The goal of assessment is to improve the quality of University of Idaho programs, services and campus climate. The U of I uses assessment results to make determinations of quality, effectiveness, accomplishments and mission fulfillment. One method for collecting this data are surveys administered by the Office of Institutional Effectiveness and Accreditation (IEA). All of these surveys are confidential and the data is used in the aggregate.
See surveys below for more information on each one. Requests for reports, data or information beyond what is available here should be sent to firstname.lastname@example.org.
During Spring 2020, the University of Idaho administered three surveys – one each to students, faculty, and staff. The survey was used with permission from the Higher Education Data Sharing Consortium (HEDS), with some slight adaption. The purpose of the survey was to better understand the impact of the UI’s response to COVID-19 and the transition to online learning. To view the HEDS questionnaires (© 2020 Higher Education Data Sharing Consortium) or learn more about the surveys, see the HEDS website.
- Student Survey – COVID-19 Institutional Response
- Faculty Survey – COVID-19 Institutional Response
- Staff Survey – COVID-19 Institutional Response
Additional reports may be available upon request. For more information, email the Associate Director, Assessment and Accreditation at email@example.com.
The CIRP Freshmen Survey (TFS) is offered by the Higher Education Research Institute (HERI) at UCLA since 1973. U of I students enrolled in English 101 or 102 are asked to complete the paper survey sometime within their first three weeks of class. The purpose of this survey is to better understand what our incoming students are like before they experience college. U of I has administered this survey annually since 1992. The survey yields information on student demographics, study patterns, and social activities in the senior year of high school, academic self-assessment, career goals, ways of financing college education, and objectives of college study. In addition, we are able to evaluate how our students compare to students nationwide, and also with previous classes of U of I students.
The National Survey of Student Engagement (NSSE) has been administered by the Center for Postsecondary Research in the Indiana University School of Education since 1998. U of I freshmen and senior students are asked to complete an online survey administered directly by NSSE. The purpose of this survey is to better understand student engagement, and how our undergraduates spend and benefit from their time in college. U of I first participated in this study in 2000 and currently aims to participate every other year. Survey items reflect behaviors (of both students and institutions) associated with good practices in undergraduate education. According to NSSE, “Institutions use their data to identify aspects of the undergraduate experience inside and outside the classroom that can be improved.”
The Graduating Senior Survey has been administered by IEA since 1992. U of I seniors planning to graduate are expected to complete the online survey when they are logged into VandalWeb, and before they complete the Application for Degree. The content of the survey is based on goals and objectives relative to academic programs and campus-wide student services. Student opinions, satisfaction with their experiences, and reflections on their learning are dimensions of this exit survey, as are students’ perspectives on the five Institutional Learning Outcomes. Demographic data is gathered from Banner and retained along the survey responses.
The survey questions elicit satisfaction ratings regarding: experiences and learning in the general education programs and in the major; student services and resources for students; library and learning resources; academic computing; financial support for education; research experience and study patterns; career advising resources; semesters spent earning a degree and reasons for extended programs; and, living and employment patterns. A section of this survey is devoted to the department, and its teaching and learning environment, and another section to advising.
In 2017, IEA was responsive to requests to provide this information in a dashboard. The dashboard replaces earlier narrative reports. Access to the dashboard is generally given to U of I deans, department chairs and directors. Additional or new requests for access to the dashboard should be sent to firstname.lastname@example.org and specify the educational interest in accessing and using the data.
- Dashboard (for internal use only)
The NASPA Assessment & Knowledge Consortium is a collection of assessment instruments focused on key areas within Student Affairs. Participating campuses can select assessments to administer during an academic year based on campus priorities. Consortium studies are designed to provide colleges and universities with actionable campus-specific and benchmarking data to shape and enhance programming inside and outside the classroom.
The rotation schedule for the next three years of NASPA Consortium Studies is here.
The Orientation and New Student Programs Benchmark is an online assessment that is administered in early fall to newly enrolled first-year and transfer students. The assessment provides actionable data on:
- Outcomes of orientation programming
- Students' ease of transition to college
- Students' relationships with faculty, staff, and peers
- Students' knowledge and utilization of campus resources and co-curricular activities
- Suggestions for improving orientation
Participating campuses have access to:
- Real-time data through a secure, online reporting site
- Sophisticated data analysis tools for creating institution-specific reports
- Benchmarking tools for peer and national comparison reports
- Data exports into Excel or SPSS for more advanced analysis
For 2019-2020, the University of Idaho results are benchmarked with the following segments:
- Clarion University - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- Eastern Connecticut State University - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- Fordham University - Lincoln Center - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- Fordham University - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- Hobart and William Smith Colleges - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- University of Idaho - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- West Chester University - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
- West Texas A&M University - NASPA Consortium: Orientation and New Student Programs Benchmark 2019-2020
For a step-by-step tour of the benchmarking report and capabilities, see this recorded webinar.
The Great Colleges to Work For survey is administered by ModernThink LLC for The Chronicle. It is the largest and most comprehensive workplace study in higher education and provides educational leads insights on the workplace experience for faculty and staff. The U of I first participated in this study in 2016 with a random sampling, and has included all faculty and staff annually since 2017. The survey questions represent employee engagement and involvement at U of I by evaluating 15 “dimensions” of managerial and organizational competencies. The survey includes 15 optional demographic questions at the end, followed by 10 customized U of I questions.
PLEASE NOTE: At the end of 2017, Modern Think upgraded their database and part of this update included a slight change to the way they calculate data for their reports so that they are (1) more consistent and (2) slightly more accurate. The update included changing their spreadsheets so that the whole numbers displayed are rounded versus truncated, as they were before. As a result, there might be slight differences in numbers from previous years’ data.
The Survey of Undergraduate Alumni was designed to study the alumni's perception of the quality of the U of I undergraduate degree programs and curricula. The content of the survey reflects the goals of enhancing undergraduate education, expanding the outreach service mission of the university and providing quality preparation in various potential outcomes of college study (i.e. leadership, creative thinking, communications, ethical principles and work habits). The survey assesses general education and the major, student satisfaction with departmental offerings and advising, preparation for advanced studies or employment and employment experiences.
The U of I Staff Survey was designed in response to a variety of comments and concerns expressed during the 1995 and 1996 President's Forums for Staff, and was first administered in 1996. The survey was intended to: help identify issues of concern across a broad spectrum of staff members; generate discussions to determine and meet the needs of staff; expand the university's insight into staff perceptions, attitudes and opinions in a variety of areas; and develop an information base to help the university set some goals and priorities for staff development. The survey includes questions on job satisfaction, working environment and conditions, organizational communications, and campus climate. The Staff Survey is administered online by IEA every three to four years.
The HERI Faculty Survey has been offered since 1989 by the Higher Education Research Institute at UCLA. The survey covers topics including pedagogical practices, faculty goals and expectations for students, research and service activities, sources of stress and satisfaction and the connection between learning in the classroom and practices in the local and global community. The survey is web administered to all U of I faculty. The University of Idaho participated in every administration between 1989 and 2013, which was only offered every three years.
The U of I Freshman and Sophomore survey was designed in response to a variety of comments and concerns across campus regarding the need for more information about the issues which were prompting successful undergraduate students to leave. The focus is on the first two years as this is where the largest attrition occurs. It was designed around a literature review and a specific theoretical model of retention. The survey is intended to: help identify issues during the early college stage; generate discussions to determine and ways to better meet the needs of students; expand the university's insight into student perceptions, attitudes and opinions in a variety of areas; and develop an information base to help inform the university as it develops interventions. It was begun in the fall of 2018 as a pilot and refined in the spring of 2018. It is planned as a tool to be administered early each fall and spring semester.
Many offices and programs across campus administer surveys that offer information on the U of I experience. The Office of Institutional Effectiveness and Accreditation (IEA) administers various surveys and makes this data available on their website or through dashboards. IEA makes an effort not to duplicate surveys already administered elsewhere, to the same population. This list is updated annually to communicate survey data that might be available in addition to that data provided by IEA.
If you administer a survey or know of a survey that should be added to this list, please contact email@example.com.
Education Abroad student participants
Administered each semester
About the Survey
Education Abroad students receive the survey before and after their education abroad experience. Data is collected about the student’s program selection, preparation, global awareness (using cultural frames of reference), appreciation of other cultures and preparedness to interact and work with others from diverse backgrounds.
Contact Kate Wray Chettri, Director of Education Abroad, at firstname.lastname@example.org.
Website for Survey Vendor
Three times a year
About the Survey
Graduates are surveyed for employment and graduate school information, using national demands and standards. Examples of information that may be collected from graduating students includes: first job or graduate school admissions, job search activities, satisfaction with first job, and motivation for pursing degree and/or occupation. The average response rate nationwide is 52%.
Requests for historical reports or additional information should be sent to John Mangiantini at email@example.com.
Current residence hall students are invited to participate.
Annually; Each November
About the Survey
This survey measures satisfaction (hall staff, room assignments & room change process, safety & security, facilities, roommates), as well as whether living in a residence hall has an impact on learning (personal interactions, sense of community, diverse interactions, etc.).
Requests for data or additional information should be sent to Deedee Kanikkeberg at firstname.lastname@example.org.
U of I students, faculty, and staff
Annually; Each February
About the Survey
This online survey asks dining questions tailored to the respondent’s role (student or faculty/staff) and dining habits (resident dining and/or retail locations).
Requests for data or additional information should be sent to Michael Thomsen at Michael.Thomsen@sodexo.com.
U of I graduate students, after graduation
Twice a year
About the Survey
This survey asks recent graduates about their experience at U of I as a grad student.
Requests for data or additional information should be sent to College of Graduate Studies at email@example.com.
Voting records of 10 million students at more than 1,000 colleges and universities.
Every 2 years (following every election – presidential and midterm)
About the survey
This report is based on the National Study of Learning, Voting, and Engagement (NSLVE), conducted by IDHE, which is the only national study of college-student voting. It is based on the voting records of more than 10 million students at more than 1,000 colleges and universities in all 50 states and the District of Columbia; IDHE does not receive any information that could individually identify students or how they voted. The study provides reports to participating colleges and universities, like the University of Idaho, which use them to support political learning and civic engagement, as well as to identify and address gaps in political and civic participation.
The study shows that nationwide, the voting rates at participating college campuses doubled on average compared to the previous 2014 midterm. In 2018, the Average Institutional Voting Rate (AIVR) among campuses in the study was 39.1 percent, nearly 20 percentage points higher than 2014’s average turnout rate of 19.7 percent. Turnout increases were widespread, with virtually all campuses seeing an increase over 2014.