HAPPENINGS

Congratulations to CPR Associate Director, Jillian Kinzie!! Jillian and colleagues from CUR were awarded a $1.7 million grant from the National Science Foundation for a five-year study aimed at strengthening undergraduate research and creating cohesive, research-based curricula for college-level biology, chemistry, physics and psychology. See the IU press release. (December 2016)
Barbara Stewart and Katie Noel Win SOE Award
Congratulations to Barbara Stewart, Office and Project Coordinator, and Katie Noel, Office Secretary, for receiving the 2016 School of Education Staff Recognition Award! We are very grateful for their dedication, willingness to assist, and professionalism which benefit all projects in the Center. We are also proud that this is the first time this award has been given to CPR staff. The award includes a congratulatory letter from Terry Mason, the Interim Dean of the School of Education, and a monetary bonus. Please join us in celebrating Barbara and Katie on this well-deserved award! (April 2016)
The Teaching and Learning National Institute will be held at The Evergreen State College July 31–August 3. This institute will guide campus teams in planning data–informed change initiatives that can improve the quality of students' experiences—leading to increases in student engagement, retention and graduation, and learning outcomes. Co–sponsored with Achieving the Dream, Inc. (AtD), National Institute for Learning Outcomes Assessment (NILOA), Washington Center for Improving Undergraduate Education, and Washington State Board for Community and Technical Colleges (WSBCTC). (February 2016)
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Aligning intended student learning outcomes with the processes and practices needed to foster those outcomes has become a prominent concept in efforts to improve student learning. In Aligning Educational Outcomes and Practices, Pat Hutchings discusses alignment of learning outcomes and provides examples of how campuses are approaching and facilitating the alignment process. (January 2016)
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Completing College: A National View of Student Attainment Rates—Fall 2009 Cohort, tenth in NSC Research Center's Signature Report series, looks at the six-year outcomes for students who began postsecondary education in fall 2009, the cohort that entered college as the Great Recession was ending. The various pathways students took toward degree completion are examined as well as the completion rates through May 2015 for the different student types who followed each pathway. The report also provides discussion comparing the fall 2009 cohort's outcomes to those of the fall 2008 cohort. (December 2015)
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Survey results from 541 U.S. institutions participating in NSSE 2015 show that substantial shares of students were insufficiently challenged by their courses and that institutional selectivity neither assures nor is a prerequisite for this important aspect of educational quality. Other results show that financial stress has not abated since 2012 and, in some cases, has worsened. The report, Engagement Insights—Annual Results 2015, details results from more than 315,000 first–year and senior students attending 541 U.S. institutions in spring 2015. (November 2015)
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Aaron N. Taylor, Director of the Law School Survey of Student Engagement, was recently selected as an influential leader in diversity in legal education by The National Jurist Magazine. Taylor was one of 20 professors selected for furthering diversity efforts in legal education. (Fall 2015)
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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." (October 2015)
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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. (August 2015)
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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 associate professor in the Higher Education and Student Affairs program at IU and 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 Ph.D. 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. (June 2015)

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, received the 2015 Tracy M. Sonneborn Award, honoring an IU Bloomington faculty member for outstanding research and teaching. "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." Hossler is professor of educational leadership and policy studies in the IU School of Education. (June 2015)
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Internships are becoming an increasingly common part of undergraduate life and early careers, particularly for arts students, whose rates of interning both during and after college are high. In the growing recent debate regarding the value of internships, however, scholars and journalists have pointed out how internships may provide limited educational or professional value. This SNAAP Special Report, The Internship Divide: The Promise and Challenge of Internships in the Arts, focuses on the internship experiences of undergraduate arts alumni who graduated between 2009 and 2013, with comparisons to older cohorts to reveal trends and provide historical context. (June 2015)
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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. (January 2015)
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Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. (January 2015)
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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. (December 2014)
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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 (DQP) 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. (December 2014)
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SNAAP is partnering with Arizona State University's Herberger Institute of Design and the Arts on 3 Million Stories, a conference to be held March 3–5 in Tempe, Arizona. The national gathering brings together arts school deans, artists, administrators, faculty, community leaders, and students (among others) to examine the 21st century world of work among artists and designers. The conference builds on the insights from the Strategic National Arts Alumni Project (SNAAP), a survey of over 100,000 arts graduates from more than 300 institutions. The title comes from the roughly three million people with arts degrees from American educational institutions. Sessions will include ways in which institutions are using their SNAAP data for positive change. (Fall 2014)
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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. (March 2014)
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