In this chapter, we focus on an institutional case study of Paul Quinn College, a historically Black college, to explore how its adoption of a "new urban college model" provides innovative ways of assessing institutions' success in supporting their students.

This chapter will value of including diverse voices of researchers. An innovative, cost-effective model for assessment will be described, capturing the process implemented at a university in its efforts to center social justice within assessment and evaluation research practices.

This chapter examines the current pressures and realities in higher education assessment and highlights one campus' effort toward equipping faculty to move toward a learner-centered approach in teaching, learning, and assessment. It proposes a model of faculty development that integrates best practices of professional development with cultivating…

The prevalence and emergence of college promise programs presents interesting and important methodological challenges. Based on their immediate access to de-identified data of applicants and enrollees, institutional researchers are in a privileged position to rigorously assess the effect of these programs in a myriad of outcomes. This study is a…

This chapter provides a framework for grounding social justice principles at the center of learning in higher education program assessment and evaluation courses. Pedagogical reflections are drawn from the classroom experiences of three faculty of color who represent diverse institutional, programmatic, and geographic contexts. Their advanced…

Postgraduation outcomes for community college students are complex. In addition to traditional job placement and earnings information, transferring to a 4-year institution is a positive first-destination outcome. Furthermore, community college students may have education and career goals that do not include earning a degree. Community college…

This chapter focuses on IR's role in coordinating a pilot of the Degree Qualifications Profile (DQP) for assessment in a new master's degree program and provides guidance on frameworks that can be used, important technical considerations, and ways IR can be involved to advance the use of rubrics as a primary program assessment tool.

This chapter explores the importance of systematic evaluation of co-curricular activities directed at graduate- and professional- school students. Approaches to assessment and benefits of sound practice are presented along with the critical role that institutional researchers can play.

This chapter provides examples of innovative methods and tools to collect, analyze, and report both quantitative and qualitative data in student affairs assessment.

This chapter presents a synthesis of the conceptualization and practice of institutional research (IR) in higher education (HE) in emerging countries across Southern Africa, Latin America and the Middle East and North Africa (MENA) regions. The chapter contextualizes the growing need for IR in these regions, identifies problems and challenges…

In this chapter, the authors outline an approach to assessing complex constructs supported by psychological science and research. This approach is informed by their background as psychologists but is general enough to incorporate other disciplinary approaches as well. They identify this approach as TAIM (Theory, Activities, Indicators, Multiple…

In 1933-1934, a few years before the landmark study on student achievement by Learned and Wood (1938), the total enrollment of students in colleges, universities, junior colleges, teachers colleges, and normal schools was around 1.06 million out of a U.S. population of about 126.5 million, or about 0.8 percent. In 2008, the total projected fall…

Multilevel modeling provides several advantages over traditional ordinary least squares regression analysis; however, reporting results to stakeholders can be challenging. This article suggests some strategies for presenting complex, multilevel data and statistical results to institutional and higher education decision makers. The article is…

Preparing graduates to be active citizens is a core value of colleges and universities in the United States. Historically, higher education has had a commitment to developing the civic commitment of its graduates; yet the degree to which this commitment is endorsed and actualized varies with time and across institutions. In "College Learning for…

In this article, the authors share some key results from discussions, research, reflective practices, and others' perspectives on assisting students to engage and demonstrate integrative and applied learning. First, they traverse the definitional territory of this complex construct, referring to the national literature and discussion as well as…