Education Commons^™

Western Educational Longitudinal Study (Wels) Baseline Survey Of Transfer Students 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 WELS Baseline Survey of Transfers Entering Western in the Fall, 2013 (Transfer Survey) is the companion survey to the Office of Survey Research’s (OSR) survey of incoming freshmen. Together, these surveys elicit information from students prior to the start of their Western academic careers and provide an initial contact in a longitudinal survey design that follows students through graduation and into their initial years as alumni. The Transfer Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to the Western experience that can be used to forecast and enhance student success; (2) …

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 Transfers Entering Western In The Fall, 2012, Linda D. (Linda Darlene) Clark, Peter Felt, Beth Hartsoch, John M. Krieg

Office of Institutional Effectiveness

The WELS Baseline Survey of Transfers Entering Western in the Fall, 2012 (Transfer Survey) is the companion survey to the Office of Survey Research’s (OSR) survey of incoming freshmen. Together, these surveys elicit information from students prior to the start of their Western academic careers and provide an initial contact in a longitudinal survey design that follows students through graduation and into their initial years as alumni. The Transfer Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to the Western experience that can be used to forecast and enhance student success; (2) …

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

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 Transfers Entering Western In The Fall, 2011, Linda D. (Linda Darlene) Clark, Beth Hartsoch, John M. Krieg, Keiran Seaman

Office of Institutional Effectiveness

The WELS Baseline Survey of Transfers Entering Western in the Fall, 2011 (Transfer Survey) is the companion survey to the Office of Survey Research’s (OSR) survey of incoming freshmen. Together, these surveys elicit information from students prior to the start of their Western academic careers and provide an initial contact in a longitudinal survey design that follows students through graduation and into their initial years as alumni. The Transfer Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to the Western experience that can be used to forecast and enhance student success; (2) …

Western Educational Longitudinal Study (Wels) Baseline Survey Of Transfers Entering Western In The Fall, 2010 - Addendum, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim

Office of Institutional Effectiveness

The baseline survey of transfers is an annual survey of all transfer students entering Western in the Fall. This survey is fully explained and documented in “WELS Baseline Survey of Transfers Entering Western in the Fall, 2010” which may be found on the Office of Survey Research’s website (http://www.wwu.edu/socad/osr/). This addendum breaks down the data from that survey by college. Hopefully, this data will provide a finer degree of analysis allowing colleges greater lattitude in their self-evaluation efforts.

Western Educational Longitudinal Study (Wels) Baseline Survey Of Transfers 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 WELS Baseline Survey of Transfers Entering Western in the Fall, 2010 (Transfer Survey) is the companion survey to the Office of Survey Research’s (OSR) survey of incoming freshmen. Together, these surveys elicit information from students prior to the start of their Western academic careers and provide an initial contact in a longitudinal survey design that follows students through graduation and into their initial years as alumni. The Transfer 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 and enhance student success; (2) …

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 …

Western Educational Longitudinal Studies (Wels) Baseline Survey Of Students Entering As Transfers Fall, 2009, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

The 2009 WELS survey of incoming transfer students (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 transfer students when they graduate from the university and again one to two years after graduation. The purpose of the incoming transfer student survey is fourfold: (1) to assess student needs based upon their self-reported characteristics, perceptions, and concerns; (2) to provide data that can assist university assessment and …

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) Baseline Survey Of Students Entering As Transfers 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

This report presents findings from the fall, 2008, baseline survey of entering transfers, a total of 973 students. There were 483 online responses and 297 phone responses, for an 81% response rate. Survey topics included transfers students’ previous education, attendance at Transitions (summer program for transfers), academic confidence, expectations as they enter Western, majors and minors, and personal backgrounds.

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.

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 …

What Is The Cost Of Raising A Child Today? Part 1, Liz Gorham

All Archived Publications

No abstract provided.

What Is The Cost Of Raising A Child Today? Part 2, Liz Gorham

All Archived Publications

No abstract provided.

G96-279 Setting Up Your Own Business: Glossary Of Financial Management Terms (Revised April 2005), Cheryl A. Burkhart-Kriesel, Paul H. Gessaman

University of Nebraska-Lincoln Extension: Historical Materials

If you have ever sat down with an accountant or banker, you quickly learn that they have a language all their own. This glossary is designed to help you understand some frequently used words in what sometimes is called "the language of business." Being familiar with the terminology can help you become more comfortable and effective in communicating with accountants, lenders, suppliers, and others in the business community.

G96-1301 Income Tax Issues Related To Scaling Down Or Liquidating A Beef-Cow Operation, Gary Bredensteiner

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses the tax implications of reducing or shutting down a beef-cow operation.

Downsizing cattle numbers is occurring through herd reductions and complete liquidations. Whether partial or complete, liquidations have income tax implications. Those implications vary depending on the timing of liquidation, origin of the animals liquidated, nature of the liquidation, and organizational structure of the business. This publication considers the tax situation of the sole proprietor beef cattle business owner who uses cash accounting for tax purposes.

While the information contained in this document is thought to be accurate, it should not be used as a substitute for …

G93-1189 Developing Dairy Heifer Rearing Expenses, Jeffrey F. Keown

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses the pros and cons to consider as dairy producers evaluate raising their own replacement heifers or contracting with someone else to raise replacements.

Every successful dairy operation can account for most of the expenses that occur on the farm. But how many can actually cash flow each segment of the operation? Do you know how much it costs to raise your dairy heifers or what percentage of your total expenses can be directly attributed to the milking herd? Few producers spend much time attempting to cash flow or estimate costs of the various parts of the dairy …

Rp93-395 Liability Insurance And The Family Child Care Provider

University of Nebraska-Lincoln Extension: Historical Materials

Life other small business owners, family child care providers need adequate life, health, and disability insurance to protect their families from the loss of their income. However, child care providers also face unique risks. Perhaps the most important of these risks is the financial loss that would result if the provider were found liable or responsible for the injury or death of a child or a child's parent. If a claim were filed against you as a provider, three different types of financial losses are possible: medical expenses, damages awarded to the victim or his/her family after a lawsuit, and …

G93-1160 Investment Basics...For The Beginner, Kathleen Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

Investing is a complex and ever-changing field. Consequently, most of us, even those involved in the investment field, occasionally are confused. This publication defines the difference between saving and investing, considers some financial requirements you need to meet before you start to invest, helps you define just what type of investor you are, gives advice on choosing an investment adviser, and offers some investment tips for beginning investors.

Savings and Investments

To help clarify just what is being discussed when talking about investing, let's define two terms. Saving is money set aside for future use while investing is money set …

Nf91-24 A Cash Flow Technique To Use In Household Budgeting, Kathy Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact discusses reducing family food expenses.

Nf91-25 Cutting Family Living Clothing And Personal Care Expenses, Kathy Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact discusses reducing family living expenses.

Nf91-26 Cutting Housing, Utilities, Telephone, Furnishings, Cleaning Supply Expenses, Kathy Prochaska-Cue, Shirley Niemeyer, Ann Ziebarth

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact discusses reducing family food expenses.

Nf91-21 Cutting Family Living Food Expenses, Kathy Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact discusses reducing family food expenses.

Nf91-22 Cutting Family Living Recreation, Health Care, Gifts And Contributions, Education, And Other Expenses, Kathy Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact discusses reducing family living, recreation, health care, gift and education expenses.

G89-941 Financial Planning Form: Income Statement, Kathleen Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides step-by-step directions for completing the included income statement.

What Is an Income Statement?

An income statement shows income and expenses over a period of time, usually a year. Like a motion picture, it also can show the movement of income expenses between net worth statements.

This income statement includes five categories of income (salaries, wages, bonuses; investment income; gifts; borrowed money; and other income), and three categories of expenses (taxes; fixed obligations and financing expense; and living expenses). A space to calculate net income (the amount left after all expenses) concludes this form.

Heg86-209 Farm And Ranch Family Living Expenses--Taking Control, Kathleen Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide describes how families with an irregular income can control living expenses through use of a budget and cash flow plan.

Although farm and ranch family living levels have improved and become more comparable to nonfarm families, there will always be some important differences between these families with respect to managing the family living expenses. Income is irregular for many farm and ranch families and, in the past few years, has been insufficient to maintain the farm/ranch and family at a reasonable level of living. This guide is designed to help the farm or ranch family take control of …

Ec71-854 Income Statement (Revised)

University of Nebraska-Lincoln Extension: Historical Materials

This extension circular is an income statement form that covers the following areas: Cash Farm Income (grain/hay sales, livestock sales, livestock product sales, government payments, custom work); Cash Farm Expenses (cash operating, breeding livestock purchases, gross cash farm expenses); Adjustment (inventory, machinery/equipment depreciation, fixed farm improvements depreciation, capital gain or loss on machinery/equipment, gross sales of machinery/equipment, real estate sold); and Non-Farm Income (operators's wage, wife's wage, interest/dividend income, gifts/inheritances, gain or loss on security, non-farm inventory change, net income on other farms owned and non-farm real estate).