Data Dialogue: Promising Pathways Intervention (Entering Cohort F18) Tina Taylor-Ritzler and Sheila Bauer-Gatsos Dominican University Tuesday, October 22, 2019
Data Dialogue: Promising Pathways Intervention
(Entering Cohort F18)
Tina Taylor-Ritzler and Sheila Bauer-Gatsos Dominican University
Tuesday, October 22, 2019
Overview • The case for equity mindedness • A framework for dialogue • Overview of PPI
– Goal – Components – Implementation (Entering Cohort F18) – Outcomes (Entering Cohort F18)
• Dialogue
The case for equity mindedness
A framework for dialogue Sugges&onsforinterven&onMaintakeaways
Ques&ons
Promising Pathways (PPI) Overview AAC&U (2016-2018) U.S. Department of Education (2017-2022)
!ü Equity-based intervention!
ü Developmentally
appropriate!ü Systemic, core
curriculum!ü Scalable!
PPICohortsYear1:Fall2016Cohort(500freshmen)• 28sec&ons:4Honors,6PPI,18StandardPrac&ceYear2:Fall2017Cohort(441freshmen)• 26sec&ons:4Honors,11PPI,11StandardPrac&ceYear3:Fall2018Cohort(447freshmen)• 25sec&ons:3Honors,15PPI,4StandardPrac&ceYear4:Fall2019Cohort(419freshmen)• 23sec&ons:4Honors,15PPI,4StandardPrac&ce
Promising Pathways (PPI) Overview AAC&U (2016-2018) U.S. Department of Education (2017-2022)
ü Equity-based intervention!
ü Developmentally
appropriate!ü Systemic, core
curriculum!ü Scalable!
PPICohortsYear1:Fall2016Cohort(500freshmen)• 28sec&ons:4Honors,6PPI,18StandardPrac&ceYear2:Fall2017Cohort(441freshmen)• 26sec&ons:4Honors,11PPI,11StandardPrac&ceYear3:Fall2018Cohort(447freshmen)• 25sec<ons:3Honors,15PPI,4StandardPrac<ceYear4:Fall2019Cohort(419freshmen)• 23sec&ons:4Honors,15PPI,4StandardPrac&ce
Faculty-StaffCollabora&onforStudentSuccess
Psycho-socialandSuccess
Workshops
Holis&cAdvising
GuidedPathwayDevelop-ment
ü Equity-based intervention!
ü Developmentally
appropriate!ü Systemic, core
curriculum!ü Scalable!
Promising Pathways (PPI) Overview!AAC&U (2016-2018) U.S. Department of Education (2017-2022)
!
Fall Seminar Components 1. Holistic Advising
• Individual Advising (Summer SOAR) • Small Group Advising (Weeks 6-7) • Peer Leader Advising (Weeks 8-10) • Individual Advising (Weeks 11-12)
2. Guided Pathway Development • Step 1: Students goals (Week 2) • Step 2: DU resources, clubs and orgs, experiential learning (Week 3) • Step 3: Liberal arts, Core Curriculum, majors & minors (Week 6) • Step 4: Year 1 planning & success considerations (Weeks 6-12) • Step 5: Reflection and 4-year planning (Week 14)
3. Psychosocial & Success Workshops • Time management- Planning life and school (Weeks 1-2, revisit) • Freshman Assembly- Normalizing struggle & help seeking (Week 3)
Promising Pathways Intervention
Goal ComponentsandAc<vi<es:CurricularFYEinterven<ons
Outputs OutcomesShortTerm
(duringsemester)MediumTerm
(endofsemester)LongTerm
(over4-6years)
CloseequitygapsinDominicanUniversityfirstyearstudents’experiencesandoutcomesthroughacurricular,fallseminarinterven&on.(1)
(1)Holis<cAdvising:Developrela&onshipstosupportstudents’personal,socio-emo&onal,financial,culturalandvoca&onaldevelopmentandwellbeing.
IndividualAdvising:(1,2,3,6)AdvisorsmeetwithstudentsindividuallyduringsummerSOAR
SOARa^endance ShortTerm MediumTerm LongTerm
Belonging:(2,4,5)StudentsfeelliketheybelongandfitinatDU(StudentSurvey1&3)
Wellbeing:(2,4,5)StudentsfeelhappyandacceptedatDU
(StudentSurvey2&3)
PerformanceChallenges:(2,5,6)Studentsmanageperformancechallenges
(StudentSurvey2&3;Alerts,StudentInfo
System)StudentInvolvement:
Studentsa^endeventsoncampus
(SSErecords)
AECTutoring:Students
appointmentswithtutorsintheAEC(SSErecords)
Persistence:(1,2,5)StudentsreturntoDU
inthespring(StudentInfoSystem)
GPA:(1,2,5,6)
StudentsmaintainGPAabove2.0
(StudentInfoSystem)
CreditHoursEarned:(2)
Studentsareontrackwithcredithourstograduatein4years
(StudentInfoSystem)
Persistence:(1)StudentsreturntoDUeachsemester
(StudentInfoSystem)
GPA:(1,2,5,6)
StudentsmaintainGPAabove2.0(StudentInfo
System)
CreditHoursEarned:(2)Students
accumulatecredithourstograduate
in4-6years(StudentInfo
System)
Gradua<on:(3,5)StudentsgraduatefromDUin4-6
years(Studentinfo
System)
SmallGroupAdvising:(1,2,3,6)Advisormeetswithsmallgroupsofstudents(Weeks6-7)
Instructorsurvey
PeerAdvising:(2,4,6)Peeradvisorsmeetwithstudentsindividuallytocheckinandplanspringcourseschedules(Weeks8-10)
SSErecords
IndividualAdvising:(1,2,3,6)Advisormeetswithstudentsindividually(Weeks11-12)
Instructorsurvey
(2)GuidedPathwayDevelopment:Guidestudentstowardplanningmeaningfulcollegeexperiencesandgradua&ngwithapurpose.
Student’sGoalsandAspira<onsPPIStep1:(1,2,3,6)Helpstudentsfigureoutwhattheirgoalsandaspira&onsare(Week2)
Instructorsurvey
DUResourcesandPathwaystoSuccess,PPStep2:(1,2,5,6)Provideresourcesandguidancetosuccess(Week3,PeerLEADers)
Instructorsurvey
LinkingGoalstoDUPPIStep3:(1)HelpstudentssetgoalsthatareintunewithDU(Week6)
Instructorsurvey
Year1planningPPIStep4:(1,2)Academicplanforyear1,setco-curriculargoalsandreflectonfactorsthataffectsuccess(Week6-12)
InstructorsurveyCanvasDownload
Futureplansreflec<onPPIStep5:(1,2)Developa4-yearac&onplan(Week14)
InstructorsurveyCanvasDownload
(3)Success&PsychosocialWorkshops:Buildstudents’&memanagementskillstosupportacademicsuccess.Challengestudents’beliefsaboutwhatitmeanstostruggleincollege.
SuccessTimeManagement:(Weeks2-3,revisitinweeks6-7)
Instructorsurvey
FreshmanAssembly(4)Normalizestruggleandhelpseeking(Week3)
Coursea^endance
1. 3 instructor surveys (Weeks 5, 10, 16)
2. 3 instructor community of practice discussions (Weeks 6, 11, 16) 3. Canvas course records
• Attendance • PPI Step 4 (1-year planning tool and success considerations) • PPI Step 5 (Reflection and 4 year plan)
Com
pone
nt
Impl
emen
ted?
Yes, this element was implemented…
Did instructors recommend keeping this element of the PPI seminar?
Com
men
ts/
Sugg
estio
ns
on schedule, in the week scheduled
off schedule, at this time instead
Yes, definitely keep
Maybe, consider keeping
No, remove from PPI
Promising Pathways Intervention: Implementation Assessment
1. 3 instructor surveys (Weeks 5, 10, 16)
2. 3 instructor community of practice discussions (Weeks 6, 11, 16) 3. Canvas course records
• Attendance • PPI Step 4 (1-year planning tool and success considerations) • PPI Step 5 (Reflection and 4 year plan)
Com
pone
nt
Impl
emen
ted?
Yes, this element was implemented…
Did instructors recommend keeping this element of the PPI seminar?
Com
men
ts/
Sugg
estio
ns
on schedule, in the week scheduled
off schedule, at this time instead
Yes, definitely keep
Maybe, consider keeping
No, remove from PPI
Promising Pathways Intervention: Implementation Assessment
100%
86%93%
87%80%
100%
73%
60%
Peer advising Individual advising Small group advising Freshmen Assembly
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
93%87%
80%74%
87%93%
80%
93%
47%
40%
27%
67%73%
67%
PPI Step 1 PPI Step 2a PPI Step 2b PPI Step 2c PPI Step 3 PPI Step 4 PPI Step 5
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
93%87%
80%74%
87%93%
80%
93%
47%
40%
27%
67%73%
67%
PPI Step 1 PPI Step 2a PPI Step 2b PPI Step 2c PPI Step 3 PPI Step 4 PPI Step 5
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
80%
93%
83%
67%64%
33%
13%
0% 0%
20%
Brain Plasticity Success Workshop:Time Mgmt
Success Workshop:Choice
Success Workshop:Notetaking
WellnessPresentation
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
80%
93%
83%
67%64%
33%
13%
0% 0%
20%
Brain Plasticity Success Workshop:Time Mgmt
Success Workshop:Choice
Success Workshop:Notetaking
WellnessPresentation
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
93%87%
80%74%
87%93%
80%
93%
47%
40%
27%
67%73%
67%
PPI Step 1 PPI Step 2a PPI Step 2b PPI Step 2c PPI Step 3 PPI Step 4 PPI Step 5
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
93%87%
80%74%
87%93%
80%
93%
47%
40%
27%
67%73%
67%
PPI Step 1 PPI Step 2a PPI Step 2b PPI Step 2c PPI Step 3 PPI Step 4 PPI Step 5
Implementation and Assessment of PPI components by PPI instructors
Implemented Keep in PPI
Promising Pathways Intervention: Implementation Assessment
Keep in PPI: Step 4: Culturally informed holistic advising, focused on
MeaningandPurpose
Finding
AcademicWellbeing
Socio-emo&onalWellbeing
FinancialWellbeing
Wellness
PPI and Comparison groups are comparable on: 1. ACT composite scores 2. SAT composite scores 3. Pell Eligibility 4. Unmet $ Need 5. First Generation Status 6. Resident Status at DU (commuter vs. resident)
Moreover, PPI and Comparison groups do not carry different cumulative risk based on the factors above (M=2.5, s=1.68, CI [2.39, 2.69])
Promising Pathways Intervention: Outcomes Assessment
GPAS19
3.17 3.08 3.02 2.69 2.74
3.78
3.14
0.00
1.00
2.00
3.00
4.00
GPA S19
Promising Pathways Intervention: Outcomes
PersistencetoF19
81.2% 72.2%
81.8%
57.1%
80.8% 89.5%
77.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%
100.0%
Persistence to F19
Promising Pathways Intervention: Outcomes
GPAF18
PersistencetoF19
GPAS19
Promising Pathways Intervention: Outcomes
GPAF18
PersistencetoF19
GPAS19
Promising Pathways Intervention: Outcomes
GPAF18
PersistencetoF19
Belonging*
TimeforStudies
PerformanceChallenges*
Unmet$Need
Alerts
StudentInvolvement
GPAS19
AECTutoring
Priori&zeschool
Resident/Commuter
PellGrant
FirstGenera&on
Race/Ethnicity
SAT
ACT
Promising Pathways Intervention: Outcomes
1.00
2.00
3.00
4.00
5.00
6.00
F18, Week 14 Belonging Scale
White Hispanic African-American
• People at Dominican like me.
• I feel comfortable here at Dominican.
• I belong at Dominican.
• People at Dominican are a lot like me.
• I fit in well at Dominican.
• I get along well with people at Dominican.
F18, Week 14 Performance Challenges Scale
1.00
2.00
3.00
4.00
5.00
6.00
White Hispanic African-American
• *My other life responsibilities sometimes make me miss classes.
• *I would perform better in college if I didn’t have to work at a paid job.
• *My other life responsibilities often get in the way of my studying or homework.
• *I am often distracted from my schoolwork by life challenges.
0.00
0.50
1.00
1.50
2.00
2.50
3.00
Non-PPI Comparison
PPI (Regular) PPI (FYE) PPI (FYE/Transitions)
PPI (Transitions) Honors
F18 AEC Tutoring Appointments
White Hispanic African-American
• IwillpassmyclasseswithatleastaC-(minimumgradeforcoreandmanymajorclasses).
• MyinstructorsgenuinelycarehowIamdoing.
• Iinteractwithmyinstructorsoutsideofclass(viaemailorinperson).
• Ifeelacceptedandappreciatedbyprofessorsinmyclasses.
• MyinstructorsgivemethefeedbackIneedtocorrectorimprovemyschoolwork.
• Thematerialinmycoursesrelatestome(e.g.,mylifeexperiencesand/ormygoals).
• Myfacultyadvisorishelpingmetonavigateandadapttocollege.
• IfeellikeawelcomedmemberoftheDUcampuscommunity.
• IknowhowIcanbecomeinvolvedoncampus.
• Iknowaboutopportuni&esoutsidetheclassroomtogrowasaperson.
• IfeelgoodabouthowDUcanhelpmeachievemygoals.
1.00
2.00
3.00
4.00
5.00
6.00
White Hispanic African-American
F18, Week 14 Wellbeing Scale
F18, Week 14 Awareness of Campus Resources Scale
1.00
2.00
3.00
4.00
5.00
6.00
White Hispanic African-American
• If I have a question about college, I know who can answer me quickly.
• The university has many programs and services that promote my success.
• Academic tutoring is available to me in college.
• Career advising is available to me in college.
• Wellness resources are available to me in college.
• Internship opportunities are available to me in college.
• Research opportunities are available to me in college.
A framework for dialogue
Sugges&onsforinterven&on:Maintakeaways:
Ques&ons:
Questions? • Tina Taylor-Ritzler at [email protected] • Sheila Bauer-Gatsos at [email protected]