Reports on some of our recent surveys are described below. If you would like to see any of the reports, please contact IR&DS.
This 121-page report documents findings of the Enrolled Students Survey of 2007. For this research, over 150 analyses were conducted using data gathered from 2,334 undergraduates. This study lends insight into students’ classroom experiences, the topics and skills that are emphasized in their courses, the advising and support they receive, the social and academic activities they engage in, the extent to which they participate in online social networking, and their satisfaction with their undergraduate experience.
This 61-page report documents findings of the Doctoral Student Exit Survey of 2004-05. This study lends insight into the experiences of Stanford doctoral students and the quality and nature of the programs from which they graduate. Aspects of graduates’ doctoral experiences explored here include the quality of interactions between faculty and students, the quality of instruction and level of research support doctoral students receive, and the types and amount of financial assistance doctoral students are provided. This study is the first in a series that have the objective of documenting strengths and limitations of Stanford graduate programs and identifying means by which they might be improved. Over 400 exiting Ph.D.s participated in this survey, and over 100 analyses are presented in this report.
This 78-page report documents findings of the Doctoral Student Exit Survey of 2004-06, a study conducted by Decision Support Services in cooperation with the Vice Provost for Graduate Education. For this research, data gathered via the 2004-05 Doctoral Student Exit Survey (n=422) were combined with data gathered in 2005-06 (n=321) to create a database containing 743 cases. Over 100 analyses were conducted using the aggregated dataset. Among the topics this report explores are graduates’ interactions with faculty and their peers, the types of opportunities Ph.D. students are provided to further their research and professional interests, and the quality of instruction and types of research support they receive
This 23-page report documents findings of research conducted to compare schools within Stanford with respect to doctoral students’ experiences and perceptions. Using the dataset created for the Doctoral Student Exit Survey of 2004-06 (n=743), analyses were conducted to determine whether the quality of interactions between faculty and students, the quality of interactions between students and their peers, the quality of instruction and type of research support received, and type and amount of financial assistance provided to students varies as a function of school. Taken as a whole, the analyses performed for this study do not indicate there are systematic differences in the experiences of Ph.D. students based upon the schools within which their doctoral programs are located.
This 27-page report presents findings of analyses conducted to explore whether doctoral students’ experiences differ as a function of race or gender. Using the dataset created for the Doctoral Student Exit Survey of 2004-06 (n=743), analyses were conducted to assess whether non-Caucasian students experience their Ph.D. programs differently than their white counterparts, and whether female students experience their Ph.D. programs differently than their male colleagues. Taken as a whole, analyses performed for this study do not indicate there are systematic differences in the experiences of non-Caucasian and female Ph.D. students. Of the over 200 analyses that were performed, only 27 yielded statistically significant results. In addition to the fact that a small portion of the analyses were statistically significant, some of the analyses that are statistically significant pertain to the same issues and topics that are examined in analyses that are not.