|dc.description||Attended various Forum presentations including
National Survey of Student Engagement (NSSE): Presentation and discussion of the previous year’s engagement survey results and the new survey instruments: NSSE 2013
Data and the College Cost Problem: Using Data to Inform Public Policy: The session discussed the Data Cost Project and how that experience and national data could be used to inform public policy, including the development of metrics and a strong focus on public communication to multiple audiences.
Economic Impacts, Universities, and National Disasters: The session addressed methodological issues in applying the Regional Input-Output Modeling System (RIMS) model in the context of estimating the economic impacts of Xavier University on the New Orleans-Metairie-Kenner, LA Metropolitan Statistical Area (MSA) during a period that includes just before and after Hurricanes Katrina and Rita struck New Orleans.
Fifteen Years of Satisfaction and Priorities Data: Looking Back To Look Forward: The session examined the common trends that have been observed over the last fifteen years and whether student priorities have changed or remain the same for four-year public and private institutions.
Faculty Satisfaction and Assessment: Engaging the Professoriate: The paper presented an examination of factors that promote and impede faculty satisfaction with assessment using a qualitative research design. The paper reported that factors pertaining to faculty satisfaction with assessment varied across programs, including assessment methodologies, resources, institutional assessment office, and faculty participation.
IR and Gainful Employment: Policy, Report and Practice-Establishing the Linkage Between Higher Education and the Labour Market: The panel focused on the three aspects of the gainful employment regulation: policy, reports and practices, arguing that higher education institutions should utilize this policy window and make efforts to establish the linkages between higher education and the labour market.
Increasing Student Response to Faculty Evaluation: A Qualitative Study The session used a case study to understand the choice to not respond to faculty evaluations and how the institution might increase students’ participation in the assessment
Key Performance Indicators that Work: Building Quality and Accountability as a Collective Process The session involved a panel discussion of a model developed by a multi-college system to construct key performance indicators with broad participation from faculty and staff with respect to issues related to design, structure, and process, as well as methodological/technical processes involved in the development
Incorporating Benchmark Project and Survey Data into Program Review Reports: The session uses benchmarks from Noel-Levitz, Kansas Study and other data to show how benchmarks can be incorporated into campus program reviews
Why Don’t They Come: An Analysis of Student Perceptions of Online Course Evaluations? The study compared response rates in online and paper surveys and noted that online response rates have traditionally been lower than their paper counterparts. It uses interviews, focus groups and open-ended questions to survey investigate unresponsive participants and its implications for institutions and faculty
Using Alumni Surveys for Program Assessment: What We Are Learning from the Strategic National Arts Alumni Project (SNAAP). The session provided an overview of the role alumni surveys can play in assessing and improving curricula using summarized results from the Strategic National Arts Alumni Project, an annual online national survey that collects data about the educational experiences and careers of arts alumni from a wide range of institutions.
Assessing Faculty Productivity and Institutional Research Performance: Using Publication and Citation Key Performance Indicators The session used various bibliometric indicators used to measure research performance, including article output, citation count, h-index, citation impact, etc. Assessments at the institutional and researcher levels were also discussed.||en
|dc.description.abstract||Mathematics is an indispensable, core academic discipline. Mathematics, English, and Science are the core subjects required for first-year university admission. An important educational research is the motivation to succeed in first-year college mathematics. This proposal uses an econometric model to test the hypothesis that student motivation to succeed in college mathematics is predicted by their mathematical self-concept, mathematical self-efficacy, and demographic factors such as age, gender, and mathematics experience. The model was estimated using survey data completed by mathematics students. The results are discussed in relation to current theory and practical implications for learning mathematics at the University||en