Grads call Skidmore “life-changing,” “too expensive,” “the highlight of my life,” and a lot more, according to last year’s Alumni Learning Census that polled alumni in class years ending with 1 or 6. With the 2011 questionnaire now in the hands of the 2s and 7s, this winter’s Scope magazine will report on the first-round results. Fo now, here’s a preview:
Prof. Sarah Goodwin, Skidmore’s assessment coordinator, says, “I was pleased to see that alumni are so satisfied with some areas of their education that we also emphasize: writing well, communicating ideas confidently, developing a lifelong commitment to learning, and learning a subject in depth.” Those skills were among 34 that the alumni were asked to rank for their importance in their lives and for how much they were enhanced at Skidmore. Over all, responses were strongly positive, and three of the top-five items in importance—effective writing, lifelong learning, and responsibility for one’s own learning—were also in the top five for having been enhanced by the Skidmore experience.
“Working with people of different cultures” earned a 3.2 score. Goodwin says that rating against its 4.3 in importance “validates the high priority Skidmore is placing on increasing its diversity and on helping students develop a capacity to communicate and collaborate across differences.” Also, practicing “healthy living habits” got a 2.9 rating. For Goodwin and colleagues, “This is an area where strengthening our programming outside the curriculum will be crucial.”
For another angle on the chief findings, the survey firm charted six skills whose importance differed most widely from their enhanced-by scores. Healthy living and practical life management, oral communication, and appreciating and working with people of different cultures averaged about one point higher for importance than for how much they improved at Skidmore.
Hoping for a strong return rate from the 2s and 7s this winter, Goodwin says, “We’re eager to build the data set and apply this research to future adjustments in programs, curricula, and policies.”
