1. Using Campus-Based Data Strategically: Learning from the Experts Sally Scott, AHEAD Linda Sullivan, Tufts University Sharon Downs, University of Arkansas at Little Rock Martha Smith, Oregon State University 7/16/2015AHEAD Conference, St. Paul, MN1

2. 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 7/16/2015AHEAD Conference, St. Paul, MN2

3. Session Overview I.AHEAD’s Information Services Project II.The panelists: Where we work and our framework for data collection III.Strategic uses of data: Three scenarios IV.A data collection framework: Why does it matter? V.Q & A: Topical issues and tips 7/16/2015AHEAD Conference, St. Paul, MN3

4. 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) 7/16/2015AHEAD Conference, St. Paul, MN4

5. 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 7/16/2015AHEAD Conference, St. Paul, MN5

6. How have you used campus data in your work? Scott, S. (2015) Information Services project: Membership needs assessment 7/16/2015AHEAD Conference, St. Paul, MN6

7. What barriers have you experienced in using data? Scott, S. (2015) Information Services project: Membership needs assessment 7/16/2015AHEAD Conference, St. Paul, MN7

8. “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 7/16/2015AHEAD Conference, St. Paul, MN8

9. The panelists Where we work and our framework for data collection 7/16/2015AHEAD Conference, St. Paul, MN9

10. 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

11. 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

12. Sharon Downs 7/16/2015AHEAD Conference, St. Paul, MN12

13. 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 7/16/2015AHEAD Conference, St. Paul, MN13

14. Scenario 1: Help! I need more staff Tufts University 10 Year Student Population Growth 10 year Staff growth

15. Steps towards current development Identify 1-5 year goals Comparison Analysis Needs Analysis Program Evaluation Identify stakeholders

16. 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

17. Comparison Analysis 20 similar sized institutions 10 NESCAC schools 4 Ivy League Schools 3 DS Offices “doing it right” Tufts DS 3 hours to complete data gathering (with interruptions)

18. 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

19. Communicating the Data and your Vision 15 Page Report for Senior Administration Goals Executive Summary Budget Strategic Plan

20. 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.

21. 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)

22. 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

23. Scenario 3: My work focuses on disabling environments; what data should I be collecting? 7/16/2015AHEAD Conference, St. Paul, MN23

24. 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 7/16/2015AHEAD Conference, St. Paul, MN24

25. 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? 7/16/2015AHEAD Conference, St. Paul, MN25

26. The Information Services Online Portal (coming Fall 2015) Resources for AHEAD members in four focus areas:  Research  Benchmark data  Campus-based data  **Strategic use of data** 7/16/2015AHEAD Conference, St. Paul, MN26

27. 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.orgsally@ahead.org 7/16/2015AHEAD Conference, St. Paul, MN27

28. Thanks for joining us today! Linda Sullivan: Linda.Sullivan@tufts.eduLinda.Sullivan@tufts.edu Sharon Downs: sadowns@ualr.edusadowns@ualr.edu Martha Smith: martha.smith@oregonstate.edumartha.smith@oregonstate.edu Sally Scott: sally@ahead.orgsally@ahead.org 7/16/2015AHEAD Conference, St. Paul, MN28