EDUCATING THE PUBLIC ABOUT THE SUCCESS OF THE “NEW-TRADITIONAL” STUDENT 1 Presenters: Tom Abbott Dean of Libraries & Distance Learning, University of Maine at Augusta Victoria L. Bozzuto Dean of Continuing Education & Workforce Development, Gateway Community College Carol Anderson Provost, New England College of Business and Finance

PRESENTATION OVERVIEW Presenter Introductions Presenter Introductions IPEDS Explained IPEDS Explained Institutional IPEDS Data Institutional IPEDS Data What is a “New Traditional Student” (NTS)? What is a “New Traditional Student” (NTS)? Measuring & Conveying Success of the NTS Measuring & Conveying Success of the NTS Comments, Questions and Discussion Comments, Questions and Discussion 2

PRESENTER INTRODUCTIONS Tom Abbott Tom Abbott Carol Anderson Carol Anderson Victoria L. Bozzuto Victoria L. Bozzuto 3

IPEDS EXPLAINED Integrated Postsecondary Education Data System (IPEDS) Information extracted from annual survey data gathered by National Center for Education Statistics (NCES) Information extracted from annual survey data gathered by National Center for Education Statistics (NCES) 4

IPEDS EXPLAINED If schools participate in any type of federal student financial aid program, submission of IPEDS data is mandatory ~6,700 institutions submit IPEDS data each year ~6,700 institutions submit IPEDS data each year 5

IPEDS EXPLAINED IPEDS collects data in 7 institutional areas: Institutional characteristics Institutional characteristics Institutional prices Institutional prices Enrollment Enrollment Student financial aid Student financial aid Degrees & certificates conferred Degrees & certificates conferred Student persistence and success Student persistence and success Institutional human and fiscal resources Institutional human and fiscal resources What about Institutional “identity”? What about Institutional “identity”? 6

IPEDS EXPLAINED IPEDS has 2 measures of “Student Persistence and Success”: First Year Retention Rates First Year Retention Rates Graduation Rates (Transfer out can be factored in) Graduation Rates (Transfer out can be factored in)

IPEDS EXPLAINED 8

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INSTITUTIONAL IPEDS DATA Does 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? Are the current IPED measures of success (first year retention and graduation within 150% of the expected time) too narrow, or even valid? 10

Gateway Community College Case Study 11

INSTITUTIONAL IPEDS DATA 12

GATEWAY CC IPEDS DATA Unique factors not evident in IPEDS: Only looks at about 800+ GCC students out of >7,000. 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). 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”? Students may only enter to get 2 or 3 courses, they leave after completing them – these are “failures”? 13

“Traditional” Gateway Student 60% Female; 40% Male Average age 28 66% part-time; 34% full time Only 12.5% enroll in Gateway within 12 months of high school graduation 43% minority representation in student body >80% require developmental course work in English and/or math upon entry 14

GATEWAY CC IPEDS DATA Alternate measures of success for GCC: Students who achieve stated goals. Students who achieve stated goals. Students who successfully complete. educational programs regardless of timespan. Students who successfully complete. educational programs regardless of timespan. Feedback from graduates and employers. Feedback from graduates and employers. 15

New England College of Business and Finance Case Study 16

NECB IPEDS DATA 17

NECB IPEDS DATA NECB 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. 18

NECB IPEDS DATA 2009 Degree elevation to Bachelor’s and Master’s programs Title IV Funding first time in College’s history Unique factors not evident in IPEDS: 31 Comparison institutions in 16 different states – none of which are in New England 75% of NECBs population work for partner organizations. Partner goals and objectives do not align with IPEDS. 19

“Traditional” NECB Student 70% Female; 30% Male 30 years of age and older Employed in entry level to mid-level management jobs Partial/Full employer-paid tuition Raising children Complete ASBA in 5+ years; BSBA students tracking at 4-6 years 20

NECB IPEDS DATA Alternate measures of success for NECB: Students who achieve their academic goals, whether it is completing a course, a certificate, or a degree programs. 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. Feedback from students and/or employers that learning outcomes align with career and organizational goals. 21

University of Maine at Augusta (UMA) Case Study 22

INSTITUTIONAL IPEDS DATA 23

Other UMA Comparisons: UMA lags behind peers in the 4-year (100%) and 6-year (150%) graduation rates We catch up in the 8-year (200%) graduation rate Our part-time student retention is 14% ahead Possible Interpretations ? 24

UMA IPEDS DATA Unique factors not evident in IPEDS: UMA transition to well-established baccalaureate institution UMA in transition to well-established baccalaureate institution 41% increase in baccalaureate students since % increase in baccalaureate students since 2007 Age is 32, 80% working Age is 32, 80% working 73% are women – many single parents 73% are women – many single parents Many students need some remedial course work Many students need some remedial course work 25

UMA’s “new” student profile Covering Maine with courses and programs 5063 head count Non-residential 38% of all UMA students take online course(s) While juggling work, kids, home, elderly parents and financial difficulties Most can’t consider full-time 26

UMA IPEDS DATA What matters to the students? Can I get the course(s) I need? Can I get the course(s) I need? Will my financial aid be available? Will my financial aid be available? How much will gasoline cost? How much will gasoline cost? What about child care? What about child care? Can I talk with someone who can help me situation? Can I talk with someone who can help me situation? 27

UMA IPEDS DATA W hat really matters to us at UMA? Persistence but on our students’ terms Does a UMA education make a difference? Community contributions Better life Impact on employer Staying connected after gradation? Does the experience help UMA improve ? 28

INSTITUTIONAL IPEDS DATA Can you actually compare institutions of apparently similar type? Location (urban, suburban, rural). Location (urban, suburban, rural). Demographics (race, age, income, gender, quality of feeder school systems, level of state financial support, infrastructure & physical resources). 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)\ Faculty & staff makeup (unionized, non- unionized, state policies and regulations)\ Residential versus non-residential Residential versus non-residential 29

WHAT 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. Given the impact of the economic climate, college students now encompass the entire demographic spectrum. 30

MEASURING & CONVEYING SUCCESS OF THE New Traditional Student More relevant ways to gauge success: Measures of Learning Narrative Reports on Student Success during and after Graduation Reports on Students’ Service How do we get this information in front of the public? Disclosure Web Pages Feature New Traditional Student in their own category Add concept & data to NEASC annual reports 31

Discussion Comments Ideas Where to go from here? 32

MEASURING & CONVEYING SUCCESS of the New Traditional Student How does YOUR institution measure, gauge and report student success? How does YOUR institution measure, gauge and report student success? 33

Wrap-up 34