The HEDS Alumni Survey was administered in the spring 2000 to Macalester graduates from the class of 1995. Of the 345 surveys sent, 194 were returned for a response rate of 56%. The survey asks alumni about their activities after graduation and about their evaluation of their undergraduate experiences.
The Alumni Survey asks graduates to evaluate abilities developed at Macalester in two contexts: 1) the extent to which the abilities were enhanced by their undergraduate experience and 2) the importance of each ability in their personal and professional life.
For Macalester alumni, the abilities most greatly enhanced at Macalester were thinking analytically and logically, writing effectively, and acquiring skills and knowledge on their own. The most important abilities in their personal and professional lives were functioning independently, acquiring skills and knowledge on their own, and thinking analytically and logically.
The following table shows each of the abilities and their importance to the alumni:
| "greatly enhanced" at Macalester |
"essential" in current activities | |
| think analytically and logically | 64.2 | 78.9 |
| write effectively | 63.4 | 71.7 |
| skills/knowledge on my own | 62.6 | 80.0 |
| relate to different peoples | 59.6 | 58.9 |
| awareness of social problems | 58.7 | 45.0 |
| place problems in perspective | 53.4 | 38.8 |
| formulate creative ideas | 51.3 | 71.6 |
| function independently | 48.7 | 81.4 |
| in-depth knowledge of a field | 44.7 | 53.7 |
| understanding self | 42.3 | 57.4 |
| communicate well orally | 41.9 | 76.7 |
| moral and ethical issues | 39.9 | 38.8 |
| execute complex projects | 37.9 | 55.3 |
| develop self-esteem | 36.7 | 62.6 |
| effective team member | 36.0 | 58.7 |
| evaluate alternatives | 34.7 | 62.1 |
| accomplish goals | 29.8 | 67.6 |
| arts appreciation | 29.3 | 25.5 |
| use computers | 25.7 | 68.3 |
| understand science | 25.1 | 24.5 |
| lead and supervise | 24.9 | 42.9 |
| foreign language | 24.5 | 18.7 |
| use quantitative tools | 23.8 | 26.5 |
| evaluate role of technology | 17.6 | 24.5 |
The HEDS Alumni Survey has been administered to three classes at Macalester. The classes of 1985 and 1990 were both surveyed in 1995. The class of 1995 was surveyed in 2000.
While the ability to communicate orally is consistently listed in the top 4 abilities considered essential in the current activities of the alumni, it is not in the top 4 abilities listed as "greatly enhanced" at Macalester. In fact, the ability to communicate well orally is listed near 9th place by all three classes out of the 24 abilities evaluated. While 77% of alumni list communicating well orally as an essential skill, only 42% say that skill was greatly enhanced by their years at Macalester.
All three classes are remarkably consistent about which abilities were most greatly enhanced by their undergraduate education and which abilities are most essential in their current activities. The following tables list the abilities with the highest percentages in both categories:
Most "essential" abilities used in current activities
| Class of 1985 | Class of 1990 | Class of 1995 |
| Function independently
Communicate well orally Skills/knowledge on my own Write effectively |
Communicate well orally
Function independently Write effectively Skills/knowledge on my own |
Function independently
Skills/knowledge on my own Think analytically Communicate well orally |
Abilities most "greatly enhanced" by undergraduate education
| Class of 1985 | Class of 1990 | Class of 1995 |
| Relate to different peoples
Write effectively Skills/knowledge on my own Think analytically |
Relate to different peoples
Write effectively Skills/knowledge on my own Think analytically |
Think analytically
Skills/knowledge on my own Write effectively Relate to different peoples |
The Alumni Survey asks students about their involvement in different college activities and how those activities contributed to: 1) their personal development and 2) preparation for their activities after graduation.
Excluding their academic coursework, study abroad by far contributed the most to the personal development for those who participated in it. Study abroad was also the leading contributor to preparation for the post-baccalaureate activities of alumni, followed by internships. Student government and intramural sports contributed the least in both categories.
The following table shows each activity in terms levels of involvement and contributions to personal development and preparation for activities after graduation. Those whose participation in an activity was "none" have been excluded from the percentages listed in the columns for personal development and preparation for post-baccalaureate activities.
| % responding "moderately" or "very much" | |||
| Activity | % involved | contribution to personal development |
preparation for post-bac activities |
| Courses in major | 100.0 | 95.9 | 84.1 |
| Courses outside major | 100.0 | 93.7 | 79.5 |
| Internships | 69.5 | 82.6 | 72.8 |
| Independent study | 74.3 | 82.4 | 67.1 |
| Contact with faculty | 88.4 | 77.2 | 63.4 |
| Academic advising | 79.5 | 57.6 | 41.9 |
| Contact with staff | 76.8 | 51.4 | 39.6 |
| Study abroad | 49.2 | 97.9 | 83.4 |
| Student government | 18.7 | 44.1 | 28.2 |
| Intercollegiate athletics | 33.7 | 79.0 | 44.1 |
| Intramural sports | 51.6 | 41.3 | 25.3 |
| Student publications | 21.2 | 52.7 | 45.9 |
| Performing arts | 42.1 | 81.9 | 54.0 |
| Political organizations | 34.4 | 63.9 | 39.0 |
| Community service | 61.7 | 77.3 | 56.1 |
| Religious groups | 16.0 | 71.4 | 35.7 |
| On campus employment | 77.0 | 66.2 | 54.1 |
| Off campus employment | 56.0 | 69.7 | 65.6 |
18 July 2001
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