Charlotte, North Carolina October 8-11, 2016




General Conference Information

Information for Sponsors/Exhibitors

Local Information

Opening Keynote

Special Event

Sponsors and Exhibitors

Travel Grants



SAIR Proposal

SAIR Conference Program 2016
Monday, October 10, 2016
9:30 am to 10:15 am

Accreditation / Work Share

Session 19
Life After the QEP Impact Report

Sure, you’ve planned for the QEP Impact Report, but have you thought about what comes after? How will the program be funded? Where will it live? Who will lead it? How will you get buy in for continuing this initiative in a politically and resource uncertain environment? Should your QEP even continue? This session will discuss/address the challenges of moving your QEP to a permanent program within your institution. Presenters will provide insights and outtakes from their process at a public rural comprehensive institution, and will lead participants in a mini-strategic planning workshop.

Room: Morehead
Sandra Nicks Baker Radford University
Erin Webster-Garrett Radford University

Facilitator: Debbie Smarr

Accreditation / Paper

Session 24
Garbage In, Garbage Out: Selling Faculty on Course-Level Outcomes Reporting

With an increased focus (from various parties) on accountability for student learning at all levels, the time is right to begin examining ways to remain ahead of the assessment curve—especially for the purposes of SACSCOC. Any effort to measure and report on student learning is inherently dependent on faculty cooperation and effort. This presentation will discuss how assessment professionals can best engage faculty in this process to assure high quality, meaningful outcomes reporting. From designing outcomes to making us of aggregated data, tips will be shared on increasing both compliance and quality of course-level outcomes data.

Room: Brevard
Will Miller Flagler College

Facilitator: William Wells

Accreditation / Work Share

Session 59
Setting Performance Standards for Institutional Student Achievement Indicators: Data Envelopment Analysis (DEA).

Data Envelopment Analysis (DEA) is an effective analytical approach to inform institutional planning and budgeting and to respond to accountability and accreditation requirements. This work share session will focus on applying DEA in the context of addressing SACSCOC Federal Requirement 4.1 (student achievement). Specifically, the session will demonstrate how DEA can be utilized to set (and to demonstrate the appropriateness of) performance standards for institutional efficiency outputs such as graduation rates or number of credentials awarded in the context of the given institution’s student population and available resources.

Room: Grand Ballroom A
Alexei Matveev Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
Nuria Cuevas Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)

Facilitator: Braswell Burnette

Assessment / Work Share

Session 13
Development of On-Campus Survey Policies

With increased on-line surveying of undergraduate students from campus units and researchers, our institution has developed a new survey panel policy to limit over-surveying. Practically the process has attempted to increase response rates by decreasing the length of surveys, improving survey content and randomly sampling student respondents. This presentation includes a discussion of the policy and the implementation of the process at a large public state institution.

Room: Tryon North
Joel Hanel University of Mississippi: Office of Institutional Research, Effectiveness, and Planning

Facilitator: Karen C. Jones

Assessment / Work Share

Session 14
Getting more for our money: Repurposing survey data for institutional research

In an effort to reduce burden of our students and get increased value from our campus-wide surveys, the Office of Institutional Research at Elon University collaborates with campus partners to utilize existing survey data to understand our students' perceptions of the campus experience. This session shares several examples of Elon's use of the Multi-Institutional Study of Leadership to explore campus climate, leadership development and the relationship between high impact practices and leadership outcomes. The session includes a discussion of strategies used to create and sustain these partnerships.

Room: Tryon South
Kimberly Fath Elon University

Facilitator: Ebenezer Kolajo

Community College / Work Share

Session 15
Performance Funding Using the NCCBP

Colleges are developing and implementing innovations in developmental education. While these innovations ultimately improve student performance and completion, they can also have a negative impact on college performance funding metrics. This session will inform researchers about the work of Missouri CCs and their impact on state performance funding models. To respond to this dilemma a task force was formed to work w/ the Missouri Department of Education and to develop new metrics to replace the two developmental success measures in Missouri’s current Performance Funding Criteria. The task force selected other metrics to study before a final recommendation was made to the state. The specific metrics and the process of testing and evaluating these metrics and best practices for working with performance funding will be shared.

Room: Harris
Lou A Guthrie Benchmarking Institute, Johnson County Community College

Facilitator: Kristina McCloud

Institutional Research / Paper

Session 16
Fundamental Improvement of Strategic Analysis in Higher Education: A Clarification Typology

Higher education institutions have a plethora of analytical needs. However, the irregular and inconsistent practices in connecting those needs with appropriate analytical delivery systems has resulted in a patchwork that sometimes overlaps unnecessarily and sometimes exposes unaddressed gaps. The purpose of this session is to share a typology of components for addressing institutional analytical needs while leveraging existing institutional strengths, in order to maximize analytical goal attainment most effectively and efficiently. Session attendees will learn about focusing upon the clarification of components for attaining greater analytical strength and goal attainment in the institution.

Room: Independence
Glenn W. James Tennessee Tech University

Facilitator: John Frederick

Institutional Research / Paper

Session 18
Who Leave for Other Institutions?: A Case Study of Transfer Students

As ‘Student Success’ is considered from a broad perspective, examining transfer students is critical for a comprehensive understanding of the entire student body in regard to their larger academic careers. The session will present the results of studying transfer-related data sources (including the Student Tracker Data of National Student Clearinghouse). Research findings include the characteristics of the transfer students and their academic status at the times when and after students transfer. Descriptions and critiques of different sources of transfer data will be provided; limitations and challenges of the studies are addressed; and comparisons of the research results will be conducted.

Room: Trade
Li-Shyung (Lily) Hwang Georgia Gwinnett College

Facilitator: Vyas Krishnamurthy

Institutional Research / Work Share

Session 11
Institutional Research and Enterprise Data Management: The New Normal

Communication is the key to any strong relationship. The combination of the institutional research and business intelligence functions can provide an institution with a competitive edge, particularly when those teams are co-located. Discover the opportunities, challenges, and solutions of building a cohesive team that formed, stormed, normed and ultimately, performed... beautifully! Alternate Title: "How I learned to stop worrying and love Game Day!"

Room: Grand Ballroom B
Sandi Bramblett Georgia Institute of Technology
Katherine Crawford Georgia Institute of Technology
Sandra Kinney Georgia Institute of Technology

Facilitator: Barrie Fitzgerald

Institutional Research / Work Share

Session 21
Should I Choose Professors Who Look Like Me?: An Examination of Implicit Bias in Final Course Grades

Implicit Bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control. (Staats, 2014). This session presents the findings of a multiple regression analysis that attempts to determine whether implicit bias (based on race or gender) plays a role in the grades assigned by university professors to undergraduate students.

Room: Queens
Adam Shick Wake Forest University

Facilitator: Kisha Allen

Sponsor Session / Software Demonstration

Session 20
An Institutional View of Faculty Accomplishments for Strategic Alignment

Accurate institutional information is critical for evidence-based decision making in support of a university’s mission and goals. Using case study examples, Digital Measures will share how they have partnered with several universities to use faculty activity reporting software to efficiently identify key activity alignment and demonstration of progress toward meeting university objectives.

Room: Kings
Clay Terris

Facilitator: Donald Cunningham

Sessions: 11

SAIR 2016 Charlotte