Assessing First-Year Student Expectations and Experiences at Two-Year and Four-Year Institutions: The CSXQ, CSEQ, and CCSEQ Michael J. Siegel, Ph.D.

Research Associate

Policy Center on the First Year of College

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2003 Summer Assessment Institute July 22, 2003

Goals for Session

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Examine background / structure / content of the “C/Q” Instruments:

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College Student Experiences Questionnaire ( CSEQ )

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College Student Expectations Questionnaire ( CSXQ )

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Community College Experiences Questionnaire ( CCSEQ )

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Discuss relevant ways in which instruments can be used on your campus, and for what purposes

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Share national data comparing expectations and experience as framework for discussion

The CSXQ, CSEQ, and CCSEQ are organized around the following principle:

Students do better academically and socially when they apportion time to activities that lead to desirable learning outcomes: studying, interacting regularly with faculty and staff, engaging with students who might have different opinions and views than they do, getting involved in service-learning or community service, and participating in educationally purposeful co curricular activities

Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1987) Good practice in undergraduate education… 1) encourages student-faculty contact; 2) encourages cooperation among students; 3) encourages active learning; 4) gives prompt feedback; 5) emphasizes time on task; 6) communicates high expectations; and 7) respects diverse talents and ways of learning.

What is the CSEQ?

The College Student Experiences Questionnaire (CSEQ) assesses the quality of effort college students expend in using the resources and opportunities provided by the institution for their learning and development.

CSEQ Fast Facts

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Developed in 1979 by Dr. Robert Pace at UCLA

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Since the first edition in 1979, more than 400,000 students have completed the instrument

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Over 500 institutions, representing all institutional types, have used the CSEQ

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Now in its 4th edition (2nd edition developed in 1983; 3rd edition in 1990)

Common Uses of the CSEQ

Assessment

emphasizes outcomes, or what students have learned

Accountability

emphasizes efficiency, or how resources are used

Accreditation

emphasizes institutional quality and improvement

Content of the CSEQ

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Background Characteristics

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Activities Scales

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Environment Scales

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Estimate of Gains Scales

CSEQ Activities Scales

Eleven scales reflect the quality of effort students expend in activities related to:

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Library Computer and Information Technology Course Learning Writing Experiences Experiences with Faculty Art, Music, Theater

• • • • •

Campus Facilities Clubs and Organizations Personal Experiences Student Acquaintances Scientific and Quantitative Experiences

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Topics of Conversation Information in Conversations

CSEQ Measures of the College Environment Ten scales measuring perceptions of the campus environment with regard to

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the extent to which the campus emphasizes diverse aspects of student learning and personal development

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relationships with faculty members, administrators, and other students

CSEQ Measures of the Estimate of Gains Student ratings of progress toward important educational goals Goals are presented in five major clusters: 1) 2) 3) 4) 5) General Education, Literature, Arts, and Social Sciences Personal Development and Social Competence Science and Technology Intellectual Skills Vocational Competence

What is the CSXQ?

The (CSXQ) provides information about new student expectations of:

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The nature and frequency of interaction with faculty members

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Expected use of campus facilities, learning centers, and other resources provided for their learning

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Satisfaction with college

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The nature of college learning environments

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Involvement with peers from diverse backgrounds (e.g., ethnic, racial, social, religious)

CSXQ Fast Facts

The CSXQ asks students what they expect from the first year in terms involvement in educational activities, experiences with the campus environment, and anticipated learning outcomes.

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Pace and Kuh developed from CSEQ FIPSE Influence 2 nd Edition (1999) Norms More than 33,000 students at over 50

CSXQ Activities Scales Eleven scales reflect the quality of effort students

expect

to expend in activities related to:

• • • • • •

Library and Information Technology Experiences with Faculty Course Learning Writing Campus Facilities Clubs, Organizations, Service projects

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Student Acquaintances Scientific and Quantitative Experiences

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Topics of Conversation Information in Conversations

•

Reading and Writing

CSXQ Measures of the College Environment Ten college environment questions that question the extent to which students believe certain variables will be emphasized at the institution during the upcoming year

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Environmental Emphasis:

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Seven scales refer to the extent to which environment emphasizes scholarly, intellectual, and practical activities.

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Quality of Relationships:

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Three scales refer to relationships with students, faculty members, and administrative offices and personnel.

Results from the CSXQ can be used to inform:

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Institutional research, evaluation, and assessment of the student experience Enrollment management, student recruitment and retention initiatives Faculty development, advising and academic support services First year experience programs Orientation, residence life, and student activities

What is the CCSEQ ?

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Institutions use the CCSEQ to: Prepare for self-study and accreditation review Assess Institutional Effectiveness Evaluate general education, transfer, and vocational programs Measure student interest, impressions and satisfaction Discuss ways to improve student involvement Encourage dialogue between academic affairs and student affairs

The CCSEQ Focuses on Four Distinct Elements of the Community College Experience

• • • •

Who are the community college students and what are their reasons for attending community college?

To what extent do students at the college utilize campus facilities and resources, and of what opportunities for learning do students take advantage?

What are student impressions and perceptions of the community college experience?

What programs have students made toward important learning goals?

CCSEQ Activities Scales

Twelve scales reflect the quality of effort students expend in activities related to:

• • • • •

Course Activities Library Activities Faculty Student Acquaintances Art, Music Theater Activities

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Writing Activities Science Activities

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Athletic Activities Career/Occupational Skills Computer Technology Clubs and Organizations Counseling and Career Planning

CCSEQ Measures of the Estimate of Gains Student ratings of progress toward, and gains in, important educational goals Goals are presented in five major clusters: 1) 2) 3) 4) 5) General Education, Literature, Arts, and Social Sciences Personal Development and Social Competence Science and Technology Intellectual Skills Vocational Competence

CCSEQ Measures of the College Environment Eight scales measuring perceptions of the campus environment with regard to

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the extent to which the campus emphasizes diverse aspects of student learning and personal development

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relationships with faculty members, administrators, and other students

CSXQ, CSEQ, and CCSEQ Administration

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Mail, Internet (CSXQ and CSEQ only), classroom, residence halls

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For CSEQ and CCSEQ —with first-year students, typically administered during the second semester; CSXQ administered before classes begin, primarily during orientation

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Undergraduate population or unique environment; given the scope of off-campus responsibilities at two-year school, sampling must be more strategic

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Consortia of colleges and universities

1) 2) 3) 4) 5)

Strategies for bridging student expectations and reality

“Expectations Audit”: Whose promising what? “Contract” between student and institution.

Student academic job descriptions Comparative analysis of student expectations and institutional expectations for students (e.g., “environmental scan”) Investigate expectations of first-year students (e.g., quant surveys, qual focus groups) Develop common language and standards for delivery of first year of college

Further ideas for narrowing the gap(s) between expectations and reality 1) 2) 3) 4) Focus efforts on student expectations while student expectations are still forming (Timing) Try to discover, understand, and close the gap(s) that exists between what students expect and what they actually experience during the first year of college Coordination between academic and student affairs is critical in setting expectations for student performance and engagement Communication of institutional expectations to incoming students is imperative. Messages need to systemic and conveyed in a systematic manner

What do national data tell us student expectations and experiences?

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CSXQ = 32,000 beginning frosh at 36 four-year colleges and universities (1998-2001) CSEQ = 35,500 end-of-year frosh at 121 four-year colleges and universities (1998-2001)

Expected & Reported Grades

Item Response Options First year C, C-, or lower B-, C+ college grade B A-, B+ point average A Expected Actual (%) (%)* 0 8 30 48 14 4 18 27 36 16

*Total does not equal 100 due to rounding error

Hours Per Week Studying

Response Options 5 or less 6-10 11-15 16-20 21-25 26-30 More than 30 Expected (%) 4 22 25 25 14 6 3 Actual (%) 13 28 22 18 10 5 4

Use Study or Academic Skills Center

Response Options Never Occasionally Frequently Expected (%) 13 48 39 Actual (%) 46 33 21

Use Library as a Quiet Place to Read or Study

Response Options Never Occasionally Frequently Expected (%) 7 48 45 Actual (%) 26 48 26

Ask Instructor for Comments/Criticisms About Your Academic Performance

Response Options Never Occasionally Frequently Expected (%) 7 43 50 Actual (%) 34 40 26

Discuss Term Paper or Class Project with a Faculty Member Response Options Never Occasionally Frequently Expected (%) 4 43 53 Actual (%) 21 46 33

Socialize with a Faculty Member Outside of Class Response Options Never Occasionally Frequently Expected (%) 31 56 13 Actual (%) 59 27 14

Work on a Campus Committee

Response Options Never Occasionally Frequently Expected (%) 22 44 34 Actual (%) 61 18 21

Have Serious Discussions with Students Whose Philosophy or Personal Values Very Different From Yours

Response Options Never Occasionally Frequently Expected (%) 4 32 64 Actual (%) 13 36 51

Have Serious Discussions with Students Whose Racial and Ethnic Backgrounds Different Than Yours

Response Options Never Occasionally Frequently Expected (%) 5 34 60 Actual (%) 20 36 43

Course-Related Learning Activities

Write a major report (20 pages or more) Response Options Never Occasionally Frequently Expected (%) 22 55 23 Actual (%) 78 13 9

Out-of-Class Learning Activities

Attended a lecture or panel discussion Response Options Expected (%) Actual (%) Never Occasionally Frequently 14 55 31 35 41 24

Contact Information

CSXQ and CSEQ Indiana University Center for Postsecondary Research and Planning 1913 East 7 th Street Bloomington, Indiana 47405 Phone: 812.856.5138

E-mail: [email protected]

CSSEQ University of Memphis Center for the Study of Higher Education 308 Browning Hall Memphis, TN 38148 Phone: 901.678.2775

E-mail: [email protected]

Michael J. Siegel, Ph.D.

Research Associate Policy Center on the First Year of College Brevard College 400 North Broad Street Duplex #2 Brevard, North Carolina 28712 828.877.6009-Phone 828.883.4093-Fax [email protected]

www.brevard.edu/fyc/