CALIFORNIA STATE UNIVERSITY, STANISLAUS · from 1 to 4. Table 2. Evaluation of Instruction 1 Major...

2007

Undergraduate Alumni

Survey Classes of 2002/03 and 2003/04

CALIFORNIA STATE

UNIVERSITY,

STANISLAUS

Undergraduate Alumni Survey | 2 California State University, Stanislaus

Table of Contents

Three-Year Undergraduate Alumni Survey .............................................................................................................. 3

Table 1: Ethnicity ............................................................................................................................................ 3

Quality of Instruction .............................................................................................................................................. 3

Table 2. Evaluation of Instruction ................................................................................................................... 4

Alumni Viewpoints on the University ...................................................................................................................... 4

Employment ........................................................................................................................................................ 5

Table 3. Employment Status ............................................................................................................................ 5

Table 4. Length of Job Search .......................................................................................................................... 5

Table 5. Occupation Categories ....................................................................................................................... 6

Preparation for Employment .................................................................................................................................. 6

Table 6. Improving Job Preparation ................................................................................................................. 6

Additional Education .............................................................................................................................................. 7

Table 7. Educational Goals .............................................................................................................................. 7

Table 8. Reasons for Pursuing Additional Education......................................................................................... 8

Table 9. Occupational Goals ............................................................................................................................ 8

Table 10. Anticipated Graduation Date ........................................................................................................... 9

Table 11. Financial Support ............................................................................................................................. 9

Preparation for Graduate/Professional School ...................................................................................................... 10

Table 12. Suggestions for Improvement ........................................................................................................ 10

Appendix .............................................................................................................................................................. 11

Table A1. Majors Represented in the Sample................................................................................................ 12

Table A2. Campus Events Attended by Alumni .............................................................................................. 13

Table A3. General Comments ....................................................................................................................... 14

Table A4. Annual Income by Gender ............................................................................................................. 15

Table A5. Employers..................................................................................................................................... 15

Table A6. Businesses .................................................................................................................................... 16

Table A7. Reasons for Not Being Employed in the Major ............................................................................... 16

Table A8. Graduate majors ........................................................................................................................... 17

Table A9. Graduate Schools Attended ........................................................................................................... 17


Undergraduate Alumni Survey

This report summarizes the results of the Alumni Survey for undergraduate classes graduating in

2002/2003 and 2003/2004 from California State University, Stanislaus. Respondents were told that the

survey was part of the University’s effort to provide quality degree programs and an environment

conducive to intellectual exploration and growth. The survey is administered to alumni three years after

their graduation date. The on-line survey presented 31 questions, many of which had multiple parts. The

topics included Quality of Instruction, Employment, and Additional Education.

A sample of 304 former students completed the questionnaire, 125 from 2002/2003 and 179 from the

following year. Respondents represented an array of academic departments, with Liberal Studies (23%)

and Business Administration (18.1%) contributing the greatest number of surveys. A full breakdown of

majors can be seen in Appendix A.

Table 1 shows the ethnic breakdown of the sample. Fewer

Hispanic students participated than might be expected based on

enrollment figures (31.5%). Caucasian students, on the other

hand, were overrepresented by 16.3%.

Women also were overrepresented in the sample. They

constituted 66% of the undergraduate population, yet 72.9% of

the sample was female. In addition, the Hispanic subsample had

a higher proportion of women (76.1%) than the other ethnic

groups.

Quality of Instruction

Respondents evaluated instruction at California State University, Stanislaus using 11 questions pertaining

to the major and 7 to University-wide instruction. Means scores and standard deviations for these

questions are shown in Table 2.

The response options for the first four questions in Table 2 range from 1 (strongly disagree) to 5 (strongly

agree). Alumni gave the highest rating to faculty availability in the major department, and all means were

above 4, indicating a rating between agree and strongly agree. Men and women did not differ in their

responses. However, on one question, “Faculty members in my department were interested in my

progress towards a degree” Hispanic students gave lower ratings (M = 3.80, SD =1 .15) than Caucasian

(M= 4.17, SD = .80). The high standard deviation for the Hispanic responses reveals mixed opinions

within the group, with some respondents giving high rating and others low.

On questions 5-7, pertaining to quality of instruction and faculty availability, the response options were

(1) Poor, (2) Fair, (3) Good, and (4) Excellent. Student ratings for these questions averaged between 3 and

4. Ratings of faculty availability were reliably higher for courses in the major compared to University

experiences. Gender and ethnic group membership did not correlate with responses to these questions.

The remaining questions employed a 4-point response scale. Questions 8 and 10 pertained to library and

computing services; these earned ratings around 3, reflecting a rating of “almost good”. Questions 9 and

Table 1: Ethnicity

Caucasian 59.7%

Hispanic 15.2%

Other/ Undeclared 14.2%

Asian/ Pacific Islander 7.9%

Native American 1.0%

African American 1.0%

Non-Citizen 1.0%

Total 100.0%


11, focused on preparation for graduate school and jobs, yielded mean scores that were slightly lower. As

might be expected, alumni said courses in the department prepared them better for their first position

after graduation than those in other disciplines. Hispanic respondents (M = 2.98, SD = 0.86) gave higher

ratings on this question than Caucasian (M = 2.72, SD = 0.76); responses of men and women were similar

to one another.

Alumni Viewpoints on the University

Alumni were asked to rate their agreement with the statement, “I would recommend CSU Stanislaus to

another student”, using a 4-point scale ranging from strongly disagree to strongly agree. The mean

response was 3.41 (SD = 0.65), indicating a strong probability that they would do so. Ethnic groups did

not differ statistically in their responses to this question, but women (M = 3.46, SD = 0.61) gave more

positive responses than men (M = 3.29, SD = 0.75). Though this difference was statistically reliable, it was

small in size and the responses of both groups reflect answers between agree and strongly agree.

1 Reponses for the first four questions ranged from 1 to 5, and those for the remaining questions ranged

from 1 to 4.

Table 2. Evaluation of Instruction 1 Major University-wide

Mean Std

Deviation Mean

Std

Deviation

Reliability of

Difference

1. Faculty members were available for

assistance outside of the classroom

during office hours and after class.

4.26 0.79 - - NA

2. My major courses were intellectually

challenging. 4.15 0.80 - - NA

3. Faculty members in my department

were interested in my progress

towards a degree.

4.10 0.90 - - NA

4. The courses required for my major

were appropriate. 4.09 0.88 - - NA

5. Willingness of faculty to meet with

students 3.32 0.72 3.26 0.74 .001

6. Overall quality of instruction 3.32 0.63 3.24 0.60 .06

7. Individual attention from faculty 3.25 0.75 3.09 0.76 .005

8. Quality of the library services 3.03 0.76 3.03 0.78 .41

9. Preparation for graduate or

professional school 2.99 0.82 2.92 0.79 .12

10. Quality of computing resources 2.97 0.75 2.99 0.77 .13

11. Preparation for my first position after

graduation 2.79 0.90 2.73 0.83 .03


Another question asked alumni whether they had attended any University sponsored events since

graduating. Overall, 43.9% of respondents indicated that they had done so, and there were no differences

between ethnic and gender groups. Appendix Table A2 lists the events mentioned by respondents as

examples of those they had attended.

The last question on the survey asked alumni to contribute comments or suggestions. These were

categorized into groups with similar content; the breakdown in shown in Appendix Table A3.

Employment

As displayed in Table 3, the

majority of alumni said they were

employed full time at the time of

the survey. Comparison across

ethnic groups, however, revealed

a higher rate of full time

employment among Hispanic

respondents (88.6%) than

Caucasian (67.6%). Men and

women also differed in

employment status, with more

men (78.5%) engaged in full time

work than women (67.4%).

Alumni respondents said they were very satisfied with their current jobs (M = 3.29 on a 4-point scale,

SD= 0.71), and no differences

were evident between gender

and ethnic groups. Most

alumni (56.8%) earned

incomes of $40,000 or more,

but more women reported

low salaries (less than

$30,000) and more men were

classified as high income

(more than $70,000). Ethnic

groups did not differ reliably

on reported income. A

breakdown of income by

gender is shown in Appendix

A4.

Table 3. Employment Status

Employed full-time 35 or more hours per week 70.5%

Employed part-time less than 35 hours per week 11.9%

Attending a graduate or professional school 7.1%

Homemaker 4.1%

Unemployed and seeking employment 3.7%

Disabled 2.0%

Member of the U.S. Armed Forces 0.3%

Retired 0.3%

Table 4. Length of Job Search

Valid Percent Cumulative Percent

Held job while attending 34.2% 34.2%

Secured job prior to graduation 11.0% 45.2%

Within 30 days of graduation 9.9% 55.1%

Within six months of graduation 20.9% 76.0%


Respondents who began their

job search after graduation

were asked how long it took

to find a job. The results are

displayed in Table 4. More

than half said they either had the job at graduation or within 30 days of graduation. That figure was

higher for Hispanic alumni (63.6%) than for Caucasian (55.4%). However, more Caucasian than Hispanic

graduates held the job while attending the University (34.6% vs. 27.3%, respectively.)

Respondents who had been employed at their current jobs prior to graduating were asked whether they

received a pay raise after graduation. Less than half (34.1%) had received a raise, and percentages were

similar across ethnic and gender groups.

Information about occupation was gathered through several questions, one about the person’s occupation

category was based on the U.S. Department of Labor, Bureau of Labor Statistics, Standard Occupational

classifications, and the others about the type of employer and business. Data on occupation categories are

presented in Table 5. Nearly one-third of respondents became teachers, and the remainder was

distributed across a wide range of occupations.

The proportion of alumni employed by a public school or college (29.6%) reflects the high proportion of

teachers in the sample. The second largest group (14.5%) in the sample said they were employed by a

government agency, and other categories accounted for less than 10% of responses. A full list of

employers is displayed in the appendix, Table A5.

Information on business type is shown in the appendix, Table A6. As expected from other occupation

information, the highest proportion of answers fell in the education area (25%). However, almost as many

(21%) were in businesses related to construction and architecture. All other categories accounted for less

than 10% of responses.

Preparation for Employment

Within one year of graduation 12.2% 88.2%

Within two years of graduation 7.6% 95.8%

Within three years of graduation 4.2% 100.0%

Table 5. Occupation Categories

Teacher 0.31% Social Worker 0.02%

Business and Financial Operations 0.09% Computer and Math 0.02%

Education 0.07% Arts, Design, Ent., Sports, and Media 0.02%

Accountant 0.06% Architecture and Engineering 0.02%

Office and Administrative Support 0.05% Healthcare Support 0.02%

Life, Physical, and Social Science 0.04% Personal Care and Service 0.02%

Community and Social Services 0.04% Other 0.03%

Sales 0.04% Farming, Fishing, and Forestry 0.01%

Law Enforcement Officer 0.03% Transportation and Material Moving 0.01%

Nurse 0.03% Computer Programmer 0.005%

Healthcare Practitioners and Tech 0.03% Production 0.005%

Counselor 0.02% Food Preparation and Service 0.005%

Table 6. Improving Job Preparation


Most alumni respondents said that the University did a good

(52.1%) or excellent (18.1%) job preparing them for careers.

Many offered suggestions for improving job preparation. The

responses are summarized in Table 6.

At the time of the survey, most alumni were working at jobs

either fairly (19.9%) or highly (51.5%) related to their majors.

Men and women were equally likely to be in a career related

to the major, as were Hispanic and Caucasian respondents.

Students who are not in a career related to the major were

asked why. Only 25.4% said they could not find a job in the

major, and only 9% said they were not adequately prepared. A

complete list of explanations is shown in Appendix Table A7.

Additional Education

Alumni of California State University, Stanislaus are eager to attain additional education and are actively

engaged in doing so. More than one-quarter intend to complete a Masters degree, and another quarter

plan to pursue a doctorate. (See Table 7.) At the time of the survey, three years following graduation,

49.3% had already begun their graduate work, and of those, more than half (54.1%) began immediately

following graduation. A comparison of gender and ethnic groups indicated similarity in educational

goals.

Respondents were asked to describe their reasons for pursuing further education by ranking 5 factors in

terms of their importance. The highest rating was given to earning a graduate or professional degree, and

the second to meeting certification or continuing education requirements. A complete list of rankings is

displayed in Table 8. Comparisons across gender and ethnic groups, revealed no differences.

Offer additional courses, academic programs 14.3% More training 4.3%

Nothing 13.0% Improve faculty interaction 3.7%

Generalized affirmation 11.8% Expressions of disappointment 3.7%

Career advising / assistance 10.6% Offer more career fairs 3.1%

More opportunities for internships, field

work, real-life scenarios 9.9%

Change general education or other

academic requirements 1.2%

Improve the quality of instruction 9.9% Improve the quality of academic advising 1.2%

More hands-on coursework 7.5% Diversity 0.6%

Improved computer training 5.0%

Table 7. Educational Goals

MA / MS 28.7%

Ed.D 19.2%

Ph.D 15.8%

MBA 9.1%


Respondents who pursued or were pursuing additional

education since graduation were asked about their majors,

degree program and university, enrollment status, and

graduation date3. As shown in Table A8 of the appendix,

Teaching/Education was the most popular field (42%),

followed by Psychology (13%) and Business (9.9%). Most

students were pursuing an MA/MS (30.3%), an Ed.D. (28.2%), or a Credential (13.4%), and almost half

(44.8%) attended CSU Stanislaus. More students (54.1%) attended full time than part-time (45.9%). A

complete list of schools attended for graduate work is shown in the appendix, Table A9.

2 M.F.A., M.P.A., Pharm.D., or MSW 3 This question was asked only in the survey of 2003/04 graduates.

Other degree 2 7.9%

JD 7.2%

BA / BS 5.7%

No specific degree 4.5%

Credential 1.9%

Table 8. Reasons for Pursuing Additional Education

Most

important

Next most

important Important

Less

important

Least

important

To earn a graduate or

professional degree. 60.7% 17.0% 8.9% 3.0% 10.4%

To improve skills related to my

current job. 20.0% 35.2% 34.3% 2.9% 7.6%

To meet certification or

continuing education

requirements.

48.4% 10.5% 20.0% 11.6% 9.5%

To prepare for a career change. 20.0% 28.9% 12.2% 12.2% 26.7%

For general education and self-

improvement. 17.3% 27.9% 34.6% 10.6% 9.6%

Table 9. Occupational Goals

Elementary/ Middle School Teacher 32.1%

Social worker 7.9%

Professor / Instructor 7.1%

Manager/ Supervisor 8.6%

Mental Health Professional 7.9%

Researcher / Analyst 2.9%

Health professional (M.D., R.N., Phar., FNP) 5.0%

Scientist 2.1%

School Administrator 2.1%

Police Chief 2.1%

Accountant 8.6%

Artist/ Graphic Designer 1.4%

Corrections officer 2.1%


When asked the positions they hoped to attain

after graduation, alumni reported a variety of

occupations; the largest group by far named

elementary/middle school teacher (32.1%). A

complete list is displayed in Table 9.

Table 10 displays anticipated graduation dates for 2003-2004 graduates attending or planning to attend

graduate school. More than half of the respondents (58.7%) plan to graduate within three years after

finishing the undergraduate degree. There was a tendency for Hispanic alumni to anticipate a later

graduate degree than Caucasian, but the difference did not meet the criteria for statistical reliability

(p=.11).

Respondents were also asked about the types of financial

support they received when pursuing their graduate

education. The results are shown in Table 11. Personal

earnings/savings and loans were used by the largest number

of

respo

ndent

s (30.6% and 27.8%, respectively), and responses to

the question did not correlate with either gender or

ethnic group.

Other 2.1%

Unknown / N/A 7.9%

Table 10. Anticipated Graduation Date

2005 15.9% 2009 11.1%

2006 15.9% 2010 7.9%

2007 27.0% 2011 1.6%

2008 19.0% 2012 1.6%

Table 11. Financial Support

Personal earnings or savings 30.6%

Loans 27.8%

Spouse/ other family member's funds 16.1%

Grants 12.8%

Scholarship/ fellowship 9.4%

Other 8.9%

Teaching or research assistantship 2.2%


Preparation for Graduate/Professional School

Students pursuing additional education were asked how well their undergraduate education at CSU,

Stanislaus had prepared them. A 4-point scale ranging from Poor to Excellent was used. Most said their

preparation was either good (51.8%) or excellent (36.5%). The responses of Hispanic and Caucasian

alumni did not differ, but women (M = 3.09, SD = 0.75) gave more positive responses to this question than

men (M = 2.70, SD = 0 .77).

Respondents were given

the opportunity to make

suggestions for how the

University could better

prepare them for

graduate/professional

school. The largest group

(17.4%) instead made

positive comments about

their preparation. Popular

suggestions included

improving academic

advising (9.2%), raising

academic standards

(8.3%), and expanding the

curriculum (7.3%). A

complete list of

suggestions is shown in

Table 12.

Table 12. Suggestions for Improvement

General affirmation. Expressions of satisfaction and praise 17.4%

Improve the quality of academic advising 9.2%

None 9.2%

Toughen academic standards, more writing assignments 8.3%

Offer additional courses, academic programs 7.3%

More hands-on coursework 6.4%

Provide better information on entrance requirements / procedures 6.4%

More opportunities for internships, field work 5.5%

Change general education or other academic requirements 5.5%

Offer test preparation (i.e., GMAT, GRE, etc.) 4.6%

Improve the quality of instruction 4.6%

Improve faculty interaction 3.7%

Generalized Critique. Expressions of disappointment and blame 2.8%

More research opportunities 1.8%

Improve administrative services, service performance 1.8%

More training 1.8%

Improve services for older students, disabled students 0.9%

Job assistance 0.9%

Library issues 0.9%

Financial issues 0.9%


Appendix


Table A1. Majors Represented in the Sample

Liberal Studies 23.0%

Business 18.1%

Psychology 8.2%

Criminal Justice 5.9%

Biology 5.3%

Sociology 4.9%

Social Sciences 3.9%

Physical Education 3.6%

Organizational Communication 2.6%

Computer and information Sciences 2.3%

Communication Studies 2.3%

Economics 2.0%

Political Science 2.0%

English 1.6%

Nursing 1.6%

History 1.3%

Mathematics 1.3%

Music 1.3%

Child Development 1.0%

Computer Science 1.0%

Geology 1.0%

Spanish 1.0%

Geography 0.7%

Philosophy 0.7%

Special Major 0.7%

Theatre 0.7%

Other 0.3%

Applied Studies 0.3%

Art 0.3%

Chemistry 0.3%

French 0.3%

Vocation Education 0.3%


Table A2. Campus Events Attended by Alumni

1. Accounting night

2. Accounting Night, Meet-the-Firms, Beta Alpha Psi charter meeting

3. Agricultural Studies Wine and Cheese Fundraiser

4. Biola University

5. Business Forums, Sporting events, Relay for Life

6. Cross-Country Alumni Run Volleyball Alumni game

7. Dinner with a scientist.

8. Faculty Mentor Program Anniversary Celebration, Graduation Ceremonies, various plays.

9. graduation

10. Graduate Record Examination Practice Session

11. Harvest Festival Crusade

12. MPA alumni mixer, basketball games, track and field alumni meet

13. National Pan-Hellenic Sorority recruitment

14. Sacramento and San Diego State

15. Some seminars and philosophy readings.

16. Undergraduate Research Competition

17. Vagina Monologues, Rainbow Alliance events, Phi Kappa Phi Board Meetings

18. Warrior Crab feed

19. Warrior Day, sporting events

20. Wine and cheese


Table A3. General Comments

General critique. Expressions of disappointment and blame 23.5%

General affirmation. Expressions of satisfaction and praise 21.4%

Opinion-Editorial pieces, personal reflections, advice to others 12.2%

Improve the quality of academic advising 8.2%

None, N/A 8.2%

Improve the quality of instruction 4.1%

Lower fees, other financial issues 3.1%

Improve administrative services, service performance 3.1%

Increase the availability of classes 3.1%

Stockton Center satisfaction 3.1%

Positive experience with faculty and teaching 2.0%

Stockton Center critique 2.0%

Improve faculty interaction, involvement, support 1.0%

Have better parking options, fix parking problems 1.0%

Positive academic experience with departments 1.0%

Offer career advising, placement 1.0%

Campus climate 1.0%

Greater effort to support diversity 1.0%


Table A4. Annual Income by Gender

Female Male Female Male

Less than $30000 86.6% 13.4% $50000 to $59999 59.4% 40.6%

$30000 to $39999 77.1% 22.9% $60000 to $69999 78.6% 21.4%

$40000 to $49999 75.0% 25.0% $70000 or more 36.0% 64.0%

TOTAL 72.9% 27.1% TOTAL 72.9% 27.1%

Table A5. Employers

A public school college or university 29.6%

Other 20.6%

A government agency local state or federal 14.5%

A national corporation 7.6%

A regional business 6.3%

A multi-national corporation 6.3%

A local business 5.6%

A non-profit organization 4.6%

Self-employed 3.0%

A private school college or university 2.0%


Table A6. Businesses

Table A7. Reasons for Not Being Employed in the Major

I was unable to find a job related to my major. 25.4%

Other 22.4%

I have not seriously sought employment related to my major. 14.9%

My bachelor's degree program failed to adequately prepare me for a related career. 9.0%

Pursuing or seeking admission to a graduate or professional program. 9.0%

I am working in another field while I look for a job related to my major. 9.0%

I preferred a job unrelated to my major. 6.0%

A job related to my major was not available in my desired geographical area. 4.5%

Education 25.0%

Construction and Architecture 21.0%

Government 7.5%

Agriculture business and farming 6.3%

Medical 5.2%

Sales 4.8%

Healthcare Support 4.4%

Protective Services 4.0%

Production/ Manufacturing 3.6%

Community and Social Services 3.6%

Finance/Accounting 3.6%

Life, Physical, and Social Science 3.2%

Engineering 2.4%

Arts and Entertainment 1.6%

Business 1.2%

Computer and Math 0.8%

Non-profit 0.8%

Food Preparation and Service 0.8%

Transportation 0.4%


Table A8. Graduate majors

Teaching / Education 42.0%

Psychology 13.0%

Business 9.9%

Social Work 5.6%

Health 4.9%

Economics 3.7%

Art and Fine Art 3.7%

Mathematics and Statistics 3.1%

Humanities 3.1%

Liberal Studies 2.5%

N/A 1.9%

Biological Sciences 1.2%

Earth Science 1.2%

Social and Behavioral Sciences 1.2%

Public Administration 1.2%

Law 0.6%

International Studies 0.6%

Allied Health 0.6%

Table A9. Graduate Schools Attended

CSU Stanislaus 44.8%

Other California 20.0%

Undecided/ No response 17.2%

Other CSU 11.7%

Out of State 3.4%

University of California 2.8%

Revised 5/5/08 DD

Revised edit 5/20/08 AS

CALIFORNIA STATE UNIVERSITY, STANISLAUS · from 1 to 4. Table 2. Evaluation of Instruction 1 Major...

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