Follow Up Study Of the Class of 2000
*Published by The CBU Office Of Institutional Effectiveness

The data for this report was collected from February of 2001 through June of 2001. The information reflects the employment status of the year 2000 graduates from Christian Brothers University. Of the 272 graduates surveyed, we were able to obtain information from 76 (27.9%). Of these who responded, there were 19 from the graduate school programs, 57 from the undergraduate programs.

Frequencies:

Number of Students Surveyed 272
Total Responses Obtained 76

Number of Respondents by Gender

Male 27
Female 49

Number of Respondents by Program:

Day Program 46
Evening 11
Masters Programs 19

Number of Respondents by Degree Achieved:

Graduated With Bachelors Degree 57
Graduated With Masters Degree 19

Number of Respondents by School:

Arts 19
Business 24
Engineering 9
Science 5
All Masters Programs 19

Number of Respondents by Major:

ARTS

Education 3
English 2
English for Corporate Communications and Management 2
History 1
Psychology 11

ENGINEERING

Chemical/Biochemical Engineering 1
Civil/Environmental Engineering 1
Electrical/Computer Engineering 4
Mechanical Engineering 3

BUSINESS

Accounting 5
Economics/Finance 1
General Business 3
Information Technology Management 5
Management 5
Marketing 5

SCIENCES

Biology 5
 

Masters, Engineering Management 3
Executive Masters in Business Administration 3
Masters in Business Administration 10
Masters in Education 3

2000 Highlights

Employed (n=67)  
Underemployed (n=26 )  
Yes
38.8%
No
61.2%
Level of Satisfaction with Current Status (work, other, etc.) (n=69)  
Very Satisfied
34.8%
Satisfied
39.1%
Dissatisfied
23.2%
Very Dissatisfied
2.9%
Source of First Job (n=47)*  
Career Center
4.3%
Networking
38.3%
Internship/Co-op
9.7%
CBU Resume Referral
8.5%
CBU Corporate Resume Guide
0.0%
Employment Agency
4.3%
Internet Searches
23.4%
Job Fairs
4.3%
Classified Ads in Newspaper
8.5%
Placing Resume in National Database
0.0%
Direct Mail/Telemarketing/Cold Calls
4.3%
Job Listings in Trade/Professional Publications
0.0%

*Due to rounding, percent total not = 100.0

States of Current Employment, Study, and/or Residence:

STATE OF RESIDENCY
Number of Residents
Arkansas
3
Georgia
2
Indiana
1
Kansas
1
Louisiana
3
Mississippi
3
Missouri
2
New Hampshire
1
New York
1
Oklahoma
2
South Carolina
1
Tennessee
47
Texas
3
Wisconsin
1

Graduate School Information by Major
 
 
Completed Graduate Degree
Completed Some Graduate Education
Currently Attending Graduate School
Planning to Attend Graduate School
Have Not and Do Not Plan to Attend
Accounting (n=5)
0.0%
0.0%
60.0%
20.0%
20.0%
Biology (n=4)
0.0%
0.0%
50.0%
50.0%
0.0%
Chemical Engineering (n=1)
0.0%
0.0%
100.0%
0.0%
0.0%
Civil Engineering (n=1)
0.0%
0.0%
0.0%
100.0%
0.0%
Economics/Finance (n=1)
100.0%
0.0%
0.0%
0.0%
0.0%
Education (n=3)
0.0%
0.0%
0.0%
100.0%
0.0%
Electrical Engineering (n=4)
0.0%
0.0%
0.0%
75.0%
25.0%
English (n=2)
0.0%
0.0%
0.0%
50.0%
50.0%
ECCM (n=2)
0.0%
0.0%
0.0%
100.0%
0.0%
General Business (n=3)
33.0%
0.0%
0.0%
33.3%
33.3%
History (n=1)
0.0%
0.0%
100.0%
0.0%
0.0%
ITM (n=5)
0.0%
0.0%
0.0%
100.0%
0.0%
Management (n=5)
0.0%
0.0%
40.0%
20.0%
40.0%
Marketing (n=5)
0.0%
20.0%
0.0%
80.0%
0.0%
Mechanical Engineering (n=3)
0.0%
0.0%
66.7%
0.0%
33.3%
Psychology (n=11)
0.0%
9.1%
27.3%
45.4%
18.2%
Totals Undergraduate Population responding (n=56)
3.5%
3.5%
25.0%
51.9%
16.1%

 
 
 
 
Undergraduate  
2000
Currently Enrolled in Graduate School (n=56)  
25.0%
     
Leading Areas of Graduate Study:
1)
 MBA (n=2)
 
2)
 Psychology (n=2)
     
Schools of Graduate Study Attending:
1)
 University of Memphis (n=3)
 
2)
 CBU (n=2)
 
3)
 Georgia Tech (n=1)
 
4)
 Kansas State (n=1)
 
5)
 Notre Dame (n=1)
 
6)
 University of Arkansas (n=1)
 
7)
 UT– Knoxville (n=1)
 
8)
 University of Tulsa (n=1)
 
9)
 U of Wisconsin–Madison (n=1)
     
Used Career Center Services (n=54)    
Yes  
74.1%
No  
25.9%
     
Rating Of Overall Career Center Services (n=40)    
Excellent  
12.5%
Good  
37.5%
Fair  
22.5%
Poor  
22.5%
N/A  
2.5%
Did not respond  
2.5%

 
 
 

Program & School Totals for Class of 2000
 
 
All Bachelor Programs
All Masters Programs
School of Arts
School of Business
School of Engineering
School of Sciences
Employment
(n=48)
(n=19)
(n=19)
(n=24)
(n=9)
(n=5)
Level of Satisfaction with Current Job Status
(n=48)
(n=19)
(n=17)
(n=22)
(n=8)
(n=3)
Very Satisfied
29.2%
47.4%
29.4%
31.8%
37.5%
0.0%
Satisfied
41.7%
31.6%
47.1%
36.4%
50.0%
33.3%
Dissatisfied
25.0%
21.1%
17.6%
27.3%
12.5%
66.7%
Very Dissatisfied
4.1%
0.0%
5.9%
4.5%
0.0%
0.0%
             
Underemployed
(n=48)
(n=19)
(n=17)
(n=21)
(n=7)
(n=3)
Yes
45.8%
21.1%
41.2%
52.4%
28.6%
66.7%
No
54.2%
78.9%
58.8%
47.6%
71.4%
33.3%
             
Rating of Career Center (Overall)
(n=38)
(n=4)
(n=12)
(n=15)
(n=8)
(n=3)
Excellent
10.5%
0.0%
16.7%
13.3%
0.0%
0.0%
Good
39.5%
50.0%
41.7%
33.3%
37.5%
66.7%
Fair
23.7%
0.0%
25.0%
40.0%
0.0%
0.0%
Poor
23.7%
50.0%
16.7%
13.3%
50.0%
33.3%
N/A
2.6%
0.0%
0.0%
0.0%
12.5%
0.0%
             
Used Career Center Services
72.2%
21.1%
73.7%
65.2%
87.5%
75.0%
Percent Currently Enrolled in Graduate School:
25.0%
0.0%
20.0%
21.7%
33.3%
50.0%
 


School of Arts
Education
English
ECCM
History
    
Employment*
(n=3)
(n=2)
(n=2)
(n=1)
    
Level of Satisfaction with Current Job Status
(n=3)
(n=1)
(n=2)
(n=0)
    
Very Satisfied
100.0%
0.0%
0.0%
0.0%
    
Satisfied
0.0%
100.0%
50.0%
0.0%
    
Dissatisfied
0.0%
0.0%
50.0%
0.0%
    
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
    
             
Underemployed
(n=3)
(n=2)
(n=2)
(n=0)
    
Yes
0.0%
50.0%
50.0%
0.0%
    
No
100.0%
50.0%
50.0%
0.0%
    
             
Rating of Career Center (Overall)
(n=2)
(n=2)
(n=2)
(n=0)
    
Excellent
0.0%
0.0%
0.0%
0.0%
    
Good
100.0%
50.0%
0.0%
0.0%
    
Fair
0.0%
0.0%
50.0%
0.0%
    
Poor
0.0%
50.0%
50.0%
0.0%
    
N/A
0.0%
0.0%
0.0%
0.0%
    
             
Used Career Center Services
66.7%
100.0%
100.0%
0.0%
    
Percent Currently Enrolled in Graduate School:
0.0%
0.0%
0.0%
100.0%
    

*Based on total number of responses
 
 
 
School of Business
Accounting
Economics/Finance
General Business
ITM
Management
Marketing
Employment*
(n=5)
(n=1)
(n=3)
(n=5)
(n=5)
(n=5)
Level of Satisfaction with Current Job Status
(n=4)
(n=1)
(n=3)
(n=5)
(n=4)
(n=5)
Very Satisfied
20.0%
0.0%
33.3%
60.0%
50.0%
0.0%
Satisfied
40.0%
100.0%
66.7%
0.0%
25.0%
60.0%
Dissatisfied
40.0%
0.0%
0.0%
40.0%
25.0%
20.0%
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
0.0%
20.0%
             
Underemployed
(n=4)
(n=1)
(n=3)
(n=5)
(n=4)
(n=5)
Yes
50.0%
0.0%
66.7%
40.0%
50.0%
80.0%
No
50.0%
100.0%
33.3%
60.0%
50.0%
20.0%
             
Rating of Career Center (Overall)
(n=4)
(n=1)
(n=1)
(n=4)
(n=2)
(n=3)
Excellent
25.0%
0.0%
0.0%
0.0%
50.0%
0.0%
Good
25.0%
0.0%
100.0%
25.0%
0.0%
66.7%
Fair
50.0%
0.0%
0.0%
75.0%
50.0%
0.0%
Poor
0.0%
100.0%
0.0%
0.0%
0.0%
33.3%
N/A
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
             
Used Career Center Services
80.0%
100.0%
33.3%
80.0%
40.0%
60.0%
Percent Currently Enrolled in Graduate School:
40.0%
0.0%
0.0%
0.0%
60.0%
0.0%

*Based on total number of responses
 
School of Engineering
Chem/Biochem Engineering
Civil/Environ Engineering
Electric/Comp Engineering
Mechanical Engineering
Employment*
(n=1)
(n=1)
(n=4)
(n=3)
Level of Satisfaction with Current Job Status
(n=0)
(n=1)
(n=4)
(n=3)
Very Satisfied
0.0%
0.0%
50.0%
33.3%
Satisfied
0.0%
0.0%
50.0%
66.7%
Dissatisfied
0.0%
100.0%
0.0%
0.0%
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
         
Underemployed
(n=0)
(n=1)
(n=3)
(n=3)
Yes
0.0%
0.0%
33.3%
33.3%
No
0.0%
100.0%
66.7%
66.7%
         
Rating of Career Center (Overall)
(n=1)
(n=1)
(n=4)
(n=2)
Excellent
0.0%
0.0%
0.0%
0.0%
Good
0.0%
0.0%
75.0%
0.0%
Fair
0.0%
0.0%
0.0%
0.0%
Poor
100.0%
100.0%
0.0%
100.0%
N/A
0.0%
0.0%
25.0%
0.0%
         
Used Career Center Services
100.0%
100.0%
75.0%
66.7%
Percent Currently Enrolled in Graduate School:
100.0%
0.0%
0.0%
66.7%

*Based on total number of responses
 
 
 
School of Sciences
Biology
Employment*
(n=5)
Level of Satisfaction with Current Job Status
(n=3)
Very Satisfied
0.0%
Satisfied
33.3%
Dissatisfied
66.7%
Very Dissatisfied
0.0%
   
Underemployed
(n=3)
Yes
66.7%
No
33.3%
   
Rating of Career Center (Overall)
(n=3)
Excellent
0.0%
Good
66.7%
Fair
0.0%
Poor
33.3%
N/A
0.0%
   
Used Career Center Services
75.0%
Percent Currently Enrolled in Graduate School:
50.0%

*Based on total number of responses
 
 
 
Masters-Level Programs
Engineering Management
MBA
ExMBA
Master of Education
Employment*
(n=3)
(n=10)
(n=3)
(n=3)
Level of Satisfaction with Current Job Status
(n=3)
(n=10)
(n=3)
(n=3)
Very Satisfied
0.0%
50.0%
33.3%
100.0%
Satisfied
66.7%
20.0%
66.7%
0.0%
Dissatisfied
33.3%
30.0%
0.0%
0.0%
Very Dissatisfied
0.0%
0.0%
0.0%
0.0%
         
Underemployed
(n=3)
(n=10)
(n=3)
(n=3)
Yes
33.3%
20.0%
33.3%
0.0%
No
66.7%
80.0%
66.7%
100.0%
         
Rating of Career Center (Overall)
(n=0)
(n=4)
(n=0)
(n=0)
Excellent
0.0%
0.0%
0.0%
0.0%
Good
0.0%
50.0%
0.0%
0.0%
Fair
0.0%
0.0%
0.0%
0.0%
Poor
0.0%
50.0%
0.0%
0.0%
N/A
0.0%
0.0%
0.0%
0.0%
Used Career Center Services
0.0%
40.0%
0.0%
0.0%
Percent Currently Enrolled in Graduate School:
N/A
N/A
N/A
N/A

*Based on total number of responses

Salary Information


 
Below 10,000
10,001 to
15,000
15,001
to 20,000
20,001
to 25,000
25,001
to 30,000
30,000
to 35,000
35,001
to 40,000
40,001
to 45,000
45,001 to
50.000
50,001
to 60,000
60,001
to 70,000
Above 70,000
Totals (n=63)
6.3%
1.6%
9.5%
12.7%
9.5%
14.3%
12.7%
3.2%
7.9%
4.8%
9.5%
7.9%
School of Arts
Education (n=3)
0.0%
0.0%
0.0%
0.0%
0.0%
66.7%
0.0%
0.0%
0.0%
0.0%
33.3%
0.0%
English (n=1)
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
ECCM (n=2)
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Psychology (n=9)
22.2%
11.1%
33.3%
33.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
School of Business
Accounting (n=5)
0.0%
0.0%
0.0%
0.0%
40.0%
20.0%
20.0%
20.0%
0.0%
0.0%
0.0%
0.0%

Economics/Finance (n=1)
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
General Business (n=3)
0.0%
0.0%
0.0%
33.3%
0.0%
33.3%
33.3%
0.0%
0.0%
0.0%
0.0%
0.0%
ITM (n=5)
0.0%
0.0%
0.0%
20.0%
0.0%
0.0%
20.0%
0.0%
40.0%
0.0%
20.0%
0.0%
Management (n=5)
0.0%
0.0%
0.0%
0.0%
20.0%
0.0%
40.0%
0.0%
20.0%
0.0%
20.0%
0.0%
Marketing (n=5)
0.0%
0.0%
20.0%
0.0%
40.0%
20.0%
20.0%
0.0%
0.0%
0.0%
0.0%
0.0%
School of Engineering
Civil (n=1)
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Electrical (n=3)
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
33.3%
0.0%
33.3%
33.3%
0.0%
0.0%
Mechanical (n=2)
0.0%
0.0%
50.0%
50.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
School of Sciences
Biology (n=2)
50.0%
0.0%
50.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Masters Programs
MEM (n=1)
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
MBA (n=9)
11.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
11.1%
11.1%
22.2%
11.1%
33.3%
ExMBA (n=3)
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
33.3%
66.7%
MEd (n=3)
0.0%
0.0%
0.0%
0.0%
0.0%
66.7%
33.3%
0.0%
0.0%
0.0%
0.0%
0.0%
School Totals
School of Arts (n=15)
13.3%
6.7%
20.0%
33.3%
6.7%
13.3%
0.0%
0.0%
0.0%
0.0%
6.7%
0.0%
School of Business (n=24)
0.0%
0.0%
4.2%
8.3%
20.8%
16.7%
25.0%
4.2%
12.5%
0.0%
8.3%
0.0%
School of Engineering (n=6)
0.0%
0.0%
16.7%
16.7%
0.0%
16.7%
16.7%
0.0%
16.7%
16.7%
0.0%
0.0%
School of Sciences (n=2)
50.0%
0.0%
50.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
All Masters Programs (n=16)
6.3%
0.0%
0.0%
0.0%
0.0%
12.5%
6.3%
6.3%
6.3%
12.5%
18.8%
31.3%

 
 
 

Alumni Comments About the Career Center

Meet with other universities’ Career Centers to get ideas. I know of a CBU graduate who is using Vanderbilt’s Career Center and has gotten more help from it than the Career Center at CBU.

Get more companies to the school to interview or distribute our resumes to companies not just in the tri-state area, but all over. Not everyone wants to stay in the South, much less Tennessee, Arkansas or Mississippi.

More opportunities for education students

Please make services more accessible to the Evening and Graduate students via mail-outs or the Internet.

On-campus interviews

Liberal Arts majors need to be targeted more at job fairs.

Help engineers more.

Career goal counseling and help in graduate school information

The Career Center was useless. As both an undergraduate and graduate student, they barely tried to meet my needs. They need to become student focused.

Be more available, more one-on-one with students

Doing what they are there to do would be a great start. I feel they are very weak in their performance and involvement with helping students learn of possible careers.

Invite Information Technology companies from different states of the US. Career Center needs to communicate with executives of companies to find out what they are looking for in fresh graduates and then prepare students accordingly.

I have never had anyone assist me in the Career Center. Each time I have been told to just put my resume in a basket. I have not heard from any company, so I wonder if anyone has even seen my resume.

More focus on education jobs! We had to push to get any opportunities to interview. Don’t forget the education folks!

Deal with mature candidates more effectively.

Long-term opportunities for people with Biology and Chemistry majors

Take more of a personal interest.

If the Career Center would have had more job leads in the field of Psychology, it would have helped. Also, more networking with other cities, like Atlanta

Integrate business writing and other courses to focus student’s job search so the resume in business writing will automatically go on file. Offer electronic registration of job qualifications.

Make it mandatory to attend resume workshop and submit resume to referral program.

More liberal arts help

Bringing more jobs related to the sciences and what a student majoring in science could do with the major. More internships in health-related fields

Help students determine the types of jobs that are available in the area and nationally that fit with their degree.

More job listings in the Career Center newsletter
 



2000 GRADUATES: Most Beneficial Courses

(Listed in order of response)

SCHOOL OF ARTS


 
 
Respondent
 ENGLISH
1
 Business Writing
Respondent
 ECCM
1

2

 Intro to Computer-based Systems

Composition I

 Accounting I&II EE 

Humanities I&II
English Composition II

Business Writing 
Respondent HISTORY
1
 Roman Catholicism Current Events/Poli Sci Honors English Composition
 
 
 

Respondent

HUMAN DEVELOPMENT
 
1

2

 

 American Government

Race, Religion and Prejudice

 

 Human Development

Christian Spirituality

 

 Classroom Management

Student Teaching
 
 

 
Respondent PSYCHOLOGY
1
 Research Methods & Statistics Biological Psychology Human Development
2

3

 Understanding Religion

Careers in Psychology

 Social Psychology

Information Technology Mgmt

 Biological Psychology

English Composition
4
 Gandhi & King Religion & Prejudice Racial and Ethnic Minorities
5
 Social Psychology Computer classes Psychopathology
6
 Statistics and Research Basic Watercolor Biological Psychology
7
 Understanding Religion Religion & Science Cognitive Psychology
8

9

10

11

 Psychology of Learning

Statistics and Research I

Research and Statistics I&II

Research Methods

 Careers in Psychology

Statistics and Research II

English Composition

Memory and Learning

 Research courses

Social Psychology

Religion and Prejudice

 
 
 
 

 

  

 

 
 
 

SCHOOL OF BUSINESS


 
 
 
 

Respondent

 ACCOUNTING
1
 Intermediate Accounting Advanced Accounting Speech Communications I
2
 Business Appl of Microcomp Managerial Accounting Principles of Accounting
3
 Cost Accounting Auditing Intermediate Accounting

Respondent

 ECONOMICS/FINANCE
1
 Economics English Sociology
Respondent GENERAL BUSINESS
1

2

3 

 Economics

Human Development

Speech

 Finance

Speech

Financial Management

 English

Psychology

Special Topics Finance

 

 
 

Respondent

 ITM
1
 Business Policy Information Systems Management Business Writing
2
 Communication Networks Business Data Communications Computer Graphics
3
 Applied Mathematics I&II Database Design Religion & Prejudice
4
 Religious Dimensions of Work Intro to Telecommunications Statistics I&II
5
 Programming courses Operating Systems Systems Analysis & Design

Respondent

 MANAGEMENT
1

2

3

 Business Law

Purchasing Management

International Business

 Human Resource Management

Business Law

Marketing

 Psych courses/Marketing

Principles of Management

Computer classes

 
 

Respondent

 MARKETING
1
 Business Law Accounting Business Policy
2

3

4

 Business Policy

Speech Communication

Business Policy

 Intro to Computer-based Systems

Business to Business Marketing

 Selling and Sales Management

Business Policy
5
 Christian Morality Business Policy Promotional Strategy

 

SCHOOL OF ENGINEERING


 

 
 

Respondent

 CHEMICAL ENGINEERING
1
 Physical Chemistry Labs Justice and Society Material and Energy Balances 

 
 
 
 
Respondent CIVIL ENGINEERING
1
 Intro to Engineering Design
Respondent
ELECTRICAL ENGINEERING
1
 Calculus Electronics Digital Design
2
 Senior Project Advanced C++ Computer Networks
3

4

 UNIX Computer Networks

Data Structures and Programming

 Data Communications

Computer Networks

 Physics I

Electronics I&II

Respondent
MECHANICAL ENGINEERING
1
 Instrumentation Thermodynamics I&II Fluid Mechanics

 
 
 
 
 
 
 
 
 
 
 
 
 

SCHOOL OF SCIENCES


 
Respondent BIOLOGY
1
 Immunology Cell/Molecular Biology Embryology
2

3

4

 Embryology

Principles of Biology

Embryology

 Histology

Principles of Chemistry

 Cell and Molecular Biology

World Religions

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

MASTERS-LEVEL PROGRAMS
Respondent EX. MBA
1
 Financial Accounting Marketing Quantitative Methods
2
 Strategic Management Finance Managerial Accounting 

Respondent

 MBA
1
 International Management Quantitative Methods Finance
2
 Business Cases Finance – Special Topics Human Resource Management
3
 Quantitative Methods Finance Marketing
4

5

6

 Business Policy

Statistics

Financial Accounting

 Quantitative Methods

Managerial Finance

 Finance

Managerial Economics
7
 Marketing Finance Economics
8
 Human Resource Management Project Management Business Policy

Respondent
ENGINEERING MANAGEMENT
1

2

 Engineering Management

Social & Legal Ethics

 Engineering Accounting

Computer Networks

 Operations Research

Statistics

3 Engineering Management QualityAssurance Engineering Finance
 
Respondent MASTER of EDUCATION
1
 Literature I Educational Research Analysis of Teaching

2000 GRADUATES: What can be done to improve the education in your major?



SCHOOL OF ARTS
 
 

ENGLISH

I am satisfied with my education, though I think the addition of more classes dedicated specifically to different kinds of writing would be useful (technical, scientific, journalistic, etc.)

ENGLISH FOR CORPORATE COMMUNICATIONS AND MANAGEMENT

More communication type courses

My education was perfect. Overall, the faculty are very qualified, and you can truly see their passion for what they do. It makes you want to perform for them. The staff and administration, however, leave much to be desired. They are unwilling to work with students, appear totally disheartened with what they do, and make the experience of CBU a jaded one. I don’t know any statistics, but I know that my sister is leaving CBU after one year for this very reason. I feel that the CBU I knew when I was a freshman and sophomore is gone – and it is that CBU that I call, and am proud to call, my alma mater. I truly hope that it can reach that point again.

EDUCATION

Less change of the programs/majors/classes. It was very difficult to figure out what you needed and find an equivalent class when new programs and classes were issued. It was also difficult to substitute classes you took that were on the old program for new ones. Also, if you are a day student, all of your classes should be available during the day – not night or summer! Some classes that are required were never offered during the day or impossible to get into. We pay the money, they should be available. We are/were working, poor college students, and this made it even more difficult on us. (Liberal Studies)

I think it would have helped to have a larger variety of teachers and courses. However, the education program is growing. (Human Development)

HISTORY

Offer wider variety of classes. The teachers were great but my history education is only limited to the specific areas in which they specialize.

MASTER’S IN EDUCATION

Increase standards of performance in some classes. Do not allow graduate students to eat in class.

Nothing. So far, I have had a good experience at CBU. The skills that I learned at CBU have helped me a great deal in my career.

PSYCHOLOGY

My teachers did an outstanding job in preparing me for graduate school and my career. The only thing that I would change is the supervision/instruction for our internship.

Stressing the fact that specialization in the bachelor’s degree level of psychology is a must if you wish to do anything with just a bachelor’s degree.

If the "Careers in Psychology" course had been available to me sooner, it would have helped me to know that grad school was not for me much sooner. But other than that, my professors and courses were great.

I enjoyed my learning experience at CBU, and CBU has provided me with the ability to further my education.

The statistics class did not prepare me at all for the required graduate statistics course.

More congruence with some teachers

The faculty in the Psychology department did an excellent job preparing me for graduate studies. CBU could have improved my education by offering scholarships within my major.

I have a lot of respect for the Psychology department, but I do feel that (true or untrue) it is criticized as being less challenging than other areas (majors) on campus. Overall, though, the professors in this department are irreplaceable.


SCHOOL OF BUSINESS

ACCOUNTING

The only thing I would have liked to do was to have a practical application class for Auditing. I feel that theory must be practiced for it to truly take effect.

ECONOMICS/FINANCE

More finance courses and better instructors in finance. The economics teachers were excellent.

EXECUTIVE MASTER’S IN BUSINESS ADMINSTRATION

Make the program more cohesive – leverage the learning between classes being taken. When I was in the X-MBA program, each class was its own self-contained entity. Concepts that are/were relevant across courses should be pointed out more explicitly.

GENERAL BUSINESS

Offer more classes in the summer related to my major and add more variety in the times the classes are offered. (example: some classes were only offered at 2:00 p.m. on TR in the fall)

More "real" business problems for students to work on.

Get the best teachers possible. Look carefully at all the teacher evaluations, even if an extra sheet is attached.

INFORMATION TECHNOLOGY MANAGEMENT

First, redesign the four-year course syllabus. Other than just understanding the theory, I always felt the need for hands on experience in few of the ITM classes. It was hard to figure out how I could make use of what I have studied and be able to use it in real world. I feel this because the ITM department does not have a dedicated lab for ITM courses only. A lab would have helped me to understand theory much better if I could perform it practically and also work more efficiently at my first job. A lab with some routers, switches, hubs, servers, and etc. I was very lucky to get job experience off campus and later an internship with the ITM department in my senior year. There are some courses I had to take as an ITM major - courses that are not related to School of Business or ITM specifically. It was a waste of my credit hours. I always wished if I could substitute those courses with an ITM elective and so I could have gained some more knowledge in my major. I will always be grateful to the School of Business faculty and staff for always being there for me, motivating me and sharing their knowledge and helping me to be a successful person. Many of the ITM faculty have been a great influence in my life and an inspiration for me to be successful in the field of Information Technology. I am proud to be a Christian Brothers University Alumni and to be an ITM graduate.

I was an evening student who has always been an administrative assistant. I now have a degree in ITM, but businesses (including CBU’s IT dept.) are not willing to give me an entry-level opportunity. I did a small internship for a grade, but it is the only experience I have in my major. Perhaps some practical experience in addition to the classes would help improve a resume like mine. I know I am not the only one experiencing this problem. Thanks!

Processing student’s information is horribly antiquated. CBU should also entertain a more stringent screening program for its professional students. An ITM degree was often seen as a ticket to a good job. What needs to be stressed is an emphasis on aptitude and career direction.

Add classes that offer "hands-on" experience in networking and routing technologies.

More technology management courses. A Microsoft certification option, more technical courses – but practical; a wider offering of music and arts courses – music and the arts complement one’s education and even strengthen mathematical reasoning and logic, and contribute to a well rounded education that I wish I had available.

MANAGEMENT

Remove teachers that are ineffective or counter-productive. Most were excellent and motivating. Others continued to teach with no observable change. (I only had 2 poor teachers. Thank you for a great experience.)

Things have changed at CBU. It seems cost has gone up but service has gone down. Classes are not always offered and the 8-week program for the MBA would be better.

Real estate or investment analysis course.

I have been in same career for 25 years. I wanted the bachelors in order to get the MBA. I believe the MBA will protect me in event of merger/acquisition.

MARKETING

I wish that I would have received more help in finding/choosing my "ideal" career. However, since I didn’t really take advantage of the Career Center, it’s partially my own fault.

I believe I received a very thorough and broad education that encompassed the vast array of careers available within my major. I am thankful to my professors and for the opportunity to have attended CBU and the School of Business.

More courses including advertising and other aspects of marketing.

More computer classes

MASTER’S IN BUSINESS ADMINISTRATION

The MBA program was wonderful. I wouldn’t change a thing.

Overall, I was very pleased with the education I received. The only class that I was really disappointed with was Investments. I didn’t learn anything in that class but still got an "A". The teacher’s teaching method was not effective for me.

More integration of the various areas of study. It seemed to be largely a collection of classes. Do not let my answers skew your survey. I was an evening MBA student, who got the degree for my own edification, not career advancement.

More courses in health care. The health care option was terminated while I was a student at CBU. As a stakeholder in this program, I was not informed until the option was terminated. CBU practice does not follow its teaching.

More networking events and job fairs; great school and great education.

Have more teachers who relate academics with the real world business environment. Review some of the other graduate professors whose teaching methods mirror junior high instruction.

Better courses. Professor should give a project in which a student has to go to a company and perform some kind of research or analysis. This way, a student can get practical exposure to getting his/her work done.
 
 
 
 
 
 

SCHOOL OF ENGINEERING

CHEMICAL ENGINEERING

Offer more freedom (and encouragement) to take advanced courses in mathematics. I took more than the required math, but my proficiency has proved to be deficient in graduate school.

ELECTRICAL ENGINEERING

More computer-oriented classes. Needed more real life applications. Needed more help in determining what different opportunities were available in Electrical Engineering. (Power, networking, electronics?)

ELECTRICAL ENGINEERING (cont.)

Spending on technology, better labs, more classes offered, higher faculty skills, more funding for research and sponsoring of scientific/technological projects.

More "hands-on" experience, although there is a good amount of this already. Slower pace – sometimes I felt like some of the teachers would try to cover so much material that we could not keep up. I think it’s better to take it slower and really learn the material. I thought Dr. Olabe had a very good pace for class.

MASTER’S IN ENGINEERING MANAGEMENT

Recommend a review of all classes in MEM with goal of eliminating some, updating materials, and improving instruction (methods and personnel). Would also be interesting to see how the qualifications of students have changed over last 5 years. I believe that there may be a shift away from technical backgrounds (engineering, production) to more of a liberal arts background. Review three primary program components: classes, instructors, and students.

MECHANICAL ENGINEERING

More hands on; CBU’s lab facilities are weak. The technology in both engineering labs and computer labs were/are out of date. Stop trying to be everything to everyone. Your minority programs only draw money away from other programs than can benefit more from the money.

More math! For anyone considering graduate school in engineering, CBU offers a poor basis of the necessary upper level math knowledge.
 
 

SCHOOL OF SCIENCE

BIOLOGY

I was very happy with the program. Professors are great and atmosphere very conductive. I did not get to take certain courses, however, due to conflicts in scheduling (overlapping with another important course), but it was unavoidable.

The science dept. needs major budget funding, and the professors should be reviewed. The professors are not interested in the students’ education and ability to grasp concepts and information but with powering and intimidating students. The classes offered are not adequate and broad enough for selection and professional schools.

In my opinion, the courses required are very effective for preparing a student for medical school. One thing I think could be improved is the pre-professional advising that is offered. The advisor seemed knowledgeable only about Tennessee medical schools which is really of no assistance to out of state students such as myself.

Nothing – very good program.

More job force information.
 
 


2000 GRADUATES: Where are they now?

SCHOOL OF ARTS

Education

Memphis City Schools

Shelby County Schools

Ortho-McNeil Pharmaceutical

English

AutoZone

English for Corporate Communications and Management

Christian Brothers University

Stephens Inc., Investment Banking

Psychology

Kansas State University

Christian Brothers University

City of Memphis Sexual Assault Resource Center

Sears

Self Employed

Private Therapist

Fernbank Museum of Natural History

Makowsky Ringel Greenberg, LLC

Memphis and Shelby County Public Library
 
 

SCHOOL OF BUSINESS

Accounting

Deloitte and Touch LLP

Mid-America Apt. Comm.

Sedgwick CMS

Cannon and Company CPAs

Memphis Light, Gas and Water

Economics/Finance

Thomas and Betts

General Business

Buckman Laboratories

Morgan Keegan

FedEx Corporation

ITM

Peterbilt of Memphis, Inc.

Affiliated Computer Services, Inc.

Schering-Plough HealthCare Products

Consulting Services Group

Kozmo.com
 
 
 
 
 
 
 
 

Management

SouthTrust Bank

PCS Nitrogen Fertilizer

Primary Relocation LLC

Coleman Properties

VA Hospital

Marketing

Buster’s Liquors and Wines

Software Earnings, Inc.

Service Master

Christian Brothers University

SCHOOL OF ENGINEERING

Civil Engineering

Ensafe

Electrical Engineering

Northstar Communications

FedEx Services

FedEx Corporation

Affiliated Computer Services, Inc.

Mechanical Engineering

University of Notre Dame

Georgia Institute of Technology

Killark

SCHOOL OF SCIENCES

Biology

Dr. Michael Jakowitsch

University of Tennessee
 
 

MASTERS-LEVEL PROGRAMS

Master of Education Engineering Management

Christian Brothers High School FedEx Corporation

Memphis City Schools Hunter Fan Company

Ex. MBA

Con Edison of New York

Ineos Acrylics

MBA

Ford Credit

St. Louis University

United Technologies Corporation

Greatday Retirement Services

CTSI

Shering-Plough

Southern College of Optometry

First Tennessee Bank

Medtronic Sofamor Danek