The primary goal of the Institutional Research certificate program is to improve the skills of individuals on college and university campuses who want to become institutional
researchers or who want to strengthen their understanding of how institutional research works. The 15-credit curriculum includes research design, assessment and evaluation of
student and faculty issues, enrollment management, and the integration of strategic planning with institutional finance.
Effective Semester: Summer 2019
Expiration Semester: Summer 2024
Applicants apply for admission to the program via the Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies. International applicants may be required to satisfy an English proficiency requirement; see GCAC-305 Admission Requirements for International Students for more information.
Requirements listed here are in addition to requirements listed in Graduate Council policy GCAC-212 Postbaccalaureate Credit Certificate Programs.
|HIED 801||Foundations of Institutional Research||3|
|HIED 830||Designing Institutional Research Studies||3|
|Select 9 credits from the following:||9|
|Planning and Resource Management in Higher Education|
|Assessing Student Outcomes & Evaluating Academic Programs|
|Administrative Leadership in Higher Education|
|College Students and Their Success|
|Analyzing Faculty Workload, Performance, and Compensation|
Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.
- Apply “issues intelligence” within a higher education context to address institutional research needs.
- Review institutional research requests and needs to determine which role groups – internal and external – must be involved.
- Analyze data and available information to suggest solutions to institutional needs.
- Interrogate data and related graphs/figures presented at meetings and to the broader higher education community about assumptions made, sample and population, analyses, and potential responses and uses for certain student and faculty.