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Theory, Institutional Data and Goal One:
What Matters to Student Success
- Dr. Andrew Scott Ziner, Director
Office of Assessment and Accreditation East Stroudsburg University June 29, 2016
Theory, Institutional Data and Goal One: What Matters to Student - - PowerPoint PPT Presentation
Theory, Institutional Data and Goal One: What Matters to Student - - PowerPoint PPT Presentation
Theory, Institutional Data and Goal One: What Matters to Student Success Dr. Andrew Scott Ziner, Director Office of Assessment and Accreditation East Stroudsburg University June 29, 2016 Creating the conditions that foster student success in
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Today’s Objectives
- Briefly review and apply a best practices theoretical framework**
that helps us envision (and rigorously study) the conditions that foster student success
- Integrate into this framework how well ESU is achieving Goal One
(student success) of the Strategic Plan when limited to Fact Book data
- Spearhead a dialogue on student success, post-presentation
**Source: “What Matters to Student Success: A Review of the Literature,” a Commissioned
Report for the National Symposium on Postsecondary Student Success, National Postsecondary Education Cooperative, American Council on Education, July 2006.
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- Instead of the familiar “pipeline” analogy depicted by a direct route
to educational attainment, this framework provides a more realistic portrayal of current postsecondary education
- We see a wide path with twists, turns, detours and occasional dead
ends that many students may encounter during their educational career
About the Student Success Framework
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1st to 2nd Year Retention by Race/Ethnicity
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During the period Fall 2011 to Fall 2014, both URMs show uneven and downward enrollment trends, compared to non-URMs We have our work cut out for us!
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1st to 2nd Year Retention by Race/Ethnicity
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During the period Fall 2011 to Fall 2014, both URMs show uneven and downward enrollment trends, compared to non-URMs We have our work cut out for us!
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On Section II: College Experience
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At the intersection of student behaviors and institutional conditions is student engagement** Why focus on student engagement?
- 1. It represents aspects of student behavior and institutional
performance that we can do something about
- 2. Many other factors (e.g., pre-college characteristics) are
typically beyond the direct control of the student or the University
**The relationship between engagement and desired outcomes of college is well documented.
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Fact Book Metrics that Contribute to the Quality of Student Engagement in One’s College Experience (Section 2)
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- 5-Year PELL Trends for Freshmen by Race/Ethnicity
- 5-Year Total Diversity Trend for First-Time Freshmen
- 5-Year Total Diversity Trend for All Undergraduates
- 5-Year Total Diversity Trend for All Students (UG + G)
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5-Year PELL Trends for Freshmen by Race/Ethnicity
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Between Fall 2011 and Fall 2015, the number of first year, Pell eligible, black students increased by 228.3 percent and Hispanic students by 174.4%, while the increase among white students was 47.3%
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- Between Fall 2011 and Fall 2015, the total number of racial/ethnic
minorities among first-time freshmen has increased from 23.8% (335 students) to 39.8% (523 students)
- This represents a 56.1% increase among first-time freshmen racial/ethnic
minorities on campus
5-Year Total Diversity Trend for First-Time Freshmen
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5-Year Total Diversity Trend for All Undergraduates
- Between Fall 2011 and Fall 2015, the total number of racial/ethnic
minorities among all undergraduates has increased from 20.1% (1340 students) to 31.7% (1953 students)
- This represents a 45.7% increase in racial/ethnic minorities among all
undergraduates
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5-Year Total Diversity Trend for All Students (UG + G)
- Between Fall 2011 and Fall 2015, the total number of racial/ethnic
minorities among all undergraduate and graduate students at ESU has increased from 19.2% (1413 students) to 30.2% (2061 students)
- This represents a 45.9% increase in racial/ethnic minorities among all
undergraduates
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Graduation Comparisons between URMs and Non-URMs: URMs (2006-2011)
Among 2010 FTFT Freshmen who comprise URMs, 27% graduated in four years, with 57% of this class graduating in five years Do URMs have different graduation
- utcomes than non-
URMs?
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Graduation Comparisons between URMs and Non-URMs: Non-URMs (2006-2011)
Among 2010 FTFT Freshmen who comprise non-URMs, 36% graduated in four years, with 56% of this class graduating in five years
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How Well Has ESU Achieved Goal One (Student Success)?
- As a standalone analytic tool, Tableau can be lauded for the
ease with which a range of summative, temporal data can be displayed and/or downloaded for analysis
- However, as a tool, I offer the following gentle points and
reminders:
- Data prior to 2011-2012 may not be accurate nor
reliable, since the nature of the Legacy System had a range of problems that were addressed through ESU’s transition to Banner as our Student System of Record
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How Well Has ESU Achieved Goal One (Student Success)?
- Fact Book data captures only a small part of a broader
picture of student success. To complete this picture, a wide range of well-organized, multi-method, studies must be
- implemented. This process is currently underway and, once
completed over the next two months, ESU will be poised to fully address Goal One of our Strategic Plan.
- Importantly, such wide-ranging efforts also will satisfy
MSCHE reaccreditation requirements pertaining to our Strategic Plan as part of a broader strategy to document, measure and assess relevant and aligned Standards.
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