7 Jilian Kinzie Haward Bowen (Bowen 1980, 1996) 25 IR 1980 (NCHEMS) Peter Ewell 149
80 K-12 Dary Erwin (1991) UCLA Alexander Astin Peter Ewell Ewell (Ewell, 1983, p.2) 1980 150
1995 Campus Trends Elain El-Khawas 94 151
NSSE(the National Survey of Student Engagement) 1990 NSSE 1999 NSSE Mental Measurements Yearbook Tests in Print UCLA (HERI) CIRP (the Cooperative Institutional Research Program) 152
SAT ACT ASQ (the Admitted Student Questionnaire) the ASQ Plus HERI CSS CIRP CSXQ (the College Student Expectations Questionnaire) CSXQ 1970 C CSEQ (the College Student Experiences Questionnaire) CSXQ CSEQ BCSSE (the Beginning College Student Survey of Student Engagement) NSSE BCSSE BCSSE BCSSE 15 5 3 5 2 California Test of Critical Thinking Defining Issues Test the National Chemistry Exam HERI CSS CSEQ CSS CSEQ CSEQ HERI Policy Center on the First Year of College YFCY (Your First College Year) CIRP 153
15 Noel-Levitz SSI (Student Satisfaction Inventory) Noel-Levitz 1990 NSSE (the National Survey of Student Engagement) NSSE NSSE NSSE NSSE ACT CAAP (the Collegiate Assessment of Academic Proficiency) ETS (the Educating Testing Service) the Academic Profile ETS 14 ACT ETS ACT CAAP GPA RAND the Council for the Aid to Education CLA (the Collegiate Learning Assessment) RAND NCHEMS (the National Center for Higher Education Management Systems) CAAS (the Comprehensive Alumni Assessment Survey) 154
HERI Faculty Survey NSSE FSSE (the Faculty Survey of Student Engagement ) FSSE 2000 1000 900000 NSSE NSSE US News and World Report rankings The Pew Charitable Trusts 1999 275 the Pew Trust 2003 NSSE NSSE 155
Chickering Gamson NSSE NSSE HERI CIRP CSEQ NSSE 156
NSSE NSSE NSSE NSSE NSSE 20 NSSE 5 C A 75 10 7 5 1 25 IT 157
NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE 6 IT NSSE NSSE CELT (The Center for Excellence in Learning and Teaching) CELT 5 NSSE 158
Research Institute for Studies in Education NSSE President s Council meeting NSSE the Office of the President NSSE FD NSSE NSSE institutional research 50 1961 159
AIR (the Association for Institutional Research) Fred Volkwein 3.7.1 3.7.1 Vokwein (1999) Vokwein IPEDS (the Integrated Postsecondary DataSet) 160
Volkwein NSSE NSSE NSSE 161
NSSE NSSE NSSE NSSE American Democracy Project NSSE NSSE NESSE NSSE 162
2001 Astin, A.W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: American Council on Educatino/Macmillan. Bowen, H.R. (a980/1996). What determines the costs of higher education? In D. W. Breneman, D. W. Leslie & R.E. Anderson (Eds.), ASHE Reader on Finace in Higher Education (pp. 113-127). Needham Heights, MA: Simon & Schuster. Carini, R. M., Hayek, J.C., Kuh, G.D., Kennedy, J.M., & Ouimet, J.A. (2003). College Student Respnses to Web and Paper Surveys: Does Mode Matter? Research in Higher Education, 44(1), 1-19. Chickering, A.W. & Gamson, Z.F. (1987). The seven principles of good practice in education. AAHE Bulletin, 39(7), 3-7. Dillman, D.A. (2000). Mail and Internet surveys: The tailored design method. New York: Wiley. Education Commission of the States. (1995). Making quality count in undergraduate education. Denver, CO: Education Commission of the States. 163
Erwin, T.D. (1991). Assessing student learning and development. San Francisco: Jossey Bass. Ewell, P.T., & Jones, D.P. (1993). Actions matter: The case for indirect measures in assessing higher education s progress on the National Education Goals. Journal of General Education, 42, 123-48. Ewell, P.T., & Jones, D.P. (1996). Indicators of good practice in undergraduate education: A handbook for development and implementation. Boulder, CO: National Center for Higher Education Management Systems. Ewell, P.T., & Ries, P. (2000). Assessing Student Learning Outcomes: A Supplement to Measuring Up 2000. San Jose, Calif.: National Center for Public Policy in Higher Education. Kuh, G.D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10-17, 66. Kuh, G.D. (2003). What We re Learning About Student Engagement from NSSE. Change, 35(2), 24-32. Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. Kuh, G.D., Pace, C.R., & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education, 38, 435-454. Pace, C.R. (1984). Measuring the quality of college student experiences. Los Angeles: University of California, Center for the Study of Evaluation. Pace, C.R. (1985). The credibility of student self-reports. Los Angeles: University of California, The Center for the Study of Evaluation, Graduate School of Education. Pascarella, E. & Terenzini, P.T. (2005). How college affects students, second edition. San Francisco: Jossey-Bass. Volkwein, J.F. (1999). The four faces of institutional research. In J.F. Volkwein (Ed.), What is institutional research all about? A critical and comprehensive assessment of the profession (pp.9-19). San Francisco: Jossey-Bass. Abstract The Expanding Role of College Student Surveys and Institutional Research (IR) in U.S. Higher Education Jillian Kinzie, PhD Since the 1980s, U.S. colleges and universities have been under increased pressure to demonstrate accountability and assessment for student learning and educational effectiveness. A proliferation of national surveys of institutional quality has emerged in response to these demands. Many colleges and universities employ surveys of student experiences and self-reports of their learning and personal development to gain insight into the quality of the undergraduate experience. Since 2000, the National Survey of Student Engagement (NSSE) composed of about 70 items that assess the extent to which students devote time and energy to educationally purposeful activities has been widely used by about 1000 different four-year institutions to provide process indicators, or measures of the overall quality of the student experience. Such surveys have become one of the most common activities in institutional research. Offices of institutional research developed in many U.S. colleges and universities as early as the mid 1950s to respond to calls for public accountability for institutions functions and performance. Although institutional research activities continue to expand, the role generally encompasses research conducted within an institution of higher education in order to provide information to support planning, policy formation, and decision making. Today, institutional researchers play a vital role in accounting for results to inform campus planning and institutional improvement initiatives and demonstrate effectiveness 164
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