NEWS & ANNOUNCEMENTS
The Center for Postsecondary Research (CPR) welcomes Thomas F. Nelson Laird as its new director. Tom is not new to the center, having served as a research analyst for the National Survey of Student Engagement (NSSE) from 2003 to 2005 and having directed the operations of the Faculty Survey of Student Engagement (FSSE) since 2004. Tom is also an associate professor in the Higher Education and Student Affairs program at IU and an associate editor for The Journal of Higher Education. As a member of the CPR staff, he is responsible for the center's overall management and for FSSE operations. Tom received a PhD in higher education from the University of Michigan (2003), an MS in mathematics from Michigan State University (1997), and a BA in mathematics from Gustavus Adolphus College (1995). His work focuses on improving teaching and learning at colleges and universities, with an emphasis on the design, delivery, and effects of curricular experiences with diversity. Through dozens of journal articles, book chapters, scholarly papers, and reports, his work has appeared in key scholarly and practitioner publications. Tom also consults with institutions of higher education and related organizations on topics ranging from effective assessment practices to the inclusion of diversity in the curriculum.
CPR staff send warm thanks to Don Hossler for his service in the role of director from 2014 to 2015.
Don Hossler, former 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 >>
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
The Institutional Report
for each college and university that participated in NSSE's 2015 survey has been delivered. These reports contain graphic displays of the institutions' customized NSSE results and results for participants in NSSE's companion surveys—the Faculty Survey of Student Engagement (FSSE) and the Beginning College Survey of Student Engagement (BCSSE). The Institutional Report also includes documents to assist in sharing and using the survey results as well as access to numerous additional supporting resources. More than 315,000 students from 585 colleges and universities in the US and Canada completed NSSE 2015. View a sample Institutional Report
featuring actual data for a fictional institution at the NSSE website.
See the sample report >>
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 >>