The document provides a text analytics report on a survey of 624 ASU graduate students about their commencement ceremony experience. For what they most enjoyed, speeches by Dr. Crow and Wendy Koop were most mentioned. Positive sentiments were expressed about the atmosphere and feeling of accomplishment. For improvements, better speakers, shorter ceremonies, and better seating/entry-exit processes at the stadium venue were most frequently recommended. The report analyzes word frequencies and correlations to identify key themes. Recommendations include a more disciplined ceremony with systematic protocols for seating, entry/exit, and consideration of audience comfort factors.
This document is a newsletter from California University of Management and Sciences (CALUMS) covering the Fall 2014 quarter. It includes articles about a new student club called STOP Club, an international potluck event, a new librarian named Mr. Frank Hughes, the 2014 graduation ceremony, and an alumni profile of Rashmi Pali. It also lists upcoming campus events like a quarter-end bowling event and important fall quarter dates.
A Q&A with CUNY ASAP Alum Dominic Jessup ReidJermaine Taylor
Dominic Jessup Reid graduated from CUNY John Jay College with a degree in Computer Information Systems in Public Administration after participating in CUNY's Accelerated Study in Associate Programs (ASAP). ASAP helped Reid transition to college by providing academic and financial support like tutoring, counseling, tuition assistance, textbooks, and Metrocards. This support helped Reid stay on track to earn his associate's degree from Borough of Manhattan Community College and then transfer to complete his bachelor's degree. Reid notes that the New York City public school system does not do enough to promote college to students and prepare them academically. He credits the confidence and readiness gained from ASAP, as well as his motivation to help his family,
The Collegebound program is a pre-orientation experience that takes incoming students canoeing or rock climbing for five days before their first year of college begins. Participation has increased steadily over the years to around 60 students in 2015. Based on surveys of past participants, the program is very effective in helping students make friends, learn outdoor skills, and ease their transition to college. The report outlines goals and plans to expand the program to 100 students in 2016, 500 by 2020, and 800 by 2025 through additional trips, more facilitators, improved marketing, and strengthened partnerships with Admissions.
Our team worked with teenagers aged 13-17 at the New Community After School program to discuss important health and social issues. We focused on nutrition, drugs, relationships, and preparing for college. For nutrition, we incorporated healthy cooking lessons and discussed the consequences of poor diets. When discussing drugs, we aimed to clarify misconceptions about marijuana and encourage candid discussion. We also addressed alcohol use through interactive games to provide facts while relating to the teens' experiences. To prepare for college, we highlighted the financial benefits and dispelled common myths, then reviewed the application process. Throughout, we strived to engage the teens through flexible discussions and activities tailored to their backgrounds.
The document discusses Lindenwood University's plan to recruit more international students but raises concerns about how it may negatively impact classroom experiences. While a diverse classroom can foster interesting discussions, the author expresses that some international students lack sufficient English skills to fully participate. This is problematic given Lindenwood's low minimum score requirement of 61 for the TOEFL English proficiency test, which is half the possible points and would be considered failing. For the benefits of international enrollment to be realized, the university needs to increase its language standards so all students can effectively communicate and debate in English.
This document outlines a campaign plan for the Best Buddies chapter at Bloomsburg University. It includes sections on the organization's mission and goals, target audiences, research conducted, and proposed tactics. The objective is to increase awareness of Best Buddies on campus and recruit more members. Tactics proposed include social media outreach, flyers, open houses, fundraising events like a bake sale and 5K, and evaluating the campaign's success through surveys and membership tracking. The plan aims to help more students experience the lifelong friendships and sense of belonging that Best Buddies provides.
A Q&A with Co-Author of ‘Hold Fast to Dreams’ Joshua SteckelJermaine Taylor
Joshua Steckel transitioned from being a college counselor at an upper-east side private school to working at a public school in Brooklyn with predominantly low-income, minority students. He did this because he felt it was unfair that privileged students were getting additional support in the college process while many low-income students lacked advocacy. His book "Hold Fast to Dreams" chronicles the journey of several diverse students from his Brooklyn school as they strive to achieve their college dreams despite facing significant obstacles. The book follows the students for 4 years after high school graduation to show how their struggles and triumphs are heroic but often left out of national conversations about higher education opportunities.
This document is a newsletter from California University of Management and Sciences (CALUMS) covering the Fall 2014 quarter. It includes articles about a new student club called STOP Club, an international potluck event, a new librarian named Mr. Frank Hughes, the 2014 graduation ceremony, and an alumni profile of Rashmi Pali. It also lists upcoming campus events like a quarter-end bowling event and important fall quarter dates.
A Q&A with CUNY ASAP Alum Dominic Jessup ReidJermaine Taylor
Dominic Jessup Reid graduated from CUNY John Jay College with a degree in Computer Information Systems in Public Administration after participating in CUNY's Accelerated Study in Associate Programs (ASAP). ASAP helped Reid transition to college by providing academic and financial support like tutoring, counseling, tuition assistance, textbooks, and Metrocards. This support helped Reid stay on track to earn his associate's degree from Borough of Manhattan Community College and then transfer to complete his bachelor's degree. Reid notes that the New York City public school system does not do enough to promote college to students and prepare them academically. He credits the confidence and readiness gained from ASAP, as well as his motivation to help his family,
The Collegebound program is a pre-orientation experience that takes incoming students canoeing or rock climbing for five days before their first year of college begins. Participation has increased steadily over the years to around 60 students in 2015. Based on surveys of past participants, the program is very effective in helping students make friends, learn outdoor skills, and ease their transition to college. The report outlines goals and plans to expand the program to 100 students in 2016, 500 by 2020, and 800 by 2025 through additional trips, more facilitators, improved marketing, and strengthened partnerships with Admissions.
Our team worked with teenagers aged 13-17 at the New Community After School program to discuss important health and social issues. We focused on nutrition, drugs, relationships, and preparing for college. For nutrition, we incorporated healthy cooking lessons and discussed the consequences of poor diets. When discussing drugs, we aimed to clarify misconceptions about marijuana and encourage candid discussion. We also addressed alcohol use through interactive games to provide facts while relating to the teens' experiences. To prepare for college, we highlighted the financial benefits and dispelled common myths, then reviewed the application process. Throughout, we strived to engage the teens through flexible discussions and activities tailored to their backgrounds.
The document discusses Lindenwood University's plan to recruit more international students but raises concerns about how it may negatively impact classroom experiences. While a diverse classroom can foster interesting discussions, the author expresses that some international students lack sufficient English skills to fully participate. This is problematic given Lindenwood's low minimum score requirement of 61 for the TOEFL English proficiency test, which is half the possible points and would be considered failing. For the benefits of international enrollment to be realized, the university needs to increase its language standards so all students can effectively communicate and debate in English.
This document outlines a campaign plan for the Best Buddies chapter at Bloomsburg University. It includes sections on the organization's mission and goals, target audiences, research conducted, and proposed tactics. The objective is to increase awareness of Best Buddies on campus and recruit more members. Tactics proposed include social media outreach, flyers, open houses, fundraising events like a bake sale and 5K, and evaluating the campaign's success through surveys and membership tracking. The plan aims to help more students experience the lifelong friendships and sense of belonging that Best Buddies provides.
A Q&A with Co-Author of ‘Hold Fast to Dreams’ Joshua SteckelJermaine Taylor
Joshua Steckel transitioned from being a college counselor at an upper-east side private school to working at a public school in Brooklyn with predominantly low-income, minority students. He did this because he felt it was unfair that privileged students were getting additional support in the college process while many low-income students lacked advocacy. His book "Hold Fast to Dreams" chronicles the journey of several diverse students from his Brooklyn school as they strive to achieve their college dreams despite facing significant obstacles. The book follows the students for 4 years after high school graduation to show how their struggles and triumphs are heroic but often left out of national conversations about higher education opportunities.
This document discusses supporting diverse learners through pre-enrollment online activities. It introduces different types of pre-entry online support available, identifies engagement activities, and offers an opportunity to discuss appropriate approaches for students. It also covers student expectations, experiences of transitioning to university, and how institutions can better support student engagement and success.
Joan Hawxhurst, Director, Center for Career and Professional Development at Kalamazoo College has worked hard to overcome challenges such as curriculum alignment, travel resources, diversity of the local alumni population, and timing. She has created a cross campus partnership that includes the Provost and Alumni Relations, which has enables the Shared Passages to become a signature program on campus.
This media pitch proposes a student-focused show about budgeting for university. The show will provide advice on budgeting for university costs and loans [1]. It will discuss tuition fees for studying abroad versus in one's home country and the average amount students spend each year [2]. The show aims to appeal to students aged 17-20 considering university and studying abroad by sharing budgeting tips and funny stories of past loan spending [3].
This document summarizes a presentation about supporting student transition to university through online activities and interventions. It discusses:
- Student expectations around learning, support, and their university experience
- Develop Me!, an online induction program at the University of Bradford that provides academic and social support pre-entry through graduation
- Feedback from students that found Develop Me! helpful for meeting peers, managing expectations, and accessing information anytime
- Key benefits of Develop Me! included easing student nerves, promoting self-reliance, and capitalizing on students' technology use for retention
The document summarizes student feedback on the Aspire post-survey comments. Students found the course to be boring and facilitators to be unprepared. Suggestions were made to make the course more engaging by using PowerPoints, adding interactive activities, and allowing electronic question submission. Students also felt some topics like underage drinking should be addressed differently to avoid conflicting with religious or cultural views. Overall, the feedback indicated the course needed more organization, interactivity, and consideration of diverse perspectives.
The document summarizes student feedback on the Aspire post-survey. It includes complaints that the facilitators read directly from the screen and lacked energy. Students also felt shy and unwilling to share. Some comments suggested the course was boring, a waste of time, or too long. Suggestions were given to make the course more engaging by adding interactive activities, a PowerPoint, and condensed information on other health topics. It was also suggested to allow electronic answers to questions to encourage participation.
The document discusses a student's decision to study abroad in the United States through a high school exchange program at age 16, despite risks. It describes their initial homesickness and challenges adjusting, but how over time they made friends, improved their English, and gained confidence. The exchange year experience helped them adjust well to college life in the US and find their passion, and it was ultimately a rewarding experience that helped them grow and lay a foundation for future success.
Flying Start: supporting student transitionHelen Howard
Presentation given at the University of Limerick's seminar on the Academic Library's Role in Supporting New Students: Transition Success and Retention. It outlines the Flying Start programme at the University of Leeds which introduces students pre-arrival to the key academic skills they will need to success at University.
This document provides information from the Graduate Student Orientation at Notre Dame on August 23, 2013. It outlines resources and support available to graduate students, including mentors, peers, programs, and the Graduate School. It describes the Graduate School's professional development program and grants. It also introduces the Associate Dean of Students and resources like the Academic Code and Bulletin. Finally, it advertises upcoming orientation events from the Graduate Student Life office and Graduate Student Union.
A Mile in Their Shoes: Building Empathy Through Experience MapsmStoner, Inc.
The college choice process is highly emotional, fraught with anxiety, and influenced by many sources of information. As marketing and enrollment professionals, we must understand the factors that drive this important choice — as well as the thoughts and emotions our target audiences experience — in order to develop empathy for the groups that we serve.
Would you like a tool to help navigate these challenges?
Enter the experience map — a powerful tool that: represents your, audience’s story, draws key stakeholders together, uncovers major process gaps, and guides your priorities and activities.
During this webinar, you’ll understand the basics of experience mapping, learn the seven benefits of an experience map, and discover how it can impact your enrollment and marketing strategy.
We’ll showcase examples from institutions that uncovered major process and content gaps as a result of experience mapping, causing them to lose their top applicants. We promise — the results will shock you.
Download the on demand presentation: http://offers.mstoner.com/a-mile-in-their-shoes-building-empathy-through-experience-maps
Map It Out: The Path to Better Digital Engagement with ProspectsmStoner, Inc.
No matter the size of your institution, digital enrollment marketing and communications comes with challenges: competing priorities, schedule and budget limitations, an abundance of (good and bad) ideas for digital next steps, and a variety of stakeholders and subject-matter experts who all want a say in what ends up on the website.
Wouldn’t it be great if there was one tool that could help you navigate all of these challenges? One living artifact you could point to and say: That’s why we’re doing it this way!
Enter the experience map.
Experience maps are graphical representations of the interactions individuals have with a product or service. They’re effective tools for developing empathy and understanding for your target audience by highlighting their thoughts, feelings, and actions as they seek to accomplish a task, such as applying to your institution.
The path to better digital engagement with your prospective student audience starts with an experience map. When you understand what information your target audience is looking for, when they’re looking for it, how they’re searching, and why, you’re able to identify areas needing improvement in engagement, content creation, and so much more.
Your website is your institution’s No. 1 recruiting tool and marketing channel. When it comes to planning a site redesign or implementing changes and enhancements to your site, an experience map will be your most valuable tool.
During the webinar, we’ll show you seven ways an experience map can improve engagement with prospective students. You’ll learn how to use an experience map to:
Create stakeholder alignment.
Develop user-centered content.
Capture institutional knowledge.
Prioritize your efforts.
The document provides information about university counselling services at DCB, including:
1) Contact information for various university counsellors and their responsibilities based on student surnames and nationalities.
2) An overview of the university counselling process at DCB from years 7-13, outlining the support and guidance provided to students each year.
3) Frequently asked questions about the university application process, and responses providing advice on topics like researching universities, prioritizing extracurricular activities, and number of applications.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
The Benefits of Summer Learning for Gifted Students at SIG webinar was recorded live on February 9th, 2010 by the Summer Institute for the Gifted (SIG).
These slide focus on the benefits of summer gifted education and the advantages that the Summer Institute for the Gifted (SIG) has to offer gifted students in grades K through 11. Topics covered include: Summer Programs, SIG Academics, Student Life and Recreational Activities.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
A Mile in Their Shoes: Building Empathy Through Experience Maps and PersonasmStoner, Inc.
The process is highly emotional, fraught with anxiety, and influenced by many sources of information. As marketing and enrollment professionals, we must understand the factors that drive this important choice — as well as the thoughts and emotions our target audiences experience — in order to develop empathy for the groups that we serve.
The document provides an overview of cultural traits common among Gulf Arab students and discusses their implications for teaching. It summarizes findings from a survey of instructors on 38 cultural traits identified in a book on Arab culture. Traits highly observed include prioritizing family and friends, flexibility around rules, and negotiating requests. The document also outlines strategies for establishing relationships, giving criticism, and explaining policies to Gulf Arab students.
This document discusses using online resources and social networking to enhance student engagement before and during their time at university. It introduces the Develop Me! initiative at the University of Bradford which created an online space for incoming students to connect with each other and access information. Student feedback showed the online community helped ease anxiety and built connections prior to enrollment. While staff saw benefits, some were reluctant to use new technologies. Overall, developing an online presence that capitalizes on how students currently interact can help with retention.
This document discusses supporting diverse learners through pre-enrollment online activities. It introduces different types of pre-entry online support available, identifies engagement activities, and offers an opportunity to discuss appropriate approaches for students. It also covers student expectations, experiences of transitioning to university, and how institutions can better support student engagement and success.
Joan Hawxhurst, Director, Center for Career and Professional Development at Kalamazoo College has worked hard to overcome challenges such as curriculum alignment, travel resources, diversity of the local alumni population, and timing. She has created a cross campus partnership that includes the Provost and Alumni Relations, which has enables the Shared Passages to become a signature program on campus.
This media pitch proposes a student-focused show about budgeting for university. The show will provide advice on budgeting for university costs and loans [1]. It will discuss tuition fees for studying abroad versus in one's home country and the average amount students spend each year [2]. The show aims to appeal to students aged 17-20 considering university and studying abroad by sharing budgeting tips and funny stories of past loan spending [3].
This document summarizes a presentation about supporting student transition to university through online activities and interventions. It discusses:
- Student expectations around learning, support, and their university experience
- Develop Me!, an online induction program at the University of Bradford that provides academic and social support pre-entry through graduation
- Feedback from students that found Develop Me! helpful for meeting peers, managing expectations, and accessing information anytime
- Key benefits of Develop Me! included easing student nerves, promoting self-reliance, and capitalizing on students' technology use for retention
The document summarizes student feedback on the Aspire post-survey comments. Students found the course to be boring and facilitators to be unprepared. Suggestions were made to make the course more engaging by using PowerPoints, adding interactive activities, and allowing electronic question submission. Students also felt some topics like underage drinking should be addressed differently to avoid conflicting with religious or cultural views. Overall, the feedback indicated the course needed more organization, interactivity, and consideration of diverse perspectives.
The document summarizes student feedback on the Aspire post-survey. It includes complaints that the facilitators read directly from the screen and lacked energy. Students also felt shy and unwilling to share. Some comments suggested the course was boring, a waste of time, or too long. Suggestions were given to make the course more engaging by adding interactive activities, a PowerPoint, and condensed information on other health topics. It was also suggested to allow electronic answers to questions to encourage participation.
The document discusses a student's decision to study abroad in the United States through a high school exchange program at age 16, despite risks. It describes their initial homesickness and challenges adjusting, but how over time they made friends, improved their English, and gained confidence. The exchange year experience helped them adjust well to college life in the US and find their passion, and it was ultimately a rewarding experience that helped them grow and lay a foundation for future success.
Flying Start: supporting student transitionHelen Howard
Presentation given at the University of Limerick's seminar on the Academic Library's Role in Supporting New Students: Transition Success and Retention. It outlines the Flying Start programme at the University of Leeds which introduces students pre-arrival to the key academic skills they will need to success at University.
This document provides information from the Graduate Student Orientation at Notre Dame on August 23, 2013. It outlines resources and support available to graduate students, including mentors, peers, programs, and the Graduate School. It describes the Graduate School's professional development program and grants. It also introduces the Associate Dean of Students and resources like the Academic Code and Bulletin. Finally, it advertises upcoming orientation events from the Graduate Student Life office and Graduate Student Union.
A Mile in Their Shoes: Building Empathy Through Experience MapsmStoner, Inc.
The college choice process is highly emotional, fraught with anxiety, and influenced by many sources of information. As marketing and enrollment professionals, we must understand the factors that drive this important choice — as well as the thoughts and emotions our target audiences experience — in order to develop empathy for the groups that we serve.
Would you like a tool to help navigate these challenges?
Enter the experience map — a powerful tool that: represents your, audience’s story, draws key stakeholders together, uncovers major process gaps, and guides your priorities and activities.
During this webinar, you’ll understand the basics of experience mapping, learn the seven benefits of an experience map, and discover how it can impact your enrollment and marketing strategy.
We’ll showcase examples from institutions that uncovered major process and content gaps as a result of experience mapping, causing them to lose their top applicants. We promise — the results will shock you.
Download the on demand presentation: http://offers.mstoner.com/a-mile-in-their-shoes-building-empathy-through-experience-maps
Map It Out: The Path to Better Digital Engagement with ProspectsmStoner, Inc.
No matter the size of your institution, digital enrollment marketing and communications comes with challenges: competing priorities, schedule and budget limitations, an abundance of (good and bad) ideas for digital next steps, and a variety of stakeholders and subject-matter experts who all want a say in what ends up on the website.
Wouldn’t it be great if there was one tool that could help you navigate all of these challenges? One living artifact you could point to and say: That’s why we’re doing it this way!
Enter the experience map.
Experience maps are graphical representations of the interactions individuals have with a product or service. They’re effective tools for developing empathy and understanding for your target audience by highlighting their thoughts, feelings, and actions as they seek to accomplish a task, such as applying to your institution.
The path to better digital engagement with your prospective student audience starts with an experience map. When you understand what information your target audience is looking for, when they’re looking for it, how they’re searching, and why, you’re able to identify areas needing improvement in engagement, content creation, and so much more.
Your website is your institution’s No. 1 recruiting tool and marketing channel. When it comes to planning a site redesign or implementing changes and enhancements to your site, an experience map will be your most valuable tool.
During the webinar, we’ll show you seven ways an experience map can improve engagement with prospective students. You’ll learn how to use an experience map to:
Create stakeholder alignment.
Develop user-centered content.
Capture institutional knowledge.
Prioritize your efforts.
The document provides information about university counselling services at DCB, including:
1) Contact information for various university counsellors and their responsibilities based on student surnames and nationalities.
2) An overview of the university counselling process at DCB from years 7-13, outlining the support and guidance provided to students each year.
3) Frequently asked questions about the university application process, and responses providing advice on topics like researching universities, prioritizing extracurricular activities, and number of applications.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
The Benefits of Summer Learning for Gifted Students at SIG webinar was recorded live on February 9th, 2010 by the Summer Institute for the Gifted (SIG).
These slide focus on the benefits of summer gifted education and the advantages that the Summer Institute for the Gifted (SIG) has to offer gifted students in grades K through 11. Topics covered include: Summer Programs, SIG Academics, Student Life and Recreational Activities.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
A Mile in Their Shoes: Building Empathy Through Experience Maps and PersonasmStoner, Inc.
The process is highly emotional, fraught with anxiety, and influenced by many sources of information. As marketing and enrollment professionals, we must understand the factors that drive this important choice — as well as the thoughts and emotions our target audiences experience — in order to develop empathy for the groups that we serve.
The document provides an overview of cultural traits common among Gulf Arab students and discusses their implications for teaching. It summarizes findings from a survey of instructors on 38 cultural traits identified in a book on Arab culture. Traits highly observed include prioritizing family and friends, flexibility around rules, and negotiating requests. The document also outlines strategies for establishing relationships, giving criticism, and explaining policies to Gulf Arab students.
This document discusses using online resources and social networking to enhance student engagement before and during their time at university. It introduces the Develop Me! initiative at the University of Bradford which created an online space for incoming students to connect with each other and access information. Student feedback showed the online community helped ease anxiety and built connections prior to enrollment. While staff saw benefits, some were reluctant to use new technologies. Overall, developing an online presence that capitalizes on how students currently interact can help with retention.
2. About the data
• A total of 624 ASU graduate students from May 12 ceremony
were asked the following survey question:
What did you ‘most enjoy’ and ‘recommended improvement’ at the
graduation ceremony?
• The responses were in a free-response format and the
resulting data was analysed using text analytics software.
4. PAGE 4
Generally, the survey respondents expressed positive sentiment for the Commencement
ceremony for Most Enjoy part.
Overall Most Enjoy by ASU Graduates
49
6
45
Distribution of feedbacks in %
Positive Negative Unknown
6. PAGE 6
• The Keynote speech was liked , although it was little too long.
• Favorite speech by Wendy Koop & Dr. Crow .
• Dr. Crow was mentioned in 9% of replies while Wendy Koop in 2%
• She spoke to the point. Human rights and equality for our generations.
• Dr. Crow’s speech was applauded by many. His speech was energetic and he
believed what he said. Thus, inspiring the graduates.
Mostly talked were Wendy Koop and
Dr. Crow.
8. PAGE 8
• Like -24%
• Excellent- 8%
• Recognized- 5%
• Good- 4%
*includes both the exact words and their synonyms.
Most Frequent Positive Words
9. PAGE 9
“The feeling of having completed my
successful undergraduate career and
being able to share and celebrate that
exciting accomplishment with loved
ones.”
Like
“Listening to President Crow's speech was
powerful and impactful. He gave an
amazing speech that left me feeling
energized and inspired.”
Excellent
“Highly rated nationally and mostly
good professors”
Good
“The nicest part of the program was
standing up and being recognized for my
work or the program I was in.”
Recognized
Most Frequent Statements
Online students from other states
and far away from Kentucky,
Wisconsin and Virginia found solace
in the ceremony and were rejoiced
by meeting other graduating
students.
11. PAGE 11
Positive Feelings
• The positive feelings were centered to the beautiful night, fireworks, inspiring
speeches, amazing videos in the presentation and good time spent with family and
friends, Chase field was an amazing venue too.
• Venue was comfortable and also the place was giving positive feeling as graduates
met old friends from their 1st year, people socialized with new students and sat
around where nobody was from the same school.
• “I enjoyed being able to be a part of such a large university at once. I was allowed
to enjoy the celebration with my friends from different schools within ASU instead
of just people in my core classes.”
12. PAGE 12
• Dr. Crow and faculty were very thoughtful about the whole ceremony, the speeches
inspired many to chase big dreams. Supportive and made graduates feel proud of
them being the ASU alumni.
• Learning about the progress of ASU over the years and how it is globally recognized
university.
• The speakers pointing to the capabilities of the graduates to go fort and improve
themselves and the world
Positive attitude
14. PAGE 14
• “Unable to see my son unless the camera was scanned by (better camera work)
some schools complained (Liberal Arts) we were left out from camera crew as we
never saw ourselves on the big screen. “
• “I mostly enjoyed the recognition of the class as a whole that graduated. I wished
the speakers would have followed the same guidelines that the speakers for the
college of health solutions followed on Friday the 13th. Their speeches were more
focused on the graduates than their own accomplishments.”
Improvements:
15. PAGE 15
• “I liked when they addressed the graduates. However, there were not
enough camera views of the liberal arts and sciences graduates. It made it
feel less person because I could not see myself on screen.”
• “A sense that I defied all odds to come back and finish college. Being a
former addict I overcame all obstacles. Also the passing of my girlfriend
early in the semester was hard to get through but I made it a goal to do it
for her.”
Miscellaneous
16. PAGE 16
• The ballpark had enough seats but graduation was so informal, students were
disengaged, could not hear half of the speakers. Fireworks were awesome and
singers and the video. It could have been better.
• “Saying I could be there. The atmosphere and caliber of students we were
surrounded by was disappointing. There were various drunk students around us, and
students smoking during the ceremony and they were not apprehended until 15
minutes before the end.”
• “I enjoyed the whole program overall; Getting out of the arena was very easy
compared to other commencements I have attended (*cough UA)”
Negative feeds -3%
17. PAGE 17
Correlation For Most Enjoy:
### Speech
3. President
Crow’s
Speech
1.
Academics
2. Student
graduation.
### Feeling of
accomplishment
Atmosphere.
18. PAGE 18
Most Spoken
#### Academics:
Student graduation
Family. Chase-field.
Atmosphere.
President
22. PAGE 22
Overall Recommended Improvements
By Graduates:
52
46
2
Distribution of feedback in %
Negative Positive Unknown
Generally, the survey respondents expressed negative sentiment for the
Commencement ceremony for Recommended Improvement part.
23. PAGE 23
• Better– 15%
• Speaker- 13%
• Too long- 10%
• Ceremony- 9%
*includes both the exact words and their synonyms.
Words Used Frequently
25. PAGE 25
“Better keynote speaker & a better
parking.”
Better
“Find a speaker that has more of a motivational
message and talks less about themselves, their
accomplishments and gives a speech that is
more applicable to all majors.”
Speaker
“More interaction with the audience,
more participation of graduates in the
ceremony.”
Ceremony
“I think the speaker should be
a little shorter. It seemed to be
long and people stopped
paying attention.”
Too Long
Most Frequent Statements
“Have more volunteers on hand to help
guide students on where to go. I was lost
for a while trying to find my seat. Chase
Field was awful to in and out of. Paying for
parking wasn't fun.”
27. PAGE 27
• Some complaints for the Moeur awards. Students expect them to be called
on stage and felicitated by Honorary guests.
• Speakers were poor not everyone could hear it clearly, thus there was little
less involvement in the ceremony.
• “Ceremony looked like the celebration of ASU rather than celebration of the
students who worked hard to get their degrees.”
For Positive Functioning.
28. PAGE 28
• “Our college had a group of drunk students who were seated in the wrong area and
were a complete distraction and were disruptive to the entire college.” (Make sure
no drinking & smoking is permitted, install alcohol detectors & better security
checking)
• Deploy volunteers who can keep discipline in the crowd, during important times of
the ceremony people complained they didn’t pick up the crux due to talking of
fellow grad students.
Some Discipline
29. PAGE 29
• “Very few students respected the speaker, and it became clear to me why
more serious students do not typically attend the commencement
ceremony. It was treated like a football game rather than a formal
ceremony - girls in bikinis, people running up and down the aisles during
the speaker's talk, and people showing up drunk. It would make me never
want to attend another commencement ceremony again.”
• Students treated this event like a football game or a party rather than a
ceremony.
Positive Competence
31. PAGE 31
• Make more student oriented than ASU oriented, the keynote speech also
could be more about in general rather than focusing kids to go in for
teaching as a profession.
• Understand when to end speeches as after conferring degrees people are
busy enjoying.
• Some light on the activities of students involved during their academic
days.
• Graduation night happens once in a life for many people. It can be made
more showmanship by some laser show, more cool videos.
Positive Attitude
32. PAGE 32
• “Make sure students receive a map of where their specific college/schools are. As a
volunteer, I received a lot of questions of where students should go. Also, I
recommend sending information out regarding designated guest sections- many of
the questions came from parents/family/friends on where they should sit.”
• “Recognize Re-entry students that are older like myself. It seems everything is
geared towards 22 year old students.”
• During the ceremony keep the students involved. Keep proactive speakers. Guest
speakers sounded advertising her role.
• Downtown Phoenix is a crowded place make special traffic arrangements for
people driving to the venue. New people will have less good memories navigating
to the Chase stadium, on top of parking issues.
Improvement Suggested.
34. PAGE 34
• “Please have better entrance and exit strategies setup. It got ridiculously crowded
and it could have been a huge disaster had there been an emergency.”
• It could have been set up better as there was less space for parents and more for
students.
• Screening for drinking, offensive signs, anything that can cause be injurious.
Registration
35. PAGE 35
• Overall people were disappointed by the exit and entry process as it lacked some
proper planning. Taking into consideration the number of people at the venue a
strategic way must be implemented to vacate the stadium rather than allowing
anybody to walk out from any gate (similar idea for entry).
• Risk of an emergency must be taken into consideration while vacating the Stadium
and make sure sufficient gates are open to speed up the process. With volunteers
arranged at specific locations to help form a proper line.
• Make sure graduates have designated gates for entering close to their allotted
seating arrangements for respective schools.
Entry & Exit.
36. PAGE 36
• Implement a organized seating arrangement in advance, which includes the areas
for students, parents, specially abled. Also, provide every student with this pictorial
chart in advance via e-mail along with the timings and parking instructions and
make it available at the venue too.
• Arrange different gates for audience, students, elders and specially abled. This will
ensure comfort for the later.
• Have better parking options, as students were upset for paying the same, although
they had parking passes of ASU.
Suggestion
38. PAGE 38
• Disciplined ceremony with proper seating arrangements with systematic entry & exit
protocol.
• “Improve the topic of the first commencement speech if that will continue.”
• “More available seats for elderly and handicapped so that families have the chance to
sit together and feel comfortable saving seats for special members.”
• Better traffic navigation and parking facility consider the safety factor of the audience
at the venue.
Recommendations
40. PAGE 40
• Sort the student of a degree together and also within these sort them as per the
specialization. Before students named are called for, announce the degree program
and a few words on it, then the specialization with few words and start with
respective students. Do it for all the programs and all the specialization so the
audience can also know what studies were these students part of.
• Wendy Koop words on the 5 week program for starting teaching was a bit offensive
to those attending the 4 years teaching program at the Mary Lou Fulton Teacher’s
College, as their work seemed to be considered void.
• Online students feel little ignored as they are new to the people who already have
their groups, so some workshop before commencement for these students to gel
among with ASU and themselves.
About Degree Felicitation
41. PAGE 41
Strong Correlation For Recommended
Improvements:
###
Academics
student
graduation:
2. Length.
3. Family
4. Keynote
speaker
5. Guest
speaker.
1.Students
graduation
graduating
students
42. PAGE 42
Some Crucial Ones
### Students
graduation
graduating
students
1. Students
graduation
2.
Commencement
Students graduation Drunk students
Stadium seating Seating
### Family