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First-‐time Freshmen Survey Report Fall 2016

Data Analytics and Institutional Research

ABSTRACT

The purpose of this survey is to provide a thorough understanding of the nature of our first-‐time freshmen students before they start classes at AUC. The instrument collects extensive information that allows for a snapshot of our incoming class in terms of their academic engagement in high school, civic engagement, health and wellness, diversity, political and social views and their future career plans.

Fall 2016 First-‐time Freshmen Survey DAIR

FIRST-‐TIME FRESHMEN SURVEY REPORT (FALL, 2016) 2

EXECUTIVE SUMMARY INTRODUCTION AND OVERVIEW In Fall 2015, the Office of Data Analytics and Institutional Research (DAIR) developed, in cooperation with the AUC Assessment Committee, a survey instrument designed to elicit information from incoming freshmen that allows for a snapshot of what students are like before they experience college, including established behaviors in high school; academic preparedness; admissions decisions; expecta0ons of college; interactions with peers and faculty; student values and goals; and student demographic characteristics. The survey is adapted from the Freshman Survey, part of the Cooperative Institutional Research Program (CIRP) and administered nationally by the Higher Education Research Institute (HERI) at UCLA's Graduate School of Education and Information Studies, and modified to accommodate AUC’s student population and high school and family characteristics. This survey is designed to closely track topics addressed in CIRP’s Your First College Year survey to provide information for longitudinal analysis of cognitive and affective growth. In Fall 2016, The office of Data analytics and Institutional Research and the office of the Dean of Undergraduate Studies decided to change the freshmen survey instrument from paper-‐based to online. IMPROVEMENTS OVER FALL 2015 FRESHMEN SURVEY The Administration of the Freshmen survey has always been challenging because the survey had to be administered in paper-‐format to a large number of students. We always faced issues with capturing students’ responses using the Optical Character Reader (OCR) because students did not usually follow the guidelines for filling out the survey. Failing of the OCR to capture a student’s response results in its exclusion and marking it as missing. Another issue is related to the open ended questions which had to be manually typed in for analysis and is considered a huge waste of time and resources. This year, the office of Data Analytics and Institutional Research agreed with the office of the Dean of Undergraduate Studies that the survey need to be administered online to avoid the aforementioned problems. The team was concerned about the response rate which may drop by going online, however, the experience proved that the response rate did not get affected by this change in process. METHODOLOGY The survey instrument was developed on a scannable form and administered as a hard copy to first-‐semester freshmen during the third day of orientation (FYE), on September 1st, 2015. The director of assessment and accreditation met with FYE facilitators during the FYE refresher session held on August 27th, 2015 to familiarize them with the administration process of the survey and answer questions. This year FYE facilitators were responsible for administrating the survey due to the problems that occurred last year and were given instructions in an orientation session, a copy of the instructions was also provided with the survey packets. These instructions specified that surveys were to be distributed only to first-‐semester freshmen, that the survey was voluntary and responses would be kept confidential, and that students should complete the survey to the best of their ability. Facilitators were instructed to provide explanations of questions or words that were confusing to students.



SUMMARY OF RESULTS All information in this section is self-‐reported by student. DEMOGRAPHICS

• Seventy-‐one (71%) of entering freshmen respondents are 18 years old. Almost eighty-‐seven percent (87%) plan to live with their families. Eighty-‐three percent (83%) report that both of their parents are alive and living together, with fourteen percent (14%) reporting that at least one parent attended AUC.

• For seventy-‐four percent (74%) of respondents, AUC was their first choice. The most important reasons for joining AUC were the university’s goo academic reputation (97%), jobs for graduates (94%), family preference (80%) and a visit to the AUC campus (74%)

• About eighty-‐three (83%) of first year freshmen graduated from private schools in Egypt, nine percent (9%) graduates from private schools in other countries, and five percent (5%) from public schools in Egypt.

• The most frequently cited certificate was GCSE/IGCSE, with thirty-‐five percent (35%) reporting that they obtained this certificate. The next most common was the American Diploma, with thirty percent (30%).

• Nearly eight percent (8%) of students reported having a disability or medical condition of which, about fifty-‐four percent (54%) reported having a psychological disorder, sixteen percent (16%) reported having a physical ability, twenty-‐six percent (26%) report having ADHD, nine percent (9%) reported having a chronic illness, and twelve percent (12%) report having a learning disability.

ACADEMIC ENGAGEMENT • In general, students reported high levels of academic engagement during the past year:

asking questions in class (95%), using internet for research or homework (92%), asking teachers for advice after class (91%), and more. Most students have worked on group projects (84%)or collaborated with fellow students in studying (84%).

• AUC’s first year freshmen have also reported academic disengagement, with ninety-‐one percent (92%) of students report being bored in classes.

• Some of this year’s first year freshmen enjoy reading: 75% reported having read a book for pleasure.

• Students expressed confidence in their academic abilities, with the highest ratings in working effectively in groups (74%) rating themselves as “somewhat strong” or “very strong”, accessing and using information and critical thinking skills to analyze and solve problems (72%), and communicating clearly and effectively in writing in English (67%). The most frequently cited weaknesses were communicating clearly in writing in Arabic (22% rated themselves as “somewhat weak” or “very weak”) and expressing themselves clearly in class discussions or oral presentations (17%).

• Students rated themselves highest in their drive to achieve, with a rating of 4.15 out of 5. Other strengths cited were academic ability (3.96), understanding of others (3.92), cooperativeness (3.88), self-‐understanding (3.77), and competitiveness (3.75). Weaknesses cited were artistic ability computer skills (with a rating of 2.99 out of 5), public speaking ability (3.27) and computer skills (3.32).

CIVIC ENGAGEMENT

• Students show a level of civic engagement, with 52% of students incorporating some volunteer work over into their weekly routine, with 20% reporting they did 1-‐5 hours of volunteer work and 15% reported having done 5 hours or more of volunteer work during a typical week over the past year. Moreover, 57% have performed community service as part of a class and 90% believe that helping others in difficulty is “essential” or “very important”.



However, 52% reported that there was little or no chance that they would participate in student government.

HEALTH AND WELLNESS • Most freshmen respondents reported exercising during the week, with only 13% reporting

that they had not exercised or engaged in sports. Our incoming class is also social: 66% reported spending over five hours per week socializing with friends, with 16% reporting spending more than 20 hours.

• Freshmen also reported socializing online through Facebook and other social networks: 55% reported spending over five hours in a typical week on these networks.

• Incoming freshmen reported high levels of stress: 92% reported that they had felt overwhelmed by all they had to do during the past year, and 75% report having felt depressed.

DIVERSITY • In addition, 75% of this year’s Freshmen rate their ability to work cooperatively with diverse

people as “above average” or “highest 10%”, and 75% believe that they are highly tolerant of others different beliefs.

POLITICAL AND SOCIAL VIEWS • First-‐time freshmen respondents, by a large majority, reported believing in equal rights

under the law. Ninety-‐ three (93%) percent believe in equal treatment regardless of religion, 93% believe in equal treatment regardless of social class or connections, and 90% feel that women should have the same rights as men.

• Eighty-‐one percent (81%) believe that all members of society, particularly the wealthy have a responsibility to improve the lives of less advantaged people. Eighty-‐five percent (85%) feel that debating or discussing ideas and viewpoints is a critical component of the political process. Fifty percent (44%), however, report believing that there is little that an individual can do to bring about change in society.

CAREER PLANNING

• Business Administration is the most frequently cited intended major, with 20.5% of students selecting it as their probable major, followed by Mechanical Engineering (11%) and Architectural Engineering (9.5%), Political Science (7%), Construction Engineering, Economics and Computer Engineering, all at about 6% each.

• Eighty-‐seven percent (87%) of freshmen respondents reported that they intend to pursue studies beyond the baccalaureate level: 41% stated that the highest academic degree they plan to obtain is a master’s degree, and an additional 42% intend to pursue a doctorate or PhD.



RESULTS DEMOGRAPHICS GENDER

Your sex:

Answer Options Response Percent Response Count

Male 38.0% 274 Female 62.0% 448

answered question 722 skipped question 5

AGE

How old will you be on December 31 of this year?


16 or younger 0.0% 0 17 9.6% 69 18 71.1% 513 19 16.8% 121 20 1.5% 11 21 -‐ 24 1.0% 7 25 -‐ 29 0.1% 1 30 or older 0.0% 0


38.0%

62.0%

Male

Female

Gender



PLANS FOR LIVING IN FALL 2016

Where do you plan to live during this semester?


With my family or relatives 86.6% 625 Other private home, apartment, or room 4.7% 34 AUC student housing on campus 8.7% 63 Other 0.0% 0


0.0%

9.6%

71.1%

16.8%

1.5%

1.0%

0.1%

0.0%

16 or younger

17

18

19

20

21 -‐ 24

25 -‐ 29

30 or older

How old will you be on December 31 of this year?

0.0%

4.7%

8.7%

86.6%

Other

Other private home, apartment, or room

AUC student housing on campus

With my family or relagves

Where do you plan to live during this semester?



DISABILITIES AND MEDICAL CONDITIONS Have you been diagnosed with any of the following disabilities or medical conditions? (Check all that apply)


Learning disability (dylexia, etc.) 12.3% 7 Attention deficit hyperactivity disorder (ADHD) 26.3% 15 Autism spectrum/ Asperger's Syndrome 1.8% 1 Physical disability (speech, sight, mobility, hearing, etc.) 15.8% 9 Chronic illness (cancer, diabetes, autoimmune disorders, etc. ) 8.8% 5 Psychological disorder (depression, etc. ) 54.4% 31 Other (please specify) 47


DECISION TO JOIN AUC

Is AUC your:


First choice 74.2% 531 Second choice 18.6% 133 Third choice 3.5% 25 Less than third choice 3.8% 27


1.8%

8.8%

12.3%

15.8%

26.3%

54.4%

Augsm spectrum/ Asperger's Syndrome

Chronic illness (cancer, diabetes, autoimmune disorders, etc. )

Learning disability (dylexia, etc.)

Physical disability (speech, sight, mobility, hearing, etc.)

Ahengon deficit hyperacgvity disorder (ADHD)

Psychological disorder (depression, etc. )

Have you been diagnosed with any of the following disabili^es or medical condi^ons? (Check all that apply)



REASONS TO JOIN AUC Below are some reasons that might have influenced your decision to attend AUC. How important was each reason in your decision to come here? (Mark one answer for each possible reason)

Answer Options Very Important Somewhat Important

Not Important

Rating Average Scale: 0 to

2*

Response Count

My parents or relatives wanted me to come here. 257 306 143 1.16 706

A friend or family member attended here. 147 230 325 0.75 702

This university has a very good academic reputation. 529 148 24 1.72 701

I was offered a scholarship/ financial assistance. 115 121 446 0.51 682

High school counselor or teacher advised me. 70 211 408 0.51 689

I wanted to live near home. 111 169 413 0.56 693 I wanted to study in the Middle East/ North Africa. 119 176 399 0.60 694

I could not afford my first choice. 73 79 534 0.33 686

AUC graduates get good jobs. 460 198 43 1.59 701

I wanted to go to a school about the size of this university.

114 217 362 0.64 693

Information from a website. 118 246 325 0.70 689 A visit to the campus 228 286 183 1.06 697


*Scale: 0: Not Important 1: Somewhat Important 2: Very Important

3.5%

3.8%

18.6%

74.2%

Third choice

Less than third choice

Second choice

First choice

Is AUC your:



PARENTS PARENTS STATUS

Are your parents: (Mark one)


Both alive and living together 83.2% 583 Both alive, divorced or living apart 12.7% 89 One or both deceased 4.1% 29


0.33

0.51

0.51

0.56

0.60

0.64

0.70

0.75

1.06

1.16

1.59

1.72

I could not afford my first choice.

I was offered a scholarship/ financial assistance.

High school counselor or teacher advised me.

I wanted to live near home.

I wanted to study in the Middle East/ North Africa.

I wanted to go to a school about the size of this university.

Informagon from a website.

A friend or family member ahended here.

A visit to the campus

My parents or relagves wanted me to come here.

AUC graduates get good jobs.

This university has a very good academic reputagon.

Below are some reasons that might have influenced your decision to adend AUC. How important was each reason in your decision to come here? (Mark one answer for each

possible reason)



HIGHEST LEVEL OF PARENTS EDUCATION What is the highest level of formal education obtained by your parents?

Answer Options

High school

Academy or vocational

school (Other than university)

University degree (BA, BS, etc.)

Graduate Degree (MA,

MS, MBA, PhD, EdD, MD, etc.)

Response Count

Father 7 10 354 261 632 1.1% 1.6% 56.0% 41.3% Mother 15 9 433 166 623

2.4% 1.4% 69.5% 26.6%

PARENTS ATTENDED AUC

Did either or both of your parents attend AUC?


Mother 6.6% 46 Father 4.6% 32 Both mother and father 2.9% 20 None 86.0% 600


4.1%

12.7%

83.2%

One or both deceased

Both alive, divorced or living apart

Both alive and living together

Are your parents: (Mark one)



HIGH SCHOOL HIGH SCHOOL TYPE

From what kind of high school did you graduate?


Public school (Government school) in Egypt 4.9% 35 Public school (Government school) in the Middle East/ Arab World 1.5% 11 Public school (Government school) outside the Middle East/ Arab World 0.7% 5

Private school in Egypt 83.1% 598 Private school in another country 9.3% 67 Home school 0.6% 4


2.9%

4.6%

6.6%

86.0%

Both mother and father

Father

Mother

None

Did either or both of your parents adend AUC?

0.6%

0.7%

1.5%

4.9%

9.3%

83.1%

Home school

Public school (Government school) outside the Middle East/ Arab World

Public school (Government school) in the Middle East/ Arab World

Public school (Government school) in Egypt

Private school in another country

Private school in Egypt

From what kind of high school did you graduate?



HIGH SCHOOL CERTIFICATE

What type of high school certificate did you complete?


Thanaweya Amma Arts 4.3% 31 Thanaweya Amma Sciences 8.7% 63 GCSE/ IGCSE 35.1% 253 American Diploma 30.0% 216 French Baccalaureate 5.5% 40 German Abitur 1.7% 12 International Baccalaureate 9.8% 71 Other 4.9% 35


1.7%

4.3%

4.9%

5.5%

8.7%

9.8%

30.0%

35.1%

German Abitur

Thanaweya Amma Arts

Other

French Baccalaureate

Thanaweya Amma Sciences

Internagonal Baccalaureate

American Diploma

GCSE/ IGCSE

What type of high school cer^ficate did you complete?



ACADEMIC ENGAGEMENT Please indicate how often you did the activities below during the past year. (Mark one for each item)

Answer Options Frequently Occasionally Not at all

Rating Average

*Scale: 0 to 2

Response Count

Was bored in class 229 359 49 1.28 637 Tutored another student 150 324 157 0.99 631 Studied with other students 235 298 104 1.21 637 Used the internet for research and homework 424 178 35 1.61 637

Read a book for pleasure 229 250 159 1.11 638 Asked questions in class 293 305 39 1.40 637 Took a risk because I felt I had more to gain 269 313 54 1.34 636

Felt overwhelmed by all I had to do 263 322 48 1.34 633

Felt depressed 139 335 159 0.97 633 Asked a teacher for advice after class 193 338 102 1.14 633

Socialized with someone from another culture 260 289 85 1.28 634

Performed community service as part of a class 142 249 238 0.85 629

Explored topics on my own, even though it was not required for a class

241 283 110 1.21 634

Worked with other students on group projects 281 257 96 1.29 634


*Scale: 0: Not at all / 1: Occasionally / 2: Frequently



How would you describe your ability to do the following?

Answer Options Very Strong

Somewhat Strong Neutral Somewhat

Weak Very Weak

Rating Average *Scale: 1

to 5

Response Count

Express yourself in a class discussion or oral presentation

120 221 210 89 18 3.51 658

Form opinions about what you read

148 277 209 16 4 3.84 654

Work efficiently on your own 280 277 89 4 1 4.28 651

Communicate clearly and appropriately in writing in English

227 211 183 32 1 3.96 654

Communicate clearly in writing in Arabic

138 181 194 94 47 3.41 654

Work effectively in task-‐oriented groups

162 302 168 16 3 3.93 651

Access and use information and critical thinking

159 295 176 17 1 3.92 648

0.85

0.97

0.99

1.11

1.14

1.21

1.21

1.28

1.28

1.29

1.34

1.34

1.40

1.61

Performed community service as part of a class

Felt depressed

Tutored another student

Read a book for pleasure

Asked a teacher for advice aker class

Studied with other students

Explored topics on my own, even though it was not required for a class

Was bored in class

Socialized with someone from another culture

Worked with other students on group projects

Took a risk because I felt I had more to gain

Felt overwhelmed by all I had to do

Asked quesgons in class

Used the internet for research and homework

Please indicate how ohen you did the ac^vi^es below during the past year. (Mark one for each item)



skills to analyze and solve problems


*Scale: 1: Very Weak/2: Somewhat Weak/ 3: Neutral/4: Somewhat Strong/ 5: Very Strong

Rate yourself on each of the following traits as compared with the average person your age. We want the most accurate estimate of how you see yourself.

Answer Options Highest 10%

Above average Average Below

average Lowest 10%

Rating Average

*Scale: 1 to 5

Response Count

Academic ability 179 288 192 4 1 3.96 664 Artistic ability 68 130 240 181 47 2.99 666 Competitiveness 164 227 224 42 7 3.75 664 Computer skills 63 184 335 72 12 3.32 666 Cooperativeness 154 293 204 11 2 3.88 664 Creativity 119 253 252 38 5 3.66 667 Drive to achieve 239 298 110 14 1 4.15 662 Emotional health 127 205 268 50 14 3.57 664 Leadership ability 160 221 219 58 6 3.71 664 Mathematical ability 150 216 202 69 28 3.59 665

Physical health 143 208 271 38 5 3.67 665

3.41

3.51

3.84

3.92

3.93

3.96

4.28

Communicate clearly in wrigng in Arabic

Express yourself in a class discussion or oral presentagon

Form opinions about what you read

Access and use informagon and crigcal thinking skills to analyze and solve problems

Work effecgvely in task-‐oriented groups

Communicate clearly and appropriately in wrigng in English

Work efficiently on your own

How would you describe your ability to do the following?



Well-‐liked 104 277 266 8 3 3.72 658 Public speaking ability 93 169 263 110 31 3.27 666

Self-‐confidence (intellectual) 139 237 235 46 8 3.68 665

Self-‐confidence (social) 119 204 264 67 12 3.53 666

Self-‐understanding 160 252 200 40 10 3.77 662 Understanding of others 162 309 177 13 3 3.92 664

Writing ability 88 219 284 69 5 3.48 665 answered question 668 skipped question 59

*Scale: 1: Lowest 10% /2: Below Average / 3: Average/ 4: Above Average/ 5: Highest 10%

What is your best guess as to the chances that you will: (Mark one for each item)

Answer Options Very Good Chance

Some Chance

Very Little Chance

No Chance

Rating Average

*Scale: 0 to 3

Response Count

2.99

3.27

3.32

3.48

3.53

3.57

3.59

3.66

3.67

3.68

3.71

3.72

3.75

3.77

3.88

3.92

3.96

4.15

Argsgc ability

Public speaking ability

Computer skills

Wrigng ability

Self-‐confidence (social)

Emogonal health

Mathemagcal ability

Creagvity

Physical health

Self-‐confidence (intellectual)

Leadership ability

Well-‐liked

Compeggveness

Self-‐understanding

Cooperagveness

Understanding of others

Academic ability

Drive to achieve

Rate yourself on each of the following traits as compared with the average person your age. We want the most accurate es^mate of how you see yourself.



Change your major field 57 229 192 62 1.52 540 Participate in student government 101 245 151 41 1.75 538

Get a work-‐study job to help pay for university 95 168 169 104 1.47 536

Play recreational sports 174 221 102 39 1.99 536 Be on a university sports team 163 171 118 88 1.76 540 Get at least a "B" average 296 182 47 12 2.42 537 Transfer to another university before graduating 74 133 191 137 1.27 535

Participate in volunteer or community service work 218 214 82 20 2.18 534

Seek personal counseling 108 235 145 42 1.77 530 Communicate regularly with your professors 228 261 45 2 2.33 536

Socialize with someone of another culture 324 179 30 2 2.54 535

Participate in student clubs/groups 342 154 32 5 2.56 533

Participate in a study-‐abroad program 270 201 53 10 2.37 534

Work on a professor's research project 181 242 94 14 2.11 531

Get tutoring help in scientific courses 100 207 176 45 1.69 528

Take courses from more than one university simultaneously 45 111 183 193 1.02 532


*Scale: 0: No chance/1: Very Little Chance/ 2: Some Chance /3: Very good chance



1.02

1.27

1.47

1.52

1.69

1.75

1.76

1.77

1.99

2.11

2.18

2.33

2.37

2.42

2.54

2.56

Take courses from more than one university simultaneously

Transfer to another university before graduagng

Get a work-‐study job to help pay for university

Change your major field

Get tutoring help in sciengfic courses

Pargcipate in student government

Be on a university sports team

Seek personal counseling

Play recreagonal sports

Work on a professor's research project

Pargcipate in volunteer or community service work

Communicate regularly with your professors

Pargcipate in a study-‐abroad program

Get at least a "B" average

Socialize with someone of another culture

Pargcipate in student clubs/groups

What is your best guess as to the chances that you will: (Mark one for each item)



HEALTH AND WELLNESS During your last year in high school, how much time did you spend during a typical week doing the following activities?

Answer Options None Less than 1 hour

1-‐5 hours

5-‐10 hours

10-‐20 hours

Over 20

hours

Rating Average

*Scale: 0 to 5

Response Count

Studying/homework 8 45 196 166 134 73 2.95 622 Socializing with friends 3 32 177 171 138 100 3.14 621 Talking with teachers outside of class 52 338 171 47 10 3 1.41 621

Exercise or sports 80 142 232 99 40 28 1.94 621 Partying 184 168 178 63 10 12 1.32 615 Working (for pay) 518 17 29 29 11 13 0.44 617 Volunteer work / Community Service 283 104 131 57 15 23 1.16 613

Student clubs/groups 332 68 130 49 19 16 1.03 614 Watching TV 76 123 225 107 57 29 2.05 617 Household/ childcare duties 297 148 113 40 9 4 0.90 611

Reading for pleasure 199 142 152 68 35 20 1.44 616 Reading for information 66 194 215 88 36 16 1.81 615

Playing video/computer games

249 130 142 50 24 20 1.24 615

Online social networks (Twitter, facebook, etc. )

12 59 207 143 96 101 2.90 618


*Scale: 0:None /1: < 1 hour/2: (1-‐5) hours/3: (5-‐10) hours/4: (10-‐20) hours/5: Over 20 hours



DIVERSITY Rate yourself on each of the following traits as compared with the average person your age. We want the most accurate estimate of how you see yourself.

Answer Options Highest 10%

Above average Average Below

average Lowest 10%

Rating Average Scale: 1 to

5

Response Count

Ability to see the world from someone else's perspective

129 273 244 19 2 3.76 667

Tolerance of others with different beliefs 254 250 142 21 1 4.10 668

Openness to having my own views challenged

163 254 210 35 2 3.81 664

Ability to discuss and negotiate controversial issues

225 231 167 41 5 3.94 669

Ability to work cooperatively with diverse people

265 240 139 24 1 4.11 669

0.44

0.90

1.03

1.16

1.24

1.32

1.41

1.44

1.81

1.94

2.05

2.90

2.95

3.14

Working (for pay)

Household/ childcare duges

Student clubs/groups

Volunteer work / Community Service

Playing video/computer games

Partying

Talking with teachers outside of class

Reading for pleasure

Reading for informagon

Exercise or sports

Watching TV

Online social networks (Twiher, facebook, etc. )

Studying/homework

Socializing with friends

During your last year in high school, how much ^me did you spend during a typical week doing the following ac^vi^es?




*Scale: 1: Lowest 10% /2: Below Average / 3: Average/ 4: Above Average/ 5: Highest 10%

POLITICAL AND SOCIAL VIEWS

Please state your level of agreement with the following:

Answer Options Strongly Agree Agree Neutral Disagree Strongly

Disagree

Rating Average

*Scale: 1 to 5

Response Count

Realistically, an individual can do little to bring about changes in our society.

98 173 122 139 71 3.15 603

Debating/discussing different ideas and viewpoints is a critical component of the political process.

296 205 79 10 2 4.32 592

All members of society, especially the wealthy, have a responsibility to improve the lives of less advantaged members of their community.

275 205 88 23 1 4.23 592

Everyone deserves 497 59 28 9 1 4.75 594

3.76

3.81

3.94

4.10

4.11

Ability to see the world from someone else's perspecgve

Openness to having my own views challenged

Ability to discuss and negogate controversial issues

Tolerance of others with different beliefs

Ability to work cooperagvely with diverse people

Rate yourself on each of the following traits as compared with the average person your age. We want the most accurate es^mate of how you see yourself.



equal treatment under the law, regardless of their religion. Everyone deserves equal treatment under the law, regardless of their social class or connections.

488 65 34 6 4 4.72 597

Women should have the same rights as men.

426 109 49 9 3 4.59 596


*Scale: 1: Strongly Disagree/2: Disagree / 3: Neutral / 4:Agree / 5:Strongly Agree

CAREER PLANNING

Please mark your probable major:


Accounting (B.A.C.) 1.7% 11

3.15

4.23

4.32

4.59

4.72

4.75

Realisgcally, an individual can do lihle to bring about changes in our society.

All members of society, especially the wealthy, have a responsibility to improve the lives of less advantaged members of

their community.

Debagng/discussing different ideas and viewpoints is a crigcal component of the poligcal process.

Women should have the same rights as men.

Everyone deserves equal treatment under the law, regardless of their social class or connecgons.

Everyone deserves equal treatment under the law, regardless of their religion.

Please state your level of agreement with the following:



Actuarial Science (B.S.) 1.4% 9 Architectural Engineering (B.S.) 9.5% 63 Biology (B.S.) 1.1% 7 Chemistry, with specializations in Clinical Chemistry, Industrial Chemistry, and Food Chemistry (B.S.) 0.5% 3

Computer Engineering (B.S) 5.9% 39 Computer Science (B.S) 3.0% 20 Construction Engineering, with concentrations in Construction Materials and Structures, Construction Management and Technology, and Environmental Engineering (B.S.)

6.3% 42

Electronics and Communications Engineering (B.S) 4.5% 30 Mathematics, with an option in Statistics & Data Analysis (B.S.) 0.2% 1

Mechanical Engineering, with concentrations in Design, Industrial, Materials and Manufacturing, Mechatronics, and Power (B.S.)

11.3% 75

Petroleum Engineering, with concentrations in Energy Resources and Petrochemicals (B.S.) 1.2% 8

Physics, with an option in Instrumentation (B.S.) 0.3% 2 Performance (B.M.A.) 0.2% 1 Business Administration, with concentrations in Marketing, Finance, Management of Information Systems and General Business (B.B.A.)

20.5% 136

Management of Information and Communication Technology (B.B.A.) 1.1% 7

Anthropology (B.A.) 0.0% 0 Arabic Studies, with specializations in Arabic literature, Middle Eastern History and Islamic Art and Architecture (B.A.) 0.0% 0

Communication and Media Arts (B.A.) 2.6% 17 Economics (B.A.) 6.0% 40 Egyptology (B.A.) 0.0% 0 English and Comparative Literature (B.A.) 0.5% 3 Film (B.A.) 0.9% 6 Graphic Design (B.A.) 2.9% 19 History (B.A.) 0.2% 1 Honors Program in Political Science (B.A.) 0.6% 4 Integrated Marketing Communication (B.A.) 5.3% 35 Middle East Studies (B.A.) 0.2% 1 Multimedia Journalism (B.A.) 1.8% 12 Music Technology (B.A.) 0.0% 0 Philosophy (B.A.) 0.0% 0 Political Science, with specializations in General Political Science, International Relations, Middle East Politics, and Political Economy (B.A.)

7.2% 48

Psychology (B.A.) 2.1% 14 Sociology (B.A.) 0.5% 3 Theatre (B.A.) 0.0% 0 Visual Arts (B.A.) 1.1% 7 Other (please specify) 145




0.0%

0.0%

0.0%

0.0%

0.0%

0.0%

0.2%

0.2%

0.2%

0.2%

0.3%

0.5%

0.5%

0.5%

0.6%

0.9%

1.1%

1.1%

1.1%

1.2%

1.4%

1.7%

1.8%

2.1%

2.6%

2.9%

3.0%

4.5%

5.3%

5.9%

6.0%

6.3%

7.2%

9.5%

11.3%

20.5%

Anthropology (B.A.)

Arabic Studies, with specializagons in Arabic literature, Middle Eastern History and Islamic Art and Architecture (B.A.)

Egyptology (B.A.)

Music Technology (B.A.)

Philosophy (B.A.)

Theatre (B.A.)

Mathemagcs, with an opgon in Stagsgcs & Data Analysis (B.S.)

Performance (B.M.A.)

History (B.A.)

Middle East Studies (B.A.)

Physics, with an opgon in Instrumentagon (B.S.)

Chemistry, with specializagons in Clinical Chemistry, Industrial Chemistry, and Food Chemistry (B.S.)

English and Comparagve Literature (B.A.)

Sociology (B.A.)

Honors Program in Poligcal Science (B.A.)

Film (B.A.)

Biology (B.S.)

Management of Informagon and Communicagon Technology (B.B.A.)

Visual Arts (B.A.)

Petroleum Engineering, with concentragons in Energy Resources and Petrochemicals (B.S.)

Actuarial Science (B.S.)

Accoungng (B.A.C.)

Mulgmedia Journalism (B.A.)

Psychology (B.A.)

Communicagon and Media Arts (B.A.)

Graphic Design (B.A.)

Computer Science (B.S)

Electronics and Communicagons Engineering (B.S)

Integrated Markegng Communicagon (B.A.)

Computer Engineering (B.S)

Economics (B.A.)

Construcgon Engineering, with concentragons in Construcgon Materials and Structures, Construcgon Management and

Poligcal Science, with specializagons in General Poligcal Science, Internagonal Relagons, Middle East Poligcs, and Poligcal Economy

Architectural Engineering (B.S.)

Mechanical Engineering, with concentragons in Design, Industrial, Materials and Manufacturing, Mechatronics, and Power (B.S.)

Business Administragon, with concentragons in Markegng, Finance, Management of Informagon Systems and General

Please mark your probable major:



What is the highest academic degree that you intend to obtain?

Answer Options None Diploma

Bachelor's Degree (BA, BS, etc.)

Master's Degree (MA, MS, MBA, etc.)

Doct., academic (PhD)

Doct., prof. (edu , bus., law)

Doct., medical (med., dent., vet. med)

Other Response Count

Highest planned

4 14 81 258 220 42 5 5 629

0.64% 2.23% 12.88% 41.02% 34.98% 6.68% 0.79% 0.79% Highest planned at AUC

18 27 337 146 46 16 2 3 595

3.03% 4.54% 56.64% 24.54% 7.73% 2.69% 0.34% 0.50%

Please indicate the importance to you personally of each of the following: (Mark one for each item)

Answer Options Strongly Agree

Agree Neutral Disagree Strongly

Disagree

Rating Average

*Scale: 1 to 5

Response Count

Becoming accomplished in one of the performing arts (acting, dancing, etc.)

93 184 212 53 25 3.47 567

Becoming an authority in my field 230 196 127 13 2 4.13 568

Obtaining recognition from my colleagues for contributions to my special field

179 253 124 7 2 4.06 565

Influencing the political structure 121 155 231 48 10 3.58 565

Influencing social values 210 230 115 10 2 4.12 567

Raising a family 219 194 120 21 14 4.03 568

0.64%

2.23%

12.88%

41.02%

34.98%

6.68%

0.79%

0.79%

None

Diploma

Bachelor's Degree (BA, BS, etc.)

Master's Degree (MA, MS, MBA, etc.)

Doctoral, academic (PhD)

Doctoral, professional (educagonal, business, law)

Doctoral, medical (medicine, dengstry, veterinary medicine)

Other

Highest Planned Degrees

Highest planned at AUC Highest planned



Being very well-‐off financially 272 202 90 3 1 4.30 568

Helping others who are in difficulty 328 198 43 1 2 4.48 572

Making a theoretical contribution to science

102 144 237 62 22 3.43 567

Writing original works (poems, novels, etc. ) 98 93 228 110 39 3.18 568

Creating artistic works (painting, sculpture, etc. )

99 111 220 90 47 3.22 567

Becoming successful in a business of my own

325 154 75 9 8 4.36 571

Becoming involved in practices or programs to clean up the environment

198 225 133 11 2 4.07 569

Developing a meaningful philosophy of life

188 186 164 25 5 3.93 568

Participating in a community action program

151 212 181 19 4 3.86 567

Helping to promote racial understanding 213 208 136 4 4 4.10 565

Keeping up to date with political affairs 112 171 204 61 18 3.53 566

Becoming a community leader 151 185 197 31 4 3.79 568

Improving my understanding of other countries and cultures

293 191 80 3 2 4.35 569


*Scale: 1: Strongly Disagree/2: Disagree / 3: Neutral / 4:Agree / 5:Strongly Agree



3.18

3.22

3.43

3.47

3.53

3.58

3.79

3.86

3.93

4.03

4.06

4.07

4.1

4.12

4.13

4.3

4.35

4.36

4.48

Wrigng original works (poems, novels, etc. )

Creagng argsgc works (paingng, sculpture, etc. )

Making a theoregcal contribugon to science

Becoming accomplished in one of the performing arts (acgng, dancing, etc.)

Keeping up to date with poligcal affairs

Influencing the poligcal structure

Becoming a community leader

Pargcipagng in a community acgon program

Developing a meaningful philosophy of life

Raising a family

Obtaining recognigon from my colleagues for contribugons to my special field

Becoming involved in pracgces or programs to clean up the environment

Helping to promote racial understanding

Influencing social values

Becoming an authority in my field

Being very well-‐off financially

Improving my understanding of other countries and cultures

Becoming successful in a business of my own

Helping others who are in difficulty

Please indicate the importance to you personally of each of the following: (Mark one for each item)



How many years do you expect it will take you to graduate from AUC?


1 -‐ 3 4.8% 33 4 51.2% 355 5 40.3% 279 6+ 0.6% 4 Do not plan to graduate from this university 3.2% 22


0.6%

3.2%

4.8%

40.3%

51.2%

6+

Do not plan to graduate from this university

1 -‐ 3

5

4

How many years do you expect it will take you to graduate from AUC?

freshmen survey (fall, 2016) - auc intranet...fall!2016! first>time!freshmen!survey!! dair!!...

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