Browsing by Subject "Association of Institutional Research (AIR)"
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Item 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.Item Assessing the Impact of a First Year Learning Community for Less Prepared and Well Prepared Students at a Research University(2011-05-25) Wambach, Cathrine; Huesman, Ronald L. Jr.This study compared the outcomes for less prepared and well prepared first year college students enrolled in learning communities at the University of Minnesota. Less prepared students were retained at the same rate, though their first year grades were significantly lower. In a second study the less prepared students were compared to an earlier cohort of matched pairs. The matched pairs had similar rates of retention and similar grades. A third study compared the responses of less prepared and well prepared students to items on the SERU survey. Less prepared students reported more gains in items related to the learning outcome communicating effectively. Less prepared and more prepared students reported similar gains on the outcome appreciating diversity. Less prepared students were as satisfied as well prepared students with their sense of belonging to the institution and were as likely to say they would choose to attend the same institution again, but they were less satisfied with their grades, social experience and academic experience.Item 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.Item 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.Item 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.Item Defining First-Generation Students by Degrees: Implications for Research, Policy, and Practice(2012-06-05) Soria, Krista M.; Gorny, LauryPresented at the Association for Institutional Research annual forum, this presentation presents information about the use of parental education variables among college students. Many scholars, federal agencies, and institutions define first-generation students using different criteria; furthermore, most researchers collapse students into dichotomous categories of first-generation/non-first-generation. Both strategies of defining first-generation students may mask important insights about first-generation students--insights that can be highlighted by using a differentiated definition of first-generation status based on varying degrees of parents' educational attainment. Using the multi-institutional Student Experience in the Research University (SERU) survey, this paper presents evidence that suggests a more nuanced understanding of parents’ educational achievement can highlight the unique experiences of students from different parental educational backgrounds and potentially benefit research, policy, and practice.Item Examining Class in the Classroom: Utilizing Social Class Data in Institutional and Academic Research(2012-06-05) Soria, Krista M.; Barratt, WillPresented at the Association for Institutional Research annual forum, this presentation presents information about the use social class indicators in institutional and educational research.Social class and related indicators (socioeconomic status, parental education, and other forms of social/cultural capital) are strong determinants of students’ access and success in higher education. This presentation explores the use of different social class indicators in institutional and academic research, with a focus on the theoretical basis for social class, current demographic trends in higher education, the advantages/disadvantages to measuring social class, and the credibility of students' self-identification in a social class. Using the Student Experience in the Research University survey, the study also examines differential relationships between social class variables on students' sense of belonging on campus.Item The experiences of first-generation students at large, public research universities: Engagement and Outcomes(2011-05-25) Soria, Krista M.Greater numbers of students from non-college educated families are enrolling in higher education than ever; as the numbers of first-generation college students increases on college campuses (Choy, 2001), so do concerns about their success rates as compared to their non-first generation peers. This paper examines the academic and social engagement of first-generation college students who attended large, public research universities in 2009. It was found that first-generation students have lower levels of academic and social engagement as compared to their non-first-generation peers. Additionally, regression analyses were used to examine the association between academic and social engagement factors and academic and developmental outcomes among first-generation students so that administrators and practitioners can focus their efforts in areas that are associated with student outcomes.Item Hitting a Moving Target: Navigating the Landscape of Ever-Changing College Rankings(2008-05) Goldfine, Leonard S.; Jones-White, Daniel R.; Huesman, Ronald L. Jr.; Lee, GiljaeItem A Holistic Assessment of a Campus-wide Initiative to Build Strengths: From Building a Conceptual Framework to Reporting Results(2012-06-05) Soria, Krista M.; Huesman, Ronald L. Jr.This IR in Practice session conveys information related to the assessment of an innovative, campuswide utilization of a strengths-based, positive psychology framework. In fall 2011, the University of Minnesota Twin-Cities (UMNTC) offered 5,400 new first-year students the StrengthsFinder assessment within a larger framework of the StrengthsQuest higher education program. This session discusses the approaches UMNTC used in developing a conceptual framework for the assessment of strengths outcomes, describes the measures and instruments used in assessment, and discusses the collaborations developed between institutional research, student affairs, and academic affairs.Item Library Data and Student Success(2013-05-20) Soria, Krista M.; Nackerud, ShaneAcademic libraries, like other university departments, are increasingly asked to demonstrate their value to institutions. This study presents the results of analyses predicting the relationships between library usage and first-year students’ retention, college experiences, and academic success at a large, public research university. Usage statistics were gathered across 13 different library access points and outcomes were derived institutionally (e.g., retention, grade point average) and aggregated through student surveys (e.g., academic engagement, scholarship activity). This presentation won AIRUM's "best of region" presentation.Item 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.Item Priced Out? Does Financial Aid Affect Student Success?(2010-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Lorenz, LindaItem Redefining Student Success: Assessing Different Multinomial Regression Techniques for the Study of Student Retention and Graduation Across Institutions of Higher Education(2008-05) Jones-White, Daniel R.; Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.Item 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.Item Shifting Student Demographics and Their Impact on a Midwestern Higher Education Institution's Transformation: Preparing for Change(2009-06) Frazier, Christina; Howard, Rich; Banks, Barbara; Kellogg, John P.