The Experts below are selected from a list of 846 Experts worldwide ranked by ideXlab platform
Maria M. Glymour - One of the best experts on this subject based on the ideXlab platform.
-
Type of high school Credentials and older age adl and iadl limitations is the ged Credential equivalent to a diploma
Gerontologist, 2013Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:PURPOSE: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20% of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. METHODS: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,426 Health and Retirement Study participants followed from 1998 through 2008. RESULTS: HS degree holders had lower odds of incident IADLs than GED holders (OR = 0.72, 95% CI = 0.58, 0.90 and OR = 0.69, 95% CI = 0.56, 0.86 for ADLs and IADLs, respectively). There was no significant difference in odds of incident IADL limitations between GED holders and respondents without HS Credentials (OR = 0.89, 95% CI = 0.71, 1.11 for ADLs; OR = 0.88, 95% CI = 0.70, 1.12 for IADLs). IMPLICATIONS: Although GEDs are widely accepted as equivalent to high school diplomas, they are not associated with comparable health advantages for physical limitations in older age.
-
Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?
2011Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:Purpose: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substan-tially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20 % of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,42
-
Brief Report Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?
2011Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:Purpose: Educational attainment is a robust pre-dictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplo-mas now comprise almost 20 % of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplo-mas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,426 Health and Retirement Study participants followed fro
Sze Yan Liu - One of the best experts on this subject based on the ideXlab platform.
-
Type of high school Credentials and older age adl and iadl limitations is the ged Credential equivalent to a diploma
Gerontologist, 2013Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:PURPOSE: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20% of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. METHODS: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,426 Health and Retirement Study participants followed from 1998 through 2008. RESULTS: HS degree holders had lower odds of incident IADLs than GED holders (OR = 0.72, 95% CI = 0.58, 0.90 and OR = 0.69, 95% CI = 0.56, 0.86 for ADLs and IADLs, respectively). There was no significant difference in odds of incident IADL limitations between GED holders and respondents without HS Credentials (OR = 0.89, 95% CI = 0.71, 1.11 for ADLs; OR = 0.88, 95% CI = 0.70, 1.12 for IADLs). IMPLICATIONS: Although GEDs are widely accepted as equivalent to high school diplomas, they are not associated with comparable health advantages for physical limitations in older age.
-
Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?
2011Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:Purpose: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substan-tially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20 % of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,42
-
Brief Report Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?
2011Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:Purpose: Educational attainment is a robust pre-dictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplo-mas now comprise almost 20 % of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplo-mas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,426 Health and Retirement Study participants followed fro
Niraj R. Chavan - One of the best experts on this subject based on the ideXlab platform.
-
Type of high school Credentials and older age adl and iadl limitations is the ged Credential equivalent to a diploma
Gerontologist, 2013Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:PURPOSE: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20% of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. METHODS: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,426 Health and Retirement Study participants followed from 1998 through 2008. RESULTS: HS degree holders had lower odds of incident IADLs than GED holders (OR = 0.72, 95% CI = 0.58, 0.90 and OR = 0.69, 95% CI = 0.56, 0.86 for ADLs and IADLs, respectively). There was no significant difference in odds of incident IADL limitations between GED holders and respondents without HS Credentials (OR = 0.89, 95% CI = 0.71, 1.11 for ADLs; OR = 0.88, 95% CI = 0.70, 1.12 for IADLs). IMPLICATIONS: Although GEDs are widely accepted as equivalent to high school diplomas, they are not associated with comparable health advantages for physical limitations in older age.
-
Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?
2011Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:Purpose: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substan-tially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20 % of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,42
-
Brief Report Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?
2011Co-Authors: Sze Yan Liu, Niraj R. Chavan, Maria M. GlymourAbstract:Purpose: Educational attainment is a robust pre-dictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplo-mas now comprise almost 20 % of new HS Credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplo-mas extend to GED Credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS Credential Type using discrete-time survival models among 9,426 Health and Retirement Study participants followed fro
University Of Lethbridge - One of the best experts on this subject based on the ideXlab platform.
-
University of Lethbridge Facts Book 2016-2017
University of Lethbridge, 2017Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2016-2017.2016/2017 Quick Facts Fall Term Indicators: 2012 2013 2014 2015 2016 % Change Total Student Enrolment 8,253 8,212 8,059 8,296 8,468 2.1 Full-time 7,191 7,191 7,098 7,397 7,529 1.8 Undergraduate (Full-Time) 6,814 6,754 6,653 6,958 7,083 1.8 Master's & Doctoral (Full-Time) 377 437 445 439 446 1.6 Female 4,727 4,705 4,653 4,769 4,890 2.5 From Lethbridge 2,247 2,247 2,140 2,190 2,221 1.4 Out of Province (from Canada) 912 892 869 809 797 -1.5 New High School 998 1,112 1,029 1,231 1,254 1.9 New Transfer 939 787 745 716 705 -1.5 Open Studies 322 329 311 413 475 15.0 Visa Students (Student & Other Visas) 442 470 544 535 550 2.8 International Students (By Citizenship) 790 813 888 925 938 1.4 FNMI Students 413 401 403 424 466 9.9 Fall FTE (Full-time Equivalents) 7,466 7,456 7,348 7,632 7,774 1.9 Average Age Undergraduate Full-time 23 23 23 22 22 0.0 Undergraduate Part-time 30 29 29 30 29 -3.3 Master's Full-time 30 29 29 30 30 0.0 Master's Part-time 39 39 37 37 37 0.0 Doctoral Full-time 32 31 32 32 33 3.1 Total Applicants 6,019 5,590 5,769 5,903 6,102 3.4 Offered 4,780 4,323 4,370 4,620 4,743 2.7 Accepted 3,524 3,152 2,970 3,138 3,159 0.7 Annual Indicators: 2012/2013 2013/2014 2014/2015 2015/2016 2016/2017 % Change Annual FTE 8,442.0 8,436.4 8,332.1 8,627.7 8,772.8 1.7 Total Graduates 1,777 1,758 1,711 1,725 1,668 -3.3 Fall 339 270 309 273 240 -12.1 Spring 1,438 1,488 1,402 1,452 1,428 -1.7 Degrees Conferred 1,940 1,940 1,879 1,881 1,828 -2.8 Undergraduate Credit Hours Taught 185,023.0 183,581.5 181,610.5 188,679.0 190,248.0 0.8 Arts and Science 100,086.0 96,798.0 96,268.5 101,376.0 104,146.5 2.7 Education 13,406.5 13,734.5 13,255.5 13,707.0 13,509.0 -1.4 Fine Arts 23,686.5 23,994.0 22,381.5 22,713.0 22,648.5 -0.3 Health Sciences 16,848.0 18,221.0 19,318.0 18,846.0 18,477.0 -2.0 Management 30,996.0 30,834.0 30,387.0 32,037.0 31,467.0 -1.8 Language Centre Enrolments 127 173 189 195 159 -18.5 Research Grants Received $15,272,023 $16,302,340 $16,408,351 $17,668,599 $15,038,563 -14.9 % Change = The percentage that the 2016/2017 value increased or decreased from the 2015/2016 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. Copyright University of Lethbridge June 1, 2017 The fact book is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2016 semester in the fact book: There were 7,891 undergraduate students, 577 graduate students, and a total enrolment of 8,468 students Graduate students made up 6.8% of the total student population 7,529 students were full-time 767 students attended the Calgary campus, 40 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 9.5% There were 550 visa students and 466 students that declared FNMI status 1,254 new high school and 705 new transfer students began their studies at the U of L 62.7% of the student population came from the Calgary and Lethbridge census divisions The fact book can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the fact book or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2016/2017 fact book possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the fact book series. Yours sincerely, James Croil Darlene Unrau Acting Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub Institutional Analyst 2016/2017 University of Lethbridge Fact Book Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 16 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 17 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 18 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 19 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 21 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 22 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 24 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 27 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 30 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 33 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 36 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 39 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 42 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 44 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 47 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 50 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 53 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 56 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 59 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 61 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 65 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 67 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 70 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 71 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 72 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 73 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 74 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 75 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 76 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 77 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 78 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 79 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 80 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 81 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 83 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 85 Table of Contents 2016/2017 University of Lethbridge Fact Book Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 87 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 89 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 93 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 95 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 99 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 100 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 101 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 102 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 104 Fall Enrolments by Level x FNMI Status - 5-Year Trend ………………...………..…..........……………………………………… 106 Spring Enrolments by Level x FNMI Status - 5-Year Trend ………………….……...........………………………………………… 107 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 108 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 109 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 110 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 111 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 112 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 115 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 116 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 118 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 120 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 125 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 130 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 131 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 132 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 133 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 134 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 135 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 136 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 137 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 139 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 141 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 143 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 146 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 147 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 149 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 150 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 151 2016/2017 University of Lethbridge Fact Book Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 152 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 153 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 154 Non-Credit Activity - Sport & Recreation Services - 7-Year Trend ……..........................................…………………………… 155 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 156 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 157 Library Resources and Services - 10-Year Trend ………………………………………………………………………………...… 158 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 159 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 164 2016/2017 University of Lethbridge Fact Book 2016/2017 University of Lethbridge Fact Book University of Lethbridge Terms and Definitions Academic Year: Academic Year: The academic year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more courses or a placeholder is considered an enrolment. Bachelor of Nursing students attending only at Lethbridge College and dual admission students attending only at the partnering institution are not included. An enrolment can be classified as credit, academic non-credit, full-time, or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student Types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate-level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. 2016/2017 University of Lethbridge Fact Book 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Master of Nursing – first year 15 credit hours/academic year Master of Nursing – second year 18 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 2016/2017 University of Lethbridge Fact Book University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma, or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one Type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level courses include those numbered from 1000 to 1999; 2000-level courses include those numbered from 2000 to 2999; etc. Undergraduate-level courses typically include those courses numbered less than 5000. Master’s-level courses typically include those numbered from 5000 to 6999. Doctoral-level courses typically include those numbered from 7000 to 8999. Placeholder: A placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No cred
-
University of Lethbridge Facts Book 2015-2016
University of Lethbridge, 2016Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2015-2016.2015/2016 Quick Facts Fall Term Indicators: 2011 2012 2013 2014 2015 % Change Total Student Enrolment 8,359 8,253 8,212 8,059 8,296 2.9 Full-time 7,227 7,191 7,191 7,098 7,397 4.2 Undergraduate (Full-Time) 6,893 6,814 6,754 6,653 6,958 4.6 Master's & Doctoral (Full-Time) 334 377 437 445 439 -1.3 Female 4,813 4,727 4,705 4,653 4,769 2.5 From Lethbridge 2,211 2,247 2,247 2,140 2,190 2.3 Out of Province (from Canada) 899 912 892 869 809 -6.9 New High School 1,085 998 1,112 1,029 1,231 19.6 New Transfer 952 939 787 745 716 -3.9 Open Studies 326 322 329 311 413 32.8 Visa Students (Student & Other Visas) 450 442 470 544 535 -1.7 International Students (By Citizenship) 763 790 813 888 925 4.2 Fall FTE (Full-time Equivalents) 7,527 7,466 7,456 7,348 7,632 3.9 Average Age Undergraduate Full-time 23 23 23 23 22 -4.3 Undergraduate Part-time 29 30 29 29 30 3.4 Master's Full-time 29 30 29 29 30 3.4 Master's Part-time 39 39 39 37 37 0.0 Doctoral Full-time 31 32 31 32 32 0.0 Total Applicants 6,105 6,019 5,590 5,769 5,903 2.3 Offered 4,734 4,780 4,323 4,370 4,620 5.7 Accepted 3,361 3,524 3,152 2,970 3,138 5.7 Annual Indicators: 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 % Change Annual FTE 8,563.4 8,442.0 8,436.4 8,332.1 8,267.7 -0.8 Total Graduates 1,872 1,777 1,758 1,711 1,725 0.8 Fall 358 339 270 309 273 -11.7 Spring 1,514 1,438 1,488 1,402 1,452 3.6 Degrees Conferred 2,036 1,940 1,940 1,879 1,881 0.1 Undergraduate Credit Hours Taught 188,263.5 185,023.0 183,581.5 181,610.5 188,679.0 3.9 Arts and Science 101,212.5 100,086.0 96,798.0 96,268.5 101,376.0 5.3 Education 12,702.0 13,406.5 13,734.5 13,255.5 13,707.0 3.4 Fine Arts 24,891.0 23,686.5 23,994.0 22,381.5 22,713.0 1.5 Health Sciences 17,538.0 16,848.0 18,221.0 19,318.0 18,846.0 -2.4 Management 31,920.0 30,996.0 30,834.0 30,387.0 32,037.0 5.4 Language Centre Enrolments 112 127 173 189 195 3.2 Research Grants Received $17,144,000 $15,272,023 $16,302,340 $16,408,351 $17,668,599 7.7 % Change = The percentage that the 2015/2016 value increased or decreased from the 2014/2015 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. Copyright University of Lethbridge June 1, 2016 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2015 semester in the FACT BOOK: There were 7,738 undergraduate students, 558 graduate students, and a total enrolment of 8,296 students Graduate students made up 6.7% of the total student population 7,397 students were full-time 765 students attended the Calgary campus, 95 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 10.4% There were 535 visa students and 424 students that declared first nations status 1,231 new high school and 716 new transfer students began their studies at the U of L 61.7% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2015/2016 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub James Croil Institutional Analyst Business Intelligence Analyst University of Lethbridge FACT BOOK 2015/2016 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 16 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 17 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 18 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 19 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 21 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 22 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 24 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 27 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 30 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 33 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 36 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 39 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 42 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 44 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 47 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 50 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 53 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 56 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 59 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 61 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 64 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 66 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 69 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 70 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 71 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 72 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 73 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 74 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 75 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 76 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 77 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 78 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 79 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 80 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 82 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 84 Table of Contents University of Lethbridge FACT BOOK 2015/2016 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 86 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 88 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 92 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 94 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 98 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 99 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 100 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 101 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 103 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 105 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 106 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 107 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 108 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 109 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 110 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 111 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 114 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 115 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 117 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 119 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 124 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 129 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 130 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 131 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 132 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 133 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 134 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 135 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 136 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 138 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 140 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 142 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 145 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 146 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 148 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 149 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 150 University of Lethbridge FACT BOOK 2015/2016 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 151 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 152 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 153 Non-Credit Activity - Sport & Recreation Services - 6-Year Trend ……..........................................…………………………… 154 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 155 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 156 Library Resources and Services - 9-Year Trend ………………………………………………………………………………...…… 157 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 158 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 163 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The academic year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more courses or a placeholder is considered an enrolment. Bachelor of Nursing students attending only at Lethbridge College and dual admission students attending only at the partnering institution are not included. An enrolment can be classified as credit, academic non-credit, full-time, or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student Types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate-level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2015/2016 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Master of Nursing – first year 15 credit hours/academic year Master of Nursing – second year 18 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma, or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one Type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level courses include those numbered from 1000 to 1999; 2000-level courses include those numbered from 2000 to 2999; etc. Undergraduate-level courses typically include those courses numbered less than 5000. Master’s-level courses typically include those numbered from 5000 to 6999. Doctoral-level courses typically include those numbered from 7000 to 8999. Placeholder: A placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purpos
-
University of Lethbridge Facts Book 2014-2015
University of Lethbridge, 2015Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2014-2015.2014/2015 Copyright University of Lethbridge Quick Facts Fall Term Indicators: 2010 2011 2012 2013 2014 % Change Total Student Enrolment 8,374 8,359 8,253 8,212 8,059 -1.9 Full-time 7,253 7,227 7,191 7,191 7,098 -1.3 Undergraduate (Full-Time) 6,906 6,893 6,814 6,754 6,653 -1.5 Master's & Doctoral (Full-Time) 347 334 377 437 445 1.8 Female 4,805 4,813 4,727 4,705 4,653 -1.1 From Lethbridge 2,199 2,211 2,247 2,247 2,140 -4.8 Out of Province (from Canada) 950 899 912 892 869 -2.6 New High School 1,103 1,085 998 1,112 1,029 -7.5 New Transfer 1,020 952 939 787 745 -5.3 Open Studies 269 326 322 329 311 -5.5 Visa Students (Student & Other Visas) 434 450 442 470 544 15.7 International Students (By Citizenship) 730 763 790 813 888 9.2 Fall FTE (Full-time Equivalents) 7,551 7,527 7,466 7,456 7,348 -1.4 Average Age Undergraduate Full-time 22 23 23 23 23 0.0 Undergraduate Part-time 29 29 30 29 29 0.0 Master's Full-time 31 29 30 29 29 0.0 Master's Part-time 39 39 39 39 37 -5.1 Doctoral Full-time 31 31 32 31 32 3.2 Total Applicants 6,045 6,105 6,019 5,590 5,769 3.2 Offered 4,817 4,734 4,780 4,323 4,370 1.1 Accepted 3,495 3,361 3,524 3,152 2,970 -5.8 Annual Indicators: 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 % Change Annual FTE 8,597.0 8,563.4 8,442.0 8,436.4 8,332.1 -1.2 Total Graduates 1,769 1,872 1,777 1,758 1,711 -2.7 Fall 315 358 339 270 309 14.4 Spring 1,454 1,514 1,438 1,488 1,402 -5.8 Degrees Conferred 1,917 2,036 1,940 1,940 1,879 -3.1 Undergraduate Credit Hours Taught 190,035.0 188,263.5 185,023.0 183,581.5 181,610.5 -1.1 Arts and Science 100,612.5 101,212.5 100,086.0 96,798.0 96,268.5 -0.5 Education 13,452.0 12,702.0 13,406.5 13,734.5 13,255.5 -3.5 Fine Arts 25,678.5 24,891.0 23,686.5 23,994.0 22,381.5 -6.7 Health Sciences 16,809.0 17,538.0 16,848.0 18,221.0 19,318.0 6.0 Management 33,483.0 31,920.0 30,996.0 30,834.0 30,387.0 -1.4 Language Centre Enrolments 128 112 127 173 189 9.2 Research Grants Received $22,161,000 $17,144,000 $15,272,023 $16,302,340 $16,408,351 0.7 % Change = The percentage that the 2014/2015 value increased or decreased from the 2013/2014 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. June 1, 2015 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2014 semester in the FACT BOOK: • There were 7,498 undergraduate students, 561 graduate students, and a total enrolment of 8,059 students • Graduate students made up 7% of the total student population • 7,098 students were full-time • 745 students attended the Calgary campus, 179 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 11.5% • There were 544 visa students and 403 students that declared first nations status • 1,029 new high school and 745 new transfer students began their studies at the U of L • 60% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2014/2015 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub James Croil Institutional Analyst Business Intelligence Analyst University of Lethbridge FACT BOOK 2014/2015 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 15 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 16 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 17 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 18 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 20 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 21 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 23 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 26 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 29 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 32 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 35 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 38 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 41 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 43 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 46 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 49 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 52 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 55 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 58 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 60 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 63 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 65 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 68 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 69 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 70 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 71 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 72 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 73 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 74 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 75 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 76 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 77 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 78 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 79 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 81 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 83 Table of Contents University of Lethbridge FACT BOOK 2014/2015 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 85 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 87 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 91 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 93 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 97 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 98 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 99 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 100 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 102 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 104 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 105 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 106 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 107 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 108 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 109 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 110 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 113 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 114 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 116 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 118 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 123 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 128 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 129 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 130 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 131 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 132 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 133 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 134 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 135 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 137 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 139 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 141 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 144 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 145 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 147 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 148 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 149 University of Lethbridge FACT BOOK 2014/2015 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 150 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 151 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 152 Non-Credit Activity - Sport & Recreation Services - 5-Year Trend ……..........................................…………………………… 153 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 154 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 155 Library Resources and Services - 8-Year Trend ………………………………………………………………………………...…… 156 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 157 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 162 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The Academic Year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more courses or a placeholder is considered an enrolment. Bachelor of Nursing placeholders attending at Lethbridge College have been removed. An enrolment can be classified as credit, academic non-credit, full-time, or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student Types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2014/2015 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one Type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level courses include those numbered from 1000 to 1999; 2000-level courses include those numbered from 2000 to 2999; etc. Undergraduate-level courses typically include those courses numbered less than 5000. Master’s-level courses typically include those numbered from 5000 to 6999. Doctoral-level courses typically include those numbered from 7000 to 8999. Placeholder: A Placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No credit hours are attached to Placeholder courses. Grades: The university employs a letter system for grading, which was revised in Fall of 1988 to include the “+” and “-” sc
-
University of Lethbridge Facts Book 2013-2014
University of Lethbridge, 2014Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2013-2014.2013/2014 Quick Facts Fall Term Indicators: 2009 2010 2011 2012 2013 % Change Total Student Enrolment 8,158 8,374 8,359 8,253 8,212 -0.5 Full-time 7,156 7,253 7,227 7,191 7,191 0.0 Undergraduate (Full-Time) 6,815 6,906 6,893 6,814 6,754 -0.9 Master's & Doctoral (Full-Time) 341 347 334 377 437 15.9 Female 4,668 4,805 4,813 4,727 4,705 -0.5 From Lethbridge 2,140 2,199 2,211 2,247 2,247 0.0 Out of Province (from Canada) 970 950 899 912 892 -2.2 New High School 1,019 1,103 1,085 998 1,112 11.4 New Transfer 1,005 1,020 952 939 787 -16.2 Open Studies 273 269 326 322 329 2.2 Visa Students (Student & Other Visas) 443 434 450 442 470 6.3 International Students (By Citizenship) 686 730 763 790 813 2.9 Fall FTE (Full-time Equivalents) 7,424 7,551 7,527 7,466 7,456 -0.1 Average Age Undergraduate Full-time 22 22 23 23 23 0.0 Undergraduate Part-time 29 29 29 30 29 -3.3 Master's Full-time 32 31 29 30 29 -3.3 Master's Part-time 38 39 39 39 39 0.0 Doctoral Full-time 30 31 31 32 31 -3.1 Total Applicants 6,105 6,045 6,105 6,019 5,590 -7.1 Offered 4,752 4,817 4,734 4,780 4,323 -9.6 Accepted 3,537 3,495 3,361 3,524 3,152 -10.6 Annual Indicators: 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 % Change Annual FTE 8,413.6 8,597.0 8,563.4 8,442.0 8,436.4 -0.1 Total Graduates 1,788 1,769 1,872 1,777 1,758 -1.1 Fall 345 315 358 339 270 -20.4 Spring 1,443 1,454 1,514 1,438 1,488 3.5 Degrees Conferred 1,932 1,917 2,036 1,940 1,940 0.0 Undergraduate Credit Hours Taught 186,090.5 190,035.0 188,263.5 185,023.0 183,581.5 -0.8 Arts and Science 100,633.5 100,612.5 101,212.5 100,086.0 96,798.0 -3.3 Education 12,534.5 13,452.0 12,702.0 13,406.5 13,734.5 2.4 Fine Arts 24,661.5 25,678.5 24,891.0 23,686.5 23,994.0 1.3 Health Sciences 14,349.0 16,809.0 17,538.0 16,848.0 18,221.0 8.1 Management 33,912.0 33,483.0 31,920.0 30,996.0 30,834.0 -0.5 Language Centre Enrolments 142 128 112 127 173 36.2 Research Grants Received $15,501,000 $22,161,000 $17,144,000 $15,272,023 $16,302,340 6.7 % Change = The percentage that the 2013/2014 value increased or decreased from the 2012/2013 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. Copyright University of Lethbridge June 1, 2014 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2013 semester in the FACT BOOK: There were 7,662 undergraduate students, 550 graduate students, and a total enrolment of 8,212 students Graduate students made up 6.7% of the total student population 7,191 students were full-time 727 students attended the Calgary campus, 220 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 12% There were 470 visa students and 401 students that declared first nations status 1,112 new high school and 787 new transfer students began their studies at the U of L 60% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2013/2014 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub Institutional Analyst University of Lethbridge FACT BOOK 2013/2014 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 16 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 17 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 18 Fall Master's and Doctorate Enrolments by Attendance x Faculty x Program x Year ………..............................................… 19 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 21 Spring Master's and Doctorate Enrolments by Attendance x Faculty x Program x Year ……………………………............... 22 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 24 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 27 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 30 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 33 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 36 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 39 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 42 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 44 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 47 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 50 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 53 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 56 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 59 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 61 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 64 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 66 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 69 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 70 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 71 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 72 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 73 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 74 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 75 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 76 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 77 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 78 Annual Master's and Doctorate Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 79 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 80 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 82 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 84 Table of Contents University of Lethbridge FACT BOOK 2013/2014 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 86 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 88 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 92 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 94 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 98 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 99 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 100 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 101 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 103 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 105 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 106 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 107 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 108 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 109 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 110 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 111 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 114 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 115 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 117 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 119 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 124 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 129 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 130 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 131 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 132 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 133 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 134 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 135 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 136 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 138 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 140 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 142 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 145 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 146 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 148 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 149 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 150 University of Lethbridge FACT BOOK 2013/2014 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 151 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 152 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 153 Non-Credit Activity - Sport & Recreation Services - 5-Year Trend ……..........................................…………………………… 154 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 155 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 156 Library Resources and Services - 7-Year Trend ………………………………………………………………………………...…… 157 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 158 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 163 University of Lethbridge FACT BOOK 2013/2014 University of Lethbridge FACT BOOK 2013/2014 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The Academic Year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more courses or a placeholder is considered an enrolment. Bachelor of Nursing placeholders attending at Lethbridge College have been removed. An enrolment can be classified as credit, academic non-credit, full-time, or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student Types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2013/2014 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2013/2014 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one Type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level courses include those numbered from 1000 to 1999; 2000-level courses include those numbered from 2000 to 2999; etc. Undergraduate-level courses typically include those courses numbered less than 5000. Master’s-level courses typically include those numbered from 5000 to 6999. Doctoral-level courses typically include those numbered from 7000 to 8999. Placeholder: A Placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No credit hours are attached to Placeholder courses. Grades: The university employs a letter system for grading, which was revised in Fall of 1988 to include the “+” and “-” scheme. The letter grade is converted to grade
-
University of Lethbridge Facts Book 2012-2013
University of Lethbridge, 2013Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2012-2013.Quick Facts Fall Term Indicators: 2008 2009 2010 2011 2012 % Change Total Student Enrolment 7,837 8,158 8,374 8,359 8,253 -1.3 Full-time 6,952 7,156 7,253 7,227 7,191 -0.5 Undergraduate (Full-Time) 6,669 6,815 6,906 6,893 6,814 -1.1 Master's & Doctoral (Full-Time) 283 341 347 334 377 12.9 Female 4,467 4,668 4,805 4,813 4,727 -1.8 From Lethbridge 1,985 2,140 2,199 2,211 2,247 1.6 Out of Province (from Canada) 943 970 950 899 912 1.4 New High School 1,056 1,019 1,103 1,085 998 -8.0 New Transfer 856 1,005 1,020 952 939 -1.4 Open Studies 309 273 269 326 322 -1.2 Visa Students (Student & Other Visas) 499 443 434 450 442 -1.8 International Students (By Citizenship) 723 686 730 763 790 3.5 Fall FTE (Full-time Equivalents) 7,181 7,424 7,550 7,527 7,466 -0.8 Average Age Undergraduate Full-time 22 22 22 23 23 0.0 Undergraduate Part-time 29 29 30 29 30 3.4 Master's Full-time 32 32 31 29 30 3.4 Master's Part-time 38 38 39 39 40 2.6 Doctoral Full-time 30 30 31 31 32 3.2 Total Applications 5,904 6,105 6,045 6,105 6,019 -1.4 Offered 4,656 4,752 4,817 4,734 4,780 1.0 Accepted 3,466 3,537 3,495 3,361 3,524 4.8 Annual Indicators: 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 % Change Annual FTE 8,150.7 8,412.3 8,596.3 8,563.0 8,441.5 -1.4 Total Graduates 1,788 1,788 1,769 1,872 1,777 -5.1 Fall 330 345 315 358 339 -5.3 Spring 1,458 1,443 1,454 1,514 1,438 -5.0 Degrees Conferred 1,960 1,932 1,917 2,036 1,940 -4.7 Undergraduate Credit Hours Taught 183,051.0 186,090.5 190,035.0 188,263.5 185,023.0 -1.7 Arts and Science 100,315.5 100,633.5 100,612.5 101,212.5 100,086.0 -1.1 Education 12,841.5 12,534.5 13,452.0 12,702.0 13,406.5 5.5 Fine Arts 23,049.0 24,661.5 25,678.5 24,891.0 23,686.5 -4.8 Health Sciences 11,994.0 14,349.0 16,809.0 17,538.0 16,848.0 -3.9 Management 34,851.0 33,912.0 33,483.0 31,920.0 30,996.0 -2.9 Language Centre Enrolments 122 142 128 112 127 13.4 Research Grants Received $14,260,000 $15,501,000 $22,161,000 $17,144,000 $15,272,023 -10.9 Copyright University of Lethbridge June 1, 2013 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2012 semester in the FACT BOOK: There were 7,767 undergraduate students, 486 graduate students, and a total enrolment of 8,253 students Graduate students made up 5.9% of the total student population 7,191 students were full-time 707 students attended the Calgary campus, 267 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 12% There were 442 visa students and 413 students that declared first nations status 998 new high school and 939 new transfer students began their studies at the U of L 60% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2012/2013 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Institutional Analyst Jon Kozub Institutional Analyst Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 1 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 5 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 6 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 8 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 9 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 10 Fall Master's and Doctorate Enrolments by Attendance x Faculty x Program x Year ………..............................................… 11 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 13 Spring Master's and Doctorate Enrolments by Attendance x Faculty x Program x Year ……………………………............... 14 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 16 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 19 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 22 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 25 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 28 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 31 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 34 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 36 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 38 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 41 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 44 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 47 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 50 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 52 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 55 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 57 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 60 Annual FLE Enrolments by Faculty - 10-Year Trend …………………………………………………………..………….......…… 61 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 62 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 63 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 64 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 65 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 66 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 67 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 68 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 69 Annual Master's and Doctorate Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 70 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 71 Annual Section Registrations by Faculty x Section Type - 10 Year Trend ………………………………………….…….……..… 73 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 75 Table of Contents University of Lethbridge FACT BOOK 2012/2013 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 77 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 79 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 83 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 85 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 89 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 90 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 91 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 92 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 93 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 95 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 96 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 97 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 98 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 99 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 100 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 101 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 104 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 105 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 107 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 109 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 114 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 119 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 120 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 121 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 122 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 123 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 124 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 125 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 126 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 128 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 130 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 132 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 135 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 136 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 138 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 139 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 140 University of Lethbridge FACT BOOK 2012/2013 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 141 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 142 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 143 Non-Credit Activity - Sport & Recreation Services - 5-Year Trend ……..........................................…………………………… 144 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 145 English for Academic Purposes - Enrolments - 10-Year Trend …………………………………………………..………………… 146 Library Resources and Services - 6-Year Trend ………………………………………………………………………………...…… 147 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 148 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 153 University of Lethbridge FACT BOOK 2012/2013 University of Lethbridge Terms and Definitions Academic Calendar and Timetabling: Academic Year: The Academic Year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Timetable: Classes typically begin at 8:00 a.m. and run for 50 minutes on the Monday - Wednesday - Friday schedule, or 75 minutes on the Tuesday - Thursday schedule. Classes are also scheduled in the evenings and on Saturdays. Special timetabling is arranged for Summer Session classes. Students: Enrolment: A student registered in one or more courses is considered an enrolment. An enrolment can be classified as credit, academic non-credit, full-time or part-time. Academic non-credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student Types: New High School (New Post-Secondary) - A student entering the University for the first time with fewer than 3 transferable post-secondary courses—in general, entering from high school. New Post Diploma - A student entering the University for the first time who has been granted credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the University for the first time who has been granted credit for 3 or more transferable post-secondary courses. Does not include post diploma students. New Transfer - Includes New Post Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including Placeholder courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the University. Returning After an Absence - A student who did not earn post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary credit during an absence of at least one Fall or Spring Semester and is re-entering the University after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more courses during a semester or Summer Session but is not admitted to the University. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., M.Sc. (Management) or Ph.D. program. M.A. and M.Sc. students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A. and M.Sc. students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate level program, regardless of degrees previously awarded to the student. Graduate: A student enrolled in a master’s level program. Post Graduate: A student enrolled in a doctorate level program. University of Lethbridge FACT BOOK 2012/2013 1 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 credit hours/academic year Master of Education 18 credit hours/academic year Master of Counselling 12 credit hours/academic year Post-Graduate Certificate in Counselling 12 credit hours/academic year Post-Master’s Certificate in Counselling 12 credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Graduate and Post Graduate Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and Certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-Diploma and Second Degree students are counted as being in their 2nd, 3rd, 4th or 5th year. 2 University of Lethbridge FACT BOOK 2012/2013 University of Lethbridge Terms and Definitions Courses: Credit Course: A course that, if successfully completed, may be credited to a University of Lethbridge degree, diploma or certificate. A semester course typically is worth three credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one Type of section. For example, one offering may include a lecture, laboratory and/or tutorial. Level: The academic level of a course indicated by the course number. 1000 level courses include those numbered 1000 to 1999; 2000 level, those numbered from 2000 to 2999, etc. "Undergraduate" level courses would typically include those courses numbered less than 5000. "Graduate" level courses typically include those numbered from 5000 to 6999. “Post Graduate” level courses typically include those numbered from 7000 to 8999. Applied Study: An Applied Study course provides an opportunity for students to gain University course credit for volunteer or employment experience. Independent Study: An Independent Study course may be taken for credit within or outside of a student’s major, or in an interdisciplinary mode. Registration in an Independent Study requires the consent of an instructor to guide the study, and approval by the appropriate department and/or the Dean’s Office. Independent Study courses are intended to expand a student’s program beyond the limits of the regular curriculum and do not duplicate regular course offerings. Placeholder: A Placeholder course either enables students not registered in credit courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No credit hours are attached to Placeholder courses. Undergraduate Thesis: Students who complete the 6 credit hour Undergraduate Thesis course with a minimum grade of B+ and deliver an oral presentation on their research project will earn an Honours Thesis designation on their transcripts and degree parchments. Registration in an Undergraduate Thesis course requires the establishment of a Supervisory Committee, approval by the appropriate department/program co-ordinator and approval by the appropriate Dean’s Office. The Undergraduate Thesis course is intended for students who have demonstrated an interest in and an aptitude for experimental research. This course may be of special interest to those students planning to pursue graduate studies. Grades: The University employs a letter system for grading, which was revised in Fal
Johnson, Sarah R. - One of the best experts on this subject based on the ideXlab platform.
-
An Examination of Special Education Teachers\u27 Self-Efficacy By Certification Status, Credential Type, Age, Gender, Previous Experience in Special Education, and Years Taught
Digital Commons @ George Fox University, 2018Co-Authors: Johnson, Sarah R.Abstract:This study explored differences and relationships between pre-service and in-service special education teachers’ self-efficacy ratings. These educators taught in California on alternate permits, Provisional Intern Permit (PIP), Short-Term Staff Permit (STSP), Intern Credential, valid Preliminary, and Clear Credentials along with Type of certification (Mild/Moderate, Moderate/Severe, and Early Childhood Special Education). The differences and relationships were examined across several demographic variables (gender, age, previous experience in special education, and number of years teaching special education). The study participants were employed in one of two large school districts as special education teachers on a PIP/STSP, Intern, Preliminary, or Clear Credential in Central Valley of California. This study used a quantitative non-experimental correlational survey design. The Teachers’ Sense of Efficacy Scale (TSES) created by Megan Tschannen-Moran and Anita Hoy (2001) was the selected instrument to measure special education teachers’ self-efficacy ratings. Independent t-tests and One-way ANOVAs were conducted to determine the difference (if any) between groups. Significant differences were found in special education teachers’ self-efficacy by Credential classifications including teachers with Preliminary and Clear Credentials and those with substandard permits (PIP/STSP). Significant differences were found in special education teachers’ self-efficacy ratings and age between the age categories of 20-29 years and 50-59 years. Significant differences were also found in special education teachers’ self-efficacy ratings and years taught in several categories assessed. No statistically significant differences were found between special education teachers’ self-efficacy ratings and Credential Type, gender, and previous experience as a substitute or para-educator in special education. This indicates that special education teachers that have persisted in the field longer, are valuable assets and more efficacious. The results of this study added to the limited research on special education teachers’ self-efficacy ratings and certification status, Credential Type, gender, age, previous experience in special education, and years taught