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Student Satisfaction Survey

View the Interactive Survey Results

View the Full Report (PDF)

View the Report Summary (PDF)


The Gladys W. and David H. Patton College of Education (PCOE) administers the student satisfaction survey every two years to help improve the College.  This is the fifth survey conducted by the College since 2009.

The survey consists of responses from graduate and undergraduate students across all campuses.  Survey questions are combined into three major categories: Curriculum and Instructions, Support Services, and Overall Assessment. A total of 988 students participated in the survey.

Although overall satisfaction decreased slightly from 2013 to 2015, students remain very satisfied with the Patton College of Education.

Responses were coded using the four-point scale where 1-Very Dissatisfied, 2-Dissatisfied, 3-Satisfied, and 4-Very Satisfied

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Within Curriculum and Instruction section, students reported higher satisfaction with the availability of courses within their majors, but reduced satisfaction with the level of intellectual challenge of their programs and the preparation for life-long learning. Students reported the same level of satisfaction with the quality of instruction in their majors, quality of instruction outside their major, preparation for leadership, preparation for addressing changing human and social needs, the amount of focus on inquiry, and the emphasis on diversity.

Within Support Services section, students reported lower satisfaction with contact with faculty outside of the classroom, adequacy of field studies and professional internships, availability of support personnel, and adequacy of McCracken as a learning environment,

Students reported the same level of satisfaction across all questions in the Overall Assessment section.

In terms of the satisfaction among various groups:

  • Undergraduate students were more satisfied than graduate students. Freshmen were slightly more satisfied than all other classes, but only the difference between freshmen and juniors was statistically significant.
  • Regional campus students were slightly more satisfied with the PCOE than students attending the main campus in Athens and the E-Campus, but these differences were not statistically significant.
  • There were no statistically significant differences in satisfaction among the various age groups.
  • Students whose parents did not attend college had higher overall levels of satisfaction than students who were not first-generation college students. This difference was statistically significant.

Students were also asked to rate the importance of PCOE core values on a four-point Likert scale. These core values inform the process by which PCOE develops and articulates its goals, and it helps ensure that administrators, faculty, P-12 partners, higher education partners, and students are working toward a common framework.

Changing Human and Social Need






Preparation for Leadership


Cultivation of Life-long learning        


1=very unimportant, 2=unimportant, 3=important, and 4=very important

Post-graduation plans.  Students were asked to provide dichotomous yes/no responses to seven questions about the likelihood of engaging in various postgraduate options Figure 1 displays the percentage of yes responses to activities students said they are likely to engage in. Lower percentages of students responded that they are likely to attend graduate school either on a part-time or full-time basis compared to those who said they would. Respondents also reported that they were more likely to work in-state on a full-time basis after graduation rather than part-time.  In addition, lower percentages of students were likely to pursue working out-of-state fulltime or part-time, or to pursue other options after graduation, compared to students who said they would not.  Other options included moving or working abroad, continuing in their current job, coaching, working in other fields outside their major, and teaching as a substitute teacher.  

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Students were asked about the likelihood of being involved in conducting research post-graduation.  The average likelihood of students conducting research post-graduation was 3.1, which indicates that students were between somewhat likely (3) and likely (4) to conduct research post-graduation.  Figure 2 shows these results.

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