|
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
BGSQ Item Responses
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.
|
Survey
Respondents |
2003-04
Graduating Seniors |
| Gender: | |
|
| Female |
65% |
60% |
| Male |
35% |
40% |
| | |
|
| Race: | |
|
| Minorities |
7% |
7% |
| European-American |
93% |
93% |
| | |
|
| College: | |
|
| Arts and Sciences |
39% |
37% |
| Business
Administration |
14% |
14% |
| Education and Human
Development |
29% |
31% |
| Health and Human
Services |
8% |
9% |
| Musical Arts |
2% |
2% |
| Technology |
8% |
8% |
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
How many years will you have been enrolled at BGSU by the time you
graduate?
|
2001-2002 |
2002-2003 |
2003-2004 |
| less than four
| 17% |
22% |
24% |
| four |
46% |
34% |
37% |
| between four and five |
29% |
35% |
31% |
| more than five |
8% |
9% |
8% |
If it has taken you more than four years to graduate, please indicate whether the following
were reasons for extending your enrollment. (Percent Responding "Major"
Reason)
| |
2001-2002 |
2002-2003 |
2003-2004 |
|
% |
% |
% |
| I changed majors |
32 |
33 |
34 |
| The classes that I needed were not offered when I needed to take
them |
18 |
19 |
25 |
| I worked while enrolled |
25 |
24 |
22 |
| I transferred to BGSU and needed different courses |
15 |
18 |
22 |
| My major takes more than four years to complete |
12 |
14 |
20 |
| I received poor academic advising |
13 |
14 |
16 |
| I was undecided about a major when I started |
16 |
11 |
15 |
| I was involved in coop/internships |
15 |
17 |
15 |
| I chose not to enroll for one or more semesters |
9 |
10 |
12 |
| I had family responsibilities while enrolled |
9 |
9 |
11 |
| I dropped one or more classes because I was dissatisfied with the quality of instruction |
10 |
12 |
10 |
| I attended part-time |
8 |
10 |
8 |
| I had problems with the academic requirements for my major |
5 |
9 |
8 |
| I commuted while enrolled |
7 |
7 |
8 |
| I had a double major |
10 |
8 |
8 |
| I had financial problems |
5 |
6 |
8 |
| I took classes unrelated to my major due to personal interest |
7 |
5 |
6 |
| I wanted to maintain or improve my grades |
6 |
7 |
6 |
| I wanted to have some free time |
4 |
5 |
4 |
| I did not spend enough time studying |
2 |
4 |
3 |
| I had to take developmental classes |
1 |
2 |
2 |
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
During your enrollment at BGSU, about
how many years did you ...
|
1 Year or more |
None |
| live in a campus residence hall or house |
77% |
23% |
| live in an apartment or
house near campus |
78% |
22% |
| live at least 5 miles
away from BGSU & commute |
33% |
67% |
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 graduates
to 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.
How many times have you changed your major?
| |
2001-2002 |
2002-2003 |
2003-2004 |
| None |
51% |
50% |
54% |
| 1 |
34% |
34% |
33% |
| 2 |
10% |
8% |
8% |
| 3 or more |
6% |
8% |
5% |
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.
While enrolled at BGSU, did you ever
... (Percent Responding "Yes")
| |
2001-2002 |
2002-2003 |
2003-2004 |
|
% |
% |
% |
| work at a job off
campus |
73 |
72 |
75 |
| participate in
volunteer/service work |
71 |
65 |
65 |
| participate in an
internship or co-op |
54 |
55 |
53 |
| work at a job on
campus |
57 |
56 |
53 |
| participate in a
social club, fraternity, or sorority |
55 |
54 |
50 |
| serve as an officer
in a social club, fraternity/sorority |
38 |
34 |
31 |
| participate in a
professional or student government organization |
26 |
23 |
21 |
| participate in
varsity/intercollegiate athletics |
17 |
15 |
12 |
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. On average, per year, how much of your
educational expenses did you cover from each of the sources listed below ?
(Percent $1,500 and Over)
| |
2001-2002 |
2002-2003 |
2003-2004 |
|
% |
% |
% |
| Parents, relatives, friends |
57 |
57 |
59 |
| Other
college loan |
23 |
30 |
32 |
| Savings from summer work |
24 |
25 |
26 |
| Ford Direct Loan |
25 |
22 |
25 |
| Other college grants/scholarships |
24 |
26 |
24 |
| Off campus jobs |
16 |
19 |
17 |
| Other
savings |
11 |
12 |
14 |
| Perkins
Loan |
11 |
14 |
13 |
| Other
loan |
9 |
11 |
11 |
| Pell
Grant |
8 |
11 |
10 |
| On
campus jobs |
6 |
8 |
7 |
| Other
than listed |
6 |
6 |
6 |
| Ohio
Instructional Grant |
3 |
7 |
5 |
| Other
private grant |
4 |
4 |
2 |
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.
How much will you owe in student loans
when you graduate?
|
2001-2002 |
2002-2003 |
2003-2004 |
| Nothing |
39% |
36% |
33% |
| Less than $5,000 |
6% |
7% |
4% |
| $5,000 - $9,999 |
7% |
8% |
10% |
| $10,000 - $14,999 |
12% |
15% |
13% |
| $15,000 - $19,999 |
14% |
16% |
15% |
| $20,000 or more |
22% |
18% |
26% |
Over sixty percent of the
respondents owe some amount of student loans by the time they graduated from
BGSU.
PERCEPTIONS OF THE INSTITUTION
Looking back at your overall
experience at BGSU, to what extent would you agree with the following?
(Percent Responding "Agree" or "Strongly Agree")
| |
2001-02 |
2002-03 |
2003-04 |
|
% |
% |
% |
| I have participated in class discussions |
97 |
97 |
97 |
| Most faculty at BGSU are friendly and helpful |
95 |
95 |
96 |
| I have developed close personal relationships with other students at BGSU |
95 |
96 |
94 |
| I have met with a
faculty member outside of class to talk about questions/concerns over my class work. |
94 |
95 |
94 |
| Most other
students at BGSU are friendly and helpful |
92 |
92 |
92 |
| Most faculty and
staff at BGSU seem generally interested in students |
87 |
86 |
88 |
| Most offices and
staff at BGSU are friendly and helpful |
87 |
86 |
89 |
| It has been easy
for me to get to know other students |
89 |
88 |
87 |
| Most faculty at
BGSU are good teachers |
82 |
83 |
87 |
| I have talked
about my career plans with a BGSU faculty or staff member |
87 |
87 |
86 |
| I have developed a
close personal relationship with at least one faculty or staff member at BGSU |
72 |
76 |
75 |
| Most of my classes
at BGSU seem relevant and applicable to my future |
73 |
72 |
75 |
| I have
participated in study groups |
74 |
77 |
74 |
| Most students at BGSU have
values similar to my own |
69 |
71 |
72 |
| I have become
involved with activities on campus |
70 |
68 |
66 |
| I have become involved with
student organizations |
64 |
62 |
58 |
| I have attended cultural events
on campus |
58 |
60 |
55 |
| I have talked about personal
problems with a BGSU faculty or staff member |
45 |
46 |
49 |
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
For each of the following
items, please indicate how much you feel you have gained as a result
of your BGSU
education? (Percent Responding "Very Much" or "Quite
a Bit")
| |
2001-2002 |
2002-2003 |
2003-2004 |
|
% |
% |
% |
| developing knowledge and skills applicable to a career |
75 |
73 |
75 |
| being
open to new ideas |
72 |
77 |
75 |
| understanding
my own abilities, interests, and values |
73 |
74 |
73 |
| thinking
critically |
70 |
71 |
73 |
| making
connections between the classes I have taken |
71 |
74 |
72 |
| making
informed judgments |
71 |
72 |
72 |
making
connections between things I have learned in class
and other experiences in my life |
69 |
71 |
72 |
| developing
a better understanding of my career goals |
67 |
67 |
72 |
| relating to others |
70 |
71 |
70 |
| writing effectively |
69 |
69 |
68 |
| speaking
effectively |
65 |
67 |
67 |
| using
computers |
69 |
67 |
64 |
| solving
problems |
65 |
62 |
63 |
| being
prepared for further education |
58 |
59 |
61 |
understanding
cultural, racial, and gender differences and how
they relate to me, my field of study, and my
future career |
53 |
54 |
60 |
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
Looking back at your
overall experience at BGSU, how satisfied were you with ... (Percent
Responding "Very Satisfied" or "Satisfied")
|
2001-2002 |
2002-2003 |
2003-2004 |
| library
resources |
95 |
94 |
96 |
|
the
overall quality of instruction |
94 |
93 |
94 |
| ease
of access to instructors |
93 |
92 |
94 |
|
class
size |
91 |
93 |
94 |
| BGSU
overall |
94 |
92 |
93 |
| feedback
on assignments |
86 |
87 |
89 |
| places
to study |
86 |
87 |
88 |
|
computer
resources |
87 |
85 |
87 |
| residence
halls |
88 |
87 |
86 |
| the
condition of buildings |
83 |
83 |
84 |
|
racial
and ethnic diversity |
79 |
77 |
84 |
| financial
aid |
81 |
76 |
79 |
| career
services |
72 |
75 |
79 |
|
concern for me as an individual |
68 |
71 |
71 |
| campus
dining services |
69 |
73 |
70 |
| helpfulness
in preparing for further education |
68 |
68 |
68 |
| the
overall quality of academic advising |
62 |
60 |
64 |
| the
availability of classes at times I needed them |
63 |
60 |
62 |
| helpfulness
in preparing for employment |
61 |
60 |
62 |
| service to commuters |
60 |
59 |
56 |
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
For each of the
following items, please indicate how much emphasis you feel BGSU
should place in each area?
|
About
the Right
Emphasis
|
|
Need
to
Emphasize
More |
| 2001-02 |
2002-03 |
2003-04 |
2001-02 |
2002-03 |
2003-04 |
|
% |
% |
% |
% |
% |
% |
| 56 |
49 |
56 |
developing
knowledge and skills applicable to a career |
43 |
51 |
44 |
| 55 |
54 |
57 |
being prepared for further education |
44 |
46 |
42 |
| 56 |
53 |
58 |
developing
a better understanding of my career goals |
43 |
47 |
41 |
| 56 |
55 |
59 |
making
connections between the classes I have taken |
43 |
44 |
40 |
| 57 |
58 |
61 |
making
connections between things I have learned in class
and other experiences in my life |
42 |
41 |
38 |
| 57 |
57 |
62 |
speaking effectively |
42 |
42 |
37 |
| 62 |
59 |
64 |
writing
effectively |
37 |
39 |
34 |
| 59 |
59 |
66 |
using
computers |
40 |
39 |
32 |
| 61 |
62 |
68 |
thinking
critically |
38 |
36 |
30 |
| 69 |
64 |
70 |
making
informed judgements |
31 |
35 |
29 |
| 66 |
62 |
71 |
being
open to new ideas |
32 |
36 |
27 |
| 57 |
56 |
65 |
understanding
cultural/racial/gender differences and how
they
relate to me, my field of study, and my future career |
34 |
34 |
26 |
| 67 |
70 |
75 |
solving
problems |
32 |
30 |
25 |
| 72 |
74 |
76 |
understanding
my own abilities, interests, and values |
26 |
24 |
22 |
| 77 |
74 |
78 |
relating
to others |
21 |
24 |
20 |
More than fifty
percent of the 2003-2004 respondents felt
that BGSU had given the right emphasis in all
the areas listed on the table above. Helping students to prepare for their career as well as
their further education remain the areas
that
BGSU may emphasize
more in the future.
European-American graduates were more likely
than minority graduates to report that BGSU should more heavily emphasize
making connections between things they have
learned in class and other experiences in their life. Minority
graduates, on the other hand, were more likely than European-American graduates to say that BGSU needs
to emphasize more being open to new ideas,
relating to others, and understanding cultural/racial/gender differences
and how they relate to them,
their field of study, and their future career.
Male respondents were more
likely than females to indicate that BGSU should emphasize more thinking critically, solving problems, making informed judgments,
and relating to others.
Compared with graduates in the other
colleges, Technology and Arts and Sciences
graduates were more likely
to cite "solving problems"
as well as "making informed judgments" as
the areas BGSU could emphasize more. Graduates in
the College of Arts and
Sciences, the College of Business Administration, and
the College of
Technology were more likely to say
that BGSU should
emphasize more relating to others. Arts
and Sciences and Musical Arts graduates were more likely than the
graduates in other colleges to report that BGSU should emphasize
more being open to new ideas. Arts and Sciences
and Education and Human Development graduates were also more
likely than graduates in the other colleges to indicate that
BGSU should emphasize more preparing them for
further education. Musical Arts graduates were least likely to indicate that BGSU should emphasize more
"understanding cultural, racial, and gender
differences and how they relate to me, my field of study, and my
future career" among the graduates in six colleges.
FURTHER EDUCATION PLANS
Which best describes
your plans for further education after graduation?
|
2001-2002 |
2002-2003 |
2003-2004 |
| plan to earn a
Master's or doctoral degree |
56% |
57% |
57% |
| unsure of future
education plans |
24% |
22% |
20% |
| no plans for
further college-level education |
11% |
12% |
14% |
| plan to earn a
medical, law, or other professional degree |
5% |
5% |
5% |
| plan to complete
more courses, but not towards a degree |
3% |
3% |
2% |
| plan to
earn another Bachelor's Degree |
1% |
2% |
1% |
More than sixty percent of the respondents planed to earn a higher
degree other than a bachelors after they graduated from BGSU.
Females and respondents in the College of
Musical Arts and the College of
Education and Human Development were more likely than males and
respondents in other colleges to plan to pursue a Master's
or doctoral degree in the future.
COMMENTS AND SUGGESTIONS
Some students wrote comments and suggestions on the
survey. The results are shown below.
|
SUBJECT |
TOTAL |
|
Good Experience: |
|
|
the experience at BGSU was a
good/great/wonderful one. Go Falcons! Thank you, BGSU. |
140 |
| good faculties/staff members |
13 |
| good academic programs |
12 |
| enjoyed classes |
3 |
| enjoyed campus activities and
programs |
2 |
| good services |
2 |
| |
|
| Areas That Need To Be Improved: |
|
| classes (availability, subject, quality, usefulness
in real life, connections between classes) |
36 |
| faculty/staff/TA |
33 |
| advising |
26 |
| parking |
15 |
| disappointed or dissatisfied with
my experience at BGSU |
10 |
| degree or major requirements |
10 |
| focus more on students instead of
their money |
7 |
| career services |
6 |
| co-op program/office |
6 |
| helping in finding job after
graduation |
6 |
| services, classes for
non-traditional students |
6 |
| more support for certain academic
programs |
6 |
| diversity on campus |
5 |
| Financial Aid Office |
4 |
| meal plans/price |
4 |
| some buildings |
4 |
| Bursar's Office |
3 |
| lack of scholarships and financial
aid |
3 |
| dining service |
2 |
| Student Affairs |
2 |
| roommate selection |
2 |
| tuition |
2 |
| more trainings in computer and
writing skills |
2 |
| student activities |
1 |
| more pay phones on campus |
1 |
| communication between offices |
1 |
| the way the University treats transfer students |
1 |
| the relationship between faculty
and students |
1 |
| alcohol problems among students |
1 |
| the new Off Campus Center |
1 |
| services for students with
disabilities |
1 |
| increasing the amount of computer
access to off-campus students |
1 |
| increasing pay rate for on campus
job |
1 |
| custodial worker |
1 |
| study environment |
1 |
| |
|
| Additional Comments Related to
Specific College: |
|
| College of Education and Human
Development |
9 |
| College of Business Administration |
7 |
| College of Technology |
2 |
| College of Arts and Sciences |
2 |
| College of Musical Arts |
1 |
| |
|
| Other Comments in: |
|
| core/school values |
6 |
| the way the University spends money |
6 |
| tenure system |
1 |
| freshman should not be allowed to
bring cars to campus |
1 |
SUMMARY AND CONCLUSIONS
The BGSU Graduating Senior Questionnaire (BGSQ)
was designed to gather information about graduating seniors' undergraduate
experiences at BGSU. The 2003-2004 survey results indicate that the majority of
graduating seniors who responded to the questionnaire
lived on campus or near campus during their college
years and most of them worked while they enrolled at BGSU. Besides
studying and working, 65% of them
reported that they participated in
volunteer or service work and over half of them participated in an
internship or co-op and in a social club, fraternity or sorority.
Like the graduates in past two years, over 60% of the 2003-2004
responding graduates planed to earn a Master's degree or higher after graduation. Family, other college loans/grants/scholarships,
savings from summer work, and the Ford
Direct Loan were the sources of financial
support most often cited by BGSU graduates for the past three years. More
than 60% of the graduating seniors had some amount of student debt by the time they
graduated.
Forty-six percent of the 2003-2004
graduates who responded to the questionnaire
changed their major at least once at BGSU.
"I changed my major",
"the classes that I needed were not offered
when I needed to take them", "I worked
while enrolled", "I transferred to BGSU and needed different courses", and "my
major takes more than four years to complete" were the most often given
reasons for them to take more than four years to graduate.
Moreover, the percentage of students who cite "the
classes that I needed were not offered when I needed to take them",
"I transferred to BGSU and needed different courses", and "my major takes
more than four years to complete" as the major factors that extended their
college education have increased for the past three years.
Most of the 2003-2004
responding
graduates had good perceptions of BGSU, and felt
that they
gained very much or quite a bit on all the items of students' educational
and personal development listed in the questionnaire. In addition, 2003-2004 graduates
were more likely than the graduates in 2002-2003 and in
2001-2002 to claim
that they gained a lot 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. "I had a
good/great/wonderful experience at BGSU" is the comment that was mentioned by the
largest number of 2003-2004 responding graduates.
The majority of the BGSU graduates were satisfied or very satisfied
with all of the aspects of their educational and social experiences listed
in the survey, especially with library resources, the overall quality of
instruction, class size,
ease of access to instructors, and BGSU
overall. Improvements were seen in the areas of career
services and racial /ethnic diversity for the past three years. Students'
satisfaction with the service
to commuters, however, declined during the same period of time. Based upon
the questionnaire findings, more
efforts are needed to help students in preparing for employment and
further education.
The major limitations of this study were the low response rate
(37%) for the questionnaire and the
under-representation of males and respondents who graduated from BGSU in
more than four years. These limitations require that the results from this
survey be interpreted with some caution.
The Office of Institutional Research welcomes feedback concerning
this and other studies and how they can continue to be improved.
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