1999 SENIOR SURVEY OF MAY GRADUATES
SUMMARY REPORT
Ball State University
Office of Academic Assessment
November, 1999
1999 Senior Survey of May Graduates
Summary Report
Brian K. Pickerill
and
April E. Darby
Office of Academic Assessment
Ball State University
November, 1999
EXECUTIVE SUMMARY
•
This report summarizes results from the
eighth administration of the Ball State
Senior Survey. Surveys were mailed to
all May 1999 graduating seniors in the
weeks preceding their graduation.
•
About 96 percent of seniors indicated
that their experiences prepared them very
well (49.1%) or satisfactorily (46.8%)
for further education.
•
Greater than 95 percent reported that
career needs were met very well (51.3%)
or satisfactorily (44.2%).
•
More than 95 percent reported that their
experiences prepared them very well or
satisfactorily in listening, problem
solving, analyzing and evaluating ideas,
critical thinking, making informed
decisions, self-evaluation, self-reliance,
working cooperatively, and lifelong
learning.
•
Computer technology was the knowledge
and understanding area where
respondents most often indicated they
were very well prepared. About 43
percent felt very well prepared and about
45 percent felt satisfactorily prepared in
understanding computer technology.
•
One-half of respondents indicated that
they participated in an internship or
practicum program while at Ball State.
Employment and Further Education
•
•
•
Eight percent of the respondents had
full-time jobs that they planned to
continue. About 16 percent had full-time
employment to begin after graduation.
About 47 percent had begun to look for
full-time employment. Fifteen percent
were planning to begin looking for
employment within the next six months,
and about ten percent were planning to
attend graduate, law, or medical school
within the next year.
About 82 percent of the full-time jobs
that respondents were planning to begin
or continue after graduation were in their
major or related to their major.
Ball State Experiences
•
Nearly 96 percent held a positive
(64.8%) or very positive (31.0%) general
attitude toward Ball State.
•
Nearly 89 percent reported being satisfied
or very satisfied with academic
experiences.
•
About 86 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
according to more than 97 percent of all
respondents.
Campus Involvement
•
About 18 percent described themselves
as heavily involved in campus programs
and activities and about 37 percent
indicated moderate involvement.
•
Athletic events, events sponsored by
student organizations, plays, and concerts
were the events seniors attended most
often.
•
Activities or events related to career
choice, study sessions, and physical
activities were activities seniors indicated
they participated in most often.
i
Student Services
•
The overwhelming majority of seniors
were satisfied with nearly all of the
university services listed on the survey.
•
More than 95 percent of senior
respondents reported use of University
Computer Labs, registration, University
Libraries, and the Ball State Bookstore.
•
The percentage of seniors who strongly
agreed they were satisfied with their
departments in general, the availability of
required courses in their major, the
academic ability of other students in their
major, and feedback from instructors
about academic progress peaked in 1999.
•
The percentage of respondents who
strongly agreed that they were satisfied
with the academic ability of other
students in the major, and feedback from
instructors about academic progress,
increased from 1994 through 1999.
Satisfaction with Departmental
Experiences
•
•
•
About 88 percent of 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.
More than two-thirds strongly agreed or
agreed that they were satisfied with
opportunities to learn computer
applications related to their major.
Comparison of Senior Survey and MidCollege Survey Responses
•
A panel of 212 Senior Survey
respondents had also taken the 1997
Mid-College survey. Panel members
rated their preparation in most skill and
knowledge areas considerably higher as
seniors than as sophomores.
•
Panel members were much more likely
as seniors than as sophomores to
indicate they always participated in class
discussions, prepared for class, identified
key points of class or assignments, fit
facts and ideas together, and studied with
other students
Most respondents did not change their
major while attending Ball State (54.0%).
Twenty-nine percent changed their major
once.
Comparison of Findings: 1994—1999
•
•
ii
Self ratings of skills and knowledge
areas and satisfaction with major
departments generally increased from
1994 through 1999, and most items that
showed significant change over this
period peaked in 1999.
The percentage of graduating seniors
who strongly agreed they were satisfied
with their department increased from
30.8 percent in 1994 to more than 37
percent in 1999.
Demographic and Academic
Characteristics
•
•
The response rate was 59.2 percent —
963 of the 1,626 seniors who were
expected to graduate in May 1999
responded to the survey.
Females were somewhat more likely to
respond to the survey than were males.
High school percentile rank tended also
to be slightly higher than average among
respondents.
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................................................................................16
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....................................................................................19
Section 5 Student Services......................................................................................................23
Knowledge of Student Services.......................................................................................23
Use of Student Services...................................................................................................23
Satisfaction with Student Services....................................................................................25
Section 6 Satisfaction with Departmental Experiences............................................................27
Satisfaction with Major....................................................................................................27
Reasons for Choosing the Major.....................................................................................28
Section 7 Comparison of Findings: 1994–1999......................................................................33
Senior Survey Changes....................................................................................................33
Three Revised Departmental Items...................................................................................33
Section 8 Comparison of Senior and Sophomore Survey Responses......................................41
Skill and Knowledge Areas..............................................................................................41
Classroom and Study Behaviors......................................................................................47
Campus Programs/Activities............................................................................................47
Section 9 Summary and Discussion........................................................................................49
Appendix 1999 Ball State Senior Survey .................................................................................51
iii
List of Tables
Page
Table 1.1 Demographic and Academic Characteristics of Respondents
and All May 1999 Graduates....................................................................................4
Table 1.2 High School Academic Characteristics of Respondents
and All May 1999 Graduating Seniors......................................................................5
Table 1.3 Response Rates by College of Major........................................................................5
Table 2.1 Senior Life Goals......................................................................................................8
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.....................................................13
Table 3.2 Internships and Student Employment.....................................................................15
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....................................................24
Table 5.2 Overall Knowledge and Use of Student Services and Satisfaction
Among Users..........................................................................................................25
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....................................................31
Table 6.4 Number of Times Respondents Changed Major While Attending Ball State..........32
Table 7.1 Senior Evaluation of Experiences at Ball State:
Comparison of 1994 through 1999 Cohorts.....................................................34-36
Table 7.2 Seniors’ Satisfaction with Department of Major:
Comparison of 1994 through 1999 Cohorts.....................................................37-38
Table 7.3 Seniors’ Satisfaction with Department of Major:
Comparison of 1994 through 1999 Cohorts, Reworded Items................................39
Table 8.1 Evaluation of Preparation at Ball State
Panel Comparison: 1999 Senior and 1997 Sophomore Responses..................42-44
Table 8.2 Comparison of 1999 Senior and 1997 Sophomore Classroom
and Study Behaviors...............................................................................................45
v
List of Figures
Page
Figure 1
Seniors’ Plans for Full-Time Employment After Graduation.........................7
Figure 2
Relationship of Current and Secured Employment to Major..........................9
Figure 3
Satisfaction with Academic Experiences and Student Activities....................12
Figure 4
Recommendation of Ball State to Potential Majors......................................12
Figure 5
General 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
Figure 9
Involvement in Campus Programs/Activities................................................46
Figure 10
Interaction with Faculty Members................................................................46
vii
INTRODUCTION
In March 1999, the Office of
Academic Assessment mailed questionnaires
to all Ball State seniors who were scheduled to
receive a baccalaureate degree in May 1999.
Follow-up questionnaires were mailed to
those who did not respond. Surveys were
collected until the end of July, but the
overwhelming majority of surveys were
received prior to graduation. Responses were
obtained from 963 of the 1,626 seniors
surveyed for a response rate of 59.2 percent.
especially qualified to comment on the
outcomes of their learning experiences,
university services, and participation in student
activities.
This was the eighth 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.)
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.
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.
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.
This report is organized in nine
sections. Section 1 compares academic and
demographic characteristics of respondents to
the characteristics of the entire class of May
1999 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 last six years of
the senior survey. Section 8 is a comparison
of responses of 1997 sophomore and 1999
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
1
SECTION 1
statistically different. The response rate
among African American seniors (the total
number responding divided by the total
number mailed) was 54.1 percent—
compared to 58.8 percent among Caucasian
students and 60.3 percent among other
minorities.
Demographic and Academic
Characteristics
Summary Demographic and academic
characteristics of respondents and all May
1999 baccalaureate degree recipients are
compared in this section. Tests of significance
were used to determine if the sample
accurately represented the population of all
1999 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 3.5 were somewhat more
likely to return the survey, while those with
GPAs below 2.5 were less likely to return the
survey. (Table 1.1)
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 1.2)
Respondents 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 64.8
percent, compared to only 51.4 percent
among males.1
•
Based on the overall distribution by race,
the sample and population were not
1
•
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 23.6
years among all graduates. (Table 1.1)
•
Entry type differences between respondents
and all graduates were 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
3.10 and 3.14 respectively. (Table 1.1)
•
Average SAT verbal and quantitative scores
of respondents were very similar to those of
all May graduates, and did not differ
statistically. (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
two percentage points higher among
respondents (70.9) than among all May
graduates (68.9). (Table 1.2)
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.
3
Table 1.1
Demographic and Academic Characteristics of Respondents
and All May 1999 Graduates
Respondents
Percentages
All May 1999 Graduates
Percentages
GENDER*
Female
Male
59.6
40.4
53.9
46.1
RACE
African American
Caucasian
Other
4.2
92.1
3.7
4.6
91.9
3.6
AGE
20 to 21
22
23
24
25 to 27
28 and older
Mean
15.7
37.4
26.7
7.3
5.6
7.3
23.5
14.3
35.8
27.4
7.9
7.1
7.6
23.6
ACADEMIC ENTRY TYPE
Distinction
Regular
Other
11.7
68.5
19.8
10.8
67.3
21.9
HONORS COLLEGE
Honors Students
Other Students
9.0
91.0
7.8
92.2
GPA*
Less than 2.5
2.50 to 2.99
3.00 to 3.49
3.50 to 4.00
Mean
11.1
27.0
34.5
27.4
3.14
13.6
27.4
35.1
23.9
3.10
N
953†
*
†
1,626
Statistically significant differences exist between respondents and the population of all graduates on this
variable. (p≤.05).
Ten respondents removed the address labels from their surveys and replied anonymously. A total of 963
respondents completed the survey.
Table 1.2
High School Academic Characteristics of Respondents
and All May 1999 Graduating Seniors
Mean
High School Percentile Rank* 70.9
High School Class Size
243.7
SAT Verbal
511.1
SAT Quantitative
517.0
ACT Composite
22.4
Respondents
Std.dev. N
21.0
149.0
79.1
88.3
4.0
May, 1999 Graduates
Mean Std.dev. N
903
904
808
808
361
68.9
241.9
514.0
516.2
22.1
21.9
148.9
79.8
87.0
4.0
1540
1541
1388
1388
600
* 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 Major
Total
N Returned
Percent Returned
226
98
292
107
493
178
137
95
133
68
168
57
294
123
78
42
58.8
69.4
57.5
53.3
59.6
69.1
56.9
44.2
1626
963*
59.2
* Table 1.3 is based on program data from the student database, except for ten students who responded
anonymously. For these ten respondents, college of major is based on self reported data.
5
•
As shown in Table 1.3, response rates
varied by college of major, from a low of
about 44 percent among General Studies
graduates to a high of 69 percent among
College of Architecture and Planning and
Teachers College graduates. When
looking at the overall distribution of
mailed and returned surveys by college,
the differences were not statistically
significant. The response rate for all
seniors was 59.2 percent.
SECTION 2
Student Goals, Employment, and Further
Education
planning to begin looking within six months
(15.1%). (Figure 1)
Summary Respondents were asked
about the importance of several life goals, and
about their plans for employment and further
education. From a list of 14 life goals, seniors
rated succeeding in work, having strong
friendships, and health and wellness as most
important. Ninety percent rated succeeding in
work and having strong friendships as “very
important.” Health and wellness, being
committed to a life partner, and continuing to
learn were rated very important life goals by at
least eight out of ten respondents. The least
important life goals were geographic mobility,
and having lots of money.
More than eight out of ten employed
respondents were currently working or soon
to be working in their major or related areas.
(Figure 2) Of those still seeking employment,
about 93 percent were seeking work or
planning to seek work related to their major.
Nearly one-half (46.1%) felt that it was
difficult (34.2%) or very difficult (11.9%) to
obtain employment in their major.
About eight percent of graduating
seniors were employed in full-time positions
that they planned to continue after graduation
and about 16 percent had secured full-time
employment to begin after graduation. About
ten percent were planning to attend graduate
school and were not looking for employment.
About three percent were not looking for
employment due to other reasons. The
remaining respondents had begun looking for
full-time employment (46.6 %) or were
When questioned about future
educational goals, about 24 percent indicated
that they planned to begin a graduate program
within the next year. (Table 2.3) About 69
percent indicated that they had some plans to
eventually obtain a graduate or professional
degree. (Table 2.4)
Life Goals
•
Succeeding in work, having strong
friendships, health and wellness, being
committed to a life partner, and continuing
to learn were very important goals to more
than eight out of ten senior respondents.
(Table 2.1)
Figure 1
Senior’s Plans for Full-Time Employment After Graduation
3.1%
10.4%
8.4%
Have Job to Continue After
Graduation
16.4%
Have Secured Job to Begin After
Graduation
15.1%
Have Begun Looking
Will Begin Looking Within 6 Months
Not Looking Due to Graduate School
Not Looking Due to Other Reasons
46.6%
7
Table 2.1
Senior Life Goals
Very
Important
How Important are Each of the
Following Goals?
Succeeding in Work
Having Strong Friendships
Health and Wellness
Being Committed to a Life Partner
Continuing to Learn
Having Interesting Things to Do
Being Independent
Raising a Family
Having Broad Intellectual Interests
Making a Meaningful Contribution
to Society
Meeting Interesting People
Being a Leader
Geographic Mobility
Having Lots of Money
•
9.3
9.5
12.3
13.2
18.8
22.3
24.8
22.3
30.0
30.5
0.4
0.9
0.3
3.3
0.6
0.9
3.9
8.3
1.7
2.7
960
961
959
958
959
960
957
957
961
957
66.3
52.5
23.8
13.8
31.9
43.3
54.6
63.3
1.8
4.2
21.7
23.0
959
960
955
958
Nearly 77 percent of all respondents
indicated that “having interesting things
to do” was a very important life goal.
(Table 2.1)
About seven out of ten respondents rated
being independent, and raising a family
as very important life goals. (Table 2.1)
•
Life goals that were rated very important
by about two-thirds of all respondents
include having broad intellectual
interests, making a meaningful
contribution to society, and meeting
interesting people. (Table 2.1)
•
More than half of all responding seniors
indicated that being a leader was a very
important life goal. (Table 2.1)
8
N
90.3
89.6
87.4
83.5
80.6
76.8
71.4
69.5
68.4
66.8
•
•
Somewhat
Not
Important Important
Percentages
The majority of respondents indicated
that geographic mobility and having lots
of money were somewhat important,
rather than very important. (Table 2.1)
Employment
•
At the time of the survey, about eight
percent of the respondents had full-time
jobs which they planned to continue.
About 16 percent had secured full-time
employment to begin after graduation.
(Figure 1)
•
About 47 percent of all respondents had
begun to look for full-time employment,
while 15 percent were planning to begin
looking for employment within the next
six months. More than ten percent were
not looking for work but were planning
to attend graduate, law, or medical school
within the next year. (Figure 1)
•
Among the three percent who were not
looking for work and not planning to
attend graduate or professional school,
most were planning to continue work on
another baccalaureate degree, obtain
certification, or pursue some other
educational interests. (Figure 1)
•
About 82 percent of the full-time jobs
that respondents were planning to begin
or continue after graduation were in their
major (62.9%) or related to their major
(19.2%). (Figure 2)
•
Among those who were planning to
continue their current employment, 65
percent reported working in their major
or in areas related to their major.
•
Of the 16.4 percent who had secured
jobs to begin after graduation, 90.9
percent reported they would be working
in areas within their major or related to
their major.
• About 79 percent of those who had not
as “average” (42.7%) or “easy”
(11.2%). 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, 24 percent indicated they
planned to begin graduate studies. Less
than three percent were continuing or
beginning work on another baccalaureate
degree, about 14 percent were planning to
obtain certification, and about 11 percent
had plans for other educational activities
within the year following graduation.
(Table 2.3)
•
With regard to long-term educational
goals, about 69 percent indicated they
had plans to eventually obtain a graduate
or professional degree. About 12
percent had no plans to continue their
education. (Table 2.4)
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
Figure 2
Relationship of Current and Secured Employment to Major
17.9%
In Major
Related Area
19.2%
62.9%
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
11.9
34.2
42.7
11.2
913
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*
24.0
2.7
13.8
10.6
54.4
941
* 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*
68.5
6.0
14.6
16.2
30.3
32.5
11.5
953
* 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. Seniors were
also asked whether they would recommend
Ball State to someone who wanted to major in
their field. Eighty-six 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 nine percent
were undecided. (Figure 3)
•
Six out of ten seniors indicated that their
satisfaction with student activities was high
or very high. Three out of ten 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 95 percent
of all 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 86 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 (64.8%)
or very positive (31.0%) 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)
•
About 96 percent of seniors responded
positively when asked if experiences at Ball
State had prepared them for further
education. About 49 percent indicated they
were very well prepared and nearly 47
percent indicated satisfactory preparation.
(Table 3.1)
Seniors were also asked about
additional experiences at Ball State. One-half
• Greater than 95 percent reported that career
indicated that they participated in internships,
practicums, or co-op experiences. About 55
needs were met very well (51.3%) or
percent reported that they had held campus
satisfactorily (44.2%). (Table 3.1)
employment, and 54 percent reported offcampus employment. Greater than threequarters of all respondents indicated that they Knowledge and Understanding
studied an average of at least ten hours a week.
Seventy-five percent of all respondents
• More than 90 percent of seniors who
reported that they met often or occasionally
completed the survey indicated that Ball
with faculty outside class.
State programs prepared them very well or
satisfactorily in understanding the areas of
wellness, social sciences, and humanities.
11
Figure 3
Satisfaction with Academic Experiences and Student Activities
Academic Experiences
8.6%
2.8%
Student Activities
0.1%
0.7%
8.8%
16.6%
14.8%
30.2%
45.5%
71.9%
Very High
High
Undecided
Low
Very Low
Figure 4
Recommendation of Ball State to Potential Majors
7.2%
6.4%
Yes
No
Don't Know
86.4%
12
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
62.1
67.0
49.1
51.3
36.3
30.1
46.8
44.2
1.7
2.8
4.1
4.5
957
959
952
955
27.0
42.5
34.6
26.5
30.0
34.8
26.5
28.9
25.5
32.7
25.9
18.9
56.4
44.8
59.2
62.2
61.4
57.2
55.0
53.4
51.3
54.0
60.0
59.3
16.6
12.6
6.2
11.3
8.6
8.0
18.5
17.7
23.2
13.3
14.2
21.8
957
959
956
955
956
954
955
957
957
955
954
953
42.8
42.7
49.0
50.2
56.4
40.3
44.2
26.8
51.7
56.7
51.9
45.6
30.5
26.4
38.3
47.8
55.0
37.2
50.6
52.9
52.5
62.8
63.9
46.9
47.7
32.3
50.9
38.4
51.8
51.9
47.6
47.5
41.7
47.2
45.9
54.8
43.1
40.2
36.3
46.3
57.9
51.0
50.2
40.3
38.7
53.2
38.0
44.9
42.8
34.1
34.8
42.2
45.6
49.2
45.3
52.6
5.4
5.4
3.4
2.3
1.9
12.5
9.9
18.4
5.2
3.1
11.8
8.1
11.5
22.6
11.5
11.9
6.4
9.6
11.4
2.2
4.7
3.0
1.3
10.9
6.7
18.5
3.8
9.0
960
958
958
960
956
960
959
959
960
960
961
956
956
957
958
958
959
955
960
957
960
958
957
957
952
955
953
953
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
13
Figure 5
General Attitude Toward Ball State
0.2%
4.0%
31.0%
Very Positive
Positive
Negative
Very Negative
64.8%
Figure 6
Interaction with Faculty Outside of Class
2.6%
20.8%
22.7%
Often
Occasionally
Rarely
Never
53.9%
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)
•
Needs in the areas of understanding other
cultures, the arts, and gender issues were
met very well or satisfactorily by more than
80 percent of the respondents. (Table 3.1)
•
More than three-quarters reported they were
satisfactorily or very well prepared in
understanding racial issues or global
events.
•
The knowledge and understanding areas
where respondents most often indicated
they were very well prepared were computer
technology, wellness, and humanities.
About 43 percent reported that they were
very well prepared in their understanding of
computer technology. More than one-third
of respondents felt very well prepared when
asked about knowledge and understanding
of wellness and humanities.
•
About one-half of all responding seniors
reported that their needs were met very well
in the skill areas of listening, problem
solving, creative thinking, using computer
technology at work, interacting with diverse
groups of people, making informed
decisions, self-evaluation, and lifelong
learning. (Table 3.1)
•
In the skill areas of writing, speaking,
conducting research, using library
resources, providing leadership, managing
time, using new technologies, and clarifying
personal values, at least 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 (22.6%).
(Table 3.1)
Skills and Abilities
Student Internship and Employment
•
•
•
At least 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, critical thinking, making
informed decisions, self-evaluation, selfreliance, working cooperatively and lifelong
learning. (Table 3.1)
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)
On average, one-half of respondents
(50.1%) indicated that they participated in
an internship program while at Ball State.
Table 3.2
Internships and Student Employment
Percent*
Internship, Practicum or Co-op
Campus Employment
Off-Campus Employment
N
50.1
55.0
53.6
963
* Percentages total to more than 100% because
respondents could chose more than one
response.
15
•
Table 3.3
Number of Weekly Study and Work
Hours at Ball State
Fifty-five percent held campus employment
and about 54 percent of respondents held
off-campus jobs while attending Ball State.
(Table 3.2)
Percent
N
Interaction with Faculty at Ball State
•
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 (53.9%) indicated that
they met occasionally, about 23 percent
indicated that they met rarely, and less than
3 percent stated that they never met with
faculty members outside class. (Figure 6)
Number of Weekly Study and Work
Hours
•
•
Greater than three-quarters of all
respondents (78.4%) reported that they
studied ten or more hours per week while
attending classes at Ball State. About 16
percent indicated that they studied five to
nine hours per week. (Table 3.3)
Two-thirds of all respondents indicated that
they typically worked more than ten hours a
week while attending classes. Only about
16 percent indicated that they typically did
not work while attending classes.
(Table 3.3)
Hours of Study Per
Week
Less than 5 Hours
5 to 9 Hours
10 to 19 Hours
20 or More Hours
Total
About 12 percent of respondents indicated
that they were married at the time of the
survey. (Table not shown.)
•
About 97 percent of respondents reported
that they were mainly enrolled full-time.
16
50
152
447
286
935
Hours Worked Per Week
Not Employed
15.8
148
10 Hours or less
17.9
167
11-20 Hours
45.5
425
More than 20 Hours
20.9
195
Total
100.0
935
____________________________________
Classroom and Study Behaviors
•
When asked about classroom and study
behaviors, about 85 percent reported that
they fit facts and ideas together always
(39.9%) or most of the time (44.6%).
(Table 3.4)
•
About 77 percent reported using computer
technology for class assignments always or
most of the time. Only 1.1 percent
indicated that they never used computer
technology for class assignments.
(Table 3.4)
•
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)
Other Background Information
•
5.3
16.3
47.8
30.6
100.0
Table 3.4
Classroom and Study Behaviors*
Always
During the past year, how often did
you typically do each of the following…
Fit facts and ideas together
39.9
Most
of the
Time Sometimes Rarely
Percentages
Never
N
44.6
13.0
2.1
0.5
956
Use computer technology
for class assignments
Participate in class discussions
41.0
37.5
36.1
34.7
19.0
21.4
2.8
5.2
1.1
1.3
957
958
Spend time preparing for class
38.4
36.4
20.1
4.5
0.6
959
Identify key points of class or
assignments
34.3
39.8
19.7
4.8
1.4
957
Study with other students
20.1
22.7
37.4
16.0
3.9
958
* Sorted by the sum of the percentages in the first two columns.
•
Nearly 43 percent studied with other
students always or most of the time.
Thirty-seven percent studied with other
students some of the time. Twenty percent
rarely or never studied with other students.
(Table 3.4)
17
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 18
percent described themselves as heavily
involved, about 37 percent as moderately
involved, about 35 percent as slightly
involved, and less than ten percent described
themselves as not involved.
Nearly one out of four respondents
participated often or very often in student
performances (plays, concerts, art shows, etc.
as a performer or exhibitor), social fraternities
or sororities, and community service activities.
About 20 percent reported that they
participated often or very often in discussions
about other cultures, independent study and
research, residence hall activities or events, or
intramural sports (as a player).
Thirty-six percent participated in
intramural sports at least some of the time.
Forty-one percent participated at least some of
the time in discussions of campus issues and
nearly one-half participated at least sometimes
in community service activities. (Table 4.2)
In addition to general involvement,
seniors were asked to indicate how often they
attended or participated in campus events,
activities, study sessions, or discussions.
Attendance at Campus Events
Table 4.1 summarizes responses about
attending several events. Table 4.2 shows how • About six out of ten respondents indicated
often students participated in various activities.
they attended events sponsored by student
organizations, plays, and concerts very
Athletic events, events sponsored by
often, often, or sometimes. (Table 4.1)
student organizations, plays, and concerts were
the events seniors attended most often. About
About one-half attended athletic events, or
one fourth of all respondents indicated they
campus lectures (not class lectures) very
often or very often attended these events, and a
often, often, or sometimes.
majority of respondents reported attending
these events at least some of the time.
• About one out of four attended religious
(Table 4.1)
activities, art shows, or cultural, ethnic, or
international events at least “sometimes.”
Activities or events related to career
choice, study sessions, and physical activities
About 21 percent attended films (on
were activities seniors indicated they
campus, not as part of a class) very often,
participated in most often. Forty-six percent
often, or sometimes.
indicated that they participated in activities or
events related to their career choice, and about
Participation in Campus Activities
one-half participated in study sessions with
other students outside of class or physical
activity using sports facilities often or very
• Nearly one-half of all respondents indicated
often. (Table 4.2)
they participated often or very often in
study sessions with other students (49.1%),
Nearly one-third of all respondents
activities related to a career choice (46.3%),
participated often or very often in other student
or physical activity using sports facilities
organizations or clubs (not including student
government). About 27 percent of all
(49.9%). More than ninety percent
respondents participated often or very often in
participated in study sessions or career
professional organizations or in discussions of
related activities at least some of the time.
current affairs or world issues.
(Table 4.2)
19
Figure 7
Involvement in Campus Programs, Activities, and Organizations
9.6%
18.2%
Heavily
Moderately
Slightly
34.8%
Not At All
37.4%
•
About one half reported that they often
or very often engaged in physical
activities using sports facilities. About
26 percent used sports facilities
“sometimes.” Less than nine 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.
•
About one out of four seniors
participated often or very often in
professional organizations (27.5%), in
discussions of current affairs or world
issues (26.9%) or in student
performances (24.9%). About
20
one-quarter participated in these activities
“sometimes.” (Table 4.2)
•
More than one out of five participated
often or very often in discussions about
other cultures (21.6%) or intramural
sports (21.7%). (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.
Table 4.1
Attendance at Campus Events
Very Often
How Often Did You Attend…
athletic events
10.7
religious activities
5.0
films (on campus, not
as a part of class)
1.1
events sponsored by student
organizations
10.3
campus lectures
(not class lectures)
2.5
plays
7.9
concerts
7.7
art shows
4.1
cultural, ethnic, or
international events
2.5
Often
Sometimes Rarely
Percent
Never
N
16.0
6.3
28.3
12.3
29.9
26.1
15.2
50.4
957
955
3.0
16.7
33.4
45.7
957
14.7
33.6
25.0
16.4
952
10.6
14.6
16.7
5.8
34.4
37.0
37.8
17.1
32.3
23.4
24.2
29.2
20.2
17.1
13.6
43.8
954
953
954
954
5.5
17.0
30.4
44.7
954
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
5.3
discussions of current affairs or
world issues with other students
7.1
discussions about other cultures
7.0
study sessions with other
students outside class
20.8
independent study and research
(not for class or course credit)
7.6
residence hall activities or events
7.3
social fraternities or sororities
19.5
professional organizations
12.0
student government
1.7
other student organizations or clubs 12.8
activities or events related to your
career choice
20.0
student performances (plays,
concerts, art shows, etc. as a
performer or exhibitor)
9.9
intramural sports (as a player)
10.9
physical activity using sports
facilities (gyms, pools, courts,
weight rooms, etc.)
25.9
community service
8.9
leadership development programs
and workshops
7.0
22
N
11.3
24.5
27.6
31.2
955
19.8
13.6
26.1
29.3
22.6
27.0
24.3
23.1
953
947
28.3
33.3
12.9
4.6
950
11.7
13.3
5.1
15.5
3.2
19.1
23.8
23.2
7.1
26.8
5.1
25.5
26.2
25.1
7.6
18.2
12.1
18.3
30.8
31.2
60.7
27.5
78.0
24.3
952
949
947
952
949
950
26.3
29.5
14.7
9.5
950
15.0
10.8
28.8
14.3
22.8
11.9
23.4
52.1
951
948
24.0
14.9
26.4
24.6
14.8
25.1
8.9
26.6
951
945
9.1
18.4
24.2
41.2
953
SECTION 5
Office, International Programs, and the
Office of Multicultural Affairs. (Table 5.2)
Student Services
Summary Seniors were asked to
indicate knowledge, use, and satisfaction with Use of Student Services
services in 29 student service areas. Seniors
were asked to choose one of four responses
about each service, including “I did not know • The percentage of seniors who used each
service varied widely. Greater than 97
about this service,” “I knew about this service,
percent of all respondents used University
but did not use it,” “I used this service and
Computer Labs, registration, and University
was satisfied with it,” and, “I used this
Libraries. (Table 5.2)
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 • About 95 percent indicated that they used
information in Table 5.1, but shows the overall
the Ball State Bookstore, the Bursar’s
percentage of seniors who reported use of the
Office and the Student Center. Nine out of
service, and the percentage of users who were
ten reported use of Parking Services. About
satisfied.
87 percent indicated that they used the
Cardinal Crossing food court in the Student
Most of the student services included
Center.
on the survey were widely known among
respondents, although seniors were also asked
• About 80 percent of seniors reported use of
about student services that serve smaller
the transcript service, Residence Hall
segments of the student body and were
Dining Services, residence halls, and
consequently less well known. Use of
physical activities facilities. (Table 5.2)
services varied widely—some services were
reportedly used by almost all respondents,
while others were used by less than 20 percent • More than seven out of ten respondents
of respondents. Satisfaction with services was
reported use of commencement service,
generally very high, with few exceptions.
Career Services (now known as the Career
Center), Student Financial Aid, and the
Student Health Service. About 76 percent
Knowledge of Student Services
indicated that they used the Career Center.
(Table 5.2)
• Nearly all respondents knew about most of
the services, including Intramural Sports,
• At least 60 percent reported use of the
Recreation area in the Student Center, or the
Student Financial Aid, University Police, the
Freshmen Advising Center. Nearly oneStudent Health Service, and the offices that
half reported use of the Housing Office.
students are typically required to visit.
(Table 5.2)
(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. Greater than 85 percent
reported they knew about the Housing
•
•
More than 40 percent of respondents
indicated they used enrollment certification,
University Police, intramural sports, and the
University College Learning Center.
About one-third reported using the Student
Activities/Leadership and Service Programs
Office. (Table 5.2)
23
Id
id
no
tk
no
wa
Ik
bo
new
ut
did ab
thi
ss
no out
er v
t u th
i ce
se i s
.
i t . ser
Iu
v
sed
i ce
,
sat thi
bu
i sf s s
t
i ed er v
wi ice
th , a
it. nd
Iu
sed
wa
s
no thi
t sa s s
t i sf er v
i ed i ce
wi , bu
th t w
it.
as
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
24
11.6
0.3
0.3
0.2
1.9
39.7
6.4
0.3
0.8
5.3
1.1
0.3
1.1
0.5
0.5
0.7
3.4
4.4
0.6
5.5
0.8
2.1
2.7
13.1
13.2
2.4
9.3
4.4
12.0
41.0
1.7
5.1
2.3
14.5
17.1
20.8
2.4
21.3
78.3
54.7
9.2
16.7
5.1
4.0
12.6
36.1
33.8
23.1
69.4
27.8
17.2
53.3
69.3
76.1
23.6
71.2
51.1
54.8
39.7
89.1
79.9
86.4
81.2
41.8
70.0
91.7
63.4
14.0
31.2
30.8
65.7
88.8
87.7
81.0
56.6
48.5
66.5
21.1
61.1
78.9
41.7
15.9
9.3
53.9
16.9
41.1
31.8
7.7
8.9
14.7
11.0
2.5
1.4
2.7
5.6
14.5
2.4
13.1
59.7
16.6
5.6
7.7
5.6
3.9
13.3
9.8
4.0
10.3
1.8
2.2
1.7
1.5
20.1
2.6
3.5
1.5
945
951
950
951
955
936
884
949
950
945
946
943
947
953
955
949
949
948
949
947
946
949
949
949
949
950
951
950
951
Table 5.2
Overall Knowledge and Use of Student Services and Satisfaction Among Users
Knew About
Service
Used
Service
Satisfied
with Service*
Total
N
Percentages
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
88.4
99.7
99.7
99.8
98.1
60.3
93.6
99.7
99.2
94.7
98.9
99.7
98.9
99.5
99.5
99.3
96.6
95.6
99.4
94.5
99.2
97.9
97.3
86.9
86.8
97.6
90.7
95.6
88.0
47.4
98.0
94.6
97.5
83.7
43.2
72.7
97.3
77.9
16.4
44.3
90.5
82.3
94.3
95.5
86.6
60.5
61.8
76.3
25.1
71.4
80.7
43.9
17.6
10.7
74.0
19.6
44.5
33.2
83.7
90.9
84.4
88.7
97.0
96.8
96.3
94.3
81.4
85.2
70.4
34.0
79.8
94.1
91.9
93.6
93.6
78.5
87.2
84.0
85.6
97.8
95.0
90.4
86.3
72.8
86.6
92.2
95.6
945
951
950
951
955
936
884
949
950
945
946
943
947
953
955
949
949
948
949
947
946
949
949
949
949
950
951
950
951
* Of those who used the service.
•
One out of four students reported using
the Counseling and Psychological
Services Center. Less than 20 percent of
all respondents reported use of University
Apartments, International Programs, and
Student Legal Services. About 11 percent
of respondents reported use of the Office
of Multicultural Affairs. (Table 5.2)
Satisfaction with Student Services
•
The services with the highest percentages of
satisfied users include transcript service,
enrollment certification, commencement,
physical activities facilities, intramural
sports, and the Student Activities/
Leadership and Service Programs Office.
25
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, University Libraries,
Student Center, Ball State Bookstore,
Cardinal Crossing, the recreation area in the
Student Center, International Programs, 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,
Student Financial Aid, the Office of
Multicultural Affairs, and Student Legal
Services. (Table 5.2)
•
More than eight out of ten users were
satisfied with service received from the
Housing Office, Bursar’s Office, residence
halls, and the Counseling and Psychological
Services Center. (Table 5.2)
•
Nearly eight out of ten were satisfied with
service received from Residence Hall
Dining Services and the Freshman Advising
Center. Greater than 70 percent were
satisfied with Student Health Services and
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.
26
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. Eighty-eight percent of seniors
strongly agreed or agreed that 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. About 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 major, and about
the number of times they changed their major.
Interest in the subject matter was the reason
that was overwhelmingly cited as most
important. (Tables 6.2 and 6.3) In addition,
54 percent of all respondents reported that
they did not change major while attending Ball
State. Nearly 30 percent indicated they
changed their major once, while about 17
percent indicated they changed their major two
or more times. (Table 6.4)
Satisfaction with Major
•
Overall ratings of the department, faculty
professional expertise, and opportunities for
interaction with departmental faculty had the
highest ratings of all departmental items.
(Table 6.1)
•
Eighty-eight percent of all respondents
strongly agreed (37.4%) or agreed (50.6%)
they were satisfied with their department in
general. Five percent were undecided about
satisfaction with their department, leaving
seven percent who disagreed (5.4%) or
strongly disagreed (1.6%) 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
respondents were split between responses
of undecided (10.4%), disagree (7.0%), or
strongly disagree (1.1%). (Table 6.1)
•
More than eight out of ten respondents
agreed or strongly agreed that they were
satisfied with the professional expertise of
department faculty, opportunities for
interaction with department faculty, and
fairness of grading in departmental courses.
(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
5.4%
1.6%
5.0%
37.4%
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
50.6%
•
About seven out of ten graduating seniors
• More than six out of ten seniors strongly
strongly agreed (27.6%) or agreed (42.9%)
agreed or agreed they were satisfied with
that departmental courses prepared them for
faculty advising, and with opportunities to
employment. About two-thirds agreed
receive advice about planning a career, or
(25.7%) or strongly agreed (41.8%) that
obtaining a job. (Table 6.1)
their department prepared them for graduate
Reasons for Choosing the Major
or professional school. (Table 6.1)
•
About two-thirds strongly agreed (25.8%)
or agreed (41.9%) that they were satisfied
with opportunities to learn computer
applications related to their major.
(Table 6.1)
•
28
Nearly 62 percent strongly agreed (26.0%)
or agreed (35.8%) 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)
•
Nearly all seniors strongly agreed (74.1%)
or agreed (22.8%) that interest in the
subject matter was a factor in their choice of
major. (Table 6.2)
•
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. About eight out of ten
respondents strongly agreed or agreed with
these statements. (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
37.4
50.6
5.0
5.4
1.6
953
29.9
51.6
10.4
7.0
1.1
952
35.3
48.8
8.7
6.2
0.9
951
39.1
44.8
10.2
5.3
0.6
951
26.0
35.8
15.6
17.6
5.1
923
30.5
34.5
16.6
14.3
4.1
918
27.6
42.9
17.5
8.9
3.0
941
25.7
41.8
23.3
7.0
2.2
874
23.7
58.1
8.6
8.0
1.6
957
25.8
41.9
12.0
16.6
3.7
947
24.7
53.6
10.4
8.5
2.8
953
24.2
41.0
13.6
14.3
6.9
946
21.8
39.4
17.7
16.1
5.0
944
22.3
39.6
18.8
14.5
4.8
940
26.6
48.6
7.2
13.7
3.8
954
23.0
55.9
14.4
5.2
1.6
947
27.6
49.1
12.8
8.0
2.5
953
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.
Strongly
Agree Undecided Disagree Disagree
Percentages
74.1
26.0
22.8
39.3
2.0
16.9
0.9
14.5
0.2
3.3
958
953
34.3
40.1
17.6
6.0
2.0
954
45.8
32.5
16.2
4.6
0.8
949
4.3
12.6
14.5
45.3
23.4
948
32.8
50.4
6.5
8.3
1.9
948
8.2
14.8
13.7
44.9
18.5
942
29.6
11.3
35.7
22.5
21.9
20.8
10.5
28.9
2.3
16.6
950
948
12.2
33.0
28.1
47.8
12.4
11.9
37.0
6.5
10.2
0.8
948
952
39.5
40.1
10.2
8.3
1.9
948
• Seventy-four percent strongly agreed or
• About one-half (46.3%) of all respondents
agreed that they choose their major
because creative jobs were available in
those fields. Sixty-five percent agreed that
available jobs and highly respected career
positions were a factor in their choice of
major. One-third indicated that high
salaries affected their choice of major.
(Table 6.2)
•
• About 23 percent reported that a professor
influenced their choice of major, while
about 17 percent strongly agreed or agreed
that someone in their family advised them
to choose their particular major.
(Table 6.2)
30
N
indicated that interest in the subject matter
was the one reason that most influenced
their choice of major. About 11 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 (54.0%). Less than 30 percent
changed major once. About 11 percent
changed twice. The remaining six percent
changed major three or more times.
(Table 6.4)
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
46.3
3.1
407
27
3.8
33
11.1
98
0.6
5
3.9
34
1.3
11
1.1
1.3
10
11
0.8
2.4
7
21
4.3
10.8
9.4
100.0
38
95
83
880
Table 6.4
Number of Times Respondents Changed Major While Attending Ball State
Percentage
None
Once
Twice
Three or More
54.0
29.0
10.8
6.3
N
517
278
103
60
31
SECTION 7
Comparison of Findings: 1994–1999
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 1994
through 1999. 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
1994 through 1999, and most items that
showed significant change over this period
peaked in 1999.
In each of the six years, 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.
Senior Survey Changes
•
Sixteen out of 40 skills and knowledge
items on the survey showed significant
change over the past six years. Among the
16 items in Table 7.1, the percentage of
seniors who indicated they were “very
well” prepared on most items started from
a low in 1994 or 1995 and increased in later
years. (Table 7.1)
•
On seven items shown in Table 7.1, 1999
respondents rated their preparation higher
than did prior cohorts. These items include
understanding computer technology,
understanding the sciences, using
mathematics, critical thinking, using
computer technology at work, and providing
leadership.
•
Two items were rated highest in 1998 and
stayed relatively unchanged in 1999.
Problem solving and critical thinking
increased steadily from 1994 to 1998 and
then remained fairly steady through 1999.
•
Eleven departmental items showed
significant change when 1994 through 1999
senior cohort groups were compared.
(Table 7.2)
•
On four items shown in Table 7.2, 1999
respondents rated their satisfaction higher
than did any prior cohort. These items
include: satisfaction with department,
availability of required courses in the major,
academic ability of other students in the
major, and feedback from instructors about
academic progress. (Table 7.2)
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 1994 through 1999 Cohorts*
Percentage Rating Preparation in each area
Very Well Satisfactorily Poorly
N
Computer Technology
1999
1998
1997
1996
1995
1994
42.5
38.2
38.3
38.8
38.1
39.3
44.8
48.1
46.0
43.0
46.1
41.7
12.6
13.8
15.7
18.2
15.8
19.1
959
857
867
965
1069
1018
Wellness
1999
1998
1997
1996
1995
1994
34.6
37.3
37.5
39.2
40.8
39.9
59.2
57.1
54.0
54.5
53.3
54.1
6.2
5.6
8.4
6.3
5.9
6.0
956
853
866
965
1071
1018
Sciences
1999
1998
1997
1996
1995
1994
26.5
20.8
24.5
25.6
23.5
22.7
62.2
65.8
61.0
59.6
64.4
62.3
11.3
13.4
14.5
14.7
12.1
15.0
955
856
865
963
1074
1016
26.5
28.9
24.3
25.2
22.6
23.7
55.0
53.4
54.9
53.5
56.6
52.5
18.5
17.7
20.8
21.3
20.8
23.7
955
852
867
961
1072
1015
Problem Solving
1999
1998
1997
1996
1995
1994
50.2
50.6
47.4
46.4
43.5
43.3
47.5
44.9
48.9
48.9
51.8
51.8
2.3
4.4
3.7
4.7
4.8
4.9
960
857
867
965
1070
1016
Analyzing and Evaluating Ideas
1999
1998
1997
1996
1995
1994
56.4
57.3
58.3
53.3
52.1
51.9
41.7
39.7
38.9
42.9
44.4
44.7
1.9
2.9
2.8
3.7
3.5
3.3
956
858
868
962
1069
1017
Arts
1999
1998
1997
1996
1995
1994
34
Table 7.1 (Continued)
Senior Evaluation of Experiences at Ball State:
Comparison of 1994 through 1999 Cohorts*
Percentage Rating Preparation in each area
Very Well Satisfactorily Poorly
N
Using Mathematics
1999
1998
1997
1996
1995
1994
26.8
21.9
22.3
21.8
20.1
21.8
54.8
57.7
55.4
55.3
58.6
55.9
18.4
20.5
22.3
22.9
21.4
22.3
959
855
865
962
1067
1013
Critical Thinking
1999
1998
1997
1996
1995
1994
56.7
56.7
53.8
53.8
50.8
50.5
40.2
41.0
43.4
42.3
45.1
45.3
3.1
2.3
2.8
3.8
4.0
4.2
960
857
866
962
1072
1016
Using Computer Technology at Work
1999
1998
1997
1996
1995
1994
51.9
47.1
46.4
46.7
45.1
48.4
36.3
39.2
38.2
35.6
38.6
32.6
11.8
13.7
15.5
17.7
16.3
19.0
961
855
865
961
1068
1016
Providing Leadership
1999
1998
1997
1996
1995
1994
45.6
44.5
41.1
38.0
39.3
38.1
46.3
47.7
49.1
51.0
51.0
51.0
8.1
7.8
9.4
11.0
9.7
10.9
956
854
865
961
1069
1016
Coping with Stress
1999
1998
1997
1996
1995
1994
26.4
29.1
25.7
26.5
23.3
23.3
51.0
48.9
49.3
46.5
50.0
49.3
22.6
22.1
25.0
27.1
26.7
27.4
957
857
864
960
1070
1017
Managing Time
1999
1998
1997
1996
1995
1994
47.8
48.3
44.8
42.4
40.8
46.4
40.3
41.8
43.2
46.0
46.2
44.0
11.9
9.9
12.0
11.6
13.0
9.6
958
857
866
963
1071
1015
35
Table 7.1 (Continued)
Senior Evaluation of Experiences at Ball State:
Comparison of 1994 through 1999 Cohorts*
Percentage Rating Preparation in each area
Very Well Satisfactorily Poorly
N
Planning and Organizing
1999
1998
1997
1996
1995
1994
55.0
55.0
52.1
49.3
48.6
52.8
38.7
38.9
41.4
43.3
43.9
42.1
6.4
6.1
6.5
7.4
7.5
5.1
959
858
864
963
1070
1018
Working Cooperatively
1999
1998
1997
1996
1995
1994
63.9
61.2
58.9
55.2
55.8
54.7
34.8
36.0
38.3
41.4
41.4
42.5
1.3
2.8
2.8
3.4
2.8
2.9
957
855
864
962
1071
1017
Using New Technologies
1999
1998
1997
1996
1995
1994
46.9
45.1
39.0
39.2
39.0
37.1
42.2
43.7
46.1
44.0
47.1
47.6
10.9
11.2
14.9
16.8
13.9
15.3
957
854
866
962
1068
1013
Lifelong Learning
1999
1998
1997
1996
1995
1994
50.9
53.0
48.8
45.6
42.4
43.8
45.3
44.2
45.9
48.9
53.1
50.2
3.8
2.8
5.3
5.5
4.5
6.0
953
857
865
961
1066
1012
*Differences are statistically significant. (p≤.05)
36
Table 7.2
Seniors’ Satisfaction with Department of Major:
Comparison of 1994 through 1999 Cohorts*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
Percentages
with my department
1999
37.4
1998
35.2
1997
35.1
1996
35.5
1995
32.9
1994
30.8
with the teaching ability of faculty
in my department
1999
29.9
1998
32.2
1997
32.1
1996
32.5
1995
28.6
1994
26.9
with information provided about internships,
practicums, or co-op experiences
1999
26.0
1998
26.9
1997
24.9
1996
22.5
1995
19.0
1994
19.2
N
50.7
49.2
47.5
48.3
49.2
51.5
5.0
8.2
6.6
6.5
7.5
7.6
5.4
5.7
8.1
6.8
7.6
6.7
1.6
1.7
2.8
2.8
2.8
3.4
953
858
866
954
1069
1017
51.6
50.1
48.5
49.9
51.8
54.2
10.4
10.1
9.4
8.2
9.6
8.7
7.0
6.0
7.6
7.0
8.5
7.4
1.1
1.5
2.4
2.4
1.5
2.9
952
860
864
954
1066
1013
35.8
34.9
35.5
36.9
32.3
32.7
15.6
15.8
18.7
19.4
20.7
17.7
17.6
16.6
13.9
13.8
20.3
19.8
5.1
5.8
7.0
7.4
7.7
10.5
923
830
828
919
1015
968
with opportunities to participate in internships,
practicums, or co-op experiences
1999
30.5
1998
31.2
1997
27.4
1996
27.9
1995
22.4
1994
23.2
34.5
34.5
35.9
33.8
34.0
31.1
16.6
16.3
20.1
22.5
21.7
20.5
14.3
13.7
11.7
10.2
16.2
15.9
4.1
4.4
4.9
5.6
5.7
9.3
918
812
824
906
1005
961
that the courses in my department
prepared me for employment
1999
1998
1997
1996
1995
1994
42.9
40.4
38.3
42.0
44.5
42.7
17.5
18.8
19.3
18.2
20.2
19.3
8.9
8.4
11.8
8.2
9.6
11.0
3.0
3.2
5.8
6.4
3.5
5.5
941
846
851
955
1055
1000
27.6
29.2
24.9
25.2
22.3
21.5
37
Table 7.2 (Continued)
Seniors’ Satisfaction with Department of Major:
Comparison of 1994 through 1999 Cohorts*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
Percentages
N
with departmental preparation for
graduate or professional school
1999
1998
1997
1996
1995
1994
25.7
27.4
22.1
22.9
22.1
19.1
41.8
38.4
40.3
36.9
37.6
40.6
23.3
27.3
28.0
29.9
31.3
28.6
7.0
5.1
6.1
6.3
7.8
7.3
2.2
1.8
3.6
3.8
1.2
4.4
874
770
787
885
995
914
with opportunities for evaluation
of classroom instruction in my
department
1999
1998
1997
1996
1995
1994
24.7
25.1
19.2
20.2
18.6
17.6
53.6
53.1
57.2
56.4
54.6
55.6
10.4
11.3
11.9
10.7
12.0
12.3
8.5
7.6
8.5
9.3
10.5
10.5
2.8
2.9
3.1
3.3
4.3
4.0
953
857
863
959
1067
1010
with availability of required courses
in my major
1999
1998
1997
1996
1995
1994
26.6
25.5
20.7
21.7
18.4
16.5
48.6
50.3
52.3
55.0
53.1
54.4
7.2
8.7
8.4
8.2
11.1
7.9
13.7
12.2
13.4
10.3
12.9
14.1
3.8
3.3
5.2
4.7
4.5
7.1
954
860
866
958
1064
1009
with the academic ability of other students
in my major
1999
23.0
1998
21.5
1997
19.4
1996
19.1
1995
17.3
1994
15.7
55.9
55.5
56.0
58.9
58.2
58.8
14.4
14.8
15.8
13.6
15.1
16.4
5.2
6.3
6.8
5.5
6.6
7.3
1.6
1.9
2.1
2.9
2.8
1.9
947
854
856
947
1060
1003
with feedback from instructors about
my academic progress
1999
1998
1997
1996
1995
1994
49.1
49.1
49.7
50.4
50.8
53.7
12.8
15.6
14.2
13.9
16.7
14.1
8.0
7.8
10.4
10.7
9.2
9.8
2.5
1.5
2.0
2.6
2.1
2.7
953
861
866
957
1069
1012
27.6
26.0
23.8
22.5
21.2
19.8
*Differences are statistically significant. (p≤.05)
38
Table 7.3
Seniors’ Satisfaction with Department of Major:
Comparison of 1994 through 1999 Cohorts, Reworded Items*
Strongly
Agree
Strongly
Agree Undecided Disagree Disagree
I am satisfied…
Percentages
N
with opportunities to learn computer
applications related to my major
1999
1998
25.8
24.5
41.9
41.6
12.0
12.9
16.6
16.4
3.7
4.6
947
853
with computer training for my career
1997
1996
1995
1994
15.9
19.2
17.4
18.1
35.2
34.2
35.8
35.4
14.3
14.4
15.6
14.9
26.7
23.7
23.0
21.0
7.9
8.5
8.3
10.6
853
942
1048
990
21.8
21.6
39.4
39.0
17.7
20.2
16.1
14.3
5.0
5.0
944
847
14.5
13.0
13.1
10.8
28.1
29.0
27.9
30.2
24.6
25.6
26.4
23.8
23.7
23.1
23.2
25.0
9.1
9.3
9.4
10.2
835
925
1031
973
22.3
22.1
39.6
40.8
18.8
18.0
14.5
14.8
4.8
4.4
940
846
9.8
8.9
9.5
7.6
21.2
21.5
17.1
16.2
30.5
30.4
32.7
32.5
26.8
25.8
26.5
28.3
11.8
13.4
14.2
15.4
788
868
970
913
with opportunities to receive advice
about planning my career
1999
1998
with departmental assistance in
planning my career
1997
1996
1995
1994
with opportunities to receive advice
about obtaining a job
1999
1998
with departmental assistance
in obtaining a job
1997
1996
1995
1994
* 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
SECTION 8
Comparison of Senior and Sophomore
Survey Responses
•
Seniors were considerably more likely to
indicate they were very well prepared in
intellectual growth (67.0%) than were
sophomores (46.9%). (Table 8.1)
Summary The Ball State Mid-College
Survey, administered in 1997, has several
questionnaire items in common with the Ball
• About 58 percent indicated as sophomores
State Senior Survey. In this section, 1999
that they were very well prepared in the
senior responses about academic preparation,
general area of personal growth. That
classroom and study behaviors, involvement in
response rose to 72 percent as seniors.
campus activities, and interaction with faculty
(Table 8.1)
members are compared to 1997 sophomore
responses among a group of 212 students who
took both surveys. (These students are
Skill and Knowledge Areas
referred to from this point on as ‘panel’
members.)
• Seniors’ ratings for most knowledge and
Overall, panel members’ evaluations of
skill items were significantly higher than
intellectual growth and personal growth were
those of sophomores. (Table 8.1)
markedly higher on the senior survey than on
the sophomore survey. In addition, seniors in
.• Of the 12 knowledge areas addressed on
the panel reported being more prepared than
the survey, nine were rated significantly
sophomores in many specific skills and
higher by seniors than by sophomores.
knowledge areas.
The percentage of students who
reported that they were very well prepared in
skills like problem solving, analyzing and
evaluating ideas, using computer technology at
work, planning and organizing, interacting with
diverse groups of people, making informed
decisions, self-reliance, working cooperatively,
and clarifying personal values increased at
least 20 percentage points from the 1997 MidCollege Survey to the 1999 Senior Survey.
Often, the differences between sophomore and
senior self-ratings were quite dramatic.
(Table 8.1)
•
The percentage of the panel who indicated
they were very well prepared in
understanding computer technology was 17
percentage points higher as seniors than as
sophomores. (Table 8.1)
•
The percentage of students indicating that
they were very well prepared for
understanding wellness, social sciences,
gender issues, or morals and ethics was 11
to 13 percentage points higher as seniors
than as sophomores. (Table 8.1)
Panel members also indicated they
were much more likely as seniors than as
sophomores to participate in classroom
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).
•
By a difference of about nine to ten
percentage points, students were more likely
as seniors than as sophomores to indicate
they were very well prepared to understand
the arts, racial issues, current events and
contemporary issues, and global events.
(Table 8.1)
Panel members reported higher levels
of involvement in campus programs and
activities and a greater degree of interaction
with faculty as seniors than as sophomores.
41
Table 8.1
Evaluation of Preparation at Ball State
Panel Comparison: Senior and Sophomore Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Overall Evaluation of Experiences
Intellectual Growth
Seniors
Sophomores
67.0
46.9
33.0
52.2
0.0
1.0
209
209
Personal Growth
Seniors
Sophomores
71.6
57.7
26.1
38.5
2.4
3.8
211
208
Computer Technology
Seniors
Sophomores
44.3
26.5
41.9
60.7
13.8
12.8
210
211
Wellness
Seniors
Sophomores
41.0
28.6
54.2
65.2
4.7
6.2
212
210
Social Sciences
Seniors
Sophomores
33.6
23.1
59.2
70.2
7.1
6.7
211
208
Arts
Seniors
Sophomores
24.6
14.8
51.2
60.3
24.2
24.9
211
209
Gender Issues
Seniors
Sophomores
31.1
18.2
50.9
63.6
17.9
18.2
212
209
Racial Issues
Seniors
Sophomores
29.2
18.8
46.7
55.8
24.1
25.5
212
208
Morals and Ethics
Seniors
Sophomores
35.4
24.2
52.8
53.6
11.8
22.2
212
207
Current Events and Contemporary Issues
Seniors
Sophomores
28.9
19.5
59.7
60.0
11.4
20.5
211
210
Global Events
Seniors
Sophomores
20.8
11.0
58.5
62.7
20.8
26.3
212
209
Knowledge and Understanding
42
Table 8.1 (Continued)
Evaluation of Preparation at Ball State
Panel Comparison: Senior and Sophomore Responses *
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Skills and Abilities
Speaking
Seniors
Sophomores
42.0
30.9
52.8
58.5
5.2
10.6
212
207
Listening
Seniors
Sophomores
53.8
39.9
43.4
49.5
2.8
10.6
212
208
Problem Solving
Seniors
Sophomores
50.2
30.3
47.4
60.1
2.4
9.6
211
208
Analyzing and Evaluating Ideas
Seniors
Sophomores
55.0
35.3
43.6
58.0
1.4
6.8
211
207
Conducting Research
Seniors
Sophomores
42.0
25.7
46.2
58.7
11.8
15.5
212
206
Creative Thinking
Seniors
Sophomores
46.9
32.7
47.9
53.8
5.2
13.5
211
208
Critical Thinking
Seniors
Sophomores
51.4
34.3
47.2
58.0
1.4
7.7
212
207
Using Computer Technology at Work
Seniors
Sophomores
54.2
31.6
34.4
55.5
11.3
12.9
212
209
Providing Leadership
Seniors
Sophomores
51.7
36.2
40.7
47.3
7.7
16.4
209
207
Persuading Others
Seniors
Sophomores
35.1
20.7
53.1
56.3
11.8
23.1
211
208
Coping with Stress
Seniors
Sophomores
30.3
21.5
50.7
49.8
19.0
28.7
211
209
Dealing with the Public
Seniors
Sophomores
37.9
29.2
51.2
51.2
10.9
19.6
211
209
43
Table 8.1 (Continued)
Evaluation of Preparation at Ball State
Panel Comparison: Senior and Sophomore Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Managing Time
Seniors
Sophomores
55.9
38.9
35.1
43.3
9.0
17.8
211
208
Planning and Organizing
Seniors
Sophomores
62.6
41.3
34.1
48.6
3.3
10.1
211
208
Conflict Resolution
Seniors
Sophomores
41.4
27.4
51.9
54.8
6.7
17.8
210
208
Interacting with Diverse Groups of People
Seniors
Sophomores
52.8
33.0
37.3
45.0
9.9
22.0
212
209
Making Informed Decisions
Seniors
Sophomores
57.3
30.8
41.7
63.0
0.9
6.3
211
208
Self-Evaluation
Seniors
Sophomores
52.8
35.6
43.4
49.0
3.8
15.4
212
208
Self-Reliance
Seniors
Sophomores
66.4
45.0
31.3
46.9
2.4
8.1
211
209
Working Cooperatively
Seniors
Sophomores
70.0
44.0
29.0
52.6
1.0
3.3
210
209
Using New Technologies
Seniors
Sophomores
44.8
32.1
45.3
52.2
9.9
15.8
212
209
Clarifying Personal Values
Seniors
Sophomores
53.1
29.7
41.7
54.5
5.2
15.8
211
209
Experiencing and Responding to the Arts
Seniors
Sophomores
29.9
19.8
47.9
52.7
22.3
27.5
211
207
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
44
•
The percentage of panel members who felt
very well prepared in making informed
decisions and working cooperatively was
26 percentage points higher among panel
members as seniors than as sophomores.
•
The percentage of students who were very
well prepared in problem solving, analyzing
and evaluating ideas, using computer
technology at work, planning and
organizing, interacting with diverse groups
of people, self-reliance, and clarifying
personal values was 20 to 23 percentage
points higher as seniors than as
sophomores.
•
than as sophomores to report that they were
very well prepared in listening, conducting
research, creative thinking, critical thinking,
providing leadership, persuading others,
managing time, and conflict resolution.
•
The skills of speaking, using new
technologies, and experiencing and
responding to the arts were rated ten to 13
percentage points higher from sophomore
to senior year.
•
Students indicated an eight to nine
percentage point increase in preparedness
for coping with stress and dealing with the
public from sophomore to senior year.
By a difference of 14 to 19 percentage
points, students were more likely as seniors
Table 8.2
Comparison of 1999 Senior and 1997 Sophomore Classroom and Study Behaviors*
Always
Most of the
Time Sometimes Rarely
Never
Percentages
N
During the past year, how often did
you typically do each of the following…
Participate in class discussions
Seniors
Sophomores
30.2
14.2
40.1
32.7
22.6
36.5
6.1
16.1
0.9
0.5
212
211
Spend time preparing for class
Seniors
Sophomores
39.2
18.0
34.4
42.7
20.8
28.0
5.7
10.0
0.0
1.4
212
211
Identify key points of class or
assignments
Seniors
Sophomores
31.1
17.5
41.5
56.6
22.6
23.1
3.8
1.9
0.9
0.9
212
212
Fit facts and ideas together
Seniors
Sophomores
40.1
12.7
47.2
66.0
9.9
17.9
1.9
2.8
0.9
0.5
212
212
Study with other students
Seniors
Sophomores
19.8
1.9
25.5
4.7
38.7
41.0
13.7
37.3
2.4
15.1
212
212
*Differences in senior and sophomore cohorts were statistically significant. (p≤.05)
45
Figure 9
Involvement in Campus Programs/Activities
Panel as Sophomores in 1997
Panel as Seniors in 1999
5%
13%
20%
20%
34%
30%
37%
41%
Heavily
Moderately
Slightly
Not At All
Figure 10
Interaction with Faculty Members
Panel as Sophomores in 1997
6%
Panel as Seniors in 1999
2%
10%
18%
26%
41%
43%
54%
Often
46
Occasionally
Rarely
Never
Classroom and Study Behaviors
Campus Progams/Activities
•
•
Seniors reported a higher level of
involvement in campus programs and
activities and interaction with faculty
members.
•
Students were more likely to report being
heavily or “moderately” involved in
campus programs/activities as seniors
(61%) than as sophomores (43%).
•
Seniors were more likely to indicate that
they interacted with faculty members
often or occasionally (72%) than were
sophomores (53%).
•
•
When asked about classroom and study
behaviors, students were over twice as
likely as seniors than as sophomores to
indicate that they always participate in
class discussions and spend time
preparing for class.
Students were more likely to report that
they always identify key points of class
or assignments as seniors (31.1%) than
as sophomores (17.5%). Seniors were
considerably more likely to indicate that
they always fit facts and ideas together
(40.1%) than were sophomores (12.7%).
(Table 8.2)
About 45 percent of seniors reported that
they study always or “most of the time”
with other students, while seven percent
indicated this as sophomores.
(Table 8.2)
47
48
SECTION 9
Summary and Discussion
The Office of Academic Assessment
and the Senior Survey Steering Committee
initiated this project in 1992 to provide valid
information about senior attitudes toward Ball
State and its programs. The senior survey is a
part of Ball State’s overall assessment plan
and is coordinated with other assessment
projects. Other surveys of students at
different stages (freshman, sophomore, and
alumni) are being conducted at regular
intervals.
Generally, findings about skills and
knowledge areas, and major departments were
very positive. When compared with 1997
sophomores, 1999 graduates were more
confident of most academic skill and
knowledge areas, and much more likely to
participate in class discussion, prepare for
class, or study with other students. When
compared with earlier cohorts, 1999 graduates
had very positive ratings of their academic
department. Ratings of skills and knowledge
areas were high in comparison to data from
earlier years.
It is hoped that findings from these
Seniors who were expected to graduate and other surveys will generate constructive
in May received the initial mailing in March
discussion. Additional information from this
and follow-up mailings in April and May of
and other surveys is available upon request.
1999, which yielded a final response rate of
59.2 percent—963 of the 1,626 graduating
seniors responded.
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.
49
APPENDIX
1999 Ball State Senior Survey
51
1999 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
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■
student activities
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■
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
■
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■
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.
1
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
■
■
■
■
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■
Having broad intellectual interests
Health and wellness
■
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■
■
2
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
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religious activities
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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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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 Department
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
6
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10
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12
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14
15
Accounting
Anthropology
Architecture
Art
Biology
Business Education & Office Admin.
Chemistry
Communication Studies
Computer Science
Criminal Justice and Criminology
Economics
Elementary Education
English
Family and Consumer Sciences
Finance
secondary major department, if any
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24
25
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General Studies
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
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33
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35
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37
38
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40
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42
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45
Philosophy
Physical Education
Physics and Astronomy
Physiology and Health Science
Political Science
Psychological Science
Secondary Education
Social Work
Sociology
Special Education
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.)
Strongly
Agree
I chose my (primary) major because . . .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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
ee
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.
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