Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Educational Assessment, Evaluation, and Research

2006

Western Washington University

Articles 1 - 15 of 15

Full-Text Articles in Education

Common Data Set 2005-06, Kirk England Dec 2006

Common Data Set 2005-06, Kirk England

Office of Institutional Effectiveness

Common Data Set

Go to article

Western Alumni, Class Of 2005 - Spring 2006 Survey Findings, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark Nov 2006

Western Alumni, Class Of 2005 - Spring 2006 Survey Findings, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

Western’s first Alumni Survey was conducted in 1988; it’s development and administration was in response to the Higher Education Coordinating Board (HEC Board) requirement to survey graduates every biennially. Western was done so diligently and reliably since. Twenty years on, as academic concerns have changed, so has the survey; however, the original “fourteen common items” proscribed by the HEC Board have remained. Similarly, the administration of the survey adapted: from a paper-and-pencil only mail-out form to the current on-line and telephone method. Yet regardless of the type of administration, satisfactory response rates have been attained. The current report includes data …

Go to article

The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano Sep 2006

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 …

Go to article

Figs: Summary Report, Western Washington University. Office Of Survey Research Jun 2006

Figs: Summary Report, Western Washington University. Office Of Survey Research

Office of Institutional Effectiveness

Selected excerpts from focus group conducted with FIGS faculty and seminar instructors in Spring '06 by the Office of Survey Research.

Go to article

Fye Seminars: Summary Report, Western Washington University. Office Of Survey Research Jun 2006

Fye Seminars: Summary Report, Western Washington University. Office Of Survey Research

Office of Institutional Effectiveness

Selected Excerpts from Focus Groups Conducted with FYE Seminar instructors In Spring ’06 by The Office of Survey Research.

Go to article

New Student Programs: Summary Report, Western Washington University. Office Of Survey Research Jun 2006

New Student Programs: Summary Report, Western Washington University. Office Of Survey Research

Office of Institutional Effectiveness

Excerpts from Focus Groups with Program Coordinators, Students, OSA’s and RA’s about Programs for New Students Conducted Spring ‘06 by the Office of Survey Research.

Go to article

2005-06 (3 Quarters & Aya) Sch & Fte Faculty Report, Ernest Sams May 2006

2005-06 (3 Quarters & Aya) Sch & Fte Faculty Report, Ernest Sams

Office of Institutional Effectiveness

Student Credit Hours; GUR Courses; Sections; FTE Faculty Allocated and Used; Compare With 1 Year Ago; Measures per FTE Faculty

Go to article

Western Educational Longitudinal Study (Wels): Survey Of In-Coming Transfers In Transition, Late Fall Quarter, 2005, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark May 2006

Western Educational Longitudinal Study (Wels): Survey Of In-Coming Transfers In Transition, Late Fall Quarter, 2005, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark

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 …

Go to article

First-Time, In-Coming Transfers And Freshmen: A Comparison Of Survey Findings, Richard Bulcroft, Joseph E. Trimble, Gary (Gary Russell) Mckinney Apr 2006

First-Time, In-Coming Transfers And Freshmen: A Comparison Of Survey Findings, Richard Bulcroft, Joseph E. Trimble, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents Western Educational Longitudinal Study (WELS) findings from three surveys: 1) the baseline survey of first-time, in-coming transfers administered in the summer and early fall of 2005; 2) the baseline survey of first-time, in-coming freshmen administered in the summer and early fall of 2003; and 3) the follow-up survey of fall, 2003, freshmen, including those who did and who did not take the WELS baseline survey in the spring of 2005.

Go to article

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 Apr 2006

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 …

Go to article

Western Educational Longitudinal Study (Wels) Freshmen In Transition: Students Who Entered As Freshmen In Fall Quarter, 2005, Survyed At The End Of Fall Quarter, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney Apr 2006

Western Educational Longitudinal Study (Wels) Freshmen In Transition: Students Who Entered As Freshmen In Fall Quarter, 2005, Survyed At The End Of Fall Quarter, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the end-of-fall-quarter, 2005, "transitions" survey for freshmen.

Go to article

Western Educational Longitudinal Study (Wels): Fall, 2005 Baseline Survey Of In-Coming Transfers, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones, Linda D. (Linda Darlene) Clark Apr 2006

Western Educational Longitudinal Study (Wels): Fall, 2005 Baseline Survey Of In-Coming Transfers, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

The survey questions for the transfer student WELS were developed similarly to the previous WELS surveys. WELS researchers contacted various departments and individuals at Western to discuss information they needed about Western's transfer students. Additionally, WELS researchers conducted a focus group of transfer students in order to obtain insight into the transfer student population at Western and identify areas where transfer students differed from the rest of the Western population. Some questions were chosen to parallel previous WELS surveys. Transfer students were asked questions on a variety of topics including previous educational experiences, transfer student orientation, expectations about their Western …

Go to article

Western Educational Longitudinal Study (Wels) Transfer In Transition: Students Who Entered As Transfers In The Fall Quarter, 2005, Surveyed At The End Of Fall Quarter, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney Apr 2006

Western Educational Longitudinal Study (Wels) Transfer In Transition: Students Who Entered As Transfers In The Fall Quarter, 2005, Surveyed At The End Of Fall Quarter, 2005, Richard Bulcroft, Linda D. (Linda Darlene) Clark, Sara Jones, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

This report presents findings from the end-of-fall-quarter, 2005, "transitions" survey for transfers.

Go to article

Western Educational Longitudinal Study (Wels): Fall, 2005, Baseline Survey Of In-Coming Freshmen, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones Apr 2006

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 …

Go to article

Western Educational Longitudinal Study (Wels): Spring 2005, Follow-Up Of Freshmen Entering Fall, 2003, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones Apr 2006

Western Educational Longitudinal Study (Wels): Spring 2005, Follow-Up Of Freshmen Entering Fall, 2003, Gary (Gary Russell) Mckinney, Richard Bulcroft, Sara Jones

Office of Institutional Effectiveness

Technical report for the WELS survey of sophomores in the spring, 2005. Many of these respondents had previously taken the WELS baseline survey in the fall, 2003. Topics include: registering, advising, majors, GURs, work, difficulties, and the use of academic and library technologies.

Go to article