BCSSE collects data about entering college students' high school academic and co-curricular experiences, as well as their expectations for participating in educationally purposeful activities during the first college year. BCSSE administration usually takes place prior to the start of fall classes and is designed to be paired with a NSSE administration at the end of the first college year, providing an in-depth understanding of first-year student engagement on your campus.
Response Rate
Overall Response Rate: 50.0%
Data & Analysis
BCSSE collects data about entering college students' high school academic and co-curricular experiences, as well as their expectations for participating in educationally purposeful activities during the first college year. BCSSE administration usually takes place prior to the start of fall classes and is designed to be paired with a NSSE administration at the end of the first college year, providing an in-depth understanding of first-year student engagement on your campus.
The purpose of this study is to obtain a deeper understanding of the individual efforts and strategies of international graduate students in the U.S. when they write academic papers, master's theses, doctoral dissertations, and/or manuscripts for journal publishing.
Response Rate
Overall Response Rate: N/A
Data & Analysis
Did not provide
Measure employee engagement with a goal of being an employer of choice.
Response Rate
Overall Response Rate: 57%
Data & Analysis
Amy Batule- Training Manager, IU Human Resources
http://hr.iu.edu/myvoice/index.html
Individual Campuses, RC's and units received their engagement survey results and created action plans for positive change based on the feedback from staff employees. 365 engagement action plans in over 200 units are in process across the university.
This study will generate findings on students’ plans, aspirations, and career outlooks. It is a joint venture of Gallup and the American Association of Law Schools (AALS), who will release findings under the project title Before the JD.
Response Rate
Overall Response Rate: N/A
Data & Analysis
N/A
This study will generate findings on students’ plans, aspirations, and career outlooks. It is a joint venture of Gallup and the American Association of Law Schools (AALS), who will release findings under the project title Before the JD.
Response Rate
Overall Response Rate: N/A
Data & Analysis
N/A
The purpose of this study is to gain a better understanding of the processes through which incoming multilingual students gain, practice, and master critical thinking and research skills; to learn at what points during a student’s first year of study she or he is most likely to acquire and apply research training; to understand the types of assignments and activities that contribute to research skills development; and to identify unmet student needs within these processes in order to make curricular and instructional recommendations.
Response Rate
Overall Response Rate: Approximately 7%. Since this was a qualitative study, we stopped recruiting efforts once we had exceeded our target quota (30 students). 35 students participated.
Data & Analysis
A summary presentation is attached below. Two journal articles are presently in manuscript form, but have not yet been submitted for review. Andrew Asher can provide these once they are available. Results from this study also contributed to the learning analytics fellows report attached below.
In the spring of 2012, Auxiliary Business Services and Parking Operations conducted a transportation census of faculty, staff, and students from the Bloomington Campus as part of a transportation planning process to assist us in developing better transportation options for IUB. That effort was part of a transportation demand management (TDM) study that has led to implementation of some significant new transportation programs on campus including the creation of a Hoosier Commuter Club, implementation of an expanded carpool program, establishment of a new vanpool program for residents of the Indianapolis area that work at IUB, and an ongoing project to create a bicycle master plan. You can learn more about all of these alternative transportation programs at: www.alttran.indiana.edu.
In the fall of 2014, we are prepared to update this landmark study so we can continue to promote healthier and more efficient transportation options on campus. This effort is meant to update the information from the 2012 Transportation Demand Management (TDM) Study but it has also been timed to coincide with the project to create for the first time, a Bicycle Master Plan for the Bloomington Campus. Data from this study will be used to develop components of a campus strategy, as recommended by the 2010 Campus Master Plan, to effectively manage transportation demand with expanded facilities and routes, optimized parking allotments, and innovative rideshare and other programs that create viable alternative transportation options.
Response Rate
Overall Response Rate: N/A
The purpose of this study is to understand IU students' barriers to help seeking. The results of this survey will help us identify ways to reduce such barriers.
Response Rate
Overall Response Rate: 2.3%
Data & Analysis
The goal of the project was to develop a new measure – Barriers to Seeking Mental Health Counseling (BMHC) – that assesses perceived barriers to seeking mental health counseling and psychological help among ethnically and culturally diverse college-aged students, and evaluate its psychometric properties. Across four studies, the authors recruited samples of ethnically diverse college students (n = 1049) from Indiana University and a large public university in Southern California. Through a series of statistical analyses, the authors found evidence for construct validity and reliability of the new measure. First, exploratory and confirmatory factor analyses showed that BMHC is a multidimensional measure that comprises one general factor of help-seeking barrier, and six specific types of help-seeking barriers. The six specific barriers are Negative Perceived Value, Ingroup Stigma, Discomfort with Emotions, Lack of Knowledge, Lack of Access, and Cultural Barriers. Second, these BMHC barriers/subscales were found to be positively correlated with theoretically similar constructs, such as self-stigma and emotional control. In other words, the more an individual endorses any of these barriers, the more s/he exhibits self-stigma and emotional control toward seeking (external) professional mental health counseling. The BMHC barriers/subscales demonstrated no or small correlations with theoretically dissimilar construct, such as social desirable responding; therefore providing evidence for discriminant validity. Third, the authors examined whether these six types of barriers would be associated with certain health behavior outcomes by testing the associations between BMHC subscales and the four components of Ajzen’s (1991) Theory of Planned Behavior model – attitudes toward seeking psychological help, social stigma, perceived behavioral control, and help-seeking intention. The six BMHC factors demonstrated significant but differential relations with these variables. For example, all six BMHC subscales were significantly, negatively, and uniquely related to attitudes toward seeking psychological help even after controlling for participants’ current level of perceived stress. However, only Negative Perceived Value and Lack of Knowledge were significant, positive and unique predictors of actual help-seeking intention. Finally, the authors found evidence for internal reliability and temporal stability of BMHC subscales.
The findings of this project have conceptual, methodological, and clinical implications. First, unlike most existing measures, the BMHC scale evaluates contextually relevant factors, such as knowledge and access to services in addition to individual differences in attitudinal variable (e.g., help-seeking attitude) or personality trait (e.g., emotional openness). Second, the BMHC scale includes items related to cultural and structural barriers, such as intercultural difficulties with counselors. Many existing measures either do not include cultural variables or only include a single item and lacks psychometric validation. Third, the BMHC scale is a multidimensional measure. Existing measures of mental health help-seeking tend to conceptualize and evaluate different types of barriers, such as stigma and emotional control, in isolation. Few psychological studies have employed a help-seeking barrier measure that encompasses and evaluates respondents’ perceived barriers from a multidimensional perspective. The multidimensional nature of the BMHC scale would enable researchers and college personnel to examine how various types of barriers might differentially impact college students’ mental health help-seeking attitudes and intentions and to provide more fine-tuned outreach and counseling services for students from diverse ethnic or cultural backgrounds.
The purpose of this survey is to develop a better understanding of what the student population at Indiana University knows about makerspaces in general, how they might envision using a makerspace, and their knowledge of what facilities already exist on campus.
This survey was developed to gain an understanding of Indiana University students' general knowledge about makerspaces on th eIUB campus.
A general report on the survey responses has been attached.
Further information on this survey can be provided by contacting the Luddy School Director of Design and Digital Fabrication Labs, Christian McKay.
mckayc@iu.edu
The Indiana College Substance Use Survey will provide our campus with meaningful data regarding substance use behaviors, how students access substances, consequences related to substance use and protective behavioral strategies used for harm reduction. This survey is conducted biannually, allowing us to track student behaviors over time. The data will be used to inform prevention and response efforts.
Response Rate
Overall Response Rate: N/A
Data & Analysis
N/A
This is a study conducted by Harvard's Collaborative on Academic Careers in Higher Education (COACHE) to focus on faculty retention. We are trying to understand the reasons faculty with outside offers decide to leave or stay at IU. Other universities will also be participating so we will be able to compare in a broad way patterns for our faculty to those at other participating institutions.
Response Rate
Overall Response Rate: 49%
Data & Analysis
The data were collected externally and pooled over 3 years. Total response rate for the survey was 49%. We just received the data last fall, so are still analyzing it. I expect to develop reports for the provost, deans, and faculty as a whole over the coming year.
This survey is used to assess the quality of student learning and student satisfaction within RPS apartments. RPS needs to determine how we can continue to make continuous improvements to our apartment housing to remain competitive with the off-campus housing providers. The most relevant population of people for survey completion are those who live within on-campus apartment units.
Response Rate
Overall Response Rate: 14.4%
Data & Analysis
The results of this assessment was recently used by the RPS Strategic Planning Committee for our SWOT analysis exercise. We were able to connect assessments found within the survey to IUB 2020 strategic priorities. The data helped the committee envision how RPS could contribute to the advancement of the RPS strategic mission.
Residential Programs and Services (RPS) will use the data for reviewing and planning strategic changes to it's Residential Life, Dining, and Assignments offices. RPS would like to determine levels of student satisfaction and student learning within the residence halls. Our typical residence hall student is usually a first-year student at IUB.
Response Rate
Overall Response Rate: 11.3%
Data & Analysis
The results of this assessment was recently used by the RPS Strategic Planning Committee for our SWOT analysis exercise. We were able to connect assessments found within the survey to IUB 2020 strategic priorities. The data helped the committee envision how RPS could contribute to the advancement of the RPS strategic mission.
We would like to survey students to understand their definition of excellent teaching and which practices are most effective for their successful learning. Beyond the OCQ, we want to understand how some professors can utilize idiosyncratic methodologies for assessment of student learning/engagement. With that context ad further research on the dissemination of best research practices, how can IUB foster a culture of teaching excellence through the identification and propagation of the best teaching practices?
