School of Graduate Studies Student Survey 2010 Joan Kleinke September 2010

Office of Analysis, Assessment & Accreditation
School of Graduate Studies Student Survey 2010
Joan Kleinke
September 2010
EXECUTIVE SUMMARY
A survey is distributed each year by the School of Graduate Studies when graduate students make
application for graduation. Completed surveys are collected when students turn in their graduation
applications. The objective of the survey is to determine the opinions of the graduate students with
respect to important aspects of their USU educations. The School of Graduate Studies Survey was
distributed to 932 post-baccalaureate graduates of the class of 2010. There were 676 usable surveys
completed – a return rate of 72.5%.
This Executive Summary reports aggregate data for all respondents to the survey. However, in many
cases, response patterns differ significantly by graduate degree type. Additional detail is provided in the
body of this report on responses by degree type.
SUMMARY OF RESPONDENT CHARACTERISTICS
Degrees/Programs
• 69 graduate programs were represented.
• 89.9% received Masters Degrees; 10% received Doctorates.
• 36.7% of all respondents were from the College of Education and Human Services.
• 67% of the master’s respondents did a Plan C program.
• 62% of the respondents had prior degrees from USU.
Demographics
• 44.3% of the respondents were ages 25 to 29; 20.1% of the respondents were age 35 or older.
• 52.9% were males, 47.1% females.
• 12.6% of the respondents were international students (35.3% of the Doctoral degree recipients).
• 6.6% were minority students.
• 80.4% of the respondents lived in Utah/Idaho before beginning graduate study.
Financial Aid
• 20.1% of the total respondents received no financial assistance while pursuing their graduate
degree. However, there were substantial variations by degree type.
• 45.2% of the respondent’s financial support came from employment, personal savings, spouse,
and/or family.
SUMMARY OF FINDINGS
(% Very Satisfied + % Satisfied) or (% Strongly Agree + % Agree)
Overall Perceptions of USU
• Overall quality of my graduate education = 90.5% satisfied*
• Overall quality of the courses I took inside my department = 87.1% satisfied*
• Overall quality of the courses I took outside my department = 76.4% satisfied*
• I would recommend USU to a friend who is a prospective graduate student in my
program = 81.1% agree*
Department and Major Professor
• My graduate program adequately prepared me for my future career = 78.6% agree*
• Helpfulness of my major professor in responding to my questions and/or concerns =
90.5% satisfied*
• Availability and amount of interaction with my major professor = 86.8% satisfied*
• My advisor/major professor was an effective mentor = 83% agree*
• There was good communication between faculty and graduate students = 77.9% agree*
iii
•
•
•
•
My department was helpful and supportive in graduates’ search for professional
employment = 50.1% agree*
Students were respected and treated fairly in my department = 85.1% agree*
Helpfulness of staff members in my department in responding to my questions and/or
concerns = 88.5% satisfied*
Overall quality of research facilities available in my department = 69.9% satisfied*
Financial Aid
• Availability of financial assistance to help cover the costs of my graduate program =
56.7% satisfied*
• The procedures and criteria used by my department for allocating financial aid were fair
and equitable = 58.6% agree*
• The level of assistantship funding was adequate = 47.9% agree*
Technology and Library
• Respondent’s program included some “face-to-face” instruction at locations other than
the Logan campus = 9.4%
• Respondent’s program included televised (UEN) courses = 8.9%
• Respondent’s program included online courses = 8.1%
• Overall quality of library collections of books and journals in my field of study = 73.7%
satisfied*
• Overall quality of library collections of electronic journals in my field of study = 75.3%
satisfied*
• Overall quality of obtaining library resources through interlibrary loan = 72.9% satisfied*
• Overall quality of computer access available in my department = 76.3% satisfied*
School of Graduate Studies
• Available information provided about degree requirements = 76.6% satisfied*
• Helpfulness in responding to my questions and/or concerns = 72.7% satisfied*
• Thesis/dissertation guidelines and procedures were clear and reasonable = 65.9%
agree*
• Provided good information about filing for candidacy, program of study forms, meeting
deadlines, etc. = 58.8% agree*
• TA workshop provided content needed to help be an effective TA = 51.8% agree*
*Excludes respondents who marked “Not Applicable”
iv
TABLE OF CONTENTS
Page
Objectives and History of the Survey .............................................................................................................1
Survey Administration ................................................................................................................................... 1
Development of the survey .............................................................................................................. 1
Administration procedures ............................................................................................................... 1
Response rate .................................................................................................................................. 1
Data analysis .................................................................................................................................... 1
Respondent Characteristics .......................................................................................................................... 2
Findings: Overall Perceptions of USU ..........................................................................................................7
Findings: Academic Department and Major Professor .............................................................................. 11
Findings: Financial Aid ............................................................................................................................... 19
Findings: Technology and Library .............................................................................................................. 22
Findings: School of Graduate Studies ....................................................................................................... 25
Narrative Comments ................................................................................................................................... 29
Additional Information ................................................................................................................................. 30
Appendix A: Utah State University School of Graduate Studies Survey ..................................................A-1
Appendix B: Written responses to item “As you think about your experience as a Graduate student
at USU, what did the university or your department do well?” ..............................................B-1
Appendix C: Written responses to item “How could the university or your department better meet
the needs of graduate students?” ....................................................................................... C-1
Appendix D: Summary and ordering of percent of respondents responding very satisfied or
Satisfied in order from most to least ................................................................................... D-1
Appendix E: Summary and ordering of percent of respondents responding strongly agree or
Agree in order from most to least.........................................................................................E-1
v
THE REPORT
Objectives and History of the Survey
The objective of the School of Graduate Studies Student Survey is to gather the opinions of graduate
students who are candidates for graduation. The survey was designed to cover a broad range of
experiences and attitudes including:
•
•
•
•
•
•
Demographic characteristics
Financial assistance received
Overall perceptions of USU
Satisfaction with students’ department and major professor
Satisfaction with technology and the library
Satisfaction with the School of Graduate Studies
Analyzing the resultant data base permits the School of Graduate Studies to focus on its consumers. A
copy of the survey instrument can be found in Appendix A.
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, which was later refined by the
Office of Analysis, Assessment, and Accreditation. Each year this survey is revised to update degrees
and programs.
Administration procedures. Personnel in the School of Graduate Studies pass out the survey
in the packet that students receive when they apply for graduation. Thus, the completed survey is
distributed all year long as students either appear in the School of Graduate Studies Office or solicit
graduation materials by mail.
Response rate. From May 2009 through June 2010 there were 932 individuals who received
graduate degrees at USU. 676 completed, usable surveys were received from the School of Graduate
Studies resulting in a response rate of 72.5%.
Data analysis. Analysis has been broken out by eight degree types. Although university totals
are interesting, graduate degree programs are so diverse that response patterns by degree type offer
better insight into student perceptions. The category “Other Masters” on all tables in this report is made
up of respondents from the following degree programs: Master of Arts, Master of Computer Science,
Master of Dietetics Administration, Master of Family and Human Development, Master of Fine Arts,
Master of Food Microbiology and Safety, Master of Landscape Architecture, Master of Mathematics,
Master of Natural Resources, Master of Professional Studies in Horticulture, Master of Second Language
Teaching, Master of Social Sciences, Master of Social Work, Civil Engineering, and Educational
Specialist.
It should be noted that the number of respondents for each degree type varies greatly. There were only
15 Master of Rehabilitation respondents and 262 Master of Science respondents. This is a broad range
in numbers and should be kept in mind as the report is read. The number of respondents for each degree
type can be found in Table 1 under “College”. When reporting the data, neutral responses will be
mentioned in the narrative where needed, to bring emphasis and more understanding to what might be
perceived as lower satisfaction ratings. The numbers in the tables printed in red are subtotals for
Strongly Agree plus Agree or Very Satisfied plus Satisfied. Subtotals in red for Disagree plus Strongly
Disagree or Dissatisfied plus Very Dissatisfied are also included.
1
RESPONDENT CHARACTERISTICS (See Table 1)
A plurality of respondents (36.7%) graduated from the College of Education and Human Services.
Twenty percent of the respondents graduated from the College of Business. A plurality of respondents
(38.8%) received Master of Science degrees. The modal age range was 25 to 29 years, with a majority
of respondents (64%) being between 25 and 34 years of age. It should be noted that 26.7% of the
Master of Rehabilitation respondents were over the age of 50. Over half of the total respondents (52.9%)
were males, although females represented 82.2% of the Master of Education respondents. Sixty-three
percent of the respondents were married. Forty-five percent of the respondents had one or more
children.
Eighty-seven percent of all respondents were U.S. citizens. However, 35.3% of the Doctoral respondents
were international students. An overwhelming majority of respondents (93.3%) were White. When
students were asked where they were living prior to starting their graduate degree, a plurality of
respondents (39.1%) said they were from Cache Valley and another 38% said they were from elsewhere
in Utah. Ten percent of the respondents resided outside the United States prior to starting graduate
school at USU. 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. A majority of respondents (62%) reported receiving a prior degree
from USU; 56.7% of those respondents had received their Bachelors degree from USU. Sixty-four
percent of the respondents had been enrolled in USU graduate programs for two to three years at the
time they completed the survey. The majority of respondents (67%) who completed a master’s degree
did so under Plan C.
Only 4.4% of the respondents changed departments or programs while enrolled as a graduate student. A
majority of respondents (58.3%) reported having a GPA between 3.8 and 4.0 for their graduate studies at
USU. Thirteen percent of the respondents reported attending the Teaching Assistant or International
Teaching Assistant Workshop offered by the School of Graduate Studies.
2
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
Business
Education & Human Services
Engineering
Humanities, Arts, &Social Science
Natural Resources
Science
USU Total Percent
0.0%
95.5% (21)
0.0%
0.0%
4.5% (1)
0.0%
0.0%
100% (22)
Degree
Master of Accounting (Macc)
100% (22)
Master of Arts (MA)
0.0%
Master of Business Administration (MBA)
0.0%
Master of Computer Science (MCS)
0.0%
Master of Dietetics Administration (MDA)
0.0%
Master of Education (MEd)
0.0%
Master of Engineering (ME)
0.0%
Master of Family & Human Development (MFHD)
0.0%
Master of Fine Arts (MFA)
0.0%
Master of Food Microbiology & Safety (MFMS)
0.0%
Master of Landscape Architecture (MLA)
0.0%
Master of Mathematics (MMath)
0.0%
Master of Natural Resources (MNR)
0.0%
Master of Professional Studies in Horticulture (MPSH
0.0%
Master of Rehabilitation Counseling (MRC)
0.0%
Master of Science (MS)
0.0%
Master of Second Language Teaching (MSLT)
0.0%
Master of Social Science (MSS)
0.0%
Master of Social Work (MSW)
0.0%
Civil Engineering (CE)
0.0%
Educational Specialist (EdS)
0.0%
Doctor of Audiology (AuD)
0.0%
Doctor of Education (EdD)
0.0%
Doctor of Philosophy (PhD)
0.0%
0.0%
1.0% (1)
0.0%
100.0% (87)
0.0%
0.0%
0.0%
99.0% (103)
0.0%
0.0%
0.0%
100.0% (28)
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100% (87) 100% (104) 100% (28)
0.0%
0.0%
100% (87)
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%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100% (104)
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%
0.0%
0.0%
0.0%
3
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
96.4% (27)
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3.6% (1)
0.0%
0.0%
0.0%
0.0%
Other
Masters
Doctorate
% of
Total
% (freq.)
% (freq.)
% (freq.)
7.4% (5)
5.9% (4)
39.7% (27)
22.1% (15)
2.9% (2)
5.9% (4)
16.2% (11)
100% (68)
5.0% (34)
20.0% (135)
36.7% (249)
15.0% (101)
11.9% (80)
3.3% (22)
8.1% (55)
100% (676)
0.0%
0.0%
100.0% (15)
0.0%
0.0%
0.0%
0.0%
100% (15)
8.8% (23)
8.8% (23)
32.8% (86)
22.1% (58)
8.0% (21)
5.7% (15)
13.7% (36)
100% (262)
5.6% (5)
0.0%
20.0% (18)
0.0%
62.2% (56)
3.3% (3)
8.9% (8)
100% (90)
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%
100% (15)
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%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100% (262)
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3.3% (22)
12.2% (11)
0.0%
1.6% (11)
0.0%
0.0%
12.9% (87)
5.6% (5)
0.0%
0.7% (5)
2.2% (2)
0.0%
0.3% (2)
0.0%
0.0%
15.4% (104)
0.0%
0.0%
4% (27)
14.4% (13)
0.0%
1.9% (13)
8.9% (8)
0.0%
1.2% (8)
1.1% (1)
0.0%
0.1% (1)
4.4% (4)
0.0%
0.6% (4)
3.3% (3)
0.0%
0.4% (3)
3.3% (3)
0.0%
0.4% (3)
2.2% (2)
0.0%
0.3% (2)
0.0%
0.0%
2.2% (15)
0.0%
0.0%
38.8% (262)
6.7% (6)
0.0%
0.9% (6)
2.2% (2)
0.0%
0.3% (2)
31.1% (28)
0.0%
4.1% (28)
0.0%
0.0%
0.1% (1)
2.2% (2)
0.0%
0.3% (2)
0.0%
7.4% (5)
0.7% (5)
0.0%
5.9% (4)
0.6% (4)
0.0%
86.8% (59) 8.7% (59)
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
18.2%
72.7%
4.5%
0.0%
4.5%
0.0%
16.1%
55.2%
20.7%
5.7%
2.3%
0.0%
18.4%
34.0%
18.4%
10.7%
12.6%
5.8%
28.6%
53.6%
14.3%
0.0%
3.6%
0.0%
13.3%
26.7%
6.7%
13.3%
13.3%
26.7%
19.6%
51.5%
13.8%
6.5%
5.4%
3.1%
8.0%
34.1%
33.0%
9.1%
11.4%
4.5%
2.9%
22.1%
35.3%
16.2%
11.8%
11.8%
15.9%
44.3%
19.7%
8.0%
7.6%
4.5%
Sex
Male
Female
81.8%
18.2%
83.9%
16.1%
17.8%
82.2%
96.4%
3.6%
33.3%
66.7%
54.3%
45.7%
36.8%
63.2%
58.2%
41.8%
52.9%
47.1%
Marital Status
Single
Married
Divorced
Widowed
Separated
40.9%
59.1%
0.0%
0.0%
0.0%
32.2%
66.7%
1.1%
0.0%
0.0%
25.7%
69.3%
4.0%
1.0%
0.0%
37.0%
63.0%
0.0%
0.0%
0.0%
20.0%
73.3%
6.7%
0.0%
0.0%
37.7%
58.0%
3.9%
0.4%
0.0%
31.8%
56.8%
9.1%
2.3%
0.0%
20.9%
70.1%
7.5%
0.0%
1.5%
32.4%
62.5%
4.4%
0.6%
0.2%
How many children do you have?
None
One
Two
Three
Four
Five
Six or more
72.7%
13.6%
9.1%
4.5%
0.0%
0.0%
0.0%
55.2%
13.8%
16.1%
12.6%
2.3%
0.0%
0.0%
48.0%
8.8%
15.7%
14.7%
7.8%
4.9%
0.0%
67.9%
17.9%
7.1%
7.1%
0.0%
0.0%
0.0%
40.0%
6.7%
26.7%
0.0%
13.3%
0.0%
13.3%
60.5%
14.3%
11.6%
7.4%
2.7%
1.6%
1.9%
50.6%
11.5%
16.1%
9.2%
8.0%
3.4%
1.1%
47.0%
13.6%
16.7%
1.5%
12.1%
3.0%
6.1%
55.5%
12.9%
14.0%
8.6%
5.1%
2.1%
1.8%
Citizenship
U.S. Citizen
International
100.0%
0.0%
92.0%
8.0%
99.0%
1.0%
70.4%
29.6%
100.0%
0.0%
85.3%
14.7%
93.2%
6.8%
64.7%
35.3%
87.4%
12.6%
Race/Ethnicity
American Indian or Alaskan Native
Asian
Black, African-American
Hispanic
Native Hawaiian/Pacific Islander
White
Two or more races
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
3.7%
0.0%
2.4%
1.2%
92.7%
0.0%
0.0%
1.0%
0.0%
2.0%
2.0%
93.1%
2.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.4%
3.1%
0.0%
1.3%
0.0%
93.0%
2.2%
1.2%
0.0%
0.0%
0.0%
0.0%
92.8%
6.0%
0.0%
2.1%
4.3%
4.3%
0.0%
89.4%
0.0%
0.3%
2.0%
0.3%
1.5%
0.5%
93.3%
2.0%
4
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
50.0%
40.9%
9.1%
0.0%
0.0%
41.7%
53.6%
2.4%
0.0%
2.4%
26.2%
67.0%
1.0%
5.8%
0.0%
53.8%
15.4%
0.0%
3.8%
26.9%
20.0%
53.3%
0.0%
26.7%
0.0%
45.7%
25.6%
3.9%
10.9%
14.0%
42.5%
35.6%
8.0%
10.3%
3.4%
20.0%
29.2%
0.0%
21.5%
29.2%
39.1%
38.0%
3.3%
9.4%
10.2%
Prior Degrees at USU
None
Bachelors
Masters
Doctorate
22.7%
77.3%
0.0%
0.0%
40.0%
55.3%
4.7%
0.0%
39.2%
60.8%
0.0%
0.0%
11.1%
81.5%
7.4%
0.0%
33.3%
46.7%
20.0%
0.0%
34.9%
62.0%
3.1%
0.0%
44.3%
53.4%
2.3%
0.0%
54.4%
22.1%
22.1%
1.5%
38.0%
56.7%
5.1%
0.2%
Years Enrolled as a Grad Student at USU
< One year
One year
Two years
Three years
Four years
Five years
Six years or more
27.3%
63.6%
9.1%
0.0%
0.0%
0.0%
0.0%
20.7%
24.1%
52.9%
0.0%
0.0%
2.3%
0.0%
3.9%
8.7%
62.1%
20.4%
1.9%
2.9%
0.0%
11.5%
26.9%
46.2%
11.5%
0.0%
0.0%
3.8%
0.0%
6.7%
66.7%
13.3%
13.3%
0.0%
0.0%
2.7%
11.6%
47.5%
23.6%
6.9%
3.5%
4.2%
2.3%
3.4%
69.3%
18.2%
4.5%
1.1%
1.1%
0.0%
0.0%
1.5%
9.1%
33.3%
21.2%
34.8%
6.0%
12.8%
47.9%
16.4%
7.2%
4.4%
5.4%
Masters Students Only: Plan A, B, or C
Plan A
Plan B
Plan C
4.5%
0.0%
95.5%
0.0%
0.0%
100.0%
3.1%
7.1%
98.8%
0.0%
0.0%
100.0%
0.0%
0.0%
100.0%
42.2%
14.7%
43.0%
9.2%
31.0%
59.8%
50.0%
16.7%
33.3%
20.7%
12.3%
67.0%
During the period of your enrollment as a
graduate student at USU, have you changed
departments or programs?
Yes
No
0.0%
100.0%
3.4%
96.6%
4.9%
95.1%
10.7%
89.3%
0.0%
100.0%
5.0%
95.0%
3.4%
96.6%
3.1%
96.9%
4.4%
95.6%
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)
Other
Masters
Doctorate
% of
Total
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
63.6%
22.7%
9.1%
0.0%
4.5%
0.0%
18.1%
27.7%
30.1%
15.7%
7.2%
1.2%
71.0%
23.0%
2.0%
2.0%
2.0%
0.0%
25.9%
37.0%
18.5%
11.1%
7.4%
0.0%
93.3%
6.7%
0.0%
0.0%
0.0%
0.0%
57.4%
23.7%
10.0%
6.0%
2.8%
0.0%
79.3%
12.6%
3.4%
3.4%
1.1%
0.0%
69.2%
23.1%
3.1%
3.1%
0.0%
1.5%
58.3%
22.7%
9.9%
5.9%
2.9%
0.3%
Have you ever attended the Teaching
Assistant or International Teaching Assistant
workshop that is offered by the USU School
of Graduate Studies?
Yes
No
0.0%
100.0%
1.2%
98.8%
1.0%
99.0%
3.7%
96.3%
0.0%
100.0%
17.3%
82.7%
13.6%
86.4%
40.0%
60.0%
12.9%
87.1%
6
FINDINGS: OVERALL PERCEPTIONS OF USU (See Table 2)
An overwhelming majority of respondents (90.5%) were satisfied or very satisfied with the overall quality
of their graduate education at USU, with all degree types reporting satisfaction levels of 79% or higher.
Masters of Engineering respondents reported the highest level of satisfaction (100%). Three percent of
the respondents were dissatisfied or very dissatisfied with the quality of their graduate education at USU.
Overall, a majority of respondents (87.1%) were satisfied or very satisfied with the quality of courses they
took inside their department; satisfaction levels by degree type ranged from 70.6% (Master of Business
Administration) to 100% (Masters of Engineering). Four percent of all the respondents were dissatisfied
or very dissatisfied with the quality of courses they took inside their department. A majority of
respondents (76.4%) were satisfied or very satisfied with the courses they took outside their academic
department. Satisfaction levels by degree type ranged from 58.3% (Master of Accounting) to 100%
(Masters of Rehabilitation). Five percent of the respondents were dissatisfied or very dissatisfied with the
quality of courses they took outside their department.
When students were asked what they expected to do after they completed their degree, 30.7% of the
respondents said they will begin a professional career in the private sector, another 24.8% said they will
continue in their current employment. A majority of Master of Accounting respondents (77.3%) and
Master of Engineering respondents (59.3%) will be working in the private sector. A majority of Master of
Education respondents (58.8%) will continue with their current employment. A plurality of doctoral
respondents (41.2%) were planning to begin their careers at an educational institution.
A majority of respondents (88.9%) were satisfied or very satisfied with the relevance of their USU
graduate studies to their career goals. Ratings by degree type ranged from 81.2% (Master of Business
Administration) to 97.7% (Other Masters). Only 2.3% of the respondents were dissatisfied or very
dissatisfied with the relevance of their studies to their career goals. A majority of the respondents
(73.8%) agreed or strongly agreed that their career opportunities had improved significantly as a result of
completing their graduate degree at USU. More Doctoral respondents (56.1%) strongly agreed that their
career opportunities had significantly improved. Agreement ratings by degree type ranged from 56.1%
(Master of Business Administration) to 80.3% (Doctorate). Six percent of the respondents disagreed or
strongly disagreed that their career opportunities had significantly improved as a result of completing their
degrees at USU.
A majority of respondents (80.9%) agreed or strongly agreed that if they had to make the decision again,
they would still come to USU. Rating by degree type ranged from 69.8% (Master of Business
Administration) to 93% (Master of Education). Five percent of the respondents disagreed or strongly
disagreed that if they had to make the decision again they would still come to USU. Eighty-one percent of
all respondents said they would recommend USU to a friend who was a prospective student in their
program. Agreement ratings ranged from 73.3% (Masters of Rehabilitation) to 91% (Masters of
Education). Seven percent of the respondents disagreed or strongly disagreed that they would
recommend USU to a friend.
7
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
31.8%
54.5%
86.3%
17.4%
61.6%
79.0%
40.2%
54.9%
95.1%
38.5%
61.5%
100.0%
33.3%
53.3%
86.6%
35.8%
53.1%
88.9%
43.7%
51.7%
95.4%
44.8%
50.7%
95.5%
36.0%
54.5%
90.5%
Neutral
9.1%
12.8%
1.0%
0.0%
6.7%
9.1%
2.3%
4.5%
6.5%
Dissatisfied
Very Dissatisfied
4.5%
0.0%
4.5%
5.8%
2.3%
8.1%
3.9%
0.0%
3.9%
0.0%
0.0%
0.0%
6.7%
0.0%
6.7%
2.0%
0.0%
2.0%
2.3%
0.0%
2.3%
0.0%
0.0%
0.0%
2.7%
0.3%
3.0%
22.7%
63.6%
86.3%
15.3%
55.3%
70.6%
36.3%
56.9%
93.2%
25.9%
74.1%
100.0%
20.0%
73.3%
93.3%
31.0%
57.1%
88.1%
42.5%
47.1%
89.6%
44.8%
40.3%
85.1%
32.0%
55.1%
87.1%
Neutral
9.1%
20.0%
3.9%
0.0%
0.0%
8.7%
8.0%
13.4%
9.3%
Dissatisfied
Very Dissatisfied
4.5%
0.0%
4.5%
5.9%
3.5%
9.4%
2.0%
1.0%
3.0%
0.0%
0.0%
0.0%
0.0%
6.7%
6.7%
2.8%
0.4%
3.2%
2.3%
0.0%
2.3%
0.0%
1.5%
1.5%
2.6%
1.1%
3.7%
0.0%
58.3%
58.3%
11.9%
59.5%
71.4%
30.8%
44.6%
75.4%
18.2%
59.1%
77.3%
100.0%
0.0%
100.0%
20.5%
53.8%
74.3%
34.0%
50.9%
84.9%
40.7%
40.7%
81.4%
25.5%
50.9%
76.4%
Neutral
25.0%
28.6%
23.1%
13.6%
0.0%
17.9%
13.2%
16.9%
19.0%
Dissatisfied
Very Dissatisfied
8.3%
8.3%
16.6%
0.0%
0.0%
0.0%
1.5%
0.0%
1.5%
9.1%
0.0%
9.1%
0.0%
0.0%
0.0%
6.4%
1.3%
7.7%
1.9%
0.0%
1.9%
0.0%
1.7%
1.7%
3.6%
1.0%
4.6%
Overall quality of courses I took
inside my department.
Very Satisfied
Satisfied
Overall quality of courses I took
outside my department.
Very Satisfied
Satisfied
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)
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
Other
Masters
Doctorate
% of
Total
0.0%
1.1%
2.9%
7.4%
0.0%
7.0%
1.1%
1.5%
3.9%
4.5%
2.3%
3.9%
0.0%
6.7%
9.8%
6.8%
1.5%
6.0%
4.5%
3.4%
14.7%
3.7%
6.7%
16.4%
12.5%
41.2%
15.3%
0.0%
8.0%
6.9%
7.4%
26.7%
9.0%
8.0%
10.3%
8.6%
77.3%
9.1%
4.5%
0.0%
47.1%
29.9%
3.4%
4.6%
4.9%
58.8%
2.9%
4.9%
59.3%
7.4%
7.4%
7.4%
6.7%
46.7%
6.7%
0.0%
36.7%
11.3%
2.3%
7.4%
21.6%
29.5%
4.5%
15.9%
16.2%
19.1%
2.9%
7.4%
30.7%
24.8%
3.3%
7.4%
54.5%
36.4%
90.9%
27.1%
54.1%
81.2%
60.8%
35.3%
96.1%
46.2%
42.3%
88.5%
46.7%
40.0%
86.7%
46.9%
38.6%
85.5%
58.6%
39.1%
97.7%
54.4%
35.3%
89.7%
49.0%
39.9%
88.9%
Neutral
4.5%
14.1%
2.0%
11.5%
6.7%
12.6%
2.3%
7.4%
8.8%
Dissatisfied
Very Dissatisfied
4.5%
0.0%
4.5%
1.2%
3.5%
4.7%
1.0%
1.0%
2.0%
0.0%
0.0%
0.0%
6.7%
0.0%
6.7%
0.8%
1.2%
2.0%
0.0%
0.0%
0.0%
2.9%
0.0%
2.9%
1.2%
1.1%
2.3%
31.8%
40.9%
72.7%
12.2%
43.9%
56.1%
30.5%
45.3%
75.8%
12.0%
56.0%
68.0%
26.7%
33.3%
60.0%
31.9%
45.2%
77.1%
35.2%
43.2%
78.4%
56.1%
24.2%
80.3%
31.2%
42.6%
73.8%
Neutral
18.2%
34.1%
20.0%
28.0%
26.7%
16.9%
14.8%
16.7%
20.0%
Disagree
Strongly Disagree
9.1%
0.0%
9.1%
6.1%
3.7%
9.8%
4.2%
0.0%
4.2%
4.0%
0.0%
4.0%
6.7%
6.7%
13.4%
4.4%
1.6%
6.0%
3.4%
3.4%
6.8%
1.5%
1.5%
3.0%
4.4%
1.9%
6.3%
Relevance of my USU graduate
studies to my career goals.
Very Satisfied
Satisfied
My career opportunities have
improved significantly as a result
of completing my graduate degree
at USU.
Strongly Agree
Agree
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)
If I had to make the decision again,
I would still come to USU.
Strongly Agree
Agree
Other
Masters
Doctorate
% of
Total
36.4%
50.0%
86.4%
32.5%
37.3%
69.8%
54.0%
39.0%
93.0%
8.0%
72.0%
80.0%
28.6%
50.0%
78.6%
40.3%
36.8%
77.1%
48.9%
38.6%
87.5%
52.9%
27.9%
80.8%
42.3%
38.6%
80.9%
Neutral
9.1%
19.3%
3.0%
12.0%
7.1%
18.6%
8.0%
17.6%
13.9%
Disagree
Strongly Disagree
0.0%
4.5%
4.5%
7.2%
3.6%
10.8%
2.0%
2.0%
4.0%
8.0%
0.0%
8.0%
7.1%
7.1%
14.2%
2.8%
1.6%
4.4%
3.4%
1.1%
4.5%
1.5%
0.0%
1.5%
3.4%
1.8%
5.2%
36.4%
50.0%
86.4%
27.7%
45.8%
73.5%
62.0%
29.0%
91.0%
11.5%
73.1%
84.6%
40.0%
33.3%
73.3%
39.4%
37.4%
76.8%
47.7%
38.6%
86.3%
50.0%
33.3%
83.3%
42.4%
38.7%
81.1%
Neutral
9.1%
16.9%
4.0%
15.4%
6.7%
15.4%
10.2%
12.1%
12.4%
Disagree
Strongly Disagree
0.0%
4.5%
4.5%
7.2%
2.4%
9.6%
2.0%
3.0%
5.0%
0.0%
0.0%
0.0%
6.7%
13.3%
20.0%
5.9%
2.0%
7.9%
2.3%
1.1%
3.4%
3.0%
1.5%
4.5%
4.3%
2.3%
6.6%
I would recommend USU to a friend
who is a prospective graduate
student in my program.
Strongly Agree
Agree
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
10
FINDINGS: ACADEMIC DEPARTMENT AND MAJOR PROFESSOR (See Table 3)
When asked what the most important source of information was in planning students’ graduate programs,
a plurality of all respondents (38.6%) said their Major Professor. However, more Master of Accounting
respondents (63.6%), and more Master of Business Administration respondents (43%) said it was their
Department Graduate Advisor.
A majority of respondents (83.8%) were satisfied or very satisfied with the available information provided
by their departments about degree requirements. The Master of Accounting respondents were the most
satisfied (95.4%), and Master of Science respondents were the least satisfied (77.2%). Six percent of all
the respondents were dissatisfied or very dissatisfied with the available information provided by their
department on degree requirements.
A majority of respondents (88.5%) were satisfied or very satisfied with the helpfulness of staff members in
their department in responding to their questions and/or concerns. Satisfaction ratings by degree type
ranged from 85.1% (Master of Engineering) to 100% (Master of Accounting). Three percent of the
respondents were dissatisfied or very dissatisfied with the helpfulness of staff members regarding their
questions and/or concerns.
A majority of respondents (90.5%) were very satisfied or satisfied with the helpfulness of their major
professor in responding to their questions and/or concerns. The highest rating came from Doctoral
respondents (95.5%), the lowest from Master of Engineer respondents (74%). Two percent of the
respondents were dissatisfied or very dissatisfied with the way their major professors responded to their
questions and/or concerns. Note that more Master of Engineering respondents (14.8%) were dissatisfied
with the helpfulness of their major professors.
When asked about the availability and amount of interaction students had with their major professor, a
majority of respondents (86.8%) were satisfied or very satisfied. Satisfaction ratings by degree type
ranged from 66.6% (Master of Engineering) to 94.1% (Doctorate). Three percent of the respondents
were dissatisfied or very dissatisfied with the availability and amount of interaction with their major
professor.
Seventy percent of the respondents were satisfied or very satisfied with the overall quality of research
facilities available in their department. Satisfaction ratings ranged from 50% (Master of Rehabilitation) to
85% (Master of Accounting). Neutral ratings on this item ranged from 14.3% to 30.6%. Six percent of the
respondents were dissatisfied or very dissatisfied with the availability of departmental research facilities.
When responding to the questions “I would have liked to receive better feedback on my academic
progress”, 34% of the respondents agreed or strongly agreed with this statement. Agreement ratings
ranged from 22.7% (Accounting) to 53.6% (Business Administration). Thirty-six percent of the
respondents disagreed or strongly disagreed that they would have liked to receive more feedback.
Neutral responses ranged from 20% to 40.9%.
Overall, a majority of respondents (78.6%) agreed or strongly agreed that their graduate program
adequately prepared them for their future career. Agreement ratings ranged from 65.5% (Business
Administration) to 86.7% (Rehabilitation). Five percent of the respondents disagreed or strongly
disagreed their program adequately prepared them for their career. Neutral responses ranged from 6.7%
to 23.8%.
Eighty-four percent of the respondents from the various degree types agreed or strongly agreed that their
department provided an intellectually stimulating environment. Other Masters respondents (92%) marked
this item the highest, Business Administration respondents (75%) marked it the lowest. Four percent of
the respondents disagreed or strongly disagreed that their department provided an intellectually
stimulating environment.
11
A majority of all respondents (85.1%) agreed or strongly agreed that students were respected and treated
fairly by their department. Agreement ratings ranged from 81.1% (Master of Science) to 92.1% (Other
Masters). Four percent of the respondents disagreed or strongly disagreed that students were respected
and treated fairly.
When asked if the department had done a good job in providing opportunities for professional
development, 72.8% of all respondents were in agreement. Agreement ratings ranged from 60.4%
(Business Administration) to 95.5% (Accounting). Note that more Doctoral respondents (51.5%) strongly
agreed that they were provided with professional development opportunities. Eight percent of the
respondents disagreed or strongly disagreed that the department did a good job in providing them with
professional development opportunities. Note that more Business Administration respondents (17.3%)
disagreed.
A majority of respondents from all degree types (75.5%) agreed or strongly agreed that "during the first
year of their graduate studies their department did a good job of helping them understand requirements,
expectations, and procedures". Agreement ratings ranged from 69% (Education) to 90.5% (Accounting).
Nine percent of the respondents disagreed or strongly disagreed with this item.
When it came to the effectiveness of their advisor/major professor as a mentor who provided useful and
supportive guidance, a majority of respondents from all degree types (83%) agreed or strongly agreed
advisors/major professors were effective mentors. Agreement ratings ranged from 56% (Engineering) to
94.1% (Doctorate). Five percent of the respondents disagreed or strongly disagreed that their
advisor/major professor was an effective mentor. Neutral responses ranged from 4.4% to 28.1%.
A majority of all respondents (77.9%) agreed or strongly agreed that there was good communication
between faculty and graduate students in their department. Agreement ratings ranged from 62.7%
(Business Administration) to 95.4% (Accounting). Eight percent of the respondents disagreed or strongly
disagreed that there was good communication in their department. Neutral responses ranged from 0% to
27.7%.
Eighty-four percent of all respondents agreed or strongly agreed that faculty members in their department
were interested in their welfare and success. Agreement ratings ranged from 72.3% (Business
Administration) to 100% (Accounting). Three percent of the respondents disagreed or strongly disagreed
that faculty were interested in their welfare and success. Neutral responses ranged from 0% to 21.7%.
When asked if their department was helpful and supportive in the graduates’ search for professional
employment, 50.1% of the respondents agreed or strongly agreed. Agreement ratings ranged from
38.1% (Business Administration) to 85% (Accounting). Sixteen percent of the respondents disagreed or
strongly disagreed that their department was helpful in their search for employment. Neutral responses
ranged from 11.1% to 37.6%.
12
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
important 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
Other
Masters
Doctorate
% of
Total
9.1%
4.5%
9.1%
4.5%
63.6%
4.5%
0.0%
0.0%
4.5%
3.5%
1.2%
2.3%
22.1%
43.0%
7.0%
1.2%
15.1%
4.7%
35.3%
1.0%
3.9%
8.8%
33.3%
11.8%
1.0%
2.0%
2.9%
26.9%
0.0%
7.7%
19.2%
30.8%
11.5%
3.8%
0.0%
0.0%
28.6%
0.0%
21.4%
28.6%
7.1%
7.1%
0.0%
0.0%
7.1%
45.7%
2.3%
2.3%
13.7%
19.1%
9.0%
2.0%
1.2%
4.7%
46.7%
4.4%
11.1%
13.3%
8.9%
10.0%
0.0%
2.2%
3.3%
67.7%
4.6%
3.1%
9.2%
4.6%
4.6%
3.1%
3.1%
0.0%
38.6%
2.4%
4.7%
13.8%
23.3%
8.8%
1.5%
3.3%
3.6%
54.5%
40.9%
95.4%
37.2%
53.5%
90.7%
37.3%
50.0%
87.3%
18.5%
66.7%
85.2%
53.3%
40.0%
93.3%
32.9%
44.3%
77.2%
37.9%
51.7%
89.6%
35.3%
45.6%
80.9%
35.6%
48.2%
83.8%
Neutral
4.5%
4.7%
10.8%
11.1%
6.7%
14.1%
8.0%
11.8%
10.7%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
4.7%
0.0%
4.7%
1.0%
1.0%
2.0%
3.7%
0.0%
3.7%
0.0%
0.0%
0.0%
6.3%
2.4%
8.7%
1.1%
1.1%
2.2%
5.9%
1.5%
7.4%
4.1%
1.4%
5.5%
63.6%
36.4%
100.0%
53.0%
37.3%
90.3%
51.0%
37.3%
88.3%
40.7%
44.4%
85.1%
46.7%
40.0%
86.7%
47.6%
39.0%
86.6%
60.0%
31.8%
91.8%
64.7%
23.5%
88.2%
52.4%
36.1%
88.5%
Neutral
0.0%
9.6%
9.8%
14.8%
6.7%
9.4%
5.9%
7.4%
8.7%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.0%
0.0%
2.0%
0.0%
0.0%
0.0%
6.7%
0.0%
6.7%
2.4%
1.6%
4.0%
1.2%
1.2%
2.4%
4.4%
0.0%
4.4%
2.0%
0.8%
2.8%
Available information provided by
my department about degree
requirements.
Very Satisfied
Satisfied
Helpfulness of staff members in my
department in responding to my
questions and/or concerns.
Very Satisfied
Satisfied
13
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
Other
Masters
Doctorate
% of
Total
55.6%
38.9%
94.5%
42.6%
45.9%
88.5%
59.6%
34.3%
93.9%
25.9%
48.1%
74.0%
42.9%
50.0%
92.9%
57.2%
31.6%
88.8%
62.2%
30.5%
92.7%
70.1%
25.4%
95.5%
56.5%
34.0%
90.5%
Neutral
5.6%
11.5%
6.1%
11.1%
7.1%
8.0%
4.9%
4.5%
7.3%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
14.8%
0.0%
14.8%
0.0%
0.0%
0.0%
2.0%
1.2%
3.2%
1.2%
1.2%
2.4%
0.0%
0.0%
0.0%
1.6%
0.6%
2.2%
47.1%
41.2%
88.3%
33.9%
38.7%
72.6%
53.1%
37.8%
90.9%
18.5%
48.1%
66.6%
35.7%
57.1%
92.8%
56.8%
30.8%
87.6%
55.4%
33.7%
89.1%
73.5%
20.6%
94.1%
53.2%
33.6%
86.8%
Neutral
11.8%
24.2%
8.2%
18.5%
7.1%
8.8%
8.4%
5.9%
10.3%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
1.6%
1.6%
3.2%
1.0%
0.0%
1.0%
14.8%
0.0%
14.8%
0.0%
0.0%
0.0%
2.8%
0.8%
3.6%
2.4%
0.0%
2.4%
0.0%
0.0%
0.0%
2.4%
0.5%
2.9%
Overall quality of research
facilities available in my department.
Very Satisfied
35.0%
Satisfied
50.0%
85.0%
11.3%
50.0%
61.3%
20.3%
43.5%
63.8%
31.8%
40.9%
72.7%
16.7%
33.3%
50.0%
30.1%
41.1%
71.2%
32.8%
34.5%
67.3%
38.1%
41.3%
79.4%
27.9%
42.0%
69.9%
Neutral
15.0%
30.6%
31.9%
27.3%
33.3%
23.0%
22.4%
14.3%
24.0%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
4.8%
3.2%
8.0%
2.9%
1.4%
4.3%
0.0%
0.0%
0.0%
16.7%
0.0%
16.7%
3.3%
2.4%
5.7%
8.6%
1.7%
10.3%
4.8%
1.6%
6.4%
4.1%
2.0%
6.1%
Availability and amount of
interaction with my major
professor.
Very Satisfied
Satisfied
14
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
I would have liked to receive better
feedback on my academic progress.
Strongly Agree
0.0%
Agree
22.7%
22.7%
14.6%
39.0%
53.6%
5.1%
21.2%
26.3%
0.0%
38.5%
38.5%
6.7%
26.7%
33.4%
8.6%
26.3%
34.9%
5.9%
21.2%
27.1%
7.9%
20.6%
28.5%
7.7%
26.3%
34.0%
Neutral
40.9%
28.0%
30.3%
38.5%
20.0%
29.2%
31.8%
31.7%
30.4%
Disagree
Strongly Disagree
31.8%
4.5%
36.3%
17.1%
1.2%
18.3%
28.3%
15.2%
43.5%
23.1%
0.0%
23.1%
40.0%
6.7%
46.7%
28.4%
7.4%
35.8%
27.1%
14.1%
41.2%
28.6%
11.1%
39.7%
26.9%
8.7%
35.6%
13.6%
63.6%
77.2%
6.0%
59.5%
65.5%
33.7%
52.5%
86.2%
11.1%
66.7%
77.8%
40.0%
46.7%
86.7%
24.5%
51.4%
75.9%
26.4%
57.5%
83.9%
40.3%
46.3%
86.6%
24.8%
53.8%
78.6%
Neutral
22.7%
23.8%
8.9%
18.5%
6.7%
19.0%
13.8%
13.4%
16.6%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
9.5%
1.2%
10.7%
4.0%
1.0%
5.0%
3.7%
0.0%
3.7%
6.7%
0.0%
6.7%
4.3%
0.8%
5.1%
2.3%
0.0%
2.3%
0.0%
0.0%
0.0%
4.1%
0.6%
4.7%
22.7%
59.1%
81.8%
13.1%
61.9%
75.0%
32.7%
56.4%
89.1%
16.0%
76.0%
92.0%
46.7%
33.3%
80.0%
32.9%
48.2%
81.1%
44.3%
47.7%
92.0%
44.1%
41.2%
85.3%
32.4%
51.5%
83.9%
Neutral
13.6%
14.3%
7.9%
8.0%
13.3%
16.5%
5.7%
13.2%
12.6%
Disagree
Strongly Disagree
0.0%
4.5%
4.5%
8.3%
2.4%
10.7%
2.0%
1.0%
3.0%
0.0%
0.0%
0.0%
0.0%
6.7%
6.7%
2.0%
0.4%
2.4%
1.1%
1.1%
2.2%
0.0%
1.5%
1.5%
2.3%
1.2%
3.5%
My graduate program adequately
prepared me for my furture career.
Strongly Agree
Agree
My department provided an
intellectually stimulating
enviornment.
Strongly Agree
Agree
15
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
40.9%
50.0%
90.9%
23.8%
59.5%
83.3%
41.6%
45.5%
87.1%
20.0%
64.0%
84.0%
26.7%
60.0%
86.7%
35.4%
45.7%
81.1%
43.2%
48.9%
92.1%
51.5%
36.8%
88.3%
37.0%
48.1%
85.1%
Neutral
4.5%
11.9%
9.9%
8.0%
0.0%
14.2%
5.7%
7.4%
10.5%
Disagree
Strongly Disagree
4.5%
0.0%
4.5%
3.6%
1.2%
4.8%
2.0%
1.0%
3.0%
4.0%
4.0%
8.0%
13.3%
0.0%
13.3%
2.0%
2.8%
4.8%
1.1%
1.1%
2.2%
2.9%
1.5%
4.4%
2.6%
1.8%
4.4%
45.5%
50.0%
95.5%
12.3%
48.1%
60.4%
26.3%
47.4%
73.7%
15.4%
61.5%
76.9%
26.7%
53.3%
80.0%
28.8%
42.4%
71.2%
32.2%
39.1%
71.3%
51.5%
32.4%
83.9%
29.2%
43.6%
72.8%
Neutral
4.5%
21.0%
17.9%
19.2%
6.7%
22.4%
18.4%
11.8%
18.8%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
17.3%
1.2%
18.5%
6.3%
2.1%
8.4%
3.8%
0.0%
3.8%
13.3%
0.0%
13.3%
5.6%
0.8%
6.4%
8.0%
2.3%
10.3%
1.5%
2.9%
4.4%
7.0%
1.4%
8.4%
38.1%
52.4%
90.5%
29.3%
50.0%
79.3%
29.0%
40.0%
69.0%
23.1%
61.5%
84.6%
14.3%
64.3%
78.6%
26.3%
45.9%
72.2%
37.9%
43.7%
81.6%
35.8%
40.3%
76.1%
29.6%
45.9%
75.5%
Neutral
9.5%
13.4%
20.0%
7.7%
7.1%
18.4%
9.2%
13.4%
15.3%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
6.1%
1.2%
7.3%
8.0%
3.0%
11.0%
7.7%
0.0%
7.7%
14.3%
0.0%
14.3%
7.1%
2.4%
9.5%
3.4%
5.7%
9.1%
7.5%
3.0%
10.5%
6.6%
2.6%
9.2%
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
16
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
Other
Masters
Doctorate
% of
Total
21.1%
52.6%
73.7%
39.1%
28.1%
67.2%
53.0%
36.0%
89.0%
16.0%
40.0%
56.0%
33.3%
33.3%
66.6%
54.5%
30.4%
84.9%
53.5%
32.6%
86.1%
70.6%
23.5%
94.1%
51.3%
31.7%
83.0%
Neutral
21.1%
28.1%
5.0%
28.0%
13.3%
11.1%
10.5%
4.4%
12.1%
Disagree
Strongly Disagree
5.3%
0.0%
5.3%
1.6%
3.1%
4.7%
6.0%
0.0%
6.0%
16.0%
0.0%
16.0%
13.3%
6.7%
20.0%
3.2%
0.8%
4.0%
2.3%
1.2%
3.5%
1.5%
0.0%
1.5%
4.0%
1.0%
5.0%
31.8%
63.6%
95.4%
21.7%
41.0%
62.7%
33.0%
44.0%
77.0%
19.2%
61.5%
80.7%
33.3%
46.7%
80.0%
34.9%
41.2%
76.1%
31.8%
52.3%
84.1%
47.0%
42.4%
89.4%
33.0%
44.9%
77.9%
Neutral
4.5%
27.7%
16.0%
3.8%
0.0%
16.5%
9.1%
6.1%
14.5%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
8.4%
1.2%
9.6%
7.0%
0.0%
7.0%
11.5%
3.8%
15.3%
20.0%
0.0%
20.0%
6.3%
1.2%
7.5%
3.4%
3.4%
6.8%
4.5%
0.0%
4.5%
6.4%
1.2%
7.6%
40.9%
59.1%
100.0%
24.1%
48.2%
72.3%
40.0%
45.0%
85.0%
19.2%
57.7%
76.9%
40.0%
53.3%
93.3%
41.9%
40.3%
82.2%
54.5%
37.5%
92.0%
48.5%
41.2%
89.7%
40.8%
43.4%
84.2%
Neutral
0.0%
21.7%
12.0%
19.2%
6.7%
15.4%
6.8%
5.9%
13.0%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
2.4%
3.6%
6.0%
1.0%
2.0%
3.0%
0.0%
3.8%
3.8%
0.0%
0.0%
0.0%
1.2%
1.2%
2.4%
1.1%
0.0%
1.1%
4.4%
0.0%
4.4%
1.5%
1.4%
2.9%
There was good communication
between faculty and graduate
students in my department.
Strongly Agree
Agree
Faculty members in my department
were interested in the welfare and
success of graduate students.
Strongly Agree
Agree
17
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
suportive in graduates' search for
professional employment.
Strongly Agree
Agree
Other
Masters
Doctorate
% of
Total
30.0%
55.0%
85.0%
9.9%
28.2%
38.1%
20.0%
31.7%
51.7%
8.3%
37.5%
45.8%
33.3%
44.4%
77.7%
19.0%
29.4%
48.4%
18.2%
27.3%
45.5%
32.2%
28.8%
61.0%
19.4%
30.7%
50.1%
Neutral
15.0%
31.0%
36.7%
37.5%
11.1%
37.6%
35.1%
27.1%
33.8%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
26.8%
4.2%
31.0%
8.3%
3.3%
11.6%
8.3%
8.3%
16.6%
0.0%
11.1%
11.1%
8.1%
5.9%
14.0%
14.3%
5.2%
19.5%
6.8%
5.1%
11.9%
10.9%
5.2%
16.1%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
18
FINDINGS: FINANCIAL AID (See Table 4)
When respondents were asked about the type of financial assistance they received while pursuing their
graduate degree, a plurality of all respondents (36.2%) had student loans, while 25% of all respondents
had research assistantships. Twenty percent of all respondents did not receive any financial assistance.
Ranges by degree type varied greatly; columns may exceed 100% because students were asked to mark
all answers that applied to them. 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 loans,
followed by employment, research/teaching assistantships, scholarships or fellowships, and personal
savings.
Overall, a slight majority of all respondents (56.7%) were satisfied or very satisfied with the availability of
financial assistance to help cover the costs of their graduate program. Satisfaction levels ranged from
31.8% (Engineering) to 83.3% (Rehabilitation). Note that 42.9% of the Doctoral respondents were very
satisfied with the financial assistance they received. Twenty percent of all respondents were dissatisfied
or very dissatisfied with the financial assistance they received. Neutral responses ranged from 0% to
50%.
A majority of respondents (58.6%) agreed or strongly agreed that the procedures used by their
department for allocating financial aid were fair and equitable. Master of Engineering respondents (40%)
rated this item the lowest, and Doctoral respondents (78.1%) rated it the highest. Ten percent of the
respondents were dissatisfied or very dissatisfied with procedures for allocating financial aid. Neutral
responses ranged from 0% to 50%.
When asked if the level of assistantship funding provided by their department was adequate to meet the
needs of students being supported, a plurality of respondents (47.9%) agreed or strongly agreed.
Agreement ratings ranged from 27.8% (Engineering) to 66.6% (Rehabilitation). Twenty-two percent of the
respondents disagreed or strongly disagreed that funding was adequate to meet students needs. Neutral
responses ranged from 11.1% to 50%.
19
Table 4. FINDINGS: FINANCIAL AID
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)
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
Other
Masters
Doctorate
% of
Total
18.2%
4.5%
18.2%
0.0%
4.5%
5.7%
1.1%
4.6%
0.0%
1.1%
1.0%
3.8%
1.0%
1.9%
1.9%
3.6%
3.6%
3.6%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
39.3%
19.8%
12.6%
4.2%
4.2%
11.1%
15.6%
6.7%
12.2%
4.4%
66.2%
38.2%
7.4%
13.2%
14.7%
25.0%
14.6%
8.0%
4.9%
4.3%
31.8%
72.7%
13.6%
4.5%
5.7%
56.3%
18.4%
20.7%
8.7%
35.6%
26.9%
36.5%
14.3%
25.0%
14.3%
39.3%
26.7%
36.7%
73.3%
6.7%
13.0%
26.0%
17.6%
15.3%
11.1%
53.3%
13.3%
22.2%
27.9%
23.5%
22.1%
10.3%
13.6%
36.2%
20.0%
20.1%
11.0%
1.8%
8.6%
14.7%
11.5%
7.3%
41.0%
5.0%
5.9%
1.4%
18.7%
24.7%
8.5%
0.8%
38.0%
2.1%
6.8%
8.1%
18.8%
18.2%
19.0%
0.7%
21.6%
6.0%
11.3%
6.7%
7.0%
33.8%
17.1%
3.2%
17.3%
3.6%
0.0%
0.0%
6.3%
33.2%
34.5%
0.0%
7.6%
18.3%
8.9%
7.2%
12.5%
16.9%
13.3%
23.0%
13.5%
2.6%
3.6%
10.2%
13.3%
15.2%
7.7%
9.9%
37.3%
2.2%
3.3%
4.1%
7.8%
13.6%
20.9%
34.4%
9.7%
3.3%
6.9%
6.3%
13.4%
18.6%
14.2%
14.3%
21.6%
3.5%
(Figures reported as means.)
20
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
(Macc)
(MBA)
(MEd)
(ME)
(MRC)
(MS)
Avaliability of financial assistance
to help cover the costs of my
graduate program.
Very Satisfied
Satisfied
Other
Masters
Doctorate
% of
Total
13.6%
40.9%
54.5%
16.0%
26.7%
42.7%
27.3%
19.5%
46.8%
4.5%
27.3%
31.8%
58.3%
25.0%
83.3%
23.6%
36.9%
60.5%
20.0%
38.7%
58.7%
42.9%
30.2%
73.1%
24.4%
32.3%
56.7%
Neutral
9.1%
29.3%
29.9%
50.0%
0.0%
22.7%
24.0%
12.7%
23.7%
Dissatisfied
Very Dissatisfied
31.8%
4.5%
36.3%
18.7%
9.3%
28.0%
15.6%
7.8%
23.4%
13.6%
4.5%
18.1%
0.0%
16.7%
16.7%
11.6%
5.2%
16.8%
10.7%
6.7%
17.4%
9.5%
4.8%
14.3%
13.3%
6.4%
19.7%
14.3%
52.4%
66.7%
14.3%
41.3%
55.6%
19.6%
32.1%
51.7%
5.0%
35.0%
40.0%
30.0%
40.0%
70.0%
20.9%
34.6%
55.5%
22.8%
40.4%
63.2%
43.6%
34.5%
78.1%
21.9%
36.7%
58.6%
Neutral
28.6%
31.7%
37.5%
50.0%
0.0%
35.5%
26.3%
14.5%
31.4%
Disagree
Strongly Disagree
4.8%
0.0%
4.8%
4.8%
7.9%
12.7%
3.6%
7.1%
10.7%
10.0%
0.0%
10.0%
10.0%
20.0%
30.0%
6.2%
2.8%
9.0%
5.3%
5.3%
10.6%
5.5%
1.8%
7.3%
5.7%
4.3%
10.0%
15.0%
25.0%
40.0%
9.8%
27.5%
37.3%
23.4%
21.3%
44.7%
5.6%
22.2%
27.8%
33.3%
33.3%
66.6%
17.4%
32.4%
49.8%
13.6%
30.5%
44.1%
32.8%
31.0%
63.8%
18.3%
29.6%
47.9%
Neutral
30.0%
37.3%
42.6%
50.0%
11.1%
31.9%
16.9%
20.7%
30.5%
Disagree
Strongly Disagree
25.0%
5.0%
30.0%
13.7%
11.8%
25.5%
4.3%
8.5%
12.8%
16.7%
5.6%
22.3%
0.0%
22.2%
22.2%
13.0%
5.3%
18.3%
18.6%
20.3%
38.9%
6.9%
8.6%
15.5%
12.6%
9.0%
21.6%
The procedures and criteria used by
my department for allocating
financial aid were fair and equitable.
Strongly Agree
Agree
The level of assistantship funding
provided in my department was
adequate to meet the needs of those
students being supported.
Strongly Agree
Agree
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
21
FINDINGS: TECHNOLOGY AND LIBRARY (See Table 5)
Respondents were asked to indicate the percentage of coursework they took that involved various
modalities of delivery (e.g. “face-to-face” on Logan campus, televised courses, online courses, etc). On
average, respondents from the Master of Accounting, Master of Business Administration, Master of
Engineering, Master of Science, Other Masters, and Doctoral took the majority of their coursework “faceto-face” on the Logan campus. The Master of Education respondents used a variety of modalities in the
following order: face-to face on the Logan campus, then online, televised, and face-to-face courses at
other USU locations. Master of Rehabilitation respondents took the majority of their coursework online.
As well, a number of Master of Business Administration respondents took 41.5% of their coursework
face-to-face at other USU locations.
A majority of all respondents (73.7%) were satisfied or very satisfied with the overall quality of library
collections of books and journals in their field of study. Master of Accounting respondents (95.5%)
marked this item the highest, and Master of Rehabilitation respondents (61.6%) marked it the lowest.
Seven percent of all respondents were dissatisfied or very dissatisfied with the quality of the library's
collections in their field of study. Neutral ratings ranged from 4.5% to 33.8%.
Seventy-five percent of all respondents were satisfied or very satisfied with the overall quality of library
collections of electronic journals in their field\s of study. Satisfaction ratings ranged from 66.6%
(Rehabilitation) to 95.5% (Accounting). Five percent of all respondents were dissatisfied or very
dissatisfied with the library's collection of electronic journals in their field of study. Neutral responses
ranged from 0% to 30.7%.
Seventy-three percent of all respondents were satisfied or very satisfied with the overall quality of
obtaining library resource materials through interlibrary loan. Satisfaction ranged from 59.3% (Business
Administration) to 90.9% (Rehabilitation). Three percent of the respondents were dissatisfied or very
dissatisfied with interlibrary loan. Neutral responses ranged from 9.1% to 37.5%.
A majority of respondents (76.3%) were satisfied or very satisfied with the overall quality of computer
access available in their department. Master of Accounting respondents (95.5%) rated this item the
highest and Master of Education respondents (69.1%) rated it the lowest. Eight percent of the
respondents were dissatisfied or very dissatisfied with availability of computer access in their department.
Neutral responses ranged from 0% to 23.9%.
22
Table 5. FINDINGS: TECHNOLOGY AND LIBRARY
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)
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
Doctorate
% of
Total
79.8%
2.9%
8.7%
4.1%
1.7%
1.4%
71.2%
3.6%
14.2%
5.8%
1.3%
1.8%
88.9%
2.3%
2.4%
2.0%
2.8%
1.6%
68.9%
9.4%
8.9%
8.1%
1.4%
2.0%
99.7%
0.0%
0.0%
0.0%
0.2%
0.0%
54.9%
41.5%
0.2%
0.3%
0.5%
1.4%
31.8%
14.6%
21.3%
25.9%
1.1%
6.7%
50.0%
45.5%
95.5%
12.7%
52.1%
64.8%
20.7%
58.6%
79.3%
19.2%
46.2%
65.4%
23.1%
38.5%
61.6%
23.8%
48.9%
72.7%
28.9%
44.7%
73.6%
31.3%
46.3%
77.6%
24.3%
49.4%
73.7%
Neutral
4.5%
33.8%
18.4%
30.8%
23.1%
18.7%
17.1%
11.9%
19.6%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
1.4%
1.4%
1.1%
1.1%
2.2%
0.0%
3.8%
3.8%
15.4%
0.0%
15.4%
6.8%
1.7%
8.5%
7.9%
1.3%
9.2%
9.0%
1.5%
10.5%
5.2%
1.5%
6.7%
59.1%
36.4%
95.5%
18.7%
50.7%
69.4%
26.9%
57.0%
83.9%
20.0%
56.0%
76.0%
13.3%
53.3%
66.6%
24.3%
48.1%
72.4%
32.5%
41.0%
73.5%
33.8%
44.1%
77.9%
26.9%
48.4%
75.3%
Neutral
0.0%
30.7%
14.0%
20.0%
20.0%
21.4%
20.5%
13.2%
19.6%
Dissatisfied
Very Dissatisfied
4.5%
0.0%
4.5%
0.0%
0.0%
0.0%
1.1%
1.1%
2.2%
0.0%
4.0%
4.0%
13.3%
0.0%
13.3%
5.3%
0.8%
6.1%
3.6%
2.4%
6.0%
8.8%
0.0%
8.8%
4.2%
1.0%
5.2%
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
84.7%
33.3%
0.0%
0.0%
1.3%
5.0%
9.8%
54.0%
0.7%
1.1%
3.6%
5.9%
(This is a means report.)
Other
Masters
23
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 ability of obtaining
library resource materials through
interlibrary loan.
Very Satisfied
Satisfied
Other
Masters
Doctorate
% of
Total
31.3%
31.3%
62.6%
13.0%
46.3%
59.3%
30.6%
41.9%
72.5%
15.0%
50.0%
65.0%
18.2%
72.7%
90.9%
34.7%
36.2%
70.9%
49.2%
31.1%
80.3%
51.6%
34.4%
86.0%
34.5%
38.4%
72.9%
Neutral
37.5%
37.0%
24.2%
35.0%
9.1%
25.0%
16.4%
12.5%
24.0%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
1.9%
1.9%
3.8%
1.6%
1.6%
3.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3.1%
1.0%
4.1%
1.6%
1.6%
3.2%
1.6%
0.0%
1.6%
2.1%
1.0%
3.1%
50.0%
45.5%
95.5%
34.3%
41.8%
76.1%
25.4%
43.7%
69.1%
50.0%
42.3%
92.3%
16.7%
66.7%
83.4%
32.2%
42.3%
74.5%
36.2%
34.5%
70.7%
46.0%
36.5%
82.5%
35.0%
41.3%
76.3%
Neutral
4.5%
23.9%
22.5%
7.7%
0.0%
15.9%
19.0%
7.9%
16.1%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
5.6%
2.8%
8.4%
0.0%
0.0%
0.0%
16.7%
0.0%
16.7%
6.6%
3.1%
9.7%
3.4%
6.9%
10.3%
9.5%
0.0%
9.5%
5.2%
2.4%
7.6%
Overall quality of computer
access available in my department.
Very Satisfied
Satisfied
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
24
FINDINGS: SCHOOL OF GRADUATE STUDIES (See Table 6)
A majority of all respondents (76.6%) were satisfied or very satisfied with available information provided
by the School of Graduate Studies about degree requirements. Levels of satisfaction among degree
types ranged from 68.2% (Master of Accounting) to 85.7% (Master of Rehabilitation). Five percent of all
respondents were dissatisfied or very dissatisfied with the available information provided. Neutral
responses ranged from 10.9% to 27.3%.
When rating the helpfulness of the School of Graduate Studies in responding to students’ questions
and/or concerns, 72.7% of the respondents were satisfied or very satisfied with their interactions.
Satisfaction ratings ranged them from 57.2% (Accounting) to 81.9% (Doctorate). Four percent of the
respondents were dissatisfied or very dissatisfied with how the School of Graduate Studies responded to
their questions and concerns. Neutral responses ranged from 15.2% to 38.1%.
When students were asked if the thesis/dissertation guidelines and procedures were clear and
reasonable, 65.9% agreed or strongly agreed that they were. Agreement ratings ranged from 50%
(Accounting, Business Administration, Rehabilitation) to 81% (Doctorate). Ten percent of the
respondents disagreed or strongly disagreed that procedures were clear and reasonable. Neutral
responses ranged from 15.9% to 50%.
In reporting satisfaction with the process of applying for graduate school at USU, 83.2% of all
respondents were satisfied or very satisfied. Levels of satisfaction among degree types ranged from
79.1% (Business Administration) to 93.4% (Rehabilitation). Three percent of all respondents were
dissatisfied or very dissatisfied with the application process.
When asked about their satisfaction with the information and services provided by the Graduate Student
Senate (GSS), a plurality of respondents (44.9%) were satisfied or very satisfied with the GSS.
Satisfaction levels ranged from 15.8% (Accounting) to 71.5% (Rehabilitation). Eleven percent of all the
respondents were dissatisfied or very dissatisfied with the Graduate Student Senate. Levels of
dissatisfaction among degree types ranged from 0% to 31.6%. Overall, neutral ratings were high, 44.2%
of all respondents. It would appear that either respondents were not familiar with the Graduate Student
Senate and their functions or were not very impressed with them. There is need for improvement here.
A majority of all respondents (58.8%) indicated that the School of Graduate Studies provided good
information about filing for candidacy, program of study forms, and meeting deadlines, etc. The
agreement levels ranged from 42.1% (Accounting) to 77.6% (Doctorate). Twelve percent of all
respondents disagreed or strongly disagreed that there was good information. Neutral responses ranged
from 10% to 38.5%.
When looking at satisfaction levels for the Teaching Assistant Workshop, it should be noted that only 85
respondents reported attending the workshop. Of those who attended the workshop, a majority of all
respondents (51.8%) agreed or strongly agreed that the workshop provided the content needed to help
graduate students be effective teaching assistants or course instructors. Twenty-three percent of the
respondents who attended disagreed or strongly disagreed that the workshop provided the needed
content. Neutral ratings ranged from 0% to 100%.
25
Table 6. FINDINGS: SCHOOL OF GRADUATE STUDIES
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)
Available information provided by the
School of Graduate Studies
about degree requirements.
Very Satisfied
Satisfied
Other
Masters
Doctorate
% of
Total
22.7%
45.5%
68.2%
26.7%
46.5%
73.2%
28.7%
55.4%
84.1%
14.8%
63.0%
77.8%
21.4%
64.3%
85.7%
23.9%
47.5%
71.4%
28.6%
53.6%
82.2%
30.9%
51.5%
82.4%
25.9%
50.7%
76.6%
Neutral
27.3%
23.3%
10.9%
18.5%
14.3%
21.6%
16.7%
14.7%
18.7%
Dissatisfied
Very Dissatisfied
4.5%
0.0%
4.5%
3.5%
0.0%
3.5%
5.0%
0.0%
5.0%
3.7%
0.0%
3.7%
0.0%
0.0%
0.0%
6.3%
0.8%
7.1%
1.2%
0.0%
1.2%
2.9%
0.0%
2.9%
4.4%
0.3%
4.7%
28.6%
28.6%
57.2%
39.0%
42.7%
81.7%
34.1%
45.1%
79.2%
8.3%
66.7%
75.0%
21.4%
42.9%
64.3%
27.6%
38.3%
65.9%
35.1%
39.2%
74.3%
45.5%
36.4%
81.9%
32.0%
40.7%
72.7%
Neutral
38.1%
17.1%
18.7%
20.8%
28.6%
27.6%
21.6%
15.2%
22.9%
Dissatisfied
Very Dissatisfied
0.0%
4.8%
4.8%
1.2%
0.0%
1.2%
2.2%
0.0%
2.2%
4.2%
0.0%
4.2%
0.0%
7.1%
7.1%
5.3%
1.2%
6.5%
2.7%
1.4%
4.1%
3.0%
0.0%
3.0%
3.4%
1.0%
4.4%
0.0%
50.0%
50.0%
0.0%
50.0%
50.0%
7.1%
50.0%
57.1%
20.0%
60.0%
80.0%
50.0%
0.0%
50.0%
15.7%
44.9%
60.6%
7.1%
64.3%
71.4%
28.6%
52.4%
81.0%
17.4%
48.5%
65.9%
Neutral
50.0%
50.0%
28.6%
20.0%
50.0%
25.2%
21.4%
15.9%
24.5%
Disagree
Strongly Disagree
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
14.3%
0.0%
14.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
8.7%
5.5%
14.2%
7.1%
0.0%
7.1%
1.6%
1.6%
3.2%
6.2%
3.3%
9.5%
Helpfulness of the School of Graduate
Studies in responding to my
questions and/or concerns.
Very Satisfied
Satisfied
School of Graduate Studies
thesis/dissertation guidelines and
procedures were clear and
reasonable. (for PhD & Plan A only)
Strongly Agree
Agree
26
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)
The process of applying for
graduate school at USU.
Very Satisfied
Satisfied
Other
Masters
Doctorate
% of
Total
31.8%
59.1%
90.9%
29.1%
50.0%
79.1%
33.3%
52.9%
86.2%
7.7%
73.1%
80.8%
26.7%
66.7%
93.4%
27.4%
54.0%
81.4%
41.9%
40.7%
82.6%
42.4%
45.5%
87.9%
31.3%
51.9%
83.2%
Neutral
9.1%
16.3%
11.8%
11.5%
6.7%
15.9%
15.1%
9.1%
13.9%
Dissatisfied
Very Dissatisfied
0.0%
0.0%
0.0%
3.5%
1.2%
4.7%
0.0%
2.0%
2.0%
7.7%
0.0%
7.7%
0.0%
0.0%
0.0%
2.4%
0.4%
2.8%
2.3%
0.0%
2.3%
1.5%
1.5%
3.0%
2.1%
0.8%
2.9%
0.0%
15.8%
15.8%
10.4%
19.4%
29.8%
26.5%
25.0%
51.5%
8.0%
28.0%
36.0%
28.6%
42.9%
71.5%
11.8%
32.5%
44.3%
19.4%
28.4%
47.8%
27.4%
35.5%
62.9%
15.9%
29.0%
44.9%
Neutral
52.6%
47.8%
41.2%
60.0%
28.6%
46.2%
44.8%
29.0%
44.2%
Dissatisfied
Very Dissatisfied
21.1%
10.5%
31.6%
14.9%
7.5%
22.4%
4.4%
2.9%
7.3%
4.0%
0.0%
4.0%
0.0%
0.0%
0.0%
4.7%
4.7%
9.4%
3.0%
4.5%
7.5%
4.8%
3.2%
8.0%
6.3%
4.6%
10.9%
0.0%
42.1%
42.1%
12.3%
44.6%
56.9%
20.2%
43.8%
64.0%
9.1%
36.4%
45.5%
0.0%
70.0%
70.0%
15.5%
37.1%
52.6%
11.5%
52.6%
64.1%
23.9%
53.7%
77.6%
15.3%
43.5%
58.8%
Neutral
31.6%
38.5%
23.6%
36.4%
10.0%
34.3%
23.1%
17.9%
29.4%
Disagree
Strongly Disagree
21.1%
5.3%
26.4%
3.1%
1.5%
4.6%
10.1%
2.2%
12.3%
13.6%
4.5%
18.1%
10.0%
10.0%
20.0%
7.8%
5.3%
13.1%
10.3%
2.6%
12.9%
3.0%
1.5%
4.5%
8.1%
3.7%
11.8%
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
27
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)
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
Other
Masters
Doctorate
% of
Total
0.0%
0.0%
0.0%
0.0%
100.0%
100.0%
0.0%
0.0%
0.0%
0.0%
100.0%
100.0%
0.0%
0.0%
0.0%
9.8%
36.6%
46.4%
9.1%
18.2%
27.3%
38.5%
30.8%
69.3%
18.5%
33.3%
51.8%
Neutral
0.0%
0.0%
100.0%
0.0%
0.0%
29.3%
18.2%
19.2%
24.7%
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%
14.6%
9.8%
24.4%
36.4%
18.2%
54.6%
0.0%
11.5%
11.5%
12.3%
11.1%
23.4%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
28
NARRATIVE COMMENTS (See Appendix B & C)
Appendices B and C 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. This was done because many might choose only to address categories
they think are pertinent to them and disregard others. Comments under “USU in General” contain
responses that are more global in nature or are general without specific designation.
Appendix B provides a list of respondents’ written comments to the question “As you think about your
experiences as a graduate student at USU, what did the university or your department do well?”
Approximately 450 respondents made comments on this question. Comments are arranged by the
following topics:
Advising
Communication
Courses
Department/Program
Distance Education
Facilities
Faculty
Financial Aid
Graduate School
Research
Staff
Technology/Library
USU in General
The majority of comments centered on the topics: Department/Program, and Faculty. Numerous
respondents praised their departments and programs. Respondents indicated that their departments did
a good job of informing them about requirements, and said that faculty and staff were accessible,
personable and approachable. Many expressed how accommodating their departments were in helping
them prepare their paper work and meet deadlines. Respondents were pleased with how departments
addressed their questions and concerns. Many respondents praised faculty, staff, advisors, and
department heads by name. Respondents were grateful for research opportunities, funding, and other
opportunities for professional development. Many respondents enjoyed the breadth and depth of the
curriculum in their departments. Some respondents praised their departments for scheduling courses in
such a way as allow them to meet their work and family responsibilities while attending their graduate
programs. Many respondents said their departments listened to them and cared about them as
individuals, and even accommodated special circumstance that arouse in their lives. All in all, many
respondents felt that their departments were supportive, encouraging, and went the extra mile to help
them.
When respondents spoke of faculty they were impressed with how helpful and understanding they were.
Many respondents expressed how qualified the faculty was and were grateful for their mentoring, help,
and direction with research projects. Respondents said faculty were available, accessible, helpful
friendly, and encouraging. Some respondents were please with how faculty made the curriculum
applicable to the "real world". All in all, many respondents thought faculty were knowledgeable, good
communicators and mentors, and went out of their way to help students.
Appendix C 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 487 respondents made
comments on this question. Comments are arranged by the following categories:
29
Advising
Communication
Courses
Department/Program
Distance Education
Facilities
Faculty
Financial Aid
Graduate School
Research
Services
Technology/Library
USU in General
The topics with the majority of comments was: Department/Program, then Faculty and Graduate School.
Many respondents said that they needed better information on forms and deadlines from both their
department and the School of Graduate Studies. Several respondents indicated that their departments
need better computer labs. Many students wanted more feedback, especially distance education
students. Some students wanted better and more challenging classes in their departments. Some felt
that the information given by departments and the School of Graduate Studies were not congruent and
needed to be aligned more closely. Some respondents said programs needed more hands on practical
instruction and real world applicability. Some wanted a departmental guide with formatting information for
thesis and dissertations. Some felt they had very little direction from departments on how to approach
their thesis. A number of respondents complained about courses they needed being cancelled, with little
to no notification of the change. Many wanted more class choices or more rigorous classes. Many
respondents wanted to be more involved in research but said they lacked help from their departments in
finding appropriate graduate research projects.
When discussing faculty, many respondents wanted more feedback on their coursework, or more timely
feedback on their work. Some respondents wanted professors to show more interest in their students.
Some respondents felt that administrators and faculty did not pay attention to the feedback that was given
on the course evaluation forms.
When commenting on the School of Graduate Studies, many respondents said they would like to receive
reminders about important deadlines. There seemed to be a lot of confusion among respondents of the
difference between Plan A, B, and C papers. Some respondents had problems with the process of
changing their program of study. Some respondents pointed out discrepancies in the information given
out by the School of Graduate Studies and their departments. Some felt like the processes for graduation
were confusing.
ADDITIONAL INFORMATION
Appendices D and E show survey items arranged from highest to lowest with respect to levels of
satisfaction and extent of agreement. This report appears on USU’s Facts and Figures website at
http://aaa.usu.edu/FactsFigures/surveys.asp
30
APPENDIX A
UTAH STATE UNIVERSITY
SCHOOL OF GRADUATE STUDIES STUDENT SURVEY
A-1
55248
School of Graduate Studies Student Survey
Student "A" numbers are needed to understand these and other University data 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 Arts (MA)
Master of Business Administration (MBA)
Master of Music
Master of Natural Resources (MNR)
Master of Professional Studies in Horticulture (MPSH)
Master of Rehabilitation Counseling (MRC)
Master of Computer Science (MCS)
Master
of Science (MS)
Master of Dietetics Administration (MDA)
Master
of Second Language Teaching (MSLT)
Master of Education (MEd)
Master of Social Sciences (MSS)
Master of Engineering (ME)
Master of Social Work (MSW)
Master of Family and Human Development (MFHD)
Civil Engineer (CE)
Master of Fine Arts (MFA)
Educational Specialist (EdS)
Master of Food Microbiology and Safety (MFMS)
Doctor of Audiology (AuD)
Master of Landscape Architecture (MLA)
Doctor of Education (EdD)
Master of Mathematics (MMath)
Doctor of Philosophy (PhD)
2. From what program will you receive your graduate degree?
Agriculture
Agricultural Systems Technology
Animal Science
Applied Economics (AG)
Biometeorology
Bioveterinary Science
Dairy Science
Dietetics Administration
Ecology (AG)
Economics (PhD)
Food Microbiology and Safety
Nutrition and Food Sciences
Plant Science
Professional Studies in Horticulture
Soil Science
Toxicology (AG)
Jon M. Huntsman School of Business
Accounting
Business Administration
Economics (MS)
Human Resources
Management Information Sy stems
Emma Eccles Jones College of Education
& Human Services
Audiology
Communicative Disorders and Deaf Ed
Disability Disciplines
Education
Elementary Education
Family, Consumer, and Human Dev
Theatre Arts
Family and Human Development
Theory and Practice of Professional Communication
Health, Physical Education and Rec
Instructional Tech. & Learning Sciences Natural Resources
Psychology
Bioregional Planning (NR)
Rehabilitation Counseling
Ecology (NR)
Secondary Education
Fisheries Biology
Special Education
Forestry
Engineering
Biological Engineering
Civil and Environmental Engineering
Computer Engineering
Electrical Engineering
Engineering Education
Engineering and Technology Education
Irrigation Engineering
Mechanical Engineering
Toxicology (ENGR)
Humanities, Arts & Social Sciences
American Studies
Anthropology
Art
Bioregional Planning (HASS)
Communication
English
History
Human Environments
Landscape Architecture
Music
Political Science
Second Language Teaching
Social Sciences
Social Work
Sociology
A-3
Geography
Human Dimensions of Ecosystem Science and Mgt
Natural Resources
Range Science
Recreation Resource Management
Watershed Science
Wildlife Biology
Science
Applied Environmental Geoscience
Biochemistry
Biology
Chemistry
Computer Science
Ecology (SCI)
Geology
Industrial Mathematics
Mathematical Sciences
Mathematics
Physics
Statistics
Toxicology (SCI)
55248
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
Doctorate
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. Martial 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
6. Are you a U.S. Citizen?
Yes
No
None
Four
One
Five
Two
Six or more
Outside the USA
Three
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 w as 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
A-4
1
0
0 %
55248
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. 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%).
"Face-to-face" on the USU Logan Campus
"Face-to-face" at another USU location
Televised courses (UEN)
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
20. Available information provided by the School of Graduate Studies about degree requirements.
21. Available information provided by my department about degree requirements.
22. The process of applying to graduate school at USU.
23. Helpfulness of the School of Graduate Studies in responding to my questions and/or concerns.
24. Helpfulness of staff members in my department in responding to my questions and/or concerns.
25. Helpfulness of my major professor in responding to my questions and/or concerns.
26. Availability and amount of interaction with my major professor.
27. 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.
28. Relevance of my USU graduate studies to my career goals.
29. Information and services provided by the Graduate Student Senate (GSS).
30. Availability of financial assistance to help cover the costs of my graduate program.
31. The overall quality of my graduate education at USU.
A-5
55248
32. 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
33. 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.)
34. 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
35. I would have liked to receive better feedback on my academic progress.
36. My graduate program adequately prepared me for my future career.
37. My department provided an intellectually stimulating environment.
38. Students were respected and treated fairly in my department.
39. My department has done a good job of providing me opportunities for professional development (attending
meetings, presenting papers, networking with others, etc.)
40. During my first year of graduate studies, my department did a good job of helping me understand
requirements, expectations, and procedures.
41. My advisor/major professor was an effective mentor who provided useful and supportive guidance.
42. There was good communication between faculty and graduate students in my department.
43. Faculty members in my department were interested in the welfare and success of graduate students.
44. The procedures and criteria used by my department for allocating financial aid were fair and equitable.
45. The level of assistantship funding provided in my department was adequate to meet the needs of those
students being supported.
46. My department was helpful and supportive in graduates' search for professional employment.
47. 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.
48. School of Graduate Studies thesis/dissertation guidelines and procedures were clear and reasonable. (for PhD
and Plan A students only)
49. The School of Graduate Studies provided good information about filing for candidacy, program of study forms,
meeting deadlines, etc.
50. My career opportunities have improved significantly as a result of completing my graduate degree at USU.
51. If I had to make the decision again, I would still come to USU.
52. I would recommend USU to a friend who is a prospective graduate student in my program.
A-6
APPENDIX B
WRITTEN COMMENTS
“AS YOU THINK ABOUT YOUR EXPERIENCE AS A GRADUATE STUDENT AT USU, WHAT DID
THE UNIVERSITY OR YOUR DEPARTMENT DO WELL?”
B-1
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.)
ADVISING
ADVISING PROFESSIONAL DEVELOPMENT TEACHING SUPPORT
ADVISING WAS EXCELLENT IN THE MAE DEPT
ALL THE STEPS WERE VERY CLEAR, EXPLAINED AT THE BEGINNING OF THE DEGREE.
BONNIE OGDEN WAS A GREAT HELP, SHE IS VERY PROMPT AND DOES HER JOB VERY WELL.
BONNIE OGDEN WAS VERY HELFUL
EXCELLENT ADVISING WITHIN THE MAE DEPT
GAVE GREAT GUIDANCE IN STUDIES
GRAD PROGRAM-MBA(EMPHASIS) HUMAN RESOURCES DEPT - GRAD ADVISOR KATHERINE MCCONKIE
IS EXCEPTIONAL.
GRADUATE ADVISING
GRADUATE ADVISOR: SHE HELPED ME CHOOSE CLASSES THAT WOULD HELP ME REACH MY CAREER
GOALS. ALSO HELPED ME TO KNOW EVERYTHING THAT I NEEDED TO GRADUATE
I AM IN THE ARL/MASTERS PROGRAM. DAVID VERNON IS MY ADVISOR. HE HAS BEEN WONDERFUL! HE
HAS MADE SURE THAT I KNOW WHAT I NEED TO TAKE & WHEN ITS BEING TAUGHT. HE'S VERY
ORGANIZED & HELPFUL. ITS BEEN A GREAT EXPERIENCE!
THROUGH MY STUDIES. MARY LEE WAS VERY HELPFUL WITH REQUIREMENTS TO COMPLETE
THE MECH ENG DEPT GRAD PROGRAM HAS ITS GREATEST ASSET IN BONNIE OGDEN. I KNOW OF AT
LEAST ONE CEE MAJOR WHO SWITCHED MAJORS BECAUSE SHE HAD GRAD STUDIES EXPERTISE THAT
HIS DEPT LACKED
THE MAE DEPT HAS A GREAT ADVISING TEAM ALWAYS WILLING TO HELP THE STUDENTS
THE HELP FROM THE STAFF IN PLANNING AND SCHEDULING THE DEGREE AND WHAT CLASSES TO
TAKE FRIENDLY AND EASY TO TALK TO. AVAILABLE.
THE ADVISEMENT OFFICE WAS SO HELPFUL ON KEEPING US UP TO DATE ON WHAT WE NEEDED TO
BE DOING. IT HELPED MAKE THE PROCESS SMOOTH.
THE ADVISORS OF THE PROGRAM WERE VERY HELPFUL IN HELPING
SHOWED ME EXACTLY WHAT I NEEDED TO DO
PROVIDED INFORMATION AND DIRECTION
MY ADVISOR FOUND GREAT RESEARCH OPPORTUNITIES
MY ADVISOR WAS EASY TO COMMUNICATE WITH AND VERY PROACTIVE ON MY BEHALF WHEN I
NEEDED HIS SERVICES
MY ADVISOR WAS EXCELLENT. HE DID A GREAT JOB OF KEEPING ME INFORMED OF DEADLINES,
CLASS OPPORTUNITIES AND REQUIREMENTS, AS WELL AS HELPING GUIDE MY COURSEWORK
DECISIONS TO SUITE MY GOALS. I REALLY APPRECIATED THAT I WAS ABLE TO WORK ON AND
COMPLETE MY DEGREE.
MOSTLY MY ADVISOR(TODD CAMPBELL) WHO WOULD EVEN GO THE EXTRA MILE AND COMMUNICATE
WITH FACULTY FOR ME
MEGAN RALPHS WAS AN INVOLVED AND HELPFUL GRADUATE ADVISOR FOR HR. SHE REALLY GOES
ABOVE AND BEYOND TO HELP STUDENTS TO BE SUCCESSFUL BOTH IN AND OUT OF SCHOOL
HELPED ME PLAN MY GRADUATE WORK
MBA ADVISOR AND SECRETARY ALWAYS DID AN AMAZING JOB AT KEEPING US INFORMED. (KATHY
MCCONKIE & LINDI BROWN)
MADE SURE MY SCHEDULE WAS SET UP WELL AND I UNDERSTOOD WHAT I NEEDED TO DO
MADE DEADLINES CLEAR, AND MY DEPARTMENT HELPED WITH PROJECT QUESTIONS AND FUNDING
MADE INFORMATION ABOUT PERSONAL PROGRESS AVAILABLE
EXPLAINED PROCEDURES & HELPED ME GET THE CORRECT CLASSES
B-3
COMMUNICATION
ALWAYS WILLING TO LISTEN TO THE STUDENTS
COMMUNICATION WAS EASY
CONNECTION WITH STUDENTS AND FACULTY
EMAIL COMMUNICATION
EVERYTHING WAS NEATLY ORGANIZED AND COMMUNICATED CLEARLY
GIVE STUDENTS INFORMATION NEEDED FOR REGISTRATION GRADUATION ETC.
GOOD ON UPDATING US ON INFORMATION...HELPFUL AND ON THE BALL
THEY DID A GOOD JOB KEEPING US INFORMED AND MOVING FORWARD. WE ALWAYS KNEW WHAT
WAS COMING NEXT
THEY ALWAYS GAVE ME ALL THE INFORMATION I NEEDED ALWAYS VERY HELPFUL
THEY ALL INTERACTED WELL WITH THE STUDENTS THEY WERE CONCERNED AND HELPFUL WITH
COMPLETEING OUR GRADUATE REQUIREMENTS
THE MBA HAD GOOD FLOW OF COMMUNICATION TO THE STUDENTS
THE COMMUNICAITON OF AND ACCOMODATION OF CLASSES TO FIT MY SCHEDULE WERE CLEAR
RESPONDED QUICKLY TO ANY QUESTIONS I HAD
RESPONDED TO ALL QUESTIONS PROMPTLY
PSC GOOD COMMUNICATION AND GOOD ATTITUDE
OPEN DOOR POLICY VERY FRIENDLY PEOPLE
ORGANIZATION. I KNEW EXACTLY WHAT COURSES AND WHEN TO TAKE THEM. I WAS GIVEN
INFORMATION IN A TIMELY MANNER OF REQUIREMENTS THAT WERE NEEDED FOR GRADUATION.
ORGANIZED WELL OUTLINED & CLEAR EXPECTATIONS
MBA DEPT: GOOD TRANSMISSION OF NOTIFICATIONS THROUGH EMAIL GOOD OPENESS TO
SUGGESTIONS
MAKING THE REQUIREMENTS WELL KNOWN
LISTENED WELL TO MY CONCERNS, DEPT WASN'T ALWAYS ABLE TO ADDRESS THEM BUT THEY
LISTENED WELL
KEPT ME INFORMED
KEPT US UP TO DATE ON DEADLINES AND CHANGES TO THE PROGRAM. THE ASTE DEPT IS ALSO
VERY GOOD AT ONE ON ONE INTERACTION
LET ME KNOW THE REQ AND HELPED ME PLAN TO FINISH EFFICIENTLY
INDIVIDUAL ASSISTANCE & ANSWERS TO QUESTIONS WERE AVAILABLE WHEN REQUESTED
I KNEW WHAT WAS EXPECTED OF ME AND I HAD ALL MY QUESTIONS ANSWERED IN A TIMELY MANNER
COURSES
AMERICAN STUDIES
HAVING CURRENT COUNSELORS TEACH CLASSES IS A GREAT IDEA
WIDE RANGE OF CLASSES AVAILABLE TO ME AS A STUDENT
CASE STUDIES RELEVENT TO REAL LIFE SITUATIONS
CLASS SIZE
CLASSES NEVER CONFLICTED
CONVENIENT SCHEDULING OF CLASSES TO GIVE STUDENTS THE OPPORTUNITY TO WORK DURING
THE WEEK
COURSES AVAILABLE AND APPLICABLE TO THE FIELD OF SW.
COURSES OFFERED
COURSES WERE PROGRAMMED TO ALLOW COMPLETION OF PROGRAM IN 2 YEARS
CREATING APPLICALBE PRACTICUM SITES
DESIGN COURSEWORK
ENV ENG CURRICULUM WAS OUTSTANDING
ECE CLASS OFFERINGS ARE VERY DIVERSE AND INTERSTING
GREAT GRAD LEVEL CLASSES IN THE STRUCTURES AND GEOTECH DEPARTMENTS OF CIVIL
I AM A BETTER TEACHER BECAUSE OF THE FCSE COURSES I COMPLETED. I FEEL MORE ORGANIZED
AND PREPARED TO TEACH AND ADMINISTER APPROPRIATELY. THANK YOU
B-4
I ENJOYED THE COURSES I TOOK IN MY DEPARTMENT
RESEARCH SYMPOSIUM STEVE BECK'S FORMATTING CLASS, ETC
TO SCHEDULE CLASS THAT WAS ORIENTED TO WORKING ADULTS
THERE WAS A GOOD CLASS SCHEDULE I WAS ABLE TO KEEP WORKING WHILE PURSUING A MASTERS
DEGREE
THE QUALITY OF THE ACCOUNTING COURSES I TOOK WERE GENERALLY EXCELLENT, QUALIFIED AND
WELL PREPARED PROFESSORS TAUGHT MOST OF THEIR COURSES
THE MECHANICAL ENGINEERING COURSES WERE IMPARTED BY QULIFIED PROFESSORS
THE COURSES AVAILABLE WERE VERY GOOD. GOOD PROFESSORS
THE CLASSES GIVEN BY THE MATH DEPT ARE EXCELLENT OVERALL. THE TEACHING ASSISTANTSHIP
WILL HELP ME IN MY FUTURE CAREER AND ALSO SUPPORTED ME THROUGH MY STUDIES
THE CLASSES OFFERED THAT I TOOK WERE EXCELLENT AND PROFESSORS WERE VERY NICE AND
ALWAYS HAVE TIME FOR YOU
THE AMOUNT OF WORK INVOLVED WAS GOOD
SPACED THE CLASSES WELL, GIVING US GOOD INTERVALS BETWEEN CLASSES OR BREAKING UP
CONSECUTIVE WEEKENDS TO PREVENT BURNING OUT
SOME COURSES WERE A LITTLE TOO TECHNICAL AND TOO MUCH LECTURE WHERE IT WAS TOO
MUCH CONCEPT AND NOT ENOUGH APPLICATION
MS IN COMPUTER SCIENCE: GOOD COURSEWORK AND GREAT PROFESSORS
I WAS VERY PLEASED WITH THE QUALITY OF THE STRUCTURAL ENG COURSES.
I REALLY LIKE THE STATISTICS COURSE I TOOK (STAT 5200). MOST OTHER COURSES WERE NEUTRAL
EXPERIENCE.
I REALLY ENJOYED THE MBA TRIP TO ENGLAND, DUBAI AND INDIA. THIS WAS A VALUABLE LEARNING
EXPERIENCE NOT ONLY EDUCATIONAL BUT ALSO CULTURAL
I LOVED THE CLASSES BEING TAUGHT THEY WERE VERY WELL SETUP AND HELPED ME TO LEARN.
I LOVED THOSE CLASSES I COULD FLEXIBLY APPLY TO MY CURRENT TEACHING PRACTICE
I FELT THAT THERE WERE GOOD CLASSES RELATED TO MY FIELD OF STUDY. I ALSO FELT THAT I HAD
GOOD CONNECTIONS TO PROFESSIONAL OPPORTUNITIES THAT LED TO GETTING A JOB.
DEPARTMENT/PROGRAM
ECE TEACHING A VARIETY OF SUBJECTS I APPRECIATE THE BREADTH OF THE CURRICULUM
(DEPT OF BIOLOGICAL ENG) THEY WERE VERY HELPFUL THANKS
THE ELECT AND COMP ENGINEERING DEPT HAS GOOD COURSES WHICH INVOLVE VERY PRACTICAL
PROJECTS/ASSIGNMENTS
ACCOMODATED MY CRAZY SCHEDULE
ACCOUNTING DEPT IN JON M HUNTSMAN SCHOOL OF BUSINESS WAS VERY HELPFUL IN FACILITATING
CONTACTS WITH PROFESSIONAL FIRMS AND EMPLOYMENT AFTER GRADUATION
ART DEPARTMENT PROVIDE RESEARCH MATERIAL. ALLOW EXPERIMENTATION
(DEPT OF INSTRUCTIONAL TECHNOLOGY) BE WILLING TO EXPLAIN NECESSARY REQUIREMENTS,
ANSWER QUESTIONS, GIVE IDEAS, GREAT CLASSES. MAKING FINANCIAL AID AVAILABLE - RA, TUITION
WAIVER, INSURANCE ACCESS, GREAT INSTRUCTORS, ACCESS TO JOBS, CONFERENCES WAS HIGH .
BECKY HIRST, ENVS DEPT SECRETARY WAS EXCEPTIONALLY HELPFUL IN CLEARING UP QUESTIONS I
HAD ABOUT PAPER WORK GUIDELINES & OTHER GRAD SCHOOL REQUIREMENTS. SHE IS VERY
KNOWLEDGABLE & QUICK TO ANSWER QUESTIONS
BIE DOES VERY WELL AT GETTING FUNDED PROJECTS FOR STUDENTS TO WORK ON FOR THEIR
THESIS
BIO ENGINEERING, GETTING PEOPLE INVOLVED IN RESEARCH
BIOL DEPT MADE SURE THEY HAD FUNDING/POSITIONS FOR US
RIGHT MIX OF EVERY IMPORTANT ASPECTS NECESSARY TO SUCCEED IN PROFESSIONAL AND
EDUCATIONAL FIELDS.
BIOLOGICAL ENGINEERING STAFF WAS ALWAYS HELPFUL AND FRIENDLY. MAJOR PROFESSOR WENT
OUT OF HIS WAY TO ENSURE PROTOCALS WERE FOLLOWED BUT COULD HAVE BEEN BETTER
EDUCATED ABOUT THE PROCESS.
B-5
C DEPARTMENT PROVIDED VERY GOOD ENVIRONMENT FOR RESEARCH AND ADDRESSING ALL THE
QUESTIONS THAT ANY GOOD STUDENTS HAVE.
CAROL AND MARY ANN IN THE ACCOUNTING DEPARTMENT ARE WONDERFUL! THEY ARE ALWAYS
WILLING TO HELP AND KNOW WHAT THEY ARE DOING.
CEE GOOD COURSEWORK
COLLEGE OF BUSINESS -- THE DEPT DID EXTREMELY WELL AT ANSWERING MY QUESTIONS AND
CONCERNS THAT I HAD
WELL INFORMED ALWAYS REGARDING DATES AND DEADLINES. MY TUITION WAIVER WAS ALWAYS
DONE ON TIME
DEPARTMENT & PROGRAM IS VERY STUDENT FOCUSED AND CARES ABOUT THE STUDENTS
DEPARTMENT FACULTY, LIBRARY, ADVISING AND FUNDING.
DEPARTMENT MADE CLASSES AVAILABLE WHEN NEEDED
DEPARTMENT OF WILDLAND RESOURCES -> GREAT EXPOSURE TO RESEARCH DISIPLINES IN
ECOLOGY, APPROACHABLE AND READILY AVAILABLE FACULTY. QUALITY AND HELPFUL ASSISTANTS
CEE DEPARTMENT PROVIDES ADEQUATE COURSES TO ENHANCE THE KNOWLEDGE ABOUT THE FIELD
OF STUDY.
DEPARTMENT WAS VERY HELPFUL WITH THE GRAD/DEFENSE PROCESS AND MADE SURE ALL
NECESSARY PAPERWORK ETC WAS RECEIVED ON TIME
DEPT HEAD FOR MASTERS OF REHAB COUNSELING WAS VERY KNOWLEDGABLE. SUPPORT STAFF
WERE VERY HELPFUL-KRIS WENGREEN, BEN FORE, AND ZAN MERRIL
DEPT OF BUSINESS-KATHY MCCONCKIE WAS FANTASTIC IN PROVIDING ANY ASSISTANCE NEEDED
DEPT OF INCT FIELD TRIP
DEPT SOCIAL WORK INSTRUTORS INVOLVED IN THE WHOLE PROCESS
DISSEMINATED IMPORTANT INFO IN A TIMELY MANNER AND RESPONDED APPROPRIATELY AND IN A
TIMELY MANNER TO QUESTIONS AND CONCERNS
CONNECTIONS TO INDUSTRY AND OTHER SCHOOLS
DUE TO THE FACT THIS WAS THE BEGINNING OF THE PROGRAM, THE DEPARTMENT/FACULTY HAVE
BEEN EXTREMELY HELPFUL IN PROVIDING INFORMATION UPDATES TO STUDENTS AS WELL AS
LISTENING TO CONCERNS AND CRITICISMS
THE ECOLOGY CENTER IS OUTSTANDING
ECE DEPT HAS GOOD COURSES IN COMP ENG AND THEY ARE ENOUGH TO FINISH YOUR DEGREE IN
THE DESIRED SPECIALIZATION
ECE DEPT HAS MANY PROFESSORS THAT ARE VERY WELL PREPARED AND PROVIDE A LOT OF HELP
TO STUDENTS IN UNDERSTANDING AND CLARIFYING CONCEPTS
ECE DEPT HELPED ME WITH MY CONCERNS AND QUESTIONS SPECIFICALLY MARY LEE ANDERSON
AND DR PAUL WHEELER
ECE DEPT IS PRETTY DECENT AND HELPFUL
ECE DEPT-VERY GOOD RIGOROUS COURSE THEY WERE VERY HELPFUL IN MY JOB SEARCH
ELECTRICAL AND COMPUTER ENGINEERING THE UNIVERSITY WAS VERY HELPFUL IN ADJUSTING TO
THE PLACE INITAILLY
ELEM ED- PLANNED COURSES TO MEET TEACHERS NEEDS AND SCHEDULES
ENCOURAGING RESEARCH ACTIVITIES. ALLOW FREEDOM TO CONDUCT RESEARCH WITHIN MY
INTERESTS
ENCOURAGING US TO MAKE OUR OWN PLAN AND TAILOR IT TO OUR OWN NEEDS
ENGINEERING AND TECH DEPARTMENT WAS EXTREMELY SUPPORTIVE AND WENT ABOVE AND
BEYOND TO ENSURE THAT ALL OF MY EDUCATIONAL NEEDS WERE MET
ENGLISH DEPT: PROVIDED ME WITH EXCELLENT PROFESSORS TO WORK WITH, EXCELLENT SENSE OF
COMRADERIE AND PLENTY OF STAFF AND FACULTY ALWAYS WILLING TO HELP AND SUPPORT EACH
OTHER
ENVIRONMENTAL ENGINEERING DEPARTMENT WAS EXCEPTIONAL IN ALL ASPECTS OF MY GRADUATE
STUDIES. HANDS ON WORK. ATTENDED CONFERENCES, OPPORTUNITIES FOR PUBLICATION ACCESS
TO FACULTY, FOCUSED RESEARCH
ENVS ALLOWED ME TO TAILOR A PROGRAM THAT FIT MY NEEDS
EVERYTHING. OVERALL, I HAD A WONDERFUL EXPERIENCE IN THE NR DEPARTMENT
EXCELLANT INTERACTIONS WITH BIOLOGY DEPT FACULTY
B-6
ALLOW ME TO TEACH ONE ON ONE WITH STUDENTS
CHRISTMAS PARTIES ALWAYS HAVE GOOD FOOD
EXCELLENT AT ANSWERING QUESTIONS, DESIGNING EDUCATION TO FIT CAREER GOALS AND GREAT
WITH RESEARCH
THE MBA PROGAM TAUGHT AND WAS STRUCTURED IN A WAY THAT WAS FEASABLE FOR A STUDENT
WORKING FULL TIME WITH A FAMILY
FCHD - ACCEPTED ME INTO THE PROGRAM. HIRED YOON LEE. YOON LEE WAS AN AMAZING MAJOR
PROFESSOR.
EXCELLENT ADVS (TOXICOLOGY) QUALITY OF EDUCATION WAS EXCELLENT AND ACCESS TO
FACILITIES AS WELL
GEOLOGY DEPARTMENT HAD WEEKLY SEMINAR SPEAKERS
GIVING ME HANDS ON OPPORTUNITIES IN THE DEPT
MBA, THE RESOURCES AND THE FACULTY IS GREAT
HELPED ME FEEL OWNERSHIP AND INDEPENDANCE WITH MY PROGRAM OF STUDY
HELPED ME IDENTIFY MY AREA OF EXPERTISE(ITLS DEPT) THE STAFF AND FACULTY WERE VERY
HELPFUL WITH ALL QUESTIONS OR CONCERNS THAT I HAD. GREAT TEAM!
HELPFUL PROMPT
HELPFUL! I'VE LOVED EVERYTHING ABOUT THE DEPT AND USU
HISTORY DEPT PROVIDED A STIMULATING ENVIRONMENT EXPLORE THE DISCIPLINE. PROVIDED REAL
WORLD EXAMPLES
HPER DEPT WAS ALWAYS WILLING AND THOROUGH IN ANSWERING QUESTIONS OR CONCERNS OF
MINE. HPER DEPT ALWAYS WILLING TO HELP WITH PAPERWORK WHILE I MOVED AWAY FROM LOGAN
HPER HAD GOOD COMMUNICATION
I FEEL THE EDUCATION I RECEIVED THROUGH THE COMMUNICATIVE DISORDERS DEPT WAS
EXCELLENT. THE CLASSES WERE CHALLENGING BUT THE INFORMATION I LEARNED HAS AND WILL
CONTINUE TO HELP ME AS AN SLP. ALSO DEE CHILD HAS BEEN EXTREMELY GOOD ABOUT KEEPING
US ON TRACK.
I FEEL THE MIS DEPT IS MAKING STRIDES TO GET THE GRAD PROGRAM TO THE LEVEL OF THE
UNDERGRAD PROGRAM
WILDLAND RESOURCES-HISTORICAL MEMORY WAS HELPFUL IN NAVIGATING THE GRAD SCHOOL
MAZE(!) OF PAPERWORK
WHEN I DEFENDED MY PAPER THE FACULTY IN THE APEC DEPARTMENT PROVED TO BE VERY
KNOWLEDGABLE AND PROFESSIONAL
WELL ORGANIZED PROGRAM ALLOWED STUDENTS TO COMPLETE THEIR DEGREE WHILE WORKING
FULLTIME.
ASTE TRIED TO HELP AS MUCH AS POSSIBLE
TREAT ME AS A PROFESSIONAL
TOOK INTO ACCOUNT MY INDIVIDIUAL CIRCUMSTANCES. THEY ALSO HELD A HIGH EDUCATIONAL
STANDARD WHICH WILL HELP ME CONTINUE TO MEET MY GOALS
THEY WERE INTERESTED IN THE SUCCESS OF THEIR STUDENTS; WE WERE NOT JUST ANOTHER
DRONE. (PSC DEPARTMENT)
THEY WERE ORGANIZED & APPROACHABLE.
THEY WERE CONSTANTLY IMPROVING THE PROGRAM THROUGH STUDENT FEEDBACK AND
IMPROVING QUALITY OF MATERIAL AND CLINICAL EXPERIENCES IN CLASS
THEY MADE SURE I WASN'T FORGETING ANYTHING WHEN I ASKED
THEY PROVIDED HANDS ON LABS, AND PROFFESSORS WERE AVAILABLE FOR HELP
THEY PROVIDED LEARNING EXPERIENCES, TAUGHT ME TO USE RESOURCES AND TAUGHT ME HOW
TO THINK CRITICALLY
THEY TOLD US EXACTLY WHAT WE NEEDED TO TAKE FOR OUR COURSEWORK
THEY TOOK CARE OF EVERYTHING ALL I HAD TO DO WAS BUY MY BOOKS AND SHOW UP TO CLASS
THEY HAD RESOURCES AND CLASS SCHEDULE SET UP WELL
THEY DID AN EXCELLENT JOB OF PROVIDING FUNDING FOR THE PROGRAM AND OPPORTUNITIES FOR
REAL LIFE EXPERIENCE & JOB PLACEMENT. ESPECIALLY COURSEWORK WAS VERY GOOD
THERE WAS FLEXIBILITY BUT HIGH EXPECTATIONS. INDIVIDUAL CONCERNS WERE LISTENED TO
THERE WAS A LOT OF ONE ON ONE FEEDBACK(COMD)
B-7
THE WILD DEPARTMENT STAFF WAS VERY HELPFUL. THEY USUALLY HAVE ANSWERS ABOUT THE
PROCESS, PAPERWORK, ETC
THE WILD DEPT OFFERED MANY SEMINARS. THEY WERE ALSO WILLING TO SEND ME TO A
CONFERENCE TO REPORT RESEARCH. I'M VERY SATISFIED WITH THESE EFFORTS.
THE WILDLAND RESOURCES DEPT DID A NICE JOB OF HELPING ME UNDERSTAND REQUIREMENTS AND
PROCEDURES. THEY AND THE ECOLOGY CENTER DID A LOT TO BRING PEOPLE TOGETHER SOCIALLY
AND INTELLECTUALLY WITH EVENTS SEMINARS, ETC
THE SEIM PROGRAM (COMMUNICATIVE DISORDERS AND DEAF EDUCATION DEPT) MADE SURE WE HAD
ALL THE PAPERWORK WE NEEDED AND PROVIDED A GOOD SPECTRUM OF CLASSES THAT WILL
TRANSLATE WELL TO A CAREER
THE SOCIAL WORK DEPARTMENT HAS ADVOCATED FOR OUR GRADUATING CLASS THROUGH
LEGISLATION IN ORDER TO ENABLE THE NEW MSW GRADUATES TO TAKE OUR CLINICAL EXAM MAKING US QUALIFIED FOR JOBS IN UTAH.
THE SOCIAL WORK DEPT DID WELL AT ANSWERING QUESTIONS
THE SOCIAL WORK DEPT KEPT ME UPDATED ON ALL PERTINENT INFO
THE REHABILITATION COUNSELING PRGRAM PROVIDED EXCELLENT INSTRUCTION AND EXPERIENCE
THAT HAS PREPARED ME WELL FOR MY FUTURE CAREER. MORE THAN MERELY AN EDUCATION,
HOWEVER, I HAVE FELT A COMRADERY WITH MY PROFESSORS THAT HAS HELPED ME TO BE
CONFIDENT.
THE SCHOOL OF ACCOUNTANCY DID GREAT AT CONNECTING ME WITH POTENTIAL EMPLOYERS. THE
RECRUITING PROGRAM WAS GREAT
THE PROGRAM DID A GOOD JOB WORKING AROUND OUR SCHEDULES. AS WORKING STUDENTS IT IS
SOMETIMES DIFFICULT TO ATTEND ALL OF THE CLASSES AND THE PROGRAM WAS QUITE FLEXIBLE
THE PROGRAM HELPED ME A LOT, EVERYONE ANSWERED ALL THE QUESTIONS I HAD
THE PROGRAM IS WELL DESIGNED FOR RETURNING STUDENTS WITH FULL TIME EMPLOYMENT &
FAMILIES.
THE PROGRAM REALLY FOCUSED ON WHAT WOULD MAKE ME A BETTER TEACHER. I FELT THE
CLASSES WERE VERY USEFUL
THE PROGRAM WAS EXPLAINED VERY WELL AND OUR DEPT DID AN AMAZING JOB OF MAKING SURE
WE KNEW EVERY STEP WE NEEDED TO TAKE TOWARDS OUR GOAL
THE PROGRAM, OUR COURSE SCHEDULES, AND OTHER REQ, WERE CLEARLY MAPPED OUT FOR
US(BY DR BYRNES)
THE PSC DEPT WAS VERY ACCOMODATING THEY PROVIDED ME WITH A DESK AND COMPUTER
THE PSY DEPARTMENT WAS AN EXCELLENT SUPPORT.
THE PSYCHOLOGY DEPARTMENT PREPARED ME TO WORK COMPETENTLY AS A CLINICIAN IN MENTAL
HEALTH SETTINGS.
THE PSYCHOLOGY DEPARTMENT WAS VERY ATTENTIVE TO QUESTIONS AND CONCERNS FOR
COMPLETING NECESSARY COURSEWORK
THE PSYCHOLOGY DEPT AND CAMILE ODELL IN PARTICULAR WERE WONDERFUL IN RESPONDING TO
EMAILS, PROVIDING UPDATED MATERIALS AND GIVING CONSTANT REMINDERS OF DEADLINES, ETC
THE MIS DEPARTMENT HAS PROVIDED ME WITH GREAT RESOURCES.
THE MIS DEPT HAD A GOOD AND COMPLETE LIST OF COURSES. PROFESSORS IN THE BUISNESS
SCHOOL WERE VERY PROFESSIONAL AND UP TO DATE
THE MIS DEPT HELPED ME TAILOR THE DEGREE TO BECOME AS TECHNICAL AS POSSIBLE AND TO BE
ABLE TO APPLY THAT TOWARDS MY CAREER
THE MRC PROGRAM WAS WELL ORCHESTRATED AND THE PROFESSORS AND DEPT HEAD WERE VERY
HELPFUL AND CARING
THE MRE DEPARTMENT WAS HELPFUL. THE GRAD ADVISOR KNEW US ALL BY NAME AND KEPT ME
WELL INFORMED OF THE MATERIAL I NEEDED TO COMPLETE
THE MBA PROGRAM WAS VERY WELL ORGANIZED.
THE LAEP DEPARTMENT PROVIDED ME A COMFORTABLE PLACE TO WORK IN THE GRADUATE STUDIO
THE MAE DEPT DID AN EXCELLENT JOB OF KEEPING STUDENTS INFORMED REGARDING PROGRAM
REQUIREMENTS DEADLINES AND CHANGES
THE GEOLOGY DEPT PROVIDED SEVERAL GREAT FIELD TRIPS WITH FUNDS FROM OUTSIDE SOURCES.
THESE TRIPS ARE GREAT USED EXTERNAL FUNDING SOURCES IS CRITICAL
B-8
THE DEPT AND MY PROF ALWAYS KEPT ME INFORMED OF CHANGES, ALTERATIONS, AND OPTIONS
AVAILABLE TO ME DURING MY STAY AT USU
THE DEPT DID A GREAT JOB AT PROVIDING ADEQUATE ACADEMIC COUNSELING FOR COURSEWORK
AS WELL AS FIND A PROJECT FOR THE THESIS
THE DEPT DID A GREAT JOB OF KEEPING US INFORMED OF CHANGES WHEN THEY OCCURED AS WELL
AS MAKING SURE EACH STUDENT IN OUR COHORT KNEW WHAT WAS NEEDED AND OFFERED TO
ANSWER OUR QUESTIONS WHEN WE HAD THEM
THE DEPT HEAD FOR COMD WAS PHENOMENAL IN OFFERING INSTRUCTION AND IN PROVIDING
EMOTIONAL SUPPORT TO STUDENTS. DR BETH FOLEY INSPIRES GREATNESS IN ALL SHE DOES. SHE
PROVIDES A HIGH BAR TO RISE TO BUT HELPS YOU GET THERE I'D LOVE TO BE LIKE HER
THE DEPT OF COMMUNICATIVE DISORDERS AND DEAF ED GRADUATE ADVISOR KEPT US WELL
INFORMED OF WHEN DEADLINES WERE FOR PAPER WORK TO BE TURNED IN FOR THE SCHOOL OF
GRADUATED STUDIES. HE ALSO KEPT US INFORMED ABOUT REGISTRATION
THE DEPT OF ENVIRONMENT AND SOCIETY OFFERED A VARIETY OF CLASSES AND EACH CLASS WAS
SMALL IN SIZE. THERE WAS SUBSTANTIAL INTERACTION AMONG STUDENTS AND PROFESSORS TO
DEVELOPE THEORYS AND IDEAS
THE ECOLOGY CENTER MADE MY DEGREE POSSIBLE BY PROVIDING RESEARCH MONEY FELLOWSHIPS
AND TRAVEL SUPPORT FOR MEETINGS. COULDN'T HAVE DONE IT WITHOUT THEM
THE ECON DEPT IS VERY STUDENT ORIENTED AND MADE ME FEEL COMFORTABLE AND CONFIDENT IN
MY STUDIES
THE ELE DEPT PROVIDED ME AN OPPORTUNITY TO DO RESEARCH
THE ENGLISH DEPARTMENT COMMUNITY WAS SUPPORTIVE IN EVERY WAY
THE ENGLISH DEPT PROFESSORS ARE ALWAYS AVAILABLE TO ANSWER ANY QUESTIONS
THE ENGLISH DEPT WAS WILLING TO WORK WITH ME AND HELP ME EVEN WHEN MY SCHEDULE AND
TIMING WAS LESS THAN IDEAL. THE FACULTY ADVISED ME EXTREMELY WELL AND IT WAS EASY TO
ARRANGE MEETINGS AND VISITS TO ASK QUESTIONS AND GET GUIDANCE.
THE ENVS DEPT IN CNR HAD A WONDERFUL OFFICE STAFF THAT WAS QUICK IN RESEARCHING
REQUESTED INFORMATION AND GETTING THAT INFORMATION BACK TO ME
THE DEPARTMENT HELPED TO INSURE THAT I RECEIVED WHATEVER WAS NEEDED FOR ME TO
COMPLETE MY DEGREE
THE DEPARTMENT IS CIVIL & ENVIRONMENTAL ENGINEERING AND I WORK AT THE UTAH WATER
RESEARCH LAB. I AM HIGHLY SATISFIED WITH THE QUALITY OF RESEARCH THAT I DID AT USU. THE
DEPARTMENT AND THE WATER LAB DID VERY WELL. THE ,FACILITIES ARE VERY GOOD
THE DEPARTMENT MADE COURSE MATERIAL, DATES, TEXTBOOK REQ AND OTHER IMPORTANT
INFORMATION AVAILABLE EARLY VIA WEB AND EMAIL
THE DEPARTMENT OF CHEMISTY AND BIOCHEMISTRY PROVIDED ME WITH THE FUNDING (RA AND TA
ASSISTANTSHIPS) NEEDED TO COMPLETE MY DEGREE
THE DEPARTMENT OF COMD OUTLINED MY ACADEMIC RESPONSIBILITES WELL.
THE DEPARTMENT OF COMDDE PROVIDED ME WITH COURSEWORK AND MATERIALS
THE DEPARTMENT OF EDUCATION PERSONNEL DID A GREAT JOB REPLYING TO MY EMAILS IN A
TIMELY MANNER
THE DEPARTMENT OF INSTRUCTIONAL TECHNOLOGY & LEARNING SCIENCES PROVIDE VERY NICE
FACULTIES WITH EXCELLENT RESEARCH EXPERIENCES AND THESE FACULTIES ARE VERY PATIENT
WITH STUDENTS AND CARE ABOUT THE FUTURE OF THE STUDENTS
THE DEPARTMENT OF TEAL - ELEMENTARY EDUCATION STAFF AND FACULTY MEMBERS ARE
INCREDIBLE! I FOUND THE GREAT MAJORITY OF MY CLASSES TO BE GREATLY BENEFICIAL AND
HELPFUL!
THE DEPARTMENT OFFERED GREAT RESEARCH PROJECT(CIVIL ENGINEERING)
THE DEPARTMENT PROVIDED GOOD TEACHING ASSISTANTSHIP OPPORTUNITIES
THE DEPARTMENT REALLY TOOK INTEREST IN IT'S STUDENTS AND HELPED HOW THEY COULD. THE
GENERAL QUALITY OF THE GOURSES WAS EXCELLENT.
THE DEPARTMENT REGULARY CONDUCTED TOPICS COURSES THAT WERE HELPFUL FOR ME TO GAIN
GREATER DEPTH IN CERTAIN TOPICS
THE DEPARTMENT WAS EXTREMELY ATTENTIVE TO MY EMAIL INQUIRIES AND QUESTIONS
THE DEPARTMENT WAS VERY HELPFUL IN ANSWERING QUESTIONS.
B-9
THE DEPARTMENT WAS VERY OPEN ABOUT THE POSSIBILITIES WHERE YOU CAN GO WITH THIS
DEGREE. NEVER ONCE WAS I TOLD "YOU CAN'T DO THAT" WHEN IT CAME TO POSSIBLE CAREER
THE DEPARTMENT/PROGRAM OF EDUCATION HAS GREAT QUALIFIED INTRUCTORS. I AM GRATEFUL
FOR THEIR HELP WHEN I NEEDED IT
THE DEPARTMENT DID WELL IN HELPING THE STUDENTS UNDERSTAND WHAT WAS EXPECTED OF
THEM AND WHAT TO EXPECT ON THE CPA EXAM.
THE COMD DEPARTMENT HEAD IS INVOLVED WITH THE STUDENTS AND CARES ABOUT THEM
THE COMDDE DEPARTMENT MADE THE STEPS CLEAR ABOUT WHAT WE NEED TO DO THROUGHOUT
GRADUATE SCHOOL, BUT AT TIMES IT WAS STILL CONFUSING.
THE BUSINESS ADMINISTRATION PROGRAM IS QUICK AND EASY, ALLOWING ME TO WORK WHILE
PURSUING A MASTERS DEGREE. KATH MCKONKIE AND LINDI BROWN WERE EXTREMELY FRIENDLY
AND ALWAYS HELPFUL
THE BUSINESS SCHOOL PUSHED "LEAN" INTO ALL ASPECTS OF THE DEGREE AND I FEEL THIS IS
IMPORTANT IN TODAYS BUSINESS ENVIRONMENT TO GAIN A COMPETITIVE ADVANTAGE.
THE CEE DEPT WAS VERY INTERACTIVE WITH MY EDUCATION AND HELPED ME ACHIEVE. THE MS I
RECEIVED WAS WORTH THE TIME AND MONEY
THE CIVIL & ENVIRONMENTAL ENGINEERING DEPARTMENT KEPT ME INFORMED ON DUE DATES FOR
GRADUATE PAPERWORK
THE CIVIL ENGINEERING DEPARTMENT HAS BEEN GREAT ABOUT GIVING ME ADVICE AND GETTING
PAPERWORK PROCESSED
THE ACCOUNTING DEPARTMENT AND MASTERS OF ACCOUNTANCY PROGRAM MADE AVAILABLE ALL
THE NECESSARY RESOURCES TO BE SUCESSFUL.
THE ACCOUNTING EPT UNDERSTANDS THAT MOST STUDENTS ASPIRE TO BECOME CPA'S AND
FOCUSES WELL ON CPA REQUIREMENTS
TEAL DEPARTMENT TREATED ALL MEMBERS OF THE CLASS WITH RESPECT ALLOWING EACH
INDIVIDUAL OPPORTUNITIES TO EXPRESS INSIGHTS AND KNOWLEDGE
SECOND LANGUAGE TEACHING: VERY WILLING TO ACCOMODATE FOR SWITCHING WHAT CLASSES
SEIM-AWESOME TO WORK WITH ME, MAKING SURE EVERYTHING GOT TAKEN CARE OF IN A TIMELY
MANNER AND FAIR
SCHOOL OF ACCOUNTING IS ALWAYS ON TOP OF ALL REQUIREMENTS
REHABILITATION COUNSELING- WERE WILLING TO SHARE ANY AND ALL INFORMATION THEY HAD
PUT ME IN TOUCH W/ PROFESSIONALS FOR NETWORKING
QUICK AND HELPFUL FEEDBACK AND INFO FROM DIRECTOR OF PROGRAM ELIMINATING PROFESSORS
WHO WERE FAILING FROM THE STUDENTS PRESPECTIVE
PROVIDED ALL THE RESOURCES NEEDED TO COMPLETE PROJECTS AND COMMUNICATED
EVERYTHING I NEEDED IN ORDER TO OBTAIN THE KNOWLEDGE THAT MY AREA OF SPECIALIZATION
REQUIRES
PROVIDE A PROGRAM THAT WORKED WELL FOR VARYING SCHEDULES OF PROFESSIONALS AND
SETUP A FORUM WHERE STUDENTS AND TEACHERS TAUGHT EACH OTHER
PROVIDE A WELL ROUNDED CLINICAL EXPERIENCE ALONG WITH LEARNING
PROVIDE ADEQUATE KNOWLEDGE AND ACCESSABILITY TO THE PROGRAM
PROGRAM IS GOOD & FANTASTIC
PROMPTNESS OF INFORMATION SENT, MY DEPARTMENT DID WELL AT DOING THEIR BEST TO MEET
THE NEEDS OF THE STUDENTS AND WANTING US TO SUCEED.
POLITICAL SCIENCE - GREAT AMOUNT OF SUPPORT AND INTERACTIONS FROM FACULTY AND STAFF
OUR DEPT IS ALWAYS CURRENT ON RESEARCH AND GIVE OUR GRAD STUDIES THE UPDATED
INFORMAION (DEPT OF COMD-D).
PIANO DEPT PROVIDED OPPORTUNITY TO MAKE MONEY TEACHING. MUSIC SCHOLARSHIP THEY
PROVIDED A WELL ROUNDED EXPERIENCE AS A DOCTORAL STUDENT
STUDENTS WERE CONTINUOUSLY ENGAGED IN PRACTICAL PROJECTS WITH REAL, PROFESSIONAL
CLIENTS. FACULTY AND ADVISORS WERE VERY HELPFUL, ENTHUSIASTIC, KNOWLEDGEABLE, AND
SINCERE.
MY PROGRAM IN SOCIAL WORK WAS VERY PERSONAL, STAFF WHO ARE INVESTED IN THEIR
STUDENTS. I FEEL THAT MADE MY EXPERIENCE HERE MORE MEANINGFUL AND PERSONAL AND WAS
IMPRESSED WITH BOTH THE PROFESSORS AND OTHER GRADUATE STUDENTS..
B-10
MY DEPARTMENT DID WELL WITH ESTABLISHING RELATIONSHIPS WITH THEIR STUDENTS. THE
UNIVERSITY DID WELL WITH FIXING PROBLEMS ON MY ACCOUNT.
MY DEPARTMENT REALLY HELPED ME TO FEEL WELCOME AND HELPED BY LAYING OUT MY
RESPONSIBILITIES
MY DEPARTMENT WORKED WITH ME ON MY TRANSFER GREDITS AND EXERIENCE TO TAILOR A
PROGRAM THAT WORKED FOR ME
MY DEPARTMENT, ENVS, WAS ESPECIALLY HELPFUL, AND MADE THE EXPERIENCE PERSONAL AND
PAINLESS.
MY DEPT HAS DONE AN EXCELLENT JOB OF PLANNING AND IMPLEMENTING A PROGRAM THAT MEETS
THE REQ OF THE COUNCIL ON REHAB COUNSELING(CORE)
MY DEPT WAS VERY THOROUGH AND PROMPT IN INFORMING US ABOUT PAPERWORK PROCESSES,
ETC REQUIRED FOR GRADUATION. THEY WERE VERY ORGANIZED.
MSHR DEPT WANTED EVERY STUDENT IN PROGRAM TO SUCCEED. PROFESSORS MET W/ME
PERSONALLY AND OFTEN, ENCOURAGING ME TO DO MY BEST AND TO HELP ME IN ANY WAY.
MSHR PROGRAM(HUNTSMAN BUISNESS) PROVIDED HANDS ON EXPERIENCE THAT WOULD PROVIDE
GREAT EXPERIENCE TO GET A JOB AFTER GRADUATION
MIS DEPT WORKS CLOSELY WITH STUDENTS. PROVIDE CHALLENGE AND OPPORTUNITIES FOR
EXPERIENCE TO HELP STUDENTS SUCCEED
MBA PROGRAM; THE CASE STUDIES HELPED PROVIDE A BETTER REAL WORLD EXPERIENCE
MBA DEPT HANDLED ALL ADMINISTRATION MATTERS EXTREMELY WELL. I WAS ALWAYS INFORMED
AND NEVER HAD TO WORRY ABOUT SCHEDULING REGISTRATION
MANAGING COURSE REQUIREMENTS
MAE DEPT DID VERY WELL IN HELPING ME FOLLOWING THROUGH WITH DEGREE REQUIREMENTS AND
PROGRAM
ITLS DEPARTMENT IS ENERGETIC ABOUT WHAT THEY DO, ALWAYS WILLING TO TAKE A MOMENT AND
DISCUSS THE STUDENTS NEEDS.
ITLS TAUGHT ME NEW SKILLS & HELPED ME FURTHER MY KNOWLEDGE OF EXISTING ONES
IT WAS NICE TO TAKE ECON CLASSES FROM THE COLLEGE OF AG INSTEAD OF BUISNESS AND NOT
HAVE TO PAY THE DIFFERENT TUITION
INSTRUCTIONAL TECH AND LEARNING SCIENCES. I FELT THE COURSES THEY OFFER HELP ME A LOT
WITH SOMETHING MORE THAN THEORY. I CAN LEARN LOTS OF USEFUL TOOLS TO HELP OUT MY
CAREER WITH THIS PROGRAM
INSTRUCTIONAL TECHNOLOGY AND LEARNING SCIENCES THIS DEPT IS VERY FRIENDLY AND
RECEPTIVE OF INTERNATIONAL STUDENTS
IF NOT FOR THE OUTREACH PROGRAMME FOR SPEECH LANGUAGE PATHOLOGY" I COULD NOT HAVE
FULFILLED MY GOAL IN LIFE
I THINK THE ACCOUNTING DEPT PREPARED ME WELL FOR THE CPA EXAM
I REALLY LIKED THE MONTHLY REPORTS THEY HAD US FILL OUT & RETURN TO OUR COMMITTEE SO
THEY KNEW WHERE WE WERE WITH OUR STUDIES
I THINK MY EXPERIENCE AT USU WAS GREAT AND ABOUT MY DEPARTMENT THEY DID REALLY GOOD
ABOUT PROVIDING IMPORTANT SOURCE ON INFORMATION
I REALLY ENJOYED THE OPPORTUNITY TO TEACH CLASSES AS A GRADUATE TEACHING ASSISTANT IN
THE HPER DEPT
I REALLY ENJOY THE FLEXIBILITY OF THE SOCIAL WORK DEPARTMENT.
I LOVED HOW SMALL THE DEPT WAS SO WE WERE ABLE TO WORK VERY CLOSELY WITH EACH OTHER
I LIKE THE ONE YEAR MBA PROGRAM. IF THE PROGRAM WOULD HAVE BEEN LONGER THAN ONE YEAR
I PROBABLY WOULD NOT HAVE DECIDED TO PARTICIPATE IN IT.
DISTANCE EDUCATION
CLASSES WERE ALL AVAILABLE IN THE SALT LAKE VICINITY SO I DIDN'T NEED TO TRAVEL TO THE MAIN
CAMPUS. PROFESSORS WERE KNOWLEDGABLE, FRIENDLY, HELPFUL, AND ON TOP OF THE LATEST
RESEARCH IN THE FIELD
B-11
CLEARLY OUTLINED DEADLINES, QUICKLY RESPONDED TO E-MAIL QUESTIONS AND PHONE CALLS.
RCE PROGRAM WORKS WELL AND COLLABORATIVELY AND KRIS WENGREEN IS AN AMAZING ASSET
TO STUDENTS AS A FACULTY FOR THE DEPT.
COMMUNICATION, DAVD VERNON WAS AN EXCELLENT RESOURCE HE WAS VERY HELPFUL IN HELPING
ME.
ECE TAILORED DISTANCE CLASSES AVAILABLE TO MY NEEDS BY USING BREEZE SOFTWARE-THANK
YOU DR MOON, DR WHEELER, DR EAMES!
ENCOURAGEMENT WAS GIVEN TO SEEK OUT MY INTERST THROUGH INDEPENDENT STUDY.
EXTENSION COURSE OFFERINGS WERE GREAT
GET INFORMATION TO US THROUGH TECHNOLOGY A LOT OF US WERE NOT ON CAMPUS
GOOD INSTRUCTION. GOOD VARIETY OF DISTANCE GRADUATE COURSES
GREAT COMMUNICATION ESPECIALLY BEING AN EXTENSION STUDENT
YES I ENJOYED MY TIME ESPECIALLY BEING ABLE TO COMPLETE THE DISTANCE ED PROGRAM WITH
LITTLE TO NO PROBLEMS
THE UNIVERSITY DID WELL AT PROVIDING DISTANCE STUDENTS WITH THE OPPORTUNITY TO ATTEND
THROUGH THEIR BROADCAST SYSTEM. I WOULD NOT HAVE DONE THIS PROGRAM HAD I NEEDED TO
ATTEND AT USU MAIN CAMPUS
SINCE WE WERE IN THE DISTANCE LEARNING PROGRAM WE HAD A PROGRAM ADVISOR FROM THE
FAMILY, CONSUMER & HUMAN DEVELOPMENT WHO WAS VERY APPROACHABLE, ACCSSABLE AND
HELPFUL VIA EMAIL AND PHONE. ALSO SOME PROFESSORS KNEW HOW TO TEACH IN A DISTANCE ED
PROVIDED AN OPPORTUNITY TO EARN A MS ONLINE. THIS MADE IT POSSIBLE FOR ME TO EARN A
DEGREE IN AN AREA(GEOGRAPHY)WHERE THIS WOULD OTHERWISE NOT BE POSSIBLE - WELL
ORGANIZED, ALSO THE DEPT HAD STRAIGHTFORWARD REQUIREMENTS FOR THE DEGREE
EDUCATIONAL PLANNING IS EASILY COMPLETED.
PROVIDE ONLINE CLASSES AND RESOURCES
ONLINE OPTIONS AND FUNDING
OFFER A QUALITY DISTANCE PROGRAM WHICH ENABLED FACE TO FACE LEARNING
MOST OF THE ONLINE CLASSES WERE TOP NOTCH. COMMUNICATION WAS GOOD
MAKING CLASSES AVAILABLE TO ALL LOCATIONS
MAJOR CHALLENGE W/SITE CLASSES SEEMS TO BE COMMUNICATION
I REALLY APPRECIATE THE OPPORTUNITY TO COMPLETE THE MASTERS PROGRAM FROM A DISTANCE
LOCATION
I LIKED THAT ALL COURSES NEEDED WERE MADE AVAILABLE AT MY SITE AND ONE NIGHT A WEEK SO
WE COULD STILL WORK AND HAVE FAMILY TIME
THE PROGRAM AT UVU HAS BEEN VERY CONVENIENT FOR ME I FEEL THAT MY EDUCATION HAS BEEN
GOOD AND THAT I HAVE HAD GREAT PROFESSORS
THE ECE DEPARTMENTS USE OF BREEZE AND BLACKBOARD TO DELIVER ONLINE COURSES WAS
EXCEPTIONAL. LABS FOR DISTANCE ED STILL NEEDS WORK. CS DEPARTMENT SHOULD MOVE TO
BREEZE
ITLS DEPT WENT THE EXTRA MILE TO CONTINUE SUPPORT FOR MY OFF CAMPUS COHORT FOR PHD
PROGRAM
SYLVIA READ WAS VERY ACCESSIBLE AND KIND WHEN ANSWERING QUESTIONS. THE STAFF IN SALT
LAKE WAS ALSO HELPFUL.
FACILITIES
GOOD FACILITIES.
FACULTY
MY MAJOR PROFESSOR WAS VERY HELPFUL AND UNDERSTANDING
ADDITIONAL CONTACT WITH COURSE PROFESSORS
ALLOW ME TO WORK WITH DAVID PAPER AS MY MAJOR PROFESSOR!
B-12
AVAILABILITY OF PROFESSORS FOR STUDENTS QUESTIONS
BESS DENISON MY MAJOR PROFESSOR AND HER SECRETARY FRAN WERE GREAT TO WORK WITH
HELPFUL, INFORMATIVE, FRIENDLY, PATIENT, PROFESSIONAL.
BRIAN WARNICK IS AN AMAZING PROFESSOR AND ADVISOR. HE HELPED ME ON AND INSPIRED!
CAMILLE ODEL HAS PROVIDED NECESSARY INFORMATION AND PROVIDED PAPERWORK THROUGH
EACH STEP OF THE PROCESS. SHE ALSO SENT E-MAILS AND KEPT US CURRENT ON ALL PARTS OF
OUR PROGRAM
CAMILLE ODELL GOOD @ ADDRESSING CONCERNS W/ STAFF
CAMILLE ODELL HAS BEEN FABULOUS IS PROVIDING INSTRUCTION ASSISTANCE AND ADVICE, SHE
DESERVES AN AWARD
CAMILLE ODELL IN THE MS SCHOOL COUNSELING PROGRAM WAS IMMENSELY HELPFUL.
CAMILLE ODELL MADE MY GRADUATE WORK POSSIBLE SHE IS THE BEST. I ENJOYED MY TIME IN THE
PROGRAM
CAMILLE ODELL WAS FABULOUS! SHE IS AN INCREDIBLE ADVOCATE FOR THE STUDENTS IN HER
PROGRAM
CAMILLE O'DELL WAS FANTASTIC TO WORK WITH SHE RESPONDED QUICKLY TO ALL EMAILS AND
PHONE CALLS
CAMILLE ODELL WAS VERY HELPFUL THROUGH THIS EXPERIENCE
CHOOSING EXCELLENT TEACHERS AND DR. PIERCY WAS GREAT AT RESPONDING TO EMAILS
COMD FACULTY COMMUNICATED WELL ABOUT STUDENTS CHALLENGES & NEEDS
COMD PROVIDE IN THE CLASSROOM EXPERIENCE.
COMD-QUALITY OF INSTRUCTORS AND CLASSES
DEE CHILD DID A GREAT JOB OUTLINING WHAT WE NEEDED TO ACCOMPLISH AND TURN IN TO
GRADUATE
COMMITMENT TO STUDENTS, REVEIWING OF COURSEWORK
DR DEBORAH BYRNES DID AN EXCELLENT JOB PLANNING OUR DISTANCE
DR EAMES WAS VERY HELPFUL IN ANSWERING QUESTIONS AND GUIDING ME
DR EVIN TAUGHT GREAT CLASS & HELP WITH WRITING THESIS. I NOT SO HAPPY WITH DR.(Name) I AM
HAVING MY BROTHER COME TO USU FOR HIS MASTERS.
DR LACKSTROM SPENT COUNTLESS HOURS WORKING WITH ME THROUGHOUT MY TIME AS AN
UNDERGRAD & GRAD. HE HELPED ME PLAN MY COURSES
DR RICHARD RHEES WAS BY FAR THE BEST PROFESSOR(EDUC 6150) I WISH ALL THE EDUC/TEAL
COURSES WERE AS ENJOYABLE
DR TURNER (SECONDARY EDUCATION) CONSIDERED ME A FELLOW PROFESSIONAL EDUCATOR. HER
ENCOURAGEMENT GAVE ME THE IMPETUS TO CONTINUE AND COMPLETE MY PROJECT.
EXCELLENT PROFESORS AND A GREAT OVER ALL PROGRAM (MBA).
EXCELLENT PROFFESSORS THEY MADE THEMSELVES AVAILABLE TO SEE WHEN I NEEDED HELP OR
CLARIFICATION I ENJOYED THE TIME I GOT TO SPEND WITH EACH MEMBER OF THE FACULTY ON MY
PROGRAM OF STUDY
EXTREMELY KNOWLEDGEABLE IN THE FIELD OF REHABILITATION
FACULTY MEMBERS ARE PROFESSIONAL, HELPFUL AND WELL QUALIFIED.
FACULTY WAS VERY WILLING TO HELP
FACULTY WERE VERY REESPECTFUL TOWARDS THE GRADUATE STUDENTS. I WAS ALWAYS ABLE TO
RECEIVE HELP FROM PROFESSORS EVEN OUTSIDE OF OFFICE HOURS
FACULTY WERE WILLING TO HELP AND ANSWER QUESTIONS
NICE PROFESSORS IN GENERAL. GREAT TALENT IN DEPARTMENT, GREAT MAJOR PROFESSOR
GETTING ME THROUGH THIS PROGRAM
ENGINEERING, GREAT FACULTY
GREAT MAJOR PROFESSOR (TROY BECKERT)
GREAT PROFESSORS/CAMILLE IS GREAT TOO!
I ABSOLUTELY LOVE THE PSYCHOLOGY FACULTY AND THEIR WILLINGNESS TO HEAR OUR CONCERNS
I APPRECIATED THE COMMITMENT AND PASSION THE SOCIAL WORK FACULTY PROVIDED FOR US.
WILD DEPARTMENT FACULTY ARE VERY CLOSE TO THE GRADUATE STUDENT
VERY GOOD TO WALK US THROUGH THE PROGRAM STEP-BY-STEP, COMMUNICATED THAT THEY
WANTED US TO SUCCEED. EXCELLENT PROFESSORS RESPONDED TO CONCERNS
B-13
VERY HELPFUL AND KNOWLEDGEABLE
VERY HELPFUL IN WORKING W/ ME GIVING ME OPPORTUNITIES TO RESEARCH & LEARN
WAS GREAT TO WORK WITH AND VERY HELPFUL
TEACHERS/PROFESSORS WERE WILLING TO WORK WITH US
THEIR ATTITUDE IS TO HELP STUDENTS SUCCEED
THEIR AVAILABILITY WAS GREAT THE DEPT FACULTY TOOK INTEREST IN ME AND CALL ME BY MY
FIRST NAME VERY FRIENDLY
THERE ARE SOME GREAT INSTRUCTORS IN THE ECE DEPARTMENT AND THEY REALLY TRIED TO
ACCOMODATE CLASSES TO THE STUDENTS NEEDS
THE SW FACULTY WERE VERY ACCESSIBLE
THE TEACHING AND APPROPRIATENESS OF MATERIAL BEING TAUGHT WAS EXCEPTIONAL
THE PROFESSORS IN THE ENVIRONMENTAL ENGINEERING PROGRAM PROVIDED EXCELLENT COURSE
INSTRUCTION
THE PROFESSOSRS IN MY DEPARTMENT (LAEP)REALLY MAKE AN EFFORT TO HAVE A CLOSE
RELATIONSHIP WITH THE STUDENTS
THE MASTERS IN SOCIAL WORK FACULTY WERE VERY COMMITTED TO OUR SUCCESS IN THE
CLASSROOM AND OUR FUTURE EMPLOYMENT PROSPECTS AS WELL
THE HUNTSMAN SCHOOL OF BUSINESS GRADUATE PROFESSORS WERE VERY PROFESSIONAL. KATHY
MCCONKIE WAS EXTREMELY HELPFUL ALONG THE ENTIRE COURSE OF THE PROGRAM
THE INSTRUCTIONAL TECH STAFF WAS VERY ORGANIZED BY CREATING COURSE OUTLINES TO
FOLLOW AND MAINTAIN MY DEGREE. ALL OF THE CLASSES WERE INFORMATIONAL AND
WORTHWHILE
THE HEAD OF THE PSYCHOLOGY DEPARTMENT, CAMILLE ODELLE, WAS FANTASTIC. SHE WAS
ORGANIZED PROMPT PROFESSIONAL CONCERNED ENTHUSIASTIC AND VERY HELPFUL
THE FACULTY AND COURSEWORK IN THE MFHD PROGRAM IS EXCELLENT
THE FACULTY FOR MFCHD HAVE BEEN WONDERFUL AND GREAT TO LEARN FROM AND WORK WITH!
THE FACULTY IN THE SPECIAL ED DEPT TAUGHT WELL, OUTLINED EXPECTATIONS CLEARLY, ALIGNED
CURRICULUM ACROSS COURSES AND WERE ACCESSIBLE TO ANSWER QUESITONS
THE FACULTY IS ALL VERY APPROACHABLE AND EASY TO WORK WITH
THE FACULTY IS AMAZING (HPER) AND VERY PERSONABLE HELPFUL & KNOWLEDGABLE
THE FACULTY WAS VERY COMMITTED TO THE STUDENTS IN MAKING SURE WE HAD WHAT WE NEED
AND THE EXPERIENCES TO BE SUCCESSFUL IN OUR FUTURE CAREERS AS SOCIAL WORKERS
TEAL-PROVIDED OUTSTANDING INSTRUCTORS. DR JONES AND DR READ ARE THE BEST, I GLEANED
THE MOST FROM THEIR CLASSES
TEACHERS WERE AVAILABLE TO HELP STUDENTS PARTICULARLY THE SCHOOL OF PSYCH
PROFESSORS. THEY HELPED DEVELOP A PLAN OF STUDY THAT WORKED FOR ME
TEACHER-STUDENT INTERACTION WAS MUCH BETTER THAN AT THE UNDER GRADUATE LEVEL
TEACHING & RESEARCH ASSISTANSHIPS. MY MOJOR ADVISOR INVOLVED ME IN RESEARCH FROM THE
FIRST DAY OF MY STUDIES
TEACHING WAS GOOD
TEACHING, ADVISING, PROVIDING INFORMATION
SYLVIA READ WAS FANTASTIC
SYLVIA READ, TODD CAMPBELL & PARKER FAWSON HAVE ALL BEEN MAJOR INFLUENCES. SYLVIA
MANY TIMES SAVED MY SANITY DURING THIS!
SHELLEY LINDAUER WAS THE KEY TO MY SUCCESS! WITHOUT HER CONTINUED HELP & SUPPORT I
NEVER WOULD HAVE FINISHED
SELECTING EXCELLENT PROFESSORS, BEING AWARE OF UP AND COMING ADVANCES IN OUR FIELD
SANDRA AMEEL LOVED HER CLASSES VERY HELPFUL, YOU KNEW HER EXPECTATIONS, SHE GAVE
FEEDBACK
REAL LIFE EXPERIENCE. MY MAJOR PROFESSOR, DR LARSEN WAS VERY HELPFUL
PROVIDED ME WITH A GREAT LEARNING EXPERIENCE, WONDERFUL PROFESSORS WHO REALLY CARE
ABOUT US AS STUDENTS
PROVIDED ONGOING SUPPORT AND ENCOURAGEMENT. EXCEPTIONAL PROFESSORS
PROVIDED VERY UP TO DATE CUTTING EDGE INFORMATION IN MY AREA OF STUDY. MY COMMITTEE
MEMBERS AND OTHER PROFESSORS HAD A HIGH COMMITMENT TO TEACHING
B-14
PROVIDED EXCELLENT OPPORTUNITIES TO GROW
PROVIDED GREAT INSIGHT AND WERE GREAT MENTORS
PREPARED ME WELL FOR A DEMANDING CAREER
PROFESSORS ASSIGNED A LOT OF PROJECT BASED COURSEWORK
PROFESSORS IN THE SCHOOL OF ACCOUNTANCY ARE VERY GOOD AT INTERACTING WITH STUDENTS
PROFESSORS WERE ALL VERY KNOWLEDGABLE ABOUT THE SUBJECT MATTERS THEY TEACH
MY MAJOR PROFESSOR ALWAYS MADE SURE THERE WAS ENOUGH FUNDING TO DO THE RESEARCH
PROPERLY.
MY MAJOR PROFESSOR AND DEPARTMENT ADVISOR WERE VERY HELPFUL
MY MAJOR PROFESSOR HELPED ME FIND FUNDING FOR MY PROJECT AND SUPPORTED ME THROUGH
MY THESIS WORK (HYDRAULICS)
MY MAJOR PROFESSOR IS AN AMAZING MENTOR AND TEACHER THERE IS SO MUCH TO LEARN ABOUT
AND HE HELPED ME NARROW MY FOCUS EASY TO WORK WITH THERE UNDERSTANDING AND
WILLINGNESS TO BE PATIENT WAS SECOND TO NONE. VERY PROFESSIONAL IN TEACHING AND
WANTING TO HELP WAS VERY GENUINE AND APPRECIATED.
MY MAJOR PROFESSOR WAS AWESOME
MY MAJOR PROFESSOR WAS VERY HELPFUL AND I FELT LIKE SHE TRULY WANTED ME TO EXCEL AND
FINISH.
MY MAJOR PROFESSOR WAS VERY WELL INFORMED AND COMMUNICATED THINGS JUST AS WELL TO
ME.
MY MAJOR PROFESSOR(SUE) WAS AND STILL IS ALWAYS SO WILLING AND READY TO ANSWER
QUESTIONS AND SOLVER PROBLEMS
MY PROFESSORS AND GRAD COMMITTEE WERE AMAZING. THE APPLICATION TO MY CAREER WAS
AWESOME, CONVENIENCE OF USU EXT LOCATION AND STUDENTS HELP WAS GREAT.
MY ENTIRE FINAL COMMITTEE WAS VERY HELPFUL. (HUMAN ENVIRONMENTS - INTERIOR DESIGN)
MY DEGREE AND COORDINATING MY DEFENSE.
MOST OF THE TEACHERS WERE GOOD. ALSO THE MBA DEPT WAS HELPFUL.
MOST PROFESSORS IN THE INSTRUCTIONAL TECH DEPT WERE QUICK TO RESPOND TO QUESTIONS
BY E-MAIL, CHAT, OR IN THE WIMBA CLASSROOM
MOST PROFFESORS WERE CONSIDERATE OF OUR FAMILY AND EMPLOYMENT OUTSIDE OF SCHOOL
AS WELL
MOSTLY GREAT PROFESSORS WHO TAUGHT WELL AND PROVIDED MEANINGFUL LEARNING
MBA GREAT PROFESSORS
MAJOR PROFESSOR WORKS WELL WITH STUDENTS (CHEM & BIOCHEM DEPT)
LOVED STUDENT/PROF. INTERACTIONS
IT HAS BEEN HELPFUL AND GOOD TO WORK WITH THE FACULTY WHO ARE INDIVIDUALS TO WHOM I
AM FAMILIAR
INTERACTION BETWEEN FACULTY AND STUDENTS WAS GOOD IN THE DEPARTMENT OF WILDLAND
RESOURCES DEPT. GREAT STAFF, WILLINGNESS TO RESPOND, COURSEWORK, REAL WORLD
PROJECTS THEY DID VERY WELL AT OPENING UP OUR THOGUHT PROCESSES AND REALIZING THAT
THERE ARE MANY DIFFERENT WAYS TO SOLVE PROBLEMS
INFORMATION & INSTRUCTION WAS ALWAYS AVAILABLE
IN THE NDFS DEPT FACULTY WAS HELPFUL, SUPPORTIVE AND EXCITED FOR ME TO GET MY DEGREE
GREAT EXPERIENCE AND FINANCIAL AID OPPORTUNITIES AVAILABLE
I WAS IMPRESSED WITH HOW WELL MY MAJOR PROFESSOR KEPT US UPDATED WITH INFORMATION
THAT WAS RELEVENT TO OUR PROGRAM OF STUDY
I THINK THAT THE USU ENGLISH DEPT FACULTY ARE VERY UNDERSTANDING AND WILLING TO HELP
STUDENTS. I COULD ALWAYS GET A HOLD OF MY PROFS AND THEY WERE ALWAYS WILLING TO GIVE
EXTRA HELP WHEN NEEDED
I FELT VERY COMFORTABLE GOING TO ANY OF THE PROFESSORS TO ASK FOR EXTRA HELP
I HAD A VERY COMPETENT AND HELPFUL MAJOR PROFFESOR. THE DEPARTMENT PROVIDED ME
GREAT OPPORTUNITIES TO TRAVEL.
I FELT, FROM ALL BUT ONE PROFESSOR, THAT MY PERSONAL LIFE SHOULD COME FIRST.
VERY SATISFIED WITH THE QUALITY OF ALL FACULTY MEMBERS AT USU
B-15
FINANCIAL AID
FUNDING PROVIDED TO INCOMING INTERNATIONAL STUDENTS IS GOOD
APEC DEPARTMENT WAS TERIFFIC AT PROVIDING FINANCIAL ASSISTANCE.
DEPARTMENT HAS A GOOD POLICY OF GIVING STUDENT SCHOLARSHIPS IN THE FORM OF WAIVER
DEPARTMENT OF SPECIAL EDUCATION FUNDING FOR GRAD STUDENTS WAS EXCELLENT.
EXCELLENT FINANCIAL RESOURCES
FINANCIAL SUPPORT (ADVS TOXICOLOGY)
MORE RESOURCES FOR GRAD STUDENTS: NEED HIGHER PAY FOR GRAD STUDENTS DON'T COMPARE
AT ALL WITH ENGINEERING
TRAVEL GRANT MONEY,.
PROVIDE NEEDED FUNDING
NDFS-FUNDING
ONE ON ONE WITH STUDENT TEACHING ASSISTANCESHIP
GRADUATE SCHOOL
GRAD SCHOOL WAS WILLING TO ANSWER QUESTIONS AT ANY TIME.
DEGREE REQUIREMENTS WERE CLEARLY SPECIFIED
HAVE COURSE REQ AND DEGREE ORGANIZATION EASILY ACCESSIBLE
HELP ACHIEVE MY GOALS WITH MY THESIS
I APPRECIATED ALL THE RESOURCES AVAILABLE TO GRADUATE STUDENTS:
YOU GOT A SENSE THAT PEOPLE REALLY CARED, LOVED THE BEGINNING ORIENTATION
WE HAD EXCELLENT TRAINING FOR GRADUATE INSTRUCTORS AND GOOD OPPORTUNITIES TO TEACH.
THE STUDENT COMMUNITY WAS INCREDIBLY SUPPORTIVE OF EACH OTHER
THE SCHOOL OF GRADUATE STUDIES RESPONDED PROMPTLY TO MY QUESTION AND HELPED ME
SOLVE MY PROBLEM. MY MAJOR PROFESSOR WORKED TO GET ME SOME FUNDING.
THE ORIENTATION WAS SKILLFULLY HANDLED AND HELP ANSWER MANY OF MY QUESTIONS
THE FRONT DESK STAFF AT THE GRAD SCHOOL WAS ALWAYS FRIENDLY AND HELPFUL THEY KNOW
EVERYTHING AND HELPED ME THROUGH THE PROCESS OF GRAD SCHOOL WITHOUT THEM I WOULD
HAVE BEEN LOST
TAKE YOUR MONEY! THE RED TAPE (ALTHOUGH NEEDED) CAN BE A GREAT BURDEN ON GRAD
STUDENTS
RESEARCH
BE INVOLVED IN MY RESEARCH
FCHD, I REALLY FELT LIKE MY RESEARCH ASSISTANTSHIP WAS THE BEST THING THAT I HAD DURING
MY GRAD STUDIES, IT HAS OPENED A LOT OF DOORS FOR ME
RESEARCH OPPORTUNITIES & COLLABORATION WITH FACULTY WAS EXCEPTIONAL.
RESEARCH OPPORTUNITIES AT THE UTAH WATER RESEARCH LAB WERE EXCELLENT
STAFF
KATHY MCCONKIE AND HER STAFF ARE GREAT! ALWAYS KEPT US INFORMED AND UP TO DATE
ABILIITY TO ANSWER MY QUESTIONS AND DO SO IN A TIMELY MANNER
ALWAYS AVAILABLE TO HELP AND VERY UNDERSTANDING
ANSWER QUESTIONS IN A TIMELY MANNER
ANSWERED QUESTIONS AND PROVIDED INFO, TREATED STUDENTS FAILRY AND WITH RESPECT THEY
PROVIDED A QUALITY EDUCATION.
CAROL AND STEVE WERE INCREDIBLY HELPFUL. I COULD NOT HAVE FINISH WITHOUT THEIR HELP
AND CONCERN.
B-16
GREAT STAFF AND TEACHERS
VERY ACCESSIBLE TO STAFF
THE STAFF & INSTRUCTORS IN THE TEAL DEPT WERE GREAT!
THE STAFF IN INST HELP STUDENTS
THE STAFF IN THE MAE OFFICE REALLY DOES THEIR BEST TO MAKE THINGS HAPPEN AND HAVE THEIR
RESPONSIBILITIES COVERED WELL
THE STAFF SECRETARY CINDY, WHO IS OVER GRAD STUDENTS IS VERY HELPFUL ABOUT KNOWING
WHAT TO DO AND HOW TO DO IT
THE MBA STAFF MEMBERS KNEW US BY NAME
THE MBA STAFF AT THE USU JON M HUNTSMAN SCHOOL OF BUSINESS WERE VERY HELPFUL WITH
ANSWERING ANY QUESTIONS I HAD AND HELPING US TO PREPARE FOR OUR CAREER SEARCH.
THE MATH DEPARTMENT SECRETARIES ARE AMAZING! THEY ARE KNOWLEDGEABLE FRIENDLY
EFFECIENT AND WONDERFUL THEY LET YOU DROP IN ANYTIME & NEVER SEEM ANNOYED
THE GRAD SECRETARY IN THE MATH DEPT CINDY MOULTON HELPS TO GET EVERYTHING DONE IN
ORDER
SP ED DEPT HAD KNOWLEDGABLE AND HELPFUL STAFF TO KEEP ME ON TRACK FOR GRADUATION.
PROVIDING TO ME ALL THE INFORMATION I NEEDED TO SUCCEED & GRADUATE.
MICHELLE WILSON/DR FREEMAN/DR LAIRY WERE VERY WILLING TO HELP AND TRY TO MAKE
THEMSELVES AVAILABLE AT ALL TIMES
MBA GREAT STAFF
MBA OFFICE ALWAYS WILLING TO HLEP & ANSWER QUESTIONS
KATHRYN MCCONKIE AND LINDI BROWN WERE GREAT, ALWAYS ON TOP OF THINGS
KATHY & LINDA DID GREAT. MAJORITY OF THE PROFESSORS WERE SUB PAR AT BEST.
KATHY (BUSINESS SCHOOL ADVISOR) IS REALLY HELPFUL. THE MBA PROGRAM INCLUDING THE STAFF
PROVIDED A LOT OF INFORMATION ON EMPLOYMENT. WHICH IS VERY USEFUL.
KATHY MCCONKIE IN THE HUNTSMAN SCHOOL OF BUSINESS WAS INCREDIBLE. VERY PROMPT AND
THOROUGH IN HER RESPONSES AND VERY ACCESSIBLE
KATHY MCCONKIE IS GREAT AT HELPING US OUT
KATHY MCCONKIE WAS AN AMAZING ADVISOR IN THE MBA PROGRAM
KATHY MCONKIE AND LINDI BROWN ARE BOTH AMAZING DR BRIAN CLASS WAS FANTASTIC
KATHY PIERCY WAS FANTASTIC AND LETTING US KNOW WHAT WE NEEDED TO DO AND IN PLENTY OF
TIME
KATHY WAS VERY HELPFUL
TECHNOLOGY/LIBRARY
BLACKBOARD (UEN) IS GREAT (WHEN USED!)
TRYING TO HAVE THE TECHNOLOGY WORK
THEY USE MACS
INTERLIBRARY LOAN WORKED VERY WELL. FACULTY WAS APPROACHABLE KIND.
I REALLY APPRECIATED THE STAFF AT THE MERRILL CAZIER LIBRARY. THEY WERE VERY HELPFUL AS
TO HOW TO USE ONLINE LIBRARY TOOLS AS WELL AS FINDING BOOKS AND OTHER MATERIAL
APPLICABLE TO MY RESEARCH.
USU IN GENERAL
COMMUNITY, PROFESSIONALLY & SOCIALLY.
EASY ACCESS AND OPEN MINDED. FRIENDLY ENVIRONMENT
EFFECTIVE EDUCATION OCCURED
ENJOYABLE EXPERIENCE
GAVE ME AN EDUCATION
FLEXIBILITY WITH TUITION. COURSEWORK, SCHEDULES
FOSTER INTEREST IN THE SUBJECT MATERIAL
B-17
FREEDOM TO PURSUE MY INDIVIDUAL INTERESTS
I FEEL THAT OVERALL, USU IS FOCUSED ON THE STUDENT AND HOW BEST TO ASSIST THEM IN
ACHIEVING THEIR POTENTIAL
USU IS VERY STUDENT-CENTRIC, I FOUND THE SUPPORT AND ASSISTANCE ACROSS THE INSTITUTION
TO BE EXCELLENT! THANK YOU VERY MUCH!
THEY MADE SURE I HAD BOTH THE FINANCIAL ASSISTANCE & TOOLS NEEDED TO FACILITATE MY
STUDIES & TRAINING AT USU
TEAM WORK! EVERYONE IS WILLING TO HELP AND SO SUPPORTIVE, PROFESSORS WERE GREAT TOO
SCIENTIFIC AND FINANCIAL RESOURCE FOR GRADUATE WORK.
MOST THINGS
IT BECAME A SECOND HOME FULL OF PEOPLE WHO CARE AND MAKE YOU FEEL VALUED.
B-18
APPENDIX C
WRITTEN COMMENTS
“HOW COULD THE UNIVERSITY OR YOUR DEPARTMENT BETTER MEET THE NEEDS OF
GRADUATE STUDENT?”
C-1
How could the university or your department better meet the needs of graduate students? (Please
specify department or program when making comments about them.)
ADVISING
REMIND THEM OF THE REQUIREMENTS YEARLY AND REVIEW THEIR FOLDERS OFTEN AND TELL THEM IF ITS UP
TO DATE & WHAT THEY HAVE TO DO TO MAKE IT UP TO DATE
BIE NEEDS TO HAVE A BETTER GRADUATE ADVISING SYSTEM. IT SEEMED THE GRAD ADVISOR WAS MORE
CONCERNED ABOUT HIGH SCHOOL STUDENTS THAN GRADUATES
FOR ME I WISH I'D HAVE KNOWN SOONER WHAT PHD PROGRAM SUGGESTIONS FOR COURSEWORK EG I
HAVEN'T TAKEN CALCULUS WHEN THE PHD PROGRAMS WANT CALCULUS
LET US KNOW WHAT CLASS WE NEED TO TAKE(I THINK I TOOK TOO MANY WHICH IN THE END JUST COST ME
MORE MONEY)
THERE WERE SOME CHANGES IN MY PROGRAM THAT I TALKED ABOUT WITH MY ADVISOR AND I THOUGHT THE
SCHOOL OF GRADUATE STUDIES WAS CONTACTED BUT I NEVER WAS
COMMUNICATION
BE MORE ENCOURAGING OF SUCCESS. I FELT LIKE THEY KEPT TELLING ME THAT IT WAS SO HARD THAT I
COULD NEVER BE SUCCESSFUL
SOME CONVEYANCE TO THE WATER LAB AS A LOT OF CEE GRADUATES WORK THERE
GIVE BETTER REMINDERS FOR WHEN FORMS ARE DUE
UNDERSTANDING THE TIME CONSTRAINTS MORE AND TIMELY FEEDBACK TO THE STUDENTS WOULD BE
HELPFUL
KEEP THEM INFORMED MORE
I THINK THAT THEY NEED TO COMMUNICATE EXPECTATIONS AND CHANGES MORE EFFECTIVELY. THERE WERE
A LOT OF CHANGES THAT WERE NOT COMMUNICATED IN A TIMELY MANNER.
RESPONDING TO CONCERNS IN A TIMELY MANNER
OUTSIDE OF COURSEWORK, I DIDN'T HAVE INTERACTION WITH ANY STAFF. I THINK STAFF TO STUDENT
INTERACTION COULD BE IMPROVED
HELP US CONNECT MORE WITH OTHER STUDENTS
COMMUNICATION TO GRAD STUDENTS IS OFTEN POOR
I WOULD LIKE RECOGNITION FOR MY HIGH LEVEL OF ACHIEVEMENT. I WORKED FULL TIME MAINTAINED A 4.0
AND 9 CREDITS A SEMESTER.
COURSES
I FEEL TOO MUCH EMPHASIS WAS PUT ON 'LEARN' PRINCIPLES
MORE FLEXIBILITY IN COURSEWORK?
MORE COURSE OFFERINGS
QUALITY OF COURSES & TEACHING NEED TO IMPROVE
SLIGHTLY MORE INTENSIVE COURSES
WE NEED MORE HANDS ON LEARNING, MORE PROJECTS, LESS TESTS. THE AMOUNT OF STUFF THAT CAN BE
SQUEEZED OUT OF OUR BRAIN IN 50 MINS DOES NOT TELL YOU THE LEVEL OF INTELLIGENCE OF THE
STUDENT.
PROVIDE BETTER MORE ORGANIZED COURSEWORK (AS A BENCHMARK: GLEN MCEVOY'S COURSE )BY
OFFERING GOOD COURSEWORK EVERY SEMESTER
OFFER MORE CLASSES THAT MEET STUDENTS NEEDS
OFFER COURSES FOR TEACHERS TO OBTAIN A MATH ENDORSEMENT - EDUCATOR
IN CLASS DISCUSSIONS WERE OFTEN WORD FOR WORD FROM READINGS/POWERPOINT PRESENTATIONS.
DIDN'T ADD MUCH NEW INFO THAT I COULDN'T GET FROM READINGS. SOMETIMES MADE IN CLASS
DISCUSSIONS REDUNDANT. THIS WAS MOSTLY IN CLASSES TAUGHT BY TA
OFFER MORE ELECTIVES NO FORCED ELECTIVES
CLASS DIFFICULTY CAN VARY IMMENSELY DEPENDING ON THE PROFESSOR
BETTER CHOICES OF REQUIRED COURSES
HAVING MORE CLASSES. THE UNIVERSITY SHOULD GIVE HISTORY MORE FUNDING!
INTERN OPP IS BETTER
MORE OPTIONS OF THE TIME OF CLASSES (I DON'T LIKE MORNING CLASSES BUT I HAVE NO CHOICE)
C-2
MY ONLY CONCERN/FRUSTRATION WAS BUYING BOOKS THAT WE REALLY DIDN'T USE OR COULD EASILY
SHARE.
I WANTED SOME MORE OPTIONS AS FAR AS CLASSES BEING TAUGHT.
RETHINK SOME OF THE COURSES, SOME NOT REALLY APPLICABLE
MAKE CLASS TIMES AND SCHEDULES EASIER TO ACCESS TO HELP PLANNING EASIER
OFFER MORE COURSES, HIRE MORE THAN 3 PROFESSORS FOR THE ENTIRE HEALTH PROGRAM
I THINK EXAMS WERE GRADED UNFAIRLY-PEOPLE WHO HAD THE SAME OR SIMILAR ANSWERS DID NOT ALL
PASS
THE SLP SUPERVISORS COULD BE MORE PRODUCTIVE IN THEIR CLINICAL CRITIQUES INSTEAD OF USING TEAR
DOWN SNARKY COMMENTS
MAKE SURE EACH COURSE HAS ITS OWN NUMBER. DUPLICATE NUMBERS WERE CONFUSING FOR STUDENTS
AND THOSE HELPING US REGISTER
MORE FOCUSED ORGANIZED RELEVENT COURSES. RETAIN INTERNATIONAL TRIP AS OPTIONAL.
HAVING COME FROM ANOTHER UNIVERSITY I WAS DISAPPOINTED WITH THE LACK OF TECHNOLOGY AND LACK
OF REAL WORLD APPLICATION IN MY ACCOUNTING CLASSES. MUCH OF MY COURSEWORK WAS JUST BUSY
WORK I DIDN'T EXPECT TO SEE AS A GRADUATE STUDENT
THE COURSE THAT INTERESTED ME THE MOST IS THE MBA PROGRAM WAS DISAPOINTING. THE PROFESSORS
DID NOT TEACH VERY WELL AND THE GRADING PROCEDURES WEREN'T LINKED TO COURSE CONTENT
BE MORE HANDS ON, MORE FOCUS ON APPLICATION
I FELT THAT THE COURSEWORK LACKED RELEVANCE TO TODAY'S BUSINESS WORLD. LESSON PLANS SEEMED
TO BE OUT OF DATE
DON'T CHANGE CLASSES THE WEEK BEFORE SCHOOL STARTS! DON'T CHANGE THE YEAR OR SEMESTER IN
WHICH CLASSES ARE SUPPOSED(!) TO BE TAUGHT IN! MAE DEPT OFFER MORE CLASSES!
TIMES OF WHICH MACC CLASSES OFFERED ARE NOT COORDINATED VERY WELL. I'D PREFER THEM IN BLOCKS
OF TIME AS OPPOSED TO HUGE BREAKS BETWEEN THEM.
THE SCHEDULING SOMETIMES SEEMED INCONVENIENT
DESIGN BETTER COURSEWORK - COURSEWORK SHOULD BE DESIGNED IN A WAY THAT IT HELPS STUDENTS
PREPARE FOR THE JOB MARKET
I WOULD'VE LIKED MORE BUSINESS ANALYTIC/METRIC COURSES. BETTER COURSE IN COMPENSATION, SOME
PROFESSORS WERE DIFFICULT TO APPROACH.
COVER MATERIAL BEFORE REQUIRING PROJECTS TO BE COMPLETED BASED ON MATERIAL THAT HASN'T BEEN
COVERED
MORE REAL LIFE APPLICATIONS. THE COURSES IN BUISNESS COULD BE MORE REAL WORLD APPLICABLE
DON'T COMBINE GRADUATE AND UNDERGRADUATE CLASSES IN ANY DEPARTMENT
SEPERATE ALL GRAD CLASSES FROM UNDER GRADUTATE CLASSES. THE SMALLER CALSS SIZES WOULD BE
EASIER TO LEARN IN
MY BIGGEST STRUGGLE WAS GETTING THE CLASSES I NEEDED. IF THE DEPT SAYS A CLASS IS GOING TO BE
OFFERED IT NEEDS TO BE OFFERED. SO FRUSTRATING NOT COMPLETING ON TIME BECAUSE CLASSES WERE
CANCELLED
THE LIMITAITON OF 5000 LEVEL COURSES FOR GRAD STUDENTS DETERS THE INTERNATIONAL STUDENTS
FROM TAKING SOME GOOD COURSES
THERE SHOULD BE A CLASS THAT INSTRUCTS OR TRAINS STUDENTS ON WRITING A THESIS OR PROJECT
PAPER IN APA STYLE
TEACH EFT (EMOTIONALLY FOCUSED THERAPY)
TEACH ALL THE CLASSES THAT SHOW UP IN THE CATALOGUE
MORE CLEAR EXPLANATION OF MASTERS PROJECT IN THE RESEARCH CLASS
PROVIDE INTERPRETERS FOR DEAF STUDENTS IN ON-CAMPUS CLASSES
MORE SUPPORT/SUPPLIES TO TEACH THE CLASSES - COMPUTERS (IN THE HPER DEPT W/THE HEP CLASSES)
OFFER A PROGRAM MANAGEMENT COURSE IN THE ITLS COURSE
MORE FEEDBACK THROUGH COURSES ON WHERE YOU STAND ACADEMICALLY IN THE CLASS I HAD MULTIPLE
CLASSES WHERE I RECEIVED NO FEEDBACK ON PREVIOUS ASSIGNMENTS AND DIDN'T KNOW WHERE I STOOD
GRADE WISE BEFORE THE FINAL
SHOULD HAVE MORE FLEXIBILITY FOR CHOICES OF COURSES OFFERED, SHOULD HAVE MORE COURSE
OPTIONS EACH SEMESTER
OFFER COURSES WHEN THEY SAY THEY ARE GOING TO OFFER THEM; MAKE SURE TO MAKE IT CLEAR WHEN
THERE ARE PREREQUISITS TO A COURSE
CORRECT THE LOW VISION COURSE BY NOT REQUIRING SO MANY BOOKS
EXPAND INTO OTHER BUISNESS PRINCIPLES
C-3
DEPARTMENT/PROGRAM
ECE DEPARTMENT AND GRADUATE SCHOOL I STRONGLY SUGGEST THAT THE SCHOOL COULD SIMPLIFY THE
PROCESS OF CHANGING THE PROGRAM. I HAD A HARD TIME REGEISTERING A USEFUL COURSE BECAUSE OF
THE DIFFICULTIES IN CHANGING STUDY PROGRAM
COM D AUDIOLOGY COULD BE BETTER BALANCE LAB TESTING EQUIPMENT AND FUNCTIONAING BALANCE
CENTER FOR TESTING AND EVALUATION
THE COMD DEPARTMENT NEEDS TO REEVALUATE SOME PROFESSORS, PUT TENURE ASIDE AND DECIDE WHO
PROVIDES AN APPROPRIATE EDUCATION TO THEIR STUDENTS
DEVELOP CLINIC IN VESTIBULAR AND ELECTROPHYSCO/GRAD AREA
DEPARTMENT NEEDS TO IMPROVE COORDINATION WITH GRADUATE SCHOOL (CEE DEPT)
FIND NEEDS AND MEET THE NEEDS ON AN INDIVIDUAL BASIS
THE CEE DEPARTMENT COULD PROVIDE BETTER COMPUTER SERVICES IN THE GEOMATICS LAB
PERSONNEL CHANGES WERE DISRUPTIVE BUT SEEM UNAVOIDABLE
MIS DEPARTMENT SHOULD CREATE DIFFERENT SECTIONS WITHIN THE PROGRAM ALLOWING A STUDENT TO
CHOOSE THE BEST FIT
ART DEPT PROFSSORS AGREE ON GRAD COURSES OUTLINE IN PROFESSIONAL FORMAT.
MAKING SCHEDULES AIMED FOR WORKING ADULTS
BOTH THE DEPARTMENT AND PROGRAM COULD EMPHASIZE HOW MUCH TIME A THESIS DOES TAKE
HAVE A GRADUATE STAFF ASSISTANT (NAME - IN BIOLOGY) WHO IS ACTUALLY COMPETENT AND NOT SNARKY.
LESS TIME BETWEEN COURSES (PROGRAM WOULD END QUICKER)
CUT THE ETHICS CLASS AS THERE IS A LOT OF ETHICS TEACHING IN INDIVIDUAL COURSE ALREADY. A COURSE
ON STRUCTURING COMPANIES WOULD BE HELPFUL ALL THE WAY FROM CHOOSING LLC VS CORPORATION
BOTH THE UNIVERSITY AND DEPARTMENTS NEED TO HAVE UPDATED INFORMATION ON WEB-SITES WITH CHAT
SUPPORT.
DEPT ENGAGE STUDENTS MORE IN DECISION MAKING
THE HPER DEPARTMENT GRADUATE COURSES IN THE MED ARE WAY TOO EASY. THE PROFESSORS NEED TO
MAXIMIZE EXPECTATIONS AND PUT MORE TIME IN COURSE PREP. THE PROFESSORS IN HPER MAYBE ARE
THERE 2 HOURS A DAY/UNACCEPTABLE! THE MED PROGRAM NEEDS TO BE EVALUATED.
THE SCHOOL COUNSELING PROGRAM NEEDS TO INCLUDE MORE HANDS ON PRACTICAL INSTRUCTION, AND
ALL PROFESSORS/INSTRUCTORS NEED TO FOCUS ON SCHOOL COUNSELING!
BE MORE ORGANIZED ASTE
THE ENGLISH DEPARTMENT IS GOOD AT SUGGESTING INVOLVEMENT IN CONFERENCES AND SUCH BUT COULD
DO MORE TO HELP FASCILITATE INVOLVEMENT.
COMPUTER SCIENCE DEPARTMENT SHOULD RECRUIT MORE PROFESSORS TO BROADEN THE USE OF
RESEARCH AREAS SO THAT STUDENTS HAVE MORE CHOICES.
MORE REAL WORLD EXPERIENCE. THE FIELD STUDIES PROJECT HAS A LOT OF POTENTIAL, BUT WAS IN
DISARAY A LOT OF THE TIME
A PROPER DEPARTMENTAL GUIDE ABOUT FORMAT OF THE THESIS AND PUBLICATION INFORMATION
THE APEC DEPARTMENT NEEDS TO LEARN MORE ABOUT THE DUAL MASTERS DEGREE THAT THEY OFFER. NO
ONE REALLY UNDERSTANDS IT. MORE TRAINING NEEDS TO BE DONE
ITLS DEPT NEEDS TO CONTINUE TO DO MORE IN GETTING PROFESSIONALS AND EXPERTS TO VISIT AND
NETWORK
RE-OPEN THE RS/GIS LAB IN BNR. CLOSING THIS STUDENT GIS LAB WAS THE BIGGEST MISTAKE I'VE SEEN
WHILE ENROLLED HERE. THIS LAB WAS INVALUABLE TO THE LAND TEAM. THE LAB IN THE QUINNEY LIBRARY IS
GROSSLY INADEQUATE.
INSTEAD OF JUST REFERRING TO WEBSITE, EXPLAIN THAT'S THE PROCESS USED IN THE DEPART OF INST
TECH. OR EXPLAIN PROCESS IN PERSON OR ON PHONE MOSTLY GREAT AFTER CAUGHT ON TO THE IDEA
THE LAEP DEPARTMENT NEEDS TO HAVE A GRADUATE STUDENT ADVISOR. THEY HAVE NO ONE AND THIS
MAKES THINGS VERY CONFUSING AND STRESSFUL FOR INCOMMING GRADUATE STUDENTS
MBA PROGRAM; HAVE LESS GROUP PROJECTS OR USE CURRENT CLASS TIME FOR A PORTION OF IT. I FOUND
IT DIFFICULT TO MESH SCHEDULES OF 4 OTHER PEOPLE PER CLASS. AT ONE POINT I HAD 4 PROJECTS W/ AT
LEAST 4 STUDENTS EACH THAT I HAD TO COORDINATE WITH.
BETTER JOB PLACEMENT AND AREAS WE CAN USE THE SCHOOL COUNSELING MASTERS
THE DEPARTMENT COULD HELP FURTHER WITH HELPING ME FIND POSSIBLE JOBS AND MORE INTERNSHIP
OPPORTUNITIES
THE DEPARTMENT OF COMMUNICATION DISORDERS & DEAF EDUCATION, MORE SPECIFICALLY THE SENSORY
IMPAIRED EARLY INTERVENTION PROGRAM,NEEDS TO FIGURE OUT A PROGRAM THAT WILL ALLOW STUDENTS
TO GRADUATE W/A TEACHING LICENSE SO AS TO MEET THE UTAH REQUIREMENTS.
C-4
CREATE MORE UNITY AMONG DIFFERENT DEPARTMENTS WITHIN THE COLLEGE
HELPING IN JOB INFORMATION & CONNECTIONS AFTER GRADUATION
CHANGE MARKETING PROFESSOR (BUSINESS DEPT) ALLOW > 25 PEOPLE TO TAKE DR ATWATERS 2ND CLASS
(BUS. DEPT) MAKE MORE UNSUBSIDIZED LOANS AVAILABLE TO BUS STUDENTS
COMD - CLEAR EXPECTATIONS ABOUT CLINICAL HRS WOULD BE GREAT. HOW MANY? TIPS ON PACING
YOURSELF. HAVING MORE KNOWLEDGE ABOUT COMPLETING CLINICAL HRS FROM THE BEGINNING
THE DEPARTMENT OF COMD CHANGED A LOT OF THINGS AT THE LAST MINUTE ON US. WE OFTEN DIDN'T
KNOW WHAT CLASSES WE NEEDED TO REGISTER FOR UNTIL THE DAY THEY WERE DUE AND OUR THESIS
REQUIREMENTS WERE CHANGED A LOT ON US.
MSHR DEPARTMENT WOULD HAVE LIKED TO RECEIVE PERSONAL THOROUGH FEEDBACK ON MY PROGRESS &
AREAS OF IMPROVEMENTS
FEWER CREDIT REQUIREMENTS IN THE FIRST YEAR OF THE PROGRAM MORE FLEXIBILITY IN COURSE
OPTIONS/PROGRAMING STUDY
BETTER EXPLANATION OF WHAT THE GUIDELINES FOR THE ARTIFACTS WITHIN THE PORTFOLIO ARE
THESIS STYE GUIDES, PAPERWORK DEADLINE STRUCTURE, DEPT SECRETARY/GRADUATE ADVISOR IS
OVERWORKED AND NEEDS MORE OFFICE HOURS/LESS WORKLOAD.
BECAUSE I AM FINISHING LATE IN THE SEMESTER I WOULD SAY THE FLEXIBILITY SHOULD BE INCREASED TO
MANAGE HIGH LOADS EFFICIENTLY
MY DEPARTMENT COULD OFFER MORE STRUCTURAL COURSES
MECHANICAL ENGINEERING DEPT MUST INCREASE THE NUMBER OF MANUFACTURING ORIENTED COURSES
BEING OFFERED.
AT TIMES I FELT I HAD VERY LITTLE IF ANY DIRECTION FROM MY DEPARTMENT (HUMAN
ENVIRONMENTS/INTERIOR DESIGN) AS TO HOW TO RESEARCH, AND THESIS WRITING SHOULD BE
APPROACHED. SOME OF THE INFORMATION PROVIDED BY THE GRADUATE SCHOOL WAS NOT ALWAYS CLEAR.
ENVIRONMENTAL ENGINEERING DEPARTMENT WAS EXCEPTIONAL
I WOULD LIKE THE DAIRY TO BE MADE MINDFUL OF RESEARCH WITH THE DIET AND GENITES OF THE COWS
MAKE IT EASIER FOR MFT STUDENTS TO TAKE THE REQUIRED STATS CLASS EITHER BY OFFERING IT AT MORE
TIMES OR CHANGING THE PREREQUISITE.
THE NDFS DEPT HAS A RELATIVELY WEAK PROGRAM FOR THE MS IN NUTRITION. RESEARCH IS GOOD, BUT
THERE NEEDS TO BE MORE CLASSES. DID LITTLE TO IMPROVE SKILLS AS RD UNLESS I PURSUE RESEARCH AS
A CAREER.
BRING BACK THE PHD PROGRAM TO THE MIS DEPARTMENT
PROVIDE MORE FUNDING TO THE ART DEPARTMENT
COLLEGE OF BUSINESS - COURSES SEEMED OUT OF ORDER SOME COURSES WOULD HAVE BEEN BETTER IF
THEY WERE TAUGHT IN THE FALL AND NOT SPRING. JUST BECAUSE A PROFESSOR HAS REACHED TENURE
DOESN'T MEAN THEY SHOULD BE TEACHING. ALTHOUGH HE HAS EXTREME MARKETING SKILLS.
COMD - THE DEPT WAS CONTINUALLY CHANGING THE REQUIREMENTS THE PLAN C PROCEDURES CHANGED
SEVERAL TIMES AND THE DETAILS OF THE PROCEDURES WEREN'T DECIDED UPON UNTIL OUR LAST
SEMESTER, IT WAS INCREDIBLY CONFUSING
BE CONSISTENT THEY CHANGED THE REQUIREMENTS AND CLASSES REPEATEDLY THROUGH MY EXPERIENCE.
EVERYTHING SHOULD BE OUTLINED AND CONCRETE BEFORE HAND
OFFER OPPORTUNITIES FOR STUDENTS TO TEACH SUBJECT MATTER. THIS WILL HELP ENGRAIN KNOWLEDGE
INTO STUDENTS. I HAVE ENJOYED PRESENTING AND THINK THIS WILL HELP OTHER STUDENTS AS WELL.
MY CIRCUMSTANCE CHANGED A LOT THROUGHOUT MY GRADUATE STUDIES PROGRAM, AND A NEW MAJOR
PROFESSOR HELPED ME TREMENDOUSLY. A NEW DEPT HEAD OR HEADS HAS HELPED THE PROGRAM.
PSYCHOLOGY SCHOOL COUNSELING SHOULD GET CACREP ACCREDIATION TO MAKE THE PROGRAM MORE
COMPETITIVE & INCREASE QUALITY, RAISE THE BAR FOR ADMISSION STANDARDS (THERE WERE TOO MANY
STUDENTS WHO MADE POOR UNDERGRADUATES & HAD NO BUSINESS BEING A GRADUATE STUDENT.
INTRODUCE MORE OPTIONS FOR EMPLOYMENT RATHER THAN WORKING FOR THE BIG 4 ACCOUNTING FIRMS
THE AMERICORPS REPRESENTATIVE WAS NOT SATISFACORY. THE AVAILABILITY OF FINANCIAL ASSISTANCE
WAS NON-EXISTENT. THE PROGRAM WAS PRESENTED AS "KEEP YOUR DAY JOB" BUT THERE WAS NO
FEASIBLE WAY TO WORK AND EARN THE DEGREE.
REHABILITATION COUNSELING- TOO MANY STUDENTS IN A PROGRAM FOR 4 PROFESSORS. CLASS SIZES
WERE TOO BIG. NO AVAILABLE ADVISING.
I THINK THAT THE ECE DEPARTMENT DID REALLY GOOD IN EVERYTHING BUT THE ONLY THING THAT I REALLY
DISAGREEWITH THE GRE SCORE IN ORDER TO BE IN THE GRADUATE SCHOOL.
MORE MBA GROUP ACTIVITIES TO HELP JOB OPPORTUNITIES.
DEPARTMENT - STRAIGHTEN OUT ISSUES WITH THE INTERNATIONAL TRIP BEFORE THE PROGRAM STARTS.
IMPROVE THE MBAA ORGANIZATION AND HAVE MBAA FORUMS.
C-5
BETTER DIVERSITY IN CLASSES IN BIOLOGICAL ENGINEERING. BETTER COLLABORATION BETWEEN STATE
SCHOOL'S (U OF U AND USU)FOR EASY ACCESS TO LAB EQUIPMENT.
THE DEPARTMENT COULD FIND OTHER PLACES (CLOSER TO HOME) TO COMPLETE MY STUDENT TEACHING!
I BELIEVE THEY ARE DOING THIS FOR THE MDA PROGRAM NOW, BUT IT WOULD HAVE BEEN NICE TO MEET THE
PROFESSORS BEFORE I WORKED WITH THEM.
I THINK THE UNIVERSITY AND MY DEPARTMENT COULD HAVE DONE A BETTER JOB INFORMING ME OF
SCHOLARSHIP/GRANT OPPORTUNITIES. ALSO IT WOULD BE HELPFUL FOR MY DEPARTMENT TO OFFER MORE
ONLINE COURSES FOR FULL-TIME EMPLOYED STUDENTS LIKE ME WITH SUPER BUSY SCHEDULE.
DEPT OF COMD - MORE HELPFUL INFORMATION FROM CLINICAL SUPERVISORS ON RESPONSIBILITIES OF
STUDENTS AND DEOMONSTRATING SUCH RESPONSIBILITIES THEMSELVES.
I AM IN A COMBINED PROGRAM AND THE REQUIREMENTS NEED TO BE BETTER COORDINATED TOGETHER
COMD, FOR CLINICAL ASSIGNMENTS DO NOT PENALIZE STUDENTS GRADES FOR ASKING QUESTIONS AND
SEEKING GUIDANCE
SCHOOL OF BUSINESS NEEDS TO MAKE SURE THAT THE PROFESSOR ACTUALLY WANTS TO BE TEACHING THE
CLASS. AND IS PREPARED TO DO SO.
BEING THE FIRST COHORT OF MSW STUDENTS WE UNDERSTOOD THE PROGRAM WOULD UNDERGO SOME
CHANGES BUT OVERALL THE EXPERIENCE WAS VERY GOOD AND CONDUSIVE TO LEARNING MORE INDIVIDUAL
CONTACT LARGER DEPTARMENTS DON'T ACCOMPLISH THIS
ENGLSIH DEPT; THERE WERE A VERY LIMITED AMOUNT OF CLASSES TO CHOSE FROM, THOUGH I UNDERSTAND
THE CONSTRAINTS THEY ARE UNDER NEVERLTHELESS, THERE ARE TOO MANY LITERATURE AND FOLKLORE
COURSES AND NOT ENOUGH COMPOSITION AND FACE TO FACE RHETORIC COURSES.
MBA PROG: COULD IMPROVE QUALITY OF TEACHING IF PROFESSORS EVALUATION WAS GIVEN IN THE FIRST
QUARTER OR HALF OF THE SEMESTER. THAT WAY ANY PERTINENT CHANGES WOULD STILL BENEFIT CURRENT
STUDENTS AND NOT JUST FUTURE STUDENTS
MAKE SURE THAT STUDENTS IN THE ENGLISH DEPT KNOW IN ADVANCE THAT OUT OF STATE STUDENTS MUST
BECOME RESIDENTS AFTER THE FIRST YEAR
ALREADY DONE, BUT OFFER AN MS PROGRAM IN INSTRUCTIONAL TECH
I WISH THEY WOULD HAVE TOLD ME THERE WERE PREREQS TO GET THE ACCOUNTING EMPHASIS. I WAS
TOLD I HAD MY BS IN ACCOUNTING FROM USU I WOULD BE OKAY IT DIDN'T TURN OUT THAT WAY AT ALL!
THE DEPT COULD HAVE HAD MORE SUPPORTIVE SUPERVISORS IN THE CLINIC. STUDENTS DO BETTER WHEN
THEY ARE PRAISED THAN WHEN THEY ARE CRITICIZED.
THE ACCOUNTING DEPT COULD REGULATE OR MONITOR THE COURSEWORK OF ITS CLASSES. SOME WERE
OVERBEARING IN THE LEVEL OF COURSEWORK WHILE SOME SEEMED LIKE FREEBIES. THE ACCOUNTING
PROGRAM SHOULD SEEK TO MITIGATE THESE DIFFERENCES.
OFFERING COURSE PROGRAMS THAT FULFILL TECHNICAL CERTIFICATIONS
TEAL I WOULD LIKE TO SEE MORE COURSES AVAILABLE ON VOCABULARY INSTRUCTIONS
ALMOST EVERYTHING DONE BY THE DEPT WAS GREAT...THE ONLY THING THAT COULD CHANGE WAS THEIR
CHOICE OF FILL IN PROFESSOR FOR OUR STATS CLASS. ALL THE OTHER TEACHERS WERE WELL PREPARED
AND ENCOURAGING BUT SHE DID NOT SEEM TO FIT INTO OUR PROGRAM.
I THINK THE NFHD DEPT DID EXCELLENT AT MEETING MY NEEDS
(DEPT OF MATH AND STATS) MORE INTERACTION GRAD STUDENT COLLOQUIM ETC
POLY SCI-MOST GRAD STUDENTS IN THE DEPT WANT TO STUDY INTERNATIONAL STUFF, BUT THERE IS A
SHORTAGE OF FACULTY MEMBER IN THE FIELD
PROVIDE MORE TRAVEL FUNDS AND OFFER MORE DIVERSE COURSEWORK
MY DEPT IS DOING GREAT
OFFER MORE PHD LEVEL CLASSES (MATHEMATICS AND STATS) AND ENSURE INSTRUCTORS FOR CORE
CLASSES ARE INSTRUCTING THE MATERIAL EFFECIVELY
I THINK THAT THE PROGRAM IS GREAT BUT NEEDS TO BE A LITTLE MORE CHALLENGING IN WHAT IS EXPECTED
OF STUDENTS.
IF ELECTRICAL ENGINEERING COULD OFFER MORE COURSES IN COMPUTER ENGINEERING IT WILL BE GREAT
COMD-IMPROVE FAIRNESS IN GRADING IN THE COMPREHENSIVE EXAMS. AT LEAST LET STUDENTS SEE THEIR
GRADED PAPERS AND THE RUBRIC FOR GRADING
ELEM ED - GET RID OF DINOSAUR PROFESSORS!
DEPT ECE - THE DEPT SHOULD INTERACT MORE IN PERSON WITH STUDENTS TO UNDERSTAND THEIR SPECIFIC
FUTURE NEEDS AND ALSO UNDERSTAND THEIR PERSONAL/FINANCIAL NEEDS
I WOULD LIKE THE MBA PROGRAM TO FOCUS MORE ON SMALL BUSINESS. MOST OF THE STUDENTS WORK
FOR SMALL BUSINESSES AND TEACHING ABOUT BIG COMPANIES IS NOT ALLWAYS APPLICABLE TO SMALL
BUSINESSES
HAVE MORE FUNDING AVAILABLE TO THEM, IE HAVE MORE TEACHERS MAKE THE GOALS AND DIRECTION THE
DEPARTMENT WANTS TO GO AVAILABLE TO THE STUDENTS
C-6
IT WOULD BE NICE TO HAVE MORE STRUCTURAL ENGINEERING CLASSES.
I THINK THAT MY DEPT(ENGLISH) SHOULD TRY TO IMPLEMENT OR BEGIN SOME SORT OF CAREER
DEVELOPMENT SERVICES BECAUSE ALTHOUGH I HAVE A GREAT EDUCATION I AM VERY CONCERNED ABOUT
GETTING A JOB.
BE MORE SPECIFIC ON THE COURSE PLANS AT THE BEGINNNING OF ENROLLMENT!
MARKETING CLASS GEARD MORE TOWARDS TODAYS WORLD IE INTERNET MARKETING ETC - LEAN AND
GLOBAL BUSINESS NEEDS TO NOT JUST FOCUS ON MANUFACTURING (AUTO-TOYOTA)INDUSTRY...I WORK IN
SERVICE INDUSTRY AND IT WAS HARD TO COMPARE ASSEMBLY LINES WITH SERVICE
OFFER SOME MORE RELEVANT COURSES TO THE CURRENT INDUSTRIAL MARKET
THE PROGRAM DOES A GREAT JOB AT HELPING STUDENTS FIND INTERNSHIPS BUT I BELIEVE MORE EFFORT
COULD BE MADE TO HELP 2ND YEAR STUDENTS FIND FULL-TIME EMPLOYMENT. I ALSO THINK IT WOULD HELP
TO HAVE MORE GENERAL BUSINESS CLASSES WEAVED INTO THE PROGRAM
THE MBA DEPT NEEDS TO GET IN TOUCH WITH ITS ALUMNI AND PROVIDE MORE NETWORKING OPPORTUNITIES
THERE SHOULD BE A BETTER TIE UP WITH THE INDUSTRIES AND NOT FOR PROFIT ORGANIZATIONS. THE
FIELDS STUDY PROJECT NEEDS IMPROVEMENT. UNDERGRADUATE COURSES IN FINANCE
THE BUSINESS GRAD TUITION IS VERY EXPENSIVE COMARED TO OTHER DEGREES AND YET MY CLASSES
WERE HELD IN SOME OF THE WORST CLASSROOMS ON CAMPUS. SCHEDULE COURSES CLOSER TOGETHER
SO THAT THERE IS LESS DOWNTIME
I THINK THE ECE DEPT MUST BE MORE PERSONALIZED IN THEIR BEHAVIOR WITH STUDENTS, BEHAVE MORE
LIKE THEY ARE VERY INTERESTED IN HELPING US
MS IN COMPUTER SCIENECE: ADD MORE COURSES
SOME OF THE STAFF IN COMD COULD BETTER LEARN ALL OF THE FORMS AND SUCH THAT NEED TO BE
TURNED IN TO THE GRAD SCHOOL
CS DEPT: SOME COURSES ARE OFFERED ONCE A YEAR. THEY SHOULD BE OFFERED FREQUENTLY SOME GOOD
COURSES ARE 4 CREDIT. PLAN C STUDENTS MISS THEM SOMETIMES BECAUSE OF 15 CREDITS 5000 LEVEL
RESTRICTION.
MY DEPARTMENT (MECH ENGINEERING) NEEDS TO SPECIFY GUIDLINES ON WHAT SHOULD BE DONE FOR A
THESIS PROPOSAL. NONE OF THE PRFOESSORS ON MY COMMITTEE COULD AGREE ON THESE ITEMS:
1)LENGTH OF PROPOSAL 2)FORMAL MEETING/NO MEETING
THE DEPARTMENT COULD INCLUDE SCHOOOL PSYCHS MORE.
THE DEPT HAS VERY OPPOSING OPINIONS ON DEAF EDUCATION WHICH CAN BE FRUSTRATING. I FELT (NOT
FROM MY MAJOR PROFESSOR) LIKE I NEEDED TO CHOOSE SIDES OR OPINIONS
PROVIDE MORE ORGANIZED DETAILS ABOUT WHAT NEEDS TO BE DONE W/MASTERS PROJECT
MAKE IT RELEVENT, THIS WAS CONSIDERABLY EASIER THAN UNDERGRAD IN NY. IT FELT LIKE A BIG WASTE OF
TIME AND JUST A HOOP TO JUMP THROUGH SO I COULD GET A PIECE OF PAPER
1) INCREASE NUMBER OF COURSES OFFERED TO COMP ENGINEERING, 2) UPDATE THE ECE COURSES ON THE
WEBSITE BY REMOVING A NUMBER OF COURSES THAT AREN'T BEING OFFERED
CREATE A SCHEDULE FOR WORKING PROFESSIONALS
THERE SHOULD BE MORE SEMINARS AND CONFERENCES TO INCREASE KNOWLEDGE IN THE HUNTSMAN
SCHOOL
THE APPLIED ECON DEPT COULD DO A BETTER JOB IN HELPING THE STUDENT FEEL A PART OF THE DEPT. AN
ADVISOR WOULD BE NICE
ELECT AND COMP ENGINEERING-THE COURSES OFFERED BY THE DEPT SHOULD INCREASE SO AS TO
PREPARE THE STUENTS FOR THE OUTSIDE WORLD
ECE DEPT IS FLEXIBLE WITH STUDENTS KEEP IT UP
DEPARTMENT-BETTER DISTRIBUTION OF LAB SPACE. UNIVERSITY-REMEMBER THAT THE UNIVERSITY IS FOR
THE STUDENTS NOT THE ADMINISTRATION. DON'T CHANGE RULES ON PEOPLE IN THE MIDDLE OF PROGRAMS I
DON'T HAVE ENOUGH ROOM FOR A COHERENT EXPLANATION.
BIE IS IN NO MANS LAND BETWEEN AG ENGINEERING AND CIVIL ENG, BIOMEDICAL, AND HEADING TOWARDS
BIOMED. W/O A MED SCHOOL, THIS IS A PROBLEM
IN MY FIELD AND WITH MY COMMITTEE ALL THE THESIS FORMATTING AND THE INTRO AND CONCLUSION
CHAPTERS OF MY THESIS WERE UNNESSESARY AND A WASTE OF TIME.
WE COULD USE MORE STATISTICAL AND TECHNICAL SUPPORT (PSC DEPARTMENT)
CEE - I MAY ADVISE STRONGER MATH SKILL DEVELOPMENT
MORE DIVERSE CLINICAL OPPORTUNITIES FOR SCHOOL PSYCH STUDENTS TO BE INVOLVED IN
MIS DEPT SHOULD HAVE TWO FIXED CLASS SCHEDULES/SEMESTER SUCH AS THE ONE THAT THE MBA
PROGRAM HAS
I WAS OFTEN GIVEN INCORRECT INFO BY MY DEPT
I WOULD HAVE MUCH RATHER DONE PLAN A BUT WAS STUCK WITH PLAN C BECAUSE NO ONE WOULD HELP ME
FIND A RESEARCH PROJECT
C-7
STRUCTURES DEPARTMENT OF CIVIL ENGINEERING DID AN UNSATISFACTORY JOB AT HELPING ME FIND GRAD
RESEARCH
IT WOULD HAVE BEEN NICE IF THERE WERE MORE GRADUATE COURSES OFFERED IN THE MECH.
ENGINEERING DEPATRMENT
OFFER MORE CLASSES FOR MAE STUDENTS
MAE - CLASS/COURSE AVAILABILITY
I WAS MORE APT TO HAVE MY QUESTIONS ANSWERED IN THE FINAL SEMESTER THROUGH THE GRADUATE
SCHOOL THAN THROUGH MY DEPARTMENT. I HAD LITTLE CONTACT WITH MY DEPARTMENT THEY BRIEFLY
WENT OVER GRAD REQ AT THE BEG OF THE PROGRAM, WOULD HAVE BEEN HELPFUL TO HAVE MORE INFO
GIVEN THE LAST SEMESTER OR 2ND TO LAST
SCHOOL OF BUISNESS NOT HAVE SO MANY STUDENTS IN CLASSES OR JUST HAVE TWO CLASSES AVAILABLE
YOU COULD MAKE THE PRACTICUMS THAT ARE AVAILABLE TO US MORE RELEVENT FOR MSW STUDENTS GIVE
MORE STRUCTURE FOR THE PRACTICUMS SO THAT THE FIELD SUPERVISORS HAVE MORE DIRECTIONS FOR
WHAT TYPES OF EXPERIENCEES TO OFFER MSW STUDENTS
I THINK ANY PROBLEMS WILL WORK THEMSELVES OUT AS THIS MASTERS IS NEW AND UNDER ACCREDITATION
I HAVE BEEN FRUSTRATED BY CERTAIN MEMBERS OF THE DEPT(BIOLOGY)AND THEIR FAILURE TO
COMMUNICATE WELL
THERE WAS ONE CLASS FOR MY READING ENDORSEMENT THAT I JUST HAPPENED TO FIND OUT ABOUT RIGHT
BEFORE GRAUDATION APPARENTLY THE REQUIREMENTS CHANGED AND DIDN'T SEND OUT A MEMO
DISTANCE EDUCATION
HELP PROFESSORS KNOW HOW TO TEACH DISTANCE ED STUDENTS
AN MFHD GRAD ADVISOR FOR DISTANCE ED STUDENTS IS NEEDED
THERE WERE 2 SUMMERS WHEN I HAD TO DRIVE TO CAMPUS EVERYDAY FROM SLC. IT WOULD BE NICE TO
HAVE MORE CLASSES OFFERED IN THE SUMMER
THE PROCESS OF SUBMITTING/REVIEWING THESIS AS A DISTANCE STUDENT IS OUTRAGEOUS. I HAD TO
TRAVEL TO LOGAN SEVERAL TIMES TO FORCE MY THESIS THROUGH THE PROCESS
THE OGDEN PROGRAM WAS OFTEN FORGOTTEN, MANY EVENTS WERE SCHEDULED DURING TUESDAY
THURSDAY CLASSES
MORE CHOICES IN ELECTIVE COURSES FOR THE DISTANCE LEARNING
AS A DISTANCE STUDENT I FELT LEFT OUT OF MOST CLASS DISCUSSIONS, IT WAS AS IF THE INSTRUCTORS
ONLY INTERACTED WITH STUDENTS IN LIVE CLASS. OUT OF SIGHT OUT OF MIND
TRAIN PROFESSORS BETTER IN TEACHING DISTANCE ED. COURSES. SOME MADE IT A DISSATISFYING
EXPERIENCE.
MAKE THE DISTANCE EDUCATION PROGRAM MORE USER FRIENDLY
ITLS WOULD BE NICE IF SOME OTHER COURSES (VIDEO, AUDIO, ETC) COULD ALSO BE OFFERED ONLINE.
IN MY DISTNACE LEARNING PROGRAM THERE WERE SOME TEACHERS WHO RESPONDED QUICKLY AND
EFFECTIVELY, OTHERS WERE VERY LAX IN THAT AREA
MAKE MORE THINGS AVAILABLE AT ALLIANCE PROGRAM LOCATIONS
DEPT-MORE OPPORTUNITIES TO PUBLISH, OFFER WORKSHOPS TO PREPARE FOR PUBLICATION
CS DEPT COULD OFFER DISTANCE CLASSES THROUGH BREEZE SOFTWARE
BEING AT A DISTANCE SITE, IT WAS DIFFICULT KNOWING EXACLTY WHAT WAS NEEDED AT TIMES. IT WAS ALSO
DIFFICULT GETTING A HOLD OF PROFESSORS
THE PROCESS OF ACTUALLY GRADUATING (GETTTING DIPLOMA, COMMENCEMENT, ETC...) IS VERY CONFUSING
FOR A DISTANCE ED STUDENT, THERE IS LITTLE OR NO INFO AVAILABLE ON THE WEB SITE FOR GRAD
STUDENTS
USING THE LIBRARY WAS VERY DIFFICULT. I TOOK MY CLASSES THROUGH SATELITE AND WAS USING THE
LIBRARY FROM A DISTANCE. I ASKED FOR HELP SEVERAL TIMES AND IT NEVER WORKED OUT. I ENDED UP
HAVING TO USE THE LIBRARY IN THE CITY I LIVE.
I WOULD LIKE TO SEE BETTER STUDENT SUPPORT FOR DISTANCE ED STUDENTS
OFFER GREATER VARIETY OF EXTENSION COURSES
THE REMOTE CLASSROOM WAS NOT AVAILABLE TO ME, I WOULD HAVE LIKED THAT OPTION IT BECAME
AVAILABLE AFTER I FINISHED MY COURSEWORK, THE EE DEPT NEEDS TO DO BETTER REACHING OUT TO
STUDENTS BEYOND CACHE VALLEY
SOME CLASSES I TOOK LACKED THE PRESENCE OF THE PROFESSOR - IT WAS MAINLY STUDENTS TEACHING
STUDENTS I THINK PROFESSORS REALLY NEED TO BE INVOLVED AND ACTIVE PARTICIPANTS DURING ONLINE
DISCUSSIONS
C-8
GIVE FEEDBACK ON HOMEWORK AND TESTS QUICKER FOR ONLINE CLASSES
FORCING THE PROFESSORS TO DO THEIR CLASSES DIST ED DRASTICALLY REDUCED THE QUALITY OF THE
INSTRUCTION BECAUSE THEY SPENT TOO MUCH TIME FUSSING WITH EQUIPMENT. ALSO MAKE MORE
COURSES AVAILABLE THERE WAS ONLY A LIMITED OFFERING
AT THE SALT LAKE CAMPUS PROVIDE SOME TYPE OF BOOK EXCHANGE ESPECIALLY NOW THAT WE DON'T
HAVE A BOOKSTORE
I WOULD HAVE LIKED AN EMPLOYMENT PROGRAM; MEANING IT WOULD BE NICE FOR STUDENTS; ESPECIALLY
DISTANCE STUDENTS TO BE ABLE TO NETWORK WHEN SEEKING A JOB. SOME ASSISTANCE WOULD BE
APPRECIATED.
MAKE SURE INSTUCTORS REALIZE HOW IMPORTANT FEEDBACK IS FOR DISTANCE ED STUDENTS
NOT LIVING IN LOGAN HAS BEEN A CHALLENGE BECAUSE HARDLY ANYONE ANSWERS THEIR PHONES AND
EMAIL COMMUNICATION WAS EXTREMELY SLOW. I STILL HAVE QUESTIONS THAT REMAIN UNANSWERED
FACILITIES
PRIVATE MBA STUDY ROOM
THE UNIVERSITY COULD PROVIDE MORE FUNDING TO THE DEPARTMENT FOR NEW(ER) LAB
EQUIPMENT/INSTRUMENTATION.
MY DEPARTMENT (INTERIOR DESIGN) COULD USE COMPUTERS IN THE GRAD LAB.
BETTER SUPPORT FOR A BIGGER, MORE HELPFUL GRADUATE STUDENT OFFICE WOULD HAVE BEEN NICE
WE NEED AN MRA STUDY AREA
HPER-BETTER FACILITIES FOR GRAD STUDENTS
HPER DEPT NEEDS COMPUTER FACILITIES/RESOURCES SPECIFIC FOR GRADUATE STUDENT
UPDATE THE ON-CAMPUS FACILITIES THE DESKS (CIRCA 1970) ARE TERRIBLY SMALL AND UNCOMFORTABLE
MSW PROGRAM COULD USE A LOUNGE SINCE ALL OF THE CLASSES ARE THERE. THERE IS NOWHERE TO
STORE BOOKS ETC. WE HAVE NO UNIVERSITY SPACE
FACULTY
IF ALL OF THE TEACHERS WERE MORE ORGANIZED AND FOCUSED MORE ON WHAT WOULD BE USEFUL IN OUR
CAREERS STUDENTS WOULD BE HAPPIER WITH THE EDUCATION. BECAUSE SOMETIMES WE FELT LIKE OUR
TIME WAS BEING WASTED
FEEDBACK REGARDING TEACHING
THE EVALUATION FORMS SHOULD BE HANDED IN AFTER THE FINAL EXAM OR FINAL DAY OF CLASS
OVERALL UNSATISFIED WITH THE QUALITY OF PROFESSORS IN MY PROGRAM. SOME WERE VERY GOOD,
HOWEVER THE MAJORITY WERE NOT EFFECTIVE INSTRUCTORS AND I FELT THAT MOST OF THE LEARNING
WAS DONE ON MY OWN IN THE TEXT BOOKS
DONT LET (NAME) TEACH STATISTICS. HE HAS A BRILLIANT MIND AND IS AN EXCELLENT RESEARCHER BUT HE
LEFT OUR CLASS IN THE DUST. WE COULD NEVER FOLLOW ALONG WITH HIS TEACHING AND HE FAILED THE
ENTIRE CLASS AND BLAMED US FOR BEING AT FAULT
HIRE MORE PIANO FACULTY AND GIVE MONEY TO FINE ARTS (PIANO PARTICULARLY)
STOP TRYING TO OUT SHOW EACH OTHER AND FOCUS ON THE STUDENTS
HAVE MAJOR PROFESSORS CONTACT STUDENTS MORE OFTEN
BETTER COMMUNICATION FROM TEACHERS ON THE HOMEWORK
SOME PROFESSORS WERE LAZY/LACKED DRIVE TO TEACH. CLIFF SKOUSEN WAS THE BEST PROFESSOR IN
THE PROGRAM
BETTER TEACHERS! 40% OF MY CLASSES WERE HORRIBLE. I HAVE BEEN AT USU 6 YEARS AND SOME OF THE
WORST TEACHERS AND MOST POINTLESS CLASSES WERE IN MY GRADUATE STUDIES
SEEMS THAT PROFESSORS ONLY CARE ABOUT THEIR RESEARCH & NOT ABOUT THEIR STUDENTS. I WISH I HAD
PROFESSORS W/ FIELD EXPERIENCE NOT JUST BOOK EXPERIENCE
BETTER PROFESSORS
LESS PRESSURE ON FACULTY SO THEY COULD SPEND MORE TIME MENTORING STUDENTS
NEED MORE PROFESSORS LIKE DR. EAMES THAT REALLY CARES ABOUT STUDENTS AND PUTTING THEIR
EDUCATION FIRST.
HAVE TEACHERS TALK TO EACH OTHER IN ORDER TO BETTER DESIGN THE CURRICULUM
HAVE THE MAJOR PROF BE MORE AVAILABLE. HAVE THE PRACTICUM BE OVER 2 SEMESTERS INSTEAD OF
ONE.
SOME TEACHERS AND COURSES SHOULD BE EVALUATED AND CHANGED.
C-9
THE PROFESSORS THAT TAUGHT THE MBA PROGRAM (NOT ALL BUT MOST) WERE THE WORST PROFESSORS I
HAVE EVER HAD IN MY EDUCATION. FOR THE QUALITY OF EDUCATION I RECIEVED IT IS ONLY WORTH ABOUT
1/3 OF THE PRICE.
ENCOURAGE A FEW OF THE PROFESSORS TO SHOW MORE INTEREST IN THE STUDENTS
THE ONLY NEGATIVE EXPERIENCE I EVER ENCOUNTERED WAS THROUGH THE STATS CLASS. OUR
PROFESSOR WAS UNCARING, UNREACHABLE, & DIFFICULT TO WORK WITH.
ESPECIALLY IT WOULD BE NICE IF THE STUDENT IS ASKED HOW THEY WOULD LIKE TO BE EVALUATED.
REMEMBER THAT THE STUDENTS HAVE JOBS, FAMILIES AND LIFE OUTSIDE OF SCHOOL WHEN SETTING
DEADLINES AND POSTING ASSIGNMENTS.
IT WAS VERY DIFFICULT TO CHOOSE A MAJOR PROFESSOR - SOMETHING TO HELP MAKE THAT PROCESS
EASIER WOULD BE NICE. I WASN'T SURE WHO WAS SPECIFICALLY INTERESTED IN MY SUBJECT AREA AND MY
PROFESSORS WERE IMPOSSIBLE TO GET A HOLD OF TO ASK THOSE KINDS OF QUESTIONS
SEVERAL PROFESSORS DIDN'T SEEM TO CARE
PAY ATTENTION TO STUDENT EVALUATIONS AND GET BETTER PROFESSORS
THERE WAS VERY LITTLE REAL-WORLD APPLICATION OF PROJECTS, THE TEACHERS NEVER KNEW WHERE WE
WERE IN THE PROGRAM AND DIDN'T TIE CLASSES TOGETHER
PROVIDING TIMELY FEEDBACK ON ASSIGNMENTS AND PROJECTS; NOT GIVING BUSY WORK TASKS (NAMES)
ONE PROFESSOR IN THE MASTERS OF REHAB COUNSELING PROGRAM DID NOT TEACH THE MATERIAL HE WAS
REQUIRED TO TEACH-IN SEVERAL CLASSES. USU NEEDS TO IMPROVE MANAGEMENTS ABILITY TO FIX THESE
ISSUES QUICKLY
IMPLEMENT FEEDBACK RECEIVED ON COURSE EVALUATIONS
THE ONLY PROBLEM I ENCOUNTERED WAS THAT MY MAJOR PROFESSOR AND MY #1 COMMITTEE MEMBER
BOTH LEFT. I COULD NEVER FIND A TRUE REPLACEMENT FOR EITHER. NO ONE REALLY HAD THE SAME AREA
OF INTEREST
INCREASE THE FACULTY AND INCREASE ENROLLEMENT OF GOOD STUDENTS
DON'T LET GOOD FACULTY GO
GET MORE FACULTY WHO USE GOOD TEACHING-LIKE MOST TRADITIONAL UNIVERSITY PROFESSORS MOST
SEEMED TO LIKE HEARING THEMSELVES TALK MORE THAN ACTAULLY TEACHING (IRONIC IN AN EDUCATION
PROGRAM), CLASS WORK AND TESTS WERE ALSO VERY BAD MEASURES OF LEARNING
MAJOR PROFESSOR WAS DIFFICULT TO COMMUNICATE WITH, GONE TOO MUCH. SCHEDULED APPOINTEMENTS
WOULD BE BETTER FOR STUDENTS LIVING OFF CAMPUS
SHARING OF RESOURCES AND EQUIPMENT BETWEEN PROFESSORS
HAVE PROFESSORS THAT ARE PROACTIVE AND FOLLOW THROUGH AND KNOW WHAT THEY ARE DOING
FACULTY WERE OFTEN TOO BUSY TO ADEQUATELY RESPOND TO CONCERNS. MAYBE THEY HAVE AN
EXCESSIVE WORKLOAD
SOME OF THE TEACHER'S MATERIALS AND EXAMPLES WERE OUT OF DATE
SOME TEACHERS DID NOT COMMUNICATE WELL IN A COUPLE OF CLASSES I RECIEVED A B IN THE END WITH
NO FEEDBACK AS TO WHY OR WHAT I SHOULD HAVE DONE BETTER. I PROBABLY DESERVED THE B BUT IT
WOULD BE NICE TO HAVE FEEDBACK
ITLS DEPARTMENT FACULTY NEEDS TO THINK ABOUT THE DEPARTMENT OVER PERSONAL OPINION FOR THE
BENEFIT OF THE STUDENTS
HIRE TEACHERS THAT CARE ABOUT THE STUDENTS. PERSONAL AGENDAS OF TEACHERS NEED TO BE SET
ASIDE, DON'T HIRE TEACHERS WHO ARE ONLY THERE FOR A PAY CHECK
FINANCIAL AID
THEY SHOULD PROVIDE MORE JOBS FOR STUDENT ON CAMPUS. THIS WILL HELP MORE TO RECEIVE WAIVERS
AND PURSUE THEIR STUDIES
FUNDING SHOULD BE AVAILABLE TO ALL MERITOROUS STUDENTS. GOOD SCREENING PROCESS
CREDITS TO BE FULL TIME. THE REGISTRATION OFFICE FORCED ME TO START PAYING OFF MY STUDENT
LOANS BEFORE I GRADUATED. IT'S QUITE INCONVIENENT
MORE PAID POSITIONS FOR GOOD STUDENTS.
I WAS VERY DISAPPOINTED IN THE LACK OF RESOURCES FOR ASSISTANTSHIPS. ALMOST HAD TO QUIT
BECAUSE OF LACK OF JOBS. DID LIVE OUT OF MY CAR FOR 1 SEMESTER. SOMETHING SHOULD BE DONE TO
HELP US
NEED MORE FUNDING FOR GRADUATE STUDENTS
ALLOW FINANCIAL AID TO COVER AT LEAST TUITION AND HOUSING SINCE MOST GRADUATE STUDENTS CAN'T
WORK.
MAKE MORE ASSISTANTSHIPS AVAILABLE (FCHD)
C-10
IF THE COMD DEPARTMENT COULD FIND OR PROVIDE ANY SCHOLARSHIPS AND IF THEY COULD REQUIRE TO
HAVE THEIR PROFFESORS KEEP TRACK OF STUDENTS SCORES AND HOW THE GRADES ARE.
I THINK ONE WAY OF IMPROVING THE CHALLENGE OF MEETING STUDENT NEEDS WOULD BE TO FIND
SCHOLARSHIPS FOR MASTER LEVEL STUDENTS IN THE SOCIAL WORK DEPARTMENT.
ALL GRADUATE ART STUDENTS NEED A BIGGER A TUTION WAIVER, WOULD HELP FOR THOSE AWARDED A TA
OR GRADUATE INSTRUCTOR POSITION.
MORE FINANCIAL AID. DIFFERENTIAL TUITION IS A BEAST!
DEPT OF INST - I THINK IT SHOULD MAKE MORE EFFORTS TO PROVIDE FINANCIAL AID TO GRAD STUDENTS
ESPECIALLY PHD STUDENTS
PERHAPS SEEK SCHOLARSHIP OPPORTUNIITES FOR FUTURE MSW STUDENTS
BETTER FUNDING OPPORTUNITIES
THERE'S ALWAYS ROOM FOR MORE FINANCIAL AID
MORE SCHOLARSHIPS AVAILABLE AND MAKE THOSE MORE PUBLICIZED
LOWER THE COST.
PROVIDE MORE ASSISTANTSHIP TO INTERNATIONAL STUDENTS. ESPECIALLY WHO ARE PURSUING THEIR
MASTERS DEGREE
SCHOLARSHIP/FINANCIAL ASSISTANCE
CHANGE THE PAYMENT SYSTEM SO CLASSES ARE NOT DROPPED
POSSIBLY INFORMATION ON MONEY AVAILABLE FOR STUDENTS
PROVIDE MORE INFO ON FINANCIAL SUPPORT
MORE FINANCIAL AID IS ALWAYS NICE
I WISH THERE WAS A BETTER WAY OF ALLOCATING ASSISTANCESHIPS
THERE ARE A LIMITED NUMBER OF FELLOWSHIP/AWARDS OR ANY FINANCIAL ASSISTANCE PROVDIED TO ME
BY THE DEPARTMENT/UNIVERSITY. THEN IT IS DEPARTMENT/UNIVERSITY CAN SPEND MORE ON THESE TYPES
OF ASSISTANCE THAT WOULD BE HELPFUL.
THE UNIVERSITY COULD PROVIDE MORE FINANCIAL ASSISTANCE OPPORTUNITIES
BE MORE FAIR AND REASONABLE IN PROVIDING IN-STATE TUITION AWARDS.
WE NEED BETTER PAY AND MORE SUPPORT FOR TUITION WAIVERS, STUDENT LOAN DEFERMENT.
PARTICULARLY WITH RECENT CUTBACKS IN GRAD SUPPORT USU IS EXTREMELY NONCOMPETITIVE COMPARED
TO OTHER INSTITUTIONS
EITHER LOWER TUITION OR GIVE US FINANCIAL SUPPORT
SCHOLARSHIPS (MSW) BETTER FUNDING SOURCES FOR GRADUATES ESPECIALLY SINGLE PARENTS
MORE AVAILABLE SCHOLARSHIP OPPORTUNITIES
THERE NEED TO BE MORE ASSISTANTSHIPS AND FINANCIAL AID AVAILABLE TO STUDENTS IN THE MASTERS OF
SOCIAL WORK DEPT
PAYROLL MESSES UP PAYCHECKS WAY TOO OFTEN LEAVING STUDENTS WITHOUT MONEY FOR A WHOLE
MONTH
I FELT THAT THE NUMBER AND AMOUNTS OF SCHOLARSHIPS AVAILABLE TO GRADUATE STUDENTS WAS NOT
WELL ADVERTIZED AT THE UNDERGRAD LEVEL
GRADUATE SCHOOL
SIMPLIFY & CLARIFY REQUIREMENTS & PROVIDE INFO AS NEEDED BASED ON THE STUDENTS PROGRESS
THE GRADUATE TA INSUARNCE WAS A NIGHTMARE TO DEAL WITH ESPCIALLY SINCE I HAD MY OWN
INSURANCE
STOP CONSIDERING 'FULL TIME' AS REGISTERING FOR 6 CREDITS. MY DEPT ONLY REQUIRES 3 CONTINUAL
ADVISING
COMPLETELY RE-EVALUATE THE THESIS FORMATTING. THEY ARE UNCECCESSARY.
GRADUATION IN FALL SEMESTER
IT WOULD BE HELPFUL TO PROVIDE AN INITIAL ORIENTATION TO ALL NEW STUDENTS TO INTRODUCE THEM TO
ALL FACULTY AND RESEARCH WORK
IF GRAD STUDIES COULD BE AS EASY TO GET HOLD OF AS BECKY HIRST THAT WOULD BE GREAT
LET THEM KNOW MORE ABOUT THE PLAN C OPTION I WISH I WOULD HAVE JUST STARTED OUT THAT WAY
THE GRADUATE SCHOOL OFFICE NEVER LET ME KNOW I WAS ACCEPTED INTO THE EXERCISE SCIENCE
PROGRAM. I HAD TO CONTACT THEM MULTIPLE TIMES TO FIND OUT
THE GRADUATE SCHOOL COULD PROVIDE A MORE FULLER EXPLANATION OF A EMA LANGUAGE
REQUIREMENTS. THE LANGAUGE DEPARTMENT'S UNDERSTANDING OFTEN CONFLICTED WITH THE COLLEGE'S
AND OTHER DEPT UNDERSTANDING
CLEARER DIRECTIONS REGARDING PLAN A VS B VS C
C-11
HOLD A COURSE ABOUT HOW TO BE A GRAD STUDENT. HELP GRAD STUDENTS UNDERSTAND ROLE OF
COMMITTEE MEMBERS
THE GRADUATE SCHOOL/DEPARTMENT NEEDS TO PROVIDE BETTER NOTIFICATION OF DEADLINES FOR
INDIVIDUALS THAT DID A PLAN B PLEASE TITLE FORM "APPOINTMENT FOR EXAMINATION" SOMETHING TO DO W/
"PLAN B DEFENSE" ... EXAMINATION IS MISLEADING
IT SEEMS THAT THE GRADUATE SCHOOL WEB SITE AND ENGLISH DEPT WEB SITE ARE LACKING SIGNIFICANT
PORTIONS OF INFORMATION (DATES, FORMS) OR THE INFORMATION IS HARD TO FIND.
ELIMINATE THE TEACHING ASSISTANT WORKSHOP. IT IS THE MOST WORTHLESS CLASS EVER
MUCH MORE INFORMATION ABOUT GRADUATION REQUIREMENTS OTHER THAN A VAGUE FORM THAT MAKES IT
DIFFICULT TO DETERMINE WHO IS SUPPOSED TO RECEIVE AND COMPLETE FORMS.
IT WOULD BE NICE IF GRADUATE STUDIES COULD SEND OUT REMINDER EMAILS FOR DEADLINES
I WISH THE UNIVERSITY HAD PEOPLE WHO WOULD HELP FORMAT/TROUBLESHOOT FOR WFRUSTRATED
STUDENTS BECAUSE STEVE PROBABLY HAS HIS HANDS FULL & CAN'T HELP EVERYONE.
SET UP AN EMAIL SYSTEM WHEN CERTAIN FORMS ARE COMING DUE (ITS THE STUDENTS RESPONSIBILITY BUT
IT WOULD BE CONVENIENT)
ORIENTATION OF PROCESS AT BEGINNING - ACTUALLY THEY DID DO THAT. NEVERMIND
FEWER FORMS TO FILL OUT
MORE INFORMATIVE OF REQUIREMENTS
UNIVERSITY COULD MAKE CERTAIN ARRANGEMENTS TO MAKE SURE THAT GRADUATE STUDENTS KNOW
ABOUT THE IMPORTANT DEADLINES BY SENDING REMINDER ALERTS
SCHOOL OF GRAD STUDIES COULD MAKE THE PROCESS OF CHANGING YOUR POS (PROGRAM OF STUDY)
EASIER
I HAD A TERRIBLE TIME GETTING QUESTIONS ANSWERED BY THE REGISTRARS OFFICE OR GRADUATE
STUDIES. I ALWAYS HAD TO GET THE INFORMATION FROM OUR DEPT GRAD ADVISOR OR OTHER STUDENTS
BECAUSE THE OTHER EMPLOYEES WERE USELESS.
THE PROCESS FOR GRADUATION IS VERY DIFFICULT FOR STUDENTS WHO NO LONGER LIVE IN LOGAN
AN EXACT LIST OF ALL(EMPHASIS) NECESSARY STEPS SHOULD BE EASILY ACCESSIBLE TO ALL STUDENTS. I
STILL DON'T KNOW IF I'VE COMPLETED ALL THE PAPERWORK REQUIRED
DEADLINES AND REQUIREMENTS FOR EACH DIFFERENT OPTION(A,B,C) WERE UNCLEAR. IT WAS HARD TO TELL
WHAT DOCUMENTS AND DEADLINES APPLIED TO WHICH DEGREE
GRADUATE SCHOOL REQUIREMENTS ARE CONFUSING AND FOUND IN MULTIPLE PLACES, SOME OF WHICH ARE
INCOMPLETE. ALL INSTRUCTIONS, FORMS, AND DATES SHOULD BE TOGETHER.
LESS HOOP JUMPING
PROVIDE A CLEARER PICTURE OF THE TIMELINE TO COMPLETE A DEGREE
MORE SPECIFIC INFO
I DID A CONCURRENT BACHELORS/MASTERS PROGRAM WHEN EVER I HAD A PROBLEM NO ONE IN THE SCHOOL
OF GRAD STUDIES OR THE REGISTRARS OFFICE WAS WILLING TO HELP ME
PLEASE FEWER FORMS
GRAD SCHOOL COULD MOVE INTO THE 21ST CENTRUY IN TERMS OF THESIS STYLE, PAPERWORK FILING,
ONLINE ACCESSIBLITY
NOBODY COULD TELL ME WHAT HAD TO BE DONE BY WHEN-I FOUND OUT EVERYTHING EITHER BECAUSE I WAS
LUCKY OR ANOTHER STUDENT TOLD ME ABOUT IT. VERY POORLY ORGANIZED. I DIDN'T KNOW WHEN THE
DEADLINE TO BE IN THE PROGRAM WAS UNTIL THE LAST DAY.
MAKE SURE TO HAVE NUMEROUS PERSONEL AVAILABLE TO ANSWER QUESTIONS REGARDING GRADUATE
PROGRAMS.
MORE INFORMATION REGARDING DEADLINES
THE UNIVERSITY NEEDS TO PRESS HARDER FOR BETTER HEALTH INSURANCE BENEFITS.
UNIVERSITY SEEMS TO ONLY HAVE 1 PERSON IN CHARGE OF CERTAIN TASKS (IE CHANGING PROGRAM OF
STUDY ETC) I FOUND THIS INEFFICIENT AS PERSONS IN CHARGE WOULD BE OUT OF TOWN AND THIS DELAYED
THE PROCESS AS NO ONE ELSE WAS ABLE TO HELP ME
MAKE GRAD AND THESIS PLAN MORE CLEAR
EXPLAIN WHY COST OF TUITION WAS DOUBLE THAT OF OTHER UNIVERSITIES IN SOME GRAD PROGRAMS
BE MORE SPECIFIC ON DEADLINES ON OUR THESIS PROJECT
THE GRADUATE FAIR WAS NOT WELL PUBLICIZED TO GRADUATE STUDENTS THAT I SAW
PROVIDE MORE INFORMATION AT THE OUTSET OF A DEGREE. INFORMATION ABOUT LIBRARY SERVICES,
BOOKSTORE ORDERING, PARKING AVAILABLE ON CAMPUS WHEN VISITING OR EVEN ACTIVITY AVAILABILITY
WOULD HAVE BEEN HELPFUL
C-12
RESEARCH
EMPHASIZE MORE & BETTER RESEARCH
MORE EMPHASIS ON RESEARCH
RESEARCH FUNDING
I WISH THERE WAS MORE OPPORTUNITY WITHIN THE DEPT TO PRESENT RESEARCH AND HEAR WHAT OTHER
STUDENTS ARE RESEARCHING
ECE DIDN'T EXPLAIN THE RESEARCH PROCESS OR INTRUDCE ME TO PROFESSORS RESEARCH UNTIL FALL
WHILE I BEGAN IN SPRING
SERVICES
CAREER SERVICES NEEDS SOME HELP.
MORE ASSISTANCE IN GAINING EMPLOYMENT
BETTER CAREER PLACEMENT
PLACEMENT IS POOR AFTER GRADUATION
PROVIED MORE CAREER OPTIONS AFTER GRADUTATION
BETTER RESOURCES PER PLACEMENT WE NEED JOBS!
REGISTRAR AND FINANCIAL AID OFFICES PROVIDE VERY POOR CUSTOMER SERVICE AND FOLLOW THROUGH.
THE REGISTRARS OFFICE IS STUCK IN THE STONE AGE! WHY DO WE HAVE TO WALK FORMS ALL OVER CAMPUS
TO GET PHYSICAL SIGNATURE? WHY DO WE HAVE TO STAND IN LINE? PLEASE LOOK INTO NEW THINGS, THERE
IS THIS THING CALLED THE "INTERNET" IT WILL BLOW YOU AWAY.
TECHNOLOGY/LIBRARY
ALLOW US TO SCHEDULE MORE THAN 1 GROUP STUDY ROOM IN THE LIBRARY EVERY 24 HOURS.
BETTER COMPUTERS FOR GRADUATE STUDENTS
SMART CLASSROOMS WITH PERMANENT AV EQUIPMENT RENDERING COURSE BETTER PRODUCTION SUPPORT
I DID WISH THE LIBRARY'S JOURNAL SEARCH PROGRAM WAS A LITTLE MORE USER-FRIENDLY. ALSO, THE MAIN
LIBRARY PAGE CONFUSES A LOT OF PEOPLE
MAKE THE CEE GEOMAKES COMPUTER AVAILABLE IN EVENING AND IMPROVE THOSE COMPUTERS
PERFORMANCE
I FOUND THE ONLINE JOURNAL SEARCH THROUGH THE LIBRARY TO BE INCREDIBLY FRUSTRATING. OFTEN,
DESPITE WHAT I WOULD ENTER AS KEYWORDS FOR MY SEARCH, ARTICLES THAT WERE TOTALLY IRRELEVENT
WOULD COME UP. I DON'T KNOW IF THERE'S ANY WAY TO FIX THIS
THE GEOLOGY DEPT WOULD DO WELL TO GET A DEDICATED GIS COMPUTER LAB FOR ITS STUDENTS.
EXISTINGS COMPUTER RESOURCES ARE SLOW, OUTDATED, AND POORLY CARED FOR.
MORE ONLINE RESOURCES
MAKE MORE/BETTER USE OF INTERNET I.E. THIS FORM SHOULD BE ONLINE, BETTER COUPLING OF OFFERED
COURSES TO STUDENTS NEEDS
REQUIRING THAT ALL PROFESSORS UTILIZE THE SAME ONLINE COMMUNICATION METHOD SUCH AS BANNER.
ALLOWING ACCESS TO MATERIALS FROM PROFESSORS THROUGHOUT THE ENTIRE GRAD PROGRAM
BE MORE BLATENT ABOUT AVAILABLE RESOURCES AND DEGREE INFORMATION. THE MATH DEPT WEBSITE AS
WELL AS THE GRAD STUDIES WEBSITE IS POORLY DESIGNED AND HARD TO USE
NOT ENOUGH COMPUTER RESOURCES IN THE GEOLOGY BUILDING FOR GRAD STUDENTS
MAKE REMOTE ACCESS COMPUTERS AVAILABLE WITH THE NECESSARY PROGRAMS FOR CLASSES
A I HAD A VERY HARD TIME TRYING TO LOCATE INFO FROM THE LIBRARY VERY FRUSTRATING WEB PAGE!
USU IN GENERAL
MORE INFORMATION MORE CHALLENGING COURSEWORK, BETTER & MORE FAIR GRADING, USU HAS A LONG
WAY TO GO, A LONG WAY. THEY WILL NOT BE A TOP-TEIR BUSINESS SCHOOL ARROGANT-BUT NOT GOOD.
IRONIC
ON THE UNIVERSITY SIDE IT WAS HARD TO COME UP WITH MONEY TO CONINUE ATTENDING. SOME TIMES THE
RISING COST IN ATTENDING HINDERS MORE THAN IT HELPS.
C-13
ALLOW ALCOHOL ON CAMPUS. ALLOW OVERNIGHT GUESTS OF THE OPPOSITE GENDER IN ON CAMPUS
HOUSING. THIS IS A PUBLIC INSTITUTION, NOT A RELIGIOUS ONE.
THE BUDGET CUTS AFFECTED MANY OF THE CLASSES I WANTED TO TAKE SO I HAD TO ADJUST MY PROGRAM
OF STUDY
NOTHING THEY WERE GREAT
I HAVE NO COMMENTS FOR THIS. I AM VERY PLEASED WITH MY EDUCATION (EDUCATION DEPT)
THEY DO FINE.
NOTHING SHOULD BE CHANGED
(N/A) I AM REALLY SATISFIED WITH THE PROGRAM OF INSTRUCTIONAL TECHNOLOGY & LEARNING SCIENCES
I FOUND IT GOOD ENOUGH
MY NEEDS WERE WELL MET
I AM FINE WITH CURRENT SERVICES
VERY SATISFIED, NO SUGGESTIONS
I REALLY CANNOT THINK OF ANYTHING TO BE IMPROVED I LOVED EVERY MINUTE OF MY USU EXPERIENCE I
FEEL VERY PROUD TO BE AN AGGIE. I WILL SEND MY UNDERGRAD STUDENTS HERE
THE ONLY THING THAT COULD HAVE MADE MY EXPERIENCE BETTER WERE AVAILABLE I JUST DIDN'T USE THEM
IT'S AN EXCELLANT PROGRAM!
C-14
APPENDIX D
SUMMARY AND ORDERING OF PERCENT OF RESPONDENTS RESPONDING VERY SATISFIED
OR SATISFIED IN ORDER FROM MOST TO LEAST.
D-1
Appendix D. Summary and ordering of percent of respondents responding very satisfied or satisfied in order from most to least.
Item
% Satisfaction
The overall quality of my graduate education at USU.
Helpfulness of my major professor in responding to my questions and/or concerns.
Relevance of my USU graduate studies to my career goals.
Helpfulness of staff members in my department in responding to my questions and/or concerns.
The overall quality of courses I took inside my department.
Availability and amount of interaction with my major professor.
Available information provided y my department about degree requirements.
The process of applying to graduate school at USU.
Available information provided by the School of Graduate Studies about degree requirements.
The overall quality of courses I took outside my department.
The overall quality computer access available in my department.
The overall quality of library collections of electronic journals in my field of study.
The overall quality of library collections of books and journals in my field of study.
The overall quality of ability of obtaining library resource materials through interlibrary loan.
Helpfulness of the School of Graduate Studies in responding to my questions and/or concerns.
The overall quality of research facilities available in my department.
Availability of financial assistance to help cover the costs of my graduate program.
Information and services provided by the Graduate Student Senate (GSS).
D-3
90.5%
90.5%
88.9%
88.5%
87.1%
86.8%
83.8%
83.2%
76.6%
76.4%
76.3%
75.3%
73.7%
72.9%
72.7%
69.9%
56.7%
44.9%
APPENDIX E
SUMMARY AND ORDERING OF RESPONDENTS RESPONDING STRONLGY AGREE + AGREE IN
ORDER FROM MOST TO LEAST.
E-1
Appendix E. Summary and ordering of Agreement (Strongly Agree + Agree) items:
Item
% Agreement
Students were respected and treated fairly in my department.
Faculty members in my department were interested in the welfare and success of graduate studens.
My department provided an intellectually stimulating enviornment.
My advisor/major professor was an effective mentor who provided useful and supportive guidance.
I would recommend USU to a friend who is a prospective graduate student in my program.
If I had to make the decision again, I would still come to USU.
My graduate program adequately prepared me for my future career.
There was good communication between faculty and graduate students in my department.
During my first year of graduate studies, my department did a good job of helping me understand requirements,
expectations, and procedures.
My career opportunities have improved significantly as a result of completing my graduate degree at USU.
My department has done a good job of providing me opportunities for professional development (attending meetings,
preseenting papers, networking with others, etc.)
School of Graduate Studies thesis/dissertation guidelines and procedures were clear and reasonable.
The School of Graduate Studies provided good information about filing for candidacy, program of study forms,
meeting deadlines, etc.
The procedures and criteria used by my department for allocating financial aid were fair and equitable.
The Teaching Assistants Workshop offered by the School of Graduate Studies provided the content needed to help
graduate students be effective teaching assistants and course instructors.
My department was helpful and supportive in graduates' search for professional employment.
The level of assistantship funding provided in my department was adequate to meet the needs of those students
being supported.
I would have liked to receive better feedback on my academic progress.
E-3
85.1%
84.2%
83.9%
83.0%
81.1%
80.9%
78.6%
77.9%
75.5%
73.8%
72.8%
65.9%
58.8%
58.6%
51.8%
50.1%
47.9%
34.0%