Student Involvement

Who can use FIS Results?

By assessing first-year student involvement, through the first-year involvement survey (FIS), Ohio University can identify information that is important to student retention and student development programs. This study complements the National Survey of Student Engagement (NSSE). The data collected yields institutionally ubiquitous results that point to student behaviors and actions that can be linked to efforts towards their use of academic and student support services. The results are informative to a myriad of stakeholders including academic units, student support services, and administrative offices within OHIO.

Uses of FIS Results

• Formative assessment: FIS results can be used to identify priorities for action for different academic and student support units across the institution by identifying and analyzing institutional shortcomings then developing targeted strategies for continuous improvement. 
• Institutional/Program level assessment: FIS results provide indication of educational quality which can be used for documenting institutional effectiveness and assessing the institutional impact.
• Student learning and academic support: FIS results offer feedback relative to academic advising, career services, learning support, experiential learning, campus climate, and instruction.
• Accreditation: FIS results provide information about student engagement and institutional effectiveness which can be used during visits by the team of peer evaluators, and in response to an accrediting body’s request for improvement or additional evidence of educational effectiveness.

FIS results can answer questions about:

• Academic Involvement – Importance & Satisfaction
  • Instruction in major courses
  • Academic advising
  • Faculty availability outside classroom
• Social Involvement – Importance & Satisfaction
  • Establishing personal relationships with peers
  • Getting involved in student organizations
  • Having a job while enrolled
• Campus Atmosphere – Importance & Satisfaction
  • Adequate Personal Security
  • Adequate Academic/Intellectual Atmosphere
  • Fitting into the Campus Community
• Personal Goals – Importance & Satisfaction
  • Making Progress Toward Personal Goals
  • Making Progress Toward Career Goals
  • Adjusting Emotionally to College
• Student Satisfaction
  • Will you return to Ohio University next fall?
  • How would you rate the quality of instruction at Ohio University?
  • How important is it to you that you graduate from Ohio University?

Who can use Change in Involvement Results?

By longitudinally assessing first-year to senior year student involvement, Ohio University can identify information that is important to students’ development across time through the change in involvement analysis. The change in involvement dashboard offers users a longitudinal view of responses from students that took the First-Year Involvement Survey and re-took the same survey in their senior year. The data collected yields institutionally ubiquitous results that point to student behaviors and actions that may be associated with efforts towards their use of academic and student support services. The results may also provide a glimpse into developmental changes after students have been at OHIO for several academic years. The results are informative to many stakeholders, including academic units, student support services, and administrative offices within OHIO.

Uses of Change in Involvement Results

• Summative assessment: The longitudinal view that the results can be used to identify trends and critically evaluate these against preset benchmarks.
• Institutional/Program level assessment: The change in involvement results provides a longitudinal view into student perception of educational quality, which can be used for documenting institutional effectiveness and assessing the institutional impact.
• Student learning and academic support: The change in involvement results offer feedback relative to academic advising, career services, learning support, experiential learning, campus climate, and instruction from a longitudinal viewpoint.
• Accreditation: The results provide information about assessing change in student engagement and institutional effectiveness, which can be used during peer evaluators' visits and in response to an accrediting body's request for improvement or additional evidence of educational evidence effectiveness.

Change in Involvement results can answer questions about the shift in perception as it relates to:

• Academic Involvement – Importance & Satisfaction
  • Instruction in major courses
  • Academic advising
  • Faculty availability outside classroom
• Social Involvement – Importance & Satisfaction
  • Establishing personal relationships with peers
  • Getting involved in student organizations
  • Having a job while enrolled
• Campus Atmosphere – Importance & Satisfaction
  • Adequate Personal Security
  • Adequate Academic/Intellectual Atmosphere
  • Fitting into the Campus Community
• Personal Goals – Importance & Satisfaction
  • Making Progress Toward Personal Goals
  • Making Progress Toward Career Goals
  • Adjusting Emotionally to College
• Student Satisfaction
  • Will you return to Ohio University next fall?
  • How would you rate the quality of instruction at Ohio University?
  • How important is it to you that you graduate from Ohio University?