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Enrollment Files For all Programs - Information being updated.
Provided by Institutional Research. The files contain the following:
- Student Classification - First-Time Degree Seeking at NKU, Other First-Year, Sophomore, Junior, Senior, and Post-Baccalaureate. This is broken down by race, gender and enrollment status
- Credit Hour Full-Time Equivalent (FTE) broken down by student classification
User Guide for Program Enrollment PDF Files
First Majors – For the student who has declared intent to earn a certificate, diploma, or degree. With more than one program of study, the field of greater specialization and/or primary interest.
College of Arts and Sciences
Psychology
Fall 2003
Spring 2004
Fall 2004
Spring 2005
Fall 2005
Spring 2006
Theatre and Dance
Fall
2003 (Dramatic Arts on chart)
Spring 2004
Fall 2004
Spring 2005
Fall 2005
Spring 2006
College of Business
Pre
Business Studies (Associates)
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Sports
Business
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Business
Administration (Bachelor's)
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Management
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Accounting
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Economics
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Marketing
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Finance (data
not ready yet)
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Graduate
Programs
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
College of Informatics
Informatics - IFS
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Graduate Program
Informatics - MSIS
Fall
2003
Spring
2004
Fall
2004
Spring
2005
Fall
2005
Spring
2006
Second Majors – For a student who has declared intent to earn a certificate, diploma, or degree. With more than one program of study (double major), the field of secondary interest.
Fall 2003
Spring 2004
Fall 2004
Spring 2005
Fall 2005
Spring 2006
Degrees Granted
Provided by Institutional Research: This report shows the following:
- Counts of students who received a degree by program (if student received more than one degree, student is counted multiple times)
- Count is broken down by race and gender
- Count is broken down by type of degree granted
User Guide for Degrees Conferred Tables in PDF
August 2002-May 2003
August 2003 - May 2004
August 2004 - May 2005
August 2005 - May 2006
Department Profiles
Fall 2005 (provided by Institutional Research). The document includes the following:
- 7 years of enrollment data in the program broken down by First-Time Freshmen, First-Time Transfer, and Continuing Students.
- Freshmen Retention: From the freshman count of prior fall, the number of students still enrolled in the program and the number who changed to another major.
- Student Credit Hours Produced: Tabulated and graphic summary of credit hours produced in the fall semester by students enrolled in the specific course discipline.
User Guide to Profile
College of Arts and Sciences
Psychology
Theatre and Dance (Dramatic Arts on chart)
College of Business
Pre Business Studies(Associates), Business - Sports Management, Business Administration (Bachelor's), Business - Management, Business - Accounting (Bachelor's), Business - Economics, Business - Marketing, Business - Finance
Business Education, Industrial Education
College of Informatics
Informatics - IFS
Informatics - MSIS
Senior Survey
Senior Survey Results for 2003-04, 2004-05, and 2005-06 provided by Institutional Research.
College of Arts and Sciences
Psychology
Theatre
College of Business
Accounting
Business Administration
Economics
Finance
Management
Marketing
Sports Business
College of Informatics
Information Systems
National Survey of Student Engagement
The National Survey of Student Engagement (NSSE) is designed to obtain, on an annual basis, information from scores of colleges and universities nationwide about student participation in programs and activities that institutions provide for their learning and personal development. The results will provide an estimate of how undergraduates spend their time and what they gain from attending college. Survey items on The College Student Report represent empirically confirmed "good practices" in undergraduate education. That is, they reflect behaviors by students and institutions that are associated with desired outcomes of college.
For a more information about the administration of the NSSE and additional analyses, see the Office of Curriculum, Accreditation, and Assessment website.
Northern Kentucky University administered the NSSE a sample of freshmeen and seniors in 2005. Results for the programs under review are provided below:
College of Arts and Sciences
All questions have results broken down into six age categories:
- 19 or younger
- 20 - 23
- 24 - 29
- 30 - 39
- 40 - 55
- over 55
Significant Academic Advising Reports
- Number of freshman and senior students who evaluated overall quality of advising received at NKU.
- Number of freshman and senior students who indicated they would select NKU again if they could start over.
- Number of freshman and senior students who evaluated their entire educational experience at NKU.
Significant Additional Collegiate Experience
- Number of freshman and senior student who examined the strengths and weaknesses of their own views on a topic or issue.
- Number of freshman and senior students who tried to better understand someone else's views by imagining how an issue looks from his or her perspective.
Significant Academic and Intellectual Experiences
- Number of freshman and senior students who made a class presentation.
- Number of freshman and senior students who worked with classmates outside of class to prepare class assignments.
- Number of freshman and senior students who tutored or taught other students (paid or voluntary)
- Number of freshman and senior students who talked about career plans with a faculty member or advisor.
- Number of freshman and senior students who used an electronic medium (listserv, chat group, internet, instant messaging, etc.) to discuss or complete an assignment.
- Number of freshman and senior students who participated in a community-based project (e.g., service learning) as part of a regular course.
- Number of freshman and senior students who had serious conversations with students of a different race or ethnicity than their own.
- Number of freshman and senior students who discussed ideas from readings or classes with others outside of class (students, family members, co-workers, etc.)
- Number of freshman and senior students who worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)
- Number of freshman and senior students who discussed ideas from readings or classes with faculty members outside of class.
- Number of freshman and senior student who had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values.
Significant Enriching Education Experiences
- Number of freshman and senior students who participated in study abroad.
- Number of freshman and senior students who participated in foreign language (additional) language coursework.
- Number of freshman and senior students who participated in a learning community or some other formal program where groups of students take two or more classes together.
- Number of freshman and senior students who participated in community service or volunteer work.
- Number of freshman and senior students who participated in practicum, internship, field experience, co-op experience, or clinical assignment.
- Number of freshman and senior students who participated in a culminating senior experience (capstone course, thesis, project, comprehensive exam, etc.)
- Number of freshman and senior students who participated in independent study or self-designed major.
- Number of freshman and senior students whose coursework emphasized applying theories or concepts to practical problems or in new situations.
- Number of freshman or senor students whose coursework emphasized making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions.
Significant Mental Activities
- Number
of freshman and senior students whose coursework emphasized synthesizing
and organizing ideas, information, or experiences into new, more
complex interpretations and relationships.
- Number of freshman and senior students whose coursework emphasized analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components.
- Number of freshman and senior students whose coursework emphasized memorizing facts, ideas or methods from courses and readings so they could repeat them in pretty much the same form.
Significant Quality Relationships
- Number of freshman and senior students who reported quality relationships with administrative and personal staff on a scale of 1-7 with 1 = unhelpful, inconsiderate, rigid and 7= helpful, considerate, flexible.
- Number of freshman and senior students who reported quality relationships with faculty members on a scale of 1 - 7 with 1=unavailable, unhelpful, unsympathetic and 7 = available, helpful, sympathetic.
- Number of freshman and senior students who reported quality relationships with other students on a scale of 1 - 7 with 1 = unfriendly, unsupportive, sense of alienation and 7 = friendly, supportive, sense of belonging.
- Number of freshman and senior students who reported quality relationships with administrative and personnel staff on a scale of 1 - 7 with 1 = unhelpful, inconsiderate, rigid, and 7 = helpful, considerate, flexible.
- Number of freshman and senior students who reported qualify relationships with faculty members on a scale of 1 - 7 with 1 = unavailable, unhelpful, unsympathetic and 7 = available, helpful, sympathetic.
- Numbers of freshman and senior students who reported quality relationships with other students on a scale of 1 - 7 with 1 = unfriendly, unsupportive, sense of alienation and 7 = friendly, supportive, sense of belonging.
Significant Reading and Writing Reports
- Number of freshman and senior students reporting the number of written papers or reports of fewer thand 5 pages.
- Number of freshman and senior studetns reporting the number of written papers or reports between 5 and 19 pages
- Number of freshman and senior student reporting the number of written papers or reports of 20 pages or more.
- Number of freshman and senior students reporting the number of books read on their own (not assigned) for personal enjoyment or academic enrichment.
- Number of freshman and senior students reporting the number of assigned textbooks, books, or book-length packs of course readings. Broken down into two catagories: between 1 and 4 and between 5 and 10.
Significant time Usage
- Number of freshman and senior students reporting how many hours per 7-day week spent commuting to class (driving, walking, etc).
- Number of freshman and senior students reporting how many hours per 7-day week were spent providing care for dependents living with you (parents, children, spouse, etc.).
- Number of freshman and senior students reporting how many hours per 7-day week were spent relaxing and socializing (watching TV, partying, etc.).
- Number of freshman and senior student reporting how many hours per 7-day week were spent participating in co-curricular activities (organizations, campus publications, student government, social fraternity or soriety, intercollegiate or intramural sports, etc.).
- Number of freshman and senior studetns reporting how many hours per 7- day week were spent working for pay off campus.
- Number of freshman and senior students reporting how many hours per 7-day week were spent working for pay on campus.
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PROGRAM REVIEW REPORTS