Report on Graduating Student Survey results for Fiscal Year 2003

DATE:April 8, 2004
TO:Dr. Nadine Jenkins, Dr. Cockrum, Mr. Havens, Mr. Valenzuela, Dr. Morgan, Mr. Cullins, Dr. Kinucan, Dr. Sample
FROM:Dale Christophersen/Elbert Bassham, Institutional Research & Effectiveness
RE:Graduating Student Survey results for fiscal year 2003

This report provides information on the responses of those receiving undergraduate degrees or certificates in FY 2003 (December 2002, May and August 2003). Some comparisons with previous years are included. This survey is conducted at the rehearsal for each commencement during the year with mail followup for those not attending. The response rate we attain on this survey far surpasses that which most other institutions achieve and represents particularly well the satisfaction levels of Bachelor's level graduates.

Beginning with December 2002 a significant change was made by creating separate instruments for undergraduate and graduate degree recipients. The form used for Master's degree recipients is shorter and omits a number of items relating to personal development which are relevant only for undergraduates. The small number of respondents receiving certificates or AAS degrees are included with the undergraduates. One problem encountered is that 54 of the 159 undergraduate respondents failed to provide their social security numbers on the form. The new instrument omitted the demographic questions, assuming that we could draw them from student records.

Response rates:
 
Undergraduate
Graduate
 
Responses
Population
%
Responses
Population
%
Dec 2002
53
64
83
37
55
67
May 2002
85
94
90
46
70
66
Aug 2003
21
30
70
32
44
73
Total
159
188
85
115
169
68


Responses to items 36 to 70 are provided two ways first with the "service available but not used" response included (which indicates the extent of use of various offices and services) and second, with that response excluded, leaving a more meaningful evaluative response. The table headings indicate the inclusion or exclusion, as does a glance at the reported responses.

The first four items on the instrument provide data from which degree recipients are determined to be first generation college graduates or not first generation. It seems counterintuitive, but 63 % of those receiving Master's degrees are first generation (neither parent completed a Baccalaureate degree), while only 53 % of the undergraduate recipients were first generation.

I. Bachelor's, Certificate and AAS Recipients

A. Changes in FY 2003 Responses from FY 2001 and 2002 Responses

  1. 82 % of 2003 respondents said "Definitely yes" or "Probably yes" to the question "If you could start college over, would you choose to attend SRSU?" compared to 74 % of those in the previous two years.
  2. Asked "What plans do you have at this time for further formal education?" fewer of the 2003 graduates planned to pursue a Master's degree (57 %, down from 71 %) than the 2001 and 2002 graduates. However, 13 % said they plan a degree beyond the Master's, compared to 5 % in the earlier period. It is unclear what might account for this change.
  3. A lower proportion (45 %) said they had taken classes for this degree at other institutions than was the case for the earlier period (54 %).
  4. The responses to the sixteen items asking how much Sul Ross contributed to personal growth were more positive (a higher percentage responded "Very Much") than the two preceding years for the following:

    Organizing your time effectively47 % vs 38 % earlier
    Planning and carrying out projects55 % vs 42 % earlier
    Understanding different philosophies and cultures52 % vs 42 % earlier
    Persisting at difficult tasks56 % vs 47 % earlier
    Understanding and appreciating the arts49 % vs 38 % earlier
    Understanding and applying scientific principles and methods47 % vs 41 % earlier
    Using technology effectively53 % vs 47 % earlier


  5. The 2003 graduates more frequently (23 %) said "Very little" contribution was realized in Understanding and applying mathematics in your daily activities than the 2001 and 2002 graduates (19%).
  6. Items 44 through 70 ask the graduates to rate student programs and services as "Excellent," "Satisfactory," "Unsatisfactory," or "Service available but not used." Considering all four offered choices, the following differences between FY 2003 and the previous two year's graduates are noted with the largest shifts marked with an asterisk; + and - signs indicate whether the change is positive of negative.
    +Parking lots went from 16 to 10 % Unsatisfactory.
    +Personal counseling: "Service available but not used" responses declined from 32 to 23%
    +Job and career services also got the "Unused" response from fewer 2003 graduates, 25 % compared to 34 % of the 2001 and 2002 graduates.
    +Student activities ratings also improved, with "Unsatisfactory" declining from 11 to 7 % and "Unused" responses from 18 to 13 % among the 2003 respondents.
    *+Financial assistance: "Unsatisfactory" ratings declined from 18 to 6 %
    +New student orientation: 19 % (down from 27 %) said "Unused."
    +Student organizations also were less likely to be rated "Unused," 11 % vs 19 % earlier
    *+Bookstore: 5 % "Unsatisfactory," down from 12 %
    *-Recreational sports: 7 % said "Unsatisfactory," compared to 3 % earlier; also +16 % said "service not used," down from 36 % previously
    +Intercollegiate sports: 22 % said "Unused" down from 34 %
    +Student Government Association: 24 % said "Unused," down from 35 %
    +Food services: 12 % said "Unused," down from 22 %
    +Student housing: 16 % said "Unused," down from 28 %
    *+Registration process: 7 % said "Unsatisfactory," down from 21 %
    +E-mail services/internet access: 10 % "Unsatisfactory," down from 16 %
    +Tutorial study assistance: 28 % "Unused," down from 36 %
    +Computer center: 9 %, "Unsatisfactory," down from 15 %
    -Audiovisual equipment (Media Services): 10 % "Unsatisfactory," up from 4 %
    -Maintenance of residence halls went from 18 to 23 % Unsatisfactory.
    -Maintenance of grounds went from 3 to 7 % Unsatisfactory.

B. FY 2003 Responses to fifteen general questions

Items 1 - 4 were on parents' levels of education. 53 % of the Bachelor's and lower degree recipients were "first generation," neither parent having completed a Baccalaureate degree.
  1. If you could start college over, would you choose to attend SRSU?
    Definitely yes42 %    Probably no5 %
    Probably yes40 %Definitely no3 %
    Uncertain10 %
  2. If you could start college over, would you choose to graduate with the same major?
    Definitely yes55 %    Probably no7 %
    Probably yes23 %Definitely no4 %
    Uncertain10 %
  3. How would you compare the quality of education provided at SRSU with that of other colleges? (Transfers only)
    Better31 %    Worse11 %
    About the same28 %Unable to judge30 %
    Since 134 graduates responded to this item and only 86 said that they had not transferred any hours toward their Sul Ross program (item 15, below), it is probably reasonable to assume that most of those responding "unable to judge" were in fact not transfers and should not have responded to this item.
  4. What are your current employment plans?
    Continue in same job I had before graduating17 %
    Work in a job I recently obtained18
    I am currently looking for a job48
    I do not plan to work outside the home1
    I have not yet formulated my employment plans16
  5. If you currently have or will be starting a new job, to what extent is it related to your major or area of study at SRSU?
    Directly related56 %
    Somewhat related29
    Not related at all16
  6. What plans do you have at this time for further formal education?
    I do not plan any further formal education18 %
    I plan to pursue a Master's degree57
    I plan to pursue a degree beyond the Master's13
    I plan to pursue additional education certification(s)12
  7. How soon do you plan to pursue this additional education?
    Not relevant no further formal education planned15 %
    Next semester31
    Within the next year29
    Not yet determined25
  8. Where are you likely to enroll in pursuit of this additional education?
    Sul Ross49 %
    Other University in Texas35
    Other University outside Texas16
  9. Has any other member of your family graduated from SRSU?
    Yes34 %
    No66
  10. How long have you been a student at SRSU?
    One year or less8 %
    Two years16
    Three years23
    Four years28
    Five years or more26
  11. For the program you are now completing, were any of the courses completed at another college or university? (Did you transfer any major credits to SRSU?)
    Yes45 %
    No55
  12. On the average, how many hours per week did you study for each course you took?
    3 or less38 %   8 to 98 %
    4 to 53010 or more8
    6 to 717
  13. Please indicate how often you used the computer lab
    Daily11 %   Once a month20 %
    Several times a week33Never11
    Once a week25
  14. Please indicate how often you used the library
    Daily11 %   Once a month33 %
    Several times a week25Never6
    Once a week25
  15. How many hours per month were you involved in community or public service activities?
    038 %   11 - 155 %
    1 - 538More than 157
    6 - 1013

C. How much did your education at SRSU contribute to your personal growth in each of the following areas?

Table 1 Contribution to Personal Growth (Percent each response)

 
Very Much
Somewhat
Very Little
Persisting at difficult tasks
56
35
9
Planning and carrying out projects
55
39
6
Using technology effectively
53
37
10
Understanding different philosophies and cultures
52
36
12
Understanding and appreciating the arts
49
36
16*
Writing effectively
48
43
9
Defining and solving problems
48
42
10
Using the library
48
37
15*
Understanding and applying scientific principles and methods
47
36
16*
Organizing your time effectively
47
38
15*
Working cooperatively in a group
46
44
11
Recognizing assumptions and making logical inferences and reaching correct conclusions
46
44
10
Recognizing your rights, responsibilities and privileges as a citizen
44
38
18*
Speaking effectively
42
44
13
Understanding written information
40
48
12
Understanding and applying mathematics in your daily activities
39
39
23*
Those with particularly high percentages of "Very Little" response marked with an asterisk. The low contribution in the mathematics area may be simply due to students seeing little application of what they learn in this area to their daily lives. Increased utilization of internet may affect perceived gain in "Using the library."

D. Rate the following maintenance and housekeeping operations at the Sul Ross State University (SRSU) campus using the following scale: Excellent, Satisfactory, Unsatisfactory, Service available but not used. (Percentages)

Table 2 Rating of Maintenance and Housekeeping Operations

 
Excellent
Satisfactory
Unsatisfactory
Not Used
Maintenance of classrooms
45
50
5
1
Maintenance of residence halls
28
34
23*
15
Maintenance of restrooms
46
48
5
2
Maintenance of grounds
58
35
7
1
Adequacy of laboratory facilities
38
45
12
5
Adequacy of laboratory supplies
37
45
14
5
Parking lots
40
49
10
1
Campus lighting
42
48
10
1

E. Rate the following student programs or services at the Sul Ross State University (SRSU) campus using the following scale: Excellent, Satisfactory, Unsatisfactory, Service available but not used. (Percentages)

Table 3 Rating of Student Programs or Services

In the table below, the first column is the percent responding "Service available but not used." The other columns report the percent who did not make that response but actually evaluated, choosing Excellent, Satisfactory, or Unsatisfactory. Thus the first column indicates use level while the others are evaluative, excluding those saying "not used."
 
Not Used
Excellent
Satisfactory
Unsatisfactory
Registration Process
2
32
62
7
Cashier's Office
2
38
58
4
Library
2
45
50
5
Major Advisor
3
45
49
7
Bookstore
3
39
57
5
E-mail/internet
3
34
56
10
Financial assistance
6
37
56
6
Computer center
6
37
54
9
Web site
7
36
58
6
Student center
8
36
59
6
Student publications
9
38
57
4
Student organizations
11
33
58
9
Food services
12
27
54
19*
Student activities
13
32
61
8
Post office
14
37
57
5
Student employment
14
40
54
6
Recreational sports
16
39
53
8
Student housing
16
28
58
14*
Media services
16
31
57
12
Technology help desk
17
36
53
11
Student health care
19
36
53
11
New student orientation
19
36
57
7
Intercollegiate sports
22
37
54
10
Personal counseling
23
36
51
13*
Student govt association
24
35
57
8
Job-career services
25
33
50
17*
Tutorial study assistance
28
36
56
8

Those marked with an asterisk attracted the least favorable responses.

F. Some comparisons between responses of first generation graduates and those who were not first generation ("other").

If they could start college over, 23 % of first generation graduates made negative responses as to whether they would choose to attend Sul Ross (uncertain, probably not, definitely not) compared to 13 % of others. This seems somewhat inconsistent with responses to the following item asking transfers to compare the quality of education at Sul Ross with that at other institutions. Perhaps the first generation students who transferred here, while overwhelmingly rating Sul Ross better than other institutions in quality of education, do not consider that to be the most important feature of the institution when it comes to considering whether or not they would choose to enroll here if they had it to do over again.

On the item asking transfers to compare the quality of education at Sul Ross with that of other colleges, first generation graduates made much more positive responses than did the other graduates. The first table below includes the "Unable to judge" responses which probably includes students who were not transfers and should not have responded to this item.

Table 4 Comparison of Responses Between First Generation and Others: Sul Ross vs. Other Institutions

 
First Generation (%)
Others (%)
SR better
39
22
SR about the same
30
27
SR worse
6
17
Unable to judge
26
34

This second table excludes those responding "Unable to judge" and is more meaningful.
 
SR better
52
33
SR about the same
40
40
SR worse
8
26

First generation graduates were more likely to report that a new job they are starting is "directly" or "somewhat related" to their major.

About the same proportion of first generation as others said they did not plan further formal education (18 %). However, among those with plans for further education, more of the first generation said they would pursue a Master's, while fewer plan to pursue a degree beyond the Master's.

Far fewer of the first generation students had other family members attend Sul Ross, 27 % compared to 42 % of the other fiscal year 2003 Bachelor's graduates.

Fewer of the first generation students came to Sul Ross as transfers from other institutions, 40 % compared to 50 % of others.

Overall, first generation students claimed to have spent more hours per week studying for each course.

On the sixteen areas of contribution to personal growth, (see section C., above), first generation graduates differed from those not first generation on six. Some of the differences indicate a more positive reaction from the first generation students, others less positive. The first generation students were:

  1. (Positive) Less likely to say "Very Little" was gained in "Organizing your time effectively," in "Understanding and applying mathematics in your daily activities,"and in "Using technology effectively," with only 5 % making that response compared to 15 % of the other graduates.
  2. (Negative) Less likely to claim "Very Much" gain in "Recognizing your rights, responsibilities and privileges as a citizen," although much more inclined to say "Somewhat."
  3. (Negative) Less likely (44 %) to claim "Very Much" gain in "Understanding and appreciating the arts," compared to 55 % of the other graduates.
  4. (Mixed) Somewhat less likely to say there was "Very Much" gain in "Persisting at difficult tasks," but also far less likely to say there was "Very Little" gain in this competence.
Comparisons between first generation and other graduates on reactions to student programs and services (see section E., above) also indicate some differences. First, there are notable differences in the percent saying the service is "available but not used" on nine of these 35 items (including the maintenance items). See the table below, reporting the percent choosing "available but not used." Explanation for first generation graduates being less likely to have used residence halls, employment on campus, food services, student housing, tutorial study assistance, and the tutorial help desk might be sought.

Table 5 Comparison of Responses Between First Generation and Others: Percentage Responding "Available but not Used"

 
First Generation (%)
Others (%)
Maintenance of residence halls
22
7
Financial assistance
3
10
Student Publications
7
12
Student employment on campus
19
10
Food services
16
8
Student housing
20
11
Tutorial study assistance
31
24
Computer center
3
10
Technology help desk
20
13

Comparing the evaluations of these services by first generation and other Bachelor's graduates, it is striking that first generation students are much less critical, less likely to have judged the service "Unsatisfactory" than the other graduates. Only three of the thirty five services were judged "Unsatisfactory" more often by the first generation than by the other graduates. In each of those cases the difference was very small.

On the other hand, the "not first generation" students rendered "Unsatisfactory" judgment substantially more frequently than the first generation students in fourteen of the thirty five cases.

Table 6 Comparison of Responses Between First Generation and Others: Percentage Responding "Unsatisfactory"

 
First Generation
Others
Parking lots
6
14
Campus lighting
5
15
Student health care
8
15
Personal counseling
9
18
Student activities
4
11
Recreational sports
5
12
Intercollegiate sports
5
14
Student government association
3
13
Student publications
1
8
Student employment on campus
2
11
Food services
15
22
E-mail services/internet access
5
15
Tutorial study assistance
2
14
Technology help desk
7
15

II. Master's Degree Recipients

A. Some immediate comparisons with those receiving Bachelor's degrees

It should be noted, first, that of those receiving Master's degrees, the vast majority, 64 %, not including Physical Education, are in one or another of the Education Department programs. We do not have a means to distinguish those whose work may be done largely in weekend or web-based courses. It is not surprising that many of those receiving Master's degrees respond "Service available but not used" to twelve of the thirty four items on services or offices.

Maintenance of residence halls44 %
Adequacy of laboratory facilities39
Adequacy of laboratory supplies40
Student health care55
Job and career services59
Financial assistance31
New graduate student orientation35
Student center22
Food services27
Temporary (on-campus) housing54
Computer center22
Media services39

Comparisons with Bachelor's recipients: there are very great differences between those finishing Bachelor's and those finishing Master's on many of the following items:

Bachelor's
Master's
If you could start over again, would you choose to attend SRSU? Saying "Definitely yes," or "Probably yes"
82 %
92 %
If you could start graduate school over, would you choose to graduate with the same major? "Definitely yes," or Probably yes"
79
84
How would you compare the quality of education provided at SRSU with that of other colleges? (Only if transfer-in) "Better" or "About the same"
59
79
What are your current employment plans?
   Continue working in the same job I had prior to ... degree
17
46
Work in a job I recently obtained
18
17
Currently looking for a job
48
29
Do not plan to work outside the home
1
1
Have not yet formulated my employment plans
16
7
If you currently have or will be starting a new job, to what extent is it related to your major or area of study at SRSU?
Directly related
56
72
Somewhat related
29
21
Not related at all
16
7
What plans do you have at this time for further formal education?
I do not plan any further formal education
18
23
I plan to pursue a second Master's degree
0
13
I plan to pursue a degree beyond the Master's
13
39
I plan to pursue additional Education certification(s)
12
25
How soon do you plan to pursue this additional education?
Not relevant-no further formal education planned
15
21
Next semester
31
19
Within the next year
29
26
Not yet determined
25
33
Where are you likely to enroll in pursuit of this additional education?
Sul Ross
49
46
Other University in Texas
35
43
Other University outside Texas
16
11
Has any other member of your family graduated from SRSU?
Yes
34
26
No
66
74
For the program you are now completing, were any of the courses completed at another college or university?
Yes
45
24
No
55
76
On the average, how many hours per week did you study for each course you took?
3 or less
38
9
4 to 5
30
33
6 to 7
17
26
8 to 9
8
16
10 or more
8
17
Please indicate how often you used the computer lab
Daily
11
9
Several times a week
33
19
Once a week
25
6
Once a month
20
34
Never
11
32
Please indicate how often you used the library
Daily
11
7
Several times a week
25
20
Once a week
25
18
Once a month
33
47
Never
6
8
How many hours per month were you involved in community or public service activities?
0
38
37
1-5
38
32
6-10
13
13
11-15
5
4
More than 15
7
13

B. FY 2003 Master's Recipients' Responses to Offices and Services Items

The following table excludes "Service Available but not Used" responses, focusing instead on evaluation of each office or service.

Table 7 Master's Graduates' Responses to Offices and Services Items (percentages)

Excellent
Satisfactory
Unsatisfactory
Maintenance of grounds
72
27
1
Academic advising in your major
69
30
2
Maintenance of classrooms
60
38
3
Library
59
33
8
Parking lots
58
41
1
Maintenance of restrooms
58
40
2
Campus lighting
56
43
1
Student center
55
42
4
Adequacy of laboratory facilities
52
34
15
Bookstore
51
44
5
Financial assistance
49
40
11
Cashier's office
48
50
3
Adequacy of laboratory supplies
48
41
12
Post office
44
49
7
Audiovisual equipment (Media center)
44
44
12
Registration process
43
51
7
Student health care
42
46
13
Job and career services
42
49
10
New graduate student orientation
41
57
3
Computer center
39
51
11
E-mail services/Internet access
38
42
20
Web site
38
50
13
Food services
36
55
9
Maintenance of residence halls
34
33
33
Temporary (on-campus) housing
24
48
28

C. Comparison of Bachelor's and Master's Recipient Ratings of Offices and Services (after excluding "Available, not Used" responses)

There are striking differences between the Bachelor's and Master's graduates on many of these items, with the Master's graduates rating them "Excellent" about 33 % more often some offices or services as much as 53 % more often than did the Bachelor's graduates. However, the Master's graduates chose the "Unsatisfactory" rating more frequently than the Bachelor's graduates on nine of the items, marked with an asterisk. Overall, the judgments of the Master's graduates are significantly more positive on most offices/services.

Table 8 "Excellent" and "Unsatisfactory" Ratings by Degree Level

Excellent (percent)
Unsatisfactory (percent)
Bachelor's
Master's
Bachelor's
Master's
Maintenance of grounds
58
72
7
1
Academic advising in your major
45
69
7
2
Maintenance of classrooms
45
60
5
3
Library
45
59
5
8*
Parking lots
41
58
10
1
Maintenance of restrooms
46
58
5
2
Campus lighting
42
56
10
1
Student center
36
55
6
4
Adequacy of laboratory facilities
40
52
13
15*
Bookstore
39
51
5
5
Financial assistance
37
49
6
11*
Cashier's office
38
48
4
3
Adequacy of laboratory supplies
39
48
14
12
Post office
37
44
5
7*
Audiovisual equipment (Media center)
31
44
12
12
Registration process
32
43
7
7
Student health care
36
42
11
13*
Job and career services
33
42
17
10
New graduate student orientation
36
41
7
3
Computer center
37
39
9
11*
E-mail services/Internet access
34
38
10
20*
Web site
36
38
6
13*
Food services
27
36
19
9
Maintenance of residence halls
33
34
27
33

The full SPSS output tables upon which this report is based are available in the IR&E Office. Please contact us if you would like to have copies of them. The instruments used are also attached, as is an Excel table and chart reporting response rates to this survey for fiscal years 1992 through 2003.