Reports by Topic

Assessment & Research Studies conducts studies on a variety of topics in support of the mission and objectives of the UCI Division of Undergraduate Education. Many of these investigations are summarized into formal reports and presentations for DUE and other campus constituencies. This page contains links to some of the more important A&RS study summary reports.

Faculty Experiences and Perceptions about Academic Honesty at UCI, 2008 - The purpose of this survey was to obtain faculty feedback on current academic honesty policies and procedures. Faculty reported that although academic honesty and integrity are core values, academic dishonesty is a problem that is often underreported and challenging to deal with. Over half reported incidents of plaigarism and 40% reported students copying or using other students' work. Less than one third felt that current policies and procedures were working well. Almost three-fourths recommended that UCI adopt an honor code. Also included are examples of strategies that faculty use to reduce academic dishonesty in their courses. Response rate was 46% but there was some over- and under-representation by school.

Fifth Year Seniors and Third Year Transfers - This report documents the prevalence and reasons behind the overstayer phenomenon at UCI, defined here as entrants from high school who remain enrolled longer than four years and transfers who remain enrolled longer than two years.

FIP Assessment of Writing- These formative assessment reports summarize findings on student writing skills improvement from the First-Year Integrated Program.

FIP 2007-08 First Year Retention, Satisfaction and Academic Engagement - First year retention rates, satisfaction with UCI, and academic engagement were compared for new freshmen who enrolled in FIP courses for their first year at UCI and those who did not enroll in FIP courses.

FIP Three Year Program Retrospective Report - This report is a summary evaluation of the first three years of FIP at UCI.

Freshman Seminar Enrollees 2007-08 First Year Retention, Satisfaction and Academic Engagement - First year retention rates, satisfaction with UCI, and academic engagement were compared for students entering UCI directly from high school in Fall 2007 and enrolled in a freshman seminar course during their first year at UCI and those Fall 2007 entrants not enrolled in a first year freshman seminar.

Instructional Quality of Summer Courses at UCI - The purpose of this study was to review the instructional quality of undergraduate courses taught in summer at UCI and to determine, to the extent possible, whether or not the instructional quality of summer courses is equal to or better than courses offered during the academic year. The report was prepared at the request of the Council on Educational Policy.

Instructional Technology Surveys - Over the last 5 years, UCI has made serious investments in instructional technology as evidenced by enhancements made in over 100 classrooms and 8 lecture halls. During the Spring and Summer 2008 the users of this technology were asked to evaluate how well these instructional technology enhancements have served their instructional needs and how well support services have functioned. Survey results also included their recommendations for future enhancements of classroom technology.

Major Changers Survey, 2007 - More than half of UCI entrants will graduate in a different academic discipline than their entering major. A survey conducted in Spring 2007 was designed to find out why students change majors and how they experience the major changing process. Reasons for leaving majors included dislike of the courses, academic difficulties and mismatch with career goals or graduate school plans. Over 90% of students found major changing information "readily available." Over 85% reported that academic advisors in the new major were helpful. Only 33% felt the major changing process was too long, and only 13% had a hard time meeting the GPA requirements for changing majors.

Overview of Class Size Research - This report discusses recent research on the impact of class size on student learning.

Peer Tutoring Program - These reports present findings on student use of peer tutoring, their perceptions of its impact on their writing and research skills, and its value in helping students fulfill course writing and research assignments.

Upper Division Writing Pilot Assessment Study, Summer 2008 - The purpose of this study was to develop a useful scoring rubric that could be used across academic disciplines, to review the quality of student writing produced in upper division courses, and to study the impact of different writing courses, language background, and transfer status on quality of writing.

Upper Division Writing Assessment , Summer 2009 - The 2009 Upper-Division Writing Assessment Project sought to further refine the Upper-Division Writing Assessment Rubric, collect information about the quality of student writing produced in upper-division writing courses, and determine whether such student characteristics as first language and transfer vs. high school status impact the quality of student writing.

Writing 39C Learning Outcomes Survey - Winter 2008 - The purpose of this study was to gather evidence about students' perceptions of their achievement of the stated learning outcomes for the Composition Program as part of a larger effort to assess undergraduate writing at UCI.

Last Updated: 1/28/2010