School of Graduate Studies Student Survey 2009 Joan Kleinke September 2009

 Office of Analysis, Assessment & Accreditation
School of Graduate Studies Student Survey 2009
Joan Kleinke
September 2009
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 graduating graduate students
with respect to important aspects of their USU educations. The School of Graduate Studies Survey was
distributed to 794 post-baccalaureate graduates of the class of 2009. There were 595 usable surveys
completed – a return rate of 75%.
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
• 62 graduate programs were represented.
• 88.8% received Masters Degrees; 11.2% received Doctorates.
• 38% of the respondents were from the College of Education and Human Services.
• 62.1% of the master’s respondents did a Plan C program.
• 59.6% had prior degrees from USU.
Demographics
• 20.5% of the respondents were age 35 or older.
• 55.2% were males, 44.8% females.
• 10.3% were international students (24.2% of the Doctoral degree recipients).
• 6.6% were minority students.
• 80.1% lived in Utah/Idaho before beginning graduate study.
Financial Aid
• 22% of the total respondents received no financial assistance while pursuing their graduate
degree. However, there were substantial variations by degree type.
• Almost half of 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 = 90.3% satisfied*
• Overall quality of the courses I took inside my department = 90.3% satisfied*
• Overall quality of the courses I took outside my department = 80% satisfied*
• My graduate program adequately prepared me for my future career = 81.2% agree*
• I would recommend USU to a friend who is a prospective graduate student in my
program = 83.3% agree*
Department and Major Professor
• Helpfulness of my major professor in responding to my questions and/or concerns =
87.6% satisfied*
• Availability and amount of interaction with my major professor = 84.8% satisfied*
• My advisor/major professor was an effective mentor = 79.3% agree*
• There was good communication between faculty and graduate students = 79.4% agree*
iii
•
•
•
•
My department was helpful and supportive in graduates’ search for professional
employment = 51.3% agree*
Students were respected and treated fairly in my department = 87.8% agree*
Helpfulness of staff members in my department in responding to my questions and/or
concerns = 89.4% satisfied*
Overall quality of research facilities available in my department = 69.5% satisfied*
Financial Aid
• Availability of financial assistance to help cover the costs of my graduate program =
59.9% satisfied*
• The procedures and criteria used by my department for allocating financial aid were fair
and equitable = 62.1% agree*
• The level of assistantship funding was adequate = 55.2% agree*
Technology and Library
• Respondent’s program included some “face-to-face” instruction at locations other than
the Logan campus = 18.2%
• Respondent’s program included televised (UEN) courses = 5.5%
• Respondent’s program included online courses = 6.6%
• Overall quality of library collections of books and journals in my field of study = 72.6%
satisfied*
• Overall quality of library collections of electronic journals in my field of study = 73.9%
satisfied*
• Overall quality of obtaining library resources through interlibrary loan = 72.9% satisfied*
• Overall quality of computer access available in my department = 74.7% satisfied*
School of Graduate Studies
• Available information provided about degree requirements = 71.3% satisfied*
• Helpfulness in responding to my questions and/or concerns = 71.7% satisfied*
• Thesis/dissertation guidelines and procedures were clear and reasonable = 59.3%
agree*
• Provided good information about filing for candidacy, program of study forms, meeting
deadlines, etc. = 54.9% agree*
• TA workshop provided content needed to help be an effective TA = 38.4% agree*
*Excludes respondents who marked “Not Applicable”
iv
TABLE OF CONTENTS
Page
Objectives and History of the Survey ............................................................................................................ 7
Survey Administration ................................................................................................................................... 7
Development of the survey .............................................................................................................. 7
Administration procedures ............................................................................................................... 7
Response rate .................................................................................................................................. 7
Data analysis .................................................................................................................................... 7
Respondent Characteristics .......................................................................................................................... 8
Findings: Overall Perceptions of USU ....................................................................................................... 12
Findings: Academic Department and Major Professor .............................................................................. 16
Findings: Financial Aid ............................................................................................................................... 23
Findings: Technology and Library .............................................................................................................. 26
Findings: School of Graduate Studies ....................................................................................................... 29
Narrative Comments ................................................................................................................................... 32
Additional Information ................................................................................................................................. 34
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 applying 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 June 2008 through May 2009 there were 794 individuals who received
graduate degrees at USU. 595 completed, usable surveys were received from the School of Graduate
Studies resulting in a response rate of 75%.
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 Landscape Architecture, Master of Mathematics, Master of Natural Resources, Master of
Second Language Teaching, and Educational Specialist. 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.
It should be noted that the number of respondents for each degree type varies greatly. There were only 7
Master of Rehabilitation respondents and 218 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”.
7
RESPONDENT CHARACTERISTICS (See Table 1)
A plurality of respondents (38%) graduated from the College of Education and Human Services. About
20% of the respondents graduated from the College of Business. A plurality of respondents (36.7%)
received Master of Science degrees. The modal age range was 25 to 29 years, with a majority of
respondents being between 25 and 34 years of age. It should be noted that 31.5% of the Master of
Education respondents, 42.9% of the Master of Rehabilitation respondents, and 25.4% of Doctoral
respondents were 40 years of age and older. Over half of the total respondents (55.2%) were males,
although females represented 71.8% of the Master of Education and 57.1% of the Master of
Rehabilitation respondents. Sixty-four percent of the respondents were married. Forty-nine percent of
the respondents had one or more children.
About 90% of all respondents were U.S. citizens. However, 37% of the Master of Engineering graduates
and 24.2% of the Doctoral graduates were international students. An overwhelming majority of
respondents (93.4%) were White. When students were asked where they were living prior to starting their
graduate degree, a plurality of respondents (42.9%) were from elsewhere in Utah and another 35.5%
were from Cache Valley. Only 8.7% 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 (59.6%) reported receiving a prior
degree from USU, and 81.3% of the respondents receiving a Master of Accounting degree had received
their Bachelors degree from USU. Sixty-eight percent of the respondents had been enrolled for two to
three years in USU graduate programs at the time they completed the survey. The majority of
respondents (62.1%) who completed a master’s degree did so under Plan C.
Only 4.6% of the respondents changed departments or programs while enrolled as a graduate student. A
majority of respondents (58.7%) reported having a GPA between 3.8 and 4.0 for their graduate studies at
USU. About 16% of the respondents reported attending the Teaching Assistant or International Teaching
Assistant Workshop offered by the School of Graduate Studies.
8
Table 1. RESPONDENT CHARACTERISTICS
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(MEd)
(ME)
(MRC)
(MS)
(Macc)
(MBA)
% (freq.)
% (freq.)
% (freq.)
% (freq.)
% (freq.)
% (freq.)
College
Agriculture
Business
Education & Human Services
Engineering
Humanities, Arts, &Social Science
Natural Resources
Science
USU Total Percent
Other
Masters
Doctorate
% of
Total
% (freq.)
% (freq.)
% (freq.)
0.0%
100%(17)
0.0%
0.0%
0.0%
0.0%
0.0%
2.9%(17)
0.0%
100%(90)
0.0%
0.0%
0.0%
0.0%
0.0%
15.2%(90)
0.9%(1)
0.0%
99.1%(110)
0.0%
0.0%
0.0%
0.0%
18.7%(111)
0.0%
0.0%
0.0%
100%(28)
0.0%
0.0%
0.0%
4.7%(28)
0.0%
0.0%
100%(7)
0.0%
0.0%
0.0%
0.0%
1.2%(7)
11%(24)
6.0%(13)
29.8%(65)
16.5%(36)
11.5%(25)
8.3%(18)
17.0%(37)
36.7%(218)
3.6%(2)
0.0%
23.2%(13)
0.0%
51.8%(29)
12.5%(7)
8.9%(5)
9.4%(56)
3.0%(2)
1.5%(1)
46.3%(31)
17.9%(12)
6.0%(4)
10.4%(7)
14.9%(10)
11.3%(67)
4.9%(29)
20.4%(121)
38.0%(226)
12.8%(76)
9.8%(58)
5.4%(32)
8.8%(52)
100%(594)
Age
<25
25-29
30-34
35-39
40-49
> = 50
47.1%
41.2%
5.9%
5.9%
0.0%
0.0%
12.2%
50.0%
26.7%
6.7%
2.2%
2.2%
4.5%
31.5%
19.8%
12.6%
21.6%
9.9%
22.2%
74.1%
3.7%
0.0%
0.0%
0.0%
0.0%
42.9%
14.3%
0.0%
14.3%
28.6%
19.6%
52.1%
19.6%
3.2%
3.7%
1.8%
7.3%
38.2%
36.4%
9.1%
3.6%
5.5%
1.5%
22.4%
32.8%
17.9%
17.9%
7.5%
13.2%
43.8%
22.6%
7.6%
8.3%
4.6%
Sex
Male
Female
58.8%
41.2%
83.3%
16.7%
28.2%
71.8%
82.1%
17.9%
42.9%
57.1%
52.1%
47.9%
54.5%
45.5%
61.2%
38.8%
55.2%
44.8%
Marital Status
Single
Married
Divorced
Widowed
Separated
43.8%
56.3%
0.0%
0.0%
0.0%
15.7%
83.1%
1.1%
0.0%
0.0%
29.7%
65.8%
4.5%
0.0%
0.0%
51.9%
48.1%
0.0%
0.0%
0.0%
14.3%
85.7%
0.0%
0.0%
0.0%
40.6%
56.6%
2.7%
0.0%
0.0%
32.7%
63.6%
3.6%
0.0%
0.0%
31.3%
67.2%
1.5%
0.0%
0.0%
33.3%
64.1%
2.5%
0.0%
0.0%
How many children do you have?
None
One
Two
Three
Four
Five
Six or more
64.7%
29.4%
0.0%
5.9%
0.0%
0.0%
0.0%
31.1%
26.7%
23.3%
11.1%
5.6%
1.1%
1.1%
36.0%
9.0%
19.8%
10.8%
12.6%
5.4%
6.3%
76.0%
12.0%
8.0%
4.0%
0.0%
0.0%
0.0%
42.9%
0.0%
28.6%
14.3%
0.0%
0.0%
14.3%
65.1%
17.4%
11.0%
3.2%
1.8%
0.5%
0.9%
54.5%
5.5%
21.8%
9.1%
7.3%
0.0%
1.8%
43.9%
13.6%
19.7%
6.1%
6.1%
3.0%
7.6%
51.3%
15.6%
16.3%
7.0%
5.3%
1.7%
2.9%
9
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(MEd)
(ME)
(MRC)
(MS)
(Macc)
(MBA)
Other
Masters
Doctorate
% of
Total
Citizenship
U.S. Citizen
International
87.5%
12.5%
95.6%
4.4%
99.1%
0.9%
63.0%
37.0%
100.0%
0.0%
88.1%
11.9%
96.4%
3.6%
75.8%
24.2%
89.7%
10.3%
Race/Ethnicity
American Indian or Alaskan Native
Asian
Black, African-American
Hispanic
White
Two or more races
0.0%
0.0%
0.0%
6.7%
93.3%
0.0%
0.0%
2.3%
0.0%
2.3%
94.3%
1.1%
0.0%
0.0%
0.0%
1.8%
98.2%
0.0%
0.0%
5.9%
0.0%
0.0%
94.1%
0.0%
0.0%
0.0%
14.3%
0.0%
85.7%
0.0%
0.0%
2.1%
1.0%
3.1%
92.3%
1.5%
1.9%
1.9%
0.0%
5.7%
90.6%
0.0%
0.0%
1.9%
0.0%
7.7%
90.4%
0.0%
0.2%
1.7%
0.6%
3.4%
93.4%
0.7%
Location Prior to Starting Grad Degree
Cache Valley
Elsewhere in Utah
Elsewhere in Idaho
Elsewhere in USA
Outside the USA
52.9%
41.2%
0.0%
0.0%
5.9%
23.6%
73.0%
1.1%
1.1%
1.1%
19.6%
73.8%
0.0%
4.7%
1.9%
50.0%
14.3%
0.0%
0.0%
35.7%
28.6%
57.1%
0.0%
14.3%
0.0%
49.8%
23.3%
2.3%
13.0%
11.6%
37.7%
32.1%
3.8%
22.6%
3.8%
19.4%
35.8%
3.0%
36.9%
14.9%
35.5%
42.9%
1.7%
11.1%
8.7%
Prior Degrees at USU
None
Bachelors
Masters
Doctorate
18.8%
81.3%
0.0%
0.0%
54.4%
44.4%
1.1%
0.0%
47.7%
51.4%
0.9%
0.0%
28.6%
71.4%
0.0%
0.0%
57.1%
28.6%
14.3%
0.0%
33.5%
66.1%
0.5%
0.0%
38.9%
57.4%
3.7%
0.0%
41.8%
22.4%
35.8%
0.0%
40.4%
54.5%
5.1%
0.0%
Years Enrolled as a Grad Student at USU
< One year
One year
Two years
Three years
Four years
Five years
Six years or more
35.3%
52.9%
5.9%
5.9%
0.0%
0.0%
0.0%
12.2%
20.0%
64.4%
2.2%
1.1%
0.0%
0.0%
1.8%
15.5%
55.5%
18.2%
7.3%
1.8%
0.0%
3.6%
32.1%
57.1%
7.1%
0.0%
0.0%
0.0%
0.0%
0.0%
85.7%
0.0%
14.3%
0.0%
0.0%
0.9%
6.9%
60.6%
23.9%
2.8%
2.8%
2.3%
1.8%
8.9%
46.4%
23.2%
10.7%
5.4%
3.6%
0.0%
0.0%
4.5%
15.2%
22.7%
34.8%
22.7%
3.9%
12.3%
51.2%
16.9%
6.3%
5.7%
3.7%
Masters Students Only: Plan A, B, or C
Plan A
Plan B
Plan C
0.0%
0.0%
100.0%
0.0%
1.1%
98.9%
0.9%
9.0%
90.1%
0.0%
7.1%
92.9%
0.0%
14.3%
85.7%
46.3%
17.4%
36.2%
26.4%
52.8%
20.8%
100.0%
0.0%
0.0%
22.7%
15.2%
62.1%
10
Masters of Masters of Masters of Masters of
Masters of
Masters of
Accounting Bus. Admin. Education Engineering Rehabilitation
Science
(MEd)
(ME)
(MRC)
(MS)
(Macc)
(MBA)
Other
Masters
Doctorate
% of
Total
During the period of your enrollment as a
graduate student at USU, have you changed
departments or programs?
Yes
No
6.3%
93.8%
0.0%
100.0%
1.8%
98.2%
3.6%
96.4%
0.0%
100.0%
7.8%
92.2%
7.1%
92.9%
3.0%
97.0%
4.6%
95.4%
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
64.7%
29.4%
5.9%
0.0%
0.0%
0.0%
13.3%
30.0%
36.7%
12.2%
7.8%
0.0%
88.2%
9.1%
2.7%
0.0%
0.0%
0.0%
46.2%
19.2%
11.5%
19.2%
3.8%
0.0%
57.1%
28.6%
14.3%
0.0%
0.0%
0.0%
58.2%
20.2%
11.1%
6.7%
3.8%
0.0%
66.7%
23.5%
7.8%
2.0%
0.0%
0.0%
70.1%
22.4%
6.0%
1.5%
0.0%
0.0%
58.7%
20.5%
12.5%
5.6%
2.8%
0.0%
Have you ever attended the Teaching
Assistant or International Teaching Assistant
workshop that is offered by the USU School
of Graduate Studies?
Yes
No
0.0%
100.0%
0.0%
100.0%
2.7%
97.3%
0.0%
100.0%
0.0%
100.0%
19.4%
80.6%
32.1%
67.9%
50.0%
50.0%
16.2%
83.8%
11
FINDINGS: OVERALL PERCEPTIONS OF USU (See Table 2)
A large majority of respondents (90.3%) were satisfied or very satisfied with the overall quality of their
graduate education at USU, with all degree types reporting satisfaction levels of 81.8% or higher.
Masters of Accounting and Masters of Rehabilitation respondents reported the highest levels of
satisfaction (100%).
Overall, a large majority of respondents (90.3%) were satisfied or very satisfied with the quality of courses
they took inside their department; satisfaction levels by degree type ranged from 82.6% (Master of
Business Administration) to 100% (Masters of Accounting and Masters of Rehabilitation). Only 2.4% of
all the respondents were dissatisfied or very dissatisfied with the quality of courses they took inside their
department. A majority of respondents (80%) were satisfied or very satisfied with the courses they took
outside their academic department. Satisfaction levels by degree type ranged from 55.6% (Master of
Engineering) to 100% (Masters of Rehabilitation). Neutral responses ranged from 0% (Masters of
Rehabilitation) to 44.4% (Masters of Engineering).
When students were asked what they expected to do after they completed their degree, 30.6% of the
respondents said they would continue in their current employment, another 26.1% said they would begin
a professional career in the private sector. A large majority of Master of Accounting respondents (82.4%)
would be working in the private sector. A majority of Master of Education respondents (65.4%) were
continuing with their current employment. A plurality of doctoral respondents (40.3%) was planning to
begin careers at an educational institution.
A large majority of respondents (89.4%) agreed or strongly agreed that their USU graduate studies were
relevant to their career goals. Master of Education and Doctoral respondents (95.4%) rated this item the
highest. A majority of the respondents (75.2%) agreed or strongly agreed that their career opportunities
had improved significantly as a result of completing their graduate degree at USU. Master of Accounting
respondents (87.6%) and Doctoral respondents (87.3%) reported the highest rating of agreement with
this statement. Neutral responses ranged from 7.9% (Doctoral) to 30.5% (Masters of Business
Administration).
A majority of respondents (83.3%) said that if they had to make the decision again, they would still come
to USU. Master of Rehabilitation respondents rated this item at 100%. Eighty-three percent of all
respondents said they would recommend USU to a friend who was a prospective student in their
program. Ratings ranged from 76.2% (Masters of Science) to 100% (Masters of Rehabilitation).
12
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)
Other
Masters
Doctorate
% of
Total
Overall quality of my graduate
education at USU.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
40.0%
60.0%
0.0%
0.0%
0.0%
22.7%
59.1%
13.6%
3.4%
1.1%
48.6%
45.9%
4.6%
0.9%
0.0%
29.6%
55.6%
14.8%
0.0%
0.0%
66.7%
33.3%
0.0%
0.0%
0.0%
32.7%
57.1%
8.3%
0.9%
0.9%
40.0%
47.3%
9.1%
3.6%
0.0%
41.5%
55.4%
3.1%
0.0%
0.0%
36.3%
54.0%
7.9%
1.4%
0.5%
Overall quality of courses I took
inside my department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
40.0%
60.0%
0.0%
0.0%
0.0%
18.6%
64.0%
10.5%
7.0%
0.0%
44.0%
50.5%
3.7%
1.8%
0.0%
25.9%
63.0%
11.1%
0.0%
0.0%
66.7%
33.3%
0.0%
0.0%
0.0%
40.1%
49.3%
8.3%
1.4%
0.9%
40.0%
56.4%
3.6%
0.0%
0.0%
37.3%
52.5%
9.0%
1.5%
0.0%
36.9%
53.4%
7.2%
2.1%
0.3%
Overall quality of courses I took
outside my department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
33.3%
33.3%
33.3%
0.0%
0.0%
16.0%
62.0%
16.0%
6.0%
0.0%
36.7%
40.5%
21.5%
1.3%
0.0%
16.7%
38.9%
44.4%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
30.7%
48.0%
16.7%
4.0%
0.7%
31.0%
57.1%
7.1%
4.8%
0.0%
28.8%
62.7%
6.8%
1.7%
0.0%
29.6%
50.4%
16.6%
3.2%
0.2%
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)
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%
7.5%
10.7%
0.0%
4.6%
7.3%
1.5%
4.6%
0.0%
3.3%
2.8%
3.6%
0.0%
9.2%
10.9%
1.5%
5.8%
5.9%
1.1%
19.6%
3.6%
0.0%
16.1%
18.2%
40.3%
16.3%
0.0%
5.6%
0.0%
17.9%
42.9%
11.5%
16.4%
7.5%
8.8%
82.4%
5.9%
5.9%
0.0%
33.3%
53.3%
1.1%
1.1%
0.9%
65.4%
2.8%
0.9%
57.1%
3.6%
3.6%
0.0%
0.0%
42.9%
14.3%
0.0%
33.5%
15.1%
4.1%
6.0%
14.5%
21.8%
1.8%
9.1%
17.9%
17.9%
7.5%
6.0%
26.1%
30.6%
3.7%
4.1%
Relevance of my USU graduate
studies to my career goals.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
53.3%
33.3%
13.3%
0.0%
0.0%
23.0%
59.8%
12.6%
4.6%
0.0%
58.7%
36.7%
2.8%
0.9%
0.9%
37.0%
48.1%
14.8%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
42.4%
46.5%
7.8%
1.4%
1.8%
47.3%
36.4%
12.7%
1.8%
1.8%
51.5%
43.9%
4.5%
0.0%
0.0%
44.7%
44.7%
8.1%
1.5%
1.0%
My career opportunities have
improved significantly as a result
of completing my graduate degree
at USU.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
43.8%
43.8%
6.3%
0.0%
6.3%
19.5%
46.3%
30.5%
3.7%
0.0%
30.1%
41.7%
22.3%
3.9%
1.9%
18.5%
51.9%
22.2%
3.7%
3.7%
66.7%
16.7%
16.7%
0.0%
0.0%
35.9%
40.7%
17.7%
4.3%
1.4%
22.2%
51.9%
14.8%
9.3%
1.9%
34.9%
52.4%
7.9%
4.8%
0.0%
30.7%
44.5%
18.9%
4.5%
1.4%
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
If I had to make the decision again,
I would still come to USU.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
50.0%
25.0%
25.0%
0.0%
0.0%
27.4%
54.8%
10.7%
6.0%
1.2%
65.4%
30.8%
1.9%
0.9%
0.9%
29.6%
40.7%
18.5%
7.4%
3.7%
66.7%
33.3%
0.0%
0.0%
0.0%
44.4%
36.4%
13.6%
3.3%
2.3%
35.7%
46.4%
14.3%
1.8%
1.8%
38.5%
40.0%
15.4%
4.6%
1.5%
44.0%
39.3%
11.7%
3.3%
1.7%
I would recommend USU to a friend
who is a prospective graduate
student in my program.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
50.0%
37.5%
12.5%
0.0%
0.0%
32.5%
53.0%
7.2%
6.0%
1.2%
64.5%
30.8%
2.8%
0.9%
0.9%
25.9%
51.9%
11.1%
7.4%
3.7%
66.7%
33.3%
0.0%
0.0%
0.0%
38.3%
37.9%
17.3%
4.2%
2.3%
40.0%
43.6%
12.7%
1.8%
1.8%
38.5%
44.6%
12.3%
4.6%
0.0%
42.6%
40.7%
11.5%
3.7%
1.6%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
15
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 (35.4%) said their Major Professor. However, 64.7% of the Master of
Accounting respondents said it was their Department Graduate Advisor. Master of Business
Administration respondents (29.9%) said it was their Graduate Advisor and then another 27.6% of the
respondents said it was the School of Graduate Studies Staff. It should be noted that a plurality of Master
of Rehabilitation respondents (33.3%) most important source of information was Other Faculty.
A clear majority of respondents (79.6%) were satisfied or very satisfied with the available information
provided by their departments about degree requirements. The Master of Rehabilitation respondents
were the most satisfied (100%), the Master of Engineering respondents were the least satisfied (59.2%).
Neutral responses ranged from 6.4% (Masters of Education) to 19.8% (Masters of Science). Twenty-two
percent of the Master of Engineering respondents were dissatisfied or very dissatisfied with the available
information provided by their department on degree requirements.
A large majority of respondents (89.4%) were satisfied or very satisfied with the helpfulness of staff
members in their department in responding to their questions and/or concerns. Masters of Rehabilitation
respondents rated this item the highest (100%), while Master of Engineering respondents rated it the
lowest (74%).
A majority of respondents (87.6%) 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 Master of
Rehabilitation respondents (100%), the lowest from Master of Engineer respondents (62.9%). Neutral
responses ranged from 0% (Masters of Rehabilitation) to 33.3% (Masters of Engineering).
When asked about the availability and amount of interaction students had with their major professor, a
majority of respondents (84.8%) were satisfied or very satisfied. Master of Rehabilitation respondents
were the most satisfied (100%). Engineering respondents were the least satisfied (59.2%).
Satisfaction with the overall quality of research facilities available in departments ranged from 58%
(Business Administration) to 100% (Rehabilitation). Many respondents marked this item neutral.
When responding to the questions “I would like to receive better feedback on my academic progress”,
33.6% of the respondents agreed or strongly agreed with this statement. Master of Accounting (50%),
Business Administration (46.4%), and Engineering (46.1%) respondents seemed to be in the most need
of more feedback.
Overall, a majority of respondents (81.2%) agreed or strongly agreed that their graduate program
adequately prepared them for their future career. Ratings ranged from 69% (Business Administration) to
93.4% (Education).
Eighty-seven percent of the respondents from the various degree types agreed or strongly agreed that
their department provided an intellectually stimulating environment. Master of Rehabilitation respondents
(100%) marked this item the highest.
A large majority of all respondents (87.8%) said students were respected and treated fairly by their
department. Rankings ranged from 70.3% (Engineering) to 100% (Rehabilitation).
When asked if the department had done a good job in providing opportunities for professional
development, overall 76.1% of all respondents were in agreement. Ratings ranged from 62.9%
(Engineering) to 88.3% (Other Masters).
A majority of respondents from all degree types (65.6%) agreed or strongly agreed that during the first
year of their graduate studies their department did a good job of helping them understand requirements,
16
expectations, and procedures. Master of Rehabilitation respondents (88.3%) marked this item the
highest. Disagreement ranged from 0% (Accounting) to 18.5% (Engineering).
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 (79.3%) agreed or strongly agreed.
Other Masters respondents (97.5%) marked this item the highest and Master of Business Administration
respondents (57.9%) marked it the lowest. Fifteen percent of the Master of Engineering respondents
disagreed that their advisor/major professor was an effective mentor.
A clear majority of all respondents (79.4%) agreed or strongly agreed that there was good communication
between faculty and graduate students in their department. Master of Accounting respondents (87.5%)
marked this item the highest, and Master of Engineering respondents (74%) marked it the lowest.
A substantial majority of all respondents (86.8%) agreed or strongly agreed that faculty members in their
department were interested in their welfare and success. Master of Rehabilitation respondents (100%)
marked this item the highest; Master of Business Administration respondents (76.2%) marked it the
lowest.
When asked if their department was helpful and supportive in the graduates’ search for professional
employment, ratings ranged from 32% (Engineering) to 100% (Rehabilitation). Disagreement ratings
ranged from 0% (Accounting, Rehabilitation) to 28% (Engineering). Neutral ratings ranged from 0%
(Rehabilitation) to 40% (Engineering).
17
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)
Other
Masters
Doctorate
% of
Total
In planning your graduate program,
what has been the single most
important source of information
for you?
Major Professor
Graduate Committee
Other Faculty
Other Students
Dept. Graduate Advisor
Dept. Requirement Sheets
Graduate Catalog
School of Grad Studies Staff
Other
11.8%
0.0%
0.0%
23.5%
64.7%
0.0%
0.0%
0.0%
0.0%
5.7%
2.3%
2.3%
16.1%
29.9%
6.9%
1.1%
27.6%
8.0%
25.0%
0.0%
6.5%
11.1%
22.2%
25.0%
0.9%
0.9%
8.3%
25.0%
3.6%
7.1%
17.9%
25.0%
21.4%
0.0%
0.0%
0.0%
0.0%
0.0%
33.3%
16.7%
16.7%
0.0%
16.7%
16.7%
0.0%
46.8%
3.2%
6.5%
13.9%
15.3%
4.2%
3.2%
1.4%
5.6%
42.9%
10.7%
7.1%
5.4%
14.3%
5.4%
0.0%
1.8%
12.5%
62.1%
4.5%
1.5%
4.5%
7.6%
12.1%
3.0%
0.0%
4.5%
35.4%
3.3%
5.5%
12.3%
19.7%
10.1%
2.1%
5.1%
6.5%
Available information provided by
my department about degree
requirements.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
80.0%
13.3%
6.7%
0.0%
0.0%
34.1%
52.3%
10.2%
2.3%
1.1%
45.9%
45.9%
6.4%
0.0%
1.8%
22.2%
37.0%
18.5%
18.5%
3.7%
83.3%
16.7%
0.0%
0.0%
0.0%
25.3%
47.9%
19.8%
5.1%
1.8%
29.1%
49.1%
18.2%
1.8%
1.8%
29.9%
46.3%
17.9%
3.0%
3.0%
33.2%
46.4%
14.9%
3.6%
1.9%
Helpfulness of staff members in my
department in responding to my
questions and/or concerns.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
66.7%
26.7%
6.7%
0.0%
0.0%
48.3%
43.7%
4.6%
1.1%
2.3%
48.6%
43.1%
6.4%
1.8%
0.0%
33.3%
40.7%
18.5%
7.4%
0.0%
83.3%
16.7%
0.0%
0.0%
0.0%
47.0%
38.6%
9.8%
3.7%
0.9%
56.6%
39.6%
1.9%
1.9%
0.0%
56.7%
37.3%
4.5%
1.5%
0.0%
49.7%
39.7%
7.3%
2.6%
0.7%
18
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
Helpfulness of my major professor
in responding to my questions
and/or concerns.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
61.5%
23.1%
15.4%
0.0%
0.0%
30.2%
50.8%
17.5%
1.6%
0.0%
61.1%
28.7%
9.3%
0.0%
0.9%
37.0%
25.9%
33.3%
3.7%
0.0%
60.0%
40.0%
0.0%
0.0%
0.0%
57.8%
31.3%
6.2%
2.8%
1.9%
57.4%
33.3%
7.4%
1.9%
0.0%
65.7%
26.9%
6.0%
1.5%
0.0%
55.3%
32.3%
9.7%
1.8%
0.9%
Availability and amount of
interaction with my major
professor.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
61.5%
23.1%
15.4%
0.0%
0.0%
23.0%
62.3%
13.1%
1.6%
0.0%
44.9%
35.5%
15.0%
4.7%
0.0%
33.3%
25.9%
37.0%
0.0%
3.7%
66.7%
33.3%
0.0%
0.0%
0.0%
58.3%
29.4%
8.5%
3.3%
0.5%
55.6%
27.8%
9.3%
7.4%
0.0%
67.7%
24.6%
6.2%
1.5%
0.0%
51.5%
33.3%
11.6%
3.3%
0.4%
Overall quality of research
facilities available in my department.
Very Satisfied
36.4%
Satisfied
27.3%
Neutral
36.4%
Dissatisfied
0.0%
Very Dissatisfied
0.0%
14.0%
44.0%
36.0%
6.0%
0.0%
27.4%
41.1%
30.1%
0.0%
1.4%
30.8%
34.6%
26.9%
7.7%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
26.1%
43.3%
22.8%
5.6%
2.2%
29.8%
46.8%
17.0%
6.4%
0.0%
40.3%
35.5%
21.0%
1.6%
1.6%
28.3%
41.2%
25.0%
4.2%
1.3%
19
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 like to receive better
feedback on my academic progress.
0.0%
Strongly Agree
Agree
50.0%
Neutral
14.3%
Disagree
28.6%
Strongly Disagree
7.1%
1.2%
45.2%
34.5%
14.3%
4.8%
8.7%
15.5%
29.1%
31.1%
15.5%
19.2%
26.9%
34.6%
15.4%
3.8%
0.0%
33.3%
33.3%
0.0%
33.3%
9.6%
22.6%
34.6%
24.0%
9.1%
8.0%
18.0%
30.0%
24.0%
20.0%
7.8%
23.4%
37.5%
23.4%
7.8%
7.9%
25.4%
33.0%
23.2%
10.5%
My graduate program adequately
prepared me for my furture career.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
35.7%
50.0%
14.3%
0.0%
0.0%
10.7%
58.3%
26.2%
3.6%
1.2%
39.6%
53.8%
5.7%
0.9%
0.0%
14.8%
59.3%
18.5%
7.4%
0.0%
66.7%
16.7%
16.7%
0.0%
0.0%
25.1%
54.5%
16.6%
2.4%
1.4%
24.5%
52.8%
11.3%
9.4%
1.9%
29.2%
58.5%
9.2%
3.1%
0.0%
26.3%
54.9%
14.7%
3.2%
0.9%
My department provided an
intellectually stimulating
enviornment.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
31.3%
43.8%
25.0%
0.0%
0.0%
17.9%
59.5%
19.0%
3.6%
0.0%
41.1%
52.3%
4.7%
1.9%
0.0%
18.5%
66.7%
7.4%
7.4%
0.0%
66.7%
33.3%
0.0%
0.0%
0.0%
33.2%
53.3%
11.2%
1.4%
0.9%
34.5%
54.5%
9.1%
0.0%
1.8%
43.1%
46.2%
9.2%
1.5%
0.0%
33.3%
53.5%
10.8%
1.9%
0.5%
Students were respected and
treated fairly in my department.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
56.3%
37.5%
6.3%
0.0%
0.0%
28.6%
57.1%
9.5%
4.8%
0.0%
51.4%
43.0%
3.7%
1.9%
0.0%
25.9%
44.4%
18.5%
7.4%
3.7%
66.7%
33.3%
0.0%
0.0%
0.0%
42.8%
41.9%
8.8%
4.7%
1.9%
48.2%
44.6%
7.1%
0.0%
0.0%
43.8%
46.9%
6.3%
3.1%
0.0%
42.8%
45.0%
7.8%
3.5%
0.9%
20
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
My department has done a good
job of providing me opportunities
for professional development.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
50.0%
37.5%
12.5%
0.0%
0.0%
16.3%
48.8%
25.0%
8.8%
1.3%
33.0%
44.0%
20.0%
2.0%
1.0%
14.8%
48.1%
22.2%
3.7%
11.1%
25.0%
50.0%
25.0%
0.0%
0.0%
35.7%
39.4%
16.4%
7.0%
1.4%
31.4%
56.9%
9.8%
2.0%
0.0%
43.1%
41.5%
13.8%
1.5%
0.0%
32.2%
43.9%
17.6%
4.9%
1.4%
During my first year of graduate
studies, my department did a good
job of helping me understand
requirements, expectations, and
procedures.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
56.3%
25.0%
18.8%
0.0%
0.0%
20.2%
54.8%
17.9%
6.0%
1.2%
28.0%
42.1%
17.8%
7.5%
4.7%
22.2%
33.3%
25.9%
11.1%
7.4%
33.3%
50.0%
0.0%
16.7%
0.0%
21.6%
38.0%
22.5%
13.1%
4.7%
29.1%
34.5%
21.8%
12.7%
1.8%
29.2%
36.9%
20.0%
12.3%
1.5%
25.3%
40.3%
20.4%
10.5%
3.5%
My advisor/major professor was
an effective mentor who provided
useful and supportive guidance.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
66.7%
13.3%
20.0%
0.0%
0.0%
26.3%
31.6%
31.6%
10.5%
0.0%
45.8%
34.6%
15.9%
1.9%
1.9%
29.6%
29.6%
25.9%
14.8%
0.0%
50.0%
16.7%
33.3%
0.0%
0.0%
45.1%
36.2%
13.1%
3.8%
1.9%
44.6%
42.9%
8.9%
1.8%
1.8%
66.2%
26.2%
4.6%
1.5%
1.5%
45.6%
33.7%
15.2%
4.0%
1.5%
There was good communication
between faculty and graduate
students in my department.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
50.0%
37.5%
12.5%
0.0%
0.0%
15.5%
59.5%
17.9%
6.0%
1.2%
44.2%
38.5%
14.4%
2.9%
0.0%
29.6%
44.4%
25.9%
0.0%
0.0%
66.7%
16.7%
16.7%
0.0%
0.0%
29.4%
46.7%
16.4%
6.1%
1.4%
28.6%
55.4%
8.9%
7.1%
0.0%
44.6%
41.5%
12.3%
1.5%
0.0%
32.7%
46.7%
15.4%
4.5%
0.7%
21
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
Faculty members in my department
were interested in the welfare and
success of graduate students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
56.3%
37.5%
6.3%
0.0%
0.0%
28.6%
47.6%
19.0%
3.6%
1.2%
50.0%
41.3%
8.7%
0.0%
0.0%
40.7%
37.0%
18.5%
0.0%
3.7%
66.7%
33.3%
0.0%
0.0%
0.0%
42.3%
44.1%
11.3%
1.9%
0.5%
45.5%
45.5%
9.1%
0.0%
0.0%
52.4%
39.7%
7.9%
0.0%
0.0%
43.7%
43.1%
11.4%
1.2%
0.5%
My department was helpful and
suportive in graduates' search for
professional employment.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
43.8%
50.0%
6.3%
0.0%
0.0%
11.9%
31.3%
34.3%
14.9%
7.5%
28.8%
26.9%
32.7%
7.7%
3.8%
12.0%
20.0%
40.0%
12.0%
16.0%
75.0%
25.0%
0.0%
0.0%
0.0%
16.0%
33.5%
31.9%
12.8%
5.9%
20.5%
30.8%
35.9%
10.3%
2.6%
33.0%
34.0%
32.0%
10.0%
2.0%
19.3%
32.0%
32.0%
11.3%
5.4%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
22
FINDINGS: FINANCIAL AID (See Table 4)
When respondents were asked about the type of financial assistance they received while pursuing their
graduate degree, 22% of all respondents did not receive any financial assistance. Ranges by degree
type varied greatly. A plurality of all respondents (33.4%) had student loans, while 24.5% of all
respondents had research assistantships. When students were asked to indicate the percentage of the
sources of their financial support for school (tuition, books, housing, etc.) most of their support came from
employment, followed by loans, then personal savings and assistantships.
Overall, a slight majority of all respondents (59.9%) were satisfied or very satisfied with the availability of
financial assistance to help cover the costs of their graduate program. Satisfaction levels ranged from
52.2% (Business Administration) to 100% (Rehabilitation). Dissatisfaction ranged from 0% (Accounting,
Rehabilitation) to 25.3% (Business Administration).
A majority of all respondents (62.1%) agreed or strongly agreed that the procedures used by their
department for allocating financial aid were fair and equitable. Master of Engineering respondents (20%)
rated this item the lowest, and Master of Rehabilitation respondents (83.4%) rated it the highest.
Dissatisfaction ranged from 0% (Rehabilitation) to 15% (Engineering).
When asked if the level of assistantship funding provided by their department was adequate to meet the
needs of students being supported, a slight majority of all respondents (55.2%) agreed or strongly
agreed. Agreement ranged from 34.7% (Business Administration) to 100% (Rehabilitation).
Disagreement ranged from 0% (Rehabilitation) to 28.3% (Business Administration).
23
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
5.9%
0.0%
17.6%
0.0%
0.0%
0.0%
1.1%
2.2%
0.0%
5.6%
0.0%
2.7%
0.9%
0.0%
0.0%
17.9%
7.1%
10.7%
3.6%
10.7%
0.0%
0.0%
0.0%
0.0%
0.0%
38.8%
24.2%
9.1%
8.7%
4.6%
19.6%
30.4%
10.7%
19.6%
1.8%
65.7%
52.2%
6.0%
25.4%
10.4%
24.5%
18.7%
6.6%
8.1%
4.4%
70.6%
58.8%
11.8%
5.9%
6.7%
44.4%
20.0%
41.1%
10.8%
26.1%
34.2%
36.0%
3.6%
28.6%
14.3%
25.0%
42.9%
14.3%
57.1%
0.0%
18.7%
30.6%
15.1%
13.2%
26.8%
55.4%
8.9%
17.9%
16.4%
19.4%
16.4%
10.4%
17.0%
33.4%
19.3%
22.0%
6.5%
7.1%
14.4%
22.9%
20.0%
1.8%
26.8%
0.0%
2.7%
2.3%
28.3%
32.7%
6.2%
0.1%
25.1%
0.4%
7.6%
5.3%
20.2%
25.1%
13.0%
2.0%
18.4%
7.4%
6.6%
7.7%
10.3%
21.4%
23.6%
12.5%
17.8%
0.9%
0.0%
0.0%
7.1%
7.1%
57.1%
0.0%
0.0%
14.3%
9.4%
5.5%
10.8%
19.3%
14.2%
20.6%
14.8%
1.9%
9.1%
6.5%
12.7%
14.0%
5.3%
15.9%
28.3%
8.7%
5.0%
3.9%
11.9%
15.9%
13.5%
36.0%
7.2%
2.3%
7.2%
5.0%
15.5%
21.6%
13.0%
14.2%
17.8%
3.4%
(Figures reported as means.)
24
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
Avaliability of financial assistance
to help cover the costs of my
graduate program.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
40.0%
26.7%
33.3%
0.0%
0.0%
17.9%
34.3%
22.4%
14.9%
10.4%
33.8%
23.4%
22.1%
15.6%
5.2%
23.8%
42.9%
14.3%
9.5%
9.5%
83.3%
16.7%
0.0%
0.0%
0.0%
24.9%
33.3%
20.9%
14.9%
6.0%
28.3%
32.6%
15.2%
13.0%
10.9%
28.8%
40.7%
15.3%
10.2%
5.1%
27.2%
32.7%
19.9%
13.4%
6.7%
The procedures and criteria used by
my department for allocating
financial aid were fair and equitable.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
33.3%
40.0%
20.0%
0.0%
6.7%
12.5%
35.7%
39.3%
5.4%
7.1%
28.0%
28.0%
34.0%
10.0%
0.0%
10.0%
10.0%
65.0%
10.0%
5.0%
66.7%
16.7%
16.7%
0.0%
0.0%
24.2%
39.9%
28.1%
5.6%
2.2%
26.8%
39.0%
29.3%
2.4%
2.4%
35.8%
47.2%
13.2%
1.9%
1.9%
25.1%
37.0%
29.8%
5.3%
2.9%
The level of assistantship funding
provided in my department was
adequate to meet the needs of those
students being supported.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
33.3%
20.0%
33.3%
0.0%
13.3%
13.0%
21.7%
37.0%
17.4%
10.9%
13.3%
44.4%
35.6%
6.7%
0.0%
11.8%
29.4%
35.3%
23.5%
0.0%
33.3%
66.7%
0.0%
0.0%
0.0%
22.4%
37.4%
19.0%
13.8%
7.5%
10.0%
45.0%
27.5%
5.0%
12.5%
25.5%
32.7%
27.3%
9.1%
5.5%
19.5%
35.7%
26.1%
11.6%
7.1%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
25
FINDINGS: TECHNOLOGY AND LIBRARY (See Table 5)
Respondents were asked to indicate the percentage of course work they took that involved various
modalities of delivery (e.g. “face-to-face” on Logan campus, televised courses, online courses, etc). A
majority of the Masters of Accounting, Engineering, Science, Other Masters, and Doctoral respondents,
on average, took their courses “face-to-face” on the Logan campus. Master of Education respondents
were almost equally divided among on campus courses, courses at other USU locations, and online
courses. A majority of Business Administration respondents took their courses “face-to-face” at other
locations. A plurality of Master of Rehabilitation respondents took their courses online.
A majority of all respondents (72.6%) were satisfied or very satisfied with the overall quality of library
collections of books and journals in their field of study. Other Masters respondents (82.4%) marked this
item the highest, and Business Administration respondents (63.3%) marked it the lowest. Neutral
responses on this item ranged from 11.8% (Other Masters) to 33.3% (Business Administration). It should
be noted that 20% of the Master of Rehabilitation respondents were dissatisfied with the quality of library
collections of books and journals.
Satisfaction with the overall quality of library collections of electronic journals in students’ fields of study
was ranked from 65.2% (Engineering) to 86.6% (Accounting). Notice that 16.7% of the Master of
Rehabilitation respondents were dissatisfied with the electronic journals collection.
Satisfaction with the overall quality of obtaining library resource materials through interlibrary loan was
rated from 44.4% (Engineering) to 88.1% (Doctoral). Twenty-five percent of the Master of Rehabilitation
respondents were dissatisfied with this service.
A majority of all respondents (74.7%) were satisfied or very satisfied with the overall quality of computer
access available in their department. Master of Accounting respondents (93.3%) rated this item the
highest and Master of Business Administration respondents (68.4%) rated it the lowest. Dissatisfaction
ratings ranged from 0% (Accounting, Rehabilitation) to 12.1% (Science).
26
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)
Other
Masters
Doctorate
% of
Total
83.5%
6.7%
2.8%
2.6%
1.9%
1.6%
74.4%
1.5%
6.7%
5.3%
5.9%
6.2%
83.6%
6.2%
5.6%
2.6%
4.0%
2.2%
63.5%
18.2%
5.5%
6.6%
2.1%
3.1%
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
96.3%
0.0%
2.2%
1.0%
0.5%
0.0%
29.6%
65.8%
0.0%
0.0%
0.1%
1.1%
21.7%
26.7%
17.0%
23.7%
2.1%
8.4%
Overall quality of library collections of
books and journals in my field of study.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
26.7%
46.7%
26.7%
0.0%
0.0%
15.0%
48.3%
33.3%
3.3%
0.0%
34.8%
37.1%
24.7%
3.4%
0.0%
20.0%
48.0%
28.0%
0.0%
4.0%
60.0%
20.0%
0.0%
20.0%
0.0%
24.3%
49.0%
19.8%
5.9%
1.0%
35.3%
47.1%
11.8%
2.0%
3.9%
28.1%
45.3%
18.8%
6.3%
1.6%
26.8%
45.8%
21.7%
4.5%
1.2%
Overall quality of library collections of
electronic journals in my field of study.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
33.3%
53.3%
13.3%
0.0%
0.0%
19.4%
49.3%
36.9%
4.5%
0.0%
34.7%
41.8%
19.4%
4.1%
0.0%
26.1%
39.1%
30.4%
4.3%
0.0%
66.7%
16.7%
0.0%
16.7%
0.0%
25.9%
44.9%
22.9%
4.9%
1.5%
36.0%
46.0%
8.0%
4.0%
6.0%
24.2%
54.5%
13.6%
6.1%
1.5%
28.1%
45.8%
20.0%
4.7%
1.3%
97.3%
34.3%
0.0%
0.0%
0.9%
0.0%
1.5%
36.4%
0.4%
2.1%
0.0%
0.0%
(This is a means report.)
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)
Other
Masters
Doctorate
% of
Total
Overall quality of ability of obtaining
library resource materials through
interlibrary loan.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
27.3%
18.2%
54.5%
0.0%
0.0%
19.4%
33.3%
44.4%
0.0%
2.8%
27.1%
39.0%
27.1%
6.8%
0.0%
11.1%
33.3%
55.6%
0.0%
0.0%
50.0%
25.0%
0.0%
25.0%
0.0%
35.3%
40.4%
22.4%
0.6%
1.3%
37.8%
48.9%
8.9%
4.4%
0.0%
55.9%
32.2%
6.8%
5.1%
0.0%
34.8%
38.1%
23.5%
2.8%
0.8%
Overall quality of computer
access available in my department.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
60.0%
33.3%
6.7%
0.0%
0.0%
26.3%
42.1%
29.8%
1.8%
0.0%
36.1%
37.3%
24.1%
2.4%
0.0%
48.1%
37.0%
11.1%
3.7%
0.0%
75.0%
0.0%
25.0%
0.0%
0.0%
39.9%
31.3%
16.7%
8.1%
4.0%
46.8%
29.8%
14.9%
8.5%
0.0%
44.1%
39.0%
11.9%
3.4%
1.7%
40.2%
34.5%
18.2%
5.3%
1.8%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
28
FINDINGS: SCHOOL OF GRADUATE STUDIES (See Table 6)
A majority of all respondents (71.3%) 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 61.1% (Other Masters) to 85.2% (Master of Education). Dissatisfaction ranged from
0% (Accounting, Rehabilitation) to 23% (Engineering).
When rating the helpfulness of the School of Graduate Studies in responding to students’ questions
and/or concerns, respondents rated them from 58.3% (Accounting) to 84.4% (Business Administration).
Dissatisfaction ranged from 0% (Accounting, Rehabilitation) to 11.4% (Other Masters).
When students were asked if the thesis/dissertation guidelines and procedures were clear and
reasonable, agreement ranged from 33.3% (Engineering) to 79.2% (Other Masters). Disagreement
ranged from 0% (Accounting, Business Administration, Education, and Rehabilitation) to 14.2%
(Science).
In reporting satisfaction with the process of applying for graduate school at USU, satisfaction ranged from
75% percent of the Master of Science respondents to 100% of the Master of Rehabilitation respondents.
Dissatisfaction ranged from 0% (Accounting, Rehabilitation, and Doctoral) to 11.1% (Engineering).
When asked about their satisfaction with the information and services provided by the Graduate Student
Senate (GSS), respondents reported satisfaction levels ranging from 25% (Accounting) to 100%
(Rehabilitation). Dissatisfaction ranged from 0% (Rehabilitation) to 17.2% (Business Administration).
Overall, neutral ratings were high, 49.5 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 (54.9%) 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 46.2% (Accounting) to 66.7% (Rehabilitation). Disagreement ranged from
0% (Rehabilitation) to 22.7% (Other Masters).
When looking at satisfaction levels for the Teaching Assistant Workshop, it should be noted that only 94
respondents reported attending the workshop. Of those who attended the workshop, a plurality of all
respondents (39.6%) agreed or strongly agreed that the workshop provided the content needed to help
graduate students be effective teaching assistants or course instructors. Twenty-one percent of these
respondents disagreed or strongly disagreed that the workshop provided the needed content.
29
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)
Other
Masters
Doctorate
% of
Total
Available information provided by the
School of Graduate Studies
about degree requirements.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
46.2%
23.1%
30.8%
0.0%
0.0%
32.2%
47.1%
18.4%
2.3%
0.0%
28.7%
56.5%
13.0%
0.9%
0.9%
7.7%
61.5%
7.7%
19.2%
3.8%
66.7%
33.3%
0.0%
0.0%
0.0%
14.7%
49.3%
24.9%
8.3%
2.8%
22.2%
38.9%
27.8%
9.3%
1.9%
20.9%
47.8%
25.4%
6.0%
0.0%
22.3%
49.0%
21.1%
6.1%
1.6%
Helpfulness of the School of Graduate
Studies in responding to my
questions and/or concerns.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
33.3%
25.0%
41.7%
0.0%
0.0%
43.4%
41.0%
9.6%
4.8%
1.2%
36.5%
40.4%
18.3%
1.9%
2.9%
34.6%
26.9%
34.6%
3.8%
0.0%
83.3%
0.0%
16.7%
0.0%
0.0%
23.9%
41.3%
29.4%
4.0%
1.5%
34.0%
30.2%
24.5%
5.7%
5.7%
28.6%
50.8%
15.9%
4.8%
0.0%
32.1%
39.6%
22.6%
3.8%
1.8%
School of Graduate Studies
thesis/dissertation guidelines and
procedures were clear and
reasonable. (for PhD & Plan A only)
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
50.0%
25.0%
25.0%
0.0%
0.0%
6.7%
46.7%
46.7%
0.0%
0.0%
31.3%
18.8%
43.8%
6.3%
0.0%
0.0%
33.3%
66.7%
0.0%
0.0%
0.0%
50.0%
50.0%
0.0%
0.0%
19.2%
39.2%
27.5%
11.7%
2.5%
41.7%
37.5%
12.5%
8.3%
0.0%
16.4%
42.6%
27.9%
8.2%
4.9%
20.6%
38.7%
29.4%
8.9%
2.4%
30
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
The process of applying for
graduate school at USU.
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
46.7%
33.3%
20.0%
0.0%
0.0%
21.6%
55.7%
15.9%
3.4%
3.4%
36.7%
45.9%
12.8%
2.8%
1.8%
18.5%
59.3%
11.1%
11.1%
0.0%
66.7%
33.3%
0.0%
0.0%
0.0%
21.9%
53.5%
18.1%
4.2%
2.3%
27.8%
53.7%
11.1%
5.6%
1.9%
30.3%
56.1%
13.6%
0.0%
0.0%
27.1%
52.2%
15.2%
3.6%
1.9%
Information and services provided
by the Graduate Student Senate
(GSS).
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
0.0%
25.0%
66.7%
8.3%
0.0%
12.1%
19.0%
51.7%
10.3%
6.9%
13.8%
30.8%
52.3%
3.1%
0.0%
14.3%
28.6%
42.9%
0.0%
14.3%
100.0%
0.0%
0.0%
0.0%
0.0%
13.9%
27.7%
47.4%
6.9%
4.0%
20.5%
15.4%
51.3%
7.7%
5.1%
14.5%
27.3%
50.9%
5.5%
1.8%
14.6%
25.6%
49.5%
6.3%
4.0%
The School of Graduate Studies
provided good information about
filing for candidacy, program of study
forms, meeting deadlines, etc.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
15.4%
30.8%
46.2%
7.7%
0.0%
11.8%
47.1%
33.8%
7.4%
0.0%
20.8%
42.7%
22.9%
9.4%
4.2%
16.7%
41.7%
20.8%
8.3%
12.5%
50.0%
16.7%
33.3%
0.0%
0.0%
14.4%
34.6%
30.3%
13.9%
6.7%
15.1%
41.5%
20.8%
18.9%
3.8%
11.1%
44.4%
31.7%
11.1%
1.6%
15.4%
39.5%
28.6%
11.9%
4.5%
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
Neutral
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%
66.7%
33.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
7.7%
25.6%
46.2%
15.4%
5.1%
5.9%
23.5%
58.8%
11.8%
0.0%
25.0%
25.0%
21.9%
18.8%
9.4%
13.2%
26.4%
39.6%
15.4%
5.5%
(Note: Not applicable has been removed and figures recalculated for more accurate proportions of satisfaction/dissatisfaction.)
31
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 “Utah State University” 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?”
Comments are arranged by the following topics:
Advising
Communication
Courses
Department/Program
Distance Education
Facilities/Technology
Financial Aid
Professional Development
Professors
Research
School of Graduate Studies
Staff
Students
USU Experiences in General
The majority of comments centered on the topics: Department/Program, Professors, Advising, and USU
in General. 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. Several respondents indicated that when they had
family emergencies their departments were supportive and accommodating of their needs. Numerous
respondents indicated that their departments were very supportive and provided a friendly congenial
atmosphere. Many expressed how helpful their departments were in helping them prepare their paper
work and meet deadlines. Respondents were pleased with the variety of academic experiences their
departments provided for them. Many respondents reported that their departments were effective in
communication through email, and had continuous follow up on an individual bases. Many said
departments offered courses that were relevant to their “industry”. Many respondents were also pleased
with the timely manner in which their concerns were addressed.
Numerous respondents indicated that professors were very accessible, knowledgeable, respectful, and
supportive, etc. Many thought professors were exceptional teachers and mentors. They said professors
were easy to contact and responsive to their questions. Several respondents said their professors kept
them up to date on requirements, events, and regulations via email. Some professors were very helpful
in providing encouragement and help with respondents’ research. Many professors were willing to go the
“extra mile” for students. Numerous times respondents commented on how willing professors were to
help them.
When talking about advising, respondents said advisors kept them informed and guided them through the
maze of “red tape” that needed to be dealt with. Respondents reported that advisors “made every effort
to help them succeed”. Respondents indicated that many advisors were quick to reply to emails and
answer student’s questions and help them with scheduling their classes.
32
When talking about USU experiences in general, respondents felt that the university provided a “superb
learning environment”. They said they had opportunities to be involved with research and were able to
present or attend national conferences. Many said that people at all levels were helpful and
accommodated their requests and concerns. Many respondents felt supported and appreciated.
Respondents said that many people cared about their success as 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?” Comments are arranged by the following
categories:
Advising
Communication
Courses/Classes
Department/Program
Distance Education
Facilities
Financial Aid
Job Placement
Library/Technology
No Suggestions/Positive Comments
Paper Work
Professors
Requirements
Research
School of Graduate Studies
Services
Students
USU in General
The topics with the most number of comments were: Department/Program, Courses/Classes, and School
of Graduate Studies.
A number of respondents reported that communication between their department and the graduate
school really needed to be improved. 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. Many wanted greater emphasis put on starting their theses and
dissertations earlier. Some felt that the information given by departments and the School of Graduate
Studies were not congruent and needed to be aligned more closely.
When commenting on the School of Graduate Studies, many respondents indicated that the School of
Graduate Studies should send out emails to let students know of deadlines in a timelier manner. Some
students wanted an orientation packet or seminar explaining all the requirements and deadlines that
needed to be met. Many pointed out the discrepancies in the information given out by the School of
Graduate Studies and their departments. Some felt like the processes for graduation were confusing.
Some students experienced delays in their programs or internships because procedures that had been
approved by their departments were not approved by the Graduate School. Many respondents had
trouble communicating with the staff in the School of Graduate Studies, saying staff members were rude
or non-responsive.
33
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
34
APPENDIX A
UTAH STATE UNIVERSITY
SCHOOL OF GRADUATE STUDIES STUDENT SURVEY
A-1
56538
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 Natural Resources (MNR)
Master of Arts (MA)
Master of Business Administration (MBA)
Master of Professional Studies in Horticulture (MPSH)
Master of Computer Science (MCS)
Master of Dietetics Administration (MDA)
Master of Education (MEd)
Master of Engineering (ME)
Master of Family and Human Development (MFHD)
Master of Fine Arts (MFA)
Master of Food Microbiology and Safety (MFMS)
Master of Landscape Architecture (MLA)
Master of Rehabilitation Counseling (MRC)
Master of Science (MS)
Master of Second Language Teaching (MSLT)
Master of Social Sciences (MSS)
Civil Engineer (CE)
Educational Specialist (EdS)
Doctor of Education (EdD)
Doctor of Philosophy (PhD)
Doctor of Audiology (AuD)
Master of Mathematics (MMath)
2. From what program will you receive your graduate degree?
Elementary Education
Sociology
Agricultural Systems Technology
Family, Consumer, and Human Dev
Theatre Arts
Animal Science
Family and Human Development
Theory and Practice of Professional Communication
Applied Economics (AG)
Health, Physical Education and Rec
Biometeorology
Instructional Technology
Bioveterinary Science
Psychology
Bioregional Planning (NR)
Dairy Science
Rehabilitation Counseling
Ecology (NR)
Dietetics Administration
Secondary Education
Fisheries Biology
Ecology (AG)
Special Education
Forestry
Agriculture
Economics (PhD)
Natural Resources
Geography
Engineering
Food Microbiology and Safety
Biological Engineering
Human Dimensions of Ecosystem Science and Mgt
Nutrition and Food Sciences
Civil and Environmental Engineering
Natural Resources
Plant Science
Electrical Engineering
Range Science
Professional Studies in Horticulture
Computer Engineering
Recreation Resource Management
Soil Science
Engineering and Technology Education
Watershed Science
Toxicology (AG)
Irrigation Engineering
Mechanical Engineering
Wildlife Biology
Business
Accounting
Business Administration
Human Resources
Toxicology (ENGR)
Humanities, Arts & Social Sciences
American Studies
Science
Applied Environmental Geoscience
Biochemistry
Art
Biology
Bioregional Planning (HASS)
Chemistry
Communication
Computer Science
English
Ecology (SCI)
Audiology
History
Geology
Communicative Disorders and Deaf Ed
Landscape Architecture
Industrial Mathematics
Disability Disciplines
Political Science
Mathematical Sciences
Education
Second Language Teaching
Mathematics
Social Sciences
Physics
Management Information Systems
Economics (MS)
Education & Human Services
A-3
Statistics
Toxicology (SCI)
56538
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
None
Four
One
Five
Yes
Two
Six or more
No
Three
6. Are you a U.S. Citizen?
Outside the USA
Section II: About Your USU Graduate Program
12. How many years have you been enrolled
as a graduate student while pursuing this
degree at USU?
<1 year
4 years
1 year
5 years
2 years
6 years or more
3 years
16. While pursuing this graduate degree at USU, which of the following
types of financial assistance did you receive? (Check all that apply)
Research Assistantship
Teaching Assistantship
General Assistantship
Graduate Instructor
Graduate fellowship through School of Graduate Studies
13. During the period of your enrollment as a
graduate student at USU, have you changed
departments or programs?
Department or college fellowship or scholarship
Student Loan
Yes
Other (Please specify):
No
No graduate financial assistance was received
If yes, why did you change?
17. While pursuing this graduate degree at USU, about what percent of your
financial support for school (tuition, books, housing, food, etc.) came from
each of the following sources? (Write in the percent for each source. The
total should add to 100%).
Parents or other relative
14. What is your cumulative GPA for
your graduate studies at USU?
4.0-3.80
3.39-3.20
3.79-3.60
3.19-3.00
3.59-3.40
<3.00
Spouse
Personal savings
Employment
15. Have you ever attended the Teaching Assistant
or International Teaching Assistant workshop
that is offered by the USU School of Graduate
Studies?
Scholarships or fellowships
Research or teaching assistantships
Yes
Loans
No
Other
A-4
1
0
0 %
56538
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
56538
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. 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.
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?
ADVISING
HAVING ADVISORS WHO UNDERSTAND THE PROGRAM MAKE EVERY EFFORT TO HELP ME SUCCEED.
MATH OFFICE & ADVISING STAFF ARE AMAZING!
MY GRADUATE ADVISOR HELPED IN CUTTING ALL THE RED TAPE FOR ME SO I DIDN'T HAVE TO DEAL WITH IT.
OUR PROGRAM ADVISOR (KATHY MCKONKIE) WAS EXCELLENT. SHE WAS EXTREMELY VALUABLE, HELPFUL AND VITAL TO MY ATTENDING
AND GRADUATING FROM USU
THE MBA ADVISING OFFICE DID A TERRIFIC JOB PROVIDING INFORMATION REGARDING THE VARIOUS OPPORTUNITIES AVAILABLE TO US
AS GRADUATE STUDENTS.
ADVISING (RYAN LARKIN)
I ALWAYS KNEW WHAT CLASSES I NEEDED TO TAKE EACH SEMESTER TO GRADUATE
KATHY MCCONKIE IS EXTREMELY HELPFUL IN PLANNING EVENTS, SEMINARS, AND ANSWERING ANY QUESTIONS
MY ADVISOR, SYLVIA READ, WAS OUTSTANDING!
GEOLOGY. OUR DEPARTMENT GRADUATE ADVISOR WAS ALWAYS THERE TO LISTEN AND RESOLVE PROBLEMS. THE ENTIRE
DEPARTMENT WAS VERY SUPPORTIVE AND ONLY WANTED ME TO SUCCEED
MY ADVISOR, SYLVIA READ, WAS EXCELLENT TO WORK WITH AND SO HELPFUL
PLANNING STUDENT COURSES FOR GRADUATE STUDENTS
THE DEPARTMENT ADVISORS ARE GOOD TO WORK WITH FOR THE MOST PART.
ADVISING WITH KATHY MCCONKIE WAS GREAT. THE PROGRAM WAS FAST. SCHEDULING OF CLASSES WAS GREAT TO ALLOW FOR WORK.
PROVIDED INFORMATION ABOUT WHAT WAS NEEDED BY WHICH DATE!
ADVISOR VERY HELPFUL AND AVAILABLE FOR QUESTIONS AND CONCERNS
THE ADVISOR WAS GREAT!
MY ADVISOR IN THE ELEMENTARY EDUCATION WAS GREAT AT ANSWERING ALL OF MY QUESTIONS AND ENSURING THAT I WAS ON TRACK
FOR GRADUATION.
GOOD ADVISING.
GUIDANCE AT THE RIGHT TIME, GOOD EMPLOYMENT INFORMATION
ABLE TO ASK QUESTIONS TO ADVISORS AND QUALITY OF THE PROGRAM
ALWAYS AVAILABLE. HONEST AND HELPFUL.
I HAVE AN AMAZING ADVISOR.
QUICK TO REPLY TO EMAILS, ALL ANNOUNCEMENTS/IMPORTANT INFO AVAILABLE ON COMDE DEPT. WEBSITE, MEETINGS WHERE INFO
FOR GRADUATION REQUIREMENTS WAS DISSEMINATED
ELED DEPARTMENT ADVISOR/MAJOR PROFESSOR WAS VERY HELPFUL
B-3
COMMUNICATION
GOOD RESPONSE TIME TO QUESTIONS AND CONCERNS
PERSONAL INTERACTIONS WERE TOP NOTCH
COMMUNICATION ALLOWING ME TO GO AT MY OWN PACE AND FLEXIBILITY
GOOD COMMUNICATION
WERE VERY RESPONSIVE TO MY GOALS AND PLANS
CONSTANT CONTACT!
COURSES
COURSES WERE APPLICABLE TO THE FIELD OF STUDY
GOOD COMP. COURSE
MANY OF THE DEPARTMENT CLASSES HAD PERTINENT ASSIGNMENTS THAT IMPROVED MY SKILLS.
THE SOCIOLOGY PROGRAM PROVIDED EXCELLENT TRAINING IN BOTH TEACHING AND RESEARCH METHODS.
A NICE VARIETY OF CLASSES WAS PROVIDED.
REQUIRE LOTS OF READINGS, ASSIGNMENTS, ETC. TO LEARN THE INFORMATION IN-DEPTH
THERE WERE A VARIETY OF COURSES OFFERED EACH SEMESTER. THE COURSE OFFERINGS DURING THE SUMMER WERE ESPECIALLY
HELPFUL.
MANY OF THE EARLY EDUCATION CLASSES WERE EXCELLENT. 6390, 6230,6750, AND 6570
PRESENTED RELEVANT MATERIAL
APPROPRIATE CLASS TOPICS
SMALL CLASS SIZES
ABOUT HALF OF THE CLASSES WERE GOOD.
THE CLASSES WERE GOOD
GOOD COURSES
THE PRESSURE OF COURSE WORK
THE MOST BENEFICIAL PART OF MY GRADUATE EDUCATION IS THE CLASSES PROVIDED BY READING FIRST
GOOD TEACHING
CLASSES WERE ACCESSIBLE AND CONVENIENT.
COURSES WERE SCHEDULED TO AVOID CONFLICTS AND ALLOW ME TO TAKE THE COURSES I NEEDED IN A TIMELY MANNER.
COURSES WERE TAUGHT WELL. HELP WAS GENERALLY AVAILABLE.
THE AVAILABILITY OF THE COURSES ALLOWED ME TO CONTINUE IN MY PROFESSION.
BROAD RANGE OF CLASSES AVAILABLE (EDUCATION DEPARTMENT)
B-4
DEPARTMENT/PROGRAM
THE STAFF IN THE CEE OFFICE WERE VERY HELPFUL AND INFORMED
THE DEPARTMENT OF EDUCATION MADE THEIR REQUIREMENTS CLEAR AND ATTAINABLE.
INSTRUCTIONAL TECHNOLOGY - THE STAFF WAS EXTREMELY HELPFUL IN SHOWING PLEASURE IN HELPING US
SCHEDULING CLASSES WAS EASY IN THE MFT DEPT BECAUSE THERE WAS ONLY 1 OPPORTUNITY TO TAKE THEM AND I KNEW FROM THE
BEGINNING WHEN I WOULD TAKE THE CLASS.
GOOD CLASSES & TEACHERS IN ECE DEPARTMENT
I THINK THE HYDRAULICS DEPARTMENT IN CEE IS GREAT (INCLUDING UWRL)
LAEP STAFF WERE HELPFUL ALMOST ALWAYS AVAILABLE.
MATH & STATS DEPT., GIVES YOU A LOT OF CHANCES TO INTERACT WITH PROFESSORS.
THE BEST PART OF THE HISTORY DEPT WAS THE ACCESSIBILITY OF FACULTY AND STAFF - ALWAYS WILLING TO HELP AND ALWAYS
ENCOURAGING OUR SUCCESS.
ENGLISH DEPT IS AWESOME - LOVED IT!
LAEP DEPARTMENT VERY FRIENDLY, HELPFUL, CARING, MENTORED WELL.
THE CEE DEPARTMENT HELPED ME OBTAIN FINANCIAL AID. THEY ALSO HAD PEOPLE TO HELP WITH SETTING UP EXPERIMENTS.
MY DEPARTMENT WAS VERY PROACTIVE IN PUSHING ME THROUGH THE PROGRAM.
GEOLOGY DEPARTMENT: ALL FACULTY WERE VERY PERSONABLE AND APPROACHABLE
THE THEATRE DEPT. IS LIKE A FAMILY. I FELT FREE TO ASK AS MANY QUESTIONS AS I WANTED.
THE FCHD DEPARTMENT DID A GOOD JOB OF EXPLAINING THE REQUIREMENTS FOR GRADUATION AND EDUCATING ABOUT SCHOLARSHIP
OPPORTUNITIES.
THE CEE DEPARTMENT WAS VERY HELPFUL
(ART/CERAMICS) GREAT OVERALL SUPPORT AND GUIDANCE. INSIGHT INTO STRENGTHS NEEDED FOR FUTURE ACADEMIC CAREER.
ABC SUMMER CORE: PEOPLE COMPLAIN THAT IT IS TOO CONDENSED BUT I THOUGHT IT WAS PERFECT. I HAD TO WORK A LITTLE HARDER
IN THE MBA BUT IT WAS VERY REASONABLE. DON'T CHANGE IT!
CEE WAS VERY HELPFUL AND QUICK WITH ALL PAPERWORK REQUIREMENTS.
THE FOLKLORE PROGRAM GIVES YOU A WELL-ROUNDED LOOK AT THE FIELD
MY DEPARTMENT DID WELL IN PREPARING ME FOR MY THESIS PROJECT.
BIOLOGICAL ENGINEERING -GUIDING ME THROUGH MY PH.D. WORK
THE FHD DEPARTMENT MADE ME FEEL WELCOMED, NEEDED AND WANTED, AND APPRECIATED. I FELT IMPORTANT TO THEM - NOT THEM
REMINDING ME HOW IMPORTANT THEY ARE TO ME.
MY DEPARTMENT WAS VERY ACCESSIBLE. IT WENT OUT OF ITS WAY TO HELP FACILITATE MY NEEDS AND ASPIRATIONS. IT ALSO WENT
OUT OF ITS WAY TO HELP PREPARE ME FOR MY FUTURE PLANS.
ENGLISH DEPT., SUPPORT AS A NON-TRADITIONAL STUDENT, PROFESSIONAL OPPORTUNITIES ALSO QUALITY/QUANTITY OF GUEST
SPEAKERS.
MY DEPARTMENT DID A GREAT JOB OF HELPING KEEP ME INFORMED ABOUT REQUIREMENTS AND IN HELPING TO PLAN AND ORGANIZE
COURSEWORK AND INTERNSHIPS.
B-5
BUSINESS ADMINISTRATION DEPARTMENT ALWAYS WERE PROMPT AND KEPT US INFORMED.
THE SECONDARY EDUCATION DEPARTMENT WAS WONDERFUL AND MUCH MORE SUPPORTIVE THAN I EXPECTED THEM TO BE.
THEIR FOCUS ON PROFESSIONAL DEVELOPMENT WAS IDEAL. THE ENGLISH DEPARTMENT REALLY KNOWS HOW TO HELP GET RESEARCH
OUT TO COLLEAGUES.
I LIKED HOW THE COURSE WORK PROGRAM WAS SET UP; IT WAS VERY NICE TO HAVE THE BUSINESS GRADUATE STUDIES OFFICE SIGN
ME UP FOR CLASSES SO THAT I DIDN'T HAVE TO WORRY ABOUT IT. THE PROGRAM WAS SET UP VERY CONVENIENTLY (I LOVED HAVING
CLASSES AT THE UVU CAMP
I AM GRADUATING FROM ELECTRICAL AND COMPUTER ENG. DEPT. IN SPRING 09 MY UNIVERSITY AND DEPARTMENT PROVIDED GOOD
FACILITIES AND THE MATERIAL NEEDED LIKE SOFTWARE AND OTHER NECESSARY EQUIPMENTS TO COMPLETE MY GRADUATION
MATH DEPT. A LOT OF FUNDING IS GREAT
EXTERNSHIP/INTERNSHIP SUPERVISION AND PLACEMENT IN COMP. DEPARTMENT
DEPT. ALLOWED FOR A VARIETY EXPERIENCES TO MEET MY GOALS FOR MY EDUCATION.
I THINK THAT THE PROGRAM WAS DESIGNED WELL. ONLY LASTING ONE YEAR AND HOW THE CLASS WAS DIVIDED UP. THIS JUST MADE IT
EASIER TO FOCUS MY STUDIES.
EVERYONE IS FRIENDLY AND TRIES TO HELP, BOTH IN MY DEPARTMENT AND THE SCHOOL OF GRAD STUDIES.
THE OVERALL PROGRAM WAS WELL ORGANIZED AND EASY TO FOLLOW. ALL QUESTIONS OR CONCERNS THAT I HAD WERE ALWAYS
PROMPTLY ADDRESSED. THE ESL AND READING ENDORSEMENT PROFESSORS AND PROGRAMMERS ARE ALSO VERY PROFESSIONAL
AND APPLICABLE.
THE FOLKLORE DEPARTMENT REALLY WORKS HARD TO CREATE A SENSE OF COMMUNITY AMONG GRAD STUDENTS. THIS COMMUNITY
HAS BEEN VALUABLE TO NETWORKING IN FINDING EMPLOYMENT BEYOND SCHOOL
THE RESOURCES PROVIDED BY THE COMPUTER SCIENCE DEPARTMENT AND THE UNIVERSITY HELPED ME TO MEET MY ACADEMIC
REQUIREMENTS.
THE NUTRITION AND FOOD SCIENCES DEPARTMENT PROVIDED A LOT OF OPPORTUNITIES TO DEVELOP NEEDED SKILLS APART FROM THE
MINIMUM REQUIREMENTS.
ENGLISH DEPT. FACULTY WERE AVAILABLE AND SEEMED OVERALL STUDENT-CENTERED, EVEN WITH ALL THEIR RESEARCH AND OTHER
WORK.
NATURAL RESOURCES PROVIDING INFORMATION AND GUIDANCE FOR DEGREE COMPLETION.
MY DEPARTMENT WAS GREAT AT ANSWERING QUESTIONS, GIVING ME OPPORTUNITIES TO FURTHER MY TEACHING EXPERIENCE, AND
MAKING TIME TO MEET WITH ME.
INDIVIDUALIZE MY PROGRAM OF STUDY.
GREAT SUPPORT SYSTEM FROM ALL THE DEPARTMENTS.
MBA DEPT. HEAD AND STAFF WERE VERY HELPFUL AND ALWAYS PROMPT
COMMUNICATION DISORDERS DEPT HAS KEPT AN OPEN COMMUNICATION BETWEEN STUDENTS AND STAFF. THEY WERE ALWAYS
WILLING TO ASSIST WHEN AND WHERE THEY COULD.
THE ENGLISH DEPARTMENT'S TRAINING OF GRADUATE INSTRUCTORS AND EMPHASIS ON CREATIVE WRITING.
ASTE DEPT KEPT ME WELL INFORMED OF GRADUATE REQUIREMENTS TO KEEP ME ON TRACK FOR COMPLETION OF PROGRAM
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I HAD TO DROP OUT OF THE SCL MBA EXTENSION PROGRAM WHEN MY WIFE WAS DIAGNOSED WITH CANCER. THE GRADUATE PROGRAM
DID A WONDERFUL JOB OF ALLOWING ME TO LEAVE AND THEN RETURN BACK TO THE PROGRAM ONCE MY WIFE'S HEALTH IMPROVED. I
WAS VERY IMPRESSED.
THE DEPARTMENT OF ETE WAS VERY ENCOURAGING AND HELPFUL.
COMD VERY SUPPORTIVE WILLING TO HELP, ANSWER QUESTIONS, GENUINELY CONCERNED
DOCTOR OF AUDIOLOGY - ALWAYS SEEMED TO BE LOOKING FOR WAYS TO IMPROVE OUR EDUCATION
THE DEPARTMENT IS GENUINELY INTEREST IN THEIR STUDENTS
THE SCHOOL OF ACCOUNTANCY IS AMAZING AT COMMUNICATING REQUIREMENTS TO THE STUDENTS. THERE ARE NO SURPRISE
CLASSES OR MISSED DEADLINES.
THE BIOCHEMISTRY DEPARTMENT DID EVERYTHING WELL FROM INVITING INTERESTING SPEAKERS AND MAKING ME FEEL WELCOME AND
VALUED AS A STUDENT AND RESEARCHER
DEAF EDUCATION TONS OF LOVE AND SUPPORT, HIGH EXPECTATIONS, PUSHING US HARD TO BE THE BEST, PREPARING US, BEING A
UNIQUE PROGRAM
PROVIDED ADMISSION AFTER ONLY 1/2 YEAR OF TEACHING
SHARING PERSONAL EXPERIENCES TO TEACH THE STUDENTS IMPORTANT LESSONS ABOUT BEING A SCHOOL COUNSELOR
(PSYCHOLOGY DEPT. SCHOOL COUNSELING)
THE DEPARTMENT OF SPED WAS THE BEST DEPARTMENT I HAVE WORKED WITH. EVERYONE WAS OPEN TO NEW IDEAS AND THE ABILITY
TO WORK WITH MULTIPLE PEOPLE WAS GREAT!
ECE DEPARTMENT - THEY WERE GOOD AT HELPING US SEE HOW WE WOULD FIT IN AS EMPLOYEES IN INDUSTRY AND WHAT WE COULD
EXPECT
MADE OBJECTIVES VERY CLEAR, GAVE ME A CHANCE TO PURSUE MY MASTER'S, EFFECTIVE CLASSES OFFERED TO PREPARE ME FOR MY
CAREER/CPA EXAM.
SUPPORT AND COUNSELING FROM MY DEPARTMENT, CLARIFICATION WHEN NEEDED
WORK WITH MY SITUATION AND MADE SPECIAL ACCOMMODATIONS FOR PASSING THESIS
ACCOUNTING DEPARTMENT NOTIFIED ME WHEN I NEEDED TO TAKE ANY ACTIONS OR IF THERE WERE ANY PROBLEMS
THE STRUCTURAL ENGINEERING PROGRAM GIVES ME THE TOOLS THAT I NEED FOR A CAREER.
PROVIDED FOR BASIC NEEDS, STUDY/WORK OFFICE, ACCESS.
GAVE ME THE NECESSARY TOOLS TO SUCCEED IN MY PROGRAM
PROVIDED AN AFFORDABLE MBA PROGRAM WITH GENERALLY HIGH QUALITY OF COURSEWORK AND INSTRUCTION
INFORMATIVE ABOUT UPCOMING CLASS SCHEDULES
COM D OFFER A VARIETY OF EXPERIENCES AND SPECIALTIES. FACULTY THAT ARE QUALIFIED SPECIALIZED AND CARING. OFFER
FINANCIAL SUPPORT ON MANY DIFFERENT LEVELS
MAINTAINED PROGRAM ADMINISTRATION - ENROLLMENT, ETC. VERY WELL. PROGRAM LAID OUT WELL VERY LITTLE QUESTIONS, EASY
TO UNDERSTAND WHERE I EXISTED IN THE OVERALL PROGRESS OF THE PROGRAM.
THE COURSES WERE OFFERED AT CONVENIENT TIMES/ LOCATION AND THE MBA OFFICE WAS ALWAYS WILLING TO ANSWER ANY
QUESTIONS I HAD.
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INSTRUCTIONAL TECHNOLOGY DEPARTMENT IS VERY HELPFUL, FRIENDLY AND PROFESSIONAL. I HIGHLY ENJOYED WORKING WITH
THEM.
COMD DE; GREAT STAFF; HELPFUL, GOOD OPEN DOOR POLICY, GREAT LECTURES
COMMUNICATIVE DISORDERS AND DEAF EDUCATION DEPT: COMMUNICATE WITH ME ABOUT WHAT I NEED TO COMPLETE AND WHEN IT IS
DUE.
THE COMD DEPARTMENT FACULTY WAS VERY SUPPORTIVE AND HELPFUL
ENGLISH DEPARTMENT KEITH GRANT DAVIE WAS HIGHLY EFFECTIVE IN GUIDING ME THROUGH THE PROCESS AND WAS EASILY
ACCESSIBLE FOR ANY CONCERNS OR QUESTIONS I HAD.
THE PROGRAM HAS A VERY GOOD REPUTATION, WHICH HELPED IN SEEKING OUTSIDE EXPERIENCE.
THE QUALITY OF THE COURSES THAT WERE REVISED WERE GREAT. THE EDUCATION DEPARTMENT HAS DONE A VERY GOOD JOB AT
ADAPTING CLASSES TO THE NEW TECHNOLOGIES SUCH AS THE BROADCAST AND ONLINE TECHNOLOGIES.
EDUCATIONAL TECHNOLOGY - THEY DID AN EXCELLENT JOB OF GETTING THE STUDENTS TO KNOW EACH OTHER AND WORK TOGETHER
THE INSTRUCTIONAL TECHNOLOGY DEPARTMENT WAS REALLY EASY TO TALK TO THE FACULTY AND STAFF. THE CLASSES THEY
PROVIDED WERE REALLY WELL MADE.
I FELT THE MBA PROGRAM DID WELL WITH MAKING EXPECTATIONS FOR STUDENTS. I LOVED THE FIELD STUDIES CLASS!
THE DEAF EDUCATION PROGRAM IS SET UP WELL. I WAS CHALLENGED AND PUSHED TO MY LIMITS. I WAS PREPARED TO FACE THE
WORLD.
MY DEPARTMENT AND PROFESSORS ARE VERY SUPPORTIVE - COURSES OFFERED WITHIN THE DEPARTMENT FIT MY GOALS
THE GRADUATE SEMINAR CLASS (DEPARTMENT) WAS HELPFUL FOR IMPROVING WRITTEN AND PRESENTING SKILLS
POL SCIENCE DEPARTMENT FACULTY AND STAFF ARE EXCEPTIONALLY HELPFUL AND FLEXIBLE
MY DEPARTMENT REMAINED SUPPORTIVE AS I PURSUED MY DEGREE. THEY ALSO MAINTAINED HIGH EXPECTATIONS
HASS PROVIDED GREAT SPEAKERS, RESOURCES OUTSIDE BOOKS/LIBRARY, GREAT GRADUATE INSTRUCTORSHIP.
THE DEPARTMENT OF FAMILY, CONSUMER AND HUMAN DEVELOPMENT HAD FIRST RATE INSTRUCTORS AND FACULTY WHO WERE
GENUINELY CONCERNED ABOUT MY EDUCATIONAL GOALS AND CAREER. THEIR ENTHUSIASM, SUPPORT AND ENCOURAGEMENT MADE
MY GRADUATE SCHOOL EXPERIENCE INCREDIABLE
WATERSHED SCIENCES DEPARTMENT:CLASSES WERE GREAT AND PERTINENT TO THE FIELD
DEPARTMENT KEPT ME INFORMED OF EVENTS/DEADLINES/REQUIREMENTS
PROVIDED DIVERSE LOCATIONS FOR EARNING CLINICAL CLOCK HOURS.
WORKED AROUND MY BUSY SCHEDULE
OUTLINED THE COURSE REQUIREMENTS
MBA DEPARTMENT - BUSINESS SCHOOL - EFFECTIVE COMMUNICATION THROUGH EMAIL, CONTINUOUS FOLLOW UP IN AN INDIVIDUAL
BASIS. PROFESSOR APPROACHABILITY, COURSES MATERIALS UP TO DATE, ETC.
ECE DEPARTMENT - HELPED ME WITH MY PROGRAM OF STUDY
THE BIOLOGY DEPARTMENT WAS CLEAR AND CONCISE DEGREE REQUIREMENTS WHICH MAKES TIMELY GRADUATION POSSIBLE.
THE SCHOOL OF ACCOUNTING IS VERY WELL ORGANIZED. THE REGISTRATION AND SELECTION OF CLASSES WAS VERY
STRAIGHTFORWARD. THE DEGREE IS DESIGNED TO HELP ONE PASS THE CPA EXAM!
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THE DEPARTMENT OF MATHEMATICS AND STATISTICS REALLY WORKED WITH ME TO ALLOW ME TO WORK ON TWO DEGREES
CONCURRENTLY
WILDLAND RESOURCES - A GO-TO PERSON FOR DIRECT ANSWERS TO QUESTIONS
THE COMPUTER OF ELECTRICAL DEPT, OFFERED ME COURSES VERY RELEVANT TO THE INDUSTRY. I WAS OFFERED FINANCIAL AID
THROUGHOUT, WHICH HELPED.
THE ELECTRICAL ENGINEERING DEPT. DID WELL IN ENCOURAGING ME TO DO A PLAN A THESIS OPTION
SET UP SUMMER COURSES TO COMPLETE PROGRAM
FIT THE PROGRAM INTO 2 YEARS
GREAT SEMINARS, COURSES, DEPARTMENTAL FUNCTIONS AND COMRADERY, DEPARTMENT AND ECOLOGY CENTER DEPARTMENT
I HAD VERY LITTLE INTERACTION WITH THE DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING.
COMPUTER SCIENCE DEPT. HAS EQUIPPED WITH THE TALENTED PROFESSOR. WELL ESTABLISHED LABS. VERY GOOD STANDARD.
VERY ORGANIZED PLAN OF STUDY. COURSES WHERE STRUCTURED IN A VERY EASY WAY TO ORGANIZE AND REGISTER FOR CLASSES.
YES AND NO. FOR MY FIRST FEW YEARS THERE WAS NO SET OF GUIDELINES FOR DEGREE REQUIREMENTS THROUGH MY DEPT. (NR,
WILDLIFE). ALSO, NOT ENOUGH BEHAVIOR COURSES. THAT SAID, MY COMMITTEE WAS GREAT.
THE ACCOUNTING DEPARTMENT WAS AWESOME ABOUT HELPING ME OBTAIN THE CLASSES I NEEDED TO GRADUATE
INTRODUCED STUDENTS WELL AT BEGINNING OF PROGRAM.
THE EVE DEPARTMENT WAS VERY GOOD AT LETTING ME KNOW THE STEPS OF WHAT I NEEDED TO DO.
FCHD - STAFF WAS VERY HELPFUL - LOTS OF INTERACTION WITH FACULTY AND DEPT. HEAD, GOOD SOCIALS AND OPPORTUNITIES FOR
CONFERENCES
THE LPSC DEPARTMENT MADE THE EXPERIENCE VERY PERSONAL
HPER) VERY PERSONABLE AND APPROACHABLE PROFESSORS. MY MAJOR PROFESSOR ENCOURAGED RESEARCH AND BEING ACTIVELY
INVOLVED IN HEALTH ORGANIZATIONS, PROGRAMS, AND CONFERENCES.
MSLT -FACULTY WAS ALWAYS HELPFUL. THEY COMMUNICATED WELL WITH ONE ANOTHER, AND WITH THE STUDENTS.
THE DEPARTMENT OF CHEMISTRY HELPED STUDENT UNDERSTAND THE DIFFERENT COURSES AND REQUIREMENTS NEEDED TO
COMPLETE THEIR PROGRAM OF STUDIES.
I FELT LIKE THE FACULTY IN THE COMPUTER SCIENCE DEPARTMENT REALLY CARED ABOUT ME GETTING THE MOST OUT OF MY
GRADUATE STUDENT EXPERIENCE
THE CEE DEPARTMENT DID A VERY GOOD JOB OF TEACHING ME WHAT TO EXPECT IN THE REAL WORLD, AND HELP ME GET THROUGH ALL
THE PAPERWORK TO GRADUATE
I WAS PLEASED WITH THE TIMELY MANNER THAT MY CONCERNS WERE ADDRESSED IN THE ED AND HUMAN SERVICES PROGRAM.
DEPT. OF ED PSYCH WAS VERY WELL OUTLINED AND THE ORIENTATION WAS EXTREMELY BENEFICIAL.
THE ECE DEPARTMENT IS WELL-STAFFED WITH COMPETENT FACULTY AND SECRETARIES
THE DEPARTMENT OF WILDLAND RESOURCES WAS INCREDIBLY HELPFUL AND KNOWLEDGEABLE ON INFORMATION REGARDING
GRADUATION REQUIREMENTS AND CLASS REQUIREMENTS
COMPUTER SCIENCE DEPARTMENT, MASTERS PROGRAM, PROVIDED GOOD GUIDANCE ALL OVER MASTERS. SUPPORTED FINANCIALLY
BY PROVIDING OUT OF STATE
B-9
VERY FLEXIBLE PROGRAM JUDY KURTZMAN INCREDIBLY HELPFUL
REHAB COUNSELING - WERE GOOD ABOUT ANSWERING QUESTIONS AND HELPING MAKE SURE I WAS ON TRACK; KRIS WENGREEN WAS
VERY HELPFUL WITH THIS; ADVISOR HELPED WITH PLANNING.
MS HUMAN RESOURCES. COURSE WORK DIRECTLY APPLIED TO CURRENT WORK PROJECTS. AL WARMICK WAS THE MOST EFFECTIVE
PROFESSIONAL FOR ME.
MY DEPARTMENT HAS BEEN A GREAT HELP IN GIVING ME THE INFORMATION I NEED AND MY MAJOR PROFESSOR WAS AN ESPECIALLY
GREAT SOURCE OF INFORMATION AND HE ALWAYS MADE HIMSELF AVAILABLE AND MADE TIME TO HELP ME WITH PROBLEMS.
SOME SOCIAL, COMMUNITY CONNECTION PROVIDED BY ACCOUNTING DEPARTMENT. HUNSTMAN BUSINESS SCHOOL
THE HPER DEPARTMENT PROFESSORS ARE VERY GOOD TO WORK WITH AND VERY WILLING TO HELP.
CHEMISTRY - DID EVERYTHING EXTREMELY WELL
GREAT VARIETY OF LEARNING EXPERIENCES. DIFFERENTIATED INSTRUCTION, ETC. I ALSO ENJOYED THE OPPORTUNITY TO
PARTICIPATE IN A PRACTICUM IN A SCHOOL. THIS WAS DONE THROUGH THE PSYCHOLOGY DEPARTMENT
THE ASTE DEPARTMENT WAS VERY WELCOMING AND ACCOMMODATING. THEY WORKED WITH ME ON CLASSES AND DECISION MAKING
FOR MY FUTURE.
VERY SUPPORTIVE AND UNDERSTANDING TOWARDS STUDENTS SITUATION
MAKING SURE I KNEW WHAT IT TOOK TO STAY ON COURSES. TREATED ME LIKE A PROFESSIONAL. THIS STATEMENT ABOVE REFLECTS
CAMILLE ODELL ESPECIALLY BUT THE WHOLE PSYCHOLOGY DEPARTMENT WAS GREAT
THE RIGHT PEOPLE IN THE RIGHT PLACE AT THE RIGHT TIME. LORI ROGGMAN (FCHD DEPT) DOING RESEARCH ON EARLY HEAD START,
TIM GILBERTSON (BIOLOGY DEPT) AVAILABLE TO HELP ME WITH THESIS AND DISSERTATION
GREAT COMMUNICATION BY THE NHR DEPARTMENT AND STAFF
THE BIE DEPARTMENT WAS VERY HELPFUL WHEN QUESTIONS OCCURRED
RCE DEPARTMENT PROVIDED POSITIVE FEEDBACK AND ENCOURAGEMENT TO EACH STUDENT
THEY WERE WILLING TO WORK AND GIVE INFORMATION THE SCHOOL COUNSEL PROGRAM
THE EDUCATION DEPARTMENT WAS POSITIVE AND ENCOURAGING WHENEVER I WENT TO THEM FOR INFORMATION
ELEMENTARY EDUCATION WAS USEFUL IN GIVING ME CLASSES THAT HELPED MY PRACTICE.
THE COMPUTER SCIENCE DEPARTMENT PROVIDED GOOD LEVELS OF FUNDING AND TEACHING WHICH HELPED MY PROGRAM RUN
SMOOTHLY
HISTORY - VERY INFORMATIVE THEY WORKED WITH ME TO SOLVE PROBLEMS
PHYSICS DEPARTMENT KEPT ME ON TRACK IN SO FAR AS DATES FOR COMPLETION IN ORDER TO GRADUATE
THE COMPUTER SCIENCE DEPARTMENT HAD PROVIDED GOOD LEVELS OF TEACHING, COURSES AND FUNDING TO HELPING STUDENTS
MEET EVERY NEED.
MY DEPARTMENT REPRESENTATIVES FACULTY AND STAFF WERE GENERALLY RESPONSIVE TO MY CONCERNS AND HELPED ANSWER
QUESTIONS AND CUT THROUGH THE RED TAPE
THEY REALLY HELPED ME FEEL WELCOME AND DID A GOOD JOB OF GETTING MY GRADUATE COHORT TO INTERACT IN THE ORIENTATION I
GAINED MANY FRIENDS FROM THAT ORIENTATION THEY ALSO TRIED TO PROVIDE CLASSES THAT THE STUDENTS WANT TO TAKE OFTEN
TAKING POLLS.
B-10
PSYCHOLOGY DEPT HEAD GRETCHEN PEACOCK WAS EXTREMELY HELPFUL AND KNOWLEDGEABLE REGARDING THE PROCESS AND
PAPER WORK REQUIRED FOR GRAD STUDENTS
PLANT SCIENCE PROMPTNESS FACILITATING PAPERWORK PROVIDING APPLICABLE COURSES PROVIDING OPPORTUNITIES FOR
SCHOLARSHIPS
IN INSTRUCTIONAL TECHNOLOGY MY COHORT AND MY ADVISOR WERE AMAZING AND MADE MY JOURNEY SUCCESSFUL
SINCE THE ENVIRONMENTAL ENGINEERING DEPARTMENT WAS SMALL IN SIZE THERE WAS PLENTY OF ONE ON ONE TIME WITH HELPFUL
PROFESSORS ALL ARE VERY KNOWLEDGEABLE AND TOOK CARE OF THEIR STUDENTS
THE DEPARTMENT WAS VERY RESPONSIVE TO MY QUESTIONS AND PROVIDED QUALITY EDUCATION
RESPONDED QUICKLY IF I HAD QUESTIONS OR CONCERNS
ECE DEPARTMENT STAFF VERY HELPFUL IN COMMUNICATING REQUIREMENTS OF PAPERWORK FOR GRADUATE PROGRAM.
THE DEPARTMENT OF PSYCHOLOGY GAVE ME A WELL-ROUNDED EDUCATION
THE DEPARTMENT HAD MANY OPTIONS FOR POSSIBLE COURSES AND WAS VERY HELPFUL IN ANSWERING QUESTIONS I HAD.
DEAF ED - EXCELLENT INSTRUCTORS PASSIONATE ABOUT THEIR WORK AND KNOWLEDGE. NO MORE DUAL LISTED CLASSES WITH
UNDERGRAD TYPE TESTS, QUIZZES, ETC, RATHER THAN LEARNING AS PROFESSIONALS
THEY WERE ALL VERY FRIENDLY AND ANSWERED ALL MY QUESTIONS THEY WERE ALSO VERY HELPFUL IN GIVING ME THE RESOURCES I
NEEDED TO COMPLETE ASSIGNMENTS EDUCATION DEPARTMENT
GREAT DEPARTMENT AND A GREAT DEPT SECRETARY LORI HIRSCHI VERY SUPPORTIVE AND A CLOSE KNIT GROUP. THERE ARE LOTS OF
PEOPLE TO HELP KEEP YOU ON TRACK AND TO BE SURE ALL REQUIREMENTS ARE MET
CEE DEPT. THEY KNEW THE SYSTEM WELL
WHEN I FIRST CAME, THE PSYCHOLOGY DEPARTMENT DID NOT HAVE HUMAN LABORATORY TO CONDUCT RESEARCH. THE DEPARTMENT
WAS REALLY SUPPORTIVE AND HELPED MY ADVISOR AND I TO ESTABLISH A SPACE TO CONDUCT RESEARCH. I ALSO APPRECIATE THE
FINANCIAL HELP GIVEN.
INSTRUCTIONAL TECHNOLOGY AND LEARNING SCIENCES - GREAT UP-TO-DATE INFORMATION AND GOOD GROUP ACTIVITY WORK
MS. ENGLISH - THE BREADTH AND DEPTH OF KNOWLEDGE AND EXPERIENCE OF BOTH PROFESSORS AND FELLOW STUDENTS ENRICHED
THE PROGRAM
ALL INVOLVED MADE THE PROCESS OF GETTING THROUGH THE PROGRAM ENJOYABLE AND SIMPLE (I.E. GETTING FORMS SIGNATURES,
ETC)
EDUCATION - PROVIDED GOOD INSTRUCTION AND APPLICABLE CLASSES
I THINK THE DEPARTMENT DID A GREAT JOB WITH THE COURSE WORK AND HOW APPLICABLE IT IS TO A REAL ENGINEERING SITUATION
WILD DEPT./ECOLOGY CENTER FACILITATED NETWORKING WITH STUDENTS AS WELL AS PROFESSIONALS
THE ACCOUNTING DEPARTMENT SHOWED A SINCERE INTEREST IN ALL THEIR STUDENTS. THEY ALSO REQUESTED STUDENT
INVOLVEMENT IN DECISIONS AFFECTING CHANGES TO THE GRADUATE PROGRAM COURSEWORK. THEY WERE ALSO VERY ORGANIZED.
I LIKE THE COURSES OFFERED BY DEPT (COMPUTER SCIENCE) AVAILABILITY OF ON CAMPUS JOBS ARE GOOD (USU)
THE CS COURSES ARE INTERESTING AND INFORMATIVE. THE STAFF HELPED ME WITH QUESTIONS/CONCERNS VERY WELL
B-11
THE DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING STAFF WAS ALWAYS VERY HELPFUL AND THE PROFESSORS REALLY
CARED ABOUT MY EDUCATION, MAKING MY EXPERIENCE AS A GRADUATE STUDENT VERY BENEFICIAL.
THEY PROVIDED A GREAT OPENING SOCIAL WITH GREAT INFO A 1 CREDIT CLASS FOR GRADUATES STUDIES STUDENTS OUTLINING
GRADUATION REQUIREMENTS AND DR. JONES MY MAJOR PROFESSOR WAS EXTREMELY HELPFUL!
THEY WERE SO ORGANIZED (FCHD) AND DID SUCH A GREAT JOB OF COMMUNICATING
PROVIDE SUPPORT AND HELP IN ALL ASPECTS OF GRADUATE DEVELOPMENT (ETE).
ENGLISH DEPARTMENT: GREAT JOB WORKING WITH STUDENTS ONE ON ONE (PROFESSORS)
PROVIDED COURSES AT TIMES AND STAGGERED ACROSS SEMESTERS THAT MADE SCHEDULING EASY. I DEFINITELY FELT SUPPORT IN
ALL ASPECTS OF COMPLETING MY PROGRAM-THE PROFESSORS IN MY DEPT. (FCHD) WERE AWARE OF WHO I WAS, THE THINGS I WAS
WORKING ON/ I FEEL CARED FOR.
MY DEPARTMENT WAS FLEXIBLE WILLING TO WORK WITH MY SITUATION WHILE MAINTAINING HIGH STANDARDS.
THE ASC PROGRAM PROPERLY PREPARED ME FOR SCHOOL ADMINISTRATION.
COMPUTER SCIENCE - GOOD COURSE WORK, GOOD ASSIGNMENTS AND PROJECTS
ED. DEPARTMENT-WELL STRUCTURED, CLEARLY DESIGNED PROGRAMS OF STUDY (PLAN A, PLAN B, PLAN C)
ELEMENTARY ED-MASTERS PROGRAM - COURSES WERE PRESCHEDULED BY SEMESTER AND YEAR TO ALLOW ME TO PLAN MY
COURSEWORK EFFICIENTLY.
STRONG RESEARCH BASIS IN EL ED CLASSES. CLASSES CORRESPONDED WITH ONE ANOTHER AND SUPPORTED CONCEPTS ACROSS
THE BOARD.
DISTANCE EDUCATION
I THOUGHT FOR A DISTANCE ED CLASS IT WAS STILL VERY ORGANIZED.
I WAS PLEASED THAT THE UACPA PROGRAM WAS A FACE-TO-FACE PROGRAM WITH TENURED PROFESSORS. THE MATERIAL FOR THE
MOST PART WAS ENCOMPASSING AND HELPFUL.
OPPORTUNITY FOR DISTANCE LEARNING, PROFESSORS UNDERSTOOD CONTENT MATERIALS AND DELIVERED IT WELL.
WHEN FEEDBACK WAS GIVEN, IT WAS SPECIFIC; THE DISTANCE LEARNING COURSES WERE CONVENIENT.
CONVENIENCE TO WORK WITH MY LOCATION
THE OFFERED QUALITY INSTRUCTION, FLEXIBILITY IN MEETING MY PROGRAM REQUIREMENTS AND WERE VERY HELPFUL AT SOLVING
PROBLEMS FOR ME THAT I COULD NOT SOLVE MYSELF DUE TO BEING A DISTANCE ED STUDENT.
DISTANT LEARNING MADE IT POSSIBLE FOR ME TO OBTAIN A MASTERS DEGREE
TODD CAMPBELL WAS EXCEPTIONALLY HELPFUL AND EFFICIENT IN ANSWERING ALL MY QUESTIONS
ALL BUT ONE OF MY INSTRUCTORS WERE EXCELLENT INSTRUCTORS WHO PROVIDED STIMULATING LEARNING AND SYNERGY IN THEIR
CLASSES, DESPITE THE CHALLENGE OF DISTANCE LEARNING. MY MAJOR PROFESSOR (DR. HUNSAKER) WAS A WONDERFUL MENTOR.
MY COMMITTEE WAS AN EXCELLENT
MOST OF MY CLASSES WERE VIA USU EXTENSION IN SALT LAKE. WITHOUT THE EXTENSION OPPORTUNITY, I WOULD NOT HAVE
COMPLETED MY DEGREE THROUGH USU
PROVIDED FLEXIBILITY TO LIVE IN PROVO AND ATTEND USU
B-12
MADE CLASSES AVAILABLE IN THE SLC AREA
TAILORED THE PROGRAM FOR WORKING ADULTS VERY WELL
I BELIEVE THE UNIVERSITY MADE THE BEST PROFESSORS AVAILABLE FOR THE EXTENSION MBA PROGRAM AT THE UACPA. I FELT THE
PROFESSORS FOR THE MOST PART, DID AN EXCEPTIONAL JOB.
THE UNIVERSITY MADE IT POSSIBLE FOR ME TO COMPLETE MY COURSEWORK AT A SATELLITE LOCATION BUT STILL HAVE FACE TO FACE
INTERACTION WITH INSTRUCTORS
THE CONVENIENCE OF LOCATION IN KAYSVILLE WAS FANTASTIC! VERY WELL EDUCATED AND PREPARED PROFESSORS (PSYCHOLOGY,
SCHOOL OF COUNSELING)
USU PROVIDE SUCH AS ACCESSIBLE LOCATION SL EXTENSION AND BRING OUTSTANDING PROFESSORS TO US DEPARTMENT PROVIDES
SOME GOOD PROFESSORS WITH ELED COURSES ESPECIALLY
DISTANCE EDUCATION AWESOME
DAVID VERNON WORKS VERY HARD TO MAKE SURE YOU ARE ON-TRACK WITH REQUIRED CLASSES AND DEADLINES.
DISTANCE/TELEVISED COURSES WERE VERY CONVENIENT.
THE UNIVERSITY HAS AN EXCELLENT STUDENT-PROFESSOR RELATIONSHIP WITH STUDENTS IN THE ONLINE MASTER'S IN ENGLISH
PROGRAM. PROFESSORS RESPECT PRACTITIONERS EXPERIENCE WHILE STILL CHALLENGING THEM ACADEMICALLY
I FELT THE DEPARTMENT OF INSTRUCTIONAL TECHNOLOGY DID AN OUTSTANDING JOB BUILDING A LEARNING COMMUNITY BETWEEN
STUDENTS AND PROFESSORS THAT WERE MEETING AT A DISTANCE.
CAME UP WITH AN INDIVIDUALIZED PLAN ALLOWING ME TO BE FLEXIBLE AND USE COURSES THAT WERE EASILY ACCESSIBLE TO ME.
ONLINE CLASSES SO THAT I CAN CONTINUE TO WORK FULL TIME.
THE PROFESSORS IN THE DISTANCE MBA PROGRAM WERE EXCELLENT
FACILITIES/TECHNOLOGY
GOOD LIBRARY SERVICE, COMPUTER ACCESS
MERRILL-CAZIER LIBRARY IS RELIABLE, FRIENDLY AND A GREAT SOURCE OF KNOWLEDGE.
LAB FACILITIES,MSON SUBSCRIPTION FOR FREE SOFTWARE, COMPUTER SCIENCE DEPT.
FINANCIAL AID
PROVIDING ASSISTANTSHIPS (I WAS MOSTLY FUNDED BY MY MAJOR PROF)HELPING ME WITH OPT PROCESS (OISS)
FUNDING AND ASSISTANCE, ALLOWING ONE TO WORK SOMEWHAT INDEPENDENTLY.
MATH DEPT. A LOT OF FUNDING IS GREAT
THEY PROVIDED ME ASSISTANTSHIP FROM THE BEGINNING OF MY STUDIES WHICH HELPED A LOT
GOOD ASSISTANTSHIP PROGRAMS
PROVIDED A GRADUATE INSTRUCTORSHIP FOR ME FOR TWO SEMESTERS
HELP WITH TUITION
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MANY OPPORTUNITIES FOR FELLOWSHIPS AND ASSISTANTSHIPS
GOOD FINANCIAL SUPPORT.
MATH DEPT. A LOT OF FUNDING IS GREAT
PROFESSIONAL DEVELOPMENT
GREAT TRAVEL SUPPORT FOR CONFERENCES!
PROFESSORS
DEBRA BYRNES VERY APPROACHABLE
THE AVAILABILITY OF MY MAJOR PROFESSOR AND MY COMMITTEE MEMBERS, AND THEIR BREADTH OF KNOWLEDGE, WERE INVALUABLE.
MAJOR PROFESSOR VERY SUPPORTIVE QUICK TURNAROUND TIME GOOD FEEDBACK. OTHER COMMITTEE MEMBERS HELPFUL ALSO.
GREAT INTERPERSONAL RELATIONSHIPS, (PROFESSOR TO STUDENT, STAFF TO STUDENT).
GREAT INTERACTION & SUPPORT FROM MY MAJOR PROFESSOR
PROFESSORS IN MATH DEPARTMENT WERE VERY ACCESSIBLE & KNOWLEDGEABLE.
DEBORAH BYRNES/EDUCATION IS EXTREMELY KNOWLEDGEABLE RESPECTFUL, ARTICULATE, AMAZING, FAB, WONDERFUL, PROMPT EXACTLY WHO YOU WANT ON THE FRONT LINE.
THE TEACHERS WERE GREAT IN GUIDING ME THROUGH THE PROGRAM. KARIN DEJONGE- KANNAN WAS GREAT.
THE MAJOR PROFESSOR IN THE DEPARTMENT OF AGRICULTURE WAS VERY ENCOURAGING AND AVAILABLE WHEN NEEDED.
I WAS FORTUNATE TO HAVE AN EXCEPTIONAL MAJOR PROFESSOR!
AVAILABILITY AND INTERACTION WITH MY PROFESSORS
TEACHING GREAT COURSES.
VERY AVAILABLE
MAJOR PROFESSOR (PHIL WAITE) DID WELL AT MAKING SURE I UNDERSTOOD DEADLINES. IF HE COULDN'T ANSWER QUESTIONS, HE
ALWAYS KNEW WHERE TO REFER ME TO.
PROVIDING A MAJOR PROFESSOR TO ANSWER ALL MY QUESTIONS.
THE PROFESSORS WERE AMAZING MENTORS!
SYLVIA READ WAS VERY HELPFUL RESOURCE
PROFESSOR GAVE GREAT FEEDBACK ON A CLASS BY CLASS BASIS. A GOOD VARIETY OF TASKS AND ASSIGNMENTS PROVIDED GOOD
GROWTH OPPORTUNITY.
SOME INSTRUCTORS WERE BETTER THAN OTHERS. IT WAS OBVIOUS WHEN A PROFESSOR WOULD TRY AND RE-TEACH THE
UNDERGRADUATE FORMAT
EXCELLENT AND VARIED PROFESSORS
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ALL OF MY PROFESSORS MADE THEMSELVES VERY AVAILABLE FOR QUESTIONS/ONE ON ONE TIME WHEN NEEDED FOR FURTHER
CLARIFICATION OR ANYTHING ELSE NEEDED.
DR. CUTLER THE MATH STAT DEPARTMENT HEAD WAS SO WILLING AND AVAILABLE TO ANSWER ANY QUESTIONS AND HELP SOLVE ANY
PROBLEMS.
VERY KNOWLEDGEABLE PROFESSORS. I LIKE HOW WE FOCUSED ON ONE CLASS AT A TIME
MOST OF THEIR PROFESSORS WERE GREAT RESOURCES FOR WHAT THEY ARE TEACHING AND THEY REALLY CARE ABOUT THEIR
STUDENTS AND WANT THEM TO LEARN.
MY DEPARTMENT PROFESSOR WAS VERY EFFICIENT AND ORGANIZED
THE DEPARTMENT PROFESSORS DID A GOOD JOB.
THEY KEPT YOU UP TO DATE WITH THE EVENTS/RULES ETC VIA EMAIL
ALL MY PROFESSORS AND DEPARTMENT STAFF ARE READY TO HELP ME OUT OF TROUBLE.
THE INTERACTION WITH PROFESSORS AND THE COLLABORATION WITH COLLEAGUES WERE HIGHLY BENEFICIAL.
THEY LIKED TEACHING
GOOD CURRICULUM AND GOOD TEAM ORIENTED EXPERIENCES.
HIGH QUALITY INSTRUCTION. WELL PREPARED INSTRUCTORS.
THEY ARE FULL OF KNOWLEDGE ABOUT TEACHING YOUNG CHILDREN.
LOTS OF SUPPORT AND INTEREST IN MY GOAL TO GET BACK INTO SCHOOL AND GET MASTERS FROM SCOTT HUNSAKER, JIM BARTA,
SYLVIA READ AND NATHAN SMITH.
FLEXIBLE AND AVAILABLE INSTRUCTORS
MBA PROFESSORS ARE VERY GOOD AND UP TO DATE
I FELT THAT THEY HEARD STUDENTS ON A PERSONAL LEVEL. I FOUND THIS EXTREMELY HELPFUL.
I APPRECIATED THE HELP FROM THE INSTRUCTORS AND THEIR PATIENCE AS I ENCOUNTERED SOME MAJOR MEDICAL ISSUES. THEY
WERE ALL GREAT.
ALL MY PRAISE HAS TO BE FOR MY MAJOR PROFESSOR IN THE MAE DEPT. HE MADE IT A GREAT EXPERIENCE
THEY CHALLENGED ME AND PREPARED ME TO ENTER THE WORK FORCE. THEY ALSO PREPARED ME FOR THE CPA EXAM
CAMILLE O'DELL WAS AN EXCELLENT SOURCE OF INFO FOR ME
MY MAJOR PROFESSOR (NFS) ALWAYS CONCERNS ABOUT THE STUDENT AND VERY HELPFUL FOR RESEARCH AREA.
MY MAJOR PROFESSOR
CAMILLE ODELL DID A GREAT JOB KEEPING US INFORMED ABOUT THE PROGRAM. I THOUGHT THE PROFESSORS AND CLASS IN THE
PSYCHOLOGY DEPARTMENT WERE RELEVANT AND VALUABLE.
PROVIDE QUALITY INSTRUCTION FROM QUALIFIED INDIVIDUALS.
THEY SPENT A LOT OF TIME WORKING WITH US INDIVIDUALLY
I BELIEVE ALL OF THE PROFESSORS WERE WELL PREPARED AND PROFESSIONAL
FRIENDLY AND APPROACHABLE FACULTY IS ALWAYS HELPFUL
GREAT INSTRUCTORS
ELIZABETH DENNISON, BARB FIECHTL, AND LINDA ALSOP WERE EXCELLENT INSTRUCTORS AND ALWAYS WILLING TO GO THE EXTRA MILE
FOR THEIR STUDENTS.
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VERY AVAILABLE AND KNOWLEDGEABLE
ALL OF THE PROFESSORS IN MY DEPARTMENT WERE WILLING AND EAGER TO WORK WITH ME
OFFERED HELP WHEN NEEDED IN A TIMELY MANNER.
GAVE ME A GREAT AND KNOWLEDGEABLE CHAIR, WHO HELPED, GUIDED AND ENCOURAGED ME ALL THE WAY
EXCELLENT FACULTY
THE FACULTY (WHEN AVAILABLE) ARE SOLID AND EXCELLENT PROFESSORS.
MY MAJOR PROFESSOR WAS AMAZING. THE OTHER PROFESSORS WERE ALSO SUPPORTIVE
VERY KNOWLEDGEABLEON THEIR COURSE CONTENT.
I LOVED THE PERSONAL TOUCH OF MY PROFESSORS ESPECIALLY AL WARNICH AND TROY MUMFORD
OVERALL QUALITY OF PROFESSORS AND THEIR KNOWLEDGE IN THEIR FIELDS (ECE DEPT)
THE KNOWLEDGE ABOUT READING INSTRUCTION I RECEIVED WAS GREAT.
DR. BYRNES DID AN EXCELLENT JOB OF KEEPING THINGS OVER A DISTANCE INFORMAL, AND WAS VERY HELPFUL IN ANSWERING
QUESTIONS
EVERY PROF. WAS VERY APPROACHABLE AND TRULY WANTED TO SEE STUDENTS SUCCEED.
INTERACT WITH THE STUDENTS. PROVIDED HELP WHEN NEEDED
CHRIS WENGREN WAS ALWAYS VERY PROMPT IN RESPONDING TO MY VOICEMAIL QUESTIONS OR E-MAILS.
MOST OF YOUR PROFESSORS WERE EXCELLENT IN THEIR SUBJECT KNOWLEDGE AND PEDAGOGY SKILLS.
BECOME AVAILABLE WHEN I NEED GUIDANCE WITH COURSEWORK
TEACH AND GIVE CHANCES TO COMMENT
WE HAD EXCELLENT PROFESSORS EXCLUDING ONE OR TWO ANYTIME I HAD AN ISSUE OR A QUESTION THE OFFICE STAFF WAS
EXCELLENT IN HELPING RESOLVE THE ISSUE
ENCOURAGED STUDENTS AND HELPED STUDENTS BECOME PROFESSIONALS IN FIELD TREATED STUDENTS AS PEERS
TEACHING
DANA SWENSON AND ZSOLT UGRAY ARE TWO OF THE BEST INSTRUCTORS IVE EVER HAD IN ANY INSTRUCTIONAL SETTING THEY WERE
ALWAYS PREPARED HAVE EXCELLENT COMMUNICATION SKILLS AND LEARNING ENJOYABLE AND MEANINGFUL
CLASSES FIT COURSE DESCRIPTIONS WELL. APPROPRIATE WORK WAS REQUIRED FOR CREDIT RECEIVED. MY G/T TEACHERS THROUGH
JORDAN DISTRICT WERE EXCELLENT AND MOTIVATIONAL AS WAS DR. SAAVEDRA
RAY R JOHN SMITH, SYLVIA READ AND EGARY CARLSTON WERE ALWAYS ENCOURAGING, HELPFUL AND SUPPORTIVE. THEY MADE IT A
GREAT EXPERIENCE!
GOOD HANDS ON AND FIELD TRIP OPPORTUNITIES EXCELLENT PROFESSORS IN ALMOST ALL COURSES
SYLVIA READ WAS ALWAYS AVAILABLE AND WILLING TO HELP IN ANY WAY SHE COULD. I REALLY APPRECIATE HER HELP
MY MAJOR PROFESSOR REALLY MADE THIS EXPERIENCE GREAT!
INSPIRED ME TO BECOME A PROFESSOR AND SERVED AS A WONDERFUL GROUP OF MENTORS
FEEDBACK FROM MY CHAIRPERSON WAS FABULOUS, SHE WOULD ALWAYS GET BACK TO ME IN A TIMELY MANNER
ALWAYS ANSWERING EMAILS, SETTING UP TIMES TO MEET AND OVERALL WILLINGNESS TO HELP
GREAT CONFERENCES OFFERED, GIFTED AND TALENTED.
VERY OPEN AND EASY TO APPROACH FACULTY
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MAJOR PROFESSOR (DR. LINDAUER) WAS VERY PERSONABLE, PROFESSIONAL, ENCOURAGING, AND AVAILABLE AND SEEMED GENUINELY
INTERESTED IN MY SUCCESS.
SUPPORT BY THE HEAD DEPT. CHAIR (JIM DORWARD) AND MY ADVISOR (SYLVIA READ) WERE WONDERFUL IN THEIR SUPPORT.
VERY ACCESSIBLE PROFESSORS. EXCELLENT LIBRARY
SUPPORTED STUDENTS AND WERE AVAILABLE FOR HELP/FEEDBACK/SUGGESTIONS
PROVIDE MENTORING BY WAY OF MY MAJOR PROFESSOR
I LOVED THE SERVICES OF SYLVIA READ, SHE WAS WONDERFUL ASSET TO HAVE IN HELPING ME GET TO MY GOALS.
MBA SOME PROFESSORS REALLY CARED ABOUT YOU AND YOUR EXPERIENCES
DEAF EDUCATION FACULTY: DR. KING, DR GOLOS, MRS. KELLEY KIND, AND FELICIA DIXON, CURT RADFORD AND DR. JAMES BLAIR HAVE
GIVEN ME A LOT OF SUPPORT AND RESOURCES. THEY MADE MY PATH EASY TOWARD THE GRADUATION DAY.
THE FACULTY WITH THE MED INSTRUCTIONAL TECHNOLOGY WERE VERY CONCERNED ABOUT EACH STUDENT AND FOLLOWED UP WITH
RESPONSES TO STUDENTS QUESTIONS WITHIN 24 HOURS.
RESEARCH
UTAH WATER RESEARCH LAB WAS INSTRUMENTAL IN MY RESEARCH EFFORTS & SUCCESS. MICHAEL JOHNSON WAS AN EXCELLENT
MAJOR PROFESSOR
THE IRB WAS COMPRISED OF KNOWLEDGEABLE AND HELPFUL STAFF
WHAT I LIKE ABOUT USU IS THAT THE CS DEPARTMENT OFFERS MORE RESEARCH ORIENTED COURSES BRIDGES THE GAP BETWEEN CS
RESEARCH AND OTHER PURE SCIENCES NAMELY MATH
SCHOOL OF GRADUATE STUDIES
THE THESIS WORKSHOPS PUT ON BY THE SCHOOL OF GRAD STUDIES WAS VERY HELPFUL TO ME.
GRADUATE/PHD SEMINAR. IT HELPS STUDENTS TO KNOW BETTER ABOUT THE REQUIREMENTS OF GRADUATE STUDENTS.
EVERYONE IS FRIENDLY AND TRIES TO HELP, BOTH IN MY DEPARTMENT AND THE SCHOOL OF GRAD STUDIES.
EXCELLENT AT COMMUNICATING REQUIREMENTS AND EXPECTATIONS IN THE SCHOOL OF GRADUATE STUDIES OFFICE.
ORIENTATION WAS EXCELLENT, WITH GRADUATE HANDBOOK
OD LEONARD WAS VERY HELPFUL IN GETTING MY GRADUATION PAPERWORK TAKEN CARE OF WHEN THERE WAS A PROBLEM (DEADLINE
WAS MISSED).
THE GRADUATE SCHOOL PROVIDED ME WITH INVALUABLE WORKSHOPS THAT BENEFITED ME IN MY DEGREE COMPLETION.
THE SCHOOL OF GRADUATE STUDIES WAS HELPFUL.
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STAFF
VERY IMPRESSED WITH PAULA QUAY IN THE PAYBACK OFFICE/CASHIERS OFFICE
THE AVAILABILITY OF PEOPLE TO RESPOND TO MY INQUIRIES WAS GREAT.
KATHY RUNS THE SHOW. DO NOT BOTHER GRADUATE STUDIES, GO STRAIGHT TO KATHY WITH QUESTIONS.
MBA: ADMIN STAFF WAS VERY HELPFUL AND DID THINGS ALONG WITH MBAA TO PLAN STUFF FOR US.
KEPT ME ABREAST OF DEPARTMENTAL REQUIREMENTS. GOOD SUPPORT FROM STAFF SECRETARIES.
WAS - COMRADERIE/ SUPPORT SYSTEM. BRIAN BAILEY (OFFICE ASSISTANT) WAS VERY HELPFUL IN CLARIFYING RULES AND
REGULATIONS.
THE ECE STAFF IS VERY HELPFUL AND ACCESSIBLE
STAFF IN THE ENVIRONMENT AND SOCIETY OFFICE WERE GREAT AND EXTREMELY HELPFUL.
THE MATH DEPARTMENT HAD VERY HELPFUL AND COMPETENT SECRETARIES THAT WERE ALWAYS THERE TO ANSWER QUESTIONS.
THE MATH/STAT DEPARTMENT SECRETARY WAS FABULOUS. SHE ALWAYS WAS PROMPT RESPONDING TO QUESTIONS AND IF SHE DIDN'T
KNOW THE ANSWER SHE FOUND OUT.
STUDENTS
VERY HELPFUL TO GRADUATE STUDENTS
DEDICATION TO STUDENTS
GREAT COHORT. ALLOWING US TO WORK TOGETHER AND FEED OFF EACH OTHER. THIS INCREASED OUR KNOWLEDGE.
MATURE PROGRAM USING COHORTS FOR SELF-HELP SITUATIONS. FELLOW STUDENTS WERE A GREAT RESOURCE!
SEND GRADUATE PAPER SOON NOT 1 1/2 WEEKS BEFORE IT IS DUE
REAL LIFE EXPERIENCES OF COHORTS
STUDENTS IN THE DEPT. WERE ALSO HELPFUL TO SHARE EXPERIENCES.
USU EXPERIENCES IN GENERAL
THE RELEVANCE AND PERSONAL CHOICES FIT MY INTERESTS WELL.
EDUCATING ME, ALLOWING ME TO HAVE A LOT OF OPPORTUNITIES
ALL PROFESSORS AND ADMINISTRATORS WERE VERY WILLING TO ANSWER QUESTIONS AND CONCERNS OR DIRECT ME TO WHERE
ANSWERS COULD BE FOUND. I FELT THAT MY DEPARTMENT CARED ABOUT ME AND MY SUCCESS
HELPED ME REACH MY GOAL OF BECOMING A BETTER MORE INFORMED INSTRUCTOR
GAVE UP TO DATE INFORMATION AND WERE SUPPORTIVE
PROMPT IN GETTING SIGNATURES, ADAPTED TO MY COURSES OF STUDY.
ALLOWED INTERACTION WITH OTHER STUDENTS
IT WAS CONVENIENT TO GET THE DEGREE
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I APPRECIATED THE DEGREE OF INTERNATIONAL EXPERIENCE OBTAINED!
PROVIDED A SUPERB LEARNING ENVIRONMENT, OPPORTUNITIES TO BE INVOLVED IN RESEARCH AND PRESENT AT NATIONAL
CONFERENCE. FACULTY WANTED YOU TO SUCCEED VERY SUPPORTIVE
THERE WAS GOOD USE OF EQUIPMENT. EVERYTHING I NEEDED WAS AVAILABLE.
I FELT SUPPORTED AND APPRECIATED. MY STUDY EFFORTS WERE RECOGNIZED AND MY QUESTIONS WERE ANSWERED APPROPRIATELY
IN A TIMELY MANNER.
IT HAS GREAT INSTRUCTORS
THE FACULTY AND STAFF WERE ALWAYS AVAILABLE
CARE GREATLY ABOUT THE SUCCESS OF STUDENTS, RESPOND TO QUESTIONS, AND PROVIDE GUIDANCE.
THE UNIVERSITY HAS BEEN ABLE TO ANSWER QUESTION GOOD ENOUGH
EVERYTHING WAS GREAT
POST ANY HELP/INFORMATION/CHANGES
THE SPEED OF COURSES AND DEGREE
DID NOT CHANGE MY DEGREE REQUIREMENTS MIDWAY
ORGANIZATION...I JUST SHOWED UP TO CLASS AND DIDN'T HAVE TO WORRY ABOUT ANYTHING ELSE.
EASY TRANSITION FROM BS DEGREE TO MS DEGREE
OFFERED PERSONAL SUPPORT AND GUIDANCE
FINDING FUNDING FOR GRADUATE STUDENTS OFFICE STAFF ENVS WERE EXCELLENT SOCIAL EVENTS EASE OF GRADUATE STUDENT
COMMUNITY WAS GOOD FIRST YEAR 06 07 BUT NOT LATER
FOLKS AT ALL LEVELS, E.G., DEPT, LIBRARY, SGS, COLLEGE OF EDUCATION, HAVE BEEN MOST HELPFUL TO ACCOMMODATE MY
REQUESTS, CONCERNS, ETC.
THE OUTREACH PROGRAM FOR GRADUATE STUDIES IN A UNIVERSITY
MADE ME WORK HARD FOR THIS DEGREE SO IT MAKES ME FEEL PART OF AN ELITE GROUP.
CLEAN WITH REQUIREMENTS, QUICK AND EASY TO CONTACT
THERE IS A CLEAR COURSE OF STUDY WITH MULTIPLE PATHS TO A DEGREE
THEY DID EVERYTHING WELL
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APPENDIX C
WRITTEN COMMENTS
“HOW COULD THE UNIVERSITY OR YOUR DEPARTMENT BETTER MEET THE NEEDS OF
GRADUATE STUDENT?”
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How could the university or your department better meet the needs of graduate students? (Please specify department or
program)
ADVISING
HAVE MORE CONTACT WITH STUDENTS LETTING THEM KNOW WHAT IS EXPECTED
I DID NOT RECIEVE A TIMELINE THAT TOLD ME WHAT TO DO AND WHEN DURING MY LAST SEMESTER AT USU.
A FOLDER CONTAINING ALL THE NECESSARY STEPS/PAPERWORK TO BE COMPLETED AND DATES BY WHEN COMPLETION IS REQUIRED AT THE
BEGINNING OF THE PROGRAM
MAKE ALL DEADLINES VERY CLEAR
I FELT I NEEDED MORE GUIDANCE REGARDING CHOOSING COURSES TO TAKE, AND MORE INFO ABOUT THEM FROM MY ADVISOR WHEN I WAS
FIRST ACCEPTED INTO THE PROGRAM. *EDUCATION DEPT*
ASSIGN AN ADVISOR SOONER (EDUCATION)
TELL STUDENTS EARLIER ABOUT DEADLINES AND PAPERWORK. ALSO, UPDATE ONLINE DEADLINES
I COULD HAVE USED A LITTLE MORE INFO ABOUT THE SPECIALIZATIONS WITHIN THE MAJOR
PROVIDE GUIDANCE FOR STUDENTS. DO NOT ASSUME THAT WE ALREADY HAVE ALL THE INFO WE NEED. COORDINATE EFFORTS BETWEEN
DEPARTMENTS AND GRAD SCHOOL. I WAS ALWAYS BEING SENT FROM ONE PERSON TO ANOTHER TO GET QUESTIONS ANSWERED
THE ECE ADVISOR IS MEAN. NEEDS CUSTOMER SERVICE SKILLS, OR AN ADDITIONAL ADVISOR FOR LESS WORK-RELATED STRESS
FOR STUDENTS LIKE MYSELF WHO HAVE BEEN OUT OF THE ACADEMIC ENIVRONMENT, A LITTLE BETTER RE-ORIENTATION AND GENERAL
GUIDANCE WOULD HAVE MADE THINGS EASIER.
HELP IN COUNSELING FOR PROGRAM OF STUDY SETUP
FIND ANOTHER KATHY, SO THERE ARE TWO.
COMMUNICATION
MORE COMMUNICATION IS REQUIRED BETWEEN THE DEPARTMENT AND THE SCHOOL OF GRADEATE STUDIES
REGULAR INFO/REMINDERS ABOUT NECESSARY STEPS AND/OR FORMS THROUGHOUT THE PROCESS.
QUICKER RESPONSES
MAKE ALL DEADLINES VERY CLEAR
PROVIDE CHECKLIST AT THE BEGINNING, NOT THE END.
TELL STUDENTS EARLIER ABOUT DEADLINES AND PAPERWORK. ALSO, UPDATE ONLINE DEADLINES
MORE INTERACTION FROM PROFESSORS CONCERNING PROGRESS.
STOP THE BICKERING AND BACKSTABBING
I LIVED OFF CAMPUS AND SO I COULDN'T MAKE IT TO SEMINARS AND I DID NOT EVEN KNOW WHEN MANY OF THEM WERE, IT WOULD HAVE
BEEN NICE TO FEEL MORE INFORMED.
SEMESTER REVIEW/UPDATES
BETTER COMMUNICATION WITH SUPERVISORS AND SCHOOLS
HAVE MORE FEEDBACK AND DISCUSSION WITH STUDENTS DURING THEIR INTERNSHIPS, MAKE SURE THE EXPECTATIONS OF EVERY CLASS
ARE CLEARLY SET AND FOLLOWED
BETTER COMMUNICAITON WITH THE STUDENTS.
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GIVE STUDENTS MORE OPTION OF CLASSES TO TAKE
MORE GROUP WORK FOR NETWORKING OPPORTUNITIES.
OFFER MORE ELECTIVE COURSES AND A WIDER VARIETY OF MATERIAL
EVALUTATE THE UNIVERSITY CLASS AND ITS CONTENT!
HAVE CLASSES SCHEDULED CLOSE TOGETHER ON TWO DAYS DURING THE WEEK. I WORKED FULL-TIME AND WASTED A LOT OF TIME GOING
BETWEEN WORK AND SCHOOL BECAUSE OF HOLES IN THE SCHEDULE. KEEP TO TUESDAY THURSDAY CLASS ONLY OR MONDAY WEDNESDAY
CLASSES.
EVENING CLASS
MORE HANDS-ON EXPERIENCE AND CASE ANALYSIS. MANY OF THE COURSES WERE FOCUSED ON THEORY RATHER THAN APPLICATION
(WHICH WAS DISAPPOINTING)
TERM PROJECTS WERE ASSIGNED FIRST DAY OF 5 WEEK COURSE. BY THE TIME WE LEARNED THE MATERIAL TO DO THE PROJECT, WE WERE
CRAMMING FOR A FINAL. COURSES SHOULD BE MORE INTEGRATED.
MORE PRACTICAL CLASSES, TEACH REAL WORLD APPLICATIONS AND PERTENANT INFO TO BUSINESS MANAGEMENT. SOME CLASSES WERE A
WASTE OF TIME AND MONEY. SELF HELP BOOKS COULD HAVE BEEN MORE USEFUL.
WIDER VARIETY OF COURSE WORK
OFFER A WIDER VARIETY OF CLASSES TO CHOOSE FROM
SOME CLASSES DIDN'T ASSESS LEARNING VERY WELL - SPECIFICALLY MARKETING (MA 6520). TEACHERS NEED TO PREPARE US MORE FOR
CAREERS - MORE PRACTICAL HANDS ON MATERIAL.
EXPANDED COURSE OFFERINGS
SPEED UP FINAL GRADE POSTING FOR REIMBURSEMENT PURPOSES. A FEW CLASSES TOOK A MONTH OR SO.
THE QUALITY OF CORE EDUCATION CLASSES COULD BE BETTER.
ALLOW THE STUDENTS TO PICK THE ELECTIVES OR HAVE A SAY IN THE ELECTIVES AT THE USU EXTENSIONS.
SOME CLASSES ARE TOO HARD AND SOME ARE TOO EASY
IT SEEMS USU'S CORPORATE RELATIONSHIPS ARE EXTREMELY WEAK. I ALSO THOUGHT THE COURSEWORK AND INSTURCTION WAS SORT OF
THROWN TOGETHER AND NOT WELL DEVELOPED. CLASSES AREN'T VERY COHESIVE
REVISE THE LENGTH OF THE SUMMER COURSEWORK
I NOTICED THAT MANY GOOD COURSES ARE BEING DROPPED OWING TO LACK OF FACULTY TIME. THIS WILL PUSH STUDENTS AWAY TO OTHER
UNIVERSITIES
TOO MANY CLASSES ON ETHICS. TOO MUCH TIME SPENT ON ETHICS CLASSES
I DIDN'T LIKE THAT COURSES WERE MIXED WITH UNDERGRAD/GRAD. I GUESS THAT'S OK, BUT THEN GRAD STUDENTS WERE ASKED TO DO AN
EXTRA TERM PAPER. TO TRULY OPERATE AT THE GRADUATE LEVEL, WE SHOULD BE WORKING ON PROJECTS/TERM PAPERS THAT
ULTIMATELY WOULD TURN I (scanner cut remainder of text).
MAKE THE STATS CLASSES APPLICABLE TO EDUCATION AND HAVE TEACHERS WHO CARE ABOUT US LEARNING THE CONCEPTS
SLIM PICKING FOR STRUCTURAL COURSES
BETTER COMPUTERS IN THE SOILS LAB
I LIKE CLASSES BETTER FROM PROFESSORS VERSES TEMPORARY HIRES
NO MORE DUAL CLASSES WITH UNDERGRAD TYPE TESTS QUIZZES ETC RATHER THAN LEARNING AS PROFESSIONALS
LESS CEO ORIENTED APPROACH AND MORE ENTREPRENEURIAL ORIENTED APPROACH
HAVE MORE SPECIALTY CLASSES OR ELECTIVE CLASSES THAT ARE ACTUALLY ELECTIVE (CLASSES I CAN CHOOSE FROM OUTSIDE THE CORE
CLASSES)
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DEPARTMENT/PROGRAM
THE COMPUTER SCIENCE DEPARTMENT SHOULD IMPROVE ITS COMMUNICATION WITH THE GRADUATE SCHOOL AND THE OFFICE OF
INTERNATIONAL STUDENTS.
ECE ME MAJOR PROFESSOR COULD OFFER SET OFFICE HOURS, SCHEDULE TO MEET WITH STUDENTS, AND ADVISE MORE EFFECTIVELY AND
EFFICIENTLY.
CS DEPARTMENT CAN OFFER MORE COURSES IN NETWORKING AND COMPUTER CONCEPTS.
PROVIDE MORE COURSES OUTSIDE OF THE AREA OF READING. IT WAS HEAVILY BASED IN READING. (ELEMENTARY ED-MASTERS PROGRAM)
THE DEPARTMENT COULD HAVE GOTTEN THE GRADUATE STUDENTS HANDBOOK TOGETHER EARLIER
ENGLISH DEPARTMENT: LESSEN THE BUREAUCRACY SO ITS EASIER TO GRADUATE
I WOULD HAVE LIKED TO HAVE SEEN THE DEPARTMENT A LITTLE BETTER ORGANIZED WITH OFFICE SPACE AVAILABLE FOR GRAD STUDENTS,
MORE ORGANIZED LABS, AND MORE INVOLVEMENT WITH CAREER PLACEMENT AND INTERNSHIPS.
MAKE MORE CLEAR THE STEPS GRADUATE STUDENTS NEED TO TAKE IN ORDER TO FINISH
HPER DEPARTMENT COULD GIVE MORE DIRECTION ON WHAT THE REQUIREMENTS ARE FOR THE FINAL MASTERS PROJECT
DEPARTMENT COURSES WERE NOT EXCEPTIONAL. I FELT MORE PASSIONATE ABOUT COURSES OUTSIDE MY DEPARTMENT
OUTSIDE REQUIREMENTS FOR THE MFT PROGRAM MADE IT VERY DIFFICULT TO FINISH A THESIS ON TIME. ALSO, THESIS DEADLINES RELY
FAR TOO MUCH ON FACULTY AVAILABILITY RATHER THAN STUDENT PROGRESS.
ALLOW STUDENTS TO GO ON INTERNSHIPS (I WAS DENIED MY INTERN!) I OWE THIS TO THE ECE DEPARTMENT.
GET RID OF ME PROGRAM. IT REDUCES IMPORTANCE OF MS PROGRAM. THE ECE DEPARTMENT TREATS ME THE SAME AS MS. THIS MADE ME
FEEL LIKE MY MS WASN'T AS GOOD AS IT SHOULD BE.
USE REQUIRED TEXT TO PLAN A MORE COHERENT CURRICULUM.
THOUGH MONEY IS A PROBLEM RIGHT NOW, IT WOULD BE NICE TO SEE LEAVING PROFESSORS REPLACED BY NEW PROFESSORS, ALLOWING
MORE VARIETY OF FIELDS TO STUDY IN WITHIN THE HISTORY DEPT.
GEOLOGY DEPARTMENT: PROVIDE OR ENCOURAGE FIELD SAFETY TRAINING PRIOR TO THE COMPLETION OF FIELD WORK
THE FCHD DEPARTMENT COULD USE A BETTER COMPUTER LAB. IT WAS ALWAYS CLOSED FOR CLASSES WHICH WAS FRUSTRATING
DEPARTMENTS NEED TO PROVIDE MORE INFORMATION FOR GRADUATION REQUIREMENTS.
DEPARTMENTS AND SCHOOL OF GRADUATE STUDIES SHOULD KEEP STUDENTS INFORMED ABOUT GRADUATION FORMS NEEDED AND
DEADLINES
IN SPED, MORE EXPERTS IN MILD/MODERATE AND IN SECONDARY EDUCATION
MY DEPARTMENT COULD HAVE PROVIDED ME WITH APPLIED TYPE OF EDUCATION
THE VARIETY OF COURSES TAUGHT IN THE SPRING SEMESTER IN THE NR-WATS DEPARTMENT COULD BE IMPROVED.
THERE WAS RELATIVELY LITTLE FLEXIBILITY IN THE FHD REQUIREMENTS FOR GRADUATION TO ALLOW ME TO TAILOR MY COURSEWORK TO MY
SPECIFIC INTERESTS RATHER THAN THE COURSES THE DEPARTMENT FELT WERE MOST IMPORTANT. MORE FREEDOM WOULD BE
APPRECIATED.
IF BIOINFORMATION PROGRAM CAN BE A JOINT PROGRAM BETWEEN COMPUTER SCIENCE, BIOLOGY AND STATISTICS, THEN THIS PROGRAM
COULD BE BETTER
ENGLISH DEPT. SMALLER WRITING CLASSES, BETTER SPRING COURSE OFFERINGS
SCHOOL OF BUSINESS: MANAGEMENT INFO SYSTEMS-THE CLASSES OFFERED ARE BY NO MEANS AT A GRADUATE LEVEL. MY PERSONAL
OPINION, I FEEL LIKE I AM GETTING A SECOND BACHELOR'S DEGREE IN MIS
PROVIDE THE MBA CLASS WITH A LARGER ROOM. THERE ARE CURRENTLY NOT ENOUGH DESKS FOR THE STUDENTS IN THE ROOM.
C-5
I THINK PROFESSOR OVERLAP OR THE SAME PROFESSOR TEACHING 2 OR MORE COURSES COULD BE CHANGED. I WOULD PREFER A VOTE BY
MAJORTIY AS A CLASS ABOUT WHAT ELECTIVES WE WOULD WANT RATHER THAN THE ELECTIVE BEING ASSIGNED.
THE ECE DEPARTMENT NEEDS TO BE MORE SENSITIVE WHILE AWARDING FUNDING AND JOBS TO ITS OWN STUDENTS, BESIDES RESEARCH
AND TA-NO GA JOBS ARE PROVIDED
THE ENGLISH DEPT. CANNOT MEET DEADLINES AND IS TERRIBLE ABOUT COMPLETING PAPERWORK. THEY ARE FAR TOO SLOW AND NEED
MORE THAN ONE PERSON DOING IT.
WORK AT HELPING GRAD STUDENTS FIND A PROJECT AND STICK TO IT. I WOULD SUGGEST REQUIRING STUDENTS TO TAKE THE THESIS
CLASS THEIR FIRST SEMESTER. ALSO, ENCOURAGING STUDENTS TO WORK ON PROJECTS THAT BENEFIT COMMUNITY ARE VALUABLE TO THE
STUDENT AND COMMUNITY.
HAVE A STRATEGIC VISION FOR THE MBA, INTEGRATING IT MORE INTO EACH CLASS.
PROVIDE GUIDANCE FOR STUDENTS. DO NOT ASSUME THAT WE ALREADY HAVE ALL THE INFO WE NEED. COORDINATE EFFORTS BETWEEN
DEPARTMENTS AND GRAD SCHOOL. I WAS ALWAYS BEING SENT FROM ONE PERSON TO ANOTHER TO GET QUESTIONS ANSWERED
NATURAL RESOURCES-HAVE A MORE USER FRIENDLY WEBSITE WITH CURRENT STUDENT INFORMATION WEBSITE TARGETS PERSPECTIVE
STUDENTS.
ENGLISH DEPT. COULD COMMUNICATE BETTER WITH GRAD SCHOOL ABOUT REQUIREMENTS. I KEPT GETTING DIFFERENT NAMES FOR FORMS,
EVEN DIFFERENT NAMES FROM THE SAME PEOPLE
BOTH THE ADVS AND BIOLOGY DEPARTMENTS NEED TO IMPROVE HELPING STUDENTS TO UNDERSTAND WHAT IS AVAILABLE TO THEM AFTER
SCHOOL. SPECIFICALLY THERE WAS NEVER A MENTION ABOUT OPPORTUNITIES FOR GRAD STUDENTS IN THE BUSINESS WORLD; ONLY FOR
ACADEMIA.
MASTERS OF ED. WAS SOMETIMES HARD TO KNOW WHEN CLASSES WOULD BE OFFERED AND MANY PEOPLE DIDN'T KNOW SOME OF THE
ANSWERS I HAD QUESTIONS TO
MBA PROGRAM COMPLETELY IN THE DARK DURING THE ADMISSION PROCESS. I WAS TOLD I WOULD BE INFORMED OF SCHOLARSHIP
OPPORTUNITIES AND I WAS NEVER CONTACTED OR INFORMED. I FOLLOWED UP AND WAS BASICALLY TOLD IT WAS TOO LATE. HORRIBLE
COMMUNICATION TO STUDENTS
MY BIGGEST COMPLAINT WITH THE PROGRAM IS THE AMOUNT OF TIME OFF IN BETWEEN CLASS. THE PROGRAM WOULD BE COMPLETED A
LOT SOONER IF CLASSES WERE MORE CONSECUTIVE
THE AMERICAN STUDIES PROGRAM IS VERY WEAK; MOST OF ITS GRADUATE STUDENTS DO NOT KNOW THE DISCIPLINE'S BASIC HISTORY,
THEORY AND METHODOLOGY. I DO NOT FEEL AS THOUGH THE COURSEWORK IS EITHER CHALLENGING OR ENJOYABLE
BETTER ORGANIZED CURRICULUM
(NAME) IS A WEAK INSTRUCTOR IN THE EDUCATION COLLEGE
ECE DEPARTMENT - I THINK THEY TOOK EVERY OPPORTUNITY TO TEACH AND MENTOR US, BUT MANY OF THEM WERE DISTRACTED BY
RESEARCH AND OTHER CARES
BETTER COORDINATION BETWEEN MY DEPARTMENT (FCHD)AND GRADUATE SCHOOL
DON'T LOSE THE EXTENSION PROGRAM. PLEASE!
BETTER IMPROVE CORPORATE OUTREACH TO ASSIST WITH INTERNSHIPS, PLACEMENT, NETWORKING, STRATEGIC PROJECTS, ETC.
ACCOUNTING DEPT. SOMETIMES WAS UNORGANIZED WHEN IT CAME TO CLASS SCHEDULES. OFTEN I WAS NOT SURE WHAT WOULD BE
DISCUSSED OR WHAT WAS DUE THE NEXT DAY
MY DEPARTMENT CAN IMPROVE COURSE PLANNING EVEN BETTER IN THE FUTURE.
MAKE THE EXECUTIVE MBA MORE APPLICABLE TO REAL WORLD SITUATIONS.
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COM D- GET FEEDBACK FROM STUDENTS. OFFER A MEDICAL OR EDUCATIONAL EMPHASIS TO LESSEN THE COURSE LOAD, OR OFFER OPTION
TO TAKE SUMMER COURSES WITH OUTREACH.
I THINK A MORE FLEXABLE SCHEDULE AND CURRICULUM SO A STUDENT CAN HAVE MORE ELECTIVES, A MORE EQUAL WORKLOAD FOR
STUDENTS IN OTHER PROGRAMS
THE GRADUATE PROGRAM OFFERED FROM THE DEPARTMENT OF EDUCATION NEEDS TO ADD MORE FOCUS ON TEACHERS AND PROGRAMS
FOR MATH AND SCIENCE. THE SECONDARY ED. CLASSES ARE ALL FOCUSED ON READING AND WRITING
WE NEED MORE HANDS-ON EXPERIENCE IN THE MBA PROGRAM. THE FIELD STUDIES CLASS WAS GREAT. I'D LIKE SOME OF THAT FOR EACH
CLASS, A PLACE TO PRACTICE AND APPLY. THERE ARE TONS OF BUSINESSES AROUND TOWN WHO WOULD LOVE THE HELP
I THINK THE INSTRUCTIONAL TECHNOLOGY DEPARTMENT COULD IMPROVE THE COMMUNICATION TO THEIR STUDENTS THAT ARE
GRADUATING. A LITTLE MORE INFORMATION WOULD BE HELPFUL.
DEPARTMENT: HIRE MORE FACULTY SO THEY CAN TEACH THE CLASSES THAT ARE ADVERTISED IN THE CATALOG (BUT THAT ARE NOT
OFFERED). THE IRRIGATION ENGINEERING PROGRAM IS DYING BECAUSE IT IS IGNORED BY THE DEPARTMENT
(NAME), THE GRADUATE DIRECTOR OF THE ENGLISH DEPT. IS SOMETIMES UNTIMELY, SOMETIMES, LOSES DOCUMENTS, WHICH THUS
INCONVENIENCE STUDENTS. THE UNIVERSITY CAN BETTER MEET THE NEEDS OF GRADUATE STUDENTS BY MAKING SURE FACULTY AND
STAFF UNDERSTAND.
THE DEPARTMENT OF FAMILY, CONSUMER AND HUMAN DEVELOPEMENT COULD FACILITATE MORE COLLABORATIVE OPPORTUNITIES AMONG
ITS STUDENTS.
I HAVE TO START PAYING BACK MY LOANS EARLY BECAUSE THE PAST 2 SEMSTERS YOU SPLIT 10 CREDITS SO THAT MESSES EVERYTHING UP
FOR LOTS OF US. PLEASE ADD MORE WORK SO FUTURE STUDENTS CAN GET LOANS EACH SEMESTER
THE PROGRAM NEEDS TO USE THE BLACKBOARD SYSTEM MORE TO DISSEMINATE INFORMATION AND COLLECT HOMEWORK
THIS IS THE CRAZIEST, MOST STRESSFUL, HARDEST THING I HAVE EVER DONE. I THINK OUR PROGRAM SHOULD BE STRETCHED INTO 3 YEARS
OR THE PROFESSORS (SOME OF THEM) NEED A REALITY CHECK OF HOW DIFFICULT IT IS IN THIS PROGRAM. I HAVE NO LIFE OUTSIDE OF
SCHOOL
BUILD AN ALUMNI NETWORK (MBA PROGRAM)
ECF DEPARTMENT: WE NEED MORE PROFESSORS. ALSO, THE RESTRICTIONS ON COURSES SHOULD BE REDUCED. IT IS PRETTY RIGID
CURRENTLY AND WE CANNOT TAKE ALL THE COURSES THAT WE WISHED TO.
AS AN AS STUDENT I WAS REQUIRED TO TAKE COURSES OUTSIDE OF MY DEPARTMENT; HOWEVER, NONE OF THE COURSES OFFERED
APPEALED TO ME - AND I WASTED EACH SEMESTER IN MULTIPLE DEPARTMENTS
TO BE MORE CLEAR ABOUT THE TIME THE PROJECT DEFENSE AND PROPOSAL WILL TAKE. MORE CONSISTENCY WITH TYPES OF PROJECTS
ACCEPTED AND USED AS EXAMPLES
THE LPSC DEPARTMENT NEEDS TO COORDINATE BETTER WITH THE EDUCATION DEPT.
ALTHOUGH THE CLASSES I TOOK WERE INTERESTING AND VALUABLE I FEEL THE DEPARTMENT (HPER) AS A WHOLE IS NOT CHALLENGING OR
VERY STIMULATING WITH EXCEPTIONS OF COURSE. PROFESSORS SHOULD PUSH STUDENTS MORE AND EXPECT MORE OF THEM.
MSLT - HAVE A CLASS ON PORTFOLIO THEORY
FCHD - NEED BETTER COMPUTERS FOR GRAD STUDENTS SPECIFIC TO MFT STUDENTS, THE THESIS NOT USEFUL FOR CLINICAL DEVELOPMENT
AND SHOULD BE OPTIONAL
DEPT. OF ED PSYCH NEEDS TO MAKE CLEAR DATES OF VACATIONS, BREAKS, ETC.
THE ECE DEPARTMENT COULD PROVIDE BETTER TRAINING IN POLICIES AND PROCEDURES FOR NEW FACULTY.
EPT./PROGRAM EQUALS BETTER ACCESS TO STATISTICAL AND GRAPHING SOFTWARE. UNIVERSITY AND DEPT. EQUALS BETTER CLARITY IN
POLICIES AND REQUIREMENTS FOR COMPLETION OF M.S. DEGREE COMPUTER SCIENCE DEPARTMENT, MASTERS PROGRAM
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MORE FLEXIBILITY WITH PROGRAMS ABROAD - NOT BEING ABLE TO SECURE APPROVAL (OFFICIAL) AND HAVE FINANCIAL ASSISTANCE ABROAD
WAS DESPICABLE - STUDENTS SHOULD BE ENCOURAGED TO STUDY ABROAD AND NOT BE SO CONSTRICTED BY EXISTING USU PROGRAMS.
COMPUTER SCIENCE DEPARTMENT CAN OFFER MORE BETTER AND CHALLENGING COURSES
THE ADMINISTRATIVE STAFF AT BUSINESS GRADUATE STUDIES COULD BE BETTER ORGANIZED AND TRAINED. THEY COULD ALSO HAVE A
BETTER UNDERSTANDING ABOUT THE PROGRAMS THE SCHOOL WAS OFFERING AND WHAT CLASSES WOULD BE NECESSARY TO COMPLETE
THESE PROGRAMS
REHAB COUNSELING A FEW INSTRUCTORS WERE NOT GOOD ABOUT ASSIGNMENT FEEDBACK
STUDENTS IN THE M.S. PSYCHOLOGY PROGRAMS NEED TO BE ALLOWED IF THEY CHOOSE TO COMPLETE A THESIS IN PLACE OF INTERNSHIP
OR COURSEWORK. I DIDN'T WANT TO COMPLETE A INTERNSHIP BECAUSE OF CAREER REASONS AND WAS NOT ALLOWED TO COMPLETE A
THESIS. I HAD TO TA.
MORE GOOD PROFESSORS IN BUSINESS SCHOOL
OUR HPER DEPARTMENT NEEDS MORE MONEY IN ORDER OF OFFER MORE SPECIFIC CLASSES AND MORE RESEARCH EQUIPMENT TO MAKE IT
COMPETITIVE WITH OTHER UNIVERSITIES IN THE STATE.
TO PROVIDE MORE OPPORTUNITIES OF INTER-DISCIPLINE PROGRAM
MORE NIGHTS AND WEEKENDS FOR ACCOUNTING STUDENTS
PHYSICS DEPARTMENT - PROVIDE A TEMPLATE FOR FORMATTING THE THESIS IN ORDER TO MAKE SURE IT MEETS THE SCHOOL OF GRADUATE
STUDIES TYPOGRAPHY
IN A DEPARTMENT WHERE TECHNOLOGY IS A MAJOR FOCUS I HAVE FOUND THAT THERE IS A BIT OF A STRUGGLE WITH THE TEACHING IN
SEVERAL CLASSES. I FELT THAT THE INSTRUCTOR KNEW THE CONTENT WELL BUT DIDNT KNOW HOW TO TEACH IT. PERHAPS THERE COULD
BE TEACHING HELP.
MAYBE EMPHASIZE THE IMPORTANCE OF GETTING AN EARLY START ON THE DISSERTATIONS EITHER PSYCHOLOGY DEPT OR SCHOOL OF
GRADUATE STUDIES
THE CEE DEPARTMENT COULD HAVE THEIR OWN CHEKCLIST FOR PAPER FORMATS TO CUT DOWN ON CONTINUOUS EDITING WITH VARIOUS
ENTITIES WITHIN THE DEPARTMENT
STREAMLINE THE INFORMATION PROVIDED BY THE GRADUATE SCHOOL AND THE DEPARTMENT SO THEY ALIGN MORE CLOSELY
SOMEHOW ALLOW MORE TIME TO WORK ON THESIS THROUGHOUT SCHOOL CAREER. PROVIDE MORE MONEY TO THE PROGRAM FOR
ADDITIONAL SCHOLARSHIPS OR MORE MONEY FOR TA AND RA.
DISTANCE EDUCATION
HAVE A REGISTRARS OFFICE LOCATED IN SLC
CREATING THE NEW SALT LAKE CENTER WAS A BIG STEP.
ELED-SATELLITE CLASSES NEED TO OFFER MORE FEEDBACK ON PAPERS AND PROJECTS SENT IN. IT WAS VERY IMPERSONAL TO BEGIN WITH,
BUT WHEN NO COMMENTS WERE GIVEN ON 10-15 PAGE PAPERS, THAT IS INEXCUSABLE.
THE DEPARTMENT COULD PROVIDE MORE CURRICULUM INFORMATION AND DIRECTION TO REMOTE STUDENTS. I'D ALSO SUGGEST ENLISTING
THE HELP OF CURRENT STUDENTS TO ANSWER PROSPECTIVE STUDENTS' QUESTIONS ABOUT THE ONLINE MASTER PROGRAM.
BEING A DISTANCE STUDENT CAN BE HARD IN ANY PROGRAM. I DON'T FEEL LIKE I GOT TO KNOW PROFESSORS IN BROADCAST CLASSES VERY
WELL.
SOME OF THE MFHD DISTANCE ED INSTRUCTORS STRUGGLED WITH THE TECHNOLOGY. I'M SURE THE BUGS ARE BEING WORKED OUT
THOUGH. SOME WERE PROBABLY UNABLE TO ANTICIPATE UNTIL THEY OCCURRED.
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DISTANCE PROGRAMS ARE DOWNRIGHT DIFFICULT
I WAS CONSTANTLY FRUSTRATED WITH OBTAINING JOURNAL ARTICLES FROM THE LIBRARY. I WOULD LOVE TO SEE THIS SERVICE IMPROVED
FOR DISTANCE STUDENTS.
MBA DISTANCE EDUCATION REALLY FELT DISTANT. IT DIDN'T FEEL LIKE A CAMPUS AND I FELT FAR REMOVED FROM HAPPENINGS AT USU.
IT WOULD BE INTERESTING TO SEE IF THE DISTANCE EDUCATION STUDENTS IN THE INSTRUCTORS TECHNOLOGY DEPARTMENT COULD BE
ENGAGED IN THE ONGOING RESEARCH OF THE DEPARTMENT AND ITS PROFESSORS.
OFFER MORE CLASSES AND MAJORS AT DISTANCE LOCATIONS
SOME TYPE OF ORIENTATION TO HELP STUDENTS BE INTRODUCED TO BLACKBOARD, THE DISTANCE ACCESS TO THE LIBRARY,
REQUIREMETNS AND DEADLINES.
GET MORE SPECIALIZED IN THE EXTENSION PROGRAM
MORE FLEXIBILITY WITH DISTANCE ED MBA SCHEDULING
BEING AT A REGIONAL (EDUCATION COLLEGE-SLC SITE) IT WAS DIFFICULT TO NOT HAVE AN ADVISOR ON SITE TO DISCUSS QUESTIONS. I
DIDN'T FEEL THERE WAS A LOT OF GUIDANCE IN MY COURSEWORK AND WHEN TO TAKE WHICH CLASSES.
HAVE MORE NETWORING ACTIVITIES IN SALT LAKE AND OREM
MAKE THE SATELLITE CAMPUS STUDENTS FEEL A LITTLE MORE PART OF THE PROGRAM - T SHIRTS, GOLF SHIRTS (SMALL THINGS)
PROVIDE BETTER COMMUNICATION WITH DISTANCE EDUCATION STUDENTS.
ORGANIZE ONLINE COURSEWORK SO THAT IT IS MORE USER FRIENDLY AND OPERABLE
AS A DISTANCE ED STUDENT...FEEDBACK, FEEDBACK, AND FEEDBACK
MS HUMAN RESOURCES DUE TO TURNOVER IN DEPT WHEN THEY CANCELED THE SATELITE PROGRAM, I FELT LIKE THEY DID NOT ASSIST WITH
MY NEEDS TO COMPLETE GRAD REQUIREMENTS WHILE STILL IN SALT LAKE.
PSYCHOLOGY, THE PEOPLE IN OUTLYING AREAS COULD GET FOOTBALL TICKETS
OFFER MORE PROGRAMS TO BE TAUGHT VIA SATELLITE
MAKE MORE COURSES FACE TO FACE OR BLENDED AT THIS LEVEL I NEED TO HAVE REGULAR CONTACT WITH PROFESSIONALS LEADERS IN
MY FIELD
IT WOULD BE INTERESTING TO SEE IF THE DISTANCE EDUCATION STUDENTS IN THE INSTRUCTORS TECHNOLOGY DEPARTMENT COULD BE
ENGAGED IN THE ONGOING RESEARCH OF THE DEPARTMENT AND ITS PROFESSORS.
THE DISTANCE EDUCATION PROGRAM HAS BEEN VERY BENEFICIAL, BUT MY LEARNING EXPERIANCE WOULD HAVE BEEN MUCH MORE
EFFICACIOUS HAD (scanner cut remainder of text)
FACILITIES
UPDATED LAB FACILITIES.
PROVIDE THE MBA CLASS WITH A LARGER ROOM. THERE ARE CURRENTLY NOT ENOUGH DESKS FOR THE STUDENTS IN THE ROOM.
PROVIDE A LARGER ROOM. WE HAD A ROOM WITH AROUND 40 SEATS FOR 44 STUDENTS
FINANCIAL AID
MAKE MORE FUNDING AVALAIBLE
MORE SCHOLARSHIPS
PROVIDE MORE FUNDING
MORE TUITION WAIVERS AVIALABLE WOULD BE NICE, OR TUITION WAIVER FOR 1 YEAR INSTEAD OF 1 SEMESTER
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BETTER FUNDING FOR TAS'S (ART)
LARGER STIPENDS ARE NEEDED TO RECRUIT AND RETAIN TOP QUALITY GRADUATE STUDENTS
DIFFERENTIAL TUITION HAS INCREASED SUBSTANTIALLY WHILE SCHOLARSHIP AVAILABILITY HAS REMAINED AT PRE-INCREASE LEVELS. THAT
HAS CREATED A SIGNIFICANT FINANCIAL BURDEN
THE ECE DEPARTMENT NEEDS TO BE MORE SENSITIVE WHILE AWARDING FUNDING AND JOBS TO ITS OWN STUDENTS, BESIDES RESEARCH
AND TA-NO GA JOBS ARE PROVIDED
MORE FINANCIAL AID OR SCHOLARSHIPS
PROVIDE MORE SCHOLARSHIPS OR GRANTS FOR GRADUATE STUDENTS
GETTING EVEN A NON-SUBSIDIZED LOAN WASN'T REALLY A KNOWN OPTION. THIS COULD HAVE BEEN BETTER ADVERTISED AND AVAILABLE TO
HELP WITH THE COSTS OF THE PROGRAM
HELP MAKE PELL GRANTS AVAILABLE TO GRAUATE STUDENTS
GIVE MORE OPPORTUNITIES FOR FINANCIAL AIDE FOR THE AVERAGE STUDENT
MORE SCHOLARSHIPS
MORE FINANCIAL HELP FOR GRADUATE STUDENTS
I HAVE TO START PAYING BACK MY LOANS EARLY BECAUSE THE PAST 2 SEMSTERS YOU SPLIT 10 CREDITS SO THAT MESSES EVERYTHING UP
FOR LOTS OF US. PLEASE ADD MORE WORK SO FUTURE STUDENTS CAN GET LOANS EACH SEMESTER
MORE SCHOLARSHIPS
FOR STUDENTS WITH ONLY A BS THAT ARE WORKING ON PHDS, MAKE GS FUNDING AVAILABLE FOR 90 CREDITS!
PROVIDE MORE INFORMATION ABOUT SCHOLARSHIPS AND STUDY ABROAD EXCHANGE OPPORTUNITIES
FUNDING FOR CONFERENCES
MORE TUITION AND FEE ASSISTANCE
OFFER HALF TUITION FOR GRADUATE INSTRUCTORS
PROVIDE ADEQUATE TRAVEL FUNDS FOR DESERVING GRADUATE STUDENTS FREE POSTER PRINTING FOR PARTICIPATION IN LARGE AND
WELL KNOWN RESEARCH COMPETITION
PROVIDE MORE MONEY TO THE PROGRAM FOR ADDITIONAL SCHOLARSHIPS OR MORE MONEY FOR TA AND RA.
MORE FUNDING IN TA"S OR RA"S WOULD HELP A LOT WITH FINANCES. THEY WERE GOOD BUT I STILL PAID A COUPLE OF SEMESTERS OUT OF
POCKET.
JOB PLACEMENT
JUST MORE INFORMATION ON HOW TO AND WHAT TO LOOK FOR AS FAR AS JOB OPPORTUNITIES OUTSIDE OF GAD SCHOOL (HYPER
DEPARTMENT) MAYBE EVEN OUTSIDE OF UTAH JOBS OPPS.
BETTER IMPROVE CORPORATE OUTREACH TO ASSIST WITH INTERNSHIPS, PLACEMENT, NETWORKING, STRATEGIC PROJECTS, ETC.
TOO MANY INTERNSHIP POSITIONS WERE OFFERED. NEED MORE PROFESSIONAL JOBS FOR MBA STUDENTS
BUILD AN ALUMNI NETWORK (MBA PROGRAM)
LOT OF IMPROVEMENTS COULD BE MADE TO CAREER FAIR & SERVICES.
LIBRARY/TECHNOLOGY
HAVE BETTER ONLINE ACCESS TO JOURNAL ARTICLES
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I WAS CONSTANTLY FRUSTRATED WITH OBTAINING JOURNAL ARTICLES FROM THE LIBRARY. I WOULD LOVE TO SEE THIS SERVICE IMPROVED
FOR DISTANCE STUDENTS.
COURSES NEED TO BE AVAILABLE ON BLACKBOARD EARLIER THAN TWO DAYS BEFORE CLASS START DATES. PROFESSOR'S SYLLABI NEED TO
BE MADE AVAILABLE ON A MORE PREDICTABLE TIME FRAME. ALL RESOURCES AVAILABLE FOR STUDENT USE NEED TO BE COVERED IN THE
FIRST COURSE.
PLACE COMPUTER KIOSKS SOMEWHERE IN THE LILLYWHITE BUILDING. MOST DAYS ARE SPENT IN THAT BUILDING WITHOUT THE ABILITY TO
CHECK EMAIL FROM COLLEAGES OR PROFESSORS.
NONE IN THEIR CONTROL BUT TECHNOLOGY NEEDS MORE REFINING BUT I SEE IMPROVEMENT FROM FALL TO SPRING SEMESTER
MORE ELECTRONIC ACCESS TO JOURNALS
FCHD - NEED BETTER COMPUTERS FOR GRAD STUDENTS SPECIFIC TO MFT STUDENTS, THE THESIS NOT USEFUL FOR CLINICAL DEVELOPMENT
AND SHOULD BE OPTIONAL
BETTER COMPUTERS IN THE SOILS LAB
EASIER ACCESS TO LIBRARY MATERIALS OFF CAMPUS
NO SUGGESTIONS/POSITIVE COMMENTS
I AM PLEASED WITH MY EXPERIENCE, AND CAN THINK OF NO CONSTRUCTIVE CRITICISM TO OFFER
THEY HAVE DONE WELL
KEEP UP THE GOOD WORK
IT WAS WONDERFUL!
NO COMPLAINTS OR SUGGESTIONS
I THINK THE SECED DEPARTMENT DID A WONDERFUL JOB!
I AM SATISFIED WITH HOW MY NEEDS WERE MET
NONE, I AM VERY SATISFIED
I HAVE NO COMPLAINTS BECAUSE MY NEEDS WERE MET SO FAST AND I WAS TREATED WITH SUCH RESPECT - MED INSTRUCITONAL
TECHNOLOGY DEPARTMENT.
NOT MUCH TO IMPROVE, ALSO IT WAS A GREAT EXPERIENCE
EDUCATIONAL TECHNOLOGY - THEY MET ALL OF MY NEEDS
YOU'VE DONE THE BEST!
I'M VERY CONTENT
N/A. THEY'RE DISBANDING THE JCOMM GRAD PROGRAM.
GOOD!
CHEMISTRY - KEEP DOING WHAT THEY HAVE BEEN DOING
I THINK THE SECED DEPARTMENT DID A WONDERFUL JOB!
MY DEPT. DOES A GREAT JOB AT THIS-DEE CHILD OUR ADVISOR FOR THE OUTREACH SUP PROGRAM IS ON TOP OF IT!
MY DEPARTMENT ( CHEMISTRY AND BIOCHEM) MET THE NEEDS OF GRADUATE STUDENTS.
PAPER WORK
STREAMLINE PAPERWORK PROCESS BETWEEN SGS AND COLLEGE OF EDUATION, E.G., ALL FORMS GO TO SGS AND WHEN APPROVED COPIES
ARE SENT TO COLLEGE OF EDUCATION OR VICE VERSE.
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THE UNIVERSITY COULD BETTER MANAGE INFORMATION ABOUT STUDENTS TO MINIMIZE PAPERWORK.
GET RID OF SOME OF THE FORMALITIES (PAPERWORK, LOOPS, ETC)
HELP THE STUDENTS TO MEET PAPERWORK DEADLINES. MAYBE AUTOMATIC EMAILS SENT OUT REMINDING THEM OF DEADLINES AND
PROCEDURES
MAKE ADMINISTRATIVE/PAPERWORK EXPECTATIONS FOR THESIS AT GRADUATION MORE CLEAR AND EASIER TO NAVIGATE.
MAKE CLEARER PAPERWORK THAT NEEDS DOING AND DEADLINES (UP-TO-DATE)
I WAS LOST WHEN IT CAME TO WHAT PAPERS TO FILL OUT AND WHEN THEY WERE DUE. A PACKET WITH THE PAPERWORK WOULD HAVE BEEN
HELPFUL
REDUCE PAPERWORK.
REDUCE THE "HOOPS" PAPERWORK AND BUSY WORK REQUIRED. WHEN YOU ARE WORKING, THESE ARE THE LAST THINGS YOU WANT TO
SPEND TIME ON
SEND GRADUATE PAPER SOON NOT 1 1/2 WEEKS BEFORE IT IS DUE
THE PAPERWORK REQUIRED SHOULD BE REDUCED (ELECTRICAL ENG. DEPT.)
MORE PAPERWORK ONLINE!
STREAMLINE THE PAPERWORK REQUIRED OR MAKE PAPER WORK MORE AVALIABLE ONLINE. ONLINE TRAINING TO FAMILIARIZE GRAD
STUDENTS WITH THE WHOLE PROCESS.
PROFESSORS
THE PROFESSORS ON MY COMMITTEE COULD HAVE REVIEWED MY POST-DEFENSE THESIS CORRECTIONS PUNCTUALLY, RATHER THAN
WAITING MONTHS.
MAKE SURE ALL MAJOR PROFESSORS ARE LIKE DR. JONES!
I WAS ALWAYS STUCK IN MY RESEARCH BECAUSE IT WAS DIFFICULT TO CATCH MY MAJOR PROFESSOR. FIND A WAY TO GET MORE TIME FOR
GRAD STUDENTS
FOCUS LESS ON RESEARCH MORE ON STUDENTS
I COULD HAVE MET WITH MY MAJOR PROFESSOR MORE IN PERSON.
I HATE TO SAY THIS, BUT THE CLASSES I HAD FROM (NAME) WERE THE WORST I'VE HAD AT ANY INSTITUTION I'VE STUDIED AT.
MORE INTERACTION FROM PROFESSORS CONCERNING PROGRESS.
MAKE SURE THAT ALL OF THEIR PROFESSORS HAVE THE DESIRE TO HELP THEIR STUDENTS.
MORE TIMELY FEEDBACK. MORE REAL WORLD (BUSINESS) EXPERIENCE FROM PROFESSORS
THERE WERE A COUPLE OF MY EDUCATION PROFESSORS WHO DID NOT HAVE THE EXPERIENCE I FELT THEY NEEDED. I THINK THAT
EDUCATION PROFESSORS SHOULD HAVE EXPERIENCE IN ALL EDUCATION LEVELS THEY WILL BE TEACHING ABOUT.
I FELT LIKE MY FUTURE WAS IN A PROFESSOR'S HANDS AND THEY COULD DICTATE WHAT WOULD HAPPEN. IT WAS AN UNEASY FEELING
I WOULD HAVE LIKED TO HAVE MY MAJOR PROFESSOR ADVISE AND INFORM ME ON THE THESIS PROCESS
SOME OF THE PROFESSORS WERE A LITTLE LESS PREPARED, AND SOME OF THE MASTERS PROFESSORS OF THE CORE CLASSES TAUGHT IN
A WAY THAT WAS HARD TO MAKE THE CONNECTION TO THE CLASSROOM, BUT ON THE WHOLE THERE WERE VERY GOOD PROFESSORS AND
INSTRUCTION AND I THANK YOU.
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REQUIREMENTS
WHY ARE GRADUATE STUDENTS WITH A BA REQUIRED TO "RE-DO" FOREIGN LANGUAGE CREDITS? ENGLISH, ESPECIALLY LITERATURE AND
WRITING IS AN ART-SO WHETHER A STUDENT CAN PROVE THEY KNOW A FOREIGN LANGUAGE IS BESIDE THE POINT.
PROVIDE CHECKLIST AT THE BEGINNING, NOT THE END.
MAKE GRAD REQUIREMENTS MORE READILY AVAILABLE.
THE LANGUAGE REQUIREMENT FOR A MASTER OF ARTS DEGREE SEEMS UNNECESSARY IF THE GRADUATE STUDENT RECIEVED A MINOR OR A
MAJOR IN A LANGUAGE AS AN UNDERGRADUATE HERE AT UTAH STATE
REVAMP THE APPLICATION PROCESS, PROVIDE MORE ELECTIVES AND FIT PROGRAM INTO 2 SEMESTERS.
GIVE A CLEAN OUTLINE OF DEADLINES AND EXPECTATIONS FOR GRADUATION
ONLINE CHECKLIST OF COURSES TO COMPLETE (DEGREE AUDIT REPORT)
MAKE SURE SOURCES OF INFORMATION ARE CURRENT. SOME REQUIREMENTS WERE NOT UPDATED ON ALL SOURCES (INTERNET, CATALOG,
DEPARTMENT)
THE REQUIREMENTS FOR DEGREE COMPLETION SHOULD BE BETTER STATED.
BETTER PLANNING AND ORGANIZATION OF COURSE TIMELINE AND GRADUATION REQUIREMENTS - MORE ADVANCED NOTICE.
I WAS DISSAPPOINTED WITH THE APPLICAITON PROCESS. THE APPLICATION ITSELF WAS POORLY DONE, AND IT TOOK OVER 3 MONTHS TO
HEAR BACK ABOUT IF I WAS ACCEPTED.
ENTRANCE EXAM MAT IS NOT APPLICABLE.
THE PROCESS COULD BE STREAMLINED, WITH NOT SO MUCH PAPER WORK AND NIT PICKY REQUIREMENTS. I SPENT SOME UNNECCESSARY
TIME GOING BETWEEN THE DEPARTMENT, THE SCHOOL OF GRADUATE STUDIES, AND THE REGISTER'S OFFICE
RAISE THE BAR FOR ENTRY INTO THE PROGRAM.
DON'T ALLOW STUDENTS TO START TAKING CLASSES UNLESS THEY PASS THE MAT -- NOT EVEN PROVISIONALLY!
STREAMLINED LIST OF REQUIREMENTS; DATES, FORMS, ETC.
MAKE IT MORE CLEAR WHAT THE REQUIREMENTS ARE AND THE ORDER IN WHICH THEY SHOULD BE COMPLETED.
TRY NOT TO CHANGE REQUIREMENTS SO OFTEN
MAKE GRADUATION REQUIREMENTS MORE EASILY ACCESSABLE AND CLEARER
RESEARCH
MORE FUNDING FOR RESEARCH OPPORTUNITIES
PROVIDE MORE FUNDING & HELP STUDENTS STAY ON SCHEDULE WITH THEIR RESEARCH.
WORK WITH THE IRB IN GETTING THINGS TO RUN SMOOTHER. MY APPLICATION TOOK 10 WEEKS BECAUSE IT GOT LOST ON A DESK
SOMEWHERE. WHEN I GOT MY COMMENTS BACK IT WAS AS IF THE PROFESSOR HADN'T READ ANYTHING. IT WAS AWFUL
ESTABLISH RESEARCH LABS AND EQUIPMENT TO FACILITATE THE NEED OF STATE OF THE ART RESEARCH.
HAVING BETTER INFRASTRUCTURE FOR CONDUCTING EXPERIMENTS WHICH FORM INTEGRAL PART OF RESEARCH
SCHOOL OF GRADUATE STUDIES
MORE COMMUNICATION IS REQUIRED BETWEEN THE DEPARTMENT AND THE SCHOOL OF GRADUATE STUDIES
USU GRAD SCHOOL SHOULD RESPOND TO INTERNATIONAL STUDENTS LITTLE MORE FASTER.
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I THINK THE UNIVERSITY SHOULD REQUIRE ALL NEW GRADUATE STUDENTS TO ATTEND A SEMINAR/ORIENTATION EXPLAINING ALL THE
REQUIREMENTS FROM BEGINNING TO END TO AVOID CONFUSION ABOUT WHAT SHOULD BE TOUCHED ON, WHEN WHO TO TALK TO AND
PROPER PROCEDURES.
THE UNIVERSITY COULD INFORM GRADUATE STUDENTS ON HOW TO OBTAIN FINANCIAL ASSISSTANCE -- THE DEPARTMENT DID A GOOD JOB
OF THIS, BUT THE UNIVERSITY DIDN'T HELP AT ALL IN MY EXPERIENCE.
UPDATE THE BOOK THAT EXPLAINS HOW TO COMPLETE THE DEGREE. ASSIGN STUDENTS A FACULTY ADVISOR RIGHT AS THE YEAR BEGINS GIVE OPTIONS TO CHANGE IF A STUDENT WANTS
THE GRADUATE SCHOOL ONLY OFFERS FINANCIAL HELP IN TWO CONFERENCES. WE GO TO MORE CONFERENCES DURING OUR TERM AND IT
WOULD BE GREAT TO HAVE MORE SUPPORT
SCHOOL OF GRADUATE STUDIES SEEMED UNORGANIZED AND UNPROFESSIONAL. RATHER THAN FACILITATING THE PROCESS, THEY CREATED
PROBLEMS AND COMPLICATED MY LIFE.
GRADUATE STUDENTS SHOULD HAVE AN ORIENTATION AND PACKET GIVEN TO THEM, UPON ARRIVAL, THAT EXPLAINS THE PROCESS
CREDIT LIMIT FOR TUITION WAIVERS FOR PHD STUDENTS IS RIDICULUS; GET RID OF THE LIMITS. BETTER COMMUNICATION OF PAPERWORK
REQUIREMENTS FOR GRADUATION BY SGS - FORMS ONLINE SAY TO COMPLETE PRIOR TO DEFENSE, SAME FORMS AT DEFENSE SAY TO
COMPLETE AFTER DEFENSE.
GRADUATE OFFICE COULD SEND EMAILS AND LET STUDENTS KNOW OF DEADLINES AND WHAT NEEDS TO BE DONE BEFORE DEADLINE DAY.
BETTER ORIENTATION
THE UNIVERSITY NEEDS TO WORK ON COMMUNICATIONS WITH THE GRADUATE STUDENTS; I HAVEN'T HEARD A PEEP FROM THE SCHOOL FOR
ALMOST 6 MONTHS.
SOMETIMES I HAD A HARD TIME COMMUNICATING WITH THE PEOPLE WORKING IN THE GRAUDATE OFFICES. THEY WERE VERY UNFRIENDLY
AND UNHELPFUL AT TIMES. BUT, OTHER TIMES, THEY WERE HELPFUL
DEPARTMENTS AND SCHOOL OF GRADUATE STUDIES SHOULD KEEP STUDENTS INFORMED ABOUT GRADUATION FORMS NEEDED AND
DEADLINES
TELL STUDENTS EARLIER ABOUT DEADLINES AND PAPERWORK. ALSO, UPDATE ONLINE DEADLINES
SGS COULD BE A LITTLE MORE FRIENDLY WHEN ANSWERING QUESTIONS. I HAVE HAD NUMEROUS OCCASIONS WHERE I HAVE FELT VERY
INFERIOR AND STUPID. ALSO WAIT FOREVER TO GET CONNECTED TO SOMEONE IN THE OFFICE :(
UNIVERSITY: HAVE THE PROCESS BE MORE TRANSPARENT
THEY NEED TO BE MORE CLEAR ON GRADUATION/THESIS DEADLINES AND REQUIREMENTS. PROFESSORS CANNOT OFFER ALL OF IT.
THE SCHOOL OF GRADUATE STUDIES I DID NOT FIND HELPFUL OR FRIENDLY. THEY EVEN LOST SOME OF MY INFORMATION ONCE, BUT THEN
DIDN'T SEEM TO CARE.
GRADUATE SCHOOL PROVIDED INFORMATION FOR THESIS/PROGRAM OF STUDY AS SOON AS I START I OFTEN HAD TO SEARCH TO FIND
REQUIREMENTS LIKE THE GRAD SCHOOL PUBLICATION GUIDE THAT I DIDN'T KNOW ABOUT
PROVIDE GUIDANCE FOR STUDENTS. DO NOT ASSUME THAT WE ALREADY HAVE ALL THE INFO WE NEED. COORDINATE EFFORTS BETWEEN
DEPARTMENTS AND GRAD SCHOOL. I WAS ALWAYS BEING SENT FROM ONE PERSON TO ANOTHER TO GET QUESTIONS ANSWERED
THE SCHOOL OF GRADUATE STUDIES CONNECTION WITH THE DEPARTMENT SEEMS A LITTLE CONFUSING AT FIRST
MORE REMINDERS ABOUT DEADLINES (GRADUATE SCHOOL)
THE PROCESSES FOR GRADUATION ARE VERY CONFUSED. THE UNIVERSITY SHOULD HAVE THE CLEARER GUIELINE.
BETTER INFORM THE STUDENTS ABOUT DEADLINES AND REQUIREMENTS TO GRADUATE (MORE TIMELY)
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THE PROCESS COULD BE STREAMLINED, WITH NOT SO MUCH PAPER WORK AND NIT PICKY REQUIREMENTS. I SPENT SOME UNNECCESSARY
TIME GOING BETWEEN THE DEPARTMENT, THE SCHOOL OF GRADUATE STUDIES, AND THE REGISTER'S OFFICE
I WOULD LIKE BETTER COMMUNICATION AMONG SCHOOL OF GRAD STUDIES. I WAS APPROVED TO HAVE ALL MY COMMITTEE MEMBERS AND
CHAIR BEFORE I LEFT TO DO MY INTERNSHIP. WHILE GONE, SGS TOLD ME THE COMMITTEE WAS NOT APPROVED. IT WAS A LONG HASSLE.
SOME THINGS ARE VERY UNCLEAR. I DIDN'T KNOW HOW TO APPLY GRADUATION, ETC.
SCHOOL OF GRADUATE STUDIES NOT BE SO STRICT ABOUT DEADLINES, THOUGH I UNDERSTAND WHY IT HAS TO BE THAT WAY
THE ISSUE OF CONCURRENT DEGREES IN A GREY AREA AND THE PROGRAM SHOULD BE EXAMINED THROUGH THE GRADUATE SCHOOL.
THERE WAS A FAIR BIT OF TURN OVER IN THE GRADUATE SCHOOL ADMINISTRATION WHEN I FIRST STARTED.
MORE INFO ON GRADUATE STUDENT BENEFITS AT USU...COPY CARDS, TRAVEL FUNDS, ETC...
I BELIVE NFS DEPARTMENT IS DOING GOOD JOB,BUT IT WOULD BE GREAT IF FOR INTERNATIONAL STUDENTS IF THERE WILL BE GOOD
COORDINATION BETWEEN GRADUATE SCHOOL OF OISS. ALSO OISS DEPARTMENT NEEDS TO BE IMPROVED.
MY DEPARTMENT WAS GREAT BUT THE UNIVERSITY GRADUATE STUDIES PROGRAM DID NOT ALWAYS ACT LIKE THEY REALLY ANSWERED THE
QUESTIONS I HAD. NOT VERY PERSONABLE PEOPLE IN THERE
TO BE MORE CLEAR ABOUT THE TIME THE PROJECT DEFENSE AND PROPOSAL WILL TAKE. MORE CONSISTENCY WITH TYPES OF PROJECTS
ACCEPTED AND USED AS EXAMPLES
GRADUATE PROGRAMS SHOULD LIMIT THE NUMBER OF STUDENTS THAT TENURE-TRACK PROFESSORS CAN MENTOR. PROFESSORS WITHOUT
TENURE HAVE LITTLE TIME TO FOCUS ON THEIR STUDENTS
I WISH SOME OF THE FORMS FOR THE GRADUATE STUDIES OFFICE COULD BE SUBMITTED ONLINE FOR MORE CONVENIENCE FOR THE
STUDENT
MSLT - THE GRADUATE OFFICE COULD BE MUCH MORE INFORMATIVE AND RESPONSIBLE SLED COULD OFFER MORE APPLICABLE CLASSES
I'M DISSAPPOINTED IN THE GRAD SCHOOL FOR FORCING THE MANDATORY HEALTH INSURANCE COVERAGE ON US, I FEEL THE PROCESS WAS
UNDER-HANDED
I THINK THE UNIVERSITY DOES AN ADEQUATE JOB IN HELPING STUDENTS AND DR. BURNHAM WAS VERY GOOD AT RETURNING E-MAILS.
PROMPLTY, BUT SOME OF THE PEOPLE AT THE FRONT DESK IN THE SCHOOL OF GRADUATE STUDIES SEEMED TO BE UNWILLING TO HELP AT
TIMES.
MORE INFORMATION
POST OR SEND INFORMATION ON DUE DATES FOR TUITION. I ALWAYS HAD TO LOOK FOR IT. THAT INFORMATION SHOULD BE MADE MORE
AVAILABLE.
GSS AVAILABLE DURING THEIR OFFICE HOURS. FUNDING FOR CONFERENCES
INFORM STUDENTS ABOUT ACCEPTANCE TO USU EARLIER. I HAD TO CALL USU TO ASK THEM IF I WAS ACCEPTED. ALSO, THEY LOST A
LETTER OF RECOMMENDATION WHICH I HAD TO SEND AGAIN AT THE LAST MINUTE
MAKE GRADUATION REQUIREMENTS MORE EASILY ACCESSABLE AND CLEARER
MAYBE EMPHASIZE THE IMPORTANCE OF GETTING AN EARLY START ON THESE DISSERTATIONS EITHER PSYCHOLOGY DEPT OR SCHOOL OF
GRADUATE STUDIES
THESIS FORMATTING REQUIREMENTS WERE UNCLEAR CONFUSING
STREAMLINE THE INFORMATION PROVIDED BY THE GRADUATE SCHOOL AND THE DEPARTMENT SO THEY ALIGN MORE CLOSELY
SOMEHOW ALLOW MORE TIME TO WORK ON THESIS THROUGHOUT SCHOOL CAREER PROVIDE MORE MONEY TO THE PROGRAM FOR
ADDITIONAL SCHOLARSHIPS OR MORE MONEY FOR TA AND RA.
DISCUSS PROGRESS WITH THE DEAN OF GRADUATE SCHOOL EVERY YEAR MEETING
C-15
SERVICES
ELIMINATE/CHANGE STAFF AT OFFICE OF INTERNATIONAL STUDENT AND SCHOLARS (OISS) THEY MAKE INTERNATIONAL STUDENT'S LIVES
MISERABLE.
I BELIVE NFS DEPARTMENT IS DOING GOOD JOB,BUT IT WOULD BE GREAT IF FOR INTERNATIONAL STUDENTS IF THERE WILL BE GOOD
COORDINATION BETWEEN GRADUATE SCHOOL OF OISS. ALSO OISS DEPARTMENT NEEDS TO BE IMPROVED.
HAVE THE PEOPLE AT FINANCIAL AID OFFICE LISTEN TO MY PROBLEM THEN ANSWER QUESTIONS. RATHER THAN ANSWERING MY QUESTIONS
BEFORE THEY KNOW WHAT I WANT.
STUDENTS
VIEW GRAD. STUDENTS AS A VALUABLE PART OF THE EDUCATION PROCESS BY VALUING OUR OPINION/RESEARCH
CREATE MORE OF AN ATMOSPHERE OF COMMUNITY WITH THE STUDENTS
USU IN GENERAL
THE UNIVERSITY'S WEBSITE WAS FAR, FAR LESS HELPFUL THAN THE AMOUNT OF INFORMATION ABLE TO BE GLEANED FROM THE GRADUATE
STUDIES STAFF.
THE UNIVERSITY MADE IT VERY DIFFICULT TO COMPLETE PREREQUISITE CLASSES BEFORE BEGINNING MY MASTERS PROGRAM BECAUSE I
WAS CONSIDERED A NON MATRICULATED STUDENT. I WAS NOT AN UNDERGRADUATE STUDENT OR A GRADUATE STUDENT SO I KEPT
GETTING SENT FROM DEPARTMENT TO DEPARTMENT.
USU AS A WHOLE NEEDS TO IMPROVE IN THE AREA OF ACCOMMODATING PHYSICAL DISABILITIES BY REDUCING BARRIERS ENTERING
BUILDINGS GETTING TO UPPER FLOORS AND INFORMING PEOPLE OF THE BEST ENTRANCES FOR ACCOMMODATION BEFORE STUDENT
ARRIVES ON CAMPUS.
THE UNIVERSITY'S WEBSITE IS SO POORLY DESIGNED AND INFORMATION IS SO TERRIBLY OUT OF DATE THAT FINDING ANY INFORMATION IS
NEARLY IMPOSSIBLE TO LOCATE. LIKEWISE MY PROGRAMS WEBSITE AND INFO WERE USELESS
C-16
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.
The overall quality of courses I took inside my department.
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.
Helpfulness of my major professor in responding to my questions and/or concerns.
Availability and amount of interaction with my major professor.
The overall quality of courses I took outside my department.
Available information provided y my department about degree requirements.
The process of applying to graduate school at USU.
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 ability of obtaining library resource materials through interlibrary loan.
The overall quality of library collections of books and journals in my field of study.
Helpfulness of the School of Graduate Studies in responding to my questions and/or concerns.
Available information provided by the School of Graduate Studies about degree requirements.`
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
90.3%
90.3%
89.4%
89.4%
87.6%
84.8%
80.0%
79.6%
79.3%
74.7%
73.9%
72.9%
72.6%
71.7%
71.3%
69.5%
59.9%
40.2%
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.
My department provided an intellectually stimulating enviornment.
Faculty members in my department were interested in the welfare and success of graduate studens.
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.
My advisor/major professor was an effective mentor who provided useful and supportive guidance.
My department has done a good job of providing me opportunities for professional development (attending meetings,
preseenting papers, networking with others, etc.)
My career opportunities have improved significantly as a result of completing my graduate degree at USU.
During my first year of graduate studies, my department did a good job of helping me understand requirements,
expectations, and procedures.
The procedures and criteria used by my department for allocating financial aid were fair and equitable.
School of Graduate Studies thesis/dissertation guidelines and procedures were clear and reasonable.
The level of assistantship funding provided in my department was adequate to meet the needs of those students
being supported.
The School of Graduate Studies provided good information about filing for candidacy, program of study forms,
meeting deadlines, etc.
My department was helpful and supportive in graduates' search for professional employment.
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.
I would have liked to receive better feedback on my academic progress.
E-3
87.8%
86.8%
86.8%
83.3%
83.3%
81.2%
79.4%
79.3%
76.1%
75.2%
65.6%
62.1%
59.3%
55.2%
54.9%
51.3%
38.4%
33.6%