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Student Success & Institutional Effectiveness In this session : Share challenges & opportunities for building a unified approach that supports improvements.

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Presentation on theme: "Student Success & Institutional Effectiveness In this session : Share challenges & opportunities for building a unified approach that supports improvements."— Presentation transcript:

1 Student Success & Institutional Effectiveness In this session : Share challenges & opportunities for building a unified approach that supports improvements in retention & progression Provide an understanding of the SSM X approach and its utility for mapping student support interventions across an institution

2 Session Agenda Identify common challenges Provide context for the SSM X approach Describe the SSM X Demonstrate the SSM X approach & its utility using relevant examples Q & A/Summary

3 Common Challenges for Intervention Effectiveness Silos-lots of activities/little communication Entrenchment – Little measurement; fears of taking away something key – Yesterday’s reasons may not be relevant today – Lots of adding/little subtracting Measurement resources are usually located separately from intervention planning & implementation resources ©PAR Framework 2014

4 Predictive Analytics Reporting (PAR) National Non-Profit Multi-Institutional Collaborative Student Success & Institutional Effectiveness ©PAR Framework 2014

5 Predictive Analytics Reporting (PAR) PAR is a “massive data” analysis effort using predictive analytics to identify drivers related to loss and momentum and to inform student loss prevention PAR member institutions voluntarily contribute de-identified student records to create a single federated database using common data definitions, common outcome measures, common definitions of interventions descriptive, inferential and predictive analyses have been used to create benchmarks, institutional predictive models and to map student success interventions to predictor behaviors ©PAR Framework 2014

6 reusable predictive models common definitions of terms student level watch lists for targeted interventions multi-Institutional collaboration measurable Intervention results PREDICT ACT RESULTS common definitions of interventions scalable cross-institutional improvements that support each student’s individual success About the PAR Framework ©PAR Framework 2014

7 PAR’s Actionable Tools and Applications BENCHMARKS IDENTIFY institutional risk Show how student outcomes compare across institutions PREDICTIVE MODELS TARGET individual students Identify which students need assistance, by using in-depth, institutional specific predictive models. Determine best ways to address weaknesses identified in benchmarks and models (SSM X ) STUDENT SUCCESS TOOLS to TREAT at risk students ©PAR Framework 2014

8 Student Success Matrix (SSM X ) an organizational structure that helps institutions inventory, organize & conceptualize interventions aimed at improving student outcomes ©PAR Framework 2014

9 What is the Student Success Matrix? categorizes interventions along two major dimensions – known predictors of retention/progression & timing of intervention in context of its delivery other aspects addressed include functionality, return on investment (ROI), and institutional level ©PAR Framework 2014

10 learner characteristics learner behaviors fit/feelings of belonging other learner support course/program characteristics instructor behaviors time connection entry progress completion predictors ©PAR Framework 2014

11 LEARNER CHARACTERISTICS Student attributes or characteristics that a student brings to the academic experience and which are relatively fixed, such as age, gender, first time student, prior GPA, first generation college, socio-economic status, but also grit and motivation. predictors ©PAR Framework 2014

12 PREDICTORSSOURCES race, ethnicity, age, gender gender (Cheung & Kan, 2002; Willging & Johnson, 2004); age (PAR findings 2013); race (Attewell et al., 2010) Pell eligibility, family income Pell eligible (PAR findings, 2013), family income (Attewell et al., 2010) first time in college/ new freshman first time in college (PAR findings 2013, partners’ experience ) transfer students transfer source (partners’ experience) prior academic performance & preparation/content knowledge & skills prior GPA (Bernard et al, 2004; Cheung & Kan, 2002; Dille & Merzack, 1991; Dupin-Bryant, 2004; Gibson & Graf, 1992; Willging & Johnson, 2004; Wojciechowski & Palmer, 2005, PAR findings, 2013); content knowledge & skills (Cheung & Kan, 2002; Slykhuis & Park, 2002); prior transfer credits (PAR findings 2013) LEARNER CHARACTERISTICS ©PAR Framework 2014

13 PREDICTORSSOURCES other special populations disabilities, ESL, LGBT, first generation college, athletes (partners’ experience) grit/motivation/ achievement beliefs achievement beliefs (Cheung & Kan, 2002; Roblyer & Marshall, 2002/03; Roblyer & Davis, 2008) internal locus of control (Dille & Marshall, 2002/2003; Dille & Merzack, 1991; Park & Choi, 2009; Parker, 2003; Roblyer & Davis, 2008; Wang & Newlin, 2000); independence (Dziuban, Moskal & Dziuban, 2000; Roblyer & Marshall, 2002/2003; Roblyer & Davis, 2008); self-direction (Bernard et al, 2004; Frankola, 2001; Street, 2010; Waschull, 2005); initiative (Bernard et al, 2004); time management skills (Street, 2010); grit (Duckworth et al, 2006, 2007, 2010) LEARNER CHARACTERISTICS ©PAR Framework 2014

14 PREDICTORSSOURCES self-directedness self-directedness (Bernard et al, 2004; Hardy & Boaz, 1993, 1997); self-motivation (Hardy & Boaz, 1997; Richards & Ridley, 1997; Waschulle, 2005); self-organization (Roblyer & Marshall, 2002/2003; Roblyer & Davis, 2008) technical skills, experience & attitude technology skills & experience (Bernard et al, 2004; Dupin-Bryant, 2004; Maki & Maki, 2002; Pillay et al., 2006; Roblyer & Marshall, 2002/2003; Roblyer & Davis, 2008); technology self-efficacy (Bernard et al, 2004; Osborn, 2001; Roblyer & Marshall, 2002/2003; Roblyer & Davis, 2008); good attitudes toward computers & online learning (Pillay et al., 2006) LEARNER CHARACTERISTICS ©PAR Framework 2014

15 LEARNER BEHAVIORS Behaviors that a student exhibits during a course or during his/her college career and which change or could be changed, such as ongoing GPA, real time performance, velocity/momentum, developmental courses, and participation in orientations or tutoring. predictors ©PAR Framework 2014

16 PREDICTORSSOURCES ongoing GPA ongoing GPA (Bernard et al, 2004; Cheung & Kan, 2002; Dille & Merzack, 1991; Dupin-Bryant, 2004; Gibson & Graf, 1992; Willging & Johnson, 2004; Wojciechowski & Palmer, 2005; PAR findings, 2013) major/credential major, credential type (PAR findings, 2013) on-time registration on-time registration ( McClenney, 2012) course load course load (PAR findings, 2013; Austin & Gustafson, 2006) credit ratio credit ratio (PAR findings, 2013) course completions course completion (Dille & Mezack, 1991) velocity/momentum/ progression velocity (PAR findings, 2013) LEARNER BEHAVIORS ©PAR Framework 2014

17 PREDICTORSSOURCES course withdrawals course withdrawals (PAR findings, 2013) real-time course performance early alert & intervention (McClenney, 2012); class attendance (McClenney, 2012); reading, engagement, assessments, l ogins (partners’ experience) DevEd outcomes, DevEd courses taken D evEd Courses Taken (CCRC, 2009,; PAR findings, 2013); DevEd outcomes (PAR findings, 2013) accelerated DevEd accelerated DevEd (McClenney, 2012) full time/part time full time/part time (Attewell et al, 2010) fully online online (vs. on-ground) ( Gabrielle, 2001; Hiltz, 1997; Oblender, 2002; Willging & Johnson, 2004; PAR findings, 2013) first online course first time online (Bloemer & Swan, 2013) early online participation early online participation (Shea & Bidjerano, 2013) LEARNER BEHAVIORS ©PAR Framework 2014

18 PREDICTORSSOURCES home campus home campus (PAR findings, 2013) participation in tutorials, orientations, success courses, 1st year experience participation in tutorials (Cheung & Kan, 2002; Lenrow, 2009; Meyer, Bruwelheide, & Poulin, 2006); participation in online orientation ( Wojciechowski & Palmer, 2005; McClenney, 2012); participation in success courses ( Cho & Karp, 2013; Lenrow, 2009; Meyer, Bruwelheide, & Poulin, 2006; McClenney, 2012); participation in first year experience (McClenney 2012) co-enrollment co-enrollment (Wang & McCready, 2013) study environment, study habits/access to computer good study environment (Dille & Marschall, 2002/03; Osborn, 2001; Parker, 2003; Roblyer & Davis, 2008); easy access to a computer (Dziuban, Moskal & Dziuban, 2000; Lenrow, 2009; Roblyer & Marshall, 2002/03; Roblyer & Davis, 2008) LEARNER BEHAVIORS ©PAR Framework 2014

19 FIT/LEARNER PERCEPTIONS OF BELONGING Degree to which a student feels part of an institution, as both indicated and influenced by such things as participation in learning communities, clubs, and/or interest groups; social interactions; and goals and commitments. Other examples include access to peer mentors, work study, undergraduate research. predictors ©PAR Framework 2014

20 PREDICTORSSOURCES participation in learning communities participation in student learning communities (Rovai, 2003; Santovec, 2004, McClenney, 2012) participation in interest groups p articipation in freshman interest groups (Rovai, 2003) access to specialized program coordinators, peer mentors specialized program coordinators (Boles et al., 2010); peer mentoring (Bogle, 2008; Boles et al., 2010; Boyle et al, 2010; Dapremont, 2013) advising just in time advising (Lenrow, 2009); assessment & placement (McClenney, 2012); academic goal setting & planning ( McClenney, 2012) participation in collaborative assignments & projects participation in collaborative assignments & projects (Kuh, 2008) FIT/LEARNER PERCEPTIONS OF BELONGING ©PAR Framework 2014

21 PREDICTORSSOURCES pre- enrollment & new student activities that foster feelings of fit participation in orientation programs (Lenrow, 2009; Wojciechowski & Palmer, 2005; McClenney, 2012) experiential learning, integrated work study, service learning, undergraduate research experiential learning outside the classroom (McClenney, 2012); service learning ( Kuh, 2008); undergraduate research (Kuh, 2008); supplemental instruction, academic supports tutoring, supplemental instruction (McClenney, 2012); ongoing student support (Chyung, 2001; Frid, 2001; Lenrow, 2009) participation in institution- related social opportunities participation in institution-related social activities (Eckles & Stradley, 2012) FIT/LEARNER PERCEPTIONS OF BELONGING ©PAR Framework 2014

22 PREDICTORSSOURCES student goals & commitments academic goal setting & planning (McClenney, 2012) participation in work study work study (partner experience, 2012) social presence student perceptions of social presence (Boston et al, 2009; Liu, Gomez, & Yen, 2009; Meyer, Bruwelheide, & Poulin, 2006) social interactions/ interactivity social interaction (Hawkins, Graham, Sudweeks, & Barbour, 2013) community partnerships community partnerships (Dapremont, 2013; Lutes, 2004) FIT/LEARNER PERCEPTIONS OF BELONGING ©PAR Framework 2014

23 OTHER LEARNER SUPPORTS Supports for the learner that do not fall into the other categories, such as financial aid, technology support or access, portfolio & transfer credit assessment, and assistance in dealing with life events that might interrupt or interfere with studies. predictors ©PAR Framework 2014

24 PREDICTORSSOURCES technology support /access technology support (Street, 2010) financial aid financial needs (Dapremont, 2013) out of classroom support systems family support (Park & Choi, 2009; Street, 2010); organizational support (Park & Choi, 2009; Street, 2010) support with life challenges support for life challenges (partners’ experiences 2013) support for mental & physical health support for mental & physical health (partners’ experiences 2013) OTHER LEARNER SUPPORTS ©PAR Framework 2014

25 PREDICTORSSOURCES portfolio & transfer credit assessment portf olio & transfer credit assessment (partners’s experience 2013) auto-credentialing, reverse transfer autocredentialing, reverse transfer (partners’s experience 2013) library/bookstore/needed materials access student support services (Nichols, 2010); materials access (partner experience, 2013) OTHER LEARNER SUPPORTS ©PAR Framework 2014

26 COURSE/PROGRAM CHARACTERISTICS Characteristics or attributes of courses or programs that support or inhibit retention and progression, such as course sequencing, degree pathways, program level advising, class size, and the perceived utility of courses. predictors ©PAR Framework 2014

27 PREDICTORSSOURCES entry-level courses & courses sequencing entry level courses & courses sequencing (partner experience, 2012; Complete College America, 2013) degree pathways/degree maps degree pathways/degree maps (Scott- Clayton (CCRC), 2011) program level advising specialized program coordinators (Boles et al., 2010) registration deadlines registration deadlines (Goodman, 2010; Smith et al, 2003; partner experience, 2012) withdrawal policies withdrawal policies (partner experience, 2012) COURSE/PROGRAM CHARACTERISTICS ©PAR Framework 2014

28 PREDICTORSSOURCES course availability course availability (Complete College America, 2013; partners’ experience) utility/relevance perceived utility (Meyer et al., 2006; Park & Choi, 2009) perceived interactivity perceived interactivity (Fosse et al., 2009; Frankel, 2001; Lenrow, 2009) class size class size (partner experience) course length course length (Sheldon & Durdella, 2010; Logan & Geltner, 2000; Austin & Gustafson, 2006) COURSE/PROGRAM CHARACTERISTICS ©PAR Framework 2014

29 PREDICTORSSOURCES clarity of course organization, navigation & directions clarity & consistency (Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000) alerts/interventions built into the course early alerts ( McClenney, 2012; partners’ experience, 2013 ) fast track or accelerated DevEd fast track DevEd (McClenney, 2012) COURSE/PROGRAM CHARACTERISTICS ©PAR Framework 2014

30 INSTRUCTOR BEHAVIORS/CHARACTERISTICS Instructor behaviors and characteristics that support or inhibit retention and progression, such as communication skills, responsiveness, content knowledge, and participation in orientation and/or professional development activities. predictors ©PAR Framework 2014

31 PREDICTORSSOURCES instructor social presence instructor social presence (Swan & Shih, 2006) teaching presence teaching presence (Shea, Li, Swan, & Pickett, 2005) interactivity/ responsiveness/availability faculty responsiveness (Boles et al, 2010; Fosse, Humbert, & Rappold, 2009; Frankola, 2001; Hawkins, Graham, Sudweeks, & Barbour, 2013; Lenrow, 2009; Meyer, Bruwelheide, & Poulin, 2006; Shelton, 2009; Orso & Doolittle, 2012) teaching experience faculty experience (Fosse, Humbert, & Rappold, 2009) INSTRUCTOR BEHAVIORS/CHARACTERISTICS ©PAR Framework 2014

32 PREDICTORSSOURCES communication skills communication ski lls (Orso & Doolittle, 2012) participation in professional development/orientations faculty development & support/ orientations (Shelton, 2003; partners experience, 2013) INSTRUCTOR BEHAVIORS/CHARACTERISTICS ©PAR Framework 2014

33 CONNECTION PROGRAM LEVELCOURSE LEVEL application to enrollment in the institution advising to enrollment in a course time ©PAR Framework 2014

34 ENTRY PROGRAM LEVELCOURSE LEVEL successful completion of gateway courses beginning of a class time ©PAR Framework 2014

35 PROGRESS PROGRAM LEVELCOURSE LEVEL ENTRY to completion of 75% of the program requirements large middle of the class time ©PAR Framework 2014

36 time COMPLETION PROGRAM LEVELCOURSE LEVEL completion of a course of study with a credential of value completing the class with a passing grade ©PAR Framework 2014

37 modeling retention & progression learner characteristics instructor behaviors fit/learner perceptions of belonging learner behaviors course characteristics other supports retention/ progression Data Driven Institutional Response/Interventions ©PAR Framework 2014

38 Evolution of the SSM X 1st Validation Jan-May partners/700 interventions – Is usable? – Is it useful? – What would make it more usable & useful Paper form Downloads of the SSM X definitions V1 Online App April st Introduced June 2013 Currently in use ©PAR Framework 2014

39 Example ©PAR Framework 2014

40 Example ©PAR Framework 2014

41 Example 50% of our students need DevEd Math Predictor: Those who take DevEd Math are more at risk for not being retained to Year 2: ©PAR Framework 2014

42 Example Predictor: Students new to our institution are more at risk for not passing courses and not being retained to the next year Current 1 st year retention rate = 60% ©PAR Framework 2014

43 Online Application Demo Goes here Show DevEd Math and Student Success Course Demonstrate “all on one place” ©PAR Framework 2014

44 Common Challenges for Intervention Effectiveness Silos-lots of activities/little communication BEFORE: AFTER: ©PAR Framework 2014

45 Common Challenges for Intervention Effectiveness Entrenchment - A single view reveals gaps and redundancies related to your main predictors & aligns intervention with predictors ©PAR Framework 2014

46 Common Challenges for Intervention Effectiveness Measurement resources are usually located separately from intervention planning & implementation resources – A centralized view provides opportunity for conversation & collaboration ©PAR Framework 2014

47 Why Use the Student Success Matrix?  Provides a common structure for categorizing and quantifying student supports across an institution leading to Uniform consolidated institutional view alignment of interventions to predictors identifying gaps & redundancies in student support review of timing of interventions prioritizing interventions illuminating opportunities for impact measurement  Comparable categorization across institutions allows for intervention benchmarking and sharing what works with specific categories of ‘at risk students. ©PAR Framework 2014

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