Alumni Survey Fall 2012 - Texas A&M University–Corpus Christi · Executive Summary During the fall semester of 2012, the Office of Planning and Institutional Effectiveness surveyed

Alumni Survey Fall 2012

The Office of Planning and Institutional Research

Prepared Spring 2013

Executive Summary During the fall semester of 2012, the Office of Planning and Institutional Effectiveness surveyed alumni who graduated between the fall 2009 and summer 2011 using an online survey instrument with contacts made through email. The response rate was 17% of the accessible population. The questionnaire consisted of six sections: (1) first generation in college status, (2) impact of the University, (3) satisfaction with general college experiences, (4) satisfaction with the major, (5) employment and/or educational experiences after graduation, and (6) comments. Overview of Alumni Findings

o Analysis of the responses describing the “impact” that experiences at TAMU-CC had on the attainment of several of the goals of a liberal education revealed that 6 of the 15 impact items reflected a combined moderate to major impact rating of 75%.

o TAMU-CC alumni are generally satisfied with most of their experiences on campus. Five of these items exceeded 90% combined satisfaction: (1) individual attention from faculty, (2) the overall quality of instruction, (3) institution’s ability to make students feel welcome, (4) overall education at TAMU-CC, and (5) the institution’s commitment to academic excellence.

o 93% of respondents are satisfied with their “overall education at TAMU-CC”. 90% of respondents would definitely or probably recommend TAMU-CC to a prospective student. If they were starting college all over again 84% would choose to attend TAMU-CC.

o Respondents reported overwhelming satisfaction with experiences in their majors. Five of the eleven items in this portion of the questionnaire received a combined satisfaction rating of 90% or higher: (1) the interest in the welfare of students by faculty in your major, (2) the academic challenge of coursework in your major, (3) the mutual respect between students and faculty in your major, (4) the preparation of faculty in your major for their courses, and (5) the fairness of grading practices in your major. All items concerning their major scored at least the recommended 75% combined satisfaction.

o 91% of alumni report that their major at TAMU-CC satisfied their primary purpose for enrollment at the institution.

o 72% of respondents are employed full-time, including 16% who report that they are enrolled in college in addition to working full-time.

o Only 52% are employed somewhere in the Coastal Bend area of Texas. This is a sharp decrease over the last four years. In 2010, 61% of the respondents were employed in the Coastal Bend area of Texas and 65% in 2008.

o Many alumni took the time to provide open commentary. The most frequently mentioned theme when asked how the University could remain part of the alumni’s lifelong learning process was a strong interest in returning if TAMU-CC offers a program or coursework that fits the schedules and professional needs of the alumni.

Office of Planning and Institutional Research 2 Prepared by Katharine Mason, Spring 2013

BACKGROUND In 1989 and 1998 TAMU-CC used a random sample to survey alumni. The Office of Planning and Institutional Effectiveness started to survey all recent graduates on a biennial basis in the fall of 2000. This approach in survey design proved to be successful in collecting data from a census rather than from random sampling. The 2012 Alumni Survey includes the graduating classes of academic years 2009–2010 and 2010–2011. In 2006, the Alumni were sent the paper questionnaire, in addition to a randomly generated code and link to take the Alumni Survey online using Inquisite software. The response rates in this pilot study (40%) indicated that sending the code and survey link to the online questionnaire was a viable option of reaching the alumni. In 2008 the traditional four-page, color booklet questionnaire, was sent to alumni. In 2010 it was decided that the response rates (23% in 2008) did not justify the expense of the paper booklet. To this end, contacts were made via postal mail and e-mail to direct alumni to an online link for participation. The first contact was a presidential invitation, followed by the four additional contacts providing the address to the link for the survey, as well as an individual randomly generated access code to all alumni for whom we had email addresses. This resulted in a response rate of 18% for 2010. METHODOLOGY For the 2012 Alumni Survey, it was determined that the expense of printing the surveys and sending them through the post office was prohibitively high. The decision was made to use email exclusively. It was expected that the response rate would again go lower without the contacts via postal mail. The response rate for the 2012 survey was 17% of the accessible population, only a 1% drop over the previous administration in 2010. However, the 2010 administration had 542 respondents compared to 237 this time. The larger number of respondents in 2010 was due to double the number of the accessible population due to the use of postal mail. E-mail contacts were made to individuals who had e-mail addresses on file containing a link to the survey and an individual randomly generated access code. The code number helped facilitate multiple mailings by identifying responders, as well as allowing the Office of Planning and Institutional Effectiveness to accurately ascertain demographic and major data to link to the survey responses. The Office of Institutional Advancement supplied a total of 2,968 alumni names and addresses, of which 1,652 had email addresses. The addresses were mostly Texas residences (96%), but there were 32 other states and Canada represented. Survey administration followed the Dillman “Total Design Method”, using five contacts. The first email, which was sent out on October 10, 2012, was an invitation message from TAMU-CC President, Dr. Flavius Killebrew. Four email reminders were sent out every couple of weeks with the final one sent December 10, 2012. The table on the next page outlines the final disposition of the study. The results are reported using valid percent. Valid percent means the percentage of responses compared to the number of responses for that question. Valid percent excludes missing answers where people chose not to answer a particular question.Office of Planning and Institutional Research 3 Prepared by Katharine Mason, Spring 2013

Table 1 – 2012 Alumni Survey Response Rate Original Population 2,968 Email addresses 1,652 Un-deliverable surveys 266 Accessible Population 1386 Usable online surveys received 237 Response Rate, based on accessible population 17%

DEMOGRAPHICS OF RESPONDENTS The following graphs illustrate the demographic characteristics of the respondents, which were provided by the Office of Institutional Advancement and merged with the survey responses. The genders responded in direct proportion to the accessible population as a whole. Graph 1 – Gender, in Valid Percent

Graph 2 – Respondent Level, in Valid Percent


Table 2 – Frequency and Percentage of Majors Represented by Respondents

General Business 17 7.7%

Geology 1 0.5%

Geospatial Engineering 3 1.4%

Health Science 1 0.5%

History 3 1.4%

Interdisciplinary Studies 12 5.5%

Kinesiology 9 4.1%

Management 6 2.7%

Mariculture 1 0.5%

Marketing 4 1.8%

Mathematics 3 1.4%

Music 1 0.5%

Nursing 13 5.9%

Nursing-Leadership 5 2.3%

Occupational Training and Devl 4 1.8%

Political Science 5 2.3%

Psychology 8 3.6%

Public Administration 1 0.5%

Reading 1 0.5%

RN-BSN Students 2 0.9%

Secondary Education 7 3.2%

Sociology 2 0.9%

Spanish 3 1.4%

Special Education 4 1.8%

Studio Art 2 0.9%


QUESTIONAIRRE The questionnaire consists of six sections: First generation in college status Impact that the University has had on aspects of the respondent’s life (Undergraduate only) Satisfaction with general experiences on campus Satisfaction with major Employment and/or educational experiences after graduation Miscellaneous/Comments

A total of 85 items make up the questionnaire. The majority of the questions are Likert-type scale response options. A copy of the online questionnaire is included at the end of this report. SECTION 1 – RESULTS FIRST GENERATION IN COLLEGE STATUS In 2002, a new question was introduced to the survey and worded exactly as recommended by the Texas Legislative Budget Board: Did either of your parents or guardian graduate from college? Table 3 – First Generation- Neither Parent Graduated from College

1ST GENERATION

PARENT - COLLEGE GRAD

2008 56% 44% 2010 58% 42% 2012 51% 49%

LEVEL OF IMPACT The following questions are designed to measure certain general aspects of the undergraduate education and core curriculum. Therefore, only responses from undergraduate alumni were assessed. The question is worded: Please indicate the level of impact your experiences (both education and social) at TAMU-CC have had on your attainment of the following items (Major Impact, Moderate Impact, Minor Impact, No Impact, Not Applicable). The following tables list frequencies for each item, along with the results from the same questions from the 2010 administration. The far right column is the change in combined total impact from 2010 to 2012. The combined total impact is the percent of respondents who selected that the item had a “Major Impact” or “Moderate Impact”, which indicates a positive response from the alumnus. A NOTE ON INTERPRETATION: As a general rule, when interpreting results of this study, the Office of Planning and Institutional Research (PIR) advises that items with combined dissatisfaction scores of 25% or above indicate areas of concern. For assessment purposes, PIR recommends that departments strive to achieve an overall positive impact rating of 75% or higher on a measured item. Results are rounded to the nearest tenth; therefore, items may not total 100.0%.


Table 4 – Level of impact experiences at TAMU-CC had on the attainment of the following: Major

Impact Moderate

Impact Minor Impact

No Impact Impact Diff. from ’10 to ‘12 2012 2010 2012 2010 2012 2010 2012 2010

% % % % 1. Acquiring a basic knowledge of the Liberal Arts

28 28 38 43 25 21 9 8 -5%

2. Reading and writing clear, correct English

36 28 38 39 18 23 9 9 +7%

3. Developing effective mathematical, quantitative skills

29 20 42 39 21 31 8 10 +12%

4. Developing the ability to make inferences by combining different ideas or facts

46 36 39 49 13 11 2 4 No Change

5. Developing basic computer literacy skills

28 24 32 36 24 25 16 16 No Change

6. Developing the ability to express yourself through speaking

42 37 34 38 19 17 5 8 +1%

7. Developing a commitment to personal health and fitness

23 18 28 26 28 31 21 26 +7%

8. Advancing an appreciation of the arts, music, and literature

27 19 22 23 25 35 26 23 +7%

9. Analyzing political and economic phenomena

25 19 29 30 28 32 18 18 +5%

10. Understanding the scientific method of analysis

40 29 33 37 18 25 9 10 +7%

11. Understanding the present as it relates to historical events/processes

26 21 39 40 27 30 8 9 +4%

12. Understanding professional and ethical principles

46 43 34 37 18 14 2 6 No Change

13. Understanding diverse cultures and values

43 38 35 34 18 18 5 10 +6%

14. Having tolerance for different points of view

46 41 33 37 16 14 5 7 +1%

15. Appreciating the need for formal and informal lifelong learning

53 52 32 33 13 10 5 No Change

Most items that impacted the students’ experiences at TAMU-CC increased. The largest increase was a 12% increase reported for the impact that TAMU-CC had on students developing effective math skills. At least 75% of undergraduate respondents indicated a positive impact rating, with moderate to major impact, on the following items:

o Developing the ability to make inferences by combining different ideas or facts (85%) o Appreciating the need for formal and informal lifelong learning (85%) o Understanding professional and ethical principles (80%) o Having tolerance for different points of view (79%) o Developing the ability to express yourself through speaking (76%) o Understanding diverse cultures and values (78%)


SATISFACTION WITH GENERAL EXPERIENCES ON CAMPUS This portion of the questionnaire includes 22 items measuring satisfaction with general aspects of life at the University. The question reads: As a result of your experiences at Texas A&M University-Corpus Christi, please rate your level of satisfaction with the following (Very Satisfied, Satisfied, Dissatisfied, Very Dissatisfied, Not Applicable). The percentage of “Very Satisfied” and “Satisfied” are added to create a combined satisfaction rating. A Principal Components Factor Analysis has been used to identify the following two key constructs from within the general experiences portion of the questionnaire: (1) campus culture and (2) diversity. One item (campus safety) did not fit into either of the constructs, and it is listed separately in Table 7.

1. Satisfaction with Campus Culture

Alumni were generally satisfied with the campus culture, as indicated by the 18 items in Table 5. Seven of the items in this construct experienced a small decrease in combined satisfaction, all but three items had combined ratings of 75% or greater. The institution’s commitment to evening students (72%) and racial harmony (74%) and satisfaction with “your financial investment (tuition & fees) in your education at TAMU-CC” were the three items that scored less than 75% in combined satisfaction. Item 23 regarding the caring and helpfulness of campus staff had the largest drop in satisfaction (9%), although the combined satisfaction score was still 78%. Five items had combined satisfaction ratings of 90% or greater: the institution’s commitment to academic excellence (90%), individual attention from faculty (92%), overall quality of instruction (94%), overall education at TAMU-CC (93%), and institution’s ability to make students feel welcome (91%).


Table 5 – Satisfaction with Campus Culture Very

Satisfied Satisfied Dissatisfied Very

Dissatisfied Not

Applicable Satisfaction Diff. from ’10 to ‘12 2012 2010 2012 2010 2012 2010 2012 2010 2012 2010

% % % % % 16. The intellectual environment on campus

26 24 55 62 9 8 3 3 6 3 -5%

17. The quality of the core curriculum as a component of your education

30 21 49 60 7 9 3 3 11 8 -2%

18. Course scheduling and availability

30 26 56 53 13 16 .5 5 .5 0 7%

19. The variety of courses offered

26 21 52 58 19 18 2 4 1 1 -1%

20. Institution’s concern for students as individuals

31 27 54 56 12 2 2 4 0 1 2%

21. Individual attention from faculty

53 49 39 43 7 7 1 2 0 0 No change

22. The overall quality of instruction

40 39 54 54 5 6 0 1 0 0 1%

23. The caring and helpfulness of campus staff

34 34 44 53 13 8 3 3 6 2 -9%

24. Ability to find materials at the Library that you need to complete class assignments

28 31 56 54 8 8 2 4 6 3 1%

25. Institution’s commitment to evening students

29 26 43 43 5 7 0 3 23 21 3%

26. Institution’s commitment to racial harmony

33 24 41 53 2 3 0 1 24 19 -3%

27. Institution’s commitment to academic excellence

39 32 51 56 7 9 3 3 0 1 2%

28. Institution’s ability to make students feel welcome

36 38 55 54 5 6 2 2 2 1 -1%

29. The protection to the right to freedom of expression on campus

37 32 51 54 1 3 0 3 11 9 2%

30. Your financial investment (tuition & fees) in your education at TAMU-CC

28 24 45 54 20 15 6 7 1 0 -5%

31. The overall quality of Academic Advising you received

36 28 40 45 14 16 8 9 1 2 3%

32. Your sense of pride about the campus

39 37 42 50 10 6 3 3 6 3 6%

33. Your overall education at TAMU-CC

48 42 45 51 5 5 2 2 0 0 No change


2. Satisfaction with Diversity The questions in this construct received extremely high “Not Applicable” responses. Although neutral, these responses can be an indicator of mute satisfaction, meaning these former students may not have been positively/negatively impacted by the institution’s commitment to diversity. However, as indicated previously, PIR advises that dissatisfaction scores, which includes responses of “Dissatisfied” and “Very Dissatisfied”, of 25% or greater indicate areas of concern. As shown below, the dissatisfaction expressed in these areas are quite low: commitment to older, returning students (9%), commitment to underrepresented populations (8%), commitment to part-time students (6%), and commitment to students with disabilities (4%). Table 6 – Satisfaction with Diversity Very


Dissatisfied Not


% % % % % 34. Institution’s commitment to older, returning students

34 26 34 39 7 6 2 3 24 26 +3%

35. Institution’s commitment to underrepresented populations

30 19 37 44 7 6 1 2 25 29 +4%

36. Institution’s commitment to part-time students

30 20 39 42 5 5 1 2 35 31 +7%

37. Institution’s commitment to students with disabilities

28 19 37 34 3 3 1 1 28 43 +12%

3. Satisfaction with Campus Safety The item below did not fall into either of the previous constructs. 91% of respondents reported that they are “Satisfied” or “Very Satisfied” with the overall safety of the campus. Table 7 – Satisfaction with Campus Safety Very


Dissatisfied Not


% % % % % 38. The overall safety of campus 49 48 42 46 2 1 0 1 7 4 -3% Respondents were asked to reflect on whether they would repeat their experiences at TAMU-CC. 84% would choose TAMU-CC if beginning again. 90% would recommend the University to a prospective student. Both of these items showed a drop of 4% from 2010 responses. Table 8 – Global Items about the TAMU-CC Experience Definitely

Yes Probably

Yes Probably

No Definitely

No 2012 2010 2012 2010 2012 2010 2012 2010

% % % % 39. If you were to start all over again, would you attend TAMU-CC?

46 46 38 42 14 9 2 4

40. Would you recommend TAMU-CC to a prospective student?

55 60 35 34 8 5 2 2


SATISFACTION WITH MAJOR There are 11 items in this section to evaluate the effectiveness of the alumni’s major programs. In 2012, six items had a satisfaction score above 90%. The question reads: Please rate your satisfaction with the following statements about your major. The percentage of “Very Satisfied” and “Satisfied” are added together to create a combined satisfaction rating. Four of the items have slightly decreased in satisfaction from 2010. However, all of the items remains above the recommended 75% combined satisfaction. The one item that scored less than 75% in 2010, “The frequency that required courses were offered in your major”, increased by 8% in 2012 to 82% combined satisfaction. The highest satisfaction was indicated on “The quality of instruction in your major” and “The mutual respect between students and faculty in your major”, which both had 94%, combined satisfaction ratings. Table 9 – Satisfaction with Major Very


Dissatisfied Not


% % % % % 41. The interest in the welfare of students by faculty in your major

51 50 42 41 5 6 1 2 1 1 +2%

42. The quality of instruction in your major

49 51 45 40 5 7 2 2 0 0 +3%

43. The academic challenge of coursework in your major

50 48 40 43 6 7 3 2 0 0 -1%

44. The mutual respect between students and faculty in your major

50 56 44 38 5 5 1 1 0 0 No Change

45. The preparation of faculty in your major for their courses

48 52 47 41 3 5 2 1 0 0 +2%

46. The frequency that required courses were offered in your major

31

27 51 47 14 21 4 4 0 0 +8%

47. The opportunities to interact with faculty in your major outside of class

39 39 48 44 8 10 2 3 4 4 +4%

48. The appropriateness and fairness of grading practices in your major

42 44 51 50 6 5 1 2 0 0 -1%

49. The feedback from faculty in your major on your academic progress

45

46 44 44 9 7 2 3 0 1 -1%

50. The variety of advanced course offerings in your major

32

31 43 46 20 17 3 5 2 2 -2%

51. The preparation in your major for employment or graduate/professional school

38 33 42 43 14 13 4 8 3 3 +4%


Respondents were asked their primary purpose for pursuing a degree at TAMU-CC. Preparation for a job or second career was the top reason cited for attendance (43%), and qualifying for higher pay or job advancement was the next most identified (25%). Table 10 – Item 52: What was your primary purpose for pursuing a degree at TAMU-CC? Preparation for a specific job or a second career

Preparation for further study

Updating or improvement of

academic or technical skills

Qualifying for higher pay or

job advancement

Personal enrichment

Other

2012 2010 2012 2010 2012 2010 2012 2010 2012 2010 2012 2010 % % % % % %

43 42 12 17 6 4 25 22 11 12 2 3 Question 53, shown below, prompts respondents to indicate how well they felt their major at TAMU-CC served their primary purpose for enrollment. Only 10% indicated that their primary purpose was not satisfied by their major. Table 11 – Item 53: Overall, how well do you think your major at TAMU-CC satisfied your primary purpose for enrollment, as indicated in the question noted above? Extremely Well Fairly Well Not Very Well 2012 2010 2012 2010 2012 2010

% % % 55 51 36 38 10 11

Items 54 and 55 are global questions about the respondents experience with their major. 85% of alumni would recommend their major program at TAMU-CC to someone with similar interests; a 1% decrease from 2010. The percentage of respondents who would major in the same program if starting all over again also increased to 82% in 2012 from 75% in 2010. Table 12 – Items 54 and 55, Major Related Definitely

Yes Probably

Yes Probably

No Definitely

No 2012 2010 2012 2010 2012 2010 2012 2010

% % % % 54. Would you recommend to someone with similar interests to study in the same major at TAMU-CC?

49 51 36 35 14 10 1 4

55. If you were starting all over again, would you major in the same program at TAMU-CC?

50 47 32 28 15 17 4 7

Table 13 - Teachers There was a slight decrease in the number or people working as teachers. 2012 2010 Completed the requirements for teacher certification 17% 18% Are currently employed as a teacher in a public or private elementary or secondary school 13% 15%


EMPLOYMENT The “after graduation” section is comprised of 12 items. Question 56, shown below, measures perceived preparation from TAMU-CC for a future job or further education. 77% of alumni felt that they had received at least average preparation for their first job. Table 14 – Item 56: How well did your education at TAMU-CC prepare you for your first job or graduate/professional school?

Excellent Preparation

Good Preparation

Average Preparation

Fair Preparation

Poor Preparation

Not Applicable

2012 2010 2012 2010 2012 2010 2012 2010 2012 2010 2012 2010 % % % % % %

26 23 38 40 13 13 11 9 6 8 7 7 The same percentage of alumni are employed full time as in 2010 (72%). 16% of alumni are both working full time and attending college. The following tables outline some highlights from the “Employment and Further Education” section of the questionnaire. Table 15 – Current Employment/Education Status Highlights

2012 2010 In 2010 the option was only “employed full time” 72% Employed full time (35+ hours/wk AND enrolled in college) 16% * Employed full time only 56% * Employed part-time (<35 hours/wk AND enrolled in college) 9% * Employed part-time only 7% * Enrolled in college and not working 2% * Unemployed, but seeking employment 6% * Unemployed, not seeking employment 5% *

* Options not given in 2010, new in 2012

Table 16 – Length of time to get your first full-time permanent job after completing degree at TAMU-CC

Had same job before completing degree 28% 31% Accepted a position upon graduation 21% * 1-6 months 28% * 7-12 months 15% * Over 1 year 9% *

* Options not given in 2010, new in 2012


Table 17 - To what extent does your current job make use of the education you received at TAMU-CC?

A great deal 49% Quite a bit 25% Some, but not much 16% Not at all 9%

The number of employed alumni who report that they use their education ‘a great deal’ or ‘quite a bit’ at their current job is 74%. In 2010, 71% reported “a great deal” or “quite a bit” combined.

Table 18 - How closely is your current position related to your major field of study at TAMU-CC?

Directly related 62% Somewhat related 26% Not related 13%

59% reported their jobs “directly related” in 2010

62% of alumni report that they are working in a position that is directly related to their field of study, and another 26% report that their position is at least somewhat related. Those who were working in unrelated fields were prompted to complete Question 60, as shown in Table 19. 50% of these respondents said that they are working in an unrelated field because they could not find a position in their field of study, a 7% increase from 2010. In 2010, 43% of these respondents said that they were working in an unrelated field because they could not find a position in their field of study which was a 15% increase from 2008. Table 19 – If your job is not related to your field of study, what is your MAIN reason for taking a job unrelated to your field of study?

2012 2010 Could not find a job in my field of study (28% in 2008) 50% 43% Pay was better 10% 12% Better opportunity for advancement 14% 2% Like this kind of work better 5% 8% Other 23% 16%

Some people who indicated “Other” added these comments:

• Other: Simply a part time job while I attend law school

• Other: just moved to another city and still getting situated • Other: I am a Nurse and a Nursing Professor. Attending TAMU-CC did not change my job

situation

• Other: No work experience in field of study so unable to acquire a job in that same field.

• Other: It's more interesting and better opportunities in this field.


Table 20 – Where is your current job located?

2012 2010 Employed in the Coastal Bend area of Texas (65% in 2008 ) 52% 61% Breakdown- In Corpus Christi or Nueces County 42% 51% San Patricio County 5% n/a In the Coastal Bend area of Texas, but not in Nueces or San Patricio Counties

5% n/a

Elsewhere in Texas 38% n/a

42% of employed alumni are working in Corpus Christi or Nueces County, a 9% drop from 2010. 52% of employed alumni are working somewhere in the Coastal Bend of Texas, including Corpus Christi, and 10% have left Texas.

Table 21 – Please identify the type of business or industry of your job:

Industry # of people Percent Banking/ Economics/ Finance 11 6.5 Communications 1 0.6 Civil/ Public Service 6 3.6 Construction and affiliated trades 2 1.2 Customer service 1 0.6 Education 51 30.2 Government 14 8.3 Industrial/ Refinery 10 5.9 Information technology 6 3.6 Management 4 2.4 Marketing 2 1.2 Medical (Direct delivery and/or scientific research) 28 16.6 Non-profit 4 2.4 Real estate 4 2.4 Religious organization 2 1.2 Research/ Market/Invention 4 2.4 Sales, including retail and auto 10 5.9 Secretarial/ Assistant/ Executive assistant 4 2.4 Self-employed 1 0.6 Social work 4 2.4 Total 169 100

Alumni were also asked to identify their particular employment category. Employment categories were offered and alumni selected the most appropriate one. Only alumni who indicated that they are currently working were able to complete this portion of the online questionnaire.


Table 22 - What is your current salary range per year?

Please identify the highest degree you have earned and received from

TAMUCC: Bachelors Masters Doctorate

What is your current salary range per year?

Under $20,000 16 17% 7 10%

$20,000 - $29,999 24 26% 6 8% $30,000 - $39,999 17 18% 9 13% $40,000 - $49,999 21 22% 12 17% $50,000 - $59,999 10 11% 9 13% $60,000 - $69,999 3 3% 4 6% 2 100% $70,000 - $79,999 2 2% 5 7% $80,000 - $89,999 0 0% 7 10% $90,000 - $99,999 1 1% 8 11% $100,000 or over 1 1% 5 7%

Total 95 101% 72 100% 2 100% FURTHER EDUCATION Table 23- What is the highest level of education you eventually expect to complete?

Post baccalaureate certificate 9 5% Master's degree 99 52% Doctoral degree 58 30% Professional degree 4 2% Not Applicable 19 10% Other 3 2% Total 192 100%

84% of the alumni indicated that they would pursue a graduate degree. Media Awareness and use The questionnaire incorporated a set of questions designed by the Office of Institutional Advancement focused on the Alumni Association’s website. A third of the people who responded to the survey did not answer questions about the Alumni Association’s website. The percentages reported here are the percentages of people who answered the question. Item 78 asked if the respondent was “aware of the Texas A&M-Corpus Christi Alumni Association’s website connected with www.tamucc.edu”. “Awareness” was simply a yes or no question. The percent of respondents who replied “yes” in 2012 (65%) was an increase from 2010 (53%) which had decreased substantially from the percentage who replied “yes” in 2008 (74%).


http://www.tamucc.edu/

In the 2010 survey 35% of alumni who indicated that they were aware of the site reported that they had visited the site, which was a decrease from 50% who indicated likewise in 2008. This item was replaced in 2012 with an item that asked about the satisfaction alumni had with the site. Thirty-one percent indicated that they were satisfied with the Alumni Association’s web site while 64% have not used it. For the satisfaction items respondents could chose a degree of satisfaction or indicate that they have not used the item in question. Table 24 - Media

MEDIA AWARE OF IT

(YES/NO)

EITHER SATISFIED

WITH IT

OR HAVE NOT

USED IT Alumni Association Website 65% 31% 64% Islander Alumni Facebook page 49% 25% 69% TAMU-CC Facebook page 64% 46% 51% The Islander magazine 78% 63% 34% Coastlines monthly newsletter 74% 62% 37% In the 2012 survey new questions were asked regarding media other than the Alumni website. Again nearly half of the respondents did not answer these questions. The percentages reported here are the percentages of people who answered the question. For Facebook pages, of the slightly more than half of survey respondents who provided answers to the media questions 49% of them were aware of the Islander Alumni Facebook page, 69% of them have not used it and 25% of respondents were satisfied with it. For the TAMU-CC Facebook Page 64% of respondents were aware of it. As far as satisfaction with the TAMU-CC Facebook Page, 46% of the respondents were satisfied with it and 51% have not used it. For print media, 78% of respondents are aware of The Islander magazine. Satisfaction with The Islander was indicated by 63% of respondents while 34% have not used it. Regarding the Coastlines monthly newsletter, 74% of the respondents said that they were aware of the newsletter while 62% were satisfied with it. Questions about the Woo Sung Lee Alumni Welcome Center were also added in 2012. Sixty-seven percent of the respondents were aware of the center while 33% were satisfied with the center and 61% have not used it. OPEN-ENDED COMMENTS Two items on the questionnaire called for optional written comments from the respondent. The first comment item, Question 84, is as follows: The University would like to be part of your formal lifelong learning process. In that effort, we want to know what kinds of educational needs or interests you may have now or in the future. Would you help us by identifying those educational areas or subjects which interest you or which would help you in your career, if any? 90 individuals (38% of the respondents) responded to Question 84. Comments varied from requests for very specific program and class recommendations to more general requests. The list of specific


classes or programs requested is presented first, followed by the comments containing more general educational needs. Table 25 – Specific Classes or Programs requested in response to “…identify those educational areas or subjects which interest you or which would help you in your career…”

39 Specific Classes or Programs Requested (as written by the respondents)

Strat a DNP program

More nurse practitioner specialties.

Master degree in public relations

American Studies would be a wonderful addition as a major or minor.

Doctorate in clinical psychology with APA accredited internships on campus

Ag science

Doctorate in Mathematics Education

Masters in Nursing

DNP in educational leadership

A doctorate degree in international business

I wish TAMUCC had a Doctorate degree in nursing

I would like to see what a DNP and a PhD entails.

Masters in Elementary Math Curriculum/Instruction

Drama therapy

masters in criminal justice program

Options for studies in human resources.

Landscaping Design

Classes on accounting updates

Learning more about small business opportunities.

Finance, Investments, Oil & Gas Accounting.

Cyber Security, Web Development

GIS as it relates to managing natural resources as well as urban.

Engineering

bioinformatics

PhD in educational Mathematics

PhD In clinical psychology, and a career psychology class in the department of psychology.


Human Resources and Professional Certifications in that field

It would be great if there was a Master's program in social work.

More supply chain course or possibally offer a supply chain major

Management Education or Advanced Degrees like PhD.

Doctorate of nursing practice

Doctor of nursing or surgery

possibly PhD or DNP

More classes in the Criminal/psychological area.

Teacher certification

Offering a graduate degree program in Chemistry.

Environmental Health and Safety

Mechanical engineering

the culinary arts Table 26 – Responses to Question 84

The University would like to be a part of your formal lifelong learning process. In that effort, we want to know what kinds of educational needs or interests you may have now or in the future. Would you help us by identifying those educational areas or subjects which interest you or which would help you in your career, if any? (52 comments follow, as written by the respondents)

Racial/ethnic inequalities; social stratification; quantitative research; acculturation

In reaction to the 2008 economy crash a class (non party biased) on policy affecting economy should be started. This class should also help explain certain economic plans and issues brought up during election time which might even help students become better voters. I would like to get my teaching certificate.

racial/ethnic inequalities; social stratification; quantitative research; acculturation i wish yall had the master online when i graduated. i would have applied. I am currently pursuing my law degree, but would love to see a law school in Corpus to better serve the Lower Rio Grande. More accessible study abroad classes and more classes for English majors. I can honestly say I left TAMUCC well prepared for my future career. I plan to continue doing research in my area.


I ended up having to secure an Editor from New York City as my Chairs told me that this would be the only way that I could complete my Degree Program (in fact my Two Chairs gave me her Name)cost me over $2000.00 to pay this Editor while the Professors did little. I would like someone to email me a follow up.

Longing to seek a degree in family law (JD), but currently unable to finance it. Also, hoping to eventually open up my own daycare, but I am also unable to finance it. Make students feel like part of a family more. The problem you face is being a commuter campus and this presents problems when you want to have an 'A&M' feel and unity amongst your students. This also makes creating Alumni associations after college much more difficult becuase we didn't feel like part of a family while we were in so why would we try to be part of an Alumni chapter after we are gone. Work more on creating unity NOT WITH SPORTS. Athletics is not the only wayto create unity. Most studnets who aren't athletes are tired of hearing about athletics because of the amount of money they recieve versus the other programs on campus. Find new nad inventive ways of creating a family environment that can also onlcude athleitcs but isn't centered around it. This will spur more giving own the road too and foster better memories on campus studnets can remember and want to give back to have others experience. Out of the area now, but certifications, such as Project Manager (PMP), or 6 Sigma would have been helpful Please get the DNP program approved before I have to suffer and go to Texas Tech. The Computer Science department is pretty darn good, but losing Dr. Michael Scherger was a blow. I'm happy. Taking courses needed to qualify to sit for the CPA exame When you have current students contact alumni they need to know who they are talking to. I had a current student call me from the business department filling me in on information about TAMUCC changes and asking for a donation. One comment was made about the athletic department and he didnt know I was a former athlete there. I was not open to donating money to the business school at the time because of how the conversation went. My advice is just to better educate the people calling the alumni. Not only have their major but maybe what they were involved in.

Better elective classes at different class levels. Taking other Major classes that are not your major at the equal class level as your own Major class level is lethal. Electives that compliment the Majors would be helpful. Also, music classes as electives (Non music major). There are musicians out there that can play instruments and can participate in a non major class. Also, if these classes could be offered as evening classes, that would have been great.

The only thing that is holding me back from continuing my education for a Master's is taking the GMAT test. I am trying to study for it right now as time permits. I can't afford the fee for taking the preparatory class. It would be nice if it wasn't so expensive ($899.00). I feel that I have reached my educational goals.

I would of like to know what type of job would hire someone with my degree plan. Having professional development workshops on the campus for educators. I graduated from TAMUCC with a degree in Biomedical Sciences. The faculty at TAMUCC are a great group of people and have prepared me for success as a future doctor. I am currently attending Parker University and will obtain my doctoral degree in August of 2013. The school prepared me well for my career choice and I wouldn't change a thing.


Overall, I think the university is heading in the right direction and there is no areas of interest or educational areas that I would like to see that are not already offered. Since my graduation, I have seen the campus grow even more and it makes me excited to know that such a great university is right at my doorstep in my hometown.

Classes which provide technical certification/licensing for industrial fields. Example the OSHA 40hr HAZWOPER i received was great for my field and resume.

I hope to enroll in the MBA Healthcare Administration program in the near future. I have a need to continue to pursue a Master's Degree. I planned to pursue that degree at TAMUCC. I'd been promised letters of reccomendation from my past instructors. They have yet to meet those promises after numerous emails requesting their reccomendation. Since that, among other things is required for admittion to the program I sought to attend at the university, I've decided to pursue a Master's degree elsewhere. Assistance with paying for college. I have an interest for a Master's Degree in Student Affairs Administration. Grants are very important for the fact that most of the students within the college haven't had a chance to experience events outside of Corpus Christi. Some of those kids have never left Texas!! I learned more from field trips and conferences that dealt with the art world, most of which were held outside of Corpus. They were very eye opening and also gave me an idea of where my work stood within a broader spectrum. Some of those students aren't as motivated because they don't know what exists outside of the campus. Business and education I am going to pursue a masters degree in Special Education. Integrate web development into the the CS program as companies hire CS people to do web development. more hands on work study oppurtunities for criminal justice majors. I felt that the exposure I had in college to real work environment's was minimal.

Looking for MBA for further career advancement, and a cpa or cfp depending on career direction. Campus has incredible cpa instruction, but terrible finance instruction specifically around financial planning.

I'd like for TAMU-CC to have an more online course studies for other majors besides business. For instance, I'm interested in an online mathematics master's program that has two different studies; mathematics to teach and applied mathematics. I am currently pursuing a Doctor of Nursing Practice degree. I have enrolled in another college because TAMUCC did not offer that program. A lot of what I hear now is that schooling simply isn't enough to get you a job. I would think of more ways to incorporate real life so that can be put on resumes as far as experience. want to be a nurse practitioner

I think my time at TAMUCC was well spend. the overall education was well. Its one area that i would like you guys to improve on and thats know my student advisor more.

I would like to see workshops for Art Teachers during the school year and in the summers to award State Development requirements. I have driven to Junction, Texas for Texas Tech and to Nacogdoches. My school can not afford the traveling expenses anymore.


I really love counseling children. If there were to be a lab or some such on campus one could use to practice their counseling/psychology skills, that would be amazing. As is, there is no need for a BA in psychology,there is no call for it out in the 'real world'. CEU for Nurse Practitioners In the counseling program, have more courses pertaining to stress management as that is one of the biggest issues clients are currently dealing with in the private sector, the ability to manage their anger/stress. Other than that, the counseling department offers such an amazing program, staff/faculty are continuously pushing themselves to assist us in any way they can. I am currently deliberating my masters course choice. I am undecided as of yet. Likely, I will pursue family nurse practitioner or administrative course work. I am currently pursuing my Doctor of Nursing Practice degree from the University of South Alabama. At the time I was choosing a school, TAMUCC did not offer that program. I'd would like to locate internships with paid housing for my career. I'd love to get some field experience before determining my degree in human resource management. Jobs I want to be an Ob-Gyn, I have always been interested in the human body, I also have enjoyed science. I like that there are many programs that help science majors like me to succeed in in Biomedical pre-med. And like how they have the classes set up so that you know what ones to take to get into medical school etc. Mathematics, for sure. Although the required math for psychology is statistics, those on the PSA program for example, trying to transfer to College Station definitely need more well trained advisers at CASA who understand Business Math. Offer more kinesiology upper level course classes more often, they fill up too fast!

Question 85 reads: Please use this space to tell us some things TAMU-CC could have done to make your educational experience better, or for any other comments you may have. Eighty-nine people made comments. They are on the next 10 pages exactly as written -with the original misspelling and grammar errors. Table 27 – Question 85 Please use this space to tell us some things TAMU-CC could have done to make your educational experience better, or for any other comments you may have. I've been told the reason I have not been hired as a teacher is because my certification is EC-4th grade only, which faculty and staff were aware was being fased out. Yet, we were not all offered an alternative which would make us marketable to the public sector. I am planning on taking another certification which will hopefully bridge the gap - making me employable.

I am completely satisfied and grateful for the professors I had. They all challenged me as well as provide me the tools to succeed in class.


I believe the university would highly benefit from a staff council if one does not yet exist; and more incentives for the staff, including benefits and pay. It appears that people that work there don't like their jobs. I am not sure if it's due to a poor student body or if its a reflection of their work conditions. Several student service offices, such as the Photo ID Center, would benefit from a training session on diversity, and 'how to reduce racial bias' and 'how not to discriminate against racial/ethnic minorities.'

i loved my time at TAMU-CC. the only bad part was housing and not a big Greek life on campus.

Faculty is great - base hiring of new instructors on their standards.

Everything is good just the way it is. Thank you TAMUCC

Provide more honors classes.

Not happy with some of the faculty in program. Some are downright insulting, denigrating, and lack warmth, pedagogy skill or objectivity.

My academic advisors and the ladies in the financial aid office did nothing short of simply grinning their way through the devastation of my entire educational experience. Please adequately inform your employees on what a student should actually do to fulfill his or her requirements before these advisors ignorantly, yet confidently, misinform others into a helpless lifetime of debt and misappropriated classes. I was ill informed every step of the way by everyone besides my few professors who had any realistic suggestions and experience in the matter.

I found it almost impossible to deal with the campus staff, especially those working with the public in the admissions/registrar department. I had ridiculous issues almost every time i wanted to register, and they were very unhelpful. I also feel that people take too long to graduate with master's degrees from my program. My only complaint I have ever had about my experience at TAMUCC were my dealings with the Graduate School office. My application was lost more than once. I was somehow able to be hired as a research assistant before the graduate school knew I existed. Getting paperwork through that office was always a challenge. I do know that when I left a new Dean stepped in and the situation has improved according to friends and colleagues there.

Absolutely heated the fact that they made me enroll in secondary ed courses -offered only once a year-, would not let me take a similar course geared for lower grades, and yet the teacher only used examples and cases useful for elementary school. Because of that, I had to pay an extra semester of tuition! I just ask that someone talk to a Doctorate Student by the name of Rosemary Marin (I believe that is her name). She has been very abused. It is not right to mistreat Students. Students are the life-blood of a Higher Educational Institution. Yet, this lady has surely been mistreated.As I understand practically no one (none of the Professors) are there any longer except for maybe one. I am troubled by the experience that I had to endure, but more than that I realize there are other Students despite completing their course work, succeeding with Comps, they had to simply throw in the towel and give up. . . That should never occur. . . My opinion, Professors were not doing their jobs. That certainly should have not occurred in an Educational Institution as TAMU-CC. Your Survey cut me off from expressing my Concerns so I figured that I could embed my Answer in the last two questions to ensure someone read and does something. These two Questions need to be put together to obtain my whole response.


As a distance learner, it would have been more helpful to have been assigned an advisor to help with completing application procedures, enrollment procedures, and so on. As far as I know, there was a general advisor for all students in my degree plan but there wasn't much interaction or participation by that advisor. Some distance learning programs have advisors who stay in active contact with the applicant/student to guide and help them navigate through the various processes.

I have only one issue that sticks out. During my senior year my grandmother was diagnosed with cancer. She came down from Montana to receive treatment at MD Anderson. I was taking a full load and had to miss classes. I spoke with professors and completed my course work. The area I had trouble was physics. I was missing classes the professor knew and said I could get help from the tutors. When I went to the tutors to ask if they could show me or explain to me how I to set up a problem they were not helpful. In fact I was treated like a child looking for a handout. I am a military veteran and just needed a little help. I was told that I needed to show up to class. I explained my situation and the response was 'that is not my problem.' I was furious and left. That was the only time I have ever used the tutor services. In fact I passed the class by watching youtube videos to supplement for classes...I learned more for free. I graduated with a 3.4. I understand students come in looking for free rides...I was TA for Chem I my first semester as a Master's student at TAMU-CC. I tried to treat each person with respect and a little compassion. I am in my third semester as a marine biology Master's student and my grandmother's cancer has returned and she is terminal. She has been my inspiration for my education. She dropped out of high school when she became pregnant with my mom but she ended up graduating from San Jose State University with a Master's degree in Social Work. It is never too late to get an education. My experience at TAMUCC have been overall positive. I know there are students to proud to ask for help and if when in need they are treated poorly the university will never know because they were ashamed to of had to ask for help to begin with.

Have more companies from around Houston area come to campus to recruit.

The advisers and professors could have taught us more on what to expect when looking for a job, what kind of jobs you can get with your major and what the average salary is. TAMU-CC did a good job on letting us know how to write a resume and the things we need to do to get a job but they should also maybe teach us how to find a job.

Please make the MAC program more affordable. I am lacking a certification because I could not afford 36 hours of undergraduate classes, PLUS master's classes, in order to complete my certification. Possibly find resources that combine the programs more efficiently.

Invite more businesses to come recruit on campus for business degrees

Establish a dnp program if possible

I graduated cum laude with a BS in Environmental Science, concentration in Marine & Coastal Resources, and reflecting upon it, I wish that there would have been more helpful assignments (i.e. being taught to write grants or reports that a real job would have you do). I also wish that some of the classes would have been better taught, especially Oceanography. There were a couple instructors that left a really bad impression. I do not appreciate working hard all these years then have my arm grabbed at the pinning ceremony and say I didn't really graduate.


Have advisors who will recommend the courses which will benifit students when they graduate. There are courses that would have bettered me and my job search if I would have been told they would make a difference. I could have taken them as my electives and still graduated with my degrees but have had additional courses to make myself more marketable and better prepard. Have advisors and professors who are aware of what industry wants, or ask students who have graduate within those industries to tell you what would be best to have when graduating.

I am very disappointed in the lack of job placement after receiving my master's degree. The faculty did not discuss any type of job placement programs or services with myself and my peers. Although I completed my bachelor's and master's at TAMUCC and was a graduate teaching assistant all four semesters I was a graduate student I have been unable to find employment. I understand that the lack of jobs in our country right now is a problem everywhere but I have become frustrated by being turned down for half a dozen jobs at TAMUCC even though I met and exceeded the job requirements. I have had one interview with the university for a job that required only a high school diploma or GED and was not offered the position even though I have over two years experience in the field. I'm upset that I went to TAMUCC and yet the degrees I received there are not good enough to obtain employment at the university I attended. The university was glad to take my money in the form of tuition for my degrees but my degrees and I are not good enough to obtain employment there. In the future I suggest more importance be placed on job placement for students before they graduate. More challenging courses. The graduate nursing program needs more funding, more instructors and the testing methods/instruction methods need revision and improvement. Also the University needs to commit more to providing a program for a doctoral level degree in nursing - the Doctorate of Nursing Practice (DNP). Efforts should be made to establish a joint effort between the university and healthcare organizations such as Christus Spohn to offer a residency type program for the graduate level Family Nurse Practitioner program and the DNP program. This would be mutually beneficial and cutting edge -which would attract more students and elevate the university's standing among nurse practitioner/DNP programs to one of the best in the nation.

Expand the bookstore hours, and offer more food availability. There asre students and others on campus after 5pm and the weekends.

Need more statistical analysis in business degree. Maybe slightly less focus on Financial analysis.

The experience at TAMU-CC would have been better if my major, geology, had more funding like most we were left behind and at the bottom of the barrel. It would be very sad to see the geology program stuffed into the enviromental science catagory to save money like other schools have had to do.

I absolutely loved my education, FNP, at TAMU-CC. I couldn't have asked for anything more.

I enjoyed TAMU-CC, I did not enjoy the city of Corpus Christi. Help with employment, help with specifics in teaching field middle school high school theatre art math

My educational experience at TAMU-CC was great. Do not believe it could have been made any better (as for me) TAMU-CC made it available and possible. I enjoy the evening classes being 'small' and professors paying closer attention to students. I always recommend TAMU-CC to young students for the good programs/degrees are offered there.


Having new equipment in the Sculpture Department and the entire Art Department. While traditional work is important to know and understand contemporary work requires new updated tools and equipment. In the area of sculpture the facilities should be equal to that of the engineering department.

My experience at TAMU-CC was a great one. I returned to school after 20+ years and had an amazing experience. The knowledge and skills that I obtained enabled me to move up to the position that I desired.

The office of student financial assistance did everything they could to prevent me from graduating. The most egregious offense was confirming my financial assistance eligibility for nine months, only to send me an email 90 business minutes before tuition was due telling me my financial assistance had been suspended. The reason for the suspension was given as having attempted too many hours for my major. The â¿¿hoursâ¿ � t obtained through the Community College of the Air Force, for which I was given no academic credit at this institution. So my service to my country was used as a basis for an attempt to deny me a chance to earn a degree. Waiting until the very possible last minute was completely inexcusable. As far as I am concerned, the office of student financial assistance can go jump into a very deep, very cold lake, and stay there. That would only make things better for the students attending TAMUCC.

Avoids unnecessary pre-request classes. A football team would have made the experience better, but other than that, I enjoyed my experience in the Kinesiology department The biggest obstacle was class availability during the evening hours or weekends for the working class population. Not all employers are flexible with allowing working students to take time off to attend classes during the day. This only complicates a students schedule and delays in graduation. Summers are especially the hardest times when you do not have weekend mandatory classes in the evenings or weekends. This too delays the process. Having the same class offered during the day, evening and weekends gives the working student choices and less stress with employers. My employer would not allow me to take time off during the day for a mandatory class thus I had to wait an additional semester and rearrange my whole schedule. I think this university focuses on the younger population and their needs for a variation of hours for day classes and course availability and forget the working population and work 8-5 M-F. You forget, the younger population will leave the city once they graduate but the older working population that I feel you overlook are employed and stay to work in this town. The experience I gained at TAMU-CC was great. I would not change for anything.

I always felt that a good alumni network and career opportunities were lacking at the school. The Career Services Center needs a complete revamp. The university isn't able to attract enough amount of employers who are actually willing to hire people. The two things I feel the University seriously needs to build upon are 1. Having a better network with its alumni and more so connecting the present students with the alums so that they may be able to take advantage of their expertise and connections. 2. Seriously look into our University's Career Center and see how we could make it better. Attract more employers and have bigger career fairs.


More balanced courses that take into account what real world development is really like in the workplace. Updated programming language exposure such as C#, Java, less C, C++. Introduction into web technologies such as: html 5, jquery, groovy, etc. Many companies who hire CS people also expect them to know web technologies and not just standard program languages. Exposing CS students to web technologies more will allow them to have a more balanced degree that will allowed them to apply to many positions with confidence.

Dr Lucero was a poor instructor. Offering the same courses that she teaches with another instructor would greatly improve the learning environment. I took a management course with Dr Lucer and found it necessary to remove myself from said course because of hostility from the instructor due to her inability to present material and concepts in a meaningful way. When retaking the same course with Dr Peoples, I had a great experience because of a better quality of instruction based on the instructor's superior knowledge when compared to the previous instructor. Dr. Wingfield is the other instructor that stands out as being a poor example of professionalism that should be exhibited by faculty. Dr Wingfield consistently made a habit of showing up late to class, chastising students who came late to the same class, canceling the eight AM class at 2:00 AM (six hours prior) for various reasons, and failure to grade papers within a reasonable manner. I once waited on an assignment to be graded for two months. Once enough student complaints were filed, Dr Wingfield simply simply posted everyone's grade as an A for multiple papers and assignments. The lack of oversight that allowed to this example of poor education quality should surely be addressed. As for the course itself, I felt the instructor provided a poor example of how people should behave in a work place in regards to her own personal standards and behavior as well as the lack of quality of feed back that if properly given, should lead to improvement and development of one's skill set.

Higher academic challenges. The year after year 'test recycling system' was very dissapointing.

-Greater variety of classes and schedules for the MBA program (NOT online courses) -Change of the culture on campus: it seems that curriculum is 'dumbed down' so that 'everyone' can pass and graduate even if they don't really deserve it. A lot of that s

Offer a better variety of graduate level biology courses. Prevent graduate advisors from taking full credit for, and publishing, graduate student work.

The University does not promote internships enough. You cannot get a job, let alone an interview anywhere without having some kind of experience with an internship. I was never pushed to get out there and do internships and I think that's where TAMUCC is lacking tremendously.

I feel that the faculty and advisers within my program were very focused on pursuing either academic research or employment with the state/federal environmental agencies. Overall they promoted career paths in academic research or state/federal environmental agencies and neglected to consider alternatives, such as industry/private employment opportunities. In that way I feel that my education was a little biased. HR classes Better access to Chemistry Research

internship! Tamucc needs to build a better relationship with the private and public market. Professors need to be more active in community to help students get jobs and internships.


More school spirit around campus. Games and other events are never advertised enough for students to attend. I feel I just got an education but not a college experience meaning school spirit, games, campus excitement.

Offer more variety of courses and make TAMUCC a real research institute that brings in money other than for marine biology. Hire staff at the round building that don't have bad attitudes. Tamu-cc can offer courses more often or at every semester so that students won't have to wait to take required courses over more than one semester.

I could not have asked for a better education, the only part that would have been better would have been job or career placement.

The experience was beyond my expectations. I truly grateful to the staff and faculty in the University whose mission was very clear and evident...to help student succeed. I won't forget those who made it a point to make sure that I completed my program and never give up on me, but encouraged me from beginning to completion. It has been a beautiful educational journey, filled with knowledge and fond memories.

My advisor would do research on degree plans and jobs that are offered out there. Or even have a job search department on campus for us.

I think that for incoming freshmen, it seemed like a struggle to talk with an admissions counselor about what our goals were. I was kind of put into Biomed, but throughly enjoyed it so I am on the fence with this one! I would not even have gone for my masters if not for receiving a very generous grant! I'm hoping TAMUCC continues to offer these advantages to other teachers!

The commitment to serve minority and underprivileged students should not mean lowered expectations of all students. Stop admitting students who are unprepared for college, taking their money, and watching them fail. I taught in the UCCP learning communities, which exposed me to incoming freshmen each semester - many of them were on alternate lists for admission, and did not meet the admission criteria. The graduate program is a joke - it's essentially open admissions. Two professors there did a great job - Dr. Hartlaub and Dr. Comparini. The others did not take pride in their teaching, or in the program. They did not prepare for class, and did not create learning opportunities for students. The quality of students who graduate from the graduate program in psychology is extremely poor.

Overall Great Experience with TAMU-CC! The nursing faculty at TAMUCC was extraordinary. I am vey grateful for each of my professors that helped me reach me goals in successfully completing nursing school and obtaining my Bachelor's of Science in Nursing. I am blessed to say that I love my job as a Registered Nurse and would not be where I am today if it wasn't for TAMUCC! Thank you!

Up to date facilities and equipment. I wad dissatisfied with the fact that I could work hard all semester and fall short if an A letter grade by a point or 2 (89 or 88) and get the same GPA Quality points (B) as someone who made an 80. This happened to me very very often. I strongly believe that my GPA was a poor indicator of the type of student I was and a poor indicator of the type of worker I am. Because I finished with more 88's than 90's I was denied several opportunities. Provide more Honors classes.


I attended Tammuc to prepare my portfolio for entrance into an MFA program outside of Texas. I was fortunate enough to switch concentrations within the program and received a new and young professor from out of state. His enthusiasm has changed the art program and I was a product of his teaching. There are some professors that have been there forever and lost their motivation to teach students. Why is it that the administration lets them get off easy? There needs to be more accountability on behalf of the older professors on campus. The art school needs more funding to bring visiting artists. Increase the number of ESCI graduate course. A larger variety of upper level courses. Preparation for the NCLEX could be improved To have made the educational experience and overall experience better at TAMUCC I feel as though a better foundation for jumping into the work force would have been helpful. The Big 4 Accounting Firms do not recruit at the Career Fairs held on campus and it was difficult to make contact with those firms and other Companies because the recruiting is limited. Knowing now that the interns who were given the chance to experience working for the companies (which most students were not given the opportunity) did not appreciate the opportunity they were given and have made TAMUCC look negative in the eyes of the one of the Companies in particular. Additionally, other schools such as UT and A&M have their programs set up so the students take the tests for certifications needed for their line of work before graduating. So the students including myself graduate and are put in the workforce and not up to the same level as students from other schools. The professors overall were wonderful but the program could use a little bit of redesigning along with the students who are â¿¿hand pickedâ¿ � our school. Offer upper level classes in a manor in which a student only has to go to school a couple of days a week. It makes it much easier to schedule around work. I found most professors in the liberal arts did not care for knowledge itself. They seemed just to use the position as a job. The exception was the Philosophy professors; they are amazing, and more professors should learn from their example. The science professors were good, and I am sad to hear that a couple of amazing professors from them have now left TAMUCC. The university itself seems fine. The problem, I feel, is the professors. They seems no to care about academic pursuit, or expect academic quality from students. Make on campus activities more known. Theatre shows, musical events, orchestra, etc. They seem to make sporting events well known, but not liberal arts events. Money from those events, goes toward scholarships for students- which gives students more of an opportunity. I feel that I should have been better informed of the different degrees that Could have attained to help me become more profitable when applying for jobs. I feel that my degree was so broad that I am less likely to recieve a job without further my education which at the moment wouldn't no where ro start or if I would even be able to. Better career placement Nothing, it was a great experience! Online PHD counseling program. It would have been wonderful that since I, as a non-minority, who paid almost full price for my education, and graduated cum laude, could have received a letter fom ANYONE in my department major, which I requested numerous times. My family also intervened, and we never even got a response.


The classes I took were very general and taught me how to make lesson plans, but making them and executing them are very different. Coping with changes in classroom and lesson plans, not much help with classroom discipline. no help or information on how to teach my specific subject. I wish I had maturity to understand grading policies, expectation in particular. I don't blame my Professors. They did an excellent job to keep up the standards and I am proud to graduate from TAMUCC. Great experience I would like to see an increase in the university's interest and investment in the department of Music in the very near future. Music Education majors need very different training as educators than do regular curriculum teachers. This fact must be recognized and provided for as soon as possible. Also, A masters program needs to be developed for Music--we're losing too many talented performers and teachers to other universities with comprehensive grad programs! Some of the professors I had were very good, but others seemed disinterested in teaching and spending time outside of the classroom with the students. I'm a big proponent of feedback, which is a part of my profession today. Once or twice a semester the Dean or another third party should observe a classroom and offer immediate feedback to those professors.

I had some wonderful professors while at TAMU-CC. I did have a very unsatisfactory teacher for some of my core science courses in which I needed a solid foundation in. Besides that, I was happy with most my other professors and they really seemed to care. I thought the Honors Program was very supportive and made my time at TAMU-CC even better. More classes that teach about disabilities with all areas of life not just criminals but maybe even added into a class in the core curriculum so that students (and maybe even professors) are better prepared when they encounter someone with disabilities. Like me for example. I have epilepsy and if more people knew the proper things to do if someone is having a seizure, I would have felt more secure in my early years.

I received my undergraduate education at another university (Tarleton State), so my experience here was always compared to my experience there (and at junior college as well.) And to be honest, it seems that in my major at least (educational administration, sights were set low for students. I was not nearly as challenged as I had been at Tarleton. I felt the professors were very kind and I learned from them, but not as much as I felt I should have considering the finances and time invested in my studies/degree. There was little school spirit or involvement from what I could see (though I was a grad student taking evening classes). But mostly, I felt that the level of higher learning for grad school was not what I expected. I felt my undergrad degree at Tarleton was more challenging and the professors had higher academic standards. I took a required research methods class for undergrad that was much more challenging and a much more academically valuable class than the grad level research methods class I took. Again, I was constantly comparing, so someone who never went anywhere else may not judge so harshly. I did not have an awful experience, and depending on what someone wanted to get a degree in, I would recommend the university at TAMUCC. I do not mean to be harsh, I just feel like you asked, so it was time for constructive criticism. Thanks for allowing alumni to contribute. I know the university will get better and better each year. Thank you for including us in your growth process!


Must get better professors with a grasp of financial markets. Graduated with high grades with a degree in finance, and yet no understanding of how the markets actually work. TAMU-CC needs to also step back and look at its career services. Upon graduation I was told that my degree and experiences did not qualify for any posted positions available by that office. Also told it would not qualify me for position I currently hold. After unemployment for 6 months, and several failed attempts to receive coaching from career services I applied on my own I found that this was thankfully not the case. Yesenia in career services did not instill very much confidence in career outcomes with my degree. Thankfully, I am now a High Net Worth Trader at Fidelity Investments. Currently applying to graduate school in Dallas area namely UT-D. Expecting better outcomes and job placement from that university system. Otherwise very thankful for the remainder of my business education, and experiences at the island university. I still believe TAMU-CC has incredible leadership.


SECTION 2 – CONCLUSIONS Undergraduate alumni were positively impacted from their time at the University in several important ways: (1) developing the ability to make inferences by combining different facts and ideas, (2) developing the ability to express themselves through speaking, (3) having tolerance for different points of view, (4) appreciating the need for formal and informal lifelong learning, (5) understanding professional and ethical principles, and (6) Understanding diverse cultures and values. The largest increase in the level of impact with experiences at TAMU-CC was a 12% increase reported for students developing effective math skills. Alumni were generally very satisfied with the campus culture. Five of these items exceeded 90% combined satisfaction: (1) individual attention from faculty, (2) the overall quality of instruction, (3) institution’s ability to make students feel welcome, (4) overall education at TAMU-CC, and (5) the institution’s commitment to academic excellence. All of the satisfaction questions pertaining to their major exceeded the recommended combined satisfaction rating. Five of the eleven items in this portion of the questionnaire received a combined satisfaction rating of 90% or higher: (1) the interest in the welfare of students by faculty in your major, (2) the academic challenge of coursework in your major, (3) the mutual respect between students and faculty in your major, (4) the preparation of faculty in your major for their courses, (5) the fairness of grading practices in your major. Satisfaction with the frequency that required courses were offered (82%) increased by 8% from the 2010 survey, bringing this item above the suggested 75% satisfaction rate. 72% of alumni work full time, including 16% who are enrolled in college as well as working full time. The percentage of employed alumni who report that they use their education “a great deal” or “quite a bit” at their current job is 74%. One of the most interesting findings was that 50% of the respondents indicated that they could not find a job related to their field of study. Only 28 % of the respondents in 2008 and 43% in 2010 indicated that they could not find a job related to their field of study. While it is likely that the employment picture has changed because of the Great Recession the country has endured the last few years, it would take further study to discover if the employment patterns in the region have changed in the last few years. Of alumni who report that they are employed, only 52% are working somewhere within the Coastal Bend region of Texas. In 2008 65% of the respondents were employed in the Coastal Bend area of Texas and 61% in 2010. 17% of alumni completed the requirements for teacher certification at TAMU-CC, and 13% are currently employed as a teacher in a public or private elementary or secondary school. These percentages have also declined over the last four years. Over half of the alumni took time to respond to either one or both of the open commentary prompts. The most frequently mentioned theme for the University remaining part of the alumni’s lifelong learning process was a strong interest in returning to the University if TAMU-CC offers a program or coursework that fits the schedules and professional needs of the alumni. When asked how their experiences could have been improved, alumni responded with positive comments about individuals that made a difference in their time at the University and expressed a positive experience with the University in general. There were also many suggestions made by alumni for how their time at the University could have been improved. Office of Planning and Institutional Research 32 Prepared by Katharine Mason, Spring 2013

RECOMMENDATIONS The changes in experience trends are stable enough to not warrant administration of the Alumni Survey more than every two years. The benefits of administering the Alumni Survey regularly include the opportunity to provide feedback to the University community from two recent graduating classes, thereby letting decision makers know how the recent alumni are impacted after they leave the University. Another benefit is that the survey provides the data for comparing institutional effectiveness over time, and provides supporting information for assessment of programs. The data collected this year indicates that most programs are doing an effective job of preparing students for employment and/or further education. It is recommended that the Office of Planning and Institutional Effectiveness continue to conduct the Alumni Survey as a census of recent graduates, rather than drawing from the entire alumni population, unless the primary purpose of the survey is changed. The Alumni Survey is an efficient method of gathering information about how the University impacts the lives of graduates, the effectiveness of University programs, and about employment patterns of graduates post-graduation. If a sample were to be used, as opposed to the census method, the survey may then categorically exclude several programs that produce few graduates. With response rates less than 50%, even programs with large numbers of graduates may not be well represented in the respondent pool if the methodology included a random sample. It appears that the move to an online survey versus the costly paper questionnaire was an effective decision. With the number of graduates increasing substantially, the cost of the paper survey would have continued to be a growing, possibly unsustainable, expense. It does not appear to deter possible respondents since they are not receiving a paper survey, which means that recent graduates seem to be comfortable enough with technology to effectively utilize an online survey methodology. However, the online database of alumni e-mails is not very robust. It is recommended that the university try to increase the database of alumni e-mail addresses.


Appendix: Fall 2012 Online Alumni

Survey Instrument


Documents

Alumni Survey Fall 2012 - Texas A&M University–Corpus Christi · Executive Summary During the fall semester of 2012, the Office of Planning and Institutional Effectiveness surveyed