Office of Institutional Data and Research
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Institutional Data and Research (IDR), formerly the Office of Institutional Research, is the home for official University of Minnesota institutional reporting, institutional research, and information on policy analysis and formation, and publishes systemwide and campus/collegiate data to provide transparency and promote systemwide achievements. https://idr.umn.edu/
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Item Adapting to Online Instruction: Disparities Among Graduate and Professional Students(SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-06) Soria, Krista M.Nearly two-thirds of graduate and professional students enrolled at five large, public research universities reported that they were able to adapt to online instruction “well” or “very well” according to the Graduate Student Experience in the Research University (gradSERU) COVID-19 survey of 7,690 graduate and professional students (Figure 1). Preliminary survey results suggest that 24% of students adapted “very well” to the transition to remote learning while 42% of students adapted “well” to the transition to online learning implemented during the COVID-19 pandemic. Additionally, approximately one-third (34%) of graduate and professional students indicated that they adapted only “slightly well” or “not at all well” to the transition to remote instruction implemented by their universities. Although many students adapted well to online instruction, the data suggest that students from low-income or working-class backgrounds and students with disabilities did not adapt as easily to online instruction.Item Advising Satisfaction: Implications for First-Year Students' Sense of Belonging and Retention(2012-02-21) Soria, Krista M.This study examined the relationship between advising satisfaction and first-year students' sense of belonging and retention to their second year. Using the Student Experience in the Research University survey, this study suggests that students' satisfaction with faculty, peer, college/staff, and department advisers is positively predictive of their sense of belonging while only students' satisfaction with college/staff advisers is predictive of their retention.Item Advising Scholars with Blue Collars(2012-10-05) Soria, Krista M.; Bultmann, MarkPresented at the National Academic Advising Association (NACADA) annual conference, this presentation provides insights into the experiences of working-class students in large, public research universities. Using the Student Experience in the Research University (SERU) national survey, results indicate that working-class students have less engagement and a lower sense of belonging as compared to their middle/upper-class peers. Practical strategies that academic advisers can use to engage working-class students in large universities are discussed.Item Alternatives to Study Abroad(2012-11-16) Soria, Krista M.; Troisi, JordanThis presentation was delivered at the annual Association for the Study of Higher Education conference. Colleges and universities are increasingly internationalizing their curricular and co-curricular efforts on campuses; subsequently, it is important to compare whether participation in study abroad or on-campus global/international activities may be associated with students’ self-reported development of global, international, and intercultural (GII) competencies. This study examined undergraduate students’ participation in study abroad and on-campus global/international activities within nine large, public research universities in the United States (n = 15,807). Framed within contact theory and person-environment-interaction theory, the results of this study suggested that students’ participation in activities related to internationalization at home—participation in on-campus global/international activities such as enrollment in global/international coursework, interactions with international students, and participation in global/international co-curricular activities—may yield greater benefits than study abroad for students’ development of GII competencies.Item Analyzing Demographics: Assessing Library Use Across the Institution(2013-01-24) Nackerud, Shane; Fransen, Jan; Peterson, Kate; Mastel, KristenIn Fall 2011, staff at the University of Minnesota Libraries-Twin Cities undertook a project to measure how often, and in what ways, students used the Libraries' services. Partnering with the University's Office of Institutional Research, the team investigated ways to match library service usage to individual accounts while retaining patron privacy to determine who was – and was not – using the library. With complete data sets, the group was able to determine overall usage rates for undergraduate and graduate students and compare how students in different colleges used library services. This article discusses data gathering techniques, analysis, and initial findings.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 Benefits of Undergraduate Leadership at Research-Intensive Universities: Evidence from the SERU Survey(2012-12-09) Soria, Krista M.The benefits of undergraduate leadership participation are often overlooked, especially at research intensive universities, where the undergraduate experience competes with other institutional priorities. This session shares results from the SERU survey and provides evidence for the benefits of participation in undergraduate leadership across large, public research universities, with a focus on assessment of the leadership minor at the University of Minnesota-Twin Cities. The data shared will provide useful evidence for leadership educators seeking to justify investment in undergraduate leadership opportunities.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 The Benefits of Low-Income Students’ Participation in Living Learning Leadership Programs(University of Minnesota, 2021) Soria, Krista M.; Roberts, Brayden J.Scholars have illuminated significant disparities in higher education degree attainment between college students from low-income and upper-income backgrounds. Instead of increasing social mobility of college students from socioeconomically disadvantaged backgrounds, structural barriers prohibit many low-income and working-class students from entering into higher education and graduating (Soria, 2015). Sixty percent of students from high socioeconomic status backgrounds earned a bachelor’s degree or higher within eight years compared with 14% of those from low socioeconomic backgrounds (National Center for Education Statistics, 2015). While the extant research on the benefits of living in residence halls substantiates the vital role residential life plays in students’ success (Astin, 1993; Blimling, 1989, 1993; Pascarella & Terenzini, 2005), the scholarship base about the benefits of on-campus living among students from lower-income backgrounds is underdeveloped (Lopez Turley & Wodkte, 2010), as is research around the impact specifically of living and learning leadership programs. Research on the identities of students from lower-income backgrounds is also relatively absent in living and learning leadership literature, and most scholars fail to take into account the self-selection biases of students who participate in living-learning leadership communities. The purpose of our study is to examine whether participating in a living and learning leadership program might be associated with low-income students’ resilience and sense of belonging. Students’ resilience and belonging are factors commonly associated with low-income students’ persistence and degree attainment in higher education.Item Beyond Retention: Community Service for Leadership and Social Change(2011-10) Soria, Krista M.; Nobbe, June; Huesman, Ronald L. Jr.This presentation examines the relationship between participation in community service and the development of leadership values among a random sample of 1,107 undergraduates who took the Multi-Institutional Study of Leadership (MSL) survey at the University of Minnesota-Twin Cities. The MSL is an annual, national survey of leadership development among college students. It explores the role of higher education in developing leadership capacities with a special focus on specific environmental conditions that foster leadership development. The MSL is developed under the Social Change Model (HERI, 1996), which describes leadership as a purposeful, collaborative, values-driven process. Its central principles—social responsibility and change for the common good—are assessed through eight core values that describe students’ level of self-awareness and ability to work with others. Using the framework of the Social Change Model (HERI, 1996) and Astin’s (1993) Input-Environment-Output model, multiple regression was used to examine the relationship between participation in community service and the eight core values when controlling for demographic factors, precollege participation in activities, and precollege leadership antecedents. This presentation highlights these findings and demonstrates an effective partnership between institutional research and student affairs.Item Blue Collar Scholars: Engagement and Integration among Working-Class First-Year Students(2012-02-20) Soria, Krista M.Presented at the 31st Annual Conference on the First Year Experience, this poster presentation addresses differences in sense of belonging, academic engagement, and mental health between working-class and middle/upper-class first-year undergraduate students. Utilizing the Student Experience in the Research University survey, administered to 240,000+ undergraduate students enrolled at 10 large, public universities in 2010, this study suggests that working-class students have lower sense of belonging and higher rates of depression and stress as compared to their middle/upper-class peers.Item Breaking down barriers: Academic obstacles of first-generation students at research universities(The Learning Assistance Review, 2013-06-03) Stebleton, Michael; Soria, KristaThe purpose of this study was to examine the perceived academic obstacles of first-generation students in comparison to non-first-generation students. Using the Student Experience in the Research University (SERU) completed by approximately 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze differences between first-generation and non-first-generation students’ obstacles to academic success. The results suggest that first-generation students more frequently encounter obstacles that compromise their academic success as compared to non-first-generation students, such as job responsibilities, family responsibilities, perceived weak English and math skills, inadequate study skills, and feelings of depression. Implications for learning assistance professionals are outlined.Item Career Development Courses and Social Capital(2012-03-26) Hall, Becky; Nagel Newberg, Sara; Soria, Krista M.Held at the annual American College Personnel Association convention, this presentation highlights research conducted in partnership with Career Services at the University of Minnesota. Using a sample of first-year students who completed the Student Experience in the Research University (SERU) survey (n = 1,864), of whom approximately one-third (n = 666) enrolled in career courses, this study suggests that students who enrolled in career courses are more socially involved than those who did not enroll in career courses. Contending that social involvement increases students' social networks, it is suggested that career courses can, in turn, increase students' social capital.Item Class(ism) in Co-Curriculars? Investigating Low-Income and Working Class Students' Participation in Co-Curricular Activities(2012-10-18) Soria, Krista M.; Svoboda, VictoriaPresented at the Minnesota College Professionals Association, this discussion focuses on the engagement of low-income and working-class students in higher education. Research suggests that students from lower social class backgrounds are historically underrepresented in higher education, less likely to feel a sense of belonging on campus, and less likely to persist toward graduation. This presentation examines intersections between students' social class and their participation in the types of co-curricular experiences that can enhance students' belonging and retention. In increasing their awareness of social class, student affairs practitioners can discover institutional and structural barriers preventing lower/working-class students from full participation in college.Item College Student Leadership and Social Change(2012-11-16) Soria, Krista M.; Lepkowski, ChrisThis presentation was delivered at the annual Association for the Study of Higher Education conference. Colleges are under increasing pressure to develop future citizens who are interested in--and capable of--creating positive social change and improving their communities. Using data from the multi-institutional SERU survey, this study suggests students' participation in leadership positions can promote their engagement in social change.Item Community-Engaged Learning and Academic Gains in College(2011-11) Furco, Andrew; Huesman, Ronald L. Jr.; Jones-White, Daniel R.; Soria, Krista M.Presented at the International Association for Research on Service-learning and Community Engagement (IARSLCE) 2011 Annual Conference in Chicago from November 2-4, 2011Item 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 Correlations Between Average Faculty Salaries and Institutional Rankings for Top-ranked Institutions(2007-10) Goldfine, Leonard S.; Huesman, Ronald L. Jr.; Jones-White, Daniel R.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 Creating a Successful Transition for Working-Class First-Year Students(Journal of College Orientation and Transition, 2013-06-06) Soria, KristaThis study explored differences between working-class and middle/upper-class first-year college students enrolled at large, public research universities. Results from administering the Student Experience in the Research University survey at 11 universities in 2010 (n = 23,331) suggest that working-class first-year students reported a less welcoming campus climate, lower academic engagement, higher academic disengagement, and fewer academic interactions with classmates compared with middle/upper-class students. Recommendations for first-year transition programs and new student orientation practitioners are discussed.