1. Dalton State College College Senior Survey 2016 Results
Graduating Seniors
Dalton State College
N=40
Public Universities, Public 4yr Colleges
N=2,884
Higher Education Research Institute, University of California at Los Angeles

2. THE COLLEGE EXPERIENCE College Senior Survey
Results from the College Senior Survey (CSS) connect academic, civic, and diversity outcomes with college experiences to examine the institutional impact of:
Academic outcomes and experiences
Co-curricular outcomes and experiences
Diversity
Future plans
Satisfaction 2

3. Table of Contents Demographics Academic Outcomes and Experiences
Sex and Race/Ethnicity
Major
GPA
Finances
Academic Outcomes and Experiences
Habits of Mind
Pluralistic Orientation
Academic Self-Concept
Faculty Interaction: Mentorship
Guidance from Faculty
Academic Validation
General Interpersonal Validation
Academic Outcomes
Academic Enhancement Experiences
Active and Collaborative Learning
Written and Oral Communication
Co-Curricular Outcomes and Experiences
Social Agency
Civic Engagement
Civic Awareness
Leadership
Positive Cross-Racial Interaction
Negative Cross-Racial Interaction
Sense of Belonging
Diversity
Health and Wellness
Future Plans
Satisfaction
Overall Satisfaction
Satisfaction with Coursework
Satisfaction with Academic Support and Courses
Satisfaction with Services and Community
2016 College Senior Survey

4. A Note about CIRP Constructs
We use the CIRP constructs throughout this PowerPoint to help summarize important information about your students from the CSS.
Constructs
Constructs statistically aggregate questions from CIRP surveys that tap into key features of the college experience. These student traits and institutional practices contribute to learning and development in college.
Longitudinal Constructs
Constructs that are included in the CIRP TFS and CSS that measure change in your student population over time.
Constructs are reported for all graduating seniors, and are also broken out by “Men” and “Women.” Bar graphs depicting mean scores are shown for your institution and comparison group. CIRP constructs have been scaled to a population mean of 50 with a standard deviation of 10.
More detailed information on constructs can be found at
When a construct appears on both the CIRP Freshman Survey (TFS) and the CSS, we present the construct longitudinally. The longitudinal construct has been designed to measure within-person change, which allows you to assess change among your student population. These line graphs depict all respondents using matched-pair analysis for TFS-CSS, broken out by gender for your institution and comparison group.
For schools that do not have matching TFS-CSS results, longitudinal constructs cannot be presented.  For these schools, all constructs are presented as bar graphs using only CSS results.
Following the Longitudinal Constructs and Constructs, individual survey items relevant to each of the categories are presented.
2016 College Senior Survey

5. Demographics
The race/ethnicity variable displayed here is “RACEGROUP.” This variable is aggregated so response categories add to 100%.
2016 College Senior Survey

6. Demographics Primary Major (Aggregated)
“Other” includes “Health Professional, “Other Technical,” and “Other Non-technical.”
2016 College Senior Survey

7. Demographics Overall GPA
■ Your Institution ■ Comparison Group
2016 College Senior Survey 7

8. Demographics Finances
Median Amount Borrowed
Your Institution
$6,944.00
Comparison Group
$30,000.00
Figure 1 depicts the proportion of respondents who reported “Yes.”
The question used in Figure 2 is: “If you borrowed money to help pay for college expenses, estimate how much you will owe as of June 30, 2016.”
■ Your Institution ■ Comparison Group
2016 College Senior Survey

9. Demographics Finances
The question stem for this item is: “How much of the past year’s educational expenses (room, board, tuition, and fees) were covered from each of the following sources?”
Item response options include “None,” “$1 to $2,999,” “$3,000 to $5,999,” “$6,000 to $9,999,” “$10,000 to $14,999” and “$15,000 or more.” Results shown here reflect all responses indicating any amount (i.e., all categories except “None”).
■ Your Institution ■ Comparison Group
2016 College Senior Survey

10. Academic Outcomes and Experiences
Change in Academic Outcomes is measured by the longitudinal constructs of Habits of Mind and Pluralistic Orientation.
The Academic Self-Concept and Faculty Interaction constructs, and items concerning Academic Validation, General Interpersonal Validation, Academic Outcomes, Academic Enhancement Experiences, Active and Collaborative Learning, and Written and Oral Communication address students’ experiences and outcomes at the end of college.
Students develop skills, knowledge, and abilities through their experiences both in and out of the classroom.

11. Habits of Mind Habits of Mind is a unified measure of the behaviors and traits associated with academic success. These learning behaviors are seen as the foundation for lifelong learning.
Construct Items
Support your opinions with a logical argument
Seek solutions to problems and explain them to others
Seek alternative solutions to a problem
Evaluate the quality or reliability of information you received
Ask questions in class
Take a risk because you felt you had more to gain
Seek feedback on your academic work
Explore topics on your own, even though it was not required for a class
Revise your papers to improve your writing
Look up scientific research articles and resources
Accept mistakes as part of the learning process
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 11 11

12. Pluralistic Orientation Pluralistic Orientation is a unified measure of skills and dispositions appropriate for living and working in a diverse society.
Construct Items
Tolerance of others with different beliefs
Ability to work cooperatively with diverse people
Openness to having my own views challenged
Ability to see the world from someone else's perspective
Ability to discuss and negotiate controversial issues
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 12 12

13. Academic Self-Concept Self-awareness and confidence in academic environments help students learn by encouraging their intellectual inquiry. Academic Self-Concept is a unified measure of student’ beliefs about their abilities and confidence in academic environments.
Construct Items
Self-rated academic ability
Self-rated self-confidence (intellectual)
Self-rated drive to achieve
Self-rated mathematical ability
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 13 13

14. Faculty Interaction Faculty Interaction: Mentorship measures the extent to which students and faculty have mentoring relationships that foster both academic and personal support and guidance.
Construct Items
Help in achieving your professional goals
Advice and guidance about your educational program
Emotional support and encouragement
Feedback on your academic work (outside of grades)
An opportunity to discuss coursework outside of class
Encouragement to pursue graduate/professional study
Help to improve your study skills
A letter of recommendation
An opportunity to work on a research project
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 14 14

15. Guidance from Faculty “How often have professors at your college provided you with…”
The question stem for these items is: “How often have professors at your college provided you with…”
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Advice and guidance about your educational program
Emotional support and encouragement
Feedback on your academic work (outside of grades)
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 15 15

16. Academic Validation Faculty interactions in the classroom can foster students’ academic development. These items measure the extent to which students’ view of faculty actions in class reflects concern for their academic success.
The question stem for these items is: “In the past year, how often have you:”
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Felt that faculty provided me with feedback that helped me assess my progress in class
Felt that my contributions
Felt that faculty encouraged me to ask
were valued in class
questions and participate in discussions
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 16 16

17. General Interpersonal Validation attention to their development.
These items measure the extent to which students believe faculty and staff provide
attention to their development.
The question stem for these items is: “Please indicate your agreement with each of the following statements.”
Item response options include “Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree.” Only the first two responses are shown here.
At least one faculty member has taken an interest in my development
At least one staff member has taken an interest in my development
Faculty believe in my potential to succeed academically
Faculty empower
me to learn here
Your Institution
Comparison Group
■ Strongly Agree
■ Agree
2016 College Senior Survey 17 17

18. Academic Outcomes These items illustrate the extent to which students agree that this institution has contributed to their academic skills and abilities.
The question stem for these items is: “Please indicate your agreement with each of the following statements. This institution has contributed to my…”
Item response options include “Strongly Agree,” “Agree,” “Disagree”, and “Strongly Disagree.” Only the first two responses are shown here.
Critical thinking skills
Problem-solving skills
Knowledge of a particular field or discipline
Your Institution
Comparison Group
■ Strongly Agree
■ Agree
2016 College Senior Survey 18 18

19. Academic Enhancement Experiences Opportunities to apply learning inside and outside the classroom augment students’ academic involvement, allowing them to make meaningful intellectual connections and communicate their knowledge to others.
The question stem for this item is: “Since entering college have you…”
The percent of respondents who marked “Yes” is shown.
Completed a culminating experience for your degree (e.g., capstone course/project, thesis, comp exam)
Participated in an undergraduate
Participated in an internship
research program
program
■ Your Institution ■ Comparison Group
2016 College Senior Survey 19 19

20. Active and Collaborative Learning These items illustrate the extent to which students have deepened their knowledge of course material through interaction with faculty and other students.
The question stem for the first item is: “How often in the past year did you…”
The question stem for all other items is: “Since entering college, indicate how often you have…”
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Integrate skills and knowledge from different sources and experiences
Tutored another college student
Performed community service as part of a class
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 20 20

21. Active and Collaborative Learning These items illustrate the extent to which students have furthered their knowledge of course material through interaction with faculty and other students.
The question stem for these items is: “Since entering college, indicate how often you have…”
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Discussed course content
with students outside of class
Worked with classmates on group projects
Studied with other students
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 21 21

22. Written and Oral Communication Effective communication skills are essential prerequisites for success in today's world, both personally and professionally.
The question stem for these items is: “Since entering college, indicate how often you…”
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Took a class that required one or more
Took a class that required
Made a presentation in class
10+ page papers
multiple short papers
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 22 22

23. Written and Oral Communication
Effective communication skills are essential prerequisites for success in today's world, both personally and professionally.
The question stem for these items is: “Rate yourself on each of the following traits as compared with the average person your age…”
Item response options include “Highest 10%,” “Above Average,” “Average,” “Below Average,” and “Lowest 10%.” Only the first two responses are shown here.
Public speaking ability
Writing ability
Your Institution
Comparison Group
■ Highest 10%
■ Above Average
2016 College Senior Survey 23 23

24. Co-Curricular Outcomes and Experiences
The impact of students’ participation in co-curricular experiences on students’ civic learning is addressed by the longitudinal constructs of Social Agency and Civic Engagement, and the Leadership and Civic Awareness constructs.
Students’ experiences with diverse peers are measured by the Positive Cross-Racial Interaction, Negative Cross-Racial Interaction, and Sense of Belonging constructs, and by diversity and campus climate items.
Health and wellness items are also included.
Co-curricular experiences provide opportunities for students to grow intellectually, interpersonally, and emotionally.
2016 College Senior Survey

25. Social Agency Activities and beliefs equip and empower students to create a world that is equitable, just, democratic and sustainable. Social Agency measures the extent to which students value political and social involvement as a personal goal.
Construct Items
Participating in a community action program
Helping to promote racial understanding
Becoming a community leader
Keeping up to date with political affairs
Influencing social values
Helping others who are in difficulty
Longitudinal Construct – this graph shows mean changes in Social Agency during college for your institution and comparison group.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 25 25

26. Civic Engagement Engaged citizens are a critical element in the functioning of our democratic society. Civic Engagement measures the extent to which students are motivated and involved in civic, electoral, and political activities.
Construct Items
I am interested in seeking information about current social and political issues
Publicly communicated your opinion about a cause (e.g., blog, , petition)
Worked on a local, state, or national political campaign
Demonstrated for a cause (e.g., boycott, rally, protest)
Goal: Keeping up to date with political affairs
Goal: Influencing social values
Helped raise money for a cause or campaign
Performed volunteer or community service work
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 26 26

27. ■ Your Institution ■ Comparison Group
Civic Awareness The ability to evaluate, question, and develop solutions affecting local and global communities is an important skill. Civic Awareness measures students’ understanding of the issues facing their community, nation, and the world.
Construct Items
Understanding of national issues
Understanding of global issues
Understanding of the problems facing your
community
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 27 27

28. ■ Your Institution ■ Comparison Group
Leadership Leadership measures students' beliefs about their leadership development and capability, and their experiences as a leader.
Construct Items
Self-rated ability in leadership abilities
Self-rating in leadership ability
I have effectively led a group to a common
purpose
Been a leader in an organization
Participated in leadership training
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 28 28

29. ■ Your Institution ■ Comparison Group
Positive Cross-Racial Interaction Contact with diverse peers allows students to gain valuable insights about themselves and others. Positive Cross-Racial Interaction is a unified measure of students’ level of positive interaction with diverse peers.
Construct Items
Had intellectual discussions outside of class
Shared personal feelings and problems
Dined or shared a meal
Had meaningful and honest discussions about
race/ethnic relations outside of class
Studied or prepared for class
Socialized or partied
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 29 29

30. ■ Your Institution ■ Comparison Group
Negative Cross-Racial Interaction Contact with diverse peers allows students to gain valuable insights about themselves and others. Negative Cross-Racial Interaction is a unified measure of students’ level of negative interaction with diverse peers.
Construct Items
Had tense, somewhat hostile interactions
Felt insulted or threatened because of your race/ethnicity
Had guarded, cautious interactions
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey

31. ■ Your Institution ■ Comparison Group
Sense of Belonging The campus community is a powerful source of influence on students’ development. Sense of Belonging measures the extent to which students feel a sense of academic and social integration on campus.
Construct Items
I feel I am a member of this campus
I feel a sense of belonging to this college
I see myself as part of the campus community
If asked, I would recommend this college to
others
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 31 31

32. Diversity Outcomes
Contact with diverse students, faculty, and ideas allows students to
gain valuable insights about themselves and others.
The question stem for these items is: “Please indicate your agreement with each of the following statements. This institution has contributed to my:”
Item response options include “Strongly Agree,” “Agree,” “Disagree”, and “Strongly Disagree.” Only the first two responses are shown here.
Knowledge of people from different races/cultures
Had a roommate of different race/ethnicity
Your Institution
Comparison Group
■ Strongly Agree
■ Agree
Your Institution
Comparison Group
■ Yes
■ No
2016 College Senior Survey 32 32

33. Campus Climate and Diversity
A diverse and inclusive campus environment strengthens students’ learning experiences
and prepares them to participate in an increasingly diverse society.
The question stem for these items is: "Please indicate your agreement with each of the following statements.“
Item response options include “Agree Strongly,” “Agree Somewhat,” “Disagree Somewhat,” and “Disagree Strongly.” Only the first two responses are shown here.
There is a lot of racial tension on this campus
I have felt discriminated against at this institution because of my race/ethnicity, gender, sexual orientation, disability status, or religion
In class, I have heard faculty express stereotypes based on social identity
(such as race/ethnicity, gender, sexual orientation, disability status, or religion)
Your Institution
Comparison Group
■ Strongly Agree
■ Agree
2016 College Senior Survey 33 33

34. Satisfaction with Campus Diversity body, faculty, and beliefs.
A diverse campus–including students, faculty, and ideas–has a powerful impact on the student experience. These items gauge satisfaction with the diversity of the student
body, faculty, and beliefs.
The question stem for these items is: “Please rate your satisfaction with your college in each area…”
Item response options include “Very Satisfied,” “Satisfied,” “Neutral,” “Dissatisfied,” “Very Dissatisfied,” and “Can’t Rate/ Don’t Know.” Only the first two responses are shown here.
Respect for the expression of diverse beliefs
Racial/ethnic diversity of the student body
Your Institution
Comparison Group
■ Very Satisfied
■ Satisfied
2016 College Senior Survey 34 34

35. Sought personal counseling
Health and Wellness Students’ physical and emotional well-being can affect many important aspects of the student experience, including academic performance and persistence. These items gauge student behaviors, attitudes, and experiences related to health and wellness.
The question stem for these items is: "In the past year, how often have you:“
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Felt overwhelmed
by all I had to do
Sought personal counseling
Felt depressed
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 35 35

36. Health and Wellness Students’ physical and emotional well-being can affect many important aspects of the student experience, including academic performance and persistence. These items gauge student behaviors, attitudes, and experiences related to health and wellness.
The question stem for these items is: “Rate yourself on each of the following traits as compared with the average person your age…”
Item response options include “Highest 10%,” “Above Average,” “Average,” “Below Average,” and “Lowest 10%.” Only the first two responses are shown here.
Emotional health
Physical health
Your Institution
Comparison Group
■ Highest 10%
■ Above Average
2016 College Senior Survey 36 36

37. Consumed wine or liquor
Health and Wellness Students’ physical and emotional well-being can affect many important aspects of the student experience, including academic performance and persistence. These items gauge student behaviors, attitudes, and experiences related to health and wellness.
The question stem for these items is: "In the past year, how often have you:“
Item response options include “Frequently,” “Occasionally,” and “Not at All.” Only the first two responses are shown here.
Consumed beer
Consumed wine or liquor
Your Institution
Comparison Group
■ Frequently
■ Occasionally
2016 College Senior Survey 37 37

38. This section describes students’ degree aspirations and career plans.
Future Plans
This section describes students’ degree aspirations and career plans.
2016 College Senior Survey 38

39. Future Plans Planned Primary Activity Fall 2016 Your Inst Comp Group
Working full-time
76.0%
77.2%
Working part-time
38.5%
29.3%
Question: “Do you plan to do the following in fall 2016?”
Only those response options indicating that working full-time or part-time was their primary activity are provided here.
2016 College Senior Survey 39 39

40. Future Plans: Graduate/Professional School
Planned Activity Fall 2016
Your Inst
Comp Group
Attend graduate/professional school full-time
32.0%
23.7%
Attend graduate/professional school part-time
15.4%
11.1%
Current State of Educational Plans
Accepted and will be attending in fall
26.9%
14.6%
Still awaiting responses, no acceptances
0.0%
4.8%
No plans to apply to school now or in the future
3.8%
17.2%
The question for the first item is: “Do you plan to do the following in fall 2016?”
Only those response options indicating that attending graduate or professional school full-time or part-time was their primary activity are provided here.
The question for the second item is “If you are planning to attend graduate or professional school, which of the following best estimates the current state of your educational plans?” Only three of the possible response options are listed here. For a full listing, please refer to your Institutional Profile. This item does include responses from those who did not indicate that they were attending graduate or professional school full-or part-time as a primary activity.
2016 College Senior Survey 40 40

41. Degree Aspirations
Highest Degree Planned to Complete at Any Institution
Percent of students who marked “Highest Planned.”
Note: “Other” includes “Other,” “Vocational Certificate,” and “Associate (A.A. or equivalent).”
Ph.D. or Ed.D.
M.D., D.O., D.D.S., D.V.M.
LL.B or J.D. (Law)
Master's (M.A., M.S., etc.)
B.D. or M.DIV. (Divinity)
Bachelor's (B.A., B.S., etc.)
Other, Voc. Cert., A.A. or equivalent
None
■ Your Institution ■ Comparison Group
2016 College Senior Survey 41 41

42. Future Plans Probable Career/Occupation
Your
Inst
Comp
Group
Artist
2.6%
8.5%
Health professional
5.3%
4.2%
Business
7.9%
24.3%
Homemaker (full-time)
0.0%
0.2%
Business (clerical)
2.0%
Lawyer
5.0%
Clergy
Military (career)
0.8%
College teacher
1.1%
Nurse
3.4%
Doctor (MD or DDS)
5.8%
Research scientist
2.5%
Education (elementary)
2.7%
Social, welfare, recreation worker
13.2%
2.2%
Education (secondary)
2.1%
Skilled worker
0.4%
Engineer
Other
28.9%
29.1%
Farmer or forester
0.5%
Undecided
Responses reflect aggregated career categories.
2016 College Senior Survey 42 42

43. Future Plans When thinking about your career path after college, how important are the following considerations: (Percentages combine “Essential” and “Very Important” responses)
Your Institution
Comparison Group
Work/Life balance
92.3%
87.4%
Stable, secure future
84.2%
Availability of jobs
96.1%
77.3%
Ability to pay off debt
74.1%
Leadership potential
65.3%
72.2%
Expression of personal values
42.3%
70.7%
Creativity and initiative
69.2%
65.5%
High income potential
40.0%
65.7%
Working for social change
46.1%
50.7%
Social recognition or status
15.4%
42.0%
The question stem for these items is: “When thinking about your career path after college, how important are the following considerations…”
Response options include “Essential,” “Very Important,” “Somewhat Important” and “Not Important.” Only the first two responses are shown here (aggregated).
2016 College Senior Survey 43 43

44. Future Plans Preparedness for Future Plans
The question stem for these items is: “Please indicate your agreement with each of the following statements. This institution has contributed to my:”
Item response options include “Strongly Agree,” “Agree,” “Average,” “Disagree,” and “Strongly Disagree.” Only the first two responses are shown here.
Preparedness for employment after college
Preparedness for graduate or advanced education
Your Institution
Comparison Group
■ Strongly Agree
■ Agree
2016 College Senior Survey 44 44

45. Satisfaction
Understanding how students perceive their college experience identifies areas that are working well and sheds light on those that need improvement.
Students’ levels of satisfaction with their college experience are measured by the Satisfaction with Coursework and Overall Satisfaction constructs.
Additional items provide information on Satisfaction with Academic Support and Courses, and Satisfaction with Services and Community.

46. ■ Your Institution ■ Comparison Group
Overall Satisfaction Overall Satisfaction measures students’ satisfaction with the college experience.
Construct Items
Overall college experience
If you could make your college choice over,
would still choose to enroll at your current college
Overall quality of instruction
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 46 46

47. ■ Your Institution ■ Comparison Group
Satisfaction with Coursework Satisfaction with Coursework measures the extent to which students see their coursework as relevant, useful, and applicable to their academic success and future plans.
Construct Items
Relevance of coursework to future career plans
Relevance of coursework to everyday life
Courses in your major field
General education or core curriculum courses
Mean comparisons for your institution and comparison group are shown for all graduating seniors, broken out by gender.
Construct items are listed here in the order in which they contribute to the construct.
■ Your Institution ■ Comparison Group
2016 College Senior Survey 47 47

48. Satisfaction with Academic Support and Courses In addition to actual coursework, various support services are instrumental in shaping students’ academic experiences.
The question stem for these items is: “Please rate your satisfaction with your college in each area…”
Item response options include “Very Satisfied,” “Satisfied,” “Neutral,” “Dissatisfied,” “Very Dissatisfied,” and “Can’t Rate/ Don’t Know.” Only the first two responses are shown here.
Amount of contact with faculty
Academic advising
Tutoring or other academic assistance
Class size
Ability to find faculty or staff mentor
Your Institution
Comparison Group
■ Very Satisfied
■ Satisfied
2016 College Senior Survey 48 48

49. Satisfaction with Services and Community Where students live and the support they receive are critical to shaping their college experience.
The question stem for these items is: “Please rate your satisfaction with your college in each area…”
Item response options include “Very Satisfied,” “Satisfied,” “Neutral,” “Dissatisfied,” “Very Dissatisfied,” and “Can’t Rate/ Don’t Know.” Only the first two responses are shown here.
Career-related resources and support
Financial aid package
Student housing
Overall sense of community among students
Your Institution
Comparison Group
■ Very Satisfied
■ Satisfied
2016 College Senior Survey 49 49

50. ■ Your Institution ■ Comparison Group
Overall Satisfaction If you could make your college choice over, would you still choose to enroll at your current college?
Definitely Yes
Probably Yes
Probably No
Definitely No
■ Your Institution ■ Comparison Group
2016 College Senior Survey 50 50

51. The more you get to know your students, the better you can understand their needs.
For more information about HERI/CIRP Surveys The Freshman Survey Your First College Year Survey
Diverse Learning Environments Survey College Senior Survey
The Faculty Survey Please contact:
(310)
2016 College Senior Survey