Admissions
2006
2004 and 2005 |
The Admissions survey was first administered summer 2004 and
each year thereafter. The 2004 and 2005 versions of the instrument were
quite similar and designed to gather information from non-confirmed,
admitted students about their impressions of CU-Boulder and their reasons
for not attending. The 2006 survey included two new versions of the instrument that asked
admitted students further questions about their alternative choice school. Since 2006, both
non-confirmed and confirmed admitted students are being surveyed.
|
Alumni
2007
2003
|
The Alumni Survey was changed considerably in 2003. Previous alumni
surveys, with much smaller samples, did not provide program-level
information. The 2003 and 2007 surveys, in comparison, were designed both to provide
information that individual programs can use for planning purposes, and to
summarize alumni experiences for the entire CU-Boulder campus. |
Alumni one year out
1999, with comparisons to 1998
1998 |
Orginally a CCHE-required survey of undergraduate and graduate
alumni, one year after graduation. The report assesses current employment,
further education, and satisfaction with the students' degree program.
The 1999 report compares results from the spring '99 survey to those
from spring '98. Results are from students graduating summer 96-spring
97, and summer 97-spring 98. |
Alumni four year out
2001
1998
|
Survey conducted in 1998 and 2001 of alumni who received bachelors degrees
four years earlier,
assessing satisfaction with the educational experience at CU-Boulder, after-graduation
employment (current and when they first graduated), and pursuit of futher
education. Comparisons are made to prior years. |
Climate/Community
2006
2001
1998
1994 |
Results from the 2001 and 2006 Campus Climate surveys and the 1994 and 1998 Community surveys. Assesses
students' levels of comfort, fit, feelings of belonging at CU-Boulder, as well
as experiences with racial stereotyping and suggested improvements to
the CU environment. Results are shown for 5 racial/ethnic groups. |
Freshmen
1996 |
Assesses academic and social abilities, attitudes, expectations,
experiences, likelihood of returning in the spring. Administered to
all freshmen of color and a sample of white frosh in fall 96 and to
a subsample of these in spring 97. |
Graduate students
2005
2003 |
The Graduate Student survey was changed considerably in 2003. Data are
collected on important aspects of graduate education, including academic
quality, facilities and services, teaching and research experience,
professional development, career counseling and job search preparation,
advising, and quality of life. |
Graduate students
1997, 1998 and 1999 |
The Graduate School surveys graduating CU-Boulder masters
and doctoral students as part of its North Central Accreditation (NCA)
process. The survey addresses such issues as graduate student satisfaction
with instruction, faculty interaction, research experience, financial
support, and thesis/dissertation advising. Results for the last three
complete cycles are posted. |
National Survey of Student Engagement
2006
2002
2000 |
Results of the National Survey of Student Engagement (NSSE)
administered to freshmen and seniors in the springs of 2000, 2002, and 2006, and
will be administered every four years after this. The NSSE measures student
engagement in many important activities that are positively related to learning
and personal development. Results are shown for CU-Boulder students versus AAU public
institutions; CU-Boulder results are also shown by class level, college, and major. |
Seniors
2008
2004
2001
1998
|
Results of the Senior Survey assessing satisfaction
with the educational experience and after-graduation plans & activities.
Results are shown for all students, by major, and by college; comparisons
are made to prior years. |
Undergraduate students
1999, with comparisons to 1997
1997 |
Survey of undergraduates conducted spring 1997 and 1999. Assesses
satisfaction with various aspects of the college experience, how students
spend their time and effort, why they are in college, and why they chose
to attend CU. |
