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Senior Survey, 1998

Overall satisfaction with CU-Boulder Experiences

Seniors rated their level of satisfaction with various aspects of the CU-Boulder experience. The table below shows overall satisfaction ratings as well as willingness to recommend UCB to a friend. Seniors rated their satisfaction with their academic experience, both overall and within their major program, quite high. Satisfaction ratings for social and recreational experiences were also quite high. Satisfaction with cultural experience received the lowest rating. One in four seniors (25%) were dissatisfied with their cultural experience while attending CU-Boulder. Twenty-eight percent of the seniors said they would definitely recommend UCB to a friend; another 57% said they would probably recommend UCB to a friend.

STUDENTS' ASSESSMENT OF THEIR MAJOR PROGRAM

Seniors were asked to assess their major program on a number of factors. First, seniors rated their major program on:

* Course difficulty - too easy to too difficult
* Amount of structure - too flexible to too rigid
* Orientation of course work - too theoretical to too practical
* Program emphasis - too broad to too specialized

While 57% of the seniors thought that the difficulty of courses in their major was "about right," nearly one-third (31%) rated them as too difficult. A substantial majority of the students thought the amount of structure in their major, the theoretical versus practical orientation, and the program emphasis was "about right" (65%, 65%, and 57%, respectively).

Seniors also rated their level of satisfaction with various aspects of their major program (see table below). Seniors were most satisfied with upper division course instruction, their overall academic experience in their major, and course quality for general education. They were least satisfied with advising, both academic and career-related.

BEST AND WORST ASPECTS OF THE MAJOR PROGRAM

In addition to the closed-ended items addressed in seniors’ assessment of their major program, the senior survey contains two open-ended questions that ask seniors to indicate the one best thing and the one thing they would like to see changed about their major program. Open-ended responses for each of these items were coded into themes. Results are displayed below along with sample comments from seniors.

Best thing about the major program

Seniors were asked about the best aspect of their major program. Eighty-one percent (661) of seniors answered this open-ended question. Of these 661 seniors, 81% mentioned one ‘best thing,’ 17% mentioned two ‘best things’, and 2% or less mentioned between three to five ‘best things.’

Forty-three percent of the comments mentioned faculty, including faculty performance, students’ interactions with, or general impression of, faculty. Another 23% of comments discussed aspects of courses, including issues about the Arts and Sciences or other school/college core requirements, major requirements, the variety of courses available, classroom practices or impact of specific courses.

In addition, 14% of the comments addressed general satisfaction with the quality of learning (academics) or the reputation of the seniors' major program. Another 12% of the comments mentioned satisfaction with hands-on experiences gained in the classroom or in classroom/major program-related activities. The remaining themes appeared in less than five percent of the comments, as shown in the table below. At the bottom of the following table are some example comments illustrating the themes.

FACULTY:

QID0042 . Civil Engineering major:

The professors of the department really seem to care about the student's education. They are always ready to help; on school or personal problems.

The faculty are terrific, they bring great ideas and experiences to the classroom.

The math professors are excellent. They are very knowledgeable, always well-prepared, very accessible, and always willing to help students who are struggling, as well as those who want an additional challenge.

The faculty, Jan Witt, Larry Weisberg, Brett Robb. Great teachers like Jan inspire students and school.

COURSES:

QID0607 . Political Science major:

There is room to take elective classes in other fields and majors. It allows for a well-rounded education.

The Archeology classes. Professor Danforth had courses that were comprehensive, informative, encouraged critical thought.

The diversity of courses required. Each aspect of psychology has to be touched on. A good range from very scientific to more theoretical.

It doesn't focus solely on art history, but includes studio classes & classes from other areas.

ACADEMICS:

QID0096 . Psychology major:

The general education that is obtained about psychology and all the components of it. It is a good education for any future endeavors.

Biochemistry is one of the up and coming fields - always on the cutting edge.

It challenged me. It was very demanding which shows that if I can finish this degree, I can accomplish anything I want to in life.

HANDS-ON ACTIVITIES:

QID0038 . Communication major:

I absolutely loved my Communication major. The classes could not have been more pertinent to real life, and in today’s society with communication skills being so important, I couldn’t thank that department enough for helping me acquire the skills that I need to interact in the real world. This has been a great major.

Professional contacts & internship opportunities available through the Journalism School.

Hands-on experience in labs, lots of experience with group work, many opportunities to work part-time for professors.

Studio - interaction, hands on skills, small classes, work can be used for portfolio, time management skills.

The internship/professional resources available.

One thing you’d change about the major program:

Eighty-two percent (670) of seniors responded to this question. Of these 670 seniors, 74% mentioned one thing they would change, 21% mentioned two things, and 4% or less mentioned three to five things.

While 23% of seniors said courses were the ‘best’ aspect of their major, 47% mentioned courses as the one thing they would change. Half of the comments regarding courses were about the Arts and Sciences or other college/school core or major requirements, and another quarter of the comments were about the lack of variety in course selection.

Seventeen percent of the comments mentioned a lack of hands-on classroom and major-program related activities. And whereas faculty were most often mentioned as the ‘best’ aspect of the major program, 15% of the seniors’ comments mentioned faculty as a component of the major program that needed changing.

Two other major areas of dissatisfaction mentioned by seniors were academic advising (13%) and major program structure and policies (13%). A number of other minor themes were mentioned in less than six percent of seniors’ comments, as shown in the table below. Example comments of the major themes are shown immediately following the table.

One Thing You’d Change -- Example Comments

COURSES:

QID0167 . Environmental Design major:

I would require less labs for students who are fulfilling science requirements & aren't in that major.

Classes are too large. I would offer a UWRP type class in the History dept. It is extremely important to be able to discuss/defend historical events.

Internship seminars are worthless, political theory is useless, UWRP is the worst joke of a class.

Less repetition of material in core classes. Make them more efficient, less wasteful overlap.

HANDS-ON ACTIVITIES:

QID0290 . Mechanical Engineering major:

More hands on! I didn't design/build anything while I was here! And I'm expected to be able to do it when I'm in the real world.

More of a chance to actually speak the language.

A requirement to learn more about computers as the necessity for this knowledge is growing in the work world.

The only thing my program has prepared me for is to go on to graduate school. Classes should be more practical and involve more real world situations. For those of us who do not plan on grad. school, many classes are a waste of time and money.

FACULTY:

QID0138 . News Editorial major:

Better instructors, less grad student teachers. The full-time professors that I had classes with were always great, but the grad students were consistently poor instructors.

I feel some professors are too intimidating and tend to increase tension in class rather than relieve it and make them feel comfortable.

The inaccessibility of professors and their tendency to be more concerned with their personal efforts (projects, research) than with their students.

My biggest disappointment in the M.E. Dept. was the quality of the professors. I had a few profs which were outstanding, but most were mediocre to poor.

ADVISING:

QID0336 . Chemical Engineering major:

Explain the options more clearly--what each entails, what classes are required, etc. I wanted to do the Materials option, but it's too late now to get all the classes in.

The advising program needs major improvement.

I would make the requirements easier to understand, and make sure all of the people helping you in the office advising you of which classes to take know what they are.

The advisors at the Business school are incredibly unhelpful and even rude at times. I found their advising almost more hindering than helpful. I would even go so far as to say that the poor quality of their advising contributed to my graduating a semester later than planned.

GENERAL MAJOR PROGRAM:

QID0079 Political Science major:

I would have liked for the program to be more rigorous and more structured.

I would not have a limit on the number of credits you can take in your major. I would rather take more classes I could use in my future than some type of filler class that I will not use.

I would include less "arts" classes & more chemistry classes in order to change the major to a BS.

The confusion!! Always changing the program & required courses to graduate.

If I could change one thing about the Communication major, it would be to make the major more specialized. Instead of just one general degree, there should be specific topics of interest. (i.e. Public Relations)

SKILLS AND KNOWLEDGE

Seniors rated the importance of various skills or areas of study to their success after graduation and their current level of achievement on the skills (see Table below). Seniors rated managing time and tasks, interpersonal relations, general computing, and analyzing real-world problems as most important. Least important skills/areas were the arts, literature, and world history. Current level of achievement on the skill/areas closely mirrored importance ratings (see plot below). Highest levels of achievement were reported for interpersonal relations, managing time and tasks, writing, and general computing. Lowest levels of achievement were reported for knowledge of non-Western culture and the knowledge of/skill in the arts.

For the most part, seniors’ importance ratings of skills and knowledge have held steady over the years (see Table below). The exception is the rating for general computing skills, for which both importance and achievement have increased substantially.

ADVISING

Seniors were asked to indicate their satisfaction with academic and career advising in their major and in their college, the number of times in the last full semester that they had interacted with a faculty member or TA to discuss career-related issues, and whether they would devote more time or effort to advising if they could repeat their academic career at CU-Boulder.

Generally, seniors are not very satisfied with advising services, both in their major and in their college. Only one-third (32%) of seniors were satisfied with academic advising in their major; only 18% were satisfied with career advising available in their major program. Additionally, while 89% of seniors had used advising services in their college, only 17% of users reported high satisfaction. Interestingly, one in three (34%) seniors had never discussed career-related issues with a faculty member or TA during their last full semester of college. Further, while 40% said they would spend more time/effort on career advising (if given the chance to repeat their academic career at UCB), only 29% of seniors said they would spend more time/effort on academic advising.

Changes over time in advising

Satisfaction ratings for academic advising increased from 1993 to 1995, and since have remained fairly stable (see Table below). Satisfaction with career advising has shown a fairly consistent pattern over the years. Although low, the number of times seniors have discussed career issues with a faculty member or TA during their last full semester at UCB may be on the rise. While the percent of senior survey respondents who have used Career Services has remained steady across the years, users’ level of satisfaction has increased (though it remains low relative to other services available at the university – see Use of and Satisfaction with Services section).

FACULTY AND COURSES

Overall, seniors are quite satisfied with the faculty and courses in their major program (see Table below). Seventy-nine percent of seniors said they were satisfied with upper division course instruction; 53% were satisfied with opportunities for faculty interaction. Nearly half (48%) were satisfied with the level of concern that faculty show for students. Slightly under half (44%) were satisfied with lower division course instruction.

Of the items assessing satisfaction with courses in the major, satisfaction with course quality for general education received the highest satisfaction rating (72% satisfied). Seniors were less satisfied with the quality of courses for employment and graduate school (41% satisfied).

Interestingly, when asked what they would do differently if they could repeat their years at CU-Boulder, 57% of seniors said they would spend more time interacting with faculty. This is further indication of how important faculty are to CU students’ academic experience. About one-third (35%) of seniors said they would put more effort toward course sequencing or selection.

Changes over time in faculty and course ratings

Time trend data indicate a fairly stable pattern of satisfaction with faculty and courses (see Table below). Certain types of faculty/student interaction may be on the rise; specifically, students’ solicitation of course-related help and feedback appears to be increasing over the years.

OPEN-ENDED ITEMS

The 1998 Senior Survey included five open-ended items. The first two were asked of all seniors and were discussed in the section: Best and Worst Aspects of the Major Program.

The last three open-ended questions were asked in a different manner, varying according to whether the student completed the paper or web version of the questionnaire. Three-fourths (76%) of the total respondents (n=678) to the last three open-ended questions completed the paper version of the Senior survey. On the paper version, seniors were instructed to answer only one of the last three questions. However, 50% of the paper survey respondents completed more than one question, and for the most part, these respondents (90%) answered all three questions. The 50% of seniors who completed the paper version and who answered only one of the three questions self-selected which question they were most interested in answering, and for which they likely had the strongest feelings (i.e., either the most positive or negative).

Twenty-four percent (n=160) of the respondents who answered one of the last three open-ended questions completed the web version, and in this case they did not have a choice in which of the three questions they answered. Each of the web survey questions were programmed to rotate through the form so that every third respondent received the same question. When paper and web respondents are considered together, 80% of all respondents answered only one of the three open-ended questions.

TIME TO GRADUATION

The 1998 Senior Survey included three open-ended items; respondents were asked to complete only one. One of the items asked seniors to complete a short letter to a high school classmate. The letter began "Dear CJ, I know that some of our high school classmates graduated from college in four years and some took longer. I took [four years] [more than four years] because…" Respondents were instructed to indicate whether they graduated in four years or took longer and to complete the letter. Thirty-eight percent of the seniors completed the "Dear CJ" question.

Took longer than four years. The majority (65%) of the seniors responding to the question indicated that they took longer than four years to graduate from CU-Boulder. [In fact, more than half of freshmen who earn a Bachelor’s degree at UCB do so in four years or less.] Forty-two percent said the reason they took longer was because they did extra work while at CU, including double majors, taking coursework in areas of interest, taking more hours than necessary. Some of these also took time off while at CU. Fourteen percent said they took longer because of issues related to transferring from another institution (e.g., credits didn’t transfer, needed to repeat courses, etc. Another 14% had to work while attending CU. Eleven percent indicated that a change in their major slowed them down and 10% said they had been in no hurry to graduate.

Example comments of the major themes are shown below. A listing of all the comments for "Dear CJ: Took Longer than Four Years", sorted by major theme, college and major program is also provided, as well as the translation table of the theme definitions used to categorize these comments.

Took Longer than Four Years to Graduate -- Example Comments:

DID EXTRAS-

1450 Communication Major: I took longer than four years because I had a job opportunity in New York City. It was something I couldn't pass up, but the CU time-out program allowed me to leave & come back. CU is a great school, and I was one of the fortunate ones to attend.

0467 Environmental Studies Major: I took longer than four years because I decided to study abroad. However it was worth it. Studying abroad is the most worthwhile expense and experience. After returning from my semester abroad, I added a second major, which tacked on an extra semester. ...

0352 Aerospace Engineering Major: I pursued two interests - aerospace engineering and business management. The opportunities it will provide me were definitely worth the extra semester.

TRANSFER PROBLEMS-

1167 Film Studies Major: I transferred from Montana State University and half of my credits didn't count towards graduation.

0887 Mechanical Engineering Major: I took longer than four years because as a transfer student, not all of the coursework that I had completed at my previous university had equivalent courses here at C.U. ...

HAD TO WORK-

0725 Anthropology Major: I was in a situation where I had to work part time to pay for my rent & other necessities. All turned out for the best because in that time I was able to decide what I wanted to do with my life & I believe I am a better person because of it.

0363 Women Studies Major: I took five years because I worked full-time and went to school full-time.

CHANGED MAJOR-

1313 Kinesiology Major: I switched majors. I previously was a MCDB major which did not hold my interest. Switching to Kinesiology was the best choice for me because it pertains more to my interests and my lifestyle.

0940 Communication Major: I switched my major from pre-pharmacy/communication to just communication. It set me back one semester, but I am now considering extending my graduation one more semester & declaring a major in Italian and study abroad for a great experience.

IN NO HURRY TO GRADUATE-

1238 English Major: I chose not to rush out of a great period of my life only to find myself standing out in the open wondering how I got where I am and why in such a flustered hurry.

0900 Kinesiology Major: I needed more time to determine what I wanted to spend the rest of my life doing. You are only young once, don't rush things and take full advantage of what your college years have to offer you.

Took four years to graduate. Thirty-five percent of seniors who responded to the "Dear CJ" question indicated that they graduated in four years. The most frequently cited reason for graduating on time was working hard while enrolled at CU (e.g., taking 15 or more hours per term); 35% of the respondents who graduated on time mentioned this as the reason. Twenty-two percent indicated that they had started "ahead of the game" by arriving at CU with AP credits or their major already selected. Another 22% indicated that they were motivated by cost and 16% were motivated by a desire to pursue graduate study.

Took Four Years to Graduate - Example Comments:

WORKED HARD --

0093 Fine Arts - Art History Major: I'm a hard worker & I'm on the ball - I tied in 2 majors & an honors degree - It's very possible if you take the time to figure out how.

1422 Physics Major: I took four years because I had only one major, strong motivation, and the time-management skills necessary for a successful experience.

1345 Marketing Major: I knew what I wanted & did what it took to get there. I never got below a "C" in any class, and I took some summer classes. Had I changed my major, though it would've taken longer.

STARTED STRONG --

0247 EPO-Biology Major: I took four years because I came into college with credits and I was able to stay ahead. If I hadn't gotten credit in high school I'd probably be here an extra year.

0690 Kinesiology Major: I knew what I wanted to major in from the beginning so all of my classes were either to count core or for my major.

MOTIVATED BY COST OF ATTENDING CU --

1017 International Affairs Major: I took four years because unless you are loaded or money grows on trees, there is no reason to stay any longer!

0842 Marketing Major: My parents said that they would not pay for more than 4 yrs. of out-of-state tuition!

MOTIVATED TO MOVE ON --

1370 Sociology Major: I don't want to be in school forever. I want to get out from behind books & experience the world first hand.

0730 Political Science Major: I took four years because I was eager to move on from Boulder, CU, and my undergraduate experience. I was ready to enter a different stage in my life and begin on my career.

MADE AND STUCK TO A PLAN --

0881 Anthropology Major: I planned my tentative schedule my freshman year and learned about the graduation requirements, especially the core curriculum required, so I could finish in four years.

1032 International Affairs Major: I set out all the courses I would take from my first semester for my entire university career. I never deviated from the plan except where the courses available were changed.

MOST SIGNIFICANT LEARNING EXPERIENCE

The 1998 Senior Survey included three open-ended items from which respondents were to choose one to answer (see discussion above: Open-Ended Items). One of these items asked seniors to describe their most significant learning experience. Thirty-eight percent of seniors answered this question. Of these respondents, 58% mentioned one experience, 31% mentioned two, and 11% mentioned between three and five experiences.

More than one-fourth (28%) of respondents reported that their most significant learning experience was some type of hands-on/real-life skill they acquired in their courses or in some extra-curricular activity encountered at CU (e.g., time management skills, study abroad, public speaking - See table below). Twenty-seven percent of respondents described some type of academic experience they had at CU as their most significant learning experience. This included a wide array of things such as participating in the Honors Program, taking part in research, working on a class project. Twenty-one percent of seniors said their most significant learning experience had to do with personal issues such as learning to take responsibility for themselves, personal growth and maturity, general life skills, and independence. Sixteen percent talked about specific courses which impacted them, and 12% mentioned their interactions with faculty as being the most significant learning experience they had at CU-Boulder. Other experiences mentioned include social, cultural and work experiences, use of campus resources, major program and other experiences.

Example comments of the major themes are shown below. A listing of all the comments for "Most Significant Learning Experience", sorted by major theme, college and major program is also provided, as well as the translation table of the theme definitions used to categorize these comments.

Most Significant Learning Experience - Example Comments

HANDS-ON/REAL-LIFE SKILLS:

0578 Chemistry Major: Practical lab work was the most significant because it gave me an opportunity to see what the "real world" is like, to succeed on an independent project, and fine tune my analytical skills.

0153 Economics Major: Study abroad. It really makes you open your eyes and see what else is out there. It was the best growth experience I have ever done.

1185 Psychology Major: My sociology and women studies classes taught me very important lessons about life and people, issues that apply to life.

0932 Accounting Major: How to manage my time. I had to learn how to do many things all at once and do them all with 100% effort. Only in a college setting do you have the opportunity to diversify your involvement in so many things at the same time.

ACADEMIC EXPERIENCE:

0882 EPO-Biology Major: Independent research: It allowed me to spend a lot of time applying what I had learned to practical problems!

0708 Aerospace Engineering Major: This semester has been my most significant learning experience. I have been able to design, manufacture, assemble, and test an aerospace mechanism.

0414 Music Major: Preparing and performing my senior recital. It was a cumulation of all of the work I've done here (voice lessons, diction, theater, stage design, costuming, creative writing) and took me 6 months to make happen.

0773 Humanities Major: I am going to write an honor's thesis with the best professor I have ever known, namely Adrian Del Caro. This opportunity is invaluable. He pushes students to exceed even their own expectations.

PERSONAL ISSUES:

0447 Communication Major: My most significant learning experience has been learning how to create a life of my own and to choose the classes, people, and environment that I want to be in at any given time.

1555 Geography Major: Living on my own, so far away from home. Also moving to a state where I knew no one.

1562 History Major: The responsibilities of becoming an adult which go along with college. This is a time of incredible maturation and when a permanent part of your identity is formed. The experience made me grow up very quickly.

1392 Kinesiology Major: I think the most significant learning experience for me came when I realized how I needed to "make things happen". There are so many opportunities at CU, that if you want to experience something, you have to go do it because not every activity has a chance to reach out to every student. I missed a lot in my early years here because I was expecting to be spoon fed my opportunities.

COURSES:

1148 Anthropology Major: My Anthro classes influenced me in a lot of ways-they inspired me to travel, think about a future related to Anthro/traveling, etc...

0972 Kinesiology Major: I enjoyed all my A&S core classes because they gave me a worldly view on everything from philosophy to race relations.

1494 Aerospace Engineering Major: The Humanities for Engineers (HERBST) classes.

INSTRUCTORS:

1077 International Affairs Major: The time I spent in Dr. Steve Chan's lectures - he is a super motivator and invited me to explore the issues at hand to a greater extent.

0959 MCD-Biology The 2nd semester biochemistry course taught by Natalie Ahn was the most significant learning experience. She was dedicated and a powerhouse of information. CU needs more professors like her.

0557 Marketing Major: Talking to and getting to know my professors!

WHAT YOU TELL OTHERS ABOUT CU-BOULDER:

The 1998 Senior Survey included three open-ended items from which respondents were to choose one to answer (see discussion above: Open-Ended Items). One of these items asked seniors to describe what they found themselves telling others (i.e., parents, prospective students, employers) about CU-Boulder. Thirty-eight percent of seniors answered this question. Of the seniors who responded, 35% mentioned one topic, 32% mentioned two, 20% mentioned three, and 14% mentioned between four and thirteen different topics. The wide variety and generality of the responses to this question make them less suitable for providing qualitative feedback on programs and departments and more suitable for providing general feedback on CU-Boulder's public image.

More than one-third (36%) of seniors who chose to answer this question said they tell others about some academic experience they've had at UCB. About three-fourths (73%) of these comments were positive. The two most often mentioned topics within this theme were either a general comment about academics (19%),such as: "it broadened my education," or a comment about their school or major program's reputation (10%), for example "it's a great school," or "it's a great International Affairs program." About one-fourth (23%)of seniors say they tell others something about campus resources, e.g., "the resources are great," or "the computer labs are inadequate;" the majority of these comments were negative (73%). Nineteen percent of seniors say they talk about the location and environment of CU-Boulder and 18% mention the social experiences they've had at CU. Comments on both of these topics were generally positive-almost 60% mentioning positive aspects of CU's location/environment and nearly three-fourths (72%) mentioning something positive about their social experiences.

Example comments of the major themes are shown below. A listing of all the comments for "What you Tell Others about CU-Boulder", sorted by major theme, college and major program is also provided, as well as the translation table of the theme definitions used to categorize these comments.

What You Tell Others about CU-Boulder - Example comments

ACADEMIC EXPERIENCE

0181 Fine Arts Major: That it broadened my education and let me work w/wonderful people who would later be great resources.

1449 Geology Major: That I learned how to think critically most of all. I can now think my way through problems that previously would have seemed intractable!

1492 Finance Major: That CU is not getting enough recognition as it should. I think that the quality of education is outstanding for those who are willing to work hard and select their classes/professors accordingly.

0277 International Business Major: I always tell people that it has been great at Boulder because of my social experience. I tell people my education hasn't been that great. I feel like I was skimped on some of my education in the Business School because of the change to the BCOR program.

0396 Chemistry Major: To be frank: Too many horrible classes, I feel this gives the university a bad reputation. In turn I think this attracts individuals who are not interested in learning, & are interested in socializing & having fun.

CAMPUS RESOURCES

0861 Mechanical Engineering Major: There is so much to do: lots of homework and lots of opportunity for extra-curricular activity.

0742 Broadcast News Major: Don't ever go into journalism at this school because people who are in the field laugh at the program, its equipment, and the product that the school produces.

0466 Environmental Studies Major: Would like to have more computers in labs.

1232 Accounting Major: There are too many additional student fees for services I didn't use and never desired to use. (RTD, HOP, SKIP, Athletic fees, etc...) The computing preparation, access and availability has been second to none.

LOCATION/ENVIRONMENT

1496 Marketing Major: . . . I don't care a great deal for the city itself, however, my experience at the university made up for the city.

0995 Mechanical Engineering Major: I enjoyed the atmosphere most. Many people enjoyed doing active things away from school (biking/skiing/camping). . . .

1483 Economics Major: That CU and the town of Boulder are an incredible place to spend your college years. you get a great education while still having so many opportunities available with the outdoors. It's a beautiful campus, great people, and so much fun. I loved it!

SOCIAL EXPERIENCES

1238 English Major: It was fun and fulfilling - all around good.

0565 Film Studies Major: It was a good experience. I made good friends & contacts. I'm glad to be getting my degree. I'm excited to get out.

0156 Marketing Major: It was the best four years of my life socially, academically, emotionally, etc. I only would have changed my freshman year to be more involved in my sorority.

LIKE/DISLIKE OF CU

1293 Accounting Major: I have many, many wonderful memories.

0654 EPO-Biology Major: CU rules - Go Buffs!!! 0292 International Business Major: I was telling my parents & friends about how much I disliked the school.

COURSES

0653 Aerospace Engineering Major: I find myself always telling my folks about how interesting my structural engineering courses are. These structural courses are what are inspiring me to continue to study the structural world!

0353 Japanese Major: Mostly about my Japanese classes and how much work we have. However, when I actually went to Japan, I felt like I had been pretty adequately Japanese. Before I left, I didn't think I knew very much, but I proved that wrong. I also talk about some of my international business classes.

0022 Accounting Major: CU needs to be more flexible with its core requirements because some of us do not need our hands held!

INSTRUCTORS

0835 Kinesiology Major: Some very good professors who actually care about their students while others do not care how the students are doing and are terrible professors.

0317 History Major: The teachers were very competent and presented good classes.

0099 Mechanical Engineering Major: That I am not very impressed with the faculty. There is too much emphasis on research and few faculty members have experience in industry which they can pass along to the students.

DIVERSITY

1188 Psychology Major: I think there is too much emphasis on diversity issues in the classrooms. Don't get me wrong, I think it is very important , but I feel like especially in the school of education, it has gone overboard.

1279 International Affairs Major: It's been fun, but now it's time to move on. The diverse opinions are wonderful because no one ridicules you for an opinion nor persuades by extreme pressure to have one.

0873 Ethnic Studies Major: A very racist campus, but someone has to break the stereotypes.

0151 Economics Major: There is no diversity at all! CU-Boulder is all white.

Last revision 07/30/03