Return to contents California Baptist University College Senior Survey 2013 Results Graduating Seniors California Baptist University N=482 Other Religious.

Slides:



Advertisements
Similar presentations
The American Freshman: National Norms for Fall 2005 Sylvia Hurtado & John H. Pryor January 26, 2006 Cooperative Institutional Research Program (CIRP) Higher.
Advertisements

Prepared by: Fawn Skarsten Director Institutional Analysis.
Who is Coming to College? 2012 CIRP Freshman Survey Results
Return to contents University of South Florida Saratosa-Manatee CIRP Freshman Survey 2013 Results Higher Education Research Institute, University of California.
Margie Bennett Executive Assistant to the President for Planning, Institutional Research, and Compliance SEPTEMBER FACULTY MEETING.
Graduate Program Assessment Report. University of Central Florida Mission Communication M.A. Program is dedicated to serving its students, faculty, the.
Law School Survey of Student Engagement Users’ Workshop November 4, 2011 Seton Hall Law School 1.
1 Tracking College Students Over Time: Using Longitudinal Data with CIRP Surveys John Pryor, Director Cooperative Institutional Research Program University.
Benchmarking Effective Educational Practice Community Colleges of the State University of New York April, 2005.
CIRP College Senior Survey 2011 Graduating Seniors National Data N=21,055 Higher Education Research Institute, University of California at Los Angeles.
Jennifer A. Lindholm University of California, Los Angeles Understanding College Students’ Search for Meaning and Purpose.
Fostering “Habits of Mind” for Student Learning in the First Year of College: Results from a National Study Linda DeAngelo, CIRP Assistant Director for.
Where You Go, What You Do, What You Know? Understanding the Influences of Campus Experiences on the Academic Achievement and Self-Concept of Black Undergraduates.
Catherine Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University TAMU Assessment Conference 2011.
CIRP The Freshman Survey 2010 First-time Full-time Freshmen who entered College in 2010 Houghton College N=229and Other Religious 4yr Colleges-high selectivity.
Assessment of Student Learning Faculty In-service June 5, 2006.
Return to contents Dominican University CIRP Freshman Survey 2014 Results Higher Education Research Institute, University of California at Los Angeles.
Derek Herrmann & Ryan Smith University Assessment Services.
Health Career Recruitment and Retention Service-Based Learning.
True learning is based on discovery guided by mentoring rather than the transmission of knowledge John Dewey.
St. Petersburg College CCSSE 2011 Findings Board of Trustees Meeting.
Results from the 2013 Undergraduate Alumni Survey Karen Gil, Dean and Distinguished Professor, College of Arts & Sciences Lynn Williford, Assistant Provost,
THE IMPORTANCE OF TEACHING AT RYERSON PREDICTORS OF STUDENT SATISFACTION CHRISTOPHER EVANS VICE PROVOST ACADEMIC.
Fill Em’ Up Austin Graham. Service-Learning Service-learning is a method of teaching, learning and reflecting, frequently youth service, throughout the.
Assessing Student Learning Outcomes in Student Development – Part I Student Development Division Meeting SUNY Oneonta May 9, 2008.
Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.
CIRP The Freshman Survey 2010 First-time Full-time Freshmen who entered College in 2010 National Norms Data N=201,818 Higher Education Research Institute,
CIRP Your First College Year Survey 2009 Higher Education Research Institute, University of California at Los Angeles Full-time Freshmen who entered College.
Return to contents University of Baltimore Your First College Year Survey 2015 Results Higher Education Research Institute, University of California at.
The learning experience and satisfaction of management students in a diverse learning environment: A Cross Campus Study at the University of Toronto Dr.
CIRP College Senior Survey 2010 Graduating Seniors National Data N=23,607 Higher Education Research Institute, University of California at Los Angeles.
Using CIRP Data for Accreditation, Assessment, and Accountability AIR Forum Kansas City, MO  June 4, 2007 John H. PryorVictor B. Saenz Director CIRP Research.
SAS: Resiliency December 8, Build: SAS Resiliency Clear Standards and Curriculum Frameworks –Update –Student / School Resiliency and School Climate.
St. Thomas University ALUMNI SURVEY Executive Summary Undergraduate and Graduate alumni in university database from 2001 to 1991 were mailed a copy of.
HERI FACULTY SURVEY Surveys mailed through campus mail to all Full-Time faculty during the Spring 2005 semester A follow-up second mailing for non- respondents.
Getting Sandy John Fordham. Service-Learning An experiential educational method in which students participate in an organized service activity meeting.
ESU’s NSSE 2013 Overview Joann Stryker Office of Institutional Research and Assessment University Senate, March 2014.
Bryce E. Hughes and Sylvia Hurtado UCLA Association for the Study of Higher Education November 2013 St. Louis, MO.
By: Kaylon Harrell. Service Learning  Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction.
Presentation to the University Senate By the Office of Planning & Institutional Research March 16, 2012.
Higher Education Research Institute at UCLA Higher Education Research Institute University of California at Los Angeles HERI Faculty Survey 48.
Return to Table of Contents Grand Valley State University HERI Faculty Survey 2014 Results Full-Time Undergraduate Teaching Faculty Grand Valley State.
Assessing Diversity and Civic Learning in College UCLA Diversity Research Conference Sylvia Hurtado Adriana Ruiz Hannah Whang HIGHER EDUCATION RESEARCH.
Political Engagement, College Choice & Skills for a Diverse Workplace: Results from the 2008 CIRP Freshman Survey John H. Pryor Director, Cooperative Institutional.
SASSE South African Survey of Student Engagement Studente Ontwikkeling en Sukses Student Development and Success UNIVERSITEIT VAN DIE VRYSTAAT UNIVERSITY.
Student Engagement as Policy Direction: Community College Survey of Student Engagement (CCSSE) Skagit Valley College Board of Trustees Policy GP-4 – Education.
Is Advanced Placement the right choice for me? North Forsyth High School.
0 1 1.Key Performance Indicator Results ( ) KPI Survey Statistics Student Distribution by Year in Program KPI Overall Results Student Satisfaction.
Return to contents CIRP Freshman Survey CIRP The Freshman Survey 2009 Higher Education Research Institute, University of California at Los Angeles.
CIRP College Senior Survey Graduating Seniors at Xavier University of Louisiana N=102and Catholic 4yr Colleges N=5,018 Higher Education Research.
Return to contents Principia College Your First College Year Survey 2013 Results Higher Education Research Institute, University of California at Los Angeles.
College Student Survey (CSS) 2006 CSS INSTITUTIONAL PROFILE Margie Bennett, Director Institutional Research and Compliance March 2007.
Return to contents University of Idaho CIRP Freshman Survey 2015 Results Higher Education Research Institute, University of California at Los Angeles First-time,
Graduate Program Completer Evaluation Feedback 2008.
The University of Texas-Pan American Susan Griffith, Ph.D. Executive Director National Survey of Student Engagement 2003 Results & Recommendations Presented.
The University of Texas-Pan American National Survey of Student Engagement 2013 Presented by: November 2013 Office of Institutional Research & Effectiveness.
The University of Texas-Pan American National Survey of Student Engagement 2014 Presented by: October 2014 Office of Institutional Research & Effectiveness.
Full-time Respondents
AUB Alumni Survey Report 2016
University of Scranton CIRP Freshman Survey 2013 Results
Oakland University CIRP Freshman Survey 2015 Results
Oakland University CIRP Freshman Survey 2016 Results
UTRGV 2016 National Survey of Student Engagement (NSSE)
Dalton State College College Senior Survey 2016 Results
THE JOURNEY TO BECOMING
Dalton State College College Senior Survey 2017 Results
The Heart of Student Success
UTRGV 2017 National Survey of Student Engagement (NSSE)
CIRP Your First College Year Survey 2009
2009 Student Opinion Survey Results
Presentation transcript:

Return to contents California Baptist University College Senior Survey 2013 Results Graduating Seniors California Baptist University N=482 Other Religious 4yr Colleges N=4,952 Higher Education Research Institute, University of California at Los Angeles

Return to contents 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 THE COLLEGE EXPERIENCE

Return to contents Table of Contents Demographics 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 College Senior Survey

Return to contents 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 College Senior Survey

Return to contents Demographics College Senior Survey

Return to contents Demographics Primary Major (Aggregated) College Senior Survey

Return to contents 77 Demographics Overall GPA ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents Demographics Finances 8 Median Amount Borrowed Your Institution$30, Comparison Group$30, ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents Demographics Finances 9 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents Academic Outcomes and Experiences Students develop skills, knowledge, and abilities through their experiences both in and out of the classroom.

Return to contents 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. 11 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 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 views challenged Ability to see the world from someone else's perspective Ability to discuss and negotiate controversial issues ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 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 students’ 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 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. ■ Your Institution ■ Comparison Group 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 2013 College Senior Survey

Return to contents 15 Guidance from Faculty “How often have professors at your college provided you with…” Advice and guidance about your educational program Emotional support and encouragement Honest feedback about your skills and abilities Intellectual challenge and stimulation Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally 2013 College Senior Survey

Return to contents 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. Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally Felt that faculty provided me with feedback that helped me assess my progress in class Felt that my contributions were valued in class Felt that faculty encouraged me to ask questions and participate in discussions 2013 College Senior Survey

Return to contents 17 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 Staff recognize my achievements Faculty empower me to learn here Staff encouraged me to get involved in campus activities General Interpersonal Validation These items measure the extent to which students believe faculty and staff provide attention to their development. Your Institution ■ Strongly Agree ■ Agree Comparison Group ■ Strongly Agree ■ Agree 2013 College Senior Survey

Return to contents 18 Academic Outcomes These items illustrate important academic skills and abilities and how these skills compare to your comp group. General knowledge Knowledge of a particular field or discipline Critical thinking skillsProblem-solving skills Your Institution ■ A Major Strength ■ Somewhat Strong Comparison Group ■ A Major Strength ■ Somewhat Strong 2013 College Senior Survey

Return to contents 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. ■ Your Institution ■ Comparison Group Completed a culminating experience for your degree (e.g., capstone course/project, thesis, comp exam) Participated in an undergraduate research program Participated in an internship program 2013 College Senior Survey

Return to contents 20 Additional Enhancement Experiences These items reflect your senior cohort’s expectations for participation in academic enhancement experiences, as measured by their responses to the CIRP Freshman Survey, as well as their actual participation, as measured by the CIRP Senior Survey. Your Institution ■ TFS—Very Good Chance ■ TFS—Some Chance ■ CSS—Participated Comparison Group ■ TFS—Very Good Chance ■ TFS—Some Chance ■ CSS—Participated Participated in student clubs/groups Participated in a study-abroad program Performed volunteer or community service work 2013 College Senior Survey

Return to contents 21 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. Integrate skills and knowledge from different sources and experiences Tutored another college student Performed community service as part of a class Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally 2013 College Senior Survey

Return to contents 22 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. Discussed course content with students outside of class Worked with classmates on group projects during class Studied with other students Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally 2013 College Senior Survey

Return to contents 23 Written and Oral Communication Effective communication skills are essential prerequisites for success in today's world, both personally and professionally. Took a class that required one or more 10+ page papers Took a class that required multiple short papers Made a presentation in class Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally 2013 College Senior Survey

Return to contents 24 Public speaking abilityWriting ability Written and Oral Communication Effective communication skills are essential prerequisites for success in today's world, both personally and professionally. Your Institution ■ Highest 10% ■ Above Average Comparison Group ■ Highest 10% ■ Above Average 2013 College Senior Survey

Return to contents Co-Curricular Outcomes and Experiences 25 Co-curricular experiences provide opportunities for students to grow intellectually, interpersonally, and emotionally College Senior Survey

Return to contents 26 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 27 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 28 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. ■ Your Institution ■ Comparison Group Construct Items Understanding of national issues Understanding of global issues Understanding of the problems facing your community 2013 College Senior Survey

Return to contents 29 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 30 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 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. 31 Construct Items Had tense, somewhat hostile interactions Felt insulted or threatened because of race/ethnicity Had guarded, cautious interactions ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 32 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. ■ Your Institution ■ Comparison Group Construct Items I feel I am a member of this college 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 2013 College Senior Survey

Return to contents 33 Knowledge of people from different races/cultures Ability to get along with people of different races/cultures Diversity Outcomes Contact with diverse students, faculty, and ideas allows students to gain valuable insights about themselves and others. Your Institution ■ A Major Strength ■ Somewhat Strong Comparison Group ■ A Major Strength ■ Somewhat Strong 2013 College Senior Survey

Return to contents 34 In class, I have heard faculty express stereotypes based on race/ethnicity, gender, sexual orientation, or religious affiliation 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, or religious affiliation Campus Climate and Diversity A diverse and inclusive campus environment strengthens students’ learning experiences and prepares them to participate in an increasingly diverse society. Your Institution ■ Strongly Agree ■ Agree Comparison Group ■ Strongly Agree ■ Agree 2013 College Senior Survey

Return to contents 35 Respect for the expression of diverse beliefsRacial/ethnic diversity of the student body Satisfaction with Campus Diversity 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. Your Institution ■ Very Satisfied ■ Satisfied Comparison Group ■ Very Satisfied ■ Satisfied 2013 College Senior Survey

Return to contents 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. Felt depressed Felt overwhelmed by all I had to do Sought personal counseling Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally 2013 College Senior Survey

Return to contents 37 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. Emotional healthPhysical health Your Institution ■ Highest 10% ■ Above Average Comparison Group ■ Highest 10% ■ Above Average 2013 College Senior Survey

Return to contents 38 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. Drank wine or liquorDrank beerSmoked cigarettes Your Institution ■ Frequently ■ Occasionally Comparison Group ■ Frequently ■ Occasionally 2013 College Senior Survey

Return to contents Future Plans This section describes students’ degree aspirations and career plans College Senior Survey

Return to contents 40 Future Plans Planned Primary Activity Fall 2013 Your Inst Comp Group Working full-time63.2%69.3% Working part-time9.7%5.5% 2013 College Senior Survey

Return to contents 41 Future Plans: Graduate/Professional School 2013 College Senior Survey Planned Primary Activity Fall 2013 Your InstComp Group Attending graduate/professional school full-time17.9%17.1% Attending graduate/professional school part-time0.6%0.3% Current State of Educational Plans Accepted and will be attending in fall17.5%13.0% Still awaiting responses, no acceptances12.1%7.0% No plans to apply to school now or in the future20.8%19.0%

Return to contents 42 Degree Aspirations Highest Degree Planned to Complete at Any Institution ■ Your Institution ■ Comparison Group Ph.D. or Ed.D. Master's (M.A., M.S., etc.) B.D. or M.DIV. (Divinity) Bachelor's (B.A., B.S., etc.) NoneOther, Voc. Cert., A.A. or equivalent M.D., D.O., D.D.S., D.V.M. LL.B or J.D. (Law) 2013 College Senior Survey

Return to contents 43 Future Plans Probable Career/Occupation Your Inst Comp Group Your Inst Comp Group Artist3.3%6.9% Health professional 7.5%6.3% Business 12.3%14.1% Homemaker (full-time) 0.6%0.4% Business (clerical) 0.6% Lawyer 1.9%2.4% Clergy 4.0%2.4% Military (career) 1.0% College teacher 1.7%2.0% Nurse 11.2%5.4% Doctor (MD or DDS) 2.3%4.0% Research scientist 0.6%3.0% Education (elementary) 5.0%6.5% Social, welfare, recreation worker 2.7%4.0% Education (secondary) 8.5%7.4% Skilled worker 0.0%0.5% Engineer 6.0%1.7% Other 25.4%22.4% Farmer or forester 0.2%1.3% Undecided 5.2%7.8% 2013 College Senior Survey

Return to contents 44 Future Plans When thinking about your career path after college, how important are the following considerations: (Percentages combine “Essential” and “Very Important” responses) Your InstitutionComparison Group Work/Life balance 91.7%90.8% Stable, secure future 78.0%82.4% Availability of jobs 84.4%81.3% Ability to pay off debt 86.7%79.6% Leadership potential 75.5%68.2% Expression of personal values 80.2%72.3% Opportunity for innovation 65.7%64.5% Creativity and initiative 65.5%65.1% High income potential 52.0%51.0% Working for social change 61.8%48.7% Social recognition or status 33.2%32.0% 2013 College Senior Survey

Return to contents 45 Future Plans Preparedness for Future Plans Preparedness for employment after college Preparedness for graduate or advanced education Your Institution ■ A Major Strength ■ Somewhat Strong Comparison Group ■ A Major Strength ■ Somewhat Strong 2013 College Senior Survey

Return to contents Satisfaction Understanding how students perceive their college experience identifies areas that are working well and sheds light on those that need improvement.

Return to contents 47 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 ■ Your Institution ■ Comparison Group 2013 College Senior Survey

Return to contents 48 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 ■ Your Institution ■ Comparison Group College Senior Survey

Return to contents 49 Satisfaction with Academic Support and Courses In addition to actual coursework, various support services are instrumental in shaping students’ academic experiences. Ability to find faculty or staff mentor Tutoring or other academic assistance Academic advising Amount of contact with faculty Class size Your Institution ■ Very Satisfied ■ Satisfied Comparison Group ■ Very Satisfied ■ Satisfied 2013 College Senior Survey

Return to contents 50 Satisfaction with Services and Community Where students live and the support they receive are critical to shaping their college experience. Career counseling and advising Student housingFinancial aid package Job placement services for students Overall sense of community among students Your Institution ■ Very Satisfied ■ Satisfied Comparison Group ■ Very Satisfied ■ Satisfied 2013 College Senior Survey

Return to contents 51 Overall Satisfaction If you could make your college choice over, would you still choose to enroll at your current college? ■ Your Institution ■ Comparison Group Definitely Yes Definitely No Probably No Probably Yes 2013 College Senior Survey

Return to contents 52 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) The more you get to know your students, the better you can understand their needs College Senior Survey