Please note: All times are listed in Arizona Time
Monday Impact Sessions
1:00–4:30 p.m. (included with AIR Forum registration)
The 2022 AIR Forum officially begins on Monday, June 6 with a series of curated impact sessions focused on a wide range of emerging and important topics and issues with impact for everyone in higher education. These sessions are open to all registered AIR Forum attendees and are included in your regular AIR Forum registration. Impact sessions include lectures, panel presentations, and interactive discussions. Impact sessions are 90-minute sessions scheduled in two time blocks from 1:00–2:30 p.m. and 3:00–4:30 p.m.
Citizen Data Science in IR: How to Make it Work
1:00 p.m. | Room 224 AB
The emerging model of institutional research has involved disruptive changes in technology and culture that require thoughtful support and guidance across a range of topics from data governance and science methodology, to change management and cultural transformation. These observations were at the heart of our 2021 AIR Impact Session “Citizen Data Scientists: Opportunities and Challenges for IR”. The scope and magnitude of the disruption have been widely underestimated and institutions are struggling to adapt. This talk will build upon our previous Impact Session to answer the question: What do institutions and institutional researchers need to succeed in the modern university environment? We will examine the structures and process of modern institutional research and reassemble them with our recommendations.
Anthony Gray, Aurora Mendelsohn, University of Toronto
Institutional Transformation for Student Success
1:00 p.m. | Room 129 AB
The Bill & Melinda Gates Foundation’s Postsecondary Success strategy works to support institutional transformation that creates a student experience that results in dramatic and equitable increases in outcomes and educational value. Archie Cubarrubia and Matthew Crellin from the Postsecondary Success team at the foundation will share their insights around integrating and developing capacities at an institution for equitable student success – and share how institutions are integrating data and evidence-based approaches to create inclusive and coherent learning environments for students, while impacting the structure, culture, and business model of the institution toward student success. This session will cover the adaptive challenges of institutional transformation with how an institution’s systems, resources, people, and processes are meeting the challenges posed by this type of deep change – and how institutional research and data can be integrated as a critical driver for student success and equitable value in higher education.
Archie Cubarrubia, Matthew Crellin, The Bill & Melinda Gates Foundation
IPEDS Update 2022
1:00 p.m. | Room 229 AB
This session provides a general update on the Integrated Postsecondary Education Data System (IPEDS), annual survey collected by the National Center for Education Statistics (NCES) of the U.S. Department of Education. The following information will be presented: changes to the upcoming 2022-23 and 2023-24 collections, a brief overview of Research and Development, and a brief overview of major updates to IPEDS Tools. Note: an abbreviated encore presentation will be featured in the regular concurrent session line-up, as well as a separate session which focuses on the tools.
Jamie Isaac, Senior Research Analyst, RTI International
Advancing Equity and Data in Federal Policy: A Look at 2022 and Beyond
3:00 p.m. | Room 224 AB
In the nearly 15 years since the last Higher Education Act reauthorization, much has changed in the postsecondary education landscape. This session will bring a to-the-minute assessment of the current federal policy landscape in Congress and the Department of Education, with a specific focus on equity, data, and student success. Panelists will discuss the potential impact of the regulatory agenda, current and prospective legislative proposals impacting today’s students, and intersections with the work of states and postsecondary institutions. The presenters represent organizations that serve a broad array of constituencies, all of which play a crucial role in policy development. This impact session will serve as an important policy backdrop for the research and innovations featured in at this year’s AIR Forum.
Bryan Cook, Director of Higher Education Policy at Urban Institute; Jonathan Fansmith, Assistant Vice President, Government Affairs, at ACE (American Council on Education); and Christine M. Keller, AIR Executive Director and CEO
New Findings on the Pandemic’s Impact on Enrollment and College Performance
3:00 p.m. | Room 229 AB
College Board researchers and members of the Admissions Research Consortium, a member-led initiative of 60+ institutions, share new findings on admission, enrollment and performance outcomes of students in the Fall 2021 cohort (the first cohort of students with major high school disruptions due to the pandemic). This session will detail how enrollment patterns changed, and for whom, and share survey data that provides insight around changes to college policies and practices.
Jess Howell, PhD – Vice President of Research at College Board; Joe Williams, PhD – Executive Director of Higher Education at College Board; and Jonathan Wai, Assistant Professor and Endowed Chair in Education Policy, University of Arkansas
Visualizing Student Flow
3:00 p.m. | Room 129 AB
This session explores time-tested and more recent techniques for visualizing the flow of students across the curriculum and through the college experience. The presenters will provide an inventory of student flow visualization techniques, show examples from efforts at their institution to use student flow visualization to support a university-wide initiative to expand the use of evidence-informed strategies to improve student persistence, learning, degree attainment and career outcomes. Following the presentation, participants will be engaged in a discussion related to available visualization techniques, as well as the tool and platform choices faced by IR practitioners seeking to further develop their visualization skills and practices.
Victor Borden, Joseph Finke, Indiana University Bloomington