St. Thomas University ALUMNI SURVEY Executive Summary Undergraduate and Graduate alumni in university database from 2001 to 1991 were mailed a copy of.

Slides:



Advertisements
Similar presentations
An Analysis of Industrial Technology (IT) Programs Effectiveness Through the Eyes of IT Graduates: A National Survey of 2002 Graduates Presented by Sam.
Advertisements

1 Selected Results from UNCG’s Sophomore and Senior Surveys Spring 2000 Office of Institutional Research UNCG Planning Council August 24, 2000 The University.
Distance Learning through Technology Survey Summer 2002 Survey distributed to all exclusively on-line classes in Summer Survey was also mailed to.
Powered by Cuesta College Campus Climate Survey Results Wednesday, January 21, 2015.
LULAC’S 84 TH NATIONAL CONVENTION AND EXPOSITION STEM EDUCATION: CREATING OPPORTUNITIES FOR SUCCESS.
LFCC SENSE 09 Data Dave Urso John Milam March 23, 2010.
Graduate Program Assessment Report. University of Central Florida Mission Communication M.A. Program is dedicated to serving its students, faculty, the.
Graduating Senior Exit Survey Lindsay Couzens, M.S. And Bea Babbitt, Ph.D. Academic Assessment 1.
See How Alumni Rate NIU Alumni Survey Results Baccalaureate Graduates 2006 through 2010.
Diversity Assessment and Planning with members of the October 14, 2005.
See How Alumni Rate NIU Alumni Survey Results Baccalaureate Graduates 2002 through 2006.
Assessing Student Academic Achievement The General Education Skills.
Noyce Program Evaluation Conference Thursday, December 6, 2007 Frances Lawrenz Michelle Fleming Pey-Yan Liou Christina Madsen Karen Hofstad-Parkhill 1.
Understanding the Problems of Transition into Higher Education
Baseline Data for Assessment of Academic Advising Initiative Janine M. Allen, Ph.D.  Professor of Education  Portland State University  Cathleen L.
Motivators for Obtaining Advanced Degrees in Today’s Society Caroline Mulhall and Cassandra Rehmel Hanover College.
Entering Community College Students: Consciously Creating Critical Connections 2012 FYE Conference San Antonio, TX.
Minority Student Participation in International Programs: A Survey of Undergraduate Students Attending HBCUs Komanduri S. Murty & Jimmy D. McCamey, Jr.
Assessment of Student Learning Faculty In-service June 5, 2006.
Comparing Generic Student Learning Outcomes among Fresh Graduates in the Workplace Comparing Generic Student Learning Outcomes among Fresh Graduates in.
Survey Data Summary Data Compiled Fall 2007.
Results from the 2013 Undergraduate Alumni Survey Karen Gil, Dean and Distinguished Professor, College of Arts & Sciences Lynn Williford, Assistant Provost,
Cultural Difference: Investment Attitudes and Behaviors of High Income Americans Tahira K. Hira – Iowa State University
Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of Opportunity.
Diversity by Design: A Study of 3 Alumni Cohorts Laura Palucki Blake, Michael Tamada, & Karen Yoshino Occidental College.
Profile of an Engineering Education and Professions Introduction to Mechanical Engineering The University of Texas-Pan American College of Science and.
Q). Can you work under pressure? Any example you can quote in support of your claim? A Sample Answer:  Yes, I am confident I can handle pressing situations.
An Update on the MRSEC Cross-site REU Assessment with the Undergraduate Research Student Self Assessment Instrument Tim Weston University of Colorado,
Centennial Elementary School Parent Opinion Inventory 1 Ocean City Public Schools Parent Opinion Inventory Summary Analysis November 2007 Prepared by the.
The learning experience and satisfaction of management students in a diverse learning environment: A Cross Campus Study at the University of Toronto Dr.
Comparative Alumni Research: What Matters in College AFTER College.
“Building an Inclusive Community” Presented by Dr. Mordean Taylor-Archer Vice Provost for Diversity and International Affairs 1 University of Louisville.
Comparative Alumni Research 2005 Update Decade Comparison: 1990s Graduates to Earlier Graduates Lutheran Educational Conference of North America April.
“Diversity and Its Discontents”: A Report on Graduate Student Experiences in PhD-Granting Institutions ASA Annual Meeting 2012 Denise A. Segura.
Business Programs Program Review Summit Bill Zannini Program Coordinator May 18, 2007.
Survey Data Executive Summary Fall 2008.
WSU SAMPLE  All full-time tenured and tenure-track faculty  All campuses  Response rate: 57.6 % (N=603)  At least 50 % response rate in all colleges.
Bringing Together Survey Results of the UNLV Student Experience
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.
Institutional Learning Outcomes: Assessing Community and Global Responsibility Convocation – Fall 2015 College of the Redwoods Angelina Hill & Dave Bazard.
Presentation to the University Senate By the Office of Planning & Institutional Research March 16, 2012.
Student Satisfaction Report: Pacific Oaks College Office of Institutional Research TCS Education System August 7, 2014.
Higher Education Research Institute at UCLA Higher Education Research Institute University of California at Los Angeles HERI Faculty Survey 48.
Who Are Our Students? Demographic Profile Retention and Choice Student Time Use Alcohol and Drugs Student Satisfaction Academic Performance Career and.
Your future. Our Mission. futurestudents.mst.edu Founded 1870 | Rolla, Missouri.
2008 FAEIS Annual Longitudinal Assessment With a Comparison to the 2007 Survey Results The purpose of the FAEIS annual evaluation is to develop longitudinal.
Selected Results of President’s Office Survey of Alumni Graduating in 1997/98 The Office of Institutional Research and Policy Studies July 15, 2003 Jennifer.
Student Satisfaction Report: Pacific Oaks College: Addendum: Instructional Sites Vs. Cohorts Office of Institutional Research TCS Education System September.
1 The Multicultural Climate at MSU- Mankato William E. Sedlacek University of Maryland
Transfer Student Survey Enrollment Management Student Assessments for Missouri S&T Transfer Conference | October 9, 2008
2004 Survey Results The following presentation gives the results of the recent student survey. Click mouse to continue.
Spring  This survey came out of a Pres Staff discussion about what makes students successful.  Input from Deans and Student Development Group.
Comparative Alumni Research 2011 Update Overall Comparison: Lutheran Colleges to Flagship Public Universities Lutheran Educational Conference of North.
Measuring Outcomes of Doctoral Programs: Alumni and Exit Surveys at Western University CAGS October 2015.
Knowing Our Students, and Helping Them Succeed. 54.8% Latino Students (38.8% college-wide) 67.6% Female v. 32.4% Male (61.4% v. 38.6% college-wide) Average.
A Profile of BGSU Students Jie Wu Office of Institutional Research Summer 2008.
EMBA Annual Alumni Survey Taylor Elliott, Mika Patterson, Lakeitra Willis.
Powered by Alumni Survey Class of 2014  Monday, November 16, 2015.
UAA Fall 2002 Leadership Retreat “ Focusing on Student Success ” Noel-Levitz Student Satisfaction Survey Fall 2001 Results Anchorage Campus.
College Student Survey (CSS) 2006 CSS INSTITUTIONAL PROFILE Margie Bennett, Director Institutional Research and Compliance March 2007.
Higher Education Research Institute at UCLA Higher Education Research Institute University of California at Los Angeles HERI Faculty Survey 57.
Graduate Survey Results East Central Region and State Results.
Graduate Program Completer Evaluation Feedback 2008.
23 rd Annual Report on Physician Assistant Educational Programs Marie S. Link.
Purpose The intent of this presentation is to provide a high- level overview of graduate and leaver responses. It is not intended to look at the responses.
Mid Michigan Community College Prepared by President Christine Hammond March 31, 2016 PACE Survey Results Summary.
22 nd Annual Report on Physician Assistant Educational Programs Albert F. Simon Marie S. Link.
AUB Alumni Survey Report 2016
Director of Institutional Accreditation and Assessment
–Anonymous Participant
Presentation transcript:

St. Thomas University ALUMNI SURVEY Executive Summary Undergraduate and Graduate alumni in university database from 2001 to 1991 were mailed a copy of the Survey Instrument. Response rate was relatively low (about 12%). Overall, all respondents were quite positive concerning their experience at St. Thomas University. Over 58% of respondents indicated that their education at STU was ‘above average’. Cross tab analysis of items reveals a number of statistically significant associations between demographic variables (Grad vs.Undergrad status; Gender; Ethnicity; and responses to specific survey items.

Items with most favorable response: I was satisfied with the quality of instruction at STU I found enough flexibility in class schedules to complete my degree in a reasonable amount of time I developed the ability to work with others in a variety of settings. I was satisfied with the availability of faculty outside the classroom I developed the capacity to understand many points of view. The Faculty seemed interested in my progress as a student I acquired sufficient skills and knowledge to prepare me for employment in my field. I developed in my ability to think analytically I developed the capacity to demonstrate awareness of local and global diversity I would advise a friend to attend STU

ITEMS WITH THE RELATIVELY LOWEST FAVORABLE RESPONSES : My degree program effectively prepared me for the work I have done since graduation. My participation in student activities has helped me achieve my professional and/or personal goals. My employer seems impressed that my degree is from STU. My exposure to STU's Catholic character has positively influenced my life and work. I was satisfied with the library resources at STU. I grew in my awareness of environmental issues. The service requirement for graduation at STU has helped to foster in me a sense of duty to others.

GENDER DIFFERENCES Females were more likely to have a more highly favorable response to the following items: I was satisfied with the quality of instruction at STU. I found enough flexibility in class schedules to complete my degree in a reasonable amount of time. I was satisfied with the availability of faculty outside the classroom. I acquired sufficient skills and knowledge to prepare me for employment in my field. I felt academically challenged by the rigor of my coursework. continued

I was satisfied with my access to materials from the library needed for class work and research. I developed in my ability to think analytically. I developed the capacity to demonstrate awareness of local and global diversity I grew in my awareness of environmental issues. My exposure to STU's Catholic character has positively influenced my life and work. The service requirement for graduation at STU has helped to foster in me a sense of duty to others.

Undergraduate vs. Graduate Status Graduate student status was more closely associated with favorable attitudes toward the following items: I found enough flexibility in class schedules to complete my degree in a reasonable amount of time. I acquired sufficient skills and knowledge to prepare me for employment in my field. My degree program effectively prepared me for the work I have done since graduation. The Faculty seemed interested in my progress as a student. I was satisfied with the academic advising I received.

Undergraduate were more likely to indicate favorable opinions for the following items: I was satisfied with the library resources at STU. My exposure to STU's Catholic character has positively influenced my life and work. I grew in my awareness of environmental issues.

Ethnicity Minority students were more likely to have favorable opinions concerning the following items: I was satisfied with the quality of instruction at STU I was satisfied with my access to materials from the library needed for class work and research. My employer seems impressed that my degree is from STU I developed the capacity to demonstrate awareness of local and global diversity I grew in my awareness of environmental issues. The service requirement for graduation at STU has helped to foster in me a sense of duty to others. I was satisfied with the library resources at STU

Results of Individual Items

I was satisfied with the quality of instruction at STU. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat152.8% Disagree Strongly50.9%

I was satisfied with the availability of faculty outside the classroom QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat244.6% Disagree Strongly40.8%

I found enough flexibility in class schedules to complete my degree in a reasonable amount of time. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat254.7% Disagree Strongly30.6%

I acquired sufficient skills and knowledge to prepare me for employment in my field. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat346.6% Disagree Strongly112.1%

I felt academically challenged by the rigor of my coursework. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat438.2% Disagree Strongly101.9%

I was satisfied with my access to materials from the library needed for class work and research. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat6211.9% Disagree Strongly234.4%

I would advise a friend to attend STU. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat346.5% Disagree Strongly152.9%

My employer seems impressed that my degree is from STU QuestionCountPercentage Answered Agree Strongly9621.4% Agree Somewhat % Disagree Somewhat9420.9% Disagree Strongly429.4%

My degree program effectively prepared me for the work I have done since graduation. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat479.4% Disagree Strongly336.6%

The Faculty seemed interested in my progress as a student. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat295.6% Disagree Strongly91.7%

I developed in my ability to think analytically. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat377.1% Disagree Strongly91.7%

I developed in my ability to write effectively QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat499.5% Disagree Strongly101.9%

I developed the capacity to understand many points of view. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat275.2% Disagree Strongly61.2%

I developed the ability to work with others in a variety of settings. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat244.7% Disagree Strongly30.6%

I developed the capacity to demonstrate awareness of local and global diversity QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat407.9% Disagree Strongly51.0%

I grew in my awareness of environmental issues. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat9118.6% Disagree Strongly244.9%

My exposure to STU's Catholic character has positively influenced my life and work. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat9720.4% Disagree Strongly316.5%

My exposure to the cultural diversity of STU while a student has increased my effectiveness in my career. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat428.6% Disagree Strongly193.9%

The service requirement for graduation at STU has helped to foster in me a sense of duty to others. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat7617.7% Disagree Strongly153.5%

I developed an appreciation of other cultures. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat448.9% Disagree Strongly91.8%

I was satisfied with the academic advising I received. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat458.7% Disagree Strongly224.3%

My participation in student activities has helped me achieve my professional and/or personal goals. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat9824.4% Disagree Strongly297.2%

I was satisfied with the library resources at STU. QuestionCountPercentage Answered Agree Strongly % Agree Somewhat % Disagree Somewhat8617.0% Disagree Strongly346.7%

What level of study did you pursue at STU? ChoiceCountPercent Undergraduate % Graduate % Both undergraduate and graduate %

How long did it take you to obtain your first full-time job after graduation? ChoiceCountPercent Had same job before completing current degree % Less than 1 month8016.1% 1-3 months112.2% 4-6 months7715.5% 7-9 months153.0% months132.6% Over 1 year479.5% Have not yet obtained a job with this degree 469.3%

Are you currently working in your major/graduate program field of preparation? ChoiceCountPercent Yes % No %

Have you pursued further graduate study since graduating from STU? ChoiceCountPercent Yes % No %

What is your current or most recent annual salary? ChoiceCountPercent Less than $20, % Between $20,000 and $29, % Between $30,000 and $39, % Between $40,000 and $49, % Between $50,000 and $59, % Between $60,000 and $79, % Between $70,000 and $89, % Between $80,000 and $99, % $100,000 or more285.7%

What is your gender? ChoiceCountPercent Male % Female %

What is your racial/ethnic group? ChoiceCountPercent Asian American30.6% Black/African American % Hispanic/Latino % American Indian/Alaskan Native20.4% White - Non-Hispanic % Non-resident/International51.0%

Were you employed while attending STU? ChoiceCountPercent Yes, full-time employment % Yes, part-time employment % No, not employed6412.5%

Please rate the overall quality of your STU education. ChoiceCountPercent Above average % Average % Below Average224.3% Not sure10.2%

I took the majority of my classes while enrolled at STU at: ChoiceCountPercent the main campus % a site other than the main campus %