GRADUATE PROGRAM SURVEY

GRADUATE PROGRAM Academic Year 2011-2012 SURVEY By: Tim Starr, Research Assistant, Office of Institutional Research

TABLE OF CONTENTS Introduction... 1 Demographics... 2 Reasons for attending graduate school... 7 Satisfaction of attending graduate school... 14 Future plans... 21 Academic activities participated in... 25 Survey highlights... 33 Education experiences and skills... 34 Academic and social environment... 50 Appendix A... 61

UNIVERSITY OF NORTHERN IOWA GRADUATE PROGRAM SURVEY The UNI Graduate Program Survey is an instrument for students to provide feedback to the university. This instrument is meant for the university to see what graduate program students deem important in academic and social areas. Questions range from how well the student believes that UNI has taught them to work as a team to whether or not they believe that the graduate teaching at UNI was excellent. Also included are questions related to what the students are going to be doing after graduation. The surveys are dispersed to students prior to commencement. For academic year 2011-2012, 58 students completed the survey in December (response rate of 44%) and 223 students completed it in May (response rate of 78%). For academic year 2011-2012 there were 418 graduate program graduates. Total respondents this year was 281 students, which is an overall response rate of 53%. The purpose of this report is to analyze social and academic factors that students find important throughout their graduate career. 1

DEMOGRAPHICS The demographic characteristics of students that completed the Graduate Program Survey this year are very closely related to the enrollment percentages of UNI s graduate program. For example, the known gender of respondents is almost exactly equal to actual enrollment numbers during the 2011-2012 academic year. Respondents were 71% female and 29% male (ignoring unknowns) whereas graduate student enrollment was 7 female and male. Presented below are breakdowns of distribution by college, race/ethnicity, gender, and age category. 2

DISTRIBUTION BY COLLEGE Enrollment numbers of graduate students for academic year 2011-2012 are pretty close to these percentages. CBA is a little over represented, CSBS is a little over, CHAS is a little under, and COE is just barely over. This creates a very nice sample that accurately represents the total graduates from UNI s graduate programs. College graduated from (N=281) CBA, 33, 11.74% CSBS, 70, 24.91% COE, 81, 28.83% CHAS, 97, 34.52% 3

Race/ethnicity by college N = 281 10 9 21.21% 29.63% 27.84% 25.71% 8 7 6 Unknown White 5 Hispanic or Latino Black or African American 4 75.76% 60.49% 64.95% 72.86% Asian 2 or more 6.17% 3.09% 3.03% 3.7 4

10 Gender by college N = 281 9 18.52% 17.14% 8 36.36% 29.9 7 6 5 64. 62.86% Male Female 4 51.52% 57.73% Unknown 12.12% 17.28% 12.37% 20.0 5

10 9 3.45% 16.67% Age category by college N = 237 4.55% 5.88% 3.51% 5.26% 8 34.48% 7 6 5 84.71% 82.46% Above 55 40-55 24-29 4 75.76% 20-23 62.07% 3.03% 9.41% 8.77% 6

REASONS FOR ATTENDING GRADUATE SCHOOL Recent graduates also had the chance to choose how important some reasons were for attending graduate school. The rankings were based from 1 ( Low ) to 4 ( High ). Reasons for attending graduate school by importance N = 212-223 To learn new intellectual/technical skills relevant to my career 7.24% 28.05% 61.54% Intellectual Stimulation 11.47% 27.98% 56.88% Personal growth/fulfillment 5.83% 24.66% 66.82% Low Low-Medium Preparation for further graduate education 35.85% 19.34% 20.28% 24.53% Medium-High High Entry into a new career 17.76% 21.96% 11.68% 48.6 Advancement or promotion in a career already begun 14.41% 23.42% 11.26% 50.9 4 6 8 10 The trend continues from last year, with Personal Growth/Fulfillment having the highest Medium-High / High percentage. Preparation for further graduate education has the smallest Medium-High / High percentage, which is also the same as last year. The following graphs show this information by college. 7

10 Importance of attending: Advancement or promotion in a career already begun N = 222 9 8 25.0 32.0 34.38% 18.58% 7 31.86% 6 5 44.23% 32.0 31.25% High Medium-High Low-Medium 4 Low 40.71% 17.31% 24.0 21.88% 13.46% 12.0 12.5 8.85% 8

10 Importance of attending: Entry into a new career N = 214 9 25.0 8 50.0 44.44% 7 6 20.83% 63.46% High 5 4 20.83% 13.64% 16.67% Medium-High Low-Medium Low 10.61% 16.67% 23.08% 33.33% 25.76% 22.22% 11.54% 9

10 9 8 Importance of attending: Preparation for further graduate education N = 212 8.33% 8.33% 20.9 37.33% 17.39% 7 29.17% 20.9 21.74% 6 High 5 19.4 22.67% 23.91% Medium-High Low-Medium 4 Low 54.17% 13.33% 38.81% 36.96% 26.67% 10

10 Importance of attending: Personal growth/fulfillment N = 223 9 8 37.5 7 6 68.66% 77.22% 62.26% 5 4 High Medium-High Low-Medium Low 54.17% 24.53% 26.87% 13.92% 9.43% 8.33% 6.33% 11

10 Importance of attending: Intellectual stimulation N = 218 9 25.0 8 46.97% 7 61.54% 72.37% 6 37.5 High 5 Medium-High Low-Medium 4 Low 34.85% 29.17% 18.42% 28.85% 13.64% 8.33% 6.58% 7.69% 12

10 Importance of attending: To learn new intellectual/technical skills relevant to my career N = 221 9 8 33.33% 7 58.49% 61.54% 70.51% 6 High 5 Medium-High Low-Medium 4 50.0 Low 30.19% 28.05% 20.51% 16.67% 5.13% 7.55% 7.24% 13

SATISFACTION OF ATTENDING GRADUATE SCHOOL Students were also asked to fill out an area that based their satisfaction of the same criteria as the reasons for attending graduate school. These answers were based on the same scale, from Low to High. Reasons for attending graduate school by satisfaction N = 215-220 To learn new intellectual/technical skills relevant to my career 30.0 63.18% Intellectual Stimulation 27.4 63.01% Personal growth/fulfillment Preparation for further graduate education 24. 69.41% 11.57% 22.69% 17.13% 37.04% 11.11% Not Applicable Low Low-Medium Medium-High High Entry into a new career 9.22% 18.89% 19.35% 9.68% 42.4 Advancement or promotion in a career already begun 22.62% 6.79% 5.43% 19.0 45.7 4 6 8 10 Students seemed to be very satisfied with their Intellectual Stimulation, Learning new/technical skills relevant to their career and Personal growth/fulfillment, with over 9 of respondents answering Medium-High or High on these reasons. The following graphs show this information by college. 14

10 Satisfaction of attending: Advancement or promotion in a career already begun N = 221 9 25.0 8 36.36% 44.44% 7 65.15% 6 5 4 25.0 8.33% 18.18% 9.09% 20.37% High Medium-High Low-Medium Low Not Applicable 6.49% 7.41% 41.67% 16.67% 7.41% 29.87% 20.37% 9.09% 15

10 Satisfaction of attending: Entry into a new career N = 217 9 20.83% 8 31.51% 7 20.83% 50.0 57.41% 6 21.92% High 5 4 25.0 13.64% 12.33% Medium-High Low-Medium Low Not Applicable 8.22% 22.22% 29.17% 18.18% 13.64% 26.03% 5.56% 11.11% 16

10 Satisfaction of attending: Preparation for further graduate education N = 216 9 20.83% 8 38.46% 44.59% 32.08% 7 16.67% 6 15.09% High 5 20.83% 20.0 16.22% 7.55% Medium-High Low-Medium Low 4 7.69% 18.87% Not Applicable 12.31% 14.86% 37.5 6.76% 20.0 17.57% 26.42% 17

10 Satisfaction of attending: Personal growth/fulfillment N = 219 9 8 33.33% 7 6 5 4 58.33% 74.24% 73.68% 73.58% High Medium-High Low-Medium Low Not Applicable 18.18% 19.74% 22.64% 8.33% 18

10 Satisfaction of attending: Intellectual stimulation N = 219 9 8 37.5 7 63.08% 71.05% 62.96% 6 High 5 Medium-High Low-Medium Low 4 45.83% Not Applicable 24.62% 22.37% 29.63% 12.5 7.69% 5.56% 19

10 Satisfaction of attending: To learn new intellectual/technical skills relevant to my career N = 220 9 8 45.83% 7 69.23% 67.53% 57.41% 6 5 4 High Medium-High Low-Medium Low Not Applicable 45.83% 26.15% 23.38% 37.04% 5.19% 20

PLANS FOLLOWING GRADUATION Continuing the trend from last year, most graduates are planning on going into full-time employment post-graduation. Also like last year, the least chosen plan was Starting or raising a family. Graduate or professional school, part-time, 1. Graduate or professional school, full-time, 6.96% Employment, parttime paid, 5.49% Plans following graduation Other, please specify, (N=273) 3.66% Starting or raising a family, 0.37% Employment, fulltime paid, 82.42% Many of the Other, please specify responses included: CPA Exam or Student Teaching. 21

10 Plans following graduation by college (N=273) 5.26% 9 9.09% 12.63% 8.7 8 6.32% 7 Other 6 Starting or raising a family 5 Graduate or professional school, part-time 4 84.85% 88.16% 73.68% 86.96% Graduate or professional school, full-time Employment, part-time paid Employment, full-time paid Here is the same data, split up by college. All of the colleges have a somewhat similar response percentage in regard to full-time employment; with CHAS being the college that has the smallest percentage planning on going into full time employment. This is because CHAS has a relatively large percentage of students going on to further education. 22

EMPLOYMENT DETAILS Students were also asked whether or not their job was in the state of Iowa, and if they would return, if possible. Is your job in the state of Iowa? (N=157) No, 18.47% Yes, 81.53% If not employed in Iowa, would you return given the chance? (N=37) No, 10.81% Yes, 89.19% The students that said they were not being employed in Iowa had a variety of states, but most of them were in/near the Midwest. Only a few students were going out of the United States. 23

EDUCATION PLANS FOR THE FUTURE Students were also asked if they planned on continuing their education. Further education plans (N=217) Accepted to another graduate/ professional program 9% Currently applying to programs, not yet accepted 7% None 84% 9% (19 students) of respondents were already accepted, and another 7% (16 students) were applying to programs at the time of the survey. 24

ACTIVITIES EXPERIENCED OR PARTICIPATED IN DURING GRADUATE CAREER Students were also asked what kind of scholarly activities that they participated in during their graduate education at UNI. Please mark each of the following activities that you experienced or participated in during your graduate education at UNI (N=281) 10 9 8 7 6 5 4 45.55% 7.83% 3.91% 15. 21.35% 14.59% 41.99% Many students completed original research, but of the students that did complete research, many of them did not submit or publish. There was also a large portion of students that completed an internship or practicum in a professional setting. 25

10 Respondents that: Completed original research by college 9 8 7 6 Count Students Percent of College 5 4 57 58.76% 14 42.42% 33 40.74% 24 34.29% 26

Respondents that: Submitted original research for publication by college 10 9 8 7 6 Count Students Percent of College 5 4 1 3.03% 1 9.88% 11 11.34% 2 2.86% 27

10 Respondents that: Published original research by college 9 8 7 6 Count Students Percent of College 5 4 3 9.09% 3 3.7 4 4.12% 1 1.43% 28

Respondents that: Creative work presented/performed for professional review by college 10 9 8 7 6 Count Students Percent of College 5 4 1 3.03% 15 18.52% 21 21.65% 6 8.57% 29

Respondents that: Presented research at a professional conference by college 10 9 8 7 6 Count Students Percent of College 5 4 39 40.21% 3 9.09% 10 12.35% 8 11.43% 30

Respondents that: Participated in other ways in regional or national professional society by college 10 9 8 7 6 Count Students Percent of College 5 4 2 6.06% 9 11.11% 21 21.65% 9 12.86% 31

10 Respondents that: Completed a practicum or internship in a professional setting by college 9 8 7 6 Count Students Percent of College 5 4 16 48.48% 28 34.57% 31 31.96% 43 61.43% 32

SURVEY HIGHLIGHTS There were many questions that had very high positive results. In the section of Educational Experiences and Skills positive choices were Good or Excellent. In the section titled Academic and Social Environment positive choices were Agree and Strongly Agree. 91.16% of respondents reported positive choices for upholding ethical standards 91.2% of respondents reported positive choices for learning new things 93.93% of respondents reported positively for I believe I have received a high quality graduate education from UNI 97.67% of respondents reported that at least one faculty member showed an active interest in their educational/career goals 96.26% of respondents reported that the graduate faculty they had contact with were committed to advancing student learning 97.69% of respondents said that my graduate learning experience was cumulative over a series of courses in my program In the following charts this information and more will be presented. 33

EDUCATIONAL EXPERIENCES AND SKILLS THE following graphs show information regarding how students believe UNI has prepared them for the future. Educational experiences and skills How well did UNI prepare you for... (N = 214-217) Can't Evaluate Poor Fair Average Good Excellent Working as a team 10.75% 24.77% 60.28% Working with people of diverse backgrounds 12.09% 26.05% 56.28% Working independently 8.84% 26.98% 61.86% Making decisions 11.63% 27.44% 58.14% Working under pressure 9. 25.12% 63.72% Adapting to change 11.63% 30.7 54.88% Upholding ethical standards 6.51% 27.44% 63.72% Conducting yourself in a professional manner 8.84% 22.33% 66.98% Using research skills 16.13% 27.19% 54.38% Bringing information/ideas together from different areas 12.04% 30.09% 55.09% Thinking creatively 8.76% 32.26% 55.76% Learning new things 7.87% 26.85% 64.35% Solving Problems 10.6 35.48% 52.07% Defining Problems 11.6 38.0 49. Planning Projects 13.43% 32.41% 50.0 4 5 6 7 8 9 10 34

10 Planning projects N = 216 9 8 43.48% 47.44% 40.0 7 63.08% 6 Excellent Good 5 Average 4 26.09% 34.62% 42.0 Fair Poor Can't Evaluate 24.62% 26.09% 9.23% 14. 12.0 35

10 Defining problems N = 216 9 30.43% 8 7 49.23% 52.56% 52.0 6 5 4 47.83% Excellent Good Average Can't Evaluate 40.0 34.62% 36.0 21.74% 10.77% 10.26% 10.0 36

10 Solving problems N = 217 9 8 34.78% 7 53.03% 55.13% 54.0 6 5 4 47.83% Excellent Good Average Fair Can't Evaluate 37.88% 33.33% 30.0 17.39% 7.69% 14.0 9.09% 37

10 Learning new things N = 216 9 8 39.13% 7 69.23% 67.53% 64.71% 6 5 4 39.13% Excellent Good Average Poor Can't Evaluate 27.69% 24.68% 23.53% 21.74% 7.84% 7.79% 38

10 Thinking creatively N = 217 9 26.09% 8 7 63.08% 56.41% 58.82% 6 5 4 34.78% Excellent Good Average Fair Can't Evaluate 21.74% 34.62% 31.37% 29.23% 17.39% 6.15% 7.69% 7.84% 39

10 Bringing information/ideas together from different areas N = 216 9 8 34.78% 7 65.63% 53.85% 52.94% 6 5 4 26.09% Excellent Good Average Fair Can't Evaluate 33.33% 31.37% 30.43% 26.56% 10.26% 11.76% 8.7 7.81% 40

10 Using research skills N = 217 9 8 7 52.17% 56.92% 58.97% 45. 6 Excellent Good 5 Average Fair 4 26.09% 33.33% Poor Can't Evaluate 24.62% 25.64% 21.74% 15.38% 14. 17.65% 41

10 Conducting yourself in a professional manner N = 215 9 8 47.83% 7 62.34% 6 76.56% 70.59% 5 4 26.09% Excellent Good Average Can't Evaluate 25.97% 17.65% 26.09% 20.31% 10.39% 7.84% 42

10 Upholding ethical standards N = 215 9 8 7 56.52% 54.55% 72.31% 70.0 6 Excellent 5 Good Average Poor 4 Can't Evaluate 21.74% 35.06% 17.39% 24.62% 6.49% 22.0 6.0 43

10 Adapting to change N = 215 9 8 39.13% 7 58.46% 57.14% 54.0 6 5 4 8.7 Excellent Good Average Fair Can't Evaluate 43.48% 35.38% 33.77% 30.0 12.0 8.7 7.79% 44

10 Working under pressure N = 215 9 8 7 65.22% 60.0 71.43% 56.0 6 Excellent 5 Good Average Fair 4 Can't Evaluate 17.39% 29.23% 30.0 20.78% 17.39% 9.23% 5.19% 12.0 45

10 Making decisions N = 215 9 8 43.48% 52.0 7 64.62% 61.04% 6 5 4 30.43% Excellent Good Average Fair Can't Evaluate 24.62% 24.68% 34.0 26.09% 9.23% 10.39% 10.0 46

10 Working independently N = 215 9 8 7 47.83% 69.23% 66.23% 52.0 6 5 4 21.74% Excellent Good Average Fair Poor Can't Evaluate 36.0 21.74% 23.08% 25.97% 7.69% 6.49% 8.0 47

10 Working with people of diverse backgrounds N = 215 9 8 39.13% 7 64.62% 53.25% 58.0 6 5 4 26.09% Excellent Good Average Fair Poor Can't Evaluate 21.74% 18.46% 31.17% 28.0 9.23% 8.7 12.99% 10.0 6.15% 48

10 Working as a team N = 214 9 8 7 60.87% 53.25% 54.0 6 5 4 73.44% Excellent Good Average Fair Can't Evaluate 13.04% 28.57% 30.0 21.74% 20.31% 10.39% 12.0 6.25% 5.19% 49

ACADEMIC AND SOCIAL ENVIRONMENT The following graphs show how students feel on certain aspects regarding some key aspects of their time in UNI s graduate program. Indicate the extent to which you agree or disagree with... (N = 213-217) Not Sure Strongly Disagree Disagree Agree Strongly Agree I would recommend my graduate program to a prospective student I believe I have received a high quality graduate education from UNI The UNI community encourages the examination of diverse and controversial ideas in its graduate programs Most of the courses in my graduate program were readily available when I wanted to take them At least one faculty member showed an active interest in my educational/career goals The graduate faculty I had contact with were committed to advancing student learning The overall quality of graduate teaching at UNI is excellent My graduate learning experience was cumulative over a series of courses in my program Most of graduate instructors were intellectually stimulating Most of the graduate courses I took at UNI were intellectually demanding 31.92% 33.18% 47. 33.33% 17.76% 34.58% 46.76% 46.54% 49.77% 53.0 57.28% 60.75% 43.93% 55.4 79.91% 61.68% 45.37% 51.15% 44.24% 40.55% 4 5 6 7 8 9 10 50

10 Most of the graduate courses I took at UNI were intellectually demanding N = 217 9 24.0 8 46.27% 40.26% 7 60.87% 6 5 4 64.0 Strongly Agree Agree Disagree Strongly Disagree Not Sure 49.25% 55.84% 30.43% 10.0 51

10 Most of the graduate instructors were intellectually stimulating N = 217 9 8 30.43% 34.0 49.25% 50.65% 7 6 Strongly Agree 5 Agree Disagree 4 60.87% 56.0 Not Sure 46.27% 45.45% 8.7 8.0 52

10 My graduate learning experience was cumulative over a series of courses in my program N = 217 9 8 7 52.17% 55.22% 51.95% 44.0 6 5 4 Strongly Agree Agree Disagree Not Sure 43.48% 43.28% 46.75% 52.0 53

10 The overall quality of graduate teaching at UNI is excellent N = 216 9 8 30.43% 34.0 50.75% 52.63% 7 6 Strongly Agree 5 Agree Disagree Strongly Disagree 4 60.87% 58.0 Not Sure 43.28% 38.16% 6.58% 8.7 6.0 5.97% 54

10 The graduate faculty I had contact with were committed to advancing student learning N = 214 9 8 39.13% 7 6 69.7 68.42% 51.02% 5 4 47.83% Strongly Agree Agree Disagree Not Sure 44.9 30. 27.63% 13.04% 55

10 At least one faculty member showed an active interest in my educational/career goals N = 214 9 8 7 6 86.96% 75.76% 84.21% 75.51% Strongly Agree 5 Agree Disagree 4 Strongly Disagree 13.04% 24.24% 11.84% 20.41% 56

10 Most of the courses in my graduate program were readily available when I wanted to take them by college N = 213 9 8 7 60.0 47.37% 55. 69.57% 6 Strongly Agree 5 Agree Disagree 4 Strongly Disagree Not Sure 35.53% 26.09% 30.77% 36.73% 11.84% 6.15% 6.12% 57

10 The UNI community encourages the examination of diverse and controversial ideas in its graduate programs by college N = 214 9 8 39.13% 50.0 40.79% 42.86% 7 6 Strongly Agree 5 Agree Disagree 4 43.48% Strongly Disagree Not Sure 45.45% 51.32% 44.9 8.7 6.12% 8.7 58

10 I believe I have received a high quality graduate education from UNI by college N = 214 9 8 7 56.52% 68.18% 61.84% 51.02% 6 5 4 Strongly Agree Agree Disagree Strongly Disagree Not Sure 38.78% 39.13% 27.27% 32.89% 6.12% 59

10 I would recommend my graduate program to a prospective student by college N = 213 9 8 7 52.17% 63.64% 54.67% 55. 6 5 4 Strongly Agree Agree Disagree Strongly Disagree Not Sure 39.13% 32.0 30.61% 30. 6.67% 8.7 6.12% 60

APPENDIX A

UNI Graduate Program Survey May 2012 CONGRATULATIONS on your graduation! Your responses to this survey will be used for program improvement and will not be linked in any way to your records. Individual responses to this survey will be confidential. Survey findings will be reported in aggregate only. Please complete all six sections. Please fill in the response circle completely. Use only black or blue ink or dark pencil to complete the survey. Section 1: Background Information Student ID Number 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 Section 2: Plans Following Graduation What is MOST LIKELY to be your PRINCIPAL activity upon graduation? 1 Employment, full-time paid 2 Employment, part-time paid 3 Graduate or professional school, full-time 4 Graduate or professional school, part-time 5 Additional undergraduate coursework 6 Military service 7 Volunteer activity (e.g., Peace Corps) 8 Starting or raising a family Other, please specify: 9 If employed, please provide the following details: (individual responses will be kept confidential) Job Title Name of Employing Organization City State Annual Salary ($) Start Date Is this job in the state of Iowa? 1 Yes 2 No If not, would you return to Iowa in the future if given the chance? 1 Yes 2 No Section 3: Plans for Further Education What are your continuing education plans? 1 2 3 4 Accepted to another graduate/professional program Currently applying to programs, not yet accepted Accepted to an undergraduate program None Will you be attending: 1 2 Full-time Part-time If pursing further education, please provide the following details: Institution Name City State Area of study Intended Degree Start Date Section 4: Scholarly and Academic Activities at UNI Please mark each of the following activities that you experienced or participated in during your graduate education at UNI. 1 2 3 4 5 6 7 Completed original research Submitted original research for publication Published original research Creative work presented/performed for professional review Presented research at a professional conference Participated in other ways in regional or national professional society Completed a practicum or internship in a professional setting 1 2 3 4 Office of Institutional Research 319-273-3050 Please complete both sides of the survey. 62

Below are some reasons for going to graduate school. Shade in the appropriate circle for how important that reason was to you. Low High 1 2 3 4 Advancement or promotion in a career you had already begun 1 2 3 4 Entry into a new career 1 2 3 4 Preparation for further graduate education 1 2 3 4 Personal growth/fulfillment 1 2 3 4 Intellectual stimulation 1 2 3 4 To learn new intellectual/technical skills relevant to my career Using the same reasons, shade in the appropriate circle for how satisfied you feel about achieving that goal through your graduate experience at UNI. Low High NA 1 2 3 4 0 Advancement or promotion in a career you had already begun 1 2 3 4 0 Entry into a new career 1 2 3 4 0 Preparation for further graduate education 1 2 3 4 0 Personal growth/fulfillment 1 2 3 4 0 Intellectual stimulation 1 2 3 4 0 To learn new intellectual/technical skills relevant to my career Section 5: Educational Experiences and Skills Think about your future/career goals. Using the scale on the left, please rate how well UNI has prepared you for. Planning projects 1 2 3 4 5 0 Defining problems 1 2 3 4 5 0 Solving problems 1 2 3 4 5 0 Learning new things 1 2 3 4 5 0 Thinking creatively 1 2 3 4 5 0 Bringing information/ideas together from different areas Poor Fair Average Good Excellent Cannot Evaluate 1 2 3 4 5 0 Using research skills 1 2 3 4 5 0 Conducting yourself in a professional manner 1 2 3 4 5 0 Upholding ethical standards 1 2 3 4 5 0 Adapting to change 1 2 3 4 5 0 Working under pressure 1 2 3 4 5 0 Making decisions 1 2 3 4 5 0 Working independently 1 2 3 4 5 0 Working with people of diverse backgrounds 1 2 3 4 5 0 Working as a team 1 2 3 4 5 0 Section 6: Academic and Social Environment Please indicate the extent to which you agree or disagree with the following statements. Most of the graduate courses I took at UNI were intellectually demanding. Most of my graduate instructors were intellectually stimulating. My graduate learning experience was cumulative over a series of courses in my program. The overall quality of graduate teaching at UNI is excellent. The graduate faculty I had contact with were committed to advancing student learning. At least one graduate faculty member showed an active interest in my educational/career goals. Most of the courses in my graduate program were readily available when I wanted to take them. The UNI community encourages the examination of diverse and controversial ideas in its graduate programs. I believe I have received a high quality graduate education from UNI. I would recommend my graduate program to a prospective graduate student. Please list the name(s) of any faculty who have had a positive influence on your development as a student at UNI. Please list the name(s) of any staff members who have had a positive influence on your development as a student at UNI. Strongly Disagree Disagree Agree Strongly Agree Not Sure 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 Section 7: Faculty and Staff Recognition Faculty Name(s) Staff name(s) 63