NSSEville State University NSSE 2014 Major Field Report, Part II Comparisons to Other Institutions Humanities

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "NSSEville State University NSSE 2014 Major Field Report, Part II Comparisons to Other Institutions Humanities"

Transcription

1 NSSE 2014 Major Field Report, Part II Comparisons to Other Institutions Comparing your students majoring in the fields shown below to those in the same fields at your comparison group institutions The Major Field Report category '' includes the following majors: English (language and literature); French (language and literature); General studies; History; (general); Liberal arts and sciences; Other humanities; Other language and literature; Philosophy; Religion; Spanish (language and literature). Note: The Major Field Report was formatted for printing. When viewing on screen in Excel, some content may appear truncated or oddly formatted. This is normal. Increasing the zoom level or viewing the report in Print Preview will improve on-screen display. NSSEID:

2 NSSE 2014 Major Field Report, Part II About This Report About Your Major Field Report, Part II NSSE data serve to identify institutional strengths and weaknesses in reference to selected comparison institutions, yet institutionlevel comparisons may not capture important variation in student engagement that can be found within key subpopulations such as major. This report displays selected results for students at your institution and at your selected comparison institutions in the major category:. NSSE results included in MFR, Part II Engagement Indicators High-Impact Prac ces Frequencies and Sta s cal Comparisons Respondent Profile Majors Self-reported majors (first major given, if two were reported) were identified from the survey. Your institution had the option to customize how these were grouped, using up to ten related-major categories. Institutions choosing not to customize their major categories receive NSSE's ten major field categories. The majors used in this report are listed on the cover page of this report. Sample This report is based on information from all randomly selected or census-administered students in the indicated group of majors for both your institution and your comparison institutions. Targeted and locally administered oversamples and other non-randomly selected students are not included. Class Results are presented separately by institution-reported class level. First-year students' majors may include undeclared but intended majors and much of the first-year experience may take place outside of the major field. As a result, first-year results should be interpreted with caution. Technical Requirements Major categories with fewer than 20 respondents in a given class are not reported (columns are blank). Comparison groups must also contain at least 20 respondents in the major category, or they remain blank. Although 20 is a minimum requirement, keep in mind that any statistical result requires a sufficient number of respondents per category to produce a reliable estimate. Due to the disaggregation of results by student-reported major, the Major Field Report results are unweighted. Report Sections Engagement Indicators (pp. 3-7) High-Impact Practices (p. 8) Frequencies and Statistical Comparisons (pp. 9-44) Respondent Profile (pp ) Results on NSSE's ten Engagement Indicators (EIs) organized into four themes adapted from the former Benchmarks of ive Educational Practice. See your Engagement Indicators report for more details. Results on student participation in six High-Impact Practices (HIPs). See your High-Impact Practices report for more details. Response frequencies and statistical comparisons (including tests of significance and effect sizes) for all survey items except the demographics for your institution and your three core comparison groups. Response frequencies for all demographic questions for your institution and your three core comparison groups. NSSE 2014 MAJOR FIELD REPORT, PART II 2

3 Engagement Indicators: Overview Overview of Engagement Indicators: Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The tables below compare average scores a for your students in this related-major category with students in your comparison groups within the same category. Use the following key: Your students average was significantly higher (p<.05) with an effect size at least.3 in magnitude. Your students average was significantly higher (p<.05) with an effect size less than.3 in magnitude. -- No significant difference. Your students average was significantly lower (p<.05) with an effect size less than.3 in magnitude. Your students average was significantly lower (p<.05) with an effect size at least.3 in magnitude. First-Year Students in Seniors in Theme Academic Challenge Experiences with Faculty Engagement Indicator Higher-Order Learning Reflective & Integrative Learning Learning Strategies Quantitative Reasoning Collaborative Learning Discussions with Diverse Others Learning with Peers Student-Faculty Interaction ive Teaching Practices Your first-year students compared with Your first-year students compared with Your first-year students compared with Your seniors compared with Your seniors compared with Campus Quality of Interactions Environment Supportive Environment Your seniors compared with 2014 NSSE 2014 MAJOR FIELD REPORT, PART II 3

4 First-year students a in Engagement Indicators: Mean statistics Percentile d scores Comparison results Mean SD b SEM c 5th 25th 50th 75th 95th Deg. of freedom e diff. Sig. f size g Mean Academic Challenge Higher-Order Learning (N = 33) , * , , Reflective & Integrative Learning (N = 33) , , , Learning Strategies (N = 33) , , , Quantitative Reasoning (N = 32) , ** , ** , **.547 Learning with Peers Collaborative Learning (N = 33) , *** , *** , ***.764 Discussions with Diverse Others (N = 33) , , , NSSE 2014 MAJOR FIELD REPORT, PART II 4

5 First-year students a in Experiences with Faculty Engagement Indicators: Mean statistics Percentile d scores Comparison results Mean SD b SEM c 5th 25th 50th 75th 95th Deg. of freedom e diff. Sig. f size g Mean Student-Faculty Interaction (N = 32) , , , ive Teaching Practices (N = 33) Campus Environment Quality of Interactions (N = 32) * * , Supportive Environment (N = 33) , , , NSSE 2014 MAJOR FIELD REPORT, PART II 5

6 Seniors a in Engagement Indicators: Mean statistics Percentile d scores Comparison results Mean SD b SEM c 5th 25th 50th 75th 95th Deg. of freedom e diff. Sig. f size g Mean Academic Challenge Higher-Order Learning (N = 48) , , , * Reflective & Integrative Learning (N = 48) , Learning Strategies (N = 48) , , , Quantitative Reasoning (N = 48) , , , Learning with Peers Collaborative Learning (N = 48) , * , ** , **.385 Discussions with Diverse Others (N = 47) NSSE 2014 MAJOR FIELD REPORT, PART II 6

7 Seniors a in Experiences with Faculty Engagement Indicators: Mean statistics Percentile d scores Comparison results Mean SD b SEM c 5th 25th 50th 75th 95th Deg. of freedom e diff. Sig. f size g Mean Student-Faculty Interaction (N = 47) , *** , ** , **.399 ive Teaching Practices (N = 48) , , , Campus Environment Quality of Interactions (N = 47) , , * , Supportive Environment (N = 47) , ** , ** , *.334 NSSE 2014 MAJOR FIELD REPORT, PART II 7

8 Overall HIP Participation a High-Impact Practices: The figures below display the percentage h of students who participated in High-Impact Practices. Both figures include participation in a learning community, service-learning, and research with faculty. The Senior figure also includes participation in an internship or field experience, study abroad, and culminating senior experience. The first segment in each bar shows the percentage of students who participated in at least two HIPs, and the full bar (both colors) represents the percentage who participated in at least one. First-Year Students in Seniors in 15% 61% 81% 15% 9% 40% 53% 29% 10% 38% 53% 28% % 42% % 23% 0% 25% 50% 75% 100% Participated in two or more HIPs Participated in one HIP 0% 25% 50% 75% 100% Participated in two or more HIPs Participated in one HIP Statistical Comparisons a The table below compares the percentage h of your students who participated in a High-Impact Practice, including the percentage who participated overall (at least one, two or more), with those at institutions in your comparison groups First-Year Students in % % i size j % i size j % i size j 11c. Learning community Service-learning ** *** **.54 11e. Research with faculty Participated in at least one ** ** **.50 Participated in two or more Seniors in 11c. Learning community Service-learning * ** *.35 11e. Research with faculty a. Internship or field exp *** *** **.40 11d. Study abroad f. Culminating senior exp *** *** *.37 Participated in at least one * ** *.38 Participated in two or more *** *** **.42 NSSE 2014 MAJOR FIELD REPORT, PART II 8

9 First-Year Students a in Frequencies and Statistical Comparisons: Mean Mean Mean 3 Sometimes , * * * Never , Total , , , Often , *** *** ***.68 4 Very often , Total , , , f. Explained course CLexplain 1 Never material to one or more 2 Sometimes , students Your first-year students compared with 1. During the current school year, about how often have you done the following? a. Asked questions or askquest 1 Never contributed to course 2 Sometimes , discussions in other ways 3 Often , Very often , Total , , , b. Prepared two or more drafts 1 Never , drafts of a paper or 2 Sometimes , assignment before turning it in 3 Often , Very often , Total , , , c. Come to class without unpreparedr 1 Very often completing readings or 2 Often assignments (Reverse-coded version of unprepared created by NSSE.) d. Attended an art exhibit, attendart 1 Never , play or other arts 2 Sometimes , performance (dance, music, etc.) 3 Often , Very often Total , , , e. Asked another student CLaskhelp 1 Never , to help you understand 2 Sometimes , course material 3 Often , ** ** **.51 4 Very often , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 9

10 First-Year Students a in Frequencies and Statistical Comparisons: g. Prepared for exams by CLstudy 1 Never , discussing or working through course material with other students 2 Sometimes , Your first-year students compared with Mean Mean Mean 3 Often , *** *** ***.66 4 Very often , Total , , , h. Worked with other CLproject 1 Never students on course 2 Sometimes , projects or assignments 3 Often , ** *** **.55 4 Very often , Total , , , i. Gave a course present 1 Never , presentation 2 Sometimes , Often , *** *** ***.69 4 Very often Total , , , During the current school year, about how often have you done the following? a. Combined ideas from RIintegrate 1 Never different courses when 2 Sometimes , completing assignments 3 Often , Very often , Total , , , b. Connected your RIsocietal 1 Never learning to societal 2 Sometimes , problems or issues 3 Often , * Very often , Total , , , c. Included diverse RIdiverse 1 Never perspectives (political, 2 Sometimes , religious, racial/ethnic, gender, etc.) in course 3 Often , discussions or 4 Very often , assignments Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 10

11 First-Year Students a in Frequencies and Statistical Comparisons: Your first-year students compared with Mean Mean Mean d. Examined the strengths RIownview 1 Never and weaknesses of 2 Sometimes , your own views on a topic or issue 3 Often , Very often , Total , , , e. Tried to better RIperspect 1 Never understand someone 2 Sometimes , else's views by imagining how an issue 3 Often , looks from his or her 4 Very often , perspective Total , , , f. Learned something that RInewview 1 Never changed the way you 2 Sometimes , understand an issue or concept 3 Often , Very often , Total , , , g. Connected ideas from RIconnect 1 Never your courses to your 2 Sometimes , prior experiences and knowledge 3 Often , Very often , Total , , , During the current school year, about how often have you done the following? a. Talked about career SFcareer 1 Never , plans with a faculty 2 Sometimes , member 3 Often , Very often Total , , , b. Worked with a faculty SFotherwork 1 Never , member on activities 2 Sometimes , other than coursework (committees, student 3 Often groups, etc.) 4 Very often Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 11

12 First-Year Students a in Frequencies and Statistical Comparisons: c. Discussed course SFdiscuss 1 Never , topics, ideas, or concepts with a faculty member outside of class 2 Sometimes , Your first-year students compared with Mean Mean Mean 3 Often , ** * *.40 4 Very often Total , , , d. Discussed your SFperform 1 Never , academic performance 2 Sometimes , with a faculty member 3 Often , Very often Total , , , During the current school year, how much has your coursework emphasized the following? a. Memorizing course memorize 1 Very little material 2 Some , Quite a bit , *.35 4 Very much , Total , , , b. Applying facts, HOapply 1 Very little theories, or methods to 2 Some , practical problems or new situations 3 Quite a bit , *** *** ***.46 4 Very much , Total , , , c. Analyzing an idea, HOanalyze 1 Very little experience, or line of 2 Some , reasoning in depth by examining its parts 3 Quite a bit , Very much , Total , , , d. Evaluating a point of HOevaluate 1 Very little view, decision, or 2 Some , information source 3 Quite a bit , Very much , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 12

13 First-Year Students a in Frequencies and Statistical Comparisons: Your first-year students compared with Mean Mean Mean e. Forming a new idea or HOform 1 Very little understanding from 2 Some , various pieces of information 3 Quite a bit , Very much , Total , , , During the current school year, to what extent have your instructors done the following? a. Clearly explained ETgoals 1 Very little course goals and 2 Some , requirements 3 Quite a bit , Very much , Total , , , b. Taught course sessions ETorganize 1 Very little in an organized way 2 Some , Quite a bit , Very much , Total , , , c. Used examples or ETexample 1 Very little illustrations to explain 2 Some , difficult points 3 Quite a bit , Very much , Total , , , d. Provided feedback on a ETdraftfb 1 Very little draft or work in 2 Some , progress 3 Quite a bit , Very much , Total , , , e. Provided prompt and ETfeedback 1 Very little detailed feedback on 2 Some , tests or completed assignments 3 Quite a bit , Very much , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 13

14 First-Year Students a in Frequencies and Statistical Comparisons: Your first-year students compared with Mean Mean Mean 6. During the current school year, about how often have you done the following? a. Reached conclusions QRconclude 1 Never , based on your own 2 Sometimes , analysis of numerical 3 Often , information (numbers, 4 Very often graphs, statistics, etc.) Total , , , b. Used numerical QRproblem 1 Never , information to examine 2 Sometimes , a real-world problem or 3 Often , ** ** ***.59 issue (unemployment, climate change, public 4 Very often health, etc.) Total , , , c. Evaluated what others QRevaluate 1 Never , have concluded from 2 Sometimes , numerical information 3 Often , ** ** **.51 4 Very often Total , , , During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.) a. Up to 5 pages wrshortnum 0 None (Recoded version of wrshort created , by NSSE. Values , are estimated , number of papers, reports, etc.) 23 More than Total , , , b. Between 6 and 10 wrmednum 0 None , pages (Recoded version , of wrmed created , by NSSE. Values are estimated number of papers, reports, etc.) 23 More than Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 14

15 First-Year Students a in Frequencies and Statistical Comparisons: Your first-year students compared with Mean Mean Mean c. 11 pages or more wrlongnum 0 None , (Recoded version , of wrlong created by NSSE. Values are estimated number of papers, reports, etc.) More than Total , , , Estimated number of assigned pages of student writing. wrpages (Continuous variable, recoded and summed by NSSE from wrshort, wrmed, and wrlong. Values are estimated pages of assigned writing.) During the current school year, about how often have you had discussions with people from the following groups? a. People of a race or DDrace 1 Never ethnicity other than 2 Sometimes , your own 3 Often , Very often , Total , , , b. People from an DDeconomic 1 Never economic background 2 Sometimes , other than your own 3 Often , Very often , Total , , , c. People with religious DDreligion 1 Never beliefs other than your 2 Sometimes , own 3 Often , Very often , Total , , , d. People with political DDpolitical 1 Never views other than your 2 Sometimes , own 3 Often , Very often , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 15

16 First-Year Students a in Frequencies and Statistical Comparisons: 9. During the current school year, about how often have you done the following? a. Identified key LSreading 1 Never information from 2 Sometimes reading assignments Your first-year students compared with Mean Mean Mean 3 Often , * * Very often , Total , , , b. Reviewed your notes LSnotes 1 Never after class 2 Sometimes , Often , Very often , Total , , , c. Summarized what you LSsummary 1 Never learned in class or from 2 Sometimes , course materials 3 Often , Very often , Total , , , During the current school year, to what extent have your courses challenged you to do your best work? challenge 1 Not at all , , Very much , Total , , , Which of the following have you done or do you plan to do before you graduate? o a. Participate in an intern Have not decided , internship, co-op, field Do not plan to do experience, student teaching, or clinical placement (Means indicate the percentage who responded "Done or in progress.") Plan to do , % 5% **.42 5% **.43 7% *.33 Done or in progress Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 16

17 First-Year Students a in Frequencies and Statistical Comparisons: b. Hold a formal leader Have not decided , leadership role in a student organization or group (Means indicate the percentage who responded "Done or in progress.") Your first-year students compared with Mean Mean Mean Do not plan to do , Plan to do , % 13%.08 13%.08 14%.04 Done or in progress , Total , , , c. Participate in a learning learncom Have not decided , community or some (Means indicate Do not plan to do , other formal program the percentage Plan to do , % 14%.11 14%.11 14%.12 where groups of who responded students take two or Done or in progress , "Done or in more classes together Total , , , progress.") d. Participate in a study abroad Have not decided , abroad program (Means indicate Do not plan to do , the percentage Plan to do , % 4%.21 4%.22 4%.20 who responded Done or in progress "Done or in progress.") Total , , , e. Work with a faculty research Have not decided , member on a research (Means indicate Do not plan to do , project the percentage Plan to do , % 3% % % -.05 who responded Done or in progress "Done or in progress.") Total , , , f. Complete a culminating capstone Have not decided , senior experience (Means indicate Do not plan to do (capstone course, the percentage Plan to do , % 2% % % -.30 senior project or thesis, who responded comprehensive exam, Done or in progress "Done or in portfolio, etc.) Total , , , progress.") 12. About how many of your courses at this institution have included a community-based project (service-learning)? servcourse 1 None , Some , Most *** *** **.56 4 All Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 17

18 First-Year Students a in Frequencies and Statistical Comparisons: 13. Indicate the quality of your interactions with the following people at your institution. Your first-year students compared with Mean Mean Mean a. Students QIstudent 1 Poor , , Excellent , Not applicable Total , , , b. Academic advisors QIadvisor 1 Poor , , , Excellent , Not applicable Total , , , c. Faculty QIfaculty 1 Poor , , Excellent , Not applicable Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 18

19 First-Year Students a in Frequencies and Statistical Comparisons: d. Student services staff QIstaff 1 Poor (career services, student activities, housing, etc.) , Your first-year students compared with Mean Mean Mean , * * , Excellent , Not applicable Total , , , e. Other administrative QIadmin 1 Poor staff and offices (registrar, financial aid, etc.) , , , Excellent , Not applicable Total , , , How much does your institution emphasize the following? a. Spending significant empstudy 1 Very little amounts of time 2 Some , studying and on academic work 3 Quite a bit , *** *** ***.67 4 Very much , Total , , , b. Providing support to SEacademic 1 Very little help students succeed 2 Some , academically 3 Quite a bit , * * Very much , Total , , , c. Using learning support SElearnsup 1 Very little services (tutoring 2 Some , services, writing 3 Quite a bit , center, etc.) 4 Very much , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 19

20 First-Year Students a in Frequencies and Statistical Comparisons: Your first-year students compared with Mean Mean Mean d. Encouraging contact SEdiverse 1 Very little among students from 2 Some , different backgrounds (social, racial/ethnic, 3 Quite a bit , religious, etc.) 4 Very much , Total , , , e. Providing opportunities SEsocial 1 Very little to be involved socially 2 Some , Quite a bit , ** * *.35 4 Very much , Total , , , f. Providing support for SEwellness 1 Very little your overall well-being 2 Some , (recreation, health care, counseling, etc.) 3 Quite a bit , * * *.35 4 Very much , Total , , , g. Helping you manage SEnonacad 1 Very little , your non-academic 2 Some , responsibilities (work, family, etc.) 3 Quite a bit , Very much , Total , , , h. Attending campus SEactivities 1 Very little activities and events 2 Some , (performing arts, athletic events, etc.) 3 Quite a bit , Very much , Total , , , i. Attending events that SEevents 1 Very little address important 2 Some , social, economic, or political issues 3 Quite a bit , Very much , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 20

21 First-Year Students a in Frequencies and Statistical Comparisons: 15. About how many hours do you spend in a typical 7-day week doing the following? Your first-year students compared with Mean Mean Mean a. Preparing for class tmprephrs 0 0 hrs (studying, reading, (Recoded version hrs , writing, doing of tmprep created hrs , homework or lab work, by NSSE. Values hrs , analyzing data, are estimated rehearsing, and other hrs , number of hours academic activities) hrs , per week.) hrs More than 30 hrs Total , , , b. Participating in cocurricular tmcocurrhrs 0 0 hrs , activities (Recoded version hrs , (organizations, campus of tmcocurr hrs , publications, student created by NSSE hrs government, fraternity Values are or sorority, hrs estimated number intercollegiate or hrs of hours per intramural sports, etc.) hrs week.) 33 More than 30 hrs Total , , , c. Working for pay tmworkonhrs 0 0 hrs , , on campus (Recoded version hrs of tmworkon hrs , created by NSSE hrs Values are hrs estimated number hrs of hours per hrs week.) 33 More than 30 hrs Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 21

22 First-Year Students a in Frequencies and Statistical Comparisons: d. Working for pay tmworkoffhrs 0 0 hrs , off campus Estimated number of hours working for pay (Recoded version of tmworkoff created by NSSE. Values are estimated number of hours per week.) tmworkhrs (Continuous variable created by NSSE) hrs hrs hrs Your first-year students compared with Mean Mean Mean hrs *** *** *** hrs hrs More than 30 hrs Total , , , *** *** *** -.37 e. Doing community tmservicehrs 0 0 hrs , service or volunteer (Recoded version hrs , work of tmservice hrs created by NSSE hrs Values are hrs estimated number hrs of hours per hrs week.) 33 More than 30 hrs Total , , , f. Relaxing and tmrelaxhrs 0 0 hrs socializing (time with (Recoded version hrs , friends, video games, of tmrelax created hrs , TV or videos, keeping by NSSE. Values hrs , up with friends online, are estimated etc.) hrs , number of hours hrs per week.) hrs More than 30 hrs Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 22

23 First-Year Students a in Frequencies and Statistical Comparisons: g. Providing care for tmcarehrs 0 0 hrs , dependents (children, parents, etc.) (Recoded version of tmcare created by NSSE. Values are estimated number of hours per week.) hrs hrs hrs Your first-year students compared with Mean Mean Mean hrs *** *** *** hrs hrs More than 30 hrs Total , , , h. Commuting to campus tmcommutehrs 0 0 hrs , (driving, walking, etc.) (Recoded version hrs , of tmcommute hrs created by NSSE hrs Values are estimated number of hours per week.) hrs *** *** *** hrs hrs More than 30 hrs Total , , , Of the time you spend preparing for class in a typical 7-day week, about how much is on assigned reading? reading (Revised for Comparison data are limited to NSSE 2014 participating institutions.) 1 Very little Some About half , Most , Almost all Total , tmreadinghrs (Continuous variable created by NSSE. Calculated as a proportion of tmprephrs based on reading, where Very little=.10; Some=.25; About half=.50; Most=.75; Almost all=.90) * -.30 NSSE 2014 MAJOR FIELD REPORT, PART II 23

24 First-Year Students a in Frequencies and Statistical Comparisons: tmreadinghrscol 1 0 hrs (Collapsed version of tmreadinghrs created by NSSE.) More than zero, up to 5 hrs More than 5, up to 10 hrs More than 10, up to 15 hrs More than 15, up to 20 hrs , , More than 20, up to 25 hrs More than 25 hrs Total , How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? Your first-year students compared with Mean Mean Mean a. Writing clearly and pgwrite 1 Very little effectively 2 Some , Quite a bit , Very much , Total , , , b. Speaking clearly and pgspeak 1 Very little , effectively 2 Some , Quite a bit , * * Very much , Total , , , c. Thinking critically and pgthink 1 Very little analytically 2 Some , Quite a bit , Very much , Total , , , d. Analyzing numerical pganalyze 1 Very little , and statistical 2 Some , information 3 Quite a bit , * * **.45 4 Very much , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 24

25 First-Year Students a in Frequencies and Statistical Comparisons: e. Acquiring job- or work- pgwork 1 Very little , related knowledge and skills 2 Some , Your first-year students compared with Mean Mean Mean 3 Quite a bit , ** ** *.40 4 Very much , Total , , , f. Working effectively pgothers 1 Very little with others 2 Some , Quite a bit , * ** *.38 4 Very much , Total , , , g. Developing or pgvalues 1 Very little , clarifying a personal 2 Some , code of values and ethics 3 Quite a bit , ** ** Very much , Total , , , h. Understanding people pgdiverse 1 Very little of other backgrounds 2 Some , (economic, racial/ethnic, political, 3 Quite a bit , religious, nationality, 4 Very much , etc.) Total , , , i. Solving complex realworld pgprobsolve 1 Very little , problems 2 Some , Quite a bit , ** ** *.36 4 Very much , Total , , , j. Being an informed and pgcitizen 1 Very little , active citizen 2 Some , Quite a bit , * Very much , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 25

26 First-Year Students a in Frequencies and Statistical Comparisons: 18. How would you evaluate your entire educational experience at this institution? evalexp 1 Poor Fair Your first-year students compared with Mean Mean Mean 3 Good , * Excellent , Total , , , If you could start over again, would you go to the same institution you are now attending? sameinst 1 Definitely no Probably no Probably yes , Definitely yes , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 26

27 Seniors a in Frequencies and Statistical Comparisons: 2014 Mean Mean Mean 1. During the current school year, about how often have you done the following? a. Asked questions or askquest 1 Never contributed to course 2 Sometimes , discussions in other ways 3 Often , , , Very often , , , Total , , , b. Prepared two or more drafts 1 Never , drafts of a paper or 2 Sometimes , , , assignment before turning it in 3 Often , , Very often , , Total , , , c. Come to class without unpreparedr 1 Very often ,058 5 completing readings or (Reverse-coded 2 Often , assignments version of 3 Sometimes , , , unprepared 4 Never , , created by NSSE.) Total , , , d. Attended an art exhibit, attendart 1 Never , , , play or other arts 2 Sometimes , , , performance (dance, music, etc.) 3 Often , * * Very often , Total , , , e. Asked another student CLaskhelp 1 Never , to help you understand 2 Sometimes , , , course material Your seniors compared with Often , * * *.32 4 Very often ,637 8 Total , , , f. Explained course CLexplain 1 Never ,609 8 material to one or more 2 Sometimes , , , students 3 Often , , , Very often , Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 27

28 Seniors a in Frequencies and Statistical Comparisons: 2014 g. Prepared for exams by CLstudy 1 Never , , discussing or working through course material with other students 2 Sometimes , , , Your seniors compared with 2014 Mean Mean Mean 3 Often , *** *** ***.50 4 Very often , Total , , , h. Worked with other CLproject 1 Never , students on course 2 Sometimes , , , projects or assignments 3 Often , , , Very often , Total , , , i. Gave a course present 1 Never , presentation 2 Sometimes , , , Often , , , ** *** **.44 4 Very often , Total , , , During the current school year, about how often have you done the following? a. Combined ideas from RIintegrate 1 Never different courses when 2 Sometimes , , completing assignments 3 Often , , , Very often , , , Total , , , b. Connected your RIsocietal 1 Never learning to societal 2 Sometimes , , problems or issues 3 Often , , , Very often , , , Total , , , c. Included diverse RIdiverse 1 Never perspectives (political, 2 Sometimes , , religious, racial/ethnic, gender, etc.) in course 3 Often , , , discussions or 4 Very often , , , assignments Total , , , NSSE 2014 MAJOR FIELD REPORT, PART II 28

NSSE 2017 U.S. Summary Frequencies

NSSE 2017 U.S. Summary Frequencies 1. During the current school year, about how often have you done the following? a. Asked questions or askquest Never 187 2 495 4 310 4 348 3 529 3 98 3 191 2 413 4 572 3 188 3 3,702 3 contributed to course

More information

NSSE 2017 Frequencies and Statistical Comparisons

NSSE 2017 Frequencies and Statistical Comparisons NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSEville State University NSSE 2017 Major Field Report, Part I Within-Institution Comparisons

NSSEville State University NSSE 2017 Major Field Report, Part I Within-Institution Comparisons NSSE 2017 Major Field Report, Part I Within-Institution Comparisons Comparing your students' responses across groups of related majors within your institution Note: The Major Field Report was formatted

More information

UNITEC New Zealand. Respondent Characteristics Report December 2012

UNITEC New Zealand. Respondent Characteristics Report December 2012 Respondent Characteristics Report December 2012 This report provides summary information on selected response, student and course characteristics. Results are provided for your institution and for three

More information

2013 PLS Alumni/ae Survey: Overall Evaluation of the Program

2013 PLS Alumni/ae Survey: Overall Evaluation of the Program 2013 PLS Alumni/ae Survey: Overall Evaluation of the Program Summary In the spring 2013, the Program of Liberal Studies conducted its first comprehensive survey of alumni/ae in several decades. The department

More information

Inventory of Best Practices for Learning Support Centers in Higher Education

Inventory of Best Practices for Learning Support Centers in Higher Education Inventory of Best Practices for Learning Support Centers in Higher Education 1. The LSC has a mission statement congruent with its department and institutional mission GENERAL Agree Disagree N/A Blank

More information

2016 Annual Statistical Report on the HiSET Exam

2016 Annual Statistical Report on the HiSET Exam 2016 Annual Statistical Report on the HiSET Exam hiset.ets.org Table of Contents About HiSET About ETS...1 About ITP...1 Test Content...1 Overview The HiSET Tests...2 Scoring the HiSET Tests...2 Explanation

More information

Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student

Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student Student ID# Anticipated Graduation Term Advisor Minimum GPA 2.00 Today's Date 2016-2017 Undergraduate Catalog Requirements System

More information

AGRIBUSINESS. Academic Programs. Undergraduate Programs BS Agricultural Business. AGB Courses. Agribusiness

AGRIBUSINESS. Academic Programs. Undergraduate Programs BS Agricultural Business. AGB Courses. Agribusiness Agribusiness 1 AGRIBUSINESS Agriculture Bldg. (10), Room 210 Phone: 805.756.5000; Fax: 805.756.5040 https://agb.calpoly.edu Department Chair: Cyrus Ramezani Academic Programs Program name Agricultural

More information

Arapahoe Community College Castle Rock Campus Assessment Plan Data

Arapahoe Community College Castle Rock Campus Assessment Plan Data Arapahoe Community College 2012-13 Castle Rock Campus Assessment Plan Data Organization Castle Rock Campus Assessment Period 2012-2013 Outcome/Goal Measure 1 Type: Measure 1 Description: Measure 1 Sample

More information

Inquiry-Based Physics in Middle School. David E. Meltzer

Inquiry-Based Physics in Middle School. David E. Meltzer Inquiry-Based Physics in Middle School David E. Meltzer Mary Lou Fulton Teachers College Arizona State University Mesa, Arizona U.S.A. Supported in part by a grant from Mary Lou Fulton Teachers College

More information

RESEARCH ON ASSESSMENTS

RESEARCH ON ASSESSMENTS hmhco.com RESEARCH ON ASSESSMENTS HMH Reading Inventory: Estimated Average Annual Growth 3 4 Houghton Mifflin Harcourt (HMH) is committed to developing innovative educational programs and professional

More information

Linking the Virginia SOL Assessments to NWEA MAP Growth Tests *

Linking the Virginia SOL Assessments to NWEA MAP Growth Tests * Linking the Virginia SOL Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. March 2016 Introduction Northwest Evaluation Association (NWEA

More information

Linking the Georgia Milestones Assessments to NWEA MAP Growth Tests *

Linking the Georgia Milestones Assessments to NWEA MAP Growth Tests * Linking the Georgia Milestones Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. February 2016 Introduction Northwest Evaluation Association

More information

Capstone Design Project: Developing the Smart Arm Chair for Handicapped People

Capstone Design Project: Developing the Smart Arm Chair for Handicapped People Capstone Design Project: Developing the Smart Arm Chair for Handicapped People Kwang Sun Kim 1, Jun Young Kim 2, Kyung Min Jang 3 and Kang Wo Joo 4 1 School of Mechatronics Engineering, Korea University

More information

AGRIBUSINESS (AGB) AGB Courses. Agribusiness (AGB) 1

AGRIBUSINESS (AGB) AGB Courses. Agribusiness (AGB) 1 Agribusiness (AGB) 1 AGRIBUSINESS (AGB) AGB Courses AGB 101. Introduction to Agribusiness. 4 units Prerequisite: AGB major and freshman standing. Orientation to the agribusiness sector of agriculture.

More information

Linking the New York State NYSTP Assessments to NWEA MAP Growth Tests *

Linking the New York State NYSTP Assessments to NWEA MAP Growth Tests * Linking the New York State NYSTP Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. March 2016 Introduction Northwest Evaluation Association

More information

Graduate Two Year-At-A-Glance

Graduate Two Year-At-A-Glance Graduate 20-20 Two Year-At-A-Glance Name ES SU SP-1 ES SU ACC 7000 Accounting Theory Online - - - - OL - ACC 7100 Advanced Financial Accounting Reporting Online - - - - - OL ACC 7200 Advanced Income Taxation

More information

2015 Faculty Survey of Assessment Culture

2015 Faculty Survey of Assessment Culture 2015 Faculty Survey of Assessment Culture Nationwide Report 852 Respondents out of 3,292 invited participated = 25.9% response rate from 39 institutions Scale: Strongly =6; =5; =4; =3; =2; =1. Empty response

More information

We trust that these data are helpful to you. If you have any questions, feel free to contact Dr. Joe Ludlum at or

We trust that these data are helpful to you. If you have any questions, feel free to contact Dr. Joe Ludlum at or September 21, 216 Dear Colleague: The Office of Assessment has processed the 2-216 Course/Instructor Opinion Survey (CIOS) results for the Institute. For 69 academic terms (39 quarters and 3 semesters

More information

CYPRUS HIGH SCHOOL COURSES SENIORS

CYPRUS HIGH SCHOOL COURSES SENIORS English Language Arts (4 credits required in English) English 12 569010 English, Core Year $8 Cyprus AP Language Arts 569150 English, Core Year $8 Cyprus AP Literature 569100 English, Core Year $8 Cyprus

More information

Frequency Table. UDSAT Satisfaction with UD. Cumulative. 1 Very Dissatisfied. Valid. 2 Dissatisfied. 3 Satisfied. 4 Very Satisfied. Total.

Frequency Table. UDSAT Satisfaction with UD. Cumulative. 1 Very Dissatisfied. Valid. 2 Dissatisfied. 3 Satisfied. 4 Very Satisfied. Total. Table UDSAT Satisfaction with UD 1 Very Dissatisfied 12 1.2 1.2 1.2 2 Dissatisfied 33 3.2 3.3 4.5 3 Satisfied 565 55.1 56.2 60.7 4 Very Satisfied 395 38.5 39.3 1005 98.0 21 2.0 UDREC Likely to recommend

More information

A2 units showing 90% conversion points (cp) June 2016 series

A2 units showing 90% conversion points (cp) June 2016 series A2 units showing 90% conversion points (cp) June 26 series For more information about results and grade calculations, see www.ocr.org.uk/ocr-for/learners-and-parents/getting-your-results GCE Accounting

More information

A.B. UNDERGRADUATE DEGREE CANDIDATES BY CLASS AND GENDER

A.B. UNDERGRADUATE DEGREE CANDIDATES BY CLASS AND GENDER OFFICE OF THE REGISTRAR October 15, PRINCETON UNIVERSITY OPENING ENROLLMENTS - - - Undergraduates 5260 5251 5277 5275 5244 Graduate Students 2879 2781 2736 2697 2691 Non-Degree Seeking Part-Time Students

More information

Agenda. Who and what is UniverCity Bochum? Project highlights on different levels. UniverCity Bochum as good practice. Questions and discussion

Agenda. Who and what is UniverCity Bochum? Project highlights on different levels. UniverCity Bochum as good practice. Questions and discussion Agenda Who and what is UniverCity Bochum? Project highlights on different levels UniverCity Bochum as good practice Questions and discussion 2 Geographical position City of Bochum within the Ruhr Area

More information

DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release

DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release DYNAMIC MEASUREMENT GROUP 2014-2015 DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release Elizabeth N Dewey, M.Sc. Douglas P Rice, B.A. Courtney E Wheeler, Ph.D. Ruth A aminski,

More information

Senior Statewide Survey Results Wave 2

Senior Statewide Survey Results Wave 2 Texas Higher Education Opportunity Project Principal Investigator: Marta Tienda, Princeton University Co-Investigator: Teresa Sullivan, University of Texas at Austin Senior Statewide Survey Results Wave

More information

Conduct on-road training for motorcycle riders

Conduct on-road training for motorcycle riders Page 1 of 5 Conduct on-road training for motorcycle riders Level 5 Credits 10 Purpose This unit standard is for licensed motorcycle riding instructors who wish to conduct on-road motorcycle training. People

More information

Auto Service Technician

Auto Service Technician Auto Service Technician Organization Washburn Institute of Technology Program Number 47.0604 Instructional Level Certificate Target Population Grades 11 & 12 Post-secondary Description The Auto Service

More information

Course Syllabus

Course Syllabus John D. Rockefeller Truck Driver Training Program Course Syllabus 2013-14 INSTRUCTOR: John Barber, Tim Egyud CLASSROOM: JDRCC DOOR 6 OFFICE HRS: 7:00-2:00 M-F OFFICE PH: 304-564-3337 extension 118 MOBILE

More information

9.3 Tests About a Population Mean (Day 1)

9.3 Tests About a Population Mean (Day 1) Bellwork In a recent year, 73% of first year college students responding to a national survey identified being very well off financially as an important personal goal. A state university finds that 132

More information

B.S. in Arts and Sciences Major: Economics - Business Specialization Sample 4-Year Plan

B.S. in Arts and Sciences Major: Economics - Business Specialization Sample 4-Year Plan Student Student ID # Student Phone # Advisor(s) Minimum GPA 2.00 Minor/Career Interest B.S. in Arts and Sciences Major: Economics - Business Specialization 2017-2018 Sample 4-Year Plan System Gen Ed Requirements

More information

Smart Spinner. Age 7+ Teacher s Notes. In collaboration with NASA

Smart Spinner. Age 7+ Teacher s Notes. In collaboration with NASA Smart Spinner Age 7+ Teacher s Notes In collaboration with NASA LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 2012 The LEGO Group. 190912

More information

NEW CAR TIPS. Teaching Guidelines

NEW CAR TIPS. Teaching Guidelines NEW CAR TIPS Teaching Guidelines Subject: Algebra Topics: Patterns and Functions Grades: 7-12 Concepts: Independent and dependent variables Slope Direct variation (optional) Knowledge and Skills: Can relate

More information

B.S. in Arts and Sciences Major: Entrepreneurial Studies Sample 4-Year Plan

B.S. in Arts and Sciences Major: Entrepreneurial Studies Sample 4-Year Plan Student Student ID # Student Phone # Advisor(s) Minimum GPA 2.00 Minor/Career Interest B.S. in Arts and Sciences Major: Entrepreneurial Studies 2017-2018 Sample 4-Year Plan System Gen Ed Requirements (SGR's)

More information

Fail Fast Iterate Often

Fail Fast Iterate Often Fail Fast Iterate Often Lessons Learned in a Two and a Half Year Partnership with Research Experience for Veterans and Teachers (REV- T) Mahender Mahi Mandala, Pitt Doctoral Student Brother Tony Baginski,

More information

Trial of Seat Belts on School Buses in Queensland

Trial of Seat Belts on School Buses in Queensland Paper for Road Safety, Engineering, Enforcement and Education Conference November 2004 Trial of Seat Belts on School Buses in Queensland By Renae Butler-Moore (Queensland Transport), Philip Roper (ARRB

More information

MODULE 4 Seat Belt Systems

MODULE 4 Seat Belt Systems Topic National Child Passenger Safety Certification Training Program MODULE 4 Seat Belt Systems Module Agenda: 130 Minutes Suggested Timing 1. Introduction 2 2. Federal Standards for Seat Belts 3 3. Types

More information

OSNABRÜCK UNIVERSITY OF APPLIED SCIENCES

OSNABRÜCK UNIVERSITY OF APPLIED SCIENCES OSNABRÜCK UNIVERSITY OF APPLIED SCIENCES Osnabrück Germany V07/07/17 13:00 Exchanges Portfolio KEY FACTS Subject Area Business & Languages; Marketing & Languages Language Classes are taught in English

More information

Student-Level Growth Estimates for the SAT Suite of Assessments

Student-Level Growth Estimates for the SAT Suite of Assessments Student-Level Growth Estimates for the SAT Suite of Assessments YoungKoung Kim, Tim Moses and Xiuyuan Zhang November 2017 Disclaimer: This report is a pre-published version. The version that will eventually

More information

2013 Revised Alabama Course of Study English Language Arts Grade 3

2013 Revised Alabama Course of Study English Language Arts Grade 3 A Correlation of Scott Foresman Reading Street Common Core, 2013 to the 2013 Revised Alabama Course of Study English Language Arts Introduction This document demonstrates how meets the English Language

More information

Bayt.com Middle East Job Index. August 2013

Bayt.com Middle East Job Index. August 2013 Bayt.com Middle East Job Index August 2013 Objectives of the Bayt.com Job Index Survey The objectives of the Bayt.com Job Index survey are: Gauge perceptions of job availability and hiring in the Middle

More information

Indiana Academic Standards English/Language Arts (2014) Grade 3

Indiana Academic Standards English/Language Arts (2014) Grade 3 A Correlation of Scott Foresman Reading Street Common Core, 2013 To the English/Language Arts (2014) Introduction This document demonstrates how meets the English/Language Arts (2014). Correlation page

More information

Industrial Maintenance Technology Student Learning Outcomes

Industrial Maintenance Technology Student Learning Outcomes Industrial Maintenance Technology Student Learning Outcomes February, 2017 ~ f ) FDTC Curriculum Map Program: Industrial Maintenance Technology Course# Course Title Credits Hours Lecture Lab Program Outcomes

More information

Low and medium voltage service. Power Care Customer Support Agreements

Low and medium voltage service. Power Care Customer Support Agreements Low and medium voltage service Power Care Customer Support Agreements Power Care Power Care is the best, most convenient and guaranteed way of ensuring electrification system availability and reliability.

More information

NOTE All entries must be checked in upon arrival at MESA Day.

NOTE All entries must be checked in upon arrival at MESA Day. Hovercraft Challenge Level: Middle School Type of Contest: Team Composition of Team: 2 4 students per team Number of Teams: One entry per school Next Generation Science Standards: MS-ETS1-1., MS-ETS1-2.,

More information

DRIVER SPEED COMPLIANCE WITHIN SCHOOL ZONES AND EFFECTS OF 40 PAINTED SPEED LIMIT ON DRIVER SPEED BEHAVIOURS Tony Radalj Main Roads Western Australia

DRIVER SPEED COMPLIANCE WITHIN SCHOOL ZONES AND EFFECTS OF 40 PAINTED SPEED LIMIT ON DRIVER SPEED BEHAVIOURS Tony Radalj Main Roads Western Australia DRIVER SPEED COMPLIANCE WITHIN SCHOOL ZONES AND EFFECTS OF 4 PAINTED SPEED LIMIT ON DRIVER SPEED BEHAVIOURS Tony Radalj Main Roads Western Australia ABSTRACT Two speed surveys were conducted on nineteen

More information

KEY STAGE. Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science KEY STAGE KEY STAGE KEY STAGE

KEY STAGE. Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science KEY STAGE KEY STAGE KEY STAGE KEY STAGE 2 2003 2003 Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science This booklet provides: tables for converting test marks into national

More information

Riders Helping Riders: An Alcohol Peer Intervention Program for Motorcyclists

Riders Helping Riders: An Alcohol Peer Intervention Program for Motorcyclists Riders Helping Riders: An Alcohol Peer Intervention Program for Motorcyclists A. Scott McKnight and Les R. Becker Pacific Institute for Research and Evaluation Robert L. Hohn National Highway Traffic Safety

More information

THE HUMAN ELEMENT Motorcycle Rider Training and Education

THE HUMAN ELEMENT Motorcycle Rider Training and Education THE HUMAN ELEMENT Motorcycle Rider Training and Education Paper Title: INTERMEDIATE RIDER TRAINING Submitted by: Steve Garets, Director TEAM OREGON Motorcycle Safety Program In 2000 TEAM OREGON launched

More information

First Do No Harm: Why Seatbelts are a Patient Care Issue. Noah Smith, NHTSA Office of EMS

First Do No Harm: Why Seatbelts are a Patient Care Issue. Noah Smith, NHTSA Office of EMS First Do No Harm: Why Seatbelts are a Patient Care Issue Noah Smith, NHTSA Office of EMS Hi, I m Noah Standard Bureaucratic Disclaimer To the extent that I mention specific brands or products in this presentation,

More information

A Concept Paper. Researchers: Dr. Benjamin G. Quito Dr. Villamor S. Quebral Dr. Edna C Aquino

A Concept Paper. Researchers: Dr. Benjamin G. Quito Dr. Villamor S. Quebral Dr. Edna C Aquino Road Safety and Traffic Education (RoSTed): The Institutionalization, Certification, and Standardization of Road Safety and Traffic Education in the Philippines A Concept Paper Researchers: Dr. Benjamin

More information

NO. D - Language YES. E - Literature Total 6 28

NO. D - Language YES. E - Literature Total 6 28 Table. Categorical Concurrence Between Standards and Assessment as Rated by Six Reviewers Florida Grade Language Arts Number of Assessment Items - 45 Standards Level by Objective Hits Cat. Goals Objs #

More information

Engineering Diploma Resource Guide ST280 ETP Hydraulics (Engineering)

Engineering Diploma Resource Guide ST280 ETP Hydraulics (Engineering) Engineering Diploma Resource Guide ST80 ETP Hydraulics (Engineering) Introduction Hydraulic systems are a fundamental aspect of engineering. Utilised across a variety of sectors including aviation, construction,

More information

To Our Business Partners

To Our Business Partners CSR CSR > Social Performance > To Our Business Partners To Our Business Partners We build relationships of trust by engaging in open communication, with mutual prosperity as our goal. To Our Dealers Basic

More information

I would like to work for Eddie Stobart but am not sure if I will enjoy driving for a living should I apply?

I would like to work for Eddie Stobart but am not sure if I will enjoy driving for a living should I apply? Frequently Asked Questions Factsheet: Eddie Stobart Driver Apprentices This factsheet has been designed in a FAQ format. Please feel free to also ask any additional questions you may want to using the

More information

Survey Report Informatica PowerCenter Express. Right-Sized Data Integration for the Smaller Project

Survey Report Informatica PowerCenter Express. Right-Sized Data Integration for the Smaller Project Survey Report Informatica PowerCenter Express Right-Sized Data Integration for the Smaller Project 1 Introduction The business department, smaller organization, and independent developer have been severely

More information

Evaluating Stakeholder Engagement

Evaluating Stakeholder Engagement Evaluating Stakeholder Engagement Peace River October 17, 2014 Stakeholder Engagement: The Panel recognizes that although significant stakeholder engagement initiatives have occurred, these efforts were

More information

Employee Compensation 2016 Band 60, ,999.99

Employee Compensation 2016 Band 60, ,999.99 Employee Compensation 2016 60,000.00-74,999.99 Accessibility Counsellor (1) Administrator (2) Administrator Officer (1) Advisor (2) Analyst (2) Application Architect (1) Assistant Dean, Humber College

More information

PSYC 200 Statistical Methods in Psychology

PSYC 200 Statistical Methods in Psychology 1 PSYC 200 Statistical Methods in Psychology Summer Session II Meets 07/13/04-08/19/04 Tu - Th 5:00pm-8:20pm (BPS 1124) Instructor: Walky Rivadeneira TA: Susan Campbell The course will Improve your ability

More information

Table A3 Descriptive statistics and selected percentiles for HSC marks and scaled marks by course

Table A3 Descriptive statistics and selected percentiles for HSC marks and scaled marks by course Table A3 Descriptive statistics and selected percentiles for HSC s and scaled s by course Notes: (i) The column shows the number of students who completed the course in 2017. (ii) The,,,, columns refer

More information

Houghton Mifflin Harcourt Splash into Pre-K correlated to the. Common Core Standards for English Language Arts Grade K

Houghton Mifflin Harcourt Splash into Pre-K correlated to the. Common Core Standards for English Language Arts Grade K Houghton Mifflin Harcourt 2012 correlated to the Common Core s for English Language Arts Grade K RL.K.1 Reading: Literature Key Ideas and Details With prompting and support, ask and answer questions about

More information

PROGRAM OUTLINE HEAVY EQUIPMENT TECHNICIAN PRE-EMPLOYMENT PROGRAM 504 HOURS 16 CREDITS

PROGRAM OUTLINE HEAVY EQUIPMENT TECHNICIAN PRE-EMPLOYMENT PROGRAM 504 HOURS 16 CREDITS HEAVY EQUIPMENT TECHNICIAN PRE-EMPLOYMENT School of Trades Applied Science & Management Division 2011-2012 PROGRAM OUTLINE HEAVY EQUIPMENT TECHNICIAN PRE-EMPLOYMENT PROGRAM 504 HOURS 16 CREDITS PREPARED

More information

Articulation Course Guide and High School Teacher Requirements

Articulation Course Guide and High School Teacher Requirements Articulation Course Guide and High School Teacher Requirements This document outlines courses approved by FV for high school articulation consideration along with teacher qualification and certification

More information

Enhancing School Bus Safety and Pupil Transportation Safety

Enhancing School Bus Safety and Pupil Transportation Safety For Release on August 26, 2002 (9:00 am EDST) Enhancing School Bus Safety and Pupil Transportation Safety School bus safety and pupil transportation safety involve two similar, but different, concepts.

More information

Alphabetical Listing of Unified Pay Scale Positions SY Effective: July 1, 2017

Alphabetical Listing of Unified Pay Scale Positions SY Effective: July 1, 2017 Alphabetical Listing of Unified Pay Scale Positions Work Calendar Annual Hours Daily Hours Grade Exemption Status Minimum Mid Point Maximum Minimum Mid Point Maximum ADM Division Superintendent EXC Exempt

More information

Life-Size Scaling Creating Full Size 3-D Body Systems

Life-Size Scaling Creating Full Size 3-D Body Systems Middle Grades Science Life-Size Scaling Creating Full Size 3-D Body Systems About this Lesson This lesson provides students an opportunity to use ratios and proportions to determine the appropriate size

More information

DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE OKLAHOMA STATE UNIVERSITY ACADEMIC YEAR

DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE OKLAHOMA STATE UNIVERSITY ACADEMIC YEAR DEGREES GRANTED DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE ACADEMIC YEAR 2016-2017 Arts & Sci, 23.98% UNDERGRADUATE Ag Sci & Nat Res, 12.88% Spears School of Bus, 28.44% Human

More information

Advanced RiderCourse SportBike Techniques Frequently Asked Questions. 1. What is the MSF Advanced RiderCourse SportBike Techniques (ARC-ST) course?

Advanced RiderCourse SportBike Techniques Frequently Asked Questions. 1. What is the MSF Advanced RiderCourse SportBike Techniques (ARC-ST) course? Advanced RiderCourse SportBike Techniques Frequently Asked Questions 1. What is the MSF Advanced RiderCourse SportBike Techniques (ARC-ST) course? The ARC-ST is the public version of the Military SportBike

More information

Registration Information (SS18, F18 and W19)

Registration Information (SS18, F18 and W19) Registration Information (SS18, F18 and W19) PENDING ADMIT STUDENTS: You will be able to enroll in Summer 2018 classes when your enrollment period opens. However, you will not be allowed to enroll in upper

More information

Civil Engineer. Tasks

Civil Engineer. Tasks Civil Engineer Are you ready to be a technology pioneer? Oil and gas factories 3000 meters underwater, heavy locomotive traction motors, electric vehicle chargers that deliver 100kw in 30 minutes... you

More information

1 Background and definitions

1 Background and definitions EUROPEAN COMMISSION DG Employment, Social Affairs and Inclusion Europe 2020: Employment Policies European Employment Strategy Youth neither in employment nor education and training (NEET) Presentation

More information

CHANGE OF MAJOR INFORMATION

CHANGE OF MAJOR INFORMATION 2017-2018 CHANGE OF MAJOR INFORMATION Revised Lower Division Students (Less than 90 units overall) s that are not impacted must accept change of major requests from lower division students in good standing

More information

June Safety Measurement System Changes

June Safety Measurement System Changes June 2012 Safety Measurement System Changes The Federal Motor Carrier Safety Administration s (FMCSA) Safety Measurement System (SMS) quantifies the on-road safety performance and compliance history of

More information

REQUIREMENTS FOR APPROVAL OF AN ONLINE - DEFENSIVE DRIVING COURSE (O-DDC) Defensive Driving. Course. Online. Online DDC December 2007 Page 1 of 11

REQUIREMENTS FOR APPROVAL OF AN ONLINE - DEFENSIVE DRIVING COURSE (O-DDC) Defensive Driving. Course. Online. Online DDC December 2007 Page 1 of 11 Defensive Driving Course Online Online DDC December 2007 Page 1 of 11 Alberta Transportation Alberta Transportation Driver Programs & Licensing Standards Driver Programs & Licensing Standards 1 st Floor,

More information

The Midas Touch Guide for Communication Management, Research and Training/ Education Divisions Page 2

The Midas Touch Guide for Communication Management, Research and Training/ Education Divisions Page 2 The Midas Touch Guide for Communication Management, Research and Training/ Education Divisions Page 2 o o o o o o o o o o The Midas Touch Guide for Communication Management, Research and Training/ Education

More information

GENERAL CHEMISTRY. Sub-disciplines of Chemistry. Course Organization. Course Organization: People. What You Need for Lecture

GENERAL CHEMISTRY. Sub-disciplines of Chemistry. Course Organization. Course Organization: People. What You Need for Lecture GENERAL CHEMISTRY Welcome! Sub-disciplines of Chemistry Physical Q: What is chemistry? Organic Inorganic The study of the composition, properties, and reactions of all types of matter Analytical Biochemistry

More information

B.S. in Agriculture Major: Agricultural Business Sample 4-Year Plan

B.S. in Agriculture Major: Agricultural Business Sample 4-Year Plan Student Student ID # Student Phone # Advisor(s) Minimum GPA 2.00 Minor/Career Interest B.S. in Agriculture Major: Agricultural Business 2017-2018 Sample 4-Year Plan System Gen Ed Requirements (SGR's) Prerequisites/Comments

More information

Automotive Technology

Automotive Technology It is the mission of the Automotive Department of Victor Valley Community College to provide quality automotive instruction to a diverse community of students; the array of courses offered shall serve

More information

HARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program

HARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program HARLEY-DAVIDSON Motorcycle Technician Training & Professional Development Program 274 N. Industrial Drive Frontenac, KS 66763 (309) 221-8674 (Director s cell phone) (620) 231-3819 www.fortscott.edu HARLEY-DAVIDSON

More information

D INFORMATION SESSION. MS Engineering, specialization in Battery Technologies

D INFORMATION SESSION. MS Engineering, specialization in Battery Technologies D INFORMATION SESSION MS Engineering, specialization in Battery Technologies San Jose State University is... The oldest public University on the West Coast, established in 1857. SJSU s Charles Davidson

More information

Lesson Plan. Time This lesson should take approximately 180 minutes (introduction 45 minutes, presentation 90 minutes, and quiz 45 minutes).

Lesson Plan. Time This lesson should take approximately 180 minutes (introduction 45 minutes, presentation 90 minutes, and quiz 45 minutes). Introduction to Biodiesel Fuel Applications Manufacturing Engineering Performance Objectives After completing this lesson, students will be able to discuss the purpose and applications of biodiesel fuel

More information

Michigan/Grand River Avenue Transportation Study TECHNICAL MEMORANDUM #18 PROJECTED CARBON DIOXIDE (CO 2 ) EMISSIONS

Michigan/Grand River Avenue Transportation Study TECHNICAL MEMORANDUM #18 PROJECTED CARBON DIOXIDE (CO 2 ) EMISSIONS TECHNICAL MEMORANDUM #18 PROJECTED CARBON DIOXIDE (CO 2 ) EMISSIONS Michigan / Grand River Avenue TECHNICAL MEMORANDUM #18 From: URS Consultant Team To: CATA Project Staff and Technical Committee Topic:

More information

SCOOTER SHARING SURVEY

SCOOTER SHARING SURVEY SCOOTER SHARING SURVEY How is scooter sharing best placed in the market based on the marketing mix (4 Ps)? HTW Berlin Master International Business Balmberger, Tina (531148); Pampel, Lisbeth (552268);

More information

Reliable Reach. Robotics Unit Lesson 4. Overview

Reliable Reach. Robotics Unit Lesson 4. Overview Robotics Unit Lesson 4 Reliable Reach Overview Robots are used not only to transport things across the ground, but also as automatic lifting devices. In the mountain rescue scenario, the mountaineers are

More information

Collect and analyze data on motorcycle crashes, injuries, and fatalities;

Collect and analyze data on motorcycle crashes, injuries, and fatalities; November 2006 Highway Safety Program Guideline No. 3 Motorcycle Safety Each State, in cooperation with its political subdivisions and tribal governments and other parties as appropriate, should develop

More information

EJ2440 ELECTRIC TRANSPORTATION

EJ2440 ELECTRIC TRANSPORTATION COURSE DESCRIPTION EJ2440 ELECTRIC TRANSPORTATION Period 4, spring 2017, 6 hp Transportation of people and gods is fundamental for a modern society. Apart from trains, almost all transportation is driven

More information

Statistics and Facts About Distracted Driving

Statistics and Facts About Distracted Driving Untitled Document Statistics and Facts About Distracted Driving What does it mean to be a distracted driver? Are you one? Learn more here. What Is Distracted Driving? There are three main types of distraction:

More information

Seat Belt Survey. Q1. When travelling in a car, do you wear your seat belt all of the time, most of the time, some of the time, or never?

Seat Belt Survey. Q1. When travelling in a car, do you wear your seat belt all of the time, most of the time, some of the time, or never? N F O C F g r o u p Seat Belt Survey Q1. When travelling in a car, do you wear your seat belt all of the time, most of the time, some of the time, or never? The majority of Canadians (85%) wear their seat

More information

Frequently Asked Questions (FAQ s)

Frequently Asked Questions (FAQ s) Frequently Asked Questions (FAQ s) CMSP MTC FAQ s Page 1 of 5 What does your program do? Upon successful completion, you will have learned how to become a safe and responsible motorcyclist, will receive

More information

Course Syllabus. Time Requirements. Course Timeline. Grading Policy. Contact Information Online classroom Instructor: Kyle Boots

Course Syllabus. Time Requirements. Course Timeline. Grading Policy. Contact Information Online classroom Instructor: Kyle Boots Course Syllabus Course Overview This course is designed to meet the classroom requirement of your driver s education experience. It is approved by the State of Indiana. Time Requirements The State of Indiana

More information

InnoTrans SEPTEMBER BERLIN

InnoTrans SEPTEMBER BERLIN InnoTrans 2016 20 23 SEPTEMBER BERLIN International Trade Fair for Transport Technology Innovative Components Vehicles Systems innotrans.com English Increase in the number of trade visitors 2014 133,595

More information

Series and Parallel Circuits Virtual Lab

Series and Parallel Circuits Virtual Lab Series and Parallel Circuits Virtual Lab Learning Goals: Students will be able to Discuss basic electricity relationships Discuss basic electricity relationships in series and parallel circuits Build series,

More information

BUILDING A ROBUST INDUSTRY INDEX BASED ON LONGITUDINAL DATA

BUILDING A ROBUST INDUSTRY INDEX BASED ON LONGITUDINAL DATA CASE STUDY BUILDING A ROBUST INDUSTRY INDEX BASED ON LONGITUDINAL DATA Hanover built a first of its kind index to diagnose the health, trends, and hidden opportunities for the fastgrowing auto care industry.

More information

Electric Vehicle Programs & Services. October 26, 2017

Electric Vehicle Programs & Services. October 26, 2017 1 Electric Vehicle Programs & Services October 26, 2017 2 Outline Electric vehicle (EV) market update MGE Programs, Services and Outreach Public charging Home charging Multi-family charging Madison Gas

More information

USING LEAN TO ENGAGE AND ALIGN THE ENTIRE ORGANIZATION. Didier Rabino, VP Lean Sensei Julie Garrison, HR System Director November 9, 2015

USING LEAN TO ENGAGE AND ALIGN THE ENTIRE ORGANIZATION. Didier Rabino, VP Lean Sensei Julie Garrison, HR System Director November 9, 2015 USING LEAN TO ENGAGE AND ALIGN THE ENTIRE ORGANIZATION Didier Rabino, VP Lean Sensei Julie Garrison, HR System Director November 9, 2015 ABOUT THE PRESENTERS Julie GARRISON HR System Director 1999 2006:

More information

Evaluation of the interlock programme for DUI offenders in Finland

Evaluation of the interlock programme for DUI offenders in Finland Special Adviser, Marita Löytty, Finnish Transport Safety Agency (Trafi) Abstract Background Finland started a trial with alcohol interlocks for DUI offenders in 2005. The positive experiences of the three-year

More information

Technical Manual for Gibson Test of Cognitive Skills- Revised

Technical Manual for Gibson Test of Cognitive Skills- Revised Technical Manual for Gibson Test of Cognitive Skills- Revised Normative Summary Sample Selection The Gibson Test of Cognitive Skills - Revised (GTCS) was normed on a sample of 2,305 children and adults

More information

ECONOMICS (ECON) Economics (ECON) San Francisco State University Bulletin

ECONOMICS (ECON) Economics (ECON) San Francisco State University Bulletin ECONOMICS (ECON) ECON 101 Introduction to Microeconomic Analysis (Units: 3) Basic analysis of prices and markets; consumer behavior; behavior of the firm; factor markets. D1: Social Sciences ECON 102 Introduction

More information

Strategy for Promoting Centers of Excellence (CoE) Activities

Strategy for Promoting Centers of Excellence (CoE) Activities Strategy for Promoting Centers of Excellence (CoE) Activities 1. The Background of the ITU Centers of Excellence (CoEs) Network: The Centres of Excellence project was established pursuant to resolutions

More information