Education Commons^™

Sequential Learning Analysis Comparison By Modality, Uno Office Of Institutional Effectiveness

Student Learning

Econ 2200 ("Micro-Economics") Grade Distribution by Credit Type

An Investigation Of Education Leaders’ Perceptions Of Their Knowledge Of Special Education Law, Kendra Schneider

Student Work

The purpose of this quantitative study was to examine the perceptions of candidates in the Educational Leadership program at the University of Nebraska Omaha regarding their knowledge and understanding of special education law, including the areas of Free Appropriate Public Education, Child Find, Least Restrictive Environment, Procedural Safe Guards, and Related Services. It further analyzed whether UNO Educational Leadership graduate students’ opinions are related to school district size, professional experience, administrative experience, or area of certification. When thinking about the considerable amount of training and knowledge it takes to be well versed in the rules and regulations of special education, …

Ratings And Responses - 2015 Course Evaluations, Uno Office Of Institutional Effectiveness

Assessment

2015 Course Evaluation Ratings and Responses

Oasa Leadership Forum Summary, September 1, 2016, Uno Office Of Academic And Student Affairs

2016-2017 Academic Year

Notes from the September 1, 2016, OASA Leadership Forum.

Student Affairs And Enrollment Management Staffing Comparison From 2012-13 To 2015-16, Uno Student Affairs

Employee-Related

Staffing Comparison for Student Affairs and Enrollment Management from 2012-13 to 2015-16.

Academic Department Indicators 2015-2016, Uno Office Of Institutional Effectiveness

Program Review

The audience is the Academic Planning Council (APC), college and department heads, and faculty. The purpose is to report instructional productivity measures useful for making comparisons and observing trends. Selected departmental information in this report is submitted annually to the Delaware Study, a National Study of Instructional Costs and Productivity.

This Instructional Productivity information corresponds to the UNO state- and tuition-funded budget. The Supplemental Information at the end of the document provides counts and statistics for campuswide programs embedded in most colleges. Only Dual Enrollment instruction is excluded from the productivity report since it is a fee-based instructional program for …

Enrollment Report - Fall 2016, Uno Office Of Institutional Effectiveness

Enrollment Reports

This Enrollment Profile Report provides administrative- and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. Delivery-site reporting counts all students, including those in UNL programs delivered at UNO, but excludes UNO programs delivered in Lincoln (CPACS programs). Administrative-site reporting counts students enrolled in UNO programs only (including the CPACS programs delivered in Lincoln).

The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity. A glossary at the end of the report provides …

Fall 2016 Census Enrollment Indicators Campus Report Table 1a, Uno Office Of Institutional Effectiveness

Enrollment Reports

Enrollment Comparison: Fall Semester 2016 and 2015

Fall 2016 Census Enrollment Indicators Campus Report Table 1, Uno Office Of Institutional Effectiveness

Enrollment Reports

Enrollment Comparison: Fall Semester 2016 and 2015.

Fall 2016 Census Enrollment Indicators Schools Report Table 3, Uno Office Of Institutional Effectiveness

Enrollment Reports

Census SCH Comparison: Fall Semester 2016 and 2015.

Fall 2016 Census Enrollment Indicators Colleges Report Table 2, Uno Office Of Institutional Effectiveness

Enrollment Reports

Enrollment by Colleges: Fall Semesters 2016 and 2015.

Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray

Special Education and Communication Disorders Faculty Publications

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, …

Equitable Student Engagement: A Correlation Between Personalized Learning, Student Engagement, And Poverty Level, Andrea Yeager Neuzil

Student Work

The student population in classrooms across America is growing increasingly diverse in socio-economic background, schema, and learning styles; however, far too many academic programs are designed for a “one size fits all approach” that does not engage students. Educational leaders who promote new ways to personalize instruction in order to improve student engagement reap benefits far beyond what is expected. The researcher investigates the relationship of personalized learning and student engagement and socio-economic status. Previous studies have demonstrated the impact of student engagement as a means to improve academic achievement, school climate, and family and community involvement. The researcher includes …

Uno Undergraduate Retention Data By Student Groups, Uno Office Of Institutional Effectiveness

Student Support

UNO Undergraduate New Student Groups and Retention Rates

Uno Guide For The Assessment Of General Education Slos, Academic Affairs

Student Learning

The UNO General Education Committee is responsible for assessing the student learning outcomes of courses it endorses as providing general education credit. It conducts regular reviews of student learning outcomes (SLO’s) assessment in each of these courses. Assessments of student learning occur at different levels (e.g., task level, course level, program level). The focus here is on course level assessment with an emphasis on end-of-course student learning outcomes and objectives pertinent to general education. This guide is intended to help reporting units develop an assessment plan for each of their general education courses and organize the relevant information in an …

Uno Guide For The Assessment Of Program Slos 2016-17, Academic Affairs

Student Learning

The UNO Academic Assessment Committee is responsible for guiding the process of campus-wide academic assessment of student learning, and to that end, it conducts regular reviews of student learning outcome (SLO) assessment in each degree granted. Assessments of student learning occur at different levels (e.g., task level, course level, program level). The focus here is on program level assessment with an emphasis on end-of-program student learning outcomes and objectives. This guide is intended to assist academic units with developing an assessment plan for each degree program and organizing the relevant information into an assessment report.

Accuracy And Precision Of Quantitative 31p-Mrs Measurements Of Human Skeletal Muscle Mitochondrial Function, Gwenael Layec, J. R. Gifford, Joel D. Trinity, Corey R. Hart, Ryan S. Garten, Song-Young Park, Yann Le Fur, Eun-Kee Jeong, Russell S. Richardson

Health and Kinesiology Faculty Publications

Although theoretically sound, the accuracy and precision of 31P-magnetic resonance spectroscopy (31P-MRS) approaches to quantitatively estimate mitochondrial capacity are not well documented. Therefore, employing four differing models of respiratory control [linear, kinetic, and multipoint adenosine diphosphate (ADP) and phosphorylation potential], this study sought to determine the accuracy and precision of 31P-MRS assessments of peak mitochondrial adenosine-triphosphate (ATP) synthesis rate utilizing directly measured peak respiration (State 3) in permeabilized skeletal muscle fibers. In 23 subjects of different fitness levels, 31P-MRS during a 24-s maximal isometric knee extension and high-resolution respirometry in muscle fibers from the vastus lateralis was performed. Although significantly …

Nsse16 Frequencies And Statistical Comparisons (Uno), National Survey Of Student Engagement

NSSE

The Frequencies and Statistical Comparisons report presents item-by-item student responses and statistical comparisons that allow you to examine patterns of similarity and difference between your students and those at your comparison group institutions. The report uses information from all randomly selected or census-administered students. The display below highlights important details in the report to keep in mind when interpreting your results. For more information please visit our website (nsse.indiana.edu) or contact a member of the NSSE team.

Nsse16 Engagement Indicators (Uno), National Survey Of Student Engagement

NSSE

Engagement Indicators (EIs) provide a useful summary of the detailed information contained in your students’ NSSE responses. By combining responses to related NSSE questions, each EI offers valuable information about a distinct aspect of student engagement. Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organized into four broad themes as shown at right.

Summer 2016 Census Enrollment Indicators Campus Report, Uno Office Of Institutional Effectiveness

Enrollment Reports

Census Enrollment Indicators Report Enrollment Comparison: Summer Semester 2016 and 2015

Nsse16 Pocket Guide Report (Uno), National Survey Of Student Engagement

NSSE

To focus public awareness on what constitutes quality in the college experience, NSSE developed A Pocket Guide to Choosing a College. This helpful brochure gives prospective students and their families key questions to ask during their campus visits, allowing them to actively consider student engagement during the college choice process.

Student responses to selected questions from the NSSE pocket guide are presented in a new report entitled A Pocket Guide to Choosing a College: NSSE 2016 Answers from Students, part of your NSSE Institutional Report 2016. This report replaces The Student Experience in Brief included in institutional reports through 2012.

Nsse16 Administration Summary (Uno), National Survey Of Student Engagement

NSSE

This report provides an overview of your NSSE administration, including details about your population and sample, response rates, representativeness of your respondents, survey customization choices, and recruitment message schedule. This information can be useful for assessing data quality and planning future NSSE administrations.

Nsse16 High-Impact Practices (Uno), National Survey Of Student Engagement

NSSE

Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-Impact Practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. As a result, participation in these practices can be life-changing (Kuh, 2008). NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context …

Nsse16 Respondent Profile (Uno), National Survey Of Student Engagement

NSSE

The Respondent Profile presents both student- and institution-reported demographic information, allowing you to examine similarities and differences between your students and those at your comparison group institutions. This report uses information from all randomly selected or census-administered students. The display below highlights important details in the report to keep in mind when interpreting your results. For more information please visit our website (nsse.indiana.edu) or contact your NSSE Project Services team.

Nsse16  Snapshot (Uno), National Survey Of Student Engagement

NSSE

Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, courses, and other learning opportunities facilitate student participation in activities that matter to student learning. NSSE surveys first-year and senior students to assess their levels of engagement and related information about their experience at your institution.

This Snapshot is a concise collection of key findings from your institution’s NSSE 2016 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and …

Nsse16 Selected Comparison Groups (Uno), National Survey Of Student Engagement

NSSE

The NSSE Institutional Report displays core survey results for your students alongside those of three comparison groups. In May, your institution was invited to customize these groups via a form on the Institution Interface. This report summarizes how your comparison groups were constructed and lists the institutions within them.

NSSE comparison groups may be customized by (a) identifying specific institutions from the list of all 2015 and 2016 NSSE participants, (b) composing the group by selecting institutional characteristics, or (c) a combination of these.Institutions that chose not to customize received default groups^a that provide relevant comparisons for most institutions. …

Nsse16 Student Comments (Uno), National Survey Of Student Engagement

NSSE

The final page of the NSSE survey asked students to respond to the following question in an open text box:

"If you have any additional comments or feedback that you'd like to share on the quality of your educational experience, please type them below."

Nsse16 Topical Module - Academic Advising (Uno), National Survey Of Student Engagement

NSSE

This module examines students' experiences with academic advising, including frequency, accessibility, and types of information provided. It also asks students to identify their primary source of advice. The module complements a question on the core survey about the quality of students’ interactions with academic advisors. Complementary FSSE set available.

Nsse16 Topical Module - Civic Engagement (Uno), National Survey Of Student Engagement

NSSE

Adapted from a pilot survey that was developed by the American Association of State Colleges and Universities, this module asks students to assess their conflict resolution skills and examines how often students have engaged with local or campus and state/national/global issues. The module complements questions on the core survey about service-learning, community service or volunteer work, and becoming an informed and active citizen. Complementary FSSE set available.

Nsse16 Topical Module - Civic Engagement Student Comments (Uno), National Survey Of Student Engagement

NSSE

The final question of the Civic Engagement module asked students to respond to the following question in an open text box:

"Think about the experiences you may have had with local, campus, state, national, or global issues. What about these experiences has been most meaningful to you?"