student tourism survey questionnaire

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MMIA 2019: Application of Intelligent Systems in Multi-modal Information Analytics pp 743–753 Cite as

Investigation and Research on College Students’ Tourism

• Guodong Gao 18 ,
• Wei Wang 18 &
• Hongyun Gao 18  
• Conference paper
• First Online: 30 March 2019

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Part of the Advances in Intelligent Systems and Computing book series (AISC,volume 929)

Recently, with the continuous development of Chinese economy, tourism has gradually become one of the most active trade in various countries. Tourism, a new kind of consumption form, has attracted more and more people. As an important part of social communities, college students are quite easy to accept new things and they have become an unnegligible part of tourist. By researching college students’ characteristics of tourist cost, cultivating potential tourist markets, tailoring tourist products from the supply of tourist products, the setting of the price, propaganda, promotion and etc. to put forward the reasonable advice to explore tourist market of college students.

• Tourism preference
• Tourism behavior
• Travel mode

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Gao X, Guo J (2014) Investigation and analysis of college students’ tourism consumption. Travel Surv (Second Half Mon) (11):20+22

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Dong H (2013) The influence of consumer culture on the consumption behavior of contemporary college students. Electron World (05):156–157

Wang L, Jiang X (2013) Analysis of university students’ travel motivation. Sci Technol Vis (13):86

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Zhao P (2012) Study on influencing factors of tourism consumption behavior of college students. Central South University, Changsha

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Li Q (2017) Investigation and analysis of university students’ tourism consumption behavior in Nanchang. Jiangxi University of Finance and Economics, Nanchang

Peng P (2014) Study on tourism market development based on the tourism behavior of college students. Lanzhou Business School, Lanzhou

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Qingdao Binhai University, West Jialingjiang Road No. 425, Qingdao Development Zone, Qingdao, Shandong, China

Guodong Gao, Wei Wang & Hongyun Gao

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Department of Decision and Information Sciences, Oakland University School of Business Administration, Rochester, MI, USA

Prof. Vijayan Sugumaran

Shanghai University, Shanghai, China

Dr. Zheng Xu

Vinayaka Mission’s Research Foundation, Aarupadai Veedu Institute of Technology, Salem, Tamil Nadu, India

Dr. Shankar P.

Department of Informatics, University of Leicester, Leicester, Leicestershire, UK

Dr. Huiyu Zhou

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Gao, G., Wang, W., Gao, H. (2019). Investigation and Research on College Students’ Tourism. In: Sugumaran, V., Xu, Z., P., S., Zhou, H. (eds) Application of Intelligent Systems in Multi-modal Information Analytics. MMIA 2019. Advances in Intelligent Systems and Computing, vol 929. Springer, Cham. https://doi.org/10.1007/978-3-030-15740-1_98

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School Travel Survey Questionnaire

The school travel survey questionnaire is a questionnaire designed for use by parents and other community members to help guide and support school travel planning for children. a survey is a great way to collect information and find out more about why and how people travel. by doing this schools will be able to make better plans for travel in the future..

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ISTC/UNWTO Survey on Student and Youth Tourism among National Tourism Administrations/Organizations

According to figures published by national tourism organizations around the world, youth and student tourism accounted for a total of around 140 million international arrivals, or just over 20 per cent of the global tourism market for international travel in 2002, and is likely to have risen to 150 million by 2004.

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Integrating Tourism and Recreation Travel with Transportation Planning and Project Delivery (2004)

Chapter: appendix a - survey questionnaire.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

34 APPENDIX A Survey Questionnaire NATIONAL COOPERATIVE HIGHWAY RESEARCH PROGRAM Project 20-5, Topic 33-11 QUESTIONNAIRE INCLUDING TOURISM AND RECREATION TRAVEL IN METROPOLITAN AND STATEWIDE TRANSPORTATION PLANNING & DECISION-MAKING The logistics and trends for tourism and recreation travel in the United States present a challenge for the transportation system. The success to meeting this challenge will depend on how well transportation agencies, tourism/recreation agencies, and tourism/recreation providers work together to define and implement a process where tourism and recreation travel concerns can be supported through discussion, project design, funding, and implementation. This integration already exists in many states in different forms with varying degrees of success and has influenced several functions within a DOT: • Policy making that explicitly supports interagency collaboration, • Transportation planning that reinforces the tourism–transportation link, • Data needs and analysis methods modified to identify tourism activity/impacts, and • Project implementation inclusive of relevant tourism stakeholders. This questionnaire seeks to shed light on those issues by documenting the state of practice among transportation, tourism, and recreation agencies and tourism and recreation providers. This survey will revisit some of the recommendations and guidelines defined in an earlier NCHRP study, Tourism Travel and Transportation System Development, to update how the practices have changed and learn more about the transportation issues arising from tourism/recreation travel and the roles of interested stakeholders. The questionnaire should be filled out by persons who are familiar with your agency’s/organization’s transportation or tourism planning activities or transportation concerns. Your answers to this are relevant and important regardless of whether or not your agency/organization actively participates in a transportation planning or decision-making process that can influence tourism–recreation travel outcomes. Please return the completed questionnaire and any supporting documents by June 15, 2002 to: Lisa Petraglia Economic Development Research Group 2 Oliver Street, 9th Floor Boston, MA 02109 If you wish, you may fax your response to her at 1.617.338.1174. If you have any questions, you may contact her by telephone (1.617.338.6775, x 14) or by e-mail ([email protected])

35 BACKGROUND INFORMATION Agency/Organization Responding: Address: Name of Respondent: Title: Phone Number: Date: E-mail: PART I—CURRENT ORGANIZATIONAL FOCUS This section asks about your organization’s roles and 1. Which of the following areas is a major part of your organization’s mandate? [check all that apply] † Transportation † Land use † Tourism † Economic development † Housing † Other 2. Does your organization work with other entities—at the federal, state, regional, or local level—to discuss or plan for current issues arising from tourism travel and the existing transportation system? [ ] Yes [ ] No 2a. Is there a formal structure to this working relationship? [ ] Yes [ ] No 3. If “Yes” to (2), identify those other entities from among the following: [ ] U.S. DOT [ ] U.S. Park Service [ ] State tourism office [ ] State DOT [ ] Regional agency (specify ) [ ] Bureau of Land Management [ ] State department of parks [ ] Other 4. What role does your organization take in collaborating among transportation and tourism–recreation interests in the following areas? Area Lead Supporting None Funding Defining relevant policy Transportation planning and design Project implementation Operation

36 5. If “Yes,” tell us about these shared issues. [answer all that apply] Issue Of Joint Interest (Y or N) Frequency of Consideration (O – often, S – sometimes, N – never) % of Your Budget Spent in this Area Congestion Road safety Road design Access Scenic byways Highway tourism signage Infrastructure quality Promote area Developing tourism-related facilities/attractions Welcome centers Traveler information services PART II—CURRENT TOURISM SIGNIFICANCE AND DEDICATED TRANSPORTATION RESOURCES This section gauges the perception of how tourism fits in the state and regional economy and assesses the level of tourism activity and the transportation resources available. 6. Rank the importance of tourism–recreation travel to the economy (5 = major component, 2 = minor, 1 = zero). Area 1 2 3 4 5 State Region 7. Is there a need for more investment in transportation resources to support the current mix and level of tourism– recreation travel? [ ] Yes [ ] No 8. If “Yes,” describe 9. Are there transportation resources that will be needed to support your future goals for tourism–recreation travel? [ ] Yes [ ] No 10. If “Yes,” describe

37 PART III—CURRENT PRIORITIES This section asks about current priorities for funding and implementation in your organization. 11. List examples of tourism-serving projects from current planning and decision-making efforts. Project (provide brief description) Funding Source [use code(s) at bottom of table] Codes: A = TEA-21, B = Other federal, C = State, D = Local, E = Private, F = other (specify). 12. For state DOT or MPO respondents only, rank areas of prioritization for relevant modes. Transportation Aspect Highway Transit Air Infrastructure maintenance Connectivity Congestion reduction Regional access Tie into economic development opportunities Serving business centers (check) Serving tourism/recreation centers (check) Other (specify) _______________________________ Parking Other (specify) _______________________________ 13. What guidelines exist for DOT funding on tourism-oriented activities/projects? a. Informal b. Mandated (by governor’s office or legislature) c. Defined on a case-by-case basis 14. For tourism/recreation entities (agencies, organizations, or private sector), do you have any formal guidelines on use of your budget for transportation-related projects (including traveler information resources)? [ ] Yes [ ] No 15. For tourism/recreation entities, what share of a recent year’s operating budget went towards transportation or traveler information projects? ___________%

38 PART IV—CURRENT INTERAGENCY ARRANGEMENTS This section asks about your agency’s ability to be a part of a multi-agency planning process for relevant issues/projects, recent outcomes, and procedural developments. 16. What type of voting power does your organization have in affecting decisions concerning transportation resources that directly effect tourism–recreation travel? [ ] Veto power [ ] Voting among equals [ ] Advisory role [ ] Other (explain ) 17. Who is actively examining needs to identify future growth and associated needs for enhanced tourism-related transportation facilities and services? Entity Major role Supporting role Not involved State DOT State tourism office MPO Chamber of commerce Private sector Other 18. What type(s) of support does your organization provide to respond to the needs of the tourism–recreation travel segment and goals for tourism? What do other agencies do to provide support? [check all that apply] Support TypeÆ Funding Plan and Design Implementation/Construction On-going Operation Your organization Other agency 1 Other agency 2 Other agency 3 Other agency 4 19. Provide examples of joint-innovative approaches towards transportation–tourism/recreation travel issues. Project Category (see codes at bottom of table) What was innovative? (see list of categories at bottom of table) WC = welcome center, SB = scenic byway, RA = rest area, TC = traffic control, TS = tourism signage, O = other (specify please) F = funding, P = planning, D = design, I = implementation, O = operations

39 20. Which of the following “best” describes the institutional relationship with respect to linking tourism aspects into transportation planning? [ ] Little or infrequent coordination of goals or programs [ ] Project-driven or ad hoc process [ ] On-going process-driven arrangement (e.g., memorandum of understanding) [ ] Overall formal process driven by policy mandate [ ] Fully integrated, continuous, and coordinated planning. 21. Does your agency conduct a formal assessment of how well interagency arrangements are working to incorporate tourism–recreation travel into the transportation planning process? [ ] Yes [ ] No 22. Which of the following elements of tourism/recreation travel–transportation coordination are in place at your agency? (please indicate the status of each aspect with a “√”) Aspect In place Non-existent Underway State DOT respondents only A formal policy statement citing tourism as an important benefit associated with transportation investment Incorporation of tourism benefits into state DOT standard operating procedures for planning, project development, design, and maintenance An institutional mechanism to direct tourism industry input into the state DOT activities DOT processes incorporate some key tourism data State DOT strategy for eventual implementation of ITS technologies State DOT and STO respondents only State tourism office is given an understanding of state DOT planning and programming processes Established track record of a successful, collaborative tourism project success between transportation, tourism agencies, and tourism industry Adoption of a formal memorandum of understanding between DOT and state tourism office All respondents Resource sharing with other state agencies collecting tourism data Analysis methods include benefits to tourism Agency-specific written guidance for personnel involved with planning and implementation Participation of STO and tourism industry in development of DOT’s traveler information services Long-term strategy for providing information to special traveler user groups (e.g., elderly, foreign visitors)

40 PART V—CURRENT DATA REQUIREMENTS AND ANALYTICAL METHODS This section examines the reliance on and adequacy of transportation and tourism–recreation travel data for informing each agency’s planning functions and processes. Current analysis capabilities and needs are also examined. Please respond to these remaining questions regardless of your agency’s/organization’s involvement with a formal analysis of the interaction between transportation facilities and tourism–recreation travel outcomes. 23. Does your organization make use of a forecast of future tourism–recreation travel levels? [ ] Yes [ ] No 24. If “Yes,” is it developed [ ] In-house [ ] By another organization (by whom: please provide contact information): Organization: Contact name: Phone no.: 25. Please describe, as best as possible, the method or set of tools used to develop this forecast: 26. If “Yes” to (23), how is this information put to use? [check all that apply] [ ] transportation planning [ ] marketing programs [ ] tourism–recreation planning [ ] economic development planning 27. If “No” to (23), briefly indicate why: [ ] do not need [ ] do not have budget [ ] do not have staff resources/skills [ ] Other 28. Describe any limitations of data you currently use: [ ] Geography not specific enough [ ] Not seasonally sensitive [ ] Not up to date [ ] Not available [ ] Other (specify) For Tourism/Recreation respondents only 29. As a tourism/recreation agency or provider, is there any transportation data important to your planning needs regarding sufficient transportation resources to meet tourism–recreation travel demand? (please list) 30. Are these data available when you need them? [ ] No [ ] Yes, from whom 31. Are these data current? [ ] Yes [ ] Mostly [ ] No

41 For State DOT and MPO respondents only 32. What types of tourism/recreation travel data are used for transportation agency activities? Available Type of Data Complete Partial None How Current (year) How Used Tourist entering/leaving state or region Origin–destination patterns Visits to recreation sites Tourism expenditures or business sales in state or regions Tourism-related receipts (tolls, permits fees, entrance fees, etc.) Tourism-related employment 33. What data do you most need? 34. Are you aware of major problems/deficiencies in the current analysis methods concerning tourism–recreation travel outcomes and transportation system performance? (e.g., data deficiencies, inconsistencies, lack of standards, inadequate methods, etc.) Please be specific. 35. Has your agency been involved in any research studies related to tourism-recreation travel and its critical reliance on the transportation system? If so, please identify them below and send a copy if you can. PART VI—ADDITIONAL ITEMS 36. It would be very helpful if you could send in copies of documents or reports (or relevant excerpts from them) showing what your agency has done in the area of coordination of tourism–recreation travel and transportation planning. (check below what you are, or will be, sending in) Included with this survey To be sent in later a. Planning studies demonstrating projects addressing tourism/recreation travel issues ---------------------------------------------------------------------------------Æ b. Research studies pertaining to transportation & tourism ---------------------Æ c. Agency guidelines regarding tourism integration in transportation planning -----------------------------------------------------------------------------------------Æ d. Other items (specify below): ------------------------------------------------------Æ a. † b. † c. † d. † a. † b. † c. † d. †

42 37. If there are studies or documents done by others that you consider to be useful guides or best practice examples of tourism–recreation travel integration into transportation planning, please identify them. 38. Other comments: Please return the completed questionnaire and any supporting documents by June 15, 2002 & Thank You for Your Cooperation. Return to: Lisa Petraglia Economic Development Research Group 2 Oliver Street, 9th Floor Boston, MA 02109 Fax: 1.617.338.1174 Tel: 1.617.338.6775 E-mail [email protected]

TRB’s National Cooperative Highway Research Program (NCHRP) Synthesis 329: Integrating Tourism and Recreation Travel with Transportation Planning and Project Delivery provides an overview of current practice at transportation agencies, metropolitan planning organizations, state tourism and parks departments, federal land management agencies, and regional planning agencies. Overall, findings reveal that many state departments of transportation (DOTs) are now actively involved in tourism-related planning issues -- either proactively or in building solutions to infrastructure, access, or environmental issues that impinge on the success of tourism in the region.

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Top 16 Student Survey Questions for Student Feedback

Student survey questions are a quick and intelligent way to collect accurate and honest information from students and alumni about school-related issues. With the help of this tool, all the people studying in an institution share their thoughts, keeping them on the path to success.

A student survey or school survey is carried out to gather the opinion of students on various aspects of their educational institute. Each survey question must be framed so that the answer can benefit the performance of the school site. Let’s talk about that.

LEARN ABOUT: Testimonial Questions

What are the types of student surveys?

Educational institutes run multiple student surveys for colleges or schools to gather feedback about various topics. Here’s a list of some popular survey questions for students:

• School climate surveys: These surveys address issues like student-teacher relationships, faculty involvement, student mental health, student tobacco, alcohol, and drug use, and student relationships.
• Student mental health and bullying surveys: It is highly essential to assess student mental health and address issues at the beginning before they bloom into bigger ones. Institutes must run surveys like peer relationship surveys, bullying behaviors, childhood trauma , social skills surveys, and substance abuse surveys to identify their mental health .
• Course evaluation surveys:   Student feedback is vital to understanding the shortcomings of courses and identifying gaps that impact learning. As students are the best critics on courses, you must run surveys to capture their feedback about the class to make their learning experience more fun and fruitful.
• Faculty evaluation surveys : Students and faculty interact almost daily. The faculty must get feedback from students about different aspects like preparedness, subject matter knowledge, problem-solving approach, grading, time management, talent management , etc. to name a few. The institute also keeps track of student feedback to help teachers deliver the best education that suits students’ needs.

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What are student survey questions?

Student feedback is essential for teachers and academic institutes to improve continuously. If you work in academia, it is a great idea to know the perceptions and opinions of students. Educational institutes conduct surveys to gather actionable feedback from students about the institute and its faculty. Schools run surveys for kids at the start, the middle, or the end of the academic year.

Frame questions in a way that the answer to each question benefits the educational institute in one form or another. Survey students to improve the educational institute’s overall functioning by analyzing the feedback received from student surveys.

Top 16 student survey questions for academic feedback

Here are the top 16 student survey questions to capture academic feedback. We’ve divided them into two categories – Questions about the class and issues about the teacher.

Student perception survey questions about the class

Academic institutions continuously run course experience surveys among students to know more about their feelings towards the classes. Here are some essential questions to ask students.

1. Which activities in the classroom do you enjoy the most?

• Treasure Hunt

Teachers are generally aware of the most loved classroom activities, but knowing it directly from the students is an assurance. An assurance that students enjoy the tasks performed in class.

2. Given a chance, what is one change that you would like to see?

• Teaching method
• Time taken to complete a chapter
• Extracurricular activities

A student’s opinion is always unadulterated; it feels like a breath of fresh air in teaching monotony. Gain insights about what the students think the teacher or the institute must do differently and regularly implement these changes.

Learn more about academic surveys here !

3. Do you have supportive classmates?

• Yes, extremely supportive
• They are neither supportive nor unsupportive
• No, extremely unsupportive

Growing up, every child needs a productive ecosystem. Schools and universities are among the most influential parts of a child’s ecosystem, and support of classmates/friends matters to each child. Analyze whether the child is having trouble with his/her classmates. Check whether the lack of support is disrupting their overall growth.

4. What motivates you to learn more?

• Asking a lot of questions to the teacher
• Completing various assignments
• Sports and other extracurricular activities

If conducted at the beginning of the year, this survey can be encouraging to the students and insightful for teachers. Teachers can create their lesson plans according to the response to this question. By including this question in a student survey conducted towards the end of the year can help boost a student’s confidence in making their own academic decisions.

5. Do you think that the school provides you with adequate sports facilities?

Sports is a very good teacher. and is essential for the overall development of the student. It helps them build a strong mind. Ensure to provide students with adequate sports facilities to keep their minds strong.

Student perception survey questions about the teacher

Teacher feedback is also essential for the institute. Here are some critical questions to ask about the teachers and faculty members:

6. On a scale of 0-10, please rate your teacher – This rating scale question is the most basic yet essential question for a teacher. Ratings reflect the teacher’s performance. In case the average score is 8 or above, it indicates that the teacher’s work is appreciated and needs to be maintained. In other instances where the ratings are lower, the teacher needs to understand the reason and work towards improvement.

LEARN ABOUT: System Usability Scale

7. How much time do you spend every day on homework?

• <2 Hours
• >5 Hours

Homework is something that most students do not enjoy. If a student spends a significant time duration doing homework, there are higher chances that he/she dislikes attending the classes too. Homework often induces stress in students, which can lead to health scares, and as a class teacher, it is essential to ensure that the students are mentally secure and healthy. Authorities can ask this question so that they can analyze the answers to minimize or eliminate the stress of homework.

8. What are some achievements you’re proud of?

• Securing the 1st rank
• Participating in an inter-school debate competition
• Participating in a culture-exchange program
• Representing the school/university at a national level

Every student is unique. Their achievements will be different, and each of these achievements should be celebrated. It is practically impossible to celebrate them in class after a class test or an activity. Know from the students about what they think are their achievements and create a list. Teachers can reward all the students periodically to maintain student satisfaction and happiness.

9. Does your teacher encourage you to perform better?

• Yes, all the time
• Only sometimes
• No, not at all

Students need constant encouragement to push their boundaries so that they perform well academically as well in terms of extracurricular activities. Teachers or school management can ask this close-ended question to understand whether the students feel encouraged to perform better or not. By evaluating the answers to this question, the management can either prompt teachers to be more encouraging or train them to be more empathetic towards their class.

10. How would you evaluate the overall academic experience you had with this professor in our university program?

• Very Dissatisfied
• Not Satisfied
• Very Satisfied

Schools and colleges must evaluate the performance of teachers from time to time and understand if students face difficulties with the professor.

11. Please share your agreement with this statement: “My teacher has fair rules for the class and is extremely impartial.”

• Strongly Agree
• Strongly Disagree

Teachers are expected to be fair in their judgment towards every student. There can be instances where the students may not feel that their teacher is fair. The management should include the Likert scale question in their student perception survey to learn about a teacher’s classroom behavior.

12. Please share your agreement with this statement: “My teachers asks each one of us whether we have understood what she taught and helps us in case we have doubts.”

A classroom is where children learn the most, and a teacher is whom each turns to, in case of doubts and troubles. Ask this Likert Scale question to evaluate how good a teacher is at addressing and solving doubts.

13. Does your teacher appreciate the times when you work hard towards scoring well in a test or performing well in extracurricular activities?

• Yes, she/he always appreciates my hard work
• No, she/he never appreciates my hard work

The primary goal of a teacher should be the overall progress of a student. Learn from the students whether their teacher appreciates their hard work and reassures them to keep working hard or not.

14. Does your teacher guide you in setting personal targets and developing strategies to achieve that target

• Yes, she/he always guides me to set targets
• In most situations, she/he guides me to set targets
• She/he rarely guides me to set targets
• No, she/he never guides me to set targets

Children need to understand the importance of setting personal goals and striving to achieve them. Teachers play a critical role in teaching a habit of setting targets in school and working hard. Learn from the students whether they resonate with the teacher’s guiding method to set personal goals.

Learn more:  Sex Education Survey Questions + Sample Questionnaire Template & Travel Survey Questionnaire

15. After each test, does your teacher help you in understanding ways to improve your grades?

Marks/grades are a significant part of a student’s life at school. A teacher should help students understand where they go wrong while answering, how they can improve their performance after each test etc.

LEARN ABOUT:  Social Communication Questionnaire

16. Top 3 things that your teacher can improve – There are specific open-ended questions such as this one, leading to accurate feedback. Teachers or management can analyze and collect insights obtained for this question and start working towards improving their class performance.

Steps to conduct a student survey

Follow these steps to gather honest feedback from your students and keep them engaged throughout the student perception survey.

Step 1:   Decide the approach and tone of the student survey .

Every teacher has their style of communicating with the students. This internal communication evaluation pattern differs from teacher to teacher. Each teacher can design a student interest survey based on the type of bond they share with their class. The tone of the study will change with the type of information expected from this survey.

Learn more:  Depression Survey For Students

Step 2: Send out the student survey

Teachers can send out surveys via convenient mediums. The advantage of using online survey software is that teachers can send surveys via email . For high school and university teachers and professor evaluation , it is very convenient to conduct student perception surveys since the main task they have to do is send an email for the survey. 

Learn more:  School Cheating Survey Questions

Step 3: Analyze the collected data

After sending out the survey and receiving responses, teachers can analyze the opinions and feedbacks. What do most of their students have to say? Where do the students need help? How can they change their teaching methods to accommodate the less inclined students? What did most students appreciate? What made most students unhappy? – Answers to such questions can be analyzed using a student interest survey . With online survey software such as QuestionPro , teachers, professors, and management can analyze a central dashboard’s response.

Step 4: Take actions

After analyzing the collected information, teachers can contemplate the changes which can be implemented based on that information. You can obtain insights into details such as improvement in teaching methods, attention to weaker students, or fun activities on a specific day of the week.

How to create a free student survey in minutes?

Follow these steps to create simple student surveys from scratch:

1. Create a FREE account with QuestionPro

2. Give your survey a name and hit ‘Create Survey.’

3. Add an intro to introduce the topic of your survey or just start adding questions.

4. Choose from 25+ question types – all for free

You can also import a Word document or use any of our existing survey templates . A lot of features make QuestionPro stand out as a robust survey partner, between multiple customization options, and an intuitive layout, you can create multiple surveys that fit your many needs.

Example of a good survey for students

Here is a student survey example. This template is free to download.

USE THIS FREE TEMPLATE

Ask students consistent questions that help them capture attention, explore information and promote their knowledge. Being responsive is crucial. It is recommended to accept any answer so that, based on them, direct new questions that lead to the correct information. You should ask the necessary questions until you understand the topic.

• Advanced logic and workflows for more intelligent surveys
• Over 5000 universities & colleges and over 1 million+ students use QuestionPro
• Academic license supports multi-admin role environment

LEARN ABOUT: Behavioral Competency

Whether you need a simple survey tool or a collaborative research solution, with our Academic licenses for universities and educational institutions, you get access to all the best features used by our Enterprise research clients. Try it today!

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New report signals return of study abroad

CU students in Park Güell, Barcelona, Spain. Photo taken by Neybat Demessie, 2019.  

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The release of the latest Open Doors Report , which provides data on study abroad participation nationally, reveals how eager CU students are to study abroad.

During the 2021–22 academic year, 1,987 CU Boulder students earned credit through study abroad programs, matching pre-pandemic participation. Issued annually by the Institute of International Education (IIE), the report this year ranks CU Boulder fifth nationally for sending students abroad on semester-length programs, up from eighth in 2020–21, and 10th nationally for institutions awarding credit for study abroad, up from 16th in 2020–21.

By the numbers

• 427 students 2022–23
• 349 students  2021– 22
• 88 students  2020– 21
• 15 students  2019– 20
• 240 students  2018– 19

Numbers reflect participation in CU's  Global Seminars , which are short-term faculty led program with a specific academic focus. They provide a small group experience allowing CU students and CU faculty to build strong connections while augmenting their global competence. They offer an international experience for students who cannot study abroad during the academic year.

“CU Boulder students are curious, adventurous and committed to global issues and intercultural understanding,” said Sylvie Burnet-Jones, director of Education Abroad. “That mindset is a natural fit for study abroad, and we are excited to see that students are eager to explore the world and gain global perspectives as part of their CU education.”

These numbers serve in sharp contrast to participation in the previous two reporting years, which covered academic years in 2020 and 2021, when international travel was severely restricted due to the COVID-19 pandemic.

In January 2020, CU Boulder’s Education Abroad office was celebrating the successful start of the spring 2020 semester, which was the largest CU student cohort to go abroad in a single term at CU Boulder. By March 2020, however, staff were scrambling to bring everyone home, and Education Abroad suspended the rest of its international programs in 2020. 

Then, in spring 2021, Education Abroad began carefully reopening its programs. Initial numbers were modest, with only 73 students studying abroad that spring. In summer 2021, however, student interest more than doubled. 

“After summer 2021, student participation felt almost like ‘business as usual,’” noted Michal Greenberg, assistant director of Education Abroad. “We couldn’t believe how quickly student interest rebounded.”

Students receive significant support from Education Abroad and its program partners, making the process of living in a different country and taking classes away from CU more streamlined and navigable. The Education Abroad team provides students with advising, pre-departure support, scholarships, health and safety oversight, guidance on how credit earned abroad will fulfill CU degree requirements and support while abroad.

The most popular destinations for CU Boulder students in 2021–22 were in Western Europe, with Spain and Italy attracting the most students. “Europe was one of the first regions to reopen study abroad programs, so the interest in Europe has become even more popular as word-of-mouth about those programs has been passed along among students,” Burnet-Jones noted.

There’s a spot for you: Dig into Education Abroad programs, scholarships, more

“But we partner with hundreds of programs and universities to give our students high-quality opportunities around the globe, including Latin America, Asia, Africa and more.”

Education Abroad is also seeing increased interest from students in their faculty-led Global Seminars. These are programs that typically run in the summer and are led by CU Boulder faculty members, teaching 10-25 CU Boulder students and incorporating local sites, cultural activities and visits with local organizations into the classroom experience. 

Burnet-Jones noted that Education Abroad’s latest initiatives include the development of new scholarships, a focus on sustainable travel and providing a diverse set of programs, including opportunities for students to complete research, internships and fieldwork abroad.

 “We are thrilled to see how well CU Boulder is doing at the national level,” Burnet-Jones concludes, “And we have no intentions of relaxing our efforts. We want to see even more students study abroad in the future. Education Abroad is a high-impact, formative experience that we believe every CU student should have access to.”

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South high students dive into textiles, merchandising and fashion design.

7 days ago · 3 min read

South High students dive into textiles, merchandising and fashion design

The University of Nebraska–Lincoln’s Department of Textiles, Merchandising, and Fashion Design welcomed 19 third- and fourth-year Fashion Pathway students from South High School in Omaha for a visit. These students explored the diverse array of experiences and opportunities the department has to offer.

Sandra Starkey, associate professor, and Michael Burton, assistant professor, gave the students a tour of the department facilities and collections, including the Robert Hillestad Gallery and the Historic Textiles Collection. Students also learned about the various technologies used by faculty and students, including Rokoko motion-capture bodysuits, Clo3D digital apparel design software, body scanning for avatar creation, and digital surface design for textiles.

“The technology they had was impressive because it was new to me, and I had never experienced anything similar to it,” said Emily Sanchez, a South High student.

Attending various classes such as Textiles Lab, Garment Assembly, Merchandising III, and Fashion Analysis and Presentation, students obtained a firsthand glimpse into the academic life within the department. They observed and participated in these courses, later sharing this part of the experience as one of the trip’s highlights.

“The thing I enjoyed the most was being able to go into the classes to be able to experience what it’s like being a college student,” said Kimberly Ceballos Rodriguez of South High.

The visit was organized in part by South High teacher Sara Policky, herself an alumna of the Textiles, Merchandising and Fashion Design program at Nebraska. She expressed her hope that the experience would ignite a sense of possibility in the students.

“I hoped to inspire the students to envision themselves here, recognizing our fashion pathway as their gateway to a successful future,” Policky said. “I want them to see that their skills make them perfectly suited for the respected UNL Textile program.”

The impact of the visit was apparent in the enthusiastic feedback from the students.

“It’s one of the best tours I’ve had, lots of information given along with friendly and outgoing students,” said student Ayanna Barragan. “They answered all of my questions and were super honest about the school. The [apparel] collections in the class were absolutely amazing.”

To schedule an individual or group student visit to the Textiles, Merchandising and Fashion Design Department, contact Trent Smith, [email protected] , or Melisia Bieber, [email protected] .

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Students, faculty, staff encouraged to take short survey from Ohio University Libraries

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Ohio University Libraries’ new Research Services Department invites all students, faculty and staff to complete a 5–10-minute survey on their research needs.

Feedback from the Ohio University community about research needs in and out of the classroom will help University Libraries to best prioritize services and cross-campus partnerships. During this short survey, participants will answer questions regarding how their needs in research and teaching are currently being met within six broad areas. They will then be prompted to rank more specific examples within their chosen areas. 

If you have any questions or concerns, please direct them to the Libraries’ Head of Research Services Hanna Schmillen at [email protected] . Please submit your feedback by Nov. 28.

To take the survey, please see this webpage.

University Libraries thanks all students, faculty and staff for participating in this short survey and helping University Libraries create new services that best meet the needs of the OHIO community. 

University Career Services Employment Website and Single Graduation Survey: A New Chapter for streamlining data collection and elevating student success

DSA News November 13, 2023

University Career Services continues its unwavering commitment to student success by taking a significant step forward in enhancing the career journeys of University of Houston (UH) students. University Career Services (UCS) recently launched an innovative employment website. This platform not only empowers students but also streamlines data collection efforts for the university.

The UCS Employment website, accessible at Employment Data - University of Houston , serves as a comprehensive hub of information for students and employers. It represents a culmination of hard work, dedication, and a vision to support students in their professional pursuits. Dr. Daniel Maxwell, interim vice chancellor, and interim vice president of student affairs, expressed his excitement, stating, "I am excited for our students and employers who can now explore comprehensive employment data by going to the University Career Service (UCS) website. I am appreciative of the visionary work of Dr. Monica Thompson, interim associate vice president for student affairs and UCS executive director, and her partnership with Institutional Research and the Office of the University Registrar in both creating this new landing page and implementing one all-inclusive graduation survey for our graduating seniors. This is a game changer in the work we do for our students."

The UCS employment website is not merely a repository of data; it is a testament to the Division of Student Affairs' dedication to fostering student success. Some of the key aspects that make this platform essential include:

• Comprehensive Employment Data: The website provides a wealth of information, enabling students and employers to access essential insights. Students can explore career outcomes, job placement rates, salary data, and employer engagement information. This wealth of information empowers students to make informed decisions about their career paths.
• Seamless Data Collection: The platform streamlines data collection efforts for the university. By centralizing employment data and leveraging the partnership with Institutional Research and the Office of the University Registrar, UH has established a more efficient process for gathering and presenting employment-related statistics. This not only saves time but also ensures data accuracy and integrity.
• Graduation Survey: A notable addition to this initiative is the introduction of an all-inclusive graduation survey for graduating seniors. This survey gathers valuable information about students' post-graduation plans, including their employment status, further education, or other pursuits. This data is instrumental in understanding how the university contributes to students' career success.
• Support for Student Career Journeys: The UCS employment website aligns perfectly with the university's commitment to supporting its students. It offers a treasure trove of resources, including resume-building tips, job search strategies, interview preparation, and much more. Students have access to a wide range of tools and advice to help them navigate the competitive job market successfully.
• Employer Engagement: Employers also benefit from this initiative as they can gain insights into the caliber of UH graduates, making it easier for them to identify potential talent for their organizations. This engagement fosters a strong connection between the university and the business community.

Dr. Monica Thompson, interim associate vice chancellor/interim associate vice president and executive director of UCS, said “I would like to extend my appreciation to Cynthia Olmedo, assistant director of Alumni Career Services at UCS, for her exceptional work in collaboration with the UCS team and various college graduation teams since 2015. When I first joined University Career Services in 2014, our data collection efforts were quite limited. Over the years, we explored various approaches to boost response rates, continually innovating to collect and share data effectively with our constituents. I am incredibly proud of the collective efforts we have undertaken as a team.”

Dr. Thompson also expressed, “In addition to the employment website launch, University Career Services launched a single campus-wide graduation survey. Many thanks to our campus partners in Institutional Research, the Office of the University Registrar, and the College-based career centers for working with me and my team to bring both goals to fruition. These are indeed exciting times ahead, and this achievement marks a significant step in enhancing our data collection and reporting processes for our institution.”

The launch of the UCS employment website is a milestone in the University of Houston's journey to elevate student success. It exemplifies the DSA’s commitment to its students' futures, making career-related information more accessible, and streamlining data collection efforts. Through these efforts, the university can tell a more compelling story about the impact it has on the lives of its students.

In conclusion, the University of Houston's UCS Employment website is a valuable resource that represents a significant stride towards enhancing the career journeys of its students. It encapsulates the spirit of collaboration, dedication, and a commitment to supporting the aspirations of UH students. With this innovative platform, students and employers alike can explore a wealth of data and resources that will undoubtedly shape the future of UH graduates.

Written by Germaine Washington, Director of Marketing and Communications