Working Towards aSituational
Student Success Model
NEASC Assessment Workshop
William J. Gammell, Ph.D.Associate Vice President for Academic Affairs for Institutional EffectivenessEastern Connecticut State University
Situational Student Success Model*
Low HighStudent’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, 1st Gen Past academic data -- HS GPA, SAT, Placement Exams
Situational Student Success Model*
Low HighStudent’s Academic Potential
Classic “Input” approach
Low to Moderate Potential Moderate to High Potential
• Limitations:
Explained variance – o Some poor prospects flourish, others do noto Some well-prepared students do not persistent Exams
Resource Issues –o Support delivered where not necessary
Situational Student Success Model*
Low HighStudents’ 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 Plugger Self-Reliant Achiever
Lost Learner Capable /Needs to Engage
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
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Situational Student Success Model*
• Focused on Four Sources of Behavioral Engagement
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Judicial Proceedings
Student Clubs
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%
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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 20.3URM 15.6Any offense 24.2No Library Training 14.7Complete Training 51.4Any Club Year 1 8.5True Vol Service 27.5Sem 1 GPA > 2.0 89.2Sem 2 GPA > 2.0 89.8
(%)Pell 24.6URM 20.6Any offense 28.8No Library Training 26.0Complete Training 38.4Any Club Year 1 3.9True Vol Service 17.5Sem 1 GPA > 2.0 43.4Sem 2 GPA > 2.0 33.5
• 4-yr institutions 12.5%• CC 9.6%
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CSU Sister = 97 (3.6%)
Enrollment Patterns, Student Characteristics and Engagement Behaviors for 601 First Transfer Students
(%)Pell 10.3URM 9.7Any offense 25.8No Library Training 16.9Complete Training 44.9Any Club Year 1 5.2True Vol Service 16.5Sem 1 GPA > 2.0 90.7Sem 2 GPA > 2.0 81.3
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 12.1URM 5.7Any offense 30.2No Library Training 14.4Complete Training 56.6Any Club Year 1 2.6True Vol Service 20.7Sem 1 GPA > 2.0 96.6Sem 2 GPA > 2.0 99.0
(%)Pell 19.0URM 7.6Any offense 28.6No Library Training 17.8Complete Training 53.5Any Club Year 1 7.1True Vol Service 13.5Sem 1 GPA > 2.0 88.1Sem 2 GPA > 2.0 92.0
(%)Pell 25.5URM 22.8Any offense 25.5No Library Training 25.1Complete Training 39.4Any Club Year 1 7.1True Vol Service 16.5Sem 1 GPA > 2.0 49.0Sem 2 GPA > 2.0 42.8
(%)Pell 16.0URM 8.9Any offense 44.0No Library Training 28.9Complete Training 28.9Any Club Year 1 8.0True Vol Service 12.0Sem 1 GPA > 2.0 40.8Sem 1 GPA > 2.0 43.3 9
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.