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Undergraduates for a Better Education
Fall 2013 Report
Our Voice. Our Education.
Report By: Emily Ballard and Sawyer Cresap
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Survey By: Emily Ballard, Sawyer Cresap, Mahlet Makonnen, Jessica Rapp, Alexandria
Vignola
Table of Contents
Acknowledgements.3
Executive Summary....4
Methods...5
Findings...8
Advising..9
Course Availability13
Instruction..17
Improving Undergraduate Education.22
Appendix.24
Survey Instrument...25
Cross-College Comparisons27
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Acknowledgements
Undergraduates for a Better Education would like to thank Bron Adams for assistance in revising
the survey and providing feedback; the staff of the Institutional Review Board; the Office ofInstitutional Research and Assessment for support with developing the final survey; Vice
Chancellor and Provost Eric Spina and Associate Provost Andria Costello Staniec for their
advice on survey content and assistance distributing the survey to the student body; andProfessor William D. Coplin for his continuous guidance and feedback throughout the entire
survey process and reporting process.
The authors of this report were Emily Ballard and Sawyer Cresap, with assistance from
Benjamin Choe and Boris Gresley. The survey was conducted by Emily Ballard, Sawyer Cresap,
Mahlet Makonnen, Jessica Rapp and Carolina Vignola. Emily Ballard served as the UBEPresident and Sawyer Cresap served as UBE Vice President in 2013.
We hope this report has provided insight into student opinions not usually captured in such a
large-scale, quantitative manner. Students feel the university and its components have succeededin many areas but should reevaluate others. Several schools and colleges excelled in certain areas
while others could use improvement according to student responses. Students cited new concerns
while others still echo from years ago. We as the voice of the student body, the consumers, askthat you take these factors which the quality of undergraduate education depends on into
consideration. In particular we hope you will begin to further address the areas of advising,
instruction, and cost of tuition. As the Athenian Oath states, we, the undergraduates of SyracuseUniversity, will do everything in our power to transmit this City not only, not less, but greater
and more beautiful than it was transmitted to us just as we hope you will too.
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Our Voice. Our Education.Undergraduates for a Better Education
By: Emily Ballard and Sawyer Cresap
September 2013
Executive Summary
Undergraduates for a Better Education (UBE) has been advocating for improvement in
undergraduate education at Syracuse University since 1986. After a falling out from 2005-2011,
a small group of students distributed a preliminary survey to investigate if there were areas forimprovement at Syracuse University in the fall of 2012. The answers from this survey sparked
the revival of UBE and catalyzed the new generation of UBE members. In the spring of 2013
UBE conducted the following survey, campus-wide. The results of the following survey
represent the answers from a sample of 778 undergraduate students attending Syracuse
University full-time. The target population was 13,943 full-time undergraduate students.Thisstudy is intended to express the voice of the undergraduate student body in order to help faculty
and administrators improve the quality of undergraduate education at Syracuse University.
Findings:
1. 57% of respondents said they were satisfied with the availability of their advisor.2. 61% of respondents said they were satisfied with their advisors
knowledge of core requirements.3. 53% of respondents said they were satisfied with their personal
interactions with their advisor.
4. 51% of respondents said they were dissatisfied or neutral with the overall availabilityof courses.
5. 56% of respondents said they were satisfied with the availability of classes that meetschool/college requirements.
6. 64% of respondents said they were satisfied with the availability of classes that meet
their major requirements.7. 55% of respondents said they were dissatisfied or neutral with their professors
ability to get students excited about the course subject.
8. 54% of respondents said they were dissatisfied or neutral with their professors
ability to get students to engage in classroom instruction.9. 62% of respondents said they were dissatisfied or neutral with their teaching
assistants ability to support in-class instruction.10. 60% of respondents said they were dissatisfied or neutral with the extent to whichgrades reflect learning.
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METHODS
How Data Was Collected
Instrument Design
Undergraduates for a Better Education (UBE) designed the survey instrument with the assistance
of Bron Adams and the Office of Institutional Research and Assessment in Spring 2013.
Target Population and Sample
The target population consists of the 13,943 undergraduates attending Syracuse University (SU).
UBE collected surveys from a sample of 778 undergraduate students at SU.
Method of Contact
The UBE Survey was conducted online over a two-week period, March 18th through March30th. Students received the survey through the Undergraduate student listserv with the assistanceof Associate Provost Andria Costello Staniec. Students also had access to the survey through
social media, and emails to student organizations and QR codes. Students were only able to
complete the survey once.
Representativeness
The survey sample may not accurately reflect the target population due to underrepresentation
from some colleges. Freshmen and sophomores are slightly overrepresented in the survey so you
may interpret the findings with that knowledge in mind. However, not all students chose to
answer the demographics questions on the survey, accounting for some of the under andoverrepresentation. Though the individual colleges differ in response rates, the students views as
a whole are valuable when looking at the overall undergraduate experience at Syracuse
University.
Open Ended Responses
The sample comments selected were chosen to demonstrate the responses given most frequently.
The sample comments were chosen based on their level of clarity, comprehension, and quality of
information.
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Quality of DataComparing Target Populations
Figure 1 Class Standing of Respondentsn=581Class Standing Target
Population
Sample Difference
Freshman 17.8% 28% 10.2
Sophomore 22.9% 31% 8.1
Junior 23.3% 22% 8.7
Senior 36.0% 19% 17
Target Percentages Source: Spring 2013 SU Enrollment Report
Figure 2 Gender of Respondents
n=575Gender Target
Population
Sample Difference
Female 56% 67.5% 11.5
Male 44% 32.5% 11.5
Transgender Unknown 0.2% -
Other Unknown 0.3% -
Figure 3 Ethnic Background of Respondents
n=598Ethnic Background Target
Population
Sample Difference
African American or
Black
7.6% 10.3% 2.7
Native
American/American
Indian/Alaskan
Indian
0.6% 1.0% 0.4
Asian American or
Asian/Pacific
Islander
6.9% 11.8% 4.9
Latino/a or Hispanic
American
8% 8.5% 0.5
White/European 74.9% 67.8% 6.7Multiracial 2.0% 3.7% 1.7
Other Unknown 2.4% -
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Figure 4 Home College of Respondentsn=678
Home College(s) Target
Population
Sample Difference
School of
Architecture
3.8% 1.5% 2.3
College of Arts and
Sciences/Maxwell
33.7% 34.3% 0.6
School ofEducation
3.4% 3.7% 0.3
College ofEngineering and
Computer Science
10.5% 11.0% 0.5
Falk College of
Sport and Human
Dynamics
8.5% 8.2% 0.3
School of
Information
Studies
4.2% 1.8% 2.4
Newhouse School
of Public
Communications
9.8% 8.7% 1.1
College of Visual
and Performing
Arts
13.9% 7.8% 6.1
Whitman School of
Management
12.5% 7.5% 6.5
Figure 5 Major Declarationn=574
Major Declared? Target
Population
Sample Difference
Yes 92.6% 82.1% 10.5
No 7.4% 18.4% 11.0
Figure 6 On/Off Campusn=575
Residence Duringthe School Year TargetPopulation Sample Difference
On Campus 44.5% 67.2% 22.7
Off Campus 55.5% 32.9% 22.6
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Findings
Advising..9
Course Availability13
Instruction.17
Improving Undergraduate Education22
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FINDINGS
1. 57% of respondents said they were satisfied with the availability of their advisor.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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2. 61% of respondents said they were satisfied with their advisorsknowledge of core requirements.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1to 5 with 1 being very dissatisfied and 5 being very satisfied.
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3. 53% of respondents said they were satisfied with their personalinteractions with their advisor.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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Open-ended Responses- Advising
Total Number of Comments Received: 358
Positive: 32.2%Negative: 45.3%
Neutral: 9.5%
Sample Comments:
Positive:
Overall I have been very pleased with the academic advising here. They are willing to help
me and give me advice as needed.
He is very nice and willing to help me. I am really glad of that.
Very good. I love my advisor and I can see that he definitely wants me to succeed here
and once I step into the real world.
My adviser is easy to contact and often responds to my emails immediately or within a
few hours.
Negative:
My advisor is not a very open and helpful person, which makes meetings very awkward.
He gives off the message that he does not want me in his office or department. He does
not challenge me to do more than required and if anything, pressures me to only do the
bare minimum requirements. When asked about a potential double major, he was not able
to give any more information nor did he give me an additional person to contact. I am verydissatisfied with my current advisor and wish for someone better.
I feel like I was talking to a computer, no feelings, no advice, no sight on my future.
Completely un-impressed and dissatisfied. I even tried switching my adviser but to noavail.
I find better advising with advisors and professors other than my personally assigned
advisee.
Pointless to my education experience. My advisor has actually been a hindrance to my
progress at the university.
Advising at Syracuse is completely the students responsibility.
My Advisor knows nothing about the core requirements or credits.
I'm an art major, and whenever I need my advisor she has not been there once. I email her
to make important appointments, and she never responds (until I mark it "urgent"). More
than once my account has been on hold when it came time to enroll in my classes, because
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my advisor had never told me she needed to sign it, so I have had to run around searching
for her, in a panic.
The "freshman advisors" are rather useless, but my experience with my advisor in my
department has been great.
A rating of 3.4 was the mean for overall availability of courses while VPA scored highest
for availability of courses with a 3.7 rating and Falk and Education lowest with a 3.1
rating.
4. 51% of respondents said they were dissatisfied or neutral with the overall
availability of courses.
Source: Data collected by Undergraduates for a Better Education Members, SyracuseUniversity, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1to 5 with 1 being very dissatisfied and 5 being very satisfied.
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5. 56% of respondents said they were satisfied with the availability of classes that
meet school/college requirements.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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6. 64% of respondents said they were satisfied with the availability of classes that
meet their major requirements.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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Open-ended Responses Course Availability
Total Number of Comments Received: 251
Positive: 28.7%Negative: 57.0%
Neutral: 14.3%
Sample Comments:
Positive:
I am an Honors student, so I have always received priority.
I like the seniority factor. I also like that many teachers are willing to take you into a
class that is already full when you email them.
Being an athlete here at Syracuse has allowed me to schedule classes with very little
problems.
I was happy that my first semester all of my classes were in my major
I have been able so far to take every course I needed to or wanted to take
Negative:
Being that I am a freshman, a lot of the classes I want are closed already and I have to
rearrange everything.
There are many college requirements that many incoming students are not aware of for
example the check sheet needed for graduation. As well, for many behavioral, humanities
and other sections needed to be completed for graduation the classes offered for these
core requirements are often uninteresting and are often classes students seem to do poorlyon and do not care about. They have no interest in the course are are taking the course
solely because it is a requirement by offering courses that are more interesting in these
subjects students would be happier to take them.
The bioengineering curriculum requires planned courses to be taken precisely when
planned or you risk falling behind schedule and not graduating on time.
It was frustrating trying to fill my non-major course requirements because so many
classes fill up quickly.
Took me two semesters to get into many classes that I need to graduate. I think that isridiculous if it is required, and especially if it is for majors only.
Simply saying that courses are offered "irregularly" in the course guide has no real value
for long-term planning whatsoever. A listing of which courses are planned to be offeredin which upcoming semesters would be very helpful to those of us with "looser" majors
that need to figure out what we're going to take when.
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A lot of the listings of courses in the course catalog are never actually offered.
I feel that there are enough classes, but not enough sections for some classes (they get
filled up quickly).
7. 55% of respondents said they were dissatisfied or neutral with their professors
ability to get students excited about the course subject.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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8. 54% of respondents said they were dissatisfied or neutral with their professors
ability to get students to engage in classroom instruction.
Source: Data collected by Undergraduates for a Better Education Members, SyracuseUniversity, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1to 5 with 1 being very dissatisfied and 5 being very satisfied.
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9. 62% of respondents said they were dissatisfied or neutral with their teaching
assistants ability to support in-class instruction.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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10. 60% of respondents said they were dissatisfied or neutral with the extent to which grades
reflect learning.
Source: Data collected by Undergraduates for a Better Education Members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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Open-ended Responses Instruction
Total Number of Comments Received: 203
Positive: 15.3%Negative: 44.8%
Neutral: 3.0%
Sample CommentsPositive:
It really differs from course to course, TA to TA, and department to department. Overall,
I am satisfied.
I feel that my grades were reflective to the work I put in. As long as you attended the
classes, completed assignments/projects on time and participated in class discussions,
then the grades should be reflective of that effort. I do feel challenged and given theopportunity to express myself.
Instructors at levels higher than introductory courses are typically very helpful and
knowledgeable
This semester I have had mostly big lecture halls and therefore haven't had many
experiences with smaller classroom situations. But overall, all of my classes have beenheld in an acceptable manner.
Most of my instructors have been amazing! They're so passionate about the material they
teach!
Negative:
I've had a TA who couldn't even speak English well enough to teach the astronomy lab I
was taking. I am all for having foreign TAs but if they can't speak English they shouldn't
be teaching!!! I definitely think it negatively affected my grade. It was so bad we had tohave our friend ask questions in Spanish and then translate.
Professors are dull and are seldomly enthusiastic about course material.
Grades do not always reflect learning. It depends heavily in which class is being
considered
Professors need to work on engaging their classrooms. Yes I know, circuits and physics
aren't exactly a fun classes to teach, but guess what you're stuck with it and we have tolearn it so you might as well make the best of it so the test averages aren't 50's.
Varies depending on course, some professors are awesome, some not so awesome. Also,
what is the deal with TA's who barely speak English? My first semester of BIO 121
freshman year my lab TA spoke good English. My second semester of BIO 122 my lab
TA spoke horrible English. Lab practical grade semester 1= 96, semester 2= 55. I thinkthat proves my point!
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Open-ended Reponses What would you recommend the
University do to improve undergraduate education?
Total Number of Comments Received: 365
Instruction: 35.9%
Courses: 28.8%Advising: 12.6%
Miscellaneous: 10.1%
Funding: 5.0%
Sample CommentsInstruction:
Hire professors who seem enthusiastic about the subject rather than drown students with
their knowledge.
Teach TA's how to teach. Some are fabulous, some are downright horrible
Hire more TENURE-TRACK faculty; reduce student:faculty ratio (especially in
Environmental Engineering dept at LC Smith)
Provide more support for students with disabilities and have professors be held to a
higher standard on support for students. Those professors and instructors whom dont
follow through should be removed, screw tenure.
I'm studying engineering and have had terrible experiences so far. Many of my
professors, in required core courses, speak poor English nor seem to care how students
do. The class material is hard to begin with but having to deal with the language barrier
and as I mentioned before, the adversity at the beginning of the semester, just makes iteven harder. The grades I've received, good and bad, reflect not only me, but to some
extent, the professor as well. So, I would recommend looking through the staff.
Actually take into consideration our teacher evaluations. I know for a fact that most, if
not all, students complain about 1 teacher in particular yet she is still teaching the class. IfSU really cared about us learning, they would actually consider assigning her to teach a
different class rather than make students struggle year after year.
Courses:
Please, put forth more resources in improving classrooms, on-campus laboratories, and
overall condition of buildings. While some buildings on campus are absolutely beautiful,
there are many that do not get the attention that they receive. As an academic institution,
we should have more study areas, updated libraries, and do as much as we can tomaximize academic opportunities. Many students were very upset with the What Is It?
Campaign and would have liked for all of those resources to go towards financial aid,
scholarships, and other areas that would make Syracuse University a top academicinstitutions.
Availability of more classes. I am always waitlisted even for MAJOR courses I need to
take and office just tells me I can't take it
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I think the University should decrease the number of core requirements and increase the
number of/availability of advisors
To allow those of us who go to night classes to have the same opportunity to chose
classes pertaining to our career path
Have the classes be more skill based. Each student should gain basic skills for after
graduation, such as writing html code, knowing how to use excel properly, writing andcoding surveys, speaking skills, financial skills, and maybe even Photoshop basics
Advising:
Create some type of student oversight board that can give student to student advising, act
as a secure and permanent bridge between student, faculty and the administration. The
board or entity should compile feedback for every undergraduate class and seminar that
could be used to provide constructive critiques to all parties involved. Hopefully, this
would open up strong and meaningful communication between students, faculty andadministrators.
Find a way to increase standards of advising across all colleges - experiences vary greatly
from each college to the next.
Better advising. Many students end up spending five years here which is completely
unnecessary. Perhaps if advisors knew more about subjects they could help students
fulfill all their requirementsMiscellaneous:
Make admissions more selective
Too many things to list here, but the one thing I will suggest is making diverse students
feel more welcome. I don't mean just our freshman year. As a student of color, I wasupset to see that I had barely any professors of color. The campus feels very segregated
and though there are great support programs in the Office of Multicultural Affairs, I
always felt like the university administrators could have done more to make students of
color fee at home.Funding:
Invest more money in departments instead of student centers and clubs. There are
departments in CAS that are essential to the development of the university in the
globalized world (Language Departments specifically) that are on the brink of closuredue to underfunding. SU advertises itself as a research institution but this is simply
untrue. Some majors and schools are given unfair preference and the focus of the
university environment seems to be sports.
Lower tuition. Everything here costs an exorbitant amount of money.
Be more transparent with where resources and funds go for undergraduate education. I
would like breakdowns of where my tuition money goes.
Improve classrooms besides the ones in Newhouse and Whitman - makes other majorsfeel there learning space is less important because the classrooms have old and brokendesks (Huntington hall, Sims, HBC are some examples)
Use more of its billion dollar endowment to provide scholarships and fund student
organizations, and less of it to fund sports programs and unnecessary remodeling.
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APPENDICES
Table of Contents
Appendix I ` Survey Instrument
Appendix II Cross-College Comparisons
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Appendix I-1Survey Instrument
Undergraduates for a Better Education (UBE) invites you to provide your feedback on undergraduate education at
Syracuse University. The data collected will be used create recommendations to be presented the University
administration. Your responses will be confidential and only grouped data will be reported.
1. Electronic Consent form
Advising
Please indicate your level of satisfaction at Syracuse University with:
Very Very
N/A Dissatisfied Dissatisfied Neutral Satisfied Satisfied
2. Availability of your advisor ...N/A 1 2 3 4 5
3. Your advisors knowledge ofcore requirementsN/A 1 2 3 4 5
4. Your personal interactions with your
advisor.N/A 1 2 3 4 5
5. Please comment on your advising experiences at the University.
Course Availability
Please indicate your level of satisfaction at Syracuse University with:
6. Overall availability of courses .N/A 1 2 3 4 5
7. Availability of classes thatmeetschool/college core requirementsN/A 1 2 3 4 5
8. Availability of classes that meet
majorrequirements....N/A 1 2 3 4 5
9. Please comment on your experiences with course availability.
Instruction
Please indicate your level of satisfaction at Syracuse University with:
10. Professors ability to get studentsexcited about course subject.. ..N/A 1 2 3 4 5
11. Professors ability to get students
to engage in classroom instruction.... N/A 1 2 3 4 5
12. Teaching assistants ability to .. N/A 1 2 3 4 5
support in-class instruction
13. Extent to which grades reflect learningN/A 1 2 3 4 5
14. Please comment on your experiences with instruction.
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15. What would you recommend the University do to improve undergraduate education?
16. Please provide any additional comments about your undergraduate educational experience at
Syracuse University that you would like UBE to know about.
Please respond to the following demographic items by checking the response that best describes you. All
responses are optional and will be kept confidential. Only group data will be reported, and the resultswill be summarized in a way that ensures anonymity.
17. Gender:
[ ] Female
[ ] Male
[ ] Transgender[ ] Other, please specify: _______________
18. Please check the category that most closely describes your ethnic background.
[ ] African American or Black
[ ] Native American/American Indian/ Alaskan Indian
[ ] Asian American or Asian/Pacific Islander
[ ] Latino/a or Hispanic American
[ ] White/European American[ ] Multiracial
[ ] Other
19. Year:
[ ] First year
[ ] Sophomore
[ ] Junior
[ ] Senior
20. Home college(s): (If dually enrolled, check both schools)[ ] School of Architecture
[ ] College of Arts and Sciences
[ ] School of Education[ ] Smith College of Engineering and Computer Science
[ ] Falk College of Sport and Human Dynamics
[ ] School of Information Studies
[ ] Maxwell School of Citizenship and Public Affairs
[ ] Newhouse School of Public Communications[ ] College of Visual and Performing Arts
[ ] Whitman School of Management
21. Have you declared a major?
[ ] Yes
[ ] No
22. Residence during the school year:[ ] On campus
[ ] Off campus
Thank you for taking the time to complete this survey! Your responses will help the UBE form
recommendations on how the University may improve the undergraduate education experience.
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Appendix II-1Cross College Comparison
Every question on the survey was broken down into average satisfaction level by college,
and then compared. Responses from the School of Information Studies and School ofEducation were excluded from these breakdowns due to low response rates.
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1.
Source: Data collected by Undergraduates for Better Education members, SyracuseUniversity, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1 to
5 with 1 being very dissatisfied and 5 being very satisfied.
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2.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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3.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1 to
5 with 1 being very dissatisfied and 5 being very satisfied.
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4.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1 to
5 with 1 being very dissatisfied and 5 being very satisfied.
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5.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1to 5 with 1 being very dissatisfied and 5 being very satisfied.
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6.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
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7.
Source: Data collected by Undergraduates for Better Education members, SyracuseUniversity, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1 to
5 with 1 being very dissatisfied and 5 being very satisfied.
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36/38
8.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
7/27/2019 Syracuse University Undergraduates for a Better Education Survey Report Fall 2013
37/38
9.
Source: Data collected by Undergraduates for Better Education members, Syracuse
University, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.
7/27/2019 Syracuse University Undergraduates for a Better Education Survey Report Fall 2013
38/38
10.
Source: Data collected by Undergraduates for Better Education members, SyracuseUniversity, Spring 2013.
Comment: Respondents were asked to indicate their level of satisfaction on a scale of 1
to 5 with 1 being very dissatisfied and 5 being very satisfied.