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.
Overall Response Rate: 45%
Data & Analysis
Contact Sarah Nagy or Angie Gast for results
Collect data to report on the results the NSF funded TRESTLE project.
Overall Response Rate: 13%
The ITHAKA Student Surveys provide libraries and their institutions with a heightened awareness about campus constituents and helps academic leaders manage and address environmental change.
The survey has a core component and optional modules, covering these major topics:
● Types of course/research assignments, information practices and preferences for curricular and non-curricular tasks, and perceptions of campus contributors towards key skill development
● Perceptions of the role of the library for information discovery and use, including interactions with librarians and library staff
● Use and value of library and other campus spaces, including perceptions of belonging and safety in the library
Our primary objective is to assess whether receiving the results of a SARS-CoV-2 antibody test changes protective behavior to avoid COVID-19 infections. Our secondary objectives are to assess the relationship between alcohol consumption, drinking behavior, and e-cigarette use with incidence of new SARS-CoV-2 infections in undergraduate IU students.
Overall Response Rate: 34.3%
Data & Analysis
The attached document has summaries of findings to date. Here is a link to a published article based on the data we collected in fall 2020: https://www.sciencedirect.com/science/article/pii/S1054139X21002354?via%3Dihub
The coronavirus has upended all aspects of education, greatly complicating the enduring challenge to live up to our principles regarding a high-quality education for all students. The 2020–21 academic year will be unlike any other, requiring rapid adaptation to unprecedented and unpredictable circumstances. Amidst these difficult circumstances, it is especially important to understand students' experiences and support educators working to implement effective educational practices. NSSE Pulse collects information about the quality of interactions, supportive campus environment, sense of belonging, the pandemic, and general satisfaction with the college experience, as well as the background and demographic status of student respondents. Its goal is to identify aspects of the undergraduate student experience during the fall semester worthy of attention and discussion during these difficult times.
This survey, conducted by the University Graduate School in partnership with the Council of Graduate Schools (a national organization which serves to promote the advancement of graduate education and services), serves to identify the career goals of PhD students in order to improve programs and services offered to PhD students at Indiana University.
This purpose of this survey is to better understand how graduate students fund their education and/or support themselves at Indiana University, Bloomington. The study is being conducted by the Graduate Student and Professional Student Government in collaboration with the College of Arts and Sciences, the Graduate Faculty Council and the University Graduate School.
Overall Response Rate: 44%
The survey's main aim is to improve graduate programs and offerings in the Luddy School. It will be used to gather data to understand the attitudes, preferences, and decision-making patterns of our prospective, current, and graduated student constituencies. The survey will help Luddy assess market demand for its programs to ensure that they are positioned effectively in the current higher education market. The survey will be performed by RNL, a consulting firm being hired by Luddy to do market research for our graduate programs.
Overall Response Rate: 1. We started with a list of 2,664 unique individuals who were invited tot completed the survey.
2. Of these, 436 people at least started the survey – 16 percent response rate
3. 352 people completed the survey (although it was capped at that number so that is not a “natural” response statistic)
a. On total, this makes for a 13 percent response rate.
b. Among people who at least began, 81 percent completed it.
We are trying to gain an understanding of why students attend the Luddy School - what where the primary factors in their decision making process and understand their perception of the school.
Overall Response Rate: 3.7%
Data & Analysis
We used this information to glean an understanding of our current students - why they selected IU/Luddy and what they think about their experience as a Luddy student.
From this pool, we also conducted qualitative interview with students to get a more in-depth understanding of their experience.
This information, in conjunction with a competitive analysis with RNL, has been used to develop our school's differentiated value points - what sets us apart from other tech-oriented schools.
Contact Kelsey Keag (kkeag) for more information.
The aim of the WHO Survey on College Adjustment is to understand the mental health needs of students on campus as well as establish whether an internet-based intervention (ICare) is an acceptable way to reduce the burden of untreated depression/anxiety in our students. One of the primary purposes of the survey will be to give the Health Center’s Counseling and Psychological Services (CAPS) diagnostic-level prevalence data on depression, generalized anxiety, social anxiety, alcohol, and other substance use disorders. It will provide information on mental disorders not assessed by prior surveys (e.g., mania, panic disorder), as well as other problem behaviors on campus (e.g., difficulty concentrating, sleep problems). It will also inform a decision by the CAPS as to whether to further invest in an online platform for treating depression/anxiety. The treatment opportunity that comes with the survey will help CAPS reduce the burden of untreated mental disorders as well as long waiting times in the student population. Analyses of the results of the survey will also inform prevention efforts and future interventions (e.g., investment for online treatment of disorders other than depression/generalized anxiety) by CAPS as well as other entities on campus (e.g., the LGBTQ+ Center, Office of International Services). This includes the identification of specific at-risk student groups. Finally, the results will also help identify gaps in the treatment of certain disorders and subpopulations. The survey is supported by the Health Center, the Dean of Students, the Office of International Services, and the Department of Psychological and Brain Sciences (PBS). The survey is part of a collaboration with the WHO World Mental Health International College Student (WMH-ICS) Initiative, an international partnership to assess the mental health needs of students across 19 countries. The Initiative aims to collect demographic and clinical data that can be used to predict mental disorders as well as engagement with internet-based treatment options, and response to treatment. Access to the WMH-ICS data will allow us to compare IUB students to students worldwide, to identify campus-specific problems. Additionally, the large-scale dataset will allow for the creating of algorithms to help triage students to the level of care at CAPS that may be most appropriate to them (e.g., waiting vs. internet CBT vs. a more intensive treatment option). Approximately 75% of all mental disorders have their onsets prior to the age of 24, and these early-onset cases are related to poorer clinical and functional outcomes than later-onset cases (Kessler et al., 2007). There is evidence that the prevalence of depression and anxiety is increasing in college sample (Gallagher, 2008, Mackenzie et al., 2011), underscoring the need to treat these specific disorders. The college years are also associated with a significant increase in risky health behaviors, such as inconsistent sleep and eating schedules and excessive alcohol/cannabis use. Collectively, these mental disorders and risky behaviors are associated with low academic attainment (Bruffaerts et al., 2018). Moreover, depression, anxiety and other disorders have been associated with college attrition (Auerbach et al., 2016). Thus, this collective effort represents an important step towards understanding, and attempting to reduce, the public health burden of mental illness in our student body.
Data & Analysis
A total of 16,500 students were invited to participate, 1,009 of whom (6.12%) completed the survey. A limitation of this study is the possibility that students who chose to participate in the study differed from students who chose not to participate and, therefore, results might not reflect the full student population. We were unable to conduct a survey of non-responders to adjust for differences in health and mental health. However, we used data from Indiana University on the distribution of gender and race/ethnicity to calculate post-stratification
weights among the sample of respondents. By assigning weights to each student who completed the survey we are able to estimate the prevalence of disorders in the full population of first-year students.
Overall, the results of the study suggested substantial mental health needs including clinically-elevated levels of: concentration problems (30%) of students, anxiety (26%), and depression (17%). Use of treatment resources was low (<15%). We are currently conducting analyses to identify the use of internet-based resources we provided.
Better understand student attitudes, needs, and decision criteria in the current COVID climate. Better understand receptivity toward our differentiated value points expressed in our marketing efforts in the current climate.
This survey is designed to collect information about diverse career pathways from students and faculty in programs participating in the initiative.