Education Commons^™

Fact Book 2007, Uno Office Of Institutional Effectiveness

Fact Book

The role and mission of the University of Nebraska at Omaha (UNO) reflects a distinctively metropolitan emphasis. Accordingly, many of the academic majors, research activities, and public service programs are designed to respond to its urban/suburban environment. The University also has state-wide responsibility for providing programs and services in criminal justice, gerontology, public administration, urban studies, and social work. The Nebraska Business Development Center (NBDC) is a cooperative program of the U.S. Small Business Administration and the University of Nebraska at Omaha. NBDC administers its small business program at locations throughout Nebraska. UNO exists for the purpose of providing appropriate …

Common Data Set 2007, Uno Office Of Institutional Effectiveness

Common Data Sets

Common Data Set (2007 - 2008) for the University of Nebraska at Omaha.

Enrollment Report - Fall 2007, Uno Office Of Institutional Effectiveness

Enrollment Reports

The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. 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.

Evaluating A Four State Workforce Education Project: Questions Of Investigative Interest And Impact, Neal Grandgenett, Elliott Ostler, Applied Information Management Institute, Jeanne L. Surface

Teacher Education Faculty Publications

How can a large scale, multi-state, collaborative workforce development project be evaluated? This article describes the evaluation process of the Midwest Center for Information Technology (MCIT). The project uses “impact threads” to connect the outcomes of the project to strategic evaluation questions. The MCIT project, involving 10 public two-year colleges located in Nebraska, Iowa, South Dakota, and North Dakota, strives to assist partner colleges in enhancing information technology training and related degree programs. The MCIT was funded as a regional center within the Advanced Technological Education (ATE) program of the National Science Foundation (NSF). This article details the evaluation plan …

Analyzing An Urban University's Diversity Dilemma, Melodee Landis, Angela Ferguson, Ana Carballal, Wilma Kuhlman, Sandra Squires

Teacher Education Faculty Publications

Lack of diversity in the teaching force is proving to be a grievous problem for our country. Across the nation the percentage of teachers of color in our schools remains stagnant as the percentage of students of color increases (Gay, Dingus & Jackson, 2003; Gordon, 2000; Gursky, 1999). Councils have been convened and conferences held to confront the issue (National Collaborative on Diversity in the Teaching Force, 2004). This disparity between the supply and demand for a diverse teaching force not only violates our standards of equity, it also appears to have a deleterious effect on achievement of students, particularly …

Enrollment Report - Summer 2007, Uno Office Of Institutional Effectiveness

Enrollment Reports

The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. 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.

Enrollment Report - Spring 2007, Uno Office Of Institutional Effectiveness

Enrollment Reports

The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. 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.

Finance 2007-08, Uno Office Of Institutional Effectiveness

IPEDS Finance

IPEDS Finance annual report contains the following information:

• Revenues by source (e.g., tuition and fees, government, private gifts)
• Expenses by function (e.g., instruction, research, plant maintenance and operation)
• Scholarships, physical plant assets and indebtedness
• Assets, liabilities and net assets
• Different formats are used based on the institution’s accounting standards

Human Resources 2007-08, Uno Office Of Institutional Effectiveness

IPEDS Human Resources

IPEDS Human Resources annual report contains the following information:

• Employees by primary occupational activity, faculty status, full and part time (collected separately for medical schools)
• Full-time instructional staff by academic rank, gender and function
• Total salary outlay and number of months covered by academic rank and gender

Student Financial Aid 2007-08, Uno Office Of Institutional Effectiveness

IPEDS Financial Aid

IPEDS Student Financial Aid annual report contains the following information:

• Number and percent of undergraduate and of full-time, first-time, degree/certificate-seeking undergraduate students receiving student financial aid, by type of aid and average amount of aid received

Completions 2007-08, Uno Office Of Institutional Effectiveness

IPEDS Completions

IPEDS Completions annual report contains the following information:

• Number of awards conferred by program, by level, and by race/ethnicity and gender of recipient
• Number of completers, separately by race/ethnicity, gender, age and level of award

Fall Enrollment (2007-08), Uno Office Of Institutional Effectiveness

IPEDS Fall Enrollment

IPEDS Fall Enrollment annual report contains the following information:

• Full- and part-time fall enrollments by level, by race/ethnicity and gender of student
• Number of students engaged in distance education, by level and location
• Age distributions by student level (odd-numbered years)
• State of residence of first-time first-year students (even-numbered years)
• Total number of students in the entering class
• Fall-to-fall retention rates of full-time and part-time, first-time degree/certificate-seeking undergraduate students (less than 4-year institutions), and first-time bachelor’s degree-seeking students (4-year institutions)

Graduation Rates 2007-08, Uno Office Of Institutional Effectiveness

IPEDS Graduation Rate

IPEDS Graduation Rates annual report contains the following information:

• Numbers of students entering the institution as full-time, first-time, degree or certificate-seeking in a particular year (cohort), by race/ethnicity and gender
• Number completing within 150% of normal time to program completion
• Number transferred to other institutions
• Developed to help institutions comply with requirements of Student Right-to-know
• Worksheets are provided to calculate rates

Institutional Characteristics 2007-08, Uno Office Of Institutional Effectiveness

IPEDS Institutional Characteristics

IPEDS Institutional Characteristics Annual report contains the following information:

• Admissions requirements
• Institutional price/cost data for full-time, first-time, degree/certificate-seeking undergraduate students
• Tuition and required fees by level or program
• Room and board charges

12-Month Enrollment 2007-08, Uno Office Of Institutional Effectiveness

IPEDS 12-month Enrollment

IPEDS 12-month Enrollment annual report contains the following information:

• 12-month unduplicated headcount, by level of student and race/ethnicity and gender
• Full year instructional activity, measured in credit and/or contact hours
  • Used to compute full-time equivalent (FTE) enrollment

The Development And Validation Of The Elementary School Ethical Climate Index, Kay Anne Keiser, Laura E. Schulte

Educational Leadership Faculty Publications

The purposes of this study were to develop and validate an instrument that measures the ethical climate of elementary schools. To create the Elementary School Ethical Climate Index (ESECI), we adapted the ethical climate index for middle and high schools. The ESECI assesses student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity (Kitchener, 1984, 1985). To provide evidence of the ESECI’s reliability and validity we distributed the ESECI to the students and teachers/staff at one urban elementary school in a Midwestern city. There was a significant difference in …