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CCHE Quality Indicator System (QIS)
CU-Boulder Fall 1998 Submission

State-Requested Indicators Summary

Use the links to reach the detail pages
1 After-graduation performance CU-Boulder is proud of the high numbers of graduates who go on to further study, who meet professional licensing criteria, and who use their CU-Boulder education to gain employment. We value equally the skills and enthusiasm for life-long learning with which many graduates leave the campus.
2 Undergraduate student success rates CU-Boulder is proud to serve Colorado with the highest success rates in the state. Even so, we are focusing significant efforts on improving relative to other selective public research universities with students similar to ours.
3 Student satisfaction CU-Boulder is pleased that over 95% of 1997 graduates surveyed said that their CU-Boulder instructional programs had met their goals. We continue to use detailed data on student satisfaction from seniors, undergraduates, graduate-level students, and alumni to improve specific academic and non-academic programs.
4 Advising: Existence and operation of a formal, comprehensive, and effective academic and career advising program CU-Boulder views advising as an integral part of our total learning environment, with a particular role in helping students integrate coursework, research, and extra-curricular activities with their future plans and interests. We employ all the best practices listed by CCHE, and many other good practices as well. We have continuously improved our advising systems over the last 10 years, building on student suggestions and assessment of outcomes and taking advantage of new technologies for degree audits and interactive web applications. These efforts have led to increases in student satisfaction, which we hope will accelerate with changes implemented summer 1998.
5 Employer satisfaction with preparation of graduates

State-wide results: See CCHE employer survey

CU-Boulder activities. CU-Boulder prepares students not just for an immediate job, but for life-long learning. While we do not systematically contact employers of graduates in all programs, we do use feedback from employers to modify our curricula, teaching, and advising.

6 Instructional expenses CU-Boulder's expenditures for direct instruction and administrative support are in appropriate balance.
7 Technology plan: Existence and implementation of a formal, comprehensive, and effective plan for appropriately integrating educational technology into the curriculum CU-Boulder incorporates information technology in teaching, learning, and research with excellent facilities, training, and practices. To move campus technology use to the next level, we are developing an Information Technology (IT) Strategic Plan to "ensure the availability, support, effective management, and required funding for IT resources and capabilities that properly supports the Campus' core missions, special characteristics, and values." This includes curriculum but much more as well. The plan, plus our Alliance for Technology, Learning, and Society (ATLAS), will position CU-Boulder to take full advantage of current and future technologies in improving curriculum and student learning.
8 Assessment and accountability: Existence and operation of a formal, comprehensive, and effective institutional assessment and accountability program CU-Boulder pays serious attention to evidence about student completion rates, learning, satisfaction, and success after graduation. We collect information on these measures annually or biennially through several formal assessment programs, and study the resulting time series for patterns of slippage and improvement. Academic programs, student affairs units, and the campus as a whole have as a consequence made changes in curriculum, teaching, advising, processing students' business transactions, admissions communications, and many other areas. We hope to increase emphasis on use of assessment results in the coming years.
9A K-12 Linkages: Appropriate linkages between elementary and secondary education and higher education CU-Boulder is proud of the many ways in which we contribute to the education of Colorado's children. We link K-12 to higher education through programs to encourage college preparation commensurate with our expectations, innovative programs in all schools and colleges for continuing and teacher education, accommodation of changes in K-12 practices, and a myriad of outreach programs to enrich K-12 education.
9B Teacher preparation CU-Boulder's School of Education has restructured and reallocated resources in recent years to achieve a dramatic increase in the integration of the teacher preparation curriculum and experiences in a variety of K-12 schools. With faculty each already spending an average of over 200 hours in K-12 settings per year, our emphasis in the future is on fine-tuning existing programs.

QIS 1998 main page

Last revision 07/12/02


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