Transcript Slide 1

Goals of Today’s Internal
Kick-off Event
Give undergraduate stakeholders details about the Title
V Grants at NSU (Summary, Staff, Objectives, Timelines)
Enhance excitement and momentum around
undergraduate student success
Share demographic, retention, and engagement
information about the undergraduate populations with
stakeholders can use this information to more
effectively serve this population (including continuous
plans for data collection and assessment)
Celebrate the contributions of those involved in
Undergraduate Student Success work to date
According to the U.S. Department of Education, “a Hispanic-Serving
Institution (HSI) is defined as a non-profit institution that has at least 25%
Hispanic full-time equivalent (FTE) enrollment.”
http://www.ed.gov/programs/idueshsi/definition.html
Title V is a five year grant from the United States Department of Education
under the Title V (Hispanic Serving Institutions) Program. This program helps
eligible institutions of higher education (IHEs) enhance and expand their
capacity to serve Hispanic and low-income students by providing funds to
improve and strengthen the academic quality, institutional stability,
management, and fiscal capabilities of eligible institutions.
The primary goal of the NSU grant is to provide support to develop researchbased programs targeted at increasing student engagement and retention,
leading to academic success.
For a list of project abstracts and grantees, please go to: http://www.ed.gov/programs/idueshsi/t5abstracts2007.pdf
Title V
University Provost and Vice
President for Academic Affairs
Dr. Frank DePiano
Director of
Undergrad Support
Dr. Jamie Manburg
Title V Project
Director
Dr. Lua Hancock
Activity
Director
Dr. Dalis
Dominguez
Activity
Director
(OPEN)
Community
Outreach
Coordinator
Ms. Marcie
Washington
Community
Outreach
Coordinator
(OPEN)
Assistant to
the Project
Director
Ms. Sylvia
Nzeakor
Director of Program
Evaluation
Dr. Stephanie Zedlar
Research
Coordinator
Dr. Michael
McFarland
Research
Coordinator
(OPEN)
Title V Mission & Vision
Title V Goals
Increase 1st to 2nd year retention for First Time in
College (FTIC) undergraduate students by 15%
Increase by 15% the percentage of students who
graduate within 6 years of enrollment
Decrease FTIC students placed on academic
probation or suspension by 20%
Meet or exceed state average percentage in
undergraduate certification exams required for
program completion and employment
Overall student engagement increase and students
participating in Title V programming are 25% or
more engaged than those students who are not
Objective #1 Baseline
Increase by 15% the number of full-time undergraduate students who are enrolled at NSU the
following year. [1st to 2nd year retention rates for FTIC, full time students]
5 year chart showing 60%, goal of 75% over 5 years
Retention rate
70
60
50
40
30
20
10
0
02-03
03-04
04-05
05-06
Source: IPEDS Fall enrollment survey
06-07
Objective #2 Baseline
Increase by 15% the number of NSU students who graduate within 6 years of
enrollment.
Increase from 44% (cohorts 98,99,00) to 59% over
5 years
6 year Graduation Rate
70
60
50
40
30
20
10
0
6 year Graduation
Rate
Source: IPEDS Graduation Rate Survey
Objective #3 Baseline
Decrease by 20% the number of FTIC students who are placed on academic
probation or suspension.
Baseline data is currently being collected
Objective #4 Baseline
Meet or exceed the state average percentage of students who successfully complete certification
exams required for program completion and employment. (Education, Nursing, Sonography)
NSU passing rate of teaching licensure exam
Pass Rate
100
99
98
97
96
95
94
93
92
91
90
NSU
Florida
2005
2006
2007
Title II, Higher Education Act, Title II - State Report 200X – Florida from https://title2.ed.gov/View.asp
Objective #4 Baseline
(cont’d)
NSU Nursing Results
Pass Rate
100
95
90
NSU
Florida
National
85
80
75
70
2006
2007
National Council Licensure Examination for Registered Nurses, http://www.doh.state.fl.us/mqa/nursing/info_passrate.pdf
Engagement Benchmarks
National Survey of Student Engagement (NSSE)
Enriching Educational Experiences
Supportive Campus Environment
Student-Faculty Interaction
NSU is You (Gallup)
Includes 11 items that Gallup has consistently found to measure
engagement
Plan to compare students involved in Title V activities to those
who are not to determine if the engagement score is different
Plan to compare Gallup scores for each participating year to
evaluate engagement scores
The
Student
Experience
Institutional Factors
Educational Policy Institute
The
Student
Experience
Financial Aid
Recruitment & Admissions
Academic Services
Student Services
Curriculum & Instruction
Educational Policy Institute
Educational Policy Institute
Attrition Root Causes
Academic Roots
 Inadequate preparation
 Disinterest/boredom
Motivational Roots
 Commitment level
 Perceived irrelevance of college experience
Psychosocial Roots
 Social factors
 Emotional factors
Financial Roots
 Inability (perceived inability) to afford college
 Perception that cost of college outweighs benefits
Joe Cuseo, Marymont College
Retention on the National Stage
 47.2% of campuses have established an improvement
goal for 1st to 2nd year retention
 33.1% of campuses have established a goal for
improved degree completion
 Programs reported to have impact on first year
retention
 FYE credit bearing course
 Tutoring programs
 Proactive advising interventions with select
populations
 Course placement testing
What works in student retention, 2004 ATC
Retention on the National Stage
Recommendations
 Conduct systematic analysis of your students
 Focus on nexus of student and institutional
characteristics
 Benchmark review of high impact strategies
 Do not make 1st to 2nd year retention rates sole
focus
 Establish realistic short-term and long-term
retention, progression, and completion goals
 Orchestrate the change process
 Implement, measure, improve!
What works in student retention, 2004 ATC
Title V Projects & Activities
Student
Activities
Faculty/Curriculum
Activities
Internal
Outreach
• FYE Course Changes
• Peer Mentor Pilot
• Lucky 13
• Examination
Tutoring Preparation
• Enhanced
orientation &
Advisement
• Supplemental Instruction
• Mentoring Program
• DFW & other tracking
integration
• Enhanced Advisement
• Faculty
development/TLC
• Learning Communities
• Parent/Family
Programs
• Education &
Nursing
National test
prep
• Transition
student services
External
Outreach
• Summer
Bridge
Program
• College
Summit
• Community
Outreach;
Local High
Schools &
Community
Colleges
Assessment
• Baseline Data
• Student
tracking system
• FYE Assessment
Plan
• Early warning
system pilot
• Engagement
Benchmarks:
NSSE & NSU is
U!
Title V Projects & Activities
Other
• Endowment
Resources
• Staffing
• EMT Retain
NSU Undergraduate Fall
Enrollment
5,700
5,600
Enrollment
5,500
5,400
5,300
5,200
5,100
5,000
2003
2004
2005
Fall Term
2006
2007
Source: NSU Fact Book
NSU First-Time Freshmen
Fall 2002 - 2006
600
Enrollment
500
400
300
200
100
0
2002
2003
2004
Fall Cohort
2005
2006
NSU First-time, Full-Time Freshman
Enrollment by School
450
400
Farquhar
Enrollment
350
300
250
200
150
100
Huizenga
50
Fischler
0
2002
2003
2004
Fall Cohort
2005
2006
First-time, Full-time Freshmen
Fall 2006 to Fall 2007 Retention
90%
80%
Retention Rate
70%
60%
50%
40%
30%
20%
10%
0%
NSU
ICUF
SUS
Institution(s)
ICUF: Independent Colleges and Universities of Florida
SUS: Florida State University System
Source: IPEDS Peer Analysis System
Six-Year Overall Graduation Rates
70%
SUS
Graduation Rate
60%
ICUF
50%
NSU
40%
30%
20%
10%
0%
1997
1998
1999
2000
2001
Fall Term First-Time Full-Time Freshman Cohort
Source: IPEDS Peer Analysis System
Fall 2007 Undergraduate
Enrollment by Race/Ethnicity
ICUF
NSU
White
31%
Other
18%
White
Black 52%
25%
Hispanic
25%
57% NSU Total
Minority
SUS
Other
18%
Black White
19% 58%
Hispanic
12%
33% ICUF Total
Minority
Other
9% Black
14%
Hispanic
19%
39% SUS Total
Minority
Source: IPEDS Peer Analysis System
NSU First-Time, Full-Time Freshmen
by Race/Ethnicity
45%
40%
White
35%
30%
Hispanic
25%
20%
Black
15%
10%
5%
0%
2002
2003
2004
Fall Cohort
2005
2006
NSU Graduation Rates by Race/Ethnicity
1997 - 2001 Cohorts
70%
Graduation Rate
60%
50%
White
Hispanic
40%
30%
Black
20%
10%
0%
1997
1998
1999
2000
2001
Fall Cohort
Source: IPEDS Peer Analysis System
Six-Year White Student Graduation Rates
70%
SUS
60%
Graduation Rate
ICUF
50%
NSU
40%
30%
20%
10%
0%
1997
1998
1999
2000
2001
Fall Term First-Time Full-Time Freshman Cohort
Source: IPEDS Peer Analysis System
Six-Year Hispanic Student Graduation Rates
70%
ICUF
Graduation Rate
60%
SUS
50%
40%
NSU
30%
20%
10%
0%
1997
1998
1999
2000
2001
Fall Term First-Time Full-Time Freshman Cohort
Source: IPEDS Peer Analysis System
Six-Year Black, Non-Hispanic Student
Graduation Rates
70%
60%
Graduation Rate
SUS
50%
40%
ICUF
30%
NSU
20%
10%
0%
1997
1998
1999
2000
2001
Fall Term First-Time Full-Time Freshman Cohort
Source: IPEDS Peer Analysis System
Academic Preparation
Selectivity Level
ACT Middle
50%
High School Class
Highly
Selective
25-30
Majority from top 10%
Selective
21-26
Majority from top 25%
Traditional
18-24
Majority from top 50%
Liberal
17-22
Majority from bottom 50%
16-21
Generally open to all with H.S.
Diploma or equivalent
Open
Source: http://www.act.org/research/policymakers/reports/retain.html
NSU First-Time Full-Time
Freshmen Academic
Preparedness
Test
25th
Percentile
75th
Percentile
SAT Critical Reading
460
540
SAT Math
450
560
SAT Writing
440
540
ACT Composite
19
23
ACT Math
18
23
ACT English
18
23
Percent in top tenth of high school graduating class
14%
Percent in top quarter of high school graduating class
47%
Percent in top half of high school graduating class
82%
Retention by Academic
Preparedness
Selectivity Level
Retention
Highly Selective
91%
Selective
81%
Traditional
70%
NSU
60%
Liberal
63%
Open
66%
Total
73%
Source: http://www.act.org/research/policymakers/reports/retain.html
NSU First-Time, Full-Time Freshmen
Receiving Pell Grants
Percent of All First-Time,
Full-Time Freshmen
50%
40%
30%
20%
10%
0%
2002
2003
2004
Fall Cohort
2005
2006
NSU Retention and
Graduation Rate Study
Possible Predictors
Gender
Race/Ethnicity
Academic Preparation
Socio-Economic Status
Major
Living On Campus
Location
Transfer Students
Full-Time and Part-Time
Student Affairs Programs
Title V
Outcomes
Fall to Winter
Retention in First
Year
Fall to Fall
Retention
Retention within
academic year
Graduation Rates
For more information please e-mail Dr. Don Rudawsky: [email protected]
Student Engagement NSSE
Supportive Campus Environment
Level of Academic Challenge
Active and Collaborative Learning
Student-Faculty Interaction
Enriching Educational Experiences
Total Report: Office of Institutional Effectiveness Report 08-08:
http://www.nova.edu/rpga/reports/forms/2008/08-08.pdf
Comparison Groups
 Most Similar – Size and Scope
 Florida Private
 US News and World Report 4th Tier
 Southeast Region
 Carnegie Classification
 All Participating Institutions
Source: Office of Institutional Effectiveness Report 08-08:
http://www.nova.edu/rpga/reports/forms/2008/08-08.pdf
Response Rate
Overall
FirstYear
Senior
NSU 2007
35%
32%
39%
Most Similar
33%
34%
32%
Florida Private Institutions
31%
31%
31%
US News and World Report Fourth
Tier
26%
23%
29%
Carnegie Peers
28%
27%
29%
Southeast Peers
39%
38%
40%
All Participating Institutions
30%
29%
31%
Group
Source: Office of Institutional Effectiveness Report 08-08: http://www.nova.edu/rpga/reports/forms/2008/08-08.pdf
Demographic Comparison
Freshmen
Seniors
Group
NSU
Comparison Groups
NSU
Comparison Groups
Full-Time
85%
96% - 99%
77%
76% - 91%
Female
77%
63% - 68%
81%
65% - 70%
White
31%
65% - 74%
40%
55% - 74%
Black
14%
5% - 10%
22%
6% - 12%
Hispanic
29%
4% - 10%
17%
5% - 16%
Live OnCampus
24%
49% - 83%
4%
9% - 35%
Younger
than 24
73%
91% - 98%
28%
50% - 81%
Transfer
Students
31%
5% - 14%
81%
31% - 55%
Work 21+
Hours Off
Campus
33%
6% - 22%
48%
25% - 41%
Source: Office of Institutional Effectiveness Report 08-08: http://www.nova.edu/rpga/reports/forms/2008/08-08.pdf
Benchmark Comparisons
Benchmark
NSU
Most
Similar
Florida
Private
Institutions
US News &
World
Report
Fourth Tier
Carnegie
Peers
Southeast
Peers
All
Institutions
Supportive Campus Environment
First-Year
62.6
59.2*
60.4
57.5*
59.6*
64.8
59.8*
Senior
60.7
57.0*
59.9
54.5*
56.8*
63
56.9*
Level of Academic Challenge
First-Year
57.4
55.0*
52.3*
49.8*
52.0*
54.1*
51.7*
Senior
58.9
57.6
57.5
54.5*
56.1*
58.2
55.6*
Active and Collaborative Learning
First-Year
44.7
42.8
44.7
40.7*
42.1*
45.7
41.2*
Senior
55.1
52.4*
56.1
49.7*
51.7*
54.9
50.1*
Student-Faculty Interaction
First-Year
36.1
32.7*
35.3
32.7*
33.4*
37.2
32.8*
Senior
41.6
43.7
44
38.5*
41.3
47.2*
41.2
Enriching Educational Experiences
First-Year
27.7
29.3
28
26.3
26.9
29.3
27.1
Senior
34.4
46.2*
41.3*
36.4
39.9*
44.6*
39.9*
*p<.05
NSU rated significantly higher than selected peer group.
NSU rated significantly lower than selected peer group.
Source: Office of Institutional Effectiveness Report 08-08: http://www.nova.edu/rpga/reports/forms/2008/08-08.pdf
Jean Torres
“When I began college, I thought I was fooling myself about even attending college.
I thought that college would soon show me that I was a failure and I would never
graduate…I will begin Dental School next year where I will continue my academic
success and defy the odds by continuing to construct my extraordinary story.
So my question is what is your story and are you willing to defy the odds? “
Cynthia Zamor
“Success to me is not the number of awards I’ve won or the amount
of people who are aware of what I’ve accomplished; it’s the simple
fact that I am achieving everything that I’ve set out to do.”
Gumbold Ligden
“I know what it feels like to be alone and on your own. I believe that if you take
responsibility for your life and make conscious decisions then you are
bound for success.”
Next Steps
Undergraduate Student Success Team
Sub-committees
On-going assessment and application of
knowledge
Visit us
on the web
http://www.fischlerschool.nova.edu/titlev/
Fischler School of Education and Human Services
Farquhar College of Arts and Sciences
Office of Grants and Contracts
Office of Institutional Effectiveness
Office of First Year and Transitional Programs
Office of Academic Services
Office of Admissions
H. Wayne Huizenga School of Business
College of Allied Health and Nursing
“It takes a campus to graduate a student”
Dr. Lydia Voight, Loyola University