NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833664
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0271-0579
Converting Engagement Results into Action
Kinzie, Jillian; Pennipede, Barbara S.
New Directions for Institutional Research, n141 p83-96 Spr 2009
Assessment information should be actionable in that findings must be used to improve the student experience and educational effectiveness. Assessment is a worthwhile undertaking when campuses generate meaningful data, thoroughly consider and discuss evidence-based improvement initiatives, and ultimately use results to improve educational effectiveness. NSSE results are oriented toward such practical use. Each year, more campuses use their NSSE results in innovative ways to improve the undergraduate experience. Even so, many institutions still seem paralyzed at the point of taking action on their results. To remedy this situation, in this article the authors highlight the approaches different types of institutions have taken to move from data to action. These ideas reflect the collective wisdom of several hundred users who shared their strategies and concerns at NSSE user workshops and also stories from institutional research staff and campus contacts who responded to the authors' requests for information about using NSSE data. The authors feature Pace University as an illustrative case for successful use of NSSE results and mention examples from other institutions. They conclude with recommendations for gaining traction with NSSE results. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Maryland; Michigan