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  2003 Summer Assessment Institute July 22, 2003

Goals for Session   Examine background / structure / content of the “C/Q” Instruments:  College Student Experiences Questionnaire (CSEQ)  College Student Expectations Questionnaire (CSXQ)  Community College Experiences Questionnaire (CCSEQ)  Discuss relevant ways in which instruments can be used on your campus, and for what purposes  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) 1) 1) encourages student-faculty contact; 2) 2) encourages cooperation among students; 3) 3) encourages active learning; 4) 4) gives prompt feedback; 5) 5) emphasizes time on task; 6) 6) communicates high expectations; and 7) 7) respects diverse talents and ways of learning. Good practice in undergraduate education…

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.

 Developed in 1979 by Dr. Robert Pace at UCLA  Since the first edition in 1979, more than 400,000 students have completed the instrument  Over 500 institutions, representing all institutional types, have used the CSEQ  Now in its 4th edition (2nd edition developed in 1983; 3rd edition in 1990) CSEQ Fast Facts

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   Background Characteristics   Activities Scales   Environment Scales   Estimate of Gains Scales

CSEQ Activities Scales LibraryLibrary Computer and Information TechnologyComputer and Information Technology Course LearningCourse Learning Writing ExperiencesWriting Experiences Experiences with FacultyExperiences with Faculty Art, Music, TheaterArt, Music, Theater Eleven scales reflect the quality of effort students expend in activities related to: Campus FacilitiesCampus Facilities Clubs and OrganizationsClubs and Organizations Personal ExperiencesPersonal Experiences Student AcquaintancesStudent Acquaintances Scientific and Quantitative ExperiencesScientific and Quantitative Experiences Topics of ConversationTopics of Conversation Information in ConversationsInformation in Conversations

CSEQ Measures of the College Environment Ten scales measuring perceptions of the campus environment with regard to – the extent to which the campus emphasizes diverse aspects of student learning and personal development – 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) 1) General Education, Literature, Arts, and Social Sciences 2) 2) Personal Development and Social Competence 3) 3) Science and Technology 4) 4) Intellectual Skills 5) 5) Vocational Competence

What is the CSXQ? The (CSXQ) provides information about new student expectations of: –The nature and frequency of interaction with faculty members –Expected use of campus facilities, learning centers, and other resources provided for their learning –Satisfaction with college –The nature of college learning environments –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.  Pace and Kuh developed from CSEQ  FIPSE Influence  2 nd Edition (1999)  Norms  More than 33,000 students at over 50

CSXQ Activities Scales Library and Information TechnologyLibrary and Information Technology Experiences with FacultyExperiences with Faculty Course LearningCourse Learning WritingWriting Campus FacilitiesCampus Facilities Clubs, Organizations, Service projectsClubs, Organizations, Service projects Eleven scales reflect the quality of effort students expect to expend in activities related to: Student AcquaintancesStudent Acquaintances Scientific and Quantitative ExperiencesScientific and Quantitative Experiences Topics of ConversationTopics of Conversation Information in ConversationsInformation in Conversations Reading and WritingReading and Writing

CSXQ Measures of the College 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 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 CCSEQ?   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 Course ActivitiesCourse Activities Library ActivitiesLibrary Activities FacultyFaculty Student AcquaintancesStudent Acquaintances Art, Music Theater ActivitiesArt, Music Theater Activities Writing ActivitiesWriting Activities Science ActivitiesScience Activities Twelve scales reflect the quality of effort students expend in activities related to: Athletic ActivitiesAthletic Activities Career/Occupational SkillsCareer/Occupational Skills Computer TechnologyComputer Technology Clubs and OrganizationsClubs and Organizations Counseling and Career PlanningCounseling 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) 1) General Education, Literature, Arts, and Social Sciences 2) 2) Personal Development and Social Competence 3) 3) Science and Technology 4) 4) Intellectual Skills 5) 5) Vocational Competence

CCSEQ Measures of the College Environment Eight scales measuring perceptions of the campus environment with regard to – the extent to which the campus emphasizes diverse aspects of student learning and personal development – relationships with faculty members, administrators, and other students

CSXQ, CSEQ, and CCSEQ Administration   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 expectations and reality 1) 1) “Expectations Audit”: Whose promising what? “Contract” between student and institution. 2) 2) Student academic job descriptions 3) 3) Comparative analysis of student expectations and institutional expectations for students (e.g., “environmental scan”) 4) 4) Investigate expectations of first-year students (e.g., quant surveys, qual focus groups) 5) 5) Develop common language and standards for delivery of first year of college

Further ideas for narrowing the gap(s) between expectations and reality 1) 1) Focus efforts on student expectations while student expectations are still forming (Timing) 2) 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) 3) Coordination between academic and student affairs is critical in setting expectations for student performance and engagement 4) 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 36 four-year colleges and universities ( )  CSEQ = 35,500 end-of-year frosh at 121 four-year colleges and universities ( ) What do national data tell us student expectations and experiences?

Expected & Reported Grades

Hours Per Week Studying

Use Study or Academic Skills Center

Use Library as a Quiet Place to Read or Study

Ask Instructor for Comments/Criticisms About Your Academic Performance

Discuss Term Paper or Class Project with a Faculty Member

Socialize with a Faculty Member Outside of Class

Work on a Campus Committee

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

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

Course-Related Learning Activities

Out-of-Class Learning Activities

Contact Information 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 Phone Fax CSXQ and CSEQ Indiana University Center for Postsecondary Research and Planning 1913 East 7 th Street Bloomington, Indiana Phone: CSSEQ University of Memphis Center for the Study of Higher Education 308 Browning Hall Memphis, TN Phone: