Office of Planning and Assessment
Wisser Library, rm. 201/208
Mar 05 2014
Assessment Committee Meeting, February, 27, 2014
Jan 16 2014
January, 2014 Assessment Day Leadership Program
Oct 17 2013
2013 Assessment Committee Meeting
Direct assessment of student learning by faculty members within academic programs is complemented at the institutional level by indirect assessments administered by the Office of Institutional Research and Assessment.
Chosen for different purposes and administered on regular cycles, surveys provide high-level information on the self-reported attitudes and behaviors of stakeholders across all segments of the university and results inform strategic planning and resource allocation. In addition, disaggregated results for individual schools and programs are made available to help inform development of action plans by individual faculty members, schools, and administrative units.
The Entering Student Survey (ESS), replaced in 2007 by MAP-Works (annual), provides information on incoming students that informs efforts to improve processes and intervene with students at risk.
The annual Graduating Student Survey (GSS) provides data on student employment, income, further schooling, and retrospective information about their experiences at NYIT. Repeated every year since 1996, longitudinal data are available for further analysis. In recent years, these surveys have identified areas of relative dissatisfaction, leading to substantial investment and subsequent improvement.
The National Survey of Student Engagement (administered every three years - in rotation with the Noel-Levitz survey) provides benchmarked information about student participation in activities that support learning. It was administered for the first time at NYIT in the spring of 2008 in an effort to increase information from and about students for the purpose of institutional planning. In fall 2008, the 2030 Steering Committee chose improved results on several NSSE scales as key performance indicators of teaching quality improvement on the university's 2030 Scorecard; administrators use the data to compare teaching practices at NYIT with benchmark institutions; and faculty members have used NSSE results to drive improvement in the level of academic challenge in freshman courses (College of Arts and Sciences) and to introduce more active and experiential learning opportunities throughout the curriculum (School of Management).
Student Satisfaction Inventory -- Noel-Levitz (every third academic year - in rotation with the NSSE) provides benchmarked information about the importance students place on a variety of services and their satisfaction with those services. At the administrative level, the results from the survey's first administration at NYIT in fall 2005 (combined with data from Graduating Student Surveys) were used to drive investment in career and enrollment services. At the institutional level, the 2030 Steering Committee selected the "Student Centered" scale on this instrument as a key performance indicator of "student-centered university" on the university's 2030 Scorecard.
Targeted surveys are developed and conducted as needed for specific purposes. Most recently, targeted surveys have focused on student satisfaction with advising and enrollment services, technology, and new student orientation.