ࡱ> !?A6789:;<=>zKNi N m I y w5@ Zbjbj22 XXGI!d"***ڑ"l~FJJ`ORt $RpN\OJ`& J`->hx`z 4w*)vxǔ$e<0lwL ""6 D ""Df+e""f+ Office of Planning and Institutional Effectiveness Institutional Research  Hope, Knowledge, and Opportunity Research Report 2002-03 Survey of Graduating Masters and Doctoral Students Summer 2002 Spring 2003  Office of Planning & Institutional Effectiveness The Graduating Masters and Doctoral Student Survey is one of a series of Continuous Quality Improvement Surveys instituted by Florida International Universitys Office of Planning and Institutional Effectiveness. This is the fourth survey report from the Graduating Masters and Doctoral Student Survey. The information in these Continuous Quality Improvement Survey Reports will be distributed to members of the university community and will be used by the appropriate departments to enhance continuous quality improvement efforts. Every effort has been made to ensure that the data contained in this document is accurate. For further information about this and other Continuous Quality Improvement Survey Reports, visit our website at  HYPERLINK "http://www.fiu.edu/~opie/cqis/index.htm" www.fiu.edu/~opie/cqis/index.htm, or contact Institutional Research at  HYPERLINK "mailto:irsurvey@fiu.edu" irsurvey@fiu.edu or 305-348-2731, (FAX) 305-348-1908, or visit us at University Park PC 543. TABLE OF CONTENTSTable of Contents1Executive Summary of the Graduating Masters and Doctoral Student Survey Fall 2002 20032I. Summary of the Responses to the Graduating Masters and Doctoral Student Survey Fall 2002 - 2003Introduction4Methodology:Sampling Design4Statistics4Table 1 Return Rates of Fall 2002-2003 Graduating Masters and Doctoral Students By College/School5Table 2 Comparison of Response Rates By College/School 2002-20036II. Primary Findings from the Fall 2002 2003 SurveyA. Principal Indicators of Satisfaction with FIU7B. Items With the Highest Correlations8C. Strongest Predictors of Overall Academic Experience 8D. Strongest Correlates of Overall Satisfaction With Graduate Program8 III. Ten Principal Indicators of Overall Satisfaction With FIU (A graphical analysis)9Figure 1: Overall Satisfaction 9Figure 2: Overall Academic Experience 9Figure 3: Challenged to Do Best10Figure 4: Recommend Graduate Program to Others10Figure 5: Satisfaction With Department of Major11Figure 6: Professors Were Good Teachers11Figure 7: Availability of Research Facilities12Figure 8: Professors Were Good Researchers12Figure 9: Research Quality In Graduate Program 13Figure 10: Faculty Availability to Collaborate On Graduate Student Research 13IV. Four-Year Comparison of Ten Principal Indicators of the Graduating Masters and Doctoral Students Satisfaction With FIU14Figure 11: Overall Satisfaction With Graduate Program14Figure 12: Overall Academic Experience15Figure 13: Challenged To Do Best15Figure 14: Recommend FIU 16Figure 15: Satisfaction With Department 17Figure 16: Professors Were Good Teachers18Figure 17: Availability of Research Facilities18Figure 18: Professors Were Good Researchers18Figure 19: Research Quality In Graduate Program19Figure 20: Faculty Available to Assist Research19Conclusions20 EXECUTIVE SUMMARY OF THE GRADUATING MASTERS AND DOCTORAL STUDENT SURVEY SUMMER 2002 SPRING 2003 This report summarizes the main findings from the Summer 2002 Spring 2003 Florida International University Graduating Masters and Doctoral Student Survey, a Continuous Quality Improvement study conducted by the Office of Planning and Institutional Effectiveness. This survey was adapted from a prototype survey developed by the SUS Accountability Committee on Survey Activity (Legg, Final Report, 1992). The survey was designed to measure graduates satisfaction with and attitudes about Florida International University. The survey design assured respondents of their anonymity in an attempt to facilitate candor. The Graduating Masters and Doctoral Student Survey was distributed to 2,051 individuals who were members of the graduating classes of Summer 2002, Fall 2002 and Spring 2003. The survey was returned by 240 graduates, for a response rate of approximately 12%. The comprehensive survey asked questions about the graduates satisfaction with Florida International University in various domains such as the quality and availability of faculty in their major, the quality of research produced in the graduate program, the quality and availability of academic advising by university advising staff and faculty members, and the quality of the libraries. The survey also questioned graduates about the frequency of use and quality of services such as Counseling and Psychological Services, Recreational Services, and Health Services. Ten principal indicators have been singled out as the most reliable measures of the graduates satisfaction with FIU and have been summarized below. Overall Satisfaction With Graduate Program: 90% of the graduates indicated that they were satisfied with their graduate program (31% very satisfied, 59% satisfied). Overall Academic Experience: 86% of the graduates rated positively their overall academic experience (33% excellent, 53% good ratings). Challenged: 89% of the graduates agreed that they had been challenged to do the best that they could (58% most of the time, 31% some of the time). Recommend FIU: 89% of the graduates reported that they would recommend FIU to a friend or relative considering their graduate program (48% without reservations, 41% with reservations). Satisfaction with Department of Major: 68% of the graduates were satisfied with the department of their major (21% strongly agreed, 47% agreed). Professors Were Good Teachers: 81% of the graduates agreed that their professors were good teachers (39% strongly agreed, 42% agreed). Research Facilities Available in Graduate Program: 69% of the graduates rated positively the availability of research facilities in their graduate program (19% excellent, 50% good). Professors Were Good Researchers: 67% of the graduates agreed that their professors were good researchers (29% strongly agreed, 38% agreed). Quality of Research in Graduate Program: 73% of the graduates rated positively the quality of research performed in their graduate program (20% excellent, 53% good). Faculty Available to Assist Graduate Student Research: 78% of the graduates rated positively the availability of the faculty to assist them in their research (37% excellent, 41% good). Items With the Highest Correlations To the extent that graduating respondents rated highly the availability of research facilities in their graduate program, they also rated highly the research quality in their program (r = .74, p < .001) To the extent that graduating respondents rated highly the research quality in their graduate program, they also rated highly the availability of research facilities in their graduate program (r = .74, p < .001) To the extent that graduating respondents believed that their professors at FIU were good teachers, they also rated highly the quality of instruction at FIU (r = .68, p < .001) Strongest Predictors of Overall Academic Experience Extent of agreement that they were satisfied with how their major department met its goals and objectives (r = .65, p < .001) Extent of agreement that they would be likely to recommend FIU to a friend or relative considering their graduate program (r = .62, p < .001) Extent of agreement that the faculty were good teachers (r=.60, p < .001) Positive responses to the ten principal indicators of satisfaction remain relatively high, with positive responses of over 75% for six of the principal indicators. Positive responses to the ten principal indicators of student satisfaction increased, in general, compared to the responses from students who graduated in Spring 2001. Positive responses increased for four principle indicators and remained about the same for an additional two principal indicators. Positive responses to the ten principal indicators of student satisfaction generally were stable or increased across the four-year period (1999-2003). Four-year positive responses increased for overall satisfaction with their graduate program, agreement that their professors were good teachers, ratings of the availability of research facilities in the graduate program, ratings of the quality of research in the graduate program. Four-year positive responses remained about the same for agreement that they had been challenged to do the best that they could and ratings of satisfaction with the department of their major. I. SUMMARY OF THE RESPONSES TO THE GRADUATING MASTERS AND DOCTORAL STUDENT SURVEY SUMMER 2002 SPRING 2003 INTRODUCTION It is vitally important that student feedback is elicited by an institution of higher learning on a comprehensive range of topics involving the university community. One such avenue of feedback is to request graduates to look back on their time at Florida International University and to provide faculty and administrators feedback on their thoughts and attitudes about their experiences at FIU. Therefore, a Continuous Quality Improvement survey is distributed to graduating students each semester to give each individual an opportunity to have a voice in relaying his or her observations and experiences during his or her matriculation at FIU. This report summarizes the main findings from the Florida International University Graduating Masters and Doctoral Student Survey, a Continuous Quality Improvement study conducted by the Office of Planning and Institutional Effectiveness. This survey was adapted from a prototype survey developed by the SUS Accountability Committee on Survey Activity (Legg, Final Report, 1992). This survey was designed to measure graduate satisfaction with and attitudes about Florida International University. The survey design assured respondents of their anonymity in an attempt to facilitate candor. METHODOLOGY Sampling Design. The Registrars Office provided an exhaustive list of all graduate students who had filed intent to graduate forms for the Summer 2002, Fall 2002 and Spring 2003 semesters. These students were e-mailed a letter from the survey coordinator and the Vice-Provost of Planning and Institutional Effectiveness. Two e-mail reminders followed up this initial letter before the end of the semester. Two-hundred and forty graduate students who were expected to graduate at the end of the Summer 2002, Fall 2002 or Spring 2003 semesters responded to the survey out of a graduating class of 2,051, a response rate of 12%. Table 1 shows the number of graduates by college, percentage of graduates by college, and response rate by college. Table 2 shows the response rates for the Summer 2000- Spring 2001 data collection compared to the Fall 2000-Spring 2001 data collection. Appendix A provides the Graduating Masters and Doctoral Student Survey, with tabulated responses for each question. Statistics. The data were analyzed using the Statistical Package for Social Sciences (SPSS) version 11.5. In general, a three to five point scale was used for the survey items, with higher scores indicating more positive attitudes. A variety of simple statistics are reported such as percentages and frequency. Correlations (also called bivariate relationships) are used to describe the relationships between two variables. The degree of correlation is denoted by r (Pearson Product Moment Correlation). A positive correlation indicates that as scores increase for one variable, they also increase for another variable (or both scores decrease). Table 1: Return Rates of Summer 2002, Fall 2002 & Spring 2003 Graduating Masters and Doctoral Students by College/School Headcount Population of Graduating ClassReturned SurveysReturn Rate(% of all returned) minus (% of class)College/School#% of graduating class#% of all returned%%Architecture291.4%20.8%6.9%-0.6%Arts & Sciences31915.6%5623.3%17.6%7.7%Business61329.9%7129.6%11.6%-0.3%Education41320.1%2510.4%6.1%-9.7%Engineering31415.3%239.6%7.3%-5.7%Health & Urban Affairs23511.5%5221.7%22.1%10.2%Hospitality Management351.7%83.3%22.9%1.6%Journalism552.7%20.8%3.6%-1.9%N/A381.9%10.4%2.6%-1.5%Totals2051100.0%240100.0%11.7% Based upon the response rate patterns, it is believed that the respondents were not representative of the Summer 2002, Fall 2002 and Spring 2003 graduating class. The response rates from each college varied widely from .8% percent in the College of Architecture and in the College of Journalism to approximately 30% for the College of Business. Respondents from the College of Hospitality Management were over represented in the survey responses. These respondents returned 23% of all surveys, but they represented about 1.7% of the graduating class. Respondents from the College of Education were under represented in the survey responses. These respondents constituted 20% of the graduating class, but they returned only 10% of all surveys. Table 2: Comparison of Response Rates by College/School 2002-2003 FIU College/SchoolReturn Rate of Surveys Summer 2002- Spring 2003Return Rate of Surveys Fall 2000- Spring 2001Average Return Rate 2000-2001%%%Architecture6.9%16.7%11.80%Arts & Sciences17.6%22.6%20.10%Business11.6%17.2%14.40%Education6.1%19.6%12.85%Engineering7.3%4.2%5.75%Health & Urban Affairs22.1%5.7%13.90%Hospitality Management22.9%22.0%22.45%Journalism3.6%14.3%8.95%Totals11.7%%14.6%13.15% It should be noted that it is unclear whether every student filing an intent to graduate form received a graduating survey from the Registrars Office as several emails were returned with error messages. Therefore, the response rates that are indicated may be artificially low. The response rates were calculated by dividing the total number of responses to the survey by the number of graduating Masters and Doctoral students for the three semesters. II. PRIMARY FINDINGS FROM THE SUMMER 2002 SPRING 2003 A. Principal Indicators of Satisfaction with FIU Introduction. Ten principal indicators have been singled out as the most reliable measures of the graduates satisfaction with FIU. These measures include: their overall satisfaction with their graduate program, whether or not they would recommend FIU to a friend or relative considering their graduate program, whether or not they felt challenged at FIU, their satisfaction with the department of their major, the quality of research in their program, and the quality of the research facilities in their program. In general, FIU graduates reported very positive attitudes toward the University. Overall satisfaction with the graduate program at FIU increased by approximately two percentage points from Spring 2001 (90% compared to 88% in Spring 2001). Ratings of academic experience increased by five percentage points from Spring 2001 (87% compared to 82%). These differences were not statistically significant. The following is a summary of the graduates responses to the ten principal indicators. A more descriptive analysis can be found on page ten. (You will find the percentage change from the Spring 2001 survey findings in parentheses. The responses were rounded to the nearest percent.) Overall Satisfaction With Graduate Program: 90% of the graduates indicated that they were satisfied with their graduate program (31% very satisfied, 59% satisfied). (+2) Overall Academic Experience: 86% of the graduates rated positively their overall academic experience (33% excellent, 53% good ratings). (-3%) Challenged: 89% of the graduates agreed that they had been challenged to do the best that they could (58% most of the time, 31% some of the time). (=) Recommend FIU: 89% of the graduates reported that they would recommend FIU to a friend or relative considering their graduate program (48% without reservations, 41% with reservations). (-4%) Satisfaction with Department of Major: 68% of the graduates were satisfied with the department of their major (21% strongly agreed, 47% agreed). (=) Professors Were Good Teachers: 81% of the graduates agreed that their professors were good teachers (39% strongly agreed, 42% agreed). (+3%) Research Facilities Available in Graduate Program: 69% of the graduates rated positively the availability of research facilities in their graduate program (19% excellent, 50% good). (+2) Professors Were Good Researchers: 67% of the graduates agreed that their professors were good researchers (29% strongly agreed, 38% agreed). (-8) Quality of Research in Graduate Program: 73% of the graduates rated positively the quality of research performed in their graduate program (20% excellent, 53% good). (+2) Faculty Available to Assist Graduate Student Research: 78% of the graduates rated positively the availability of the faculty to assist them in their research (37% excellent, 41% good). (-1) B. Items with the Highest Correlations To the extent that graduating respondents rated highly the availability of research facilities in their graduate program, they also rated highly the research quality in their program (r = .74, p < .001) To the extent that graduating respondents rated highly the research quality in their graduate program, they also rated highly the availability of research facilities in their graduate program (r = .74, p < .001) To the extent that graduating respondents believed that their professors at FIU were good teachers, they also rated highly the quality of instruction at FIU (r = .68, p < .001) Graduating respondents who rated highly the availability of faculty to collaborate on graduate student research also rated highly the opportunity to interact with faculty members in their graduate program (r = .66, p < .001) Strongest Correlates of Overall Academic Experience Extent of agreement that they were satisfied with how their major department met its goals and objectives (r = .65, p < .001) Extent of agreement that would be likely to recommend FIU to a friend or relative considering their graduate program (r = .62, p < .001) Extent of agreement that the faculty were good teachers (r = .60, p < .001) D. Strongest Correlates of Overall Satisfaction With Graduate Program Positive ratings of overall academic experience (r = .52, p < .001) Likelihood of recommending FIU to a friend or relative considering their graduate program (r = .51, p < .001) Extent of agreement that their major department met its goals and objectives (r = .50, p < .001) Positive ratings of the quality of courses in their major (r = .46, p < .001) III. TEN PRINCIPAL INDICATORS OF OVERALL SATISFACTION WITH FIU (A graphical analysis) The findings in Figure 1 indicate that 90% of graduating respondents were satisfied overall with their graduate program at FIU: 31% of respondents reported that they were very satisfied and 59% were satisfied. Ten percent of graduating respondents reported that they were dissatisfied with their overall graduate program at FIU. Correlations: To the extent that graduating respondents were satisfied overall with their graduate program at FIU, they also rated highly their overall academic experience (r = .52, p < .001), would recommend their graduate program to a friend or relative considering their graduate program (r = .51, p < .001), agreed that they were satisfied that their major department met its goals and objectives (r = .50, p < .001), and were satisfied with the quality of courses in their major (r = .46, p < .001). Overall Satisfaction With Program Overall Academic Experience  EMBED Excel.Chart.8 \s   Challenged to Do Their Best  EMBED Excel.Chart.8 \s   Recommend Graduate Program to Others   EMBED Excel.Chart.8 \s  Satisfaction with Department of Major   EMBED Excel.Chart.8 \s  Professors Were Good Teachers   EMBED Excel.Chart.8 \s  Availability of Research Facilities in Graduate Program   EMBED Excel.Chart.8 \s  Professors Were Good Researchers   EMBED Excel.Chart.8 \s  Research Quality in Graduate Program   EMBED Excel.Chart.8 \s  Faculty Availability to Collaborate On Graduate Student Research   EMBED Excel.Chart.8 \s   IV. FOUR-YEAR COMPARISON OF TEN PRINCIPAL INDICATORS OF THE GRADUATING MASTERS AND DOCTORAL STUDENTS SATISFACTION WITH FIU Florida International University began surveying its graduating students in the Spring of 1999. The survey for the Summer semester of 2002 through the Spring semester of 2003 is the forth data collection of this graduating survey. While four data collections may not allow the detection of overall trends, it is enough to allow us to establish baseline responses for each of the survey items. In this section of the report, the focus is on the survey items that have been established as the ten principal indicators of the graduating students satisfaction with the university. Responses to these items have been divided into the categories of positive and negative responses. Please note that responses may not add up to 100%; some respondents did not answer every question. Overall Satisfaction with Graduate Program at FIU  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported increasing levels of overall satisfaction with their graduate program at FIU from 1999 to 2003. Respondents who reported that they were Very Satisfied (25%, 31%, 32%, and 31%, respectively) or Satisfied (57%, 54%, 56%, and 59% respectively) increased from 82%-90% for the four-year period. Respondents who reported that they were Dissatisfied (13%, 11%, 10%, and 8%, respectively) or Very Dissatisfied (4%, 4%, 0%, and 2%, respectively) decreased from 10%-17% for the four-year period. Overall Academic Experience  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported varying levels of positive ratings toward their overall academic experience at FIU from 1999 to 2003. Respondents who reported Excellent (23%, 33%, 37%, and 33%, respectively) or Good (61%, 49%, 50%, and 53%, respectively) ratings ranged from 82-87% for the four-year period. Respondents who reported Fair (16%, 13%, 8%, and 11%, respectively) or Poor (0%, 5%, 5%, and 3%, respectively) ratings ranged from 13-18% for the four-year period. Challenged to Do Their Best  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported that they were challenged to do their best at FIU at decreasing levels from 1999 to 2003. Respondents who reported that they are challenged Most of the time (45%, 58%, 61%, and 58%, respectively) or Sometimes (48%, 32%, 28%, and 31%, respectively) decreased from 89-93% for the four-year period. Respondents who reported that they were challenged to do their best Seldom (2%, 7%, 10%, and 10%, respectively) or Never (4%, 3%, 1%, and 1%, respectively) ranged from 6-11% for the four-year period. Recommend Graduate Program to a Friend or Relative  EMBED Excel.Chart.8 \s  Graduating respondents at FIU have increasingly reported that they would recommend FIU to a friend or relative considering their graduate program. Respondents who reported that they would recommend FIU without reservations (54%, 53%, 50%, and 48%, respectively) or would recommend with reservations (35%, 34%, 43%, and 41%, respectively) ranged from 87-93% for the four-year period. Respondents who reported that they would probably not recommend FIU (11%, 9%, 5%, and 7%, respectively) or definitely would not recommend FIU (0%, 4%, 1%, and 4%, respectively) ranged from 6-13% for the four-year period. Satisfaction with Department of Major Please note that the wording of the item was slightly different in 1999, than for 2000 and 2001.  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported varying levels of satisfaction with the department of their major at FIU from 1999 to 2003. Respondents who Strongly Agreed (21%, 21%, 22%, and 21%, respectively) or Agreed (48%, 58%, 46%, and 46%, respectively) that they were satisfied with the department of their major ranged from 67-79% for the four-year period. Respondents who Disagreed (18%, 10%, 16%, and 19%, respectively) or Strongly Disagreed (5%, 5%, 11%, and 8%, respectively) ranged from 15-27% for the four-year period. Respondents who made a response of Not Sure ranged from 4-6% for the four-year period. Professors Were Good Teachers  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported increasing levels of agreement with the statement My professors were good teachers from 1999 to 2003. Respondents who Strongly Agreed (16%, 41%, 48%, and 39%, respectively) or Agreed (61%, 45%, 41%, and 42%, respectively) that their professors were good teachers and ranged from 76-89% for the four-year period. Respondents who Disagreed (5%, 7%, 6%, and 3%, respectively) or Strongly Disagreed (4%, 5%, 4%, and 1%, respectively) ranged from 4-12% for the four-year period. Respondents who made a response of Not Sure ranged from 1-15% for the four-year period. Availability of Research Facilities in Graduate Program  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported increasing levels of positive ratings toward the availability of research facilities in their graduate program. Respondents who reported Excellent (6%, 22%, 24%, and 19%, respectively) or Good (46%, 45%, 43%, and 50%, respectively) ratings increased from 52-69% for the four-year period. Respondents who reported Fair (32%, 24%, 21%, and 21%, respectively) or Poor (16%, 9%, 9%, and 10%, respectively) ratings decreased from 48-31% for the four-year period. Professors in Graduate Program Were Good Researchers Please note that this question was added to the Graduating Masters and Doctoral Student Survey in 2000.  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported declining levels of agreement with the statement My professors were good researchers from 2000 to 2003. Respondents who Strongly Agreed (26%, 29%, and 29%, respectively) or Agreed (49%, 46%, and 38%, respectively) that their professors were good teachers ranged from 67%-75% for the three-year period. Respondents who Disagreed (7%, 16%, and 3%, respectively) or Strongly Disagreed (5%, 7%, and 2%, respectively) ranged from 5-23% for the three-year period. Respondents who made a response of Not Sure ranged from 1-28% for the three-year period. Research Quality in Graduate Program Please note that this question was added to the Graduating Masters and Doctoral Student Survey in 2000.  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported steady levels of positive ratings toward the research quality in their graduate program. Respondents who reported Excellent (25%, 24%, and 20%, respectively) or Good (45%, 47%, and 53%, respectively) ratings increased slightly from 70-73% for the three-year period. Respondents who reported Fair (23%, 20%, and 21%, respectively) or Poor (7%, 5%, and 6%, respectively) ratings ranged from 25-30% for the three-year period. Faculty Availability to Assist Graduate Student Research (Please note that this question was added to the Graduating Masters and Doctoral Student Survey in 2000.)  EMBED Excel.Chart.8 \s  Graduating respondents at FIU reported increasing levels of positive ratings toward the availability of faculty in their graduate program to collaborate on graduate student research. Respondents who reported Excellent (34%, 38%, and 37%, respectively) or Good (40%, 41%, and 41%, respectively) ratings ranged from 74-79% for the three-year period. Respondents who reported Fair (18%, 16%, and 17%, respectively) or Poor (8%, 3%, and 5%, respectively) ratings ranged from 19-26% for the three-year period. Conclusions When looking at data over time, it is helpful to keep several issues in mind. When ratings are consistent over a time period, it is usually an indication that those ratings are a true measure of the item -- that is the measure is reliable. However, when ratings are not consistent over time it is possible to draw multiple conclusions. One conclusion would be that the ratings are inconsistent because of flaws in the representativeness of the sample over the time period. A second conclusion would be that there have been true fluctuations in the graduating respondents experiences over the time period. It is premature to discuss trends in the responses because the data exists over a four-year time period. Typically, it is necessary to have data over a five to ten-year period in order to assess a trend. Positive ratings showed a mostly increasing trend over the four-year period for overall satisfaction with their graduate program, satisfaction with their overall academic experience, reporting that they would recommend FIU to a friend or relative considering their graduate program, agreement that their professors were good teachers, the ratings of the research facilities available in their graduate program, for research quality in the graduate program, and availability of faculty in their graduate program to collaborate on graduate student research. Positive ratings showed a mostly decreasing trend over the four-year period for graduates reporting that they were challenged to do their best and that their professors were good researchers. Positive ratings fluctuated over the four-year period for the respondents satisfaction with the department of their major. VII. CONCLUSIONS FROM THE 2002-2003 GRADUATING MASTERS AND DOCTORAL STUDENT SURVEY Once again it is determined that the sample of graduating respondents is not representative of the graduating Masters and Doctoral student population. Response rates remain low, dropping to an overall response rate of twelve percent for this time period (Summer 2002 Spring 2003). The School of Hospitality Management had the highest response rate of about 23%, followed by the College of Health and Urban Affairs with 22%. The School of Journalism had the lowest response rate of 4%, followed by the College of Education with about 6%. Positive responses to the ten principal indicators of student satisfaction varied somewhat compared to the responses from students who graduated in Spring 2001. Positive responses increased for ratings of overall satisfaction at FIU, agreement that their professors were good teachers, facilities available in their graduate programs, and quality of research in their graduate program. Positive responses decreased for overall academic experience, whether they would recommend FIU to a friend or relative considering their graduate program, agreement that their professors were good teachers, and agreement that faculty were available to assist graduate student research . Positive responses remained about the same for whether respondents were challenged to do their best at FIU and satisfaction with the department of their major. Positive ratings showed a mostly increasing trend over the four-year period for overall satisfaction with their graduate program, satisfaction with their overall academic experience, reporting that they would recommend FIU to a friend or relative considering their graduate program, agreement that their professors were good teachers, the ratings of the research facilities available in their graduate program, for research quality in the graduate program, and availability of faculty in their graduate program to collaborate on graduate student research. Positive ratings showed a mostly decreasing trend over the four-year period for graduates reporting that they were challenged to do their best and that their professors were good researchers. Positive ratings fluctuated over the four-year period for the respondents satisfaction with the department of their major. Although response rates to the survey continue to be low, it is important to note that the overall number of responses from students has increased from a total of 56 respondents in 1999 to the current total of 240. Currently, the survey administrator is utilizing the FIU email address to notify the student that the survey is available. A greater effort needs to be made by the Administration, the Deans, and faculty members to get the students to activate and use the university email account (or at least forward mail in this account to another preferred account). Online surveys are very cost-effective and will continue to be utilized for the foreseeable future. A team effort by the Office of Planning and Institutional Effectiveness along with the Deans and Chairpersons will improve the response rates of the students. APPENDIX A: GRADUATING MASTERS AND DOCTORAL STUDENT SURVEY APPENDIX A Graduating Masters and Doctoral Student Survey Summer 2002 Spring 2003A. Please indicate your graduate programCollege or School%%Architecture1.3%Engineering9.6%Arts & Sciences23.3%Health & Urban Affairs21.7%Business29.6%Hospitality Management3.3%Education10.4%Journalism & Mass Communication0.8%B. What is the name of your program?#C. Please indicate your graduate degree level% Adult Education1M.A.14.2% Bio Medical Engineering1M.S.47.7% Business Administration2MBA14.6% Business Management1Other16.7% Chemistry1 M. Accounting2 Community Mental Health Counseling1 M.L.A.1 Curriculum and Instruction1 M.M.2 Early Childhood Education1 MHSA1 Earth Sciences1 MIB5 Elementary Education1 MIS1 Engineering Management 1 MPA4 environmental engineering2 MPH13 Evening MBA3 MSN1 Health Services Administration1 MST1 Higher Education: Instruction1 MSW6 Hospitality Mgmt.2 Hotel and Restaurant Management3 HRD1D. In general, how satisfied are you with  ICAP1your overall graduate experience at FIU?% Industrial and Organizational Psychology1Very Satisfied31.2% International MBA5Satisfied59.1% International Relations1Dissatisfied7.6% Master in Accounting1Very Dissatisfied2.1% Master in Comparative Sociology1 Master in Computer Engineering1 Master in Public Health1E. How did you rank your major program at  Master in Social Work1the time you applied for graduate school Master of Accounting1admission at FIU?% Latin American and Caribbean Studies1Top or one of the top available programs12.0% Master of Computer Science2An excellent program at FIU29.0% Master of Landscape Architecture1A good overall program at FIU44.0% Master of Science Fast Track Program1The FIU program appears to be fairly good14.9% M. S. in Accounting1 M. S. in Industrial Engineering1 M. S. in Taxation1 Master of Social Work1 F. How important was each reason below in selecting your graduate program at FIU?Size of school%High admission standards %Very Important14.9%Very Important20.0%Somewhat Important35.3%Somewhat Important53.8%Not important49.8%Not important26.3%Cost of education%Academic reputation%Very Important72.2%Very Important49.0%Somewhat Important21.1%Somewhat Important42.3%Not important6.8%Not important8.8%Type of Program Available%Scholarship availability%Very Important80.8%Very Important33.8%Somewhat Important16.3%Somewhat Important26.7%Not important2.9%Not important39.6%Reputation of the program%Assistantship availability%Very Important39.6%Very Important49.2%Somewhat Important21.7%Somewhat Important44.1%Not important38.8%Not important6.7%%Location of school%21.7Very Important66.7%48.0Somewhat Important27.9%20.4Not important5.4%9.2G. Please rate each of the following factors related to your current graduate program.Research facilities available in your Faculty available to work with you on yourgraduate program%research%Excellent18.9%Excellent36.8%Good49.6%Good41.4%Fair21.4%Fair16.7%Poor10.1%Poor5.0%The quality of research now being done in Opportunity for graduate teaching your FIU program%assistantships%Excellent20.6%Excellent24.9%Good52.5%Good30.6%Fair21.0%Fair28.8%Poor5.9%Poor15.7%The quality of instruction in your graduateOpportunity for graduate research program%assistantships%Excellent35.1%Excellent21.5%Good49.0%Good27.6%Fair13.0%Fair32.5%Poor2.9%Poor18.4%Coursework availability for your graduatePreparation given to graduate studentsprogram%for teaching%Excellent22.5%Excellent15.3%Good50.4%Good28.4%Fair20.8%Fair36.2%Poor6.3%Poor20.1%The opportunity to interact with faculty in Opportunities for applied experience in your program%your program%Excellent46.9%Excellent46.9%Good38.5%Good38.5%Fair11.7%Fair11.7%Poor2.9%Poor2.9%H. When you reflect upon your time duringI. Would you recommend FIU to a your current graduate program, have youfriend or relative considering yourbeen challenged to do the best you could?%graduate program?%Most of the time58.0%Yes, without reservations47.9%Sometimes31.5%Yes, with reservations41.2%Seldom9.7%No, probably not6.7%Never0.8%No, under no circumstances4.2%J. How would you rate each of the following areas at FIU?Your graduate academic experience%Responsiveness of FIUs support services toExcellent33.1%graduate student needs%Good52.7%Excellent14.5%Fair10.9%Good48.5%Poor3.3%Fair27.2%Poor9.8%Safety measures on FIUs campus%Excellent31.8%Responsiveness of the financial aid office to Good54.7%graduate student needs%Fair10.6%Excellent16.4%Poor3.0%Good38.2%Fair36.4%Responsiveness of FIUs administration toPoor9.1%graduate student academic problems%Excellent18.5%Good45.7%Fair25.9%Poor9.9%K. Please indicate your overall rating for each area in your graduate programMy professors were good teachers %The quality of courses I took prepared me Strongly Agree39.2%for employment%Agree42.1%Strongly Agree18.8%Neutral15.0%Agree48.5%Disagree2.5%Neutral19.2%Strongly Disagree1.3%Disagree7.9%Strongly Disagree5.4%My professors were good researchers%Strongly Agree28.7%I was satisfied with the fairness of Agree38.0%grading in my courses%Neutral28.3%Strongly Agree34.5%Disagree3.0%Agree45.8%Strongly Disagree2.1%Neutral11.8%Disagree3.8%My classes were too large%Strongly Disagree4.2%Strongly Agree4.2%Agree6.3%My computer training prepared me for Neutral26.1%todays technology%Disagree45.4%Strongly Agree13.3%Strongly Disagree18.1%Agree40.8%The courses I needed were available%Neutral29.2%Strongly Agree19.1%Disagree9.6%Agree41.9%Strongly Disagree7.1%Neutral19.5%Disagree15.3%I am satisfied with how well my major Strongly Disagree4.2%department has met its goals and objectives%Strongly Agree21.3%There was a good range of courses%Agree46.4%Strongly Agree12.6%Neutral19.2%Agree41.4%Disagree7.5%Neutral21.8%Strongly Disagree5.4%Disagree18.8%Strongly Disagree5.4%Courses in other departments, but required by my academic program, were available to me%I was provided opportunities to developStrongly Agree20.7%appropriate computer skills%Agree30.8%Strongly Agree22.5%Neutral35.4%Agree41.7%Disagree7.2%Neutral18.8%Strongly Disagree5.9%Disagree12.1%Strongly Disagree5.0%L. If you intend to engage in further M. Please indicate how many hours you formal study, what is the highest were typically employed while attendingdegree you eventually expect to earn?%graduate schoolNo further study is intended40.9%On-campus%Other59.1%1 10 hours9.1% B.A.111 20 hours24.1% D.M.A.121 34 hours6.9% D.Sc.135 or more8.2% J.D.7Not applicable51.7% M.D3 M.S.3Off campus% MBA41 10 hours10.0% P.E.111 20 hours7.8% Ph .D.10421 34 hours5.0% Pharm D.135 or more42.5% Post-master's certificate1Not applicable34.7% PSY. D.1 Specialist4 Specialization certifications 1 Undecided1 Total134N. Please provide the name of the institution from which you received your most recent degreeNN F I U58 Pontificia Universidad Catlica Madre y Maestra 1 Florida Atlantic University10 Pontificia Universidad Catlica de Puerto Rico BBA 1 University of Florida8 Polytechnic University1 University of Miami 9 Old Dominion University 1 Universidad Javeriana Colombia 4 Occidental College 1 Barry University3 Nova Southeastern University 1 Florida State University3 Nigeria 1 George Washington University 3 New Mexico State University 1 West Texas A&M University2 National University of Colombia 1 University of the West Indies 2 MNREC Allahabad, India 1 University of West Florida 2 Mercer University1 Universidad del Norte (Barranquilla, Colombia) 2 MDCC1 Universidad Nacional de Cuyo Mendoza Argentina 2 Lynn University 1 University at Albany -SUNY 2 Lewis and Clark College 1 American University in Bulgaria 1 King Abdullaziz University Saudi Arabia 1 Wake Forest University1 Johnson & Wales University (Providence RI) 1 Washington College 1 Jawaharlal Nehru Medical College Belgaum, India1 University of Central America "Jose Simeon Canas" 1 Istanbul TechUniv 1 University in Wroclaw Poland1 Hampshire College 1 Universidad Nacional de Colombia 1 Georgia State University 1 University of Nebraska1 University of Puerto Rico Mayagez 1 US Coast Guard Academy 1 University of Wroclaw Poland 1 Universidad Iberoamericana Mexico City 1 Florida National College Associate in Computer Programming 1 University of Oriente 1 University of South Florida1 Universidad de Venezuela 1 Western Oregon University 1 Universidad de los Andes, Colombia 1 Dartmouth College 1 Univ. Catlica Andrs Bello, Venezuela 1 Dankook University1 Univeristy of Illinois 1 Dallas Baptist 1 United States Air Force Academy1 Coll. of Engineering & Technology, India1 UNICAMP (in Brazil) 1 Clemson University Economics1 UCAB 1 City University of New York 1 U of Colorado Boulder 1 ChangKwun University1 The Colorado College 1 California Institute of Technology 1 Tecnologico de Monterrey 1 Bombay University 1 Taylor University 1 Shri BMPatil Medical College, India1 Stevens Institute of Technology 1 Beylorussian Polytechnical University USSR 1 State University of New York at New Paltz 1 University of Portland1 Simon Bolivar University Venezuela 1 Asian Institute of Technology -- Thailand1 Saint Joseph's University 1O. Did you develop professional relationships with faculty that are close enough that you could ask for each type of assistance listed below?A letter of recommendation%Advice about professional decisions%Yes79.6%Yes78.8%No20.4%No21.3%Advice about personal decisions%Yes59.6%No40.4%P. If you received academic program advice from university or departmental faculty, please answer the following questions.In general my advisor was helpful%The advice I received was useful for myStrongly Agree47.3%career goals%Agree33.5%Strongly Agree38.1%Neutral10.8%Agree21.8%Disagree4.4%Neutral27.2%Strongly Disagree3.9%Disagree8.4%Strongly Disagree4.5% My advisor was available when needed % The advice I received was useful for myStrongly Agree46.1%educational goals%Agree32.4%Strongly Agree42.8%Neutral11.8%Agree34.3%Disagree5.9%Neutral12.9%Strongly Disagree3.9%Disagree6.0%Strongly Disagree4.0%Sufficient time was available during advisingsessions%The advice I received was useful for myStrongly Agree46.8%research goals%Agree33.5%Strongly Agree36.2%Neutral12.3%Agree20.1%Disagree3.9%Neutral32.2%Strongly Disagree3.4%Disagree7.5%Strongly Disagree4.0%Q. What is your overall graduate grade R. Please circle your age category%point average?%Less than 246.3%3.0 3.26.3%24 2938.8%3.3 3.415.4%30 3932.1%3.5 3.621.7%40 - 4916.9%Above 3.656.7%50 or older5.9%S. About how far do you live from FIU?%T. Please indicate your gender%I live on campus1.3%Male51.9%I live near the campus (within 1 mile)8.8%Female48.1%I live 1 to 10 miles from the campus35.6%I live 11 to 25 miles from the campus30.5%I live more than 25 miles from the campus23.8%U. Please indicate your racial/ethnic group%V. Please indicate the campus at which Asian11.0%you took most of your graduate Black/African American9.7%coursework%Hispanic41.5%Biscayne Bay Campus15.6%White/Non-Hispanic36.9%Broward/Pines Center4.2%International Student/Non-Resident Alien12.7%University Park Campus80.2%Other0.4%W. Please indicate how often you used each of the following and indicate the quality of the service you received Frequency of UseFIU Library at University Park%Student Records Services%Frequently50.2%Frequently27.0%Occasionally28.3%Occasionally33.3%Seldom15.2%Seldom21.1%Never6.3%Never18.6%FIU Library at Biscayne Bay%Graduate Studies Office%Frequently8.3%Frequently11.5%Occasionally19.1%Occasionally30.3%Seldom19.6%Seldom33.3%Never53.0%Never24.8%Health Services%World Wide Web Services%Frequently6.8%Frequently62.1%Occasionally21.3%Occasionally17.9%Seldom23.4%Seldom8.9%Never48.5%Never11.1% Computer Laboratories Services % Recreational Services%Frequently24.9%Frequently8.1%Occasionally29.1%Occasionally15.7%Seldom27.0%Seldom29.4%Never19.0%Never46.8%Cultural Activities: speakers, concerts, etc.%On Campus Student Employment%Frequently3.4%Frequently11.1%Occasionally19.1%Occasionally10.2%Seldom26.3%Seldom8.9%Never51.3%Never69.8%Registration %Academic Advising in my major%Frequently38.0%Frequently25.0%Occasionally42.7%Occasionally32.2%Seldom13.7%Seldom21.2%Never5.6%Never21.6%Drop and Add Procedures%Intramural Activities%Frequently19.4%Frequently1.7%Occasionally36.7%Occasionally6.4%Seldom24.1%Seldom12.3%Never19.8%Never79.6%Financial Aid Services%Frequently26.6%Occasionally17.7%Seldom11.4%Never44.3%Quality of ServicesFIU Library at University Park%Student Records Services%Excellent 43.6%Excellent18.6%Good41.5%Good40.3%Fair6.4%Fair14.3%Poor2.5%Poor3.5%Dont Know5.9%Dont Know23.4%FIU Library at Biscayne Bay%Graduate Studies Office%Excellent10.3%Excellent13.7%Good18.5%Good39.1%Fair12.5%Fair13.3%Poor3.4%Poor2.1%Dont Know55.2%Dont Know31.8%Health Services%World Wide Web Services%Excellent10.3%Excellent27.8%Good23.3%Good43.2%Fair15.5%Fair12.8%Poor5.6%Poor2.1%Dont Know45.3%Dont Know14.1%Computer Laboratories Services%Recreational Services%Excellent13.7%Excellent6.4%Good43.6%Good22.6%Fair17.5%Fair10.3%Poor4.7%Poor3.4%Dont Know20.5%Dont Know57.3%Cultural Activities: speakers, concerts, etc.%On Campus Student Employment%Excellent8.1%Excellent6.0%Good21.4%Good14.0%Fair10.7%Fair7.7%Poor3.0%Poor3.0%Dont Know56.8%Dont Know69.4%Registration%Academic Advising in my major%Excellent17.4%Excellent24.7%Good46.8%Good32.3%Fair24.7%Fair14.0%Poor6.0%Poor6.8%Dont Know5.1%Dont Know22.1%Drop and Add Procedures%Intramural Activities%Excellent15.3%Excellent2.6%Good43.8%Good8.7%Fair17.0%Fair8.2%Poor2.6%Poor2.2%Dont Know21.3%Dont Know78.4%Financial Aid Services%Excellent9.8%Good23.0%Fair17.4%Poor7.7%Dont Know42.1%X. How much did your graduate education at FIU contribute to your personal growth in each area below?Writing effectively%Ability to express your thoughts%Very much43.5%Very much46.0%Somewhat39.7%Somewhat41.4%Very Little16.9%Very Little12.7%Speaking effectively%Critical thinking%Very much45.6%Very much53.2%Somewhat41.8%Somewhat35.9%Very Little12.7%Very Little11.0%Understanding written information %Thinking logically%Very much48.1%Very much46.0%Somewhat33.2%Somewhat40.1%Very Little18.7%Very Little13.9%Working independently%Ability to solve analytical problems%Very much50.2%Very much12.3%Somewhat31.6%Somewhat17.8%Very Little18.1%Very Little69.9%Learning on your own%Learning another language%Very much56.4%Very much35.5%Somewhat30.9%Somewhat47.4%Very Little12.7%Very Little17.1%Leading a productive, satisfying life%Learning to listen more closely to others%Very much31.4%Very much52.5%Somewhat42.8%Somewhat34.3%Very Little25.8%Very Little13.1%Improving your computational skills%Desiring intellectual challenges%Very much33.8%Very much52.5%Somewhat40.9%Somewhat34.3%Very Little25.3%Very Little13.1%Working cooperatively in a group%Prepared me to pursue life-long learning%Very much44.3%Very much50.0%Somewhat36.7%Somewhat32.1%Very Little19.0%Very Little17.9%Organizing your time effectively%Understanding different philosophies and Very much41.8%cultures%Somewhat43.9%Very much47.5%Very Little14.3%Somewhat33.1%Very Little19.5%Leading and guiding others%Very much41.8%Ability to conceptualize and solve problems%Somewhat40.1%Very much44.7%Very Little18.1%Somewhat43.8%Very Little11.5%Becoming more aware of the importance ofethical practices%Understanding and applying scientific Very much37.1%principles and methods%Somewhat38.8%Very much39.0%Very Little24.1%Somewhat39.0%Very Little22.0%Ability to develop the skills necessary to giveeffective professional presentations%Gaining more respect for the principles ofVery much53.6%moral living%Somewhat33.8%Very much30.6%Very Little12.7%Somewhat40.0%Very Little29.4%Y. Which option listed below best describesZ. Which option listed below best describes whereyour enrollment status while youyou lived while you were enrolled at FIU?%were enrolled at FIU?%With parents17.3%Full-Time70.0%With other relative(s)7.6%Part-time30.0%Other private dwelling73.0%On-campus housing2.1%Z1. Which sources did you receive Z2. Which sources were most useful to youbeneficial advising from? (check up to in learning about FIU? (check up to three)three sources)%%Advisors in my program67.0%Advertisements9.2Professors not assigned as advisors53.6%Website42.8Friends43.3%Friend, colleague or family member49.3Printed materials including the catalog33.9%Campus recruitment fair2.0I did not seek help from advisors7.3%I am a graduate of FIU28.9Other6.0%Other9.2 Departmental staff, School of Social Work Public Library Fellow Students Word-of mouth from former students Michele Lamarre, Secretary of the Department Statewide listing of universities, etc, obtained from Brevard Comm. College Committee members My children are graduates of FIU none--the advice i received was biased Assistant Dean graduate advisor at accounting school-  Q & A Sessions with facultyhowever, not beneficial I live in the area Program Director Lincoln Road Internet Fair Parents and other relatives Necessity FIU website, career services Education office at US Southern Command, where I used to work. web Catalog and Department not depending on people Own research Solicited advice outside of the university  WLRN Radiovia listservs on the web utilized by grad  locationstudents and faculty from other universities. Professors and/or advisors from the department of education Looked for universities in Miami Visit the university Miami-Dade county Professors of individual classes taken before entering my program Doctoral Program Open HouseWhat other universities did you apply to when you were considering FIU?NN American Intercontinental University1 Tufts University1 Arizona State University1 UMLSU1 Barry University4 University of Georgia1 Bethune-Cookman College 1 University of North Carolina1 Boston University2 University of St Augustine1 City University of New York2 University of Texas at Houston1 Cornell2 Universidad de Puerto Rico Ro Piedras1 Cox-University of Minnesota1 Universidad del Sagrado Corazn1 DeVry1 University of Alabama 1 Emory1 University of Arizona1 Florida A & M University1 University of Birmingham1 Florida Atlantic University13 University of California San Francisco1 Florida Metropolitan University1 University of Central Florida4 Florida State University4 University of Connecticut1 George Washington 2 University of Dallas1 Health Science Center at San Antoine1 University of Florida11 Howard University1 University of Georgia1 IIT Chicago1 University of Hawaii1 Indiana University1 University of Miami25 John Jay2 University of Michigan2 Juilliard1 University of Nebraska Lincoln1 Kansas State University1 University of North Carolina2 Louisiana Tech1 University of North Florida1 Maryland1 University of Puerto Rico, Mayagez1 Massachusetts University1 University of South Florida4 MIT1 University of Southern California1 New Schoo0l For Social Sciences, NYC1 University of Texas at Austin2 New York University 2 University of Texas at Dallas1 North Arizona State University1 University Of Texas at El Paso 1 Northwestern University1 University of Texas at San Antoine1 Nova Southeastern5 UNSC1 Ohio State University1 Virginia Commonwealth1 Owen at Vanderbilt1 Wharton at University of Pennsylvania1 Southern Methodist University1 University of New Orleans1 St Thomas University2 Western Michigan University1 State University of New York1 Wichita State University1 Tennessee State University1 None81 Texas A&M Clemson3 APPENDIX B: ANSWERS TO OPEN-ENDED QUESTIONS IN WHAT SINGLE WAY DID FIU BEST MEET YOUR EXPECTATIONS? Academics: I really did learn some good stuff! One year fast track program. Covered a wide area of finance and offered a graduate level program concentrating in finance at a low cost. Provided me with an interdisciplinary education Education Providing a coursework that prepared me for the physical therapy clinical field. Expend knowledge base They offered the program. Courses were very applicable to the business world. I applied knowledge immediately at my workplace. Competitive known program in the job market. Better opportunities for graduate assistantship. I am prepared to work and get my license. Gaining knowledge in the field of physical therapy. Overall program was comprehensive and electives available were beneficial to rounding out the program. I received an MBA from a fine institution and the knowledge I gained will help me further my professional goals. I learned the basics of journalism. They prepared me for a future job in the media industry. Offered a program I felt was tailor-made for me. Academic program is excellent. Good Education I can get the program I wanted and study hard to fulfill my expectations for the degree programs. Academic challenge I feel prepared to teach and think that FIU has prepared me to meet any challenge associated with being an educator. Academics Excellent MS Physical Therapy program with concentration in geriatrics Academic The learning experience Good program that meets my goals; nice location; professors approachable. They had my degree program The education department is excellent and all I have ever wanted to do was pursue a career in education. I love teaching and FIU really helped me prepare myself to be an excellent teacher! It was a very professional learning experience Get a degree from a US academic institution Offering a program Master of International Business FEEDS courses/program Curriculum Quality of Instructional Design classes I have been challenged to learn accounting Academically Perfect Program for me (Master of International Business) Cost/Financial: Cheap and close to home Financial Assistance for International Students Teaching and research assistantships with international (out of state) tuition waiver Provided affordable availability of desired degree program. The price of education was suitable for what I had in mind. Cost in tuition The cost Best overall value in the Miami-Dade area. FIU provided me with a generally good value when considering general programming and costs. Cost I managed to pay my way without student loans. It was the most cost effective school in the area. Affordable They gave me financial Aid which was what I had expected Great assistantships It provided me research assistantship and avoided my financial trouble Tuition fees Value/price. Convenience: In one year I was able to obtain a Master's degree while maintaining my full time employment and supporting my family. Able to complete Graduate Program in my own speed. I obtained two degrees at a very reasonable price. It was extremely helpful providing classes in the evening. I was able to earn my MBA in one year. Personal Wellness and being able to get a masters degree and also working full time during the day. Availability of classes for person employed full time Convenient classes...I was able to work and go to school in the evening. I also liked the 6-week tax classes. Night classes for full-time employed Program was the shortest with an Int'l focus Timeframe of graduation Diversity: Diversity International focus Intercultural learning environment Very diverse student population helped me understand local cultural factors for life in S. Florida. Open diverse environment and focus on Latin American issues Great diversity of cultures, and individuals. Helped me to learn about and understand political and social problems of Latin America. It taught me to me more attune to diversity which is a necessity in teaching ESOL By helping me to think globally and act locally. Faculty: Well prepared faculty The dedication of the professors and staff, as well as the resources offered to students. Providing me with a good solid education. In general, I found that the faculty in my major did a lot more for me than just teaching courses. Considering that the graduate program in music is a new one, they did an excellent job of leading me through the confusing maze of paperwork and deadlines. The music librarian has also proven to be a godsend. His wealth of knowledge and eagerness to embrace technology assisted me greatly in my research. Professors with excellent guidance Generally speaking good teachers the instructors are excellent and have encouraged me to go from only a BA to get my MA and now I am a full-time student, have since quit my career of 10 years to pursue my PhD and a new life! Faculty of my program were excellent The professors were very good in the college of business especially the decision sciences. Quality of professors. In every way - Being connected to professors who really care about your future is wonderful. The instructors in my program were generally well qualified and sought to transfer their knowledge on to us. I personally feel that they were all dedicated to our progress and the attainment of our goals. Excellent teachers FIU has many well-prepared teachers and a really good graduate program Small class sizes, which enabled relationships to be built with professors. Advisors and professors were always available to discuss any problems or concerns - whether or not directly related to classes. The majority of Evening MBA Professors were adept and knowledgeable about their field. It is a good university. The professors were very prepared. The problems areas are: Accounting systems (MIB and the university) Excellent faculty in major department. Location: Proximity; availability of degree programs; cost of education; The geographical location. Did not look for other universities. One-year program; close to my country Location and flexible schedule Location and duration of the program It was local to my job The location was more convenient It was close to home and many students from the Caribbean attended Location. Nice location, nice weather, good cultural/ethnic diversity Geographic location. Research: Good Research opportunities in my field of interest Provided me with the technical knowledge and research skills required to become an able and successful scientist-practitioner in the field so that I can contribute in my own unique way to both science and practice. Research methods Good interlibrary loan Ability to develop research, teaching and leadership skills. By allowing me to have higher educational standards by means of research. The library system is very good and improved in my time here. I used inter-library loans and online research services very heavily and was seldom disappointed. The content of the Special collections are also impressive (in the historical area I studied for my thesis). Negative: None--failed to meet my expectations in nearly every way. The expectation that I would graduate! I am a little disappointed in FIU as a whole. It never met my EXPECTATIONS FIU did not meet any of my expectations. Given adequate assistance and support during my academic period but Financial Aid office frustrated me throughout my three-year program. Not up to my expectations, at least the degree program I am enrolled in. Yes, but I wish the program will be more academic. FIU did not meet my needs. I practically paid for my diploma and that is it. FIU failed in all my expectations It met my expectations in no way Miscellaneous: Provided clinical practice for social work with elderly. By overcoming challenges I am graduating with a doctorate :) Got a degree. Commitment to finishing what I started. FIU allowed me to earn a Master's degree in MIS, making me more marketable in the workplace. The institution also taught me to enjoy the learning process and to not be afraid of seeking education in technology or systems through manuals, books, and tutorials. Satisfied my needs I earned my degree It allowed me to pursue and accomplish my degree with relatively few set backs or complications Redirecting my professional life. Lifetime goal Studying what I wanted to study. It was difficult, but possible. I will have my Master's degree this semester. Helpfulness of fellow students; the spirit of cooperation of students is excellent Gave me a degree To prepare for the challenges of a professional life in my field. Enabled me to obtain additional hours required by FL Board of Accountancy for CPA license I was able to gain experience in the field due to my practicum. Hopefully my degree will help me get a real career. Helping the student, and care for the ethical issue I got a Master's which I needed and I feel that I earned it. Quality of the student body Gaining knowledge and making valuable connections to succeed in the working world. The combination of activities I was allowed to serve as a Teaching Assistant The opportunity to complete my degree I have a Master degree in public health which may allow me to be a health educator. It has always been a goal to promote health and disease prevention at the community level. WHAT ONE CHANGE WOULD YOU SUGGEST TO IMPROVE THE GRADUATE EXPERIENCE AT FIU FOR OTHERS? Academics/Quality: FIU make no effort to find out if preceptor were truly qualified to precept. It was to me the student to battle my way to a very rocky and frustrating internship. My time, my money were wasted. Internships are not well coordinated. I did not receive any guidance. Better web based classes By having more courses available for students to select from. Demand more out of students. Why not make FIU a top notch school? Why settle for third tier when it could be 1st or 2nd tier? Expectations of Graduate students should be raised. I would have liked more of a challenge at the graduate level. Graduate course projects with objectives of solving practical industry challenges. Application and feedback of these solutions from industry - revisions by students. Programs that help FIU students earn industry confidence. A list of publicly posted final project challenge for each Grad level course, as a progressive solution for a certain industry application. I think graduate and under graduate students should not have classes together in the same courses I would suggest the requirement of a thesis dissertation for the MBA. Make it a bit more challenging. More classes available each semester for concentration in MBA. More current topics more real life case study simulations More time spent in each topic in the classroom offer a wider variety of courses and offer courses at different times. Providing more case studies in classes. Offer courses related with real state issues. Reconstruction of online classes Reinstate original level of funding to the Linguistics Dept., so another faculty member can be added, reinstating class size to what it was when I began in 2000. Reinstatement of funding level would also allow more graduate assistants in the dept. Remove the PDS from the evening MBA program and set higher standards for entrance into the program (i.e. work experience and language skills). Required class in writing skills Research facility. Somehow improve your admission standards so that the students who come here actually care about what they're here for. Too many students going through the motions to get their degree but not taking an active role in the courses. There are many international students. And I would benefit on courses of American History, American Geography and English literature. They should not make us waste time on classes that do not apply to real world applications. ie: Statistics which will never be used in real life. Well, one good thing was that you took out the trailers. Offer more classes that I need. Faculty: Pay your professors for the summer when they are serving on a committee for a dissertation. It costs me time and money when you don't. Professor must read essays and final reports in order to provide feedback. In my case, many of my final reports were not read and I was still issued arbitrary grades. Hire a qualitative specialist for the doctoral program in Broward. Students advisor must be knowledgeable about the program. Advisors and/or professors in one's department should be available to the students at more of a variety of time slots. Advisors appointed at beginning of program, whether a faculty member of another experienced graduate student. Ask that Professors are more experienced in the field that they teach less academic and more hands on to the real world needs. Better advising on how hard it is to work full time and to get a graduate degree - not that it hasn't been worth it! Better Graduate Advisors to serve the student more efficiently Better mentoring program within the Biology program itself. Better professors. Some of them don't know how to teach! Better teachers Competence among professors guiding students who are doing research Faculty and courses Hire more industrial and organizational psychology faculty members and pay them well so they don't leave for better paying jobs elsewhere!!! Improve academic advising as I was almost directed to take classes that would not be credited towards my major. More and better faculty More guidance in my department for research projects. More guidance; there should be more support - including active mentors and more positive attitude for grad students More interaction with professors More personal guidance. More professional/career advising, early on and periodically throughout the coursework. My program was negatively impacted by a single professor who was new to the university and had a strong negative impact on one third of my courses. In a lock step program each professor should only be permitted to teach one course in the program. Professors need to be more accountable for recognizing and dealing with dishonest practices of students...cheating was very apparent to me as a graduate student and the lack of attention by the professors was incredible. Promote advising for MBA graduates more. Reduce ego and arrogance, as well as incompetence, among professors purporting to be advisors. research your major professor carefully and talk to current graduate students. Some (30%) teachers were very good but too many classes/teachers were fair/poor (40%) Some professors were great but others were not. Check the quality of all the professors. Some teachers need to be replaced and some of the classrooms were not suitable for a graduate course. The faculty needs to actually show up on campus. The graduate advisors all tell you something different and omit crucial information for the program, until after it is too late. In the school of accounting, registration has to be done through them, and it is a very frustrating task. It is a piece of conversation among graduate accounting students that if they tried to do a worst job they really could not. The professors need to be a little more realistic with regards to evening classes. There is a reason why we are going to school at night (i.e. we work to live and support our families) and therefore, sometimes it is a little difficult to make to class on time or some times at all. Although I maintained an excellent GPA, sometimes throughout the program I was penalized for the above which affected my ultimate grade. The professors should be less biased towards students from their own country (Chinese professors)... and stop talking in the class in Chinese There are some professors in the school of policy and management as well as in the social work program in need of mental health counseling and deflation of egos...communication is terrible. Two weeks into summer semester, I passed a professor's office and he asked why I was not helping him as his graduate assistant....it was because I was never informed that I was awarded it. When I refused this unprofessionally proffered position, I became a pariah in the department! It left a bad taste in my mouth. Dont ask me for alumni donations! There was an issue with a professor who herself cheated at getting a better class evaluation and this made things very uneasy with the class. I am not quite satisfied with the outcome of professor whom is still teaching, but was reassigned to now a lower level of students (undergrads). To try to improve personal interactions between students and faculty. This does not have to be intrusive. But having some social events where faculty would meet the students in a more informal setting than inside the class room might help in creating a less austere atmosphere. work closer to professors; oversee and monitor their performance, motivation to students, promptness to learning, etc Convenience A three year contract with assistantships for graduate students, instead of a semester to semester contract. Better distribution of class times for working students. Better scheduling of class time - changing the start time of a graduate course from 5pm to 5:15pm or 5:30pm makes a world of difference!!! Expand availability of classes to Broward campus. Give graduate students preferred class rooms. More and better WEB based classes more evening courses! More flexible times for graduate class offerings, especially for those who work and live far from campus Place more services on web. Working graduate students do not have time to come in to University during day to apply for graduation, pick up forms, etc. Registration is on web; other services should be too. Financial Aid: Financial Aid, Teaching and Research Assistantships for people studying Journalisms and Mass Communications. The University should pay the health insurance, most universities do. I would give health insurance and make the tuition free for TA's. lower cost of education; More assistantships and funds to the College of Health and Urban Affairs. Loads of great talent and expertise but....grossly under funded. More scholarships and better library materials. More scholarships. Reduce the cost of the tuition fee for the International Students The assistantship opportunities should be posted frequently so that students have a central location were they can see what is available (or an assistantship job fair would not be a bad idea). Otherwise, you have to hunt down each professor just to tell you that "his budget has been cut and he doesn't have money." The Financial Aid policy should be changed and accepted accommodations for some minority groups. Some people in this office are races. Miscellaneous: Allow graduate students who work full time to have classes beginning at a later hour in the evening. At least in my department, the one thing that I could suggest, is to try to motivate students. If in the work place workers need motivation to perform, and they get paid to do that, for a student it is even more important to feel motivated. Better selection of candidates FIU makes too many exceptions for students who whine, cry and complain. They should stick with the guidelines in the catalog. When they don't, it shows a lack of respect and appreciation for students who abide by the guidelines. There should be no reason not to tell a student "No". FIU needs to understand that without students, the university would not exist. Students are generally considered to be a hassle at FIU, as the bottom of the bottom, even graduate assistants. There is not enough communication from the Graduate Chair to his/her students. There is not enough respect given to students who in all reality will replace the current professors in 10 years. Teaching by example is generally not what I saw at FIU - only two faculty members treated me with respect and courtesy. get more professional and give more space to the dept. and more research activities. Higher academic standards for students. I believe since the program is relatively new the students are being the guinea pigs. To my disappointment many mistakes from the faculty are being paid by the students. Improve communication with graduate students It is not fair that students cannot have Solutions Manuals for the class they are taking. Under what law concept a student cannot buy that? More cohesiveness between grad students of each dept and those of other depts. i.e., provide money and advise the GSA More interaction among graduate students of various programs. More resources Need to find a way for graduate program participants to interact, esp. given the diverse cultural and geographical backgrounds. Many grad studs are squirreled away in some corner of the building with little sharing of knowledge/interaction with others. on-campus living facility for graduate students One change should be the requirement in each graduate class to complete a group project. Most of the graduate students work full-time and have families. This makes it extremely difficult to find time to meet with other students. If the ultimate goal is to teach business students how to work in groups and therefore, secure employment, this should be addressed in undergraduate studies. Provide affordable graduate housing. Suggest more group events across all graduate program students to allow more interaction. Did not have a chance to interact with any grad students from any other program for this entire time (until the recent graduate get together). The major drawback for me was distance to Pines Center. Living in NE Broward, FIU is not convenient (but not impossible!). A north satellite campus would be great, but maybe not feasible. Too bad the Pines Center did not open while I was attending FIU. FIU should offer more classes at multiple locations in Broward. The graduate experience at FIU was very personal/private. We attended classes on Saturdays and only mixed with students in our own program/classes. Interaction with the rest of the school was not a possibility or an interest while in the program, as we were mostly concerned with passing our courses and didn't have more than 15 minute breaks in between. Programs: Allow for interdisciplinary concentrations in the MBA program such as an MBA in environmental management or sustainable development. Have more online services, and create more of a variety of doctoral programs. Have more programs for evening and working students. This area is lacking a lot. Improve the Biscayne Bay Library. I would like to see the school of music as an autonomous unit, no longer a sub-section of the college of arts and sciences. In the MBA program, I would have at least two slightly different curricula per area of concentration---one for students with non-business undergraduate degrees and another for those with undergraduate business degrees. The reason is that the first group may have knowledge in a subject or concentration, and only needs to add the business skills. The second group probably has many of the business skills and only needs some work in this area, but may be lacking in the subject or concentration knowledge. I think that an individualized approach to requirements to insure that all graduates in each area end up with the depth and breadth of knowledge expected by employers would be more beneficial than a blanket list of requirements. I found that the courses available offered little in the way of truly becoming more proficient and knowledgeable in my concentration. Instead I spent a great deal of my time repeating what I already knew. As an older student, a little time spent updating, and a little time spent in areas that were weak would have sufficed to bring my business skills up to date. There are a lot of areas that I still feel I need to learn more in and there has been no opportunity to do so within the program. I have had to take many of those classes in addition to the program. I am most disappointed, however, in the courses offered to someone in their concentration. I don't feel that the needed courses were even offered or available to me. MBA program: Coursework should require more hands-on involvement with technology. Need to be more selective in student chosen for program and develop more executive level program with Int'l focus Offer Advertising, Public Relations classes at University Park Offer FEEDS Program option that doesn't require a Masters Project as the University of South Florida does. Their FEEDS program is geared more towards working professionals. It's very difficult to complete the Masters Project as a full time employee and delayed my graduation by over a year. Re-structure the accounting program. Do not have undergraduate students advising graduate students on what classes to take. Undergraduate students do not have a clue about graduate studies. That is why they are undergraduate! The MSMIS program at FIU is appealing b/c it is a condensed 1 year intensive program (Saturdays only). However, because you take 12 courses in that year, you do not get to spend much time elaborating your skills or knowledge on any one area. You end up being a 'jack of all trades and master of none'. It is hard to become employed in any specific area of the program with just 8 weeks of knowledge, but it serves its purpose in that it exposes all the possibilities of the MIS field. The programs need to be more research-oriented. There should be more consistency within the different programs at FIU. They should eliminate the statistics courses in CCJ and PA. It is a waste of time and it does not apply to the real world needs. Wait until the program is more established so that students will have options. Student Services/Responsiveness to Students: Ordering things through interlibrary loan using the internet does not work. If you fill out the online form and request something to be sent to North Campus, it goes to UP anyway. I called the library, and although they are aware of the problem, no one does anything about it. (1) Improve UP library (HRD collection + expand open-hours) (2) Structure the sequence in which HRD program classes must be taken (3) Separate HRD and AE programs Administration-there needs to be a better and organized system. I encountered numerous problems while I was studying here. advance level career service Better acceptance package sent in mail Better administrative and organization of school in itself. Better Career Services help. We have no Placement help in our program. There is someone there, just not very effective. Better initial communication with students from the department about program/admissions information. Career Services is not very helpful in assisting with job placement or in marketing MBA graduates. They don't seem to understand that an MBA is regarded differently in the business community than just an advanced degree in business (it's perceived as a management degree), but Career Services is apparently not marketing grads in this fashion. Career Services...placement, contact with employers, internships. Check in with your graduate students at least once a year to see how well they and their respective programs are doing. Give more campus life options. More activities at night. Grad student (particularly MBA) job placement is not geared to professionals going back to school to advance their careers. The placement services, job fairs, and Professional Development Seminars were designed for young students with no real work experience. The job placement services were for new MBA's at entry level positions, not people who already had jobs but were looking for something new. improve the library so that it appeals to historians and get more government documents. The library is pathetic for researchers Increase the amount of computers in the labs. Less Administrative procedures. Way too many people to carry put one task. Make sure all departments in PC share info. I had to repeat info. too many times. Making the thesis process easier by streaming documentation procedures and reducing the amount of people involved...The process as it is now can be very frustrating; a thesis should be the culmination of a knowledge-gaining process, and something that makes you proud of your hard work. Right now it is more of a crash course in bureaucracy and trying to learn how to progress through the system in time for the deadline... more assistance finding work after graduation More career fair with more companies willing to employ students more cultural and volunteer activities, less superficiality More graduate student activities My degree required me to do extensive research on different topics. I had a very hard time conducting that research at the FIU libraries. I often had to go to the University of Miami Library in order to find adequate materials. Also, the personnel at the FIU library were not helpful either. My unpleasant experiences while at FIU were with the Financial Aid/Cashier's office. Each semester I had a number of problems navigating the fee payment system. Most of the front line employees that I spoke to did not have the necessary information to answer my questions and were oftentimes rude. I think that students should not have to worry about tracking down financial aid payments once the aid package is confirmed. Something needs to be done to improve the system and train the employees to handle student questions more effectively. Please improve the admission process. We had people in the graduate program that should never be there. Please screen the candidates better and check their academic backgrounds. reduce bureaucracy by departments such as financial aid, registration, and graduate studies. registration procedure single point of contact for graduate students -- eliminate the necessity to deal with the various departments within FIU. Some administrative employees. some administrative staff in registration and other offices are lazy and need to be on the ball The accounting system is the worst. (For around a year I appear with a debt of around $10,000 and I always paid everything on time... I'm very disappointed.). The communication between the MIB and registration, accounting.... doesn't work. Very disappointed with accounting and much more with registration. Also, if you promise and advertise the program with things that the university is going to deliver = FIU should deliver... The supposed help to find jobs from the MIB program wasn't what they said it would be... There is very weak career placement and recruiting assistance for MBA students. I have since completed school in May (it is end of August) and I am an MBA graduate without a job. It is very frustrating. No companies came to campus specifically for our and other MBA programs. The career center staff was not very available and my entire career search was and is based on only my efforts. There was very little if no help from my program or career center. Very disappointing. Treat students like clients. Sometimes professors and other FIU personnel treat students like they are doing them a favor. We, the students, are working very hard and paying for our education, and we should be treated with more respect. did not appreciate the fact that I was never on campus during my internship off campus, but yet, I was charged for parking decal. COMMENTS OR SUGGESTIONS REGARDING YOUR GRADUATE EXPERIENCES AT FIU It was worth my two years. 1) Regular graduate students' meetings 2) on campus living facility 3) more research carrels in library 4) Graduate student offices in Department An interesting large university, but the administration doesn't seem to listen to the needs of graduate students. Student assistantships are barely enough to live on and expenses keep increasing. As you may be aware, the number of computers for student use on campus needs to be increased. Also, the Linguistics dept. is in need of newer laboratory computers for students and increased resources for professors. Besides to the above suggestion, the class frequency is very low. We had more than six hours weekly in Cuba, with books, solution manuals and more than 20 exercises solved by the professor in conference. What I've seen by my eyes. A lot of dishonesty in doing the exams, students cheating, passing papers with solutions, copying the assignments one from the others, and several other things, as behaving as snakes to takes the easiest classes they can find with the result of " poor graduate ", students. Going to classes not for knowledge and be creative to society, but for earning a lot of money.............. Corruption sir. Corruption! Better parking! Better professors (teaching), consistent policies on graduation requirements, improve the job situation in south Florida (not the fault of FIU). Better scheduling of required classes... More electives... More responsiveness from the Administration of SHM i.e. return emails & phone calls... A computer lab that is not closed for classes to be held... Better security for night classes and more consideration for parking times for graduate/evening students...changing to 6PM for parking availability in unused FSA spaces to avoid being late for 6:25 class. Career fairs were depressing. Many companies did not find FIU to be a good source of candidates for challenging positions. Maybe FIU EE program needs a more practical approach where FIU students are aware of specific industry challenges (and solution providers) according to their field of interest. The Graduate program does not have the variety of courses to provide strong inter-disciplinary knowledge for graduate students. Poor Lab facilities in fields such as tele-communications, instrumentation & measurement, optical engineering, Control systems, etc. Computers don't make a graduate level research lab - the instrumental setup does. Planned research lab setup and publicized research goals will attract better researches. Research goals need to be long term - where one researcher picks up at the point of another's conclusion. Collaboration with other academic institutions... many more suggestions. CBA's administrative person must be replaced with someone with a better work ethic and professionalism. She continues to provide incorrect information to students and does a very sloppy half-hearted job. She is not a shining example of motivation and is very much in contrast with the highly motivated and dedicated professors we have seen in this program. Change the Department of Educational Leadership (an oxymoron) to the Department of Ego and Arrogance Change the Dept. Of Educational Leadership to The Dept. of Ego and Arrogance Communicate with graduate students on a more collegiate level and make sure they are given the UGS contact details earlier in their graduate career. Too much information gets passed on too late and it make students seem inadequate, rather than the Chairs/administrators owing up to inability to give information clearly, and in a timely manner Continue to diversify courses offered at the FIU Evening MBA Program. More specifically, the entrepreneurship program is of particular interest since a large portion of job opportunities come from self-owned and operated businesses. Create a more interesting, intimate, space (something between the faculty lounge and new bookstore cafe) where grad students can hang out, meet, chat, whatever. Did I mention Research. During the course of my degree at the FIU, I felt many times that the administration/faculty only care about money not educating people. Expansion of the PDS classes. Activities that promote integration between the different colleges. FIU accounting school is the poorest excuse for an education! FIU being international univ, does not have activities that involve international students. and yeah the international student services on both the campuses is one of the rudest and meanest I think. They are really not good. Please do something about them. FIU needs to improve much better officers and faculties. International students are having bad time studying at FIU. Some officer profile races, even the school name is "international." They do not know their works. Music department is also not good. Although there is a course which is required, they don't have faculty for them. The faculty on the class is always substitute, even he doesn't know the subject. FIU needs to protect the academic rights of students. There should be a committee to hear from the students, and investigate all the facts which violate students' rights. Furthermore, the students who report cases to FIU should be secured whether in personal life or academic life. In this way, the quality of teaching and research will be improved. FIU should seriously consider major changes in recruiting better professors and improve the teaching and research standards. Get more research material for Latin America studies. Give adequate assistance to the students mostly on financial Aids. I found it difficult throughout my period. give the history department the recognition it deserves. great experience. I want to stay, I really don't want to leave. higher standards for grading and student acceptance rate. I believe that faculty members should be more in tune with real world needs. The academia world at FIU needs to lighten up and realize that the world today does not function on theories and statistics. An example, the stock market and economy has been incorrectly predicted by stats which are not conclusive to the results. I did not answer the previous degree question because I am concerned about being identified. I don't know how the entire University is run, but my experience with the business school is that it is too departmentalized and fragmented. Every program and degree has its own entrance requirements, and courses, many of them unavailable to students with different concentrations. I had the impression when I first looked at the catalogue before I applied for admission that I would be able to take any business school courses and subsequently I was very disappointed to learn that any outside my narrow program were unavailable to me. There is no commonality or sharing among departments within the same school, let alone with the rest of the university. I enjoyed my program but I was disappointed in the administration and the organization of the school. I was shocked to see how unorganized and badly administered are simple things like financial aid or registrars and FIU policies. I never had that problem in my undergrad university. I feel that FIU faculty needs to be more conscious about their students. They need to know that if FIU wants to stay competitive, they need to treat students like clients in a business if not you will loose them to other organizations. Im happy and proud to say that I am a graduate of Florida International University!!! I have thoroughly enjoyed my experience here at FIU and would recommend it unreservedly to others as a graduate experience. I have very much enjoyed my experience at FIU. Dr. Lopez and the rest of the Faculty in the Exercise Physiology tract were outstanding and made my learning experience even more enjoyable. I love FIU!!! I have had an amazing experience during both my undergraduate and graduate years. I transferred from a foreign institution and everybody in the PT department was very supportive and helped me throughout the change, adapting to my needs and prior knowledge. That is exactly why I plan to pursue another degree at FIU (or maybe two). I was incredibly frustrated and unsatisfied with the registration and payment process of the school. None of the respective departments seem to work together, therefore leaving it up to the students to find their way around and get things done themselves with or without force. This was a major headache, having to deal with classes and then the registration and payment process. Never again! I was very disappointed in the caliber of students in the Evening MBA program. Many lacked written and speaking skills that they should have had prior to entering into the program. Because of all of the group work, others in the group were forced to pick up the slack in order to get a good grade. I was very unhappy with administrative support for problems experienced. I was repeatedly asked to wait for action and asked to prove my claims over and over. The net result was that nothing ever happened and I was made to pay with my grades for a bad decision made by the college. Although I did not fail, my grades were important to me and I felt that adjustments should have been provided as promised. I was made to pay for being a whistleblower for the professors unprofessional behavior and assignments. The professor was eventually removed from the program but the negative impact was never reversed. I would like to see more research materials available in the library's music collection. While it looks like we have a lot of materials, there are some things that are sorely lacking ... a certain professor would be an excellent source to ask about what he thinks the music library needs. If this feedback is ever going to be used to improve the university, I would expect to see a certain person out. Let's see how important this survey actually is. Implement performance based salaries, taking into account professor evaluations...students are currently intimidated away from reporting injustices... It is a credit to our young university that this fledgling IO psychology program has acquired such a positive reputation and ranks among the top 5 in the field due in most part to the excellent faculty members that were present from 1995-2002. We should continue to keep our current excellent faculty members and strive to hire more of the same or even better quality to maintain and enhance our positive reputation! It was a great experience. My professors were very caring, dedicated individuals. Thank you for bringing FIU into Broward. It was a very worth-while experience, I am continuing working at FIU in research, and am seriously considering the PhD. program. Its absolutely horrendous that an international university doesn't have a full post-office on its largest campus. On-campus housing should be affordable and reserved for the financially needy. FIU does nothing to encourage biking to campus but keeps building garages and parking lots. It's an ok school. Just as business classes are offered at both campuses, so too should SJMC classes be. It is an inconvenience, at the very least, to have to travel 1 hour each way to attend classes when there is a campus within 2 miles from home. It is inconsiderate to the student body. keep the good work! Good Luck Make these surveys shorter and you might receive more responses. No more than 10-12 questions Mediocrity and apathy are rampant. Students are not "customers" and this is a university, not a corporation, even though much of the administration doesn't seem to believe so. The intellectual atmosphere is poor. Lectures and events are very limited in scope and tend to pander to the same audiences over and over again, nothing challenging or thought-provoking. There is little intellectual stimulation for graduate students in terms of day-to-day campus life. It is often desolate and seems like a corporate office park more than a university campus ... everything closes early. It seems nobody can wait to leave. Graham Center shops and services are unacceptably expensive and service poor. Students have to eat from vending machines too often. There are way too many incompetent, uneducated, rude and bitter people working in administrative offices and in the various campus service sectors. Question "X" on this survey asks if we've learned about "moral living" while at FIU...? Yes I have. By doing the opposite of what I usually see here. Mentoring by faculty is essential for a successful graduate school experience. As novices to our respective areas of study more sport and activities. not enough funds for graduate work My experience is that I encourage that FIU's programs should be more in tuned to the work force and applied courses are more effective in getting more hands on knowledge. I personally do not think a statistic course that bused my brains gave me any knowledge in the contrary it was more like a course of harassment and at the end no employer both in private and public are concern with or use statistics. need more parking space. Observe other Universities for their time-saving ways of processing student related info. to serve students in a more timely basis. Overall great program and school. I am very satisfied. Pay TA's more. Professors need to listen a little more to the needs of the students. promote referral programs with FIU alumni; Improve career services for MBAs; more recruiting events but for graduate students, more companies Several instructors are not good representatives or mentors and do not belong in the education arena, regardless of industry experience or tenure. Weed them out. Some faculty members were unable to communicate their expertise to students, which led to very limited gain in taught subjects. The computers in the library are very bad. need to be replaced with new ones. The dooming climate of uncertainty about the termination of the MST program ebbing out needed attention from both educators & students. The Graduate Student Association is an amazing asset to graduate students providing support, advocacy, educational forums and funding. The registrar should supply the GSA with all incoming Graduate Student information to help keep the graduate student body active in campus life. Membership should be automatic and graduate student contact information should be forwarded to the GSA as students matriculate. This will promote a more active graduate social body, a much needed entity for both commuter and resident schools. It is difficult for one organization, the GSA to recruit from the large pool of 8000 or more graduate students. It would be best if the GSA could simply provide a welcome packet to every graduate student as they initially enroll with the help of the registrars office. The IMBA program overall was a very good experience. Classes, classmates and professors met all my expectations. I think that the administrative staff in the program have to improve a lot in service and organization. The MIB program need more attention in order to be the best... I'm confident that the MIB and FIU would be in the future more recognized. Theres a lot of talent... The program is good but changing the rules once the game have started should not be permitted. I'm satisfied with my professional training but I have the bitter taste of all the administrative and academic problems. I will think it twice before recommending FIU to a fellow student. There are too many inconsistencies at FIU. Students can get their grade changed more than 2 semesters after the incomplete has changed to an "F", students sit in classes that they do not pay for, do the work and earn a grade that cannot be reported and then later pay for it when they have the money and then given the grade they earned when they previously sat in the unpaid class. This allows the student to "officially" take the class, yet not "physically" be in the class, and then someone who wants to physically be in the class may not be able to, because the class is closed. Students are allowed to add/drop classes and apply for graduation after the "official" dates in the catalog. Why have guidelines if they are not going to be followed? FIU seems more interested in the "quantity" of students enrolled in a program than in the "quality" of the students. There are very good professors and very bad professors. Some classes are competitive, yet some are a total loss of time. I can sadly say that I have taken classes in which I have learned absolutely nothing. In summary, I don't particularly recommend this program. However, the campus is safe, clean and very pretty. WWW is in good shape, but email freezes up to frequently, and the system crashes around registration time... not always pleasant when you are out of town and trying to register from a cyber cafe or a friends computer. Although I acknowledge that part of grad school is growing on your own (both academically & personally), I do not believe FIU psych dept does a good job of fostering that. A lack of unity among the faculty (some outright disparage each other) and lack of cutting edge technology in the classroom (i.e., stats computer programs that are current) contributed to the lack of support I feel at FIU. Faculty require sufficient time and the appropriate resources to do both well. Another area I think could be changed is registration. I realize that you think online registration means its okay to have such a narrow time frame, but it still creates a hardship in some cases. My personal experience was the summer I was overseas and had to track down a friend who had a computer with an Internet connection, not a common thing for individuals there. I also was forced to mail my check from France which shouldn't have been a problem, but for some reason FIU didn't receive it or couldn't find it for weeks. Though I had proof that I had mailed it on time, I was temporarily kicked out of classes and had to go through a lot of trouble to resubmit all my proofs while the university finally found my payment. When I was at the U. of Colo. we were able to register and prepay if that was needed at much farther in advance. For instance we could register for the fall at the end of the spring semester. We did not have to worry about taking care of those things during a vacation. It also was much easier to plan an entire course of study because most classes were known well in advance so electives could be taken when available. FIU makes it very hard to know how to plan because the classes are left undecided until the last minute. This leaves many students without the chance to get their preferred choice of electives and also can force them to delay graduation because of a combination of prerequisites and a lack of availability of needed classes. While I know that FIU's business school is smaller than some others, I would think that fixing on a basic class schedule that was workable for 2-3 years or more wouldn't be impossible. Sharing basic required classes between departments should also make it easier to offer those classes every semester, thus giving students more flexibility in their schedules. As to admission policies I find them incomprehensible. I was admitted to a program and then had to delay my start because my house and business had not yet sold. I received permission to delay one semester, sold everything in order to attend FIU, got down here and found that because the major I had selected was cancelled, that I was no longer even admitted to the business school or FIU. I was shocked! I didn't even receive notification, nor was that policy made clear beforehand in the entrance documents I filled out. I did my undergraduate work at U. of Colorado. There, if you are admitted to one school within the university you are admitted to all, at least you only have to apply to change your major to switch, you are not kicked out of the university nor are the classes you took for another major thrown out. The same policy applied to departments within each school. Business school students could take any class---majors might have priority, but they weren't closed to everyone else. In fact, more sections were added for popular classes based on demand at registration. Each department did not have to duplicate classes for its students, they were shared and the selection was worked out for the business school as one unit. Switching majors within the Business school was a very simple affair only requiring completion of the necessary courses for that major---all base requirements were the same for every department. Some alternates were allowed. We look to faculty for assistance and guidance in all phases of our graduate training. If my department, with positive and researchers, all parties involved in the graduate school experience would benefit tremendously. FIU, needs more real world professor with experience in what the community and corp. are looking for a graduate student. Thank you. I do not know whether I will pursue my PhD at FIU, although I do intend to pursue it at a university in South Florida. In addition, information for graduate theses (projects) should be more clearly presented. It stands to reason that there should be clear expectations for the final project. There is a syllabus for every other class, why not for the thesis/professional project? The steps one needs to take should also be outlined. In general, I feel that in the last year, FIU has required more of its students, and given less in return. We have been required to pay earlier and pay more, and we have gotten less flexibility with dropping and adding classes, not been provided with the necessary handouts for classes, forced to provide paper for printing in labs and still restricted to number of pages which can be printed, etc. Hence, I do not think I would recommend the school to a family member or friend considering applying. Im not a 20 years old kid. I got several years experience as a professor and as a professional, and this is not my first master degree program. Some of us cannot leave work before 5:30, then getting our kids home and getting to campus and facing a lot full of FSA spaces which are not legal until 7PM is very frustrating!! Constructive support from university administration, works toward making this the primary goal of training future social Positive things: art exhibit openings, the Wolfsonian, the Health and Wellness Center, free admittance to athletic events, the Spring Luau The course was a waste of my time and money. The university needs to be more flexible with students and they should see them as a client and not just another number. Upon completing my Bachelor's I was satisfied with my FIU experience, however I cannot say the same for my Master's. Will FIU please consider offering a Ph.D. in PT or Doctor in PT program? The excellent qualifications of the professors and their constant dedication to students will make it a success. With the growing amount of competitive universities coming to Miami, these universities are more flexible and offer programs with faculty members that help the student succeed in their program. The university needs to be more caring from faculty to administration they both need to see students as a client that others may market for their attendance at competitive universities. PAGE  PAGE  PAGE 1 PAGE  PAGE  University Park Campus PC 543 Miami, FL 33199 Telephone: (305) 348-2731 Fax: (305) 348-1908 www.fiu.edu/~opie/cqis/index.htm  EMBED Excel.Chart.8 \s  The findings in Figure 2 indicate that 86% of graduating respondents reported a positive overall academic experience at FIU: 33% rated their academic experience as excellent while 53% rated their academic experience as good. Fourteen percent of respondents reported that their academic experience at FIU was negative: 11% rated their academic experience as fair and 3% rated their academic experience as poor. Correlations: To the extent that graduating respondents rated their overall academic experience highly, also agreed that they were satisfied with how their major department met its goals and objectives (r = .65, p < .001), would be likely to recommend FIU to a friend or relative considering their graduate program (r = .62, p < .001), reported that the faculty were good teachers (r = .60, p < .001) and rated highly the quality of instruction in their graduate program (r = .60, p < .001). The findings depicted in Figure 3 indicate that 89% of graduating respondents reported that they were challenged to do their best at FIU: 58% reported that they were challenged to do their best most of the time and an additional 31% reported that they were challenged sometimes. Eleven percent of respondents reported that they were not challenged to do their best at FIU: 10% reported that they were seldom challenged and another 1% reported that they had never been challenged at FIU. Correlations: To the extent that graduating respondents were challenged to do their best at FIU, they also believed that the professors in their program were good teachers (r = .49, p < 001), reported that they would be likely to recommend FIU to a friend or relative considering their graduate program (r = .49, p < .001), rated highly their overall academic experience (r = .48, p < .001), and rated highly the quality of instruction at FIU (r = .45, p < .001). The findings depicted in Figure 4 indicate that 89% of respondents would recommend their graduate program to a friend or relative considering graduate school: 48% would recommend FIU without reservations and 41% would recommend FIU with reservations. Approximately 7% of respondents reported that they probably would not recommend their graduate program and 4% reported that they would not recommend FIU under any circumstances. Correlations: To the extent that graduating respondents reported that they would be likely to recommend FIU to a friend or relative considering their graduate program, they also rated highly their overall academic experience (r = .62, p < .001) and agreed that they were satisfied that their major department met its goals and objectives (r = .60, p < .001). Graduating respondents who would recommend FIU to a friend or relative also reported that they were satisfied overall with their graduate program at FIU (r = .51, p < .001) and agreed that faculty were good teachers (r = .51, p < .001). The findings in Figure 5 indicate that 68% of graduating respondents were satisfied with the department of their major at FIU: 21% of respondents strongly agreed that they were satisfied and 47% agreed. Twenty-seven percent of respondents were not satisfied with the department of their major at FIU: 19% of respondents disagreed that they were satisfied and 8% strongly disagreed. Another 5% of respondents were not sure whether they agreed or disagreed. Correlations: To the extent that graduating respondents agreed that they were satisfied that their major department met its goals and objectives, they also rated highly their overall academic experience at FIU (r = .65, p < .001), agreed that faculty were good teachers (r = .61, p < .001), reported that they would recommend FIU to a friend or relative considering their graduate program (r = .57, p < .001), and rated highly the quality of instruction at FIU (r = .61, p < .001). The findings in Figure 6 indicate that 81% of graduating respondents at FIU believed that the professors in their graduate program were good teachers: 39% strongly agreed and another 42% agreed. Four percent of respondents at FIU believed that the professors in their major were not good teachers: 3% of respondents disagreed and 1% strongly disagreed. Fifteen percent of respondents were not sure whether they agreed or disagreed. Correlations: To the extent that graduating respondents believed that their professors at FIU were good teachers, they also rated highly the quality of instruction at FIU (r = .68, p < .001), were satisfied that their major department met its goals and objectives (r = .61, p < .001), were satisfied with their overall academic experience at FIU (r = .60, p < .001), and agreed that the faculty were good researchers (r = .57, p < .001). The findings in Figure 7 indicate that 69% of graduating respondents rated highly the availability of research facilities in their graduate program: 19% rated the availability as excellent and an additional 50% rated the availability as good. Thirty-one percent of respondents assigned low ratings to the availability of research facilities in their graduate program: 21% rated the availability as fair and 10% rated the availability as poor. Correlations: To the extent that graduating respondents rated highly the availability of research facilities in their graduate program, they also rated highly the research quality in their program (r = .74, p < .001), reported that they were satisfied with the preparation given to graduate students for teaching (r = .44, p < .001), were satisfied with their overall academic experience (r = .43, p < .001), and rated highly the quality of instruction at FIU (r = .43, p < .001). The findings in Figure 8 indicate that 67% of graduating respondents agreed that the professors in their graduate program were good researchers: 29% strongly agreed and another 38% agreed. Five percent of respondents disagreed that their professors were good researchers: 3% disagreed, while 2% strongly disagreed. Another 28% of respondents were not sure if the professors in their graduate program were good researchers. Correlations: To the extent that the graduating respondents agreed that the professors in their graduate program were good researchers, they also agreed that their professors at FIU were good teachers (r = .58, p < .001), were satisfied that their major department met its goals and objectives (r = .51, p < .001), rated highly the quality of instruction in their program (r = .50, p < .001), and rated highly the quality of research (r = .50, p < .001). The findings in Figure 9 indicate that 73% of graduating respondents rated highly the research quality in their graduate program: 20% rated the quality as excellent, with another 53% giving the research quality a rating of good. Twenty-seven percent of respondents rated negatively the research quality in their graduate program: 21% rated the quality as fair and 6% rated the research quality as poor. Correlations: To the extent that graduating respondents rated highly the research quality in their graduate program, they also rated highly the availability of research facilities in their graduate program (r = .74, p < .001), rated highly the quality of instruction in their program (r = .58, p < .001), reported that the professors in their program were good researchers (r = .50, p < .001), and rated highly the preparation given to graduate students for teaching (r = .46, p < .001). The findings in Figure 10 indicate that 78% of graduating respondents rated positively faculty availability to collaborate on graduate student research: 37% rated faculty availability as excellent and 41% rated faculty availability as good. Twenty-two percent of respondents rated negatively faculty availability to collaborate on graduate student research: 17% rated faculty availability as fair and 5% assigned a rating of poor. Correlations: Graduating respondents who rated highly the availability of faculty to collaborate on graduate student research also rated highly the opportunity to interact with faculty members in their graduate program (r = .66, p < .001), ), rated highly the quality of instruction in their program (r = .49, p < .001), were satisfied with how their major department met its goals and objectives (r = .51, p < .001), and reported that the professors in their program were good teachers (r = .48, p < .001). 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5B*CJphh=Eh; B*\phh=Eh; B*ph h=Eh; 5B*CJaJphh=Eh; 5B*ph!h=Eh; B*CJ^JaJph"h=Eh; 5>*B*CJ\phh=Eh; 5B*CJ]phh=Eh; B*CJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJph"@ATVW\g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd#U$$Ifl\x\  !$,0'4 la\]lrsxg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdU$$Ifl\x\  !$,0'4 laxyg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdV$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdrW$$Ifl\x\  !$,0'4 lag^R^R $$Ifa$gd}e $Ifgd}ekd;X$$Ifl\x\  !$,0'4 lag^R^R $$Ifa$gd}e $Ifgd}ekdY$$Ifl\x\  !$,0'4 lag[ $$Ifa$gd}ekdY$$Ifl\x\  !$,0'4 la>5, $Ifgd}e^kd [$$Iflx$'0'4 la $$Ifa$gd}e^kdZ$$Iflx$'0'4 la>?jkl}^RFFF $$Ifa$gd9 $$Ifa$gd9kd[$$Ifl\x\  !$,0'4 la $Ifgd}el}~—ȗΗӗٗڗߗ !DEFWXYhiju{űԑԑԑԑԑԑԑԑԑԢŢűԑԑԑԑԑh=Eh; 6B*CJ]ph!h=Eh; B*CJ^JaJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJphh=Eh; 5B*CJphh=Eh; B*CJph"h=Eh; 5>*B*CJ\phh=Eh; B*\ph2g[[[R $Ifgd9 $$Ifa$gd9kdO\$$Ifl\x\  !$,0'4 la—g[[[R $Ifgd9 $$Ifa$gd9kd]$$Ifl\x\  !$,0'4 la—×ȗΗӗٗeYYYP $Ifgd9 $$Ifa$gd9kd]$$Ifll\x\  !$,0'4 laٗڗߗg[[[R $Ifgd9 $$Ifa$gd9kd^$$Ifl\x\  !$,0'4 lag[[[[ $$Ifa$gd9kd_$$Ifl\x\  !$,0'4 la !DEg[[[[ $$Ifa$gd9kdR`$$Ifl\x\  !$,0'4 laEFWYhjg[[[[ $$Ifa$gd9kda$$Ifl\x\  !$,0'4 lajku{g[[[R $Ifgd9 $$Ifa$gd9kda$$Ifl\x\  !$,0'4 lag[[[R $Ifgd9 $$Ifa$gd9kdb$$Ifl\x\  !$,0'4 lag[[[R $Ifgd9 $$Ifa$gd9kd|c$$Ifl\x\  !$,0'4 laĘɘϘИјҘӘԘ՘%&'/01@ABMS]ciotzיؙ %+ḦḒ&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 5B*CJphh=Eh; B*CJaJphh=Eh; B*phh=Eh; B*CJph!h=Eh; B*CJ^JaJph9ĘɘϘg[[[R $Ifgd9 $$Ifa$gd9kdKd$$Ifl\x\  !$,0'4 laϘИјҘӘԘg[OOO $$Ifa$gd9 $$Ifa$gd9kde$$Ifl\x\  !$,0'4 laԘ՘%&g[[[[ $$Ifa$gd9kde$$Ifl\x\  !$,0'4 la&'/1@Bg[[[[ $$Ifa$gd9kdf$$Ifl\x\  !$,0'4 laBCMS]cg[[[R $Ifgd9 $$Ifa$gd9kdug$$Ifl\x\  !$,0'4 lacdiotzg[[[R $Ifgd9 $$Ifa$gd9kd8h$$Ifl\x\  !$,0'4 laz{g[[[R $Ifgd9 $$Ifa$gd9kdi$$Ifl\x\  !$,0'4 lag[[[R $Ifgd9 $$Ifa$gd9kdi$$Ifl\x\  !$,0'4 lag[[[[ $$Ifa$gd9kdj$$Ifl\x\  !$,0'4 laיؙg[[[[ $$Ifa$gd9kdtk$$Ifl\x\  !$,0'4 la g[[[[ $$Ifa$gd9kd7l$$Ifl\x\  !$,0'4 la%+5;g[[[R $Ifgd9 $$Ifa$gd9kdm$$Ifl\x\  !$,0'4 la+5;AGLRX^ciotyۚܚݚޚ #).4:@EKQV[`defghҰÜÜґh=Eh; B*ph&h=Eh; 5>*B*CJ\aJph$h=Eh; 5B*CJ^JaJphh=Eh; 5B*CJphh=Eh; B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*CJph9;<AGLRg[[[R $Ifgd9 $$Ifa$gd9kdm$$Ifl\x\  !$,0'4 laRSX^cig[[[R $Ifgd9 $$Ifa$gd9kdn$$Ifl\x\  !$,0'4 laijotyg[[[R $Ifgd9 $$Ifa$gd9kdgo$$Ifl\x\  !$,0'4 lag^R^^ $$Ifa$gd}e $Ifgd}ekd6p$$Ifl\x\  !$,0'4 laܚݚg^R^^ $$Ifa$gd}e $Ifgd}ekdq$$Ifl\x\  !$,0'4 laݚޚg^U^L $Ifgd9 $Ifgd $Ifgd}ekdq$$Ifl\x\  !$,0'4 la g^U^L $Ifgd9 $Ifgd $Ifgd}ekdr$$Ifl\x\  !$,0'4 la#).4g^U^L $Ifgd9 $Ifgd $Ifgd}ekdZs$$Ifl\x\  !$,0'4 la45:@EKg^U^L $Ifgd9 $Ifgd $Ifgd}ekd)t$$Ifl\x\  !$,0'4 laKLQV[`g^U^L $Ifgd9 $Ifgd $Ifgd}ekdt$$Ifl\x\  !$,0'4 la`abcdeg^U^^ $Ifgd $Ifgd}ekdu$$Ifl\x\  !$,0'4 laefgg^ $Ifgd}ekdv$$Ifl\x\  !$,0'4 lagh $Ifgd}e $Ifgd}e^kd_w$$Iflx$'0'4 lag^UUL $Ifgd9 $Ifgd}e $Ifgd}ekdw$$Ifl\x\  !$,0'4 la234FGZ`z̜ќ؜ݜ&=>?@BCDfȴȢӑӑӑӑӑӑӑӑӀn^h=Eh; 6B*CJ]ph#h=Eh; 5B*CJ\aJph h=Eh; 5B*CJaJph!h=Eh; B*CJ^JaJph"h=Eh; 5>*B*CJ\ph&h=Eh; 5>*B*CJ\aJphh=Eh; B*phh=Eh; B*CJphh=Eh; 5B*CJ\phh=Eh; B*CJaJph$24FHg^U^L $Ifgd9 $Ifgd $Ifgd}ekdx$$Ifl\x\  !$,0'4 laHIZ`zg^U^L $Ifgd9 $Ifgd $Ifgd}ekdfy$$Ifl\x\  !$,0'4 lae\S\J $Ifgd9 $Ifgd $Ifgd}ekd/z$$Ifl\x\  !$,0'4 la̜ќe\S\J $Ifgd9 $Ifgd $Ifgd}ekd{$$IflW\x\  !$,0'4 laќҜ؜ݜg^U^L $Ifgd9 $Ifgd $Ifgd}ekd{$$Ifl\x\  !$,0'4 lag^^^^ $Ifgd}ekd|$$Ifl\x\  !$,0'4 la>g^ $Ifgd}ekds}$$Ifl\x\  !$,0'4 la>?@ABC $$Ifa$gd}e $Ifgd}e^kd6~$$Iflx$'0'4 laCDfhg^U^^ $Ifgd $Ifgd}ekd~$$Ifl\x\  !$,0'4 lafghŝ˝՝۝ 679:EzžǞ̞ҞԞ՞ڞ :;=>IPW^elsy{!h=Eh; B*CJ^JaJphh=Eh; B*CJaJphh=Eh; 6B*CJ]phh=Eh; B*CJph"h=Eh; 5>*B*CJ\phBg^U^L $Ifgd9 $Ifgd $Ifgd}ekdz$$Ifl\x\  !$,0'4 laŝ˝՝۝g^U^L $Ifgd9 $Ifgd $Ifgd}ekd=$$Ifl\x\  !$,0'4 la۝ܝg^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekdՁ$$Ifl\x\  !$,0'4 la g^R^I $Ifgd9 $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 la689:g^U^L $Ifgd9 $Ifgd $Ifgd}ekds$$Ifl\x\  !$,0'4 la:;EKz{e\S\J $Ifgd9 $Ifgd $Ifgd}ekdB$$IflW\x\  !$,0'4 la{|g^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lažǞ̞Ҟg^U^L $Ifgd9 $Ifgd $Ifgd}ekdņ$$Ifl\x\  !$,0'4 laҞӞԞ՞ڞg^R^I $Ifgd9 $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^^^U $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 la:<=>g^U^^ $Ifgd $Ifgd}ekd\$$Ifl\x\  !$,0'4 la>?IOPQg^U^^ $Ifgd $Ifgd}ekd3$$Ifl\x\  !$,0'4 laQRW]^_g^UI^ $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la_`eklmg^UI^ $$Ifa$gd}e $Ifgd $Ifgd}ekdۋ$$Ifl\x\  !$,0'4 lamnsxyzg^UI^ $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laz{|}~g^UIU $$Ifa$gd}e $Ifgd}e $Ifgd}ekdm$$Ifl\x\  !$,0'4 la{|}~ΟϟПџҟӟԟ՟$%&;IJKLMno̠Ϡ ų磔磂磔֣n֣磂磔&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; B*CJaJphh=Eh; 6B*CJ]ph#h=Eh; 5B*CJ\aJph h=Eh; 5B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*CJphh=Eh; B*ph+ϟg^ $Ifgd}ekd6$$Ifl\x\  !$,0'4 laϟПџҟӟԟ $Ifgd}e^kd$$Iflx$'0'4 laԟ՟$%g^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la%&5;JLg^U^L $Ifgd9 $Ifgd $Ifgd}ekdC$$Ifl\x\  !$,0'4 laLMSYhng^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lanow}e\S\J $Ifgd9 $Ifgd $Ifgd}ekdϑ$$IflW\x\  !$,0'4 lae\S\J $Ifgd9 $Ifgd $Ifgd}ekd$$IflW\x\  !$,0'4 laǠ̠g^U^L $Ifgd9 $Ifgd $Ifgd}ekdi$$Ifl\x\  !$,0'4 la̠͠ΠϠg^^^U $Ifgd9 $Ifgd}ekd2$$Ifl\x\  !$,0'4 la g^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la%KLg^U^L $Ifgd9 $Ifgd $Ifgd}ekdĕ$$Ifl\x\  !$,0'4 la%KLMYopqr֡ء0123>deftӢԢ ,-PQ_`abqݣޣޮޮޮޮޜ"h=Eh; 5>*B*CJ\ph&h=Eh; 5>*B*CJ\aJphh=Eh; B*CJphh=Eh; B*CJaJphh=Eh; 6B*CJ]ph!h=Eh; B*CJ^JaJph=LMSYoqg^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laqrzg^U^L $Ifgd9 $Ifgd $Ifgd}ekdP$$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laáȡС֡g^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la֡סء١g^R^I $Ifgd9 $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekdt$$Ifl\x\  !$,0'4 la+012g^U^L $Ifgd9 $Ifgd $Ifgd}ekd=$$Ifl\x\  !$,0'4 la239>deg^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laefntg^U^L $Ifgd9 $Ifgd $Ifgd}ekdϜ$$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laǢ͢Ӣg^U^L $Ifgd9 $Ifgd $Ifgd}ekda$$Ifl\x\  !$,0'4 laӢԢg^U^L $Ifgd9 $Ifgd $Ifgd}ekd*$$Ifl\x\  !$,0'4 la ',g^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la,-39KPg^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laPQY_`ag^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laabkqg^U^L $Ifgd9 $Ifgd $Ifgd}ekdN$$Ifl\x\  !$,0'4 laݣߣg^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laߣg^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la()LMgh?@UVrst?@hjѽѮќѮѽh=Eh; B*ph"h=Eh; 5>*B*CJ\phh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJphh=Eh; 6B*CJ]ph!h=Eh; B*CJ^JaJphh=Eh; B*CJph6"(g^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la()8>FLg^U^L $Ifgd9 $Ifgd $Ifgd}ekdx$$Ifl\x\  !$,0'4 laLMSYbgg^U^L $Ifgd9 $Ifgd $Ifgd}ekdA$$Ifl\x\  !$,0'4 laghpvg^U^L $Ifgd9 $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekdӧ$$Ifl\x\  !$,0'4 lag^U^L $Ifgd9 $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^^^U $Ifgd9 $Ifgd}ekde$$Ifl\x\  !$,0'4 la?@OUg^^^U $Ifgd9 $Ifgd}ekd.$$Ifl\x\  !$,0'4 laUVrtzg^^^U $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^U $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^U $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 laȥΥg^U^U $Ifgd9 $Ifgd}ekdL$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^I $$Ifa$gd}e $Ifgd9 $Ifgd}ekdޮ$$Ifl\x\  !$,0'4 lag^R^^ $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 la?@hie\S\S $Ifgd}e $Ifgd}ekdp$$IflW\x\  !$,0'4 laijg^U^U $Ifgd}e $Ifgd}ekd=$$Ifl\x\  !$,0'4 laަg^^U^ $Ifgd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 laަߦ (.;@AKY_`lzŧƧǧȧҧݧާ)7<=KV\]|٨ڨдддддддддддддддддддддддддддд!h=Eh; B*CJ^JaJphh=Eh; B*phh=Eh; B*CJph"h=Eh; 5>*B*CJ\phh=Eh; 5B*CJ\phA!g[R[[ $Ifgd9 $$Ifa$gd9kdò$$Ifl\x\  !$,0'4 la!"(.;@g[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 la@AIKY_g[R[R $Ifgd9 $$Ifa$gd9kdO$$Ifl\x\  !$,0'4 la_`jlzg[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 lag[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 lag[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 laçŧƧǧg[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 laǧȧЧҧݧߧg[R[[ $Ifgd9 $$Ifa$gd9kdZ$$Ifl\x\  !$,0'4 laߧg[R[R $Ifgd9 $$Ifa$gd9kd)$$Ifl\x\  !$,0'4 lag[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 la%)7<g[R[R $Ifgd9 $$Ifa$gd9kd$$Ifl\x\  !$,0'4 la<=IKV\eYPYP $Ifgd9 $$Ifa$gd9kd$$IflW\x\  !$,0'4 la\]z|g[R[R $Ifgd9 $$Ifa$gd9kdc$$Ifl\x\  !$,0'4 lag[R[R $Ifgd9 $$Ifa$gd9kd2$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 laר٨ڨۨg^UL^ $Ifgd}e $Ifgd9 $Ifgd}ekdо$$Ifl\x\  !$,0'4 laڨۨܨabcdefghiklnozѩ ?@vwZ[߫㺩҂҂)h=Eh; B*CJ^JaJmH phsH #h=Eh; 5>*B*CJaJph h=Eh; 5B*CJaJphh=Eh; 5B*phh=Eh; B*ph!h=Eh; B*CJ^JaJphh=Eh; B*CJphh=Eh; B*CJaJph3ۨܨg^UL^ $Ifgd}e $Ifgd9 $Ifgd}ekd$$Ifl\x\  !$,0'4 lae\SJA $Ifgd}e $Ifgd}e $Ifgd9 $Ifgd}ekdb$$IflW\x\  !$,0'4 lag^R^^ $$Ifa$gd}e $Ifgd}ekd/$$Ifl\x\  !$,0'4 labg^ $Ifgd}ekd$$Ifl\x\  !$,0'4 labcdefg $Ifgd}e $Ifgd}e^kd$$Iflx$'0'4 laghiklng^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekdB$$Ifl\x\  !$,0'4 lanowzg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laΩѩ g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la "$=?g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la?@WYtvg^U^U $Ifgd $Ifgd}ekdZ$$Ifl\x\  !$,0'4 lavwg^U^U $Ifgd $Ifgd}ekd#$$Ifl\x\  !$,0'4 laǪɪg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la79XZg^U^U $Ifgd $Ifgd}ekd~$$Ifl\x\  !$,0'4 laZ[wyg^U^U $Ifgd $Ifgd}ekdG$$Ifl\x\  !$,0'4 laëݫ߫g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la߫g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laITUެ߬124J}~ʭ˭STܮݮEįů)BCm EFst!"ab)YZ{|~!h=EhudB*CJ^JaJph)h=Eh; B*CJ^JaJmH phsH h=Eh; B*CJph!h=Eh; B*CJ^JaJphGIKRTg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laTUg[R[R $Ifgd $$Ifa$gdkdk$$Ifl\x\  !$,0'4 laܬެg[R[R $Ifgd $$Ifa$gdkd4$$Ifl\x\  !$,0'4 laެ߬/1g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la12KM{}g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la}~ȭʭg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laʭ˭g[R[R $Ifgd $$Ifa$gdkdX$$Ifl\x\  !$,0'4 la:<QSg[R[R $Ifgd $$Ifa$gdkd!$$Ifl\x\  !$,0'4 laSTxzg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laڮܮg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laܮݮg[R[R $Ifgd $$Ifa$gdkd|$$Ifl\x\  !$,0'4 laFHg[R[R $Ifgd $$Ifa$gdkdE$$Ifl\x\  !$,0'4 la¯įg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laįůg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la)+@Bg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laBCmog[R[R $Ifgd $$Ifa$gdkdi$$Ifl\x\  !$,0'4 lag[R[R $Ifgd $$Ifa$gdkd2$$Ifl\x\  !$,0'4 laڰܰ g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la "$CEg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laEFOQqsg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 lastg[R[R $Ifgd $$Ifa$gdkdV$$Ifl\x\  !$,0'4 lañg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la !g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la!"79_ag[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laabg[R[R $Ifgd $$Ifa$gdkdz$$Ifl\x\  !$,0'4 lag[R[R $Ifgd $$Ifa$gdkdC$$Ifl\x\  !$,0'4 la)+WYg[R[R $Ifgd $$Ifa$gdkd $$Ifl\x\  !$,0'4 laYZwyz{g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la{|}~g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 lag^ $Ifgd}ekdg$$Ifl\x\  !$,0'4 la13WY^dhnrx{´ôĴƴǴȴɴʴ:;̿̿̿̿̿̿̿̿̿̿̿uh=Eh; 5B*\ph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJphh=Eh; B*phh=Eh; B*CJph!h=Eh; B*CJ^JaJph#h=Eh; 5B*CJ\aJph h=Eh; 5B*CJaJph- $Ifgd}e $$Ifa$gd}e $Ifgd}e^kd0$$Iflx$'0'4 la13WYg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laYZ^dhng^U^U $Ifgd $Ifgd}ekdz$$Ifl\x\  !$,0'4 lanorx{g^U^U $Ifgd $Ifgd}ekd=$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la´ôĴg^U^^ $Ifgd $Ifgd}ekdm$$Ifl\x\  !$,0'4 laĴŴƴǴȴɴg^R^^ $$Ifa$gd}e $Ifgd}ekd6$$Ifl\x\  !$,0'4 laɴʴFg^ $Ifgd}ekd$$Ifl\x\  !$,0'4 la;EFGIJKLnop>?XY[\]^`abce϶ۻ۫۫ʫʫۻۉwۉʫ"h=Eh~5>*B*CJ\phh=Eh~6B*CJ]ph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*CJphh=Eh; B*phh=Eh; B*\ph-FGHIJK $$Ifa$gd}e $Ifgd}e^kd$$Iflx$'0'4 laKLnpg[[[[ $$Ifa$gdkdI$$Ifl\x\  !$,0'4 lag[R[I $Ifgd $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laŵ˵ڵg[R[I $Ifgd $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 lag[R[I $Ifgd $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la g[R[I $Ifgd $Ifgd $$Ifa$gdkdg$$Ifl\x\  !$,0'4 la+09>g[R[I $Ifgd $Ifgd $$Ifa$gdkd0$$Ifl\x\  !$,0'4 la>?@ASXg^R^I $Ifgd $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 laXYZ[\]g^R^R $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 la]^_`abg^R^^ $$Ifa$gd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 labcdeg^^^UUU^^ $Ifgd $Ifgd}ekdZ$$Ifl\x\  !$,0'4 la ɶ϶^UU $Ifgdkd#$$Ifl\x\  !$,0'4 la $Ifgd}e !=>cd}~ -.HIefԸո пппппЯЯЯпппппВЯВݒЂh=Eh; 5B*CJ\phh=Eh; B*ph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]ph!h=Eh; B*CJ^JaJphh=Eh; B*CJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJph3g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la !*/7=g^U^U $Ifgd $Ifgd}ekd~$$Ifl\x\  !$,0'4 la=>PU^cg^U^U $Ifgd $Ifgd}ekdG$$Ifl\x\  !$,0'4 lacdefx}g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la}~g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^U $Ifgd $Ifgd}ekde$$Ifl\x\  !$,0'4 la '-g^U^U $Ifgd $Ifgd}ekd($$Ifl\x\  !$,0'4 la-.6<BHg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laHIRW_eg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laefx}g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^U $Ifgd $Ifgd}ekdL$$Ifl\x\  !$,0'4 lag^UUL $Ifgd $Ifgd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 laԸոg^U^L $Ifgd $Ifgd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la */7=HNV\gmu{˹̹͹ 9>EKqxyӺںۺܺߺ 9:;Gghi߿ߴ쿴οοοοߴ쿴δh=Eh; 5B*\phh=Eh; B*phh=Eh; B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*CJph&h=Eh; 5>*B*CJ\aJph@ */7=g^U^U $Ifgd $Ifgd}ekdj$$Ifl\x\  !$,0'4 la=>HNV\g^U^U $Ifgd $Ifgd}ekd3$$Ifl\x\  !$,0'4 la\]gmu{g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la{|g^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la˹͹g^U^U $Ifgd $Ifgd}ekdo$$Ifl\x\  !$,0'4 la g^U^U $Ifgd $Ifgd}ekd8$$Ifl\x\  !$,0'4 la9>EKg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laKLqwxyg^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 layzg^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laӺٺںۺg^U^^ $Ifgd $Ifgd}ekdb $$Ifl\x\  !$,0'4 laۺܺݺ޺ߺg^U^^ $Ifgd $Ifgd}ekd+ $$Ifl\x\  !$,0'4 la9:g^U^L $Ifgd}e $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 la:;AGghg^UL^ $Ifgd}e $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 lahig^U^U $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 la=>IJKLNOPQUw¼üļżռּ׼ο⣒kk[h=Eh; 6B*CJ]ph(h=Eh; 56>*B*CJ\]ph#h=Eh; 5B*CJ\aJph h=Eh; 5B*CJaJphh=Eh; B*ph!h=Eh; B*CJ^JaJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJphh=Eh; B*CJphh=Eh; 5B*CJ\phg^U^U $Ifgd $Ifgd}ekdI $$Ifl\x\  !$,0'4 laлֻg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la 7=e\S\S $Ifgd $Ifgd}ekd$$IflW\x\  !$,0'4 la=>DIJKg^U^U $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laKLMNOPg^R^^ $$Ifa$gd}e $Ifgd}ekdq$$Ifl\x\  !$,0'4 laPQüļe\\ $Ifgd}ekd:$$IflW\x\  !$,0'4 laļżּ׼5) $$Ifa$gd^kd$$Iflx$'0'4 la $$Ifa$gd}e^kd$$Iflx$'0'4 la%06DJW]ekrx̽ͽνڽ߽%,29?EKOPQabc{|}ѽѽѽ!h=Eh; B*CJ^JaJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJphh=Eh; 6B*CJ]phh=Eh; B*CJph"h=Eh; 5>*B*CJ\ph>%06[RR $Ifgdkd$$Ifl\x\  !$,0'4 la $$Ifa$gd67DJW]g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la]^ekrxg[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laxyg[R[R $Ifgd $$Ifa$gdkdp$$Ifl\x\  !$,0'4 lag[R[[ $Ifgd $$Ifa$gdkd?$$Ifl\x\  !$,0'4 la̽νg[[[[ $$Ifa$gdkd$$Ifl\x\  !$,0'4 laνϽڽ߽g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 lag[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 la%,2g[R[R $Ifgd $$Ifa$gdkdi$$Ifl\x\  !$,0'4 la239?EKg[R[R $Ifgd $$Ifa$gdkd8$$Ifl\x\  !$,0'4 laKLMNOPg[[[[ $$Ifa$gdkd$$Ifl\x\  !$,0'4 laPQac{}g[[[[ $$Ifa$gdkd$$Ifl\x\  !$,0'4 la}~g[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 laƾg[R[R $Ifgd $$Ifa$gdkd\$$Ifl\x\  !$,0'4 laƾξԾ۾ !"#9:;GMX]kq~᭝y᭝e&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\ph"h=Eh~5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh~6B*CJ]phh=Eh; B*CJaJph(h=Eh; 56>*B*CJ\]phh=Eh; B*CJph!h=Eh; B*CJ^JaJph'ƾǾξԾ۾g[R[R $Ifgd $$Ifa$gdkd+$$Ifl\x\  !$,0'4 lag[R[R $Ifgd $$Ifa$gdkd$$Ifl\x\  !$,0'4 lag[[[[ $$Ifa$gdkd$$Ifl\x\  !$,0'4 la "#9;g^^UU^^^ $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 la;<GMX]g^U^L $Ifgd $Ifgd $Ifgd}ekd[!$$Ifl\x\  !$,0'4 la]^kq~g^U^L $Ifgd $Ifgd $Ifgd}ekd"$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd"$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd#$$Ifl\x\  !$,0'4 la *0>DQW_elqx~ %,17=@AB&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJphh=Eh; B*ph!h=Eh; B*CJ^JaJphh=Eh; B*CJph9g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$$Ifl\x\  !$,0'4 la e\S\J $Ifgd $Ifgd $Ifgd}ekdZ%$$IflW\x\  !$,0'4 la*0g^U^L $Ifgd $Ifgd $Ifgd}ekd!&$$Ifl\x\  !$,0'4 la01>DQWg^U^L $Ifgd $Ifgd $Ifgd}ekd&$$Ifl\x\  !$,0'4 laWX_elqg^U^L $Ifgd $Ifgd $Ifgd}ekd'$$Ifl\x\  !$,0'4 laqrx~g^U^L $Ifgd $Ifgd $Ifgd}ekd($$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdQ)$$Ifl\x\  !$,0'4 lagZQH? $Ifgd $Ifgd}e $Ifgd ,$Ifgd}ekd *$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd*$$Ifl\x\  !$,0'4 la e\S\J $Ifgd $Ifgd $Ifgd}ekd+$$IflW\x\  !$,0'4 la %g^U^L $Ifgd $Ifgd $Ifgd}ekdy,$$Ifl\x\  !$,0'4 la%&,17=g^U^L $Ifgd $Ifgd $Ifgd}ekdH-$$Ifl\x\  !$,0'4 la=>?@ABg^U^L $Ifgd $Ifgd $Ifgd}ekd.$$Ifl\x\  !$,0'4 laBC[]sug^U^L $Ifgd $Ifgd $Ifgd}ekd.$$Ifl\x\  !$,0'4 laBC[\]stu$4:DJSY\]atuv⼭⼭⼭h=Eh; 6>*B*phh=Eh; B*ph!h=Eh; B*CJ^JaJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJph3uvg^U^L $Ifgd $Ifgd $Ifgd}ekd/$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdl0$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd;1$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd 2$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd2$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd3$$Ifl\x\  !$,0'4 la$%&g^U^^ $Ifgd $Ifgd}ekdk4$$Ifl\x\  !$,0'4 la&'4:;<g^U^^ $Ifgd $Ifgd}ekd.5$$Ifl\x\  !$,0'4 la<=DJKLg^U^^ $Ifgd $Ifgd}ekd5$$Ifl\x\  !$,0'4 laLMSYZ[g^U^^ $Ifgd $Ifgd}ekd6$$Ifl\x\  !$,0'4 la[\]^_`g^UUU $Ifgd}e $Ifgd}ekd7$$Ifl\x\  !$,0'4 la`aug[ $$Ifa$gd}ekdR8$$Ifl\x\  !$,0'4 lauv $Ifgd $Ifgd $Ifgd}e^kd9$$Iflx$'0'4 lag^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd9$$Ifl\x\  !$,0'4 la "'28:;<=>Z[\tuv&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*aJphh=Eh; B*CJph8g^U^L $Ifgd $Ifgd $Ifgd}ekdY:$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd(;$$Ifl\x\  !$,0'4 la g^U^L $Ifgd $Ifgd $Ifgd}ekd;$$Ifl\x\  !$,0'4 la"'28e\S\J $Ifgd $Ifgd $Ifgd}ekd<$$IflW\x\  !$,0'4 la89:;<=g^U^L $Ifgd $Ifgd $Ifgd}ekd=$$Ifl\x\  !$,0'4 la=>Z\tvg^U^L $Ifgd $Ifgd $Ifgd}ekdh>$$Ifl\x\  !$,0'4 lavwg^U^L $Ifgd $Ifgd $Ifgd}ekd1?$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd?$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd@$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdA$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdaB$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd0C$$Ifl\x\  !$,0'4 la-/g^U^L $Ifgd $Ifgd $Ifgd}ekdC$$Ifl\x\  !$,0'4 la-./:@JPV\agmsx~!&,28=CINSXdju{}~ѽѽh=Eh; B*aJph!h=Eh; B*CJ^JaJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJphh=Eh; 6B*CJ]phh=Eh; B*CJph"h=Eh; 5>*B*CJ\ph8/0:@JPg^U^L $Ifgd $Ifgd $Ifgd}ekdD$$Ifl\x\  !$,0'4 laPQV\agg^U^L $Ifgd $Ifgd $Ifgd}ekdE$$Ifl\x\  !$,0'4 laghmsx~g^U^L $Ifgd $Ifgd $Ifgd}ekdTF$$Ifl\x\  !$,0'4 la~g^U^L $Ifgd $Ifgd $Ifgd}ekd#G$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdG$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdH$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdI$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdSJ$$Ifl\x\  !$,0'4 la!&,g^U^L $Ifgd $Ifgd $Ifgd}ekdK$$Ifl\x\  !$,0'4 la,-28=Cg^U^L $Ifgd $Ifgd $Ifgd}ekdK$$Ifl\x\  !$,0'4 laCDINSXg^U^L $Ifgd $Ifgd $Ifgd}ekdL$$Ifl\x\  !$,0'4 laXYdju{g^U^L $Ifgd $Ifgd $Ifgd}ekdM$$Ifl\x\  !$,0'4 la{|}~g^U^^ $Ifgd}e $Ifgd}ekdRN$$Ifl\x\  !$,0'4 la~ #(-2>DOUYZ[hij ӭӭ!h=Eh; B*CJ^JaJph&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJphh=Eh; B*CJph=g^U^^ $Ifgd $Ifgd}ekd!O$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdO$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdP$$Ifl\x\  !$,0'4 la g^U^L $Ifgd $Ifgd $Ifgd}ekdvQ$$Ifl\x\  !$,0'4 la#(-2g^U^L $Ifgd $Ifgd $Ifgd}ekdER$$Ifl\x\  !$,0'4 la23>DOUg^U^L $Ifgd $Ifgd $Ifgd}ekdS$$Ifl\x\  !$,0'4 laUVWXYZg^U^L $Ifgd $Ifgd $Ifgd}ekdS$$Ifl\x\  !$,0'4 laZ[hjg^U^L $Ifgd $Ifgd $Ifgd}ekdT$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekduU$$Ifl\x\  !$,0'4 lae\S\J $Ifgd $Ifgd $Ifgd}ekd8V$$IflW\x\  !$,0'4 lae\S\J $Ifgd $Ifgd $Ifgd}ekd W$$IflW\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdW$$Ifl\x\  !$,0'4 la g^U^L $Ifgd $Ifgd $Ifgd}ekdX$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd|Y$$Ifl\x\  !$,0'4 la.0FHg^U^L $Ifgd $Ifgd $Ifgd}ekdKZ$$Ifl\x\  !$,0'4 la./0FGHSYchnty~ !&'(4:;<@ABＭММММММММММЭЭМЭМЭМЭММЭЭ!h=Eh; B*CJ^JaJphh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJphh=Eh; B*CJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]ph8HISYchg^U^L $Ifgd $Ifgd $Ifgd}ekd[$$Ifl\x\  !$,0'4 lahinty~g^U^L $Ifgd $Ifgd $Ifgd}ekd[$$Ifl\x\  !$,0'4 la~g^U^L $Ifgd $Ifgd $Ifgd}ekd\$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdo]$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd>^$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd _$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd_$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd`$$Ifl\x\  !$,0'4 la g^U^L $Ifgd}e $Ifgd $Ifgd}ekdba$$Ifl\x\  !$,0'4 la g^U^^ $Ifgd $Ifgd}ekd+b$$Ifl\x\  !$,0'4 la!&'(g^U^^ $Ifgd $Ifgd}ekdb$$Ifl\x\  !$,0'4 la()4:;<g^U^^ $Ifgd $Ifgd}ekdc$$Ifl\x\  !$,0'4 la<=>?@Ag^U^^ $Ifgd $Ifgd}ekdd$$Ifl\x\  !$,0'4 laABg^ $Ifgd}ekdOe$$Ifl\x\  !$,0'4 laB "(5;GMPQRShij|}~ ñÝñÝh=Eh; B*aJph!h=Eh; B*CJ^JaJph&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJphh=Eh; B*CJph h=Eh; 5B*CJaJph2 $Ifgd}e^kdf$$Iflx$'0'4 lae\S\J $Ifgd $Ifgd $Ifgd}ekdf$$Ifl\x\  !$,0'4 la g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekdZg$$Ifl\x\  !$,0'4 la "(g^U^L $Ifgd $Ifgd $Ifgd}ekdh$$Ifl\x\  !$,0'4 la()5;GMg^U^L $Ifgd $Ifgd $Ifgd}ekdh$$Ifl\x\  !$,0'4 laMNOPQRg^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekdi$$Ifl\x\  !$,0'4 laRShj|~g^U^L $Ifgd $Ifgd $Ifgd}ekdj$$Ifl\x\  !$,0'4 la~g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekdMk$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdl$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdl$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdm$$Ifl\x\  !$,0'4 la !#gZQH? $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd}n$$Ifl\x\  !$,0'4 la !#.4>DNT]cpv  ,2678MNOikv|ѽᬟѽᬟѽᬟh=Eh; B*aJph!h=Eh; B*CJ^JaJph&h=Eh; 5>*B*CJ\aJphh=Eh; 6B*CJ]phh=Eh; B*CJph"h=Eh; 5>*B*CJ\ph:#$.4>Dg^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd@o$$Ifl\x\  !$,0'4 laDENT]cg^U^L $Ifgd $Ifgd $Ifgd}ekdp$$Ifl\x\  !$,0'4 lacdpvg^U^L $Ifgd $Ifgd $Ifgd}ekdp$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdq$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdpr$$Ifl\x\  !$,0'4 lag^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd3s$$Ifl\x\  !$,0'4 la g^U^L $Ifgd $Ifgd $Ifgd}ekds$$Ifl\x\  !$,0'4 la  ,2g^U^L $Ifgd $Ifgd $Ifgd}ekdt$$Ifl\x\  !$,0'4 la234567g^U^L $Ifgd $Ifgd $Ifgd}ekdu$$Ifl\x\  !$,0'4 la78MOikg^U^L $Ifgd $Ifgd $Ifgd}ekdcv$$Ifl\x\  !$,0'4 laklv|g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd,w$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdw$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdx$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdy$$Ifl\x\  !$,0'4 la()*5;EKU[djw} +1=CGHIjlӭӭӇ(h=Eh; 56>*B*CJ\]ph!h=Eh; B*CJ^JaJph&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJphh=Eh; B*CJaJph5(*g^U^L $Ifgd $Ifgd $Ifgd}ekd\z$$Ifl\x\  !$,0'4 la*+5;EKg^U^L $Ifgd $Ifgd $Ifgd}ekd{$$Ifl\x\  !$,0'4 laKLU[djg^U^L $Ifgd $Ifgd $Ifgd}ekd{$$Ifl\x\  !$,0'4 lajkw}g^U^L $Ifgd $Ifgd $Ifgd}ekd|$$Ifl\x\  !$,0'4 lag^^^^ $Ifgd}ekd}$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekdO~$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la+1=Cg^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laCDEFGHg^U^L $Ifgd $Ifgd $Ifgd}ekds$$Ifl\x\  !$,0'4 laHIjlg^U^L $Ifgd $Ifgd $Ifgd}ekdB$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la#%OPQ[ajlv| ",2<BOU^defsyzϻϫh=Eh; B*CJaJphh=Eh; B*aJphh=Eh; 6B*CJ]ph&h=Eh; 5>*B*CJ\aJph"h=Eh; 5>*B*CJ\phh=Eh; B*CJph!h=Eh; B*CJ^JaJph8e\S\J $Ifgd $Ifgd $Ifgd}ekdȃ$$IflW\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdj$$Ifl\x\  !$,0'4 la#%OPg^U^L $Ifgd $Ifgd $Ifgd}ekd9$$Ifl\x\  !$,0'4 laPQ[ajlg^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lalmv|g^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekdW$$Ifl\x\  !$,0'4 lag^U^L $Ifgd $Ifgd $Ifgd}ekd&$$Ifl\x\  !$,0'4 la "g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la"#,2<Bg^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laBCOU^dg^U^L $Ifgd $Ifgd $Ifgd}ekd{$$Ifl\x\  !$,0'4 ladefgsyg^U^L $Ifgd $Ifgd $Ifgd}ekdJ$$Ifl\x\  !$,0'4 layzg^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la '-:@IOPQR^deñ򔃡uffh=Eh; B*CJaJphh=Eh; 6B*]ph!h=Eh; B*CJ^JaJphh=Eh; B*aJphh=Eh; 6B*CJ]ph"h=Eh; 5>*B*CJ\phh=Eh; 6B*]aJph&h=Eh; 5>*B*CJ\aJphh=Eh; B*phh=Eh; B*CJph#g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la '-g^U^L $Ifgd $Ifgd $Ifgd}ekdn$$Ifl\x\  !$,0'4 la-.:@IOg^U^L $Ifgd $Ifgd $Ifgd}ekd7$$Ifl\x\  !$,0'4 laOPQR^dg^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 ladeg^U^L $Ifgd}e $Ifgd $Ifgd}ekdՒ$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la &,9?HNOQ]cdfghiʺ}}}}}}}lZl}#h=Eh; 5B*CJ\aJph h=Eh; 5B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*aJphh=Eh; B*CJph"h=Eh; 5>*B*CJ\phh=Eh; 6B*CJ]phh=Eh; B*CJaJph&h=Eh; 5>*B*CJ\aJph#h=Eh; 6B*CJ]aJph! g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekda$$Ifl\x\  !$,0'4 la &,g^U^L $Ifgd $Ifgd $Ifgd}ekd*$$Ifl\x\  !$,0'4 la,-9?HNg^U^L $Ifgd $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laNOPQ]cg^U^L $Ifgd $Ifgd $Ifgd}ekd–$$Ifl\x\  !$,0'4 lacdefghg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lahig^U^ $Ifgd $Ifgd}ekdZ$$Ifl\x\  !$,0'4 lazqhq_ $Ifgd $Ifgd $Ifgd}ekd#$$IflFx\ $0'    4 la02EFPrs} 8:fghwyzշշգqqaqh=Eh; 5B*\aJphh=Eh; 5B*CJ\ph&h=Eh; 5>*B*CJ\aJphh=Eh; 5B*\ph&h=Eh; 5>*B*CJ\aJphh=Eh; B*aJph!h=Eh; B*CJ^JaJphh=Eh; B*CJph"h=Eh; 5>*B*CJ\phh=Eh; B*ph&02?Eg^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekdЙ$$Ifl\x\  !$,0'4 laEFPVmrg^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lars}g^ULC $Ifgd $Ifgd}e $Ifgd $Ifgd}ekd\$$Ifl\x\  !$,0'4 lae\\S $Ifgd $Ifgd}ekd%$$IflW\x\  !$,0'4 lazqhqh $Ifgd}e $Ifgd}ekd$$IflFx !$h,0'    4 lag^U^U $Ifgd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 la9:fgg^^^^ $Ifgd}ekdh$$Ifl\x\  !$,0'4 laghwyz|g^ULL $Ifgd}e $Ifgd $Ifgd}ekd+$$Ifl\x\  !$,0'4 laz|}Kcgh:;<kl 123]߶ߧߧߧߧΘΘΘΘΆΘ"h=Eh; 5>*B*CJ\phh=Eh; B*CJaJphh=Eh; B*CJaJphh=Eh; B*phh=Eh; B*aJph!h=Eh; B*CJ^JaJphh=Eh; B*CJph&h=Eh; 5>*B*CJ\aJph4|}e\SJJ $Ifgd}e $Ifgd $Ifgd}ekd$$IflW\x\  !$,0'4 lag^U^L $Ifgd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd~$$Ifl\x\  !$,0'4 laEKcgg^U^^ $Ifgd $Ifgd}ekdG$$Ifl\x\  !$,0'4 laghg^U^^ $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^^ $Ifgd $Ifgd}ekd٣$$Ifl\x\  !$,0'4 lagZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 la:;gZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kdk$$Ifl\x\  !$,0'4 la;<klgZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd:$$Ifl\x\  !$,0'4 lagZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd $$Ifl\x\  !$,0'4 la 12gZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kdا$$Ifl\x\  !$,0'4 la23]^|}gZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 la]^|}~ -.opqwx()456deݭݠh=Eh; B*aJph&h=Eh; 5>*B*CJ\aJphh=Eh; B*CJphh=Eh; B*CJaJph!h=Eh; B*CJ^JaJph"h=Eh; 5>*B*CJ\ph?}~gZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kdv$$Ifl\x\  !$,0'4 lagZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kdE$$Ifl\x\  !$,0'4 la gZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 la -.opgZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 lapqwxgZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 lagZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 lagZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kdP$$Ifl\x\  !$,0'4 la()45gZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 la56degZQD8 $$Ifa$gd}e $If^gd9^ $Ifgd}e $If^gd9^kd$$Ifl\x\  !$,0'4 lag^^QE $$Ifa$gd}e $If^gd9^ $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^UH< $$Ifa$gd}e $If^gd9^ $Ifgd}e $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^^QE $$Ifa$gd}e $If^gd9^ $Ifgd}ekd[$$Ifl\x\  !$,0'4 laEFg^^QE $$Ifa$gd}e $If^gd9^ $Ifgd}ekd*$$Ifl\x\  !$,0'4 laEFGHIghiklmn$%TU򝐀o^S^h=Eh; B*ph h=Eh; >*B*CJaJph h=Eh; 5B*CJaJphh=Eh; 5B*CJ\phh=Eh; 5B*ph h=Eh; 5B*CJaJph"h=Eh; 5>*B*\aJph"h=Eh; 5>*B*CJ\phh=Eh; B*CJaJph!h=Eh; B*CJ^JaJphh=Eh; B*CJph FGHIghg^^QE $$Ifa$gd}e $If^gd9^ $Ifgd}ekd$$Ifl\x\  !$,0'4 lahijklmg^RI= $$Ifa$gd}e $Ifgd}e $$Ifa$gd}e $Ifgd}ekdȴ$$Ifl\x\  !$,0'4 lamng^ $Ifgd}ekd$$Ifl\x\  !$,0'4 lay $$Ifa$gd}e $Ifgd}e $Ifgd $Ifgd}e^kd`$$Iflx$'0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la"$e\S\G $$Ifa$gd}e $Ifgd $Ifgd}ekd$$IflW\x\  !$,0'4 la$%8:RTg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdw$$Ifl\x\  !$,0'4 laTUprg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd@$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd $$Ifl\x\  !$,0'4 la CEF]^VW =>{|#$RS"#fg>?xy"h=Eh; 5>*B*CJ\ph)h=Eh; B*CJ^JaJmH phsH !h=Eh; B*CJ^JaJphh=Eh; B*CJphG g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdҺ$$Ifl\x\  !$,0'4 la CEg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laEFdfg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdd$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd-$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la/2[]g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la]^g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdQ$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la9;SVg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laVWkmg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdu$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd>$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la ;=g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la=>XZy{g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdb$$Ifl\x\  !$,0'4 la{|g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd+$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la!#g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la#$*,PRg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laRSz|g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekdO$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la "g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la"#=?dfg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lafg{}g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekds$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd<$$Ifl\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la <>g^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 la>?VXvxg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 laxyg^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd`$$Ifl\x\  !$,0'4 lae\S\G $$Ifa$gd}e $Ifgd $Ifgd}ekd)$$IflW\x\  !$,0'4 lag^U^I $$Ifa$gd}e $Ifgd $Ifgd}ekd$$Ifl\x\  !$,0'4 lag^^^^^^^^^h^hgd; 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M NM4%  >M3O3&Q Ratings'43" :dd f3O % M,3OQ4444% SM3O&Q @Figure 2: Academic Experience'4% >M#3OQ'4%  >M#3OQ'4% >M#3OQ'4% W*>M#3OQ'4% M#3OQ'44e ExcellentGoodFairPoore(\?333333?{Gz?Q?e >@  7 @  dMbP?_*+%" ??cU>@7 ՜.+,0 PXd lt| 6 Sheet1Chart6  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89q_1132732113!F w gwOle  PRINT {CompObjb()? =# s7  T  '' Times New Roman-Times New Roman-Times New Roman-"System0p6-----------Times New Roman-----Times New Roman------Times New Roman------------------'- S-- 3}!!- - -'--- S- - -'--- 2}!!- - $ dP  - $ 4dd $ddPPd.PY-  dPdPdP dP'dP-dP4dP- - -'---  2}!!- $P  dP-  .PY$ 4dd $ddPPd- - -'---  2}!!-  f-  $F-  $vvFFv-  - $FvFF----- - -'-- -  >Ev  2 58%..[--- - -'-- -  2}!!- M-   $-  $qqq-  s- $q----- - -'-- - 66g  2 Ns31%..[--- - -'-- - 2}!!- 3-  $f- $lll-  M- $l----- - -'-- -  *0[  2 Hg10%..[--- - -'-- -  2}!!- -   $-  $ggg-  - $g----- - -'-- - 2  2 /1%.[--- - -'-- - 2}!!-  - -   4    ''--44- 2 0%'@ 2 h10%''@ 2 h20%''@ 2 h30%''@ 2 h40%''@ 2 h50%''@ 2 h60%''@         -2 1Most of the Time<!!"(42 11Neverm0!------ -'--  D 2 N Challenged8+'"+'"+--- -'--  2}!!- -'--  S------ -'--  J 72 ` Figure 3: Challenged to Do Best3*.%%*<.*%.*%.*<*8% --- -'--  S- -'--  S--  /PY- - -'-- -  -OZ- - -'-- -  -OZ- -   )t2  Most of the H) ))$ 2 ATime2?$- - -'-- - -OZ- - -'-- - -OZ- -  t2  Sometimesh-)?$?$ - - -'---  -OZ- - -'---  -OZ-  f-  t2 Seldom-$))?- - -'-- -  -OZ- - -'-- -  -OZ- -   |t2 iNeverm:$($- - -'-- - -OZ- - -'-- - S- - -'-- - S- -  3}!!- -  -' ' 'ObjInfoWorkbook2SummaryInformation(DocumentSummaryInformation8Oh+'0@HXh OIR FIUperezhMicrosoft Excel@_@՜.+,0 PXd lt| 1  F\pperezh Ba== %<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *     `0Chart1Sheet1`iZR3  @@  8Most of the Time SometimesSeldomNever   FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` > ` > ` > `  ` u ` ` ` e3d23 M NM4 3QQ ;Q ;Q3_ O   MM< 43_ O 3  MM< 43_ O 4  MM< 43_ O f5  MM< 43_ O   MM< 4E4D$% M 3O& Q4$% M 3O& Q4FAwF Z3OwF T3 bPP PZaajkR R R RR RV Vd<#M& !  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M! M NM43" :dde W3Oe % M3OQ443_ M NM  MM< 444% M 0M =3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44eee >@7  FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` $h` $h ` $h ` $h ` $h 0 0 3d 3Q:  Spring 1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: 2Summer 2002-Spring 2003Q ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FA,W 3O,V 3 b#M!   43*#M! M! M NM4% FmuM3OT&& Q Ratings'43" :dd #3O; &% M3OQ443_ M NM  MM< 444% uNkM*=3Or'&Q BFigure 12: Academic Experience'4% CM13O& Q'4%  M13O- & Q'4% WzM13O- & Q'4% CM13O& Q'4% G M13O- & Q'4% T1M13O- & Q'4% CM13O& Q'4% S M13O- & Q'4% M13O- & Q'4% CM13O& Q'4% | m M13O- & Q'4% zM13O - & Q'44ePositivePositivePositivePositiveNegativeNegativeNegativeNegativeezG?= ףp=?ףp= ?Q?{Gz? ףp= ?p= ף?Q?e> Q F  dMbP?_*+%MHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??U}    U@0@ T@2@ U@*@ U@,@ >d&$$$$PH 0(  >@7 F  dMbP?_*+%"??U>@7 #Q? %B#Q? %Bd&$$$$PH 0(  >@7 F  dMbP?_*+%"??U>@7 3" :ddm W3Om % M3OQ443_ M NM  MM< 444% :M+0M =3O&Q BFigure 12: Academic Experience'44ePositivePositivePositivePositiveNegativeNegativeNegativeNegativeezG?= ףp=?ףp= ?{Gz? ףp= ?p= ף?e >@7 F  dMbP?_*+%"??AU>@7 R  @"R??3` ! ` !  ` !  ` ! п3d.23 M NM4 3Q:  Spring 1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: Q ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAHD3 \ 3OHD2 \ 3 b#M!   43*#M! M! M NM4% o" 0M3OA& Q Ratings'43" :ddm W3Om % M,3OQ443_ M NM  MM< 444% :M+0M3O&Q BFigure 12: Academic Experience'44eee >@7 @  dMbP?_*+%"??AU>@7 MM< 444% :M+0M3O&Q BFigure 12: Academic Experience'44eee >@7 @  dMbP?_*+%"??AU>@7 HXh evanscperezhMicrosoft Excel@Y{@S՜.+,0 PXd lt| FIU Overall SatisfactionAcademic ExperienceSheet3Chart1  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89qOh+'0@HXh evanscperezhMicrosoft Excel@Y{@_1132572026L ^!Fw"wOle PRINT]`$CompObjb     9 !"#$%&'()*+,-./01234567LM;<=>?@ABCDEFGHIJKPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ ^\@ l 9  5=  '' Arial-Arial-"Systemh6----------rArial----------- Arial----------------------------------'- 4<-'- 4<-'- !!-- $1 q Qq S1 1 -$1 Kq 1 $q QQq q  -1 q q Qf QQQHHQ>~~QtQQ  QVVQKQ-- -'--- !!-  $Qq S1 1 q Qq - $1 Kq 1 $q QQq q -- -'-- - !!-MM- $ OSO  - $   - ss- $OS'S- M3- $ xx  3f- $   - s&M-$xO-  f- $; ; ; - $ ;;  --$;x;-  f- $c c c - $; ;cc ; --$c;c------ -'---  B  2 [93%88Y---- -'---  !!------ -'---   n$  2 290%88Y---- -'---  !!------ -'---  ]x  2 89%88Y---- -'---  !!------ -'---  }  2 90%88Y---- -'---  !!-  MM-  $H H ~ 1 H - $ ~ H ~ H -ss-$H ~ 1 1 ~ H ~ -  M3- $p p -  p 3f- $H H - p - p H -s&M-$p -  H - p - -  f- $   - $p p   p --$   p   -  f- $ - &&  - $ - -  --$- &  - - ------ -'---  = K   2 d 6%8Y---- -'---  !!------ -'---   5   2 N 10%88Y---- -'---  !!------ -'---      2 , 11%88Y---- -'---  !!------ -'---  56  2 ND10%88Y---- -'---  !!-- -1  K1 1 qf f qqqq>>qttqqqqKKq- 2 0%Bj 2 " r10%BBj 2 Xr20%BBj 2 r30%BBj 2 r40%BBj 2 r50%BBj 2 0r60%BBj 2 fr70%BBj 2 r80%BBj 2 r90%BBj 2 0100%BBBj1 1 S1 W 1 W 1 SW S2 v PositiveOB<!;B2 v : NegativeVBBB!;B-------'--   2 , RatingseVB(!IIB----'-- !!--'-- 4<-------'-- _n 92 !Figure 13: Challenged to Do BestW'WW7O'OO0''gWO''OWWOW'/W'gW'gOO/----'-- 4<--'-- 4<--   -- -'-- -  -- -'-- -  - -  <K2 -X Spring 1999OB(BB!BBBB-- -'---   -- -'---   -  3f-  ;<2 X Spring 2000OB(BB!BBBB-- -'-- -   -- -'-- -   - -   <'2 {XFall 2000-Spring 2001 IB!BBBB(OB(BB!BBBB-- -'-- -  -- -'-- -  - -   <@ *2 " XSummer 2002-Spring 2003OBccB(!BBBB(OB(BB!BBBB-- -'---   -- -'---  4<-- -'---  4<-- -' ' 'ObjInfo_bWorkbookLSummaryInformation(acDocumentSummaryInformation8T F\pperezh Ba=' = !`9X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1TArial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  !    `Overall SatisfactionCAcademic Experience& Chart11Challenged to do BestTjb(3  @@   Spring 2000Fall 2000-Spring 2001 Satisfied Dissatisfied3-year AveragePositiveNegative Spring 1999Summer 2002-Spring 2003 r F  dMbP?_*+%"??U} I}    <@T@1@ @U@.@ V@$@ @U@,@P&$$(  p  6NMM?"i]`  F"??3` ! ` ! ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM43" :dde W3Oe % M3OQ443_ M NM  MM< 444% M 0M =3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44eee >@7 F  dMbP?_*+%"??OU}   <@U@0@ T@2@ U@*@ U@0@P&$$ (  p  6NMM?x]`   F" ??3` ! ` !  ` !  ` ! п3d.23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAHD3 \ 3OHD2 \ 3 b#M!   43*#M! M! M NM4% `" 0M3OA& Q Ratings'43" :ddm W3Om % M3OQ443_ M NM  MM< 444% :M+0M =3O&Q BFigure 12: Academic Experience'44eee >@7  FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` %l ` %l  ` %l ` %l ` % 0 0 3d 3Q:  Spring 1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: 2Summer 2002-Spring 2003Q ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FA(z 3O(z 3 b#M!   43*#M! M! 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M NM4% F pM3O3& Q Ratings'43" :dde W3Oe % M,3OQ4444% Md0M3O& Q F!Figure 13: Challenged to Do Best'44eee   >@7 SummaryInformation(oqDocumentSummaryInformation8TMBD0015333At!F"w"wOle HXh evanscevanscMicrosoft Excel@Y{@?՜.+,0$ PXd lt| FIU Overall SatisfactionAcademic ExperienceChallenged to do BestChart4  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89qOh+'0@HXh evanscevanscMicrosoft Excel@Y{@PRINTsv&#CompObjbObjInfouxWorkbookA~@Y B   <''  Times New Romanww0-Times New Romanww0-------Times New Romanww0---Times New Romanww0----Times New Romanww0-----------------"System 0-'- <-- d!!-- -'--- <-- -'--- c!!- - $  R  - $  7 $ !-n -   m   rr R   WW 7  -- -'---  c!!-  $ R   - !-n $  7 $ -- -'-- - c!!- MM- $__\_- $__- ss- $_\\_-  -  $  BjB -  $__  _- - $ Bjj_ -  -  $rF-  $  rr - - $rFBF rr-  f-  $[[\[-  $[[- - $[\\[---- -'-- -  z  2 84%22S--- -'-- -  c!!---- -'-- -  ]e  2 82%22S--- -'-- -  c!!---- -'-- -  qGv  2 87%22S--- -'-- -  c!!---- -'-- -    2 84%22S--- -'-- -  c!!-  MM-   $h<=<-  $YYhhY- ss- $h<==Yhh-  -  $Z/-  $ZZ- - $Z/</ZZ-  -  $U U ~ R U -  $~U ~U - - $U ~ RR~U ~-  f-  $  h8 =8  -  $U U h h U - - $ h8 = =U h h---- -'-- -   VO  2 r\16% 22S--- -'-- -  c!!---- -'-- -   OJ  2 kW18% 22S--- -'-- -  c!!---- -'-- -   `*   2 |7 13% 22S--- -'-- -  c!!---- -'-- -   c   2  16% 22S--- -'-- -  c!!- - -   7  m m R R 7 7- 2 s0%/N 2 6D20%K//N 2 D40%K//N 2 D60%K//N 2 D80%K//N 2 100%///N R     R  R 2 &FPositive4/%.*2 &NegativeD*.*.*-----'--  RU  2 RatingseD/4/%---'--  c!!--'--  <-----'--   <" B2 V/'Figure 12: Overall Academic Experience<28,,22!N2,,2H,28,R,C28,,,8,,---'--  <--'--  <--  "-n -- -'-- -   .o -- -'-- -   .o -  -    S  2 @ 1999****-- -'-- -   .o -- -'-- -   .o -  -     2  Spring 2000.*))****-- -'-- -   .o -- -'-- -   .o -  -    M '2 : Fall 2000-Spring 2001.%****.*))****-- -'-- -   .o -- -'-- -   .o -  -     2  3-year Average*(%%;)%%)%-- -'-- -   .o -- -'-- -  <-- -'-- -  <-  -   d!!-- ' < '  ' @\pevansc Ba==D%<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  !    `Chart3g)Overall Satisfaction5Academic ExperienceASheet3`ibZ  3  @@  p  Spring 2000Fall 2000-Spring 2001 Satisfied Dissatisfied3-year AveragePositiveNegative   @MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??3` !  ` ! ` ! ` # ` # ` # ` # 3d! 23 M NM4 3Q:  1999Q ;Q ;Q3_ O   MM< 4E4 3Q:  Spring 2000Q ;Q ;Q3_ O   MM< 4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_ O   MM< 4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAA 3OA 3 b#M&!   43*#M&! 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M NM4% `" 0M3OA& Q Ratings'43" :ddm W3Om % M,3OQ443_ M NM  MM< 444% :M+0M3O&Q BFigure 12: Academic Experience'44eee >@7 @  dMbP?_*+%"??AU>@7 SummaryInformation(wyDocumentSummaryInformation8HSummaryInformation(r{DocumentSummaryInformation8XCYI՜.+,0 PXd lt| FIU Overall SatisfactionAcademic ExperienceSheet3Chart3  WorksheetsChartsOh+'0@HXh evanscperezhMicrosoft Excel@Y{@kT՜.+,0( PXd lt| FIU Overall SatisfactionAcademic experience Challenged RecommendChart1  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89qOh+'0@HXh evanscperezhMicrosoft Excel@Y{@_1132984859~!F"wlwOle PRINT},-CompObjb     O !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMghQRSTUVWXYZ[\]^_`abcdefklmnopqrstuvwxyz{|}~8 C  Ls   '' Arial-Arial-"System0`----------Arial-----Arial------ Arial--------------------------------------------------'- Kr -'- Kr -'- *Q !!-- $ia -$Cii$iia a iO VM -ia ~ia ia (i(a ia <i<a /ia PiPa Cia - - -'--- *Q !!-  $a ia -O VM $Cii$iia a i- - -'-- - *Q !!-MM- ${- $777- ss- ${{7- M3- $/ZZ3f- $//- s&M-$/Z//-  f- ${{{- ${{--${Z{-  f- $22- ${{{--$2{----- - -'---  z?  2 I69%&&=--- - -'---  *Q !!----- - -'---  "b  2 79%&&=--- - -'---  *Q !!----- - -'---  oU  2 _68%&&=--- - -'---  *Q !!----- - -'---  {  2 67%&&=--- - -'---  *Q !!-  MM-  $@@- $-ss-$@-  M3- $aa$a3f- $$a$a-s&M-$a$@$a$-  f- $l- $aaa--$lla-  f- $::l:- $::--$:ll:----- - -'---  %c  2 6m23%&&=--- - -'---  *Q !!----- - -'---  0  2 A 15%&&=--- - -'---  *Q !!----- - -'---  M!  2 27%&&=--- - -'---  *Q !!----- - -'---  c&  2 027%&&=--- - -'---  *Q !!-  MM-  $HH{H- $HH-ss-$H{'{H-  M3- $d3f- $HHH-s&M-$ddH-  f- $  k{k - $  --$ k{{ -  f- $p- $   --$pkp ----- - -'---  O  2 ,4%&=--- - -'---  *Q !!----- - -'---  yh  2 r6%&=--- - -'---  *Q !!----- - -'---  U   2 4%&=--- - -'---  *Q !!----- - -'---  oi  2 s5%&=--- - -'---  *Q !!--  - C~~//CC- 2  0%+D 2 P10%++D 2 20%++D 2 d30%++D 2 40%++D 2 x50%++D 2 60%++D 2 70%++D 2 80%++DRR2 pAgreeu3+++2 Disagree8'++++2 Not Sure8+3++------ -'--  "2 Level of Agreement/+)+/5/++D+/--- -'-- *Q !!- -'-- Kr ------ -'-- A #` C2 :m(Figure 15: Satisfaction With Department777#222<222277U7A272#P27--- -'-- Kr - -'-- Kr --  O VM - - -'-- - N WN - - -'-- - N WN - -   xg 2 f Spring 19992*******- - -'---  N WN - - -'---  N WN -  3f-   g 2  Spring 20002*******- - -'-- -  N WN - - -'-- -  N WN - -    Xg '2 F Fall 2000-Spring 2001.*****2*******- - -'-- - N WN - - -'-- - N WN - -   g *2  Summer 2002-Spring 20032*??*****2*******- - -'---  N WN - - -'---  Kr - - -'---  Kr --  -' ' 'ObjInfoWorkbookwSummaryInformation(DocumentSummaryInformation8 F\pperezh Ba= != "%<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"                + ) , *  !    `;Chart1 Department`it Spring 2000Fall 2000-Spring 2001AgreeDisagreeNot Sure Spring 1999Summer 2002-Spring 2003   FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` #l ` #l ` #l ` #l ` ""$ O3Gdd4l# 3Q:  Spring 1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: 2Summer 2002-Spring 2003Q ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FA 3O 3 b#M!   43*#M! M! M NM4%  >WM3OQ&Q (Level of Agreement'43" :,dd 3O !% M3OQ443_ M NM  MM< 444% |M*=3O&Q T(Figure 15: Satisfaction With Department'4%  WM13O& Q'4% WM13O& Q'4% ;WM13O& Q'4% M13O& Q'4%  WM13O& Q'4% WM13O& Q'4% M13O& Q'4% 9nWM13O& Q'4%  WM13O& Q'4% hWM13O& Q'4% %WM13O& Q'4% M13O& Q'4%  WM13O& Q'4% $WM13O& Q'4% RWM13O%& Q'4% M13O& Q'44eAgreeAgreeAgreeAgreeDisagreeDisagreeDisagreeDisagreeNot SureNot SureNot SureNot SureeGz?HzG?(\?q= ףp?q= ףp?333333?HzG?HzG?{Gz?Q?{Gz??e> Gd F  dMbP?_*+%"??U} } I     @Q@7@@ S@.@@ Q@;@@ P@;@@@P4***>@7 Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM43" :dde W3Oe % M3OQ443_ M NM  MM< 444% M 0M =3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44e Satisfied Satisfied Satisfied Satisfied! Dissatisfied! Dissatisfied! Dissatisfied! Dissatisfiede= ףp=?333333?)\(?333333?(\?333333??Q?e >@7 F  dMbP?_*+%"??U}   <@U@0@ T@2@ U@*@ U@0@P&$$  (   f   s ,A X)?? K]L`  "=! Excel.Chart.8:3>@7 F  dMbP?_*+%MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??U}   <@@W@@ V@$@ @V@&@ V@"@P&$$0(  f  s ,A T ?? K]L`# "DIO Excel.Chart.8!>@7 F  dMbP?_*+%"??U} m  <@@V@&@ U@*@ @W@@ V@$@P&$$@(  p  6NMM?K]`,$  F",$??3` ! ` !  ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O& Q4$% M 3O& Q4FAPM S 3OPM S 3 b#M!   43*#M! M! M NM43" :dd W3O % M3OQ443_ M NM  MM< 444% kM0M =3O&Q 6Figure 14: Recommend FIU'44eee >@7  FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` #l ` #l  ` #l  ` #l ` ""$0 0 3cdd4l# 3Q:  Spring 1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: 2Summer 2002-Spring 2003Q ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O& Q4FAW I3OV J3 b#M!   43*#M! M! 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M NM4% F pM3O3& Q Ratings'43" :dde W3Oe % M,3OQ4444% Md0M3O& Q F!Figure 13: Challenged to Do Best'44eee   >@7 SummaryInformation(DocumentSummaryInformation8TMBD0015333A!FlwlwOle evanscevanscMicrosoft Excel@Y{@?՜.+,0$ PXd lt| FIU Overall SatisfactionAcademic ExperienceChallenged to do BestChart4  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89qOh+'0@HXh evanscevanscMicrosoft Excel@Y{@CYIPRINT&#CompObjbObjInfoWorkbookA~@Y B   <''  Times New Romanww0-Times New Romanww0-------Times New Romanww0---Times New Romanww0----Times New Romanww0-----------------"System 0-'- <-- d!!-- -'--- <-- -'--- c!!- - $  R  - $  7 $ !-n -   m   rr R   WW 7  -- -'---  c!!-  $ R   - !-n $  7 $ -- -'-- - c!!- MM- $__\_- $__- ss- $_\\_-  -  $  BjB -  $__  _- - $ Bjj_ -  -  $rF-  $  rr - - $rFBF rr-  f-  $[[\[-  $[[- - $[\\[---- -'-- -  z  2 84%22S--- -'-- -  c!!---- -'-- -  ]e  2 82%22S--- -'-- -  c!!---- -'-- -  qGv  2 87%22S--- -'-- -  c!!---- -'-- -    2 84%22S--- -'-- -  c!!-  MM-   $h<=<-  $YYhhY- ss- $h<==Yhh-  -  $Z/-  $ZZ- - $Z/</ZZ-  -  $U U ~ R U -  $~U ~U - - $U ~ RR~U ~-  f-  $  h8 =8  -  $U U h h U - - $ h8 = =U h h---- -'-- -   VO  2 r\16% 22S--- -'-- -  c!!---- -'-- -   OJ  2 kW18% 22S--- -'-- -  c!!---- -'-- -   `*   2 |7 13% 22S--- -'-- -  c!!---- -'-- -   c   2  16% 22S--- -'-- -  c!!- - -   7  m m R R 7 7- 2 s0%/N 2 6D20%K//N 2 D40%K//N 2 D60%K//N 2 D80%K//N 2 100%///N R     R  R 2 &FPositive4/%.*2 &NegativeD*.*.*-----'--  RU  2 RatingseD/4/%---'--  c!!--'--  <-----'--   <" B2 V/'Figure 12: Overall Academic Experience<28,,22!N2,,2H,28,R,C28,,,8,,---'--  <--'--  <--  "-n -- -'-- -   .o -- -'-- -   .o -  -    S  2 @ 1999****-- -'-- -   .o -- -'-- -   .o -  -     2  Spring 2000.*))****-- -'-- -   .o -- -'-- -   .o -  -    M '2 : Fall 2000-Spring 2001.%****.*))****-- -'-- -   .o -- -'-- -   .o -  -     2  3-year Average*(%%;)%%)%-- -'-- -   .o -- -'-- -  <-- -'-- -  <-  -   d!!-- ' < '  '                        ! # 7 c % & ' ( ) * + , - . / 0 1 2 3 4 5 6  9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~ @\pevansc Ba==D%<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  !    `Chart3g)Overall Satisfaction5Academic ExperienceASheet3`ibZ  3  @@  p  Spring 2000Fall 2000-Spring 2001 Satisfied Dissatisfied3-year AveragePositiveNegative   @MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??3` !  ` ! ` ! ` # ` # ` # ` # 3d! 23 M NM4 3Q:  1999Q ;Q ;Q3_ O   MM< 4E4 3Q:  Spring 2000Q ;Q ;Q3_ O   MM< 4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_ O   MM< 4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAA 3OA 3 b#M&!   43*#M&! M! M NM4% ) `M3O6&Q Ratings'43" :dd \3O % M,3O&Q443_ M NM  MM< 444% FJM3O&Q R'Figure 12: Overall Academic Experience'4% upM#3O!&Q'4% M#3O!&Q'4% M#3O&Q'4% y^M#3O!&Q'4% M#3O!&Q'4% M#3O&Q'4% d M#3O&|!&Q'4% M#3O !&Q'4% M#3O&Q'4% N M#3O:!&Q'4% M#3OT!&Q'4% M#3O&Q'44ePositivePositivePositivePositiveNegativeNegativeNegativeNegativeezG?= ףp=?ףp= ?zG?{Gz? ףp= ?p= ף?{Gz?e> {G @  dMbP?_*+%"??U} I}    <@T@1@ @U@.@ V@$@ @U@,@P&$$(  p  6NMM?"i]`F  @"F??3` ! ` ! ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM43" :dde W3Oe % M,3OQ443_ M NM  MM< 444% M 0M3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44eee >@7 @  dMbP?_*+%"??OU}   <@U@0@ T@2@ U@*@ U@0@P&$$ (  p  6NMM?x]`F  @"F??3` ! ` !  ` !  ` ! п3d.23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAHD3 \ 3OHD2 \ 3 b#M!   43*#M! M! M NM4% `" 0M3OA& Q Ratings'43" :ddm W3Om % M,3OQ443_ M NM  MM< 444% :M+0M3O&Q BFigure 12: Academic Experience'44eee >@7 @  dMbP?_*+%"??AU>@7 SummaryInformation(DocumentSummaryInformation8HSummaryInformation(DocumentSummaryInformation8x՜.+,0 PXd lt| FIU Overall SatisfactionAcademic ExperienceSheet3Chart3  WorksheetsChartsOh+'0@HXh evanscperezhMicrosoft Excel@Y{@^՜.+,0H PXd lt| FIU Overall SatisfactionAcademic experience Challenged Recommend DepartmentGood TeachersChart1  WorksheetsCharts_1136355444!FlwwOle PRINT$ .$CompObjb    !"#%&'()*-0124567:>ABCEFGHILOPQSTUVWYZ[]^_`abehijlmnoruvwyz{|~ !FMicrosoft Excel ChartBiff8Excel.Chart.89q !FMicrosoft Excel ChartBiff8Excel.Chart.89q ^\@  N  5=  '' Arial-Arial-"Systemp6----------}Arial-----------{ Arial----------------------------------'- 4<-'- 4<-'- !!-- $z   z z -$z -X z $ XX   -z      ? k k 00g-XX-- -'--- !!-  $ z z   - $z -X z $ XX  -- -'-- - !!-MM- $:: : :: - $: ::: : - ss- $:a:- M3- $: i : 3f- $:: :ii: :: - s&M-$i:ii-  f- $: i<< : - $: ii: : --$i<ii-  f- $:  : - $: : : --$<------ -'---  bn>  2 Q52%JJv---- -'---  !!------ -'---  /R  2 t67%JJv---- -'---  !!------ -'---  ! 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M! M NM43" :dde W3Oe % M3OQ443_ M NM  MM< 444% M 0M =3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44e Satisfied Satisfied Satisfied Satisfied! Dissatisfied! Dissatisfied! Dissatisfied! Dissatisfiede= ףp=?333333?)\(?333333?(\?333333??Q?e >@7 F  dMbP?_*+%"??U}   <@U@0@ T@2@ U@*@ U@0@P&$$  (   f   s ,A X)?? K]L`0 [ "0@-z, Excel.Chart.8:3>@7 F  dMbP?_*+%MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??U}   <@@W@@ V@$@ @V@&@ V@"@P&$$0(  f  s ,A T ?? K]L`#[ "K-, Excel.Chart.8!>@7 F  dMbP?_*+%"??U} m  <@@V@&@ U@*@ @W@@ V@$@P&$$@(  p  6NMM?K]`L$[  F"L$??3` ! ` !  ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O& Q4$% M 3O& Q4FAPM S 3OPM S 3 b#M!   43*#M! M! 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M NM4% " K0M3O&Q (Level of Agreement'43" :ddk W3Ok % M,3OQ443_ M NM  MM< 444% M 0M3OS&Q V)Figure 16: Professors Were Good Teachers'44eee >@7 @  dMbP?_*+%"??PU} m    J@H@ P@@@ P@>@ P&$$$p(  p  6NMM?i]`(  @"??3` ! ` ! ` ! ` ! 迪п3d <23 M NM4 3Q:  Spring 1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: Q ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FAHjd t 3OHje u 3 b#M!   43*#M! M! M NM4% _t M3O:&Q Ratings'43" :ddo W3Oo % M,3OQ443_ M NM  MM< 444%  M 0M3OT&Q b/Figure 17: Availability of Research Facilities'44ePositivePositivePositivePositiveNegativeNegativeNegativeNegativeep= ף?q= ףp?q= ףp?Q?Q?333333?e >@7 eee >@7 PRINT l#CompObjbObjInfoWorkbook cL M ~@Y 9   <''  Times New Romanww0-Times New Romanww0-------Times New Romanww0---Times New Romanww0----Times New Romanww0-----Arialw@ ;ww0--------------"System 0-'- <-- d!!- - -'--- <- - -'--- c!!- - ${{ {o {- ${{g{{${ {{'3 - {{{ p{ {vv l{ {rr g{ - - -'---  c!!-  $ {o {{ {- '3 ${{g{{${ {{- - -'-- - c!!- MM- $q.A.- $55qq5- ss- $q.AuA5qq- -  $U-  $- - $U.U- - $aa[a- $aa- - $a[[a- f-  $~YNY-  $aa~~a- - $~YNNa~~--- - -'-- - yI  2 V93%22S-- - -'-- - c!!--- - -'-- - t3  2 @90%22S-- - -'-- - c!!--- - -'-- - s  2 89%22S-- - -'-- - c!!--- - -'-- - Y  2 91%22S-- - -'-- - c!!- MM-  $' x' - $///- ss- $' xnx/- -  $   ^  -  $  - - $  ^' ^ - - $Z Z  W Z - $  Z Z  - - $Z  W W Z - f-  $  S dS  -  $Z Z   Z - - $ S d dZ  --- - -'-- - \  2 i6%2S-- - -'-- - c!!---- - -'-- -     2  10% 88Y-- - -'-- - c!!---- - -'-- -     2  11% 22S-- - -'-- - c!!--- - -'-- -     2  9%2S-- - -'-- - c!!- - - { g{{kp{pk{kl{lk{kg{gk- 2 0%0P 2 820%00P 2 40%00P 2 460%00P 2 80%00P 2 /100%000P{o {{uuo o 2 Positive50%/+2 NegativeE+/+/+---- -'--  R 2 RatingseE0 50%-- -'--  c!!- -'--  <---- -'--  z < 92 V!Figure 13: Challenged to Do Best<28,,22!H82,82,8!2H2C,'!-- -'--  <- -'--  <--  (3 - - -'-- -  &4 - - -'-- -  &4 - -    Y  2 F 1999****- - -'-- - &4 - - -'-- - &4 - -     2  Spring 2000.*))****- - -'---  &4 - - -'---  &4 -  -   S '2 @ Fall 2000-Spring 2001.%****.*))****- - -'-- -  &4 - - -'-- -  &4 - -     2  3-year Average*(%%;)%%)%- - -'-- - &4 - - -'-- - <- - -'-- - <- -   d!!--  ' < '  ' @\pevansc Ba==D%<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  !    ` Chart4B)Overall Satisfaction4Academic Experience@Challenged to do Best`ijb(3  @@  p Spring 2000Fall 2000-Spring 2001 Satisfied Dissatisfied3-year AveragePositiveNegative   @MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??3` ! ` ! ` ! ` # ` # ` # ` # 3d;(23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_ O   MM< 4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_ O   MM< 4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FAAcZ= 3OAcZ= 3 b#M&!   43*#M&! M! M NM4%  `M3O6&Q Ratings'43" :dd* &\3O* &% M,3O&Q443_ M MM  MM< 444% JM3O&Q F!Figure 13: Challenged to Do Best'4% RM#3O&Q'4% aM#3O!&Q'4% M#3O&Q'4% C M#3O&Q'4% RM#3O!&Q'4% ; M#3O!&Q'4% )M#3O!&Q'4% M#3O&Q'4% F ?M#3O &Q'4% QM#3ON!&Q'4% M#3O&Q'44ePositivePositivePositivePositiveNegativeNegativeNegativeNegativee(\??{Gz?Q?Q??)\(? ףp= ?e>  ףp @  dMbP?_*+%"??U} I}    <@T@1@ @U@.@ V@$@ @U@,@P&$$(  p  6NMM?"i]`HA  @"HA??3` ! ` ! ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM43" :dde W3Oe % M,3OQ443_ M NM  MM< 444% M 0M3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44eee >@7 @  dMbP?_*+%"??OU}   <@U@0@ T@2@ U@*@ U@0@P&$$ (  p  6NMM?x]`A  @"A??3` ! ` !  ` !  ` ! п3d.23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAHD3 \ 3OHD2 \ 3 b#M!   43*#M! M! M NM4% `" 0M3OA& Q Ratings'43" :ddm W3Om % M,3OQ443_ M NM  MM< 444% :M+0M3O&Q BFigure 12: Academic Experience'44eee >@7 @  dMbP?_*+%"??AU}   <@@W@@ V@$@ @V@&@ V@"@P&$$0 (   p  6NMM?'i`]`K  @"K??3` ! ` !  ` ! ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM4% F pM3O3& Q Ratings'43" :dde W3Oe % M,3OQ4444% Md0M3O& Q F!Figure 13: Challenged to Do Best'44eee   >@7 SummaryInformation(DocumentSummaryInformation8 TMBD0015333A!FwwOle Oh+'0@HXh evanscevanscMicrosoft Excel@Y{@?՜.+,0$ PXd lt| FIU Overall SatisfactionAcademic ExperienceChallenged to do BestChart4  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89qOh+'0@HXh PRINT &#CompObjbObjInfoWorkbook A~@Y B   <''  Times New Romanww0-Times New Romanww0-------Times New Romanww0---Times New Romanww0----Times New Romanww0-----------------"System 0-'- <-- d!!-- -'--- <-- -'--- c!!- - $  R  - $  7 $ !-n -   m   rr R   WW 7  -- -'---  c!!-  $ R   - !-n $  7 $ -- -'-- - c!!- MM- $__\_- $__- ss- $_\\_-  -  $  BjB -  $__  _- - $ Bjj_ -  -  $rF-  $  rr - - $rFBF rr-  f-  $[[\[-  $[[- - $[\\[---- -'-- -  z  2 84%22S--- -'-- -  c!!---- -'-- -  ]e  2 82%22S--- -'-- -  c!!---- -'-- -  qGv  2 87%22S--- -'-- -  c!!---- -'-- -    2 84%22S--- -'-- -  c!!-  MM-   $h<=<-  $YYhhY- ss- $h<==Yhh-  -  $Z/-  $ZZ- - $Z/</ZZ-  -  $U U ~ R U -  $~U ~U - - $U ~ RR~U ~-  f-  $  h8 =8  -  $U U h h U - - $ h8 = =U h h---- -'-- -   VO  2 r\16% 22S--- -'-- -  c!!---- -'-- -   OJ  2 kW18% 22S--- -'-- -  c!!---- -'-- -   `*   2 |7 13% 22S--- -'-- -  c!!---- -'-- -   c   2  16% 22S--- -'-- -  c!!- - -   7  m m R R 7 7- 2 s0%/N 2 6D20%K//N 2 D40%K//N 2 D60%K//N 2 D80%K//N 2 100%///N R     R  R 2 &FPositive4/%.*2 &NegativeD*.*.*-----'--  RU  2 RatingseD/4/%---'--  c!!--'--  <-----'--   <" B2 V/'Figure 12: Overall Academic Experience<28,,22!N2,,2H,28,R,C28,,,8,,---'--  <--'--  <--  "-n -- -'-- -   .o -- -'-- -   .o -  -    S  2 @ 1999****-- -'-- -   .o -- -'-- -   .o -  -     2  Spring 2000.*))****-- -'-- -   .o -- -'-- -   .o -  -    M '2 : Fall 2000-Spring 2001.%****.*))****-- -'-- -   .o -- -'-- -   .o -  -     2  3-year Average*(%%;)%%)%-- -'-- -   .o -- -'-- -  <-- -'-- -  <-  -   d!!-- ' < '  ' @\pevansc Ba==D%<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  !    `Chart3g)Overall Satisfaction5Academic ExperienceASheet3`ibZ  3  @@  p  Spring 2000Fall 2000-Spring 2001 Satisfied Dissatisfied3-year AveragePositiveNegative   @MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??3` !  ` ! ` ! ` # ` # ` # ` # 3d! 23 M NM4 3Q:  1999Q ;Q ;Q3_ O   MM< 4E4 3Q:  Spring 2000Q ;Q ;Q3_ O   MM< 4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_ O   MM< 4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAA 3OA 3 b#M&!   43*#M&! M! M NM4% ) `M3O6&Q Ratings'43" :dd \3O % M,3O&Q443_ M NM  MM< 444% FJM3O&Q R'Figure 12: Overall Academic Experience'4% upM#3O!&Q'4% M#3O!&Q'4% M#3O&Q'4% y^M#3O!&Q'4% M#3O!&Q'4% M#3O&Q'4% d M#3O&|!&Q'4% M#3O !&Q'4% M#3O&Q'4% N M#3O:!&Q'4% M#3OT!&Q'4% M#3O&Q'44ePositivePositivePositivePositiveNegativeNegativeNegativeNegativeezG?= ףp=?ףp= ?zG?{Gz? ףp= ?p= ף?{Gz?e> {G @  dMbP?_*+%"??U} I}    <@T@1@ @U@.@ V@$@ @U@,@P&$$(  p  6NMM?"i]`F  @"F??3` ! ` ! ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM43" :dde W3Oe % M,3OQ443_ M NM  MM< 444% M 0M3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44eee >@7 @  dMbP?_*+%"??OU}   <@U@0@ T@2@ U@*@ U@0@P&$$ (  p  6NMM?x]`F  @"F??3` ! ` !  ` !  ` ! п3d.23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O& Q4$% M 3O& Q4FAHD3 \ 3OHD2 \ 3 b#M!   43*#M! M! M NM4% `" 0M3OA& Q Ratings'43" :ddm W3Om % M,3OQ443_ M NM  MM< 444% :M+0M3O&Q BFigure 12: Academic Experience'44eee >@7 @  dMbP?_*+%"??AU>@7 SummaryInformation(DocumentSummaryInformation8HSummaryInformation( DocumentSummaryInformation8$evanscevanscMicrosoft Excel@Y{@CYI՜.+,0 PXd lt| FIU Overall SatisfactionAcademic ExperienceSheet3Chart3  WorksheetsChartsOh+'0@HXh evanscperezhMicrosoft Excel@Y{@r(˽՜.+,0` PXd lt| &FIU Overall SatisfactionAcademic experience Challenged Recommend DepartmentGood TeachersResearch FacilitiesChart1  WorksheetsCharts !FMicrosoft Excel ChartBiff8Excel.Chart.89qOh+'0@_1132985300!FwwOle +PRINT %CompObj,b                          ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~  >}! H    '' Arial-Arial-"System0p6----------Arial-----Arial------ Arial--------------------------------------'- -'- -'- !!-- $P} }D -$wPP}$P}P  }P}a -}P} LP ePe 4P LPL P 4P4 P wP - - -'--- !!-  $ }D P} }-a $wPP}$P}P  }P}- - -'-- - !!-MM- $"}"- $fff- ss- $"}}f- M3- $}3f- $- s&M-$}"}-  f- $  << - $  --$ < ----- - -'---  k?  2 J75%,,F--- - -'---  !!----- - -'---  `   2 75%,,F--- - -'---  !!----- - -'---  wv  2 67%,,F--- - -'---  !!-  MM-  $lll- $ll-ss-$ll-  M3- $z(V(3f- $llzzl-s&M-$z(VVlzz-  f- $wR- $ww--$wR(Rww----- - -'---  n  2 12%,,F--- - -'---  !!----- - -'---  O4  2 23%,,F--- - -'---  !!----- - -'---  K2  2 =5%,F--- - -'---  !!-  MM-  $- $XXX-ss-$X-  M3- $rrr3f- $rr-s&M-$rr-  f- $4. . - $rr44r--$4. r44----- - -'---   `W  2 tb13%,,F--- - -'---  !!----- - -'---  N  2 %1%,F--- - -'---  !!----- - -'---  O y  2 28%,,F--- - -'---  !!--  - wLL44ww- 2 00%3R 2 10%33R 2 20%33R 2 30%33R 2 r40%33R 2 50%33R 2 Y60%33R 2 70%33R 2 A80%33RD QQD D 2 Agreeu=4332 DisagreeB.34332 RNot SureB3=33------ -'-- 'D "2 Level of Agreement83238?8$33R38--- -'-- !!- -'-- ------ -'--  " H2 ; +Figure 18: Professors Were Good Researchers==='888"C'=!888='8_8'8N===H8888'8=8'8--- -'-- - -'-- --  b - - -'-- - ` - - -'-- - ` - -  <A  2 V Spring 2000;1111111- - -'---  ` - - -'---  ` -  3f-  A  '2 qV Fall 2000-Spring 2001611111;1111111- - -'-- -  ` - - -'-- -  ` - -   >A  *2 V Summer 2002-Spring 2003;1JJ11111;1111111- - -'-- - ` - - -'-- - - - -'-- - - - -' ' 'ObjInfo.Workbook MSummaryInformation(/DocumentSummaryInformation83 F\pperezh Ba=   = '$&<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"                + ) , *  !    `@Chart1@ Researchers&`if Spring 2000Fall 2000-Spring 2001AgreeDisagreeNot SureSummer 2002-Spring 2003   FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` H!m ` H!m ` H!m ` !( ` H!m 3dO 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: 2Summer 2002-Spring 2003Q ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FA7 3O6 3 b#M!   43*#M! M! M NM4%  eM3O&Q (Level of Agreement'43" :dd  I3O % M3OQ443_ M NM  MM< 444% { qM*=3Oi& Q Z+Figure 18: Professors Were Good Researchers'4% P%M13O&Q'4% %M13O&Q'4% %M13O&Q'4% M13O&Q'4% '~%M13O&Q'4% ]%M13O&Q'4% [ %M13O &Q'4% M13O&Q'4% %M13O&Q'4% N %M13O &Q'4%  %M13O&Q'4% M13O&Q'44eAgreeAgreeAgreeDisagreeDisagreeDisagreeNot SureNot SureNot Suree??q= ףp?Q?q= ףp??p= ף?{Gz?Q?e> Q F  dMbP?_*+%"??U} m    ?(@*@ ?7@? P@@<@ <4**>@7 dMbP?_*+%"??U} I}    <@T@1@ @U@.@ V@$@ @U@,@P&$$(  p  6NMM?"i]`$  F"$??3` ! ` ! ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O&Q4$% M 3O&Q4FAH S 3OH S 3 b#M!   43*#M! M! M NM43" :dde W3Oe % M3OQ443_ M NM  MM< 444% M 0M =3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44e Satisfied Satisfied Satisfied Satisfied! Dissatisfied! Dissatisfied! Dissatisfied! 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M NM4% : M3O:&Q Ratings'43" :dda "3Oa % M,3OQ443_ M NM  MM< 444% hM 0M3O&Q d0Figure 19: Research Quality In Graduate Program'44eee >@7 dda "3Oa % M,3OQ443_ M NM  MM< 444% hM 0M3O&Q d0Figure 19: Research Quality In Graduate Program'44eee >@7 e $$>@7 ~@Y 9   <''  Times New Romanww0-Times New Romanww0-------Times New Romanww0---Times New Romanww0----Times New Romanww0-----Arialw@ ;ww0--------------"System 0-'- <-- d!!- - -'--- <- - -'--- c!!- - ${{ {o {- ${{g{{${ {{'3 - {{{ p{ {vv l{ {rr g{ - - -'---  c!!-  $ {o {{ {- '3 ${{g{{${ {{- - -'-- - c!!- MM- $q.A.- $55qq5- ss- $q.AuA5qq- -  $U-  $- - $U.U- - $aa[a- $aa- - $a[[a- f-  $~YNY-  $aa~~a- - $~YNNa~~--- - -'-- - yI  2 V93%22S-- - -'-- - c!!--- - -'-- - t3  2 @90%22S-- - -'-- - c!!--- - -'-- - s  2 89%22S-- - -'-- - c!!--- - -'-- - Y  2 91%22S-- - -'-- - c!!- MM-  $' x' - $///- ss- $' xnx/- -  $   ^  -  $  - - $  ^' ^ - - $Z Z  W Z - $  Z Z  - - $Z  W W Z - f-  $  S dS  -  $Z Z   Z - - $ S d dZ  --- - -'-- - \  2 i6%2S-- - -'-- - c!!---- - -'-- -     2  10% 88Y-- - -'-- - c!!---- - -'-- -     2  11% 22S-- - -'-- - c!!--- - -'-- -     2  9%2S-- - -'-- - c!!- - - { g{{kp{pk{kl{lk{kg{gk- 2 0%0P 2 820%00P 2 40%00P 2 460%00P 2 80%00P 2 /100%000P{o {{uuo o 2 Positive50%/+2 NegativeE+/+/+---- -'--  R 2 RatingseE0 50%-- -'--  c!!- -'--  <---- -'--  z < 92 V!Figure 13: Challenged to Do Best<28,,22!H82,82,8!2H2C,'!-- -'--  <- -'--  <--  (3 - - -'-- -  &4 - - -'-- -  &4 - -    Y  2 F 1999****- - -'-- - &4 - - -'-- - &4 - -     2  Spring 2000.*))****- - -'---  &4 - - -'---  &4 -  -   S '2 @ Fall 2000-Spring 2001.%****.*))****- - -'-- -  &4 - - -'-- -  &4 - -     2  3-year Average*(%%;)%%)%- - -'-- - &4 - - -'-- - <- - -'-- - <- -   d!!--  ' < '  'CompObj=bObjInfo?Workbook cLSummaryInformation(@                          " 5 W $ % & ' ( ) * + , - . / 0 1 2 3 4 X 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V Y [ Z l ] ^ _ ` a b c d e f g h i j k o p q r s t u v w x y z { | } ~  @\pevansc Ba==D%<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  !    ` Chart4B)Overall Satisfaction4Academic Experience@Challenged to do Best`ijb(3  @@  p Spring 2000Fall 2000-Spring 2001 Satisfied Dissatisfied3-year AveragePositiveNegative   @MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??3` ! ` ! ` ! ` # ` # ` # ` # 3d;(23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_ O   MM< 4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_ O   MM< 4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FAAcZ= 3OAcZ= 3 b#M&!   43*#M&! 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M NM43" :dde W3Oe % tM3OQ443_ M NM  MM< 444% M 0M =3O&Q p6Figure 11: Overall Satisfaction With Graduate Program'44e Satisfied Satisfied Satisfied Satisfied! Dissatisfied! Dissatisfied! Dissatisfied! Dissatisfiede= ףp=?333333?)\(?333333?(\?333333??Q?e >@7 F  dMbP?_*+%"??U}   <@U@0@ T@2@ U@*@ U@0@P&$$  (   f   s ,A X)?? K]L` L "XK Excel.Chart.8:3>@7 F  dMbP?_*+%MHP LaserJet 5Si/5Si MX PS S odXXLetterPRIV0''''\ \KhC3A,\ IUPHd [none] [none]4Pd?NTINSTAL"dXX??U}   <@@W@@ V@$@ @V@&@ V@"@P&$$0(  f  s ,A T ?? K]L`$L "K Excel.Chart.8!>@7 F  dMbP?_*+%"??U} m  <@@V@&@ U@*@ @W@@ V@$@P&$$@(  p  6NMM?K]`%L  F"%??3` ! ` !  ` ! п3d23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D $% M 3O& Q4$% M 3O& Q4FAPM S 3OPM S 3 b#M!   43*#M! M! 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M NM4% " K0M3O&Q (Level of Agreement'43" :ddk W3Ok % M3OQ443_ M NM  MM< 444% M 0M =3OS&Q V)Figure 16: Professors Were Good Teachers'44eee >@7 F  dMbP?_*+%"??PU} m  <@>@H@ P@@@ P@>@ K@>@P&$$p(  p  6NMM?i]`L-L  F"L-??3` ! ` ! ` ! ` ! 迪п3d <23 M NM4 3Q:  1999Q ;Q ;Q3_4E4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  3-year AverageQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FAHjd t 3OHje u 3 b#M!   43*#M! M! M NM4% ua M3O:&Q Ratings'43" :ddo W3Oo % M3OQ443_ M NM  MM< 444%  M 0M =3OT&Q b/Figure 17: Availability of Research Facilities'44eee >@7 F  dMbP?_*+%"??AU} m    ?(@*@ ?7@?  ?2@@ <4** (   p  6NMM?ip]`/L  F"/??3` ! ` ! ` ! ` ! п3d@23 M NM4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  2-year AverageQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FAHD 3OHD 3 b#M!   43*#M! M! M NM4% oa M3O&Q (Level of Agreement'43" :ddm 3Om % M3OQ443_ M NM  MM< 444% M8 0M =3Om&Q \,Figure 18: Professors Were Good Researchers'44eee   >@7 F  dMbP?_*+%"??PU}    Q@>@ Q@?  Q@<@ <&$$$(  $p $ 6NMM?7i`]`7L  F"7??3` ! ` ! ` ! ` ! п3d7""23 M NM4 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q:  2-year AverageQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FAAj" 3OAj! 3 b#M!   43*#M! M! M NM4% : M3O:&Q Ratings'43" :dda "3Oa % M3OQ443_ M NM  MM< 444% hM 0M =3O&Q d0Figure 19: Research Quality In Graduate Program'44eee >@7  FMHP LaserJet 5Si MX - Near4C odXXLetter DINU"4"dXX??3` "l ` "l  ` "l !` "l "` l(m#3dt/J) 3Q:  Spring 2000Q ;Q ;Q3_4E4 3Q: .Fall 2000-Spring 2001Q ;Q ;Q3_4E4 3Q: 2Summer 2002-Spring 2003Q ;Q ;Q3_4E4D$% M 3O&"Q4$% M 3O&!Q4FA\0 D 3O\1 D 3 b#M!   43*#M! M! 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