2005 USC Senior Survey: Top seven things we can learn

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!!!

8. Topic #1: Satisfaction

9. 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.

10. 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

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

12. 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

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

14. 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

15. 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

16. 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

17. Topic #2: Personal growth

18. 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

19. 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

20. 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

21. Topic #3: Self concept

22. 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.

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

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

25. Topic #4: Time allocation

26. 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.

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

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

29. Topic #5: Student behavior

30. 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.

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

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

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

34. Topic #6: Effects of participation

35. 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.

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

37. 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

38. Topic #7: Long-term goals

39. 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.

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

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

42. Student comments

43. Student comments

44. Student comments

45. 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