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Tracking College Students Over Time: Using CIRP & CSS Data for Longitudinal Assessment. Victor Sáenz (UCLA) John Pryor (UCLA) & Gavin Henning (Univ. of New Hampshire) Wednesday, May 17th, 2006 AIR Forum Chicago, IL. Presentation Goals. Overview of CIRP Freshman Survey

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tracking college students over time using cirp css data for longitudinal assessment

Tracking College Students Over Time: Using CIRP & CSS Data for Longitudinal Assessment

Victor Sáenz (UCLA)

John Pryor (UCLA) &

Gavin Henning (Univ. of New Hampshire)

Wednesday, May 17th, 2006

AIR Forum

Chicago, IL

slide2

Presentation Goals

  • Overview of CIRP Freshman Survey
  • Introduce the CSS survey as a longitudinal follow-up to the CIRP Freshman Survey
  • Discuss how institutions can utilize HERI longitudinal data to assess various aspects of the first-year experience
  • Share descriptive findings from the 2005 CSS national aggregate data
  • Institutional perspective on using HERI longitudinal data
slide3

Higher Education Research Institute

CIRP

Cooperative Institutional

Research Program

Funded

Research

Freshman

Survey

YFCY

CSS

  • Atlantic Philanthropies
  • Templeton Foundation
  • National Institutes
    • of Health

Faculty Survey

cirp css the i e o model
CIRP, CSS, & the I-E-O Model

Environments

CSS

(e.g., place of residence

during college, interactions

with peers and faculty, curricular

and co-curricular experiences)

Inputs

CIRP Freshman Survey

(e.g., academic performance

in high school, financial concerns

prior to college entry,

expectations for college,

degree aspirations,

self-concept in high school)

Outcomes

CSS

(e.g., satisfaction with college, retention, post-college plans)

using cirp css data to enhance campus assessment efforts methodologies
Using CIRP & CSS Data to Enhance Campus Assessment Efforts: Methodologies
  • Descriptive analyses with your campus data
  • Comparative analyses
  • Measures of association
  • Longitudinal analyses
  • Factor analyses
  • Multivariate analyses
using cirp css data to enhance campus assessment efforts purposes
Using CIRP & CSS Data to Enhance Campus Assessment Efforts: Purposes
  • Self-study reports
  • Retention studies
  • Recruitment issues
  • Examining group differences among students
  • Strategic planning
  • Presentations to various constituents
  • Creation of a student information system
  • Measuring student development & institutional impact
slide7

CIRP Freshman Survey

  • Largest and longest-running national study of American college students…2006 is 40th Anniversary
  • Initiated in 1966 at the American Council on Education; Housed at HERI (UCLA) since 1973
  • Administered annually to over 400,000 incoming freshmen at more than 600 colleges and universities nationwide
  • Since 1966: 12 million students; 1,800 institutions
slide8

CIRPFreshman Survey Items

  • Demographic Characteristics
  • Expectations for College
  • High School Experiences
  • Degree Aspirations & Career Plans
  • College Finances
  • Attitudes, Values, & Life Goals
  • Reasons for Attending College
    • FRESHMAN TRENDS (1966 – present)
slide13

CIRP Freshman Trends

  • Socio-historical context
  • Consistent trends over time
  • Changing student profile over the last 40 years (e.g, values, reasons for going to college, etc.)
  • What about students’ college experiences?
slide14
CSS
  • HERI follow ups since 1967
    • Sponsored research
  • College Student Survey
    • Launched in 1993
    • Allowed institutions to participate on their own timetable
  • Most use CSS as an exit survey for seniors
css major themes
CSS Major Themes
  • Academic and social adjustment
  • Sources of satisfaction and dissatisfaction
  • Academic, residential, and employment experiences
  • Plans for the next academic year
  • Patterns of behavior
  • Life goals
  • Self-concept and feelings of personal success
2005 css
2005 CSS*
  • 116 Colleges and Universities
  • 17,929 students
  • 85% took the CIRP Freshman Survey in 2001
  • 62% Female
  • 38% Male

*Data are unweighted.

results 2005 css
Results: 2005 CSS
  • Higher Satisfaction
    • 4 out of 5 would make the same choice over again to attend their college
    • Class size (89.3%)
    • Quality of Instruction (88.0%)
    • Major courses (86.5%)
    • Sense of community (76.9%)
    • Ability to find faculty/staff mentor (67.5%)
results 2005 css18
Results: 2005 CSS
  • Higher Satisfaction
    • Internet access (81.2%)
    • Computer facilities (73.3%)
    • Opportunities for Community Service (59.2%)
    • Leadership opportunities (59.6%)
results 2005 css19
Results: 2005 CSS
  • Lower Satisfaction
    • Student Housing (54.0%)
    • Campus Health Services (43.7%)
    • Job Placement (36.4%)
cirp vs css longitudinal results
CIRP vs. CSS(longitudinal results)
  • How do students change over their years of college?
tradition of using cirp freshman survey at unh
Tradition of Using CIRP Freshman Survey at UNH
  • UNH was pilot school in 1966
  • Data for 16 years going back to 1966
  • Have administered biennially since 1999
  • Have used data to better understand incoming students
  • Haven’t been using data for any type of evaluation or outcomes assessment
    • UNH is lacking specific outcomes
college student survey at unh
College Student Survey at UNH
  • In 2001 UNH began to look more at student outcomes
    • Focus on learning, not just satisfaction and general programmatic outcomes such as attendance
  • Viewed CSS as a tool for that assessment
college student survey at unh30
College Student Survey at UNH
  • Compared CSS to NSSE and chose CIRP/CSS
    • High response rate for CIRP
    • Control of pre-college factors with CIRP
    • Great deal of question overlap between CIRP/CSS and NSSE
    • CIRP/CSS was cheaper for UNH
    • Ability to pre-/post-test with same panel of students, not just sample from same cohorts
      • Need SSNs
    • 30 extra questions on CIRP/CSS to customize for our campus
college student survey at unh31
College Student Survey at UNH
  • CSS administration challenges
    • Inadequate mail/email addresses in 2001
    • Tried to have departments administer in capstone experiences and other activities where seniors were together
      • Only three departments participated
    • Lack of intentional purpose for using data once collected
      • UNH academic plan is general not specific enough to evaluate against
      • We are in the process of identifying institutional student outcomes
college student survey at unh32
College Student Survey at UNH
  • CSS administration spring 2005
    • Pilot test with 789 students who took CIRP in 2001 and that provided SSNs for linkage
    • Able to reach 763 of 789 students from this sampling frame
      • 97% coverage rate
    • 278 of 763 students responded
      • 36% response rate
using cirp css data at unh
Using CIRP/CSS Data at UNH
  • Understanding student characteristics
  • Needs assessment
  • Satisfaction survey of various campus services
  • Outcomes assessment
  • Benchmarking
  • Program evaluation
  • Strategic planning
using cirp css data at unh34
Using CIRP/CSS Data at UNH
  • Understanding student characteristics
    • How they spent their time, behaviors, values, etc. and how this has changed over their college career
      • CIRP 2006: 27, 32, 33, 36, 38
      • CSS 2006: 7, 8, 13, 15, 21
    • Educational activities engaged in at college
      • CSS 2006: 7, 9
using cirp css data at unh35
Using CIRP/CSS Data at UNH
  • Needs assessment
    • Areas of self-identified weakness
    • CIRP item 28, 39
  • Satisfaction survey of various campus services
    • CSS 2006: 10, 18
using cirp css data at unh36
Using CIRP/CSS Data at UNH
  • Outcomes assessment
    • Achievement of UNH student outcomes
      • Can use extra 30 questions
      • Can investigate relationships between variables to identify possible predictors for outcomes while controlling for pre-college inputs
    • Examining how students’ perceived skill level/traits has changed during college career
      • CIRP 2006: 31/CSS 2006: 23
      • CSS 2006: 19
using cirp css data at unh37
Using CIRP/CSS Data at UNH
  • Outcomes assessment (continued)
    • Understanding the perceived impact of faculty
      • CSS 2006: 24
using cirp css data at unh38
Using CIRP/CSS Data at UNH
  • Benchmarking against other institutions on any variety of variables
  • Program evaluation
    • Can compare students in certain programs based on CSS variables, or change between CIRP and CSS on particular variables
      • Academic program
      • Co-curricular program
using cirp css data at unh39
Using CIRP/CSS Data at UNH
  • Strategic planning
    • Helping to assess selected goals and strategies of the strategic plan
      • Increase opportunities for student engagement
        • CSS 2006: 7, 9, 13, 19
      • Strengthen and facilitate sense of community
        • CSS 2006: 10, 18, 22, 24, 26
using cirp css data at unh40
Using CIRP/CSS Data at UNH
  • Strategic planning (continued)
    • Helping to assess selected goals and strategies of the strategic plan
      • Actively develop multicultural competence and support diversity
      • Establish and maintain a healthy/safe environment for students and staff
        • CIRP 2006: 26/CSS 2006: 15
        • CSS 2006: 26
fostering use of cirp css at unh
Fostering use of CIRP/CSS at UNH
  • Commitment to assessment and evidence-based planning and decision-making
  • Concrete goals, strategies, and outcomes that can be evaluated
  • Marketing how the data can be used
  • Putting the data into practice for assessment, planning, and decision-making
slide42

For More Information:

http://www.gseis.ucla.edu/heri/heri.html

(310) 825-1925

http://www.gseis.ucla.edu/heri/cirp.htm

http://www.gseis.ucla.edu/heri/css.html

Victor Saenz vsaenz@ucla.edu

John Pryor john.pryor@ucla.edu

Gavin Henning gavin.henning@unh.edu