ASSESSMENT OF GRANT ACTIVITIES
Title III Surveys: Perceptions of Data and Decision-Making
Employee perceptions of data and decision-making at CR have been assessed through an annual survey conducted in each of the last three years, and this information is included in an annual performance report to the Department of Education. 2007 Data and Decision-Making Survey Results Both the executive summary and full report for this year's survey are available. Follow the links provided to review the information. For a number of key items in the survey, respondents have indicated that the extent of data-driven decision-making is generally growing. The items for which this is the case include perceptions about the institution's use of data as well as the individual's own access to and ability to use data in decision-making.
Comparison of 2005 and 2006 Survey Results
A general negative trend can be observed for the majority of the survey items. That is, there were less people agreeing with statements that would indicate CR practices data driven decision-making in 2006 than in 2005. Survey items 4, 6 and 9 showed the largest decreases in "agreement" indicating that between 2005 and 2006, more respondents stated that they do not have easy access to data, that access to data would not necessarily improve their ability to make decisions at work and that program and policy changes are not based on data and analysis. These negative trends may be a reflection of increasing awareness of the need for data-driven decision-making and the impression of the political climate (leadership transition, budget and enrollment picture) at CR. 2006 Survey Highlights
170 responses were received from administration, faculty, management, and staff. Only 9% agree that CR uses reliable, objective data to support its decision-making processes – a decrease of nearly 5% from 2005 (Item 1) 24% agree that there are adequate staff and resources available to help access and interpret data – an increase of 3% from 2005 (Item 5) 28% agreed that they have the training and skills they need to get additional information they want – a decrease of 2% from 2005. (Item 11) Follow-up focus group sessions with senior administration, managers in business and student services, and faculty leaders revealed common themes observed in the data and identified as potential actions for the college.
GRANT ACTIVITIES REPORTS
Monthly Progress Reports Year 1 Activities Completed
Year-by-Year Activities As Proposed in Grant Application
Proposed activities listed below will be implemented with yearly revisions and modifications as necessary to support the success of the grant Year 1 Activities - Develop IR Office (hire & train staff, purchase equipment, develop resource library, identify "best practices," etc.)
- Establish IR Advisory Group
- Develop Protocols for Data Collection & Reporting
- Collect Baseline Information (CR's Perception of Data-Based Decision-Making & Use of Data)
- Develop Training Protocols & Timetable
- Begin Identification of Indicators for Academic Program Outcomes, Student Services & Administrative Services
- Analyze Enrollment Data
- Transition Student Education Plan to an Online System
- Identify Discretionary Funds
Year 2 - Hire Research Analyst (focused on the classroom)
- Develop Protocols for Classroom & Academic Innovation Research
- Develop & Implement Annual Reporting Calendar
- Establish College-wide Intranet for Data Research Reporting Including Interactive Capacity for Queries and Requests
- Develop Research Internship Program with Humboldt State University Graduate Students
- Create Common Data Set, Collect Baseline Measurements for Outcome Indicators, & Publish
- Provide Professional Development for Faculty & Staff on Using Data
- Research, Purchase, & Train Staff on Budget Scenario-Building Software
- Develop Allocation Model & Start to Reallocate % of Discretionary Spending
Year 3 - Hire Graduate Student Interns focused on Student Services & Learning Support
- Begin Partial Funding of IR Function (Endowment Match and Reallocation)
- Conduct Academic Program Reviews (Using Revised Data Components)
- Develop Public Reporting of Data
- Revise Management Evaluation Instruments & Protocols, Train Staff, & Implement
- Review Placement/Assessment Instruments & Processes
- Create Course Schedules Reflecting Assessment & Enrollment Data
- Implement Budget Scenario-Building Processes
Year 4 - Institutionalize Systems, Practices, Services, & Products in First 3 Years
- Implement Annual Data Report (Electronic & Paper Formats)
- Conduct Annual Reviews for Faculty, Staff, Administrator Satisfaction
- Facilitate Graduate Internship focus on Administrative Issues
- Develop Graduate/Employer Follow-Up Research Protocols
- Implement Revised Strategic Planning Process (Where IR Office Takes Lead Role)
- Integrate Student Education Plan Data Into Course Scheduling
Year 5 - Fully Institutionalize IR into College
- Implement Graduate/Employer Follow-Up Research Protocols
- Develop Performance Indicators, Research Protocols, Data Points, & Collection Schedules for Evaluation of Annual Operational Plans
- Incorporate Professional Development on Data-Driven Decisions into New Faculty Mentoring & Other Staff Trainings
- Conduct 5-Year Summative Evaluation
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