NEWS & ANNOUNCEMENTS
Don Hossler, director of the Center for Postsecondary Research, will receive the 2015 Tracy M. Sonneborn Award, honoring an IU Bloomington faculty member for outstanding research and teaching, and will present the annual Sonneborn Lecture. "Don Hossler is an asset to the IU Bloomington community as well as to national policymakers in higher education," said Tom Gieryn, vice provost for faculty and academic affairs. "Don is an important part of the conversation on research, policies and procedures in higher education in the United States." Don is professor of educational leadership and policy studies in the IU School of Education.
See the IU School of Education news release >>
The application process for the Director of the Center for Postsecondary Research is now open. Please send nominations (either of self or others) to Katie Noel (firstname.lastname@example.org
). The nominees will be asked to supply a letter of intent that shows evidence of successful experience with (a) funding acquisition; (b) grant management; (c) program leadership, including budget and personnel management; and (d) demonstrably effective consultations with and service to institutions, state and federal agencies, philanthropic organizations, professional associations, and other groups. Review of applications will begin May 1, 2015 and continue until the appointment is made. Anticipated start date is July 1.
Since January 1, 2015, as part of Lumina Foundation's Degree Qualifications Profile (DQP) initiative, the Center for Postsecondary Research (CPR) has housed the Carnegie Classification of Institutions of Higher Education, with the goal of updating and enhancing the classification system to reflect and accommodate an evolving higher education landscape. This CPR project is directed by Vic Borden, IU School of Education professor of higher education and student affairs.
See the news release >>
National Survey of Student Engagement
George Kuh, founding director of the National Survey of Student Engagement (NSSE), the keystone project of the Indiana University Center for Postsecondary Research, was presented the President's Medal for Excellence by Indiana University President Michael A. McRobbie at the 2014 Academic Excellence Reception and Dinner, on the IU campus on October 16. In awarding this, the highest honor an IU president can bestow, McRobbie praised Kuh's "enormous and legendary contributions" to his field and his dedication to "the great spirit of education and scholarship that extends far beyond the walls of the academy."
See the IU School of Education News release >>
NSSE's annual survey provides colleges and universities with rich data about the undergraduate experience to help them improve student learning and success. This new report details survey results from more than 355,000 first-year and senior students attending 622 U.S. colleges and universities that participated in NSSE in spring 2014. The findings show considerable variation in average student experiences from institution to institution, even among institutions similar in enrollment and selectivity.
Read the Report >>
Law School Survey of Student Engagement
On November 6-7, the LSSSE commemorated its 10th anniversary by hosting a symposium co-sponsored by Access Group, the Law School Admission Council, and Saint Louis University School of Law. Featuring presentations and interactive panels on the growing importance of data-informed decision making in legal education, the symposium's focus revolved around curricular reforms, enrollment management/student selection strategies, and student services. The goal of the symposium was to provide attendees with insight into how data can be collected and analyzed in tangibly useful ways. See more about LSSSE >>
National Institute for Learning Outcomes Assessment
Garnering broad faculty participation in learning outcomes assessment remains a significant challenge due in part to faculty concerns over the value, purposes, and implementation costs of assessment. This 22nd NILOA Occasional Paper, by NILOA Senior Scholar Timothy Reese Cain, considers another contributor to faculty resistance: the concern that assessment abridges academic freedom. The paper explores this concern and outlines policies and practices for facilitating faculty's contribution to assessment—including faculty control of the curriculum and effective shared governance to set the stage for assessment that supports and builds on faculty's ongoing efforts while protecting their historic and essential right to academic freedom. Read the paper >>
This report shares what NILOA has been learning through its Lumina-funded initiative, the Assignment Library, a growing online collection of faculty-designed, peer-reviewed assignments that explicitly elicit students' demonstrations of Degree Qualifications Profile proficiencies. Authors Pat Hutchings, Natasha Jankowski, and Peter Ewell provide models campuses can use to foster and support serious work on assignment design by faculty and others—for instance student affairs staff and librarians—who create, monitor, and evaluate the tasks and activities that shape student learning. Read the report >>
Project on Academic Success
Completing College: A State-Level View of Student Attainment Rates
is the state supplement to the national study on college completion, Completing College: A National View of Student Attainment Rates – Fall 2008 Cohort (2014)
, and is the eighth in the Signature Report series from the partnership of PAS and the National Student Clearinghouse (NSC) Research Center. Looking state by state at the various pathways students take to complete a college degree or certificate, and including detailed tables, this report provides a state-level view of college completion outcomes within the four-year public, two-year public, and four-year private nonprofit sectors. Read the report >>
Strategic National Arts Alumni Project
SNAAP's 2014 Annual Report focuses on the experiences and careers of recent arts graduates, combining results from the 2011, 2012, and 2013 SNAAP surveys, which garnered the responses of more than 88,000 undergraduate and graduate alumni—among whom 17,022 (nearly 20%) were "recent alumni." The report focuses on the satisfaction and value recent graduates attribute to their arts education and their post-graduation work experiences, also comparing recent graduates' outcomes and experiences with those of non-recent graduates.
Read the report >>