Abstract
Background and Methodology
Results:
Enrollment Information
Academic, Social, and Financial 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 2003, Fall 2003, and Spring 2004 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 BGSU. Additional information such as graduates' college expenses, years of enrollment at BGSU, and their further education plans are 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. 

All seniors who registered for 2003-2004 graduation were asked to fill out the BGSQ on-line before they left BGSU, and 1143 of them completed the survey, resulting in a 37% (1143/3063) response rate. This rate is higher than the one in 2002-2003 (21%) and in 2001-2002 (32%).

To examine how representative the survey respondents were of the entire graduating class, the demographic characteristics of the survey respondents were compared to all Summer 2003, Fall 2003, and Spring 2004 graduating seniors. As shown on the table below there was a high degree of race and college similarity between the respondents and the population. The largest difference was the under-representation of students who graduated from BGSU in more than 4 years. Sixty-one percent of the participants reported that they graduated from BGSU in four or fewer years. This rate is much higher than the average Baccalaureate degree four-year graduation rate at BGSU, which was 33.4% for 1999-2003, 30.0% for 1998-2002, and 33.3% for 1997-2001. The proportion of women respondents (65%) was also higher than in the population (60%). These limitations and the low response rate require that all results from this survey be interpreted with some caution.

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 pages highlight these results. In addition, group differences in 2003-2004 (female vs. male, minority graduates vs. European-American graduates, and college vs. college) were investigated and significant differences are noted where they occurred.

ENROLLMENT INFORMATION

Like the respondents in previous years, more than half of the respondents in 2003-2004 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 33.0% for 1998-2002 and 33.4% for 1999-2003. "I changed majors" remains the major reason that was most often cited by those who took more than four years to graduate. 2003-2004 respondents, however, were more likely than the respondents in previous two years to indicate that "the classes that I needed were not offered when I needed to take them ", "my major takes more than four years to complete" and "I transferred to BGSU and needed different courses" were the major reasons for them to extend their college education.

Females were more likely than males to report that they graduated from BGSU in four years or fewer. "I was involved in coop/internships" and "I wanted to have some free time" were more often cited by males than females as the reasons to take them more than four years to graduate.

Minority respondents were more likely than European-American respondents to cite "I had family responsibilities", "the classes that I needed were not offered when I needed to take them", and "I dropped one or more classes because I was dissatisfied with the quality of instruction" as the major reasons to extend their undergraduate study.

Among the students in the six colleges, Technology students were least likely to report that they earned their bachelor's degree in four years or fewer , and they were mostly likely to cite "I was involved in coop/internships", "my major takes more than four years to complete" and "I worked while enrolled" as the reasons for them to extend their undergraduate education. Technology students, as well as the students in the College of Musical Arts were also more likely than the students in other colleges to report that "the classes that I needed were not offered when I needed to take them" was the reason for them to extend their college education.

Other factors that were more often reported by students in one college than others as an important reason to take them more than four years to graduate were: "I had a double major" (for Business Administrations students); "I had problems with the academic requirements" (for Health and Human Development students);  "I took classes unrelated to my major due to personal interest" (for Arts and Sciences students).

ACADEMIC, SOCIAL, AND FINANCIAL INFORMATION

The majority of the 2003-2004 survey respondents indicated that they were living on campus or near campus during their college years. While minority graduates were more likely than European-American graduatesto spend three or more years living on campus, European-American graduates were more likely to spent three or more years living in an apartment or house near campus.

Forty six percent of the 2003-2004 survey respondents changed their major at least once during their BGSU years. Musical Arts graduates were least likely to change their major among the graduates in the six colleges.

Like the graduates in 2001-2002 and 2002-2003, most of the 2003-2004 graduates worked at a job either on or off campus while they studied at BGSU. They were more likely to be involved with 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.

Female graduates were more likely than males to participate in volunteer/service work. While European-American graduates were more likely to work at a job off campus, minority graduates were more likely to work on a job on campus.

Among the graduates in the six colleges, Technology graduates were most likely to participate in an internship or co-op. Graduates in the Colleges of Technology and Musical Arts were more likely than the graduates in other colleges to work at a job off campus. Technology and Business Administration graduates were less likely to participate in volunteer or service work than were graduates in other colleges.

Family, other college loans, savings from summer work, the Ford Direct Loan and other college grants/scholarships were the sources of financial support most often cited by BGSU graduates. Females and European-American graduates were more likely than males and minority graduates to report that they received over $3000 in support from their families . While minority graduates were more likely than European-American graduates to get support from the Pell Grant, Ohio Instructional Grant, and other college grants/scholarships, European-American graduates were more likely to get an off campus job to cover their college expenses.

Over sixty percent of the respondents owe some amount of student loans by the time they graduated from BGSU.

PERCEPTIONS OF THE INSTITUTION

The majority of the respondents over the past three years agreed or strongly agreed with most of the items listed in the survey. Minority graduates were more likely than European-American graduates to participate cultural events on campus. Musical Arts graduates tended to be most actively involved with campus activities and cultural events among the graduates in the six colleges. They were also most likely to agree that they have talked about their career plans as well as personal problems with a BGSU faculty or staff member. Graduates in the College of Health and Human Services were most likely to agree that most offices and staff at BGSU are friendly and helpful.

EDUCATIONAL AND PERSONAL GAINS

Most of the respondents in the past three years felt that they made gains towards various educational and personal goals. Compared with respondents in the previous two years, 5% or more of the respondents in 2003-2004 reported that they gained quite a bit or very much in developing a better understanding of their career goals, as well as understanding cultural, racial, and gender differences and how 
they relate to them, their field of study, and their future career.

Minority graduates were more likely than European-American graduates to indicate that they gained very much or quite a bit in making connections between the classes they have taken and connections between things they have learned in class and other experiences in their life. They were also more likely than European-American graduates to state that they gained a lot in 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 Business Administration and the College of Technology were more likely than the respondents in the other four colleges to report that they gained quit a bit or very much in using computers. Respondents in the College of Arts and Sciences and the College of Health and Human Services were more likely than the respondents in the other colleges to indicate that they gained a lot in 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 Health and Human Services were also most likely to claim that they gained a lot in writing effectively, understanding their own abilities, interests, and value, and developing a better understanding of their career goals. While respondents in Musical Arts were most likely to report that they gained a lot in developing knowledge and skills applicable to a career, they were least likely to say that they gained a lot in thinking critically and being open to new ideas. Technology respondents were least likely to report that they gained quit a bit or very much in making connections between the classes they have taken and being prepared for further education.

SATISFACTION WITH BGSU

The majority of BGSU graduates were satisfied or very satisfied with all of the aspects of their educational and social experiences listed in the questionnaire. Improvement occurred in the areas of career services as well as racial and ethnic diversity over the past three years. Students' satisfaction with the service to commuters, however, declined during the same period of time.

Compared with European-American graduates, minority graduates were more satisfied with computer resources, but less satisfied with racial and ethnic diversity of BGSU. Females were more satisfied than males with campus dining services.

Among the graduates in the six colleges, Health and Human Services graduates were most satisfied with the overall quality of academic advising. Technology graduates were least satisfied with career services. Graduates in the College of Musical Arts and the College of Health and Human Services were more satisfied with "concern for me as an individual". Graduates in the College of Technology as well as the College of Arts and Sciences were less satisfied with helpfulness in preparing them for employment.

EMPHASIS