The First-Year survey is administered during Orientation, and is completed by new students on paper during residential hall meetings.  The scope of questions includes:

• College choice
  • Number of colleges applied to
  • Reasons for attending college
  • Reasons for attending Furman in particular
• Academic goals and habits
  • Highest degree intended
  • Academic behaviors (e.g., study groups)
  • Ability assessment
  • Importance of learning opportunities
  • Hours per week spent on different activities
  • Goal importance
  • College plans

Furman faculty and staff may access a .pdf of the survey instrument and PowerBi dashboard by clicking here:

https://furman.box.com/s/bj79nuh3ja4oqlbakrclwsgz5k6l04w4

The New Student Questionnaire is administered online to incoming students as part of the onboarding process.  The information provided on this annual survey is then shared with academic advisors to help them learn more about their advisees’ academic interests and potential adjustment concerns as they start their college career.

Survey questions cover:

• Academic interests
  • Majors (up to 5)
  • Preprofessional programs
  • Minors
• Co-curricular participation (e.g., athletics, community service, campus organizations, performing arts)
• Academic and personal adjustment concerns

Until 2020, this annual survey was administered on paper to seniors during graduation rehearsal; since then, the survey has been completed online.  The primary areas of interest for this survey include:

• Graduates’ post-graduate plans (career or graduate/professional school)
• Satisfaction with Furman (as well as their specific academic program)
• Self-assessment of certain traits as compared to peers
• Engaged Learning Experience participation and impact
• Transition to life after college

Furman faculty and staff may access a .pdf of the survey instrument and PowerBi dashboard by clicking here:

https://furman.box.com/s/hzqy0qj3vpehly90uaf0pvazlojguxxv

This annual survey is sent to all members of the previous year’s graduating class, as a 6-month follow up to the Senior Survey, knowing that many seniors may not have employment until several months post-graduation.  The purpose is to gather specific information about graduate placement outcomes (employment, graduate/professional school, volunteer work, internship, military service, etc.).

Information gathering is a joint effort between the Malone Center for Career Engagement and the Office of Institutional Assessment & Research. The survey is disseminated to graduates in the fall after graduation, and National Student Clearinghouse information is compiled regarding continuing education outcomes.  MCCE staff then reach out to all non-responders via email and phone calls, followed by LinkedIn searches.  This comprehensive data collection strategy has yielded a knowledge rate between 81% and 87% over the past seven years.

The survey adheres to NACE’s standards and protocols.

First Destinations Infographic for the Class of 2023

First Destinations Infographic for the Class of 2022

First Destinations Infographic for the Class of 2021

First Destinations Infographic for the Class of 2020

First Destinations Infographic for the Class of 2019

First Destinations Infographic for the Class of 2018

First Destinations Infographic for the Class of 2017

The National Survey of Student Engagement (NSSE) is a national survey that Furman has participated in roughly every two years since 2003.  The next administration date is (tentatively) Spring 2025. NSSE assesses the extent to which students engage in educational practices associated with high levels of learning and development.

Furman University – NSSE Results Snapshot 2023

Furman University – NSSE Results Snapshot 2021

Furman University – NSSE Results Snapshot 2018

Furman University – NSSE Results Snapshot 2016

Furman University – NSSE Results Snapshot 2013

Furman University – NSSE Results Snapshot 2012

As part of the Furman Advantage, we guarantee all students the opportunity for engaged learning experiences (ELEs) that are high-quality and life-changing. ELEs (high-impact practices) demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback.  To ensure that Furman’s ELEs meet these criteria, we survey all students who engage in an ELE through the Center for Engaged Learning about their experience.

Pathways surveys assess the outcomes of Furman’s Pathways Program, which is required of all first-years and sophomores.

In the first year

Students meet with their Pathways Program®, class, their advisor, and a peer mentor each week for 50 minutes. The curriculum focuses on successfully transitioning to college by not only focusing on skills such as time management, effective study strategies and stress management, but also by building a foundation of self-awareness and reflection, helping students learn who they are, what they value and where their interests lie.

In the second year

The Pathways Program® course encourages students to think about how to integrate their academics, their engaged learning experiences such as study away, research and internships, and their career goals. They build a resume, have an informational interview with an alumnus and learn other basic career skills. Students also discuss leadership and learn how to tell their story.

After these first two years, juniors and seniors continue their pathway at the department level, where information builds on what students learn in years one and two, tailored to their specific majors.

In the major, students will have the opportunity to reflect on what they’re learning through their major classes and related experiences and how this learning prepares them for opportunities after Furman.

They will also learn what careers or graduate school options are available to them, whether they’re majoring in chemistry or theatre, economics or health sciences, or any other field.

The Major Declaration Survey gathers information about students who are just declaring their major to help the major department tailor its advising to each student’s interests and background. Departments send the survey link to students who are interested in declaring the major, and upon completion of the survey, a report of the student’s responses is sent to both the department chair and departmental assistant and is uploaded to Workday.

This annual survey is administered on an annual basis to all students.  Students choose up to 3 advisors to evaluate (e.g., 1st major advisor, pre-professional advisor, first-year advisor, etc.) on a variety of dimensions. They also rate to what extent they have taken responsibility for planning their own academic, co-curricular, and post-graduation pathways. The survey concludes with evaluations of the overall advising experience, perceptions of advising at new student orientation, and evaluations of peer mentors.

Furman students complete Student Opinions of Instruction for each of their courses, in both fall and spring semesters.  After grades are released, faculty and department chairs receive an email letting them know that surveys are ready to view upon login to the Smartevals system. If you are a faculty member needing help downloading reports, you can email Suzanne at suzanne.klonis@furman.edu or Furman’s Smartevals representative, Howard Walters, at howard@smartevals.com.