Survey Questions to Ask College Students
These survey questions to ask college students are written for two kinds of author: a student with a class project in statistics, psychology or sociology, and a residence hall, club or campus office that needs an answer before it decides something. They run in the order a form should: classes and study habits, then money, work, housing and food, then sleep, stress and support, campus life and belonging, and plans after graduation, with year, major, age and the other profile questions held to the end. Choose ten to fifteen for one survey, keep the items on money, food and health optional, and tell students on the first screen whether their replies are anonymous.
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The questions
Each question, and why to ask it
Academics
Overall, how satisfied are you with your academic experience at this college so far?
Why ask it
Use five labeled points from very dissatisfied to very satisfied, and place it ahead of the detailed items so that one bad lab section does not drag it down. The word 'academic' keeps housing and the dining hall out of the answer; those get their own questions further on. Reuse the exact wording each year if you want to compare.
In a typical week this term, about how many hours do you spend studying outside of class?
Why ask it
Offer ranges that do not overlap, such as 0 to 5, 6 to 10, 11 to 15, 16 to 20 and more than 20. 'Typical week this term' keeps finals week from inflating the figure, and 'about' tells people an estimate is fine. Compare the result by course load before you compare it by anything else.
How would you rate the quality of teaching in the courses you are taking this term?
Why ask it
A poor-to-excellent scale across a whole term blends one outstanding lecturer and one weak one into 'good', so treat the result as a temperature reading. A department that wants something to fix should follow with a grid: explanations are clear, feedback comes back in time to use, the instructor can be reached. Leave instructors' names out of a class-project survey; remarks about named staff belong in the college's own course evaluations.
How manageable is your course workload this term?
Why ask it
Scale it from not at all manageable to completely manageable, and read it beside credit hours and paid work hours. 'Not manageable' from a student on a normal load with a 25-hour job is a finding about the job. Asked mid-term it describes the term; asked in exam week it describes the week.
When you get stuck on coursework, where do you turn first?
Why ask it
'First' forces a ranking, so make it single choice: a classmate, the instructor or teaching assistant, the tutoring center, an online search or video, an AI tool, or nobody. A tutoring or writing center should read its own share beside the share for 'nobody', since those are the students it has not reached.
In the past two weeks, how many class sessions did you miss?
Why ask it
A count inside a short window is easier to answer honestly than 'Do you attend regularly?', which nearly everyone answers yes to. Give 0, 1 or 2, 3 to 5, and 6 or more, then show anyone above zero a short list of reasons: illness, a work shift, transport, another deadline, did not think it was worth going.
How often do you finish the assigned reading before class?
Why ask it
A five-step frequency from never to always, on an anonymous form, because few students will admit to 'rarely' with a name attached. Expect the answers to flatter a little even so. An instructor running this in one course can ask about last week's reading by title, which is harder to round up.
How many times this term have you spoken with an instructor outside class time, in office hours, by appointment or on a video call?
Why ask it
The list inside the question matters, since a student who only ever met a professor on a video call may not count that as office hours. Decide whether email counts and say so. If 'none' turns out to be the biggest answer among first-years, the follow-up worth adding is what held them back.
How often do you use an AI tool, such as a chatbot, to help with coursework?
Why ask it
Rules on these tools differ from course to course, so say above the question that the survey is anonymous and is not asking about misconduct, or the 'never' column will swell. Options run from never to every day. Follow with a checklist of uses (explaining a concept, checking a draft, generating ideas, writing code), because how often says little without what for.
How often do you start an assignment the day before it is due, or later?
Why ask it
Procrastination is a favorite topic for class projects, and this is the way to ask about it: a behavior with a frequency (never, rarely, sometimes, often, almost always). 'Are you a procrastinator?' asks people to accept a label, and whether they do depends more on the day they are having than on their habits.
Have you been able to get into the courses you need to graduate on time?
Why ask it
Give four answers: yes, all of them; most of them; no; and 'I am not sure what I need'. The last is an advising problem hiding inside a registration question, so count it separately. Add a box asking which course, because a registrar can act on a course code and cannot act on a percentage.
How helpful has academic advising been in planning your courses?
Why ask it
Put 'I have not met with an advisor' first, ahead of a scale from not at all helpful to very helpful. Look at the share who choose it before you look at the ratings: a service half the students have never used cannot be judged on the half who did.
If the same course were offered three ways, which would you choose: in person, online at a set time, or online on your own schedule?
Why ask it
Tying the choice to one imagined course gets a cleaner answer than 'Do you prefer online classes?', which people answer about the worst online class they ever took. Split it by where students live and how many hours they work, since a preference can come down to a bus schedule or a shift pattern.
When you need a quiet place to study on campus, how easy is it to find one?
Why ask it
Pair the rating, very difficult to very easy, with a second question on when the search fails: weekday afternoons, evenings, weekends, exam weeks. A library can extend its hours or open classrooms for a named time slot, and 'students want more space' gives it nothing to schedule. Read the commuters first, since they have no room of their own to go back to between classes.
Money and living
How are you paying for college this year? Select all that apply.
Why ask it
Select-all suits this because one student may draw on family, their own earnings or savings, scholarships or grants, loans, an employer, and government or military benefits all at once. Aid systems differ by country, so label each option with the official name it goes by where you are, which is the one students recognize. To learn the largest source, add a second question.
In a typical week during the term, about how many hours do you work for pay?
Why ask it
Start the options at 'none, I do not have a paid job' and go up in bands of about ten hours. It earns its place mostly as a way to split the other answers: set it against study hours, sleep and workload. If the careers or aid office is asking, add whether the job is on campus or off.
How often do you worry about having enough money for basic expenses this term?
Why ask it
Name the expenses in parentheses after the question (rent, food, transport, books) so nobody counts concert tickets. It records worry on a never-to-almost-always scale, and worry and hardship are different things, so pair it with the factual questions on textbooks and meals that come next.
This term, have you gone without a required textbook or course material because of the cost?
Why ask it
Something that did or did not happen makes a firmer number than a rating of how affordable books are. Offer yes, no and 'none of my courses required one', and ask the yes group which course it was. With a course code in hand, a library or bookstore can respond with reserve copies or rentals.
In the past 30 days, how often did you eat less than you wanted or skip a meal because you could not afford food?
Why ask it
The words 'because you could not afford food' separate going hungry from being too busy for lunch. Keep it optional and anonymous, answered never, once or twice, most weeks or most days. Directly underneath, print where a student on your campus can get help, such as a food pantry or the student support office, and check those details are current before you send it.
Where are you living this term?
Why ask it
Commuters and residents often need their results read apart, so this doubles as a profile question. The choices are campus housing, off campus with roommates, off campus alone, and with parents or other family. Add 'I do not have a steady place to stay right now' in plain words, so those students are counted and not pushed into 'other'.
How long does it usually take you to get from where you live to your first class?
Why ask it
Commute time earns its place when you look at who misses morning classes or stays away from evening events. Use bands: under 10 minutes, 10 to 29, 30 to 59, an hour or more. How they travel is a separate question; 'How long does it take and how do you get here?' is two questions in one.
How satisfied are you with where you live on each of these: cost, noise, safety, condition, distance from campus?
Why ask it
Lay it out as a grid, one row per item, with the same five-point satisfaction scale across the top. A single housing score would average a cheap, loud room into 'neutral' and hide both facts. A housing office can add a row for how quickly repairs get done.
If you have a campus meal plan, how satisfied are you with each of these: taste, variety, opening hours, value for the price?
Why ask it
Students without a plan need a way past it, either a skip rule or a 'no meal plan' column. Watch the opening-hours row: athletes, lab students and people with evening shifts are the ones who find the doors shut, and a comment box under the grid will tell you which hours they mean.
If you had to cover an unexpected expense this month, about the cost of a laptop repair, how would you most likely pay for it?
Why ask it
Naming a familiar repair spares you from printing a figure that is small change to one student and a month's rent to another; an emergency fund that pays out fixed sums can put its own sum there instead. Choices: from savings, with help from family, on a credit card or by borrowing, by cutting back on essentials, I could not pay it. The situation is imagined, so read the result as a rough measure of cushion.
How well do you understand how much you will owe when you finish college?
Why ask it
Make 'I am not borrowing' the first option, then a scale from not at all well to very well. This measures confidence, not accuracy, and loan terms depend on the country and the lender, so do not write answer choices that state how repayment works. Low confidence among borrowers is the case for a session with the financial aid office, which is where students should ask how it works for them.
Wellbeing
On a typical weeknight during the term, about how many hours of sleep do you get?
Why ask it
Offer whole numbers: under 5, 5, 6, 7, 8 or more. That avoids the overlap in bands like '5 to 6' and '6 to 7', where a six-hour sleeper fits two boxes. 'Weeknight' is there because sleeping late on Saturday would otherwise be averaged in.
In the past seven days, on how many days were you physically active for at least 30 minutes?
Why ask it
Say under the question that a brisk walk across campus, a team practice and a gym session all count, or athletes and walkers will read it differently. Answers run from 0 to 7. It is a staple of class projects on sleep or stress, where the fair write-up says the active students also reported sleeping more and stops there.
In the past two weeks, how often have you felt overwhelmed by everything you had to do?
Why ask it
The window and the plain word 'overwhelmed' are what make it answerable; the scale is never, rarely, sometimes, often, very often. Report it as how students said they felt, not as a measure of anyone's mental health. State which week of the term the survey ran, since the same class can answer differently in week three and week twelve.
What is your biggest source of stress right now?
Why ask it
Drop 'right now' and people answer about their whole lives. Make it single choice, shuffled if your tool allows: coursework, money, a job, family, friendships or relationships, health, plans after college, and an 'other' line. A campus office learns which door students would knock on, and a class project gets a clean bar chart.
How many people at this college could you call on for help at short notice?
Why ask it
A count (none, one, two or three, four or more) is easier to answer truthfully than 'Do you feel lonely?', and 'none' is the answer to look for. Cross it with year of study and with where people live. For first-years, run it a couple of months in, once the early weeks of meeting everyone have settled.
About how many hours a day do you spend on social media?
Why ask it
Guesses about screen time can be well wide of the mark, so add a line asking students to check the screen-time report on their phone before they answer. Give bands from under 1 hour to 5 or more. If your project links it to grades or sleep, remember that the survey can show the two move together and cannot show which one causes the other.
Do you know how to make an appointment with the campus counseling service?
Why ask it
It tests the signposting and asks nothing about whether a student has ever needed the service, which is why it can go to everyone. Offer yes, no and not sure. A large 'not sure' is fixed with a link in the places students already look, so ask next where those places are.
If you were struggling, how comfortable would you feel asking someone at this college for help?
Why ask it
Rate it from not at all comfortable to very comfortable, then offer a checklist of who they would go to: a friend, an instructor, an advisor, a resident assistant, counseling, nobody here. Set beside the counseling question before it, this separates students who do not know where help is from students who know and still would not ask.
How often do family responsibilities, such as caring for a child or a relative, take time you had planned for coursework?
Why ask it
Lead the options with 'I do not have responsibilities like these', then never through very often. Student parents and caregivers rarely show up in a survey unless a question is written for them. If the group is large enough to report, their answers on workload and missed classes deserve a table of their own.
Campus life
What was the main reason you chose this college?
Why ask it
List the reasons your admissions office already hears: cost or financial aid, a particular program, location, reputation, family or friends who studied here, it was where I got in. Keep it to one answer, because 'select all' ends with every box checked. Read it beside the later question on choosing this college again: students who came for one program and would not come back are telling that department something.
How much do you agree or disagree: 'I feel that I belong at this college'?
Why ask it
An agreement statement on five points, strongly disagree to strongly agree. The campus-wide average is the least interesting number it produces: look at it by year, by commuter or resident, by first-generation status, and report the gaps. Keep the statement to this one idea; 'I feel welcome and valued' is two.
How did you meet the people you spend the most time with here? Select up to two.
Why ask it
The answers show which routes into friendship work on your campus and which exist only in the brochure: where I live, a class, a club or team, a job, I knew them before college, online. Add 'I have not found my people yet', which counts the students still looking without asking anyone to call themselves lonely.
How many clubs, teams or student organizations have you taken an active part in this term?
Why ask it
Say what 'active' means in the question or just under it, for example going to at least two meetings, or sign-ups at the activities fair will be counted. Options are none, one, two, three or more. Send the 'none' group on to a question about what stands in the way.
What keeps you from getting more involved on campus? Select all that apply.
Why ask it
Include 'nothing, I am as involved as I want to be', so the question does not assume everyone ought to join something. Then list work hours, the commute, cost, events at times I cannot make, not knowing what exists, not knowing anyone there. The last two are the ones a club can fix this month.
How do you usually hear about events on campus? Select up to two.
Why ask it
For a club or an events office this decides where the next announcement goes. List the channels you really have: email, a social media account, posters, a campus app, an instructor mentioning it, a friend. Without the cap of two, every box gets checked.
How comfortable do you feel voicing an opinion in class when you think most of the room disagrees?
Why ask it
The wording names no topic and no side, which lets students of any view answer it the same way. Use a comfort scale and keep it anonymous. If you want to know why, a follow-up can offer: worry about my grade, worry about how classmates would react, I am quiet in class anyway.
How safe do you feel on campus after dark?
Why ask it
A rating from very unsafe to very safe, followed by a box asking where they feel least safe. The rating gives you a trend; the box gives you the parking lot, the path or the bus stop that a facilities team can light. Leave out leading phrases such as 'given recent incidents'.
In the past year, have you been treated unfairly at this college because of your race, gender, religion, disability, or another part of who you are?
Why ask it
State beside the question that the survey is not a formal report, and name the office where one can be made, after asking that office how reporting works at your college. The answers are yes, no, not sure and prefer not to say. With small groups, a yes plus a major plus a year can point at one person, so set a minimum group size and never publish below it.
If you have thought about leaving this college before finishing, what was the main reason?
Why ask it
'I have not considered leaving' goes first, so most people can answer in one tap. The reasons to list: cost, academic difficulty, not fitting in, family or health, wanting a program offered elsewhere, other. It only reaches students who stayed, so it shows what nearly pushed people out and misses those who already left.
If you were starting college again, would you choose this one?
Why ask it
Every student has a view on this, so it is fair to leave out the neutral option: definitely yes, probably yes, probably no, definitely no. Ask the two 'probably' groups what would move them, in one optional line.
If you could change one thing about being a student here, what would it be?
Why ask it
Open text, placed after the rating questions so it gathers whatever they stirred up. Limiting it to one thing gets each student's priority instead of a list. To read a few hundred answers, have two people sort them into themes separately and then compare, which keeps one reader's pet issue from becoming the result.
After college
What do you expect to be doing in the first year after you graduate?
Why ask it
'I do not know yet' has to be on the list, and among first- and second-years it may well be the largest group. The other choices are working full time, graduate or professional school, work and study together, taking time off, and something else. Report it by year of study, since a first-year's plan and a final-year's plan are different kinds of answer.
How clear an idea do you have of the career you want after college?
Why ask it
Run it from no idea yet to completely clear, and use it as a filter: the questions on job confidence and on how well courses prepare students mean little from someone with no career in mind. A careers office can compare first-years with final-years. If the two groups look alike, its exploration events are probably reaching students who had already decided.
How confident are you that you will find work in your field within six months of graduating?
Why ask it
This is a confidence rating, not a forecast, from not at all confident to very confident. It is most useful compared across majors and years, and for final-year students beside a yes-or-no on whether they already hold an offer. Say 'work in your field' only if you mean it; 'a job' measures something easier.
When you choose your first job after college, how important will each of these be: pay, location, interest in the work, job security, flexible hours?
Why ask it
An importance grid lets every row be 'very important', and for plenty of students every row will be. To force a choice, add 'Which one matters most?' underneath as a single pick. It compares neatly by major, which is why class projects like it, though it records what students expect to want before any of them has had to turn an offer down.
Have you done an internship, placement or job related to what you are studying?
Why ask it
Split the yes: yes and it was paid, yes and it was unpaid, not yet but I plan to, no. The paid and unpaid answers belong apart because some students cannot afford to work for nothing, and that shows when you cross this with the money questions. Use the local word, whether that is internship, placement or co-op.
How well are your courses preparing you for the work you want to do?
Why ask it
Add 'I do not know yet what work I want' as a way out, then a scale from not at all well to very well. Students are judging something they have not tried yet, so treat it as a perception. A department gets more from the follow-up: which course or skill do you wish the program included?
Which of these career services have you used this year? Select all that apply.
Why ask it
List what the office really offers, such as resume review, practice interviews, career fairs, one-on-one appointments and the job board, and end with 'none of these'. Show the 'none' group one more question on why: did not know about them, do not need them yet, the hours do not suit me. Each reason calls for a different fix.
About you
Are you enrolled at this college this term, full time or part time?
Why ask it
If the link could reach anyone who is not a student, such as a post on a public page, lift this one question to the very top as a screener and thank the 'not enrolled' group politely on the way out. Otherwise it stays here, with full time, part time and not enrolled this term as its answers. Part-time students are easy to miss in a survey passed around the residence halls, so check how many of them replied.
What year of study are you in?
Why ask it
Decide whether you mean years since starting or standing by credits, because a transfer student in a first year here may be a junior on paper. Say which in a few words under the question, then list first through fourth, fifth or later, and graduate student.
What is your major or field of study?
Why ask it
Give a dropdown of your college's own schools or departments, with 'undeclared' and 'more than one', and avoid a text box, which returns the same subject spelled a dozen ways. In a class project with sixty replies, ask for a broad area such as sciences, arts or business. Narrow majors make people identifiable.
What is your current grade average? Choose the band it falls in.
Why ask it
Class projects want this to set beside sleep, study hours or paid work. Ask for a band on your college's own grading scale, never the exact figure, add 'I do not have one yet' for students in their first term, and keep it optional. Students can round their own grades up, so call them reported grades in the write-up.
Did either of your parents or guardians complete a college degree?
Why ask it
This is a common way to find first-generation students without using the term, which not every student knows applies to them. Definitions vary between colleges and countries (attended or graduated, which level of degree), so ask your institutional research office which one it reports and match your wording to it. Include 'not sure'.
Which of these describe you? Select all that apply.
Why ask it
One checklist in place of five separate questions: transfer student, international student, student athlete, parent or caregiver, military veteran, none of these. List only the groups you will report on. Each added box is one more way to single out a respondent in a small sample.
How old are you?
Why ask it
Ranges such as 18 to 20, 21 to 24, 25 to 34, 35 or older tell you whether adult learners answered at all. If anyone under 18 could receive the survey, the rules on consent for minors are usually different, so ask your instructor or ethics office how it works at your college before you include them.
Which of these best describes your gender?
Why ask it
Offer woman, man, nonbinary, a line to self-describe, and 'prefer not to say'. Ask it only if you plan to compare results by gender; a profile question that never reaches the analysis is length with no return. Like the others in this group it stays optional.
How do you describe your race or ethnicity? Select all that apply.
Why ask it
Categories differ by country, and some places restrict whether this can be asked at all, so check how it works where you are. Where it is asked, copying the categories your college prints in its own published figures lets your results sit beside them. Report combined groups if any single one is too small to keep people anonymous.
Would you like a summary of the results sent to you?
Why ask it
On yes, send people to a separate form for the email address, so that no address is ever stored in the same row as the answers, and say so in one line; that is what lets you keep calling the survey anonymous. Entries for a prize drawing can go through the same separate form. Rules on drawings vary, so have a campus office or your instructor confirm one is allowed before you promise it.
Is there anything about being a student here that this survey should have asked about?
Why ask it
The last item, optional, with an open box. Its answers are a list of what to add next time, and in a pilot run it is the most valuable question on the form. Thank people on the screen that follows and tell them when and where the results will be shared.
How to survey college students and get answers you can use
Practical guidance for the conversation itself
Purpose, approval and timing
Write down what the answers are for
A class project needs a research question narrow enough to answer with one form, such as whether students with jobs sleep less than students without. A campus office or club needs a decision: which hours to open, which events to run, what to ask the budget committee for. Write that sentence first and cut every question that does not feed it. The list above covers six subjects so that you can choose among them; a survey that tries to cover all six gets abandoned halfway down.
Find out which approvals apply
Research on students, even a small class survey, can fall under your college's rules on research involving people. Some instructors arrange approval for a whole class, and some projects need a review of their own, especially when they ask about health, money or anything against the rules. Ask your instructor before you send a link. An office or a club should find out who controls the student email list and whether another survey is going out that month, because a student who has already been sent two that week is unlikely to open a third.
Choose ten to fifteen
Take the overall rating, the handful of items your decision depends on, one open question and three or four from About you. That is about as much as a student can be expected to finish on a phone between classes. State how long it takes at the top of the form, and make the estimate honest by timing a friend.
Time it around the term
The first two weeks are too early for most opinions, and the last two are swallowed by exams. The middle of the term suits questions about workload, sleep and stress, as long as you report which week it was. For a comparison between terms, run it in the same week each time.
Reach past your own circle
A link shared in your group chat reaches people like you: the same year, the same major, often the same residence hall. Post it where different students pass, ask instructors in other departments to share it, and stand at the commuter parking lot as well as the dining hall. Then say in your write-up exactly how people were recruited, so readers know whose answers these are.
Wording and answer scales
Count things inside a time window
Hours last week, classes missed in two weeks, hours of sleep on a weeknight: students can report these. 'Do you study regularly?' is a different matter, because no two students mean the same thing by the word. Where a count is not possible and you need a 'how often' scale, tie it to a period, such as this term or the past two weeks, and print the same five frequency words every time.
Label every point and keep the direction
A five-point scale with a word on each point (very dissatisfied, dissatisfied, neither, satisfied, very satisfied) is read the same way by everyone who meets it. Keep the negative end on the same side all the way down the form. If one scale runs backwards, some students will not notice, and afterwards you cannot tell which ones.
Decide on the midpoint on purpose
A neutral middle is right when a student could truly have no view, as with a service they have barely used. Where everyone has a view, as with choosing the college again, four points make people lean one way. Whichever you pick, 'does not apply to me' is a separate option and never the midpoint.
Split anything joined by 'and'
'How satisfied are you with the quality and cost of campus food?' cannot be answered by someone who likes the food and resents the price. Give each idea its own row in a grid or its own question. The same goes for 'professors and advisors', 'safe and welcome', and 'sleep and study'.
Handle money, food and health with care
Make these items optional, keep the form anonymous, and put the contact details for the relevant campus service directly under the question, after checking them. Do not ask for a diagnosis or for the reason someone sought help; ask about access, awareness and how often. If a class project can answer its research question without these items, leave them out.
The running order of the form
Start with something easy and on topic
The first question should be one any student can answer in two seconds and that plainly belongs to the subject announced in the invitation. The overall rating or a simple count does that. Opening with age, gender and major feels like paperwork at a government counter, and people close the tab.
Profile questions go last
Year, major, living situation, age, gender and the rest sit at the end for two reasons. By then a student has seen that the survey is harmless and is more willing to answer them, and anyone who quits early has still given you the substance. The one exception is a screener: if you must confirm that someone is a student, or is over 18, ask only that at the top.
Ask for the fewest profile details you can
Each one should match a comparison you plan to make. In a survey of eighty students, year plus major plus gender plus residence hall can narrow down to a single person, and the promise of anonymity fails without anyone typing a name. For a small sample, use broad bands and drop what you will not report.
Give everyone a way through
Students without a meal plan, a job, a loan or an advisor need either a skip rule that hides the question or an option that says so. Forced answers from people a question does not fit are noise that looks like data. Require a reply only for the screener.
Try it on five students, on their phones
Watch them fill it in without helping. Where they frown, reread or ask what you mean, the wording is wrong, and they are telling you so before two hundred people do. Check as well that grids scroll properly on a small screen; a grid with five columns may need to become five short questions.
What spoils a student survey
Calling a group of friends 'college students'
Sixty replies from one residence hall describe that hall. Write up who answered (how many, which years, how they were reached) ahead of any finding, and word the findings to match: 'among the students who replied', not 'students at this college'.
Turning a pattern into a cause
A survey can show that students who sleep less report more stress. It cannot show that one produces the other, or rule out a third thing, such as a job, driving both. Write 'tended to go together' and leave 'leads to' for research designed to test it.
Questions that tell students what to say
'Do you agree that tuition is too high?' and 'How has the stress of college harmed your sleep?' hand students the reply. Name both directions or neither: 'Is the amount of work in your courses too little, about right, or too much?' Have someone who disagrees with you read the draft, because they will spot the slanted questions quickly.
Promising anonymity and breaking it by accident
Collecting email addresses for a prize in the same form, leaving a survey tool's sign-in requirement switched on, or publishing a table with two students in one cell all undo the promise. Go through the tool's settings, send prize entries to a separate form, and fix the smallest group size you will report before you open the results.
Collecting answers and going quiet
Students who never hear what came of a survey are less inclined to fill in the next one. Share three findings and one thing that will change, in the place you recruited: the same class, the same group chat, the same bulletin board. A class project can do this with a single slide.