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2005 USC Senior Survey: Top seven things we can learn

2005 USC Senior Survey: Top seven things we can learn. Prepared for the Division Retreat, May 16, 2005. Dr. Mark Pavelchak Student Outcomes Research USC Student Affairs. The “paper chase ” years – ’86 to ’98. Average n=715. The HERI online experiment- ’00 and ’02. Average n=1073.

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2005 USC Senior Survey: Top seven things we can learn

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  1. 2005 USC Senior Survey: Top seven things we can learn Prepared for the Division Retreat, May 16, 2005 Dr. Mark Pavelchak Student Outcomes Research USC Student Affairs

  2. The “paper chase” years – ’86 to ’98 Average n=715

  3. The HERI online experiment- ’00 and ’02 Average n=1073

  4. Web survey, done the USC way- 2005 n=1620!!!

  5. Topic #1: Satisfaction

  6. Topic #1: Satisfaction • Overall, our seniors are very satisfied: • 85% say they are satisfied or very satisfied with their overall experience • 87% say they would re-enroll if given the opportunity to do it over again. • This is several points higher than at other private schools and at 4 year schools in general.

  7. Topic #1: Satisfaction • However, high overall satisfaction does not mean that students are satisfied with everything. • Some of the areas of greatest dissatisfaction include: • Relationships with administrative personnel • Concern for students as individuals • Academic advising

  8. Topic #1: Satisfaction • Three groups of factors are most closely associated with overall satisfaction: • Intellectual & emotional priorities • Academics • Student Services

  9. Topic #1: Satisfaction • Emotional & Intellectual & priorities include: • Sense of belonging on campus • Relationships with other students • USC's concern for you as an individual • USC's commitment to academic excellence • Ability to experience intellectual growth

  10. Topic #1: Satisfaction • Academic concerns include: • Overall quality of teaching by faculty • Courses in your major field • Relationships with faculty members

  11. Topic #1: Satisfaction • Student Services factors include: • Ability to resolve problems and express complaints • Ability to monitor academic progress and personal development • Ability to find out what's happening on campus • Services provided by the Division of Student Affairs • Services provided by offices other than Student Affairs

  12. Topic #1: Satisfaction • Some of the areas of greatest variability in satisfaction include: • The degree to which students feel safe and secure on campus • Advising • USC's concern for you as an individual • The degree to which students feel a sense of belonging on campus

  13. Topic #1: Satisfaction • On highly variable satisfaction items, we seek reasons why. Here is what we’ve found so far: • Safety & security: gender • Concern for you: commuting (negative), attendance at Student Affairs activities • Sense of belonging: attendance at Student Affairs activities, volunteering, intramural sports, student org. leader

  14. Topic #2: Personal growth

  15. Topic #2: Personal growth • Students feel that they experience growth and development along a large number of dimensions during their stay at USC • Twenty-for dimensions of growth were included • Over 55 percent indicated that they were now stronger or much stronger along all 24 dimensions

  16. Topic #2: Personal growth • The areas of strongest perceived growth (over 90% reported growth) were: • Understand myself: abilities, interests, limitations, personality • Think critically • Acquire new skills and knowledge on my own

  17. Topic #2: Personal growth • The areas of weakest perceived growth (less than 65% reported growth) were: • Understand issues surrounding lesbian, gay, bisexual, and transgender people • Get along with people from different races/cultures • Develop a healthy lifestyle

  18. Topic #3: Self concept

  19. Topic #3: Self concept • How do seniors see themselves? How have their self-concepts changed over time: • Responses to 19 self concept items were available for 800 (about half) of the seniors at two points in time: • 2001 Freshman survey • 2005 Senior survey • One key dimension – intellectual self-confidence, there was little change, but USC seniors are above the national norm on this dimension. • As shown on the next two slides, there were either increases or decreases on other dimensions.

  20. Topic #3: Self concept Self-concept increases:

  21. Topic #3: Self concept Self-concept decreases:

  22. Topic #4: Time allocation

  23. Topic #4: Time allocation • How do seniors spend their time? How has time allocation changed since high school? • Responses to 13 behavioral items were available for 800 seniors on the freshman and senior surveys: • As shown on the next two slides, there were either increases or decreases on every dimension.

  24. Topic #4: Time allocation Time allocation increases:

  25. Topic #4: Time allocation Time allocation decreases:

  26. Topic #5: Student behavior

  27. Topic #5: Student behavior • How frequently do seniors engage in certain behaviors and emotional patterns? How have these patterns changed since high school? • Responses to 15 behavioral & emotional items were available for 800 seniors on the freshman and senior surveys: • As shown on the next two slides, there were either increases or decreases on every dimension.

  28. Topic #5: Student behavior Behavior/emotion increases:

  29. Topic #5: Student behavior Behavior/emotion increases:

  30. Topic #5: Student behavior Behavior/emotion decreases:

  31. Topic #6: Effects of participation

  32. Topic #6: Effects of participation • What is the effect of participating in Student Affairs-sponsored activities and student organizations? • Sixty-five percent participated at least occasionally in Student Affairs-sponsored activities. • Fourty-one percent held a leadership position in at least one student organization. • As shown on the next two slides, there were either increases or decreases on every dimension.

  33. Topic #6: Effects of participation Participation in Student Affairs-sponsored activities had several positive effects on personal growth, including:

  34. Topic #6: Effects of participation • On the other hand, participation in Student Affairs-sponsored activities had little effect on areas related to the Strategic Plan, including: • Becoming a lifelong learner • Developing a healthy lifestyle • Acquire new skills and knowledge on my own

  35. Topic #7: Long-term goals

  36. Topic #7: Long-term goals • What do seniors hope/expect to accomplish in the years to come? How have these goals changed since high school? • Responses to 20 goals were available for 800 seniors on the freshman and senior surveys • Only one goal – “be financially well off” – decreased strongly but is still well above national norms. • As shown on the next two slides, other goals either increased in priority or ‘goal polarization’ occurred.

  37. Topic #7: Long-term goals Long-term goal importance increases:

  38. Topic #7: Long-term goals Long-term goal importance polarization:

  39. Student comments

  40. Student comments

  41. Student comments

  42. Thanks for your interest! The information presented herein represents only a small portion of that which is available: Mark Pavelchak, Director, Student Outcomes Research (213) 740-5237 pavelcha@usc.edu

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