Institutional Research, Planning, and Institutional Effectiveness

2013-2014 PVCC Graduate Exit Survey

February 1 6, 2015 IR, Planning, & IE Bernnadette Knight, Research Analyst

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 2 Table of Contents

Executive Summary 3

Introduction 4

Methodology 4

Results 4

Demographics 4 Academic and Professional Goals 5 College and University Enrollment and Transfer 5 Graduates in the Workforce 6 Overall Satisfaction 6 Utilization Of, and Satisfaction With, College Services 7 Satisfaction with the Academic Program 8 General Education 9 Learning Community at PVCC 11 Focus on Writing 11 Overall Comments 12

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 3 2012-13 PVCC Graduate Exit Survey Executive Summary

The PVCC Graduate Exit Survey collects information from soon-to-be graduates on their career and education plans for the coming year, satisfaction with PVCC’s programs and services, and how well PVCC has helped them further their academic and/or professional goals. The survey was administered online to students completing their studies in Summer 2013, Fall 2013, and Spring 2014. Six hundred and eighty-two (682) graduates completed the survey. PVCC continues to be successful in preparing students for work and college transfer. Quantitative findings are supported by comments like these from PVCC’s graduates:

My experience at PVCC has been a good one. It has been a great transition from homeschooling to a 4 year college. I love that most of the teachers here are dedicated to their students and really want to teach. I don't think I would have received the same kind of one on one attention at a 4 year college as I received at PVCC. I am on a first name basis with many of my professors and consider them to be friends.

I cannot think of anything that could exceed the experience of my education at PVCC. The staff is always there when you need them and the professors are very giving of their time and knowledge when extra assistance is needed.

PVCC has been a tremendous help. The commitment of the faculty and staff are palpable. This pervades every aspect of the college. I am proud to have attended PVCC. I hope to give back in someway soon.

My experience at PVCC has been good. The small classes have allowed me to slowly emerge out of my comfort zone and grow more confident in class settings. The wide range of courses and options have allowed me to rule out the things I would/would not like to pursue as a career. The faculty and staff seem especially interested in helping students succeed.

Ninety-eight percent (98%) say that PVCC has helped them further their academic and/or professional goals. About two-thirds (68%) expect to enroll in a college or university in the coming year, and of these, 81% say their program of study will be related to their PVCC degree, 73% will attend full-time, and 76% anticipate attending their first-choice college or university. Sixty-six percent (66%) of college-going PVCC graduates will also have a job in the coming year. Forty- four (44%) attained their jobs while at tending PVCC, 43% before attending PVCC and 12 % after graduation. Of these, 31% say their job is very much related to their PVCC degree.

The majority of graduates are “very much” satisfied with the overall quality of PVCC services and their academic program. Satisfaction is highest with PVCC’s Learning Center, First Quadrant Math Center, Writing Center, Services for students with disabilities and the learning environment. Graduates are least satisfied with food services, the bookstore, academic advising, and relationships with faculty outside of class.

These findings are utilized in assessment of college programs and services, and evaluation of effectiveness in preparing students for work and/or transfer. Supplemental analyses for program review/evaluation will be provided to individual departments and programs.

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 4 2012-2013 PVCC Graduate Exit Survey

Introduction

The PVCC Graduate Exit Survey collects information from soon-to-be graduates on their career and education plans for the coming year, satisfaction with PVCC’s programs and services, and how well PVCC has helped them further their academic and/or professional goals. Survey findings are used in assessment of college programs and services, evaluation of the College’s success in preparing students for work and/or transfer, reports to external audiences, and preparation of grant proposals.

Methodology

In accordance with PVCC’s graduation requirements policy, all Summer 2013, Fall 2013 and Spring 2014 applicants for graduation were required to take the Graduate Exit Survey administered online. PVCC had 739, 2013-2014 completers (excluding general education certificate completers). Six- hundred and eighty-two (682) completed the survey, for a response rate of 93%. Copies of the survey are available from the Office of Institutional Research, Planning, and Institutional Effectiveness. 1Graduates’ responses are summarized in this report and individual comments are provided to Deans and program heads for use in program review.

Results

Demographics and Overview

Of the awards earned by survey respondents, 14% were Associate in Arts, 41% an Associate in Science, 26% an Associate in Applied Science, 5% a Certificate and 14% a Career Studies Certificate. Forty-two percent (42%, 282 graduates) are first-generation college graduates. Thirty-nine percent (41%) borrowed money to attend PVCC, with 42% of these borrowing $5,000 or more.

Seventy-nine percent (83%) were employed while enrolled at PVCC, with 10% working up to 10 hours per week, 20% working 11-20 hours per week, 27% working 21-30 hours per week, 25% working 31 to 40 hours per week, 16% working more than 40 hours per week, and 2% working over 50 hours per week.

Demographics vary by degree type as shown in Table 1 below.

Table 1: Key Findings by Degree Type

AA AS AAS CERT CSC Percent employed while enrolled at PVCC 70% 85% 83% 85% 87% Percent who borrowed money to attend PVCC 29% 39% 50% 39% 38% Percent who are first generation college students 26% 39% 46% 68% 56% Percent who plan to enroll in a college or university in the coming year 85% 83% 49% 44% 52% Percent who will have or seek a job in the coming year 77% 84% 99% 100% 98%

Academic and Professional Goals

1 Based on self-report data

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 5 Ninety-eight percent (98%) of graduates say that PVCC helped them further their academic and/or professional goals.

College and University Enrollment and Transfer

Sixty-eight (68%) of graduates said they would be enrolled in a college or university in the coming year, with 29% of these reporting that had already been accepted to college at the time they completed the survey. These colleges include: University of Virginia, James Madison University, Liberty University, Longwood University, Mary Baldwin College, Old Dominion University, Radford University, University of Mary Washington, Virginia Commonwealth University, Virginia Tech, George Mason University, and the College of William and Mary. Several graduates planned to continue their education at a community college.

Of those planning to enroll in a college or university, 79% are planning to pursue a bachelor’s degree, 81% say their program of study will be related to their PVCC degree, 73% will attend full-time, and 76% anticipate attending their first-choice college or university. Table 2 gives an overview of areas graduates (n=407) will pursue when they transfer to their chosen college or university.

Table 2: Academic Areas of Study for Students Who Transfer to Other Academic Institutions

Academic Area *Percentage Number Nursing 13% 50 Business (i.e. Administration, Management) 7% 28 Computer Science 5% 17 Sciences (i.e. Biology of Chemistry) 4% 16 Education 3% 10 Accounting 3% 11 Political Science 3% 13 Health Care Administration 2% 7 *Responses and percentages are approximate and will not equal 100%

The biggest concerns voiced by students regarding the transfer process were receiving conflicting information regarding classes that could be transferred to other academic institutions.

Graduates in the Workforce

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 6 Among graduates who are not enrolling in a college or university, (66%; n=448) say they will have a job during the coming year and 24% say they will be seeking a job in the coming year. Of those who have a job, 43% obtained their job before enrolling in PVCC, 45% obtained their job while attending PVCC, and 12% said they would obtain their job after graduation. Fifty-three percent (53%) will be working in a job that is “very much” or “somewhat” related to their PVCC degree. Thirty-nine percent (39%) will be pursuing their job as a long-term career, 22% said that their degree helped them get a job and 22% said their degree helped them get a promotion. Ten percent (10%) said that their annual salary will be higher this year because they have a PVCC degree. Table 3 provides an overview of top employers that were commonly mentioned when asked where graduates would be employed in the coming year.

Table 3: Employers of Graduates

Employer *Percentage Number University of Virginia 12% 45 Martha Jefferson Hospital 3% 11 County of Albemarle 3% 10 PVCC 2% 6 *Responses and percentages are approximate and will not equal 100%

A majority of students did not use Career Services (63%). Among those that did, thirty percent (30%) rated the quality of PVCC’s Career Services as “excellent” or “good”. Table 4 gives an overview of services in which respondents (n=172) would like to receive assistance from Career Services.

Table 4: Assistance from Career Services

Are you interested in any service from Career Services *Percentage Number Job/search information 72% 124 Help completing a job application 17% 29 Help creating a resume 47% 81 Help writing a cover letter 33% 56 Developing interviewing skills 37% 64 Developing a list of employers to contact 36% 62 Other services 5% 9 *Response percentages will exceed 100% because respondents could choose more than one category

Overall Satisfaction

Ninety-eight percent of respondents (98%) were satisfied with their overall experience at PVCC.

Utilization Of, and Satisfaction With, College Services

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 7 Graduates were asked to rate how satisfied (i.e., “very much”, “somewhat”, “very little”, or “not at all satisfied”) they are with college services that they had used at PVCC. Table 5 shows the percentage of graduates indicating satisfaction with each service and the corresponding number of students who indicated satisfaction. The percentage of all students who left the question blank or indicated “not applicable” is on the far right of the table.

Students were most satisfied with PVCC’s Learning Center, Writing Center, First Quadrant Math Center, services for students with disabilities, library services, MyPVCC, and registration services. Students were least satisfied with the bookstore, food service, registration, financial aid and advising and counseling services. For services such as the Writing Center, First Quadrant Math Center, Student Activities, and Career Services the research indicates that study of service utilization is warranted.

Table 5: Graduate Satisfaction with PVCC Services

Percent Responding Number Very Somewha Very Not at "N/A" or Responding Much t Little All leaving blank Admissions and Advising 651 62% 28% 3% 3% 4% Bookstore 638 46% 39% 11% 4% 0% Career Services 314 56% 32% 7% 5% 0% Cashier 471 62% 28% 7% 3% 0% Computing Lab 499 67% 28% 4% 1% 0% Counseling Services 426 62% 29% 6% 3% 0% Facilities 566 60% 34% 4% 2% 0% Financial Aid 470 60% 27% 8% 5% 0% Food service/vending 563 39% 37% 14% 10% 0% Learning Center 539 71% 24% 3% 2% 0% Math Center 384 72% 21% 4% 3% 0% Writing Center 361 67% 24% 5% 3% 1% Library services 558 77% 20% 2% 1% 0% MyPVCC 648 67% 30% 2% 1% 0% Registration services 620 59% 35% 5% 1% 0% Services for students with disabilities 196 70% 21% 4% 5% 0% Student activities 351 59% 32% 6% 3% 0% Student Blackboard 653 64% 31% 3% 1% 1% Quality of college services, overall 651 62% 35% 2% 1% 0%

Satisfaction with the Academic Program

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 8 Graduates were asked to rate how satisfied (i.e., “very much”, “somewhat”, “very little”, “or not at all satisfied”) they are with various aspects of the academic program. Table 6 shows the percentage of graduates indicating satisfaction.

Table 6: Graduate Satisfaction with Academic Program

Number Responding Very Much Somewhat Very Little Academic Advising 639 62% 32% 6% Course availability 661 55% 39% 6% Course materials 658 60% 37% 3% Faculty 658 67% 30% 3% Grading 655 65% 32% 3% Instruction 659 64% 33% 3% Learning environment 659 65% 32% 3% Relationship with faculty outside of class 614 62% 32% 6% Staff 648 66% 31% 3% Overall quality of academic program 653 68% 29% 3%

Graduates expressed their dissatisfaction with limited times and availability of classes. Several students expressed dissatisfaction with the difference between the nursing and College grading scale, and the need for improvement in the interaction between faculty and students. The following comments represent some graduates dissatisfaction with the nursing grading scale.

I think the grading system for the nursing program is unfair. (A=10093, B=9285, C=8480, D=7970, F=69 and below). This system of grading has severely impacted my GPA. I understand the nursing program's desire to have a passing grade of 80+, but I think standard grading systems (A=10090, B=8980, C=7970, D=6965, F=65 and below should still apply to the nursing program to prevent damaging students' GPAs.

Grading should be standard across the board. The final grading for the Nursing program should be converted to mirror standard college/university grading standards. Instructors should be held to like standards when grading according to syllabus. Additionally, instructors should follow standard similar guidelines where assignments are concerned.

The grading scale was changed during my academic program to be more competitive. What I am not happy about is the grading scale for the school of nursing is not reflected accurately on my GPA.

General Education

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 9 Graduates were asked to indicate the extent to which they felt PVCC had helped them attain outcomes related to general education. Table 7 lists the learning outcomes and the percentage of all graduates who indicated that PVCC had “very much”, “somewhat”, “very little”, and “not at all” helped them achieve these outcomes, and Table 8 lists these outcomes and responses for Associate’s degree graduates only.

Table 7: Learning Outcomes

Number Very Very Responding Much Somewhat Little Not at All Research a topic 659 58% 32% 7% 3% Reason logically 656 56% 33% 7% 4% Solve problems 654 58% 32% 7% 3% Speak clearly and effectively 651 52% 34% 10% 4% Write clearly and effectively 653 56% 34% 7% 3% Understand and use computers 654 54% 29% 11% 6% Understand and use math 653 48% 37% 9% 6% Working effectively with people of varying racial, ethnic, and cultural backgrounds 653 53% 31% 10% 6% Effectively communicating in various social and cultural contexts 654 51% 32% 10% 7% Having knowledge and skills to live in a global economy 651 46% 34% 12% 8% Understanding the interdependence of social, economic, geo-political, and cultural systems 651 46% 34% 12% 8% Understanding the role and impact of social institutions on development of individuals and cultures 645 50% 33% 11% 6% Establishing and maintaining a personal code of ethics and values 654 52% 28% 11% 9% Identifying my own biases and prejudices 651 47% 31% 12% 10% Making informed, reasonable decisions about personal wellness 652 50% 31% 10% 9% Making informed, reasonable decisions about personal, academic, and career goals 652 56% 32% 7% 5%

Table 8: Learning Outcomes for Associate Degree Graduates Only

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 10 Number Very Very Responding Much Somewhat Little Not at All Research a topic 531 60% 29% 8% 3% Reason logically 529 57% 32% 7% 4% Solve problems 528 58% 31% 8% 3% Speak clearly and effectively 526 52% 33% 11% 4% Write clearly and effectively 527 57% 33% 8% 2% Understand and use computers 527 53% 29% 13% 5% Understand and use math 526 50% 36% 11% 3% Working effectively with people of varying racial, ethnic, and cultural backgrounds 527 55% 30% 10% 5% Effectively communicating in various social and cultural contexts 529 53% 31% 10% 6% Having knowledge and skills to live in a global economy 526 47% 34% 11% 8% Understanding the interdependence of social, economic, geo-political, and cultural systems 525 48% 35% 11% 6% Understanding the role and impact of social institutions on development of individuals and cultures 522 52% 34% 10% 4% Establishing and maintaining a personal code of ethics and values 528 52% 28% 12% 8% Identifying my own biases and prejudices 525 47% 31% 12% 10% Making informed, reasonable decisions about personal wellness 526 50% 30% 10% 10% Making informed, reasonable decisions about personal, academic, and career goals 526 57% 32% 7% 4%

The Learning Community at PVCC

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 11 Graduates were asked if they participated in a Learning Community at PVCC. The majority of respondents did not participate in the learning community (56%) and thirty-five percent (35%) indicated “don’t know”. Table 9 provides an overview which compared the effectiveness of a learning community to their other courses. The low number of participants in a learning community at PVCC indicates that further research is needed in this area.

Table 9: Effectiveness of a Learning Community Compared to Other Courses

Number Less About the More Responding effective same effective Helped you learn course material 59 7% 34% 59% Encouraged you to succeed academically 59 7% 37% 56% Provided you opportunities to participate in discussion/projects with other students 59 7% 37% 56% Improved your level of communication and interaction with faculty 58 7% 33% 60% Helped you feel more involved in the larger PVCC community 57 10% 30% 60%

Although a small number (n=18) provided feedback the responses were overwhelming positive. Being a part of a learning community had a positive impact on their grades in other courses, by providing a supportive learning environment, extra feedback on work and more in-depth student-teacher interaction.

Focus on Writing

Graduates were asked a series of questions regarding their writing skills and techniques used to proof their work. Thirty-seven percent (37%) of respondents “strongly agree” and 50% “agree” they are a better writer now than they were before starting their program of study at PVCC. Fifty-eight percent (58%) of respondents “strongly agree” that if given a writing assignment in their field of study, they could write effectively about the topic. Thirty-one percent (31%) of students “often” use exploratory writing activities such as brainstorming, journaling, outlining and mapping. Table 10 presents results that highlight how often graduates draft, revise, and review for grammatical errors and/or reviewed content for coherency one or more time. Responses are presented for “always”, “most of the time”, “about half of the time” and “some of the time”.

Table 10: When Writing an Assigned Paper or Report, How Often Do You..

Number Most of About half Some of the Responding Always the time the time time Draft 634 59% 25% 9% 7% Revise 653 72% 20% 3% 5% Review your writing for grammatical and mechanical errors before turning it in 654 82% 13% 2% 3% Review you writing for content and coherence one or more times before turning it in 641 80% 15% 2% 3%

Students were also asked how they would rate the extent to which their writing has improved since they improved” and 10= “greatly improved”. Responses were collapsed into five categories of “not at all improved”,

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 12 “improved a little”, “somewhat improved”, “improved” and “greatly improved” with number of respondents and percentages combined for each new category.

Table 11: How Would You Rate the Extent to Which Your Writing Improved Since you Began Your Studies at PVCC

Not at all Improved a Somewhat Greatly improved little improved Improved improved (n=80) (n=63) (n=136) (n=243) (n=135) 12% 10% 21% 37% 20%

Overall Comments/Conclusion

Graduates were invited to provide additional comments on any aspect of their PVCC experience. Many graduates expressed satisfaction with their PVCC experience and appreciation for the college’s faculty and opportunities that PVCC provided for furthering their education and career goals. Other graduates suggested improvements to specific courses, services, or programs.

Students expressed their desire for more class availability and times being offered to include times such as weekends. Although having a learning community received overwhelming positive comments, it is something that is underutilized within the college. Similarly, career services is also underutilized by graduates in the survey although many express wanting assistance with job/career search information.

PVCC Office of Institutional Research, Planning, and Institutional Effectiveness February 6, 2015 13