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
Tuesday, October 11, 2016
9:15 am to 10:00 am

Accreditation / Work Share

Session 87
Student Achievement Data: An Overview of Institutional Websites

Each institution in the SACS COC region has been asked to provide a public information link to student achievement data on their websites. This session prevents an overview of that data from a variety of institutions with an attempt to identify the kinds of data presented, as well as the scope of the data and the general context provided at the institutional level.

Room: Morehead
Ginny Cockerill The University of Alabama at Huntsville

Facilitator: Louise Fisher

Assessment / Work Share

Session 81
Assessing the Assessor: Measuring the Impact of Assessment Offices

Assessment offices have to play the role of “honest broker” in order to build or win institutional trust. These offices often monitor, review, evaluate, and provide feedback to various institutional units but, who monitors the assessment offices? How do they know that they have made an impact? This session will focus on strategies that assessment offices can use to assess themselves and measure their impact on the institution.

Room: Tryon North
John Frederick The University of North Carolina at Charlotte
Christine Robinson The University of North Carolina at Charlotte

Facilitator: Meaghann Wheelis

Assessment / Work Share

Session 89
One University’s Process to Align Annual Assessment Reporting and Academic Program Review

• Virginia Tech is currently in the process of aligning two primary responsibilities housed in the Office of Assessment and Evaluation: academic program review and annual assessment reporting. This session will focus on how these two separate processes have been conceptually and strategically linked in order to better support each other and facilitate continuous improvement. Specific examples and detailed information on the design of these two processes will be shared during the session. We will review lessons learned during the revision process and potential pitfalls to be avoided.

Room: Queens
Bethany Bodo Virginia Tech
Molly Hall Virginia Tech
Steven Culver Virginia Tech

Facilitator: Sandi Bramblett

Assessment / Paper

Session 91
Faculty Attitudes regarding Assessment

Because assessment involves teaching and learning, faculty buy-in is key to the successful implementation of any assessment program. While faculty attitudes towards assessment affect faculty buy-in, very little research has examined faculty attitudes of assessment at the university level. The current study examined the relationship between faculty knowledge of assessment and positive/negative conceptions of assessment. Faculty at a public university in Virginia were asked to complete the Teachers’ Conceptions of Assessment-III (Brown, 2006), which is a 27 question Likert-type measure that assesses attitudes regarding assessment, and a 25 question true/false exam that measures knowledge of assessment.

Room: Grand Ballroom B
Sarah L. Strout Radford University
Sandra Nicks Baker Radford University

Facilitator: Rob Ricks

Institutional Research / Paper

Session 83
Pathways to Completion: An Analysis of the Enrollment Patterns of Recent Baccalaureates in Florida

This paper presents the results of a retrospective look at the enrollment patterns of students who completed their first baccalaureate degree at a Florida public university. We describe general enrollment patterns and the common student characteristics associated with each. We also examine differences in pattern frequency by broad program discipline. Finally, we discuss the implications of these patterns for time-to-completion.

Room: Harris
Christy England-Siegerdt Board of Governors, State University System of Florida
Kathy Padgett Board of Governors, State University System of Florida

Facilitator: Justin Chandler

Institutional Research / Paper

Session 84
Calculating and Reporting Effect Sizes, Power and P-Values to communicate the Statistical and Practical Significance of Results

Many submissions to scientific journals fail to report the effect sizes, and power in quantitative studies while prominently listing the P values. In this presentation, the author will explain the relevance of effect size, power and significance testing for planning, analyzing, reporting, and understanding education research studies. Calculations of these techniques are rarely done by hand. Instead, researchers normally refer to tables of critical values in much the same way that tables of critical values for t, F, and other statistics were utilized to determine statistical significance. The aim of this presentation is to clarify these concepts and to provide examples, using G power and SAS applications, on how to calculate and report effect sizes, sample sizes, and p values. The components of sample size calculations will be discussed and what factors to consider in choosing the sample size. Other concepts related to these issues such as sample size, confidence intervals, variability, type I error, type II error, and minimum effect size of interest will also be discussed.

Room: Independence
Jamil University of Mississippi Medical Center

Facilitator: Jesse Wrenn

Institutional Research / Paper

Session 90
Signal or Noise? Using Homegrown Data to Predict Attrition

National reports and benchmarking data suggests a multitude of reasons why students may be unlikely to retain at the first college or university they choose to attend. Yet, these standardized reports do not account for institution-specific challenges or efforts. In this presentation, we will discuss how to bring together cognitive, non-cognitive, academic performance measures, and other available institution-level student data to begin to determine how colleges and universities can best predict academic success and retention on their campus. The presentation will include a discussion of data cross-pressures from different areas on campus, how campuses can strategically respond to what retention and student success data illuminates, and how students can be included in framing administrative understanding of this data.

Room: Grand Ballroom A
Will Miller Flagler College

Facilitator: Greg Ohlenforst

Institutional Research / Work Share

Session 92
Understanding Completion Patterns of Non-Traditional Students

Students attending American Public University System (APUS) are typically non-traditional learners who often arrive with transfer credits. Since IPEDs graduation rates only consider First-Time students, students may successfully complete an Associates or Bachelors degree but are never counted as graduates from any institution. In addition to better understanding completers, the research team sought to determine if non-completers go elsewhere to complete an academic program. This presentation will review the process for retrieving student records from the student information system, obtaining data related to these students from the National Student Clearinghouse, analyzing it using Tableau, and a summary of the findings.

Room: Brevard
Elizabeth Wallace American Public University System
Dave American Public University System

Facilitator: Jessica Pierce

Institutional Research / Paper

Session 85
Using the National Student Clearinghouse, The CIRP Freshman Survey, and Institutional Data to Help Answer and Prompt More Questions about Graduate School Attendance.

Do certain activities lend themselves more directly to attending graduate school? Still, how impactful are pre-entering characteristics (such as parental education or self-expectations) with those activities and graduate school attendance? This single institutional study considers the following experiences: (1) study abroad, (2) internships, (3) leadership positions, (4) undergraduate research, and (5) service and with the CIRP Freshman Survey merged with the results from the National Student Clearinghouse (NSC) to provide additional insight into graduate school attendance. Issues and concerns are shared and discussed. In addition to the processes employed, practical coding is provided.

Room: Sharon
Robert Springer Elon University


Planning / Paper

Session 86
Life after College: The institutional obligation to faculty and staff

College leaders not only serve as stewards of their students’ intellectual, vocational and avocational futures, but also serve as stewards of the campus faculty and staff’s professional and financial futures. The presenters will review the impact of the introduction of defined contribution plans (401K) in the 1980's rather that defined benefit plans (pensions) on retirement incomes. Inequities are identified and recommendations on funding and employee support are proposed.

Room: Trade
Jim Purcell Office of the Postsecondary Commissioner
Erin Hall Office of the Postsecondary Commissioner
Philip Brodeur Office of the Postsecondary Commissioner

Facilitator: Jon Acker

Technology / Work Share

Session 88
Data Visualization of National Survey of Student Engagement (NSSE) in Tableau for Academic Program Review

Our institution underutilizes survey data for academic program review and administrators desire to increase utilization by employing Tableau to create dashboards. National surveys like the National Survey of Student Engagement (NSSE) can provide indirect evidence for student learning outcomes for academic program review (APR). The following presentation will 1) describe the data cleaning process 2) the process of creating a dashboard utilizing four years of NSSE survey data and 3) involve the audience creating small groups for a visual analysis exercise using a dashboard. Participants from other institutions will have a road map for how to use dashboards for APR.

Room: Kings
Alicia Dean Auburn University at Montgomery

Facilitator: Carmen Allen

Sessions: 11

SAIR 2016 Charlotte