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EDUCATING THE PUBLIC ABOUT THE SUCCESS OF THE NEW-TRADITIONAL STUDENT1Presenters: Tom AbbottDean of Libraries & Distance Learning, University of Maine at Augusta

Victoria L. BozzutoDean of Continuing Education & Workforce Development, Gateway Community College

Carol AndersonProvost, New England College of Business and Finance

1PRESENTATION OVERVIEWPresenter IntroductionsIPEDS ExplainedInstitutional IPEDS DataWhat is a New Traditional Student (NTS)?Measuring & Conveying Success of the NTSComments, Questions and Discussion22PRESENTER INTRODUCTIONSTom AbbottCarol AndersonVictoria L. Bozzuto3

3IPEDS EXPLAINEDIntegrated Postsecondary Education Data System (IPEDS)Information extracted from annual survey data gathered by National Center for Education Statistics (NCES)44IPEDS EXPLAINEDIf schools participate in any type of federal student financial aid program, submission of IPEDS data is mandatory~6,700 institutions submit IPEDS data each year55IPEDS EXPLAINEDIPEDS collects data in 7 institutional areas:Institutional characteristicsInstitutional pricesEnrollmentStudent financial aidDegrees & certificates conferredStudent persistence and successInstitutional human and fiscal resourcesWhat about Institutional identity?

66IPEDS EXPLAINEDIPEDS has 2 measures of Student Persistence and Success:First Year Retention RatesGraduation Rates (Transfer out can be factored in)http://nces.ed.gov/ipeds/

77IPEDS EXPLAINED88IPEDS EXPLAINED99INSTITUTIONAL IPEDS DATADoes the public care (or even know) about current IPEDS data?Are the current IPED measures of success (first year retention and graduation within 150% of the expected time) too narrow, or even valid?1010Gateway Community CollegeCase Study 11INSTITUTIONAL IPEDS DATA12GATEWAY CC IPEDS DATAUnique factors not evident in IPEDS:Only looks at about 800+ GCC students out of >7,000.Most students in Allied Health and Nursing need 1-2 years or prerequisite work in order to apply for their program (most graduate, yet are seen as failures because of 4 years in school).Students may only enter to get 2 or 3 courses, they leave after completing them these are failures?

13Traditional Gateway Student60% Female; 40% MaleAverage age 2866% part-time; 34% full timeOnly 12.5% enroll in Gateway within 12 months of high school graduation43% minority representation in student body>80% require developmental course work in English and/or math upon entry

14GATEWAY CC IPEDS DATAAlternate measures of success for GCC:Students who achieve stated goals.Students who successfully complete. educational programs regardless of timespan.Feedback from graduates and employers.

15New England College of Business and Finance

Case Study16NECB IPEDS DATA17NECB IPEDS DATANECB students are part-time, working adults. IPEDS data requires reporting of First-Time, Full-Time Fall Enrollments.IPEDS data does not reflect the long history of the college and evolution from a training institute in the banking industry to a graduate degree-granting institution.

18NECB IPEDS DATA2009 Degree elevation to Bachelors and Masters programsTitle IV Funding first time in Colleges history

Unique factors not evident in IPEDS:31 Comparison institutions in 16 different states none of which are in New England75% of NECBs population work for partner organizations. Partner goals and objectives do not align with IPEDS.

19Traditional NECB Student70% Female; 30% Male30 years of age and olderEmployed in entry level to mid-level management jobsPartial/Full employer-paid tuitionRaising childrenComplete ASBA in 5+ years; BSBA students tracking at 4-6 years

20NECB IPEDS DATAAlternate measures of success for NECB:Students who achieve their academic goals, whether it is completing a course, a certificate, or a degree programs.Feedback from students and/or employers that learning outcomes align with career and organizational goals.

21University of Maine at Augusta (UMA)Case Study2222INSTITUTIONAL IPEDS DATA2323Other UMA Comparisons: UMA lags behind peers in the 4-year (100%) and 6-year (150%) graduation ratesWe catch up in the 8-year (200%) graduation rateOur part-time student retention is 14% ahead Possible Interpretations?

2424UMA IPEDS DATAUnique factors not evident in IPEDS:UMA in transition to well-established baccalaureate institution41% increase in baccalaureate students since 2007Age is 32, 80% working 73% are women many single parents Many students need some remedial course work

2525UMAs new student profileCovering Maine with courses and programs5063 head countNon-residential 38% of all UMA students take online course(s) While juggling work, kids, home, elderly parents and financial difficulties Most cant consider full-time

2626UMA IPEDS DATAWhat matters to the students?Can I get the course(s) I need?Will my financial aid be available? How much will gasoline cost?What about child care? Can I talk with someone who can help me situation?

2727UMA IPEDS DATAWhat really matters to us at UMA?Persistence but on our students termsDoes a UMA education make a difference?Community contributionsBetter lifeImpact on employerStaying connected after gradation? Does the experience help UMA improve ?

2828INSTITUTIONAL IPEDS DATACan you actually compare institutions of apparently similar type?Location (urban, suburban, rural).Demographics (race, age, income, gender, quality of feeder school systems, level of state financial support, infrastructure & physical resources).Faculty & staff makeup (unionized, non-unionized, state policies and regulations)\Residential versus non-residential

29WHAT IS A NEW-TRADITIONAL STUDENT?Has there ever genuinely been an average college student?Given the impact of the economic climate, college students now encompass the entire demographic spectrum.30MEASURING & CONVEYING SUCCESS OF THE New Traditional StudentMore relevant ways to gauge success:Measures of LearningNarrative Reports on Student Success during and after GraduationReports on Students Service How do we get this information in front of the public?Disclosure Web Pages Feature New Traditional Student in their own categoryAdd concept & data to NEASC annual reports31DiscussionCommentsIdeasWhere to go from here? 3232MEASURING & CONVEYING SUCCESS of the New Traditional Student How does YOUR institution measure, gauge and report student success?3333Wrap-up3434