The College engages in an active schedule of survey research. Feedback from these surveys helps both academic and administrative areas to better understand our students' needs and patterns of development. They help us to identify areas where we are achieving our goals, and where we might focus attention for improvement. Surveys themselves are imperfect measures, but combined with other information such as observations, College data, conversations, etc., they are an important part of our self-reflection process. They inform many of our decisions, and we are very grateful to our students, alumni, faculty, and staff who contribute to the College's success by providing their feedback.
The Survey of New Students presents a snapshot of Fall 2018 incoming students. This summary highlights selected topics from the survey, including preparation for college, interests, high school activities and experiences, concern about paying for college, citizenship and language, demographics, and thoughts about the future.
Though the College collects information about our alumni from a range of sources for our Alumni Records database, we also routinely ask about current activities on our COFHE Alumni Survey (managed by the IR office). The most recent survey was conducted in 2017. A brief overview as well as a more thorough summary of the findings are available.
The 2016 Parent Survey asked parents about general impressions of the college and experiences as a parent of a college student. The Parent Survey, 2016 summary document highlights…
- …parents' general sense of satisfaction and personal connection with the College.
- …parents' feelings about the culture and environment at the College.
- …parents' feelings about the goals and areas of focus at the College.
- …areas where parents would like to be more informed.
- …levels of parental concern for the well-being of their children.
- …parental reaction to the process and impacts of financing a Swarthmore education.
The 2015 Enrolled Student Survey asked students a variety of questions to better understand student academic, institutional, and social engagement, to provide a snapshot of learning development, and to garner feedback about the institutional environment and resources. The Enrolled Student Survey, 2015 summary document highlights…
- …students’ responses to questions on health and well-being.
- …student participation in various programs, groups, and activities.
- …student satisfaction with academic and non-academic aspects of student life by class year.
- …Seniors’ reflections on the college’s contribution to knowledge, skills, & personal development.
Every two to four years Swarthmore conducts a survey of all enrolled students, which focuses on day-to-day student activities, modes of student-student and student-faculty interactions, student use of institutional resources, and environmental factors that relate to engagement in the educational process. It includes questions about gains in learning that provide a snapshot of student learning development. A chart reflecting the Spring 2013 students' self-reported learning gains is provided on the College's Assessment website under "Institutional Measures and Activities," and may be linked directly from here.
Swarthmore conducts a biennial survey of graduating seniors, along with a group of several dozen peer institutions. The survey invites seniors to evaluate the College in detail, evaluate their own progress, and report on their plans for the future. Charts reflecting responses by 2012 seniors to the questions:
- "Overall, how satisfied are you with your undergraduate education?" and
- "Would you encourage a current high school senior who resembles you when you were a high school senior (similar background, ability, interests, and temperament) to attend your undergraduate institution?"
Swarthmore has administered the Higher Education Research Institute's "CIRP Freshman Survey" to incoming students since 1971. As a national, longitudinal survey, it allows us to compare our students with their peers nationally, as well as to follow trends in their backgrounds, attitudes, goals, and expectations. The chart below presents the percentages of new students in Fall 2011 who responded that they engaged "frequently" in each of a set of activities said to reflect "Habits of Mind." (Click on the chart to view a larger version.)
A brief report on the "Habits of Mind" construct, as well as HERI's "Social Agency" construct, for the students entering in Fall 2011 is available here: CIRP 2011 — Habits of Mind and Social Agency.pdf