Unassigned

Parents

Role’s responsibilities/duties - Vice President / Chancellor of Academic Affairs

Children

15Fin:RPro(Ptcp,Ugrd):HC
15Fin.Ptch:EnCt:RPro(Satisfied the program criteria for every term, All):HC
1st to 2nd year research doctoral student retention rate
Academic term system in use.
Alum.New:Crdl.RPro([Each]/All):HC
Annual number of students applying for national academic awards
Anti-plagiarism Policy exists and is enforced
ArOt:Ct
Average across all faculty of the percent of expected faculty instructional load and percent excused by authorized reassignments
Average aggregate scores on student course evaluation questions pertaining to course design
Average aggregate scores on student course evaluation questions pertaining to course management
Average aggregate scores on student course evaluation questions pertaining to intellectual value
Average aggregate scores on student course evaluation questions pertaining to learning evaluation
Average aggregate scores on student course evaluation questions pertaining to pedagogy
Average aggregate scores on student course evaluation questions pertaining to supportive learning environment
Average aggregate scores on student course evaluation questions pertaining to workload and pace
Average cost of required texts for each course / Program
Average Graduate class size
Average number of credits required to achieve an associates / baccalaureate degree (excluding programs where credits set by accrediting agency)
Average number of SCHs generated per academic year per FTE faculty
Average number of times students have changed major by graduation and after 60 credits earned
Average of single section courses Percent of cap enrollments
Average overall effectiveness score on student survey of advising services
Average Percent of a student's SCHs that are retakes by program
Average Percent of enrolled students at course census date who received a D or better at the conclusion of the course
Average Percent of students' SCH grades that are either Fs, Us, Is, or Ws by program
Average rubric scores on the teaching components of faculty ePortfolio conducted annually by the department chair
Average SCH delivered per FTE faculty per academic year
Average score of prior year grads in GRE, LSAT, PCAT, MCAT etc. exams
Average spending per full-time-equivalent student on instruction
Average student drop rate in online courses
Average term course load for undergraduate students
Average total tuition cost per credential
Average total tuition cost per credential / Average salary within field with five years of experience
BDP.CCP:Ct
Board and certification exam pass rates for undergraduate professional students
Carnegie basic classification description (degree level and size of programs offered)
Carnegie Enrollment Profile Classification Description
Cost of faculty teaching/advising reassignments for administrative duties and research
Ctrb: Average aggregate scores on all student course evaluation questions
Ctrb: Average undergraduate class size
ESL program is accredited
Faculty salary cost (factoring in Percent workload on instruction) per SCH delivered (undergrad, grad, professional)
Federal research grant dollars received in the last year
Formal Copyright Policy exists and is enforced
Forn.Exc(Onl):EnCt:FTE
FOS:EnCt:FTE
Full time transfer student 100 percent graduation rate based on remaining credits
Full time transfer student 150 percent graduation rate based on remaining credits
Hist: - I would recommend this course to other students.
Hist: - Thinking about this course, on average how effectively do you feel that class time was used to help you learn the course content?
Hist: “There is a good balance of teaching, service and research at this institution”
Hist: “There is appropriate recognition of innovative and high quality teaching”
Net HEI farm revenue
Net revenue generated by English as Second Language (ESL)
Net revenue generated by not for credit courses
Net revenue generated by translation and interpretation services
Number of 3+2 or 4+1 Accelerated Masters Programs
Number of academic departments
Number of colleges and schools
Number of courses participating in the Step-up program
Number of faculty initiated course focus groups conduced by trained personnel (fac or staff) in the past year
Number of faculty who in the last five years have volunteer as an officer of an academic professional organization.
Number of pre-professional programs for which the institution provides aspirant students with support and advising
Number of programs that have been assigned a score on rubric to assess academic program's quality and viability within last 4 years.
Number of research grants applied for in the last year
Number of SCHs delivered in F2F/Online/Competency-based mode in the past calendar year
Number of students seeking prep-test tutoring for course learning incomes prior to course start date.
Number of times in the prior year faculty have been mentioned in the media
Number/Percent of eligible specialized programs accredited and their national ranks
Number/Percent of Online Instructors with Online Teaching Certification
Number/Percent of T/TT faculty who as a PI or co-PI received grants per year
Number/Percent of undergraduates who have completed one or more institutionally approved internships
Number/Percent of undergraduates who have completed two or more institutionally approved internships
Percent and identity of courses available in compressed terms (online and F2F)
Percent FDUWI grades received in all courses
Percent of 100 and 200 level courses that have been mapped to community college courses and are accepted for non-elective credit.
Percent of academic departments that have a functional advisory board
Percent of all course/section syllabi that are stored in a standardized syllabus system
Percent of all SCHs generated by FuT faculty
Percent of annual undergraduate credit hours delivered by FuT faculty : PT faculty : and Graduate Teaching Assistants
Percent of Colleges that have a faculty member appointed and trained as an Online Learning Coordinator
Percent of courses per calendar year offered in at least one inter- or summer session
Percent of courses with X or more sections offered in a term that have a faculty course team leader designated
Percent of enrollees who received early course progress / kudo notifications from instructors
Percent of Faculty with a terminal degree and 18 hrs of graduate coursework in field in which they teach
Percent of full time instructors who have completed a fellowship in Faculty Development.
Percent of institutional budget spent for direct support of instruction : student learning support services : non-instructional student support services : administration
Percent of online courses whose design meets Quality Matters certification standards
Percent of prior year graduates who were accepted into a graduate program
Percent of programs that have current program learning outcome assessment results published on the program information web site.
Percent of programs with learning outcomes that are based on institutional, college, and program learning goals; and have minimum achievement levels for the outcome set for awarding each credential published on their web site.
Percent of self-assessing instructors who have consulted with a staff member in the Faculty Development on a course related matter in the past year
Percent of self-assessing instructors who have experienced disrespectful or disruptive behavior from students in the classroom in at least one course in the past year
Percent of self-assessing instructors who have incorporated service learning in at least one course in the past year
Percent of self-assessing instructors who have used a rubric to score a course assignment within the last year
Percent of self-assessing instructors who have used formative assessment (e.g. student response systems, muddiest point feedback) to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used game based learning in at least one course in the past year
Percent of self-assessing instructors who have used group work to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used in-class or online discussions to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used student assigned projects to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used student ePortfolios to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who included undergraduates in research in at least one course in the past year
Percent of self-assessing instructors who required multiple drafts of student written work for progressive feedback in at least one course in the past year
Percent of self-assessing instructors who required student presentations in at least one course in the past year
Percent of self-assessing instructors who spent a good amount of class time addressing student questions in at least one course in the past year
Percent of self-assessing instructors who team taught in at least one course in the past year
Percent of student who qualify for the Step-Up program who enroll.
Percent of students and faculty/staff who have been inducted into national honors societies
Percent of students in pre-professional programs who get admitted to professional school
Percent of Students who have taken at least one Inter- or Summer Session course in the calendar year
Percent of undergraduate course enrollments that received a DFUWI grade and were referred by instructors for tutoring
Percent/number of current students who were assessed as not being prepared for freshman courses using adaptive self-help learning system
Percent/number of Step-up enrollees converting F to C grade
Periodicity with which the 3 year prospective academic program plan is updated
Policy exists and is enforced equating an advising workload unit to teaching workload unit and the ability to exchange one for the other
Proportion of courses (including overloads) taught by T/TT: FuT nonT/TT:adjuncts
Proportion of courses available during intersessions and summer terms
Proportion of online to competency-based to face-to-face SCH's generated yearly
Proportional distribution of the percent of undergraduate labs taught by FuT faculty/adjuncts/teaching assistants
Ratio of undergrad online sections taught by FuT vs PT faculty vs Teaching Assistants
Retention rate - First to second year grad FuT professional programs
Retention rate - Second to third year grad programs
Retention rate - Second to third year professional program
Stu.New:RR
Students' grade distribution within department's courses
The average over all courses taught in the last year as assessed by the instructor of the percent of class time in which course content was delivered by lecturing
Total number of awards given to faculty related to pedagogy or pedagogical research or course/program design
Total number of unique Undergrad Certificates : Associates : Baccalaureate : Post-Bac Certificates : Master's : Research Doctoral : and Professional Doctoral credentials offered
TrA:BDP:CCP.ArtA:Ct
TriM:Ct
Tuition generated per faculty member as a percent of salary (with and without course releases factored in)
Tuition refund policy exists and is enforced when course grade received is a fail or an unsatisfactory
Ugrd:RR
Ugrd:RR
Ugrd:RtnRt
USNews and WR College Rank
Value-add index
Yearly avg. across sections of Percent of course cap enrollment achieved

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