Abstract
Background and Methodology
Results:
Academic, Social, and Financial Information
Enrollment Information
Perceptions of the Institution
Educational and Personal Gains
Satisfaction with BGSU
Emphasis
Further Education Plans
Comments and Suggestions
Summary and Conclusions

ABSTRACT

This report describes the results of the Summer 2005, Fall 2005, and Spring 2006 administrations of the BGSU Graduating Senior Questionnaire (BGSQ). The BGSQ is designed to collect data on graduating seniors' academic and social experiences at BGSU, their perceptions of the institution, their educational and personal gains, and their satisfaction with the programs and services provided by the University. Additional information such as graduates' college expenses, years of enrollment at BGSU, and their further education plans is also collected. The results of this report may be used to evaluate and improve the quality of BGSU's undergraduate education as well as the social and academic environment of the institution.

BACKGROUND AND METHODOLOGY

The need for information about graduating seniors' academic and social experiences at BGSU, their perceptions of the institution, educational and personal gains, satisfaction with programs and services, and their further education plans, prompted the development of the BGSU Graduating Senior Questionnaire (BGSQ) in Spring 2000. The literature on college student learning, development, and persistence clearly shows that these traits play a crucial role in student outcomes. Since no single commercially-available questionnaire would provide the data specifically needed by BGSU in a timely and cost effective manner, the BGSQ was developed by the Office of Institutional Research and reviewed by a wide audience. It has been used to collect graduating seniors' data ever since.

All seniors who registered for Summer 2005, Fall 2005 and Spring 2006 graduation were asked to take the on-line BGSU Graduating Senior Questionnaire three weeks before graduation. One thousand three hundred and sixty students completed the survey, which resulted in a 45% response rate. This rate is lower than last year's response rate of 48% but higher than the one in 2003-04(37%) and in 2002-03(21%).

BGSQ results were analyzed by noting the percentages of participants who provided various responses to each questionnaire item. Percentages may not always sum to 100 due to rounding. The following sections highlight these results. In addition, group differences among 2005-2006 survey respondents were investigated (female vs. male, minority graduates vs. European-American graduates, and college vs. college) and significant differences are noted where they occurred.

ACADEMIC, SOCIAL, AND FINANCIAL INFORMATION

The majority of the 2005-2006 survey respondents indicated that they were living on campus or near campus during their enrollment at BGSU. Male students were more likely than female students to spend two or more years living in an apartment or house near campus. Minority students were more likely than European-American studentsto live on campus for three years or more.

Nearly half of the 2005-2006 survey respondents reported that they have changed their major at least once during their BGSU years. Minority graduates were more likely than European-American graduates to change their major. While College of Arts and Science graduates were most likely to change their major among the graduates in the six colleges, College of Musical Arts graduates were least likely to do so.

Like the graduates in previous years, most of the 2005-2006 graduates worked at a job either on campus or off campus while they studied at BGSU. They were more likely to be involved in volunteer/service work, an internship or co-op, and a social club/fraternity/sorority than to participate in varsity/intercollegiate athletics and in a professional or student government organization.

Minority graduates were more likely than European-American graduates to report that they have worked at a job on campus and participated in a social club, fraternity or sorority. Female graduates were more likely than male graduates to indicate that they have participated in volunteer/service work. Male graduates, on the other hand, were more likely than their counterparts to say that they have participated in varsity/intercollegiate athletics. Among the graduates in the six colleges, Technology graduates were most likely to participate in an internship or co-op. They, however, were least likely to be involved in volunteer or service work.

Family, other college loans, the Ford Direct Loan, savings from summer work, and other college grants/scholarships were the sources of financial support most often cited by BGSU graduates.

Female respondents were less likely than their counterparts to claim that they got over $3000 support from their summer job. While minority graduates were less likely than European-American graduates to receive $3000 or more financial support from their family or from other college loan, they were more likely than their counterparts to get support from Perkins Loan, Pell Grant, Ohio instructional Grant, other college grants and scholarships, and on campus jobs. Among the respondents in the six colleges, Musical Arts respondents were most likely to earn money from on campus jobs to cover their college expenses.

Nearly seventy percent of the respondents owe some amount of student loans by the time they graduated from BGSU. The percentage of students who own $20,000 or more of student loans increased from 18% in 2002-2003 to 33% in 2005-2006.

Minority graduates were more likely to owe students loans than were European-American graduates.

ENROLLMENT INFORMATION

More than half of the survey respondents reported that they graduated from BGSU in four or fewer than four years. This rate is much higher than the average baccalaureate degree four-year graduation rate at BGSU, which is about 33% for the past three years.

Male respondents and respondents in College of Technology were more likely than females and respondents in the other five colleges to report that it took them more than four years to graduate from BGSU.

"I changed majors" remains the major reason that was most often cited by 2005-2006 graduates who took more than four years to graduate, followed by "I worked while enrolled" and "the classes that I needed were not offered when I needed to take them" (see the table above).

Male respondents were more likely than female respondents to cite >"I was involved in coop/internships", "I dropped one or more classes because I was dissatisfied with the quality of instruction", "I was undecided about a major when I started", "I wanted to have some free time", and "I did not spend enough time study" as the reasons for them to take more than four years to graduate.

European-American respondents were more likely than minority respondents to say that "I was involved in coop/internships" was the reason for them to take longer time to graduate. Minority respondents, on the other hands, were more likely than their counterpart to report that "I chose not to enroll for one or more semesters", "I had financial problems", "I had problems with the academic requirements for my major" and "I did not spend enough time study" were the causes for their extended undergraduate education.

Among the respondents in the six colleges, Musical Arts respondents were least likely to cite "I changed majors" as the reason for their extended undergraduate education. They and the respondents in College of Health and Human Services were also less likely to say that "I was undecided about a major when I started college" was a reason for them to take longer time to graduate.

Other factors that were more often reported by respondents in one college than the others as an reason to extend they college education were:

• "I worked while enrolled"; "I was involved in coop/internships" - for Technology students;
• "My major takes more than four years to complete" - for students in College of Musical Arts, College of Technology, and College of Education and Human Development;
• "I chose not to enroll for one or more semesters" - for students in College of Technology and College of Arts and Sciences;
• "I dropped one or more classes because I was dissatisfied with the quality of instruction" - for students in College of Arts and Sciences, College of Business Administration, and College of Education and Human Development)
• "I had problems with the academic requirements for my major" - for Musical Arts students;
• "I had a double major" - for students in College of Business Administration and College of Musical Arts.

PERCEPTIONS OF THE INSTITUTION

The majority of the 2005-2006 survey respondents agreed or strongly agreed with all the items listed above. Females were more likely than males to report that most of their classes at BGSU seemed relevant and applicable to their future. While European-American graduates were more likely to agree that most faculty at BGSU are good teachers and most students have values similar to their own, minority graduates were more likely to say they have attended cultural events on campus,  participated in study groups, been involved with student organizations, and talked about personal problems with a BGSU faculty or staff member.

Musical Arts graduates tended to be most actively involved with campus cultural events among the graduates in the six colleges. They were also most likely to agree that they have developed a close personal relationship with at least one faculty or staff member at BGSU and have talked about their career plans and personal problems with them. They, however, were least likely to agree that their advisers have helped them explore and clarify their educational goals. Graduates from College of Technology were least likely to feel that it has been easy for them to get to know other students and that they have developed close personal relationships with other students at BGSU.

Compared with graduates in the other colleges, graduates in College of Business Administration, College of Education and Human Development, and College of Health and Human Services were more likely to say that most students at BGSU had values similar to their own; Graduates in College of Musical Arts, College of Education and Human Development, and College of Health and Human Services were more likely to agree that most of their classes at BGSU seemed relevant and applicable to their future; Graduates in College of Musical Arts and College of Education and Human Development, however, were less likely to agree that the information they received from their adviser was accurate.

EDUCATIONAL AND PERSONAL GAINS

Sixty-two percent or more of the respondents reported that they made gains towards various educational and personal goals as a result of their BGSU education (see table above).

Female respondents were more likely than male respondents to report that they gained quite a bit or very much in making connections between the classes they have taken. Compared with the respondents in other colleges,

• respondents in the College of Education and Human Development were most likely to claim that they gained a lot in relating to others, developing a better understanding of their career goals, and understanding cultural, racial, and gender differences and how they relate to them, their field of study, and their future career.
• respondents in the College of Musial Arts, College of Business Administration, and College of Education and Human Development were more likely to say that they gained a lot in developing knowledge and skills applicable to a career;
• respondents in the College of Musical Arts and College of Education and Human Development were more likely to report that they gained quite a bit or very much in making connections between the classes they have taken and other experiences in their life;
• respondents in the College of Musical Arts and College of Health and Human Services were less likely to agree that they gained a lot in using computer;
• respondents in the College of Technology and College of Health and Human Services were less likely to think they gained a lot in thinking critically as well as in making informed judgments;
• respondents in the College of Musical Arts and College of Technology were least likely to say that they gained a quite a bit or very much in writing effectively;
• Technology respondents were least likely to say that they gained a quite a bit or very much in speaking effectively, making connections between the classes they have taken, and being prepared for further education.

SATISFACTION WITH BGSU