Media Relations
Thursday,
July 19,
2007
Institutes, Centers and Museums
Philip B. Stafford, director of the Center on Aging and Community at Indiana University Bloomington, will be a featured panelist on "When Did I Get Old? Reflections on Aging Today," a one-hour television documentary that premieres tonight (Nov. 19).
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The Strategic National Arts Alumni Project (SNAAP) and Ellen B. Rudolph, Surdna Foundation program director for Thriving Cultures, recently received the Institutional Research Initiative Award from the Arts Schools Network at its annual conference in Washington, D.C. Based at the Indiana University Center for Postsecondary Research, SNAAP is an annual online survey, data management and institutional improvement system designed to enhance the impact of arts-school education.
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A nationwide survey of high school students finds that nearly 90 percent expect to earn their diploma and go to college, but many report a lack of interest and effort in the classroom that may dampen those hopes. "Engaging the Voices of Students: A Report on the 2007 & 2008 High School Survey of Student Engagement" presents the latest numbers from the annual survey conducted by the Center for Evaluation and Education Policy at Indiana University.
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A national survey released today shows that a variety of colleges and universities have shown steady improvement in the quality of undergraduate education, as measured by students' exposure to and involvement in effective educational practices. The 2009 report from the National Survey of Student Engagement (NSSE), Assessment for Improvement: Tracking Student Engagement Over Time, details results from a 2009 survey of 360,000 students attending 617 U.S. colleges and universities.
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As part of an Indiana University conference on black experiences in rock music, James Spooner, the producer of the award-winning film Afro-Punk, will speak after a screening of his documentary.
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Contrary to what many observers think, findings from a national study released today (Oct. 26) show that gathering information about what undergraduates learn during their studies is commonplace in most U.S. colleges and universities. However, the results are not always used and reported in ways that could improve student accomplishment and inform the public about institutional performance.
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