Embedded Files
June Faculty Facts: Faculty Views of CTLA Usefulness
June Faculty Facts: Faculty Views of CTLA Usefulness
Faculty Engagement with CTLA and Faith Integration Proficiency
Faculty Engagement with CTLA and Faith Integration Proficiency
Based on t-test analyses at each level of engagement, faculty who engage with the CTLA on some level were significantly more proactive about creating faith integration learning opportunities within the courses they teach. The following chart compares the mean scores of faculty who said yes to engaging with the CTLA on various levels to those who said they did not engage at all. The mean scores were in response to their level of agreement about proactively creating faith integration learning opportunities within the courses they teach.
Statistically significant differences between mean scores are indicated by asterisks (*). As expected, those who engaged with CTLA had higher levels of agreement with the statement below.
A full report of the HERI faculty survey findings will be available later this summer.
A full report of the HERI faculty survey findings will be available later this summer.
Contact the Office of Institutional Research & Assessment for other survey findings and institutional data.
Contact the Office of Institutional Research & Assessment for other survey findings and institutional data.
May Faculty Facts: In the most recently completed program learning outcomes assessment cycle, 73% of programs met or exceeded the acceptable target of student learning achievement!
May Faculty Facts: In the most recently completed program learning outcomes assessment cycle, 73% of programs met or exceeded the acceptable target of student learning achievement!
The Work of Assessment
It could be argued that SLOs, PLOs, and ILOs are three of the most important acronyms we use here at APU. Student Learning Outcomes (SLOs - course-level learning outcomes), Program Learning Outcomes (PLOs - program-level learning outcomes), and Institutional Learning Outcomes (ILOs - institutional-level outcomes, also known as the 4Cs - Competence, Critical Thinking, Community, and Character) are all directly connected to APU’s overall mission of academic excellence. Learning Outcomes provide a way for us to know the extent to which we are fulfilling our mission; they describe what our students should know, value, and be able to do upon successful completion of their degree. Assessing student learning provides us with the data needed to know how well our courses and curriculum are facilitating student learning.
Taskstream is a tool we use for collecting student learning assessment data. It provides us with the ability to map our SLOs to our PLOs and, eventually, to the ILOs. The assessment findings collected in Taskstream provide us with the information needed to continually improve our effectiveness at facilitating student learning. The above Taskstream Analysis dashboard provides a bird's eye view of all of the assessment work APU faculty and academic departments do here on a daily basis.
For information about student learning assessment and Taskstream contact Shawna Lafreniere, Ph.D., Director of Curricular Effectiveness.
April Faculty Facts: APU Faculty Publishing Data
April Faculty Facts: APU Faculty Publishing Data
According to the Web of Science, most of APU publications relate to nursing, next is religion, and then psychology.
According to the Web of Science, most of APU publications relate to nursing, next is religion, and then psychology.
Based on a quick search in the Web of Science database, 671 records were found that were affiliated with APU and our faculty. The following tables and charts provide some aggregated details about this research, historical trend, research area, and document type.
Based on a quick search in the Web of Science database, 671 records were found that were affiliated with APU and our faculty. The following tables and charts provide some aggregated details about this research, historical trend, research area, and document type.
March Faculty Facts: APU Faculty Facts About Faculty Use of Instructional Technology
March Faculty Facts: APU Faculty Facts About Faculty Use of Instructional Technology
Twenty-eight percent of APU faculty surveyed indicated that they had taken advantage of professional development opportunities that included incentives for integrating new technology in the classroom.
Twenty-eight percent of APU faculty surveyed indicated that they had taken advantage of professional development opportunities that included incentives for integrating new technology in the classroom.
APU Faculty Facts About Use of Instructional Technology
APU Faculty Facts About Use of Instructional Technology
- 51% use simulations/animations
- 27% use Podcasts
- 48% use online homework or virtual labs
- 50% use online discussion boards
February Faculty Facts: Five-Year Statistics
February Faculty Facts: Five-Year Statistics
The percentage of female APU adjuncts has grown by 14% in the last five-years, and as of Fall 2016, 62% of APU adjuncts were female. Conversely, for the past five-years, approximately 50% of full-time teaching faculty are female.
The percentage of female APU adjuncts has grown by 14% in the last five-years, and as of Fall 2016, 62% of APU adjuncts were female. Conversely, for the past five-years, approximately 50% of full-time teaching faculty are female.
Between Fall 2012 and Fall 2016, APU’s faculty has been comprised of about 60% adjuncts. However, in terms of full-time equivalence (FTE), 20% of the total faculty were adjuncts in Fall 2016.
Between Fall 2012 and Fall 2016, APU’s faculty has been comprised of about 60% adjuncts. However, in terms of full-time equivalence (FTE), 20% of the total faculty were adjuncts in Fall 2016.
For the past five-years the racial composition of APU’s faculty has been approximately 27% faculty of color, 67% White, and 6% unknown race.
For the past five-years the racial composition of APU’s faculty has been approximately 27% faculty of color, 67% White, and 6% unknown race.
Within the faculty of color group, about 12% were Asian, 6% were Black, 6% were Latino(a), and about 2% other.
Within the faculty of color group, about 12% were Asian, 6% were Black, 6% were Latino(a), and about 2% other.
January Faculty Facts: APU Students Provide Feedback on their Experiences with Inclusive Pedagogy
January Faculty Facts: APU Students Provide Feedback on their Experiences with Inclusive Pedagogy
Findings from a recent survey of 2nd and 3rd year APU undergraduates provide student perspectives about their experiences with inclusive pedagogy. On average, these students had taken at least one course that included opportunities for intensive dialog between students from different backgrounds and beliefs, or opportunities to study and serve communities in need, or included materials/readings about race/ethnicity. The figure below graphs their responses to other inclusive practices.
Findings from a recent survey of 2nd and 3rd year APU undergraduates provide student perspectives about their experiences with inclusive pedagogy. On average, these students had taken at least one course that included opportunities for intensive dialog between students from different backgrounds and beliefs, or opportunities to study and serve communities in need, or included materials/readings about race/ethnicity. The figure below graphs their responses to other inclusive practices.
Report abuse