Summary of Findings and Key Differences from Comparison Campuses
2011 College Senior Survey
Cal State San Marcos participates in the College Senior Survey (CSS) in order to gather information about
our senior students and as a follow-up to the Freshman Survey that our campus has been administering for many
years.1 In Spring 2011, the survey was sent by email to 1,060 graduating seniors; 334 students responded yielding a
response rate of 31.5%.
This report summarizes key differences between the CSUSM responses and those from eleven public fouryear colleges (including 2 other CSU campuses).2 In addition, because the College Senior Survey asks some of the
same questions that students were asked when they entered CSUSM as freshmen, CIRP is able to match those
students who took both surveys allowing us to see changes over time. 3
The findings are grouped into 14 themes:

Habits of the Mind

Academic Outcomes

Interaction with Faculty

Academic Enhancement Experiences

Academic Disengagement

Active and Collaborative Learning

Satisfaction with Academic Support and Courses

Satisfaction with Services and Community

Written and Oral Communication

Leadership

Civic Engagement

Diversity

Health and Wellness

Career Planning
Each theme represents a single idea with the responses to a number of survey questions grouped according to that
theme. Occasionally questions will relate to more than one theme and will be presented more than once. Within
these themes, CIRP has developed constructs that are designed to capture respondents’ experiences and outcomes;
these constructs are also presented when CSUSM respondents differ substantially from respondents elsewhere.4
1
The Cooperative Institutional Research Program (CIRP) at the Higher Education Research Institute at UCLA developed the
College Senior Survey (CSS) and the Freshman Survey (TFS) and includes many of the same items in both surveys.
2
A complete list of participating campuses can be found in Appendix A.
3
To obtain more detailed results for either of these surveys, please contact Pat Morris in Institutional Planning & Analysis at
pmorris@csusm.edu.
4 To measure these broad underlying areas more precisely, CIRP uses Item Response Theory (IRT) to combine individual survey
items into global measures that capture these areas. CIRP Constructs are more than a summation of related items; IRT uses
response patterns to derive construct score estimates while simultaneously giving greater weight in the estimation process to
Below is a profile of CSUSM students who responded to the College Senior Survey and those who attend
other participating public four-year colleges. Areas where CSUSM respondents are distinctive are shown in bold.
CSUSM
Other public
4-year college
Started college 2006 or earlier
80%
30%
Entered current college 2008 or later
56%
24%
Started CSUSM as a First-time Freshman
35%
--
Attend college full time
86%
89%
Female
75%
74%
American Indian/Alaskan Native
0.6%
0.2%
Asian American/Pacific Islander
12%
5%
African American
1.5%
3%
Latino/a
17%
7%
White
53%
77%
Other
3%
2%
Two or more races/ethnicities
5%
3%
Worked for pay more than 20 hrs. / week
42%
23.5%
Relied on family resources
69%
76%
Relied on own resources
82%
72%
Received aid that need not be repaid
53%
67%
Received aid that must be repaid
53%
53%
Borrowed money to pay for college
61%
52%
$22,194
$27,144
Race/ethnicity
Financing College
Average amount borrowed
survey items that tap into the construct more directly. These constructs allow us to determine if the experiences and outcomes for
our students differ from our comparison groups. The Percentage Report is used in this summary and shows comparative
information based on the percentage of students who score in the high, average, and low score group of a construct.
2
Differences Between CSUSM and Comparison Campuses
Habits of the Mind
The CSS contained a series of questions designed to “measure the behaviors and traits associated with
academic success” that included critical thinking, research and collaborative
Habits of the Mind
skills. Our students responses are similar to those at the comparison campus
with a majority of them indicating they possess these skills. For example, 70%
say they frequently integrate skills and knowledge from different sources and
Low
80%
experiences or look up scientific research and resources. However, our seniors
seem a bit unwilling to take chances with fewer than half saying they:
High
45.8%
41.4%
38.5%
21.9%
27.5%
27.8%
32.3%
31.1%
33.7%
CSUSM
Public 4-Yr.
Public/Private
60%
frequently took risks because they felt they had more to gain, sought feedback
40%
on their work, or sought alternative solutions to problems. Overall, our seniors
20%
are more likely to engage in behaviors associated with academic success than
Average
100%
0%
students at our comparison campuses as shown in the chart on the right.
Academic Outcomes
Academic Self-Concept
A majority of CSUSM respondents indicate that college has
strengthened their knowledge and academic skills, especially in their major.
Even so, just 39% said their preparedness for employment was “much
stronger” than when they started college. Although CSUSM respondents are
Low
80%
academic skills, they rate their Mathematical ability as low compare to their
peers with just 38% seeing themselves as above average. These ratings are
High
28.7%
30.5%
45.2%
43.8%
26.0%
25.7%
20.0%
CSUSM
Public 4-Yr.
Public/Private
37.1%
60%
more likely than others to say their foreign language skills have improved, and
more than two-thirds rate themselves as above average in their writing and
Average
100%
42.9%
40%
20%
0%
reflected in the CIRP construct related to Academic Self-Concept that
measures students’ beliefs about their academic abilities.
Interaction with Faculty
Student-Faculty Interaction
Nearly all CSUSM respondents indicated that faculty members were
approachable and concerned about their academic success. However, they
Low
Average
High
100%
were less likely to report “out of classroom” support such as emotional
24.6%
80%
34.4%
29.1%
41.5%
46.7%
24.1%
24.2%
Public 4-Yr.
Public/Private
support and encouragement, help achieving professional goals, letters of
recommendation, or opportunities to publish. As shown on the right, the
60%
construct derived from items related to faculty, with its emphasis on
40%
mentoring, shows our students have lower rates of faculty interaction
20%
compared to respondents at similar campuses.
41.1%
34.2%
0%
CSUSM
3
Academic Enhancement Experiences
CSUSM respondents are more likely than others to have worked on an independent study project (90%),
made a presentation in class (77%), worked on a group project in class (55%) or accessed the library electronically
(80%)—all activities that enrich their college experience. However, they
Academic Disengagement
are less likely to have participated in high impact activities such as
internships, student clubs or study abroad opportunities than respondents
from other participating campuses.
Low
Average
High
100%
16.5%
20.1%
29.7%
80%
60%
Academic Disengagement
The CIRP construct for academic disengagement measures the
extent to which students report behaviors that are inconsistent with
academic success. As shown in the figure to the right, CSUSM
51.5%
53.1%
48.8%
40%
20%
32.0%
26.8%
21.5%
CSUSM
Public 4-Yr.
Public/Private
0%
respondents less likely to be disengaged than respondents at other
campuses even though 45% of CSUSM respondents say they are working full-time compared to 14% of respondents
at other public 4-year colleges.
Overall Satisfaction
Active and Collaborative Learning
Low
Much like CSS respondents elsewhere, a majority of our
students report frequently engaging in collaborative activity in the
classroom, such as asking questions, working in groups, and contributing
23.4%
60%
43.2%
42.2%
41.7%
40%
20%
Satisfaction With Academic Support and Coursework
High
36.5%
80%
to class discussions. Two-thirds had performed community service as part
of a class and more than half have challenged a professor’s ideas in class.
Average
100%
34.4%
38.8%
21.8%
18.0%
Public 4-Yr.
Public/Private
0%
CSUSM
Although 70% of CSUSM respondents say they would choose to
attend CSUSM if they had to make this decision over again, this is a
Satisfaction with Coursework
much lower percentage than respondents at other campuses. (Overall
Low
Satisfaction) They are also somewhat less likely to be satisfied with the
100%
relevance of their coursework, the quality of instruction and especially
80%
with their overall college experience. These lower levels of satisfaction
are reflected in the CIRP construct related to respondents’ satisfaction
30.2%
Average
High
36.0%
34.2%
38.5%
39.5%
30.5%
25.5%
26.3%
CSUSM
Public 4-Yr.
Public/Private
60%
39.2%
40%
with their coursework.
20%
0%
4
Satisfaction with Services and the Campus Community
Sense of Belonging
More than half of CSUSM respondents say they are satisfied
Low
with student health services, psychological services and their financial aid
Average
High
100%
15.3%
package. Unfortunately CSUSM respondents are less satisfied with the
29.3%
80%
sense of community among students and just 37% are satisfied with the
44.9%
60%
campus’ social activities. The CIRP construct related to “Sense of
38.0%
43.9%
41.4%
40%
Belonging” graphically shows how our campus differs from other
39.8%
20%
participating campuses.
26.8%
20.6%
Public 4-Yr.
Public/Private
0%
CSUSM
Written and Oral Communication
Over two-thirds of San Marcos respondents rate their writing ability as above average and they are more
likely than respondents elsewhere to have taken classes with required writing assignments. They are also more likely
to have made presentations in class but slightly less likely than others to give high ratings to their public speaking
skills high.
Leadership
Items in this category look at leadership opportunities
Leadership
during college and how students compare themselves to their peers
on leadership-related skills and abilities. Over two-thirds of San
Low Average High
100%
Marcos respondents rate their leadership skills as above average or
80%
better but they are less likely than respondents at other campuses to
60%
have had leadership experiences. The CIRP Leadership construct
measures the respondents’ beliefs about their leadership development
40%
27.8%
39.4%
51.5%
46.2%
43.2%
40.5%
20%
and capability and their experiences as a leader.
20.7%
17.3%
13.3%
CSUSM
Public 4-Yr.
Public/Private
0%
Civic Engagement
The College Senior Survey asked several questions about
respondents’ involvement in, and satisfaction with, community
service and social change. At CSUSM, more than two-thirds of
Social Agency
Low
Average
High
100%
respondents say they have been involved in some sort of community
service either as part of a class or as a volunteer. More than half
80%
consider it very important or essential to work for social change and
60%
75% say they have a stronger understanding of community problems
40%
than before they came to college. The CIRP construct of Social
40.8%
42.0%
39.3%
40.3%
15.6%
19.9%
17.7%
CSUSM
Public 4-Yr.
Public/Private
49.2%
35.1%
20%
Agency measures the extent to which respondents value political and
0%
social involvement as a personal goal and shows CSUSM
respondents’ strength in this area compared to other participating
5
campuses.
Diversity
Items in this category relate to social attitudes and experiences with diversity. Much like respondents at
other universities, a majority of San Marcos respondents say they have socialized or studied with someone of
another racial/ethnic group. CIRP has three constructs related to
Pluralistic Orientation
Low
diversity:

Pluralistic Orientation, which measures respondents’
80%
skills and dispositions appropriate for living and

working in a diverse society
60%
Positive Cross-Racial Interaction, which measures
40%
respondents’ level of positive interaction with diverse
High
31.7%
29.8%
31.9%
49.7%
47.7%
48.2%
18.6%
22.5%
19.9%
CSUSM
Public 4-Yr.
Public/Private
20%
peers

Average
100%
0%
Negative Cross-Racial Interaction, which measures
respondents’ level of negative interaction with diverse
peers
Negative Cross-Racial Interaction
Positive Cross-Racial Interaction
Low
Average
Low
High
80%
42.2%
34.1%
80%
41.9%
High
35.0%
30.1%
40.1%
45.4%
24.9%
24.5%
19.4%
CSUSM
Public 4-Yr.
Public/Private
33.8%
60%
60%
40%
Average
100%
100%
41.6%
42.8%
40%
41.1%
46.9%
20%
20%
16.2%
23.1%
17.0%
0%
0%
CSUSM
Public 4-Yr.
Public/Private
CSUSM respondents are more likely than others to consider it essential or very important to help promote racial
understanding (55% vs. 41%) and more than four out of five respondents rate themselves as above average in their
empathy, tolerance and cooperativeness with people who are different from their themselves. Unfortunately, one in
four respondents say they have heard faculty express stereotypes about racial/ethnic groups in class and 17% felt
they had been discriminated against because of their race, gender, sexual orientation or religious affiliation.
Health and Wellness
These items gauge student behaviors, attitudes, and experiences related to health and wellness issues, and
their use of and satisfaction with related campus services. More than nine of ten Senior Survey respondents say they
have at least occasionally felt overwhelmed by all they had to do. Respondents were also asked about how often
they consume alcohol or smoked cigarettes. Although 30% of San Marcos respondents say they have had five or
more drinks in a row during the past two weeks and more than two-thirds report drinking beer, wine or liquor at
6
least occasionally, these percentages that are much lower than those at comparison universities. In addition, CSUSM
respondents are also much less likely to spend more than 5 hours per week partying.
Career Planning
This final theme contains items that relate to career plans, preparation for future careers, and students’ use
of and satisfaction with career services on campus. Among CSUSM respondents:

66% are planning to work full time in Fall 2011

28% are planning to travel

27% are planning to attend graduate school

24% are planning to work part time
Nearly one-quarter of CSUSM respondents say they are not actively looking for a position, a percentage that is
much higher than respondents elsewhere.
When choosing a career path three factors are considered essential or very important by more than threequarters of respondents:

A stable, secure future

Work/life balance

Availability of jobs

Ability to pay off debt (82% vs. 68% of respondents at comparison campuses)

Being well off financially (74% vs. 64% at other campuses).
7
Summary
CSUSM Strengths in Comparison to Other Participating Campuses*
CSUSM respondents are MORE likely to:
Rate their Foreign language ability as Stronger/Much Stronger compared with when
respondent first entered college
Have frequently done the following:
Took classes that required multiple short papers
Accessed the campus library resources electronically
Made a presentation in class
Looked up scientific research articles and resources
Took classes that required one or more 10+ page papers
Worked with classmates on group projects during class
Have at least occasionally done the following:
Worked on independent study project
Performed community service as part of a class
Respondents are Satisfied/Very Satisfied with:
Quality of computer training/assistance
Student health services
Financial aid package
Respect for the expression of diverse beliefs
Have Very Often/ Often experienced the following with students from a racial/ethnic group
other than your own?
Dined or shared a meal
Studied or prepared for class
Consider it Essential/very important to help promote racial understanding
CSUSM respondents are LESS likely to:
Have had five or more alcoholic drinks in a row in the last 2 weeks
Spent more than 5 hours during a typical week partying
Drink beer
Have fallen asleep in class at least occasionally
Drank wine or liquor
*Differ from comparison groups by 10% or more.
8
CSUSM Weaknesses in Comparison to Other Participating Campuses
CSUSM respondents are LESS likely to:
Say they would still choose to enroll at CSUSM if they had it to do over
Rate themselves as Highest 10% / Above Average compared to their peers in their
Mathematical ability
Have received faculty help achieving professional goals at least occasionally
Have been a guest in an professor's home
Agree that at least one faculty member has taken an interest in my development
Agree that faculty encouraged them to meet with them outside of class
Be satisfied with the ability to find a faculty or staff member
Say that faculty provided help in achieving professional goals
Say that faculty provided a letter of recommendation
Say that faculty provided an opportunity to publish
Be Satisfied/Very Satisfied with the:
Overall college experience
Ability to find a faculty or staff mentor
Respect for the expression of diverse beliefs
Overall sense of community among students
Availability of campus social activities
Job placement services for students
Say they Very Often/ Often experienced the following with students from a racial/ethnic
group other than their own?
Socialized or partied
Had a roommate of a different race/ethnicity
Have effectively led a group to a common purpose
Say they are interested in seeking information about current social and political issues
Have helped raise money for a cause or campaign
Have voted in a student election
Have been a leader in a student organization
Have participated in an internship program, student clubs/groups or a study abroad program
MORE likely to have:
Missed class due to employment
Held a full-time job while taking classes
Worked for pay off campus more than 20 hrs./week
9
Longitudinal Findings:
The Freshman Survey vs. College Senior Survey
The CSS was designed, in part, as a follow-up survey to the Freshman Survey (TFS) to assist in the
“evaluation of academic and personal development of students over their college experience and to assess the impact
of institutional programs, policies, and practices on the students' experiences and outcomes.” Longitudinal reports
are based on matched pairs for each survey item, using only students who responded to the survey item on both the
Freshman Survey and the CSS. CIRP was able to give our campus results for 94 students took both the Freshman
Survey and the Senior Survey.
Respondents were asked how often they engaged in behaviors associated with academic success and
showed significant changes between their freshman and senior year in the following areas:

Accepted mistakes as part of the learning process (41% increase)

Looked up scientific research articles and resources (34% increase)

Sought solutions to problems and explained them to others (16% increase)

Took a risk because they felt they had more to gain (16% decrease)

Asked questions in class (16% decrease)
How respondents spend their time in college
Spent 5 or More Hours per Week:
also differed from how they spent it in high school.
80%
College seniors spent more time studying but less time
67%
70%
on exercise or sports or than high school seniors. They
70%
59%
60%
48%
50%
are much more likely to say they drank alcoholic
40%
beverages during the past year (>40% increase) but less
35%
34%
30%
30%
20%
time socializing with friends but more time with online
Freshman
Survey
Senior
Survey
10%
10%
social networks.
0%
Studying/ Doing Socializing with Exercising or
homework
friends
par cipa ng in
sports
Respondents’ self-ratings of their leadership
Online social
networks
and academic abilities improved markedly while in
college. The biggest improvement occurred in our
seniors’ rating of their public speaking ability even
though CSUSM seniors rate this skill lower than
respondents at comparison campuses.
Senior respondents are more likely than
freshmen to characterize themselves as “liberal” and to
have changed the goals that they consider to be
essential/very important as well as their opinions on
Percent Ra ng Self as Highest 10%/Above Average
90%
77%
80%
70%
62%
75%
63%
62%
60%
48%
47%
50%
40% 41%
40%
CSS
30%
20%
10%
selected topics.
0%
Leadership
ability
10
TFS
32%
Academic
ability
Wri ng ability
Public
speaking
ability
Mathema cal
ability
Statements Respondents Agree with Strongly/Somewhat
Goals Considered Essen al/Very Important
80%
80%
72%
60%
50%
73%
68%
70%
70%
60%
52%
44%
50%
44%
40%
28%
43%
40%
TFS
30%
52%
51%
49%
27%
TFS
26%
30%
18%
20%
CSS
CSS
20%
10%
10%
0%
0%
Wealthy people should The federal government
Affirma ve ac on in
pay a larger share of taxes should raise taxes to college admissions should
than they do now
reduce the deficit
be abolished
Developing a
Helping to promote Par cipa ng in a Becoming involved
meaningful
racial
community ac on
in programs to
philosophy of life
understanding
program
clean up the
environment
These data also reveals differences between male and female students in their high school vs. college
experiences. Male students are more likely to say they have been bored in class and less likely to study with other
students or study a sufficient number of hours/week. They are also less likely than female students to socialize with
friends than they did in high school but more likely to party or consume alcohol.
Reported Ac vi es Incoming Freshmen vs.
Gradua ng Seniors
Reported Ac vi es Incoming Freshmen vs.
Gradua ng Seniors
100%
60%
53%
50%
90%
80%
46% 46%
Males FY
41%
40%
Males FY
50%
24%
24%
20%
Males SR
40%
Females FY
15%
10%
60%
Males SR
31%
30%
70%
37%
36%
35%
Females FY
30%
Females SR
Females SR
20%
10%
5%
0%
0%
Bored in class
Frequently studied with
other students
Socialized with
friends over 10 hrs/
wk.
Studied more than 10
hrs/wk.
Partying
Drank beer
Drank liquor
The College Senior Survey shows that our graduates have developed an appreciation for diversity, the
ability to work collaboratively, a heightened awareness of social issues, improved communication skills, and
engagement in learning—important competencies in todays marketplace. The survey also shows that our campus
needs to do a better job helping students feel connected to faculty and other students, engage in leadership activities
and understand the demands and relevancy of their college coursework.
11
APPENDIX A.
2011 College Senior Survey
List of Participating Insittutions
Comparison Group #1
Institution
Public 4-year Colleges
Arkansas State University-Main Campus
California Polytechnic State University-San Luis Obispo
California State Polytechnic University-Pomona
California State University-San Marcos
College of Charleston
Montclair State University
Morgan State University
Southern University at New Orleans
Texas State University-San Marcos
University of Central Oklahoma
University of Illinois at Springfield
University of Northern Colorado
Comparison Group #2
State
Institution
AR
CA
CA
CA
SC
NJ
MD
LA
TX
OK
IL
CO
12
State
Public 4-year Colleges
Arkansas State University-Main Campus
California Polytechnic State University-San Luis Obispo
California State Polytechnic University-Pomona
California State University-San Marcos
College of Charleston
Montclair State University
Morgan State University
Southern University at New Orleans
Texas State University-San Marcos
University of Central Oklahoma
University of Illinois at Springfield
University of Northern Colorado
AR
CA
CA
CA
SC
NJ
MD
LA
TX
OK
IL
CO
Private Universities
Baylor University
Creighton University
Fordham University
Loyola University Chicago
Santa Clara University
St John's University-New York
University of Notre Dame
University of the Pacific
Wake Forest University
TX
NE
NY
IL
CA
NY
IN
CA
NC
Public Universities
Colorado State University
Texas Tech University
University of Michigan-Ann Arbor
University of New Hampshire-Main Campus
University of North Dakota
NY
IL
CA
NY
IN
CA