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Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2013: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Chris Stark
Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2013: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Chris Stark
Office of Institutional Effectiveness
The Fall, 2013 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …
Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2012: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Peter Felt, Beth Hartsoch, John M. Krieg
Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2012: Descriptive Statistics, Linda D. (Linda Darlene) Clark, Peter Felt, Beth Hartsoch, John M. Krieg
Office of Institutional Effectiveness
The Fall 2012 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …
Western Educational Longitudinal Study (Wels): Baseline Survey Of Freshmen Entering Western In The Fall, 2011, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Keiran Seaman
Western Educational Longitudinal Study (Wels): Baseline Survey Of Freshmen Entering Western In The Fall, 2011, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Keiran Seaman
Office of Institutional Effectiveness
The Fall, 2011 Baseline Survey of Freshmen Entering Western (Freshmen Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …
Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim
Western Educational Longitudinal Study (Wels) Baseline Survey Of Freshmen Entering Western In The Fall, 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim
Office of Institutional Effectiveness
The Fall, 2010 Baseline Survey of Freshmen Entering Western continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes possible additional inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast …
Freshmen Who Plan To Transfer (Analysis), Beth Hartsoch, John M. Krieg
Freshmen Who Plan To Transfer (Analysis), Beth Hartsoch, John M. Krieg
Office of Institutional Effectiveness
On the 2009 WELS baseline survey of incoming fall 2009 freshmen, thirteen percent indicate some likelihood of transferring prior to graduation. Western administrators are interested in the retention rate of these students, as well as demographic and educational history characteristics. This is a brief exploratory analysis of these questions.
Western Educational Longitudinal Study (Wels) Baseline Survey Of Students Entering Western In The Fall, 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark
Western Educational Longitudinal Study (Wels) Baseline Survey Of Students Entering Western In The Fall, 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark
Office of Institutional Effectiveness
The 2009 WELS survey of incoming freshmen (the Survey) continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes additional inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The purpose of the incoming freshmen survey is threefold: (1) to assess student needs based upon their self-reported characteristics, perceptions, and concerns; (2) to provide data that can assist …
Western Educational Longitudinal Study (Wels) Survey Of Students Entering As Freshmen In The Fall, 2008, Beth Hartsoch, Linda D. (Linda Darlene) Clark, John M. Krieg, Gary (Gary Russell) Mckinney, Joseph E. Trimble
Western Educational Longitudinal Study (Wels) Survey Of Students Entering As Freshmen In The Fall, 2008, Beth Hartsoch, Linda D. (Linda Darlene) Clark, John M. Krieg, Gary (Gary Russell) Mckinney, Joseph E. Trimble
Office of Institutional Effectiveness
College credit from high school, a total of 2693 students. There were 1533 online responses and 608 phone responses, for an 80% response rate. By design, the 2008 WELS baseline survey of freshmen was shortened from previous year’s WELS baseline surveys. Survey topics included Summerstart and summer preparation for college, high school engagement, academic self-perception, and general college preparedness.
The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano
The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano
Office of Institutional Effectiveness
INTRODUCTION In the fall, 2006, the Freshman Interest Group (FIGs) Program entered its eighth interation. To use assessment terminology, the program has passed through its beginning and emergent stages and has entered maturity. Its mission has been crafted, student learning outcomes (SLO's) have been identified, and its identity has solidified. (Please see Appendix One to read the FIGs mission statement, course criteria, student learning outcomes, and other FIGs-related documents.) Yet while maturity has wrought a degree of self-confidence, it has not brought complacency.The program remains one of the most assessed academic programs on campus. Yearly, FIGs administrators and instructors pore …
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
The Western Educational Longitudinal Study (WELS) was conceived as a process to obtain data more relevant to Western and its mission than survey data had been able to obtain previously. Rather than continuing to rely on outside survey forms, researchers developed a Western-specific survey form. Development of this survey took about three years, with researchers soliciting input from dozens of individuals, departments and offices. Along the way, WELS researchers also noted where data was already being collected so that doubling up on survey questions was minimized. The final survey form was considered by all participants to be as thorough and …
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones
Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones
Office of Institutional Effectiveness
INTRODUCTION The Western Educational Longitudinal Study (WELS) was conceived as a process to obtain data more relevant to Western and its mission than survey data had been able to obtain previously. Rather than continuing to rely on outside survey forms, researchers developed a Western-specific survey form. Development of this survey took about three years, with researchers soliciting input from dozens of individuals, departments and offices. Along the way, WELS researchers also noted where data was already being collected so that doubling up on survey questions was minimized. The final survey form was considered by all participants to be as thorough …
Freshmen Interest Group (Fig) Report, James Inverarity, Kathleen Kennedy, Jeff Newcomer, Lorrie Brilla, Lauren Balisky
Freshmen Interest Group (Fig) Report, James Inverarity, Kathleen Kennedy, Jeff Newcomer, Lorrie Brilla, Lauren Balisky
Office of Institutional Effectiveness
SUMMARY Over the past six years the Freshman Interest Group (FIG) has attracted a number of participants who find sufficient intrinsic value in the program to invest considerable time and talent in sustaining and improving the program. At the same time, many faculty have voiced concerns over the content of some offerings and the general lack of faculty oversight in its development. Initially FIGs was established to address a perceived imbalance of resources between the upper and lower division program that had a negative effect on the experience and engagement of entering students. On several other campuses FIGs was heralded …
Longitudinal Analysis From 2003-2004 Wels Survey, Ryan Dickson, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Longitudinal Analysis From 2003-2004 Wels Survey, Ryan Dickson, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
Findings from the WELS Baseline survey and the WELS spring, 2004, survey are compared.
Western Educational Longitudinal Study: Spring 2004 Follow-Up Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney
Western Educational Longitudinal Study: Spring 2004 Follow-Up Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
The third in the WELS series, this survey was conducted in the spring, 2004, following up freshmen who entered in the fall, 2003. Topics include: expectations, engagement, and attitudes.
Western Educational Longitudinal Study (Wels): Fall 2003 Freshmen Transitions Survey, Linda D. (Linda Darlene) Clark, Joseph E. Trimble, Pamela Jull, Gary (Gary Russell) Mckinney
Western Educational Longitudinal Study (Wels): Fall 2003 Freshmen Transitions Survey, Linda D. (Linda Darlene) Clark, Joseph E. Trimble, Pamela Jull, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
This survey is the follow-up to the WELS Baseline survey. By exploring prior high school and early college experiences of new freshmen, patterns in student characteristics and behavior may shed light on the problem of first-quarter transition.
Expectations Vs. Experience: Western Washington University's Csxq/Cseq Findings, Evelyn Albrecht, Ann Carlson, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Expectations Vs. Experience: Western Washington University's Csxq/Cseq Findings, Evelyn Albrecht, Ann Carlson, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
A pre/post survey of expectations (pre) and actual experiences (post) of first-time, in-coming freshmen. Pre survey (CSXQ) administered summer 2002; post survey (CSEQ) administered spring 2003.
Western Educational Longitudinal Study: Baseline Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney
Western Educational Longitudinal Study: Baseline Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
Baseline report with data from WWU's first WELS survey on first-time, in-coming freshmen. Includes frequencies, figures, WELS goals and objectives, survey administration procedures, data quality, and analysis of qualitative findings from WELS freshmen focus group.
Ability, Interest And Effort: Understanding Outcomes Of Math Coursework For Western Washington Univeristy Freshmen, Pamela Jull, Gary (Gary Russell) Mckinney
Ability, Interest And Effort: Understanding Outcomes Of Math Coursework For Western Washington Univeristy Freshmen, Pamela Jull, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
Summary and analysis of surveys of freshmen and transfers regarding issues of attitudes and abilities in mathematics courses.
Analysis Of Freshmen Retention: Fall 1998 To Fall 1999, Linda D. (Linda Darlene) Clark, Gary (Gary Russell) Mckinney, Sharon Schmidtz, Carl Simpson
Analysis Of Freshmen Retention: Fall 1998 To Fall 1999, Linda D. (Linda Darlene) Clark, Gary (Gary Russell) Mckinney, Sharon Schmidtz, Carl Simpson
Office of Institutional Effectiveness
Just over one in five Western freshmen in the entering class of 1998 (21.6%) did not return to enroll in fall of 1999. This is an in-depth report of the possible factors influencing freshman retention. Policy implications are included in the conclusion.
Freshmen Interest Group (Fig) Report, Kris Bulcroft, Gary (Gary Russell) Mckinney
Freshmen Interest Group (Fig) Report, Kris Bulcroft, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
Summary and analysis of FIGs-related data, including survey and Student Tracking System data.
Ten Years Of Fall-To-Fall Retention, Western Washington University, Carl Simpson
Ten Years Of Fall-To-Fall Retention, Western Washington University, Carl Simpson
Office of Institutional Effectiveness
Executive Summary: Analysis of Fall-to-Fall retention at Western over the period 1987-1997 reveals modest improvement in retention rates, some traditional patterns, and some surprises. Particular groups are identified by the analysis as highest priority for university attention aimed at increasing retention. Western's overall Fall-to-Fall retention rate increased steadily from 1987 through 1992, then leveled off, to remain stable or decline very slightly since then. In particular, the retention of entering freshmen rose markedly from '87 through '92 and has declined significantly since 1992, although remaining well above its earlier rate. While the early rise in retention may be attributed to …
1994 Follow-Up Of 1985 Western Washington University Freshmen, Gary (Gary Russell) Mckinney, Joseph E. Trimble
1994 Follow-Up Of 1985 Western Washington University Freshmen, Gary (Gary Russell) Mckinney, Joseph E. Trimble
Office of Institutional Effectiveness
Executive Summary: In 1994, first-time in-coming frosh who entered Western Washington University in 1985 were resurveyed. Survey administered were able to contact and receive completed survey forms from 85 of the original1180 frosh who filled out a CIRP (frosh) survey at Western in 1985. Though the number of participants nine years later was small compared to the original sample, it was also fairly representative. The gender ratio between the two years was nearly identical, as was ethnicity. Most of the class of 1985 had partners in 1994 (74.1%), though only half reported being married (50.2%). A majority had not had …
The Cooperative Institutional Research Program (Cirp) Survey Of Western Washington University Freshmen For The 1991 In-Coming Class, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney
The Cooperative Institutional Research Program (Cirp) Survey Of Western Washington University Freshmen For The 1991 In-Coming Class, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
Results of the Freshmen (CIRP) Survey of 1991 in-coming Western class.
The Cooperative Institutional Research Program (Cirp) Survey Of Western Washington University Freshmen: A Comparison Of The 1985 And 1989 In-Coming Classes, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney, Robert M. Thorndike, Tracy Thorndike-Christ
The Cooperative Institutional Research Program (Cirp) Survey Of Western Washington University Freshmen: A Comparison Of The 1985 And 1989 In-Coming Classes, Jacqueline M. Andrieu-Parker, Joseph E. Trimble, Gary (Gary Russell) Mckinney, Robert M. Thorndike, Tracy Thorndike-Christ
Office of Institutional Effectiveness
A comparison of Freshmen (CIRP) Survey results from the 1985 and 1989 administrations.
Statewide System-Level Indicators For Western Washington University: A Summary Profile, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Jacqueline M. Andrieu-Parker
Statewide System-Level Indicators For Western Washington University: A Summary Profile, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Jacqueline M. Andrieu-Parker
Office of Institutional Effectiveness
Executive Summary: In early September 1990, Hugh Walkup, the HEC Board's Associate Director for Institutional Research & Policy, asked all participants in the Assessment Task Force to respond to an outline of questions titled: "Statewide Indicators by Activity Category". This report is a summary of that information. The current list of statewide system-level indicators initially were developed by the assessment coordinators and the HEC Board staff. The indicators, while broad based, are intended to provide information that describes basic enrollment patterns for the state's six four-year institutions over a particular time frame. Moreover, the indicators are intended to portray a …
The Western Washington University Student Survey Series (Volume One: Western Washington University Students), Carl Simpson
The Western Washington University Student Survey Series (Volume One: Western Washington University Students), Carl Simpson
Office of Institutional Effectiveness
Results from three early assessment surveys are combined into a 3-volume series. Volume one has information on students' backgrounds, reasons for choosing majors, and educational careers.