In fall 2023, graduating seniors completed the Senior Exit Survey. This survey is administered in the 098 class and completion is required for all students. The survey measures student learning and gauges their overall experience in the college.
Sixty-seven individuals completed the survey, including 14 double majors within college.
Assessment
The Senior Exit Survey is one of the college’s indirect measures included in our assessment as required by the Accrediting Council on Education in Journalism and Mass Communications. Students are asked to measure how strongly they agree or disagree with 16 statements that align with the 10 ACJEMC student learning outcomes.
Students use the following rating scale: Strongly Agree (SA) (1), Agree (A) (2), Disagree (D) (3) and Strongly Disagree (SD) (4). The higher the average score, the more strongly students disagree.
|
ACEJMC |
Statement |
Average |
SA |
A |
D |
SD |
|
1 |
I understand and can apply First Amendment principles to my work. |
1.51 |
34 |
30 |
0 |
1 |
|
2 |
I can demonstrate an understanding of the history and the role of the professions in shaping communications. |
1.74 |
28 |
29 |
5 |
3 |
|
3 |
I can demonstrate a respect for colleagues of different ethnic and cultural backgrounds. |
1.25 |
51 |
13 |
0 |
1 |
|
3 |
I can demonstrate a respect for colleagues of different genders. |
1.26 |
51 |
12 |
1 |
1 |
|
3 |
I can demonstrate a respect for colleagues of different races and ethnicity. |
1.25 |
52 |
11 |
1 |
1 |
|
3 |
I can demonstrate a respect for colleagues of different sexual orientations. |
1.26 |
50 |
14 |
0 |
1 |
|
3 |
I can demonstrate a respect for colleagues from different countries. |
1.25 |
51 |
13 |
0 |
1 |
|
4 |
I can present data, text and images in a professional manner. |
1.43 |
39 |
25 |
0 |
1 |
|
6 |
I can demonstrate professional and ethical principles through my work, including truth, accuracy, fairness and diversity. |
1.37 |
44 |
19 |
1 |
1 |
|
7 |
I can solve problems creatively, independently and resourcefully. |
1.37 |
43 |
21 |
0 |
1 |
|
7 |
I can conduct research and am able to evaluate information. |
1.52 |
33 |
20 |
2 |
0 |
|
5 |
I can write correctly and clearly in styles appropriate to the communications professions. |
1.48 |
37 |
26 |
1 |
1 |
|
9 |
I am able to critically evaluate the quality of my own work for fairness, clarity, appropriate style and grammatical correctness. |
1.38 |
42 |
22 |
0 |
1 |
|
9 |
I am able to critically evaluate the quality of the work of others for fairness, clarity, appropriate style and grammatical correctness. |
1.4 |
41 |
23 |
0 |
1 |
|
8 |
I understand and can apply basic numerical and statistical concepts. |
1.52 |
37 |
24 |
2 |
2 |
|
10 |
I can apply tools and technology appropriate to the communications profession in which I plan to work. |
1.48 |
38 |
24 |
2 |
1 |
Students agreed most strongly with statements related to ACEJMC Outcome 3, demonstrate culturally proficient communication that empowers those traditionally disenfranchised in society, especially as grounded in race, ethnicity, gender, sexual orientation and ability, domestically and globally, across communication and media contexts.
Students agreed with statements related to outcomes 2, 7 and 8.
- Outcome 2: demonstrate an understanding of the multicultural history and role of professionals and institutions in shaping communications;
- Outcome 7: apply critical thinking skills in conducting research and evaluating information by methods appropriate to the communications professions in which they work;
- Outcome 8: effectively and correctly apply basic numerical and statistical concepts;
These results align with survey results from the past couple of years, and the college is already taking steps to address these concerns. For details on college activities in response to ACEJMC assessment, visit our assessment webpage at https://journalism.unl.edu/assessment or Standard 3 of our 2022-2023 Self-Study.
General Feedback
Students were also asked to respond to five statements related to their general experience in the college. Students used the following rating scale: Very Satisfied (VS) (1), Satisfied (S) (2), Unsatisfied (U)(3) and Very Unsatisfied (VU) (4). The higher the average score the more dissatisfaction students expressed.
|
Statement |
Average |
VS |
S |
U |
VU |
|
The advice, counsel, and guidance you received from the faculty in the College of Journalism and Mass Communications. |
1.54 |
36 |
25 |
2 |
2 |
|
The advice, counsel, and guidance you received from the faculty in the College of Journalism and Mass Communications. |
1.83 |
26 |
26 |
11 |
2 |
|
The education you received in the College of Journalism and Mass Communications. |
1.71 |
27 |
33 |
2 |
3 |
|
The availability of the equipment in the College of Journalism and Mass Communications outside of class time. |
1.52 |
37 |
24 |
2 |
2 |
|
The College of Journalism and Mass Communications has prepared you for success in your chosen profession. |
1.78 |
23 |
25 |
5 |
2 |
Students are the most dissatisfied with academic advising services in the college. This aligns with feedback we received from the ACEJMC site team. In the fall, the college conducted a comprehensive student survey about advising survey. To view the results of that survey, visit https://journalism.unl.edu/news/numbers-fall-2023-advising-survey. This spring, the academic advising team and the strategic planning committee will develop and implement programs or changes to address the findings.
Students were also asked to provide written feedback on their success, challenges and what they wish they had learned.
Successes
Students were asked to respond to the question, “What were your biggest successes at the College of Journalism and Mass Communications.” Fifty-two students chose to leave comments, and several distinct themes emerged:
- Hands-On Experience and Real-World Application: Emphasizing the value of experiential learning opportunities and involvement in real-world projects to apply skills and knowledge in tangible contexts. (13)
- Academic Achievement: Highlighting achievements related to grades, projects, internships and degree completion, showcasing the students' accomplishments within their academic pursuits. (11)
- Networking and Connections: Focusing on building relationships with professors, peers, mentors, and professionals to foster career growth, skill development and opportunities within the field. (8)
- Skill Development and Learning: Encompassing the acquisition of diverse technical and practical skills, from graphic design to strategic planning, contributing to personal and professional growth. (7)
- Competition and Achievement: Illustrating achievements, awards, and successes attained through competitions, accolades and recognition in journalism and mass communications. (5)
- Personal Growth and Confidence: Emphasizing the development of self-assurance, creativity, and passions, leading to increased confidence and personal growth within the field. (4)
- Leadership and Involvement: Showcasing personal and professional growth through organizational involvement, leadership roles, mentorship and engagement with various opportunities. (4)
- Professional Experience and Internships: Showcasing the importance of internships, hands-on learning, and real-world opportunities in shaping careers, skills, and personal development. (1)
Challenges
Students were asked to respond to the question, “What were your biggest challenges at the College of Journalism and Mass Communications.” Fifty-one students chose to leave comments, and several distinct themes emerged:
- Course Difficulty and Content: encompasses challenges related to specific courses, particularly Mass Media Law, highlighting the need for balanced difficulty levels, tailored instruction, and engaging subject matter in the College of Journalism and Mass Communications. (12)
- Course Relevance and Structure: encompasses challenges related to course alignment with career goals, mandatory classes perceived as unrelated, double ACE requirements, and the need for specialized and updated coursework in the College of Journalism and Mass Communications. (11)
- Technical Challenges and Skill Development: encompasses struggles in mastering Adobe software, writing, coding, data analytics, video production, outdoor shooting and adapting to new technology. (7)
- Time Management and Workload: captures the challenges of balancing coursework, extracurricular activities, jobs and personal responsibilities. (6)
- Experiences with Professors and Advisors: encompasses challenges and interactions students faced regarding faculty and advisory support within the College of Journalism and Mass Communications. (5)
- Communication and Connection: challenges in effective communication, collaborative group work, forming connections, adapting to diverse academic backgrounds, and overcoming social obstacles. (3)
- Personal Growth and Confidence: challenges related to self-doubt, anxieties, creative expansion, adaptability and balancing workloads. (3)
- Academic Environment and Atmosphere: encompasses challenges related to finding a personal fit within the college, a perceived lack of support and diversity, unclear expectations, and the competitive nature of the environment. (1)
- Remote learning and COVID-19: challenges stemming from the pandemic-driven shift to remote and hybrid learning, encompassing difficulties in adapting to online coursework, maintaining engagement, feeling disconnected from peers and professors and navigating limitations in hands-on learning and equipment use. (2)
- Career Exploration and Guidance: reflects challenges in identifying suitable career paths, securing internships, aligning classroom learning with real-world demands, and seeking tailored guidance for diverse job opportunities within the realm of journalism and mass communications. (1)
What they wish they learned
Students were asked to respond to the question, “What, if anything, do you wish you learned that you did not.” Forty-nine chose to leave comments, and several distinct themes emerged. Sixteen students marked the question N/A or stated there is nothing they wish they learned that they did not.
- Course Opportunities: Several students expressed the desire to specialize more within their chosen discipline or to have more specific class opportunities across the college. A wide variety of courses were mentioned with no distinct pattern emerging. (9)
- Skills: Students expressed a wide variety of skills they were interested in learning about or learning more about. Many comments were one-offs. However, a few areas of emphasis emerged, including Adobe Creative Suite, particularly After Effects (3 comments) and broadcast production (2 comments). (9)
- Knowledge: Students expressed a wide variety of topics they were interested in learning about or learning more about. Many comments were one-offs, with no distinct pattern emerging. (8)
- Career Preparation: encompasses guidance or job search skills students would like more exposure to. Several comments were related to developing a better understanding of the professional roles available within their chosen discipline and how their education relates to those roles. (5)
- Hands-on Opportunities: Students expressed the desire to have more hands-on opportunities in a number of areas. The comments were general, with no specific opportunities included. (2)