School of Graduate Studies Student Survey 2005 - 2011 Joan Kleinke

Office of Analysis, Assessment and Accreditation
School of Graduate Studies Student Survey 2005 - 2011
Joan Kleinke
August 2011
TABLE OF CONTENTS
PAGE
OBJECTIVE AND HISTORY OF THE SURVEY.......................................................................................................1
SURVEY ADMINISTRATION....................................................................................................................................1
Development of the survey...........................................................................................................................1
Administration procedures............................................................................................................................1
Data presentation..........................................................................................................................................1
RESPONDENT CHARACTERISTICS.......................................................................................................................2
FINDINGS: OVERALL PERCEPTIONS OF USU......................................................................................................7
FINDINGS: ACADEMIC DEPARTMENT AND MAJOR PROFESSOR...................................................................10
FINDINGS: FINANCIAL AID....................................................................................................................................16
FINDINGS: LIBRARY AND TECHNOLOGY............................................................................................................18
FINDINGS: SCHOOL OF GRADUATE STUDIES...................................................................................................19
FINDINGS: WRITTEN COMMENTS FOR 2011......................................................................................................22
APPENDIX A: RAW DATA TABLES 2005-2011....................................................................................................A-1
APPENDIX B: RAW DATA TABLES BY DEGREE TYPE FOR 2011....................................................................B-1
APPENDIX C: THE SURVEY................................................................................................................................C-1
APPENDIX D: WRITTEN COMMENTS "As you think about your experience as a graduate student at
USU, what did the university or your department do well?"..........................................................D-1
APPENDIX E: WRITTEN COMMENTS "How could the university or your department better meet the
needs of graduate students?".........................................................................................................E-1
iii
SCHOOL OF GRADUATE STUDIES STUDENT SURVEY 2005 - 2011
OBJECTIVES AND HISTORY OF THE SURVEY
The School of graduate Studies Survey seeks to gather information from graduate students who are candidates
for graduation each year. The survey covers a broad range of graduate student characteristics, experiences, and
attitudes including:
•
•
•
•
•
Demographic characteristics
Financial assistance received
Satisfaction with students' department and major professor
Satisfaction with technology and the library
Satisfaction with the School of Graduate Studies
By analyzing the data gathered through this survey, the university receives information and feedback that can
inform efforts to improve USU's service to graduate students.
SURVEY ADMINISTRATION
Development of the survey instrument. In concert with the Dean of the School of Graduate Studies,
the Graduate Council developed the initial draft of the survey. This draft was further refined by the Office of
Analysis, Assessment, and Accreditation. Each year the survey is reviewed and revised, as needed, to update
degrees and programs and maximize the value of the information collected.
Administration procedures. Personnel in the School of Graduate Studies distribute the survey as part
of the graduation application packet. Thus, the survey is distributed on a continuous, rolling basis, as students
come to the School of Graduate Studies Office or solicit graduation materials by mail.
Number of Respondents and Response Rates.
Year
2005
2006
2007
2008
2009
2010
2011
Number of Respondents
748
746
732
828
595
676
726
All Graduate Degree Recipients
880
930
825
952
794
932
988
Response Rate
85%
80%
89%
87%
75%
73%
73%
Data presentation. This comparison report includes data collected over a seven year period from 2005
to 2011. Please note that there were major changes made to parts of the survey between 2006 and 2007. Likert
scales were changed on a number of questions, and some questions wording were changed. To provide for
continuity in this analysis of panel data, comparisons made on the questions that remained the same are
presented for all years (2005-2011). If questions were only used in the years 2005 and 2006 they are not
included in this narrative because they were typically reworded and appear in the data from 2007 to 2011. See
Appendix A for the Raw Data Tables 2005-2011 which include all the questions and their corresponding likert
scales. The percentages in each table are based on the number of students responding to each question. The
numbers in the tables printed in red are subtotals for agreed plus strongly agree and subtotals for disagree plus
strongly disagree. Subtotals for very satisfied plus satisfied and dissatisfied plus very dissatisfied are also printed
in red. Comparison graphs are presented in the body of this report for emphasis and a clearer visual
representation of the data. In the narrative of this report, data are presented in percentage ranges, from low
percentage to high percentage over the five year period (2007-2011), or seven year period (2005-2011), reflecting
the changes to questions outlined above. Also included in Appendix B are the Raw Data Tables for 2011 crosstabulated by Degree Types. Since previous year's reports of this survey were cross-tabulated by degree type, the
researchers wanted that data available to the reader for the current year (2011) in that format. Appendix C
includes the survey as it was distributed in the school year 2010-2011. Appendices D and E include the Written
Comments made by respondents for 2011. Previous reports of the School of Graduate Studies Student Survey
can be found on the Office of Analysis, Assessment, and Accreditation website.
1
RESPONDENTS CHARACTERISTICS (See Table 1)
Respondent's modal age was 25-29 years. The age profile of respondents has remained fairly consistent over
time, although it skewed somewhat younger in 2007 and somewhat older in 2008.
Age
50%
2005
40%
2006
30%
2007
20%
2008
2009
10%
2010
0%
<25
25-29
30-34
35-39
40-49
> = 50
2011
There were nearly 20% more male respondents than female respondents from 2005 to 2007, but from 2008 to
2011 this gap started to close and the differential was only 5% to 10%. This has made the sample slightly less
representative of the graduate student population, which is more than 56% male on average.
Gender
80%
60%
58.8%
59.8%
41.2%
40%
59.4%
40.2%
56.9%
55.2%
52.9%
52.5%
47.1%
47.5%
44.8%
43.1%
40.6%
Male
Female
20%
0%
2005
2006
2007
2008
2009
2010
2011
Over the seven year period, 62.5% to 71.8% of the respondents were married, 25.2% to 33.3% were single.
Marital status patterns were relatively homogeneous over the seven year period.
Marital Status
80%
2005
60%
2006
2007
40%
2008
2009
20%
2010
0%
2011
Single
Married
Divorced
2
Widowed
Separated
Twenty percent to 55.5% of the respondents did not have children, but 26.9% to 38.8% had one or two children.
In 2005 and 2006 fewer respondents (20% to 30%) had no children than respondents in 2007 to 2011.
Number of Dependents
60%
50%
2005
40%
2006
30%
2007
20%
2008
10%
2009
2010
0%
Zero
One
Two
Three
Four
Five
2011
Six or
more
The categories used to report race and ethnicity are established by the National Center for Educational Statistics.
In the last few years, these categories have undergone significant revision. As a result, year-on-year
comparisons are difficult, and graphic presentation of trends, nearly impossible, thus no graph is presented. That
being noted, an overwhelming majority of respondents (79.1% to 94.5%), over the seven year period, were White.
Note that in 2005, 15.7% of the respondents, and in 2006 9.8% of the respondents were Asian or Pacific
Islanders (See Table 1 in Appendix A). It is not clear why these percentages were so high in those two years, as
compared to subsequent years.
Ten percent to 18.8% of the respondents said they were international students not US citizens.
Citizenship
100%
81.2%
86.7%
89.2%
87.4%
89.7%
87.4%
88.6%
80%
60%
U.S. Citizen
40%
20%
International
18.8%
13.3%
10.8%
12.6%
10.3%
12.6%
11.4%
2006
2007
2008
2009
2010
2011
0%
2005
Over the seven year period, students were asked where they were living prior to starting their graduate degree,
37.3% to 44.5% said they were from Utah but not from Cache Valley. Note that for one year (2010) that trend
reversed by only 1%, when 1% more respondents said they were from Cache Valley. The percentage of
respondents coming from Cache Valley could be inflated because many respondents indicated receiving a prior
degree at USU. Respondents were probably here working on their bachelor's degree prior to their graduate work
thus indicating their residence was Cache Valley before starting their graduate degree. Nine percent to 15.9% of
the respondents lived outside the U.S. prior to starting their graduate degree. Also note that only 1.3% to 3.3% of
the respondents came from Idaho, our neighboring state. This very low number might be indicative of the fact
that the 100 mile in-state tuition waivers are only available to undergraduate students and not graduate students.
It might also be affected by Idaho respondents getting prior degrees here at USU and reporting Cache Valley as
their location prior to starting their graduate degree. The School of Graduate Studies reports that they recruit at a
minimum of four Idaho schools each year (University of Idaho, Idaho State University, Boise State, and BYU
3
Idaho). Departments also make separate recruiting trips to Idaho. The number of respondents indicating they
received bachelor's degrees at USU was 47.3% to 56.7%, respondents having Master's degrees from USU was
3.6% to 5.8%.
Location Prior to Starting Graduate Degree
50%
2005
40%
2006
30%
2007
20%
2008
10%
2009
2010
0%
Cache
Valley
Utah, not
Cache Valley
Idaho
Elsewhere
in U.S.
Outside
the U.S.
2011
Prior Degrees from USU
60%
2005
50%
2006
40%
2007
30%
2008
20%
2009
10%
2010
0%
2011
None
Bachelors
Masters
Doctorate
Over the seven year period, 44.3% to 51.2% of the respondents had been enrolled at USU in the graduate
program for two years at the time they completed the survey. Respondent's enrollment patterns were fairly
consistent over the seven year period.
Years Enrolled As A Graduate Student While Pursuing This Degree
60%
50%
2005
40%
2006
30%
2007
20%
2008
10%
2009
0%
2010
< One
year
One
year
Two
years
Three
years
4
Four
years
Five
years
Six
years or
more
2011
A majority of respondents (57.1% to 67%) who were completing a master's degree did so under Plan C. Ratings
were fairly consistent over the seven year period.
Masters Students Only: Plan A, B, or C
80%
70%
60%
50%
40%
30%
20%
10%
0%
2005
2006
2007
2008
2009
2010
2011
Plan A
Plan B
Plan C
An overwhelming majority of respondents (94.2% to 97.5%) had never changed departments or programs while
enrolled as a graduate student. Ratings were consistent over the seven year period.
While enrolled did you change departments or programs ?
100%
95.8%
94.2%
97.5%
96.6%
95.6%
95.4%
96.0%
80%
60%
Yes
40%
20%
No
4.2%
5.8%
2.5%
4.6%
3.4%
4.4%
4.0%
0%
2005
2006
2007
2008
2009
2010
2011
Overall, a majority of respondents (49.9% to 60.1%) reported that their cumulative GPA was 3.8 to 4.0. Ratings
were fairly consistent over the seven year period.
Cumulative GPA for your Graduate Studies
70%
60%
2005
50%
2006
40%
2007
30%
2008
20%
2009
10%
2010
0%
4.0 3.80
3.79 3.60
3.59 3.40
3.39 3.20
5
3.19 3.00
<3.0
2011
Eleven percent to 16.2% of the respondents said they attended the Teaching Assistants Workshop offered by the
School of Graduate Studies. Participation in the workshop was fairly consistent over the seven year period.
Have you ever attended the Teaching Assistant workshop?
100%
85.5%
88.1%
85.4%
88.8%
83.8%
87.1%
86.0%
80%
60%
Yes
40%
20%
No
14.5%
11.9%
14.6%
11.2%
16.2%
12.9%
14.0%
0%
2005
2006
2007
2008
6
2009
2010
2011
FINDINGS: OVERALL PERCEPTIONS OF USU (See Table 2)
Within this section of items, some of the questions changed in 2007, so only four years worth of data are included
in the graphs. Be sure to refer to Table 2 in Appendix A to see the questions and data for 2005 and 2006.
The overall quality of my graduate
education at USU
100%
When Students were asked if they were satisfied
with the overall quality of their graduate educations
at USU, a majority of respondents (88.4% to 91.2%)
said they were satisfied or very satisfied. Two
percent to 3% of the respondents were dissatisfied
or very dissatisfied with the overall quality of their
graduate education at USU. The remainder of the
respondents were neutral. Ratings were fairly even
over the five year period.
88.4%
91.2%
90.3%
90.5%
89.9%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
The overall quality of graduate courses
taken inside department
100%
Overall, a majority of respondents were satisfied or
very satisfied (87% to 90.3%) with the quality of
courses they took inside their department. Two
percent to 3.7% of the respondents were dissatisfied
or very dissatisfied. Ratings were consistent over
the five year period.
87.0%
87.3%
90.3%
87.1%
88.3%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
The overall quality of graduate courses
taken outside department
100%
When asked about satisfaction with the courses
taken outside their department, satisfaction ratings
ranged from 74.8% to 80%. Dissatisfaction ratings
ranged from 3% to 4.9%. Ratings fluctuated slightly
over the five year period.
80%
74.8%
79.2%
80.0%
76.4%
78.3%
2007
2008
2009
2010
2011
60%
40%
20%
0%
7
If I had to make the decision again, I
would still come to USU
100%
Over a five year period, a majority of respondents
(80.9% to 84.4%) agreed or strongly agreed that if
they had to make the decision again, they would still
come to USU. The ratings decreased slightly from
2007 to 2010 and then increased by 1% in 2011.
Five percent to 5.9% of the respondents disagreed
or strongly disagreed that they would still come to
USU if they had to make the decision again.
84.4%
83.1%
83.3%
80.9%
82.3%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
I would recommend program to
prospective students
100%
Over the seven year period, when asked if students
would recommend their program to prospective
students, 80.5% to 85.2% agreed or strongly
agreed. Ratings fluctuated slightly over time. Five
percent to 6.6% of the respondents disagreed or
strongly disagreed that they would recommend their
program to prospective students.
80.6% 80.5%
85.2% 83.3% 83.3% 81.1% 83.0%
80%
60%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
Over the seven year period, when students were asked what they expected to do after they completed their
degree, 25.9% to 41.1% of the respondents said they would begin a professional career in the private sector.
Zero percent to 34.8% of the respondents planned to continue their current employment. Note that in 2005 and
2006 no respondents planned on continuing their current employment. Eleven percent to 20.7% of the
respondents planned on pursuing a career in an educational institution.
Plans after finishing current USU graduate program
60%
40%
2005
2006
20%
2007
0%
2008
2009
2010
2011
8
My career opportunities have improved
significantly as a result of completing
my graduate degree at USU
100%
Over a five year period, 71.9% to 80.3% of the
respondents agreed or strongly agreed that their
career opportunities had improved significantly as a
result of completing their graduate degree at USU.
Agreement ratings steadily decreased over this five
year period. Three percent to 6.3% of the
respondents disagreed or strongly disagreed that
their career opportunities had improved significantly
due to receiving their degree at USU.
80.3%
80%
76.2%
75.2%
73.8%
71.9%
2008
2009
2010
2011
60%
40%
20%
0%
2007
Relevance of my USU graduate studies
to my career goals
100%
When asked about the relevance of their graduate
studies to their career goals, 85.7% to 89.4% were
satisfied or very satisfied with the relevance of their
programs. With the exception of 2007, ratings were
consistent over time. Only 2.3% to 2.8% of the
respondents were dissatisfied or very dissatisfied
with the relevance of their graduate studies.
85.7%
88.8%
89.4%
88.9%
89.2%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
9
FINDINGS: ACADEMIC DEPARTMENT AND MAJOR PROFESSOR (See Table 3)
Over a five year period, when students were asked what the single most important source of information was in
planning their graduate programs, a plurality of respondents (33.3% to 38.6%) said their Major Professor. On
average, 21.7% of the respondents said their Department Graduate Advisor. Next, respondents chose Other
Students (14.1%, on average). Responses were fairly homogeneous over the five year period.
Single most important source of information for planning
graduate program
40%
20%
2007
2008
2009
0%
2010
2011
A majority of respondents (76.8% to 85.9%) were satisfied or very satisfied with the available information provided
by their department about degree requirements. Ratings varied slightly over this five year period. Four percent to
8.5% of the respondents were dissatisfied or very dissatisfied with the information provided by departments.
When rating the helpfulness of department staff members in responding to students' questions and/or concerns,
83.9% to 90.6% of the respondents were very satisfied or satisfied. These ratings increased from 2007 to 2009
and then declined by 1% in 2010, then increased in 2011. Three percent to 5.5% of the respondents were
dissatisfied or very dissatisfied with the helpfulness of department staff in responding to their questions or
concerns.
Available information provided by
dept. about degree requirements
100%
80%
76.8%
81.8%
79.6%
83.8%
Helpfulness of department staff in
responding to questions/concerns
100%
85.9%
83.9%
85.9%
89.4%
88.5%
90.6%
2007
2008
2009
2010
2011
80%
60%
60%
40%
40%
20%
20%
0%
0%
2007
2008
2009
2010
2011
10
Helpfulness of major professor in
responding to questions/concerns
100%
When rating the helpfulness of their major professor
in responding to their questions and/or concerns,
84.9% to 90.5% of the respondents indicated that
they were very satisfied or satisfied with their major
professors helpfulness. Ratings increased steadily
over four years and dropped slightly in 2011. Two
percent to 4.3% of the respondents were dissatisfied
or very dissatisfied with the helpfulness of their
major professor in responding to their questions or
concerns.
84.9%
85.3%
87.6%
90.5%
88.1%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
My advisor/major professor was an
effective mentor who provided useful and
supportive guidance
100%
When asked if students' advisor or major professor
was an effective mentor who provided useful and
supportive guidance, 79.1% to 83% of the
respondents strongly agreed or agreed that they
were. Ratings varied slightly over the five year
period. Five percent to 7.4% of the respondents
disagreed or strongly disagreed that their advisor or
major professor was an effectiveness mentor.
81.0%
79.1%
79.3%
83.0%
80.6%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
Availability and amount of interaction
with my major professor
100%
When rating the availability and amount of
interaction students' had with their major professor,
80% to 86.8% of the respondents were very satisfied
or satisfied. Ratings varied somewhat over the five
year period.
Three percent to 5.2% of the
respondents were dissatisfied or very dissatisfied
with the availability and amount of interaction with
their major professor.
83.4%
80.0%
2007
2008
84.8%
86.8%
84.3%
2009
2010
2011
80%
60%
40%
20%
0%
11
Department was helpful/supportive in
graduates' search for employment
100%
When asked if the students' department was helpful
and supportive in graduates' search for professional
employment, 50.1% to 62.9% of the respondents
agreed or strongly agreed with this statement. From
2005 to 2007 ratings increased slightly, but from
2008 to 2011 ratings were 6% to 10% lower.
Fourteen percent to 16.7% of the respondents
disagreed or strongly disagreed that their
department was helpful in their search for
professional employment.
80%
60%
59.0% 61.9% 62.9%
51.5% 51.3% 50.1% 53.3%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
Quality of research facilities available
in my department
100%
When rating the overall quality of research facilities
available in their department, 67.2% to 72.5% of the
respondents were satisfied or very satisfied. Ratings
increased gradually over the five year period. Five
percent to 8.7% of the respondents were dissatisfied
or very dissatisfied with the quality of research
facilities in their department.
80%
67.2%
68.3%
69.5%
69.9%
72.5%
2007
2008
2009
2010
2011
60%
40%
20%
0%
I would have liked to receive better
feedback on my academic progress
100%
Students were asked if they would have liked to
receive better feedback on their academic progress.
Over the seven year period, 33.3% to 48.4% agreed
or strongly agreed that they wanted more feedback.
More respondents in 2005 through 2007 wanted
more feedback than in 2008 through 2011. Twelve
percent to 35.6% of the respondents disagreed or
strongly disagreed that they wanted more feedback
on their academic progress.
80%
60%
40%
48.4% 47.1% 48.1%
34.1% 33.3% 34.0% 35.5%
20%
0%
2005 2006 2007 2008 2009 2010 2011
12
My graduate program adequately
prepared me for my future career
100%
Over the seven year period, a majority of
respondents (78.6% to 85.9%) agreed or strongly
agreed that their graduate program adequately
prepared them for their future career. Agreement
ratings declined from 2006 to 2008, then varied
through 2011.
Three percent to 4.8% of the
respondents disagreed or strongly disagree that
their program adequately prepared them for their
future career.
80%
85.9% 83.2%
80.4% 80.5% 81.2% 78.6% 79.6%
60%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
My department provided an intellectually
stimulating enviornment
100%
When asked if their department provided an
intellectually stimulating environment, 83.9% to
86.8% of the respondents agreed or strongly
agreed. Agreement ratings were fairly steady over
the seven year period. Disagreement ratings ranged
from 2.8% to 4.1% over the seven year period.
86.5% 84.9% 85.8% 84.1% 86.8% 83.9% 85.6%
80%
60%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
Students were respected and
treated fairly in my department
100%
Over a five year period, when asked if students were
respected and treated fairly in their department, on
average 86.7% of the respondents agreed or
strongly agreed. Disagreement ratings ranged from
3.5% to 4.5%.
88.4%
84.6%
87.8%
85.1%
87.4%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
13
Department did a good job of providing
opportunities for professional
development
100%
When asked if their department had done a good job
of
providing
opportunities
for
professional
development, 62.8% to 77% of the respondents
agreed or strongly agreed. Ratings increased from
2005 to 2007 then decreased in 2008, went back up
in 2009, and decreased again through 2011. Six
percent to 19% of the respondents disagreed or
strongly disagreed that their department did a good
job
of
providing
professional
development
opportunities.
80%
77.0%
62.8% 64.9%
69.3%
76.1% 72.8% 73.3%
60%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
Department did a good job of helping me
understand requirements, expectations &
procedures
100%
A majority of respondents (65.6% to 75.5%)
indicated that in the first year of their graduate
studies, their department did a good job of helping
them understand requirements, expectations, and
procedures.
Notice how agreement ratings
increased slightly from 2005 to 2007, dropped in
2008
and
2009,
then
increased
again.
Disagreement ratings ranged from 9.2% to 14.8%
over the seven year period.
80%
68.8% 72.6%
73.3% 70.3%
75.5% 73.5%
65.6%
60%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
There was good communication between
faculty and students in my department
100%
Over a five year period, 74.6% to 80.1% of the
respondents
said
that
there
was
good
communication between faculty and graduate
students in their department. Ratings varied slightly
over the five year period, with the exception of a 5%
drop in 2008.
Five percent to 8.3% of the
respondents indicated that there was not good
communication between faculty and students in their
department.
80.1%
80%
74.6%
79.4%
77.9%
79.3%
2009
2010
2011
60%
40%
20%
0%
2007
14
2008
Faculty members in my department were
interested in the welfare/success of
students
100%
When asked if the faculty members in their
department were interested in the welfare and
success of graduate students, 84.1% to 86.8% of
the respondents agreed or strongly agreed. Ratings
were fairly consistent over the five year period. Two
percent to 4.2% of the respondents disagreed or
strongly disagreed that faculty members in their
department were interested in their welfare and
success.
84.1%
83.5%
86.8%
84.2%
84.2%
2007
2008
2009
2010
2011
80%
60%
40%
20%
0%
15
FINDINGS: FINANCIAL AID (See Table 4)
Over a five year period, students were asked about the type of financial assistance they received while pursuing
their graduate degree. A plurality of respondents (31.4% to 41%) said they had student loans, while 21.7% to
25% said they had research assistantships. Nineteen percent to 24.3% said they did not have any financial
assistance. Note that in this question students were asked to mark all answers that applied to them. As such the
totals exceed 100% in each year because many students received multiple forms of financial aid. The mix of
financial aid reported has remained relatively consistent over time.
Types of financial assistance received
40%
20%
2007
2008
2009
0%
2010
2011
When students were asked to indicate the percentage of the sources of their financial support for school (tuition,
books, housing, etc.) most of their support came from employment (22.1% on average), followed by loans (19.5%
on average), then personal savings (14.6% on average), research/teaching assistantships (14% on average), and
scholarships or fellowships (12.9% on average). Data for this question are presented as means.
Sources of financial support for school
40%
20%
2007
2008
2009
0%
2010
2011
16
Availability of Assistantships or
Fellowships to help cover the costs of
education
100%
Satisfaction with the availability of financial
assistance to help cover the costs of students'
graduate education was not overwhelming. Only a
slight majority of respondents (56.7% to 60.1%)
were satisfied or very satisfied with the availability of
funds. Satisfaction ratings were fairly consistent
over the five year period. Eighteen percent to 20.1%
of the respondents were dissatisfied or very
dissatisfied with the availability of assistantships or
fellowships.
80%
60%
58.3%
58.6%
59.9%
56.7%
60.1%
2007
2008
2009
2010
2011
40%
20%
0%
Procedures/criteria used by department
for allocating financial aid were fair and
equitable
100%
When students were asked if the procedures and
criteria used by departments for allocating financial
aid were fair and equitable, 53.4% to 68.7% of the
respondents agreed or strongly agreed. Agreement
ratings fluctuated over the seven year period.
Disagreement ratings ranged from 7.2% to 14.9%
over the seven year period.
80%
60%
68.7%
56.6% 53.4%
59.2% 62.1% 58.6% 62.7%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
Level of assistantship funding provided
by department was adequate to meet
needs of students being supported
100%
When responding to the question, "the level of
assistantship funding in my department was
adequate to meet the needs of those students being
supported", 42.2% to 62.3% of the respondents
agreed or strongly agreed.
Agreement ratings
varied over the seven year period. Sixteen percent
to 27.1% of the respondents disagreed or strongly
disagreed that the level of funding was adequate to
meet the needs of students.
80%
62.3%
60%
45.4% 42.2%
55.2%
46.4%
47.9% 50.8%
40%
20%
0%
2005 2006 2007 2008 2009 2010 2011
17
FINDINGS: TECHNOLOGY AND LIBRARY (See Table 5)
Over a five year period, respondents were asked to indicate the percentage of course work they took that involved
various types of instruction (e.g. "face-to-face on Logan campus, broadcast courses, online courses, etc.) The
most used modality was "face-to-face on the Logan Campus (59.7% to 68.9%). Nine percent to 18.2% of courses
were taken "face-to-face" at other locations. The third used modality was broadcast courses (5.5% to 13%). Next
were online courses (6.6% to 8.8%). "Other was used from 1.2% to 3.2%, and lastly independent study at 1.4%
to 2.1%. Data for these questions are presented as means.
Type of instruction
80%
60%
40%
2007
2008
20%
2009
2010
0%
2011
A majority of respondents (67.9% to 73.7%) were satisfied or very satisfied with the overall quality of library
collections of books and journals in their field of study. Satisfaction ratings gradually increased from 2007 to 2010
then decreased slightly in 2011. Dissatisfaction ranged from 5.5% to 9%. When it came to the overall quality of
library collections of electronic journals in their field of study, 67.1% to 76.9% of the respondents were satisfied or
very satisfied. Satisfaction steadily increased from 2007 to 2011. Dissatisfaction ranged from 5% to 11%.
Quality of library collections in my
field of study
Quality of library collections of
electronic journals in my field of
study
100%
100%
80%
67.9%
70.1%
72.6%
73.7%
71.6%
80%
60%
67.1%
76.9%
71.5% 73.9% 75.3%
60%
40%
40%
20%
20%
0%
0%
2007
2008
2009
2010
2007
2011
18
2008
2009
2010
2011
Ability of obtaining library resource
material through interlibrary loan
When asked about their satisfaction with the ability
of obtaining library resource material through
interlibrary loan, 66.9% to 72.9% of the respondents
were satisfied or very satisfied.
Satisfaction
increased from 2007 to 2009, stayed steady in 2010
then dropped 1% in 2011. Three percent to 5.5% of
the respondents were dissatisfied or very
dissatisfied with the ability of obtaining library
resources through interlibrary loan.
100%
80%
66.9%
71.7%
72.9%
72.9%
71.9%
2008
2009
2010
2011
60%
40%
20%
0%
2007
Quality of computer access available in
my department
A majority of respondents (74.7% to 78.9%) were
satisfied or very satisfied with the overall quality of
computer access available in their department. The
satisfaction levels remained fairly steady from 2007
to 2010, and then increased slightly in 2011.
Dissatisfaction with the availability of computer
access in departments ranged from 7.1% to 8.4%
over the five year period.
100%
80%
76.9%
76.6%
74.7%
76.3%
78.9%
2007
2008
2009
2010
2011
60%
40%
20%
0%
19
FINDINGS: SCHOOL OF GRADUATE STUDIES (See Table 6)
A majority of respondents (67.3% to 79.1 %%) were satisfied or very satisfied with available information provided
by the School of Graduate Studies about degree requirements. Overall, satisfaction ratings increased over the
five year period, with the exception of a decline in 2009. Five percent to 9.8% of the respondents were
dissatisfied or very dissatisfied with the availability of information provided. When rating the helpfulness of the
School of Graduate Studies in responding to students' questions and/or concerns, 66.1% to 76.9% of the
respondents were satisfied or very satisfied. Satisfaction ratings gradually increased over the five year period.
Dissatisfaction ratings ranged from 4.1% to 7.9% over the five year period.
Available information provided by the
School of Graduate Studies
Helpfulness of Graduate School in
responding to questions/concerns
100%
80%
100%
75.7%
67.3%
71.3%
76.6%
79.1%
80%
60%
60%
40%
40%
20%
20%
0%
66.1%
71.6% 71.7% 72.7%
76.9%
0%
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
When asked if the thesis/dissertation guidelines and procedures were clear and reasonable, 55.3% to 73.7% of
the respondents agreed or strongly agreed that procedures were clear and reasonable. Agreement ratings
decreased from 2007 to 2008 and then increased gradually to 2010, and dropped slightly in 2011. Disagreement
ratings ranged from 9.2% to 14% for the five year period. In reporting satisfaction with the admissions process
when students first entered graduate school at USU, 79.3% to 83.5% of the respondents were satisfied or very
satisfied. Over the five year period, satisfaction levels were fairly consistent, within ±3%. Dissatisfaction ratings
ranged from 2.9% to 5.5%.
Thesis/dissertation
guidelines/procedures were clear and
reasonable
Process of applying for graduate
school at USU
100%
100%
80%
80%
73.7%
55.3%
60%
59.3%
65.9%
63.4%
79.3%
82.8%
79.3%
83.2%
83.5%
2007
2008
2009
2010
2011
60%
40%
40%
20%
20%
0%
0%
2007
2008
2009
2010
2011
20
Information/services provided by
Graduate Student Senate (GSS)
Students were asked about their level of satisfaction
with the information and services provided by the
Graduate Student Senate (GSS). Over the five year
period, 33.7% to 44.9% of the respondents were
satisfied or very satisfied. To put these satisfaction
ratings in perspective, 44.2% to 50.1% of the
respondents marked this item neutral. It would
appear that respondents were either not familiar with
the Graduate Student Senate and their functions or
were not very impressed with them. That said,
satisfaction did very gradually increase by 11% from
2007 to 2010, but dropped slightly in 2011.
Dissatisfaction ranged from 10.3% to 16.2%.
100%
80%
60%
40%
33.7%
40.2%
40.2%
2008
2009
44.9%
43.3%
2010
2011
20%
0%
2007
Graduate School provided good
information about candidacy, program
of study, forms etc.
A majority of respondents (54.9% to 62.2%) agreed
or strongly agreed that the School of Graduate
Studies provided good information about filing for
candidacy, program of study forms, and meeting
deadlines, etc. Agreement ratings were highest in
2007, dropped in 2008 and 2009 and then increased
slightly to 2011. Disagreement ratings range from
11.8% to 16.4% over the five year period.
100%
80%
62.2%
60%
55.0%
54.9%
58.8%
60.3%
2008
2009
2010
2011
40%
20%
0%
2007
When evaluating the Teaching Assistant Workshop offered by the School of Graduate Studies, 39.6% to 62.2% of
the respondents who attended the workshop agreed or strongly agreed that the workshop provided the content
needed to help graduate students be effective teaching assistants or course instructors. Agreement ratings
varied greatly over the seven year period. Disagreement ratings ranged from 9.9% to 32.9%.
TA Workshop offered by Grad School provided the
content needed to help students be effective TA's
100%
80%
60%
62.2%
54.9%
42.6%
42.7%
39.6%
2008
2009
51.8%
52.1%
2010
2011
40%
20%
0%
2005
2006
2007
21
FINDINGS: WRITTEN COMMENTS FOR 2011 (See Appendix D & E)
Appendices D and E provide respondents' written comments to two questions: 1) "As you think about your
experience as a graduate student at USU, what did the university or your department do well?", and 2) "How
could the university or your department better meet the needs of graduate students?" Comments were assigned
to categories topically or put under a category by the area that could best address the comments made. The
reader is encouraged to read all categories because many of the comments overlap categories and could apply to
several entities on the university campus.
Appendix D provides a list of respondents' written comments for the question "As you think about your
experiences as a graduate student at USU, what did the university or your department do well?" Approximately
477 respondents made comments on this question. Comments are arranged by the following topics:
Advising
Courses/Coursework
Department/Program
Distance Education
Faculty
Financial Aid
Library
Requirements/Deadlines, etc.
Research
School of Graduate Studies
Support Staff
USU
The majority of comments focused on the topics: Department/Program, Faculty, and Advising. Numerous
respondents praised their departments and programs. Respondents indicated that departments were responsive
to their questions, provided guidance pertaining to their careers, and accommodated schedules to meet the needs
of students. They reported that communication with their department was timely and personable. They were
pleased with the help they got in their search for professional employment. Many respondents praised faculty,
staff, advisors, etc. by name. Respondents were pleased with the availability of seminars and how these
facilitated interaction among students. They said departments did a good job of helping students navigate
through their programs by making requirements known and understandable. Some respondents said that
departments were willing to work around students' individual schedules and were really interested in the students'
success. Many departments provided students with the opportunity to teach. Many respondents were grateful for
the practical, research, and career networking experiences provided by departments.
When respondents spoke of faculty they were impressed with the support and mentoring they received.
Respondents reported faculty being very personable. They were also very pleased with how responsive faculty
members were to student feedback. Respondents said faculty were kind, helpful, and interested in helping
students succeed. Faculty were said to be of great assistance in helping students find outside placements for
advanced practicum's, in students' thesis preparation and completion, and in students' search for professional
employment. Respondents said faculty were available, very knowledgeable and enthusiastic.
When commenting on advising, respondents said advisors were available, knowledgeable, helpful, responsive,
patient, competent, and good to work with. It was said that many advisors went the extra mile to make sure
students were well informed and had the things they needed to complete their programs.
Appendix E provides a list of respondents' written comments to the question "How could the university or your
department better meet the needs of graduate students?" Approximately 394 respondents made comments on
this question. Comments are arranged by the following categories:
Advising
Courses/Coursework
Department/Program
Distance Education
Facilities
Faculty
Financial Aid
Library
Requirements/Deadlines, etc.
Research
Satisfied
Services
School of Graduate Studies
Students' Needs
Support Staff
Technology
USU
The topics with the majority of comments were: Department/Program, School of Graduate Studies, and
Courses/Coursework. Many respondents said that they needed better information on forms and deadlines from
22
their department, the School of Graduate Studies and their advisors. Respondents seemed to be confused as to
whether their department or the School of Graduate Studies was in charge of the application process. Many
respondents said better communication was needed between their department and the School of Graduate
Studies. There were numerous complaints about departments cancelling courses that respondents had counted
on taking. Many respondents wanted departments to have fewer classes on theory and more on practical
application. They also wanted more help from departments in their search for professional employment. Some
respondents said applying to their graduate program was difficult and took longer than necessary. A number of
respondents were unhappy with how departments combined undergraduate students with graduate students in
the same class and indicated that because of this the courses were watered down.
When respondents spoke of the School of Graduate Studies many said that the office hours were not conducive
to their schedules and that the amount of signatures required to get things done was very difficult. Some
respondents complained about poor communication between the School of Graduate Studies and Departments.
Respondents wanted earlier notification of the graduation timeline for completion of degree requirements. Many
respondents thought that there should be less paperwork, and that forms should be online so that they don't have
to run all over campus to get things. Some respondents said that the School of Graduate Studies office was
difficult to get a hold of by phone. Some said that their website was not user friendly and could be better
organized.
When respondents commented on courses/coursework, many wanted more application based courses. Some
respondents complained about courses being cancelled. Some respondents wanted more communication during
their internship. Several respondents spoke of courses not being relevant to their needs and discipline. Many
respondents wanted more course choices and wanted course materials to be better aligned with industry.
23
APPENDIX A
Raw Data Tables 2005 - 2011
Table 1. RESPONDENT CHARACTERISTICS
2005
2006
2007
2008
2009
2010
2011
748
746
732
828
595
676
726
Age
<25
25-29
30-34
35-39
40-49
> = 50
15.0%
42.0%
17.8%
8.1%
10.1%
7.0%
11.4%
43.4%
20.8%
8.4%
10.0%
6.0%
13.3%
47.9%
18.1%
5.3%
8.6%
6.7%
12.1%
37.0%
18.6%
10.9%
12.3%
9.1%
13.2%
43.8%
22.6%
7.6%
8.3%
4.6%
15.9%
44.3%
19.7%
8.0%
7.6%
4.5%
12.6%
42.7%
24.3%
6.8%
8.9%
4.7%
Gender
Male
Female
58.8%
41.2%
59.8%
40.2%
59.4%
40.6%
52.5%
47.5%
55.2%
44.8%
52.9%
47.1%
56.9%
43.1%
Marital Status
Single
Married
Divorced
Widowed
Separated
30.0%
65.1%
4.6%
0.3%
0.1%
25.8%
71.2%
3.0%
0.0%
0.0%
25.2%
71.8%
2.8%
0.1%
0.1%
26.2%
69.8%
3.3%
0.2%
0.5%
33.3%
64.1%
2.5%
0.0%
0.0%
32.4%
62.5%
4.4%
0.6%
0.2%
28.3%
69.3%
2.1%
0.1%
0.1%
Number of dependents
Zero
One
Two
Three
Four
Five
Six or more
22.6%
26.3%
12.5%
13.3%
11.4%
7.7%
6.2%
19.9%
23.8%
13.1%
16.0%
14.1%
7.7%
5.4%
47.5%
17.4%
14.7%
9.7%
5.7%
2.8%
2.2%
44.0%
14.4%
17.3%
10.2%
7.9%
3.4%
2.7%
51.3%
15.6%
16.3%
7.0%
5.3%
1.7%
2.9%
55.5%
12.9%
14.0%
8.6%
5.1%
2.1%
1.8%
52.0%
13.3%
14.4%
9.6%
5.2%
2.9%
2.7%
Citizenship
U.S. Citizen
International
81.2%
18.8%
86.7%
13.3%
89.2%
10.8%
87.4%
12.6%
89.7%
10.3%
87.4%
12.6%
88.6%
11.4%
Race/Ethnicity
American Indian/Native American
Asian or Pacific Islander
Black (non-Hispanic)
White (non-Hispanic)
Hispanic
Other
0.6%
15.7%
0.8%
79.1%
1.5%
2.2%
0.6%
9.8%
1.1%
84.7%
1.9%
1.9%
0.3%
1.5%
0.5%
94.5%
1.4%
1.8%
1.0%
1.7%
0.6%
94.3%
0.8%
1.7%
0.2%
1.7%
0.6%
3.4%
0.0%
93.4%
0.7%
0.3%
2.0%
0.3%
1.5%
0.5%
93.3%
2.0%
0.0%
2.3%
.2%
2.6%
.2%
92.7%
2.0%
Number of Respondents in each year.
American Indian or Alaskan Native
Asian
Black, African-American
Hispanic
Native Hawaiian/Pacific Islander
White
Two or more races
A-1
2005
2006
2007
2008
2009
2010
2011
Location prior to starting graduate degree
Cache Valley
Utah, not Cache Valley
Idaho
Elsewhere in U.S.
Outside the U.S.
33.4%
37.3%
1.3%
12.2%
15.9%
36.7%
41.5%
2.4%
9.1%
10.4%
37.0%
40.2%
2.2%
11.9%
8.8%
33.6%
44.5%
1.5%
10.8%
9.6%
35.5%
42.9%
1.7%
11.1%
8.7%
39.1%
38.0%
3.3%
9.4%
10.2%
32.9%
44.2%
2.7%
10.9%
9.3%
Prior degrees at USU
None
Bachelors
Masters
Doctorate
48.8%
47.3%
4.0%
0.0%
46.0%
50.3%
3.6%
0.0%
40.3%
55.0%
4.7%
0.0%
46.1%
49.1%
4.6%
0.2%
40.4%
54.5%
5.1%
0.0%
38.0%
56.7%
5.1%
0.2%
44.9%
49.2%
5.8%
0.0%
Years enrolled as a graduate student while
pursuing this degree at USU
< One year
One year
Two years
Three years
Four years
Five years
Six years or more
2.3%
17.5%
45.5%
15.3%
9.7%
4.9%
4.7%
3.4%
16.0%
45.7%
16.3%
7.9%
5.0%
5.8%
3.4%
17.6%
45.7%
17.4%
6.9%
3.7%
5.2%
4.8%
11.0%
45.5%
19.8%
8.5%
5.0%
5.5%
3.9%
12.3%
51.2%
16.9%
6.3%
5.7%
3.7%
6.0%
12.8%
47.9%
16.4%
7.2%
4.4%
5.4%
5.4%
14.6%
44.3%
20.6%
5.5%
4.6%
5.0%
Masters Students Only: Plan A, B, or C
Plan A
Plan B
Plan C
24.0%
18.9%
57.1%
20.8%
18.6%
60.6%
22.7%
15.5%
61.8%
16.8%
16.6%
66.6%
22.7%
15.2%
62.1%
20.7%
12.3%
67.0%
18.9%
16.3%
64.8%
During the period of your enrollment as a
graduate student at USU, have you changed
departments or programs?
Yes
No
4.2%
95.8%
5.8%
94.2%
2.5%
97.5%
3.4%
96.6%
4.6%
95.4%
4.4%
95.6%
4.0%
96.0%
What is your cumulative GPA for your graduate
studies at USU?
4.0 - 3.80
3.79 - 3.60
3.59 - 3.40
3.39 - 3.20
3.19 - 3.00
<3.0
51.8%
26.2%
14.0%
5.2%
2.4%
0.3%
49.9%
26.1%
15.0%
7.1%
1.7%
0.1%
51.6%
24.0%
13.2%
7.6%
3.3%
0.3%
56.3%
23.8%
10.3%
7.8%
1.6%
0.1%
58.7%
20.5%
12.5%
5.6%
2.8%
0.0%
58.3%
22.7%
9.9%
5.9%
2.9%
0.3%
60.1%
19.7%
11.3%
6.2%
2.5%
.1%
Have you ever attended the Teaching Assistant
or International Teaching Assistant workshop
that is offered by the USU School of Graduate
Studies?
Yes
No
14.5%
85.5%
11.9%
88.1%
14.6%
85.4%
11.2%
88.8%
16.2%
83.8%
12.9%
87.1%
14.0%
86.0%
A-2
Table 2. FINDINGS: OVERALL PERCEPTIONS OF USU
2005
Overall quality of graduate training received
at USU.
Very Satisfied
31.9%
Mostly Satisfied
47.7%
Somewhat Satisfied
15.6%
Somewhat Dissatisfied
2.7%
Mostly Dissatisfied
1.1%
Very Dissatisfied
1.0%
32.7%
49.4%
12.8%
4.1%
0.6%
0.4%
Overall quality of your graduate academic
program at USU.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
26.5%
51.9%
17.3%
3.1%
0.7%
0.6%
2007
2008
2009
2010
2011
31.3%
57.1%
88.4%
32.7%
58.5%
91.2%
36.3%
54.0%
90.3%
36.0%
54.5%
90.5%
39.9%
50.0%
89.9%
Neutral
9.5%
5.8%
7.9%
6.5%
7.7%
Dissatisfied
Very Dissatisfied
1.5%
0.6%
2.1%
2.7%
0.2%
2.9%
1.4%
0.5%
1.9%
2.7%
0.3%
3.0%
1.7%
.7%
2.4%
Very Satisfied
Satisfied
30.4%
56.6%
87.0%
30.8%
56.5%
87.3%
36.9%
53.4%
90.3%
32.0%
55.1%
87.1%
37.0%
51.3%
88.3%
Neutral
9.4%
9.0%
7.2%
9.3%
9.1%
Dissatisfied
Very Dissatisfied
3.1%
0.6%
3.7%
3.2%
0.5%
3.7%
2.1%
0.3%
2.4%
2.6%
1.1%
3.7%
2.4%
.3%
2.7%
26.5%
53.2%
14.6%
3.9%
0.7%
1.1%
2006
Overall quality of my graduate education at
USU.
Very Satisfied
Satisfied
Overall quality of graduate courses taken
inside department.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
30.8%
49.7%
13.4%
3.8%
1.0%
1.3%
A-3
32.4%
49.4%
12.6%
3.8%
1.1%
0.7%
2007
2008
2009
2010
2011
Very Satisfied
Satisfied
22.1%
52.7%
74.8%
27.9%
51.3%
79.2%
29.6%
50.4%
80.0%
25.5%
50.9%
76.4%
26.5%
51.8%
78.3%
Neutral
20.3%
17.7%
16.6%
19.0%
18.7%
Dissatisfied
Very Dissatisfied
4.3%
0.6%
4.9%
2.7%
0.4%
3.1%
3.2%
0.2%
3.4%
3.6%
1.0%
4.6%
2.4%
.6%
3.0%
52.6%
31.8%
84.4%
41.4%
41.7%
83.1%
44.0%
39.3%
83.3%
42.3%
38.6%
80.9%
41.7%
40.6%
82.3%
Neutral
10.7%
11.8%
11.7%
13.9%
11.9%
Disagree
Strongly Disagree
2.5%
2.4%
4.9%
3.0%
2.1%
5.1%
3.3%
1.7%
5.0%
3.4%
1.8%
5.2%
4.1%
1.7%
5.9%
Overall quality of graduate courses taken
outside department.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
For me, USU has been a good choice for
graduate study.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2005
2006
24.2%
48.2%
20.6%
3.8%
1.5%
1.7%
27.9%
42.0%
20.9%
6.8%
1.4%
1.0%
39.4%
46.5%
10.8%
2.3%
1.0%
44.6%
41.5%
10.9%
2.1%
1.0%
If I had to make the decision again, I would
still come to USU.
Strongly Agree
Agree
I would recommend program to prospective
students.
Strongly Agree
Agree
40.9%
39.7%
80.6%
43.2%
37.3%
80.5%
50.8%
34.4%
85.2%
40.9%
42.4%
83.3%
42.6%
40.7%
83.3%
42.4%
38.7%
81.1%
42.7%
40.3%
83.0%
Neutral
13.6%
13.6%
9.3%
10.9%
11.5%
12.4%
10.7%
Disagree
Strongly Disagree
3.4%
2.4%
5.8%
3.5%
2.4%
5.9%
3.5%
2.0%
5.5%
3.3%
2.4%
5.7%
3.7%
1.6%
5.3%
4.3%
2.3%
6.6%
4.0%
2.3%
6.3%
A-4
2005
2006
2007
2008
2009
2010
2011
Plans after finishing current USU graduate
program.
MoreTraining at USU
More Training at Another Institution
Career in an Education Inst.
Career in Government Agency
Career in Private Sector
Continue current employment
Other Plans
Uncertain
5.4%
6.1%
18.4%
9.2%
41.1%
0.0%
13.0%
6.9%
6.5%
7.2%
20.7%
8.6%
35.9%
0.0%
13.6%
7.5%
3.7%
7.0%
11.4%
8.4%
31.4%
30.2%
2.6%
5.2%
5.3%
5.3%
13.4%
6.1%
25.9%
34.8%
3.3%
5.9%
4.6%
5.8%
16.3%
8.8%
26.1%
30.6%
3.7%
4.1%
3.9%
6.0%
15.3%
8.6%
30.7%
24.8%
3.3%
7.4%
5.8%
5.7%
14.8%
8.0%
27.4%
28.5%
2.6%
7.1%
Do you anticipate that your career
opportunities will improve significanlty as a
result of your completion of a graduate
degree at USU?
Definitely yes
Probably yes
Probably no
Definitely no
Uncertain
55.6%
33.3%
2.8%
0.8%
7.5%
54.1%
33.5%
0.4%
3.1%
8.8%
45.0%
35.3%
80.3%
30.0%
46.2%
76.2%
30.7%
44.5%
75.2%
31.2%
42.6%
73.8%
30.8%
41.1%
71.9%
Neutral
15.5%
20.5%
18.9%
20.0%
21.9%
Disagree
Strongly Disagree
3.3%
0.9%
4.2%
2.3%
0.9%
3.2%
4.5%
1.4%
5.9%
4.4%
1.9%
6.3%
4.5%
1.6%
6.1%
Very Satisfied
Satisfied
40.8%
44.9%
85.7%
42.9%
45.9%
88.8%
44.7%
44.7%
89.4%
49.0%
39.9%
88.9%
46.8%
42.4%
89.2%
Neutral
11.5%
8.8%
8.1%
8.8%
8.3%
Dissatisfied
Very Dissatisfied
2.2%
0.6%
2.8%
1.9%
0.6%
2.5%
1.5%
1.0%
2.5%
1.2%
1.1%
2.3%
2.0%
.6%
2.5%
My career opportunities have improved
significantly as a result of completing my
graduate degree at USU.
Strongly Agree
Agree
Relevance of my USU graduate studies to my
career goals.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
44.9%
38.9%
12.5%
2.0%
0.8%
0.8%
A-5
44.6%
36.8%
13.4%
4.1%
0.7%
0.4%
Table 3. FINDINGS: ACADEMIC DEPARTMENT AND MAJOR PROFESSOR
Major source of information used to
plan graduate program.
Major Professor
Dept. Graduate Advisor
Other Faculty
Dept. Requirement Sheets
Gradute Catalog
School of Grad Studies Staff
Other Students
Other
2005
2006
34.3%
24.9%
4.6%
16.3%
3.8%
2.5%
7.7%
6.0%
29.9%
28.9%
3.5%
18.3%
2.5%
2.1%
8.7%
6.1%
In planning your graduate program,
what has been the single most
important source of information for
you?
Major Professor
Graduate Committee
Other Faculty
Other Students
Dept. Graduate Advisor
Dept. Requirement Sheets
Graduate Catalog
Grad Studies Staff
Other
My department provides satisfactory
advising and program counseling to
graduate students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
28.6%
42.9%
16.6%
8.9%
3.1%
27.9%
43.1%
16.6%
8.0%
4.4%
Information received from department
about degree program requirements.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
34.7%
34.0%
18.9%
7.0%
2.9%
2.5%
35.4%
35.4%
18.3%
4.9%
3.1%
3.1%
A-6
2007
2008
2009
2010
2011
34.4%
2.9%
4.0%
16.0%
20.8%
10.7%
1.2%
2.5%
7.6%
33.3%
3.8%
4.4%
15.8%
21.8%
11.6%
1.3%
2.6%
5.5%
35.4%
3.3%
5.5%
12.3%
19.7%
10.1%
2.1%
5.1%
6.5%
38.6%
2.4%
4.7%
13.8%
23.3%
8.8%
1.5%
3.3%
3.6%
33.6%
4.6%
5.6%
12.8%
22.9%
10.5%
2.0%
3.1%
4.8%
2005
2006
2007
2008
2009
2010
2011
27.5%
49.3%
76.8%
30.9%
50.9%
81.8%
33.2%
46.4%
79.6%
35.6%
48.2%
83.8%
38.1%
47.8%
85.9%
Neutral
14.7%
11.4%
14.9%
10.7%
10.3%
Dissatisfied
Very Dissatisfied
5.7%
2.8%
8.5%
5.0%
1.7%
6.7%
3.6%
1.9%
5.5%
4.1%
1.4%
5.5%
2.8%
1.0%
3.8%
44.2%
39.7%
83.9%
43.5%
42.4%
85.9%
49.7%
39.7%
89.4%
52.4%
36.1%
88.5%
54.7%
35.8%
90.6%
Neutral
10.6%
10.4%
7.3%
8.7%
6.5%
Dissatisfied
Very Dissatisfied
4.0%
1.5%
5.5%
3.1%
0.6%
3.7%
2.6%
0.7%
3.3%
2.0%
0.8%
2.8%
1.8%
1.1%
3.0%
Available information provided by
my department about degree
requirements.
Very Satisfied
Satisfied
Helpfulness of non-faculty and staff in
department in responding to your
questions/concerns.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
44.1%
35.8%
15.3%
2.4%
1.8%
0.6%
45.0%
35.0%
14.6%
3.2%
1.2%
1.1%
Helpfulness of staff members in my
department in responding to my
questions and/or concerns.
Very Satisfied
Satisfied
Helpfulness of faculty in department in
responding to question/concerns
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
45.1%
35.3%
14.2%
3.7%
1.1%
0.7%
44.4%
38.2%
11.3%
3.1%
1.5%
1.5%
A-7
2007
2008
2009
2010
2011
Very Satisfied
Satisfied
54.2%
30.7%
84.9%
51.8%
33.5%
85.3%
55.3%
32.3%
87.6%
56.5%
34.0%
90.5%
55.4%
32.7%
88.1%
Neutral
11.9%
10.5%
9.7%
7.3%
7.7%
Dissatisfied
Very Dissatisfied
2.0%
1.1%
3.1%
3.0%
1.3%
4.3%
1.8%
0.9%
2.7%
1.6%
0.6%
2.2%
2.2%
1.9%
4.2%
Helpfulness of my major professor in
responding to my questions and/or
concerns.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
2005
2006
55.7%
28.7%
9.1%
3.4%
1.6%
1.5%
58.1%
26.7%
9.1%
2.8%
1.6%
1.7%
Level of interaction with and feedback
provided by major professor.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
50.5%
28.5%
13.5%
3.5%
1.8%
2.3%
49.6%
31.2%
12.7%
2.5%
2.3%
1.7%
My advisor/major professor can be
relied upon to review and provide
constructive criticism of my work.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
47.6%
34.4%
10.9%
4.6%
2.5%
42.1%
38.7%
12.1%
4.3%
2.8%
My advisor/major professor is an
effective mentor who provides
effective and supportive guidance in
terms of my academic pursuits and
professional development.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
47.8%
31.5%
12.5%
4.9%
3.4%
44.6%
34.9%
13.6%
3.5%
3.5%
A-8
2005
2006
2007
2008
2009
2010
2011
56.4%
24.6%
81.0%
43.7%
35.4%
79.1%
45.6%
33.7%
79.3%
51.3%
31.7%
83.0%
51.4%
29.2%
80.6%
Neutral
11.6%
14.2%
15.2%
12.1%
12.5%
Disagree
Strongly Disagree
5.2%
2.2%
7.4%
4.2%
2.5%
6.7%
4.0%
1.5%
5.5%
4.0%
1.0%
5.0%
3.9%
3.0%
6.9%
48.8%
34.6%
83.4%
44.4%
35.6%
80.0%
51.5%
33.3%
84.8%
53.2%
33.6%
86.8%
52.0%
32.3%
84.3%
Neutral
11.3%
14.9%
11.6%
10.3%
11.8%
Dissatisfied
Very Dissatisfied
3.9%
1.3%
5.2%
4.2%
0.9%
5.1%
3.3%
0.4%
3.7%
2.4%
0.5%
2.9%
2.7%
1.2%
3.9%
My advisor/major professor was
an effective mentor who provided
useful and supportive guidance.
Strongly Agree
Agree
Department has humane environment
with mutual respect between students
and professors.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
41.0%
44.7%
10.1%
3.5%
0.7%
38.6%
44.4%
11.1%
3.8%
2.1%
Availability and amount of interaction
with my major professor.
Very Satisfied
Satisfied
My department was helpful and
supportive in graduates' search for
professional employment.
Strongly Agree
Agree
26.0%
33.0%
59.0%
21.9%
40.0%
61.9%
39.0%
23.9%
62.9%
18.2%
33.3%
51.5%
19.3%
32.0%
51.3%
19.4%
30.7%
50.1%
20.8%
32.4%
53.3%
Neutral
26.4%
22.7%
22.8%
33.3%
32.0%
33.8%
30.8%
Disagree
Strongly Disagree
9.6%
5.0%
14.6%
9.6%
5.9%
15.5%
9.5%
4.8%
14.3%
10.0%
5.3%
15.3%
11.3%
5.4%
16.7%
10.9%
5.2%
16.1%
11.2%
4.7%
15.9%
A-9
2007
2008
2009
2010
2011
25.1%
42.1%
67.2%
25.9%
42.4%
68.3%
28.3%
41.2%
69.5%
27.9%
42.0%
69.9%
31.8%
40.8%
72.5%
Neutral
24.1%
24.2%
25.0%
24.0%
22.1%
Dissatisfied
Very Dissatisfied
7.0%
1.7%
8.7%
5.6%
2.0%
7.6%
4.2%
1.3%
5.5%
4.1%
2.0%
6.1%
4.1%
1.3%
5.4%
Availability of research facilities in
department.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
2005
2006
28.6%
41.5%
19.2%
6.2%
2.3%
2.2%
30.1%
37.0%
18.8%
7.7%
4.0%
2.4%
Overall quality of research facilities
available in my department.
Very Satisfied
Satisfied
Availability of faculty in department to
meet with you and provide feedback
regarding your graduate
studies/research.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
36.4%
37.9%
17.2%
4.8%
2.0%
1.6%
37.4%
36.7%
17.8%
3.9%
2.7%
1.4%
15.6%
32.8%
48.4%
11.5%
35.6%
47.1%
28.5%
19.6%
48.1%
7.4%
26.7%
34.1%
7.9%
25.4%
33.3%
7.7%
26.3%
34.0%
9.3%
26.2%
35.5%
Neutral
39.5%
40.6%
26.6%
35.0%
33.0%
30.4%
30.9%
Disagree
Strongly Disagree
9.5%
2.6%
12.1%
7.7%
4.7%
12.4%
18.5%
6.7%
25.2%
22.3%
8.6%
30.9%
23.2%
10.5%
33.7%
26.9%
8.7%
35.6%
21.4%
12.1%
33.6%
I would have liked to receive better
feedback on my academic progress.
Strongly Agree
Agree
A-10
2005
2006
2007
2008
2009
2010
2011
29.0%
56.9%
85.9%
27.7%
55.5%
83.2%
41.7%
38.7%
80.4%
24.1%
56.4%
80.5%
26.3%
54.9%
81.2%
24.8%
53.8%
78.6%
26.8%
52.8%
79.6%
Neutral
10.3%
11.9%
15.2%
16.1%
14.7%
16.6%
16.2%
Disagree
Strongly Disagree
2.9%
1.0%
3.9%
3.8%
1.0%
4.8%
3.3%
1.0%
4.3%
2.3%
1.1%
3.4%
3.2%
0.9%
4.1%
4.1%
0.6%
4.7%
3.5%
.7%
4.2%
36.6%
49.9%
86.5%
34.6%
50.3%
84.9%
46.8%
39.0%
85.8%
30.6%
53.5%
84.1%
33.3%
53.5%
86.8%
32.4%
51.5%
83.9%
34.4%
51.2%
85.6%
Neutral
9.9%
12.3%
11.2%
11.8%
10.8%
12.6%
10.7%
Disagree
Strongly Disagree
2.7%
0.9%
3.6%
2.1%
0.7%
2.8%
2.4%
0.6%
3.0%
3.2%
0.9%
4.1%
1.9%
0.5%
2.4%
2.3%
1.2%
3.5%
3.1%
.6%
3.7%
52.7%
35.7%
88.4%
36.8%
47.8%
84.6%
42.8%
45.0%
87.8%
37.0%
48.1%
85.1%
43.6%
43.8%
87.4%
Neutral
8.1%
11.3%
7.8%
10.5%
8.1%
Disagree
Strongly Disagree
2.2%
1.3%
3.5%
3.5%
0.6%
4.1%
3.5%
0.9%
4.4%
2.6%
1.8%
4.4%
3.4%
1.1%
4.5%
My graduate program adequately
prepared me for my furture career.
Strongly Agree
Agree
My department provided an
intellectually stimulating
atmosphere/enviornment.
Strongly Agree
Agree
Students were respected and treated
fairly in my department.
Strongly Agree
Agree
Students in my department are able to
access the resources needed to
support professional activities such as
travel for attendance at professional
meetings/conferences.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
15.4%
34.4%
29.3%
13.9%
7.0%
16.0%
32.3%
30.6%
12.8%
8.3%
A-11
2005
2006
2007
2008
2009
2010
2011
29.8%
33.0%
62.8%
28.7%
36.2%
64.9%
42.6%
34.4%
77.0%
27.4%
41.9%
69.3%
32.2%
43.9%
76.1%
29.2%
43.6%
72.8%
31.9%
41.4%
73.3%
Neutral
18.2%
20.8%
14.6%
21.3%
17.6%
18.8%
18.3%
Disagree
Strongly Disagree
12.9%
6.1%
19.0%
9.2%
5.1%
14.3%
6.9%
1.4%
8.3%
6.9%
2.5%
9.4%
4.9%
1.4%
6.3%
7.0%
1.4%
8.4%
6.5%
1.9%
8.4%
25.7%
43.1%
68.8%
27.7%
44.9%
72.6%
37.3%
36.0%
73.3%
24.1%
46.2%
70.3%
25.3%
40.3%
65.6%
29.6%
45.9%
75.5%
30.5%
43.0%
73.5%
Neutral
18.7%
12.6%
15.7%
18.6%
20.4%
15.3%
16.1%
Disagree
Strongly Disagree
9.1%
3.4%
12.5%
9.3%
5.5%
14.8%
8.4%
2.7%
11.1%
8.0%
3.1%
11.1%
10.5%
3.5%
14.0%
6.6%
2.6%
9.2%
7.4%
3.0%
10.4%
30.2%
45.2%
14.7%
7.4%
2.6%
26.6%
48.7%
15.0%
6.3%
3.4%
44.3%
35.8%
80.1%
29.3%
45.3%
74.6%
32.7%
46.7%
79.4%
33.0%
44.9%
77.9%
35.6%
43.6%
79.3%
Neutral
13.5%
17.1%
15.4%
14.5%
14.7%
Disagree
Strongly Disagree
4.9%
1.4%
6.3%
6.4%
1.9%
8.3%
4.5%
0.7%
5.2%
6.4%
1.2%
7.6%
4.1%
1.9%
6.0%
My department has done a good job of
providing me opportunities for
professional development.
Strongly Agree
Agree
During my first year of graduate
studies, my department did a good job
of helping me understand
requirements, expectations, and
procedures.
Strongly Agree
Agree
There was satisfactory communication
between faculty and gradute students
in my department.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
There was good communication
between faculty and graduate students
in my department.
Strongly Agree
Agree
A-12
2007
2008
2009
2010
2011
48.6%
35.5%
84.1%
35.4%
48.1%
83.5%
43.7%
43.1%
86.8%
40.8%
43.4%
84.2%
44.1%
40.1%
84.2%
Neutral
11.7%
13.2%
11.4%
13.0%
12.1%
Disagree
Strongly Disagree
3.2%
1.0%
4.2%
2.6%
0.7%
3.3%
1.2%
0.5%
1.7%
1.5%
1.4%
2.9%
2.7%
1.0%
3.7%
Faculty members in my department
are interested in the welfare and
professional development of graduate
students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2005
2006
37.6%
41.9%
15.3%
3.7%
1.6%
34.9%
45.0%
13.7%
4.0%
2.4%
Faculty members in my department
were interested in the welfare and
success of graduate students.
Strongly Agree
Agree
A-13
Table 4. FINDINGS: FINANCIAL AID
2007
2008
2009
2010
2011
While pursuing this graduate degree,
which of the following types of financial
assistance did you receive? (Mark all
that apply)
Research Assistantship
Teaching Assistantship
General Assistantship
Graduate Instructor
Graduate Fellowship
Dept./College Fellowship/Scholar
Student Loan
Other
No Grad Financial Assistance
23.8%
18.7%
5.7%
5.2%
4.6%
16.8%
38.4%
19.7%
19.4%
21.7%
12.7%
8.1%
4.6%
4.2%
14.1%
31.4%
23.9%
24.3%
24.5%
18.7%
6.6%
8.1%
4.4%
17.0%
33.4%
19.3%
22.0%
25.0%
14.6%
8.0%
4.9%
4.3%
13.6%
36.2%
20.0%
20.1%
22.6%
17.2%
8.0%
5.1%
4.4%
15.7%
41.0%
17.4%
20.8%
While pursuing this graduate degree,
about what percent of your financial
support for school (tuition, books,
housing, food, etc.) came from each of
the following sources? (Means Report)
Parents or other relative
Spouse
Personal savings
Employment
Scholarships or fellowships
Research/teaching assistantship
Loans
Other
5.87%
7.71%
11.64%
25.19%
12.33%
15.82%
18.56%
3.18%
6.3%
6.8%
16.4%
24.4%
11.9%
12.8%
16.5%
4.0%
7.2%
5.0%
15.5%
21.6%
13.0%
14.2%
17.8%
3.4%
6.9%
6.3%
13.4%
18.6%
14.2%
14.3%
21.6%
3.5%
6.7%
5.2%
16.0%
20.6%
12.9%
13.2%
23.0%
3.0%
Sources of financial aid received during
the current academic year.
Research Assistantship
Teaching Assistantship
General Assistantship
Graduate Instructor
Graduate Fellowship
Departmental/College
Fellowship or Scholarship
Student Loan
Other
No Grad Financial Assistance
Received sometime during course of
your graduate studies.
Research Assistantship
Teaching Assistantship
Graduate Fellowship
Department/College
Fellowship or Scholarship
Student Loan
Other
No Grad Financial Assistance
2005
2006
16.5%
7.6%
4.8%
1.3%
0.7%
8.2%
13.6%
6.6%
2.9%
1.4%
1.3%
9.3%
19.5%
7.0%
34.5%
21.9%
8.6%
34.5%
21.2%
9.0%
1.7%
10.7%
15.9%
8.9%
3.3%
12.9%
24.0%
8.7%
24.6%
25.5%
10.1%
23.4%
A-14
2007
2008
2009
2010
2011
Very Satisfied
Satisfied
25.6%
32.7%
58.3%
26.5%
32.1%
58.6%
27.2%
32.7%
59.9%
24.4%
32.3%
56.7%
26.8%
33.3%
60.1%
Neutral
22.3%
21.5%
19.9%
23.7%
22.0%
Dissatisfied
Very Dissatisfied
12.9%
6.5%
19.4%
11.9%
8.1%
20.0%
13.4%
6.7%
20.1%
13.3%
6.4%
19.7%
12.3%
5.7%
18.0%
Avaliability of assistantships or
fellowships (financial assistance) to
help cover costs of graduate education.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
The procedures and criteria used by my
department for allocating financial aid
were fair and equitable.
Strongly Agree
Agree
2005
2006
26.4%
25.1%
17.6%
13.9%
7.9%
9.1%
26.6%
25.6%
17.5%
10.1%
8.2%
12.0%
20.1%
36.5%
56.6%
18.1%
35.3%
53.4%
42.0%
26.7%
68.7%
21.7%
37.5%
59.2%
25.1%
37.0%
62.1%
21.9%
36.7%
58.6%
24.7%
38.1%
62.7%
Neutral
28.5%
31.7%
23.9%
30.3%
29.8%
31.4%
30.1%
Disagree
Strongly Disagree
9.4%
5.5%
14.9%
8.9%
6.0%
14.9%
5.9%
1.5%
7.4%
6.1%
4.5%
10.6%
5.3%
2.9%
8.2%
5.7%
4.3%
10.0%
4.5%
2.7%
7.2%
16.1%
29.3%
45.4%
13.9%
28.3%
42.2%
39.6%
22.7%
62.3%
13.8%
32.6%
46.4%
19.5%
35.7%
55.2%
18.3%
29.6%
47.9%
19.4%
31.5%
50.8%
Neutral
27.5%
31.0%
21.4%
32.2%
26.1%
30.5%
30.2%
Disagree
Strongly Disagree
17.0%
10.1%
27.1%
15.7%
11.1%
26.8%
12.1%
4.3%
16.4%
13.4%
7.9%
21.3%
11.6%
7.1%
18.7%
12.6%
9.0%
21.6%
11.7%
7.3%
19.0%
The level of assistantship funding
provided in my department was
adequate to meet the needs of those
students being supported.
Strongly Agree
Agree
A-15
Availability of optional health care
insurance for graduate students that is
adequate to meet your needs.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
2005
2006
12.7%
19.3%
16.8%
16.3%
11.8%
23.1%
12.8%
21.8%
17.2%
12.5%
11.9%
23.8%
A-16
2007
2008
2009
2010
2011
Table 5. FINDINGS: TECHNOLOGY AND LIBRARY
2005
2006
Kinds of instructional formats that you
have experienced in courses completed
at USU?
Entirely on-campus courses/Logan
Primarily on-campus, some distance
Primarily distance at other locations
Entirely distance at other locations
54.7%
14.4%
15.2%
15.7%
50.7%
15.8%
14.6%
18.9%
Percent Instruction that was "Face to
Face" at other than Logan campus
None
1 - 10%
11 - 25%
26 - 50%
51 - 75%
76 - 100%
53.4%
11.5%
4.5%
3.6%
2.1%
24.9%
48.1%
14.7%
4.7%
3.4%
3.8%
25.3%
Percent of graduate instruction that
involved "Ed Net" system
None
1 - 10%
11 - 25%
26 - 50%
51 - 75%
76 - 100%
69.7%
9.4%
5.0%
3.2%
3.7%
9.0%
63.2%
8.6%
3.3%
5.7%
4.0%
15.3%
Percent of graduate instruction that
involved web-based courses
None
1 - 10%
11 - 25%
26 - 50%
51 - 75%
76 - 100%
69.5%
14.3%
5.4%
2.9%
2.4%
5.4%
65.2%
19.5%
4.3%
3.3%
3.2%
4.5%
While pursuing this graduate degree,
about what percent of your course-work
has involved each of the following types
of instruction? (Means Report)
"Face-to-face" Logan
"Face-to-face" other locations
Broadcast courses
Online courses
Independent study
Other
A-17
2007
2008
2009
2010
2011
67.9%
12.0%
8.6%
8.4%
1.8%
2.6%
59.7%
12.7%
13.0%
8.8%
2.1%
3.2%
63.5%
18.2%
5.5%
6.6%
2.1%
3.1%
68.9%
9.4%
8.9%
8.1%
1.4%
2.0%
61.2%
16.2%
12.1%
7.6%
1.5%
1.2%
2005
2006
I am satisfied with the University library
holdings in my field.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2007
2008
2009
2010
2011
20.5%
43.2%
23.2%
9.6%
3.4%
19.6%
41.5%
26.5%
7.4%
5.1%
Availability of library collections (books
and journals) in field of study
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
30.6%
38.8%
21.3%
5.9%
2.2%
1.2%
27.6%
42.9%
19.8%
4.9%
2.8%
2.0%
21.3%
46.6%
67.9%
21.8%
48.3%
70.1%
26.8%
45.8%
72.6%
24.3%
49.4%
73.7%
30.0%
41.5%
71.6%
Neutral
23.0%
21.6%
21.7%
19.6%
22.9%
Dissatisfied
Very Dissatisfied
6.9%
2.1%
9.0%
6.4%
1.9%
8.3%
4.5%
1.2%
5.7%
5.2%
1.5%
6.7%
4.9%
.6%
5.5%
22.1%
45.0%
67.1%
23.2%
48.3%
71.5%
28.1%
45.8%
73.9%
26.9%
48.4%
75.3%
33.0%
43.9%
76.9%
Neutral
22.0%
20.1%
20.0%
19.6%
18.1%
Dissatisfied
Very Dissatisfied
8.3%
2.7%
11.0%
7.1%
1.4%
8.5%
4.7%
1.3%
6.0%
4.2%
1.0%
5.2%
4.4%
.6%
5.0%
Overall quality of library collections of
books and journals in my field of study.
Very Satisfied
Satisfied
Availability of electronic databases
through USU libraries.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
32.4%
37.9%
21.8%
5.5%
0.9%
1.4%
29.3%
41.5%
19.0%
6.5%
2.2%
1.6%
Overall quality of library collections of
electronic journals in my field of study.
Very Satisfied
Satisfied
A-18
2007
2008
2009
2010
2011
28.9%
38.0%
66.9%
30.8%
40.9%
71.7%
34.8%
38.1%
72.9%
34.5%
38.4%
72.9%
35.6%
36.2%
71.9%
Neutral
27.6%
23.7%
23.5%
24.0%
22.6%
Dissatisfied
Very Dissatisfied
4.2%
1.3%
5.5%
3.2%
1.4%
4.6%
2.8%
0.8%
3.6%
2.1%
1.0%
3.1%
3.5%
2.0%
5.5%
Availability of materials through InterLibrary Loan
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
2005
2006
37.5%
37.7%
16.9%
6.0%
1.1%
0.9%
34.6%
38.5%
17.8%
6.0%
1.7%
1.3%
Overall quality of ability of obtaining
library resource materials through
interlibrary loan.
Very Satisfied
Satisfied
Helpfulness of Library/Learning
resources staff
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
34.6%
40.1%
20.1%
3.7%
1.5%
0.0%
33.9%
38.1%
20.4%
4.4%
2.6%
0.6%
Availability of library facilities that
provide an environment that is appealing
and conducive to study.
Very Satisfied
32.8%
Mostly Satisfied
43.7%
Somewhat Satisfied
17.2%
Somewhat Dissatisfied
4.0%
Mostly Dissatisfied
1.8%
Very Dissatisfied
0.4%
34.0%
36.0%
20.7%
4.9%
2.2%
2.2%
Satisfied with computer facilities
available to graduate students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
27.2%
41.3%
17.1%
9.1%
5.2%
28.8%
41.0%
17.8%
9.0%
3.4%
A-19
2005
2006
2007
2008
2009
2010
2011
35.5%
41.4%
76.9%
35.6%
41.0%
76.6%
40.2%
34.5%
74.7%
35.0%
41.3%
76.3%
44.6%
34.3%
78.9%
Neutral
14.7%
16.1%
18.2%
16.1%
13.4%
Dissatisfied
Very Dissatisfied
5.7%
2.7%
8.4%
5.7%
1.5%
7.2%
5.3%
1.8%
7.1%
5.2%
2.4%
7.6%
5.8%
2.0%
7.8%
Overall quality of computer access
available in my department.
Very Satisfied
Satisfied
Availability of and access to e-mail and
internet services for graduate students
at USU.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
47.7%
36.4%
10.9%
3.3%
0.9%
0.7%
46.1%
34.2%
13.7%
3.8%
1.5%
0.9%
A-20
Table 6. FINDINGS: SCHOOL OF GRADUATE STUDEIS
2007
2008
2009
2010
2011
18.8%
48.5%
67.3%
24.4%
51.3%
75.7%
22.3%
49.0%
71.3%
25.9%
50.7%
76.6%
28.7%
50.4%
79.1%
Neutral
22.9%
17.2%
21.1%
18.7%
16.2%
Dissatisfied
Very Dissatisfied
8.3%
1.5%
9.8%
4.8%
2.3%
7.1%
6.1%
1.6%
7.7%
4.4%
0.3%
4.7%
3.4%
1.3%
4.7%
Very Satisfied
Satisfied
24.2%
41.9%
66.1%
25.5%
46.1%
71.6%
32.1%
39.6%
71.7%
32.0%
40.7%
72.7%
33.8%
43.1%
76.9%
Neutral
26.0%
23.5%
22.6%
22.9%
19.0%
Dissatisfied
Very Dissatisfied
6.7%
1.2%
7.9%
3.7%
1.2%
4.9%
3.8%
1.8%
5.6%
3.4%
1.0%
4.4%
3.1%
1.1%
4.1%
Information received from School of
Graduate Studies regarding degree
requirements and how to meet them.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
2005
2006
21.5%
37.4%
27.3%
7.1%
3.2%
3.5%
25.8%
38.3%
22.2%
6.6%
3.7%
3.4%
Available information provided by the
School of Graduate Studies about
degree requirements.
Very Satisfied
Satisfied
Helpfulness of the School of Graduate
Studies in responding to my questions
and/or concerns.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Mostly Dissatisfied
Very Dissatisfied
27.4%
39.9%
21.9%
5.1%
3.1%
2.7%
31.3%
36.9%
20.1%
5.9%
2.2%
3.6%
A-21
2007
2008
2009
2010
2011
45.3%
28.4%
73.7%
14.3%
41.0%
55.3%
20.6%
38.7%
59.3%
17.4%
48.5%
65.9%
19.5%
43.9%
63.4%
Neutral
17.1%
30.6%
29.4%
24.5%
22.8%
Disagree
Strongly Disagree
6.6%
2.6%
9.2%
9.4%
4.6%
14.0%
8.9%
2.4%
11.3%
6.2%
3.3%
9.5%
10.2%
3.7%
13.8%
22.8%
56.5%
79.3%
26.4%
56.4%
82.8%
27.1%
52.2%
79.3%
31.3%
51.9%
83.2%
32.1%
51.4%
83.5%
Neutral
16.1%
13.0%
15.2%
13.9%
12.7%
Dissatisfied
Very Dissatisfied
2.8%
1.8%
4.6%
3.0%
1.2%
4.2%
3.6%
1.9%
5.5%
2.1%
0.8%
2.9%
2.5%
1.3%
3.8%
I am satisfied with the
thesis/dissertation review guidelines
and procedures that are conducted by
the USU School of Graduate Studies
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2005
2006
19.6%
38.0%
30.1%
8.3%
3.9%
18.5%
41.1%
27.1%
7.5%
5.8%
School of Graduate Studies
thesis/dissertation guidelines and
procedures were clear and reasonable.
(for PhD & Plan A only)
Strongly Agree
Agree
The admissions process when you first
entered graduate school at USU.
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Moslty Dissatisfied
Very Dissatisfied
32.8%
45.7%
15.4%
2.9%
1.1%
2.1%
32.7%
42.5%
16.0%
5.7%
1.8%
1.3%
The process of applying for graduate
school at USU.
Very Satisfied
Satisfied
A-22
2007
2008
2009
2010
2011
Very Satisfied
Satisfied
12.1%
21.6%
33.7%
13.6%
26.6%
40.2%
14.6%
25.6%
40.2%
15.9%
29.0%
44.9%
16.2%
27.1%
43.3%
Neutral
50.1%
48.0%
49.5%
44.2%
45.9%
Dissatisfied
Very Dissatisfied
10.4%
5.8%
16.2%
7.6%
4.1%
11.7%
6.3%
4.0%
10.3%
6.3%
4.6%
10.9%
8.2%
2.6%
10.8%
33.8%
28.4%
62.2%
13.8%
41.2%
55.0%
15.4%
39.5%
54.9%
15.3%
43.5%
58.8%
17.9%
42.4%
60.3%
Neutral
22.9%
28.6%
28.6%
29.4%
27.4%
Disagree
Strongly Disagree
11.5%
3.4%
14.9%
11.1%
5.3%
16.4%
11.9%
4.5%
16.4%
8.1%
3.7%
11.8%
8.1%
4.3%
12.3%
Information and services provided by
the Graduate Student Senate (GSS).
Very Satisfied
Mostly Satisfied
Somewhat Satisfied
Somewhat Dissatisfied
Moslty Dissatisfied
Very Dissatisfied
The USU School of Graduate Studies
provides the information I need to
adhere to things like filing for candidacy
and program of study forms, meeting
deadlines, etc.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2005
2006
13.4%
24.8%
32.0%
14.6%
6.5%
8.7%
13.1%
26.2%
29.9%
16.8%
8.0%
6.0%
16.3%
41.5%
26.0%
11.6%
4.6%
16.6%
43.4%
26.3%
9.2%
4.5%
The School of Graduate Studies
provided good information about filing
for candidacy, program of study forms,
meeting deadlines, etc.
Strongly Agree
Agree
A-23
2005
2006
2007
2008
2009
2010
2011
16.7%
38.2%
54.9%
16.3%
26.3%
42.6%
30.6%
31.6%
62.2%
12.2%
30.5%
42.7%
13.2%
26.4%
39.6%
18.5%
33.3%
51.8%
21.7%
30.4%
52.1%
Neutral
35.2%
43.3%
18.4%
24.4%
39.6%
24.7%
21.7%
Disagree
Strongly Disagree
7.3%
2.6%
9.9%
7.9%
12.2% 20.7% 15.4% 12.3%
6.3%
7.1%
12.2%
5.5%
11.1%
14.2% 19.3% 32.9% 20.9% 23.4%
The Teaching Assistant Workshop
offered by the School of Graduate
Studies provided the content needed to
help graduate students be effective
teaching assistants/course instructors.
Strongly Agree
Agree
A-24
12.0%
14.1%
26.1%
APPENDIX B
Raw Data Tables by Degree Type for 2011
Table 1. RESPONDENT CHARACTERISTICS
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
% (freq.)
% (freq.)
% (freq.)
% (freq.)
% (freq.)
% (freq.)
College
Agriculture
Arts
Business
Education & Human Services
Engineering
Humanities &Social Science
Natural Resources
Science
USU Total Percent
Degree
Master of Accounting (Macc)
Master of Arts (MA)
Master of Business Administration (MBA)
Master of Computer Science (MCS)
Master of Dietetics Administration (MDA)
Master of Education (MEd)
Master of Engineering (ME)
Master of Family & Human Development (MFHD)
Master of Fine Arts (MFA)
Master of Food Microbiology & Safety (MFMS)
Master of Landscape Architecture (MLA)
Master of Mathematics (MMath)
Master of Natural Resources (MNR)
Master of Professional Studies in Horticulture (MPSH)
Master of Rehabilitation Counseling (MRC)
Master of Science (MS)
Master of Second Language Teaching (MSLT)
Master of Social Science (MSS)
Master of Social Work (MSW)
Civil Engineering (CE)
Educational Specialist (EdS)
Doctor of Audiology (AuD)
Doctor of Education (EdD)
Doctor of Philosophy (PhD)
.0%
.0%
1.0%
.0%
.0%
.0%
100.0%
100.0%
.0%
.0%
.0%
99.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
100% (19) 100% (116) 100% (102)
.0%
.0%
.0%
.0%
100.0%
.0%
.0%
.0%
100% (29)
Other
Masters
Doctorate
% of
Total
% (freq.)
% (freq.)
% (freq.)
.0%
8.4%
9.0%
8.3%
5.4%
.0%
.0%
7.0%
.0%
1.0%
.0%
9.9%
1.0%
.0%
22.5%
100.0%
26.4%
16.0%
47.2%
32.8%
.0%
26.4%
.0%
16.7%
15.6%
.0%
10.3%
51.0%
5.6%
11.4%
.0%
7.3%
10.0%
5.6%
4.7%
.0%
11.4%
6.0%
16.7%
6.7%
100% (15) 100% (273) 100% (100) 100% (72) 100% (726)
100.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
100.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
100.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
100.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
11.0%
.0%
3.0%
1.0%
.0%
.0%
15.0%
5.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
2.6%
1.5%
16.0%
.4%
.1%
14.0%
4.0%
2.1%
.7%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
8.0%
4.0%
10.0%
.0%
.0%
.0%
1.1%
.6%
1.4%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
100.0%
.0%
.0%
.0%
.0%
.0%
100.0%
.0%
.0%
.0%
.0%
.0%
9.0%
2.0%
32.0%
.0%
.0%
.0%
.0%
.0%
2.1%
37.6%
1.2%
.3%
4.4%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
.0%
8.3%
4.2%
5.6%
81.9%
.8%
.4%
.6%
8.1%
B-1
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
Other
Masters
Doctorate
% of
Total
Age
<25
25-29
30-34
35-39
40-49
> = 50
5.6%
94.4%
.0%
.0%
.0%
.0%
15.5%
47.4%
25.0%
9.5%
1.7%
.9%
5.0%
26.0%
24.0%
14.0%
19.0%
12.0%
39.3%
53.6%
7.1%
.0%
.0%
.0%
20.0%
33.3%
33.3%
.0%
.0%
13.3%
17.6%
51.1%
19.1%
2.2%
6.6%
3.3%
3.0%
36.0%
35.0%
9.0%
11.0%
6.0%
2.8%
20.8%
38.9%
12.5%
19.4%
5.6%
12.6%
42.7%
24.3%
6.8%
8.9%
4.7%
Sex
Male
Female
78.9%
21.1%
80.9%
19.1%
32.0%
68.0%
89.7%
10.3%
66.7%
33.3%
54.4%
45.6%
42.0%
58.0%
62.5%
37.5%
56.9%
43.1%
Marital Status
Single
Married
Divorced
Widowed
Separated
21.1%
78.9%
.0%
.0%
.0%
17.4%
81.7%
.9%
.0%
.0%
23.0%
73.0%
3.0%
.0%
1.0%
51.7%
48.3%
.0%
.0%
.0%
20.0%
80.0%
.0%
.0%
.0%
34.8%
62.2%
3.0%
.0%
.0%
27.0%
69.0%
3.0%
1.0%
.0%
24.6%
75.4%
.0%
.0%
.0%
28.3%
69.3%
2.1%
.1%
.1%
How many children do you have?
None
One
Two
Three
Four
Five
Six or more
63.2%
21.1%
10.5%
.0%
.0%
.0%
5.3%
45.2%
13.9%
18.3%
10.4%
8.7%
3.5%
.0%
37.6%
7.9%
16.8%
17.8%
6.9%
6.9%
5.9%
72.4%
10.3%
6.9%
6.9%
3.4%
.0%
.0%
53.3%
.0%
13.3%
13.3%
13.3%
.0%
6.7%
61.9%
13.8%
13.8%
5.2%
1.9%
1.5%
1.9%
46.5%
17.2%
12.1%
10.1%
8.1%
3.0%
3.0%
41.4%
14.3%
14.3%
15.7%
5.7%
4.3%
4.3%
52.0%
13.3%
14.4%
9.6%
5.2%
2.9%
2.7%
Citizenship
U.S. Citizen
International
89.5%
10.5%
94.8%
5.2%
99.0%
1.0%
79.3%
20.7%
100.0%
.0%
86.0%
14.0%
91.9%
8.1%
70.4%
29.6%
88.6%
11.4%
0.0%
.0%
.0%
.0%
.0%
100.0%
.0%
0.0%
.9%
.0%
4.6%
.0%
93.6%
.9%
0.0%
.0%
.0%
3.0%
.0%
94.9%
2.0%
0.0%
8.0%
4.0%
.0%
.0%
88.0%
.0%
0.0%
.0%
.0%
.0%
.0%
93.3%
6.7%
0.0%
3.8%
.0%
2.9%
.0%
90.8%
2.5%
0.0%
1.1%
.0%
1.1%
.0%
95.6%
2.2%
0.0%
3.8%
.0%
1.9%
1.9%
90.4%
1.9%
0.0%
2.3%
.2%
2.6%
.2%
92.7%
2.0%
Race/Ethnicity
American Indian or Alaskan Native
Asian
Black, African-American
Hispanic
Native Hawaiian/Pacific Islander
White
Two or more races
B-2
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
Other
Masters
Doctorate
% of
Total
Location Prior to Starting Grad Degree
Cache Valley
Elsewhere in Utah
Elsewhere in Idaho
Elsewhere in USA
Outside the USA
57.9%
21.1%
.0%
10.5%
10.5%
22.3%
67.9%
.9%
5.4%
3.6%
19.2%
72.7%
1.0%
7.1%
.0%
65.5%
13.8%
6.9%
.0%
13.8%
42.9%
42.9%
7.1%
7.1%
.0%
43.0%
29.7%
3.0%
11.8%
12.5%
29.0%
48.0%
5.0%
13.0%
5.0%
14.3%
34.3%
1.4%
24.3%
25.7%
32.9%
44.2%
2.7%
10.9%
9.3%
Prior Degrees at USU
None
Bachelors
Masters
Doctorate
21.1%
73.7%
5.3%
0.0%
42.2%
53.4%
4.3%
0.0%
51.0%
49.0%
.0%
0.0%
24.1%
75.9%
.0%
0.0%
53.3%
46.7%
.0%
0.0%
45.7%
53.9%
.4%
0.0%
52.0%
42.0%
6.0%
0.0%
40.8%
18.3%
40.8%
0.0%
44.9%
49.2%
5.8%
0.0%
Years Enrolled as a Grad Student at USU
< One year
One year
Two years
Three years
Four years
Five years
Six years or more
31.6%
47.4%
5.3%
10.5%
5.3%
.0%
.0%
12.9%
19.8%
64.7%
2.6%
.0%
.0%
.0%
5.9%
14.7%
47.1%
20.6%
7.8%
1.0%
2.9%
21.4%
35.7%
25.0%
7.1%
3.6%
7.1%
.0%
.0%
13.3%
66.7%
13.3%
6.7%
.0%
.0%
1.8%
14.7%
52.2%
21.7%
3.3%
1.5%
4.8%
1.0%
4.0%
35.0%
51.0%
3.0%
3.0%
3.0%
.0%
4.2%
4.2%
12.5%
23.6%
31.9%
23.6%
5.4%
14.6%
44.3%
20.6%
5.5%
4.6%
5.0%
.0%
.0%
100.0%
.0%
.9%
99.1%
.0%
8.2%
91.8%
14.3%
3.6%
82.1%
.0%
.0%
100.0%
36.5%
22.5%
41.0%
14.9%
36.2%
48.9%
62.5%
.0%
37.5%
18.9%
16.3%
64.8%
.0%
100.0%
4.4%
95.6%
2.0%
98.0%
6.9%
93.1%
.0%
100.0%
4.0%
96.0%
3.1%
96.9%
8.3%
91.7%
4.0%
96.0%
Masters Students Only: Plan A, B, or C
Plan A
Plan B
Plan C
During the period of your enrollment as a graduate
student at USU, have you changed departments or
programs?
Yes
No
B-3
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
What is your cumulative GPA for your graduate
studies at USU?
4.0 - 3.80
3.79 - 3.60
3.59 - 3.40
3.39 - 3.20
3.19 - 3.00
<3.0
Have you ever attended the Teaching Assistant or
International Teaching Assistant workshop that is
offered by the USU School of Graduate Studies?
Yes
No
Other
Masters
Doctorate
% of
Total
47.4%
31.6%
15.8%
5.3%
.0%
.0%
18.4%
35.1%
24.6%
14.9%
7.0%
.0%
82.0%
12.0%
4.0%
1.0%
.0%
1.0%
58.6%
17.2%
6.9%
10.3%
6.9%
.0%
85.7%
7.1%
7.1%
.0%
.0%
.0%
62.3%
17.7%
12.1%
6.0%
1.9%
.0%
75.3%
12.4%
5.2%
4.1%
3.1%
.0%
66.7%
23.2%
7.2%
2.9%
.0%
.0%
60.1%
19.7%
11.3%
6.2%
2.5%
.1%
.0%
100.0%
2.7%
97.3%
.0%
100.0%
6.9%
93.1%
.0%
100.0%
17.0%
83.0%
16.3%
83.7%
47.1%
52.9%
14.0%
86.0%
B-4
Table 2. FINDINGS: OVERALL PERCEPTIONS OF USU
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
Overall quality of my graduate education at USU.
Very Satisfied
Satisfied
Other
Masters
Doctorate
% of
Total
47.4%
47.4%
94.7%
23.0%
65.5%
88.5%
53.0%
38.0%
91.0%
29.6%
59.3%
88.9%
40.0%
46.7%
86.7%
40.4%
48.5%
88.9%
40.0%
53.0%
93.0%
48.6%
41.4%
90.0%
39.9%
50.0%
89.9%
Neutral
5.3%
7.1%
6.0%
3.7%
13.3%
9.3%
6.0%
8.6%
7.7%
Dissatisfied
Very Dissatisfied
.0%
.0%
0.0%
4.4%
.0%
4.4%
2.0%
1.0%
3.0%
3.7%
3.7%
7.4%
.0%
.0%
0.0%
1.1%
.7%
1.9%
.0%
1.0%
1.0%
1.4%
.0%
1.4%
1.7%
.7%
2.4%
31.6%
47.4%
78.9%
24.3%
57.4%
81.7%
50.5%
40.4%
90.9%
41.4%
48.3%
89.7%
40.0%
33.3%
73.3%
36.9%
52.4%
89.3%
40.0%
55.0%
95.0%
33.8%
52.9%
86.8%
37.0%
51.3%
88.3%
21.1%
13.9%
6.1%
3.4%
26.7%
8.5%
4.0%
10.3%
9.1%
.0%
.0%
0.0%
4.3%
.0%
4.3%
3.0%
.0%
3.0%
6.9%
.0%
6.9%
.0%
.0%
0.0%
1.8%
.4%
2.2%
1.0%
.0%
1.0%
1.5%
1.5%
2.9%
2.4%
.3%
2.7%
20.0%
60.0%
80.0%
21.4%
53.6%
75.0%
38.7%
51.6%
90.3%
19.0%
66.7%
85.7%
33.3%
.0%
33.3%
23.3%
50.3%
73.5%
29.2%
49.2%
78.5%
28.8%
54.2%
83.1%
26.5%
51.8%
78.3%
20.0%
25.0%
9.7%
14.3%
66.7%
21.7%
16.9%
13.6%
18.7%
.0%
.0%
0.0%
.0%
.0%
0.0%
.0%
.0%
0.0%
.0%
.0%
0.0%
.0%
.0%
0.0%
4.8%
.0%
4.8%
.0%
4.6%
4.6%
3.4%
.0%
3.4%
2.4%
.6%
3.0%
Overall quality of courses I took inside my
department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Overall quality of courses I took outside my
department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
B-5
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
What do you expect to do after you finish this
graduate degree?
Additional Training at USU
Additional Training at Another
Institution
Begin Professional Career in
an Education Inst.
Begin Professional Career in
Government Agency
Begin Professional Career in
Private Sector
Continue current employment
Other Plans
Uncertain
Relevance of my USU graduate studies to my
career goals.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
My career opportunities have improved
significantly as a result of completing my
graduate degree at USU.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Other
Masters
Doctorate
% of
Total
.0%
2.6%
4.0%
10.3%
.0%
10.3%
1.0%
4.2%
5.8%
.0%
2.6%
3.0%
.0%
.0%
8.5%
9.0%
4.2%
5.7%
.0%
2.6%
15.0%
3.4%
.0%
14.0%
10.0%
55.6%
14.8%
5.3%
4.3%
2.0%
13.8%
26.7%
8.9%
14.0%
5.6%
8.0%
73.7%
15.8%
.0%
5.3%
40.5%
37.1%
6.9%
3.4%
3.0%
68.0%
1.0%
4.0%
55.2%
17.2%
.0%
.0%
26.7%
40.0%
.0%
6.7%
31.0%
15.5%
2.6%
9.2%
23.0%
28.0%
1.0%
14.0%
9.7%
15.3%
2.8%
2.8%
27.4%
28.5%
2.6%
7.1%
42.1%
47.4%
89.5%
32.5%
52.6%
85.1%
58.0%
33.0%
91.0%
44.8%
41.4%
86.2%
46.7%
46.7%
93.3%
44.2%
43.8%
88.0%
50.0%
43.0%
93.0%
61.4%
31.4%
92.9%
46.8%
42.4%
89.2%
10.5%
10.5%
6.0%
6.9%
6.7%
9.7%
6.0%
5.7%
8.3%
.0%
.0%
0.0%
3.5%
.9%
4.4%
3.0%
.0%
3.0%
.0%
6.9%
6.9%
.0%
.0%
0.0%
1.9%
.4%
2.2%
1.0%
.0%
1.0%
1.4%
.0%
1.4%
2.0%
.6%
2.5%
33.3%
50.0%
83.3%
19.6%
49.1%
68.8%
28.3%
32.6%
60.9%
23.1%
46.2%
69.2%
46.2%
38.5%
84.6%
33.6%
40.5%
74.1%
34.4%
40.6%
75.0%
36.8%
38.2%
75.0%
30.8%
41.1%
71.9%
16.7%
25.9%
29.3%
23.1%
15.4%
19.3%
19.8%
20.6%
21.9%
.0%
.0%
0.0%
4.5%
.9%
5.4%
6.5%
3.3%
9.8%
3.8%
3.8%
7.7%
.0%
.0%
0.0%
4.2%
2.3%
6.6%
5.2%
.0%
5.2%
4.4%
.0%
4.4%
4.5%
1.6%
6.1%
B-6
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
If I had to make the decision again, I would still
come to USU.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I would recommend USU to a friend who is a
prospective graduate student in my program.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Other
Masters
Doctorate
% of
Total
52.6%
31.6%
84.2%
33.6%
51.3%
85.0%
56.1%
31.6%
87.8%
25.0%
50.0%
75.0%
38.5%
46.2%
84.6%
38.9%
42.3%
81.1%
45.8%
41.7%
87.5%
44.1%
25.0%
69.1%
41.7%
40.6%
82.3%
10.5%
9.7%
8.2%
10.7%
7.7%
12.1%
9.4%
25.0%
11.9%
5.3%
.0%
5.3%
4.4%
.9%
5.3%
1.0%
3.1%
4.1%
7.1%
7.1%
14.3%
7.7%
.0%
7.7%
4.9%
1.9%
6.8%
3.1%
.0%
3.1%
4.4%
1.5%
5.9%
4.1%
1.7%
5.9%
52.6%
31.6%
84.2%
31.9%
52.2%
84.1%
59.2%
27.6%
86.7%
28.6%
50.0%
78.6%
46.2%
38.5%
84.6%
41.7%
39.5%
81.2%
44.8%
38.5%
83.3%
40.6%
43.5%
84.1%
42.7%
40.3%
83.0%
10.5%
10.6%
9.2%
10.7%
7.7%
11.3%
12.5%
8.7%
10.7%
5.3%
.0%
5.3%
5.3%
.0%
5.3%
.0%
4.1%
4.1%
3.6%
7.1%
10.7%
7.7%
.0%
7.7%
4.5%
3.0%
7.5%
3.1%
1.0%
4.2%
5.8%
1.4%
7.2%
4.0%
2.3%
6.3%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
B-7
Table 3. FINDINGS: ACADEMIC DEPARTMENT AND MAJOR PROFESSOR
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
In planning your graduate program, what has
been the single most immportant source of
information for you?
Major Professor
Graduate Committee
Other Faculty
Other Students
Dept. Graduate Advisor
Dept. Requirement Sheets
USU General Catalog
School of Grad Studies Staff
Other
Available information provided by my department
about degree requirements.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Helpfulness of staff members in my department
in responding to my questions and/or concerns.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Other
Masters
Doctorate
% of
Total
31.6%
.0%
15.8%
5.3%
31.6%
10.5%
.0%
.0%
5.3%
2.7%
.9%
4.5%
29.5%
35.7%
9.8%
2.7%
10.7%
3.6%
17.8%
5.9%
6.9%
6.9%
31.7%
17.8%
2.0%
5.0%
5.9%
24.1%
3.4%
10.3%
6.9%
41.4%
10.3%
.0%
3.4%
.0%
28.6%
.0%
14.3%
14.3%
14.3%
14.3%
7.1%
.0%
7.1%
42.9%
4.9%
4.9%
10.1%
19.8%
8.6%
2.2%
.7%
6.0%
49.5%
8.1%
5.1%
9.1%
13.1%
11.1%
1.0%
1.0%
2.0%
53.6%
5.8%
2.9%
14.5%
7.2%
7.2%
1.4%
1.4%
5.8%
33.6%
4.6%
5.6%
12.8%
22.9%
10.5%
2.0%
3.1%
4.8%
63.2%
26.3%
89.5%
37.4%
54.8%
92.2%
46.0%
37.0%
83.0%
21.4%
78.6%
100.0%
60.0%
40.0%
100.0%
36.7%
48.1%
84.8%
32.3%
52.5%
84.8%
37.1%
38.6%
75.7%
38.1%
47.8%
85.9%
10.5%
7.8%
13.0%
.0%
.0%
10.4%
11.1%
15.7%
10.3%
.0%
.0%
0.0%
.0%
.0%
0.0%
3.0%
1.0%
4.0%
.0%
.0%
0.0%
.0%
.0%
0.0%
3.3%
1.5%
4.8%
2.0%
2.0%
4.0%
8.6%
.0%
8.6%
2.8%
1.0%
3.8%
38.9%
50.0%
88.9%
60.7%
31.3%
92.0%
56.0%
36.0%
92.0%
50.0%
32.1%
82.1%
71.4%
21.4%
92.9%
53.3%
35.9%
89.3%
54.1%
40.8%
94.9%
52.2%
36.2%
88.4%
54.7%
35.8%
90.6%
11.1%
7.1%
4.0%
7.1%
.0%
8.1%
5.1%
4.3%
6.5%
.0%
.0%
0.0%
.9%
.0%
0.9%
2.0%
2.0%
4.0%
10.7%
.0%
10.7%
.0%
7.1%
7.1%
1.5%
1.1%
2.6%
.0%
.0%
0.0%
4.3%
2.9%
7.2%
1.8%
1.1%
3.0%
B-8
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
Helpfulness of my major professor in responding
to my questions and/or concerns.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Availability and amount of interaction with my
major professor.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Overall quality of research facilities available in
my department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Other
Masters
Doctorate
% of
Total
46.2%
53.8%
100.0%
32.2%
52.2%
84.4%
55.3%
34.0%
89.4%
33.3%
37.0%
70.4%
66.7%
20.0%
86.7%
61.1%
25.7%
86.8%
59.6%
33.3%
92.9%
65.7%
28.6%
94.3%
55.4%
32.7%
88.1%
.0%
14.4%
4.3%
11.1%
6.7%
8.3%
7.1%
2.9%
7.7%
.0%
.0%
0.0%
1.1%
.0%
1.1%
3.2%
3.2%
6.4%
7.4%
11.1%
18.5%
.0%
6.7%
6.7%
3.0%
1.9%
4.9%
.0%
.0%
0.0%
1.4%
1.4%
2.9%
2.2%
1.9%
4.2%
57.1%
42.9%
100.0%
28.2%
49.4%
77.6%
46.7%
28.9%
75.6%
30.8%
50.0%
80.8%
60.0%
26.7%
86.7%
58.6%
25.9%
84.4%
52.5%
40.4%
92.9%
67.1%
21.4%
88.6%
52.0%
32.3%
84.3%
.0%
22.4%
18.9%
7.7%
6.7%
10.3%
6.1%
8.6%
11.8%
.0%
.0%
0.0%
.0%
.0%
0.0%
5.6%
.0%
5.6%
3.8%
7.7%
11.5%
.0%
6.7%
6.7%
3.4%
1.9%
5.3%
1.0%
.0%
1.0%
2.9%
.0%
2.9%
2.7%
1.2%
3.9%
43.8%
43.8%
87.5%
17.1%
41.4%
58.6%
43.1%
38.5%
81.5%
37.0%
40.7%
77.8%
25.0%
25.0%
50.0%
32.9%
43.6%
76.4%
25.3%
41.3%
66.7%
35.8%
34.3%
70.1%
31.8%
40.8%
72.5%
12.5%
35.7%
15.4%
18.5%
41.7%
19.6%
26.7%
17.9%
22.1%
.0%
.0%
0.0%
4.3%
1.4%
5.7%
1.5%
1.5%
3.1%
3.7%
.0%
3.7%
8.3%
.0%
8.3%
2.7%
1.3%
4.0%
5.3%
1.3%
6.7%
10.4%
1.5%
11.9%
4.1%
1.3%
5.4%
B-9
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
I would have liked to receive better feedback on
my academic progress.
Strongly Agree
Agree
Other
Masters
Doctorate
% of
Total
16.7%
16.7%
33.3%
6.3%
39.6%
45.9%
13.2%
27.5%
40.7%
12.0%
32.0%
44.0%
.0%
38.5%
38.5%
8.5%
20.8%
29.3%
9.8%
22.8%
32.6%
10.4%
25.4%
35.8%
9.3%
26.2%
35.5%
Neutral
16.7%
27.9%
19.8%
44.0%
23.1%
36.7%
27.2%
34.3%
30.9%
Disagree
Strongly Disagree
33.3%
16.7%
50.0%
16.2%
9.9%
26.1%
23.1%
16.5%
39.6%
4.0%
8.0%
12.0%
30.8%
7.7%
38.5%
23.9%
10.0%
34.0%
27.2%
13.0%
40.2%
11.9%
17.9%
29.9%
21.4%
12.1%
33.6%
22.2%
55.6%
77.8%
15.3%
59.5%
74.8%
41.8%
40.8%
82.7%
11.5%
65.4%
76.9%
30.8%
53.8%
84.6%
24.5%
55.6%
80.1%
33.3%
47.9%
81.3%
29.4%
50.0%
79.4%
26.8%
52.8%
79.6%
16.7%
18.0%
14.3%
19.2%
7.7%
15.7%
17.7%
16.2%
16.2%
5.6%
.0%
5.6%
7.2%
.0%
7.2%
1.0%
2.0%
3.1%
.0%
3.8%
3.8%
7.7%
.0%
7.7%
3.8%
.4%
4.2%
1.0%
.0%
1.0%
2.9%
1.5%
4.4%
3.5%
.7%
4.2%
21.1%
52.6%
73.7%
22.3%
56.3%
78.6%
39.2%
47.4%
86.6%
21.4%
67.9%
89.3%
53.8%
23.1%
76.9%
36.7%
49.4%
86.1%
44.3%
48.5%
92.8%
29.4%
57.4%
86.8%
34.4%
51.2%
85.6%
21.1%
16.1%
8.2%
3.6%
23.1%
10.9%
5.2%
10.3%
10.7%
5.3%
.0%
5.3%
4.5%
.9%
5.4%
5.2%
.0%
5.2%
3.6%
3.6%
7.1%
.0%
.0%
0.0%
2.6%
.4%
3.0%
2.1%
.0%
2.1%
1.5%
1.5%
2.9%
3.1%
.6%
3.7%
My graduate program adequately prepared me for
my future career.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
My department provided an intellectually
stimulating environment.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
B-10
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
Students were respected and treated fairly in my
department.
Strongly Agree
Agree
Other
Masters
Doctorate
% of
Total
57.9%
36.8%
94.7%
43.4%
48.7%
92.0%
43.4%
45.5%
88.9%
46.4%
39.3%
85.7%
30.8%
61.5%
92.3%
43.2%
42.5%
85.7%
50.5%
37.1%
87.6%
33.3%
47.8%
81.2%
43.6%
43.8%
87.4%
Neutral
5.3%
6.2%
8.1%
3.6%
.0%
9.4%
8.2%
10.1%
8.1%
Disagree
Strongly Disagree
.0%
.0%
0.0%
1.8%
.0%
1.8%
2.0%
1.0%
3.0%
10.7%
.0%
10.7%
.0%
7.7%
7.7%
3.8%
1.1%
4.9%
3.1%
1.0%
4.1%
5.8%
2.9%
8.7%
3.4%
1.1%
4.5%
52.6%
31.6%
84.2%
19.8%
43.4%
63.2%
30.3%
34.8%
65.2%
18.5%
63.0%
81.5%
30.8%
46.2%
76.9%
34.9%
41.4%
76.2%
37.9%
32.6%
70.5%
32.8%
52.2%
85.1%
31.9%
41.4%
73.3%
10.5%
20.8%
21.3%
18.5%
15.4%
18.4%
21.1%
9.0%
18.3%
5.3%
.0%
5.3%
11.3%
4.7%
16.0%
7.9%
5.6%
13.5%
.0%
.0%
0.0%
7.7%
.0%
7.7%
4.2%
1.1%
5.4%
8.4%
.0%
8.4%
6.0%
.0%
6.0%
6.5%
1.9%
8.4%
42.1%
42.1%
84.2%
30.4%
50.9%
81.3%
31.3%
35.4%
66.7%
17.9%
50.0%
67.9%
23.1%
61.5%
84.6%
31.6%
40.2%
71.8%
32.0%
44.3%
76.3%
26.5%
44.1%
70.6%
30.5%
43.0%
73.5%
10.5%
15.2%
18.2%
32.1%
7.7%
16.2%
11.3%
17.6%
16.1%
5.3%
.0%
5.3%
1.8%
1.8%
3.6%
7.1%
8.1%
15.2%
.0%
.0%
0.0%
7.7%
.0%
7.7%
9.4%
2.6%
12.0%
11.3%
1.0%
12.4%
7.4%
4.4%
11.8%
7.4%
3.0%
10.4%
My department has done a good job of providing
me opportunities for professional development.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
During my first year of graduate studies, my
department did a good job of helping me
understand requirements, expectations, and
procedures.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
B-11
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
My advisor/major professor was an effective
mentor who provided useful and supportive
guidance.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
There was good communication between faculty
and graduate students in my department.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Faculty members in my department were
interested in the welfare and success of graduate
students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Other
Masters
Doctorate
% of
Total
26.7%
33.3%
60.0%
35.0%
32.5%
67.5%
45.0%
28.0%
73.0%
33.3%
37.0%
70.4%
38.5%
53.8%
92.3%
57.0%
25.7%
82.6%
60.8%
32.0%
92.8%
60.3%
27.9%
88.2%
51.4%
29.2%
80.6%
33.3%
25.0%
14.0%
11.1%
7.7%
10.6%
6.2%
8.8%
12.5%
6.7%
.0%
6.7%
2.5%
5.0%
7.5%
8.0%
5.0%
13.0%
7.4%
11.1%
18.5%
.0%
.0%
0.0%
3.8%
3.0%
6.8%
1.0%
.0%
1.0%
2.9%
.0%
2.9%
3.9%
3.0%
6.9%
55.6%
27.8%
83.3%
25.0%
52.7%
77.7%
35.4%
42.4%
77.8%
22.2%
66.7%
88.9%
38.5%
46.2%
84.6%
35.8%
43.8%
79.6%
44.8%
37.5%
82.3%
39.1%
33.3%
72.5%
35.6%
43.6%
79.3%
16.7%
14.3%
17.2%
3.7%
15.4%
14.7%
10.4%
21.7%
14.7%
.0%
.0%
0.0%
6.3%
1.8%
8.0%
3.0%
2.0%
5.1%
.0%
7.4%
7.4%
.0%
.0%
0.0%
4.2%
1.5%
5.7%
5.2%
2.1%
7.3%
4.3%
1.4%
5.8%
4.1%
1.9%
6.0%
52.6%
36.8%
89.5%
31.3%
50.0%
81.3%
44.9%
35.7%
80.6%
35.7%
46.4%
82.1%
46.2%
53.8%
100.0%
44.7%
41.0%
85.7%
59.4%
31.3%
90.6%
40.6%
34.8%
75.4%
44.1%
40.1%
84.2%
10.5%
15.2%
14.3%
14.3%
.0%
10.9%
8.3%
15.9%
12.1%
.0%
.0%
0.0%
2.7%
.9%
3.6%
4.1%
1.0%
5.1%
3.6%
.0%
3.6%
.0%
.0%
0.0%
1.9%
1.5%
3.4%
1.0%
.0%
1.0%
7.2%
1.4%
8.7%
2.7%
1.0%
3.7%
B-12
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
My department was helpful and supportive in
graduates' search for professional employment.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Other
Masters
Doctorate
% of
Total
36.8%
42.1%
78.9%
11.1%
31.3%
42.4%
28.9%
20.0%
48.9%
8.3%
33.3%
41.7%
36.4%
36.4%
72.7%
21.3%
39.4%
60.6%
23.7%
27.6%
51.3%
22.8%
19.3%
42.1%
20.8%
32.4%
53.3%
21.1%
29.3%
42.2%
45.8%
18.2%
28.1%
26.3%
40.4%
30.8%
.0%
.0%
0.0%
18.2%
10.1%
28.3%
4.4%
4.4%
8.9%
8.3%
4.2%
12.5%
9.1%
.0%
9.1%
8.6%
2.7%
11.3%
18.4%
3.9%
22.4%
10.5%
7.0%
17.5%
11.2%
4.7%
15.9%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
B-13
Table 4. FINDINGS: FINANCIAL AID
Masters of Masters of Masters of Masters of
Accounting Bus. Admin. Education Engineering
(Macc)
(MBA)
(MEd)
(ME)
While pursuing this graduate degree, which of
the following types of financial assistance did
you receive? (Mark all that apply)
Research Assistantship
Teaching Assistantship
General Assistantship
Graduate Instructor
Graduate Fellowship
Departmental/College
Fellowship or Scholarship
Student Loan
Other
No Grad Financial Assistance
While pursuing this graduate degree, about what
percent of your financial support for school
(tuition, books, housing, food, etc.) came from
each of the following sources?
Parents or other relative
Spouse
Personal savings
Employment
Scholarships or fellowships
Research/teaching assistantship
Loans
Other
Masters of
Rehabilitation
(MRC)
Masters of
Science
(MS)
Other
Masters
Doctorate
% of
Total
15.8%
5.3%
31.6%
.0%
5.3%
4.3%
5.2%
6.0%
.0%
1.7%
.0%
1.0%
.0%
.0%
1.0%
20.7%
10.3%
6.9%
3.4%
6.9%
.0%
.0%
.0%
.0%
.0%
34.4%
21.2%
10.6%
4.4%
4.0%
15.0%
21.0%
5.0%
11.0%
4.0%
56.9%
48.6%
12.5%
18.1%
15.3%
22.6%
17.2%
8.0%
5.1%
4.4%
52.6%
68.4%
5.3%
5.3%
5.2%
56.9%
18.1%
25.9%
12.7%
38.2%
23.5%
40.2%
3.4%
24.1%
20.7%
27.6%
40.0%
33.3%
53.3%
.0%
19.4%
34.1%
13.6%
16.5%
13.0%
49.0%
19.0%
17.0%
16.7%
36.1%
13.9%
12.5%
15.7%
41.0%
17.4%
20.8%
9.0%
15.5%
16.4%
10.3%
13.7%
7.4%
27.3%
0.5%
6.2%
2.3%
20.3%
24.6%
6.3%
1.2%
37.1%
2.1%
6.5%
3.7%
25.9%
18.8%
13.0%
0.0%
26.0%
6.2%
19.7%
4.3%
1.6%
1.3%
12.7%
7.7%
23.1%
17.7%
9.8%
45.7%
14.1%
0.0%
13.9%
8.0%
5.2%
15.3%
(Figures reported as means.)
6.2%
6.0%
14.3%
20.2%
14.3%
18.5%
18.5%
2.2%
6.9%
7.6%
13.4%
24.7%
14.8%
7.9%
26.5%
2.9%
4.2%
4.5%
8.3%
14.7%
9.3%
42.2%
13.8%
0.1%
6.7%
5.2%
16.0%
20.6%
12.9%
13.2%
23.0%
3.0%
B-14
Masters of Masters of Masters of Masters of
Accounting Bus. Admin. Education Engineering
(Macc)
(MBA)
(MEd)
(ME)
Avaliability of financial assistance to help cover
the costs of my graduate program.
Very Satisfied
Satisfied
Masters of
Rehabilitation
(MRC)
Masters of
Other
Masters
Doctorate
% of
Total
(MS)
22.2%
38.9%
61.1%
15.6%
42.2%
57.8%
33.3%
21.2%
54.5%
12.5%
45.8%
58.3%
38.5%
38.5%
76.9%
28.6%
31.1%
59.8%
26.5%
33.7%
60.2%
33.3%
33.3%
66.7%
26.8%
33.3%
60.1%
Neutral
27.8%
26.7%
16.7%
16.7%
15.4%
23.2%
18.1%
22.7%
22.0%
Dissatisfied
Very Dissatisfied
11.1%
.0%
11.1%
11.1%
4.4%
15.6%
16.7%
12.1%
28.8%
12.5%
12.5%
25.0%
7.7%
.0%
7.7%
12.9%
4.1%
17.0%
13.3%
8.4%
21.7%
7.6%
3.0%
10.6%
12.3%
5.7%
18.0%
36.8%
26.3%
63.2%
15.2%
43.0%
58.2%
29.4%
27.5%
56.9%
13.0%
34.8%
47.8%
23.1%
61.5%
84.6%
24.5%
37.7%
62.3%
31.9%
31.9%
63.8%
26.3%
49.1%
75.4%
24.7%
38.1%
62.7%
36.8%
32.9%
29.4%
43.5%
15.4%
32.8%
27.5%
15.8%
30.1%
.0%
.0%
0.0%
5.1%
3.8%
8.9%
5.9%
7.8%
13.7%
8.7%
.0%
8.7%
.0%
.0%
0.0%
2.5%
2.5%
4.9%
7.2%
1.4%
8.7%
7.0%
1.8%
8.8%
4.5%
2.7%
7.2%
17.6%
23.5%
41.2%
17.7%
30.6%
48.4%
19.5%
19.5%
39.0%
9.5%
28.6%
38.1%
22.2%
66.7%
88.9%
20.4%
36.4%
56.8%
19.4%
26.9%
46.3%
21.1%
26.3%
47.4%
19.4%
31.5%
50.8%
52.9%
32.3%
36.6%
33.3%
.0%
26.7%
31.3%
31.6%
30.2%
5.9%
12.9%
12.2%
28.6%
11.1%
10.7%
9.0%
.0%
6.5%
12.2%
.0%
.0%
5.8%
13.4%
5.9%
19.4%
24.4%
28.6%
11.1%
16.5%
22.4%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
12.3%
8.8%
21.1%
11.7%
7.3%
19.0%
The procedures and criteria used by my
department for allocating financial aid were fair
and equitable.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
The level of assistantship funding provided in my
department was adequate to meet the needs of
those students being supported.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
B-15
Table 5. FINDINGS: TECHNOLOGY AND LIBRARY
Masters of Masters of Masters of
Accounting Bus. Admin. Education
(Macc)
(MBA)
(MEd)
While pursuing this graduate degree, about what
percent of your coursework has involved each of
the following types of instruction?
"Face-to-face" on Logan Campus
"Face-to-face" at other USU location
Televised courses (UEN)
Online courses
Independent study courses
Other
Masters of
Engineering
(ME)
91.4%
0.0%
7.1%
1.4%
0.1%
0.0%
37.0%
59.7%
0.7%
0.7%
0.5%
0.0%
19.6%
12.9%
41.3%
23.3%
1.0%
1.1%
37.5%
37.5%
75.0%
18.2%
38.6%
56.8%
43.4%
36.8%
80.3%
28.6%
25.0%
53.6%
Neutral
12.5%
38.6%
15.8%
Dissatisfied
Very Dissatisfied
12.5%
.0%
12.5%
3.4%
1.1%
4.5%
50.0%
27.8%
77.8%
Neutral
Dissatisfied
Very Dissatisfied
Overall quality of library collections of books and
journals in my field of study.
Very Satisfied
Satisfied
Overall quality of library collections of electronic
journals in my field of study.
Very Satisfied
Satisfied
Masters of
Rehabilitation
(MRC)
Other
Masters
Doctorate
% of
Total
79.6%
5.8%
4.8%
6.0%
2.2%
1.6%
50.5%
17.3%
21.5%
7.0%
0.9%
2.7%
84.9%
2.4%
5.9%
3.0%
2.7%
0.5%
61.2%
16.2%
12.1%
7.6%
1.5%
1.2%
28.6%
42.9%
71.4%
28.6%
42.9%
71.4%
30.8%
46.2%
76.9%
33.8%
47.1%
80.9%
30.0%
41.5%
71.6%
35.7%
28.6%
24.6%
13.2%
13.2%
22.9%
3.9%
.0%
3.9%
10.7%
.0%
10.7%
.0%
.0%
0.0%
3.6%
.4%
4.0%
8.8%
1.1%
9.9%
4.4%
1.5%
5.9%
4.9%
.6%
5.5%
19.4%
47.3%
66.7%
44.7%
39.4%
84.0%
35.7%
17.9%
53.6%
26.7%
53.3%
80.0%
31.9%
45.0%
76.9%
30.9%
47.4%
78.4%
38.6%
48.6%
87.1%
33.0%
43.9%
76.9%
11.1%
28.0%
14.9%
32.1%
20.0%
18.8%
14.4%
7.1%
18.1%
11.1%
.0%
11.1%
4.3%
1.1%
5.4%
.0%
1.1%
1.1%
14.3%
.0%
14.3%
.0%
.0%
0.0%
3.8%
.4%
4.2%
7.2%
.0%
7.2%
4.3%
1.4%
5.7%
4.4%
.6%
5.0%
B-16
95.2%
46.5%
0.0%
0.0%
1.4%
26.5%
2.6%
26.7%
0.8%
0.3%
0.1%
0.0%
(This is a means report.)
Masters of
Science
(MS)
Masters of Masters of Masters of
Accounting Bus. Admin. Education
(Macc)
(MBA)
(MEd)
Overall quality of ability of obtaining library
resource materials through interlibrary loan.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Overall quality of computer access available in
my department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Masters of
Engineering
(ME)
Masters of
Rehabilitation
(MRC)
Masters of
Science
(MS)
Other
Masters
Doctorate
% of
Total
33.3%
33.3%
66.7%
19.4%
31.3%
50.7%
40.7%
37.3%
78.0%
30.0%
20.0%
50.0%
25.0%
58.3%
83.3%
35.7%
36.7%
72.4%
42.1%
35.5%
77.6%
43.9%
40.9%
84.8%
35.6%
36.2%
71.9%
33.3%
38.8%
20.3%
40.0%
16.7%
23.0%
14.5%
10.6%
22.6%
.0%
.0%
0.0%
7.5%
3.0%
10.4%
.0%
1.7%
1.7%
5.0%
5.0%
10.0%
.0%
.0%
0.0%
3.6%
1.0%
4.6%
3.9%
3.9%
7.9%
3.0%
1.5%
4.5%
3.5%
2.0%
5.5%
58.8%
23.5%
82.4%
31.8%
43.5%
75.3%
53.5%
33.8%
87.3%
50.0%
42.9%
92.9%
38.5%
30.8%
69.2%
46.7%
32.4%
79.1%
34.5%
36.9%
71.4%
51.6%
26.6%
78.1%
44.6%
34.3%
78.9%
11.8%
20.0%
7.0%
3.6%
30.8%
11.9%
17.9%
12.5%
13.4%
5.9%
.0%
5.9%
3.5%
1.2%
4.7%
4.2%
1.4%
5.6%
3.6%
.0%
3.6%
.0%
.0%
0.0%
7.0%
2.0%
9.0%
6.0%
4.8%
10.7%
7.8%
1.6%
9.4%
5.8%
2.0%
7.8%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
B-17
Table 6. FINDINGS: SCHOOL OF GRADUATE STUDIES
Masters of Masters of Masters of Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
Available information provided by the School of
Graduate Studies about degree requirements.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Helpfulness of the School of Graduate Studies in
responding to my questions and/or concerns.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
School of Graduate Studies thesis/dissertation
guidelines and procedures were clear and
reasonable. (for PhD & Plan A only)
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Masters of
Science
(MS)
Other
Masters
Doctorate
% of
Total
38.9%
33.3%
72.2%
33.3%
53.5%
86.8%
39.4%
41.4%
80.8%
15.4%
61.5%
76.9%
20.0%
66.7%
86.7%
23.5%
52.6%
76.1%
30.3%
44.4%
74.7%
27.5%
55.1%
82.6%
28.7%
50.4%
79.1%
22.2%
10.5%
12.1%
23.1%
13.3%
18.7%
20.2%
13.0%
16.2%
5.6%
.0%
5.6%
1.8%
.9%
2.6%
4.0%
3.0%
7.1%
.0%
.0%
0.0%
.0%
.0%
0.0%
3.7%
1.5%
5.2%
5.1%
.0%
5.1%
2.9%
1.4%
4.3%
3.4%
1.3%
4.7%
13.3%
60.0%
73.3%
44.0%
41.3%
85.3%
40.6%
41.7%
82.3%
21.7%
43.5%
65.2%
28.6%
57.1%
85.7%
30.4%
41.4%
71.7%
26.4%
48.4%
74.7%
39.1%
40.6%
79.7%
33.8%
43.1%
76.9%
20.0%
14.7%
12.5%
30.4%
14.3%
22.8%
20.9%
15.9%
19.0%
6.7%
.0%
6.7%
.0%
.0%
0.0%
5.2%
.0%
5.2%
4.3%
.0%
4.3%
.0%
.0%
0.0%
3.4%
2.1%
5.5%
3.3%
1.1%
4.4%
2.9%
1.4%
4.3%
3.1%
1.1%
4.1%
.0%
50.0%
50.0%
8.3%
50.0%
58.3%
42.9%
21.4%
64.3%
28.6%
42.9%
71.4%
.0%
100.0%
100.0%
11.6%
48.8%
60.3%
29.2%
41.7%
70.8%
27.7%
38.5%
66.2%
19.5%
43.9%
63.4%
50.0%
41.7%
35.7%
14.3%
.0%
19.8%
20.8%
23.1%
22.8%
.0%
.0%
0.0%
.0%
.0%
0.0%
.0%
.0%
0.0%
.0%
14.3%
14.3%
.0%
.0%
0.0%
15.7%
4.1%
19.8%
8.3%
.0%
8.3%
6.2%
4.6%
10.8%
10.2%
3.7%
13.8%
B-18
Masters of Masters of Masters of Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
The process of applying for graduate school at
USU.
Very Satisfied
Satisfied
Masters of
Science
(MS)
Other
Masters
Doctorate
% of
Total
15.8%
68.4%
84.2%
33.3%
54.4%
87.7%
39.0%
44.0%
83.0%
24.1%
37.9%
62.1%
26.7%
66.7%
93.3%
30.6%
52.2%
82.8%
32.3%
51.5%
83.8%
34.3%
51.4%
85.7%
32.1%
51.4%
83.5%
10.5%
10.5%
11.0%
27.6%
.0%
13.4%
13.1%
12.9%
12.7%
.0%
5.3%
5.3%
1.8%
.0%
1.8%
5.0%
1.0%
6.0%
6.9%
3.4%
10.3%
6.7%
.0%
6.7%
2.2%
1.5%
3.7%
2.0%
1.0%
3.0%
.0%
1.4%
1.4%
2.5%
1.3%
3.8%
13.3%
20.0%
33.3%
8.4%
32.5%
41.0%
32.1%
24.5%
56.6%
12.0%
28.0%
40.0%
12.5%
12.5%
25.0%
13.1%
25.4%
38.5%
18.7%
25.3%
44.0%
22.7%
33.3%
56.1%
16.2%
27.1%
43.3%
Neutral
33.3%
42.2%
34.0%
52.0%
75.0%
50.7%
50.7%
36.4%
45.9%
Dissatisfied
Very Dissatisfied
20.0%
13.3%
33.3%
13.3%
3.6%
16.9%
7.5%
1.9%
9.4%
4.0%
4.0%
8.0%
.0%
.0%
0.0%
8.9%
1.9%
10.8%
4.0%
1.3%
5.3%
4.5%
3.0%
7.6%
8.2%
2.6%
10.8%
11.8%
29.4%
41.2%
18.5%
39.5%
58.0%
24.4%
38.4%
62.8%
8.0%
40.0%
48.0%
27.3%
45.5%
72.7%
13.7%
44.9%
58.6%
19.5%
39.1%
58.6%
26.1%
49.3%
75.4%
17.9%
42.4%
60.3%
Neutral
41.2%
37.0%
20.9%
36.0%
18.2%
26.6%
33.3%
14.5%
27.4%
Disagree
Strongly Disagree
17.6%
.0%
17.6%
3.7%
1.2%
4.9%
7.0%
9.3%
16.3%
8.0%
8.0%
16.0%
9.1%
.0%
9.1%
10.2%
4.7%
14.8%
5.7%
2.3%
8.0%
7.2%
2.9%
10.1%
8.1%
4.3%
12.3%
Neutral
Dissatisfied
Very Dissatisfied
Information and services provided by the
Graduate Student Senate (GSS).
Very Satisfied
Satisfied
The School of Graduate Studies provided good
information about filing for candidacy, program of
study forms, meeting deadlines, etc.
Strongly Agree
Agree
B-19
Masters of Masters of Masters of Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
The Teaching Assistant Workshop offer by the
School of Graduate Studies provided the content
needed to help graduate students be effective
teaching assistants/course instructors.
Strongly Agree
Agree
Masters of
Science
(MS)
Other
Masters
Doctorate
% of
Total
0.0%
0.0%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
15.6%
33.3%
48.9%
28.6%
35.7%
64.3%
22.6%
25.8%
48.4%
21.7%
30.4%
52.1%
Neutral
0.0%
0.0%
0.0%
0.0%
0.0%
20.0%
21.4%
25.8%
21.7%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
11.1%
20.0%
31.1%
0.0%
14.3%
14.3%
19.4%
6.5%
25.9%
12.0%
14.1%
26.1%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
B-20
APPENDIX C
The Survey
47483
School of Graduate Studies Student Survey
Student "A" numbers are for purposes of University Assessment.
Please enter your A#
A
Section I: About You
1. What graduate degree are you currently pursuing at USU?
Master of Accounting (MAcc)
Master of Music (MM)
Master of Natural Resources (MNR)
Master of Arts (MA)
Master of Business Administration (MBA)
Master of Computer Science (MCS)
Master of Dietetics Administration (MDA)
Master of Education (MEd)
Master of Professional Studies in Horticulture (MPSH)
Master of Rehabilitation Counseling (MRC)
Master of Science (MS)
Master of Second Language Teaching (MSLT)
Master of Engineering (ME)
Master of Social Sciences (MSS)
Master of Social Work (MSW)
Civil Engineer (CE)
Educational Specialist (EdS)
Doctor of Audiology (AuD)
Doctor of Education (EdD)
Doctor of Philosophy (PhD)
Master of Family and Human Development (MFHD)
Master of Fine Arts (MFA)
Master of Food Microbiology and Safety (MFMS)
Master of Landscape Architecture (MLA)
Master of Mathematics (MMath)
2. From what program will you receive your graduate degree?
College of Agriculture
Agricultural Systems Technology
Animal Science
Applied Economics
Biometeorology
Education
Elementary Education
Family, Consumer, and Human Dev
Family and Human Development
Bioveterinary Science
Dairy Science
Dietetics Administration
Health & Human Movement
Ecology (AG)
Economics (PhD)
Psychology
Rehabilitation Counseling
Food Microbiology and Safety
Landscape Architecture
Secondary Education
Special Education
Nutrition and Food Sciences
Plant Science
Professional Studies in Horticulture
Soil Science
Toxicology (AG)
Caine College of the Arts
Art
Music
Theatre Arts
Jon M. Huntsman School of Business
Accounting
Business Administration
Economics (MS)
Human Resources
Management Information Systems
Health, Physical Education and Rec
Instructional Tech. & Learning Sciences
College of Engineering
Aerospace Engineering
Biological Engineering
Civil and Environmental Engineering
Computer Engineering
Electrical Engineering
Engineering Education
Engineering and Technology Education
Irrigation Engineering
Mechanical Engineering
Toxicology (ENGR)
College of Humanities and Social
Sciences
American Studies
Anthropology
Bioregional Planning (HASS)
Emma Eccles Jones College of Education
Communication
& Human Services
English
Audiology
History
Communicative Disorders and Deaf Ed
Human Environments
Disability Disciplines
Political Science
C-1
Second Language Teaching
Social Sciences
Social Work
Sociology
Theory and Practice of Professional Communication
College of Natural Resources
Bioregional Planning (NR)
Ecology (NR)
Fisheries Biology
Forestry
Geography
Human Dimensions of Ecosystem Science and Mgt
Natural Resources
Range Science
Recreation Resource Management
Watershed Science
Wildlife Biology
College of Science
Applied Environmental Geoscience
Biochemistry
Biology
Chemistry
Computer Science
Ecology (SCI)
Geology
Industrial Mathematics
Mathematical Sciences
Mathematics
Physics
Statistics
Toxicology (SCI)
47483
3. If you are pursuing a Master's
degree, is it a :
7. If you are a U.S. Citizen, are you?
American Indian or Alaskan Native
10. What prior degrees have you
completed at USU?
Plan A (thesis)
Asian
No prior USU degree
Plan B (paper)
Black, African-American
Bachelor's Degree
Plan C (coursework)
Hispanic
Master's Degree
Native Hawaiian/Pacific Islander
Doctoral Degree
4. How old are you?
White
11. Before you began graduate work at
USU, where were you living?
<25
35-39
25-29
40-49
8. Marital Status:
30-34
>=50
Single
Widowed
Elsewhere in Utah
Married
Divorced
Separated
Elsewhere in Idaho
5. Gender
male
Two or more races
In Cache Valley (Logan and vicinity)
Elsewhere in the USA
9. How many children do you have?
female
None
Four
One
Five
Yes
Two
Six or more
No
Three
6. Are you a U.S. Citizen?
Outside the USA
Section II: About Your USU Graduate Program
12. How many years have you been enrolled
as a graduate student while pursuing this
degree at USU?
<1 year
4 years
1 year
5 years
2 years
6 years or more
3 years
16. While pursuing this graduate degree at USU, which of the following
types of financial assistance did you receive? (Check all that apply)
Research Assistantship
Teaching Assistantship
General Assistantship
Graduate Instructor
Graduate fellowship through School of Graduate Studies
13. During the period of your enrollment as a
graduate student at USU, have you changed
departments or programs?
Department or college fellowship or scholarship
Student Loan
Yes
Other (Please specify):
No
No graduate financial assistance was received
If yes, why did you change?
17. While pursuing this graduate degree at USU, about what percent of your
financial support for school (tuition, books, housing, food, etc.) came from
each of the following sources? (Write in the percent for each source. The
total should add to 100%).
Parents or other relative
14. What is your cumulative GPA for
your graduate studies at USU?
4.0-3.80
3.39-3.20
3.79-3.60
3.19-3.00
3.59-3.40
<3.00
Spouse
Personal savings
Employment
15. Have you ever attended the Teaching Assistant
or International Teaching Assistant workshop
that is offered by the USU School of Graduate
Studies?
Scholarships or fellowships
Research or teaching assistantships
Yes
Loans
No
Other
C-2
1
0
0 %
47483
18. What do you expect to do after you finish this graduate degree?
Pursue additional graduate training at USU
Pursue additional graduate training at another institution
Begin a professional career in an educational institution
Begin a professional career with a government agency
Begin a professional career in the private sector or with a non-government organization
Continue current employment
Other plans (please specify):
Uncertain
19. Where did you take the majority of your
graduate classes?
20. While pursuing this graduate degree at USU, about what percent of
your coursework has involved each of the following types of instruction?
(Write in the percent for each type of instruction. The total should add to
100%).
USU Logan Campus
Other USU locations (Moab, Roosevelt, etc)
% "Face-to-face" on the USU Logan Campus
% "Face-to-face" at another USU location
% Broadcast courses
% Online courses
% Independent study courses (not including thesis)
% Other
1
0
0 %
Section III: Your Experiences as a USU Graduate Student
For each item below, indicate how satisfied you are with that aspect of your experience as a graduate student at USU.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Not Applicable
21. Available information provided by the School of Graduate Studies about degree requirements.
22. Available information provided by my department about degree requirements.
23. The process of applying to graduate school at USU.
24. Helpfulness of the School of Graduate Studies in responding to my questions and/or concerns.
25. Helpfulness of staff members in my department in responding to my questions and/or concerns.
26. Helpfulness of my major professor in responding to my questions and/or concerns.
27. Availability and amount of interaction with my major professor.
28. The overall quality of :
a. Courses I took inside my department.
b. Courses I took outside my department.
c. Computer access available in my department.
d. Research facilities available in my department.
e. Library collections of books and journals in my field of study.
f. Library collections of electronic journals in my field of study.
g. Ability of obtaining library resource materials through interlibrary loan.
29. Relevance of my USU graduate studies to my career goals.
30. Information and services provided by the Graduate Student Senate (GSS).
31. Availability of financial assistance to help cover the costs of my graduate program.
32. The overall quality of my graduate education at USU.
C-3
47483
33. In planning your graduate program, what has been the single most important source of information for you?
Major professor
Other students
USU General Catalog
Graduate committee
Department graduate advisor
School of Graduate Studies staff
Other faculty
Department graduate requirement sheet/handbook
Other
34. As you think about your experience as a graduate student at USU, what did the university or your department do well?
(Please specify department or program when making comments about them.)
35. How could the university or your department better meet the needs of graduate students? (Please specify department or
program when making comments about them.)
Please indicate the extent to which you agree or disagree with each statement.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Not Applicable
36. I would have liked to receive better feedback on my academic progress.
37. My graduate program adequately prepared me for my future career.
38. My department provided an intellectually stimulating environment.
39. Students were respected and treated fairly in my department.
40. My department has done a good job of providing me opportunities for professional development (attending
meetings, presenting papers, networking with others, etc.).
41. During my first year of graduate studies, my department did a good job of helping me understand
requirements, expectations, and procedures.
42. My advisor/major professor was an effective mentor who provided useful and supportive guidance.
43. There was good communication between faculty and graduate students in my department.
44. Faculty members in my department were interested in the welfare and success of graduate students.
45. The procedures and criteria used by my department for allocating financial aid were fair and equitable.
46. The level of assistantship funding provided in my department was adequate to meet the needs of those
students being supported.
47. My department was helpful and supportive in graduates' search for professional employment.
48. If you attended the Teaching Assistants Workshop offered by the School of Graduate Studies, it provided the
content needed to help graduate students be effective teaching assistants and course instructors.
49. School of Graduate Studies thesis/dissertation guidelines and procedures were clear and reasonable (for PhD
and Plan A students only).
50. The School of Graduate Studies provided good information about filing for candidacy, program of study forms,
meeting deadlines, etc.
51. My career opportunities have improved significantly as a result of completing my graduate degree at USU.
52. If I had to make the decision again, I would still come to USU.
53. I would recommend USU to a friend who is a prospective graduate student in my program.
C-4
APPENDIX D
Written Comments: "As you think about your experience as a graduate student at USU, what did the
university or your department do well?"
School of Graduate Studies - As you think about your experiences as a graduate
student at USU, what did the university or your department do well? Specify
department/program.
Advising
THEY GOT ME ENROLLED IN THE PROGRAM AND HELPED ME SET A SPECIFIC PLAN OF
COURSEWORK
PSYCHOLOGY CLEARLY IDENTIFIED REQUIREMENTS AND EXPECTATIONS
DAVID VERNON WAS EXCELLENT HE KEPT ME WELL ADVISED AND INFORMED. HE WAS
ALWAYS AVAILABLE TO HELP ME AND ANSWERED QUESTIONS IN TIMELY MANNER DESERVES
A RAISE
ANSWERED QUESTIONS
COMMUNICATION AND HELPFULNESS WHEN NOT SURE ABOUT SOME ITEMS
KATHY WAS VERY HELPFUL AND I RECRUITED PEOPLE INTO THE PROGRAM BECAUSE SHE
WAS SO HELPFUL. BEST ADVISOR I HAVE EVER HAD.
LINDI BROWN WAS ALWAYS QUICK TO RESPOND AND ALWAYS ON TOP OF THINGS
OVERALL I WAS ALWAYS MADE AWARE OF WHAT WAS REQUIRED OF ME BY HAVING THE
SYLLABUS EMAILED TO ME OR MADE AVAILABLE
KATHY MCCONKIE AND LINDI BROWN ARE THE BEST! THEY WERE SO HELPFUL AND READY
TO LEND A HAND.
KATHY MCKONKIE AND LINDI BROWN IN THE MBA OFFICE DO MORE FOR THE STUDENTS IN
THE MBA PROGRAM THAN ANY OTHER PERSON ORGANIZATION ETC IN GETTING THINGS
DONE. THEY DESERVE RAISES!
KATHY MCCONKIE AND LINDI BROWN DID A GREAT JOB HELPING US WITH THE INFORMATION
WE NEEDED
PROVIDED GREAT INFORMATION ABOUT DEGREE, REQUIREMENTS, COURSES ONLINE!
FANTASTIC SUPPORT FROM JUDY KURTZMAN (PROGRAM COORDINATOR) AND MAJOR
ADVISOR, GRADUATE COMMITTEE
THE ACADEMIC SUPPORT STAFF FOR THE MBA PROGRAM WERE PHENOMENAL. THEY WERE
TIMELY, RESPONSIVE, HELPFUL, PATIENT, COMPETENT, AND GREAT TO WORK WITH. (LINDI
BROWN AND KATHERINE MCCONKIE)
THE ECE GRADUATE ADVISOR MADE SURE MY INBOX WAS ALWAYS FULL OF
ANNOUNCEMENTS & OPPORTUNITIES
BONNIE IS AMAZING!
KATHY MCCONKIE AND LINDI BROWN
BONNIE OGDEN WAS EXCELLENT AT PROVIDING INFORMATION AND HELP FOR PLANNING MY
STUDIES
COMMUNICATED OPENLY (KATHY MCKONKIE)
FREQUENT EMAILS/CONTACT WITH ADVISOR. HE WAS GREAT
MARLO DID A GREAT JOB AT KEEPING ME ON TRACK
LINDY BROWN WAS VERY HELPFUL.
DEPARTMENT ADVISOR HELPED ME FIND A CLASS TO FILL CREDITS I WAS LACKING
I VERY GOOD JOB BY THE ECE GRAD ADVISOR.
THE DEPT ADVISOR WAS VERY PROFESSIONAL AND VERY CLEAR AT THE MOMENT OF GIVING
INSTRUCTIONS
OUTLINED WHICH COURSES NEEDED TO BE TAKEN TO OBTAIN MY DEGREE
THE WILD DEPARTMENT ADVISOR (MARSHA BAILEY) WAS EXCELLENT HELP.
THE MBA ADVISORS WERE EXCELLENT IN TAKING CARE OF REGISTRATION EACH SEMESTER.
THIS WAS A HUGE TIME SAVER FOR ME.
DETAILED SCHEDULE OF WHAT CREDITS NEEDED TO BE TAKEN
PROVIDE A RELIABLE GRADUATE ADVISOR
GRADUATE ADVISOR IS GREAT
KATHY & LINDI ARE AMAZING HIRING THEM AS EMPLOYEES IS WHAT THE BUSINESS SCHOOL
DID WELL.
LINDI BROWN & KATHY MCCONKIE WERE AMAZING. THEY DID AN EXCELLENT JOB OF MAKING
SURE WE WERE ENROLLED AND HAD ALL THE INFORMATION NEEDED.
KATHY MCCONKIE & LINDI BROWN ARE SUPER HELPFUL
D-1
KRIS HELPED KEEP ME ON TRACK & CURRENT W/ APPLICATION/REGISTRATION DUE DATES
AND DEADLINES - GREAT HELP!
THE ADVISING COUNSELOR ALWAYS MADE SURE THAT OUR QUESTIONS AND NEEDS WERE
ALWAYS TAKEN CARE OF (CIVIL ENGINEERING DEPARTMENT - MARLO BAILEY)
KATHY MCCONKIE NEEDS TO BE RECOGNIZED AS BEING AN OUTSTANDING USU STAFF
MEMBER. SHE IS VERY KNOWLEDGEABLE AND ALWAYS WILLING TO HELP.
KATHY MCKONKIE & LINDI BROWN WERE AMAZING
GETTING INFO TO ME, & HELPING ME WITH MY TIMELINE
MY DEPARTMENT GRAD ADVISOR WAS GREAT ABOUT HELPING ME SORT THROUGH THE
TONS OF PAPERWORK.
MEGAN RALPHS AND LISA LEISHMAN OF THE MSHR DEPARTMENT WERE GREAT! COULDN'T
HAVE DONE IT WITHOUT THEM!
MAKING GOALS CLEAR SEMESTER TO SEMESTER WHAT NEEDED TO BE DONE WHEN.
CINDY MOULTON IN THE DEPARTMENT OF MATHEMATICS AND STATISTICS IS VERY
KNOWLEDGEABLE AND HELPFUL IN COMPLETING DEGREE REQUIREMENTS AND PRETTY
MUCH ANY OTHER QUESTION I EVER HAD
HIRED KATHY MCCONKEE SHE MADE EACH PERSON FEEL LIKE THIS IS WHERE THEY BELONG.
WORKING W/ STUDENTS ON SPECIFICS TO HELP THEM ACHIEVE GOALS WHILE DEALING W/
LIFE ISSUES. :)
CIVIL ENGINEERING DEPARTMENT ADVISOR DID WELL IN MAKING SURE THE PROCESS WAS
CLEAR FOR THE THESIS WORK AND ALSO IN HELPING WITH TUITION AWARDS
SHELLY HELPED ME WHEN THE GRAD STUDIES OFFICE THREATENED ME
KEPT ME UP TO DATE ON CURRENT EVENTS AND WORKSHOPS
STUDENT ADVISERS IN ME AND BE ARE VERY HELPFUL AND EAGER TO HELP STUDENTS
SOLVE THEIR PROBLEMS
DAVID VERNON IS A FANTASTIC ACADEMIC ADVISOR, HE GOES ABOVE AND BEYOND THE CALL
OF DUTY
UTILIZING TECHNOLOGY; KEEP TRACK OF STUDENT PROGRESS AND DEADLINES FOR FORMS
ETC; ADVISING STUDENTS AND ANSWERING THEIR QUESTIONS; TEACHING MATERIAL
RELEVANT TO THE PROGRAM AND FUTURE CAREERS AND FOR CERTIFICATION IN OUR FIELD
PROVIDED A CLEAR SCHEDULE OF COURSES THAT WOULD ALLOW ME TO CONTINUE ON MY
EDUCATION TRACK
IN THE CIVIL ENGINEERING DEPARTMENT MARLO WAS VERY HELPFUL IN HELPING ME APPLY
AND CHART MY PROGRESS THROUGH THE PROGRAM. MY PROFESSORS, HEASLIP AND CHER
WERE ALSO VERY HELPFUL AND SUPPORTIVE THROUGH THE GRADUATE SCHOOL
MADE MY OPTIONS CLEAR BONNIE OGDEN ROCKS
MAE HAS A GREAT GRADUATE ADVISOR THAT KNOWS EACH GRAD STUDENT BY NAME AND IS
ALWAYS VERY HELPFUL. THE PROFESSORS ARE ALSO AVAILABLE AND WILLING TO PROVIDE
HELP OUTSIDE THE CLASS
CAMILLE ODELL HAS BEEN PHENOMENAL IN HELPING OUR CLASS THROUGH THE WHOLE
PROCESS. SHE HAS GONE ABOVE AND BEYOND TO INSURE WE HAVE BEEN SUCCESSFUL AND
HAD THE INFORMATION WE NEED
CAMILLE ODELL (SCHOOL OF COUNSELING) WAS VERY GOOD
KATHY MCKANZIE AND LINDI BROWN ARE EXCELLENT
RESPONDED TO MY EMAILS VERY PROMPTLY THANK YOU
KATHY MCKONKIE AND RICHARD JENSON HAVE BEEN EXTREMELY HELPFUL AND
CONSIDERATE (MY ADVISORS). ACCOUNTING CAREER PLACEMENT IS GREAT
I APPRECIATED THE EMAILS SENT TO ME ABOUT UPCOMING DEADLINES FOR THE GRADUATE
REQUIREMENTS. MY ADVISORS WERE GREAT AT EMAIL WHEN I HAD A QUESTION - THEY GOT
RIGHT BACK TO ME. I HAD A GREAT EXPERIENCE WITH THE KNOWLEDGEABLE PROFESSORS
IN THE FIELD.
THE ADVISORS ASSIGNED TO ME WERE REALLY GOOD, THEY ANSWERED MY QUESTION IN A
TIMELY MANNER. IF THEY COULDN'T ANSWER THEN THEY
FOUND SOMEONE
WHO COULD
(
)
HANKS.
D-2
MY ADVISOR ALWAYS RESPONDED PROMPTLY, THOROUGHLY, AND INCLUDED OTHER
PEOPLE IN THE COMMUNICATION LOOP.
ECE - WE HAD A SPECIFIC DEPT GRAD ADVISOR WHO KNEW WHAT SHE WAS DOING AND
COULD ANSWER QUESTIONS
DEPT ADVISER PROVIDED INSIGHT TO COURSE SELECTION AND SEQUENCE AND HOW THAT
SELECTION AFFECTS EMPLOYMENT IN THE UTAH PUBLIC SCHOOL SYSTEM
KATHY AND LINDI WERE VERY HELPFUL/SUPPORTIVE
Courses/Coursework
IN GENERAL THE QUALITY OF THE GRADUATE LEVEL COURSES WAS EXCELLENT
APPLIED TRAINING IN MY FIELD PSYCHOLOGY
GOOD OPPORTUNITIES TO DEVELOP SKILLS. GOOD REAL LIFE BUSINESS APPLICATION.
EXCELLENT ACCOUNTING COURSE AND INSTRUCTOR. EXCELLENT OPERATIONS COURSE
THE ELECTIVE CLASSES (METHODS CLASSES) WERE GENERALLY GOOD
EXCELLENT APPLICABLE CLASSES, CARING AND INVOLVED PROFESSORS (DEAF EDUCATION)
ROTATING COURSEWORK TO REAL WORLD APPLICATION
GOOD CLASSES
GOOD QUALITY CLASSES & TEACHERS
THE MAE COURSES AND PROFESSORS ARE ALSO VERY GOOD (WHAT FEW THERE ARE).
EDUCATIONAL CONTENT
BUSINESS-INSTRUCTION COURSEWORK, RELEVANCE
THEY OFFERED EXCELLENT CLASSES EACH SEMESTER
AVAILABLE CLASSES
CLASSES WERE GOOD & SO WAS THE MENTORING BY MULTIPLE PROFESSORS
MY COURSE WORK WAS OVERALL EXCELLENT THE EDUCATION DEPARTMENT OFFERS GOOD
CLASSES WITH GREAT PROFESSORS.
THE CLASSES IN THE LAEP PROGRAM AND THE HISTORY FOLKLORE NATURAL RESOURCES
AND PSC DEPARTMENTS WERE EXCELLENT. THE LAEP DEPARTMENT ESPECIALLY OFFERS
LOTS OF HANDS-ON OPPORTUNITIES.
COURSES WERE INTERESTING AND DIVERSE.
NOT MUCH THE BEST CLASS I TOOK WAS AN ENVIRONMENTAL ENGR CLASS TAUGHT BY DR
LAURIE MCNEILL. MOST OF THE CE INSTRUCTORS ARE LAZY AND DON'T EXECUTE TEACHING
WELL.
I APPRECIATED THE CHALLENGING PROJECTS AND COURSES. MOST OF THEM WERE
FASCINATING AND DIFFICULT I FELT LIKE I WORKED FOR MY DEGREE WHICH IS IMPORTANT.
APPLICATION OF THEORIES & PRINCIPLES TO THE REAL WORLD.
EVERY GRADUATE COURSE THAT I TOOK FROM THE TEAL DEPARTMENT WAS EXCELLENT.
THE PROFESSORS DID AN EXCELLENT JOB IN TEACHING THE CURRICULUM AND HELPING ME
TO GAIN A GREATER UNDERSTANDING. I COULD TELL THAT THEY ENJOY WHAT THEY DO AND
TOOK A VESTED INTEREST
THE COURSES IN THE COMPUTER SCIENCE DEPARTMENT ARE VERY GOOD AND I AM
SATISFIED WITH THE INSTRUCTORS
COMPUTER SCIENCE DPT PROVIDED VERY GOOD COURSES
THE COURSE WORK FOR THE MASTERS IN EDUCATION DEGREE WAS HELPFUL AND VERY
APPLICABLE TO MY CURRENT EMPLOYMENT
CHALLENGING COURSES HELPED TO BROADEN MY EDUCATION AND IMPROVE THE SKILLS
NEEDED FOR MY CAREER
MOST OF THE CLASSES WERE GOOD AND SOME WERE OUTSTANDING MY PROFESSORS HAD
ME DOING THINGS AND LEARNING SKILLS I DIDN'T THINK I COULD EVER DO
COURSE WORK PROVED HIGHLY APPLICABLE TO MY CAREER. EXCELLENT INSTITUTION
ORIENTATION CLASS WAS VERY HELPFUL (FCHD) - GREAT OPPORTUNITY GRAD STUDENT
READING SYMPOSIUM(USU). - VERY GOOD TO OFFER ASSISTANTSHIPS - OVERALL A VERY
GREAT EXPERIENCE - GREAT FACULTY WHO CARE
D-3
COURSES WERE THOROUGHLY DESIGNED AND DEMANDING I REALLY LIKED THE RIGOR OF
COURSEWORK!!
THE CLASSES WERE A GREAT PREPARATION FOR INCREASING MY UNDERSTANDING TO BE A
BETTER TEACHER
1 COURSE LOAD 2 COMBINATION OF THEORY AND PRACTICE
THE COURSES TAUGHT BY THE FACULTY MEMBERS IN THE CS DEPARTMENT NOT ONLY
INCREASED MY KNOWLEDGE IN THE FIELD BUT ALSO HELPED MY GET A JOB
PROVIDED HANDS ON COURSES
I TOOK 2 ELECTIVE CLASSES FROM ASTE THAT WERE PROBABLY THE MOST USEFUL CLASSES
I'VE EVER ATTENDED. THEY WERE SENSATIONAL. I LEARNED A LOT THROUGH INDEPENDENT
STUDY COURSES ALSO.
CLEAR COURSE TO FOLLOW RELEVANT COURSEWORK LEARNING THROUGH THE
DISSERTATION PROCESS
CLASS CONTENT WAS GOOD FOR THE MOST PART
KNOWLEDGEABLE CLASS PRESENTATIONS
Department/Program
DEPT. OF ASTE - RE-EVALUATED CHALLENGING CLASSES, PROFESSORS WILLING TO HELP
AND GO AT THE PACE OF THE CLASS.
QUALITY INSTRUCTION IN THE SPECIAL EDUCATION DEPT
I AM FROM COMPUTER SCIENCE DEPARTMENT. I WAS GIVEN ALL THE FACILITIES THAT I NEED
FOR MY EDUCATION
IRRIGATION ENGINEERING PROGRAM - ORIENT GRADUATE STUDENTS
THE DEPARTMENT WAS ALWAYS VERY HELPFUL ABOUT MAKING SURE THAT EVERYTHING
WAS DONE AS NEEDED AND IN ANSWERING ANY QUESTIONS
ANYTIME THAT I HAD QUESTIONS OR NEEDS PEOPLE IN MY DEPARTMENT WERE THERE.
(WILDLAND RESOURCES)
I LOVED IT AND RECOMMEND IT TO MANY FELLOW TEACHERS
THE MIS DEPARTMENT HAS GREAT TEACHERS WHO REALLY CARE ABOUT HELPING ANY
STUDENT UNDERSTAND ANY TOPIC, ANSWER ANY QUESTION AND PROVIDE GUIDANCE
PERTAINING TO A CAREER
MY MIS DEPARTMENT DID EVERYTHING WELL
SCHOOL OF ACCOUNTANCY ALL FACULTY WERE AVAILABLE AND WILLING TO TALK ABOUT
ANY QUESTIONS
I FEEL THAT MY DEPARTMENT DID A VERY JOB OF SETTING HIGH EXPECTATIONS FOR ME AND
HELPING ME TO REACH THOSE EXPECTATIONS. DEPARTMENT OF DEAF EDUCATION
PREPARES YOU WELL FOR THE WORK AHEAD.
ENCOURAGED STUDENTS TO DO THE INTERNATIONAL EXPERIENCE TOUR FOR ON CAMPUS
MBA'S I WOULD HAVE LIKE A REQUIREMENT FOR OFF CAMPUS TOO THOUGH.
BUSINESS DEPARTMENT WAS VERY ACCOMMODATING IN MAKING SCHEDULE/CLASS
CHANGES TO MEET MY GOALS AND NEEDS
ELECTRICAL ENGINEERING - MOST OF THE COURSES RELATED TO MY EMPHASIS HAD BEEN
DISCONTINUED BY THE DEPARTMENT, CAN'T FIND PEOPLE TO TEACH THEM. HOW CAN ECE
REMAIN ACCREDITED WITH OUT TEACHING CORE COURSES SUCH AS NETWORKING AND
REAL TIME SYSTEMS? I HAD TO
DEPT OF BIOLOGY DEPT OF MATH/STAT AND THE ECOLOGY CENTER FACILITATED MY
PURSUIT OF A STATISTICS DEGREE CONCURRENT WITH MY DOCTORAL WORK
MY DEPARTMENT LISTENED TO MY SUGGESTIONS AND WAS WILLING TO WORK WITH ME
TOWARD MAKING MY PROGRAM A GREAT LEARNING EXPERIENCE. THEY MADE
ACCOMMODATIONS WHEN NEEDED. (SW)
I HAD A GREAT EXPERIENCE IN WORKING WITH THE HUNTSMAN SCHOOL OF BUSINESS MBA
STAFF. ALL OF THE PROFESSORS I HAD WERE GREAT AND I KNOW FOR A FACT THAT USU
WAS THE BEST PLACE I COULD HAVE GONE FOR MY MBA
DEPARTMENT OF EDUCATION IS VERY WELL ORGANIZED AND SEEMED TO KNOW ME WHEN
EVER I CALLED EVEN THOUGH I DID MOST OF MY CLASSES IN SALT LAKE I APPRECIATED THAT
CONSTANT FEEDBACK VIA EMAIL VIA SCHOOL OF BUSINESS
D-4
MADE EVERYTHING DOABLE AND SCIENTIFIC HPER IS PERSONALIZED AND ENGAGING.
THE PROGRAM WAS WELL PUT TOGETHER AND TIMING WAS VERY GOOD.
MBA PROGRAM WAS VERY RESPONSIVE TO INQUIRIES
THE HPER DEPT ESPECIALLY MY COMMITTEE MEMBERS DRS GAST AND WAITE WERE
INVALUABLE IN AIDING ME IN COMPLETING MY DEGREE.
THE MISM PROGRAM HAS VERY USEFUL COURSEWORK. THE PROJECT BASED APPROACH
MAKES THE KNOWLEDGE GAINED VERY APPLICABLE. THEY ARE ALSO VERY WILLING TO
WORK WITH STUDENTS TO BETTER FACILITATE THE STUDENTS NEEDS
DEAF ED HAS A VERY PERSONAL RELATIONSHIP WITH EACH OF THEIR STUDENTS WHICH
HELPS IN SUCH A HIGH STRESS FIELD
THE SCHOOL OF ACCOUNTANCY DOES A GREAT JOB OF PLACING STUDENTS IN THE JOB
MARKET AND FACILITATING LEARNING IN THE PROFESSIONAL WORKPLACE
THE EAPS PROGRAM IN PSYCHOLOGY BECAME SUDDENLY VERY FOCUSED AND ATTEMPTED
TO BECOME VERY ORGANIZED.
MY DEPARTMENT DOES A VERY GOOD JOB AT SELLING THE STUDENTS IN THE PROGRAM TO
PROSPECTIVE EMPLOYERS
I REALLY ENJOYED MY EDUCATION AND THOUGHT IT WAS A QUALITY PROGRAM IN ALL
ASPECTS
RESPONDED WHEN I HAD QUESTIONS OR CALLED THEM (ALL DEPARTMENTS)
THE DEPARTMENT OF ENVIRONMENT & SOCIETY HAS GREAT DEPARTMENT FACULTY AND
STAFF WHOM ARE EXTREMELY HELPFUL AND SUPPORTIVE
ACCOUNTING - WORK WITH STUDENTS VERY WELL.
NO COMMENTS BUT FOR THE DEPARTMENT, I FOUND NO BENEFIT ATTENDING GRADUATE
COLLOQUIUM, ONLY WASTE OF MY TIME AND EXTRA MONEY IN MY TUITION!
THE PSYCHOLOGY DEPARTMENT WAS CHALLENGING & SUPPORTIVE ESPECIALLY MAJOR
PROFESSOR.
I LIKED THE SCHEDULE. IT WAS THE ONLY WAY FOR ME TO CONTINUE WORK AND GET MY
MASTERS DEGREE.
AVAILABILITY OF SEMINARS, THESE FACILITATE INTERACTION AMONG STUDENTS,
PROFESSORS AND OTHER PEOPLE WITHIN THE ENVIRONMENTAL ENGINEERING FIELD. (CEE
DEPT, ENVIRONMENTAL ENGINEERING)
THE EDUCATION DEPARTMENT WAS VERY HELPFUL!
MSHR PROGRAM WAS AMAZING AT STAYING INVOLVED WITH ITS STUDENTS. I CAN'T THINK OF
ANYTHING IN THE MBA PROGRAM THAT IMPRESSED ME
THE ENGLISH DEPARTMENT WAS EXTREMELY KNOWLEDGEABLE IN MY AREA OF STUDY AND
MY WRITING GREW MORE THAN I HAD EVEN HOPED OR EXPECTED.
I THOUGHT THE COMD DEPARTMENT DID AN EXCELLENT JOB IN HELPING ME NAVIGATE MY
WAY FROM START TO FINISH. I ALWAYS KNEW WHAT NEEDED TO HAPPEN NEXT
THE DEPARTMENT WAS VERY UNDERSTANDING TO MY PROFESSIONAL DEMANDS AS WELL AS
BEING VERY PERSONABLE.
COMD HAD GREAT PROFESSORS MY FIRST 2 SEMESTERS. THE DEPARTMENT
DEMONSTRATES A HIGH LEVEL OF INTEREST IN THE SUCCESS OF ITS STUDENTS
THE CIVIL ENGINEERING DEPARTMENT OFFERED QUALITY COURSES WHICH ARE VERY
APPLICABLE TO MY INTERESTS. THE TEACHING METHODS AND FOCUSES OF THE CLASSES
WERE VERY EFFECTIVE.
THEY TOOK CARE OF ALL REGISTRATION AND PLANNING SO I COULD FOCUS ON MY STUDIES.
THE COLLEGE OF BUSINESS FACULTY AND STAFF WERE VERY EFFICIENT IN THE WAY THEY
HANDLED THINGS
THE SOCIAL WORK DEPARTMENT WAS OPEN TO SUGGESTIONS, AS THIS WAS A NEW
PROGRAM & WE WERE THE FIRST PART TIME COHORT
ECOLOGY CENTER WAS VERY GOOD AT MAKING REQUIREMENTS KNOWN AND
UNDERSTANDABLE
ENGLISH - SINCE I WAS THE FIRST PHD STUDENT IN THIS PROGRAM, I APPRECIATED THE
FACULTY'S SEEKING FOR MY FEEDBACK AND MAKING ME FEEL LIKE A COLLEAGUE AS WELL
AS A STUDENT.
THE PROGRAM WAS STREAMLINED AND ORGANIZED WELL
WILLINGNESS TO WORK WITH INDIVIDUAL SCHEDULES AND TRUE DESIRE TO SEE STUDENTS
SUCCEED
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THE FOLKLORE SPECIALIZATION IN THE AMERICAN STUDIES PROGRAM IN THE ENGLISH
DEPARTMENT IS INCREDIBLY DIVERSE. THE WIDE RANGE OF TOPICS DISCUSSED REALLY
GIVES THE TRACK A WELL ROUNDED FEEL I HIGHLY RESPECT THE INSTRUCTORS' CHOICE OF
TOPICS.
THE NR DEPARTMENT KEPT GRADUATE STUDENTS WELL INFORMED ABOUT GREAT
OPPORTUNITIES
ENGLISH DEPARTMENT PROVIDED A LOT OF FLEXIBILITY EASY TO WORK WITH DEADLINES
AND REQUIREMENTS
MY DEPARTMENT WAS ABSOLUTELY WONDERFUL, THE FACULTY WAS EXTREMELY HELPFUL,
PROFESSIONAL AND PERSONAL. THEY REALLY WANTED TO SEE ME SUCCEED.
OVERALL I FELT THE SCHOOL OF EDUCATION & TEAL DEPARTMENT MADE THE PROCESS
EASY & FOCUS ON SCHOOL AND NOT WORRY ABOUT WHAT CLASSES, WHEN ETC
ASC PROGRAM CATERED TO OUR WORKING SCHEDULES
VERY GOOD PROGRAM FOR FIRST TIME THROUGH. FACULTY ACTIVELY SOUGHT & ACTED ON
STUDENT INPUT TO IMPROVE PROGRAM
MIS DEPARTMENT GREAT SUPPORT WHILE ATTENDING
THE HUNTSMAN SCHOOL BRINGS IN GOOD SPEAKERS FOR CONVOCATIONS AND OTHER
ACTIVITIES.
DEAF ED PLACED ME IN A DEAF SCHOOL OUTSIDE THE STATE WHERE I DID MY STUDENT
TEACHING.
CREATED A SIMPLE PROGRAM DESIGNED AROUND PREPARING STUDENTS LIKE MYSELF TO
BECOME CPA'S
MY DEPARTMENT: GREAT MAJOR PROFESSOR, GREAT SECRETARY
WITHIN MY DEPARTMENT THE BIOLOGY OFFICE WAS ALWAYS HELPFUL, THE SCHOOL OF
GRADUATE STUDIES OFTEN NOT SO.
MECHANICAL ENGINEERING. IT ALWAYS ENCOURAGE YOU TO DO SOMETHING CREATIVE
MY DEPARTMENT WAS GREAT. I WAS ON A FIRST NAME BASIS WITH EVERY FACULTY
MEMBER. MANY OF THEM TOOK EXTRA TIME TO HELP ME.
THE PROGRAM WAS DESIGNED WELL. THE EXPECTATIONS WERE CLEAR AND OBTAINABLE. I
ALSO APPRECIATED HOW RESPONSIVE AND AVAILABLE THE PROFESSORS WERE.
ACCOUNTING PORTION OF PROGRAM DID AN EXCELLENT JOB PREPARING ME FOR CPA EXAM
AND EMPLOYMENT FIELD - COURSE WORK WAS EXTREMELY APPLICABLE.
THEY WERE ALL HELPFUL WITH BOTH MOTIVATION, INFORMATION, AND SUPPORT
UNIVERSITY AND DEPT FACULTY AND STAFF ARE GENERALLY VERY FRIENDLY AND HELPFUL.
DEPT CLASSES ARE NOT OFFERED NEARLY AS OFTEN AS IS NEEDED, AND MANY CLASSES
ARE NOT TERRIBLY APPLICABLE IN THEIR MATERIAL.
COMD-SEIM: PROVIDED US WITH THE CURRENT RESEARCH & PRACTICAL MATERIALS TO BE
EQUIPPED TO WORK IN OUR FIELD. PROFESSORS WERE VERY PERSONABLE & GOT TO
KNOW THEIR STUDENTS.
THE MIS DEPT WERE THERE ALWAYS WHEN I NEEDED THEM. I COULD LITERALLY WALK INTO
THE MIS HEAD OFFICE AND HE WILL GIVE A SMILE AND PERSONALLY HELP.
CLEAR INFORMATION ON WHAT COURSES TO TAKE & REGISTRATION FOR COURSES.
INFORMATION ON AMERICORPS. SOME PROFESSORS IN THE PROGRAM WERE EXCEPTIONAL.
THE DEPARTMENT CHAIR WAS VERY GOOD
ECOLOGY CENTER HOSTED WORLD CLASS VISITING SEMINAR SPEAKERS.
THE SOCIOLOGY DEPARTMENT WAS VERY SUPPORTIVE OF MY GOALS AND AMBITIONS BOTH
PERSONAL AND ACADEMIC. ADDITIONALLY THE DEPARTMENT WAS UNDERSTANDING AND
FLEXIBLE DURING SOME PERSONAL ISSUES THAT OCCURRED DURING MY TIME AT USU.
THE COMD DEPT WAS ALWAYS SUPPORTIVE YET VERY CHALLENGING. THEY ALWAYS
PUSHED ME TO DO MY BEST.
ITLS ORIENTATION FOR MY COHORT WAS GREAT
NDFS CLEAR EXPECTATIONS PROFESSORS VERY AVAILABLE FOR ADVICE
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DEPARTMENT OF SOCIOLOGY PROVIDED ALL THE RESOURCES AND GUIDANCE TO BECOME
THE BEST SCHOLAR I COULD BE.
INDIVIDUALS WITH IN WILDLAND RESOURCES DEPARTMENT WERE ALWAYS AVAILABLE TO
HELP.
THE STAFF IN THE ECE DEPARTMENT HAVE BEEN INCREDIBLE TO WORK WITH ESPECIALLY
THE ONES ON MY COMMITTEE.
I AM VERY SATISFIED WITH THE EXCELLENT WORK DONE BY THE DEPARTMENT OF
MECHANICAL ENGINEERING
I REALLY LIKED THE CRASH COURSE MY PROGRAM OFFERED ON LEARNING ABOUT A
GRADUATE PROGRAM AND WHAT TO EXPECT.
THE INSTRUCTIONAL TECHNOLOGY DEPARTMENT RUNS REALLY WELL AND THE
PROFESSORS ARE TERRIFIC
PROGRAMS TO EXHIBIT WORK.
THE FCHD DEPARTMENT AND THE MFT PROGRAM FACULTY CONSISTENTLY MADE
THEMSELVES AVAILABLE TO ANSWER MY QUESTIONS AND HELP ME COMPLETE MY
GRADUATE STUDIES REQUIREMENTS
DEPARTMENT: HELPED ON COUPLE OF OCCASIONS BY PROVIDING CONFERENCE TRAVEL
MONEY.
DEPT WILD DID A GREAT JOB OF BRINGING IN OUTSIDE RESEARCHERS FROM OUR FIELD TO
INTERACT W/ STUDENTS
THE POLITICAL SCIENCE DEPARTMENT AIDED THEIR GRADUATE STUDENTS IN THE PROGRAM
EXTREMELY WELL.
PROVIDED A GREAT PROGRAM WITH NEWEST INFORMATION
ENGLISH DEPARTMENT IS STRONG IN CROSS CURRICULAR ED. VERY INVOLVED IN GRAD
STUDENTS WORK
THE WATERSHED DEPARTMENT PROVIDED VERY APPLICABLE COURSES AND PROVIDED A
GREAT LEARNING ATMOSPHERE.
ITLS DID A GREAT JOB OF HAVING COURSES THAT WERE AVAILABLE.
OVERALL THE FACULTY/STAFF I WORKED WITH & MY ASSISTANTSHIP WAS A GREAT
EXPERIENCE HOWEVER I FEEL I WAS NOT WELL INFORMED REGARDING DEADLINES & DATES
FOR GRADUATE WORK AND FESTIVITIES
THE WATS DEPARTMENT OFFERED VERY GOOD COURSES. GOOD TO WORK WITH
SSWA WAS VERY ENGAGED IN KEEPING ME ON TRACK, AND PROVIDING INFORMATION ABOUT
COURSE WORK OUTSIDE THE DEPARTMENT RELEVANT TO MY DEGREE
ENVS EXCELS AT MAKING CONNECTIONS ACROSS DISCIPLINES AS WELL AS ENCOURAGING
STUDENTS & FACULTY TO BUILD RELATIONSHIPS AND NETWORKS.
VERY HELPFUL WITH PLANNING AND GIVING IDEAS FOR POSSIBLE RESEARCH: ALWAYS OPEN
TO VISIT WITH IN THEIR OFFICE AND DISCUSS CONCERNS; MADE AVAILABLE DEGREE
REQUIREMENTS BASED ON TRACK GRADUATE STUDENT WAS TAKING (HPER)
VERY UNDERSTANDING OF INDIVIDUAL CIRCUMSTANCES
MATH & STATS: WE HAVE THE BEST STAFF IN THIS DEPARTMENT. THEY ARE EXTREMELY
HELPFUL IN KEEPING STUDENTS ON TRACK.
ASTE: VERY HELPFUL IN WORKING TOWARDS MY CAREER GOALS.
THEATRE ARTS: PROVIDE OPPORTUNITIES TO WORK ON PRODUCTIONS AND NETWORK.
SOCIOLOGY AS GREAT AT HIGH QUALITY INSTRUCTION & ALWAYS BEING ACCESSIBLE &
SUPPORTIVE
PROVIDED A GOOD STRUCTURED COHORT
COMMUNICATION
THE SPER DEPARTMENT DOES SO MUCH FOR STUDENTS. THEY REMINDED US OF DEADLINES
AND CLASSES AND THE QUALITY OF INSTRUCTION WAS EXCELLENT. EACH MEMBER IS VERY
KIND AND ALWAYS WILLING TO HELP ME
THE MARRIAGE AND FAMILY THERAPY PROGRAM WAS EXCELLENT AT MEETING MY NEEDS
BECAUSE OF THE SMALL PROGRAM AND INTEREST OF THE PROFESSORS
MBA DEPT WAS VERY HELPFUL IN HELPING ME KNOW WHAT I NEEDED TO BE DOING
LOVED THE AFFILIATION WITH SHINGO PRIZE AND CONNECTION TO WORLD CLASS. PRIVATE,
REAL WORLD BUSINESS THINKING STRATEGY AND OPERATIONS
D-7
MY DEPT WAS ABSOLUTELY AMAZING, I RECOMMEND THE DEPARTMENT AND MAJOR
PROFESSORS TO EVERYONE INTERESTED
DEPARTMENT: GREAT AEROSPACE PROGRAM
DEPARTMENT WAS SUPPORTIVE
INFORMATION MADE SURE CLASSES WERE AVAILABLE
THEY WERE GREAT IN REGARDS TO ANSWERING QUESTIONS, GIVING SUGGESTIONS (COMD
DEPT) AND BEING VERY SUPPORTIVE
ALWAYS THERE FOR ME WHEN I NEEDED THEM
THE ENGINEERING PROGRAM IS VERY HIGH QUALITY. THE PROFESSORS GENUINELY CARE
ABOUT THE STUDENTS. THERE ARE PLENTY OF OPPORTUNITIES TO DO RESEARCH IF YOU
DESIRE TO. FACULTY CAN PROVIDE CONTACTS OUT IN INDUSTRY TO STUDENTS TO HELP GET
A JOB AFTER GRADUATION
THE ACCOUNTING DEPARTMENT OFFERS EXCELLENT COURSES AND HELP STUDENTS
PREPARE FINDING JOBS.
COMPUTER SCIENCE, PHD. EXCELLENT SUPERVISOR, GOOD COMPUTER LAB
PSYCHOLOGY - SCHOOL - WELL TRAINED IN PRACTICAL SKILLS
PROVIDE GRADUATE STUDENTS OPPORTUNITIES TO TEACH
THE DEPARTMENT COVERED THE REQUIREMENTS WELL
PROVIDED RELEVANT CAREER KNOWLEDGE. HANDS ON LEARNING THROUGH RESEARCH,
PROJECTS, AND INTERNSHIPS
COMMUNICATION WITH STUDENTS
A GREAT ASPECT OF THE MSHR EXPERIENCE IS DUE TO THE CARE AND INTEREST STEVE
HANKS AND AL WARNICK TAKE IN THE STUDENTS. ALSO, THE CLOSENESS OF COHORT MADE
THIS A GREAT EXPERIENCE.
PROVIDE A VARIETY OF COURSES
MY DEPARTMENT WAS VERY FLEXIBLE WITH ME
THE ITLS DEPARTMENT HAVE GREAT FACULTY, GREAT EQUIPMENT, USU AHS A COMPLETE
ENVIRONMENT FOR A STUDENT LIFE EXPERIENCE: SPORT, HOUSING, AND FOOD
SPECIAL EDUCATION DEPARTMENT - THEY MADE THE EXPERIENCE PERSONAL
SCHOOL OF ACCOUNTANCY HAS HIRED EXCELLENT PEOPLE
MY DEPARTMENT WAS VERY SUPPORTIVE AND ENCOURAGING. MY COMMITTEE GUIDED ME
MULTIPLE TIMES IN THE RIGHT DIRECTION
I LOVE USU GAD PROGRAMS BECAUSE ALTHOUGH THE SIZE OF GRAD SCHOOL IS SMALL, THE
QUALITY OF EDUCATION HAS CONTINUED TO BE PROVIDED TO GRADUATE STUDENTS.
MIS DEPARTMENT PROVIDED VERY GOOD HARDWARE AND RELATIVE SOFTWARE FOR MY
STUDY AND RESEARCH. AND FACULTY HELPED ME A LOT IN AND OUT OF THE CLASSROOM
THE DEPT OF CIVIL AND ENVIRONMENTAL ENGINEERING WAS ABSOLUTELY PHENOMENAL:
INFORMATION, FRIENDLY, HELPFUL.
PREPARE STUDENTS FOR EMPLOYMENT
THE MATH/STAT DEPARTMENT WAS EXCEPTIONAL AT MAKING ME FEEL LIKE AN IMPORTANT
PART OF THE PROGRAM
THE ECONOMICS AND FINANCE DEPARTMENT FACULTY GAVE ME ATTENTION, ADVICE AND
RESEARCH EXPERIENCE. I AM GRATEFUL TO THEM
HELPING ME GET READY FOR MY JOB IN THE FIELD, THERE IS A LOT OF PRACTICAL
EXPERIENCE THAT IS ALLOWED WITHIN THE PSYCHOLOGY PROGRAM
THE MSLT IS A GREAT PROGRAM, BUT THE TEAL CLASSES WE HAVE TO TAKE ARE
IRRELEVANT AND TOO EASY FOR A GRAD PROGRAM
TAILORED A PROGRAM OF STUDY TO FIT MY INTERESTS AND NEEDS
ECE DEPARTMENT COURSES ARE GOOD. ESPECIALLY DR EAMES COURSE RTOS MANAGED
TO GET A JOB BECAUSE OF THAT COURSE ITS SAD THAT THE DEPARTMENT COULD NOT GIVE
HIM TENURE
THE MATH/STAT DEPARTMENT WAS VERY SUPPORTIVE. THE STAFF ESPECIALLY CINDY
MOULTON WERE EXTREMELY HELPFUL ESPECIALLY AFTER MY MAJOR PROFESSOR MOVED
TO ANOTHER UNIVERSITY
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EVERYONE WAS VERY SUPPORTIVE WILLING TO HELP AND ANSWER QUESTIONS. ALL THE
INSTRUCTORS WERE VERY KNOWLEDGEABLE AND ENTHUSIASTIC. THE ENTIRE DEPARTMENT
WORKED WELL TOGETHER, FOR THE MOST PART.
CIVIL ENGINEERING DEPT - STUDENTS ARE VERY HIGH PRIORITY - VERY HELPFUL AND
SUPPORTIVE
DEPARTMENT: SCHOOL OF ACCOUNTANCY PROGRAM MACC
INST - THE COURSE LOAD AND PROFESSORS AVAILABILITY WERE APPROPRIATE
MATH DEPT IS VERY WELL ADMINISTERED (GOOD STAFF ESP CINDY MULTON)
THEY DID NOT GIVE UP IN HELPING ME FIND A WAY TO COMPLETE ALL THE REQUIREMENTS
FOR ACCEPTANCE INTO THE PROGRAM
CS DEPARTMENT HAS THE RIGHT ENVIRONMENT AND ENCOURAGEMENT FOR STUDENTS
WHO THRIVED TO KNOWLEDGE WITH DEDICATION AND HARD WORK
LAEP DEPT PREPARED ME FOR A CAREER IN LANDSCAPE ARCHITECTURE BY PROVIDING A
WELL ROUNDED, BROAD UNDERSTANDING OF THE MANY APPLICATIONS OF LA
THE WILD DEPARTMENT WERE FLEXIBLE WITH MY SCHEDULE AND PLANS
CEE DEPARTMENT MADE SURE I HAD ALL OF MY PAPERWORK COMPLETED
I FELT THAT THE STATS DEPARTMENT WAS VERY CONCERNED WITH MY SUCCESS AND WERE
WILLING OT HELP WHENEVER POSSIBLE
THE MARRIAGE AND FAMILY THERAPY PROGRAM EDUCATED AND ADVISED WELL ALL
FACULTY TOOK PERSONAL INTEREST IN STUDENTS AND THEIR PROFESSIONAL
DEVELOPMENT
NDFS - VERY HELPFUL WITH MY PAPERWORK
MY DEPARTMENT WAS ALWAYS WILLING TO HELP
THE DEPARTMENT OF THE MASTER OF SCIENCE IN HUMAN RESOURCES DID AN EXCELLENT
JOB AT GUIDING US TO A SUCCESSFUL COMPLETION OF MY STUDIES. THEY DID A GREAT JOB
AT FOSTERING RELATIONSHIPS BETWEEN STUDENT AND FACULTY
THE CEE DEPARTMENT DID A GREAT JOB OF PREPARING ME FOR THE FUTURE. THE
OPPORTUNITY THAT MICHAL JOHNSON GAVE ME TO WORK AT THE UWRL, HAS BEEN AN
EXCELLENT EXPERIENCE AND GIVEN ME ADDITIONAL KNOWLEDGE IN HYDRAULICS AND
FLUID MECHANICS
THE PEOPLE IN THE PE DEPT WERE THE BEST HELP IN ACCOMPLISHING MY GOALS
THE POLITICAL SCIENCE DEPT WAS VERY HELPFUL IN PROVIDING GUIDANCE AND
OPPORTUNITIES FOR RESEARCH, CONFERENCE PRESENTATIONS, CAREER NETWORKING.
Distance Education
DEPARTMENT OF EDUCATION IS VERY WELL ORGANIZED AND SEEMED TO KNOW ME WHEN
EVER I CALLED EVEN THOUGH I DID MOST OF MY CLASSES IN SALT LAKE I APPRECIATED THAT
PROVIDED A GREAT PROGRAM AT A CAMPUS I DIDN'T HAVE TO MOVE AWAY FROM CURRENT
EMPLOYMENT TO ATTEND
STAFF WAS AMAZING TO SATELLITE STUDENTS, TEACHERS CREDENTIALS WERE GREAT,
GOOD CURRICULUM
STAFF WAS AMAZING TO SATELLITE STUDENTS, TEACHERS CREDENTIALS WERE GREAT,
GOOD CURRICULUM
I HAVE APPRECIATED THE FLEXIBILITY OF HAVING THE PROGRAM ON WEEKENDS AND IN
OREM
USU DID A BETTER JOB ACCOMMODATING DISTANCE EDUCATION STUDENTS ESPECIALLY THE
PAPERWORK
LOCATION OF CLASSES AT DIFFERENT SITES WAS A BONUS
MAKE MORE COURSES AVAILABLE ONLINE
REMAIN IN CONTACT WITH ME AS A DISTANCE STUDENT
THE ONLINE COURSE WERE WELL DEVELOPED AND INFORMATIVE
D-9
DAVID VERNON WITH THE UNIVERSITY STUDIES AND ARL HAS BEEN ABSOLUTELY
WONDERFUL. HE HAS MADE IMPORTANT INFORMATION AVAILABLE IN A TIMELY WAY,
OFFERED IMPORTANT GUIDANCE AND MADE THE PROGRAM ACCESSIBLE.
COMMUNICATED WELL VIA EMAIL AND PHONE. EVEN THOUGH I WAS IN SALT LAKE, I NEVER
FELT DISCONNECTED FROM WHAT WAS HAPPENING ON CAMPUS.
GREAT PROFESSOR. TRIED TO MAKE THE CRAZY BROADCAST SYSTEM WORK FOR US AS
STUDENTS. HELPFUL, DEDICATED TA'S.
ENGLISH DEPT, ONLINE MASTER'S PROGRAM: ON-CAMPUS SUMMER WORKSHOPS WERE
VERY INFORMATIVE. ADVANCED EDITING (ENGL 6400, GRANT DAVIE) HAD A GOOD MIX OF
THEORY, APPLICATION AND COURSEWORK
THE COURSES ARE SET UP VERY EFFICIENTLY THROUGH DISTANCE LEARNING. THE
WORKLOAD WAS JUST RIGHT. STAFF COMMUNICATED WELL THROUGH BLACKBOARD OR
EMAIL.
JON M HUNTSMAN SCHOOL OF BUSINESS VERY RESPONSIVE TO MY DISTANCE STUDENT
NEEDS
I LOVED THAT I COULD GO BACK TO SCHOOL THROUGH THE BROADCAST SYSTEM. THIS IS AN
AMAZING PROGRAM AND I WOULD ENCOURAGE YOU TO MARKET IT MORE.
THE TEAL DEPARTMENT WERE GOOD TO WORK WITH. THE SUMMER SCHEDULE OF CLASSES
WERE EXCELLENT BOTH THE CLASSES OFFERED AND THE LOCATION
PROVIDE REBROADCAST ON TANBERG
DR. KRAS WAS VERY INFORMATIVE AND HELPFUL. I LOVED THE DISTANCE ED. I WOULD NOT
LIKELY HAVE GOTTEN THIS DEGREE HAVING TO GO TO LOGAN WEEKLY. KEEP THE
LEADERSHIP COURSE!
THE PROGRAM WAS INTERACTIVE AND INFORMATIVE I LOVED BEING ABLE TO DO MOST OF
MY STUDIES ONLINE BUT ALSO LOVED HAVING THE OPTION TO COME ON CAMPUS FOR
WORKSHOPS TO MEET OTHER STUDENTS AND THE PROFESSORS. I THOUGHT IT WAS A
WONDERFUL PROGRAM AND EXPERIENCE
ALL OF MY SUPPORT CAME FROM OUTSIDE MY DEPARTMENT, PSYC. NEVER SUPPORTED OR
MENTORED ME. PSYC LET ME DOWN IN EVERY WAY.
MY DEPARTMENTS ONLINE ADMINISTRATION/BUSINESS CLASSES WERE AWESOME!
STEVE THE GRADUATE ADVISOR AT THE SL SATELLITE CAMPUS WAS MOST HELPFUL. THE
PEOPLE AT THE FRONT DESK WERE ALSO HELPFUL
DAVID VERNON, COORDINATOR, WAS EXTREMELY HELPFUL TO ME AS I NAVIGATED THE
PROGRAM!! USU PRICE EXTENSION OFFICE WAS ALSO VERY HELPFUL TO ME! THANKS!!
VERY ACCOMMODATING, PATIENT, AND UNDERSTANDING - EXCELLENT DISTANCE
EDUCATION
RCDE - GREAT TECHNOLOGY MFHD - GREAT MENTORING, DIRECTION
THEY CATORED WELL WITH PROVIDING A VARIETY OF ONLINE COURSES AVAILABLE TO GET
MY DEGREE
THE SELECTION OF DISTANCE EDUCATION COURSES. I COULD ALWAYS TAKE A CLASS I
NEEDED
Faculty
MENTORING WAS GREAT
SCHOOL OF ACCOUNTANCY ALL FACULTY WERE AVAILABLE AND WILLING TO TALK ABOUT
ANY QUESTIONS
GREAT TEACHERS
MOST OF THE FACULTY WAS VERY GOOD WITH HOW THEY TAUGHT (PSYCHOLOGY)
MY PROFESSORS WERE GREAT. ALWAYS AVAILABLE TO ANSWER QUESTIONS. VERY QUICK
RESPONSES.
GOOD TEACHERS GOOD TEXT SELECTIONS
I HAD SOME VERY GOOD PROFESSORS MBA
EXCELLENT INSTRUCTORS WITH BOTH BOOK KNOWLEDGE AND REAL LIFE APPLICATION OF
SOCIAL WORK CONCEPTS
THE PROFESSORS DID A GREAT JOB AT MAKING THEMSELVES ACCESSIBLE TO THE
STUDENTS
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THE MSW PART TIME PROGRAM IS STAFFED WITH ENTHUSIASTIC AND KNOWLEDGEABLE
PROFESSORS
THE PROFESSORS WERE HANDS ON AND EAGER TO MAKE EVERYONE FEEL WELCOME. THEY
ALSO WERE VERY DEAR ABOUT EXPECTATIONS, ASSIGNMENTS, TESTS, ETC. WHICH
LOWERED THE ANXIETY LEVEL OF A GRADUATE PROGRAM.
THE ASTE DEPARTMENT FACULTY HAVE BEEN VERY SUPPORTIVE AND ENCOURAGING IN ALL
MY CLASSES
THE FACULTY AND STAFF WERE VERY FRIENDLY AND FLEXIBLE
THE PROFESSORS IN MY DEPARTMENT WERE ALWAYS AVAILABLE & VERY WILLING TO HELP &
ANSWER ANY QUESTIONS. THEY ARE SO APPROACHABLE. (HPER)
EXCELLENT APPLICABLE CLASSES, CARING AND INVOLVED PROFESSORS (DEAF EDUCATION)
QUALITY PROFESSORS. COMMUNICATION FROM THE DEPARTMENT. OFFERING A GRADUATE
PROGRAM FOR PROFESSIONALS THAT MEETS MY NEEDS.
MSW PART TIME PROGRAM MY PROFESSORS WERE ALL VERY KNOWLEDGEABLE AND ABLE
TO PASS INFORMATION ON. EVERYONE WAS ALWAYS ACCESSIBLE BY PHONE OR EMAIL.
INSTILLED A DESIRE FOR GREATER LEARNING. MADE ME FEEL SUCCESSFUL IN MY
COURSEWORK AND COMPETENT IN MY FIELD.
GOOD COMMUNICATION FROM ITLS TEACHERS WITH ONLY ONE EXCEPTION. GOOD AND
VARIED USE OF TECHNOLOGY AND METHODS OF TEACHING.
TAUGHT HOW TO WORK IN A PROFESSIONAL ENVIRONMENT. (CEE)
TODD CAMPBELL WAS A GREAT HELP! HE ALWAYS RESPONDS QUICKLY AND HELPS ME SO
MUCH!
THE PROFESSORS IN COMD-DE PROGRAM WERE VERY PERSONABLE AND INVESTED IN OUR
EDUCATIONAL AND PROFESSIONAL DEVELOPMENT.
EXCELLENT INSTRUCTORS AND CURRICULUM OVERALL. I AM VERY PLEASED WITH HOW
RESPONSIVE THEY WERE TO FEEDBACK
THE DEPARTMENT FACULTY IN THE COLLEGE OF EDUCATION WAS INCREDIBLY CHALLENGING
AND SUPPORTIVE THEY WERE ALWAYS ACCESSIBLE AND WILLING TO SHARE THEIR
EXPERTISE. EXCELLENT FACULTY
THE MAE DEPARTMENT PROVIDED PRETTY GOOD TEACHERS.
APPRECIATED PROFESSORS: BRIAN WARNICK, JULIE WHEELER AND THEIR EFFORTS THE
MOST. I LOVE THE CLOSE CONNECTION WITH PROFESSORS
NDFS FOOD SCIENCE - HELPFUL, PROFESSIONAL FACULTY WHO ARE EXPERTS IN THEIR
AREAS OF STUDY. UNIVERSITY
MY MAJOR PROFESSOR WAS VERY HELPFUL & A TRUE ADVOCATE FOR ME
THE PROFESSORS & STAFF IN THE DEPARTMENT ARE AMAZING & DID A WONDERFUL JOB OF
GUIDANCE
REMAINED ON THE "CUTTING EDGE" OF ADVANCES IN TECHNOLOGY TO HELP KEEP
STUDENTS "AHEAD OF THE GAME".
WE HAD FABULOUS PROFESSORS
PREPARE ME WELL TO SURVIVE IN THE PROFESSIONAL WORLD
AMAZING PROFESSORS WITH PROFESSIONAL KNOWLEDGE
RCE PROGRAM STAFF FACULTY WERE VERY KIND, HELPFUL, AND INTERESTED IN HELPING
ME SUCCEED; SPECIFICALLY JULIE SMART, JARED SCHULTZ, KRIS WENGREEN, TRACY
WOOLSTENHULME, DAN KELSEY & SARA GRIZZEL
GREAT TEACHERS
CONTACT WITH STUDENTS AND HELPING US OUT PERSONALLY. SUBJECTS TAUGHT WELL.
PROVIDE QUALITY INSTRUCTION AND RESEARCH BASED STRATEGIES AND INFORMATION
FOR THE MOST PART INSTRUCTORS WERE GREAT AND HAD RELEVANT EXPERIENCE.
FORMAT FOR THE PROGRAM WAS GREAT. NICE TO HAVE REPRESENTATIVES FROM CAREER
SERVICES INTRODUCED AND VISIT. BLACKBOARD WAS A GOOD TOOL/RESOURCE.
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THE COMMUNICATION DISORDERS DEAF EDUCATION TEACHERS WERE ALWAYS WILLING TO
HELP AND GO THE EXTRA MILE TO MAKE SURE I LEARNED AND WAS SATISFIED WITH MY
PROGRAM. WILLING TO WORK AND HELP RESOLVE QUESTIONS ANYTIME.
GREAT PROFESSOR PROVIDING GREAT INSIGHT AND DIRECTIONS
COVER ALL THE MATERIAL IN A TIMELY MANNER
THE FACULTY WAS VERY HELPFUL IN FINDING OUTSIDE PLACEMENT FOR ADVANCED
PRACTICUM. THE MARRIAGE AND FAMILY THERAPY DEPARTMENT
DR KARIN DE JONGE-KANNAN (LSPC DEPT) IS THE MOST IMPORTANT ASPECTS OF MY
PROGRAM. SHE MAKES EVERYTHING HAPPEN FOR YOU.
I HAD A FEW TERRIFIC PROFESSORS THAT HELPED ME GROW
DR. KRAS WAS VERY INFORMATIVE AND HELPFUL. I LOVED THE DISTANCE ED. I WOULD NOT
LIKELY HAVE GOTTEN THIS DEGREE HAVING TO GO TO LOGAN WEEKLY. KEEP THE
LEADERSHIP COURSE!
EACH PROFESSOR AND STAFF MEMBER HAS BEEN AVAILABLE FOR HELP AND DIRECTIONS.
THEY HAVE ALL BEEN GREAT TO WORK WITH THROUGHOUT THE CLASSES AND HAVE MADE
THEMSELVES AVAILABLE.
TEACH THE CURRICULUM
IT WAS VERY REFRESHING THAT DR TOLLEFSON WORKED SO HARD IN GETTING PROGRAM
ACCREDITED AND KEEPING US INFORMED. EXCELLENT STAFF OF PROFESSORS. THEY
HONESTLY WANTED INPUT AND APPLIED IT WHEN PRACTICAL.
PROFESSORS ARE GREAT
EXCELLENT QUALITY OF PROFESSORS (MBA PROGRAM)
ENGLISH DEPARTMENT/FOLKLORE PROGRAM: THE PROFESSORS ARE INCREDIBLY HELPFUL
AND RECEPTIVE TO STUDENTS THE QUALITY OF THEIR INSTRUCTION IS TOP NOTCH. I ALSO
LOVED MY EXPERIENCE AS A GRADUATE INSTRUCTOR FOR THE ENGLISH DEPARTMENT AND
AM VERY GRATEFUL I HAD
PROVIDING HANDS ON EXPERIENCE & WALKING ME THROUGH MY THESIS PROJECT
SOME EXCELLENT TEACHERS
HELP ME PREPARE FOR MY 2 YEAR EXPERIENCE.
THE PROFESSORS IN MY DEPARTMENT WERE CLEAR ABOUT WHAT I NEEDED TO DO TO
GRADUATE ON TIME.
THE PROFESSORS IN THE MSHR PROGRAM REALLY CARE & THEIR BEST INTEREST IS THE
STUDENTS. THE INTERNATIONAL EXPERIENCE WAS ALSO NEAT.
I RECEIVED LOTS OF HELP FROM MY MAJOR PROFESSOR IN COMPLETING MY THESIS
PROFESSORS ACCOMMODATED SOME OF MY PERSONAL FAMILY LIFE & OBLIGATIONS
ESPECIALLY DR JOST, DR GUNTHER
GIVE GOOD ONE ON ONE INSTRUCTION TIME AND ALLOW QUESTIONS OFTEN
SOME FACULTY MEMBERS AND COMMITTEE MEMBERS WERE VERY HELPFUL IN
INSTRUCTIONAL TECHNOLOGY AND LEARNING SCIENCES.
HELPFUL PROFESSORS
THE QUALITY OF INSTRUCTION WAS EXCELLENT. THE PROFESSORS HAVE REAL
EXPERIENCES WHICH MAKES THEM CREDIBLE TO GIVE ADVICE ON HOW TO IMPROVE
TEACHING IN THE CLASSROOM
THE ECONOMICS DEPARTMENT FACULTY (WHICH IS NOT MY DEPARTMENT)HAVE GIVEN ME
TIME, ATTENTION, ADVICE AND RESEARCH OPPORTUNITIES.
TEACH COURSES OF VALUE
THE PROFESSORS IN THE THEATRE ARTS DEPARTMENT WORKED CLOSELY WITH ME AND
WERE VERY SUPPORTIVE IN ALL OF MY ACADEMIC AND CREATIVE ENDEAVORS.
IN THE MBA THE PROFESSORS WORKED HARD TO ASSURE WHAT WE WERE TAUGHT WAS
APPLICABLE IN THE REAL WORLD
THE COMPUTER SCIENCE DEPARTMENT OF USU AHS VERY GOOD PROFESSORS AND THE
COURSES OFFERED ARE INDUSTRY ORIENTED AS WELL AS RESEARCH ORIENTED
DR CARGILE COOK WAS THE BEST PROFESSOR
MY MAJOR PROFESSOR WAS VERY HELPFUL EXCITED ABOUT MY PROJECT AND ALSO VERY
KNOWLEDGEABLE. HOWEVER SHE WAS ALSO VERY BUSY. I ALSO LIKED HAVING CLASSES
ONE DAY A WEEK AND THE TA JOBS I HELD REALLY HELPED ME A LOT
THE DEPARTMENT HAS SOME REALLY STRONG FACULTY
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PROVIDE EXCELLENT PROFESSORS FOR COURSES
UNIVERSITY WORKSHOPS FOR TEACHING AND WRITING PROFESSORS WHO ENCOURAGED
ME TO PUBLISH RATHER THAN TAKING MY WRITING/WORK FOR ARTICLES. EXCELLED MAJOR
PROFESSOR QUESTIONS ANSWERED PATIENTLY. ONLINE TA COURSE
EXCELLENT
THEY PUSHED YOU TO EXCEL AS A STUDENT
PROFESSORS AND DEPT STAFF ALL VERY HELPFUL AND KNOWLEDGEABLE
TOP NOTCH PROFESSORS
COMMUNICATION BETWEEN PROFESSORS AND STUDENTS ESPECIALLY SINCE THE PROGRAM
WAS NOT AT USU CAMPUS
DR COOLEY WAS EXCEPTIONAL AT WORKING WITH ME TO HELP ME GET INTO THE PROGRAM.
GENIE WAS AMAZING AT ANSWERING QUESTIONS AND PROVIDING FORMS
INSTRUCTORS WERE VERY HELPFUL AND CARING. I ENJOYED HAVING TEACHERS WHO HAD
ACADEMIC EXPERIENCE AS WELL AS PROFESSIONAL EXPERTISE
THE FACULTY OF THE ACCOUNTING DEPARTMENT ARE VERY APPROACHABLE.
DR JULIE SMART PROVIDED GOOD INFORMATION
SOCIOLOGY, THE FACULTY GET ALONG VERY WELL. THEY ARE GENUINELY CONCERNED
ABOUT DOING WHAT IS BEST FOR STUDENTS
I RECEIVED GREAT SUPPORT FROM MY MAJOR PROFESSOR (MLST) I ALSO TAUGHT AS A GI
AND IT WAS THE PERFECT CHANCE TO PUT INTO PRACTICE WHAT I WAS LEARNING IN THE
CLASSROOM
THE FACULTY WERE VERY GOOD AT APPLYING MATERIAL LEARNED IN CLASS TO POTENTIAL
REAL WORLD SITUATIONS WE COULD FACE IN OUR CAREERS. THE DEPARTMENT DID A
GREAT JOB MAKING SURE I HAD THE RIGHT CLASSES
THE FACULTY IN THE PSYCHOLOGY DEPARTMENT WERE VERY CARING, AND WELL
EDUCATED. I FELT LIKE THEY CARED ABOUT THE STUDENTS AND THE MATERIAL THAT WAS
BEING TAUGHT
THOUGHT MY MAJOR PROFESSOR WAS A GREAT ASSET TO ASSIST ME THROUGH MY ENTIRE
GRADUATE PROGRAM. COULD HAVE NOT DONE IT WITHOUT HIM!
I AM VERY SATISFIED WITH ALL THE KNOWLEDGE I ACQUIRED HERE AT USU. ALL
PROFESSORS FROM MY DEPARTMENT (LANG/PHIL/SPCOMM) AND MAINLY MY ADVISER(KARIN
DEJONG-KANNAN) PROVIDED ALL THE SUPPORT I NEEDED TO IMPROVE MY SKILLS AS A
SECOND LANGUAGE TEACHER
THE ECON FACULTY WAS EXCELLENT
THE DEPARTMENT PERSONNEL WERE VERY GOOD AT MAKING INFORMATION PRESENTED
APPLICABLE TO MY FUTURE JOB
FACULTY IN MY DEPARTMENT ARE EXTREMELY HELPFUL AND FRIENDLY, MY MAJOR
PROFESSOR IS FANTASTIC IN EVERY WAY AS AN ADVISOR. HE IS MUCH OF THE REASON I
STAYED FOR THE MASTERS AND WILL STAY FOR A PHD
PROVIDE FEEDBACK ON MY WRITING/EDITING TO HELP ME DEVELOP INTO A BETTER WRITER.
THERE WAS GOOD OPPORTUNITIES FOR ONE ON ONE INTERACTIONS WITH FACULTY.
ENGLISH DEPARTMENT FACULTY WERE APPROACHABLE AND FRIENDLY
MY MAJOR PROFESSOR WAS AWESOME.
HIRED DR WALTHUR
A TON OF FACE TIME AND PROMPT EMAIL RESPONSES MSLT PROGRAM DR KARIN DE JONGE
KANNAN
KAREN DEJONGE-KANNAN IS THE GLUE THAT KEEPS OUR PROGRAM TOGETHER. SHE GOES
ABOVE AND BEYOND FOR ALL OF HER STUDENTS OTHER LING PROFESSORS ARE
INTELLIGENT AND SUPPORTIVE AS WELL
PERSONAL TIME WITH THE HISTORY FACULTY WAS GREAT
GREAT TEACHERS
ACCESS TO PROFESSORS WAS GREAT. WORKING ON PROJECTS WITH MY GRADUATE
PROFESSORS WAS A PLUS
MAJOR PROFESSOR AND COMMITTEE WERE EXTREMELY HELPFUL
SHERI HADERLIE IN THE INST TECH AND LEARNING SCIENCES DEPARTMENT WAS EXTREMELY
HELPFUL AND VALUABLE IN PLANNING MY COURSEWORK
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THE HISTORY DEPARTMENT FACULTY WERE VERY KNOWLEDGEABLE AND HELPFUL TO THE
STUDENTS IN THE MASTERS PROGRAM
THE OVERALL QUALITY OF PROFESSORS WAS GOOD. ALL WERE OPEN AND HELPFUL.
SUPPORT STAFF'S EFFORTS WERE OUTSTANDING. MAJOR PROFESSOR WAS
FLEXIBLE/SUPPORTIVE
MY CHAIR DR LISA GALBOR WAS AMAZING AND HELPED GEAR MY THESIS TO MY INTEREST
AND GREATLY EXPANDED MY LEARNING (IE CARING FACULTY IN ENG DEPT)
PROFESSORS OF DEPT TOOK TIME AND ENCOURAGED FURTHER THINKING
THE QUALITY OF PROFESSORS IS REALLY GOOD
ELECTRICAL ENGINEERING: MY PROFESSOR AT LEAST DID AN AMAZING JOB IN DELAYING MY
GRADUATION TO WHICH I ALMOST LOST MY JOB IN HAND
PROFESSOR SO NICE, THEY REALLY CARE ABOUT US, AND I HOPE OUR PROFESSOR CAN
TEACH US MORE ABOUT MANAGEMENT STAFF
JOHN NEELY AND DAN MURPHY IN THE ART DEPT WERE GREAT INSTRUCTORS AND MENTORS
BOTH JOHN NEELY AND DAN MURPHY MY PROFS WERE EXCELLENT RESOURCES, THEY MADE
THIS EXPERIENCE WORTH WHILE BOTH ARE EXCELLENT PROFESSIONALS
A COUPLE OF PROFESSORS WERE VERY HELPFUL THEY WERE ENCOURAGING AND
SUPPORTIVE
Financial Aid
GEOLOGY DEPARTMENT WAS ABLE TO PROVIDE FINANCIAL ASSISTANCE THROUGH
TEACHING AND FELLOWSHIPS AND SEVERAL EXCELLENT FACULTY MEMBERS TO SERVE AS
MENTORS TO GRADUATE STUDENTS.
PROVIDING SCHOLARSHIPS FOR GRADUATE STUDENTS THROUGH THE DEPT (ED) &
GRADUATE STUDIES.
NFDS KEPT ME WELL FUNDED & PROVIDED EXCELLENT RESEARCH FACILITIES
FUNDING OPTIONS AND WILLINGNESS TO BE FLEXIBLE
COMPUTER SCIENCE DEPARTMENT & USU GRADUATE SCHOOL: PROVIDE FINANCE SUPPORT
FOR INTERNATIONAL CONFERENCE. PROVIDE RESEARCH GRANT/FELLOWSHIP FOR
GRADUATE STUDENTS
PROVIDED SCHOLARSHIPS/FINANCIAL AID.
MORE THAN ENOUGH HELP W/ ASSISTANTSHIPS, RESEARCH AND OTHER OPPORTUNITIES.
THE SCHOLARSHIP FOR GRADUATE SCHOOL IS HELPFUL FOR MY FINAL YEAR
THEY DID WELL AT FINDING SOME MONEY FOR ME
HELPING WITH TUITION AWARDS
MAE: ALWAYS CONCERNED ABOUT MY FINANCIAL WELL BEING
PROVIDE ASSISTANTSHIPS HELPED ME GREATLY TO COMPLETE MY PROGRAM
GOT GOOD FINANCIAL ASSISTANCE
FUNDING AND CEE SMASH LAB FACILITIES PROVIDED LIMITLESS OPPORTUNITIES FOR
RESEARCH
Library
THERE WERE MANY JOURNALS MADE AVAILABLE ELECTRONICALLY THAT I NEEDED TO
ACCESS
THE AVAILABILITY OF JOURNALS AND LIBRARY RESOURCES WERE EXCELLENT
Requirements/Deadlines, etc.
THE PSYCHOLOGY DEPT DID A GREAT JOB KEEPING US INFORMED ABOUT REQUIREMENTS
I KNEW WHAT WAS EXPECTED OF ME TO GRADUATE
KEPT US INFORMED OF PROGRAM REQUIREMENTS, EXPECTATIONS AND GRADUATION AND
LICENSURE DEADLINES AND REQUIREMENTS.
D-14
GAVE CLEAR EXPECTATIONS
I THINK THE COMPUTER SCIENCE DEPARTMENT MADE COURSE REQUIREMENTS VERY CLEAR
AND ANY PROGRAM INFORMATION WAS VERY EASILY AVAILABLE
OBJECTIVES WERE CLEAR AND WELL DESCRIBED
PROVIDED...INFO ABOUT MY... REQUIREMENTS
MY PROGRAM WAS WELL ORGANIZED AND THE REQUIREMENTS WERE CLEARLY OUTLINED
FOR ME
MAE THEY DID WELL AT KEEPING ME WELL INFORMED AS FAR AS DEGREE REQUIREMENTS
GO
A LOT OF INFORMATION WAS AVAILABLE ALL AROUND TO HELP DIRECT HOW TO COMPLETE
THE REQUIREMENTS.
Research
EXCELLENT PLAN OF STUDIES, ABUNDANT RESEARCH PROJECTS, WONDERFUL ACADEMIC
SUPPORT
I WAS OFFERED MANY OPPORTUNITIES TO ENHANCE MY LEARNING THROUGH RESEARCH
STUDIES AND TEACHING OPPORTUNITIES.
HELPED ME UNDERSTAND HOW TO PROPOSE PLAN CONDUCT ANALYZE AND PUBLISH SOUND
AND MEANINGFUL RESEARCH.
MORE THAN ENOUGH HELP W/ ASSISTANTSHIPS, RESEARCH AND OTHER OPPORTUNITIES.
RESEARCH! & FUNDING IN THE BIOLOGICAL ENGINEERING DEPARTMENT.
THE DEPARTMENT PROVIDED LOTS OF OPPORTUNITIES TO DO INTERESTING RESEARCH AND
GOT GOOD FINANCIAL ASSISTANCE
VERY HELPFUL IN RESEARCH HELP
THERE WAS A GREAT OPPORTUNITY TO DO RESEARCH
School of Gradate Studies
SCHOOL OF GRAD STUDIES WAS VERY EASY TO WORK WITH AND HAD CLEAR DEADLINES &
REQUIREMENTS
GET THROUGH ALL THE BUREAUCRATIC CRAP AND RUN-A-ROUND TO GET IT DONE WITH THE
GRADUATE OFFICE
THE SCHOOL OF GRADUATE STUDIES FACILITATED MY PURSUIT OF A STATISTICS DEGREE
CONCURRENT WITH MY DOCTORAL WORK
HELPED ME IN THE APPLICATION PROCESS AND HELPING ME TO BE ACCEPTED INTO THE
PROGRAM
THE SCHOOL OF GRADUATE STUDIES WAS TREMENDOUSLY HELPFUL AND TIMELY IN
ANSWERING MY QUESTIONS
WITHIN MY DEPARTMENT THE BIOLOGY OFFICE WAS ALWAYS HELPFUL, THE SCHOOL OF
GRADUATE STUDIES OFTEN NOT SO.
CHANGED TO MANDATORY STUDENT HEALTH INSURANCE
THE STUFF IN GRADUATE SCHOOL AND MY DEPARTMENT ARE VERY HELPFUL. THEY ALWAYS
ANSWERED MY QUESTIONS AND OFFERED HELP.
Support Staff
ORIENTATION WAS VERY HELPFUL AND INFORMATIVE. CAMILLE ODELL IS VERY ORGANIZED,
PRECISE AND QUICK TO RESPOND TO QUESTIONS OR CONCERNS
GENIE HANSEN THE CS SECRETARY IS VERY KNOWLEDGEABLE AND WAS ABLE TO GET ME
INFORMATION ON COURSES SUGGEST PROFESSORS AND HELP ME GET MY PAPERWORK
CORRECT FOR THE VETERANS AFFAIRS OFFICE EACH SEMESTER
HEALTH AND HUMAN MOVEMENT OUR STAFF WAS VERY GOOD AT LETTING US KNOW ABOUT
GUEST SPEAKERS AND INVITING US TO CONFERENCES NATION WIDE
THE MBA OFFICE WAS VERY HELPFUL AND PROMPTLY ANSWERED ALL MY QUESTIONS AND
HELPED ME WITH SPECIAL ARRANGEMENTS
MBA OFFICE HAS BEEN RELIABLE AND TAKEN CARE OF THINGS
D-15
JENN PUTNAM IN ADMISSIONS WAS ALSO VERY HELPFUL!
STAFF WERE VERY FRIENDLY AND FLEXIBLE
CAREER EXPLORATION OFFICE. THEY HELPED ME OBTAIN AN INTERNSHIP IN A FIELD I AM
INTERESTED IN WORKING IN
THE MECHANICAL AND AEROSPACE ENGINEERING STAFF IS AWESOME!
STAFF IN THE DEPARTMENT ARE AMAZING & DID A WONDERFUL JOB OF GUIDANCE
TEAL SECRETARY WAS VITAL AND EXCELLENT, THANKS
MBA OFFICE STAFF ARE THE BEST ON CAMPUS. EVERY QUESTION AND NEED WAS TAKEN
CARE OF.
RETURNED MY CALLS OR EMAILS PROMPTLY
CNR STAFF WAS VERY HELPFUL FRIENDLY KNOWLEDGEABLE
THE STAFF AND FACULTY IN THE DEPARTMENT WERE VERY UNDERSTANDING, FLEXIBLE AND
ACCOMMODATING
GS: FRIENDLY STAFF FORMS ONLINE
ALWAYS AVAILABLE TO ANSWER QUESTIONS!
WILDLIFE RESOURCES SECRETARIES WERE EXTREMELY HELPFUL.
ALWAYS WILLING TO HELP WHEN YOU HAVE A QUESTION
THE WILD DEPARTMENT STAFF ESPECIALLY MARSHA BAILEY WERE VERY KNOWLEDGEABLE
AND HELPFUL THROUGHOUT THE PROCESS FROM START TO FINISH. THEY RESPONDED TO
EMAILS QUICKLY AND CLEARLY, AND FOUND OUT INFORMATION THEY DIDN'T KNOW BEFORE.
ACTIVITIES.
ALL MEMBERS OF THE STAFF, WITHIN THE DEPARTMENT OF APPLIED ECONOMICS AND
OUTSIDE WERE VERY KIND AND HELPFUL
THE SECRETARIES AND STAFF ARE VERY ATTENTIVE
THE MATH DEPARTMENT SECRETARIES AND GRADUATE DID A GREAT JOB OF HELPING ME BE
AWARE OF DEADLINES
THE ASC PROGRAM STAFF ARE VERY FRIENDLY AND HELPFUL. THEY RESPOND QUICKLY TO
EMAILS AND PHONE CALLS
SOCIOLOGY PROVIDING PLENTY OF INFORMATION AND PUTTING FORTH THE EFFORT TO
SUPPORT ITS STUDENTS
HAVING EVERYTHING ACCESSIBLE ONLINE
AVAILABLE TO STUDENTS TO ANSWER QUESTIONS/CONCERNS - DEPT
ENVS - JUDY KURTZMAN SHE WAS ALWAYS VERY HELPFUL AND KNOWLEDGEABLE WHEN I
HAD QUESTIONS
THE ENVS STAFF WERE EXCELLENT AT COMMUNICATING IMPORTANT INFORMATION TO GRAD
STUDENTS
MY DEPT WAS GREAT AT COMMUNITICATING QUICKLY AND ANSWERING ANY QUESTIONS I
HAD
THE SECRETARIES WERE HELPFUL AND I LIKE HAVING AN OFFICE, COMPUTER, AND PRINTER
THEY WERE VERY HELPFUL IN ANSWERING ANY QUESTIONS AND HELPING ADDRESS ANY
NEED OR CONCERN THAT WE HAD THE MBA STAFF IS VERY COMPETENT AND FRIENDLY
SLC CAMPUS STAFF WAS VERY HELPFUL, UNDERSTAND, AND ACCESS TO THEM WAS EASY
OUR DEPARTMENTAL SUPPORT STAFF ARE AMAZING
USU
GREAT EDUCATION ENVIRONMENT
A SAFE AND HELPFUL ENVIRONMENT NOT JUST FOR ME BUT FOR MY FAMILY.
THE UNIVERSITY KEEPS STUDENTS WELL-INFORMED OF HAPPENINGS AT USU
THE UNIVERSITY IS GREAT AT WELCOMING STUDENTS AND PROVIDING OPPORTUNITIES.
CONNECTED WITH ME AS AN INDIVIDUAL AND TOOK THE TIME TO SPEND WITH ME WHERE I
FELT AS AN INDIVIDUAL RATHER THAN A STUDENT
THEY ARE COOPERATIVE FOR EVERY RESPECT
VERY FOCUSED ON HELPING STUDENTS SUCCEED.
D-16
I DON'T KNOW, EVERY ASPECT OF MY USU EXPERIENCE HAD GOOD/BAD ASSOCIATED WITH
IT. CURRENTLY I FIND MYSELF RECOGNIZING MORE OF THE BAD. I CAN'T THINK OF ANYTHING
RIGHT NOW THAT WAS GOOD.
THEY WERE VERY HELPFUL & WILLING TO WORK WITH ME ONCE I WAS ADMITTED.
A LOT OF EXTRA CURRICULAR ACTIVITIES AVAILABLE.
AGGIE SHUTTLE SPACES & EQUIPMENT IN DEPARTMENT ARE NICE
EVERYTHING! THEY HAVE BEEN INFORMATIVE AND AMAZINGLY HELPFUL AND SUPPORTIVE!
THERE IS A DEFINITE FEELING OF COMMUNITY AND BEING PART OF SOMETHING. PEOPLE ARE
FRIENDLY, OPPORTUNITIES FOR GROWTH ARE ALWAYS AVAILABLE.
GREAT PEOPLE, VERY HELPFUL
ORGANIZATION
BOTH THE UNIVERSITY AND DEPARTMENT ARE FRIENDLY AND WILLING TO HELP AND
ANSWER QUESTIONS
D-17
APPENDIX E
Written Comments: "How could the university or your department better meet the needs of graduate
students?"
How could the university or your department better meet the needs of graduate
students? Please specify department/program.
Advising
CEE DEPARTMENT ADVISORS WERE NOT ABLE TO ANSWER MANY GENERAL QUESTIONS
MAKE EXPECTATIONS MORE CLEAR TO STUDENTS ESPECIALLY TIMELINE WISE, ALTHOUGH
GEOLOGY DEPARTMENT IS CURRENTLY DOING A MUCH BETTER JOB AT THIS WITH OUR NEW
GRADUATE ADVISORS HELP.
ENGLISH - MORE DELIBERATE AND HANDS ON (AND PROACTIVE) ADVISING.
THE MBA DEPT/ADVISORS SHOULD BE MORE SPECIFIC IN TERMS OF PRICE FOR THE
INTERNATIONAL STUDY TRIPS.
AS A GRAD STUDENT I FELT LIKE I WAS ON MY OWN. I DO NOT FEEL LIKE I HAD THE SUPPORT
AND GUIDANCE AS I DID AS AN UNDERGRADUATE. AS AN UNDERGRAD I MET WITH MY
ELEMENTARY ED ADVISOR REGULARLY TO STAY ON TRACK. AS A GRAD STUDENT I DID NOT
EVEN KNOW WHO MY ADVISOR WAS.
PUT ME IN CONTACT WITH A GRAD ADVISER
HELP MORE WITH APPLICATION PROCESS AND PLANNING COURSE OF STUDY
THE INFORMATION OF HOW TO GET INTO GRAD STUDIES WAS TERRIBLE. MY PROGRAM
ADVISOR WILL NOT ANSWER EMAILS OR PHONE MESSAGES. IT WAS VERY DIFFICULT TO GET
INFORMATION
THE ELEMENTARY ED DEPARTMENT COULD ARRANGE A PHONE CALL WITH THE ADVISOR TO
FIRST BEGIN THE PROGRAM. I HAD MY EXIT INTERVIEW WITH SYLVIA READ BUT I WOULD
HAVE LIKE TO TALK WITH HER ABOUT MY PLAN OPTIONS
I BEGAN THIS PROCESS BY GETTING MY GIFTED ENDORSEMENT, IT WOULD HAVE HELPED ME
TREMENDOUSLY IF SOMEONE COULD HAVE COME TO ONE OF THE CLASSES AND EXPLAINED
WHAT WE NEEDED TO DO TO OBTAIN THE MASTERS DEGREE. I BLINDLY FOUND MY WAY
LOOSING CREDITS TOWARD TH
OVERALL, COUNSELING SYSTEMS FOR FUTURE GOALS AND MENTORING STUDENTS NOT
ONLY COMPLETING GRADUATE DEGREES BUT ALSO KEEPING LIFE SATISFACTION
MORE JOBS. EXAMPLE-ENTOMOLOGY IS NOT REQUIRED FOR MY DEGREE BUT COULD BE
HELPFUL TO TAKE
GRAD ADVISOR COULD MEET WITH STUDENTS INDIVIDUALLY
Courses/Coursework
PROVIDING APPLICATION BASED COURSES
MORE CHALLENGING COURSES, MORE MODERN APPLICABLE COURSE WORK AND OFFERING,
TOO FEW TEACHERS FOR COURSES, TOO FEW OPTIONS FOR RESEARCH. HIGHER
STANDARDS. EXPECTED COURSES WERE CANCELLED WITH SHORT NOTICE, PREVENTING
PROPER PLANNING AND COURSE OFFERINGS
HTE CEE CLASSES SEEMED TO ALL BE TAUGHT AROUND A PROFESSOR'S RESEARCH WHICH
WAS OFTEN IRRELEVANT.
RE-VAMP COURSES TO INCLUDE MORE APPLICABLE AND RELEVANT INFORMATION RATHER
THAN ONLY THEORY. INCLUDE MORE HANDS ON INSTRUCTION STYLES
MORE COACHING COURSEWORK IN READING INSTRUCTION AND MANAGING LITERACY WORK
IN A SCHOOL
MORE UPDATED MATERIALS IN THE MARKETING COURSES
MOST OF THE CLASSES I TOOK WERE ALMOST TOTALLY MEANINGLESS IN THE REAL WORLD
OF BUSINESS (MBA)
MAKE MORE OPTIONS AVAILABLE FOR CLASSES
FOCUS MORE ON BEING AN EFFECTIVE LEADER (ATWATER'S DECISION MAKING CLASS IS
INVALUABLE!!) AND FOCUS MORE ON INNOVATION
IMPROVE THE FINANCE COURSE AND INSTRUCTOR. PROVIDE AN OPERATIONS EMPHASIS.
PROVIDE A MORE QUALIFIED OPERATIONS LEADERSHIP INSTRUCTOR.
E-1
IT IS DIFFICULT WITH A COHORT (SAME STUDENTS IN EACH CLASS) HAVING THE SAME
PROFESSOR FOR TWO CLASSES. I HOPE THAT RETALIATION FOR ANY NEGATIVE FEEDBACK
DOES NOT OCCUR.
NEEDS MORE EMPHASIS ON SUBJECT SPECIFIC EDUCATION
THERE WERE MANY COURSES IN CORPORATE WELLNESS THAT WERE REQUIRED YET NOT
APPLICABLE TO MY DEGREE OR CAREER
THE REQUIRED CLASSES DID NOT HELP ME IN MY PROFESSION AND THE PROFESSORS WERE
BAD IN THESE CLASSES
THERMAL AND FLUIDS CLASSES HAD LIMITED AVAILABILITY ALTHOUGH I HAD INTEREST IN
THESE CLASSES I HAD TO FILL MY ELECTIVES WITH SOLIDS AND VIBRATIONS CLASSES
THE REQUIRED MATH CLASSES NEED TO BE EXPANDED IN ORDER TO COMPENSATE FOR
ADVANCED MATHEMATICAL TOPICS
MORE HANDS ON EXPERIENCE THROUGHOUT THE COURSEWORK
MORE COMMUNICATION DURING THE INTERNSHIP
LESS CLASSES ON DIVERSITY AND THEORY THEY SEEM TO OVERLAP
NOT CANCEL CLASSES ONE WEEK BEFORE THEY START
INTRODUCE COURSES THAT WOULD BE HELPFUL IN SEEKING EMPLOYMENT IN THE DESIRED
FIELD
AVAILABILITY OF CLASSES. THERE WAS ONLY ONE CLASS THAT WAS NOT OFFERED WHEN IT
WAS CONVENIENT FOR ME. EVERYTHING ELSE WAS GREAT
TO HAVE MORE CLASSES AVAILABLE FOR THE GEOTECHNICAL PROGRAM
PUSH STUDENTS MORE. COURSES ARE TOO EASY, VERY LITTLE FEEDBACK GIVEN
MAKE SURE THAT MATERIAL IS RELEVANT
BETTER CLASSES/PROFESSORS. SOME WERE GREAT SOME NOT SO MUCH
LEAVE RELIGION OUT OF COURSE WORK. NUMEROUS LDS COMMENTS MADE BY
PROFESSORS AND ASC ADVISORS VERY DISAPPOINTING
HAVE MORE FEED BACK ON WRITING ASSIGNMENTS
IMPROVE THE STRUCTURE OF THE RESEARCH COURSE TO HELP US FINISH THE PROPOSAL &
LAST REVIEW IN THE COURSE. DON'T MAKE THE STUDENTS PAY FOR GHOST CLASSES OVER
THE SUMMER. LET THEM ADD THEM TO THEIR OTHER SEMESTERS.
OFFER MORE WONDERFUL CLASSES (COURSE)
MORE ONLINE CLASSES FOR THE GENERALLY REQUIRED CLASSES THAT EVERYONE HAS TO
TAKE.
TO MUCH COMPUTER SIMULATION OPPOSED TO DISCOVERY WITH REAL WORLD
MAKE SURE WE HAVE ACCESS TO THE CLASSES WE NEED DURING THE REGISTRATION
PROCESS (TO MAKE SURE THEY'RE NOT BLOCKED)
BETTER STATS CLASSES
I FEEL LIKE MAKING MORE EXPLICIT TO MILESTONES THAT MUST BE ACCOMPLISHED IN
ORDER TO COMPLETE COURSE WORK.
MORE CLASSES WITH DIFFERENT OBJECTIVE TEACHERS
BETTER STAFF/QUALITY COURSES
SOME OF HTE CLASSES I WAS INTERESTED IN WEREN'T OFFERED
FINANCIAL CLASSES BECAME AT TIMES TOO ACADEMIC
SOME OF THE CLASSES ARE NOT CHALLENGING
MANY COURSES THAT WERE REQUIRED WERE IRRELEVANT TO MY NEEDS. ALSO, GRADUATE
COURSES SHOULD NOT BE THE SAME AS UNDERGRADUATE COURSES. CURRENTLY I AM IN
TEAL6770 WHICH IS ALSO UNDERGRADUATE WITH STUDENTS THAT HAVE NO EXPERIENCE
MORE REAL APPLICATION OF LEARNING OBJECTIVES TO INCREASE COMPREHENSION AND
RETENTION
OFFER MORE TECH ELECTIVES. SEEMS LIKE MAE DEPARTMENT CANCELS 1 OR 2 CLASSES
EVERY YEAR
SOME OF THE CLASSES USED FOR DEGREE WERE NOT ALWAYS AVAILABLE DID NOT ENJOY
MY EXPERIENCE W/SOME OF THE PROFESSORS
PROVIDE COURSEWORK ON PROFESSIONAL WRITING. TEACH A THESIS CLASS ON HOW TO
PUT IT TOGETHER
ENVS CLASS I EITHER NEEDED OR WANTED TO TAKE WERE CANCELLED OR NOT OFFERED, I
WAS VERY DISAPPOINTED
E-2
I THINK EDUCATION COURSES COULD INCLUDE EVEN MORE ASSIGNMENTS THAT DIRECTLY
RELATE TO A TEACHER IN A CLASSROOM - DESIGNING ACTUAL ASSESSMENTS, CURRICULUM
LEARNING EXPERIENCES
MORE COURSE CHOICES. BETTER ALIGNMENT OF COURSE MATERIAL WITH INDUSTRY
BETTER AUDIT CLASSES. NEED PRACTICAL KNOWLEDGE NOT JUST THEORETICAL
INCREASE ACADEMIC FEEDBACK
BY MAKING THE ASSIGNMENTS MORE PRACTICAL AND ALSO ENCOURAGING STUDENTS BY
JOURNAL PAPER AND ALLOWING THEM IN ATTENDING MORE CONFERENCES
TRY TAILORING COURSEWORK TO THE NEEDS OF THE INDUSTRY I BELIEVE CLASSES SHOULD
FOCUS MORE ON WHAT EMPLOYERS ARE LOOKING FOR
THE INST TECH AND LEARNING SCIENCES HAD CLASSES THAT DIDN'T SEEM PARTICULARLY
USEFUL FOR A MASTERS OF EDUCATION
Department/Program
COMPUTER SCIENCE. IT DID ALL I NEEDED FOR MY MS PROGRAM
IT WOULD BE GOOD IF THE MIS DEPARTMENT COULD PROVIDE STUDENTS WITH
INFORMATION CONCERNING OTHER CLASSES OUTSIDE THE DEPARTMENT THAT CAN COUNT
TOWARDS THE GRADUATE DEGREE
MY DEPARTMENT TRIES ITS BEST TO HELP THE STUDENTS SOLVE THEIR ACADEMIC
PROBLEMS AND FINANCIAL BURDENS
SCHOOL OF ACCOUNTANCY MORE TECHNICAL TRAINING IN CORPORATION AND
PARTNERSHIP TAX
FOR GRADUATE STUDENTS IN DEAF EDUCATION THE UNIVERSITY SHOULD PROVIDE MORE
FINANCIAL SUPPORT AND MORE OPPORTUNITIES TO RESEARCH YOUNG DEAF CHILDREN
WHO COMMUNICATE THROUGH THE USE OF AMERICAN SIGN LANGUAGE.
OFFER CORE COURSES THAT ARE CENTRAL TO COMPUTER ENGINEERING. THAT WAS THE
LARGEST FAILING OF THE DEPARTMENT
MY DEPT NEEDS TO OFFER 3 YEAR STUDENTS THE SAME OPPORTUNITIES THE 2 YEAR
STUDENTS ENJOY - EXTRA SPEAKERS, EQUAL INTERNSHIP OPPORTUNITIES ETC. THIS NEEDS
TO START WITH USU CAMPUS STAFF ELIMINATING FAVORITES
THE MAE DEPARTMENTS CONTINUUM MECHANICS CLASS NEEDS TO BE TAUGHT BY A BETTER
PROFESSOR
I STILL DON'T KNOW WHO WAS SUPPOSED TO BE IN CHARGE OF THE APPLICATION PROCESS,
THE SCHOOL OF ACCOUNTANCY OR THE SCHOOL OF GRADUATE STUDIES? I FELT LIKE NO
ONE COULD GIVE ME A STRAIGHT ANSWER TO ANY OF MY QUESTIONS, THEY ALWAYS
POINTED THEIR FINGERS AT EAC
OFFER ELECTIVE COURSES AS A PORTION OF THE MBA PROGRAM REQUIREMENTS
IF THE DEPARTMENT CAN HELP STUDENTS THE EASY ACCESSIBILITY TO THE INSTRUMENTS
OR FACILITIES FROM DIFFERENT GROUPS IT'LL BE A GREAT HELP.
THE ECE DEPARTMENT FREQUENTLY CANCELLED COURSES DUE TO AVAILABILITY OF
PROFESSORS OR INABILITY TO INTEREST STUDENTS IN THE FIELD WHICH WAS OFTEN
FRUSTRATING
BETTER REVIEW OF MY THESIS
TAKE INTO CONSIDERATION THE FEEDBACK GIVEN BY STUDENTS AT THE END OF A COURSE
IN REGARDS TO CERTAIN PROFESSORS
DIVERSITY!! WHITE MALE AND ACCOUNTING UNDERGRADS WERE 80% OF THE CLASSES. I
WAS DISAPPOINTED IN THE DEMOGRAPHICS
THE MISM DEPARTMENT COULD USE MORE EVENING CLASSES SO IT CAN WORK BETTER FOR
THOSE THAT WORK. THEY ALSO NEED TO ENSURE THAT CLASSES ARE AVAILABLE WHEN
THEY SHOULD BE, IN ORDER TO FULFILL DEGREE PLANS
DO NOT REQUIRE STUDENTS TO TAKE A PRAXIS EXAM THAT THEY WERE NOT AWARE OF
WHEN THEY BEGAN THE PROGRAM
I WISH THE HPER DEPT HAD MORE CLASSES OFFERED. SUCH AS GRADUATE LEVEL ANATOMY
OR SPORTS MEDICINE AND REHABILITATION COURSES.
NR - ALLOW FOR SOME ADJUSTMENTS TO THE REQUIRED CLASSES TO BE MORE APPLICABLE
TO MY PROFESSIONAL GOALS
LESS CLASSES ON DIVERSITY AND THEORY THEY SEEM TO OVERLAP
PROVIDING STUDENTS SUPPORT AND HELP FOR PROFESSIONAL EMPLOYMENT (DEPT.)
E-3
PROVIDE ALL THE CLASSES THAT ARE REQUIRED, AND HAVE MORE STRUCTURAL CLASSES
AVAILABLE
DIDN'T OFFER CLASSES THEY (PROMISED) SHOULD HAVE IN STRUCTURAL ENGINEERING
THE PSYCHOLOGY DEPARTMENT COULD LET OTHERS KNOW GENERAL INFORMATION FOR
QUESTIONS TO BE ANSWERED RATHER THAN ONLY GETTING INFORMATION FROM MAJOR
PROFESSOR
THE MECHANICAL AND AEROSPACE ENGINEERING DEPARTMENT DESPERATELY NEEDS MORE
AEROSPACE COURSES AND AEROSPACE PROFESSORS. THERE ARE SIMPLY NOT ENOUGH
ESPECIALLY CONSIDERING HTE UNIVERSITY'S REPUTATION IN THAT AREA
BY KNOWING THE NEEDS OF THE STUDENTS SUCH AS COURSE WORK NEEDED BEFORE
STUDENT TEACHING
APPLYING TO THE GRADUATE PROGRAM WAS A NIGHTMARE (IE: IGNORED EMAILS, EMAILS
GOING TO THEIR TRASH FOLDERS). TOOK A LOT LONGER THAN NECESSARY.
MBA - NEEDS TO BE WAY BETTER ORGANIZED I ALWAYS HEARD ABOUT THINGS LAST MINUTE
OR AFTER THE FACT. WISH ALL CLASSES WERE PROFESSORS, NOT INSTRUCTORS IN THE
MBA
ENGLISH DEPT, ONLINE MASTER'S PROGRAM: EIS CLASS NOT RELEVANT TO MY JOB.
"READING THEORY" CLASS HAD NO READING THEORY. I FOLLOWED THE DEPTS.
SUGGESTIONS FOR ORDER OF CLASSES; AS A RESULT, I MISSED ALL USABILITY CLASSES.
CLASSES FOR UPCOMING SEMESTERS FREQ
THE CIVIL ENGINEERING DEPARTMENT COULD OFFER SOME TYPE OF COURSE RELATED TO
THE BUSINESS SIDE OF ENGINEERING AS WELL AS PROJECT PLANNING
I HAVE HAD SEVERAL FRIENDS GO THROUGH USU SOCIAL WORK PROGRAM. THEY DO AN
AMAZING JOB OF SUPPORTING THEIR STUDENTS. THE PSYCHOLOGY DEPT DOES NOT. THEY
HAVE NO IDEA HOW TO OFFER SUPPORT
HIRE MORE FACULTY IN THE COMPUTER ENG AREA TO PROVIDE MORE CLASSES - ECE DEPT
BEGIN TALKING WITH STUDENTS EARLY & PREPARING THEM FOR GRADUATION
I WOULD HAVE LIKED TO HAVE ONE FEMALE PROFESSOR TO HAVE SOME DIVERSITY IN
LEARNING
THE SOCIAL WORK DEPARTMENT COULD FUND MORE INSTRUCTORS.
IN THE ECOLOGY CENTER IT WOULD HAVE BEEN NICE TO BE ABLE TO CHOOSE FROM
UNDERGRAD COURSES AS WELL AS GRAD COURSES
HAVE A PLACE FOR GRADUATE ASSISTANTS TO WORK. HAVE MORE MBA SPECIFIC
SPEAKERS/FORUMS. ELIMINATE CLASSES THAT HAVE NO PURPOSE/RELEVANCE. THESE
SHOULD BE CLEARLY INDICATED BY STUDENT EVALUATIONS.
THE MAE DEPARTMENT COULD BE MORE HELPFUL IN ASSISTING STUDENTS WITH MANY
CIRCUMSTANCES THAT AREN'T TRADITIONAL
THERE WERE ALMOST NO FUNDING OPPORTUNITIES THAT I COULD FIND IN THE FOLKLORE
PROGRAM. THE ONLY ONE I FOUND WAS FOR 1ST YEAR GRAD STUDENTS AND IT ONLY
BECAME AVAILABLE ONCE I BECAME A 2ND YEAR. THE PROGRAM COULD USE MORE PAID
RESEARCH ASSISTANT POSITIONS.
OFFER ELECTIVE COURSES OR PROVIDE A FEW MORE OPTIONS FOR AN EMPHASIS.
THEY COULD REDUCE COSTS THE PROGRAMS TRIP OF $5,000 IS TOO MUCH ESPECIALLY
WHEN YOU HEAR IT IS FOR A FOOD BUDGET OF $250 PER DAY.
THE UNIVERSITY IN GENERAL COULD OFFER MORE SUPPORT TO ENSURE STUDENTS ARE
RECEIVING THE APPROPRIATE CERTIFICATIONS & LICENSES THAT FIT WITH THE MATERIAL
THAT IS LEARNED IN THE DEAF EDUCATION DEPARTMENT.
FOLKLORE DEPT & ENGLISH NEED TO UPDATE WEBSITE TO SHOW REQUIREMENTS FOR
APPLYING AND GRADUATING
DIFFERENTIATE BETWEEN STUDENTS THAT ARE PLANNING ON ENTERING ACADEMIA AND
ONES THAT WILL LEAVE FOR A CAREER, THEN EDUCATE THEM ACCORDINGLY.
MIS DEPARTMENT MORE FOCUS NEEDS TO BE PUT ON ENTERPRISE LEVEL TRAINING
THE EXPECTATIONS OF MACC STUDENTS NEED TO IMPROVE. THE UNDERGRADUATE
PROGRAM IS MORE RIGOROUS THAN THE MACC. IT APPEARS THAT THE MACC CONSISTS OF
A GROUP OF CLASSES THAT ARE HELPFUL BUT WHICH LACK A DEFINED PURPOSE OR AT
LEAST METRICS TO MEASURE PROGRESS
E-4
INFORMATION WAS OFTEN LACKING. I HAD NO IDEA WHAT QUESTIONS TO ASK AND HOW OR
WHERE TO ASK THEM. WHEN I DID INQUIRE ABOUT SPECIFIC INTEREST, I FOUND THE
ANSWER TO BE THAT THEY HAD NO CLASSES AVAILABLE AT THAT TIME.
DO AWAY WITH UNNEEDED CLASSES
I THINK MORE CLEAR COMMUNICATION ABOUT REQUIREMENTS FOR THE PROGRAM COULD
BE HELPFUL
OUT OF STATE STUDENTS ARE LEFT ON THEIR OWN REGARDING LICENSING INFO, ETC.
FULLTIME STUDENTS IN GRADUATE PROGRAM (MSW) APPEAR TO BE A PRIORITY RELATED TO
"EXTRA LEARNING" OPPORTUNITIES AND PRACTICUM PLACEMENTS.
THERE IS A DISCONNECT BETWEEN THE BIOLOGY DEPARTMENT INFORMATION GIVEN TO
GRAD STUDENTS AND OFTEN THE INFORMATION FROM THE SCHOOL OF GRADUATE STUDIES
DEPARTMENT: MORE COURSE FLEXIBILITY
GS: VISIT THE GRADS IN THE DEPARTMENT FOR Q&A DURING SECOND SEMESTER
IN MANAGEMENT INFORMATION SYSTEMS MANY OF THE TECHNOLOGIES TAUGHT ARE
LAGGING THE INDUSTRY BY TOO MUCH. PROFESSORS OUGHT TO BE RESEARCHING THE
NEW TECHNOLOGIES AND APPLYING THEM TO BUSINESS.
BY POSTING SCHEDULES AND CLASS OPTIONS FURTHER IN ADVANCE.
HAVE A PLACE FOR GRADUATE ASSISTANTS TO WORK HAVE MORE MBA SPECIFIC
SPEAKERS/FORUMS. ELIMINATE CLASSES THAT HAVE NO PURPOSE/RELEVANCE. THESE
SHOULD BE CLEARLY INDICATED BY STUDENT EVALUATIONS.
I WOULD HAVE LIKED ALL OF THE MBA PROGRAM TO HAVE THE SAME "APPLICABLE" FEEL AS
THE ACCOUNTING CLASSES DID. TO HELP ME APPLY COURSE MATERIAL TO WORK FIELD
MORE. THERE NEEDS TO BE MORE TIMELY FEEDBACK AND AN OVERALL DESIRE TO IMPROVE
THE STUDENTS AT USU N
MORE INFO & HELP ON FINANCIAL AID - UNIVERSITY & DEPT.
I WAS IN THE MATH DEPT AND AS A FULL TIME USU EMPLOYEE/PART TIME GRAD STUDENT I
FELT A BIT LEFT OUT SOMETIMES. IT SEEMED LIKE THE ASSUMPTION WAS THAT ALL THE
GRAD STUDENTS ARE FULL TIME STUDENTS WITH OFFICES IN LUND AND YOU DIDN'T FIT INTO
THAT MOLD
PSYCHOLOGY: INFORM SUPPORT & MENTOR REM (PROGRAM)
HELP STUDENTS UNDERSTAND HOW LONG A THESIS TAKES, EVEN IF A WHOLE HEARTED
EFFORT IS PUT INTO IT.
PROVIDE AN ONLINE MANUAL OF REQUIREMENTS/EXPECTATIONS/TIMELINES FOR THE
MASTER OF DIETETICS DEGREE
SOME PROFESSORS COULD BE REPLACED IN THE PROGRAM, MORE RESEARCH AND
EFFECTIVE TEACHERS. KEEPING STUDENTS INFORMED ON PROGRESS & BETTER ACCESS TO
CONTACT THE PROGRAM WITH QUESTIONS AND CONCERNS. RECORD KEEPING IN THE
PROGRAM WHEN UPDATING MY CONTACT INFORMATION
BY MAKING SURE EVERY GRADUATE STUDENT GETS AN OUTLINE FOR GRADUATION (DEGREE
COMPLETION COMPASS) I ONLY RECEIVED ONE WHEN I WENT INTO THE OFFICE OF
GRADUATE STUDIES ASKING ABOUT DEADLINES. I KNOW THAT MY FELLOW COLLEAGUES
ALSO NEVER RECEIVED ONE.
BE MORE EXPLICIT WITH REQUIREMENTS.
THE ELECTRICAL AND COMPUTER ENGINEERING DEPARTMENT CHANGES CLASSES AND
PROFESSORS A LOT SO IT WAS DIFFICULT TO PLAN A PROGRAM OF STUDY.
MORE UNIFORM REQUIREMENTS FOR ALL STUDENTS
THE LAEP DEPARTMENT IS OFTEN UNFRIENDLY TOWARDS FAMILY & WORK OBLIGATIONS
DESPITE THE LARGE NUMBER OF LAEP STUDENTS WITH FAMILY RESPONSIBILITIES. THE
GRADUATE SCHOOL FREQUENTLY PROVIDES CONFLICTING INFORMATION. ALSO THE LAEP
DEPARTMENT IS VERY SLOW TO ANSWER CORRESPONDENCE
FOUND OFFICE HOURS AND THE AMOUNT OF SIGNATURES REQUIRED TO GET
ANYTHING/EVERYTHING DONE DIFFICULT.
I THINK THE DEPARTMENT COULD HAVE HAD MORE AVAILABLE COURSES IN MY FOCUS AREA.
IT WOULD BE VERY HELPFUL IF THE COMD DEPT HAD A SPECIFIC AREA FOR GRAD STUDENTS
TO BE ABLE TO STUDY/WORK. WE ARE THERE CONSTANTLY WITH NO PLACE TO FIND PEACE.
E-5
PROVIDE DETAILED INFO ON MASTER'S DEFENSE.
IN GENERAL I DON'T FEEL LIKE I KNEW THE PROCESS OF COMPLETING A MASTER'S DEGREE
WELL ENOUGH UNTIL AFTER IT WAS OVER. AS A RESULT THERE WAS UNDUE STRESS ABOUT
LITTLE THINGS. THERE SHOULD BE AN OVERVIEW MEETING BEFORE STARTING THE
PROGRAM.
I FELT LIKE SOME PROFESSORS IN THE MSHR PROGRAM DIDN'T REALLY FOLLOW THE
PROGRAM'S GOALS OF HAVING THIS BEING APPLIED I FOCUSED MORE ON THE LECTURE &
CONTENT THAN ON HOW TO REALLY APPLY IT.
NOT HAVE FIVE COMMITTEE MEMBERS, IT IS TOO MANY
THE 70 CREDITS IS A PROBLEM AS WELL AS CGA CREDITS
I ONLY HAD A FEW CLASSES FOR MY EMPHASIS IN HYDRAULICS. THE REST OF THE CLASSES
WERE A WASTE OF MY TIME.
OFFERED MORE MASTER TEACHING OPPORTUNITIES TO UNDERGRADS
THE ITLS DEPT HAD MONTHS TO NOTIFY THE SCHOOL OF GRADUATE STUDIES OF MY
INTENTION TO GRADUATE AND STILL MISSED THE DEADLINE. THEY NEED TO DO THEIR JOBS
IN A TIMELY MANNER!
FOR THE MS APPLIED ECONOMICS PROGRAM, A PRACTICAL COMPONENT MAY BE ADDED IN
FOR COURSES THAT THIS IS APPLICABLE TO EG. FIELD TRIPS.
I THINK THE WILD DEPT COULD DO A BETTER JOB AT ORIENTING STUDENTS AT THE
BEGINNING OF THE SEMESTER LIKE PLAN A BIG RETREAT TO INTEGRATE AND ORIENT
STUDENTS W/ THE REST OF THE COLLEGE.
ITLS NEEDS TO REACH OUT TO STUDENTS TO MAKE SURE THEY CAN DO THEIR PROJECTS ON
TIME
BETTER ACCURACY IN CATALOG INFORMATION COURSE AVAILABILITY AND REQUIRED
COURSES.
ENGLISH GRAD STUDENTS ARE TREATED POORLY IN THEIR POSITIONS AS GRAD
INSTRUCTORS OF COMPOSITION. COMP PROGRAM STAFF ARE FANTASTIC BUT OVER
LOADING OUR CLASSES UPPING NUMBERS PAYING SH*T, **** THAT. MOST MY TIME HERE WAS
SPENT TEACHING AT A LOW WAGE.
ENVS COULD DO BETTER AT PROVIDING INFO EARLIER ON IN THE PROGRAM ABOUT
RESEARCH REQUIREMENTS & EXPECTATIONS, EVEN PROVIDING EXAMPLES.
CERTAIN THINGS ARE ASKED FOR TOO SOON. END OF 1ST YEAR IS REALLY EARLY FOR
THINGS LIKE A PROGRAM OF STUDY, A THESIS PROPOSED, OR NAILING DOWN COMMITTEE
MEMBERS.
BE MORE SPECIFIC ABOUT DEADLINES AND REQUIREMENTS TO GRADUATE, TOO MANY OF MY
FELLOW STUDENTS, MYSELF INCLUDED, DIDN'T KNOW ABOUT THESE IMPORTANT DATES; BE
EXCITED FOR EACH STUDENT, WHETHER THEY ARE DOING RESEARCH OR NOT (HPER)
LAEP DEPT COULD DO BETTER W/ COMMUNICATION
THEATRE ARTS: PROVIDE MORE INFORMATION ABOUT CONFERENCES AND OPPORTUNITIES
TO PRESENT RESEARCH. PROVIDE A WIDER ARRAY OF CLASSES TO CHOOSE FROM.
ASTE: CLARITY ON GRADUATION REQUIREMENTS AND NEEDED COURSES
MATH & STATS: I REALLY HOPE THAT THE RESEARCH ARE IN THE STATISTICS SECTION OF
THE DEPARTMENT CAN BE MORE DIVERSE.
WHEN APPLYING FOR MY GRAD PROGRAM I HAD A DIFFICULT TIME GETTING SOMEONE TO
ANSWER THE PHONE OR CALL ME BACK. THIS WAS MAINLY A CONCERN WHEN I CALLED THE
DEPARTMENT. RESPONDING TO CALLS IN A MORE TIMELY MANNER WOULD HAVE BEEN
HELPFUL. THIS IMPROVED WHEN
POLITICAL SCIENCE: OFFER MORE VIGOROUS GRADUATE CLASSES. OFFER GRADUATE
THESIS ADVISING TEACH MORE SOPHISTICATED MATH.
TEAL - VERY SUPPORTIVE STAFF
I THINK THE DEPARTMENT (COMPUTER SCIENCE) SHOULD AUTOMATE MOST OF THE
PAPERWORK, THERE IS A LOT OF IT, EVEN THE GRAD SCHOOL HAS A LOT OF IT. HAVING A
CAFETERIA IN OLD MAIN COULD SAVE A LOT OF TIME WALKING BACK AND FORTH
THE DEPARTMENT HAS SOME VERY WEAK FACULTY AS WELL. BUT THIS IS PROBABLY THE
CASE IN ANY UNIVERSITY
E-6
MY PROGRAM CHANGED REQUIREMENTS (CLASSES) AFTER I ENTERED MY PROGRAM. I WAS
FORCED TO TAKE CLASSES FROM FACULTY. THESE CHANGES SHOULD NOT OCCUR, THIS PUT
A LOT OF STRESS ON MY LIFE AND INTERFERED WITH MY ACADEMIC PERFORMANCE
UPDATE THE INFO ON DEPARTMENTS WEBSITE MORE OFTEN
MAKE A RECEIPT EMAIL OF EVERYTHING TURNED INTO THE SGS - FOR STUDENTS OWN
PERSONAL VERIFICATION AND NU SURPRISES AT THE END
THE DEPARTMENT OF SPECIAL EDUCATION COULD HAVE BETTER PREPARED ME FOR MY
PROJECT. I FELT VERY LOST REGARDING THE PROCESS.
THE CIVIL ENGINEERING DEPARTMENT COULD BETTER SPECIFY REQUIREMENTS FOR THE
SPECIFIC DIVISIONS WITH THE DEPARTMENT. THEY COULD MAKE A GEOMATICS DIVISION FOR
STUDENTS RESEARCHING LIDAR DATA APPLICATIONS AND IMPLEMENTATION
MORE OPTIONS FOR STUDENTS IN SELECTING COURSES IN A SEMESTER SHOULD BE
PROVIDED IN THE COMPUTER SCIENCE DEPARTMENT
MAE PLAN GRAD COURSEWORK AT LEAST TWO YEARS IN ADVANCE SO STUDENTS CAN
BETTER PLAN THEIR PROGRAM OF STUDY
COMPUTER SCIENCE DEPT SHOULD OFFER MORE VARIETY OF COURSES EACH SEMESTER
MFHD - GRADUATE PRACTICUM HANDBOOK IS CONFUSING OBJECTIVES DON'T ALIGN
ENGLISH BETTER WEBSITE UPDATING REGARDING PROGRAM REQUIREMENTS
BE MORE AVAILABLE DURING THE SUMMER SEMESTER
POLITICAL SCIENCE DEPARTMENT COULD HAVE MORE GRAD CLASSES OR CLASSES CROSS
LISTED WITH LOWER LEVEL CLASSES
DEPARTMENT SHOULD PROVIDE FUNDING TO DESERVING STUDENTS WHO HAVE A GOOD
GPA AND WHO ARE WORKING SERIOUSLY TOWARDS THEIR DEGREE RATHER THAN
AWARDING RANDOM STUDENTS BASED ON GRE SCORES
THE CEE CONFERENCE ROOM NEEDS A NEW COMPUTER
THE ACCOUNTING DEPARTMENT CAN PROVIDE BETTER RESOURCES FOR PREPARING CPA
EXAMS
THE REQUIRED CLASSES FOR THE MAE MS PLAN C PROGRAM ARE NOT APPLICABLE FOR ALL
MECHANICAL ENGINEERS. HAVING TO TAKE THOSE TWO COURSES RESTRICT THE STUDENTS
FROM TAKING MORE BENEFICIAL CLASSES
COMPUTER SCIENCE-PHD CLEAR PROGRAM POLICY AND BETTER CLINICAL AID TO GRADUATE
STUDENTS
THE MBA PROGRAM NEEDS TO RAISE THE BAR AGAIN. SOME OF MY PEERS CHEAPEN THE
DEGREE
THEY COULD PROVIDE INTERNSHIPS FOR THOSE UNABLE TO FIT ONE INTO THEIR SCHEDULE.
THIS WAS HARD FOR TEACHERS
THE DEPARTMENT COULD HAVE GUIDED ME BETTER THROUGH THE PROCESS. I SOMETIMES
FELT ISOLATED.
KEEP THE COHORT SMALLER SO WE HAD MORE CONNECTING WITH FACULTY. CUT A LOT OF
THE BUSY WORK AND INCORPORATE MORE HANDS-ON/PRACTICAL EXPERIENCE
DEPT COULD BRING IN MORE GUEST SPEAKERS FOR PRACTICAL INFORMATION INSTEAD OF
JUST THEORY
IT WOULD BE GREAT FOR THE SCHOOL COUNSELING PROGRAM TO NOT HAVE TO TRAVEL TO
LAYTON OR KAYSVILLE WHEN THEY ALREADY LIVE IN LOGAN BY THE UNIVERSITY
MSLT STUDENTS SHOULD TAKE MORE LINGUISTICS (LING) COURSES. THESE COURSES HELP
US KNOW WHAT OUR PRESENT AND FUTURE INTEREST AREAS WILL BE. I DON'T THINK TEAL
COURSES ARE RELEVANT AT ALL FOR LANGUAGE INSTRUCTORS
ITLS DID NOT APPROVE MY DEGREE ADVANCEMENT BUT ACCEPTED OTHERS UNDER THE
SAME CONDITIONS I FEEL VERY UNHAPPY WITH MY DEPARTMENT
BRING BACK THE DOCTORAL PROGRAM IN MIS
SCHOOL OF ACCOUNTANCY COULD GET MORE INVOLVED IN HELPING STUDENTS FIND
EMPLOYMENT
E-7
ECE - THE PILES OF PAPERWORK, MOSTLY W/REPLICATED DATA WAS CONFUSING. AN
ELECTRONIC SYSTEM W/CLEAR SPECIFIC TIMETABLES AND EMAIL REMINDERS WOULD HELP
ALL OF US STAY AFLOAT
I FELT LIKE THE PROGRAM WAS GREAT, THE CLASSES I ATTENDED INCREASED MY
KNOWLEDGE ABOUT EDUCATION
MSLT: IT WOULD BE GREAT IF WE WERE ALLOWED TO TAKE LANGUAGE CLASSES OR
CLASSES WITHIN SPEECH COMMUNICATION ANYTHING IS BETTER THAN TEAL
EMPHASIZE SCIENTIFIC WRITING MORE IN GRAD CLASSES
A GRAD ROOM WOULD HAVE BEEN GREAT ALONG WITH ACCESS TO COMPUTERS. A
CHILDHOOD FEEDING CLASS SHOULD ALSO HAVE BEEN PROVIDED. OUR VOICE CLASS SETUP
WASN'T AS BENEFICIAL AS IT COULD HAVE BEEN. IN ADDITION OUR CRANIOFACIAL CLASS
SHOULD HAVE BEEN MORE THAN O......(ran out of room)
ECE DEPARTMENT NEEDS MORE COURSES AND MORE FACULTY
PLANTS SOILS, AND CLIMATE: MORE INTERACTION BETWEEN FACULTY AND GRADUATE
STUDENTS WILL HELP STUDENTS FOR THEIR PROFESSIONAL CAREER ALSO, DEPT SHOULD
GIVE TA OPPORTUNITY TO PHD STUDENTS
DEPARTMENT: SCHOOL OF ACCOUNTANCY PROGRAM MACC IT IS BETTER TO HAVE MORE
SPECIALIZATION FOR THIS PROGRAM
I RECEIVED A MASTERS IN ESL/EFL TEACHING BUT THERE WERE VERY FEW OPPORTUNITIES
TO GET TEACHING EXPERIENCE THROUGH THE PROGRAM
TEAL CLASSES WERE TARGETED TOWARDS UNDERGRADS NOT AT ALL TOWARDS GRAD
STUDENTS RARELY WOULD THE INSTRUCTORS REQUIRE MORE WORK TO JUSTIFY OUR GRAD
CREDITS. TEAL TEACHERS SEEMED UNMOTIVATED AND UNPREPARED
THE CS DEPARTMENT HAS ALL THE REQUIRED FACILITIES FOR GRADUATE STUDENTS. IT
WOULD BE GREAT IF THE FOLLOWING ARE ALSO PROVIDED A) PERSONAL WEB SPACE B)
TESTING CENTER C) PERSONAL ONLINE STORAGE FOR FILES
HAVE A GREATER VARIETY OF GRADUATE LEVEL PROJECTS AVAILABLE
I WISH YOU COULD HAVE MS FOR DIETICIAN
COMPUTER SCIENCE MASTERS PROGRAM: MORE GROUP WORK
Distance Education
A BROADER OFFER OF ONLINE CLASSES THAT SOMETIMES ARE REQUIREMENTS BUT ARE
NOT AVAILABLE EVERY YEAR THIS MAY CAUSE DELAYS
HALF MY CLASSES WERE VIA BROADCAST. IT SEEMS LIKE THE EQUIPMENT NEVER WORKED.
WE SPENT SO MUCH TIME TRYING TO MAKE IT WORK IT FELT LIKE A WASTE OF MY TUITION.
MORE FUNDING FOR TERMINAL EDS STUDENTS
FOR DISTANCE LEARNING STUDENTS IDENTIFY COURSES WITH MORE ADVANCED NOTICE OR
REGULARITY FOR BETTER PLANNING
MORE EFFORT NEEDS TO BE MADE TO HELP OFF CAMPUS STUDENTS NETWORK AND FIND
ADDITIONAL OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT.
REQUIRE ALL FACULTY TO USE EMAIL. THIS PROGRAM IS A DISTANCE ED PROGRAM, SCHOOL
OF BUSINESS
WAS UNIMPRESSED WITH A COUPLE OF PROFESSOR'S TEACHING METHODS, FELT THERE
WASN'T A GREAT ADVISING PRESENCE FOR SATELLITE STUDENTS
BROADCAST CLASSES CONTINUE TO BE DIFFICULT SINCE NO ONE IS AVAILABLE TO MONITOR
THE SYSTEM DURING CLASS. WE CAN'T HEAR AND NO ONE TO ZOOM IN AND OUT OF THE
CLASS
SOME OF THE PROFESSORS NEED TO BE REPLACED. HALF DON'T HAVE ANY WORKING
KNOWLEDGE OF TECHNOLOGY. ALSO THERE ARE NO POWER OUTLETS IN THE USU CAMPUS
IN SALT LAKE
SELL TEXTBOOKS AT THE SLC CAMPUS. ATTENDANCE POLICY NEEDS TO BE CHANGED. MY
GRADES IN 2 CLASSES WERE DROPPED TO A C BECAUSE I COULD NOT MISS SEPS OR
LITERACY NIGHT AT MY SCHOOL. EVEN MY MILITARY TRAINING WAS CONSIDERED
UNEXCUSED
E-8
THE MONITORS OFTEN HAD TROUBLE WORKING FOR THE BROADCASTS. I DIDN'T LIKE THE
WAY THE VIDEOS STREAMED, IT WAS VERY POOR QUALITY. ALSO I FELT THE PROGRAM WAS
BEING WRITTEN AS WE WENT AND THERE WERE MANY CHANGES AND INTERRUPTIONS
UNIVERSITY AS A MASTER LEVEL STUDENT IT WAS SOMETIMES DIFFICULT TO GO TO SCHOOL
AT THE KAYSVILLE UTAH HOUSE. IT WAS HOWEVER AN ADVENTURE
I FELT THE SATELLITE STUDENTS WERE NEGLECTED A LITTLE IN PROFESSIONAL
OPPORTUNITIES.
EDUCATION DEPT CAN GIVE INSTRUCTION TO TEACHERS AS TO HOW THE DISTANCE
LEARNING COURSES CAN ENGAGE ALL STUDENTS
MSW - DELIVERY OF CONTENT VIA NUMEROUS SITES
SPECIFIC CONTACT PERSON ASSIGNED AS LIAISON BETWEEN GRADUATE STUDIES OFFICE
AND DISTANCE GRADUATE STUDENTS
CONTINUE TO PROVIDE ONLINE CLASS FLEXIBILITY PLEASE
THE BROADCAST COURSES WHERE 5 CAMPUSES WERE BEING SERVED WERE VERY
DIFFICULT TO MANAGE AND DID NOT CREATE AN OPTIMUM LEARNING ENVIRONMENT.
IT WOULD HAVE BEEN NICE TO BE MORE INVOLVED WITH THE HUNTSMAN SCHOOL OF
BUSINESS OR AT LEAST HEAR WHAT WAS GOING ON IN LOGAN CAMPUS SINCE I ATTENDED
THE OGDEN PROGRAM.
MORE EMPHASIS ON POST EDUCATION PLANS. HELP THE STUDENTS OFF CAMPUS FEEL
MORE A PART OF THE UNIVERSITY AND HAPPENINGS ON CAMPUS. BETTER CAREER
SERVICES FOR OFF CAMPUS STUDENTS
INFORM THEM OF THE LIMITATIONS OF BROADCAST CLASSES
I HAD A VERY HARD TIME KNOWING DEADLINES, ESPECIALLY FOR EARLY GRADUATION
(FINISHING IN SUMMER - GRAD IN MAY) ALSO, THE ONLINE CLASSES ARE VERY IMPERSONAL.
NEED TO DO MORE WORK WITH PLACEMENT SERVICES FOR OFF CAMPUS PROGRAMS.
FOCUS MORE TIME W/ YOUR OFF CAMPUS COURSES. FOCUS ON JOB PLACEMENT W/ OFF
CAMPUS COURSES.
BRING BACK THE STUDENT STORE AT THE SL SATELLITE CENTER
PROVIDE MORE CLASSES THAT WOULD MEET THE ARL REQUIREMENTS FOR A HEALTH AND
PE TEACHER AT THE BROADCAST SITES
OFFER MORE 6000 LEVEL COURSES FOR DISTANCE LEARNING STUDENTS ESPECIALLY WHEN
WE ARE LIMITED WITH THE NUMBER OF 5000 LEVEL COURSES WE CAN TAKE
INFORMATION FOR DISTANCE ED/GRAD STUDENTS OTHER THAN ON COMPUTERS
LOGISTICS OF WORKING THE UNIVERSITY SYSTEM AS A DISTANCE STUDENT
BROADCAST CLASS WAS A LITTLE DIFFICULT/SEEMED LOWER QUALITY THAN OTHER
SOMETIMES THE CHOICE OF CLASSES TO TAKE WAS LIMITED. IT WOULD BE HELPFUL TO
KNOW FURTHER IN ADVANCE FUTURE OFFERINGS, AS WELL AS KNOWING SPECIFICALLY
WHAT THE SEMINAR TOPICS WILL BE.
DISTANCE STUDENTS SHOULD BE EXEMPT FROM PAYING HTE (CONTINUOUS REGISTRATION
FEE) $100 FEE FOR MISSING SPRING OR FALL SEMESTER.
IT WOULD HAVE BEEN NICE TO BE MORE INVOLVED WITH THE HUNTSMAN SCHOOL OF
BUSINESS OR AT LEAST HEAR WHAT WAS GOING ON IN LOGAN CAMPUS SINCE I ATTENDED
THE OGDEN PROGRAM.
EDUCATION DEPT CAN GIVE INSTRUCTION TO TEACHERS AS TO HOW THE DISTANCE
LEARNING COURSES CAN ENGAGE ALL STUDENTS
Facilities
THERE WAS OFF AND ON AVAILABILITY OF RESOURCES FOR US TO MAKE, DESIGN, PRINT,
LAMINATE, MATERIALS FOR CLINIC
BETTER FACILITIES; THERE IS NO SPRAY BOOTH. THERE ARE A LOT OF CAUSTIC CHEMICALS
EMITTING VAPORS.
GRAD STUDENT PARKING
E-9
Faculty
MORE FACULTIES AVAILABLE IN THE DEPARTMENT TO FULFILL THE GRADUATE STUDENTS
NEEDS AND REQUIREMENTS
HAVE MORE (IN THE BUSINESS SCHOOL) PROFESSORS THAT COME FROM INDUSTRY, AND
NOT JUST FROM RESEARCH/ACADEMIA
THE KEY TO EDUCATION IS GAINING TOOLS TO USE IN THE WORKFORCE. SOME PROFESSORS
TAUGHT TEXTBOOK THEORY WITHOUT APPLYING IT OR GIVING US THE TOOLS NEEDED
NOT ALL PROFESSORS WERE AS ENGAGED AS THEY SHOULD HAVE BEEN. THE INCREASES
TO PAY & PROMOTION TO STUDENT SATISFACTION INSTEAD OF TENURE.
TAKE INTO CONSIDERATION THE FEEDBACK GIVEN BY STUDENTS AT THE END OF A COURSE
IN REGARDS TO CERTAIN PROFESSORS
PROFESSORS NEED TO CORRELATE THEIR CLASSES BETTER - TOO MUCH DUPLICATION
AND/OR CONTRADICTION. USU NEEDS TO FIGURE OUT HOW TO MAKE THESE STUDENTS FEEL
PART OF USU
PUBLISHING WHEN A PROFESSOR HAS AVAILABLE RESEARCH FUNDING
BETTER STANDARD OF COMMUNICATION FROM PROFESSORS - SOME USED A SYLLABUS,
SOME USED BLACKBOARD, SOME USED EMAIL - CONFUSING.
AT TIMES THE ONLY THING I CAN THINK OF IS PERHAPS THE PROFESSORS COULD BE A BIT
MORE AVAILABLE AND FASTER IN THEIR RESPONDS VIA EMAIL OR VOICE MAIL.
ALWAYS GIVE ASSIGNMENT FEEDBACK ESPECIALLY ON END OF CLASS PROJECTS.
SOME TEACHERS DID NOT RELATE TO STUDENTS WELL
PROFESSORS REFER MORE STUDENTS TO THEIR NETWORK
FACULTY SHOULD BE MORE PERSONAL & CARE ABOUT STUDENTS
LISTEN TO THE STUDENTS IDEA AND MAKE MORE CONNECTIONS BETWEEN TEACHER AND
STUDENTS
THE DEPARTMENT FACULTY COULD BE MORE PROACTIVE IN SEARCHING OUT STUDENTS
THEY WOULD LIKE TO WORK WITH INSTEAD OF LEAVING IT UP TO THE STUDENTS.
SOME TEACHERS NEED SOME IMPROVEMENT WITH TEACHING SKILLS.
TRAIN FACULTY ON AUTHORSHIP (THOUGH THEY ALREADY SHOULD KNOW) - MORE
WORKSHOPS ON TOPICS (EX WRITING FOR JOURNALS, WRITING APA, TEACHING) ENCOURAGE FACULTY TO HELP STUDENTS FOR THE STUDENTS SAKE
BETTER COMMUNICATION BETWEEN PROFESSORS
MORE PROFESSORS IN THE FIELD OF TRANSPIRATION ENGINEERING
TO CHANGE THE MENTALITY OF BEING JUST EMPLOYEES TO BLENDING IN ENTREPRENEURS
MORE FACULTY WITH EXPERIENCE IN VARIOUS FIELDS
IT WOULD BE GOOD TO REMIND STUDENTS CONTINUALLY THAT WHAT IS LEARNED IN THE
CLASSROOM WILL BE ON THE CPA EXAM. STUDY TO KNOW NOT JUST FOR THE NEXT TEST
EMPLOY PROFESSORS WITH TEACHING SKILLS (HEAVY EMPHASIS)
RECRUIT MORE HISPANIC PROFESSORS
REQUIRE THAT PROFESSORS RESPOND TO EMAILS/PHONE CALLS WITHIN 24 HOURS. UNLESS
THERE ARE EXTENUATING CIRCUMSTANCES THAT PREVENT A QUICK RESPONSE
Financial Aid
WOULD BE GOOD TO HAVE MORE ASSISTANTSHIPS FOR GRADUATE STUDENTS
FOR GRADUATE STUDENTS IN DEAF EDUCATION THE UNIVERSITY SHOULD PROVIDE MORE
FINANCIAL SUPPORT AND MORE OPPORTUNITIES TO RESEARCH YOUNG DEAF CHILDREN
WHO COMMUNICATE THROUGH THE USE OF AMERICAN SIGN LANGUAGE.
(PSYCHOLOGY) FINANCIAL AID
SCHOLARSHIP AVAILABILITY AND NOTIFYING HOW TO APPLY WOULD'VE BEEN MUCH
APPRECIATED
MORE FINANCIAL ASSISTANCE
OFFER MORE NON LOAN ASSISTANCE W/ REGARDS TO FINANCIAL AID
MORE SCHOLARSHIPS
E-10
IT WOULD BE EXTREMELY USEFUL TO KNOW ABOUT SCHOLARSHIPS OR OTHER FINANCIAL
SUPPORT OTHER THAN STUDENT LOANS IN A MORE TIMELY MANNER. NO ONE SEEMS TO
KNOW WHAT OPPORTUNITIES ARE AVAILABLE UNTIL A WEEK BEFORE THE APPLICATION
DEADLINE
COST IS ENORMOUS. WORK TOWARDS MORE SCHOLARSHIP FUNDING SET ASIDE JUST FOR
GRADUATE STUDIES
FUNDING. IN RESEARCHING GRADUATE SCHOOLS AND PROGRAMS, USU WAS ONE OF THE
WORST IN THIS AREA
THERE WERE ALMOST NO FUNDING OPPORTUNITIES THAT I COULD FIND IN THE FOLKLORE
PROGRAM. THE ONLY ONE I FOUND WAS FOR 1ST YEAR GRAD STUDENTS AND IT ONLY
BECAME AVAILABLE ONCE I BECAME A 2ND YEAR. THE PROGRAM COULD USE MORE PAID
RESEARCH ASSISTANT POSITIONS.
MORE FUNDING FOR SCHOLARSHIPS AS WELL AS TRAVEL FUNDS
MORE INFO & HELP ON FINANCIAL AID - UNIVERSITY & DEPT.
MORE FINANCIAL AID FOR STUDENTS WOULD BE GREATLY APPRECIATED.
MORE SCHOLARSHIP OPPORTUNITIES
IT WOULD BE VERY HELPFUL IF FELLOWSHIPS WERE AVAILABLE SO I DIDN'T HAVE TO WORK
SO MUCH.
MORE OPPORTUNITIES FOR FINANCIAL ASSISTANCE, ESPECIALLY FOR 2ND YEAR STUDENTS.
OFFER SCHOLARSHIPS TO DISTANCE ED STUDENTS
BETTER FUNDING
THE UNIVERSITY COULD GIVE ADDITIONAL FUNDING TO THE CEE DEPARTMENT FOR MORE
ASSISTANTSHIP OPPORTUNITIES FOR GRADUATE STUDENTS
DEPARTMENT SHOULD PROVIDE FUNDING TO DESERVING STUDENTS WHO HAVE A GOOD
GPA AND WHO ARE WORKING SERIOUSLY TOWARDS THEIR DEGREE RATHER THAN
AWARDING RANDOM STUDENTS BASED ON GRE SCORES
GRANTS OR SCHOLARSHIPS FOR PLAN C GRADUATE STUDENTS WOULD BE GREAT.
MORE FUNDING FOR GRADS, THIS PROGRAM WAS VERY LOW COMPARED TO OTHER
PROGRAMS
I COULD HAVE USED MORE HELP FINANCIALLY
PROVIDE MORE OPPORTUNITIES FOR FINANCIAL ASSISTANCE. THOSE I TALKED TO (????)
THERE REALLY WASN'T ANYTHING AVAILABLE AND STUDENTS IN THE PROGRAM ALL TOLD ME
THEY PAID OUT OF POCKET
MORE GRADUATE FELLOWSHIPS
ADVERTISE FINANCIAL AID TO THE GRAD STUDENTS MORE
MORE TUITION WAIVERS
TUITION WAIVERS/SCHOLARSHIPS OFFERED IN SUMMER
MORE FUNDING OPPORTUNITIES
GRADUATE STUDENTS HAVE BACHELORS DEGREES. THE UNIVERSITY SHOULD FUND
ASSISTANTSHIPS COMMENSURATE WITH THE DEGREE.
OFTEN THE FUNDING FOR GRADUATE ASSISTANT POSITIONS WAS NOT AVAILABLE UNTIL A
FEW DAYS BEFORE THE START OF EACH SEMESTER, LEAVING MANY STUDENTS WONDERING
WHETHER OR NOT THEY WOULD CONTINUE TO RECEIVE FUNDING
Library
LIBRARY ACCESS NEVER WORKED FOR ME SO I USED WEBER STATE UNIVERSITY. I STILL HAD
ACCESS TO WHAT I NEEDED AND USED GOOGLE SCHOLAR QUITE A BIT.
THE ELECTRONIC RESERVE STUFF IS NOT LISTED CLEARLY
UNIVERSITY: THERE ARE MANY IMPORTANT JOURNALS THAT WE DON'T HAVE ACCESS TO.
INCREASE THE NUMBER OF CURRENT BOOKS IN THE LIBRARY THAT ARE RELEVANT TO MY
PROGRAM
SOME TRAINING ON THE USE OF ELECTRONIC LIBRARY RESOURCES WOULD BE HELPFUL. IT
WAS DIFFICULT AND SLOW TO GET RESEARCH ARTICLE AND I NEVER MASTERED SEARCH
METHODS FOR FINDING RELEVANT RESEARCH
E-11
Requirements/Deadlines, etc.
ACCEPT MORE CREDITS OR ALLOW STUDENT TO EXPLAIN WHY THEY DIDN'T APPLY SOONER LIKE THEY DID BEFORE
HAVE MORE UP TO DATE GRADUATION REQUIREMENTS
GIVE MORE INFORMATION ABOUT THE DUE DATES FOR GRADUATION
I HAD A VERY HARD TIME KNOWING DEADLINES, ESPECIALLY FOR EARLY GRADUATION
(FINISHING IN SUMMER - GRAD IN MAY) ALSO, THE ONLINE CLASSES ARE VERY IMPERSONAL.
BY MAKING SURE EVERY GRADUATE STUDENT GETS AN OUTLINE FOR GRADUATION (DEGREE
COMPLETION COMPASS) I ONLY RECEIVED ONE WHEN I WENT INTO THE OFFICE OF
GRADUATE STUDIES ASKING ABOUT DEADLINES. I KNOW THAT MY FELLOW COLLEAGUES
ALSO NEVER RECEIVED ONE.
BE MORE EXPLICIT WITH REQUIREMENTS.
MORE UNIFORM REQUIREMENTS FOR ALL STUDENTS
A BETTER TIMELINE I WAS TOLD IF I DEFENDED BY APRIL 15TH MY NAME WOULD BE IN THE
PROGRAM. BUT THAT WASN'T TRUE.
MORE COMMUNICATION ABOUT GRADUATION DATES & DEADLINES
BETTER INFORM GRADUATE STUDENTS ABOUT DEADLINES
THE UNIVERSITY SHOULD HAVE AN EASIER TIMELINE TO FIGURE OUT FOR DEADLINES AND
PLANNING FROM ADMISSION TO GRADUATION. THE DEPARTMENT COULD USE SOMETHING
SIMILAR TO HELP STUDENTS PLAN THEIR CLASSES, DEFENSE, ETC...
Research
INCREASE OPPORTUNITIES FOR INTERDISCIPLINARY RESEARCH. (CEE, ENVIRONMENTAL
ENG)
PROVIDING IMPORTANT RESEARCH FACILITIES REQUIRED
Satisfied
I ACTUALLY THINK THEY DID AN OUTSTANDING JOB.
I HAVE BEEN VERY SATISFIED
I THOUGHT THEY DID A GREAT JOB
WE HAVE PRIVATE COMPUTER LAB, AND OUR PROFESSOR HAVE ALL THE TIME IN THE WORLD
I WAS SATISFIED WITH EVERYTHING
IT SEEMED GOOD TO ME
I HAVE HAD A GREAT EXPERIENCE. I CANNOT THINK OF ANY IMPROVEMENTS THAT COULD
HAVE BEEN MADE.
CONTINUE WITH GREAT WORK
I WAS SATISFIED WITH EVERYTHING.
THEY DID REALLY WELL
ITS ALL RIGHT
IT WAS GREAT
I HAD AN INCREDIBLE EXPERIENCE. I WILL RECOMMEND THIS PROGRAM TO FELLOW
COLLEAGUES.
DEPARTMENT DID GREAT. WASN'T INVOLVED IN SCHOOL OF GRADUATE STUDIES AT ALL.
LOVED THE STAFF AND PROGRAM. MSW PROGRAM
I THOUGHT THE COLLEGE OF BUSINESS DID A FINE JOB MEETING THE NEEDS OF GRADUATE
STUDENTS
Services
ONE AREA THAT USU CAN SIGNIFICANTLY IMPROVE IN IS THE OISS. ALTHOUGH THE OISS
STAFF ARE FRIENDLY (MOST OF THE TIME) THEY REALLY DO NOT HAVE THE PROPER
EXPERIENCE AND KNOWLEDGE TO HELP INTERNATIONAL STUDENTS. I HAD A FEW BAD
EXPERIENCE SEEKING ADVISE.
E-12
FULL TIME RECRUITS
PROVIDE MORE INFORMATION ABOUT JOBS IN MY SPECIFIC FIELD IN AND OUTSIDE OF UTAH
I BELIEVE THE OISS STAFF ARE NOT EXPERT ENOUGH TO SOLVE ALL THE INTERNATIONAL
STUDENTS PROBLEMS. THEY ARE GOOD FOR REGULAR SITUATIONS
BETTER PARKING FOR GRADUATE STUDENTS
HELP MORE W/ FINDING JOBS AFTER GRADUATION
COULD BETTER ADVERTISE THE GRAD FAIR AS THE PLACE/TIME TO PAY FOR CAP AND GOWN.
SMALL DETAIL BUT ITS A PAIN TO PAY AN EXTRA $20 WHEN YOU MISS IT.
School of Graduate Studies
I STILL DON'T KNOW WHO WAS SUPPOSED TO BE IN CHARGE OF THE APPLICATION PROCESS,
THE SCHOOL OF ACCOUNTANCY OR THE SCHOOL OF GRADUATE STUDIES? I FELT LIKE NO
ONE COULD GIVE ME A STRAIGHT ANSWER TO ANY OF MY QUESTIONS, THEY ALWAYS
POINTED THEIR FINGERS AT EAC
INST 7920 DIDN'T HELP ME WITH MY TEACHING ASSISTANTSHIP AT ALL. PLEASE DON'T WASTE
MY TIME
BETTER REVIEW OF MY THESIS
THE GRADUATE STUDIES DEPARTMENT COULD HAVE BEEN LESS DISJOINTED
THE UNIVERSITY SHOULD HAVE AN EASIER TIMELINE TO FIGURE OUT FOR DEADLINES AND
PLANNING FROM ADMISSION TO GRADUATION. THE DEPARTMENT COULD USE SOMETHING
SIMILAR TO HELP STUDENTS PLAN THEIR CLASSES, DEFENSE, ETC...
I HAD NO IDEA THAT THERE WERE SERVICES AVAILABLE THROUGH THE SCHOOL OF
GRADUATE STUDIES OR THE GRADUATE SCHOOL UNTIL NOW. PERHAPS GETTING THE WORD
OUT ON THAT WOULD BENEFICIAL.
APPLYING TO THE GRADUATE PROGRAM WAS A NIGHTMARE (IE: IGNORED EMAILS, EMAILS
GOING TO THEIR TRASH FOLDERS). TOOK A LOT LONGER THAN NECESSARY.
GSS NOT MANY RESOURCES ACTIVITIES OR OPPORTUNITIES FOR STUDENTS AT REGIONAL
CAMPUSES.DEPT SW SAME, NOT AS MANY RESOURCES OR OPPORTUNITIES AT REGIONAL
CAMPUSES.
SPECIFIC CONTACT PERSON ASSIGNED AS LIAISON BETWEEN GRADUATE STUDIES OFFICE
AND DISTANCE GRADUATE STUDENTS
BETTER SYSTEM FOR GETTING SIGNATURES OF COMMITTEE MEMBERS. MAYBE AN ONLINE
SYSTEM WITH PASSWORDS FOR FORMS.
BEGIN TALKING WITH STUDENTS EARLY & PREPARING THEM FOR GRADUATION
CLEARER INSTRUCTIONS AND COMMUNICATION BETWEEN THE GRADUATE SCHOOL AND THE
DEPARTMENT
THERE WAS A NEED TO BETTER UNDERSTAND THE PLAN B REQUIREMENTS
THERE IS A DISCONNECT BETWEEN THE BIOLOGY DEPARTMENT INFORMATION GIVEN TO
GRAD STUDENTS AND OFTEN THE INFORMATION FROM THE SCHOOL OF GRADUATE STUDIES
HELP STUDENTS UNDERSTAND HOW LONG A THESIS TAKES, EVEN IF A WHOLE HEARTED
EFFORT IS PUT INTO IT.
FOUND OFFICE HOURS AND THE AMOUNT OF SIGNATURES REQUIRED TO GET
ANYTHING/EVERYTHING DONE DIFFICULT.
PROVIDE DETAILED INFO ON MASTER'S DEFENSE.
IN GENERAL I DON'T FEEL LIKE I KNEW THE PROCESS OF COMPLETING A MASTER'S DEGREE
WELL ENOUGH UNTIL AFTER IT WAS OVER. AS A RESULT THERE WAS UNDUE STRESS ABOUT
LITTLE THINGS. THERE SHOULD BE AN OVERVIEW MEETING BEFORE STARTING THE
PROGRAM.
EARLIER NOTIFICATION OF GRADUATION TIMELINE FOR COMPLETION OF DEGREE
REQUIREMENTS
LESS PAPERWORK, MAKE FORMS ONLINE SO WE DON'T HAVE TO WALK BACK AND FORTH
ACROSS CAMPUS SO MANY TIMES
INFORMATION, WHILE READILY AVAILABLE HAS TO BE ACTIVELY SOUGHT BY STUDENTS,
WHICH MAKES IT DIFFICULT TO STAY ON TOP OF PAPERWORK, ETC.
E-13
PLEASE EDUCATE FACULTIES AND GRAD STUDIES STAFF TO HELP STUDENTS PLAN THEIR
GRAD PROGRAM. PLEASE EMAIL ME AT: [email protected] IF YOU REALLY
WANT TO KNOW!
THE FIRST TIME I HEARD ABOUT THE "SCHOOL OF GRADUATE STUDIES" WAS WHEN THEY
SENT ME THIS SURVEY IN THE MAIL. GRADUATE SCHOOL WAS MY DEPARTMENT NOTHING
EXISTED OUTSIDE OF IT.
CERTAIN THINGS ARE ASKED FOR TOO SOON. END OF 1ST YEAR IS REALLY EARLY FOR
THINGS LIKE A PROGRAM OF STUDY, A THESIS PROPOSED, OR NAILING DOWN COMMITTEE
MEMBERS.
SIMPLIFY THE FORMS & PROCESSES.
THE 8 YEAR COURSE REVALIDATION RULE IS SO SEVER IT ALMOST MADE IT IMPOSSIBLE FOR
ME TO GRADUATE.
UNIVERSITY - MAKE FORMS & INFO REGARDING GRADUATION MORE ACCESSIBLE.
THE GRADUATE STUDIES OFFICE IS DIFFICULT TO GET A HOLD OF ON THE PHONE AND I FIND
THEIR WEBSITE LESS THAN USER FRIENDLY FOR UNDERSTANDING IMPORTANT DEADLINES
AND INFORMATION.
COULD STREAMLINE ALL OF THE MANY FORMS AND PAPERWORK REQUIRED I COULD SWEAR
I HAVE FILLED OUT FORMS TO APP
I HAVE NO IDEA WHAT THE GRADUATE STUDENT SENATE IS OR DOES.
REDUCE THE AMOUNT OF PAPERWORK AND RESTRICTIONS FOR DEFENSES AND
GRADUATION. AND DO NOT CHARGE A GRADUATION FEE.
THE PROOFREADING PROCESS NEEDS TO BE FASTER FOUR MONTHS IS WAY TOO LONG
THE GRADUATE HEALTH INSURANCE IS A WASTE OF MONEY DUE TO THE NUMBER OF
RESTRICTIONS AND THE POLICY, AND A WASTE OF TIME TRYING TO UNDERSTAND IT ALL. THE
POLICY DID NOT MEET THE NEEDS OF MYSELF OR MY FAMILY
HEALTH INSURANCE FOR GRAD STUDENTS IS WELL INTENTIONED, BUT DOESN'T COVER
SPOUSES OR CHILDREN, SO I WAS STILL FORCED TO GET PRIVATE HEALTH INSURANCE FOR
MY FAMILY AND GET A WAIVER FOR USU INSURANCE EVERY YEAR.
THE GRAD SCHOOL WEBSITE COULD BE BETTER ORGANIZED TO FIND NEEDED INFORMATION
MAKE THE GRAD SCHOOL COMPASS BOOK A LITTLE BIT MORE INFORMED AND UPDATED,
EASIER TO READ
IMPROVE GSS
PROVIDE A CHECK LIST FOR FORUMS THAT NEED TO BE COMPLETED THROUGH THE THESIS
PROCESS
HEALTH INSURANCE SHOULD BE THE SAME AS EMPLOYEE PLAN
I BARELY HEARD ABOUT WHAT THE SCHOOL OF GRADUATE STUDIES DOES. IT WOULD BE
NICE TO HEAR MORE ABOUT YOUR SERVICES AND OPPORTUNITIES
Students' Needs
HAVE ONE PLACE TO GO TO DO EVERYTHING
HAVE MORE ONSITE TOURS OF EMPLOYERS AND WORKPLACES
MORE RESPECT FOR INDIVIDUAL DIFFERENCES AND CAREER GOALS
THEY COULD REQUIRE CAREER ACCELERATORS TO ACTUALLY MEET W/ STUDENTS AND
HELP THEM. THEY ARE THERE TO HELP US FIND JOBS, BUT THEY DON'T KNOW WHAT OVER
HALF THE STUDENTS WANT TO GO INTO
PUSH CAREER ACCELERATORS MORE
MAKING SURE THE QUESTIONS ARE ASKED AND ANSWERED IN A TIMELY MANNER.
GIVE GRADUATE STUDENTS AN OPPORTUNITY TO STAND OUT SO WE WILL BE MORE
MARKETABLE IN THE WORK PLACE. CAREER PLACEMENT WOULD BE NICE AS WELL
THE QUINNEY COMPUTER LAB SHOULD BE ACCESSIBLE ON EVENING AND WEEKENDS
BETTER EDUCATION AND TRAINING FOR ONLINE RESOURCES; BLACKBOARD
ELIMINATE SPEED TESTS: PROVIDE GENEROUS AMOUNT OF TIME TO TAKE TESTS
INTRODUCE COURSES THAT WOULD BE HELPFUL IN SEEKING EMPLOYMENT IN THE DESIRED
FIELD
E-14
PROVIDE OPPORTUNITIES FOR MORE NETWORKING & JOB PLACEMENT. NOT EVERYONE IN
THIS PROGRAM IS PLANNING ON STAYING WITH THEIR CURRENT EMPLOYER. THE
UNIVERSITIES LACK OF OPPORTUNITIES WAS DISAPPOINTING.
PROVIDE INFORMATION SOONER
HELP MORE W/ FINDING JOBS AFTER GRADUATION
I TAKE SERIOUSLY THE FEEDBACK ON COURSE EVALUATIONS
I THINK A NEWSLETTER OR QUARTERLY MAGAZINE WOULD BE GREAT FOR CURRENT
GRADUATE STUDENTS AND ALUMNI. IT WOULD KEEP US ALL CONNECTED
NOT HAVE FIVE COMMITTEE MEMBERS, IT IS TOO MANY
REACH OUT MORE TO THE STUDENTS
A GRACE SEMESTER FOR INTERNATIONAL STUDENTS WOULD BE GOOD
HELPING THEM FIND INTERNSHIPS OR JOBS WHEN THE PROCESS IS OVER. I WAS HELPED A
LITTLE BUT NOT MUCH MORE
LISTEN TO MORE CONCERNS AND DO SOMETHING ABOUT THEM
THERE WERE TIMES WHEN I WAS NOT SURE WHAT MY STANDING WAS. THIS WAS PARTLY MY
FAULT AS I DID NOT INITIATE EMAIL REQUESTS
PROVIDE A FULL COURSE ON HOW TO RESEARCH, WRITE, AND DEFEND A THESIS
THEY NEED TO UNDERSTAND MORE ABOUT THE NEEDS OF INTERNATIONAL STUDENTS WHO
MIGHT PLAN TO WORK IN THE US AFTER GRADUATING (WORKING ON VISA, OPT....)
Support Staff
THERE WAS QUITE A BIT OF STAFF TURNOVER IN THE TEAL ASC PROGRAM AND I WASN'T
ALWAYS SURE WHO TO CALL
Technology
ASTE - THE PROGRAM OF STUDY WOULD BE EASIER TO FILL OUT AND TURN IN IF IT WAS
SAVABLE. EMAILED GRADUATION DEADLINES. A WAY TO LOOK AT REQUIREMENTS THAT
HAVE BEEN MET ONLINE WHEN LOGGED IN, FOR EXAMPLE, THAT THE PROGRAM OF STUDY
HAS BEEN RECEIVED.
MORE TECHNICAL TRAINING ASSISTANCE TO ENSURE THAT TELECONFERENCING
VIDEOCONFERENCING GOES MORE SMOOTHLY
THE WEBSITE AND ALL THE PARTS CONNECTED WITH IT (REGISTRAR, BLACKBOARD,
LIBRARY) NEED TO BE STREAMLINED, AND SIMPLIFIED
USU
THE UNIVERSITY COULD BE MORE INVOLVED IN DEPARTMENT RESTRUCTURING AND
ORGANIZATION
NOT MAKE IT SO EXPENSIVE AND MAKE THE GRADUATE STUDENTS FEEL LIKE THE LOWEST
ON THE TOTEM POLE WITH CRAPPY CLASSROOMS AND NO RECOGNITION.
PRODUCE BETTER METHODS OF COMMUNICATION BETWEEN UNIVERSITY
UNIVERSITY COULD USE FUNDS BETTER SO TUITION COULD DECREASE. THERE IS A LOT OF
WASTE. IT IS FRUSTRATING TO SEE THIS AS A STUDENT PAYING MY OWN TUITION!
SCHEDULING AND REGISTRATION PROCESS FRUSTRATING EVEN IF THE CLASSES WERE OK
THIS MAKES ME REMEMBER MY EXPERIENCE AT USU AS UNFAVORABLE AND BITTERSWEET.
THE UNIVERSITY IN GENERAL COULD OFFER MORE SUPPORT TO ENSURE STUDENTS ARE
RECEIVING THE APPROPRIATE CERTIFICATIONS & LICENSES THAT FIT WITH THE MATERIAL
THAT IS LEARNED IN THE DEAF EDUCATION DEPARTMENT.
STOP INCREASING TUITION CONSTANTLY WITHOUT WARNING
USU IS A BUREAUCRATIC NIGHTMARE, ESPECIALLY THE GRAD SCHOOL, THEY NEED TO HIRE
PEOPLE THAT CARE ABOUT EFFICIENCY AND NOT BE SO RIGID AND TICKY TACKY
THIS WAS A GREAT EXPERIENCE FOR ME, PERSONALLY AND PROFESSIONALLY. THANK YOU
E-15
I DID HAVE SOME TROUBLE GETTING ENROLLED AND WAS PASSED AROUND I WAS ALSO
CHARGED $47,000 THE FIRST SEMESTER WHICH WAS A HUGE MISTAKE!
DUE TO BUDGET CUTS THE ENGINEERING PROGRAM HAS CUT MANY GOOD CLASSES OR
MADE THEM EVERY OTHER YEAR. I FIND IT HARD TO UNDERSTAND HOW OUR TUITION CAN
KEEP GOING UP BUT THE CLASS OPTIONS KEEP DECREASING AND CLASS SIZES ARE
INCREASING
WE ALL WISH IT COULD BE CHEAPER BUT THAT IS NOT A REALITY. THANKS.
IN STATE TUITION PROCESS SHOULD BE MORE CLEAR
ITS BETTER IF UNIVERSITY OR MIS DEPARTMENT COULD REDUCE THE TUITION
DO AWAY WITH ACTIVITY FEES!!! I TOOK ONE COURSE AT A TIME(SOMETIMES TWO) TOOK 6
YEARS TO COMPLETE THE DEGREE - I WORKED FULL TIME AS A TEACHER AND NEVER
UTILIZED THE FEES I PAID. I BASICALLY THREW AWAY 300-350 PER SEMESTER AND THAT IS
AN ATROCITY
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