Promoting Student Success with Community-based Service-learning

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An Examination of the 2009 UW-Parkside Student Cohort …

An Examination of the 2009 UW-Parkside Student Cohort

Helen Rosenberg
University of Wisconsin-Parkside

Presented to the WiCC Network Gathering-Northwest
Waukesha County Technical College
September 23, 2013

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  • Three universities: USI: DePaul: UW-Parkside
  • What remains stable over time: age, first generation status, raceSlight increases in gender and freshman status because proportions are different as people graduateIncreases in part-time status – full time students tend to graduate earlier so greater percentages of part time students are leftGPA increases over time.Enrollment: 65% of freshmen enrolled in 2009 are enrolled in 2010 51% are enrolled in 2011 and 41% are enrolled in 2012 Our statistics show that after six years, only about 37% of our entering students have graduated.
  • There is a positive relationship between students enrolled in CBL courses and full-time enrollment. For students taking two or more CBL courses, there is a positive relationship to GPA for the first two years of the study. Women, whites and transfer students tend to have higher GPAs. Older students are more likely to be transfer students, enrolled part-time and have lower GPAs than younger students. The strongest positive relationship is between full time enrollment and GPA.
  • Not enough classes at 200 level

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  • 1. Promoting Student Success with Community-based Service-learning: An Examination of the 2009 UW-Parkside Student Cohort
  • 2. Research  Working with faculty across three universities to follow cohort of freshmen enrolled in fall, 2009  All three universities have strong commitment to civic engagement and service learning  Followed this cohort of students over time, from fall 2009 enrollment to fall, 2012  Who has re-enrolled and graduated (success)  Today I’ll be presenting on outcomes for UW-Parkside  Data obtained from the Office of Institutional Effectiveness (OIE)  The dependent measure is persistence over time  Persistence refers to long-term outcomes, while retention is most often used to talk about re-enrollment from freshman to sophomore year  Original focus was on non-traditional students
  • 3. Identifying Non-traditional Students 24+ or 25 + years old Employed Full-time Married/Caregiving Part time enrollment First Generation Students of Color (sometimes referred to as “under represented students”) The term "nontraditional student" is not a precise one (NCES, 2002)
  • 4. Rosenberg, Reed, Statham and Rosing (2011) compared students’ perceptions of their CBSL experiences at three universities and found… …adult and working students less likely to strongly agree that service learning enhanced classroom experience or skills …those with fewer previous opportunities to develop skills through work experiences appreciated CBSL …significant differences between our universities…public/private, more urban/less urban Service-learning with non-traditional students
  • 5. Independent Variables Measures of Non-traditionality Age (24+) Enrolled Part Time First Generation College Student Race (students of color) Service Learning Took service learning class or not Demographics Gender Freshman/Transfer Students GPA Interaction terms
  • 6. Distribution of Students entering UW- Parkside, Fall 2009 N=1155 Measures of Non-traditionality Age (24+) Enrolled Part Time First Generation College Student Race (students of color) Service Learning Took service learning class or not Demographics Gender Freshman/Transfer Students GPA Interaction terms Measure Fall, 201 0 Fall, 20 11 Fall, 2012 24+ 11.7% 12.0% 11.6% Part-time 40.3% 56.9% 65.7% First Gen 60.1% 60.4% 60.5% Students of Color 29.4% 27.4% 29.4% Took SL 13.3% 24.2% 34.0% Female 56.8% 56.5% 60.1% Freshmen 28.3% 30.5% 31.9% GPA 2.59 2.73 2.85 Re- Enrolled/ Graduated 65% 51% 41%
  • 7. Correlations Among Independent Measures Table 2 Correlation Matrix for Predictor Variables for Cohort of Students, Fall, 2009 University of Wisconsin-Parkside Students Male White 1st Gen Freshma n Entry 24+ CBL 09-10 CBL 2 yrs CBL 3 yrs FT Y1 FT Y2 FT Y3 GPA 09-10 GPA 10-11 GPA 11-12 Male .03 -.06 .02 -.03 -.01 -.00 .02 -.03 -.05 -.02 -.09* -.14* -.18* White -.11* -.03 -.03 -.07 -.03 .01 .16* .06 .02 .09* .15* .15* 1st Genera tion .03 .08* .02 .03 .03 -.02 -.04 -.02 -.07 -.06 -.05 Freshm an Entry -.40* .00 -.05 .01 .11* .00 .11* -.14* -.15* -.06 24 + -.02 -.01 -.06 -.21* -.08* -.10* -.10* -.10* -.10* CBL 09-10 .69* .55* .08* .11* .02 .06 .02 -.02 CBL 2 yrs .79* .15* .26* .14* .16* .11* .04 CBL 3 yrs .21* .38* .37* .23* .19* .09 FT Studen ts 09-10 .31* .20* .23* .30* .31* FT Studen ts 10-11 .52* .43* .44* .35* FT Studen ts 11-12 .34* .39* .37* GPA 09-10 .87* .76* GPA 10-11 .95* GPA
  • 8. Significance of Service-Learning Students who take service-learning courses are more likely to persist.  Service Learning has a consistently strong impact on reenrollment and graduation  When full-time enrollment and GPA are added into the model, the effects of service learning decline because of its strong relationship to these variables  Overall, students who take service learning classes are twice as likely to re-enroll and graduate as those who do not
  • 9. Race Race is an inconsistent predictor of persistence with white students more likely to reenroll.  Students of color are about 75% as likely to re-enroll and graduate as are white students  Race seems to make the most difference the first year of school, but then its effects on persistence decline
  • 10. Age The effect of age is slight and insignificant over time
  • 11. First Generation Status The effect of being a first generation college student is slight and becomes insignificant over time  Whatever effects first generation status have at entry become insignificant over time Possible explanations: Other variables of non-traditionality are more important in predicting persistence Focus on supporting these students is succeeding
  • 12. Transfer Students Entry status is an inconsistent predictor of re-enrollment with transfer students more likely to persist.  This effect is significant only in 2012 with transfer students more likely to persist  It becomes statistically insignificant when full time status and GPA are entered in the analysis
  • 13. Part-time students Student enrollment is a powerful predictor of persistence; full time students more likely to reenroll.  The effects of full-time enrollment are very strong, but decline when GPA is added to the model  GPA and full-time enrollment are strongly correlated  Full-time enrollment is important throughout all the years of the analysis
  • 14. Variance Explained The total amount of variance explained by this model over time is 37%. This means that other variables account for 63% of variance explained.  The amount of variance explained by variables reflecting non-traditionality and demographics is relatively small.  Variance explained increases markedly when full-time status is entered. However, because of its high correlation with GPA, the same would likely result if GPA were entered first.
  • 15. Service-Learning has a positive effect on all students (traditional and non-traditional) Part-time enrollment seems to pose the greatest challenges for non-traditional students in relation to re-enrollment Service learning was significant for freshmen and juniors, but not for second year Implications for UW-Parkside
  • 16. How do we compare? We are most like the University of Southern Indiana  Service learning has a strong impact on persistence  While race isn’t important to predicting persistence at UW- Parkside, it is at USI and DePaul, with whites most likely to persist  Age varies across all the universities, but younger students are more likely to persist than older students at USI and DePaul, while it has no impact at UW-Parkside  First generation status is NOT a significant predictor of persistence at USI and UW-Parkside. DePaul had no data.  Transfer students are more likely to persist than incoming freshmen at DePaul and UW-Parkside  Full time status is important to predicting persistence at all Universities.