2017 Undergraduate Survey

Spring 2017 College of Education Office of Institutional Research

College of Education `

TABLE OF CONTENTS

Intro Survey Details Survey Demographics Survey Background Questions

Experience in the Major/Minor Overall Experience Course Experiences Service Learning Experiences Research Experiences Suggested Course Offerings

Advising/Career Support Support Service Satisfaction Career Services

College Climate

Current Employment Employment Hours/Locale Employer Names Job Titles

Future Plans Further Education Work After Graduation

College of Education

2017 Undergraduate Survey Results

Survey Objectives

The original survey instrument (2013) was designed by the Office of Institutional Research, the Assistant Dean for Academic & Student Affairs and the Associate Dean for Undergraduate Education. The 2017 survey instrument was subsequently reviewed and updated by several key Undergraduate Program staff and revised according to their suggestions. The undergraduate student survey was sent out in April 2017 to current ELS minor and ECFS major students (both on campus and online students). The survey was undertaken with the following objectives: • To gauge the general satisfaction level among COE students with various aspects of their program experience • Find out what types of courses students are interested in taking • Better understand student education goals and expectations • Determine student future plans • To assess students’ perception of the climate at the COE, particularly as it relates to diversity

Survey Details

Survey items were arranged into sections reflective of the survey objectives. Survey messaging went out three times in order to prompt non-responders to take the survey. Overall, the survey had a response rate of 66.3% (287 responses out of 433 students enrolled). The response breakdown is as follows: 130 ECFS On-campus respondents, 86 ECFS Online respondents, 17 ECO respondents, and 54 ELS minor respondents. Survey responses were compiled as a whole and segmented by program and by demographics.

Contacts Please direct any corrections, comments or concerns regarding this report to: Office of Institutional Research, College of Education, [email protected].

College of Education Survey Demographics

Demographic information includes survey respondents only, and was compiled from the UW student database.

Note: 6 students entered their UW NetID incorrectly and are not included in these demographic representations

Ethnicity Percentage of International ECFS ECFS O ECO ELS Participants Yes No African American 1% 4% 0% 2% 100% 22% 12% 41% 37% Asian American 80% Native American 0% 4% 0% 0% 60% 81% 42% 58% 29% 27% 88% 85% Caucasian 98% Latino 11% 11% 18% 12% 40% Pacific Islander 0% 1% 0% 0% 20% International 19% 2% 12% 15% 19% 2% 12% 15% Multiple Ethnicities 5% 6% 0% 8% 0% ECFS ECFS O ECO ELS Other 0% 2% 0% 0%

Percentage of URM Participants

100% Yes 90% 80% No 70%

60% 81% 82% 88% 87% 50% 40% 30% 20%

10% 19% 18% 12% 13% 0% ECFS ECFS O ECO ELS

College of Education

Class Standing Age Range ECFS ECFS O ECO ELS Freshman 0% 0% 0% 2% ECFS ECFS O ECO ELS Sophomore 5% 0% 0% 17% Under 22 58% 5% 65% 48% Junior 25% 14% 29% 15% 22 - 25 37% 25% 35% 44% Senior 67% 76% 71% 63% 26+ 5% 70% 0% 8% 5th Year 0% 8% 0% 0% Grad 4% 1% 0% 2%

Percentage of Gender of Participants 2% 100% 5% 90% 18% Female 27% 80% Male 70% 60%

50% 95% 98% 40% 82% 73% 30% 20% 10% 0% ECFS ECFS O ECO ELS

College of Education Participant Background

Various questions to understand Survey Participant’s backgrounds

Are you a parent/guardian with children currently living in your household? (Choose all that apply) ECFS ECFS O ECO ELS Yes - age(s) 18+ 1% 1% 0% 0% Yes - age(s) 12 to 17 2% 12% 0% 0% Yes - age(s) 6 to 11 1% 16% 0% 0% Yes - age(s) under 6 0% 26% 0% 0% No 97% 57% 100% 100%

How did you first hear about the ECFS/ELS/ECO Program?

ECFS ECFS O ECO ELS Friend/acquaintance/coworker 41% 15% 24% 33% Searching the UW or College 35% 34% 6% 30% of Education Website Academic Adviser 8% 7% 53% 19% Professor or instructor 6% 8% 6% 9% Google Search 5% 14% 0% 4% Presentation made in class 2% 1% 6% 4% Open house or info session 0% 2% 0% 0% Other (please specify) 3% 19% 6% 2%

21 Students specified their answer for “Other”:

• A woman at FareStart introduced me. • Looking through the Time Schedule for • Brochure classes during my sophomore year • Child care aware • Newspaper article • College admissions tour/information • On the internet looking for education sessions related BA program. • Director • Resident Advisor • Early Achievers • Showed on my Facebook feed • Email from UW • Sister • Flyer in the mail • Transfer fair • Freshman Interest Group (FIG) • UW email • High school mentor • Was already working in the field • Took the intro class without realizing

College of Education Is English your Native Do you speak a language other Language? than English fluently? 100% 100% 90% 19% 90% 31% 33% 80% 41% 80% 47% 70% 53% 51% 70% 60% 74% 60% 50% 50% 40% 81% 40% 69% 67% 30% 59% 30% 53% 47% 49% 20% 20% 26% 10% 10%

0% 0% ECFS ECFS O ECO ELS ECFS ECFS O ECO ELS Yes No Yes No

114 Students specified other language(s) they fluently speak

ECFS ECFS O ECO ELS Total Arabic 1 0 0 0 1 ASL 1 1 0 0 2 Bahasa Indonesia 1 0 0 1 2 Cantonese 4 0 0 1 5 Chinese 20 2 2 9 33 French 2 1 0 0 3 German 3 1 0 0 4 Hindi 1 0 0 0 1 Japanese 1 1 0 0 2 Korean 9 3 0 5 17 Mien 0 0 1 0 1 Russian 1 2 0 1 4 Serbian 0 0 0 1 1 Somali 0 2 0 0 2 Spanish 11 6 3 4 24 Swahili 1 2 0 0 3 Tagalog 2 3 0 0 5 Urdu 0 1 0 1 2 Vietnamese 3 0 2 3 8 Total 61 25 8 26 120

College of Education Experience in the Major/Minor

Various Likert Scale, yes/no, and open-ended questions about Student’s experiences during their program

Overall Experience

Please indicate the extent to which you agree with the following statements

Count of Responses If I could do it over again, I would select the same 131 105 34 10 program in the College of Education

I believe diversity is good for the College and should be actively promoted by students, staff, faculty, and 192 72 18 administrators

I feel a sense of belonging to the UW College of 90 100 77 15 Education Community

Program requirements are well aligned with my 101 126 47 90 specific education interests

Overall, I am satisfied with my undergraduate 134 118 27 9 experience in the UW College of Education Program

0% 20% 40% 60% 80% 100% Strongly Agree Agree Neutral Disagree Strongly Disagree

Averages by Program

ECFS All ECFS ECO ELS O I believe diversity is good for the College and should be actively promoted by students, staff, faculty, and 4.6 4.6 4.7 4.7 4.4 administrators If I could do it over again, I would select the same program in 4.2 4.3 4.5 4.3 3.9 the College of Education Overall, I am satisfied with my undergraduate experience in 4.2 4.3 4.6 4.3 3.8 the UW College of Education Program Program requirements are well aligned with my specific 4.1 4.1 4.5 3.9 3.8 education interests I feel a sense of belonging to the UW College of Education 4.0 4.0 3.9 4.2 3.8 Community Note: 1 ECFS O, 1 ECO, and 1 ELS student skipped this question

College of Education

Course Experiences

Thinking about UW College of Education course offerings, please indicate your agreement with the following statements

Count of Responses

Technology in my courses were easy to navigate 112 140 23 5

It was easy to get into the classes I wanted to take 114 121 37 7

Required core courses meet my educational goals and/or 96 128 46 8 focus

During the past year there were plenty of electives of interest 72 103 73 19 to me

Courses were offered during convenient times/days 92 99 49 25 8

0% 20% 40% 60% 80% 100% Strongly Agree Agree Neutral Disagree Strongly Disagree

Averages by Program

ECFS All ECFS ECO ELS O Technology in my courses were easy to navigate 4.3 4.2 4.5 4.3 4.1 It was easy to get into the classes I wanted to take 4.2 4.0 4.7 4.2 3.8 Required core courses meet my educational goals and/or 4.0 4.0 4.5 3.8 3.8 focus During the past year there were plenty of electives of 3.8 3.8 3.9 3.7 3.9 interest to me Courses were offered during convenient times/days 3.8 3.7 4.6 3.6 3.5 Note: 1 ECFS, 9 ECFS O, 1 ECO, and 3 ELS students skipped this question

College of Education Suggested Course Offerings

Which of the following proposed education undergraduate courses would you be interested in taking? (ECFS Online students were not asked this question)

Percentage of Answers

Teaching New Skills across Settings: Curriculum Devleopment 23% International Comparisons in Education 20% Schooling, Society, and Civic Engagement 15% Equity in Educational Studies 14% Education Policy 8% Funding Our Children's Educational Future 7% The New School: A Landscape of the Changing Classrooms 6% Choice in Education: Charter Schools 4% History of Education: Education as the "Great Equalizer" 3%

0% 5% 10% 15% 20% 25%

Note: 1 ECFS, 1 ECO, and 2 ELS students skipped this question

What other topics would you suggest for new courses offered by the College of Education? (156 students replied: 69 ECFS, 52 ECFS O, 11 ECO, 24 ELS)

These responses included several different themes, most common themes included:

• Teaching Methods (17 or 17% of responses)

• Multicultural / Diverse Education Contexts (15 or 15% of responses)

• Special Education / Learning Disabilities (12 or 12% of responses)

• Education Policy (8 or 8% of responses)

• Adolescent Focus (7 or 7% of responses)

• Child Development (7 or 7% of responses)

• Counseling / Therapy and Mental Health (6 or 6% of responses)

College of Education Activities

Would you like to know more about the research opportunities within the College? (ECFS Online students were not asked this question)

Percentage of Answers

ECFS 44% 36% 19%

ECO 63% 19% 19%

ELS 38% 26% 36%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Yes Maybe No

Note: 1 ECFS, 1 ECO, and 1 ELS student skipped this question

Were there activities you think were missing from your program experience the College could have provided?

33 students (12%) answered YES (10% of ECFS students – 13, 13% of ECFS O students – 11, 35% of ECO students – 6, and 6% of ELS students – 3)

31 of these students (94%) provided more specific feedback:

 “I often see other departments conducting lots of department-wide activities to bring together students in the department”  “A general online support group for the program”  “Hybrid classes for online students, only. That way students can go to campus a few nights a week even though it’s primarily an online degree program”  “Since ECO is small right now, it would have been cool to have a bonding session or have a student leader lead that before the school year starts?”  “In this online class I am missing the kind of connection, collaboration and learning that happens in a classroom setting. Discussion forums don't compare to rich back and forth conversations. I think replacing discussion forums with video conferencing through skype or google hangouts would allow for more meaningful conversations, foster connections and if teachers participated, it would give students a place to get immediate professional feedback. We could also role play scenarios which I think would promote some practical skills”  “It's not really an activity, but it would be really helpful if we could be paired up within our courses with colleagues who are interested in working with the same age group, for example 0-3, Pk-K, 2-5, and so on”

College of Education Advising and Career Support

Various Likert Scale and Multiple Choice questions on Students’ experience with various supports in the College

Advising Support

Please rate your level of satisfaction with the following services offered through the College of Education:

Count of Responses

Information provided through advisors 121 102 22 7 8

Availability of drop-in advising hours 72 107 45 8 7

Availability of advising appointments 91 104 46 11 10

College website information 59 128 56 11 9

Office of Student Diversity and Inclusion (OSDI) 38 68 34 8

Writing Center in Miller Hall 26 48 34 5 3 7

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Satisfied Satisfied Somewhat Satisfied Somewhat Dissatisfied Dissatisfied Very Dissatisfied

Averages by Program

All ECFS ECFS O ECO ELS Information provided through advisors 5.2 5.2 5.3 5.3 4.6 Availability of drop-in advising hours 4.9 4.9 5.2 4.8 4.3 Availability of advising appointments 4.9 4.9 5.1 4.7 4.3 College website information 4.8 4.9 4.9 4.7 4.3 Office of Student Diversity and Inclusion (OSDI) 4.8 4.9 4.8 5.3 4.1 Writing Center in Miller Hall 4.6 4.7 4.6 4.7 4.1 Note: 4 ECFS, 2 ECFS O, 2 ECO, and 12 ELS students skipped this question

College of Education Career Support Needed

Which of the following career services do you most need help with? (Choose top two)

Count of Responses per need, by Program

Career Exploration 50 27 11 22

Graduate School Support Help 50 36 6 9

Networking 44 29 4 20

Job Search 34 14 5 18

Understanding my strengths and interests/promoting 26 28 3 13 what I have to offer

Resume Building 29 14 4 9

Informational Interviews 11 5 1 7

0% 20% 40% 60% 80% 100%

ECFS ECFS O ECO ELS

Percent Responses by Program

All ECFS ECFS O ECO ELS Career Exploration 40% 39% 34% 79% 44% Graduate School Support Help 37% 39% 45% 43% 18% Networking 36% 34% 36% 29% 40% Job Search 26% 26% 18% 36% 36% Understanding my strengths and interests/promoting what I 26% 20% 35% 21% 26% have to offer Resume Building 21% 22% 18% 29% 18% Informational Interviews 9% 9% 6% 7% 14% Note: 1 ECFS, 6 ECFS O, 3 ECO, and 4 ELS Students skipped this question

College of Education Climate

Various questions to understand how Student’s felt about the climate in the College

Climate Overall

Below are pairs of words people often use to describe the overall climate of an organization. Considering each word to be opposite ends of the same scale, where would you rate the UW College of Education (including experiences in your program)?

All ECFS ECFS O ECO ELS Sexist (1) to Non-Sexist (6) 3.9 3.7 4.3 4.7 3.5 Ageist (1) to non-ageist (6) 3.8 3.5 4.2 3.8 3.6 Indifferent (1) to Concerned (6) 3.6 3.5 3.9 3.8 3.3 Non-competitive (1) to Competitive (6) 2.8 2.8 2.9 2.5 2.4 Politically Balanced (1) to Biased (6) 2.5 2.8 2.0 3.7 2.5 Supportive (1) to Unsupportive (6) 1.8 2.0 1.5 1.9 1.8 Disability-friendly (1) to Unaccommodating (6) 1.8 2.0 1.3 1.9 1.7 Accepting of religious beliefs (1) to Unaccepting (6) 1.7 1.9 1.4 1.7 1.9 Queer-friendly (1) to Homophobic (6) 1.7 1.9 1.3 1.8 1.8 Anti-racist (1) to Racist (6) 1.7 1.8 1.3 1.8 1.8 Respectful (1) to Disrespectful (6) 1.6 1.8 1.2 1.8 1.8 Friendly (1) to Hostile (6) 1.6 1.7 1.2 1.1 1.8 Note: 1 ECFS O, 5 ECO, and 5 ELS Students skipped this question

College of Education Marginalized Groups

Do you consider yourself as part of a historically marginalized group in any of the following?

All Respondants Percentage

Race/Ethnicity 41% 59% Socioeconomic status 29% 71% Religion/Creed 20% 80% Age/Years out of school 19% 81% International Status 17% 83% Sexual Orientation 13% 87% Citizenship Status 12% 88% Political ideology 12% 88%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Yes No

Percentage YES by Program

All ECFS ECFS O ECO ELS Race/Ethnicity 41% 43% 28% 58% 54% Socioeconomic status 29% 25% 22% 73% 38% Religion/Creed 20% 23% 18% 9% 17% Age/Years out of school 19% 13% 25% 27% 23% International Status 17% 24% 3% 17% 23% Sexual Orientation 13% 10% 9% 36% 23% Citizenship Status 12% 16% 4% 0% 20% Political ideology 12% 12% 5% 42% 17% Note: 3 ECFS, 5 ECFS O, 5 ECO, and 7 ELS Students skipped this question

Percentage of students who answered yes to one or more of these categories:

70% of all respondents – 187 out of 267 (20 skipped) 69% of ECFS respondents – 87 out of 127 (3 skipped) 59% of ECFS O respondents – 48 out of 81 (5 skipped) 100% of ECO respondents – 12 out of 12 (5 skipped) 85% of ELS respondents – 40 out of 47 (7 skipped)

College of Education

Looking only at these students who identified themselves as part of any marginalized group:

Estimate how often you feel like you encountered the following situations in the College of Education (not broader UW) Count of Responses from Self Identified Marginalized Students

People say/write offensive things to me that are based on 139 36 9 stereotypes.

People ask me intrusive questions about my identity. 133 41 9 Based on my perceived identity people treat me like I am 127 42 15 less intelligent than I really am. Based on my perceived identity people treat me like I am 112 53 17 less capable than I really am.

People expect me to speak for all people like me. 111 51 16 8

People make assumptions about me based on the way I talk. 111 52 15 8 I see people say/write offensive things (not directed to me) 117 49 10 10 based on stereotypes. Based on my identity I am expected to overachieve in order 108 52 16 10 to be valued equally. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Never Sometimes Occasionally Often

Percentage of those who experienced any amount of these situations ECF ECFS All ECO ELS S O Based on my identity I am expected to overachieve in order to 42 33% 23% 50% 43% be valued equally. % 40 31% 21% 58% 45% People make assumptions about me based on the way I talk. % 40 31% 23% 50% 45% People expect me to speak for all people like me. % Based on my perceived identity people treat me like I am less 40 30% 27% 50% 43% capable than I really am. % I see people say/write offensive things (not directed to me) 37 29% 23% 33% 43% based on stereotypes. % Based on my perceived identity people treat me like I am less 32 26% 17% 50% 33% intelligent than I really am. % 28 23% 8% 50% 40% People ask me intrusive questions about my identity. % People say/write offensive things to me that are based on 25 22% 8% 50% 30% stereotypes. %

College of Education Based on the above responses, please indicate the context of your experience(s)? (Choose up to three contexts in which they occur most frequently) All ECFS ECFS O ECO ELS Student to Student Interactions 47% 46% 40% 75% 48% Course materials or curriculum 26% 29% 21% 17% 28% Between Students and Faculty 29% 34% 21% 50% 23% Between Students and Staff 25% 29% 19% 33% 20% Does not apply 32% 23% 48% 25% 33%

College of Education

What else would you like to tell us about the climate in the College?

A fourth of the 287 ECFS undergraduate students who replied this survey expressed in words how they felt about climate in the College of Education. Their answers can be classified into four groups of students. A first group (N: 42) perceive that the CoE climate is positive, welcoming and supportive and do not have further recommendations about it (Group 1). Other students (N:7) recognize a good climate in the college, but wish more diversity and inclusion, especially in terms of gender, political views, religious beliefs, people with disability (Group 2). Other students (N: 6) make comments regarding the excess of “liberal ideological opinions” without room for “conservative perspectives”, and two of them literally expressed that had a “bad experience” (Group 3). A fourth group perceive that they cannot meet opinion about the climate because they do not much about the college (N: 14). This suggest of sense that they do not feel that they belong to the college (Group 4).

“I think that the teachers are very open to reaching out to you when they see your struggling. All my teachers or TAs have worked to reach out and notice when things are unusual”. Student classified in Group 1

“I find that there are a lot of women within the college, I sort of wish there were more men who would venture into the college because I think getting their perspective on things would be a good addition. However, I do like the climate of the college so far and the classes I have taken”. Student classified in Group 2

“In some classes I feel there is no room at all for any conservative viewpoints. I would not consider myself to far to the right but I do respect and hold some conservative values. I feel uncomfortable even sharing these for a brief moment”. Student Classified in Group 3

“I actually do not feel any climate here. Maybe we can have more events to promote the welcoming environment to everyone in the college”. Student classified in Group 4

College of Education Do you think the College of Education has a diverse student body, and how has this affected your college experience?

Similar to what it was shown in the question about climate, the perception of diversity identifies four groups of students. Out of the 130 students who answered this question, the majority of the respondents (N: 89) recognize the diversity of the college, and mention how this aspect has contributed to their learning and understanding of individuals different world-views (Group 1). A second group (N: 25) perceive that the college is diverse or somewhat diverse, but not enough in terms of gender, race, career goals, political ideas (Group 2). Within this group, there is a concern about the over-representation of cis-gender women in the program. A third group (N: 9) do not consider that the college has a diverse student body, because either there are no enough students of color, the over-representation of cisgender women, or the lack of different political opinions (Group 3). A fourth group feel that they cannot talk much about how diverse the student population is in the college, because they have not experienced enough with other peers to emit an opinion about it (N: 6).

Yes, I believe the College of Education has a diverse student body. I have found my colleagues to be insightful and offer different perspectives based on their own life experiences. It has encouraged me to be more thoughtful in my responses and to remember to consider other's thoughts and feelings. Student classified in Group 1

Skewed towards mostly female, mostly straight/cisgender (not as much of a public College of Ed LGBTQ+ community); assuming that my classmates will be primarily female, males are the outlier, perpetuates the stereotype of female teacher Student classified in Group 2

It doesn't really have a diverse student body to be honest. It's majority females which is fine but it would be nice to get more variety in terms of sex. However, people from all races/ethnicities and geographic places are in the school of education.

Student classified in Group 3

I don't see my peers in person. In my program most students seem to be in the same field. Student classified in Group 4

College of Education Current Employment

Various questions to understand how Students are currently participating in the work place

Hours and Location

What is your current working status?

Percentage of Respondents Working vs Not Working 100% 16% 29% 80% 34% 36% 38%

60%

40% 84% 71% 66% 64% 62% 20%

0% Full ECFS ECFS O ECO ELS

Working Not Working

Hours of work Full ECFS ECFS O ECO ELS Not working 29% 34% 16% 36% 38% 1 to 10 hours per week 15% 22% 4% 0% 24% 11 to 20 hours per week 28% 35% 12% 57% 28% 21 to 30 hours per week 10% 8% 16% 7% 6% 31+ hours per week 18% 2% 52% 0% 4% Note: 1 ECFS O, 3 ECO, and 4 ELS Students skipped this question

Are you working…

Percentage of Respondents Work Locations

ELS 42% 26% 32%

ECO 67% 11% 22%

ECFS 24% 73%

Full 32% 9% 60%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

On Campus Both Off Campus

Note: ECFS O were not asked this question

College of Education Future Work

Which of the following describe(s) the sector in which you hope to work immediately after you complete your degree? (Select all that apply)

Percentage of Respondents Answers

Elementary Education 39% Early Learning (Birth-3) Education 34% Advocacy and Outreach 20% Youth Development, After School Programs, and Coaching 20% Healthcare 15% Higher Education 13% Business, Management, and Human Resources 11% Other 11% Development, International Organizations, and NGOs 9% Secondary Education 9% Communications 8% Policy, Public Sector, and Politics 8% Energy and Environment 2% Law 2% Economics 1% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Percentages by Program ECFS Full ECFS ECO ELS O Elementary Education 39% 48% 38% 17% 20% Early Learning (Birth - 3) Education 34% 27% 65% 0% 10% Advocacy and Outreach 20% 15% 25% 25% 22% Youth Development, After School Programs, 20% 15% 21% 33% 26% and Coaching Healthcare 15% 18% 13% 8% 12% Higher Education 13% 9% 11% 42% 18% Business, Management, and Human Resources 11% 8% 7% 8% 24% Other 11% 11% 13% 0% 12% Development, Internation Organizations, and 9% 9% 5% 17% 16% NGOs Secondary Education 9% 6% 1% 42% 20% Communications 8% 10% 1% 17% 14% Policy, Public Sector, and Politics 8% 8% 4% 33% 10% Energy and Environment 2% 2% 1% 0% 6% Law 2% 2% 1% 0% 4% Economics 1% 1% 0% 0% 4% Note: 5 ECO and 4 ELS Students skipped this question

College of Education Those that selected “Other” gave the following responses:

• Child life specialist • Research • Counselor/ Mental health counselor • Special Education • Family support programs • Special education • Family support specialist • Teacher CE Coordinator • Graduate school • Teaching abroad • I have accepted a job as a director at a • Teaching English as a Second Language child care facility • Technology • Lab (Chem lab) • Therapy or interventions • Libraries • UX and user research, computer animation • Music Education 3yrs- Adult • Want to continue schooling • Occupational therapy • Working with children who have • Pre-K 3-5 experienced trauma • Psychology

Which of the following best describes the position you plan to work in? Only those who selected Early Learning or Elementary Education from above were asked this question All ECFS ECFS O ECO ELS Kindergarten or Early Elementary Teacher 42% 61% 20% 50% 33% Preschool/Pre-K Teacher 20% 13% 28% 50% 17% Adminstrator/Owner/Director of Early Learning 13% 9% 22% 0% 0% Center Family Support or Engagement 11% 10% 10% 0% 25% Infant/Toddler Teacher 7% 2% 13% 0% 0% Assistant Teacher 4% 2% 4% 0% 8% Family Childcare 4% 2% 3% 0% 17%

College of Education What specific job titles are you considering pursuing?

180 Students gave Specific titles

ECFS – 80 respondents:

• 1st or 2nd grade teacher • I am going to work as an educator at a • Adoption counseling, Youth development community college. professional, foster care support, parent • I am interested in becoming a pediatric support physical therapist after I finish graduate • attorney specialized work with juvenile school. delinquents, education reformer, education • I want to work in some kind of health care advocate • I will like to be an advocate for the kids • BCBA • K-5 Teacher • Behavior therapist • Kindergarten teacher • Bilingual Preschool Teacher • Kindergarten teacher • Child development psychologist, child • Law clinical psychologist, child health worker • Mental Health Counselor • child life specialist or youth development • Nurse professional • Nurse, nurse practitioner • Child psychology • Occupational Therapy • Child therapist • Occupational therapy, child life • Counseling • OT with younger children, child life • Counselor specialist • Counselor • Pediatric audiologist • Counselor for children who have troubles in • Pediatric Nursing, eventually teaching at a their house or individual problems. Nursing School • Developmental psychologist • Pediatric occupational therapist • Doctor • Pediatric Occupational Therapist - directly • Early Intervention Visual Impairment after undergrad I will be pursuing my Specialist Master's in Occupational Therapy • Education Policist • Piano Teacher • Elementary School Teacher • pre k teacher • Elementary school teacher; • Preschool Music Teacher Administrator/Principle; Youth • Preschool teacher for deaf/hard-of-hearing Development Professional children. • Elementary teacher • Professor, teacher • Elementary Teaching or working with • School management children under 5. • School psychologist" • Family Advocacy (within schools) • social worker • Health advocate • Special Ed. teacher • Health advocate, therapist • teacher • I am continuing on to the Masters in • teacher Education, Learning Sciences and Human • teacher Development program, here at the College • Teacher of Ed. • Teacher - kindergarten or first grade

College of Education • Teacher assistant in Montessori setting • Teacher, Nutritionist, or Doula classroom • teacher, social worker • Teacher in a bilingual classroom or • Teacher, social worker, education translator for families administration, nanny • Teacher or special educator or registered • Teacher, special education teacher behavior technician • Teacher, youth programing director • Teacher, ABA/FBA, work in policy/advocate • Teaching early elementary school (K). • Teacher, child care provider • Teaching k-2 • Teacher, coach, education advocate. • Therapist • teacher, director • Youth Counselor • Youth development professional

ECFS O – 60 respondents:

• ABA and Special Educator. • Lead Head Start teacher or Family Service • Admissions Coordinator, PreSchool Coordinator Assistant Director • Learning Center Director and/or Family • Advocate rights counselor • Assistant director and director • Learning specialist • Assistant Director and Montessori Toddler • Mainly teacher, in the future CE teacher coordinator. • Assistant preschool teacher • Opening my own preschool • Behavioral Technician or Occupational • possible Social Worker Therapist • Pre-k - 3 Teacher, Special Education • Child care center and program owner Teacher, ESL Teacher, Speech and • Child care center director/owner Language Pathology, Occupational • Doing home visits, family counselor in Therapy, Physical Therapy school system • prek teacher • Early childhood/family advocacy • Pre-k teacher • Early educator • Prek teacher, co teacher • Educator • preschool teacher or substitute • Elementary school teacher • Psychology treatment and prevention • Elementary School Teacher (Kindergarten) • Researcher • Elementary school teacher, Speech • Social worker, case manager, school language pathologist, Occupational counselor therapist, BCBA • Special Education • Health advocate, teacher, youth • Special Education Teacher development professional • Special Education with BCBA Certification • I intend to stay in my current field to work in educational/ABA therapy • I would like to transition into preschool or settings which serves children on the Pre-K classrooms Autism Spectrum. • I'm currently a lead preschool teacher. • special education, teacher, medicine, looking to move up to Education nonprofit, afterschool programs, Coordinator or switch to social work/family intervention/specialist. advocacy • Teacher • Teacher or pediatric occupational therapist

College of Education • Teacher special educator director • Teacher, SpEd Teacher, graduate student, • Teacher, Director of Education, Principal, ECEAP director Superintendent. • Teacher.

ECO – 9 respondents:

• Academic Advisor, recruitment and • Secondary school math twacher outreach, student affairs • Teacher coordinator/director, research. • Teaching, Advising, Lobbying • Child life specialist or infant/ maternal • Youth development professional health or infant mental health • Youth development, teen mentoring, • Education Administration, Student Affairs, counseling, career and/or academic advisor.

ELS – 31 respondents:

• Advisor, Admissions Counselor, Counselor • Pediatrician • Business Accounting • Policy maker/analyst • counselor • Teacher • data analyst • Nutrition outreach • Early childhood educator/professional. I • Public Health Educator/Health Advocate. highly intend to work with children aged 3- • Recruiting 5, specifically those from lower-income • Research scientist households. • Researcher • Elementary school teacher • School counseling and guidance • Elementary school teacher. Hope to go the • school principal the UW Masters in Teaching program first • Secondary Science Teacher • Environmental Engineering position • social worker • High school math and science teacher • Software Engineer • high school math teacher, tutor, • speech language pathologist/speech • Human Resources specialist, Account therapist Manager, Marketing Director, Real Estate • Superintendent and principal Broker • teacher • I'm interested in becoming an elementary • Teacher, community organizer, professor (or school teacher at international schools some other position within academia) overseas (particularly South Korea, Japan or • Teacher. China) • Technical artist and UX designer • international school teacher • Youth Services Librarian

College of Education What else would you like to tell us about your experience in the UW College of Education that this survey didn't cover?

This final question was answered by 45 students, who mainly state how "great" instructors, professors and staff of the College have been for their learning process (N: 40). Within this group, ECFS online students highlight the benefits that this modality has brought to their life, since it allowed to conciliate their time-constraints (N:6). In what respect to diversity, three students manifested their wish for more diverse classroom, more support for immigrant and undocumented and LGBTQ community (N: 3), whereas a small group of students talk about the difficulties in the completion of assignments as well their desire to engage more with instructors and their desire to be included in research projects (N: 3). Below, a set of quotes illustrate this summary.

“I would like to say thank you that how much influences that College of Education has brought to me. I learn a lot and build more passion in the field of early learning”.

“This is an amazing opportunity to students like me who is working full time and have the flexibility to finish school through an amazing online program”.

“I have appreciated the support and guidance that has been in generous supply during my time at the College of Ed, and I would very much like to see undergraduates encouraged to participate more broadly in the college, and in the research that is taking place here”.

“I wish the college of Ed would take more chances to support other students who are not international. A lot of times I feel that the college of ed focuses on supporting their international students more than their students who are undocumented when it comes to topics of legal status. I do not see people talk about the undocu topic freely, and I feel that as a college we are ignoring that subject which isn't right. Especially because as educators we are gonna encounter students who are undocumented or that have family members and loved ones that are undocumented. I see topics on supporting international students, but what about the undocu students who are living in the shadows and are afraid of speaking out?”

College of Education