1. Institutional Assessments 2013-14 Report
K. El Hassan, PhD.
Director OIRA

2. Outline Exit Survey ICE Reports College Outcomes Survey CAAP
Registration Survey
HERI Faculty Survey

3. I. Exit survey 9. Which Faculty/School will you graduate from? 13-14 %
12-13 %
11-12 %
10-11 %
09-10 %
N= 1380
N= 1307 N=
1382
1337
1338
Agricultural & Food Sciences 8 9
Arts & Sciences 33 36 35 38
Engineering & Architecture 29 27 26 24
Faculty of Medicine 1 6
Health Sciences 5 4
Rafic Hariri School of Nursing 3
Suliman S.Olayan S.of Business 21 20 19 22

4. Exit Survey
13. Which of the following will become your main activity after graduation?
13-14 %
12-13
11-12
10-11
09-10
I don’t know yet 10 9 8
I have accepted a job 13 15 14 18
I plan to continue in my current position/job 7 6 5
I will be going to a graduate or professional school full-time next year 27 28 25 26
I will be going to a graduate or professional school part-time next year and working part- time 3 4
I am still seeking employment 33 32 34 31
Other (Please specify) ________________________________________ 1
14. For the main activity you mentioned, please indicate the location where you intend to pursue this activity.
Lebanon 52 53 58 61
Arab (Gulf –States) 20 17 16
Arab (Non-Gulf) 2
Europe 12 11
North America
Others

5. Exit Survey

6. Exit Survey

7. Exit Survey 26. How do you rate the overall clearance process?
23. Did AUB provide you with career services?

8. Exit Survey: Breakdown of Graduates by Nationality

9. Exit Survey: Field of Work Post Graduation

10. Post Graduation: Firms & Universities

11. AUB Career Services

13. Summary of Comments To Improve Career Services
The career and placement center should be more powerful, developed, organized and advanced.
Services provided by the Office of Career and placement should be better advertised, and bigger international (and multinational) companies must be attracted.
Higher number and more diverse job offers should exist since the number of graduates are relatively high.
A major issue is that most of the offers are restricted to Lebanese; however AUB has a large amount of international students.
FEA career center should be bigger and more efficient.
All departments and faculties should be treated equally in terms of job vacancies and job offers especially that some faculties and departments have much less opportunities than others (PSPA, medical lab, nursing, humanities, etc).
Career and placement center should follow up with students and not only send s about different vacancies, especially that some companies do not get back to students.
An online link (page) should exist where students can upload their CVs and browse their requests and where offers are classified under specific categories (majors, faculties etc.).

14. Summary of Comments To Improve Career Services Cont’d.
Vacancies sent to students should be more specific and contain more details regarding the requirements needed for the job, and it would be much better if s were sorted and sent according to majors and levels (undergraduate/graduate).
The career and placement center should also focus on internships especially that they are required from different programs and majors. In addition, it is better if students are directly addressed and not via s.
Guidance through future and higher education is also essential and should be considered.
It would be great if professors can kind of be involved in the job searching and recruiting process and share their experiences with students.
More workshops and opportunities where students can be in contact with different employers are needed.
Regarding the annual job fair, it should be more organized and contain more opportunities. It’s important to note that many companies get involved in the job fair for marketing purposes and do not have actual job vacancies for students. It would be a great idea if stands of the career fair are distributed around the campus, each company’s stand close to the relevant department.
An online system should be there to connect graduates with ALUMNI.

15. II. Instructor Course Evaluation (ICE)
Demographics
Fall 13-14 Sp
Fall 12-13 Sp
Participants
Course sections
Questionnaires
2.398
36.478
2.397
33.287
2204
14.997
2055
11.033
Class %
Freshman 7 6 4 3
Sophomore 41 37 33 29
Junior 26 28 27
Senior 21 23 22 25
4rth Year 5
5th Year
Graduate 8
Special 2

16. Instructor Course Evaluation (ICE)
Demographics
Fall 13-14 Sp
Fall 12-13 Sp
Faculty
FAFS 4 8
FAS 63 55 38 36
FEA 19 20 28
FHS 3 5
OSB 9 11 18
SNU 2
Reason for taking Course %
Required from major 30 29 60
Elective from major 15 14 12
Elective outside major 13
Required outside major 10
University required 6 7

17. ICE Trend Descriptives by Subscale

19. III. College Outcomes Survey (COS)
Conducted in April 2014 to 491 undergraduate students in the classrooms.
A representative sample of 53 course sections totaling students was selected.
ACT has stopped its surveys but they granted AUB the right to keep using items of the survey. So OIRA developed a revised form that includes items most relevant to AUB needs, and are needed for strategic planning and other assessments.
The final version of the form included 86 items in addition to the demographics

20. COS: Progress made in Attaining Outcomes
A: PROGRESS TOWARD ATTAINING OUTCOMES AT THIS COLLEGE
HIGHEST 5 ITEMS TEXT
Av.
13-14
2-13
Av. 1
1-12
10-11
09-10
6.      Learning to think and reason
3.8
3.7
3.9
8.      Thinking objectively about beliefs, attitudes, and values
3.6
13.  Developing openness to new ideas and practices
5.      Developing problem-solving skills
7.      Locating, screening, and organizing information
LOWEST 5 ITEMS TEXT
9.      Developing my creativity; generating original ideas and products
3.4
3.1
20.  Learning about the role of science and technology in society
3.3
21.  Understanding and applying math concepts and statistical reasoning
3.25
3.2
15.  Appreciating the fine arts, music, literature, and the humanities
17.  Developing effective job-seeking skills (e.g., interviewing, resume construction)
3.00
3.0

21. COS: Views of the College
AGREEMENT WITH STATEMENTS ABOUT THIS COLLEGE
Av.
13-14
2-13
Av. 1
1-12
10-11
09-10
Norms
82.  This college is equally supportive of women and men.
3.9
4.1
4.2
4.0
81.  I would recommend this college to others.
3.7
79.  If choosing a college I would choose this one.
3.6
3.8
80.  My experiences here have equipped me to deal with possible career changes.
3.5
83.  I am proud of my accomplishments at this college.
4.3
78.  This college has helped me meet the goals I came here to achieve.
3.4
84.  This college welcomes and uses feedback from students to improve the college.
3.1
3.2
3.3

22. COS: Personal Growth since Entering College
HIGHEST 10 ITEMS TEXT
Av.
13-14
2-13
Av. 1
1-12
10-11
09-10
Norms
24. Interacting well with people from cultures other than my own
3.9
3.8
4.1
31. Taking responsibility for my own behavior
41.  Becoming more willing to change and learn new things
4.0
23. Becoming more willing to consider opposing points of view
3.7
27. Learning to be adaptable, tolerant, and willing to negotiate
32.  Clarifying my personal values
3.6
36.  Becoming academically competent
25.  Preparing to cope with changes as they occur (e.g. in career, lifestyle)
44.  Acquiring a well-rounded General Education
42.  Improving my ability to stay with projects until they are finished

23. COS: Personal Growth since Entering College
LOWEST 10 ITEMS TEXT
Av.
13-14
1 2-13
11-12
10-11
09-10
Norms
43.  Becoming a more effective member in a multicultural society
3.5
3.8
34.  Developing moral principles to guide my actions and decisions
3.9
22.  Becoming an effective team or group member
30.  Understanding religious values that differ from my own
38.  Constructively expressing both emotions and ideas
3.4
3.7
39.  Understanding myself, my talents, and my interests
4.0
26.  Developing leadership skills
33.  Learning how to manage finances ( personal, family, business)
3.3
28.  Becoming more aware of local and national political and social issues
3.2
3.6
29.  Recognizing my rights, responsibilities, privileges as a citizen

24. COS: Satisfaction with Aspects of University
HIGHEST 10 ITEMS TEXT
Av.
13-14
12-13
11-12
10-11
09-10
Norms
62.  College response to students with special needs ( disabled, handicapped)
3.7
3.9
3.8
57.  Language development services for students whose first language is NOT English
3.6
59.  Freedom from harassment on campus
60.  Personal security/safety on campus
4.0
77.  This college in general
4.1
65.  Opportunities for involvement in campus activities
75.  Transfer of course credits from other colleges to this college
64.  College social activities
74.  Library /learning resources center services
73.  Student access to computer facilities and services
3.5

25. COS: Satisfaction with Aspects of University
LOWEST 10 ITEMS TEXT
Av.
13-14
12-13
11-12
10-11
09-10
Norms
56.  Residence hall services and programs
3.4
76.  Variety of courses offered
3.3
3.5
3.8
46.  Quality of instruction
68.  Practical work experiences offered in areas related to my major
3.2
3.6
49.  Informal contact with faculty in non-academic settings
3.1
3.9
54.  Flexible degree requirements
3.0
72.  Financial aid services
45.  Faculty respect for students
4.1
51.  Quality of academic advising
2.9
48.  Concern for me as an individual

26. Areas of Growth: College Contribution
Av.
13-14
12-13
11-12
10-11
09-10
Norms
87. Social growth (understanding others and their views, adapting successfully to a variety of social situations)
3.7
3.9
4.0
3.8
86.  Personal growth (developing self-understanding, self-discipline, and mature attitudes, values, and goals)
85.  Intellectual growth (acquiring knowledge, skills, ideas, concepts, analytical thinking)
4.1
88.  Preparation for further study
3.6
3.5
89.  Preparation for career
3.4
3.3

27. Results by Class Highest 5 items in Progress (Total)
Freshman
Sophomore
Junior
Senior
Total
6.  Learning to think and reason
3.71
3.8
3.74
3.96
8. Thinking objectively about beliefs, attitudes, and values
3.94
3.67
3.68
3.81
3.7
13. Developing openness to new ideas and practices
3.54
3.87
5.  Developing problem-solving skills
3.82
3.56
3.64
3.78
3.6
7.  Locating, screening, and organizing information
3.35
3.48
Lowest 5 items in Progress (Total)
9. Developing my creativity; generating original ideas and products 4
3.23
3.39
20.  Learning about the role of science and technology in society
3.41
3.27
3.42
3.55
3.38
21.  Understanding and applying math concepts and statistical reasoning
3.76
3.16
3.17
3.44
3.25
15.  Appreciating the fine arts, music, literature, and the humanities
3.47
2.9
3.09
17.  Developing effective job-seeking skills (e.g., interviewing, resume construction)
2.12
2.8
3.12
3.18
2.98

28. SATISFACTION WITH GIVEN ASPECTS OF THIS COLLEGE BY CLASS
Highest 10 Items
Freshman
Sophomore
Junior
Senior
Total
62. College response to students with special needs ( e.g., disabled, handicapped)
4.5
3.67
3.79
3.58
3.73
57.  Language development services for students whose first language is NOT English
4.56
3.6
3.56
3.77
3.66
59.  Freedom from harassment on campus
3.69
3.62
3.51
60.  Personal security/safety on campus
4.06
3.72
3.57
3.39
3.63
77.  This college in general
4.44
3.64
3.52
65.  Opportunities for involvement in campus activities
4.13
3.61
75. Transfer of course credits from other colleges to this college
3.81
3.38
64.  College social activities
3.88
3.53
74.  Library /learning resources center services
3.54
3.46
3.55
73.  Student access to computer facilities and services
3.75
3.44
3.32
Lowest 10 Items
56.  Residence hall services and programs
3.27
3.47
3.5
76.  Variety of courses offered
3.45
3.11
46.  Quality of instruction
3.26
3.43
3.35
68.  Practical work experiences offered in areas related to my major
3.94
3.41
2.91
3.31
49.  Informal contact with faculty in non-academic settings
3.25
3.2
3.22
54.  Flexible degree requirements
3.19
3.18
3.21
72.  Financial aid services
3.13
2.89
3.34
3.15
45.  Faculty respect for students 3
3.08
51.  Quality of academic advising
2.94
2.97
2.99
3.09
48.  Concern for me as an individual
3.01
2.84

29. AGREEMENT with STATEMENTS about COLLEGE
Freshman
Sophomore
Junior
Senior
Total
82.  This college is equally supportive of women and men.
4.47
3.79
3.85
3.86
81.  I would recommend this college to others.
4.38
3.56
3.61
3.91
3.72
79.  If choosing a college I would choose this one.
3.81
3.64
3.51
3.75
3.63
80.  My experiences here have equipped me to deal with possible career changes.
3.53
3.48
3.6
3.55
83.  I am proud of my accomplishments at this college.
3.67
3.36
3.52
3.54
3.5
78.  This college has helped me meet the goals I came here to achieve.
3.37
3.42
3.4
84.  This college welcomes and uses feedback from students to improve the college.
3.04
3.15
3.05
3.14

30. COLLEGE CONTRIBUTION TO GROWTH AND PREPARATION
Freshman
Sophomore
Junior
Senior
Total
87. Social growth (understanding others and their views, adapting successfully to variety of social situations)
3.87
3.85
3.75
3.48
3.74
86.  Personal growth (developing self-understanding, self-discipline, and mature attitudes, values, and goals)
3.8
3.82
3.7
3.58
3.72
85.  Intellectual growth (acquiring knowledge, skills, ideas, concepts, analytical thinking)
3.67
3.63
3.56
3.66
88.  Preparation for further study
3.54
3.53
3.57
89.  Preparation for career
3.73
3.45
3.31
3.24
3.38

31. 1.Course syllabi are usually distributed early on in the semester. 4.6
Additional Items
Freshman
Sophomore
Junior
Senior
Total
1.Course syllabi are usually distributed early on in the semester.
4.6
3.97
4.06
3.87
4.03
2.  The syllabi usually included course outcomes i.e. the skills that the students ought to acquire by the end of the course.
4.67
3.86
3.88
3.95
3.94
3. I made a class presentation
4.07
3.7
3.83
4. The material covered in class was relevant to stated course objectives
3.72
3.84
3.75
5. I worked with other students on project during class 4
3.65
3.82
3.89
3.79
6. I worked with classmates outside class to prepare assignments
3.93
3.77
3.98
3.76
7. I asked questions in class or contributed to class discussions
3.33
3.66
3.85
8. AUB experiences helped me develop as a self learner.
4.27
3.57
9. The objectives of the courses that I have taken were clearly stated.
3.67
3.61
10. I worked harder than I thought to meet the instructor's standards and expectations
3.8
3.49
3.55
11. Teachers clearly explained grading policy to students at the beginning courses.
4.2
3.42
3.58
12. I was motivated to do as well as I could in my classes.
3.47
3.63
3.38
13. Campus environment emphasized time studying academic work.
3.4
3.43
3.6
3.54
14. There was adequate time to cover all of the course topics.
3.37
3.48
15. I often engaged in problem- solving in class.
3.2
3.45
16. Teachers usually evaluated student performance periodically.
3.21
3.41
17. I have heard faculty refer to their research. 3
3.03
3.29
18.Teachers usually invited students to relate outside events/activities to subjects covered in the courses.
2.93
3.34
3.1
3.26
19.Teachers usually discussed performance& progress with students.
3.17
3.25
20.I am satisfied with the services offered by the Writing Center.
3.53
3.08
3.23
21. I participated in a community-based project as part of a regular course
2.07
3.27
2.95
3.16
22. I have talked with faculty members about my career plans.
2.6
3.09
3.12
23. I received prompt feedback from faculty on my academic performance (written or oral)
2.67
2.96
3.18
3.11
24. I have worked with a faculty member on research projects.
1.73
2.75
2.59
3.19
2.77

32. Additional Items Av Av
Diff
1. Course syllabi are usually distributed early on in the semester.
4.0
4.1
-.1
2.  The syllabi usually included course outcomes i.e. the skills that the students ought to acquire by the end of the course. -
3. I made a class presentation
3.9
4. The material covered in class was relevant to stated course objectives
3.8
5. I worked with other students on project during class
6. I worked with classmates outside class to prepare assignments
7. I asked questions in class or contributed to class discussions
3.7
+.1
8. AUB experiences helped me develop as a self learner.
9. The objectives of the courses that I have taken were clearly stated.
3.6
10. I worked harder than I thought to meet the instructor's standards and expectations
11. Teachers clearly explained grading policy to students at the beginning courses.
12. I was motivated to do as well as I could in my classes.
3.5
13. Campus environment emphasized time studying academic work.
14. There was adequate time to cover all of the course topics.
3.4
15. I often engaged in problem- solving in class.
16. Teachers usually evaluated student performance periodically.
3.3
17. I have heard faculty refer to their research.
18. Teachers usually invited students to relate outside events/activities to subjects covered in the courses.
19. Teachers usually discussed performance& progress with students.
3.1
+.2
20. I am satisfied with the services offered by the Writing Center.
3.2
21. I participated in a community-based project as part of a regular course
22. I have talked with faculty members about my career plans.
2.9
23. I received prompt feedback from faculty on my academic performance (written or oral)
24. I have worked with a faculty member on research projects.
2.8
2.7

33. IV. CAAP
Representative sample of 197 junior students took it though sample was originally 669, so only 29% response rate.
There was over representation of EFA (35%), under representation of OSB (15%), and good representation of FAS.
Have a higher ability group this year:
GPA of those who took it (81.3) higher than last year’s (81.5) but similar to previous year.
64% of those who took it had GPA ≥ 3.0 vs. 52% for last year.
Higher GPA higher CAAP score especially for CT, and MR.

34. Comparison of CAAP Results with National Norms and with 2003-14
Year N CT
SCR R MR W
197 63 65
61.9
65.8
62.4
135
60.8
63.6
64.5
61.4
185
62.7
64.2
60.4
65.9
62.2
250
63.3
63.4
62.6
65.5
2009/10
360
63.2
62.5
65.4
62.9
2008/9
421
60.6
64.7
62.8
2007/8
235
63.1
65.7
65.6
2005/6
245
60.5
59.9
64.9
2004/5
403
64.6
2003/4
736
62.3
61.2
59.7 60
Norms
59.8
61.1
61.6
58.6

35. CAAP Test Results for

36. CAAP by Demographics
Males did better than females on all tests, except W where they had slightly lower scores.
Results by native language revealed
no differences on MR and CT.
in W, group whose native language is not English scored slightly higher, while
in SCR native English speakers scored significantly higher than those whose English language was not first language
Differences by major were also noted;
students from Engineering got highest score in MR.
Biological sciences got highest scores on SCR and 2nd highest on CT.
Social Sciences got highest in W and CT.

37. CT Scores by Major, Comparison with 2007-2013

38. Math Reasoning by Major, Comparison with 2006-12

39. CAAP
In Writing, AUB students consistently do better on usage/mechanics than on rhetorical writing and they have attained national norm level on this skill.
In rhetorical writing they are slightly lower than national norms and need to work on this.
With respect to Reading, they performed slightly better on arts/literature than on social science readings, with former higher than national norms.
With respect to math; they do very well on both sections and much higher than the norms though with higher performance on college algebra than basic algebra.
91% (vs. 84%) of students obtained Certificates of Achievements indicating that they achieved ≥50th % ile of the normative sample.
69% (vs.62%) obtained two certificates, similar to previous years.

40. Distribution of Certificates of Achievement by Subject14 13 12 11 10 9 7 6 5 CT
147 75 62 73 61 55 38 52 49 MR
108 97 93 98 90
100 94 81 SR 22 69 60 80 67 78 45 72 WS 17 40 39 50 47 41 R 63 32 57 33

41. Distribution of Certificates of Achievement by Subject

42. Registration Survey
Sample consisted of 1045 students from all faculties, however it was filled out by only students 632 (60 % response rate) coming from 38 undergraduate classrooms .
Sample who filled out Survey
is under representative of FAS, while slightly over represents FEA and FAFS
has higher percentage of females than males;
is representative of nationality breakdown at AUB,
slightly under represents sophomore students at AUB and slightly over represented FEA Year 4 students

43. Sample Distribution by Faculty

44. Results of Registration Steps
2014
2013
Process N
Mean
%Dis
%Sat
Placement Test APT & EEE
Placement Test –Arabic 25
3.1 72 28 30
3.2
EEE 36
2.9 22
3.3
2. Submission of Documents
It was easy to submit the required official documents to the Admission office
208
3.5 12 53
284
3.7 10 59
Organization of the above mentioned process
205
3.4 11 47
273 13 45
Staff were welcoming & helpful 19 56
274
3.6 16 55
Staff gave you clear answers to your questions
203 17
270 62
information in the messages was clear and concise
184
3.9 8 75
246
3.8 71
Overall experience with the above process
189 52
252 9 58

45. 3. Student Orientation Programs (NSO)
The NSOP Information in the messages was clear and concise
178
3.8
7.9
73.2
233
3.9 6 70
NSOP web site was helpful and easy to use
183
3.4
14.8
49.7
244
3.6 12 55
The sign in process was organized and easy to follow.
172
7.6
68.6
232
3.7 14 62
The orientation booklet was helpful and informative.
70.9
230 8 68
The orientation sessions were well-organized
171
3.5
53.2
231 17 52
The “online registration and AUBnet services” sessions were clear and informative
10.5
59.1
228 18 56
Overall orientation sessions were clear and informative 11
519
227 54
The activities in the orientation week were very beneficial.
165
3.2 21 36
224 37
The “Ask Me” Booths were beneficial to me.
169 16 47
220 48
The orientation staff were welcoming and helpful
173 71
225 72
The orientation staff gave you clear answers to your questions
167 2 19 9
The student guides were helpful and able to answer your questions
164 7 69
219 66
The NSO Program or event met my expectations
155
218

46. Video tutorial how to use AUBSIS and register
The video was informative and helpful 41
3.7 7 51 55
3.9 38 37
4. On-line Registration
You were successful in finding places in elective courses
173
2.7 39 32
197
3.1 35
You were successful in finding places in required courses
184
3.4 21 50
213
3.6 23 59
The registrar’s office staff was helpful 75 12 48 58
3.2 29
Overall experience registering for classes
2.9 28 27
165 44 25
5. AUBnet Account
“AUBnet Account” Information in the message was clear and concise
169 4
187 64
It was easy to activate your AUB net account.
174 73
203 17
The instructions to activate your AUB net account were clear
164
3.8 10 70
185 14 62
It was easy to subscribe to AUB wireless account.
192 26 53
188
The instructions to activate your AUB wireless account were clear
190 24 31

47. 8. ID Card Renewal & Stickers
6. Academic Advising
Your adviser was available during the period of advising and online registration
579
3.7 16 60
905
3.5 20 53
Your adviser was friendly and helpful
575 15 62
904
3.6 18 58
Your adviser was knowledgeable about program requirements in your area of interest
573 22 56
898 21 54
Your adviser explained the General Education Requirements so that you could understand them
3.2 27 42
895
3.1 30 40
Your adviser was aware of and referred you to the appropriate campus resources to assist you with your concerns
568
3.3 25 43
891
Overall experience with advising process
556
3.4 23 48
875 26 45
7. Comptroller’s Office
The procedure for the payment of fees was clear.
563
3.8 12 63
903
The procedure for the payment of fees was easy.
561 14 61
The staff was welcoming and helpful
560 19 47
885 44
8. ID Card Renewal & Stickers
The process of validating your AUB ID was easy
555 4 10 72
897
4.0 11 73
553 66
892 13

48. The application procedure was clear 257 3.6 14 56 376 13 60
Financial Aid
The application procedure was clear
257
3.6 14 56
376 13 60
The staff was welcoming and helpful
255
3.4 20 51
374 16 59
Overall experience with financial aid process
247
3.3 21 45
337 18 52
Dormitories
123
3.9 11 73
170
3.8 68
Satisfied with the placement decision
110
150 15 64
The staff was helpful
118
3.5 23 57
163 28 55
Overall experience with dormitories
112 24
153 53
Impressions about AUB (Continuing Students)
It has high-quality academic programs
509 4 7 76
724 72
It has high-quality classroom & laboratory facilities
511 46
Rate your overall experience at AUB so far
508 6 67
717
3.7 9 62
Office of International Programs
The pre-arrival information was informative
224
298
The mentors were helpful
220
294
The onsite support was helpful
219 58
Overall experience with OIP
210
288

49. Results Highlights
Means on placements tests were lower, especially on AUB EN administration.
Submission of documents, lower overall means mainly due to lower satisfaction on
‘It was easy to submit the required official documents to the Admission office’ and
‘Staff gave you clear answers to your questions’.
New Student Orientation Programs, most of the items remained same, except these which went down
‘NSOP web site was helpful and easy to use’,
overall NSOP evaluation went down with decrease in satisfaction from 54% to 47%.
Satisfaction with video tutorial went down to 3.7 from 3.9.
On-line registration, there were significant changes
‘finding places in required and elective courses’ went down to 3.4 and 2.7, respectively, while
‘Satisfaction with Registrar’s office staff ‘and ‘overall registration experience’ went up.

50. Results Highlights, Cont’d.
Satisfaction with financial aid went down slightly (52% to 45%), due to lowered satisfaction on ‘staff was welcoming and helpful’ (from 3.6 to 3.4).
Satisfaction with Dormitories went down due to lowered satisfaction with placement decision.
Improved satisfaction on most of the items dealing with AUBnet account.
Overall satisfaction with advising went up (from 3.2 to 3.4) especially due to availability of advisor (3.5 to 3.7). All other items remained quite same.
Comptroller’s Office improvement on ‘The procedure for the payment of fees was clear’.
Little change in ID Card Renewal Process
Overall impressions of AUB were higher on all items with 67% of continuing students satisfied with their overall AUB experience so far.
Overall experience with Office of International Programs went up on all items, especially with respect to the pre-arrival information was informative.

51. Results Highlights, Cont’d.
Overall ratings of registration processes ranged between , with exception of overall experience with registering for classes (2.9).
Highest items (4 and 3.9) were about information provided, manuals, booklets, orientation staff and guides, and academic programs at AUB.
Lowest item included ‘finding places in elective courses’ (2.7).
Higher percentages of respondents found submission of documents to be lengthy and had to be referred to other sources for help as staff could not help.
Lower percentage registered for orientation and listened to video tutorial.
Accessing AUBsis was found easier, and lower percentage had difficulty registering on-line.
Higher percentage met with advisor.
All items on financial aid showed a drop.
Lower percentage applied to dormitories but higher percentage found placement and were provided with clear answers by staff.

52. Results by Faculty FHS and HSON highest percentages attending NSO
FAS and FHS had highest difficulty in on-line registration, and they needed registrar’s Office staff help and were able to solve problems.
High percentage >70% applied for financial aid, with highest from FHS followed by FEA and HSON.

53. Results by Faculty
OSB and FAFS have lowest satisfaction with respect to overall registration and finding places.
FHS and HSON have highest satisfaction.

54. Satisfaction by Class
New students have higher satisfaction than continuing ones.
However, we need to pay attention that these items were put in section of new students and for this reason were answered by small sample of continuing students.

55. Students’ Comments Submission of Documents
Whether they were referred to other sources for help, students were mainly referred to advisors, other staff members, AUB Website, CEC, registrar’s offices, professors, and guides, financial aid office, student affairs, faculties and deans of faculties. Some of them asked their siblings, friends.
Some students were complaining that they need to go to many offices so they can get answers for their questions.
Students are complaining that the process is demanding and very long and that no clear information is given regarding the submission of the documents, some of them submitted the required documents and yet received s that some are still missing.
Whereas, some students think that the job that is being done is good.
New Student Orientation
According to some students, the ‘ask me booth’ is very unorganized and long, even though some students liked their guides, some felt that they were not very helpful.
Most of the people who answered were criticizing the length of the orientation. They felt that it needs to be richer and clearer.
The international students welcome day on the other hand was very good.
On-line Registration
Most students were assisted by their advisors, siblings and family members, friends, students and old students.
Some students commented that the online registration process is ‘a hassle, very stressful, unorganized, unfair, and a very bad experience’. ‘It should be changed, and more capacities should be available since it’s very difficult for students to registers the courses they want’.
Problems faced after drop and add: Some students weren’t able to register English courses, others faced some technical problems and couldn’t find capacities

56. Students’ Comments Cont’d
AUBnet Account and Wireless Services
It was helpful and easy to use
Information regarding account activation was obtained from Help desk, friends, students, guides, IT department, family members, orientation, professors and experience.
Some had problems with internet connection and Wi-Fi. The service should be updated and should become more user friendly.
Advising
Most of the students mentioned that their advisers are ‘careless, rude, not helpful, not very knowledgeable, unavailable and not interested’.
Some of the advisers just gave the students their alternate pin, while others didn’t even provide the students with their alternate pin.
On the other hand, some advisers were outside the country when needed, and that causes a hassle to the students.
Few students benefited from their advisers. They said that they have great ones.
Comptroller’s Office, ID Card & Renewal of Stickers
To some, comptroller’s staff is very helpful, friendly and awesome. To others they are very rude and not friendly at all.
Students requested more windows and counters not only 2, as they had to wait for hours.
The procedures are not very organized and the system should be fixed.
Other students complained about the fact that they cannot re-take pictures. Some mentioned that they lost their IDs and couldn’t get the needed help from the registrar’s office. Some students appreciate the service and the fact that they don’t have to renew their ids.

57. Students’ Comments Cont’d
Financial Aid
20% is not enough. Financial aid at AUB isn’t fair since most of the time it’s provided to people who don’t actually need it. It tends to be biased and politically oriented according to some students.
The process is very difficult, long, and too many documents are required.
The results take so much time, in some cases semester started and results were not issued yet.
Staff is rude, unorganized, unfriendly, and not helpful according to many students.
Few students got accepted and they are thankful for that.
Dormitories
Complains are many regarding the fact that there are no availabilities. Some students got accepted after the semester started, few got wait-listed and many got rejected. Priorities should be given to continuing students.
Many students think that dorms need lots of work .Problems at the dorms include: elevators, toilets, and cleanliness and maintenance issues.
Student housing lady is rude and not helpful according to some students.
Office of International Programs
Some students never received any information about the office of international program.
OIP should be easier to access and programs in agriculture and agribusiness should be more.
Some students didn’t get a mentor/ didn’t know about the mentor thing until the international program orientation