla Community College 9 0.75%

Wenatchee Valley College 11 0.92%

Whatcom Community College 9 0.75%

Yakima Valley Community College 7 0.58%

Four-year Public 784 65.50%

Central Washington University 25 2.09%

Eastern Washington University 49 4.09%

The Evergreen State College 28 2.34%

University of Washington-Bothell 14 1.17%

University of Washington-Seatt le 442 36.93%

University of Washington-Tacoma 23 1.92%

Washington State University 78 6.52%

Washington State University-Spokane 8 0.67%

Washington State University-Tri-Cit ies 12 1.00%

Washington State University-Vancouver 33 2.76%

Western Washington University 72 6.02%

Private or Independent 166 13.87%

Bastyr University 6 0.50%

DigiPen Inst itute of Technology 4 0.33%

Gonzaga University 31 2.59%

Heritage University 2 0.17%

Northw est University 4 0.33%

Pacif ic Lutheran University 39 3.26%

Saint Mart in' s University 12 1.00%

Seatt le Pacif ic University 16 1.34%

Seatt le University 22 1.84%

The Master' s College 1 0.08%

University of Puget Sound 8 0.67%

Walla Walla University 2 0.17%

Whitman College 7 0.58%

Whitw orth University 12 1.00%

Grand Total 1,197 100.00%

Of those w ho responded, 32% indicate health care as their f ield of study, 31% science, 23%

engineering, 8% technology and 6% mathematics.

31%

8%

23%

6%

32%

0%

5%

10%

15%

20%

25%

30%

35%

Science(n=370)

Technology(n=100)

Engineering(n=276)

Mathematics(n=74)

Health Care(n=379)

Field of Study (n=1,199)


Within each f ield of study, the largest proport ions of students indicate each of the follow ing f irst majors:

Science (Biology/Biological Sciences, General, n= 76), Technology (Computer Science, n= 27),

Engineering (Electrical and Electronics Engineering, n= 51), Mathemat ics (Mathematics, General, n= 25)

and Health Care (Nursing Practice, n= 99). (See Appendix 1 for full list .)

Of the 414 students who indicated a second major, the follow ing proport ions of students came from

each f ield of study: Science 35%, Technology 8%, Engineering 27%, Mathematics 6%, and Health Care

26%. In Science, the most popular Second Major was Health and Wellness (n= 12), followed by

Chemistry, General (n= 11) and Biology/Biological Sciences, General (n= 11); in Technology,

Mathematics, General (n= 4); in Engineering, Computer Science (n= 13) and Mechanical Engineering

(n= 13); and in Health Care, Health & Wellness, General (n= 19). (See Appendix 2 for full list .)

Support Needed in Personal Areas

Students note the highest levels of need in the follow ing three personal areas:

1. Obtaining adequate funds to f inance their education (60% strong support and 28% moderate

support needed).

2. Obtaining w ork experience in career areas of my interest (47% strong support and 35% moderate

support needed).

3. Arranging to discuss my career interests w ith people in my planned career area (21% strong

support and 42% moderate support needed).

Personal Areas (n= 1,177)

No

Support

Needed

Little

Support

Needed

Moderate

Support

Needed

Strong

Support

Needed

Grand

Total

Obtaining adequate funds to f inance my education. 3% 8% 28% 60% 100%

Obtaining w ork experience in career areas of my interest. 5% 13% 35% 47% 100%

Obtaining w ork experience in career areas of my interest. 5% 13% 35% 47% 100%

Arranging to discuss my career interests w ith people in my

planned career area. 10% 26% 42% 21% 100%

Managing my t ime more effect ively. 23% 39% 26% 12% 100%

Learning how to handle stress and anxiety in my life. 23% 36% 29% 11% 100%

Learning how to maintain good physical and mental health. 27% 41% 25% 7% 100%

Identifying my strengths, abilit ies, and limitat ions. 19% 48% 27% 6% 100%

Obtaining information about social act ivit ies at my college

or university. 32% 42% 19% 6% 100%

Learning how to solve personal problems. 38% 43% 15% 4% 100%

Coping w ith discriminat ion because of my age,

race/ethnicity, gender, etc. 58% 28% 10% 3% 100%

Learning how to deal w ith peer pressure. 61% 29% 8% 1% 100%


Support Needed in Academic Areas

Students note the highest level of need in the follow ing f ive academic areas:

1. Learning about educational opportunit ies after graduation (22% strong support and 37% moderate

support needed).

2. Connecting w ith a peer, a grad student, a professor, or a business professional, to serve as my

mentor (17% strong support and 33% moderate support needed).

3. Improving my test-taking skills (16% strong support and 29% moderate support needed).

4. Improving my study skills and habits (11% strong support and 29% moderate support needed).

5. Gett ing counseling/advice about my academic plans (11% strong support and 29% moderate

support needed).

Academic Areas (n= 1,177)

No

Support

Needed

Little

Support

Needed

Moderate

Support

Needed

Strong

Support

Needed

Grand

Total

Learning about educational opportunit ies after graduation. 16% 25% 37% 22% 100%

Connect ing w ith a peer, a grad student, a professor, or a

business professional, to serve as my mentor. 21% 29% 33% 17% 100%

Improving my test -taking skills. 19% 36% 29% 16% 100%

Improving my study skills and habits. 19% 41% 29% 11% 100%

Gett ing counseling/advice about my educational plans. 21% 38% 29% 11% 100%

Increasing my skills in mathematics. 31% 37% 21% 11% 100%

Expressing ideas in w rit ing. 34% 38% 20% 8% 100%

Coping w ith academic dif f icult ies. 40% 33% 19% 8% 100%

Overcoming obstacles related to scheduling and

accessibility of classes. 36% 36% 21% 7% 100%

Improving my problem-solving abilit ies and reasoning skills. 31% 42% 21% 6% 100%

Improving my understanding of w hat I read. 36% 38% 19% 6% 100%

Obtaining remedial/tutorial assistance for academic

courses. 42% 37% 15% 5% 100%

Understanding and using computers to support my

academic studies. 49% 35% 13% 3% 100%

Of the 218 students w ho listed at least one course in w hich they are having dif f iculty, more than one

student indicated the follow ing 11 course areas. The most common are w here students indicate

problems is in biochemistry, chemistry and/or organic chemistry (n= 80), followed by mathematics and

calculus (n= 47), physics (n= 20) and nursing and medicine (n= 18).

Course Area #

Biochemistry, Chemistry and/or Organic Chemistry 80

Mathematics and Calculus 47

Physics 20

Nursing and Medicine 18

Engineering 14

Biology 13

English and Writ ing 11

Computer Science 7

Psychology 3

Stat ist ics 3

Foreign Language (Hindi and Spanish) 2

Total 218


Student Activities

The vast majority of WSOS students (76%) have part icipated in some form of community service or

volunteer w ork during their t ime in college. In turn, 36% held a campus leadership posit ion, 22% have

been an act ive member in one or more campus or student STEM-focused organizations, and 8% have

studied abroad.

Approximately 18% of WSOS students (n= 1,198) have part icipated in either a paid or unpaid

Undergraduate Research Program. Of the 214 students who indicated that “ yes” they had part icipated,

174 listed these programs. (See Appendix 3 for full descript ions.)

Undergraduate Research Program Participation # %

No 984 82%

Yes, either unpaid or paid 214 18%

Yes, unpaid 139 12%

Yes, paid 110 9%

Yes, both unpaid and paid 35 3%

Total Respondents 1,198 100%

Employment and Workforce Preparation

The majority of WSOS students (52%) plan on entering the w orkforce in the state of Washington

immediately after complet ing their bachelor’s degree. An addit ional 33% plan on enrolling graduate

school; 13% are not sure; and 2% plan on entering the w orkforce outside the state of Washington.

No, 24%

No, 64%

No, 92% No, 78%

Yes, 76%

Yes, 36%

Yes, 8% Yes, 22%

0%

20%

40%

60%

80%

100%

Any type of community service orvolunteer work (n=1,172)

A campus leadership position(n=1,163)

A study abroad program(n=1,166)

Active member in one or morecampus or student STEM-focused

organizations (n=1,173)

33%

52%

2%

13%

0%

10%

20%

30%

40%

50%

60%

Enroll in graduate school Enter the workforce in thestate of Washington

Enter the workforceoutside the state of

Washington

Not sure

Plans Immediately after Completing Bachelor's Degree (n=998)


Currently, most students (52%) are employed, while 48% are not employed: 42% are w orking 1 -20

hours per week; 7% are working 21-39 hours per week; 3% are w orking 40 or more hours per week;

31% are not employed but are looking for w ork; and 17% are not employed and are not looking for

work.

Of those students looking for work (whether currently unemployed or employed), most (n= 448; 36%)

desire an internship; 32% (n= 398) desire a part-t ime job; 20% (n= 246) desire temporary or seasonal

employment; and 12% (n= 144) desire full-t ime employment (more than 30 hours per week).

42%

7% 3%

31%

17%

0%

15%

30%

45%

Employed, working 1-20 hours per week.

Employed, working21-39 hours per

week.

Employed, working40 or more hours per

week.

Not employed,looking for work.

Not employed, NOTlooking for work.

Current Employment Status (n=1,015)

36%

20%

32%

12%

0%

10%

20%

30%

40%

Internship (n=448) Temporary/seasonal (n=246) Part-time (n=398) Full-time (n=144)

Employment Desired


Over a third of students (37%) have part icipated in a job shadow; 25% have received or are receiving

formal career mentoring from an adult; 16% have received or are receiving formal career mentoring from

a peer; 16% have part icipated in an undergraduate research program in a career area of interest; 15%

have part icipated in an unpaid interested in a career area of interest; 12% have part icipated in a paid

internship in a career area of interest; and 5% have part icipated in an apprenticeship.

Career Experiences (n= 1,026)

Does

not

apply

No Yes Grand

Total

I have shadow ed someone w ho has a job that interests me. 4% 58% 37% 100%

I have received or am receiving formal career mentoring from an adult . 7% 68% 25% 100%

I have received or am receiving formal career mentoring from a peer. 7% 76% 16% 100%

I have part icipated in an undergraduate research program in a career area

that interests me. 8% 77% 16% 100%

I have part icipated in an unpaid internship in a career area that interests

me. 6% 79% 15% 100%

I have part icipated in a paid internship in a career area that interests me. 6% 82% 12% 100%

I have part icipated in an apprent iceship in a career area that interests me. 10% 85% 5% 100%

Companies or Organizations in which Worked, Interned or Job Shadowed

In total, 455 students list at least one company or organization in which they are or have worked,

interned or part icipated in a job shadow . Among these 455 students, 708 posit ions were mentioned.

The employers w ith the largest numbers of posit ions (4 or more) held by WSOS scholars include the 21

companies or organizations listed below . Over half of these top inst itut ions (12 out of 21 or 57%) are

colleges or universit ies and 6 more (29%) are hospitals or medical research centers. (See Appendix 4 for

full list of companies and organizations.)

1. University of Washington (n= 52)

2. Washington State University (n= 18)

3. Pacif ic Lutheran University (n= 11)

4. Western Washington University (n= 10)

5. Seatt le Children’s Hospital (n= 9)

6. Seatt le University (n= 9)

7. Central Washington University (n= 7)

8. Mult i-care Health (n= 6)

9. Pacif ic Northwest Laboratories (n= 6)

10. St. Joseph’s Hospital (n= 6)

11. University of Puget Sound (n= 6)

12. Peace Health (n= 5)

13. Seatt le Pacif ic University (n= 5)

14. Eastern Washington University (n= 4)

15. Fred Hutchinson Cancer Research (n= 4)

16. Gonzaga University (n= 4)

17. Microsoft (n= 4)

18. Rite Aid (n= 4)

19. Seatt le Biomedical Research Inst itute (n= 4)

20. Tacoma Community College (n= 4)

21. The Evergreen State College (n= 4)


Career Development Resources & Activities

Nearly 40% of students have never visited their campus career center; 24% have done so once; and

29% visit a couple of t imes per year. Very few students are regular visitors: 4% visit monthly and

another 4% visit more than once per month.

As expected, the frequency of visits to the career center varies by class standing; however, the number

of visits does not increase at a constant rate as students near graduation (and the w orkforce). While

13% of 5 th year seniors are visit ing the career center more than once per month, freshman have the

lowest proport ion of students who have never visited their campus career center. In other words, 67%

of freshmen have visited their campus career center at least once, while only 59% of juniors have done

so. This suggests that incoming freshmen may be more aware of career center options and/or more

eager to begin their career planning earlier in their college career than previous classes of students.

Frequency Visiting Campus

Career Center (n= 968)

Class Standing Spring 2013

Grand

Total Freshman Sophomore Junior Senior 5th Year

Senior

Bachelor' s

degree

graduate!!

Never 33% 39% 41% 40% 39% 34% 39%

Once 29% 21% 25% 21% 16% 43% 24%

A couple of t imes per year 28% 31% 27% 32% 29% 17% 29%

About once per month 4% 4% 5% 5% 3% 3% 4%

More than once per month 5% 5% 3% 2% 13% 3% 4%

Grand Total 100% 100% 100% 100% 100% 100% 100%

A couple of times per year

29%

About once per month

4%

More than once per month

4%

Never 39%

Once 24%

Campus Career Center Use (n=968)


Most students (78%) go to their friends, peers or co-workers for information about career development

and career opportunit ies, followed by their college major advisor (65%), professor or course instructor

(57%) and guardian, parent, family member or foster family member (54%).

Career Information Sources (n= 1,004)

Does

not

apply

No Yes Grand

Total

Friends, peers or co-w orkers 3% 19% 78% 100%

College major advisor 4% 30% 65% 100%

Professor or course instructor 4% 38% 57% 100%

Guardian, parent, family member or foster family member 6% 40% 54% 100%

Professional contact 8% 57% 35% 100%

Campus Career Services Center 6% 60% 34% 100%

Employment supervisor 13% 67% 19% 100%

High school teacher/mentor 14% 68% 18% 100%

College Mentor Coordinator 12% 74% 14% 100%

Leader from my faith community 16% 73% 11% 100%

Athlet ic coach 23% 73% 4% 100%

Social w orker 19% 77% 4% 100%

“ Other” sources of information about career development and career opportunit ies include the follow ing:

Internet Search (n= 12)

Other Off ices (n= 8)

o AFROTC (n= 1)

o Conferences, informational seminars & Work Study off ice (n= 1)

o Co-Op Program (n= 1)

o Career Services for Major (n= 1)

o Engineering Cooperative Program (n= 1)

o Job Board postings (n= 1)

o Pre-Health Advisor & Student Organizations (n= 1)

o Student Outreach Services at WWU (n= 1)

Other Individuals (n= 6)

o DVR Counselor (n= 2)

o College Advisor (n= 1)

o INNRRC Director (n= 1)

o Sober Support Sponsor (n= 1)

o TRiO Counselor (n= 1)

Specif ic Websites (n= 4)

o Husky Jobs (n= 2)

o Honors Program website (n= 1)

o Local hospital website (n= 1)

Personal Init iat ive (n= 2)


More than half of students indicate that they have not used or participated in the following four career

resources or activities:

1. Practiced mock interviews: 73% have not part icipated.

2. Part icipated in other on-campus career w orkshops or events: 60% have not part icipated.

3. Met w ith a faculty member or career staff member outside of their academic major: 58% have not

done so.

4. Part icipated in on-campus job or internship recruitment act ivit ies: 52% have not part icipated.

Less than 15% of students did not use their campus career center for the following activities:

1. Ensured their public prof ile on the Internet is professional: Only 6% did so through their campus

career center.

2. Practiced mock interviews: Only 7% did so through their campus career center.

3. Researched a company or organization to which they are applying for a job or internship: Only 9%

did so through their campus career center.

4. Applied for a job or internship: Only 12% did so through their campus career center.

5. Took a personality or career assessment test: Only 14% did so w ith their campus career center.

At least 11 students indicate “Yes” participating with CSF in each of the activities listed. The highest

numbers of students indicate participating with CSF in the following three activities:

1. Took a personality or career assessment test : 31 students did so w ith CSF.

2. Met w ith a faculty member or career staff member w ithin my academic major: 20 did so through

CSF.

3. Met w ith a faculty member or career staff member outside of their academic major: 18 did so

through CSF.

Career Resources and Activities Used or

Participated (n= 990)

Yes, I did

this through

the College

Success

Foundation

(CSF).

Yes, I did

this through

my campus

career

center.

Yes, I did

this through

another

organization

or on my

own.

No, I have

not

completed

this activity

or Not

Applicable.

Total

Pract iced mock interview s 1% 7% 20% 73% 100%

Part icipated in other on-campus career

w orkshops or events 1% 17% 25% 60% 100%

Met w ith a faculty member or career staff

member outside of my academic major 2% 16% 28% 58% 100%

Part icipated in on-campus job or internship

recruitment act ivit ies 2% 21% 31% 52% 100%

Ensured my public prof ile on the Internet is

professional 1% 6% 49% 45% 100%

Took a personality or career assessment

test 3% 14% 42% 44% 100%

Received help w rit ing or updating my

resume 2% 22% 42% 41% 100%

Researched a company or organizat ion to

w hich I am applying for a job or internship 2% 9% 56% 38% 100%

Applied for a job or internship 2% 12% 58% 34% 100%

Met w ith a faculty member or career staff

member w ithin my academic major 2% 27% 47% 26% 100%

Searched job or internship list ings 2% 18% 69% 21% 100%


“ Other” career resources or activit ies mentioned by students include the follow ing:

Dependable Strengths workshop

Nursing building hosted career fair/interviews

Air Force Base Visits through AFROTC

Not much contact w ith WSU career centers; Yakima Valley Community College

has a great counseling center that assisted me in most of these act ivit ies

LDS Employment Center Career Workshop

Industries and Positions of Interest In total, 706 students listed 1,361 industries and posit ions in which they are interested in working.

Although specif ic companies were not asked for in the question, students noted 52 specif ic companies,

organizations and agencies in their descript ions. Among these, Boeing (n= 18) and Microsoft (n= 12)

were mentioned most frequently. (See Appendix 5 for full list .)

Company/Organization/Agency Number of

Mentions

Amazon 5

Boeing 18

Bonneville Power Administrat ion 1

Costco 1

DCI 1

Environmental Protect ion Agency 1

Epic 1

FAA 1

Forest Service 2

Franciscan Health System 1

Google 2

HOPE Worldw ide 1

IBM 1

Intel 4

Julep 1

Macy' s 1

Microsoft 12

NASA 3

National Parks Service 1

NCAR 1

NOAA 1

Pacif ic Northw est National

Laboratory 1

Peace Corps 2

PeaceHealth Medical Group 4

Pixar 1

PNNL 1

Police Force 1

Company/Organization/Agency Number of

Mentions

Prosser Memorial Hospital 1

Providence Regional Medical

Center 3

Public Ut ilit ies 3

Puget Sound Energy 2

Raytheon 1

Rushing Co. 1

Sacred Heart Medical Center 1

Safeway 1

Seatt le Children' s Hospital 4

Shoreline Restorat ion/Native

Lands 1

St. Joseph Hospital Tacoma 1

Sw edish Hospital 1

Synapse 1

T-Mobile 1

United Nations 1

University of Washington 3

US Air Force 4

USAID 1

USGS 3

UX 2

Valve 1

Washington State Patrol 1

WDFW 1

WSDOT 2

Yakima Valley Memorial Hospital 1


Among responses that did not include a specif ic employer of preference, students indicated

approximately 230 industries of interest. Responses were grouped by STEM or Health Care f ield based

on the text descript ion; however, this categorizat ion does not necessarily f it w ith the student’s overall

f ield of study for their bachelor’s degree. The highest proport ion of students indicated the follow ing by

industry/f ield/posit ion:

Computer Science: Design & Programming (n= 38) and Information Technology (n= 32).

Engineering: Software (n= 30) and Electrical (n= 23).

Health Care: Nursing (n= 134) and Physician (n= 48).

STEM Education (n= 26)

Education (n= 24)

Higher Education (n= 26)

Government (n= 20)

Student Suggestions When asked what suggestion(s) students have for CSF to support them, 920 students provided

comments. Each comment was categorized into a single category, sorted below from highest to lowest

frequency. (See Appendix 6 for full text.)

In sum, the largest proport ions of students used this opportunity to express their grat itude for the

scholarship and to explain w hat this opportunity has meant for them and their families. In terms of

suggestions, the most frequent suggestion concerns addit ional support f inding internship, job shadow

and employment opportunit ies. The second most frequent suggestion concerns outreach and

communication strategies. For example, many students indicate that they were not aw are of any

addit ional supports available to them through CSF. Many others suggest more frequent emails and online

resources for STEM internship and job postings. Finally, the third most frequent suggestion concerns

increasing the award amount to address f inancial dif f icult ies faced by students.

1. Words of Gratitude (n= 211)

2. Internship, Job Shadow & Employment Opportunit ies Desired (n= 210)

3. Outreach and Communication Suggestions (n= 148)

4. Financial Dif f icult ies (n= 109)

5. Logist ical Suggestions regarding Scholarship Administrat ion (n= 59)

6. Mentoring Desired (n= 44)

7. Addit ional Scholarships Opportunit ies Desired (n= 33)

8. Career Counseling Desired (n= 19)

9. Graduate School Support Desired (n= 19)

10. Other Comments (n= 16)

11. Academic Advising Desired (n= 9)

12. Tutoring Desired (n= 9)

13. Building Community among WSOS Scholars Desired (n= 8)

14. Networking Desired (n= 7)

15. Time and Stress Management Support Desired (n= 4)

16. Research Opportunit ies Desired (n= 3)

17. Résumé and Cover Letter Support Desired (n= 3)

18. Housing Support Desired (n= 2)


19. Volunteer Opportunit ies Desired (n= 2)

20. Disability Support Desired (n= 1)

21. Financial & Housing Support Desired (n= 1)

22. Mock Interview ing Desired (n= 1)

23. Study Skills Desired (n= 1)

24. Transferring Support Desired (n= 1)

Student Experiences

When asked if there was anything else that students would like to share about their experience, 202

students provided comments. Each comment was categorized into a single category, sorted below by

highest to lowest frequency. (See Appendix 7 for full text.)

In sum, the largest proport ion of students used this opportunity to express their grat itude for the

scholarship and CSF staff in general. The second most frequent experience specif ically mentions how

helpful the f inancial award from the scholarship has been. Finally, the third most frequent experience

mentioned by students includes suggestions for communication and outreach (e.g., wanting to learn

more about CSF programming).

1. Words of Gratitude (n= 68)

2. Financial Support Helpful (n= 45)

3. Communication & Outreach Suggestions (n= 31)

4. Staff Support Appreciated (n= 17)

5. Applicat ion Process Easy (n= 15)

6. Staff Support Needed (n= 11)

7. Logist ical Concerns (n= 5)

8. Logist ical Posit ive Feedback (n= 4)

9. Logist ical Suggestions (n= 2)

10. Mentoring Comments (n= 2)

11. Financial Support Needed (n= 1)

12. Advice to Future Students (n= 1)

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