This study pioneers a Rasch scoring approach and compares it to a conventional summative approach for measuring longitudinal gains in student learning. In this methodological note, our proposed methodology is demonstrated using an example of rating scales in a student survey as part of a higher education outcome assessment. Such assessments have…

Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1)…

The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students' interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students.…

The American College Testing Program's College Outcome Measures Project Objective test (COMP-O) and College Student Experiences Questionnaire (CSEQ) scales for graduating college seniors were analyzed for joint factor structure at a large doctoral-granting institution. No common constructs were found in the two instruments. (Author/MSE)

Academic cheating behavior by university students was surveyed using the randomized response technique and by conventional anonymous questionnaire methods. Underreporting is concluded to be a serious problem with anonymous questionnaires. (Author/MLW)

Information about personal background, professional activities, job satisfaction, and career appraisal, gathered by a questionnaire administered to a sample of full-time faculty in Minnesota colleges and universities, is presented. Results of the survey are compared to results of earlier surveys in 1956 and 1968. (Author/MLW)

Follow-up studies of doctoral graduates at Ohio State and Michigan State are compared. The survey considered alumni perceptions of guidance committee activities, course work, comprehensive examinations, and dissertations. (Author/MLW)

The managerial behavior of academic department chairpersons and nonacademic unit managers across 140 colleges and universities were compared. Faculty and administrators completed questionnaires that profiled their formal leader's behavior, their work group characteristics, and their personal satisfaction. (Author/MLW)

The professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university are compared. Results show that a large majority of faculty continue to perform professional roles. (Author/MLW)

Ten departments with high grade inflation rates during a seven-year period were compared with 10 departments within the same university displaying lower grade inflation rates. Higher grade inflation rates were related to perceived increases in the demands placed upon the academicians' role. (Author/MLW)

Using the exploratory data analysis method of median polishing, the institutional and departmental satisfaction of women who recently entered the academic profession was examined. Results indicated that satisfaction differed by institutional type (Carnegie classifications) and discipline type (pure versus applied). (Author/MLW)

The correlates of average departmental annual research journal publication rates of faculty were examined in three disciplines: chemistry, history, and psychology. Variables studied included factual information about each department, faculty perceptions and ratings, and graduate students' perceptions and ratings. (Author/MLW)