2016 graduate student survey report · 2016 annual graduate student survey report uw college of...

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2016 Annual Graduate Student

Survey Report

UW College of Education

Office of Institutional Research

Spring, 2016

Spring 2016 Graduate Student Survey 2

2016 Grad Student Survey

Table of contents

Overview .......................................................................................................................................... 3

Subject objectives.................................................................................................................................... 3

Methodology .......................................................................................................................................... 3

Contacts .................................................................................................................................................. 4

Key Findings ................................................................................................................................................ 5

Background ................................................................................................................................................. 6

Overall Experience ..................................................................................................................................... 8

Graduate Student Funding ....................................................................................................................... 12

Climate ...................................................................................................................................................... 20

Appendix: Segments by key questions and reported minority status ................................................... 26

Overall Experience ................................................................................................................................. 26

Micro Questions .................................................................................................................................... 26

Agreement with belongingness & diversity .......................................................................................... 28

Climate Rating ....................................................................................................................................... 28

Funding .................................................................................................................................................. 30

Working Time ........................................................................................................................................ 30



Overview

Subject Objectives

During Spring Quarter 2016, the Graduate Student Survey was administered to all current graduate

students within the College of Education. The survey was undertaken with the following objectives:

To explore the learning experience and satisfaction level among COE graduate students with

various aspects of their graduate experience such as academic instruction, student advising,

peer interaction, and funding availability.

To assess and evaluate graduate students’ experience and perceptions of the climate at the

COE, particularly as it relates to diversity and equity.

To identify what helps and what hinders graduate students’ educational progress and academic

achievements.

To obtain a comprehensive understanding of graduate students’ needs in order to better assist

students to achieve academic success.

Methodology

The 2016 survey content was refined from the 2014 survey using input from the College’s Faculty

Diversity Committee. The original survey was designed by the Office of Institutional Research and

the Office of Student Services. It was subsequently reviewed by other groups, including the Office

of Student Diversity and Inclusion (OSDI) and Associated Students of the College of Education.

Survey items were arranged into the following four sections reflective of the survey objectives:

Background, Overall Experience, Graduate Student Funding, and Climate.

The survey was administered online using Qualtrics, a service of UW Learning and Scholarly

Technologies. Invitations to complete the survey were sent via posters and email to all

matriculated students enrolled in one of the College’s graduate programs during spring 2016.

To ensure confidentiality, the College’s Institutional Research Office collected and compiled results

in aggregate so individual responses are not identifiable. Representative individual qualitative

responses were shared to highlight themes; however these responses do not identify an individual

survey respondent.

Ultimately, 237 of 735 graduate students responded to the survey, for a response rate of 32%.



Contacts

Please direct any corrections, comments or concerns regarding this report to:

Karen Matheson, Director of Institutional Research and Information Management

University of Washington College of Education

[email protected]

mailto:[email protected]



Key Findings

Climate:

Overall experience was reported as better than 2014

Minority students rated their experience slightly less favorable than majority students

While all students mostly agreed they found courses intellectually challenging, minority

students did so to a lesser extent

Overall climate ratings were up, however minority students reported less positive ratings

Minority students reported more experience with micro-aggressions, and different minority

groups reported differences with respect to micro-aggression type

Minority students reported slightly less sense of belonging, particularly students that identified

as a sexual orientation minority

Funding:

Majority of students were satisfied with their RA/TA working experience, however minority

students slightly less so

Students were neutral or dissatisfied with positions available, minority students to a much

greater extent

Most employed students first heard about their position through faculty members

Almost half of PhD students reported having funding during the first year of their program

Ninety-three percent of all positions are 50% FTE

Most students stayed within their FTE except for during peak times

Overall experience:

Majority of students were satisfied with their graduate experience at the College of Education

Satisfaction rate of students’ graduate experience at the College of Education in 2016 was

higher than previous years

In class and peer discussion, practical experience, and faculty advisor contributed most to

students’ educational progress

Lack of funding and lack of courses that align with students’ educational goals and interests were the major issues that hindered students’ educational progress

Background



I consider myself a…

Which degree are you currently working towards?

Degree distribution:

Doctor of Philosophy students responded at roughly twice the rate of the other degree programs.

Full time students: 84%

Part time students: 16%

Full time

Part time

Master of Education (MEd)27%

Master in Teaching

(MIT)18%

Doctor of Philosophy (PhD)

47%

Doctor of Education (EdD)

3%

Educational Specialist (EdS)

4%

Not working towards a degree 2%



Degree

Spring Enrolled Students Respondents

% Enrolled Respondents

Master of Education (MEd) 281 61 22%

Master in Teaching (MIT) 177 41 23%

Doctor of Philosophy (PhD) 208 107 51%

Doctor of Education (EdD) 33 6 18%

Educational Specialist (EdS) 36 10 28%

Non-Matriculated - 5 -

Describe the primary type of work you hope to do immediately after graduation? N = 230

Note: Other includes: Outdoor educator, NGO, Government officials, Coach, and Student affairs specialists.

26%23% 23%

15%13%

10% 10% 9%6% 6%

0%

5%

10%

15%

20%

25%

30%



Overall Experience

Indicate the extent to which you agree with the following statements related to the entirety of your experience in the COE: N = 213

Please indicate the extent to which you agree with the following statements.

Strongly Agree Agree Ambivalent Disagree

Strongly Disagree

Overall, I am satisfied with my graduate experience at the UW College of Education.

31% 51% 13% 4% 1%

I have found most of the COE courses in my major area of study to be intellectually challenging.

27% 59% 9% 5% 0%

Overall Experience Charts by Year

Overall satisfied with graduate experience at College of Education:

82%

13%

5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Agree Neutral Disagree



Satisfaction by Survey Year

How much have the following helped your educational progress in the College of Education? N = 212

80% 81%

73%76%

82%

5%8% 10% 10%

13%15%11%

17%14%

5%

2009 2010 2012 2014 2016

Agree

Disagree

Ambivalent/No Opinion

22%

36%

42%

43%

45%

49%

51%

54%

12%

53%

46%

30%

36%

26%

26%

33%

16%

9%

9%

7%

9%

14%

10%

12%

26%

1%

1%

5%

3%

3%

4%

1%

24%

16%

7%

8%

9%

0% 20% 40% 60% 80% 100%

Funding

Course reading

Instructors

Mentor & Staff

Research experience

Faculty advisor

Practical experience

Peer discussion

To a Great Extent Somewhat Slightly Not at All Not Applicable



How much have the following hindered your educational progress in the College of Education? N = 211

Is there anything you’d like to share about what has helped/hindered your educational progress?

Seventy-four (74 or 27%) graduate students responded to this question. Major themes are summarized

as below:

Issues with funding (20/74 or 27%)

“Funding is a huge concern. It is horrifying how limited funding opportunities come by,

especially those that I qualify for.”

“I recently withdrew from my program, despite loving the faculty and coursework, due to

the inability to find any sort of funding (because of language that makes it nearly

impossible to do so if in a fee-based program).”

“Lack of funding, lack of transparency in the funding process.”

“The lack of funding for fee-based students is particularly crippling.”

“There are very few research/funding opportunities open to me. This is very frustrating.

“The fact that our program is fee based also greatly hinders our ability to get RA.”

Accolades for academic advisor, faculty, and staff (15/74 or 20%)

“Professional staff members, such as Norah Fisher and Kent Jewell, was very supportive.

They kindly provided informative information for my degree.”

“OMRR (OSDI) and Marty Howell have been a tremendous help in my journey.”

4%

5%

6%

9%

10%

15%

22%

10%

11%

14%

19%

17%

16%

18%

22%

30%

21%

13%

25%

17%

25%

22%

16%

57%

59%

58%

48%

42%

45%

40%

22%

3%

4%

9%

3%

15%

4%

5%

17%

0% 20% 40% 60% 80% 100%

Poor instruction

Unclear course requirements

Lack of courses fulfill program

Unclear program requirments

Poor advising

Feeling disconnected

Lack of courses align with my interests

Lack of funding

To a great extent Somewhat Slightly Not at all Not applicable



“Dr. Dixie Massey has really been the shining light of my UW experience. I have taken

many credits from her, and she is a dedicated instructor and an incredibly supportive

faculty member.”

“Faculty professors at the UW have been mostly great.”

“My faculty advisor is amazing- she is the reason why I've been able to navigate the

program so well- she also very much advocates for her advisees/students.”

“My advisor is extraordinarily helpful in giving feedback on written work, particularly

now that I am writing my dissertation.”

“The professors in the College of Ed are amazing!”

Issues with student cohort and disconnection between students and faculty (9/74 or 12%)

“There is not a cohort or a sense of cohesion among doctoral students.”

“I have felt a huge disconnect and lack of support from my advisor.”

“It would be helpful to have group chats for students as they progress through the PhD. I

think there is a workshop for students who are working on finishing their PhD (post

generals), so I'm wondering if there could be chats like these between advanced PhD

students and beginning PhD students, so that they can guide on another.”

“Lack of cohort and student community among graduate students.”

Issues with campus climate and support for international students (9/74 or 12%)

“Not supportive for international students.”

“Racism and sexism among graduate students and instructors in macroaggressions.”

“The lack of diversity and the lack of enthusiasm to take advantage of the few diversity...

among my professors and my peers.”

“As an international student, I really think we need more instruction and a more friendly

environment.”

“Seniority racism needs to be addressed.”



Graduate Student Funding

Upon program entry did you have an RA/TA/GSA or Fellowship during the first year? N = 212

Student report of funding during the first year by degree:

Yes28%

No70%

Unsure2%

Yes No Unsure

48%

17%14%

10%

6%

0%

10%

20%

30%

40%

50%

60%

Doctor ofPhilosophy

(PhD)

Doctor ofEducation

(EdD)

Master ofEducation

(MEd)

EducationalSpecialist (EdS)

Master inTeaching (MIT)



During the current academic year (2015-2016) did you have any following funding sources?

How did you first hear about your most recent primary RA/TA/GSA position? N = 70

34%

16%13%

11%8% 7% 6% 5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

54%

11%9%

3% 3% 2%

0%

10%

20%

30%

40%

50%

60%

Faculty Member Friend/Colleague COE Email Listserv Web search Other Academicadvisor/Staff



Where have you looked to find out about RA/TA/GSA positions? N = 202

What was the FTE listed for your most recent primary RA/TA/GSA position? N = 69

46%

36%

27%24%

18%

4%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

93%

7%

50%

Under 50%



Describe common tasks as part of your most recent primary RA/TA/GSA: Fifty three (53/237 or 22%) students respond this question. Major tasks of RA/TA/GSA jobs were listed below under following categories: Position Tasks # %

TA

Teaching 16 30%

Coaching 11 21%

Grading 6 11%

Advising 6 11%

Lesson Plan 4 8%

RA

Report Writing 12 23%

Data Collection 10 19%

Data Analysis 9 17%

Literature Review 7 13%

Coding 6 11%

GSA

Administration 8 15%

Event Planning 4 8%

Student Advising 3 6%

Program Coordination 3 5%

On average, how many hours per week did you work during your most recent primary RA/TA/GSA position? N = 67

Hours 10 12 15 16 17 18 19.5 20 23 25 29 30 35 40

Percentage 3% 2% 8% 2% 2% 3% 3% 63% 3% 3% 2% 3% 2% 1%

20%

66%

13%

0%

10%

20%

30%

40%

50%

60%

70%

10 to 18 19 to 20 Above 20

Average Hours



During peak times, how many hours per week did you work during your most recent primary RA/TA/GSA position? N = 67

Hours 10 17 19.5 20 23 25 27 30 35 40 43 45 50

Percentage 1% o.4% o.4% 8% o.4% 5% 1% 80% 1% 2% o.4% o.4% 2%

How has your experience as a RA/TA/GSA prepared you for your ideal career post-graduation? N = 45

To a great extent Somewhat Slightly Not at all

RA 58% 33% 7% 2%

TA 58% 28% 9% 5%

GSA 75% 20% 5% 0%

9%

86%

5%

0%

20%

40%

60%

80%

100%

10 to 20 25 to 30 Above 30

Peak Time Working Hours



How would you rate your satisfaction with your most recent primary RA/TA/GSA position? N = 70

58%

33%

7%

2%

58%

28%

9%5%

75%

20%

5%

0%0%

10%

20%

30%

40%

50%

60%

70%

80%

To a great extent Somewhat Slightly Not at all

RA

TA

GSA

86%

8%6%

Satisfied

Neutral

Dissatisfied



How would you rate your satisfaction with the availability of RA/TA/GSA positions? N = 192

What else would you like to tell us about your experience at the College of Education with respect to

funding?

Nighty five (95/273 or 35%) students respond to this question. Major concerns were divided into

following categories:

Issues of limited funding availabilities for international students and students from

underrepresented groups. (27/95 or 28%)

“I hope there are more supports for international students. From my understanding,

some international students need to leave their program due to the lack of funding

resources.”

“I think recruiters should be aware of the implicate bias that may exist during the

selection process against international students.”

“International student barely got internship in their first year, the information was

limited. In fact, the financial burdens really bring us huge depression.”

“Very limited funding especially to international students.”

“Very hard to secure funding for international students. Haven’t heard any international

students who got scholarship from the college. Feel like many international students are

just admitted to pay to support the college.”

Issues of lacking funding for Doctoral Students. (25/95 or 26%)

“Didn't get an RA/TA position at start of doctoral studies, which really puts one at a

disadvantage in learning context from other students and just for self.”

“I did not get my TA jobs through COE. They were always elsewhere.”

12%

48%

40% Satisfied

Neutral

Dissatisfied



“I have been ABD for 2.5 years because I have had to work full time to pay for my

dissertation credits while not having enough time outside of working full time to actually

write my dissertation. This has been a huge obstacle.”

“It is important to let students know, at least doctorate students, that the lack of funding

is not only a constraint in the immediate term, but the type of funding students receive is

highly related with their research productivity, which finally informs their professional

careers.”

“I've talked to many prospective doc students who ultimately don't come to the COE

because they can't secure funding BEFORE they accept.”

“The lack of funding provided for ALL Ph.D. students has resulted in the College of

Education losing out on some highly qualified scholars that would have resulted in

additional honors and recognition for the college.”

Issues of lacking funding for Master Students. (14/95 or 15%)

“There is limited funding to support students going through the MIT program. It is not

possible for these students to work as a TA/RA. ”

“Not enough scholarships for MIT students.”

“There is very low chance for master student to get a TA/RA position.”

“It was too hard to get funding as a Master's student since all the opportunities are

usually given first to Doctoral students.”



Climate

Describe the overall climate of College of Education: N = 192

N 1 2 3 4 5 6 No Opinion

Friendly 1 to Hostile 6 193 42% 32% 13% 9% 2% 0% 1%

Concerned 1 to Indifferent 6 193 12% 33% 23% 16% 9% 5% 3%

Non-Competitive 1 to Competitive 6 192 5% 25% 19% 20% 16% 9% 6%

Supportive 1 to Unsupportive 6 193 30% 31% 19% 9% 6% 4% 2%

Respectful 1 to Disrespectful 6 193 38% 34% 12% 4% 4% 3% 4%

Anti-Racist 1 to Racist 6 193 28% 31% 20% 8% 3% 2% 8%

Non-Sexist 1 to Sexist 6 192 24% 17% 10% 11% 17% 9% 11%

Queer-Friendly 1 to Homophobic 6 192 35% 31% 11% 4% 4% 0% 15%

Disability-Friendly 1 to Unaccommodating 6

192 26% 21% 16% 11% 3% 3% 19%

Accepting of religious beliefs 1 to Unaccepted 6

192 26% 27% 12% 7% 4% 3% 21%

Politically balanced 1 to Biased 6 193 9% 19% 22% 17% 11% 7% 15%

Average climate ratings by year: 1-positive, 6-negative



Please indicate the extent to which you agree with the following statement: N = 193

Do you consider yourself to be in the minority as compared to your COE peers in any of the following groups: N = 193

69%

77%

97%

19%

17%

2%

12%

6%

0% 20% 40% 60% 80% 100%

I feel a sense of belonging to the COE community

I think COE actively supports & nurtures a cultureof diversity with respect to underrepresented

groups

I belive diversity is good for the COE and shouldbe actively promoted

Agree Ambivalent Disagree

31%

13%8%

33%28%

22%15% 16% 16%

69%

87%92%

67%72%

78%85% 84% 84%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes

No



Please indicate how often the statements below reflect your experience at COE:

Based on the above response, please indicate that context of your experiences (check all that apply): N = 181

N = 190

Never Yearly Quarterly Monthly Daily

I experienced stereotyped expectations 56% 16% 14% 9% 4%

People make assumptions about me based on the way I talk 59% 12% 11% 7% 10%

Based on my perceived identity people treat me like I'm less capable 66% 12% 12% 7% 3%

People say offensive things to me that are based on stereotypes 67% 19% 10% 4% 1%

Based on my perceived identity people treat me like I'm less intelligent 67% 12% 13% 5% 4%

People expect me to speak for all people like me 67% 11% 11% 7% 4%

I'm expected to overachieve in order to be valued equally 69% 8% 11% 4% 7%

People ask me intrusive questions about my identity 71% 15% 11% 2% 1%

People say offensive things to me 74% 11% 8% 5% 2%

I hear slurs about people like me in public spaces 85% 7% 5% 2% 1%



Context by survey year. Note that the context question used slightly different wording in 2012 and 2014. N = 181

Do you think the COE has a diverse student body and how has this affect your college experience?

Ninety six (96/273 or 35%) students responded to this question. Each comment was categorized

according to the theme expressed therein. The most frequent expressed themes were the following:

The majority of students indicated the College of Education had a rich diverse student body.

(60/96 or 63%)

“I have enjoyed the diversity of my cohort from range in age to culture to experience.

The diversity has broadened my learning and allowed me to see beyond myself.”

“I believe that the COE has a diverse student body and has allowed me to open up more

about my experiences outside of the classroom due to the safe spaces.”

“I feel as if the COE has a diverse student body. It is very apparent that diversity is valued

in the COE, which comes through in the courses as well as outside programs and events.”

Not diverse enough in terms of ethnicity, race, culture, socioeconomic status, nationality, and

personal backgrounds. (22/96 or 23%)

“It does not reflect the national diversity, and does not take advantages of the small

diversity in our College.”

“In COE classes I see mostly White students. Many of us as students of color are working

and balancing so many things that having time for social life and friendship is

challenging. This makes for an isolating experience. It's hard to feel a sense of

49% 50%

30%

62%

53%

45%

40% 40%

14%

0%

10%

20%

30%

40%

50%

60%

70%

2012 2014 2016

Student-Faculty/Staff

Student-Student

Institutional



connection or solidarity especially when we are also all competing for similar funding

positions. ”

“I didn't feel like it was very diverse at all, although some people may have had more

diverse backgrounds than what they were sharing.”

“I do not think the COE has a diverse student body. This has affected me in sharing my

experiences with other students that feel the same way I do. I also feel that my ideas are

not valued the same way others are. In conversations around race, as a Latina and

person of color, it seems that people look to me to understand experience from

students/people of color.”

Lack of diversity in faculty and staff population. (5/96 or 5%)

“Within my program, there is a fair amount of diversity within my cohort. Among the

faculty and other cohorts, I cannot say the same.”

“The diversity at the College of Education was a great surprise, just hope that the faculty

also follows this trend. During my experience there are 3 male professors of color, and I

have had the honor to take one class and maybe 2 women of color faculty.”

What else would you like to tell us about your experience in the UW COE that this survey didn’t

cover?

Fifty four (54/273 or 20%) students responded to this question. Each comment was categorized

according to the themes therein. The most frequent themes were:

More research and funding opportunities for graduate students. (9/54 or 17%)

“Make research opportunities more visible.”

“Funding is important for "financial reason", but also it is important for us because

having a funding means that a student has sometimes to put into her "resume". We

really want to build our academic resume during our study in UW.”

“Finding funding opportunities is hard.”

More student support for navigating requirements and connecting with other students and

resources. (7/54 or 13%)

“There is very little support to help students move through the system.”

“The College of Education does little to include/incorporate graduate students who are

not available during the development funding.”

The supportive faculty, staff, and mentors at COE were very helpful in assisting students’

learning progress. (5/54 or 9%)



“I have a wonderful advisor, and I've found the majority of faculty to be extremely

helpful and supportive.”

“I think that student services office does an excellent job at the CoE.”



Appendix: Segments by key questions and

reported minority status

Overall Experience: Please indicate the extent to which you agree with related to the entirely of your experience at COE: N=213

Overall Minority Students Non-minority Students

Agree Neutral Disagree Agree Neutral Disagree Agree Neutral Disagree

Satisfied with graduate experience at COE

82% 13% 4% 75% 15% 10% 87% 9% 4%

UW courses are intellectually challenging

86% 6% 5% 72% 21% 7% 92% 4% 4%

Micro Questions: N=190

Please indicate how often the statements below reflect your experience at COE:

Never Experienced Overall

Race/Ethnicity Minority

International Student

Religious Minority

Sexual Orientation

Minority


People treat me like I'm less capable based on my identity 66% 40% 37% 49% 48%

People say offensive stereotyped things to me 67% 46% 43% 56% 40%

People treat me like I'm less intelligence based on my identity 67% 44% 38% 43% 50%

People make assumptions about me 59% 34% 21% 45% 40%




People say offensive things even try to be sensitive 74% 46% 70% 64% 56%

I'm expected to overachieve to be valued equally 69% 38% 50% 53% 60%



Month/Daily

Overall Race/Ethnicity

Minority International

Student Religious Minority

Sexual Orientation

Minority


People treat me like I'm less capable based on my identity 10% 21% 30% 14% 20%









Yearly/Quarterly

Overall Race/Ethnicity



Sexual Orientation

Minority


People treat me like I'm less capable basedon my identity 24% 40% 33% 37% 32%











Agreement with belongingness and diversity: N=193

Please indicate the extent to which you agree with: I feel a sense of belonging to the COE community. I think the COE actively supports and nurtures a culture of diversity with respect to

underrepresented groups.

sense of belonging nurtures diversity culture

Agree Neutral Disagree Agree Neutral Disagree

Overall 69% 19% 12% 77% 17% 5%

Race/Ethnicity Minority 63% 22% 14% 65% 19% 16%

International Student 63% 20% 17% 73% 13% 13%

Religious Minority 69% 19% 12% 71% 22% 7%

Sexual Orientation Minority 60% 32% 8% 60% 36% 4%

Climate Ratings: N=193

Describe the overall climate of College of Education (1-positive, 6-Negative):

1-2

Overall climate rating Overall Race/Ethnicity



Sexual Orientation

Minority

Friendly 1 to Hostile 6 74% 63% 63% 73% 72%

Supportive 1 to Unsupportive 6 61% 59% 53% 58% 48%

Respectful 1 to Disrespectful 6 72% 63% 60% 68% 68%

Anti-Racist 1 to Racist 6 59% 44% 40% 39% 68%



3-4




Sexual Orientation

Minority





5-6




Sexual Orientation

Minority







Funding: How would you rate your satisfaction with your most recent primary RA/TA/GSA working experience and the availability of RA/TA/GSA positions? N=70

Overall Minority Students Non-minority students

Satisfied Neutral Dissatisfied Satisfied Neutral Dissatisfied Satisfied Neutral Dissatisfied

Satisfaction with RA/TA/GSA working experience

86% 9% 6% 75% 15% 10% 89% 7% 4%

Satisfaction with availability of RA/TA/GSA positions

12% 49% 39% 7% 43% 50% 14% 51% 34%

Working time breakout by demographic features N=67

Working time by minority/non-minority students

Average Working Hours 10-12 19-20 Above 20

Minority Students 10% 80% 10%

Non-Minority Students 10% 73% 17%

Peak Time Working Hours 10-20 25-30 Above 30

Minority Students 35% 50% 15%

Non-Minority Students 30% 45% 25%

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