Insert Presenters Names here
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