MISSION STATEMENT VISION STATEMENT PROGRAM ELEMENTS · 2019-12-19 · o Peer Success Coaching: The PSC program introduced reflection groups starting in Fall 2018. The groups are facilitated

Last updated: December 19, 2019

MISSION STATEMENT Through partnership with the Purdue community, the Academic Success Center (ASC) provides

undergraduate students with both credit and noncredit opportunities to develop students’ transferable

academic skills, enhance learning, increase retention, and improve overall student success at multiple

stages of their academic journey.

VISION STATEMENT The ASC aspires to provide all undergraduate students with services and opportunities to define and

develop strategies to reach their full potential. Driven by a focus on students, the ASC partners with the

campus community to facilitate a culture of academic confidence, tenacity, and, ultimately, success.

PROGRAM ELEMENTS The Academic Success Center provides free services that support students’ learning with a focus on the process strategies and skills that support the content expertise provided in the classroom.

Academic Consultations are individual meetings that provide students with tailored support on study strategies, time management, test-taking strategies, and other academic success topics. These 1-on-1 meetings are with a staff member and require an appointment. Participating students may voluntarily seek support or may be required by an academic program or campus office to meet with an academic consultant.

Peer Success Coaching program (PSC) offers students additional support, campus resources and connections, and accountability as they work toward academic, social, and/or personal goals. Trained peer leaders work 1-on-1 with students to develop strategies, skills, and solutions as they aim for their definition of success.

Supplemental Instruction program (SI) provides students with interactive, peer-led study sessions for traditionally challenging courses. The trained SI leader facilitates group activities that engage students in critically thinking about the course material, applying the concepts, and learning transferable study skills. For fall 2018, SI is linked with 29 courses and has more than 45 leaders hosting a total of 105+ sessions each week.

Study Skills Course- GS 29001 is a one-credit hour, first 8 weeks course that focuses on discussing and applying effective academic strategies including goal setting, time management, and study skills.

Workshops provide an interactive environment for small to large groups of students to identify and practice strategies for effective studying and learning, including time management, overcoming procrastination, and effective studying. In addition to our open series of workshops, student organizations or classes can request a workshop for their group.

Test Drive is a large-scale workshop that offers students in select high-enrollment, first-year chemistry, math, and biology courses the opportunity to take a mock exam in the Elliott Hall of Music environment. The program was started in 2017 to help address a common concern brought up by first-year students – they felt unprepared for their first round of exams due to how intimidating Elliott Hall of Music is as an exam setting.

Online Resources are available for students and the campus community through the ASC website, and include success strategy handouts, a GPA calculator, and a searchable database of course-specific help rooms and tutoring programs offered across campus.


LEARNING OUTCOMES As a result of participating in programs and services offered by the Academic Success Center, students will:

Engage with peers to problem-solve and increase learning

Identify and utilize relevant ASC services and campus resources to achieve their goals

Identify, explain, and implement strategies for effective studying and learning

Evaluate and adapt study plans and strategies to address changes and challenges in meeting learning goals and needs

Assess strengths and areas in need of improvement in academic skills and course content

Gain transferable strategies for future semesters with increasingly rigorous material and career after graduation

Demonstrate stronger learning comprehension as measurable by course grade(s)

Develop critical thinking skills beyond memorization

Achieve better course outcome (grade) than comparable peers who did not participate

Maintain or return to good academic standing status (term and cumulative GPA at or above 2.0)

Increase self-efficacy and confidence in academic setting and performance As a result of student leader employment with the Academic Success Center, student leaders will:

Develop and apply transferable leadership skills including adaptability, facilitation skills, cultural awareness and inclusive communication, self-regulation, and confidence.

Enhance their communication and interpersonal skills through interactions with peers, staff, and campus partners.

Articulate the transferability and value of their leadership experiences with the ASC to future career goals and potential employers.

NOTABLE CHANGES Staffing: The ASC retained a graduate assistant position specific to the SI program and expanded

on the responsibilities of this role. The GA for SI now assists with supervising a small team of

leaders in addition to contributing to observations, training, and leader development.

Digital Presence and Technology: In summer 2019, the ASC began working with Teaching and

Learning Technologies (TLT) to explore options for online SI session facilitation. ASC staff and a

group of SI Leaders have tested and approved moving forward with utilizing WebEx Training

Center. TLT and the ASC are on track for a pilot of online SI sessions during Summer 2020, and

we have worked with Summer Sessions to identify SI-linked courses with high enrollment and

online enrollment to target. Next steps include training SI Leaders on online facilitation of best

practices, developing training for SI participants to prepare them for a positive experience in the

online environment, and finalizing administrative processes for the new structure.

Another step the ASC has taken in creating a digital presence is the launching of an Instagram

account (@purdueasc) as a new way to connect with students, student leaders, campus

partners, and families.


Student Outreach: In Fall 2019, the ASC started to utilize the BoilerConnect system in new ways

to provide better outreach to students. The first change is to contact students who receive an

alert from an advisor or campus partner. Previously, students received 2 outreach emails from

an academic consultant. To automate the process and make it easier for students to schedule

appointments, the ASC now adds students who receive alerts to an appointment campaign. This

provides students with an email that has a direct link for scheduling plus a notification reminder

bar at the top of their homepage when they log into BoilerConnect. So far, there has been an

increase in the number of students who both schedule and attend an academic consultation

following an alert outreach.

The ASC has also begun two new outreach campaigns for first-year students based on

information provided in their Student Information Form (SIF) during their summer orientation

process. With the help of institutional assessment and the Boiler Success Team, we identified

students who indicated a high likelihood of needing support in a subject to be successful who

are currently enrolled in a course in that subject. The students randomly selected into the

treatment group received an email with information on the ASC’s resources and supports

available, and they will continue to receive several other targeted updates based on available in-

term data (ex: math exam scores below 70).

We also identified students who indicated lower but still present likelihood of needing support

who are enrolled in a course that is linked with SI. These students were randomly assigned to

one of four groups. The control group received a standard message about the SI program. The

personal group received a message focused around SI leaders as a resource that aims to make a

personal connection. The normalization group received a message with wording to normalize

help-seeking behavior and SI attendance as part of a successful student’s journey. The data

group received a message that provided statistical information about SI participation outcomes.

We plan to analyze if there are differences among the four groups in first-time and consistent SI

attendance with the goal of gaining a better understanding of how to tailor our message to

students.

Student Leader Development: During the 2018-2019 academic year, there were several

changes made to ASC student leader positions and structures. A common change across all

student leader positions was the implementation of the university online HR system,

SuccessFactors, for both timecard submission and the hiring/onboarding process.

o Supplemental Instruction: In Fall 2018, the program began to utilize Blackboard as a

shared resource library and submission tool instead of SharePoint. The SI program also

shifted the leaders’ session plan deadline to be before each session rather than at the

end of the week. SI Leaders’ feedback showed this change was helpful in providing

accountability and creating better session plans and sessions. The Senior Leader position

was given different responsibilities, including leading a legacy project and developing

content for the monthly team meetings. For Spring 2019, we tried utilizing

interdisciplinary teams for our SI Leader groupings rather than content-specific teams.


While this helped build community across subjects, SI leaders reported missing the

support and advice from content-specific teams.

o Peer Success Coaching: The PSC program introduced reflection groups starting in Fall

2018. The groups are facilitated by a PSC Leader and allow PSCs to form stronger

connections with each other and provides opportunities for peer advice and support. In

Spring 2019, the program shifted away from level-based terminology (level 1, level 2,

and level 3 PSCs) and began to use new, returning, and PSC Leader as preferred

descriptors. In Fall 2019, the PSC pre-semester training shifted from a one-day event the

Saturday after classes began to a two-day event the weekend before the start of classes.

This timing overlapped with SI leader training and allowed for larger group activities and

meals.

o Competencies and Summit: The ASC professional staff began the process of defining the

ASC’s core values, professional staff competencies, and student leader competencies in

Spring 2019. The competencies will be slowly integrated into all student leader hiring,

training, development, and evaluation beginning with spring 2020 hiring. Future

program overviews will include shifts in learning outcomes as a result of these

competencies.

To continue toward creating more cohesion and community among ASC student

leaders, the ASC has been planning the Inaugural ASC Student Leader Summit for

January 2020. Taking place Friday and Saturday before the start of classes (traditional

date for SI Leader training), the Summit will be a conference-style training that all

student leaders will attend. Beyond a specific track for new SI leaders, sessions will be

offered around the student leader competencies, which will be revealed as part of the

Summit. This style engages returning leaders in new ways, including having ownership in

which sessions they attend and opportunities to present sessions to their peers.

Campus Partnerships: Beginning in Spring 2019, the ASC began working with the Center for

Instructional Excellence (CIE) to find opportunities to incorporate student perspectives into

faculty development initiatives. Collaborations have included embedding ASC student leaders

into the Spring 2019 IMPACT course redesign sessions and consulting on a new student

consultant role within CIE. The ASC and CIE continue to look for ways to approach the shared

goals around fostering student learning and creating meaningful student experiences.

Following the Student Success Programs strategic planning process, the ASC created the

Academic Assistance Consortium to reengage professionals who lead the various academic

support programs across campus in an on-going conversation and network. The Academic

Assistance Consortium is co-chaired by Lisa Mauer, interim Associate Vice Provost for Faculty

Affairs, and Katie Dufault, director of the ASC. It includes approximately 35 professionals with

more than 15 academic resources represented in the first meeting.

OUR DATA See attached data summary.


2018-2019 Academic Success Center Data Overview The five main programs that the Academic Success Center offers are Supplemental Instruction,

Academic Consultations, Peer Success Coaching, Test Drive, and GS 29001, a study strategies course. A

total of 5,137 students utilized the Academic Success Center’s services in the 2018-2019 academic year.

That is 157 more students than last year. More students participated in the fall than in the spring. The

tables below show the distribution of how many programs ASC students participated in. 526 more

students participated in more than one program compared to the 2017-2018 school year. This is partly

because of the addition of Test Drive.

4385

687

60 50

1000

2000

3000

4000

5000

1 Program 2 Programs 3 Programs 4 Programs

2018-2019 Participants

3478

541

45 50

500

1000

1500

2000

2500

3000

3500

4000

1 Program 2 Programs 3 Programs 4 Programs

Fall 2018 Participants

2179

75 50

500

1000

1500

2000

2500

1 Program 2 Programs 3 Programs

Spring 2019 Participants


Supplemental Instruction Fall 2018 SI Attendance

No Sessions 1-2 Sessions 3-4 Sessions 5-7 Sessions 8+ Sessions

A 30% 31% 34% 30% *39%

B or better 60% *64% *69% *69% *75%

C or better 82% *87% *90% *90% *94%

DFW 18% *13% *10% *10% *6%

Total Students 19,469 2,650 592 359 463

Significance: *=p<0.01

Of those who attended SI eight of more times, 94% earned a C or better, 75% earned a B or better, and

39% earned an A. The DFW rate was 12% higher for those who never attended when compared to those

who attended eight or more times. Of students enrolled in SI eligible courses, approximately 17%

participated which is 2% less students than those who participated in Fall 2017.

Spring 2019 SI Attendance No Sessions 1-2 Sessions 3-4 Sessions 5-7 Sessions 8+ Sessions

A 31% 29% 27% 34% 36%

B or better 60% *63% 62% *70% *71%

C or better 83% *87% *89% *92% *92%

DFW 17% *13% *11% *8% *8%

Total Students 15,980 1,576 331 202 323

Significance: *=p<0.01

Of those who attended SI eight of more times, 92% earned a C or better, 71% earned a B or better, and

36% earned an A. The DFW rate was 9% higher for those who never attended when compared to those

who attended eight or more times. Of students enrolled in SI eligible courses, approximately 13%

participated which is 1% less students than those who participated in Spring 2018.

518

30 20

200

400

600

2 Courses 3 Courses 4 Courses

Number of Students who Attended SI for More Than One Course


Impact of Attending SI Accounting for Self-Selection Bias

Background

In order to understand how SI influences students’ academic performances in critical courses, a

study was conducted to investigate the differences in course grades between SI attendees and

non-attendees. This study utilizes propensity-matching method, which matches students based

on a series of characteristics between SI and non-SI groups so we can compare their

achievement differences. The matching characteristics used in this study are:

Course: course title

SI Indicator: whether the student attended SI

International: domestic or international residency status

Gender: male or female

URM: Under-represented minority or not

First Generation Status: whether a first generation student in college

Ethnicity: a student’s reporting ethnicity (e.g. White, Asian, etc.)

Prior GPA: a student’s cum GPA in the semester before their SI attendance

High School GPA: only used if and when students have no prior GPA in the system

The outcome variable is the course grade in the SI-participating course, converted to the

4.0 scale.

Process

First, SI attendees are matched with their counterparts in the non-attendee group based on the

series of characteristics listed above. Taking BIOL for example, we can see that all SI attendees

were successfully matched with non-attendees. The matching results are shown in the graph

below.

316

732

0

100

200

300

400

2 Courses 3 Courses 4 Courses

Number of Students who Attended SI for More Than One Course


T

Next, the numeric course grades are compared between SI attendees and non-attendees within

the course. For example, in BIOL courses, the analysis shows that at p<0.001, SI attendees

generally tend to have higher course grades than their matched counterparts who did not

attend SI – 2.81 vs 2.61.

Findings

Using data from Spring 2017 and Fall 2017 semesters, the analysis revealed that for some

disciplines, there is a difference in the academic achievement between SI attendees and non-

attendees, such as in MATH and BIOL, and the results are statistically significant. However, this

does not seem to be the case with STAT, CS, ECE, or MGMT. Upon further investigation into

specific courses within these disciplines, it is found that within CS, SI attendees do differ

academically from non-attendees in CS180 and CS240, but not in CS158/159.

Table 1. Summary of findings in this study

Discipline non SI Attendee Grade SI Attendee Grade Sig

MATH 2.53 2.73 ***

BIOL 2.61 2.81 ***

CHEM 2.7 2.78 **

STAT No difference

CS No difference

CS158/900 No difference

CS18000 2.16 2.51 *

CS24000 2.53 2.76 *

ECON 2.69 2.73 *

ECE No difference

AGEC 2.53 2.7 *

MGMT No difference

PHYS 2.40 2.46 *


Retention Data For the 2013 cohort, the six-year graduate rate is 5% higher for students who attended one or more SI

sessions their first year than for students who did not attend SI their first year.

For the 2018 cohort, the one-year retention rate is 6% higher for students who attended one or more SI

sessions this year than for students who did not attend SI

Table 1: FTFT Retention and Graduation Rates by SI/Non-SI (for students who attended SI in first year)

Academic Year

Cohort One Year Retention

Rate

Two Year Retention

Rate

Three Year Retention

Rate

Four Year Graduation

Rate

Five year Graduation

Rate

Six Year Graduation

Rate

2011 SI 989 95.15% 90.80% 87.56% 56.32% 82.20% 87.06%

Non-SI 5671 89.77% 83.21% 79.79% 50.64% 72.79% 77.29%

2012 SI 1478 94.38% 90.80% 88.36% 59.54% 81.80% 86.60%

Non-SI 4851 89.98% 84.66% 81.26% 54.73% 75.74% 79.53%

2013 SI 1799 95.11% 91.50% 87.27% 57.75% 80.04% 85.77%

Non-SI 4520 91.64% 86.17% 81.99% 58.83% 77.39% 80.77%

2014 SI 1312 95.05% 92.61% 88.64% 63.41% 81.71% #DIV/0!

Non-SI 5096 92.17% 86.85% 82.81% 59.44% 78.63% #DIV/0!

2015 SI 2451 94.37% 90.58% 87.43% 62.50%

Non-SI 4404 90.30% 85.42% 80.52% 59.47%

2016 SI 2432 94.24% 91.69% 87.83%

Non-SI 4797 90.33% 85.28% 80.55%

2017 SI 2782 95.26% 92.34%

Non-SI 4766 90.01% 85.14%

2018 SI 2973 95.19%

Non-SI 5355 89.56%


History of Courses, Leaders, Visits, and Unique Students

11 13 11 1215 14

1923

26 25 27 25 27 2630 28

22 21 22 22 23 24

3034

42 44 42 40 42 4246

40

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

Fall2016

Spring2017

Fall2017

Spring2018

Fall2018

Spring2019

Total Courses and Student Leaders

Courses Student Leaders

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

SI Session Visits

Visits Unique Students


Tutoring Resource Management Blackboard Ad Views To assist students in locating campus resources related to their specific courses, the Tutoring Database,

managed by the ASC, feeds an image displaying relevant academic support resources into each course’s

Blackboard module.

Term Student Views

Professor Views Other Views* Total Views

Unique Viewers

Fall 2018 24,021 1,046 226 25,293 12,993

Spring 2019 16,807 797 150 17,754 9,720

Total 2018-2019 40,828 1,843 376 43,047 22,713 *User roles are provided as listed in the course module in Blackboard. Others combines grader (G), teaching assistant (T), and

course builder (B) roles.

Fall 2018 Resource Searches through Purdue.edu/Tutoring Most Frequently Searched Subjects

MA 16093

CHM 8568

ENGR 7266

CS 7218

ECE 5079

PHYS 4486

BIOL 4331

ENGL 3898

ME 3827

MGMT 3234

Most Frequently Searched Courses

CHM11500 4377

ENGR13100 3869

MA26100 3006

COM11400 2260

MA16100 2112

MA16010 2038

ENGL10600 2019

MA16500 1804

ECON25100 1765

PHYS17200 1718


Consultations During the 2018-2019 academic year, the ASC held a total of 779 consultations for 587 unique students.

This is an increase of 79 consultations and 50 students from the 2017-2018 school year.

Fall 2018 Spring 2019 2018-19 Total

# of Visits 441 338 779

Unique Students Served 352 269 587

Demographic Information of Students Served through Consultations (with All Purdue Reference Lines)

36.9%

22.7% 19.0% 21.0%

0.3%

23.4%34.9%

26.8%

14.1%

0.7%0.0%

10.0%20.0%30.0%40.0%

Classification

Fall 2018 Spring 2019


Academic Standing of Students Served through Consultations One of the learning outcomes the ASC has for academic consultations is participating students will

“maintain or return to good academic standing status (term and cumulative GPA at or above 2.0).”

When looking at the outcome of a semester’s academic standing, it is helpful to consider the academic

standing the participating students were in during the semester they received support. For students in

good standing, the goal is to maintain their academic good standing. For students on academic

probation, the ideal goal is to earn a cumulative and term GPA of 2.0+ so they can return to good

standing. However depending on the student’s cumulative GPA, it may not be mathematically possible

to return to good standing in just one semester; in these situations, remaining on probation is a neutral

to positive outcome. For all students, being academically dismissed or “dropped” is not the desired

outcome.

6.8%4.6%

1.7%

45.7%

8.2% 9.4%5.7%

2.0%

12.8%

2.6% 0.6%4.1%

1.9%0.4%

55.0%

8.2% 8.6%

3.4% 1.9%

10.0%6.0%

0.7%0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

AG CLA ED ENGR EXPL HHS MGMT PHRM SCI TECH VET

College



The charts below show the academic standing outcomes of participating students versus all Purdue

students based on their standing groups during the semester. In Fall 2018, 87.1% of participating

students who were in good standing when seeking support remained in good standing at the end of the

term. That same semester, more than half (60.7%) of the participating students who were on academic

probation during the semester of support returned to academic good standing. Spring 2019 had similar

results with 87.6% of participating students on academic good standing remaining in that standing and

57.0% of participating students on probation moving into good standing.

87.1%

60.7%

12.9%

33.3%

0.0%5.9%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Good Standing During Term Probation During Term

Fall 2018 End of Semester Standing by Beginning of Semester Standing (ASC)

Good Standing (End) Probation (End) Dropped (End)

94.6%

53.5%

5.4%

32.1%

0.0%14.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


Fall 2018 End of Semester Standing by Beginning of Semester Standing (All

Purdue)



Average GPAs of Participating Students 2017-2018


Average Cumulative GPA 2.81 2.59

Average Term GPA 2.60 2.26

Average Credit Hours Completed 13.04 12.20

87.6%

57.0%

12.4%

31.4%

0.0%11.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


Spring 2019 End of Semester Standing by Beginning of Semester Standing (ASC)


93.6%

60.7%

6.4%

30.0%

0.0%9.2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


Spring 2019 End of Semester Standing by Beginning of Semester Standing (All

Purdue)



GS 29001 During the 2018-2019 academic year, the ASC taught 5 sections (3 in the fall, 2 in the spring) of GS

29001: Academic Success Skills to a total of 103 students (72 in the fall, 31 in the spring). That is 9 more

students than last year.

Demographics of Students Enrolled in GS 29001 (with All Purdue Reference Lines)

80.6%

16.7%1.4% 1.4% 0.0%

45.2%

22.6% 12.9% 16.1%3.2%

0.0%20.0%40.0%60.0%80.0%

100.0%

Classification



79.2%

12.5%

2.8% 5.6%

74.2%

6.5% 6.5%12.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

A B C DFW

Grade Distribution



Retention and Graduation Rates of GS29001 Fall 2018 Spring 2019

Class Size 72 31

Class Retention 69 (96%) 22 (71%)

Class Graduation 1 (1%) 2 (6%)

GS29001 Student Outcomes Fall 2018 Spring 2019

Average Overall GPA 2.96 2.40

Average Term GPA 2.96 2.26

Average Term Cr Hr Earned 14.42 11.29

Peer Success Coaching Program During the 2018-2019 academic year, the PSC program served 119 unique students and conducted 813

in-person meetings. 5 more students participated in the PSC program this year than they did last year.

Fall 2018 Spring 2019 2017-18 Total

Visits 403 410 813

Unique Students Served 79 66 119

Demographics of PSC Program Participants (with All Purdue Reference Lines)


55.7%

17.7% 16.5%10.1%

30.3%36.4%

12.1%

21.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Freshman Sophomore Junior Senior

Classification



Additional PSC Data The table below shows that on average in the 2018-2019 academic year, students met with their Peer

Success Coach 6 times per semester. The minimum number of visits is 1 and the maximum is 16.

N Minimum Maximum Mean Std. Deviation

128 1 16 6.35 3.865

The table below shows the end of semester academic standing for PSC participants who were on

probation at the beginning of the semester.

End of Semester Standing Good Standing Probation Dropped

Fall 2018 Probation Students (N=14) 28.6% 64.3% 7.1%

Spring 2019 Probation Students (N=32) 56.3% 31.3% 12.5%

Test Drive Fall 2018 was the second year for the ASC to host Test Drive: The Elliott Exam Experience. Exams were

offered for 7 courses: BIOL11000, CHM11100, CHM11500, MA15800, MA16100, MA16500, and

MA26100. In total, 728 students participated in Test Drive, including 10 students who were not enrolled

in the specific courses offered.

The average course grade of students who participated in Test Drive was 0.42 higher than the

average course grade of students who did not participate.

The course DFW rate for students who participated in Test Drive was 7% lower than the course

DFW rate for students who did not participate.

1.3%

20.3%

1.3%

24.1%

12.7%10.1%

1.3% 2.5%

10.1%7.6% 7.6%

1.3%

7.6% 7.6%

0.0%

28.8%

7.6%9.1%

6.1% 6.1%

15.2%

10.6%

1.5%

0.0%0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

AG CLA ED ENGR EXPL HHS MGMT PHRM SCI TECH TEMP VET

College



518 (71%) students who participated in Test Drive attended Supplemental Instruction after Test

Drive. 389 students were first-time SI attendees.

23 students who participated in Test Drive attended an academic consultation after Test Drive.

Enrollment Participants % Participants

BIOL11000 1369 43 3.1%

CHM11100 1087 111 10.2%

CHM11500 2594 456 17.6%

MA15800 873 13 1.5%

MA16100 1108 22 2.0%

MA16500 1140 35 3.1%

MA26100 2272 38 1.7%

Participant Demographics (with All Purdue Reference Lines)

73.1%

24.8%

1.8% 0.3%0.0%

20.0%

40.0%

60.0%

80.0%

Freshman Sophomore Junior Senior

Classification


Course Outcomes Table 2: Average Course Grade for Participants vs Non-Participants

Course Participant Non-Participant Difference

BIOL11000 3.49 3.01 0.48

CHM11100 3.60 3.06 0.54

CHM11500 3.28 2.86 0.42

MA15800 2.91 2.59 0.32

MA16100 2.70 2.40 0.30

MA16500 3.05 2.92 0.13

MA26100 3.34 2.58 0.76

13.6%

1.4% 0.1%

49.1%

11.0%15.8%

1.1% 0.7%

6.2%

0.8% 0.3%0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

AG CLA ED ENGR EXPL HHS MGMT PHRM SCI TECH VET

College


Table 3: DFW Rate for Participants vs Non-Participants

Course Participant Non-Participant Difference

BIOL11000 2.3% 8.6% -6.3%

CHM11100 5.4% 13.3% -7.9%

CHM11500 2.2% 12.4% -10.2%

MA15800 23.1% 19.9% 3.2%

MA16100 13.6% 24.7% -11.1%

MA16500 5.7% 6.2% -0.5%

MA26100 0.0% 17.2% -17.2%

Table 4: Average Course Grade by Exam Score Quartile

Quartile Overall BIOL110 CHM111 CHM115 MA158 MA161 MA165 MA261

n 718 43 111 456 13 22 35 38

1 2.94 3.40 3.00 2.91 2.25 2.09 2.67 3.22

2 3.23 3.44 3.46 3.33 4.00 2.75 2.67 2.97

3 3.47 3.52 3.93 3.51 2.65 2.58 3.52 3.59

4 3.72 3.71 3.95 3.65 3.23 3.55 3.65 3.72

29.9%

39.9%

56.5%

76.9%

39.3%

46.2%

34.0%

15.7%

23.8%

11.4%8.0% 6.0%4.7% 2.5% 1.0% 0.0%2.3% 0.0% 0.5%

1.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1 2 3 4

Course Grade by Exam Score Quartile

A B C D F/W

Documents

MISSION STATEMENT VISION STATEMENT PROGRAM ELEMENTS · 2019-12-19 · o Peer Success Coaching: The PSC program introduced reflection groups starting in Fall 2018. The groups are facilitated