Course Requirements: One-third of respondents reported they had read at least one book other than primary texts as a requirement for their classes and had read at least one article. One-quarter reported they had read at least five books or written five papers. Twenty-five percent stated that they had made at least five oral presentations for their classes. Sixty percent stated that at least one of their courses required the use of a computer for something other than word processing.

Intellectual Environment: The utility of offering courses for undergraduate and graduate credit (i.e., 400/600 courses), as well as the quality of these courses, has been a source of some controversy. One concern is that the inclusion of undegraduates may negatively affect the quality of the course for the graduate students. Another concern is that the graduate students may get graduate credit for a course that is taught at an undergraduate level.

One-third of the undergraduates sampled indicated they had taken at least one class that included graduate students; 18% took at least three classes. Twenty-eight percent felt that the combination of undergraduate and graduate students improved the quality of the course somewhat but the majority (53%) stated that it neither improved nor decreased the quality of the class. Students were also asked how intellectually prepared they felt for their classes. Predictably, 20% felt somewhat underprepared, 20% felt somewhat overprepared, and 53% felt neither under- or overprepared.

Perceptions of Major: Overall, respondents evaluated their major positively. The majority of the respondents evaluated the following components of their major as good or excellent:

• quality of instruction
• expertise of faculty
• number of instructors
• opportunities for interaction with faculty
• quality of courses in preparing for employment
• quality of courses in preparing for graduate or professional school
• quality of library materials to support major
• quality of computer facilities to support major

In contrast, a considerable number of respondents evaluated elements related to their program as poor or fair (approximately 25%).

• number of instructors
• opportunities for interaction with faculty
• quality of laboratory facilities to support major
• quality of computer facilities to support major

Perceptions of Components of Major/Degree Program

Research Experience: Approximately 20% of the undergraduate respondents indicated that they had an opportunity to participate in some type of research activity. Twenty percent of those working with faculty members reported their research had been presented at a local conference or been published in some form. Of those working with graduate students, 16% reported presenting this research and 14% stated that it had been published in some form.

Other Related Experiences: Approximately one-fifth of all respondents were members of some type of scholastic honor society and 30% received a reward for scholarship or achievement. Thirty percent participated in an extracurricular reading or study group. One quarter of both nontransfer students and transfer students indicated that they had served as a volunteer in some type of service organization (e.g. crisis center).

Approximately one-third of the respondents had attended a local professional meeting and one-quarter indicated that they were members of some type of professional association. Forty-five percent of these respondents performed some time of official duty or held an office. Fifty percent had attended a local creative production such as an art show, concert, or play. In addition, 20% of the respondents indicated that had the opportunity to participate in a creative or artistic production.

Information Use and Literacy: Approximately 75% of the respondents stated that they had an email account and 60% used the Internet. Internet activities included doing research for papers, communication with professors and fellow students, and general surfing for information.

Library Use and Services: Seventy percent of the respondents indicated that they used the library between zero and five times a week; and one-quarter used it between six and ten times a week. Based on these data, it is possible that students are relying more heavily on obtaining information electronically rather than physically going to the library. The most frequently utilized library service was NEON; the second was the Film and Video Library; and the third was custom on-line search services (e.g., PsychLit, ERIC, etc.).

Anticipated Plans After Graduation

The majority of respondents indicated that they intended to pursue a full-time career upon graduation (62%). Forty-nine percent also indicated that they intended to attend either graduate school or a professional school after completing their undergraduate studies. These percentages remained constant across age, ethnicity, and gender. Thirty six percent of those who indicated a desire to pursue an advanced degree had grade point averages less than 3.00, however.

LINKS TO ACADEMIC EXPERIENCE SURVEY SECTIONS

Introduction | Method | Employment | Academic Experience |
| Graduate Student Responses | Graduate Employment | Graduate Academic Experience

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Maintained by: Mike R. Johnston
Last modified: June 2, 1998