LSUA Graduate Survey-Associate Degree (Spring 2020)

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* 1. From what department are you graduating?

AEH - Arts, English, and Humanities

ALLH - Allied Health

BADM - Business Administration

BIOL - Biological Sciences

CJ - Criminal Justice

EDUC - Education

HIPS - History and Political Science

MAPS - Mathematics and Physical Sciences

NURS - Nursing

PSYC - Psychology

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* 2. What associate degree will you be receiving?

Associate of Arts

Associate of Science in Care and Development of Young Children

Associate of Science

Associate in Criminal Justice

Associate of Science in Clinical Lab Science

Associate in Nursing

Associate of Science in Radiologic Technology

Certificate in Pharmacy Technology

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* 3. Please indicate your overall satisfaction with the curriculum requirements of the degree you selected in question number 2 above.

Very Satisfied

Somewhat Satisfied

Somewhat Dissatisfied

Dissatisfied

No opinion

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* 4. Through your course work at LSUA, how many OPPORTUNITIES did you have to acquire the following competencies?

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* 5. Please rate your ABILITY in each of the competency areas listed below.

	Highly Competent	Competent	Somewhat Competent	Not Competent	Unsure
Read with comprehension at the college level	Read with comprehension at the college level Highly Competent	Read with comprehension at the college level Competent	Read with comprehension at the college level Somewhat Competent	Read with comprehension at the college level Not Competent	Read with comprehension at the college level Unsure
Communicate effectively in writing	Communicate effectively in writing Highly Competent	Communicate effectively in writing Competent	Communicate effectively in writing Somewhat Competent	Communicate effectively in writing Not Competent	Communicate effectively in writing Unsure
Communicate effectively through speech	Communicate effectively through speech Highly Competent	Communicate effectively through speech Competent	Communicate effectively through speech Somewhat Competent	Communicate effectively through speech Not Competent	Communicate effectively through speech Unsure
Basic competency in the use of computers	Basic competency in the use of computers Highly Competent	Basic competency in the use of computers Competent	Basic competency in the use of computers Somewhat Competent	Basic competency in the use of computers Not Competent	Basic competency in the use of computers Unsure
Ability to use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors	Ability to use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors Highly Competent	Ability to use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors Competent	Ability to use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors Somewhat Competent	Ability to use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors Not Competent	Ability to use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors Unsure
Ability to use a spreadsheet program to construct a multiple'category spreadsheet using formulas and numeric formatting	Ability to use a spreadsheet program to construct a multiple'category spreadsheet using formulas and numeric formatting Highly Competent	Ability to use a spreadsheet program to construct a multiple'category spreadsheet using formulas and numeric formatting Competent	Ability to use a spreadsheet program to construct a multiple'category spreadsheet using formulas and numeric formatting Somewhat Competent	Ability to use a spreadsheet program to construct a multiple'category spreadsheet using formulas and numeric formatting Not Competent	Ability to use a spreadsheet program to construct a multiple'category spreadsheet using formulas and numeric formatting Unsure
Ability to send and retrieve Email	Ability to send and retrieve Email Highly Competent	Ability to send and retrieve Email Competent	Ability to send and retrieve Email Somewhat Competent	Ability to send and retrieve Email Not Competent	Ability to send and retrieve Email Unsure
Ability to access the Internet, conduct a search for information, and down-load data	Ability to access the Internet, conduct a search for information, and down-load data Highly Competent	Ability to access the Internet, conduct a search for information, and down-load data Competent	Ability to access the Internet, conduct a search for information, and down-load data Somewhat Competent	Ability to access the Internet, conduct a search for information, and down-load data Not Competent	Ability to access the Internet, conduct a search for information, and down-load data Unsure
Ability to do the following common computer tasksl formatting a disk; creating, saving, and copying files; printing from a file, accessing files and software programs; using a mouse and a menu driven software program	Ability to do the following common computer tasksl formatting a disk; creating, saving, and copying files; printing from a file, accessing files and software programs; using a mouse and a menu driven software program Highly Competent	Ability to do the following common computer tasksl formatting a disk; creating, saving, and copying files; printing from a file, accessing files and software programs; using a mouse and a menu driven software program Competent	Ability to do the following common computer tasksl formatting a disk; creating, saving, and copying files; printing from a file, accessing files and software programs; using a mouse and a menu driven software program Somewhat Competent	Ability to do the following common computer tasksl formatting a disk; creating, saving, and copying files; printing from a file, accessing files and software programs; using a mouse and a menu driven software program Not Competent	Ability to do the following common computer tasksl formatting a disk; creating, saving, and copying files; printing from a file, accessing files and software programs; using a mouse and a menu driven software program Unsure
Basic understanding of mathematical concepts	Basic understanding of mathematical concepts Highly Competent	Basic understanding of mathematical concepts Competent	Basic understanding of mathematical concepts Somewhat Competent	Basic understanding of mathematical concepts Not Competent	Basic understanding of mathematical concepts Unsure
Ability to apply basic mathematical concepts to problem solving	Ability to apply basic mathematical concepts to problem solving Highly Competent	Ability to apply basic mathematical concepts to problem solving Competent	Ability to apply basic mathematical concepts to problem solving Somewhat Competent	Ability to apply basic mathematical concepts to problem solving Not Competent	Ability to apply basic mathematical concepts to problem solving Unsure
Basic understanding of statistical concepts	Basic understanding of statistical concepts Highly Competent	Basic understanding of statistical concepts Competent	Basic understanding of statistical concepts Somewhat Competent	Basic understanding of statistical concepts Not Competent	Basic understanding of statistical concepts Unsure
Understanding of average, statistical testing, and normal distribution	Understanding of average, statistical testing, and normal distribution Highly Competent	Understanding of average, statistical testing, and normal distribution Competent	Understanding of average, statistical testing, and normal distribution Somewhat Competent	Understanding of average, statistical testing, and normal distribution Not Competent	Understanding of average, statistical testing, and normal distribution Unsure
Ability to apply basic statistical concepts to problem solving	Ability to apply basic statistical concepts to problem solving Highly Competent	Ability to apply basic statistical concepts to problem solving Competent	Ability to apply basic statistical concepts to problem solving Somewhat Competent	Ability to apply basic statistical concepts to problem solving Not Competent	Ability to apply basic statistical concepts to problem solving Unsure
Basic understanding of the scientific method	Basic understanding of the scientific method Highly Competent	Basic understanding of the scientific method Competent	Basic understanding of the scientific method Somewhat Competent	Basic understanding of the scientific method Not Competent	Basic understanding of the scientific method Unsure
Ability to apply the scientific method to natural phenomena	Ability to apply the scientific method to natural phenomena Highly Competent	Ability to apply the scientific method to natural phenomena Competent	Ability to apply the scientific method to natural phenomena Somewhat Competent	Ability to apply the scientific method to natural phenomena Not Competent	Ability to apply the scientific method to natural phenomena Unsure
Understanding of the basic process of science and how it leads to objective conclusions	Understanding of the basic process of science and how it leads to objective conclusions Highly Competent	Understanding of the basic process of science and how it leads to objective conclusions Competent	Understanding of the basic process of science and how it leads to objective conclusions Somewhat Competent	Understanding of the basic process of science and how it leads to objective conclusions Not Competent	Understanding of the basic process of science and how it leads to objective conclusions Unsure
Ability to design a method to test a hypothesis	Ability to design a method to test a hypothesis Highly Competent	Ability to design a method to test a hypothesis Competent	Ability to design a method to test a hypothesis Somewhat Competent	Ability to design a method to test a hypothesis Not Competent	Ability to design a method to test a hypothesis Unsure
Ability, when presented with a scenario, to critically evaluate the scenario in terms of the scientific method	Ability, when presented with a scenario, to critically evaluate the scenario in terms of the scientific method Highly Competent	Ability, when presented with a scenario, to critically evaluate the scenario in terms of the scientific method Competent	Ability, when presented with a scenario, to critically evaluate the scenario in terms of the scientific method Somewhat Competent	Ability, when presented with a scenario, to critically evaluate the scenario in terms of the scientific method Not Competent	Ability, when presented with a scenario, to critically evaluate the scenario in terms of the scientific method Unsure
Ability to describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate	Ability to describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Highly Competent	Ability to describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Competent	Ability to describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Somewhat Competent	Ability to describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Not Competent	Ability to describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Unsure
Ability to critically evaluate scientific information presented in a variety of formats	Ability to critically evaluate scientific information presented in a variety of formats Highly Competent	Ability to critically evaluate scientific information presented in a variety of formats Competent	Ability to critically evaluate scientific information presented in a variety of formats Somewhat Competent	Ability to critically evaluate scientific information presented in a variety of formats Not Competent	Ability to critically evaluate scientific information presented in a variety of formats Unsure
Ability to analyze and synthesize information logically	Ability to analyze and synthesize information logically Highly Competent	Ability to analyze and synthesize information logically Competent	Ability to analyze and synthesize information logically Somewhat Competent	Ability to analyze and synthesize information logically Not Competent	Ability to analyze and synthesize information logically Unsure
An appreciation and awareness of the value of one‘s own and other cultures	An appreciation and awareness of the value of one‘s own and other cultures Highly Competent	An appreciation and awareness of the value of one‘s own and other cultures Competent	An appreciation and awareness of the value of one‘s own and other cultures Somewhat Competent	An appreciation and awareness of the value of one‘s own and other cultures Not Competent	An appreciation and awareness of the value of one‘s own and other cultures Unsure
Recognition of the role culture and background may play in the interpretation of information, events, and circumstances	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Highly Competent	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Competent	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Somewhat Competent	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Not Competent	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Unsure
An understanding that education and personal development are lifelong pursuits	An understanding that education and personal development are lifelong pursuits Highly Competent	An understanding that education and personal development are lifelong pursuits Competent	An understanding that education and personal development are lifelong pursuits Somewhat Competent	An understanding that education and personal development are lifelong pursuits Not Competent	An understanding that education and personal development are lifelong pursuits Unsure
Ability to recognize the benefit of a broad educational experience, both formal and informal, in achieving desired personal or employment objectives	Ability to recognize the benefit of a broad educational experience, both formal and informal, in achieving desired personal or employment objectives Highly Competent	Ability to recognize the benefit of a broad educational experience, both formal and informal, in achieving desired personal or employment objectives Competent	Ability to recognize the benefit of a broad educational experience, both formal and informal, in achieving desired personal or employment objectives Somewhat Competent	Ability to recognize the benefit of a broad educational experience, both formal and informal, in achieving desired personal or employment objectives Not Competent	Ability to recognize the benefit of a broad educational experience, both formal and informal, in achieving desired personal or employment objectives Unsure
Ability to describe the value of an educated citizenry in a democratic society	Ability to describe the value of an educated citizenry in a democratic society Highly Competent	Ability to describe the value of an educated citizenry in a democratic society Competent	Ability to describe the value of an educated citizenry in a democratic society Somewhat Competent	Ability to describe the value of an educated citizenry in a democratic society Not Competent	Ability to describe the value of an educated citizenry in a democratic society Unsure
Recognition of the value of lifelong learning	Recognition of the value of lifelong learning Highly Competent	Recognition of the value of lifelong learning Competent	Recognition of the value of lifelong learning Somewhat Competent	Recognition of the value of lifelong learning Not Competent	Recognition of the value of lifelong learning Unsure

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* 6. Did you participate in a university service or service learning activity while enrolled at LSUA?

Yes

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* 7. Were you involved in any student organization(s) while enrolled at LSUA?

Yes

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* 8. Were you involved in any intramural or other LSUA athletic activities while enrolled at LSUA?

Yes

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* 9. Did you receive instruction about using LSUA library resources, either physically or online, while enrolled at LSUA?

Yes

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* 10. Did you use LSUA library resources, either physically or online, while enrolled at LSUA?

Yes

	A great deal	Somewhat	Not at all	No opinion
Read with comprehension at the college level	Read with comprehension at the college level A great deal	Read with comprehension at the college level Somewhat	Read with comprehension at the college level Not at all	Read with comprehension at the college level No opinion
Communicate effectively in writing	Communicate effectively in writing A great deal	Communicate effectively in writing Somewhat	Communicate effectively in writing Not at all	Communicate effectively in writing No opinion
Communicate effectively through speech	Communicate effectively through speech A great deal	Communicate effectively through speech Somewhat	Communicate effectively through speech Not at all	Communicate effectively through speech No opinion
Basic competency in the use of computers	Basic competency in the use of computers A great deal	Basic competency in the use of computers Somewhat	Basic competency in the use of computers Not at all	Basic competency in the use of computers No opinion
Use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors.	Use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors. A great deal	Use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors. Somewhat	Use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors. Not at all	Use a word processor program to produce a multiple-page document formatted in a specified style and free of common spelling or structural errors. No opinion
Use a spreadsheet program to construct a multiple-category spreadsheet using formulas and numeric formatting	Use a spreadsheet program to construct a multiple-category spreadsheet using formulas and numeric formatting A great deal	Use a spreadsheet program to construct a multiple-category spreadsheet using formulas and numeric formatting Somewhat	Use a spreadsheet program to construct a multiple-category spreadsheet using formulas and numeric formatting Not at all	Use a spreadsheet program to construct a multiple-category spreadsheet using formulas and numeric formatting No opinion
Send and retrieve E-mail	Send and retrieve E-mail A great deal	Send and retrieve E-mail Somewhat	Send and retrieve E-mail Not at all	Send and retrieve E-mail No opinion
Access the Internet, conduct a search for information, and download data	Access the Internet, conduct a search for information, and download data A great deal	Access the Internet, conduct a search for information, and download data Somewhat	Access the Internet, conduct a search for information, and download data Not at all	Access the Internet, conduct a search for information, and download data No opinion
Do the following common computer tasksi format a disk: create, save, and copy files; print from a file; access files and software programs using a mouse and a menu'driven software program	Do the following common computer tasksi format a disk: create, save, and copy files; print from a file; access files and software programs using a mouse and a menu'driven software program A great deal	Do the following common computer tasksi format a disk: create, save, and copy files; print from a file; access files and software programs using a mouse and a menu'driven software program Somewhat	Do the following common computer tasksi format a disk: create, save, and copy files; print from a file; access files and software programs using a mouse and a menu'driven software program Not at all	Do the following common computer tasksi format a disk: create, save, and copy files; print from a file; access files and software programs using a mouse and a menu'driven software program No opinion
Basic understanding of mathematical concepts	Basic understanding of mathematical concepts A great deal	Basic understanding of mathematical concepts Somewhat	Basic understanding of mathematical concepts Not at all	Basic understanding of mathematical concepts No opinion
Apply basic mathematical concepts to problem solving	Apply basic mathematical concepts to problem solving A great deal	Apply basic mathematical concepts to problem solving Somewhat	Apply basic mathematical concepts to problem solving Not at all	Apply basic mathematical concepts to problem solving No opinion
Basic understanding of statistical concepts	Basic understanding of statistical concepts A great deal	Basic understanding of statistical concepts Somewhat	Basic understanding of statistical concepts Not at all	Basic understanding of statistical concepts No opinion
Understanding of average, statistical testing, and normal distribution	Understanding of average, statistical testing, and normal distribution A great deal	Understanding of average, statistical testing, and normal distribution Somewhat	Understanding of average, statistical testing, and normal distribution Not at all	Understanding of average, statistical testing, and normal distribution No opinion
Apply basic statistical concepts to problem solving	Apply basic statistical concepts to problem solving A great deal	Apply basic statistical concepts to problem solving Somewhat	Apply basic statistical concepts to problem solving Not at all	Apply basic statistical concepts to problem solving No opinion
Basic understanding of the scientific method	Basic understanding of the scientific method A great deal	Basic understanding of the scientific method Somewhat	Basic understanding of the scientific method Not at all	Basic understanding of the scientific method No opinion
Apply the scientific method to natural phenomena	Apply the scientific method to natural phenomena A great deal	Apply the scientific method to natural phenomena Somewhat	Apply the scientific method to natural phenomena Not at all	Apply the scientific method to natural phenomena No opinion
Understanding of the basic process of science and how it leads to objective conclusions	Understanding of the basic process of science and how it leads to objective conclusions A great deal	Understanding of the basic process of science and how it leads to objective conclusions Somewhat	Understanding of the basic process of science and how it leads to objective conclusions Not at all	Understanding of the basic process of science and how it leads to objective conclusions No opinion
Design a method to test a hypothesis	Design a method to test a hypothesis A great deal	Design a method to test a hypothesis Somewhat	Design a method to test a hypothesis Not at all	Design a method to test a hypothesis No opinion
When presented with a scenario, to critically evaluate the scenario in terms of use of the scientific method	When presented with a scenario, to critically evaluate the scenario in terms of use of the scientific method A great deal	When presented with a scenario, to critically evaluate the scenario in terms of use of the scientific method Somewhat	When presented with a scenario, to critically evaluate the scenario in terms of use of the scientific method Not at all	When presented with a scenario, to critically evaluate the scenario in terms of use of the scientific method No opinion
Describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate	Describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate A great deal	Describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Somewhat	Describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate Not at all	Describe the difference between experimental and observational testing of a hypothesis and identify a situation when each would be appropriate No opinion
Critically evaluate scientific information presented in a variety of formats	Critically evaluate scientific information presented in a variety of formats A great deal	Critically evaluate scientific information presented in a variety of formats Somewhat	Critically evaluate scientific information presented in a variety of formats Not at all	Critically evaluate scientific information presented in a variety of formats No opinion
Analyze and synthesize information logically	Analyze and synthesize information logically A great deal	Analyze and synthesize information logically Somewhat	Analyze and synthesize information logically Not at all	Analyze and synthesize information logically No opinion
An appreciation and awareness of the value of one's own and other cultures	An appreciation and awareness of the value of one's own and other cultures A great deal	An appreciation and awareness of the value of one's own and other cultures Somewhat	An appreciation and awareness of the value of one's own and other cultures Not at all	An appreciation and awareness of the value of one's own and other cultures No opinion
Recognition of the role culture and background may play in the interpretation of information, events, and circumstances	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances A great deal	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Somewhat	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances Not at all	Recognition of the role culture and background may play in the interpretation of information, events, and circumstances No opinion
An understanding that education and personal development are lifelong pursuits	An understanding that education and personal development are lifelong pursuits A great deal	An understanding that education and personal development are lifelong pursuits Somewhat	An understanding that education and personal development are lifelong pursuits Not at all	An understanding that education and personal development are lifelong pursuits No opinion
Recognize the benefit of a broad educational experience, both formal and informal, in achieving desire personal or employment objectives	Recognize the benefit of a broad educational experience, both formal and informal, in achieving desire personal or employment objectives A great deal	Recognize the benefit of a broad educational experience, both formal and informal, in achieving desire personal or employment objectives Somewhat	Recognize the benefit of a broad educational experience, both formal and informal, in achieving desire personal or employment objectives Not at all	Recognize the benefit of a broad educational experience, both formal and informal, in achieving desire personal or employment objectives No opinion
Describe the value of an educated citizenry in a democratic society	Describe the value of an educated citizenry in a democratic society A great deal	Describe the value of an educated citizenry in a democratic society Somewhat	Describe the value of an educated citizenry in a democratic society Not at all	Describe the value of an educated citizenry in a democratic society No opinion
Recognition of the value of lifelong learning	Recognition of the value of lifelong learning A great deal	Recognition of the value of lifelong learning Somewhat	Recognition of the value of lifelong learning Not at all	Recognition of the value of lifelong learning No opinion

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* 1. From what department are you graduating?

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* 2. What associate degree will you be receiving?

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* 3. Please indicate your overall satisfaction with the curriculum requirements of the degree you selected in question number 2 above.

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* 4. Through your course work at LSUA, how many OPPORTUNITIES did you have to acquire the following competencies?

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* 5. Please rate your ABILITY in each of the competency areas listed below.

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* 6. Did you participate in a university service or service learning activity while enrolled at LSUA?

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* 7. Were you involved in any student organization(s) while enrolled at LSUA?

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* 8. Were you involved in any intramural or other LSUA athletic activities while enrolled at LSUA?

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* 9. Did you receive instruction about using LSUA library resources, either physically or online, while enrolled at LSUA?

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* 10. Did you use LSUA library resources, either physically or online, while enrolled at LSUA?

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* 11. Please add any comments you wish regarding your educational experience at LSU Alexandria