Using SNAAP Data for Positive Change 3 Million Stories March 8-9, 2013 Sally Gaskill, Director Amber...
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Transcript of Using SNAAP Data for Positive Change 3 Million Stories March 8-9, 2013 Sally Gaskill, Director Amber...
Using SNAAP Data for Positive Change
3 Million StoriesMarch 8-9, 2013
Sally Gaskill, DirectorAmber D. Lambert, Research Analyst
Angie L. Miller, Research Analyst
Center for Postsecondary Research, Indiana UniversityBloomington
812-856-5824
Session OutlineSNAAP Basics
Resources
Ways to Use SNAAP Data– on campus and in the community
Group Discussion
Introduction to SNAAP
SNAAP MissionWe investigate the educational
experiences and career paths of arts graduates nationally
Provide the findings to educators, policy makers, and philanthropic organizations
To improve arts training, inform cultural policy, and support artists
Leadership PartnersIndiana University Center for
Postsecondary Research
Curb Center for Art, Enterprise, and Public Policy at Vanderbilt
National Advisory Board
Generous start-up fundingSurdna Foundation (leadership gift)
Houston EndowmentBarr Foundation (Boston)Cleveland FoundationEducational Foundation of America
National Endowment for the Arts (4 consecutive grants)
SNAAP Basics: Who is surveyed?Participants drawn from..
Arts high schoolsIndependent arts colleges, arts schools or departments in comprehensive colleges & universities
All arts alumni, all years (since 2011)2008-2010: surveyed selected cohorts
Increasing Numbers…
2011 Administration36,000 respondents66 institutions
2012 Administration33,000 respondents70 institutions
Combining 2011 and 2012 respondents to create SNAAP Database with 69,000 respondents
Questionnaire Topics
1. Formal education and degrees
2. Institutional experience and satisfaction
3. Postgraduate resources for artists
4. Career
5. Arts engagement
6. Income and debt
7. Demographics
Participating institutions receive...Institutional Reports: Customized,
ConfidentialSeparate reports for undergraduate and
graduate alumniBoth quantitative and qualitative dataNew report on “Recent Grads”Comparative data with other schools
Complete data file of responses
Workshops/webinars on how to use data
Resources
Aggregate Reports
Aggregate Report (detail)
Annual Reports
Annual Report (detail)
SNAAP Special Reports
SNAAP Special Reports (detail)
SNAAP DataBriefs
Available at: http://snaap.indiana.edu/snaapshot
Using the Data
Using the data ...Sharing on campus
Alumni and donor outreach
Recruitment
Assessment and curricular change
Strategic planning
Advocacy and public policy
Sharing on Campus
Assessment Brief #62 October 12, 2011
Miami University Assessment
Using Feedback from Miami Alumni to Improve Educational Effectiveness
Surveying Alumni Miami students are frequently surveyed throughout their college experiences. However, assessing the long-term impact of students’ Miami education can also require reaching out to students after they graduate. Feedback from alumni, who are now using the skills they developed at Miami, can greatly improve educational effectiveness. The Strategic National Arts Alumni Project (SNAAP) survey gathers information about fine arts alumni to better understand the relationship between arts education and arts-related occupations. The SNAAP participants from Miami University consisted of 220 undergraduate fine arts alumni who graduated in the following years: 1990, 1995, 2000, and 2005-2009. The survey included questions about institutional experiences and career choices. To capture institutional experiences, the survey prompted alumni to report their overall satisfaction with their education as well as their satisfaction with specific areas (e.g., academic advising, freedom to take risks). In the career section, alumni reported their current and previous occupations, their satisfaction with these jobs, and their current level of fine arts engagement. To explore the intersection between institutional experience and careers, the survey asked alumni about the skills and competencies they developed at Miami University as well as which skills were most important in their current job. By reviewing these results, faculty and staff can better understand how students’ experiences at Miami prepare them for their career. Key Findings Fine arts alumni were satisfied with their
experiences at Miami University; 94% of undergraduate arts alumni rated their overall experience as good or excellent.
Arts alumni were especially satisfied with their sense of belonging at Miami and with their instructors.
Respondents were least satisfied with opportunities to network with alumni and others, advice about further education, career advising, and work experience.
The vast majority of respondents reported developing critical and creative thinking skills while at Miami and found these skills important in their future careers.
Fine arts alumni were less likely to report that Miami helped them to develop business and technological skills related to their field.
Student Satisfaction
Recommendations The SNAAP survey highlights the importance of gathering alumni feedback. Such feedback is a valuable resource for assessing educational impact and improving educational effectiveness across the university. The SNAAP survey helps faculty and staff in fine arts by identifying the following:
Common occupations and post-secondary degrees among graduates
Skills and competencies that students will frequently use in their careers
Levels of student satisfaction with various aspects of their Miami experience
These results can help the division improve retention and graduation rates and better prepare students for their future careers.
If you have comments or questions, please contact the Center for the Enhancement of Learning, Teaching and University Assessment at [email protected] or 513-529-9266. Previous Briefs are available online at: http://www.units.muohio.edu/celt/assessment/briefs/.
2012 SNAAP Results
Sarah B. CunninghamExecutive Director of Research
Alumni and Donor Outreach
Recruitment
Assessment and Curricular Change
Using SNAAP for Curricular Assessment and Change
Using SNAAP for Curricular Assessment (cont.)Most important skills:
1. Creative thinking and problem solving2. Listening and revising3. Interpersonal relations and working collaboratively4. Broad knowledge and education5. Critical thinking and analysis of arguments and
informationRecommend that faculty:
Incorporate open-ended projects (top skill #1) and group projects (top skill #3)
Require analysis of theories or reviews/critiques (top skill #5) and provide opportunities for feedback and revision (top skill #2)
Ensure curricula include a firm knowledge foundation in a wide variety of areas (top skill #4)
Using SNAAP for Curricular Assessment (cont.)
Using SNAAP for Curricular Assessment (cont.)Identify strengths:
What skills have the highest % of alumni reporting the institution helped them develop “very much” or “quite a bit”?
Identify areas for improvement: What skills have the highest % of alumni
reporting the institution helped them develop “very little” or “not at all”?
Peer group information provides context: Do other institutions have similar strengths
and weaknesses?
Examples From 2011 Aggregate Findings
Artistic technique Financial and business management skills
Entrepreneurial skills0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
77% 81%
71%
90%
22%26%
"Very" or "Somewhat Important" to profession or work lifeInstitution contributed "Very much" or "Some" to development of skill
Using SNAAP for Curricular Assessment (cont.)Alumni receive strong training in learning
artistic techniques
Discrepancies between those who say a skill is important for their work and those who say the institution helped them develop that skill suggest some improvements that could be made, such as:Requiring business and financial classes, or
incorporating these elements into existing courses Include classes looking at the “nontraditional”
career paths of arts graduates
Using SNAAP for Program Assessment
Using SNAAP for Program Assessment (cont.)Programs and services with low satisfaction
may need to be revised
Career advising had 59% report either “very dissatisfied” or “somewhat dissatisfied”
Additional resources could be devoted to developing new components of career advising such as:Alumni career panel presentationsRésumé or portfolio building sessionsNetworking opportunities for graduating students
Strategic Planning
Strategic PlanningProvides an overview to make decisions
about the future direction of the school
Reinforces leadership by documenting success
Proof that you are involved in analyzing effectiveness of your institution
Advocacy and Policy
Advocacy and PolicyIn your local community
With state and other public sector funders
With donors
Institutional Location & CareersIn the first 5 years after leaving your institution, did you take up residency in
the town/city where it is located to pursue you career?
HS Undergrad Grad0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12%
36% 40%
Source: snaap.indiana.edu/pdf/2012/2012_Annual_Report.pdf
Discussion
Some discussion questions...What are other ways of using
SNAAP data for positive change?
What obstacles might you might face in using SNAAP data?
How might SNAAP data benefit your institution?
Strategic National Arts Alumni Project
Indiana University Center for Postsecondary Research
Sally Gaskill, [email protected] snaap.indiana.edu