CMNS SENIOR CLEARANCE INFORMATION FORM 2018 (GEO)

This graduation survey asks about your co-curricular experiences while a student at the University of Maryland and your plans for the future. By completing this survey, you are helping us evaluate whether our current programs are serving students' needs and enabling us to provide more opportunities for future students.

FIELDS MARKED WITH AN ASTERISK "*" ARE REQUIRED.

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* 1. Your Name

First

Last

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* 2. University ID # (not SSN)

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* 3. Expected Date of Graduation

May 2018

August 2018

December 2018

POST-GRADUATE INFORMATION

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* 4. Address

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* 5. City, State & Zip

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* 6. Phone number

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* 7. Email (other than “umd.edu” or "terpmail.umd.edu" address)

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* 8. While an undergraduate student, did you participate in an on-campus research internship with a faculty member?

Yes

If yes, list the names of all your faculty research mentors

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* 9. While an undergraduate student, did you participate in an off-campus research experience?

Yes

If yes, list the names of all companies and organizations where you did an off-campus research internship, along with the name of the person who supervised/mentored you.

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* 10. While an undergraduate student, did you have a non-research, career-related internship or job (e.g. working for a company related to your career objectives, teaching, community service, etc.)?

Yes

If yes, list the names of all companies and organizations where you had a non-research internship or career-related job.

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* 11. Which statement best fits your post-graduation plans?

If you do NOT plan to enroll in a degree-granting program within the
next year, please skip to question #15.

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* 12. If you plan to enroll in a degree-granting program in the next year or so following graduation, what degree will you pursue?

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* 13. If you have committed to enroll at a specific institution, list it here.

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* 14. If you have been accepted to one or more institutions, but have not yet decided which one you will attend, list them all here.

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* 15. If you are NOT enrolling in a degree-granting program within the next year, what do you plan to do next? If you are enrolling in a degree-granting program within the next year, skip to question #17.

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* 16. If you know where you are going to work or pursue post-graduate training, please give the name of the institution, organization or company.

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* 17. While enrolled as an undergraduate student at the University of Maryland, did you work on a team-based project involving an innovation, invention, or solution to a real-world problem?

Yes

If No, please skip to question #20.

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* 18. If you answered Yes in #17, was it part of a class?

Yes

If part of a class, what was the course number?

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* 19. Do you plan to pursue the concept indicated in #17 after graduation?

Yes

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* 20. While enrolled as an undergraduate student at the University of Maryland, did you develop a business model, develop a business plan, or start a business (may be related to project in #17 above)

Yes

If No, please skip to question #24.

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* 21. If you answered Yes in #20, was it part of a class?

Yes

If part of a class, what was the course number?

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* 22. If you answered Yes in #20, what was the name of your business?

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* 23. If you answered Yes in #20, is it still in business or do you plan to pursue the concept after graduation?

Yes

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* 24. What were the two most meaningful/valuable undergraduate courses that you had? Why were these courses especially meaningful or valuable?

Course 1

Reason 1

Course 2

Reason 2

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* 25. Rate the following skills in terms of importance to you in your undergraduate education. The word discipline, used below, refers to your major field of study (e.g., chemistry, biology, mathematics).

	1 (Not Important)	2	3	4	5 (Extremely Important)
Working in groups	Working in groups 1 (Not Important)	Working in groups 2	Working in groups 3	Working in groups 4	Working in groups 5 (Extremely Important)
Writing for a scholarly or professional audience	Writing for a scholarly or professional audience 1 (Not Important)	Writing for a scholarly or professional audience 2	Writing for a scholarly or professional audience 3	Writing for a scholarly or professional audience 4	Writing for a scholarly or professional audience 5 (Extremely Important)
Memorizing some basic facts	Memorizing some basic facts 1 (Not Important)	Memorizing some basic facts 2	Memorizing some basic facts 3	Memorizing some basic facts 4	Memorizing some basic facts 5 (Extremely Important)
Acquiring major concepts in your discipline	Acquiring major concepts in your discipline 1 (Not Important)	Acquiring major concepts in your discipline 2	Acquiring major concepts in your discipline 3	Acquiring major concepts in your discipline 4	Acquiring major concepts in your discipline 5 (Extremely Important)
Learning basic sets of laboratory skills	Learning basic sets of laboratory skills 1 (Not Important)	Learning basic sets of laboratory skills 2	Learning basic sets of laboratory skills 3	Learning basic sets of laboratory skills 4	Learning basic sets of laboratory skills 5 (Extremely Important)
Understanding the dynamic nature of your discipline	Understanding the dynamic nature of your discipline 1 (Not Important)	Understanding the dynamic nature of your discipline 2	Understanding the dynamic nature of your discipline 3	Understanding the dynamic nature of your discipline 4	Understanding the dynamic nature of your discipline 5 (Extremely Important)
Understanding how your discipline applies to the real world	Understanding how your discipline applies to the real world 1 (Not Important)	Understanding how your discipline applies to the real world 2	Understanding how your discipline applies to the real world 3	Understanding how your discipline applies to the real world 4	Understanding how your discipline applies to the real world 5 (Extremely Important)
Remembering formulas, structures, procedures, or steps	Remembering formulas, structures, procedures, or steps 1 (Not Important)	Remembering formulas, structures, procedures, or steps 2	Remembering formulas, structures, procedures, or steps 3	Remembering formulas, structures, procedures, or steps 4	Remembering formulas, structures, procedures, or steps 5 (Extremely Important)
Remembering chemical structures	Remembering chemical structures 1 (Not Important)	Remembering chemical structures 2	Remembering chemical structures 3	Remembering chemical structures 4	Remembering chemical structures 5 (Extremely Important)
Remembering formulas	Remembering formulas 1 (Not Important)	Remembering formulas 2	Remembering formulas 3	Remembering formulas 4	Remembering formulas 5 (Extremely Important)
Remembering procedures or steps	Remembering procedures or steps 1 (Not Important)	Remembering procedures or steps 2	Remembering procedures or steps 3	Remembering procedures or steps 4	Remembering procedures or steps 5 (Extremely Important)
Applying quantitative reasoning	Applying quantitative reasoning 1 (Not Important)	Applying quantitative reasoning 2	Applying quantitative reasoning 3	Applying quantitative reasoning 4	Applying quantitative reasoning 5 (Extremely Important)
Solving problems	Solving problems 1 (Not Important)	Solving problems 2	Solving problems 3	Solving problems 4	Solving problems 5 (Extremely Important)
Evaluating credibility of sources in your discipline	Evaluating credibility of sources in your discipline 1 (Not Important)	Evaluating credibility of sources in your discipline 2	Evaluating credibility of sources in your discipline 3	Evaluating credibility of sources in your discipline 4	Evaluating credibility of sources in your discipline 5 (Extremely Important)
Locating credible primary sources	Locating credible primary sources 1 (Not Important)	Locating credible primary sources 2	Locating credible primary sources 3	Locating credible primary sources 4	Locating credible primary sources 5 (Extremely Important)
Understanding information presented in primary sources	Understanding information presented in primary sources 1 (Not Important)	Understanding information presented in primary sources 2	Understanding information presented in primary sources 3	Understanding information presented in primary sources 4	Understanding information presented in primary sources 5 (Extremely Important)
Developing creativity and innovation	Developing creativity and innovation 1 (Not Important)	Developing creativity and innovation 2	Developing creativity and innovation 3	Developing creativity and innovation 4	Developing creativity and innovation 5 (Extremely Important)
Developing understanding of the interdisciplinary nature of your discipline (e.g., how biology relates to chemistry, how math relates to computer science).	Developing understanding of the interdisciplinary nature of your discipline (e.g., how biology relates to chemistry, how math relates to computer science). 1 (Not Important)	Developing understanding of the interdisciplinary nature of your discipline (e.g., how biology relates to chemistry, how math relates to computer science). 2	Developing understanding of the interdisciplinary nature of your discipline (e.g., how biology relates to chemistry, how math relates to computer science). 3	Developing understanding of the interdisciplinary nature of your discipline (e.g., how biology relates to chemistry, how math relates to computer science). 4	Developing understanding of the interdisciplinary nature of your discipline (e.g., how biology relates to chemistry, how math relates to computer science). 5 (Extremely Important)
Memorizing large quantities of information	Memorizing large quantities of information 1 (Not Important)	Memorizing large quantities of information 2	Memorizing large quantities of information 3	Memorizing large quantities of information 4	Memorizing large quantities of information 5 (Extremely Important)
Decision-making based on evidence	Decision-making based on evidence 1 (Not Important)	Decision-making based on evidence 2	Decision-making based on evidence 3	Decision-making based on evidence 4	Decision-making based on evidence 5 (Extremely Important)
Developing oral communication skills	Developing oral communication skills 1 (Not Important)	Developing oral communication skills 2	Developing oral communication skills 3	Developing oral communication skills 4	Developing oral communication skills 5 (Extremely Important)
Developing entrepreneurial thinking	Developing entrepreneurial thinking 1 (Not Important)	Developing entrepreneurial thinking 2	Developing entrepreneurial thinking 3	Developing entrepreneurial thinking 4	Developing entrepreneurial thinking 5 (Extremely Important)
Analyzing data	Analyzing data 1 (Not Important)	Analyzing data 2	Analyzing data 3	Analyzing data 4	Analyzing data 5 (Extremely Important)
Using software appropriate to your discipline	Using software appropriate to your discipline 1 (Not Important)	Using software appropriate to your discipline 2	Using software appropriate to your discipline 3	Using software appropriate to your discipline 4	Using software appropriate to your discipline 5 (Extremely Important)
Computer programming	Computer programming 1 (Not Important)	Computer programming 2	Computer programming 3	Computer programming 4	Computer programming 5 (Extremely Important)
Interpreting data	Interpreting data 1 (Not Important)	Interpreting data 2	Interpreting data 3	Interpreting data 4	Interpreting data 5 (Extremely Important)
Designing research studies	Designing research studies 1 (Not Important)	Designing research studies 2	Designing research studies 3	Designing research studies 4	Designing research studies 5 (Extremely Important)
Collaboration	Collaboration 1 (Not Important)	Collaboration 2	Collaboration 3	Collaboration 4	Collaboration 5 (Extremely Important)

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* 26. In the undergraduate courses for your major (that is, taught by CMNS faculty), how often did instructors use these methods?

	1 (Never)	2	3 (About half my courses)	4	5 (In all of my courses)
Writing assignments (reflective writing, journals, essays, reports)	Writing assignments (reflective writing, journals, essays, reports) 1 (Never)	Writing assignments (reflective writing, journals, essays, reports) 2	Writing assignments (reflective writing, journals, essays, reports) 3 (About half my courses)	Writing assignments (reflective writing, journals, essays, reports) 4	Writing assignments (reflective writing, journals, essays, reports) 5 (In all of my courses)
Extensive lecturing (more than 15 minutes per session without breaks for questions or active engagement of students)	Extensive lecturing (more than 15 minutes per session without breaks for questions or active engagement of students) 1 (Never)	Extensive lecturing (more than 15 minutes per session without breaks for questions or active engagement of students) 2	Extensive lecturing (more than 15 minutes per session without breaks for questions or active engagement of students) 3 (About half my courses)	Extensive lecturing (more than 15 minutes per session without breaks for questions or active engagement of students) 4	Extensive lecturing (more than 15 minutes per session without breaks for questions or active engagement of students) 5 (In all of my courses)
Requiring you to memorize large quantities of information	Requiring you to memorize large quantities of information 1 (Never)	Requiring you to memorize large quantities of information 2	Requiring you to memorize large quantities of information 3 (About half my courses)	Requiring you to memorize large quantities of information 4	Requiring you to memorize large quantities of information 5 (In all of my courses)
Emphasizing major concepts or theories	Emphasizing major concepts or theories 1 (Never)	Emphasizing major concepts or theories 2	Emphasizing major concepts or theories 3 (About half my courses)	Emphasizing major concepts or theories 4	Emphasizing major concepts or theories 5 (In all of my courses)
Emphasizing the dynamic nature of your discipline	Emphasizing the dynamic nature of your discipline 1 (Never)	Emphasizing the dynamic nature of your discipline 2	Emphasizing the dynamic nature of your discipline 3 (About half my courses)	Emphasizing the dynamic nature of your discipline 4	Emphasizing the dynamic nature of your discipline 5 (In all of my courses)
Relating course material to the real world	Relating course material to the real world 1 (Never)	Relating course material to the real world 2	Relating course material to the real world 3 (About half my courses)	Relating course material to the real world 4	Relating course material to the real world 5 (In all of my courses)
Inquiry-based learning (e.g., problem-based learning, case studies)	Inquiry-based learning (e.g., problem-based learning, case studies) 1 (Never)	Inquiry-based learning (e.g., problem-based learning, case studies) 2	Inquiry-based learning (e.g., problem-based learning, case studies) 3 (About half my courses)	Inquiry-based learning (e.g., problem-based learning, case studies) 4	Inquiry-based learning (e.g., problem-based learning, case studies) 5 (In all of my courses)
Relating course material to scholarly research	Relating course material to scholarly research 1 (Never)	Relating course material to scholarly research 2	Relating course material to scholarly research 3 (About half my courses)	Relating course material to scholarly research 4	Relating course material to scholarly research 5 (In all of my courses)
Teaching with an interdisciplinary approach (e.g., making connections between physics and biology, between math and computer science)	Teaching with an interdisciplinary approach (e.g., making connections between physics and biology, between math and computer science) 1 (Never)	Teaching with an interdisciplinary approach (e.g., making connections between physics and biology, between math and computer science) 2	Teaching with an interdisciplinary approach (e.g., making connections between physics and biology, between math and computer science) 3 (About half my courses)	Teaching with an interdisciplinary approach (e.g., making connections between physics and biology, between math and computer science) 4	Teaching with an interdisciplinary approach (e.g., making connections between physics and biology, between math and computer science) 5 (In all of my courses)
Communicating course goals and objectives to students	Communicating course goals and objectives to students 1 (Never)	Communicating course goals and objectives to students 2	Communicating course goals and objectives to students 3 (About half my courses)	Communicating course goals and objectives to students 4	Communicating course goals and objectives to students 5 (In all of my courses)
Answering questions from individual students in class	Answering questions from individual students in class 1 (Never)	Answering questions from individual students in class 2	Answering questions from individual students in class 3 (About half my courses)	Answering questions from individual students in class 4	Answering questions from individual students in class 5 (In all of my courses)
Administering a pre-test at the beginning of the semester to assess your prior knowledge	Administering a pre-test at the beginning of the semester to assess your prior knowledge 1 (Never)	Administering a pre-test at the beginning of the semester to assess your prior knowledge 2	Administering a pre-test at the beginning of the semester to assess your prior knowledge 3 (About half my courses)	Administering a pre-test at the beginning of the semester to assess your prior knowledge 4	Administering a pre-test at the beginning of the semester to assess your prior knowledge 5 (In all of my courses)
Assigning homework that counts toward final grade	Assigning homework that counts toward final grade 1 (Never)	Assigning homework that counts toward final grade 2	Assigning homework that counts toward final grade 3 (About half my courses)	Assigning homework that counts toward final grade 4	Assigning homework that counts toward final grade 5 (In all of my courses)

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* 27. In the undergraduate courses for your major (that is, taught by CMNS faculty), how often were you asked to engage in the following:

	1 (Never)	2	3 (About half my courses)	4	5 (In all of my courses)
Working in groups during class time	Working in groups during class time 1 (Never)	Working in groups during class time 2	Working in groups during class time 3 (About half my courses)	Working in groups during class time 4	Working in groups during class time 5 (In all of my courses)
Working in groups outside of class time	Working in groups outside of class time 1 (Never)	Working in groups outside of class time 2	Working in groups outside of class time 3 (About half my courses)	Working in groups outside of class time 4	Working in groups outside of class time 5 (In all of my courses)
Discussing and exchanging ideas with classmates during class time	Discussing and exchanging ideas with classmates during class time 1 (Never)	Discussing and exchanging ideas with classmates during class time 2	Discussing and exchanging ideas with classmates during class time 3 (About half my courses)	Discussing and exchanging ideas with classmates during class time 4	Discussing and exchanging ideas with classmates during class time 5 (In all of my courses)
Taking exams that allow you to bring notes or a formula sheet	Taking exams that allow you to bring notes or a formula sheet 1 (Never)	Taking exams that allow you to bring notes or a formula sheet 2	Taking exams that allow you to bring notes or a formula sheet 3 (About half my courses)	Taking exams that allow you to bring notes or a formula sheet 4	Taking exams that allow you to bring notes or a formula sheet 5 (In all of my courses)
Applying quantitative reasoning	Applying quantitative reasoning 1 (Never)	Applying quantitative reasoning 2	Applying quantitative reasoning 3 (About half my courses)	Applying quantitative reasoning 4	Applying quantitative reasoning 5 (In all of my courses)
Solving problems	Solving problems 1 (Never)	Solving problems 2	Solving problems 3 (About half my courses)	Solving problems 4	Solving problems 5 (In all of my courses)
Reading primary sources	Reading primary sources 1 (Never)	Reading primary sources 2	Reading primary sources 3 (About half my courses)	Reading primary sources 4	Reading primary sources 5 (In all of my courses)
Completing assignments/activities that require creativity and innovation	Completing assignments/activities that require creativity and innovation 1 (Never)	Completing assignments/activities that require creativity and innovation 2	Completing assignments/activities that require creativity and innovation 3 (About half my courses)	Completing assignments/activities that require creativity and innovation 4	Completing assignments/activities that require creativity and innovation 5 (In all of my courses)
Oral presentations	Oral presentations 1 (Never)	Oral presentations 2	Oral presentations 3 (About half my courses)	Oral presentations 4	Oral presentations 5 (In all of my courses)
Analyzing data	Analyzing data 1 (Never)	Analyzing data 2	Analyzing data 3 (About half my courses)	Analyzing data 4	Analyzing data 5 (In all of my courses)
Using software appropriate for my discipline	Using software appropriate for my discipline 1 (Never)	Using software appropriate for my discipline 2	Using software appropriate for my discipline 3 (About half my courses)	Using software appropriate for my discipline 4	Using software appropriate for my discipline 5 (In all of my courses)
Computer programming	Computer programming 1 (Never)	Computer programming 2	Computer programming 3 (About half my courses)	Computer programming 4	Computer programming 5 (In all of my courses)
Interpreting data	Interpreting data 1 (Never)	Interpreting data 2	Interpreting data 3 (About half my courses)	Interpreting data 4	Interpreting data 5 (In all of my courses)
Designing research studies	Designing research studies 1 (Never)	Designing research studies 2	Designing research studies 3 (About half my courses)	Designing research studies 4	Designing research studies 5 (In all of my courses)
Using online class resources (e.g., videos, interactive modules, interactive textbooks)	Using online class resources (e.g., videos, interactive modules, interactive textbooks) 1 (Never)	Using online class resources (e.g., videos, interactive modules, interactive textbooks) 2	Using online class resources (e.g., videos, interactive modules, interactive textbooks) 3 (About half my courses)	Using online class resources (e.g., videos, interactive modules, interactive textbooks) 4	Using online class resources (e.g., videos, interactive modules, interactive textbooks) 5 (In all of my courses)

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* 28. Please comment on whether the expectations you had upon entering the BS degree program at UMD (e.g., regarding curricula available, quality and interests of faculty, access to research, infrastructure) were met.

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* 29. Were you sufficiently exposed to the depth and breadth of topics within geosciences?

Yes

Please explain

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* 30. Comment on the quality of advising that you received (both from the undergraduate director and members of the faculty) during the course of your undergraduate career as relates to your progress through the degree, itself.

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* 31. Comment on the quality of advising you received regarding career options upon completion of your degree, including post-degree placement options and opportunities received (both from the undergraduate director and members of the faculty).

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* 32. Do you believe you have been adequately trained in career necessities, such as proposal preparation, research presentations (verbal and written), laboratory experimentation, etc?

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* 33. What do you consider to be the best and worst attributes of the UMD Geology BS program?

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* 34. How would you most like to see the UMD Geology BS program modified?

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* 35. My one best memory of my education in the College of CMNS is…

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* 36. If I could change one thing about my educational experience in the College of CMNS, it would be…

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* 37. The data collected through this survey will be used to help us develop programs to improve teaching. We will also analyze the data as part of a research project to see how teaching practices and undergraduate education change over time. The data will be reported only in aggregate and direct quotes from open-ended questions will not be attributed to individuals. Do you give your permission for us to use this data for research?

Yes