capacity and preparatory review...
TRANSCRIPT
ReaffiRmation of accReditationcapacity and pRepaRatoRy Review
attachmentspresented to
The Western Association of Schools and Colleges (WASC) by the University of San Francisco
8 august 2007
ReaffiRmation of accReditationcapacity and pRepaRatoRy Review
attachmentspresented to
The Western Association of Schools and Colleges (WASC) by the University of San Francisco
Table of Contentstab 1. organizational chart
tab 2. Results of GSS on how students’ sense of social justice improved as a result of being at USf (2002-2006)
tab 3. Results of alumni survey on how USf prepared them for employment and civic responsibility
tab 4. ethnic diversity of students (1991-2006)
tab 5. Gender diversity of students (1991-2006)
tab 6. Gender diversity among faculty and staff (2001-2006)
tab 7. pell Grant eligibility for USf students and those at other Jesuit universities (2005)
tab 8. Results of effects of diversity in GSS and nSSe (2002-2006)
tab 9. Results of alumni survey on diversity (2007)
tab 10. nSSe data on learning skills outcomes (2004-2006)
tab 11. Results of alumni survey on development of learning skills (2007)
tab 12. nSSe data on student engagement (2004-2006)
tab 13. nSSe data on academic work outside the classroom (2004-2006)
tab 14. List of books published by faculty (2004-2006)
tab 15. Sponsored projects office summary of grants funded
tab 16. nSSe data on student involvement in extracurricular activities (2004-2006)
Table of Contentstab 17. GSS and nSSe data on advising (2004-2006)
tab 18. ethnic diversity of faculty (2001-2006)
tab 19. ethnic diversity of staff (2001-2006)
tab 20. nSSe data on student use of technology
tab 21. GSS results on student satisfaction with library (2002-2006)
tab 22. mapping of institutional surveys (2006-2009)
tab 23. mapping of institutional learning goals and University Mission
tab 24. Summary of core assessment matrices (2006)
tab 25. nSSe data on culminating projects
tab 26. master calendar for academic and service unit program reviews (2003-2008)
tab 27. nSSe data on overall satisfaction (2007)
tab 28. Results of alumni survey on overall satisfaction (2007)
tab 29. nSSe data on community engagement
tab 30. data on baccalaureate institutions of recent doctorates
tab 31. persistence rates
tab 32. executive summary of report of Retention task force
TAB
1
Mar
gare
tHi
ggin
sVi
cePr
esid
ent
Univ
ersi
tyLi
fe
Stan
ley
Nel
Vice
Pres
iden
tIn
tern
atio
nal
Rela
tions
Salv
ador
Acev
esAs
soci
ate
Prov
ost
Gera
rdo
Mar
ínAs
soci
ate
Prov
ost
Trac
ySc
hroe
der
Vice
Pres
iden
tIn
form
atio
nTe
chno
logy
Jam
esW
iser
Prov
osta
ndAc
adem
icVi
cePr
esid
ent
Jaci
Nees
amSe
cret
ary
ofth
eBo
ard,
Boar
dof
Trus
tees
Chai
rman
,Bo
ard
ofTr
uste
es
Audi
tCom
mite
eof
the
Boar
dof
Trus
tees
Jaci
Nees
amEx
ecut
ive
Assi
stan
tto
the
Pres
iden
tSt
ephe
nA.
Priv
ett,
S.J.
Pres
iden
t
Dom
inic
Dahe
r*Di
rect
orof
Inte
rnal
Audi
tan
dTa
xCo
mpl
ianc
e
Shei
laGl
enn
Dire
ctor
,Eve
ntSc
hedu
ling
and
Serv
ices
Davi
dM
acm
illan
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Pres
iden
t,Un
iver
sity
Adva
ncem
ent
Char
les
Cros
sVi
cePr
esid
ent,
Busi
ness
and
Fina
nce
John
LoSc
hiav
o,S.
J.Ch
ance
llor
Donn
aDa
vis
Gene
ralC
ouns
elJa
neW
hite
Om
buds
pers
on
John
Fitz
gibb
ons,
S.J.
Vice
Pres
iden
t,Ad
min
istra
tion
*The
Dire
ctor
ofIn
tern
alAu
dita
ndTa
xCo
mpl
ianc
ere
ports
func
tiona
llyto
the
Audi
tCom
mitt
eean
dad
min
istra
tivel
yto
the
Pres
iden
t
BJJo
hnso
nDe
an/A
ssoc
iate
Prov
ost
Acad
emic
and
Enro
llmen
tSe
rvic
es
Clau
dio
M. C
hiuc
hiar
elli
Un
ive
rs
ity
of
sa
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ra
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isc
o
AT
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hm
en
T 1
: e
xecuti
ve D
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Un
ive
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ity
of
sa
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isc
o
AT
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hm
en
T 1
: P
rovo
st D
ivis
ion
Jam
esW
iser
Prov
osta
ndAc
adem
icVi
cePr
esid
ent
Lara
Hans
enAs
sista
ntto
the
Prov
ost
Gera
rdo
Mar
ín
Stan
leyNe
lVi
cePr
esid
ent,
Inte
rnat
iona
lRela
tions
Jenn
iferT
urpi
nDe
an,
Colle
geof
Arts
and
Scie
nces
Mar
gare
tHig
gins
Vice
Pres
iden
t,Un
ivers
ityLi
fe
Mic
hael
Harri
ngto
nDi
rect
or,
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etOf
fice
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ador
Acev
esPr
ovos
t
Pam
ela
Mille
rDi
rect
or,
Spon
sore
dPr
oject
s
Willi
amM
urry
Dire
ctor
,In
stitu
tiona
lAss
essm
ent
Alan
Ziaj
kaDi
rect
or,
Inst
itutio
nalR
esea
rch
Mic
hael
Duffy
Dean
,Sc
hool
ofBu
sines
san
dM
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emen
t
John
Fitz
gibb
ons,
S.J.
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rimDe
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geof
Prof
essio
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tudi
es
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thKa
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eyBr
and
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hool
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w
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terG
melc
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n
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neCa
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eeso
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brar
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schk
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arni
ngCe
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hnso
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ost
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and
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llmen
tSer
vices
Shar
onLi
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ctor
,Gl
obal
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nter
Vice
Prov
ost
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Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
: B
usi
ness
and F
inance D
ivis
ion
Char
les
E.Cr
oss
Vice
Pres
iden
t,Bu
sine
ssan
dFi
nanc
e
Sara
T.M
icha
elia
nAs
sist
antt
oth
eVi
cePr
esid
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Fi
Mar
yGa
leUn
iver
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Disb
urse
men
ts
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lldoe
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Man
ager
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cial
Proj
ects
Ange
loM
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ailro
om
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Offic
e
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ers
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Lind
aCl
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Jani
toria
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s
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stan
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nanc
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pplic
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pPr
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nner
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agem
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soci
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cilit
ies
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agem
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tha
Peug
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ade
Asso
ciat
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rect
or,
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anRe
sour
ces
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lyHo
ngFi
nanc
ial
Anal
yst
Folle
tBo
okst
ore
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
: U
niv
ers
ity
Adva
ncem
ent
Div
isio
n
Davi
dM
acm
illan
Vice
Pres
iden
t
Sally
Dalto
nAs
socia
teV.
P.,
Dire
ctor
,Co
rpor
ate/
Foun
datio
nRe
latio
ns
T.B.D
.As
socia
teVi
cePr
esid
ent
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ctor
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vanc
emen
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rvice
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s/Re
gion
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or
Davi
dCu
nnin
gham
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rect
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ving
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ctor
ofAd
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tteAn
ton
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ctor
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umni
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ldsm
ithDi
rect
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ards
hip
&Do
nor
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Jim
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or,P
ublic
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san
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ordi
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onal
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.P.f
orPu
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ivers
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mm
unica
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al&
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ving
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lopm
ent
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ecial
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ophe
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or/
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sOf
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Dum
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onRe
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rect
or/
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rGift
sOf
ficer
Greg
Sem
padi
anDi
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orof
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lopm
ent
Sand
raLo
fgre
nDi
rect
or,R
esea
rch
Loui
seLu
cche
siDi
rect
orof
Nam
edEn
dow
men
ts
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
: U
niv
ers
ity
Lif
e D
ivis
ion
Mar
gare
tM.H
iggi
nsVi
cePr
esid
entf
orUn
ivers
ityLi
fean
dCh
iefS
tude
ntAf
fairs
Offic
er
Ray
Quiro
lgic
oAs
sist
antt
oth
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cePr
esid
ent
Dean
ofSt
uden
ts
Andr
ewTh
omso
nEx
ecut
iveDi
rect
orof
Adm
inis
trativ
eOp
erat
ions
Lind
aL.
Thom
asAs
soci
ate
Dean
for
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entD
evel
opm
ent
Dona
lGod
frey,
S.J.
Exec
utive
Dire
ctor
ofUn
ivers
ityM
inis
try
Chuc
kW
hite
Dire
ctor
ofRe
crea
tiona
lSpo
rts
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Wol
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Dire
ctor
ofSt
uden
tAct
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yGr
ace
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ean
for
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ticul
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dent
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ices
ASUS
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tina
E.Sa
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rnat
iona
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dent
Serv
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art
Dire
ctor
ofHe
alth
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otio
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rvic
es
Stev
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rect
orof
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denc
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fe
Julie
Orio
Assi
stan
tDea
nof
Stud
ents
Barb
ara
Thom
asDi
rect
orof
Coun
selin
g
Dan
Law
son
Dire
ctor
ofPu
blic
Safe
ty
Jam
esCa
tigga
yDi
rect
orof
Care
erSe
rvic
es
TBA
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
: In
form
ati
on T
echnolo
gy
Serv
ices
Div
isio
n
Trac
ySc
hroe
der
ViceP
reside
nt,Inf
ormati
onTe
chno
logy
PatC
hia
Direc
tor,
Com
puter
Supp
ort(C
S)
Caro
lCoo
kDir
ector
,Fin
ance
andV
endo
rM
anag
emen
t(FVM
)
Phel
ton
Lim
Direc
tor,
Com
mun
icatio
nsan
dNe
twork
ingSe
rvice
s(CN
S)
Cord
elia
Chad
wic
kAs
sistan
ttothe
VP(VP
IT)
Stev
eGa
llagh
erAs
socia
teVic
ePres
ident,
Enter
prise
Syste
ms&
Appli
catio
ns(ES
A)
Wal
terP
etru
ska
Secu
rityCo
ordina
tor(VP
IT)M
elvi
nUe
ngPr
oject
Direc
tor(VP
IT)
John
Bans
avic
hDir
ector
,Ce
nterfo
rInstr
uctio
nan
dTec
hnolo
gy(C
IT)
Jim
Uom
ini
Man
ager,
Desk
topSu
pport
Mic
hael
Fral
eyM
anag
er,Ap
plicati
onsP
rogram
ming
Dale
Pabl
oM
anag
er,De
sktop
Engin
eerin
g
Larr
yM
onta
gna
Man
ager,
Class
room
Tech
nolog
y
Aoui
eRe
mig
ioOp
eratio
nsM
anag
er
Mic
hael
Ong
Asso
c.Dir
ector
,Ce
ntral
Syste
mInf
rastru
cture
Patri
ckSt
eacy
Man
ager,
Med
iaPr
oduc
tion
Beth
Fore
stPr
oject
Man
ager,
ERP
TAB
2
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
: Im
pro
vem
ent
of
a S
ense
of
Socia
l Ju
stic
e W
hile
at
US
F
Un
derg
raduate
S
tud
ents
2002
2003
2004
2005
2006
Arts
& S
cien
ces
67.4
%69
.1%
78.4
%85
.5%
81.4
%
Busi
ness
and
Man
agem
ent
64.9
%67
.3%
74.1
%57
.2%
81.3
%
Nurs
ing
56.1
%60
.0%
80.9
%90
.0%
88.4
%
Prof
essi
onal
Stu
dies
55.9
%70
.6%
70.1
%64
.9%
61.1
%
Over
all
64.0
%69
.3%
75.9
%76
.3%
78.2
%
Gra
duate
Stu
dents
2002
2003
2004
2005
2006
Arts
& S
cien
ces
35.4
%34
.4%
45.2
%48
.3%
38.9
%
Busi
ness
and
Man
agem
ent
43.3
%48
.4%
37.9
%61
.2%
50.7
%
Scho
ol o
f Edu
catio
n73
.1%
72.8
%79
.0%
78.1
%70
.7%
Prof
essi
onal
Stu
dies
45.7
%60
.6%
57.9
%46
.5%
47.4
%
Over
all
49.9
%55
.3%
58.0
%62
.6%
52.3
%
* pe
rcen
t who
resp
onde
d po
sitiv
ely
(“ye
s, v
ery
muc
h” o
r “ye
s, S
omew
hat”
) to
the
ques
tion
on th
e US
f Gr
adua
ting
Stud
ent S
urve
y:
“did
you
r sen
se o
f soc
ial j
ustic
e im
prov
e at
USf
as
a re
sult
of y
our e
xper
ienc
e he
re?”
TAB
3
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 3
: S
ati
sfacti
on w
ith S
kill
s Learn
ed w
hile
at
US
F
Over
all
(N=8
48)
arts
aNd
sci
eNce
sBu
siNe
ss a
Nd
MaN
ageM
eNt
cOll
ege
Of
PrOf
essi
ONal
stu
dies
Nurs
iNg
How
clo
sely
rela
ted
is y
our c
urre
nt jo
b to
the
maj
or/fi
eld
you
purs
ued
at U
SF?
[Ver
y m
uch
rela
ted
and
Som
ewha
t rel
ated
]74
.4%
68.2
%79
.6%
77.8
%97
.2%
How
wel
l did
you
r tot
al e
xper
ienc
e at
USF
pre
pare
you
for
your
firs
t job
afte
r gra
duat
ion?
[Ver
y w
ell a
nd W
ell]
92.7
%94
.4%
92.0
%90
.9%
93.2
%
My
expe
rienc
es w
hile
at U
SF g
ave
me
the
skill
s to
app
reci
ate
the
need
s of
oth
ers.
[Stro
ngly
agr
ee a
nd A
gree
]92
.7%
92.8
%92
.6%
93.0
%97
.2%
My
expe
rienc
es w
hile
at U
SF g
ave
me
the
skill
s to
par
ticip
ate
in
activ
ities
that
ass
ist t
he u
nder
serv
ed a
nd m
argi
naliz
ed.
[Stro
ngly
agr
ee a
nd A
gree
]82
.7%
83.8
%75
.9%
81.6
%97
.2%
My
expe
rienc
es w
hile
at U
SF g
ave
me
the
skill
s to
con
tribu
te
posi
tivel
y to
soc
iety
. [S
trong
ly a
gree
and
Agr
ee]
95.2
%96
.0%
93.4
%94
.7%
100.
0%
My
expe
rienc
es w
hile
at U
SF g
ave
me
the
skill
s to
act
eth
ical
ly
in m
y pr
ofes
sion
. [S
trong
ly a
gree
and
Agr
ee]
95.9
%95
.8%
95.5
%96
.3%
100.
0%
My
expe
rienc
es w
hile
at U
SF g
ave
me
the
skill
s to
be
a “p
erso
n fo
r oth
ers.
” [S
trong
ly a
gree
and
Agr
ee]
90.6
%90
.2%
88.1
%92
.0%
100.
0%
SoUR
ce: U
Sf a
lum
ni S
urve
y 20
07
TAB
4
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 4
: h
eadcount
enro
llment
by
eth
nic
ity
for
All
US
F S
tudents
, 1991-2
006*
1991
1992
1993
1994
1995
1996
1997
1998
N%
N%
N%
N%
N%
N%
N%
N%
Asia
n-Am
eric
an75
211
.0%
841
11.5
%10
3213
.5%
1156
14.6
%12
0515
.4%
1275
16.2
%12
6116
.2%
1301
17.1
%
Afric
an A
mer
ican
361
5.3%
380
5.2%
435
5.7%
449
5.7%
388
5.0%
417
5.3%
430
5.5%
420
5.5%
Latin
o/La
tina
413
6.0%
469
6.4%
542
7.1%
557
7.0%
605
7.7%
649
8.2%
652
8.4%
642
8.4%
Nativ
e Am
eric
an38
0.6%
340.
5%29
0.4%
370.
5%34
0.4%
360.
5%37
0.5%
510.
7%
Paci
fic Is
land
er0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
200.
3%
Mul
ti-Et
hnic
00.
0%0
0.0%
00.
0%0
0.0%
831.
1%18
22.
3%25
03.
2%23
43.
1%
Othe
r0
0.0%
00.
0%0
0.0%
00.
0%13
41.
7%14
31.
8%15
92.
0%16
32.
1%
Inte
rnat
iona
l84
312
.3%
853
11.6
%80
210
.5%
800
10.1
%80
010
.2%
738
9.4%
798
10.2
%75
69.
9%
Unsp
ecifi
ed93
613
.7%
1129
15.4
%12
0215
.7%
1238
15.6
%10
4813
.4%
953
12.1
%69
88.
9%56
07.
4%
Whi
te35
1051
.1%
3622
49.4
%36
2047
.2%
3684
46.5
%35
3645
.1%
3495
44.2
%35
1845
.1%
3464
45.5
%
tOta
l68
5310
0.0%
7328
100.
0%76
6210
0.1%
7921
100.
0%78
3310
0.0%
7888
100.
0%78
0310
0.0%
7611
100.
0%
1999
2000
2001
2002
2003
2004
2005
2006
N%
N%
N%
N%
N%
N%
N%
N%
Asia
n-Am
eric
an12
4216
.8%
1232
16.7
%13
1417
.3%
1386
17.4
%13
6916
.8%
1428
17.3
%14
5717
.2%
1510
17.6
%
Afric
an A
mer
ican
419
5.7%
418
5.7%
446
5.9%
435
5.5%
472
5.8%
479
5.8%
449
5.3%
479
5.6%
Latin
o/La
tina
666
9.0%
684
9.3%
716
9.4%
808
10.2
%88
810
.9%
951
11.5
%97
611
.6%
993
11.6
%
Nativ
e Am
eric
an53
0.7%
490.
7%49
0.6%
430.
5%36
0.4%
310.
4%48
0.6%
540.
6%
Paci
fic Is
land
er77
1.0%
128
1.7%
178
2.3%
207
2.6%
244
3.0%
242
2.9%
209
2.5%
196
2.3%
Mul
ti-Et
hnic
174
2.4%
166
2.3%
142
1.9%
168
2.2%
213
2.6%
250
3.0%
263
3.1%
272
3.2%
Othe
r15
42.
1%15
02.
0%16
62.
2%19
32.
4%32
24.
0%35
74.
3%35
54.
2%36
44.
2%
Inte
rnat
iona
l65
68.
9%65
78.
9%72
09.
5%79
09.
9%68
88.
5%63
57.
7%59
17.
0%74
38.
7%
Unsp
ecifi
ed58
67.
9%59
88.
1%55
47.
3%53
26.
7%42
65.
2%41
45.
0%52
76.
2%50
05.
8%
Whi
te33
5645
.5%
3284
44.6
%33
1543
.6%
3389
42.6
%34
8142
.8%
3487
42.1
%35
7242
.3%
3457
40.3
%
tOta
l73
8310
0.0%
7366
100.
0%76
0010
0.0%
7951
100.
0%81
3910
0.0%
8274
100.
0%84
4710
0.0%
8568
100.
0%
*as
of c
ensu
s da
te (m
id-S
epte
mbe
r eac
h fa
ll se
mes
ter)
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 4
: h
eadcount
enro
llment
by
eth
nic
ity
for
US
F U
nderg
raduate
s, 1
991-2
006**
1991
1992
1993
1994
1995
1996
1997
1998
N%
N%
N%
N%
N%
N%
N%
N%
Asia
n-Am
eric
an51
914
.2%
614
15.9
%76
718
.1%
839
19.4
%89
520
.4%
959
21.3
%95
021
.3%
994
22.3
%
Afric
an A
mer
ican
193
5.3%
180
4.7%
231
5.4%
240
5.6%
213
4.8%
221
4.9%
210
4.7%
211
4.7%
Latin
o/La
tina
262
7.2%
279
7.2%
358
8.4%
382
8.8%
415
9.4%
438
9.7%
445
10.0
%45
310
.2%
Nativ
e Am
eric
an27
0.7%
180.
5%19
0.4%
230.
5%20
0.5%
220.
5%21
0.5%
340.
8%
Paci
fic Is
land
er0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
190.
4%
Mul
ti-Et
hnic
00.
0%0
0.0%
00.
0%0
0.0%
651.
5%14
23.
2%20
04.
5%18
74.
2%
Othe
r0
0.0%
00.
0%0
0.0%
00.
0%12
82.
9%13
22.
9%12
72.
9%11
02.
5%
Inte
rnat
iona
l45
412
.4%
491
12.7
%48
711
.5%
478
11.1
%46
910
.7%
426
9.5%
424
9.5%
407
9.1%
Unsp
ecifi
ed24
76.
8%32
08.
3%36
68.
6%38
68.
9%26
56.
0%30
76.
8%25
55.
7%22
55.
0%
Whi
te19
4553
.3%
1959
50.7
%20
1947
.5%
1971
45.6
%19
2843
.8%
1850
41.1
%18
2040
.9%
1820
40.8
%
tOta
l36
4710
0.0%
3861
100.
0%42
4710
0.0%
4319
100.
0%43
9810
0.0%
4497
100.
0%44
5210
0.0%
4460
100.
0%
1999
2000
2001
2002
2003
2004
2005
2006
N%
N%
N%
N%
N%
N%
N%
N
%
Asia
n-Am
eric
an92
221
.6%
876
20.7
%92
521
.3%
950
21.1
%93
620
.5%
1010
20.9
%10
0920
.1%
1087
20.7
%
Afric
an A
mer
ican
215
5.0%
219
5.2%
225
5.2%
241
5.4%
243
5.3%
275
5.7%
270
5.4%
288
5.5%
Latin
o/La
tina
450
10.5
%47
411
.2%
500
11.5
%56
312
.5%
600
13.1
%65
513
.5%
677
13.5
%69
413
.2%
Nativ
e Am
eric
an36
0.8%
280.
7%22
0.5%
230.
5%19
0.4%
200.
4%39
0.8%
410.
8%
Paci
fic Is
land
er76
1.8%
124
2.9%
169
3.9%
191
4.3%
222
4.9%
200
4.1%
171
3.4%
149
2.8%
Mul
ti-Et
hnic
129
3.0%
124
2.9%
109
2.5%
137
3.1%
169
3.7%
201
4.2%
216
4.3%
234
4.5%
Othe
r10
32.
4%87
2.1%
992.
3%12
42.
8%15
53.
4%14
73.
0%12
52.
5%10
72.
0%
Inte
rnat
iona
l36
08.
4%35
08.
3%34
98.
0%31
26.
9%30
86.
7%30
26.
2%29
25.
8%32
36.
2%
Unsp
ecifi
ed21
75.
1%23
45.
5%22
25.
1%21
74.
8%17
23.
8%18
03.
7%24
74.
9%29
15.
6%
Whi
te17
6541
.3%
1716
40.5
%17
2339
.7%
1736
38.6
%17
5038
.3%
1851
38.2
%19
6639
.2%
2028
38.7
%
tOta
l42
7310
0.0%
4232
100.
0%43
4310
0.0%
4494
100.
0%45
7410
0.0%
4841
100.
0%50
1210
0.0%
5242
100.
0%
*as
of c
ensu
s da
te (m
id-S
epte
mbe
r eac
h fa
ll se
mes
ter)
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 4
: h
eadcount
enro
llment
by
eth
nic
ity
for
US
F T
radit
ional U
nderg
raduate
s, 1
991-2
006*
1991
1992
1993
1994
1995
1996
1997
1998
N%
N%
N%
N%
N%
N%
N%
N%
Asia
n-Am
eric
an44
316
.2%
537
17.4
%68
620
.7%
785
22.5
%83
223
.3%
875
24.2
%84
823
.7%
870
24.6
%
Afric
an A
mer
ican
722.
6%90
2.9%
118
3.6%
129
3.7%
120
3.4%
122
3.4%
116
3.2%
122
3.4%
Latin
o/La
tina
167
6.1%
201
6.5%
257
7.8%
288
8.3%
336
9.4%
356
9.8%
360
10.1
%36
210
.2%
Nativ
e Am
eric
an20
0.7%
150.
5%14
0.4%
150.
4%16
0.4%
150.
4%15
0.4%
260.
7%
Paci
fic Is
land
er0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
170.
5%
Mul
ti-Et
hnic
00.
0%0
0.0%
00.
0%0
0.0%
641.
8%13
63.
8%18
35.
1%15
54.
4%
Othe
r0
0.0%
00.
0%0
0.0%
00.
0%12
33.
4%12
73.
5%12
03.
4%91
2.6%
Inte
rnat
iona
l45
316
.6%
491
15.9
%48
714
.7%
477
13.7
%44
212
.4%
426
11.8
%42
411
.9%
406
11.5
%
Unsp
ecifi
ed18
16.
6%24
78.
0%26
78.
1%27
67.
9%16
04.
5%16
24.
5%16
64.
6%16
64.
7%
Whi
te13
9651
.1%
1514
48.9
%14
8644
.8%
1512
43.4
%14
8441
.5%
1403
38.7
%13
4037
.5%
1322
37.4
%
tOta
l27
3210
0.0%
3095
100.
0%33
1510
0.0%
3482
100.
0%35
7710
0.0%
3622
100.
0%35
7210
0.0%
3537
100.
0%
1999
2000
2001
2002
2003
2004
2005
2006
N%
N%
N%
N%
N%
N%
N%
N%
Asia
n-Am
eric
an82
923
.6%
817
22.8
%84
122
.7%
844
21.8
%85
121
.1%
927
21.7
%94
121
.2%
1030
21.5
%
Afric
an A
mer
ican
122
3.5%
134
3.7%
160
4.3%
179
4.6%
193
4.8%
227
5.3%
218
4.9%
240
5.0%
Latin
o/La
tina
375
10.7
%40
211
.2%
425
11.5
%48
112
.4%
522
13.0
%57
413
.4%
595
13.4
%62
913
.1%
Nativ
e Am
eric
an29
0.8%
220.
6%20
0.5%
180.
5%15
0.4%
150.
4%28
0.6%
340.
7%
Paci
fic Is
land
er70
2.0%
114
3.2%
150
4.1%
174
4.5%
204
5.1%
186
4.4%
161
3.6%
137
2.9%
Mul
ti-Et
hnic
109
3.1%
110
3.1%
932.
5%12
63.
3%15
33.
8%17
84.
2%19
94.
5%22
04.
6%
Othe
r89
2.5%
802.
2%82
2.2%
110
2.8%
134
3.3%
123
2.9%
113
2.5%
100
2.1%
Inte
rnat
iona
l35
810
.2%
348
9.7%
347
9.4%
310
8.0%
308
7.7%
302
7.1%
292
6.6%
322
6.7%
Unsp
ecifi
ed16
14.
6%16
04.
5%13
73.
7%15
64.
0%14
13.
5%14
43.
4%19
94.
5%25
05.
2%
Whi
te13
6839
.0%
1392
38.9
%14
4239
.0%
1472
38.0
%15
0537
.4%
1598
37.4
%17
0238
.3%
1831
38.2
%
tOta
l35
1010
0.0%
3579
100.
0%36
9710
0.0%
3870
100.
0%40
2610
0.0%
4274
100.
0%44
4810
0.0%
4793
100.
0%
*as
of c
ensu
s da
te (m
id-S
epte
mbe
r eac
h fa
ll se
mes
ter)
TAB
5
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 5
: h
eadcount
enro
llment
by
Gender
for
all
US
F S
tudents
, 1991-2
006*
1991
1992
1993
1994
1995
1996
1997
1998
N%
N%
N%
N%
N%
N%
N%
N%
Mal
e28
3441
.40%
2983
40.7
0%30
7640
.10%
3148
39.7
0%31
3340
.00%
3089
39.2
0%30
1738
.70%
2945
38.7
0%
Fem
ale
4019
58.6
0%43
4559
.30%
4586
59.9
0%47
7360
.30%
4700
60.0
0%47
9960
.80%
4786
61.3
0%46
6661
.30%
tOta
l68
5310
0.00
%73
2810
0.00
%76
6210
0.00
%79
2110
0.00
%78
3310
0.00
%78
8810
0.00
%78
0310
0.00
%76
1110
0.00
%
1999
2000
2001
2002
2003
2004
2005
2006
N%
N%
N%
N%
N%
N%
N%
N%
Mal
e28
5238
.60%
2788
37.8
0%29
1338
.30%
2980
37.5
0%30
1437
.00%
3148
38.0
0%32
2938
.20%
3245
37.9
0%
Fem
ale
4531
61.4
0%45
7862
.20%
4687
61.7
0%49
7162
.50%
5125
63.0
0%51
2662
.00%
5218
61.8
0%53
2362
.10%
tOta
l73
8310
0.00
%73
6610
0.00
%76
0010
0.00
%79
5110
0.00
%81
3910
0.00
%82
7410
0.00
%84
4710
0.00
%85
6810
0.00
%
*as
of c
ensu
s da
te (m
id-S
epte
mbe
r eac
h fa
ll Se
mes
ter)
headcount
enro
llment
by
Gend
er
For
Un
derg
rad
uate
US
F S
tud
en
ts,
19
91
-20
06
*
1991
1992
1993
1994
1995
1996
1997
1998
N%
N%
N%
N%
N%
N%
N%
N%
Mal
e14
7840
.50%
1523
39.4
0%16
5939
.10%
1648
38.2
0%16
3437
.50%
1663
37.0
0%16
7337
.60%
1664
37.3
0%
Fem
ale
2169
59.5
0%23
3860
.60%
2588
60.9
0%26
7161
.80%
2719
62.5
0%28
3463
.00%
2779
62.4
0%27
9662
.70%
tOta
l36
4710
0.00
%38
6110
0.00
%42
4710
0.00
%43
1910
0.00
%43
5310
0.00
%44
9710
0.00
%44
5210
0.00
%44
6010
0.00
%
1999
2000
2001
2002
2003
2004
2005
2006
N%
N%
N%
N%
N%
N%
N%
N%
Mal
e16
0037
.40%
1542
36.4
0%16
2437
.40%
1631
36.3
0%15
9834
.90%
1755
36.3
0%17
9835
.90%
1857
35.4
0%
Fem
ale
2673
62.6
0%26
9063
.60%
2719
62.6
0%28
6363
.70%
2976
65.1
0%30
8663
.70%
3214
64.1
0%33
8564
.60%
tOta
l42
7310
0.00
%42
3210
0.00
%43
4310
0.00
%44
9410
0.00
%45
7410
0.00
%48
4110
0.00
%50
1210
0.00
%52
4210
0.00
%
*As
of C
ensu
s Da
te (m
id-S
epte
mbe
r eac
h Fa
ll Se
mes
ter)
headcount
enro
llment
by
Gend
er
For
Trad
itio
nal U
nd
erg
rad
uate
US
F S
tud
en
ts,
19
91
-20
06
*
1991
1992
1993
1994
1995
1996
1997
1998
N%
N%
N%
N%
N%
N%
N%
N%
Mal
e11
2041
.00%
1205
38.9
3%12
8138
.64%
1293
37.1
3%13
0336
.43%
1309
36.1
4%12
9836
.34%
1272
35.9
6%
Fem
ale
1612
59.0
0%18
9061
.07%
2034
61.3
6%21
8962
.87%
2274
63.5
7%23
1363
.86%
2274
63.6
6%22
6564
.04%
tOta
l27
3210
0.00
%30
9510
0.00
%33
1510
0.00
%34
8210
0.00
%35
7710
0.00
%36
2210
0.00
%35
7210
0.00
%35
3710
0.00
%
1999
2000
2001
2002
2003
2004
2005
2006
N%
N%
N%
N%
N%
N%
N%
N%
Mal
e12
8636
.64%
1259
35.1
8%13
1335
.52%
1344
34.7
3%13
6533
.90%
1503
35.1
7%15
2834
.35%
1635
34.1
1%
Fem
ale
2224
63.3
6%23
2064
.82%
2384
64.4
8%25
2665
.27%
2661
66.0
1%27
7164
.83%
2920
65.6
5%31
5865
.89%
tOta
l35
1010
0.00
%35
7910
0.00
%36
9710
0.00
%38
7010
0.00
%40
2610
0.00
%42
7410
0.00
%44
4810
0.00
%47
9310
0.00
%
*As
of C
ensu
s Da
te (m
id-S
epte
mbe
r eac
h Fa
ll Se
mes
ter)
TAB
6
University of san francisco
ATTAChmenT 6: Faculty Gender Distribution, 2005-2006
Full-Time FacultyWOMeN MeN
N % N %
All Colleges and Universities (n = 1,445) 150,709 39.1% 234,456 60.9%
All Doctoral Universities (n = 221) 62,265 34.1% 120,489 65.9%
USF 145 42.8% 194 57.2%
Tenure-Track FacultyWOMeN MeN
N % N %
All Colleges and Universities (n = 1,445) 40,549 44.8% 50,032 55.2%
All Doctoral Universities (n = 221) 16,632 40.9% 24,078 59.1%
USF 38 57.6% 28 42.4%
Tenured-FacultyWOMeN MeN
N % N %
All Colleges and Universities (n = 1,445) 64,895 31.2% 143,338 68.8%
All Doctoral Universities (n = 221) 27,807 25.8% 80,116 74.2%
USF 81 37.2% 137 62.8%
Full-Professor RankWOMeN MeN
N % N %
All Colleges and Universities (n = 1,445) 30,056 24.4% 93,325 75.6%
All Doctoral Universities (n = 221) 13,246 19.3% 55,217 80.7%
USF 42 32.3% 88 67.7%
Average Salaries for All Ranks
average salary WOMeN average salary MeN WOMeN %
All Colleges and Universities (n = 1,445) 60,930 75,534 80.7%
All Doctoral Universities (n = 221) 68,262 87,396 78.1%
USF 84,764 94,906 89.3%
SoURce: aaUp
Faculty Gender Indicators Among Jesuit Institutions, 2005-2006
Institution name
full-tiMe faculty
teNure-track faculty
teNured- faculty
full-PrOfessOr raNk average salary
WOMeN as % Of MeNWOMeN MeN WOMeN MeN WOMeN MeN WOMeN MeN
uNiversity Of saN fraNciscO 42.8% 57.2% 57.6% 42.4% 37.2% 62.8% 32.3% 67.7% 89.3%
Boston College 38.1% 61.9% 49.6% 50.4% 32.5% 67.5% 28.5% 71.5% 82.1%
Canisius College 34.2% 65.8% 48.8% 51.2% 30.9% 69.1% 23.8% 76.2% 87.8%
Creighton University 42.4% 57.6% 51.8% 48.2% 29.6% 70.4% 14.6% 85.4% 80.3%
Fairfield University 48.4% 51.6% 56.8% 43.2% 43.4% 56.6% 35.9% 64.1% 87.4%
Fordham University 39.6% 60.4% 51.3% 48.7% 32.3% 67.7% 28.8% 71.2% 89.4%
Georgetown University 37.4% 62.6% 42.1% 57.9% 30.2% 69.8% 22.7% 77.3% 78.5%
Gonzaga University*
Holy Cross College* 42.6% 57.4% 55.6% 44.4% 36.9% 63.1% 30.9% 69.1% 89.9%
John Carroll University 35.2% 64.8% 44.0% 56.0% 29.4% 70.6% 29.2% 70.8% 85.2%
Le Moyne College 41.6% 58.4% 50.0% 50.0% 36.6% 63.4% 36.2% 63.8% 94.6%
Loyola College 44.2% 55.8% 50.0% 50.0% 34.3% 65.7% 23.0% 77.0% 81.0%
Loyola Marymount University*
Loyola University 43.4% 56.6% 60.4% 39.6% 34.9% 65.1% 25.1% 74.9% 80.2%
Loyola University 39.0% 61.0% 36.7% 63.3% 33.7% 66.3% 25.0% 75.0% 82.2%
Marquette University 36.3% 63.7% 44.5% 55.5% 24.3% 75.7% 14.8% 85.2% 79.1%
Regis University*
Rockhurst College 43.8% 56.2% 55.9% 44.1% 36.4% 63.6% 25.0% 75.0% 89.4%
Santa Clara University 38.3% 61.7% 39.1% 60.9% 32.7% 67.3% 23.8% 76.2% 85.7%
Seattle University 48.1% 51.9% 52.8% 47.2% 39.6% 60.4% 32.8% 67.2% 90.1%
Spring Hill College 44.4% 55.6% 68.4% 31.6% 27.3% 72.7% 20.8% 79.2% 79.9%
St. Joseph’s University 39.8% 60.2% 46.2% 53.8% 34.5% 65.5% 21.6% 78.4% 85.2%
St. Louis University 39.9% 60.1% 47.6% 52.4% 26.8% 73.2% 16.6% 83.4% 80.4%
St. Peter’s College 41.3% 58.7% 40.5% 59.5% 40.0% 60.0% 31.0% 69.0% 85.9%
University of Detroit Mercy 46.3% 53.7% 53.4% 46.6% 36.8% 63.2% 23.7% 76.3% 79.6%
University of Scranton 34.3% 65.7% 46.9% 53.1% 29.9% 70.1% 17.4% 82.6% 84.3%
Wheeling College 41.6% 58.4% 62.5% 37.5% 29.3% 70.7% 18.2% 81.8% 89.6%
Xavier University 45.9% 54.1% 38.0% 62.0% 40.8% 59.2% 26.3% 73.7% 88.8%
SoURce: aaUp
* data not available for these schools
Gender Diversity of USF Faculty by employment Status
Full-Time 2001 2003 2004 2005 2006
Women N=125 (40.3%) N=143 (41.4%) N=139 (40.4%) N=149 (42.8%) N=164 (44.7%)
Men N=185 (59.7%) N=202 (58.6%) N=205 (59.6%) N=199 (57.2%) N=203 (55.3%)
tOtal 310 345 344 348 367
Part-Time 2001 2003 2004 2005 2006
Women N=154 (42.7%) N=209 (49.5%) N=237 (50.2%) N=272 (53.0%) N=288 (55.7%)
Men N=207 (57.3%) N=213 (50.5%) N=235 (49.8%) N=241 (47.0%) N=229 (44.3%)
tOtal 361 422 472 513 517
SoURceS: ipedS reports
Gender Diversity of USF Full-Time Faculty by Tenure Status
Tenured 2001 2003 2004 2005 2006
Women N=68 (36.0%) N=72 (37.3%) N=77 (36.7%) N=77 (36.3%) N=85 (38.1%)
Men N=121 (64.0%) N=121 (62.7%) N=133 (63.3%) N=135 (63.7%) N=138 (61.9%)
tOtal 189 193 210 212 223
Probationary 2001 2003 2004 2005 2006
Women N=37 (44.6%) N=36 (48.6%) N=42 (48.8%) N=42 (60.9%) N=44 (56.4%)
Men N=46 (55.4%) N=38 (51.4%) N=44 (51.2%) N=27 (39.1%) N=34 (43.6%)
tOtal 83 74 86 69 78
SoURceS: ipedS reports
Breakdown of Women by Rank (Full Time Faculty)
2001 2003 2004 2005 2006
Professor N=34 (27.2%) N=43 (30.1%) N=42 (30.2%) N=40 (26.8%) N=46 (28.0%)
Associate Professor N=36 (28.8%) N=32 (22.4%) N=35 (25.2%) N=37 (24.8%) N=40 (24.4%)
Assistant Professor N=48 (38.4%) N=58 (40.6%) N=51 (36.7%) N=58 (38.9%) N=60 (36.6%)
Instructor N=7 (5.6%) N=10 (7.0%) N=11 (7.9%) N=14 (9.4%) N=18 (10.9%)
tOtal 125 143 139 149 164
SoURceS: ipedS reports
Breakdown of USF Full-Time Faculty by Gender and Rank
Women 2001 2003 2004 2005 2006
Professor N=34 (11.0%) N=43 (12.5%) N=42 (12.2%) N=40 (11.5%) N=46 (12.5%)
Associate Professor N=36 (11.6%) N=32 (9.3%) N=35 (10.2%) N=37 (10.6%) N=40 (10.9%)
Assistant Professor N=48 (15.5%) N=58 (16.8%) N=51 (14.8%) N=58 (16.7%) N=60 (16.3%)
Instructor N=7 (2.3%) N=10 (2.9%) N=11 (3.2%) N=14 (4.0%) N=18 (4.9%)
suB-tOtal 125 143 139 149 164
men 2001 2003 2004 2005 2006
Professor N=76 (24.5%) N=84 (24.3%) N=82 (23.8%) N=86 (24.7%) N=86 (23.4%)
Associate Professor N=50 (16.1%) N=54 (15.7%) N=53 (15.4%) N=55 (15.8%) N=57 (15.5%)
Assistant Professor N=54 (17.4%) N=54 (15.7%) N=58 (16.9%) N=49 (14.1%) N=52 (14.2%)
Instructor N=5 (1.6%) N=10 (2.9%) N=12 (3.5%) N=9 (2.6%) N=8 (2.2%)
suB-tOtal 185 202 205 199 203
Grand Total 310 345 344 348 367
SoURceS: ipedS reports
newly hired Full-Time Faculty by Gender
Tenured 2004 2005 2006 tOtal
Women 0 1 0 1 (100%)
Men 0 0 0 0
tOtal 0 1 0 1
Tenure-Track 2004 2005 2006 tOtal
Women 4 13 10 27 (56.2%)
Men 4 4 13 21 (43.8%)
tOtal 8 17 23 48
not Tenure-Track 2004 2005 2006 tOtal
Women 6 11 8 25 (56.8%)
Men 6 10 3 19 (43.2%)
tOtal 12 21 11 44
note: includes international hires. SoURceS: academic affairs offices
Gender Diversity of Full Time Staff By IPeDS Job Categories (2001-2006)
WOMeN MeN tOtal
executive/ Administrative2001 31.8% 68.2% 66
2003 42.9% 57.1% 63
2004 44.9% 55.1% 78
2005 48.8% 51.2% 82
2006 49.3% 50.7% 75
non-Faculty Professional2001 60.4% 39.6% 328
2003 58.8% 41.2% 391
2004 56.7% 43.3% 381
2005 56.6% 43.4% 385
2006 57.3% 42.7% 398
Technical/ Paraprofessional2001 28.6% 71.4% 28
2003 34.5% 65.5% 29
2004 36.0% 64.0% 25
2005 38.1% 61.9% 21
2006 20.0% 80.0% 20
Clerical/ Secretarial2001 72.5% 27.5% 171
2003 69.0% 31.0% 155
2004 76.0% 24.0% 175
2005 77.5% 22.5% 173
2006 71.0% 29.0% 176
Skilled Crafts2001 11.8% 88.2% 17
2003 17.6% 82.4% 17
2004 20.0% 80.0% 15
2005 20.0% 80.0% 15
2006 25.0% 75.0% 12
Service/ maintenance2001 0% 100% 15
2003 0% 100% 22
2004 4.3% 95.7% 23
2005 3.7% 96.3% 27
2006 18.8% 81.2% 32
SoURce: ipedS Reports
TAB
7
University of san francisco
ATTAChmenT 7: Percentage of Students Receiving need-Based Federal Pell Grants at Jesuit Universities and Colleges, 2005−2006*
iNstitutiON NuMBer Of Pell graNts reciPieNts PerceNtage Of uNdergraduates receiviNg aid
Boston College 972 11.00%
Canisius College 774 22.80%
College Holy Cross 267 10.00%
Creighton University 593 17.50%
Fairfield University 278 6.80%
Fordham University 1,463 24.50%
Georgetown University 647 9.40%
Gonzaga University 111 11.30%
John Carroll University 541 15.60%
Le Moyne College 863 31.00%
Loyola College MD N/A N/A
Loyola Marymount University 1,084 19.00%
Loyola University Chicago 2,172 23.40%
Loyola University New Orleans N/A N/A
Marquette University 1,048 13.10%
Regis University 257 16.00%
Rockhurst University 286 22.00%
Saint Joseph’s University 590 14.00%
Saint Louis University 224 14.00%
Saint Peter’s College 816 N/A
Santa Clara University 540 15.40%
Seattle University N/A N/A
Spring Hill College 261 24.40%
University of Detroit Mercy 966 30.00%
University of San Francisco 1,001 22.50%
University of Scranton 626 16.00%
Wheeling Jesuit University 279 27.00%
Xavier University 583 15.00%
* full-time, first-time degree Seeking Undergraduates from ipedS
TAB
8
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 8
: Valu
ing I
ndiv
idual, e
thnic
, and R
elig
iou
s D
iffe
ren
ces
at
US
F*
Gra
duati
ng S
tud
ent
Su
rvey
Un
derg
raduate
S
tud
ents
2002
2003
2004
2005
2006
Arts
& S
cien
ces
84.8
%84
.8%
94.5
%92
.4%
94.4
%
Busi
ness
and
Man
agem
ent
84.1
%77
.6%
92.0
%90
.8%
89.0
%
Nurs
ing
81.4
%80
.0%
90.9
%95
.0%
88.5
%
Prof
essi
onal
Stu
dies
82.8
%88
.2%
81.1
%81
.6%
88.1
%
Over
all
84.5
%84
.7%
91.3
%89
.0%
92.2
%
Gra
duate
Stu
dents
2002
2003
2004
2005
2006
Arts
& S
cien
ces
63.2
%51
.8%
65.1
%61
.4%
68.8
%
Busi
ness
and
Man
agem
ent
74.7
%81
.8%
70.0
%84
.6%
74.9
%
Scho
ol o
f Edu
catio
n77
.2%
93.3
%80
.0%
85.2
%81
.2%
Prof
essi
onal
Stu
dies
80.5
%79
.4%
72.7
%72
.0%
69.8
%
Over
all
74.1
%77
.6%
72.5
%77
.3%
73.9
%
* pe
rcen
t who
resp
onde
d po
sitiv
ely
(“ye
s, v
ery
muc
h” o
r “ye
s, S
omew
hat”
) to
the
ques
tion
on th
e US
f Gr
adua
ting
Stud
ent S
urve
y:
“fro
m y
our p
ersp
ectiv
e ar
e in
divid
ual,
ethn
ic, r
elig
ious
, and
oth
er d
iffer
ence
s va
lued
at U
Sf?”
”
Incre
ase
d A
pp
recia
tion f
or
Ind
ivid
ual, e
thn
ic,
an
d R
elig
iou
s D
iffe
rences
Wh
ile a
t U
SF*
Un
derg
raduate
S
tud
ents
2002
2003
2004
2005
2006
Arts
& S
cien
ces
76.1
%79
.1%
77.3
%80
.5%
85.5
%
Busi
ness
and
Man
agem
ent
71.6
%71
.4%
78.4
%76
.9%
77.2
%
Nurs
ing
81.4
%70
.0%
68.2
%90
.0%
84.7
%
Prof
essi
onal
Stu
dies
70.3
%64
.7%
81.0
%66
.7%
73.2
%
Over
all
74.6
%73
.6%
77.2
%76
.2%
81.9
%
Gra
duate
Stu
dents
2002
2003
2004
2005
2006
Arts
& S
cien
ces
37.5
%34
.5%
50.0
%42
.3%
50.3
%
Busi
ness
and
Man
agem
ent
65.1
%54
.6%
55.2
%67
.3%
64.0
%
Scho
ol o
f Edu
catio
n67
.1%
75.6
%63
.8%
72.3
%70
.9%
Prof
essi
onal
Stu
dies
57.7
%52
.9%
53.0
%47
.5%
42.7
%
Over
all
58.3
%56
.0%
55.6
%59
.5%
58.2
%
* pe
rcen
t who
resp
onde
d po
sitiv
ely
(“ye
s, v
ery
muc
h” o
r “ye
s, S
omew
hat”
) to
the
ques
tion
on th
e US
f Gr
adua
ting
Stud
ent S
urve
y:
“did
you
r per
sona
l app
reci
atio
n of
indi
vidua
l, et
hnic
, rel
igio
us, a
nd o
ther
diff
eren
ces
incr
ease
at U
Sf?”
”
engagem
ent
in D
ivers
e P
ers
pecti
ves
clas
s st
aNdi
Ng
2004
2005
2006
MiN
Orit
yW
hite
MiN
Orit
yW
hite
MiN
Orit
yW
hite
(1.e
) Th
e ex
tent
to w
hich
I in
clud
ed d
iver
se p
ersp
ectiv
es (d
iffer
ent r
aces
, re
ligio
ns, g
ende
rs, p
oliti
cal b
elie
fs, e
tc.)
in c
lass
dis
cuss
ions
or w
rit-
ing
assi
gnm
ents
. [Of
ten
and
Very
Ofte
n]
firs
t ye
ar60
.9%
77.6
%75
.6%
84.8
%73
.5%
74.0
%
seNi
Ors
69.6
%72
.7%
78.8
%68
.5%
81.8
%80
.0%
(1.u
) Th
e ex
tent
to w
hich
I ha
d se
rious
con
vers
atio
ns w
ith s
tude
nts
of a
di
ffere
nt ra
ce o
r eth
nici
ty th
an m
y ow
n. [O
ften
and
Very
Ofte
n]
firs
t ye
ar65
.2%
75.5
%71
.1%
70.7
%62
.7%
76.0
%
seNi
Ors
63.0
%70
.1%
72.0
%65
.7%
66.2
%72
.0%
(1.v
) Th
e ex
tent
to w
hich
I ha
d se
rious
con
vers
atio
ns w
ith s
tude
nts
who
ar
e ve
ry d
iffer
ent f
rom
me
in te
rms
of th
eir r
elig
ious
bel
iefs
, pol
itica
l op
inio
ns, o
r per
sona
l val
ues.
[Ofte
n an
d Ve
ry O
ften]
firs
t ye
ar65
.2%
79.6
%62
.2%
69.6
%54
.5%
72.0
%
seNi
Ors
50.0
%59
.7%
62.7
%60
.2%
64.9
%67
.2%
(10.
c) T
he e
xten
t to
whi
ch U
SF e
ncou
rage
con
tact
am
ong
stud
ents
from
di
ffere
nt e
cono
mic
, soc
ial a
nd ra
cial
or e
thni
c ba
ckgr
ound
s. [Q
uite
a
bit a
nd V
ery
Muc
h]
firs
t ye
ar67
.4%
83.3
%74
.4%
74.7
%64
.7%
72.7
%
seNi
Ors
63.0
%66
.2%
64.1
%64
.1%
58.8
%64
.8%
(11.
l) T
he e
xten
t to
whi
ch U
SF c
ontri
bute
d to
my
know
ledg
e, s
kills
and
pe
rson
al d
evel
opm
ent i
n un
ders
tand
ing
peop
le o
f oth
er ra
cial
and
et
hnic
bac
kgro
unds
. [Qu
ite a
bit
and
Very
Muc
h]
firs
t ye
ar69
.6%
59.2
%73
.3%
73.3
%71
.3%
67.0
%
seNi
Ors
73.9
%58
.4%
75.9
%75
.9%
75.7
%61
.6%
SoUR
ce: n
atio
nal S
urve
y on
Stu
dent
eng
agem
ent
TAB
9
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 9
: A
bili
ty t
o W
ork
in a
Div
ers
e W
ork
en
viro
nm
en
t
Over
all
(N=8
48)
arts
aNd
sci
eNce
sBu
siNe
ss a
Nd
MaN
ageM
eNt
cOll
ege
Of
PrOf
essi
ONal
stu
dies
Nurs
iNg
USF
deve
lope
d m
y ab
ility
to re
late
pos
itive
ly to
peo
ple
who
are
ra
cial
ly/e
thni
cally
diff
eren
t fro
m m
e. [V
ery
wel
l and
Wel
l]93
.8%
93.7
%97
.8%
91.4
%95
.8%
USF
deve
lope
d m
y ab
ility
to re
late
pos
itive
ly to
peo
ple
who
are
re
ligio
usly
diff
eren
t fro
m m
e. [V
ery
wel
l and
Wel
l]90
.5%
91.6
%92
.0%
86.8
%94
.2%
USF
deve
lope
d m
y ab
ility
to re
late
pos
itive
ly to
peo
ple
who
hav
e a
diffe
rent
soc
ioec
onom
ic b
ackg
roun
d th
an m
ine.
[Ver
y w
ell a
nd W
ell]
89.6
%88
.1%
94.9
%89
.1%
91.5
%
USF
prep
ared
me
wel
l for
wor
king
in a
mul
ticul
tura
l env
iorn
men
t. [V
ery
wel
l and
Wel
l]91
.6%
94.1
%94
.9%
92.8
%95
.8%
USF
prep
ared
me
wel
l to
appr
ecia
te d
iffer
ence
s be
twee
n pe
ople
. [V
ery
wel
l and
Wel
l]93
.7%
93.7
%95
.6%
92.4
%95
.8%
My
expe
rienc
es w
hile
at U
SF h
elpe
d m
e to
rela
te p
ositi
vely
to
peop
le w
ho h
ave
diffe
rent
pol
itica
l bel
iefs
/val
ues
than
min
e.
[Stro
ngly
agr
ee a
nd A
gree
]88
.5%
89.7
%90
.5%
84.5
%90
.1%
My
expe
rienc
es w
hile
at U
SF h
elpe
d m
e to
rela
te p
ositi
vely
to
peop
le th
at h
ave
a di
ffere
nt s
exua
l orie
ntat
ion
than
min
e.
[Stro
ngly
agr
ee a
nd A
gree
]86
.9%
91.3
%92
.0%
74.6
%90
.1%
My
expe
rienc
es w
hile
at U
SF h
elpe
d m
e to
per
sona
lly a
nd/o
r pr
ofes
sion
ally
adv
ocat
e fo
r div
ersi
ty.
[Stro
ngly
agr
ee a
nd A
gree
]87
.5%
89.2
%90
.4%
80.4
%91
.5%
SoUR
ce: U
Sf a
lum
ni S
urve
y 20
07
TAB
10
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
0:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Learn
ing S
kill
s O
utc
om
e
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
ituN
iver
siti
es20
04
Jesu
it
uNiv
ersi
ties
20
05
Jesu
ituN
iver
siti
es20
06
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(11.
a) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
Ac
quiri
ng a
bro
ad g
ener
al e
duca
tion.
[Q
uite
a b
it an
d Ve
ry M
uch]
88%
[F]
85%
[S]
90%
[F]
85%
[S]
86%
[F]
85%
[S]
88%
[F]
92%
[S]
88%
[F]
93%
[S]
89%
[F]
91%
[S]
82%
[F]
86%
[S]
81%
[F]
86%
[S]
80%
[F]
83%
[S]
(11.
b) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
Ac-
quiri
ng jo
b or
wor
k-re
late
d kn
owle
dge
and
skill
s. [Q
uite
a b
it an
d Ve
ry M
uch]
60%
[F]
66%
[S]
58%
[F]
70%
[S]
59%
[F]
74%
[S]
58%
[F]
71%
[S]
62%
[F]
73%
[S]
63%
[F]
71%
[S]
56%
[F]
71%
[S]
59%
[F]
72%
[S]
58%
[F]
71%
[S]
(11.
c) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
W
ritin
g cl
early
and
effe
ctiv
ely.
[Qui
te a
bi
t and
Ver
y M
uch]
86%
[F]
81%
[S]
84%
[F]
84%
[S]
81%
[F]
81%
[S]
77%
[F]
82%
[S]
80%
[F]
83%
[S]
77%
[F]
82%
[S]
72%
[F]
77%
[S]
73%
[F]
77%
[S]
71%
[F]
75%
[S]
(11.
d) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
Sp
eaki
ng c
lear
ly a
nd e
ffect
ivel
y. [Q
uite
a
bit a
nd V
ery
Muc
h]
80%
[F]
71%
[S]
80%
[F]
75%
[S]
77%
[F]
78%
[S]
58%
[F]
75%
[S]
66%
[F]
77%
[S]
64%
[F]
75%
[S]
61%
[F]
72%
[S]
62%
[F]
73%
[S]
61%
[F]
70%
[S]
(11.
e) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
Th
inki
ng c
ritic
ally
and
ana
lytic
ally.
[Q
uite
a b
it an
d Ve
ry M
uch]
89%
[F]
88%
[S]
87%
[F]
90%
[S]
84%
[F]
85%
[S]
85%
[F]
90%
[S]
86%
[F]
91%
[S]
86%
[F]
91%
[S]
81%
[F]
87%
[S]
82%
[F]
87%
[S]
80%
[F]
87%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
AT
TAC
hm
en
T 1
0:
nS
Se
Resu
lts
(20
04
, 2
00
5 a
nd
20
06
) con
tin
ued
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
ituN
iver
siti
es20
04
Jesu
it
uNiv
ersi
ties
20
05
Jesu
ituN
iver
siti
es20
06
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(11.
f) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
An
alyz
ing
quan
titat
ive
prob
lem
s.
[Qui
te a
bit
and
Very
Muc
h]
63%
[F]
60%
[S]
65%
[F]
75%
[S]
69%
[F]
73%
[S]
58%
[F]
69%
[S]
71%
[F]
75%
[S]
72%
[F]
76%
[S]
55%
[F]
65%
[S]
65%
[F]
72%
[S]
66%
[F]
72%
[S]
(11.
g) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
Us
ing
com
putin
g an
d in
form
atio
n te
ch-
nolo
gy. [
Quite
a b
it an
d Ve
ry M
uch]
65%
[F]
69%
[S]
68%
[F]
79%
[S]
72%
[F]
72%
[S]
61%
[F]
72%
[S]
70%
[F]
79%
[S]
71%
[F]
75%
[S]
65%
[F]
77%
[S]
70%
[F]
78%
[S]
72%
[F]
79%
[S]
(11.
h) T
o w
hat e
xten
t has
you
r exp
erie
nce
at U
SF c
ontri
bute
d to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
W
orki
ng e
ffect
ivel
y w
ith o
ther
s. [Q
uite
a
bit a
nd V
ery
Muc
h]
72%
[F]
74%
[S]
72%
[F]
81%
[S]
73%
[F]
80%
[S]
66%
[F]
82%
[S]
72%
[F]
83%
[S]
73%
[F]
81%
[S]
66%
[F]
78%
[S]
70%
[F]
79%
[S]
69%
[F]
76%
[S]
(11.
j) T
o w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
Le
arni
ng e
ffect
ivel
y on
you
r ow
n.
[Qui
te a
bit
and
Very
Muc
h]
75%
[F]
73%
[S]
70%
[F]
70%
[S]
70%
[F]
71%
[S]
75%
[F]
79%
[S]
74%
[F]
79%
[S]
69%
[F]
76%
[S]
71%
[F]
77%
[S]
71%
[F]
76%
[S]
67%
[F]
73%
[S]
(11.
m)
To w
hat e
xten
t has
you
r exp
erie
nce
at
USF
cont
ribut
ed to
you
r kno
wle
dge,
sk
ills,
and
per
sona
l dev
elop
men
t in:
So
lvin
g co
mpl
ex re
al-w
orld
pro
blem
s.
[Qui
te a
bit
and
Very
Muc
h]
61%
[F]
58%
[S]
57%
[F]
63%
[S]
63%
[F]
67%
[S]
57%
[F]
60%
[S]
55%
[F]
64%
[S]
56%
[F]
64%
[S]
48%
[F]
58%
[S]
52%
[F]
59%
[S]
53%
[F]
59%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
11
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
1:
Sati
sfacti
on w
ith U
SF e
xperi
ence in
Deve
lopin
g B
asi
c S
kill
s
Over
all
(N=8
48)
arts
aNd
sci
eNce
sBu
siNe
ss a
Nd
MaN
ageM
eNt
cOll
ege
Of
PrOf
essi
ONal
stu
dies
Nurs
iNg
USF
deve
lope
d m
y cr
itica
l thi
nkin
g an
d pr
oble
m s
olvi
ng
capa
bilit
ies.
[Ver
y w
ell a
nd W
ell]
95.0
%95
.6%
93.5
%95
.7%
95.7
%
USF
deve
lope
d m
y le
ader
ship
cap
abili
ties.
[Ver
y w
ell a
nd W
ell]
88.1
%87
.4%
86.0
%89
.4%
92.9
%
USF
deve
lope
d m
y in
terp
erso
nal s
kills
. [Ve
ry w
ell a
nd W
ell]
93.2
%93
.2%
93.4
%92
.6%
95.7
%
USF
deve
lope
d m
y or
al a
nd w
ritte
n co
mm
unic
atio
n sk
ills.
[V
ery
wel
l and
Wel
l]94
.9%
95.4
%90
.5%
97.4
%95
.8%
USF
deve
lope
d m
y ab
ility
to w
ork
with
oth
ers.
[V
ery
wel
l and
Wel
l]96
.5%
96.5
%99
.3%
95.2
%97
.2%
USF
deve
lope
d m
y ab
ility
to lo
cate
, org
aniz
e an
d ev
alua
te
info
rmat
ion
from
mul
tiple
sou
rces
. [Ve
ry w
ell a
nd W
ell]
93.4
%93
.0%
93.5
%93
.6%
97.2
%
USF
deve
lope
d m
y ab
ility
to th
ink
crea
tivel
y. [V
ery
wel
l and
Wel
l]89
.8%
89.8
%85
.3%
93.6
%90
.1%
USF
deve
lope
d m
y ab
ility
to a
naly
ze q
uant
itativ
e is
sues
. [V
ery
wel
l and
Wel
l]86
.7%
85.2
%88
.3%
88.8
%91
.4%
USF
deve
lope
d m
y ab
ility
to e
xpre
ss id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay. [
Very
wel
l and
Wel
l]92
.0%
92.6
%89
.1%
94.6
%90
.0%
USF
deve
lope
d m
y ap
prec
iatio
n of
the
arts
. [Ve
ry w
ell a
nd W
ell]
82.8
%87
.7%
79.6
%74
.2%
84.5
%
Sati
sfacti
on w
ith U
SF e
xperi
en
ce in
Deve
lop
ing B
asi
c S
kill
s (c
on
tinu
ed
)
Over
all
(N=8
48)
arts
aNd
sci
eNce
sBu
siNe
ss a
Nd
MaN
ageM
eNt
cOll
ege
Of
PrOf
essi
ONal
stu
dies
Nurs
iNg
USF
prep
ared
me
in b
ecom
ing
mor
e aw
are
of in
tern
atio
nal i
ssue
s.
[Ver
y w
ell a
nd W
ell]
79.8
%82
.3%
83.8
%71
.7%
81.4
%
USF
prep
ared
me
in u
nder
stan
ding
the
scie
ntifi
c m
etho
d.
[Ver
y w
ell a
nd W
ell]
77.9
%75
.9%
75.2
%79
.0%
94.4
%
USF
prep
ared
me
in u
nder
stan
ding
the
impl
icat
ions
of t
echn
olog
y. [V
ery
wel
l and
Wel
l]77
.2%
71.1
%84
.7%
80.4
%90
.1%
SoUR
ce: U
Sf a
lum
ni S
urve
y 20
07
TAB
12
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
2:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
00
6)
how
hard
Stu
dents
Work
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
ituN
iver
siti
es20
04
Jesu
it
uNiv
ersi
ties
20
05
Jesu
ituN
iver
siti
es20
06
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(1.r
) Du
ring
the
curr
ent s
choo
l yea
r, ho
w
ofte
n ha
ve y
ou w
orke
d ha
rder
than
you
th
ough
t you
cou
ld to
mee
t an
inst
ruct
or’s
st
anda
rds
or e
xpec
tatio
ns?
[Ofte
n an
d Ve
ry O
ften]
63%
[F]
54%
[S]
54%
[F]
61%
[S]
52%
[F]
61%
[S]
54%
[F]
59%
[S]
58%
[F]
64%
[S]
55%
[F]
60%
[S]
52%
[F]
58%
[S]
54%
[F]
60%
[S]
52%
[F]
57%
[S]
(9.a
) Ho
w m
any
hour
s do
you
spe
nd in
a
typi
cal 7
-day
wee
k pr
epar
ing
for
clas
s (s
tudy
ing,
read
ing,
writ
ing,
doi
ng
hom
ewor
k or
lab
wor
k, a
naly
zing
dat
a,
rehe
arsi
ng, a
nd o
ther
aca
dem
ic a
ctiv
i-tie
s? [1
0 hr
s or
mor
e]
68%
[F]
50%
[S]
60%
[F]
52%
[S]
65%
[F]
60%
[S]
63%
[F]
55%
[S]
64%
[F]
55%
[S]
69%
[F]
59%
[S]
54%
[F]
54%
[S]
55%
[F]
55%
[S]
55%
[F]
55%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
13
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
3:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
00
6)
Academ
ic W
ork
Outs
ide o
f th
e C
lass
room
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
ituN
iver
siti
es20
04
Jesu
it
uNiv
ersi
ties
20
05
Jesu
ituN
iver
siti
es20
06
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(1.h
) Du
ring
the
curr
ent s
choo
l yea
r, ho
w
ofte
n ha
ve y
ou w
orke
d w
ith c
lass
mat
es
outs
ide
of c
lass
to p
repa
re c
lass
ass
ign-
men
ts?
[Ofte
n an
d Ve
ry O
ften]
39%
[F]
56%
[S]
47%
[F]
64%
[S]
41%
[F]
61%
[S]
42%
[F]
59%
[S]
44%
[F]
65%
[S]
46%
[F]
63%
[S]
41%
[F]
57%
[S]
43%
[F]
60%
[S]
40%
[F]
58%
[S]
(9.b
) Ho
w m
any
hour
s do
you
spe
nd in
a
typi
cal 7
-day
wee
k w
orki
ng fo
r pay
on
cam
pus?
[10
hrs
or le
ss]
84%
[F]
80%
[S]
87%
[F]
80%
[S]
86%
[F]
79%
[S]
89%
[F]
83%
[S]
89%
[F]
84%
[S]
92%
[F]
84%
[S]
90%
[F]
85%
[S]
90%
[F]
85%
[S]
91%
[F]
85%
[S]
(9.c
) Ho
w m
any
hour
s do
you
spe
nd in
a
typi
cal 7
-day
wee
k w
orki
ng fo
r pay
off
cam
pus?
[10
hrs
or le
ss]
92%
[F]
47%
[S]
90%
[F]
53%
[S]
87%
[F]
50%
[S]
85%
[F]
58%
[S]
84%
[F]
61%
[S]
85%
[F]
59%
[S]
77%
[F]
57%
[S]
77%
[F]
58%
[S]
72%
[F]
52%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
14
University of san francisco
ATTAChmenT 14: Books Published by USF Faculty
College of Arts and SciencesAmati-Camperi, Alexandra. Verdelot, Philippe: Madrigali a sei voci: edizione critica. volume 3 in Studi musicali toscani. musiche, general editor
carolyn Gianturco. pisa, italy: etS, 2004.
Bretzke, S.J., James T. A Research Bibliography in Christian Ethics and Catholic Moral Theology. Lewiston ny: edwin mellen press, 2006.
Bretzke, S.J., James T. A Morally Complex World: Engaging Contemporary Moral Theology. collegeville: the Liturgical press, 2004.
also published in the philippines by Jesuit communications foundation, 2004.
friedman, daniel and Alessandra Cassar (with contributions by R. Selten et al.). Economics Lab: An Intensive Course in Experimental Economics.
Routledge, 2004.
Cavanaugh, Thomas. Double-Effect Reasoning: Doing Good and Avoiding Evil. oxford: clarendon, 2006.
Claussen, M.A. The Reform of the Frankish Church: Chrodegang of Metz and the Regula canonicorum. cambridge Studies in medieval Life
and thought, fourth series. cambridge University press, 2004.
Elias, Rob. The Deadly Tools of Ignorance: A Debs Kafka Mystery. cambridge: Rounder Books, 2005.
Spirduso, waneen, Karen L. Francis, and priscilla macRae. Physical Dimensions of Aging. Human Kinetics, 2005.
Friedman, Elisabeth Jay, Kathryn Hochstetler, and ann marie clark. Sovereignty, Democracy, and Global Civil Society: State-Society Relations
at UN World Conferences. SUny press, 2005 (paper January 2006).
Gamson, Joshua. The Fabulous Sylvester: The Legend, The Music, The Seventies in San Francisco. ny: Henry Holt, inc., 2005.
Johnson, Roberta Ann (editor). The Struggle Against Corruption: A Comparative Study. palgrave/macmillan, 2004.
Kaiser, Susana. Postmemories of Terror. new york: palgrave macmillan, 2005.
Kendall, S.J., Daniel, with Rebecca nappi. 101 Questions and Answers about Catholic Marriage Preparation. mahwah, nJ: paulist, 2004.
Kendall, S.J., Daniel, with Gerald o’collins and Stephen davis. Redemption. oxford: oxford University press, 2006.
(note: this is a paperback reprint of a hardback volume oxford put out 3 years ago)
Kendall, S.J., Daniel, with catherine Johnson and Rebecca nappi. 101 Questions and Answers about Catholic Married Life. mahwah, nJ:
paulist, 2006.
Gary erickson with Lois Lorentzen. Raising the Bar: Integrity and Passion in Life and Business. Jossey-Bass, 2004.
Vincent Pizzuto. A Cosmic Leap of Faith: An Authorial, Structural and Theological Investigation of the Cosmic Christology in Colossians 1:15-20.
Leuven: peeters, 2006.
D. A. Powell. Cocktails. Graywolf, 2004.
Raeburn, Nicole C. Changing Corporate America from Inside Out: Lesbian and Gay Workplace Rights. minneapolis: University of minnesota
press, 2004.
Ruland, S.J., Vernon. Living Out the Questions: A Jesuit Confession. association of Jesuit University presses, 2006.
Santos, Cecilia MacDowell. Women´s Police Stations: Gender, Violence, and Justice in São Paulo, Brazil. new york: palgrave macmillan, 2005.
Schloesser, Stephen. Jazz Age Catholicism. University of toronto press, 2005.
Shurin, Aaron. Involuntary Lyrics. Richmond, ca: omnidawn publishing, 2005.
Silver, David and adrienne massanari, eds. Critical Cyberculture Studies. nyU press, 2006.
Silverthorne, Colin. Organizational Psychology in Cross-Cultural Perspective. new york University press, 2005.
Spencer, J. V. Deadly Diseases and Epidemics: Herpes. philadelphia, pa: chelsea House publishers, 2005
Spencer, J. V. Deadly Diseases and Epidemics: Cervical Cancer. new york, ny: chelsea House publishers, forthcoming 2006. (due out any time
now)
Steinberg, Susan. Hydroplane. fiction collective 2, 2006.
Stillwell, John. The Four Pillars of Geometry. new york: Springer, 2005.
Stillwell, John. Yearning for the Impossible. wellesley, mass: a. K. peters, 2006.
Sullivan, John T. A Color Atlas of Parasitology. 6th edition, with cd. San francisco, 2004.
Weiner, Brian. Sins of the Parents: The Politics of National Apologies in the United States. temple University press, 2005.
Granato, Jim and M.C. Sunny Wong. The Role of Policymakers in Business Cycle Fluctuations. cambridge University press, 2006.
Brown, phil, and Stephen Zavestoski (eds.). Social Movements in Health. malden, ma: Blackwell, 2005.
College of Professional StudiesBrewster, Lawrence G. A Primer of California Politics. Belmont, ca: wadsworth/thomson Learning, c2004.
Brewster, Lawrence G. The Public Agenda: Issues in American Politics. Belmont, ca: wadsworth/thomson Learning, c2004.
School of Business and ManagementAceves, Salvador (2006). Interest Expense Deductions (Revision: 536-2nd t.m). the Bureau of national affairs, inc.
with dominic daher. (forthcoming)
Alter, Steven (2006). The Work System Method: Connecting People, Processes, and IT for Business Results, work System press, 2006.
Bell, Art (2004). Writing Effective Letters and Memos. Barron’s, 3rd ed. 2004.
Bell, Art (2004). Winning with Difficult People. Barron’s, third edition, 2004. with Dayle Smith.
Bell, Art (2005). Aprenda a Lidar com Pessoas Conflitivas: em uma Semana. temas de Hoje, 2005.
Bell, Art (2005). You Can’t Talk to Me Like That! Stopping Abusive Language in the Workplace. career press, 2005.
Bell, Art (2005). Phobias and How to Overcome Them. career press, 2005. with James Gardner, md.
Bell, Art (2006). The McGraw-Hill Reference Guide to Speaker’s Nerves. mcGraw-Hill, 2006. (forthcoming)
Bell, Art (2006). Winning with Truth in Business. pelican, 2006. with Richard cohn. (forthcoming)
Bell, Art (2006). Management Communication. wiley, Second edition, 2006. with Dayle Smith.
Bell, Art (2006). difficult people at work: How to cope, How to win. mJf Books/fine communication, 2006. with Dayle Smith.
Bell, Art (2006). Speed Reading for Professionals. Barron’s, 2006.
Bell, Art (2004). Building Your Network Through Communication, Net Effect Series. prentice Hall, 2004. with Dayle Smith
Devine, George (2006). For Sale by Owner in California. Berkeley, nolo.com, 8th edition, 2006.
Harari, Owen (2006). Break From the Pack: How to Compete in a Copycat Economy. ft press (prentice Hall), 2006. (forthcoming)
Hudson, Heather (2006). From Rural Village to Global Village: Telecommunications for Development in the Information Age. mahwah, nJ:
erlbaum, January 2006.
Huxley, Stephen J. (2005). Asset Dedication: How to Get Wealthy with the Next Generation of Asset Allocation. new york: mcGraw-Hill
Middleton, Michael (2004). Data Analysis Using Microsoft Excel: Updated for Office XP. duxbury 2004.
Middleton, Michael (2004). Microsoft Excel w analize danych. wydawnictwo Rm, warsaw, 2004. (polish translation of Data Analysis Using
Microsoft Excel)
Middleton, Michael (2004). Analisi statistica con Excel. apogeo, milano, 2004. (italian translation of Data Analysis Using Microsoft Excel)
Smith, Dayle (2004). Building Your Network Through Communication, Net Effect Series. prentice Hall, 2004. with A. Bell.
Smith, Dayle (2006). Management Communication. with A. Bell. wiley, 2nd edition, 2006.
Smith, Dayle (2004). Winning with Difficult People. Barron’s, third edition, 2004. with A. Bell.
Smith, Dayle (2006). Difficult People at Work: How to Cope, How to Win. mJf Books/fine communication, 2006. with A. Bell.
Weihrich, Heinz (2005). Management: A Global Perspective. 11th edition, mcGraw-Hill education (asia).
Weihrich, Heinz (2005). Management: A Global Perspective. 11th edition (chinese-language edition), Beijing: economic Science press.
(previous edition rated as the most influential management book in china).
Weihrich, Heinz (2005). Essentials of Management: An International Perspective. 6th edition (chinese Language edition), 2005.
Weihrich, Heinz (2005). Management: A Global Perspective. 11th edition (Korean Language edition).
Weihrich, Heinz (2004). Administraciion: Una Perspectiva Global. mexico city: mcGraw-Hill internamericana, editories, 2004.
with the late Harold Koontz.
Weihrich, Heinz (2004). Principles of Management. new delhi: tata mcGraw-Hill publishing company, 2004.
with a Ramachandra aryasri and the late Harold Koontz.
Weihrich, Heinz (2004). Essentials of Management: An International Perspective. 6th edition, new delhi: tata mcGraw-Hill publishing company,
2004. with the late Harold Koontz.
School of EducationPace, Judith L. and Hemmings, annette (eds.) (2006) Classroom Authority: Theory, Research, and Practice.
mahwah, nJ: Lawrence erlbaum associates.
Jonson, K. (2006). 60 Strategies for Improving Reading Comprehension in Grades K-8. thousand oaks, ca: corwin press.
meyen, e. L., & Bui, Y. N. (eds.)(2006). Exceptional children in today’s schools: What teachers need to know. denver, co: Love publishing.
(note: this text includes an e-book and electronic instructor’s manual).
James, J. t. & Vercruysse, R. J. (eds.) (2005). Development of the President Principal Model in Catholic High Schools.
washington, dc: national catholic educational association.
W.H. Gmelch & John H. Schuh (eds.) (2004). The Life Cycle of a Department Chair. Sf.
W.H. Gmelch & val d. miskin (eds) (2004). Chairing An Academic Department. madison, wi
School of LawDibadj, Reza (2006). Rescuing Regulation. State University of new york (SUny) press
Iglesias, Tim, & Lento, Rochelle e., eds., The Legal Guide to Affordable Housing Development (chicago, ill.: american Bar association: Section of
State and Local Government Law: forum on affordable Housing & community development Law, c2005.)
Ontiveros, Maria L., Belton, Robert, avery, dianne & corrada, Roberto L., Employment Discrimination Law: Cases and Materials on Equality in the
Workplace, 7th ed. ([St. paul, mn]: thomson⁄west, c2004.)
Shatz, Steven F. California Criminal Law: Cases and Problems, 2d ed. (Lexisnexis, 2004)
School of Nursingwilkinson, J.m. & Van Leuven, K. (2007). Fundamentals of nursing: Theory, concepts, and applications. philadelphia: f.a. davis.
wilkinson, J.m. & Van Leuven, K. (2007). Fundamentals of nursing: Thinking and doing. philadelphia: f.a. davis.
TAB
15
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
5:
Tota
l Funds
Aw
ard
ed (n
ew
and C
on
tin
uin
g P
roje
cts
) by
Type o
f Fundin
g A
gency,
FY
2006 a
nd F
Y 2
007
fy 2
006
fy20
07%
cha
Nge
tOta
l gO
verN
MeN
t$3
,315
,025
$4,0
79,0
5923
.05%
Fede
ral
$3,2
35,0
70$4
,014
,180
24.0
8%
Stat
e$7
9,95
5$6
4,87
9-1
8.86
%
Priv
ate
$1,4
69,6
47$1
,466
,398
-0.2
2%
Gra
nd T
ota
l$4,7
84,6
72
$5,5
45,4
57
15.9
0%
num
ber
of
new
Pro
posa
ls S
ub
mit
ted
by
Typ
e o
f Fu
nd
ing A
gen
cy,
FY
20
06
an
d F
Y 2
00
7
fy 2
006
fy20
07%
cha
Nge
tOta
l gO
verN
MeN
t33
4124
.24%
Fede
ral
2029
45.0
0%
Stat
e13
12-7
.69%
Priv
ate
1427
92.8
6%
Gra
nd T
ota
l47
68
44.6
8%
TAB
16
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
6:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
00
6)
Stu
dent
Invo
lvem
ent
in e
xtra
- or
Co-c
urr
icu
lar
Acti
viti
es
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(1.s
) Du
ring
the
curr
ent s
choo
l yea
r, ho
w o
ften
have
you
wor
ked
with
facu
lty m
embe
rs
on a
ctiv
ities
oth
er th
an c
ours
ewor
k (c
omm
ittee
s, o
rient
atio
n, s
tude
nt li
fe
activ
ities
, etc
.)? [
Ofte
n an
d Ve
ry O
ften]
16%
[F]
19%
[S]
17%
[F]
22%
[S]
26%
[F]
20%
[S]
14%
[F]
28%
[S]
16%
[F]
30%
[S]
16%
[F]
26%
[S]
13%
[F]
24%
[S]
14%
[F]
26%
[S]
13%
[F]
21%
[S]
(6.a
) Du
ring
the
curr
ent s
choo
l yea
r, ab
out
how
ofte
n ha
ve y
ou a
ttend
ed a
n ar
t ex-
hibi
t, ga
llery
, pla
y, da
nce,
or o
ther
thea
ter
perfo
rman
ce?
[Ofte
n an
d Ve
ry O
ften]
38%
[F]
22%
[S]
34%
[F]
26%
[S]
29%
[F]
33%
[S]
25%
[F]
24%
[S]
26%
[F]
28%
[S]
27%
[F]
28%
[S]
28%
[F]
25%
[S]
29%
[F]
26%
[S]
28%
[F]
23%
[S]
(6.b
) Du
ring
the
curr
ent s
choo
l yea
r, ab
out
how
ofte
n ha
ve y
ou e
xerc
ised
or p
ar-
ticip
ated
in p
hysi
cal fi
tnes
s ac
tiviti
es?
[Ofte
n an
d Ve
ry O
ften]
64%
[F]
48%
[S]
62%
[F]
55%
[S]
63%
[F]
53%
[S]
63%
[F]
58%
[S]
65%
[F]
58%
[S]
68%
[F]
59%
[S]
56%
[F]
50%
[S]
61%
[F]
55%
[S]
58%
[F]
54%
[S]
(6.c
) Du
ring
the
curr
ent s
choo
l yea
r, ab
out
how
ofte
n ha
ve y
ou p
artic
ipat
ed in
act
ivi-
ties
to e
nhan
ce y
our s
pirit
ualit
y (w
orsh
ip,
med
itatio
n, p
raye
r, et
c.)?
[Of
ten
and
Very
Of
ten]
27%
[F]
28%
[S]
27%
[F]
29%
[S]
31%
[F]
30%
[S]
39%
[F]
34%
[S]
37%
[F]
39%
[S]
39%
[F]
36%
[S]
32%
[F]
31%
[S]
33%
[F]
36%
[S]
32%
[F]
35%
[S]
(7.a
) I h
ave
done
or p
lan
to d
o: P
ract
icum
, in
tern
ship
, fiel
d ex
perie
nce,
co-
op
expe
rienc
e, o
r clin
ical
ass
ignm
ent b
efor
e I g
radu
ate.
[Pl
an to
do
and
Done
]
86%
[F]
64%
[S]
88%
[F]
67%
[S]
86%
[F]
71%
[S]
87%
[F]
74%
[S]
88%
[F]
79%
[S]
87%
[F]
76%
[S]
82%
[F]
75%
[S]
83%
[F]
77%
[S]
80%
[F]
76%
[S]
(7.b
) I h
ave
done
or p
lan
to d
o: C
omm
unity
se
rvic
e or
vol
unte
er w
ork
befo
re I
grad
u-at
e. [
Plan
to d
o an
d Do
ne]
91%
[F]
80%
[S]
89%
[F]
86%
[S]
88%
[F]
88%
[S]
88%
[F]
78%
[S]
88%
[F]
83%
[S]
86%
[F]
80%
[S]
77%
[F]
71%
[S]
80%
[F]
76%
[S]
76%
[F]
73%
[S]
Stu
dent
Invo
lvem
ent
in e
xtra
- or
Co-c
urr
icu
lar
Acti
viti
es
(con
tin
ued)
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(7.c
) I h
ave
done
or p
lan
to d
o: P
artic
ipat
e in
a
lear
ning
com
mun
ity o
r som
e ot
her f
orm
al
prog
ram
whe
re g
roup
s of
stu
dent
s ta
ke
two
or m
ore
clas
ses
toge
ther
bef
ore
I gr
adua
te. [
Plan
to d
o an
d Do
ne]
41%
[F]
35%
[S]
39%
[F]
42%
[S]
43%
[F]
45%
[S]
31%
[F]
26%
[S]
35%
[F]
33%
[S]
43%
[F]
36%
[S]
32%
[F]
29%
[S]
36%
[F]
34%
[S]
38%
[F]
33%
[S]
(7.d
) I h
ave
done
or p
lan
to d
o: W
ork
on a
re
sear
ch p
roje
ct w
ith a
facu
lty m
embe
r ou
tsid
e of
cou
rse
or p
rogr
am re
quire
-m
ents
bef
ore
I gra
duat
e. [
Plan
to d
o an
d Do
ne]
35%
[F]
28%
[S]
37%
[F]
28%
[S]
38%
[F]
34%
[S]
32%
[F]
28%
[S]
36%
[F]
35%
[S]
34%
[F]
32%
[S]
30%
[F]
29%
[S]
34%
[F]
31%
[S]
34%
[F]
31%
[S]
(7.f)
I h
ave
done
or p
lan
to d
o: S
tudy
abr
oad
befo
re I
grad
uate
. [P
lan
to d
o an
d Do
ne]
65%
[F]
30%
[S]
61%
[F]
29%
[S]
61%
[F]
29%
[S]
52%
[F]
25%
[S]
51%
[F]
29%
[S]
54%
[F]
29%
[S]
43%
[F]
32%
[S]
45%
[F]
25%
[S]
42%
[F]
22%
[S]
(9.d
) Ho
w m
any
hour
s do
you
spe
nd in
a ty
pica
l 7-
day
wee
k pa
rtici
patin
g in
co-
curr
icul
ar
activ
ities
(org
aniz
atio
ns, c
ampu
s pu
bli-
catio
ns, s
tude
nt g
over
nmen
t, fra
tern
ity
or s
oror
ity, i
nter
colle
giat
e or
intra
mur
al
spor
ts, e
tc.)?
[6
hrs
or m
ore]
22%
[F]
18%
[S]
21%
[F]
19%
[S]
23%
[F]
21%
[S]
33%
[F]
32%
[S]
34%
[F]
35%
[S]
38%
[F]
35%
[S]
28%
[F]
26%
[S]
32%
[F]
27%
[S]
28%
[F]
25%
[S]
(10.
e) “
To w
hat e
xten
t doe
s yo
ur in
stitu
tion
emph
asiz
e pr
ovid
ing
the
supp
ort y
ou
need
to th
rive
soci
ally
?” [Q
uite
a b
it an
d Ve
ry M
uch]
41%
[F]
25%
[S]
41%
[F]
30%
[S]
49%
[F]
33%
[S]
46%
[F]
37%
[S]
49%
[F]
42%
[S]
52%
[F]
38%
[S]
42%
[F]
31%
[S]
44%
[F]
34%
[S]
43%
[F]
33%
[S]
(10.
f) “
To w
hat e
xten
t doe
s yo
ur in
stitu
tion
emph
asiz
e at
tend
ing
cam
pus
even
ts
and
activ
ities
(spe
cial
spe
aker
s, c
ultu
ral
perfo
rman
ces,
ath
letic
eve
nts,
etc
.?”
[Qui
te a
bit
and
Very
Muc
h]
57%
[F]
42%
[S]
63%
[F]
48%
[S]
62%
[F]
48%
[S]
71%
[F]
61%
[S]
68%
[F]
62%
[S]
69%
[F]
61%
[S]
65%
[F]
55%
[S]
66%
[F]
56%
[S]
61%
[F]
53%
[S]
[f} =
firs
t-ye
ar S
tude
nts
[
S] =
Sen
iors
TAB
17
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
7:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Advi
sing Ns
se Q
uest
iON
usf
2004
usf
2005
usf
2006
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(1.o
) Dur
ing
the
curr
ent s
choo
l yea
r, ho
w o
ften
have
you
talk
ed a
bout
car
eer p
lans
with
a fa
c-ul
ty m
embe
r or a
dvis
or?
[Ofte
n an
d Ve
ry O
ften]
36%
[F]
32%
[S]
25%
[F]
36%
[S]
25%
[F]
38%
[S]
26%
[F]
50%
[S]
34%
[F]
49%
[S]
28%
[F]
46%
[S]
29%
[F]
45%
[S]
30%
[F]
47%
[S]
27%
[F]
42%
[S]
(12)
Ove
rall,
how
wou
ld y
ou e
valu
ate
the
qual
ity
of a
cade
mic
adv
isin
g yo
u ha
ve re
ceiv
ed a
t you
r in
stitu
tion?
[Go
od a
nd E
xcel
lent
]
69%
[F]
70%
[S]
71%
[F]
69%
[S]
74%
[F]
72%
[S]
77%
[F]
72%
[S]
79%
[F]
71%
[S]
75%
[F]
68%
[S]
78%
[F]
72%
[S]
76%
[F]
71%
[S]
74%
[F]
66%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
7:
Academ
ic A
dvi
sing/G
raduati
ng S
tud
en
t S
urv
ey
Sh
ort
-term
Academ
ic A
dvi
sing,
may
2006*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
446
26.3
%32
.5%
23.4
%12
.2%
5.5%
Busi
ness
and
Man
agem
ent
146
19.1
%34
.8%
22.7
%17
.0%
6.4%
Nurs
ing
2919
.2%
30.8
%38
.5%
3.8%
7.7%
Colle
ge o
f Pro
fess
iona
l Stu
dies
130
25.0
%26
.7%
19.2
%3.
3%25
.8%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
169
7.9%
25.8
%18
.5%
8.6%
39.1
%
Busi
ness
and
Man
agem
ent
145
7.6%
23.7
%24
.4%
20.6
%23
.7%
Scho
ol o
f Edu
catio
n17
118
.8%
28.9
%23
.5%
8.1%
20.8
%
Colle
ge o
f Pro
fess
iona
l Stu
dies
100
4.4%
15.6
%16
.7%
8.9%
54.4
%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ents
Sur
vey
item
: “pl
ease
rate
you
r sat
isfa
ctio
n w
ith th
e fo
llow
ing
serv
ices
and
faci
litie
s at
USf
…Sh
ort-
term
aca
dem
ic a
dvis
ing”
Lon
g-t
erm
Academ
ic A
dvi
sing,
may
2006*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
446
28.3
%30
.9%
24.5
%14
.1%
2.2%
Busi
ness
and
Man
agem
ent
146
19.0
%31
.0%
21.1
%21
.8%
7.0%
Nurs
ing
2920
.0%
32.0
%36
.0%
8.0%
4.0%
Colle
ge o
f Pro
fess
iona
l Stu
dies
130
23.6
%32
.5%
17.1
%4.
1%22
.8%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
169
8.7%
26.7
%18
.7%
9.3%
36.7
%
Busi
ness
and
Man
agem
ent
145
6.1%
15.2
%26
.5%
28.0
%24
.2%
Scho
ol o
f Edu
catio
n17
118
.0%
28.0
%24
.7%
8.7%
20.7
%
Colle
ge o
f Pro
fess
iona
l Stu
dies
100
6.6%
13.2
%14
.3%
9.9%
56.0
%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ent S
urve
y ite
m: “
plea
se ra
te y
our s
atis
fact
ion
with
the
follo
win
g se
rvic
es a
nd fa
cilit
ies
at U
Sf…
Long
-ter
m a
cade
mic
adv
isin
g”
AT
TAC
hm
en
T 1
7:
Acad
em
ic A
dvi
sin
g/G
rad
uati
ng S
tud
en
t S
urv
ey
Academ
ic A
dvi
sing-C
are
er
Advi
sing m
ay
2006*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
446
11.8
%20
.1%
25.3
%20
.6%
22.2
%
Busi
ness
and
Man
agem
ent
146
15.6
%22
.7%
26.2
%22
.0%
13.5
%
Nurs
ing
2911
.5%
26.9
%34
.6%
7.7%
19.2
%
Colle
ge o
f Pro
fess
iona
l Stu
dies
130
5.0%
10.0
%10
.0%
6.7%
68.3
%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
169
8.0%
19.3
%18
.7%
12.7
%41
.3%
Busi
ness
and
Man
agem
ent
145
6.1%
15.2
%26
.5%
28.0
%24
.2%
Scho
ol o
f Edu
catio
n17
17.
9%21
.2%
19.9
%12
.6%
38.4
%
Colle
ge o
f Pro
fess
iona
l Stu
dies
100
3.4%
6.7%
9.0%
14.6
%66
.3%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ent S
urve
y ite
m: “
plea
se ra
te y
our s
atis
fact
ion
with
the
follo
win
g se
rvic
es a
nd fa
cilit
ies
at U
Sf...
aca
dem
ic a
dvis
ing-
care
er a
dvis
ing”
Sh
ort
-term
Academ
ic A
dvi
sing,
may
2005*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
353
21.2
%34
.4%
24.2
%13
.9%
6.3%
Busi
ness
and
Man
agem
ent
7213
.1%
21.3
%36
.1%
23.0
%6.
6%
Nurs
ing
2212
.5%
31.3
%31
.3%
12.5
%12
.5%
Colle
ge o
f Pro
fess
iona
l Stu
dies
186
12.4
%29
.2%
16.8
%10
.6%
31.1
%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
130
11.9
%24
.8%
11.0
%2.
8%49
.5%
Busi
ness
and
Man
agem
ent
556.
7%15
.6%
42.2
%17
.8%
17.8
%
Scho
ol o
f Edu
catio
n20
724
.6%
25.1
%22
.8%
10.5
%17
.0%
Colle
ge o
f Pro
fess
iona
l Stu
dies
109
5.3%
10.6
%9.
6%8.
5%66
.0%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ents
Sur
vey
item
: “pl
ease
rate
you
r sat
isfa
ctio
n w
ith th
e fo
llow
ing
serv
ices
and
faci
litie
s at
USf
…Sh
ort-
term
aca
dem
ic a
dvis
ing”
AT
TAC
hm
en
T 1
7:
Acad
em
ic A
dvi
sin
g/G
rad
uati
ng S
tud
en
t S
urv
ey
Lon
g-t
erm
Academ
ic A
dvi
sing,
may
2005*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
353
27.1
%32
.0%
22.4
%14
.9%
3.6%
Busi
ness
and
Man
agem
ent
729.
8%21
.3%
36.1
%26
.2%
6.6%
Nurs
ing
2211
.8%
41.2
%29
.4%
11.8
%5.
9%
Colle
ge o
f Pro
fess
iona
l Stu
dies
186
16.6
%31
.3%
16.6
%8.
6%27
.0%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
130
15.5
%22
.7%
14.5
%3.
6%43
.6%
Busi
ness
and
Man
agem
ent
554.
4%8.
9%37
.8%
17.8
%31
.1%
Scho
ol o
f Edu
catio
n20
726
.0%
32.4
%17
.3%
12.1
%12
.1%
Colle
ge o
f Pro
fess
iona
l Stu
dies
109
8.5%
12.8
%10
.6%
8.5%
59.6
%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ent S
urve
y ite
m: “
plea
se ra
te y
our s
atis
fact
ion
with
the
follo
win
g se
rvic
es a
nd fa
cilit
ies
at U
Sf…
Long
-ter
m a
cade
mic
adv
isin
g”
Lon
g-t
erm
Academ
ic A
dvi
sing,
may
2005*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
353
5.6%
24.9
%23
.6%
18.6
%27
.2%
Busi
ness
and
Man
agem
ent
725.
0%13
.3%
35.0
%23
.3%
23.3
%
Nurs
ing
2212
.5%
25.0
%25
.0%
12.5
%25
.0%
Colle
ge o
f Pro
fess
iona
l Stu
dies
186
5.0%
8.7%
5.0%
8.1%
73.3
%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
130
12.6
%21
.6%
20.7
%6.
3%38
.7%
Busi
ness
and
Man
agem
ent
552.
2%11
.1%
40.0
%26
.7%
20.0
%
Scho
ol o
f Edu
catio
n20
79.
9%19
.2%
19.8
%13
.4%
37.8
%
Colle
ge o
f Pro
fess
iona
l Stu
dies
109
2.2%
10.8
%10
.8%
11.8
%64
.5%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ent S
urve
y ite
m: “
plea
se ra
te y
our s
atis
fact
ion
with
the
follo
win
g se
rvic
es a
nd fa
cilit
ies
at U
Sf...
aca
dem
ic a
dvis
ing-
care
er a
dvis
ing”
AT
TAC
hm
en
T 1
7:
Acad
em
ic A
dvi
sin
g/G
rad
uati
ng S
tud
en
t S
urv
ey
Academ
ic A
dvi
sing,
may
2004*
Perc
eNta
ge r
esPO
Nses
uNde
rgra
duat
esNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
223
22.1
%36
.5%
28.8
%10
.1%
2.4%
Busi
ness
and
Man
agem
ent
909.
5%33
.3%
26.2
%29
.8%
1.2%
Nurs
ing
2231
.8%
36.4
%22
.7%
4.5%
4.5%
Colle
ge o
f Pro
fess
iona
l Stu
dies
5940
.4%
26.9
%11
.5%
3.8%
17.3
%
grad
uate
sNu
MBe
rex
cell
eNt
gOOd
adeQ
uate
POOr
dOes
N’t
aPPl
y
Arts
and
Sci
ence
4612
.5%
25.0
%17
.5%
0.0%
45.0
%
Busi
ness
and
Man
agem
ent
333.
7%14
.8%
37.0
%37
.0%
7.4%
Scho
ol o
f Edu
catio
n63
20.4
%27
.8%
18.5
%16
.7%
16.7
%
Colle
ge o
f Pro
fess
iona
l Stu
dies
7010
.9%
21.9
%20
.3%
9.4%
37.5
%
*Res
pons
es to
USf
Gra
duat
ing
Stud
ents
Sur
vey
item
: “pl
ease
rate
you
r sat
isfa
ctio
n w
ith th
e fo
llow
ing
serv
ices
and
faci
litie
s at
USf
…ac
adem
ic a
dvis
ing”
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 1
7:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Advi
sing Ns
se Q
uest
iON
usf
2004
usf
2005
usf
2006
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(1.o
) Dur
ing
the
curr
ent s
choo
l yea
r, ho
w o
ften
have
you
talk
ed a
bout
car
eer p
lans
with
a fa
c-ul
ty m
embe
r or a
dvis
or?
[Ofte
n an
d Ve
ry O
ften]
36%
[F]
32%
[S]
25%
[F]
36%
[S]
25%
[F]
38%
[S]
26%
[F]
50%
[S]
34%
[F]
49%
[S]
28%
[F]
46%
[S]
29%
[F]
45%
[S]
30%
[F]
47%
[S]
27%
[F]
42%
[S]
(12)
Ove
rall,
how
wou
ld y
ou e
valu
ate
the
qual
ity
of a
cade
mic
adv
isin
g yo
u ha
ve re
ceiv
ed a
t you
r in
stitu
tion?
[Go
od a
nd E
xcel
lent
]
69%
[F]
70%
[S]
71%
[F]
69%
[S]
74%
[F]
72%
[S]
77%
[F]
72%
[S]
79%
[F]
71%
[S]
75%
[F]
68%
[S]
78%
[F]
72%
[S]
76%
[F]
71%
[S]
74%
[F]
66%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
18
University of san francisco
ATTAChmenT 18: ethnic Diversity of USF Faculty
Full Time 1991 2001 2003 2004 2005 2006
African AmericansN=10 (4%)
N=13 (4.2%)
N=14 (4.1%)
N=15 (4.4%)
N=18 (5.2%)
N=19(5.2%)
Asian AmericansN=11 (5%)
N=20 (6.5%)
N=21 (6.1%)
N=24 (7.0%)
N=26 (7.5%)
N=33(9.0%)
LatinosN=7 (3%)
N=23 (7.4%)
N=23 (6.7%)
N=20 (5.8%)
N=24 (6.9%)
N=24(6.5%)
Native Americans N=0 N=0 N=0 N=0 N=0N=1
(0.3%)
Non-Hispanic WhitesN=203 (88%)
N=246 (79.4%)
N=275 (79.7%)
N=274(79.7%)
N=269 (77.3%)
N=278(75.7%)
InternationalN=8
(2.6%)N=12(3.5%)
N=11(3.2%)
N=11(3.2%)
N=12(3.3%)
tOtal 231 310 345 344 348 367
Part Time 1991 2001 2003 2004 2005 2006
African Americans Not AvailableN=6
(1.7%)N=13 (3.1%)
N=14 (3.0%)
N=12 (2.3%)
N=12(2.3%)
Asian Americans Not AvailableN=17 (4.7%)
N=35 (8.3%)
N=36 (7.6%)
N=37 (7.2%)
N=42(8.1%)
Latinos Not AvailableN=10 (2.8%)
N=12 (2.8%)
N=13 (2.8%)
N=19 (3.7%)
N=23(4.4%)
Native Americans Not Available N=0N=3
(1.0%)N=3
(1.0%)N=4
(1.0%)N=3
(0.6%)
Non-Hispanic Whites Not AvailableN= 178 (49.3%)
N=200 (47.4%)
N=277(58.7%)
N=254(49.5%)
N=326(63.1%)
International Not AvailableN=3
(1.0%)N=3
(1.0%)N=4
(1.0%)N=3
(0.5%)N=0
Unspecified Not AvailableN=147 (40.7%)
N=156 (37.0%)
N=125(26.5%)
N=184(35.9%)
N=111(21.5%)
tOtal 361 422 472 513 517
SOURCES: IPEDS reports
NOTE: In 1991, individuals who did not specify ethnicity were considered “Non-Hispanic Whites”
Rank Distribution of USF Full Time Faculty within ethnic Group
africaN aMericaN 2001 2003 2004 2005 2006
Professors N=3 (23.1%) N=6 (42.9%) N=6 (40.0%) N=6 (33.3%) N=7 (36.8%)
Associate Professors N=5 (38.5%) N=4 (28.6%) N=3 (20.0%) N=4 (22.2%) N=5 (26.3%)
Assistant Professors N=5 (38.5%) N=3 (21.4%) N=5 (33.3%) N=6 (33.3%) N=5 (26.3%)
Instructors N=0 N=1 (7.1%) N=1 (6.7%) N=2 (11.1%) N=2 (10.5%)
tOtal 13 14 15 18 19
asiaN/Pacific islaNder 2001 2003 2004 2005 2006
Professors N=4 (20.0%) N=4 (19.0%) N=5 (20.8%) N=6 (23.1%) N=7 (21.2%)
Associate Professors N=7 (35.0%) N= 8 (38.1%) N=7 (29.2%) N=11 (42.3%) N=10 (30.3%)
Assistant Professors N=8 (40.0%) N=6 (28.6%) N=6 (25.0%) N=5 (19.2%) N=12 (36.4%)
Instructors N=1 (5.0%) N=3 (14.3%) N=6 (25.0%) N=4 (15.4%) N=4 (12.1%)
tOtal 20 21 24 26 33
latiNO 2001 2003 2004 2005 2006
Professors N=5 (21.7%) N=7 (30.4%) N=3 (15.0%) N=3 (12.5%) N=3 (12.5%)
Associate Professors N=6 (26.1%) N=5 (21.7%) N=6 (30.0%) N=7 (29.2%) N=11 (45.8%)
Assistant Professors N=12 (52.2%) N=11 (47.8%) N=11 (55.0%) N=14 (58.3%) N=9 (37.5%)
Instructors N=0 N=0 N=0 N=0 N=1 (4.2%)
tOtal 23 23 20 24 24
White 2001 2003 2004 2005 2006
Professors N=98 (39.8%) N=109 (39.6%) N=109 (39.8%) N=109 (40.5%) N=114 (41.0%)
Associate Professors N=66 (26.8%) N=64 (23.3%) N=66 (24.1%) N=66 (24.5%) N=64 (23.0%)
Assistant Professors N=71 (28.9%) N=86 (31.3%) N=83 (30.3%) N=77 (28.6%) N=81 (29.1%)
Instructors N=11 (4.5%) N=16 (5.8%) N=16 (5.8%) N=17 (6.3%) N=19 (6.8%)
tOtal 246 275 274 269 278
Grand Total 310 345 344 348 367SOURCES: IPEDS reports
newly hired Full-Time Faculty by ethnicity
PrOBatiONary 2004 2005 2006 tOtal
African American/ African 0 2 1 3 (6.3%)
Asian American/ Asian 1 3 8 12 (25.0%)
Latino/ Latin American 0 1 3 4 (8.3%)
White 6 11 11 28 (58.3%)
tOtal 48
terM aPPOiNtMeNts 2004 2005 2006 tOtal
African American/ African 0 1 1 2 (4.5%)
Asian American/ Asian 3 0 3 6 (13.6%)
Latino/ Latin American 2 2 1 5 (11.4%)
White 6 18 6 30 (68.2%)
tOtal 44
note: includes international hires
SoURceS: academic affairs offices
TAB
19
University of san francisco
ATTAChmenT 19: ethnic Diversity of Full Time Staff by IPeDS Job Categories, 2001-2006
executive/ adMiNistrative africaN aMericaN asiaN aMericaN latiNO White tOtal
2001 6.1% 4.5% 4.5% 84.8% 66
2003 6.3% 7.9% 7.9% 77.8% 63
2004 5.1% 7.7% 7.7% 79.5% 78
2005 4.9% 11.0% 7.3% 75.6% 82
2006 6.7% 9.3% 5.3% 78.7% 75
NON-faculty PrOfessiONal africaN aMericaN asiaN aMericaN latiNO White tOtal
2001 6.1% 19.2% 6.7% 67.1% 328
2003 4.9% 18.4% 4.1% 70.8% 391
2004 5.8% 21.8% 4.7% 65.6% 381
2005 6.2% 20.5% 5.5% 66.0% 385
2006 6.3% 22.1% 5.8% 63.8% 398
techNical/ParaPrOfessiONal africaN aMericaN asiaN aMericaN latiNO White tOtal
2001 14.3% 25.0% 10.7% 50.0% 28
2003 13.8% 27.6% 10.3% 48.3% 29
2004 16.0% 28.0% 12.0% 44.0% 25
2005 19.0% 33.3% 9.5% 38.1% 21
2006 10.0% 35.0% 15.0% 40.0% 20
clerical/secretarial africaN aMericaN asiaN aMericaN latiNO White tOtal
2001 4.7% 27.5% 5.3% 61.4% 171
2003 5.2% 18.1% 8.4% 66.5% 155
2004 4.6% 25.1% 10.3% 58.3% 175
2005 3.5% 26.0% 9.8% 59.0% 173
2006 6.3% 25.0% 6.3% 59.0% 176
skilled crafts africaN aMericaN asiaN aMericaN latiNO White tOtal
2001 29.4% 17.6% 5.9% 47.1% 17
2003 23.5% 17.6% 5.9% 52.9% 17
2004 26.7% 13.3% 6.7% 53.3% 15
2005 20.0% 6.7% 13.3% 60.0% 15
2006 25.0% 8.3% 8.3% 58.3% 12
ATTAChmenT 19: ethnic Diversity of Full Time Staff by IPeDS Job Categories, 2001-2006
service/MaiNteNaNce africaN aMericaN asiaN aMericaN latiNO White tOtal
2001 13.3% 6.7% 40.0% 40.0% 15
2003 9.1% 9.1% 27.3% 54.5% 22
2004 8.7% 13.0% 30.4% 47.8% 23
2005 14.8% 7.4% 33.3% 44.4% 27
2006 12.5% 3.1% 34.4% 43.8% 32
SoURce: ipedS Reports
University of san francisco
ATTAChmenT 19: Full-Time Staff by Function/ Occupation, Gender, and ethnicity, 2003−2006
Full Time Staff, Fall 2006
malesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 5 0 0 0 0 5
Black, Non-Hispanic 1 11 1 3 3 3 22
American Indian - Native 0 1 0 1 0 0 2
Asian/Pacific Islander 2 37 6 13 0 1 59
Hispanic 2 11 2 4 1 10 30
White, Non-Hispanic 33 105 7 29 5 12 191
Ethnicity Unknown 0 0 0 1 0 0 1
tOtal Males 38 170 16 51 9 26 310
Femalesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 3 0 3 0 0 6
Black, Non-Hispanic 4 13 1 8 0 1 27
American Indian - Native 0 0 0 0 0 0 0
Asian/Pacific Islander 5 51 1 31 1 2 91
Hispanic 2 12 1 7 0 1 23
White, Non-Hispanic 26 149 1 73 2 2 253
Ethnicity Unknown 0 0 0 3 0 0 3
tOtal feMales 37 228 4 125 3 6 403
Total male and Female 2006
75 398 20 176 12 32 713
ATTAChmenT 19: Full-Time Staff by Function/ Occupation, Gender, and ethnicity, 2003−2006
Full Time Staff, Fall 2005
malesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 1 3 0 0 0 0 4
Black, Non-Hispanic 1 9 2 1 3 4 20
American Indian - Native 0 1 0 1 0 0 2
Asian/Pacific Islander 4 35 4 11 0 2 56
Hispanic 2 11 1 3 2 9 28
White, Non-Hispanic 34 108 6 23 7 11 189
Ethnicity Unknown 0 0 0 0 0 0 0
tOtal Males 42 167 13 39 12 26 299
Femalesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 3 0 2 0 0 5
Black, Non-Hispanic 3 15 2 5 0 0 25
American Indian - Native 0 0 0 0 0 0 0
Asian/Pacific Islander 5 44 3 34 1 0 87
Hispanic 4 10 1 14 0 0 29
White, Non-Hispanic 28 146 2 79 2 1 258
Ethnicity Unknown 0 0 0 0 0 0 0
tOtal feMales 40 218 8 134 3 1 404
Total male and Female 2005
82 385 21 173 15 27 703
ATTAChmenT 19: Full-Time Staff by Function/ Occupation, Gender, and ethnicity, 2003−2006
Full Time Staff, Fall 2004
malesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 2 0 0 0 0 2
Black, Non-Hispanic 1 8 1 2 4 2 18
American Indian - Native 0 1 0 1 0 0 2
Asian/Pacific Islander 1 41 5 9 1 3 60
Hispanic 3 7 2 2 1 7 22
White, Non-Hispanic 38 106 8 28 6 10 196
Ethnicity Unknown 0 0 0 0 0 0 0
tOtal Males 43 165 16 42 12 22 300
Femalesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 5 0 2 0 0 7
Black, Non-Hispanic 3 14 3 6 0 0 26
American Indian - Native 0 0 0 0 0 0 0
Asian/Pacific Islander 5 42 2 35 1 0 85
Hispanic 3 11 1 16 0 0 31
White, Non-Hispanic 24 144 3 74 2 1 248
Ethnicity Unknown 0 0 0 0 0 0 0
tOtal feMales 35 216 9 133 3 1 397
Total male and Female 2004
78 381 25 175 15 23 697
ATTAChmenT 19: Full-Time Staff by Function/ Occupation, Gender, and ethnicity, 2003−2006
Full Time Staff, Fall 2003
malesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 3 0 0 0 0 3
Black, Non-Hispanic 1 6 2 2 4 2 17
American Indian - Native 0 0 0 1 0 0 1
Asian/Pacific Islander 1 31 5 12 2 2 53
Hispanic 3 4 2 2 1 6 18
White, Non-Hispanic 31 117 10 31 7 12 208
Ethnicity Unknown 0 0 0 0 0 0 0
tOtal Males 36 161 19 48 14 22 300
Femalesexecutive/ adMiNis- trative
NON-faculty PrOfes-siONal
techNical/ ParaPrO-fessiONal
clerical/ secretarial
skilled crafts
service/MaiNte-NaNce
tOtalMales
Nonresident Alien 0 4 0 2 0 0 6
Black, Non-Hispanic 3 13 2 6 0 0 24
American Indian - Native 0 0 0 0 0 0 0
Asian/Pacific Islander 4 41 3 16 1 0 65
Hispanic 2 12 1 11 0 0 26
White, Non-Hispanic 18 160 4 72 2 0 256
Ethnicity Unknown 0 0 0 0 0 0 0
tOtal feMales 27 230 10 107 3 0 377
Total male and Female 2003
63 391 29 155 17 22 677
TAB
20
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
0:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Use
of
Techn
olo
gy
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(1.l)
Dur
ing
the
curr
ent s
choo
l yea
r, ho
w o
ften
have
you
use
d an
ele
ctro
nic
med
ium
(li
stse
rv, c
hat g
roup
, Int
erne
t, in
stan
t m
essa
ging
, etc
.) to
dis
cuss
or c
ompl
ete
an a
ssig
nmen
t? [
Ofte
n an
d Ve
ry O
ften]
60%
[F]
65%
[S]
56%
[F]
65%
[S]
56%
[F]
67%
[S]
56%
[F]
60%
[S]
56%
[F]
64%
[S]
59%
[F]
61%
[S]
53%
[F]
59%
[S]
52%
[F]
60%
[S]
53%
[F]
62%
[S]
(1.m
) Du
ring
the
curr
ent s
choo
l yea
r, ho
w
ofte
n ha
ve y
ou u
sed
e-m
ail t
o co
m-
mun
icat
e w
ith a
n in
stru
ctor
? [O
ften
and
Very
Ofte
n]
71%
[F]
84%
[S]
77%
[F]
84%
[S]
80%
[F]
87%
[S]
74%
[F]
86%
[S]
76%
[F]
89%
[S]
77%
[F]
89%
[S]
69%
[F]
79%
[S]
72%
[F]
83%
[S]
70%
[F]
82%
[S]
(10.
g) “
To w
hat e
xten
t doe
s yo
ur in
stitu
tion
emph
asiz
e us
ing
com
pute
rs in
aca
dem
-ic
wor
k?”
[Qui
te a
bit
and
Very
Muc
h]
89%
[F]
88%
[S]
88%
[F]
82%
[S]
85%
[F]
89%
[S]
84%
[F]
88%
[S]
85%
[F]
91%
[S]
85%
[F]
86%
[S]
84%
[F]
88%
[S]
85%
[F]
89%
[S]
84%
[F]
89%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
21
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
1:
Lib
rary
Serv
ices
rati
Ng*
2006
2005
2004
2003
2002
Exce
llent
35.6
%32
.9%
31.6
%29
.0%
27.2
%
Good
43.0
%40
.6%
43.5
%45
.6%
42.5
%
Adeq
uate
13.7
%15
.3%
13.9
%16
.3%
19.5
%
Poor
1.6%
2.6%
2.5%
2.8%
1.5%
Does
Not
App
ly6.
2%8.
6%8.
6%6.
4%9.
3%
* pe
rcen
tage
resp
onse
s by
all
unde
rgra
duat
e an
d gr
adua
te s
tude
nts
on th
e Gr
adua
ting
Stud
ent S
urve
y fo
r USf
Lib
rary
Ser
vices
TAB
22
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
2:
mappin
g o
f In
stit
uti
onal S
urv
eys
Ad
min
iste
red
at
US
F
acad
eMic
yea
r 20
06-2
007
acad
eMic
yea
r 20
07-2
008
acad
eMic
yea
r 20
08- 2
009
asse
ssM
eNt
adM
iNis
teri
Ng O
ffic
e cO
Ntac
tex
terN
al c
Olla
BOra
tiON
cO
Ntac
tPO
Pula
tiON
tO
Be a
sses
sed
MethOd
cycle
JUNE 06
JULy 06
AUGUST 06
SEPTEMBER 06
OCTOBER 06
NOVEMBER 06
DECEMBER 06
JANUARy 07
FEBRUARy 07
MARCH 07
APRIL 07
MAy 07
JUNE 07
JULy 07
AUGUST 07
SEPTEMBER 07
OCTOBER 07
NOVEMBER 07
DECEMBER 07
JANUARy 08
FEBRUARy 08
MARCH 08
APRIL 08
MAy 08
JUNE 08
JULy 08
AUGUST 08
SEPTEMBER 08
OCTOBER 08
NOVEMBER 08
DECEMBER 08
JANUARy 09
FEBRUARy 09
MARCH 09
APRIL 09
MAy 09
(aLS
) Uni
vers
ity a
lum
ni S
urve
yin
stitu
tiona
l as
sess
men
t: Bi
ll m
urry
alum
ni 2
-10
year
s ou
t
online
5 years
2006
(BcS
Se) B
egin
ning
col
lege
Su
rvey
of S
tude
nt e
ngag
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tin
stitu
tiona
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sess
men
t: Bi
ll m
urry
natio
nal S
urve
y of
Stu
dent
en
gage
men
t: Lo
wel
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en
online
annual
2006
2007
2008
(caa
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ompr
ehen
sive
alu
mni
as
sess
men
t Sur
vey
arts
& S
cien
ces:
m
ike
web
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ncHe
mS:
cla
ra R
ober
tsal
umni
2-1
0 ye
ars
out f
or p
rogr
am
revie
ws
paper
annual
2006
2007
(cam
s) c
ore
asse
ssm
ent
mat
rix
inst
itutio
nal
asse
ssm
ent:
Bill
mur
ryno
neco
re fa
culty
paper
annual
2007
2008
(cSB
v) c
olle
ge S
tude
nts
Belie
fs a
nd v
alue
s fo
llow
-up
Surv
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inst
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Bill
mur
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edu
catio
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sear
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inst
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: Jen
nife
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ok
prev
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sur
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paper
once
2007
(eBi
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catio
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ench
mar
k-in
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HoUS
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Go
lden
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ters
educ
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ench
mar
k-in
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c.Re
side
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halls
paper
Bi-annual
1
2
1
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) Gra
duat
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Stud
ent
Surv
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inst
itutio
nal
Rese
arch
: ala
n Zi
ajka
none
all g
radu
atin
g st
uden
tsonline
Revised 07-08
2005
2006
(HeR
i) Hi
gher
edu
catio
n Re
-se
arch
inst
itute
fac
ulty
Sur
vey
inst
itutio
nal
asse
ssm
ent:
Bill
mur
ryHi
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edu
catio
n Re
sear
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stitu
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culty
paper
tBd
(itS)
info
rmat
ion
tech
nolo
gy S
urve
yit
S: t
racy
Sch
rode
ral
l stu
dent
s,
facu
lty a
nd s
taff
online
annual
(Lib
Qual
) Lib
rary
Qua
lity
Libr
ary:
Sh
awn
calh
oun
asso
ciat
ion
of
Rese
arch
Lib
rarie
s al
l stu
dent
s,
facu
lty a
nd s
taff
online
Bi-annual
tBd:
to
Be d
eter
min
edUn
derg
radu
ate
Stud
ents
facu
ltyUn
derg
radu
ate
Stud
ents
Repo
rt du
eGr
adua
te S
tude
nts
(ten
tativ
e)Re
port
due
Repo
rt (t
enta
tive)
Surv
ey (t
enta
tive)
Repo
rt (t
enta
tive)
AT
TAC
hm
en
T 2
2:
map
pin
g o
f In
stit
uti
on
al S
urv
eys
Ad
min
iste
red
at
US
F
acad
eMic
yea
r 20
06-2
007
acad
eMic
yea
r 20
07-2
008
acad
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yea
r 20
08- 2
009
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ssM
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teri
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Ntac
tex
terN
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Olla
BOra
tiON
cO
Ntac
tPO
Pula
tiON
tO
Be a
sses
sed
MethOd
cycle
JUNE 06
JULy 06
AUGUST 06
SEPTEMBER 06
OCTOBER 06
NOVEMBER 06
DECEMBER 06
JANUARy 07
FEBRUARy 07
MARCH 07
APRIL 07
MAy 07
JUNE 07
JULy 07
AUGUST 07
SEPTEMBER 07
OCTOBER 07
NOVEMBER 07
DECEMBER 07
JANUARy 08
FEBRUARy 08
MARCH 08
APRIL 08
MAy 08
JUNE 08
JULy 08
AUGUST 08
SEPTEMBER 08
OCTOBER 08
NOVEMBER 08
DECEMBER 08
JANUARy 09
FEBRUARy 09
MARCH 09
APRIL 09
MAy 09
(LSS
Se) L
aw S
choo
l Sur
vey
of S
tude
nt e
ngag
emen
t La
w S
choo
lna
tiona
l Sur
vey
of
Stud
ent e
ngag
emen
tLa
w S
tude
nts
online
tBd
(mdS
) mis
sion
driv
en S
urve
yin
stitu
tiona
l as
sess
men
t: Bi
ll m
urry
none
Grad
uatin
g Se
nior
s
online
twice annually
2007
2008
2008
(ncH
a) n
atio
nal c
olle
ge
Heal
th a
sses
smen
t He
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pro
mot
ions
an
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Heal
th a
ssoc
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n
Soph
omor
es,
juni
ors,
and
no
n-nS
Se
online
Bi-annual
(nSL
Lp) n
atio
nal S
tudy
of
Livin
g-Le
arni
ng p
rogr
ams
Livin
g-Le
arni
ng c
om-
mun
ities
: Lo
rrie
Ranc
kna
tiona
l Stu
dy o
f Livi
ng-
Lear
ning
pro
gram
sLi
ving-
Lear
ning
co
mm
uniti
es
online
tBd
2007
(nSo
) new
Stu
dent
orie
ntat
ion
inst
itutio
nal
asse
ssm
ent:
Bill
mur
ryUS
f ac
adem
ic &
enr
ollm
ent
Serv
ices
: den
a da
visfr
eshm
en/t
rans
fers
paper
annual
2006
2007
2008
(nSo
f) n
ew S
tude
nt o
rient
a-tio
n fo
llow
-up
Surv
ey
inst
itutio
nal
asse
ssm
ent:
Bill
mur
ryUS
f ac
adem
ic &
enr
ollm
ent
Serv
ices
: den
a da
visfr
eshm
en/t
rans
fers
paper
annual
2006
2007
2008
(nSS
e) n
atio
nal S
urve
y of
Stu
dent
eng
agem
ent
inst
itutio
nal
asse
ssm
ent:
Bill
mur
ry
natio
nal S
urve
y of
Stu
dent
en
gage
men
t/Jes
uit c
onso
r-tiu
m: L
owel
l dav
isfi
rst y
ear/S
enio
rs
online
annual
2007
2008
(SSi
) Stu
dent
Sat
isfa
ctio
n Su
rvey
in
stitu
tiona
l as
sess
men
t: Bi
ll m
urry
noel
Lev
itzal
l und
ergr
adua
te
stud
ents
paper
annual
2007
2008
USf
Secu
rity
Surv
eyit
S: p
helto
n Li
mno
neSt
uden
ts, s
taff
and
facu
lty
online
Bi-annual
tBd:
to
Be d
eter
min
edUn
derg
radu
ate
Stud
ents
facu
ltyUn
derg
radu
ate
Stud
ents
Repo
rt du
eGr
adua
te S
tude
nts
(ten
tativ
e)Re
port
due
Repo
rt (t
enta
tive)
Surv
ey (t
enta
tive)
Repo
rt (t
enta
tive)
TAB
23
University of san francisco
ATTAChmenT 23: Institutional Learning Goals Associated with USF’s mission Statement
mission StatementAssociated Learning Goals
graduates Of the uNiversity Of saN fraNciscO Will deMONstrate:
The core mission of the University of San Francisco is to promote learning in the Jesuit Catholic tradition. The University offers undergraduate, gradu-ate and professional students the knowledge and skills needed to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others.
1. Behaviors and express values showing sensitivity to the needs of oth-ers and a commitment to pursue social justice through scholarly and professional excellence
2. A commitment to life-long scholarly excellence including knowledge of their chosen discipline and acquisition of skills appropriate to their degree and professions
The University will distinguish itself as a diverse, socially responsible learning community of high quality scholarship and academic rigor sustained by a faith that does justice.
3. A commitment to the University’s core values and involvement in efforts on behalf of the underserved and the marginalized
4. Learning through service with activities that benefit the community and that are supplemented by a carefully articulated reflection process on their experience
5. An understanding of the factors that create diversity in human societies, including ancestry, nationality, religion, religious creed, sex, gender iden-tity, race, economic status, physical ability, ethnicity, political ideology, sexual orientation, marital status, and age
6. Effective functioning and engagement in a diverse, multicultural world
7. Engagement in a life-long learning community that supports excellence in scholarship through discovery, integration and application
The University will draw from the cultural, intellectual and economic resources of the San Francisco Bay Area and its location on the Pacific Rim to enrich and strengthen its educational programs.
8. Knowledge of the interdependence of the countries and cultures of the Pacific Rim
9. Engagement with the diversity of the campus community and with the cultures of the San Francisco Bay Area.
TAB
24
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
ment
matr
ix R
evi
ew
eth
ics
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd
•th
e pr
oces
s of
see
king
trut
h an
d di
ssem
inat
ing
know
ledg
e.St
uden
ts s
houl
d un
ders
tand
•
the
natu
re o
f soc
iety
and
the
rela
tions
hips
bet
wee
n in
divi
du-
als
and
grou
ps.
Stud
ents
sho
uld
unde
rsta
nd
•th
e m
oral
dim
ensi
on o
f eve
ry
sign
ifica
nt h
uman
cho
ice,
tak-
ing
serio
usly
how
and
who
we
choo
se to
be
in th
e w
orld
.
Iden
tify
and
artic
ulat
e ce
ntra
l eth
i-ca
l pro
blem
s co
ncer
ning
equ
ality
, ju
stic
e, a
nd ri
ghts
, and
und
erst
and
the
role
thes
e pl
ay in
per
sona
l and
pr
ofes
sion
al li
fe.
Serv
ice
portf
olio
s•
Pres
enta
tions
•Fi
eldw
ork
Pape
r•
Rese
arch
pap
er•
Disc
ussi
ons
•Es
says
•Ex
ams
•Or
al d
iscu
ssio
n &
Blac
kboa
rd•
Case
stu
dies
•W
eekl
y jo
urna
ls•
Grad
esGa
in m
ore
parti
cipa
tion
•Us
e sm
all g
roup
dis
cuss
ion
•
Stud
ents
sho
uld
unde
rsta
nd
•th
e m
oral
dim
ensi
on o
f eve
ry
sign
ifica
nt h
uman
cho
ice,
tak-
ing
serio
usly
how
and
who
we
choo
se to
be
in th
e w
orld
.
Com
pare
and
con
trast
maj
or e
thic
al
theo
ries,
to s
how
how
act
ions
can
be
det
erm
ined
to b
e ju
st o
r unj
ust,
right
or w
rong
, or g
ood
or b
ad, a
nd
to d
emon
stra
te k
now
ledg
e of
the
stre
ngth
s an
d w
eakn
esse
s of
maj
or
ethi
cal t
heor
ies.
Case
Stu
dies
•Di
scus
sion
•Ex
ams
•Ro
le p
layi
ng•
Oral
dis
cuss
ion
& Bl
ackb
oard
•Ca
se s
tudi
es•
Wee
kly
jour
nals
•
Grad
esCh
ange
read
ings
•
Stud
ents
sho
uld
unde
rsta
nd
•th
e pr
oces
s of
see
king
trut
h an
d di
ssem
inat
ing
know
ledg
e.
Inve
stig
ate
way
s of
set
tling
eth
ical
di
sput
es in
arr
ivin
g at
eth
ical
judg
-m
ents
.
Case
stu
dies
•Pr
esen
tatio
ns•
Rese
arch
pap
er•
Essa
ys•
Disc
ussi
on•
Oral
dis
cuss
ion
& Bl
ackb
oard
•Ca
se s
tudi
es•
Wee
kly
jour
nals
•
Grad
esPr
esen
tatio
ns
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
eth
ics
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
be a
ble
to
•sp
eak
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d un
ders
tand
•
hist
oric
al tr
aditi
ons.
Stud
ents
sho
uld
unde
rsta
nd
•th
e m
oral
dim
ensi
on o
f eve
ry
sign
ifica
nt h
uman
cho
ice,
tak-
ing
serio
usly
how
and
who
we
choo
se to
be
in th
e w
orld
.
Thin
k an
d w
rite
criti
cally
abo
ut c
las-
sic
and
cont
empo
rary
mor
al is
sues
.Ca
se s
tudi
es•
Pape
rs•
Wee
kly
refle
ctio
n pa
pers
•Re
sear
ch p
aper
•Bo
ok re
view
•
Grad
esFo
llow
-up
with
stu
dent
s•
Stre
ss w
ritin
g la
b•
Requ
ire S
trunk
and
Whi
te•
Mor
e op
en e
nded
que
stio
ns•
Stud
ents
sho
uld
unde
rsta
nd
•an
d va
lue
cultu
ral a
nd e
thni
c di
ffere
nces
in a
mul
ticul
tura
l so
ciet
y an
d gl
obal
izin
g w
orld
.
Iden
tify
the
cont
ribut
ions
of d
iver
sity
an
d re
cogn
ize
the
chal
leng
e th
at it
pr
esen
ts in
reso
lvin
g co
ntem
pora
ry
ethi
cal i
ssue
s.
Writ
ten
assi
gnm
ents
•W
eekl
y re
flect
ion
pape
rs•
Exam
s•
Grad
esFo
llow
-up
with
stu
dent
s•
Dem
onst
rate
an
abili
ty to
app
ly
ethi
cal t
heor
ies
and
valu
es in
per
sona
l de
cisi
on-m
akin
g.
Serv
ice
portf
olio
s•
Disc
ussi
ons
•W
eekl
y re
flect
ion
pape
rs•
Exam
s•
Pape
rs
•Ca
se s
tudi
es•
Wee
kly
jour
nals
•
Grad
esAd
d de
cisi
on m
akin
g •
ques
tions
to e
xam
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
his
tory
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd
•hi
stor
ical
trad
ition
s.De
mon
stra
te a
bas
ic u
nder
stan
ding
of
a si
gnifi
cant
spa
n of
his
tory
ove
r a w
ide
geog
raph
ic a
rea.
Lect
ures
•Di
scus
sion
s•
Exam
s•
Quiz
zes
•Es
say
•
Grad
esSt
uden
t fee
dbac
kM
ove
to e
ssay
exa
ms
•M
ore
quiz
zes
•
Stud
ents
sho
uld
unde
rsta
nd
•hi
stor
ical
trad
ition
s.St
uden
ts s
houl
d un
ders
tand
the
•na
ture
of s
ocie
ty a
nd th
e re
latio
n-sh
ips
betw
een
indi
vidu
als
and
grou
ps.
Exhi
bit h
isto
rical
con
scio
usne
ss b
y un
ders
tand
ing
past
soc
ietie
s an
d ci
vili-
zatio
ns in
thei
r ow
n co
ntex
ts a
nd ti
mes
.
Lect
ures
•Es
say
•Di
scus
sion
s•
Exam
s•
Oral
pre
sent
atio
ns•
Clas
s ac
tiviti
es•
Read
ings
•St
uden
t pee
r rev
iew
•
Grad
esSt
uden
t fee
dbac
kBl
ackb
oard
dis
cuss
ions
Emph
asiz
e bl
ackb
oard
dis
cuss
ion
•
Stud
ents
sho
uld
unde
rsta
nd
•hi
stor
ical
trad
ition
s.St
uden
ts s
houl
d un
ders
tand
and
•
valu
e cu
ltura
l and
eth
nic
diffe
r-en
ces
in a
mul
ticul
tura
l soc
iety
an
d gl
obal
izin
g w
orld
.
Dem
onst
rate
a s
ense
of h
ow h
isto
rical
th
inki
ng c
an e
stab
lish
a va
luab
le fr
ame-
wor
k fo
r con
side
ring
ethi
cal i
ssue
s in
th
e pa
st a
nd p
rese
nt.
Lect
ures
•Di
scus
sion
s•
Exam
s•
Oral
pre
sent
atio
ns•
Clas
s ac
tiviti
es•
Grad
esSt
uden
t fee
dbac
kIn
trodu
ce d
ebat
es•
Give
ess
ay e
xam
ples
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Lit
era
ture
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.St
uden
ts s
houl
d un
ders
tand
and
•
valu
e cu
ltura
l and
eth
nic
diffe
r-en
ces
in a
mul
ticul
tura
l soc
iety
an
d gl
obal
izin
g w
orld
.
Dem
onst
rate
a b
asic
und
erst
andi
ng o
f th
e lit
erar
y, hi
stor
ical
, soc
ial,
or c
ultu
ral
influ
ence
s th
at in
form
lite
rary
wor
ks,
incl
udin
g di
vers
ity o
f per
spec
tives
, ex
perie
nces
, and
trad
ition
s.
Exam
s•
One
page
sum
mar
ies
•Di
scus
sion
s•
Quiz
zes
•W
ritte
n ho
mew
ork
•Or
al p
rese
ntat
ion
•Re
flect
ion
•
Grad
esM
ore
sylla
bus
spec
ifici
ty•
Bala
nce
pers
pect
ives
•Re
-eva
luat
e le
ctur
es•
Add
rece
nt li
tera
ture
boo
k•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Artic
ulat
e in
writ
ing
and
disc
ussi
on
thei
r res
pons
es to
lite
rary
text
s w
ith a
vi
ew to
equ
ippi
ng th
em w
ith th
e kn
owl-
edge
, val
ues,
and
sen
sitiv
ity to
suc
ceed
as
per
sons
and
pro
fess
iona
ls.
Rese
arch
pap
er•
Disc
ussi
ons
•Qu
izze
s•
Writ
ten
hom
ewor
k•
Writ
ing
sam
ple
•Or
al p
rese
ntat
ion
•Re
flect
ion
•
Grad
esSe
lect
new
ven
ues
•In
tegr
ate
inte
ract
ive
exer
cise
s•
Incr
ease
qui
zzes
•M
ore
grou
p w
ork
•
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Dem
onst
rate
a b
asic
crit
ical
abi
lity
to
iden
tify,
inte
rpre
t, an
d ev
alua
te th
e id
eas
and
form
al fe
atur
es o
f an
inte
-gr
ated
bod
y of
lite
rary
text
s in
the
con-
text
of a
soc
ially
resp
onsi
ble
lear
ning
co
mm
unity
of h
igh
qual
ity s
chol
arsh
ip
and
acad
emic
rigo
r.
Exam
s•
Rese
arch
pap
er•
Disc
ussi
ons
•Qu
izze
s•
Writ
ten
hom
ewor
k•
Oral
pre
sent
atio
n•
Activ
ities
•Gr
oup
oral
pre
sent
atio
n•
Grad
esSt
uden
t dis
cuss
ion
ques
tions
Early
exp
lana
tion
•Fo
cus
on b
uild
ing
basi
c sk
ills
•In
crea
se s
tudy
ses
sion
s•
Incr
ease
qui
zzes
•
Stud
ents
sho
uld
unde
rsta
nd
•th
e m
oral
dim
ensi
on o
f eve
ry
sign
ifica
nt h
uman
cho
ice,
taki
ng
serio
usly
how
and
who
we
choo
se
to b
e in
the
wor
ld.
Show
a s
ensi
tivity
to th
e pl
ural
ity o
f m
eani
ngs
with
in a
lite
rary
text
, inc
lud-
ing
the
mor
al im
plic
atio
ns o
f hum
an
choi
ces.
Rese
arch
pap
ers
•Di
scus
sion
s•
Quiz
zes
•W
ritte
n ho
mew
ork
•Ex
ams
•
Grad
esAd
d ro
ugh
draf
ts o
f pap
er•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
math cO
re c
urri
culu
M g
Oals
lear
NiNg
Out
cOM
esex
aMPl
es O
f M
easu
reM
eNt
exaM
Ples
Of
evid
eNce
facu
lty
fOll
OW-u
P Pl
aNs
Stud
ents
sho
uld
be a
ble
to u
n-•
ders
tand
a m
athe
mat
ical
pro
blem
an
d de
sign
a s
olut
ion.
Dete
rmin
e w
heth
er a
pro
blem
lend
s its
elf t
o a
mat
hem
atic
al*
solu
tion,
and
, if
so, d
esig
n a
mat
hem
atic
al s
olut
ion.
Exam
s &
quiz
zes
•Ho
mew
ork
assi
gnm
ents
•Ex
erci
ses
•La
b se
ts•
Firs
t day
“re
adin
ess”
sur
vey
•
Grad
esPa
rtici
patio
nM
ore
grou
p w
ork
•M
ore
prob
lem
set
s•
Mak
e at
tend
ance
man
dato
ry•
Use
pop
quiz
zes
•
Stud
ents
sho
uld
be a
ble
to u
n-•
ders
tand
a m
athe
mat
ical
pro
blem
an
d de
sign
a s
olut
ion.
Impl
emen
t the
des
ign
or id
entif
y an
d co
rrec
t pro
blem
s w
ith th
e de
sign
.Ex
ams
& Qu
izze
s•
Hom
ewor
k as
sign
men
ts•
Exer
cise
s•
Lab
sets
•
Grad
esEn
cour
age
use
of B
lack
boar
d•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Stud
ents
sho
uld
be a
ble
to u
n-•
ders
tand
a m
athe
mat
ical
pro
blem
an
d de
sign
a s
olut
ion.
Eval
uate
the
valid
ity o
f a s
olut
ion
and
its re
leva
nce
to th
e or
igin
al p
robl
em
usin
g re
ason
ed d
isco
urse
as
the
norm
fo
r dec
isio
n-m
akin
g.
Exam
s•
Grad
esPa
rtici
patio
nM
ore
grou
p w
ork
•M
ore
clas
s ac
tiviti
es•
Enco
urag
e us
e of
Bla
ckbo
ard
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
mIs
sion-R
ela
ted:
Cult
ura
l D
ivers
ity
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.St
uden
ts s
houl
d un
ders
tand
and
•
valu
e cu
ltura
l and
eth
nic
diffe
r-en
ces
in a
mul
ticul
tura
l soc
iety
an
d gl
obal
izin
g w
orld
.
Dem
onst
rate
fam
iliar
ity w
ith th
e fa
ctor
s th
at c
reat
e di
vers
ity in
hum
an s
ocie
ties,
in
clud
ing,
for e
xam
ple,
gen
der,
race
, cl
ass,
and
eth
nici
ty.
Read
ings
& D
iscu
ssio
ns•
Test
s•
Writ
ten
assi
gnm
ents
•Qu
izze
s•
Stud
ent p
rese
ntat
ions
•
Grad
esPa
rtici
patio
nAd
d re
gula
r qui
zzes
•Ad
d as
sign
men
ts•
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.St
uden
ts s
houl
d un
ders
tand
and
•
valu
e cu
ltura
l and
eth
nic
diffe
r-en
ces
in a
mul
ticul
tura
l soc
iety
an
d gl
obal
izin
g w
orld
.St
uden
ts s
houl
d be
exp
osed
to
•op
portu
nitie
s to
wor
k fo
r soc
ial
just
ice.
Unde
rsta
nd th
e re
latio
nshi
ps a
mon
g di
vers
ity, i
nequ
ality
, and
just
ice.
Exer
cise
s•
Read
ing
assi
gnm
ents
•Te
sts
•St
uden
t led
dis
cuss
ion
•Sh
ort p
aper
s•
Blac
kboa
rd p
ostin
g of
wor
kPa
rtici
patio
nSu
perv
ise
proj
ect m
ore
clos
ely
•
Stud
ents
sho
uld
unde
rsta
nd a
nd
•va
lue
cultu
ral a
nd e
thni
c di
ffer-
ence
s in
a m
ultic
ultu
ral s
ocie
ty
and
glob
aliz
ing
wor
ld.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
effe
cts
of g
loba
l int
erde
pend
ence
on
cont
empo
rary
soc
ietie
s, fo
r exa
mpl
e,
the
role
of m
igra
tion
and
imm
igra
tion,
ec
onom
ic, p
oliti
cal,
and
cultu
ral g
loba
l-iz
atio
n on
con
tem
pora
ry s
ocie
ties.
Test
s•
Read
ing
& as
sign
men
ts•
Clas
s Re
port
•Di
scus
sion
s•
Clas
s tri
p pa
per
•Re
sear
ch p
aper
•
Clas
s re
port
Grad
esPa
pers
Parti
cipa
tion
Add
the
use
of fi
lms
•Ta
rget
ed a
ssig
nmen
t•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
mIs
sion-R
ela
ted:
Cult
ura
l D
ivers
ity
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.St
uden
ts s
houl
d un
ders
tand
•
hist
oric
al tr
aditi
ons.
Stud
ents
sho
uld
unde
rsta
nd a
nd
•va
lue
cultu
ral a
nd e
thni
c di
ffer-
ence
s in
a m
ultic
ultu
ral s
ocie
ty
and
glob
aliz
ing
wor
ld.
Dem
onst
rate
fam
iliar
ity w
ith th
e hi
stor
ical
con
tribu
tions
of t
radi
tiona
lly
mar
gina
lized
gro
ups
to c
onte
mpo
rary
id
eas,
val
ues
and
cultu
re.
Read
ings
& D
iscu
ssio
n•
Rese
arch
pap
er o
r cre
ativ
e pr
ojec
t•
Oral
pre
sent
atio
n•
Test
s•
Assi
gnm
ents
•Te
achi
ng P
rese
ntat
ions
•
Grad
esAl
low
tim
e fo
r rev
isio
ns•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Ph
iloso
phy
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd
•th
e m
oral
dim
ensi
on o
f eve
ry
sign
ifica
nt h
uman
cho
ice,
taki
ng
serio
usly
how
and
who
we
choo
se
to b
e in
the
wor
ld.
Unde
rsta
nd th
e va
lue
of th
inki
ng p
hilo
-so
phic
ally
by
refle
ctin
g on
the
mea
ning
of
one
’s o
wn
life,
the
conc
eptu
al fo
un-
datio
ns o
f hum
an a
ctio
ns a
nd b
elie
fs,
and
the
natu
re o
f the
sel
f and
of h
uman
re
spon
sibi
lity.
Exam
s •
Writ
ing
assi
gnm
ents
•Cl
ass
activ
ities
•Pa
rtici
patio
n•
Pape
r•
Disc
ussi
on•
Oral
pre
sent
atio
ns•
Grad
esPa
rtici
patio
nRe
fine
read
ings
•Ad
apt t
o le
arni
ng le
vel o
f stu
dent
•M
ore
read
ing
of c
lass
ics
•M
ore
clas
s di
scus
sion
•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Stud
ents
sho
uld
com
preh
end
the
•va
riatio
ns o
f peo
ple’
s re
latio
nshi
p w
ith G
od a
nd d
evel
op re
spec
t for
th
e re
ligio
us b
elie
fs o
f oth
ers.
Unde
rsta
nd a
nd d
iscu
ss c
oher
ently
the
cent
ral p
hilo
soph
ical
issu
es, s
uch
as
the
prob
lem
of e
vil,
the
exis
tenc
e of
Go
d, fr
ee w
ill, t
he m
ind/
body
rela
tion,
hu
man
kno
wle
dge,
and
the
ques
tion
of b
eing
.
Exam
s •
Writ
ing
assi
gnm
ents
•Cl
ass
activ
ities
•Pa
rtici
patio
n•
Pape
r •
Oral
Pre
sent
atio
ns•
Grad
esRe
fine
read
ings
•Re
duce
ora
l pre
sent
atio
n•
Prov
ide
mor
e ba
ckgr
ound
•M
ore
clas
sics
em
phas
is•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Dem
onst
rate
an
abili
ty to
iden
tify
and
artic
ulat
e, b
oth
oral
ly a
nd in
writ
ing,
the
prim
ary
philo
soph
ical
them
es a
nd is
-su
es fo
und
in th
e w
ritin
gs o
f the
maj
or
philo
soph
ers.
Exam
s •
Writ
ing
assi
gnm
ents
•Cl
ass
activ
ities
•Pa
rtici
patio
n•
Pape
r•
Oral
pre
sent
atio
ns•
Grad
esPa
rtici
patio
nRe
fine
read
ings
•Pr
ovid
e m
ore
back
grou
nd•
Mor
e cl
assi
cs e
mph
asis
•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.St
uden
ts s
houl
d un
ders
tand
the
•pr
oces
s of
see
king
trut
h an
d di
s-se
min
atin
g kn
owle
dge.
Stud
ents
sho
uld
unde
rsta
nd
•hi
stor
ical
trad
ition
s.
Dem
onst
rate
an
abili
ty to
eva
luat
e ph
iloso
phic
al a
rgum
ents
crit
ical
ly, b
oth
oral
ly a
nd in
writ
ing,
usi
ng p
hilo
soph
i-ca
l met
hods
that
hav
e be
en d
evel
oped
by
eith
er h
isto
rical
or c
onte
mpo
rary
ph
iloso
pher
s.
Exam
s •
Writ
ing
assi
gnm
ents
•Cl
ass
activ
ities
•Pa
rtici
patio
n•
Pape
r•
Grad
esPa
rtici
patio
nRe
fine
read
ings
•Pr
ovid
e m
ore
back
grou
nd•
Mor
e cl
assi
cs e
mph
asis
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Pu
blic
Speakin
gcO
re c
urri
culu
M g
Oals
lear
NiNg
Out
cOM
esex
aMPl
es O
f M
easu
reM
eNt
exaM
Ples
Of
evid
eNce
facu
lty
fOll
OW-u
P Pl
aNs
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d un
ders
tand
the
•na
ture
of s
ocie
ty a
nd th
e re
latio
n-sh
ips
betw
een
indi
vidu
als
and
grou
ps.
Unde
rsta
nd th
e im
porta
nce
of o
ral
argu
men
t in
citiz
ensh
ip a
nd p
ublic
de
cisi
on-m
akin
g.
Essa
ys•
Polic
y pr
opos
al s
peec
h•
Com
mun
ity d
evel
opm
ent p
ropo
sal
•Re
adin
gs &
dis
cuss
ions
•Or
al a
nd w
ritte
n as
sign
men
ts•
Grou
p pr
ojec
ts•
Vide
o ta
pe o
f spe
ech
give
n•
Test
s•
Grad
esLi
nk le
ctur
es to
test
s•
Add
exer
cise
s•
Mor
e re
adin
gs/d
iscu
ssio
ns•
Mor
e fre
quen
t spe
eche
s•
Mor
e Q&
A af
ter s
peec
h•
Mor
e us
e of
cur
rent
eve
nts
•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.Un
ders
tand
key
con
cept
s fro
m th
e tra
ditio
n of
rhet
oric
and
use
thes
e co
ncep
ts to
ass
ess
both
thei
r ow
n sp
eaki
ng a
nd th
at o
f oth
ers.
Essa
ys•
Stud
ent d
ebat
es•
Test
item
s•
Stud
ent p
eer c
ritiq
ue•
Lette
r to
self
•Ex
erci
ses
•
Grad
esVi
deo
tape
d sp
eech
esCo
ntin
ue u
se o
f aud
io a
nd
•vi
deo
criti
que
Mor
e ex
plan
atio
n•
Mor
e pr
ompt
ing
in d
ebat
es•
Stud
ent t
o cr
eate
con
cept
list
•
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.St
uden
ts s
houl
d un
ders
tand
and
•
valu
e cu
ltura
l and
eth
nic
diffe
r-en
ces
in a
mul
ticul
tura
l soc
iety
an
d gl
obal
izin
g w
orld
.
Iden
tify
and
eval
uate
eth
ical
issu
es in
pu
blic
add
ress
, inc
ludi
ng p
lagi
aris
m
and
gend
er a
nd c
ultu
ral s
tere
otyp
ing.
Exer
cise
s &
Disc
ussi
on•
Read
ings
•In
stru
ctor
obs
erva
tion
•Ar
ticle
s &
adve
rtise
men
ts•
Test
s•
Feed
back
•Ro
le p
lays
•Ca
se s
tudi
es•
Sour
ce c
itatio
nsGr
ades
Mor
e ex
ampl
es•
Mor
e re
adin
gs•
Mor
e us
e of
cur
rent
eve
nts
•Ad
d ca
se s
tudy
•Ad
d su
pple
men
tal t
ext
•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Fash
ion
a cl
ear a
nd c
onci
se th
esis
st
atem
ent.
Outli
nes
of s
peec
h•
Read
ings
and
Exe
rcis
es•
Test
s•
Outs
ide
spea
ker e
valu
atio
n•
Grou
p th
esis
sta
tem
ent w
ritin
g•
Grad
esW
orks
hop
•M
ore
exam
ples
/pra
ctic
e•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Pu
blic
Speakin
gcO
re c
urri
culu
M g
Oals
lear
NiNg
Out
cOM
esex
aMPl
es O
f M
easu
reM
eNt
exaM
Ples
Of
evid
eNce
facu
lty
fOll
OW-u
P Pl
aNs
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Iden
tify
and
use
com
pelli
ng, c
red-
ible
evi
denc
e an
d an
ticip
ate
audi
ence
su
ppor
t of,
or o
ppos
ition
to, e
vide
ntia
ry
clai
ms.
Audi
ence
ana
lysi
s•
Writ
ten
anal
ysis
•Ex
ams
•
Grad
esM
ore
libra
ry ti
me
•M
ore
exam
ples
•
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Iden
tify
and
eval
uate
line
s of
reas
onin
g (b
oth
logi
cal a
nd fa
llaci
ous)
, and
type
s of
pro
ofs
and
appe
als.
Exer
cise
s•
Disc
ussi
ons
and
read
ings
•Re
gula
r im
prom
ptus
•Te
st it
ems
•W
ritte
n an
alys
is•
Com
plet
ed e
xerc
ises
Grad
esM
ore
exam
ples
/rea
ding
s•
Mor
e th
an ju
st e
xerc
ises
•
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.
Adap
t arg
umen
ts to
var
ious
aud
ienc
es
and
occa
sion
s.Sp
eech
es•
Audi
ence
ana
lysi
s•
Grad
esM
ore
exam
ples
/rea
ding
s•
Grou
p au
dien
ce a
naly
sis
•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Dem
onst
rate
faci
lity
in m
ultip
le g
enre
s/
mod
es o
f pub
lic d
isco
urse
, org
aniz
ing
mat
eria
l in
a m
anne
r app
ropr
iate
to th
e sp
eech
gen
re/m
ode.
Spee
ches
•As
sign
men
ts•
Outli
nes
•Ex
ams
•
Outli
ne e
valu
atio
nPr
esen
tatio
nsGr
ades
Mor
e ex
ampl
es•
Mor
e di
scus
sion
•Br
oade
r ran
ge o
f spe
eche
s•
Mor
e im
prom
ptu
spee
ches
•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Crea
te a
spe
ech
outli
ne th
at c
ateg
o-riz
es a
nd s
ubor
dina
tes
idea
s to
pro
duce
a
clea
r, ap
prop
riate
org
aniz
atio
nal
patte
rn.
Spee
ch o
utlin
e•
Test
s•
Exam
s•
Grad
esM
ore
exam
ples
•M
ore
mee
tings
with
stu
dent
s•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.Pr
oper
ly c
ite a
var
iety
of s
ourc
es.
Hom
ewor
k•
Outli
nes
•Ex
ams
•
Grad
esIn
crea
se a
ctiv
ity•
Mor
e di
rect
dis
cuss
ion
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Pu
blic
Speakin
gcO
re c
urri
culu
M g
Oals
lear
NiNg
Out
cOM
esex
aMPl
es O
f M
easu
reM
eNt
exaM
Ples
Of
evid
eNce
facu
lty
fOll
OW-u
P Pl
aNs
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Adju
st v
oice
app
ropr
iate
ly to
aud
ienc
e,
room
and
mat
eria
l.Fe
edba
ck s
heet
to s
tude
nt•
Outli
nes
•Gr
ades
Deta
iled
feed
back
to s
tude
nts
•Ou
tdoo
r voc
al e
xerc
ise
•M
ore
impr
ompt
u sp
eech
es•
Use
diffe
rent
ven
ues
•Sm
all g
roup
pra
ctic
e•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Dem
onst
rate
app
ropr
iate
voc
al v
arie
ty
(e.g
., pi
tch,
rate
, vol
ume)
whi
le c
ontro
l-lin
g sp
eech
anx
iety
.
Feed
back
she
et to
stu
dent
•Ex
erci
ses
•Ou
tline
s•
Grad
esGr
eate
r use
of s
peec
h tu
tors
•De
taile
d fe
edba
ck to
stu
dent
s•
Mor
e im
prom
ptu
spee
ches
•Ea
rly s
emes
ter p
rese
ntat
ion
•Vi
deot
ape
spee
ches
•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Dem
onst
rate
flue
ncy
whe
n de
liver
ing
spee
ch fr
om n
otes
or o
utlin
e.Sp
eech
out
line
•Fe
edba
ck s
heet
to s
tude
nt•
Grad
esVi
deo
tape
dGr
eate
r use
of s
peec
h tu
tors
•Sp
ecia
l wor
ksho
p•
Deta
iled
feed
back
to s
tude
nts
•St
uden
ts to
sub
mit
prep
are
outli
ne•
Prov
ide
mor
e re
adin
gs•
Mor
e ac
tiviti
es•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Use
nonv
erba
l cue
s to
enh
ance
the
spee
ch ra
ther
than
det
ract
from
it.
Feed
back
she
et to
stu
dent
•Ou
tline
s•
Grad
esGr
eate
r use
of s
peec
h tu
tors
•W
orks
hop
•De
taile
d fe
edba
ck to
stu
dent
s•
Grea
ter u
se o
f vid
eos
•Ex
erci
ses
•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Use
visu
al a
ids
(e.g
., m
ultim
edia
) ef-
fect
ivel
y.Vi
sual
aid
s us
e•
Outli
nes
•Gr
ades
Requ
ire P
ower
Poin
t•
Mor
e ex
ampl
es
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Rh
eto
ric a
nd C
om
posi
tion
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Criti
cal a
naly
sis
of a
cade
mic
dis
cour
se:
Stud
ents
crit
ical
ly a
naly
ze li
ngui
stic
and
rh
etor
ical
stra
tegi
es u
sed
in lo
ng a
nd
com
plex
text
s fro
m a
var
iety
of g
enre
s,
subj
ects
, and
fiel
ds.
Four
writ
ten
pape
rs•
Clas
s di
scus
sion
of r
eadi
ngs
•Cl
ass
pres
enta
tion
of fi
ndin
gs•
Read
ings
, hom
ewor
k, p
aper
s,
•ex
ams
Quiz
zes
and
essa
ys•
Rhet
oric
al a
naly
sis
•Ca
se s
tudi
es•
Grad
esM
ore
exam
ples
•M
ore
read
ings
and
ess
ays
•Ta
ilore
d di
scus
sion
s•
Quiz
zes
•M
ultip
le d
rafts
of p
aper
s•
Mor
e gu
idan
ce b
y fa
culty
•Gi
ve m
ore
time
to c
ompl
ete
•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y. St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.
Inte
grat
ing
mul
tiple
aca
dem
ic s
ourc
es:
Stud
ents
inco
rpor
ate
mul
tiple
text
s of
le
ngth
and
com
plex
ity w
ithin
a u
nifie
d ar
gum
enta
tive
essa
y, ad
dres
sing
con
-ne
ctio
ns a
nd d
iffer
ence
s am
ong
them
.
Spee
ch, P
aper
s•
Exer
cise
s•
Prop
osal
arg
umen
t•
Deba
te a
nd d
iscu
ssio
n•
Read
ings
, hom
ewor
k, p
aper
s,
•ex
ams
Stud
ent c
onfe
renc
es•
Peer
revi
ews
of p
aper
s•
Grad
esPa
rtici
patio
nM
ore
writ
ing
•M
ore
text
spe
cific
ass
ignm
ents
•Co
mpl
ex re
adin
gs•
Tailo
r dis
cuss
ions
•M
ore
prac
tice
thro
ugh
HW•
Mor
e ex
ampl
es•
Give
mor
e tim
e to
com
plet
e•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y. St
uden
ts s
houl
d be
abl
e to
•
expr
ess
idea
s in
an
artic
ulat
e an
d pe
rsua
sive
way
.St
uden
ts s
houl
d un
ders
tand
the
•pr
oces
s of
see
king
trut
h an
d di
s-se
min
atin
g kn
owle
dge.
Acad
emic
rese
arch
: St
uden
ts d
evel
op
soph
istic
ated
rese
arch
que
stio
ns a
nd
com
pose
sub
stan
tial a
rgum
ents
in
resp
onse
to th
ose
ques
tions
, inc
orpo
-ra
ting
exte
nsiv
e in
depe
nden
t lib
rary
re
sear
ch a
nd d
emon
stra
ting
mas
tery
of
sta
ndar
d ac
adem
ic d
ocum
enta
tion
mod
es.
Stud
ent c
onfe
renc
es•
Wor
ksho
ps•
Draf
t writ
ings
•Pe
er re
view
s of
pap
ers
•Re
adin
gs, r
esea
rch
pape
r, •
hand
outs
Lite
ratu
re re
view
•Li
brar
y se
ssio
ns•
Exer
cise
s•
Grad
esCo
ntin
uity
bet
. ass
ignm
ents
•M
ore
One-
on-o
ne w
/ stu
dent
s•
Alig
n as
sign
men
t w/ m
ajor
s•
Stud
ents
to s
ubm
it re
sour
ces
•To
ughe
r gra
ding
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Rh
eto
ric a
nd C
om
posi
tion
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y. St
yle:
Stu
dent
s ed
it th
eir o
wn
pros
e to
ac
hiev
e a
clea
r and
mat
ure
writ
ing
styl
e in
kee
ping
with
the
conv
entio
ns o
f aca
-de
mic
and
/or p
rofe
ssio
nal d
isco
urse
.
Peer
read
ing
and
editi
ng•
Spee
ch la
b an
d W
ritin
g ce
nter
•
parti
cipa
tion.
Assi
gnm
ents
and
dis
cuss
ions
•St
uden
t con
fere
nces
•Ex
ams
•In
-cla
ss c
ritiq
uing
•Re
adin
gs, h
omew
ork,
por
tfolio
s•
Mul
tiple
revi
sion
s of
pap
er•
Feed
back
Grad
esM
ore
read
ings
and
exe
rcis
es•
Mor
e sa
mpl
es•
Mor
e cl
ass
time
on to
pic
•M
ore
indi
vidu
al a
ssig
nmen
ts•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y. Re
visi
on:
Stud
ents
dev
elop
thei
r ow
n re
visi
on s
trate
gies
for e
xten
ding
and
en
richi
ng e
arly
dra
fts a
nd fo
r pro
duci
ng
polis
hed
adva
nced
aca
dem
ic w
ritin
g.
Stud
ent c
onfe
renc
es•
Grou
p w
orks
hops
•Cl
ass
disc
ussi
ons
•Re
adin
gs, h
omew
ork,
por
tfolio
s•
Peer
revi
sion
s•
Mul
tiple
dra
fts o
f pap
er•
Revi
sed
draf
tsAt
tend
ance
Grad
es
Mor
e in
divi
dual
ass
ignm
ents
•En
cour
age
mor
e re
visi
ons
•M
ore
guid
elin
es•
Mor
e “m
orni
ng”
sess
ions
•M
ore
in-c
lass
tim
e•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Scie
nce
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f the
phy
sica
l wor
ld, t
he
uses
of t
he s
cien
tific
met
hod,
and
th
e im
plic
atio
ns o
f tec
hnol
ogy.
Dem
onst
rate
und
erst
andi
ng o
f and
lit
erac
y in
the
cont
ent a
nd p
rinci
ples
of
a sc
ient
ific
disc
iplin
e.
Exam
s &
quiz
zes
•Ho
mew
ork
assi
gnm
ents
•Ex
erci
ses
•La
b se
ts•
Disc
ussi
ons
•W
ritin
g as
sign
men
ts•
Grad
esPa
rtici
patio
nTe
rm p
aper
Lab
note
book
s
Prov
ide
addi
tiona
l hel
p•
Incr
ease
revi
ew ti
me
•Cl
arify
exa
m q
uest
ions
•Ad
d ad
ditio
nal e
xam
•Us
e cl
icke
rs•
Add
Blac
kboa
rd q
uizz
es•
Prov
ide
mor
e to
pic
deta
il•
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Perfo
rm la
bora
tory
or fi
eld
proc
edur
es
that
exp
lore
the
cont
ent a
nd p
rinci
ples
of
thes
e di
scip
lines
.
Labo
rato
ry a
ctiv
ities
•Ex
ams
& Qu
izze
s•
Wee
kly
ques
tion
sets
•La
b re
port
•W
ritin
g as
sign
men
ts•
Hom
ewor
k•
Grad
esPa
rtici
patio
nTe
rm p
aper
Lab
note
book
s
Prov
ide
mor
e la
b ex
erci
ses
•Us
e pr
e-qu
izze
s to
pre
p la
bs•
Use
new
exp
erim
ents
•Us
e ou
tsid
e re
sour
ces
•Ad
d m
ore
soph
istic
ated
•
expe
rimen
tsPr
ovid
e m
ore
topi
c de
tail
•Co
llect
lab
obse
rvat
ions
wee
kly
•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Carr
y ou
t sci
entifi
c pr
oced
ures
in a
so
cial
ly re
spon
sibl
e m
anne
r.La
bora
tory
act
iviti
es•
Disc
ussi
ons
•La
b as
sign
men
ts•
Stud
ent g
roup
ass
ignm
ents
•W
ritin
g as
sign
men
ts•
Hom
ewor
k•
Grad
esPa
rtici
patio
nPr
ovid
e m
ore
topi
c de
tail
•
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Accu
rate
ly o
bser
ve, r
ecor
d, a
naly
ze,
and
repo
rt da
ta c
olle
cted
in th
e sc
ien-
tific
labo
rato
ry o
r the
fiel
d.
Lab
data
shee
ts•
Wee
kly
ques
tion
sets
•La
b re
ports
•Cl
ass
pres
enta
tion
•W
ritin
g as
sign
men
ts•
Hom
ewor
k•
Oral
pre
sent
atio
ns•
Lab
activ
ities
•
Grad
esPa
rtici
patio
nSt
uden
t fee
dbac
kEs
says
Lab
repo
rts
Prov
ide
add
data
act
iviti
es•
Requ
ire m
ore
shor
t lab
repo
rts•
Requ
ire m
ore
form
al re
ports
•Al
low
mul
tiple
dra
fts o
f rep
ort
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Socia
l S
cie
nce
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.
Enga
ge in
the
syst
emat
ic a
nd lo
gica
l st
udy
of h
uman
bei
ngs
and
thei
r int
er-
rela
tions
hips
, with
an
appr
ecia
tion
of
hum
an d
iver
sity
.
Lect
ures
& R
eadi
ngs
•Pr
oble
m s
ets
•Ex
ams
& Pa
pers
•Se
rvic
e le
arni
ng•
Disc
ussi
ons
•Et
hnog
raph
ic p
roje
ct•
Quiz
zes
& as
sign
men
ts•
Grad
esPa
rtici
patio
nTe
rm p
aper
Mee
t stu
dent
s w
ith c
ours
e •
prob
lem
sIn
crea
se to
pic
focu
s•
Incl
ude
topi
c re
ader
•Re
info
rce
topi
cs•
Empl
oy o
ne o
r mor
e so
cial
sci
ence
m
etho
ds o
r soc
ial s
cien
ce th
eorie
s an
d ph
iloso
phie
s.
Prob
lem
set
s•
Exam
s &
Quiz
zes
•Ex
erci
ses
•Li
tera
ture
revi
ew•
Term
pap
er•
Mee
ting
with
stu
dent
s•
Grad
esPa
rtici
patio
nTe
rm p
aper
Mee
t stu
dent
s w
ith c
ours
e •
prob
lem
sAd
d m
ore
disc
ussi
on•
Add
peer
stu
dent
edi
ting
•
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.
Anal
yze
expl
anat
ions
of h
uman
be
havi
or, h
uman
rela
tions
, or h
uman
in
stitu
tions
.
Lect
ures
& R
eadi
ngs
•Pr
oble
m s
ets
•Ex
ams
& Q
uizz
es•
Pape
rs•
Disc
ussi
ons
•Se
rvic
e le
arni
ng•
Read
ing
logs
•Ex
tern
al s
ocia
l obs
erva
tion
•
Grad
esPa
rtici
patio
nM
eet s
tude
nts
with
cou
rse
•pr
oble
ms
Add
in-c
lass
ass
ignm
ents
•Ad
d in
-cla
ss d
ebat
es•
Stud
ents
sho
uld
be e
xpos
ed to
•
oppo
rtuni
ties
to w
ork
for s
ocia
l ju
stic
e.
Appl
y so
cial
sci
ence
kno
wle
dge
to c
on-
tem
pora
ry s
ocia
l pro
blem
s, in
clud
ing
way
s to
impr
ove
the
hum
an c
ondi
tion
and
prom
ote
just
ice.
Lect
ures
•Di
scus
sion
s•
Pape
rs•
Rese
arch
pro
posa
l•
Exam
s &
quiz
zes
•Pr
oble
m s
ets
•Or
al p
rese
ntat
ions
•
Grad
esPa
rtici
patio
nSt
uden
t fee
dbac
kEs
says
Utili
ze w
ritin
g ce
nter
•As
sign
sho
rt pa
pers
•M
ore
exam
ples
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Socia
l S
cie
nce
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Unde
rsta
nd a
nd d
emon
stra
te s
ocia
l re
spon
sibi
lity.
Clas
s di
scus
sion
•Pa
pers
•Se
rvic
e Le
arni
ng•
Role
-pla
ying
•
Grad
esPa
rtici
patio
nM
ore
stru
ctur
e to
lect
ures
•Ro
le p
layi
ng•
Add
gues
t spe
aker
•
Stud
ents
sho
uld
unde
rsta
nd a
nd
•va
lue
cultu
ral a
nd e
thni
c di
ffer-
ence
s in
a m
ultic
ultu
ral s
ocie
ty
and
glob
aliz
ing
wor
ld.
Com
mun
icat
e so
cial
sci
ence
kno
wle
dge
to a
wor
ld s
hare
d by
all
peop
le a
nd h
eld
in tr
ust f
or fu
ture
gen
erat
ions
.
Exam
s•
Pape
rs•
Clas
s di
scus
sion
•Li
tera
ture
revi
ew•
Rese
arch
pro
posa
l•
Grad
esPa
rtici
patio
nTe
rm p
aper
Utili
ze w
ritin
g ce
nter
•M
onito
r pap
ers
mor
e cl
osel
y•
Prov
ide
mor
e pa
rtici
patio
n op
-•
portu
nitie
s
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Th
eolo
gy
and R
elig
ious
Stu
die
scO
re c
urri
culu
M g
Oals
lear
NiNg
Out
cOM
esex
aMPl
es O
f M
easu
reM
eNt
exaM
Ples
Of
evid
eNce
facu
lty
fOll
OW-u
P Pl
aNs
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.
Stud
ents
will
be
able
to u
nder
stan
d th
eir o
wn
spiri
tual
ity a
nd re
cogn
ize
how
relig
ion,
theo
logy
, and
spi
ritua
lity
unde
rlie
and
corr
elat
e w
ith a
bro
ad
rang
e of
hum
an e
xper
ienc
e.
Exam
s &
quiz
zes
•Es
says
•W
ritin
g as
sign
men
ts•
Case
stu
dies
•In
itial
refle
ctio
n pa
per
•
Grad
esRe
flect
ion
bind
ers
Mor
e hi
stor
ical
con
text
•Po
stpo
ne fi
rst c
ase
stud
y•
Stud
ents
sho
uld
unde
rsta
nd
•hi
stor
ical
trad
ition
s.St
uden
ts s
houl
d co
mpr
ehen
d th
e •
varia
tions
of p
eopl
e’s
rela
tions
hip
with
God
and
dev
elop
resp
ect f
or
the
relig
ious
bel
iefs
of o
ther
s.St
uden
ts s
houl
d un
ders
tand
•
the
mor
al d
imen
sion
of e
very
si
gnifi
cant
hum
an c
hoic
e, ta
king
se
rious
ly h
ow a
nd w
ho w
e ch
oose
to
be
in th
e w
orld
.
Stud
ents
will
be
able
to u
nder
stan
d,
diffe
rent
iate
, and
app
reci
ate
vario
us
relig
ious
trad
ition
s, a
s en
cour
aged
by
Vat
ican
II’s
sta
nce
on th
e Ca
tho-
lic C
hurc
h’s
rela
tions
hip
with
oth
er
faith
s. T
his
unde
rsta
ndin
g w
ill e
ntai
l th
e cr
eeda
l vis
ion,
mor
al te
achi
ngs,
hi
stor
ical
con
text
, soc
ial e
xpre
ssio
n,
and
key
rites
and
sym
bols
of t
hese
faith
tra
ditio
ns.
Exam
s •
Pape
rs•
Essa
ys•
Disc
ussi
on•
Proj
ect
•Re
flect
ion
pape
rs•
Writ
ing
assi
gnm
ents
•
Grad
esPa
pers
Mor
e di
scus
sion
•Re
quire
wee
kly
resp
onse
pap
ers
•
Stud
ents
sho
uld
unde
rsta
nd
•hi
stor
ical
trad
ition
s.St
uden
ts s
houl
d be
exp
osed
to
•op
portu
nitie
s to
wor
k fo
r soc
ial
just
ice.
Stud
ents
will
inve
stig
ate
and
disc
uss
how
relig
ious
and
theo
logi
cal t
radi
-tio
ns c
an w
ork
effe
ctiv
ely
for s
ocia
l ju
stic
e an
d fo
r the
goo
d of
the
entir
e hu
man
fam
ily a
nd th
e en
viro
nmen
t tha
t su
stai
ns it
.
Exam
s •
Anno
tate
d bi
blio
grap
hy•
Case
stu
dy•
Disc
ussi
on•
Refle
ctio
n pa
per
•Gr
oup
disc
ussi
ons
•
Grad
esW
ebsi
te w
ork
Refle
ctiv
e w
ork
Incr
ease
ser
vice
lear
ning
•M
ore
topi
c fo
cus
•Dr
op m
id-t
erm
•De
velo
p re
flect
ion
•Ad
d ou
tsid
e sp
eake
rs•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Vis
ual and P
erf
orm
ing A
rts
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.De
mon
stra
te o
rally
or i
n w
ritin
g th
e so
cial
, pol
itica
l and
eco
nom
ic c
onte
xt
surr
ound
ing
sign
ifica
nt w
orks
of a
rt.
Essa
ys•
Exam
s an
d qu
izze
s•
Labo
rato
ry w
ork
•Re
ports
•Pa
rtici
patio
n•
Disc
ussi
ons
•Pa
per
•Jo
urna
ls•
Rese
arch
pap
er•
Oral
pre
sent
atio
n •
Grad
esPa
pers
Essa
ys
Narr
ow li
st o
f pap
er to
pics
•Cr
eate
dis
cuss
ion
wor
kshe
ets
•Gr
eate
r use
of B
lack
boar
d•
Alte
r jou
rnal
ass
ignm
ent
•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d ap
prec
iate
and
•
be a
ble
to c
ritic
ally
eva
luat
e th
e ar
ts.
Dem
onst
rate
ora
lly o
r in
writ
ing
the
abili
ty to
chr
onol
ogic
ally
seq
uenc
e se
lect
ed w
orks
of a
rt.
Essa
ys•
Exam
s &
quiz
zes
•Gr
ades
Pape
rsRe
duce
per
iods
into
sm
alle
r •
incr
emen
tsFo
cus
on s
peci
fic to
pics
•St
ress
his
toric
al c
onte
xt•
Crea
te v
isua
l tim
elin
e•
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.St
uden
ts s
houl
d un
ders
tand
•
hist
oric
al tr
aditi
ons.
Stud
ents
sho
uld
unde
rsta
nd th
e •
natu
re o
f soc
iety
and
the
rela
tion-
ship
s be
twee
n in
divi
dual
s an
d gr
oups
.
Dem
onst
rate
ora
lly, i
n w
ritin
g, o
r th
roug
h pr
oduc
tion,
how
them
es o
r m
ovem
ents
dev
elop
ed o
ver t
ime
in th
e su
bjec
t art.
Suc
h de
mon
stra
tion
shou
ld
incl
ude
soci
al, p
oliti
cal a
nd a
esth
etic
de
velo
pmen
t.
Essa
ys•
Exam
s &
quiz
zes
•Di
scus
sion
•Jo
urna
ls•
Rese
arch
pro
ject
•
Grad
esPr
esen
tatio
nsQu
izze
s
Mor
e to
pic
emph
asis
•Cr
eate
dis
cuss
ion
wor
kshe
ets
•Al
ter j
ourn
al a
ssig
nmen
t•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Vis
ual and P
erf
orm
ing A
rts
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
be a
ble
to s
peak
•
and
writ
e ef
fect
ivel
y.De
mon
stra
te o
rally
or i
n w
ritin
g an
un
ders
tand
ing
of c
ritic
al a
ppro
ache
s to
ev
alua
ting
key
wor
ks in
the
subj
ect a
rt.
Pape
rs•
Oral
pre
sent
atio
n•
Exam
s•
Clas
s ex
erci
ses
•De
bate
s•
Disc
ussi
ons
•Jo
urna
ls•
Grad
esEs
says
Allo
t mor
e tim
e•
Grea
ter u
se o
f Bla
ckbo
ard
•Al
ter j
ourn
al a
ssig
nmen
t•
Stud
ents
sho
uld
unde
rsta
nd th
e •
proc
ess
of s
eeki
ng tr
uth
and
dis-
sem
inat
ing
know
ledg
e.
Reco
gniz
e ev
alua
tive
norm
s pr
oper
to
spec
ific
wor
ks a
nd m
ovem
ents
.Pa
pers
•Ex
ams
•W
ritte
n as
sign
men
ts•
Parti
cipa
tion
•Di
scus
sion
s•
Grad
esEs
says
Mor
e to
pic
focu
s•
Grea
ter u
se o
f Bla
ckbo
ard
•Al
ter j
ourn
al a
ssig
nmen
t•
Stud
ents
sho
uld
be a
ble
to
•ex
pres
s id
eas
in a
n ar
ticul
ate
and
pers
uasi
ve w
ay.
Artic
ulat
e an
d de
fend
thei
r jud
gmen
ts
thro
ugh
a st
udie
d, e
ngag
ed, a
nd
info
rmed
pro
cess
of r
eflec
tion
as w
ell
as a
ctio
n.
Pape
rs•
Oral
pre
sent
atio
n•
Exam
s &
quiz
zes
•Di
scus
sion
s•
Crea
tion
of p
lay
•Jo
urna
ls•
Blac
kboa
rd d
iscu
ssio
ns•
Grou
p pr
ojec
ts•
Grad
esPa
pers
Allo
t mor
e tim
e•
Chan
ge q
uizz
es to
writ
ings
•
Stud
ents
sho
uld
be e
xpos
ed to
•
oppo
rtuni
ties
to w
ork
for s
ocia
l ju
stic
e.
Atte
nd d
ispl
ays
of th
e su
bjec
t art
(per
form
ance
, mus
eum
, etc
.) ou
tsid
e cl
assr
oom
/cam
pus
expe
rienc
e, w
ith a
n em
phas
is o
n m
argi
naliz
ed/a
rtist
ical
ly
unde
r-re
pres
ente
d co
mm
uniti
es a
s w
ell
as th
e tra
ditio
nal c
anon
.
Writ
ten
assi
gnm
ent
•Pa
per
•Bl
ackb
oard
dis
cuss
ions
•Cl
ass
surv
ey•
Conc
ert r
epor
ts•
Writ
ten
wor
kPa
pers
Expa
nd d
iscu
ssio
ns•
Requ
ire a
ttend
ance
•Na
rrow
film
list
•As
sign
sho
rt pa
pers
•
AT
TAC
hm
en
T 2
4:
Core
Ass
ess
men
t m
atr
ix R
evi
ew
Vis
ual and P
erf
orm
ing A
rts
cOre
cur
ricu
luM
gOa
lsle
arNi
Ng O
utcO
Mes
exaM
Ples
Of
Mea
sure
MeN
tex
aMPl
es O
f ev
ideN
cefa
cult
y fO
llOW
-uP
PlaN
s
Stud
ents
sho
uld
unde
rsta
nd a
nd
•va
lue
cultu
ral a
nd e
thni
c di
ffer-
ence
s in
a m
ultic
ultu
ral s
ocie
ty
and
glob
aliz
ing
wor
ld.
Acce
ss a
bro
ad v
arie
ty o
f tra
ditio
nal
and
non-
tradi
tiona
l cul
tura
l res
ourc
es
loca
lly a
nd g
loba
lly.
Quiz
zes
•Pa
pers
•Re
sear
ch p
roje
ct•
Clas
s su
rvey
•W
eekl
y ar
ticle
s•
Writ
ten
wor
kRe
view
libr
ary
rese
arch
ski
lls•
TAB
25
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
5:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Culm
inati
ng P
roje
cts
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(7.h
) I h
ave
done
or p
lan
to d
o: C
ulm
inat
ing
seni
or e
xper
ienc
e (c
apst
one
cour
se,
seni
or p
roje
ct o
r the
sis,
com
preh
ensi
ve
exam
, etc
.). [D
one]
15%
[S]
22%
[S]
23%
[S]
37%
[S]
41%
[S]
44%
[S]
35%
[S]
38%
[S]
32%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
26
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
eive
ws
2007
-08
Art
s an
d Sc
ienc
es1
23
12
3C
ompu
ter S
cien
ceE
xter
nal
Rev
iew
ers
Med
ia S
tudi
esE
xter
nal
Rev
iew
ers
Spor
t Man
agem
ent
Ext
erna
lR
evie
wer
s
Fina
ncia
l Rev
iew
sA
cade
mic
Pro
gram
Rev
iew
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollw
-up
actio
n re
view
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Arts
and
Sci
ence
s1
23
12
3Ec
onom
ics
Ext
erna
l Ja
ck W
. Abe
r, P
rofe
ssor
of F
inan
ce a
nd C
hair,
Dep
t. of
Fin
ance
& E
cono
mic
s, B
osto
n U
. Sch
ool o
f Man
agem
ent
Rev
iew
ers
Dav
id C
olan
der,
Chr
istia
n A
. Joh
nson
Dis
tingu
ishe
d P
rofe
ssor
of E
cono
mic
s, M
iddl
ebur
y C
olle
geD
avid
Ken
net,
Pro
fess
or o
f Eco
nom
ics,
Vas
sar C
olle
geEn
rico
Spol
aore
, Pro
fess
or a
nd C
hair,
Dep
t. of
Eco
nom
ics,
Tuf
ts U
.
MFA
in W
ritin
gE
xter
nal
Mar
y Jo
Ban
g, D
irect
or o
f the
Cre
ativ
e W
ritin
g P
rogr
am, W
ashi
ngto
n U
., S
t. Lo
uis
Rev
iew
ers
Mel
issa
Ham
mer
ie, D
irect
or o
f the
Cre
ativ
e W
ritin
g P
rogr
am, N
ew Y
ork
U.
Jam
es K
aste
ly, D
irect
or o
f Cre
ativ
e W
ritin
g, U
. of H
oust
on
Bio
logy
Ext
erna
lC
laris
sa C
hene
y, A
ssoc
iate
Pro
fess
or a
nd C
hair
of B
iolo
gy, P
omon
a C
olle
geR
evie
wer
sJo
e Pe
llicc
ia, A
ssoc
iate
Pro
fess
or o
f Bio
logy
, Bat
es C
olle
geD
ebor
ah L
. Rob
erts
on, A
ssoc
iate
Pro
fess
or o
f Bio
logy
, Cla
rk U
.Aca
dem
ic P
rogr
am R
evie
wFi
nanc
ial R
evie
w
# D
escr
iptio
in1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2005
-06
Art
s an
d Sc
ienc
es1
23
12
3Ph
iloso
phy
x1/
23/0
7E
xter
nal
Mar
gare
t Urb
an W
alke
r, P
rofe
ssor
of P
hilo
soph
y, A
rizon
Sta
te U
.R
evie
wer
sM
ark
Mur
phy,
Pro
fess
or a
nd D
irect
or o
f Und
ergr
adua
te S
tudi
es, G
eorg
etow
n U
.K
aren
J. W
arre
n, P
rofe
ssor
of P
hilo
phy,
Mac
ales
ter C
olle
ge
Envi
ronm
enta
l Sci
ence
/Man
agem
ent
x1/
23/0
7E
xter
nal
Jose
D. F
uent
es, A
ssoc
iate
Pro
fess
or o
f Env
ironm
enta
l Sci
ence
and
Dire
ctor
of t
he V
irgin
ia F
ores
t Res
earc
h Fa
cilit
y, U
. of V
irgin
iaR
evie
wer
sJo
anne
Fox
-Prz
ewor
ski,
Dire
ctor
of t
he B
ard
Ctr.
For
Env
ironm
enta
l, B
ard
Col
lege
Ken
neth
H. R
eckh
ow, P
rofe
ssor
of W
ater
Res
ourc
es a
nd C
hair
of th
e D
ivis
ion
of E
nviro
nmen
tal S
cien
ces
and
Pol
icy,
Duk
e U
.A
nne
Stur
z, P
rofe
ssor
& C
hair,
Mar
ine
Sci
ence
and
Env
ironm
enta
l Stu
dies
, U. o
f San
Die
go
Polit
ics
x1/
23/0
7E
xter
nal
Lorn
Fos
ter,
Cha
rles
and
Hen
rietta
Joh
nson
Det
oy P
rofe
ssor
of A
mer
ican
Gov
ernm
ent a
nd P
rofe
ssor
of P
oliti
cs, P
omon
a C
olle
geR
evie
wer
sK
atha
rine
H. S
. Moo
n, P
rofe
ssor
of P
oliti
cal S
cien
ce, W
elle
sley
Col
lege
Pete
r Ste
inbe
rger
, Pro
fess
or o
f Pol
itica
l Sci
ence
, Ree
d C
olle
ge
Soci
olog
yx
1/23
/07
Ext
erna
lM
igue
l Ang
el C
ente
no, P
rofe
ssor
of S
ocio
logy
, Prin
ceto
n U
nive
rsity
Rev
iew
ers
Jill
S. G
rigsb
y, P
rofe
ssor
and
Cha
ir of
Soc
iolo
gy, P
omon
a C
olle
geK
arin
Mar
tin, A
ssoc
iate
Pro
fess
or a
nd D
irect
or o
f Gra
duat
e S
tudi
es, U
. of M
ichi
gan
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rei
vew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2004
-05
Art
s an
d Sc
ienc
es1
23
1
23
Che
mis
try
x10
/18/
05E
xter
nal
Ade
le J
. Wol
fson
, Pro
fess
or o
f Che
mis
try a
nd A
ssoc
iate
Dea
n of
the
Col
lege
, Wel
lesl
ey C
olle
geR
evie
wer
sB
ert H
olm
es, P
hilip
g. C
arso
n D
istin
guis
hed
Cha
ir of
Sci
ence
and
Pro
fess
or o
f Che
mis
try, U
. of N
orth
Car
olin
a, A
shvi
lleTh
omas
Poo
n, A
ssoc
iate
Pro
fess
or o
f Che
mis
try, C
lare
mon
t-McK
enna
Col
lege
Exer
cise
& S
port
Sci
ence
x10
/18/
05E
xter
nal
Jeffr
ey A
. McC
ubbi
n, P
rofe
ssor
and
Ass
ocia
te D
ean,
Col
lege
of H
ealth
and
Hum
an S
cien
ces,
Ore
gon
Sta
te U
.R
evie
wer
sJa
net C
. Har
ris, P
rofe
ssor
and
Dire
ctor
of t
he S
choo
l of K
ines
iolo
gy a
nd N
utric
tiona
l Sci
ence
, CS
U, L
os A
ngel
esA
rlette
Per
ry, P
rofe
ssor
and
Cha
ir, D
epar
tmen
t of E
xerc
ise
& S
port
Sci
ence
s, U
. of M
iam
i
His
tory
x10
/18/
05E
xter
nal
Cra
ig S
teve
n W
ilder
, Pro
fess
or o
f His
tory
, Dar
tmou
th C
olle
geR
evie
wer
sLe
slie
S. O
ffutt,
Ass
ocia
te P
rofe
ssor
of H
isto
ry, V
assa
r Col
lege
Ric
hard
Lim
, Ass
ocia
te P
rofe
ssor
of H
isto
ry, S
mith
Col
lege
Aca
dem
ic P
rogr
am R
evie
wFi
nanc
ial R
evie
w
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2003
-04
Art
s an
d Sc
ienc
es1
23
12
3M
athe
mat
ics
xx
2004
Ext
erna
lPr
isci
lla S
. Bre
mse
r, P
rofe
ssor
, Dep
t. of
Mat
hem
atic
s, M
iddl
ebur
y C
olle
geR
evie
wer
sEr
ica
Flap
an, P
rofe
ssor
and
Cha
ir, D
ept.
of M
athe
mat
ics,
Pom
ona
Col
lege
Will
iam
G. M
cCal
lum
, Pro
fess
or, D
ept.
of M
athe
mat
ics,
U. o
f Ariz
ona
Phys
ics
Ext
erna
l D
avid
Grif
fiths
, How
ard
Vollu
m P
rofe
ssor
of S
cien
ce, D
ept.
of P
hysi
cs, R
eed
Col
lege
Rev
iew
ers
Hen
ri Ja
nsen
, Pro
fess
or a
nd C
hair,
Ore
gon
Sta
te U
.D
ougl
as O
sher
off,
Pro
fess
or, D
ept.
of P
hysi
cs, S
tanf
ord
U.
Psyc
holo
gyE
xter
nal
Ric
hard
Gon
zale
z, P
rofe
ssor
and
Cha
ir, D
ept.
of P
sych
olog
y, U
. of M
ichi
gan
Rev
iew
ers
Ric
hard
S. L
ewis
, Ass
ocia
te P
rofe
ssor
of P
sych
olog
y an
d N
euro
scie
nce,
Pom
ona
Col
lege
Deb
orah
Phi
llips
, Pro
fess
or a
nd C
hair,
Dep
t. of
Psy
chol
ogy,
Geo
rget
own
U.
Theo
logy
& R
elig
ious
Stu
dies
Ext
erna
lSu
san
Ack
erm
an, P
rofe
ssor
, Dep
t. of
Rel
igio
n, D
artm
outh
Col
lege
Rev
iew
ers
Fran
cis
X. C
loon
ey, S
.J.,
Pro
fess
or, D
ept.
of T
heol
ogy,
Bos
ton
Col
lege
Yvon
ne P
. Chi
reau
, Pro
fess
or a
nd C
hair,
Dep
t. of
Rel
igio
n, S
war
thm
ore
Col
lege
Ger
ald
P. F
ogar
ty, S
.J.,
Will
iam
R. K
enna
Pro
fess
or, D
ept.
of R
elig
ious
Stu
dies
, U. o
f Virg
inia
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
agge
r sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Scho
ol o
f Bus
ines
s an
d M
anag
emen
t1
23
12
3Fi
nanc
e an
d Q
uant
iativ
e A
naly
sis
Ext
erna
l R
evie
wer
s
Mar
ketin
g, G
loba
lizat
ion,
and
Str
ateg
yE
xter
nal
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Scho
ol o
f Edu
catio
n1
23
12
3Te
ache
r Edu
catio
nE
xter
nal
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Scho
ol o
f Edu
catio
n1
23
12
3C
atho
lic E
duca
tiona
l Lea
ders
hip
x1/
23/0
7E
xter
nal
Dr.
John
Jam
es, S
t. Lo
uis
U.
Rev
iew
ers
Dr.
Cla
ire H
elm
, NC
EA
Cou
nsel
ing
Psyc
holo
gyx
1/23
/07
Ext
erna
l D
r. A
my
Hitt
ner,
Form
er A
ssoc
iate
Dea
n, F
acul
ty o
f Hea
lth &
Sci
ence
s, S
FSU
Rev
iew
ers
Dr.
Mic
hael
Car
ter,
Ass
ocia
te P
rofe
ssor
& C
oord
inat
or, M
FT, C
SU
, Los
Ang
eles
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2005
-06
Scho
ol o
f Edu
catio
n1
23
12
3In
tern
atio
nal &
Mul
ticul
tura
l Edu
catio
nx
10/1
8/05
Ext
erna
l D
r. M
ary
Popl
in, C
lare
mon
t U.
Rev
iew
ers
Dr.
Mar
ia T
orre
s-G
uzm
an, C
olum
bia
U.
Lear
ning
& In
stru
ctio
nx
10/1
8/05
Ext
erna
lD
r. M
icha
el G
erbe
r, U
C R
iver
side
Rev
iew
ers
Dr.
Stev
e B
osse
rt, U
C S
anta
Bar
bara
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Pro
gram
Rev
iew
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2003
-04
Scho
ol o
f Edu
catio
n1
23
12
3Ed
ucat
iona
l Tec
hnol
ogy
x20
04E
xter
nal
Dr.
Pegg
y B
ento
n, S
F S
tate
Rev
iew
ers
Dr.
Dav
id G
eorg
i, C
SU
Bak
ersf
ield
Org
aniz
atio
n &
Lea
ders
hip
x20
04E
xter
nal
Dr.
Che
t Bow
ers,
Por
tland
Sta
teR
evie
wer
sD
r. B
arba
ra L
awre
nce,
Bar
uch
Col
lege
x20
04
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-a
ctio
n re
view
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Scho
ol o
f Law
12
31
23
Adm
issi
ons
and
Fina
ncia
l Aid
Polic
ies
in li
ght o
f Gru
tter
Ext
erna
lA
mer
ican
Bar
Ass
ocia
tion
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
wFi
nanc
ial R
evie
w
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
r man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Scho
ol o
f Nur
sing
12
31
23
Hea
lthca
re S
yste
ms
Ext
erna
l R
evie
wer
s
Lead
ersh
ip (R
N)
Ext
erna
lR
evie
wer
s
Adv
ance
d Pr
actic
e N
urse
(RN
)E
xter
nal
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Col
lege
of P
rofe
ssio
nal S
tudi
es1
23
12
3M
A of
Non
-pro
fit A
dmin
istr
atio
nE
xter
nal
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Col
lege
of P
rofe
ssio
nal S
tudi
es1
23
12
3M
aste
r of O
rgan
izat
ion
Dev
elop
men
tE
xter
nal
Rev
iew
ers
BA
/MA
of S
cien
ce in
Info
rmat
ion
Syst
ems
Ext
erna
l R
evie
wer
s
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2004
-05
Col
lege
of P
rofe
ssio
nal S
tudi
es1
23
12
3B
A/M
A of
Pub
lic A
dmin
istr
atio
nx
x10
/18/
05x
x10
/18/
05E
xter
nal
Tim
Hod
son,
Pro
fess
or o
f Pub
lic A
dmin
istra
tion
& E
xecu
tive
Dire
ctor
, Ctr.
for P
rofe
ssio
nal S
tudi
esR
evie
wer
App
lied
Econ
omic
sx
x10
/18/
05x
x10
/18/
05E
xter
nal
And
rew
T. W
illia
ms,
Pro
fess
or o
f Eco
nom
ics,
St.
Mar
y's
Col
lege
(Cal
iforn
ia)
Rev
iew
ers
Edw
ard
M. C
oope
r, P
rofe
ssor
of B
usin
ess
& C
hair
of th
e M
.S. i
n In
tern
atio
nal M
anag
emen
t, R
egis
U.
Ray
mon
d Sf
ier,
Ass
ocia
te P
rofe
ssor
of E
cono
mic
s, C
hapm
an U
.Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2003
-04
Col
lege
of P
rofe
ssio
nal S
tudi
es1
23
12
3In
terd
isci
plin
ary
Stud
ies
xx
4/14
/04
Ext
erna
lSu
san
Man
cuso
, Ass
ocia
te P
rofe
ssor
and
Cha
ir, D
ept.
of E
duca
tiona
l Lea
ders
hip,
Wes
ter W
ashi
ngto
n U
.R
evie
wer
sJo
hn S
tran
ge, P
rofe
ssor
of B
ehav
iora
l Stu
dies
& E
duca
tiona
l Tec
hnol
ogy,
U. o
f Sou
th A
laba
ma
Org
aniz
atio
nal B
ehav
ior
xx
4/14
/04
Ext
erna
lTh
omas
May
es, P
rofe
ssor
of M
anag
emen
t, C
alifo
rnia
Sta
te U
. Ful
lerto
nR
evie
wer
sA
sbjo
rn O
slan
d, A
ssoc
iate
Pro
fess
or o
f Org
aniz
atio
n &
Man
agem
ent,
San
Jos
e S
tate
U.
Larr
y R
ober
tson
, Ass
ocia
te D
ean,
Exe
cutiv
e E
duca
tion,
Lea
vey
Sch
ool o
f Bus
ines
s, S
anta
Cla
ra U
.
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Gle
eson
Lib
rary
/ G
esch
ke C
ente
r1
23
12
3G
lees
on L
ibra
ry
Ext
erna
l R
evie
wer
s
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Aca
dem
ic &
Enr
ollm
ent S
ervi
ces
12
31
23
Web
Ser
vice
sE
xter
nal
Rev
iew
ers
Ext
erna
l In
form
atio
n/D
ata
Serv
ices
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
2006
-07
Aca
dem
ic &
Enr
ollm
ent S
ervi
ces
12
31
23
Und
ergr
adua
te A
dmis
sion
sE
xter
nal
Rob
ert G
. Blu
st, D
ean
Adm
issi
on, M
arqu
ette
U.
Rev
iew
ers
Thom
as E
. Gle
nn, E
xecu
tive
Dire
ctor
of A
dmis
sion
, U. o
f Illi
nois
at C
hica
goSt
even
L. S
haw
, Dire
ctor
, Int
erna
tiona
l Adm
issi
ons,
Sta
te U
. of N
ew Y
ork,
Buf
falo
Fina
ncia
l Aid
Ope
ratio
ns a
nd S
ervi
ces
Ext
erna
l Ly
nn F
ox, A
ssoc
iate
Dea
n of
Enr
ollm
ent a
nd D
irect
or o
f Fin
anci
al A
id, U
. of t
he P
acifi
cR
evie
wer
sC
arrie
Ste
ere-
Sala
zar,
Dire
ctor
of S
tude
nt F
inan
cial
Ser
vice
s, U
. of C
alifo
rnia
, San
Fra
ncis
coJi
m W
hite
, Ass
ocia
te P
rovo
st fo
r Enr
ollm
ent S
ervi
ces,
Sea
ttle
U. A
cade
mic
Pro
gram
Rev
iew
sFi
nanc
ial R
evie
ws
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am R
evie
w a
nd S
ervi
ce U
nit R
evie
ws
2004
-05
Aca
dem
ic &
Enr
ollm
ent S
ervi
ces
12
31
23
Aca
dem
ic S
uppo
rt S
ervi
ces
xx
(incl
udes
Stu
dent
Dis
abili
ty S
ervi
ces)
Ext
erna
l R
evie
wer
s
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Uni
vers
ity L
ife1
23
12
3R
ecre
atio
nal S
port
sE
xter
nal
Rev
iew
ers
Mul
ticul
tura
l Stu
dent
Ser
vice
sE
xter
nal
Rev
iew
ers
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rei
vew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Uni
vers
ity L
ife1
23
12
3In
tern
atio
nal S
tude
nt S
ervi
ces
x11
/14/
06E
xter
nal
Del
ores
(Del
o) B
loug
h, J
ames
Mad
ison
U.
Rev
iew
ers
Mar
y Ja
cob,
U. o
f Cal
iforn
ia S
anta
Bar
bara
Salv
ator
e Lo
ngar
io, F
ordh
am U
.
Car
eer S
ervi
ces
x2/
20/0
7E
xter
nal
And
rew
Cep
erle
y, D
irect
or, C
aree
r Ser
vice
s C
ente
r, U
. of
Cal
iforn
ia, S
an D
iego
Rev
iew
ers
Mar
y R
ittle
r Hei
tkem
per,
Dire
ctor
, The
Car
eer C
ente
r, G
onza
ga U
.M
anue
l Per
ez, D
irect
or, C
aree
r Dev
elop
men
t Cen
ter,
Cal
iforn
ia S
tate
U.,
Long
Bea
ch
Uni
vers
ity M
inis
try
x5/
16/0
7E
xter
nal
Sue
Wei
tz, V
ice
Pre
side
nt o
f Stu
dent
Life
, Gon
zaga
U.
Rev
iew
ers
Joe
Cur
rie, S
.J.,
Dire
ctor
, Cam
pus
Min
istry
, For
dham
U.
Lulu
San
tana
, Cam
pus
Min
iste
r, S
anta
Cla
ra U
.
Aca
dem
ic P
rogr
am R
evie
ws
Fina
ncia
l Rev
iew
s
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Uni
vers
ity A
dvan
cem
ent
12
31
23
Cor
pora
te R
egio
nal C
ounc
ilE
xter
nal
Rev
iew
ers
Plan
ned
& M
ajor
Giv
ing
Ext
erna
lR
evie
wer
s
Ser
vice
Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Pre
sent
atio
n to
exe
cutiv
e of
ficer
s3.
Fol
low
-up
actio
n re
view
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Uni
vers
ity A
dvan
cem
ent
12
31
23
Alu
mni
Dev
elop
men
t Cou
ncil
Ext
erna
lR
evie
wer
s
Ser
vice
Uni
t Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e of
pre
sent
atio
n to
exe
cutiv
e of
ficer
s3.
Fol
low
-up
actio
n re
view
USF
Bud
get,
Plan
ning
and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Offi
ce o
f Bus
ines
s &
Fin
ance
12
31
23
Offi
ce o
f VP
and
Trea
sury
Ext
erna
l R
evie
wer
s
Faci
litie
s D
ivis
ion
12
31
23
Ext
erna
l R
evie
wer
s
Ser
vice
Uni
t Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n 1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e of
pre
sent
atio
n to
exe
cutiv
e of
ficer
s3.
Fol
low
-act
ion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Offi
ce o
f Bus
ines
s &
Fin
ance
12
31
23
Boo
ksto
reE
xter
nal
Mar
yann
Doy
le, I
ndep
ende
nt C
onsu
ltant
Rev
iew
ers
Ser
vice
Uni
t Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Offi
ce o
f the
Gen
eral
Cou
nsel
12
31
23
Lega
l & L
abor
Rel
atio
nsE
xter
nal
Rev
iew
ers
Ser
vice
Uni
t Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2007
-08
Info
rmat
ion
Tech
nolo
gy S
ervi
ces
12
31
23
Cla
ssro
om T
echn
olog
yE
xter
nal
Rev
iew
ers
Cen
ter f
or In
stru
ctio
n an
d Te
chno
logy
Ext
erna
lR
evie
wer
s
Ser
vice
Uni
t Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
USF
Pla
nnin
g, B
udge
t and
Rev
iew
Mas
ter C
alen
dar:
Aca
dem
ic P
rogr
am a
nd S
ervi
ce U
nit R
evie
ws
2006
-07
Info
rmat
ion
Tech
nolo
gy S
ervi
ces
12
31
23
Hel
p D
esk,
Des
ktop
Sup
port
, &
Des
ktop
Eng
inee
ring
Ext
erna
l C
CS
Con
sulti
ngR
evie
wer
sht
tp://
ccin
corp
orat
ed.c
om/
Ser
vice
Uni
t Rev
iew
sFi
nanc
ial R
evie
ws
# D
escr
iptio
n1.
Uni
t lea
der/b
udge
t man
ager
sig
n of
f2.
Dat
e pr
esen
ted
to e
xecu
tive
offic
ers
3. F
ollo
w-u
p ac
tion
revi
ew
TAB
27
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
7:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Ove
rall
Sati
sfacti
on
Nsse
Que
stiO
Nus
f20
04us
f20
05us
f20
06
Jesu
it
uNiv
ersi
ties
2004
Jesu
it
uNiv
ersi
ties
20
05
Jesu
it
uNiv
ersi
ties
2006
Nsse
saM
Ple
2004
Nsse
saM
Ple
2005
Nsse
saM
Ple
2006
(13)
How
wou
ld y
ou e
valu
ate
your
ent
ire
educ
atio
nal e
xper
ienc
e at
this
inst
itutio
n?
[Goo
d an
d Ex
celle
nt]
89%
[F]
87%
[S]
89%
[F]
86%
[S]
89%
[F]
86%
[S]
90%
[F]
92%
[S]
90%
[F]
90%
[S]
90%
[F]
91%
[S]
84%
[F]
88%
[S]
87%
[F]
89%
[S]
86%
[F]
85%
[S]
(14)
If y
ou c
ould
sta
rt ov
er a
gain
, wou
ld y
ou
go to
the
sam
e in
stitu
tion
you
are
now
at-
tend
ing?
[Pro
babl
y ye
s an
d De
finite
ly y
es]
85%
[F]
85%
[S]
83%
[F]
83%
[S]
83%
[F]
81%
[S]
83%
[F]
83%
[S]
84%
[F]
84%
[S]
84%
[F]
83%
[S]
83%
[F]
81%
[S]
83%
[F]
82%
[S]
83%
[F]
81%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
28
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
8:
Sati
sfacti
on w
ith U
SF e
xperi
ence
Over
all
(N=8
48)
arts
aNd
sci
eNce
sBu
siNe
ss a
Nd
MaN
ageM
eNt
cOll
ege
Of
PrOf
essi
ONal
stu
dies
Nurs
iNg
Curr
ent S
atis
fact
ion
with
aca
dem
ic c
ours
e w
ork
whi
le a
t USF
. [V
ery
satis
fied
and
Satis
fied]
93.4
%94
.0%
93.5
%91
.5%
97.2
%
Wou
ld re
com
men
d US
F to
oth
ers.
[St
rong
ly a
gree
and
Agr
ee]
95.4
%95
.3%
97.1
%95
.3%
95.8
%
SoUR
ce: U
Sf a
lum
ni S
urve
y 20
07
TAB
29
Un
ive
rs
ity
of
sa
n f
ra
nc
isc
o
AT
TAC
hm
en
T 2
9:
nS
Se
Resu
lts
(2004,
2005 a
nd 2
006
)
Con
trib
uti
ons
to e
ngagem
ent
an
d W
elf
are
of
Com
mu
nit
y
Nsse
Que
stiO
Nus
f20
04us
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06
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it
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Jesu
it
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20
05
Jesu
it
uNiv
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Nsse
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2004
Nsse
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Nsse
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(1.k
) Du
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choo
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t (e.
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ervi
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ng) a
s pa
rt of
a re
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r cou
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[Ofte
n an
d Ve
ry
Ofte
n]
17%
[F]
32%
[S]
47%
[F]
64%
[S]
20%
[F]
39%
[S]
19%
[F]
23%
[S]
54%
[F]
65%
[S]
18%
[F]
22%
[S]
13%
[F]
18%
[S]
43%
[F]
60%
[S]
11%
[F]
17%
[S]
(7.b
) I h
ave
done
or p
lan
to d
o: C
omm
unity
se
rvic
e or
vol
unte
er w
ork
befo
re I
grad
u-at
e. [P
lan
to d
o an
d Do
ne]
91%
[F]
80%
[S]
89%
[F]
86%
[S]
88%
[F]
88%
[S]
88%
[F]
78%
[S]
88%
[F]
83%
[S]
86%
[F]
80%
[S]
77%
[F]
71%
[S]
80%
[F]
76%
[S]
76%
[F]
73%
[S]
(11.
o) T
o w
hat e
xten
t has
you
r exp
erie
nce
at U
SF c
ontri
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d to
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r kno
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and
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l dev
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Co
ntrib
utin
g to
the
wel
fare
of y
our c
om-
mun
ity. [
Quite
a b
it an
d Ve
ry M
uch]
56%
[F]
56%
[S]
58%
[F]
66%
[S]
63%
[F]
66%
[S]
56%
[F]
60%
[S]
60%
[F]
63%
[S]
61%
[F]
63%
[S]
41%
[F]
45%
[S]
46%
[F]
48%
[S]
42%
[F]
44%
[S]
[f] =
firs
t-ye
ar S
tude
nts
[S] =
Sen
iors
TAB
30
University of san francisco
ATTAChmenT 30: Baccalaureate-Origins (AJCU Institutions) of Research Doctorate Recipients
the attached table shows the number of research doctorates received between 2004 and 2005 by individuals who obtained a baccalaure-
ate degree from each of the Jesuit colleges and universities in the United States. Recipients of professional degrees (e.g., m.d., d.d.S.,
o.d., d.v.m., psych.d., d.min. and J.d.) are excluded. these figures have been obtained from the reports prepared by the national opinion
Research center at the University of chicago from surveys filled out by degree recipients and/or their graduate programs.
Findings of note are:
a total of 19 recipients of a research doctorate in 2004 reported USf as the institution where they obtained their baccalaureate degree. ten •
of them were women and 12 were ethnic minorities. the corresponding figures for 2005 were a total of 15 doctorates (8 to women and 7 to
ethnic minorities).
in 2004, USf ranked 466th in the number of research doctorates awarded to its undergraduate alumni. Higher ranks were obtained by 13 •
other Jesuit universities or colleges (Georgetown, Loyola chicago, Boston college, Loyola new orleans, Holy cross, St. Louis, detroit mercy,
creigthon, canisius, fordham, John caroll, Santa clara and marquette). Xavier and LmU shared the same rank with USf. in 2005, USf
ranked 601 with 19 other Jesuit universities or colleges ranking higher.
at USf, 52.6% of alumni who received their research doctorates in 2004 were women. a total of 11 other Jesuit universities or colleges had •
a higher proportion of women doctorates than USf (Spring Hill, LmU, Loyola chicago, Loyola new orleans, Loyola college, Boston college,
creighton, canisius, fordham, Le moyne, Scranton). in 2005, 53.3% of alumni who received a doctorate were women and 10 Jesuit or univer-
sities had a higher proportion of alumni women doctorates.
among all Jesuit universities and colleges, USf had the highest proportion of alumni recipients of a research doctorate in 2004 and 2005 who •
were ethnic minorities.
SoURceS: nSf/niH/USed/neH/USda/naSa, Survey of earned doctorates 2004. national opinion Research center, University of chicago, 2006.nSf/niH/USed/neH/USda/naSa, Survey of earned doctorates 2005. national opinion Research center, University of chicago, 2006.
University of san francisco
ATTAChmenT 30: Baccalaureate-Origins of Doctorate Recipients (2004 and 2005)
2004 research dOctOrate
2005 research dOctOrate
2004 raNk
2005 raNk
2004 WOMeN
reciPieNts
2005 WOMeN
reciPieNts
2004 NON-White reciPieNts
2005 NON-White reciPieNts
Spring Hill College 7 6 1,003 1,1116
(85.7%)4
(66.7%)1
(14.3%)0
Loyola Marymount University 19 29 466 324
15(78.9%)
16(55.2%)
5(26.3%)
11(37.9%)
Santa Clara University 26 27 340 34613
(50.0%)14
(51.9%)12
(46.2%)8
(29.6%)
University of San Francisco 19 15 466 601
10(52.6%)
8(53.3%)
12(63.2%)
7(46.7%)
Fairfield University 16 16 538 5688
(50.00%)9
(56.3%)1
(6.3%)1
(6.3%)
Regis University 5 8 1,212 9322
(40.0%)3
(37.5%)0
1(12.5%)
Georgetown University 85 70 79 10641
(48.2%)36
(51.4%)23
(27.1%)14
(20.0%)
Loyola University Chicago 56 44 139 200
30(53.6%)
31(70.5%)
16(28.6%)
8(18.2%)
Loyola University New Orleans 21 22 421 421
13(61.9%)
11(50.0%)
7(33.3%)
2(9.1%)
Loyola College 15 17 572 53911
(73.3%)7
(41.2%)3
(20.0%)2
(11.8%)
Boston College 56 75 139 9831
(55.4%)57
(76.0%)7
(12.5%)18
(24.0%)
College of the Holy Cross 43 25 191 371
22(51.2%)
14(56.0%)
3(7.0%)
0
University of Detroit Mercy 21 8 421 932
7(33.3%)
5(62.5%)
7(33.3%)
1(12.5%)
Rockhurst University 11 8 725 9325
(45.5%)3
37.5%)2
(18.2%)0
St. Louis University 38 30 221 31319
(50.0%)10
(33.3%)5
(13.2%)4
(13.3%)
Creighton University 23 20 389 45713
(56.5%)18
(90.0%)4
(17.4%)2
(10.0%)
Baccalaureate-Origins of Doctorate Recipients (2004 and 2005)
2004 research dOctOrate
2005 research dOctOrate
2004 raNk
2005 raNk
2004 WOMeN
reciPieNts
2005 WOMeN
reciPieNts
2004 NON-White reciPieNts
2005 NON-White reciPieNts
St. Peter’s College 0 7 1,006 04
(57.1%)0
1(14.3%)
Canisius College 22 16 405 56816
(72.7%)3
(18.8%)3
(13.6%)0
Fordham University 38 29 221 32423
(60.5%)13
(44.8%)8
(21.1%)8
(27.6%)
Le Moyne College 11 0 7257
(63.6%)0
1(9.1%)
0
John Carroll University 25 23 361 40512
(48.0%)12
(52.2%)1
(4.0%)1
(4.3%)
Xavier University 19 14 466 6318
(42.1%)7
(50.0%)2
(10.5%)1
(7.1%)
St. Joseph’s University 14 16 613 5687
(50.0%)9
(56.3%)3
(21.4%)1
(6.3%)
University of Scranton 18 32 491 29310
(55.6%)13
(40.6%)2
(11.1%)3
(9.4%)
Gonzaga University 11 18 725 5115
(45.5%)8
(44.4%)2
(18.2%)2
(11.1%)
Seattle University 10 14 772 6314
(40.0%)6
(42.9%)3
(30.0%)2
(14.3%)
Wheeling Jesuit University 6 0 1,102
3(50.0%)
01
16.7%)0
Marquette University 40 48 204 17915
(37.5%)23
(47.9%)4
(10.0%)6
(12.5%)
TAB
31
University of san francisco
ATTAChmenT 31: Attrition and Graduation Rates of Traditional Undergraduates at USF *
One Year Attrition Rate of Students by Gender (entering Freshman) first terM all WOMeN MeN
Fall 1995 13.8% 14.2% 13.0%
Fall 1996 13.9% 13.7% 14.2%
Fall 1997 15.4% 15.1% 16.1%
Fall 1998 15.7% 15.3% 16.3%
Fall 1999 17.4% 16.7% 18.9%
Fall 2000 18.4% 19.2% 16.8%
Fall 2001 18.5% 16.9% 21.9%
Fall 2002 13.9% 12.7% 16.5%
Fall 2003 11.2% 12.7% 7.8%
Fall 2004 14.2% 12.8% 16.8%
Fall 2005 16.0% 14.7% 19.0%
One Year Attrition Rate of Students by College/School (entering Freshman) first terM all arts scieNces BusiNess NursiNg
Fall 1995 13.8% 18.1% 12.1% 9.8% 7.4%
Fall 1996 13.9% 16.7% 12.1% 11.8% 10.3%
Fall 1997 15.4% 15.6% 12.7% 19.6% 7.3%
Fall 1998 15.7% 17.9% 18.7% 10.5% 9.4%
Fall 1999 17.4% 18.8% 14.3% 18.3% 13.6%
Fall 2000 18.4% 19.0% 17.6% 20.3% 8.7%
Fall 2001 18.5% 19.4% 13.4% 22.5% 12.5%
Fall 2002 13.9% 13.9% 16.3% 14.5% 6.1%
Fall 2003 11.2% 14.0% 7.4% 10.7% 5.2%
Fall 2004 14.2% 17.4% 8.3% 12.9% 9.5%
Fall 2005 16.0% 19.1% 12.3% 14.4% 10.9%
Attrition and Graduation Rates of Traditional Undergraduates at USF *
One Year Attrition Rate of Students by ethnicity/Race (entering Freshman)
first terM all White africaN aMericaNs asiaN aMericaNs latiNO iNterNatiONal
Fall 1992 11.8% 14.1% 0% 10.9% 14.3% 8.5%
Fall 1993 12.1% 15.6% 26.3% 8.8% 8.7% 11.1%
Fall 1994 15.7% 16.8% 21.4% 12.2% 20.8% 22.2%
Fall 1995 13.8% 12.8% 9.1% 11.2% 15.9% 19.0%
Fall 1996 13.9% 15.2% 9.1% 10.8% 10.9% 17.7%
Fall 1997 15.4% 16.4% 19.0% 14.8% 15.2% 21.1%
Fall 1998 15.7% 19.9% 20.0% 13.2% 14.9% 10.6%
Fall 1999 17.4% 23.3% 11.4% 10.1% 12.5% 23.4%
Fall 2000 18.4% 22.2% 3.2% 13.9% 16.3% 15.5%
Fall 2001 18.5% 19.4% 26.3% 14.6% 14.4% 32.1%
Fall 2002 13.9% 20.1% 19.1% 7.1% 11.7% 18.6%
Fall 2003 11.2% 15.4% 1.9% 6.6% 10.9% 14.1%
Fall 2004 14.2% 16.1% 14.8% 10.0% 14.2% 17.1%
Fall 2005 16.0% 22.1% 12.0% 8.8% 7.8% 12.8%
Cumulative Two-Year Attrition of Students by Gender (entering Freshman) first terM all WOMeN MeN
Fall 1995 23.1% 24.2% 21.3%
Fall 1996 22.3% 21.4% 24.0%
Fall 1997 23.5% 23.7% 23.0%
Fall 1998 25.6% 25.7% 25.2%
Fall 1999 26.6% 25.6% 28.6%
Fall 2000 26.6% 25.5% 29.0%
Fall 2001 25.3% 23.8% 28.5%
Fall 2002 22.7% 22.3% 23.5%
Fall 2003 21.1% 22.0% 19.1%
Fall 2004 20.9% 19.2% 24.4%
Attrition and Graduation Rates of Traditional Undergraduates at USF *
Cumulative Two-Year Attrition of Students by College/School (entering Freshman) first terM all arts scieNces BusiNess NursiNg
Fall 1995 23.1% 29.4% 19.7% 17.4% 16.7%
Fall 1996 22.3% 26.0% 19.7% 18.4% 20.7%
Fall 1997 23.5% 24.7% 22.5% 23.9% 17.1%
Fall 1998 25.6% 30.5% 23.9% 19.7% 20.8%
Fall 1999 26.6% 31.0% 18.6% 25.8% 25.0%
Fall 2000 26.6% 28.6% 24.8% 27.1% 15.2%
Fall 2001 25.3% 26.0% 20.1% 31.6% 14.3%
Fall 2002 22.7% 23.1% 24.7% 23.1% 13.6%
Fall 2003 21.1% 24.4% 19.5% 21.4% 7.2%
Fall 2004 20.9% 24.0% 17.4% 21.0% 12.7%
Cumulative Two-Year Attrition of Students by ethnicity/Race (entering Freshman)
first terM all White africaN aMericaNs
asiaN aMeri-caNs latiNO iNterNatiONal
Fall 1992 22.4% 27.3% 29.4% 15.5% 23.8% 18.3%
Fall 1993 22.6% 25.1% 26.3% 21.4% 17.4% 20.0%
Fall 1994 26.3% 24.5% 35.7% 23.8% 28.3% 40.7%
Fall 1995 23.1% 24.5% 22.7% 18.2% 26.1% 23.8%
Fall 1996 22.3% 24.0% 22.7% 16.2% 20.3% 25.8%
Fall 1997 23.5% 27.6% 28.6% 20.6% 18.2% 31.6%
Fall 1998 25.6% 30.3% 24.0% 20.0% 28.4% 19.1%
Fall 1999 26.6% 32.7% 22.9% 17.4% 25.0% 34.0%
Fall 2000 26.6% 31.2% 12.9% 18.4% 28.3% 32.8%
Fall 2001 25.3% 28.6% 28.9% 18.0% 21.2% 41.5%
Fall 2002 22.7% 29.9% 29.8% 13.8% 19.2% 20.9%
Fall 2003 21.1% 25.3% 21.2% 14.6% 19.5% 25.0%
Fall 2004 20.9% 24.9% 24.1% 14.9% 18.1% 22.0%
Attrition and Graduation Rates of Traditional Undergraduates at USF *
One Year Attrition Rate of Students by Gender (entering Transfers) first terM all WOMeN MeN
Fall 1995 13.3% 14.6% 11.4%
Fall 1996 11.4% 10.7% 12.4%
Fall 1997 18.4% 18.1% 18.8%
Fall 1998 15.9% 16.1% 15.6%
Fall 1999 20.5% 17.0% 24.6%
Fall 2000 25.2% 24.0% 27.2%
Fall 2001 16.7% 18.5% 14.3%
Fall 2002 14.1% 13.0% 15.5%
Fall 2003 18.5% 19.0% 17.7%
Fall 2004 13.8% 12.6% 15.2%
Fall 2005 15.1% 15.0% 15.1%
One Year Attrition Rate of Students by College/School (entering Transfers) first terM all arts scieNces BusiNess NursiNg
Fall 1995 13.3% 15.9% 15.5% 11.7% 7.2%
Fall 1996 11.4% 17.6% 9.8% 9.4% 4.6%
Fall 1997 18.4% 19.9% 22.6% 15.6% 17.4%
Fall 1998 15.9% 19.5% 11.4% 14.0% 10.8%
Fall 1999 20.5% 25.4% 24.0% 18.2% 9.5%
Fall 2000 25.2% 24.7% 33.3% 25.2% 14.3%
Fall 2001 16.7% 17.7% 13.2% 18.3% 8.0%
Fall 2002 14.1% 15.9% 27.6% 9.5% 8.6%
Fall 2003 18.5% 22.6% 24.3% 11.9% 12.5%
Fall 2004 13.8% 16.7% 17.8% 9.9% 7.5%
Fall 2005 15.1% 17.5% 18.9% 11.2% 8.8%
Attrition and Graduation Rates of Traditional Undergraduates at USF *
One Year Attrition Rate of Students by ethnicity/Race (entering Transfers)
first terM all White africaN aMericaNs asiaN aMericaNs latiNO iNterNatiONal
Fall 1995 13.3% 15.8% 16.7% 5.6% 7.1% 21.3%
Fall 1996 11.4% 13.0% 33.3% 5.9% 10.3% 15.7%
Fall 1997 18.4% 20.3% 0 9.1% 20.5% 22.9%
Fall 1998 15.9% 14.5% 38.5% 7.5% 12.9% 26.3%
Fall 1999 20.5% 21.1% 16.7% 17.9% 14.3% 31.8%
Fall 2000 25.2% 25.7% 25.0% 24.6% 16.7% 34.1%
Fall 2001 16.7% 15.3% 30.8% 11.5% 11.4% 14.3%
Fall 2002 14.1% 13.6% 25.0% 6.4% 14.3% 14.0%
Fall 2003 18.5% 23.2% 36.4% 8.8% 25.7% 11.5%
Fall 2004 13.8% 12.0% 25.0% 8.5% 16.7% 29.4%
Fall 2005 15.1% 11.4% 13.3% 20.3% 15.6% 11.8%
Cumulative Proportion of First Time Freshman Graduating Within Six Years by Genderfirst terM all WOMeN MeN
Fall 1995 64.1% 67.4% 58.5%
Fall 1996 66.9% 68.5% 63.7%
Fall 1997 65.4% 66.1% 64.1%
Fall 1998 65.7% 66.4% 64.4%
Fall 1999 65.8% 68.5% 60.6%
Fall 2000 64.9% 66.7% 60.9%
Fall 2001
Attrition and Graduation Rates of Traditional Undergraduates at USF *
Cumulative Proportion of First Time Freshman Graduating Within Six Years by School/College
first terM all arts scieNces BusiNess NursiNg
Fall 1995 64.1% 56.9% 65.2% 71.2% 77.8%
Fall 1996 66.9% 61.0% 69.4% 73.5% 72.4%
Fall 1997 65.4% 66.9% 65.5% 63.2% 63.4%
Fall 1998 65.7% 58.9% 66.5% 78.3% 64.2%
Fall 1999 65.8% 62.3% 70.8% 69.0% 59.1%
Fall 2000 64.9% 64.1% 61.8% 67.2% 71.7%
Fall 2001
Cumulative Proportion of First Time Freshman Graduating Within Six Years by ethnicity/Race
first terM all White africaN aMericaN asiaN aMericaN latiNO iNterNatiONal
Fall 1995 64.1% 62.2% 63.6% 71.3% 58.0% 60.3%
Fall 1996 66.9% 64.1% 63.6% 70.9% 68.8% 67.7%
Fall 1997 65.4% 67.3% 57.1% 65.2% 65.2% 59.6%
Fall 1998 65.7% 59.8% 52.0% 73.2% 64.9% 76.6%
Fall 1999 65.8% 63.3% 65.7% 72.5% 61.4% 53.2%
Fall 2000 64.9% 60.1% 71.0% 75.1% 62.0% 63.8%
Fall 2001
Cumulative Proportion of Transfers Graduating Within Six Years by Genderfirst terM all WOMeN MeN
Fall 1995 68.2% 70.7% 64.5%
Fall 1996 69.5% 72.5% 65.5%
Fall 1997 67.6% 70.6% 63.9%
Fall 1998 65.0% 67.4% 61.5%
Fall 1999 67.8% 72.5% 62.2%
Fall 2000 63.7% 64.6% 62.4%
Fall 2001
Attrition and Graduation Rates of Traditional Undergraduates at USF *
Cumulative Proportion of First Time Freshman Graduating Within Six Years by School/College
first terM all arts scieNces BusiNess NursiNg
Fall 1995 68.2% 62.2% 65.0% 68.5% 85.4%
Fall 1996 69.5% 64.0% 58.2% 73.5% 79.1%
Fall 1997 67.6% 66.7% 61.7% 70.7% 68.0%
Fall 1998 65.0% 63.5% 54.9% 71.6% 62.7%
Fall 1999 67.8% 63.0% 60.0% 74.5% 71.4%
Fall 2000 63.7% 61.9% 51.7% 70.7% 65.9%
Fall 2001
Cumulative Proportion of Transfers Graduating Within Six Years by ethnicity/Race
first terM all White africaN aMericaN asiaN aMericaN latiNO iNterNatiONal
Fall 1995 68.2% 65.3% 62.5% 79.0% 67.3% 66.2%
Fall 1996 69.5% 71.0% 42.9% 70.1% 66.7% 71.4%
Fall 1997 67.6% 66.8% 50.0% 76.7% 68.8% 63.4%
Fall 1998 65.0% 71.1% 46.7% 66.3% 55.3% 61.8%
Fall 1999 67.8% 68.0% 55.6% 68.6% 82.1% 59.7%
Fall 2000 63.7% 64.0% 55.6% 59.3% 77.1% 58.8%
Fall 2001
* as of census date (mid-September of each fall semester).
Updated: 15 november 2006
SoURce: academic and enrollment Services (25 october 2006)
TAB
32
University of san francisco
ATTAChmenT 32: Improving Retention at USF: A Report of the Retention Task Force
executive Summary
the Retention task force was appointed by president Stephen a. privett, S.J. to analyze retention and graduation rates for undergraduate
students at USf and to suggest ways to improve both rates. the task force reviewed a wide array of documents related to student retention
and graduation including professional articles and books, reviews of the relevant literature and reports from professional organizations.
in addition, the task force reviewed institutional reports on attrition and graduation rates.
The Task Force members reached the following conclusions:Undergraduate student attrition at USf varies across years and within entering cohorts in terms of gender and ethnicity/race•
Six-year graduation rates of entering freshman students have been fairly stable for over five years•
overall, USf compares poorly to other Jesuit universities in terms of student persistence (17• th in one-year retention rates of freshman
students; lowest six-year graduation rate for student athletes among all 19 Jesuit schools in division i; and 21st in overall six-year
graduation rates)
as the scientific and professional literature on student persistence suggests, attrition and graduation rates at USf are the result of •
interactions of multiple variables and the rates are difficult to predict based on unique student entry characteristics
Because of its multivariate nature, there is no single strategy or best practice that alone will improve retention or graduation rates•
improving undergraduate student persistence requires the concerted effort of all divisions and offices at USf •
although a number of strategies that support student persistence are currently in place, there is little assessment of their •
effectiveness and at times, limited coordination across offices
The Task Force makes the following recommendations in order to improve undergraduate student persistence:
Continue the visible commitment to student persistence on the part of the administration of the University.1.
Continue improving the orientation of new students so that it is Mission-driven, involves faculty and communicates high 2.
expectations for scholarly and personal involvement (engagement) on the part of students.
Continue to strengthen academic and career advising of students.3.
Implement and/or strengthen early outreach and intrusive (proactive) advising procedures for new students and those 4.
at risk of academic failure.
Develop learning communities for entering students that incorporate different models (residential, linked courses, 5.
block scheduling, etc.).
Develop special academic experiences for University Scholars and students admitted with honors. 6.
Develop pre-college summer activities that emphasize and support scholarly and personal engagement. 7.
Develop re-engagement activities for returning sophomore students. 8.
Continue to develop welcoming and supportive offices and systems that serve students’ needs. 9.
Strengthen and foster a culture of academic and personal success among student athletes.10.
the task force recognizes that planning and implementation of the recommendations require the involvement of the president, the provost, the
vice-presidents and/or deans and their staff and the possible reallocation of resources and/or redefinition of current staff positions as well as the
allocation of new funding. the task force is confident that the implementation of the ten recommendations will not only improve persistence rates
but help the University provide a much enhanced learning environment for all of our students so that they can go and fashion a more humane and
just world.
John P. Fitzgibbons, S.J. Elizabeth J. Johnson
Felicia J. Lee Gerardo Marín
Susan L. Murphy Susan Prion
Laleh Shahideh Stephen M. Zavestoski
8 march 2007
made from post-consumer recycled fiber.