Data Dialogue: Promising Pathways Intervention · • A framework for dialogue • Overview of PPI...

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!




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!




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

SOARaêndance 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:

Studentsaêndeventsoncampus

(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)

Courseaêndance

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


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




80%

93%

83%

67%64%

33%

13%

0% 0%

20%

Brain Plasticity Success Workshop:Time Mgmt

Success Workshop:Choice

Success Workshop:Notetaking

WellnessPresentation




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




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


GPAF18

PersistencetoF19

GPAS19


GPAF18

PersistencetoF19

Belonging*

TimeforStudies

PerformanceChallenges*

Unmet$Need

Alerts

StudentInvolvement

GPAS19

AECTutoring

Priori&zeschool

Resident/Commuter

PellGrant

FirstGenera&on

Race/Ethnicity

SAT

ACT


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


•  *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


•  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


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


•  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]

Data Dialogue: Promising Pathways Intervention · • A framework for dialogue • Overview of PPI...

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