Announcing: The Office of Academic Effectiveness

Effective February 1, a reorganization inside the Office of the Provost will officially establish the new Office of Academic Effectiveness (OAE), a move that shifts academic assessment, academic program review and planning, and accreditation duties into a stand-alone office reporting directly to the provost. The reorganization centralizes the coordination and oversight of these initiatives and is part of an overall academic-effectiveness strategy devised after our SACSCOC reaffirmation of accreditation last year. Through the use of vacant positions and currently allocated resources, we are able to establish OAE with very limited additional resources.

The OAE will be led by the associate provost for academic effectiveness — a new position — who will work with and support the academic leadership and administrative units on items including SACSCOC requirements and reporting, program accreditation, CIOS, assessment of student learning outcomes, APR, new-program development, and long-term planning, among others. A search committee will begin working immediately to fill the new associate provost position.

Find out more.

2016 CIOS Normative Data

The Office of Assessment has processed the 2015-2016 Course/Instructor Opinion Survey (CIOS) results for the Institute. For 69 academic terms (39 quarters and 30 semesters—excluding summer sessions), the Institute has been collecting data and reporting descriptive statistics that provide a basis for interpreting individual ratings. The reports are available at <>

The original survey was designed in 1986 and consisted of 26 questions, later reduced to 24 by eliminating questions about students’ gender and ethnicity. In Fall 2011, a streamlined CIOS was implemented, which was designed by representatives of faculty, students, and administration. This new version reduced the number of core questions from 24 to 10 and eliminated cluster scores. In Summer 2011, representatives of faculty, students, and administration again met to assess the survey and revised it to better reflect the literature on survey design and to improve the quality of feedback for instructors.

The following report focuses on survey Item 10: Considering everything, the instructor was an effective teacher. This question has been maintained in the same form throughout all versions of CIOS. To provide the most meaningful comparisons with individual scores, statistics are reported for each term in the academic year and with cumulative results since Fall 2001. This format enables faculty to compare their scores with distributions for specific semesters and for multi-year periods. Central tendencies and distributions of the question are reported by class size category and by college, as well as for the entire Institute. Experience and general research confirm that class size is a primary variable explaining significant differences in ratings. The following notation may help you interpret the report:

  • N” is the number of classes in a particular population frame.
  • “Median” is the middle value of an ordered array of classes’ interpolated median scores.
  • Columns “Cut 1,” “Cut 2,” “Cut 3,” and “Cut 4” indicate the quintile values (20th, 40th, 60th, and 80th percentiles) in the distribution. These values are also drawn on the accompanying charts for the cumulative distribution.
  • Values range from 1 to 5, where 1 is “strongly disagree” and 5 is “strongly agree.”

We trust that these data are helpful to you. If you have any questions, feel free to contact Dr. Joe Ludlum at 404.385.1292 or <>



Summer/Fall 2015 Career and Salary Survey Results

Based on your feedback, the Office of Assessment is pleased to announce two new features to the Career and Salary Survey results page in ADORS—the Office of Assessment’s survey data warehouse: < >.

  • New menu selection—once you select the Career and Salary Survey and the report (Means, Frequencies, or Salary Report), you may then select the graduation term(s) to be reported.
  • Multiple semesters—you may combine the data into a larger pool of responses by selecting multiple semesters [CNTRL + click]. The Salary Report, which can be accessed directly by students, also offers this new function.

Additionally, the results of the Summer/Fall 2015 Career and Salary Survey have been added to ADORs. The survey was administered online to 2,778 BS- and MS-level students who were scheduled to graduate in Summer and Fall 2015.

A total of 1,338 students completed the survey, for a response rate of 49.3%. The BS response rate was 57.6%, while the MS response rate was 39.8%. The survey results are representative of the GT graduating population by gender, college, and citizenship. MS results are also representative by ethnicity.

Highlights from the Summer/Fall 2015 Career and Salary Survey:

  • The percentage of job-seeking Georgia Tech BS recipients who reported having a job at graduation was 71.5%, up from a low of 58.6% in 2011.
  • Placement among job-seeking Master’s degree recipients has remained relatively stable for the past three years, with placement at 72.3% in 2015.
  • Median reported salaries for Georgia Tech graduates have steadily increased to $67,000 for BS recipients in Summer/Fall 2015 from $60,000 in Fall 2011.
  • For MS recipients, median salaries have been stable for the past few years, at $86,000 for Summer/Fall 2015 Graduates.
  • Of the Georgia Tech BS graduates, 14.5% plan to pursue further education.
  • Over 86% of GT students who responded to the Career and Salary survey remained certain they would select Georgia Tech again to attend college. Approximately 88% of GT student respondents would recommend their program to future students who wanted to major in their field.

Additional results from the survey are available in the Office of Assessment’s survey data warehouse: < >.  Students may access the salary reports at:  < >.

If you have any questions about these data, you may contact Joe Ludlum at < >.

Georgia Tech Baccalaureate Alumni Survey 2015 Results

The Institute-level report of the results from our 2015 survey of baccalaureate graduates from 2009–2012 is now available. This survey project was undertaken to identify alumni satisfaction with preparation for employment and experiences at Georgia Tech, and represents a continuation of similar survey projects undertaken in 2001, 2004, 2007, and 2012.

The scale of the 2015 baccalaureate alumni survey (1,354 responses; 17.8 percent response rate) ensures that results may be disaggregated by college and in most cases by school or program. Detailed survey results will be available at < >, where GT faculty and staff can conduct comparisons of the present results to those of previous surveys.

Among the major findings of the survey:

  • The vast majority of undergraduate alumni (95.8 percent) said they would recommend Georgia Tech to a friend or relative, and 88.9 percent responded they would recommend their degree program to a friend or relative.
  • Nearly all (98.1 percent) respondents felt they had been prepared by Georgia Tech in their ability to think critically and logically.
  • Almost three-quarters (71.8 percent) of alumni from the 2015 survey felt they were prepared in their ability to practice their discipline in the context of another national culture, up from 42.7 percent in 2012.
  • An increase was noted in alumni feeling prepared with the ability to engage in entrepreneurial activities, with 56.1 percent in the 2015 survey, up from 42.2 percent in 2012.
  • The percentage of engineering alumni reporting that they had passed the Fundamentals of Engineering Examination rose from 17.3 percent in 2012 to 26.8 percent in 2015.
  • Of the 31.1 percent of 2015 respondents who completed or are currently pursuing additional education, 90.1 percent reported that their undergraduate GT program provided excellent or good preparation for graduate or professional study.
  • The percentage of 2015 GT alumni employed full-time remains very high at 91.8 percent of the survey respondents, with an additional 3.5 percent reporting self-employment.
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