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Institutional Research
Research Goals
CSTL’s institutional research goal is to create and share information
in support of the University’s mission and vision. We do this through the study of
intellectual inquiry trends here and at other universities and through the design and
implementation of local studies and participation in national research efforts of interest
to campus constituents. Our efforts support empirically-based institutional assessment,
decision-making, strategic planning, and policy analysis across campus. In each of these
efforts we work to facilitate communication that informs the community of scholars and
decision-makers across our campus.
Research Practice
CSTL helps to produce various reports required by external agencies and to
administer surveys and analyze responses in support of institutional improvement. These studies
focus mainly on academic progress indicators and persistence and graduation rates at the
undergraduate level.
Reports
Reports are provided for federal and state governments (Integrated
Post-secondary Education Data System (IPEDS) and New York State Education Department (NYSED), the
National Collegiate Athletic Association (NCAA), higher education consortia (e.g., Higher Education
Data Sharing (HEDS)) and various accrediting bodies (e.g., Middle States Association of Colleges and
Schools).
Surveys
CSTL coordinates local administration of several national surveys. Recent
and in-progress student surveys include the National Survey of Student Engagement (NSSE), Beginning
College Survey of Student Expectations (BCSSE), and the National Study of Living-Learning Programs.
CSTL also provides local administration support for The Higher Education Research Institute (HERI)
Your First College Year (YFCY) and Faculty surveys.
Retention Studies
The Center serves University offices and departments, providing enrollment,
persistence, and graduation data on both a regular and ad-hoc basis. In collaboration with other
University offices, CSTL produces retention studies to help illuminate student persistence and drop
out patterns and their underlying reasons. These studies inform programming, decision-making, and
other efforts related to supporting student persistence and success.
One recent retention study helped explicate the relationship between
freshman perceptions about academic challenge and their persistence through sophomore year. Another
study led to an improved method for identifying seniors who were very close to graduation but who
had recently discontinued their studies. Studies such as these enable the University to intervene
either individually or via programming to address impediments to student satisfaction and success.
Please check back to learn more about CSTL’s Institutional Research
efforts in 2005-2006. |
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