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Using SNAAP Data for Positive Change

Using SNAAP Data for Positive Change. 3 Million Stories March 8-9, 2013 Sally Gaskill, Director Amber D. Lambert, Research Analyst Angie L. Miller, Research Analyst Center for Postsecondary Research, Indiana University Bloomington snaap.indiana.edu snaap@indiana.edu 812-856-5824.

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Using SNAAP Data for Positive Change

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  1. Using SNAAP Data for Positive Change 3 Million Stories March 8-9, 2013 Sally Gaskill, DirectorAmber D. Lambert, Research Analyst Angie L. Miller, Research Analyst Center for Postsecondary Research, Indiana University Bloomington snaap.indiana.edu snaap@indiana.edu 812-856-5824

  2. Session Outline • SNAAP Basics • Resources • Ways to Use SNAAP Data– on campus and in the community • Group Discussion

  3. Introduction to SNAAP

  4. SNAAP Mission • We investigate the educational experiences and career paths of arts graduates nationally • Provide the findings to educators, policy makers, and philanthropic organizations • To improve arts training, inform cultural policy, and support artists

  5. Leadership Partners • Indiana University Center for Postsecondary Research • Curb Center for Art, Enterprise, and Public Policy at Vanderbilt • National Advisory Board

  6. Generous start-up funding • Surdna Foundation (leadership gift) • Houston Endowment • Barr Foundation (Boston) • Cleveland Foundation • Educational Foundation of America • National Endowment for the Arts (4 consecutive grants)

  7. SNAAP Basics: Who is surveyed? • Participants drawn from.. • Arts high schools • Independent arts colleges, arts schools or departments in comprehensive colleges & universities • All arts alumni, all years (since 2011) • 2008-2010: surveyed selected cohorts

  8. Increasing Numbers… • 2011 Administration • 36,000 respondents • 66 institutions • 2012 Administration • 33,000 respondents • 70 institutions • Combining 2011 and 2012 respondents to create SNAAP Database with 69,000 respondents

  9. Questionnaire Topics • Formal education and degrees • Institutional experience and satisfaction • Postgraduate resources for artists • Career • Arts engagement • Income and debt • Demographics

  10. Participating institutions receive... • Institutional Reports: Customized, Confidential • Separate reports for undergraduate and graduate alumni • Both quantitative and qualitative data • New report on “Recent Grads” • Comparative data with other schools • Complete data file of responses • Workshops/webinars on how to use data

  11. Resources

  12. Aggregate Reports

  13. Aggregate Report (detail)

  14. Annual Reports

  15. Annual Report(detail)

  16. SNAAP Special Reports

  17. SNAAP Special Reports(detail)

  18. SNAAP DataBriefs

  19. Available at: http://snaap.indiana.edu/snaapshot

  20. Using the Data

  21. Using the data ... • Sharing on campus • Alumni and donor outreach • Recruitment • Assessment and curricular change • Strategic planning • Advocacy and public policy

  22. Sharing on Campus

  23. 2012 SNAAP Results • Sarah B. Cunningham • Executive Director of Research

  24. Alumni and Donor Outreach

  25. Recruitment

  26. Assessment and Curricular Change

  27. Using SNAAP for Curricular Assessment and Change

  28. Using SNAAP for Curricular Assessment (cont.) • Most important skills: • Creative thinking and problem solving • Listening and revising • Interpersonal relations and working collaboratively • Broad knowledge and education • Critical thinking and analysis of arguments and information • Recommend that faculty: • Incorporate open-ended projects (top skill #1) and group projects (top skill #3) • Require analysis of theories or reviews/critiques (top skill #5) and provide opportunities for feedback and revision (top skill #2) • Ensure curricula include a firm knowledge foundation in a wide variety of areas (top skill #4)

  29. Using SNAAP for Curricular Assessment (cont.)

  30. Using SNAAP for Curricular Assessment (cont.) • Identify strengths: • What skills have the highest % of alumni reporting the institution helped them develop “very much” or “quite a bit”? • Identify areas for improvement: • What skills have the highest % of alumni reporting the institution helped them develop “very little” or “not at all”? • Peer group information provides context: • Do other institutions have similar strengths and weaknesses?

  31. Examples From 2011 Aggregate Findings

  32. Using SNAAP for Curricular Assessment (cont.) • Alumni receive strong training in learning artistic techniques • Discrepancies between those who say a skill is important for their work and those who say the institution helped them develop that skill suggest some improvements that could be made, such as: • Requiring business and financial classes, or incorporating these elements into existing courses • Include classes looking at the “nontraditional” career paths of arts graduates

  33. Using SNAAP for Program Assessment

  34. Using SNAAP for Program Assessment (cont.) • Programs and services with low satisfaction may need to be revised • Career advising had 59% report either “very dissatisfied” or “somewhat dissatisfied” • Additional resources could be devoted to developing new components of career advising such as: • Alumni career panel presentations • Résumé or portfolio building sessions • Networking opportunities for graduating students

  35. Strategic Planning

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