Institutional Results by Instrument
The Office of Institutional Research and Effectiveness gathers evidence every year on college-wide student learning outcomes, such as critical thinking, quantitative literacy, writing, and research proficiency. The sources listed below provide indirect evidence concerning students’ experiences, perceptions and values.
CIRP Freshman Survey (TFS)
Administered by the Cooperative Institutional Research Program (CIRP) out of the Higher Education Research Institute (HERI) at UCLA, the CIRP Freshman Survey collects extensive information that allows for a snapshot of what incoming Harvey Mudd students are like. Administered to all incoming students during orientation, key sections of the survey examine: established behaviors in high school; academic preparedness; admissions decisions; expectations of college; interactions with peers and faculty; student values and goals; student demographic characteristics concerns about financing college.
- Class of 2021 Quick Facts (PDF)
- Class of 2020 Quick Facts (PDF)
- Class of 2020 Quick Facts – Election Issues (PDF)
- Class of 2019 Quick Facts (PDF)
- Class of 2018 Quick Facts (PDF)
- Class of 2017 Quick Facts (PDF)
A Harvey Mudd-designed questionnaire that examines students’ learning experiences in the Core Curriculum. Administered to first and second year students over the winter break.
National Survey of Student Engagement (NSSE)
Administered by the Center for Postsecondary Research in the School of Education at Indiana University-Bloomington, this questionnaire that examines how students spend their time in college, the nature and scope of the work they are asked to do, and their perceptions of their institution’s contributions to their learning and personal growth and development. Administered to first year and seniors in the spring semester.
- NSSE: Trends in Writing Module (PDF)
- NSSE: Writing Module 2014 (PDF)
- NSSE 2015: Critical Thinking and Reasoning (PDF)
- NSSE-2016-Critical-Thinking-and-Reasoning (PDF)
- NSSE 2015: Collaboration and Communication (PDF)
- NSSE 2016: Collaboration and Communication (PDF)
- NSSE 2015: Interdisciplinary Thinking (PDF)
- NSSE 2016: Interdisciplinary Thinking (PDF)
- NSSE 2015: Societal Impact and Application (PDF)
Harvey Mudd College Summer Research Practices Survey (SRPS)
A Harvey Mudd designed pre-post questionnaire to evaluate the benefits of Harvey Mudd summer research experiences, including growth in disciplinary knowledge, scientific and quantitative literacy, oral and written communication and social and emotional self-confidence. Administered week before summer research starts and again the week summer research ends.
CIRP College Senior Survey (CSS)
Also administered by the Cooperative Institutional Research Program (CIRP) out of the Higher Education Research Institute (HERI) at UCLA, the College Senior Survey focuses on a broad range of outcomes and post-college goals and plans. It pairs with the TFS (see above) to provide longitudinal data on students’ growth during their undergraduate experience which can be used to measure the impact of college. Administered to seniors in the spring semester.
- CIRP 2015: Critical Thinking and Reasoning (PDF)
- CIRP 2015: Collaboration and Communication (PDF)
- CIRP 2015: Interdisciplinary Thinking (PDF)
- CIRP 2015: Societal Impact and Application (PDF)
Harvey Mudd Office of Career Services Senior Survey (OCS)
This Harvey Mudd-designed questionnaire compliments the CSS (see above) by providing more detailed information on post-graduation plans of the senior class. Administered to graduating seniors in the spring semester.
COACHE Faculty Job Satisfaction Survey
Administered by the Collaborative on Academic Careers (COACHE) at the Harvard Graduate School of Education, the Faculty Job Satisfaction Survey captures the faculty experience with teaching, service, and research; tenure and promotion; engagement and collegiality in the department; appreciation and recognition; faculty and administrative leadership; academic governance; interdisciplinary work, collaboration, and mentoring; personal and family policies; and other known drivers of faculty satisfaction. Harvey Mudd College adds custom questions specific to our culture.
- COACHE instrumentation summary (PDF) of items found on the survey.
- The COACHE codebook (PDF) technical specifications for the survey.
- COACHE Results- HMC Specific Items (PDF)
Faculty Survey of Student Engagement (FSSE)
Also administered by the Center for Postsecondary Research in the School of Education at Indiana University-Bloomington this questionnaire is a companion to NSSE (see above, and examines the importance faculty place on various areas of learning and development, the nature and frequency of faculty-student interactions, and how faculty members organize their time. Administered to all faculty during spring semester.
The Higher Education Data Sharing (HEDS) Alumni Survey gathers information from alumni about the quality and impact of their Harvey Mudd educational experiences, including co-curricular activities such as internships, study abroad, and community service. It also asks alumni to evaluate the impact of their Harvey Mudd education on their postgraduate critical thinking, problem solving, and other learning outcomes and to evaluate the impact of their Harvey Mudd education on their postgraduate experiences, employment, and satisfaction. Harvey Mudd administers this questionnaire to all alumni 1, 5, 10 years out, and a sample of alumni 10+ years out in the fall semester.
- HEDS 2014–2015: Relationships with Faculty (PDF)
- HEDS 2014–2015: Primary Activity and Further Education (PDF)
- HEDS 2015–2016: Critical Thinking Reasoning (PDF)
- HEDS 2015–2016: Collaboration and Communication (PDF)
- HEDS 2015–2016: Interdisciplinary Thinking (PDF)
- HEDS 2015–2016: Societal Impact and Application (PDF)
National Study of Voting, Learning and Engagement
The National Study of Learning, Voting, and Engagement (NSLVE) is housed at the Johnathan M. Tisch College of Civic Life at Tufts University. It offers colleges and universities an opportunity to learn their student registration and voting rates as well as a closer examination of their campus climate for political learning and engagement and correlations between specific student learning experiences and voting.