Posts tagged PBA
Graduating seniors give CU Boulder high marks
May 8th
About four in five respondents reported satisfaction with their CU-Boulder education. A similar proportion would recommend CU-Boulder to a friend and nearly 98 percent of the seniors reported that their program of study met their educational goals.
The 2012 study is the latest edition of the senior survey, conducted 11 times since 1985 by CU-Boulder’s Office of Planning, Budget and Analysis, or PBA.
“The survey data clearly demonstrate that these students, from their perspective as seniors, judge the university in overwhelmingly positive terms,” said Michael Grant, CU-Boulder associate vice chancellor for undergraduate education. “CU-Boulder routinely invests a lot of time and energy in polling our senior students about their experiences, academic and otherwise, in order to continuously work toward improving those experiences.”
The online questionnaire was sent to 7,646 degree-seeking seniors and was completed by 2,890, or 38 percent, of the recipients. Comprising about 200 scaled items, plus four open-ended questions, the survey collected a massive amount of information including nearly 7,900 written comments.
The 2012 seniors’ ratings of CU-Boulder advising services were higher than those from any previous senior survey. The seniors’ satisfaction with numerous other CU-Boulder services, from libraries to information technology, was high and generally comparable to that of earlier cohorts.
“We use the survey results extensively to look at what’s popular and working well, to set goals to improve services, and even to pass along advice,” said Jim Davis Rosenthal, CU-Boulder director of orientation and director of the Office of Student Affairs Assessment. “Based on one of the survey questions, we are able to let incoming freshmen know what outgoing seniors wished they had gotten involved in. Other departments also use the results to encourage students to try opportunities they might not otherwise have considered. In a way, it’s like older siblings giving advice to their younger siblings.”
Large proportions of seniors said that if they were to start over at CU-Boulder, they would put more effort toward or spend more time on interacting with faculty (60 percent), career exploration (51 percent), and campus-related research projects, internships and applied experiences (45 percent).
Nearly two-thirds of seniors who expected to graduate by summer 2012 reported that their principal activity in fall 2012 was most likely to be paid employment, either full time (48 percent) or part time (15 percent). A combined 15 percent said they were most likely to be enrolled in graduate studies, professional school or other coursework. A combined 13 percent expected to go into military service, or pursue volunteer service, an internship, student teaching or travel.
The thousands of student comments included praise for various aspects of their major programs, suggestions for ways to enhance and improve major programs, and descriptions of ways in which their major program did or did not meet their educational goals.
One student wrote, “I feel that I am prepared to be an exceptional teacher after I graduate. The school had a lot to do with my preparedness.” Another wrote, “Excellent material, mostly great professors, and fantastic facilities all add up to a well-rounded education.”
The survey collects information on seniors’ satisfaction with their educational experiences at CU-Boulder and about their post-graduation plans. The survey’s findings are used primarily to provide systematic information for academic and service units to use in planning and improvement, and for use by prospective and current students, their advisers, and their families.
Preliminary results for the Seniors’ Future Plans Survey, which is separate from the comprehensive senior survey and which has been conducted each year since 2009, show a jump in full-time employment expectations. The initial data show that 54 percent of CU-Boulder seniors in 2013 expect full-time employment to be their principal activity after graduation, an increase from 48 percent in 2012. Expectations for part-time employment were reported by 15 percent of the 2013 seniors.
The 2012 questionnaire and comprehensive data from the senior survey, including summary reports from students in each of CU-Boulder’s schools and colleges and nearly 50 departments, are available athttp://www.colorado.edu/pba/surveys/senior/12/index.htm.
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MAJORITY OF CU-BOULDER STUDENTS REPORT POSITIVE CAMPUS EXPERIENCE, ACCORDING TO SOCIAL CLIMATE SURVEY
Jun 1st
In an extensive survey of the University of Colorado Boulder’s nearly 30,000 students, overwhelming majorities of respondents had an approving view of the campus’s social climate — the extent to which CU-Boulder makes students feel welcome, valued and supported. Around four in five respondents reported feeling intellectually stimulated often or very often. A similar proportion said they felt welcome and accepted, and nearly nine in ten said they felt comfortable in their classes.
The survey, done in fall 2010, was the latest edition of CU-Boulder’s Social Climate Survey, conducted about every four years since 1994 by the university’s Office of Planning, Budget and Analysis, or PBA. The online survey was sent to 29,926 degree-seeking undergraduate and graduate students, and completed by 7,777, or 26 percent.
The favorable view of CU-Boulder’s social climate was generally shared by all subgroups studied — men and women, undergraduate and graduate students, students in all of the university’s schools and colleges, politically liberal and conservative students, students in fraternities and sororities, students who are the first in their family to attend college, gay and straight students, students from all socioeconomic backgrounds, students of different races and ethnicities, students with physical or psychological disabilities, nontraditional-age students, students who entered as freshmen and transfers, international students, students affiliated with the military, and students with different religious affiliations, including Catholics, other Christians, Jews, Muslims, Buddhists and nonbelievers. Membership in these self-identified subgroups was determined using survey responses provided by the students.
Overall, students described the campus as friendly and welcoming, with 80 percent of both undergraduate and graduate students reporting feeling welcome and accepted either often or very often. Eighty-eight percent said they feel comfortable in their classes, and 80 percent reported feeling intellectually stimulated. Large majorities described CU-Boulder as “accepting of diverse perspectives” in the classroom, 81 percent, and outside the classroom, 63 percent.
On a broad measure of feeling welcome and comfortable on campus and in the Boulder community, students who self-identified in diverse subgroups generally reported a positive experience — averaging about 4 on the 5-point scale. Although the positive assessment of the campus’s social climate was shared across all subgroups, two subgroups of at least 100 respondents did rate it slightly lower — around 3.5 — African-American students and students who characterized themselves as having a psychological or psychiatric disability such as depression or post-traumatic stress disorder. Their ratings were, however, still above the scale midpoint of 3.0. There was also a tendency for slightly less positive evaluations of the campus social climate by GLBT students, nontraditional-age students, students of lower socioeconomic status, very liberal students, very conservative students, students not affiliated with a fraternity or sorority, transfer students, and students affiliated with the Buddhist and Muslim faiths. Their ratings were, nevertheless, well above the neutral point on the scale.
Comprising 149 scaled questions, plus another six open-ended questions, the survey collected a massive amount of information — over a million responses to the ratings, and nearly 23,000 written comments, amounting to half a million words. The thousands of student comments include praise for particular classes that addressed diversity issues, suggestions to increase enrollment of international students and to make tuition more affordable for low-income students, reports of uncomfortable situations involving derogatory comments about women or gays or people of color, descriptions of personal experiences with religious or political prejudice, and accounts of situations that led to better understanding between people of different backgrounds. One student wrote, “Thanks for continuing to educate people on these issues, I feel like a much bigger and better person since I came to CU.”
Differences in survey results across 2001, 2006 and 2010 indicate an overall trend of small but consistent and wide-ranging improvements in the social climate on the CU-Boulder campus. For example, students’ level of comfort taking part in campus social life was higher in 2010, as were the average levels of feeling welcome, accepted, supported and intellectually stimulated at CU-Boulder. In all three surveys, African-American undergraduate students perceived the climate at CU-Boulder somewhat less favorably than did undergraduates of other races/ethnicities. Compared with 2001 and 2006, however, African-American undergraduates in 2010 reported feeling more welcome on the Boulder campus and more comfortable participating in campus social life and life on the Hill. Other students also reported feeling more welcome and comfortable in 2010.
A campus advisory board representing a wide range of campus units helped guide the survey and data analysis, including the assistant vice chancellor for diversity, equity and community engagement, the associate vice chancellor for undergraduate education, faculty, and representatives from student government, Disability Services, the GLBT Resource Center, Religious Campus Organizations, Wardenburg Health Center, the Office of Orientation, the Center for Multicultural Affairs and the Women’s Resource Center.
The survey’s findings are used primarily to evaluate, revise and develop programs and policies that promote student success by helping all students feel like valued members of the university community. PBA and members of the survey’s advisory board have been working together to distribute the results and encourage their use throughout the university community.
“For several years, the Office of Diversity, Equity and Community Engagement has worked with several campus community committees to assess and maintain the social climate for all students, especially as it impacts learning in and outside the classroom, as well as staff and faculty,” said Alphonse Keasley, assistant vice chancellor for diversity and equity. “The results of the latest survey will be most instructive in the ways that various Chancellor Advisory Committees can continue to recommend diversity and inclusion needs to ODECE and senior level administrators that are central to the campus’s mission and purpose.”
The results will also be used by academic affairs. “The Office of Undergraduate Education will be using specific results of this campus climate survey to fine tune or modify specific programs which have a significant focus on improving the welcoming climate we want for our students,” said Michael Grant, associate vice chancellor for undergraduate education. “For example, our McNeil, Daniels, Ethnic Living and Learning and Academic Excellence programs, among others, all work with students who may find understanding and fitting into a research university environment a particular challenge for it is often a really new and different cultural environment. This is also the case for many international students.”
