The Office of Institutional Research & Effectiveness
The Office of Institutional Research and Effectiveness at the College for Financial Planning provides data and information for strategic initiatives, operations, and activities which include researching, reporting, and making recommendations for continuous improvement of institutional effectiveness, academic programs, and student learning.
It is the vision of the Office of Institutional Research and Effectiveness to be seen within the College as the source for decision-making information to actively advance the College’s reputation as the provider of choice for financial education.
The Office of Institutional Research and Effectiveness functions in three areas: Institutional Effectiveness, Institution Research, and Assessment. The goal of each functional area is to research, report, and provide data-supported recommendations.
Assessment Policy Statement
The College for Financial Planning engages in academic and administrative assessment in order to create a culture of continuous improvement that helps the College to achieve its mission of being the provider of choice for financial education to individuals in the financial services industry. Assessment is conducted to ensure the College is responsive to its students, employees, and regulators. College faculty and staff are empowered to participate in assessment by supportive College leadership and are provided with resources to facilitate meaningful assessment activities. Negative assessment results are used to frame conversations about institutional improvement and are never used to take any punitive action against an individual or unit. Assessment processes are dynamic and evolve to facilitate continuous improvement and to meet the changing needs of the College and its stakeholders and regulators.
College for Financial Planning Institutional Learning Outcomes
Graduates of the College for Financial Planning should be able to:
- Demonstrate expertise in topics associated with corporate finance or personal financial planning.
- Apply quantitative skills to problem solving in the context of corporate finance or personal financial planning.
- Display information literacy by identifying and properly using relevant sources of information.
- Employ ethical, regulatory, and legal guidelines when making financial decisions and recommendations.
- Engage in the process of academic discovery in relation to financial topics.
Direct assessment of student learning in the M.S. programs is completed via the biennial learning outcomes assessment process. This process is being implemented for the first time in 2016.
The College’s indirect assessment process of student learning involves gathering student opinions related to student knowledge, learning experiences, and goals through the use of various course and student surveys. Descriptions of each survey are included, along with a link to a summary of the survey report. Results are not available for the course evaluations, the stop-out surveys, and the withdrawal surveys, as the information included in these surveys is of a sensitive nature and is used only for internal purposes.
Please contact Rebecca Henderson (firstname.lastname@example.org) if you have any questions or concerns about the surveys.
This survey is sent to M.S. students after successful completion of their final course. This survey asks students questions about why they chose to pursue a degree at the College, how well their coursework developed relevant knowledge and skills, their satisfaction with the College and their program, and their post-graduation plans.
Student Satisfaction with Services Survey
Two versions of this survey are sent annually: one to M.S. students, and one to designation/certification students. Results have been combined into one report in recent years This survey asks students about their satisfaction with the College’s services, including the Student Services Center, advising and enrollment, account assistance, the University Library, technology, testing (for CFP and designation students), and the communication and complaint processes.
This survey is sent to alumni of the College’s graduate programs every 5 years. It asks alumni questions about their reasons for earning a degree at the College, employment information at the present and prior to earning a degree, how well their degree prepared them for their work, the extent to which their education helped them develop relevant knowledge and skills, and whether they would recommend the College’s graduate programs.
Student Engagement Survey
This annual survey asks M.S. students questions about their affective, behavioral, and cognitive engagement, as well as questions about conditions that facilitate student engagement.
There are two versions of this survey: one for M.S. students, and one for designation/CFP students. These surveys are sent to M.S. students during the last week of their course, and to CFP/designation students at the completion of their course. Students are asked to rate the quality of their instructors and courses. Responses are anonymous, but results of the survey are shared with the Vice President of Academic Affairs and individualized feedback is provided to each instructor.
This survey is sent to students who withdraw from the M.S. program. Students are asked questions about the reasons for their withdrawal and what the College could have done to improve their experience.
This survey is sent to M.S. students who have not enrolled in a course for two or more cycles. Students are asked questions regarding the reasons for their non-enrollment and what would make it possible for them to begin taking courses again.
Fact Book 2022
The Office of Institutional Research and Effectiveness is pleased to present the Fiscal Year 2022 College for Financial Planning Fact Book. This fact book contains important and frequently requested information about the College’s programs, students, faculty, staff, and operation and is meant to serve as an information source for College employees and stakeholders, as well as current and prospective students.
Professional Designations and Master's
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