Escolar Documentos
Profissional Documentos
Cultura Documentos
April, 2016
Executive Summary
Introduction: A needs assessment was conducted for undergraduate and graduate students at
Sacred Heart University (SHU) who are currently attending or plan on applying to and attending
graduate school at SHU in the future to measure how prepared they feel in regards to entering
program in the College of Health Professions or College of Nursing program. The University
offers 30 undergraduate majors and upon undergraduate commencement, students have the
option to apply to graduate school. Methods: The primary method of data collection was a
mixed methods survey that was made available online to students. During data collection, an
online coding system was utilized to create pie-charts displaying the results of the survey.
Results: The results showed that a total of 56 students participated in the survey, 27 graduate
students and 29 undergraduate students. 96% (48 out of 50) of participants indicated that they
anticipated graduate school to be more stressful than undergraduate but feel that they would find
it helpful it more information regarding the transition into graduate school was provided to them.
Discussion: The results have concluded that although most seniors in undergraduate programs
believe they are ready to move to the next step in their education, it is still a challenging process.
Although most students feel that they have a basic understanding of what is expected of them in
graduate school, there are still a lot of questions that remain unanswered. Identification of the
missing gaps in knowledge in relation to this transition is important for preparing students for the
graduate school. Recommendations: The newly formed SHU Graduate Student Affairs Office
has developed an online guide for graduate students. Although it is a good resource, students
might not be aware of it or know how to locate it. Encouraging all graduate programs to promote
the use of the webpage and including the link in their websites would be helpful. A tangible
Introduction
undergraduate and graduate education to students. According to Sacred Heart University (n.d.),
the mission of the University is to assist in the development of people knowledgeable of self,
rooted in faith, educated in mind, compassionate in heart, responsive to social and civic
obligations, and able to respond to an ever-changing world...by nurturing each ones spiritual and
moral growth, and deepening in them a sense of social responsibility (SHU Undergraduate
Catalog, 2015-2016). Currently, more than 8,000 students are enrolled in full-time and part-time
undergraduate and graduate programs and over 250 full time professors.
Population Description
Our target population was undergraduate students who plan to apply to graduate school in
the College of Health Professions and College of Nursing programs at SHU and current graduate
students. During the 2015-2016 school year, there are 4,435 full-time undergraduate students,
770 part-time undergraduate students, and 3,030 graduate students made up of 68% females and
Environment Description
SHUs main campus is located at 5151 Park Ave in Fairfield, Connecticut. The majority
of health science, health professions, and nursing classes for undergraduates and graduate
students are located at the Cambridge and Oakview campuses in Trumbull, CT. New facilities are
being built within the next year to offer additional locations where College of Health Professions
and College of Nursing undergraduate and graduate students will take classes. The Sacred Heart
University Center for Healthcare Education in Bridgeport, CT is a large facility that will offer
latest technology and equipment to students for students in the College of Health Professions and
College of Nursing. A Master of Physician Assistant Studies program will be offered within the
The focus of the literature review began with evaluating and understanding the needs of
the undergraduate and graduate students, and how they differ from one another. Graduate
students, make up a diverse population and have needs that are unique from the typical
undergraduate student population. One method that has been found to be successful to assess the
needs of this population is to distribute surveys to directly to the students (Coulter, Goin, &
Gerard, 2004). A survey is an efficient way to assess and identify areas that could improve the
experience for students (Coulter et al., 2004). It can also help to understand the differences in
Guentzel, Gansemer-Topf, Ross, & Turrentine, 2006). It also helps to detect what prevents
students from enrolling in certain programs and determine methods to address the barriers. Some
of the barriers to enrollment include personal finances, employment schedules, and course
availability (Coulter et al., 2004, p. 16). Other areas of concern for the graduate school
population include: experience with statistics and research methods, high Graduate Record Exam
(GRE) scores, high grade point averages (GPAs), strong personal statements, relative work
experience, strong interpersonal skills, and reputable letters of recommendation (Coulter, 2004).
One of the primary reasons for conducting this needs assessment was to evaluate how
aware students are about the resources at the University that are available to them. According to
the literature it was found that most students were not aware of what was available to them,
making this an area where programming can increase awareness for this population (Nesheim et
al., 2006). A study by Coulter et al. (2004) also found that often at universities, there is a lack of
communication about the resources that are available for graduate students. Providing a survey to
the current graduate students at Sacred Heart University can help to assess where communication
might need to be increased in order for graduate students to become more aware of the resources
available to them.
Key Questions
The key questions used to survey the undergraduate and graduate students in the College
of Health Professions and College of Nursing programs were designed to help evaluate their
needs and experiences. Students were asked 30 questions which covered a range of topics,
including: current academic status, their experience related to the application process, awareness
of the financial demands of graduate school, previous experiences with research during
experiences, and perceptions of graduate school prior to and while attending it. The ultimate goal
was to assess how prepared and confident undergraduate students at SHU as they enter the
There are various services and programs available to students at SHU to facilitate their
transition into graduate school. The Office of Graduate Student Affairs offers virtual information
regarding housing assistance, wellness and health forms, transportation services, parking
information, academic calendar, technical support, career services, activities, food services,
graduate catalog and information, and international student services. This information can be
found on www.sacredheart.edu/GSA/.
The method used to conduct this needs assessment was a survey that was available online
to undergraduate and graduate students in the College of Health Professions and College of
Nursing. The questions previously discussed in the key questions section were part of a mixed
methods survey. The survey included Likert-type and open ended questions with the goal of
obtaining quantitative and qualitative data. The survey was distributed through e-mails from
professors in the College of Health Professions and College of Nursing programs and through
The data was organized and quantified through SurveyPlanet.com and presented as pie
charts and percentages. Qualitative data was collected through open ended questions but was
The results showed that a total of 56 students participated in the survey, 27 graduate
students and 29 undergraduate students. Initially there were 56 responses to the survey, however
many questions were left unanswered ranging of a response total for each question of 39 to 56.
Though not every question was answered, information about the needs of graduate students at
SHU can still be examined. 96% (48 out of 50) of participants indicated that they anticipated
graduate school to be more stressful than undergraduate. This statistic makes it evident that
graduate students needs have to be assessed in order to understand how SHUs services can be
better utilized and implemented in this population to help reduce the amount of stress they face.
With 47.4 % of responses indicating that students applied externally to SHUs graduate schools,
the ease of applying for this group of students is important. 52.6% (10 of 19) of students who
applied externally found the process difficult, indicating that this might be a place to look at how
SHUs services can make this process easier. Another area to address is the number of students
who do not know what services are offered by Career Services & Placement Center. Of 51
Many of the participants, 73.58%, who took the survey felt that having an information
session about interview, etiquette, and professional skills would be beneficial. Knowing that this
could be of interest to students can help to assess if it would be something SHU can add to its
graduate student programming. In general the results of this survey show that the participants
feel that there are some additional services that could be provided to them to help ease their
Discussion
The purpose of this this needs assessment was to examine undergraduate students who
anticipating enrolling in SHU College of the Health Professions and College of Nursing
Graduate programs in order to identify students areas of concern or areas where services could
be augmented. that need improvement. We surveyed both undergraduate and graduate students so
we could compare what undergraduates are concerned about versus what graduates are
concerned about and what the graduate experience is actually like. Uniquely, undergraduates
planning to apply to graduate programs in the College of Health Professions and obtain
undergraduate bachelors in different subject areas, but for example, some have a degree in
history while others have it in exercise science, while those applying to graduate level nursing
programs already have nursing degrees. The diverse undergraduate programs and institutions that
feed into these graduate level programs demonstrates the difficulty of providing information that
meets the needs of those familiar with SHU, but also those for whom this is a new environment,
in addition to the transitional needs of both groups to graduate level of education with unique
demands.
The strengths of this needs assessment was that the students who took the survey are
process however, graduate school admissions is different because less information is given and
becoming informed is more of an independent process. As previously stated, the results of this
survey were helpful to help us understand how students in undergraduate feel about their process
of applying to undergraduate versus how graduate students felt applying to graduate school.
Comparing what students believe they need compared to what they actually need is vital to
making the transformation from undergraduate to graduate programs. The weaknesses of this
survey is that some of the students may have randomly clicked answers to get it over with while
others take it more seriously, but this is a weakness of survey use. Due to the relatively low
number of participants many students did not have access to the survey or they ignored the email
and Facebook postings about it. Lastly, some of the students who did receive it might not
anticipate going to graduate school so they did not partake take it because it did not apply to
them.
This assessment suggests that even though most seniors in undergraduate programs
believe that they are ready to move to the next step in the learning process, it is still challenging.
Even as students feel that have a basic understanding of what is expected, there are still a lot of
students are aware of what services are offered and what they can do. This is also the time that
many students will start to gain independence from their parents, moving into the adult world.
Filling out applications, finding jobs, and living on their own some of the important roles many
students will take on along with their academics. Whether students are coming to SHU from
other schools and programs or have graduated from SHU, implementing a plan to provide
information in the areas identified in this assessment and decrease the stress associated with this
transition is important.
Based on the results of our assessment, the priority need for SHU graduate students is to
raise awareness about services that are available to undergraduate and graduate students to
prepare them for graduate school. Students describe graduate school as a challenging experience
that can be facilitated through supplemental information and additional information sessions.
Sacred Heart University Office of Graduate Student Affairs recognized the lack of information
provided to students and they created a website to gather all the information that students can
benefit from. Although it is a great resource, students might not be aware of it or know how to
locate it. We hypothesize that a tangible source of information, such as a printed brochure, might
be beneficial to students. It could be stored in the graduate admissions offices and handed out to
message encouraging students to forward any comments, concerns, and/or questions to Kathy
Although the purpose of this needs assessment was to examine how prepared students
feel to enter graduate school and to assess their awareness about available services, other areas
were noted. Students who applied to graduate school using an external CAS program indicated
it was a difficult process to complete. In the future SHU graduate admissions might want to
consider the difficulty that some external students face when applying to graduate programs and
find a way to facilitate that process. In conclusion we believe that if students had a better
understanding of the services that are available to them, additional stress outside of their
promotes the Graduate of Student Affairs webpage in the future so that undergraduate and
graduate students have a better understanding and knowledge of what is available to them.
References
Coulter, F. W., Gerard, J. M., & Goin, R. P. (2004). Assessing graduate students' needs: The role
Davis, S. F., Hansen, D. J., Huss, M. T., Patry, M., & Randall, B. A. (2002). Factors influencing
GansemerTopf, A. M., Guentzel, M. J., Nesheim, B. E., Ross, L. E., & Turrentine, C. G.
(2006). If you want to know, ask: Assessing the needs and experiences of graduate
Graduate Student Affairs | Sacred Heart University Connecticut. (n.d.). Retrieved April 03, 2016,
from http://www.sacredheart.edu/officesservices/graduatestudentaffairs//
http://www.sacredheart.edu/faithservice/officeofmissionandcatholicidentity/missionstate
ment/
The University. Sacred Heart University Connecticut. (2015-2016). Retrieved April 03, 2016,
From http://www.sacredheart.edu/media/sacredheart/academics/ugcatalog15-
16/ug-university.pdf
Appendix A
3. If you are a graduate student, did you obtain a bachelors degree from Sacred Heart
4. Did you apply to Sacred Heart graduate school internally or externally (CAS service)?
5. If you applied internally, how was your experience applying to graduate school?
6. If you applied externally, how was your experience applying to graduate school?
7. If you applied externally, how was the process of obtaining information about graduate
8. Are you/were you aware of the costs of applying to graduate school (applications, transcripts,
etc.) ?
9. While attending graduate programs at Sacred Heart University, housing is not provided. Do
you feel capable of finding roommates, a place to live, and having the ability to pay for
10. Do you feel that you were/are adequately prepared to enter a graduate school program?
11. Do you know what services the Career Development & Placement Center at Sacred Heart
University provides?
12. Do you feel prepared to read and/or write a paper written in APA style (or other writing style
14. As an undergraduate student, do you believe you can benefit from building connections with
professors, who may be able to expose you to the field you are interested in?
15. How comfortable do you feel working with different programs on your computer (Microsoft
16. Have you ever taken a standardized test (SAT, GRE, etc.)? If so, please state which one you
have taken.
17. If you did not have to submit GRE scores to a potential graduate program, would that
18. Prior to applying to graduate school, did you have any training and/or classes in developing a
19. Do you believe an information session would be beneficial for building interview, etiquette,
20. Prior to attending or applying to graduate school, did you complete any clinical
21. Do you feel that there should be a required number of clinical observation hours prior to
22. Do you feel that anyone applying/attending to a science- based graduate program should be
required to take science courses prior to admission (Anatomy & Physiology, Biology, Physics,
etc.)?
23. Do you think the new position of Assistant Dean of Graduate Student Affairs is beneficial?
24. Do you find/believe graduate school education is more stressful than undergraduate
education?
25. Do/did you anticipate graduate school to be more stressful than undergraduate?
26. Do you have questions about your future career or graduate school that have not been
answered yet?
27. Currently, the physical therapy program at Sacred Heart University, does not accept grades
for classes that were taken twice during undergraduate education. If you failed the first time, take
that class again, and earn a higher grade, only the first grade will be counted towards your
prerequisite GPA. Do you feel that this new policy is fair? If yes, please explain why?
28. Do you feel that other graduate programs should follow the same policy regarding retaking
classes?
29. During graduate school orientation, do you feel there should be an optional session for
students to attend that orients them to main campus and the available services? If yes, what
specifically would you like to know more about during this optional session?
30. Are there any recommendations you have in regards to the graduate school application
process, or any services related to graduate school education at Sacred Heart University? If so,
please explain.