Senior Graduation Survey

2017 Spring Senior Graduation Survey

This questionaire asks for your reflections on your experiences at the Clark School of Engineering and with the University as a whole. Your responses will be used to improve programs and practices for current and future students. Responses will be used for statistcal purposes only and will be held strictly confidential. Thank you for your support.

Please enter your info:

UID # (NOT your SS#):

Your Email:

Please identify your major:

Aerospace

Civil / Environmental

Fire Protection

Bioengineering

Computer

Materials

Chemical

Electrical

Mechanical

Were you an undergraduate transfer to UM?

Yes
No

Section One: Engineering Education Knowledge, Skills, and Habits

In reflecting upon your College of Engineering experiences since your freshman year, please rate your current level
of competence in the following areas:

Knowledge and Abilities

**Knowledge and Abilities**
	Current Level of Competence
	(1) Low	(2)	(3) Average	(4)	(5) High
Basic Science and Physics	Current Level of Competence - (1) Low - Basic Science and Physics	Current Level of Competence - (2) - Basic Science and Physics	Current Level of Competence - (3) Average - Basic Science and Physics	Current Level of Competence - (4) - Basic Science and Physics	Current Level of Competence - (5) High - Basic Science and Physics
Chemistry	Current Level of Competence - (1) Low - Chemistry	Current Level of Competence - (2) - Chemistry	Current Level of Competence - (3) Average - Chemistry	Current Level of Competence - (4) - Chemistry	Current Level of Competence - (5) High - Chemistry
Mathematics	Current Level of Competence - (1) Low - Mathematics	Current Level of Competence - (2) - Mathematics	Current Level of Competence - (3) Average - Mathematics	Current Level of Competence - (4) - Mathematics	Current Level of Competence - (5) High - Mathematics
Engineering Basics	Current Level of Competence - (1) Low - Engineering Basics	Current Level of Competence - (2) - Engineering Basics	Current Level of Competence - (3) Average - Engineering Basics	Current Level of Competence - (4) - Engineering Basics	Current Level of Competence - (5) High - Engineering Basics
Engineering-Discipline Specific	Current Level of Competence - (1) Low - Engineering-Discipline Specific	Current Level of Competence - (2) - Engineering-Discipline Specific	Current Level of Competence - (3) Average - Engineering-Discipline Specific	Current Level of Competence - (4) - Engineering-Discipline Specific	Current Level of Competence - (5) High - Engineering-Discipline Specific
Computer Skills for Engineering	Current Level of Competence - (1) Low - Computer Skills for Engineering	Current Level of Competence - (2) - Computer Skills for Engineering	Current Level of Competence - (3) Average - Computer Skills for Engineering	Current Level of Competence - (4) - Computer Skills for Engineering	Current Level of Competence - (5) High - Computer Skills for Engineering
Current Technologies	Current Level of Competence - (1) Low - Current Technologies	Current Level of Competence - (2) - Current Technologies	Current Level of Competence - (3) Average - Current Technologies	Current Level of Competence - (4) - Current Technologies	Current Level of Competence - (5) High - Current Technologies
Broad, Well-Rounded Education	Current Level of Competence - (1) Low - Broad, Well-Rounded Education	Current Level of Competence - (2) - Broad, Well-Rounded Education	Current Level of Competence - (3) Average - Broad, Well-Rounded Education	Current Level of Competence - (4) - Broad, Well-Rounded Education	Current Level of Competence - (5) High - Broad, Well-Rounded Education
Global Perspective	Current Level of Competence - (1) Low - Global Perspective	Current Level of Competence - (2) - Global Perspective	Current Level of Competence - (3) Average - Global Perspective	Current Level of Competence - (4) - Global Perspective	Current Level of Competence - (5) High - Global Perspective

Skill and Experience

**Skill and Experience**
	Current Level of Competence
	(1) Low	(2)	(3) Average	(4)	(5) High
Problem Solving	Current Level of Competence - (1) Low - Problem Solving	Current Level of Competence - (2) - Problem Solving	Current Level of Competence - (3) Average - Problem Solving	Current Level of Competence - (4) - Problem Solving	Current Level of Competence - (5) High - Problem Solving
Creative Thinking	Current Level of Competence - (1) Low - Creative Thinking	Current Level of Competence - (2) - Creative Thinking	Current Level of Competence - (3) Average - Creative Thinking	Current Level of Competence - (4) - Creative Thinking	Current Level of Competence - (5) High - Creative Thinking
Writing	Current Level of Competence - (1) Low - Writing	Current Level of Competence - (2) - Writing	Current Level of Competence - (3) Average - Writing	Current Level of Competence - (4) - Writing	Current Level of Competence - (5) High - Writing
Oral Presentation	Current Level of Competence - (1) Low - Oral Presentation	Current Level of Competence - (2) - Oral Presentation	Current Level of Competence - (3) Average - Oral Presentation	Current Level of Competence - (4) - Oral Presentation	Current Level of Competence - (5) High - Oral Presentation
Interpersonal Communications	Current Level of Competence - (1) Low - Interpersonal Communications	Current Level of Competence - (2) - Interpersonal Communications	Current Level of Competence - (3) Average - Interpersonal Communications	Current Level of Competence - (4) - Interpersonal Communications	Current Level of Competence - (5) High - Interpersonal Communications
Teamwork	Current Level of Competence - (1) Low - Teamwork	Current Level of Competence - (2) - Teamwork	Current Level of Competence - (3) Average - Teamwork	Current Level of Competence - (4) - Teamwork	Current Level of Competence - (5) High - Teamwork
Practical Experience (hands-on)	Current Level of Competence - (1) Low - Practical Experience (hands-on)	Current Level of Competence - (2) - Practical Experience (hands-on)	Current Level of Competence - (3) Average - Practical Experience (hands-on)	Current Level of Competence - (4) - Practical Experience (hands-on)	Current Level of Competence - (5) High - Practical Experience (hands-on)
Management	Current Level of Competence - (1) Low - Management	Current Level of Competence - (2) - Management	Current Level of Competence - (3) Average - Management	Current Level of Competence - (4) - Management	Current Level of Competence - (5) High - Management

Habits

**Habits**
	Current Level of Competence
	(1) Low	(2)	(3) Average	(4)	(5) High
Engineering Ethics	Current Level of Competence - (1) Low - Engineering Ethics	Current Level of Competence - (2) - Engineering Ethics	Current Level of Competence - (3) Average - Engineering Ethics	Current Level of Competence - (4) - Engineering Ethics	Current Level of Competence - (5) High - Engineering Ethics
Professionalism	Current Level of Competence - (1) Low - Professionalism	Current Level of Competence - (2) - Professionalism	Current Level of Competence - (3) Average - Professionalism	Current Level of Competence - (4) - Professionalism	Current Level of Competence - (5) High - Professionalism
Social Awareness	Current Level of Competence - (1) Low - Social Awareness	Current Level of Competence - (2) - Social Awareness	Current Level of Competence - (3) Average - Social Awareness	Current Level of Competence - (4) - Social Awareness	Current Level of Competence - (5) High - Social Awareness
Appreciation of the need for Lifelong Learning	Current Level of Competence - (1) Low - Appreciation of the need for Lifelong Learning	Current Level of Competence - (2) - Appreciation of the need for Lifelong Learning	Current Level of Competence - (3) Average - Appreciation of the need for Lifelong Learning	Current Level of Competence - (4) - Appreciation of the need for Lifelong Learning	Current Level of Competence - (5) High - Appreciation of the need for Lifelong Learning
Appreciation of Diversity	Current Level of Competence - (1) Low - Appreciation of Diversity	Current Level of Competence - (2) - Appreciation of Diversity	Current Level of Competence - (3) Average - Appreciation of Diversity	Current Level of Competence - (4) - Appreciation of Diversity	Current Level of Competence - (5) High - Appreciation of Diversity

Section Two: Your Development as an Engineer in the Clark School

1. Please rate the influences that helped you attain an Engineering degree from the Clark School of Engineering:

**1. Please rate the influences that helped you attain an Engineering degree from the Clark School of Engineering:**
	Level of Influence
	(1) Little Influence	(2)	(3) Moderate Influence	(4)	(5) Important Influence	(NA) Not Applicable
My career goals	Level of Influence - (1) Little Influence - My career goals	Level of Influence - (2) - My career goals	Level of Influence - (3) Moderate Influence - My career goals	Level of Influence - (4) - My career goals	Level of Influence - (5) Important Influence - My career goals	Level of Influence - (NA) Not Applicable - My career goals
Advising in my major	Level of Influence - (1) Little Influence - Advising in my major	Level of Influence - (2) - Advising in my major	Level of Influence - (3) Moderate Influence - Advising in my major	Level of Influence - (4) - Advising in my major	Level of Influence - (5) Important Influence - Advising in my major	Level of Influence - (NA) Not Applicable - Advising in my major
Interest in my major field	Level of Influence - (1) Little Influence - Interest in my major field	Level of Influence - (2) - Interest in my major field	Level of Influence - (3) Moderate Influence - Interest in my major field	Level of Influence - (4) - Interest in my major field	Level of Influence - (5) Important Influence - Interest in my major field	Level of Influence - (NA) Not Applicable - Interest in my major field
My parent(s) or other relatives	Level of Influence - (1) Little Influence - My parent(s) or other relatives	Level of Influence - (2) - My parent(s) or other relatives	Level of Influence - (3) Moderate Influence - My parent(s) or other relatives	Level of Influence - (4) - My parent(s) or other relatives	Level of Influence - (5) Important Influence - My parent(s) or other relatives	Level of Influence - (NA) Not Applicable - My parent(s) or other relatives
A member of the Engineering faculty	Level of Influence - (1) Little Influence - A member of the Engineering faculty	Level of Influence - (2) - A member of the Engineering faculty	Level of Influence - (3) Moderate Influence - A member of the Engineering faculty	Level of Influence - (4) - A member of the Engineering faculty	Level of Influence - (5) Important Influence - A member of the Engineering faculty	Level of Influence - (NA) Not Applicable - A member of the Engineering faculty
A member of the Engineering staff	Level of Influence - (1) Little Influence - A member of the Engineering staff	Level of Influence - (2) - A member of the Engineering staff	Level of Influence - (3) Moderate Influence - A member of the Engineering staff	Level of Influence - (4) - A member of the Engineering staff	Level of Influence - (5) Important Influence - A member of the Engineering staff	Level of Influence - (NA) Not Applicable - A member of the Engineering staff
Fellow students	Level of Influence - (1) Little Influence - Fellow students	Level of Influence - (2) - Fellow students	Level of Influence - (3) Moderate Influence - Fellow students	Level of Influence - (4) - Fellow students	Level of Influence - (5) Important Influence - Fellow students	Level of Influence - (NA) Not Applicable - Fellow students
Participation in an engineering related group project	Level of Influence - (1) Little Influence - Participation in an engineering related group project	Level of Influence - (2) - Participation in an engineering related group project	Level of Influence - (3) Moderate Influence - Participation in an engineering related group project	Level of Influence - (4) - Participation in an engineering related group project	Level of Influence - (5) Important Influence - Participation in an engineering related group project	Level of Influence - (NA) Not Applicable - Participation in an engineering related group project
Participation in engineering research	Level of Influence - (1) Little Influence - Participation in engineering research	Level of Influence - (2) - Participation in engineering research	Level of Influence - (3) Moderate Influence - Participation in engineering research	Level of Influence - (4) - Participation in engineering research	Level of Influence - (5) Important Influence - Participation in engineering research	Level of Influence - (NA) Not Applicable - Participation in engineering research
Participation in a co-op experience with an off-campus employer	Level of Influence - (1) Little Influence - Participation in a co-op experience with an off-campus employer	Level of Influence - (2) - Participation in a co-op experience with an off-campus employer	Level of Influence - (3) Moderate Influence - Participation in a co-op experience with an off-campus employer	Level of Influence - (4) - Participation in a co-op experience with an off-campus employer	Level of Influence - (5) Important Influence - Participation in a co-op experience with an off-campus employer	Level of Influence - (NA) Not Applicable - Participation in a co-op experience with an off-campus employer
Participating in tutoring services provided by the school	Level of Influence - (1) Little Influence - Participating in tutoring services provided by the school	Level of Influence - (2) - Participating in tutoring services provided by the school	Level of Influence - (3) Moderate Influence - Participating in tutoring services provided by the school	Level of Influence - (4) - Participating in tutoring services provided by the school	Level of Influence - (5) Important Influence - Participating in tutoring services provided by the school	Level of Influence - (NA) Not Applicable - Participating in tutoring services provided by the school
Interest and competence in my engineering course work	Level of Influence - (1) Little Influence - Interest and competence in my engineering course work	Level of Influence - (2) - Interest and competence in my engineering course work	Level of Influence - (3) Moderate Influence - Interest and competence in my engineering course work	Level of Influence - (4) - Interest and competence in my engineering course work	Level of Influence - (5) Important Influence - Interest and competence in my engineering course work	Level of Influence - (NA) Not Applicable - Interest and competence in my engineering course work
Other, please specify:	Level of Influence - (1) Little Influence - Other, please specify:	Level of Influence - (2) - Other, please specify:	Level of Influence - (3) Moderate Influence - Other, please specify:	Level of Influence - (4) - Other, please specify:	Level of Influence - (5) Important Influence - Other, please specify:	Level of Influence - (NA) Not Applicable - Other, please specify:
	Level of Influence - (1) Little Influence -	Level of Influence - (2) -	Level of Influence - (3) Moderate Influence -	Level of Influence - (4) -	Level of Influence - (5) Important Influence -	Level of Influence - (NA) Not Applicable -

2. Please rate your degree of gain in the following areas of engineering:

**2. Please rate your degree of gain in the following areas of engineering:**
	Degree of Gain
	(1) Little Gain	(2)	(3) Moderate Gain	(4)	(5) High Gain
Designing and conducting an experiment to obtain measurement or to gain additional knowledge	Degree of Gain - (1) Little Gain - Designing and conducting an experiment to obtain measurement or to gain additional knowledge	Degree of Gain - (2) - Designing and conducting an experiment to obtain measurement or to gain additional knowledge	Degree of Gain - (3) Moderate Gain - Designing and conducting an experiment to obtain measurement or to gain additional knowledge	Degree of Gain - (4) - Designing and conducting an experiment to obtain measurement or to gain additional knowledge	Degree of Gain - (5) High Gain - Designing and conducting an experiment to obtain measurement or to gain additional knowledge
Analyzing and interpreting a set of data to find underlying meaning	Degree of Gain - (1) Little Gain - Analyzing and interpreting a set of data to find underlying meaning	Degree of Gain - (2) - Analyzing and interpreting a set of data to find underlying meaning	Degree of Gain - (3) Moderate Gain - Analyzing and interpreting a set of data to find underlying meaning	Degree of Gain - (4) - Analyzing and interpreting a set of data to find underlying meaning	Degree of Gain - (5) High Gain - Analyzing and interpreting a set of data to find underlying meaning
Designing a device or process according to a set of specifications	Degree of Gain - (1) Little Gain - Designing a device or process according to a set of specifications	Degree of Gain - (2) - Designing a device or process according to a set of specifications	Degree of Gain - (3) Moderate Gain - Designing a device or process according to a set of specifications	Degree of Gain - (4) - Designing a device or process according to a set of specifications	Degree of Gain - (5) High Gain - Designing a device or process according to a set of specifications
Functioning as a technically contributing member of an engineering team	Degree of Gain - (1) Little Gain - Functioning as a technically contributing member of an engineering team	Degree of Gain - (2) - Functioning as a technically contributing member of an engineering team	Degree of Gain - (3) Moderate Gain - Functioning as a technically contributing member of an engineering team	Degree of Gain - (4) - Functioning as a technically contributing member of an engineering team	Degree of Gain - (5) High Gain - Functioning as a technically contributing member of an engineering team
Formulating engineering problems	Degree of Gain - (1) Little Gain - Formulating engineering problems	Degree of Gain - (2) - Formulating engineering problems	Degree of Gain - (3) Moderate Gain - Formulating engineering problems	Degree of Gain - (4) - Formulating engineering problems	Degree of Gain - (5) High Gain - Formulating engineering problems
Using appropriate engineering techniques-- Software:	Degree of Gain - (1) Little Gain - Using appropriate engineering techniques-- Software:	Degree of Gain - (2) - Using appropriate engineering techniques-- Software:	Degree of Gain - (3) Moderate Gain - Using appropriate engineering techniques-- Software:	Degree of Gain - (4) - Using appropriate engineering techniques-- Software:	Degree of Gain - (5) High Gain - Using appropriate engineering techniques-- Software:
Using appropriate engineering techniques-- Lab Equipment:	Degree of Gain - (1) Little Gain - Using appropriate engineering techniques-- Lab Equipment:	Degree of Gain - (2) - Using appropriate engineering techniques-- Lab Equipment:	Degree of Gain - (3) Moderate Gain - Using appropriate engineering techniques-- Lab Equipment:	Degree of Gain - (4) - Using appropriate engineering techniques-- Lab Equipment:	Degree of Gain - (5) High Gain - Using appropriate engineering techniques-- Lab Equipment:
Using appropriate engineering techniques-- Report Writing:	Degree of Gain - (1) Little Gain - Using appropriate engineering techniques-- Report Writing:	Degree of Gain - (2) - Using appropriate engineering techniques-- Report Writing:	Degree of Gain - (3) Moderate Gain - Using appropriate engineering techniques-- Report Writing:	Degree of Gain - (4) - Using appropriate engineering techniques-- Report Writing:	Degree of Gain - (5) High Gain - Using appropriate engineering techniques-- Report Writing:
Understanding the responsibilities of a professional engineer	Degree of Gain - (1) Little Gain - Understanding the responsibilities of a professional engineer	Degree of Gain - (2) - Understanding the responsibilities of a professional engineer	Degree of Gain - (3) Moderate Gain - Understanding the responsibilities of a professional engineer	Degree of Gain - (4) - Understanding the responsibilities of a professional engineer	Degree of Gain - (5) High Gain - Understanding the responsibilities of a professional engineer
Effectively expressing engineering-related ideas to others	Degree of Gain - (1) Little Gain - Effectively expressing engineering-related ideas to others	Degree of Gain - (2) - Effectively expressing engineering-related ideas to others	Degree of Gain - (3) Moderate Gain - Effectively expressing engineering-related ideas to others	Degree of Gain - (4) - Effectively expressing engineering-related ideas to others	Degree of Gain - (5) High Gain - Effectively expressing engineering-related ideas to others
Listening to and interpreting different viewpoints objectively	Degree of Gain - (1) Little Gain - Listening to and interpreting different viewpoints objectively	Degree of Gain - (2) - Listening to and interpreting different viewpoints objectively	Degree of Gain - (3) Moderate Gain - Listening to and interpreting different viewpoints objectively	Degree of Gain - (4) - Listening to and interpreting different viewpoints objectively	Degree of Gain - (5) High Gain - Listening to and interpreting different viewpoints objectively
Knowing when to seek out additional information or assistance	Degree of Gain - (1) Little Gain - Knowing when to seek out additional information or assistance	Degree of Gain - (2) - Knowing when to seek out additional information or assistance	Degree of Gain - (3) Moderate Gain - Knowing when to seek out additional information or assistance	Degree of Gain - (4) - Knowing when to seek out additional information or assistance	Degree of Gain - (5) High Gain - Knowing when to seek out additional information or assistance
Learning the importance of keeping current in my field	Degree of Gain - (1) Little Gain - Learning the importance of keeping current in my field	Degree of Gain - (2) - Learning the importance of keeping current in my field	Degree of Gain - (3) Moderate Gain - Learning the importance of keeping current in my field	Degree of Gain - (4) - Learning the importance of keeping current in my field	Degree of Gain - (5) High Gain - Learning the importance of keeping current in my field
Preparedness for first job or graduate school	Degree of Gain - (1) Little Gain - Preparedness for first job or graduate school	Degree of Gain - (2) - Preparedness for first job or graduate school	Degree of Gain - (3) Moderate Gain - Preparedness for first job or graduate school	Degree of Gain - (4) - Preparedness for first job or graduate school	Degree of Gain - (5) High Gain - Preparedness for first job or graduate school

3. Did you participate in any of the following experiences while enrolled in the Clark School? (if not, please skip to Question 4)
Mark all that apply.

Being a mentor to other engineering students
Engineering co-op
Engineering job (internship, summer, part-time, engineering related employment)
Being mentored by a faculty member
Being mentored by a staff member
Engineering research
Engineering student societies
Engineering teaching experience

4. Please use the following scale and rate the items below:

**4. Please use the following scale and rate the items below:**
	Scale
	(1) Strongly Disagree	(2)	(3) Strongly Neutral	(4)	(5) Strongly Agree
I understand my own assets, liabilities and potential as a person.	Scale - (1) Strongly Disagree - I understand my own assets, liabilities and potential as a person.	Scale - (2) - I understand my own assets, liabilities and potential as a person.	Scale - (3) Strongly Neutral - I understand my own assets, liabilities and potential as a person.	Scale - (4) - I understand my own assets, liabilities and potential as a person.	Scale - (5) Strongly Agree - I understand my own assets, liabilities and potential as a person.
I have developed satisfactory leadership skills and abilities.	Scale - (1) Strongly Disagree - I have developed satisfactory leadership skills and abilities.	Scale - (2) - I have developed satisfactory leadership skills and abilities.	Scale - (3) Strongly Neutral - I have developed satisfactory leadership skills and abilities.	Scale - (4) - I have developed satisfactory leadership skills and abilities.	Scale - (5) Strongly Agree - I have developed satisfactory leadership skills and abilities.
I have been satisfied with my academic performance (grades earned).	Scale - (1) Strongly Disagree - I have been satisfied with my academic performance (grades earned).	Scale - (2) - I have been satisfied with my academic performance (grades earned).	Scale - (3) Strongly Neutral - I have been satisfied with my academic performance (grades earned).	Scale - (4) - I have been satisfied with my academic performance (grades earned).	Scale - (5) Strongly Agree - I have been satisfied with my academic performance (grades earned).
The requirements in my major were reasonable and clear.	Scale - (1) Strongly Disagree - The requirements in my major were reasonable and clear.	Scale - (2) - The requirements in my major were reasonable and clear.	Scale - (3) Strongly Neutral - The requirements in my major were reasonable and clear.	Scale - (4) - The requirements in my major were reasonable and clear.	Scale - (5) Strongly Agree - The requirements in my major were reasonable and clear.
Faculty were fair in their treatment of individual students.	Scale - (1) Strongly Disagree - Faculty were fair in their treatment of individual students.	Scale - (2) - Faculty were fair in their treatment of individual students.	Scale - (3) Strongly Neutral - Faculty were fair in their treatment of individual students.	Scale - (4) - Faculty were fair in their treatment of individual students.	Scale - (5) Strongly Agree - Faculty were fair in their treatment of individual students.
Tutoring services were readily available.	Scale - (1) Strongly Disagree - Tutoring services were readily available.	Scale - (2) - Tutoring services were readily available.	Scale - (3) Strongly Neutral - Tutoring services were readily available.	Scale - (4) - Tutoring services were readily available.	Scale - (5) Strongly Agree - Tutoring services were readily available.
There is a commitment to academic excellence in the school.	Scale - (1) Strongly Disagree - There is a commitment to academic excellence in the school.	Scale - (2) - There is a commitment to academic excellence in the school.	Scale - (3) Strongly Neutral - There is a commitment to academic excellence in the school.	Scale - (4) - There is a commitment to academic excellence in the school.	Scale - (5) Strongly Agree - There is a commitment to academic excellence in the school.
Faculty in my program were usually available to me.	Scale - (1) Strongly Disagree - Faculty in my program were usually available to me.	Scale - (2) - Faculty in my program were usually available to me.	Scale - (3) Strongly Neutral - Faculty in my program were usually available to me.	Scale - (4) - Faculty in my program were usually available to me.	Scale - (5) Strongly Agree - Faculty in my program were usually available to me.
Faculty advising in my major was a positive experience.	Scale - (1) Strongly Disagree - Faculty advising in my major was a positive experience.	Scale - (2) - Faculty advising in my major was a positive experience.	Scale - (3) Strongly Neutral - Faculty advising in my major was a positive experience.	Scale - (4) - Faculty advising in my major was a positive experience.	Scale - (5) Strongly Agree - Faculty advising in my major was a positive experience.
Staff advising (in Undergraduate Advising & Academic Support) was a positive experience.	Scale - (1) Strongly Disagree - Staff advising (in Undergraduate Advising & Academic Support) was a positive experience.	Scale - (2) - Staff advising (in Undergraduate Advising & Academic Support) was a positive experience.	Scale - (3) Strongly Neutral - Staff advising (in Undergraduate Advising & Academic Support) was a positive experience.	Scale - (4) - Staff advising (in Undergraduate Advising & Academic Support) was a positive experience.	Scale - (5) Strongly Agree - Staff advising (in Undergraduate Advising & Academic Support) was a positive experience.
Technical courses outside of my major were important to my overall education.	Scale - (1) Strongly Disagree - Technical courses outside of my major were important to my overall education.	Scale - (2) - Technical courses outside of my major were important to my overall education.	Scale - (3) Strongly Neutral - Technical courses outside of my major were important to my overall education.	Scale - (4) - Technical courses outside of my major were important to my overall education.	Scale - (5) Strongly Agree - Technical courses outside of my major were important to my overall education.
Non-technical courses outside my major (such as General Education) were important to my overall education.	Scale - (1) Strongly Disagree - Non-technical courses outside my major (such as General Education) were important to my overall education.	Scale - (2) - Non-technical courses outside my major (such as General Education) were important to my overall education.	Scale - (3) Strongly Neutral - Non-technical courses outside my major (such as General Education) were important to my overall education.	Scale - (4) - Non-technical courses outside my major (such as General Education) were important to my overall education.	Scale - (5) Strongly Agree - Non-technical courses outside my major (such as General Education) were important to my overall education.
I would recommend the School of Engineering to a friend.	Scale - (1) Strongly Disagree - I would recommend the School of Engineering to a friend.	Scale - (2) - I would recommend the School of Engineering to a friend.	Scale - (3) Strongly Neutral - I would recommend the School of Engineering to a friend.	Scale - (4) - I would recommend the School of Engineering to a friend.	Scale - (5) Strongly Agree - I would recommend the School of Engineering to a friend.
Overall, I am very satisfied with the education I received at the School of Engineering.	Scale - (1) Strongly Disagree - Overall, I am very satisfied with the education I received at the School of Engineering.	Scale - (2) - Overall, I am very satisfied with the education I received at the School of Engineering.	Scale - (3) Strongly Neutral - Overall, I am very satisfied with the education I received at the School of Engineering.	Scale - (4) - Overall, I am very satisfied with the education I received at the School of Engineering.	Scale - (5) Strongly Agree - Overall, I am very satisfied with the education I received at the School of Engineering.

Section Three: Open Ended Questions

1. Please identify the educational experiences provided by the Clark School of Engineering that were
MOST VALUABLE to your professional development (e.g., specific courses, faculty, advising and career services, etc.):

2. Please identify the educational experiences provided by the Clark School of Engineering that were
LEAST VALUABLE to your professional development:

3. Please describe other curricular (General Education or elective courses) or co-curricular (Engineering societies, clubs, etc.) experiences at the University of Maryland that made a positive impact on your education.

2017 Spring Senior Graduation Survey

Please enter your info:

Please identify your major:

Were you an undergraduate transfer to UM?

Knowledge and Abilities

Skill and Experience

Habits

1. Please rate the influences that helped you attain an Engineering degree from the Clark School of Engineering:

2. Please rate your degree of gain in the following areas of engineering:

3. Did you participate in any of the following experiences while enrolled in the Clark School? (if not, please skip to Question 4)
Mark all that apply.

4. Please use the following scale and rate the items below:

1. Please identify the educational experiences provided by the Clark School of Engineering that were
MOST VALUABLE to your professional development (e.g., specific courses, faculty, advising and career services, etc.):

2. Please identify the educational experiences provided by the Clark School of Engineering that were
LEAST VALUABLE to your professional development:

3. Please describe other curricular (General Education or elective courses) or co-curricular (Engineering societies, clubs, etc.) experiences at the University of Maryland that made a positive impact on your education.

4. How satisfied were you with Engineering support (e.g., math, physics and chemistry)? Why or why not?

5. If there was one thing you could change about your experience in the school of Engineering, what would that be
and why?

2017 Spring Senior Graduation Survey

Please enter your info:

Please identify your major:

Were you an undergraduate transfer to UM?

Knowledge and Abilities

Skill and Experience

Habits

1. Please rate the influences that helped you attain an Engineering degree from the Clark School of Engineering:

2. Please rate your degree of gain in the following areas of engineering:

3. Did you participate in any of the following experiences while enrolled in the Clark School? (if not, please skip to Question 4) Mark all that apply.

4. Please use the following scale and rate the items below:

1. Please identify the educational experiences provided by the Clark School of Engineering that were MOST VALUABLE to your professional development (e.g., specific courses, faculty, advising and career services, etc.):

2. Please identify the educational experiences provided by the Clark School of Engineering that were LEAST VALUABLE to your professional development:

3. Please describe other curricular (General Education or elective courses) or co-curricular (Engineering societies, clubs, etc.) experiences at the University of Maryland that made a positive impact on your education.

4. How satisfied were you with Engineering support (e.g., math, physics and chemistry)? Why or why not?

5. If there was one thing you could change about your experience in the school of Engineering, what would that be and why?

3. Did you participate in any of the following experiences while enrolled in the Clark School? (if not, please skip to Question 4)
Mark all that apply.

1. Please identify the educational experiences provided by the Clark School of Engineering that were
MOST VALUABLE to your professional development (e.g., specific courses, faculty, advising and career services, etc.):

2. Please identify the educational experiences provided by the Clark School of Engineering that were
LEAST VALUABLE to your professional development:

5. If there was one thing you could change about your experience in the school of Engineering, what would that be
and why?