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Demo: Academic Department Chairs collective responsibilities and requirements set
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Demo: Academic Department Chairs collective responsibilities and requirements set
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Alumni.New:[Crdl.Each]:Plcm
Alumni.New:PsRt([LBC.Each])
Average across all faculty of the percent of expected faculty instructional load and percent excused by authorized reassignments
Average number of changes in major per FTE student beyond first 60 credits
Average number of credits (excluding retakes) taken by undergraduate students beyond program requirements
Average of single section courses Percent of cap enrollments
Average Percent of a student's SCHs that are retakes by program
Average Percent of students' SCH grades that are either Fs, Us, Is, or Ws by program
Average rating by chairs of faculty professional development engagement
Average rating by departmental advisory council of the appropriateness and relevance of each program's learning outcomes
Average Rubric based learning outcome assessment scores of gen ed student work at strategic points throughout the curriculum
Average SCH delivered per FTE faculty per academic year
Board and certification exam pass rates for undergraduate professional students
Cost of faculty teaching/advising reassignments for administrative duties and research
Feedback from employers and grad schools on "presentation quality" of our student graduates
Hist: “I believe what I am told by my supervisor/department chair”
Hist: “I have a good relationship with my supervisor/department chair”
Hist: “I receive feedback from my supervisor/department chair that helps me”
Hist: “My supervisor/department chair actively solicits my suggestions and ideas”
Hist: “My supervisor/department chair is consistent and fair”
Hist: “My supervisor/department chair makes his/her expectations clear”
Hist: “My supervisor/department chair regularly models this institution's values”
Hist: “Teaching is appropriately recognized in the evaluation and promotion process”
Hist: “There is appropriate recognition of innovative and high quality teaching”
Hist: faculty to, during the current school year have you done the following with the undergraduate students you teach or advise - Worked on activities other than coursework (committees, student groups, etc.)
Hist: the number of hours in a typical 7-day week spent by faculty on - Course administration (emailing students, maintaining course website, etc.)
Hist: the number of hours in a typical 7-day week spent by faculty on - Grading assignments and exams
Hist: the number of hours in a typical 7-day week spent by faculty on - Meeting with students outside of class
Hist: the number of hours in a typical 7-day week spent by faculty on - Preparing class sessions
Hist: the number of hours in a typical 7-day week spent by faculty on - Teaching class sessions
Hist: the number of hours in a typical 7-day week spent by faculty on - Working to improve your teaching (self-reflection, meeting with teaching consultants, attending teaching workshops, conducting research on your own courses, etc.)
Inbound number of international faculty scholars, Fulbright and Non-Fulbright
Intl:Hgrm."During my stay at this institution I have participated in or attended Academic department programs.
Net HEI farm revenue
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 program coordinators within departments
Number of courses participating in the Step-up program
Number of Fulbright faculty scholars hosted at other institutions who have visited our institution in the last year
Number of institutionally approved internships listed in the institutional database (e.g. Handshake)
Number of new online/F2F credit, non-credit, and workforce development programs created and terminated annually in each department
Number of programs that incorporate learning incomes design approach throughout the program curriculum
Number of unique workforce development programs per FTE non-credit seeking student.
Number/Percent of Academic Programs that Have Undergone Comprehensive Review in the Last 4 Yrs
Number/Percent of eligible specialized programs accredited and their national ranks
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 SCHs generated by FuT faculty
Percent of baccalaureate students who enroll in a academic graduate program in their primary field of choice.
Percent of Courses in which the Quality of the Learning Outcomes have been assessed using the LO Rubric
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 full time instructors who have completed a fellowship in Faculty Development.
Percent of math sections using the Math Emporium mode of instruction
Percent of our Baccalaureate Students Who enroll in an intra-institution Post-Graduate program (if offered) compared to Percent who enroll in a competitor program
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 sections that incorporate at least one field trip
Percent of Students who have taken at least one Inter- or Summer Session course in the calendar year
Percent of undergraduate students who each term have reviewed/updated their planned schedule for all courses they need to complete for their degree/credential in course management system (e.g. DegreeWorks)
Ratio of grad F2F sections online taught by FuT vs PT faculty vs Teaching Assistants
Ratio of grad online sections taught by FuT vs PT faculty vs Teaching Assistants
Ratio of professional F2F sections taught by FuT vs PT faculty vs Teaching Assistants
Ratio of professional online sections taught by FuT vs PT faculty vs Teaching Assistants
Ratio of undergrad F2F sections taught by FuT vs PT faculty vs 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
Student grade distributions by faculty member
Students' grade distribution within department's courses
System of peer review is in place for online teaching
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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
Ugrd:RR
Ugrd:RR
Ugrd:RtnRt
Ugrd.New:Mjr OR Minr:CrHr.TsOt:RPro(Acc,Subm):Avg
Ugrd.New:RPro(Chce1,All):HC
USNews and WR Business School Graduate program rank
USNews and WR Education School Graduate program rank
USNews and WR Engineering School Graduate program rank
USNews and WR Fine Arts Graduate program rank
USNews and WR Health Graduate program rank
USNews and WR Law Graduate program rank
USNews and WR Library and Information Studies Graduate program rank
USNews and WR Medical Graduate program rank
USNews and WR Nursing Masters / DNP program rank
USNews and WR Online Rank
USNews and WR Public Affairs Graduate program rank
USNews and WR Science PhD Graduate program rank
USNews and WR Social Sciences and Humanities Graduate program rank
Yearly avg. across sections of Percent of course cap enrollment achieved