Pact Facts for Student success

1. 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

2. 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

3. Grouped data Brent Drake, Assistant vice provost & director Enrollment management Analysis & reporting

4. 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

5. 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

6. 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)

7. Section Title At risk students Brent Drake, Assistant vice provost & director Enrollment management Analysis & reporting

8. 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

9. At risk students academic factors

10. At risk students Financial factors

11. At risk students Campus environment

12. Section Title Codo-In Survey Brenda schroeder, Academic advising assessment team

13. 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.

14. 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

15. 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

16. CODO-In Survey influencers

17. CODO-In Survey Gpa of codo students

18. CODO-In Survey Demographics of Codo students

19. CODO-In Survey Where do they codo to?

20. CODO-In Survey Where do they codo from?

21. CODO-In Survey Three expectations of Academic advisor

22. Section Title Students who do both, do best Co-curricular activities & Academic success Andy zehner, Assessment & data analyst Student affairs

23. Co-curricular activities Purdue students All grade classifications Semester

24. Co-curricular activities Student Performance By college

25. Co-curricular activities What is the Relationship? • Academic success co-varies with engagement • Academic success is subsequent to engagement • Engagement promotes academic success

26. 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

27. Co-curricular activities Academics is primary focus 31% of SAO’s 900+ clubs/organizations

28. Co-curricular activities 3 out of 5 students devote less than 5 hrs/wk to co-curricular activities

29. Section Title Residence halls and student success Kevin maurer Director of strategic initiatives & assessment Housing and food services

30. 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

31. University Residences Populations Living on Campus

32. 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.

33. University Residences Student Success Freshmen Grade Point Average Freshman UR Resident vs. Non-Resident Cumulative Spring Semester GPA

34. University Residences Student Success Sophomore Grade Point Average Sophomore UR Resident vs. Non-Resident Cumulative Spring Semester GPA

35. University Residences Student Success Junior Grade Point Average Junior UR Resident vs. Non-Resident Cumulative Spring Semester GPA

36. University Residences Student Success Senior Grade Point Average Senior UR Resident vs. Non-Resident Cumulative Spring Semester GPA

37. 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

38. 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

39. 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.)

40. 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

41. Section Title Factors affecting grad student retention & success Phil pope Senior associate dean The graduate school

42. Grad student success Master’s completion And attrition

43. Grad student success PHD completion And attrition

44. 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

45. 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

46. Grad student success Retention attrition By college

47. Grad student success Retention attrition By college

48. Grad student success Retention attrition By college

49. Grad student success Retention attrition By college

50. 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