The document summarizes how a university housing department evolved in their use of assessment data to make their case for a new residence hall and live-on requirement. They initially focused on retention data but realized they needed institution-specific data. Their analysis found students living on campus were more likely to be retained. They then tailored their presentations of this data to different audiences using the appropriate language and framing. This credible use of data gained support for their proposals and expanded their influence at the institution.
Txt 4 Success: Utilizing text messaging to shift students' college-going beha...Jessica Vodden
Across the world, outreach professionals are finding that text messaging can be an effective platform to address social issues by prompting changes to individuals' behavior and serving as an outlet to provide personalized counseling and support. This presentation focuses on the experiences of two organizations - the West Virginia Higher Education Policy Commission (HEPC) and uAspire - in utilizing text messaging to promote college access and support college retention and success. The projects featured are supported by the work of Signal Vine, LLC, a company specializing in personalized, two-way text messaging platforms tailored to the needs of education organizations. HEPC is a state agency which serves as the coordinating body for West Virginia's public four-year colleges and universities. uAspire is a non-profit organization focusing on college affordability. This work is informed by the research of Drs. Ben Castleman and Lindsay Page and funded in part by the Kresge Foundation. Co-authors/presenters: Dr. Sarah Beasley, Alexandra Chewning, and Brian Kathman.
District Implementation and Integration of Naviance into a Counseling Curricu...Naviance
District Implementation and Integration of Naviance into a Counseling Curriculum
Presented by Janette Walters, Tammy Lawrence, and Anjela Schwab
Naviance Summer Institute July 2015
Txt 4 Success: Utilizing text messaging to shift students' college-going beha...Jessica Vodden
Across the world, outreach professionals are finding that text messaging can be an effective platform to address social issues by prompting changes to individuals' behavior and serving as an outlet to provide personalized counseling and support. This presentation focuses on the experiences of two organizations - the West Virginia Higher Education Policy Commission (HEPC) and uAspire - in utilizing text messaging to promote college access and support college retention and success. The projects featured are supported by the work of Signal Vine, LLC, a company specializing in personalized, two-way text messaging platforms tailored to the needs of education organizations. HEPC is a state agency which serves as the coordinating body for West Virginia's public four-year colleges and universities. uAspire is a non-profit organization focusing on college affordability. This work is informed by the research of Drs. Ben Castleman and Lindsay Page and funded in part by the Kresge Foundation. Co-authors/presenters: Dr. Sarah Beasley, Alexandra Chewning, and Brian Kathman.
District Implementation and Integration of Naviance into a Counseling Curricu...Naviance
District Implementation and Integration of Naviance into a Counseling Curriculum
Presented by Janette Walters, Tammy Lawrence, and Anjela Schwab
Naviance Summer Institute July 2015
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
Directors Meeting - Jan. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Marc Shook, Dean of Students
Lisa Jerald, Student Affairs and Academic Support
Mandy Bidinger, Office of the Dean of Students
April Barnes, University Housing
Catherine Sturm, University Housing
Dennis Pruitt, VP for Student Affairs
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
With a major focus on character development and single gender instruction, PROFECTUS will prepare the youth of Northwest Jacksonville to be SHARP- Self-aware, Humble, Appreciative, Respectful and Persistent.
PROFECTUS will offer a well-rounded, K-12 single-gender program for males that will hold itself and its students accountable for meeting self-imposed goals, Common Core State Standards and all standards associated with preparing students for success in college.
CCCOER: Faculty and Librarians Selecting High Quality OER TogetherUna Daly
Join us for this webinar to hear from librarians and faculty who are working together to support the selection and adoption of high-quality open educational resources to enhance teaching and learning. Leveraging the key role and skill set of librarians for curating high-quality and openly licensed resources can give faculty time to focus on the pedagogical enhancements available through OER adoption in their courses.
When: Wed, Sept 27, at 11am PT/ 2pm ET
Featured Speakers:
Tina Ulrich, Library Director, Northwestern Michigan College
Elizabeth Sonnabend, Adjunct Business Instructor, Northwestern Michigan College.
Dr. Sharon Hughes, Professor of Psychology, Lansing Community College
Regina Gong, Librarian and OER Project Manager, Lansing Community College
Partnering with Parents for Student Success in Higher EducationDave Becker
"Parents are partners" is a common phrase we hear at many colleges. But what does that mean? And where do you start?
CampusESP presented on this topic at MSACROA with Cyndy Hill, Director of Penn State's Parent Programs and suggested 5 strategies based on parent engagement data:
1) Personalize your outreach
2) Focus parent involvement on recruiting and admissions
3) Nudge the nudgers
4) Don't use FERPA as an excuse
5) Build a parent engagement strategy
NSI 2012: District-Wide Implementation of Naviance - Successes and ChallengesNaviance
This presentation addresses the daunting task of implementing Naviance in a large school district. The session describes
the process being used among seven high schools and two alternative programs. The focus is on successes and challenges of implementation in a diverse urban district. Audience participation is encouraged and time is allotted for sharing ideas and strategies.
Patti Gatzke, Secondary School Counseling Specialist, Omaha Public Schools (Nebraska)
Effective Work-Based Learning Practices: A Large Comprehensive Academy's Appr...NAFCareerAcads
Learn how to develop innovative work-based learning plans for student learning and success at all grade levels, 9-12. Participants at this session will see how a large and comprehensive high school explores creative work-based learning ideas to integrate college and career readiness practices.
Division Meeting - June 26, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Anna Edwards, Student Life
Kirsten Kennedy, Student Housing and Well-Being
Silvia Patricia Rios Husain, Student Success
2015 freshmen parent night presentationCreek HiLife
This presentation was done by our Counseling Center at Clear Creek High School for parents who may have missed the night's presentation. We are happy to provide you with this information as your news team at creekhilife.com.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Speaking your Language was a project was a tri-institutional partnership between University of Toronto, OCAD University, and Ryerson University. We had a phenomenal working group of international educators, counsellors, and student life colleagues, and were joined by an even more phenomenal group of student volunteers. The intention of the collaboration between the schools was to combine our student populations as well as access to resources as our campuses are quite close.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
Directors Meeting - Jan. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Marc Shook, Dean of Students
Lisa Jerald, Student Affairs and Academic Support
Mandy Bidinger, Office of the Dean of Students
April Barnes, University Housing
Catherine Sturm, University Housing
Dennis Pruitt, VP for Student Affairs
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
With a major focus on character development and single gender instruction, PROFECTUS will prepare the youth of Northwest Jacksonville to be SHARP- Self-aware, Humble, Appreciative, Respectful and Persistent.
PROFECTUS will offer a well-rounded, K-12 single-gender program for males that will hold itself and its students accountable for meeting self-imposed goals, Common Core State Standards and all standards associated with preparing students for success in college.
CCCOER: Faculty and Librarians Selecting High Quality OER TogetherUna Daly
Join us for this webinar to hear from librarians and faculty who are working together to support the selection and adoption of high-quality open educational resources to enhance teaching and learning. Leveraging the key role and skill set of librarians for curating high-quality and openly licensed resources can give faculty time to focus on the pedagogical enhancements available through OER adoption in their courses.
When: Wed, Sept 27, at 11am PT/ 2pm ET
Featured Speakers:
Tina Ulrich, Library Director, Northwestern Michigan College
Elizabeth Sonnabend, Adjunct Business Instructor, Northwestern Michigan College.
Dr. Sharon Hughes, Professor of Psychology, Lansing Community College
Regina Gong, Librarian and OER Project Manager, Lansing Community College
Partnering with Parents for Student Success in Higher EducationDave Becker
"Parents are partners" is a common phrase we hear at many colleges. But what does that mean? And where do you start?
CampusESP presented on this topic at MSACROA with Cyndy Hill, Director of Penn State's Parent Programs and suggested 5 strategies based on parent engagement data:
1) Personalize your outreach
2) Focus parent involvement on recruiting and admissions
3) Nudge the nudgers
4) Don't use FERPA as an excuse
5) Build a parent engagement strategy
NSI 2012: District-Wide Implementation of Naviance - Successes and ChallengesNaviance
This presentation addresses the daunting task of implementing Naviance in a large school district. The session describes
the process being used among seven high schools and two alternative programs. The focus is on successes and challenges of implementation in a diverse urban district. Audience participation is encouraged and time is allotted for sharing ideas and strategies.
Patti Gatzke, Secondary School Counseling Specialist, Omaha Public Schools (Nebraska)
Effective Work-Based Learning Practices: A Large Comprehensive Academy's Appr...NAFCareerAcads
Learn how to develop innovative work-based learning plans for student learning and success at all grade levels, 9-12. Participants at this session will see how a large and comprehensive high school explores creative work-based learning ideas to integrate college and career readiness practices.
Division Meeting - June 26, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Anna Edwards, Student Life
Kirsten Kennedy, Student Housing and Well-Being
Silvia Patricia Rios Husain, Student Success
2015 freshmen parent night presentationCreek HiLife
This presentation was done by our Counseling Center at Clear Creek High School for parents who may have missed the night's presentation. We are happy to provide you with this information as your news team at creekhilife.com.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Speaking your Language was a project was a tri-institutional partnership between University of Toronto, OCAD University, and Ryerson University. We had a phenomenal working group of international educators, counsellors, and student life colleagues, and were joined by an even more phenomenal group of student volunteers. The intention of the collaboration between the schools was to combine our student populations as well as access to resources as our campuses are quite close.
Data sharing and data-driven decision making are a critical component for successful collaborations that drive toward student achievement. At this session, we will discuss best practices for developing a data driven, results-based organization, learning from Higher Achievement’s experiences successfully submitting to a third party evaluation, customizing a management information system for in-house use, and regularly using internal and external data to make strategic and programmatic decisions.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Increased transparency and a greater focus on outcomes are leading to new strategies aimed at improving student retention and, ultimately, graduation rates.
This webinar explores eight ideas your institution can use to guide students toward program completion.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
The College Board hosted a webinar to share information with parents and class of 2021 students about how the college application process has and hasn't changed during the pandemic. The webinar was hosted by Connie Betterton at the College Board and featured Vern Granger from University of Connecticut, Nikki Danos from Forest School, and Seth Allen from Pomona College.
Similar to Speaking the Language: Using assessment data with different audiences (20)
Beyond the Co-Curricular Transcript: What about a personal outcomes record?Stan Dura
Discusses efforts to directly measure student competencies in co-curricular experiences in a manner that aggregates students' performance data over time resulting in a record of the skills they've demonstrate and how well they performed in those skills.
Assessment Reconsidered: Why direct measures are important and how to impleme...Stan Dura
Presentation on the need and benefits of using direct measures in student affairs to capture rich evidence of student learning and competencies in co-curricular experiences.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Agenda
• Introduction and Agenda
• How we got started
• How we evolved
• What we learned
• Q & A
sdura@uoregon.edu 9/5/14
3. How we got started
• Housing needed a new residence hall and was
requesting a live-on requirement
– Age and deferred maintenance of buildings
– New hall needed to offset the loss in capacity due
to renovations
– Opportunity to increase classroom space
– Divisional goal to become a “residential campus”
sdura@uoregon.edu 9/5/14
4. How we got started
• Multiple audiences
– First Audience was the VPSL
– Not too hard of a sell:
• Age and deferred maintenance of buildings
• Opportunity to increase classroom space
• Opportunity to increase capacity while still closing halls
annually for renovation
• Striving for the “residential campus” vision
sdura@uoregon.edu 9/5/14
5. How we got started
• Multiple audiences
– Second Audience was the President and the ELT
– Much more difficult to sell
• Limited bonding capacity
• Several academic building proposals
• No desire or capital to increase tuition and fees
• Most institutional goals tied to AAU benchmarks, not
housing or Student Life aspects
sdura@uoregon.edu 9/5/14
6. How we got started
• Multiple audiences
– Other audiences included:
• Undergraduate Studies
• Other Student Life offices
• Office of Enrollment Management
• Institutional Research
sdura@uoregon.edu 9/5/14
7. How we got started
• Needed a common reference
– Landed on Retention
• Percentages of on/off campus retention
• Literature review
– Housing not always implicated in retention
– It is implicated when it
» Connects students meaningfully
» Engages them academically
» Facilitates belonging
sdura@uoregon.edu 9/5/14
8. How we got started
• Focusing on retention
– Here is where we began to pause
• Our President and ELT are savvy data consumers
• As are OEM and IR
• Much of the literature inferred the benefit of housing
• Housing does not always contribute to retention
• National trends do not always replicate on a campus
sdura@uoregon.edu 9/5/14
9. How we got started
• Focusing on retention
– We decided we needed our own data
• We conducted a retention study on our data
– FYFTFT Cohorts 2006-2012 living on and off campus
• Controlled for major, but didn’t have time to pull more
• Used logistic regression instead of descriptive stats
sdura@uoregon.edu 9/5/14
10. How we got started
• Focusing on retention
– Here is what we found:
• FY living on campus compared to living off
– 1.59 times more likely to be retained to sophomore year
– 1.33 times more likely to be retained to Junior year
– 1.16 times more likely to be retained to Senior year
– 1.16 time more likely to graduate
– What does that mean to y’all?
sdura@uoregon.edu 9/5/14
11. How we evolved
• Interpreting logistic regression is not
straightforward
– We began to recognize the different languages
• Some staff more used to percentages and inferring
meaning from them
• Some offices used to probability and odds ratios
• The Executive Leadership team wouldn’t trust the first
and wouldn’t get the second
sdura@uoregon.edu 9/5/14
12. How we evolved
• We determined who spoke what
– Student Life – student success, descriptive stats
and stories
– Undergraduate Studies – high impact practices
and student success
– OEM – predictive analyses, enrollment, budgets
– Institutional Research – “multi-lingual”
– ELT - budgets and benchmarks
sdura@uoregon.edu 9/5/14
13. How we evolved
• Within Student Life
– Used descriptives and introduced the odds ratio
– Focused on the experiences that housing provides
• FIGs, Honors, special communities, 1:1 RA
programming, etc.
– Also introduced the budget information
sdura@uoregon.edu 9/5/14
14. How we evolved
• OEM and Institutional Research
– Discussed variables, probability, regression
– We were upfront with weaknesses of our data and
assumptions
– Sought their advice and critique
– Bolstered their confidence in our competence
sdura@uoregon.edu 9/5/14
15. How we evolved
• Undergraduate Studies
– Discussed the benefit of LLC’s and FIG’s as high
impact practices
– Their impact on student success
sdura@uoregon.edu 9/5/14
16. How we evolved
• Executive Leadership Team
– Focused on the increased revenue from retention
• Converted predicted retention each year to $
• Used conservative assumptions and estimations to:
– Calculate revenue from resident and non-resident students
– Estimate housing occupancy
– Estimate increases in tuition, fees, and enrollment
sdura@uoregon.edu 9/5/14
17. How we evolved
• Live on Requirement
– The increase in students retained
• Would constitute a 2% increase in our overall retention
• Would result in an additional $62M over 4 years
• Would result in an additional $29M from each cohort
– Increasing occupancy would increase these
sdura@uoregon.edu 9/5/14
18. How we evolved
• Live on Requirement
– We broke it down by year and totals
sdura@uoregon.edu 9/5/14
2016 Cohort 2017 Cohort 2018 Cohort 2019 Cohort 4yr Total
2017 Budget $6,063,660 $6,063,660
2018 Budget $7,550,372 $6,154,615 $13,704,987
2019 Budget $7,070,379 $7,663,627 $6,246,934 $20,980,941
2020 Budget $7,176,435 $7,778,582 $6,340,638 $21,295,655
Total $20,684,411 $20,994,677 $14,025,516 $6,340,638 $62,045,243
6 Year Grad $8,553,284
1 Cohort total $29,237,695
19. How we evolved
• We then replicated to look at LLC’s
– Here’s what we found:
• Students who lived on campus but did not live in an LLC
had about the same retention rate to their 2nd
year as
the overall university (85%).
• LLC members were retained at 90%
sdura@uoregon.edu 9/5/14
20. How we evolved
• We then replicated to look at LLC’s
– Here’s what we found:
• The benefit of living in LLCs appeared more consistent
across years
sdura@uoregon.edu 9/5/14
Retention to
2nd Year
Retention to
3rd year
Retention to
4th year
6 Year
Graduation
Off Campus 80% 77% 75% 66%
On Campus/
NoLLC
85% 80% 77% 70%
On Campus/ LLC 90% 85% 84% 80%
21. How we evolved
• We then replicated to look at LLC’s
– Given 100% LLC participation, the impact would be:
sdura@uoregon.edu 9/5/14
2016 Cohort 2017 Cohort 2018 Cohort
2017 Budget $8,106,099
2018 Budget $8,227,690 $10,123,286
2019 Budget $8,351,106 $10,275,135 $10,324,945
Total $24,684,895 $20,398,420 $10,324,945 $55,408,260
22. How we evolved
• Connected to UO goals and AAU benchmarks*
– Boosted retention*
– Fund more tenured faculty*
– Increased classroom space
– Funds to build or renovate for classroom space
– Ability to fund more research*
– Increase student aid and expenditures per student*
– Fund additional retention programs & efforts
sdura@uoregon.edu 9/5/14
23. How we evolved
• What happened?
– ELT approved everything our VP asked for
– ELT members praised our VP for the approach and
level of rigor
– Developed trust in our VP and our use of data
sdura@uoregon.edu 9/5/14
24. How we evolved
• What happened?
– VP is now asked for data related to institutional
efforts
– That credibility bolstered our VP’s influence in
other politically sensitive issues
– Academic partnership to expand LLCs
sdura@uoregon.edu 9/5/14
25. What we learned
• Deeper, thoughtful approaches take longer
but yield much better results
• Tailoring the representation of data to
audiences takes time, but is very helpful
• Credibility in this area can transfer over to
other politically sensitive issues
sdura@uoregon.edu 9/5/14
26. What we learned
• We should have taken the time to control for
more variables
• Tuition remission values
• Cost savings between retaining and recruiting a student
• Housing’s various communities and FIGs, etc.
• We need to connect to institutional data
– NSSE, SERU, Housing EBI, Involvement
sdura@uoregon.edu 9/5/14
28. Annotated References
• Asher, S. R. and Weeks, M. S. (2014). Loneliness and belongingness in the college years. In The Handbook of solitude:
Psychological perspectives on social isolation, social withdrawal, and being alone. 1st Ed. Coplan, R.J. and Bowker, J. C.
Editors. John Wiley & Sons.
• Examine the factors of loneliness and belongingness within the student experience and their relationship to social
relationships, academic engagement, etc.
•
• Astin, A. W. (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco: Jossey-Bass.
• Student academic and co-curricular involvement is a critical predictor of persistence and success.
•
• Chickering, A. W. (1974). Commuting versus resident students: Overcoming the educational inequities of living off campus.
San Francisco: Jossey-Bass.
• Commuter students face numerous additional barriers to success than residential students
•
• Dura, S. (2010). Residential Education Reconsidered. Presented at the Association of College and University Housing
Officers International’s Living and Learning Programs conference, Charlotte, NC. October 23, 2010.
•
• Englin, P. & Kuester, D. (2006). Residence hall living leads to higher graduation rates, study shows. Retrieved on January 28,
2013 from http://www.public.iastate.edu/~nscentral/news/2006/jan/residencehall.shtml
• Looked at housing’s impact on retention at Iowa State University over several years. Found that High School Rank was the
only consistent predictor, but found in most years, LLC’s and other specially focused residential environments were
significant predictors of retention.
•
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29. Annotated References
• Hanover Research (2011). Improving student retention and graduation rates. Retrieved on January 28, 2014, from
http://www.mybrcc.edu/intranet/attachments/article/110/Improving%20Student%20Retention%20and%20Graduation%20
Rates.pdf
• Surveyed 13 public and private universities specifically working to improve retention about their efforts and reviews aspects
of those initiatives. It identifies the initiatives that were most and least prevalent as well as their perceived value and
contribution to retention. Living and Learning Communities was one of the most impactful initiatives reviewed.
•
•
• Higher Education Research Institute, (2011). Completing college: Assessing graduation rates at four-year institutions. HERI
Research Brief, HERI. Retrieved on January 28, 2013 from http://heri.ucla.edu/DARCU/CCResearchBrief.pdf.
• Drawing from the largest database on entering student characteristics (CIRP) and the National Student Clearinghouse data,
examines the most effective predictors of student retention. Living off-campus was shown to reduce the likelihood of
retention by up to 30%. Involvement in the life of the university was shown to increase retention by 6%.
•
• Iowa State University (n.d.) Student retention comparison by where students live their first year. Retrieved from:
http://www.housing.iastate.edu/data/research/retention
• Looked at housing’s impact on retention at Iowa State University over several years. Found that High School Rank was the
only consistent predictor, but found in most years, LLC’s and other specially focused residential environments were
significant predictors of retention.
•
• Pascarella, E. T. (1985). The influence of on-campus living versus commuting to college on intellectual and interpersonal self-
concept. Journal of College Student Personnel, 26(4), 292-299.
• Proposed a causal model to examine the impact of resident living on student developmentand found that the influence of
on-campus living was indirect and mediated through interactions with faculty and peers.
•
sdura@uoregon.edu 9/5/14
30. Annotated References
• Skahill, M.P. (2002). The role of social support network in college persistence among freshmen students. Journal of College
Student Retention, 4(1), 39-52.
• Found that retention differences between resident students and commuter students was explained by the students’ sense of
social connectedness more so than by resident status . Commuters with high social connectedness were retained at the
same rate as resident students reporting high social connectedness.
•
• Swail, Watson (2004). The Art of Student Retention. Education Policy Institute. Retrieved on January 28, 2014 from
http://studentretention.org/pdf/ART_OF_STUDENT_RETENTION.pdf
• Summarizes the history and current literature around retention and identifies key institutional, social and cognitive factors
that consistently influence retention. Identifies learning communities and faculty-student interaction as highly important
across academic and student services.
•
• Tinto, Vincent (2002). Taking Student Retention Seriously: Rethinking the First Year of College. Presentation, AACRAO 2002.
Retrieved on January 28, 2014 from http://advisortrainingmanual.pbworks.com/f/Tinto_TakingRetentionSeriously.pdf
• Tinto speaks about what research shows student need to persist. He summarizes it into five things. Students are more likely
to persist and graduate in settings that:
• expect them to succeed,
• provide clear and consistent information and academic/career advising
• provide academic, social, and personal support,
• engage students in frequent and quality interactions with faculty, staff and other students.
• engage students in learning both inside and outside the classroom
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31. Annotated References
• Tinto, Vincent (2005). Student Retention: What Next? Presentation, 2005 National Conference on Student
Recruitment, Marketing, and Retention.
• Tinto, one of the pioneers of retention research, discusses how the retention conversation has evolved over thirty
years, and makes three key observations:
– Identifying effective action is not as difficult as implementing it fully and making sure it endures. Too frequently programs do
not go as far as they should, and often effective programs fade away when institution priorities shift. One solution is constant
assessment on the effectiveness and reach of programs.
– Established programs are not integrated in the fabric of institutional life. Faculty and staff do not involve themselves in activities
that would help retention. Faculty believe retention is based on student abilities/motivation. One solution is to speak not of
retaining students but of effectively educating and including students.
– The gap between low-income and high-income students is growing, even after accounting for academic preparation.
•
• UO Retention Subcommittee (n.d.). 2006-7 Report to the Enrollment Management Council. University of Oregon.
• Participation in FIGs at UO significantly and positively impacts retention, even after controlling for H.S. GPA.
• Resident status was positively correlated with Sophomore to Junior retention.
•
• Yu, Lin, Chen, Kaufman (2011). Determinants and Probability Predictions of College Student Retention: New
Evidence from the Probit Model. Retrieved on January 28, 2014 from
http://course1.winona.edu/wyu/research/p18.pdf
• Examines different models for studying retention and identifies pertinent variables. Notes that on campus jobs
and on campus housing positively impact retention.
sdura@uoregon.edu 9/5/14