Download - No More Advising in the Dark: Using Data to Design Interventions for Specific Student Populations
No More Advising in the Dark: Using Data to Design Interventions
for Specific Student Populations
Mr. Greg DieringerAssistant Dean of University CollegeThe University of Akron
Dr. Jennifer HodgesAssistant Dean of University CollegeThe University of Akron
NACADA Annual ConferenceOctober 2011Session Code 536
• Campus Stats– Located in Akron, OH– Undergraduates: 25,190– Total enrollment: 29,699– 75% of undergraduates are
full time students– 50% male / 50% female for undergraduates– Almost 50% of first-year students live on-campus(16% of all undergraduates live on-campus)– 23% of undergraduates are 25 or older– 96% are from Ohio– 78% receive financial aid– Carnegie Classification:
• Research Universities (high research activity)
Who is The University of Akron?
What information are you already collecting about your students?
• How many of you collect midterm reports?• How many of you use early alerts/warnings?• How many of you have a required FY course?• How many of you have Learning Communities?• Percentage of residential vs. commuter?• Does anyone use products such as MAP-Works,
Grades First, Starfish, etc.?
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What data collection methods do you utilize?
What Do We Know about UA Students?
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Admission Categories• Direct Admits
– Top 21% Admitted Directly into Major– 3.0 or higher HS GPA/19 ACT or higher
• Standard Admits– Middle 62% Admitted into University College– 2.3-3.0 HS GPA/17-23 ACT
• Provisional Admits– Bottom 17% Admitted into Associate of Arts– <2.30 HS GPA/16 or less ACT
What Do We Know about UA Students?
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Basic Demographic & Programatic Data• Residential/Commuter• Participation in FY Programs• Age• Financial Need• Developmental Courses• Majors• PT/FTState and National Reporting Data• Retention & Graduation Rates• HEI, VSA (NSSE & CLA), IPEDS
What else would we like to What else would we like to know about our students and know about our students and their success?their success?
Student Characteristics•Gender•Race/ethnicity•Entrance exam scores•# credit hours enrolled•High school GPA
Self-Assessment•Communication Skills•Analytical Skills•Self-Discipline•Time Management•Health and Wellness
Social Integration•Peer Connections•Living Environment (on/off campus)•Roommate Relationships•Homesickness
Academic Integration•Academic Self-Efficacy•Core Academic Behaviors•Advanced Academic Behaviors•Commitment to Higher Education
Information Collected
MAP-Works Process
• Student Profile• Institution Profile• Campus Resources
• Expectations• Behaviors
• Social Norming• Expectations• Campus Resources
• Student Summary• Sort Students• Coordinate Efforts
Data Inspired Interventions
Course Difficulties
Student-Reported• How many courses are you taking?• Of those, how many are you struggling in?• Regarding the course you’re having the most
difficulty, to what degree:– Have you talked with your instructor regarding your
difficulties– Have you turned in assigned homework– Have you done required readings
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Course DifficultiesFaculty/Staff-Reported• Alerts
– Allows faculty to input alerts for a single student.
• Academic Updates– Allows faculty to input alerts for an entire class section.
• Alerts and Academic Updates are primarily for academic issues such as poor grades, excessive absences, overall risk of failure.
Advisers have access to both student and faculty reported course difficulties to recommend individual strategies...tutoring, academic workshops, withdrawal.
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Student Success Seminar Instructors– Focused course topics on areas in need of attention based on survey results– Created assignments for students to use student reports to develop an
individualized action plan for the semester– Class discussions illustrating survey results for the class cohort
Academic Behaviors &Time Management• How many of your scheduled classes have you
attended this term?• To what degree are you the type of person who:
– Attends class– Takes Good Notes in Class– Spends sufficient study time to earn good grades– Shows up on time– Plans out your time– Makes “to-do lists”– Balances time between classes and other activities
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Fall Transition Written Student Report
Sense of Belonging/Peer Connections
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To what degree:• Do you belong here• Are you fitting inTo what degree are you connectingwith people:• Who share common interests with you• Who include you in their activities
Off-Campus Outreach Team
• MAP-Works questions used to identify 297 students– Intent to Return for Spring and Next Year– Commitment to Institution– Commitment to Completing Degree– Sense of Belonging
• Off Campus Outreach Team– Volunteers from various Student Affairs
departments– Assigned an average of 11 students each– Trained on MAP-Works– Guidelines and Scripts
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Off Campus Outreach Fall 2010 Outcomes
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Residence Life and Housing
• MAP-Works questions used to identify students– Homesickness– Social Aspects– Roommate Relationship– Sense of Belonging
• Keep track of “frequent flyers” prior to survey launch• Integrate Map-Works into everyday work pattern
(student conduct meetings, room changes, etc.)• Map-Works follow up plan submitted by Hall Staff• Used data to create floor and building programs
Fall Cum GPA > 2.5
Fall to Spring Persistence
Spring Cum GPA > 2.5 Fall 2011 Retained
Overall 54.59% 85.34% 56.60% 66.3%
On Campus 62.90% 89.21% 64.66% 70%
Room Type – Single 63.37% 87.21% 66.67% 64.53%
Room Type – Double 66.64% 92.46% 68.00% 67.82%
Room Type – Triple 51.61% 81.72% 53.51% 51.97%
Do I belong here – Green 65.67% 92.98% 65.96% 68.67%
Do I belong here – Yellow 60.28% 87.03% 62.61% 56.69%
Do I belong here – Red 52.59% 71.55% 56.63% 47.41%
RLH MAP-Works Data Points
Commitment to the Institution& Intent to Transfer• To what degree are you committed to completing your
degree at this institution.• To what degree do you intend to come back to this
institution for the:– Spring term– Next academic year
Enrollment Management identified students who indicated they intended to transfer.
• At the time of fall registration, approximately half of those students were enrolled for the fall.
• Of those who had not yet enrolled, 30 students with a 3.0 or higher GPA were offered scholarships as an incentive to stay.– 15 of those students accepted.
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First-Generation Status (and financial need) – Integrated with other interventions
3.0 or higher Less than 2.0 Overall
Mother no college degree
48.8% 60.8% 54%
Father no college degree 50.5% 64.4% 56.2%
Off Campus On Campus Overall
Neither parent has a college degree**respondents only
43.9% 36.1% 39.2%
Off Campus On Campus Overall
100% of financial need met by financial aid**respondents only
37.7% 27.8% 31.8%
UA Fall to Spring Persistence& Fall to Fall Retention
Fall 2010 Outcomes
Off Campus On Campus Overall
Good Standing 68.6% 77% 72.5%
Academic Probation 31.4% 23% 27.5%
Overall 53.5% 46.5%
Persistence Off Campus On Campus Overall
Enrolled Spring 2011
85.2% 88.5% 86.7%
Not EnrolledSpring 2011
14.8% 11.5% 13.3%
Retention Off Campus On Campus Overall
Enrolled Fall 2011 62.9% 70% 66.3%
Not EnrolledFall 2011
37.1% 30% 33.7%
Further Discussion/Questions?
Thank you for your participation!
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Greg Dieringer - [email protected]
Dr. Jennifer Hodges - [email protected]