Alumni Survey Report
Survey of 1994 Graduates
University of Nevada, Reno

Attendance at Other Institutions

• Over one-half (56%) of the sample indicated they had attended another institution prior to enrolling at the university.

• Respondents in older age categories (e.g., older than 24 years of age at enrollment)consisted primarily of transfer students rather than first-time freshmen.

• The most frequently stated reasons for transferring to UNR were to obtain a bachelor's degree (43%) or relocation to the area (36%). Other reasons included (a) better degree program offered at UNR (12%), the reputation of UNR (7%), and recommendations from friends (6%).

• A little more than one-third(39%) of respondents took classes at a community college while attending the university, transferring in an average of 15 credits. The unavailability of a course at UNR was the most frequently (23%) cited reason for concurrent enrollment. Eighteen percent indicated the class had been full at the university while 14% percent indicated the class was more difficult at the university than at the community college.

• Overall, the majority (61%) of respondents rated both the availability and quality of advising within the major favorably (32% and 29%, good and excellent, respectively). A considerable percentage of respondents, however, did not view advising in such a positive light. Thirty-nine percent rated both the availability and quality of advising as poor (19%) or fair (20%).

• Significant differences by college were found, however, between mean responses for the both the availability and quality of advising (see Table 2).

• Overall, respondents rated the availability of courses fairly high with 67% rating their ability to get needed courses as excellent or good. While less than 12% of respondents indicated any of these difficulties had resulted in a delay in their graduation, some possible areas of concern became evident (see Tables 3 and 4).

Working and Attending School

• Nearly all respondents (91%) worked while attending the university.

• Almost all respondents (96%) worked during the academic year. More than one half (59%) of all respondents worked during the summer term while attending the university and 64% worked during the summer but did not attend any of the summer sessions.

• Campus Connectedness
• The majority (77%) of respondents stated they had formed three or more close relationships with other students while attending the university. Eight percent formed only one such relationship, 11% formed two close relationships, and 4% stated they had not formed any close relationships.

• The majority (80%) stated they formed these relationships from acquaintances made in classes. However, 29% formed these relationships from acquaintances made at off-campus social activities. Sixteen percent formed them from participation in clubs related to the major, 15% from university activities or social events, 14% from sporting events, and 12% from participation in fraternities or sororities (see Table 5).

• Almost one-half (45%) of respondents had developed a close relationship with two professors and 40% developed a close relationship with three professors. However, 14% had a close relationship with only one professor and 15% failed to develop any such relationship.

• To further assess levels of connectedness respondents were asked whether they participated in several activities or groups. Participation in clubs related to the major was the most frequently (33%) given type of participation followed by intramural athletics (17%) and fraternity/sorority membership (14%). Less than 10% of respondents reported participation in ASUN/student government (8%), intercollegiate athletics (7%), and study abroad programs (4%). Some significant group differences were found for type of participation (see Table 6).

• Approximately one-quarter (23%) indicated they had worked on some type of research project. Of this group, 39% worked with a faculty member, 16% worked with a graduate student, 17% worked with both faculty and graduate student, and 30% worked on an independent research project.

• Sixty-five percent worked with a faculty member once, 22% worked with a faculty member twice, and 9% worked with a faculty member three times. These percentages varied, however, when the respondent worked with a graduate student.

• Respondents who worked with both a faculty member and a graduate student most frequently reported the research was presented at a professional conference (44%), a student conference (33%), or published (56%). A considerable number of respondents also reported that research conducted with only a graduate student was presented at a professional conference (30%), a student conference (33%), or published (30%).

• Fewer respondents reported research conducted with only a faculty member was presented at either a professional conference (23%), a student conference (20%), or published (18%)(see Chart 1).

Internships

• Forty-three percent of respondents reported participating in an internship program while at the university and 36% reported the internship led to their current employment. There was considerable variability, however, by college (see Chart 2).

• A variety of reasons were given for not participating in internship programs including not offered in one's major (38%), conflict with work schedule (28%), conflict with class schedule (17%), and not offered during the summer (3%). There was considerable variability in the frequency of these responses by college (see Chart 3).

Perceptions of the Major (see Tables 7 and 8)

• The majority of respondents rated their respective departments very highly. Eighty-four percent rated both the quality of instruction and expertise of faculty within the major as excellent (49% and 42%, for instruction and expertise, respectively) or good (35% and 42%, for instruction and expertise, respectively).

• In addition, 86% of respondents rated the fairness of grading within the major as excellent (29%) or good (57%), The majority (76%) also rated the quality of courses for providing a well-rounded education as excellent (50%) or good (26%). Further support for these positive perceptions can be inferred from the fact that 73% of respondents indicated that they would choose the same major again.

• Over one-half (57%) rated courses as excellent (18%) or good (39%) in preparing them for employment. However, a significant difference was found by college.

• Over one-half of respondents (67%) also rated their courses excellent (20%) or good (27%) in preparing them for graduate or professional school. Again, a significant difference was found by college.

• The majority (74%) rated opportunities for interaction with faculty within their major as excellent (33%) or good (41%). However, compared to male respondents female respondents rated the opportunity for interaction with faculty members less highly.

• Less than one - half (44%) of respondents rated the availability of professional activities or clubs within the major as excellent (17%) or good (37%). A significant difference in the availability of these activities or clubs by college was revealed.

• Over one-half of respondents rated the availability of library materials (80%), as well as the adequacy of laboratory (67%), and computer facilities (60%) to support the major as excellent or good . Significant differences in these ratings, however, were found by college for availability of library materials and adequacy of computer facilities.

Educational Impact (see Tables 9 and 10)

• The majority (76%) of respondents indicated that their skills in locating information for projects had increased either quite a bit or very much as a result of their university education. In addition, 73% reported an increase in their ability to learn independently. Furthermore, 70% reported an increase in problem-solving skills.

• Almost three-quarters (73%) of respondents reported an increase in skills related to personal growth and learning.

• The majority (73%) of respondents reported an increase in understanding and evaluating written information and in writing effectively. Over one- half (62%) reported gains in their self-confidence in expressing ideas. The majority of respondents reported gains in speaking effectively (61%) and understanding graphs and charts (51%). Less than one-half, however, reported substantial gains in understanding and applying either scientific principles (49%) or mathematics (43%).

• The majority of respondents reported substantial gains working cooperatively in a group (64%), planning and carrying out projects (61%) basic job skills (56%), and leadership skills (54%). Less than one-half of respondents reported substantial gains in using computers effectively (47%).

• Gender and race differences were found, however, for gains in computer skills. Males reported more positive gains compared to females. However, compared to White respondents, non-White respondents reported more positive gains in computer skills.

• Significant differences were found by college for both basic job skills.

• Less than one half (42%) of respondents reported substantial gains in getting along with people of different races and cultures. Non-white respondents reported greater gains compared to White respondents.

• Only 35% of all respondents reported substantial gains in understanding the ideas and values of western culture. Again, a significant difference was found by race with non-White respondents reporting greater gains compared to White respondents.

• Less than one half (44%) of all respondents reported gains in understanding and appreciating different cultures and philosophies.

• Less than one half of all respondents reported substantial gains in understanding environmental issues (36%) or the arts (34%). Again, significant differences were found by college.

Support Services (see Table 11)

Academics:

• Ninety-nine percent of respondents reported using the library and 68% reported using library reference materials every semester. Furthermore, 91% rated the quality of the library as either good or excellent.

• Considerably fewer respondents reported using the Academic Skills Center (41%) but 70% of these respondents rated the quality of the service as good or excellent.

• Only 33% of respondents reported using the Academic Advisement Center with 54% rating the service as good or excellent. However, 13% rated the service as poor.

• Of those respondents who used either the Student Health Center (60%) or the Women's Resource Center (7%), the majority rated both services highly (77% and 74%, for good or excellent ratings of Health Services and Women's Resource Center, respectively).

• Twenty-four percent of respondents reported using the Counseling Center and 64% rated the service as good or excellent. However, 19% rated the services provided by the Counseling Center as poor.

• While only 8% of respondents reported using Minority Student Affairs, 58% rated that service as good or excellent. Seventeen percent, however, gave Minority Student Affairs a poor rating.

• Approximately one third (29%) of respondents reported using the services provided by Student Housing and Residential Life. However, 93% of these were in the less than 25 years of age category. While 45% rated the service favorably, 55% did not view the service in a positive light (18% and 37%, rated service as poor or fair, respectively).

• 100% of the sample reported using the services provided by Admissions and Records and the majority (61%) rated these services favorably (47% and 14%, good and excellent, respectively). Almost one third (30%) gave Admissions and Records a fair rating and 9% gave it a poor rating.

• The majority of respondents (66%) reported using the services provided by the Office of Financial Aid and Scholarships and rated these services favorably (57%).

• Approximately one third of respondents reported using the services provided by Student Employment (34%) or the Career Development Center (38%). Both services were rated relatively favorably (69% and 56% gave ratings of good or excellent for Employment Services and Career Development Center, respectively).

• 99% of respondent reported using the University Bookstore and the majority (74%) gave the bookstore a favorable rating. However, 21% gave the bookstore a fair rating while 4% gave the bookstore a poor rating.

• The majority (64%) of respondents rated the services and activities provided by the Student Union favorably. Approximately one third (32%), however, gave these services a fair rating but only 4% gave these services a poor rating.

• Less than one half (45%) of respondents gave these services a favorable rating. Furthermore, 40% gave the service a fair rating and 15% gave it a poor rating.

• Approximately one third (29%) of respondents indicated they were pursuing a graduate degree. Chart 4 is a breakdown of graduate or professional school attendance by college.

• Of the 64% who gave the institution where they were attending graduate or professional school approximately one half (54%) were attending the University of Nevada, Reno.

• Over one half (58%) of those attending graduate or professional school were also working either part-time or full-time.

• The majority (85%) gave their overall academic experience a rating of good (68%) or excellent (17%). Thirteen percent gave it a fair rating while only 1% gave it a poor rating.

• These same ratings were evident in respondents' ratings of the quality of their instruction. Seventeen percent gave it an excellent rating, 68% gave it a good rating, 14% gave it a fair rating, and only 1% gave it a poor rating.

• The majority (74%) gave their experiences outside of the classroom a rating of good (56%) or excellent (18%). However, 22% gave these experiences a good rating and 4% gave them a poor rating.

• Approximately one – half (53%) indicated they would probably enroll at UNR and 30% indicated they would definitely enroll. However, 14% indicated they probably would not enroll at UNR, while 3% indicated they definitely would not enroll.

In June 1995, packets containing alumni surveys were mailed to all students who graduated with a baccalaureate degree from the university in the 1994 calendar year (N=1275). This packet included a cover letter explaining the purpose of the survey and the survey instrument. Follow-up packets were mailed in November 1995 and February 1996. The follow-up packets included a revised cover letter and an additional copy of the survey instrument. Four hundred fifty-five surveys were returned (response rate = 36%) (see Table 1).

Race / Ethnicity: Eighty-seven percent of the sample classified themselves as White. Four percent were Mexican American / Hispanic / Latino or Asian American / Pacific Islander. Less than 1% were African American / Black or Native American / Alaskan. Two percent of respondents reported their ethnicity / race as other, and 2% identified themselves as international students. Because of the limited sample size of nonwhite respondents, all subsequent analyses based on race / ethnicity were conducted between White and nonwhite respondents only.

Age: The mean age of respondents upon enrollment was twenty-three; the mean age at graduation was twenty-nine. The median age upon enrollment and graduation, however, was slightly lower (Mdn = 19.0 and 24.0, for enrollment and graduation, respectively). To facilitate data analyses, age was broken down into three categories 1 = less than 25 years of age, 2 = 25 to 34 years of age, and 3 = older than 34 years of age. The majority of respondents were less than 25 years of age at enrollment (71%) and at graduation (51%). However, a considerable number of respondents did not fall into this traditional college age category. Fifteen percent were between 25 and 34 at enrollment and 14% were older than 34 at enrollment. Twenty-eight percent were between 25 and 34 at graduation and 22% were older than 34 at graduation.

Sex /Gender: Sixty-three percent of respondents were female and 37% were male. A significant relationship was found for gender by age at enrollment X² (2, N = 452) = 10.42, p < .01, Cramér's V = .15 and by age at graduation X² (2, N = 452) = 6.64, p < .05, Cramér's V = .12. Overall, females tended to be older at both enrollment (M = 24.0 and 22.1, for females and males, respectively) and graduation (M = 29.3 and 28.0 for females and males, respectively).

Follow-up pairwise comparisons were conducted to evaluate the difference between gender and age at enrollment. The Holm's sequential Bonferroni method was used to control for Type I error at the .05 level. These analyses revealed a significant difference by gender for those older than 34 years of age at enrollment X² (1, N = 386) = 9.46, p < .001, Cramér's V = .16. The probability of a respondent being older than 34 years of age at enrollment as opposed to being less than 25 years of age was 2.33 times (.208/.089) more likely for female respondents compared to male respondents. Pairwise comparisons also revealed a significant difference by gender for those older than 34 years of age at graduation X² (1, N = 222) = 6.64, p < .01, Cramér's V = .17. The probability of a respondent being older than 34 years of age at graduation as opposed to being between 25 and 34 years of age was 1.54 time (.507/.329) more likely for female respondents compared to male respondents.

Family Education Background: Thirty-two percent of respondents indicated a member of their immediate family had previously attended the university. This percentage remained constant by gender (31% and 34% for males and females, respectively). Furthermore, no significant differences were found by age at enrollment (33%, 27%, and 35%, for less than 25 years of age, 25 – 34, and older than 34, respectively) or graduation (35%, 29%, and 32%, less than 25, 25 – 34, and older than 35, respectively). While slightly fewer nonwhite (25%) respondents reported prior university attendance of an immediate family member compared to White respondents (34%), the difference was not statistically significant. Compared to 1993 alumni respondents, however, more 1994 nonwhite respondents reported prior attendance by an immediate family member (18% and 25%, for 1993 and 1994 nonwhite alumni, respectively).

Approximately one-half of respondents indicated both their father (51%) and mother (48%) had some college experience. The level of education, however, varied by parent. A greater percentage of respondents indicated their father had obtained a college degree (24%) compared to the mother (16%). Furthermore, a greater percentage of respondents indicated their father had some graduate training (13%) compared to the mother (9%).

To facilitate data analysis, parent education levels were collapsed into three categories: 1 = high school graduate or less, 2 = some college, and 3 = graduate training. No significant differences were found for parent's education by gender or by ethnicity. However, significant differences were found by age at enrollment for both father's education level X² (4, N = 451) = 27.17, p < .001, Cramér's V = .17 and mother's education level X² (4, N = 452) = 15.56, p < .01, Cramér's V = .13. Follow-up pairwise comparisons revealed that fathers of respondents in the less than 25 age category were 1.33 times (.559/.418) more likely to have had some college experience compared to respondents in the 25 – 34 year old age category X² (2, N = 389) = 8.75, p < .01, Cramér's V = .15. Furthermore, fathers of the respondents in the less than 25 age category were 1.50 times (.559/.371) more likely to have had some college experience compared to students in the over 34 age category X² (2, N = 384) = 23.09, p < .001, Cramér's V = .25.

This same pattern was evident in mother's education level. The mothers of respondents in the less than 25 age category were 1.29 times (.520/.403) more likely to have had some college experience compared to respondents in the 25 – 34 age category X² (2, N = 390) = 7.65, p < .05, Cramér's V = .14. Mothers of respondents in the less than 25 age category were 1.46 times (.520/.355) more likely to have had some college experience compared to respondents in the over 35 age category X² (2, N = 385) = 10.53, p < .01, Cramér's V = .16.

Length of Attendance: Eighty-five percent of respondents attended the university on a full-time basis and 15% attended on a part-time basis. One-third (33%) of respondents attended the university for less than 8 semesters and 48% attended for 8 to 10 semesters. However, 19% attended for more than 10 semesters. Thirty-one percent of respondents reported they attended one summer session and 53% attended two or three summer sessions.

These percentages remained constant across gender and ethnicity. Differences were found, however, by age at enrollment for number of regular semesters X² (4, N = 434) = 53.84, p < .001, Cramér's V = .25. Follow-up pairwise comparisons revealed that respondents in the 25 – 34 age category were 2.63 (.609/.232) more likely to have attended less than eight regular semesters compared to those in the less than 25 age category X² (2, N = 374) = 36.15, p < .001, Cramér's V = .31. Respondents in the older than 34 age category were 2.52 times (.583/.232) more likely to have attended less than eight regular semesters compared to those in the less than 25 age category X² (2, N = 370) = 30.68, p < .001, Cramér's V = .29.

Differences were also found by age of enrollment and the number of summer sessions attended X² (6, N = 312) = 24.67, p < .001, Cramér's V = .19. Compared to respondents in the less than 25 age category, respondents in the 25 – 34 age category were 1.22 times (.173/.141) more likely to have attended 4 – 5 summer sessions X² (3, N = 272) = 12.58, p < .01, Cramér's V = .21. However, compared to respondents in the over 34 age category, those in the less than 25 age category were 5.64 times (.141/.025) more likely to have attended 4 –5 summer sessions.

Attendance at Other Institutions: Over one-half (56%) of the sample indicated they had attended another institution prior to enrolling at the university. The datum regarding number of regular and summer sessions attended suggested that respondents in the older age categories consisted primarily of transfer students rather than first-time freshmen. Consistent with those data, 93 % of those in the 25 – 34 age category and 94% in the older than 34 age category indicated they had attended another institution prior to enrolling at the university compared to 41% of respondents in the less than 24 age category. An average of 51 credits were transferred, however, this number increased by age of the transfer student (42, 59, and 62, for less than 24 years of age, 24 – 34 years, and older than 34, respectively).

The most frequently stated reasons for transferring to UNR were to obtain a bachelor's degree (43%) or relocation to the area (36%). Other reasons included (a) better degree program offered at UNR (12%), the reputation of UNR (7%), and recommendations from friends (6%). For most reasons these percentages remained constant by gender, ethnicity, and age at time of enrollment. Differences were found, however, by age at enrollment and obtaining a bachelor's degree X² (4, N = 255) = 15.84, p < .01, Cramér's V = .18. Compared to respondents in the less than 25 age category, respondents in the over 34 age category were 1.59 times (.689/.432) more likely to have transferred to UNR to obtain a bachelor's degree X² (2, N = 193) = 13.98, p < .001, Cramér's V = .27.

In addition, 39% of respondents took classes at a community college while attending the university, transferring in an average of 15 credits. The unavailability of a course at UNR was the most frequently (23%) cited reason for concurrent enrollment. Eighteen percent indicated the class had been full at the university while 14% percent indicated the class was more difficult at the university than at the community college.

Advising Experiences: Respondents were asked to evaluate their experiences with overall, general advising and advising within their major. Respondents rated the availability of advisors and the accuracy of the information advisors provided on a four-point scale (1 = poor, 2 = fair, 3 = good, and 4 = excellent). A positive correlation was found between general availability of advisors and availability of advisors within the major (r² = .67, p < .001). A positive correlation was also found between overall accuracy of advisement and accuracy of advisement within the major (r² = .71, p< .001). Because of inadequate sample sizes by major, differences between specific majors were not examined but were analyzed by college.

Overall, the majority (61%) of respondents rated both the availability and quality of advising within the major favorably (32% and 29%, good and excellent, respectively). A considerable percentage of respondents, however, did not view advising in such a positive light. Thirty-nine percent rated both the availability and quality of advising as poor (19%) or fair (20%).

Significant differences by college were found, however, between mean responses for the availability of advising F (8,441) = 7.03, p< .001. Respondents gave ratings of good or excellent for availability of advising for the colleges of Journalism (M = 3.67), Mines (M = 3.50), Agriculture (M = 3.13), Medicine (M = 3.17), and Engineering (M = 3.10). Colleges rated fair or below included Education (M = 2.67), Arts and Science (M = 2.62), Human and Community Science (M = 2.48), and Business (M = 2.20). Table 2 is a breakdown of significant pairwise comparisons by college.

Significant differences for quality of advising were also found by college F (8,440) = 3.0, p < .01. The colleges rate good or better were Mines (M = 3.70), Journalism (M = 3.47), and Agriculture (M = 3.00). The colleges rated fair or below were Education (M = 2.73), Engineering (M = 2.71), Arts and Science (M = 2.64), Human and Community Science (M = 2.56), and Business (M = 2.52). The only significant pairwise comparison revealed for quality of advising, however, was between the colleges of Business and Mines (SE = .359, p < .05).

Scheduling and Availability of Classes: Overall, respondents rated the availability of courses fairly high with 67% rating their ability to get needed courses as excellent or good. Respondents were also asked to give the frequency of occurrence of several types of specific registration difficulties. In order to determine if these difficulties were more than an expected inconvenience for the student, respondents were also asked whether they resulted in a delay in their graduation date. While less than 12% of respondents indicated any of these difficulties had resulted in a delay in their graduation, some possible areas of concern became evident. For example, the majority (53%) of respondents indicated they had experienced difficulties scheduling classes because of conflicts with work schedules; 22% indicated this problem resulted in a delay in their graduation. A considerable percentage (39%) also indicated that at least once a required core course was full when they attempted to enroll; 30% indicated it resulted in a delay in their graduation date. Table 3 is a breakdown of these responses.

While inadequate sample sizes prohibited analyses of differences by college for graduation delays, significant differences were found for frequency of three scheduling difficulties: class needed at night only offered during day (NIGHT); class needed during the day only offered at night (DAY); and class was full (FULL). To facilitate data analyses, rate of occurrence was re-coded into three categories: 1 = never, 2 = 1 – 4 times, and 3 = 5 or more times. Table 4 is a breakdown of all significant pairwise comparisons.

For NIGHT, the overall mean was 1.49, however, an overall significant difference was found for the difference between means by college, F (6, 425) = 3.87, p < .01. Pairwise comparisons revealed significant differences between the College of Business (M = 1.75) and the colleges of Arts and Science (M = 1.44), Human and Community Sciences (M = 1.44), and Engineering (M = 1.20). The higher frequency of respondents reporting difficulties obtaining night courses for the College of Business may be partially explained by the employment situation of those individuals. Compared to all other colleges (range = 53% to 70%), more respondents from Business (83%) reported working off-campus while enrolled at the university. Furthermore, compared to the other colleges, (range = 10% to 47%) more respondents from Business (50%) reported working 30 or more hours per week during the academic year.

An overall significant difference between means was also found for DAY, F (6,425) = 7.23, p< .001. Pairwise comparisons revealed significant differences between the colleges of Arts and Science (M = 1.47) and Education (M = 1.87) indicating that respondents from Education more frequently had problems with courses being offered only at night. Respondents from the Education also more frequently experienced difficulty in this area compared to those from both Engineering (M = 1.23) and Human and Community Sciences (M = 1.42). In addition, respondents from Business (M = 1.66) experienced more frequently experienced this difficulty when compared to respondents from Engineering (M = 1.23).

Finally, a significant difference between means was found for FULL, F (6,429) = 3.97, p < .01. Pairwise comparisons revealed significant differences between Education (M = 2.18) and Arts and Sciences (M = 1.87) and between Education and Engineering (M = 1.55). These data indicated that compared to respondents from both Arts and Science and Engineering, the respondents from Education more frequently experienced difficulty with classes within their majors being closed when they tried to enroll.

Working and Attending School: Nearly all respondents (91%) worked while attending the university. A significant difference was found, however, by age at time of enrollment X² (2, N = 454) = 16.72, p < .001, Cramér's V = .192. Pairwise comparisons revealed that those in the less than 25 age category were 1.19 (.941/.785) more likely to have been employed while attending the university as opposed to those older than 34 X² (1, N = 387) = 16.96, p < .001, Cramér's V = .209. The majority (65%) worked off campus while 8% worked on campus; 18% stated they held positions both on and off campus during their time at the university.

Almost all respondents (96%) worked during the academic year. Of these respondents, 6% worked less than 11 hours per week, 21% worked 11 to 20 hours per week, 29% worked 21 to 30 hours per week, and 31% worked more than 30 hours per week. More than one half (59%) of all respondents worked during the summer term while attending the university and 64% worked during the summer but did not attend any of the summer sessions. Predictably, for those that worked during the summer, a considerable majority (72%) worked more than 30 hours per week. Only 2% worked less than 11 hours per week, 8% worked 11 to 20 hours per week, and 18% worked 21 to 30 hours per week. These percentages remained constant regardless of whether or not the respondent took any summer courses at the university.

Campus Connectedness: The number and type of close relationships formed were utilized as indicators of campus connectedness. Respondents were asked how many close relationships they formed while at the university, who they formed them with, and how they were formed. The majority (77%) of respondents stated they had formed three or more close relationships with other students while attending the university. Eight percent formed only one such relationship, 11% formed two close relationships, and 4% stated they had not formed any close relationships. While no significant differences were found by gender/sex or race/ethnicity for number of close relationships formed with other students, a significant difference was found for age at enrollment X² (6, N = 431) = 15.21, p < .05, Cramér's V = .188. Pairwise comparisons revealed that those in the less than 25 age category were 1.25 (.806/.646) more likely to have formed three close relationships with other students as opposed to those older than 34 X² (3, N = 369) = 11.22, p < .01, Cramér's V = .174.

Respondents were also asked if they had developed any close relationships with their professors. A close relationship was defined as one where they felt comfortable asking the professor for a letter of recommendation. Almost one-half (45%) of respondents had developed this type of relationship with two professors and 40% developed a close relationship with three professors. However, 14% had a close relationship with only one professor and 15% failed to develop any such relationship. No significant differences were found by age, race/ethnicity, or sex/gender.

Regarding close relationships formed with other students, the majority (80%) stated they formed these relationships from acquaintances made in classes. However, 29% formed these relationships from acquaintances made at off-campus social activities. Sixteen percent formed them from participation in clubs related to the major, 15% from university activities or social events, 14% from sporting events, and 12% from participation in fraternities or sororities. Age at enrollment and the probability of forming close relationships through participation in or attendance at university activities/social events, sporting events, and fraternities/sororities were significantly related. Pairwise comparisons revealed that it was more likely for respondents less than 25 years old to form close relationships through these activities as opposed to older respondents (see Table 5).

One half of respondents (50%) reported spending less than 10 hours per week on campus for academic reasons excluding classes (e.g., studying or research). However, a considerable percentage (34%) spent 11 to 20 hours per week on campus for academic reasons. Eleven percent spent 21 –30 hours per week on campus; only 5% spent more than 30 hours on campus. The majority of respondents (84%) spent less than 10 hours per week on campus for social activities (e.g., clubs, intramural activities). Ten percent spent between 11 and 20 hours on campus for social activities and 6% spent more than 20 hours per week on campus. These percentages are consistent with the commuter nature of the university. Less than one quarter (24%) of respondents reported ever having lived in a university dormitory and only 9% had ever lived in a sorority or fraternity house.

To further assess levels of connectedness respondents were asked whether they participated in several activities or groups. These activities/groups included (a) fraternity/sorority, (b) clubs related to major, (c) ASUN or other student government, (d) intercollegiate athletics, (e) intramural athletics, or (f) study abroad programs. One-half (50%) of respondents reported participating in at least one of these activities while attending the university. Approximately one quarter (28%) participated in one activity, 15% participated in two, 4% participated in three, and 3% participated in four extracurricular activities.

Participation in clubs related to the major was the most frequently (33%) given type of participation followed by intramural athletics (17%) and fraternity/sorority membership (14%). Less than 10% of respondents reported participation in ASUN/student government (8%), intercollegiate athletics (7%), and study abroad programs (4%). Because the majority (43%) of respondents participated in less than three activities, differences in participation for one versus two activities was assessed for gender, race, and age of respondent.

No significant differences were found by gender for the number of activities, however, differences were found for three of the types of activity (see Table 6). Females were 1.79 times (.733/.408) more likely to have participated in a club related to the major as opposed to males. However, males were 3.47 times (.479/.138) more likely to have participated in intramural athletics and 3.52 times (.211/.060) more likely to have participated in intercollegiate athletics as opposed to females

Significant differences were found by race/ethnicity for number of activities X² (1, N = 189) = 6.03, p < .05, Cramér's V = .179. White respondents were 2.16 times (.397/.184) to have participated in two activities compared to non-White respondents. Significant differences were also found for type of activity (see Table 6). White respondents were approximately 12.25 times (.245/.02) more likely to have belonged to a fraternity or a sorority compared to non-Whites. Furthermore, White respondents were 2.26 times (.298/.132) more likely to have participated in intramural athletics compared to non-Whites. However, non-White respondents were 1.34 times (.763/.570) more likely to have participated in a club related to the major compared to White respondents.

A significant difference was found for number of activities by age at enrollment X² (2, N = 189) = 7.86, p < .05, Cramér's V = .204. Follow-up pairwise comparisons were conducted to evaluate the difference between age categories and participation in two activities. While none of these comparisons were significant, the comparison between less than 25 and older than 34 approached significance X² (1, N = 173) = 3.74, p = .071, Cramér's V = .147. The probability of a respondent participating in two activities was about 3.20 times (.400/.125) more likely when the respondent was less than 25 years of age as opposed to over 34 years of age.

Significant differences by age were also found for two of types of activities: clubs related to major X² (2, N = 189) = 6.83, p < .05, Cramér's V = .190 and intramural athletics X² (2, N = 189) = 6.75, p < .05, Cramér's V = .189 (see Table 6). Pairwise comparisons revealed significant differences between respondents less than 25 versus respondents over 34 for both of these activities. The probability of a respondent participating in a club related to the major was about 1.54 times (.875/.568) more likely when the respondent was older than 34 as opposed to less than 25 years of age. However, the probability of a respondent participating in intramural athletics was about 4.79 times (.297/.062) more likely when the respondent was less than 25 as opposed to over 34 years of age.

In addition to whether respondents participated in these activities, they were asked about the frequency of attendance at the following events on campus: a public forum/lecture on a social topic, an athletic event as a spectator, and an art exhibit, concert, or play. The majority of respondents reported attending all of these events at least occasionally. However, approximately one-quarter of respondents had never attended any of these events. Twenty-seven percent had never attended a public forum on a social topic; 52% attended occasionally, 13% had attended one almost every semester, and 7% attended one every semester. These percentages were approximately the same for attendance at art exhibits, concerts, or plays. Twenty-six had never attended any of these types of events, 51% attended occasionally, 12% attended almost every semester, and 12% attended one every semester. No significant differences were found by age, race/ethnicity, or gender/sex.

Compared to these cultural events, respondents more frequently reported attending athletic events as spectators. While 22% were never spectators at athletic events, 30% attended athletic events as spectators occasionally, 19% attended almost every semester, and 29% attended every semester. Significant differences were found for age, ethnicity/race, and gender/sex. An analysis of variance (ANOVA) revealed significant differences between the means for age of respondent F (2,450) = 39.41, p < .001 (M = 2.82, 2.01, and 1.72, for less than 25, 25 – 34, and over 34, respectively). Bonferroni pairwise comparisons revealed significant differences between respondents less than 25 versus those 25 –34 (SE = .141, p < .001) as well as between respondents less than 25 versus those over 34 (SE = .142, p < .001). These results indicate that younger respondents attended athletic events as spectators more frequently than older respondents.

A significant difference was also found for race/ethnicity F (1, 451) = 7.73, p < .01, M = 2.60 and 2.18, for White and non-White, respectively). This pattern was also found by gender/sex of the respondent F (1, 448) = 34.48, p < .001, M = 2.94 and 2.32, for male and female, respectively). Taken together, these data indicated that the group that most frequently attended athletic events as spectators was comprised of primarily White, male respondents under the age of 25.

Research Opportunities: Respondents were asked if they had an opportunity to work on a research project beyond those required as a part of their regular course work, who they worked with, and how often they worked with that person. Furthermore, they were asked if the results of the research were presented at a professional conference, a student conference, or published. Because of small sample sizes, meaningful comparisons by college were not possible. Approximately one-quarter (23%) indicated they had worked on some type of research project. Of this group, 39% worked with a faculty member, 16% worked with a graduate student, 17% worked with both faculty and graduate student, and 30% worked on an independent research project.

Sixty-five percent worked with a faculty member once, 22% worked with a faculty member twice, and 9% worked with a faculty member three times. These percentages varied, however, when the respondent worked with a graduate student. More respondents reported working with a graduate student three times compared to a faculty member (57%, 14%, and 21%, for once, twice, and three times with a graduate student, respectively). The frequency of independent research projects was in line research with faculty (60%, 27%, and 8%, for once, twice, and three times, respectively).

Respondents who worked with both a faculty member and a graduate student most frequently reported the research was presented at a professional conference (44%), a student conference (33%), or published (56%). A considerable number of respondents also reported that research conducted with only a graduate student was presented at a professional conference (30%), a student conference (33%), or published (30%). Interestingly, fewer respondents reported research conducted with only a faculty member was presented at either a professional conference (23%), a student conference (20%), or published (18%). However, because of the wording of the survey item, it was not possible to determine if the research was published in a referred professional journal (see Chart 1).

Internships: Forty-three percent of respondents reported participating in an internship program while at the university and 36% reported the internship led to their current employment. There was considerable variability, however, by college (see Chart 2). For example, 87% of the respondents from the College of Education reported participation in an internship and 41% reported that the internship led to their current employment. However, only 19% from the College of Arts and Science reported participation and 28% reported the internship led to their current employment.

The majority (82%) rated the experience positively (47% and 35%, excellent or good, respectively). No significant differences for quality ratings were found by college, however, a significant difference was found by whether the internship led to the respondent's current employment F (1,189) = 5.23, p < .05. Respondents whose internship led to their current employment rated the quality of the internship higher compared to those whose internship did not lead to their current employment.

A variety of reasons were given for not participating in internship programs including not offered in one's major (38%), conflict with work schedule (28%), conflict with class schedule (17%), and not offered during the summer (3%). There was considerable variability in the frequency of these responses by college (see Chart 3). For example, 49% of respondents from Arts and Science stated an internship was not available within their major compared to 8% of respondents from the College of Business. However, 57% of respondents from the College of Business stated they didn't participate because of conflicts with work compared to 27% of respondents from the College of Arts and Science.

In addition to advising within the major (see Advising Experiences section), respondents were asked to rate several other aspects of their major. These items assessed issues related to the quality of instruction, opportunities for interaction, and adequacy of materials and facilities to support the major. All responses were based on a four-point scale (1 = poor, 2 = fair, 3 = good, and 4 = excellent). Table 7 is a breakdown of all items. Table 8 is a breakdown of significant pairwise comparisons by college.

Quality of Instruction: The majority of respondents rated their respective departments very highly. Eighty-four percent rated both the quality of instruction and expertise of faculty within the major as excellent (49% and 42%, for instruction and expertise, respectively) or good (35% and 42%, for instruction and expertise, respectively). In addition, 86% of respondents rated the fairness of grading within the major as excellent (29%) or good (57%), The majority (76%) also rated the quality of courses for providing a well-rounded education as excellent (50%) or good (26%). Further support for these positive perceptions can be inferred from the fact that 73% of respondents indicated that they would choose the same major again.

While these ratings indicate an overall favorable view of the quality of instruction within the major, some significant differences were found in these perceptions by race/ethnicity. A significant difference in ratings of the expertise of faculty was found (F (1,446) = 7.25, p < .01)) with White respondents rating faculty expertise more favorably (M = 3.41, SD = .67) compared to non-White respondents (M = 3.16, SD = .78). A significant difference was also found for fairness of grading F (1,446) = 9.70, p < .01. Compared to non-White respondents (M = 2.89, SD = .76), White respondents (M = 3.18, SD = .67) rated grading as more fair.

Respondents were also asked to rate the quality of courses in preparation for both employment and graduate or professional school. While over one-half (57%) rated courses as excellent (18%) or good (39%) in preparing them for employment, a significant difference was found by college, F (8,424) = 6.87, p < .001, M = 2.82. Pairwise comparisons revealed a significant difference between the College of Arts and Science (M = 2.27) and the colleges of Business (M = 2.75), Education (M = 3.09), Journalism (M = 3.14), and Medicine (M = 3.33). Furthermore, a significant difference was found between the College of Education (M = 3.09) and the College of Human and Community Science (M = 2.51).

Over one-half of respondents (67%) also rated their courses excellent (20%) or good (27%) in preparing them for graduate or professional school. However, once again, a significant difference was found by college F (8,359) = 3.47, p < .001. Pairwise comparisons revealed a significant difference between the colleges of Human and Community Science (M = 2.55) and Medicine (M = 3.50).

Opportunities for Interaction: The majority (74%) rated opportunities for interaction with faculty within their major as excellent (33%) or good (41%). A significant difference was found, however, by sex/gender of the respondent F (1,442) = 5.77, p < .05. Compared to male respondents (M = 3.16, SD = .81) female respondents rated the opportunity for interaction with faculty members less highly (M = 2.96, SD = .87).

Less than one - half (44%) of respondents rated the availability of professional activities or clubs within the major as excellent (17%) or good (37%). A significant difference in the availability of these activities or clubs by college was revealed F (8, 386) = 6.06, p < .001. Pairwise comparisons showed a significant difference between the College of Arts and Science (M = 2.45) and the colleges of Business (M = 2.81), Education (M = 2.68), Engineering (M = 2.97), and Journalism (M = 3.20).

Adequacy of Materials/Facilities to Support Major: Over one-half of respondents rated the availability of library materials (80%), as well as the adequacy of laboratory (67%), and computer facilities (60%) to support the major as excellent or good . Significant differences in these ratings, however, were found by college for availability of library materials, F (8,432) = 4.10, p < .001, M = 3.12, and adequacy of computer facilities F (8,399) = 4.39, p < .001, M = 2.69.

For availability of library material, pairwise comparisons revealed significant differences between the colleges of Arts and Science (M = 3.03) and Education (M = 3.59). Pairwise comparisons also revealed significant differences between the colleges of Business (M = 3.11) and Education (M = 3.59). Furthermore, significant differences were found between the College of Education (M = 3.59) and the colleges of Engineering (M = 2.94) and Human and Community Science (M = 2.92).

For adequacy of computer facilities, pairwise comparisons revealed significant differences between College of Arts and Sciences (M = 2.48) and the colleges of Business (M = 3.05) and Journalism (M = 3.40). Significant differences were also found between the colleges of Business (M = 3.05) and Human and Community Science (M = 2.43), as well as between the colleges of Human and Community Science (M =2.43) and Journalism (M = 3.40).

Respondents were asked to rate the degree to which their university education added to their skills in four categories: (a) general learning and personal development, (b) communication and comprehension skills, (c) understanding and awareness skills, and (d) job performance skills. Ratings of these skill areas were based on a 4-point scale with 1 = very little, 2 = somewhat, 3 = quite a bit, and 4 = very much (see Table 9). Table 10 is a breakdown of pairwise comparisons by college.

General Learning and Personal Development: As the amount of available information increases via sophisticated technological innovations it is important that skills in not only locating information but also in using this information increase at a comparable rate. The majority (76%) of respondents indicated that their skills in locating information for projects had increased either quite a bit or very much as a result of their university education. In addition, 73% reported an increase in their ability to learn independently. Furthermore, 70% reported an increase in problem-solving skills. While the ability to access and use information is important it should not come at the expense of gaining skills in more personal areas. Almost three-quarters (73%) of respondents reported an increase in skills related to personal growth and learning.

Communication and Comprehension Skills: Once located, it is also important that individuals understand and effectively communicate this information to others. Therefore, several items assessed graduates' perceived gains in communication and comprehension skills. The majority (73%) of respondents reported an increase in understanding and evaluating written information and in writing effectively. Over one- half (62%) reported gains in their self-confidence in expressing ideas. The majority of respondents reported gains in speaking effectively (61%) and understanding graphs and charts (51%). Less than one-half, however, reported substantial gains in understanding and applying either scientific principles (49%) or mathematics (43%).

Group differences were found, however, for all of aspects of communication and comprehension skills except speaking effectively. Gender/sex differences were found in mean responses for understanding and evaluating written information F (1, 444) = 4.48, p < .05, (M = 3.04 and 2.87, for males and females, respectively). In addition, gender/sex differences were also found for understanding and applying scientific principles F (1, 445) = 8.30, p < .01 (M = 2.70 and 2.41, for males and females, respectively) and understanding graphs and charts F (1, 442) = 15.84, p < .001 (M = 2.77 and 2.40, for males and females, respectively). Finally, gender/sex differences were found for understanding and applying mathematics F (1,445) = 16.06, p < .001 (M = 2.63 and 2.25, for males and females, respectively). In all of these areas, compared to female respondents, male respondents reported more positive gains.

Age differences were also found for understanding and applying mathematics F (2, 447) = 3.54, p < .05. (M = 2.36, 2.67, and 2.25, for less than 25, 25 – 34, and older than 34, respectively). Pairwise comparisons revealed a significant difference between respondents in the 25 –34 age category versus those older than 34 age category, with those in the younger age category reporting more substantial gains in understanding and applying mathematics.

Significant differences were also found by college for writing effectively F (8,440) = 4.34, p < .001, understanding and applying scientific principles F (8, 441) = 7.93, p < .001, understanding graphs and charts F (8, 438) = 6.12, p < .001, and understanding and applying mathematics F (8, 441) = 9.43, p < .001. Generally, ratings of substantial gains in these areas were consistent with the emphasis within in college (see Table 10). For example, respondents from Journalism (M = 3.67) reported more positive gains in writing effectively compared to respondents from Engineering (M = 2.80) while respondents from Arts and Science (M = 3.20) rated themselves higher compared to respondents from Agriculture (M = 2.50). However, compared to respondents from Arts and Sciences, respondents from Engineering rated themselves higher in understanding and applying scientific principles (M = 3.53 vs. 2.38), understanding graphs and charts (M = 3.57 vs. 2.49), and understanding and applying mathematics (M = 3.60 vs. 2.26).

Job Performance Skills: In order to successfully navigate the job market it is important that graduates show gains in areas that are more directly related to job performance. The majority of respondents reported substantial gains working cooperatively in a group (64%), planning and carrying out projects (61%) basic job skills (56%), and leadership skills (54%). Less than one-half of respondents reported substantial gains in using computers effectively (47%).

Gender and race differences were found, however, for gains in computer skills. Males (M = 2.82) reported more positive gains compared to females (M = 2.30), F (1, 442) = 25.59, p < .001. However, compared to White respondents (M = 2.43), non-White respondents (M = 2.89) reported more positive gains in computer skills F (1,445) = 10.56, p < .001.

Significant differences were found by college for both basic job skills F (8,438) = 3.85, p < .001 and computer skills F (8, 438) = 11.86, p < .001 (see Table 10). Respondents from Education (M = 3.17) reported greater gains in basic job skills compared to respondents from Agriculture (M = 2.18), Arts and Science (M = 2.54) or Human and Community Science (M = 2.60).

Understanding and Awareness Skills: Finally, respondents were asked to rate their gains related understanding and awareness in the following areas: cultural, racial, and philosophical diversity, western culture, environmental issues, and the arts. Compared to the other areas assessed, fewer graduates reported gains in understanding and awareness skills. Less than one half (42%) of respondents reported substantial gains in getting along with people of different races and cultures. A significant difference, however, was found by race F (1,449) = 6.03, p < .05. Non-white respondents reported greater gains (M = 2.63) compared to White respondents (M = 2.28). Only 35% of all respondents reported substantial gains in understanding the ideas and values of western culture. Again, a significant difference was found by race F (1,447) = 5.82, p < .05, with non-White respondents (M = 2.45) reporting greater gains compared to White respondents (M = 2.14).

Again, less than one half (44%) of all respondents reported gains in understanding and appreciating different cultures and philosophies but a significant difference by college was found F (8,439) = 2.87, p < .01. Pairwise comparisons, however, revealed only one significant difference with respondents from Arts and Science (M = 2.61) reporting greater gains compared to respondents from Business (M = 2.14). Furthermore, less than one half of all respondents reported substantial gains in understanding environmental issues (36%) or the arts (34%). Again, significant differences were found by college. For understanding environmental issues, F (8,441) = 2.97, p < .001, respondents from Agriculture reported the greatest gains (M = 2.95) compared to, for example, Medicine (M = 1.75) or Education (M = 1.93). For understanding and appreciating the arts, F (8, 440) = 4.42, p < .001, respondents from Arts and Science (M = 2.43) reported the greatest gains compared to either Business (M = 1.83) or Human and Community Science (M = 1.95) (see Table 10).

The different support services on campus were examined by both the percentage of respondents who used the service and by respondents' perceptions of the quality (1 = poor, 2 = fair, 3 = good, and 4 = excellent) of the service. The different services assessed fell into the following categories: Academics, Health, Housing, and Individual Interests, Administrative, Employment, and the Student Union (see Table 11). While the majority of respondents rated all services in a relatively positive light, there were some exceptions. For those services with lower ratings, a determination of student expectations should be considered. Students' expectations may be unrealistic, in which case the issue may be one of public relations rather than the quality of the service itself. Because of the wording of the survey items, any inconsistencies between student expectations of a service and the actual function of that service cannot be examined. Future inquiries should address this issue in greater detail.

Academics: The library was rated most highly in terms of both frequency and quality. Ninety-nine percent of respondents reported using the library and 68% reported using library reference materials every semester. Furthermore, 91% rated the quality of the library as either good or excellent. A significant difference in the mean ratings was found, however, by age of respondent at enrollment F (2, 448) = 4.11, p < .05. Pairwise comparisons revealed a significant difference between respondents in the less than 25 age category (M = 3.32) versus those in the older than 34 category (M = 3.57, p < .05).

Considerably fewer respondents reported using the Academic Skills Center (41%) but 70% of these respondents rated the quality of the service as good or excellent. Only 33% of respondents reported using the Academic Advisement Center with 54% rating the service as good or excellent. However, 13% rated the service as poor. It is worth noting that 10% of the total sample indicated they were not aware of the services provided by the Academic Advisement Center.

Heath, Housing, and Individual Interests: Of those respondents who used either the Student Health Center (60%) or the Women's Resource Center (7%), the majority rated both services highly (77% and 74%, for good or excellent ratings of Health Services and Women's Resource Center, respectively). A significant difference by gender, however, was found in the mean ratings for the Students Health Center F (1, 269) = 5.53, p < .050 with female respondents (M = 3.13) rating the Health Service more favorably compared to male respondents (M = 2.88).

Twenty-four percent of respondents reported using the Counseling Center and 64% rated the service as good or excellent. However, 19% rated the services provided by the Counseling Center as poor. While only 8% of respondents reported using Minority Student Affairs, 58% rated that service as good or excellent. Seventeen percent, however, gave Minority Student Affairs a poor rating. Again, it is worth noting that for all of these services except the Student Health Service, an average of 9% of all respondents reported they were unaware of the service (7%, 10%, and 10% for the Counseling Center, Women's Resource Center, and Minority Student Affairs, respectively).

Approximately one third (29%) of respondents reported using the services provided by Student Housing and Residential Life. However, 93% of these were in the less than 25 years of age category. While 45% rated the service favorably, 55% did not view the service in a positive light (18% and 37%, rated service as poor or fair, respectively).

Administrative: As expected, 100% of the sample reported using the services provided by Admissions and Records and the majority (61%) rated these services favorably (47% and 14%, good and excellent, respectively). Almost one third (30%) gave Admissions and Records a fair rating and 9% gave it a poor rating. A significant difference in the mean ratings were found, however, by age of respondent at enrollment F (2, 447) = 11.14, p < .001. Pairwise comparisons revealed significant differences between respondents in the less than 25 age category (M = 2.56) versus those in the 25 – 34 category (M = 2.91, p < .001) and those in the older than 34 category (M = 3.00, p < .001). The majority of respondents (66%) reported using the services provided by the Office of Financial Aid and Scholarships and rated these services favorably (57%). No significant differences were found for ratings of this service by age of respondent at enrollment.

Employment: Approximately one third of respondents reported using the services provided by Student Employment (34%) or the Career Development Center (38%). Both services were rated relatively favorably (69% and 56% gave ratings of good or excellent for Employment Services and Career Development Center, respectively). However, 15% of those respondents who used the Career Development Center rated the services as poor. Furthermore, nine percent of the total sample indicated they were not aware of the services provided by the center.

Student Union: Predictably, 99% of respondent reported using the University Bookstore and the majority (74%) gave the bookstore a favorable rating. However, 21% gave the bookstore a fair rating while 4% gave the bookstore a poor rating. The majority (64%) of respondents also rated the services and activities provided by the Student Union favorably. Approximately one third (32%), however, gave these services a fair rating but only 4% gave these services a poor rating.

The food service aspect of the Student Union was not rated as favorably. Less than one half (45%) of respondents gave these services a favorable rating. Furthermore, 40% gave the service a fair rating and 15% gave it a poor rating. In the last few years there have been some changes in the food service provided on campus and these changes may result in more favorable ratings by future respondents.

While it is important to obtain information from alumni regarding the experiences they had while attending the university, it is also important to get information about what they did following graduation. Therefore, respondents were asked about post-graduate degrees and training, employment preparation, current employment status, and current salary.

Post-Graduate Degrees and Training: Approximately one third (29%) of respondents indicated they were pursuing a graduate degree. Chart 4 is a breakdown of graduate or professional school attendance by college. Of the 64% who gave the institution where they were attending graduate or professional school approximately one half (54%) were attending the University of Nevada, Reno. Over one half (58%) of those attending graduate or professional school were also working either part-time or full-time. However, a significant difference was found for type of employment and type of enrollment X² (2, N = 122) = 40.16, p < .001, Cramér's V = .57. Respondents who were pursuing their graduate degrees on a part-time basis were approximately 2.86 (.743/.257) more likely to be employed full-time compared to those enrolled in graduate school on a full-time basis. This trend was consistent across colleges with a sample size large (A&S, ED, and HCS) enough for a meaningful comparison.

Employment: The majority of respondents (62%) were employed full-time while 17% were employed part-time. Four percent were self-employed and less than one percent were serving in the armed services. Only 4% were not employed (2% were seeking employment and 2% were not seeking employment). The remaining 12% were continuing their education and not currently employed. The majority of respondents (69%) had actively sought employment in their educational field and 70% of these had gained such employment. The two most frequently given reasons for not being employed in their field were (a) development of new interests since leaving college (26%), and (b) unable to find related employment in local area (24%). Other reasons included jobs in the field did not pay well (18%), unable to find job in field (15%), and jobs in field did not offer opportunities for advancement (5%).

For those respondents who had sought employment in their educational field, significant differences were found between those who had obtained such employment compared to those that had not obtained employment in their field. The probability of a respondent being employed in their educational field was about 1.89 times (.634/.337) more likely when the respondent had sought employment prior to graduation as opposed to after graduation (X² (1, N = 316) = 23.21, p < .001, Cramér's V = .27). Furthermore, the probability that a respondent was currently looking for different employment was about 2.64 times (.565/.214) more likely if the respondent was not currently employed in their educational field as compared to those employed in their field of study (X² (1, N = 316) = 37.13, p < .001, Cramér's V = .34).

Significant differences were also found between respondents employed in their field compared to those not employed in their field for mean job satisfaction ratings F (1,302) = 16.03, p < .001 and salary satisfaction ratings F (1, 297) = 5.33, p < .05. Respondents employed in their field of study gave higher job satisfaction ratings (M = 3.05) compared to those not employed in their field of study (M = 2.58). This pattern was also found for satisfaction with salary. Those employed in their field of study rated their satisfaction with their salary more favorably (M = 3.72) compared to those not employed in their field (M = 2.84).

The mean salary for all respondents that were employed full-time fell in the $25,000 to $29,999 range. Chart 5 is a breakdown of estimated mean salaries by college. Chart 6 is a breakdown of estimated mean salaries by college and gender/sex.

A significant main effect for mean salary ranges was found for college F (8, 258) = 2.61, p < .01. Pairwise comparisons revealed that the mean salary range for graduates from the College of Engineering (M = 5.11) was significantly greater than the mean salary ranges of graduates from the colleges of Arts and Science (M = 3.68), Education (M = 3.58), and Agriculture (M = 3.05). The mean salary range for graduates from the College of Business (M = 4.43) was significantly greater than the mean salary range of graduates from the College of Education (M = 3.58).

No main effect was found for college, however, a significant interaction was found for gender by college F (7, 258) = 2.34, p < .05. Further analyses revealed significant gender differences in mean salary ranges within the colleges of Business F (1,65) = 5.46, p< .05, Education F (1,24) = 6.59, p < .05, and Human and Community Sciences F (1,39) = 7.84, p < .01. The mean salary ranges for males were higher than those for females in the College of Business (M = 4.91 and 3.94, for males and females, respectively) and the College of Education (M = 4.33 and 2.83, for males and females, respectively). However, in the College of Human and Community Sciences the mean salary range for males (M = 2.86) was lower compared to females (M = 4.47).

As a more global measure of overall satisfaction, respondents were asked to rate their overall experience at the University of Nevada, Reno. The majority (85%) gave their overall academic experience a rating of good (68%) or excellent (17%). Thirteen percent gave it a fair rating while only 1% gave it a poor rating. These same ratings were evident in respondents' ratings of the quality of their instruction. Seventeen percent gave it an excellent rating, 68% gave it a good rating, 14% gave it a fair rating, and only 1% gave it a poor rating.

In addition to academic experiences, respondents were asked to rate the quality of their experiences outside the classroom. Again, the majority (74%) gave these experiences a rating of good (56%) or excellent (18%). However, 22% gave these experiences a good rating and 4% gave them a poor rating.

Finally, respondents were asked if they would enroll at the University of Nevada, Reno if they were starting college over again. Approximately one – half (53%) indicated they would probably enroll at UNR and 30% indicated they would definitely enroll. However, 14% indicated they probably would not enroll at UNR, while 3% indicated they definitely would not enroll.