Institutional Data Available for Program Assessment
Click on a survey below to expand details of the survey and links to findings and resources.
1.CIRP Freshman Survey (Fall of 1999, 2001, 2008)
The CIRP Freshman Survey is designed for administration to incoming first-year students before they start classes at your institution. The instrument collects extensive information allowing a snapshot of what your incoming students are like before they experience college. Key sections of the survey examine:
>Established behaviors in high school;
>Expectations of college;
>Interactions with peers and faculty;
>Student values and goals and
>Student demographic characteristics; and
>Concerns about financing college.
Many of the items on the CIRP Freshman Survey are pre-test questions which are then post-tested on CIRP follow-up surveys - Your First College Year (YFCY), Diverse Learning Environments (DLE), College Senior Survey (CSS) - providing for longitudinal examination of cognitive and affective growth during college. All CIRP surveys allow you to add questions of your own on the instrument.
Schools participating in the CIRP Freshman Survey receive an institutional profile, which includes your institutional results broken out by sex, full and part-time status, comparisons with similar institutions, significance testing, effect sizes, CIRP Constructs and Theme reports, a data file of your student responses; and a monograph summarizing the national results.
For additional information please visit http://www.heri.ucla.edu/cirpoverview.php
2.National Survey of Student Engagement (NSSE; 2001 – 2009)
Through its student survey, The College Student Report, NSSE annually collects information at hundreds of four-year colleges and universities about student participation in programs and activities institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college.
NSSE provides participating institutions a variety of reports that compare their students' responses with those of students at self-selected groups of comparison institutions. Comparisons are available for individual survey questions and the five NSSE Benchmarks of Effective Educational Practice. Each November, NSSE also publishes its Annual Results, which reports topical research and trends in student engagement results. NSSE researchers also present and publish research findings throughout the year.
Survey items on The College Student Report represent empirically confirmed "good practices" in undergraduate education. That is, they reflect behaviors by students and institutions that are associated with desired outcomes of college. NSSE doesn’t assess student learning directly, but survey results point to areas where colleges and universities are performing well and aspects of the undergraduate experience that could be improved.
Institutions use their data to identify aspects of the undergraduate experience inside and outside the classroom that can be improved through changes in policies and practices more consistent with good practices in undergraduate education. This information is also used by prospective college students, their parents, college counselors, academic advisers, institutional research officers, and researchers in learning more about how students spend their time at different colleges and universities and what they gain from their experiences.
More than 1,400 different colleges and universities in the U.S. and Canada have participated in NSSE since it was first administered in 2000. NSSE's widespread use has spawned several other nationally-used instruments including:
3. Student Satisfaction Inventory (SSI) Surveys (2001, 2003, and 2008)
The Student Satisfaction Inventory gives you a powerful tool to improve the quality of student life and learning. It measures student satisfaction and priorities, showing you how satisfied students are as well as what issues are important to them.
4. Graduating Student Exit Survey – Students Services (2009)
The objectives of this survey were to evaluate the opinion of graduating seniors regarding:
a) the reason(s) for transferring Competency Requirements;
b) the impact of the General Education program and their major-discipline program had on their knowledge and personal development [learning outcomes];
c) course experiences, in both the General Educational program and their major-discipline, that affected their learning;
d) their general perception of the quality of instruction at Central Michigan University; and
e) their overall satisfaction with Central Michigan University.
5. College of Graduate Studies Graduate Student Exit Survey
>Given annually after each graduation.
>Collects information on demographics, program quality, faculty, administrative services, and general satisfaction.
>Although not disaggregated, these data are collected by program name.
>Contact the College of Graduate Studies for complete survey and results.
6. Alumni Outcomes Survey (Fall 2007)
>Given every other year.
>Collects information on demographic, employment, job function and salary information.
>Did their CMU degree prepare them for their current job, if they obtained their current job due to CMU degree, and if they received a promotion or raise due to CMU degree.
>Indicate the quality of instruction.
>Evaluate their learning as compared to the program learning outcomes (MSA, MA in Ed, and the BS/BAA in Administration).
7. Employer Survey (2009)>Provided by Career Services
>Baccalaureate graduates to gather information regarding employment status, graduate/professional, and starting salaries (http://www.careers.cmich.edu/stats.htm)
>2009-2010, their results were reported for students in Business, Liberal & Applied Arts, Teaching, and All CMU Grads.
>None of the questions deal with the major, but they do ask if the student had an internship, if they are currently employed in their field, and then their current placement whether it is employed or graduate school.