List of Tables
Table 1.1 How common is the use of curriculum mapping by faculty in your department?
Table 1.2 How common is the use of curriculum mapping by faculty in your department? Broken out by academic field
Table 1.3 How common is the use of curriculum mapping by faculty in your department? Broken out by country
Table 1.4 How common is the use of curriculum mapping by faculty in your department? Broken out by type of college or Carnegie class
Table 1.5 How common is the use of curriculum mapping by faculty in your department? Broken out by enrollment
Table 1.6 How common is the use of curriculum mapping by faculty in your department? Broken out by years being chair/ vice chair
Table 1.7 How common is the use of curriculum mapping by faculty in your department? Broken out by number of faculty
Table 1.8 How common is the use of curriculum mapping by faculty in your department? Broken out by public or private college
Table 1.9 How common is the use of curriculum mapping by faculty in your department? Broken out by tuition, $
Table 1.10 How common is the use of curriculum mapping by faculty in your department? Broken out by gender of respondent
Table 1.11 How common is the use of curriculum mapping by faculty in your department? Broken out by age of respondent
Table 2.1 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department?
Table 2.2 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by academic field
Table 2.3 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by country
Table 2.4 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by type of college or Carnegie class
Table 2.5 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by enrollment
Table 2.6 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by years being chair/ vice chair
Table 2.7 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by number of faculty
Table 2.8 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by public or private college
Table 2.9 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by tuition, $
Table 2.10 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by gender of respondent
Table 2.11 How common is the use of rubrics, clear and transparent standards of grading and student evaluation, by instructors in your department? Broken out by age of respondent
How has your institution encouraged and stimulated the development of course rubrics?
Table 3.1 Has your department deployed competency-based courses?
Table 3.2 Has your department deployed competency-based courses? Broken out by academic field
Table 3.3 Has your department deployed competency-based courses? Broken out by country
Table 3.4 Has your department deployed competency-based courses? Broken out by type of college or Carnegie class
Table 3.5 Has your department deployed competency-based courses? Broken out by enrollment
Table 3.6 Has your department deployed competency-based courses? Broken out by years being chair/ vice chair
Table 3.7 Has your department deployed competency-based courses? Broken out by number of faculty
Table 3.8 Has your department deployed competency-based courses? Broken out by public or private college
Table 3.9 Has your department deployed competency-based courses? Broken out by tuition, $
Table 3.10 Has your department deployed competency-based courses? Broken out by gender of respondent
Table 3.11 Has your department deployed competency-based courses? Broken out by age of respondent
Table 4.1 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles?
Table 4.2 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by academic field
Table 4.3 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by country
Table 4.4 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by type of college or Carnegie class
Table 4.5 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by enrollment
Table 4.6 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by years being chair/ vice chair
Table 4.7 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by number of faculty
Table 4.8 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by public or private college
Table 4.9 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by tuition, $
Table 4.10 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by gender of respondent
Table 4.11 Which phrase best describes your college faculty's role in developing the college's student assessment vehicles? Broken out by age of respondent
Table 5.1 How well coordinated are these functions on your campus: advising, tutoring, counselling, placement and assessment?
Table 5.2 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by academic field
Table 5.3 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by country
Table 5.4 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by type of college or Carnegie class
Table 5.5 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by enrollment
Table 5.6 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by years being chair/ vice chair
Table 5.7 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by number of faculty
Table 5.8 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by public or private college
Table 5.9 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by tuition, $
Table 5.10 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by gender of respondent
Table 5.11 How well coordinated are these functions on your campus: advising, tutoring, counseling, placement and assessment? Broken out by age of respondent
Table 6.1 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria?
Table 6.2 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by academic field
Table 6.3 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by country
Table 6.4 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by type of college or Carnegie class
Table 6.5 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by enrollment
Table 6.6 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by years being chair/ vice chair
Table 6.7 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by number of faculty
Table 6.8 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by public or private college
Table 6.9 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by tuition, $
Table 6.10 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by gender of respondent
Table 6.11 Over the past two years how much has pressure grown, or not, to improve student performance on measurable criteria? Broken out by age of respondent
