I can apply what I have learned by using student survey results as a practical tool to improve the student experience, rather than treating them as a compliance requirement. By reviewing survey data annually, I can identify what students value most, where they are experiencing challenges, and which areas need immediate attention. Clearly defining how satisfaction and participation rates are calculated allows the institution to interpret results consistently and turn feedback into focused action plans, such as strengthening communication, enhancing academic advising or tutoring services, or improving instructional and engagement strategies. Assigning responsibility, setting timelines, and monitoring follow-up actions ensures that student feedback leads to meaningful and visible improvements.

For example, if student survey results show lower satisfaction with academic advising, I can measure this by tracking the percentage of students who rate advising as “satisfied” or “very satisfied” and comparing results year over year. Based on the findings, an action plan could include additional advisor training, clearer communication of advising hours, or the implementation of early outreach for at-risk students. A follow-up survey in the next cycle would then measure whether satisfaction levels improved, demonstrating how student feedback directly informs decision-making and continuous improvement.

One of the main challenges in using survey data effectively is obtaining a representative sample. Low response rates can make it difficult to identify reliable trends and draw institution-wide conclusions. To address this, I would focus on increasing participation by clearly communicating the purpose of the survey, sharing examples of changes made based on previous feedback, sending timely reminders, and administering surveys during periods when students are more engaged. These strategies help ensure that survey results accurately reflect the student population and support informed, data-driven institutional decisions.

The importance of including this as a primary objective in the PEP is not solely to inform accrediting agencies, but also to understand the actual demand for the academic offering in the labor market and whether the institution conducts an assessment process that measures the effectiveness of employment strategies, trends, and the factors that influence this indicator. I agree with the example presented in the video that this criterion should be considered when developing institutional goals, given that labor market demands are advancing more rapidly in terms of required competencies and technological proficiency.

The PEP serves as the guide or lighthouse that directs the efforts of the academic program, aligned with the institution’s mission. Retention indicators, participation rates, and examination results are incorporated into the PEP to enable systematic and continuous monitoring of the effectiveness of the strategies established to support student success.