Using Campus-Based Data Strategically: Learning from the

ExpertsSally Scott, AHEAD

Linda Sullivan, Tufts UniversitySharon Downs, University of Arkansas at Little Rock

Martha Smith, Oregon State University

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Session Goals and Learning Outcomes

As a result of this session, participants will gain one or more new strategies for •Identifying assessment questions•Planning data collection•Gathering office data from a variety of sources•Using office data to promote, educate, and advocate for accessible environments•Tapping other resources and supports on campus

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Session Overview

I. AHEAD’s Information Services ProjectII. The panelists: Where we work and our framework for data

collectionIII. Strategic uses of data: Three scenariosIV. A data collection framework: Why does it matter?V. Q & A: Topical issues and tips

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AHEAD Information Services

The project started with a question: How can we support the membership in using informed professional practice in their daily work?

Year 1: Needs assessment Year 2: New member service under development, Information Services online portal (coming fall 2015)

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Within the last 12 months, have you been asked to share disability data with others on campus?

Scott, S. (2015) Information Services project: Membership needs assessment

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How have you used campus data in your work?

Scott, S. (2015) Information Services project: Membership needs assessment7/16/2015 AHEAD Conference, St. Paul, MN 6

What barriers have you experienced in using data?

Scott, S. (2015) Information Services project: Membership needs assessment7/16/2015 AHEAD Conference, St. Paul, MN 7

“Other” barrier responses

Time and knowledge for synthesizing data

Asked by others to track information that I don't find useful

No way to track the environmental aspects so we can respond proactively and have data that supports changes in design

The value of university data (i.e., retention) because DS interaction varies - how can I know the real impact on retention from our

office? Scott, S. (2015) Information Services project: Membership needs assessment

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The panelistsWhere we work and our framework for data

collection

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Linda: Tufts University

• Four-year private institution in Massachusetts• 3 Campuses Medford (main) ,

Boston, and Grafton

• Approximately 10,000 students• 5,000 undergraduate students

• Various undergraduate majors & graduate programs

Oregon State University

• Is a land, sea, space and sun grant institution (one of only two in the nation)• Enrollment: 30,000 (undergraduate and graduate)• Disability Access Services(DAS) serves 1:30 OSU students (that we are

aware of)• Has a freshman year residency requirement

Sharon Downs

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A Data Collection Framework: Why does it matter?The importance of • Strategic planning

• Clear connections with institutional and divisional goals

• The messaging about disability and about your office

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Scenario 1: Help! I need more staffTufts University 10 Year Student Population Growth 10 year Staff growth

Steps towards current development

• Identify 1-5 year goals• Comparison Analysis• Needs Analysis• Program Evaluation• Identify stakeholders

Data Collection

• What types of data needed for all analyses?• Who do you benchmark?• What institutions do you compare with?• Check with Admissions – Which institutions do your students commonly apply?• What do your students need? What are they requesting that you cannot provide?

• Don’t reinvent the wheel – look for published information• AHEAD data• Disability Services Websites• IPEDS

• What information are you tracking? Do you provide annual reports to your superiors? • All viable sources of data

Comparison Analysis20 similar sized institutions10 NESCAC schools4 Ivy League Schools3 DS Offices “doing it right”Tufts DS3 hours to complete data gathering (with interruptions)

Tufts Student Accessibility Services Needs Analysis The goals of report to provide:

•The current strengths and weaknesses; •A comparison of the Tufts’ SAS structure and staffing to our peer institutions; •Identify gaps, needs, and liabilities; •Provide recommendations and a plan for growth.

464 students (grad & Undergrad)

1.75 staff person

Admin staff 3 grad students

Accommodations provided:

Testing – Dist Reduced Space

Testing – Extended Time

Alt Format production of texts

Note-takers

Assistive Technology

Academic Counseling

CART Services

ASL Services

Residential Life Accommodations

Dining Accommodation Plans

Classroom Locations

Graduate Student Accommodations

In coming Student needs : 5 hearing Impaired

4 visual Impaired

1 Braille Reader

Communicating the Data and your Vision• 15 Page Report for Senior

Administration• Goals• Executive Summary• Budget• Strategic Plan

Scenario 2: You want me to measure learning outcomes…what?

OSU current institution strategic plan (3.0) Goal #1: Provide a transformative educational experience for all

learners. • Enhance an integrated learning environment that raises and

equalizes retention and success for all learners.

Learning outcomes can be one effective method used for assessment.

DAS at OSU has used learning outcomes to frame some of our assessment goals

• Students receiving DAS services (requests testing services in a timely manner)• Student employees (learns skills applicable to other jobs ie: problem

solving, team work, etc.)• Staff needs (information provided by DAS staff during student

orientations is consistent)

Assessment using learning outcomes some challenges:• Identifying learning outcome vs. service outcome• Choosing a learning outcome assessment method• Pre/post assessment• Survey• Observation• Interview

• Using the data (good news or bad news)• Full Cycle Assessment• Recommendations/changes as a result of what you learn

Scenario 3: My work focuses on disabling environments; what data should I be collecting?

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Revisiting a Data Collection Framework: Why does it matter?The importance of • Strategic planning

• Clear connections with institutional and divisional goals

• The messaging about disability and about your office

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Topical issues and tips

• Getting started with data collection and usage •Managing data (making time for this, working with staff on

consistent data entry, etc)• Institutional partners (resources, confidentiality concerns)• Different sources and types of data• Other strategic ways to use data• Other?

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The Information Services Online Portal (coming Fall 2015)Resources for AHEAD members in four focus areas:ResearchBenchmark dataCampus-based data**Strategic use of data**

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Stay connected!

• Check out the Information Services flier in your conference packet• Join the User Panel (coming fall 2015) to provide input and

feedback on materials for the Information Service portal before they are posted. Open to all AHEAD members!• Have an idea for a resource that would help disability

resource professionals use data more easily in their work? E-mail Sally Scott at sally@ahead.org

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Thanks for joining us today!

•Linda Sullivan: Linda.Sullivan@tufts.edu

•Sharon Downs: sadowns@ualr.edu

•Martha Smith: martha.smith@oregonstate.edu

•Sally Scott: sally@ahead.org

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