Sunday AM Sessions

Half Day Workshops cost $90; Two-Part Workshops cost $190; and Newcomers to IR cost $120.  Pre-conference workshops are only open to NEAIR members.  If you are not attending the conference, pre-conference workshop only registration will open October 4th.
 
IPEDS in an Instant: Automating the Completions Survey
Polly Prewitt-Freilino, Mount Holyoke College; Nathan Rush, Wheaton College

IR offices spend multiple days per year completing IPEDS surveys. This session provides the tools and methods to create an automated process (via a KNIME workflow) for IPEDS surveys that can be reused each year to streamline IPEDS reporting. Session participants leave with a process to automate the entry of their IPEDS completion surveys and a framework to automate other IPEDS collections. In the time it takes an average IR office to manually enter data into the IPEDS Completions survey, workshop participants will construct a step-by-step workflow for transforming and aggregating student-level data using KNIME, a free open source data analytics platform. This reusable KNIME workflow will format completions data into a new file that can be uploaded to IPEDS, automating the process and saving several hours manual data entry each year. In addition, the skills learned in this workshop will empower participants to use KNIME to automate other IPEDS surveys and perhaps to streamline data transformation and analysis needs at their institutions. 

This is a foundational session for IR professionals interested in re-imagining their data preparation, custom reporting, and task automation to leverage open source technology to increase the efficiency of the IR office and external reporting.


Laptops with KNIME Analytics Platform Version 4.0 or higher installed are required to participate in this session. 
You can download the free version of KNIME Analytics Platform from https://www.knime.com/downloads
An Introduction to Design Thinking for IR and Everyone
Daniel Riehs, Boston College; Allison Reilly, Boston College

Have you wondered what exactly design thinking is, and how it might be useful to you?  Design thinking's focus on user needs had made it a popular technique for problem-solving outside of the realm of traditional design. Problems are tackled deliberately, in a step-by-step manner that reveals the creativity in everyone.  Participants in this workshop will be presented with a realistic scenario involving the strategic use of data at a university. They will be led through the design thinking process, and emerge with actionable ideas that could be implemented by an IR or IE office. This highly-interactive half-day workshop will give participants a foundational understanding of design thinking techniques and introduce new methods for collaboratively solving institutional research and university problems.  This workshop is intended for institutional researchers looking for an introduction to design thinking, as well as anyone interested in learning about new problem-solving and facilitation techniques. Prior experience is not necessary.

Laptops are not required for this session.

*Benefit to IR/IE Newcomers
Assessment 101: Practical Guide for Non-Academic Units
Nasrin Fatima, Binghamton University - SUNY

Although student learning is directly affected by instruction in the classroom, it is indirectly affected by the processes, services, and resources of the operational/administrative support units of an institution. Because these units have great impact on the environment and tools of the classrooms, the goals/objectives of these units must be assessed on a continuous basis. In addition, standards of accreditation require an institution to continuously assess and improve its programs and services. However, many institutions struggle to create a culture of administrative unit assessment that is systematic, organized, and sustainable. Misconceptions about what assessment is and how administrative unit assessment is relevant to the overarching effectiveness institutional mission, goals, and objectives are the principal barriers to this. This workshop will provide step-by-step guidelines to create a framework for developing and successfully implementing an organized, systematic and sustainable non-academic unit assessment geared to improve institutional effectiveness.

At the end of the session, the audience will:
  • Have increased knowledge about outcomes assessment process
  • Be able to distinguish between learning outcomes and operational outcomes
  • Be able to write measurable and meaningful learning/operational outcomes and implement them at non-academic unit level assessment
Laptops are not required for this session.

*Benefit to IR/IE Newcomers
Data Governance: A Primer
Braden Hosch, Stony Brook University

A common misconception about data governance is that it is principally a technological problem that requires a technical solution, but in fact, data governance at its core is a set of guidelines for how people behave and make decisions about data. This workshop is designed for participants at institutions where data governance is undeveloped or developing and will cover the six topics: data governance definitions and its major aspects, selling data governance to senior leadership, maturity models, characteristics of a data governance system, technological 'solutions,' and change management in higher education. Participants during the workshop will build a prioritized action plan for developing data governance functions when they return to campus.

Laptops are not required for this session.
Live Data Presentations: Bringing Data to the People
Shari Jurik, Prince George's Community College

Far too often in higher education, we are not given the time or budget to analyze data we collect on campus beyond descriptive statistics.  While descriptive statistics may be appropriate in some instances, diving deeper into the data may have many benefits for our on- and off-campus partners, including 1) adapting programs or interventions for specific groups, 2) increasing the number and quality of data-driven decisions, 3) engaging stakeholders in the data analysis process, and 4) getting a higher return on investment for the time and money invested in data collection.  Live data presentations may be an effective way to conduct more complex data analyses that are relevant to campus partners without putting too much of a burden on institutional research and assessment personnel.  In this session, participants will be able to identify strategies to successfully conduct a live data presentation with their campus partners and apply the live data presentation approach through a role-play exercise. 
Participants do not need to have prior experience with presenting data but are expected to know how to conduct and interpret basic statistical analyses (e.g., descriptive statistics, mean comparison, correlation, multiple linear regression, etc.) within a statistical software of their choice. The presenter will be using SPSS, but participants may use whichever software they choose (e.g., Excel, SAS, Stata, R). Participants are expected to have their preferred statistical software loaded on their computers, read the documents sent ahead of the workshop and understand the dataset as if it were one they were working with at their institution, to have the dataset loaded onto their computer and formatted to use with their preferred statistical software.
This session is designed for participants at all levels who may play a role in presenting data to campus partners.

Laptops with a statistical software of participants' choice are required for this session.