GRADUATE
PROGRAM
SURVEY
By: Tim Starr, Research Assistant,
Office of Institutional Research
Academic Year
2011-2012
TABLE OF CONTENTS
Introduction ...................................................................................................................... 1
Demographics.................................................................................................................... 2
Reasons for attending graduate school ................................................................................ 7
Satisfaction of attending graduate school ............................................................................ 14
Future plans ..................................................................................................................... 21
Academic activities participated in ...................................................................................... 25
Survey highlights .............................................................................................................. 33
Education experiences and skills ......................................................................................... 34
Academic and social environment ....................................................................................... 50
Appendix A ....................................................................................................................... 61
UNIVERSITY OF NORTHERN IOWA GRADUATE PROGRAM SURVEY
The UNI Graduate Program Survey is an instrument for students to provide feedback to the
university. This instrument is meant for the university to see what graduate program students
deem important in academic and social areas. Questions range from how well the student
believes that UNI has taught them to work as a team to whether or not they believe that the
graduate teaching at UNI was excellent. Also included are questions related to what the
students are going to be doing after graduation.
The surveys are dispersed to students prior to commencement. For academic year 2011-2012,
58 students completed the survey in December (response rate of 44%) and 223 students
completed it in May (response rate of 78%). For academic year 2011-2012 there were 418
graduate program graduates. Total respondents this year was 281 students, which is an overall
response rate of 53%.
The purpose of this report is to analyze social and academic factors that students find important
throughout their graduate career.
1
DEMOGRAPHICS
The demographic characteristics of students that completed the Graduate Program Survey this
year are very closely related to the enrollment percentages of UNI’s graduate program.
For example, the known gender of respondents is almost exactly equal to actual enrollment
numbers during the 2011-2012 academic year. Respondents were 71% female and 29% male
(ignoring unknowns) whereas graduate student enrollment was 70% female and 30% male.
Presented below are breakdowns of distribution by college, race/ethnicity, gender, and age
category.
2
DISTRIBUTION BY COLLEGE
Enrollment numbers of graduate students for academic year 2011-2012 are pretty close to
these percentages. CBA is a little over represented, CSBS is a little over, CHAS is a little under,
and COE is just barely over. This creates a very nice sample that accurately represents the
total graduates from UNI’s graduate programs.
College graduated from
(N=281)
CBA, 33, 11.74%
CSBS, 70, 24.91%
COE, 81, 28.83%
CHAS, 97, 34.52%
3
Race/ethnicity by college
N = 281
100%
90%
21.21%
29.63%
27.84%
25.71%
80%
70%
60%
Unknown
White
Hispanic or Latino
50%
Black or African American
40%
75.76%
60.49%
64.95%
Asian
72.86%
2 or more
30%
20%
10%
6.17%
0%
3.03%
3.70%
CBA
COE
3.09%
CHAS
CSBS
4
Gender by college
N = 281
100%
17.14%
18.52%
90%
29.90%
80%
36.36%
70%
60%
50%
62.86%
64.20%
Male
Female
Unknown
40%
57.73%
51.52%
30%
20%
10%
20.00%
17.28%
12.37%
12.12%
0%
CBA
COE
CHAS
CSBS
5
Age category by college
N = 237
100%
3.45%
4.55%
5.88%
3.51%
5.26%
90%
16.67%
80%
34.48%
70%
60%
Above 55
84.71%
50%
82.46%
40-55
24-29
30%
20-23
75.76%
40%
62.07%
20%
10%
9.41%
8.77%
CHAS
CSBS
3.03%
0%
CBA
COE
6
REASONS FOR ATTENDING GRADUATE SCHOOL
Recent graduates also had the chance to choose how important some reasons were for
attending graduate school. The rankings were based from 1 (“Low”) to 4 (“High”).
Reasons for attending graduate school by
importance
N = 212-223
To learn new intellectual/technical skills
7.24% 28.05%
relevant to my career
Intellectual Stimulation
61.54%
11.47% 27.98%
56.88%
Personal growth/fulfillment 5.83% 24.66%
66.82%
Low
Low-Medium
Medium-High
Preparation for further graduate
education
35.85%
19.34% 20.28%
24.53%
Entry into a new career
17.76%
21.96% 11.68%
48.60%
Advancement or promotion in a career
already begun
14.41%
23.42% 11.26%
50.90%
0%
20%
40%
60%
80%
High
100%
The trend continues from last year, with ”Personal Growth/Fulfillment” having the highest
“Medium-High”/“High” percentage. “Preparation for further graduate education” has the
smallest “Medium-High”/“High” percentage, which is also the same as last year. The following
graphs show this information by college.
7
Importance of attending: Advancement or promotion in a career
already begun
N = 222
100%
18.58%
90%
25.00%
32.00%
34.38%
80%
70%
31.86%
60%
44.23%
50%
High
32.00%
Medium-High
31.25%
Low-Medium
Low
40%
30%
20%
40.71%
24.00%
21.88%
13.46%
12.00%
12.50%
CBA
COE
CHAS
17.31%
10%
8.85%
0%
CSBS
8
Importance of attending: Entry into a new career
N = 214
100%
90%
25.00%
80%
44.44%
50.00%
70%
63.46%
20.83%
60%
High
Medium-High
50%
16.67%
20.83%
Low-Medium
13.64%
Low
40%
10.61%
30%
16.67%
23.08%
20%
33.33%
25.76%
10%
22.22%
11.54%
0%
CBA
COE
CHAS
CSBS
9
Importance of attending: Preparation for further graduate education
N = 212
100%
8.33%
90%
8.33%
37.33%
80%
70%
17.39%
20.90%
21.74%
29.17%
20.90%
60%
High
22.67%
50%
23.91%
19.40%
Medium-High
Low-Medium
Low
40%
13.33%
30%
54.17%
20%
38.81%
36.96%
26.67%
10%
0%
CBA
COE
CHAS
CSBS
10
Importance of attending: Personal growth/fulfillment
N = 223
100%
90%
80%
37.50%
70%
62.26%
68.66%
77.22%
60%
High
Medium-High
50%
Low-Medium
Low
40%
54.17%
30%
24.53%
20%
26.87%
13.92%
10%
9.43%
6.33%
8.33%
0%
CBA
COE
CHAS
CSBS
11
Importance of attending: Intellectual stimulation
N = 218
100%
90%
25.00%
80%
46.97%
70%
61.54%
72.37%
60%
37.50%
High
Medium-High
50%
Low-Medium
Low
40%
34.85%
30%
28.85%
29.17%
20%
18.42%
13.64%
10%
8.33%
6.58%
7.69%
CHAS
CSBS
0%
CBA
COE
12
Importance of attending: To learn new intellectual/technical skills
relevant to my career
N = 221
100%
90%
33.33%
80%
58.49%
70%
61.54%
70.51%
60%
High
Medium-High
50%
Low-Medium
40%
50.00%
Low
30%
30.19%
20%
10%
28.05%
20.51%
16.67%
5.13%
7.55%
7.24%
COE
CHAS
CSBS
0%
CBA
13
SATISFACTION OF ATTENDING GRADUATE SCHOOL
Students were also asked to fill out an area that based their satisfaction of the same criteria as
the reasons for attending graduate school. These answers were based on the same scale, from
“Low” to “High”.
Reasons for attending graduate school by
satisfaction
N = 215-220
To learn new intellectual/technical skills
relevant to my career
30.00%
63.18%
Intellectual Stimulation
27.40%
63.01%
Personal growth/fulfillment
24.20%
Not Applicable
69.41%
Low
Low-Medium
Preparation for further graduate
education
11.57%
22.69%
17.13%
11.11%
37.04%
Medium-High
High
Entry into a new career
9.22%
18.89%
19.35%
9.68%
6.79%
Advancement or promotion in a career
22.62% 5.43% 19.00%
already begun
0%
20%
40%
42.40%
45.70%
60%
80%
100%
Students seemed to be very satisfied with their “Intellectual Stimulation”, “Learning
new/technical skills relevant to their career” and “Personal growth/fulfillment”, with over 90%
of respondents answering “Medium-High” or “High” on these reasons. The following graphs
show this information by college.
14
Satisfaction of attending: Advancement or promotion in a career
already begun
N = 221
100%
90%
25.00%
36.36%
80%
44.44%
70%
65.15%
60%
25.00%
High
18.18%
Medium-High
50%
Low-Medium
8.33%
20.37%
9.09%
40%
6.49%
30%
16.67%
20%
Low
Not Applicable
7.41%
7.41%
41.67%
29.87%
20.37%
10%
9.09%
0%
CBA
COE
CHAS
CSBS
15
Satisfaction of attending: Entry into a new career
N = 217
100%
90%
20.83%
31.51%
80%
50.00%
70%
57.41%
20.83%
60%
21.92%
High
Medium-High
50%
Low-Medium
25.00%
13.64%
40%
Low
12.33%
8.22%
30%
Not Applicable
22.22%
18.18%
20%
5.56%
29.17%
26.03%
10%
13.64%
11.11%
0%
CBA
COE
CHAS
CSBS
16
Satisfaction of attending: Preparation for further graduate education
N = 216
100%
90%
20.83%
32.08%
38.46%
80%
44.59%
70%
16.67%
15.09%
60%
High
50%
20.83%
Medium-High
20.00%
16.22%
7.55%
Low-Medium
Low
40%
Not Applicable
7.69%
18.87%
14.86%
30%
12.31%
20%
6.76%
37.50%
26.42%
20.00%
10%
17.57%
0%
CBA
COE
CHAS
CSBS
17
Satisfaction of attending: Personal growth/fulfillment
N = 219
100%
90%
33.33%
80%
70%
74.24%
60%
73.68%
73.58%
High
Medium-High
50%
Low-Medium
Low
40%
Not Applicable
58.33%
30%
20%
18.18%
19.74%
COE
CHAS
22.64%
10%
8.33%
0%
CBA
CSBS
18
Satisfaction of attending: Intellectual stimulation
N = 219
100%
90%
80%
37.50%
70%
62.96%
63.08%
71.05%
60%
High
Medium-High
50%
Low-Medium
Low
40%
Not Applicable
45.83%
30%
24.62%
20%
10%
29.63%
22.37%
12.50%
7.69%
5.56%
0%
CBA
COE
CHAS
CSBS
19
Satisfaction of attending: To learn new intellectual/technical skills
relevant to my career
N = 220
100%
90%
80%
45.83%
57.41%
70%
69.23%
67.53%
60%
High
Medium-High
50%
Low-Medium
Low
40%
30%
Not Applicable
45.83%
37.04%
23.38%
20%
26.15%
10%
5.19%
0%
CBA
COE
CHAS
CSBS
20
PLANS FOLLOWING GRADUATION
Continuing the trend from last year, most graduates are planning on going into full-time
employment post-graduation. Also like last year, the least chosen plan was “Starting or raising
a family”.
Graduate or
professional school,
part-time, 1.10%
Plans following graduationOther, please specify,
Graduate or
professional school,
full-time, 6.96%
Employment, parttime paid, 5.49%
(N=273)
3.66%
Starting or raising a
family, 0.37%
Employment, fulltime paid, 82.42%
Many of the “Other, please specify” responses included: “CPA Exam” or “Student Teaching”.
21
Plans following graduation by college
(N=273)
100%
5.26%
90%
9.09%
8.70%
12.63%
80%
6.32%
70%
Other
Starting or raising a family
60%
Graduate or professional school,
part-time
50%
40%
84.85%
88.16%
86.96%
Graduate or professional school,
full-time
Employment, part-time paid
73.68%
Employment, full-time paid
30%
20%
10%
0%
CBA
COE
CHAS
CSBS
Here is the same data, split up by college. All of the colleges have a somewhat similar response
percentage in regard to full-time employment; with CHAS being the college that has the
smallest percentage planning on going into full time employment. This is because CHAS has a
relatively large percentage of students going on to further education.
22
EMPLOYMENT DETAILS
Students were also asked whether or not their job was in the state of Iowa, and if they would
return, if possible.
Is your job in the state of Iowa?
(N=157)
No, 18.47%
Yes, 81.53%
If not employed in Iowa, would you
return given the chance?
(N=37)
No, 10.81%
Yes, 89.19%
The students that said they were not being employed in Iowa had a variety of states, but most
of them were in/near the Midwest. Only a few students were going out of the United States.
23
EDUCATION PLANS FOR THE FUTURE
Students were also asked if they planned on continuing their education.
Further education plans
(N=217)
Accepted to another
graduate/
professional program
9%
Currently applying to
programs, not yet
accepted
7%
None
84%
9% (19 students) of respondents were already accepted, and another 7% (16 students) were
applying to programs at the time of the survey.
24
ACTIVITIES EXPERIENCED OR PARTICIPATED IN DURING GRADUATE CAREER
Students were also asked what kind of scholarly activities that they participated in during their
graduate education at UNI.
Please mark each of the following activities that
you experienced or participated in during your
graduate education at UNI
(N=281)
100%
90%
80%
70%
60%
50%
45.55%
41.99%
40%
30%
20%
10%
15.30%
7.83%
21.35%
14.59%
3.91%
0%
Many students completed original research, but of the students that did complete research,
many of them did not submit or publish. There was also a large portion of students that
completed an internship or practicum in a professional setting.
25
Respondents that: Completed original research by college
100%
90%
80%
70%
60%
Count Students
50%
Percent of College
40%
57
58.76%
30%
20%
14
42.42%
33
40.74%
CBA
COE
24
34.29%
10%
0%
CHAS
CSBS
26
Respondents that: Submitted original research for publication by college
100%
90%
80%
70%
60%
Count Students
Percent of College 50%
40%
30%
20%
10%
1
3.03%
1
9.88%
11
11.34%
CBA
COE
CHAS
2
2.86%
0%
CSBS
27
Respondents that: Published original research by college
100%
90%
80%
70%
60%
Count Students
50%
Percent of College
40%
30%
20%
10%
3
9.09%
3
3.70%
4
4.12%
COE
CHAS
1
1.43%
0%
CBA
CSBS
28
Respondents that: Creative work presented/performed for professional
review by college
100%
90%
80%
70%
60%
Count Students
50%
Percent of College
40%
30%
20%
10%
1
3.03%
15
18.52%
21
21.65%
6
8.57%
0%
CBA
COE
CHAS
CSBS
29
Respondents that: Presented research at a professional conference by
college
100%
90%
80%
70%
60%
Count Students
50%
Percent of College
40%
30%
39
40.21%
20%
10%
3
9.09%
10
12.35%
8
11.43%
0%
CBA
COE
CHAS
CSBS
30
Respondents that: Participated in other ways in regional or national
professional society by college
100%
90%
80%
70%
60%
Count Students
50%
Percent of College
40%
30%
20%
10%
0%
2
6.06%
CBA
9
11.11%
COE
21
21.65%
CHAS
9
12.86%
CSBS
31
Respondents that: Completed a practicum or internship in a
professional setting by college
100%
90%
80%
70%
60%
Count Students
50%
Percent of College
40%
43
61.43%
30%
16
48.48%
20%
28
34.57%
31
31.96%
10%
0%
CBA
COE
CHAS
CSBS
32
SURVEY HIGHLIGHTS
There were many questions that had very high positive results. In the section of “Educational
Experiences and Skills” positive choices were “Good” or “Excellent”. In the section titled
“Academic and Social Environment” positive choices were “Agree” and “Strongly Agree”.

91.16% of respondents reported positive choices for upholding ethical standards

91.2% of respondents reported positive choices for learning new things

93.93% of respondents reported positively for I believe I have received a high quality
graduate education from UNI

97.67% of respondents reported that at least one faculty member showed an active
interest in their educational/career goals

96.26% of respondents reported that the graduate faculty they had contact with were
committed to advancing student learning

97.69% of respondents said that my graduate learning experience was cumulative over
a series of courses in my program
In the following charts this information and more will be presented.
33
EDUCATIONAL EXPERIENCES AND SKILLS
THE following graphs show information regarding how students believe UNI has prepared them
for the future.
Educational experiences and skills
How well did UNI prepare you for...
(N = 214-217)
Can't Evaluate
Poor
Fair
Working as a team
Working with people of diverse backgrounds
Working independently
Making decisions
Working under pressure
Adapting to change
Average
Good
10.75% 24.77%
12.09%
8.84%
26.05%
26.98%
11.63%
27.44%
9.30% 25.12%
11.63%
30.70%
Upholding ethical standards 6.51% 27.44%
Conducting yourself in a professional manner
Using research skills
Bringing information/ideas together from different
areas
Thinking creatively
8.84% 22.33%
16.13%
12.04%
8.76%
Learning new things 7.87%
Planning Projects
30.09%
32.26%
26.85%
Solving Problems 10.60%
Defining Problems
27.19%
11.60%
13.43%
35.48%
38.00%
32.41%
Excellent
60.28%
56.28%
61.86%
58.14%
63.72%
54.88%
63.72%
66.98%
54.38%
55.09%
55.76%
64.35%
52.07%
49.10%
50.00%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
34
Planning projects
N = 216
100%
90%
80%
40.00%
43.48%
70%
47.44%
63.08%
60%
Excellent
Good
Average
50%
Fair
26.09%
Poor
40%
42.00%
34.62%
Can't Evaluate
30%
24.62%
20%
26.09%
10%
14.10%
12.00%
CHAS
CSBS
9.23%
0%
CBA
COE
35
Defining problems
N = 216
100%
90%
30.43%
80%
49.23%
52.56%
52.00%
70%
60%
Excellent
Good
50%
Average
47.83%
Can't Evaluate
40%
40.00%
30%
34.62%
36.00%
10.26%
10.00%
CHAS
CSBS
20%
10%
21.74%
10.77%
0%
CBA
COE
36
Solving problems
N = 217
100%
90%
34.78%
80%
53.03%
70%
55.13%
54.00%
60%
Excellent
Good
50%
Average
Fair
40%
47.83%
Can't Evaluate
30.00%
30%
37.88%
33.33%
20%
10%
17.39%
7.69%
14.00%
9.09%
0%
CBA
COE
CHAS
CSBS
37
Learning new things
N = 216
100%
90%
80%
39.13%
70%
69.23%
67.53%
64.71%
60%
Excellent
Good
50%
Average
Poor
40%
39.13%
Can't Evaluate
30%
23.53%
20%
24.68%
27.69%
10%
21.74%
7.84%
7.79%
0%
CBA
COE
CHAS
CSBS
38
Thinking creatively
N = 217
100%
90%
26.09%
80%
56.41%
70%
63.08%
58.82%
60%
Excellent
34.78%
Good
50%
Average
Fair
40%
30%
Can't Evaluate
21.74%
31.37%
6.15%
7.69%
7.84%
COE
CHAS
CSBS
29.23%
20%
10%
34.62%
17.39%
0%
CBA
39
Bringing information/ideas together from different areas
N = 216
100%
90%
34.78%
80%
53.85%
52.94%
70%
65.63%
60%
Excellent
50%
Good
26.09%
Average
Fair
40%
Can't Evaluate
30%
33.33%
31.37%
30.43%
26.56%
20%
10%
10.26%
8.70%
7.81%
CBA
COE
11.76%
0%
CHAS
CSBS
40
Using research skills
N = 217
100%
90%
80%
45.10%
52.17%
70%
56.92%
58.97%
60%
Excellent
Good
Average
50%
Fair
Poor
40%
33.33%
Can't Evaluate
26.09%
24.62%
30%
25.64%
20%
10%
21.74%
17.65%
15.38%
14.10%
0%
CBA
COE
CHAS
CSBS
41
Conducting yourself in a professional manner
N = 215
100%
90%
80%
47.83%
70%
62.34%
70.59%
76.56%
60%
Excellent
Good
50%
Average
40%
Can't Evaluate
26.09%
30%
25.97%
17.65%
20%
26.09%
20.31%
10%
10.39%
7.84%
0%
CBA
COE
CHAS
CSBS
42
Upholding ethical standards
N = 215
100%
90%
80%
70%
54.55%
56.52%
70.00%
72.31%
60%
Excellent
Good
50%
Average
Poor
40%
Can't Evaluate
21.74%
30%
35.06%
20%
22.00%
17.39%
24.62%
10%
6.49%
6.00%
0%
CBA
COE
CHAS
CSBS
43
Adapting to change
N = 215
100%
90%
80%
39.13%
58.46%
70%
57.14%
54.00%
60%
Excellent
8.70%
Good
50%
Average
Fair
40%
30%
Can't Evaluate
30.00%
43.48%
35.38%
33.77%
20%
10%
12.00%
7.79%
8.70%
0%
CBA
COE
CHAS
CSBS
44
Working under pressure
N = 215
100%
90%
80%
70%
56.00%
60.00%
65.22%
71.43%
60%
Excellent
Good
50%
Average
Fair
40%
Can't Evaluate
30%
30.00%
17.39%
29.23%
20%
10%
20.78%
17.39%
12.00%
9.23%
5.19%
COE
CHAS
0%
CBA
CSBS
45
Making decisions
N = 215
100%
90%
80%
43.48%
52.00%
70%
64.62%
61.04%
60%
Excellent
Good
50%
Average
Fair
40%
30.43%
Can't Evaluate
34.00%
30%
24.68%
24.62%
20%
26.09%
10%
10.39%
10.00%
CHAS
CSBS
9.23%
0%
CBA
COE
46
Working independently
N = 215
100%
90%
80%
47.83%
52.00%
70%
69.23%
66.23%
60%
Excellent
Good
Average
50%
Fair
40%
Poor
21.74%
Can't Evaluate
30%
20%
36.00%
21.74%
23.08%
25.97%
10%
8.00%
7.69%
6.49%
COE
CHAS
0%
CBA
CSBS
47
Working with people of diverse backgrounds
N = 215
100%
90%
80%
39.13%
53.25%
70%
58.00%
64.62%
60%
Excellent
Good
50%
Average
26.09%
Fair
Poor
40%
Can't Evaluate
31.17%
30%
21.74%
28.00%
18.46%
20%
10%
9.23%
8.70%
12.99%
10.00%
CHAS
CSBS
6.15%
0%
CBA
COE
48
Working as a team
N = 214
100%
90%
80%
53.25%
70%
54.00%
60.87%
73.44%
60%
Excellent
Good
50%
Average
Fair
40%
Can't Evaluate
13.04%
28.57%
30%
30.00%
20%
21.74%
20.31%
10.39%
10%
12.00%
6.25%
5.19%
0%
CBA
COE
CHAS
CSBS
49
ACADEMIC AND SOCIAL ENVIRONMENT
The following graphs show how students feel on certain aspects regarding some key aspects of
their time in UNI’s graduate program.
Indicate the extent to which you agree or
disagree with...
(N = 213-217)
Not Sure
Strongly Disagree
Disagree
I would recommend my graduate program to a
prospective student
I believe I have received a high quality graduate
education from UNI
31.92%
33.18%
The UNI community encourages the examination of
diverse and controversial ideas in its graduate
programs
The graduate faculty I had contact with were
committed to advancing student learning
The overall quality of graduate teaching at UNI is
excellent
My graduate learning experience was cumulative
over a series of courses in my program
Most of graduate instructors were intellectually
stimulating
Most of the graduate courses I took at UNI were
intellectually demanding
Strongly Agree
57.28%
60.75%
47.20%
Most of the courses in my graduate program were
readily available when I wanted to take them
At least one faculty member showed an active
interest in my educational/career goals
Agree
33.33%
17.76%
43.93%
55.40%
79.91%
34.58%
46.76%
46.54%
49.77%
53.00%
61.68%
45.37%
51.15%
44.24%
40.55%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
50
Most of the graduate courses I took at UNI were intellectually
demanding
N = 217
100%
90%
24.00%
80%
40.26%
46.27%
70%
60.87%
60%
Strongly Agree
Agree
50%
Disagree
64.00%
40%
Strongly Disagree
Not Sure
55.84%
30%
49.25%
30.43%
20%
10%
10.00%
0%
CBA
COE
CHAS
CSBS
51
Most of the graduate instructors were intellectually stimulating
N = 217
100%
90%
30.43%
34.00%
80%
49.25%
50.65%
70%
60%
Strongly Agree
Agree
50%
Disagree
40%
Not Sure
60.87%
56.00%
30%
46.27%
45.45%
20%
10%
8.00%
8.70%
0%
CBA
COE
CHAS
CSBS
52
My graduate learning experience was cumulative over a series of
courses in my program
N = 217
100%
90%
80%
44.00%
52.17%
70%
55.22%
51.95%
60%
Strongly Agree
Agree
50%
Disagree
Not Sure
40%
30%
52.00%
43.48%
43.28%
46.75%
20%
10%
0%
CBA
COE
CHAS
CSBS
53
The overall quality of graduate teaching at UNI is excellent
N = 216
100%
90%
30.43%
34.00%
80%
50.75%
52.63%
70%
60%
Strongly Agree
Agree
50%
Disagree
Strongly Disagree
40%
Not Sure
60.87%
58.00%
30%
43.28%
38.16%
20%
10%
8.70%
6.58%
6.00%
CHAS
CSBS
5.97%
0%
CBA
COE
54
The graduate faculty I had contact with were committed to advancing
student learning
N = 214
100%
90%
80%
39.13%
51.02%
70%
69.70%
68.42%
60%
Strongly Agree
Agree
50%
Disagree
Not Sure
40%
47.83%
30%
44.90%
20%
27.63%
30.30%
10%
13.04%
0%
CBA
COE
CHAS
CSBS
55
At least one faculty member showed an active interest in my
educational/career goals
N = 214
100%
90%
80%
70%
75.51%
75.76%
60%
84.21%
86.96%
Strongly Agree
Agree
50%
Disagree
Strongly Disagree
40%
30%
20%
24.24%
10%
20.41%
11.84%
13.04%
0%
CBA
COE
CHAS
CSBS
56
Most of the courses in my graduate program were readily available
when I wanted to take them by college
N = 213
100%
90%
80%
47.37%
55.10%
70%
60.00%
69.57%
60%
Strongly Agree
Agree
50%
Disagree
Strongly Disagree
40%
Not Sure
35.53%
30%
36.73%
30.77%
20%
26.09%
11.84%
10%
6.12%
6.15%
0%
CBA
COE
CHAS
CSBS
57
The UNI community encourages the examination of diverse and
controversial ideas in its graduate programs by college
N = 214
100%
90%
80%
39.13%
40.79%
42.86%
50.00%
70%
60%
Strongly Agree
Agree
50%
Disagree
Strongly Disagree
40%
43.48%
Not Sure
51.32%
44.90%
30%
45.45%
20%
8.70%
10%
6.12%
8.70%
0%
CBA
COE
CHAS
CSBS
58
I believe I have received a high quality graduate education from UNI
by college
N = 214
100%
90%
80%
51.02%
70%
56.52%
61.84%
68.18%
60%
Strongly Agree
Agree
50%
Disagree
Strongly Disagree
40%
Not Sure
30%
38.78%
39.13%
20%
32.89%
27.27%
10%
6.12%
0%
CBA
COE
CHAS
CSBS
59
I would recommend my graduate program to a prospective student
by college
N = 213
100%
90%
80%
52.17%
70%
54.67%
55.10%
63.64%
60%
Strongly Agree
Agree
50%
Disagree
Strongly Disagree
40%
30%
Not Sure
32.00%
39.13%
30.61%
30.30%
20%
10%
6.67%
8.70%
6.12%
0%
CBA
COE
CHAS
CSBS
60
APPENDIX A
UNI Graduate Program Survey
May 2012
CONGRATULATIONS on your graduation! Your responses to this survey will be used for program improvement and will not be linked in any way to your
records. Individual responses to this survey will be confidential. Survey findings will be reported in aggregate only. Please complete all six sections.
Please fill in the response circle completely. Use only black or blue ink or dark pencil to complete the survey.
Section 1: Background Information
Student ID Number
If employed, please provide the following
details: (individual responses will be kept confidential)
Job Title
⓪
⓪
⓪
⓪
⓪
⓪
①
①
①
①
①
①
②
②
②
②
②
②
③
③
③
③
③
③
④
④
④
④
④
④
⑤
⑤
⑤
⑤
⑤
⑤
⑥
⑥
⑥
⑥
⑥
⑥
⑦
⑦
⑦
⑦
⑦
⑦
⑧
⑧
⑧
⑧
⑧
⑧
⑨
⑨
⑨
⑨
⑨
⑨
Institution Name
City
State
Area of study
Intended Degree
Start Date
Name of Employing
Organization
City
State
Section 4: Scholarly and Academic
Activities at UNI
Annual Salary ($)
Start Date
Is this job in the state of
Iowa?
If not, would you return to Iowa
in the future if given the chance?
① Yes
① Yes
② No
② No
Section 2: Plans Following Graduation
What is MOST LIKELY to be your PRINCIPAL
activity upon graduation?
①
②
③
④
⑤
⑥
⑦
⑧
⑨
Employment, full-time paid
Employment, part-time paid
Graduate or professional school, full-time
Graduate or professional school, part-time
Additional undergraduate coursework
Military service
Volunteer activity (e.g., Peace Corps)
Starting or raising a family
Other, please specify:
If pursing further education, please provide
the following details:
Section 3: Plans for Further Education
What are your continuing education plans?
①
②
③
④
Accepted to another graduate/professional
program
Currently applying to programs, not yet
accepted
Accepted to an undergraduate program
None
Please mark each of the following activities
that you experienced or participated in
during your graduate education at UNI.
①
②
③
④
⑤
⑥
⑦
Completed original research
Submitted original research for publication
Published original research
Creative work presented/performed for
professional review
Presented research at a professional
conference
Participated in other ways in regional or
national professional society
Completed a practicum or internship in a
professional setting
Will you be attending:
①
②
Full-time
Part-time
62
① ② ③ ④
Office of Institutional Research 319-273-3050
Please complete both sides of the survey.
Below are some reasons for going to graduate school. Shade in the appropriate circle for how
important that reason was to you.
Low
①
High
④
Advancement or promotion in a career you had already begun
① ② ③ ④ Entry into a new career
① ② ③ ④ Preparation for further graduate education
① ② ③ ④ Personal growth/fulfillment
① ② ③ ④ Intellectual stimulation
① ② ③ ④ To learn new intellectual/technical skills relevant to my career
Using the same reasons, shade in the appropriate circle for how satisfied you feel about
achieving that goal through your graduate experience at UNI.
Low
High
NA
① ② ③
④
⓪ Advancement or promotion in a career you had already begun
① ② ③
④
⓪ Entry into a new career
① ② ③
④
⓪ Preparation for further graduate education
① ② ③
④
⓪ Personal growth/fulfillment
① ② ③
④
⓪ Intellectual stimulation
① ② ③
④
⓪ To learn new intellectual/technical skills relevant to my career
②
③
Think about your future/career goals. Using
the scale on the left, please rate how well
UNI has prepared you for….
Poor
Fair
Average
Good
Excellent
Cannot
Evaluate
Section 5: Educational Experiences and Skills
Planning projects
①
②
③
④
⑤
⓪
Defining problems
Solving problems
Learning new things
Thinking creatively
Bringing information/ideas together from
different areas
Using research skills
Conducting yourself in a professional manner
Upholding ethical standards
Adapting to change
Working under pressure
Making decisions
Working independently
Working with people of diverse backgrounds
Working as a team
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
①
②
③
④
⑤
⓪
Section 6: Academic and Social Environment
Please indicate the extent to which you
agree or disagree with the following
statements.
Most of the graduate courses I took at
UNI were intellectually demanding.
Most of my graduate instructors were
intellectually stimulating.
My graduate learning experience was
cumulative over a series of courses in my
program.
The overall quality of graduate teaching at
UNI is excellent.
The graduate faculty I had contact with
were committed to advancing student
learning.
At least one graduate faculty member
showed an active interest in my
educational/career goals.
Most of the courses in my graduate
program were readily available when I
wanted to take them.
The UNI community encourages the
examination of diverse and controversial
ideas in its graduate programs.
I believe I have received a high quality
graduate education from UNI.
I would recommend my graduate
program to a prospective graduate
student.
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not
Sure
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
①
②
③
④
⓪
Section 7: Faculty and Staff Recognition
Please list the name(s) of any
faculty who have had a positive
influence on your development as
a student at UNI.
Please list the name(s) of any
staff members who have had a
positive influence on your
development as a student at UNI.
Faculty Name(s)
Staff name(s)
63