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Data Efforts and Inquiry at Lyndon State College

Data Efforts and Inquiry at Lyndon State College. Heather Bouchey, in collaboration with Rod Zwick & Jeremy Flaherty. Central Themes. Coordination of existing data efforts New types of data collection Multiple methods of inquiry, models of data analysis and design Longitudinal data are key

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Data Efforts and Inquiry at Lyndon State College

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  1. Data Efforts and Inquiry at Lyndon State College Heather Bouchey, in collaboration with Rod Zwick & Jeremy Flaherty

  2. Central Themes • Coordination of existing data efforts • New types of data collection • Multiple methods of inquiry, models of data analysis and design • Longitudinal data are key • Baseline data, benchmarks for success • Establish critical timeframes for interventions • Compare patterns over time/cohorts • Developmental perspective (K-16 model)

  3. Coordination and Integration of Datasets Across Campus First year experience Student Services Financial Aid Registrar Admissions Career services Residence life • Grades • FGLI status • Parental income • High School GPA • # AP courses • Pell eligible? • INT 1020 Performance • Advising quality UNIFIED DATASET Leahy Center for Rural Students Panel Study Qualitative Exit Study Focus Groups

  4. Selected Findings to Date: Quantitative Analyses

  5. First two waves of panel study • Fall 2009 and Spring 2010 • 31% of students in study = FFMI • Year/grade cohorts • Freshman (35%, n=198) • Sophomores (36%, n=203) • Juniors (30%, n = 168)

  6. Variables predicting retention across the 2009-2010 timeframe • Fall GPA (> 1.6) • Cumulative credits completed (> 8.5) • # hours working off campus (< 20) • # foreign language semesters in high school (> 2)

  7. Experiencing Lyndon • Psychological Sense of Community (12 items) • I think LSC is a good place for me to go to college. • People at LSC do not share the same values. • I feel at home at LSC. • Attachment to Place (12 items) • I feel LSC is a part of me. • I identify strongly with LSC. • I am very attached to LSC. • 1 = strongly agree to 5 = strongly disagree

  8. Psychological Sense of Community declines for FFMI, increases for non-FFMI students

  9. Attachment to LSC declines for FFMI, stays the same for non-FFMI students

  10. Do FFMI and non-FFMI Students Interpret College Experiences in the Same Way?

  11. Exploratory Factor Analysis • Academic Adjustment • During the current semester, how easy or difficult has it been to: • (1=very difficult, 4 = very easy)

  12. Exploratory Factor Analysis • Academic Adjustment • During the current semester, how easy or difficult has it been to: • (1=very difficult, 4 = very easy)

  13. FFMI significantly lower academic adjustment than non-FFMI, p < .05 (small effect size)

  14. Frequency of Interaction (Support?) • During the current semester, how often have you interacted with the following people? (6 = daily, 1 = never) Non-FFMI FFMI

  15. No differences in either academic support or friend/family support (as measured by frequency of interaction) by FFMI status.

  16. FFMI students interact with Peer Leaders more frequently (between 1-2 times/semester and 1-2 times/month, on average) than non-FFMI students do (not quite 1-2 times/semester, on average).

  17. Satisfaction with Lyndon • Please rate your satisfaction with LSC on each of the aspects of college life listed below: • (5 = very satisfied, 1 = very dissatisfied)

  18. Satisfaction with Lyndon • Please rate your satisfaction with LSC on each of the aspects of college life listed below: • (5 = very satisfied, 1 = very dissatisfied) NON-FFMI

  19. Satisfaction with Lyndon • Please rate your satisfaction with LSC on each of the aspects of college life listed below: • (5 = very satisfied, 1 = very dissatisfied) NON-FFMI FFMI

  20. The factor structure looks quite different for FFMI students. Their satisfaction with OVERALL ACADEMIC EXPERIENCE is not being captured in the same way as it is for non-FFMI students, and seems to be somewhat linked with the quality of instruction in a different way than it is for non-FFMI students. The quality of instruction seems to be related to all 3 factors for FFMI students as well. Also, note that intellectual discussion outside of class and amount of contact with faculty may mean something different to non-FFMI versus FFMI students given that they load on different factors. We may be picking up on SOCIAL CAPITAL that FFMI students are not getting access to in the same way…

  21. Selected Findings to Date: Qualitative Analyses

  22. Annual structured telephone interviews with subset of students who left Lyndon during the previous academic year

  23. Thank you.

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