Page 30 - Campus Technology, March/April 2019

2018
Finding the Data that
By Dian Schaffhauser
More than a decade has passed since Southern Connecticut State University
kicked off its first longitudinal cohort study in 2007. That effort was led by the insti- tution’s Office of Assessment and Planning. Its mandate: to promote a “data-driven process of educational change.”
While the university’s Institutional Research office works closely with Assessment and Plan- ning and both groups contribute to maintaining the university’s accreditation, the latter’s collec-
tion and analysis of data is focused on identify- ing the “differences that make a difference.” And that requires data — some 1.9 million
data points for the latest cohort data sets. The data collection begins with the basics: student profiles as they enter, including gender, ethnici- ty and hometown; SAT scores; whether stu- dents are athletes or registered with the disabil- ity resource center or honors college. From there it begins pouring in from multiple sources. During new-student orientation, Assessment
Southern Connecticut State University
Makes a Difference
Southern Connecticut State University has spent 10-plus years homing in on factors that really contribute to student success — and how best to help keep students on track.
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CAMPUS TECHNOLOGY | March/April 2019