Graduating Senior Survey - Spring 2009 Grads
247 of the 1,140 Spring 2009 graduates participated in the graduating senior survey, with 89% considering themselves WIU-Macomb students, 10% declaring as WIU-QC students, and 1% being extension students. (Details in tables provided overall, and separately for Macomb and Quad Cities graduates, but not for extension graduates.)
- In keeping with Western's tradition of having a large number of students transfer into WIU from other colleges and universities, only 50% of seniors started their collegiate career at Western as first-time freshmen, but 73% of seniors still spent at least 3 years as a student at Western.
- While the majority (70%) of Western seniors plan to hit the work force directly after graduation; 23% plan on graduate school being their next step; 1% each plan on additional undergraduate study, military service, or starting/raising a family as their primary pursuit; and 4% have other post-graduation plans.
- Overall, seniors reported being satisfied with their WIU and major experience, with 82% saying they would still attend WIU if they had it to do all over again, and 85% saying they would still choose the same major.
Level of Satisfaction with Overall Western Experience
As can be seen in the table below, seniors indicate a very high level of satisfaction with their overall Western experience, with the top 3 ranked attributes being 1) availability of library resources, 2) faculty members' course preparation, and 3) communication between students and faculty. In addition, the Quad Cites students reported a somewhat higher sense of satisfaction, perhaps due to a greater sense of a learning community resulting from their smaller size.
|1=Very Satisfied, 2=Somewhat Satisfied, 3=Somewhat Dissatisfied, 4=Very Dissatisfied||Macomb||Quad Cities||
|Coursework required in the general education curriculum||2.12||2.04||2.11|
|Extent of intellectual challenges in courses outside of your major||2.01||1.28||1.96|
|Quality of instruction outside of your major||2.05||1.62||2.00|
|Encouragement of different scholarly points of view by the faculty|