2013 SOE Alumni Pulse Survey

2013 SOE Alumni Pulse Survey

Ohio University

February 2014

© 2014 Eduventures, Inc. 2

Table of Contents

• Executive Summary

• Project Background & Survey Sample

• Research Findings– Program Completion Information– Teacher Preparation– Employment– Program Features– Enrollment, Improvements, and Future Interest– Additional Coursework– Additional Coursework– Demographics

© 2014 Eduventures, Inc.

Demographic Characteristics• Ohio University graduates are most likely to be female (71%, pg.58), white (88%, pg.58), earn

$30,000 to $34,999 per year (42%, pg.60), and are between 25 and 29 years old (49%, pg.59).

Program Selection• Graduates are most likely to have studied early childhood education (23%, pg. 14).

– Graduates are most likely to have recently completed a bachelor’s degree to earn their initial teacher licensure (pg. 12).

Core Competencies / Preparedness• Overall, 85% of graduates describe themselves as prepared or very prepared, compared to 6%

who describe themselves as unprepared or very unprepared, to be a successful teacher (pg.25).– On average, graduates report being most prepared to:

• Take responsibility for promoting learners' growth (pg.14).• Reflect critically on data and adjust accordingly (pg.23).• Communicate effectively in different environments (pg.18).

– On average, graduates report being least prepared to:• Work with students to meet IEP goals (pg.17).• Make instruction accessible to English learners (pg.17).• Adapt testing conditions to diverse learner needs (pg.21).

• Graduates generally rated themselves as more prepared to perform tasks related to professional learning and ethical practice and less prepared to perform tasks related to learning differences.

3

Executive Summary

Executive Summary: Key Findings (1 of 4)


Core Competencies / Preparedness (cont.)• Four areas with the biggest difference where OU is higher than the national sample:

– Work to compensate for own biases and deepen cultural awareness (4.28 vs. 4.11 nationally, pg. 23). – Communicate effectively in different learning environments and listen and observe thoughtfully and

respectively (4.36 vs. 4.25 nationally, pg. 18).– Take responsibility for promoting learners’ growth and development (4.37 vs. 4.27 nationally, pg. 16).– Contribute productively to school –wide goals (4.14 vs. 4.04 nationally, pg. 24).

• Four areas with the biggest difference where OU is lower than the national sample:– Make instruction and content accessible to English language learners and support development of English

proficiency (3.50 vs. 3.86 nationally, pg.17). – Work with students to identify challenges and make progress on annual Individualized Education Plan (IEP)

goals (3.67 vs. 3.98 nationally, pg. 17). – Help learners develop high level questioning skills and engage learners in questioning assumptions to

foster innovation and problem solving (4.09 vs. 4.23 nationally (pg. 20). – Differentiate assessments or testing conditions for learners with disabilities and language learning needs

(3.92 vs. 4.04 nationally, pg. 21).

4

Executive Summary



Executive Summary

Online Learning / Field Experience• 47% of Ohio University graduates have taken at least one online course (pg.44).

– These graduates generally rate on-campus learning as more effective (pg.46).• The vast majority of graduates completed both an early field experience (94%, pg.38), and also a

student teaching experience where they served as the primary instructor (95%, pg. 39). • Additionally, 78% of graduates reported having a diverse early field experience including multiple

school locations, school types, and different subject areas (pg. 42).

Employment• Graduates are most commonly employed as a Teacher in PreK-12 (59%, pg.28) and most commonly

teach English or language arts (23%, pg.29).• They are employed in diverse settings, as 40% work in rural areas, 35% in suburban areas, and 21%

work in urban areas (pg.31). • They are most likely to work in a public school setting (79%, pg. 32) and at a secondary/high school

(26%, pg.30).

• The vast majority (84%, pg. 34) of graduates currently hold certification or licensure in their area of training, 19% of whom hold advanced certification or licensure (pg. 35).

– While the majority of graduates (76%) hold licensure in Ohio, graduates also hold licensure in states like North Carolina, Arizona, Washington, Iowa, and Michigan (pg. 36).




6

Executive Summary

Enrollment Drivers• Graduates are most likely to cite location (23%), reputation of the institution (14%) or family

member or friend that attended (14%) as the top factors that influenced them to enroll (pg. 48).

Areas for Improvement / Increased Services• Overall, graduates are satisfied with their experience at OU. Areas that some alumni cited as

having room for improvement include course availability (13%, pg. 49) and student teaching, internship, or field experience (13%, pg. 49).

• Graduates are most likely to identify web-based job posting / resume referral systems (35%, pg. 49) and alumni e-mails (21%, pg. 50) as the alumni services that would make them feel most connected with the COE.

Future Educational Aspirations• The majority (81%, pg. 51) of Ohio graduates are considering pursuing additional coursework

related to their teacher education in the next five years. • Of those interested in furthering their teacher education, graduates are most interested in

studying curriculum and instruction (27%, pg.52), higher education (25%, pg.52), and reading / literacy (25%, pg.52).

– Graduates are most interested in pursuing a Master’s degree (60%, pg. 53).


Executive Summary: Benchmark Comparisons and Recommendations• Compared to the National Sample, graduates from Ohio University are:

7

More likely to… Less likely to …

Have concentrated in early childhood education.

Have concentrated in elementary education.

Feel prepared to use learning technology effectively.

Be employed in a suburban setting.

Be employed in a rural setting. Have taken at least one course online.

Cite family member/friend as the top reason they enrolled.

Cite the reputation of the program as the top reason they enrolled.

Participate in an early field experience. Have advanced certification or licensure.


Table of Contents



• Research Findings– Program Completion Information– Teacher Preparation– Employment– Program Features– Enrollment, Improvements, and Future Interest– Additional Coursework– Demographics


Project Background

• Ohio University participated in Eduventures’ annual survey of recent graduates of teacher preparation programs nationwide. This survey used questions based on INTASC and ISLLC standards to assess the preparation and career outcomes for teacher and administrator program graduates.

• The key questions addressed in this investigation are:– How well prepared are Ohio University teacher education and administrator program

graduates to enter their professional fields?– How successful are Ohio University graduates in securing employment in the field for

which they were trained?– Where are Ohio University graduates working?– What factors drove graduates to enroll in the program originally? – In which areas did they gain certification and what aspirations do they have for

additional certification or academic study?– How does Ohio University compare to the National Sample in these areas?

9

Project Background & Survey Sample


• Surveys were collected primarily from April 2013 to July 2013. • Ohio University’s survey yielded 282 responses, compared to 1,542* total responses in the 2013 SOE

Alumni Pulse survey. – Ohio University’s response rate: 7.1%**; Overall response rate for all participating institutions: 10.9%.

• Participating institutions:

• In addition to responses collected from the above participating institutions, Eduventures also collected 250 responses from a third party panel to create a National Sample.

– The National Sample only includes respondents who graduated from a university-based teacher preparation program within the last five years.

• Responses from Ohio University graduates are compared to the National Sample• Unless otherwise noted, percentage results in graphs and tables are only among respondents who

answered the question (e.g. “no-answers” / branched out respondents are not included).• Due to survey branching and non-answers, n-sizes vary by question.

Survey Sample & About This Report

10

Project Background & Survey Sample

Boston University Liberty University Northeastern UniversityColumbus State University Long Island University University of North Georgia

Fordham University Loyola University Maryland Ohio UniversityIndiana University Miami University Loyola Marymount UniversityLamar University

*Not including the 250 responses in the National Sample. Only includes responses collected from the 13 participating institutions. ** As partial responses are included, the number of responses to each question may vary.


Table of Contents





Program Completion Information

In what year did you complete your initial teacher licensure program?

2012 2011 2010 2009 2008 2007 or earlier0%

5%

10%

15%

20%

25%23%

20% 20%

13%

15%

9%

Ohio University

*National Sample data is not included in this chart for benchmarking, as Eduventures limited this population to those that graduated in the past five years.



What degree or certificate did you most recently complete to earn your initial teacher licensure?

Bachelor’s Degree (B.A., B.S., B.S.Ed, Dual

B.S.)

Master of Arts in Teaching (MAT)

Master’s Degree (M.A., M.S.)

Master’s of Education (M.Ed.)

Other (specify):0%

10%

20%

30%

40%

50%

60%

70%

80%

70%

0% 2%

22%

6%

61%

12% 13% 11%

3%

Ohio University National Sample



Please select the general category for your initial teacher licensure program:

Early Childhood Education

Junior High Education

Other (please specify)

Secondary Ed- Social Studies

Secondary Ed- English

Secondary Ed- Math

Special Education (Learning Disabilities)

Family and Consumer Sciences

Physical education

Secondary Ed- Science

Secondary Ed- Foreign Language

Curriculum and Instruction

Reading/Literacy

Elementary Education

Adult Education

GeneralMusic Education

Business / Business Education

Secondary Ed- Biology

0%

5%

10%

15%

20%

25%

30%

35%

23%

13%11%

10%8%

6% 6%4% 4% 4% 3%

2% 2% 1% 1% 1% 1% 0% 0%

13%

1%3%

5% 6% 6%8%

0% 1% 2% 2% 1% 1%

31%

1% 2%5%

2% 1%



Table of Contents



• Research Findings– Program Completion Information– Teacher Preparation*– Employment– Program Features– Enrollment, Improvements, and Future Interest– Additional coursework– Demographics

*Teaching competency questions are mapped to INTASC standards and core administrator competency questions are mapped to ISLLC standards. In this report, questions have been truncated or rephrased for the sake of brevity. Please refer to the questionnaire for full question wording (e.g. “Collaborate with families, communities, colleagues, and other professionals to promote learner growth” is represented here as “Collaborate with families, colleagues, etc.”)


Take responsibility for promoting learners'

growth and development.

Make instruction accessi-ble and individualized to

move learners to the next level of development.

Equitably use learners' strengths and miscon-

ceptions as opportunities for learning.

Collaborate with families, communities, colleagues, and other professionals to promote learner growth.

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

4.374.18 4.20

4.034.27 4.24 4.18 4.06


Teacher Preparation

Please indicate how well your program prepared you in the following area: Learner Development

(Values represent means on a scale of 1 to 5, where 1=Very Unprepared, 2=Unprepared, 3=Neutral, 4=Prepared, 5=Very Prepared)


Teacher Preparation

Make learners feel valued, help them

learn to value each other, and integrate

diverse languages and dialects into instruc-

tion.

Seek support when necessary to ac-

commodate differ-ent learners' needs.

Make instruction and content accessible to

English language learners and support development of Eng-

lish proficiency.

Modify and differenti-ate instruction and

leverage appropriate accommodations, re-

sources, and materials to meet learners' di-

verse needs.

Work with students to identify challenges

and make progress on annual Individualized Education Plan (IEP)

goals.

0.00

1.00

2.00

3.00

4.00

5.00

4.30 4.31

3.50

4.17

3.67

4.32 4.233.86

4.253.98


Please indicate how well your program prepared you in the following area: Learning Differences



Teacher Preparation

Please indicate how well your program prepared you in the following area: Learning Environments


Allow learners to take some ownership over

their learning.

Incorporate local and global people and

ideas into instruction.

Communicate effec-tively in different learning environ-

ments, and listen and observe thoughtfully

and responsively.

Enable learners to build their own re-

spectful, ethical classroom environ-

ment.

Use supplementary re-sources and up-to-date learning technologies effectively and regu-larly employ technol-

ogy in assessment practice.

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

4.193.95

4.364.17 4.274.27

3.924.25 4.17 4.20



Teacher Preparation

Please indicate how well your program prepared you in the following area: Content Knowledge


Ensure instructional and/or curriculum materials are

purposeful and appropriate.

Preemptively recognize learning interferences and adjust instruction accord-

ingly.

Stimulate learner reflection on prior content knowledge and its connections to new experiences and content.

Evaluate learners' content knowledge in their primary

language.

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

4.334.16 4.28

4.044.32 4.17 4.26

3.96



Teacher Preparation

Please indicate how well your program prepared you in the following area: Application of Content


Support learner literacy development across con-

tent areas.

Help learners develop high level questioning skills and

engage learners in question-ing assumptions to foster innovation and problem

solving.

Develop learners' commu-nication skills.

Use current resources to enable learning through a variety of forms and meth-ods and vary your own role in the instructional process.

0.00

1.00

2.00

3.00

4.00

5.00

4.09 4.09 4.18 4.294.18 4.23 4.18 4.23



Teacher Preparation

Please indicate how well your program prepared you in the following area: Assessment


Employ technology in assessment practice.

Evaluate and report learner progress

against standards.

Balance the use of formative, summative, and other informal or

formal types of as-sessment.

Correlate learning ob-jectives with assess-

ment methods and use the assessment data

ethically.

Differentiate as-sessments or testing conditions for learn-ers with disabilities and language learn-

ing needs.

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.504.04 4.17 4.16 4.13

3.924.05 4.20 4.20 4.214.04



Teacher Preparation

Please indicate how well your program prepared you in the following area: Planning for Instruction and Instructional Services


Create learning experiences that reflect curriculum goals, prior learner knowledge, and content standards.

Work collaboratively with specialized professionals (e.g., special educators, related service providers, language

learning specialists, librarians, media specialists).

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

4.333.99

4.374.15



Teacher Preparation

Please indicate how well your program prepared you in the following area: Professional Leaning and Ethical Practice


Understand and in-corporate current re-search and policy im-

plications into own practice.

Reflect critically on own practice, as well as on outcomes data,

and adjust accordingly.

Understand legal and ethical obligations of educators and advo-cate honest and re-spectful scholarship.

Work to compensate for own biases and

deepen cultural awareness.

Embrace the challenge of continuous im-

provement and change and engage in profes-

sional development that improves practice

in the classroom.

0.00

1.00

2.00

3.00

4.00

5.00

3.964.34 4.21 4.28 4.25

4.004.33

4.14 4.11 4.21



Teacher Preparation

Please indicate how well your program prepared you in the following area: Leadership and Collaboration


Work to maintain harmony between family, school, and

community values and in-terests.

Participate actively as part of an instructional team to improve outcomes for di-

verse learner needs.

Contribute productively to school-wide goals.

Take on leadership roles at the school, district, state, and/or national level and

actively work to advance the profession.

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.504.00

4.15 4.143.933.96

4.17 4.04 3.91



Overall, how well do you think your initial licensure program prepared you to be a successful teacher?

Teacher Preparation

Ohio University

National Sample

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

31%

34%

54%

53%

10%

8%

5%

4%

1%

1%

Very well prepared Prepared Neutral Unprepared Very unprepared


Please identify to what degree your expectations were met through your initial teacher licensure program. (Select one)

Teacher Preparation

Ohio University

National Sample

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

23%

27%

67%

66%

11%

7%

My expectations were exceeded My expectations were met My expectations were not met


Table of Contents





Employment

What best describes your current position? (Select one)

CoachResearcher

School or district administratorSchool Principal

School PsychologistSchool Vice Principal

CounselorEducation technology specialist

Full-time studentNon-education related occupation

Teacher leader in PreK-12Tutor

Reading specialistSubstitute Teacher/Teaching assistant

University or college administratorUniversity or college faculty/professor

Other (please specify)Special education teacher in PreK-12

Teacher in PreK-12

0% 10% 20% 30% 40% 50% 60% 70%0%0%0%0%0%0%1%1%1%1%2%2%

4%5%5%5%

6%9%

59%

1%1%

0%0%0%0%0%1%

0%0%

4%3%

1%10%

0%4%

6%8%

58%

National Sample Ohio University


Employment

Which of the following subject areas are you currently teaching?

BiologyGeneral Science

LiteracyPhysics

ChemistryGeneral education

English as a second language (ESL)Family and Consumer Science

HealthPhysical education

Technology educationOther (please specify)

Social SciencesSpanish

History/Social Studies

Science (Earth, Environmental, Life, Physical)

Special educationAll or most subjects in my grade

ReadingMathematics

Early childhood educationEnglish or language arts

0% 5% 10% 15% 20% 25%2%2%2%2%

3%3%3%3%3%3%3%3%

4%4%

8%9%

11%12%

13%15%

19%23%

2%0%

3%1%1%

11%5%

1%1%1%1%

2%5%

4%5%

6%14%

8%10%

20%16%

17%



Employment

What best describes your current place of employment?

School district officePublic library

Cultural institutionHealthcare (including mental health setting)

Social assistanceResearch center or policy think tank

Self-employedCommunity or two-year college

Private sector or industryOther (please specify):

Government (local, state, federal; excluding educational institutions)Multi-level school (e.g., K-12 school)

Four-year college or universityEarly childhood setting

Elementary schoolMiddle/Junior High school

Secondary/High school

0% 5% 10% 15% 20% 25% 30% 35% 40%

0%

0%

0%

0%

0%

0%

0%

1%

1%

4%

4%

5%

9%

9%

19%

21%

26%

0%

0%

0%

0%

0%

0%

0%

1%

5%

2%

1%

5%

5%

9%

36%

16%

19%



Employment

If you work in a school/university setting, which best describes where your school/university is located? (Select one)

Rural Suburban Urban Online Other (please specify):0%

10%

20%

30%

40%

50%

60%

40%

35%

21%

2% 2%

20%

53%

26%

0% 0%



Employment

If your current position is in a school/university setting, please indicate the type: (Select one)

Parochial

Independent

International

Online

Charter

Other (please specify):

Private school/university

My current position is not in a school/university setting

Public school/university

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

0%

1%

1%

1%

3%

3%

6%

6%

79%

3%

2%

0%

0%

2%

0%

16%

2%

73%



Table of Contents





Program Features

Do you currently hold certification or licensure to practice in the area for which you were trained at Ohio University?*

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

84%

16%

93%

7%


*For the National Sample, the question text contained the School or College of Education they attended.


Program Features

What best describes the level of certification or licensure you hold in the area for which you were trained at Ohio University?*

Initial certification or licensure Advanced certification or licensure (permanent, professional, etc.)

Other (please specify):0%

10%

20%

30%

40%

50%

60%

70%

80%

70%

19%

11%

70%

30%

0%




In which state do you hold certification or licensure in the area for which you were trained? (Select up to two)

Program Features

OhioN/A North Carolina

Pennsylvania

ArizonaFlorida

GeorgiaKentucky

New Mexico

VirginiaWashington

West Virginia

California

ColoradoIllinois

IowaKansas

Michigan

0%

10%

20%

30%

40%

50%

60%

70%

80% 76%

7%2% 2% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%1% 2% 2%

7%2%

6%2% 3%

0% 2% 2% 0%

11%

1%6%

1% 2% 2%



Program Features

For which subject areas do you currently hold certification/licensure? (Select all that apply)

BiologyEducational Administration

English as a second language (ESL)HealthPhysics

ChemistryGeneral Education

Earth ScienceFamily and Consumer Science

Physical EducationSpanish

Technology EducationGeneral Science

High SchoolSpecial education

MathematicsReading

Other (please specify)Middle School

History/Social StudiesEnglish or language arts

Elementary Education

0% 5% 10% 15% 20% 25% 30% 35% 40%2%2%2%2%2%

3%3%3%3%3%3%3%

4%8%8%

12%14%14%

15%19%

21%22%

4%1%

10%3%

1%2%

13%1%

2%2%

3%2%

1%2%

13%12%

7%7%

8%9%

12%36%



Program Features

In your initial licensure program, did you complete an early field experience where you observed and/or assisted teachers in a school setting?

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%94%

6%

93%

7%



Program Features

In your initial licensure program, did you complete a student teaching experience where you served as the primary teacher of a class?

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 95%

5%

89%

11%



Program Features

Please select the characteristics that best describes where you completed your early field experiences/ student teaching placements: Class Size

Small classes (10 students or less)

Medium classes (11-20 students)

Large classes (21-30 students)

Very large classes (31-40+)0%

10%

20%

30%

40%

50%

60%

70%

80%

10%

41%

68%

4%

12%

47%

58%

9%



Program Features

Please select the characteristics that best describes where you completed your early field experiences/ student teaching placements: School Locations

Rural Suburban Urban0%

10%

20%

30%

40%

50%

60%

70%

80%

90%83%

26%

12%

26%

64%

28%



Program Features

Please select the characteristics that best describes where you completed your early field experiences/ student teaching placements: Structure

0%10%20%30%40%50%60%

22%

53%

9%

53%

25%32%

44%

15%

40%

16%



Program Features

How well do you feel your hands-on experiences – including early field and/or student teaching experiences – prepared you to be a teacher?

Extremely well Very well Somewhat well Not very well Not well at all0%

10%

20%

30%

40%

50%

60%

37%40%

17%

5%

1%

26%

51%

21%

3%0%



Program Features

Did you take at least one course online as part of your initial teacher licensure program?

Yes No0%

10%

20%

30%

40%

50%

60%

47%

53%52%

48%



Program Features

How did you complete the majority of your coursework?

Less than 20% of my program was completed online

Between 20% and 80% of my program was completed online

More than 80% of my program was completed online

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%84%

6%10%

70%

23%

7%



Program Features

In your opinion, how does the quality of online teacher education courses compare to traditional on-campus courses?

Online is superior They are of equal quality On-campus is superior0%

10%

20%

30%

40%

50%

60%

70%

3%

30%

66%

11%

43%46%



Table of Contents





Enrollment, Improvements and Future Interest

From the following list, please select the top factor that influenced your decision to enroll at Ohio University?*


Career advising servicesFaculty accessibility

Student/faculty ratioThe program's accreditation status

Alumni who are successful in their careersFaculty reputation/expertise

Program flexibilityProgram requirements

Reputation of the programCost

Availability of financial aidAvailability of program I wanted

Other (please specify):Prior relationship with the school

Family member or friend attends/attendedReputation of the institution

Location

0% 5% 10% 15% 20% 25% 30%0%0%

1%1%

2%2%2%2%

4%7%7%7%7%

9%14%14%

23%

1%1%

3%3%

1%1%

5%3%

13%9%

3%8%

3%5%

3%13%

24%




From the following list, please select the most important area, if any, you think the Ohio University* should improve:

Alumni servicesDiversity

Reputation of institutionStudent qualityFaculty quality

Financial aidProgram flexibility

Staff qualityOther (please specify):

CostRequired courses

Programs or courses offeredAdvising qualityCareer services

Student teaching, internship, or field experience

Course availability

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

2%

2%

2%

2%

3%

3%

4%

4%

5%

6%

7%

8%

11%

12%

13%

13%

2%

2%

3%

0%

3%

6%

5%

3%

3%

21%

5%

7%

7%

6%

8%

7%





What of the following alumni services would make you feel most connected with Ohio University?* (Select all that apply)

Other (please specify)

Aiding Admissions in recruiting new students

Alumni networking events

Alumni publications

Online alumni network

Career counseling

Mentoring current students

Career workshops, lectures, or seminars

Education career fairs

I am not interested in career services

Alumni e-mails

Web-based job postings / resume referral system

0% 5% 10% 15% 20% 25% 30% 35% 40%

2%

7%

15%

15%

16%

18%

19%

19%

21%

21%

22%

35%

0%

5%

19%

13%

15%

17%

19%

17%

24%

17%

15%

22%





How likely are you to pursue a degree or additional coursework related to teacher education at a college or university in the next five years?

Definitely will Probably will I might Probably will not Definitely will not0%

5%

10%

15%

20%

25%

30%

35%

40%

35%

26%

20%

11%

8%

30%

33%

25%

9%

3%



Please indicate the subject areas you are most interested in pursuing:


Urban school leadershipFoundations of education

Multicultural educationCommunity college education

Education assessmentOrganizational leadership

Online teachingEducation policy

General Doctor of Education programEducation research

Teaching English language learners (ESL, TESOL)Educational technology

Teacher leadershipSpecial educationSchool leadershipHigher educationReading/literacy

Curriculum and instruction

0% 5% 10% 15% 20% 25% 30%3%

4%5%5%

5%6%

8%8%

9%9%

12%16%

17%17%

20%25%25%

27%

4%3%

8%5%

6%4%

8%5%

6%9%

17%10%

11%20%

11%18%

20%17%




What level of professional development or additional study are you most interested in pursuing?

Bachelor’s degree

Summer institute

Non-credit courses

Custom program offered at your place of employment

Other professional degree (MBA, DPT, etc.)

Graduate certificate

For-credit courses

Ed.D.

Professional development opportunities

Ph.D.

Master’s degree

0% 10% 20% 30% 40% 50% 60% 70%

1%

1%

1%

1%

2%

3%

3%

6%

9%

13%

60%

4%

1%

0%

1%

1%

4%

5%

11%

2%

13%

58%



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Additional Coursework

Did you complete additional coursework related to teacher preparation at an institution other than Ohio University?*

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

25%

75%

26%

74%




Additional Coursework

Overall, how well do you think the coursework you completed at [OTHER INSTITUTION]* prepared you to be a successful teacher?

*’”[OTHER INSTITUTION]” refers to the institution that the respondent indicated they took additional coursework at.

Very well prepared Prepared Neutral Unprepared Very unprepared0%

10%

20%

30%

40%

50%

60%

23%

54%

19%

4%

0%

32%

38%

23%

5%2%



Table of Contents





Demographic Characteristics

Demographic Characteristics: Gender and Ethnicity

Gender/Male

Gender/Female

Gender/Prefer not to answer

Ethnicity/Prefer not to answer

Ethnicity/American Indian or Alaskan Native

Ethnicity/Asian/Pacific Islander

Ethnicity/Black, non-Hispanic

Ethnicity/Hispanic

Ethnicity/White, non-Hispanic

Ethnicity/Other

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

100%

28%

71%

2% 6%0% 1% 4% 1%

88%

1%

18%

81%

1% 2% 1%7% 5%

11%

74%

0%




Demographic Characteristics: Age

18 to 24 25 to 29 30 to 34 35 to 39 40 to 44 45 to 49 50 to 54 55 and older N/A0%

10%

20%

30%

40%

50%

60%

70%

80%

28%

49%

11%

5%2% 2% 1% 1% 2%

14%

68%

17%

1% 0% 0% 0% 0% 1%




Demographic Characteristics: Salary

Less than $19,999 per year

$20,000-$29,999 per year

$30,000-$39,999 per year

$40,000-$49,999 per year

$50,000-$59,999 per year

$60,000-$69,999 per year

$70,000-$79,999 per year

$80,000-$99,999 per year

$100,000-$119,999 per year

$120,000 or more per year

Not Applicable

Prefer not to answer

0%

5%

10%

15%

20%

25%

30%

35%

25%

15%

33%

9%

6%

2%1% 0% 0% 0%

3%

6%

11% 10%

26%

21%

12%

3% 3% 2%1% 1%

3%

9%



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Documents

2013 SOE Alumni Pulse Survey