Introduction
This su rvey s ynt hes is rep res ent s a dec ade of st udent opinion about t he t eac hing and
le ar ni ng env i ronme nt and ov e ra ll stude nt e xperie nce at the University of Saskatc hewan.
The overarching goal of the second integrated plan was to be a more engaged university and one of the three priority
areas was to improve the student experience both inside and outside of the classroom. Over the course of the past
decade, we have asked students to complete surveys because we are interested in their perceptions of our university
to help us make decisions about how to better fulfill student needs. This survey synthesis provides an overview of
results on university-wide surveys at the University of Saskatchewan. It represents a decade of student opinion about
the teaching and learning environment and overall student experience. As the development of the third integrated
plan is underway, it is our hope that initiatives like this one will ensure that the student voice is included in the
university planning process at all levels.
We challenge decision-makers across campus to reflect on this information when considering emerging initiatives to
support our undergraduate and graduate students in colleges and units administrative planning. Whether it be
building a stronger support system for first-year students in their critical transition from high school to university, or
better ensuring that our graduates are well-prepared for their roles as citizens and members of society, our focus
needs to be on creating a living and learning atmosphere that fosters both academic and personal growth.
As you look through the survey synthesis, I am sure you will see the remarkable consensus when students say they
are highly satisfied with the education they experience here at the University of Saskatchewan. This is an important
goal of this document: to celebrate our evaluative achievements in teaching and learning and to increase mutual
understanding about progress toward shared goals. Through the survey synthesis, the university has available to it
current and powerful information about the opinions of students on an array of topics. We would like to extend our
sincere thanks to all those who have contributed. We look forward to seeing students continue to guide our efforts
through participation in surveys, programs, and evaluations of all types.
Sincerely,
Pauline Melis, Assistant Provost, Institutional Planning and Assessment
Introduction
About the Survey Synthesis
1) What is it?
The survey synthesis consists of 10 fact sheets that provide summaries of consolidated data from 10 years of
university-wide surveys. A wealth of data was analyzed for common trends and themes which relate to different
aspects of the student experience. These surveys cover a broad range of topics intended to give a high level overview
of student perceptions of the U of S.
The following fact sheets address different stages of post-secondary education, i.e., pre-university, first-year
transition, graduate students, and post-graduation trends; others deal with specific aspects of student life, such as
teaching and learning, the out-of-class experience, student finances, and major facilities and services. In addition, a
fact sheet summarizes survey results that are related to the unique experience of our Aboriginal students. Finally,
there is a fact sheet on overall student satisfaction. Many of these fact sheets measure how the University of
Saskatchewan performs against its peers. For more information on the peer institutions used in this survey synthesis,
please see Appendix B.
2) Why did we do it?
The survey synthesis was developed to provide an “at-a-glance” overview of the data available and is presented in
summary format to support easier dissemination of results within and beyond the campus community. It is intended
to be updated in advance of each institutional plan every four years and can be easily adapted to provide more detail
in a specific area if needed. More comprehensive information on student surveys is available at www.usask.ca/ip.
Improving the student experience is an ongoing theme in many foundational documents at the University of
Saskatchewan. In the Second Integrated Plan: Toward an Engaged University, which was approved by Council and the
Board of Governors in 2008, one of the three top priorities was to “improve the undergraduate and graduate student
experience, both inside and outside the classroom.” Consistent with this goal, the survey synthesis was a project
initiated by the office of Institutional Planning and Assessment (IPA) to provide the university community a holistic
view of what students are saying about their experience. It was initiated to ensure the dissemination of survey
results in an easy-to-read, highly accessible format. The survey synthesis will be used to inform the development of
the third integrated plan among other activities.
In addition, institutional surveys fall within the assessment portfolio at the U of S and the survey synthesis project is
well-aligned with the principles in the Framework for Assessment: Beyond Systematic Program Review, which was
approved by the University Council in fall 2008. The framework states that “results of university-level assessment
initiatives should be made generally available to the university community and beyond”. The survey synthesis
demonstrates our commitment to the dissemination of findings and will provide a platform for dialogue between
students and university leaders in the years ahead. Through the compilation, review and analysis of such data, we are
hoping to gain a better understanding of the level of satisfaction of our students and to identify strengths and areas
that need improvement at our university.
3) What surveys were used in this synthesis?
Over the past 10 years, the office of Institutional Planning and Assessment (IPA) has collected student data through a
number of surveys that were conducted independently, or in cooperation with external partners and other higher
education institutions. This allows for historical and inter-institutional comparisons between the U of S and our
Introduction
peers. The surveys used include: the Canadian University Survey Consortium (CUSC), 2001 – 2010, and the National
Survey of Student Engagement (NSSE), 2006 and 2008, among others. For a complete list of the surveys used in the
survey synthesis, please see Appendix A. It is estimated that over 10,000 students contributed as participants in
these surveys overall.
4) What do these findings tell us?
These findings give us a sense of students’ opinions about their experiences at the U of S. Students want to have a
voice in their educational experience. They want the university to support their diverse needs and learning styles, to
provide them with stimulating and engaging programs and activities and to prepare them for the challenges of the
modern world. This document should open a critical dialogue within the campus community and beyond about the
nature of the teaching and learning environment since decisions today will have lasting implications for future
students.
5) Has this survey data been used before?
The first use of the major findings in several of the surveys referenced in the survey synthesis was in the Teaching
and Learning Foundational Document, approved by University Council in 2008, which is one of the university’s major
planning documents and represents institutional direction on this key planning dimension.
6) What are the next steps?
Some parts of the survey synthesis are more definitive than others; there is still more work to do. As such, these fact
sheets are a work-in-progress and will be updated periodically. The survey synthesis and results from new surveys
conducted will be shared broadly to a growing list of stakeholders at the university and beyond. It is hoped this will
provide a sense of student opinion so that decision-makers, student leaders and others across campus can work
collaboratively to ensure the U of S continues to meet the needs of our students and be among the best universities
in Canada and the world.
7) Contact us
For more information on the survey synthesis and surveys at the U of S, please contact the office of Institutional
Planning and Assessment at ipa_assessment@usask.ca or visit www.usask.ca/ip.
Pre-university
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
Where do our students come from?
The percentage of first-year students who came from urban centers
(population of 100,000 or more) increased from 31% in 2004 to 40%
in 2007, which is 9% lower than our peers (see Appendix B).
In 2009, 64% of international students came from larger communities
(population greater than 500,000) whereas 40% of Aboriginal
students came from smaller communities (population less than
5,000).
A total of 60% of U of S students from Saskatchewan had family
members who attended the U of S compared to just 27% of students
from out-of-province.
Between 2001 and 2010, the percentage of U of S students who
entered university immediately after high school graduation
increased from 63% to 78%.
In 2010, international students were far less likely to enter university
directly after high school graduation (39%) compared to students
from Saskatchewan (79%) and out-of-province (72%).
The U of S had a lower proportion of international students (4-5%)
compared to 8-14% of our peers, but a higher proportion of
Aboriginal students (6-8%) compared to 1-2% of our peers.
Is the U of S students’ first choice when applying to
university?
The vast majority of students (92-93%) considered the U of S their
first choice, which has been consistent over the past 10 years.
Approximately one-quarter of international students, however, did
not consider the U of S their first choice in 2010.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Pre-university
Did students apply to other universities?
The proportion of U of S students who applied to other universities has been steady at around 20%.
On average, among the U of S students who also applied to other universities, the number of universities
that they applied to increased from 2.3 to 3.0 between 2001 and 2010.
Approximately 50% of out-of-province and international students applied to other universities, compared to
only 15% of U of S students from Saskatchewan.
In 2009, approximately 90% of students who applied to other universities/colleges were accepted, but
decided to attend the U of S.
Why do our students come to the U of S?
From 2001 to 2010, location was the main reason undergraduate students chose the U of S, with 28-36% of
students wanting to live close to home, which is substantially higher than our peers.
Students who reported the U of S exceeded their expectations were more likely to choose the U of S because
of the overall quality of programs or specific programs, while those who reported the U of S had fallen short
of or met their expectations were more likely to choose the U of S because of its proximity to home or the
influence of parents/relatives/friends.
Based on 2010 results, external university rankings had a limited effect on the decision to attend the U of S.
Approximately 7% of first-year students indicated that the Maclean’s University Rankings was very important
in their decision, compared to 5% for the Globe and Mail’s University Report Card.
Do our students come prepared?
Incoming students’ grades at admission have improved significantly over the past 10 years, moving the
U of S from below our peer average to above.
In 2009, U of S students from Saskatchewan said they felt less academically prepared for university than outof-province and international students.
U of S students from Saskatchewan were less prepared in managing workloads, taking notes, and study
skills. Out-of-province and international students were less prepared in writing term papers and using library
resources.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
First-year Transition
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
Are first-year students satisfied overall?
In 2010, 90% of first-year students indicated the U of S met or
exceeded their expectations, as compared to 82% in 2004. The U of S
placed first among our peers (see Appendix B) in 2007 and 2010.
The vast majority of first-year students (92-95%) were very satisfied
or satisfied with their decision to attend the U of S. Among our peers,
the U of S placed second in 2007 and fourth in 2010.
In 2010, more U of S international students (96%) were satisfied with
the concern shown by the university for them as individuals than
students from Saskatchewan (67%) and out-of-province (69%).
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
In 2010, 83% of first-year students reported they intended to return
to the U of S to continue their studies, while 13% were undecided and
4% did not intend to return.
How do first-year students adjust to campus life?
Participation in the orientation program increased from 56% in 2001
to 74% in 2010, and more than 90% of participants agreed that it
made them feel welcome at the university.
First-year students had difficulty becoming involved in campus
activities. However, the proportion of students with at least some
success improved from 37% in 2001 to 54% in 2010.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
International students were more likely to have difficulty making new
friends and less likely to feel a sense of belonging at the U of S.
On average, a smaller proportion of U of S first-year students (7984%) used the library, than students at our peer institutions (90%).
In 2008, compared to our peers, U of S first-year students felt they
received less support in meeting their need to thrive socially and
coping with their non-academic responsibilities (work, family, etc.).
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
First-year Transition
How do first-year students adjust to university learning?
In 2008, U of S first-year students were more likely to ask questions in class or contribute to class discussions
and work with other students on projects during class than students in our peer institutions.
However, compared to those in our peer institutions, U of S students were less likely to indicate their
coursework required them to analyze the basic elements of an idea, experience, or theory; synthesize ideas,
information, or experiences; make judgments about the value of information, arguments, or methods; or
apply theories or concepts.
From first-year to their graduating year, undergraduate students’ overall level of engagement at the U of S
improved, more than for students at our peer institutions.
From 2001 to 2010, first-year students reported having difficulty finding useful information and resources on
careers and occupations, getting academic advice and performing adequately in courses requiring math
skills.
Overall, the learning skills first-year students needed the most help with were managing workloads, taking
notes and study skills.
How is the academic performance of first-year students?
In 2010, 70% of U of S students registered in a full course load during their first year. However, international
students were less likely to do so (50%).
On average, U of S students expected their end-of-first-year grades to be approximately 30% lower than
their high school grades, compared to approximately 20% at our peer institutions.
In 2010, those students who expected to maintain their high school grades at the end of the first year were
more likely to indicate their experience at the U of S exceeded their expectations than those who expected a
drop in their grades (38% and 23%, respectively).
Of those students who expected the most significant drop in their grades, 65% agreed that professors treat
students as individuals, not just numbers, compared to 87% who did not expect a drop in grades.
In 2006 and 2008, 58% of first-year students who studied 20 or more hours per week, compared to 40% of
those who studied 10 or fewer hours per week, had an average grade of B or higher.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Graduate Students
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
Are our graduate students satisfied?
In 2010, 87% of graduate students were satisfied with their overall
experience at the U of S. Most graduate students were also satisfied
with their academic experience (90%), graduate program (84%), and
student life experience (81%).
Overall, U of S graduate students had similar levels of satisfaction as
our Canadian peers (see Appendix B).
From 2007 to 2010, satisfaction with master’s programs increased
slightly from 84% to 86%, while satisfaction with doctoral programs
decreased from 86% to 80%.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
Master’s students were more likely than doctoral students to report
they would choose the U of S if they were to start their graduate
career again (70% vs. 61%). They were also more likely to recommend
the U of S to someone considering their program (77% vs. 69%), and
to someone in another field of study (66% vs. 55%).
What about finances for graduate students?
In 2007 and 2010, approximately 40% of graduate students received
funding from government sources or their employers.
About 70% of master’s students and 86% of doctoral students
reported receiving some form of financial support from the U of S (i.e.
scholarship, fellowship, bursary, assistantship and other academic
related employment).
Approximately half of master’s students and 40% of doctoral students
used savings, loans, family assistance and/or non-academic related
employment to finance their studies.
One-third of graduate students received a teaching assistantship,
compared to 48% for our Canadian peers; 26% received a research
assistantship, compared to 39% for our Canadian peers.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Graduate Students
How satisfied are graduate students with their advisors/academic experience?
In 2010, 88% of graduate students agreed their advisor, overall, performed their role well.
About 80% of graduate students rated the advice they received on research ethics as excellent, very good or
good, compared to approximately 70% among graduate students at our Canadian peer institutions.
Between 2007 and 2010, satisfaction with the quality of academic advising and guidance decreased from
79% to 72% for master’s students and from 79% to 68% for doctoral students.
On average, 38-43% of graduate students were satisfied with advice/workshops on career options both
within and outside academia, compared to 44-51% for our Canadian peers.
In 2010, doctoral students were generally less satisfied with the quality of their academic programs and
coursework, interactions with their advisor, their professional skills development and their research
experience, as compared to 2007.
How satisfied are graduate students with facilities and services?
In 2010, the following facilities and services received the highest satisfaction ratings by graduate students:
athletic facilities (94%), library facilities (93%), information technology services (90%), international office
(87%) and health care services (86%).
The following services received the lowest satisfaction ratings: housing assistance (52%), child care services
(53%), food services (54%), career services (59%) and financial aid office (65%).
U of S graduate students who were Canadian citizens were 20 times less likely to live in university housing
than non-Canadian citizens (2% vs. 42%). Only 1.4% of Aboriginal graduate students lived in university
housing.
What are the outcomes for graduate students after they graduate?1
Graduates from master’s or doctoral programs in 2004 generally had higher median incomes than graduates
from undergraduate programs ($63,000 and $60,000 vs. $44,000, respectively) two years after graduation.
Graduates with a master’s or doctoral degree in 2004 were less likely to experience difficulties in repaying
their government student loan than graduates with a bachelor’s degree (20% vs. 32%).
1
Combined results for U of S and U of R. Source: SK Advanced Education & Employment (2007), Graduate Outcomes of
2004-2005 Class.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Post-graduation Trends
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
What are the employment prospects for
undergraduate students following graduation?
In 2009, 36% of U of S graduating students, compared to 26% of
students graduating from our peer institutions (see Appendix B),
believed many jobs were available in their major area of study.
U of S graduating students were more likely than students at our peer
institutions to be very satisfied or satisfied with the availability of
information about career options in their area of study (74% vs. 63%).
In terms of preparation for employment or a career after graduation,
U of S graduating students cited taking the following steps the most:
creating a résumé or CV (80%), choosing a career field or specific
occupation (67%) and attending an employment fair (62%).
Nearly 40% of graduating students had arranged for employment
prior to graduation, of which 57% were a continuation of previous
jobs and 43% were new jobs.
A quarter of graduating students who had arranged employment prior
to graduation indicated finding their job through the campus
career/employment center, compared to 11% of graduating students
at our peer institutions.
Graduating students also found employment opportunities through
contacting the employer directly (19%), referral by family, friends and
associates (16%) and responding to a job ad/via internet (14%).
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Post-graduation Trends
Do students take further education/training after graduation?
Nearly 40% of undergraduate and graduate students who graduated in 2004 enrolled in a post-secondary
program for credit within two years of graduation.
More than half of the U of S graduates who pursued further post-secondary education after graduation
enrolled at the U of S, while 31% enrolled at an out-of-province institution.
What about employment outcomes for U of S students?
Two years after graduation, the unemployment rate for U of S students who graduated in 2004 was 3.0%.
Of those who were employed two years after graduation, 79% had a permanent job.
In 2009, three-quarters of graduating students who had pre-arranged employment prior to graduation
indicated their degree had helped them get a job and their job was related to their knowledge/skills acquired
from studies at the U of S.
On average, 84% of U of S students who graduated in 2004 had found employment that was at least
somewhat related to the program they graduated from. Further, 91% indicated their education and training
was somewhat (24%) or very helpful (67%) in getting their main job in 2006.
A total of 90% of U of S graduates were satisfied (46%) or very satisfied (44%) with their main job.
U of S students who graduated in 2004 from doctoral and master’s programs had higher median incomes
than those from undergraduate programs ($63,000, 60,000 and $44,000, respectively) two years after
graduation.1
1
Combined results for U of S and U of R. Source: SK Advanced Education & Employment (2007), Graduate Outcomes of
2004-2005 Class.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Teaching and Learning
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
How satisfied are students with the quality of
education and teaching at the U of S?
From 2002 to 2010, the vast majority of U of S students (86-91%)
were satisfied with the quality of education they received, which was
consistently higher than their counterparts at our peer institutions
(see Appendix B).
Students were also satisfied with the quality of teaching at the U of S
(79-92%).
Our students believed the quality of the instructor had a huge impact
on the student experience, where one negative experience could
overshadow their positive experiences.
In 2008, while one-third of undergraduate students cited an emphasis
on teaching ability (excellence) as one area needing improvement,
60% listed it among their top areas for improvement.
Are students satisfied with the personal attention
shown to them as students?
From 2001 to 2010, 63-79% of U of S students were satisfied with the
level of individual attention they received from faculty or staff, which
was similar to our peers.
What is the ideal learning experience?
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
In 2008, 85% of students said they preferred classroom instruction
with online supports over strictly classroom-based instruction, a mix of
online and classroom instruction, or solely on-line instruction.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
U of S students described their ideal learning experience as one where
students had: personal interaction with their instructors; passionate
and enthusiastic instructors; and courses including a mix of handson/practical experience, self-directed/active learning and
discussion groups/seminars.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Teaching and Learning
Are first-year students satisfied with their learning experience?
Between 2001 and 2010, first-year students were less satisfied on a variety of aspects related to teaching
and learning such as quality of teaching, student-faculty interaction and activities in the classroom
(discussions, presentations, group work) than the rest of the undergraduate student body.
What is an ideal instructor like?
When asked to list the top qualities of an ideal instructor, students identified an instructor who is
enthusiastic, knowledgeable and makes students’ learning a priority.
Other qualities of an ideal instructor included: a passion for the subject area; practical/real world experience;
communication skills; enjoyment of teaching; approachable, accessible, empathetic and professional.
Are students satisfied with instructors in specific areas?
In 2008, 72-91% of U of S students were satisfied with their professors on a range of items including
accessibility, sensitivity to gender issues, personal interest in students’ academic progress and encouraging
classroom discussions. Satisfaction with these items has improved since 2002 and was higher than our peers.
The following key factors are related to students’ satisfaction with the quality of teaching at the U of S:
Treating
students as
individuals
Being
accessible
outside of
class
Encouraging
class
discussions
Satisfaction
with quality
of teaching
Looking out
for students'
interests
Consistent
and fair
grading
Intellectually
stimulating
learning
experience
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Student Finances
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
What are students’ main sources of financing?
In 2009, almost half of graduating students identified the most
common sources of financing as parents/family members and summer
employment, while one-third identified government loans/bursaries
and earnings from current employment.
Between 2007 and 2009, U of S students reported receiving $9,500 to
$13,000 from all sources of financing in an academic year.
What about student financial aid?
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
The percentage of first-year students who received a university
scholarship/financial award/bursary increased significantly from 21%
in 2004 to 69% in 2010, which is 19% higher than our peers (see
Appendix B).
A total of 17% of first-year students who received such financial aid
from the university indicated they would not be able to attend
otherwise, which is lower than our peers (27%).
What is the perceived value of education?
In 2009, 72% of graduating students felt they received good value for
their money at the U of S.
A total of 85% of U of S graduates from 2004 (both undergraduate
and graduate programs), agreed that their education was worth the
financial costs.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
On average, U of S graduates from 2004, paid off 43% of their
government student loan debt and 57% of their bank student
loans/lines of credit within two years after graduation.
Note: The Student Finances fact sheet primarily uses data from surveys of
students in direct-entry colleges; however, some information includes data on
graduate students and students post-graduation.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Student Finances
How much debt do students have?
From 2003 to 2009, for graduating students who had debt, the average amount increased by $6,653 to
$28,930.
Graduate student debt remained constant between 2007 and 2010, with 13% of them accumulating debt of
$20,000 or more.
In 2009, 56% of Aboriginal students and 54% of students from small communities accumulated debt of
$20,000 or more compared to 43% for U of S undergraduate students overall.
Between 2003 and 2009, more U of S graduating students reported having debt as well as higher debt loads
compared to students at our peer institutions.
How many students are employed while attending university?
From 2008 to 2010, 40% of first-year students, 50% of undergraduate students, and 56% of graduating
students were employed during regular academic terms.
In 2009, approximately two-thirds of undergraduate students indicated that income from summer
employment helped fund their education.
In 2007, first-year students whose employment helped fund their education received about $2,000 from
summer employment and $1,500 from part-time employment during regular academic terms.
In 2009, graduating students received about $7,500 from summer employment and about $3,500 during
regular academic terms.
What impact does employment have on students’ education?
Between 2008 and 2010, students who were employed during the regular academic terms worked
approximately 14-18 hours/week.
A total of 86% of students who worked more than 20 hours/week spent less than 20 hours/week studying.
Between 2006 and 2008, the majority of undergraduate students who worked during regular academic
terms indicated that their employment had at least some negative impact on their academic performance
(65%-73%).
In 2010, about one-third of graduate students considered work/financial commitments a major obstacle to
their academic progress.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Out-of-class Experience
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
How involved are students in out-of-class programs,
clubs and organizations?
In 2008, 21% of U of S students participated in student life programs
(e.g. residence or campus activities), which is 9% lower than our peer
institutions (see Appendix B). However, U of S participants were
slightly more satisfied than their peers (89% vs. 84%).
Use of the facilities for student associations, clubs, etc. by U of S
students increased from 32% to 41% between 2002 and 2008,
bringing it in line with our peers. However, their satisfaction
decreased from 86% to 77%, taking us below our peers.
Almost half of students did not participate in any co-curricular
activities (organizations, campus publications, student government,
intercollegiate or intramural sports, etc.), while 34% spent up to five
hours on such activities per week.
How involved are students in campus events and
activities?
While there has been substantial improvement over the past decade,
first-year students continued to have difficulty becoming involved in
campus activities, with only 54% indicating they had very much or
some success in 2010.
On average, in 2006 and 2008, U of S students, especially first-year
students, were more likely to feel that the university placed very little
or only some emphasis on attending campus events and activities
(special speakers, cultural performances, athletic events, etc.), as
compared to students at our peer institutions.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Out-of-class Experience
How satisfied are students with facilities for athletic/recreational activities?
Between 2002 and 2008, student use of athletic facilities at the U of S increased significantly from 56% to
81%. Satisfaction with athletic facilities also improved from 77% to 95%, surpassing our peer institutions
(88%).
Use of other recreational facilities was substantially higher among U of S students than at our peer
institutions (61% vs. 46%).
What is the social experience of students?
Over the past few years, participation in university-based social activities at the U of S has been consistent at
around 50%. Overall, students who participated were satisfied or very satisfied (87-89%).
Only 14% of U of S students lived on-campus, compared to 26% at our peer institutions in 2008.
About half of U of S students spent 10 hours per week or less relaxing and socializing (watching TV, partying,
etc.).
How are the interpersonal relationships of students?
Compared to students at our peer institutions, U of S students were less likely to have had serious
conversations with students of a different race, ethnicity, or religion, and students with different political
opinions or personal values.
In 2006 and 2008, U of S students consistently rated their relationships with other students, faculty
members, and administrative personnel and offices higher than students at our peer institutions.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Major Facilities and Services
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
How often do students use and how satisfied are they
with major facilities and services at the U of S?
Registration:
U of S undergraduate students’ satisfaction with the registration
process increased from 71% in 2002 to 86% in 2008, higher than 77%
at our peer institutions (see Appendix B).
Academic advising:
Use of academic advising at the U of S increased as students
progressed through their academic careers: 31% of first-year, 61-78%
of undergraduate, and 79-83% of graduating students reported using
academic advising.
From 2002 to 2009, satisfaction with academic advising varied, with
first-year students being the most satisfied (84%). Overall, 73-75% of
undergraduate students were somewhat or very satisfied with the
quality of academic advising.
Study skills/learning support services:
Participation with study skills/learning support services at the U of S
increased slightly from 17% in 2002 to 20% in 2008, consistently
higher than our peers (11-15%). Students’ satisfaction increased from
68% to 83% during the same period.
Tutoring services:
From 2002 to 2008, 20-25% of U of S students used tutoring services,
which was slightly more than our peers. Approximately 82% of the
users were very satisfied or satisfied.
Co-op or internship programs:
From 2005 to 2008, considerably more U of S students participated in
co-op or internship programs (3% vs. 12%). However, this was
substantially lower than our peer institutions (34%).
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Major Facilities and Services
Career counseling and employment services:
Use of career counseling services increased from 14% in 2002 to 19% in 2008, with graduating students
being the most likely to use these services (29%). However, satisfaction varied from year to year (76% in
2002, 65% in 2005, and 72% in 2008).
From 2002 to 2008, 26-33% of undergraduate students used employment services; this was consistently and
substantially higher than our peer institutions (17-21%). Graduating and graduate students were most likely
to use these services (45% and 44%, respectively). On average, 90-92% of employment services users were
very satisfied or satisfied, which was higher than our peer institutions (83%).
Campus medical services:
On average, 25-33 % of U of S students used campus medical services. Further, 83-90% of them were
satisfied, which was slightly higher than our peers.
Personal counseling services:
A total of 17% of U of S graduating students used personal counseling services, of which 73% were very
satisfied or satisfied.
Services for Aboriginal students:
In 2009, 8% of U of S graduating students used services for Aboriginal students, as compared to 4% for our
peers. 74% of the users were very satisfied or satisfied, which was higher than our peers (65%).
Services for international students:
A total of 7% of U of S graduating students used services for international students, as compared to 12% for
our peers. 82% of the users were very satisfied or satisfied, which was similar to our peers (81%).
Services for students with disabilities:
In 2009, 8% of U of S graduating students used services for students with disabilities, as compared to 7% for
our peers. 84% of the users were very satisfied or satisfied, which was higher than our peers (76%).
Services for students needing financial aid:
In 2009, 20% of U of S graduating students used services for students needing financial aid, as compared to
23% for our peers. 81% of the users were very satisfied or satisfied, which was similar to our peers (80%).
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Major Facilities and Services
Library facilities:
Between 2001 and 2010, U of S first-year students were less likely to use library facilities (79-88%),
compared to 89-91% of first-year students in peer institutions.
On average, 92-98% of U of S students were satisfied with library facilities.
Campus bookstore:
Student satisfaction with the campus bookstore at the U of S increased from 65% in 2002 to 87% in 2008,
surpassing the average for our peer institutions (83%).
Computer facilities:
Use of computer facilities by U of S students increased from 75% in 2002 to 96% in 2008. Satisfaction also
increased from 70% to 95%.
University residences:
Over the years, the proportion of U of S students living in university residences has been consistently lower
than our peers. In 2008, 19% of our undergraduate students had lived in university residences at some point
during their studies, compared to 26% for our peers. International and out-of-province students were more
likely to live in university residences.
On average, students living in university residences spent more time on academic work, used more university
services and were more active in social, community, and volunteer activities and organizations.
In 2008, 65% of U of S students were very satisfied or satisfied with their experience living in university
residences, compared to 77% at our peer institutions.
Food services:
Use of food services by U of S students increased from 75% in 2002 to 90% in 2008. On average, 77-81% of
students were satisfied with food services, which was consistently higher than our peers (63-68%).
Parking facilities:
Over the past few years, student use of parking services remained constant at 77%. Student satisfaction with
parking services at the U of S, while low, increased from 26% in 2002 to 48% in 2008.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Aboriginal Students
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
Who are our Aboriginal students?
Aboriginal students were more likely to come from Saskatchewan
than non-Aboriginal students (93-97% vs. 82-84%).
Aboriginal students were generally older than non-Aboriginal
students. Approximately 40% of Aboriginal students, compared to
20% of non-Aboriginal students, were 19 years of age or older when
entering the U of S.
Aboriginal students, in 2008, were five times more likely to have
children than non-Aboriginal students (approximately 30% vs. 5%).
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
Why do Aboriginal students attend university?
In 2009, Aboriginal students said they wanted to prove that they
could succeed in university, or because someone believed that they
could succeed.
Aboriginal students were more than twice as likely to have cited
helping their family and community financially as an important
reason to attend, even though they were less likely to be expected to
attend.
Are Aboriginal students satisfied overall?
Aboriginal students were generally more satisfied with their overall
university experience than non-Aboriginal students.
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
Aboriginal students were more likely than non-Aboriginal students to
participate in cultural activities or organizations, but less likely to see
themselves as part of the university.
In 2008, 85% of Aboriginal students agreed the university treats
everyone fairly regardless of their race, compared to 94% for nonAboriginal students.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Aboriginal Students
What is the academic experience of Aboriginal students?
In 2010, Aboriginal students expected a similar drop in their grades at the end of first year compared to
non-Aboriginal students, with approximately 80% expecting lower grades than in high school.
Aboriginal students were as academically engaged as non-Aboriginal students and were equally or more
likely to be satisfied with the quality of teaching.
Aboriginal students who used personal, academic and career support services were more likely to have
greater success academically.i
Is support available for Aboriginal students?
In 2009, Aboriginal students were more likely to experience a personal or non-academic problem that
affected their academic work than non-Aboriginal students (56% vs. 35%).
Aboriginal students were more likely to indicate there was at least one staff member who they could talk to
and who was sensitive to their needs.
Generally, Aboriginal students were more satisfied with services for Aboriginal students than their
counterparts at our peer institutions (see Appendix B).
How do Aboriginal students finance their education?
Aboriginal students were more likely to rely on government loans or bursaries and loans from financial
institutions to finance their studies. They relied less on financing from their parents, families or spouses.
In 2009, Aboriginal students were more likely to carry debt of $20,000 or more and to carry a credit card
balance.
Are Aboriginal students ready to be employed upon graduation?
On average, Aboriginal students were somewhat better prepared for employment/career than nonAboriginal students, especially in their graduating year. They were more likely to have a career mentor,
chosen a career field, volunteered or worked in the chosen field of employment, and met with a career
counselor.
I
Based on combined results from University of Saskatchewan, University of Regina, University of Winnipeg, and University
of Manitoba.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Overall Satisfaction
The 2010 survey synthesis represents a decade
of student opinion about the teaching and
learning environment and overall student
experience at the University of Saskatchewan.
These summarized findings are meant to
ensure that the student voice is included in
the university planning process at all levels to
address the emerging priority needs to
support undergraduate and graduate
students.
Are students satisfied with overall quality of
education?
Over the past 10 years, the quality of education at the U of S has been
consistently rated among the highest of our peers (see Appendix B).
In 2008, the U of S ranked first among our peers. A total of 86% of
undergraduate students were very satisfied or satisfied with the
overall quality of education they received as compared to 79% for our
peer institutions.
A total of 91% of U of S 2009 graduating students were very satisfied
or satisfied, compared to 86% of our peers.
This is one of the 10 fact sheets included in the
launch of the 2010 survey synthesis. Each fact
sheet focuses on a specific theme or aspect of
the student experience as reported by
University of Saskatchewan survey
participants between 2001 and 2010.
These surveys include the Canadian University
Survey Consortium (CUSC) and the National
Survey of Student Engagement (NSSE), among
others.
Are students satisfied with the decision to attend the
University of Saskatchewan?
Overall, 89-95% of students were satisfied with their decision.
Students’ satisfaction with their decision has improved substantially
from seventh in 2002 to second in 2008 and 2009 among our peers.
In 2010, the vast majority of first-year students (95%) were satisfied
with their decision compared to 91% of our peers.
Do students feel a sense of belonging here?
For the complete list of surveys used in the
2010 survey synthesis, please see Appendix A
of this package.
For more information about specific surveys
at the University of Saskatchewan, please
contact the office of Institutional Planning
and Assessment (IPA) at:
ipa_assessment@usask.ca.
U of S students generally have a greater sense of belonging than their
counterparts at our peer institutions.
Overall, 72-80% of U of S students agreed with the statement I feel as
if I am part of this university, while the average for our peers ranges
from 65% to 69%.
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Overall Satisfaction
Are we meeting or exceeding students’ expectations?
The U of S has improved in meeting or exceeding first-year students’ expectations, from 82% in 2004 to 90%
in 2010, placing the U of S first among our peers.
A total of 89% of graduating students indicated the U of S met or exceeded their expectations, placing the U
of S first among our peers in 2009.
What is the likelihood that our students will recommend the U of S to others?
On average, 88-92% of graduating students indicated they would recommend the U of S to others.
In 2009, the U of S had the highest proportion of students who would recommend the university among our
peer institutions.
What is the overall satisfaction with quality of teaching?
There has been a general trend of improvement in terms of the level of satisfaction with quality of teaching.
Over the past 10 years, satisfaction increased from 80% to 90% among first-year students, 79% to 87%
among undergraduate students, and 87% to 92% among graduating students.
What really matters to students?
The following key factors are related to students’ satisfaction with their decision to attend the U of S:
Student
services
General
condition of
building and
grounds
Sense of
fairness and
equality
Decision
to attend
Sense of
belonging
Sense of
respect
Teaching and
learning
Personal
growth and
development
Complete List of Fact Sheets in Initial Launch Package
Pre-university ° First-year Transition ° Graduate Students ° Post-graduation Trends ° Teaching and Learning ° Student Finances
Out-of-class Experience ° Major Facilities and Services ° Aboriginal Students ° Overall Satisfaction
Appendices
Appendix A- Complete list of surveys used in survey synthesis
Canadian Graduate and Professional Student Survey (CGPSS)
Purpose: To obtain information on the graduate student experience and satisfaction on a broad range of topics in an
effort to better understand the unique perspective of graduate students on campus.
Survey Topics: Educational status, general satisfaction, professional skills development, research experience,
presentations and publications, advisor and thesis/dissertation/research paper, financial support, university resources,
student life and social life.
Response Rate: The CGPSS has been conducted twice at the U of S in 2007 and 2010. In 2010, the survey was sent to all
graduate students (2,591) and 698 students completed the survey for a response rate of 27%.
Comparator Institutions: Results are compared to a group of all participating national institutions (35 institutions in
2010).
Canadian University Survey Consortium (CUSC)
Purpose: To obtain information on different populations of undergraduate students in order to better understand
their experience and concerns. CUSC surveys target various direct-entry undergraduate students (first-year students,
undergraduate students and graduating students) in successive years over a three-year cycle.
Survey Topics: Reasons motivating attendance to university, experience prior to classes, perceptions of university,
current employment and financing education, academic and extra-curricular activities, skill growth and development,
university experience and overall satisfaction, future education and employment.
Response Rate: The CUSC surveys have been conducted at the U of S every year since 2001. The surveys are typically
sent to a random sample of 1,000 students and the response rate has ranged from 35% to 56% (mean=44%).
Comparator Institutions: Results are compared to a group of all participating national institutions (39 institutions in
2010) and a peer group of institutions that offer both undergraduate and graduate degrees, with most having
professional schools (10 institutions in 2010).
Graduate Outcomes Survey (Provincial)
Purpose: To determine graduate satisfaction with their post-secondary experience and graduate employment
outcomes approximately two years after graduation. For this study, graduates were defined as individuals who had
completed a program through the University of Saskatchewan, University of Regina, the Saskatchewan Institute of
Applied Science and Technology, the Saskatchewan Indian Institute of Technologies, the Saskatchewan Apprenticeship
and Trade Certification Commission or a private vocational school.
Survey Topics: Transitions between high school and post-secondary education, learning outcomes and
satisfaction, educational experience, employment outcomes and financing education.
Response Rate: This study was conducted from November 2006 to February 2007 with students who graduated in the
spring/fall 2004. The sample included 12,641 graduates and 5,839 completed the survey for a response rate of 46%.
Appendices
National Survey of Student Engagement (NSSE)
Purpose: To assess the extent to which undergraduate students engage in educational practices associated with
high levels of learning and development. Specifically, first and final year student behaviours are assessed to
determine an institution’s level of engagement in five key benchmarks.
Survey Topics: Five NSSE benchmarks: Level of academic challenge, active and collaborative learning, studentfaculty interaction, enriching educational experiences and supportive campus environment.
Response Rate: NSSE has been conducted twice at the U of S, in 2006 and 2008. The surveys were sent to a random
sample of approximately 4,500 first and final year students and the response rate was 55% in 2006 and 53% in 2008.
Comparator Institutions: Results were compared to a group of all participating medical-doctoral institutions in
2006 and 2008 (10 and 13 institutions, respectively). In 2008, results were also compared to a group of all
participating Canadian institutions (46) and Western Canadian institutions (8).
Teaching and Learning Student Focus Groups
Purpose: To hear from students about their views, experiences and opinions on a variety of elements associated with
the teaching and learning environment.
Focus group populations: Graduate students, students in non-direct entry colleges, first-year undergraduate
students (direct-entry colleges), upper-year, undergraduate students (direct-entry colleges), Aboriginal students,
students pursuing distance education and alumni.
Response: A total of 18 focus groups were conducted in 2006 with 117 students.
Undergraduate Population Study
Purpose: To obtain information on educational choices and the transition experiences of four distinct
undergraduate populations: out-of-province, Aboriginal, international and non-Aboriginal Saskatchewan students
(control group).
Survey Topics: Reasons for choosing to attend university, reasons for attending the U of S, experiences at the U of
S, adjustment to university life, academic preparation, non-academic responsibilities and demands.
Response Rate: The Undergraduate Population Study was conducted in 2009. A survey was sent to 3,462 students and
522 completed the survey for a response rate of 15%.
Contact us
For more information on specific surveys, please contact the IPA at ipa_assessment@usask.ca or visit www.usask.ca/ip.
Appendices
Appendix B- Definitions of peer groups used in survey synthesis
A number of the survey synthesis fact sheets measure how the University of Saskatchewan performs against its peers.
Where possible, comparisons were made to medical-doctoral peer institutions (see peers below). Canadian peer institutions
were used as a comparator if further breakdown to medical-doctoral peers was not available (see Canadian peers below).
The institutions included in the two peer groups vary by participation each year in several surveys; however, the general
definitions apply across the 10-year time span used for the survey synthesis.
Peers
Peers: generally refers to all participating medical-doctoral universities in Canada that offer both undergraduate and
graduate degrees with a broad range of research and PhD programs. Most have professional schools (including medical
schools) and tend to be the largest universities in terms of student population in Canada.
Canadian Peers
Canadian peers: generally refers to all participating universities in Canada including medical-doctoral peers (as defined
above), comprehensive universities with a wide range of programs at the graduate and undergraduate level including
professional degrees and primarily undergraduate universities that are largely undergraduate-focused and have relatively
few graduate programs.