APPENDIX A - FIU



Office of

Planning and Institutional Research

Institutional Research

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Research Report 2009-2010

Survey of Graduating Seniors

Office of Planning & Institutional Research

The Graduating Senior Survey is a survey in the series of Continuous Quality Improvement Surveys instituted by Florida International University’s Office of Planning and Institutional Research. The information in these Continuous Quality Improvement Survey Reports will be distributed to members of the university community and will be used by the appropriate departments to enhance continuous quality improvement efforts.

Every effort has been made to ensure that the data contained in this document is accurate. For further information about this and other Continuous Quality Improvement Survey Reports, visit our website at , contact the Planning and Institutional Research at 305-348-2731, (FAX) 305-348-1008, or visit at Modesto Maidique Campus, PC 543.

|TABLE OF CONTENTS |

| | | | | | | | | | |

|Table of Contents | | | | | | | |1 |

|Executive Summary of Graduating Senior Survey 2009-2010 | | | | | | | |4 |

| | | | | | | | | | |

|I. Summary of the Responses to the Graduating Senior Survey 2009-2010 | |

|Introduction | | | | | | | |6 |

|Methodology: | | | | | | | | |

|Sampling Design | | | | | | | |6 |

|Table 1 Return Rates of 2009-2010 Seniors By College/School |7 |

|Statistics | | | | | | | | |7 |

| | | | | | | |

|II. Primary Findings from the 2009-2010 Survey | | | | | |8 |

|A. Principal Indicators of Satisfaction with FIU | | | | |8 |

|B. Items With the Highest Correlations |9 |

|C. Primary Reasons Students Did Not Finish FIU in Four Years | | |9 |

|D. Four Most Beneficial Sources of Academic Advisement | | |9 |

|E. Strongest Correlates of Overall Experience at FIU | | | | |9 |

|F. Strongest Correlates of Overall Academic Experience at FIU | | | |9 |

|G. Strongest Correlates of Social Experience at FIU | | |10 |

| | |

|III. Twelve Principal Indicators of the Graduating Seniors’ Overall Satisfaction With FIU (A graphical analysis) | | | | | | | |11 |

|Figure 1: Challenged to Do Best | | |11 |

|Figure 2: Recommend FIU to Others |11 |

|Figure 3: Overall Experience at FIU |12 |

|Figure 4: Overall Academic Experience at FIU |12 |

|Figure 5: Professors Were Good Teachers |13 |

|Figure 6: Professors Were Available Outside of Class | | | | | | | |13 |

|Figure 7: Quality of Other Undergraduates |14 |

|Figure 8: Courses Prepared Me For Graduate School | | | | | | |14 |

|Figure 9: Satisfaction With Department Major | | |15 |

|Figure 10: Courses Prepared Me For Employment |15 |

|Figure 11: Responsiveness of Support Services |16 |

|Figure 12: Responsiveness of Administration | | | |16 |

| | | | |

|IV. Five-Year Comparison of Twelve Principal Indicators of the Graduating Seniors’ Overall Satisfaction With | | | |17 |

|FIU | | | | |

|Figure 13: Challenged to Do Best | | | | | | |17 |

|Figure 14: Recommend FIU to Others | | | | | | |18 |

|Figure 15: Overall Experience at FIU | | | | | | |18 |

|Figure 16: Overall Academic Experience at FIU | | | | | | |19 |

|Figure 17: Professors Were Good Teachers | | | | | |19 |

|Figure 18: Professors Were Available Outside of Class | | | | | | |20 |

|Figure 19: Quality of Other Undergraduates | | | | | | |21 |

|Figure 20: Courses Prepared Me For Graduate School | | | | | | |21 |

|Figure 21: Satisfaction With Department Major | | | | | | |22 |

|Figure 22: Courses Prepared Me For Employment | | | | | | |22 |

|Figure 23: Responsiveness of Support Services | | |23 |

|Figure 24: Responsiveness of Administration | | |24 |

| | | | |

| | | | |

|Figure 24: Quality of Courses Prepared For Graduate School | | | |

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|Conclusions | | 24|

|Appendix A: Graduating Senior Survey | | | | |25 |

| | | | | | |

EXECUTIVE SUMMARY OF GRADUATING SENIOR SURVEY

2009-2010

This report summarizes the major findings from the Florida International University Graduating Senior Survey, a Continuous Quality Improvement study conducted by the Office of Planning and Institutional Research. This survey was adapted from a prototype survey developed by the State University System (SUS) Accountability Committee on Survey Activity (Legg, Final Report, 1992). This survey was designed to measure graduating students’ satisfaction with and attitudes about Florida International University. The survey design assured each individual respondent of his or her anonymity in an attempt to facilitate candor.

The Graduating Senior Survey was distributed to 6,614 students who were intended members of the graduating classes of Summer 2009-Spring 2010. Four hundred-eleven seniors returned the survey for a response rate of six percent. The comprehensive survey asked questions about the graduating seniors’ satisfaction with Florida International University in various domains such as the quality and availability of faculty in his or her major, the quality and availability of courses, the quality and availability of academic advising, and the quality of the libraries. The survey also questioned graduating seniors about the frequency of use and quality of services such as Counseling and Psychological Services, the Testing Center, Recreational Services, On-campus student employment, and Health Services.

Twelve principal indicators have been singled out as the most reliable measures of the graduating seniors’ satisfaction with FIU. They have been summarized below.

• Challenged: 92% of respondent seniors indicated that they had been challenged to do the best that they could at FIU (53% most of the time, 39% some of the time).

• Recommend FIU: 87% of respondent seniors reported that they would recommend FIU to a friend or relative considering college (45% without reservations, 42% with reservations).

• Satisfaction with overall experience at FIU: 86% of respondent seniors indicated that they were satisfied with their overall experience (28% very satisfied, 58% satisfied).

• Academic experience: 84% of respondent seniors indicated that they had a positive academic experience (34% excellent, 50% good ratings).

• Faculty were good teachers: 81% of respondents agreed that their professor’s were good teachers (44% strongly agree, 37% agree).

• Professors, in my major, were available outside class: 79% of respondent seniors agreed that their professors were available outside class (38% strongly agreed, 41% agreed).

• Quality of other undergraduates: 73% of respondent seniors gave the quality of their fellow

students’ favorable ratings (15% excellent, 58% good).

• Courses, in my major, prepared me for graduate or professional school: 69% of respondent seniors agreed that their courses prepared them for further study (24% strongly agreed, 45% agreed).

• Satisfaction with department of major: 66% of respondent seniors agreed that they were satisfied with their department of their major (24% strongly agreed, 42% agreed)

• Courses, in my major, prepared me for employment: 62% of respondent seniors agreed that their courses prepared them for employment (20% strongly agreed, 42% agreed).

• Responsiveness of FIU support services to student needs: 53% of respondent seniors rated the responsiveness of FIU support services favorably (14% gave excellent ratings, 39% good).

• Responsiveness of FIU administration to student academic problems: 47% of respondent seniors rated the administration as responsive to student problems (13% excellent, 34% good).

Items with the Highest Correlations:

• To the extent that graduating respondents believed that the FIU administration was responsive to student academic problems, they also believed that FIU support services were responsive to student needs (r = .82, p < .001).

• To the extent that graduating respondents believed the quality of courses they took prepared them for graduate school, they also believed the quality of courses they took prepared them for employment (r = .78, p < .001).

• To the extent that graduating respondents believed they would recommend FIU to friends and relatives, they also believed they were overall satisfied with FIU (r = .71, p < 001).

• To the extent that graduating respondents believed they were overall satisfied with FIU, they were also satisfied with their academic experience (r = .71, p < .001).

Strongest Predictors of Academic Experience:

• Ratings of recommending FIU to a friend or family member

• Ratings of overall satisfaction with FIU

• Ratings of satisfaction feeling prepared for graduate school

The administration of the survey online may contribute to the problem of low response rates because online surveys generally have lower response rates than paper versions of surveys. However, when the survey was placed online, it was divided into three surveys instead of one, thereby giving each individual student fewer survey items to respond to. Currently, the survey administrator is utilizing the students’ school email address to notify them that the survey is available. Future administrations of the survey will have it as part of the graduation application process. This should increase response rates considerably.

I. SUMMARY OF THE RESPONSES TO THE GRADUATING SENIOR SURVEY

Summer 2009-Spring 2010

INTRODUCTION

As an institution of higher learning, it is vitally important that student feedback is elicited on a comprehensive range of topics involving the university community. One such avenue of feedback is to request graduating seniors to look back on their time at Florida International University and provide faculty and administrators feedback on their thoughts and attitudes about their experiences at FIU. Therefore, a Continuous Quality Improvement survey is distributed to graduating seniors to give each student an opportunity to have a voice in shaping the future at FIU as we move into the new millennium.

This report summarizes the main findings from the Florida International University Graduating Senior Survey, a Continuous Quality Improvement study conducted by the Office of Planning and Institutional Research. This survey was adapted from a prototype survey developed by the State University System (SUS) Accountability Committee on Survey Activity (Legg, Final Report, 1992). This survey was designed to measure graduating students’ satisfaction with and attitudes about Florida International University. The survey design assured each individual respondent of his or her anonymity in an attempt to facilitate candor.

METHODOLOGY

Sampling Design. The Registrar’s Office provided an exhaustive list of all students who had filed intent to graduate forms for the Summer 2009-Spring 2010 semester. These students were randomly assigned one of 3 versions of the survey (Academic, Quality, or Personal Growth and Advising) and were then e-mailed a letter from the survey coordinator inviting them to participate. Embedded in the letter was a link to the version of the online survey the student had been assigned. Five e-mail reminders followed up this initial letter before the end of the semester. Out of a graduating class of 6,614 students who were expected to graduate during the 2009-2010 semesters, 411 responded to the survey equaling a response rate of 6%. Table 1 shows the number of graduates by college, percentage of graduates by college, and response rate by college. Appendix A provides the Graduating Senior Survey, with tabulated responses for each question.

Table 1: Return Rates of 2009 - 2010 Seniors by College/School

|  |Headcount Population |Surveys Returned by College |Return Rate of |(% of all |

| | | |Surveys by College|returned) minus (%|

| | | | |of class) |

| |of Graduating Class | | | |

|FIU College/School |# |% of |# |% of all |% |% |

| | |graduating | |returned | | |

| | |class | | | | |

|Architecture |234 |4% |16 |4% |7% |1% |

|Arts & Sciences |2220 |34% |135 |35% |6% |1% |

|Business |1868 |28% |106 |27% |6% |-1% |

|Education |439 |7% |54 |14% |12% |7% |

|Engineering |489 |7% |22 |6% |4% |-2% |

|Nursing & Health Sciences|469 |7% |14 |4% |3% |-3% |

|Journalism |296 |4% |17 |4% |6% |0% |

|Hospitality Management |410 |6% |14 |4% |3% |-3% |

|Public Health |189 |3% |9 |2% |5% |-1% |

|Totals |6,614 |100% |387 |100% |6% |n/a |

Based upon the response rate patterns, it is believed that these respondents were not representative of the 2009-2010 graduating classes. The response rates from each college varied from 3% in the School of Nursing and Health Sciences to 12% from the College of Education. Seniors from the College of Education were over represented in the survey responses. These seniors returned 12% of all surveys, and represented 7% of the graduating class. The College of Nursing and Health Sciences seniors were under represented in the survey responses. These seniors constituted 7% of the graduating class, but they returned only three percent of all surveys.

Statistics. The data were analyzed using the Statistical Package for Social Sciences (SPSS) version 19. In general, a three to five point scale was used for the survey items, with higher scores indicating more positive attitudes. A variety of simple statistics are reported, such as percentages and mean findings (arithmetic averages). Correlations (also called Bivariate relationships) are used to describe the relationships among two or more variables. The degree of correlation is denoted by “r” (Pearson Product Moment Correlation). A positive correlation indicates that as scores increase for one variable, they also increase for another variable (or both scores decrease).

II. PRIMARY FINDINGS FROM THE SUMMER 2009-SPRING 2010 SURVEY

A. Principal Indicators of Satisfaction with FIU

Introduction. Twelve principal indicators have been singled out as the most reliable measures of the graduating seniors’ satisfaction with FIU. These measures include overall satisfaction with FIU, whether or not the respondent would recommend FIU to a friend or relative considering college, and whether or not the respondent felt challenged at FIU. The principle indicators also included questions about the department of his or her major, his or her attitudes toward professors’ teaching skills and availability, and questions about the responsiveness of the administration and support services to student needs. In general, FIU students reported they were challenged to do the very best they could; however, positive responses to several important indicators decreased from the responses in the prior year. The following is a summary of graduating students’ responses to the twelve principal indicators. A more descriptive analysis can be found on page eleven. The percentage change from the prior year’s survey findings is listed in bold parentheses, rounded to the nearest percent.

• Challenged: 92% of respondent seniors indicated that they had been challenged to do the best that they could at FIU (53% most of the time, 39% some of the time). (+2)

• Recommend FIU: 87% of respondent seniors reported that they would recommend FIU to a friend or relative considering college (45% without reservations, 42% with reservations). (-2)

• Satisfaction with overall experience at FIU: 86% of respondent seniors indicated that they were satisfied with their overall experience (28% very satisfied, 58% satisfied). (+13)

• Academic experience: 84% of respondent seniors indicated that they had a positive academic experience (34% excellent, 50% good ratings). (-2)

• Faculty were good teachers: 81% of respondents agreed that their professor’s were good teachers (44% strongly agree, 37% agree). (=)

• Professors, in my major, were available outside class: 79% of respondent seniors agreed that their professors were available outside class (38% strongly agreed, 41% agreed). (+2)

• Quality of other undergraduates: 73% of respondent seniors gave the quality of their fellow

students’ favorable ratings (15% excellent, 58% good). (+4)

• Courses, in my major, prepared me for graduate or professional school: 69% of respondent seniors agreed that their courses prepared them for further study (24% strongly agreed, 45% agreed). (+18)

• Satisfaction with department of major: 66% of respondent seniors agreed that they were satisfied with the department of their major (24% strongly agreed, 42% agreed). (+3)

• Courses, in my major, prepared me for employment: 62% of respondent seniors agreed that their courses prepared them for employment (20% strongly agreed, 42% agreed). (+1)

• Responsiveness of FIU support services to student needs: 53% of respondent seniors rated the responsiveness of FIU support services favorably (14% gave excellent ratings, 39% good). (+2)

• Responsiveness of FIU administration to student academic problems: 47% of respondent seniors rated the administration as responsive to student problems (13% excellent, 34% good). (-4)

B. Items with the Highest Correlations

• To the extent that graduating respondents believed that the FIU administration was responsive to student academic problems, they also believed that FIU support services were responsive to student needs (r = .82, p < .001).

• To the extent that graduating respondents believed the quality of courses they took prepared them for graduate school, they also believed the quality of courses they took prepared them for employment (r = .78, p < .001).

• To the extent that graduating respondents believed they would recommend FIU to friends and relatives, they also believed they were overall satisfied with FIU (r = .71, p < 001).

• To the extent that graduating respondents believed they were overall satisfied with FIU, they were also satisfied with their academic experience (r = .71, p < .001).

C. Primary Reasons Students Did Not Finish FIU in Four Years

• “My job caused me to reduce my course load” (14%)

• “I changed majors” (13%)

• “I had personal or family issues” (12%)

• “I was misadvised by advisor(s)” (11%)

D. Four Most Beneficial Sources of Academic Advisement

• “Advisors in my major” (64%)

• “SASS” (42%)

• “Friends” (41%)

• “Printed Materials” (33%)

Strongest Correlates of Overall Experience at FIU

• Satisfaction with their academic experience

• Reported they would recommend FIU to a friend or a family member

• Satisfaction with how well their major department met its goals and objectives

E. Strongest Correlates of Overall Academic Experience at FIU

• Ratings of overall experience

• Whether respondents would recommend FIU to a friend or family member considering college

• Reporting courses prepared them for employment

Strongest Correlates of Social Experience at FIU

• Satisfaction with academic experience

• Whether respondents would recommend FIU to a friend or family member considering college

• Reporting the courses they took prepared them for graduate school

III. TWELVE PRINCIPAL INDICATORS OF THE GRADUATING SENIORS’

OVERALL SATISFACTION WITH FIU (A graphical analysis)

Challenged to Do Their Best

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Recommend FIU to Others

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Overall experience at FIU

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Overall academic experience

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Professors were good teachers

The findings in Figure 6 indicate that 81% of graduating senior respondents at FIU reported that the professors in their major were good teachers: 44% of respondents strongly agreed, another 37% agreed. Six percent of graduating respondents at FIU did not agree that the professors in their major were good teachers: 4% of graduating seniors disagreed and 2% strongly disagreed. Thirteen percent of graduating seniors did not know whether they agreed or disagreed.

Correlations: To the extent that graduating respondents believed that their professors were good teachers, agreed faculty were available outside of class (r = .70, p < .001), were satisfied with their department of major (r = .56, p < .001), and agreed their courses prepared them for graduate school (r = .56, p < .001).

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Professors were available outside of class

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Quality of other undergraduates

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The Quality of courses, in my major, prepared me for graduate or professional school

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Satisfaction with department of major

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The Quality of courses, in my major, prepared me for employment

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The Responsiveness of FIU Support Services to Student Needs

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The Responsiveness of FIU Administration to Student Academic Problems

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IV. FIVE-YEAR COMPARISON OF TWELVE PRINCIPAL INDICATORS OF THE GRADUATING SENIORS’ OVERALL SATISFACTION WITH FIU

Florida International University began surveying its graduating students in the spring of 1999 and continues to survey graduating seniors every year. The surveys for the 2009-2010 mark the tenth year of data collection of this graduating senior survey.

In this section of the report, the focus is on the survey items that have been established as the twelve principal indicators of the graduating students’ satisfaction with the university. Responses to these items have been divided into the categories of positive and negative responses. Additionally, the average percentage of positive and negative responses is displayed.

Challenged to Do Best

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The percentage of graduating senior respondents who reported that they “are challenged to do their best” at FIU increased from 2005-2007, remained stable from 2006-2008 then slightly decreased from 2008-2009. However, satisfaction levels increased during 2009-2010. Respondents who reported that they are challenged ‘Most of the time’ (42%, 52%, 50%, 52% and 53% respectively) or ‘Sometimes’ (45%, 40%, 42%, 37% and 39% respectively) ranged from 87-92% for the five-year period. Respondents who have reported that they “are challenged to do their best” ‘Seldom’ (11%, 7%, 6%, 9% and 7% respectively) or ‘Never’ (2%, 6%, 1%, 1% and 1% respectively) ranged from 7%-13% for the five-year period.

Recommend FIU to Others

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The percent of graduating senior respondents who reported that they would recommend FIU to a friend or relative considering college slightly increased from 2005-2008 and decreasing again from 2008-2010. Respondents who reported that they would ‘recommend FIU without reservations’ (37%, 48%, 45%,43% and 45% respectively) or would ‘recommend with reservations’(50%, 41%, 45%, 43% and 42% respectively) ranged from 87%-90% for the five-year period. Respondents who reported that they would ‘probably not recommend FIU’ (10%, 1%, 7%, 8% and 11% respectively) or ‘definitely would not recommend FIU’ (3%, 4%, 3%, 3% and 2% respectively) ranged from 5-13% for the five-year period.

Overall Experience at FIU

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Graduating senior respondents at FIU have reported stable levels of satisfaction with their overall experience at FIU increased from 2005-2007. Satisfaction levels drastically decreased to its lowest level during 2008-2009. However, the levels of satisfaction increased from 2009-2010. Respondents who reported that they are ‘Very Satisfied’(22%, 27%, 26%,11% and 28% respectively) or ‘Satisfied’ (62%, 60%, 60%,

62% and 58% respectively) ranged from 73-87% for the five-year period. Respondents who reported that they are ‘Dissatisfied’ (8%, 9%, 11%, 10% and 11% respectively) or ‘Very Dissatisfied’ (1%, 3%, 3%, 3% and 4% respectively) ranged from 13-24% for the five-year period.

Overall Academic Experience

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Graduating senior respondents at FIU reported varying levels of satisfaction with their overall academic experience at FIU from 2005-2010. Satisfaction levels decreased from 2005-2008, drastically increased in 2008 and decreased again from 2009-2010. Respondents who reported ‘Excellent’ (29%, 31%, 27%, 30% and 34% respectively) or ‘Good’ (60%, 54%, 47%, 56% and 43% respectively) ratings ranged from 74-89% for the five-year period. Respondents who reported ‘Fair’ (11%, 13%, 11%, 12% and 20% respectively) or ‘Poor’ (1%, 3%, 15%, 2% and 3% respectively) ratings ranged from 12-24% for the five-year period.

Professors Were Good Teachers

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Graduating senior respondents at FIU reported relatively stable levels of agreement with the statement “My professors were good teachers” from 2005-2010. The number of respondents who ‘Strongly Agreed’

(31%, 35%, 38%,35% and 44% respectively) or ‘Agreed’ (50%, 45%, 44%, 45% and 37% respectively) that their professors were good teachers ranged from 80-82% for the five-year period. Respondents who ‘Disagreed’ (4%, 13%, 3%, 13% and 13% respectively) or ‘Strongly Disagreed’ (1%, 2%, 2%, 5% and 4% respectively) ranged from 5-18% for the five-year period. Respondents who made a response of ‘Not Sure’ ranged from 2-17% for the five-year period.

Professors Were Available Outside of Class

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Graduating senior respondents at FIU reported stable levels of agreement with the statement “My

Professors were available outside of class”. Levels decreased from 2005-2007 and remained relatively stable. Respondents who ‘Strongly Agreed’ (33%, 27%, 32%, 32% and 38% respectively) or ‘Agreed’

(48%, 48%, 46%, 45% and 41% respectively) that their professors were available ranged from 77-81% for the five-year period. Respondents who ‘Disagreed’ (4%, 5%, 4%, 5% and 4% respectively) or ‘Strongly Disagreed’ (1%, 2%, 2%, 2% and 1% respectively) ranged from 5-8% for the five-year period. Respondents who made a response of ‘Not Sure’ ranged from 16-18% for the five-year period.

Quality of Other Undergraduates

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Graduating senior respondents at FIU reported increasing levels of positive ratings of their fellow undergraduates from 2005-2010. Respondents who rated the quality of their fellow undergraduates as ‘Excellent’ (11%, 10%, 11%, 13% and 15% respectively) or ‘Good’ (55%, 55%, 55%, 57% and 58% respectively) ranged from 66-73% for the five-year period. Respondents who assigned ratings of ‘Fair’ (28%, 22%, 28%, 25% and 23% respectively) or ‘Poor’ (7%, 4%, 7%, 5% and 4% respectively) ranged from 25-35% for the five-year period.

Quality of Courses Prepared Me for Graduate School

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Graduating senior respondents at FIU reported varying levels of agreement from 2005-2010 that the quality of courses prepared them for graduate school. Respondents who ‘Strongly Agreed’ (23%, 19%, 21%, 12% and 24% respectively) or ‘Agreed’ (45%, 41%, 45%, 40% and 45% respectively) with this item ranged from 51-69% for the five-year period. Respondents who ‘Disagreed’ (5%, 9%, 7%,12% and 4% respectively) or ‘Strongly Disagreed’ (2%, 3%, 2%, 4% and 21% respectively) ranged from 7-25% for the five-year period. Respondents who made a response of ‘Not Sure’ ranged from 7-32% for the five-year period.

Satisfaction with Department of Major

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Graduating senior respondents at FIU reported varying levels of satisfaction with the department of their major at FIU from 2005-2010. Respondents who ‘Strongly Agreed’ (22%, 19%, 19%, 21% and 24% respectively) or ‘Agreed’ (47%, 40% 47%, 48% and 42% respectively) that they were satisfied with the department of their major ranged from 59-79% for the five-year period. Respondents who ‘Disagreed’ (20%, 12%, 7%, , 8% and 4% respectively) or ‘Strongly Disagreed’ (7%, 6%, 3%, 4% and 11% respectively) ranged from 10-27% for the five-year period. Respondents who made a response of ‘Not Sure’ ranged from 4-24% for the five-year period.

Quality of Courses Prepared for Employment

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Graduating senior respondents at FIU reported varying levels of agreement from 2005-2010 that the quality of their courses prepared them for employment. Respondents who ‘Strongly Agreed’ (20%, 20%, 19%, 20% and 20% respectively) or ‘Agreed’ (44%, 43%, 40%, 41% and 42% respectively) with this item ranged from 57-63% for the five-year period. Respondents who ‘Disagreed’ (9%, 7%, 8%, 9% and 10% respectively) or ‘Strongly Disagreed’ (3%, 2%, 4%, 3% and 5% respectively) ranged from 9-15% for the five-year period. Respondents who made a response of ‘Not Sure’ ranged from 25-28% for the five-year period.

Responsiveness of Support Services to Student Needs

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Graduating senior respondents at FIU also reported relatively low positive ratings towards the responsiveness of support services to student needs from 2005-2010. Respondents who reported that the response of the support services was ‘Excellent’ (13%, 14%, 11%, 13% and 14% respectively) or ‘Good’ (43%, 39%, 37% 39% and 39% respectively) ranged from 48-56% for the five-year period. Respondents who reported ‘Fair’ (30%, 33%, 32%, 31% and 27% respectively) or ‘Poor’ (15%, 17%, 19%, 17% and 20% respectively) ratings ranged from 45-51% for the five-year period.

Responsiveness of Administration to Student Academic Problems

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Graduating senior respondents at FIU reported relatively low ratings towards the responsiveness of the administration to student academic problems from 2005-2007, positive ratings drastically increased from 2007-2008. However, decreased again from 2008-2010. Respondents who reported that the response of the administration was ‘Excellent’ (12%, 14%, 13%, 12% and 13% respectively) or ‘Good’ (40%, 41%, 58%, 39% and 34% respectively) ranged from 47-71% for the five-year period. Respondents who reported ‘Fair’ (32%, 29%, 25%, 29% and 32% respectively) or ‘Poor’ (15%, 21%, 4%, 19% and 22% respectively) ratings ranged from 29-54% for the five-year period.

Conclusions

When looking at data over time, it is helpful to keep several issues in mind. When ratings are consistent over a time period, it is usually an indication that those ratings are a true measure of the item-- that the measure is a reliable one. However, when ratings are not consistent over time it is possible to draw multiple conclusions. One conclusion would be that the ratings are inconsistent because of flaws in the representativeness of the sample over the time period. A second conclusion would be that there have been true fluctuations in the graduating respondents’ experiences over the time period.

For the most part, positive ratings were relatively consistent over the five-year period. Positive ratings showed a decrease of 2-4% for 3 of the 12 indicators and an increase of 1-18% for 6 of the 12 indicators from 2008-09 to 2009-10. Only one indicator showed no change from the previous year; respondents’ ratings of faculty were good teachers.

APPENDIX A: GRADUATING SENIOR SURVEY

| APPENDIX A |

| Graduating Senior Survey: Summer 2009-Spring 2010 |

| |

| | | | | |

| Questions on all versions of survey: Principle indicators of student satisfaction |

|In general, how satisfied are you with your overall program? |% |What was your status when you first entered FIU? |% |

|Very Satisfied |28% |Recent High School Graduate |44% |

|Satisfied |58% |Transfer from Community College or University |52% |

|Dissatisfied |11% |Other |5% |

|Very Dissatisfied |4% | | |

| | | | |

|What was your primary reason for attending FIU? |% |Please rate the safety measures on campus. |% |

|Academic Reputation |7% |Excellent |34% |

|Cost |23% |Good |43% |

|Location |48% |Fair |20% |

|Type of Program Available |16% |Poor |3% |

|Other |5% | | |

| | | | |

|When you reflect upon your time at FIU, have you been challenged to do |% |Please rate your academic experience at FIU. |% |

|the very best you could? | | | |

|Most of the time |53% |Excellent |34% |

|Sometimes |39% |Good |50% |

|Seldom |7% |Fair |14% |

|Never |1% |Poor |3% |

| | | | |

|Would you recommend FIU to a friend or relative considering college? |% |Please rate the responsiveness of FIU's administration. |% |

|Yes, without reservation |45% |Excellent |13% |

|Yes, with reservations |42% |Good |34% |

|No, probably not |11% |Fair |32% |

|No, under no circumstances |2% |Poor |22% |

| | | | |

|Please rate the quality of other undergraduates at FIU. |% |Please rate your social experience at FIU. |% |

|Excellent |15% |Excellent |23% |

|Good |58% |Good |46% |

|Fair |23% |Fair |23% |

|Poor |4% |Poor |8% |

| | | | |

|Please rate the responsiveness of FIU's support services |% |In my major, the quality of courses I took prepared me for |% |

| | |employment | |

|Excellent |14% |Strongly Agree |20% |

|Good |39% |Agree |42% |

|Fair |27% |Neutral |23% |

|Poor |20% |Disagree |10% |

| | |Strongly Disagree |5% |

| | | | |

| In my major, the faculty were good teachers. |% |In my major, the quality of courses I took prepared me for |% |

| | |graduate or professional school. | |

|Strongly Agree |44% |Strongly Agree |24% |

|Agree |37% |Agree |45% |

|Neutral |13% |Neutral |7% |

|Disagree |4% |Disagree |4% |

|Strongly Disagree |2% |Strongly Disagree |21% |

| | | | |

|In my major, the faculty were available outside of class. |% |I am satisfied with how well the department of my major has |% |

| | |met its goals and objectives. | |

|Strongly Agree |38% |Strongly Agree |24% |

|Agree |41% |Agree |42% |

|Neutral |16% |Neutral |19% |

|Disagree |4% |Disagree |4% |

|Strongly Disagree |1% |Strongly Disagree |11% |

| | | | |

| Version A: Academic Issues | |

| | | | |

|Did You Develop A Professional Relationship(S) With Faculty That Is Close|% |Did You Develop A Professional Relationship(S) With Faculty |% |

|Enough To Ask For A Letter Of Recommendation? | |That Is Close Enough That You Could Ask For Advice About | |

| | |Career Decisions? | |

|Yes |71% |Yes |75% |

|No |30% |No |25% |

| | | | |

|In My Major, Lower Division Courses Adequately Prepared Me For Upper |% |In My Major, I Was Satisfied With My Practicum Or Internship|% |

|Division Courses | |Experiences | |

|Strongly Agree |17% |Strongly Agree |22% |

|Agree |35% |Agree |17% |

|Neutral |30% |Neutral |42% |

|Disagree |13% |Disagree |8% |

|Strongly Disagree |6% |Strongly Disagree |11% |

| | | | |

|In My Major, The Courses I Needed Were Available. |% |In My Major, I Was Satisfied With The Fairness Of Grading In|% |

| | |My Courses | |

|Strongly Agree |17% |Strongly Agree |26% |

|Agree |35% |Agree |47% |

|Neutral |20% |Neutral |19% |

|Disagree |19% |Disagree |4% |

|Strongly Disagree |9% |Strongly Disagree |3% |

| | | | |

|In My Major, There Were A Good Range Of Courses Available |% |Courses To Meet General Education Requirements Were Available|% |

| | |To Me | |

|Strongly Agree |10% |Strongly Agree |25% |

|Agree |37% |Agree |50% |

|Neutral |23% |Neutral |16% |

|Disagree |20% |Disagree |6% |

|Strongly Disagree |9% |Strongly Disagree |2% |

| | | | |

|In My Major, I Was Provided The Opportunity To Develop Appropriate |% |Courses In Other Departments, But Required By My Major , Were|% |

|Computer Skills | |Available To Me | |

|Strongly Agree |19% |Strongly Agree |20% |

|Agree |44% |Agree |52% |

|Neutral |17% |Neutral |16% |

|Disagree |17% |Disagree |6% |

|Strongly Disagree |4% |Strongly Disagree |6% |

| | | | |

|In My Major, My Training In Computer Skills Prepared Me To For Today’s |% |In My Major, My Classes Were Too Large. |% |

|Technology | | | |

|Strongly Agree |17% |Strongly Agree |5% |

|Agree |35% |Agree |13% |

|Neutral |25% |Neutral |31% |

|Disagree |15% |Disagree |41% |

|Strongly Disagree |8% |Strongly Disagree |10% |

| | | | |

|Version B: Quality Issues | |

| | | | |

|How Often Have You Used The FIU Library At University Park? |% |Please Rate The Quality Of Advising In Your Major. |% |

|Frequently |46% |Excellent |26% |

|Occasionally |36% |Good |43% |

|Seldom |13% |Don't Know |3% |

|Never |6% |Fair |14% |

| | |Poor |14% |

| | | | |

|How Often Have You Used The FIU Library At Biscayne Bay Campus? |% |Please Rate The Quality Of The Computer |% |

| | |Laboratories/Services. | |

|Frequently |13% |Excellent |35% |

|Occasionally |16% |Good |49% |

|Seldom |16% |Don't Know |7% |

|Never |55% |Fair |7% |

| | |Poor |2% |

| | | | |

|How Often Have You Used Counseling & Psychological Services Center? |% |Please Rate The Quality Of Cultural Activities. |% |

|Frequently |4% |Excellent |22% |

|Occasionally |4% |Good |45% |

|Seldom |9% |Don't Know |20% |

|Never |84% |Fair |11% |

| | |Poor |2% |

| | | | |

| | | | |

|How Often Have You Used The Testing Center? |% |Please Rate The Quality Of Intramural Activities. |% |

|Frequently |2% |Excellent |15% |

|Occasionally |5% |Good |29% |

|Seldom |25% |Don't Know |44% |

|Never |68% |Fair |6% |

| | |Poor |6% |

| | | | |

|How Often Have You Used Recreational Services? |% |Please Rate The Quality Of Sass. |% |

|Frequently |14% |Excellent |39% |

|Occasionally |23% |Good |46% |

|Seldom |25% |Don't Know |4% |

|Never |38% |Fair |10% |

| | |Poor |1% |

| | | | |

|How Often Have You Used On-Campus Student Employment? |% |Please Rate The Quality Of The FIU Catalog. |% |

|Frequently |12% |Excellent |16% |

|Occasionally |9% |Good |54% |

|Seldom |9% |Don't Know |11% |

|Never |70% |Fair |10% |

| | |Poor |9% |

| | | | |

|How Often Have You Used Health Services? |% |Please Rate The Quality Of The General Education Program. |% |

|Frequently |7% |Excellent |14% |

|Occasionally |20% |Good |57% |

|Seldom |21% |Don't Know |11% |

|Never |53% |Fair |14% |

| | |Poor |5% |

| | | | |

|How Often Have You Used Academic Advising: Lower Division? |% |Please Rate The Quality Of New Student Orientation. |% |

|Frequently |13% |Excellent |28% |

|Occasionally |29% |Good |40% |

|Seldom |31% |Don't Know |5% |

|Never |27% |Fair |19% |

| | |Poor |8% |

| | | | |

|How Often Have You Used Academic Advising In Your Major? |% |Please Rate The Quality Of Admissions. |% |

|Frequently |36% |Excellent |18% |

|Occasionally |32% |Good |52% |

|Seldom |25% |Don't Know |3% |

|Never |7% |Fair |17% |

| | |Poor |10% |

| | | | |

|How Often Have You Used The Computer Laboratories/ Services? |% |Please Rate The Quality Of The FIU Class Schedules |% |

|Frequently |39% |Excellent |11% |

|Occasionally |34% |Good |37% |

|Seldom |16% |Don't Know |0% |

|Never |12% |Fair |25% |

| | |Poor |28% |

| | | | |

|How Often Have You Used FIU Disability Services? |% |Please Rate The Quality Of Registration. |% |

|Frequently |3% |Excellent |16% |

|Occasionally |1% |Good |40% |

|Seldom |2% |Don't Know |1% |

|Never |95% |Fair |22% |

| | |Poor |22% |

| | | | |

|How Often Have You Attended Cultural Activities Such As Speakers, |% |Please Rate The Quality Of FIU Disability Services. |% |

|Concerts, Movies, Etc? | | | |

|Frequently |14% |Excellent |15% |

|Occasionally |24% |Good |10% |

|Seldom |31% |Don't Know |71% |

|Never |32% |Fair |0% |

| | |Poor |4% |

| | | | |

|How Often Have You Been Involved In Intramural Activities? |% |Please Rate The Quality Of Student Judicial Services |% |

|Frequently |6% |Excellent |11% |

|Occasionally |7% |Good |11% |

|Seldom |13% |Don't Know |70% |

|Never |73% |Fair |2% |

| | |Poor |7% |

| | | | |

|How Often Have You Used Sass? |% |Please Rate The Quality Of The Drop And Add Procedures. |% |

|Frequently |46% |Excellent |24% |

|Occasionally |30% |Good |42% |

|Seldom |11% |Don't Know |4% |

|Never |14% |Fair |22% |

| | |Poor |8% |

| | | | |

|Please Rate The Quality Of The University Park Library |% |Please Rate The Quality Of Student Loans. |% |

|Excellent |52% |Excellent |15% |

|Good |37% |Good |40% |

|Don't Know |5% |Don't Know |25% |

|Fair |4% |Fair |16% |

|Poor |2% |Poor |4% |

| | | | |

| | | | |

|Please Rate The Quality Of The Biscayne Bay Library |% |Please Rate The Quality Of Student Grants. |% |

|Excellent |23% |Excellent |28% |

|Good |35% |Good |34% |

|Don't Know |28% |Don't Know |21% |

|Fair |8% |Fair |8% |

|Poor |6% |Poor |9% |

| | | | |

|Please Rate The Quality Of Counseling & Psychological Services |% |Please Rate The Quality Of Student Scholarships. |% |

|Excellent |16% |Excellent |28% |

|Good |16% |Good |30% |

|Don't Know |51% |Don't Know |20% |

|Fair |4% |Fair |13% |

|Poor |14% |Poor |11% |

| | | | |

|Please Rate The Quality Of The Testing Center. |% |Please Rate The Quality Of Student Transcripts. |% |

|Excellent |3% |Excellent |23% |

|Good |41% |Good |50% |

|Don't Know |43% |Don't Know |9% |

|Fair |10% |Fair |10% |

|Poor |3% |Poor |8% |

| | | | |

|Please Rate The Quality Of Recreational Services. |% |Please Rate The Quality Of Student Records. |% |

|Excellent |30% |Excellent |18% |

|Good |48% |Good |53% |

|Don't Know |16% |Don't Know |11% |

|Fair |5% |Fair |12% |

|Poor |1% |Poor |6% |

| | | | |

|Please Rate The Quality Of On-Campus Student Employment. |% |Please Rate The Quality Of Academic Advising: Low Division |% |

|Excellent |19% |Excellent |10% |

|Good |21% |Good |39% |

|Don't Know |41% |Don't Know |11% |

|Fair |9% |Fair |24% |

|Poor |10% |Poor |16% |

|Please Rate The Quality Of Health Services. |% | | |

|Excellent |25% | | |

|Good |41% | | |

|Don't Know |22% | | |

|Fair |9% | | |

|Poor |3% | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Version C: Personal Growth and Advising Issues | |

| | | | |

|How much did FIU contribute to your personal growth in each are below? | |

| | | | |

|Writing effectively |% |Understanding and appreciating the arts |% |

|Very Much |41% |Very Much |26% |

|Somewhat |41% |Somewhat |37% |

|Very Little |18% |Very Little |37% |

| | | | |

|Speaking effectively |% |Ability to express your thoughts |% |

|Very Much |46% |Very Much |38% |

|Somewhat |37% |Somewhat |44% |

|Very Little |17% |Very Little |18% |

| | | | |

|Understanding written information |% |Learning to listen more closely to others |% |

|Very Much |52% |Very Much |42% |

|Somewhat |32% |Somewhat |43% |

|Very Little |16% |Very Little |15% |

| | | | |

|Working independently |% |Critical thinking |% |

|Very Much |56% |Very Much |51% |

|Somewhat |27% |Somewhat |38% |

|Very Little |17% |Very Little |12% |

| | | | |

|Learning on your own |% |Improving your computational skills |% |

|Very Much |62% |Very Much |38% |

|Somewhat |29% |Somewhat |40% |

|Very Little |9% |Very Little |23% |

| | | | |

|Working cooperatively in a group |% |Ability to solve analytical problems |% |

|Very Much |50% |Very Much |40% |

|Somewhat |37% |Somewhat |45% |

|Very Little |13% |Very Little |14% |

| | | | |

|Organizing your time effectively |% |Desiring intellectual challenges |% |

|Very Much |50% |Very Much |48% |

|Somewhat |33% |Somewhat |39% |

|Very Little |17% |Very Little |14% |

| | | | |

|Leading and guiding others |% |Prepared me to pursue life-long learning |% |

|Very Much |40% |Very Much |48% |

|Somewhat |40% |Somewhat |34% |

|Very Little |20% |Very Little |19% |

| | | | |

| | | | |

|Leading a productive, satisfying life |% |Understanding and applying scientific principles and methods |35% |

|Very Much |36% |Very Much |% |

|Somewhat |37% |Somewhat |44% |

|Very Little |26% |Very Little |21% |

| | | | |

|Learning another language |% |Ability to conceptualize and solve problems |% |

|Very Much |20% |Very Much |40% |

|Somewhat |19% |Somewhat |45% |

|Very Little |61% |Very Little |14% |

| | | | |

|Understanding different philosophies and cultures |% |Gaining more respect for the principles of moral living |% |

|Very Much |45% |Very Much |38% |

|Somewhat |35% |Somewhat |40% |

|Very Little |20% |Very Little |22% |

| | | | |

|Gaining a broad education about different fields of knowledge |% |Ability to develop the skills necessary to give effective, |% |

| | |professional presentations | |

|Very Much |45% |Very Much |47% |

|Somewhat |42% |Somewhat |35% |

|Very Little |13% |Very Little |19% |

| | | | |

|Becoming more aware of the importance of ethical practices |42% | | |

|Very Much |% | | |

|Somewhat |37% | | |

|Very Little |21% | | |

| | | | |

|Advising Issues: |

| | | | |

|From which sources did you receive beneficial academic advising during |% |The advice I received was useful for my educational goals. |% |

|your last two years at FIU? (check al that apply) | | | |

|Advisors in my major |64% |Strongly Agree |20% |

|Central advisors in my college/school |18% |Agree |52% |

|Friends |41% |Neutral |14% |

|I did not seek help from advisors |10% |Disagree |8% |

|Printed material including the catalog |33% |Strongly Disagree |6% |

|Professors not assigned as advisors |27% | | |

|SASS |42% | | |

|Student Advisors |7% | | |

|Other |7% | | |

| | | | |

|In general, the advisors were helpful. |% |Advisors were available when needed. |% |

|Strongly Agree |23% |Strongly Agree |16% |

|Agree |46% |Agree |44% |

|Neutral |16% |Neutral |19% |

|Disagree |8% |Disagree |13% |

|Strongly Disagree |6% |Strongly Disagree |9% |

| | | | |

|The advice I received was useful for my career goals. |% |Sufficient time was available during advising sessions. |% |

|Strongly Agree |15% |Strongly Agree |27% |

|Agree |42% |Agree |45% |

|Neutral |25% |Neutral |15% |

|Disagree |12% |Disagree |8% |

|Strongly Disagree |7% |Strongly Disagree |5% |

| | | | |

|Demographics | |

| | | | |

|While school was in session, about how many hours did you work per week |% |What Is The Highest Degree You Expect To Attain? |% |

|for pay? | | | |

|I was not employed |19% |No further study intended |8% |

|1 - 10 hours |6% |Master's degree |60% |

|11 - 20 hours |20% |Specialist degree |3% |

|21 - 34 hours |22% |Doctorate or Professional degree (Ph. D., Ed. D., J.D., etc.)|29% |

|35 hours or more |33% |Other |1% |

| | | | |

|What is your overall grade point average? |% |What is your age? |% |

|3.5 - 4.0 |37% |Less than 24 |51% |

|3.0 - 3.4 |43% |24 - 29 |31% |

|2.5 - 2.9 |16% |30 - 39 |12% |

|2.0 - 2.4 |3% |40 - 49 |6% |

|Don't know |1% |50 or older |1% |

| | | | |

|Overall, what was your enrollment status in college? |% |What is your gender? |% |

|Full-time |85% |Female |75% |

|Part-time |16% |Male |25% |

| | | | |

|For your first two years of college, where did you live? |% |At which FIU campus did you take most of your courses? |% |

|With parents |49% |Biscayne Bay Campus |10% |

|With other relative(s) |10% |University Park Campus |87% |

|On-campus housing |16% |Other |3% |

|Other private dwelling |59% | | |

| | |Please indicate your racial/ethnic group (check all that |% |

| | |apply) | |

|For your last two years of college, where did you live? |% |American Indian/Alaskan Native |1% |

|With parents |54% |Asian |6% |

|With other relative(s) |5% |Black/African American |11% |

|Other private dwelling |35% |Hispanic |58% |

|Other |6% |International Student/Non-Resident Alien |10% |

| | |Native Hawaiian/Pacific Islander |1% |

| | |Other |0% |

| | |White |12% |

| | | | |

|About how far do you live from the campus of FIU that you primarily |% |Are you currently working or have an offer in your field? |% |

|attend? | | | |

|I live 1 - 10 miles from campus |37% |Yes |36% |

|I live 11 - 25 miles from campus |34% |No |64% |

|I live over 25 miles from campus |18% | | |

|I live within 1 mile of campus |7% | | |

|Other |4% | | |

| | | | |

|Please indicate your college/school. |% |What is most likely to be your principal activity upon |% |

| | |graduation? | |

|Architecture & The Arts |4% |Additional undergraduate coursework |2% |

|Arts & Sciences |33% |Employment, full-time paid |44% |

|Business |26% |Employment, part-time paid |6% |

|Education |13% |Graduate or professional school, full-time |22% |

|Engineering |5% |Graduate or professional school, part-time |15% |

|Hospitality Management |4% |Military service |2% |

|Journalism and Mass Communication |4% |Other |3% |

|Nursing & Health Sciences |4% |Starting or raising a family |6% |

|Public Health |2% |Volunteer activities (e.g., Peace Corps) |2% |

| | | | |

|If you are not finishing your degree in 4 years, please indicate why: |% |I participated in the following activities while working on |% |

| | |my degree (check all that apply): | |

|5 year degree program |3% |Church Activities |13% |

|I changed majors |13% |Community Service |22% |

|I failed to seek advising help |8% |Honor Societies |18% |

|I had personal or family issues |12% |Intercollegiate Athletics |1% |

|I had some financial problems |8% |Intramural Sports |4% |

|I had to withdraw during a semester |7% |Organizations related to my major |21% |

|I took a semester off from school |10% |Other |6% |

|I voluntarily took reduced course loads |8% |Performing Arts |4% |

|I was misadvised by advisor(s) |11% |Political Activities |3% |

|My job caused me to take reduced course loads |14% |Student Government |2% |

|My required courses were not available |7% |The Greek System |3% |

|I failed to seek advising help |1% |Student Publications |4% |

| | | | |

|Have you ever visited the career services web page? |% |Have you ever visited the career services office? |% |

|Yes |54% |Yes |36% |

|No |46% |No |64% |

| | | | |

|If you have visited career services web page, please rate its usefulness:|% |If you have visited the career services office, please rate |% |

| | |its usefulness: | |

|Very useful |15% |Very useful |13% |

|Somewhat useful |34% |Somewhat useful |17% |

|Not sure |13% |Not sure |10% |

|Not very useful |11% |Not very useful |6% |

|Not at all useful |5% |Not at all useful |3% |

|Not applicable |22% |Not applicable |50% |

-----------------------

University Park Campus

PC 543

Miami, FL 33199

Telephone: (305) 348-2731 Fax: (305) 348-1008



The findings depicted in Figure 3 indicate that 92% of graduating senior respondents reported that they were challenged to do their best at FIU: 53% reported that they were challenged to do their best most of the time; an additional 39% reported that they were challenged sometimes. Eight percent of respondents reported that they were not challenged to do their best at FIU: 7% reported that they were seldom challenged and 1% reported that they had never been challenged.

Correlations: To the extent that graduating respondents were challenged, they agreed they would recommend FIU to friend or relative (r = .58, p < .001), were satisfied with FIU (r = .56 p < .001), and were satisfied with their academic experience (r = .56, p < .001).

The findings depicted in Figure 4 indicate that 87% of graduating senior respondents would recommend FIU to a friend or relative considering college: 45% of respondents would recommend FIU, without reservations and 42% reported that they would recommend FIU, with reservations. Approximately 11% of respondents reported they probably would not recommend FIU and 2% reported that they would not recommend FIU under any circumstances.

Correlations: To the extent that senior respondents would recommend FIU to a friend or relative considering college, agreed they were overall satisfied with FIU (r = .71, p < .001), were satisfied with their academic experience (r = .69, p < .001), and agreed they were challenged (r = .58, p < .001).

The findings in Figure 1 indicate that 86% of graduating senior respondents were satisfied with their overall experience at FIU: 28% of graduating seniors reported that they were very satisfied and 58% were satisfied. Fifteen percent of respondents reported that they were dissatisfied with their overall experience at FIU: 11% reported being dissatisfied and 4% reported being very dissatisfied.

Correlations: To the extent that respondent seniors were satisfied with their overall experience at FIU: they rated highly their academic experience (r = .71, p < .001), agreed they would recommend FIU to a friend or a relative (r = .71, p < .001), were satisfied with how their dept met their goals and objectives (r = .58, p < .001).

The findings in Figure 2 indicate that 84% of graduating respondents reported a positive overall academic experience: 34% rated their academic experience as excellent while 50% rated their academic experience as good. Seventeen percent of respondents reported that their academic experience at FIU was negative: 14% rated their academic experience as fair and 3% rated their academic experience as poor.

Correlations: To the extent that the graduating respondents rated highly their overall academic experience, they also reported they were overall satisfied with FIU (r = .71, p < .001), agreed they would recommend FIU to a friend or a relative, (r = .69, p < .001), agreed courses prepared them for graduate school (r = .59, p < .001).

The findings in Figure 7 indicate that 79% of graduating respondents agreed that their professors were available outside of class to assist them: 38% of respondents strongly agreed, an additional 41% agreed. Five percent of respondents did not agree that their professors were available outside of class: 4% of respondents disagreed that their professors were available and 1% strongly disagreed. Another 16% of respondents did not know whether they agreed or disagreed.

Correlations: To the extent that graduating respondents agreed that their professors were available outside of class, they also agreed faculty were good teachers (r = .70, p < .001), reported they were satisfied how well their department major met its goals and objectives (r = .53, p < .001), and agreed that the courses they took prepared them for graduate school (r = .53, p < .001).

The findings in Figure 8 indicate that 73% of graduating respondents reported positive attitudes about the quality of their fellow undergraduate students: 15% believed that the quality of other undergraduate students at FIU was excellent; another 58% believed that the quality of other undergraduates was good. Twenty-Seven percent held negative attitudes about the quality of their fellow undergraduate students: 23% believed that the quality of other undergraduates was fair while 4% reported that they believed that the quality of other undergraduates was poor.

Correlations: To the extent that the graduating respondents rated the quality of other undergraduate students highly, they agreed they were overall satisfied with FIU (r = .57, p < .001), agreed they would recommend FIU to friends and relatives (r = .56, p < .001), and felt they were challenged to do their best (r =.55, p < .001).

The findings depicted in Figure 12 indicate that 69% of graduating respondents agreed that the quality of courses, in their major, prepared them for graduate school: 24% strongly agreed, another 45% agreed. Twenty-five percent of graduating respondents did not agree that the quality of courses, in their major, prepared them for graduate school: 4% disagreed and 21% strongly disagreed. Seven percent of graduating respondents did not know whether they agreed or disagreed.

Correlations: To the extent that graduating respondents agreed that their courses prepared them for graduate school, they also agreed their courses prepared them for employment (r = .78, p < 001), were satisfied with the department of their major (r = .67, p < .001), and were overall satisfied with FIU (r = .58, p < .001).

The findings in Figure 5 indicate that 66% of graduating senior respondents were satisfied with the department of their major at FIU: 24% of graduating respondents strongly agreed that they were satisfied and 42% agreed. Fifteen percent of respondents were not satisfied with the department of their major at FIU: 4% disagreed and 4% strongly disagreed. Another 19% of graduating respondents did not know whether they agreed or disagreed.

Correlations: To the extent that graduating respondents agreed that they were satisfied with the department of their major, they agreed the courses they took prepared them for employment (r = .68, p < .001), agreed the faculty were good teachers (r = .67, p < .001), and the courses they took prepared them for graduate school (r = .67, p < .001).

The findings depicted in Figure 11 indicate that 62% of graduating respondents agreed that the quality of courses, in their major at FIU, prepared them for employment: 20% strongly agreed, another 42% agreed. Fifteen percent of graduating respondents did not agree that their courses, in their major, prepared them for employment: 10% disagreed and 5% strongly disagreed. Another 23% of respondents did not know whether they agreed or disagreed.

Correlations: To the extent that graduating respondents agreed that courses in their major prepared them for employment, they also agreed the quality of courses prepared them for graduate school (r = .78, p < .001), they were satisfied with their department of major (r = .65, p < .001), and believed faculty were good teachers (r = .66, p < .001).

The findings in Figure 10 indicate that 53% of graduating respondents rated positively the responsiveness of FIU support services to student needs: 14% rated the responsiveness of FIU support services to student needs as excellent and 39% as good. Forty-seven percent of graduating respondents rated the responsiveness of FIU support services to student needs negatively: 27% rated the responsiveness of FIU support services to student needs as fair and 20% assigned a rating of poor.

Correlations: Graduating respondents who rated highly the responsiveness of FIU support services to student needs rated highly the responsiveness of FIU’s administration to undergraduate academic problems (r = . 86 p < .001), and reported they gained more respect for the principles of moral living (r = .56, p < .001), and were overall satisfied with FIU (r = .54, p < .001).

The findings in Figure 9 indicate that 47% of graduating respondents rated positively the responsiveness of the FIU administration to student academic problems: 13% rated the responsiveness to problems as excellent and 34% good. Fifty-four percent of respondents rated negatively the responsiveness of the FIU administration to problems: 32% rated the administration’s responsiveness as fair and 22% rated the administration’s responsiveness as poor.

Correlations: Graduating respondents who rated highly the administration’s responsiveness to student academic problems also agreed the responsiveness of support services to undergraduate students (r = .86, p < .001), agreed the advice they received was useful to their career (r = .56, p ................
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