Examples of using SERU/UCUES Results and Strategies for Increasing Usage on Campus Ron Huesman, Discussion Chair

Lois Myers University of Virginia

UVa Strategic Planning: High Impact Learning*, Leadership Use SERU data to: Develop a more holistic picture Track metrics over time Assess policy impacts Identify areas for follow- up studies *Research, Study Abroad, Internships, Service

Wayne Jacobson University of Iowa

While we wait to get started, join a colleague and discuss: What do you do on your campus to engage people in examining and using institution-level data? Inquiry-Guided Active Learning to Engage the Institution in Examining Itself Session Agenda: Principles of Inquiry-Guided Learning Examples of engaging the campus in examining itself Progress and lessons learned so far Suggestions and next steps Session materials are available at

“Inquiry-Guided Learning promotes the acquisition of new knowledge, abilities, and attitudes through … increasingly independent investigation of questions, problems, and issues, for which there often is no single answer” (Virginia Lee, 2004) Identify authentic questions Establish relevant context Activate prior knowledge Provide explicit modeling Provide scaffolding, opportunities for practice, and feedback Identify authentic questions Establish relevant context Activate prior knowledge Provide explicit modeling Provide scaffolding, opportunities for practice, and feedback Prompt participant reflection, synthesis, and self-assessment Structure collaborative exploration of ways to use findings View participants as partners in inquiry, rather than primarily as an audience for findings Prompt participant reflection, synthesis, and self-assessment Structure collaborative exploration of ways to use findings View participants as partners in inquiry, rather than primarily as an audience for findings Rather than focusing solely on delivery of content, we … Inquiry-Guided Active Learning to Engage the Institution in Examining Itself

Engaging the campus in examining SERU data (2013/14): SERU Briefs : 2-page reports of selected data highlights One ~ 15-minute Campus data presentation Interactive data workshops in technology-enriched classrooms (TILE) Student Experience in the Research University (SERU) Leading to more extensive partnerships with … Chief Diversity Office International Student Programs Undergraduate Associate Deans Instructional Technology Services Student Life Center for Teaching University Libraries Student Disability Services

Paid employment (include paid internships) Partying Participating in student clubs or organizations Performing community service or volunteer activities Socializing with friends Studying and other academic activities outside of class Using the computer for non-academic purposes How do you think students are spending their time? Take 30 seconds to rank from most to least. “How many hours do you spend in a typical week (7 days) on the following activities?” More then 30 Engaging the Institution: Campus Data Presentation

Studying and other academic activities outside of class Using the computer for non-academic purposes Socializing with friends Paid employment (include paid internships) Partying Participating in student clubs or organizations Performing community service or volunteer activities How students report spending their time (most to least): “How many hours do you spend in a typical week (7 days) on the following activities?” More then 30 33% 38% 32% 37% Attending classes, discussion sections or labs Engaging the Institution: Campus Data Presentation

How often did you have a class in which the professor knew or learned your name? % answering Often or Very Often % answering Never or Rarely: Engaging the Institution: Campus Data Presentation

“I feel that I belong at this institution.” % Agree / Disagree 98 / 290 / 1074 /2653 / 47 “How concerned are about your accumulated educational debt?” 85 / 1550 / 5037 / 6310 / 90 % Unconcerned / Concerned Engaging the Institution: Campus Data Presentation

Group Discussion After you have reviewed your page of comments, join a colleague or small group and compare notes. What do you see in the data that … … you think is worth celebrating? … might suggest changes for UI to consider making? … should be communicated more widely among your colleagues? … raises further questions for you? Please review the set of open-ended comments that you receive. These are student responses to the following question: “Please describe for us the most important way that you have changed or developed as a person since you came to the University of Iowa.” Crowd-Sourcing Engaging the Institution: Campus Data Presentation

Interactive Data Workshops in UI TILE Classrooms Engaging the Institution: Interactive Data Workshops

Engaging the Institution: Interactive Data Workshops Prepared an interactive dashboard to allow users to filter data Prepared a guide to using the dashboard and the data independently Offered 3 single-session data workshops in TILE classrooms Created a demonstration session for exploring the data together: How many faculty do you know well enough to ask for a letter …? How do students report spending their time? Students in a department or demographic that you work with Created a data-sharing agreement to communicate expectations for data use Freely distributed datasets to those who signed the data-sharing agreement Followed up with surveys on subsequent use of the data dashboard

SERU Briefs : 2-page reports of selected data highlights Campus data presentation Interactive data workshops in TILE classrooms Invited presentations to campus administration or working groups Invited consultations with academic and student service departments Academic department meetings Requests for access to the dataset ~ 50 people from 25 academic and student service departments Engaging the Institution: Campus Participation Engaging the campus in examining SERU data (October March 2014):

Engaging the Institution: Lessons Learned People are curious about student experiences on our campus, and appreciate evidence that goes beyond their incidental observations. People seem to become more engaged with data when they are partners in interpreting it, rather than feeling it’s being presented as a finished product. The more scaffolding and guided practice, the better. Many in the campus community have significant inquiry skills, but they vary widely in how readily they can adapt and apply them to this type of data. We need to think about the quality of methods for engaging the campus as carefully as we think about the quality of data we want them to consider. Even when interest is high, further steps to interpret or act on the data are more likely if we continue to follow up and offer support.

SERU Meeting UCLA UCUES data usage Aye Htut-Rosales UCLA Student Affairs Information & Research Office October 9, 2014

Data Usage To create more buy-ins from Student Affairs and Academic departments to help increase the response rate: – Increase data usage in assessment efforts (as part of the larger Student Affairs goals) – Provided data for program review and other departmental reports – Trying to engage with academic program review

Example: Interest Group Breakdown Student Response Summary Reports: Student Life and Development