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.

Primary Functions

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:


  1. Demonstrate expertise in topics associated with corporate finance or personal financial planning.
  2. Apply quantitative skills to problem solving in the context of corporate finance or personal financial planning.
  3. Display information literacy by identifying and properly using relevant sources of information.
  4. Employ ethical, regulatory, and legal guidelines when making financial decisions and recommendations.
  5. Engage in the process of academic discovery in relation to financial topics.

Direct Assessment

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.

MS Program Assessment Process


MS Learning Outcomes


Indirect Assessment

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 ( if you have any questions or concerns about the surveys.


Graduation Survey:

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.

2016 - GDP Graduate Survey Report Summary


Student Satisfaction with Services Survey:

Two versions of this survey are sent annually: one to M.S. students, and one to designation/certification students. 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.

Services Satisfaction Survey Report

2016 Summary


Designation Satisfaction Survey Report 2015 Summary


Graduate Satisfaction Survey Report

2015 Summary


Alumni Survey:

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.

Alumni Survey Report
2015 Summary


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.

Student Engagement Report
2016 Summary


End-of-Course Evaluations:

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.

Withdrawal Survey:

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.

Stop-Out Survey:

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.

Institutional Research

Fact Book

The Office of Institutional Research and Effectiveness routinely collects, analyzes, and reports statistical information on students, faculty, and institutional resources to senior leadership, government agencies, and accrediting organizations. The fact book contains information about the College as well as data on all of the College’s programs.

FY2017 Fact book


Sample of recent projects:

Research aimed at enhancing student outcomes and organizational effectiveness is also conducted. These projects are conducted for internal purposes, but projects with implications beyond the College are frequently submitted for publication or presentation at a conference.

Economic Data and Alumni Outcomes

AIR Poster


Using Growth Models to Investigate Student Course Performance


IRT and Bloom's AIR Poster


Leveraging Multiple Data Sources


Learn More

Assessment Committee

Rebecca Henderson Research Analyst
David Mannaioni, MS, CPCU, CLU, ChFC, CFP® Faculty Senate President / Professor
MichaelB. Cates, MS, CFP® Associate Professor
Cindy Shnaider, MSF Associate Professor
Craig Kinnunen, CFP® Associate Professor

Assessment Resources for Faculty:

Assessment Handbook


Outline for Academic Program Review


Assessment Plan Template


Rubric Resources


Program Unit Assessment Basics


Writing Graduate Level Questions and Assignments


Ideas for Assessing Student Learning Outcomes in your Course


Course LO Mapping Template


Institutional Research



CFP®, CERTIFIED FINANCIAL PLANNERTM, and CFP (with flame logo)® are certification marks owned by the Certified Financial Planner Board of Standards, Inc. The College for Financial Planning does not certify individuals to use the CFP®, CERTIFIED FINANCIAL PLANNERTM or CFP (with flame logo)® certification marks. CFP® certification is granted only by the Certified Financial Planner Board of Standards to those persons who, in addition to completing an education requirement such as this CFP Board-Registered Program, have met its ethics, experience, and examination requirements. Earnings amounts and increases cited relate to individuals already employed in the financial services industry.  They do not constitute guarantees of future results.


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