SURVEY OF STUDENTS - University of Nebraska … survey of students has a maximum confidence ... UNMC students were asked to read and respond to statements ... Agree" or "Agree" with

Univers i ty of Nebraska Medica l Center Accredi tat ion Sel f -Study Higher Learn ing Commiss ion/North Centra l Assoc iat ion

Prepared by Russell L. Smith, PhD Director, School of Public Administration

University of Nebraska at Omaha

For the UNMC Executive and Steering Committees, NCA Accreditation

January 2006

SURVEY OF STUDENTS

UNMC’s Mission Statement:

“To improve the health of Nebraskans through premier educational

programs, innovative research, the highest

quality patient care and outreach to under-served

populations.”

BACKGROUND FOR THIS ACCREDITATION REPORT UNMC is preparing for re-accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). NCA accredits UNMC as a whole, and NCA accreditation complements our many accreditations by specialized accrediting bodies.

Our preparation for the accreditation team site visit in January 2007 is being led by Dr. John Benson, supported by Dr. John Adams, Dr. David Crouse and Mary Helms, serving as an executive committee, and by the members of the Steering Committee. Their task is to prepare a comprehensive Self-Study report for submission to NCA in October 2006. One component of the overall study process is a survey of UNMC faculty, staff and student impressions of our efforts toward various accreditation criteria. This report presents major findings from the survey of UNMC students.

Although self-studies require a great deal of time and effort, I am confident UNMC will benefit from the process and that we will achieve re-accreditation without qualifications. The guiding principles that we have adopted and the process that we are following are set forth below.

Harold M. Maurer, M.D. Chancellor

UNMC’S GUIDING PRINCIPLES FOR ACCREDITATION UNMC will benefit from its Self-Study for the NCA. We will:

• Become even more learning-centered.

• Enhance our quality indicators.

• Strengthen strategic planning.

• Deepen our understanding of ourselves.

• Expand institutional data sets and analysis.

• Achieve re-accreditation with no qualifications. The integrating themes for the Self-Study are:

• Future orientation

• Learning focus

• Connectedness to the community

• Distinctiveness of UNMC

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SURVEY INTRODUCTION This report summarizes the results of a survey of UNMC students. Separate surveys were also conducted of UNMC faculty and staff. The survey asked students to provide their impressions of UNMC’s strengths and unmet needs. Each respondent was presented with a series of statements describing UNMC’s efforts in areas critical to preparing for the accreditation review by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). These efforts focus on five criteria and several "core components" of those criteria. Generally, the criteria involve UNMC’s:

• Mission and integrity in carrying out its mission

• Focus on the future

• Student learning and effective teaching

• Research enterprise

• Community service

Survey findings are being used by the individual Task Forces of the NCA Accreditation Steering Committee (i.e., Mission; Planning; Learning; Research; Service).

Complete information on the NCA accreditation process and related efforts taking place at UNMC are provided at: http://www.unmc.edu/nca/.

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http://www.unmc.edu/nca/

SURVEY METHODOLOGY The student survey paralleled the faculty and staff surveys, and was developed in consultation with the UNMC Accreditation Self-Study Executive and Steering Committees. As noted above, each student respondent was presented with a series of statements describing UNMC’s efforts in areas critical to preparing for the accreditation review by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA).

After discussion, a web-based survey was selected as the preferred approach to gathering data. Two factors weighed most heavily in this decision. First, a primary goal of the survey was to foster broad participation from UNMC students. The survey was thus seen as an opportunity to give each individual student a chance to provide feedback and comments on UNMC and its re-accreditation effort. A secondary factor was that UNMC students have university-provided e-mail accounts and computer access.

The survey instrument was developed in consultation with the UNMC accreditation Self-Study Executive and Steering Committees. A draft version was pre-tested using members of these committees.

On August 31, 2005 a letter from UNMC Chancellor Harold Maurer was e-mailed to all students who had completed at least one full year of academic work (see Attachment A). The letter highlighted the purpose and importance of the survey, and encouraged participation. Students were told that an e-mail would be sent to them providing a link to the survey site.

On September 6, 2005 UNMC students received an e-mail from the consultant, Dr. Russell L. Smith, asking them to click on a web-based link provided in the e-mail (see Attachment B). Safeguards were in place to allow only one completed survey per UNMC student. The survey remained open to student response until October 10, 2005. Two e-mail messages were sent to non-responding students to remind them to participate in the survey.

The survey contained two sections (see Attachment C for the complete survey in html format). The first section asked UNMC students to respond to a series of statements tied to the five accreditation criteria used by the Higher Learning Commission. For each criterion, a short statement was provided for background information. The background statement was followed by several statements about the criterion. Participants were asked to respond to each statement using one of five response options: (1) Strongly Agree; (2) Agree; (3) Neither Disagree nor Agree; (4) Disagree; and (5) Strongly Disagree. The first section of the survey also asked students to provide individual comments about UNMC’s accreditation efforts. The second section of the survey asked respondents to respond to several demographic questions for tabulation and reporting purposes. Anonymity was promised in reporting results.

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PROFILE OF SURVEY RESPONDENTS AND LIMITATIONS A total of 1,886 invitations were e-mailed to students approximately 6 days after Chancellor Maurer’s informational letter. Altogether, 1,146 UNMC students completed surveys. This represents a 60.8 percent response rate.

Table 1 summarizes the percentage of students responding for each of several categories of demographic characteristics. The table also reports the percentage of all student respondents with the selected demographic characteristics. Survey respondents are generally reflective of all UNMC students, especially for Gender and Race/Ethnicity.

Based on a comparison of student survey respondents to all students at UNMC, several areas of departure warrant mention:

• College of Dentistry students are under-represented by quite a bit. Students in this college participated at only about one-half the rate of all students at UNMC. Students in Graduate Studies are also under-represented.

• Students in the College of Nursing and College of Pharmacy are over-represented.

• Students whose primary campus location is either Kearney or Scottsbluff are somewhat over-represented.

This survey of students has a maximum confidence interval of approximately 1.8 percent at the 95 percent confidence level. Thus, if the proportion of survey respondents selecting a particular response option is 50 percent, the actual percentage that would be found if all UNMC students were surveyed would be between 48.2 and 51.8 percent. Responses with a larger proportion of students selecting the option would have a smaller confidence interval. For example, if 80 percent selected a given response option, the confidence interval is +/- 1.5 percent.

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Table 1 Characteristics of UNMC Student Survey Respondents

Characteristic Number

Responding

Pct of Category Students

Responding

Pct of All Students

Respondents Student’s Academic College Dentistry 49 32.6 4.3 Medicine 306 55.2 26.7 Nursing 370 81.4 32.3 Pharmacy 133 81.4 11.6 Allied Health Professions 131 59.5 11.4 Graduate Studies 154 45.4 13.4 Not Classified/Not Reported 3 * 0.3 Total 1146 60.8 100.0 Primary UNMC Campus Omaha 873 60.5 76.2 Lincoln 151 57.3 13.2 Kearney 60 75.4 5.2 Scottsbluff 60 77.2 5.2 Other/Not Reported 2 * 0.2 Total 1146 60.8 100.0 Race/Ethnicity White/Non-Hispanic 1017 89.0 88.7 Other Race/Ethnicity 129 11.0 11.3 Not Reported -- * -- Total 1146 60.8 100.0 Gender Female 811 66.9 70.8 Male 331 33.1 28.9 Not Reported 4 * 0.3 Total 1146 60.8 100.0

*All students have a report in the Academic Affairs database. Hence, there is no proportion to compare to for this group.

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STUDENT ASSESSMENT OF ACCREDITATION CRITERIA UNMC students were asked to read and respond to statements about each of the five NCA-Higher Learning Commission accreditation criteria. These criteria address: UNMC’s mission and integrity in carrying out its mission; UNMC’s focus on the future; student learning and effective teaching at UNMC; the research enterprise; and UNMC’s community service. Five response options were used: (1) Strongly Agree; (2) Agree; (3) Neither Disagree nor Agree; (4) Disagree; and (5) Strongly Disagree.

Student responses to criterion items are discussed in separate sections below. The analysis utilizes graphical summaries of student agreement with the accreditation statements. The figures shown in this section depict only the percentage of students responding "Strongly Agree" or "Agree" to the accreditation statements. The balance of student survey respondents fell into one of three groups: "Neither Disagree nor Agree;" "Disagree" and "Strongly Disagree.” Figure 2 shows that 86.2 percent of students responded "Strongly Agree" or "Agree" with Question #7, “The resource base supports UNMC's plans for maintaining and strengthening quality in the future.” The balance of students did not all disagree with the statement. The percentage saying, “Neither Disagree nor Agree” was 10.7 percent, and the percentage saying “Disagree/Strongly Disagree” was 3.2 percent. Detailed information on the proportions of students in these response groups is provided in Attachment D. The focus of this analysis is on the percentage of students agreeing with the 23 accreditation statements.

Criterion 1: Mission and Integrity in Carrying Out Mission Figure 1 displays the percentage of students saying they either “Strongly Agree” or “Agree” with each of the five mission and integrity statements. As can be seen, approximately 9 out of 10 responding students said they either “Strongly Agree” or “Agree” with each of the statements in this criterion. Agreement is highest for the item, “UNMC upholds and protects its integrity as an institution dedicated to social good” (94.8%). Agreement is lowest for the statement, “UNMC promotes effective leadership” (89.9%). Overall, the average percent saying they “Strongly Agree” or “Agree” with the statements in this criterion was 92.4 percent.

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Fig. 1 Student Agreement with Criterion 1:Mission and Integrity

94.8

93.8

92.5

90.8

89.9

50.0 60.0 70.0 80.0

Q4-UNMC promotes effective leadership.

Q2-Mission statement recognizes diversity of learners,constituencies, and society.

Q1-UNMC's mission is clear.

Q3-UNMC promotes participation and collaborationamong students and faculty.

Q5-UNMC upholds and protects its integrity as aninstitution.

Percent of Students Responding "Strongly Agree" o90.0 100.0

r "Agree" with Statement

Criterion 2: Preparing for the Future Students were next asked to respond to 4 items addressing UNMC’s preparation for the future. Preparation for the future incorporates the organization’s allocation of resources and whether its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. As can be seen in Fig. 2, UNMC student agreement was highest for the

Fig. 2 Student Agreement with "Preparing for the Future" Statements

71.9

86.2

89.4

91.2

50.0 60.0 70.0 80.0 90.0 100.0

Q8-Results from course evaluations and assessmentsguide strategies for improvement

Q7-Resource base supports UNMC plans for maintainingand strengthening quality.

Q9-UNMC administrators and faculty respond to futurechallenges and opportunities.

Q6-UNMC realistically prepares for a future shaped bymultiple trends.

Percent of Students Responding "Strongly Agree" or "Agree" with Statement

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the statement, “UNMC realistically prepares for a future shaped by multiple societal and economic trends” (91.2%). The item dealing with administrator and faculty response to future challenges and opportunities reflects an agreement level that is very similar (89.4%). Agreement was lowest for the statement, “Results from UNMC’s course evaluations and assessments guide strategies for improvement in my educational program and teaching.” The agreement level of 71.9 percent is the lowest of any of the 23 accreditation items. The average percent of students indicating “Strongly Agree” or “Agree” with the statements for the “Preparing for the Future” Criterion is 84.7 percent. This is the lowest average among the five sets of statements about the NCA-HLC accreditation Criteria. Criterion 3: Student Learning and Effective Teaching The third NCA-HLC Criterion dealt with student learning and teaching effectiveness. The focus of this criterion is whether UNMC provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its mission. Figure 3 summarizes student agreement with the five statements dealing with student learning and teaching effectiveness. As can be seen, there is very little variation in agreement across the five items. The lowest proportion of students saying “Strongly Agree” or “Agree” with a statement is 90.0 percent (Q10) and the highest is 91.7 percent (Q14). The average proportion of students agreeing with the student learning and teaching statements is 90.5 percent.

Fig. 3 Student Agreement with Criterion 3: Learning a

50.0 60.0 70.0

Q10-UNMC's resource base supports educationalprograms.

Q12-Values and resources of UNMC support effectiveteaching in my educational program.

Q13-UNMC supports creation of an effective learningenvironment in my educational program.

Q11-Student learning outcomes are clearly stated formy program and students are effectively assessed.

Q14-UNMC promotes student learning across theinstitution.

Percent of Students Responding "Strongly

nd Teaching

90.0

90.1

90.3

90.4

91.7

80.0 90.0 100.0 Agree" or "Agree" with Statement

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Criterion 5: Engagement and Service

Criterion 4: Acquisition, Discovery, and Application of Knowledge Four statements addressed the criterion, “Acquisition, Discovery, and Application of Knowledge.” Statements included: “UNMC demonstrates that it values research;” “At UNMC intellectual inquiry is integral to its educational programs;” “UNMC demonstrates that it uses valid current evidence for best patient care;” “UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society;” and “Faculty, students and staff are supported by UNMC to acquire, discover and apply knowledge responsibly.” The percentage of students agreeing with each of these research-focused statements is reported in Figure 4. Student agreement is highest for the statement, “UNMC demonstrates that it values research” (96.7%). There is almost universal agreement with this statement among the responding UNMC students. Although still quite high, agreement is lowest for the statement, “UNMC assesses the usefulness of curricula to students who will live and work in a global, diverse, and technological society” (88.6%). The average proportion of students saying either “Strongly Agree” or “Agree” is higher for this set of items than for any other set of accreditation criteria (93.6%).

Fig. 4 Student Agreement with

50.0

Q18-UNMC assesses the usefulness of curricula tostudents who will live in a global, diverse and

technological society.

Q17-UNMC demonstrates use of valid current evidencefor best patient care.

Q16-At UNMC intellectual inquiry is integral toeducational programs.

Q19-Faculty, students, and staff are supported by UNMCto acquire, discover and apply knowledge responsibly.

Q15-UNMC demonstrates that it values research.

Percent of Stu

Criterion 4: Research

88.6

93.5

93.5

95.8

96.7

60.0 70.0 80.0 90.0 100.0

dents Responding "Strongly Agree" or "Agree" with Statement

The fifth criterion presented to UNMC students dealt with the criterion, “Engagement and Service.” The supporting statement read, “As called for by its mission, the organization identifies its constituencies and serves them in ways both value.” Four statements addressed different facets of engagement and service, and these are summarized in Figure 5.

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Fig. 5 Student Agreement with Criterion 5: Engagement and Service

82.2

85.7

86.8

88.2

60.0 70.0 80.0 90.0 100.0

Q21-UNMC learns from its constituencies to determineneeds.

Q20-UNMC analyzes its ability to meet needs andexpectations of constituencies.

Q23-Internal and external constituencies value UNMCservices.

Q22-UNMC has a commitment to engage withconstituencies and communities.

nt of Students Responding "Strongly Agree" or "Agree" with Statement

50.0

Perce

As can be seen in Fig. 5, no single item has an agreement level above the 90.0 percent level. Each of the other four criteria had at least one item above 90.0 percent; most had several items above this level. Student agreement with the four statements is highest for the statement, “UNMC has a commitment to engage with its identified constituencies and communities” (88.2%). The item, “UNMC learns from its constituencies to determine their needs” was ranked lowest (82.2%). This item had the second lowest level of agreement among the 23 accreditation items (the course evaluation and assessment item had the lowest level of agreement). The average agreement of 85.7 percent for the four items was the second lowest level observed among the five accreditation criteria. Summary of Student Assessment of Accreditation Criteria Agreement with Individual Statements The preponderance of UNMC students responded either “Strongly Agree” or “Agree” to each of the 23 accreditation statements. Fourteen of the 23 items had agreement levels of 90.0 percent or higher. Only one item had an agreement level below 79.9 percent. Agreement levels are summarized in Table 2 for three different percentile groups (from highest to lowest agreement level within each group).

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Table 2 Student Agreement with Accreditation Statements

90 Percent or More “Strongly Agree” or “Agree”

Q15-UNMC demonstrates that it values research. Q19-Faculty, students, and staff are supported by UNMC to acquire, discover and apply

knowledge responsibly. Q5-UNMC upholds and protects its integrity as an institution. Q3-UNMC promotes participation and collaboration among students and faculty. Q17-UNMC demonstrates use of valid current evidence for best patient care. Q16-At UNMC intellectual inquiry is integral to educational programs. Q1-UNMC's mission is clear. Q14-UNMC promotes student learning across the institution. Q6-UNMC realistically prepares for a future shaped by multiple trends. Q2-Mission statement recognizes diversity of learners, constituencies, and society. Q11-Student learning outcomes are clearly stated for my program and students are effectively

assessed. Q13-UNMC supports creation of an effective learning environment in my educational program. Q12-Values and resources of UNMC support effective teaching in my educational program. Q10-UNMC's resource base supports educational programs.

80 -89.9 Percent “Strongly Agree” or “Agree” Q4-UNMC promotes effective leadership. Q9-UNMC administrators and faculty respond to future challenges and opportunities. Q18-UNMC assesses the usefulness of curricula to students who will live in a global, diverse and

technological society. Q22-UNMC has a commitment to engage with constituencies and communities. Q23-Internal and external constituencies value UNMC services. Q7-Resource base supports UNMC plans for maintaining and strengthening quality. Q20-UNMC analyzes its ability to meet needs and expectations of constituencies. Q21-UNMC learns from its constituencies to determine needs.

70 -79.9 Percent “Strongly Agree” or “Agree” Q8-Results from course evaluations and assessments guide strategies for improvement in my

educational program and teaching. Among the 23 accreditation items, agreement was highest for the statement, “UNMC demonstrates that it values research” (96.7%). Agreement was lowest for the statement, “Results from course evaluations and assessments guide strategies for improvement in my educational program and teaching” (71.9%). Average Agreement Levels by Accreditation Criterion Looking at the five accreditation criteria, average agreement was highest for statements in the research criterion, “Acquisition, Discovery and Application of Knowledge” (93.6%). Very close in agreement was the criterion, “Mission and Integrity” (92.4%). The proportion of UNMC students saying they “Strongly Agree” or “Agree” was lowest for statements in the “Preparing for the Future” criterion (see Figure 6).

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Fig. 6 Student Agreement with Accreditation Criteria

84.7

85.7

90.5

92.4

93.6

60.0 70.0 80.0 90.0 100.0

Criterion 5: Engagement and Service

Criterion 3: Student Learning and Effective Teaching

Criterion 1: Mission and Integrity

Criterion 4: Acquisition, Discovery and Application ofKnowledge

sponding "Strongly Agree" or "Agree" with Criterion Statements50.0

Criterion 2: Preparing for the Future

Percent of Students Re

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DIFFERENCES IN STUDENT ASSESSMENT OF ACCREDITATION CRITERIA Several analyses were conducted to search for possible differences in student assessment of statements regarding the five HLC-NCA accreditation criteria. First, contingency tables were examined for several important student characteristics identified by the Executive Committee. These characteristics included Gender, College (academic program home), and Years at UNMC. Chi-Square statistics were computed for each table and examined. Nominal and ordinal measures of association were also examined. For simplicity in reporting, Gender, College, and Years at UNMC are summarized in separate tables (Tables 3A, 3B, and 3C). Tables 3A, B, and C provide the mean agreement score for each of the accreditation statements for all UNMC student respondents. In addition, the mean score is provided for each of the analysis sub-groups. Two variable relationships with significant Chi-Square statistics are denoted. Several items do show differences in response distributions that are not likely to have occurred by chance. All highlighted relationships have a Chi-Square statistic that is significant at the .05 level or less. It must be noted that while the Chi-Square statistic does show statistically significant differences in response patters across some of the analysis sub –groups, measures of association show weak relationships. In interpreting this information, it is important to remember that lower mean scores indicate stronger agreement with the statement (Strongly Agree=1; Agree=2; Neither Disagree nor Agree=3; Disagree=4; Strongly Disagree=5). Thus, the mean score of 1.4 for Females on Question 15, “UNMC demonstrates that it values research,” is more positive than the 1.5 mean score for Male students (see Table 3A). Criterion 1: Mission and Integrity in Carrying Out Mission A review of the two-variable contingency tables highlighted several differences within the category variables for several different accreditation items. For the Mission and Integrity criterion, Question 1 shows a significant difference between males and females. Specific findings are summarized below:

• Question 1—UNMC’s mission is clear. o Males more likely to be positive (Table 3A)

Criterion 2: Preparing for the Future Items associated with this criterion show several interesting differences College and Years at UNMC. Specific differences that are statistically significant include:

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• Question 7—Sufficient resources support UNMC’s plans for maintaining and strengthening quality educational programs in the future.

o Medicine and Allied Health Professions students more positive (see Table 3B)

• Question 8—Results from UNMC’s course evaluations and assessments guide strategies for improvement in my educational program and teaching.

o Allied Health Professions and Medicine students more positive (see Table 3B)

o Dentistry and Graduate students less positive (see Table 3B) o Students at UNMC one year or less more positive (see Table 3C)

• Question 9—UNMC’s administrators and faculty respond to future challenges and opportunities.

o Students at UNMC one year or less more positive (see Table 3C) Criterion 3: Student Learning and Effective Teaching Several of the five items used for this criterion showed differences. Specific differences include:

• Question 10—UNMC’s resource base supports its educational programs/ o Students at UNMC one year or less more positive (see Table 3C)

• Question 11—UNMC’s objectives for student learning outcomes are clearly stated for my educational program’s goals, and students are effectively assessed based on the learning outcomes.

o Students at UNMC one year or less, and students at UNMC two years more positive (see Table 3C)

• Question 12—The values and resources of UNMC support effective teaching in my educational program.

o Allied Health Professions students and Medicine students more positive (see Table 3B)

Question 13—UNMC supports the creation of an effective learning environment in my educational program.

o Allied Health Professions students more positive (see Table 3B)

Criterion 4: Acquisition, Discovery, and Application of Knowledge Gender was the primary variable where statistically significant differences were found across sub-groups.

• Question 15—UNMC demonstrates that it values research. o Male students less positive (see Table 3A)

• Question 16—At UNMC intellectual inquiry is integral to its educational programs.

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o Male students less positive (see Table 3A)

• Question 18—UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

o Male students less positive (see Table 3A) Criterion 5: Engagement and Service Only one item showed any significant differences across analysis sub-groups: UNMC learns from its constituencies to determine their needs. For this item, Allied Health Professions students and Medicine students were more positive (see Table 3B).

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Table 3A

Accreditation Statement Mean Scores for All Students and Gender

*Indicates statistically significant differences in agreement with the Accreditation Criterion across Gender groups; Chi Square < .05

Gender Higher Learning Commission Criteria and Survey Items

All Respondents

Females

Males

Criterion 1 -- Mission and Integrity Question 1: UNMC's mission is clear. 1.7* 1.7 1.6 Question 2: The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves. 1.7 1.7 1.7 Question 3: UNMC promotes participation and collaboration among students and faculty within my educational program. 1.6 1.6 1.6

Question 4: UNMC promotes effective leadership. 1.7 1.7 1.7 Question 5: UNMC upholds and protects its integrity as an institution dedicated to social good. 1.5 1.5 1.5 Criterion 2 -- Preparing for the Future Question 6: UNMC realistically prepares for a future shaped by multiple societal and economic trends. 1.7 1.7 1.7 Question 7: Sufficient resources support UNMC’s plans for maintaining and strengthening quality educational programs in the future. 1.8 1.9 1.7 Question 8: Results from UNMC’s course evaluations and assessments guide strategies for improvement in my educational program and teaching. 2.1 2.1 2.2 Question 9: UNMC’s administrators and faculty respond to future challenges and opportunities. 1.8 1.8 1.8 Criterion 3 -- Student Learning and Effective Teaching Question 10: UNMC's resource base supports its educational programs. 1.8 1.8 1.8 Question 11: UNMC’s objectives for student learning outcomes are clearly stated for my educational program’s goals, and students are effectively assessed based on the learning outcomes. 1.8 1.7 1.8 Question 12: The values and resources of UNMC support effective teaching in my educational program. 1.8 1.8 1.8 Question 13: UNMC supports the creation of an effective learning environment in my educational program. 1.7 1.7 1.8 Question 14: UNMC promotes student learning across the institution. 1.7 1.7 1.7 Criterion 4 – Acquisition, Discovery, and Application of Knowledge

Question 15: UNMC demonstrates that it values research 1.4* 1.4 1.5 Question 16: At UNMC intellectual inquiry is integral to its educational programs. 1.6* 1.6 1.7 Question 17: UNMC demonstrates that it uses valid current evidence for best patient care. 1.6 1.5 1.6 Question 18: UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. 1.8* 1.7 1.9 Question 19: Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly. 1.6 1.6 1.6 Criterion 5 – Engagement and Service Question 20: UNMC analyzes its ability to meet the needs and expectations of its constituencies. 1.8 1.8 1.8 Question 21: UNMC learns from its constituencies to determine their needs. 1.9 1.9 1.9 Question 22: UNMC has a commitment to engage with its identified constituencies and communities. 1.8 1.8 1.8 Question 23: Internal and external constituencies value the services UNMC provides. 1.8 1.8 1.8 Total Number of Students 1089 766 320

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Table 3B

Accreditation Statement Mean Scores for All Students and Student’s College at UNMC

Student’s College

Higher Learning Commission Criteria and Survey Items

All Students Dentistry Medicine Nursing Pharmacy

Allied Health Prof.

Graduate Studies

Criterion 1 -- Mission and Integrity

Question 1: UNMC's mission is clear. 1.7 1.8 1.7 1.6 1.7 1.6 1.8 Question 2: The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves. 1.7 1.8 1.7 1.7 1.8 1.6 1.8 Question 3: UNMC promotes participation and collaboration among students and faculty within my educational program. 1.6 1.7 1.6 1.6 1.6 1.4 1.8 Question 4: UNMC promotes effective leadership. 1.7 1.8 1.7 1.7 1.6 1.6 1.9 Question 5: UNMC upholds and protects its integrity as an institution dedicated to social good. 1.5 1.7 1.5 1.5 1.5 1.5 1.6

Criterion 2 -- Preparing for the Future Question 6: UNMC realistically prepares for a future shaped by multiple societal and economic trends. 1.7 2.0 1.7 1.8 1.7 1.6 1.9 Question 7: Sufficient resources support UNMC’s plans for maintaining and strengthening quality educational programs in the future. 1.8* 1.9 1.6 1.9 1.9 1.6 2.0 Question 8: Results from UNMC’s course evaluations and assessments guide strategies for improvement in my educational program and teaching. 2.1* 2.5 2.0 2.2 2.3 1.8 2.3 Question 9: UNMC’s administrators and faculty respond to future challenges and opportunities. 1.8 2.0 1.7 1.8 1.9 1.5 1.9

Criterion 3 -- Student Learning and Effective Teaching Question 10: UNMC's resource base supports its educational programs. 1.8 2.0 1.7 1.7 1.8 1.6 1.9 Question 11: UNMC’s objectives for student learning outcomes are clearly stated for my educational program’s goals, and students are effectively assessed based on the learning outcomes. 1.8 1.9 1.8 1.7 1.7 1.5 2.0 Question 12: The values and resources of UNMC support effective teaching in my educational program. 1.8* 1.9 1.7 1.8 1.8 1.5 2.1 Question 13: UNMC supports the creation of an effective learning environment in my educational program. 1.7* 1.7 1.7 1.8 1.7 1.4 2.0 Question 14: UNMC promotes student learning across the institution. 1.7 1.7 1.6 1.7 1.6 1.5 1.9 Criterion 4 – Acquisition, Discovery, and Application of Knowledge

Question 15: UNMC demonstrates that it values research 1.4 1.5 1.4 1.4 1.3 1.3 1.5 Question 16: At UNMC intellectual inquiry is integral to its educational programs. 1.6 1.8 1.6 1.6 1.6 1.5 1.7 Question 17: UNMC demonstrates that it uses valid current evidence for best patient care. 1.6 1.7 1.5 1.5 1.6 1.4 1.9 Question 18: UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. 1.8 2.1 1.8 1.7 1.8 1.6 1.9 Question 19: Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly. 1.6 1.7 1.6 1.6 1.6 1.4 1.8

Criterion 5 – Engagement and Service

Question 20: UNMC analyzes its ability to meet the needs and expectations of its constituencies. 1.8 1.9 1.8 1.8 1.8 1.8 2.0 Question 21: UNMC learns from its constituencies to determine their needs. 1.9* 1.9 1.8 1.9 1.9 1.8 2.1 Question 22: UNMC has a commitment to engage with its identified constituencies and communities. 1.8 1.9 1.7 1.8 1.8 1.7 2.0 Question 23: Internal and external constituencies value the services UNMC provides. 1.8 2.0 1.7 1.8 1.8 1.7 2.0 Total Number of Students 1089 45 296 350 122 124 149

*Indicates statistically significant differences in agreement with the Accreditation Criterion across Colleges; Chi Square < .05

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Table 3C

Accreditation Statement Mean Scores for All Students and Years at UNMC

Year at UNMC Higher Learning Commission Criteria and Survey Items

All Students

1 Year or Less

2 Years

3 Years

4 Years or More

Criterion 1 -- Mission and Integrity Question 1: UNMC's mission is clear. 1.7 1.6 1.7 1.7 1.6 Question 2: The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves. 1.7 1.6 1.7 1.8 1.7 Question 3: UNMC promotes participation and collaboration among students and faculty within my educational program. 1.6 1.5 1.6 1.7 1.6 Question 4: UNMC promotes effective leadership. 1.7 1.6 1.7 1.8 1.7 Question 5: UNMC upholds and protects its integrity as an institution dedicated to social good. 1.5 1.5 1.5 1.6 1.5 Criterion 2 -- Preparing for the Future Question 6: UNMC realistically prepares for a future shaped by multiple societal and economic trends. 1.7 1.6 1.8 1.8 1.7 Question 7: Sufficient resources support UNMC’s plans for maintaining and strengthening quality educational programs in the future. 1.8 1.7 1.8 1.9 1.9 Question 8: Results from UNMC’s course evaluations and assessments guide strategies for improvement in my educational program and teaching. 2.1* 2.0 2.1 2.2 2.2 Question 9: UNMC’s administrators and faculty respond to future challenges and opportunities. 1.8* 1.7 1.8 1.8 1.9 Criterion 3 – Student Learning and Effective Teaching Question 10: UNMC's resource base supports its educational programs. 1.8* 1.6 1.7 1.8 1.8 Question 11: UNMC’s objectives for student learning outcomes are clearly stated for my educational program’s goals, and students are effectively assessed based on the learning outcomes. 1.8* 1.7 1.7 1.8 1.8 Question 12: The values and resources of UNMC support effective teaching in my educational program. 1.8 1.7 1.8 1.8 1.8 Question 13: UNMC supports the creation of an effective learning environment in my educational program. 1.7 1.6 1.7 1.8 1.8 Question 14: UNMC promotes student learning across the institution. 1.7 1.6 1.7 1.7 1.7 Criterion 4 – Acquisition, Discovery, and Application of Knowledge Question 15: UNMC demonstrates that it values research 1.4 1.4 1.4 1.4 1.4 Question 16: At UNMC intellectual inquiry is integral to its educational programs. 1.6 1.6 1.6 1.7 1.6 Question 17: UNMC demonstrates that it uses valid current evidence for best patient care. 1.6 1.5 1.6 1.6 1.5 Question 18: UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. 1.8 1.7 1.8 1.8 1.8 Question 19: Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly. 1.6 1.5 1.6 1.6 1.6 Criterion 5 – Engagement and Service Question 20: UNMC analyzes its ability to meet the needs and expectations of its constituencies. 1.8 1.7 1.9 1.9 1.9 Question 21: UNMC learns from its constituencies to determine their needs. 1.9 1.8 1.9 1.9 1.9 Question 22: UNMC has a commitment to engage with its identified constituencies and communities. 1.8 1.7 1.8 1.8 1.8 Question 23: Internal and external constituencies value the services UNMC provides. 1.8 1.8 1.8 1.8 1.8 Total Number of Students 1089 195 472 254 165

*Indicates statistically significant differences in agreement with the Accreditation Criterion across Years at UNMC groups; Chi Square < .05

19

• Question 18—UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

o Male students less positive (see Table 3A) Criterion 5: Engagement and Service Only one item showed any significant differences across analysis sub-groups: UNMC learns from its constituencies to determine their needs. For this item, Allied Health Professions students and Medicine students were more positive (see Table 3B).

20

STUDENT COMMENTS ABOUT ACCREDITATION AND UNMC UNMC students were able to provide comments after responding to the 23 accreditation statements covering the five NCA-HLC accreditation Criteria. Question 24 read, “Please provide any additional comments you might want to make about how UNMC addresses the accreditation criteria provided in the statements above.” A total of 102 (8.9%) UNMC students provided qualitative comments. These comments were reviewed and coded to provide summary information. Figure 7 presents summary information based on coded individual student comments. As can be seen, just over 1 in 3 students (37.3%) making comments made a positive comment about UNMC or their educational program. Illustrative comments include the following:

• “My educational experience at UNMC so far has been outstanding. I find that my classes are well thought out and laid out in a manner consistent with the needs of my profession. I feel that I am well prepared to start my clinical rotations.”

• “As a student it is nice to know that I am part of an educational program that truly cares about the concerns of students. This is a very strong educational institution, and they have definitely put students first. I am proud to be a future graduate of UNMC.”

Fig. 7 Summary Categories for Student Comments on UNMC Accreditation Efforts

5.9

5.9

6.9

13.7

25.5

37.3

0.0 10.0 20.0 30.0 40.0 50.0

Comment About ResourceInequity

Comment About Survey

Need to Improve Teaching andEvaluation of Faculty

Nothing/No Comment

Suggestion for ImprovingEducational Program

Positive Comment About UNMCor Program

Percent of Students Making Comments

21

• “With all the expanding of the campus and upgrades to classrooms, it is obvious UNMC has the interest and opportunity of the student as a priority.”

• “I believe that UNMC is constantly striving to be a leader in education with high expectations for the institution, faculty, staff and students.”

Next in frequency of mention were specific comments or suggestions for improving the student’s program, or some aspect of UNMC’s general educational environment. Approximately 1 in 4 students making comments expressed a concern in this area (25.5%). Although data are not separately reported, the need for a more diverse student and campus environment was a focus of some students in this group. The following comments are illustrative of the types of statements falling into this category:

• “The University has a very innovative teaching style with diverse technology needs but unfortunately the technology has not always kept up with the requirements. Blackboard is unreliable. Emails were lost last spring and one night Blackboard crashed.”

• “I feel that the academic portion of school is being lost and too much emphasis is being placed on research. I feel the turnover of faculty is less than satisfactory, especially in the College of Pharmacy.”

• “Needs better communication strategies (before & during the educational semester) for distance learning students.”

Smaller proportions of students indicated they had no further comments (13.7%); made a specific comment about the survey or its content (6.9%); or had a comment about some resource inequity (5.9%). Among those making comments about resource inequities, a common theme was a perceived lack of resource equity between the Omaha and Lincoln, Kearney or Scottsbluff programs. It must be remembered, however, that relatively few students out of those participating provided these types of comments.

Although positive at an overall level, student agreement with the accreditation statement that UNMC incorporates course evaluations in efforts to improve teaching and educational programs was the lowest of the 23 items. Yet, when given the chance to make comments, less than 1 in 10 students making comments (5.9%) noted something in this area. Illustrative comments include the following:

• “I don't see that anything is done about the course and faculty evaluations that we fill out at the end of the semester. Students talk to each other about things that need to be changed and what they wrote on the evaluations but next semester, nothing is seen.”

• “My biggest concern as a student is the quality of teaching at UNMC. The faculty is by far more focused on research and trying to develop the students into scientists than adequate teachers. It is a vicious cycle that UNMC will continue to perpetuate unless something is done.”

22

Attachment A

Letter Sent Via E-Mail to UNMC Students Receiving the Accreditation Self-Study Survey

August 31, 2005 Address Dear _____: I am writing to request your participation in a web-based survey of all UNMC students. The survey is a part of UNMC's preparation for re-accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). The Executive and Steering Committees for the accreditation self-study have designed this survey to determine your knowledge and attitudes about UNMC's strengths and needs in the context of the North Central accreditation process. The NCA encourages broad campus participation in the self-study process, and your input will enhance the self-study report. Major campus needs identified by the survey will be addressed before the report is submitted. The survey is being conducted by an external agency, and only summary information will be reported. Your anonymity will be protected. Within the next ten days you will receive an e-mail notice providing a link to a web page established for the survey. The web-based survey will also provide you with a link to our UNMC accreditation self-study web site if you want to learn more about the accreditation process. Thank you for your support of UNMC by helping prepare for re-accreditation. Thank you, Harold M. Maurer, MD Chancellor

23

Attachment B

Text of E-Mail Message Inviting Students to Participate in UNMC Student Accreditation Survey

Date: September 6, 2005 To: <individual staff e-mail addresses here> From: Russell L. Smith, Ph.D. Subject: IMPORTANT-- Participate in the UNMC NCA Accreditation Self-Study

Survey of Students

On August 31st you received a letter from Chancellor Maurer asking you to complete a survey of UNMC students. Please take a few minutes to click on the enclosed link and complete the short survey. This information will be used by the Executive and Steering Committees preparing UNMC's self-study report for the Higher Learning Commission-North Central Association. Thank you in advance for your survey participation and feedback. Please click the link below to begin the survey: <Survey link located here>

24

Attachment C

UNMC Sudent Accreditation Survey—Online Version

UNMC Accreditation Self-Study Survey

The University of Nebraska Medical Center is preparing for its accreditation review by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). To maximize the opportunity to prepare for the self-study process, the Executive and Steering Committees seek your impressions of UNMC's strengths and unmet needs. Your responses will be kept strictly confidential. The survey is being conducted via a third-party contract. The survey has two sections. Section I asks you to respond to a series of statements tied to the five accreditation criteria used by the Higher Learning Commission. For each criterion, a short statement is provided for background information. This statement is followed by several statements about the criterion. Most items ask for your opinion regarding UNMC, although several do ask you to respond regarding your educational program. Please respond to each statement by selecting the response that best reflects your answer. For each statement there are five response options: (1) Strongly Agree, (2) Agree, (3) Neither Disagree nor Agree, (4) Disagree, and (5) Strongly Disagree. Section II asks you to respond to several demographic questions used for tabulation and reporting purposes.

25


Section I. Accreditation Criteria Used By The Higher Learning Commission

Criterion 1 - Mission and Integrity: The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

1

UNMC's mission is clear.

Strongly Agree Agree Neither Disagree nor

Agree Disagree Strongly Disagree

2

The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves.

Strongly Agree Agree Neither Disagree nor Agree Disagree Strongly Disagree

26

3

UNMC promotes participation and collaboration among students and faculty within my educational program.


4

UNMC promotes effective leadership.

Strongly Agree Agree Neither Disagree

nor Agree Disagree Strongly Disagree

5

UNMC upholds and protects its integrity as an institution dedicated to social good.


27


Criterion 2 - Preparing for the Future: The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

6

UNMC realistically prepares for a future shaped by multiple societal and economic trends.


7

Sufficient resources support UNMC's plans for maintaining and strengthening quality educational programs in the future.


28

8

Results from UNMC's course evaluations and assessments guide strategies for improvement in my educational program and teaching.


9

UNMC's administrators and faculty respond to future challenges and opportunities.


29


Criterion 3 - Student Learning and Effective Teaching: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its mission.

10

UNMC's resource base supports its educational programs.



11

UNMC's objectives for student learning outcomes are clearly stated for my educational program's goals, and students are effectively assessed based on the learning outcomes.


12

The values and resources of UNMC support effective teaching in my educational program.


30

13

UNMC supports the creation of an effective learning environment in my educational program.


14

UNMC promotes student learning across the institution.



31


Criterion 4 - Acquisition, Discovery, and Application of Knowledge: The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

15

UNMC demonstrates that it values research.



16

At UNMC intellectual inquiry is integral to its educational programs.



32

17

UNMC demonstrates that it uses valid current evidence for best patient care.

Strongly Agree Agree Neither Disagree nor

Agree Disagree Strongly Disagree

18

UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.


19

Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly.


33


Criterion 5 - Engagement and Service: As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

20

UNMC analyzes its ability to meet the needs and expectations of its constituencies.


21

UNMC learns from its constituencies to determine their needs.



34

22

UNMC has a commitment to engage with its identified constituencies and communities.


23

Internal and external constituencies value the services UNMC provides.



35


Additional Comments:

24

Please provide any additional comments you might want to make about how UNMC addresses the accreditation criteria provided in the statements above.

36


Section II. Background Information

This section asks you to provide several items of background information. This information will be used for tabulation and analysis purposes only.

25

Of which college are you a student?

College of Dentistry

College of Medicine

College of Nursing

College of Pharmacy

School of Allied Health Professions

Graduate Studies

26

Are you considered a full-time student or a part-time student?

Full-time

Part-time

37

27

My primary UNMC campus location is:

Omaha

Lincoln

Kearney

Scottsbluff

28

What is your racial/ethnic group? (check all that apply)

White/non-Hispanic

Black/non-Hispanic

Hispanic

Asian/Pacific Islander

Native American/Alaskan

Other, Please Specify

29

What is your gender?

Female

Male

38

30

How long have you been a student at UNMC?

1 year or less

2 years

3 years

4 years

5 years

More than 5 years

39

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89.4

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enci

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alue

the

serv

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pr

ovid

es.

86.8

12

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0.4

1129

41

SURVEY OF STUDENTS - University of Nebraska … survey of students has a maximum confidence ... UNMC students were asked to read and respond to statements ... Agree" or "Agree" with

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