IPEDS Teaching Institute:An Overview

May, 2006

Anthony R. Bichel, Ph.D.

Email: anthonybichel@yahoo.com

Disequilibrium Transformation

“The Farm” by Alexis Rockman

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Envisioning the Institute

• Transform T3

• Redesign the Curriculum

• Better Utilize Existing Resources

• Fully Integrate Technology

• Standardize Assessment

• Increase Access

• Enhance Awareness

The Goal

Networked Learning Environments

• A Networked Learning Environment (NLE) exists when any student or teacher can view instructional content, collaborate with educators, evaluate academic performance and access learning resources at any time to achieve their educational objectives.

• A NLE exists at many levels within an institution and beyond, including networks of classes, departments, institutions and consortia, as well as repositories of content and learning objects.

Planning Meeting

Webinars

Web-Based

Tutorials

On-Line Learning

Workshops

IPEDS Training Menu

Introductory Modules Data Collection Modules Advanced Modules

Overview of IPEDSOverview of IPEDS ExPTOverview of COOLFoundations of Institutional ComparisonsIntroduction to Peer Analysis Tool (PAS)

New IPEDS KeyholdersData Collection Surveys:

Institutional CharacteristicsCompletionsEnrollmentFinance (3)Student Financial AidGraduation RatesHuman Resources:

Employees by PositionFall Staff Salaries

Advanced PASData Analysis System (DAS)Dataset Cutting ToolResearch Topics:

Cost of EducationEnrollment ManagementFaculty Salary AnalysisInstitutional FinancesInstitutional Staffing Patterns

Curriculum Redesign

Module Title: Foundations for Institutional Comparisons

Intended Audience: New professionals in higher education administration and first-time IPEDS users.

Module Description:This module is designed to provide the target audience with a basic overview and knowledge of analytical techniques for comparing an institution to a comparison group using various performance measures. It will describe the rationale for performing such analyses, as well as, specific techniques used to develop comparison groups. Additionally, the workshop will have participants explore data elements that are germane to developing comparison groups, as well as a discussion of the variety of data elements that can be used for performance measures. The module will conclude with a discussion of the strengths and weaknesses of this form of research.

Learning Objectives:1. Understand the core concepts associated with comparing an institution to a comparison group using various analytical terms.2. Identify potential data elements that would be appropriate for his or her institution to use in developing a comparison group.3. Become familiar with a variety of different uses of comparison groups.4. Identify data elements that would be appropriate for his or her institution to use as performance measures.5. Understand the strengths and weaknesses of this form of research.

Delivery Method: Workshop, Webinar and Blackboard

Suggested Outline and Timeline: Total time shouldn’t exceed 30 – 45 minutes.I. Why do you need Comparison Groups & Performance Measures?II. Approaches to developing Comparison GroupsIII. Types of ComparisonsIV. Performance Measures appropriate for audience (Sector, etc)V. Strengths and Weaknesses

Instructional Materials Needed: Gayle’s & Howard’s PPT’s.Exercises: Identification of the Reason for Comparison, Identification of data elements for building comparison group and performance measures.

Content Development Teams

Introductory Modules

Data Collection Modules

AdvancedModules

Faculty MembersMary Ann CoughlinLu PhillipsGayle Fink

ConsultantElise Miller

Faculty MembersJan Plotczyk Bill Mahler

ConsultantsSusan BroylesJamie Isaac

Faculty MembersCel JohnsonPaula CoxValerie ConleyBill Fendley

ConsultantMari McCarty

Instructional Technologies

Blackboard (Bb)

Blackboard (Bb)

Blackboard (Bb)

Going Forward

• Collective agreement on and the development of (1) the curriculum format, (2) working drafts of the content modules, (3) technology training schedule and (4) a draft institute schedule were the major outcomes of the planning meeting. The schedule for going forward looks like this:

• February 1: Distribution of meeting report to faculty team• February 15: Revisions to curriculum, content modules and

institute schedule are due• March 1: Final curriculum, content and schedules are distributed to

faculty team• March-May: Technology training for faculty (Webinars and Bb)• May 31: All institute instructional materials are due• June 19-20: IPEDS Teaching Institute Preparation Session• June 21-23: IPEDS Teaching Institute @ Bolger Center

Expected Outcomes

• Measurable Learning Outcomes• Increased Access to Training• Greater Variety of Training Options• Dynamic Curriculum• Structural Feedback & Communication Loops• Enhanced Quality Control Measures• Improved Marketing Opportunities• Value Added Service to Education Community