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 PavelchakStudent Outcomes ResearchUSC Student Affairs

USC Senior Survey participation: 1988-2005

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1988 1990 1992 1994 1996 1998 2000 2002 2005

Survey year

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


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1988 1990 1992 1994 1996 1998 2000 2002 2005

Survey year

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


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1988 1990 1992 1994 1996 1998 2000 2002 2005

Survey year

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

Engineering seniors by gender

Survey year Female Male

1988 24 65

1990 6 43

1992 22 64

1994 10 38

1996 18 48

1998 10 47

Engineering seniors by gender

Survey year Female Male

1988 24 65

1990 6 43

1992 22 64

1994 10 38

1996 18 48

1998 10 47

2005 49 126

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.


• 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


Three groups of factors are most closely associated with overall satisfaction:

• Intellectual & emotional priorities• Academics• Student Services


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


Academic concerns include:• Overall quality of teaching by faculty• Courses in your major field• Relationships with faculty members


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


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


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

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


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


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

Topic #3: Self concept

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.

Topic #3: Self conceptSelf-concept increases:

Trait or skill TrendCompared to national norm

Self-understanding Up Above

Writing Ability Up Well above

Leadership Ability Up slightly Well above

Artistic Ability Up slightly Well above

Understanding of Others Up slightly Above

Cooperativeness Up slightly Above

Public Speaking Ability Up slightly Above

Self-confidence (social) Up slightly Similar

Spirituality Up slightly Well below

Religiousness Up slightly Well below

Topic #3: Self conceptSelf-concept decreases:

Trait or skill TrendCompared to national norm

Emotional Health Down slightly Similar

Physical Health Down slightly Similar

Popularity Down slightly Above

Academic Ability Down Well above

Mathematical Ability Down Well above

Drive to Achieve Down Above

Topic #4: Time allocation

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.

Topic #4: Time allocationTime allocation increases:

Behavior/emotion TrendComparison to national norm

Using personal computer Way up Higher

Working for Pay Up Similar

Studying or Homework Up slightly Similar

Watching TV Up slightly Similar

Partying Up slightly Similar

Topic #4: Time allocationTime allocation decreases:

Time allocation TrendCompared to national norm

Socializing with Friends Down slightly Slightly below

Reading for Pleasure Down slightly Above

Student Clubs or Groups Down Well above

Exercising or Sports Down Slightly above

Volunteer Work Down Slightly above

Playing Video/Computer Games Down Similar

Household/Childcare Duties Down Slightly below

Talking with Teacher/Faculty Outside Class Down Below

Prayer/Meditation Down Below

Topic #5: Student behavior

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:


Topic #5: Student behavior Behavior/emotion increases:

Behavior/emotion TrendComparison to national norm

Drank Beer Up strongly Slightly above

Drank Wine or Liquor Up strongly Above

Felt Overwhelmed Up Above

Overslept & Missed Class/Appt Up Slightly below

Smoked Cigarettes Up Below

Studied with Other Students Up Similar

Visited Art Gallery or Museum Up Well aboveDiscussed Politics Up slightly Well above

Felt Depressed Up slightly Similar

Topic #5: Student behavior Behavior/emotion decreases:

Behavior TrendComparison to national norm

Was guest in teacher's home Down slightly Similar

Socialized w/diff ethnic group Down slightly Well above

Discussed religion Down Below

Tutored another student Down Similar

Voted in student election Down Well above

Performed volunteer work Down strongly Slightly above

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.


Topic #6: Effects of participationParticipation in Student Affairs-sponsored

activities had several positive effects on personal growth, including:

Utilizing campus services available to studentsUnderstand the problems facing the community that surrounds USCUnderstand issues surrounding lesbian, gay, bisexual, & transgender peopleUnderstand issues related to genderUnderstand global issuesUnderstand different religions/belief systemsDeveloping close friendships with other students

Become an informed citizenUnderstand social problems facing our nationPlace current problems in historical/cultural/philosophical perspectiveGet along with people from different races/culturesGetting to know facultyThink critically


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

Topic #7: Long-term goals

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.

Topic #7: Long-term goalsLong-term goal importance increases:

Long-term goal TrendCompared to national norm

Raise a family Up Below

Keep up with political affairs Up Well above

Develop meaningful philosophy of life Up Well above

Help others in difficulty Up Below

Integrate spirituality into my life Up Below

Influence social values Up Similar

Create artistic work Up Above

Influence political structure Up Well above

Topic #7: Long-term goalsLong-term goal importance polarization:

Long-term goal TrendCompared to national norm

Be a Community Leader Polarized Above

Take Part in Community Action Program Polarized Above

Become Authority in My Own Field Polarized Above

Promote Racial Understanding Polarized Similar

Student comments

Student comments

As an undergraduate I've had the opportunity to be independent for the first time in my life. I have been able to see what is really important to me and find out what drives me as a person. I get to do what I want and learn from my mistakes when I make.

Student comments

Being exposed to so many different people with different backgrounds and philosophies. This enabled me to be more open-minded and think in ways i have never thought before.

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

[email protected]

2005 usc senior survey: top seven things we can learn

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