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Most
scales are based on five-point Likert type response
scales.
Personal Traits
Pre-College Characteristic
Measures (from University records and Entering Student
Survey)
Age, Ethnicity, and
Gender
Parents' Education
Mother's education
Father's education
Aptitude Test Scores
Total SAT score
ACT equivalent
High School Achievement
High school GPA
High school percentile rank in class
High School Characteristics
and Preparation (scale: yes or no)
Pre-calculus or calculs
Foreign language
3 years or more of science
Advanced placement (AP) courses
Psychological Factors (from
Entering Student Survey)
Parental Influence
(scale: not true to true)
My parents encourage me to do the best in whatever I
do
I can go to my parents when I have a problem
Educational Aspirations (scale: importance)
To gain a broad, well-rounded education (in the sciences,
humanities, and arts)
To learn to think creatively and analytically
To learn more about myself, my values, and my life's
goals
To learn more about other cultures and groups of people.
Involvement (scale: degree of chance)
Participate in intercollegiate or intramural sports
Belong to a fraternity or sorority
Join a student club (academic, political, or cultural)
Participate in student government, student newspaper,
and/or campus radio station
Receptivity to Academic Services (scale: degree
of chance)
Visit professors during their office hours
Attend a study group from one of your classes
Contact my academic advisor more than once per semester
Visit the Career Development Center
Academic Motivation - Intrinsic (scale: not true
to true)
I enjoy the classes that challenge my mind.
I will feel successful if I have the highest test scores.
Thinking about my future motivates me to work hard in
school.
Solving difficult problems in my classes gives me a
sense of satisfaction.
I feel successful when I learn something interesting.
Learning new things gives me a sense of accomplishment.
Schoolwork is interesting because you see yourself making
progress.
I read books not assigned in classes.
Academic Motivation - Extrinsic (scale: not true
to true)
I study hard because I want to prove myself as capable
as anyone else in class.
I worry about not doing as well academically as others
in college.
I don't feel I can gain much in college other than obtaining
a degree.
I feel that as long as my teachers are satisfied with
my academic performance, that is enough.
I don't really care how well I will do in college, as
long as I can pass.
Getting a high paying job is the main reason I study
hard in college.
I feel ashamed if I don't do as well as other students
do in college.
I worry about failing exams and getting into academic
trouble.
Self-Regulation (scale: not true to true)
When I get something wrong in school, I always stop
and try to find out what went wrong rather than simply
asking my instructor the correct answer.
I take notes while reading textbooks.
When I run into difficulties in schoolwork, I feel if
I put in extra effort, I will eventually figure them
out.
When I am reading my textbooks, I stop and check whether
I really understand what I have just read.
If I study harder my academic abilities will improve.
I keep a regular study schedule.
When learning a new concept, I never check if I really
understand its meaning.
College Experiences
Academic Integration Scales
and Measures:
Academic Conscientiousness
(scale response categories vary)
How frequently have you worked harder than you thought
you could to meet an instructor's expectations?
How frequently have you developed your study skills?
How frequently have you utilized your study skills?
I put a good deal of effort into being well prepared
for examinations.
My primary goal at UAlbany is to take advantage of academic
opportunities.
Managed your time effectively?
Course Experiences (scale: never to almost always)
How frequently have you received feedback (written or
oral) from instructors on the quality of your work?
How frequently have you been satisfied with your academic
experiences?
How frequently have you had out-of-class assignments
that were good learning experiences?
How frequently have you worked with other students on
class assignments?
How frequently have you had to critically appraise the
value of information, arguments, or methods in your
classes or class assignments?
How frequently have you had discussions, meetings, or
conversations with instructors outside of class?
Classroom Attendance (not used as a scale)
Average number of class meetings missed per week?
Student-Faculty Contact (not used as a scale)
Visit professors during their office hours
Seek out a faculty mentor?
Social Integration:
Peer Relations
(scale: disagreement to agreement)
I have developed strong friendships with other students.
My interpersonal relationships with other students have
had a positive influence on my personal growth.
I know several UAlbany students who would be willing
to help me if I had a personal problem.
It has been difficult for me to make friends with other
students. (reversed)
My interpersonal relationships with other students have
had a positive influence on my intellectual growth.
Developed or sustained friendships with other students?
(scale: never to almost always)
Extra-Curricular Activities (not used as a scale)
Participate in intercollegiate or intramural sports
Belong to a fraternity or sorority
Join a student club (academic, political, or cultural)
Participate in student government, student newspaper,
and/or campus radio station
Employment (not used as a scale)
Hours working on-campus per week (paid).
Hours working on-campus per week (volunteer).
Hours working off-campus per week (paid).
Hours working off-campus per week (volunteer).
Institutional Integration:
Institutional Commitment
(not used as a scale)
Visit the Writing Center?
Visit the Career Development Center?
Contact your academic advisor more than once per semester?
Advisement (agreement scale)
Advisor was knowledgeable about course requirements
for the major(s).
Advisor was knowledgeable about course requirements
for the minor(s).
Advisor was helpful in assisting with scheduling/ registration
procedures.
Advisor showed genuine interest in my academic progress.
Advisor went over my degree audit with me to inform
me of course requirements I have not yet met.
Advisor was knowledgeable about academic policies (e.g.,
graduation requirements, GPA requirements, General Education
guidelines, residence requirements, etc.).
Advisor was available when I needed him/her.
Advisor showed concern for my personal growth and development.
Advisor helped me to identify career areas (or graduate
school opportunities) which fit my skills, abilities,
and interests
Advisor encouraged me to talk about myself and my college
experience.
Advisor was easy to talk with.
Advisor promptly returned my phone calls, e-mails, and/or
messages.
Affinity of Educational Values (scale: level
of importance)
To gain a broad, well-rounded education (in the sciences,
humanities, and arts).
To learn to think creatively and analytically.
To learn more about myself, my values, and my life's
goals.
To learn more about other cultures and groups of people.
To gain knowledge and skills directly applicable to
a career.
Educational
Outcomes
Intellectual
Growth Scales and Measures:
Writing, Creativity,
and Appreciation, UAlbany contribution to… (scale:
none to very large)
Writing effectively.
Developing intellectual curiosity.
Developing the ability to formulate creative ideas and/or
solutions.
Appreciating artistic and creative expression.
Placing current problems in historical perspective.
Scientific Method
Evaluating ideas, materials, and methods critically.
Developing problem solving skills.
Thinking analytically and logically.
Understanding scientific findings.
Understanding mathematical concepts.
Disciplinary Study
Gaining factual knowledge.
Learning how to learn.
Synthesizing a body of information.
Understanding a particular discipline's research methods.
Understanding a particular discipline's various schools
of thought.
Understanding the inter-relatedness of different fields
of study.
Using information and/or computer technology in your
academic discipline
Academic Achievement
(Institutional Records)
GPA performance
Credits completed
Awards and honors
Persistence/Graduation
(Institutional Records)
Graduated or not
Personal Growth Scales
and Measures:
Interpersonal Skills
Speaking effectively.
Developing interpersonal and social skills.
Functioning effectively as a member of a team.
Preparing for active participation in a democratic society.
Coping with conflict.
Openness & Tolerance
Gaining exposure to a variety of new intellectual areas.
Developing an openness to new ideas.
Coping with moral and ethical issues.
Developing a better understanding of myself (e.g., interests,
talents, values, limitations).
Understanding cultural differences.
Relating well to people of different races
Adapting to different social situations
Exercising personal responsibility.
Functioning Independently
Functioning independently (self-reliance).
Change in Aspirations
& Goals from Entering Student Survey
To gain a broad, well-rounded education (in the sciences,
humanities, and arts).
To learn to think creatively and analytically.
To learn more about myself, my values, and my life's
goals.
To learn more about other cultures and groups of people.
To gain knowledge and skills directly applicable to
a career.
Post Graduation Plans
Graduate school
Area of study
Name of school
Job/career
Employer
Employer location
Field
Title
Salary
Control Variables
(in addition to pre-college characteristics)
Admissions program (e.g, native vs frosh, eop, mrp,
traditional)
Department of major
Time since major declaration for department level analyses
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