This topic area features research, projects, tools, and methods at the program and institutional levels that support or advance planning, continuous improvement, accreditation, external compliance, or other purposes in pursuit of improved and equitable student outcomes, student learning, or institutional success.

This topic area features the technical and ethical aspects of the collection, storage, protection, and provision of data as well as the application of appropriate analytic tools for decision support. It includes systems, structures, tools, methods, models as well as machine learning and artificial intelligence.

This topic area features the identification and application of effective, ethical, and equitable approaches and strategies for using data and analysis in support of improved outcomes for students and for institutional success. It includes interpretation, contextualization, reporting, and communication and other approaches necessary to advance data-informed decision-making.

This topic area features methods, programs, and strategies to coach, educate, and collaborate with stakeholders to increase the effective, ethical, and equitable use of data, including data access, data capacity, data literacy, and data governance.

This topic area features approaches, methods, and strategies to cultivate and advance professional leadership, growth, and career progression. It includes visioning, strategy, planning, staff development, and management at the organizational, unit, or program levels.

This topic area features the research, policy analysis, and scholarship that inform and advance the knowledge and work of professionals in the field. It includes the development, implementation, and impact of policies and/or research at institutional, system, federal, state, or local levels.

Impact Sessions are broad interest sessions, with multiple presenters/perspectives, focused on emerging and important topics and issues with impact for everyone in higher education fields. These key sessions kick off AIR Forum content on opening day (Tuesday), and provide a venue for addressing opportunities, challenges, updates, and forward-looking insight into topics of broad interest that require an in-depth presentation. Impact Sessions are composed of a maximum of 4 presenters with an additional option for a moderator. Three to six session slots are available for this format. Sessions that are not accepted as Impact Sessions may be accepted as Panel or Speaker Sessions.

Impact Sessions will be 90 minutes and set up in theater seating. The set-up includes standard audio/visual including a podium, microphone(s), panel table, projector, screen, and projection cable at the podium. Presenters must supply their own laptop for presentations. Internet access, projector adapters for mobile devices and tablets, and/or U.S. voltage adapters are not provided.

Speaker Sessions present research, share applications, practices, or topics of interest for higher education professionals. Sessions may be led by one to three presenters. At least 10 minutes should be reserved for Q&A.

Speaker Sessions will be 45 minutes and set up in theater seating. The set-up includes standard audio/visual including a podium, microphone(s), projector, screen, projection cable. Presenters must supply their own laptop for presentations. Internet access, projector adapters for mobile devices and tablets, and/or U.S. voltage adapters are not provided.

Panel Sessions include multiple perspectives about an application, practice, or topic of interest for higher education professionals. Panels are composed of a maximum of 4 presenters with an additional option for a moderator. Panelists should have identifiable, unique points of view about the topic. Proposals must identify the presentation structure that will be used to present the multi-perspective discussion session.

Panel sessions will be 60 minutes and set up in theater style seating. The set-up includes standard audio/visual including a podium, panel table, microphone(s), a projector, screen, and one projection cable at the podium. Presenters must supply their own laptop for presentations. Internet access, projector adapters for mobile devices and tablets, and/or U.S. voltage adapters are not provided.

Discussion Groups are highly interactive conversations, without the use of audio/visual, that focus on the discussion of research, applications, practices, or topics of interest for higher education professionals. The discussion leader(s) briefly presents opening remarks to define the session and set the context. Three to five questions submitted with the session proposal provide the structure for the discussion that follows. The discussion leader’s role also includes encouraging participants to share their perspectives and providing a summary and closure to the discussion. Discussions may be led by one to three leaders.

Discussion Groups will be 45 minutes and set up in individual rooms with semi-circle seating. Because Discussion Groups are intended to be interactive conversations and not presentations, screens and projectors are not provided; however, handheld microphones, a flip chart, and markers may be provided.

Posters visually communicate the purpose, research approach, data sources, and outcomes of a scholarly or applied research project study. They efficiently communicate concepts and data to an audience using a combination of visuals and text. Posters may be led by one to three presenters. Posters are displayed in the Exhibit Hall with presenters available for a 60-minute question and answer period. Posters should be no larger than 40” x 40”. Each poster is allotted an area approximately 45” x 45” (half of a 4' x 8' free-standing poster board). Posters should be printed on thin/lightweight poster paper or fabric as heavy materials may be difficult to attach to the display board. Presenters are encouraged to include a QR code for attendees to scan for additional insights as well as contact information for any follow-up questions. No audio/visual support, internet access, materials tables, or electrical outlets are provided.

Artificial Intelligence (AI) and Machine Learning (ML) are transforming decision-making and operational efficiency. This topic focuses on strategies for integrating AI and ML into institutional practices, enhancing data analysis, automation, and predictive modeling. Proposals may explore ethical considerations, implementation challenges, and ways to leverage AI and ML for innovation and improved outcomes across the institution.

Data governance is key to ensuring data quality, security, and accessibility. This topic focuses on strategies for establishing effective governance frameworks that promote responsible data management, enhance data stewardship, and ensure compliance. Proposals may explore aligning governance with institutional goals, fostering cross-departmental collaboration, and supporting informed decision-making with reliable data.

Cultivation of a data-informed decision culture requires strategies to increase data literacy, capacity, and use among stakeholders. This topic focuses on ways to build data literacy across the institution and expand decision support capacity.

Robust data functions that support data-informed decision cultures are more than the sums of their parts. This topic explores the essential considerations, leadership requirements, design challenges, and structures necessary for the creation of data models that facilitate achievement of the institution’s mission and goals.

Commitment to student success requires attention to equity, diversity, and inclusion in all aspects of the institutional enterprise, including the data function. This topic considers the roles of IR, IE, and Assessment in efforts to ensure that equity, diversity, and inclusion are prioritized in data-informed decision cultures.

A data-informed decision culture relies on compelling presentations of data that engage and inform stakeholders. This topic explores theoretical and ethical considerations and best practices, including the creation of visualizations, report writing, and the varied approaches needed to reach different audiences.

A student-focused paradigm requires the integration of institutional effectiveness and operations. This topic explores the roles of IR, IE, and Assessment in leading institutional data strategies and strategic planning to improve student success.

Strong leadership sets the foundation for successful data-driven initiatives. This topic explores the principles and strategies required to lead data functions effectively, including mentoring and training, vision setting, and fostering a culture that supports institutional goals. Proposals may delve into leadership development, guiding teams, and aligning efforts with broader organizational objectives.

Effective management is crucial for ensuring that data functions align with institutional needs. This topic focuses on the knowledge, skills, and resources needed to manage offices, units, or projects successfully. Proposals may address essential areas such as staff hiring and supervision, resource management, budgeting, and space allocation.

The Postsecondary Data Partnership (PDP) is a nationwide initiative designed to help colleges and universities gain a comprehensive understanding of student progress and outcomes. This topic focuses on strategies and best practices for leveraging PDP data to enhance institutional decision-making, improve student success, and support continuous improvement efforts. Proposals may explore how institutions can use PDP insights to identify trends, close equity gaps, and drive meaningful change in student outcomes.

We know the use of data is essential in pursuit of improved student success. Yet each institution varies in its needs and levels of sophistication. This topic considers the “how” of data use (e.g., advanced analytics, software, governance), the why of data use (e.g., goals, ethics), and the theoretical (e.g., is IR/IE/Assessment the same as or different from data science?) with attention to institutional and student contexts.

A: To submit a proposal, first carefully review the instructions and then proceed to the online submission system.

Proposals are evaluated by AIR members using a rubric that evaluates session quality and potential draw (interest or popularity). Proposals are then ranked based on reviewer ratings. Because there are usually more high-quality proposals than space available, additional screening is required to reduce the number of sessions and balance the overall program in terms of topics and sector representation. It is unfortunate, but space limitations usually mean that some high-quality sessions are not accepted.

A: Proposals reviews and final session selections consider many factors including the number of presenters and their experience, affiliations, and relevance to the content. For this reason, presenters should not be substituted once a session has been accepted except in extreme circumstances as this materially changes the presentation from how it was originally proposed, reviewed, and scored. Please confirm your presenters before submitting the proposal.

A: More than 200 AIR members read, evaluate, and comment on proposals each year. Each proposal receives a minimum of five reviews. Reviewers are recruited and selected through an annual call for volunteers. Reviewers must have attended a prior AIR Forum and experienced firsthand the quality and range of sessions offered at AIR Forum. Reviewers use a standard rubric to rate each type of proposal.

A: Proposals undergo a half-blind review process, meaning that reviewers are not revealed to the session proposer(s) but session authors are revealed to reviewers.

A successful concurrent session requires great content and organization, as well as a presenter who has the background and experience to handle the topic. The half-blind review allows presenters to share their backgrounds, affiliations, and any other evidence of their expertise with reviewers. Often, it is critical to know that a presenter has access to data or technologies. The half-blind review puts all presenters on a level playing field to build the case for their expertise.

Why does AIR use a full-blind review for publications and a half-blind review for AIR Forum sessions? When reviewing a print manuscript, the full evidence of the author’s proficiency in the topic is evident in the document itself. Reviewers have the actual product to review. In AIR Forum session reviews, however, there is only a brief description and “promise” of what will be delivered. The presenter’s capacity to fulfill the promise is legitimately part of the selection process.

A: This volunteer group reviews recommendations holistically for a suitable mix of topics across the program and breaks ties between proposal scores as needed. This committee is advisory to the Executive Office on all aspects of assuring that the educational program at the AIR Forum meets the needs of stakeholders and maximizes the learning for our attendees.

A: AO Best Presentations should not be submitted during the regular call for proposals. These sessions are automatically accepted into the program and have their own submittal process. AOs will receive a notification at a later date to submit their Best Presentation for inclusion in the program.

A: Proposal submitters will be notified of their proposal status (accepted/not accepted) late January 2025.

A: No. However, all AIR Forum presenters must be registered and attend the AIR Forum to present. AIR membership is not required, but members do receive a significant discount on the registration fee. You may purchase a membership along with AIR Forum registration. 

Note: Pre-conference workshop presenters do not need to register for the AIR Forum to present.

A: Any session can be designated as a scholarly paper session. To be designated as such in the AIR Forum session listing, a scholarly paper of academic nature must be uploaded via the presenter portal by May 5, 2025. Please note that the criteria to be eligible for the Charles F. Elton Best Paper Award has been revised.

High-quality draft versions are acceptable. However, outlines, PowerPoint presentations, or speaking notes are not. Authors retain all copyright to the paper and are free to submit the final version to an academic or practitioner scholarly journal. Scholarly papers are typically 8–30 pages in length and contain research questions, methodologies, literature reviews, and findings (though variations are acceptable). Only .PDF, .DOC, and .DOCX formats can be uploaded.

All scholarly papers and authors will be highlighted in a special section of the AIR Forum session listing and on the AIR Forum website if uploaded by the deadline.

A. No. There will be no virtual or hybrid options for presenters or presentations in 2025. All session presenters must register for AIR Forum, attend, and present in person, in Orlando. Please confirm your presenters before submitting the proposal.

A: Impact Sessions are scheduled for Tuesday afternoon. All other sessions are randomly assigned session slots Wednesday – Friday. Presenters should plan to be available to present during these times.

A: Many factors go into choosing a conference location. AIR Forum locations are booked 4–5 years in advance of the conference due to the size and scope of the event, the space required for our many sessions and activities, and the number of hotel rooms needed for our attendees. Please see our guidelines for site selection for more information.

A: The majority of our attendees are professionals in institutional research, assessment, planning, and related higher education fields, but anyone in higher education is invited to attend. Each year, about one-third of attendees are at the conference for the first time. AIR Forum attendees represent all higher education sectors, most U.S. states and territories as well international affiliates.