Better, And Different A Data-driven and research-based approach to
Research and Practice Inform Each Other: A Synergistic Approach to Retention & Graduation at the University of Connecticut, aka 1 + 1 > 2
AACRAO Annual Meeting, April 22, 2010
Jeffrey von Munkwitz-Smith and Gary Lewicki, University of Connecticut, Division of Enrollment Planning, Management and Institutional Research
1
About UConn
Global Competitiveness U.S. 10th in % 25-34 yr. olds with 4-yr degree *
Goal: Regain Lead by 2025 Government
U.S. same for 4 decades, while others grew
Volume not met at expense of quailty
Dilemma: growing R/E achievement gap; group lagging growing % of population
Higher Education
Public
Embrace Rising Perception of Value of College Degree; Reverse Declining Public Opinion of Higher Education
Structured, proactive, best practices
Business & Industry
Convince B & I that their input not direction is their appropriate role and in everyone’s best interest
* Lumina Foundation. (2009). A stronger nation through higher education: How and why Americans must meet a “big goal” for college attainment.
R&G National Research Tinto (1993): Student Success
Student engagement early on in educationally purposeful activities fosters academic & social integration, satisfaction and persistence.
Kuh (2008): High Impact Educational Practices Tied to Student Success
First-Year Seminars, Seminars Learning Communities, Communities Writing Courses Courses, Undergraduate Research, Internships, Diversity/Global Learning, Community Service, Capstone Experiences
Pascarella & Terenzini (2005): Extracurricular Participation
Students who are engaged in extracurricular activities are more likely to have higher ambitions and are more likely to persist to a degree.
About R&G at UConn ¾
Structured Approach
¾
Mission / Stakeholders / $
¾
Student Profile / Goals
¾
R &G Perspective
¾
Data-Driven Decision-Making
¾
Feedback Loop Registrar/Research
UConn R&G Task Force
6
Enjoy the Ride
The Cycle 4. Assess Outcomes Research 1. Men from Maine Leaving
1. NJ Females are Leaving Practice 2. “Maine Men” Campaign
3. “Jersey Girls” Campaign Practice
2. Data Corroborates Trend Research
8
The Cycle Revisited Research
Registrar Course Record Management
Who, When, Why, What?
Classroom Assignment
Longitudinal Data: Stack, Track, Share, & Act
Final Exam Scheduling
Frosh, Sophs, Transfers
Academic Records
Cohort Degree Progress
Student Registration
Student Survey Input: Before, During, After
Undergraduate Catalog
Grade Processing Transcript Issuance Degree Audit Student and Course MIS
9
The Cycle Revisited Revisited Both Offices Support Instruction and Student Progress Toward a Degree Research Who Enrolls (New Highs): 1212 Average SAT 44% from Top 10% HS Class 21% Minority Pop. How Many Stay: 92% Retention: 92% 1-yr; 88% 2-yr Graduation: 68% 4-yr; 79% 5-yr
Who Leaves: Invol: Males/Underrep. Min Volun: Out-of-State Females Why: Freshmen: Adjustment Sophs: Major-Related Issues
Registrar
State of the Art Technology Packaged Scheduling Gateway Courses Early Academic Warning Hired R&G Coordinator Summer Session Data Clearinghouse
10
More UConn R&G Initiatives Implemented Initiatives: Early Intervention: Timely Graduation: Class Identity: Diversity: Feedback: Course Availability:
Convenience:
•Make a plan and stick to it
•More Academic Advisors, Huskies Away from Home, Early Academic Warning System
•Finish in Four initiative and mindset
•Sense of belonging belonging, community community-building building
•Centers, pre-college/ongoing support, peer mentoring
•Building town, response to student input
•More faculty, packaged schedules, more and new array of summer session courses
•One-Stop Shopping for Services--Center for Undergraduate Education (Academic Support); Student Services Center—Residential Life, Student Financial Aid, Bursar, and Registrar 11
Connections “Hi! You've never met me, but I just wanted to say that I have heard the best things about you from my friends who have spoken with you. Two are transferring and have had the privilege of talking to you; they told me you are the nicest and most helpful person they've met here, and that if they were going to stay, you would be the reason. They said you understand their points of view and have good ideas for what college should be (like friendliness, and the buy three, get one free deal!). I, too, am thinking about transferring, for some of the same reasons my friends have and for some that you mentioned, too. If I do, I can't wait to meet you! This is really just to say thank you; what you do is noticed--your kindness, understanding, and enthusiasm obviously make a huge difference to a lot of people, and it spreads. Thank you so much.”
Outcomes ENTERING FRESHMEN 1997 Avg. SAT Top 10% HS Class Percent Minority
1112 21% 14%
2001 1140 23% 16%
2005 1189 37% 20%
2009 1212 44% 21%
FRESHMAN RETENTION All Minority
1997 87% 90%
2001 88% 87%
2005 93% 91%
2008 92% 94%
GRADUATION: 4-Year All Minority
1997 46% 36%
2001 54% 43%
2005 68% 55%
6-Year All Minority
1997 70% 69%
2001 75% 68%
2003 78% 72%
13
Contact Information Jeffrey von Munkwitz-Smith, University Registrar Telephone: (860) 486-3903 E-mail: a [email protected] o @uco edu Gary Lewicki, Executive Director, Research & Assessment Telephone: (860) 486-5766 E-mail: [email protected] University of Connecticut 233 Glenbrook Road, Unit 4077 Storrs, Connecticut 06269-4077 14
AACRAO Annual Meeting, April 22, 2010
Jeffrey von Munkwitz-Smith and Gary Lewicki, University of Connecticut, Division of Enrollment Planning, Management and Institutional Research
1
About UConn
Global Competitiveness U.S. 10th in % 25-34 yr. olds with 4-yr degree *
Goal: Regain Lead by 2025 Government
U.S. same for 4 decades, while others grew
Volume not met at expense of quailty
Dilemma: growing R/E achievement gap; group lagging growing % of population
Higher Education
Public
Embrace Rising Perception of Value of College Degree; Reverse Declining Public Opinion of Higher Education
Structured, proactive, best practices
Business & Industry
Convince B & I that their input not direction is their appropriate role and in everyone’s best interest
* Lumina Foundation. (2009). A stronger nation through higher education: How and why Americans must meet a “big goal” for college attainment.
R&G National Research Tinto (1993): Student Success
Student engagement early on in educationally purposeful activities fosters academic & social integration, satisfaction and persistence.
Kuh (2008): High Impact Educational Practices Tied to Student Success
First-Year Seminars, Seminars Learning Communities, Communities Writing Courses Courses, Undergraduate Research, Internships, Diversity/Global Learning, Community Service, Capstone Experiences
Pascarella & Terenzini (2005): Extracurricular Participation
Students who are engaged in extracurricular activities are more likely to have higher ambitions and are more likely to persist to a degree.
About R&G at UConn ¾
Structured Approach
¾
Mission / Stakeholders / $
¾
Student Profile / Goals
¾
R &G Perspective
¾
Data-Driven Decision-Making
¾
Feedback Loop Registrar/Research
UConn R&G Task Force
6
Enjoy the Ride
The Cycle 4. Assess Outcomes Research 1. Men from Maine Leaving
1. NJ Females are Leaving Practice 2. “Maine Men” Campaign
3. “Jersey Girls” Campaign Practice
2. Data Corroborates Trend Research
8
The Cycle Revisited Research
Registrar Course Record Management
Who, When, Why, What?
Classroom Assignment
Longitudinal Data: Stack, Track, Share, & Act
Final Exam Scheduling
Frosh, Sophs, Transfers
Academic Records
Cohort Degree Progress
Student Registration
Student Survey Input: Before, During, After
Undergraduate Catalog
Grade Processing Transcript Issuance Degree Audit Student and Course MIS
9
The Cycle Revisited Revisited Both Offices Support Instruction and Student Progress Toward a Degree Research Who Enrolls (New Highs): 1212 Average SAT 44% from Top 10% HS Class 21% Minority Pop. How Many Stay: 92% Retention: 92% 1-yr; 88% 2-yr Graduation: 68% 4-yr; 79% 5-yr
Who Leaves: Invol: Males/Underrep. Min Volun: Out-of-State Females Why: Freshmen: Adjustment Sophs: Major-Related Issues
Registrar
State of the Art Technology Packaged Scheduling Gateway Courses Early Academic Warning Hired R&G Coordinator Summer Session Data Clearinghouse
10
More UConn R&G Initiatives Implemented Initiatives: Early Intervention: Timely Graduation: Class Identity: Diversity: Feedback: Course Availability:
Convenience:
•Make a plan and stick to it
•More Academic Advisors, Huskies Away from Home, Early Academic Warning System
•Finish in Four initiative and mindset
•Sense of belonging belonging, community community-building building
•Centers, pre-college/ongoing support, peer mentoring
•Building town, response to student input
•More faculty, packaged schedules, more and new array of summer session courses
•One-Stop Shopping for Services--Center for Undergraduate Education (Academic Support); Student Services Center—Residential Life, Student Financial Aid, Bursar, and Registrar 11
Connections “Hi! You've never met me, but I just wanted to say that I have heard the best things about you from my friends who have spoken with you. Two are transferring and have had the privilege of talking to you; they told me you are the nicest and most helpful person they've met here, and that if they were going to stay, you would be the reason. They said you understand their points of view and have good ideas for what college should be (like friendliness, and the buy three, get one free deal!). I, too, am thinking about transferring, for some of the same reasons my friends have and for some that you mentioned, too. If I do, I can't wait to meet you! This is really just to say thank you; what you do is noticed--your kindness, understanding, and enthusiasm obviously make a huge difference to a lot of people, and it spreads. Thank you so much.”
Outcomes ENTERING FRESHMEN 1997 Avg. SAT Top 10% HS Class Percent Minority
1112 21% 14%
2001 1140 23% 16%
2005 1189 37% 20%
2009 1212 44% 21%
FRESHMAN RETENTION All Minority
1997 87% 90%
2001 88% 87%
2005 93% 91%
2008 92% 94%
GRADUATION: 4-Year All Minority
1997 46% 36%
2001 54% 43%
2005 68% 55%
6-Year All Minority
1997 70% 69%
2001 75% 68%
2003 78% 72%
13
Contact Information Jeffrey von Munkwitz-Smith, University Registrar Telephone: (860) 486-3903 E-mail: a [email protected] o @uco edu Gary Lewicki, Executive Director, Research & Assessment Telephone: (860) 486-5766 E-mail: [email protected] University of Connecticut 233 Glenbrook Road, Unit 4077 Storrs, Connecticut 06269-4077 14
