Michael J. Siegel, Ph.D. Research Associate Policy Center on the First Year of College

Assessing First-Year Student Assessing First-Year Student Expectations and Experiences atExpectations and Experiences at

Two-Year and Four-Year Institutions: Two-Year and Four-Year Institutions: The CSXQ, CSEQ, and CCSEQThe CSXQ, CSEQ, and CCSEQ

Michael J. Siegel, Ph.D.Michael J. Siegel, Ph.D.Research AssociateResearch Associate

Policy Center on the First Year of CollegePolicy Center on the First Year of College

2003 Summer Assessment Institute2003 Summer Assessment InstituteJuly 22, 2003July 22, 2003

Goals for SessionGoals for Session

Examine background / structure / content of

the “C/Q” Instruments: College Student Experiences Questionnaire (College Student Experiences Questionnaire (CSEQCSEQ))

College Student Expectations Questionnaire (College Student Expectations Questionnaire (CSXQCSXQ))

Community College Experiences Questionnaire (Community College Experiences Questionnaire (CCSEQCCSEQ))

Discuss relevant ways in which instruments Discuss relevant ways in which instruments

can be used on your campus, and for what can be used on your campus, and for what

purposespurposes

Share national data comparing expectations Share national data comparing expectations

and experience as framework for discussionand experience as framework for discussion

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

principle: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 Seven Principles for Good Practice in Undergraduate EducationUndergraduate Education

((Chickering and Gamson, 1987Chickering and Gamson, 1987))

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.

Good practice in undergraduate education…

What is the CSEQ? What is the CSEQ? The College Student The College Student

Experiences Experiences Questionnaire (CSEQ) Questionnaire (CSEQ) assesses the quality of assesses the quality of effort college students effort college students

expend in using the expend in using the resources and resources and

opportunities provided by opportunities provided by the institution for their the institution for their

learning and development.learning and development.

Developed in 1979 by Dr. Robert Pace at Developed in 1979 by Dr. Robert Pace at UCLAUCLA

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

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

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

CSEQ Fast FactsCSEQ Fast Facts

Common Uses of the CSEQCommon Uses of the CSEQ

Assessmentemphasizes outcomes, or what students have learned

Accountabilityemphasizes efficiency, or how resources are used

Accreditationemphasizes institutional quality and improvement

Content of the CSEQContent of the CSEQ

Background Characteristics

Activities Scales

Environment Scales

Estimate of Gains Scales

CSEQ Activities ScalesCSEQ Activities Scales

• LibraryLibrary• Computer and Information Computer and Information

TechnologyTechnology• Course LearningCourse Learning• Writing ExperiencesWriting Experiences• Experiences with FacultyExperiences with Faculty• Art, Music, TheaterArt, Music, Theater

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

• Campus FacilitiesCampus Facilities• Clubs and OrganizationsClubs and Organizations• Personal ExperiencesPersonal Experiences• Student AcquaintancesStudent Acquaintances• Scientific and Quantitative Scientific and Quantitative

ExperiencesExperiences• Topics of ConversationTopics of Conversation• Information in Information in

ConversationsConversations

CSEQ Measures of the College CSEQ Measures of the College EnvironmentEnvironment

Ten scales measuring perceptions of the Ten scales measuring perceptions of the

campus environment with regard tocampus environment with regard to

– the extent to which the campus the extent to which the campus

emphasizes diverse aspects of student emphasizes diverse aspects of student

learning and personal developmentlearning and personal development

– relationships with faculty members, relationships with faculty members,

administrators, and other studentsadministrators, 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) General Education, Literature, Arts, and Social Sciences

2) Personal Development and Social Competence

3) Science and Technology

4) Intellectual Skills

5) Vocational Competence

What is theWhat is the CSXQ?CSXQ?The (CSXQ) provides information about The (CSXQ) provides information about

new student expectations of:new student expectations of:

– The nature and frequency of interaction The nature and frequency of interaction

with faculty memberswith faculty members

– Expected use of campus facilities, Expected use of campus facilities,

learning centers, and other resources learning centers, and other resources

provided for their learningprovided for their learning

– Satisfaction with collegeSatisfaction with college

– The nature of college learning The nature of college learning

environmentsenvironments

– Involvement with peers from diverse Involvement with peers from diverse

backgrounds (e.g., ethnic, racial, social, backgrounds (e.g., ethnic, racial, social,

religious)religious)

CSXQ Fast FactsCSXQ 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.

Pace and Kuh developed from CSEQ

FIPSE Influence 2nd Edition (1999) Norms More than 33,000

students at over 50

CSXQ Activities ScalesCSXQ Activities Scales

• Library and Information Library and Information TechnologyTechnology

• Experiences with Experiences with FacultyFaculty

• Course LearningCourse Learning• WritingWriting• Campus FacilitiesCampus Facilities• Clubs, Organizations, Clubs, Organizations,

Service projectsService projects

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

• Student AcquaintancesStudent Acquaintances• Scientific and Scientific and

Quantitative Quantitative ExperiencesExperiences

• Topics of ConversationTopics of Conversation• Information in Information in

ConversationsConversations• Reading and WritingReading and Writing

CSXQ Measures of the CSXQ Measures of the College EnvironmentCollege Environment

Environmental Emphasis: Seven scales refer to the extent to which

environment emphasizes scholarly, intellectual, and practical activities.

Quality of Relationships: Three scales refer to relationships with

students, faculty members, and administrative offices and personnel.

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

Results from the CSXQ can be Results from the CSXQ can be used to inform:used to inform:

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 What is the CCSEQCCSEQ??

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

ExperienceExperience

• 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 ScalesCCSEQ Activities Scales

• Course ActivitiesCourse Activities• Library ActivitiesLibrary Activities• FacultyFaculty• Student AcquaintancesStudent Acquaintances• Art, Music Theater Art, Music Theater

ActivitiesActivities• Writing ActivitiesWriting Activities• Science ActivitiesScience Activities

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

• Athletic ActivitiesAthletic Activities• Career/Occupational Career/Occupational

SkillsSkills• Computer TechnologyComputer Technology• Clubs and OrganizationsClubs and Organizations• Counseling and Career Counseling and Career

PlanningPlanning

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) General Education, Literature, Arts, and Social Sciences

2) Personal Development and Social Competence

3) Science and Technology

4) Intellectual Skills

5) Vocational Competence

CCSEQ Measures of the College CCSEQ Measures of the College EnvironmentEnvironment

Eight scales measuring perceptions of the campus Eight scales measuring perceptions of the campus

environment with regard toenvironment with regard to

– the extent to which the campus emphasizes the extent to which the campus emphasizes

diverse aspects of student learning and diverse aspects of student learning and

personal developmentpersonal development

– relationships with faculty members, relationships with faculty members,

administrators, and other studentsadministrators, and other students

CSXQ, CSEQ, and CCSEQ CSXQ, CSEQ, and CCSEQ AdministrationAdministration

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

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

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

Consortia of colleges and universities

Strategies for bridging student Strategies for bridging student expectations and realityexpectations and reality

1) “Expectations Audit”: Whose promising what?

“Contract” between student and institution.

2) Student academic job descriptions

3) Comparative analysis of student expectations and

institutional expectations for students (e.g.,

“environmental scan”)

4) Investigate expectations of first-year students (e.g.,

quant surveys, qual focus groups)

5) Develop common language and standards for

delivery of first year of college

Further ideas for narrowing the gap(s) Further ideas for narrowing the gap(s) between expectations and realitybetween expectations and reality

1) Focus efforts on student expectations while student expectations are still forming (Timing)

2) 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

3) Coordination between academic and student affairs is critical in setting expectations for student performance and engagement

4) Communication of institutional expectations to incoming students is imperative. Messages need to systemic and conveyed in a systematic manner

CSXQ = 32,000 beginning frosh at CSXQ = 32,000 beginning frosh at 36 four-year colleges and 36 four-year colleges and universities (1998-2001)universities (1998-2001)

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

What do national data tell us student What do national data tell us student expectations and experiences?expectations and experiences?

Expected & Reported GradesExpected & Reported Grades

Item Response Options

Expected (%)

Actual (%)*

C, C-, or lower 0 4 B-, C+ 8 18 B 30 27 A-, B+ 48 36 A 14 16

First year college grade point average

*Total does not equal 100 due to rounding error

Hours Per Week StudyingHours Per Week Studying

Response Options Expected(%)

Actual(%)

5 or less 4 136-10 22 2811-15 25 2216-20 25 1821-25 14 1026-30 6 5More than 30 3 4

Use Study or Academic Skills Use Study or Academic Skills CenterCenter

Response Options Expected(%)

Actual(%)

Never 13 46Occasionally 48 33Frequently 39 21

Use Library as a Quiet Place to Use Library as a Quiet Place to Read or Study Read or Study

Response Options Expected(%)

Actual(%)

Never 7 26Occasionally 48 48Frequently 45 26

Ask Instructor for Ask Instructor for Comments/Criticisms About Comments/Criticisms About Your Academic PerformanceYour Academic Performance

Response Options Expected(%)

Actual(%)

Never 7 34Occasionally 43 40Frequently 50 26

Discuss Term Paper or Class Discuss Term Paper or Class Project with a Faculty Member Project with a Faculty Member

Response Options Expected(%)

Actual(%)

Never 4 21Occasionally 43 46Frequently 53 33

Socialize with a Faculty Socialize with a Faculty Member Outside of ClassMember Outside of Class

Response Options Expected(%)

Actual(%)

Never 31 59Occasionally 56 27Frequently 13 14

Work on a Campus CommitteeWork on a Campus Committee

Response Options Expected(%)

Actual(%)

Never 22 61Occasionally 44 18Frequently 34 21

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

From YoursFrom Yours

Response Options Expected(%)

Actual(%)

Never 4 13Occasionally 32 36Frequently 64 51

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

Response Options Expected(%)

Actual(%)

Never 5 20Occasionally 34 36Frequently 60 43

Course-Related Learning Course-Related Learning ActivitiesActivities

Write a major report (20 pages or more) Response Options Expected

(%) Actual

(%) Never 22 78 Occasionally 55 13 Frequently 23 9

Out-of-Class Learning Out-of-Class Learning ActivitiesActivities

Attended a lecture or panel discussion Response Options Expected

(%) Actual

(%) Never 14 35 Occasionally 55 41 Frequently 31 24

Contact InformationContact Information

Michael J. Siegel, Ph.D.Research Associate

Policy Center on the First Year of CollegeBrevard College

400 North Broad Street Duplex #2Brevard, North Carolina 28712

828.877.6009-Phone828.883.4093-Fax

[email protected]/fyc/

CSXQ and CSEQIndiana University Center for Postsecondary Research and

Planning1913 East 7th Street

Bloomington, Indiana 47405Phone: 812.856.5138

E-mail: [email protected]

CSSEQUniversity of Memphis

Center for the Study of Higher Education

308 Browning HallMemphis, TN 38148Phone: 901.678.2775

E-mail: [email protected]