July 16-17, 2015National Center for Education StatisticsWashington, DC

Institute for IPEDS EducatorsNational Center for Education Statistics

Association for Institutional Research

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2015 Institute for IPEDS Educators

Contents

Meeting Agenda .............................................................................................................................. 2

Contacts

2015-16 IPEDS Educators .......................................................................................................... 4

National Center for Education Statistics (NCES) ....................................................................... 7

RTI International (RTI) ............................................................................................................... 8

Association for Institutional Research (AIR) .............................................................................. 8

Bios

2015-16 IPEDS Educators .......................................................................................................... 9

National Center for Education Statistics (NCES) ..................................................................... 18

RTI International (RTI) ............................................................................................................. 20

Association for Institutional Research (AIR) ............................................................................ 21

Additional Speakers .................................................................................................................. 22

2013-14 IPEDS Training Report

Introduction ........................................................................................................................... 24

Oversight of IPEDS Training Program ................................................................................. 25

Development of Training Curriculum ................................................................................... 28

IPEDS Workshops for Training of Institutional Personnel ................................................... 34

Online Training Materials ..................................................................................................... 42

Communications .................................................................................................................... 46

NCES PowerPoint Slides .............................................................................................................. 48

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Meeting Agenda

Thursday, July 16

8:00 – 9:00 am 9:00 – 9:30 am 9:30 – 10:00 am 10:00 – 10:20 am 10:20 am – 12:00 pm 12:00 – 1:30 pm 1:30 – 3:30 pm 3:30 – 3:40 pm 3:40 – 4:00 pm 4:00 – 5:00 pm

Registration

Welcome

Christopher S. Coogan, Chief of Staff & Deputy Director, AIR Eric Godin, Director of Education AIR Tinsley Smith, Assistant Director of Contracts and Grants, AIR

Group Activity

Break

NCES Presentation & Activity

IPEDS Team, NCES Richard Reeves, Program Director

Tara Lawley, Acting Team Leader for Operations

Sam Barbett, Team Leader for Data Quality and Dissemination

Moussa Ezzeddine, Survey Director

Gigi Jones, Survey Director

Bao Le, Survey Director

Andrew Mary, Survey Director

Stefanie McDonald, Survey Director

Lunch

NCES Presentation & Activity Continued

IPEDS Team, NCES

IPEDS Help Desk Update

Amy Barmer, RTI

Break

Introduction to IT Innovative Solutions

Ruba Hay, IT Innovative Solutions (INOVAS)

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Friday, July 17

8:30 – 10:10 am 10:10 – 10:30 am 10:30 – 11:30 am 11:30 am – 12:00 pm 12:00 – 1:30 pm 1:30 – 2:30 pm 2:30 – 3:00 pm 3:00 – 4:00 pm

Overview of AIR’s IPEDS Workshops

IPEDS Data as the Public Face of an Institution Donyell Francis, Technical College System of Georgia

Sandra Kinney, Higher Education Consultant

Keyholder Training Kurt Gunnell, Western Governors University

Yvonne Kirby, Central Connecticut State University

IPEDS Data and Benchmarking: Supporting Decision Making and Institutional Effectiveness Erez Lenchner, CUNY LaGuardia Community College

Joseph Stankovich, Skidmore College

Best Practices for Reporting and Using IPEDS Data to Improve Office Efficiencies Amy Ballagh, Georgia Southern University

Kristina (Cragg) Powers, Bridgepoint Education

IPEDS Finance Training for IR Professionals Eric Atchison, Mississippi Institutions of Higher Learning

Braden Hosch, Stony Brook University

Break

Discussion with NASFAA

Charlotte Etier, Research Analyst

Overview of AIR’s IPEDS Online Tutorials

Eric Godin, AIR

Lunch

IPEDS Course Overview

Christopher S. Coogan, AIR Mary Ann Coughlin, Springfield College

Eric Godin, AIR

Group Activity

Looking Ahead and Conclusion

Christopher S. Coogan, AIR Eric Godin, AIR Tinsley Smith, AIR

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Contacts

2015-16 IPEDS Educators

Eric Atchison Institutional Research Analyst Mississippi Institutions of Higher Learning Jackson, MS eatchison@mississippi.edu 228-324-2448

Amy Ballagh Associate Vice President for Student Affairs & Enrollment Management Georgia Southern University Statesboro, GA aballagh@georgiasouthern.edu 912-478-5256

Elizabeth Clune-Kneuer*1 Director of Institutional Research & Reporting Prince George's Community College Largo, MD cluneea@pgcc.edu 301-546-0721

Mary Ann Coughlin Associate Vice-President for Academic Affairs Springfield College Springfield, MA mcoughlin@springfieldcollege.edu 413-748-3038

Joseph Curtin Assistant Commissioner, Instutional Research & Analysis Utah System of Higher Education Salt Lake City, UT jcurtin@ushe.edu 801-321-7121

* First-year IPEDS Educator

Rebecca Drennen* Director, Institutional Research Berkeley College Woodland Park, NJ rjd@berkeleycollege.edu 973-278-5400 ext. 5753

Jennifer Dunseath Director of Institutional Research Rhode Island School of Design Providence, RI jdunseat@risd.edu 401-454-6386

Nancy Floyd Director of Institutional Research University of South Carolina-Columbia Columbia, SC nfloyd@sc.edu 803-777-1323

Donyell Francis Data Compliance Manager Technical College System of Georgia Smyrna, GA dfrancis@tcsg.edu 404-679-4954

Deborah Geil Data Analyst/System Developer Cleveland State University Cleveland, OH d.geil@csuohio.edu 216-687-4798

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Kurt Gunnell Director of Institutional Research Western Governors University Salt Lake City, UT kgunnell@wgu.edu 801-924-4679

Thomas Haakenson Associate Provost California College of the Arts Oakland, CA thaakenson@cca.edu 651-894-2894

Lakia Hairston President P&A Scholars Beauty School Beverly Hills, MI lakiahairston@comcast.net 313-399-0594

Erin Holmes Associate Vice Provost University of Alaska Anchorage Anchorage, AK ejholmes@uaa.alaska.edu 907-786-1544

Braden Hosch Assistant Vice President for Institutional Research, Planning and Effectiveness Stony Brook University Stony Brook, NY Braden.Hosch@stonybrook.edu 631-632-6210

John Ingram* Associate Director of Enrollment Management Analytics Duquesne University Pittsburgh, PA ingramj2333@duq.edu 412-396-5610

Sandra Kinney Higher Education Consultant Alpharetta, GA sandra.kinney@gmail.com 678-4791-9709

Yvonne Kirby Director of Institutional Research and Assessment Central Connecticut State University Colchester, CT ykirby@ccsu.edu 479-601-3256

Michelle Landa Vice President of Accademic Affairs Eastern Wyoming College Torrington, WY michelle.landa@ewc.wy.edu 541-881-5583

Erez Lenchner Senior Institutional Researcher CUNY LaGuardia Community College Long Island City, NY elenchner@lagcc.cuny.edu 718-482-6155

Marc LoGrasso Institutional Outcomes Assessment Analyst Bryant and Stratton College Getzville, NY mlograsso@bryantstratton.edu 716-250-7500 ext. 228

Carolyn Mata* Director of Research Georgia Independent College Association Atlanta, GA cmata@georgiacolleges.org 404-233-5433 ext. 23

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Kristina Cragg Powers Associate Vice President of Institutional Research Services Bridgepoint Education San Diego, CA kristina.cragg@bridgepointeducation.com 866-475-0317 ext. 2312

Joseph Stankovich Director of Institutional Research Skidmore College Saratoga Springs, NY jstankov@skidmore.edu 518-580-5719

Naomi Stennes-Spidahl Director of Assessment and Institutional Research Viterbo University La Crosse, WI nrstennesspidahl@viterbo.edu 608-796-3481

Jill Triplett* Director Spelman College Douglasville, GA jtriple1@spelman.edu 404-270-5677

Gail Tudor* Director of Institutional Research Husson University Bangor, ME tudorg@husson.edu 207-941-7039

Christopher Vinger Director New York University New York, NY CVinger@nysid.edu 646-935-5479

Hui-Min Wen Director of Institutional Research and Assessment New College of Florida Sarasota, FL hwen@ncf.edu 941-487-4601

Barbara Wharton Associate Provost, Institutional Research Ohio University-Main Campus Athens, OH whartonb@ohio.edu 614-593-1059

Ta-Tanisha Young Research Analyst Harper College Chicago, IL tyoung@harpercollege.edu 847-925-6121

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National Center for Education Statistics (NCES)

Sam Barbett Team Leader for Data Quality and Dissemination samuel.barbett@ed.gov 202-502-7305

• General data questions

• IPEDS data release

• IPEDS files

Moussa Ezzeddine

Survey Director moussa.ezzeddine@ed.gov 202-502-7781

• Institutional Characteristics Header

• Human Resources

• Report Mapping

• Universe Maintenance

Gigi Jones

Survey Director gigi.jones@ed.gov 202-502-7428

• Data Feedback Report

• Graduation Rates

• Outcome Measures

• Admissions

Tara Lawley Acting Team Leader for Operations tara.lawley@ed.gov 202-502-7476

• IPEDS Training

• IPEDS coordinators

• Research and development

• IPEDS data collection

• Institution compliance

Bao Le

Survey Director 202-502-7328 bao.le@ed.gov

• Academic Libraries

• Fall Enrollment

• 12-month Enrollment

• Finance

Andrew Mary

Survey Director andrew.mary@ed.gov 202-502-7337

• Classification of Instructional Programs (CIP)

• Completions

• IPEDS data release

• IPEDS publications

Stefanie McDonald

Survey Director srmcdonald@air.org

• Institutional Characteristics

• Student Financial Aid

Richard Reeves

Program Director richard.reeves@ed.gov 202-502-7436

• IPEDS Program Director

• Postsecondary Institutional Ratings System

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RTI International (RTI)

Amy Barmer Research Education Analyst Education Studies Division abarmer@rti.org 919-316-3403

Jamie Isaac

Senior Survey Director Education Studies Division isaac@rti.org 919-541-6342

Janice Kelly-Reid

Director, Survey Operations Program Education Studies Division jrk@rti.org 919-541-6020

Jennifer Pauli Research Education Analyst Education Studies Division jmize@rti.org 919-485-5598

IPEDS Data Collection Help Desk

ipedshelp@rti.org 1-877-225-2568

• IPEDS data submission

IPEDS Data Tools Help Desk

ipedstools@rti.org 1-866-558-0658

• IPEDS data tools

• College Navigator

• IPEDS Data Center

• Trend Generator

• Tables Library

Association for Institutional Research (AIR)

Meg Andraza

Project Coordinator mandraza@airweb.org 850-385-4155 ext. 123

Elaine Cappellino

Assistant Director for Member Services ecappellino@airweb.org 850-385-4155 ext. 109

Christopher S. Coogan Deputy Director & Chief of Staff ccoogan@airweb.org 850-385-4155 ext. 124

Eric Godin

Director of Education egodin@airweb.org 850-385-4155 ext. 108

Darlena Jones

Director of Assessment and Research djones@airweb.org 850-385-4155 ext. 146

Tinsley Smith

Assistant Director of Contract and Grants tsmith@airweb.org 850-385-4155 ext. 106

Randy L. Swing

Executive Director rswing@airweb.org 850-385-4155 ext. 101

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Bios

2015-16 IPEDS Educators

Eric Atchison serves as Institutional Research Analyst and IPEDS State Coordinator for the Board of Trustees of State Institutions of Higher Learning in Mississippi. Previously, Eric was the Research and Information Specialist at Delta State University. As part of the SLDS grant, he developed an interactive data portal which provides public access to longitudinal data for all public universities in Mississippi across a variety of topical areas. He has also been involved in the creation and implementation of the performance funding allocation model which was implemented in 2013. Eric has been active in MAIR, SAIR, and AIR since 2008 and his research interests include institutional well-being, student financial aid, and student outcomes. As the IPEDS Coordinator, Eric works with 36 institutions to ensure consistent and accurate data reporting as well as presenting on the various IPEDS tools and updates within Mississippi.

Amy Ballagh is Associate Vice President for Student Affairs and Enrollment Management at Georgia Southern University in Statesboro, Georgia. Prior to joining the GSU staff in 2006, she spent seven years at Ogeechee Technical College, where she was a faculty member and the Director of Institutional Research and Evaluation. Her areas of expertise include assessment, strategic planning, financial management, and grant management. During her 15 years as a higher education administrator, she has used IPEDS data to conduct comparisons with peer institutions in order to make informed, strategic decisions on her campus.

Elizabeth Clune-Kneuer is the Director of Institutional Research and Reporting at Prince George’s Community College in Largo, Maryland. Prior to joining the Office of Planning, Assessment, and Institutional Research (OPAIR) staff in May 2015, she spent eight years at St. Mary’s College of Maryland as the Assistant then Associate Director of Institutional Research. Elizabeth is an MdAIR Past President and a current NEAIR Steering Committee member and Membership Chair. In 2009, Elizabeth received an AIR/NCES Fellowship for Institutional Research to support her attendance in the Pennsylvania State University’s Graduate Certificate Program in Institutional Research. In 2010, Elizabeth received a Fellowship to the National Summer Data Policy Institute sponsored by AIR/NSF/NCES.

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Mary Ann Coughlin is Associate Vice-President for Academic Affairs at Springfield College in Springfield, Massachusetts. Across her tenure at Springfield College, Mary Ann has served in a variety of positions; serving as a faculty member, President of the Faculty Senate, and her current administrative position in Academic Affairs. Across these positions, she has supervised academic support services and provided leadership for outcomes assessment initiatives, academic progress reviews, and institutional research. Coughlin is a Past President of AIR and was awarded the 2012 AIR Outstanding Service Award. In addition to being well known within AIR for her training and workshops in the area of statistics and as a faculty member for the Foundations Institute and the Statistics Institute, she also contributes significantly to the development of training materials and resources on the use of data tools for IPEDS.

Kristina Cragg Powers has nearly 15 years of experience in higher education, including serving as the head of institutional research at two institutions. As Associate Vice President for Institutional Research Services at Bridgepoint Education, she provides leadership and project management for institutional research, data-driven decision-making support for senior level administrators. She has produced more than 50 national and regional conference presentations on institutional research in the areas of management, analyses, policy, and student success. Her scholarship has been published in numerous higher education journals. In 2014, she was selected to serve as lead author on a project funded by a grant AIR received from the Bill & Melinda Gates Foundation to develop Statements of Aspirational Practice for Institutional Research. The project focused on the changing landscape of higher education, data sources, and data tools, and the work reflects what matters most to future-looking IR offices in order to remain relevant and effective in decision support roles. Dr. Powers was elected as Vice President to the California Association for Institutional Research for 2015.

Joseph Curtin is Assistant Commissioner for Institutional Research & Analysis for the Utah System of Higher Education (USHE) and served as the IPEDS State Coordinator for the eight public colleges and universities in USHE as well as three private-not-for-profit universities within the state from 2008-2015. Prior to working in the Utah System Office, he spent twelve years as the IPEDS key-holder at Brigham Young University and six years as the IPEDS coordinator at Utah Valley State College (now Utah Valley University). With over 25 years of experience working in Institutional Research at both public and private institutions, Joseph has gained extensive experience using IPEDS data in support strategic planning efforts and outcome measures.

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Rebecca Drennen is Director of Institutional Research at Berkeley College. She is responsible for the external reporting including IPEDS for both Berkeley College-Woodland Park and Berkeley College-New York. Over her 26 years with the institution she has held numerous positions. Among the projects she has been involved in are the reestablishing the Institutional Research Department in 1999, coordinating the centralization of all external reporting including IPEDS and state reporting; assisting with gainful employment reporting data collection; drafting the College’s record retention policy; assisting with the development of new programs including the first baccalaureate degree offered at Berkeley; aiding in the compilation of several Middle States Self-Study and Periodic Review Reports; and serving as the PeopleSoft Student Records functional lead for Berkeley. She has been an IPEDS Keyholder for a less than two-year career school, a two-year institution, and a four-year institution. Rebecca served as a member of the Steering Committee for New Jersey Association for Institutional Research (NJAIR) for 2004-2005 through 2006-2007 including two years as Treasurer of the organization. She is a long time member of AIR and North East Association for Institutional Research (NEAIR).

Jennifer Dunseath has 25 years of experience in Institutional Research and is currently Director of IR at Rhode Island School of Design (RISD). She has held positions in IR at the University of Michigan, Flint campus, Kettering University in Flint, Michigan, and Framingham State University in Framingham, Massachusetts. She has been an IPEDS Keyholder for most of her career, and an IPEDS Trainer in 2000-2003, and again in 2009-present. She has also been part of an IPEDS Curriculum Revision Team. In addition, Jennifer has served as a Baldrige Examiner and an Evaluation Team Member for the New England Association of Schools and Colleges. She is a former Chair of the Michigan Association for Institutional Research.

Nancy Floyd is Director of Institutional Research at the University of South Carolina; her responsibilities include submissions to the state Commission on Higher Education for all eight USC campuses, and she serves as IPEDS Keyholder for the flagship Columbia campus as well as four two-year campuses, and IPEDS Coordinator for three additional four-year system campuses. In her 22 years in higher education, she has worked in institutional effectiveness for Midlands Technical College, manager of a test bank for the South Carolina Criminal Justice Academy, served as President of SCAIR and the treasurer of the Southern Universities Group (SUG), and taught SAIR preconference workshops in basic statistics for institutional research. Her work in coordinating a multi-campus system’s IPEDS responses and in benchmarking with SUG has sparked an interest in increasing the clarity and usefulness of operational definitions. Other areas of interest include the validity of national survey constructs and the coordination of IT and IR.

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Donyell Francis is Data Compliance Manager at the Technical College System of Georgia (TCSG), where he serves as the IPEDS State Coordinator and oversees statewide data collection and reporting. Prior to joining TCSG in 2010, he spent twelve years at Life University, where he was Manager of Information Technology for six years and later Associate Director of Institutional Research and IPEDS Keyholder. Donyell has done several presentations and trainings at colleges throughout Georgia and professional organizations across the country, demonstrating how to use SQL to pull data and analytical tools such as PivotTables to analyze data. He is conducting workshops with IPEDS Keyholders in his system on how to setup dashboards at their colleges using data downloaded from the IPEDS Data Center.

Deborah Geil utilizes her 20 plus years of diverse higher education expertise as a Data Analyst/Systems Developer in the Institutional Research Department at Cleveland State University. She also teaches computer science and management information systems at Bowling Green State University. Additionally, she is a member of the Instructional Design Team at Northcentral University.

Kurt Gunnell is Director of Institutional Research at Western Governors University (WGU) in Salt Lake City, UT and currently is the IPEDS Keyholder at WGU. Previous to his current position, he was Associate Director of Institutional Research at the Kansas Board of Regents for 10 years. As part of his duties, he was an IPEDS state coordinator and worked with all reporting public and private universities/colleges in Kansas. Additionally, he has held several adjunct faculty positions at Washburn University, Baker University, and Kansas State University. Kurt has been an IPEDS trainer for eight years. His professional experiences have focused on IPEDS reporting at the state level, transfer students analysis, and emerging distance education issues.

Thomas Haakenson is Associate Provost at California College of the Arts (CCA). He oversees all of CCA's accreditation and assessment activities. He has participated in workshops on IPEDS data and benchmarking in support of decision making and institutional effectiveness. He also has presented at various accreditation conferences, including those of the North Central Association of the Higher Learning Commission (HLC) and the National Association of Schools of Art and Design (NASAD).

Lakia Hairston is President of P&A Scholars Beauty Schools in Michigan. She has an undergraduate degree in Business Management, and a Master’s degree in Business Administration. Her background is in compliance management, ensuring conformity with local, State, Federal governments and also Accreditation Commissions. She is an IPEDS Trainer bringing nine years experience as an IPEDS Keyholder. She joined the IPEDS team in order to

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learn every element of IPEDS to be a helpful resource to her local community of post-secondary schools.

Erin Holmes is Associate Vice Provost for Institutional Research at the University of Alaska Anchorage. Prior to joining UAA in 2013, she spent five years at Black Hills State University in Spearfish, SD as Director of Institutional Research and Assessment. Her areas of expertise include assessment, accreditation, and statistical analysis. Over the course of her career, she has used IPEDS data in institutional accreditation efforts, strategic planning and analysis. Most recently, she has applied cluster analysis techniques to update UAA’s institutional peer lists.

Braden Hosch is Assistant Vice President for Institutional Research, Planning, and Effectiveness at Stony Brook University where he leads all aspects of institutional research, helps shape policy and planning, and oversees institutional effectiveness efforts. Braden conducts large-scale national benchmarking for use at the institution and state-level using the IPEDS Data Center, with a special focus on constructing measures of institutional effectiveness, including financial metrics, and he contributes actively to state, regional, national and international efforts to advance quality and accountability in higher education. Prior to his position at Stony Brook, he served as the Chief Policy and Research Officer for the Connecticut Board of Regents for Higher Education, where he led accountability initiatives, helped shape policy for higher education, oversaw statewide data collections, and led higher education research operations and initiatives for the 17 Connecticut State Colleges and Universities (ConnSCU).

John Ingram is Associate Director of Enrollment Analytics at Duquesne University in Pittsburgh. In this position, he applies 18 years of institutional research experience to create several best practices to improve the IPEDS data submission process at the university. John conducts insight analytics using IPEDS data to guide initiatives in student recruitment, student support, teaching and academic program reviews. Before working at Duquesne, he was a research analyst and IPEDS Keyholder at Indiana University of Pennsylvania where he was responsible for reporting key performance funding measures to the state system. At University of Evansville, John was Coordinator of Institutional Research and Systems Application Analyst. He presented at the NEAIR annual conference and outside higher education at the X Change, Ernst and Young's annual digital analytics summit. He is currently authoring position papers exploring back-of-the-envelope answers to data mining questions.

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Sandra Kinney is currently an independent higher education consultant. Previously, Sandra was the Vice President for Institutional Research and Planning at the Louisiana Community and Technical College System, Research Manager at the Technical College System of Georgia and an Assistant Director for Institutional Research and Planning at Clayton State University. She has experience in IPEDS as both an IPEDS Keyholder and State Coordinator. Sandra has over 22 years of institutional research experience in both public two-year and four-year colleges and has served on the National Postsecondary Education Cooperative (NPEC) for IPEDS surveys. She is a past president of the Georgia Association of Research, Planning and Quality.

Yvonne Kirby is Director of Institutional Research & Assessment at Central Connecticut State University in New Britain, Connecticut. She coordinates and oversees the office’s Federal, State, and other mandatory reporting and ensures timely and accurate submissions. She is also responsible for coordinating assessment activities on campus and analyzing data to help inform senior leadership decisions. Yvonne’s higher education experience includes serving as an IPEDS Keyholder and using the IPEDS Data Center for benchmarking at the state, regional and national level to help inform and support institutional policy and long-range planning.

Michelle Landa is Vice President of Academic Affairs at Eastern Wyoming College. She has worked in institutional research for over six years in Idaho and Oregon. Previously, Michelle was a faculty member at two community colleges in California. Michelle’s area of expertise is providing information and direction that assists the college in understanding and improving student outcomes and success and evaluating key performance indicators for college-wide quality improvement. She has been an IPEDS Keyholder at both public and private institutions.

Erez Lenchner serves as Senior Institutional Researcher at the City University of New York (CUNY), LaGuardia Community College. Before joining LaGuardia he served as an Institutional Researcher at the Research Foundation of CUNY. His areas of expertise are optimization problems and administrative longitudinal data analysis, with particular attention to the progress and success of community college students. He also served as an external evaluator for various grant programs (total value exceeds $6 million as of January 2013). He served on Technical Review Panels (TRP) for NCES and RTI. He uses IPEDS to provide statistical comparative analysis, target information for students, programs, and institutional planning.

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Marc LoGrasso is Institutional Outcomes Assessment Analyst for Bryant & Stratton College and is the IPEDS Coordinator for the College’s 18 campus locations in four states and its Online Education division, positions he has held since 2010. Beginning in 2010, Marc aligned the efforts of the College’s IT, Registrar, Financial Aid, Business Office, and Human Resource functions. His major current projects include analyzing data to direct and support the College’s next Strategic Plan, an in-depth predictor analysis for both graduation and retention rates, and further streamlining the IPEDS collection and upload processes to reduce the workload of the functions supporting these processes. Marc has also recently been an AIR Publications Peer Reviewer and served on IPEDS Technical Review Panels related to the Finance survey.

Carolyn Mata is Director of Research for the Georgia Independent College Association and serves as coordinator for the 27 independent, not-for-profit colleges and universities in Georgia. A former professor of Sociology with experience in data analysis, Dr. Mata was awarded a fellowship in 2012 to attend the National Data Institute of the National Center for Education Statistics. She serves on the Georgia Governor’s Office of Student Achievement Executive Researcher Committee and assists with the build of a statewide longitudinal data system. In addition, she currently serves as a representative on the Department of Education’s National Postsecondary Education Cooperative and is a frequent participant at Integrated Postsecondary Education Data System (IPEDS) Technical Review Panels.

Joe Stankovich is Director of Institutional Research at Skidmore College in Saratoga Springs, NY. His background is in education, sociology, and applied social research. Entering the field of institutional research upon graduation, he has been active in IR for over 15 years. Joe has been an IPEDS Keyholder and uses the IPEDS reporting tools routinely to answer questions of internal institutional interest and concern. He has used IPEDS data for just about everything, but is particularly interested in the use of these data to supplement knowledge in making efficient and informed decisions.

Naomi Stennes-Spidahl is Director of Assessment and Institutional Research at Viterbo University in La Crosse, Wisconsin. She has been Viterbo’s IPEDS Keyholder for the last five years. She coordinates federal, state, and accreditation reporting, ensures that effective assessment is used to strengthen student learning, and oversees research and analysis for informed decision-making. She brings over twenty years of diverse experience in higher education to the collaborative work of targeted action based on research. She often utilizes the IPEDS Data Center to contextualize findings for Viterbo’s administration and faculty for the purposes of analysis and long-range planning.

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Jill Triplett is the Director of Institutional Research, Assessment, and Planning at Spelman College. She has extensive experience in institutional effectiveness, institutional research, management, and accreditation. She has served on several committees with the Southern Association of Colleges and Schools Commission on Colleges, presented at conferences, and consulted with various education entities. Prior to assuming her position at Spelman in 2009, Ms. Triplett served for more than 10 years in Technical College System of Georgia in both institutional effectiveness and student services. In addition, she was a research associate for the Southern Regional Education Board (SREB). She is a current member of the Georgia Association for Institutional Research, Planning, Assessment, and Quality (GAIRPAQ), Southern Association for Institutional Research (SAIR), and Association for Institutional Research (AIR). Ms. Triplett also is a former president of the Southeastern Association of Community College Research (SACCR). She has been an IPEDS Keyholder at several colleges.

Gail Tudor has been a faculty member for 20 years. She is currently a professor and Director of Institutional Research at Husson University in Bangor, ME. She has taught courses in probability and statistics, biostatistics, research design, public health and epidemiology. She serves as the primary resource for designing, conducting and analyzing research studies for the university. In addition she serves as the biostatistical consultant for the Department of Clinical Research at Eastern Maine Medical Center and is an adjunct professor for the School for Community and Population Health at the University of New England and an external graduate faculty member at the University of Maine. She also serves as a biostatistical consultant for the University of North Carolina. Prior to coming to Husson University, Gail was Assistant Director of the Biostatistics Consulting Laboratory, a recharge center within the Department of Biostatistics of the University of North Carolina at Chapel Hill, which provides biostatistical consultation and data analysis services to investigators within the Health Affairs Division.

Christopher Vinger is Director of Institutional Research at the New York School of Interior Design. He has almost 20 years of experience in institutional research, planning, and assessment. He has served in IR roles at a diverse range of institutions including Berkeley College, Austin Community College, South Texas College, and The University of Texas at Brownsville. During much of his career, Christopher has had responsibility for IPEDS, state, accreditation, and other external reporting. He has been an IPEDS Keyholder for over ten years and regularly uses the IPEDS Data Center to develop peer comparisons to support his college’s strategic planning and assessment activities.

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Hui-Min Wen is Director of Institutional Research & Assessment at New College of Florida in Sarasota, Florida, and serves as Florida State University System Board of Governor Data Administrator for the College. She coordinates and ensures timely and accurate submission of the Federal, State, and other mandatory reporting. She is also responsible for assessment activities and studies on campus to support strategic planning and policy decisions. She has been an IPEDS Keyholder for a decade and has conducted comparative analysis with peer institutions for campus planning and accountability reporting process, using a wide range of IPEDS data.

Barbara Wharton is Associate Provost for Institutional Research at Ohio University in Athens, Ohio. Prior to joining Ohio University in 2012, she served in institutional research and assessment related positions at Otterbein University and The Ohio State University. Her areas of interest and research include student financial wellness, student success, and survey research. She has also focused on information system development and data management throughout her career. In over 15 years in higher education, she has used IPEDS data to conduct peer comparisons to assist in strategic planning and has been a keyholder or coordinator at both a private and a public institution.

Ta-Tanisha Young serves in the Institutional Research Department at Harper College as a Research Analyst. She works closely with various departments in the institution to collect IPEDS data and is specifically responsible for the preparation and submission of IPEDS survey data. Beyond the survey data, she uses IPEDS Analytics to examine a number of statistical items longitudinally and provide peer comparison information. This enables her to provide more predictive data to the institution for the purposes of informed decision making.

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National Center for Education Statistics (NCES)

Samuel Barbett is a statistician with the Postsecondary Branch of the Administrative Data Division of NCES. He currently serves as team leader for Data Quality Control for IPEDS. In this role, he directs the information system development activities of IPEDS and develops, implements, and monitors quality control procedures related to data collected from the IPEDS data collection system and disseminated through the various IPEDS analytical systems. Sam joined NCES in 1979 and has been involved with many NCES studies, including Projections of Education Statistics, National Postsecondary Aid Study, and State Higher Education Profiles. He earned a B.S. in Mathematics and Environmental Science from Wilkes University. Moussa Ezzeddine joined NCES in May 2014, but he has worked on IPEDS since 2008. He is currently serving as the IC Header and Human Resources survey director and is in charge of maintaining the IPEDS universe of institutions and works on other database projects including the Crosswalk. Moussa worked at IT Innovative solutions as chief statistician, as well database administrator, before he joined NCES. His background includes work on a number of IPEDS projects, including the Data Center, Net Price Calculator and the Trend Generator. Moussa has a Bachelor’s in Civil Engineering and a Master’s in Statistics. Gigi Jones joined NCES in April 2014 and is currently serving as survey director for the Admissions, Graduation Rates, and Outcome Measures survey components, as well as helping with Data Integration projects. Prior to coming on board, Gigi has worked in a research capacity at several DC higher education associations - the National Association of Student Financial Aid Administrator (NASFAA), National Association of Independent Colleges and Universities (NAICU), and American Council on Education (ACE). She received her Ph.D. and M.A. in Education from UCLA’s Graduate School of Education and Information Science and B.A. in Cognitive Sciences from University of California, Irvine.

Tara Lawley joined NCES in 2007 and is currently Acting Team Lead for IPEDS Operations. She also works on IPEDS R&D, as IPEDS coordinator liaison, and with IPEDS training. Before joining the IPEDS staff, Tara worked for Kaplan Higher Education in institutional research and assessment. Tara received her MA and PhD from University of Minnesota and her BS in Psychology from the University of Illinois.

Bao Le joined NCES in 2014. She serves as the Survey Director for the IPEDS Finance, 12-Month and Fall Enrollment, and Academic Libraries components and works with the College Affordability and Transparency Explanation Form (CATEF) data collection. Prior to joining IPEDS, Bao worked in NCES’s International Assessment Program, especially focusing on the Program for International Student Assessment (PISA) survey. She received her BS in Biology from the University of Texas and an MS in Public Policy and Management from Carnegie Mellon University.

Andrew Mary joined NCES in July 2002. In addition to being the Survey Director for the IPEDS Completions Survey, Andrew is part of the IPEDS Dissemination team, as well as the publications manager for all IPEDS publications at NCES. He also currently monitors the IPEDS contract as the Contracting Officer’s Representative. Andrew earned his B.S. degree in

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management science and statistics from the University of Maryland. He also earned a master’s certificate in IT Project Management from George Washington University in 2008. Stefanie R. McDonald joined NCES in May 2015 (as a contractor from the American Institutes for Research) and is serving as the Survey Director for the IPEDS Institutional Characteristics and Student Financial Aid components. She earned her BS in Engineering from The Ohio State University, MS in Applied Statistics from DePaul University, and PhD in Quantitative Methods – Education from the University of California. Before joining IPEDS, Stefanie worked as a Psychometrician / Statistician for two years within American Institutes for Research. The common thread of her career has involved data -- collecting, analyzing, and reporting.

Richard Reeves is the Branch Chief for the Postsecondary Branch within the Administrative Data Division. In this role, Rich leads and directs activities related to IPEDS and other topics related to postsecondary education. Rich has more than a decade of experience conducting research in postsecondary education and has worked at the National Student Clearinghouse as its inaugural Director of Research, at Cornell University as a Senior Researcher, and Johns Hopkins University as the Director of Enrollment Research and Technology. Most recently, Rich served as a team lead for the U.S. Energy Information Administration (EIA) where he led a team dedicated to the development and implementation of energy surveys. He has earned a B.A. in Psychology from Frostburg State University, a M.A. in Experimental Psychology from Towson University, and a M.S. in Statistics from Cornell University.

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RTI International (RTI)

Amy Barmer (formerly Lister) is a Research Education Analyst at RTI International, where she works as part of the data collection team for large-scale postsecondary studies. In this role, she oversees data collection operations including Help Desk activities, respondent notification (via e-mail, mail, and phone), progress and quality control reports, and requests related to data collection. Since 2006, Amy has provided assistance to the IPEDS Help Desk and IPEDS Data Tools Help Desk with survey operations and data preparations. Throughout the data collection process, the IPEDS Help Desk answers questions from institutional users, provides administrative support, documents problems and solutions, conducts prompting calls with institutions that have not completed the data collection(s), helps with data entry problems, and reviews data submitted prior to migration into the IPEDS Data Center.

Jamie Isaac is a Senior Survey Director at RTI International, where he has worked since 2000, and is currently a program manager within the Education Survey Operations Program in RTI’s Education and Workforce Development division. Jamie has managed the IPEDS Help Desk since its inception in July of 2000, working closely with NCES and the community of institutional researchers to assist in the use and refinement of the web collection system. Jamie also has expertise with the IPEDS data tools, and oversees the Data Tools help desk which was launched in March of 2007.

Janice Kelly-Reid is Director of the Education Survey Operations Program in the Education and Workforce Development division at RTI International. She joined RTI in 1985 and has served as Project Director for the IPEDS data collection services since 2000, working closely with NCES staff to achieve the IPEDS objectives. In her role with IPEDS, Janice is responsible for the overall technical, operational, and fiscal aspects of IPEDS data collection operations, as well as conducting the Technical Review Panel meetings and overseeing the data processing and reporting activities. Additionally, she monitors the subcontractors responsible for the IPEDS web-based data collection system and the respondent training, research, and dissemination tasks. Jennifer Pauli is a Research Education Analyst at RTI International, where she works as part of the data collection team for large-scale postsecondary studies. In this role, she oversees data collection operations including Help Desk activities, Help Desk training, working with respondents, progress and quality control reports, and other requests related to data collection. Since 2009, Jennifer has worked closely with the IPEDS Help Desk and IPEDS Data Tools Help Desk to provide assistance to IPEDS data providers and data users. Throughout the data collection process, the IPEDS Help Desk answers questions from institutional users, provides administrative support, documents problems and solutions, conducts prompting calls with institutions that have not completed the data collection(s), helps with data entry problems, and reviews data submitted prior to migration into the IPEDS Data Center.

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Association for Institutional Research (AIR)

Meg Andraza is Project Coordinator. She supports IPEDS Workshops and the IPEDS Trainer cohort by providing logistical support for workshop participants, instructors, and co-hosting organizations. Her responsibilities include facilitating the application and selection processes, registration and scheduling, distribution of electronic and print media, and logistics planning for meetings and travel of program instructors.

Elaine Cappellino is Assistant Director for Member Services. She manages programs and services directly related to AIR membership and membership benefits including Volunteer Management, AIR Scholarships and Member Awards. She also contributes to the Association’s monthly newsletter eAIR and oversees the administration of AIR’s Data and Decisions® Academy. Elaine provides support for various components of AIR’s IPEDS training, specifically related to the cohort of IPEDS Educators and serving as registrar for the online IPEDS Keyholder courses.

Christopher S. Coogan is Deputy Director and Chief of Staff. He also serves as Director of the Association’s Data and Decisions® Academy—an online training program for community college institutional researchers that started with funding from Lumina Foundation for Education. Christopher has oversight for the Association’s contracts and grants, IT staff and infrastructure, and serves on the senior leadership team. In these roles he leads the Association’s online training programs for institutional research officers at two-year institutions, national training programs for IPEDS reporters and data users, grants to support faculty and student research and dissertations, and other AIR membership services.

Eric Godin is as Director of Education. He oversees AIR’s range of education programs and services, including IPEDS training resources, webinars, research and dissertation grants, Data and Decisions® Academy, and pre- and post-Forum workshops. He has primary oversight for AIR’s online IPEDS training resources, including the development and maintenance of online tutorials, online IPEDS Keyholder courses, and the cohort of IPEDS Educators. In addition, he takes a leading role with AIR’s IPEDS Team related to strategic planning and reporting.

Darlena Jones is Director of Assessment and Research. She leads the assessment and evaluation initiatives for AIR member education programming such as the Forum, webinars, and the Data and Decision's Academy® online courses, as well as the association's contract and grant funded services such as IPEDS, the National Data Institute, and Research & Dissertation Grants. Darlena provides statistical expertise for IPEDS workshop and program evaluations, including both the design of evaluations and pre/post-tests, as well as the analysis of data.

Tinsley Smith is Assistant Director of Contracts and Grants. She manages the activities associated with AIR’s Research and Dissertation Grant program and IPEDS Workshops including the application and selection processes, registration and scheduling, distribution of electronic and print communications, and customer service. She also supports the development of curricula and related support materials for the IPEDS Workshops. Randy L. Swing is Executive Director. Dr. Swing is a frequent speaker at national and international conferences and author of books and articles on assessment, institutional research, and student success, especially the first-year experience. He serves as a reviewer for the Journal

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of General Education, The Journal on Excellence in College Teaching, and Innovative Higher Education. Prior to joining AIR, Randy served as Co-Director and Senior Scholar at the Policy Center on the First Year of College and as a fellow in the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina. Earlier, he held leadership positions at Appalachian State University in assessment, advising, Upward Bound, and Freshman Seminar.

Additional Speakers

Ruba Hay is Project Manager (PMP) at IT Innovative Solutions (INOVAS). Ms. Hay joined INOVAS as a Senior Systems Analyst in 2009 shortly after receiving her Bachelor’s Degree from The University of Tennessee. In this role, she led project teams analyzing new web-based system functions prior to implementation and system upgrades on existing systems. Certified as a Project Management Professional (PMP), Ms. Hay is currently the lead program/project manager for all INOVAS contracts. As Project Manager for the Office of Postsecondary Education (OPE) and National Center for Education Statistics (NCES) contracts – including the IPEDS Data Collection System and Data Tools – Ms. Hay manages relationships, coordinates work, and performs the day-to-day management of all phases of the projects including requirements gathering, design, development, testing, and deployment. In addition to her project management responsibilities, Ms. Hay provides management oversight for all testing, system documentation, and help desk activities.

Charlotte Etier is a Senior Research Analyst and Grant Manager at the National Association of Student Financial Aid Administrators (NASFAA) where she contributes to research and policy needs. Prior to joining NASFAA in the summer of 2014, she worked as the Dallas Martin Endowment Policy Intern at NASFAA, where she contributed to work related to policy and advocacy efforts. Charlotte began her career in higher education as a graduate assistant in the Financial Aid Office at Central Connecticut State University and as a Financial Aid Officer at UConn. She received a master's in student development in higher education at Central Connecticut State University and BS in political science and women’s studies from the University of North Carolina at Charlotte.

2013-14 IPEDS Training Report

(Deliverable 9)

Subcontract 0214104

Prepared by:

Randy L. Swing, Ph.D.Executive Director

Christopher CooganDeputy Director & Chief of Sta!

Eric GodinDirector

Darlena Jones, Ph.D.Director

Elaine CappellinoProject Manager

Tinsley SmithAssistant Director

Meg AndrazaProject Coordinator

Amy CombsInstructional Designer

ASSOCIATION FOR INSTITUTIONAL RESEARCHData and Decisions for Higher Education

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Introduction

The Association for Institutional Research (AIR), operating as a subcontractor for RTI

International, supports the National Center for Education Statistics’ (NCES) Integrated

Postsecondary Education Data System (IPEDS) through the development and delivery of face to-

face workshops and online training materials. This report details AIR’s IPEDS training activities

for work completed between October 1, 2013 and July, 31 2014, as prescribed by Deliverable 9

of the RTI/AIR subcontract, Task Order Number 2-312-0214104-51691L.

Deliverable 9 is listed in the Statement of Work as follows:

“Produce an annual report which evaluates the entire IPEDS training program that includes (1) a

summary of all face-to-face training events held, including data on evaluation by participants; (2)

statistics on the use of online training options; (3) metrics on the effectiveness of training

activities and specific examples of direct benefits of the training to the government; and (4) a

plan for improvements for the next year.”

AIR produced the annual report (Deliverable 9) in two components. The first component is a

narrative report arranged in five sections:

I. Oversight of IPEDS Training Program

II. Development of Training Curriculum

III. IPEDS Workshops for Training of Institutional Personnel

IV. Online Training Materials

V. Communications

The second component contains detailed evidence to support the narrative report. The evidence

is arranged in the same five sections, consistent with the format of the narrative report.

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Oversight of IPEDS Training Program

AIR employed a talented and experienced staff to develop and maintain all aspects of the IPEDS

training subcontract. Although AIR relied on a core IPEDS team of eight individuals to

accomplish the statement of work, the expertise of the entire AIR staff was engaged in

significant supporting roles, including technology, finance, meeting planning, and

administration.

In addition to the AIR staff, subject matter experts (SME) and a media production company

contributed to the development of high-quality training materials produced and distributed by

AIR during the 2013-14 contract period.

Key project managers were AIR Executive Director, Randy L. Swing, and Deputy Director and

Chief of Staff, Christopher S. Coogan. Dr. Swing and Mr. Coogan provided senior-level

management and oversight for the AIR staff assigned to this subcontract.

Two project leaders and staff supervisors were assigned to administer the contracted tasks and

related evaluation and reporting activities. Mr. Eric Godin provided leadership for the Train-the-

Trainers meeting, IPEDS Trainer cohort, and development of tutorials and workshop curriculum

and materials. Ms. Tinsley Smith provided leadership for the IPEDS Workshops.

Four additional staff held primary responsibility for portions of the contracted activities. Darlena

Jones, Amy Combs, Elaine Cappellino, and Meg Andraza provided professional services

including designing evaluation instruments and methods, managing communications, meeting

and project management, and printing and shipping.

Biographies of AIR’s core IPEDS staff and a list of additional staff members who supported this

subcontract are included below2.

Core IPEDS Team

Meg Andraza serves as Project Coordinator and supports IPEDS Workshops and the IPEDS

Trainer cohort by providing logistical support for workshop participants, instructors, and co-

hosting organizations. Her responsibilities include facilitating the application and selection

processes, registration and scheduling, distribution of electronic and print media, and logistics

planning for meetings and travel of program instructors and participants. Meg joined AIR in

November 2009 with over 17 years of experience in association management.

Christopher S. Coogan is Deputy Director and Chief of Staff for AIR. He also serves as

Director of the Association’s Data and Decisions® Academy—an online training program for

community college institutional researchers that started with funding from the Lumina

Foundation for Education. Christopher has oversight for the Association’s contracts and grants,

IT staff and infrastructure, and serves on the senior leadership team. In these roles he leads the

Association’s online training programs for institutional research officers at two-year institutions,

2 Full resumes of AIR’s core IPEDS team are included in the Evidence File, Section I, pages 1-10. The evidence File

will be made available to Institute for IPEDS Educators participating via an electronic link.

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national training programs for IPEDS data providers and users, grants to support faculty and

student research and dissertations, and other AIR membership services. Previously, he served as

Associate Director of the University of Florida’s Institute of Higher Education and Assistant

Editor of the Florida Journal of Educational Administration and Practice. Christopher has

Bachelor’s and Master’s of accounting degrees from the University of Florida.

Elaine Cappellino serves as Assistant Director for Member Services. In this role, Elaine

manages programs and services directly related to AIR membership benefits including Volunteer

Management, AIR Scholarships, and Member Awards. She also contributes to the Association’s

monthly newsletter (eAIR) and oversees the administration of AIR’s Data and Decisions®

Academy. Elaine provides support for various components of the IPEDS Trainer cohort. Elaine

holds Bachelor’s and Master’s degrees in education from the Florida State University.

Amy Combs serves as Instructional Designer for AIR. Amy’s primary responsibility is to

manage the development of educational content for the Association’s online IPEDS resources

that are funded by NCES. Prior to joining AIR, Amy served as a Program Coordinator at

Tallahassee Community College Workforce Development where she managed all non-credit

information technology course offerings. She earned a Bachelor’s degree in Management

Information Systems from Florida State University, and a Master’s degree in Educational

Leadership with an Instructional Technology emphasis from the University of West Florida.

Eric Godin serves as Director of Education, overseeing AIR’s range of education programs and

services, including IPEDS training resources, webinars, the Data and Decisions® Academy, and

pre- and post-Forum workshops. Prior to joining AIR, Eric served as Manager of Research

Projects for the Council of Independent Colleges. He earned a Bachelor’s degree from the

University of Richmond and a Master’s degree in Higher Education Administration from the

College of William and Mary. He has also completed the Graduate Certificate in Institutional

Research from Florida State University.

Darlena Jones serves as Director of Assessment and Research. Dr. Jones directs the assessment

and evaluation initiatives for AIR services, including the Forum, webinars, and the Data and

Decisions® Academy online courses, as well as the association's contract and grant funded

services such as IPEDS, the National Data Institute, and the Research and Dissertation Grant

program. Prior to joining AIR, Darlena was the Director of Education and Program Development

at EBI Map-Works, authoring over 100 national benchmarking assessments in student and

academic affairs departments. Darlena received her Doctoral degree in physics at Oklahoma

State University.

Tinsley Smith serves as Assistant Director of Contracts and Grants for AIR. Tinsley manages

the activities associated with AIR’s Research and Dissertation Grant program and IPEDS

Workshops including marketing and communications, attendee application and selection

processes, registration and scheduling, and overall customer service. She also supports the

development of curricula and related support materials for the IPEDS Workshops. Prior to

joining AIR, Tinsley served as Director of Career Placement for the Florida State University

College of Law. She also served as an Assessment Services and Enrollment Management

Consultant with ACT, Inc. She earned a Bachelor’s degree in history from Denison University

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and a Master’s degree specializing in Student Counseling and Personnel Services from Kansas

State University.

Randy L. Swing is Executive Director of AIR. Dr. Swing is a frequent speaker at national and

international conferences and author of books and articles on assessment, institutional research,

and student success, especially the first-year experience. He serves as a reviewer for the Journal

of General Education, The Journal on Excellence in College Teaching, and Innovative Higher

Education. Prior to joining AIR, Randy served as Co-Director and Senior Scholar at the Policy

Center on the First Year of College and as a fellow in the National Resource Center for The

First-Year Experience and Students in Transition at the University of South Carolina. Earlier, he

held leadership positions at Appalachian State University in assessment, advising, Upward

Bound, and Freshman Seminar. He holds a Doctoral degree from the University of Georgia.

AIR Support Staff

Finance

• Jason Lewis, Chief Financial Officer

• Cathy Sexton, Finance Manager

• Charles McCumber, Accountant

Meetings

• H.A. Scott, Director of Conference Services

• Laura Harrington, Coordinator of Conference Services

Technology

• Kashif Imran, Chief Information Officer

• Steve Alvarado, Web Coordinator

AIR Contractors/Consultants

• 27 IPEDS Trainers

• B-Clip Productions – video production and multimedia company

• 4 additional content editors

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Development of Training Curriculum3

AIR recruited 27 individuals to serve as IPEDS Trainers. These individuals were selected

because of their experience with and high knowledge of IPEDS data submission and use.

Collectively, they represented all sectors of higher education, allowing the development of

training curriculum that addressed the perspectives of the wide range of institutions in the IPEDS

universe, regardless of control, size, or level of degrees/certificates awarded. The diversity of the

pool of trainers assured that expertise was available for the range of colleges from small

proprietary institutions to large non-profit public and private colleges and universities. This

section highlights IPEDS Trainer roles and characteristics, the annual Train-the-Trainers

meeting, and IPEDS web conferences.

Trainer Roles and Characteristics

The 2013-14 IPEDS Trainers served in a number of roles, including Lead Instructor, Assistant

Trainer, Curriculum Developer, and/or Advisory Group Member4. While all Trainers were

encouraged to serve as Assistant Trainers, the other roles were offered to IPEDS Trainers with

significant experience and demonstrated expertise. Details about each role are provided below:

Lead Instructors – Trainers who previously demonstrated outstanding presentation skills

and thorough knowledge of IPEDS were selected as Lead Instructors for the face-to-face

workshops. Usually, two Lead Instructors were assigned to a full-day workshop. Each

had primary responsibility for conducting either the morning or afternoon session and

each served as an assistant, helping participants with exercises and questions, during the

other half of the day.

Assistant Trainers – Each workshop was staffed with an Assistant Trainer who helped

the Lead Instructors with delivering the training curriculum by assisting with hands-on

exercises, managing onsite logistics, and conducting the evaluation process. Assistant

Trainers provided additional perspectives and are especially critical when workshops

have several participants who are new IPEDS keyholders.

Curriculum Developers – Curriculum Developers assisted AIR in developing and

updating IPEDS Workshop modules. They typically worked in teams of four to create,

maintain, and periodically update all materials for each IPEDS training module, including

PowerPoint presentations, training videos, Instructor Guides, and exercises.

Advisory Group – The IPEDS Trainer Advisory Group included the most senior and

experienced IPEDS Trainers. These individuals also served as Lead Instructors and

Curriculum Developers. The Advisory Group assisted AIR staff with planning for and

presenting at the annual Train-the-Trainers meeting, selection of new and continuing

IPEDS Trainers, and general oversight related to AIR’s IPEDS activities.

3 Although AIR’s 2013-14 subcontract with RTI did not include funding for this section, Development of Training

Curricula, funding was provided via a contract extension to AIR/RTI subcontract 0212130-1. 4 A detailed list of AIR’s IPEDS Trainers is included in the Evidence File, Section II, page 1. The list includes

Trainers’ names, affiliations, and roles in 2013-14.

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IPEDS Trainers were selected from across the United States (see Figure 2.1) which allowed for

more local and regional Instructors at face-to-face workshops. In addition to reducing travel costs

by selecting locally based Trainers, these individuals were also more aware of regional and state

issues, thereby providing greater assistance to workshop participants.

Figure 2.1: IPEDS Trainer Locations

Most Trainers were actively involved in IPEDS reporting for their campus or state during the

time they served as Trainers (see Figure 2.2), which further established them as peer experts.

Forty-eight percent (48%) were IPEDS keyholders, 11% were State Coordinators, 7% served as

proxy keyholders, and an additional 7% served in both keyholder and coordinator roles.

Although one-quarter (26%) of Trainers were not active keyholders or coordinators, those

individuals had previously served in these roles or supervised staff who were.

The cohort included a diverse group of individuals from all sectors of higher education,

including public institutions (37%); private, not-for-profit institutions (26%); private, for-profit

institutions (15%); system offices (15%); and other, which includes Trainers at associations or

those serving as consultants (7%). Over two-thirds of Trainers were from four-year institutions

(67%), followed by 7% at two-year institutions, 4% at less-than two-year institutions, and 22% at

system offices or in the other category. Figure 2.2 illustrates Trainer representation by sector of

higher education.

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Figure 2.2: IPEDS Trainer Characteristics

Train-the-Trainers Meeting

The Train-the-Trainers meeting, held annually before the start of the IPEDS data collection

cycle, was held July 15–17, 2013 at NCES offices in Washington, DC. The meeting prepared

IPEDS Trainers for their roles and introduced them to changes to the IPEDS data collection. The

Trainer program encouraged and promoted professional development related to IPEDS

knowledge and presentation skills. The meeting also provided Trainers an opportunity to discuss

questions and concerns related to IPEDS with NCES staff. The meeting was evaluated by

Trainers and given high reviews. The 2013 meeting included three types of sessions: IPEDS

Updates, Trainer Sessions, and Brainstorming Sessions. Descriptions of these sessions, along

with evaluation data, are presented below.

IPEDS Updates. Because IPEDS data collection and data tools are updated regularly,

presentations from NCES staff were a critical component of the meeting. IPEDS survey directors

and staff provided updates to survey components, the data collection cycle, and data tools. These

sessions were important to ensure that Trainers were aware of and accurately interpreted new and

updated data elements. Trainers discussed changes, asked questions, and engaged in meaningful

dialogue with NCES staff. The discussions were productive and allowed Trainers to be more

effective peer educators and resources during Workshops.

In the evaluation:

• 96% of Trainers agreed or strongly agreed that the NCES session on IPEDS updates

improved their knowledge of IPEDS;

• 96% agreed or strongly agreed that the presentation on IPEDS updates was effective in

raising their awareness of changes to IPEDS that will impact the 2013-14 collection

cycle;

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• 100% agreed or strongly agreed that the presentation on IPEDS updates was effective in

raising their awareness of changes to IPEDS that will impact the 2014-15 collection

cycle;

• 100% agreed or strongly agreed that they were prepared to discuss changes in IPEDS

with colleagues; and

• 100% agreed or strongly agreed that they were prepared to discuss important concepts

from the individual IPEDS survey components.

In addition, a number of Trainers commented positively on the openness of the discussion with

NCES staff and their willingness to answer questions in a collegial atmosphere5.

Trainer Presentations. The second group of sessions included presentations by IPEDS Trainers.

These presentations, designed to illustrate how IPEDS information can be developed for delivery

at local, regional, or national conferences, provided Trainers an opportunity to share their expert

knowledge with their colleagues. The presentations by Trainers this year focused on the use of

IPEDS data to develop institutional dashboards, important information for data providers

regarding student financial aid, and an explanation of the Common Education Data Standards

(CEDS).

Trainer presentations were also well-received:

• 85% agreed or strongly agreed that the session on creating an IPEDS dashboard increased

their knowledge of IPEDS;

• 81% agreed or strongly agreed that the session on student financial aid increased their

knowledge of IPEDS;

• 93% of Trainers agreed or strongly agreed that the session on CEDS increased their

knowledge on the subject.

Brainstorming Sessions. The third group of sessions included brainstorming with IPEDS

Trainers on better understanding the needs of IPEDS keyholders, identifying resources to help

keyholders be more successful in their roles, and providing suggestions on how AIR might better

facilitate keyholder education. Trainers also appreciated the opportunity to share their own

expertise in addition to hearing from NCES and AIR staff.

In regards to the Brainstorming Sessions:

• 93% of Trainers agreed or strongly agreed that the sessions were effective techniques for

sharing information;

• 65% agreed or strongly agreed that the sessions increased their knowledge of IPEDS; and

• 74% agreed or strongly agreed that the sessions increased their knowledge of new

keyholder issues.

In summary, the evaluations supported the value of convening the Trainers for approximately

two days to prepare them to train others about IPEDS. Because the quality of IPEDS data is

ultimately dependent on IPEDS keyholders submitting data accurately and on time, it is critical

5 Evaluation data (quantitative and qualitative) for the 2013 Train-the-Trainers meeting are included in the Evidence

File, Section II, pages 2-23.

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that all IPEDS Trainers are regularly provided the opportunity to learn from NCES staff and

from each other regarding updates to the IPEDS data collection and data tools.

Trainer Web Conferences

IPEDS Trainer web conferences provided ongoing professional development for AIR’s cohort of

IPEDS Trainers. Although not listed in the statement of work, AIR determined that once-a-year

training is insufficient for assuring that Trainers are current and prepared for their roles. The web

conferences focused on in-depth topics about IPEDS data collection and use. The majority of the

web conferences featured representatives from national organizations explaining how they use

IPEDS data to inform policy and decision-making. Trainers reported that they use information

from these web conferences to highlight the importance of accurate and consistent reporting of

IPEDS data. Recordings of these web conferences are also disseminated via the AIR website,

making them available as an additional resource for IPEDS keyholders and others who work

with IPEDS data6. Figure 2.3 lists the nine sessions presented during the 2013-14 collection year.

Figure 2.3: IPEDS Trainer Web Conferences August, 2013 Behind the Scenes with the IPEDS Help Desk

Jamie Isaac, RTI International

September, 2013 Sectors of the IPEDS Universe

Donyell Francis, Jack Mahoney, and Kimberly Thompson, IPEDS Trainers

October, 2013 Utilizing the Delta Cost Project for Institutional Improvement

David Mongold, University of Hawaii System

November, 2013 A Tale of Two Income Years: Comparing Prior-Prior Year and Prior-Year

Through Pell Grant Award

Gigi Jones, National Association of Student Financial Aid Administrators

January, 2014 Using IPEDS Classification of Instructional Programs (CIP) Codes to Improve

Institutional Effectiveness

John Barnshaw, Delaware Cost Study

February, 2014 University of Minnesota's Comparison Group Generator

Peter Radcliffe, Daniel Jones-White, and David Peterson, University of Minnesota

March, 2014 Moving from Data to Wisdom

Darlena Jones, Association for Institutional Research

April, 2014

May, 2014

The Economic Value of Degrees: A National and State-Level Analysis

Katie Zabak, State Higher Education Executive Officers Association

IPEDS Data Analysis and Reporting

Scott Ginder, RTI International

6 IPEDS Trainer Web Conference recordings are available online at:

www.airweb.org/EducationAndEvents/OnlineLearning/Pages/TrainerConferences.aspx

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Each web conference was evaluated by participating Trainers. Across all web conferences:

• 97% of Trainers rated the overall experience of the webinar as good or very good;

• 99% rated the presenter’s knowledge of the subject as good or very good; and

• 92% rated the webinar as a good or very good learning experience.

Areas for Improvement

IPEDS Trainers provide a wealth of knowledge to higher education professionals. However, with

the upcoming addition of new IPEDS survey components (Admissions, Libraries, and Outcome

Measures), and the increased focus on finances at for-profit institutions, there is a growing need

to recruit Trainers with experience in specific subject matter areas. As AIR continues to promote,

select, and develop Trainers, individuals with valued expertise will be encouraged to apply and

participate.

Although Trainers are active participants on the IPEDS Listserv, they should also be proactive in

their own training. For example, holding an open web conference where a Trainer demonstrates

the use of an IPEDS data tool could be a helpful resource not just for other IPEDS Trainers but

for the IPEDS data community as well.

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IPEDS Workshops for Training of Institutional Personnel

The Association’s face-to-face IPEDS Workshops provided high-quality, interactive training to

IPEDS data providers and users from around the country. AIR produced half-day and full-day

Workshops that were engaging to adult learners by combining lecture-style instruction,

demonstration videos, discussions, and hands-on exercises. In addition, the Workshops provided

opportunities for participants and instructors to develop peer networks of knowledgeable IPEDS

data providers and users. In 2013-14, AIR conducted 27 IPEDS Workshops for 779 individuals.

The following sections provide details on Workshop locations and participants, curriculum and

delivery, evaluations, and areas for improvement.

Workshop Locations and Participants

AIR used two primary methods for arranging and delivering IPEDS Workshops in 2013-14.

Most were arranged with an organization serving as a co-host and attached to an existing event at

which IPEDS data providers and users would be present. Others were free-standing events

designed to cater to a broad spectrum of participants and to occur at optimal times.

Co-hosted Workshops (20). These IPEDS Workshops were usually pre-conference events

aligned with local, regional, or national meetings of higher education organizations. Offering

Workshops in conjunction with already scheduled conferences and events reduced both the time

burden and cost of attendance.

IPEDS Workshops were intentionally marketed to organizations that had not held IPEDS

training sessions since 2010 and to groups that have been historically underrepresented at

training sessions. As a result, eight of these organizations and associations co-hosted Workshops

this past year. For example, training was provided for the first time to the Student Aid

Researchers Association (SARA), a group of higher education researchers and policy analysts

that work for associations and other non-profit organizations based in the Washington, DC area.

The Workshop for SARA is an example of training directed at data users who are often tasked

with explaining IPEDS data to college and university leaders in the sectors they represent.

Freestanding Workshops (7). Because the best time to provide training on certain IPEDS topics

may not align with existing conferences and events, AIR established free-standing Workshops

that were scheduled for optimal effectiveness and geographic diversity. This year, Workshops

were conducted in Atlanta, GA; Phoenix, AZ; Orlando, FL; and Philadelphia, PA in addition to

those held in conjunction with the AIR Forum. These cities provided highly accessible travel

options for drive-in participants and for individuals traveling from remote locations. While

NCES funding was not used to cover costs related to participant travel or accommodations, AIR

leveraged its purchasing power and provided discounted hotel options for participants to control

the cost burden for participants.

35

Figure 3.1: IPEDS Workshop Partnerships and Locations Organization

(* indicates first-time co-host, † indicates no Workshop in the last three years)

AIR Hosted: Keyholder Training at AIR Forum

AIR Hosted: Workshop at AIR Forum

AIR Hosted: Keyholder Training #1 (Atlanta, GA)

AIR Hosted: Keyholder Training #2 (Atlanta, GA)

AIR Hosted: Keyholder Training #3 (Orlando, FL)

AIR Hosted: Keyholder Training #4 (Phoenix, AZ)

AIR Hosted: Keyholder Training #5 (Philadelphia, PA)

American Association of Collegiate Registrars and Admissions Officers (AACRAO)

American Association of Cosmetology Schools (AACS)

Assessment Network of New York (ANNY)*

Associated Colleges of the Twin Cities (ACTC)*

Association of Private Sector Colleges and Universities (APSCU)

Connecticut Association for Institutional Research (ConnAIR)†

Higher Education Data Sharing Consortium (HEDS)*

Indiana Association for Institutional Research (INAIR)

IPEDS Coordinator Workshop and State Data Conference

National Higher Education Benchmarking Institute (NHEBI)

New Jersey Association for Institutional Research (NJAIR)

North American Association of Summer Sessions (NAASS)*

North Carolina Association for Institutional Research (NCAIR)

North East Association for Institutional Research (NEAIR)

Pacific Association for Institutional Research (PacAIR)† #1

Pacific Association for Institutional Research (PacAIR)† #2

Rocky Mountain Association of Collegiate Registrars and Admissions Officers (RMACRAO)

Student Aid Researchers Association (SARA)*

Tribal Colleges and Universities (TCU)†

The locations of Workshops and participants are shown in Figure 3.2. Workshops (blue makers)

were strategically located throughout the country to allow individuals (red markers) from all

areas to participate.

Figure 3.2: IPEDS Workshops and Participants

36

In 2013-14, AIR received 970 requests from individuals to attend an IPEDS Workshop and

accepted 98% (946). Of those accepted, 82% (779) attended a Workshop, with 50% (388)

identifying as an IPEDS keyholder or coordinator7.

Figures 3.3 and 3.4 highlight the control and level of institutions represented by the participants

(data on institutional control and level were not available for all participants), indicating

participation from all areas of higher education, including for-profit and less-than two-year

institutions. The Other category includes participants from state systems, organizations,

companies, or non-classifiable affiliations.

Workshop Curriculum and Delivery

With the assistance of IPEDS Trainers with deep subject matter expertise, AIR updated all

training curriculum for the 2013-14 collection year to incorporate changes to IPEDS data

collection and data tools. An AIR staff member and a team of experienced IPEDS Trainers

reviewed and revised the curriculum for each Workshop module. Each team member had expert

technical knowledge about IPEDS and direct experience teaching Workshops. As such, they

approached curriculum development as content experts and experienced instructors with

firsthand knowledge of promising practices in content development, delivery, and audience

engagement.

Abstracts for each IPEDS Workshop module are presented below8:

IPEDS Data and Benchmarking: Supporting Decision Making and Institutional Effectiveness

(half-day) – This module was designed for participants with little or no experience conducting

benchmarking studies or using the IPEDS Data Center. It introduced the fundamentals of

creating benchmarks to measure institutional effectiveness, provided an overview of the types of

comparison groups that could be constructed using IPEDS data, and demonstrated how the

IPEDS Data Center and IPEDS Data Feedback Reports could be utilized for benchmarking

purposes.

7 More detailed information for each workshop, including the number of requests, accepted requests, attendees,

number of keyholders and coordinators, and Lead Instructors is included in the Evidence File, Section III, pages 1-7. 8 PowerPoint handouts for each of the six modules are included in the Evidence File, Section III, pages 8-118.

45%

32%

14%9%

0%

10%

20%

30%

40%

50%

Public Private, not-

for-profit

Private, for-

profit

Other

Figure 3.3: Participant Affiliation - Control

(n=730)

34%

26%

7% 9%

0%

10%

20%

30%

40%

50%

Four-year Two-Year Less-than

two-year

Other

Figure 3.4: Participant Affiliation - Level

(n=730)

37

IPEDS Data as the Public Face of an Institution (half-day) – This module raised the level of

awareness among higher education professionals about the importance of accuracy and

consistency in data reported to IPEDS. Examples of real IPEDS data used in the public domain

were incorporated, enabling participants to understand how IPEDS data are used by

governmental and nongovernmental entities.

IPEDS Finance Training for IR Professionals (half-day) – This module was designed

specifically for individuals who had no training or expertise in finance or accounting. The

module presented eight objectives, including an introduction to higher education finance;

differences between the Governmental Accounting Standards Board (GASB) and the Financial

Accounting Standards Board (FASB); key accounting concepts; a review of general purpose

financial statements and how they relate to the IPEDS Finance component; common errors in

completing the IPEDS Finance component; reporting comparison challenges; and where and

how IPEDS Finance data are used.

Keyholders Workshop (full-day) – This module provided participants with a thorough

introduction to the IPEDS data collection cycle and reporting requirements. This workshop was

created specifically for beginning IPEDS keyholders and included an outline of the roles and

responsibilities of a keyholder and the resources available to assist in the IPEDS planning and

reporting processes.

Best Practices for Reporting and Using IPEDS Data to Improve Office Efficiencies (full-day) –

This module was designed for individuals who lead the IPEDS data submission process on their

campuses. Participants learned IR best practices and technical efficiencies in data management

through Excel, examined multiple options for IPEDS submission, and learned how to use

benchmarking data to address key institutional questions and needs.

Workshop Evaluations

To continue improving the quality of IPEDS training for higher education professionals, AIR has

developed an evaluation process that incorporates feedback from participants and instructors.

After each Workshop, participants complete an evaluation which is shared with AIR’s IPEDS

staff and the Lead Instructors for that Workshop. Figure 3.5 illustrates this evaluation cycle, with

items in white indicating historical activities and items in orange indicating new activities piloted

in 2013-14.

These new activities include pre- and post-tests and a follow-up survey. Using the learning

objectives for each module, pre- and post-tests were developed for all modules (except for

Finance) and administered during the Workshop. Follow-up emails were sent to participants

three months after their Workshop, inviting them to participate in a short survey to evaluate their

knowledge retention and the usefulness of the skills taught in the Workshop.

The pre- and post-tests and the follow-up survey provided AIR with more robust data to

determine participant learning gains on specific learning outcomes. These data will help in the

development of an online self-assessment tool to allow future participants to identify which

38

Workshop(s) and/or online training materials would be the most valuable based on their

individual needs.

Figure 3.5: IPEDS Workshop Delivery Cycle

Data for the Workshop evaluations, the pre-test/post-test, and the follow-up survey are presented

below.

Overall, evaluations of IPEDS Workshops indicated that9:

• 94% of participants agreed or strongly agreed that the session improved their knowledge

of IPEDS;

• 96% agreed or strongly agreed that the material was presented in a clear and organized

manner; and

• 96% agreed or strongly agreed that the presenter was knowledgeable about the material

covered.

Figures 3.6 and 3.7 highlight the consistently high ratings for the IPEDS Workshop modules.

Figure 3.6 shows ratings of Workshop presenters, and Figure 3.7 shows self-reported learning.

When asked to report if presenters were knowledgeable about the material covered, if the

9 Evaluation data for the Workshops are included in the Evidence File, Section III, pages 119-340.

Curriculum Development

& Update

Participant Pre-Test

Workshop Presentation

Participant Post-Test

Workshop Evaluations

Long-Term Follow-Up

39

material was presented in a clear and organized manner, and if examples and illustrations were

used effectively, over 94% of participants agreed or strongly agreed, across all modules.

Reported ratings of learning by module are also very positive, with at least 90% of participants

agreeing or strongly agreeing that the workshop improved their knowledge of IPEDS. The

ratings also indicate that there is room for improvement regarding exercises and discussions

contributing to participants’ learning.

Figure 3.8 details the pre- and post-test results, indicating the average number of correct answers

across the Workshop modules10. In total, 555 participants (71%) completed the tests. Each test

consisted of 10 questions (the pre- and post-test questions were identical). A number of

Workshops offered both Benchmarking and Public Face modules, and the tests for these

Workshops were combined in an effort to save time.

10 Pre and post-test questions and data for each workshop are included in the Evidence File, Section III, Pages 341-

356.

40

Across all modules, participants showed increases in learning by answering more correct

questions on the post-test, with the largest increase in correct scores in the combined

Benchmarking and Public Face Workshops. Although the Keyholder training showed one of the

smallest gains in correct scores, AIR staff and Trainers believe that the actual gain in knowledge

was not accurately captured by the pre- and post-test. An improved instrument will be developed

before this workshop is presented again.

Figure 3.9 displays the results of the follow-up survey sent three months after the Workshop.

Over 75% of participants agreed or strongly agreed that they better understand the importance of

accurate IPEDS data; are better able to perform IPEDS related tasks; gained knowledge or a skill

related to IPEDS that they used immediately after the Workshop; and gained knowledge or a

skill related to IPEDS that has improved their ability to do their job.

Areas for Improvement

The addition of two new pilot activities provides opportunity for growth in AIR’s evaluation of

its Workshops. First, AIR will work to determine if the pre- and post-test questions are

appropriately difficult and focus on the skills that are most important for IPEDS data providers

and users. The pre- and post-test questions will be used to develop a testing bank for AIR’s

8.07.0

6.0 6.2 6.6

9.18.1

7.5 7.78.7

0.0

2.0

4.0

6.0

8.0

10.0

Keyholder (133) Best Practices (52) Benchmarking (97) Public Face (185) Public Face and

Benchmarking (88)

Figure 3.8: IPEDS Workshops Assessment Results

Average Workshop Score: Pre-Test Average Workshop Score: Post-Test

79%

82%

79%

79%

85%

0% 20% 40% 60% 80% 100%

I am better able to perform IPEDS-related tasks.

I better understand the importance of accurate IPEDS data.

I gained knowledge or a skill that has improved my abilities.

I gained knowledge or a skill that I used immediately.

The Workshop increased my comfort level with IPEDS.

Figure 3.9: Workshop Participant Follow-Up Survey

(n = 43)

41

online self-assessment. Second, AIR will further examine the long-term benefits of IPEDS

Workshop attendance. Identifying the most useful outcomes will not only enhance marketing of

these educational opportunities, but also indicate what learning gains may be transferable

through online educational resources.

42

Online Training Materials

Online training provides immediate, on-demand assistance for IPEDS data providers and users

with no travel required. Training materials developed by AIR are accessible through links

embedded in the IPEDS data collection system and from a central website (Figure 4.1). Five

types of online training were provided by AIR; 1) IPEDS survey component tutorials; 2) data

tools tutorials; 3) new keyholders tutorial; 4) annual IPEDS update tutorial; and 5) other IPEDS

related tutorials. These are discussed in detail below.

Figure 4.1: AIR’s IPEDS Online Tutorials Webpage

IPEDS Survey Component Tutorials

Tutorials for each IPEDS survey component were made available prior to the opening of the data

collection period11. The tutorials supplemented IPEDS survey instructions with animated videos

that helped clarify difficult concepts with images, text, and voice-over instruction. These

tutorials clarified commonly misunderstood concepts such as defining a first-time, full-time

student; identifying the various groups of students reported in the Student Financial Aid

component; demonstrating report mapping in the Institutional Characteristics Header component;

and calculating course and program data for institutions that offer courses through distance

education.

The IPEDS survey component tutorials were accessible through multiple paths. Viewers could

access them through the IPEDS website, the AIR website, and with internet search engines. Most

11 An example screenshot of AIR’s Student Financial Aid webpage is included in the Evidence File, Section IV,

page 1.

43

importantly, links to the tutorials were embedded directly in the IPEDS data collection system,

providing convenient access to data providers as they completed their data submissions.

Figure 4.2 displays the number of pageviews for each survey component tutorial. The horizontal

axis identifies the survey components as well as the number of tutorials available for each

component12. For example, the Human Resources (HR) component included five tutorials, and

the total number of pageviews for all five tutorials combined was 2,386.

Data were collected for each individual tutorial within each of the surveys noted above. For

example, the tutorial describing how cohorts should be formed and which students should be

included (one of three tutorials developed for the Graduation Rates component) generated 401

pageviews alone. Such data inform AIR’s selection of future topics and show the value of the

videos in clarifying definitions and avoiding confusion which could negatively impact IPEDS

data quality.

Data Tools Tutorials

AIR provided tutorials about accessing and using NCES’ data tools. These tutorials offered

detailed demonstrations of College Navigator, the IPEDS Data Center, Data Feedback Reports,

the College Career and Tables Library, and the Trend Generator.

Figure 4.3 presents the number of pageviews for each data tool tutorial. (Note that no data are

presented for the Data Tools Overview and College Career and Tables Library tutorials because

they were released at the end of this reporting period. Pageview data for those tutorials will be

available in the next reporting period.)

12 A list of all tutorials with learning objectives, length, and pageviews is included in the Evidence File, Section IV,

pages 3-10.

1,5801,407

975

1,4761,594

1,248

521

1,454

969

2,386

0

500

1,000

1,500

2,000

2,500

IC-H (4) IC (6) C (4) E12 (6) SFA (4) GR (3) GR200

(2)

EF (8) F (4) HR (5)

Figure 4.2: IPEDS Survey Component Pageviews

44

New Keyholder Tutorial

The New Keyholder tutorial was created specifically for IPEDS keyholders who have been in the

role for fewer than two years. The tutorial was organized in six chapters: introduction; keyholder

responsibilities; getting ready for data submission; using the data collection system;

communications from NCES; and additional resources. The first chapter of the New Keyholder

tutorial received 767 pageviews. Each additional chapter received fewer pageviews, as not all

viewers visited all pages.

Annual IPEDS Update Tutorial

The Annual IPEDS Update tutorial provided information to new and seasoned IPEDS keyholders

regarding changes for the 2014-15 and 2015-16 collection cycles. The tutorial included screen

captures of new survey component questions and information about how data should be collected

and reported for these items. In addition, the tutorial provided information on how NCES makes

changes to IPEDS and why certain changes are implemented. Because this video was released

only recently, no pageview data are available. Pageview data for this tutorial will be available in

the next reporting period.

Additional Tutorials on Topics of Interest

The AIR website also included four tutorials that addressed issues or topics of interest to broad

audiences. First, the IPEDS Overview tutorial provided a broad overview of IPEDS, discussed

which federal agency oversees IPEDS, what data are collected, and how data are used. Second,

the IPEDS Data Release Stages tutorial outlined the differences between collection level,

preliminary, provisional, and final data13. Third, the Net Price Calculator tutorial demonstrated

how to use the NCES net price calculator template. Finally, the IPEDS Community tutorial

provided an overview of four important resources that help IPEDS data providers and users stay

up-to-date on IPEDS changes. These resources include Technical Review Panels (TRPs); the

National Postsecondary Education Cooperative (NPEC); This Week in IPEDS emails; and the

IPEDS Listserv. While released during this reporting cycle, these four tutorials have not been

13 A screenshot of the IPEDS Data Release Stages tutorial webpage is included in the Evidence File, Section IV,

page 2.

474

612

205

430

0

200

400

600

Data Tools

Overivew

Data Center Data Feedback

Report

College Navigator Trend Generator College Career and

Tables Library

Figure 4.3: IPEDS Data Tools Tutorials

N/A N/A

45

available long enough to generate quality usage data14. Pageview data for these tutorials will be

available in the next reporting period.

Areas for Improvement

In addition to pageview data, AIR should incorporate a method for viewers to provide both

quantitative and qualitative feedback. AIR has experimented with this in the past, but has not yet

developed a long-term plan for collecting such feedback.

AIR should include dates, or collection years, on videos to identify when tutorials were last

updated. This will provide viewers with greater assurance that the information is up-to-date and

accurate.

AIR should develop a webpage specifically for new IPEDS keyholders focused on providing a

“road map” for accessing IPEDS resources. For example, the page would direct them first to the

IPEDS Overview tutorial to provide a broad understanding of the data collection system before

directing them to more detailed survey component tutorials or data tools videos.

14 The current IPEDS subcontract was awarded later than anticipated, shortening the window for completing contact

deliverables.

46

Communications

Communicating to the higher education community – specifically to IPEDS data providers and

users – about IPEDS training resources was an important component of AIR’s activities.

Through websites, e-newsletters and listservs, partnerships, and targeted emails, AIR provided a

comprehensive suite of marketing and communications to inform the data community about this

year’s IPEDS collection and data tools.

AIR and NCES Websites

The AIR and NCES websites were the primary methods for marketing IPEDS training

resources15. AIR’s website provided links to IPEDS Workshops, including information on

location, date, time, co-host (if applicable), and IPEDS Instructors. Information on submitting a

request to co-host an IPEDS Workshop was also available. This section of AIR’s website also

included links to access AIR’s online tutorials for submitting IPEDS data, using IPEDS data

tools, information for new IPEDS keyholders, updates to the IPEDS data collection cycle, and

other helpful videos.

Links to AIR resources were also available on NCES’ IPEDS website, the Report Your Data

website, and within the IPEDS data collection system. The IPEDS website included links to

AIR’s main training pages. Links within the Report Your Data website and IPEDS data

collection system provided access to online tutorials specific to data being reported. For

example, the Completions survey component form included a direct link to view a video on how

to report distance education data.

e-Newsletters and Listservs

e-Newsletters and listservs were useful tools to broadcast IPEDS training activities, news, and

resources to higher education professionals. These included eAIR (managed by AIR) sent to over

8,000 individuals, as well as This Week in IPEDS and the IPEDS Listserv (both managed by

RTI)16.

AIR provided regular updates to RTI for inclusion in This Week in IPEDS to announce upcoming

IPEDS Workshops and the release of new IPEDS tutorials throughout the year17. Additionally,

IPEDS Trainers were active participants on RTI’s IPEDS Listserv and they provided answers to

technical questions and practical advice for keyholders18.

Partnerships

AIR’s partnerships with co-hosting associations, NCES, RTI, and other organizations provided

additional avenues for communications regarding IPEDS training. Combining the marketing

reach of AIR with those of co-hosting organizations allowed AIR to inform a broad audience

about training opportunities well beyond the institutional research community. A number of

organizations included information about AIR’s training activities on their websites, including:

15 Images of the AIR and NCES websites are included in the Evidence File, Section V, pages 1-7. 16 A sample of an eAIR edition is included in the Evidence File, Section V, page 8. 17 A sample email is included in the Evidence File, Section V, page 9-10. 18 A sample discussion is included in the Evidence File, Section V, page 11.

47

South Dakota State University; the North Carolina Association for Institution Research

(NCAIR); and the National Association of Independent Colleges and Universities (NAICU)19. In

addition, many organizations provided details of upcoming IPEDS Workshops and other

resources to their members via their respective listservs.

Targeted AIR Emails

Finally, targeted personal emails were a key component of AIR’s communications strategy20.

From announcing IPEDS Workshops to informing the higher education community about

updated tutorials, personalized and concise emails provided a professional approach to marketing

IPEDS resources and for handling pre- and post-Workshop communications. In addition

participants’ supervisors also received an email after a participant attended a Workshop. This

served as a way to reinforce the availability of training and assistance with IPEDS data reporting

and use.

Areas for Improvement

Attendance at IPEDS Workshops and pageviews on AIR’s website indicate an already successful

strategy for announcing IPEDS training resources. AIR continues to seek ways to improve

communication and outreach regarding IPEDS training. These include exploring the value of

social media communication through sites such as LinkedIn; analyzing email open rates and

click-through rates to better understand the effectiveness of specific subject line words and email

content; developing standard communication packages for partner organizations; and updating

the IPEDS training section of the AIR website so it is more user friendly. To remain effective in

electronic communication will require continuous updates and improvements.

19 Images of partnership websites are included in the Evidence File, Section V, pages 12-13. 20 Sample emails are included in the Evidence File, Section V, pages 14-22.

IPEDS Institute for Educators | July 2015

Institute for Educators

(fka Train the Trainers)

IPEDS TEAM

NATIONAL CENTER FOR EDUCATION STATISTICS

U.S. DEPARTMENT OF EDUCATION

IPEDS Institute for Educators | July 2015

Agenda

• Introductions

• 2015-16 data collection– Outcome Measures

– Academic Libraries

• Handy things to know and tips to share

• Interactive activity

• Data release protocol

• IPEDS Data Feedback Report

• IPEDS Website Changes (Vision)

• Questions/comments/other things you would like to discuss

IPEDS Institute for Educators | July 2015

INTRODUCTIONS

Everyone

IPEDS Institute for Educators | July 2015

IPEDS StaffSam Barbett

202-502-7305; samuel.barbett@ed.gov

IPEDS Data Quality Team Lead, IPEDS data release,

IPEDS files

Moussa Ezzeddine

202-502-7781; moussa.ezzeddine@ed.gov

Institutional Characteristics Header, Human Resources,

Report Mapping, Universe Maintenance

Gigi Jones

202-502-7428; gigi.jones@ed.gov

Graduation Rates / Outcome Measures, Admissions,

Data Feedback Report, Data Integration

Tara Lawley

202-502-7476; tara.lawley@ed.gov

Acting Operations Team Lead, IPEDS Training, IPEDS

Technical Review Panels, National Postsecondary

Education Cooperative (NPEC)

Bao Le

202-502-7328; bao.le@ed.gov

Academic Libraries, Fall and 12-Month Enrollment,

Finance

Andrew Mary

202-502-7337; andrew.mary@ed.gov

Completions, Classification of Instructional Programs

(CIP), IPEDS data release and publications

Stefanie McDonald

srmcdonald@air.org

Institutional Characteristics, Student Financial Aid

Richard Reeves

202-502-7436; richard.reeves@ed.gov

Postsecondary Branch Chief

Jie Sun

202-502-7742; Jie.sun@ed.gov

IPEDS files

IPEDS Institute for Educators | July 2015

2015-16 DATA COLLECTION

Tara Lawley

IPEDS Institute for Educators | July 2015

2015-16 Data Collection Calendar

RegistrationFall

(6 wks)

Winter

(9 wks)

Spring

(17 wks)

Open date Aug 5 Sept 2 Dec 9 Dec 9

Keyholder close

dateOct 14 Feb 10 Apr 6

Coordinator

close dateOct 28 Feb 24 Apr 20

Includes

Registration

Mapping

Institution ID

IC-H

IC

C

E12

SFA

GR

GR200

ADM

OM

EF

F

HR

AL

IPEDS Institute for Educators | July 2015

Prior Year Revision System

• Components will be open for revision during

their regular data collection period

– Example: Revisions to the Completions

component will need to be made during the fall

collection period.

• Net price data will not be revised in the PYR

system

IPEDS Institute for Educators | July 2015

New Collection Website

IPEDS Institute for Educators | July 2015

Adding FAQs to Screens

IPEDS Institute for Educators | July 2015

Changes

• Outcome Measures

• Academic Libraries (Impacts IC Header)

IPEDS Institute for Educators | July 2015

OUTCOME MEASURES

Gigi Jones

IPEDS Institute for Educators | July 2015

OM 4 Cohorts

Four degree/certificate-seeking undergraduate

student cohorts:

– Full-time, first-time

– Part-time, first-time

– Full-time, non-first-time entering

– Part-time, non-first-time entering

IPEDS Institute for Educators | July 2015

OM: Two-Points in Time

• Data collected at 8 years for two-points in time

from the time the student enters a cohort:

– Six-years out

– Eight-years out

• For the 2015-16 Collection year, the cohort year

is 2007

– Six-year status: August 31, 2013

– Eight-year status: August 31, 2015

IPEDS Institute for Educators | July 2015 14

Adjusted Cohort

• Revisions

– An institution needs to

make any corrections to

its initial 2007 cohort

(pulled from the 2007

Fall Enrollment Survey)

• Omissions

• Double counting

• Exclusions

– Deceased or

permanently disabled

and unable to return to

school

– Left school to serve in

the armed forces

– Left school to serve in

foreign services

– Left school to serve an

official religious mission

IPEDS Institute for Educators | July 2015

OM at 6 yrs: Award Status Only

• For each of the 4 cohorts, OM will ask

institutions to report if the student:

– Received award

• For 2015-16 collection year, did the student

receive an award as of August 31, 2013?

IPEDS Institute for Educators | July 2015

OM at 8 yrs: Award and Enrollment Status

For each of the 4 adjusted cohorts, OM collects the award and enrollment status 8 years after the cohort enters the institution using the following categories:

– Received award by August 31, 2015

– If the student did not receive award by August 31, 2015, is the student:

• Still enrolled at reporting institution

• Subsequently enrolled at another institution

• Subsequent enrollment status unknown

• Total of students who did not receive an award (calculated)

IPEDS Institute for Educators | July 2015

Pre-loaded Data

*For all four 2007 cohorts:

– Cohort data will be pre-loaded from the Fall 2007

Enrollment survey

**Revisions and exclusions will be preloaded

only for

– Full-time, first-time students from the Graduation

Rates (GR) for only 4-year institutions

– GR collected this data during 2013-14 Data

Collection Year

IPEDS Institute for Educators | July 2015 18

2007

Cohort

Revisions

(through

August 31,

2013)

Exclusions

(through

August 31,

2013)

Adjusted

Cohort

Awarded

(through

August 31,

2013)

First-time entering

Full-time Pre-loaded Calculated

Part-time Pre-loaded Calculated

Non-first-time entering

Full-time Pre-loaded Calculated

Part-time Pre-loaded Calculated

OM: Award Status at 6-years

IPEDS Institute for Educators | July 2015 19

OM: Award and Enrollment Status at 8-years

2007

Cohort

Revisions

(through

August 31,

2015)

Exclusions

(through

August 31,

2015)Adjusted

Cohort

Awarded

(through

August

31,

2015)

Students who did not receive an award

by August 31, 2015

Number

still

enrolled at

institution

Number

who

subseque-

ntly

enrolled at

another

institution

Number

whose

subsequent

enrollment

status is

unknown

Total

number

who did

not

receive an

award

First-time entering

Full-

timePre-

loaded ** ** Calculated Calculated

Part-

timePre-

loadedCalculated Calculated

Non-first-time entering

Full-

timePre-

loadedCalculated Calculated

Part-

timePre-

loadedCalculated Calculated

IPEDS Institute for Educators | July 2015

FAQ: What do you think?

• The next series of slides are the FAQs for OM

• As a group exercise, let’s go through each

question one by one and discuss

• A sheet with the answers will be passed out

after this exercise.

• Take notes!

IPEDS Institute for Educators | July 2015

FAQ - General

1. Who is the best institutional representative to complete the Outcome Measures survey?

2. Will race and ethnicity be required in future years?

3. Are institutions required to subscribe to the National Student Clearinghouse (NSC) in order to report the number students that subsequently enrolled at another institution?

4. Can social media be used to confirm the receipt of an award at subsequent institutions?

IPEDS Institute for Educators | July 2015

FAQ - Terminology

1. What is a “still enrolled” undergraduate

student?

2. What is a “non-first-time” undergraduate

student?

3. Are the Outcome Measures of 6-year and 8-

year the same as Graduation Rates’ 150%

and 200% of normal time?

IPEDS Institute for Educators | July 2015

FAQ – Cohort

1. Is the cohort year for Outcome Measures set

up the same as the Graduation Rates cohort

years, which have two different cohort years

for 4-year and 2-year institutions?

2. What about spring cohorts? Should students

who enroll during the spring be included?

IPEDS Institute for Educators | July 2015

FAQ – Cohort Revisions

1. If an institution classified and reported a

student as first-time, but learns later that a

student should have been classified as non-

first-time after the current collection has

closed, how does the institution make the

correction?

IPEDS Institute for Educators | July 2015

FAQ – Degree Granting/Seeking Status

1. If an institution was not a degree-granting

institution back in 2007, but later became a

degree-granting institution, will that

institution have to complete the Outcome

Measures survey component?

2. Should students be included in Outcome

Measure cohorts if degree-seeking intent is

not explicitly stated?

IPEDS Institute for Educators | July 2015

FAQ – Award

1. Does any award really mean any award?

2. How would a student that transfers from a 4-year institution to a 2-year institution and completes a lower-level degree/certificate be counted? Is that a measure of success for the 4-year institution?

3. If a student earns multiple awards at my institution, do I count the higher award? Which award column would the student’s award be counted in?

IPEDS Institute for Educators | July 2015

FAQ – Award (cont.)

4. If a student transfers in with an award from

another institution, and then earns an award

at my institution, which award do I count?

5. How should I count students who left my

institution and we know has received an

award at another institution?

6. Does transfer-prep count as an award?

7. Can stackable credentials count as an award?

IPEDS Institute for Educators | July 2015

FAQ – Transfer Students

1. Won’t there be double counting of students

if two institutions are counting an award? For

example, could institutions double-count

awards earned by transfer students because

both the originating institution and transfer

institution report students as having received

an award?

IPEDS Institute for Educators | July 2015

FAQ – Transfer Students

2. What if a degree-seeking student starts out

at my institution, transfers to another

institution, but then returns back to my

institution within the eight-year

award/enrollment timeframe? Would my

institution double counting this student in

different cohorts and in different years?

IPEDS Institute for Educators | July 2015

FAQ – Transfer Students

3. Are first-time or non-first-time students who

transfer to another institution included in the

non-first-time entering cohort of the transfer

institution?

IPEDS Institute for Educators | July 2015

FAQ – Transfer Students

2. What if a degree-seeking student starts out

at my institution, transfers to another

institution, but then returns back to my

institution within the eight-year

award/enrollment timeframe? Would my

institution double counting this student in

different cohorts and in different years?

IPEDS Institute for Educators | July 2015

CHANGES TO ACADEMIC LIBRARIES

Bao Le

IPEDS Institute for Educators | July 2015

Reporting AL Expenses to Determine

Eligibility

• Institutions will no longer be required to report

estimates of library expenditures in ICH

– The question in ICH will be a yes/no

– A new screening question will be added to the AL

component in the spring

IPEDS Institute for Educators | July 2015

Reporting E-Books and E-Media

• Institutions will count by titles instead of by

“units” (defined as the number of simultaneous

uses available)

• Report any title (even those in databases) if

they’re in the library catalog or discovery system

• Include digital government documents, theses

and dissertations with e-books

• Include digital graphic materials and cartographic

materials with e-media

IPEDS Institute for Educators | July 2015

Reporting Other Collections

• Databases: Report if there is bibliographic or

discovery access available

• Physical Media: Include microforms and

cartographic materials

IPEDS Institute for Educators | July 2015

Reporting Physical Circulation

• Physical Circulation:

– Report circulation from the general instead of

from both the general and reserve collections

– Exclude interlibrary lending and borrowing

• Digital/Electronic Circulation:

– Defined more as “usage” rather than circulation;

includes views, downloads, streams

– Added instructions for using COUNTER metrics

from vendors

IPEDS Institute for Educators | July 2015

COUNTER Statistics

• COUNTER (Counting Online Usage of Networked Electronic

Resources) is an international initiative to improve the

reliability of online usage statistics

• Supported by the vendor, intermediary and librarian

communities

– E-books: report usage using COUNTER BR1 statistic (# Successful Title

Requests) or BR2 (# Successful Section Requests)

– E-media: report usage using COUNTER MR1 (# Successful Multimedia

Full Content Requests)

• If COUNTER statistics not available, report using downloads,

session views, transaction logs, etc.

IPEDS Institute for Educators | July 2015

Reporting Expenses

• Prior Year:

– Report Salaries and Wages and/or Fringe Benefits

only if paid from the library budget

• 2015-16 collection:

– Report Fringe Benefits only if paid from the library

budget

– Report Salaries and Wages if the funds were

expended from the library budget or from all

other known sources

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE

IPEDS Survey Directors

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: INSTITUTIONAL

CHARACTERISTICS

Stefanie McDonald

IPEDS Institute for Educators | July 2015

Cost of Attendance

• Total amount of how much it will cost for

students to attend college for a year

• Full-time, first-time degree/certificate seeking

undergraduate students

• Computed differently for academic/hybrid

reporters vs. program reporters

IPEDS Institute for Educators | July 2015

Reporting Cost of Attendance

Cost ComponentAcademic / Hybrid

Reporters

Program

Reporters

Tuition and required fees Academic year Entire program

Books and supplies Academic year Entire program

Room and board Academic year One month

Other expenses Academic year One month

! The COA is for full-time, first-time degree/certificate seeking undergraduate students only.

! Program reporters report COA for the institution’s largest program.

IPEDS Institute for Educators | July 2015

Tuition Data

Institutions report tuition data for

undergraduates, graduates, and doctor’s-

professional practice students for all levels

– Academic/hybrid report undergraduate and

graduate tuition for both full-time and part-time

students

– Programs report tuition for the 2nd through 6th

largest programs

IPEDS Institute for Educators | July 2015

Uses of Cost of Attendance Data

Cost of attendance is used along with data from

the Student Financial Aid component to

calculate net price.

– College Affordability List

– College Scorecard

– College Navigator

! Important to make sure data are reported correctly so that institution

does not mistakenly end up on a high net price watch list.

IPEDS Institute for Educators | July 2015

Tuition Guarantee

When reporting COA, academic and hybrid

reporters are asked to indicate if the tuition

and/or fees are guaranteed and the percentage

increase.

– Institutions should not report the non-guaranteed

rate when they check the tuition guarantee box

– Instead, report the guaranteed rate (e.g.,

institution promises the tuition will not go up

more than 3% or 5%)

IPEDS Institute for Educators | July 2015

On-Campus Housing

Institutions asked where all full-time, first-time

degree/certificate seeking undergraduates must

live on campus.

– Institutions should only check yes if all students

are required to live on campus

– Checking this box and then reporting for other

housing requirements on SFA creates problems

with the net price calculation

! Even if only 1 in 10,000 students is allowed to live off-campus, check No.

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: STUDENT

FINANCIAL AID

Stefanie McDonald

IPEDS Institute for Educators | July 2015

Changes to SFA

New questions on military/veteran/eligible

dependent students receiving benefits were

added for both undergraduate and graduate

students.

! Work closely with your financial aid office and campus representative

who certifies veteran and military benefits.

IPEDS Institute for Educators | July 2015

Reporting Period

Report data for the prior academic year.

– Academic and hybrid reporters : Period of time

generally extending from September to June and

usually equated to 2 semesters or trimesters, 3

quarters, or the period covered by a 4-1-4

calendar system

– Program reporters: Defined by the institution, so

long as the reported data falls within July 1–June

30

IPEDS Institute for Educators | July 2015

Student Cohort

Institutions report on a cohort of students based on their reporter type.

– Academic reporters: Undergraduate students enrolled as of October 15 or as of the institution’s official fall reporting date

– Hybrid reporters: Undergraduate students enrolled at any time within the period of August 1 through October 31

– Program reporters: Undergraduate students enrolled anytime during the academic year, as defined by the institution

IPEDS Institute for Educators | July 2015

Student Groups

Group 1

All Undergraduates

• Public

Institutions

report on

students

who paid

in-district or

in-state

tuition rate

• Program

Reporters

report on

largest

program

IPEDS Institute for Educators | July 2015

Types of Financial Aid to Report– Federal grants

• Include Title IV and Educational assistance funds from other agencies

• Do not include Veterans education benefits; however, the institutional aid used in matching for Post 9/11 Yellow Ribbon program can be included

– Federal loans to students• Do not include PLUS loans and other loans not made directly

to student

– State/local government grants, scholarships, waivers

– Institutional grants, scholarships, waivers

– Private grants or scholarships

– Private loans to students

– Other sources of aid known to the institution

IPEDS Institute for Educators | July 2015

Changes to COA in SFA

The SFA component is connected to other IPEDS

components.

– Prior years (3 years) of cost of attendance can now

be edited in SFA component

– However, revised data will not be adjudicated in

time for the College Affordability and

Transparency Center’s List “Watch List”

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: 12 MONTH

ENROLLMENT

Bao Le

IPEDS Institute for Educators | July 2015

FTE

• Instructional Activity and FTE – enabling an apples-to-apples comparison across all institutions is the priority

– FTE as used in IPEDS, and on DFR statistics, is not meant to describe institutions outside of the IPEDS context

– Institution reported FTE is best used only when it is methodologically necessary

• Doctor’s-Professional Practice (DPP) – IPEDS requests a reported FTE

IPEDS Institute for Educators | July 2015

Program reporters instructional

activity

• Program reporters are sometimes confused

about what to report for instructional activity

– Institutions should report the total contact hour

activity (or credit hour activity) over the 12-month

period, not the average hours for a student or the

program length.

IPEDS Institute for Educators | July 2015

Student Level

• Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureateundergraduate programs, and students in these programs are undergraduate students.

• Doctor’s-professional practice students (formerly called first-professional) are included with graduate students in the unduplicated count but are not included with the graduate student FTE count

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: COMPLETIONS

Andrew Mary

IPEDS Institute for Educators | July 2015

Completions and completers

• Number of degrees and certificates awarded (completions)

– Reported by program (CIP code) and award level; the race/ethnicity and gender of the student earning the degree or certificate are also reported

• Number of students who completed a degree or award (completers)

– Reported at the total level by race/ethnicity and gender of the student; and by race/ethnicity, gender, and age within consolidated award levels.

IPEDS Institute for Educators | July 2015

Reporting for programs

• Completions data are reported for each

program of study at an institution.

– Programs of study are described using 6-digit

Classification of Instructional Program (CIP) codes.

– Institutions should include all programs of study

offered at their institution – even if the program

did not have any completers in the reporting

period.

IPEDS Institute for Educators | July 2015

Completions

• Only credit awards conferred as the result of

completion of a recognized program of study

should be reported.

– Institutions should not report non-credit awards, such

as informal certificates of completion or merit.

• Award levels in Completions should match the

levels selected on the previous year’s IC Header.

IPEDS Institute for Educators | July 2015

Distance education

• If more than one program is reported under a CIP code by award level, you should respond "YES" to the distance education question if ANY of the programs are offered as a distance education program.

• The distance education checkbox should be answered YES even if the program could also be completed through a traditional offering.

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: GRADUATION

RATES AND GRADUATION RATES 200

Gigi Jones

IPEDS Institute for Educators | July 2015

GR Cohort• All full-time, first-time degree/certificate-seeking

undergraduate students entering the institution either:

– Fall term (AY reporters) or

– 12-month period (program and hybrid reporters).

• For 4-year institutions, the cohort is divided into two subcohorts:

– Students who upon entry are seeking a bachelor’s or equivalent degree

– Students who upon entry are seeking an undergraduate award other than a bachelor’s degree

• Students remain in the cohort even if their status changes after they enter.

IPEDS Institute for Educators | July 2015

Cohort Revisions

• Institutions have the option of revising their preloaded cohort if:– There are eligible students who were omitted in the past

– Students who were originally included were included erroneously (e.g., they were not actually first-time, or full-time)

– Better information regarding race/ethnicity or gender is available for eligible students

• Cohorts should not be revised for students who have dropped out or transferred out.

• If the initial cohort changes by more than 20%, an institution will need to provide a good edit explanation for the large change.

IPEDS Institute for Educators | July 2015

Status as of 150% of normal time

• Institutions must report the status of the cohort as of 150% of normal time to completion.– For the bachelor’s or equivalent degree-seeking subcohort,

the length of time it took students to complete their program of study—4 years, 5 years, or 6 years.

– When reporting the status of the bachelor’s degree-seeking subcohort of students, report only for FTFT students who were seeking a bachelor’s or equivalent degree upon entry.

– When reporting the status of the other degree/certificate-seeking subcohort, report only for FTFT students who were seeking an undergraduate award other than a bachelor’s degree upon entry.

IPEDS Institute for Educators | July 2015

Status of non-completers

• Institutions must also report the status of non-

completers as of 150% of normal time to

complete their program:

– Transfers-out

– Allowable exclusions from the cohort

– Students still enrolled at the institution

• Allowable exclusions should be permanently

excluded from the cohort; including those who

return to the institution prior to the status date.

IPEDS Institute for Educators | July 2015

GR200 Cohort

• All full-time, first-time degree/certificate-

seeking undergraduate students entering the

institution either:

– The given fall term (AY reporters) or

– 12 month period (program and hybrid reporters).

• At 4-year institutions, GR200 is limited to the

bachelor’s degree-seeking students.

IPEDS Institute for Educators | July 2015

Status as of 200% of normal time

• Institutions must report the status of the

cohort within 151-200% of normal time to

completion.

– While the data reported in the GR component at

150% of normal time are cumulative, the data

reported in the GR200 component should include

only additional students who completed between

151 and 200% of normal time.

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: HUMAN

RESOURCES

Moussa Ezzeddine

IPEDS Institute for Educators | July 2015

Reporting Employees

• The HR component is intended to provide a snapshot of the institution’s human resources/payroll data at a specific point in the fall.– Institutions report employees on the payroll of the

institution as of November 1.

• Report each employee only once. If an employee could be coded in more than one occupation:– Code the employee in the occupation that requires the

highest level of skill; or

– If there is no measurable difference in skill requirements, code the employee in the occupation in which they spend the most time.

IPEDS Institute for Educators | July 2015

Human Resources

• Institutions should always report data in order of displayed screens.– Data must be entered on each displayed screen. If a screen

is not applicable, the institution must enter at least one zero to continue.

• All staff must be reported using the new IPEDS occupational categories, which align with the 2010 SOC codes.

• Institutions should provide additional information on any employees who are difficult to categorize in the context boxes provided, including the “Human Resources Survey Evaluation” screen presented at the end of the survey.

IPEDS Institute for Educators | July 2015

Reporting instructional staff

IPEDS Institute for Educators | July 2015

Reporting by faculty status

• Keyholders should refer to their institution’s

policies to determine whether staff members

have the designation of “faculty”.

– This is not limited to instructional staff, but may

also include such positions as president, provost,

or librarians.

– Any staff without faculty designation should be

reported in the Without Faculty Status column.

IPEDS Institute for Educators | July 2015

Reporting by Contract Length

• Data on full-time instructional staff with

faculty status who are not on tenure track (or

where the institution does not have a tenure

system) are collected for three categories of

employment agreements or contracts:

– Multi-year or Continuing or At-will Contract

– Annual

– Less-than-annual

IPEDS Institute for Educators | July 2015

Salary Outlays

• Collected for full-time, non-medical school, instructional and non-instructional staff

– FT instructional staff should be reported based on the number of months they work during the year, not the number of months during which they are paid—9 months, 10 months, 11 months, or 12 months.

– Include all full-time, non-medical school, instructional staff—both with and without faculty status.

– Any remaining full-time instructional staff (i.e. whose annual salary covers less than 9 months of work) will go to the Balance column.

IPEDS Institute for Educators | July 2015

Salary Outlays

• Salary outlays should include base salaries

only – no supplements, overloads, or bonuses.

• Report total annual salary outlays for staff, not

average salary outlays.

• Report total annual salary outlays for full-time

staff only. Do not include part-time staff in

salary outlay amounts.

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: FALL ENROLLMENT

Bao Le

IPEDS Institute for Educators | July 2015

Reporting Enrollment by Age

• MANDATORY this year

• How to report students whose ages are unknown?

– This is a calculated value of the difference between the

total enrollment reported in Part A and total enrollment by

age reported in Part B

– Either revise Part A or Part B

• What if the institution’s age categories are different

from the IPEDS age categories?

– Must use the IPEDS categories

– Use the student’s date of birth as a reference

IPEDS Institute for Educators | July 2015

First-time Degree-/Certificate-seeking

Undergraduate Student• First-time counts impact other IPEDS surveys:

– Graduation Rates (GR) component

– Outcome Measures (OM) component

– Student Financial Aid (SFA) component

• First-time students are those with NO prior postsecondary experience

(regardless of credit earning)

• Not considered prior postsecondary experience:

– Credit for military service/training from an association such as the American

Council on Education,

– Credit from any non-credit courses, as defined by the institution,

– Credit received via Competency-Based Education,

– Credit received before the student has earned a high school diploma (i.e., AP

or dual enrollment credits), or

– Credit for life experience.

IPEDS Institute for Educators | July 2015

Transfer-in Degree-/Certificate-seeking

Undergraduate Students

• Report students who are new to the reporting

institution in the Fall (includes prior summer new

enrollments)

• How to count students that change degree-seeking

status? Students with multiple transfers? See the

new cohorts guidance…

– Once in a cohort, the student cannot be reassigned to

another cohort

– High school students earning college credit as non-degree-

seeking who graduate and re-enroll as degree-seeking are

first-time

IPEDS Institute for Educators | July 2015

Cohorts Guidance (Full-time Undergrad)Key

NDS = Non-Degree-Seeking

DS = Degree-Seeking

N/A = Non-Applicable

FTFT = First-time Full-time

GR = Graduation Rates Cohort

EF = Fall Enrollment Cohort

OM = Outcome Measures Cohort

IPEDS Institute for Educators | July 2015

Cohorts Guidance (Full-time Undergrad)Key

NDS = Non-Degree-Seeking

DS = Degree-Seeking

N/A = Non-Applicable

FTFT = First-time Full-time

GR = Graduation Rates Cohort

EF = Fall Enrollment Cohort

OM = Outcome Measures Cohort

IPEDS Institute for Educators | July 2015

Undergraduate Student Retention

• Tracks the number of first-time degree-/certificate-

seeking undergraduates enrolled in the prior fall who

are still enrolled in the current fall

– 4-year institutions only report retention rate data for

bachelor’s-seeking students

• This may end up being a small percentage of the students for an

institution (i.e., primarily 2-year degree-granting schools)

– 2-year and less-than-2-year institutions report data for all

first-time degree/certificate-seeking undergraduates

• Must report: first-time degree/certificate-seeking students from the

prior fall that still enrolled + students who completed their 1-year or

less-than-1-year program in that timeframe

IPEDS Institute for Educators | July 2015

Distance Education

• Institutions reporting that they offer distance education

opportunities (courses and/or programs) in IC will be asked to

report enrollment in distance education courses in EF

• Institutions should only report students enrolled in distance

education courses at THEIR institution

• Hybrid courses (using a mixture of face-to-face and distance

education interaction for instruction) are NOT distance

education courses and students enrolled in these courses are

NOT considered “enrolled in some but not all distance education

courses”

IPEDS Institute for Educators | July 2015

Student Enrolled Exclusively in

Distance Education

• Students taking the instructional portions of their programs entirely online are considered enrolled exclusively in distance education courses

• Programs where a majority of instructional portions are taken online but students come to campus for some portion of the program

– If the students come to campus to complete a practicum, residency, or internship, then they are still considered enrolled in exclusively distance education courses

– If the student comes to campus to meet for instructional purposes, then they are not considered enrolled in exclusively distance education courses

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: FINANCE

Bao Le

IPEDS Institute for Educators | July 2015

Finance• Report on most recent Fiscal Year ending before October 1,

2015

• Where to get help for…

– Definitions and examples: IPEDS glossary and NACUBO FARM document (for members only)

– Reporting scholarships/fellowships and discounts/allowances: IPEDS tip sheet (http://1.usa.gov/1JS7ifm) and AIR video tutorial (http://bit.ly/1JS7njt)

– Reporting in a parent/child relationship: IPEDS tip sheet and AIR video tutorial

– Guidance for Data Users on FASB vs. GASB: IPEDS tip sheet and Delta Cost Project History Documentation (http://1.usa.gov/1JS82kM)

– Allocating Expenses: AIR video tutorial, NACUBO Advisory Report (http://bit.ly/1JS8qQl), and soon to come IPEDS guidance in the tip sheet page

IPEDS Institute for Educators | July 2015

How Pell Grants Are Treated By The

Different Finance Forms

GASB

Must treat Pell as federal grant

Scholarships: Pell is applied to discount/allowances (expense)

Expense: Excess Pell after application to tuition/fees and auxiliary is reported as

part of Net Grant Aid Expense

Revenue: Pell reported as federal non-operating grant

FASB

Can treat Pell as federal grant or pass-through. If treated as pass-through:

Scholarships: Pell is NOT applied to discount/allowances (expense)

Expense: Pell not reported in expenses

Revenue: Pell should be reported as Tuition/Fees Revenue or Auxiliary Revenue

IPEDS Institute for Educators | July 2015

Other Scholarship/Fellowship

• FDSL are NOT scholarship, fellowship or student grant aid

– Are captured as student payments for tuition and fees or auxiliary enterprises.

• Federal veteran education benefits are also not considered scholarship, fellowship, or student grant aid

– Are not included in grant revenue, scholarship expenses, or discounts and allowances

– Captured as student payments

IPEDS Institute for Educators | July 2015

HANDY THINGS TO KNOW

AND TIPS TO SHARE: ACADEMIC

LIBRARIES

Bao Le

IPEDS Institute for Educators | July 2015

Resources and Tips

• IPEDS Academic Libraries Information Center (http://1.usa.gov/1LV4K3i)

– Crosswalks

– Tip sheets

– Q & A for Library Directors

– Links to old survey and data

– Links to other external resources and organizations

• Encourage keyholders to reach out to library staff for help completing AL and HR

IPEDS Institute for Educators | July 2015

For Institutions Sharing Library Resources

• Which relationship should be established?

Share all resources

Main/branch reporting

• Unit ID is same

Full p/c

• Unit ID is different

• Sector is the same

Share partialresources

No p/c relationship

IPEDS Institute for Educators | July 2015

Institutions Sharing ALL Library Resources

How is the

relationship

established in the

Data Collection

System (DCS)?

How is Section I:

Collections

reported?

How is Section II:

Expenditures

reported?

How to report the

number of Branch

or Independent

Libraries in

Section II?

How is allocation

factors reported?

Main/Branch No formal way to

establish in the

DCS because only

one IPEDS Unit ID

is involved

Main library

reports combined

totals for itself and

the branch

libraries

Main library

reports combined

totals for itself and

the branch

libraries

Report the total

number of branch

libraries

Allocation factors

will not be asked

for this type of

relationship.

Parent/Child Help Desk

establishes this

relationship in DCS

Parent institution

reports combined

totals for itself and

the child

institutions

Parent institution

reports combined

totals for itself and

the child

institutions

Do not report the

child institutions as

branch libraries

Parent institution

will report the

allocation factors

for its child

institutions

IPEDS Institute for Educators | July 2015

Institutions Sharing PARTIAL Library Resources

• Digital/electronic collection:

– Report whatever the library has access to as part of its

collection

– Report at the administrative and not branch level

• Digital/electronic circulation:

– Report only circulation of those shared resources at your

institution. Do not include circulation at other institutions

in consortium

– If this cannot be broken out, use whichever method

implemented locally to monitor circulation

IPEDS Institute for Educators | July 2015

INTERACTIVE ACTIVITY

Everyone

IPEDS Institute for Educators | July 2015

DATA RELEASE PROTOCOL

Andrew Mary

IPEDS Institute for Educators | July 2015

Data Release Protocol

• 4 Stages– Collection

– Preliminary

– Provisional

– Final

• Outlined in IPEDS Resource Center

IPEDS Institute for Educators | July 2015

Data Release Protocol – Collection Level

• After data are locked, they are

1. reviewed by the Help Desk

2. migrated to the Collection Level Data Center (login

available only through the Data Collection System)

• At the collection level, any respondent whose

data have already been migrated can see their

own data, as well as the data for all of the other

institutions that have already been migrated

IPEDS Institute for Educators | July 2015

Data Release Protocol – Preliminary

• Soon* after an IPEDS data collection cycle closes:

– A First Look publication based on preliminary data is

released

– Preliminary data are made publicly available through the

IPEDS Data Center

• Preliminary data have been edited but are subject to

further NCES quality control procedures

• Imputed data for nonresponding institutions are not

included

IPEDS Institute for Educators | July 2015

Data Release Protocol – Provisional

• After all quality control procedures are complete:

– The First Look publication is reissued based on the

provisional data

– Provisional data are made publicly available through

the IPEDS Data Center

• Data have been imputed for non-responding

institutions

IPEDS Institute for Educators | July 2015

Data Release Protocol – Final

• Institutions may submit revisions to data in the

subsequent data collection year.

• After editing of these revised data is complete:

– Final data are made public through the IPEDS Data

Center

– The First Look publication is not reissued

IPEDS Institute for Educators | July 2015

Timing of First Look Publications

and Data Release

• Preliminary Data – Fall Survey Data (ICH, IC, E12, C): mid- to late-May

following the collection

– Winter Survey Data (SFA, GR, GR200, ADM, OM): early- to mid-September following the collection

– Spring Survey Data (HR, EF, F, AL): early- to mid-October following the collection

• Provisional Data– Approximately 4-6 weeks after the Preliminary data

release

IPEDS Institute for Educators | July 2015

DATA FEEDBACK REPORT

Gigi Jones

IPEDS Institute for Educators | July 2015 105

2015 DFRs

General Timeline

- Currently: Selecting pilot group to review

- Early September: Pilot group reviews their DFRs

- October: Emailed to KH, Coordinators, and CEOs

- DFRs on Data Center

IPEDS Institute for Educators | July 2015

Data Feedback Report Update

• AIR Benchmarking Workshop

• Institutions had until July 17, 2015 to load or

update their comparison groups

• 2015 reports will be emailed again to KH,

Coordinators, and CEOs.

– New this year, NO attachments. Links to the

reports will be provided instead.

• New data = New figures

IPEDS Institute for Educators | July 2015 107

• Admissions (only for

non-open admissions

schools)

• Student Enrollment

• Awards

• Charges and Net Price

• Student Financial Aid

• Military Benefits **

• Retention and

Graduation Rates

• Finance *

• Staff

• Libraries ***

IPEDS Institute for Educators | July 2015

Data Center: DFR

• Facilitating Customization

• Tree layout

• Headers organizes the figures like the reports

• Admissions (only for non-admissions schools)

• Student Enrollment

• Awards

• Charges and Net Price

• Student Financial Aid

• Military Benefits

• Retention and Graduation Rates

• Finance

• Staff

• Libraries

IPEDS Institute for Educators | July 2015

IPEDS WEBSITE (VISION)

Tara Lawley

IPEDS Institute for Educators | July 2015

IPEDS Institute for Educators | July 2015

QUESTIONS/COMMENTS/OTHER

THINGS YOU WOULD LIKE TO DISCUSS

Everyone