Should you have a Chief Data Officer/Chief Narrative Officer? By Kim Reid, Principal Analyst For years, higher education has been called data-rich and information-poor. Now, the ability to collect and analyze institutional data is becoming sophisticated enough to tap into strategic insight at very high levels. The era of big data in higher education is here, ready and waiting for analysis. Higher education has a complicated web of data sources to manage and understand. Two plenary sessions at the recent ACT Enrollment Planners Conference reminded us of the growing importance of data in higher education management. We now have an unprecedented amount of data available to us in higher education: CRM data, web analytics, enrollment data, student data, learning management system data, and alumni data. A major hurdle is that higher education suffers from structural issues surrounding data management and data culture. This approach to data involves more than a performance dashboard, although this is a step in the right direction.
- home Stanford Institute for Higher Education Research Exploring High-End Visualization for Research and Education -- Campus Technology 2015 Innovators Awards Exploring High-End Visualization for Research and Education Georgia State University created a technology-rich visualization space that supports research and instruction and explores the transformative potential of visual media across all disciplines. By Meg Lloyd07/22/15 Category: Education Futurists Institution: Georgia State University Project: CURVE: Collaborative University Research & Visualization Environment Project lead: Bryan Sinclair, associate dean, university library Tech vendors/partners: Apple, CineMassive Displays, Dell, Nvidia Standing 24 feet wide, CURVE's interactive video wall is used not only for big data research, but also for instruction that leverages dynamic data explorations. Working together, university units contributed $1.2 million to transform an entire 3,300-square-foot floor of the university library, giving CURVE a central home on campus and sending a clear message that the technology is there for everyone to use. About the Author
National Institute for Learning Outcomes Assessment Announcement Drawing from the Wabash Study, a multi-institutional longitudinal research and assessment project, Charlie Blaich and Kathy Wise, from the Center of Inquiry at Wabash College, share their field-tested findings and lessons learned about campus use of assessment results. The Wabash Study assists institutions in collecting, understanding and using data. Paper Abstract The Wabash Study is a longitudinal research and assessment project designed to provide participating institutions with extensive evidence about the teaching practices, student experiences, and institutional conditions that promote student growth across multiple outcomes. In this paper, we review faulty assumptions we made about assessment in creating the Wabash Study, including our initial thoughts about the primary obstacles to good assessment, the importance of assessment reports, and the benefit of connecting assessment with faculty habits of disciplinary inquiry. Biographies of the Authors
Higher Education & Student Affairs The Higher Education & Student Affairs (HESA) program at Indiana University is a pioneer in the study of higher education and student affairs administration. Among the first departments in the country to offer degree programs in this field of study, the HESA program has a distinguished history and continues to be nationally recognized as a leader in the development of higher education scholar-practitioners. Our graduates serve as administrative leaders in postsecondary institutions throughout the country, researchers, as well as faculty members that continue to cultivate new insights and understandings in the field. We encourage you to explore our website and learn more about our degree programs. We look forward to meeting you! Master’s Program Master's Program Overview (video) Doctoral Programs Doctoral Program Overview (video) HESA Alumni Faculty HESA News and Events IUSPA Journal Awards & Recognition Online Certificate Program Courses Faculty Members
Big Data Discussion at SIDLIT July 31 2015 Principles of Good Practice for Student Affairs Good Practice in Student Affairs: Engages students in active learning. Helps students develop coherent values and ethical standards. Sets and communicates high expectations for student learning. Uses systematic inquiry to improve student and institutional performance. Uses resources effectively to achieve institutional missions and goals. Introduction Today's context for higher education presents student affairs with many challenges. Others in higher education have recognized these challenges and have responded with calls to concentrate "on the core function of the enterprise, that is, focusing on student learning" (Wingspread Group, 1993). Creating learning environments and learning experiences for students has always been at the heart of student affairs work. Defining Principles of Good Practice for Student Affairs Student affairs lacks a comparable statement of good practice. Contexts of Student Affairs Practice Student Affairs Commitments and Values The Importance of Context References