Transcript Cross Institutional Collaborations: Building Partnerships

CROSS INSTITUTIONAL
COLLABORATIONS:
BUILDING PARTNERSHIPS FOR
STUDENT SUCCESS
Montgomery College
Prince George’s Community College
University of Maryland University College
PRESENTATION OUTLINE
Kresge Research Goals
 Research Findings
 Interventions
 Panel Discussion

IMPETUS FOR THE PARTNERSHIP
 What
factors contribute to student success at the fouryear institution?
o Community college students are 45% of all undergraduate
students
o In MD, SB 740 Career and College Readiness and College
Completion Act focuses on improving the completion
pipeline
30 Earned an A.A.
100
Community
College
Students
20 Transfer to a
4-yr Institution
20 Still Enrolled
40 Stop Out
12 Earn a 4-yr
Credential in 6yrs
2 Still
Enrolled
6 Stop Out
INSTITUTIONAL PARTNERS
 MC

Diverse population of over 60,000 students a year from
75 difference countries
 PGCC

Diverse population of over 40,000 students from
103 countries
 UMUC



Online, open-enrollment university
Over 90,000 students enrolled online
Transfers from PGCC or MC
KRESGE PROJECT OVERVIEW
PGCC and
MC
Student Data
UMUC
Student Data
Predict Student Success
Intervene to Improve Student
Performance
PROJECT STAGES
 Build
partnerships across segments to better
understand student needs
 Develop a cross-institutional database with
students’ academic history to profile and
benchmark student success
 Analyze student success using data mining and
predictive modeling
 Implement interventions to promote transfer
student success
Kresge Data Mart
PGCC
data
MC data
Data Warehouse
(current)
Base Extract
Spring 2005 to Spring 2011
UMUC Student Info Sys
LMS
CRM
Online
Classroom
Advising
RESEARCH FOCUS


Describe student performance and persistence at UMUC
Use demographic factors and community college coursetaking behaviors to predict success
Community
College
Data

UMUC
First Term
GPA
Next
Semester
ReEnrollment
Define student success at UMUC:
First semester GPA
 Re-enrollment
 Retention

Retention
Graduation
COMMUNITY COLLEGE TRANSFER STUDENTS
ARE SUCCESSFUL AT UMUC
UMUC GPA
Mean GPA = 2.53
75.6% GPA ≥2.0
65.9%
Re-Enrollment
Retention
(n=5973)
78.2%
(n=7083)
Not Retained
Retained
UMUC SUCCESS QUADRANTS
Strivers
(17%)
Stars
(59%)
Despite earning low grades,
Strivers hang in and return
to UMUC to continue their
studies.
Stars do well academically
and re-enroll within a year.
Slackers
(15%)
Splitters
(9%)
Low GPA, no
persistence…Slackers are
out of here.
Splitters don’t stay at
UMUC, even though their
grades are satisfactory.
GPA <2.0
GPA ≥2.0
PREDICTORS OF FIRST TERM GPA AT UMUC
Positive Predictors
Negative Predictors
Older
Minority
Married
Received PELL Grant
Withdrawals
Successful Course Completion at CC
Successful Math Completion at CC
Non-Significant
Female
Successful English Completion at CC
CC GPA
CC Cumulative Credits
Taken Honors
Taken Dev Ed
Taken Online
UMUC SUCCESS CALCULATOR
PREDICTORS OF RE-ENROLLMENT
Predictors
Minority
PELL Grant Received
Married
Female
Taken Dev Ed
CC GPA
CC Cum Credits
First Term GPA at UMUC
While not associated with
performance, minority
status and receiving a
PELL grant at the CC are
associated with
persistence
INTERVENTION FOCUS
Academic
Support
Social
and
Institutional
Integration
Goal Setting
INTERVENTIONS TO PROMOTE STUDENT SUCCESS

Collaborative:
Developmental Education
 Math


UMUC:
Accounting 220 and 221
 UMUC Student Resource Checklist
 College Success Mentoring Program
 Jumpstart Summer


Community Colleges:
MC: Girls to Women and Boys to Men
 PGCC: Diverse Male Student Initiative

MC: GIRLS TO WOMEN AND BOYS TO MEN
Women’s Mentoring and Boys to Men (MC)
 Serves minority at-risk students
 Focuses of academic and life skills


Academic support: Online tutoring – Educate Online
Starts with high school students
 Provides mentoring as required
 Scholarships for some students

PGCC: DIVERSE MALE STUDENT
INITIATIVE
Serves minority at-risk male students
 Focuses of academic and life skills
 Two-year structured program with two-day
summer institute
 Strong faculty and peer mentoring

Provide role models and networking opportunities
 Build community of support among participants


Goal is to guide students to succeed
NEXT STEPS
PANEL DISCUSSION
AND
AUDIENCE QUESTIONS
THANK YOU