This chapter provides a taxonomy of student veterans in the form of a codebook to assist in institutional data collection and analysis.

This chapter focuses on conceptual models that may enable institutional researchers and scholars to better study the student veteran experience.

This chapter describes how data analysis and data-driven decision making were critical for designing, developing, and assessing a new academic program. The authors--one, the program's founder; the other, an alumna--begin by highlighting some of the elements in the program's incubation and, subsequently, describe some of the components for data…

Graduate programs in higher education administration and leadership have sought to equip students with the knowledge, skills, and competencies for higher education leadership; that is, to prepare globally minded leaders who can navigate the internal and external demands of, and for, higher education. With the use of the Lattuca and Stark model of…

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…

This chapter frames the discussion regarding the importance of measuring co-curricular learning and the role of the IR office.

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

It is a historically held principle of microeconomics that in the presence of better information, consumers make better decisions. This chapter focuses on information to guide consumers in making decisions about higher education. It examines the development and implementation of a one-stop career and college planning tool that leverages existing…

This chapter describes the system office for community college institutional research in California. As the system IR office for the largest community college system in the nation, it is often looked to as a leader for other states and community college IR systems. The author notes the office's administrative environment, its staffing and…

The system office for community college institutional research (SOCCIR) plays a role in the drama of higher education that states must orchestrate to help community college systems operate effectively and efficiently over the long term. But how exactly does the SOCCIR enable a state to accomplish what the separate institutional research (IR)…

Geographic information systems (GIS) are a major component of the geospatial sciences, which are also composed of geostatistical analysis, remote sensing, and global positional satellite systems. These systems can be integrated into GIS for georeferencing, pattern analysis, visualization, and understanding spatial concepts that transcend…

The purpose of this research is to discuss development of the Logistical Tracking System (LTS)1 and evaluate the changes in processes and procedures at the University of Texas-Dallas (UT-Dallas) that were due to implementation of a new type of technology. The chapter elaborates on the positive and negative aspects of designing and constructing a…

There is almost nothing more frustrating to an institutional researcher than seeing university leaders ignore data. The case study in this article examines how an institutional research office was able to put data to work in enrollment services and produce record-setting numbers of applications, admissions, and confirmations within a nine-month…

In order to implement industry-education cooperative activities without encountering some significant problems, institutions must consider beforehand the kind of relationship and responsibilities required, and clearly outline assumptions, mutual goals, resources, priorities, and evaluation criteria. Types of cooperative agreements include…