Institutional Research, Planning, and Assessment Certificate

Outcomes and Measures

Professional Standards / Certificate Outcome Areas / Course Outcomes / Assessment Measures / Impact
Measures
NASPA/ACPA Competency Areas Document– See for details
And Association for Institutional Research (AIR) Primary Task Analysis – See for more details / Effectively Engaging in Data Management and Reportingfor Transforming Organizations and Improving Access, Equity, and Student Success / •Navigate extracts from their institutional databases and national databases to determine which variables will help them inform decisions;
•Write descriptive and inferential analysis using variables from their institutional and national databases;
•Draft reports and presentations for various types of audiences for various types of purposes;
•Determine what variables may need to be collected and stored in main institutional databases as opposed to departmental databases in order to answer pertinent institutional questions;
•Facilitate the request for and interpretation of data needed for specific decision-maker’s questions;
•Identify how data may be misinterpreted and identify presentation and reporting techniques that may diminish the opportunities for data misinterpretation;
•Identify and propose solutions for data analysis, reporting, and use of data ethical dilemmas / Reflective Student Learning Portfolio Contents, Student’s Self-Assessment, Exit Survey, Rubric Evaluations of Reflective Learning Portfolios / Employer Survey, Alumni Survey, Community Partner Rubric Scores of Reflective Student Learning Portfolio
NASPA/ACPA Competency Areas Document
See for details
And Association for Institutional Research (AIR) Primary Task Analysis – See for more details / Effectively Engaging in Planning and Accreditation for Transforming Organizations and Improving Access, Equity, and Student Success / •Apply self-awareness and self-regulation practices towards one’s own leadership strengths and identify areas of continued development
•Communicate ideas and concepts effectively
•Work collaboratively with diverse group members in diverse settings
•Connect faculty or administrator produced data with external benchmark requirements and strategic planning;
•Identify variables gathered from pre-assessment or input data, as well as institutional and national databases that can be used for enrollment planning and planning interventions in order to influence retention and graduation rates; / Reflective Student Learning Portfolio Contents, Student’s Self-Assessment, Exit Survey, Rubric Evaluations of Reflective Learning Portfolios / Employer Survey, Alumni Survey, Community Partner Rubric Scores of Reflective Student Learning Portfolio
NASPA/ACPA Competency Areas Document
See for details
a And Association for Institutional Research (AIR) Primary Task Analysis – See for more details / Effectively Utilizing Assessment and Program Review Used for Transforming Organizations and to Improve Access, Equity, and Student Success / •Define outcomes-based assessment program review (OAPR) and articulate the purpose for OAPR, in particular the assessment of student learning and development;
•Identify and critique the benefits of various research methodologies, national surveys and instruments, and national benchmarks used in enrollment management and OAPR;
•Identify realistic solutions to the challenges encountered when implementing OAPR at an institutional level;
•Engage in scientific methods and the outcomes-based assessment program review process to assess, practice, examine results, and promote sound decision-making;
•Identify ethical leadership and social justice issues in assessment, planning, and institutional research and propose solutions and strategies to address these issues / Reflective Student Learning Portfolio Contents, Student’s Self-Assessment, Exit Survey, Rubric Evaluations of Reflective Learning Portfolios / Employer Survey, Alumni Survey, Community Partner Rubric Scores of Reflective Student Learning Portfolio

Working Draft – September 30, 2014 reflecting ongoing feedback from students, faculty, alumni, employers, and professionals in the field