|[ACT Profile]||ACT Freshman Class Profile. Annual reports and graphs of data from entering first-year (freshman) classes based on ACT scores and a questionnaire completed along with the ACT college entrance exam. Results cover summary ACT scores as well as characteristics, interests, grades, needs, and aspirations; state and national comparisons are made.|
A full-time contract employee of Ohio University who spends 50 percent or more of his/her time in administrative
duties. Also see Type of Employee. Administrators may be of the following types:
|[Admissions Stats]||Admissions statistics. Numbers of applications, admitted students, and enrolled students broken down by various student characteristics, for undergraduate and graduate students presented for each academic term. Updated fall semester.|
|Appointment. See Type of Appointment.|
|Assessment. See Student Assessment.|
|[Budgeted FTE]||Budgeted FTE. The budgeted full-time equivalent (FTE) staffing summary information comes from units' budget forms. Department chairs and school directors are included as faculty. Full-time graduate assistants are counted as .33 FTE. This term appears in New Compendium.|
|Campus of Employment. The campus at which the employee's contract is written.|
|[Campus Codes Table]||Campus Codes. Two-digit codes used to identify Ohio University campuses (see table). Campus codes appear in such documents as Weighted Student Credit Hours (WSCH) and Enrollment Stats reports.|
|Career & Further Education Survey. This is a follow-up survey of graduates about one year after graduation. Employment questions include time to first job, work status, job satisfaction, major courses providing job skills, preparation for career skills, job title, employer, salary, job leads, and certifications. Further education questions include enrollment status, full-/part-time status, degree sought, program, institution, financial assistance, preparation for further education. This is a generic questionnaire in that it is sent to all survey respondents. Generic results are presented for the university as a whole, and also broken down by college (college-wide) and department/major (department-wide). Summary reports are available; more detailed results are available in the Restricted Access Data area. Departments are encouraged to develop department-specific questionnaires to be included with the generic questionnaire. Results are updated spring semester.|
|CIP Code. CIP stands for Classification of Instructional Program, a federal coding system used to report enrollment to the Ohio Board of Regents and the National Center for Education Statistics. For a list of CIP codes see Major Code Listings (cross-reference of CIP codes with collapsed major codes and other data).|
|[CIRP report]||CIRP (Cooperative Institutional Research Program) Freshman Survey. The CIRP is a nationally standardized survey administered by the Ohio University Residence Life staff to first-year students in their residence halls. Results are tabulated by the Higher Education Research Institute at UCLA in cooperation with the American Council on Education. Items cover student expectations about college, high school experiences, goals, plans, attitudes, values, and reasons for attending college. Comparisons are made to other universities, and some results are broken down by sex. The CIRP is conducted every three years with results updated in spring semester.|
|[Staff Stats]||Classified employee. Hourly civil service employee of Ohio University. This term appears in various documents related to Ohio University employees. For example, see link to staff stats. See also Type of Employee.|
|Collapsed Major Codes. See Major Code Listings.|
|College-specific. Questionnaire or survey results based on questions intended only for graduates of a specific academic college. In the Career and Further Education survey (one-year follow-up) this has been done by one college. In the Survey of Alumni (5-year follow-up) eight colleges have developed college-specific questions that are included in Part 3 of the questionnaire. Compare with generic results.|
|College Tracking Study. This study tracks students in and out of the Athens campus academic colleges over six years. There is a separate table for each college as well as a separate university-wide summary table. For each college, the tables show the number in the entering cohort, the number continuing within the same college, the number changing majors and going to other colleges at Ohio University, the number changing major and coming to the college, the total number continuing at Ohio University, the number graduating from the college and other colleges, total cohort enrollment, and the total not enrolled at Ohio University. Results are updated spring semester and are found in the restricted access data area.|
|College-wide. Results from generic questions (asked of all survey respondents) broken down by college. College-wide results are presented on the Institutional Research web site for results from the Career and Further Education Survey and the Survey of Alumni.|
|Common Data Set. The Common Data Set (CDS) is the result of a national collaboration between publishers and academia to improve and standardize the compiling and reporting of information by academic institutions. This effort is guided in part by practices of the U.S. Department of Education. CDS information is used by secondary schools as well as two-and four-year colleges. Results are updated fall semester.|
This is a compendium of planning information showing descriptive data on various indicators for Athens campus colleges
and departments/schools. Data includes tables on student enrollments, courses taught, staffing and productivity, and unit
expenditures, broken down by academic department/school within each academic college on the Athens campus. The New Compendium
is updated annually and is available in two formats--one organized by type of indicator (section) and one organized by
college and department. The New Compendium contains seven years of the most current data available. Results updated
|Course Inventory. See Ohio University Course Inventory.|
|Credit Hours Taught. Total student credit hours taught at the Athens campus. For example see Weighted Student Credit Hours|
[Degrees by College]
|Degrees awarded. Number of students receiving degrees in each year. Beginning in 1997-98, students earning multiple degrees in one year are counted according to the number of degrees earned. Students with more than one major are counted only once. Results are updated fall semester.|
|Department-specific. Questionnaire or survey results based on questions intended only for graduates of a specific academic department/major. Over twenty academic units have developed department-specific questionnaires that are included with the generic questionnaire in the Career and Further Education Survey (one-year follow-up). Such unit-specific questions address assessment issues specific to a particular unit, while generic questions address broader issues. Compare with generic results. Departments interested in developing a department-specific questionnaire should contact the Office Institutional Research for assistance.|
|Employee. See Type of Employee.|
|[Employee Info]||Employee Information. Headcounts, demographics, and other summary data relating to all Ohio University employees. Results are updated spring semester.|
|Enrollment Statistics. Brief summary enrollment tables showing student enrollments for each campus, broken down by student characteristics such as rank, sex, college, and full-time/part-time status, etc. More detailed enrollment statistics are also available, showing term enrollment from 1994-95 to the present, including breakdowns by major. Results are updated after the end of each term.|
|Fact Book. See Ohio University Fact Book.|
|Faculty. Refers to
employee who holds a faculty contract, which can be one of the following types:
|First-Year Retention. Undergraduate retention information broken down by factors related to attrition/retention, including student major.|
|First-Year Student CIRP Survey. See CIRP (Cooperative Institutional Research Program) Freshman Survey.|
|First-Year Student Involvement Survey. See Student Involvement/Engagement.|
|First-Year Student Marketing Studies. Survey of entering first-year students soon after admission to Ohio University. The study is conducted during summer term every two years; results are updated by summer of the following year. Results are available in two reports: "The First-Year (Freshman) Marketing Study: Ten-Year Comparison" which focuses on factors influencing decisions to apply to and enroll at Ohio University, and "The Image of Ohio University" which summarizes first-year students' perceptions of Ohio University and other competing Ohio institutions. The results of these marketing studies are available in the Restricted Access Data area.|
|First-Year Student Profile. See New First-Year Student Profiles.|
|First-Year Student Satisfaction (Treatment) Survey. This is a survey of a sample of Athens Campus first-year students who rate University offices and functions in terms of how students are treated, quality of information, and processes first-year students go through on campus. Results are available for academic and nonacademic units. This study is conducted every three years during fall semester, with results updated by the next summer semester. Results are found in the Restricted Access Data area.|
|Flexibly Scheduled Courses. Flexibly scheduled course sections are all course sections not meeting during the institution's regular academic term as well as all course sections meeting during the regular academic term offered in a substnatially different manner than a fixed number of meeting times per week for all weeks of the term. Please see the flowchart (requires PowerPoint) and chart footnotes which summarize Ohio Board of Regents guidelines on courses that should be reported as flexibly scheduled.|
[Restricted Access Data]
|Follow-up Studies. Studies of graduates one year and fives years after graduation. The one-year follow-up study ist he Career and Further Education Survey (all degree levels), and the five-year follow-up study is the Survey of Alumni (bachelor's degree graduates only). The Career and Further Education Survey is done each year of the previous year's graduating class. The Survey of Alumni is done every two years of the graduating classes from five and six years earlier. Generic summary reports from these studies are available on our web site. Results tables for specific Colleges and departments are available only on the restricted site (need staff/faculty OAK id and password to enter).|
|Freshman. First-year student.|
|FTE. FTE (Full-time Equivalent) is a way to designate or estimate full-time status of employees and student enrollment in various contexts. With respect to employment an FTE of 1.0 indicates full-time status, while 0.5 indicates half-time status, and other variations are possible. With regard to student enrollment, FTE is calculated by dividing the total credit hours by 15 (annualized FTE) or by 45 (term FTE). The term FTE appears in numerous reports having to do with such areas as enrollment, credit hours, and budget information. For example see Historical Headcount and FTE, Budgeted FTE, Student FTE, ICLM, and Weighted Student Credit Hours.|
|Generic. This term is used in reference to questionnaire items and results which are from all respondents in a survey, such as the Career and Further Education Survey and the Survey of Alumni follow-up studies. These studies also include questions which are department-specific or college-specific. Contact Institutional Research for assistance in developing such unit-specific items.|
|Graduate Assistant. Graduate student with a graduate appointment contract. Full-time graduate assistants are counted as .33 FTE.|
|[Grad Rates]||Graduation rates. Number and percent of students in a cohort who graduated. Students are counted in each major according to the last major in which they enrolled (or graduated), because of the possibility that students can change majors many times over the course of 4, 5, or 6 years. Each cohort consists of first-time, full-time, degree-seeking first-year students (freshmen). Results are updated spring semester.|
|[Historical Headcount/FTE]||Historical Headcount and FTE. Table which lists data from over 20 consecutive years, starting with the present year, including headcounts for first-year students, undergraduates, graduate students, medical students, total enrollment, and FTE for undergraduates, graduate students, medical students, and total FTE.|
|ICLM (Induced Course Load Matrix). These are reports of aggregated student enrollments in departments/schools and majors. For the Athens campus these reports cover from 1994-95 to the present. Tables are also available for regional campuses. Reports are in three sections: "Headcount" (numbers of students in departmental majors, "major profile" (shows all departments in which a given department's majors take their courses), and "department profile" (shows which majors are served by the department). Results are updated at the end of each term.|
|Involvement Study. See Student Involvement/Engagement.|
|Job Categories. See View List of Job Categories.|
|Listwise Detail. See View Listwise Detail.|
|[Lists]||Major Code Listings. These lists include collapsed major codes which are 3-digit codes "collapsed" over one or more 4-digit major codes in order to create groupings according to their parent department or school. Lists of the collapsed codes and their names are available. Also available are lists of collapsed major codes cross-referenced with such elements as 4-digit codes, academic programs, major name, degree, college, department, federal CIP code (Classification of Instructional Program) used for Regents enrollment reporting, and status the 4-digit codes (inactive, active, and phasing out). These latter two lists are sorted by 4-digit major code or by college.|
|Major results. These are results from generic survey questions asked of all respondents, broken down by respondent majors. Tables of results by major are presented on the Institutional Research web site for the Student Involvment Survey, and for the two follow-up studies: the Career and Further Education Survey and the Survey of Alumni.|
|Marketing Studies. See First-Year Student Marketing Studies.|
|New First-Year Student. New freshman as defined/determined by the Office of Admissions.|
|New First-Year Student Profiles. Tables show characteristics of entering first-year undergraduate students (freshmen) over seven years for Athens and regional campuses. Data includes numbers of applicants and admitted students. For enrolled students data includes gender, race/ethnicity, residency, and academic college. Summary statistics also include high school percentile rank, ACT scores, and SAT scores. Results are updated fall semester. Tables are in the Restricted Access Data area.|
|NSSE Survey. See Student Involvement/Engagement.|
|Ohio University Course Inventory. This is the list of courses for a given semester as submitted to the Ohio Board of Regents. For additional information on Ohio Board of Regents Course Inventory guidelines, please refer to the Regents Course Inventory file description. Results are updated fall semester.|
|[OU Factbook]||Ohio University Fact Book. This publication presents detailed information on enrollment, degrees, fees, faculty salaries, including comparisons with other state universities.|
|Profile. See New First-Year Student Profiles and ACT Freshman Class Profile.|
|Residence, State and County. See State and County of Residence.|
|Restricted Access Data. A faculty/staff OAK id and password are required to access the restricted data. This area includes detailed results from several studies:|
|Retention. See Student Retention and First-Year Retention.|
|Senior Involvement Survey. See Student Involvement/Engagement.|
|[Seven-Year Review Data]||Seven-Year Review & Assessment Data. For departments performing their seven-year review Institutional Research has provided a section of their web site for "one-stop shopping" for the Institutional Research data you may need. Data includes the following: Undergraduate & Graduate Admissions Statistics, First-Year (Freshman) Retention, Undergraduate Graduation Rates, Compendiums/URF Data, WSCH, ICLM, Enrollment Stats, Student Involvement, and Restricted Access Data.|
|[Enroll Stats]||State and County of Residence. Student's home address at the time of their application for admission. These statistics are reported in the linked Enrollment Stats document.|
[Key to Data]
|Student Assessment. This refers to the process of gauging the impact of Ohio University on its students, with the goal of continuous improvement. Student assessment is required by the North Central Accrediting Association as well as by specialized accrediting agencies. Student assessment information is also part of the Seven Year Review process within departments and schools. The Institutional Impact and Assessment Plan is geared to meet student assessment needs. The Key to Centrally-Collected Data summarizes and provides links to assessment information provided by the Office of Institutional Research|
|Student/Faculty Ratio. Student FTE divided by budgeted FTE. Student/Faculty ratios are reported in the Fact Book and in the New Compendium. Student/Faculty ratios are also discussed in the annotated examples link provided with the Weighted Student Credit Hours tables.|
|Student FTE. Student credit hours divided by 15 (annual) or by 45 (quarterly). See also FTE.|
|Student Headcount. Number of students enrolled for credit in a given quarter. Campus, college, and major are attributed to the student from data in the Student Information System. Students may be counted more than once if they are enrolled at more than one campus, but within each campus students with more than one college or major are counted only once. Results are updated after the end of each quarter. "Student Headcount" is one of three major sections of the ICLM tables, along with "Major Profile," and "Department Profile."|
|Student Involvement/Engagement. Each year the Student Involvement Study surveys all first-year students in residence halls using an instrument developed at Ohio University. Those who respond are surveyed again during their senior year. The survey measures levels involvement in terms of academic and social activities, personal goals, and adjustment to college life. Changes in involvement from the first-year to senior year are shown on a university-wide basis and by major. A help sheet provides suggestions for utilizing the survey results. Results from the first-year student results are updated spring quarter; senior results are updated fall quarter. The second link above includes results from both the Student Involvement Study and the National Study of Student Engagement (NSSE), a standardized survey administered to Ohio University students. The NSSE is conducted every two years during spring quarter.|
|Student Retention. Percent of students entering each fall quarter as degree-seeking first-year students who return as second-year students. Students are counted in each major according to the last major in which they enrolled because of the possibility that students can change majors after first enrolling. Each cohort consists of first-time, degree-seeking freshmen. Results are updated fall quarter. See also First-Year Retention.|
|Student Right-to-Know. The Student Right-to-Know (SRK) Act of 1990 requires all institutions to make available to current and prospective students reports of completion or graduation rate and transfer-out rates (if known) for full-time, first-time, degree- or certificate- seeking undergraduates. The SRK regulations pertain to all institutions which participate in federal Title IV student financial aid programs and to institutions which award financial related to athletics. Reports of graduation and transfer-out rates are available for the Athens and regional campuses. For more details see the SRK report from the Association for Institutional Research. Results are updated spring quarter.|
|Survey of Alumni. This is a follow-up study of bachelor's degree graduates about five years after graduation. Generic questions cover job characteristics and satisfaction, competencies, satisfaction with aspects of major programs, further education, changes they would make, and general education requirements. Part 3 of the questionnaire includes college-specific questions developed by college representatives and Institutional Research. College representatives are encouraged to tailor these items to address their unique issues and requirements. The survey is conducted every two years during spring/summer with results updated during the following spring quarter.|
|Tracking Study. See College Tracking Study.|
|Transfer-out Rates. Number and percent of students in a first-year (freshman) cohort who did not graduate from Ohio University, but subsequently enrolled at another college or university. This term appears in the Student Right-to-Know report.|
|Treatment Study. See First-Year Student Satisfaction (Treatment) Survey and Undergraduate-Graduate Student Satisfaction (Treatment) Survey.|
|[Appt Types]||Type of Appointment.
This refers to full-time or part-time employment at the University. The two appointment types are listed below. For an example report
utilizing this term see the linked document.
|[Staff Stats]||Type of Employee. Employees at Ohio University are of the types described below. For an example report dealing with employee types see the Staff Stats link and the link associated with Type of Appointment.|
|Undergraduate Graduation Rates. Tables showing several years of 4-year, 5-year, and 6-year graduation rates broken down by college and major program.|
|Undergraduate-Graduate Student Satisfaction (Treatment) Survey. This is a survey of a sample of Athens Campus undergraduate and graduate students who rate University offices and functions in terms of how students are treated, quality of information, and processes students go through on campus. Results are available for academic and nonacademic units. The study is conducted every three years during spring quarter, with results updated by fall. Results for this study are found in the Restricted Access Data area.|
|University-wide. This refers to
results from generic questions (asked of all survey respondents), not broken down by respondent's college or academic major.
University-wide results are presented on the Institutional Research web site for the Student Involvement Study, the
Career & Further Education Study, and the Survey of Alumni.
|Unit-specific. This refers to
results from questions asked only of respondents from specific units (academic majors or colleges). With regard to academic majors the
term department-specific is used, and for colleges the term college-specific is used.
Unit-specific questions have been developed for the Career & Further Education Study, and the
Survey of Alumni.
|View List of Job Categories. This is a data option in the college-wide summary tables of the Career and Further Education Survey (restricted access data). This table addresses the question "Are our graduates working in their major fields?" Job categories were based on a U.S. Department of Commerce system. These categories are cross-referenced with the academic majors in each college to estimate the percentages of graduates working within their major areas of study.|
|View Listwise Detail. This is a data option in the academic major summary tables of the Career & Further Education Survey and Survey of Alumni in the (restricted access data) area. In the Career & Further Education Study each line of this list contains data for an individual respondent (no identifying data is included), including job title, employer, salary, and further education information such as degree sought, program of study, and school. In the Survey of Alumni this list shows the first job title after graduation along with the job title current at the time of the survey. As with most other tables, each list can be downloaded as an Excel file.|
Examples (2008-09 & before)]
|Weighted Student Credit Hours (WSCH).
“WSCH” stands for “weighted student credit hours.” The WSCH for a course is “weighted” by multiplying the credit hours generated in that course by a weight based on the Ohio Board of Regents subsidy model. There are two different sets of models--one used from the 1970's to 2008-09, and the "new taxonomy" models used beginning summer 2009.
One may use WSCH to help assess and determine resources in an equitable manner across courses, although they may differ in terms of such factors as enrollments, course credit, and academic level. In a nutshell, in the WSCH model all courses are categorized as to “level,” “higher” courses getting higher weights than “lower” courses. A key factor in determining resources is the number of enrollments. Higher level courses are more costly than lower level courses. The "new taxonomy" expanded the old Regents models from 16 to 26, incorporating three disciplinary areas: Arts & Humanities (AH); Business, Education, & Social Science (BES); and Science, Technology, Engineering, Math, & Medicine (STEM). A complete list of these models and their weights (based on statewide cost) can be found here: http://www.ohio.edu/instres/WSCH/NewTaxCourseWeights.pdf
Data Elements found in Excel WSCH reports, summer 2009 to present
For each course is listed the instructor name, course catalog number/call number, enrollments, credit hours enrolled, completed credit hours, course weight, WSCH, completed WSCH, quarter, academic department/school, academic college, and campus. Beginning with the 2010-11 academic year, the Ohio Board of Regents switched state subsidy funding from course credit hours enrolled to course credit hours successfully completed.
Data elements found in Departmental reports, up to 2008-09
--For each course is listed the instructor name, course catalog number/call number, enrollments, credit hours generated, FTE (full-time equivalent) enrollments, course weight, and WSCH. Totals are broken down by undergraduate and graduate level courses. These data elements are either self-evident or defined in later sections.
--Data for Tier 3 courses—processed separately from non-Tier 3 courses but are included in grand totals.
--Average Credit Hour Weight”—This is the average weight per credit hour used in calculating WSCH (total WSCH divided by total credit hours).
--“Avg Course Wt”—This is the average weight per course used in calculating WSCH (sum of all weights used divided by the number of weights used, one per course).
--"MAJORS”—Under this column heading are enrollments, credit hours, and WSCH generated for the department by students with declared majors within the department.
--“NON-COL”—Under this column heading are enrollments, credit hours, and WSCH generated for the department by students with majors outside of the college.
--“PERCENT OF TOTAL CREDITS”—The 14 weights used to calculate WSCH are grouped into five categories of courses: “General Studies,” Technical,” Baccalaureate,” Masters,” and “Doctoral” (see table below). The “Percent of Total Credits” is the percentage of total credit hours accounted for by each category.
Data elements found in College-wide Summaries, up to 2008-09
--Enrollments and credit hours for each 4-digit major in the college at each level of the model.
--“COL-MAJ”—Under this column heading are enrollments, credit hours, and WSCH generated for the college by students whose majors are within the college.
--“NON-MAJ”—Under this column heading are enrollments, credit hours, and WSCH generated for the college by students whose majors are outside of the college.
--“PERCENT OF TOTAL CREDITS”—This element was defined under the departmental section above.
Derivation of Course Weights
There are two versions of course weights--one from 2008-09 and before; and the version based on the "new taxonomy."
New Taxonomy. The new taxonomy weights are based on the 26 Regents models, which they began using in state subsidy funding beginning 2009-10. The weights are based entirely on statewide costs, as determined by OBOR in their annual Resource Analysis, which shows statewide average cost per student FTE for each of the 26 models. At Ohio University, "BES 1" is assigned a weight of 1.0 because it is the lowest model and is used as the standard for calculating the remaining 25 weights. To find the weight for the next lowest model (STEM 1), divide the cost for STEM 1 ($6,346) by the cost for BES 1 ($6,153), yielding a STEM 1 weight of 1.03. Likewise, the remaining weights are found by dividing $6,153 by the cost for each subsequent model. The table below shows the new taxonomy models and their costs and weights.
Old Taxonomy. The table below shows the pre-2008-09 weight data. It lists 14 categories from the Ohio Board of Regents subsidy models together with their numeric weights and descriptive labels. The
weights were developed at Ohio University, based on the Board of Regents Resource Analysis study which reported statewide average student-to-faculty ratios for these 14 course models in Ohio.
At Ohio University “General Studies I” is assigned a weight of 1.0 because it is the lowest course
model (Level 1) and is used as the standard for calculating the remaining 13 weights. To find the
weight for model 2 (“General Studies II”) divide the number of students per faculty for model 1
(36) by the number for model 2 (23), yielding a model 2 weight of 1.57. Likewise, the remaining
weights are found by dividing 36 (model 1) by the student-to-faculty ratio for each subsequent model.
Coding of Graduate Courses
Graduate courses may appear different from how they were listed in the schedule. OBOR funds graduate courses according to the level (master’s or doctoral) of the student. In the process of reporting to OBOR, graduate courses are converted to correspond to the level of the student. Prior to winter quarter 1998, graduate courses in departments that offer doctoral degrees were recoded. For example, if a doctoral student were enrolled in CHEM 553, this master’s level course would be converted to a doctoral level, and it would be recoded CHEM P53. The “P” indicates that the course was converted to a doctoral level. If a master’s level student were enrolled in CHEM 730 (a doctoral course), it would be converted to CHEM M30—a master’s level course.
Because of OBOR reporting requirements in the quarterly Higher Education Information (HEI) system which began winter 1998, a change was made in this method of reporting graduate courses. Beginning winter 1998, all graduate courses (except master’s thesis courses) in programs that offer a doctoral degree were converted to doctoral level as their default level. For example, the course CHEM 553 was assigned a default doctoral level. Doctoral students enrolled in this course would be listed at the appropriate doctoral level. If any master’s level students were enrolled in CHEM 553, the course would be converted to CHEM M53. No graduate courses are converted to “P” because they are all doctoral level by default. OBOR’s practice is to downgrade the subsidy from doctoral to master’s; they never upgrade from master’s to doctoral. This conversion method does not reflect changes in funding or the weight of the course. It only reflects changes in the notation as required by HEI.
Conversions in reporting reflect how graduate courses are funded. Converted “M” and “P” courses appear only in departments that offer doctoral programs. These courses appear along with the regularly listed courses. They should be treated as one section with two levels of students enrolled. They can be identified because they have the same call number.
Student Data | Faculty/Staff Data | Dept/College Data | University Data
Regional Campus Data | Restricted Access Data