1998 SENIOR SURVEY OF MAY GRADUATES
SUMMARY REPORT
Ball State University
Office of Academic Assessment
November, 1998
1998 Senior Survey of May Graduates
Summary Report
Brian K. Pickerill
Office of Academic Assessment
Ball State University
November, 1998
EXECUTIVE SUMMARY
•
This report summarizes results from the
seventh administration of the Ball State
Senior Survey. Surveys were mailed to
all May 1998 graduating seniors in the
weeks preceding their graduation.
Comparisons to the responses of earlier
graduates are contained in this report.
Employment and Further Education
•
•
•
Eight percent of the respondents had
full-time jobs that they planned to
continue. About 17 percent had full-time
employment to begin after graduation.
About 46 percent had begun to look for
full-time employment. Seventeen percent
were planning to begin looking for
employment within the next six months,
and about nine percent were planning to
attend graduate, law, or medical school
within the next year.
About 85 percent of the full-time jobs
that respondents were planning to begin
or continue after graduation were in their
majors or related to their majors.
according to more than 97 percent of all
respondents.
•
Greater than 95 percent of seniors
responded positively when asked if
experiences at Ball State had prepared
them for further education.
•
Greater than 93 percent reported that
career needs were met very well (50.3%)
or satisfactorily (43.1%).
•
More than 95 percent reported that their
experiences prepared them very well or
satisfactorily in listening, problem
solving, analyzing and evaluating ideas,
creative thinking, critical thinking,
making informed decisions, selfevaluation, self-reliance, working
cooperatively, and lifelong learning.
•
One-half of respondents indicated that
they participated in an internship
program while at Ball State. Nearly 60
percent held campus employment and
about 54 percent held off-campus jobs.
•
The knowledge and understanding areas
where respondents most often indicated
they were very well prepared were
wellness and computer technology.
Four out of ten respondents felt very
well prepared in these areas.
Ball State Experiences
•
Nearly 96 percent held a positive
(69.2%) or very positive (26.7%)
general attitude toward Ball State.
•
Nearly 89 percent reported being satisfied
or very satisfied with academic
experiences.
•
•
About 87 percent of all respondents
indicated that they would recommend
Ball State to someone who wanted to
major in their field of study.
Intellectual and personal growth needs
were met very well or satisfactorily
Campus Involvement
•
About 19 percent described themselves
as heavily involved in campus programs
and activities and about 36 percent
indicated moderate involvement.
•
Athletic events, events sponsored by
student organizations, plays, and
concerts were the events seniors attended
most often. About one fourth of all
respondents indicated they often or very
i
often attended these events, and a
majority of respondents reported
attending these events at least
sometimes.
•
Activities or events related to career
choice, study sessions, and physical
activities were activities seniors indicated
they participated in most often.
•
Self ratings of skills and knowledge
areas and satisfaction with major
departments generally increased from
1992 through 1998, and most items that
showed significant change over this
period peaked in 1998.
•
The percentage of graduating seniors
who strongly agreed they were satisfied
with their department increased from
26.8 percent in 1992 to about 35 percent
in 1996 through 1998.
•
The percentage of respondents who
strongly agreed that they were satisfied
with the professional expertise of
departmental faculty, information
provided about internships, and faculty
advising, increased each year from 1992
through 1998.
Student Services
•
At least 95 percent of seniors had used
many student services including
University Computer Labs, registration,
University Libraries, or Ball State
Bookstore.
•
Seniors were satisfied with nearly all of
the university services they used.
Satisfaction with Departmental
Experiences
Comparison of Senior Survey and
Sophomore Survey Responses
•
•
Seniors’ ratings for most skill and
knowledge items were significantly
higher than those of sophomores.
•
Seniors were significantly more likely
than sophomores to indicate they always
or “most of the time” participate in class
discussions, prepare for class, identify
key points of class or assignments, and
fit facts and ideas together.
•
Seniors were much more likely than
sophomores to indicate that they studied
with other students.
•
•
About 84 percent of the respondents
reported satisfaction with their
department in general. More than 80
percent strongly agreed or agreed they
were satisfied with the teaching ability,
professional expertise, accessibility, and
fairness of departmental faculty.
Nearly two thirds strongly agreed or
agreed that they were satisfied with
opportunities to learn computer
applications related to their majors.
Most respondents did not change their
major while attending Ball State
(54.5%). About 30 percent changed
majors once. About 11 percent changed
twice. Five percent changed three or
more times.
Comparison of Findings:
1992—1998
ii
Demographic and Academic
Characteristics
•
The response rate was 55.9 percent —
866 of the 1,550 seniors who were
expected to graduate in May 1998
responded to the survey.
•
Females were somewhat more likely to
respond to the survey than were males.
High school percentile rank and Ball
State GPA tended to be slightly higher
than average among respondents.
iii
Table of Contents
Page
Introduction................................................................................................1
Section 1 Demographic and Academic Characteristics ...............................................3
Section 2 Student Goals, Employment, and Further Education.....................................7
Life Goals ...........................................................................................7
Employment.........................................................................................8
Further Education...................................................................................9
Section 3 Ball State Experiences......................................................................11
General Evaluation of Experiences.............................................................11
Knowledge and Understanding.................................................................11
Skills and Abilities................................................................................15
Student Internship and Employment ...........................................................15
Interaction with Faculty at Ball State...........................................................15
Number of Weekly Study and Work Hours...................................................16
Other Background Information .................................................................16
Classroom and Study Behaviors................................................................16
Section 4 Campus Involvement......................................................................19
Attendance at Campus Events...................................................................19
Participation in Campus Activities..............................................................20
Section 5 Student Services............................................................................23
Knowledge of Student Services ................................................................23
Use of Student Services .........................................................................23
Satisfaction with Student Services..............................................................24
Section 6 Satisfaction with Departmental Experiences ............................................27
Satisfaction with Major ..........................................................................27
Reasons for Choosing the Major ...............................................................28
Section 7 Comparison of Findings: 1992–1998....................................................33
Senior Survey Changes..........................................................................33
Three Revised Departmental Items .............................................................33
Section 8 Comparison of Senior and Sophomore Survey Responses............................41
Classroom and Study Behaviors................................................................41
Section 9 Summary and Discussion..................................................................47
Appendix 1998 Ball State Senior Survey............................................................49
v
List of Tables
Page
Table 1.1 Demographic and Academic Characteristics of Respondents
and All May 1998 Graduates ...............................................................4
Table 1.2 High School Academic Characteristics of Respondents
and All May 1998 Graduating Seniors ....................................................5
Table 1.3 Response Rates by College of Major......................................................5
Table 2.1 Senior Life Goals............................................................................7
Table 2.2 Difficulty of Obtaining Employment in the Major......................................10
Table 2.3 Plans for Further Education Within the Next Year.....................................10
Table 2.4 Plans for Eventual Further Education ...................................................10
Table 3.1 Seniors’ Evaluation of Experiences at Ball State.......................................12
Table 3.2 Internships and Student Employment ...................................................16
Table 3.3 Number of Weekly Study and Work Hours at Ball State.............................16
Table 3.4 Classroom and Study Behaviors.........................................................17
Table 4.1 Attendance at Campus Events............................................................21
Table 4.2 Participation in Campus Activities .......................................................22
Table 5.1 Knowledge, Use, and Rating of Student Services.....................................25
Table 5.2 Overall Knowledge and Use of Student Services and Satisfaction
Among Users...............................................................................26
Table 6.1 Satisfaction with Department of Major..................................................29
Table 6.2 Reasons for Choosing the Major.........................................................30
Table 6.3 Most Important Reason for Choosing the Major.......................................32
Table 6.4 Number of Times Respondents Changed Majors While Attending Ball State......32
Table 7.1 Senior Evaluation of Experiences at Ball State:
Comparison of 1992 Through 1998 Cohorts.......................................34-36
Table 7.2 Seniors’ Satisfaction with Department of Major:
Comparison of 1992 Through 1998 Cohorts.......................................36-38
Table 7.3 Seniors’ Satisfaction with Department of Major:
Comparison of 1992 Through 1998 Cohorts, Reworded Items .....................39
Table 8.1 Evaluation of Preparation at Ball State
Comparison of 1998 Senior and 1997 Sophomore Cohorts......................42-45
Table 8.2 Comparison of 1998 Senior and 1997 Sophomore Classroom
and Study Behaviors ......................................................................46
vii
List of Figures
Page
Figure 1
Seniors’ Plans for Full-Time Employment After Graduation ..................8
Figure 2
Relationship of Current and Secured Employment to Major ...................9
Figure 3
Satisfaction with Academic Experiences and Student Activities.............. 13
Figure 4
Recommendation of Ball State to Potential Majors............................ 13
Figure 5
Attitude Toward Ball State........................................................ 14
Figure 6
Interaction with Faculty Outside of Class....................................... 14
Figure 7
Involvement in Campus Programs, Activities, and Organizations........... 20
Figure 8
Satisfaction with Department of Major.......................................... 28
ix
INTRODUCTION
In March 1998, the Office of
Academic Assessment mailed questionnaires
to all Ball State seniors who were scheduled
to receive a baccalaureate degree in May
1998. Follow-up questionnaires were mailed
to those who did not respond. The final
response rate was 55.9 percent—866 of the
1,550 graduating seniors responded.
This was the seventh administration of
the Ball State Senior Survey. The survey
was originally designed by the Office of
Academic Assessment and the Senior Survey
Steering Committee in 1992. The survey is
reproduced in the appendix. (Earlier reports
are available from the Office of Academic
Assessment.)
The committee reviewed the
university’s mission statement as a means of
identifying topics for the survey. As a result,
the survey has focused on areas that have
remained important at Ball State. Other Office
of Academic Assessment questionnaires are
integrated with the senior survey. Sections of
the Ball State Alumni Survey, the Freshmen
Year Experience Survey and the Sophomore
Survey are very similar to the senior survey,
and many questions are directly comparable.
The questionnaire addresses the extent
to which Ball State met the needs of its
graduates in important areas such as general
education, wellness, computer technology,
racial and ethnic understanding, appreciation
for diversity, and understanding and using
new technologies. Respondents were asked
to indicate whether their experiences at Ball
State prepared them or met their needs very
well, satisfactorily, or poorly in these areas.
In reporting these outcomes, students were
instructed to consider all activities that may
have contributed to their learning, including
activities that took place outside the
classroom.
university services, and participation in
student activities.
Seniors also commented on their plans
for employment and further education. Other
important information was provided by
seniors, such as their degree of interaction
with faculty, and their enrollment, study, and
student work patterns.
Finally, because many assessment
questions are about programs of study,
seniors were asked about their satisfaction
with a number of aspects of their major
department.
This report is organized in eight
sections. Section 1 compares academic and
demographic characteristics of respondents to
the characteristics of the entire class of May
1998 baccalaureate graduates. Section 2
describes findings related to student goals,
including plans for further education and
employment. Section 3 contains summary
information about student learning and Ball
State experiences. Section 4 covers findings
related to campus involvement and
participation in campus activities.
Section 5 contains a discussion of
seniors’ perceptions of campus services.
Section 6 includes findings related to the
major. Section 7 is a comparison of results
which have changed over the course of the
senior survey. Section 8 is a comparison of
responses of 1997 sophomore and 1998
seniors using items common to both surveys.
Section 9 contains a brief summary and
discussion.
Because graduating seniors have
nearly completed their experiences, many of
which are still fresh in their minds, they are
especially qualified to comment on the
outcomes of their learning experiences,
1
SECTION 1
statistically different. However, only 33.3
percent of African American seniors
responded to the survey, compared to 55.9
percent of all graduating seniors.2
Demographic and Academic
Characteristics
Summary Demographic and academic
characteristics of respondents and all May
1998 baccalaureate degree recipients are
compared in this section. Tests of
significance were used to determine if the
sample accurately represents the population of
all 1998 baccalaureate degree recipients.
There were no significant differences
between the sample and population with
regard to race, age, academic entry type, or
honors college enrollment. Differences were
found when comparing the gender and GPA
of respondents to all seniors. A higher
percentage of women responded to the survey
than were present in the population. Seniors
with GPAs above 3.0 were somewhat more
likely to return the survey, while those with
lower GPAs were less likely to return the
survey.
The sample accurately represented the
population with regard to high school class
size, SAT verbal, SAT quantitative, and ACT
scores. However, the respondents had a
significantly higher high school percentile
rank than the population. (Table 1.1 and Table
1.2) Respondents also were not significantly
different from the population of all graduating
seniors when compared by college of major.
(Table 1.3)
•
Females returned a significantly higher
proportion of surveys than did males. The
response rate among females was 64.0
percent, compared to only 44.6 percent
among males.1
•
Based on the overall distribution by race,
the sample and population were not
•
Respondents did not significantly differ
from all graduates with regard to age. The
mean age of respondents was 23.5 years at
the time of graduation, compared to a mean
age of 23.7 years of age among all
graduates. (Table 1.1)
•
Entry type differences between respondents
and all graduates were very slight and not
statistically significant. (Table 1.1)
•
Although there was only a small difference
in average GPA between the population and
the respondents, the difference was
statistically significant. The averages were
3.07 and 3.15 respectively. (Table 1.1)
•
Average SAT verbal and quantitative scores
among respondents were about two points
higher than among all May graduates.
However, the differences were not
statistically significant. (Table 1.2)
•
The difference in average high school
percentile rank between respondents and all
graduates was statistically significant.
Average high school percentile rank was
about three percentage points higher among
respondents (71.6) than among all
graduates (69.0). (Table 1.2)
2
1
Percentages of males and females who responded to
the survey are based on Table 1.1, which shows the
percentage of respondents and all graduating seniors
who were male or female.
The response rate for African American seniors is
based on Table 1.1, which shows the percentage of
respondents and all graduating seniors who were of
African American, Caucasian, or other race.
3
Table 1.1
Demographic and Academic Characteristics of Respondents
and All May 1998 Graduates
Respondents
Percentages
All May 1998 Graduates
Percentages
GENDER*
Female
Male
64.5
35.5
55.9
44.1
RACE
African American
Caucasian
Other
2.6
94.3
3.1
4.3
92.6
3.2
AGE
20 to 21
22
23
24
25 to 27
28 and older
Mean
16.1
39.9
24.7
6.3
5.2
7.8
23.5
12.9
35.4
26.7
8.6
8.0
8.4
23.7
ACADEMIC ENTRY TYPE
Distinction
Regular
Other
10.3
65.6
24.2
10.9
64.2
24.9
HONORS COLLEGE
Honors Students
Other Students
8.8
91.2
7.5
92.5
GPA*
Less than 2.5
2.50 to 2.99
3.00 to 3.49
3.50 to 4.00
Mean
9.2
27.7
38.2
24.9
3.15
13.9
29.7
35.2
21.2
3.07
N
859†
1550
*
†
Statistically significant differences exist between respondents and the population of all graduates on this
variable. (p≤.05).
Seven respondents removed the address labels from their surveys and replied anonymously. A total of 866
respondents completed the survey.
Table 1.2
High School Academic Characteristics of Respondents
and All May 1998 Graduating Seniors
Mean
High School Percentile Rank* 71.6
High School Class Size
239.9
SAT Verbal
436.6
SAT Quantitative
517.0
ACT Composite
22.7
Respondents
Std.dev. N
20.9
142.7
84.9
87.2
4.1
May, 1998 Graduates
Mean Std.dev. N
804
804
729
741
323
69.0
241.3
434.5
514.7
22.3
21.9
146.3
84.0
85.7
4.3
1456
1456
1312
1336
542
* Statistically significant differences exist between respondents and the population of all graduates on this
variable. (p≤.05)
Table 1.3
Response Rates by College of Major
N Mailed
COLLEGE
Applied Sciences and Technology
Architecture and Planning
Business
Fine Arts
Sciences and Humanities
Teachers College
Communications and Media
General Studies Majors
Total
•
N Returned
Percent Returned
170
97
255
102
520
200
103
103
101
61
146
48
291
116
64
39
59.4
62.9
57.3
47.1
56.0
58.0
62.1
37.9
1550
866
55.9
As shown in Table 1.3, response rates
varied by college of major, from a low
of 37.9 percent among General Studies
graduates to a high of 62.9 percent in the
College of Architecture and Planning.
When looking at the overall distribution
of mailed and returned surveys by
college, the differences are not
statistically significant. The response
rate for all seniors was 55.9 percent.
5
SECTION 2
Student Goals, Employment, and
Further Education
Summary Respondents were asked
about the importance of several life goals, and
about their plans for employment and further
education. Seniors rated succeeding in work,
health and wellness, and having strong
friendships as the most important life goals.
Continuing to learn and being committed to a
life partner were rated very important life
goals by about 83 percent of the respondents.
The least important life goals were geographic
mobility, and having lots of money.
Eight percent of graduating seniors
were employed in full-time positions that they
planned to continue after graduation and
nearly 17 percent had secured full-time
employment to begin after graduation. About
nine percent were planning to attend graduate
school and were not looking for employment.
Almost three percent were not looking for
employment due to other reasons. The
remaining respondents had begun looking for
full-time employment (46.4 %) or were
planning to begin looking within six months
(16.7%). (Figure 1)
More than eight out of ten graduating
seniors with jobs were currently working or
soon to be working in their majors or related
areas. Of those still seeking employment,
about 94 percent were seeking work or
planning to seek work related to their majors.
When questioned about future
educational goals, about 25 percent indicated
that they planned to begin a graduate program
within the next year. (Table 2.3) Seventy
percent indicated that they had some plans to
eventually obtain a graduate or professional
degree. (Table 2.4)
Life Goals
•
Succeeding in work, health and wellness,
having strong friendships, continuing to
learn, and being committed to a life partner
were very important goals to greater than
82 percent of all senior respondents.
(Table 2.1)
Table 2.1
Senior Life Goals
Very
Important
How Important are Each of the
Following Goals?
Succeeding in Work
Health and Wellness
Having Strong Friendships
Continuing to Learn
Being Committed to a Life Partner
Having Interesting Things to Do
Being Independent
Meeting Interesting People
Having Broad Intellectual Interests
Making a Meaningful Contribution
to Society
Raising a Family
Being a Leader
Geographic Mobility
Having Lots of Money
Somewhat
Not
Important Important
Percentages
N
89.4
88.3
87.8
83.5
82.9
78.9
72.7
70.2
69.1
68.5
10.6
11.4
11.9
16.0
15.2
19.3
25.0
28.1
29.2
29.6
0.0
0.2
0.3
0.5
2.0
1.9
2.2
1.7
1.8
1.9
859
857
859
855
858
857
855
859
857
857
68.5
50.0
23.4
11.2
23.7
45.3
53.9
64.1
7.9
4.7
22.7
24.7
853
858
854
857
7
Figure 1
Senior’s Plans for Full-Time Employment After Graduation
9.4%
2.6%
8.0%
Have Job to Continue After
Graduation
16.9%
Have Secured Job to Begin After
Graduation
16.7%
Have Begun Looking
Will Begin Looking Within 6 Months
Not Looking Due to Graduate School
Not Looking Due to Other Reasons
46.4%
•
Nearly 79 percent of all respondents
indicated that “having interesting things
to do” was a very important life goal.
(Table 2.1)
•
At least seven out of ten respondents
rated being independent, and meeting
interesting people as very important life
goals. (Table 2.1)
•
Life goals that were rated very important
by at least 68 percent of respondents
included having broad intellectual
interests, making a meaningful
contribution to society, and raising a
family. (Table 2.1)
•
Half of all responding seniors indicated
that being a leader was a very important
life goal.
•
The majority of respondents indicated
that geographic mobility and having lots
of money were somewhat important,
rather than very important.
8
Employment
•
At the time of the survey, eight percent
of the respondents had full-time jobs
which they planned to continue. About
17 percent had secured full-time
employment to begin after graduation.
(Figure 1)
•
About 46 percent of all respondents had
begun to look for full-time employment.
About 17 percent were planning to begin
looking for employment within the next
six months, while about nine percent
were planning to attend graduate, law, or
medical school within the next year.
(Figure 1)
•
About 85 percent of the full-time jobs
that respondents were planning to begin
or continue after graduation were in their
majors (65.1%) or related to their majors
(19.6%). (Figure 2)
•
Of the eight percent who were planning
to continue their current employment,
79.1 percent reported working in their
majors or in areas related to their majors.
•
(10.2%). About one third felt that
finding employment in their major was
“difficult,” and about 12 percent felt that
it was “very difficult.” (Table 2.2)
Further Education
•
When asked about educational plans for
the next year, about 25 percent indicated
they planned to begin graduate studies.
Nearly five percent were continuing or
beginning work on another baccalaureate
degree, about 13 percent were planning to
obtain certification, and about 13 percent
had plans for other educational activities
within the year following the survey.
(Table 2.3)
•
With regard to long-term educational
goals, 70 percent indicated they had
plans to eventually obtain a graduate or
professional degree. Only about ten
percent had no plans to continue their
education. (Table 2.4)
Of the 16.9 percent who had secured
jobs to begin after graduation, 87.3
percent reported they would be working
in areas within their majors or related to
their majors.
• About 94 percent of those who had not
secured employment were looking or
planning to look for employment in their
major or a related area.
•
The majority of respondents rated the
difficulty of finding jobs in their major
as “average” (44.3%) or “easy”
Figure 2
Relationship of Current and Secured Employment to Major
15.3%
In Major
19.6%
Related Area
65.1%
Not in Major or
Related Area
9
Table 2.2
Difficulty of Obtaining Employment in the Major
Percent
In Your Opinion, How Difficult Is It To Obtain
Employment In Your Major?
Very Difficult
Difficult
Average
Easy
N
12.1
33.4
44.3
10.2
821
Table 2.3
Plans for Further Education Within
the Next Year
Percent
What Are Your Plans For Further
Education Within the Next Year?
Begin graduate studies
Continue or begin work on
another baccalaureate degree
Obtain certification
Other
No plan indicated
Total number of respondents who answered the question*
25.1
4.5
12.6
12.5
52.5
847
* Percentages total more than 100% because respondents were asked to choose all that apply.
Table 2.4
Plans for Eventual Further Education
Percent
After Graduation, Do You Plan To Eventually…
obtain a graduate or professional degree
obtain another bachelor’s degree
obtain certification through college course work
obtain certification through non-college course work
take additional college courses
take professional development courses
no plans to continue education
Total number of respondents who answered the question*
70.0
9.1
15.0
16.1
30.7
32.5
10.2
864
* Percentages total more than 100% because respondents were asked to choose all that apply.
10
SECTION 3
Ball State Experiences
General Evaluation of Experiences
Summary Seniors were asked to rate
their satisfaction with academic experiences,
student activities, and their general attitude
toward Ball State. Responses were very
favorable—89 percent were highly satisfied
with their academic experiences. They were
also asked whether they would recommend
Ball State to someone who wanted to major in
their field. Eighty-seven percent indicated
they would make such a recommendation.
•
Nearly 89 percent of seniors reported their
satisfaction with academic experiences was
high or very high. Less than eight percent
were undecided. (Figure 3)
•
About 64 percent of seniors indicated that
their satisfaction with student activities was
high or very high. About one-quarter were
undecided. (Figure 3)
Graduating seniors were asked
whether their experiences met their needs very
well, satisfactorily, or poorly in overall areas
such as personal and intellectual growth, and
preparation for employment and further
education. Seniors were also asked to
evaluate their preparation in several specific
knowledge and skill areas based on the
activities they participated in at Ball State.
Students were specifically instructed to
consider all activities in which they
participated, including those outside the
classroom. More than nine out of ten
respondents indicated their experiences at Ball
State met their needs satisfactorily or very well
in the overall areas of intellectual growth,
personal growth, preparation for further
education, and preparation for career.
Preparation in each specific knowledge or skill
area was rated either satisfactorily or very well
by greater than three-quarters of all
respondents. Findings from these three
sections of the survey are reported in
Table 3.1.
•
About 87 percent of all respondents
indicated that they would recommend Ball
State to someone who wanted to major in
their field of study. (Figure 4)
•
Nearly 96 percent held a positive (69.2%)
or very positive (26.7%) general attitude
toward Ball State. (Figure 5)
•
Intellectual and personal growth needs were
met very well or satisfactorily according to
more than 97 percent of all respondents.
(Table 3.1)
•
Greater than 95 percent of seniors
responded positively when asked if
experiences at Ball State had prepared them
for further education. About 48 percent
indicated they were very well prepared and
about 47 percent indicated satisfactory
preparation. (Table 3.1)
Seniors were also asked about
additional experiences at Ball State. One-half • Greater than 93 percent reported that career
indicated that they participated in internships,
needs were met very well (50.5%) or
practicums, or co-op experiences. Nearly 60
satisfactorily (43.1%). (Table 3.1)
percent reported that they had held on-campus
jobs, and 54 percent reported off-campus
Knowledge and Understanding
employment. Greater than three-quarters of
all respondents indicated that they studied an
average of at least ten hours a week. Seventy- • More than 90 percent of the seniors who
nine percent of all respondents reported that
completed the survey indicated that Ball
they met often or occasionally with faculty
State programs prepared them very well or
outside class.
satisfactorily in understanding the areas of
wellness, social sciences, and humanities.
11
Table 3.1
Seniors’ Evaluation of Experiences at Ball State
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Overall Evaluation of Experiences
Intellectual Growth
Personal Growth
Preparation for Further Education
Preparation for Career
60.9
68.8
47.9
50.5
38.1
28.5
47.3
43.1
0.9
2.7
4.8
6.4
860
860
852
861
26.5
38.2
37.3
20.8
32.5
36.6
28.9
27.4
25.5
31.8
28.6
19.8
55.3
48.1
57.1
65.8
58.5
55.9
53.4
54.9
52.0
53.7
57.9
59.4
18.2
13.8
5.6
13.4
9.0
7.5
17.7
17.6
22.5
14.5
13.5
20.8
856
854
853
856
855
852
857
850
852
849
852
852
42.0
41.2
50.1
50.6
57.3
39.9
49.4
21.9
51.8
56.7
47.1
44.5
27.8
29.1
36.6
48.3
55.0
33.1
48.2
52.8
53.0
61.7
61.2
45.1
46.0
33.1
53.0
39.0
51.7
52.7
46.9
44.9
39.7
49.6
42.7
57.7
43.5
41.0
39.2
47.7
60.3
48.9
52.7
41.8
38.9
57.5
39.6
44.5
42.8
36.1
36.0
43.7
46.3
48.1
44.2
52.3
6.3
6.1
3.0
4.4
2.9
10.5
7.9
20.5
4.7
2.3
13.7
7.8
11.9
22.1
10.7
9.9
6.1
9.5
12.1
2.7
4.2
2.2
2.8
11.2
7.7
18.7
2.8
8.6
858
856
857
857
858
857
857
855
857
858
855
854
852
857
857
857
858
856
856
856
858
857
855
854
856
854
857
856
Knowledge and Understanding
Other Cultures
Computer Technology
Wellness
Sciences
Social Sciences
Humanities
Arts
Gender Issues
Racial Issues
Morals and Ethics
Current events and contemporary issues
Global Events
Skills and Abilities
Writing
Speaking
Listening
Problem Solving
Analyzing and Evaluating Ideas
Conducting Research
Using Library Resources
Using Mathematics
Creative Thinking
Critical Thinking
Using Computer Technology at Work
Providing Leadership
Persuading Others
Coping with Stress
Dealing with the Public
Managing Time
Planning and Organizing
Conflict Resolution
Interacting with diverse groups of people
Making Informed Decisions
Self-Evaluation
Self-Reliance
Working Cooperatively
Using New Technologies
Clarifying Personal Values
Experiencing and Responding to the Arts
Lifelong Learning
Maintaining physical health and well-being
12
Figure 3
Satisfaction with Academic Experiences and Student Activities
7.6%
3.3%
0.2%
1.6%
9.7%
18.9%
16.5%
24.5%
47.7%
70.0%
Very High
High
Undecided
Low
Very Low
Figure 4
Recommendation of Ball State to Potential Majors
6.6%
6.5%
Yes
No
Don't Know
86.9%
13
Figure 5
General Attitude Toward Ball State
0.3%
3.8%
26.7%
Very Positive
Positive
Negative
Very Negative
69.2%
Figure 6
Interaction with Faculty Outside of Class
2.3%
20.6%
18.7%
Often
Occasionally
Rarely
Never
58.4%
14
•
More than 85 percent of seniors indicated
they were very well or satisfactorily
prepared in understanding computer
technology, sciences, morals and ethics,
and current events and contemporary
issues. (Table 3.1)
•
At least one-half of all responding seniors
reported that their needs were met very well
in the skill areas of listening, problem
solving, creative thinking, making
informed decisions, self-evaluation, and
lifelong learning. (Table 3.1)
•
Needs in the areas of understanding other
cultures, the arts, gender issues and racial
issues were met very well or satisfactorily
according to about 80 percent of the
respondents. (Table 3.1)
•
•
The knowledge and understanding areas
where respondents most often indicated
they were very well prepared were wellness
and computer technology. Nearly four out
of ten respondents felt very well prepared
when asked about knowledge and
understanding of these areas. Knowledge
of wellness was rated very well or
satisfactory by greater than 94 percent of
seniors. Over 86 percent rated knowledge
of computer technology very well or
satisfactorily. (Table 3.1)
In the skill areas of writing, speaking,
using library resources, using computer
technology at work, providing leadership,
managing time, interacting with diverse
groups of people, using new technologies,
and clarifying personal values, more than
40 percent reported that they felt very well
prepared. (Table 3.1)
•
Three skill and ability areas where about
one out of five seniors felt they were poorly
prepared were using mathematics, coping
with stress, and experiencing and
responding to the arts. (Table 3.1)
•
Coping with stress was the skill and ability
in which seniors were most likely to report
that they were poorly prepared. Twentytwo percent indicated that they were poorly
prepared to cope with stress. (Table 3.1)
Skills and Abilities
•
•
More than 95 percent reported that their
experiences prepared them very well or
satisfactorily in skill and ability areas such
as listening, problem solving, analyzing
and evaluating ideas, creative thinking,
critical thinking, making informed
decisions, self-evaluation, self-reliance,
working cooperatively, and lifelong
learning. (Table 3.1)
Student Internship and Employment
•
On average, one-half of respondents
(50.0%) indicated that they participated in
an internship program while at Ball State.
Nearly 60 percent held campus employment
and about 54 percent held off-campus jobs
while attending Ball State. (Table 3.2)
Interaction with Faculty at Ball State
In the areas of analyzing and evaluating
ideas, critical thinking, planning and
organizing, self-reliance, and working
cooperatively, at least 55 percent of all
respondents reported that they were very
well prepared. (Table 3.1)
•
Seniors were asked whether they had met
often, occasionally, rarely, or never with
faculty members outside of class. Almost
21 percent indicated that they met often,
more than one-half (58.4%) indicated that
they met occasionally, and 21 percent
indicated that they met rarely or never with
faculty members outside class. (Figure 6)
15
Number of Weekly Study and Work
Hours
•
•
Greater than three-quarters of all
respondents (76.9%) reported that they
studied ten or more hours per week while
attending classes at Ball State. About 17
percent indicated that they studied five to
nine hours per week. (Table 3.3)
About 69 percent of all respondents
indicated that they typically worked more
than ten hours a week while attending
classes. Only about 11 percent indicated
that they typically did not work while
attending classes. (Table 3.3)
Other Background Information
•
•
•
Ninety-six percent of respondents reported
that they were mainly enrolled full-time.
Nearly three quarters of those surveyed
indicated that they participated in class
discussions, spent time preparing for class,
and identified key points from class or
assignments always or most of the time.
(Table 3.4)
Internship
Campus Employment
Off-Campus Employment
50.0
59.5
54.4
Total N
433
515
471
866
* Percentages total to more than 100% because
respondents could chose more than one
response.
Table 3.3
Number of Weekly Study and Work
Hours at Ball State
Percent
Hours of Study Per
Week
Less than 5 Hours
5 to 9 Hours
10 to 19 Hours
20 or More Hours
Total
6.0
17.1
48.8
28.1
100.0
N
51
145
413
238
847
Hours Worked Per Week
Not Employed
10.7
91
10 Hours or less
20.5
174
11-20 Hours
46.3
393
About 86 percent fit facts and ideas together More than 20 Hours
22.4
190
always (39.1%) or most of the time
Total
100.0
848
(46.7%). (Table 3.4)
____________________________________
•
Forty percent reported studying with other
students always or most of the time.
(Table 3.4)
•
About 71 percent reported using computer
technology for class assignments always or
most of the time. Only 1.9 percent
indicated that they never used computer
technology for class assignments.
(Table 3.4)
16
Percent* Count
Ten percent of respondents indicated that
they were married at the time of the survey.
Classroom and Study Behaviors
•
Table 3.2
Internships and Student Employment
Table 3.4
Classroom and Study Behaviors
Always
Most
of the
Time Sometimes Rarely
Percentages
During the past year, how often did
you typically do each of the following…
Participate in class discussions
37.8
35.3
Never
N
22.0
4.5
0.3
863
Spend time preparing for class
34.4
40.2
21.8
3.5
0.1
861
Identify key points of class or
assignments
32.1
41.0
21.3
4.8
0.9
861
Fit facts and ideas together
39.1
46.7
13.2
0.7
0.2
856
Study with other students
16.0
23.9
38.1
17.4
4.5
861
Use computer technology
for class assignments
34.8
36.6
22.6
4.2
1.9
863
17
18
SECTION 4
Campus Involvement
Summary To determine student
involvement in campus programs and related
activities, seniors were asked about their
general level of campus involvement, and
about the frequency with which they attended
campus events and participated in campus
activities. As shown in Figure 7, when
seniors were asked about general
involvement in campus programs and
activities, about 19 percent described themselves as heavily involved, about 36 percent
as moderately involved, about 34 percent
were slightly involved, and nearly 11 percent
described themselves as not involved.
In addition to general involvement,
seniors were asked to indicate how often they
attended or participated in campus events,
activities, study sessions, or discussions.
Table 4.1 summarizes responses about
attending several events. Table 4.2 shows
how often students participated in various
activities.
Athletic events, events sponsored by
student organizations, plays, and concerts
were the events seniors attended most often.
About one fourth of all respondents indicated
they often or very often attended these events,
and a majority of respondents reported
attending these events at least some of the
time. (Table 4.1)
Activities or events related to career
choice, study sessions, and physical activities
were activities seniors indicated they
participated in most often. Forty-seven percent
indicated that they participated in activities or
events related to their career choice, and 46
percent participated in study sessions with
other students outside of class often or very
often. Forty-five percent indicated that they
participated in physical activity using sports
facilities often or very often while students at
Ball State. (Table 4.2)
Nearly one-third of all respondents
participated often or very often in other
student organizations or clubs (not including
student government). About 29 percent of all
respondents participated often or very often in
professional organizations or in discussions of
current affairs or world issues.
Nearly one out of four respondents
participated often or very often in discussions
about other cultures, independent study and
research, or student performances (plays,
concerts, art shows, etc. as a performer or
exhibitor).
Greater than 20 percent reported that
they participated often or very often in
community service activities, residence hall
activities or events, or in social fraternities or
sororities. Nearly one in five indicated that
they participated often or very often in
discussions of campus issues or activities, or
in intramural sports (as a player).
One-third participated in intramural
sports at least some of the time. More than 40
percent participated at least some of the time in
discussions of campus issues and nearly onehalf participated at least sometimes in
community service activities. (Table 4.2)
Attendance at Campus Events
•
About six out of ten respondents indicated
they attended athletic events, events
sponsored by student organizations, plays,
and concerts very often, often, or
sometimes. (Table 4.1) Almost one-half
attended campus lectures (not class
lectures) very often, often, or sometimes.
•
Nearly three out of ten attended art shows
or cultural, ethnic, or international events at
least “sometimes.”
•
About ten percent indicated that they
attended religious activities often or very
often. About 12 percent indicated that they
sometimes attended religious services.
(Table 4.1)
19
Participation in Campus Activities
•
•
•
Somewhat less than one half of all
respondents indicated they participated
often or very often in study sessions with
other students (46.4%), or activities related
to a career choice (47.0%). However, more
than three out of four participated in study
sessions or career related activities at least
some of the time. (Table 4.2)
Forty-five percent reported that they often
or very often engaged in physical activities
using sports facilities. About 31 percent
used sports facilities “sometimes.” Nearly
eleven percent reported not using Ball State
sports facilities.
Nearly one-third participated often or very
often in student organizations other than
student government or professional
organizations.
•
Nearly three out of ten seniors participated
often or very often in professional
organizations (28.7%), or in discussions of
current affairs or world issues (29.2%).
About one-quarter participated in these
activities “sometimes.” (Table 4.2)
•
Nearly one-quarter participated often or
very often in discussions about other
cultures (24.9%), or in student
performances (24.3%). Nearly 30 percent
participated in these activities
“sometimes.” (Table 4.2)
•
More than 40 percent indicated that they
engaged in independent study and research,
residence hall activities and events,
discussions of campus issues and activities,
or community service at least
“sometimes.”
•
About 22 percent of respondents reported
involvement in student government.
Figure 7
Involvement in Campus Programs, Activities, and Organizations
10.8%
18.6%
Heavily
Moderately
34.2%
Slightly
36.3%
20
Not At All
Table 4.1
Attendance at Campus Events
Very Often
How Often Did You Attend…
athletic events
11.3
religious activities
5.6
films (on campus, not
as a part of class)
0.8
events sponsored by student
organizations
8.7
campus lectures
(not class lectures)
3.6
plays
9.8
concerts
9.3
art shows
3.7
cultural, ethnic, or
international events
3.4
Often
Sometimes Rarely
Percent
Never
N
15.5
4.6
30.6
11.6
29.0
27.6
13.6
50.6
856
854
2.6
16.8
35.6
44.2
855
15.6
34.2
27.0
14.5
853
10.2
13.9
16.9
5.5
33.4
34.2
34.1
19.8
31.6
22.2
24.2
29.1
21.2
19.8
15.4
41.9
854
854
856
855
5.3
20.1
28.8
42.4
854
21
Table 4.2
Participation in Campus Activities
Very Often Often Sometimes Rarely
Never
Percent
How Often Did You Participate In…
discussions of campus issues
or activities
5.6
discussions of current affairs or
world issues with other students
9.3
discussions about other cultures
8.5
study sessions with other
students outside class
19.5
independent study and research
(not for class or course credit)
8.2
residence hall activities or events
8.6
social fraternities or sororities
17.2
professional organizations
13.7
student government
1.9
other student organizations or clubs 18.2
activities or events related to your
career choice
22.9
student performances (plays,
concerts, art shows, etc. as a
performer or exhibitor)
11.2
intramural sports (as a player)
10.4
physical activity using sports
facilities (gyms, pools, courts,
weight rooms, etc.)
23.5
community service
10.5
leadership development programs
and workshops
6.7
22
N
12.8
22.4
28.2
30.9
851
19.9
16.5
24.4
29.8
20.9
23.5
25.5
21.8
851
850
26.9
31.7
15.4
6.5
851
15.4
12.1
3.6
15.0
2.0
14.7
23.3
25.4
6.8
25.2
5.6
26.3
24.0
25.2
7.5
19.0
12.6
17.2
29.1
28.8
64.9
27.2
77.9
23.7
851
852
854
849
851
845
24.1
29.0
15.0
8.9
851
13.1
8.5
29.0
14.4
22.1
10.6
24.6
56.2
852
850
21.7
12.2
30.9
25.6
13.0
24.8
10.8
26.9
851
851
9.6
16.5
23.0
44.1
852
SECTION 5
Student Services
Use of Student Services
Summary Seniors were asked to
indicate knowledge, use, and satisfaction with
services in 29 student service areas. Seniors
were asked to choose one of four responses
about each service, including “I did not know
about this service,” “I knew about this
service, but did not use it,” “I used this
service and was satisfied with it,” and, “I used
this service, but was not satisfied with it.”
The responses in each of these four categories
are shown in Table 5.1. Table 5.2 is based on
the information in Table 5.1, but shows the
overall percentage of seniors who reported use
of the service, and the percentage of users
who were satisfied.
•
The percentage of seniors who used each
service varied widely. At least 95 percent
of all respondents used University
Computer Labs, registration, University
Libraries, or the Ball State Bookstore.
(Table 5.2)
•
Nearly 95 percent indicated that they used
the Bursar’s Office or the Student Center.
Nine out of ten reported use of Parking
Services or the Cardinal Crossing food
court in the Student Center.
•
About 80 percent of seniors reported use of
the transcript service, Residence Hall
Dining Services, residence halls, Career
Services, and physical activities facilities.
(Table 5.2)
•
About seven out of ten respondents
reported use of commencement service,
Student Financial Aid, and the Student
Health Service. (Table 5.2)
•
At least 60 percent reported use of the
Recreation area in the Student Center, or
the Freshmen Advising Center. Nearly
one-half reported use of the Housing
Office. (Table 5.2)
Most of the student services included
on the survey were widely known among
respondents, although seniors were also asked
about student services that serve smaller
segments of the student body and were
consequently less well known. Use of
services varied widely—some services were
reportedly used by almost all respondents,
while others were used by less than 20 percent
of the respondents. Satisfaction with services
was generally very high, with few exceptions.
Knowledge of Student Services
•
•
Nearly all respondents knew about most of
the services, including Intramural Sports,
Student Financial Aid, University Police,
the Student Health Service, and the offices
that students are typically required to visit.
(Table 5.2)
More than 90 percent of respondents knew
of services such as the Counseling and
Psychological Services Center, Student
Legal Services, and the University College
Learning Center. Nearly 90 percent
reported they knew about the Housing
Office, International Programs, and the
Office of Multicultural Affairs. (Table 5.2)
•
•
More than 40 percent of respondents
indicated they used enrollment certification,
University Police, or the University
College Learning Center. Nearly 40
percent reported use of intramural sports.
About 31 percent reported using the
Student Life/Student Activities Office.
(Table 5.2)
23
•
Less than one-fourth of all respondents
reported use of University Apartments, the
Counseling and Psychological Services
Center, International Programs, the Office
of Multicultural Affairs, and Student Legal
Services. (Table 5.2)
Satisfaction with Student Services
•
The services with the highest percentages
of satisfied users include transcript service,
enrollment certification, commencement,
University Libraries, Student Center,
Cardinal Crossing, the recreation area in the
Student Center, physical activities facilities,
intramural sports, and the Student Activities
/Leadership and Service Programs Office.
More than 95 percent of all respondents
who used these services were satisfied with
them. (Table 5.2)
•
About 90 to 95 percent of users were
satisfied with the services of the University
Computer Labs, Ball State Bookstore,
International Programs, Office of
Multicultural Affairs, Student Legal
Services, and University College Learning
Center. (Table 5.2)
•
At least 85 percent of users were satisfied
with service received from registration,
university apartments, Career Services, and
the Counseling and Psychological Services
Center. (Table 5.2)
•
More than eight out of ten users were
satisfied with service received from the
Bursar’s Office, residence halls, Residence
Hall Dining Services, Freshman Advising
Center, and Student Financial Aid.
(Table 5.2)
•
Nearly eight out of ten were satisfied with
service received in the Housing Office,
nearly three-quarters were satisfied with
Student Health Services, and nearly seven
24
out of ten were satisfied with services of
the University Police. (Table 5.2)
•
Although more than one-third were
satisfied with Parking Services, parking
was the only service item where a majority
of seniors who used the service were not
satisfied.
Table 5.1
Knowledge, Use, and Rating of Student Services
Percentages
N
How Would You Rate the Service
You Received in Each Area Below?
Housing Office
University Computer Labs
Bursar’s Office (where you pay university fees)
Registration
Transcripts
Enrollment certification
Commencement
University Libraries
Residence Halls
University Apartments
University Police
Parking Services
Residence Hall Dining Services
Student Center
Ball State Bookstore
Cardinal Crossing
Recreation area in the Student Center
Freshmen Advising Center
Career Services
Counseling and Psychological Services Center
Student Financial Aid (loans, scholarships, grants)
Physical Activities Facilities
Intramural Sports
International Programs
Office of Multicultural Affairs
Student Health Service
Student Legal Services
University College Learning Center
Student Activities/Leadership and Service Programs
10.9
0.7
0.2
0.2
2.1
42.0
7.7
0.1
1.8
4.8
1.8
0.2
1.3
0.6
0.2
0.9
3.3
6.9
0.7
8.1
1.2
3.7
3.2
10.3
11.7
3.2
9.1
6.9
12.8
40.9
2.1
6.1
1.4
16.3
16.3
21.0
1.8
19.5
76.8
53.3
10.8
17.1
4.8
3.3
10.8
36.7
30.5
21.1
70.6
28.2
17.0
58.0
73.3
78.2
25.4
69.2
51.7
56.6
38.1
89.1
77.1
85.6
77.8
39.8
68.4
94.0
65.8
15.9
31.3
30.0
66.1
91.2
88.0
84.7
57.8
52.2
67.6
18.3
58.2
77.9
37.8
15.1
9.0
52.1
19.5
38.0
29.1
10.1
8.1
16.5
12.7
3.8
1.9
3.0
4.1
12.9
2.5
13.6
58.9
15.5
3.4
8.5
3.5
2.2
10.4
10.6
3.0
12.4
1.4
1.1
1.3
1.1
19.3
2.2
3.4
1.4
845
853
852
855
853
836
771
856
851
850
853
852
849
857
857
852
854
850
849
853
852
854
854
853
852
854
850
855
851
25
Table 5.2
Overall Knowledge and Use of Student Services and Satisfaction Among Users
Knew About
Service
Used
Satisfied
Service
with Service*
Percentages
Total
N
How Would You Rate the Service
You Received in Each Area Below?
Housing Office
University Computer Labs
Bursar’s Office (where you pay university fees)
Registration
Transcripts
Enrollment certification
Commencement
University Libraries
Residence Halls
University Apartments
University Police
Parking Services
Residence Hall Dining Services
Student Center
Ball State Bookstore
Cardinal Crossing
Recreation area in the Student Center
Freshmen Advising Center
Career Services
Counseling and Psychological Services Center
Student Financial Aid (loans, scholarships, grants)
Physical Activities Facilities
Intramural Sports
International Programs
Office of Multicultural Affairs
Student Health Service
Student Legal Services
University College Learning Center
Student Activities/Leadership and Service Programs
* Of those who used the service.
26
89.1
99.3
99.8
99.8
97.9
58.0
92.3
99.9
98.2
95.2
98.2
99.8
98.7
99.4
99.8
99.1
96.7
93.1
99.3
91.9
98.8
96.3
96.8
89.7
88.3
96.8
90.9
93.1
87.2
48.2
97.2
93.7
98.4
81.6
41.7
71.3
98.1
78.7
18.4
44.9
89.0
81.6
94.6
96.5
88.3
60.1
62.6
78.2
21.3
70.7
79.3
38.9
16.4
10.1
71.4
21.8
41.4
30.6
79.1
91.7
82.3
87.0
95.4
95.4
95.8
95.8
83.6
86.5
69.7
33.8
81.0
96.4
91.2
96.0
96.3
83.5
86.4
85.7
82.4
98.2
97.3
92.1
89.5
73.0
89.7
91.8
95.4
845
853
852
855
853
836
771
856
851
850
853
852
849
857
857
852
854
850
849
853
852
854
854
853
852
854
850
855
851
SECTION 6
Satisfaction with Departmental
Experiences
Summary Seniors were asked to
indicate the degree to which they agreed or
disagreed with statements about their
department. About 84 percent of seniors
strongly agreed or agreed they were satisfied
with their department in general. More than
80 percent strongly agreed or agreed they
were satisfied with the teaching ability of
departmental faculty, faculty professional
expertise, opportunities for interaction with
departmental faculty, and fairness of grading
in departmental courses. At least 75 percent
strongly agreed or agreed they were satisfied
with feedback from instructors, opportunities
for evaluation of classroom instruction, the
academic ability of other students in the major,
and the availability of required courses.
(Table 6.1)
Seven out of ten seniors strongly
agreed or agreed that departmental courses had
prepared them for employment. Nearly twothirds of all respondents strongly agreed or
agreed that they were satisfied with
opportunities to participate in internships,
preparation for graduate school, and
opportunities to learn computer applications
related to their major. At least six out of ten
respondents strongly agreed or agreed that
they were satisfied with faculty advising, and
opportunities to receive advice about careers
and obtaining employment. (Table 6.1)
Seniors were also asked to indicate
reasons why they chose their majors, and
about the number of times they changed their
majors. Interest in the subject matter was the
reason that was overwhelmingly cited as most
important. (Tables 6.2 and 6.3) In addition,
about 55 percent of all respondents reported
that they did not change majors while
attending Ball State. Nearly 30 percent
indicated they changed their major once, while
about 16 percent indicated they changed their
major two or more times. (Table 6.4)
Satisfaction with Major
•
Overall ratings of the department, faculty
teaching ability, faculty professional
expertise, opportunities for interaction with
departmental faculty, and fairness of
grading in departmental courses had the
highest ratings of all departmental
questions. More than four out of five
seniors strongly agreed or agreed that they
were satisfied with these aspects of their
departments. (Table 6.1)
•
About 84 percent of all respondents
strongly agreed (35.2%) or agreed (49.2%)
they were satisfied with their department in
general. About eight percent were
undecided about their satisfaction with their
department, leaving about seven percent
who disagreed (5.7%) or strongly
disagreed (1.7%) with the statement.
(Figure 8)
•
About 82 percent of all responding seniors
strongly agreed or agreed they were
satisfied with the teaching ability of faculty
in their department. The remaining 18
percent were split between responses of
undecided (10.1%), disagreed (6.0%), or
strongly disagreed (1.5%). (Table 6.1)
•
At least three quarters of all respondents
were satisfied with opportunities for
evaluation of classroom instruction, the
availability of required courses in the
major, the academic ability of other
students in the major, and feedback from
instructors about academic progress.
27
Figure 8
Satisfaction with Department of Major
5.7% 1.7%
8.2%
Strongly Agree
35.2%
Agree
Undecided
Disagree
Strongly
Disagree
49.2%
•
About seven out of ten graduating seniors
• About six out of ten seniors strongly agreed
strongly agreed (29.2%) or agreed (40.4%)
or agreed they were satisfied with faculty
that departmental courses prepared them for
advising, and with opportunities to receive
employment. Nearly two thirds agreed
advice about planning a career, or obtaining
(38.4%) or strongly agreed (27.4%) that
a job. (Table 6.1)
their department prepared them for graduate
Reasons for Choosing the Major
or professional school. (Table 6.1)
•
Nearly two thirds strongly agreed (24.5%)
or agreed (41.6%) that they were satisfied
with opportunities to learn computer
applications related to their majors.
(Table 6.1)
•
About 62 percent strongly agreed (26.9%)
or agreed (34.9%) they were satisfied with
information provided about internships,
practicums, or co-op experiences in their
department, and nearly two thirds were
satisfied with opportunities to participate in
such programs. (Table 6.1)
28
•
Nearly all seniors strongly agreed (75.1%)
or agreed (22.4%) that interest in the
subject matter was a factor in their choice of
major. (Table 6.2)
Table 6.1
Satisfaction with Department of Major
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
Percentages
I am satisfied…
with my department.
with teaching ability of
faculty in department.
with professional
expertise of department faculty.
with opportunities for interaction
with department faculty.
with information provided about
internships, practicums, or co-op
experiences.
with opportunities to participate in
internships, practicums, or co-op
experiences.
that the courses in my department
prepared me for employment.
that the courses in my department
prepared me for graduate school.
with the fairness of grading in
departmental courses.
with opportunities to learn
computer applications related
to my major.
with opportunities for evaluation
of classroom instruction in my
department.
with faculty advising in my
department.
with opportunities to receive advice
about planning my career.
with opportunities to receive advice
about obtaining a job.
with the availability of
required courses in my major.
with the academic ability
of other students in my major.
with feedback from instructors
about my academic progress.
N
35.2
49.2
8.2
5.7
1.7
858
32.2
50.1
10.1
6.0
1.5
860
37.2
49.2
9.4
3.3
0.9
858
37.5
43.9
12.3
5.3
1.2
857
26.9
34.9
15.8
16.6
5.8
830
31.2
34.5
16.3
13.7
4.4
812
29.2
40.4
18.8
8.4
3.2
846
27.4
38.4
27.3
5.1
1.8
770
23.7
58.1
9.2
7.1
1.9
860
24.5
41.6
12.9
16.4
4.6
853
25.1
53.1
11.3
7.6
2.9
857
24.6
36.0
15.9
16.3
7.2
853
21.6
39.0
20.2
14.3
5.0
847
22.1
40.8
18.0
14.8
4.4
846
25.5
50.3
8.7
12.2
3.3
860
21.5
55.5
14.8
6.3
1.9
854
26.0
49.1
15.6
7.8
1.5
861
29
Table 6.2
Reasons for Choosing the Major
Strongly
Agree
I chose my major because…
I was interested in the subject
matter.
jobs are available in this field.
creative jobs are available
in this field.
it will allow me to make a
meaningful contribution to
society.
I was advised to take this major
by my family.
I had some familiarity with this
subject.
a professor influenced
(or encouraged) me to take this
major.
this field offers highly respected
career positions.
salaries are high in this field.
I have friends majoring or
working in this field.
it was challenging.
I enjoyed my early courses in this
major.
N
75.1
26.9
22.4
33.8
1.7
19.8
0.5
15.3
0.2
4.2
860
858
32.9
39.3
18.5
7.8
1.5
856
45.5
33.1
16.9
3.6
0.9
858
2.6
11.1
11.6
45.9
28.9
856
30.2
47.7
7.9
12.0
2.2
859
7.7
15.2
13.7
42.0
21.5
857
28.0
11.5
36.2
21.3
21.9
21.3
9.9
27.8
4.1
18.0
860
859
14.1
34.5
25.2
46.6
13.4
11.1
34.1
6.1
13.2
1.9
858
859
39.8
37.8
11.9
7.9
2.6
859
• Other reasons that seniors selected as
being important to their choice of major
included: the major was challenging, it
will allow them to make a meaningful
contribution to society, they had some
familiarity with the subject, and they
enjoyed their early courses in the major.
Over three quarters of all respondents
strongly agreed or agreed with these
statements. (Table 6.2)
• Seventy-two percent strongly agreed or
agreed that they choose their majors
because creative jobs were available in
those fields. More than six out of ten
30
Strongly
Agree Undecided Disagree Disagree
Percentages
agreed that available jobs, and highly
respected career positions were a factor in
their choice of majors. Less than onethird indicated that high salaries affected
their choice of majors. (Table 6.2)
• Only 23 percent reported that a professor
influenced their choice of major, while
less than 14 percent strongly agreed or
agreed that someone in their family
advised them to choose their particular
major. (Table 6.2)
• About one-half (49.7%) of all respondents
indicated that interest in the subject matter
was the one reason that most influenced
their choice of major. Ten percent
indicated that making an important
contribution to society was the most
important reason. (Table 6.3)
• More than one-half of all respondents did
not change their major while attending Ball
State (54.5%). About 30 percent changed
majors once. About 11 percent changed
twice. The remaining five percent changed
majors three or more times. (Table 6.4)
31
Table 6.3
Most Important Reason for Choosing the Major
Percentage
Which reason most influenced your choice?
I was interested in the subject
matter.
jobs are available in this field.
creative jobs are available
in this field.
it will allow me to make a
meaningful contribution to
society.
I was advised to take this major
by my family.
I had some familiarity with this
subject.
a professor influenced
(or encouraged) me to take this
major.
this field offers highly respected
career positions.
salaries are high in this field.
I have friends majoring or
working in this field.
it was challenging.
I enjoyed my early courses in this
major.
Other reason indicated
More than one reason indicated
Total
N
49.7
2.9
395
23
3.8
30
10.3
82
0.1
1
3.0
24
2.5
20
0.9
0.9
7
7
0.9
1.9
7
15
6.8
8.6
7.8
100.0
54
68
62
795
Table 6.4
Number of Times Respondents Changed Majors While Attending Ball State
Percentage
None
Once
Twice
Three or More
32
54.5
29.7
10.6
5.2
N
469
256
91
45
SECTION 7
Comparison of Findings: 1992–1998
Summary In this section of the report,
significant changes in skills, knowledge areas,
and departmental satisfaction are tracked over
the course of the senior survey from 1992
through 1998. Tables and graphs in this
section show only those items with
statistically significant changes. Ratings of
skills and knowledge (Table 7.1) and of
departmental items (Table 7.2) generally
increased from 1992 through 1998, and most
items that showed significant change over this
period peaked in 1998.
In each of the seven cohorts, females
and students with higher GPAs and high
school percentile ranks were somewhat more
likely to respond than were their counterparts.
Age, race, entry type, and high school class
size characteristics of respondents have not
been significantly different from the
characteristics of all graduating seniors.
departmental faculty, and satisfaction with
opportunities for interaction with
departmental faculty) increased steadily
from 1992 to 1996 and then remained fairly
steady through 1998. (Table 7.2)
•
For example, the percentage of graduating
seniors who strongly agreed that they were
satisfied with their department increased
from 27 percent in 1992 to about 35 percent
in 1996 but has remained at about 35
percent in 1997 and 1998. (Table 7.2)
•
The percentage of respondents who
strongly agreed that they were satisfied
with the professional expertise of
departmental faculty, and faculty advising
increased each year from 1992 through
1998. (Table 7.2)
•
The remaining seven departmental ratings
in Table 7.2 have generally become more
favorable over time and have peaked in
1998. These items include: information
about internships, practicums, and co-op
experiences; opportunities to participate in
internships, co-ops and practicums;
departmental preparation for employment;
departmental preparation for graduate or
professional school; opportunities to
evaluate classroom instruction; the
availability of required courses in the major;
and the academic ability of other students in
the major.
Senior Survey Changes
•
Eleven out of 40 skills and knowledge
items on the survey showed significant
change over the past seven years. Among
the eleven items in Table 7.1, ratings of
most items started from a low in 1992 and
increased in later years. (Table 7.1)
•
On nine out of the eleven items shown in
Table 7.1, 1998 respondents rated their
preparation higher than did any prior
cohort. Wellness and Sciences were the
only items where 1998 respondents rated
their skills and knowledge lower than
earlier cohorts.
•
Twelve departmental items showed
significant change when 1992 through
1998 senior cohort groups were compared.
•
Three items (satisfaction with department,
satisfaction with teaching ability of
Three Revised Departmental Items
•
Three departmental items pertaining to
computer training and career planning were
revised for the 1998 survey, and
consequently are not directly comparable to
earlier data. The results from these items
are shown in Table 7.3 with their original
and revised wording. Survey respondents
were more likely to agree with the
statements as currently written.
(Table 7.3)
33
Table 7.1
Senior Evaluation of Experiences at Ball State:
Comparison of 1992 through 1998 Cohorts*
Percentage Rating Preparation in each area
Very Well Satisfactorily Poorly
N
Wellness
1998
1997
1996
1995
1994
1993
1992
37.3
37.5
39.2
40.8
39.9
32.3
32.8
57.1
54.0
54.5
53.3
54.1
58.6
58.2
5.6
8.4
6.3
5.9
6.0
9.1
9.0
853
866
965
1071
1018
1082
1099
Sciences
1998
1997
1996
1995
1994
1993
1992
20.8
24.5
25.6
23.5
22.7
19.9
18.0
65.8
61.0
59.6
64.4
62.3
64.0
66.2
13.4
14.5
14.7
12.1
15.0
16.0
15.8
856
865
963
1074
1016
1078
1100
Social Sciences
1998
1997
1996
1995
1994
1993
1992
32.5
31.5
30.7
26.9
29.6
29.4
23.9
58.5
59.8
60.0
64.9
61.2
61.9
66.1
9.0
8.7
9.2
8.2
9.3
8.7
10.0
855
866
963
1072
1015
1081
1099
28.9
24.3
25.2
22.6
23.7
23.0
21.1
53.4
54.9
53.5
56.6
52.5
56.2
55.2
17.7
20.8
21.3
20.8
23.7
20.8
23.7
852
867
961
1072
1015
1076
1095
28.6
26.5
24.8
24.6
23.3
28.3
—
57.9
58.4
57.8
60.7
60.5
58.9
—
13.5
15.1
17.4
14.7
16.2
12.8
—
852
863
960
1068
1015
1077
—
Arts
1998
1997
1996
1995
1994
1993
1992
Current Events and Contemporary Issues
1998
1997
1996
1995
1994
1993
1992
34
Table 7.1 (Continued)
Senior Evaluation of Experiences at Ball State:
Comparison of 1992 through 1998 Cohorts*
Percentage Rating Preparation in each area
Very Well Satisfactorily Poorly
N
Critical Thinking
1998
1997
1996
1995
1994
1993
1992
56.7
53.8
53.8
50.8
50.5
51.5
46.1
41.0
43.4
42.3
45.1
45.3
44.5
49.9
2.3
2.8
3.8
4.0
4.2
4.0
4.0
857
866
962
1072
1016
1081
1098
Providing Leadership
1998
1997
1996
1995
1994
1993
1992
44.5
41.1
38.0
39.3
38.1
40.8
37.5
47.7
49.1
51.0
51.0
51.0
48.5
53.5
7.8
9.4
11.0
9.7
10.9
10.6
9.0
854
865
961
1069
1016
1080
1100
Coping with Stress
1998
1997
1996
1995
1994
1993
1992
29.1
25.7
26.5
23.3
23.3
26.6
22.8
48.9
49.3
46.5
50.0
49.3
49.1
53.1
22.1
25.0
27.1
26.7
27.4
24.3
24.2
857
864
960
1070
1017
1075
1097
Using New Technologies
1998
1997
1996
1995
1994
1993
1992
45.1
39.0
39.2
39.0
37.1
39.3
36.5
43.7
46.1
44.0
47.1
47.6
47.5
49.1
11.2
14.9
16.8
13.9
15.3
13.2
14.4
854
866
962
1068
1013
1078
1097
Lifelong Learning
1998
1997
1996
1995
1994
1993
1992
53.0
48.8
45.6
42.4
43.8
47.2
44.9
44.2
45.9
48.9
53.1
50.2
48.1
50.4
2.8
5.3
5.5
4.5
6.0
4.7
4.7
857
865
961
1066
1012
1081
1098
35
Table 7.1 (Continued)
Senior Evaluation of Experiences at Ball State:
Comparison of 1992 through 1998 Cohorts*
Percentage Rating Preparation in each area
Very Well Satisfactorily Poorly
N
Self-Evaluation
1998
1997
1996
1995
1994
1993
1992
53.0
49.8
48.9
50.7
47.3
51.2
40.8
42.8
46.8
46.8
45.1
48.6
45.3
53.6
4.2
3.4
4.3
4.2
4.1
3.6
5.7
858
865
963
1072
1013
1085
1094
*Differences are statistically significant. (p≤.05)
Table 7.2
Seniors’ Satisfaction with Department of Major:
Comparison of 1992 through 1997 Cohorts*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
with my department
1998
1997
1996
1995
1994
1993
1992
with the teaching ability of faculty
in my department
1998
1997
1996
1995
1994
1993
1992
with the professional expertise of
departmental faculty
1998
1997
1996
1995
1994
1993
1992
36
Percentages
N
35.2
35.1
35.5
32.9
30.8
30.1
26.8
49.2
47.5
48.3
49.2
51.5
55.3
53.2
8.2
6.6
6.5
7.5
7.6
6.9
8.8
5.7
8.1
6.8
7.6
6.7
5.9
8.6
1.7
2.8
2.8
2.8
3.4
1.8
2.6
858
866
954
1069
1017
1082
1095
32.2
32.1
32.5
28.6
26.9
24.6
21.5
50.1
48.5
49.9
51.8
54.2
57.5
53.4
10.1
9.4
8.2
9.6
8.7
9.5
10.4
6.0
7.6
7.0
8.5
7.4
6.9
11.2
1.5
2.4
2.4
1.5
2.9
1.5
3.4
860
864
954
1066
1013
1082
1091
37.2
36.8
35.8
33.5
31.7
30.3
26.3
49.2
45.5
47.8
49.4
51.4
52.7
51.7
9.4
10.9
9.3
9.1
10.0
10.9
11.6
3.3
5.1
4.9
6.3
5.5
5.3
7.3
.9
1.7
2.1
1.7
1.5
0.7
3.0
858
864
952
1068
1014
1081
1094
Table 7.2 (Continued)
Seniors’ Satisfaction with Department of Major:
Comparison of 1992 through 1998 Cohorts*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
with opportunities for interaction with
departmental faculty
1998
37.5
1997
38.0
1996
38.2
1995
34.4
1994
34.9
1993
31.1
1992
30.7
with information provided about internships,
practicums, or co-op experiences
1998
26.9
1997
24.9
1996
22.5
1995
19.0
1994
19.2
1993
18.7
1992
18.0
with opportunities to participate in internships,
practicums, or co-op experiences
1998
31.2
1997
27.4
1996
27.9
1995
22.4
1994
23.2
1993
21.0
1992
21.5
that the courses in my department
prepared me for employment
1998
29.2
1997
24.9
1996
25.2
1995
22.3
1994
21.5
1993
23.4
1992
22.1
with departmental preparation for
graduate or professional school
1998
27.4
1997
22.1
1996
22.9
1995
22.1
1994
19.1
1993
19.2
1992
18.9
Percentages
N
43.9
43.2
42.5
45.5
44.4
48.2
47.7
12.3
11.5
10.6
11.2
12.6
13.0
11.5
5.3
5.4
6.9
7.3
5.7
6.4
8.0
1.2
1.9
1.9
1.6
2.4
1.3
2.0
857
863
954
1067
1015
1080
1096
34.9
35.5
36.9
32.3
32.7
30.2
32.4
15.8
18.7
19.4
20.7
17.7
21.1
19.2
16.6
13.9
13.8
20.3
19.8
19.9
19.9
5.8
7.0
7.4
7.7
10.5
10.2
10.5
830
828
919
1015
968
1034
1043
34.5
35.9
33.8
34.0
31.1
31.4
32.6
16.3
20.1
22.5
21.7
20.5
23.3
19.6
13.7
11.7
10.2
16.2
15.9
15.3
16.5
4.4
4.9
5.6
5.7
9.3
8.9
9.8
812
824
906
1005
961
1024
1021
40.4
38.3
42.0
44.5
42.7
45.8
46.4
18.8
19.3
18.2
20.2
19.3
18.7
19.3
8.4
11.8
8.2
9.6
11.0
8.1
8.8
3.2
5.8
6.4
3.5
5.5
4.0
3.3
846
851
955
1055
1000
1070
1076
38.4
40.3
36.9
37.6
40.6
42.6
40.3
27.3
28.0
29.9
31.3
28.6
30.9
30.5
5.1
6.1
6.3
7.8
8.3
5.7
7.9
1.8
3.6
3.8
1.2
4.4
1.6
2.4
770
787
885
995
914
985
1004
37
Table 7.2 (Continued)
Seniors’ Satisfaction with Department of Major:
Comparison of 1992 through 1998 Cohorts*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
with opportunities for evaluation
of classroom instruction in my
department
1998
25.1
1997
19.2
1996
20.2
1995
18.6
1994
17.6
1993
17.5
1992
16.5
with faculty advising in my department
1998
24.6
1997
23.5
1996
21.0
1995
20.1
1994
19.1
1993
17.8
1992
15.3
with availability of required courses
in my major
1998
25.5
1997
20.7
1996
21.7
1995
18.4
1994
16.5
1993
17.4
1992
17.0
with the academic ability of other
students in my major
1998
21.5
1997
19.4
1996
19.1
1995
17.3
1994
15.7
1993
16.5
1992
16.6
*Differences are statistically significant. (p≤.05)
38
Percentages
N
53.1
57.2
56.4
54.6
55.6
58.1
56.1
11.3
11.9
10.7
12.0
12.3
11.6
12.4
7.6
8.5
9.3
10.5
10.5
9.9
11.8
2.9
3.1
3.3
4.3
4.0
3.0
3.2
857
863
959
1067
1010
1080
1095
36.0
34.6
40.1
40.1
38.7
38.1
37.2
15.9
16.6
16.4
16.0
17.0
16.9
16.6
16.3
16.1
14.8
15.5
16.1
16.8
19.1
7.2
9.1
7.8
8.3
9.1
10.5
11.9
853
855
948
1056
1012
1062
1086
50.3
52.3
55.0
53.1
54.4
50.2
51.4
8.7
8.4
8.2
11.1
7.9
9.3
9.2
12.2
13.4
10.3
12.9
14.1
15.2
14.8
3.3
5.2
4.7
4.5
7.1
8.0
7.5
860
866
958
1064
1009
1080
1093
55.5
56.0
58.9
58.2
58.8
60.9
59.2
14.8
15.8
13.6
15.1
16.4
16.7
15.3
6.3
6.8
5.5
6.6
7.3
4.7
7.2
1.9
2.1
2.9
2.8
1.9
1.2
1.7
854
856
947
1060
1003
1072
1090
Table 7.3
Seniors’ Satisfaction with Department of Major:
Comparison of 1992 through 1998 Cohorts, Reworded Items*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
with opportunities to learn computer
applications related to my major
1998
Percentages
N
24.5
41.6
12.9
16.4
4.6
853
with computer training for my career
1997
15.9
1996
19.2
1995
17.4
1994
18.1
1993
16.8
1992
17.3
35.2
34.2
35.8
35.4
35.8
36.1
14.3
14.4
15.6
14.9
15.7
16.0
26.7
23.7
23.0
21.0
24.1
22.9
7.9
8.5
8.3
10.6
7.6
7.7
853
942
1048
990
1062
1078
with opportunities to receive advice
about planning my career
1998
21.6
39.0
20.2
14.3
5.0
847
with departmental assistance in
planning my career
1997
1996
1995
1994
1993
1992
14.5
13.0
13.1
10.8
10.9
10.6
28.1
29.0
27.9
30.2
28.9
26.0
24.6
25.6
26.4
23.8
25.5
25.7
23.7
23.1
23.2
25.0
24.0
25.4
9.1
9.3
9.4
10.2
10.7
12.3
835
925
1031
973
1036
1058
with opportunities to receive advice
about obtaining a job
1998
22.1
40.8
18.0
14.8
4.4
846
9.8
8.9
9.5
7.6
7.9
6.4
21.2
21.5
17.1
16.2
17.5
17.4
30.5
30.4
32.7
32.5
32.8
30.4
26.8
25.8
26.5
28.3
26.4
27.9
11.8
13.4
14.2
15.4
15.3
17.9
788
868
970
913
984
975
with departmental assistance
in obtaining a job
1997
1996
1995
1994
1993
1992
* These three items were reworded in 1998, to better state each question. Differences between results from the
new questions and the original questions are shown for comparison. While differences are statistically
significant (p≤.05), they are most likely due to the rewording, rather than differences between cohorts.
39
40
SECTION 8
Comparison of Senior and Sophomore
Survey Responses
•
Summary The Ball State Sophomore
Survey, administered in 1997, has several
questionnaire items in common with the Ball
State Senior Survey. Both surveys are
conducted in much the same manner—via
direct mail—and both surveys had comparable
response rates. In this section, 1998 senior
responses about academic preparation,
classroom, and study behaviors are compared
to 1997 sophomore responses.
By a difference of about 12 percentage
points, seniors were more likely than
sophomores to indicate they were very well
prepared in the areas of understanding
computer technology and understanding
humanities. (Table 8.1)
•
Seniors rated their personal and
intellectual growth higher than did
sophomores. Except for mathematics skills,
seniors rated their academic skills and
knowledge higher than did sophomores.
Often, the differences between sophomore and
senior self-ratings were quite dramatic.
The percentage of seniors indicating that
they were very well prepared for
understanding wellness, social sciences,
the arts, or current events and
contemporary issues was nine to eleven
percentage points higher than among
sophomores. (Table 8.1)
•
Seniors also indicated they were more
likely than sophomores to participate in
classroom discussions, spend time preparing
for class, identify key points of class, fit facts
and ideas together, and study with other
students.
By a difference of about six to eight
percentage points, seniors were more likely
than sophomores to indicate they were very
well prepared to understand gender issues,
racial issues, morals and ethics and global
events. (Table 8.1)
•
Using mathematics was the only skill item
where seniors rated themselves lower than
did sophomores. About 22 percent of all
seniors indicated that they were very well
prepared in mathematics compared to about
27 percent of all sophomores. (Table 8.1)
•
Sixty-nine percent of senior respondents
indicated that they were very well prepared
in the general area of personal growth,
compared to only about 53 percent of
sophomore respondents. (Table 8.1)
•
Seniors rated their general intellectual
growth higher than did sophomores.
(Table 8.1)
•
Seniors’ ratings for most knowledge and
skill items (Section 3) were significantly
higher than those of sophomores.
(Table 8.1)
. • When compared to sophomore
respondents, nearly twice as many seniors
indicated they were very well prepared to
understand other cultures. (Table 8.1)
Classroom and Study Behaviors
•
When asked about classroom and study
behaviors, seniors were considerably more
likely than sophomores to indicate that they
always or “most of the time” participate in
class discussions, spend time preparing for
class, identify key points of class or
assignments, fit facts and ideas together, or
study with other students. (Table 8.2)
•
When compared to sophomores, more than
twice the percentage of seniors indicated
they always participate in class discussions.
(Table 8.2)
41
Table 8.1
Evaluation of Preparation at Ball State
Comparison of 1998 Senior and 1997 Sophomore Cohorts *
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Overall Evaluation of Experiences
Personal Growth
Seniors
Sophomores
68.8
52.7
28.5
41.8
2.7
5.5
860
759
Intellectual Growth
Seniors
Sophomores
60.9
46.3
38.1
51.6
0.9
2.1
860
761
Other Cultures
Seniors
Sophomores
26.5
13.8
55.3
67.2
18.2
19.0
856
763
Computer Technology
Seniors
Sophomores
38.2
26.6
48.1
55.7
13.8
17.6
857
766
Wellness
Seniors
Sophomores
37.3
28.3
57.1
62.6
5.6
9.1
853
762
Social Sciences
Seniors
Sophomores
32.5
22.2
58.5
70.8
9.0
7.0
855
760
Humanities
Seniors
Sophomores
36.6
25.0
55.9
65.5
7.5
9.5
852
759
Arts
Seniors
Sophomores
28.9
17.9
53.4
57.6
17.7
24.5
852
759
Gender Issues
Seniors
Sophomores
27.4
19.4
54.9
60.0
17.6
20.6
850
763
Racial Issues
Seniors
Sophomores
25.5
19.2
52.0
56.7
22.5
24.1
852
764
Morals and Ethics
Seniors
Sophomores
31.8
23.4
53.7
54.9
14.5
21.8
849
762
Knowledge and Understanding
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
42
Table 8.1 (Continued)
Evaluation of Preparation at Ball State
Comparison of 1998 Senior and 1997 Sophomore Cohorts *
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Current Events and Contemporary Issues
Seniors
Sophomores
28.6
18.9
57.9
61.6
13.5
19.5
852
763
Global Events
Seniors
Sophomores
19.8
12.1
59.4
59.1
20.8
28.8
854
761
Speaking
Seniors
Sophomores
41.2
32.6
52.7
55.5
6.1
11.9
856
758
Listening
Seniors
Sophomores
50.1
39.6
46.9
50.5
3.0
9.9
857
760
Problem Solving
Seniors
Sophomores
50.6
31.9
44.9
58.1
4.4
10.0
857
761
Analyzing and Evaluating Ideas
Seniors
Sophomores
57.3
36.4
39.7
57.0
2.9
6.6
858
758
Conducting Research
Seniors
Sophomores
39.9
26.5
49.6
57.0
10.5
16.5
857
758
Using Library Resources
Seniors
Sophomores
49.4
40.6
42.7
45.7
7.9
13.8
857
762
Using Mathematics
Seniors
Sophomores
21.9
26.6
57.7
56.4
20.5
17.0
855
759
Creative Thinking
Seniors
Sophomores
51.8
36.6
43.5
53.7
4.7
9.7
857
762
Critical Thinking
Seniors
Sophomores
56.7
38.7
41.0
55.1
2.3
6.2
857
758
Using Computer Technology at Work
Seniors
Sophomores
47.1
32.2
39.2
49.3
13.7
18.5
855
762
Skills and Abilities
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
43
Table 8.1 (Continued)
Evaluation of Preparation at Ball State
Comparison of 1998 Senior and 1997 Sophomore Cohorts *
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Providing Leadership
Seniors
Sophomores
44.5
33.5
47.7
50.2
7.8
16.3
854
761
Persuading Others
Seniors
Sophomores
27.8
22.2
60.3
58.5
11.9
19.3
852
757
Coping with Stress
Seniors
Sophomores
29.1
21.8
48.9
47.0
22.1
31.2
857
762
Dealing with the Public
Seniors
Sophomores
36.6
29.0
52.7
52.6
10.7
18.4
856
761
Managing Time
Seniors
Sophomores
48.3
32.7
41.8
47.4
9.9
19.8
857
761
Planning and Organizing
Seniors
Sophomores
55.0
38.2
38.9
49.6
6.1
12.2
858
762
Conflict Resolution
Seniors
Sophomores
33.1
23.8
57.5
58.3
9.5
18.0
856
757
Interacting with Diverse Groups of People
Seniors
Sophomores
48.2
31.7
39.6
48.2
12.1
20.1
856
760
Making Informed Decisions
Seniors
Sophomores
52.8
31.2
44.5
61.8
2.7
7.0
856
759
Self-Evaluation
Seniors
Sophomores
53.0
34.5
42.8
53.1
4.2
12.4
858
759
Self-Reliance
Seniors
Sophomores
61.7
42.8
36.1
49.1
2.2
8.0
857
759
Working Cooperatively
Seniors
Sophomores
61.2
43.3
36.0
50.8
2.8
5.9
855
760
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
44
Table 8.1 (Continued)
Evaluation of Preparation at Ball State
Comparison of 1998 Senior and 1997 Sophomore Cohorts *
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Using New Technologies
Seniors
Sophomores
45.1
29.6
43.7
51.5
11.2
18.8
854
759
Clarifying Personal Values
Seniors
Sophomores
46.0
33.4
46.3
51.3
7.7
15.3
854
758
Experiencing and Responding to the Arts
Seniors
Sophomores
33.1
23.8
48.1
50.7
18.7
25.5
854
756
Lifelong Learning
Seniors
Sophomores
53.0
40.6
44.2
52.7
2.8
6.7
857
761
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
•
More than 30 percent of seniors
indicated that they always spend time
preparing for class and identifying key
points of class or assignments,
compared to about 20 percent among
sophomores. (Table 8.2)
•
Nearly 40 percent of seniors indicated
that they always fit facts and ideas
together, compared to about 13 percent
of sophomores. (Table 8.2)
•
Senior and sophomores gave very
different answers when asked how often
they studied with other students. About
40 percent of senior respondents
indicated that they studied with other
students always or most of the time,
compared to only about seven percent of
sophomore respondents. About 17
percent of sophomores indicated that
they never study with other students,
compared to about five percent of
seniors. (Table 8.2)
45
Table 8.2
Comparison of 1998 Senior and 1997 Sophomore Classroom and Study
Behaviors*
Always
Most of the
Time Sometimes Rarely
Never
Percentages
During the past year, how often did
you typically do each of the following…
Participate in class discussions
Seniors
37.8
35.3
Sophomores
18.0
32.9
N
22.0
35.9
4.5
12.4
0.3
0.8
863
768
Spend time preparing for class
Seniors
Sophomores
34.4
21.0
40.2
39.2
21.8
27.9
3.5
10.3
0.1
1.7
861
768
Identify key points of class or
assignments
Seniors
Sophomores
32.1
20.1
41.0
48.9
21.3
26.3
4.8
3.5
0.9
1.2
861
767
Fit facts and ideas together
Seniors
Sophomores
39.1
13.3
46.7
61.8
13.2
21.7
0.7
2.7
0.2
0.4
856
768
Study with other students
Seniors
Sophomores
16.0
1.2
23.9
5.9
38.1
41.0
17.4
35.2
4.5
16.8
861
769
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
46
SECTION 9
Generally, findings about skills and
knowledge areas, and major departments were
very positive. When compared with 1997
The Office of Academic Assessment
sophomores, 1998 graduates were more
and the Senior Survey Steering Committee
confident of most academic skill and
initiated this project in 1992 to provide valid
knowledge areas, and much more likely to
information about senior attitudes toward Ball participate in class discussion, prepare for
State and its programs. The senior survey is a class, or study with other students. When
part of Ball State’s overall assessment plan
compared with earlier cohorts, 1998 graduates
and is coordinated with other assessment
had very positive ratings of their academic
projects. Other surveys of students at
department. Ratings of skills and knowledge
different stages (freshman, sophomore, and
areas were high in comparison to data from
alumni) are being conducted at regular
earlier years.
intervals.
It is hoped that findings from these
Seniors who were expected to
and other surveys will generate constructive
graduate in May received the initial mailing in discussion. Additional information from this
March and follow-up mailings in April and
and other surveys is available upon request.
May of 1998, which yielded a final response
rate of 55.9 percent—866 of the 1,550
graduating seniors responded.
Summary and Discussion
Women were more likely to respond to
the survey than were men. Some academic
characteristics such as Ball State GPA, and
high school percentile rank averaged slightly
higher among respondents than among all
graduates.
A simple yet effective scale was used
to elicit seniors’ attitudes toward the
acquisition of skills and knowledge. Seniors
were asked whether they were prepared very
well, satisfactorily, or poorly in areas such as
general education, computer skills, speaking,
and writing. This three point scale reveals the
general opinion respondents have toward their
progress in each area, provides a clear
estimate of seniors’ opinions of the gains they
made in such areas, and requires little time and
effort for students to complete.
The survey was designed to determine
seniors’ perceptions of the degree to which
Ball State met their needs in several important
learning areas. Seniors were not asked about
the interest they had in each area, or the
importance they placed on each skill.
47
APPENDIX
1998 Ball State Senior Survey
49
1998 Ball State Senior Survey
Please read the instructions carefully for each section. In particular, pay attention to italicized
words. If a question does not apply to you, or if you come to a question that you do not want to
answer, simply skip it and go on. Your individual answers will be held strictly confidential.
Your participation is very important. Thanks for your input.
Section I About Ball State
1. Overall, how would you rate your satisfaction with the following experiences at Ball State?
Very high
High
Undecided
Low
Very Low
academic experiences
■
■
■
■
■
student activities
■
■
■
■
■
2. Would you recommend Ball State to someone who wanted to major in your field?
■ Yes
■ No
■ Don't know
3. What is your general attitude toward Ball State?
■ Very Positive
■ Positive
■ Negative
■ Very Negative
4. Overall, how did your experiences at Ball State meet your needs in the following areas?
Very Well
Satisfactorily
Poorly
Intellectual Growth
■
■
■
Personal growth
■
■
■
Preparation for further education
■
■
■
Preparation for career
■
■
■
Section II Career and Educational Plans
1. After graduation, do you plan to eventually… (Check all that apply.)
■ obtain a graduate or professional degree?
■ obtain another bachelor’s degree?
■ obtain certification in some area through college course work?
■ obtain certification in some area through non-college course work?
■ take some additional college courses?
■ take some professional development courses (not necessarily college courses)?
■ I have no plans to continue my education.
2. What are your plans for further education, within the next year? (Check all that apply, then list the area.)
■ Begin graduate studies in the field of _____________________________________________
■ Continue or begin work on another baccalaureate degree in ___________________________
■ Obtain certification in _________________________________________________________
■ Other ______________________________________________________________________
■ I have no plans for further education in the next year.
3. What are your plans for full-time employment after graduation? (Please check only one.)
■ I have a full-time job now that I will continue after graduation.
■ I have secured a full-time job to begin after graduation.
■ I have begun looking for full-time employment. (Skip to question #5.)
■ I will begin looking for full-time employment within the next six months. (Skip to question #5.)
■ I am not planning to look for full-time employment . (Please indicate the reason in the blank
and skip to question #6.) ______________________________________________________
4. Is your job in your major, related to your major, or not related to your major?
■ In your major (Skip to question #6.)
■ Related to your major (Skip to question #6.)
■ Not in your major or related to your major
5. Will you be looking for work in your major or related to your major, after graduation?
■ Yes
■ No
6. In your opinion, how difficult is it to obtain a job in your major?
■ Very difficult
■ Difficult
■ Average
■ Easy
Section III Life Goals
In your opinion, how important is each of the following goals?
Very
Somewhat
Important
Important
Succeeding in work
■
■
Being committed to a life partner
■
■
Having lots of money
■
■
Having strong friendships
■
■
Being a leader
■
■
Raising a family
■
■
Geographic mobility
■
■
Being independent
■
■
Making a meaningful contribution to
society
■
■
Having interesting things to do
■
■
Not
Important
■
■
■
■
■
■
■
■
■
■
Continuing to learn
Meeting interesting people
■
■
■
■
■
■
Having broad intellectual interests
Health and wellness
■
■
■
■
■
■
Section IV Skills and Knowledge For questions on this page, consider all activities that
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W
Sa ell
tis
fa
Po ctor
i
or
ly ly
How well did your experiences at Ball State
help you to understand the following
areas?
Other cultures
Computer technology
Wellness
The sciences
The social sciences
The humanities
The arts
Gender issues
Racial issues
Morals and ethics
Current events and contemporary issues
Global events
■
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y
Writing
Speaking
Listening
Problem solving
Analyzing and evaluating ideas
Conducting research
Using library resources
Using mathematics
Creative thinking
Critical thinking
Using computer technology at work
Providing leadership
Persuading others
Coping with stress
Dealing with the public
Managing time
Planning and organizing
Conflict resolution
Interacting with diverse groups of people
Making informed decisions
Self-evaluation
Self-reliance
Working cooperatively
Using new technologies
Clarifying personal values
Experiencing and responding to the arts
Lifelong learning
Maintaining physical health and well-being
V
er
How well did your experiences at Ball State
prepare you in these areas?
V
er
y
W
e
Sa
tis ll
fa
Po ctor
i
or
ly ly
you participated in at Ball State, including those outside the classroom.
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Section V Campus Involvement
1. How involved have you been in campus programs, activities, and organizations during your years
on the BSU campus?
■ Heavily
■ Moderately
■ Slightly
■ Not at all
Participation on Campus
2. How would you describe your attendance and participation in the following activities?
Very Often
How often did you attend…
athletic events
■
religious activities
■
films (on campus, not as a part of class)
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events sponsored by student organizations
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campus lectures (not class lectures)
plays
concerts
art shows
cultural, ethnic, or international events
How often did you participate in…
discussions of campus issues or activities
discussions of current affairs or world
issues with other students
discussions about other cultures
study sessions with other students outside
of class
independent study and research (not for
class or course credit)
residence hall activities or events
social fraternities or sororities
professional organizations
student government
other student organizations or clubs
activities or events related to your career
choice
student performances (plays, concerts, art
shows, etc. as a performer or exhibitor)
intramural sports (as a player)
physical activity using sports facilities
(gyms, pools, courts, weight rooms, etc.)
community service
leadership development programs and
workshops
Often Sometimes Rarely
Never
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Section VI Student Services
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Housing Office
University Computer Labs
Bursar’s Office (where you pay university fees)
Registration
Transcripts
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Enrollment certification
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Commencement
University Libraries
Residence Halls
University Apartments
University Police
Parking Services
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Residence Hall Dining Services
Student Center
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Ball State Bookstore
Cardinal Crossing (food court in the student center)
Recreation area in the Student Center
Freshmen Advising Center
Career Services
Counseling and Psychological Services Center
Student Financial Aid (loans, scholarships and grants)
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Physical Activities Facilities
Intramural Sports
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International Programs
Office of Multicultural Affairs
Student Health Service
Student Legal Services
University College Learning Center
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Student Activities/Leadership and Service Programs
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How would you rate the service you received
in each area below? (Please check only one
answer for each student service.)
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Section VII Background Items
1. What is your current marital status?
■ Not Married
■ Married
2. While you were a student at Ball State, were you mainly enrolled:
■ Full-time
■ Part-time
3. Did you participate in any of the following activities while at Ball State? (Check all that apply.)
■ internship, practicum, or co-op
■ campus employment
■ off-campus employment
4. How many hours a week did you typically work while you were taking classes?
(Please enter “0” if you were typically not employed.)
number of hours
5. How many hours a week did you typically study outside the classroom?
number of hours
6. How often did you meet with faculty members outside of class?
■ Never
■ Rarely
■ Occasionally
■ Often
7. How many times did you change your major at Ball State?
■ None
■ Once
■ Twice
8. During the past year, how often did
you typically do each of the following?
participate in class discussion
spend time preparing for class
Always
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identify key points of class or assignments
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fit facts and ideas together
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study with other students
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use computer technology for class
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assignments
■ Three or more times
Most of
the time Sometimes
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Section VIII About Your Major
1. Please indicate the department(s) in which you are receiving your major(s) from the alphabetical list
below. If you have two majors, list the department of the major in which you are most likely to be
employed as your “primary major.” (Place numbers from the list below into the appropriate boxes.)
primary major
department
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2
3
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5
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9
10
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12
13
14
15
Accounting
Anthropology
Architecture
Art
Biology
Business Education & Office Admin.
Chemistry
Computer Science
Criminal Justi.8ce and Criminology
Economics
Elementary Education
English
Family and Consumer Sciences
Finance
General Studies
secondary major department, if any
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19
20
21
22
23
24
25
26
27
28
29
30
Geography
Geology
History
Industry and Technology
International Business
Journalism
Landscape Architecture
Management
Marketing
Mathematics
Modern Languages and Classics
Music
Natural Resources and Env. Mgmt.
Nursing
Philosophy
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33
34
35
36
37
38
39
40
41
42
43
44
45
Physical Education
Physics and Astronomy
Physiology and Health Science
Political Science
Psychological Science
Secondary Education
Social Work
Sociology
Special Education
Speech Communication
Speech Pathology and Audiology
Telecommunications
Theatre and Dance Performance
Urban Planning
Other ________________________
Choice of major
Please indicate the degree to which each of the following considerations were reasons you chose your
primary major. (Be sure to refer to the primary major you indicated on the previous page.)
I chose my (primary) major because . . .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Strongly
Agree
I was interested in the subject matter.
jobs are available in this field.
creative jobs are available in this field.
it will allow me to make a meaningful
contribution to society.
I was advised to take this major by my family.
I had some familiarity with this subject.
a professor influenced (or encouraged) me to take
this major.
this field offers highly respected career positions.
salaries are high in this field.
I have friends majoring or working in this field.
it was challenging.
I enjoyed my early courses in this major.
Strongly
Disagree
Agree
Undecided
Disagree
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Which reason from the list above (or other reason) most influenced your choice of major?
(Indicate the number from the list above, or another reason)
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1. with my department.
2. with the teaching ability of faculty in my
department.
3. with the professional expertise of departmental
faculty.
4. with opportunities for interaction with departmental
faculty.
5. with information provided about internships,
practicums, or co-op experiences.
6. with opportunities to participate in internships,
practicums, or co-op experiences.
7. that the courses in my department prepared me for
employment.
8. that the courses in my department prepared me for
graduate or professional school.
St
Please choose the response that best describes your
experiences in your primary major.
I am satisfied . . .
isa
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gr
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9. with the fairness of grading in departmental courses.
10. with opportunities to learn computer applications
related to my major.
11. with opportunities for evaluation of classroom
instruction in my department.
12. with faculty advising in my department.
13. with opportunities to receive advice about planning
my career.
14. with opportunities to receive advice about obtaining
a job.
15. with the availability of required courses in my
major.
16. with the academic ability of other students in my
major.
17. with feedback from instructors about my academic
progress.
St
ro
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Please choose the response that best describes your
experiences in your primary major.
I am satisfied . . .
A
gr
ee gree
Satisfaction with major (continued)
Additional Comments
Please add any additional comments on this page.
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Thanks for completing the survey. Your participation is greatly appreciated. Please
mail it promptly in the enclosed postage-paid envelope.