1	Western Undergraduate Exchange Research Project Boise, Idaho -- May 2004 Christopher C. Morphew Associate Professor University of Kansas
2	Phase 1 of Project Focused on identifying the types of students who use WUE, their motivations and experiences. Consists of pilot survey (web-based) done in April 2004 Larger, more thorough study in Fall 2004. Will need new data from institutions for Fall 2004.
3	Pilot survey nuts and bolts Selected frame of 860 students from 3300 students(11 institutions in 6 states) for whom I had info as of mid-April Emails notifying students sent on 4/28-4/29 28 questions focused on demographics, motivations and experiences 34% response rate as of 5/16. Can expect similar rate for Fall survey.
4	Pilot survey findings Guidance counselor and institutional websites are most likely ways for students to learn about WUE. Nearly 10% of students found out about WUE after enrolling. 3/4 of students applied to 3 or fewer colleges/universities 1/3 of students applied to current institution only after learning of WUE
5	Pilot survey findings continued… “Availability of specific degree program” and “Reduced tuition through WUE” cited as most important reasons for choosing a college/university Very high levels of satisfaction with WUE and living out of state (>99%) Nearly 20% report planning on living in state where college/university is located after graduation. Nearly 50% “don’t know/depends upon job/grad school”
6	Pilot survey findings continued… Good students: 86% report HS GPA >3.1 and 65% report college/university GPA >3.1 Racially homogeneous: 90% of those responding white Nearly 50% 1st generation 15% report less than $40K family income. More than half < $75K family income 25% pay >75% of cost of schooling; 42% pay < 25%
7	Next steps: Comprehensive survey in Fall Greater participation Add questions? Visits to active/innovative campuses Focus groups with students Interviews with administrative staff
8	Questions to be answered via Fall 2004 study and campus visits: Do reasons for choosing WUE campus vary by student SES? Does student participation in WUE (by demographics) vary by state or institutional type? What role does financial aid “on top” of WUE play? How can institutional/state policy interact with WUE to make program more/less effective?
9	Your ideas…?