|
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%).
Among the total 1360 respondents, 1256 of them provided their
valid PID number,
which allowed us to compare their demographic characteristics with all 2005-2006
graduating senior class. As
shown in the table below there was a high degree of race and
college similarity between the respondents and the population. The proportion of
women respondents (65%), however, was higher than in
the population (58%). In addition,
fifty-seven 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 32.7% for 2001-2005, 34.5% for 2000-2004, and
33.4% for 1999-2003. These
limitations and the low response rate require that all results from
this survey be interpreted with some caution.
|
Survey
Respondents |
2005-06
Graduating Seniors |
| Gender: | |
|
| Female |
65% |
58% |
| Male |
35% |
42% |
| | |
|
| Race: | |
|
| Minorities |
7% |
7% |
| European-American |
90% |
89% |
| Other/Unknown |
3% |
4% |
| | |
|
| College: | |
|
| Arts and Sciences |
33% |
34% |
| Business
Administration |
14% |
13% |
| Education and Human
Development |
32% |
32% |
| Health and Human
Services |
9% |
10% |
| Musical Arts |
3% |
2% |
| Technology |
9% |
9% |
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
During your enrollment at BGSU, about how many years did you ...
|
1 Year
or more |
None |
| live in a campus residence hall or house |
75% |
25% |
| live in an apartment or house near campus |
79% |
21% |
| live at least 5 miles away from BGSU & commute |
32% |
68% |
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 students
to live on campus for three years or more.
How many times have you changed your major?
| |
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
| None |
50% |
54% |
53% |
52% |
| 1 |
34% |
33% |
33% |
34% |
| 2 |
8% |
8% |
9% |
9% |
| 3 or more |
8% |
5% |
6% |
4% |
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.
While enrolled at BGSU, did you ever ... (Percent Responding "Yes")
| |
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
|
% |
% |
% |
% |
| work at a job off campus |
72 |
75 |
72 |
76 |
| participate in volunteer/service work |
65 |
65 |
66 |
67 |
| participate in an internship or co-op |
55 |
53 |
55 |
58 |
| work at a job on campus |
56 |
53 |
53 |
53 |
| participate in a social club, fraternity, or
sorority |
54 |
50 |
49 |
52 |
| serve as an officer in a social club,
fraternity/sorority |
34 |
31 |
32 |
33 |
| participate in a professional or student
government organization |
23 |
21 |
20 |
20 |
| participate in varsity/intercollegiate athletics |
15 |
12 |
15 |
15 |
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. 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)
| |
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
|
% |
% |
% |
% |
| Parents, relatives, friends |
57 |
59 |
53 |
54 |
| Other college loan |
30 |
32 |
34 |
36 |
| Ford Direct Loan |
22 |
25 |
26 |
25 |
| Savings from summer work |
25 |
26 |
25 |
24 |
| Other college grants/scholarships |
26 |
24 |
23 |
21 |
| Off campus jobs |
19 |
17 |
18 |
17 |
| Other loan |
11 |
11 |
15 |
15 |
| Perkins Loan |
14 |
13 |
15 |
14 |
| Other savings |
12 |
14 |
14 |
12 |
| Pell Grant |
11 |
10 |
13 |
12 |
| On campus jobs |
8 |
7 |
8 |
7 |
| Ohio Instructional Grant |
7 |
5 |
7 |
7 |
| Other than listed |
6 |
6 |
6 |
6 |
| Other private grant |
4 |
2 |
5 |
4 |
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.
How much will you owe in student loans when you graduate?
|
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
| Nothing |
36% |
33% |
31% |
31% |
| Less than $5,000 |
7% |
4% |
5% |
5% |
| $5,000 - $9,999 |
8% |
10% |
8% |
7% |
| $10,000 - $14,999 |
15% |
13% |
13% |
10% |
| $15,000 - $19,999 |
16% |
15% |
14% |
15% |
| $20,000 or more |
18% |
26% |
30% |
33% |
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
How many years will you have been enrolled at BGSU by the time you
graduate?
| |
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
| less than four
| 22% |
24% |
19% |
21% |
| four |
34% |
37% |
41% |
36% |
| between four and five |
35% |
31% |
31% |
32% |
| more than five |
9% |
8% |
8% |
12% |
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.
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)
| |
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
|
% |
% |
% |
% |
| I changed majors |
33 |
34 |
34 |
32 |
| I worked while enrolled |
24 |
22 |
23 |
24 |
| The classes that I needed were not offered when I needed to take
them |
19 |
25 |
19 |
21 |
| My major takes more than four years to complete |
14 |
20 |
17 |
17 |
| I was undecided about a major when I started |
11 |
15 |
17 |
16 |
| I was involved in coop/internships |
17 |
15 |
17 |
16 |
| I transferred to BGSU and needed different courses |
18 |
22 |
17 |
15 |
| I received poor academic advising |
14 |
16 |
16 |
14 |
| I chose not to enroll for one or more semesters |
10 |
12 |
10 |
12 |
| I had family responsibilities while enrolled |
9 |
11 |
12 |
11 |
| I dropped one or more classes because I was dissatisfied with the quality of instruction |
12 |
10 |
11 |
10 |
| I commuted while enrolled |
7 |
8 |
9 |
9 |
| I had financial problems |
6 |
8 |
8 |
8 |
| I attended part-time |
10 |
8 |
7 |
8 |
| I had problems with the academic requirements for my major |
9 |
8 |
7 |
8 |
| I had a double major |
8 |
8 |
8 |
6 |
| I wanted to maintain or improve my grades |
7 |
6 |
6 |
6 |
| I took classes unrelated to my major due to personal interest |
5 |
6 |
6 |
5 |
| I wanted to have some free time |
5 |
4 |
3 |
4 |
| I did not spend enough time studying |
4 |
3 |
3 |
4 |
| I had to take developmental classes |
2 |
2 |
2 |
2 |
"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
Looking back at your overall
experience at BGSU, to what extent would you agree with the following?
(Percent Responding "Agree" or "Strongly Agree")
| |
2002-03 |
2003-04 |
2004-05 |
2005-06 |
|
% |
% |
% |
% |
| I have participated in class discussions |
97 |
97 |
97 |
98 |
| Most faculty at BGSU are friendly and helpful |
95 |
96 |
97 |
97 |
| Most other
students at BGSU are friendly and helpful |
92 |
92 |
93 |
95 |
| I have developed close personal relationships with other students at BGSU |
96 |
94 |
94 |
94 |
| I have met with a
faculty member outside of class to talk about questions/concerns over my class work. |
95 |
94 |
94 |
93 |
| Most faculty and
staff at BGSU seem generally interested in students |
86 |
88 |
90 |
92 |
| Most offices and
staff at BGSU are friendly and helpful |
86 |
89 |
90 |
91 |
| Most faculty at
BGSU are good teachers |
83 |
87 |
87 |
90 |
| I am able to get into the courses required
for my degree program |
NA |
NA |
87 |
89 |
| I have talked
about my career plans with a BGSU faculty or staff member |
87 |
86 |
88 |
88 |
| It has been easy
for me to get to know other students |
88 |
87 |
87 |
87 |
| Most of my classes
at BGSU seem relevant and applicable to my future |
72 |
75 |
76 |
80 |
| I have developed a
close personal relationship with at least one faculty or staff member at BGSU |
76 |
75 |
77 |
78 |
| I have
participated in study groups |
77 |
74 |
76 |
76 |
| Most students at BGSU have
values similar to my own |
71 |
72 |
74 |
76 |
| The information that I received from my
adviser was accurate |
NA |
NA |
76 |
74 |
| I have become
involved with activities on campus |
68 |
66 |
68 |
70 |
| My adviser showed concern for my academic
needs |
NA |
NA |
66 |
69 |
| My adviser helped me explore and clarify
my educational goals |
NA |
NA |
59 |
61 |
| I have become involved with
student organizations |
62 |
58 |
60 |
60 |
| I have attended cultural events
on campus |
60 |
55 |
58 |
59 |
| I have talked about personal
problems with a BGSU faculty or staff member |
46 |
49 |
50 |
53 |
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
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")
| |
2002-03 |
2003-04 |
2004-05 |
2005-06 |
|
% |
% |
% |
% |
| making
connections between the classes I have taken |
74 |
72 |
76 |
78 |
| being
open to new ideas |
77 |
75 |
77 |
77 |
| developing knowledge and skills applicable to a career |
73 |
75 |
75 |
77 |
| making
connections between things I have learned in class
and other experiences in my life |
71 |
72 |
73 |
77 |
| understanding
my own abilities, interests, and values |
74 |
73 |
75 |
76 |
| thinking
critically |
71 |
73 |
74 |
75 |
| making
informed judgments |
72 |
72 |
75 |
74 |
| relating to others |
71 |
70 |
72 |
73 |
| developing
a better understanding of my career goals |
67 |
72 |
70 |
72 |
| writing effectively |
69 |
68 |
70 |
72 |
| speaking
effectively |
67 |
67 |
67 |
72 |
| using
computers |
67 |
64 |
65 |
67 |
| solving
problems |
62 |
63 |
65 |
67 |
| being
prepared for further education |
59 |
61 |
60 |
63 |
| understanding
cultural, racial, and gender differences and how they relate to me, my field of study,
and my
future career |
54 |
60 |
58 |
62 |
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
Looking back at your
overall experience at BGSU, how satisfied were you with ... (Percent
Responding "Very Satisfied" or "Satisfied")
|
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
| library
resources |
94 |
96 |
96 |
97 |
|
class
size |
93 |
94 |
95 |
95 |
| ease
of access to instructors |
92 |
94 |
94 |
95 |
|
the overall quality of instruction |
93 |
94 |
94 |
94 |
| BGSU overall |
92 |
93 |
95 |
94 |
|
computer
resources |
85 |
87 |
89 |
91 |
| feedback
on assignments |
87 |
89 |
90 |
90 |
| places
to study |
87 |
88 |
88 |
88 |
|
racial
and ethnic diversity |
77 |
84 |
83 |
87 |
| residence
halls |
87 |
86 |
83 |
84 |
| the
condition of buildings |
83 |
84 |
80 |
82 |
| financial
aid |
76 |
79 |
79 |
81 |
| career
services |
75 |
79 |
79 |
81 |
| campus
dining services |
73 |
70 |
73 |
77 |
|
concern for me as an individual |
71 |
71 |
75 |
76 |
| helpfulness
in preparing for further education |
68 |
68 |
70 |
70 |
| the
availability of classes at times I needed them |
60 |
62 |
65 |
67 |
| helpfulness
in preparing for employment |
60 |
62 |
63 |
66 |
| the
overall quality of academic advising |
60 |
64 |
64 |
65 |
| service to commuters |
59 |
56 |
58 |
62 |
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 (see
table above).
Female graduates were more likely to be satisfied with campus dining services
than were male graduates. While minority graduates were more likely to be
satisfied with financial aid than were European-American graduates, they were
less likely than their counterparts to be satisfied with "concern for me as an
individual" as well as racial and ethnic diversity of
BGSU.
Among the graduates in the six colleges,
Musical Arts graduates were most likely to be satisfied with concern for them as an
individual and helpfulness in preparing for their employment and
further education; Graduates in College of Technology, College of
Arts and Sciences, and College of Business Administrations were less
likely to be satisfied with service to commuters; Graduates in Arts
and Sciences as well as Business Administration were also less
likely to be satisfied with the campus
dining services than were graduates in the four other colleges.
Technology graduates seemed least likely to be happy with
the overall quality of instruction.
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 |
|
2002-03 |
2003-04 |
2004-05 |
2005-06 |
2002-03 |
2003-04 |
2004-05 |
2005-06 |
|
% |
% |
% |
% |
% |
% |
% |
% |
| 49 |
56 |
60 |
60 |
developing
knowledge and skills applicable to a career |
51 |
44 |
39 |
39 |
| 53 |
58 |
64 |
61 |
developing
a better understanding of my career goals |
47 |
41 |
36 |
38 |
| 57 |
62 |
60 |
62 |
speaking effectively |
42 |
37 |
39 |
37 |
| 54 |
57 |
63 |
63 |
being prepared for further education |
46 |
42 |
36 |
37 |
| 58 |
61 |
62 |
63 |
making
connections between things I have learned in class
and other experiences in my life |
41 |
38 |
37 |
36 |
| 55 |
59 |
61 |
65 |
making connections between
the classes I have taken |
44 |
40 |
38 |
34 |
| 59 |
64 |
65 |
66 |
writing
effectively |
39 |
34 |
34 |
32 |
| 59 |
66 |
67 |
67 |
using
computers |
39 |
32 |
30 |
31 |
| 62 |
71 |
71 |
70 |
being
open to new ideas |
36 |
27 |
27 |
29 |
| 62 |
68 |
68 |
70 |
thinking
critically |
36 |
30 |
31 |
28 |
| 64 |
70 |
71 |
71 |
making
informed judgements |
35 |
29 |
29 |
28 |
| 70 |
75 |
75 |
75 |
solving
problems |
30 |
25 |
24 |
24 |
| 56 |
65 |
67 |
69 |
understanding
cultural/racial/gender differences and how
they relate to me, my field of study, and my future career |
34 |
26 |
26 |
23 |
| 74 |
76 |
78 |
77 |
understanding
my own abilities, interests, and values |
24 |
22 |
21 |
21 |
| 74 |
78 |
79 |
78 |
relating
to others |
24 |
20 |
19 |
21 |
Sixty percent or more of the 2005-2006
respondents felt that BGSU have given the right emphasis to all
the areas listed on the table above.
Improvements were seen in all the areas during the past four
years.
Minority graduates were more likely than their counterparts to say
that BGSU needs
to emphasize 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. Compared with graduates in the other
colleges,
- graduates in the College of Arts and Sciences, College of Business
Administration, College of Musical Arts, and College of Technology were more
likely to indicate that BGSU should emphasize in basic skill training such
as speaking clearly and writing effectively;
- graduates in the College of Arts and Sciences and College of Technology
were more likely to say that BGSU should put more effort into using computers as
well as in helping students to understand their own abilities, interests, and values;
- graduates in the College of Arts and Sciences and College of Musical Arts
were more likely to say that BGSU should emphasize relating to others
and being open to new ideas;
- graduates in the College of Arts and Sciences, College of Business
Administration, and College of Technology were more likely to claim that
BGSU should emphasize solving problems, thinking critically, making
informed judgments, making connections between the classes students have
taken as well as between things students have learned in class and other
experiences in their lives, and developing a better understanding of their
career goals, as well as knowledge and skills applicable to a career.
FURTHER EDUCATION PLANS
Which best describes
your plans for further education after graduation?
|
2002-2003 |
2003-2004 |
2004-2005 |
2005-2006 |
| plan to earn a
Master's or doctoral degree |
57% |
57% |
54% |
54% |
| unsure of future
education plans |
22% |
20% |
24% |
24% |
| no plans for
further college-level education |
12% |
14% |
14% |
14% |
| plan to earn a
medical, law, or other professional degree |
5% |
5% |
5% |
5% |
| plan to complete
more courses, but not towards a degree |
3% |
2% |
2% |
2% |
| plan to
earn another Bachelor's Degree |
2% |
1% |
1% |
1% |
Most of the survey respondents planed to earn a graduate degree after they graduated from BGSU.
Females, minority graduates and graduates in College of
Musical Arts and College of
Education and Human Development were more likely to
be interested in pursuing a Master's
or doctoral
degree in the future than did males, European-American graduats and graduates in
the four other colleges. Graduates in the College of Technology were most likely to
say that they were unsure of future education plans or have no plans for further college-level education.
COMMENTS AND SUGGESTIONS
Four hundred and thirty-three students wrote comments and suggestions on the
survey. The results are shown below.
|
SUBJECT |
TOTAL |
|
Good Experience: |
|
|
I had an enjoyable/rewarding experience at BGSU.
Thanks, BGSU. |
180 |
| I had a good experience with faculty/staff members/advising |
44 |
| The academic programs or classes
are good |
19 |
| The classmates/students are good |
6 |
| good experience with student organizations/activities |
4 |
| beautiful campus |
2 |
| living on campus |
1 |
| Union was open almost all the time |
1 |
| |
|
| Areas That Need To Be Improved: |
|
| advisor/advising |
49 |
| classes/courses/academic programs (subject, quality,
requirements, usefulness) |
45 |
| faculty/staff/TA (quality, fairness, respecting for
students' opinion, emphasizing teaching, teaching real world
information,
set higher standards for students) |
34 |
| survey (too long, type of questions) |
14 |
| parking/commuting |
9 |
| services/activities/class schedule for
non-traditional students |
9 |
| assisting students with job
hunting/career development |
9 |
| racial/cultural diversity |
7 |
| registering for class/class availability |
7 |
| some buildings |
5 |
| overall experience at BGSU was not
great/disappointed with BGSU |
4 |
| residential living |
3 |
| career services
(need to be proactive) |
3 |
| bookstore (price) |
3 |
| University administrations |
3 |
| emphasizing critical thinking
skills to a greater extent |
3 |
| Financial Aid Office |
3 |
| communication/cooperation between offices/departments |
3 |
| tuition |
3 |
| helping freshmen to
adjust college life |
2 |
| dining services |
2 |
| Bursar's Office |
2 |
| more scholarships and financial aid available |
2 |
| updating computer lab/equipments |
2 |
| the relationships between students and the local
community |
2 |
| class size |
1 |
| degree or major requirements
(too strict, unnecessary) |
1 |
| Library staff |
1 |
| placements in intern/jobs (not many chances) |
1 |
| Flexfunds |
1 |
| more study area available |
1 |
| student activities |
1 |
| grading methods |
1 |
| Student Affairs |
1 |
| more graduation tickets available |
1 |
| BGSU should become an undergraduate university |
1 |
SUMMARY AND CONCLUSIONS
The results of 2005-2006 BGSU Graduating Senior Questionnaire are
similar to those of previous years' survey results.
The majority of
the 2005-06 graduating seniors lived on campus or near campus during their college
years and most of them worked while they enrolled at BGSU. Besides
studying and working, 67% of them participated in
volunteer or service work, and over half of them participated in an
internship or co-op and joined a social club, fraternity, or sorority. Around
60% of them planed to earn a graduate degree
in their future. Family remains the greatest source of financial support for
BGSU graduates, followed by other college loans, Ford Direct Loans, savings from
summer work, and other college grants/scholarships. Nearly 70% of the 2005-06 graduating seniors had
some amount of debt by the time they graduated from BGSU. Moreover, the percentage
of graduates who reported having a debt of $20,000 or more increased
steadily during the past four years, from 18% in 2002-2003 to 33% in 2005-2006.
Forty-eight percent of the survey respondents
reported that they have
changed their major at least once at BGSU.
"I changed my major" (32%),
"I worked while enrolled" (24%), and "the classes that I
needed were not offered when I needed to take them" (21%) were the most often given
reasons for 2005-2006 graduates to take more than four years to
get a Bachelor's Degree.
The 2005-2006 responding
graduates had good perceptions of BGSU.
The vast majority of them agreed that most faculty at BGSU are good
teachers, and most staff members and students here are friendly
and helpful. Eighty percent or more of them indicated that they were able
to get into the courses required for their degree program and that most
of classes at BGSU seemed relevant and applicable to their future. Two
out of three of them reported that the information they received from their
advisers was accurate and that their advisers showed concerns for their
academic needs. Sixty percent or more of them felt that BGSU has
placed the right emphasis on all the items of students educational
and personal development listed in the questionnaire,
and they have made great
progress in these areas as well.
The majority of the 2005-2006 graduates were satisfied or very
satisfied with their BGSU experiences. The areas
that received the highest satisfaction ratings were library resources (97%), class
size (95%), ease of access to instructors (95%), BGSU overall (95%), the overall quality of instruction (94%),
computer resources (91%), feedback on assignments (90%),
places to study (88%), and racial and ethnic diversity (87%).
"I had an enjoyable and rewarding experience at BGSU" is the comment that was mentioned by the
largest number of 2005-2006 responding graduates.
Although improvement were seen in career and future education
preparation during the past four years, it remains the area that recent
graduates most likely feel that BGSU could emphasis more in the
future. Other areas that some students expressed
their concerns were academic/career advising, class
subject/quality/usefulness, and faculty/staff/teaching assistants.
The major limitations of this study were the low response rate
(45%) 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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