Category Archives: CIAN Stats

CIAN Alumni Survey Report

In 2013, CIAN Education developed a new tool to survey alumni attitudes regarding the impact of CIAN participation on their careers and professional development. This survey was administered via Surveymonkey.com and was sent to 51 CIAN alumni. Eighteen individuals completed the survey and results indicate that CIAN student membership impacted the alumni in several positive ways. Continue reading

Year 6 Analysis of CIAN Strengths, Weaknesses, Opportunities, and Threats (SWOT)

2014 CIAN SWOT Report

For the Year 6 SWOT survey, a new format was developed by CIAN’s graduate assistant in charge of evaluations and reports. The new format is based on recommendations from members of CBiRC-ERC regarding an effective SWOT process. In accordance with CBiRC suggestions, a focus group was held with SLC members and CIAN Education staff, and open-ended student responses from last year’s SWOT were used in the formulation of this year’s survey items. Additionally, a method for obtaining consensus on individual SWOT survey items was implemented based on CBiRC’s information, resulting in a more quantifiable set of data. General background information was first gathered on CIAN’s SWOT survey, after which respondents were presented with four sets of statements regarding CIAN’s strengths, weaknesses, opportunities, and threats, respectively. They were asked to indicate their level of agreement on a four point scale: strongly disagree, disagree, agree, and strongly agree. In addition to the multiple choice items, students were provided with a text box to comment on any other perceived strengths, weaknesses, opportunities, or threats to CIAN. Continue reading

2013 Research Experience for Teachers Program Report

2013 Post-RET Survey Report

Following CIAN’s 2013 ROKET (Research in Optics for K-14 Educators and Teachers) program, participants were asked to complete a survey administered via surveymonkey.com. Eleven out of 15 responded to the survey, which aimed at measuring differences between pre and post-program levels of confidence in specific teaching skills, as well as any change in attitudes regarding their roles as teachers. Continue reading