Graduating Student Survey 2003-2004

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The Graduating Student Survey

St. Petersburg College 2003-2004

Eighth Annual Report

St. Petersburg College, as part of a comprehensive college-wide assessment program, developed the Graduating Student Survey (GSS). The key purposes of the GSS is to examine the demographic profile of the responding graduates, assess their perceptions of the educational experience at the College and to determine how the educational process at the College has changed their behavior and/or their knowledge as it relates to some specific areas of inquiry (educational outcomes). The GSS was available to students applying for graduation in an on-line version and in a paper and pencil version during all three terms of academic year 2003/2004. Four hundred and ninety two students completed the electronic version while an additional one hundred and thirty three completed the paper version for a grand total of six hundred and twenty five surveys returned to this office. For the first time, more survey, were completed in the electronic format. The data from all completed surveys are the basis of this report. The survey has six sections: Section A Demographic and Academic Information from the Students Section B Students rate how well they believe SPC has prepared them in selected

academic areas. Section C Students rate how well they believe SPC has prepared them for “Courses at a

4-year institution”, “Employment after SPC” and “Life-long learning”. Section D Students are asked if they received specific types of assistance. Section E Students are asked if they would recommend SPC to others. Section F Educational Outcomes (back page of the survey) compared to the same

question asked of the entering students. The ratings for Sections B and C are based on a 7-point scale with (7) representing “Excellent” and (1) representing “Poor”. In the following tables and charts analysis of Sections B and C are presented as one unit. The rating for Section F (Educational Outcomes) is based on a 5-point scale with (5) representing the highest possible rating and (1) representing the lowest possible rating. Various descriptors were used to characterize these scales depending on the specific questions asked but in all cases the scales were converted to the aforementioned numeric scale for analysis. A copy of the survey is included as Appendix A.

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Demographic and Academic Information (Background Characteristics)

Section A The demographic profile of the 625 respondents (N) to the “Graduating Student Survey” is summarized below and then followed by tables and charts providing greater data detail. Sixty percent of the responding graduates were 25 years of age or older. More than two thirds of the responding graduates were females. Seventy eight percent of the respondents listed their ethnicity as “White”. For the first time, the ethnic grouping “Hispanic” was the second largest category selected with just fewer than eight percent of the responding students surpassing “Black” with just under seven percent. This year respondents by campus were roughly in line with campus populations. In past years, a disproportionate number of students were from our Tarpon Springs Campus skewing the results in favor of the unique characteristics of our Tarpon graduates. The primary reason for attending the College remains the completion of an A.A. degree with just over fifty percent of the responding graduates indicating the achievement of this degree as their goal. Almost a fourth of the students completed certificate programs while another fifth completed associate of arts programs. This year for the first time almost five percent of the students reported completing bachelor programs. Sixty nine percent of the respondents stated that they “Fully” achieved their educational goal while at the College while an additional thirty percent “Somewhat” completed their goal. Thirty percent of our students plan to continue their education. Of those that stated they would be continuing their education almost, half indicated they would be going on to an “In-state public College/University”. The second largest group planned to continue at SPC. Fewer than two percent of our graduates plan to join the military. Eighty one percent of the responding graduates are working while over half of those working are employed forty hours per week or more. Fifty six present are working in an area associated with their studies. Ten percent of the responding graduates received assistance from special federal work force programs. Almost ninety eight percent of the responding graduates would recommend the College to others.

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Ages Number % of Total

19 and under 19 3.06%20-24 230 37.10%25-29 128 20.65%30-39 130 20.97%40-49 85 13.71%50-59 26 4.19%60 and over 2 0.32%Respondents 620 100.00%

Age

19 and under3%

20-2437%

25-2921%

30-3921%

40-4914%

50-594%

60 and over0%

Gender Number % of Total

Male 199 32.05%Female 422 67.95%Respondents 621 100.00%

Gender

Male32%

Female68%

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Ethnicity Number % of Total

White 488 78.84%Hispanic 47 7.59%Black/Non-Hispanic 43 6.95%Other 23 3.72%Asian Pacific Islander 13 2.10%American Indian/Alaskan Native 5 0.81%Respondents 619 100.00%

Ethnicity

78%

8% 7%

4%

2%

1%

White HispanicBlack/Non-Hispanic OtherAsian Pacific Islander American Indian/Alaskan Native

Campus Number % of Total

St Pete-Gibbs 212 34.42%Clearwater 167 27.11%Tarpon Springs 61 9.90%Health Center 57 9.25%Allstate Center 40 6.49%Seminole 38 6.17%eCampus 25 4.06%Other or All 14 2.27%SPC Downtown 2 0.32%Respondents 616 100.00%

212 34.42%167 27.11%

61 9.90%57 9.25%

40 6.49%38 6.17%

25 4.06%14 2.27%

2 0.32%

0 50 100 150 200 250

St Pete-GibbsClearwater

Tarpon SpringsHealth Center

Allstate CenterSeminoleeCampus

Other or AllSPC Downtown

Campuses

6Divided by 641

Major Number % of Total

Associates in Arts 322 50.23%Certificates (type not specified) 104 16.22%Nursing (R.N) 43 6.71%Veterinary Technology 19 2.96%Crime Scene Technology 13 2.03%Elementary Education BS 12 1.87%Technology Management BAS 10 1.56%Crime Scene Technology 10 1.56%Business Administration 7 1.09%AS Degrees(type not specified) 7 1.09%Accounting Technology 6 0.94%Legal Assisting 6 0.94%Medical Coder 6 0.94%Comp/Ntwk Supt Tech 5 0.78%Exceptional Education BS 3 0.47%Medical Laboratory Technology 3 0.47%Fire Science Administration 3 0.47%Health Information Management 3 0.47%Respiratory Care 3 0.47%Comptr Prog & Anal(Progrmng) 3 0.47%Netwk Syst Special Cert 3 0.47%Cisco Computer Engineering 3 0.47%Secondary Education Biology BS 2 0.31%Secondary Education Mathematics BS 2 0.31%Funeral Services 2 0.31%Graphic Design Tech (Print Design) 2 0.31%Sign Language Interpretation 2 0.31%Physical Therapist Assistant 2 0.31%Critical Care 2 0.31%Associate Addiction Profsnl 2 0.31%Cmptr Svcs(Netwk Sys Speclst) 2 0.31%Cisco Cert Netwk Assoc 2 0.31%ITQuality Assurnce & Sftwr Tstng 2 0.31%Landscape Dsgn & Install Tech 2 0.31%Msoft Certified Syst Engineer 2 0.31%Windows Program Cert 2 0.31%Nursing BSN 1 0.16%Emergency Medical Services 1 0.16%Hospitality & Tourism Mgmt 1 0.16%Human Serv/Social Serv 1 0.16%Emergency Care 1 0.16%Emergency Medical Technician 1 0.16%Manufacturing Tech (Manufacturing Prod) 1 0.16%Master Certified Internet Webmaster Dsgnr 1 0.16%Office Systems Management 1 0.16%AutoCAD Foundations Tech 1 0.16%Computer Integrated Design 1 0.16%Computer Related Crime Investigations 1 0.16%Linux System Administrator 1 0.16%Master Certified Internet Webmaster Dsgnr 1 0.16%Msoft Certified Office User 1 0.16%Oracle Cert Developer 1 0.16%Law Enforcement/Corrections 1 0.16%Computer Networking 1 0.16%Landscape Technician 1 0.16%

641 100.00%The total is greater than 625 because some students completed more than one program.

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Degrees Awarded

5%

50% 22%

23%

Bachelor Degrees Asso.. Arts Degrees Asso.. Science Degrees Certificates

Achieve Goal? Number % of Total

Fully 428 69.14%Somewhat 185 29.89%Not at all 6 0.97%Respondents 619 100.00%

Achieve Goal

Fully69%

Somewhat30%

Not at all1%

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Military? Number % of Total

Yes 11 1.78%No 608 98.22%Respondents 619 100.00%

Plan on Joining the Military

Yes2%

No98%

Employed? Number % of Total

Yes 503 81.00%No 118 19.00%Respondents 621 100.00%

Employed While at SPC

Yes81%

No19%

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Hours Number % of TotalDivided by 499

15 or fewer 37 7.41%16-30 127 25.45%31-39 69 13.83%40 or more 266 53.31%Total 499 100.00%

Hours Worked per Week While at SPC

16-3025%

31-3914%

40 or more54%

15 or fewer7%

Studies? Number % of TotalDivided by 508

Yes 289 56.89%No 219 43.11%

508

Are Your Studies Related to your Work?

Yes57%

No43%

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Next College Number

In-State Public 87Continue at SPC 40Undecided 27In-State Private 17Out of State Public 9Out of State Private 8Total 188

% of Total

87

40

27

17

9

8

0 10 20 30 40 50 60 70 80 90

In-State Public

Continue at SPC

Undecided

In-State Private

Out of State Public

Out of State Private

Next College

188 of 625 possible respondents answ ered this question.

Preparedness Sections B&C

The tables below address how well prepared our graduating students perceive themselves to be in fourteen academic areas. Table A lists the areas, in descending order, by mean level of perceived preparedness as rated by our graduating students for academic year 2003/2004. Our students believe that their education has best prepared them in “Courses in your major area” (6.10) followed by “Humanities” (6.00) and “Composition/Writing” (5.98). On the other hand, “Employment after SPC” (5.66), “Computer Competency” (5.64) and “Personal Well” (5.36) are at the bottom of the listing. Over the past two years, preparedness in “Personal Wellness” has moved to the bottom of the list of mean scores. This movement aligns with the wellness requirement being dropped from the College’s curriculum. Nevertheless, students gave all areas of preparedness ratings above 5.36 on a 7-point scale, which indicates that they are still rather well satisfied with the preparation they received in all these academic areas. Table B compares student ratings from the current year’s survey (2003/2004) with the previous year’s survey (2002/2003). The greatest improvement was in “Reading”. Overall seven listed areas improved while seven areas regressed. However, most change from last year both in a positive or negative direction were small.

11Table C shows the ratings of the preparedness areas for the last four years. Again, the most interesting development in our students’ perception of their preparedness is the movement of “Personal Wellness” to the bottom of the listings after the removal of a wellness course requirement in the curriculum.

Table A Satisfaction with Preparedness in Descending Order

Ares of Preparedness 2003/2004Mean

Courses in your major area 6.1Humanities 6Composition/Writing 5.98Communications/Speech 5.97Reading 5.96Lifelong Learning 5.88Social and Behavioral Sciences 5.88Ethical Understanding and Behavior 5.87Natural Sciences 5.8Mathematics 5.7Courses at a 4-year institution 5.66Employment after SPC 5.66Computer Competency 5.64Personal Wellness 5.36

Table B

Satisfaction with Preparedness Differences from Last Year Areas of Preparedness 2003/2004 2002/2003 Difference

Mean MeanReading 5.96 5.85 0.11Courses in your major area 6.1 6.01 0.09Ethical Understanding and Behavior 5.87 5.8 0.07Employment after SPC 5.66 5.6 0.06Communications/Speech 5.97 5.92 0.05Natural Sciences 5.8 5.75 0.05Composition/Writing 5.98 5.94 0.04Mathematics 5.7 5.75 -0.05Computer Competency 5.64 5.7 -0.06Personal Wellness 5.36 5.43 -0.07Social and Behavioral Sciences 5.88 5.95 -0.07Courses at a 4-year institution 5.66 5.77 -0.11Humanities 6 6.16 -0.16Lifelong Learning 5.88 6.04 -0.16

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Table C Satisfaction with Preparedness by Academic Year

Ares of Preparedness 2003/2004 2002/2003 2001/2002 2000/2001Mean Mean Mean Mean

Courses in your major area 6.1 6.01 5.96 5.99Humanities 6 6.16 6.07 6.21Composition/Writing 5.98 5.94 5.93 5.96Communications/Speech 5.97 5.92 5.95 5.9Reading 5.96 5.85 5.81 5.82Lifelong Learning 5.88 6.04 5.83 5.85Social and Behavioral Sciences 5.88 5.95 5.89 5.97Ethical Understanding and Behavior 5.87 5.8 5.87 5.84Natural Sciences 5.8 5.75 5.78 5.84Mathematics 5.7 5.75 5.73 5.82Courses at a 4-year institution 5.66 5.77 5.86 5.83Employment after SPC 5.66 5.6 5.77 5.53Computer Competency 5.64 5.7 5.64 5.84Personal Wellness 5.36 5.43 5.81 5.72

Assistance Section D

When asked the question “Did you receive any assistance to attend SPC from any of these programs?” of the 625 respondents 30 received assistance from “Wages”, 15 received assistance from “Vocational Rehab”, 10 received assistance from “English as a Second Language’ and 8 received assistance from “Workforce Investment Act”. Just over ten percent of our responding graduating students received support from these programs.

Received Assistance from Program Number % of Total

Title 1 Workforce Investment Act 8Vocational Rehab 15Wages 30English as a Second Language 10

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Received Assistance from Programs

8

15

30

10

0 5 10 15 20 25 30 35

Title 1 WorkforceInvestment Act

Vocational Rehab

Wages

English as aSecond Language

Recommend SPC Section E

When asked the question “Would you recommend SPC to others?” of the 625 respondents 606 or 98% stated that they would recommend the College to others while 15 or 2% stated that they would not recommend the College and 4 did not respond to the question and were not included when calculating percentages.

Recommend SPC? Number % of Total

Yes 606 97.58%No 15 2.42%Respondents 621 100.00%

Recommend SPC

606

150

100

200

300

400

500

600

700

Yes No

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Educational Outcomes Section F

“The Educational Outcomes Questionnaire” was administered as a supplement to the “Entering Student Survey” and again as part of the “Graduating Student Survey”. This year one hundred and eighty eight entering students completed “The Educational Outcomes Questionnaire” compared to six hundred and twenty five graduating student who completed the questionnaire. The primary purpose of the questionnaire is to evaluate the habits, practices and/or knowledge of in-coming students in five areas: “Personal Wellness”, “Computer and Technology Competency”, “Informed and Responsible Citizens”, “ Fine Arts & Humanities”, and “Lifelong Learning” and then compare their responses to graduating students. This comparison is used to gauge how the educational experience at SPC has impacted our students in these areas. The following table presents a comparison of mean scores of the thirty four educational outcomes areas which are divided into five outcomes or learning categories. A two-tailed T-test was performed to determine if the changes in the means between the “Entering Student Survey” and the “Graduating Student Survey” were significant. Of the thirty four categories twenty of the mean scores were significantly different at an alpha of .05. The categories that show statistically significant differences are highlighted in blue on the tables below. “Computer and Technology Competency” as a grouping exhibited the largest average improvement of .44 points which aligns with the College's emphasis on technology in the curriculum. Educational Outcomes (Grouped by Learning Area)

Educational Outcomes measured on the "Enrolled Means Means Significant Student Survey" and the "Graduating Student Survey" Entering Graduating Change at Students Students an AlphaBase on a 5-point scale (1 lowest rating and 5 highest rating) 2003-2004 2003-2004 of .05 Personal Wellness Wearing a seat belt 4.7 4.71 No Participating in aerobic exercise 3.01 3.34 Yes Resting and relaxation 3.74 3.74 No Monitoring personal health 3.87 3.85 No Practicing stress management 3.02 3.24 Yes Eating healthy food 3.8 3.77 No Practicing self examination techniques 3.12 3.31 No Computer and Technology Competency Word processing 3.77 4.29 Yes Spread sheets, financial 2.77 3.36 Yes Data base management 2.5 3.04 Yes E-mail 4.4 4.61 YesInternet 4.41 4.58 YesStatistical tools 2.39 3.05 Yes Graphics 2.44 2.97 YesWeb management 2.07 2.48 Yes Personal management tools 3.55 3.9 Yes

Informed and Responsible Citizens Voting 3.54 3.75 No Attending community forums or community groups 1.94 2.13 Yes Attending political action or other type meetings 1.7 1.82 N0 Attending home owner association meetings 1.5 1.65 No Participating in community service activities 2.31 2.51 No Maintaining currency of knowledge of American government 3.11 3.19 No Volunteering for work with charitable organizations 2.48 2.59 No Participate with family and friend in serious discussions on … 3.07 3.27 Yes Reading newspapers, magazines, books or other materials… 3.54 3.64 No Watch TV programs on political, economic, or political issues 3.36 3.4 No

15 Educational Outcomes (Continued)

Educational Outcomes measured on the "Enrolled Means Means Significant Student Survey" and the "Graduating Student Survey" Entering Graduating Change at Students Students an AlphaBase on a 5-point scale (1 lowest rating and 5 highest rating) 2003-2004 2002-2004 of .05 Fine Arts & Humanities Attending a concert, a dance performance, or live drama 3.15 3.4 YesVisit an art museum or a show of ancient artifacts 2.93 3.13 YesReading a classical novel or other literary work 2.75 3.05 YesContributing to a serious discussion in humanities, philosophy… 2.73 2.96 YesCreating a painting, sculpture, or other work of visual art 2.31 2.32 No Participating in or creating a work of drama, music, or dance 2 2.1 No

Life Long Learning Continuing education 4.17 4.43 Yes Enrolling in College or personal enrichment classes 3.65 4.03 Yes Attending lectures and seminars 3.24 3.48 Yes Attending conferences related to personal, intellectual… 3.53 3.59 No

To continue, the table below shows a comparison of mean responses from the “Graduating Student Survey” and “Entering Student Survey” in descending order based on the greatest positive change. Thirty one of the thirty four areas showed a numeric increase from the “Entering Student Survey” to the “Graduating Student Survey”. One category was unchanged and two categories showed a statistically insignificant decrease. The greatest individual improvement was in the category “Statistical tools” where graduating students scored a .66 point improvement over their entering students. Moreover, all individual “Computer and Technology Competency” categories did show statistically significant improvements. This is a positive finding in that improving computer competencies has been a point of focus for the College over the past several years. In all but three areas “Resting relaxation”, “Monitoring personal health” and “Eating healthy foods” graduating students mean scores were higher than their entering student counter parts. But not all were statistically significant at an alpha of 5%.

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Educational Outcomes Mean Differences in Descending Order Educational Outcomes measured on the "Enrolled Means Means Differences Significant Student Survey" and the "Graduating Student Survey" Entering Graduating GSS-ESS Change at Students Students an AlphaBase on a 5-point scale (1 lowest rating and 5 highest rating) 2003-2004 2003-2004 of .05 Statistical tools 2.39 3.05 0.66 Yes Spread sheets, financial 2.77 3.36 0.59 Yes Data base management 2.5 3.04 0.54 Yes Graphics 2.44 2.97 0.53 YesWord processing 3.77 4.29 0.52 Yes Web management 2.07 2.48 0.41 Yes Enrolling in College or personal enrichment classes 3.65 4.03 0.38 Yes Personal management tools 3.55 3.9 0.35 Yes Participating in aerobic exercise 3.01 3.34 0.33 Yes Reading a classical novel or other literary work 2.75 3.05 0.3 Yes Continuing education 4.17 4.43 0.26 Yes Attending a concert, a dance performance, or live drama 3.15 3.4 0.25 Yes Attending lectures and seminars 3.24 3.48 0.24 Yes Contributing to a serious discussion in humanities, philosophy… 2.73 2.96 0.23 Yes Practicing stress management 3.02 3.24 0.22 Yes E-mail 4.4 4.61 0.21 YesVoting 3.54 3.75 NoParticipate with family and friend in serious discussions on … 3.07 3.27 0.2 Yes Participating in community service activities 2.31 2.51 0.2 No Visit an art museum or a show of ancient artifacts 2.93 3.13 0.2 Yes Practicing self examination techniques 3.12 3.31 0.19 No Attending community forums or community groups 1.94 2.13 0.19 Yes Internet 4.41 4.58 0.17 YesAttending home owner association meetings 1.5 1.65 0.15 No Attending political action or other type meetings 1.7 1.82 0.12 N0 Volunteering for work with charitable organizations 2.48 2.59 0.11 No Reading newspapers, magazines, books or other materials… 3.54 3.64 0.1 No Participating in or creating a work of drama, music, or dance 2 2.1 0.1 No Maintaining currency of knowledge of American government 3.11 3.19 0.08 No Attending conferences related to personal, intellectual… 3.53 3.59 0.06 No Watch TV programs on political, economic, or political issues 3.36 3.4 0.04 No Wearing a seat belt 4.7 4.71 0.01 No Creating a painting, sculpture, or other work of visual art 2.31 2.32 0.01 No Resting and relaxation 3.74 3.74 0 No Monitoring personal health 3.87 3.85 -0.02 No Eating healthy food 3.8 3.77 -0.03 No

0.21

Blue statistically significant, black not statistically significant

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Summary and Conclusion

St. Petersburg College as part of a comprehensive college-wide assessment program developed the Graduating Student Survey (GSS). The key purposes of the GSS is to examine the demographic profile of the responding graduates, assess their perceptions of the educational experience at the College and to determine how the educational process at the College has changed their behavior and/or their knowledge as it relates to five educational outcome areas. In an attempt to characterize the demographic and academic background of an average respondent to the 2003/2004 graduating student survey the following profile was developed. The typical respondent is a 30 year old white female who completed most of her classes at the St. Petersburg/Gibbs or Clearwater campuses and she is working most likely full-time. She views her education curriculum as being related to her employment area and she completed an AA degree. She is for the most part satisfied with what she has achieved at the College and if she plans to continue her education it will in all likelihood be at an in-state public college/university. The degree she just completed is an A.A.. The above profile is limiting in that it does not give one a true appreciation of the diverse make-up of the individuals that actually constitute the College’s 2003/2004 graduating class. Nevertheless, it does offer one some sense of what a typical 2003/2004 graduate who has completed this survey might be like. Next, to address how well our students believe their SPC education has prepared them. Our students believe that their education has best prepared them in “Courses in your major area” with mean rating of (6.10) on a 7-point scale followed by “Humanities” with a mean rating of (6.00), and “Composition/Writing” with a mean rating of (5.98). Our graduating students listed “Employment after SPC” (5.66), “Computer Competency” (5.64), and “Personal Wellness” (5.36) at the bottom of this listing. The most interesting development here is that over the past two years, preparedness in “Personal Wellness” has moved to the bottom of mean scores. This movement aligns with the wellness requirement being dropped from the College’s curriculum. Nevertheless, students gave all areas of preparedness ratings above 5.36 on a 7-point scale, which indicates that they are still rather well satisfied with the preparation they received in all these academic areas. Next, both entering and graduating students were asked to complete an education outcomes questionnaire and the responses of each group were compared to gauge how the educational experience at SPC has impacted our students in thirty four individual categories divided into five educational outcomes areas. The rating for “Educational Outcomes” is based on a 5-point scale with (5) representing the highest possible rating and (1) representing the lowest possible rating. A two-tailed independent means T-test was conducted to determine if the changes in the means between the two groups were significant. Of the thirty four individual categories twenty of the means were significantly different at an alpha of .05. Moreover, thirty one of the individual means showed a numeric increase from the entering student to the graduating student.

18 Of the five defined groupings “Computer and Technology Competency” showed the largest overall improvement from the “Entering Student Survey” to the “Graduating Student Survey” with increases between .66 and .17 which aligns with the College’s computer competency initiatives. However, the “Personal Wellness” categories showed very little change between the entering and graduating students. Again, as was the case with the preparedness question the change in the curriculum two years ago which eliminated the wellness requirement, may have contributed to the poor showing in this educational outcomes area? To finish, almost ninety eight percent of our students would recommend the College to others. Sixty nine percent of our students were fully satisfied with the educational goals they achieved while at the College and another thirty percent were somewhat satisfied. With regard to preparedness most students believe they have been well prepared by the College in all fourteen listed areas. Moreover, the educational experience at the College has changed our students’ behavior and competencies. In particular, the College established programs to improve students’ computer and technological competencies and the programs appear to be making a difference as characterized by our educational outcomes study.

19Appendix A

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