Office of Institutional Research and Assessment
- The Office of Institutional Research and Assessment adheres to the Association for Institutional Research Code of Ethics in its collection, handling, and reporting of data.
- The Office of Institutional Research and Assessment subscribes to, and is guided by The Principles of Good Practice for Assessing Student Learning; a landmark document of assessment in higher education developed by twelve prominent scholar-practitioners in 1992.
- The primary purposes for assessment at the Rutgers School of Nursing are to continuously improve student learning and program effectiveness. This is accomplished through data-informed improvements in program structure, student services, policies, and teacher-learner processes.
- Assessment is concerned with group-level analysis rather than individual-level analysis. Therefore, assessment data will not be used for individual faculty, staff, or student evaluation, but rather the overall evaluation of educational programs and services.
- The faculty, given their curricular roles and responsibilities, shall have prominent roles in collaboration with the Office of Institutional Research and Assessment for the development, implementation, and ongoing use of academic assessment activities.
- Assessment strategies will be integrated into the curriculum and will be integral to the learning processes of our students.
- Assessment methods used at the Rutgers School of Nursing will reflect best practices nationally;
- Assessment of programs will involve a multi method (triangulated) approach whenever possible.
- Assessment goals/objectives at the course, program, and school level should be stated in terms that are amenable to observation and measurement.
- To be effective, faculty, staff and administrators must make appropriate usage of assessment results to improve courses, curricula, and/or services that impact student learning and development.
- The development of an effective assessment program is iterative and long-term; several rounds of data collection will be necessary to stabilize assessment processes and build a longitudinal database for meaningful long-term trend studies.
- The assessment program at the Rutgers School of Nursing will be regularly and continuously evaluated.
Our role in evaluation
Evaluation can be defined as “the systematic process of determining the merit, value, and worth of something such as a program, policy, procedure, or process." (Evaluation Glossary, Western Michigan University).
The Office of Institutional Research and Assessment fields data/research requests from internal decision-makers to inform campus decision-making and planning in areas such as recruiting, admissions, enrollment management, staffing, student life, finance, facilities, and student services. Evaluation requires that key performance indicators (KPI’s) are systematically tracked and recorded.
Some examples of key metrics which the Office of Institutional Research and Assessment tracks are:
- Program Completion Rates
- Retention and Graduation Rates
- Employment Rates
- Licensure and Certification Examination Pass Rates
The Office of Institutional Research and Assessment oversees and coordinates the School of Nursing course evaluation process which informs the tenure and promotion process, aids in curriculum and course development, and helps to evaluate our clinical education processes.
The Office of Institutional Research and Assessment assists with evaluation planning in grant-related projects when the research intervention is related to student learning processes at the Rutgers School of Nursing.
Our role in assessment
Assessment can be defined as "a set of processes designed to improve, demonstrate, and inquire about student learning" (Mentkowski, M. qtd. in Palomba, C. A., and Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco, CA: Jossey-Bass).
The Office of Institutional Research and Assessment leads the charge in the development, implementation, coordination, and maintenance of systematic assessment plans. This is guided by the mission, values, and goals of the School and professional standards of competency as outlined by external stakeholders such as AACN, NTF, and NONPF. Our assessment plan hinges on using two approaches to conduct a comprehensive assessment of our institution and its programs.
Ongoing Program Assessment – Utilizing Tracdat assessment software, the Office of Institutional Research and Assessment works with each program to ensure outcomes, measures, and criteria are continuously used to create action-plans for ongoing improvement.
Annual Suite of Institutional Assessments - The Office of Institutional Research and Assessment conducts the following studies on an annual basis.
- The Subsequent Enrollment of Accepted Students (SEAS) Report (Students that we accepted but did not enroll)
- The New Student Questionnaire (Newly enrolled students)
- The Student Satisfaction/Engagement Survey (All enrolled students)
- The Non-Returning Student Survey (Attriters)
- Exit Survey (Graduating students at the point of exit)
- Alumni Surveys (Alumni, 10-12 months post-graduation)
Our role in the external reporting of data
By the nature of its work, the Office of Institutional Research and Assessment is positioned to report information externally to stakeholders such as accreditors, State and Federal agencies, and select publications. The office ensures that all processes of assessing and improving the student learning process are documented and demonstrable to accreditors.