Announcements

AIR welcomes brief announcements of interest to the IR and assessment communities, such as the release of a report, funding opportunities or a request for applications. Send your announcement to eAIR@airweb.org and include a link to your website as well as a contact name and email address (announcements should be less than 75 words). Announcements received by the first Thursday of any month will appear in the next eAIR.    

CCRC Grant: Innovative Approaches to Remedial Assessment/Instruction 

Published July 14, 2014

The Community College Research Center (CCRC) at Teachers College, Columbia University, in collaboration with research organization MDRC and scholars at Stanford, U.C. Davis, and Vanderbilt, has been awarded a five-year grant of $9,951,362 from the U.S. Department of Education’s Institute of Education Sciences to create a center focused on assessing the effects of new approaches to remedial assessment, placement, and instruction. The Center for the Analysis of Postsecondary Readiness (CAPR), will utilize findings from this research to assist states and colleges in crafting policies and programs with improved outcomes for struggling students. Visit the CCRC website for more information. 

Graduate Research Opportunities 

Published June 16, 2014

Santa Fe Community College (SFCC) in New Mexico is a mid-size, Hispanic-serving institution with roughly 9,500 unique, credit-bearing students. Yash Morimoto, Assistant Vice President, Office of Planning and Institutional Effectiveness, invites graduate students who are interested in conducting unit-record level analysis and research of student success data to contact him at yash.morimoto@sfcc.edu to discuss research ideas.

Call for Proposals: 2014-2015 Paul P. Fidler Research Grant

Published April 10, 2014

The National Resource Center for The First-Year Experience and Students in Transition invites applications for the 2014-2015 Paul P. Fidler Research Grant. The grant is designed to encourage the development and dissemination of knowledge to improve the experiences of college students in transition. With an award package that includes a stipend, travel to two national conferences, a presentation at a national conference, and priority consideration for publication, it supports and promotes research with the potential for national or international impact on student success. For more information and to view the application form, visit the website. Forms must be submitted electronically by 11:59 PM EDT, July 1, 2014.

Wabash Study of Institutional Change

Published March 12, 2014

The Center of Inquiry at Wabash College is pleased to announce the launch of the Wabash Study of Institutional Change (WSIC). The project goal is to identify and disseminate information to assessment practitioners about the factors that promote the use of evidence to improve student learning across a variety of institutional settings and cultures. If you have led or helped to lead a collaborative assessment project during the past two years, please participate in the survey and share your experience. To learn more about the study and see a copy of the survey, please visit the Wabash College website.

12th Annual Stats Camp Registration Open

Published March 12, 2014

Registration for the 12th Annual Texas Tech University’s Award-Winning Stats Camp is now open. Stats Camp 2014 will be held in Lawrence, Kansas. At Stats Camp, participants will find excellent instructors and support personnel as well as a wealth of support documentation associated with each course. Additional information about Stats Camp can be found at the Stats Camp website.

College Student Experiences Questionnaire (CSEQ) Survey Operation Closing 

Published March 12, 2014

After 35 continuous years of operation, the CSEQ survey operation will close after spring 2014. (The CSXQ operation closed last fall). New orders for CSEQ survey forms must be made by 4/1/2014, and the deadline to return CSEQ or CSXQ surveys for processing is 6/15/2014. However, researchers may continue to license CSEQ and CSXQ items and may purchase extracts of de-identified data for local studies or assessment. Higher education owes Bob Pace a debt of gratitude for advancing the use of student surveys to illuminate important facets of the college experience. For additional information, visit the CSEQ website.

IRS Issues Guidance on ACA Coverage for Adjuncts, Students

Published March 12, 2014

On 2/11/2014, the IRS published a rule containing additional guidance on employers’ obligations to provide full-time employees with health coverage under the Affordable Care Act (ACA), including methods for determining when adjunct faculty and students are entitled to employer-provided health coverage under the ACA. CUPA-HR is currently reviewing the rule and they have set forth a summary of some the provisions that specifically address issues pertinent to higher education employers. The IRS has also provided a fact sheet with important information about changes in employers’ responsibilities under the ACA for 2015. The rule can be viewed at the CUPA-HR website.

AAUP Faculty Compensation Survey 2013-14

Published March 12, 2014

Data entry for The Annual Report on the Economic Status of the Profession, 2013-14 is now closed. The report will be released formally on April 7, but survey contacts will be receiving complete ordering information shortly for custom peer comparison reports, pre-publication tables, and complete datasets. We will be providing updated information on data availability via the AAUP website. There will also be an opportunity to correct or submit late data for publication in a supplemental listing this summer. Thanks to all the survey contacts who supplied data for this year’s survey, and if you have further questions, please contact us at aaupfcs@aaup.org. Application Deadline

Extended: ACRL Assessment in Action Program

Published March 12, 2014

The application deadline for the ACRL program “Assessment in Action: Academic Libraries and Student Success (AiA),” has been extended to 5 p.m. Central, Friday, March 21, 2014. During the course of the program, librarians will lead campus teams – with members like disciplinary faculty, institutional researchers, and assessment officers – in developing and implementing action-learning projects that examine the impact of the library on student success and contribute to assessment activities on campus. Learn more about applying to participate on the ACRL website. For questions, contact Senior Strategist for Special Initiatives Kara Malenfant.

Sharron Ronco to Serve as Coordinating Editor of Professional File, 2014-2016
 
Published February 12, 2014
 
The AIR Executive Office is pleased to announce that Sharron L. Ronco, Assessment Director at Marquette University, has been selected to serve as the 2014-2016 Coordinating Editor of Professional File. A selection committee comprised of AIR members reviewed 16 applications for the position. The committee noted that Sharron’s extensive experience in assessment and institutional research provides a rich foundation for her leadership of Professional File as a journal dedicated to current issues and practical applications in our field. AIR has been Sharron’s professional home since 1991, and she has served the Association in myriad volunteer roles. Her most recent publications are featured in New Directions for Institutional Research and The Handbook for Institutional Research.

National Institute for Learning Outcomes Assessment (NILOA) Publication

Published February 12, 2014

In this recent NILOA publication, Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities, by Kuh, G.D., Jankowski, N., Ikenberry, S.O., and Kinzie, J. (2014) Urbana, IL: University of Illinois and Indiana University, the authors look at how assessment of student learning continues to climb higher on the national agenda. They provide multiple reasons for this trend, including persistent prods from external bodies—such as accrediting and governmental entities—and institutions recognizing that they need more and better evidence of student accomplishment.

NCAA Grants

Published February 12, 2014
 
The NCAA will award $100,000 in grants for 2014 to support research and data-driven pilot programs to enhance student-athlete well-being and mental health. Topics may include, but are not limited to, managing transitions (e.g., from recruit to first-year student, transferring between universities, etc.), identity development, stress management, substance use, bystander intervention, cultivating healthy relationships, career exploration, and sport exit strategies. Grant recipients will be invited to present their work to hundreds of key stakeholders in intercollegiate athletics and members of the media in January of 2015 at the NCAA Convention in Washington, D.C. Please visit the website for more information.

 

Higher Education Data Sharing (HEDS) Consortium Surveys - Spring Registration

Published February 12, 2014

Register now for the spring administration of HEDS surveys. All institutions are welcome. The HEDS Senior Survey assesses the impact of teaching practices and institutional conditions on learning outcomes and gathers information on postgraduate plans. The HEDS Alumni Survey looks at the longer-term impact of practices and outcomes and examines postgraduate employment outcomes, college debt, and college satisfaction. The HEDS Research Practices Survey collects information on research experiences and assesses information literacy skills. Learn more at the HEDS website.

AAUP Faculty Compensation Survey 2013-14

Published February 12, 2014

We are now very close to the deadline to submit data for publication as part of the 2013-14 AAUP report, also published in part by The Chronicle of Higher Education. If you have not yet completed your entry, please check your e-mail for a reminder from January 17, and check the survey website for the latest information. We hope to have 2013-14 custom data reports ready for release by March 1. For questions or assistance, please contact us. Thank you for your participation.

AAUP Faculty Compensation Survey 2013-14

Published January 15, 2014

The initial deadline for data submissions for the AAUP 2013-14 survey was January 15. AAUP is still accepting data submissions, but there may not be sufficient time to address any inconsistencies in time for publication in the annual report (also in The Chronicle of Higher Education). If your institution is submitting late data, log in to the AAUP survey website, follow instructions to start a new survey (current year), and complete the “Institutional Information” section, including an expected date for submission. Survey contacts should have received full information in November. To update survey contacts or for questions, please e-mail AAUP.Assessment in Action (AiA): Academic Libraries and Student Successsessment in Action (AiA): Academic Libraries and Student Success

Published December 11, 2013 
The Association of College and Research Libraries (ACRL) is committed to facilitating ways in which academic libraries can demonstrate their impact on institutional outcomes and student success. As a cornerstone of ACRL’s Value of Academic Libraries initiative, AiA provides guidance in developing the skills and capacity for campus leadership needed to foster these partnerships across the higher education community. The AiA program, in partnership with AIR and APLU, is made possible with funding from the U.S. Institute of Museum and Library Services. More information, including a recording of an online open Forum held December 9th, is available on the ACRL website. 
 

CCRC Releases Publication on Lingerers

Published December 11, 2013

Community College Research Center (CCRC) has released a new publication Lingerers in the Community College. This is the last of the CCRC Analytics publications, designed especially for institutional researchers. Lingerers looks at students who persist in college and accumulate credits, but do not complete within five years, and compares them to students who earn an associate degree within the same timeframe. Other publications in this series include:

-- Characteristics of Early Community College Dropouts

--Tracking Student Progression Through the Core Curriculum

--Timing of Concentration, Completion, and Exit in Community Colleges

--Trends in Enrollment Patterns Among Community College Students 

NILOA Occasional Paper 

Published December 11, 2013

In NILOA's twentieth occasional paper, Sharpening Our Focus on Learning: The Rise of Competency-Based Approaches to Degree Completion (2013, October), author Rebecca Klein-Collins, Senior Director of Research and Policy Development for the Council for Adult and Experiential Learning (CAEL), discusses the methodology, practices, and policies surrounding competency-based education.  

Professional File Call for Editor and Fall Release 

Published December 11, 2013

The Association for Institutional Research (AIR) is seeking applications for the position of Coordinating Editor of Professional File. The term of service is January 2014 through December 2016. Articles published in biannual Professional File volumes are journal-length publications grounded in relevant literature that synthesize current issues, present new processes or models, or share practical applications related to institutional research. The Coordinating Editor position description and application instructions are available here. The application deadline is January 6, 2014. If you have any questions, contact publications@airweb.org.  

To view the latest AIR Professional Files, visit the eLibrary. 

NDIR Update
 
Published November 12, 2013
 
It is with great appreciation that the Association for Institutional Research recognizes Paul Umbach and Tricia Seifert for their service as Editor and Associate Editor of New Directions for Institutional Research (NDIR) from 2010 to 2013. Paul and Tricia are working with John Ryan, incoming Editor, to ensure a seamless transition and to plan for future volumes of the journal. 
 
NDIR is a quarterly sourcebook published by Jossey-Bass/Wiley under the sponsorship and policies of AIR. Each issue focuses on a specific topic related to IR, planning, or higher education management. Areas of interest include, but are not limited to, cost and finance, quality and assessment, best practices, access, faculty issues, governance, accountability and improvement, innovations and change, and updates on past topics that remain pertinent and ubiquitous.
 
Authors interested in exploring opportunities to publish in NDIR and/or serve as volume editors are encouraged to contact John Ryan at jfryan@uvm.edu

Journal of College Admission Call for Articles

Published November 12, 2013

NACAC’s Journal of College Admission strives to support the work of college admission counseling professionals by providing readers with challenging discourse on issues relevant to the field. As the world faces falling economies, terrorism and tragedies – a stream of anxieties, so too do high schools, colleges, and students. To add to the dialogue, the Journal is calling for articles and research reports regarding disasters and their effect on students, educators, and campuses.

For more about submission guidelines, see the Journal Writer’s Guide. Submit your articles to the Journal editor by December 2.

Call for Papers - Higher Learning Research Communications 

Published November 12, 2013

The Higher Learning Research Communications® journal is preparing a special issue on retention, including the perspective of the for-profit sector. HLRC invites institutions and researchers to submit manuscripts related to “Retention: Student and Business Best Practices” by 12/31/2013. The journal seeks empirical research, critical literature reviews and essays, as well as research that reflects quantitative, qualitative, and mixed-methods studies. HLRC is particularly looking for manuscripts focused on student retention in the for-profit sector, including unique differences from and parallels to not-for-profit private and public higher education institutions.    

New NILOA Paper

Published November 12, 2013

In NILOA's 19th occasional paper, (2013 October) authors Laura Ariovich and W. Allen Richman discuss Prince George's Community College's All-in-One system (All-in-one: Combining Grading, Course, Program, and General Education Outcomes Assessment), designed to integrate course, program, and general education assessment in order to connect outcomes assessment with grading.
 

AAUP Faculty Compensation Survey 2013-14 

Published November 12, 2013

The AAUP Faculty Compensation Survey is now open for 2013-14 data collection. You may review the instructions and download the 2013-14 data upload files from the survey website. There have been no substantive changes for this year. We began sending emails with full information to all survey contacts November 12, so if you know there have been changes in your contact information, please notify AAUP Research. The initial deadline for data submission is January 15, 2014. Thank you for your participation.

New NILOA Paper
 
Published October 8, 2013
 
In NILOA's eighteenth occasional paper, What are institutions spending on assessment? Is it worth the cost? (2013, August), authors Tammi Cooper and Trent Terrell examine how much institutions are spending when it comes to assessment. Their paper presents findings from a survey of assessment professionals at institutions regarding the cost of assessment and the perceived benefit that institutions receive.
 
AAUP Faculty Survey for 2013-14
 
Published October 8, 2013
 
Data collection for the AAUP Faculty Compensation Survey 2013-14 will begin in early November, with an initial deadline of mid-January. There will be no substantive changes in data fields or the collection process. We will notify all survey contacts by e-mail. If you need to update contact information, please contact us by email or call 202-737-5900 x3640. For details on the 2012-13 data collection, see the survey website. Custom peer reports and datasets for 2012-13 are now available. See the AAUP website for complete information.   
 
Monograph Longitudinal Studies Available in AIR eLibrary

Published September 10, 2013

John Milam’s monograph, Longitudinal Studies: Context, Measures, Construction and Tools (2012) is available in the AIR eLibrary. The report examines the use and technical aspects of longitudinal data systems. It was prepared with support from an Illinois Board of Higher Education (IBHE) grant provided to DePaul University for the purpose of providing technical assistance to institutions participating in the Illinois Higher Education Consortium (IHEC) and the Illinois Longitudinal Data System (ILDS). The views expressed represent the professional and personal views of the author and do not necessarily represent the views of IBHE, DePaul University, or AIR. Visit the AIR eLibrary to download Longitudinal Studies. The monograph is available at no cost for all users (members and non-members); sign in using your AIR account. 

New Published Ranking Table Data From U.S. News

Published September 10, 2013

U.S. News will again provide free of charge to any institutional researcher, a series of Excel spreadsheets with the ranking data that appear in the main rankings tables in the Best Colleges 2014 Edition print guide book. These spreadsheets, which are for research purposes only and are not to be published, will be emailed directly to each individual. They will contain only data that appear in the published ranking tables, not all data used to compute rankings published online on September 10, 2013. To request the Excel tables or for questions, please contact rmorse@usnews.com or dtolis@usnews.com.

Higher Education Consortia

Published September 12, 2013 

The Higher Education Consortia administers a network of products and services including the National Study of Instructional Costs and Productivity (The Delaware Study). The Study, which is open for participation for the 2013 – 2014 data collection period, includes approximately 200 institutions annually and is the “tool of choice” for comparative benchmarking of faculty teaching loads, instructional cost, and budgeted scholarly activity. 

Recruiting Four-Year Institutions for the National SAT Validity Study

Published August 13, 2013 
 
Over 240 four-year institutions have participated in this multi-year research of test validity, college readiness, and college success. Institutions will receive a stipend for submission of the data file (cohort of all first-time, first-year students in Fall 2012) due November 1, 2013. Institutions can design and receive admission and placement validity studies and a comprehensive data file with supplementary student-level variables. Participating institutions receive copies of the national SAT Validity Study and related research studies (data aggregated across institutions). Visit the study website for additional information. Four-year institutions (with at least 250 first-year students and 75 SAT-takers) interested in participating, contact Emily Shaw at 212-713-8172
 
Higher Education Data Sharing (HEDS) Surveys

Published August 13, 2013

Consortium Research Practices Survey 

Registration for the administration of the 2013-2014 Higher Education Data Sharing (HEDS) Consortium’s Research Practices Survey is now open. The survey, which takes about 15 minutes to complete, collects information on students’ research experiences. It was carefully revised in the spring of 2013 and now includes questions that map to each of the Association of College and Research Libraries’ five information literacy competency standards. For more information, please visit the Consortium Research Practices Survey website.

Consortium Alumni Survey

Registration for the 2013-2014 administration of the Higher Education Data Sharing (HEDS) Consortium’s Alumni Survey is now open. The HEDS Alumni Survey is designed to assess the long-term impact of teaching practices and institutional conditions on liberal education outcomes such as critical thinking, information literacy, and problem solving. It also examines postgraduate employment outcomes, college debt, and college satisfaction. All institutions are invited to participate. For more information, visit the Consortium Alumni Survey website.

CUPA-HR Faculty in Higher Education Salary Survey 

Published June 11, 2013  

The College and University Professional Association for Human Resources (CUPA-HR) recently released the findings of its 2012-13 Faculty in Higher Education Salary Survey by Discipline, Rank, and Tenure Status in Four-Year Colleges and Universities (formerly the National Faculty Salary Survey). These findings reflect the salaries of 184,924 tenured/tenure-track faculty members at 794 institutions nationwide. This year marks the first time that salaries were reported separately for tenured/tenure-track faculty and non tenure-track faculty. Visit the News section of the website to read the press release, or visit the CUPA-HR website to read the Executive Summary, view select data tables, or order survey results. 

Focus on MOOCs and Technology 

Published June 11, 2013 

The Summer 2013 issue of Research & Practice in Assessment offers a focus on MOOCs & Technology, inviting higher education assessment professionals and scholars to consider assessment theory and practice to the MOOC context. Articles include:  

  • Assessment’s Place in the New MOOC World
  • Studying Learning in the Worldwide Classroom: Research into edX’s First MOOC
  • Fair and Equitable Measurement of Student Learning in MOOCs: An Introduction to Item Response Theory, Scale Linking, and Score Equating 

Visit the journal website for more information. 

New African Higher Education Review Volume Released 

Published June 11, 2013 

The African Higher Education Review has released a new volume (number 7) in the series, which is now hosted on the College of Education website for the University of North Texas. Marc Cutright, Ed.D., assumed the role of editor of the journal earlier this year. Visit the online journal website for more information.  

CCRC Creates New "Analytics" Series

Published May 6, 2013

The Community College Research Center (CCRC) at Teachers College, Columbia University, has started a new "Analytics" series. The series is based on research CCRC has been conducting on student pathways for the Gates Completion by Design initiative. These short publications are specifically targeted at institutional researchers who demonstrate analyses that might be useful for gaining a better understanding of how student populations are moving through college, and where colleges might target resources.  Two publications have been released so far: Characteristics of Early Community College Dropouts and Tracking Student Progression Through the Core Curriculum.

AAUP Faculty Compensation Survey 

Published May 6, 2013 

The AAUP Annual Report on the Economic Status of the Profession was released April 8. Information about the availability of data, including custom peer reports and complete datasets, is available on the AAUP website. Corrections or additions to 2012-13 data should be submitted by May 21. During the week of May 6, we will begin surveying contacts about potential changes to the AAUP survey in light of changes to IPEDS Human Resources reporting. If there has been a change in personnel at your institution, or if your institution has not previously participated, please contact AAUP Research. 

Campus Religious and Spiritual Climate Survey Registration Now Open 

Published May 6, 2013

Interfaith Youth Core (IFYC) is thrilled to announce that registration for the 2014 administration of the Campus Religious and Spiritual Climate Survey (CRSCS) is now open. As you seek to prepare students for leadership amid the contentious discourse that often accompanies religious diversity, we invite your campus to utilize this tool. Commit to participating in the 2014 administration by September 30 and save $1000 on registration.
 
For more information, please visit the website or email Alana Kinarsky. Alana will be attending the AIR Annual Forum, so please contact her if you want to meet to further discuss this evaluation tool. 
 
You should have gotten an infographic with findings from the 2011/12 CRSCS administration in the mail. Visit the IFYC website to view the PDF. 

 

New Book on Dissertation and Research Addresses the Needs of Doctoral Students and Researchers

Published April 8, 2013

Tim Delicath, Ph.D., and Robin Buckley, Ph.D., explain details of the dissertation in an easy-to-understand way in this first edition of Dissertation and Research Success: Hands-on Coaching for Doctoral Success Before, During, and After Your Dissertation. The book is the product of  the collaborative efforts of many doctoral professors who share one common goal - to help doctoral students achieve their dreams. The book incorporates hands-on opportunities to help understand topics related to dissertation development, to take learning from theory to practice. For more information about this book, visit the publisher’s website. 

New Certificate in IR - Florida State University Summer 2013 Courses

Published April 8, 2013

The online Certificate in Institutional Research at Florida State University is for those new to the profession as well as seasoned professionals. The online certificate program consists of 18 credits of graduate-level courses. Summer 2013 courses are now available for enrollment: 

  • Intro to Institutional Research EDH 5055
  • Student Success in College EDH 5042
  • Data Driven Decision Making EDH 5645 

More information is available on the FSU website or by emailing IRCertificate@coe.fsu.edu. Courses often fill up quickly, so register today. 

Call for Proposals - 2013-2014 Paul P. Fidler Research Grant 

Published April 8, 2013

The National Resource Center for The First-Year Experience and Students in Transition invites applications for the 2013-2014 Paul P. Fidler Research Grant. The grant is designed to encourage the development and dissemination of knowledge to improve the experiences of college students in transition. The grant includes an award package and supports and promotes research with the potential to have a national impact on student success. The Center invites applicants to submit proposals for research projects addressing various topics. The application form may be accessed at the website and must be submitted electronically by 11:59 p.m. Eastern Time, July 1, 2013. 

Teams Selected for ACRL Assessment in Action Learning Community 

Published April 8, 2013

ACRL has selected 75 institutional teams from a pool of 98 applicants to participate in the first year of the program Assessment in Action: Academic Libraries and Student Success (AiA). The program is made possible by the Institute of Museum and Library Services and carried out in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities. The teams, representing all types of institutions, come from 29 states and 3 Canadian provinces. For a list of currently confirmed institutions, see the AiA program webpage

Call for Editor, New Directions for Institutional Research  

Published March 12, 2013

AIR is seeking applications for the position of Editor of New Directions for Institutional Research (NDIR). NDIR is a quarterly sourcebook published by Wiley under the sponsorship and policies of AIR. Applications are due April 5, 2013. Refer to the announcement for more information.  

Penn State Online IR Certificate: Summer and Fall Courses

Published March 12, 2013

Penn State offers an online IR graduate certificate designed to improve skills in research design, assessment, planning, leadership, and policy formation. You can learn more about the program, our courses, and faculty at the PSU website.

Summer 2013 Courses: 

  • Assessing Student Outcomes: HI ED 840 (3 credits) Instructor: J. Fredericks Volkwein    

Fall 2013 Courses: 

  • Foundations of Institutional Research: HI ED 810 (3 credits) Instructor: J. Fredericks Volkwein  
  • Analyzing Faculty Workload Performance and Compensation: HI ED 850 (3 credits) Instructor: John Cheslock 

Questions?  Contact:  Fred Loomis, Program Coordinator. 

Tufts University National Research Initiative - NSLVE

Published March 12, 2013

Consider signing up for NSLVE, a new, national research initiative at Tufts University that gives colleges and universities an opportunity to learn aggregate registration and voting rates of students. It’s free, confidential, and protective of student privacy. And it’s easy – this is not a survey. All you need to do is fill out and submit an authorization form. For more information, please read the FAQ or contact Nancy Thomas directly.

Research & Practice in Assessment (RPA) Seeks Submissions 

Published March 12, 2013

Research & Practice in Assessment is seeking submissions for its summer issue with a special focus: MOOCs & Technology. The history of the MOOC (massive open online courses) can be traced back recently to Open Education Resources (OER) and the connectivist movement. Contributions for evaluation by the RPA Review Board should be submitted no later than April 1, 2013. All manuscripts submitted to RPA should be related to various higher education assessment themes, and adopt either an assessment measurement or an assessment policy/foundations framework. For additional information, please visit the RPA website.

Cost & Productivity Project Website Revamped 
 
Published March 12, 2013
 
The Cost & Productivity Project website (formerly known as “The Kansas Study”) has been completely redesigned, including its data entry process, reporting, and peer comparison tool. The Cost & Productivity Project collects and reports data on direct costs of instruction and instructional workload by discipline. It also provides discipline-level data and benchmarks for staffing plans and decisions about faculty positions, academic program planning and assessment, and documentation of compliance for accreditation purposes. Project members receive reports of their individual institutional and national aggregate data. For more information, visit the NCCCPP website. 
 
AAUP Faculty Compensation Survey 2012-13
 
Published March 12, 2013 
 
The 2013 edition of the AAUP Annual Report on the Economic Status of the Profession will be released on April 8, 2013. The report includes institution-specific listings on faculty salaries by rank and gender, as well as national tables by institutional category. Custom peer reports will be available in mid-March, and complete datasets soon thereafter. All survey contacts will receive an email with complete information on data availability, and the information will be posted at the AAUP website. If you have further questions about the survey process, please send us an email. As always, your participation is appreciated.  
 
Lancaster University Distance Learning Programs
 
Published March 12, 2013

The Department of Educational Research, Lancaster University (United Kingdom), will offer two unique distance learning Ph.D. programs, for September 2013 entry: 

Students will complete the part-time program entirely online, over four to five years. Participants can study from home while in full- or part-time employment and do not need to visit the Lancaster campus, making the program ideal for international students.

College and University Professional Association for Human Resources (CUPA-HR) 2012-13 Faculty in Higher Education Salary Survey 

Published March 12, 2013 

CUPA-HR has released the findings of its 2012-13 Faculty in Higher Education Salary Survey by Discipline, Rank, and Tenure Status in Four-Year Colleges and Universities. The overall median base salary increase in 2012 for tenured/tenure-track faculty members was 2.1% (up slightly from 1.9% last year). However, data show that increases occurred more frequently at private institutions than public institutions. For public institutions, the median salary increase was 1.9%; for private institutions, the median increase was 2.4%. This finding reflects the salaries of 184,924 tenured/tenure-track faculty members at 794 institutions nationwide. Visit the CUPA-HR website for full details.

Common Education Data Standards (CEDS) Version 3 Released

Published February 11, 2013

NCES has announced the release of Version 3 of the Common Education Data Standards (CEDS).  CEDS is a national collaborative effort to develop voluntary, common data standards for a key set of education data elements to streamline the exchange, comparison, and understanding of data within and across P-20W institutions and sectors. CEDS Version 3 focuses on elements and modeling in the Early Learning, K12, and Postsecondary sectors and also expands into career and technical education, adult education, workforce, and support for the Race to the Top Assessments.  View CEDS Version 3 at the CEDS website under News and Resources. 

NCAA 2013 Graduate Student Research Grant Program

Published February 11, 2013

The NCAA Research Committee is pleased to announce the 2013 NCAA Graduate Student Research Grant Program. Program goals are: (1) to stimulate research on college athletics, (2) to foster contributions to the empirical research on college athletics, (3) to provide financial support to graduate students interested in engaging in high-quality research related to  college  athletics, and (4) to assist NCAA-member institutions and the general public in gaining access to new, outstanding research in this field. The NCAA Research Committee invites research proposals on the topic areas of student-athlete well-being and college athletics participation. Visit the NCAA website for details.

New American Association of Community Colleges (AACC) Brief Released
 

Published February 11, 2013

AACC released a new brief on January 30, 2013, titled "Community College Contributions."  This brief provides a framework and supporting data to detail some of the public and private benefits of the various community college missions. The brief is available from the AACC website. 

National Community College Benchmark Project (NCCBP)
 
Published February 11, 2013
 
Enrollment is now open for the National Community College Benchmark Project (NCCBP). The NCCBP collects and reports data on more than 150 community college benchmarks in the areas of:
 
·       Completion and transfer
·       Retention and persistence
·       Student performance
·       Student satisfaction and engagement
·       Job market
 

 Participants receive reports of both their individual institutional and national aggregate data, as well as the opportunity to select peer colleges and create benchmark comparisons on the project website. For additional information, visit the project website.

Higher Education Data Sharing (HEDS) Consortium Surveys

Published February 11, 2013
 
Registration for three Higher Education Data Sharing (HEDS) Consortium surveys is now open for spring administration. Both HEDS member and nonmember institutions may sign up to participate. The HEDS Senior Survey examines the postgraduation impact of teaching practices and institutional conditions on learning outcomes and gathers information on postgraduate plans. It connects longitudinally with the HEDS Alumni Survey, which assesses educational impact and examines employment outcomes, college debt, and college satisfaction. The HEDS Research Practices Survey assesses information literacy, including student’s skills, attitudes, and approaches to using information sources in academic research. To learn more, visit the HEDS website.
 
NILOA Occasional Papers 

Published February 11, 2013
 
Two occasional papers have recently been published. In the first paper, Peter Ewell explains assessment and the Degree Qualifications Profile (DQP) with examples and possible implications for higher education. The paper includes an afterword by Carol Geary Schneider. The second paper, by Roger Benjamin, outlines seven red herrings associated with administering and utilizing standardized tests of student learning. The paper includes a foreword by Peter Ewell and four commentaries from national thought leaders in the field of student learning outcomes assessment including Margaret Miller, Terrel Rhodes, Trudy Banta and Gary Pike, and Gordon Davies.  

AAUP Faculty Compensation Survey 2012-13

Data collection for our 2013 report on faculty compensation will close on February 21. We will accept data after that date, but it will not be included in the published list. The tentative release date for our report is April 8, and we hope to make custom peer reports available in early March. For more information on data availability, see the AAUP website. If you have further questions about the survey process, please e-mail us. As always, we appreciate your participation.   

ACRL “Assessment in Action” Learning Community 

Published January 16, 2013 

The Association of College and Research Libraries (ACRL) is seeking applications from all types of higher education institutions for 75 teams to participate in the first cohort of “Assessment in Action: Academic Libraries and Student Success (AiA).” Librarians will each lead a campus team in developing and implementing an action learning project which examines the impact of the library on student success and contributes to assessment activities on campus. For more information, including application requirements, visit the ACRL website. For questions, contact ACRL Senior Strategist for Special Initiatives Kara Malenfant

Chris Mullin to Serve as Coordinating Editor of Professional File, 2012-2013 

Published November 14, 2012 

The AIR Executive Office is pleased to announce that Dr. Christopher M. Mullin, Program Director for Policy Analysis at the American Association of Community Colleges (AACC), has agreed to serve as Coordinating Editor of Professional File for 2012-2013. Chris will work with an in-house Managing Editor to produce two Professional File volumes in 2013. AIR will benefit from Chris’ varied editorial and reviewer roles with other higher education publications, including Community College Review, Journal of Education Finance, and Community College Journal of Research and Practice. In addition, Chris is an accomplished author, and his work includes books, book chapters, policy briefs, commissioned papers, and articles published in a variety of peer-reviewed journals.

AAUP Faculty Compensation Survey 2012-13

Published November 13, 2012

The 2012-13 survey is now open for data collection. Institutional survey contacts should have received an e-mail message with complete information. If you are a survey contact and did not receive a message, or if you are new to your institution and think you should be added to our list, please e-mail us. More information at the AAUP website. As always, we appreciate your participation!

Online Certificate in IR - Florida State University Spring 2013 Courses 

Published November 12, 2012

Now is a great time to enroll in the online Certificate in Institutional Research at Florida State University, whether you are new to the profession or are a seasoned professional. The Certificate in Institutional Research at Florida State University’s online certificate program consists of 18 credits of graduate-level courses. We are pleased to announce our Spring 2013 lineup of courses which can fill up quickly, so register today.

Spring 2013 courses:

  • Intro to Institutional Research EDH 5055
  • Outcomes of Undergraduate Education EDH 5068

More information is available at the FSU IR Certificate website, or by emailing IRCertificate@coe.fsu.edu

University of Missouri-St. Louis Announces Online IR Course for Winter 2013

Published November 12, 2012  

HIRED 6441 Issues in Institutional Research II (3 credit hours)
This course provides the study of key issues in institutional research, including faculty workload and salary, program assessment, fact books, peer institutions, national databases, and strategic planning. HIRED 6440 Institutional Research I is not a necessary prerequisite for this course.

Contact Patricia Boyer, Program Coordinator with questions. Additional information is available on the UMSL website

Higher Education Research Institute (HERI) Faculty Survey

Published November 12, 2012

The Higher Education Research Institute (HERI) recently released the 2010-2011 HERI Faculty Survey, the eighth in a series of surveys administered triennially. Based on the responses of 23,824 full-time faculty members at 417 four-year colleges and universities, this report illuminates the many sources of stress that faculty experience, the challenges that part-time faculty face, and positive trends about teaching methods, among other findings. Visit the HERI website  for a full view of the report, press release, research brief, and our new faculty infographic, which features key data points from the new report. You can contact Venus Ocampo for more information at 310-825-1925

The Future of Higher Education Panel

Published November 12, 2012

This event will be held December 3, 2012 (6:30pm-8:00pm) at The New School, John Tishman Auditorium, 66 West 12th Street, NYC.  Join us for a panel of university presidents discussing the challenges facing tuition-dependent institutions of higher learning and how these challenges may be met without compromising the quality of education. The event is free and open to the public. Seating is first come, first served. An RSVP is not required, but is appreciated. Visit the website for additional information. You may email us at cps@newschool.edu. 

AACC Latest Brief Now Available  

Published October 15, 2012

American Association of Community Colleges (AACC) has released its latest policy brief titled Transfer: An Indispensable Part of the Community College Mission. In policy conversations related to human capital development and notions of institutional effectiveness, the current focus is on graduation. While graduation is important to community colleges and their students, there is a concern that as colleges are becoming increasingly responsible for one outcome, other functions, among them the transfer function, are becoming less visible. The brief examines multiple facets of transfer, including its role as a pathway to the bachelor’s degree, the mobility of credits between institutions, and current and future challenges associated with transfer.  MORE

ACRL Awarded Second IMLS Grant

Published October 15, 2012

The Association of College and Research Libraries (ACRL) has been awarded a National Leadership Demonstration Grant by the Institute of Museum and Library Services (IMLS) for the project Assessment in Action: Academic Libraries and Student Success. The grant funding of $249,330 will support ACRL, in partnership with the Association for Institutional Research (AIR) and the Association of Public and Land-grant Universities (APLU), and build on its IMLS 2011 Collaborative Planning Grant which convened two invitational summits. With this grant, a professional development program to strengthen the competencies of librarians in campus leadership and data-informed advocacy will be designed, implemented, and evaluated. MORE

Assuring Quality Self-Assessment Tool

Published October 15, 2012

Assuring Quality: An Institutional Self-Assessment Tool for Excellent Practice in Student Learning Outcomes Assessment is now available. Designed to be part of an institution’s formative evaluation process with a focus on continuous improvement, Assuring Quality will assist an institution in drawing conclusions about the overall quality of its assessment processes and practices and provide the administration with an informed perspective on its strengths and gaps, as well as allow them to plan strategically for improvement. The 29 criteria in eight areas comprise the essential indicators of high-quality student learning-outcomes assessment and accountability practices. The ability to meet the stated criteria demonstrates excellent student learning-outcomes assessment practice. MORE 

Penn State Announces Online Institutional Research Courses for 2013 

Published September 21, 2012

Penn State offers an online IR graduate certificate with courses providing skills to lead and support institutional research, assessment, planning, and policy formation. You can learn more about the program, our courses, and faculty on the PSU Certificate website 

Spring 2013 courses include: 

  • Planning and Resource Management HI ED 810 (3 credits)
  • Designing IR  Studies HI ED 830 (3 credits)  

Contact:  Fred Loomis, Program Coordinator. 

Published Ranking Table Data From U.S. News  

Published September 21, 2012

U.S. News is again providing, free of charge to IR professionals, a series of Excel spreadsheets with ranking data that appeared in the main rankings tables in the Best Colleges 2013 Edition print guide book (9/18/2012). Spreadsheets will be emailed to each individual, but will not appear on a website. Spreadsheets contain only the data that appear in the published ranking tables, not all data used to compute the rankings. Full rankings were published September 12, 2012, in the College Compass. For requests/questions, email either rmorse@usnews.com or dtolis@usnews.com. Please include a one-sentence reason for your data request. Expect 10 business days to obtain files.  

This is not a permission to print/repost ranking tables. Excel table data may be used for internal research purposes only.  

New NILOA Report 

Published: August 22, 2012

The July NILOA report is entitled: Using Assessment Results: Promising Practices of Institutions that Do It Well. In an effort to learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, NILOA conducted nine case studies. This report synthesizes the insights from these individual studies to discern promising practices in using information about student learning. The report concludes with lessons learned and reflective questions to help institutions advance their own assessment efforts within their specific institutional contexts. A copy of the report may be found at the NILOA website. 

Participate in the CRSCS Survey

Published: August 22, 2012

Today, many colleges and universities are exploring ways to cultivate a positive climate around worldview diversity. Dr. Alyssa Bryant Rockenbach (N.C. State) and Dr. Matthew Mayhew (NYU) have developed the Campus Religious and Spiritual Climate Survey (CRSCS) in partnership with Interfaith Youth Core. You are invited to participate in the next administration of the CRSCS in spring 2013. Deadlines to register: September 30, 2012, (early bird) and October 30, 2012, (regular). Participating campuses will be accepted on a first-come, first-served basis. Please visit the IFYC website or email IFYC for more information.

USPS OIG Releases RFP 

Published: August 23, 2012 

The Office of Inspector General, USPS, has released a formal RFP for a Statement of Work seeking qualified suppliers with subject matter expertise in area studies, seminars, and executive mentoring related to communications, technology, innovation, and information technology. The purpose of the awarded Basic Ordering Agreement will be for suppliers to conduct workshops and symposia for the OIG related to the above mentioned areas.  Follow-up papers may be requested. Email completed proposals to cbuchanan@uspsoig.gov before 3:00 p.m., 9/25/2012.

NCSES Announcements and Publications
 
Reporting GSS Enrollment Data Using CIP
Published: May 18, 2012

The National Science Foundation (NSF) will lead a panel session at the 2012 AIR Forum titled “Reporting GSS Enrollment Data Using CIP,” which will discuss potential changes to the Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS), an annual survey sponsored by NSF and the National Institutes of Health (NIH). NSF is considering asking schools to report graduate enrollment counts using CIP codes (Classification of Instructional Program codes used in IPEDS) rather than the GSS discipline codes currently in use. The goal would be to increase standardization of the data reporting and improve the utility of the GSS data by increasing its comparability to other data sources. Institutional researchers interested and/or involved in GSS reporting are invited to attend the session and provide feedback about whether or not they would be able to report graduate enrollment data using CIP, and whether it would be possible to also use CIP codes to report data on postdocs and non-faculty researchers at their schools. Discussion concerning the potential costs and benefits of such a change is also welcome. The session will be held Monday, June 4, 11:10 – 11:50 a.m. See the MyForum application on the AIR website for more information (login required).
 
Trends in Interdisciplinary Dissertation Research: An Analysis of the Survey of Earned Doctorates
Published: May 21, 2012 

A working paper released by the National Center for Science and Engineering Statistics identifies trends in the reporting of interdisciplinary dissertation research among U.S. doctoral graduates. From 2001 to 2008, 28.4% of doctoral graduates reported two or more fields of dissertation research, which, in this report, indicates interdisciplinary research. Of those who reported two fields, a majority listed two closely related fields.  MORE

ARRA Increased Federal Research and Development and R&D Plant Obligations by $19.2 Billion for FY 2009-10
Published: May 21, 2012 

Funding provided by the American Recovery and Reinvestment Act of 2009 (ARRA) increased current-dollar federal obligations for research and development and R&D plant (facilities and fixed equipment) by $10.1 billion in FY 2009 and an estimated $9.1 billion in FY 2010. ARRA funding accounted for 7.4% of the $137 billion total obligated in FY 2009 by federal agencies for R&D and R&D plant, and 6.5% of the estimated $140 billion total in FY 2010.  MORE

Published: April, 2012

Call for Proposals: Library Leadership

Dr. Brad Eden and Ms. Jody Fagan seek proposals for chapters in an edited book on topics within academic library leadership, with a focus on connecting library leadership research to the larger body of leadership theory.  (See Fagan, J.C. "The effectiveness of academic library deans and directors: a literature review" Library Leadership & Management, v. 26, no. 1, 2012, pp. 1-19). For more details and topic ideas, please visit the website. To submit proposals, please provide a 200-word abstract and a brief outline to lib.leaders.research@gmail.com  by May 20, 2012.

Jody Fagan
faganjc@jmu.edu

FSU IR Certificate Program Announces Summer Courses

Now is a great time to enroll in the online Certificate in Institutional Research program at Florida State University, whether you are new to the profession or are a seasoned professional. We are pleased to announce our summer 2012 lineup. These courses fill up quickly, so register today.

The Certificate in Institutional Research at Florida State University consists of 18 credits of graduate-level coursework for institutional researchers, administrators, graduate students, and faculty from all areas of higher education.

More information is available at the website or by emailing IRCertificate@coe.fsu.edu.

Paul Stonecipher
Program Coordinator

AAUP Faculty Compensation Survey

The 2011-12 AAUP Annual Report on the Economic Status of the Profession was released April 9. Custom peer comparison reports and complete datasets are now available for purchase on the AAUP website. You may submit data corrections at the survey website.

Beginning in May, we will ask our survey contacts for input about possible changes to the AAUP survey. If you are not currently a survey contact, but make use of AAUP data, we would like to include you. Please e-mail us your contact information. As always, we appreciate your participation.

John W. Curtis, Ph.D., Director of Research and Public Policy
aaupfcs@aaup.org  

NCSES Announcements and Publications
 
Diversity in Science and Engineering Employment in Industry

In 2008, compared with the overall science and engineering (S&E) workforce and compared with the U.S. population as a whole, women were underrepresented in the industrial S&E workforce. Whites and underrepresented minority groups were similarly represented in the industrial and the overall S&E workforce, whereas Asians’ representation in the S&E industrial workforce was slightly higher than in the overall S&E workforce.  MORE

 
With Help from ARRA, Universities Report $61 Billion in FY 2010 Total R&D; New Details from Redesigned Survey

University spending on research and development increased 6.9% between FY 2009 and FY 2010 to $61.2 billion, according to FY 2010 data from the National Science Foundation Higher Education Research and Development Survey. This increase was due in large part to the $2.7 billion in reported expenditures funded by the American Recovery and Reinvestment Act of 2009 (ARRA). The federal government funded 61% of the $61.2 billion total. MORE

 
U.S. R&D Spending Suffered a Rare Decline in 2009 but Outpaced the Overall Economy

Spending on research and development conducted in the United States in 2009 totaled $400.5 billion (current dollars), somewhat below the 2008 level of $403.0 billion, although still well above the $377.0 billion spent in 2007. Although the level of total R&D dropped in 2009 by 0.6%, the depth of the decline was much less than the 2.5% decline in gross domestic product. MORE

 
ARRA Funding Raises R&D Expenditures within Federally Funded R&D Centers 11% to $16.8 Billion in FY 2010

Research and development expenditures at the nation’s 39 federally funded R&D centers (FFRDCs) rose 10.6% from FY 2009 to FY 2010 ($15.2 billion to $16.8 billion). Over $1 billion of the FY 2010 total was supplied by funds from the American Recovery and Reinvestment Act of 2009. This 10.6% increase is the largest one-year increase since 2002, when expenditures increased 14.5%. Data are from the National Science Foundation’s FFRDC Research and Development Survey. MORE  

Deborah Collins
dcollins@nsf.gov

A Study of Significance
Reminder
: Please complete the survey(s) by April 30, 2012.  (See first article under March 2012, below.)
 
Published: March, 2012
 

A Study of Significance

A national study titled Community College Survey Data: The Impact of Quantity and Quality on Informed Decision-Making, is being conducted at Trenholm State Technical College in Montgomery, AL. The outcome of this study will inform community college leaders of methods to improve the quality and increase the quantity of surveys so that analysis of future survey data will not only support decisions, but lead to better informed decision-making. We invite you to participate in the Survey for Institutional Research, which should take about 10 minutes to complete. Administrators, faculty, and staff are invited to participate by completing a separate survey. This study will be presented at the 2012 AIR Annual Forum in New Orleans, Louisiana.

U.S. News Best Colleges Rankings
 
Data Collection for the three U.S. News Best Colleges statistical surveys – Main, Financial Aid, and IPEDS Finance, will begin by March 30, 2012. Each statistical survey contact ill receive an email from a U.S. News data collector with details on how to access the online surveys. If your institution does not receive the notice by March 30, 2012, contact Diane Tolis. The 2013 edition of Best Colleges rankings is scheduled to be published on the website in mid-September, 2012. Thank you to AIR members for participating in the data collection. We appreciate your efforts to provide us with the most accurate data available.
 
Robert Morse
Director of Data Research, U.S. News & World Report
 
Webinar: Automating IPEDS - Integrating Datasets and Automating Analyses for Pain-free Reporting
 
When: 4/19/2012, 2:00 - 3:00 p.m. ET
 
Presenter: Dr. Loralyn Taylor, Director of Institutional Research & Registrar, Paul Smith’s College, NY
 
Completing the mandatory IPEDS reporting is no one’s idea of fun, but Rapid Insight Veera software can not only make combining different datasets easy and fast, but it can also automate the data analysis resulting in pain-free reporting. Join Dr. Taylor of Paul Smith's College to see how one understaffed office has automated its IPEDS reporting to save staff both time and their sanity.
 
 
Sheryl Kovalik
 
AAUP Faculty Compensation Survey
 
Data submissions for the 2011-12 AAUP Faculty Compensation Survey closed February 27. Our published report will be released April 9. Custom peer comparison reports are now available, with complete datasets available for purchase March 28. Complete information on data availability can be found on the AAUP website. You can submit any data corrections at the survey website . If you have questions, please contact us via e-mail or call (202) 737-5900 ext. 118. As always, we appreciate your participation.
John W. Curtis, Ph.D.
Director of Research and Public Policy
 
 
NCSES Publications
 
NCSES 2012 Grant Opportunity 

The National Center for Science and Engineering Statistics (NCSES) invites proposals for support of research using the data it collects and on methodologies in areas related to the work of the Center. MORE 

Federal Obligations for Science and Engineering to Universities and Colleges Show Little Growth 

In FY 2008, federal agencies obligated $28.4 billion to 1,316 academic institutions for science and engineering activities. Although this total represents a 4.0% increase in current dollars over FY 2004 levels, it represents a 7.5% decrease in inflation-adjusted 2005 dollars. These data are from the National Science Foundation Survey of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions. MORE

Business R&D Performed in the United States Cost $291 Billion in 2008 and $282 Billion in 2009 

Companies spent $282 billion on research and development performed in the United States during 2009 and $291 billion during 2008, according to estimates from the Business Research and Development and Innovation Survey. Funding from the companies' own sources declined during this period ($233 billion to $225 billion); funding from other sources remained about the same during the two years, ($58 billion to $57 billion). MORE

Business Use of Intellectual Property Documented in NSF Survey 

Results from the Business Research and Development and Innovation Survey showed that in 2008 more U.S. businesses reported that trademarks (15%), trade secrets (14%), and copyrights (12%) were important forms of intellectual property (IP) protection, and fewer reported that design patents (6%), utility patents (5%), and mask works (copyright protection for semiconductor products) (3%) were important. However, the level of reliance on each of these forms of IP protection varied considerably across industry sectors. MORE

Deborah Collins
dcollins@nsf.gov 
  

Published January , 2012 

CEDS Version 2 Released

NCES has released Version 2 of Common Education Data Standards (CEDS) in collaboration with SHEEO, and other non-government partners. This version includes definitions for an important subset of postsecondary data elements as well as tools to assist our community in comparing existing definitions to the standards and determining how best to put the new standards to use. CEDS allows education stakeholders, from early childhood educators through postsecondary administrators, legislators, and researchers, to more efficiently work together toward ensuring student success, using consistent and comparable data throughout all education levels and sectors.

Tackling America’s education challenges requires clear, consistent data improved through the use of common data standards. AIR supports the efforts of the CEDS Initiative to help all education stakeholders work together toward this goal. Will you?
 

Visit the AIR website for more information. You can also contact John Blegen, CEDS Project Manager (SHEEO) or visit the CEDS website.

Data-Informed Decision Making to Improve Community College Student Success

The use of data and evidence to improve policies, programs, and services is at the core of community college student success efforts across the country. A new guide from Public Agenda serves as a resource for community college leaders in data collection and analysisBuilding Institutional Capacity for Data-Informed Decision Making, the latest from the Cutting Edge series of reports produced for Achieving the Dream, will help more colleges build institutional research (IR) and information technology (IT) capacity and create a strong culture of evidence in which data and inquiry drive institutional efforts to close achievement gaps and improve overall student outcomes. 

Allison Rizzolo
arizzolo@publicagenda.org 

Adult Student Success Survey

Please consider participation in "Promoting adult student success at four-year Higher Education Institutions."  This project will examine the extent to which four-year institutions meet the needs of adult students and thereby promote their success. The study looks at how four-year institutions meet motivators, remove barriers, and implement needed interventions. To participate, visit the website. If you participate, a copy of your results as compared to national averages can be sent to you. To request a paper copy of this survey, please contact:  

Heidi Watson
h.a.watson@iup.edu.

2011 CIRP Freshman Survey Released

First-year college students' political and social views shifted in a more liberal direction, according to the 2011 CIRP Freshman Survey, which is based on the responses of more than 200,000 first-time, full-time students entering four-year colleges across the country. Notable changes were seen in student views on same-sex marriage, affirmative action, and access to higher education for undocumented students. On the academic front, students showed more positive behaviors consistent with academic success. The report also shows that students continue to have difficulty paying for college, with fewer funds available through grants and scholarships and increased levels of loan usage.

For more information on the survey, please contact HERI staff at heri@ucla.edu or visit the website 

2012 Enrollment Open for the National Community College Benchmark Project (NCCBP)

The NCCBP collects and reports data on more than 150 community-college student outcomes, retention, developmental education, minority participation, market penetration, contract training, student/faculty ratio, faculty load, human resources, and professional-development variables at the institutional level.

Participants receive reports of both their individual institutional and national aggregate data, as well as the opportunity to select peer colleges and create benchmark comparisons on the project website.

For additional information, including enrollment forms and procedures, visit the project website.

Jeff Seybert, Director, National Higher Education Benchmarking Institute
jseybert@jccc.edu
 

AAUP Faculty Compensation Survey

The AAUP Faculty Compensation Survey 2011-12 deadline for inclusion in the 2012 published report is February 27. All survey contacts should have received a reminder email on January 23. To check survey status, log in to the AAUP website. If you submitted data some time ago, please be patient. We normally address problems before reviewing entries that did not generate warnings. If you have questions, send us an email or call (202) 737-5900 ext. 118. As always, we appreciate your participation.

John W. Curtis, Ph.D.
Director of Research and Public Policy

Published January , 2012

New National Institute for Learning Outcomes Assessment (NILOA) Report

Making Student Learning Evidence Transparent: The State of the Art
Jankowski, N., & Provezis, S. (2011)

Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA)

This report summarizes what colleges and universities tell the public via their websites about their efforts to measure student learning. The report is based on information from the websites of 200 colleges and universities across the U.S. and describes how institutions display assessment results, the progress higher education has made in the past few years in terms of institutional transparency, and the impact of national transparency initiatives to encourage schools to report such information. The national transparency initiatives examined include the Voluntary System of Accountability (VSA), the University and College Accountability Network (U-CAN), Transparency by Design (TbD), and Achieving the Dream (ATD).

Natasha Jankowski
njankow2@illinois.edu 

Call for Papers: Quality Approaches in Higher Education

The American Society for Quality (ASQ) Education Division is pleased to announce the release of the December issue of its peer-reviewed online journal, Quality Approaches in Higher Education. It includes articles on systems thinking, STEM education, assessment, and college teaching. The purpose of this publication is to engage the higher education community in a discussion on topics related to improving quality in higher education, identifying best practices in higher education, and expanding the literature specific to quality in higher education topics. Quality Approaches in Higher Education welcomes faculty to consider submitting articles for review. Manuscripts are being accepted now for consideration for future issues.

The “Call for Articles” for future issues and “Author Guidelines” are included in this issue. In particular, the editorial team is interested in manuscripts on topics that include using assessments for continuous improvement and accreditation, showing how use of the Baldrige framework can increase student success, increasing engagement and quality of learning through lecture capture and other technologies, dealing with rising costs without jeopardizing learning, sponsoring programs for helping graduates gain employment, and merging research with practice.

Cindy Veenstra
cpveenst@umich.edu

Data Notes November/December 2011 Issue,  Now Available

Start with Success in Sight: Early Predictors of Student Success

A previous issue of Data Notes examined students’ first-year outcomes in terms of course attempts and completions, and explored the relationship between first-year course completions and third-year persistence and award attainment rates. This issue of Data Notes updates the early analysis. Differences in outcomes were analyzed by race/ethnicity, Pell Grant receipt, initial enrollment status, and major field of study. The findings indicate that, in general, students who complete 20 or more credits during the first academic year have better long-term outcomes. Students who enrolled full-time during their first term were much more likely than students attending college on a half-time basis to complete 20 or more credits in their first year of enrollment and have higher persistence and attainment outcomes in the third year. The analysis yielded mixed results across different race/ethnicities. Third year outcomes did not vary when examined by Pell Grant status. Finally, students with declared majors in their first term were more likely to complete, transfer, or persist than those who did not declare majors.

Colleges, Data Facilitators and Coaches – Next week you will be able to view your individual college’s companion figures to this issue of Data Notes on the Achieving the Dream web submission site. After signing in to the web submission site, select the January/February 2011 issue under the “Reports” menu to view your college’s data.

Elif Bor
ebor@jblassoc.com

IES Funding Opportunity Announcement

As the research arm of the U.S. Department of Education, the Institute of Education Sciences (IES) provides competitive grants to support both theoretically and methodologically rigorous research on postsecondary and adult education.  Our goal is to advance scientific knowledge that contributes to the enhancement of targeted learning outcomes of postsecondary students; the increase in access to, persistence in, and completion of postsecondary education; and the improvement of reading, writing, and numeracy skills of learners in adult education programs.  A range of different types of research projects are funded, including those in which primary data collection projects are supplemented by secondary data analyses, as well as projects consisting solely of secondary data analyses.  Many IES projects also collect qualitative data to complement their analyses. These projects seek to answer both exploratory and confirmatory research questions about interventions that have the potential to improve student outcomes. In addition, IES provides support for researchers to 1) develop new or modify existing postsecondary education interventions, 2) evaluate postsecondary education interventions, and 3) develop and validate new measures or validate existing measures pertaining to postsecondary education.

A Request for Applications describing application requirements is posted annually by early spring.  Registering for the IES Newsflash (check all after NCER) enables researchers to obtain automatic notification and timely information on the Request for Applications. Applications may be submitted at two deadlines each year and are evaluated through an external peer review process. The Research Narrative portion of the grant application, limited to 25 pages, contains an emphasis on the significance of the proposed work and the research plan. Grants range from $100,000 to $1,000,000 (total cost) per year, with years of funding ranging from one to five, depending on the type of project.  Please visit our website for additional information.   

IES provides technical assistance to applicants. Program staff gives quality feedback at various stages of the development of applications, including providing comments on draft applications. New applicants and junior researchers are especially encouraged to contact a program officer early in the development of their application. IES program officers are happy to answer your questions regarding a possible grant submission at any time. Information regarding topic areas and their respective program officers is available on the NCER website.

Hiromi Ono
Hiromi.Ono@ed.gov

AAUP Faculty Compensation Survey 2011-12

The 2011-12 AAUP Faculty Compensation Survey data collection is in full swing. Thank you to the more than 800 institutions who have already submitted data for this year. We set an initial deadline of January 11 to encourage institutions to submit data early; however, we will continue to accept data up to our publication deadline.

There are no substantive changes to our survey data definitions or data submission process for 2011-12. However, to submit data via file upload, please download the 2011-12 data file from the survey web site, as the file from last year will not work properly. Complete information is available on the survey Web site.

NCES changed the IPEDS Human Resources survey for 2011-12 to eliminate benefits items from the Salaries section. The AAUP survey benefits section remains unchanged. At the same time, we recognize that the change in IPEDS reporting may affect responses to this section of our survey, so we will relax the rules for data submission and change our reporting formats accordingly.

We are continuously updating our survey contacts and institutional records, so if you know of changes to contact person(s), e-mail addresses, institution names, or categories, please send us a note.

Thank you for participating in our survey.

John Curtis
jcurtis@aaup.org
American Association of University Professors

NCSES Publications

Science and Engineering Indicators 2012
Science and Engineering Indicators 2012 is now available in PDF format. This biennial volume provides a broad base of quantitative information on the U.S. and international science and engineering enterprise. Supporting appendix tables are available in spreadsheet format. Accompanying SEI 2012 are the interactive Science and Engineering Indicators Digest and the redesigned State Data Tool, which provides a wealth of information on science and technology infrastructure by state and allows in-depth exploration of these data. (Read more)

Racial and Ethnic Diversity among U.S.-Educated Science, Engineering, and Health Doctorate Recipients: Methods of Reporting Diversity
Agencies and researchers have tabulated data on race and ethnicity in various ways over the years. This InfoBrief describes two common methods for tabulating race and ethnicity (minimum and maximum number reporting each race) and uses these methods to present the racial and ethnic diversity of the science, engineering, and health doctoral population. In 2008, 98.8% of the estimated 752,000 members of this population reported being a single race, and 1.2% reported being two or more races. (Read more)

Women, Minorities, and Persons with Disabilities in Science and Engineering (S&E)
WMPD provides a broad base of quantitative information about the participation of women, minorities, and persons with disabilities in S&E higher education and employment. Data in this report are updated on a rolling basis. Updates in this release cover graduate enrollment, degrees awarded (associate’s, bachelor’s, master’s, and doctoral degrees), characteristics of doctorate recipients’ academic institutions, primary source of financial support for doctoral recipients, and postdoctorate status. (Read more)

Graduate Students and Postdoctorates in Science and Engineering: Fall 2009
Data presented in these detailed statistical tables are from the Survey of Graduate Students and Postdoctorates in Science and Engineering: Fall 2009. The tables present information on trends in enrollment of science and engineering graduate students through 2009. Data are presented on trends in number of graduate students by sex, race/ethnicity, citizenship, field, and primary source and mechanism of support. (Read more)

Doctorate Recipients from United States Universities: 2010 Data Tables (NSF 12-305)
The data tables for Doctorate Recipients from U.S. Universities: 2010 show trends in the numbers of individuals who receive research doctoral degrees. Detailed information is provided by field of doctorate, doctoral institution, and characteristics of the doctorate recipient. The data also show trends in the postgraduation plans of doctorate recipients. Data are from the Survey of Earned Doctorates, a census of individuals receiving research doctoral degrees from accredited U.S. universities and colleges. (Read more)

State Profiles Web Application
The National Center for Science and Engineering Statistics of the National Science Foundation has released a new Web-based data tool for Science and Engineering State Profiles. The tool contains data from 2003–09 and allows users to generate science and engineering profiles that summarize state-specific data on personnel and finances. The State Profiles data tool can display a single state's profile or a profile containing up to 10 states. (Read more)

Debra Collins
dcollins@nsf.gov 
 

Linking Institutional Policies to Student Success (LIPSS)

LIPSS seeks to determine whether – and which – institutional policies might be leveraged to improve college student engagement and, ultimately, persistence and graduation.

College and university administrators have long struggled to implement institutional policies that foster student success in a way that is both cost effective and consistent with the latest research findings.

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Rebecca Brower
COE-LIPSS@fsu.edu