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Institutional Analysis

The Office of Institutional Analysis - a unit of Planning, Budget, and Analysis - produces both descriptive reports and inferential studies to support evaluation of university operations for senior management, campus departments, and university constituents.  The office is the institutional source for census enrollment numbers, collects and coordinates information for submission to the Integrated Postsecondary Education Data System (IPEDS), produces the Common Data Set (CDS) to support higher education surveys, and collaborates with Information Technology in the production of student enrollment reports through the online Dashboard.

The following link  provides semester-specific information on student applications, admissions; and enrollment and degrees granted by college, department, and student attributes:  Dashboard (NetID required.  For access, contact Joe Cline.

Semester Data

  • Enrollment Comparisons:  A snapshot semester headcount of student enrollment, compared year to year.  
  • Enrollment Headcount:  A snapshot semester headcount presented by College, Department and Major.
  • SCH & FTE:  Student Credit Hours and Full-Time Equivalency for a semester.

Annual Data

  • Enrollment Projection
  • Common Data Set:  The CDS annual survey includes the following major sections: General college information, Enrollment & Persistence, First-Time, First-Year Admissions, Transfer Admissions, Academic Offerings & Policies, Student Life, Annual Expenses, Financial Aid, Instructional Faculty & Class Size, and Degrees Conferred

Methodological Advances and Issues in Studying College Impact

New Directions for Institutional ResearchHow do we move from correlation to causal inference estimation, and how do we enhance the value of student survey data? These are the questions examined in this 2014 New Directions for Institutional Research volume. For questions, contact Serge Herzog.

Measuring Student Learning: From Freshmen to College Graduates

How accurate are students’ self-assessment of their learning in college? Are student survey responses to assess their cognitive development valid measures of college success? Should we use such data for program review, professional accreditation, institutional self-studies, or to support grant proposals?

The above link takes you to the latest research volume on the validity and limitations of student self-report data, demonstrates how to identify biases in self-report data and how to measure student learning using longitudinal direct measures of academic development. For questions, contact Serge Herzog, the volume’s co-editor.

Contact Us

Institutional Analysis (0204)

1664 N. Virginia Street

Reno, NV 89557

Phone (775) 784-4546

Jones Center

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