FAQ - Institutional Data Analytics + Assessment

Where can I find institutional data?

Purdue University’s institutional data can be accessed via the following tools:

Data Cookbook
Metadata & Definitions
Data Digest
A collection of public-facing dashboards meant to provide comprehensive quantitative information on the major dimensions of the university, including students, faculty, staff, and budget through interactive and visual information. The Data Digest does contain some filters that are restricted, see How do I access the restricted filters on the Data Digest for more information.
Management Dashboards
A collection of internal dashboards meant to provide comprehensive quantitative information to support operations or strategic decision support through interactive and visual information.
Cognos
An IBM product that is Purdue’s enterprise reporting tool supported by the Business Intelligence Competency Center (BICC). Data has been grouped by subject matter, summarized into standard reports, and is available for custom reporting. Faculty and staff with a business need for data at a granular level should visit the BICC’s website.

What reports and dashboards should I use?

The Data Digest contains publicly available data and should be the first destination for various data items.
For users not affiliated with the university, data can be requested via the Office of Legal Counsel.
If more information is needed beyond the Data Digest, users affiliated with the university can login to Management Dashboards. The Management Dashboards should be used to garner operational insights and guide strategic decision making.
If more granular information is needed beyond the Management Dashboards, users with a business need who are affiliated with the university can request access to the enterprise reporting tool, Cognos. More information about Cognos can be found on the BICC’s Website.

What is the difference between warehoused versus frozen data?

Warehoused data continues to be updated in real-time, typically daily. Frozen data is a snapshot of the data on the day it was copied and saved. Frozen data never changes.
Examples of frozen data include census data that captures enrollment, retention rates, and degrees conferred. Some frozen files are captured several weeks into the semester and some after the end of the semester. Frozen files are used for longitudinal reporting where point-in-time or trend analysis is needed. Mandated reporting, such as IPEDS, uses frozen data. See Data Cookbook for more information about the frozen data capture events.
Transactional data is often also available in the source systems, eg. Banner, Success Factors.
An example of warehoused data is the number of students enrolled in a course on any given day. This number may change from day to day. It is used for daily operations where having the most current data is needed.  
To determine whether to use warehoused versus frozen data, ask the questions:  

Do I need to see how things stand now? Warehoused data
Do I need to see how things were when the event happened?  Frozen data

Does Purdue have a Factbook?

Yes, this information is available in the Data Digest.

How do I access the restricted filters on the Data Digest?

The restricted filters can be accessed by those affiliated with Purdue by having a current FERPA certification. It may take up to 24 hours between completion of the certification before access is granted.

What certifications are required for me to have access to Student data, Human Resources data, or Finance data?

The Business Intelligence Competency Center (BICC) website provides access information for both Student Data and Business Data.

How do I get access to Cognos?

Details about obtaining a Cognos license are available on the Business Intelligence Competency Center (BICC) website.

Where can I find training resources for Cognos?

The Business Intelligence Competency Center (BICC) provides Cognos Training on their website.

What is a census date and why is it important?

The census date is when official data are captured and ‘frozen’. For more information see the difference between warehoused versus frozen data. The census event is typically completed early in each term.

Which other offices on campus also collect and provide data on students, faculty, and staff?

There are several offices on campus that collect data on Purdue University students, faculty, and staff, and all have separate and vital reporting responsibilities. Human Resources Data and Analytics collects and provides data on faculty, staff, and graduate research/fellowships. Academic Data Managers provide college and departmental level information.

When are enrollment data updated for the current academic year?

Enrollment data are updated early in the fall semester, shortly after the fall census. IDA+A maintains a list of key dates on their website.

Why is my number different than yours?

Numbers can vary for several reasons:

Different assumptions
For example, you included lecturers in faculty count, but I excluded them.
Different data sources
For example, you’re looking at warehoused data and I’m looking at frozen (See warehoused vs. frozen data for more information).
Different systems:
For example, you’re looking at faculty counts from Elements whereas I’m looking at faculty counts from Success Factors.

What are the steps for adding students to a cohort?

To add students to a cohort, contact the Office of the Registrar and include a business need outlining the purpose, the proposed cohort code, the students to be included, and a maintenance plan for keeping the cohort up to date.

What is the Common Data Set (CDS)?

“The Common Data Set (CDS) initiative is a collaborative effort among data providers in the higher education community and publishers as represented by the College Board, Peterson’s, and U.S. News & World Report. The combined goal of this collaboration is to improve the quality and accuracy of information provided to all involved in a student’s transition into higher education, as well as to reduce the reporting burden on data providers.” – Common Data Set.
Purdue’s Common Data Set is available on the IDA+A website.

What is the Integrated Postsecondary Education Data System (IPEDS)?

IPEDS is the Integrated Postsecondary Education Data System, and it is the data system that the U.S. Department of Education’s National Center for Education Statistics (NCES) uses to conduct surveys and collect data. Completion is mandatory for institutions participating in Title IV funding.
For more information, visit the National Center for Education Statistics website.

Who are Purdue’s peer institutions?

The Office of the Provost uses the following lists:

Expanded Big Ten:
- University of California Los Angeles
- University of Illinois
- Indiana University
- University of Iowa
- University of Maryland
- University of Michigan
- Michigan State University
- University of Minnesota
- University of Nebraska-Lincoln
- Northwestern University
- Ohio State University
- University of Oregon
- Pennsylvania State University
- Rutgers University-New Brunswick
- University of Southern California
- University of Washington
- University of Wisconsin-Madison
Association of American Universities (AAU) Non-Medical Peers:
- California Institute of Technology
- Georgia Institute of Technology
- Massachusetts Institute of Technology
- University of Colorado-Boulder
- Carnegie Mellon University
- University of Texas-Austin
- Princeton University
- University of California Berkeley
- Brandeis University
- Rice University
- University of California Santa Cruz
- University of California Santa Barbara
- University of Oregon
- University of Notre Dame
- University of Illinois (has new medical school)
- Arizona State University (has new medical school)

How do I get access to Peer Benchmarking Data?

Many items are self-service and available publicly on the web.

Usage guidelines are in place for sharing some items and your business case can be evaluated for compliance by emailing idata@purdue.edu to request data.

ICHE/CHEDSS (Indiana Commission for Higher Education / Commission for Higher Education Data Submission System)
AAUDE (Association of American Universities Data Exchange)
CSRDE (Consortium for Student Retention Data Exchange)
AAUP (American Association of University Professors)
UIA (University Innovation Alliance)
Academic Analytics
OSU FSS (Oklahoma State University Faculty Salary Survey)

To what other organizations does Purdue University report its student and faculty data?

Purdue University provides student and Human Resource (HR) data on a scheduled basis to the groups outlined below.

Government Agencies/Mandated Reporting:

IPEDS (The Integrated Postsecondary Education Data System)
ICHE/CHEDSS (Indiana Commission for Higher Education / Commission for Higher Education Data Submission System)
NCAA (National Collegiate Athletic Association)
CRRSAA: HEERF (Coronavirus Response and Relief Supplemental Appropriations Act Higher Education Emergency Relief Fund)
NSC (National Student Clearinghouse)

Rankings:

US News and World Report
Times Higher Education (THE) World University Rankings

Data Exchanges/Consortiums:

CDS (Common Data Set Exchange)
AAUDE (Association of American Universities Data Exchange)
CSRDE (Consortium for Student Retention Data Exchange)
AAUP (American Association of University Professors)
UIA (University Innovation Alliance)
Academic Analytics
NC-SARA (National Council for State Authorization Reciprocity Agreements)
OSU FSS (Oklahoma State University Faculty Salary Survey)
College Board

Additional details about which items provide identifiable versus summarized data can be found in the Federal Reporting of Student Data definition in Data Cookbook.

Is there a location to explore peer institutions’ websites and data resources?

The AAUDE (American Association of Universities Data Exchange) provides a tool for exploring participating peer institution websites to retrieve a variety of information quickly and efficiently. This Tableau viz of AAUDE Institutional Links provides an easier access point to visit these webpages.

What metrics are available for comparison?

In addition to what is available through the Common Data Set and Integrated Postsecondary Education Data System (IPEDS), Purdue provides summarized peer data on undergraduate tuition, undergraduate enrollment, undergraduate residence hall rate, and faculty salary in the Data Digest.

Who can request work from IDA+A?

If your college or department has an internal data unit, they should be the first point of contact for data requests.
If you are not supported by an internal data unit or you do not know who your data manager is, contact idata@purdue.edu.

Regular clients include:

Academic Data Managers
Athletics
Board of Trustees
Center for Instructional Excellence
Dining
Energy and Utilities
Purdue Information Technology
Purdue Online
Student Success
Undergraduate Curriculum Council

To explore the full range of areas IDA+A serves, including vice provost offices, visit our Key Initiatives and Projects page.

How do I make a data request, general, or survey project request?

Project requests can be submitted to our team via the project requests form. If you have additional questions before submitting the form, please email idata@purdue.edu.

What is the cost for IDA+A services?

IDA+A provides services to the campus community and partners for little to no cost. We are service-based, internal consultants, and we are passionate about using data to inform decision making across campus.

What is the average turnaround on a data request?

Turnaround time varies based on the complexity of your request. IDA+A prioritizes unit and local deadlines whenever possible, handling everything from urgent ad hoc requests to multi-year engagements that extend the analytical capacity of partner units.

The Data Digest does not have the information I need. Who can I contact?

Management Dashboards offer additional information, and many are available to Purdue faculty and staff with an active FERPA certification. If you need additional information, your college or department’s internal data unit should be the first point of contact for data requests.
If you are not supported by an internal data unit or you do not know who your data manager is, contact idata@purdue.edu.

I need help building a dashboard/report. Who can I contact?

Where can I find an overview of the Data Digest?

The Purdue community can access the Data Digest Overview course in Success Factors.

How can I connect with Purdue’s other data offices?

Review the Data Landscape Matrix for information about key entities within Purdue’s data community.

How is data governance defined at Purdue?

Data governance is the process of managing data quality, consistent data definitions, business logic, and reporting practices to allow for efficient operations and strategic decision-making.

What is Purdue University’s Data Governance structure?

Purdue University’s data governance structure is led by the Executive Data Council (EDC), which serves as the primary decision-making body responsible for establishing policies and ensuring the strategic use of institutional data. The EDC is supported by four committees that focus on key areas such as data ethics, data management, data experience, and training and communication to guide the university’s data governance efforts.

Who decides what access I have to data?

Most access is role/position based. The Business Intelligence Competency Center (BICC) website provides access information for both Student Data and Business Data.

Before sharing Purdue data externally, you must seek approval from the Office of Legal Counsel.

Where can I find more information on the university’s metadata? Is there a data dictionary available?

Data Cookbook is Purdue’s enterprise metadata source, documenting standard content – field definitions and reports/dashboards. Examples include Data Digest dashboards, Management dashboards, and standard Cognos reports. Definitions are available across numerous functional areas including Student, Finance, Human Resources, Sponsored Program Research, Administrative Operations, Graduate School, and Admissions. Additional functional areas are added as needed.

What is Data Cookbook?

Data Cookbook software is the enterprise source for Purdue’s data definitions, standard reports, and dashboards. It allows the institution to document and share definitions and report specifications. Having a well-documented data dictionary and catalog of official, standard reports allows for the efficient use of the abundance of institutional data.

Who has access to Data Cookbook?

Faculty, staff, and students with a career account can create a Data Cookbook account by logging into the software at purdue.datacookbook.com with their Purdue Login.

Where can I find training on Data Cookbook?

Data Cookbook training resources are available on the IDA+A website. The materials can also be accessed via Data Cookbook:
Click on your name at the top of the screen and select “Purdue Cookbook Training Materials”.

How do I add definitions and specifications to Data Cookbook?

If you already have edit access, review the Data Cookbook training materials. If you are a new user or need additional assistance with adding content to Data Cookbook, contact idata@purdue.edu.

How can I add feedback or ask a question regarding a Data Cookbook definition or specification?

Definition and Specification pages include a ‘History and Comments’ section at the bottom of the page. If a user has a question or would like to provide feedback to improve the definition, they can add a comment. Comments are routed to the functional area for review.
Please note, all comments are publicly visible to everyone with a Cookbook account.

What is assessment?

In essence, assessment is a process comprised of purposeful and intentional planning aimed at collecting, analyzing and making meaningful connections of data to inform decisions on effectiveness and drive continuous improvement. It is synonymous with continuous improvement, which you can learn more about in the Assessment 101 training video (Purdue employees only).
Typically, ‘assessment’ implies an emphasis on student learning. However, at Purdue, assessment describes gathering and analyzing data for “institutional, departmental, divisional, or agency effectiveness” (Upcraft & Schuh, 1996). At its core, assessment guides good practice (Erwin, 1991) and decision-making.

Why do we assess?

Assessment is a process of improvement; Assessment is primarily a mechanism that informs practitioners and serves to advance the practices encompassed in learning and development (across individuals or groups [students, faculty, staff, etc.], programs, the institution or campus, and organization). This is why, at Purdue, assessment is synonymous with continuous improvement.
By assessing, we are identifying areas of improvement and solutions that will lead to better outcomes. Assessment is also a form of accountability in demonstrating that the practice(s) of teaching and its outcomes – namely, learning and development – are reflective of best practices and the level of learning or developmental achievements appropriate for the age group (i.e., young adults or adult learners).
“In this sense, assessment for improvement is essentially an internal matter. In contrast, assessment data collected for the purpose of accountability are used primarily to demonstrate that the institution is using its resources appropriately to help students develop the knowledge, skills, competencies, and dispositions required to function effectively in the 21st century. The information is typically intended for external audiences” (Ewell, 2009).

What assessment services does IDA+A offer?

IDA+A offers the following:

Assistance to academic and co-curricular programs with evaluation of their curriculum, specialized and regional accreditation activities, and assessment of student learning achievements.
Support the measurement of cognitive (e.g., critical-thinking, civic literacy, problem-solving, quantitative reasoning) and dispositional or affective outcomes. We can also support you in measuring skill-based outcomes measurement. If you ask, “Can this be measured?” we are the subject matter experts on that topic.
Partnership with the University Curriculum Council (UCC) to coordinate and facilitate assessment activities for Embedded and Foundational Learning Outcomes (ELOs and FLOs, respectively) that make up the Core Curriculum.
Survey methodology guidance and assistance with securing a sample of Purdue constituents to survey.
Assist or manage the collection, analysis, and reporting of qualitative data (written responses to open-ended questions, interviews, focus groups, text, etc.) to inform your decision-making needs.
Creation, validation, and longitudinal measures on important Campus Constructs (I.e., research constructs).

What data collection support does IDA+A’s assessment team offer?

IDA+A supports the collection of data via methods that occur outside of typical business intelligence mechanisms or information technology.
IDA+A offers their expertise in both quantitative and qualitative methodologies, with a staff that provides a variety of interdisciplinary views.
IDA+A often serves as the neutral or objective third party in collecting quantitative or qualitative data that is then used by small-to-medium groups and/or decision-makers, thereby ensuring that the methodology, analysis, and reporting are as rigorous as possible.
IDA+A maintains a calendar (Career Account login required) of all known, large-scale survey efforts going on across student, faculty, staff, and other constituents.
IDA+A assists our colleagues in combating survey or measurement fatigue by providing custom samples of students, faculty or staff. IDA+A draws these samples to ensure that researchers get a sufficient list of their target population while also ensuring that no individual on campus is contacted for surveys too frequently. Please use our project requests form to garner our services in this area.
IDA+A provides expertise on survey methodology and measurement in education topics (i.e., psychometrics), such as, but not limited to: inference and error in surveys; target populations, sampling frames, and coverage errors; sample designs and sample errors; methods of data collection; messaging strategies; nonresponse in sample surveys; questions and answers in surveys or questionnaires; post collection processing of survey data; assessment of qualitative results; principles and practices related to ethical survey and measurement in higher education.
IDA+A maintains a library of important Campus Constructs. These are priority matters that have an approved best method of asking and measuring. Inside Qualtrics, any Purdue users can click on the Campus Constructs Library and then drag and drop any of the Campus Constructs question sets into their own survey instrument.
IDA+A supports survey design and administration in Qualtrics. We can help ensure a survey will obtain unambiguous results and we can add desired bells and whistles to keep the survey interesting and unconfusing to respondents. For technical assistance with accessing Qualtrics, please contact Purdue IT.
IDA+A maintains a marketplace of survey metadata and contact information. Researchers wanting data about any topic can look there and see what exists and who to contact to learn what the previous survey found. We are here to assist you in brokering the data you need to support your decision-making needs.
Additionally, IDA+A supports the collection, secure storage, and analysis of, plus reporting from qualitative data. IDA+A knows the value of this rich source of data and is happy to support you in garnering insights from it.
IDA+A does not make judgements or recommendations about the propriety of any specific survey protocol. That is the job of the Institutional Review Board and IDA+A defers to the IRB.

Why can’t we rely on grades to assess learning?

In short, measuring student achievement with grades is like measuring distance with unstandardized pieces of string. Course grades are set independently by hundreds of instructors across hundreds of courses for different learners at different points in time.
Academic departments often try to keep course sections aligned in content, requirements, and expectations. However, there is little comparable effort to ensure that earning an ‘A’ carries the same level of knowledge gain, effort, or subject mastery across all courses at Purdue University.

Why can’t we use student survey data in assessment?

Surveys are a method to indirectly assess student learning; via surveys or questionnaires students can self-assess their own learning achievement or developmental progress. However, students cannot be relied on to objectively evaluate the degree to which they have gained or demonstrated the necessary knowledge, attributes, and/or skills to earn a certain credential (e.g., degree, certificate) or succeed in a profession. Instead, objective standards or direct measures (rubrics, tests, quizzes, etc.) are needed to be established and maintained, and measured in non-subjective ways by experts with valid measures and methods to ascertain achievement of outcomes or competencies.

How is assessment data used?

Assessment data are used for the continuous improvement of the organization. Those who work with IDA+A can make decisions, modify practices, or take other actions based on our analysis of their data. For those at the beginning of their assessment journey, assessment data may be used simply to gather a baseline from which to inform future assessments, inquiries, or evaluation activities.
At the outset of any project, IDA+A works with campus partners to understand and agree on how and with whom assessment data collected during the project is shared.

What is the difference between assessment and evaluation?

See above for the definition of assessment. Evaluation differs from assessment principally in its focus on the intervention, program or process rather than on the outcomes (whether they be learning, developmental, affective, kinesthetic or behavioral). As defined by Russ-Elft and Preskill (2009), “Evaluation is a form of inquiry that seeks to address critical questions concerning how well a program, process, product, system, or organization is working.”
In other words, the question is not so much “To what degree did the outcome occur?”, but is instead “Is the program or process functioning to its highest and best capacity?” Evaluation then, in this way, becomes about designing a methodology to explore how outcomes came about; in evaluation we explore the degree to which some “thing” worked for or toward the intended outcomes.

What is the difference between assessment and research?

See above for the definition of assessment.
Assessment and research are related but distinct activities with different purposes and intended uses. Research is a truth-seeking endeavor aimed at generating generalizable knowledge and contributing to a broader field or discipline (Coryn, 2006). Its primary goal is to describe, explain, or test theory, often without an immediate expectation to inform theory in a specific context.
In contrast, assessment (and evaluation) is applied, context-specific, and decision-oriented. It is designed to inform improvement—particularly in areas such as teaching, programming, and student learning—and therefore places a strong emphasis on actionable findings for practitioners. As a result, assessment professionals have an ethical responsibility not only to analyze data, but also to interpret results and recommend evidence-based actions.

What is the difference between assessment and institutional research?

See above for the definition of assessment. Institutional Research (IR) and assessment both support data-informed decision-making, but they differ in purpose, methodology, and scope. Institutional research is traditionally defined as the use of existing institutional data to support planning, policy formation, compliance, and operational decision-making (Saupe, 1990). At Purdue, IR functions are largely transactional and compliance-driven—focused on producing reports, dashboards, and analyses from established data systems (e.g., enrollment, retention, graduation metrics) where definitions are fixed and standardized for federal, state, and institutional reporting purposes.
Assessment, by contrast, is a methodological and improvement-oriented practice that is driven by specific questions about effectiveness, learning, and outcomes (i.e., how or why is this working for whom?). Rather than relying solely on existing data, assessment often requires the design of new instruments and the collection of data that cannot be captured through traditional business intelligence systems (e.g., student learning, experiences, perceptions, or skill development). As a result, assessment work is more collaborative and systematic, requiring engagement from faculty, staff, and participants.
Critically, assessment is inherently transformative: it is designed to generate actionable insights that lead to continuous improvement in programs, teaching, and student success. While IR answers defined questions using standardized data (e.g., “How many students were retained?”), assessment asks deeper evaluative questions (e.g., “Why were first generation students retained at a different rate, and how can we improve that outcome?”). This distinction reflects a fundamental difference in orientation—IR emphasizes consistency, comparability, and compliance, whereas assessment emphasizes inquiry, context, and change.

Is there a minimum number of individuals needed to report across various demographics?

The minimum number depends on the proportion of individuals belonging to a demographic and/or to the total number of respondents given a certain demographic, descriptor or qualifier. To protect the confidentiality of individuals belonging to demographics that are under-represented in the responses to a survey or other data collection effort, IDA+A recommends erring on the side of caution by not reporting publicly on demographics when relatively few individuals (typically, anything between 4 and 10) can be counted or grouped within specific demographic, or set of demographics, and/or comprise the total number of respondents. When data may reveal instances of inequity or discrimination, results may be reported to those who need to be aware, even when the guidelines above are not met. Please consult with a member of IDA+A’s Assessment Team if you are in doubt.

Where can I find the most common annual survey questionnaires used at Purdue?

First, we suggest that our Purdue colleagues check out our survey calendar. Next, folks at Purdue can consult our Menu of Measures (log-in required) to appreciate which research constructs are measured on a regular cadence. Then, if you do not find the information you seek, please contact us to ask when or how often and how a certain construct (e.g., academic help-seeking, growth-mindset, belonging, well-being) or topic (e.g., climate academic rigor, satisfaction with advising, value-added of attending Purdue) has been or can be measured. The list of available datasets is growing, so please check back from time to time to see what new resources are available. Researchers can access data in easy-to-use Tableau search screens, or full (deidentified) datasets in Excel, SPSS or other formats to facilitate their own analysis.

Where can I find an annual calendar of survey projects currently being administered across our campus?

The survey calendar page allows the Purdue community to view the dates of large surveys being administered to students, staff, or faculty. IDA+A encourages the campus community to review the calendar to avoid scheduling surveys at the same time as others addressed to the same group.

How can I add a survey to the calendar?

To add a survey to the calendar, please fill out this form.

Are surveys at Purdue confidential?

Purdue University surveys are typically confidential and are completely voluntary- i.e., respondents have the choice to skip questions they are not inclined to answer or drop out/stop out of any data collection effort at any point in time. For more information, please visit the Survey Administration section of our website.

Do all survey projects have to be submitted to the IRB for review?

No. Whether an IRB application needs to be submitted is based on whether the proposed project meets the federal definition of research; it is not based on the research or data collection method.

Who decides whether an IRB application or protocol should be submitted?

Purdue’s Human Research Protection Program will advise personnel on whether a project meets the federal criteria requiring the submission of an application or protocol to our IRB. Generally, projects that use survey data for internal purposes only, without the intent to publish or present the data publicly, do not require submission of an application or protocol to our IRB.

Do I need IRB approval before or after I collect / analyze assessment data?

Before collecting assessment data from students (e.g., survey, focus group), or analyzing course documents, classroom data (e.g., coursework, senior projects), or student academic data, ask yourself whether you intend to disseminate findings or would disseminate if the findings are interesting / valuable. If the answer to either of these questions is ‘yes’, IRB approval is required PRIOR TO the collection or analysis of data.

If, during the initial collection or analysis of assessment data, there is no intention to disseminate findings (even if the findings are interesting / valuable), however interest for disseminating results or analyzing data for research / dissemination purposes develops at a later date, IRB approval for the analysis / use of existing data is required as soon as there is intent to analyze the existing data for research / dissemination purposes.

Note: Releasing data to accrediting agencies in order to present evidence of improvement of student learning does not constitute dissemination of research results/data, and therefore does not require IRB approval.

What is accreditation? Why should a university be accredited?

Accreditation is a process of external review in which colleges, universities, and academic programs are evaluated by peer experts to ensure they meet established standards of quality. It provides independent assurance that an institution is delivering a credible, high-quality education and is actively working to improve.

There are two main types of accreditation:

1) Institutional accreditation evaluates the university as a whole. Purdue University is accredited by the Higher Learning Commission (HLC), which reviews areas such as mission, teaching and learning, budget health, and overall institutional effectiveness.

2) Specialized (programmatic) accreditation evaluates specific degree programs (e.g., engineering, nursing, business) to ensure they meeting discipline- or field-specific standards and prepare their graduates for professional practice or similar.

Accreditation matters because it:

Assures quality and credibility of the education provided.
Builds trust with students, families, employers and the public.
Enables access to federal financial aid and supports transferability and recognition of degrees.
Drives continuous improvement by requiring institutions and programs to regularly evaluate and strengthen their practices.

In all, accreditation signals that a university is meeting recognized standards and is committed to delivering meaningful, high-quality educational outcomes.

What role does IDA+A play in accreditation?

For our institutional accreditation process, IDA+A team members serve on a multi-disciplinary HLC “Lean Team” with the task of gathering, confirming, and maintaining data throughout the university for various required accreditation activities (4-year reassurance, quality initiative, and reaccreditation) and other submissions or sharing of information (e.g., annual institutional data update). For specialized accreditation, we work with assessment professionals within a college to collect or share data specific to their reporting requirements (administration and staff information, faculty qualifications and course loads, salary, budget information, etc.) for their accredited program(s).

Where should I direct questions or comments about Purdue’s HLC accreditation?

The Office of the Provost oversees our institutional accreditation activities. Please direct questions related to Purdue’s Higher Learning Commission accreditation to the Accreditation Liaison Officer, Beth Fines.

When was Purdue last reviewed for accreditation?

Purdue’s most recent accreditation review by the Higher Learning Commission (HLC) was in October 2019. As a result, Purdue received formal notification of its continued 10-year, unrestricted, or open-pathway, accreditation. The lengthy process included a written self-study report with input from a large number of Purdue faculty and staff, and an extensive visit from an HLC external peer review team. Purdue has been accredited continually since 1913 and will be evaluated again in 2029-30.

What is predictive analytics?

Predictive analytics is the use of data, statistical algorithms and machine learning techniques to identify the likelihood of future outcomes based on historical data. The goal is to go beyond knowing what has happened to provide a best assessment of what will happen in the future.

What is PDAP?

PDAP stands for Purdue Data Analytics Platform. It is comprised of two platforms:

The Greenplum Database
The High-Compute Research Platform Zeus

These platforms facilitate faculty research and cutting-edge data science projects.

What is Greenplum?

Greenplum is a massively parallel processing (MPP) distributed database designed for analytics. It serves as secondary storage for several datasets across campus, allowing IDA+A to quickly and easily combine disparate data sources together to complete novel projects.

What is Zeus?

Zeus is a high-performance computing machine equipped with 4 NVIDIA A100 GPUs, 96 processors, and 1 TB of RAM — built for cutting-edge work including Generative AI, Large Language Models (LLMs), and faculty research.

How does Purdue make Artificial Intelligence decisions and ensure that data is used ethically?

Any time artificial intelligence is being used to power decision making in a way that has potential downsides, IDA+A partners with the Purdue Data Ethics Committee to analyze, deliberate, and make recommendations about appropriate uses of data. More information is available on the Data Governance Committees’ webpage.

What types of data science projects does IDA+A work on?

The data science team has a broad mandate. Our team has done work with academic units to predict student success, has worked with energy & utilities to help predict utility usage, worked with the registrar to build degree requirements as complex graphs, and more. If you have a data project with a predictive component, or that seems more novel or complicated than something the industry has done before, we can likely help in some way.

What data sources are available in PDAP?

The Greenplum database stores data from several sources. Some of the heavily used data sources are:

Boilerconnect
Data from BoilerConnect – a student success system that links staff, faculty, and students in a coordinated support network.
Card Services
Data related to card swipes for academic building and RecWell Center access, meal and supply purchases at dining halls, and other Purdue card swipe-accessible resources (laundry, printing, etc).
Curriculog
Data from the tool used to submit, review, and approve curriculum and course proposals.
Degree Audit Data
Data related to student degree progress and graduation requirements from DegreeWorks and EduNav.
Learning Management Systems
Brightspace data
PREMIS (Purdue Registration and Event Management Information System)
Registration data for Virtual Student Transition, Advising, and Registration (VSTAR) and Boiler Gold Rush (BGR) orientation programs for incoming students.
Retail Dining
Campus and residence hall dining data.
Slate – Undergraduate and Graduate
Undergraduate and graduate pre-entry data related to potential new students and their applications.
Space
Data related to campus spaces, including location, size, and purpose.
Student Housing
Student housing and residence hall data
Student Organizations (BoilerLink)
Data related to student organizations.
Student Systems
Data from the Banner Student System pertaining to courses, instruction, student applications, admissions, grades, and profiles.
Surveys
Sampling and response data from multiple surveys, such as SERU – Student Experience in the Research University.
UniTime
Course scheduling data.
Wireless Access Logs
Data related to mobile and other devices connected to Purdue’s Wi-Fi network.

Erwin, T.D. (1991). Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes.
Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension. (Occasional Paper No. 1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Lundquist (N.D.) https://www.utep.edu/student-affairs/_Files/docs/Assessment/Campus-Labs-Assessment-Evaluation-Research-Definitions-Handout.pdf
Palomba, C. and Banta, T.W. (1999) Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. Jossey-Bass, Inc., San Francisco.
Saupe, J. L. (1990, March). The Functions of Institutional Research, 2nd Edition. The Association for Institutional Research.
Upcraft, M.L., & Schuh, J.H. (1996). Assessment in Student Affairs: A Guide for Practitioners. The Jossey-Bass Higher and Adult Education Series.

FREquently asked questions

Institutional Data

Peer Comparisons and Benchmarking

IDA+A Products and Services

Data Governance

Metadata

Assessment

Accreditation

Data Science and Data Engineering

References