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Browsing by Author "Radcliffe, Peter M."

Now showing 1 - 17 of 17
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    Apples to Apples: Using AAUDE Faculty-by-CIP Data to Account for Discipline Differences in Faculty Salaries
    (2011-05-25) Goldfine, Leonard S.; Radcliffe, Peter M.
    Popular methods that attempt to account for discipline in salary studies such as subdividing the population by discipline or market proxies that estimate supply and demand of new Ph.D.s fall short of their intended explanatory power or lead to inappropriate conclusions due to misunderstandings of the nature of academic faculty markets. This study demonstrates how the single variable: average peer institution faculty salary by CIP within rank – obtained from the American Association of Universities Data Exchange (AAUDE) – dramatically improves the predictive power of a salary model, accounting for more than 80% of the variance for assistant professor salaries alone.
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    Connecting the Campus Around the Student Experience
    (2013-05) Huesman, Ronald L. Jr.; Peterson, David E. H.; Radcliffe, Peter M.
    This poster provides an overview of a cost effective open source campus decision-support system that incorporates student survey data resources and institutional data for a large public research university. Though developed within a large university environment, the technical process, open-source software, and implementation are applicable across all types of institutions. Utilization ranges in both depth and breadth, including program evaluation, service enhancement, college and program assessment, accreditation and accountability, and research. The approach outlined provides a common language and base of evidence around which we can convene conversations on our campuses about the student experience.
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    Counting Out Time: Utilizing Zero Modified Count Regression to Model Time-to-Degree Attainment
    (2009-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Deconstructing Delta: Explaining Educational Costs Through Analysis of the Instructional Portfolio
    (2012-06) Radcliffe, Peter M.
    Presented at the Association for Institutional Research annual forum. Assessing the cost of higher education has become a critical policy priority. However, this effort is frustrated by limited information and standards. The Delta Cost Project has attempted to address this by assembling data on costs across sectors and levels of higher education, but their reports create as much confusion as clarity. Analysis shows that the overwhelming majority of variance in educational spending between institutions can be explained by differences in the disciplinary and degree level portfolio. Accounting for these differences allows institutions to benchmark themselves and overseers to evaluate the performance of their institutions.
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    Faculty Mentoring
    (University of Minnesota, 2007) Douah, Remi; Letawsky Shultz, Nikki; Nackerud, Shane; Radcliffe, Peter M.; Reubold, Todd
    As the University of Minnesota seeks to become one of the top three public universities in the world, we need to be attentive to issues concerning the life-course of faculty to support faculty success at all points of their careers. The Strategic Positioning Task Force on Faculty Culture, in their final report released in May, pointed to faculty mentoring as a key strategy to move us in the direction of excellence. In addition, the Provost's recent memo to department chairs regarding the revision of departmental standards for tenure and promotion (7.12 statements) requires a statement about how senior faculty will mentor junior assistant and associate faculty.
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    Identifying Factors Related to Student Success: Utilizing Multinomial Logit Regression to Study Graduation in Higher Education
    (2007-10) Huesman, Ronald L. Jr.; Radcliffe, Peter M.; Jones-White, Daniel R.; Kellogg, John P.; Lee, Giljae
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    Identifying Students at Risk: Utilizing Survival Analysis to Study Student Athlete Attrition
    (2006-10) Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Modeling Student Academic Success: Does Usage of Campus Recreation Facilities Make a Difference?
    (2007-09) Huesman, Ronald L. Jr.; Brown, Anthony K.; Lee, Giljae; Kellogg, John P.; Radcliffe, Peter M.
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    Modeling the Incidence and Timing of Student Attrition: A Survival Analysis Approach to Retention Analysis
    (2007-06) Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Modeling the Incidence and Timing of Student Attrition: A Survival Analysis Approach to Retention Analysis
    (2006-11) Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Plug and Play: Developing a Flexible Program Assessment Model
    (2010-10) Huesman, Ronald L. Jr.; Radcliffe, Peter M.; Jones-White, Daniel R.
    The presentation will outline a program assessment design for improving the educational and personal experiences of University of Minnesota students. A recent assessment of a scholarship program for at-risk students will be used to illustrate the approach. Donors, alumni relations and academic affairs units are often involved in the development of scholarship programs aimed at improving the success of at-risk students. Often these programs have a financial, programmatic and/or advisory component aimed at improving student success. Collaborations across these units with institutional research and assessment professionals can provide meaningful exchanges of ideas/perspectives and open up unique opportunities for assessing the impact of participation in these programs. Student success is often measured in terms of academic performance, retention and graduation rates. Plugging a general program participation variable into comprehensive regression model of student success provides a baseline for assessing the effectiveness of a program while controlling for the effects of other factors. Used in conjunction with qualitative approaches [i.e., focus groups, surveys] we can broaden our outcomes of interest as needed. Along with developing a standard reporting template, this approach provides a flexible framework for assessing similar programs in a timely, consistent, and responsible manner that serves multiple needs.
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    The Politics of Equity Research
    (2010-10) Goldfine, Leonard S.; Radcliffe, Peter M.
    The neutrality of an IR office can be put to the test when tasked with conducting an equity study. Even the best intentioned and well reasoned study is subject to political considerations that have little to do with the pursuit of truth. From considerations of what variables to include in a regression model to interpretation of results, what it said, how it is said, and from whom a message comes are all as important as any actual statistical results. This session presents a road map to some of the pitfalls an IR office can face when asked to perform an equity study. Resources from the literature as well as anecdotal experience are used to illustrate the often exasperating decisions and negotiations institutional researchers will have to face when moving beyond the realm of pure research and into studies that could have a large and immediate impact on the University and its employees and students lives.
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    Priced Out? Does Financial Aid Affect Student Success?
    (2010-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Lorenz, Linda
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    Priced Out? Does Financial Aid Affect Student Success?
    (2009-10) Jones-White, Daniel R.; Radcliffe, Peter M.; Lorenz, Linda
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    Primary Care in Minnesota: An Academic Health Center Perspective
    (University of Minnesota, 2008-01-28) Brooks, Kathleen D.; Cieslak, Jennifer E.; Radcliffe, Peter M.; Sjogren, Kaia
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    Redefining Student Success: Assessing Different Multinomial Regression Techniques for the Study of Student Retention and Graduation Across Institutions of Higher Education
    (2009-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
    2008 AIR Best Paper presented at the 2009 Annual Association of Institutional Research Forum.