Program Alignment and Review (P.A.R.) Data Mary L. Quigley Director Academic Information & Systems Bernard F. Lentz Emeritus Vice Provost Institutional Research, Assessment and Effectiveness

Data Provided by AIS/IRAE AppendixHeadingNew Description Person/Group Responsible B1Student Activity Data 10-Year Report for Enrollment (numbers of students, SAT, HS GPA and rank, sex, ethnicity, etc.)AIS B2Student Activity Data10-Year Report for Student Credit Hour ProductionAIS B3Student Activity Data10-Year Report for Graduation RatesIRAE B4Student Activity Data10-Year Report for Retention and Persistence RatesIRAE B5Student Activity Data10-Year Report for GPAAIS B6Student Activity DataDrexel Student Learning Priorities (DSLP) ReportIRAE C2Faculty Profile1-Year Faculty Instructional Workload ReportAIS E8Other ResourcesSenior Exit SurveyIRAE

10-Year Report for Enrollment  10 Year Fall Enrollment Headcount and FTE  Level  Campus  Coop Status  Gender  URM/International Status

10-Year Report for Enrollment  10 Year UG New/Transfer and GR Fall Enrollment  Admissions Funnel o Applications o Offers o Admit Rate o Enrolled o Yield Rate  Gender  URM/International Status  Average High School GPA / Previous College GPA  Average SAT Scores

10-Year SCH Production Analysis  10 Year SCH (Student Credit Hours) Offered  Course Type – Lecture, Lab, Recitation, Online etc.  Instructor Type – TE&TT, Teaching Faculty, Adjunct etc.  Campus – UC, CC, QL, ONL, BUR  Student College – Teaching to students inside/outside the college

10-Year GPA Analysis  10 Year GPA Analysis  Level – UG/US, GR/GS  Campus – UC, CC, ONL, BUR  Classification – FR, SO, PJ, JR, SR, PH, DC  Admit Type – New, Transfer  Coop Conc – 4COP, 5COP, NCOP

1-Year Faculty Instructional Workload Report  Tenure and Tenure-Track Faculty for Academic Year  Rank  Job Status  SCH (Student Credit Hours)  Enrollment in Courses  Sections Counts by Course Type (Lecture/Lab etc)  Academic/Administrative Appointments (Other Positions)

Sample Packets  B1: 10-Year Report for Enrollment  B2: 10-Year Report for Student Credit Hour Production  B5: 10-Year Report for GPA  C2: 1-Year Faculty Instructional Workload Report

Retention/Graduation Standard Reports  Program components of institutional benchmark  Standards for reporting set by U.S. Department of Education, used widely  20% of U.S. News ranking  18.75% of Forbes ranking  8% of Washington Monthly ranking  Princeton Review  President Obama’s college rating system

U.S. Department of Education Retention Rate Definition  “A measure of the rate at which students persist in their educational program at an institution, expressed as a percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree- seeking undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the percentage of first- time degree/certificate-seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.”

U.S. Department of Education Graduation Rate Definition (in part)  “Data are collected on the number of students entering the institution as full-time, first-time, degree/certificate-seeking undergraduate students in a particular year (cohort).”  The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total number of completers within 150% of normal time divided by the revised adjusted cohort.

Important Conditions for Standard Reports  First-time college students  Excludes transfers  Excludes graduate students  For graduation rates, only full-time students  Retention at/graduation from Drexel  Retention/graduation in same program

Percent of Program Entering Students Retained in or Graduated from Drexel Entering Cohort 2006 Terms at Drexel Percent in Drexel Average Percent in Drexel Percent in Same Program Average Percent in Same Program % 297.5%97.3%94.7%92.5% 393.5%92.6%89.1%83.6% 44.9%6.3%4.2%5.5% 585.0%83.4%79.6%70.1% 678.5%78.4%72.2%64.1% 780.1%78.6%73.8%63.2% 873.1%69.5%68.5%55.8% 977.5%75.4%71.1%57.2% %73.9%70.1%55.7% %72.1%69.0%54.1% %66.1%64.8%49.6% %72.2%66.9%50.8% %69.6%66.7%50.0% %69.9%66.7%49.3% %66.0%66.7%47.4% %70.8%67.8%49.1% %69.4%67.4%48.9% %70.8%67.4%48.7% %67.2%64.1%46.5%

Other IRAE PAR Reports  Drexel Student Learning Priorities (DSLP) Report has been and is being covered elsewhere today.  IRAE will distribute Senior Exit Survey reports with university data, college data, program data [>5 graduates] at meetings in each college/school by the time of the self-studies.  For question on individual data items in the Senior Exit Survey, contact Anita Reece, Associate Director, IRAE.

Follow-Up Requests from PAR Teams  Comparison Reports to Departments within their College and the University  Requests for data that is currently not tracked – ex. students working while taking classes and impact on performance  Requests to have data re-categorized within reports.  Enrollment for entire year versus Fall-Only  Providing curriculum for program based on student’s secondary major and/or minor, rather than primary only  Delving down deeper into the college/curriculum of the students taking the department's courses (consumption of Student Credit Hours)

Challenges  Template Designed Primarily for UG, FT Programs  “One Size Does Not Fit All”  Re-evaluate Programs that are predominantly GR  Not all Departments have 1 Major – need for flexibility to display by Majors within Department  Coding – Not all departments and programs are clearly tracked  Faculty are not designated with an Orgn/Dept Code assigning them to the departments  Instructor assignments on course sections not always reliable – Workload implications  Conversions – Colleges and Departments that change names, move colleges etc.

Challenges for Retention/Graduation Reports  Standard reports designed for UG, FT Programs  One Size Does not fit all – especially at Drexel  Very small sample sizes to make meaningful comparisons  Determining standard cohorts that permit fair comparisons  Timing of entering cohorts to be tracked (not primarily fall)  Differences in entering transfer credits  Differences in credits during first term if not full-time  Differences in prior college/graduate school experience  Volatility of program enrollment, especially among part-time graduate students

What will help AIS/IRAE in providing useful and beneficial reports for the PAR Teams?  Common terminology – FTE, SCH  Relaying criteria for your department – o Do you have individual Orgn Codes per major? o Do you have designated faculty?  What are the Majors Codes and Subject Codes for your Department?  Communication – ask questions, schedule meetings – don’t assume that data is not available

Question & Answer Contact Information: Mary L. Quigley Bernard F. Lentz