Institutional Research & Analysis

National Survey of Student Engagement (NSSE): Since 2000, the National Survey of Student Engagement (NSSE) has collected data on thousands of students each year from hundreds of four-year colleges and universities across the United States. The purpose of the survey is to gain insight into how undergraduates spend their time while attending college and what they gain from their undergraduate education. NSSE was originally an initiative of the Pew Charitable Trusts designed to collect national data about the quality of undergraduate education. Survey administration is coordinated by the Indiana University Center for Postsecondary Research. Uses of NSSE results include, but are not limited to, informing strategic planning and policy decisions, providing information to prospective students, and supporting accreditation activities.Cleveland State University participated in NSSE in 2002, 2006, and 2009.

Using NSSE Data : A guide to using NSSE data and sharing results with internal and external audiences.
Accreditation Toolkit :  These guides provide suggestions for integrating NSSE data with regional accreditation; includes cross-matching of specific questions HLC-NCA standards.
HLC-NCA Mapped to 2009 NSSE Survey Questions.
HLC-NCA Mapped to 2006 NSSE Survey Questions
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Cooperative Institutional Research Program (CIRP) Freshman Survey: Each year, approximately 700 two-year colleges, four-year colleges and universities administer the Freshman Survey to over 400,000 entering students during orientation or registration. The survey covers a wide range of student characteristics: parental income and education, ethnicity, and other demographic items; financial aid; secondary school achievement and activities; educational and career plans; and values, attitudes, beliefs, and self-concept. Published annually in "The American Freshman," the results from these surveys continue to provide a comprehensive portrait of the changing character of entering students and American society at large .
http://www.heri.ucla.edu/cirpoverview.php
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Your First College Year (YFCY): The Higher Education Research Institute (HERI) has been offering the Your First College Year (YFCY) survey since 2000. YFCY is the first national survey designed specifically to assess the academic and personal development of students over the first year of college.Developed through a collaboration between HERI and the Policy Center on the First Year of College at Brevard College, YFCY enables institutions to identify features of the first year that encourage student learning, involvement, satisfaction, retention and success, thereby enhancing first-year programs and retention strategies at campuses across the country. Survey Cycle: Conducted from March – June, to target freshmen at the end of their first year. For more information visit http://www.heri.ucla.edu/yfcyoverview.php. Cleveland State University participated in YFCY in 2004.
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Non-returning Students Surveys: Cleveland State University conducted the survey in 1996-97 and 2003.
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Quality of Service Survey: Cleveland State University conducted the survey in 2003.
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Student Survey of Extended Campus Operations: In an effort to gather insights regarding student interests and experiences at Cleveland State University’s Extended Campuses (Centers), three objectives were identified for a student survey conducted during the Fall 2008 semester; 1) to obtain preferences among existing students regarding courses and schedules at the centers; 2) to determine likes and dislikes related to experiences at the centers; and 3) to determine reasons that students seek courses at centers and how they locate information about campus offerings. Surveys were drafted for undergraduate students and graduate students, and participants were offered the option of completing the survey on paper or online. In total, 285 undergraduate students and 315 graduate students responded (22% response rate).
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Senior Satisfaction Survey: Cleveland State University conducted the survey in 2003-2004.
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ACT Alumni Outcomes Survey: Cleveland State University conducted the survey in 2005.
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Collegiate Learning Assessment (CLA): The Collegiate Learning Assessment provides a means for measuring an institution's contribution to the development of key higher order competencies, including the effects of changes to curriculum and pedagogy.  To gauge summative performance authentically, the CLA presents realistic problems that require students to analyze complex materials and determine the relevance to the task and credibility.  Students' written responses to the tasks are evaluated to assess their abilities to think critically, reason analytically, solve problems and communicate clearly and cogently.   Scores are aggregated to the institutional level to provide a signal to the institution about how their students as a whole are performing.  

http://www.collegiatelearningassessment.org/index.html
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Collegiate Results Instrument: Researchers, led by Robert Zemsky and Susan Shaman developed an instrument for measuring collegiate results, the Collegiate Results Survey (CRS). The survey asked a sample of recent college graduates to describe their lives six to nine years after college. Administered primarily as a paper instrument mailed directly to respondents’ homes beginning in the fall of 1999, the CRS collected data from the graduates of 80 baccalaureate-granting colleges and universities across the United States. The CRS questioned graduates about their postbaccalaureate education and lifelong learning, occupations and income, job skills, personal values and activities, and confidence in their skills and abilities.

http://www.stanford.edu/group/ncpi/unspecified/students_parents_toolkit/cri.html
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Faculty Survey Institutional Summary (1989, 1995, 1998, & 2004)

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