Areas of Study Faculty Student Life Applications & Procedures Financial Aid Spiritual Life Colorado Campus Visits

WHAT STUDENTS AND ALUMNI THINK!

The following document contains the attributes and profile write-ups of Regis Students and Regis Alumni and is organized as follows:

SECTION I - FINAL PROFILES

This section includes the complete profile write-ups that were gleaned from the Student and Alumni Surveys commissioned by Regis University and described in detail below.

The profiles are organized into four main categories and three sub-categories, followed by a summary of students and alumni as follows:

What does Bill Murray think of Regis?

Academics
Values
Interests
Goals
Student Summary
Alumni Summary

The commissioned surveys for Student and Alumni include:

Commissioned Student Surveys:

The 2006 CIRP Institutional Summary
A comprehensive survey comparing the responses of Full-time Regis Students, Students from peer Catholic Universities, and Students from other Catholic Universities
The 2006 National Survey of Student Engagement (NSSE)
A comprehensive survey comparing the responses of full-time first-year and senior Regis students and against 557 of its peer universities
The 2006 Noel-Levitz Student Satisfaction Inventory
An on-campus survey conducted by Noel-Levitz in the spring of 2006

Commissioned Alumni Surveys:

Regis College Alumni Survey 2006
In-house study conducted by Regis in 2006 and sent to 1,456 alumni

SECTION II - STUDENT SURVEYS

This section compiles the results of the commissioned student surveys by Survey Notes and then by the Attributes gleaned within the corresponding survey question category.

Keynotes
Academics
Support System
Students
Student Values
Minor Trends
Low Ranking Items
Various Notes

SECTION III - ALUMNI SURVEYS

This section compiles the results of the commissioned alumni surveys by Survey Notes and then by the Attributes gleaned within the corresponding survey question category.

Keynote
Career
Academics
Personal Development
Career Preparation
Reflections on Major and Core/General Education Courses
Over All University Outcomes
Support Systems and Campus

SECTION I - FINAL PROFILES

I. ACADEMICS

a. Student

Regis students are best described as future focused thinkers, with academic goals that extend beyond graduation day. Their college experience is not about being an anonymous student in a lecture amongst hundreds of students and memorizing facts for an exam. The Regis college experience is about open and frequent discussions with Professors and fellow students in an environment that nurtures learning. Unlike many universities, the Regis curriculum fosters strong analytical and communication skills and then teaches students to apply them objectively in real world situations.

b. Alumni

When asked to reflect on their academic experience at Regis, alumni emphatically noted the critical thinking skills, well-rounded education and strong community-based values that the Regis curriculum provided them with. Regis alumni unanimously felt that they entered the world after college with a strong analytical foundation, confidence and a deeper understanding of both themselves and the world around them.

c. Combined Overview

Regis students receive a well-rounded education, with strong community-based values that instill a greater understanding of the world around them and critical thinking skills that can be applied objectively to any situation, challenge or theory bestowed upon them.

For Regis students, learning does not stop at graduation day. The small, tight-knit Regis community provides students with a confidence and solid foundation of knowledge that cultivates a desire for lifelong learning and community involvement.

II. VALUES

a. Student

Highly in tune with the Regis University Mission Statement, Regis students are not simply waiting for the next phase in their life to begin, but instead driven to grow as an individual, make positive contributions to society and to proactively create opportunities and pathways for their future. In fact, most Regis students are involved in academic and research projects with faculty outside of their class-work and dedicated to community service activities. The Regis student sees themselves as a leader for the future and strives to hone these skills both inside and outside of the classroom and is strongly supported in these endeavors with the nurturing and opportunities available within the Regis community.

b. Alumni

On the board of a non-profit, volunteering, coaching a child's soccer team - these are all places you will find Regis alumni. Five, ten...even twenty years later, Regis alumni find themselves continually motivated by the strong community-based values that the Regis Mission helped to cultivate during their college years.

c. Combined Overview

Regis students, alumni and faculty are all dedicated to not only personal growth and knowledge, but to applying what they learn to make the community and world around them a better place. Driven by the strong, Mission Based values of Regis University, they are active participants of life, proactive and considerate of their community and others around them.

III. INTERESTS

a. Student

Regis students are actively involved in campus-life via social, work and volunteer activities. Beyond the classroom and bonding with fellow students in study groups, Regis provides an endless supply of intra-mural sports, theater, cultural and social events. Within Regis' tight-knit and active campus community, it is never hard for a Regis student to find their own niche and a place to belong with students that share the same interests and values.

b. Alumni

Like Regis students, Regis alumni continue their involvement in their community activities and cultivating learning as they progress through life. They are active patrons of cultural, sporting and church events.

c. Combined Overview

With a strong liberal arts background and sense of community, you will find Regis students and alumni involved in cultural and community events around them. They have a strong sense of community and enjoy being active participants in life.

Iv. GOALS

a. Student

Regis students have a strong work-ethic and know that by adhering to that ethic - that they can achieve anything. While academically driven, they are also thinking beyond their next semester and actively meet with faculty and advisers to assess their future goals and discuss plans to achieve them.

b. Alumni

Like Regis students, Regis alumni live beyond the day-to-day, and they pursue careers and endeavors with future goals in mind. Regis alumni are focused on contributing to society in a positive manner, raising families, pursuing higher degrees and they value their occupations as a career path and not simply as "a job for now".

c. Combined Overview

The Regis Mission and curriculum provides a strong motivation to develop a future-based outlook. What is learned and experienced today is not just for today, but to be carried along and meant to influence and shape tomorrow.

V. THE REGIS STUDENT - SUMMARY

The majority of Regis students report that Regis was their first choice school and that given the opportunity to go through the college selection process that they would make the same choice again. Regis students want to be at Regis and this is reflected in their school involvement.

Academically, Regis students are a driven group of future focused thinkers seeking the skills and knowledge to help them succeed in the world after college. They thrive in the small and supportive Regis community, with extensive opportunities to grow academically and personally. As a whole, students actively practice the community-based values of the Regis Mission and are extremely involved in campus activities both inside and outside of the classroom experience.

VI. THE REGIS ALUMNI - SUMMARY

Regis alumni hold strong regard for the benefits of the well-round education and critical thinking skills honed while at Regis. As in their Regis days, they remain future-based thinkers dedicated to life-long learning and practicing the community-based values instilled by the Regis Mission in their everyday life. Driven by the strong, Mission Based values of Regis University, they are active participants of life, proactive and considerate of their community and others around them.

SECTION II - STUDENT SURVEYS

ATTRIBUTES THAT SET REGIS APART FROM ITS PEER SCHOOL

- Freshman/Senior Survey Results

Keynote:

Survey Notes

Over 90% of the Freshman and Seniors felt they would again select Regis is they were to go through the school selection process again
Over 90% of the Freshman and Seniors ranked their college experience as good or excellent
For the majority of Freshman, Regis was their 1st choice school

Attributes

Students at Regis want to be at Regis and are confident in their choice.

Academics:

Survey Notes

A curriculum that encourages students to integrate ideas and knowledge learned in different courses together
A curriculum that is focused on NOT on memorization, but instead on analyzing ideas, theories and APPLYING them - this extends to encouraging students to examine their own theories for strengths and weaknesses to develop a deeper understanding of what and why they believe and value, and putting themselves in the shoes of others to understand what they believe
Students find that it is likely that they frequently participate in class discussions
Students more likely to study and work together outside of class
Students more likely to participate in a community-based (service-learning project)
Students more likely to complete Foreign Language coursework
Students gave high rankings to growth and learned skills in:
Students felt strongly that they were able to apply the skills and theories that they learned to real world problems and situations. They also noted that were taking coursework that they found themselves relevantly discussing outside of school
Students also felt strongly that they focused on developing their personal code of values and ethics
The reduced need from freshman year to senior year to create multiple drafts for each project, shows that students "get" the work and understand what is expected of them
Most plan on completing an internship and over 50% complete one
Nearly 60% complete a Senior capstone course, senior project or thesis

Attributes

Students feel they get a well rounded education, learning analytical and communication skills that prepare them for the real world. What they learn can be applied in their community
Students feel they are in a supportive nurturing environment, they are not a number and can talk to their professors - ask questions, no barriers
Students are future focused, college is not the end of the road - but a stepping stone to bigger and better opportunities

Support Systems:

Survey Notes

Accessibility and availability of faculty outside of class (office hours/email) to discuss coursework, grades and other non-coursework topics (orientation/admission projects). Nearly 1/3 of the students worked with faculty on non-coursework projects
The support to succeed academically with strong, supportive relationships with faculty and advisors is mentioned several times with very high rankings. This is a key differentiator between other small schools. A step beyond just being a number.
Career advising was also significantly mentioned, a huge differentiator for most schools.

Attributes

Regis is an environment that supports their academic and future success, there are many opportunities for advising and future planning

Students:

Survey Notes

More likely to participate in campus activities vs. off-campus activities. Campus events (cultural, sports, etc.) are very highly attended.
If they work, more likely to work on campus
Over 50% are out-of-state students, nearly triple the amount at peer schools
Likely to live on campus or within walking distance - tight knit campus
Not a lot of "party or TV" time, 1-15 hours of co-curricular activities average for the week - athletic activity very common
More likely to have a serious conversation with another student of different backgrounds
Students felt encouraged to mingle with other students, and that there was the social support needed if they took interest in it - overall less then 10% ranked students as lower then "5" for friendliness on a scale of 1 - 10. Lots of support from fellow students (faculty support was the same)
Freshmen Students' Self-perceptions of attributes that they are in the top 10% for:

Attributes

High level of campus involvement and campus community. Students are very likely to be involved in activities on campus for both social and work outlets
Students are more academic focused then "spring break" focused - most activities revolve around the campus and studies
Students have very driven values and are focused on growth in the areas of knowledge and their understanding of themselves and the world at large

Student Values:

Both Freshmen and Senior stated that they had a strong understanding of the Regis Mission
Higher Religious service attendance then peer schools
High Ranking Values:
Most Freshman anticipate that will attend graduate school, highly driven academically, predict they will maintain a "B" average, they see college as a step
Depression, not a major or widespread issue
Objectives that are important to freshmen

Low Ranking Items:

Attending Art, Theater, cultural events outside of campus - on campus very high
Study abroad
Support in non-academic situations
Very few international students
Greek life is very small 3% only

Minor Trends:

Regis students are more likely then the other peer schools to participate in Independent Study projects or self-designed majors - but not a large percentage overall.
More likely then peer schools to vote, but again not a large population

Various Notes:

Reasons noted as "very important" when selecting a school
Non-smoking rate is very high
Most politics are middle of the road

SECTION III - ALUMNI SURVEYS

ATTRIBUTES THAT SET REGIS APART FROM ITS PEER SCHOOLS

- Alumni Survey Results

Keynote:

Survey Notes

Overall alumni were satisfied with their education, specifically the high was the impact of core curriculum and mission oriented aspects of the Regis education
Felt strongly that Regis helped to shape who they have become today.
One low scoring area was workforce preparation and career planning (which contradicts how current students feel) - I'm struggling with the weight of this - but then 80% also felt that Regis prepared them with a good or excellent rating for their job
A common comment was the appreciation for the small community of the campus and faculty, the students felt they were involved and a part of something. There was never a shortage of outlets for support in making the transition to college.
There was also a reoccurring theme of understanding while a Liberal Arts Education may not have provided skills-based training for their current day-to-day jobs instead provided a greater understanding of the world and solid analytical skills. An applied skills education.
The motto of "service to others" is another dominate theme in the responses form alumni, in that is still shapes their day-to-day activities and commitments

Attributes

Alumni felt strongly that their Regis education has helped them to become a well-rounded individual with a strong sense of community and community service-based values.
Alumni greatly valued the sense of community and the support systems that Regis provided.
Alumni valued the critical thinking skills and well-rounded education they received, but did wish for more "on-the-job" skills-based training.

Career:

Survey Notes

81% in a job with solid career potential
More then 75% felt that their occupation was related to their major
87% found a full-time job within a year of graduation (75% within 6 months)
80% work in an occupation that requires a college degree
37% of the graduates (average 5 years out of college) are pursuing a graduate degree
84% felt Regis prepared them to pursue a higher degree

Attributes

While, not focused on skills-based training, Regis alumni did feel that they received and education that prepared them for their careers and further educational pursuits.
Alumni were confident and highly successful in the pursuit for occupations with long-term career potentials.

Academics (Critical Thinking):

This will correlate to the Academic and Support Systems Sections of the Current Student Surveys.

Survey Notes

Overall for academics, alumni responses that gauged expectation and outcomes, showed that as students they had high expectations and that were dominantly exceeded
Areas of Academic Study/Curriculum that significantly exceeded expectations
Areas of Academic Study/Curriculum that exceeded expectations
Areas that were slightly lower then expectations
Study

Attributes

Alumni felt strongly that Regis exceeded their college education expectations, specifically in the areas of critical thinking, and the ability to objectively view situations and issues with confidence and understanding.
Regis provided a solid base of analytical skills that can be applied to real-world situations.

Personal Development:

This will correlate to the Support System and Student Values Sections of the Current Student Surveys. There was a unanimous response that Regis exceeded the students Personal Development expectations in all areas.

Survey Notes

Improved community responsibility in conjunction with a sensitivity and awareness of issues
Deeper understanding of moral/ethical issues
Deeper understanding and security in their own philosophies, values and beliefs

Attributes

Alumni valued the mission-based education of Regis and are still active in volunteer, self-development and community-based activities.

Career Preparation:

This will correlate to the Academic and Support System Sections of the Current Student Surveys.

Survey Notes

Did not feel they had the skills or competencies for their chosen careers and had not planned adequately for a long-term career with financial goals.

Attributes

There is a slight discrepancy in these results, but it must be considered that these surveys ask more skills-based questions, and to also consider the employment environment during which most of these graduates entered the work-force (dot-com bust). Regis isn't a "technical" or "trade" school, but focused on a well-rounded education - and in that area was ranked very high.

Reflections on Major and Core/General Education Courses:

This will correlate to the Academic Section of the Current Student Surveys.

Survey Notes

The highest ranking response, was the availability of faculty and advisors
The appreciation for a well-rounded liberal arts education
That courses provided a well-rounded understanding of each discipline
Lower ranking were career preparation and on-the-job skills

Attributes

Alumni strongly valued the small and personal community of Regis. There was no shortage of support systems and opportunities for both knowledge and personal growth.

Overall University Outcomes:

This correlates to the Regis Mission Statement, the overall goals of a Liberal Arts Education and to the Student Values Section of the Current Student Surveys.

Survey Notes

Regis was successful in cultivating and instilling the follow values and skills

Attributes

Regis alumni are still involved in activities such as church attendance, community service and life-long learning and personal development that were instilled by the Regis mission.

Support Systems and Campus:

This correlates the Support Systems and General Student Sections of the Current Student Surveys. There were no areas that scored a "less then satisfactory" in this category - nearly all on a scale of 1 - 4, ranked just below or above a "3".

Survey Notes

The highest scoring areas were:

The slightly lower scoring areas were:

Attributes

Overall alumni responded that the support systems and activities provided by Regis exceeded their expectations of the college experience.

Top of Page Printer Friendly Page