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Working Towards a Situational Student Success Model NEASC Assessment Workshop William J. Gammell, Ph.D. Associate Vice President for Academic Affairs for.

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Presentation on theme: "Working Towards a Situational Student Success Model NEASC Assessment Workshop William J. Gammell, Ph.D. Associate Vice President for Academic Affairs for."— Presentation transcript:

1 Working Towards a Situational Student Success Model NEASC Assessment Workshop William J. Gammell, Ph.D. Associate Vice President for Academic Affairs for Institutional Effectiveness Eastern Connecticut State University

2 Situational Student Success Model* Low High Student’s Academic Potential Classic “Input” approach Low to Moderate Potential Moderate to High Potential Historically, models of improving academic success have focused on one dimension.  Relied on: demographics -- Race/Ethnicity, SES, 1 st Gen  Past academic data -- HS GPA, SAT, Placement Exams

3 Situational Student Success Model* Low High Student’s Academic Potential Classic “Input” approach Low to Moderate Potential Moderate to High Potential Limitations:  Explained variance – o Some poor prospects flourish, others do not o Some well-prepared students do not persistent Exams  Resource Issues – o Support delivered where not necessary

4 Situational Student Success Model* Low High Students’ Academic Potential Classic “Input” approach High Students’ Commitment/ Social Readiness Level Low Low to Moderate Potential/ Low Commitment Low to Moderate Potential/ Low Commitment Low to Moderate Potential/ High Commitment Moderate to High Potential/ High Commitment What if…..? Enthusiastic PluggerSelf-Reliant Achiever Lost Learner Capable /Needs to Engage

5 Situational Student Success Model* Goal = explore other data tracking routines: More actionable; provide opportunity for earlier interventions Behavior-based: re-assign risk level based on student behaviors in the first semester or year of enrollment Access to Success Leading Indicator Project provided foundation 5

6 Situational Student Success Model* Focused on Four Sources of Behavioral Engagement 6  Judicial Proceedings  Student Clubs

7 2715 FTFT students (100%) 1868 (68.8%) 830 (30.6%) Transferred Not Retained 601 ( 22.1%) Drop Out/Not Enrolled 229 (8.4%) Continually Retained Enrollment Patterns for First Two Years for Fall 2007, Fall 2008, Fall 2009 FTFT Cohorts at Eastern Stop Out/Return 17 (<1%) 4-yr institutions 12.5% CC 9.6% 7

8 2715 FTFT students (100%) 1868 (68.8%) 830 (30.6%) Transferred Not Retained 601 ( 22.1%) Drop Out/Not Enrolled 229 (8.4%) Continually Retained Enrollment Patterns, Student Engagement Behavior and Characteristics for First Two Years for Fall 2007, Fall 2008, Fall 2009 FTFT Cohorts at Eastern Stop Out/Return 17 (<1%) (%) Pell 20.3 URM 15.6 Any offense 24.2 No Library Training 14.7 Complete Training 51.4 Any Club Year True Vol Service 27.5 Sem 1 GPA > Sem 2 GPA > (%) Pell 24.6 URM 20.6 Any offense 28.8 No Library Training 26.0 Complete Training 38.4 Any Club Year True Vol Service 17.5 Sem 1 GPA > Sem 2 GPA > yr institutions 12.5% CC 9.6% 8

9 CSU Sister = 97 (3.6%) Enrollment Patterns, Student Characteristics and Engagement Behaviors for 601 First Transfer Students (%) Pell 10.3 URM 9.7 Any offense 25.8 No Library Training 16.9 Complete Training 44.9 Any Club Year True Vol Service 16.5 Sem 1 GPA > Sem 2 GPA > UConn = 116 (4.3%) In State Community College = 212 (7.8%) Other 4-YR = 126 (4.6%) Out of State Community College = 50 (1.8%) (%) Pell 12.1 URM 5.7 Any offense30.2 No Library Training14.4 Complete Training56.6 Any Club Year True Vol Service 20.7 Sem 1 GPA > Sem 2 GPA > (%) Pell 19.0 URM 7.6 Any offense 28.6 No Library Training 17.8 Complete Training 53.5 Any Club Year True Vol Service 13.5 Sem 1 GPA > Sem 2 GPA > (%) Pell 25.5 URM 22.8 Any offense25.5 No Library Training 25.1 Complete Training 39.4 Any Club Year True Vol Service16.5 Sem 1 GPA > Sem 2 GPA > (%) Pell 16.0 URM 8.9 Any offense 44.0 No Library Training28.9 Complete Training28.9 Any Club Year True Vol Service12.0 Sem 1 GPA > Sem 1 GPA >

10 Situational Student Success Model* Fall 2011 implemented the Library Orientation key indicator with follow-up for all new students that did not participate, or only took the on-line library assessment. The search for other indicators continues. * Adapted from K. Blanchard’s & Paul Hersey’s Situational Leadership Model ® and Situational Leadership ® II (SLII ® ) from The Ken Blanchard Companies both are registered trademarks of their respective companies.


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