Assessing First-Year Student
Expectations and Experiences at
Two-Year and Four-Year Institutions:
The CSXQ, CSEQ, and CCSEQ
Michael J. Siegel, Ph.D.
Research Associate
Policy Center on the First Year of College

2003 Summer Assessment Institute
July 22, 2003
Goals for Session
 Examine background / structure / content of
the “C/Q” Instruments:
 College Student Experiences Questionnaire (CSEQ)
 College Student Expectations Questionnaire (CSXQ)
 Community College Experiences Questionnaire (CCSEQ)
 Discuss relevant ways in which instruments
can be used on your campus, and for what
purposes
 Share national data comparing expectations
and experience as framework for discussion
The CSXQ, CSEQ, and CCSEQ are
organized around the following
principle:
Students do better academically and socially
when they apportion time to activities that lead to
desirable learning outcomes: studying,
interacting regularly with faculty and staff,
engaging with students who might have different
opinions and views than they do, getting involved
in service-learning or community service, and
participating in educationally purposeful cocurricular activities
Seven Principles for Good Practice in
Undergraduate Education
(Chickering and Gamson, 1987)
Good practice in undergraduate education…
1)
encourages student-faculty contact;
2)
encourages cooperation among students;
3)
encourages active learning;
4)
gives prompt feedback;
5)
emphasizes time on task;
6)
communicates high expectations; and
7)
respects diverse talents and ways of learning.
What is the CSEQ?
The College Student
Experiences
Questionnaire (CSEQ)
assesses the quality of
effort college students
expend in using the
resources and
opportunities provided
by the institution for their
learning and
development.
CSEQ Fast Facts

Developed in 1979 by Dr. Robert Pace at
UCLA

Since the first edition in 1979, more than
400,000 students have completed the
instrument

Over 500 institutions, representing all
institutional types, have used the CSEQ

Now in its 4th edition (2nd edition developed
in 1983; 3rd edition in 1990)
Common Uses of the CSEQ
Assessment
emphasizes outcomes, or what students have learned
Accountability
emphasizes efficiency, or how resources are used
Accreditation
emphasizes institutional quality and improvement
Content of the CSEQ
 Background Characteristics
 Activities Scales
 Environment Scales
 Estimate of Gains Scales
CSEQ Activities Scales
Eleven scales reflect the quality of effort students
expend in activities related to:
• Library
• Computer and Information
Technology
• Course Learning
• Writing Experiences
• Experiences with Faculty
• Art, Music, Theater
•
•
•
•
•
Campus Facilities
Clubs and Organizations
Personal Experiences
Student Acquaintances
Scientific and Quantitative
Experiences
• Topics of Conversation
• Information in
Conversations
CSEQ Measures of the College
Environment
Ten scales measuring perceptions of the
campus environment with regard to
–
the extent to which the campus
emphasizes diverse aspects of student
learning and personal development
–
relationships with faculty members,
administrators, and other students
CSEQ Measures of the Estimate of
Gains
Student ratings of progress toward important
educational goals
Goals are presented in five major clusters:
1)
General Education, Literature, Arts, and
Social Sciences
2)
Personal Development and Social
Competence
3)
Science and Technology
4)
Intellectual Skills
5)
Vocational Competence
What is the CSXQ?
The (CSXQ) provides information about
new student expectations of:
– The nature and frequency of interaction
with faculty members
– Expected use of campus facilities,
learning centers, and other resources
provided for their learning
– Satisfaction with college
– The nature of college learning
environments
– Involvement with peers from diverse
backgrounds (e.g., ethnic, racial, social,
religious)
CSXQ Fast Facts
The CSXQ asks
students what they
expect from the first
year in terms
involvement in
educational activities,
experiences with the
campus environment,
and anticipated
learning outcomes.
 Pace and Kuh
developed from
CSEQ
 FIPSE Influence
 2nd Edition (1999)
 Norms
 More than 33,000
students at over 50
CSXQ Activities Scales
Eleven scales reflect the quality of effort students
expect to expend in activities related to:
• Library and Information
Technology
• Experiences with
Faculty
• Course Learning
• Writing
• Campus Facilities
• Clubs, Organizations,
Service projects
• Student Acquaintances
• Scientific and
Quantitative
Experiences
• Topics of Conversation
• Information in
Conversations
• Reading and Writing
CSXQ Measures of the
College Environment
Ten college environment questions that question the
extent to which students believe certain variables will be
emphasized at the institution during the upcoming year
 Environmental Emphasis:
 Seven scales refer to the extent to which
environment emphasizes scholarly,
intellectual, and practical activities.
 Quality of Relationships:
 Three scales refer to relationships with
students, faculty members, and administrative
offices and personnel.
Results from the CSXQ can be
used to inform:
 Institutional research, evaluation, and
assessment of the student experience
 Enrollment management, student
recruitment and retention initiatives
 Faculty development, advising and academic
support services
 First year experience programs
 Orientation, residence life, and student
activities
What is the CCSEQ?
 Institutions use the CCSEQ to:
 Prepare for self-study and
accreditation review
Assess Institutional Effectiveness
 Evaluate general education, transfer,
and vocational programs
 Measure student interest,
impressions and satisfaction
 Discuss ways to improve student
involvement
 Encourage dialogue between
academic affairs and student affairs
The CCSEQ Focuses on Four Distinct
Elements of the Community College
Experience
• Who are the community college students and what are
their reasons for attending community college?
• To what extent do students at the college utilize
campus facilities and resources, and of what
opportunities for learning do students take
advantage?
• What are student impressions and perceptions of the
community college experience?
• What programs have students made toward important
learning goals?
CCSEQ Activities Scales
Twelve scales reflect the quality of effort students
expend in activities related to:
•
•
•
•
•
Course Activities
Library Activities
Faculty
Student Acquaintances
Art, Music Theater
Activities
• Writing Activities
• Science Activities
• Athletic Activities
• Career/Occupational
Skills
• Computer Technology
• Clubs and Organizations
• Counseling and Career
Planning
CCSEQ Measures of the Estimate
of Gains
Student ratings of progress toward, and gains in,
important educational goals
Goals are presented in five major clusters:
1)
General Education, Literature, Arts, and
Social Sciences
2)
Personal Development and Social
Competence
3)
Science and Technology
4)
Intellectual Skills
5)
Vocational Competence
CCSEQ Measures of the College
Environment
Eight scales measuring perceptions of the campus
environment with regard to
–
the extent to which the campus emphasizes
diverse aspects of student learning and
personal development
–
relationships with faculty members,
administrators, and other students
CSXQ, CSEQ, and CCSEQ
Administration
 Mail, Internet (CSXQ and CSEQ only), classroom,
residence halls
 For CSEQ and CCSEQ—with first-year students,
typically administered during the second semester;
CSXQ administered before classes begin, primarily
during orientation
 Undergraduate population or unique environment;
given the scope of off-campus responsibilities at
two-year school, sampling must be more strategic
 Consortia of colleges and universities
Strategies for bridging student
expectations and reality
1)
“Expectations Audit”: Whose promising what?
“Contract” between student and institution.
2)
Student academic job descriptions
3)
Comparative analysis of student expectations and
institutional expectations for students (e.g.,
“environmental scan”)
4)
Investigate expectations of first-year students (e.g.,
quant surveys, qual focus groups)
5)
Develop common language and standards for
delivery of first year of college
Further ideas for narrowing the gap(s)
between expectations and reality
1)
Focus efforts on student expectations while
student expectations are still forming (Timing)
2)
Try to discover, understand, and close the gap(s)
that exists between what students expect and
what they actually experience during the first year
of college
3)
Coordination between academic and student
affairs is critical in setting expectations for student
performance and engagement
4)
Communication of institutional expectations to
incoming students is imperative. Messages need
to systemic and conveyed in a systematic manner
What do national data tell us student
expectations and experiences?

CSXQ = 32,000 beginning frosh at
36 four-year colleges and
universities (1998-2001)

CSEQ = 35,500 end-of-year frosh
at 121 four-year colleges and
universities (1998-2001)
Expected & Reported Grades
Item
First
year
college
grade
point
average
Response
Expected Actual
Options
(%)
(%)*
C, C-, or lower
0
4
B-, C+
8
18
B
30
27
A-, B+
48
36
A
14
16
*Total does not equal 100 due to rounding error
Hours Per Week Studying
Response Options
5 or less
6-10
11-15
16-20
21-25
26-30
More than 30
Expected
(%)
4
22
25
25
14
6
3
Actual
(%)
13
28
22
18
10
5
4
Use Study or Academic Skills
Center
Response Options
Never
Occasionally
Frequently
Expected
(%)
13
48
39
Actual
(%)
46
33
21
Use Library as a Quiet Place to
Read or Study
Response Options
Never
Occasionally
Frequently
Expected
(%)
7
48
45
Actual
(%)
26
48
26
Ask Instructor for
Comments/Criticisms About
Your Academic Performance
Response Options
Never
Occasionally
Frequently
Expected Actual
(%)
(%)
7
34
43
40
50
26
Discuss Term Paper or Class
Project with a Faculty Member
Response Options
Never
Occasionally
Frequently
Expected Actual
(%)
(%)
4
21
43
46
53
33
Socialize with a Faculty
Member Outside of Class
Response Options
Never
Occasionally
Frequently
Expected
(%)
31
56
13
Actual
(%)
59
27
14
Work on a Campus Committee
Response Options
Never
Occasionally
Frequently
Expected
(%)
22
44
34
Actual
(%)
61
18
21
Have Serious Discussions with
Students Whose Philosophy or
Personal Values Very Different
From Yours
Response Options
Never
Occasionally
Frequently
Expected
(%)
4
32
64
Actual
(%)
13
36
51
Have Serious Discussions with
Students Whose Racial and Ethnic
Backgrounds Different Than Yours
Response Options
Never
Occasionally
Frequently
Expected
(%)
5
34
60
Actual
(%)
20
36
43
Course-Related Learning
Activities
Write a major report (20 pages or more)
Response Options
Never
Occasionally
Frequently
Expected
(%)
22
55
23
Actual
(%)
78
13
9
Out-of-Class Learning
Activities
Attended a lecture or panel discussion
Response Options
Never
Occasionally
Frequently
Expected
(%)
14
55
31
Actual
(%)
35
41
24
Contact Information
CSXQ and CSEQ
Indiana University Center for
Postsecondary Research and
Planning
1913 East 7th Street
Bloomington, Indiana 47405
Phone: 812.856.5138
E-mail: cseq@indiana.edu
CSSEQ
University of Memphis
Center for the Study of Higher
Education
308 Browning Hall
Memphis, TN 38148
Phone: 901.678.2775
E-mail: ccseqlib@cc.memphis.edu
Michael J. Siegel, Ph.D.
Research Associate
Policy Center on the First Year of College
Brevard College
400 North Broad Street Duplex #2
Brevard, North Carolina 28712
828.877.6009-Phone
828.883.4093-Fax
siegelmj@brevard.edu
www.brevard.edu/fyc/