Brian A. BoechererUniversity of ConnecticutOctober 26, 2009 ~ NACEP Memphis

This is a presentation mostly on methodology … I am not offended if you leave right now …

First, we’ll discuss perceptions Second, finding your sources of data Third, presenting useful data Fourth, asking for help Let’s conclude with some discussion

This presentation will focus on quantitative methods.

But as you will see qualitative methods will not be absent the examples.

Mixed methods are best. However, it often seems that qualitative

is the only approach in CEP presentations…

So, let’s start thinking Numbers!

Plato’s The Republic, Book VII Imagine a cave that holds prisoners… The prisoners are chained and can only

stare at the wall… Behind them is a walkway or a stage… And behind that a huge fire… The prisoners can only see the shadows

of those on the walkway…

Nosferatu

“Dog and his Shadow” TrekEarth

“White Trash with Gills” by Tim Noble and Sue Webster

Do you know what people see and think about your program?

The stereotypes range from… It’s a moneymaker for the University. The Departments may think, you’re taking

students out of our courses and costing the Dept. money.

Are these really quality courses? How does the CEP represent the university?

University Deans and Directors High School Faculty & Staff Parents Students Department of Education Other Public Organs – Media,

Politicians, …

How does your CEP benefit me? What are the costs to me? In addition to student success how else

does this support my mission?

UConn Freshman English has a mandatory student enrollment cap of 20 Students per Section. 270 ECE Alumni matriculated into UConn in 2007 having taken UConn English through ECE –

Requiring 14 Fewer Sections

$19,800.11 Stipend, plus

$10,442.00 In-State Tuition (not including Benefits)

$30,242.11 (In-State) per Student (per Two Sections)

+

$19,800.11 Stipend, plus

$20,884.00 Out-State Tuition (not including Benefits)

+

$40,684.11 (Out-State) per Student (per Two Sections)

Average Savings

$248,241.77

Getting your numbers is sometimes a challenge

You can count students, courses, etc. You can invest in software that counts Talk to colleagues outside your CEP

Academic Advising Registrar Technology Help Center

How are our CEP students designated in the student administrative system?

Do these students get university ID numbers?

Do your academic advisors have private databases you can use? Access Databases, FileMaker, etc.

What do you do first, get the data or get your research questions?

There are actually benefits to both. If you can get data easily, refine your

questions first and then get the appropriate data.

If you have data, assess the data and then see what questions you can answer with it.

Benefits … concerns …

Excel is useful for many data projects. You may need to upgrade and learn to

use: SAS, SPSS, or STATA. These programs are good for regressions and

huge data sources that will make Excel crash. They are also very good for processing

“unclean” data. There are also programs to find the data –

BRIO or Hyperion (talk to your registrar).

Do not be limited by your own expertise.

You work at a college or university – OUTSOURCE to the professionals!

Remember the idea of unclean data?

Formulate your questions. Get as much data as possible. Sort through to see what’s of interest. Get an idea of what suits your

constituents. Present what is meaningful.

What is the point? Promote your CEP with numbers. Learn about your program and improve it. Think big, your program is part of a NACEP

movement – your success promotes all of our successes.

Do not stop at a presentation, try for publication (promotional or scholarly).

Use your network of NACEP colleagues.

Discussion?

Brian.Boecherer@uconn.edu