Seniors Assess their Experience at Western Washington University: Senior Survey (CSS) Results from 1999

Local and national CSS survey results are presented. Student characteristics, attitudes, values, educational achievement, and goals

Making composition history: Fred Newton Scott

In 1977, Donald Stewart conducted a survey of literature history and rhetoric and composition history knowledge at an NCTE convention in New York City. Since the respondents were reputable instructors who spent almost half their time teaching composition, Stewart was surprised at the results. On the section that tested knowledge of literature history, the high score was 92.5; the low score was 27.5; the average score, 67; mean score, 72.5. Stewart adds, 14 people scored in the 80\u27s, four in the 90\u27s . This essay is about Fred Newton Scott, and I begin by wondering how different--if any-the results would be fifteen years later. Unable to replicate Stewart\u27s survey, I pose to the reader a series of questions similar in nature: How much do you know about composition history? For example, can you tell the story of current traditional rhetoric, a catch-phrase of our day

Five-year Follow-up of the Class of 1993: Alumni Satisfaction

A summary of findings from alumni surveys focusing on satisfaction with WWU one- and five-years after graduation

A Profile of the 2000 Western Washington University Graduating Class

A PROFILE OF THE 2000 WESTERN WASHINGTON UNIVERSITY GRADUATING CLASS Prepared by Gary R. McKinney and Evelyn Albrecht INTRODUCTION AND OVERVIEW Information for this research summary was obtained from the Student Tracking System, jointly maintained by the Registrar\u27s Office and the Office of Institutional Assessment and Testing (OIAT). The report presents in¬ formation intended to provide insights into the various characteristics of 2000 Western Washington University graduates (academic year:Fall Quarter, 1999, through Summer quarter, 2000). Western graduated 2392 in 2000, compared to 2417 in 1999, 2433 students in 1998 and 2438 in 1997. To date, the class of 1996, with 2461 graduates, has been Western\u27s largest. For students listing their ethnicity-many opt not to-the 2000 class was comprised of 13% ethnic-minorities, about the same as in 1999 and 1998, compared to 11% in 1996. Females made up 58% of 2000 graduates, about the same as the last two years. Trans¬fers made up 52% of 2000 graduates, compared to 51% of 1999 and 1998, and 55% in 1997. For those students earning BS degrees, 40% were females, compared to the recent high of 44% in 1997. (In the last 17 years females have accounted for over 40% of the BS de¬ grees granted only one other time: 42% in 1991.) The Graduation Efficiency Index (GEI)-a formula that measures degree attainment efficiency via credits earned-was 84% for the class of 2000 overall, down from 86% for the class of 1999, but up from 82% for the class of 1998. In 2000, the GEl for natives was 87% (down from 90% in 1999) and for trans¬fers 82% (down from 84% in 1999). The overall Western grade point average for 2000 graduates was 3.12, compared 3.13 in 1999, 3.15 in 1998, 3.16 in 1997, and 3.15 in 1996

A Profile of the 2002 Western Washington University Graduating Class

Summary and analysis of statistics for the 2002 Western graduating class

A Profile of the 2001 Western Washington University Graduating Class

Summary and analysis of statistics for the 2001 Western graduating class

Quantitative Reasoning: an Overview

A \u27White Paper\u27 that defines quantitative reasoning and discusses policy implications of QR for higher education

A Profile of the 2004 Western Washington University Graduating Class

Profiles graduates from 2004, including gpas, honors, college of graduation, degree granted, etc

Ability, Interest and Effort: Understanding Outcomes of Math Coursework for Western Washington Univeristy Freshmen

Summary and analysis of surveys of freshmen and transfers regarding issues of attitudes and abilities in mathematics courses

An Analysis of Native and Transfer Characteristics as Expressed in 1995 CIRP Survey Findings

Though this report will deal mostly with the differences between transfers and native freshmen, their most important similarity should be mentioned first: both cohorts were new to Western; both were expected to confront unfamiliar surroundings and experiences. This basic fact is, from an administrative point of view, also one of extreme importance. The primary reason for the development of the Transitions program and for the continuing use of summer and freshmen orientation programs was to improve the University\u27s efficiency. Numerous assessment reports have indicated that there can never be too much advising. Findings support what common sense would intuit: the sooner students choose a major, the clearer administrative expectations are delineated, the better chance there is that they will graduate in an expeditions manner. Administratively, it is no longer a simple matter of providing students with an outstanding educational experience. State mandates now demand that that outstanding education be delivered as expediently as possible. More students are queued up at our doors and Western must find ways to accommodate them. To meet these expectations, efficiency becomes paramount. Yet in order to work efficiently, the subject matter must be understood. In the case of the University, the subject is students, and what administrators need to understand is what these students look like. Quantified information on native freshmen is abundant. Much less information exists for transfers. Hopefully, this report will begin to address that information gap