Institutional Research/Data Collection and Analysis

Cal State Long Beach Data Fellows Program

California State University Long Beach (CSULB)
https://www.csulb.edu
The program was created to fill an internal need. We had, and have, data-rich pockets on campus, but all users were not necessarily savvy enough to take advantage of the data and ask the right questions. Date need to be tailored to many different unit's needs, and faculty, staff and administrators look at data differently. Data that were being "pushed out" did not necessarily meet users' needs. We are creating a "data pull" environment in which the various units on campus can appropriately target CSULB's graduation rates and achievement gaps.

The Data Fellows program identifies data-interested people across campus; trains them in higher order data management and data accession skills; and trusts them to ask appropriate questions in the broad context of student success. Furthermore, the program encourages and enhances collaboration and problem-solving across units.

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Brian Jersky

brian.jersky@csulb.edu

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Process, Result, Improvement and Next Step Form

Pueblo Community College
https://www.pueblocc.edu/
The college needed to develop a way to be able to provide a high level reporting system that would be HLC compliant. The high level reporting needed to include the Process taken to address the strategic challenge, the Results from the process, Improvements necessary or collected from the process, and the Next Steps that need to be taken for Continuous Quality Improvement.

The PRIN form was originally designed for the College to report progress to the HLC reviewers on six Strategic Challenges that were noted in the first review. To be able to provide a short one-page synopsis of the progress the college was making the form was divided into four parts. The first part provides the “Process,” or steps taken to address the Strategic Challenge. This includes dates corresponding to the process steps, resulting in a documented timeline. Following the “Process” with the “Results” provides a list of what was achieved through the noted process. The “Improvements” section provides a two-pronged approach that can be used to note improvements made from the process or improvements that need to be taken from the documented results. Finally, the “Next Steps” section give the user the ability to line out with date’s specific action items that were born of the results found from the process. This final portion provides the Continuous Quality Improvement documentation along with the ability to close the loop from the initial process while outlining the process for the next part of the challenge.

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Kevin Milder

kevin.milder@pueblocc.edu

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Evidence Locker File Cover Sheet

Pueblo Community College
https://www.pueblocc.edu/
The collection of materials in an AQIP evidence locker is a large volume of files that contains information that is used as evidence for each of the AQIP Pathway Categories. Each file needs a summary document that provides the AQIP reviewer a quick description of the file and the files association to the AQIP Pathway Category, HLC Criteria for Accreditation and the Key Institutional Strategy. The summary document also needs to contain a brief description and subsequent association with other files that relate to the Process, Result or Improvement connected to the attached document.

The tool is designed to provide a summary document that provides the AQIP reviewer a quick description of the file and the files association to the AQIP Pathway Category, HLC Criteria for Accreditation and the Key Institutional Strategy – this allows an explicit association between the college’s strategic plan and both the AQIP Category and the HLC Criteria for Accreditation. The form allows institutions to add their own logo, name the desired event or project and input the desired date. There are drop down minus that allow the user to pick the desired AQIP Pathway Category, which in turn provides suggested HLC Criteria for Accreditation. An area in the form is designated for the user to provide a brief description of the document. At the bottom of the form there is an area to list subsequent file names that associate with other files that relate to the Process, Result or Improvement connected to the attached document.

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Kevin Milder

kevin.milder@pueblocc.edu

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Strategy Sorting Tool

Pueblo Community College
https://www.pueblocc.edu/
The sorting tool was developed to take the input of the President’s Cabinet to prioritize the top eight out of thirty-three strategies in the strategic plan that would have the greatest effect on Retention, Completion, FTE, and Transfer. Originally, the Sorting Tool was introduced during a training on the use of Business Intelligence and Predictive Analytics.

The Sorting Tool is designed to efficiently prioritize strategies (inputs) to achieve desired goals (outputs) in a repeatable and efficient process. A group of individuals can through a number of different ways prioritize a list of strategies. The challenge becomes how this group or an institution completes this task consistently and efficiently when time is at a premium. The Sorting Tool makes the task of prioritization efficient and repeatable while involving multiple stakeholders. Two different approaches can be taken to complete the sorting tool. Group consensus can be achieved through having each individual in the group member complete the ratings on their own and then take the mode of the ratings to enter as the group rating or have a consensus vote of the rating while the group is present.

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Kevin Milder

kevin.milder@pueblocc.edu

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Sector Mapping Tool

University of Hawaii System
http://www.uhcc.hawaii.edu/OVPCC/
States are notoriously blind when it comes to "seeing" the economy. In addition, little is known about the connections between academic offerings and the economic needs of the state. This tool forces discussions and makes clear the alignment or lack of alignment between the educational system and the economy of the state. In addition to higher ed connecting better to the economy, more needs to be done to connect K12 to higher ed. This site makes this connection as well.

This tool visualizes the entire economy of the state organized under sectors. The entire economy can be visualized and heat mapped. Overlaid on top of the heat map, one can visualize UH degree program offerings. Each stem job in the state can be highlighted. Each sector contains all the jobs in that sector. Every job in the state has a landing page and every landing page has the following info on each job: past and projected demand; salary ranges and comparison of salaries between all states for that job; degree attainment levels actually used by industry; production of degrees vs. demand in the state; skill sets, hard and soft, current companies advertising for this job by name and by county, and more. There is a cross sector search mechanism as well that is able to search across sectors.Therefore, the connection between jobs and degrees is made clear and the demand for that job can show whether education is under or over producing. One can also see high demand areas where there are no degrees being offered.

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Peter Quigley

quigleyp@hawaii.edu

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LibGuides CMS

Western Dakota Technical Institute's Library Services
http://www.wdt.edu/library/
Within academic institutions' course management systems, resources and content-sharing are limited, resulting in a degree of siloing among and between campus entities. The LibGuides CMS tool allows flexible access to information; includes tools such as analytics, surveys/reports, and discussion posts to aid in evaluation and communication, and requires no special programming or HTML knowledge.

WDT LibGuides CMS allows WDT's library, librarians, and resources to have high visibility and versatility both on- and off-campus. We are a commuter college, are growing our online programs, and have a sizable adjunct faculty, so it is vital that our online presence be robust, which includes ease of navigation and access to high quality, concentrated resources. Instead of expecting students to meet us where we are, our intention is to meet them where they are. Our LibGuides contain resources that start at admissions (preparing for Accuplacer exams) to completion (career resources, preparing for certification exams) and span everything in between (financial and information literacy, successful study skills, as well as customized course- and program-specific resources. Collaboration is key to the success of our LibGuides. Faculty and departmental staff work with us in mission-driven initiatives as well as students suggesting content to improve their skills in everything from style formatting to anatomy drill and practice.

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Sheila Hansen

sheila.hansen@wdt.edu

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Assessing Everything Else: Creating an Internal Assurance Asystem to Assess Support Services

New Mexico Military Institute
http://www.nmmi.edu

New Mexico Military Institute had a system for assessing learning outcomes but did not have a system to evaluate support services.

An internal assurance system was developed which is based upon evidentiary documents, both quantitative evidence with benchmarks and mission documents. The evidence documents act as the nucleus for the database. This system integrates the planning, learning, assessment and feedback loop and serves to facilitate submission of evidence to HLC by linking the Criterion and Components to the evidentiary documents but it can also link them to other accrediting agency’s requirements.

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BG Douglas Murray

dmurray@nmmi.edu

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Wage Outcomes for CCCS Students

Colorado Community College System
http://www.cccs.edu

This report examines the wage outcomes for community college students based on their highest degree attained and cluster of study.

This report examines the wage outcomes for community college students based on their highest degree attained and cluster of study.

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Average: 3 (1 vote)
Rachel Robinson

rachel.robinson@cccs.edu

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OUS Entering Freshmen Profile for Oregon High Schools

Oregon University System
http://www.ous.edu

How does a university determine how well a high school is preparing their students for success in college?

Universities and high schools need to know whether students from specific high schools are performing college level work at, above, or below state norms. A report for each Oregon high school identifies the number of graduates from their most recent graduating class who attended a 4-year public university in Oregon the fall after graduation. High school academic performance using test scores and GPAs are compared to college performance including grades by subject area and retention to the second fall. Five year trends for the high school and counts of which 4-year public university students attended.

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4
Average: 4 (1 vote)
Jonathan Jacobs

jonathan_jacobs@ous.edu

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