University of Northern Iowa
2013 – 2014
Graduating Senior Survey
Megan Vogt
Graduate Research Assistant
CIO’s Office & Institutional Research
Table of Contents
Survey Highlights ........................................................................................................................... 2
Student Response Rate & Distribution by College ..................................................................... 3
Characteristics of Respondents (Race) ........................................................................................ 4
Characteristics of Respondents (Gender) .................................................................................... 5
Graduate’s Plans Following Graduation ..................................................................................... 6
Graduates Pursuing Further Education ...................................................................................... 7
Institutional Summary of Skills & Experiences .......................................................................... 8
Institutional Summary of Social & Academic Environment ..................................................... 9
CBA Summary of Skills & Experiences ..................................................................................... 10
CBA Summary of Social & Academic Environment ................................................................ 11
COE Summary of Skills & Experiences .................................................................................... 12
COE Summary of Social & Academic Environment ................................................................ 13
CHAS Summary of Skills & Experiences .................................................................................. 14
CHAS Summary of Social & Academic Environment ............................................................. 15
CSBS Summary of Skills & Experiences ................................................................................... 16
CSBS Summary of Social & Academic Environment .............................................................. 17
Multiple Year Comparisons ............................................................................................... 18 – 24
Appendix A .................................................................................................................................. 25
1
Graduating Senior Survey
The University of Northern Iowa Graduating Senior Survey was given to all UNI graduates prior to
commencement exercises in December 2013 and May 2014. The survey was completed by 471 students in
December 2013 and 1,273 students in May 2014, for a grand total of 1,744 students. Students who chose
not to attend commencement exercises or students who arrived late to their respective ceremonies were not
included in the survey data.
2013-2014 Survey Highlights
The following points present some of the key findings of the Graduating Senior Survey. Percentages are
presented in terms of individuals who responded “agree” or “strongly agree” to the Academic and Social
Environment items and “good” or “excellent” to the Education Experiences and Skills items.
Educational Experiences – Graduates felt that UNI prepared them in the following areas:
 Listening effectively (92.9%)
 Understanding written communication (93.4%)
 Upholding ethical standards (91.6%)
 Working under pressure (91.7%)
 Working independently (92.4%) and working as a team (90.2%)
Academic & Social Environment – Graduates felt that:
 UNI has excellent teaching quality (95.5%)
 Professors had a close relationship with students (96.3%)
 The faculty is committed to student learning (97.3%)
 The faculty has an interest in student’s goals (98.1%)
 UNI has a high quality education (97.4%)
2

67.5% of graduates are going into full-time paid, employment after graduation.
o 87.9% of the CBA students graduating went into full-time employment.

16.8% of graduates are going to graduate or professional school.
o 25.6% of CHAS students graduating went to a graduate school.

85.7% of graduates are continuing to live or practice in the state of Iowa.

95.3% of graduates would recommend their major to other students.

96.6% of graduates would recommend UNI to other students.
Graduating Senior Survey
Student Response Rate
Response Rate for Undergraduate Graduation
Dec 2013
May 2014
Survey
471
1,273
Responses
Graduation
639
1,673
Attendance
Response
73.7%
76.1%
Rate
27.0%
73.0%
Total
December 2013

1,744 students responded to the survey out
of the 2,312 students who attended
graduation

Overall response rate = 75.4%
May 2014
Figure 1.1 – Distribution of respondents by graduation date
Distribution of Respondents by College
100%
Total
90%

80%
70%
34.5%
60%
50%
40%
24.1%
20.9%
19.6%
30%
0.9%
20%
10%
0%
Colleges
CBA
COE
CHAS
CSBS
Inter.
Figure 1.2 – Distribution of respondents by college
3
1,744 students
o CBA = 342 students
 Fall – 106
 Spring – 236
o COE = 420 students
 Fall – 125
 Spring – 295
o CHAS = 602 students
 Fall – 139
 Spring - 463
o CSBS = 365 students
 Fall – 101
 Spring – 264
o Interdisciplinary = 15 students
 Spring - 15
Graduating Senior Survey
Characteristics of Respondents
The demographic characteristics of the 2013-2014 Graduating Senior Survey respondents were examined.
The high response rate to the survey helps to create a sample that is similar to that of all students graduating
in the 2013-2014 academic year. Presented below is a breakdown race/ethnicity (Figure 1.3) and gender
(Figure 1.4) of respondents by college.
CBA
COE
CHAS
CSBS
Interdisciplinary
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
CBA
COE
CHAS
CSBS
Inter.
2 or more
26.3%
15.8%
26.3%
31.6%
0.0%
African Hispanic
American or Latino
or Black
17.2%
20.7%
13.8%
48.3%
0.0%
20.0%
20.0%
31.4%
25.7%
2.9%
Hawaiian
Asian
White
0.0%
0.0%
0.0%
100.0%
0.0%
26.7%
26.7%
26.7%
20.0%
0.0%
19.0%
24.9%
34.9%
20.3%
0.9%
Figure 1.3 – Race or ethnicity of respondents by college
4
American
Not
Unknown
Indian or Available
Alaskan
Native
20.0%
43.2%
33.3%
0.0%
9.1%
22.2%
40.0%
43.2%
33.3%
40.0%
4.5%
11.1%
0.0%
0.0%
0.0%
Graduating Senior Survey
Characteristics of Respondents
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
CBA
COE
CHAS
CSBS
Inter.
Male
28.5%
13.7%
38.1%
19.5%
0.3%
Figure 1.4 – Gender of respondents by college
5
Female
15.0%
30.2%
32.2%
21.5%
1.2%
Graduating Senior Survey
Plans Following Graduation
Students were asked to indicate their plans following graduation. Students were to choose anything from
employment, graduate/professional schools, military service, volunteer work, or raising a family as their
primary focus after graduation.



67.5% of graduates will be heading on to full-time employment
16.8% of undergraduates are looking to further their education
‘Other’ included student teaching, completing an internship, or becoming an entrepreneur
Employment, Full-Time
67.5%
Employment, Part-Time
7.9%
Graduate School, Full-Time
16.4%
Graduate School, Part-Time
0.4%
Additional Undergrad
3.2%
Military
0.6%
Volunteer
0.6%
Family
0.4%
Other
3.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Figure 1.5 – Students’ plans following UNI graduation
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
8.4%
9.6%
87.9%
CBA
Employment
6
76.5%
COE
Graduate School
25.6%
18.2%
20.0%
69.0%
73.0%
73.3%
CHAS
CSBS
Inter.
Additional Undergrad
Military
Volunteer
Family
Other
Figure 1.6 – Students’ plans following graduation by college
Graduating Senior Survey
Further Education
Students were asked to indicate their plans following graduation. This is a breakdown of students who
chose to further their education at a graduate or professional school by college.
Inter. (3)
CBA (28)
COE (39)
CHAS (150)
CSBS (65)
20.0%
8.4%
9.6%
25.6%
18.2%
0%
10%
20%
30%
40%
50%
60%
70%
% of students going to graduate/professional school
80%
90%
100%
Figure 1.7 – Respondents going to graduate or professional school by college
Full-Time
Part-Time
Total
CBA
27
1
28 (9.8%)
COE
39
0
39 (13.7%)
CHAS
149
1
150 (52.6%)
CSBS
61
4
65 (22.8%)
Interdisciplinary
3
0
3 (1.1%)
Total
279 (97.9%)
6 (2.1%)
285
Figure 1.8 – Status of enrollment for respondents going to graduate or professional school
7

The College of Humanities, Arts, and Sciences sent approximately 26% of their students onto
higher education after leaving the University of Northern Iowa.

Most students who are heading to graduate or professional school have also committed to
attending school full-time.
Graduating Senior Survey
Institutional Summary of Results
Students were asked to think about their future goals and to rate how well UNI prepared them with the
skills and experience to achieve those goals.
N
Cannot
Evaluate
(0)
Poor
(1)
Fair
(2)
Average
(3)
Good
(4)
Excellent
(5)
Mean
1501
0.7%
0.1%
1.4%
8.0%
43.0%
46.8%
4.33
1500
0.3%
0.2%
1.3%
7.5%
41.4%
49.3%
4.38
1496
0.1%
0.0%
0.7%
5.7%
37.2%
56.2%
4.48
1493
1495
0.1%
0.9%
0.1%
0.5%
0.6%
2.2%
6.3%
13.4%
35.4%
33.2%
57.5%
49.8%
4.49
4.27
Basic calculations
1491
2.3%
0.5%
3.0%
12.7%
37.0%
44.5%
4.15
Foreign language skills
1492
20.1%
10.3%
14.0%
18.1%
17.6%
19.9%
2.63
Planning projects
1487
0.2%
0.1%
1.6%
11.3%
38.7%
48.0%
4.32
Defining problems
1487
0.4%
0.1%
0.7%
8.8%
42.0%
48.0%
4.36
Solving problems
1486
0.3%
0.1%
0.6%
6.9%
41.0%
51.1%
4.42
Learning new things
1484
0.4%
0.1%
0.9%
4.9%
32.3%
61.5%
4.53
Speaking effectively
Communicating through
writing
Understanding written
communication
Listening effectively
Basic computer skills
Creative thinking
1482
0.1%
0.2%
1.1%
8.2%
36.8%
53.6%
4.42
Bringing information
together
1477
0.3%
0.0%
1.2%
7.7%
40.5%
50.4%
4.39
Using research skills
1477
0.5%
0.0%
1.8%
12.1%
38.9%
46.9%
4.29
Conducting self in
professional manner
1473
0.5%
0.2%
1.1%
5.6%
29.7%
62.9%
4.53
Uphold ethical standards
Adapt to change
1470
1470
0.4%
0.3%
0.3%
0.3%
1.1%
1.0%
6.6%
8.1%
31.7%
37.8%
59.9%
52.5%
4.48
4.40
Working under pressure
1469
0.1%
0.1%
0.9%
7.2%
35.1%
56.6%
4.47
Making decisions
1465
0.4%
0.0%
1.0%
7.4%
37.8%
53.4%
4.42
Working independently
1463
0.5%
0.1%
0.7%
6.2%
34.0%
58.4%
4.48
Working with people of
diverse backgrounds
1465
0.4%
0.9%
2.7%
10.5%
35.2%
50.3%
4.30
Working as a team
1463
0.3%
0.3%
1.2%
7.9%
37.1%
53.1%
4.41
Leading others
1461
0.5%
0.1%
1.6%
9.6%
38.6%
49.5%
4.34
Identifying volunteer
opportunities
1462
1.8%
1.4%
5.3%
12.9%
35.0%
43.6%
4.09
Figure 1.8 – Summary of respondents’ educational experiences & skills
8
Graduating Senior Survey
Institutional Summary of Results
Students were asked to think about their academic and social environment while at UNI.
N
Not Sure
(0)
Strongly
Disagree
(1)
Disagree
(2)
Agree
(3)
Strongly
Agree
(4)
Mean
1442
0.6%
0.6%
4.1%
60.1%
34.7%
3.28
1441
0.4%
0.7%
4.0%
55.0%
39.9%
3.33
Integrated subject matter
1440
0.4%
0.7%
5.3%
54.0%
39.5%
3.32
Cumulative learning
1425
0.6%
0.1%
1.5%
51.6%
46.1%
3.42
Lifelong learner
1425
1.1%
0.4%
3.8%
46.9%
47.9%
3.40
Peers valued achievement
1424
0.9%
0.5%
4.7%
53.9%
40.0%
3.32
Excellent teaching quality
1422
0.9%
0.2%
3.4%
51.8%
43.7%
3.37
Courses in major available
1419
0.8%
1.3%
8.9%
47.2%
41.7%
3.28
LAC quality excellent
1419
7.1%
2.5%
14.0%
53.6%
22.8%
2.82
LAC purposes clear
1418
6.8%
2.8%
17.2%
51.3%
21.9%
2.79
LAC intellectually demanding
1418
7.4%
3.1%
17.0%
49.8%
22.7%
2.77
LAC teaching excellent
1416
7.6%
2.5%
12.4%
54.0%
23.5%
2.83
LAC important
1418
6.3%
4.4%
14.8%
48.1%
26.4%
2.84
Faculty committed to learning
1419
0.5%
0.2%
2.0%
51.8%
45.5%
3.42
Faculty interest in goals
Close relationships with
students
Off campus social activities
1418
0.6%
0.1%
1.3%
35.8%
62.3%
3.59
1418
0.5%
0.5%
2.8%
40.9%
55.4%
3.50
1415
0.4%
1.6%
8.3%
42.5%
47.2%
3.35
Courses intellectually
demanding
Instructors intellectually
stimulating
On campus activities
1415
1.1%
3.3%
17.6%
44.7%
33.3%
3.06
Alcohol abuse a problem
1417
5.5%
9.5%
39.3%
29.6%
16.1%
2.41
Tolerant of differences
1414
1.9%
1.0%
5.2%
57.6%
34.3%
3.21
Sexual harassment a problem
1415
7.2%
15.3%
39.2%
23.6%
14.6%
2.23
Examines diverse ideas
High quality education at UNI
Recommend major to students
Recommend UNI to students
Intend to volunteer
1416
1416
1416
1414
1413
2.6%
0.8%
1.2%
1.1%
7.6%
0.7%
0.2%
0.6%
0.6%
2.5%
5.4%
1.6%
2.8%
1.8%
10.1%
59.3%
45.1%
37.6%
36.7%
45.7%
32.1%
52.3%
57.7%
59.9%
34.1%
3.17
3.48
3.50
3.54
2.96
Figure 1.9 - Summary of respondents’ academic & social environment
9
Graduating Senior Survey
College Summary of Results – College of Business Administration
Cannot Evaluate
Poor
Fair
Average
Speaking effectively.
7.7%
Communication through writing.
9.4%
46.0%
39.9%
Listening effectively. 5.4%
36.6%
6.5%
Basic calculations.
5.1%
Using foreign language skills.
Planning projects.
5.8%
Solving problems.
6.5%
Bringing information and ideas together.
59.9%
62.2%
13.2%
58.7%
46.9%
43.5%
44.2%
42.7%
43.3%
Conducting yourself in a professional manner. 5.1%
30.8%
62.7%
Upholding ethical standards. 5.5%
32.0%
61.5%
44.0%
48.5%
Working under pressure.0.0%
0.3%
0.7%
6.2%
37.8%
55.0%
Making decisions.
5.8%
38.8%
54.0%
Working independently.
7.2%
36.8%
55.0%
Working with people of diverse backgrounds.
9.3%
Working as a team. 3.1%
Leading others.
Identifying volunteer opportunities.
37.1%
54.5%
46.7%
13.4%
0%
50.9%
41.4%
7.6%
15.9%
54.4%
42.5%
11.6%
19.3%
48.5%
35.8%
7.9%
17.3%
47.5%
38.8%
Adapting to change. 6.8%
40.2%
44.3%
38.1%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.10 - Summary of CBA students’ educational experiences and skills
10
14.2%
41.0%
12.3%
Using research skills.
57.3%
44.7%
Learning new things. 4.4%
Thinking creatively.
55.1%
31.1%
10.5%
Defining problems.
44.3%
32.3%
20.0%
Excellent
45.0%
45.3%
Understanding written communication. 4.7%
Basic computer skills.
Good
Graduating Senior Survey
College Summary of Results – College of Business Administration
Not Sure
Strongly Disagree
Disagree
Agree
Most of my courses were intellectually demanding.
49.1%
Most of my instructors were intellectually stimulating.
3.1%
Courses integrated subject matter from other areas.
4.5%
48.1%
52.9%
42.9%
46.9%
My learning experience was cumulative across courses.
Strongly Agree
48.3%
46.5%
51.4%
My academic experience made me a lifelong learner.
4.6%
48.4%
45.2%
My student peers valued high academic achievement.
2.8%
51.9%
43.8%
The overall quality of teaching at UNI is excellent.
2.1%
51.8%
Major courses were available when I wanted them.
5.7%
44.6%
The overall quality of most LAC classes is excellent.
50.7%
17.0%
LAC courses at UNI were intellectually demanding.
18.5%
Received a high quality of education from UNI.
50.2%
44.8%
40.8%
5.3%
32.7%
25.9%
56.2%
Sexual harassment is a problem at UNI.
UNI encourages diverse and controversial ideas.
55.0%
41.6%
Alcohol abuse is a major problem.
Students are tolerant of people who are different.
64.3%
43.3%
7.2%
27.0%
45.9%
33.9%
I developed a close relationship with other students.
22.8%
45.2%
53.0%
A faculty member showed an interest in my education.
20.3%
53.0%
16.0%
Faculty were committed to advancing student learning.
22.0%
47.3%
12.8%
LAC has been an important part of my education.
24.5%
50.0%
21.0%
The overall quality of teaching in the LAC is excellent.
I participated in university activities on campus.
48.2%
13.8%
The purpose of most LAC courses are very clear.
I engaged in social activites off campus.
45.4%
37.1%
5.0%
34.5%
21.1%
62.3%
41.3%
56.6%
34.9%
62.6%
Recommend UNI to a prospective student.
33.2%
64.6%
7.8%
16.8%
30.6%
Recommend my major to a prospective student.
Intend to volunteer.
18.8%
44.8%
37.4%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.11 - Summary of CBA students’ academic and social environment
11
Graduating Senior Survey
College Summary of Results – College of Education
Cannot Evaluate
Poor
Speaking effectively.
Fair
Average
5.3%
Communication through writing.
43.0%
6.3%
Understanding written communication.
45.0%
51.6%
34.0%
Basic computer skills.
10.3%
Basic calculations.
11.4%
Using foreign language skills.
20.6%
7.7%
Defining problems.
6.9%
Solving problems.
4.5%
60.5%
35.9%
9.0% 15.1%
40.4%
41.4%
31.5%
Thinking creatively.
4.5%
Bringing information and ideas together.
6.1%
3.2%
Upholding ethical standards.
5.8%
37.6%
20.9%
13.8%
55.7%
51.5%
52.5%
53.6%
40.6%
26.9%
43.8%
68.0%
29.2%
62.6%
36.4%
57.2%
7.2%
33.8%
57.7%
Making decisions. 6.2%
36.7%
56.0%
Working independently. 5.1%
36.4%
57.2%
Working under pressure.
Working with people of diverse backgrounds.
Working as a team.
8.3%
4.8%
Leading others. 5.6%
Identifying volunteer opportunities.
11.8%
0%
20.6%
55.8%
38.7%
Adapting to change. 5.3%
42.8%
65.1%
13.5%
Conducting yourself in a professional manner.
49.9%
42.6%
34.8%
Learning new things. 1.9%
34.7%
34.7%
38.9%
36.4%
53.6%
59.5%
53.9%
48.9%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.12 - Summary of COE students’ educational experiences and skills
12
49.6%
41.3%
Listening effectively. 4.2%
Planning projects.
Excellent
46.3%
5.6%
Using research skills.
Good
Graduating Senior Survey
College Summary of Results – College of Education
Not Sure
Strongly Disagree
Disagree
Most of my courses were intellectually demanding.
Agree
3.3%
Most of my instructors were intellectually stimulating.
3.8%
Courses integrated subject matter from other areas.
2.7%
67.1%
33.2%
58.0%
39.0%
55.2%
My academic experience made me a lifelong learner.
43.8%
45.5%
3.0%
52.6%
54.2%
The overall quality of teaching at UNI is excellent.
Major courses were available when I wanted them.
28.8%
62.7%
My learning experience was cumulative across courses.
My student peers valued high academic achievement.
Strongly Agree
42.5%
53.1%
9.2%
45.2%
50.3%
The overall quality of most LAC classes is excellent.
12.3%
The purpose of most LAC courses are very clear.
14.4%
39.9%
56.8%
23.4%
55.7%
22.6%
LAC courses at UNI were intellectually demanding.
11.7%
56.5%
24.5%
The overall quality of teaching in the LAC is excellent.
12.3%
56.9%
23.2%
LAC has been an important part of my education.
14.1%
52.7%
25.3%
Faculty were committed to advancing student's learning.
54.6%
43.5%
A faculty member showed an interest in my education.
37.2%
61.1%
I developed a close relationship with other students.
38.0%
60.3%
I engaged in social activites off campus.
6.3%
42.9%
I participated in university activities on campus.
14.7%
Alcohol abuse is a major problem.
10.4%
43.3%
43.6%
Students are tolerant of people who are different.
Sexual harassment is a problem at UNI.
Recommend my major to a prospective student.
Recommend UNI to a prospective student.
Intend to volunteer.
38.7%
28.6%
61.0%
16.6%
UNI encourages diverse and controversial ideas.
Received a high quality of education from UNI.
50.3%
43.1%
32.7%
20.4%
61.9%
41.1%
13.1%
31.1%
57.5%
34.3%
63.2%
34.8%
8.7%
12.3%
64.1%
45.0%
37.6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.13 - Summary of COE students’ academic and social environment
13
Graduating Senior Survey
College Summary of Results – College of Humanities, Arts, & Sciences
Cannot Evaluate
Poor
Fair
Speaking effectively.
Average
9.6%
Communication through writing.
40.7%
8.4%
Understanding written communication.
6.8%
Listening effectively.
8.8%
Basic computer skills.
38.9%
35.7%
54.9%
31.6%
14.5%
18.6%
10.2% 14.5%
Planning projects.
13.0%
41.8%
11.6%
9.1%
Learning new things.
7.1%
Thinking creatively.
8.1%
7.4%
Upholding ethical standards.
8.0%
Adapting to change.
Making decisions.
Working independently.
41.9%
30.8%
Working with people of diverse backgrounds.
Working as a team.
Leading others.
Identifying volunteer opportunities.
56.9%
37.1%
59.8%
35.6%
46.7%
36.7%
48.7%
35.0%
48.7%
14.4%
0%
52.2%
32.3%
13.2%
44.4%
49.4%
34.4%
12.4%
44.0%
55.5%
37.7%
12.5%
42.2%
60.0%
34.2%
6.3%
20.0%
47.9%
39.8%
9.1%
20.2%
57.0%
40.6%
8.0%
16.5%
59.7%
33.7%
10.3%
39.5%
48.0%
32.0%
13.3%
Conducting yourself in a professional manner.
Working under pressure.
42.8%
9.5%
Using research skills.
46.9%
36.4%
Using foreign language skills.
Bringing information and ideas together.
33.7%
39.8%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.14 - Summary of CHAS students’ educational experiences and skills
14
50.4%
58.2%
16.2%
Solving problems.
Excellent
46.8%
34.0%
Basic calculations.
Defining problems.
Good
Graduating Senior Survey
College Summary of Results – College of Humanities, Arts, & Sciences
Not Sure
Strongly Disagree
Disagree
Agree
Most of my courses were intellectually demanding.
6.4%
Most of my instructors were intellectually stimulating.
4.5%
Courses integrated subject matter from other areas.
59.5%
My student peers valued high academic achievement.
5.6%
The overall quality of teaching at UNI is excellent.
5.2%
12.8%
LAC courses at UNI were intellectually demanding.
21.3%
52.7%
25.5%
45.7%
63.7%
38.2%
9.3%
22.6%
45.5%
34.6%
I developed a close relationship with other students.
20.7%
45.5%
49.9%
A faculty member showed an interest in my education.
20.8%
49.4%
17.1%
Faculty were committed to advancing student's learning.
57.8%
41.1%
18.8%
47.0%
45.0%
10.5%
38.0%
5.7%
13.7%
15.8%
35.5%
38.6%
5.7%
30.9%
30.8%
56.4%
26.2%
57.8%
Received a high quality of education from UNI.
49.2%
Recommend my major to a prospective student.
Intend to volunteer.
51.6%
13.9%
LAC has been an important part of my education.
Recommend UNI to a prospective student.
38.2%
21.1%
The overall quality of teaching in the LAC is excellent.
UNI encourages diverse and controversial ideas.
41.8%
45.3%
20.3%
Sexual harassment is a problem at UNI.
37.2%
51.3%
The purpose of most LAC courses are very clear.
Students are tolerant of people who are different.
48.5%
54.9%
16.4%
Alcohol abuse is a major problem.
45.5%
44.4%
The overall quality of most LAC classes is excellent.
I participated in university activities on campus.
35.8%
52.4%
5.2%
I engaged in social activites off campus.
42.1%
54.7%
My learning experience was cumulative across courses.
Major courses were available when I wanted them.
32.2%
51.3%
6.8%
My academic experience made me a lifelong learner.
Strongly Agree
31.9%
46.8%
41.1%
52.5%
37.9%
11.7%
12.9%
56.8%
46.6%
27.3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.15 - Summary of CHAS students’ academic and social environment
15
Graduating Senior Survey
College Summary of Results – College of Social & Behavioral Science
Cannot Evaluate
Poor
Speaking effectively.
Communication through writing.
Fair
Average
9.0%
44.3%
5.7%
Excellent
45.0%
35.5%
57.9%
Understanding written communication. 5.4%
34.1%
60.2%
Listening effectively. 5.7%
34.9%
58.7%
Basic computer skills.
19.1%
Basic calculations.
33.8%
18.9%
Using foreign language skills.
22.5%
Planning projects.
9.1% 11.7%
35.8%
9.8%
Solving problems.
6.7%
Learning new things.
5.4%
Thinking creatively.
8.8%
39.5%
41.4%
30.0%
Using research skills.
8.1%
17.8%
37.7%
16.4%
49.0%
50.0%
51.2%
55.2%
36.1%
56.8%
31.1%
58.8%
Conducting yourself in a professional manner.
6.1%
30.0%
62.0%
Upholding ethical standards.
6.4%
30.1%
62.2%
Adapting to change.
9.5%
Working under pressure.
7.1%
Making decisions.
7.8%
Working with people of diverse backgrounds.
Working as a team.
Leading others.
32.8%
34.5%
31.0%
61.6%
33.3%
52.0%
9.5%
35.6%
51.9%
11.2%
0%
51.7%
10.9%
10.9%
Identifying volunteer opportunities.
56.1%
56.8%
38.9%
Working independently. 6.1%
22.5%
63.0%
35.4%
Bringing information and ideas together. 6.1%
44.8%
36.4%
13.9%
Defining problems.
35.4%
30.3%
50.7%
49.0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.16 - Summary of CSBS students’ educational experiences and skills
16
Good
Graduating Senior Survey
College Summary of Results – College of Social & Behavioral Science
Not Sure
Strongly Disagree
Disagree
Most of my courses were intellectually demanding.
Agree
30.0%
Most of my instructors were intellectually stimulating.
4.2%
Courses integrated subject matter from other areas.
7.2%
Strongly Agree
63.0%
32.5%
53.3%
41.9%
54.5%
My learning experience was cumulative across courses.
37.9%
50.9%
44.6%
50.7%
44.1%
My academic experience made me a lifelong learner.
3.5%
My student peers valued high academic achievement.
7.3%
The overall quality of teaching at UNI is excellent.
4.2%
51.0%
43.0%
Major courses were available when I wanted them.
5.3%
48.4%
44.2%
The overall quality of most LAC classes is excellent.
50.9%
26.7%
11.2%
48.8%
28.8%
49.6%
47.5%
37.0%
60.2%
46.3%
10.2%
46.0%
45.6%
18.6%
Alcohol abuse is a major problem.
40.7%
45.6%
34.7%
5.3%
30.9%
31.9%
57.0%
Sexual harassment is a problem at UNI.
UNI encourages diverse and controversial ideas.
25.6%
53.3%
I developed a close relationship with other students.
Students are tolerant of people who are different.
23.2%
9.5%
A faculty member showed an interest in my education.
I participated in university activities on campus.
24.2%
49.8%
12.6%
Faculty were committed to advancing student's learning.
I engaged in social activites off campus.
55.1%
16.1%
LAC courses at UNI were intellectually demanding.
LAC has been an important part of my education.
37.8%
11.9%
The purpose of most LAC courses are very clear.
The overall quality of teaching in the LAC is excellent.
53.8%
36.8%
6.7%
55.4%
18.9%
33.8%
26.3%
17.5%
35.4%
Received a high quality of education from UNI.
47.4%
Recommend my major to a prospective student.
39.3%
54.4%
Recommend UNI to a prospective student.
40.7%
54.7%
Intend to volunteer.
11.9%
49.8%
45.3%
38.2%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 1.17 - Summary of CSBS students’ academic and social environment
17
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
18
Speak
effectively
Communicate
through writing
Listen
effectively
Basic computer
skills
Making basic
calculations
4.21
Understand
written
communication
4.21
2009-2010
4.15
2010-2011
4.21
4.27
4.14
3.99
4.23
4.39
4.41
4.22
2011-2012
4.07
4.31
4.22
4.43
4.44
4.44
4.48
2012-2013
4.28
4.32
4.47
4.45
4.22
4.09
2013-2014
4.33
4.38
4.48
4.49
4.27
4.15
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
19
2009-2010
Foreign
language skills
1.97
Planning
projects
4.04
Defining
problems
4.09
Solving
problems
4.17
Learn new
things
4.33
Creative
thinking
4.19
2010-2011
2.11
4.04
4.26
4.32
4.48
4.36
2011-2012
2.27
4.18
4.28
4.37
4.43
4.23
2012-2013
2.48
4.24
4.29
4.40
4.51
4.38
2013-2014
2.63
4.32
4.36
4.42
4.53
4.42
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
20
Using research
skills
2009-2010
Bringing
information
together
4.19
Uphold ethical
standards
Adapt to change
Work under
pressure
4.17
Conduct self in a
professional
manner
4.38
2010-2011
4.35
4.32
4.23
4.33
4.24
4.45
4.46
4.39
2011-2012
4.41
4.29
4.22
4.55
4.45
4.28
4.39
2012-2013
4.35
4.26
4.52
4.46
4.38
4.45
2013-2014
4.39
4.29
4.53
4.48
4.40
4.47
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
21
Making
decisions
Work
independently
Working as a
team
Leading others
4.34
People of
diverse
backgrounds
4.07
4.27
4.16
Identifying
volunteer
opportunities
0.00
2009-2010
4.24
2010-2011
4.39
4.44
4.26
4.38
2011-2012
4.27
0.00
4.37
4.46
4.18
4.44
4.25
0.00
2012-2013
4.39
4.45
4.23
4.40
4.33
4.06
2013-2014
4.42
4.48
4.30
4.41
4.34
4.09
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
4.5
4.4
4.3
4.2
4.1
4.0
3.9
3.8
3.7
Courses
Instructors
Integrated
Cumulative
intellectually intellectually
subject matter
learning
demanding
stimulating
2009-2010
4.04
4.05
4.00
4.21
2010-2011
4.15
4.17
4.14
4.35
2011-2012
4.14
4.18
4.14
4.33
22
3.97
Excellent
teaching
quality
4.12
Courses in
major
available
4.00
4.15
4.29
4.05
4.15
4.25
3.98
Lifelong
learner
Peers valued
achievement
4.08
4.29
4.28
2012-2013
4.17
4.21
4.15
4.34
4.31
4.18
4.28
4.11
2013-2014
4.22
4.28
4.25
4.40
4.35
4.25
4.33
4.17
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
23
Close
Faculty
Off campus
relationship
interests in
social
with
goals
activities
students
4.46
4.30
4.11
LAC
excellent
quality
LAC clear
purpose
LAC
intellectual
demand
LAC
teaching
excellence
LAC
importance
Faculty
committed
to learning
2009-2010
3.40
3.34
3.39
3.47
3.41
4.29
2010-2011
3.46
3.39
3.34
3.48
3.44
4.36
4.51
4.40
4.18
2011-2012
3.33
3.30
3.29
3.44
3.39
4.34
4.54
4.40
4.18
2012-2013
3.50
3.45
3.44
3.55
3.52
4.35
4.55
4.43
4.27
2013-2014
3.59
3.52
3.50
3.61
3.58
4.39
4.57
4.46
4.24
Graduating Senior Survey
MULTIPLE YEAR COMPARISON
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
2009-2010
3.70
Alcohol
abuse a
problem
2.52
2010-2011
3.68
2.76
4.01
2.35
3.99
4.43
4.42
4.56
0.00
2011-2012
3.68
2.67
3.99
2.27
3.97
4.42
4.42
4.48
0.00
2012-2013
3.86
2.86
4.06
2.45
3.96
4.40
4.46
4.45
3.70
2013-2014
3.84
2.87
4.13
2.61
4.09
4.45
4.45
4.50
4.22
On campus
activities
24
Student
Sexual
Examines High quality Recommend Recommend
tolerant of harassment a
diverse ideas education
major
UNI
differences
problem
3.71
2.13
3.89
4.36
4.30
4.40
Intend to
volunteer
0.00
UNI Graduating Senior Survey
December 2013
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
If employed, please provide the following details:
Further Education Plans (continued)
(individual responses will be kept confidential)
Student ID Number
⓪
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Section 2: Plans Following Graduation
②
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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:
① ② ③ ④
Institution Name
City
State
Area of study
Intended Degree
Start Date
Name of Employing
Organization
City
State
Annual Salary ($)
Section 4. Faculty and Staff Recognition
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
What is MOST LIKELY to be your PRINCIPAL
activity upon graduation?
①
If pursuing further education, please provide the
following details:
Job Title
Section 3: Plans for Further Education
What are your continuing education plans?
①
②
③
④
Accepted to a graduate/professional program
Currently applying to programs, not yet
accepted
Accepted to another undergraduate program
None
Will you be attending:
①
②
Full-time
Part-time
Office of Institutional Research 319-273-3050
Please list the
name(s) of any
faculty or staff
who have had a
positive
influence on your
development as
a student at UNI.
Please list the
name(s) of any
high school
teacher or
counselor who
made a
difference in
your coming to
and/or
succeeding at
UNI.
Faculty/Staff Name
Teacher(s) / Counselor(s)
Name of High School
Please complete both sides of the survey.
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
Can’t
Evaluate
Section 5: Educational Experiences and Skills
Speaking effectively
①
②
③
④
⑤
⓪
Communicating through writing
Understanding written communication
Listening effectively
Using basic computer skills (word processing,
spreadsheets, etc.)
Making basic calculations and computations
Using foreign language skills
Planning projects
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
Leading others
Identifying opportunities for volunteering and
community service
①
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Section 6: Academic and Social Environment
Please indicate the extent to which you
agree or disagree with the following
statements.
Most of the courses I took at UNI were
intellectually demanding.
Most of my instructors were intellectually
stimulating.
Most of my courses required integration of
subject matter from several academic areas.
Strongly
Disagree
Disagree
①
②
①
①
Agree
Strongly
Agree
Not
Sure
③
④
⓪
②
③
④
⓪
②
③
④
⓪
Please indicate the extent to which you
agree or disagree with the following
statements.
My learning experience was cumulative over a
series of courses.
My academic experience at UNI made me
want to be a lifelong learner.
Most of my student peers valued high
academic achievement.
The overall quality of teaching at UNI is
excellent.
Most of the courses in my major were readily
available when I wanted to take them.
The overall quality of most Liberal Arts Core
(LAC) classes is excellent.
The purposes of most LAC courses are very
clear.
Most of the LAC courses I took at UNI were
intellectually demanding.
The overall quality of teaching in the LAC at
UNI is excellent.
I believe the LAC has been an important part
of my education.
The faculty I had contact with were
committed to advancing student learning.
At least one faculty member showed an active
interest in my educational/career goals.
I developed close relationships with other
students.
I often engaged in social activities with other
students off campus.
I often participated in University or student
sponsored activities on campus.
Alcohol abuse is a major problem among
students at UNI.
Most UNI students are tolerant of people
whose lifestyles are different from their own.
Sexual harassment is a problem at UNI.
The UNI community encourages the
examination of diverse and controversial
ideas.
I believe I have received a high quality
education from UNI.
I would recommend my major to a
prospective student.
I would recommend UNI to a prospective
student.
Because of my experiences at UNI, I intend to
be involved in volunteer service after
graduation.
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UNI Graduating Senior Survey
① ② ③ ④
Office of Institutional Research 319-273-3050
December 2013
Please complete both sides of the survey.
UNI Graduating Senior Survey
① ② ③ ④
Office of Institutional Research 319-273-3050
December 2013
Please complete both sides of the survey.