Graduating Senior Survey Report

Size: px
Start display at page:

Download "Graduating Senior Survey Report"

Transcription

1 Graduating Senior Survey Report Graduates from Summer 2003, Fall 2003, and Spring 2004 March 2005

2 Table of Contents Table of Contents i List of Tables ii List of Figures ii Part One: University Report I. Highlights and Introduction Data Summary Table Graduating Senior Survey Highlights, Demographics for All Respondents Survey Process and Response Rates II. Student Satisfaction Trend in Student Overall Satisfaction and Sense of Belonging Student Satisfaction with Educational Experiences at Mason Student Expectations for their Educational Experiences at Mason Performance Gaps III. Educational Outcomes and Future Educational Plans University Level Educational Outcomes Educational Outcomes by College and by Ethnicity Future Educational Plans IV. In-Focus: Academic Advising Introduction Advising in the Major Highlights and Trends The Academic Advising Center College Level Mean and Frequency Reports V. In-Focus: Global Understanding Global Understanding Requirement at Mason Graduating Senior Survey and ACE Surveys Mason s Contribution to Global Understanding Interest in News Attitudes about the Impact of Globalization, International Knowledge and Skills Learning International Skills and Knowledge in High School and College Part Two: Appendixes Frequency Reports Demographics of ALL Graduates and Respondents Graduating Senior Survey, i

3 List of Tables Table 1. Four-year Trend of Satisfaction Ratings, Table 2. Student Satisfaction by College, Table 3. Student Satisfaction by Ethnicity, Table 4. University-wide Importance Ratings, 2003 and Table 5. Mason s Contribution to Student Growth, 2001, 2003 and Table 6. Mason s Contribution to Student Growth: College Comparison, Table 7. Mason s Contribution to Student Growth: Ethnicity Comparison, Table 8. Future Educational Plans, List of Figures Figure 1. Percentage of Students who are Very Satisfied/Satisfied with Overall Mason Experience and Sense of Belonging, Figure 2. Percentage of Students who are Very Satisfied/Satisfied with Overall Mason Experience and Sense of Belonging: College Comparison, Figure 3. Percentage of Students who are Very Satisfied/Satisfied with Overall Mason Experience and Sense of Belonging: Ethnicity Comparison, Figure 4. University-wide Mean Satisfaction and Importance Ratings, Figure 5. University-wide Performance Gaps: 2003 and 2004 Comparison Figure 6. Mason s Contribution to Student Growth, 2004 University Means Figure 7. Percentage of Students who Plan to Enroll Full-time or Part-time in Graduate/Professional Schools: College Comparison Figure 8. Percentage of Students who Plan to Enroll Full-time or Part-time in Graduate/Professional Schools: Ethnicity Comparison ii

4 I. Highlights and Introduction 1. Data Summary Table All Respondents N = 2,924 Educational Outcomes The extent to which Mason contributed to your growth in: Very much Somewhat Mean a 62% 31% 3.53 Critical thinking 59% 34% 3.52 Written communication 52% 39% 3.41 Oral communication 37% 41% 3.09 Quantitative reasoning 35% 42% 3.07 Information technology 35% 39% 3.02 Scientific reasoning a Rated on a 1-4 scale: 1=not at all; and 4=very much. Satisfaction with Mason Experiences Very satisfied Satisfied Mean b 51% 43% 3.43 Education in major field 46% 50% 3.41 Interaction with students from diverse backgrounds 38% 58% 3.32 Education in general 29% 65% 3.21 Academic courses 32% 58% 3.19 Overall Mason experience 32% 57% 3.18 Out-of-class access to faculty 18% 61% 2.92 Sense of belonging at Mason 25% 46% 2.89 Advising in the major b Rated on a 1-4 scale: 1=very dissatisfied; and 4=very satisfied. How Frequently Students Met their Advisors in the Major: 5 times times 1-2 times Not at all 11% 23% 49% 18% How often have you seen your major advisor this past year? Satisfaction with Advising in the Major Very satisfied Satisfied Mean b 31% 50% 3.07 Have respect and concern for you as an advisee 23% 62% 3.06 Provide help in finding out available academic support 30% 49% 3.04 Provide accurate information 21% 53% 2.91 Provide help exploring and clarifying educational goals 20% 54% 2.89 Provide help in thinking through your academic choices 17% 55% 2.84 Provide help assessing your academic strengths b Rated on a 1-4 scale: 1=very dissatisfied; and 4=very satisfied. 1

5 How Frequently Students Use the Academic Advising Center: Frequently Occasionally Rarely Not at all 6% 23% 23% 48% How often did you use the Academic Advising Center? Satisfaction with the Academic Advising Center Very satisfied Satisfied Mean b 27% 59% 3.14 Have respect and concern for you as an advisee 24% 59% 3.08 Provide accurate information 20% 67% 3.08 Provide help in finding out available academic support 19% 61% 3.00 Provide help exploring and clarifying educational goals 20% 59% 2.99 Provide help in thinking through your academic choices 16% 61% 2.92 Provide help assessing your academic strengths b Rated on a 1-4 scale: 1=very dissatisfied; and 4=very satisfied. Overall Effectiveness of the Advisory System Highly Moderately effective effective Mean c 28% 56% 3.09 The Academic Advising Center 28% 48% 2.95 Advising in the major c Rated on a 1-4 scale: 1=highly ineffective; and 4=highly effective. How Closely Students Follow News: Very closely Somewhat closely Mean d 39% 50% 3.27 National news 32% 53% 3.16 Local and state news 31% 46% 3.06 International news d Rated on a 1-4 scale: 1=not at all; and 4=very closely. Curricular Requirements regarding Global Understanding: Strongly agree Somewhat agree Mean e 37% 40% 3.11 Colleges and universities should require students to take courses covering international topics. 34% 45% 3.11 Students should have a study abroad experience some time during college or university. 30% 42% 2.99 Students should have a work or internship experience abroad at some point during their studies. 31% 32% 2.85 Students in colleges and universities should be required to study a foreign language if they do not already know one. e Rated on a 1-4 scale: 1=strongly disagree; and 4=strongly agree 2

6 Educational Plans Percentage of seniors planning to enroll in graduate/professional school: 23% Plan to enroll full-time 26% Plan to enroll part-time A complete frequency table can be found at the end of this report in the appendix section. Department/major level frequency tables are available on line at: 3

7 2. Graduating Senior Survey Highlights, Satisfaction at Mason Student sense of belonging at Mason keeps increasing and is now at a record high in 2004: 79% of students are satisfied with their sense of belonging at Mason. In general, student satisfaction in 2004 remains at the same levels as in Students are the most satisfied with education in the major, opportunities to interact with students from diverse backgrounds, and education in general. Comparing 2004 with 2001, there is a large increase in student satisfaction with campus intellectual life, preparation for a technological world and student sense of belonging at Mason. Students think that education in the major, education in general, and academic courses are the three most important aspects of their Mason experiences. The 2004 graduates have higher expectations for their educational experiences than the 2003 graduates. Therefore, the performance gaps (the differences between student satisfaction ratings and the corresponding importance ratings) are larger in 2004 than in Educational Outcomes Most students think that Mason has contributed very much to their growth in critical thinking, written communication and oral communication. Comparing 2004 with 2001, there are large increases in the percentage of students who think Mason has contributed very much to their growth in nearly all areas identified as goals for general education. Twenty-three percent of the 2004 seniors plan to enroll full-time in graduate/professional schools within one year of graduation; another 26% plan to enroll part-time. Advising in the Major Almost half of the 2004 seniors met with their advisors 1-2 times and 34% met three times or more in the past year. However, 18% did NOT meet their major advisor during their last year at Mason. Three out of four students rated the advising system in their major as moderately effective or highly effective, and 25% rated it as moderately ineffective or highly ineffective. Students are most satisfied with the following regarding their major advisors: having respect and concern for advisee and providing help in finding out about academic support at Mason. The Academic Advising Center Forty-eight percent of the graduating seniors have NEVER used the Academic Advising Center, 23% rarely used it, 23% used it occasionally and only 6% used it frequently. It is highly probable that most of these students are transfers. Eighty-four percent of the students who HAVE USED the Academic Advising Center rated it as highly effectively or moderately effective. The students who HAVE USED the Academic Advising Center are slightly more satisfied with it than the advising system in their major. Global Understanding The majority of Mason seniors follow international news, national news, and local/state news very closely or somewhat closely the figures are 77%, 89% and 85% respectively. Eighty-eight percent of Mason seniors strongly agree or somewhat agree that the U.S. should take an active part in world affairs. Eighty-eight percent of Mason seniors strongly agree or somewhat agree that the presence of international students on U.S. campuses enriches the learning experience for American students. Eighty-seven percent support a foreign language requirement in high school; in contrast, only 63% support the requirement of a foreign language in college for the students who do not already know one. In their comments, some Mason seniors, especially non-traditional students, expressed reservations about the foreign language requirement of their college/program. 4

8 Selected Verbatim Comments a. Satisfactory Experiences at Mason George Mason University has been a very important experience in my life. I found GMU to be an outstanding institution. I am proud to be a graduating student in the class of What I enjoyed most about my time here at Mason was the opportunities to be exposed to many different cultures. I believe that because of my experiences here, I am a well rounded individual who is no longer sheltered by the beliefs of her culture. That transformation I owe in great part to my Mason experiences. My experiences at GMU have been wonderful. The most important growth I have experienced has been that of the mind. I have enjoyed learning from adjunct professors who work in the specific field that I am learning about. They are very helpful in providing a more complete understanding of how to apply methods in a professional environment. My expectations for a challenging learning experience and a culturally diversified environment at George Mason were happily met, if not exceeded in some areas. As a whole, I can say unequivocally that the overall experience was truly enriching. GMU experience has broadened my knowledge professionally and personally. I will always think of my GMU professors with fondness and gratitude. As an older transfer student (with five years in between college), I found that GMU offered exactly what I needed to complete my degree. I was challenged and was highly impressed with the tenured professors in my program. I have enjoyed my time here at GMU. I plan to attend graduate school here, and I enjoy the environment. I also have also enjoyed the exposure to different cultures, and the career and internship opportunities that have been made available to me. b. Dissatisfaction/Suggestions to Mason When I came to GMU I was undeclared, and I felt that there wasn t an easy way to find out information on the majors offered and what kind of jobs went with those associated majors. I would suggest a class be offered to students who are coming to school with an undeclared major. In this class, professors who are successful in their fields come in and speak to the students about what they do and what is the emphasis of their coursework. GMU has done a wonderful job creating a diverse campus. Unfortunately, Mason hasn t built an atmosphere that encourages students to interact with each other outside the classroom. Parking has resulted in many frustrating traffic and parking issues on campus on a daily basis. Going to class under these conditions becomes too frustrating for students resulting in students simply not coming to class, late arrivals, and a general lack of interest in campus-wide festivities from students who commute. The primary complaint I have about GMU as an organization is the total fragmentation of the system. Depending on the action or information needed I must go to a different section of the university. Frequently there are entirely different systems in these departments and the rules and information given often conflict with the other department. Consequently, this leads to misinformation, wasted time and money on a limited student budget. Mason needs the following things to make it a more attractive/popular/successful school: 1) Greek life on campus 2) football team and 3) a campus community. Mason is a great institution but strides still need to be made to improve certain key areas such as school spirit and community. Building community will ultimately enhance all students educational experiences by providing out-of-class ways to interact and share new knowledge. It will help to foster a richer intellectual life, one thing that Mason seems lacking sometimes. If it were possible, mandatory academic advisor meetings should be enforced during the senior year. It helps to define goals and dreams after college. All comments can be accessed by program at Selected comments on advising and global understanding are included and analyzed in the corresponding sections in this report. 5

9 3. Demographics for All Respondents The total number of respondents is 2,924. The overall response rate is 88%. The response rates for all colleges range from 83% to 89%. 63.5% of the respondents are women. 39% are non-white Americans and 5% are non-resident aliens. 92% are VA residents. 55% of the respondents are from the College of Arts and Sciences and 23% are from the School of Management. 4. Survey Process and Response Rates Senior students who graduated in summer 2003, fall 2003 and spring 2004 were directed to complete the Graduating Senior Survey online as they completed their online graduation application. Most students completed the survey online; those who didn t were sent both reminders and, when necessary, a letter and a paper version of the survey. Out of 3,312 graduates of this year, 2,924 completed the survey for a response rate of 88%. It is slightly lower than the all-time high of 92% last year. We suspect that a significant server break-down during fall 2003 contributed to the lower response rate. There are two major themes of the Graduating Senior Survey: student satisfaction with advising and student gains in global understanding. Advising questions were developed with the assistance of Dr. Stephen Greenfeld, former director of Student Academic Affairs. The global understanding questions were selected with permission from the national survey on international education developed by the American Council on Education (ACE) in The Graduating Senior Survey also includes questions on educational outcomes and student satisfaction with Mason experiences. The first part of this report presents results from the educational outcomes and satisfaction questions. Some of these questions have been asked previously and are reported as trends. The detailed results on advising and global understanding were reported in two In-Focus publications in December 2004 and January They are included in the second part of this report. Detailed information on college and program level results of the Graduating Senior Survey is available online at Feedback from readers is appreciated. We can be contacted at assessment@gmu.edu. Throughout this report, percentages may not add up to 100 due to rounding. The following college codes are used in this report: CAS=College of Arts and Sciences CEHD=College of Education and Human Development CNHS=College of Nursing and Health Sciences CVPA=College of Visual and Performing Arts IT&E=School of Information Technology and Engineering SOM=School of Management 6

10 II. Student Satisfaction Trend in Student Overall Satisfaction and Sense of Belonging The percentage of students who are very satisfied or satisfied with their overall Mason experience has hovered around 90% since 1998 (see Figure 1). This year, the figure is 90%, four percentage points lower than the all time high of 94% in Thirty-two percent of the 2004 seniors are very satisfied and 58% are satisfied with their Mason experience. Student sense of belonging has increased steadily since 1997 and is now at a record high of 79%. Eighteen percent of students are very satisfied and 61% are satisfied with their sense of belonging at Mason. Many students still urge Mason to build a stronger school spirit and sense of belonging. Some students point out that increasing residential students alone is not enough, Mason should take more actions to build on-campus learning communities and to increase campus activities and sports events. Figure 1. Percentage of Students who are Very Satisfied/Satisfied with Overall Mason Experience and Sense of Belonging, % of students "very satisfied/satisfied" 100% 80% 60% 40% 20% 91% 90% 90% 91% 89% 94% 90% 81% 78% 76% 79% 73% 60% 63% 63% 51% 44% 39% Sense of belonging to Mason Overall Mason experience * Prior to 2001, the second choice was somewhat satisfied. Over nine years, a 1-4 point scale was used: 1=very dissatisfied; 4=very satisfied. Student satisfaction with their overall Mason experience is high across all schools, ranging from a high among IT&E students (94%) to a low among CNHS students (87%). For the most part, the percentages in all colleges are similar to what they were in 2001 with the exception of CNHS which decreased by 9 percentage points from Percentages for the sense of belonging are lower than those for the overall Mason experience, but nonetheless much higher than they were in CNHS students, however, remained the same in both years, with a high 82% satisfaction level. Figure 2. Percentage of Students who are Very Satisfied or Satisfied with Overall Mason Experience and Sense of Belonging: College Comparison, % 80% 60% 78% 91% 88% 87% 81% 82% 79% 89% 85% 94% 90% 90% 78% 79% CAS CEHD CNHS CVPA IT&E SOM Mason Sense of belonging to Mason Overall Mason experience 7

11 Figure 3 compares student overall satisfaction and sense of belonging by ethnicity. International students expressed the highest level of overall satisfaction (93% either very satisfied or satisfied ), although all ethnic groups reported high levels of satisfaction with their overall Mason experience. There is a greater range of satisfaction among ethnic groups regarding the sense of belonging, however. International students expressed the highest level of satisfaction with a sense of belonging (86%); African American (84%) and Asian (82%) students are also highly satisfied. Significant proportions of Hispanic (25%) and white (23%) students are dissatisfied with their sense of belonging. Student Satisfaction with Educational Experiences at Mason 1. Trend Analysis on Satisfaction Ratings Table 1 presents a four-year trend on student ratings of their educational experiences from Since 2001, over 90% of students have expressed very high satisfaction in the following areas: education in general education in the major opportunities to interact with students from diverse backgrounds academic courses opportunities to improve writing (question not asked in 2001 and 2002 surveys) Comparing 2004 with 2001, there is a large increase in student satisfaction in two areas: campus intellectual life (an increase of 9 percentage points) preparation for a technological world (an increase of 7 percentage points) Student satisfaction with advising in the major decreased by five percentage points in 2004 compared with Only 25% of the 2004 seniors are very satisfied with advising in the major. Detailed analyses on advising in the major and the Academic Advising Center are available in Section IV of this report. Table 1. Four-Year Trend of Satisfaction Ratings, Percentage of students who are very Trend ( Very Satisfied and Satisfied ) satisfied or satisfied with the following (rated on a 1-4 scale: 1=very dissatisfied; % change =very satisfied): Detailed Results % very satisfied % satisfied Education in general 95% 94% 97% 96% +1% 38% 58% 3.3 Opportunities to interact with students from diverse backgrounds 92% 93% 96% 96% +4% 46% 50% 3.4 Education in the major 94% 92% 95% 94% 0 51% 43% 3.4 Academic courses 92% 93% 95% 94% +2% 29% 65% 3.2 Opportunities to improve writing --* -- 93% 93% -- 35% 58% 3.3 Out-of-class access to Mason faculty 85% 87% 89% 89% +4% 32% 57% 3.2 Preparation for a technological world 77% 81% 83% 84% +7% 21% 63% 3.0 Campus intellectual life 71% 75% 77% 80% +9% 12% 68% 2.9 Advising in the major 76% 76% 76% 71% -5% 25% 46% 2.9 * Dash mark (--) indicates that the question was not asked in that year. Figure 3. Percentage of Students who are Very Satisfied or Satisfied with Overall Mason Experience and Sense of Belonging: Ethnicity Comparison, % 80% 60% 92% 91% 92% 93% 84% 82% 86% 75% African American Asian American Sense of belonging to Mason Hispanic American International Students 77% 89% 90% White American Overall Mason experience 79% Mason *To protect student confidentiality, the results on American Indian students are not reported. Mean 8

12 2. Student Satisfaction across Colleges Student satisfaction levels vary by academic unit. As Table 2 shows, the College of Arts and Sciences (CAS) leads other colleges, by at least 10 percentage points, in the percentage of students who are very satisfied in the following areas: education in the major (58% of CAS students are very satisfied ), opportunities to improve writing (41%). The College of Education and Human Development (CEHD) leads by at least 10 percentage points in terms of being very satisfied in the following areas: out-of-class access to faculty (54%), advising in the major (47%). In some colleges, the percentages of students who are very satisfied are much lower than the university average. Twenty-eight percent of CNHS students are very satisfied with education in the major and 17% are very satisfied with academic courses both figures much lower than the university average. Twenty-four percent of students from the College of Visual and Performing Arts (CVPA) are very satisfied with education in general 14 percentage points lower than the university average. IT&E students expressed lower satisfaction with opportunities to improve writing, 12 percentage points lower than the university average. Very few students in any college are very satisfied with campus intellectual life. Table 2. Student Satisfaction by College, 2004 Percentage of students who are very satisfied with the following: Mason* N=2924 CAS N=1605 CEHD N=50 CNHS N=209 CVPA N=159 IT&E N=242 SOM N=663 education in the major 50% 58% 43% 28% 45% 41% 44% opportunities to interact with students from diverse backgrounds 46% 47% 39% 41% 39% 41% 48% education in general 38% 42% 39% 29% 24% 33% 35% opportunities to improve writing 35% 41% 31% 28% 25% 23% 28% out-of-class access to faculty 32% 34% 54% 34% 34% 25% 25% academic courses 29% 33% 37% 17% 18% 24% 26% advising in the major 25% 29% 47% 23% 23% 18% 20% preparation for a technological world 21% 18% 23% 15% 18% 33% 27% campus intellectual life 12% 13% 18% 12% 6% 11% 12% *The sum of total respondents from six colleges is 2,928 because four students graduated with two degrees from two colleges. These four students were counted twice in the college level data. 3. Student Satisfaction across Ethnicity Differences in student satisfaction are found among ethnic groups (as shown in Table 3). On eight out of nine items in Table 3, more African American students are very satisfied than students from any other ethnic group. For instance, 59% of African American students are very satisfied with education in major, nine percentage points higher than the university average; 44% of African American students are very satisfied with education in general and 41% are very satisfied with opportunities to improve writing six percentage points above the university average respectively. African American and international students are more satisfied with preparation for a technological world than their counterparts. White American students are more satisfied with out-of-class access to faculty. Asian American and White American students tend to report lower levels of satisfaction than students from other ethnic groups. For example, in the area of education in major, only 38% of Asian American students are very satisfied 13 percentage points lower than the university average. Twenty-one percent of Asian American students are very satisfied with out-of-class access to faculty 11 percentage points lower than the university average. Asian American students are also less satisfied with education in general, academic courses, and opportunities to improve writing. White American students are less satisfied with opportunities to interact with students from diverse backgrounds, and campus intellectual life. Both White and Hispanic American students are less satisfied with preparation for a technological world. 9

13 Table 3. Student Satisfaction by Ethnicity, 2004 Percentage of students who are very African Asian Hispanic International White Mason satisfied with the following: American American American Students American education in major 51% 59% 38% 47% 44% 53% opportunities to interact with students from diverse backgrounds 46% 51% 49% 49% 46% 42% education in general 38% 44% 31% 41% 38% 37% opportunities to improve writing 35% 41% 29% 38% 35% 34% out-of-class access to faculty 32% 31% 21% 31% 29% 34% academic courses 29% 34% 21% 28% 26% 30% advising in the major 25% 30% 22% 26% 21% 26% preparation for a technological world 21% 24% 23% 19% 24% 19% campus intellectual life 12% 17% 12% 15% 16% 10% Student Expectations for their Educational Experiences at Mason Since 2003, students were asked to rate not only their satisfaction with different aspects of their educational experiences, but also the importance of these areas. Thus, the survey collects two different ratings for each item an importance rating and a satisfaction rating. Table 4 summarizes the importance rating of each item and compares it with the corresponding 2003 rating. The students who didn t rate their satisfaction level on a particular item were excluded from the calculation of mean and percentages for the corresponding importance item. Students tend to give more generous importance ratings than satisfaction ratings. This is true as well in national student surveys, such as the Student Satisfaction Inventory (SSI). In 2004, over 50% of students rated the following aspects as very important to them: education in the major (83%) education in general (72%) academic courses (62%) overall Mason experience (55%) opportunities to improve writing (54%), preparation for a technological world (53%), and advising in the major (51%) These areas also have higher mean importance values than the others. Compared with the 2003 cohort, the 2004 cohort had higher expectations for their education at Mason. On every item in Table 4, the 2004 average importance rating is higher than the 2003 mean rating. Especially in the area of academic courses: 62% of 2004 seniors rated it as very important, an increase of 11 percentage points over Figure 4 compares the 2004 satisfaction ratings and importance ratings. Opportunities to interact with students from diverse backgrounds is the ONLY item for which the satisfaction rating is higher than the importance rating. For all the other items, the importance ratings are higher than the satisfaction ratings. 10

14 Table 4. University-wide Importance Ratings, 2003 and 2004* How important are the following areas 2004 Detailed Results 2003 Detailed Results to you (rated on a 1-4 scale: 1=very unimportant; 4=very important): %Very Important % Important Mean 2004 %Very Important % Important Mean 2003 education in the major 83% 16% % 21% 3.74 education in general 72% 26% % 32% 3.63 academic courses 62% 36% % 47% 3.48 overall Mason experience 55% 42% % 45% 3.44 opportunities to improve writing 54% 40% % 45% 3.38 preparation for a technological world 53% 39% % 43% 3.40 advising in the major 51% 41% % 41% 3.38 out-of-class access to faculty 46% 46% % 49% 3.32 opportunities to interact with students from diverse backgrounds 39% 44% % 44% 3.10 sense of belonging 29% 47% % 49% 2.93 campus intellectual life 24% 49% % 52% 2.85 *The calculation of percentages and mean importance values excluded those students who didn t answer the corresponding satisfaction item. Figure 4. University-wide Mean Satisfaction and Importance Ratings, 2004 education in major opportunities to interact w. students from diverse backgrounds education in general opportunities to improve writing academic courses overall Mason experience out-of-class access to faculty preparation for a technological world sense of belonging advising in major campus intellectual life Importance Satisfaction 11

15 Performance Gaps Another way to analyze the importance and satisfaction ratings is to compare the difference between them. The difference between a mean importance score and a mean satisfaction score, defined as a performance gap score, reflects how well Mason has met students expectations in a particular area. A positive performance gap score is yielded when an importance score is HIGHER than the corresponding satisfaction score. A positive performance gap score indicates that Mason has NOT met students expectations in that area. A larger positive score also represents a larger performance gap. Similarly, a negative performance gap score is produced when a satisfaction score is larger than the corresponding importance score, which indicates that Mason has exceeded students expectations. Using similar indexes as the Student Satisfaction Inventory (SSI) 1, we obtain the following criteria: 1. A large performance gap: the performance gap score for a particular item is larger than A moderate performance gap: a performance gap score is between.25 to A minor performance gap: a performance gap score is lower than.25 Overall, no large performance gap is found for the 11 items included in the 2004 survey (see Figures 4 & 5). Moderate performance gaps are found in six areas with the widest gaps in advising in the major and preparation for a technological world. Although students are satisfied with academic courses, education in the major, education in general and overall Mason experience, there are still moderate performance gaps between expectations and satisfaction. In the remaining five areas, Mason has minor performance gaps or has met students expectations. A negative performance gap is found for opportunities to interact with students from diverse backgrounds, indicating that Mason has exceeded student expectations in this area. Although some students are not satisfied with campus intellectual life and sense of belonging, there are almost no performance gaps. In the areas of opportunities to improve writing and out-of-class access to faculty, the performance gaps are minor. Comparing 2004 with 2003, the 2004 performance gaps have increased (see Figure 5). Two factors have contributed to this: 1) the mean satisfaction levels of 2004 remain at the same level as of 2003; 2) the 2004 graduates give higher importance ratings than the 2003 graduates. The elevated student expectations make performance gaps larger in Figure 5. University-wide Performance Gap: 2003 and 2004 Comparison advising in major** preparation for a technological world** academic courses** education in major** education in general** 0.37 overall Mason experience** opportunities to improve writing* out-of-class access to faculty* sense of belonging campus intellectual life ** Indicates a moderate performance gap for 2004; * Indicates a minor performance gap for Opportunities to interact with students from diverse backgrounds is not shown in Figure 5 because it has a negative performance gap, meaning Mason has exceeded student expectations in this area. 1 The Student Satisfaction Inventory (SSI) is developed by USA Group Noel-Levitz, Inc. to measure college students satisfaction with a wide range of college experiences. Our report uses the same definitions of importance score, satisfaction score, and performance gap score as SSI. SSI uses a 1-7 scale, while our survey uses a 1-4 scale. We have changed the SSI performance gap criteria to accommodate the scale differences. 12

16 III. Educational Outcomes and Future Educational Plans 1. University Level Educational Outcomes In 2001, 2003 and 2004, students were asked to rate their growth (on a 1-4 scale) in thirteen Mason general education goals. It was very likely that students responded to these questions in terms of their overall educational experiences, especially their educational experiences in the major, rather than experiences in general education. Figure 6 shows the mean ratings of 2004, none of which are significantly different from the 2003 means. On a 1-4 scale (4=very much and 1=not at all), over 50% of students think Mason has contributed very much to their growth in the following areas: critical thinking (62%), written communication (59%), and, oral communication (52%). Mason s contributions were rated comparatively lower in two areas: U.S. history (23% rated very much ), and, western civilization (24% rated very much ). Considering that approximately six out of ten graduating seniors are transfer students who may have never taken courses at Mason in western civilization and U.S. history, these two items are very likely to have been underrated. Figure 6. Mason s Contribution to Student Growth, 2004 University Means* critical thinking written communication oral communication social and behavioral sciences literature global understanding synthesis quantitative reasoning information technology scientific reasoning natural sciences ethics in information technology arts western civilization US history * Items are rated on a 1-4 scale: 1=not at all and 4=very much. Although the differences in ratings between 2003 and 2004 are small, there are relatively larger differences between 2001 and Table 5 compares the percentages of students who think Mason has contributed very much in 2001, 2003 and Comparing 2004 with 2001, there are substantial increases in all areas except information technology. In the following areas, there is exceptional improvement: Global understanding Social and behavioral sciences 13

17 Quantitative reasoning Synthesis In contrast, there is a large decrease in the area of information technology. In 2004, only 35% of students think Mason has contributed very much to their growth in information technology, a decrease of seven percentage points since It is very likely that more and more students are learning computer knowledge and skills on their own and don t think Mason has contributed much to their development. Table 5. Mason s Contribution to Student Growth, 2001, 2003 and 2004 Indicate the extent to which GMU contributed to % of Students who think Mason has % change your growth in each of the following (on 1-4 scales: Contributed Very Much =not at all; 4=very much): Critical thinking 57% 61% 62% 5% Written communication 54% 59% 59% 5% Oral communication 47% 51% 52% 5% Social and behavioral sciences 38% 46% 48% 10% Literature 35% 43% 42% 7% Global understanding 32% 43% 44% 12% Information technology 42% 38% 35% -7% Synthesis 30% 37% 39% 9% Quantitative reasoning 27% 35% 37% 10% Scientific reasoning 30% 34% 35% 5% Natural sciences 27% 30% 32% 5% Arts 22% 28% 29% 7% Ethics in information technology 28% 26% 26% -2% Western civilization 19% 24% 24% 5% U.S. history 17% 20% 23% 6% 2. Educational Outcomes by College and by Ethnicity The following section focuses on six learning goals required by SCHEV 2, four of which are also specified as Mason foundations. These goals are: written communication, oral communication, information technology, quantitative reasoning, scientific reasoning and critical thinking. Student self-reported growth is compared by academic unit and by ethnicity. Student self-reported growth varies by college since different colleges have different curricular emphases. Table 6 shows that 67% of CAS students think Mason has contributed very much to their growth in written communication, 14 percentage points higher than the second highest college SOM. SOM and CEHD lead other colleges in student growth in oral communication. IT&E students consider themselves well prepared in information technology (68%), quantitative reasoning (68%) and scientific reasoning (60%). CNHS students are more likely than others to feel they have learned to think critically (70%). Table 6 also shows large differences in student development across colleges. CVPA students reported the lowest level of growth in five SCHEV competencies (i.e., written communication, oral communication, information technology, quantitative reasoning, and scientific reasoning). The percentage of CVPA students who think Mason has contributed very much to their growth in all six SCHEV competencies are at least ten percentage points lower than the university average. For the sixth SCHEV requirement (i.e., critical thinking), 40% of CEHD students selected very much, 22 percentage points lower than the university average. 2 The State Council of Higher Education for Virginia requires all public institutions in Virginia to assess and report student competence in six areas as shown in Table 6. 14

18 Table 6. Mason s Contribution to Student Growth: College Comparison, 2004 % of Students who think Mason has contributed very much to the following areas: Mason CAS CEHD CNHS CVPA IT&E SOM Written communication* 59% 67% 52% 52% 41% 46% 53% Oral communication* 52% 50% 58% 54% 41% 43% 60% Information technology* 35% 28% 28% 31% 25% 68% 43% Quantitative reasoning* 37% 31% 26% 30% 15% 68% 47% Scientific reasoning 35% 34% 36% 51% 15% 60% 25% Critical thinking 62% 65% 40% 70% 48% 64% 56% * Indicates this item is not only a SCHEV requirement but also one of the GMU foundation requirements. The differences in student growth across ethnic groups are not as large as the ones across academic units, but are still substantial. International students are most likely to feel that Mason has contributed very much to their growth in four areas: written communication (74%), information technology (46%), quantitative reasoning (49%), and critical thinking (71%). Especially in written communication, 74% of international students think Mason has contributed very much 15 percentage points higher than the university average. African American students are more likely than others to say that Mason contributed to their growth in oral communication and Hispanic students are more likely to acknowledge Mason s contribution in scientific reasoning. In contrast, the percentage of White American students who think Mason has contributed very much is significantly lower than students from any other ethnic group in two areas: oral communication and information technology. Only 30% of White American students think Mason has contributed very much to information technology, eight percentage points lower than the second lowest group Hispanic students. Asian American students are the least likely, compared to other ethnic groups, to feel that Mason has contributed very much to their growth in written communication and critical thinking. Overall, all ethnic groups have identified the same top three areas in which Mason has contributed very much to their growth: written communication, oral communication, and critical thinking. Table 7. Mason s Contribution to Student Growth: Ethnicity Comparison, 2004 % of Students who think Mason has Mason African Asian Hispanic International White contributed very much to the following areas: American American American Students American Written communication 59% 70% 51% 67% 74% 58% Oral communication 52% 65% 51% 58% 57% 49% Information technology 35% 40% 42% 38% 46% 30% Quantitative reasoning 37% 39% 39% 42% 49% 34% Scientific reasoning 35% 34% 36% 44% 40% 32% Critical thinking 62% 67% 59% 67% 71% 61% 3. Future Educational Plans Table 8 shows a six-year trend in student post-graduate educational plans. The question was slightly modified in the 2003 and 2004 surveys. Instead of four choices, a fifth one was added Yes, I plan to take courses, but not as part of a degree/certificate program. Overall, post-graduate plans of the 2004 graduates did not change much from the previous year. About 49% of the graduating seniors plan to enroll in graduate/professional schools either part-time (26%) or full-time (23%). Another 8% of students plan to enroll in certificate/licensure programs. Thirty-six percent do not plan to be enrolled in any course work. Table 8. Future Educational Plans, Do you plan to pursue additional education within the next year? Yes, I will enroll full-time in graduate/professional school. 21% 19% 39% 20% 22% 23% Yes, I will enroll part-time in graduate/professional school. 26% 26% 14% 26% 25% 26% Yes, I will enroll in courses leading to a certificate/ professional license. 9% 12% 23% 10% 9% 8% Yes, I plan to take courses, but not as part of a degree/ certificate program. NA NA NA NA 6% 6% No, I do not plan to be enrolled in course work. 44% 43% 24% 44% 38% 36% 15

19 Figures 7 and 8 present student future educational plans by college and by ethnicity. The majority of IT&E students plan to enroll in a graduate or professional school (64%) the figure is the highest of all colleges. Three out of four IT&E students plan to enroll part-time (48%). Fifty-two percent of CAS students also plan to enroll in a graduate or professional school in a year, with 30% planning to enroll full-time this figure is higher than any other college. Two out of three international students plan to enroll in a graduate or professional school, 40% of whom plan to study full-time. African American students at Mason also show higher educational aspirations: 27% plan to enroll full-time and 35% plan to enroll part-time. White American students are most likely to say that they do not plan to be enrolled in any course work (41%). Only 44% of White American students plan to go to a graduate or professional school, the lowest percentage of all groups. Figure 7. Percentage of Students who Plan to Enroll Full-time or Part-time in Graduate/Professional Schools: College Comparison, % 50% 25% 0% 22% 48% 26% 28% 30% 28% 17% 30% 12% 14% 16% 16% 23% 15% CAS CEHD CNHS CVPA IT&E SOM Mason full-time part-time Figure 8. Percentage of Students who Plan to Enroll Full-time or Part-time in Graduate/Professional Schools: Ethnicity Comparison, % 50% 25% 0% 35% 32% 31% 27% 18% 24% African American Asian American Hispanic American 27% 40% International Students 22% 26% 22% 23% White American Mason full-time part-time 16

20 In Focus A Publication of the Office of Institutional Assessment George Mason University December, 2004 Volume 9, Number 4 Advising at Mason: Results from the Graduating Senior Survey I. Introduction Senior students who graduated in summer 2003, fall 2003 and spring 2004 were directed to complete the Graduating Senior Survey online as they completed their online graduation application. Most students completed the survey online; for those who did not, the Office of Institutional Assessment sent them both reminders and, when necessary, a letter and a paper version of the survey. In this academic year, 3312 graduates earned a total number of 3323 undergraduate degrees from Mason. Among them, 2924 completed the survey for a response rate of 88%. This rate is lower than the all-time high of 92% of last year. We suspect that a significant server break-down during fall 2003 contributed to the lower response rate. There are two major themes of the 2004 Graduating Senior Survey: student satisfaction with academic advising and student gains in global understanding. Advising questions were developed with the assistance of Dr. Stephen Greenfeld, former director of Student Academic Affairs. Questions regarding educational experiences and student satisfaction at Mason are also included in the survey. This In Focus is devoted to the survey results on academic advising. For other survey results, including the detailed information on college and program level results, please visit our website at The Graduating Senior Survey asked the students for their opinions on two major advising systems at Mason Advising in the Major and the Academic Advising Center. The items on Advising in the Major have a response rate of 95%, whereas those on the Academic Advising Center have a much lower response rate (52%). The students who have never used the Academic Advising Center were asked to skip this section and thus were excluded from the analysis. II. Advising in the Major Highlights & Trends Figure One shows student satisfaction with advising in the major from 2001 to Since 2001, the percentage of students being very satisfied has decreased from 31% to 25% in The percentage of students being satisfied has ranged between 45% and 50% during this period. Figure 1. Student Satisfaction with Advising in the Major, % 80% 60% 40% 20% 0% 45% 50% 48% 46% 31% 26% 28% 25% % Very Satisfied % Satisfied 17

21 How Advising Works in the Major Advising happens in different forms in the students major fields. Students were asked to indicate how advising works in their major. They were able to check more than one response. Forty percent say there is an advising office staffed by professional advisors in their major. Forty-six percent say they have an assigned faculty advisor; 19% say they have an assigned faculty advisor, but it is easy to change advisors; and 6% say they have an assigned faculty advisor and it is not easy to change advisors. Twenty-four percent can choose any faculty advisor they want. And 9% have some other systems for major advising. Figure Two: How Advising Works in the Major (Check ALL that Apply) An assigned faculty advisor An advising office staffed by professionals May choose any faculty advisor you w ant An assigned faculty advisor, easy to change Other An assigned faculty advisor, NOT easy to change 6% 9% 19% 24% 40% 46% 0% 10% 20% 30% 40% 50% On a separate question, 37% of students said that the advising system in their major was not clear to them. Despite this, a large majority (82%) said that their advisor could almost always be reached by . Figure Three: How often Students Met with their Advisors in the Past Year How often Students Meet with their Advisors in the Major 3-4 times, 23% 5 times or more, 11% not at all, 18% 1-2 times, 49% Students were asked to report how often they saw their major advisors during the past year. Almost half of the students said they saw their advisors 1-2 times in the past year, 23% said 3-4 times, and 11% said 5 times or more. However, 18% of the graduating seniors did not meet with their major advisors during their last year at Mason. Eighteen percent of the graduating seniors did not meet with their major advisors during their last year at Mason. Overall Effectiveness of the Advising System in the Major Overall, 76% of the respondents rate the advising system in their major as moderately effective (48%) or highly effective (28%). One out of four students rate it as moderately ineffective or highly ineffective. Figure Four: Overall Effectiveness of the Advising System in the Major highly effective, 28% highly ineffective, 9% moderately ineffective, 16% moderately effective, 48% 18

22 Importance and Satisfaction Ratings Students think the most important task of a major academic advisor is to provide accurate information about academic requirements and choices, followed by to have respect and concern for advisee and to provide help exploring/clarifying educational goals. The students are most satisfied with the following two aspects of their major advisors: having respect and concern for advisee and providing help in finding out about academic support at Mason. The students are the least satisfied with the advisor s help in assessing academic strengths 28% of them are either dissatisfied or very dissatisfied. If a student has to see different advisors or if an advisor has too many advisees, it is hard for an advisor to assess an individual student s academic strengths and weakness in a short period of time. Figure Five: Mean Importance and Satisfaction Ratings of Different Aspects of a Major Academic Advisor (on 1-4 scales) provide accurate information have respect and concern for advisee provide help exploring/clarifying edu goals provide help in thinking through academic choices provide help in assessing academic strengths provide help in finding out academic support Satisfaction Importance Student Comments on Advising in the Major About 10% of the respondents provided their comments about advising in their major. Several students expressed their satisfaction for having a helpful and caring advisor. However, the majority of the comments are negative. The students are especially dissatisfied with advising in the major in the following areas: Students are not informed of how advising works in their major/department. Some students alleged that I never received advising for my major. My advisor left [during] my second year and I was not assigned a new one. I was not aware until my 4 th year that I could request a new one. I have no idea how advising works in my major. I just picked a person that I contacted as needed. Students are not assigned a new advisor after the initial one left Mason. I was never notified that my advisor changed positions and was never reassigned a new advisor. There are not enough advisors in the major/department. There are not enough advisors for the amount of students. I have never seen an advisor in a good mood since I ve been there. advising [is] impossible to get, Dr. [XX] was always swamped with students. There is only one advisor, and she is not easy to reach. never have I talked to an advisor in my major. I felt they were too busy to deal with the students directly. There is a mismatch between a student s major and the faculty advisor s field. I had a Health Science advisor, which was unhelpful to me as a Nursing major. Although I was assigned an advisor, he told me that he was incompetent in my field so I just went to the head of my department for all of my academic advising. The advisors are not available. A faculty advisor is assigned to you but is unreachable and unresponsive. Fulltime working students have difficult access to advising services. The advisors are not helpful. A faculty advisor is assigned, but provides no information. When I entered, Dr. [XX] was out due to illness and his secretary advised new students. She caused me to waste 9 credits through her clear incompetence. Advising for transfer students is not satisfactory. As a transfer student, I did not have a specific faculty advisor until the summer before my senior year. Prior to that point, I had to see the general major advisor. I would have liked to have one faculty advisor for my entire college career at Mason. Some students are not satisfied with seeing different advisors each time. You never get the same person twice. I would have liked to have one advisor and not met with many. I always had to describe my situation and felt unsure each time I left, so I met with several and sure enough, I received several different answers. 19

23 III. The Academic Advising Center Students Use of the Academic Advising Center On the survey, students who have NEVER used the Academic Advising Center are directed to skip all the questions in this section. As Figure Six shows, a total of 48% of students either skipped this section or said they had never used the Academic Advising Center. Among all students, 23% rarely used it, 23% occasionally used it and the remaining 6% frequently used it. In the student comments, several students said they were not aware this center existed, so [they] have never used it. We also found that some students (especially students from School of Management) mistook the university Academic Advising Center as the advising office in their department or school and answered accordingly. Figure Six: How often did students use the Academic Advising Center? occasionally, 23% rarely, 23% frequently, 6% never or skipped this section, 48% Overall, 23% of the graduating seniors occasionally used the Academic Advising Center and only 6% frequently used it. The students (48%) who have never used the Advising Center were excluded from the following analysis. Satisfaction and Importance Ratings The students who have used the Academic Advising Center think it is most important for an advisor in the Advising Center to provide accurate information, help explore and clarify educational goals, and have respect and concern for the advisee. Those are the same expectations students have for a faculty advisor. Student satisfaction ratings of the advisors in the Center are slightly higher than their ratings of faculty advisors, especially in the areas of providing help in thinking through academic choices and providing help exploring/clarifying educational goals. Again, assessing your academic strengths is the least satisfied aspect. Figure Seven: Mean Importance and Satisfaction Ratings of Different Aspects of an Advisor in the Academic Advising Center (on 1-4 scales) provide accurate information provide help exploring and clarifying educational goals have respect and concern for you as an advisee provide help in thinking through your academic choices provide help assessing your academic strengths provide help in finding out available academic support Satisfaction Importance Student Experiences with the Academic Advising Center Most of the students who have used the Advising Center are very satisfied with it. One student said it is very organized, and informative, and attentive to the advisee. Sixty percent of the students either strongly agreed or agreed that they usually saw the same advisor (see Table One). About 42% agreed with the statement I never knew which advisor I would see. Seventy-four percent felt it was easy to make an appointment with an advisor and 79% felt they had received the help they needed from the Academic Advising Center. 20

24 Table One. Student Experience with the Academic Advising Center strongly agree agree disagree strongly disagree I usually saw the same advisor. 25% 35% 32% 9% I never knew which advisor I would see. 15% 27% 37% 21% It was almost always easy to make an appointment with an advisor. 22% 52% 20% 6% Overall, I felt I received the help I needed. 24% 55% 17% 5% Overall Effectiveness of the Academic Advising Center Of all the students who have used the Academic Advising Center, 28% rate it as highly effective and 56% rate it as moderately effective. Only 2% of the students rate it as highly ineffective. Figure Eight: How would you rate the effectiveness of the Academic Advising Center? highly effective, 28% highly ineffective, 2% moderately ineffective, 14% moderately effective, 56% Student Comments on the Academic Advising Center One student suggested making academic advisor meetings mandatory. If it were possible, mandatory Academic Advisor meetings should be enforced during the senior year. It helps to define goals and dreams after college. Working students expect longer office hours. It was not always easy to get an appointment at a convenient time for part-time students with full-time jobs. Tuesday evenings until 7 or 8 pm was not sufficient sometimes. Some students prefer to have an assigned advisor. It would be better if every student was assigned an advisor. That way the student would feel that there is a personal relationship between him/her and his/her advisor. Rather than being like an automated answering machine. Although there are time constraints and scheduling problems, having an assigned advisor would benefit students by allowing the relationship between advisor and student to grow and benefit through experienced interaction. It was somewhat frustrating to see different advisors while being unable to specifically schedule a single one. It would be worth it to see one advisor with a limited schedule for appointments rather than coming in and just seeing whoever was available. It felt very unfamiliar and time consuming to restate things over and over to get advising. Students sometimes don t know which advisor to see, the major advisor or the one at the Center. Sometimes meeting my major advisor was difficult and when I would go to the Academic Advising Center, they would send me back to my major who was unavailable at the time needed. There is a lack of consistency in the Advising Center. I was assigned an advisor in the Center, but switched to the head of my department after the advisor told me that he wasn't well-versed in that specific major. I think that the system is a bit convoluted and somewhat inefficient. Transfer students need information about the Academic Advising Center. I came from a Community College and did not know the opportunities and activities provided by a University until I was almost graduated I could have really used information about Campus Life. I felt very lost and didn't always know what to ask, and besides that, was often too embarrassed to ask. 21

25 Appendix One: College Level Mean Report Table 1. How important are the following characteristics of a major academic advisor? (1-4 scale: 1=very unimportant; 4=very important) Mean Ratings of Importance CAS CEHD CNHS CVPA SITE SOM GMU Provide accurate information about academic requirements and choices Provide help exploring and clarifying educational goals Provide help in finding out about academic support available at Mason Provide help assessing your academic strengths Provide help in thinking through your academic choices Have respect and concern for you as an advisee Table 2. How satisfied are you with the following characteristics of a major academic advisor? (1-4 scale: 1=very dissatisfied; 4=very satisfied) Mean Ratings of Satisfaction CAS CEHD CNHS CVPA SITE SOM GMU Provide accurate information about academic requirements and choices Provide help exploring and clarifying educational goals Provide help in finding out about academic support available at Mason Provide help assessing your academic strengths Provide help in thinking through your academic choices Have respect and concern for you as an advisee Table 3. How important are the following characteristics of an advisor in the Academic Advising Center? (1-4 scale: 1=very unimportant; 4=very important) Mean Ratings of Importance CAS CEHD CNHS CVPA SITE SOM GMU Provide accurate information about academic requirements and choices Provide help exploring and clarifying educational goals Provide help in finding out about academic support available at Mason Provide help assessing your academic strengths Provide help in thinking through your academic choices Have respect and concern for you as an advisee Table 4. How satisfied are you with the following characteristics of an advisor in the Academic Advising Center? (1-4 scale: 1=very dissatisfied; 4=very satisfied) Mean Ratings of Satisfaction CAS CEHD CNHS CVPA SITE SOM GMU Provide accurate information about academic requirements and choices Provide help exploring and clarifying educational goals Provide help in finding out about academic support available at Mason Provide help assessing your academic strengths Provide help in thinking through your academic choices Have respect and concern for you as an advisee

26 Appendix Two: College Level Frequency Report* Table 5. How often have you seen your major advisor this past year? CAS CEHD CNHS CVPA SITE SOM GMU 5 times or more 11% 41% 10% 15% 9% 8% 11% 3-4 times 23% 31% 18% 27% 23% 22% 23% 1-2 times 48% 20% 41% 51% 49% 57% 49% not at all 19% 8% 31% 8% 20% 13% 18% Table 6. How would you rate the advisory system in your major? CAS CEHD CNHS CVPA SITE SOM GMU highly effective 31% 46% 25% 19% 18% 24% 28% moderately effective 45% 35% 43% 55% 54% 54% 48% moderately ineffective 15% 10% 18% 18% 15% 18% 16% highly ineffective 9% 8% 14% 8% 13% 5% 9% Table 7. How often did you use the Academic Advising Center? CAS CVPA CEHD CNHS SITE SOM GMU frequently 5% 5% 8% 5% 3% 10% 6% occasionally 20% 16% 16% 15% 14% 37% 23% rarely 21% 19% 18% 21% 24% 29% 23% never 53% 59% 58% 58% 58% 25% 48% Table 8. How would you rate the effectiveness of the Academic Advising Center? CAS CEHD CNHS CVPA SITE SOM GMU highly effective 30% 45% 21% 12% 27% 27% 28% moderately effective 56% 45% 57% 63% 55% 57% 56% moderately ineffective 13% 5% 19% 22% 10% 15% 14% highly ineffective 2% 5% 2% 3% 8% 2% 2% *Note: columns do not add to 100% due to rounding. This In Focus and earlier editions of this publication can be found on our website, 22

27 I. Global Understanding Requirement at Mason Global Understanding is one of the core general education requirements of George Mason University. Global understanding courses intend to help students develop an understanding of global issues as well as an awareness of how these issues are perceived and dealt with in different cultural and historical traditions. These courses stress the interconnectedness, difference, and diversity that are central to understanding and operating in a global society. After completing a course from this category, students are expected to be able to analyze (that is, identify the causes and consequences of change in) significant global issues. More than 70 courses have been approved as global understanding courses, ranging from the 100-level to the 400- level. This wide range of courses offers an opportunity for all students (including transfer students) to spread out their general education requirements over their time at Mason. While some courses may deal with a specific global problem, institution, or issue, others focus on a specific area or region outside the contemporary Western world by incorporating specific comparisons of several cultures. Therefore, these courses give students an opportunity to broaden their perspectives and perhaps move outside their majors to another discipline. The graduating seniors are among the first cohorts with this general education requirement and this study is one of the first attempts to assess the effectiveness of the global understanding requirement. This report compares the results obtained on the Graduating Senior Survey regarding global understanding and two national surveys. II. Graduating Senior Survey and ACE Surveys In Focus A Publication of the Office of Institutional Assessment George Mason University January, 2005 Volume 10, Number 1 Global Understanding Graduating Senior Survey In 2000, the American Council on Education (ACE) undertook a national telephone survey concerning attitudes toward and experiences with international education among adults aged 18 and over. (A free electronic report 3 on this and related surveys is available at With the permission of ACE, we selected several questions in this survey for use in the Graduating Senior Survey. This report compares the responses to these common questions and also includes a few questions that ACE repeated in a survey conducted in spring 2002, just after the September 11 attack. A full report on the Graduating Senior Survey is available in print and on the website at Seniors who graduated in summer 2003, fall 2003 and spring 2004 completed the Graduating Senior Survey online as they completed their online graduation application. Among the 3,312 graduates, 2,924 completed the survey for a response rate of 88%. The global understanding section has a very high response rate of 99%, i.e. nearly all students completing the survey filled out this section. 3 The American Council on Education (ACE) (2001). Public Experience, Attitudes, and Knowledge: A Report on Two National Surveys about International Education. Washington, D.C.: The American Council on Education. 23

28 III. Mason s Contribution to Global Understanding In recent years, between 35% and 36% of the graduating seniors think Mason has contributed very much to their development in global understanding. In 2004, approximately 44% of students think Mason has made somewhat of a contribution, an increase of 12 percentage points over (Response categories include very much, somewhat, a little, and not at all. ) The greatest joy I received while attending George Mason University is learning about different cultures and ethnic groups in a disciplined setting as well as in a social setting. I appreciate the opportunities given to students to study abroad, learn different languages, and ultimately learn how to communicate effectively and successfully with people from diverse cultural, racial, & ethnic backgrounds. --- Comment from a graduating senior Figure 1. Mason s Contribution to Global Understanding, 2001, 2003 and % 80% 60% 40% 20% 0% 32% 43% 44% 36% 36% 35% very much somewhat In the following section, Mason seniors were compared with the general U.S. public. The data on the public opinions and attitudes were collected by ACE in 2000 with select questions repeated in 2002, whereas the Mason senior data were collected from summer 2003 to spring The September 11 attack, the War against Terrorism and the Iraq War have had a great impact on all Americans. Public attitudes and opinions have, undoubtedly, changed as a consequence and are reflected in the survey results reported here. IV. Interest in News Nationally in 2000, 64% of the people surveyed followed international news events very closely or somewhat closely, substantially less than those interested in local and state (89%) and national (82%) news. In 2002, these figures were essentially the same, but the percentage who said they followed international news very closely increased from 20 to 27%, and those who said somewhat closely decreased from 44 to 39%. At Mason, 77% of the graduating seniors follow international news very closely or somewhat closely, 13 percentage points above the general population. Mason students also show a higher interest in national news (89%), followed by local and state news (85%). In the general population, more people are interested in local and state news than national news. Table 1: Student Interest in News GMU Seniors, 2004 U.S. Public, 2000* Very closely Somewhat closely Very closely Somewhat closely Local and State News 32% 53% 52% 37% National News 39% 50% 35% 47% International News 31% 46% 20% 44% * Source: American Council on Education,

29 V. Attitudes about the Impact of Globalization, International Knowledge and Skills 1. Impact of Globalization To what extent do Mason seniors believe that international issues and events in other parts of the world are directly affecting them? Thirty-eight percent of them strongly agree and 45% somewhat agree that international issues and events have a direct impact on their daily life (see Figure 2). In 2000, among the general public only 26% strongly agreed and 42% somewhat agreed with this statement, much lower than the Mason seniors. Figure 2. Impact of International Issues and Events on Daily Life: Comparison of Mason Seniors (2004) and U. S. Public (2000) 60% 40% 20% 0% 38% 26% strongly agree 45% 42% somewhat agree 16% 18% somewhat disagree 12% 1% strongly disagree Mason seniors, 2004 U.S. public, Perceptions of the Role of the U. S. in International Affairs By the early 1990s, a majority of the U.S. population supported an active U.S. role in world affairs. National surveys have reported an increasing level of support, growing from 65% in the mid-1990s to 80% in ACE (2001) found that college graduates and post-graduates in 2000 showed the strongest support; approximately 90% of respondents in both these groups supported active U.S. involvement in world affairs. Among them, over 60% strongly supported it. Four years later, we asked the same question of graduating seniors at Mason and found strikingly different responses than the 2000 national survey. Eighty-eight percent of Mason seniors support U.S. involvement in world affairs, but only 36% show strong support. The majority of Mason seniors (52%) somewhat support it. Anxieties about the Iraq War among potentially draft eligible young people likely have a strong influence on student opinion. Figure 3. The United States should take an Active Part in World Affairs (Mason Seniors, 2004) strongly agree, 36% strongly disagree, 2% somewhat disagree, 10% somewhat agree, 52% Figure 3. Agree that the U.S. Should Take an Active Role in World Affairs, by Educational Level nationw ide - postgraduate, 2000 nationw ide - college graduates, 2000 nationw ide - some college, 2000 Mason, % 61% 47% 36% 30% 28% 35% 52% 0% 20% 40% 60% 80% 100% strongly agree somewhat agree * Source: American Council on Education,

30 3. Professional Relevance and Benefits of International Education Mason seniors perceive that international affairs play an important role in their careers and their children s careers (see Table 2). When asked how important knowledge about international issues will be for their career in the next 10 years, 91% think this is important. This is dramatically higher than the general public attitude about this topic 52% in 2000 and virtually the same in Virtually all Mason students and nearly all of the general public believe that this knowledge is even more critical for their children and the younger people in high school today 98% of Mason students and more than 90% of those in the two national surveys. Ninety-eight percent of Mason seniors, more than the general public, said it is important both to understand other cultures/customs and to know about international issues to compete successfully in a global economy. When asked how important it is to speak a foreign language, 93% said it is very important or somewhat important, 8 percentage points higher than the general public. Table 2. Professional Relevance and Benefits of International Education GMU Seniors, 2004 U.S. Public, 2000* How important will Very Important Somewhat Important Very Important Somewhat Important knowledge about international issues be for your career in the next 10 years? 56% 35% 25% 27% knowledge about international issues be for your children s career or for young people in high school today? 72% 26% 63% 30% it be for people in the workforce to speak a foreign language to compete successfully in a global economy? 55% 38% 41% 44% it be for people in the workforce to understand other cultures and customs to compete successfully in a global economy? 80% 18% 53% 40% it be for people in the workforce to know about international issues to compete successfully in a global economy? 73% 25% 46% 43% *Source: American Council on Education 26

31 VI. Learning International Skills and Knowledge in High School and College 1. Selecting a College or University The ACE 2000 survey showed that almost 80% of the public believed international education opportunities were an important consideration when selecting a college or university. Among the Mason seniors, 70% support this statement: 24% strongly agree and 46% somewhat agree. The support is higher among international students, Asian and Hispanic American students with 90%, 80% and 78% of them supporting this statement respectively (See Figure 4). White American students are the least likely to agree. Figure 4. International Education Opportunities should be an Important Consideration when Selecting a College (Mason, 2004) 100% 75% 50% 25% 0% 45% 23% 25% 30% African American 55% 48% Asian American strongly agree Hispanic American 44% 21% White American somewhat agree 52% 38% Non-resident Alien 2. Learning International Skills and Knowledge in College Like the general public, Mason seniors (79%) agree that college students should have a study abroad experience. This view is shared by the general public (75% in 2000), even more so after the September 11 attack (79%). Mason students also agree that college students should take courses on international topics and should have a work or internship experience abroad at some time during their studies. International students and Hispanic American students are more likely to support all three of these statements than others. Figure 4. Colleges should Require Students to Take Courses Covering International Topics (Mason, 2004) 100% 75% 50% 25% 0% 44% 45% 33% 35% African American Asian American 42% 43% Hispanic American 39% 35% White American 41% 51% Non-resident Alien strongly agree somewhat agree Table 3. Curricular Requirements Level of agreement with the following statements: Students should have a study abroad experience some time during college or university. Colleges and universities should require students to take course covering international topics. Students should have a work or internship experience abroad at some time during their studies. GMU Seniors, 2004 U.S. Public, 2000* Strongly Somewhat Strongly Somewhat agree agree agree agree 34% 45% 34% 41% 37% 40% 38% 39% 30% 42% 75% combined 27

32 3. Interaction with Foreign Students Eighty-eight percent of Mason seniors think that The presence of international students on U.S. campuses enriches the learning experience for American students. This figure is very close to the national survey in 2000, which was 86% and above the 2002 survey in which 80% agreed. One Mason senior wrote down the following comment: The international diversity provided at Mason has been the most defining point in my education and has assisted me in learning new information and skills about the world. International students have also benefited from diversity at Mason: To my delight GMU has one of the most diverse learning communities. This is certainly a great opportunity for all the students to learn of the other people's background and culture; and international people, such as myself, were able to learn of American culture. Figure 5. Agreement with the Statement that the Presence of International Students on U.S. Campuses Enriches the Learning Experience for American Students strongly agree, 48% strongly disagree, 3% somewhat disagree, 9% somewhat agree, 40% On the other hand, a few students observed the lack of sufficient interaction between American students and international students outside of class. Mason hasn t built an atmosphere that encourages students to interact with each other outside the classroom. Therefore, the international students usually stick to their own groups while the Americans stick to theirs. 4. Foreign Language Requirement at School In the 2000 ACE survey, 77% of the public thought foreign language training should be required in high school and 70% supported the idea that college students should be required to study a foreign language if they did not already know one. Support for a foreign language requirement in both high school and college was strongest among African Americans and Hispanics, as well as among those who have traveled overseas or already speak another language. Among Mason seniors, 87% support a foreign language requirement in high school; in contrast, only 63% support the requirement of a foreign language in college for the students who do not already know one. Strong support was found among Hispanic American students at Mason: 74% of them strongly support a foreign language requirement in high school and 42% strongly support such a requirement in college. Figure 6. Agreement with Foreign Language Requirement in High School and College (Mason, 2004) Some students expressed their satisfaction with the opportunities to learn foreign languages at Mason: Mason s diversity of culture made it a very enjoyable and interesting experience. I highly recommend incorporating foreign languages in all disciplines from Arts and Sciences to Engineering. Some Mason seniors are against the foreign language requirement in high school or college; instead, they think that foreign languages should be introduced at an early age because the younger you are, the more successful you will be at learning a foreign language. 60% 40% 20% 0% 55% 31% 32% 32% 29% strongly agree somewhat agree in high school 10% somewhat disagree in college 3% 8% strongly disagree 28

33 5. Student Comments on the Foreign Language Requirement at Mason Although the majority of Mason seniors support the statement that Students in colleges and universities should be required to study a foreign language if they do not already know one, some of them have reservations about the foreign language requirement of their colleges. Currently, all students enrolled in Bachelor of Arts (B.A.) degree programs in the College of Arts and Sciences and some students enrolled in B.A. degree programs in the College of Visual and Performing Arts are required to demonstrate intermediate-level proficiency in one foreign language. College/program requirements on foreign language may vary, but some students have to complete as many as 12 credits to fulfill this requirement. Calls for reforming the foreign language requirement were found in student comments in the Graduating Senior Survey. Here are some verbatim comments: Some students are confused about the foreign language requirement of their college/program. Some programs allow students to test out of the requirement, but the comments suggest that not all students know this or at least do not see this as a realistic option. o Although I believe that people should have a good understanding of other cultures and languages, I think that the foreign language requirement is too much. To fulfill the requirement without testing out, you are forced to take 12 credits that s about the same as some minors! There is no other general education course that forces you to take so many credits. Some students call for lowering the foreign language requirement. o The foreign language requirement is too strict and time consuming. Instead of wasting my time learning a language that I will not use, I wish I could have used the 12 credits to pursue a minor in another department. o I think that 4 semesters of a foreign language was a waste of my time personally and from what I heard and discussed with my classmates, they felt the same way. o I do not feel that a language should be a required class for any major. It s nice that it is available for other students, but I am almost 32 years old and do not plan on using Spanish in any capacity after I graduate. My high school did not require a language; therefore, I am at an extreme disadvantage right now. o Being forced to take a foreign language at a university, and having to pay for it in order to get a degree is an incredible waste of time, money, and resources. It is a major irritant and a distraction from other classes. o I don't believe the college should require students to take foreign language classes, it should be up to them. It all depends on what their interest is and what they want to do in their future. Some students suggest emphasizing foreign studies rather than foreign languages at Mason. o I think it s necessary for students to learn language by reading literature, history and experiencing art The curriculum in foreign language could be adjusted to reflect emersion by lessening the mechanics (which are about 12 hours worth) and focus some of these 12 hours on literature, history or art. Maybe the student could experience emersion instead of aversion to foreign language. Some non-traditional students do not have enough academic preparation. o As an older student I struggled a great deal with the foreign language requirement. The book that is used for Spanish is not for beginners. I had no languages in high school, and therefore had no background in Spanish to build upon. The Spanish book is geared more for students with Spanish already in their past. o There are countless non-traditional students who are returning to college and did not have foreign language as a requirement for graduating from high school years ago. Many are self taught. o I am 30 years old and when I started taking Spanish at George Mason it was and remained to be extremely difficult. These classes were for students who already had some prior knowledge of the subject; it was more of a review than teaching. Four semesters was way too much time and money to require of me to take this course. It was a waste. 29

34 Some students call for more selections of foreign languages. o Valuable Foreign languages such as Chinese, Spanish, Japanese need to be supported and expanded, with academic languages French, German, Russian receiving less focus. o I also hope to see [Mason] create a Korean language course, too I think that this language is also very important as much as other oriental foreign languages. This In Focus and earlier editions of this publication can be found on our website, 30

35 2004 Graduating Senior Survey University Results I. Educational Experience 1. Indicate the extent to which George Mason University contributed to your growth in each of the following: a. Written Communication Very Much 1, % Somewhat % A little % Not at all % Mean = 3.52 Standard Deviation = b. Oral Communication Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.41 Standard Deviation = c. Information Technology (IT) Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.07 Standard Deviation = d. Understand and Apply Ethics in Information Technology Very Much % Somewhat 1, % A little % Not at all % Mean = 2.82 Standard Deviation = e. Quantitative Reasoning Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.09 Standard Deviation =

36 f. Literature Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.23 Standard Deviation = = g. Arts Very Much % Somewhat 1, % A little % Not at all % Mean = 2.81 Standard Deviation = h. US History Very Much % Somewhat 1, % A little % Not at all % Mean = 2.67 Standard Deviation = i. Western Civilization Very Much % Somewhat 1, % A little % Not at all % Mean = 2.70 Standard Deviation = j. Global Understanding Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.17 Standard Deviation =

37 k. Social and Behavioral Sciences Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.25 Standard Deviation = l. Synthesis Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.10 Standard Deviation = m. Natural Sciences Very Much % Somewhat 1, % A little % Not at all % Mean = 2.90 Standard Deviation = n. Scientific Reasoning Very Much 1, % Somewhat 1, % A little % Not at all % Mean = 3.02 Standard Deviation = o. Critical Thinking and Analysis Very Much 1, % Somewhat % A little % Not at all % Mean = 3.53 Standard Deviation =

38 II. Future Educational Plans 2. Do you plan to pursue additional education within the next year? Yes, I will enroll full-time in graduate/professional school % Yes, I will enroll part-time in graduate/professional school % Yes, I will enroll in courses leading to a certificate/professional license % Yes, I plan to take courses, but not as part of a degree or certificate program % No, I do not plan to be enrolled in course work. 1, % III. Satisfaction 3. How important to you are the following aspects of your education at George Mason and how satisfied are you with each? a. The education you received in general Level of Importance Level of Satisfaction Very important 2, % Very Satisfied 1, % Important % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.69 Standard Deviation = Mean = 3.32 Standard Deviation = b. The education you received in your major Level of Importance Level of Satisfaction Very important 2, % Very Satisfied 1, % Important % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.82 Standard Deviation = Mean = 3.43 Standard Deviation = c. Advising you received in your major Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.42 Standard Deviation = Mean = 2.89 Standard Deviation =

39 d. Academic courses Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant 9 0.3% Very dissatisfied % Mean = 3.60 Standard Deviation = Mean = 3.21 Standard Deviation = e. Campus intellectual life Level of Importance Level of Satisfaction Very important % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 2.94 Standard Deviation =.787 Mean = 2.88 Standard Deviation = f. Opportunities to improve your writing Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.46 Standard Deviation = Mean = 3.26 Standard Deviation = g. Preparation for a technological world Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.45 Standard Deviation = Mean = 3.03 Standard Deviation =

40 h. Your out-of-class access to Mason faculty Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.38 Standard Deviation = Mean = 3.18 Standard Deviation =0.679 i. Opportunities to interact with students from diverse backgrounds Level of Importance Level of Satisfaction Very important 1, % Very Satisfied 1, % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.19 Standard Deviation = Mean = 3.41 Standard Deviation =0.602 j. Your sense of belonging at Mason Level of Importance Level of Satisfaction Very important % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.01 Standard Deviation = Mean = 2.92 Standard Deviation =0.734 k. Your overall Mason experience Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.50 Standard Deviation = Mean = 3.19 Standard Deviation =

41 4. If you were to do it all over again, would you attend George Mason? Definitely yes 1, % Probably yes 1, % Probably no % Definitely no % Mean = 3.14 Standard Deviation = IV. Advising in the major 5. How important are the following characteristics of a major academic advisor and how satisfied are you with each? A major academic advisor should: a. Provide accurate information about academic requirements and choices Level of Importance Level of Satisfaction Very important 2, % Very Satisfied % Important % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.77 Standard Deviation = Mean = 3.04 Standard Deviation = b. Provide help exploring and clarifying educational goals Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.59 Standard Deviation = Mean = 2.91 Standard Deviation = c. Provide help in finding out about academic support available at Mason (e.g. Learning Center, Writing Center, Support Services, Math Literacy Center, etc.) Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.30 Standard Deviation = Mean = 3.06 Standard Deviation =

42 d. Provide help assessing your academic strengths Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.37 Standard Deviation = Mean = 2.84 Standard Deviation = e. Provide help in thinking through your academic choices Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important 1, % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.49 Standard Deviation = Mean = 2.89 Standard Deviation = f. Have respect and concern for you as an advisee Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important % Satisfied 1, % Unimportant % Dissatisfied % Very unimportant % Very dissatisfied % Mean = 3.63 Standard Deviation = Mean = 3.07 Standard Deviation = g. Other Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant 8 1.9% Dissatisfied % Very unimportant 9 2.2% Very dissatisfied % Mean = 3.68 Standard Deviation = Mean = 2.63 Standard Deviation = Of the following, which statements come closest to how advising works in your major? Check all that apply. There is an advising office staffed by professional advisors. 1, % A faculty advisor is assigned to you. 1, % A faculty advisor is assigned to you but it is easy to change advisors % A faculty advisor is assigned to you but it is not easy to change advisors % You may choose any faculty advisor you want % Other % 38

43 7. Please indicate your level of agreement with the following statements a. The advising system in my major is not clear to me. Strongly agree % Agree % Disagree 1, % Strongly disagree % Mean = 2.32 Standard Deviation = b. Major advisors can almost always be reached by . Strongly agree % Agree 1, % Disagree % Strongly disagree % Mean = 3.09 Standard Deviation = How often have you seen your major advisor this past year? 5 times or more % 3-4 times % 1-2 times 1, % Not at all % Mean = 2.27 Standard Deviation = How would you rate the advisory system in your major? Highly effective % Moderately effective 1, % Moderately ineffective % Highly ineffective % Mean = 2.95 Standard Deviation = V. Academic Advising Center 10. How often did you use the Academic Advising Center? Frequently % Occasionally Note: For Question 10, the students who selected % not at all (30.7%) and who skipped the Rarely % entire section on the Academic Advising Center Not at all % (17.3%) were deemed as the ones having Missing (Skipped this section) % never used the Academic Advising Center. Mean = 2.05 These students were excluded from the analysis of Question Standard Deviation =

44 11. How important are the following characteristics of an advisor in the Academic Advising Center and how satisfied are you with each? An Academic Advising Center advisor should: a. Provide accurate information about academic requirements and choices Level of Importance Level of Satisfaction Very important 1, % Very Satisfied % Important % Satisfied % Unimportant % Dissatisfied % Very unimportant 6 0.4% Very dissatisfied % Mean = 3.73 Standard Deviation = Mean = 3.08 Standard Deviation = b. Provide help exploring and clarifying educational goals Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant % Dissatisfied % Very unimportant 5 0.3% Very dissatisfied % Mean = 3.62 Standard Deviation = Mean = 3.00 Standard Deviation = c. Provide help in finding out about academic support available at Mason (e.g. Learning Center, Writing Center, Support Services, Math Literacy Center, etc.) Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant % Dissatisfied % Very unimportant 8 0.5% Very dissatisfied % Mean = 3.43 Standard Deviation = Mean = 3.08 Standard Deviation = d. Provide help assessing your academic strengths Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant % Dissatisfied % Very unimportant 7 0.5% Very dissatisfied % Mean = 3.48 Standard Deviation = Mean = 2.92 Standard Deviation =

45 e. Provide help in thinking through your academic choices Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant % Dissatisfied % Very unimportant 2 0.1% Very dissatisfied % Mean = 3.57 Standard Deviation = Mean = 2.99 Standard Deviation = f. Have respect and concern for you as an advisee Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant % Dissatisfied % Very unimportant 5 0.3% Very dissatisfied % Mean = 3.62 Standard Deviation = Mean = 3.14 Standard Deviation = g. Other Level of Importance Level of Satisfaction Very important % Very Satisfied % Important % Satisfied % Unimportant 5 3.3% Dissatisfied % Very unimportant 3 2.0% Very dissatisfied % Mean = 3.46 Standard Deviation = Mean = 3.13 Standard Deviation =

46 12. Please answer the following in terms of your experience with the Academic Advising Center: a. I usually saw the same advisor. Strongly agree % Agree % Disagree % Strongly disagree % Mean = 2.76 Standard Deviation = b. I never knew which advisor I would see. Strongly agree % Agree % Disagree % Strongly disagree % Mean = 2.37 Standard Deviation = c. It was almost always easy to make an appointment with an advisor. Strongly agree % Agree % Disagree % Strongly disagree % Mean = 2.90 Standard Deviation = d. Overall, I felt I received the help I needed at the Academic Advising Center. Strongly agree % Agree % Disagree % Strongly disagree % Mean = 2.97 Standard Deviation = How would you rate the effectiveness of the Academic Advising Center? Highly effective % Moderately effective % Moderately ineffective % Highly ineffective % Mean = 3.09 Standard Deviation =

47 VI. Global Understanding 14. To the best of your knowledge: please indicate how closely you follow various types of news. a. Local and state news Very closely % Somewhat closely 1, % Not very closely % Not at all % Mean = 3.16 Standard Deviation = b. National news Very closely 1, % Somewhat closely 1, % Not very closely % Not at all % Mean = 3.27 Standard Deviation = c. International news Very closely % Somewhat closely 1, % Not very closely % Not at all % Mean = 3.06 Standard Deviation = The following two questions ask how important certain knowledge and skills will be in the future. Please indicate how important you think each will be. a. How important do you think knowledge about international issues will be for your career in the next 10 years? Very important 1, % Somewhat important 1, % Not very important % Not important at all % Mean = 3.47 Standard Deviation =

48 b. How important do you think knowledge about international issues will be for your children s career or for young people in high school today? Very important 2, % Somewhat important % Not very important % Not important at all % Mean = 3.69 Standard Deviation = Please indicate your level of agreement with the following statements: a. Foreign language should be a required subject in high school. Strongly agree 1, % Somewhat agree % Disagree % Strongly disagree % Mean = 3.39 Standard Deviation = b. The United States should take an active part in world affairs. Strongly agree 1, % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 3.22 Standard Deviation = c. International issues and events have a direct impact on your daily life. Strongly agree 1, % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 3.20 Standard Deviation = d. Students should have a study abroad experience some time during college or university. Strongly agree % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 3.11 Standard Deviation =

49 e. Students should have a work or internship experience abroad at some point during their studies. Strongly agree % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 2.99 Standard Deviation = f. Colleges and universities should require students to take courses covering international topics. Strongly agree 1, % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 3.11 Standard Deviation = g. Students in colleges and universities should be required to study a foreign language if they do not already know one. Strongly agree % Somewhat agree % Disagree % Strongly disagree % Mean = 2.85 Standard Deviation = h. When selecting a college or university, international education opportunities should be an important consideration. Strongly agree % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 2.92 Standard Deviation = i. The presence of international students on U.S. campuses enriches the learning experience for American students. Strongly agree 1, % Somewhat agree 1, % Disagree % Strongly disagree % Mean = 3.34 Standard Deviation =

50 17. In order to compete successfully in a global economy, how important will it be for people in the workforce to: a. Speak a foreign language Very important 1, % Somewhat important 1, % Not very important % Not important at all % Mean = 3.46 Standard Deviation = b. Understand other cultures and customs Very important 2, % Somewhat important % Not very important % Not important at all % Mean = 3.78 Standard Deviation = c. Know about international issues Very important 2, % Somewhat important % Not very important % Not important at all 9 0.3% Mean = 3.70 Standard Deviation =

51 Demographics of All Graduates and Respondents In the academic year (summer and fall 2003, and spring 2004), 3,312 students graduated with 3,323 undergraduate degrees (11 students had double majors). Of these, 2,924 individuals, who earned 2,935 degrees (9 had double majors), responded to the Survey. This resulted in an 88.3% overall response rate. Gender Survey Respondents All Graduates Response Category Count Percent Count Percent Rate Female % % 89.7% Male % % 85.9% Total % % 88.3% Age at Graduation Survey Respondents All Graduates Response Category Count Percent Count Percent Rate 22 or lower % % 90.1% % % 87.2% % % 87.7% % % 87.5% % % 80.6% % % 90.7% Total % % 88.3% Ethnicity Survey Respondents All Graduates Response Category Count Percent Count Percent Rate African-American % % 83.1% Asian-American % % 88.8% Hispanic-American % % 88.3% Native American % % 100.0% Non-resident Alien % % 81.1% Other/Unspecified % % 86.3% White-American % % 89.9% Total % % 88.3% Final Grade Point Average Survey Respondents All Graduates Response Category Count Percent Count Percent Rate % % 78.5% % % 85.9% % % 90.2% % % 90.3% Total % % 88.3% Final Grade Point Average Median Mean Standard Deviation Survey Respondents All Graduates

52 Academic Unit/College* Survey Respondents All Graduates Response Category Count Percent Count Percent Rate College of Arts and Sciences % % 88.6% College of Education and Human Development % % 89.3% College of Nursing and Health Science % % 82.6% College of Visual and Performing Arts % % 88.3% School of Info. Technology and Engineering % % 88.6% School of Management % % 89.2% Total % % 88.3% * Four students graduated with dual degrees from different colleges and therefore are counted twice in the total number. Eleven students who graduated with dual degrees from the same college are counted once, as are students without a dual degree. Major** Survey Respondents All Graduates Response Category Count Percent Count Percent Rate Accounting % % 90.8% Administration of Justice % % 87.6% Anthropology % % 84.0% Art (Studio) % % 90.0% Art and Visual Technology % % 85.1% Art History 6 0.2% 6 0.2% 100.0% Athletic Training 1 0.0% 2 0.1% 50.0% Biology % % 87.5% Business Administration 2 0.1% 2 0.1% 100.0% Chemistry % % 75.0% Civil and Infrastructure Engineering % % 76.9% Communication % % 89.0% Computer Engineering % % 95.7% Computer Science % % 87.5% Dance % % 90.9% Decision Science & Management Info System % % 85.1% Earth Systems Science 2 0.1% 2 0.1% 100.0% Economics % % 81.2% Electrical Engineering % % 94.9% English % % 89.6% Finance % % 90.2% Foreign Languages % % 78.3% Geography % % 85.7% Geology 1 0.0% 1 0.0% 100.0% Government and International Politics % % 93.4% Government and Politics 2 0.1% 2 0.1% 100.0% Health Science % % 81.1% Health, Fitness & Recreation Resources % % 88.1% History % % 89.5% Individualized Studies % % 91.3% Information Technology 9 0.3% % 75.0% Integrative Studies % % 82.6% Interdisciplinary Studies 1 0.0% 2 0.1% 50.0% International Studies 5 0.2% 5 0.2% 100.0% Management % % 92.1% Marketing % % 94.3% Mathematics % % 78.6% Medical Technology 5 0.2% 5 0.2% 100.0% Music % % 89.7% 48

53 Survey Respondents All Graduates Response Category Count Percent Count Percent Rate Nursing % % 82.9% Philosophy 7 0.2% 8 0.2% 87.5% Physical Education % % 100.0% Physics 2 0.1% 3 0.1% 66.7% Psychology % % 90.7% Public Administration % % 91.3% Religious Studies 2 0.1% 2 0.1% 100.0% Russian Studies 7 0.2% 7 0.2% 100.0% Social Work % % 100.0% Sociology % % 89.7% Speech Communication 2 0.1% 2 0.1% 100.0% Systems Engineering % % 95.0% Theater % % 87.0% Total % % 88.3% ** Students/respondents who graduated with double degrees from different academic programs were counted twice in the total number 49

54 Graduating Senior Survey Summer and Fall 2003, Spring 2004 Congratulations on your impending graduation from George Mason University. Your satisfaction and evaluation of your educational and student life experiences at Mason are important to us, and will be used in educational planning. Directions: Circle, mark, or write in the most appropriate response and return to the Office of Institutional Assessment, George Mason University - MS 3D2, 4400 University Drive, Fairfax, VA If you prefer to complete this survey on line go directly to the survey at: or access the survey through our web site at Once there click on "Take a Graduating Student Exit Survey." I. Educational Experience 1. Indicate the extent to which George Mason University contributed to your growth in each of the following: Written Communication (use writing to discover and express ideas) Oral Communication (use speaking to think, learn, and share ideas) Information Technology (IT) (use IT to communicate and to conduct research) Understand and Apply Ethics in Information Technology Quantitative Reasoning (use and evaluate numerical information and evaluate logical arguments) Literature (use critical analysis to understand the aesthetic and intellectual components of major works) Arts (understand the aesthetic and intellectual components of the arts or creative works through critical analysis) US History (understand US institutions, traditions, values, and history) Western Civilization (understand western civilization and its global impact) Global Understanding (understand global society and compare cultural traditions) Social and Behavioral Sciences (understand and apply social science knowledge and methods to the study of human behavior; e.g., Psychology, Government, Sociology) Synthesis (understand the connections among different disciplines) Natural Sciences (understand and apply natural science knowledge and methods; e.g., Biology, Chemistry, Physics) Scientific Reasoning (use and understand the scientific process and evaluate scientific information) Critical Thinking and Analysis (judge the consistency, adequacy, and relevance of ideas, data, and arguments) II. Future Educational Plans 2. Do you plan to pursue additional education within the next year? Yes, I will enroll full-time in graduate/professional school. Yes, I will enroll part-time in graduate/professional school. Yes, I will enroll in courses leading to a certificate/professional license. Yes, I plan to take courses, but not as part of a degree or certificate program. No, I do not plan to be enrolled in course work. very much somewhat a little not at all Office of Institutional Assessment Graduating Senior Survey- Summer and Fall 2003, Spring

55 III. Satisfaction 3. How important to you are the following aspects of your education at George Mason and how satisfied are you with each? Level of Importance Level of Satisfaction very very very very important unimportant satisfied dissatisfied important unimportant satisfied dissatisfied The education you received in general The education you received in your major Advising you received in your major Academic courses Campus intellectual life Opportunities to improve your writing Preparation for a technological world Your out-of-class access to Mason faculty Opportunities to interact with students from diverse backgrounds Your sense of belonging at Mason Your overall Mason experience If you were to do it all over again, would you attend George Mason? definitely yes probably yes probably no definitely no IV. Advising in the Major 5. How important are the following characteristics of a major academic advisor and how satisfied are you with each? A major academic advisor should: 1. Provide accurate information about academic requirements and choices 2. Provide help exploring and clarifying educational goals 3. Provide help in finding out about academic support available at Mason (e.g. Learning Center, Writing Center, Support Services, Math Literacy Center, etc.) 4. Provide help assessing your academic strengths 5. Provide help in thinking through your academic choices 6. Have respect and concern for you as an advisee 7. Other: Level of Importance very important unimportant important very unimportant very satisfied Level of Satisfaction satisfied dissatisfied very dissatisfied Of the following, which statements come closest to how advising works in your major? Check all that apply. There is an advising office staffed by professional advisors A faculty advisor is assigned to you. A faculty advisor is assigned to you but it is easy to change advisors. A faculty advisor is assigned to you but it is not easy to change advisors. You may choose any faculty advisor you want. Other Office of Institutional Assessment Graduating Senior Survey- Summer and Fall 2003, Spring

56 7. Please indicate your level of agreement with the following statements strongly agree agree disagree strongly disagree The advising system in my major is not clear to me Major advisors can almost always be reached by How often have you seen your major advisor this past year? not at all 1-2 times 3-4 times 5 times or more 9. How would you rate the advisory system in your major? highly effective moderately effective moderately ineffective highly ineffective V. Academic Advising Center (If you have never used the Academic Advising Center please go to Section V1.) 10. How often did you use the Academic Advising Center? frequently occasionally rarely not at all (if not at all please go to Section V1.) 11. How important are the following characteristics of an advisor in the Academic Advising Center and how satisfied are you with each? An Academic Advising Center advisor should: 1. Provide accurate information about academic requirements and choices 2. Provide help exploring and clarifying educational goals 3. Provide help in finding out about academic support available at Mason (e.g. Learning Center, Writing Center, Support Services, Math Literacy Center, etc.) 4. Provide help assessing your academic strengths 5. Provide help in thinking through your academic choices 6. Have respect and concern for you as an advisee 7. Other: very important Level of Importance important unimportant very unimportant very satisfied Level of Satisfaction satisfied dissatisfied very dissatisfied Please answer the following in terms of your experience with the Academic Advising Center: strongly agree agree disagree I usually saw the same advisor I never knew which advisor I would see It was almost always easy to make an appointment with an advisor Overall, I felt I received the help I needed at the Academic Advising Center strongly disagree Comments: 13. How would you rate the effectiveness of the Academic Advising Center? highly effective moderately effective moderately ineffective highly ineffective Office of Institutional Assessment Graduating Senior Survey- Summer and Fall 2003, Spring

57 VI. Global Understanding 14. To the best of your knowledge: please indicate how closely you follow various types of news. very closely somewhat closely not very closely not at all Local and state news National news International news The following two questions ask how important certain knowledge and skills will be in the future. Please indicate how important you think each will be. How important do you think knowledge about international issues will be for your career in the next 10 years? How important do you think knowledge about international issues will be for your children s career or for young people in high school today? very important somewhat important not very important not important at all Please indicate your level of agreement with the following statements: strongly agree somewhat agree somewhat disagree strongly disagree Foreign language should be a required subject in high school The United States should take an active part in world affairs International issues and events have a direct impact on your daily life Students should have a study abroad experience some time during college or university Students should have a work or internship experience abroad at some point during their studies Colleges and universities should require students to take courses covering international topics Students in colleges and universities should be required to study a foreign language if they do not already know one When selecting a college or university, international education opportunities should be an important consideration The presence of international students on U.S. campuses enriches the learning experience for American students In order to compete successfully in a global economy, how important will it be for people in the workforce to: very important somewhat important not very important not important at all Speak a foreign language Understand other cultures and customs Know about international issues Office of Institutional Assessment Graduating Senior Survey- Summer and Fall 2003, Spring

58 VI. Comments/recommendations/observations on your experience at Mason 18. Please use this space to make comments/recommendations/observations on your experiences at Mason: 19. Your student i.d.# - - (Please enter your student identification number. Your student identification number is necessary for us to verify that only graduating seniors have completed the survey. All individual responses are confidential and no report will identify you as an individual.) Thank you. Office of Institutional Assessment Phone: Homepage: assessment@gmu.edu Location: Mason Hall, Room D111 Mailing Address: George Mason University - MS 3D2, 4400 University Drive, Fairfax, VA Office of Institutional Assessment Graduating Senior Survey- Summer and Fall 2003, Spring

59 Office of Institutional Assessment D111 Mason Hall, MS 3D Director Karen M. Gentemann, Ph.D. Assistant Director Ying Zhou, Ph.D Programmer Analyst Santhosh Balla, M.S Program Support Erin McSherry, B.A Cover photograph provided by University Relations, Photography Office of Institutional Assessment Graduating Senior Survey- Summer and Fall 2003, Spring

NATIONAL SURVEY OF STUDENT ENGAGEMENT

NATIONAL SURVEY OF STUDENT ENGAGEMENT NATIONAL SURVEY OF STUDENT ENGAGEMENT 2010 Benchmark Comparisons Report OFFICE OF INSTITUTIONAL RESEARCH & PLANNING To focus discussions about the importance of student engagement and to guide institutional

More information

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1

More information

What Is The National Survey Of Student Engagement (NSSE)?

What Is The National Survey Of Student Engagement (NSSE)? National Survey of Student Engagement (NSSE) 2000 Results for Montclair State University What Is The National Survey Of Student Engagement (NSSE)? US News and World Reports Best College Survey is due next

More information

Principal vacancies and appointments

Principal vacancies and appointments Principal vacancies and appointments 2009 10 Sally Robertson New Zealand Council for Educational Research NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH TE RŪNANGA O AOTEAROA MŌ TE RANGAHAU I TE MĀTAURANGA

More information

National Survey of Student Engagement Spring University of Kansas. Executive Summary

National Survey of Student Engagement Spring University of Kansas. Executive Summary National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based

More information

2005 National Survey of Student Engagement: Freshman and Senior Students at. St. Cloud State University. Preliminary Report.

2005 National Survey of Student Engagement: Freshman and Senior Students at. St. Cloud State University. Preliminary Report. National Survey of Student Engagement: Freshman and Senior Students at St. Cloud State University Preliminary Report (December, ) Institutional Studies and Planning National Survey of Student Engagement

More information

(Includes a Detailed Analysis of Responses to Overall Satisfaction and Quality of Academic Advising Items) By Steve Chatman

(Includes a Detailed Analysis of Responses to Overall Satisfaction and Quality of Academic Advising Items) By Steve Chatman Report #202-1/01 Using Item Correlation With Global Satisfaction Within Academic Division to Reduce Questionnaire Length and to Raise the Value of Results An Analysis of Results from the 1996 UC Survey

More information

U VA THE CHANGING FACE OF UVA STUDENTS: SSESSMENT. About The Study

U VA THE CHANGING FACE OF UVA STUDENTS: SSESSMENT. About The Study About The Study U VA SSESSMENT In 6, the University of Virginia Office of Institutional Assessment and Studies undertook a study to describe how first-year students have changed over the past four decades.

More information

BENCHMARK TREND COMPARISON REPORT:

BENCHMARK TREND COMPARISON REPORT: National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST

More information

Graduate Division Annual Report Key Findings

Graduate Division Annual Report Key Findings Graduate Division 2010 2011 Annual Report Key Findings Trends in Admissions and Enrollment 1 Size, selectivity, yield UCLA s graduate programs are increasingly attractive and selective. Between Fall 2001

More information

UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions

UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions November 2012 The National Survey of Student Engagement (NSSE) has

More information

National Survey of Student Engagement

National Survey of Student Engagement National Survey of Student Engagement Report to the Champlain Community Authors: Michelle Miller and Ellen Zeman, Provost s Office 12/1/2007 This report supplements the formal reports provided to Champlain

More information

Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students

Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Critical Issues in Dental Education Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Naty Lopez, Ph.D.; Rose Wadenya, D.M.D., M.S.;

More information

Appendix K: Survey Instrument

Appendix K: Survey Instrument Journal of Southeast Asian American Education and Advancement Volume Article 12 2011 Appendix K: Survey Instrument Wayne E. Wright University of Texas, San Antonio, wewright@purdue.edu Sovicheth Boun The

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The

More information

NCEO Technical Report 27

NCEO Technical Report 27 Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students

More information

Best Practices in Internet Ministry Released November 7, 2008

Best Practices in Internet Ministry Released November 7, 2008 Best Practices in Internet Ministry Released November 7, 2008 David T. Bourgeois, Ph.D. Associate Professor of Information Systems Crowell School of Business Biola University Best Practices in Internet

More information

Educational Attainment

Educational Attainment A Demographic and Socio-Economic Profile of Allen County, Indiana based on the 2010 Census and the American Community Survey Educational Attainment A Review of Census Data Related to the Educational Attainment

More information

STEM Academy Workshops Evaluation

STEM Academy Workshops Evaluation OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities

More information

Evaluation of Teach For America:

Evaluation of Teach For America: EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:

More information

Colorado State University Department of Construction Management. Assessment Results and Action Plans

Colorado State University Department of Construction Management. Assessment Results and Action Plans Colorado State University Department of Construction Management Assessment Results and Action Plans Updated: Spring 2015 Table of Contents Table of Contents... 2 List of Tables... 3 Table of Figures...

More information

Shyness and Technology Use in High School Students. Lynne Henderson, Ph. D., Visiting Scholar, Stanford

Shyness and Technology Use in High School Students. Lynne Henderson, Ph. D., Visiting Scholar, Stanford Shyness and Technology Use in High School Students Lynne Henderson, Ph. D., Visiting Scholar, Stanford University Philip Zimbardo, Ph.D., Professor, Psychology Department Charlotte Smith, M.S., Graduate

More information

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION Report March 2017 Report compiled by Insightrix Research Inc. 1 3223 Millar Ave. Saskatoon, Saskatchewan T: 1-866-888-5640 F: 1-306-384-5655 Table of Contents

More information

National Survey of Student Engagement (NSSE) Temple University 2016 Results

National Survey of Student Engagement (NSSE) Temple University 2016 Results Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort

More information

Status of Women of Color in Science, Engineering, and Medicine

Status of Women of Color in Science, Engineering, and Medicine Status of Women of Color in Science, Engineering, and Medicine The figures and tables below are based upon the latest publicly available data from AAMC, NSF, Department of Education and the US Census Bureau.

More information

Evaluation of a College Freshman Diversity Research Program

Evaluation of a College Freshman Diversity Research Program Evaluation of a College Freshman Diversity Research Program Sarah Garner University of Washington, Seattle, Washington 98195 Michael J. Tremmel University of Washington, Seattle, Washington 98195 Sarah

More information

National Survey of Student Engagement at UND Highlights for Students. Sue Erickson Carmen Williams Office of Institutional Research April 19, 2012

National Survey of Student Engagement at UND Highlights for Students. Sue Erickson Carmen Williams Office of Institutional Research April 19, 2012 National Survey of Student Engagement at Highlights for Students Sue Erickson Carmen Williams Office of Institutional Research April 19, 2012 April 19, 2012 Table of Contents NSSE At... 1 NSSE Benchmarks...

More information

CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE

CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE CONTENTS 3 Introduction 5 The Learner Experience 7 Perceptions of Training Consistency 11 Impact of Consistency on Learners 15 Conclusions 16 Study Demographics

More information

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION We seek to become recognized for providing bright and curious

More information

SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High

SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High ABOUT THE SAT 2001-2002 SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High The Scholastic Assessment Test (SAT), more formally known as the SAT I: Reasoning

More information

https://secure.aacte.org/apps/peds/print_all_forms.php?view=report&prin...

https://secure.aacte.org/apps/peds/print_all_forms.php?view=report&prin... 1 of 35 4/25/2012 9:56 AM A» 2011 PEDS» Institutional Data inst id: 3510 Institutional Data A_1 Institutional Information This information will be used in all official references to your institution. Institution

More information

JOB OUTLOOK 2018 NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS

JOB OUTLOOK 2018 NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE JOB OUTLOOK 2018 NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS 62 Highland Avenue, Bethlehem, PA 18017 www.naceweb.org 610,868.1421 TABLE OF CONTENTS

More information

Facts and Figures Office of Institutional Research and Planning

Facts and Figures Office of Institutional Research and Planning Facts and Figures 2008-2009 Office of Institutional Research and Planning Office of Institutional Research Fall 2009 Facts at a Glance Credit Headcount Enrollments Headcount Ethnicity Headcount Percent

More information

NATIONAL SURVEY OF STUDENT ENGAGEMENT

NATIONAL SURVEY OF STUDENT ENGAGEMENT NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE 2004 Results) Perspectives from USM First-Year and Senior Students Office of Academic Assessment University of Southern Maine Portland Campus 780-4383 Fall 2004

More information

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special

More information

College of Education & Social Services (CESS) Advising Plan April 10, 2015

College of Education & Social Services (CESS) Advising Plan April 10, 2015 College of Education & Social Services (CESS) Advising Plan April 10, 2015 To provide context for understanding advising in CESS, it is important to understand the overall emphasis placed on advising in

More information

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS ELIZABETH ANNE SOMERS Spring 2011 A thesis submitted in partial

More information

USC VITERBI SCHOOL OF ENGINEERING

USC VITERBI SCHOOL OF ENGINEERING USC VITERBI SCHOOL OF ENGINEERING APPOINTMENTS, PROMOTIONS AND TENURE (APT) GUIDELINES Office of the Dean USC Viterbi School of Engineering OHE 200- MC 1450 Revised 2016 PREFACE This document serves as

More information

2012 ACT RESULTS BACKGROUND

2012 ACT RESULTS BACKGROUND Report from the Office of Student Assessment 31 November 29, 2012 2012 ACT RESULTS AUTHOR: Douglas G. Wren, Ed.D., Assessment Specialist Department of Educational Leadership and Assessment OTHER CONTACT

More information

Shelters Elementary School

Shelters Elementary School Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters

More information

NATIONAL CENTER FOR EDUCATION STATISTICS

NATIONAL CENTER FOR EDUCATION STATISTICS NATIONAL CENTER FOR EDUCATION STATISTICS Palm Desert, CA The Integrated Postsecondary Education Data System (IPEDS) is the nation s core postsecondary education data collection program. It is a single,

More information

AGENDA Symposium on the Recruitment and Retention of Diverse Populations

AGENDA Symposium on the Recruitment and Retention of Diverse Populations AGENDA Symposium on the Recruitment and Retention of Diverse Populations Tuesday, April 25, 2017 7:30-8:30 a.m. Symposium Check-in and Continental Breakfast Foyer 8:30-9:30 a.m. Opening Keynote Session

More information

Proficiency Illusion

Proficiency Illusion KINGSBURY RESEARCH CENTER Proficiency Illusion Deborah Adkins, MS 1 Partnering to Help All Kids Learn NWEA.org 503.624.1951 121 NW Everett St., Portland, OR 97209 Executive Summary At the heart of the

More information

National Survey of Student Engagement The College Student Report

National Survey of Student Engagement The College Student Report The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often

More information

A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education

A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education Note: Additional information regarding AYP Results from 2003 through 2007 including a listing of each individual

More information

Robert S. Unnasch, Ph.D.

Robert S. Unnasch, Ph.D. Introduction External Reviewer s Final Report Project DESERT Developing Expertise in Science Education, Research, and Technology National Science Foundation Grant #0849389 Arizona Western College November

More information

The Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation

The Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council - -Online Archive National Collegiate Honors Council Fall 2004 The Impact

More information

This survey is intended for Pitt Public Health graduates from December 2013, April 2014, June 2014, and August EOH: MPH. EOH: PhD.

This survey is intended for Pitt Public Health graduates from December 2013, April 2014, June 2014, and August EOH: MPH. EOH: PhD. Pitt Public Health Exit Survey This survey will ask you questions about your program and the services provided by the Office of Student Affairs, as well as your overall assessment of the Graduate School

More information

Higher Education Six-Year Plans

Higher Education Six-Year Plans Higher Education Six-Year Plans 2018-2024 House Appropriations Committee Retreat November 15, 2017 Tony Maggio, Staff Background The Higher Education Opportunity Act of 2011 included the requirement for

More information

SHEEO State Authorization Inventory. Indiana Last Updated: October 2011

SHEEO State Authorization Inventory. Indiana Last Updated: October 2011 SHEEO State Authorization Inventory Indiana Last Updated: October 2011 NOTE: While the responses below reflect the ICOPE survey results from October 2011, multiple changes in state authorization are currently

More information

Student Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation

Student Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation

More information

Descriptive Summary of Beginning Postsecondary Students Two Years After Entry

Descriptive Summary of Beginning Postsecondary Students Two Years After Entry NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report June 994 Descriptive Summary of 989 90 Beginning Postsecondary Students Two Years After Entry Contractor Report Robert Fitzgerald Lutz

More information

Longitudinal Analysis of the Effectiveness of DCPS Teachers

Longitudinal Analysis of the Effectiveness of DCPS Teachers F I N A L R E P O R T Longitudinal Analysis of the Effectiveness of DCPS Teachers July 8, 2014 Elias Walsh Dallas Dotter Submitted to: DC Education Consortium for Research and Evaluation School of Education

More information

Student-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009

Student-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009 Student-led IEPs 1 Student-led IEPs Student-led IEPs Greg Schaitel Instructor Troy Ellis April 16, 2009 Student-led IEPs 2 Students with disabilities are often left with little understanding about their

More information

Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year Academic year Last Revised March 16, 2015

Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year Academic year Last Revised March 16, 2015 Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year 2015-2016 Academic year 2014-2015 Last Revised March 16, 2015 The Linguistics Program Graduate Handbook supplements The

More information

Nursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement. Solveig Struksnes RN, MSc Senior lecturer

Nursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement. Solveig Struksnes RN, MSc Senior lecturer Nursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement Solveig Struksnes RN, MSc Senior lecturer INTRODUCTION Nursing education in Norway: 50 weeks of clinical

More information

USE OF ONLINE PUBLIC ACCESS CATALOGUE IN GURU NANAK DEV UNIVERSITY LIBRARY, AMRITSAR: A STUDY

USE OF ONLINE PUBLIC ACCESS CATALOGUE IN GURU NANAK DEV UNIVERSITY LIBRARY, AMRITSAR: A STUDY USE OF ONLINE PUBLIC ACCESS CATALOGUE IN GURU NANAK DEV UNIVERSITY LIBRARY, AMRITSAR: A STUDY Shiv Kumar* and Ranjana Vohra+ The aim of the present study is to investigate the use of Online Public Access

More information

SCHOOL. Wake Forest '93. Count

SCHOOL. Wake Forest '93. Count Count ID 43 256 VALID N 256 Q.1A ACTIVITIES YEAR FOLLOWING GRADUATION? Primary Employed full-time 157 61.6% Employed part-time 12 4.7% Unemployed, by choice 3 1.2% Unemployed, seeking employment 7 2.7%

More information

Revision and Assessment Plan for the Neumann University Core Experience

Revision and Assessment Plan for the Neumann University Core Experience Revision and Assessment Plan for the Neumann University Core Experience Revision of Core Program In 2009 a Core Curriculum Task Force with representatives from every academic division was appointed by

More information

Author's response to reviews

Author's response to reviews Author's response to reviews Title: Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits(part 1 of 2: Mobility patterns & educational

More information

2007 Advanced Advising Webinar Series. Academic and Career Advising for Sophomores

2007 Advanced Advising Webinar Series. Academic and Career Advising for Sophomores 2007 Advanced Advising Webinar Series Webinar 2, March 28, 2007 Academic and Career Advising for Sophomores Myla Rugge, academic counselor lead, University of Washington Julie Stockenberg, assistant director,

More information

Biological Sciences, BS and BA

Biological Sciences, BS and BA Student Learning Outcomes Assessment Summary Biological Sciences, BS and BA College of Natural Science and Mathematics AY 2012/2013 and 2013/2014 1. Assessment information collected Submitted by: Diane

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

National Survey of Student Engagement (NSSE)

National Survey of Student Engagement (NSSE) 2008 NSSE National Survey of Student Engagement (NSSE) Understanding SRU Student Engagement Patterns of Evidence NSSE Presentation Overview What is student engagement? What do we already know about student

More information

AMERICA READS*COUNTS PROGRAM EVALUATION. School Year

AMERICA READS*COUNTS PROGRAM EVALUATION. School Year AMERICA READS*COUNTS PROGRAM EVALUATION School Year 2014-15 October 2015 ABOUT THE LEDUC CENTER FOR CIVIC ENGAGEMENT The University of Massachusetts Dartmouth seeks to prepare students for life as active

More information

The Effects of Super Speed 100 on Reading Fluency. Jennifer Thorne. University of New England

The Effects of Super Speed 100 on Reading Fluency. Jennifer Thorne. University of New England THE EFFECTS OF SUPER SPEED 100 ON READING FLUENCY 1 The Effects of Super Speed 100 on Reading Fluency Jennifer Thorne University of New England THE EFFECTS OF SUPER SPEED 100 ON READING FLUENCY 2 Abstract

More information

Tentative School Practicum/Internship Guide Subject to Change

Tentative School Practicum/Internship Guide Subject to Change 04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School

More information

Higher Education / Student Affairs Internship Manual

Higher Education / Student Affairs Internship Manual ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table

More information

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in

More information

Linguistics Program Outcomes Assessment 2012

Linguistics Program Outcomes Assessment 2012 Linguistics Program Outcomes Assessment 2012 BA in Linguistics / MA in Applied Linguistics Compiled by Siri Tuttle, Program Head The mission of the UAF Linguistics Program is to promote a broader understanding

More information

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by:

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by: Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March 2004 * * * Prepared for: Tulsa Community College Tulsa, OK * * * Conducted by: Render, vanderslice & Associates Tulsa, Oklahoma Project

More information

Education in Armenia. Mher Melik-Baxshian I. INTRODUCTION

Education in Armenia. Mher Melik-Baxshian I. INTRODUCTION Education in Armenia Mher Melik-Baxshian I. INTRODUCTION Education has always received priority in Armenia a country that has a history of literacy going back 1,600 years. From the very beginning the school

More information

Value of Athletics in Higher Education March Prepared by Edward J. Ray, President Oregon State University

Value of Athletics in Higher Education March Prepared by Edward J. Ray, President Oregon State University Materials linked from the 5/12/09 OSU Faculty Senate agenda 1. Who Participates Value of Athletics in Higher Education March 2009 Prepared by Edward J. Ray, President Oregon State University Today, more

More information

1GOOD LEADERSHIP IS IMPORTANT. Principal Effectiveness and Leadership in an Era of Accountability: What Research Says

1GOOD LEADERSHIP IS IMPORTANT. Principal Effectiveness and Leadership in an Era of Accountability: What Research Says B R I E F 8 APRIL 2010 Principal Effectiveness and Leadership in an Era of Accountability: What Research Says J e n n i f e r K i n g R i c e For decades, principals have been recognized as important contributors

More information

Update Peer and Aspirant Institutions

Update Peer and Aspirant Institutions Update Peer and Aspirant Institutions Prepared for Southern University at Shreveport January 2015 In the following report, Hanover Research describes the methodology used to identify Southern University

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

Undergraduates Views of K-12 Teaching as a Career Choice

Undergraduates Views of K-12 Teaching as a Career Choice Undergraduates Views of K-12 Teaching as a Career Choice A Report Prepared for The Professional Educator Standards Board Prepared by: Ana M. Elfers Margaret L. Plecki Elise St. John Rebecca Wedel University

More information

GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT. Education Leadership Program Course Syllabus

GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT. Education Leadership Program Course Syllabus 1 GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Education Leadership Program Course Syllabus Course Number and Title EDLE 616.601: Curriculum Development and Evaluation (3 credits)

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

AC : PREPARING THE ENGINEER OF 2020: ANALYSIS OF ALUMNI DATA

AC : PREPARING THE ENGINEER OF 2020: ANALYSIS OF ALUMNI DATA AC 2012-2959: PREPARING THE ENGINEER OF 2020: ANALYSIS OF ALUMNI DATA Irene B. Mena, Pennsylvania State University, University Park Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D.

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Mary Washington 2020: Excellence. Impact. Distinction.

Mary Washington 2020: Excellence. Impact. Distinction. 1 Mary Washington 2020: Excellence. Impact. Distinction. Excellence in the liberal arts has long been the bedrock of the University s educational philosophy. UMW boldly asserts its belief that the best

More information

The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16-

The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- 1. Adoption of Wright State 2016 Campus Completion Plan The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- WHEREAS, Section 3345.81 of the Ohio Revised Code requires

More information

Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA)

Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA) Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA) To be submitted to the U.S. Department of Education in September 2017 IMPORTANT NOTE: This is an early draft prepared for

More information

Executive Summary. Belle Terre Elementary School

Executive Summary. Belle Terre Elementary School Flagler County School District Dr. TC Culver, Principal 5545 Belle Terre Pkwy Palm Coast, FL 32137-3847 Document Generated On February 6, 2013 TABLE OF CONTENTS Introduction 1 Description of the School

More information

10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.

10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution. UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in 1990. 1 A

More information

Supply and Demand of Instructional School Personnel

Supply and Demand of Instructional School Personnel Supply and Demand of Instructional School Personnel Presentation to the 82 nd Annual Virginia Middle and High School Principals Conference and Exposition Mrs. Patty S. Pitts Assistant Superintendent of

More information

University of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes

University of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes University of Utah FRESHMAN-COHORT GRADUATION RATES All Students Student-Athletes # 2009-10 Graduation Rate 64% 64% Four-Class Average 61% 64% Student-Athlete Graduation Success Rate 87% 1. Graduation-Rates

More information

Match or Mismatch Between Learning Styles of Prep-Class EFL Students and EFL Teachers

Match or Mismatch Between Learning Styles of Prep-Class EFL Students and EFL Teachers http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2015, Vol. 12, No. 2, pp. 276 288 Centre for Language Studies National University of Singapore Match or Mismatch Between Learning

More information

SHEEO State Authorization Inventory. Nevada Last Updated: October 2011

SHEEO State Authorization Inventory. Nevada Last Updated: October 2011 SHEEO State Authorization Inventory Nevada Last Updated: October 2011 Please note: For purposes of this survey, the terms authorize and authorization are used generically to include approve, certify, license,

More information

Frank Phillips College. Accountability Report

Frank Phillips College. Accountability Report Frank Phillips College Accountability Report January 2016 Accountability System, January 2016 1 of 22 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2014 Fall 2015

More information

Executive Summary. Lincoln Middle Academy of Excellence

Executive Summary. Lincoln Middle Academy of Excellence Forrest City School District Mrs. Shirley Taylor, Principal 149 Water Street Forrest City, AR 72335 Document Generated On February 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2

More information

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers

More information

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7 Table of Contents Section Page Internship Requirements 3 4 Internship Checklist 5 Description of Proposed Internship Request Form 6 Student Agreement Form 7 Consent to Release Records Form 8 Internship

More information

EDUCATIONAL ATTAINMENT

EDUCATIONAL ATTAINMENT EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.

More information

The patient-centered medical

The patient-centered medical Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home

More information

Transportation Equity Analysis

Transportation Equity Analysis 2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15

More information

The number of involuntary part-time workers,

The number of involuntary part-time workers, University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The

More information

Field Experience Management 2011 Training Guides

Field Experience Management 2011 Training Guides Field Experience Management 2011 Training Guides Page 1 of 40 Contents Introduction... 3 Helpful Resources Available on the LiveText Conference Visitors Pass... 3 Overview... 5 Development Model for FEM...

More information

Demographic Survey for Focus and Discussion Groups

Demographic Survey for Focus and Discussion Groups Appendix F Demographic Survey for Focus and Discussion Groups Demographic Survey--Lesbian, Gay, and Bisexual Discussion Group Demographic Survey Faculty with Disabilities Discussion Group Demographic Survey

More information