Experiences With Faculty is the NSSE sub-scale pertaining to the perceived quality of interactions between those two prominent groups on any university campus. This sub-scale is divided into two different dimensions dependent upon the context of the interaction.
Student- Faculty Interaction
The first dimension considered encompasses all social interactions students might have with faculty. These social exchanges may take place in the classroom, but may also take place in a faculty office, during an extracurricular activity, or any other social context.
Figure 13 summarizes the results from first-year students. Overall, these students rated the quality of these interactions just below the scale midpoint or 30. Though USAO seems to have a slightly more positive score than our 3 comparison groups included in the report, these differences are not statistically significant.
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In this, the last entry of the IPEDS feedback report series for this year, I focus on resources. In the context of this discussion, resources are personnel and money- the critical raw materials USAO uses to transform college freshmen into USAO graduates (I may have simplified the process just a bit). We begin by taking a look at staff levels across our comparison groups.
At a glance, it is easy to see that USAO has fewer personnel than out comparison group. I thought this arrangement is expected given our relative size; it takes more people to educate, house and mentor 3000 students compared to our 800. Given my background, I thought that explanation seemed an awful lot like a hypothesis and those love to be tested. Thankfully, this was one hypothesis that was pretty easy to examine and I present the results in the next figure. Continue reading →
The CLA+ or Collegiate Learning Assessment (plus) is a new assessment geared toward graduating bachelor degree students. It was developed by the Council for Aid to Education (or CAE). It was made as a pre/post examination to be given to students before they started college and after they finished.
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For my first regular entry, I thought it appropriate to talk a bit about why Institutional Research (IR) is important. USAO allocates a non-negligible portion of its limited resources towards our activities (that you, by the way), so it is important that we provide something of value. Moreover, it is important for those paying the bills (students, parents, Oklahoma and United States taxpayers) to know what it is they are purchasing. Rather than focus on the specific tasks and reports, they are legion and are generally of interest to a very specific (small) audience, I wish to speak about our efforts with a bit more breadth. Continue reading →
Why collegiate assessment? Why write about assessment? Why give any tests at all or ever again? These were questions posed to me about my new position at the University of Science and Arts of Oklahoma by colleagues as I left my last job. They were confused about why we should worry about testing college students. The questions hit hard and left me wondering myself. Continue reading →
‘Test’ tends to be a dirty word. In the classroom it is a looming threat, in congress a shield, and in the Assessment Center our bread-and-butter. Few four letter words conjure such strong polar reactions. Thus it is a hard subject to brooch with how emotional discusses become. It is my belief however that testing has a solid, important, and needed place in education.
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Want to use Scantron tests in your class room but don’t have the money to buy a scanner, forms, or time to learn to use them? There is a new simplified testing solution just for you! It is called Akindi and it allows you to print scanner answer documents and grade them for free. Continue reading →