EDUC 664 BUDGET SPREADSHEET INSTRUCTIONS You will develop an Excel spreadsheet with 3-year trend data on a variety of key performance indicators and budget items showing the financial status of the institution selected for the Case Study Institution Profile earlier in the course . In addition to providing data on your selected institution, please select the following key state and national trends, assuming the data are available publicly: • Total undergraduate enrollment • Total graduate enrollment • Total in-state enrollment • Total out-of-state enrollment • Student loan default rate • Student borrowing • Core revenues per student FTE • Core expenses per student FTE by function • Total state support for higher education • Total federal support for higher education As you review the data, how does your institution compare to the state and national trends? Is there anything that catches your attention, either positively or negatively? The US Department of Education’s National Center for Education Statistics coordinates the Integrated Postsecondary Education Data System (IPEDS) surveys every year. The IPEDS surveys are federal requirements of all institutions that receive Title IV aid. IPEDS data are especially helpful for enrollment and budget analysts to compare their own institutions with comparative peer institutions. Here is a link to a helpful video tutorial with the step-by-step instructions on retrieving IPEDS data for selected institutions: https://www.airweb.org/EducationAndEvents/IPEDSTraining/Tutorials/DataCenter/Pages/Overv iew.aspx In this assignment, you will download data that are publicly available from US Department of Education’s National Center for Education Statistics coordinates the Integrated Postsecondary Education Data System (IPEDS) if you cannot locate the information from your own institution’s website. Use the most recently available 3 years of reported data. One option that might be simpler is to download multiple years of the Data Feedback Report. You can identify your institution, then select “View Previous Data Feedback Reports.” This report provides you with a single year snapshot of these measures all in one file, so you would then need to download prior years to get the historical data. Here is the link: https://nces.ed.gov/ipeds/datacenter/Expt/SelectComparisonInstitution.aspx You are welcome to provide additional information as a means of preparing broader context about the institution. Because of the amount of details required for this budget assignment, it is recommended that you use multiple worksheets within the same Excel file instead of placing all the data into the same worksheet. EDUC 664 This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 6. EDUC 664 BUDGET SPREADSHEET GRADING RUBRIC Criteria Content 70% Advanced Spreadsheet – 55 to 59 points Analysis (2/3 of Spreadsheet displays all Content) required key performance indicators with 3 years of trend data. Spreadsheet – Content (1/3 of Content) Structure 30% Spreadsheet – Grammar and Spelling, APA Formatting 27 to 29 points Spreadsheet column titles, rows, values, and percentages are complete with 0–1 missing pieces of information/errors. Advanced 35 to 37 points Spelling and grammar are correct. Sentences are complete, clear, and concise. Where applicable, references are cited in current APA format. Levels of Achievement Proficient Developing 51 to 54 points 1 to 50 points Spreadsheet displays most of Spreadsheet displays a the required key performance minimum of the required key indicators and may or may not performance indicators with include 5 years of trend data. fewer than 5 years of trend data. 25 to 26 points 1 to 24 points Spreadsheet column titles, Spreadsheet column titles, rows, values, and percentages rows, values, and percentages have 2–4 missing pieces of have 5 or more missing pieces information/errors. of information/errors. Proficient 32 to 34 points Spelling and grammar has some errors. Sentences are presented well. Where applicable, references are cited with some current APA formatting. Not Present 0 points Not present 0 points Not present Developing Not Present 1 to 31 points 0 points Spelling and grammar errors Not present distract. Sentences are incomplete or unclear. Where applicable, references are minimally or not cited in current APA format. Running Head: YALE UNIVERSITY 1 Yale University Profile Santanna Coleman Liberty University 01/31/19 YALE UNIVERSITY 2 Yale University Profile Yale University is one of the oldest institutions in America, founded in 1701. It is a private institution lead by its president Peter Salovey. The private institution has over 12,000 undergraduates, Ph.D., and postgraduates engaged in different courses (Stock & Siegfried, 2015). The university has undergone much development in a financial and flexible curriculum. It has excellent potential in the biology, debate, sports, and academics fields as one of the topranked institutions in the world (Noble et al., 2016). Yale University accepts elite and regular students from any background. This university gets involved in many initiatives from health to globalization. An example of such efforts is the Yale-China Law Centre which promotes the rule of law in China (Resnik et al., 2016). The institution interacts with international partners like Yale-NUS College that supports art and an innovative academic curriculum in Singapore, Asia. Yale University has had many famous alumni such as Jodie Foster, Bill Clinton, President George Bush and Crown Princess of Sweden, Victoria. Yale has several residential colleges and nonresidential buildings that are prestigious and locate strategically within the university (Snow& Dworsky, 2018). Yale University has safety strategies that ensure the campus is secure from external threats and making sure unruly behaviors get rooted out. The Yale Police department and the various campus securities represent a measure, ensuring the protection of all the students. In academics, the university population has approximately 12,400 students (2015), with a balanced gender ratio. Yale University has a balance ethnic profile whereby 19% are from disadvantaged minorities, and over 50% of students have financial aid (Castleman et al., 2015). Each year admits nontraditional students to improve socialization and reduce racial profiling like in other institutions hence making Yale a non-racial university. Sterling Memorial Library has over 4 YALE UNIVERSITY million volumes of books with rare historical and medical contents. Yale has research data services, publishing center a music foundation that enhances talents and fosters collaboration among students (Hudson et al., 2016). As a pioneer in the academic, the university has over 400 registered students' organizations which give students more successful in the job market than other institutions. Yale University is the University of Choice and the pillar of academics in the United States (Potts, 2016). 3 YALE UNIVERSITY 4 Reference Castleman, B. L., Schwartz, S., & Baum, S. (2015). Prompts, personalization, and pay-offs: Strategies to improve the design and delivery of college and financial aid information. In Decision Making for Student Success (pp. 91-113). Routledge. Hudson, M., Bohemier, K., Milian, R., & Kirkpatrick, T. (2016). Research Data Services at Yale University. Noble, D. B., Mochrie, S. G., O'Hern, C. S., Pollard, T. D., & Regan, L. (2016). Promoting convergence: The integrated graduate program in physical and engineering biology at Yale University, a new model for graduate education. Biochemistry and Molecular Biology Education, 44(6), 537-549. Potts, D. (2016). Liberal Education for a Land of Colleges: Yale’s Reports of 1828. Springer. Resnik, J., Abella, R., Cartabia, M., Cepeda-Espinosa, M., Hale, B., Kapczynski, A., ... & Post, R. (2016). Yale Law School Global Constitutionalism Seminar, E-Book Volumes 1-5, 2016. Snow, C., & Dworsky, A. J. (2018, December). Responding to White Supremacy: Public Images and Legacies at Yale University. In CeROArt. Conservation, exposition, Restauration d’Objets d’Art (No. HS). Association CeROArt asbl. Stock, W. A., & Siegfried, J. J. (2015). The undergraduate origins of Ph.D. economists revisited. The Journal of Economic Education, 46(2), 150-165.
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