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CCHE Quality Indicator System (QIS)
CU-Boulder Fall 1998 Submission
State-Requested Indicators Summary
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||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.
||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.
||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.
and operation of a formal, comprehensive, and effective academic and career
||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.
||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.
||CU-Boulder's expenditures for direct instruction
and administrative support are in appropriate balance.
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
||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.
||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.
||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