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©2018 Proprietary and Confidential

Using Data to Support the Lifecycle of Graduate Student Success

©2018 Proprietary and Confidential2

Presenters

Robert F. RuizVice President, Strategic EnrollmentLiaison International

Julie Masterson, Ph.DAssociate Provost,Dean of the Graduate College & Professor of Communication Sciences & DisordersMissouri State University

Larry Boles Professor &Program DirectorUniversity of the Pacific

©2018 Proprietary and Confidential3 | ©2017 Proprietary and Confidential

Disrupted: Student Finances

©2018 Proprietary and Confidential4 | ©2017 Proprietary and Confidential

When they get to campus…

doctoral students that leave graduate school without

completing their studies, a number that’s risen substantially

in the years since CGS’s Ph.D. Completion Project.1

1 http://www.chronicle.com/article/PhD-Attrition-How-Much-Is/140045/; http://www.phdcompletion.org/resources/cgsnsf2008_sowell.pdf

2 http://cgsnet.org/masters-completion-project

STEM master’s students leave graduate school without

completing their program of study as well.2

50% 40%OVER

http://www.chronicle.com/article/PhD-Attrition-How-Much-Is/140045/

http://www.phdcompletion.org/resources/cgsnsf2008_sowell.pdf

http://cgsnet.org/masters-completion-project


Julie Masterson, Ph.D


Using Data for Institutional/Program GEM


National Demographics

4%

29%

16%

6%

15%

7%

0%

5%

10%

15%

20%

25%

30%

35%

Male Underrepresented Age Over 26

NationalMSU


Benchmark Demographics

3%

17%

6%

15%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

Male Underrepresented

BenchmarksMSU


Benchmark GRE Percentiles

28.9

47.2

30.5

47.1

10.0

20.0

30.0

40.0

50.0

60.0

70.0

GRE-Q GRE-V

BenchmarkMSU


Benchmark GPAs

3.22

3.62

3.20

3.27

3.553.58

3.52

3.31

3.68

3.293.32

3.61 3.62

3.56

3.00

3.10

3.20

3.30

3.40

3.50

3.60

3.70

3.80

BIO CSD STAT PHYS SOC-BEH OTHER OVERALL

BenchmarkMSU


Major Competitors: Shared Applicants and Competing Decisions


Competing Offers/Decisions


Using Data for Discipline Strategic Planning


Volume

201148 130

576

250 271

0

100

200

300

400

500

600

700

PT (45 seats) CSD (32 SLP; 8 AUDseats)

OT

Programs in CASApps/Program


Sex/Gender

41%

5%12%

59%

95%88%

0%10%20%30%40%50%60%70%80%90%

100%

PT CSD OT

MaleFemale


Race/Ethnicity: CSD

10% 8%5% 5%3% 2%

73%77%

8% 8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Applied Accepted

HispanicAsianBlack/AAWhiteOther


Race/Ethnicity: PT

9% 8%9% 8%5% 3%

66%72%

10% 9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Applied Accepted



Race/Ethnicity: OT

10% 8%9% 8%6% 3%

66%71%

10% 10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Applied Accepted



Undergraduate GPA

3.403.47

3.37

3.59 3.61

3.50

3.00

3.10

3.20

3.30

3.40

3.50

3.60

3.70

3.80

3.90

4.00

PT CSD OT

AppliedAccepted


GRE-Verbal Percentile

4851 51

5557 56

30

35

40

45

50

55

60

65

70

PT CSD OT

AppliedAccepted


GRE: Quantitative Percentile

51

3740

57

4245

30

35

40

45

50

55

60

65

70

PT CSD OT

AppliedAccepted


Larry Boles


What Do We All Want, Anyway?

• The best, brightest, most diverse, most…

• What Are We Doing to Capture Them?

− GRE, GPA, Interviews, Letters of Recommendation, Personal Essays…

• What Evidence Do We Have That It Works?

− Um…


Ranking Applicants

“OMG Please No!” “Acceptable, May Need Support” “Rock Stars”


What University of the Pacific’s current admission process looks like, what students it yields, and what we’ve learned

Current State:


Layers of Review

• What does your faculty value?− GPA− GRE− Writing skills− Critical thinking skills− Clinical potential− Scholarly potential− Personality


Grade Point Average—What makes sense in your program?

• GPA by Subject• GPA by Year• Prerequisite GPA• Local GPA


GPA by Subject

• Biologic/Life Science• Communication

Sciences and Disorders• Math & Statistics• Physical Science• Social/Behavioral

Science• Other GPA• Total GPA


GPA by Year

• Freshman GPA• Sophomore GPA• Junior GPA• Senior GPA• Post-Bacc GPA• Cumulative

Undergraduate GPA• Graduate GPA• Overall Total GPA


Local GPA

• Last 60 Credits GPA− More recent− Likely to be most relevant

grades− But a more narrow focus

of overall abilities


GRE Scores

• Verbal• Quantitative• Written


Verbal

• OK, so we are a verbal field

• Native speakers tend to do well here

• But ESL speakers tend not to do well here


Quantitative


Written (Analytic)


What Works For UOP

Initial Screening

Fine Tooth Comb


Initial Screening

• Last 60 units• GRE

Careful what you capture!


Fine-tooth Comb

• Personal Essay• Video• Letters• The Whims of the

Individual Committee Member


Video

• Prompts• Length• Analysis

• But Why Videos?


Avoiding OMG—let’s try videos!


We resisted interviews!

• Not enough faculty with enough time for interviews• No other option (personal essay, letters) captured the OMG-ness


Measuring Outcomes


An Ongoing Study at UOP

Boles, L. (in press) Predicting graduate school success in a speech-language pathology program. Teaching and Learning in Communication Sciences and Disorders.


Predicting Graduate School Success

• What is “success”?• Research Question• Method• Results• Discussion


What Is Success?

• SLP Success• Graduate School Success

− Praxis


Research Question

What variables predict success?


Method

• Participants• Data Collection

(go CSDCAS!)• Analysis• Results• Discussion


Methods—Participants

• n = 136• Post-graduates who

had taken the Praxis


• Language Disorders• Audiology• Speech & Hearing Science• Phonetics• Articulation/Phonology• Diagnostics• Letter1• Letter2• Letter3

• GRE-V• GRE-Q• GRE-AW• Physics• Biology• Psychology• Statistics• Child/Human development• Speech/Language Dev.• Anatomy & Physiology

Methods– Procedures

Using CSDCAS, obtained the following:


Results

• Using step-wise regression, the question became, “what variables predicted the best Praxis Score (outcome)?”

• Three variables predicted outcome (p =.004; R2 = 0.26): GRE-Verbal, GRE-Quantitative, and the grade in the speech and language development course.


Discussion/Conclusions

• No single variable was useful as a predictor of success

• However, it was easy to use CSDCAS to find a regression formula that predicted graduate success

• GRE-Verbal and Quantitative were important, as was the speech/language development course taken as an undergrad


What Will We Do With These Conclusions?

• Feel confident that GREs are (with other data) useful• Give close scrutiny to the Speech & Language Development course• Use videos in formula• Use clinical performance as part of outcome (not just the Praxis)


Liaison by the Numbers

2,200,000+ applications/yr

7,000+ programs

800+ campuses

99% retention

42 central application services

20+ years experience

Founded in 1990

300+ employees

Headquartered in Watertown, MA

Locations: NY, DC, TX, SC

Admissions and enrollment specialists


Thank You.

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