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Teaching & Learning Presentations George Hollich (PSY120) and Marcy Towns (CHEM115) will talk about their IMPACT course redesign experiences Factors Affecting Student Success & Retention A Series of TED(like) Talks on: Grouped Data to Predict & Compare Academic Success Rates

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Pact Facts for Student success

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Pact facts for student success

  • Teaching & Learning Presentations

  • George Hollich (PSY120) and Marcy Towns (CHEM115) will talk about their IMPACT course redesign experiences

  • Factors Affecting Student Success & Retention

  • A Series of TED(like) Talks on:

  • Grouped Data to Predict & Compare Academic Success Rates

  • At-Risk Students

  • CODO and Student Success

  • Co-curricular Effects on Student Success

  • Effect of Residence Hall Living on Student Success

  • What Predicts Grad Student Success?

Pact Facts for

Student success

November 6, 2012


Pact facts for student success

  • Brent Drake, EMAR

  • Brenda Schroeder, Advising

  • Andy Zehner, Student Affairs

  • Kevin Maurer, Housing & Food Services

  • Phil Pope, Graduate School

  • November 6, 2012

Factors affecting student success & retention at purdue


Pact facts for student success

Grouped data

Brent Drake,

Assistant vice provost & director

Enrollment management Analysis & reporting


Grouped data predictions

Grouped Data Predictions

Multiple correlations at single institution

  • Multiple correlations between measures of academic success and unit level student entering academic profiles at one institution tend to lead to correlations of low to moderate effect sizes (Bridgeman, McCamley-Jenkins, & Ervin, 2000)

  • Some reasons identified in the literature (Stumpf & Stanley, 2002)

    • Restriction of range inherent in any one institutions academic profile

    • The interdependence of academic profile variables from high school transcripts and standardized tests

    • The disparate academic experience of students in one institution


Grouped data predictions1

Grouped data predictions

Solution based on national sample

  • Based on Stumpf and Stanley’s 2002 article use grouped data items readily available in two national data sets

    • Integrated Post-Secondary Education Data System (IPEDS)

      • 25th and 75th percentile of SAT Scores

    • US News and World Report National Colleges data set

      • Percentage of students in top ten percent of high school class

  • Criterion variable was six-year graduation rates pulled from IPEDS

  • Final data set consisted of 199 institutions

  • Multiple correlation for model R2 = 0.8025 distinguishing between graduation rates at different institutions


Grouped data predictions2

Grouped data predictions

Purdue results

  • Use national model at university level to predict success among different subgroups

    • how well are individual colleges performing versus their predicted performance

  • Overall, Purdue outperforms its predicted rate

    • Most recent US News Report showed Purdue as a four percentage point over performance as well

  • The majority of the colleges on the campus over perform as well

    • Wide range in performance (-6.75 to +38.88)


Section title

Section Title

At risk students

Brent Drake,

Assistant vice provost & director

Enrollment management Analysis & reporting


At risk students

At risk students

Survey results

  • Freshmen students surveyed at end of their first year

    • Questions asked about likelihood of persistence, graduation, and commitment to determine students risk of returning

    • Purdue has administered last 6 years


At risk students1

At risk students

academic factors


At risk students2

At risk students

Financial factors


At risk students3

At risk students

Campus environment


Section title1

Section Title

Codo-In Survey

Brenda schroeder,

Academic advising assessment team


Codo in survey

CODO-In Survey

Academic advising

Assessment team

The Goal of the

Academic Advising Assessment Team

is to gain a better awareness and understanding of

the strengths and weaknesses of advising at Purdue. Ultimately, it is the team's hope that this process

will help improve advising on campus.


Codo in survey1

CODO-In Survey

Survey instrument

  • Given to all students who CODO

  • Designed to collect information on:

    • how students are CODOing,

    • why they are CODOing,

    • how they are selecting their majors


Codo in survey2

CODO-In Survey

resources

Examples

Other: Advisors, Ivy Tech Community College, Krannert, Laying Tracks, Own Research, Walk-Ins

Courses: AGEC 20300, AGEC 33100, CDFS 21000, COM 11400, COM 25000, EDPS 10500, EDPS 20000, GS 11900, HIST 15100, MGMT 10000, OLS 25200, OLS 27400, PHPR 10000, PSY 22200, SOC 10000


Codo in survey3

CODO-In Survey

influencers


Codo in survey4

CODO-In Survey

Gpa of codo students


Codo in survey5

CODO-In Survey

Demographics of

Codo students


Codo in survey6

CODO-In Survey

Where do they codo to?


Codo in survey7

CODO-In Survey

Where do they codo from?


Codo in survey8

CODO-In Survey

Three expectations of

Academic advisor


Section title2

Section Title

Students who

do both,

do best

Co-curricular activities & Academic success

Andy zehner,

Assessment & data analyst

Student affairs


Co curricular activities

Co-curricular activities

Purdue students

All grade classifications

Semester


Co curricular activities1

Co-curricular activities

Student Performance

By college


Co curricular activities2

Co-curricular activities

What is the

Relationship?

  • Academic success co-varies with engagement

  • Academic success is subsequent to engagement

  • Engagement promotes academic success


Co curricular activities3

Co-curricular activities

How does engagement

Promote academic success?

  • Most engaged students are excellent to begin with

  • Engagement imposes order & discipline

  • Getting involved caps out-of-class activity

  • Expectations are high

  • Special tutoring is provided

  • Menssana in corporesano

  • Some course credits are relatively easy


Co curricular activities4

Co-curricular activities

Academics is primary focus

31% of SAO’s 900+ clubs/organizations


Co curricular activities5

Co-curricular activities

3 out of 5 students devote less than

5 hrs/wk to co-curricular activities


Section title3

Section Title

Residence halls and student success

Kevin maurer

Director of strategic initiatives & assessment

Housing and food services


University residences

University Residences

Populations Living on Campus

University Residences is one of the largest collegiate housing operations in the nation

Capacity of 11,779

No live-in requirement for students

Fall 2012 Occupancy

Single Undergrads 10,696

Single Grads 265

Families 622

Total 11,583

35.6% of all undergrads chose to live in UR – Fall 2012

92.2% of beginning students chose to live in UR for Fall 2012


University residences1

University Residences

Populations Living on Campus


University residences2

University Residences

First year to second

Year retention

Beginning Student First Year to Second Year Retention Rates

The 2008-09 cohort data is accurate, but represents an anomaly.


University residences3

University Residences

Student Success

Freshmen Grade Point Average

Freshman UR Resident vs. Non-Resident Cumulative Spring Semester GPA


University residences4

University Residences

Student Success

Sophomore Grade Point Average

Sophomore UR Resident vs. Non-Resident Cumulative Spring Semester GPA


University residences5

University Residences

Student Success

Junior Grade Point Average

Junior UR Resident vs. Non-Resident Cumulative Spring Semester GPA


University residences6

University Residences

Student Success

Senior Grade Point Average

Senior UR Resident vs. Non-Resident Cumulative Spring Semester GPA


2010 nsse data

2010 NSSE Data

Differences Among Freshmen

Residents and Non-Residents

  • On-Campus Freshmen were significantly more likely to:

    • Included diverse perspectives in class discussions or writing assignments

    • Worked with other students on projects during class

    • Worked with classmates outside of class to prepare class assignments

    • Had serious conversations w/ students of a different race/ethnicity than your own

    • Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values

    • Had coursework that emphasized:

      • Analyzingthe basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components

      • Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

      • Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

    • Have done or plan to do: Community service or volunteer work

    • Have done or plan to do: Work on a research project with a faculty member outside of course or program requirements


2010 nsse data1

2010 NSSE Data

Differences Among Freshmen

Residents and Non-Residents

  • On-Campus Freshmen were significantly more likely to:

    • Have supportive relationships with other students

    • Spend more time preparing for class

    • Feel the institution encourages contact among students from different economic, social, and racial or ethnic backgrounds

    • Feel the institution provides the support you need to thrive socially

    • Had experiences that contributed to:

      • Acquiring a broad general education

      • Speaking clearly and effectively

      • Thinking critically and analytically

      • Analyzing quantitative problems

      • Working effectively with others

      • Learning effectively on your own

      • Understanding people of other racial and ethnic backgrounds

      • Solving complex real-world problems

    • Rate their entire educational experience at Purdue as good or excellent

    • Say they would attend Purdue again if they could start over


2010 nsse data2

2010 NSSE Data

Differences Among Freshmen

Residents and Non-Residents

  • Off-Campus Freshmen were significantly more likely to:

    • Asked questions in class or contributed to class discussions

    • Used e-mail to communicate with an instructor

    • Discussed grades or assignments with an instructor

    • Have done or plan to do: Independent study or self-designed major

    • Spend more time working for pay off campus

    • Spend more time providing care for dependents living with you (parents, children, spouse, etc.)


Explanations

Explanations?

Possible Factors

  • Committed to Student Success

  • Learning Communities

  • 39 communities with 1,129 residents

  • Resident Assistants

  • 254 student role models & peer mentors living in the halls

  • UR Global & BGRi

  • Initially a UR international mentor program; now collaborating on an early orientation program with ISS and SATS along with 3 iRAs

  • Co-Curricular Activities

  • Over 5,100 programs resulting in almost 190,000 meaningful contact hours; Faculty Fellow program

  • Simply Community

  • Inherent benefits of living with peers


Section title4

Section Title

Factors affecting grad student retention & success

Phil pope

Senior associate dean

The graduate school


Grad student success

Grad student success

Master’s completion

And attrition


Grad student success1

Grad student success

PHD completion

And attrition


Grad student success2

Grad student success

Factors influencing completion

And time to degree

  • Relationships With Major Professors/Mentors

  • Qualifying/Preliminary Exams

  • Defined Research Project

  • Academic/ Professional Environment

  • Personal/Family Related Stresses

  • Financial Stresses

  • Social Stresses


Grad student success3

Grad student success

initiatives

  • - Mentoring Workshops for Faculty- Purdue Graduate Student Government (PGSG) – Mentoring Workshops- Peer Mentoring- E-Mentoring Program- Dean’s Annual E-Discussions- Appointment and Re-appointment of Graduate Faculty- Graduate Program Assessment- Graduate School Ombudsman


Grad student success4

Grad student success

Retention attrition

By college


Grad student success5

Grad student success

Retention attrition

By college


Grad student success6

Grad student success

Retention attrition

By college


Grad student success7

Grad student success

Retention attrition

By college


Pact facts for student success

  • Brent Drake, EMAR

  • Brenda Schroeder, Advising

  • Andy Zehner, Student Affairs

  • Kevin Maurer, Housing & Food Services

  • Phil Pope, Graduate School

  • November 6, 2012

questions

www.purdue.edu/assessment


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