The Hurwitz Measures

The Hurwitz Measures define ASU's accountability to the Arizona Board of Regents (ABOR) for quality undergraduate education.

Past Academic Senate President Dan Landers advises faculty and academic professionals to help University administration find ways to address these goals, and ways to ensure that the unit-level merit, promotion, and tenure structures reward people who advance these goals.

Improvement of Undergraduate Education
First-Year Measures, Goals, and Timetables (for figures, see ASN 33, Sep 95)

Item 1 - Students Obtain Necessary Classes

Measure
A. Proportion of general studies courses completed by 64 hrs.
B. Proportion of students qualified for their major by 64 hrs.
C. Average years required to reach 64 hrs.
D. Graduation rates relative to 1993 peer institution fiftieth percentile ranking.

Item 2 - Students Receive Adequate Advising

Measure
A. Survey student satisfaction with advising:
1. Graduating seniors survey;
2. Current student survey;
3. Alumni survey.

Item 3 - Classrooms Adequately Equipped

Measure
A. Number of computer workstations for undergraduates.
B. Number of computerized classrooms.
C. Percentage of classrooms with AV equipment.
D. Classrooms with ethernet connections.
E. Faculty offices with ethernet connections.

Item 4 - Lower-Division Courses Taught by Ranked Faculty

Measure
A. Percentage of lower-division courses with two or more courses taught by ranked faculty.
B. Lower division students research-related learning.

Outcome 1: Student Persistence and Graduation Rates

Measure
A. Percentage of freshmen returning for second year.
B. Percentage of freshmen graduating within six years.
C. Percentage of lower-division transfers graduating within five years.>br>D. Percentage of upper-division transfers graduating within four years.

Outcome 1 improvement strategies:
a. increasing Freshman Year Experience (FYE) participation to 2,000 students;
b. a revamp of the new student orientation and an orientation for transfer students;
c. establishing transfer centers on campus and at community colleges;
d. initiating the Student Process Re-Engineering Project (Recruiting/Admitting);
e. initiating the Summer Bridge Program for at-risk students;
f. initiating the Campus Match Program where students take courses together;
g. reducing the number of credits to 120 to graduate; and
h. establishing a Task Force on Congruence in Undergraduate Requirements to remove obstacles to student progress.

Outcome 2: Average Time and Credits to Complete Degree

Measure
A. Average number of years freshmen take to graduate.
B. Average hours at time of graduation (<12 transfer hours).
C. Average hours at time of graduation (12 or more transfer hours).
D. Percentage of seniors with more than 160 hours (excludes nonstate and private college transfer hours).
E. Percentage of seniors exceeding 160 total hours (excludes AZ community college, nonstate, and private college transfer hours).

Outcome 2 intervention strategies:
a. Bachelor of Interdisciplinary Studies to meet student demand for flexibility and customized degree programs;
b. First-Year Mathematics Project to improve success;
c. the above-mentioned Student Process Re-Engineering Project and the Task Force on Congruence of Undergraduate Requirements;
d. implementation of a Degree Audit Reporting System; and
e. expansion of articulation with Maricopa County Community College District on General Studies courses.