Higher education institutions in the United States face an urgent need to use evidence of their students' outcomes to inform improvements and increase educational attainment. Data about student outcomes are abundant and professionals who interpret and report the data are commonplace today. Yet, the higher education landscape continues to be challenged to effectively apply student outcome evidence to enact institutional improvements. The literature from a variety of fields offers many ways that comprehension and use of evidence can be facilitated. This research explores the effect of communication mode, specifically infographics, videos, and written reports, on comprehension and use of student outcomes evidence. The study asks to what extent differences in communication mode affect comprehension and use and how and why those differences exist. Using a single community college as a case site and faculty and staff within the site as participants, this mixed method study leveraged observations, interviews, and surveys in a multi-phase structure. Quantitative and qualitative evidence demonstrated that videos were a more effective communication mode than infographics or written reports for maximizing faculty and staff comprehension and potential use of student outcome data. Elements of communication modes that help explain differences included quality, scope of information, presentation, demands on the audience, and order of multiple modes. These findings have implications for the future practices of communicating student outcome evidence in higher education institutions so that faculty and staff understand data that is essential to making improvements for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]