1. Institutional Assessments 2015 Report
K. El Hassan, PhD.
Director OIRA

2. Outline Exit Survey 3-14 ICE Reports 15-22
College Outcomes Survey 23-38
CAAP
Registration Survey

3. I. Exit survey 9. Which Faculty/School will you graduate from? 14-15 %
13-14 %
12-13 %
11-12 %
10-11 %
N= 1345
N= 1380
N= 1307 N=
1382
1337
Agricultural & Food Sciences 8 9
Arts & Sciences 36 33 35
Engineering & Architecture 28 29 27 26
Faculty of Medicine 1 6
Health Sciences 5 4
Rafic Hariri School of Nursing 3
Suliman S.Olayan S.of Business 19 21 20

4. Exit Survey
13. Which of the following will become your main activity after graduation?
14-15 %
13-14 %
12-13
11-12
10-11
I don’t know yet 11 10 9 8
I have accepted a job 13 15 14 18
I plan to continue in my current position/job 5 7 6
I will be going to a graduate or professional school full-time 26 27 28 25
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 34 33 32 31
I am not currently seeking employment and do not plan to attend school next year
Other (Please specify) 2 1
14. For the main activity you mentioned, please indicate the location where you intend to pursue this activity.
14-15
Lebanon 53 52 58
Arab (Gulf –States) 19 20 17
Arab (Non-Gulf)
Europe 12
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
Frequency 15
Frequency14
Frequency13
Frequency12
Lebanon
1046
1071
1028
1079
United States of America 82 86
104 90
Jordan 29 47 40
Syria 46 24
Palestine 36 28 16 27
Canada 22 20 23
France 14 13 9 10
United Kingdom 3 6
Australia 8 15
Iraq 4
Saudi Arabia 5 12
Brazil 1 7
Germany 2
Morocco
Yemen
Venezuela

9. Exit Survey: Field of Work Post Graduation If your main activity will be working or seeking work, in which field?

10. Post Graduation: Firms & Universities
Company
American University of Beirut Medical Center (AUBMC) 28
Strategy& 10
PricewaterhouseCoopers (PwC) 9
Boston Consulting Group (BCG) 6
Ernst & Young (EY) 5
American University of Beirut 2
Booz Allen Hamilton
Dar Al Handasah
Murex
Oliver Wyman
Own company
Roland Berger
School
United Nations (UN)
University
American University of Beirut (AUB)
130
University College London (UCL) 8
University of Balamand
Lebanese American University (LAU) 7
École Polytechnique Fédérale de Lausanne (EPFL) 5
London School of Economics (LSE)
University of Texas
American University of Beirut (AUB)/Lebanese American University 4
Imperial College London
University of Grenoble
University of Illinois
St. George's University 3
University of Manchester

11. AUB Career Services 111 Emails 84 Job fair 67 Career center 54
Internship 54
Dr. Maryam Ghandour 44
Job opportunities 37
Job fair/ s 33
Job fair/career center 17
Job fair/Dr. Maryam Ghandour 9
Presentations
Internship/job opportunities 6
Workshops
Dr. Maryam Ghandour/career center 5
Job fair/internship
Link between students & companies

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
Spring
Participants
Course sections
Questionnaires
2,398
36.478
2,397
33.287
2,313
44.637
2,401
46787
Class %
Freshman 7 6 5 2
Sophomore 41 37 33 25
Junior 26 28 27
Senior 21 23 31
4rth Year 9
5th Year
Graduate
4.6
3.6
Special
0.4

16. Instructor Course Evaluation (ICE)
Demographics
Fall 13-14 Sp
Fall 14-15 Sp
Faculty
FAFS 4 8 5
FAS 63 55 62
FEA 19 20 21
FHS 3 2
OSB 9 11
SNU
1.5 1
Reason for taking Course %
Required from major 30 29 39 35
Elective from major 15 14 37 32
Elective outside major 13 25
Required outside major 18 7
University required

17. ICE Trend Descriptives by Subscale

18. Trend Analysis

19. Conclusion
ICE results have shown significant improvement this year after a period of stability.
Response rates are increasing and whole process is being taken more seriously.
In addition to AUB and faculty averages, results were also reported by department and category of courses within faculties.
Challenges
The problem of getting up-to-date accurate information regarding courses/sections offered and their enrollment
Meeting faculty requests for combining course sections for same instructor, for conducting ICEs for courses with different start and end date, etc.
OIRA introduced Text Analytics this fall to provide more in depth summary of students’ comments for a single course, several courses, and departments.

23. III. College Outcomes Survey (COS)
Conducted in April 2015 to 787 undergraduate students in the classrooms.
A representative sample of 38 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

24. COS: Progress Made in Attaining Outcomes
HIGHEST 5 ITEMS
Mean 14-15
Mean 13-14
Mean12-13
Mean11-12
Mean10-11
Norms 10-11
6.  Learning to think and reason
3.8
3.7
3.9
4.0
8. Thinking objectively about beliefs, attitudes, and values
3.6
13.  Developing openness to new ideas and practices
5. Developing problem-solving skills
11. Speaking more effectively
4.2
LOWEST 5 ITEMS
14.  Acquiring knowledge and skills needed for a career
3.5
3.4
20.  Learning about the role of science and technology in society
3.3
21. Understanding and applying math concepts and statistical reasoning
3.2
15. Appreciating the fine arts, music, literature, and the humanities
3.1
17.  Developing effective job-seeking skills (e.g., interviewing, resume construction)
3.0

25. COS: Views of the College
AGREEMENT WITH STATEMENTS ABOUT THIS COLLEGE
Av.
14-15
13-14
12-13
11-12
10-11
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.
3.2
3.1
3.3

26. COS: Personal Growth since Entering College
HIGHEST ITEMS Av
Av.
13-14
12-13
11-12
10-11
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
32.  Clarifying my personal values
3.6
42.  Improving my ability to stay with projects until they are finished
22.  Becoming an effective team or group member
3.5
27. Learning to be adaptable, tolerant, and willing to negotiate
36.  Becoming academically competent
25.  Preparing to cope with changes as they occur (e.g., in career, relationships, lifestyle)

27. COS: Personal Growth since Entering College
LOWEST 5 ITEMS Av
Av.
13-14
12-13
11-12
10-11
Norms
38.  Constructively expressing both emotions and ideas
3.5
3.4
3.7
3.9
39.  Understanding myself, my talents, and my interests
3.8
4.0
33.  Learning how to manage finances ( personal, family, or business)
3.3
28.  Becoming more aware of local and national political and social issues
3.2
3.6
29.  Recognizing my rights, responsibilities, and privileges as a citizen

28. COS: Satisfaction with Aspects of University
HIGHEST ITEMS Av
Av.
13-14
12-13
11-12
10-11
Norms
60.  Personal security/safety on campus
3.9
3.6
4.0
3.8
77.  This college in general
3.7
4.1
59.  Freedom from harassment on campus
65.  Opportunities for involvement in campus activities
61.  Rules governing student conduct
3.5
64.  College social activities
74.  Library /learning resources center services
73.  Student access to computer facilities and services

29. COS: Satisfaction with Aspects of University
LOWEST ITEMS
Av.
13-14
12-13
11-12
10-11
Norms
56.  Residence hall services and programs
3.2
3.4
75.  Transfer of course credits from other colleges to this college
3.6
45.  Faculty respect for students
3.1
3.3
4.1
54.  Flexible degree requirements
3.0
3.8
72.  Financial aid services
49.  Informal contact with faculty in non-academic settings
3.9
51.  Quality of academic advising
2.9
48.  Concern for me as an individual

30. Areas of Growth: College Contribution
Av.
14-15
13-14
12-13
11-12 Av
Norms
10-11
87. Social growth (understanding others and their views, adapting successfully to a variety of social situations)
3.8
3.7
3.9
86.  Personal growth (developing self-understanding, self-discipline, and mature attitudes, values, and goals)
85.  Intellectual growth (acquiring knowledge, skills, ideas, concepts, analytical thinking)
4.0
4.1
88.  Preparation for further study
3.6
3.5
89.  Preparation for career
3.4
3.3

31. Results by Class
Highest 5 items in Progress (Total)
Freshman
Sophomore
Junior
Senior
All
6.  Learning to think and reason
3.9
3.7
3.8
8. Thinking objectively about beliefs, attitudes, and values
3.6
13. Developing openness to new ideas and practices
3.5
4.0
5.  Developing problem-solving skills
3.1
11. speaking more effectively
Lowest 5 Items in Progress
14.  Acquiring knowledge and skills needed for a career
3.3
20.  Learning about the role of science and technology in society
21. Understanding and applying math concepts and statistical reasoning
2.9
3.4
15. Appreciating the fine arts, music, literature, and the humanities
2.8
3.2
17.  Developing effective job-seeking skills (e.g., interviewing, resume construction)
1.9

32. COS: Personal Growth since Entering College by CLASS
Highest 10 items in Personal Growth
Freshman
Sophomore
Junior
Senior
Total
24. Interacting well with people from cultures other than my own
4.0 (3.8) ☺
4.0 (3.8) ☺
3.9 (4)
3.9
31. Taking responsibility for my own behavior
3.6 (4.2) 
3.8 (3.7)
3.8(3.7)
4.0
41.  Becoming more willing to change and learn new things 4
3.6 (3.8)
3.9 (3.8)
3.8
23. Becoming more willing to consider opposing points of view
3.7 (3.6)
32.  Clarifying my personal values
3.7
42.  Improving my ability to stay with projects until they are finished
3.6
3.8 (3.5)
3.8 (3.6) ☺
3.9(3.7) ☺
22.  Becoming an effective team or group member
3.1
27. Learning to be adaptable, tolerant, and willing to negotiate
3.5 (3.6)
3.8 (3.9)
36.  Becoming academically competent
3.5 (3.8)
3.6 (3.5)
3.7 (3.9) 
25.  Preparing to cope with changes as they occur (e.g., in career, relationships, lifestyle)
3.3 (4)
3.5

33. COS: Personal Growth since Entering College by Class
Lowest items in Personal Growth
Freshman
Sophomore
Junior
Senior
Total
38.  Constructively expressing both emotions and ideas
3.2 (3.3)
3.3
3.4 (3.5)
3.6
3.5
39.  Understanding myself, my talents, and my interests
3.4 (3)
3.3 (3.4)
3.6 (3.4)
33.  Learning how to manage finances ( personal, family, or business)
3.0 (3.4) 
3.6(3.4) ☺
28.  Becoming more aware of local and national political and social issues
3.4 (4.1)
3.2 (3.1)
3.3 (3.2)
3.4
29.  Recognizing my rights, responsibilities, and privileges as a citizen
3.1 (3.2)
3.4(3.2) ☺
3.2

34. AGREEMENT with STATEMENTS about COLLEGE by Class
Agreement with Statement about College
Freshman
Sophomore
Junior
Senior
Total
82.  This college is equally supportive of women and men.
3.9 (4.5) 
4.2 (3.8) ☺
3.9
3.8
81.  I would recommend this college to others.
4.1 (4.4)
3.8 (3.6) ☺
3.6
3.7 (3.9) 
3.7
79.  If choosing a college I would choose this one.
4.0 (3.8)
3.7 (3.6)
3.6 (3.8) 
80.  My experiences here have equipped me to deal with possible career changes.
3.5 (3.8) 
3.5
3.6 (3.5)
3.5 (3.6)
83.  I am proud of my accomplishments at this college.
3.5 (3.7) 
3.4
3.6 (3.5)
78.  This college has helped me meet the goals I came here to achieve.
3.3 (3.7) 
3.5 (3.4)
84.  This college welcomes and uses feedback from students to improve the college.
3.1 (3.0)
3.2
3.2 (3.1)

35. 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

36. Additional Items
Fresh
Soph
Jr.
Sr.
Av.
2014
Diff
91. Course syllabi are usually distributed early on in the semester.
4.3
4.1
4.0
+.1
92. The syllabi usually included course outcomes i.e. the skills that the students ought to acquire by the end of course.
4.2
3.9
102. I made a class presentation
103. I worked with other students on project during class
3.4
3.8
+.2
113. AUB experiences helped me develop as a self-learner.
3.7
93. The material covered in class was relevant to stated course objectives
104. I worked with classmates outside class to prepare class assignments
90. The objectives of the courses that I have taken were clearly stated.
3.6 -
107. I worked harder than I thought to meet the instructor's standards and expectations
101. I asked questions in class or contributed to class discussions
-.2
97. Teachers clearly explained their grading policy to students at the beginning of courses.
3.2
106. I was motivated to do as well as I could in my classes.
3.3
95.  I often engaged in problem- solving in class.
3.5
108. Campus environment emphasized time studying and academic work.
94.  There was adequate time to cover all of the course topics.
98.  Teachers usually evaluated student performance periodically.
3.1
112. I am satisfied with the services offered by the Writing Center.
109. I have heard faculty refer to their research.
96.  Teachers usually invited students to relate outside events/activities to subjects covered in the courses.
99.  Teachers usually discussed performance and progress with students.
2.6
-.1
105. I participated in a community-based project as part of a regular course
2.9
110. I have talked with faculty members about my career plans.
2.7
100.  I received prompt feedback from faculty on my academic performance (written or oral)
3.0
111. I have worked with a faculty member on research projects.
2.4
2.1
2.8

37. Conclusion
Results were, in general, better than last year’s results on nearly all domains as last year showed a downward trend.
Significant improvement on ‘becoming effective team member’, ‘improving ability to stay with projects’ and ‘clarifying my personal values’
Lowest progress on ‘developing effective job seeking skills’
Satisfaction with ‘residence halls’ and ‘transfer of credits’, ‘academic advising’, and ‘concern for me as individual’ went down.

38. Conclusion
With respect to class differences,
newcomers had higher satisfaction with university than seniors,
students in upper grades showed higher progress on most of the outcomes,
so need to work on maintaining satisfaction of students as they progress through college.
Comparing responses on additional items with previous year reveals quite stable results with significant improvement shown on ‘working with other students on project during class’ and ‘AUB experiences helped me develop as a self-learner’, and significant drop on ‘ contributed to class discussion’.
Freshmen students showed lowest averages on all grading and evaluation items and highest on working with Writing Center, developing as a self-learner and course design matters.

39. IV. CAAP
Representative sample of 181 junior students took it though sample was originally 878, so only 21% response rate.
There was over representation of FAS (39% vs 37%) and FHS (8% vs 3%), under representation of OSB (14% vs 16%), and FEA (28% vs 33%).
Have a lower ability group this year thank last year:
GPA of those who took it (80.4) lower than last year’s (81.3), but quite similar to previous years.
55% of those who took it had GPA ≥ 3.0 vs. 64% for last year.
Higher GPA higher CAAP score especially for CT, and MR.

40. Comparison of CAAP Results with National Norms and with 2003-14
Year N CT
SCR R MR W
181 62 60 65 61
197 63 66
135 64
185
250
2009/10
360
2008/9
421
2007/8
235
2005/6
245
2004/5
403
2003/4
736
Norms 59

41. CAAP Test Results for

42. CAAP by Demographics
Males did better than females on all tests, except for MR where they were equal.
Results by native language revealed
significant differences on CT and W in favor of students whose first language is English.
Native speakers had also slightly higher scores in MR.
Results different from previous years.
Differences by major were also noted;
Students from Engineering and Math got highest scores in MR.
Biological sciences got highest scores on SCR and CT.
Social Sciences got highest in Reading.

43. CT Scores by Major, Comparison with 2009-2015

44. Math Reasoning by Major, Comparison with 2009-15

45. 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 have done equally well on both arts/literature and social science readings though both are lower than norms. Arts/literature reading went down from last year.
In math, do very well on both sections and much higher than the norms and have improved on college algebra.
88% (vs. 91%) of students obtained Certificates of Achievements indicating that they achieved ≥50th % ile of the normative sample.
67% (vs.69%) obtained two certificates, quite similar to previous years.

46. Distribution of Certificates of Achievement by Subject15 14 13 12 11 10 9 7 6 5 CT
130 72 75 62 73 61 55 38 52 49 MR 97 95 93 98 90
100 94 81 SR 19 63 69 60 80 67 78 45 WS 39 40 50 47 41 R 32 57 33

47. Distribution of Certificates of Achievement by Subject

48. Conclusion
Administering the CAAP is very useful as it provides AUB with an indicator of the level of its students in basic general education skills and competencies that include thinking critically, reasoning and written communication.
Although we did not have good participation rate this year (21%), yet sample was somehow representative
This year’s results showed lower performance on nearly all and this could be attributed to lower ability of sample that took it (lower GPA) and the under representation of FEA.
We need to keep working on improving writing ability, especially rhetorical writing and on improving reading in arts and literature.
Performance on math and science reasoning is good, while CT is quite stable.

49. V. Registration Survey
Sample consisted of 1518 students from all faculties, however it was filled out by only students 1130 (75 % response rate) coming from 68 undergraduate classrooms .
Sample who filled out Survey
under represents FEA, while slightly over represents FAS, FAFS, and OSB.
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 junior and senior students.

50. Sample Distribution by Faculty
Sample
Population N %
FAS
462 44
2861 40
OSB
172 17
988 14
FHS 27 3
248
3.5
FEA
243 23
2330 33
FAFS
123 11
487 7
HSON 1
170 2
Did not Specify 87 8
Total
1130
100
7084

51. Results of Registration Steps
2014
2015
Process N
Mean
%Dis
%Sat
Placement Test APT & EEE
Placement Test –Arabic 25
3.1 72 28 31
3.4 10 29
EEE 36
2.9 22 39
3.3 18
2. Submission of Documents
It was easy to submit the required official documents to the Admission office
208
3.5 12 53
288
3.7 9 60
Organization of the above mentioned process
205 11 47
3.6 58
Staff were welcoming & helpful 19 56
291 14
Staff gave you clear answers to your questions
203 17 59
287 16
information in the messages was clear and concise
184
3.9 8 75
271
4.0 4 76
Overall experience with the above process
189 52
273 7 65

52. 3. Student Orientation Programs (NSO)
The NSOP Information in the messages was clear and concise
178
3.8 8 73
269
4.0 5 74
NSOP web site was helpful and easy to use
183
3.4 15 50
270
3.6 14 57
The sign in process was organized and easy to follow.
172 69
255 12 66
The orientation booklet was helpful and informative.
3.9 71
257 9
The orientation sessions were well-organized
171
3.5 53
256 20 52
The “online registration and AUBnet services” sessions were clear and informative 11 59
3.7 62
Overall orientation sessions were clear and informative 58
The activities in the orientation week were very beneficial.
165
3.2 21 36
251
3.3 44
The “Ask Me” Booths were beneficial to me.
169 16 47
244 18 48
The orientation staff were welcoming and helpful
173
250
4.1 79
The orientation staff gave you clear answers to your questions
167 2 19
253 7 76
The student guides were helpful and able to answer your questions
164
The NSO Program or event met my expectations
155
241 17

53. Video tutorial how to use AUBSIS and register
The video was informative and helpful 41
3.7 7 51 70 59
4. On-line Registration
You were successful in finding places in elective courses
173
2.7 39 32
1055
2.6 48 21
You were successful in finding places in required courses
184
3.4 50
1075
3.3 24 47
The registrar’s office staff was helpful 75 12
359
3.2 26 42
Overall experience registering for classes 55
2.9 28 27
999 38 20
5. AUBnet Account
“AUBnet Account” Information in the message was clear and concise
169
3.9 4
266
4.0 6
It was easy to activate your AUB net account.
174 73
273 8 74
The instructions to activate your AUB net account were clear
164
3.8 10
267 72
It was easy to subscribe to AUB wireless account.
192 53
277 17 60
The instructions to activate your AUB wireless account were clear
190
271 63

54. 6. Academic Advising 556 3.4 48 1034 20 51.0 7. Comptroller’s Office
Your adviser was available during the period of advising and online registration
579
3.7 16 60
1074 17
62.0
Your adviser was friendly and helpful
575 15 62
1056
3.8 14
63.0
Your adviser was knowledgeable about program requirements in your area of interest
573
3.5 22 56
1058
3.6 19
59.0
Your adviser explained the General Education Requirements so that you could understand them
3.2 27 42
1045
3.3 25
46.0
Your adviser was aware of and referred you to the appropriate campus resources to assist you with your concerns
568 43
1033 23
Overall experience with advising process
556
3.4 48
1034 20
51.0
7. Comptroller’s Office
The procedure for the payment of fees was clear.
563 12 63
1057 13 64
The procedure for the payment of fees was easy.
561 61
1054
The staff was welcoming and helpful
560 47
1047 51

55. 8. ID Card Renewal & Stickers Financial Aid
The process of validating your AUB ID was easy
555 4 10 72
1034
3.9 70
The staff was welcoming & helpful
553
3.8 66
1029
Financial Aid
The application procedure was clear
257
3.6 14 56
448
3.4 17 51
255 20
3.2 23 43
Overall experience with financial aid process
247
3.3 21 45
439
3.1 26 37
Dormitories
123 11 73
246
4.0 8
Satisfied with placement decision
110 59
235
3.5 60
The staff was helpful
118 57
237 18 54
Overall experience with dormitories
112 24
222 19 53
Impressions about AUB (Continuing Students)
It has high-quality academic programs
509 7 76
954
It has high-quality classroom & laboratory facilities
511 15
950 52
Rate your overall experience at AUB so far
508 6 67
949
3.7 63
Office of International Programs
The pre-arrival information was informative
224 9 55
415
The mentors were helpful
220
416
The onsite support was helpful
219
413 13
Overall experience with OIP
210
407 12

56. Results Highlights
Means on placements tests were higher, especially on AUB EN administration.
With respect to submission of documents, there was higher overall means mainly due to higher satisfaction on
‘It was easy to submit the required official documents to the Admission office’ ,
‘organization of the process’ and
‘Staff gave you clear answers to your questions’.
Most other items remained relatively same.
With respect to New Student Orientation Programs, most of the items remained same, except for
‘NSOP information in messages was clear and concise’ ,
‘NSOP web site was helpful and easy to use’, went up
‘orientation staff were helpful’.
Overall NSOP evaluation remained same.
Satisfaction with video tutorial remained same at 3.7.
With respect to on-line registration, there were significant changes especially with
‘Registrar’s office staff was helpful’ went down this year
‘overall registration experience’.

57. Results Highlights Cont’d.
There was improved satisfaction on most of the items dealing with AUBnet account.
Overall satisfaction with advising remained the same at 3.4, with most of the items remaining at same level too.
Comptroller’s Office section, showed stability of scores.
Little change in ID Card Renewal Process
Satisfaction with financial aid went down further this year (45% to 37% satisfied) with all items going.
Overall satisfaction with Dormitories went up mainly due to application procedure and helpfulness of staff.
Overall impressions of AUB were relatively same in terms of average but lower in terms of satisfaction with 63% of continuing students satisfied with their overall AUB experience so far, versus 67% last year.
Overall experience with Office of International Programs was the same as last year.

58. Results Highlights Cont’d
In general, overall ratings of registration processes ranged between , with exception of overall experience with registering for classes (2.7).
Highest items (4.1 and 4.0) were about helpfulness of orientation staff, information provided AUB-net account, and dormitory application procedure.
Lowest item included ‘finding places in elective courses’ (2.6).
In summary, there was improvement on following phases of the registration process: Placement tests, submission of documents, and dormitories.
Averages went down on: overall experience registering and financial aid,
All others remained stable (6 phases).

59. Results by Faculty
New Student Orientation
FAS
OSB
FHS
FEA
FAFS
HSON
Attendance % Yes (N)
90(141)
93(27)
75(6)
97(36)
80(16)
100(3)
Advising
Did you meet with advisor %Yes (N)
77(345)
66(108)
77(20)
38(89)
58(69)
79(11)
Difficulty in on-line registration
%Yes (N):
63 (275)
63(101)
63(17)
66(147)
71(82)
57(8)
Needed Registrar’s office staff support
%Yes (N)
18 (75)
23(36)
33(9)
19(39)
24(27)
25(3)
Solved Registration problem:
83 (352)
83(135)
88(22)
86(188)
86(93)
73(8)
Applied for Financial Aid
FAS
OSB
FHS
FEA
FAFS
HSON
%Yes (N):
47(151)
49(57)
41(9)
66(124)
60(51)
67(6)
Attendance of NSO ranged from 75% (FHS) to 100% (HSON).
Meeting advisor ranged from 38% (FEA) to 79% (HSON). OSB and FAFS had lower rates.
Difficulty in on line registration was nearly same for all, with FAFS showing higher percentages and HSON lower ones.
Low percentages needed Registrar’s Office support (18-33%), with FAS lowest and FHS highest.
High percentage solved registration problems, FHS highest (88%) and HSON lowest (79%).
Higher percentages applied for financial aid from FAFS, FEA, and HSON (60-67%).

60. Results by Faculty
With respect to satisfaction by faculty, we can see that FAFS has lowest overall satisfaction with registering for courses, while all other faculties are in same range.
FAS students were more successful in finding places in elective courses, while HSON and FHS had great difficulty.
FAFS and HSON had no problem with finding places in required courses but FAS students had.
Descriptive statistics RS 2015 by faculty 
FAS
OSB
FHS
FEA
FAFS
HSON N
Mean
How successful were you in finding places in elective courses?
438
2.8
158
2.4 26
2.3
224
118 14
1.9
How successful were you in finding places in required courses
445
3.2
167
3.3
3.5
229
3.4
3.6 13
What was your overall experience registering for classes?
411
159 22
223
2.7
106
2.6

61. Satisfaction by Class
Freshman
Sophomore
Junior
Senior N
Mean
How successful were you in finding places in elective courses? 82
3.3
201
2.9
314
2.2
322
2.5
How successful were you in finding places in required courses 84
3.5
218
315
3.2
What was your overall experience registering for classes? 75
297
2.6
309
New students have higher satisfaction than continuing ones.
Lowest satisfaction is reported by junior students.

62. Students’ Comments Submission of Documents New Student Orientation
Whether they were referred to other sources for help, students were mainly referred to Administration office, admission, advisor, AUB webpage, department chair, development office, University Health Services, friends and other students, OIP, other booths, Registrar, and West Hall Office/ student affairs.
Some students were complaining that responses were slow, some s were not received, documents are being lost, and they requested to be notified by phone.
Students requested that more information related to clubs and extracurricular activities be provided.
Students are complaining that the process is stressful and that office of admissions staff are not welcoming or helpful and do not know how to be nice to students.
New Student Orientation
Need a little more of organization and a better programmed schedule.
The orientation wasn't as fun festive as you'd expect it to be. Really blunt and dry welcoming.
There was no campus tour and it wasn't very beneficial. 
On-line Registration
Most students were assisted by their advisors, siblings and family members, friends, students, old students, video tutorial, ask me booth, etc.
Some students commented that problems with the online registration process included: alternate pin, class restrictions, low capacity, Network error, power outage, server crashes, and severe lack of organization in schedules, slow network, and time conflicts.
Problems faced after drop and add: did not get my courses, ID card as exchange student, lack of information about drop and add, no capacity in desired courses (major courses/ electives/ humanities etc..), and unclear graduation requirements.

63. Students’ Comments Cont’d
AUBnet Account and Wireless Services
It was helpful, clear, and easy to use
Information regarding account activation was obtained from Help desk, friends, students, guides, IT department, family members, orientation, professors and experience.
AUBdot1x is so slow, it doesn't automatically connect .Jewett dorms needs better wireless connection, and make it more clear on the website especially for Android users. Please give us a concise guide on how to do it.
Advising
Most of the students mentioned that their advisers are ‘careless, clueless, not helpful, not very knowledgeable, unavailable and not interested, confuses them, moody, etc’.
Few students benefited from their advisers. They said that they have great ones.
Students recommended that they be better trained, professional and more involved, with limited number of students, and AUB should hire actual advisors and not ask faculty.
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 available because most of the time the comptroller’s office is extremely crowded, complained about too much jumping from one to another.
ID staff friendly and process easy.
Other students complained about the fact that they cannot re-take pictures.. Some students appreciate the service and the fact that they don’t have to renew their ids.

64. Students’ Comments Cont’d
Financial Aid
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. Merit should be given more consideration.
The process is very difficult, long, and too many documents are required. These have to be repeated annually.
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.
Dormitories
Students think that dorms need lots of work .Problems at the dorms include: slow internet, poor service, need renovation, fixing AC and shades, and cleanliness and maintenance issues.
Need extra housing at better cost allocation.
Moving out between semesters not practical for international students, scholarship students should not be all put in one dorm (discriminating).
Need printing machines in dorms and a complaint box.
Office of International Programs
Some students struggled because staff weren't that clear, and found them to be unhelpful ‘they do nothing’
Overall Experience Registering for Classes
AUB should change/improve this system because Aubsis blocks, system crashes, unfair, slow internet, more capacity in courses is needed especially English and humanities, and registration time should be lengthened.
Employees should be friendlier, less rude, and there should be no reservation of seats.