Data Needs in Response to Challenging Times • Institute for Effectiveness in Higher Education
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Data Needs in Response to Challenging Times

Crowdsourced Ideas for Anticipating Data Needs in Uncertain Times

IEHE is working to support institutional research and data analytic needs during these challenging times — check out our recent blog on this topic (includes a useful resource). As such, we are providing a public forum and resource list to help leaders think ahead to upcoming analyses that will be of use to their campuses. We have some suggestions on our website — but we also know that there are many more ideas from talented higher education professionals like yourself. We invite you to join us in this effort to crowdsource ideas for special topic analyses that might be useful during and after crisis events, such as the current coronavirus response.

 

You can find the growing list of resources for addressing data needs in response to challenging times below. We invite you to join the conversation by sharing: 1) your ideas and 2) samples of relevant work that may serve as a guide/resource. We are actively cultivating this resource for public use. Feel free to utilize the information below to help your institution move forward and/or engage with your colleagues.

Data Needs by Special Topic

Strategic Planning and Enrollment

  • To account for the impact of unanticipated crisis events on enrollments, in what ways can our enrollment models be adjusted? Which student groups are likely to return/not return next term? – Kristina Powers, Institute for Effectiveness

 

  • Which current students have/have not registered for the upcoming term? Analysis by student characteristics. Kristina Powers, Institute for Effectiveness

 

  • How many students were enrolled in only face-to-face courses? Only hybrid? Only online? A mix of modalities? What is the total percentage of students impacted by suddenly moving from all face-to-face to completely online? What are the retention (or early registration rates) by group? Kristina Powers, Institute for Effectiveness

 

  • How have the changes to online impacted long-term goals that can be used to increase accessibility to courses? Elizabeth Leiba, City College (Ft. Lauderdale)

 

  • What are the effects of online education for dual enrolled students (students who are high school students and are also enrolled in college courses)? – Dory Caplin, Dream Team Concepts

 

  • How many institutions transition back to on-ground courses at the end of this crisis and the overall impact on students?  Can a university go back to “business as usual” after going online?  Will the students accept that? – Joe Sallustio, Claremont Lincoln University

 

  • What is the effectiveness of online teaching and learning for credit and not-for-credit (e.g., continuing education courses)? Can we create a portfolio of online courses for our CE learners to expand their opportunity to learn? – Michael Kurilla, West Virginia University

 

  • What is the potential impact on recruitment with cancelled in-person events? Is there a way to forecast the potential impact and plan for that in budgeting? – Bethany L. Miller, Ph.D. Director of Institutional Research at Mary Baldwin University

 

  • What will be the impact on retention (overall – not just first to second year)? Are there ways to forecast the impact of these events on retention, and what variables should we be paying attention to in this regard? – Bethany L. Miller, Ph.D. Director of Institutional Research at Mary Baldwin University

Student Learning and Student Success

  • How does (or did) the sudden college-wide shift to all online course instruction impact student learning? How does this differ from students’ prior experiences (e.g., previous experience with online, hybrid, face-to-face courses)?

 

  • How are (or were) students’ early registrations and retention rates impacted by a crisis event (e.g., coronavirus response)?

 

  • What is the potential impact on recruitment with cancelled in-person events? What methods/variables are there to forecast the potential financial impact?

 

  • What is the impact on retention (overall not just first to second year)? What ways are there to forecast the impact of these events on retention? What variables should be included or excluded?

 

  • What is the impact of course completion given the sudden move to online only classes.

 

  • Is there a statistical difference between college success rates of first-year college students ACT and SAT scores due to a change in instructional pedagogy, specifically online learning? – Dr. Stacey Gonzales

Faculty and Staff

  • Did our institution’s crisis response impact faculty or staff retention rates? How do we compare to our peers on this measure?

Online Course Delivery

  • So many colleges are moving on campus courses to online courses for several weeks as part of a college’s mitigation efforts. Could this be a unique opportunity to evaluate course modality, particularly for courses that are traditionally taught in classroom, at least for a short time (we all hope)? – John Ingram, Community College of Allegheny County

 

  • Will the move to online learning impact our course completions? – Bethany L. Miller, Ph.D. Director of Institutional Research at Mary Baldwin University

Survey Engagement

  • What are the experiences, effectiveness, and satisfaction of students and faculty in online courses? Elizabeth Leiba – City College (Ft. Lauderdale)

 

  • What are the effects of online education for dual enrolled students (students who are high school students and are also enrolled in college courses)? – Dory Caplin – Dream Team Concepts

Resources

  • Real-time assessment to inform decisions and navigate through this uncertain time is critical. This paper proposes a method to obtain a relevant and dynamic decision-support system. Performance indicators can both support crisis-response management and improve the collaboration of stakeholders.- John McLoughlin, St. George’s University 
  • The federal CARES Act will shape many of the research questions institutions tackle. Read a great synthesis (in easy to understand language) from Aaron Lacey at Thompson Coburn.
2 Comments
  • Dr. Stacey Gonzales
    Posted at 19:18h, 17 March Reply

    Is there a statistical difference between college success rates of first-year college students ACT and SAT scores due to a change in instructional pedagogy, specifically online learning?

    • Kristina Powers
      Posted at 16:37h, 18 March Reply

      Great question Stacey. Thanks for asking. We are already seeing some colleges waive the ACT/SAT requirement because the organizations have canceled some testing dates. There are already over 1,000 institutions that are test optional. I suspect that we will see more — especially if students can’t take/re-take the test this year.

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