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EDUCATING THE PUBLIC ABOUT THE SUCCESS OF THE “NEW-TRADITIONAL” STUDENT

Presenters: Tom Abbott Dean of Libraries & Distance Learning, University of Maine at Augusta Victoria L. Bozzuto Dean of Continuing Education & Workforce Development, Gateway Community College Carol Anderson Provost, New England College of Business and Finance.

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EDUCATING THE PUBLIC ABOUT THE SUCCESS OF THE “NEW-TRADITIONAL” STUDENT

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  1. Presenters: Tom Abbott Dean of Libraries & Distance Learning, University of Maine at Augusta Victoria L. Bozzuto Dean of Continuing Education & Workforce Development, Gateway Community College Carol Anderson Provost, New England College of Business and Finance EDUCATING THE PUBLIC ABOUT THE SUCCESS OF THE “NEW-TRADITIONAL” STUDENT

  2. PRESENTATION OVERVIEW • Presenter Introductions • IPEDS Explained • Institutional IPEDS Data • What is a “New Traditional Student” (NTS)? • Measuring & Conveying Success of the NTS • Comments, Questions and Discussion

  3. PRESENTER INTRODUCTIONS • Tom Abbott • Carol Anderson • Victoria L. Bozzuto

  4. IPEDS EXPLAINED • Integrated Postsecondary Education Data System (IPEDS) • Information extracted from annual survey data gathered by National Center for Education Statistics (NCES)

  5. IPEDS EXPLAINED • If schools participate in any type of federal student financial aid program, submission of IPEDS data is mandatory • ~6,700 institutions submit IPEDS data each year

  6. IPEDS EXPLAINED • IPEDS collects data in 7 institutional areas: • Institutional characteristics • Institutional prices • Enrollment • Student financial aid • Degrees & certificates conferred • Student persistence and success • Institutional human and fiscal resources • What about Institutional “identity”?

  7. IPEDS EXPLAINED • IPEDS has 2 measures of “Student Persistence and Success”: • First Year Retention Rates • Graduation Rates (Transfer out can be factored in) • http://nces.ed.gov/ipeds/

  8. IPEDS EXPLAINED

  9. IPEDS EXPLAINED

  10. INSTITUTIONAL IPEDS DATA • Does the public care (or even know) about current IPEDS data? • Are the current IPED measures of success (first year retention and graduation within 150% of the expected time) too narrow, or even valid?

  11. Gateway Community CollegeCase Study

  12. INSTITUTIONAL IPEDS DATA

  13. GATEWAY CC IPEDS DATA • Unique factors not evident in IPEDS: • Only looks at about 800+ GCC students out of >7,000. • Most students in Allied Health and Nursing need 1-2 years or prerequisite work in order to apply for their program (most graduate, yet are seen as failures because of 4 years in school). • Students may only enter to get 2 or 3 courses, they leave after completing them – these are “failures”?

  14. “Traditional” Gateway Student • 60% Female; 40% Male • Average age 28 • 66% part-time; 34% full time • Only 12.5% enroll in Gateway within 12 months of high school graduation • 43% minority representation in student body • >80% require developmental course work in English and/or math upon entry

  15. GATEWAY CC IPEDS DATA • Alternate measures of success for GCC: • Students who achieve stated goals. • Students who successfully complete. educational programs regardless of timespan. • Feedback from graduates and employers.

  16. New England College of Business and Finance Case Study

  17. NECB IPEDS DATA

  18. NECB IPEDS DATA • NECB students are part-time, working adults. IPEDS data requires reporting of First-Time, Full-Time Fall Enrollments. • IPEDS data does not reflect the long history of the college and evolution from a training institute in the banking industry to a graduate degree-granting institution.

  19. NECB IPEDS DATA • 2009 • Degree elevation to Bachelor’s and Master’s programs • Title IV Funding first timein College’s history • Unique factors not evident in IPEDS: • 31 Comparison institutions in 16 different states – none of which are in New England • 75% of NECBs population work for partner organizations. Partner goals and objectives do not align with IPEDS.

  20. “Traditional” NECB Student • 70% Female; 30% Male • 30 years of age and older • Employed in entry level to mid-level management jobs • Partial/Full employer-paid tuition • Raising children • Complete ASBA in 5+ years; • BSBA students tracking at 4-6 years

  21. NECB IPEDS DATA • Alternate measures of success for NECB: • Students who achieve their academic goals, whether it is completing a course, a certificate, or a degree programs. • Feedback from students and/or employers that learning outcomes align with career and organizational goals.

  22. University of Maine at Augusta (UMA) • Case Study

  23. INSTITUTIONAL IPEDS DATA

  24. Other UMA Comparisons: • UMA lags behind peers in the 4-year (100%) and 6-year (150%) graduation rates • We catch up in the 8-year (200%) graduation rate • Our part-time student retention is 14% ahead • Possible Interpretations?

  25. UMA IPEDS DATA Unique factors not evident in IPEDS: • UMA in transition to well-established baccalaureate institution • 41% increase in baccalaureate students since 2007 • Age is 32, 80% working • 73% are women – many single parents • Many students need some remedial course work

  26. UMA’s “new” student profile • Covering Maine with courses and programs • 5063 head count • Non-residential • 38% of all UMA students take online course(s) • While juggling work, kids, home, elderly parents and financial difficulties • Most can’t consider full-time

  27. UMA IPEDS DATA What matters to the students? • Can I get the course(s) I need? • Will my financial aid be available? • How much will gasoline cost? • What about child care? • Can I talk with someone who can help me situation?

  28. UMA IPEDS DATA What really matters to us at UMA? • Persistence but on our students’ terms • Does a UMA education make a difference? • Communitycontributions • Better life • Impact on employer • Staying connected after gradation? • Does the experience help UMA improve ?

  29. INSTITUTIONAL IPEDS DATA • Can you actually compare institutions of apparently similar type? • Location (urban, suburban, rural). • Demographics (race, age, income, gender, quality of feeder school systems, level of state financial support, infrastructure & physical resources). • Faculty & staff makeup (unionized, non-unionized, state policies and regulations)\ • Residential versus non-residential

  30. WHAT IS A NEW-TRADITIONAL STUDENT? • Has there ever genuinely been an average college student? • Given the impact of the economic climate, college students now encompass the entire demographic spectrum.

  31. MEASURING & CONVEYING SUCCESS OF THE New Traditional Student • More relevant ways to gauge success: • Measures of Learning • Narrative Reports on Student Success during and after Graduation • Reports on Students’ Service • How do we get this information in front of the public? • Disclosure Web Pages • Feature New Traditional Student in their own category • Add concept & data to NEASC annual reports

  32. Discussion • Comments • Ideas • Where to go from here?

  33. MEASURING & CONVEYING SUCCESS of the New Traditional Student How does YOUR institution measure, gauge and report student success?

  34. Wrap-up

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