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Peer and aspirant institution selection metrics
Metric: Who/What/How-Title: When/Where-Tags: Why-Content area: Classification-Type
Metrics contributed by individuals
Parents
Metric: Who/What/How-Title: When/Where-Tags: Why-Content area: Classification-Type
Children
[Crdl.Each]:EnCt.RPro(Actl,Cap):HC
[GuAdm.Each]:EnUc.CoRt(Ugrd,Grad):HC
[Prgm.Each]:Alum.New
15Fin:RPro(Ptcp,Ugrd):HC
1st to 2nd year research doctoral student retention rate
A hierarchical set of mutually supporting institutional, college, and program learning goals exists that are grounded in the mission of the institution.
A plan for executing the strategic planning process which includes a time line, identified stake holder groups, task forces, focus groups, writing team, budget team, research and education team, exists.
A standing committee monitors institutional effectiveness, continuous quality improvement initiatives, monitors and reports on the progress of the objectives of the current strategic plan, and acts as the strategic planning steering committee when a new plan is being developed.
Academic Affairs budget for strategic initiatives
Academic major revenue index
Academic minor revenue index
Academic testing center annual budget (inc salaries)
Academic year teaching load expectation (credit/contact hrs)
Achievement rates for extracurricular learning outcomes
Alum:[Crdl.Each]:Earn:$
Alum:Federal Loan Default Rate
Alum.New:[Crdl.Each]:Debt:$.Avg
Alum.New:[Crdl.Each]:HC
Alum.New:Crdl.RPro([Each]/All):HC
Alumni giving rate average
Alumni.New:[Crdl.Each]:Plcm
Alumni.New:PsRt([LBC.Each])
Analysis of peer institutions complete and includes comparative strengths and weaknesses in key performance indicators (a super-set of the benchmark metrics), and strategies from peers/aspirants worth adopting or avoiding.
Annual average number of veterans and active military service personnel enrolled across terms.
Annual average oral assessment score for incoming international students at international location(s)
Annual average oral assessment score for incoming international students at US location(s)
Annual average TOEFL/IELTS/SAT/ACT English language score for incoming international students at international location(s)
Annual average TOEFL/IELTS/SAT/ACT English language score for incoming international students at US location(s)
Annual budget allocation for Academic Affairs
Annual budget allocation for Athletics
Annual budget allocation for Budget Management Office
Annual budget allocation for Community Engagement Office
Annual budget allocation for Enrollment Management
Annual budget allocation for Finance and Administration
Annual budget allocation for HEI Advancement
Annual budget allocation for HEI Counsel
Annual budget allocation for HEI Ombudsman / Complaint management
Annual budget allocation for HEI Relations
Annual budget allocation for Information Technology
Annual budget allocation for Institutional Effectiveness and Quality Improvement
Annual budget allocation for Student Affairs
Annual cost of instruction for a major.
Annual cost of instruction for a minor.
Annual enrollment in gen ed capstone course
Annual enrollment in interdisciplinary minor
Annual enrollment in the Foundation Gen Ed course.
Annual funding allocated to each FT faculty member for professional development
Annual funding allocated to each PT faculty member for professional development
Annual funding available for student clubs and organizations.
Annual funding made available to support new course development or existing course redesign.
Annual funding received from student technology fee for operational costs of Academic Testing
Annual funds allocated for facility maintenance and repair.
Annual funds allocated for facility renovation.
Annual funds allocated for intramural research grants.
Annual funds allocated for need-based internal grant aid to international students at US location(s)
Annual funds allocated for non-need-based internal grant aid to international students at US location(s)
Annual funds allocated for Soup kitchen or food bank for food insecure students.
Annual funds allocated in Emergency Loan Program for Students
Annual funds allocated per FTE student spent on learning science, information literacy, and knowledge management education
Annual funds allocated per FTE student spent on professional (non-faculty based) academic advising
Annual funds allocated per FTE student spent on student information technology support services
Annual funds allocated per FTE student spent on Student Learning Support
Annual funds allocated per FTE student spent on Writing
Annual funds allocated to institutional marketing plan for student recruitment
Annual funds allocated to newly implemented strategic operations
Annual funds allocated to support undergraduate research.
Annual funds received for the New York HEOP program
Annual funds received through uncommitted gifts and donations.
Annual funds saved by cost containment initiatives
Annual funds saved by outsourcing services.
Annual instructional revenue generated by each major
Annual instructional revenue generated by each minor
Annual net new funds allocated to strategic operations
Annual number of class hours freed up for instructor use by exams and tests assigned to Academic Testing
Annual number of cultural trips for international students at US location(s)
Annual number of faculty interns serving in the Provost's office
Annual number of hits on the web portal system (Dashboard) to comprehensive institutional data.
Annual number of information literacy modules delivered by library staff either as stand alone or course integrated units.
Annual number of managers who have completed a 360 degree assessment.
Annual number of student visitors (gate count) to Academic Testing for institutional course related quizzes and exams.
Annual number of student visitors (gate count) to Academic Testing for non-institutional course based tests and quizzes (standardized tests and tests for other institutions).
Annual number of students applying for national academic awards
Annual number of visits by unique students to International Student Services at US location(s)
Annual overhead $s generated from sponsored research funding or program support
Annual percent of strategic funding that supported successful / failed strategic objectives
Annual rate of change in tuition
Annual report on prior year institutional strategic plan objective statuses and a plan for the coming year with adaptions based on changing conditions and opportunities exists.
Annual revenue generated by Prior Learning Assessment
Annual student library and technology fee revenue
Annually, the total funds reallocated due to poor performance on strategic objectives.
ArOt:Ct
Average achievement rates of program learning outcomes for all final semester students within each program and for the gen ed program at each location and delivery mode.
Average across all faculty of the percent of expected faculty instructional load and percent excused by authorized reassignments
Average age of all graduate students
Average age of all undergraduate students
Average age of buildings since last renewal/initial construction
Average age of computers in classrooms.
Average age of computers in open student labs.
Average age of faculty and staff computers
Average age undergraduate transfer students
Average annual course delivery frequency across all and within specific programs (including general education) by delivery modality
Average annual number of performances or shows that graduate students participate in that are discipline related.
Average cost of required texts for each course / Program
Average credit hours required for graduation within Baccalaureate/Associates/Masters programs
Average employee score on "The amount of administrative paperwork (forms, reports, etc.) required in my job is justified and not over burdensome."
Average faculty service length after completion of HEI funded terminal degree.
Average Faculty Teaching Productivity (see formula in note)
Average GPA for final 60 undergraduate credits of students admitted to our graduate programs
Average grade distribution broken down by instructor / course / program / college
Average Graduate class size
Average GRE etc. scores for graduate program admits
Average historical periodicity of the strategic planning process
Average hours of employment of students who have a non work study job as an employee of the institution (excluding ancillary services)
Average level of admitted students motivation to attend / complete a higher education credential as assessed by admissions officer through personal contact with candidates, required essay assessment, etc.
Average major/minor GPA of graduates
Average number of credits required to achieve an associates / baccalaureate degree (excluding programs where credits set by accrediting agency)
Average number of credits taken by graduating undergrad students beyond the minimum needed for associates/baccalaureate degrees
Average number of Digital Badges awarded to current students
Average number of Graduate Teaching Assistants funded per FTE faculty
Average number of hours / number of students per semester spent within the adaptive learning support and self-assessment system.
Average number of Master's Theses produced per TT/T faculty per year.
Average number of Minors and certificate enrollments taken concurrently outside a student's major
Average number of Scholarly Presentations at disciplinary conferences per T/TT faculty
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 number of undergrad / grad advisees per faculty member
Average number of years since teaching space audio-visual systems have been upgraded.
Average of single section courses Percent of cap enrollments
Average overall effectiveness score on student survey of advising services
Average pay rate of students who have a non work study job as an employee of the institution (excluding ancillary services)
Average percent CUPA mean salary for all faculty
Average Percent of a student's SCHs that are retakes by program
Average Percent of all graduates' course credits that were derived from CLEP
Average Percent of caps reached for all delivered courses per year.
Average Percent of enrolled students at course census date who received a D or better at the conclusion of the course
Average percent of standard advising load for all full time faculty who are student advisors.
Average Percent of students' SCH grades that are either Fs, Us, Is, or Ws by program
Average periodicity, over the last ten years, that the Faculty developed learning space design guide renegotiated with Facilities Department
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 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 by group Board member, Administrative, Academic, or Student Leader, on degree of agreement with - The number of board members who are alumni of the institution is appropriate.
Average score of prior year grads in GRE, LSAT, PCAT, MCAT etc. exams
Average score on course design rubric (QM for online and in-house for F2F)
Average score on program design assessment rubric
Average score on program learning assessment rubric
Average score on rubric for leadership and management skills assessment
Average score on rubric to assess quality of program learning outcomes
Average scores on annual faculty evaluation rubric
Average scores on face-to-face course design rubric
Average scores on hiring rubric(s) of newly hired faculty
Average student drop rate in online courses
Average student scores on standardized general education assessments. E.g. CLA+
Average time between Provost authorizing a faculty hire and signed contract.
Average total donations to Academic Affairs over prior three years
Average total tuition cost per credential
Average total tuition cost per credential / Average salary within field with five years of experience
Average undergraduate section size for courses in the major
Average years of staff employment
Awarded "Great college to work for" status
BDP.CCP:Ct
BDP.CCP:List
Board and certification exam pass rates for undergraduate professional students
Business consulting services net income
Capital assets value
Cash reserves as a percent of annual budget
Clear policies and procedures on evaluation and acceptance of competency based credits are published and publicly accessible on the web site
Clear policies and procedures on evaluation and acceptance of prior learning and experiential credits are published and publicly accessible on the web site
Clear policies and procedures on evaluation and acceptance of transfer credits are published and publicly accessible on the web site
Clearly defined, collaboratively created, and board approved institutional goals available prominently on web site that address internal and external constituencies.
Clearly defined, collaboratively created, and board approved mission statement available prominently on web site that address internal and external constituencies.
Code of ethics regularly distributed to all faculty and staff and easily accessible on the web site.
Composit average score of all Board self-assessment survey questions.
Composite score in the Supervisors/Department Chairs dimension of the Great Colleges to Work For survey
Conditional admission policy, assessment policy and procedures are publicly available on the web site and clearly defines requirement and required achievement levels for removal of conditional status.
Conflict of interest policy is in place and enforced. All employees who may have conflicts are required to sign the document at regular intervals.
Cost of faculty teaching/advising reassignments for administrative duties and research
Cost of instruction per graduate in each minor.
Course option flexibility in online programs - (number of credits meeting requirements available online) /( number of credits needed to graduate from the program)
Course withdrawal and refund policy information available on the public web site.
CPI standardized (Tuition revenue + State allocations + Scol.Intr)/Degrees completed:Ct
Ctrb: Actual assigned teaching load credit/contact hours
Ctrb: Funding for new course and program development available annually.
Ctrb: Number of credits student can retake to replace grade (retake does not appear on transcript or affect GPA)
Ctrb: Number of student visits to Writing per year.
Ctrb: Policies and procedures for the safe and secure maintenance and appropriate release of student information and records have been created, approved by the Cabinet, published on the web site, included in orientation and on-going training, and distributed to all appropriate employees.
DCpt:SCH
Degree of correlation between average programmatic learning outcome achievement rates and avg program gpa of graduating students
Degree of correlation between avg. salary at rank, and performance review scores.
Discount rate
Distribution of average Percent classroom availability level within each time slot
Distribution of average Percent lab availability level within each time slot
Distribution of enrolled students by metropolitan area, county and state
Distribution of enrollments in all sections offered in the last academic year.
Distribution of International students at US location(s) by country of origin.
Donations to operational expenses
DuEn.CCP:HC
End of year funding allocated to strategic initiatives
Endowment funds dedicated to Scol
English as a Foreign Language Course Tuition
Enrollment trend (regression slope of last three years of FTE Fall enrollments for all students at all locations)
ESL program is accredited
Facilities master plan exists and is updated and approved annually.
Faculty and staff average score on the survey question "Fair and impartial merit raise evaluation process is in place for faculty and staff which makes expectations clear"
Faculty salary cost (factoring in Percent workload on instruction) per SCH delivered (undergrad, grad, professional)
Faculty workload distribution
Fall FTE master's degree enrollment
Fall FTE of PT graduate students enrolled - All years
Fall FTE post-baccalaureate certificate enrollment
Fall FTE/Headcount PT undergraduate students enrolled
Fall Headcount of FuT graduate students enrolled - All years
Federal and State grants received in the last year for non-research activities.
Federal research grant dollars received in the last year
Federal Title V grand funding received annually
Federal, state, and local demand for graduates of a major correlated with program offerings and enrollments.
Fees for on-campus services (transportation, athletics, activities, etc.) that apply to online students
Financial aid audit classification and fines
FiT:CoRt(Appl,Offr):HC (selectivity)
FiT:CoRt(New,Offr):HC (true yield)
FiT:CoRt(Offr,EnUc):HC (yield)
FiT.Appl:RPro(Actl,Pdct):HC
FiT.FuT:CoRt(Offr,New):HC (True yield)
FiT.New:Age:Avg
FiT.Offr:Top feeder high schools.List
FiT.PT:CoRt(Appl,Offr):HC (selectivity)
FiT.PT:CoRt(Offr,EnUc):HC (yield)
FiT.PT:CoRt(Offr,New):HC
FiT.PT.Appl:HC
Fixed portion of online tuition revenue allocated for support and development services
FMen.New:ACT.RPro(>=28,All):Scor
Forn.Exc(Onl):EnCt:FTE
Forn.Offr:TAT(DARc.DRSn)
FOS:PLE:CrHr
FOS:Ratio(Forn,Dmst):EnCt:HC
FOS:RPro(MktA.Dmst.Exc(F2F),MktA.Dmst):EnCt:HC
Foundation grant dollars raised within the last year.
Frequency with which reports are published on progress toward achievement of strategic goals and objectives
Frequency with which the liberal and General Education program learning outcomes are reviewed.
FTE enrollment in doctoral programs
FTE professional staff per FTE faculty (FuT and PT) in Faculty Development
FTE professional staff per FTE international student in the Center for International Education, Recruitment, and Student Services
Fulbright - number of accepted outbound students
Fulbright - number of inbound students
Full time transfer student 100 percent graduation rate based on remaining credits
Full time transfer student 150 percent graduation rate based on remaining credits
Funds approved for the annual strategic plan implementation budget.
Funds/percent of marketing plan funding allocated to active military and veteran recruitment (All locations/all credentials/student classifications)
Funds/percent of marketing plan funding allocated to specific academic programs (All locations/student classifications)
Grad.Forn.New:IELT.Cpst:Avg
Grad.Forn.New:ToEFL.Cpst:Avg
Grad.Intl.New:IELT.Cpst:Avg
Grad.Intl.New:ToEFL.Cpst:Avg
Grad.Offr:TAT(DARc.DRSn)
Grad.Prof:EnCt.FTE
Grad.Prof:EnCt.HC
Grad.Vetn:Appl:RPro(Actl,Prdc):HC
Grad.Vetn:CoRt(EnUc,Offr):HC (yield)
Grad.Vetn:CoRt(New,Offr):HC
Grad.Vetn:CoRt(Offr,Appl):HC (selectivity)
Grad.Vetn:RPro(Actl,Prdc):HC
Grant funding received for program development and facility upgrades in the last year.
GuAdm:Ct
Hist: faculty and staff on .Agre with - The institution’s nepotism policy is appropriate and equally enforced for all supervisors.
Housing costs and refund policy information available on the public web site
Inbound - number of semester long study abroad foreign students
Inbound number of international faculty scholars, Fulbright and Non-Fulbright
Income generated through Prior Learning Assessment
Individual academic program majors graduation rate
Individual academic program majors retention rate - first year in major to second year.
Individual academic program majors retention rate - second year in major to third year.
Individual academic program minors completion rate
Institution has a Band Room
Institution has a Child Care/Observation Center
Institution has a Gender Serving status
Institution has a Simulated Business Trading Center
Institution has achieved Ivy League status
Institution has an affiliated airport
Institution has an Emergency Operations Center
Institution has Liberal Arts College designation
Institution has music practice rooms
Institution has patient/client/subject observing/recording/interviewing/treatment facilities
Institution meets criteria for a Minority Serving Institution (MSI) status
Institution sector classification
Institution’s credit rating (e.g. Standard and Poor’s)
Institution’s debt level
Institutional Bond Rating
Institutional governing board type - Dedicated or system wide
Institutional Tuition and Fees
Intellectual property policy that clearly defines ownership of course and other faculty produced materials exists and is enforced
Internal funds dedicated to supporting research and scholarship
International campus tuition rate
International student fee at US location(s)
International students at US location(s) on-campus tuition rate
Intl.Exc(Onln):EnCt:FTE
Intl.Offr:TAT(DARc.DRSn)
Library and Technology fee as a percent of tuition
Library budget for online instructional resources
List exists of top 10 potentially disruptive strategic changes identified that could be incorporated into the new strategic plan
Lowest TOEFL/IELTS/SAT/ACT English language / oral assessment score for admitted international students at international location(s)
Lowest TOEFL/IELTS/SAT/ACT English language / oral assessment score for admitted international students at US location(s)
Member of Association of American Universities (AAU)
Mission statement confirmed and ratified with board.
MktA:RPro(FOS,F2F):EnCt:HC
Mstr.Prof:EnCt.FTE
Mstr.Prof:EnCt.HC
Multi-year projections and goals exist for enrollments, tuition, state aid, financial aid, fund raising, personnel costs, changes in academic program offerings, capital improvements, etc.
New vision statement confirmed and ratified by the Board
Number and age of each sport facility type (fields, courts, pools etc.)
Number and exhibit space of on-campus museums and galleries
Number and hours or use of video conferencing enabled classrooms at each campus
Number and identity of gateway courses (high DFUWI grades)
Number and level of student annual use of the online tutoring service (from service provider)
Number and nature of substantive change submissions made since the last full accreditation.
Number and seating capacity of computer classrooms
Number and seating capacity of open student computer labs
Number and type of awards given by the student body to faculty, staff, and students.
Number FuT faculty who have participated in an exchange program with a foreign institution within the last year
Number of “Learning Commons” student seats available at each instructional site or branch campus.
Number of 3+2 or 4+1 Accelerated Masters Programs
Number of academic departments
Number of academic program coordinators within departments
Number of academic programs with special population discounts or state/federal subsidies (e.g. Unions)
Number of accredited academic programs that are in “candidate” “warning”, “probation”, “show cause”, and similar statuses.
Number of additional locations
Number of and number of seats in performance spaces
Number of annual nominations for faculty teaching awards
Number of annual queries executed against the Enterprise Relational Database
Number of anonymous student course feedback messages delivered to the appropriate department chair throughout each term.
Number of beds in Medical Simulation patient dummies, etc.)
Number of calls received annually on a hotline for anonymous reporting of employee violations of policies and ethics.
Number of career focused academic programs
Number of CLEP course credits accepted annually.
Number of college level civic groups and numbers of members
Number of colleges and schools
Number of communal on-campus residences allocated to honors students
Number of communal on-campus residences allocated to international students at US location(s)
Number of course design nominations and awards given to instructors annually
Number of course related tests/exams delivered by Academic Ttesting in the past year
Number of courses at study abroad sites that have been approved by the appropriate faculty for transfer credit.
Number of courses participating in the Step-up program
Number of courses with a "Globally or interculturally rich" designation in the HEI catalog
Number of courses with international components.
Number of courses with special fees
Number of credit hours and identity of unique subject areas in which a student is required to demonstrate competency to complete the general education program
Number of credits awarded via credit by examination
Number of credits awarded via reviewed professional learning
Number of credits of college transition course required and specifically designed for conditional admit students.
Number of credits that a student can take as pass/fail at the institution
Number of dual enrolled students who are still completing high school
Number of ethical violation charges investigated annually
Number of Faculty Attending and Presenting at Disciplinary Conferences
Number of faculty attending grant writing workshops within the last year.
Number of faculty house master/mistresses who are embedded with students in residence halls.
Number of faculty initiated course focus groups conduced by trained personnel (fac or staff) in the past year
Number of faculty interviewed about their pedagogy for institutional publications within the last year.
Number of faculty on clinical track
Number of faculty participating in the summer immersive grant writing program
Number of faculty who have attended workshops on high impact teaching practices in the last year.
Number of faculty who have attended workshops on student advising in the last year.
Number of faculty who have attended workshops on using ePortfolios to gather and assess student work
Number of faculty who have attended workshops on using technology in instruction in the last year.
Number of faculty who have attended workshops on using technology in research in the last year.
Number of faculty who have been trained in online course assessment (e.g. Quality Matters)
Number of faculty who have included information on areas of weakness in the course learning outcomes when referring a student for tutoring.
Number of faculty who successfully complete the training course to become portfolio evaluators
Number of faculty with required training and at least one course release time to serve as in-situ learning assessment coordinators and resources for the faculty.
Number of faculty/staff development badges awarded OR number of PDPs awarded to faculty/staff
Number of fraternities/sororities (social / academic)
Number of FTE instructional designers supporting course development in Online Learning.
Number of FTE personnel assigned to the Assistant Provost for Academic Programs & Student Success
Number of FTE professional staff per FTE faculty (FuT and PT) in Learning Outcomes Assessment.
Number of FTE professional staff per FTE faculty and staff in Institutional Effectiveness and Quality Improvement
Number of FTE professional staff per FTE online student in Online Learning.
Number of FTE staff assigned to Academic Testing
Number of FTE staff assigned to Intercultural Integration
Number of FTE staff assigned to Prior Learning Assessment in place
Number of FTE staff dedicated to supporting faculty assessment of learning outcomes
Number of FTE Student Counselors on staff.
Number of FTE teaching and learning support staff per FTE faculty
Number of Fulbright faculty scholars hosted at other institutions who have visited our institution in the last year
Number of general education credit hours required for associate and baccalaureate degrees
Number of general purpose classrooms (scheduled by registrar) with 20 seats or less : 21 to 50 seats : 51 to 100 seats : greater than 100 seats
Number of graduate students who have worked on a research/scholarly project in the past year
Number of hits on each language version of the admissions web site.
Number of institutional processes and procedures that have been analyzed and optimized in the past year using process flow techniques and technology
Number of institutionally approved internships listed in the institutional database (e.g. Handshake)
Number of intercollegiate athletic sports and numbers of students participating in each.
Number of international students admitted provisionally based on TOEFL/IELTS/ACT/SAT / oral assessment language scores at international location(s)
Number of international students admitted provisionally based on TOEFL/IELTS/ACT/SAT / oral assessment language scores at US location(s)
Number of intramural athletic clubs and participating students.
Number of languages that the Catalog of programs is available in on the website
Number of librarians on librarian track
Number of Maker Space student seats available.
Number of managers who are in an active mentoring relationship
Number of media articles published monthly about student success
Number of mega-majors available
Number of members in the post-traditional student club.
Number of new online/F2F credit, non-credit, and workforce development programs created and terminated annually in each department
Number of new projects launched annually that use project management techniques and technology
Number of operational international partnership agreements for dual degree programs (Our faculty delivering curriculum abroad).
Number of Other Instructional Sites (OIS)
Number of papers published on SOTL by faculty annually
Number of PLA portfolios assessed by faculty in the last academic year.
Number of pre-professional programs for which the institution provides aspirant students with support and advising
Number of prep courses available on-campus for grad school and undergrad professional standardized entry tests and for licensure exams etc.
Number of presentations given in-house by our faculty on pedagogy or pedagogical research or course/program design
Number of presentations to groups
Number of productive educational partnerships with foreign institutions (student exchange, study abroad, etc.)
Number of professional academic advisors employed.
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 programs that incorporate learning incomes design approach throughout the program curriculum
Number of programs with differential tuition
Number of reports produced annually using the Business Intelligence System
Number of research grants applied for in the last year
Number of rubrics in rubric bank for assessing student achievement of a learning outcome
Number of SCHs delivered in F2F/Online/Competency-based mode in the past calendar year
Number of Self paced (competency) courses and programs
Number of special events held annually for students.
Number of staff FTEs allocated to support and advocate for post-traditional students.
Number of student clubs and organizations
Number of student political party organizations
Number of student visits to Student Learning Support per year.
Number of students attending a career fair
Number of students listed as an author on a research publication in last year
Number of students participating in the Model UN program
Number of students presenting a poster / paper at the internal research showcase event
Number of students seeking prep-test tutoring for course learning incomes prior to course start date.
Number of students submitting portfolios for the assessment of prior learning
Number of students who have completed at least one clinical internship.
Number of students who have had a public show/performance of their work in the last year
Number of students who participated in short term study abroad in the last academic year
Number of students who successfully complete the online portfolio development course
Number of students with scholarly work published in FSR
Number of testing stations (seats) in Academic Testing
Number of times annually academic advisors are sent information on institutional CLEP policy and its usefulness to students.
Number of times annually all undergraduate students receive current information from the institution about CLEP course substitution opportunities.
Number of times annually students / advisors use the “What if” tool to analyze the impact that a change in major would have on credits applying and time to graduation (e.g. in a system like DegreeWorks)
Number of times in the prior year faculty have been mentioned in the media
Number of undergrad Research students /FTE faculty
Number of unique academic Baccalaureate credentials offered
Number of unique academic Master's credentials offered
Number of unique Associates credentials offered
Number of unique committee endorsed digital badges
Number of unique credentials offered at each location/branch campus.
Number of unique not for credit remedial courses offered at the institution.
Number of unique Post-Bac Certificates offered
Number of unique Professional baccalaureat credentials offered
Number of unique Professional Doctoral credentials offered
Number of unique professional Master's credentials offered
Number of unique Research Doctoral credentials offered
Number of unique subject areas that a student in which a student is required to enroll to complete the general education program
Number of unique Undergrad Certificates offered
Number of unique visiting scholars who have come to Institution from international partners per year
Number of unique workforce development programs per FTE non-credit seeking student.
Number of visits annually to the Student Counseling Center for mental health and general counseling.
Number of workshops and presentations to stakeholder groups by fact-finding teams and idea champions
Number of writing intensive courses completed by students in the gen ed program.
Number of years since library received a major renovation.
Number, identity, and number of seats available on committees for students.
Number/Percent of Academic Programs that Have Undergone Comprehensive Review in the Last 4 Yrs
Number/percent of board members by gender and ethnicity
Number/percent of board members who are alumni.
Number/percent of credentials offered in an evening time frame by campus/location.
Number/percent of credentials offered in an weekend time frame by campus/location.
Number/Percent of declared students in pre-professional programs who are accepted to a professional school
Number/Percent of eligible specialized programs accredited and their national ranks
Number/Percent of Freshmen who had a class that used an inquiry-based pedagogical approach
Number/Percent of Freshmen with an assigned peer mentor
Number/Percent of freshmen/sophomores who have engaged with Student Career and Employer Relations
Number/Percent of masters programs in which 90% of more of the required courses can be completed online.
Number/Percent of Online Instructors with Online Teaching Certification
Number/Percent of online/hybrid courses that underwent a Quality Matters like review in the past year.
Number/Percent of professional doctoral programs in which 90% of more of the required courses can be completed online.
Number/Percent of programs completing the learning assessment rubric
Number/Percent of programs completing the program design assessment rubric
Number/Percent of research doctoral programs in which 90% of more of the required courses can be completed online.
Number/percent of students who are low income.
Number/Percent of T/TT faculty who as a PI or co-PI received grants per year
Number/Percent of undergraduate programs in which 90% of more of the major required courses can be completed online.
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
Number/Percent of undergraduates who have registered for courses two terms out
Number/Percentage of Alumni who graduated with an online credential who have current contact information in the alumni tracking database.
Number/Percentage of FuT faculty who are members of the faculty union.
Number/Percentage of undergraduate students who acted as a Freshman mentor.
Onl AND Cptc.Appl:RPro(Actl,Prdc):HC
Onl.Offr:TAT(DARc.DRSn)
Online international enrollment FTEs
Operating Margin
Outbound number of faculty scholars Fulbright and Non-Fulbright
Outbound study abroad - number of semester long student participants
Participating in Higher Learning Commission AQIP accreditation process
Percent and identity of courses available in compressed terms (online and F2F)
Percent change in annual graduate professional tuition
Percent change in annual graduate research tuition
Percent change in annual residence hall rates and food plans.
Percent change in annual student fees
Percent change in annual undergraduate tuition
Percent FDUWI grades received in all courses
Percent Male : female : non-binary Faculty
Percent male:female:non-binary graduate students
Percent male:female:non-binary undergraduate students
Percent Minority distribution of faculty
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 up to date and complete program information in the online catalog and course syllabus management system.
Percent of academic leaders with a published clear job description
Percent of academic programs and their delivery modes that are listed on the web site.
Percent of academic programs that are designed with a degree ladder
Percent of academic programs that require students to complete the associate’s degree requirements before baccalaureate exclusive requirements.
Percent of academic programs that require students to complete the minor requirements before major exclusive requirements.
Percent of academic programs that support degree audit in online system.
Percent of admits from each feeder institution who need remedial support.
Percent of all course/section syllabi that are stored in a standardized syllabus system
Percent of all courses that are available in the following term lengths (approx in weeks) - 15 (sem) / 10 (qtr) / 7 (accel) / 3
Percent of all graduate sections that were available online in the last academic year.
Percent of all masters programs that are fully available online
Percent of all professional programs that are fully available online (excluding clinical rotations and internships)
Percent of all SCHs generated by FuT faculty
Percent of all undergraduate programs that are fully available online (including the gen ed program)
Percent of all undergraduate sections that were available online in the last academic year.
Percent of all unique graduate courses that had at least one section delivered online in the last academic year.
Percent of all unique undergraduate courses that had at least one section delivered online in the last academic year.
Percent of alumni who are members of the Alumni Association.
Percent of annual undergraduate credit hours delivered by FuT faculty : PT faculty : and Graduate Teaching Assistants
Percent of associate, baccalaureate, and masters degrees that conform to Institutionally approved Degree Qualification Profiles
Percent of Baccalaureate Grads Who Had Undergraduate Research Experience
Percent of Baccalaureate Graduates Who Participated in a Study Abroad Program
Percent of baccalaureate students who enroll in a academic graduate program in their primary field of choice.
Percent of Board members who reside in the institution’s local community
Percent of branch campuses/locations that provide Academic Testing
Percent of classrooms that are configured to support group work or can easily be reconfigured to do so.
Percent of classrooms that have an accessible white board outside the room within a reasonable distance for faculty/student use
Percent of classrooms that support student use of laptops (adequate desk space and access to power and Internet)
Percent of CLEP course credits transferring in annually
Percent of colleges and departments that have an active strategic plan that supports the plan of its parent organization.
Percent of Colleges that have a faculty member appointed and trained as an Online Learning Coordinator
Percent of colleges that have learning goals for all students studying for a credential within the college published on their web site.
Percent of conditional admit students who progress to full admission
Percent of course sections in which Grades to Outcomes approach is used
Percent of courses accepted for transfer credit (from high-schools, other institutions of higher education, and third parties) that are reviewed and approved by our faculty for equivalency with our courses
Percent of courses assessed and average score achieved with rubric for course information quality within the student information system
Percent of courses designed or delivered only by a partner (no equivalent course in catalog) that have been approved through the curriculum committee process.
Percent of courses for which CLEP exams can be substitued that were reviewed against the standards and approved by appropriate disciplinary faculty within the last four years or within 3 months of the date major changes to the test variety or content occurred.
Percent of courses in online or hybrid programs that meet Quality Matters standards
Percent of courses in which faculty use lecturing 50 percent or less of the time based on faculty self-assessment
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 a defined set of learning incomes and that award significant points to students for preparedness
Percent of courses with an experiential education designation in the catalog
Percent of Courses with curriculum committe reviewed/approved learning outcome set
Percent of courses with X or more sections offered in a term that have a faculty course team leader designated
Percent of courses within each program that have their learning outcomes mapped to the program learning outcomes
Percent of courses within the gen ed curriculum redesigned or replaced annually
Percent of current GTAs who have completed teaching certificate
Percent of current instructors who have attended a workshop on writing reliable and differentiating test questions
Percent of current instructors who have participated in a faculty learning community on service learning
Percent of current students with active ePortfolios
Percent of delivered sections that used the online course evaluation system that is integrated with syllabus management system, and from which data accessible to students.
Percent of divisions and departments actively using the Accountability Management System.
Percent of eligible support staff attending monthly lunch meetings
Percent of employee annual program expectations which reference a specific strategy or activity in the unit's strategic plan
Percent of end-of-year funds allocated to academic programs and services
Percent of enrolled students who have signed the student ethics pledge.
Percent of enrollees who provide early course feedback to instructors about their course
Percent of enrollees who received early course progress / kudo notifications from instructors
Percent of faculty advisors who have completed general professional development on student advising
Percent of faculty attending a external conference or workshop on teaching and learning
Percent of faculty who are trained in prior learning assessment
Percent of faculty who have been trained in collaborative online international learning (COIL) course design and execution
Percent of faculty who have completed online teacher training
Percent of faculty who have completed the HEI Teaching Certificate
Percent of faculty who have published a peer-reviewed article within the last three years.
Percent of faculty with postdoctoral research fellowships
Percent of first term freshmen meeting threshold participation in a first 40 days or similar program
Percent of full time instructors who have completed a fellowship in Faculty Development.
Percent of goals and objectives submitted with proposed budgets by the Strategic Planning Steering Committee that were approved, approved with modification, rejected by the President.
Percent of graduate faculty who have completed professional development on graduate student advising
Percent of graduate students who are commuters
Percent of graduating students achieving competency in each gen ed program learning outcome
Percent of graduating students achieving each desired programmatic learning outcome in credential
Percent of graduating students receiving laudes
Percent of graduating students receiving minor(s)
Percent of graduating students who have completed one internship
Percent of graduating students with a Double Major
Percent of graduating undergraduate students who participate in commencement
Percent of graduating undergraduate students with experiential learning opportunities
Percent of institutional budget spent for direct support of instruction : student learning support services : non-instructional student support services : administration
Percent of instructors attending the institutions in-house teaching, learning, and educational technology conference annually.
Percent of instructors who have had at least one online course reviewed for delivery effectiveness by a qualified peer reviewer.
Percent of instructors who, in the last year, have assigned tests/exams to students to be completed in Academic Testing
Percent of internship, residency, and clinical experience providers that have a committee approved set of learning outcomes and associated assessment procedures.
Percent of internship, residency, and clinical experience providers that have had a comprehensive site review within the last three years.
Percent of lower level courses (100/200 level) taught by tenured faculty
Percent of math sections using the Math Emporium mode of instruction
Percent of new first time students who attend orientation
Percent of new international students at US location(s) who attend their supplemental orientation
Percent of new transfer students who attend orientation
Percent of online course sections which have met minimum delivery assessment score using an Committee approved rubric
Percent of online courses whose design meets Quality Matters certification standards
Percent of online enrolled students who received instructor feedback on level of course participation.
Percent of Our Town based faculty who have taught for a semester at one of our partner institutions
Percent of prior year graduates who were accepted into a graduate program
Percent of program learning outcomes that have a rubric designed to assess student achievement.
Percent of program learning outcomes that identify the courses in which the outcome is expected to be introduced, reinforced, and met.
Percent of programs over the previous year that have made significant changes in program content and delivery in an attempt to improve learning outcome achievement rates.
Percent of programs that have actual average times to graduation and total program cost published on the web site.
Percent of programs that have been normalized against the Degree Qualification Profiles.
Percent of programs that have comprehensive and accurate information about all costs and expenses displayed on the public web site.
Percent of programs that have current program learning outcome assessment results published on the program information web site.
Percent of programs that list average salaries within field with five years of experience on the public web site.
Percent of programs that report learning outcome achievement rates on their web site.
Percent of programs with a requirements checklist and descriptive curricular map written for students and published on the web site.
Percent of programs with an active Learning Outcomes Assessment Plan
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 sections of intro / orientation course for undergrads that have visited Student Learning Support
Percent of self study reports submitted on time
Percent of seniors who have attended workshop on resume building and interview skills
Percent of strategic funding allocated to provision of academic programs and services
Percent of strategic objectives within institutional and unit plans which have passed their accomplishment date that were completely /substantially /partially /not achieved.
Percent of strategic plan project active tasks that have their percent complete data updated at least quarterly
Percent of student undergraduate body who enroll in a personal financial management class
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 Completing a Leadership Studies Major, Minor, or Certificate.
Percent of Students Completing Credit Courses successfully after completing a prereq Remedial Course
Percent of students enrolled in our programs at partner institutions who have contacted advisors who are our faculty.
Percent of students nominated for and receiving leadership award
Percent of students participating in Democracy Project
Percent of students registered to vote
Percent of Students who have taken at least one Inter- or Summer Session course in the calendar year
Percent of students who have volunteered in community organizations or performed community service within the last year
Percent of T/TT faculty on grant applications per year
Percent of tasks annually marked as complete in the enterprise wide project and resource management system that is used to assign and track progress of strategic tactics
Percent of test takers reported to assignor for potential testing condition infringments.
Percent of Undeclared Students in a Mega-major Program
Percent of undergrad programs requiring a capstone project
Percent of undergrads who completed at least 30 credits in the last calendar year.
Percent of undergraduate course enrollments that received a DFUWI grade and were referred by instructors for tutoring
Percent of undergraduate SCHs in which students received an F and the student met the Pay to Pass standards (see note)
Percent of undergraduate students assigned to special program for those with undeclared majors
Percent of undergraduate students in Honor Societies
Percent of undergraduate students on a Dean's Honor Roll in last year
Percent of undergraduate students who are commuters
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)
Percent of unit strategic plans that have been reviewed by IEQI using the rubric and met or exceeded the quality assessment and process standards
Percent of units (institutional, division, college, department) with active strategic plans that have quarterly progress reports published on the web site by their UEQI committee
Percent race distribution of all students.
Percent race distribution of graduate students.
Percent race distribution of undergraduate students.
Percent UG students in Learning Communities
Percent UG students in remedial courses vs Percent in courses embedding Supplemental Learning Assistance (SLA)/Supplemental Instruction (SI)
Percent/Number of courses with curriculum committee approved learning outcomes associated with a short term study abroad activity
Percent/number of current students who were assessed as not being prepared for freshman courses using adaptive self-help learning system
Percent/number of international students at US location(s) who receive pre or post graduation optional practical training
Percent/number of international students who are paired with a community host (non residential)
Percent/number of Step-up enrollees converting F to C grade
Percent/number of students who have a non work study job as an employee of the institution (excluding ancillary services)
Percentile rank of tuition costs within sector and region
Periodicity of review and approval of the HEI-wide Data Plan.
Periodicity of review of the active HEI Learning Outcomes Assessment Plan.
Periodicity with which the 3 year prospective academic program plan is updated
Permanent and short term (startup) funding requested/ allocated for each strategic objective including when and for how long it would be required
Policies and procedures exist and are enforced for reviewing and assigning credit for CLEP courses.
Policies and procedures in place for the initial approval and regular comprehensive review of internship, residency, and clinical experience providers.
Policy exists and is enforced equating an advising workload unit to teaching workload unit and the ability to exchange one for the other
Policy exists and is enforced on pre- and post-baccalaureate certificate maximum and minimum credit hours
Policy exists and is enforced which requires that all outsourced student support services must be assessed, reviewed and contracts approved annually by the appropriate committee.
Precent/number of faculty who have completed training on program and courses learning outcomes assessment techniques
Precent/number of faculty who have completed training on writing good program and courses learning outcomes/incomes
Prior learning assessment policy exists and is enforced that requires all credit awarded be reviewed and approved by institution's trained faculty in the appropriate discipline.
Program completion rate after 150 percent duration
Projected number of funded faculty vacancies within the next two years
Projected number of new enrollments needed to offset expected budget cuts
Proportion of courses available during intersessions and summer terms
Proportion of institutional operating budget allocated to Academic Affairs
Proportion of institutional operating budget allocated to Athletics
Proportion of institutional operating budget allocated to Enrollment Management
Proportion of institutional operating budget allocated to Finance and Administration
Proportion of institutional operating budget allocated to Information Technology
Proportion of institutional operating budget allocated to Student Affairs
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
Quality of student’s social relationships
Ratio of FTE Administrators to FTE faculty
Ratio of Full Professor : Associate Professor : Assistant Professor
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
Ratio(Res,Cmtr):HC
Relative ratio of supplemental income to state support
Responsibility centered budget management process established
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
Review and approval dates for all outsourced student support services
Rubric based score of Quality of Course Learning Outcomes and Incomes
Score on rubric based self-assessment of department
Score on rubric used by employers to assess the achievement of program learning outcomes in our graduates
Set of benchmarking metric comparators selected, and approved by the President, that help the institution choose a group of peer and aspirant institutions
Set of characteristics of faculty excellence (role responsibilities and expectations) has been created/reviewed and approved by the President and the Faculty Senate within the last four years.
Sq Feet of post-traditional student lounge space available per FTE post-traditional student.
State grant dollars received within the last year.
Strategic plan budget covering each year of the plan (First year committed and following years tentative based on performance) and derived from approved objective funding requests
Stu:FmCn:$.Avg
Stu:RPro([RlgA.Each],All):HC
Stu.Burs.Hold:CoDr/Stu:HC.%
Stu.New:RR
Stu.New.(TD.Ex):RR
Stu.New.FAFSA:HC.Comp/Stu.New:HC.%
Student fees policy indicates fixed per term OR prorated to enrolled credit hours (fees discounted for part-time students)
Summary report of all most recent self-study findings generated.
T shaped design implemented within the gen ed curriculum
Top ten feeder institutions for transfer students who enroll.
Total annual revenue from all student fees.
Total compensation paid to faculty for prior learning assessment
Total multi-year cost of instruction per graduate in each major.
Total number of awards given to faculty related to pedagogy or pedagogical research or course/program design
Total number of unique course credit hours available within the general education program
Total number of unique courses that can be delivered online.
Total number of unique Undergrad Certificates : Associates : Baccalaureate : Post-Bac Certificates : Master's : Research Doctoral : and Professional Doctoral credentials offered
Total number of volumes and titles in partner libraries that support our programs
TrA:BDP:CCP.ArtA:Ct
TrA:CCP.ArtA:List
TrA.ADEr:HC.%
TrA.FuT:CoRt(Appl,Offr):HC (selectivity)
TrA.FuT:CoRt(Offr,EnUc):HC
TrA.FuT:CoRT(Offr,New):HC (true yield)
TrA.FuT.Appl:HC
TrA.New:Mjr OR Minr:CrHr.O3Rd:Rpro(Acc,Subm):Avg
TrA.PT:CoRt(Appl,Offr):HC (selectivity)
TrA.PT:CoRt(Offr,New):HC (true yield)
TrA.PT.Appl:HC
TrA.PT.Appl:Prdc:HC
TrA.PT.Appl:RPro(Actl,Prdc):HC
TrA.PT.CoRt(Offr,EnUc):HC (yield)
TriM:Ct
Tuit.FT+ SFee - Scol.Intr - Grnt.Intr.
Tuition $s refunded to undergraduate students who received an F in a course and met the standards for the "Pay to Pass" program
Tuition for credit hours above 15 per semester (10 per quarter)
Tuition generated per faculty member as a percent of salary (with and without course releases factored in)
Tuition refund policy exists and is enforced when course grade received is a fail or an unsatisfactory
Tuition revenue trend (regression slope of last three years of tuition revenue from all students at all locations)
Ugrd:(HC.CrHr.Comp.>Prog.Dur.150%)/HC.% (no longer eligible for federal aid).
Ugrd:RPro(InSt,OSt,BSt,Intl):EnCt.FTE
Ugrd:RPro(SRDO,All):HC
Ugrd:RR
Ugrd:RR
Ugrd:Scol.Intr:$
Ugrd:Scol.Intr:Avg.$
Ugrd:Scol.NSF:HC
Ugrd:State grant aid:$
Ugrd:State grant award:$.Avg
Ugrd.(TD.Ex):RR
Ugrd.(TD.Ex):RR
Ugrd.(TD.Ex):RR
Ugrd.Cptc:Appl:RPro(Prdc, Actl):HC
Ugrd.CVst/Ugrd.Inq:HC.%
Ugrd.DiLn.Rcnt/UGRd:HC.%
Ugrd.Dpst/Ugrd.Inq:HC.%
Ugrd.EnUc/Ugrd.Offr:HC.% (yield)
Ugrd.FASFA/Ugrd.Inq:HC.%
Ugrd.Fed financial counseling:HC
Ugrd.Fed financial counseling/Ugrd:HC.%
Ugrd.Forn.New:IELT.Cpst:Avg
Ugrd.Forn.New:ToEFL.Cpst:Avg
Ugrd.FOS:CoRt(Offr,Appl):HC (selectivity)
Ugrd.FOS:CoRt(Offr,EnUc):HC (yield)
Ugrd.FOS.Appl:RPro(Prdc, Actl):HC
Ugrd.FOS.New:EnCt:HC
Ugrd.FWS:HC
Ugrd.FWS:HC.Ptcn/HC.%
Ugrd.Int:Appl:HC
Ugrd.Intl:CoRt(Appl,Offr):HC (selectivity)
Ugrd.Intl:CoRt(Offr,EnUc):HC (yield)
Ugrd.Intl:CoRt(Offr.New):HC (true yield)
Ugrd.Intl.Appl:RPRo(Actl,Pdct):HC
Ugrd.Intl.New:IELT.Cpst:Avg
Ugrd.Intl.New:ToEFL.Cpst:Avg
Ugrd.New:CLIE:Avg
Ugrd.New:CRnk.Avg
Ugrd.New:Eltv:ACE.PLE:CrHr.CoRt(Acc,Subm):Avg
Ugrd.New:Eltv:Ccur.CrHr.CoRt(Acc,Subm):Avg
Ugrd.New:Eltv:O3rd.CrHr.CoRt(Acc.Subm):Avg
Ugrd.New:Eltv:TsOt.CrHr.CoRt(Acc.Subm):Avg
Ugrd.New:GPA:RPro(Actl,Prdc).Avg
Ugrd.New:Grit:SumS.Hgrm
Ugrd.New:Mjr OR Minr:ACE.PLE:CrHr.Rpro(Acc,Subm):Avg
Ugrd.New:Mjr OR Minr:CrHr.Ccur.RPro(Acc,Subm):Avg
Ugrd.New:Mjr OR Minr:CrHr.TsOt:RPro(Acc,Subm):Avg
Ugrd.New:RPro(Chce1,All):HC
Ugrd.New:RPro(FGen,All):HC
Ugrd.New:RPro(UnDc,All):HC
Ugrd.New/Ugrd.Offr:HC.% (true yield)
Ugrd.Offr:TAT(DARc.DRSn)
Ugrd.Offr/Ugrd.Appl:HC.% (selectivity)
Ugrd.OST.Exc(Onl):En.FTE
Ugrd.Ptrd.New:RPro(FOS,All):EnCt:HC
Ugrd.Rcnt:TRIO.Upward Bound funding:HC
Ugrd.Vetn:CoRt(EnUc,Offr):HC
Ugrd.Vetn:CoRt(Offr,Appl):HC
Ugrd.Vetn.Appl:HC
Ugrd.Vetn.Appl:RPro(Actl,Prdc):HC
Ugrd.Vetn.New:RPro(FOS,All):EnCt.HC
Uncommitted endowment funds
Uncommitted revenue
Undergraduate persistence rate (continue to enroll at any institution)
Undergraduate student attendance at advisory sessions and first-year seminars
Value-add index
Yearly avg. across sections of Percent of course cap enrollment achieved
Yearly frequency of delivery of management development program
Jumps
Tag: Metrics contributed by individuals 87%