Spring 2017 Career and Salary Data Now Available

The Office of Assessment is pleased to announce that the Career and Salary Survey now includes data for BS and MS graduates through Spring 2017. The survey was administered online to 3,172 BS- and MS-level students who were scheduled to graduate in Spring 2017.  PhD data for AY 2017 is scheduled to be added this fall.

A total of 1,387 students completed the survey, for a response rate of 44.5%. The BS response rate was 52.1%, while the MS response rate was 29.8%. The survey results are representative of the GT graduating population for each degree level by sex, ethnicity, and citizenship.  Baccalaureate responses are representative by college, while Computing is over-represented, and Engineering somewhat under-represented at the MS-level.

Highlights from the Spring 2017 Career and Salary Survey:

  • The percentage of job-seeking Georgia Tech BS recipients who reported having a job at graduation was 75.9%, remaining stable over the past three years.
  • Placement among job-seeking Master’s degree recipients has come up slightly, with placement at 78.7% in 2017.
  • Median reported salaries for Georgia Tech graduates have increased steadily over the past few years, from $65,000 for BS recipients in Spring 2015 to $70,000 for BS recipients in Spring 2017.
  • For MS recipients, median salaries have shown a sharper increase, from $82,000 in Academic Year 2015 to $94,000 for AY 2017 Graduates.
  • Of the Georgia Tech BS graduates, 19.9% plan to pursue further education in the coming year.
  • Over 85% of GT students who responded to the Career and Salary survey remained certain they would select Georgia Tech again to attend college. A similar proportion 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: < www.adors.gatech.edu >.  Students may access the salary reports at:  < http://b.gatech.edu/1Tsp67O >.

If you have any questions about these data, you may contact Joe Ludlum at < joe.ludlum@gatech.edu >.

Survey of Earned Doctorates – AY 2016 data now available

The Survey of Earned Doctorates (SED) results in ADORs has been updated to include data from AY 2016.  A total of 524 students responded to the survey this year, representing 98.6% of doctoral degrees awarded during that period.

Among the general findings of the survey:

  • For those seeking employment after graduation (including postdocs), 61.8% reported having a job, either returning to existing employment, or with a commitment or contract.  An additional 15.1% were in contract negotiations at that time.
  • 47.0% of 2016 Doctorates who were “placed” at the time of the survey went into industry, and 30.8% were working at a higher education institution (college, university or medical school; US or foreign).  Another 11.7% were working for a university-affiliated research institute.
  • About 31.9% of 2016 grads were entering postdoc positions. This is up significantly from 2015 (24.4%) – closer to the 30% reported in previous years.

Detailed results are available for viewing or download at < http://www.adors.gatech.edu >.

If you have any questions or require any additional information, please contact Joe Ludlum at < joe.ludlum@gatech.edu >.

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 <https://www.academiceffectiveness.gatech.edu/resources/cios/norm_data/>

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 <joe.ludlum@gatech.edu>



AY 2016 Undergraduate, Masters, & PhD Exit Survey Results

The results of the AY2016 Undergraduate Exit Survey are available in the Assessment Data Online Retrieval System (ADORS). The survey is administered to students online as part of their degree petition process. A total of 2,083 students responded to the survey, representing 60.9% of the baccalaureate degree recipients for AY 2016. Detailed program results are available for viewing or download at < http://www.adors.gatech.edu >. The open-ended response and comment reports will be sent directly to program chairs in the coming weeks.

Among the general findings of the survey:

  • Respondents were generally quite pleased with their educational experiences at Georgia Tech, with 85.3% of respondents saying they would choose Georgia Tech again for college and 87.8% saying that they would recommend their program to someone who wanted to major in their field.
  • Most respondents rated faculty well on overall teaching ability (76.6 percent rating faculty good or excellent). A large majority of respondents gave high marks to faculty in terms of setting high expectations for learning (93%). Respondents felt the faculty encouraged students to be better learners, specifically encouraging students to devote sufficient time and energy to their course work (87.1%), and encouraged students to be active learners (76.2%). A slightly lower proportion (68.6%) indicated faculty showed concern for student learning.
  • In terms of interactions, respondents rated faculty highly on their responding to student questions or resolving problems (80.6%) and effectively communicated critical ideas and concepts (77.9%). Respondents were positive but not as strongly so about the extent to which instructors encouraged student-faculty interaction in and out of the classroom (63.4%) and provided frequent and prompt feedback (64.7%).
  • Respondents generally felt positive about the advising provided by their programs (76.3% rated overall advising as good or excellent). Respondents were happy with their access to advisors (83%) and their advising for degree requirements (79.4%). Respondents felt that career advising by programs was not as strong (64.8), but it is significantly higher than what was reported by AY 2015 graduates (60.7%).
  • Respondents felt their needs for career training were adequately or well met by their Georgia Tech education (81.4%). Respondents indicated their education specifically contributed to their management skills (87.2 percent rated somewhat or very much), leadership skills (88.2%), and their ability to work in multidisciplinary teams (85.7%). Respondents ratings of their education’s contribution to their entrepreneurial skills has increased (62.7%, up from 59.6% in AY2015).
  • Over 95 percent of respondents indicated their education at Georgia Tech had substantially contributed to helping them improve their problem-solving abilities; learn to think critically and logically; and to develop the skills to carry out projects independently. A majority of respondents also reported that their education at Georgia Tech improved their ability to work with individuals from diverse backgrounds (93.6%), and helped to improve their time management skills (92.7%) and oral communication skills (86.4%).


The results of the AY 2016 Master’s Exit Survey are now available in the Assessment Data Online Retrieval System (ADORS). This survey was administered to Master’s students in the weeks before their graduating term. A total of 833 students responded to the online survey in AY 2016, representing 36.3% of the terminal Master’s degrees awarded that year. Detailed program results are available for viewing or download at < http://www.adors.gatech.edu >. Individual student comments and responses to open-ended items will be forwarded to unit chairs in the coming weeks.

Among the findings of the survey:

  • A total of 86.6% of respondents indicated that they would recommend their program to a friend or relative, and 87.3% would choose Georgia Tech again if they had it to do over.
  • Respondents reported that their Georgia Tech education contributed to their understanding the technology in their discipline (95.8 percent indicating GT contributed somewhat or very much), designing systems or processes to meet desired needs (94.7%), and understanding the role of their discipline in solving global problems (90.3%).
  • Respondents felt their Georgia Tech education contributed somewhat or very much to their development of leadership (77.4%) and management skills (74.0%). Fewer respondents felt their education contributed to their entrepreneurial skills (56.6%).
  • Overall, respondents thought highly of the intellectual quality of the faculty (93.1% rating them as very good or excellent). Respondents also rated their instructors highly on their responsiveness to questions or resolving problems (90.6%) and showing concern for student learning (88.3%). They also felt faculty did a good job of incorporating teamwork (84.5%) and real-world applications into lessons (83.6%).
  • The majority of respondents indicated that Georgia Tech met their needs in intellectual growth (94.3% rating this adequately or very well met), but somewhat fewer felt similarly about career training (78.1%).
  • Regarding advising, respondents were overall satisfied with the assistance regarding degree requirements (81.6% rating this good or excellent), and ratings regarding the availability of advisors continues to improve (83.2%, up from 78.2% in 2014). Support in selecting concentration areas and electives appears to have leveled off (74.3%, compared to 76.6% in 2015 and 72.6% in 2014).
  • For those respondents that completed a thesis or project as part of their degree, large majorities said the advice from their advisor was somewhat or very helpful, from topic selection (94.0%), to the prospectus or proposal (89.9%), through thesis writing or project design (91.7%).


The results of the AY 2016 Doctoral Exit Survey are now available in the Assessment Data Online Retrieval System (ADORS). The survey is administered to Ph.D. students as part of the degree petition process.  A total of 506 students responded to the survey, representing 96% of the doctoral degrees awarded in AY 2016. Detailed program results are available for viewing or download at < http://www.adors.gatech.edu >. Individual student comments and responses to open-ended items will be forwarded to unit chairs in the coming days. We also expect to add 2016 data from the federal Survey of Earned Doctorates in the coming weeks.

Among the general findings of the survey:

  • Over 95% of respondents gave positive ratings to their academic and overall experience at Georgia Tech, as well as the overall quality of their programs. Additionally, 84.3 % of respondents indicated that they would recommend their program to a friend or relative.
  • Among respondents, over 98% indicated the intellectual quality of both faculty and fellow graduate students was good, very good, or excellent, and 89.4% gave similar ratings to the relationship between faculty and graduate students.
  • Respondents were satisfied with the quality of advice from their thesis advisor, with over 92% indicating the advice provided was helpful in topic selection, writing the thesis proposal, and throughout the research and writing process. Overall, 89.8% agreed that their thesis chair or advisor performed the role well.
  • Respondents also gave positive ratings to the quality of library and electronic resources (98.2% rating good, very good, or excellent), research facilities (95.7%), and graduate student office space (92.5%).
  • Over 90% of respondents indicated they have presented research away from campus, and 94% had scholarly works based on graduate research published or under review.