MISSION STATEMENT VISION STATEMENT PROGRAM ELEMENTS · 1 day ago · MISSION STATEMENT Through...

Last updated: December 8, 2020

MISSION STATEMENT Through partnership with the Purdue community, the Academic Success Center (ASC) provides

undergraduate students with both credit and noncredit opportunities to develop students’ transferable

academic skills, enhance learning, increase retention, and improve overall student success at multiple

stages of their academic journey.

VISION STATEMENT The ASC aspires to provide all undergraduate students with services and opportunities to define and

develop strategies to reach their full potential. Driven by a focus on students, the ASC partners with the

campus community to facilitate a culture of academic confidence, tenacity, and, ultimately, success.

PROGRAM ELEMENTS The Academic Success Center provides free services that support students’ learning with a focus on the process strategies and skills that support the content expertise provided in the classroom.

Academic Consultations are individual meetings that provide students with tailored support on study strategies, time management, test-taking strategies, and other academic success topics. These 1-on-1 meetings are with a staff member and require an appointment. Participating students may voluntarily seek support or may be required by an academic program or campus office to meet with an academic consultant.

Peer Success Coaching program (PSC) offers students additional support, campus resources and connections, and accountability as they work toward academic, social, and/or personal goals. Trained peer leaders work 1-on-1 with students to develop strategies, skills, and solutions as they aim for their definition of success.

Supplemental Instruction program (SI) provides students with interactive, peer-led study sessions for traditionally challenging courses. The trained SI leader facilitates group activities that engage students in critically thinking about the course material, applying the concepts, and learning transferable study skills. In fall and spring semesters, SI is offered in 30+ courses with 45+ SI leaders. In summer semesters, SI is offered online for a limited number of courses.

Study Skills Course- GS 29001 is a one-credit hour, first 8 weeks course that focuses on discussing and applying effective academic strategies including goal setting, time management, and study skills.

Workshops provide an interactive environment for small to large groups of students to identify and practice strategies for effective studying and learning, including time management, overcoming procrastination, and effective studying. In addition to our open series of workshops, student organizations or classes can request a workshop for their group.

Test Drive is a large-scale workshop that offers students in select high-enrollment, first-year chemistry, math, and biology courses the opportunity to take a mock exam in the Elliott Hall of Music environment. The program was started in 2017 to help address a common concern brought up by first-year students – they felt unprepared for their first round of exams due to how intimidating Elliott Hall of Music is as an exam setting.

Online Resources are available for students and the campus community through the ASC website, and include success strategy handouts, a GPA calculator, and a searchable database of course-specific help rooms and tutoring programs offered across campus.


LEARNING OUTCOMES As a result of participating in programs and services offered by the Academic Success Center, students will:

Engage with peers to problem-solve and increase learning

Identify and utilize relevant ASC services and campus resources to achieve their goals

Identify, explain, and implement strategies for effective studying and learning

Evaluate and adapt study plans and strategies to address changes and challenges in meeting learning goals and needs

Assess strengths and areas in need of improvement in academic skills and course content

Gain transferable strategies for future semesters with increasingly rigorous material and career after graduation

Demonstrate stronger learning comprehension as measurable by course grade(s)

Develop critical thinking skills beyond memorization

Achieve better course outcome (grade) than comparable peers who did not participate

Maintain or return to good academic standing status (term and cumulative GPA at or above 2.0)

Increase self-efficacy and confidence in academic setting and performance As a result of student leader employment with the Academic Success Center, student leaders will develop skills and knowledge related to the five Student Leader Core Competencies. 1. Reflective problem solving

Engage in ongoing self-reflection to identify problems, challenges, and/or areas of growth

Develop awareness of how values and ethics influence decision-making

Employ critical, practical, and creative thinking skills to generate possible solutions or strategies for improvement

Use feedback to strengthen problem-solving skills 2. Effective Communication

Learn to successfully utilize the four facets of communication (verbal, non-verbal, listening, written)

Establish rapport with students, peers, and supervisors to provide a welcoming, collaborative, and positive environment

Assess the situation, process the information, and respond appropriately

Adapt messaging to ensure clarity for the intended audience and context 3. Professionalism

Represent the Academic Success Center and its values with integrity and authenticity

Engage in respectful interactions with peers, students, staff, and faculty members

Enthusiastically seek, embrace, and implement constructive feedback from peers, mentors, and supervisors

Strive for continued personal and professional growth 4. Initiative

Take ownership of all responsibilities and timelines

Pursue new projects and proactively find areas to contribute to the department

Use feedback and previous experience to anticipate needs and performance adjustments


Exhibit resourcefulness, independent action, and professional judgment that are position appropriate

5. Inclusion

Understand how diverse perspectives, backgrounds, beliefs, cultures, and experiences can influence individuals and enhance a group’s effectiveness

Embrace opportunities to increase awareness of diversity and inclusion issues

Recognize biases and reflect on how these biases impact behavior

Interact and learn with diverse students, faculty, and staff

Foster an environment in which people feel welcomed, valued, and a sense of belonging

NOTABLE CHANGES In March 2020, Purdue made the decision to shift all instruction and assessment to be online in

response to the COVID-19 pandemic. This caused us to change our work in the following ways:

o Academic consultations, PSC coaching meetings, and student leader events (trainings,

celebrations, supervision meetings, etc.) shifted to a virtual format utilizing WebEx,

Zoom, GoBoard.com, and remote connection options.

o The online SI pilot planned for summer 2020 was modified to begin online SI

implementation across all SI courses and sessions. A course was created in the Learning

Management System (LMS) that automatically enrolled all students in an SI-linked

course to aid with communication about session and office hour logistics, including links

to WebEx Training.

o The last remaining workshop scheduled for the semester was cancelled, and a new

webinar series around studying and learning remotely was offered to students. In

addition to the live webinars, recordings of the webinars were made available on the

ASC website after the session.

o The ASC created a new page on the website to help students navigate the on-going

shifts to campus academic support offerings. The “Available Academic Support

Resources” page was also connected to other university webpages including Learning

Remotely and COVID-19 FAQs.

Summer SI: SI sessions were offered in seven courses for summer 2020. This is the first summer

semester with a formal and planned offering of SI. Due to the need to begin online sessions in

the spring, the summer SI sessions were able to implement some lessons learned from the

spring rather than being a pilot. Additionally, summer online SI sessions allowed for the program

to shift to the new LMS before the fall semester.

Staffing: One of the assistant director roles became vacant in October 2019 and remains open

due to a hiring freeze implemented during the final stages of the hiring process.

Student Leader Development: The goal of creating more cohesion and community among ASC

student leaders continued to be a priority during the 2019-2020 academic year.

o Competencies: The ASC professional staff began the process of defining the ASC’s core

values, professional staff competencies, and student leader competencies in spring 2019

and finalized the student leader competencies (listed under Learning Outcomes) in early

fall 2019. The competencies were integrated into all student leader hiring starting in


spring 2020. Plans to incorporate the competencies into a common student leader

evaluation process were paused in spring 2020 due to the shift to remote learning.

o ASC Student Leader Summit: The ASC hosted the Inaugural ASC Student Leader Summit

in January 2020. The Summit was a two day, conference-style training for all ASC

student leaders with sessions that focused around the student leader competencies.

Sessions were presented by campus partners and 18 student leaders. The summit

feedback showed it met the goals of increasing interaction among student leaders in

different positions, allowing returning leaders new opportunities for professional

development beyond typical training topics, and increasing understanding of the ASC

core values and student leader competencies.

OUR DATA

2019-2020 Academic Success Center Data Overview The five main programs that the Academic Success Center offers are Supplemental Instruction,

Academic Consultations, Peer Success Coaching, Test Drive, and GS 29001, a study strategies course. A

total of 4,596 students utilized the Academic Success Center’s services in the 2019-2020 academic year

The tables below show the distribution of how many programs ASC students participated in.

3963

57952 2

0

1000

2000

3000

4000

5000

1 Program 2 Programs 3 Programs 4 Programs

2019-2020 ASC Participants

3191

459

310

500

1000

1500

2000

2500

3000

3500

1 Program 2 Programs 3 Programs

Fall 2019 Participants

1605

18348 5

0

500

1000

1500

2000

1 Program 2 Programs 3 Programs 4 Programs

Spring 2020 Participants


Due to the COVID 19 pandemic, the ASC moved their services online at the end of March 2020. The

chart below shows the number of in-person and online participants for Spring 2020.

Supplemental Instruction Fall 2019 SI Attendance Of those who attended SI eight of more times, 90% earned a C or better, 73% earned a B or better, and

38% earned an A. The DFW rate was 6% higher for those who never attended when compared to those

who attended eight or more times. Of students enrolled in SI eligible courses, approximately 15%

participated which is 2% less students than those who participated in Fall 2018.

No Sessions 1-2 Sessions 3-4 Sessions 5-7 Sessions 8+ Sessions

A 31% 33% 35% 27% *38%

B or better 62% 64% *68% 66% *73%

C or better 84% *87% *89% *90% *90%

DFW 16% *13% *11% *10% *10%

Total Students 20,058 2,455 544 296 365

Significance: *=p<0.01

175

1774

0

500

1000

1500

2000

Online In-Person

Spring 2020 Participants


Spring 2020 SI Attendance Due to the COVID-19 pandemic, SI moved their services completely online at the end of March. Of the

1570 unique participants, 114 attended sessions in person and online, 1,432 attended in person but did

not attend when sessions moved online, and 24 students did not participate in person but did

participate online. Of students enrolled in SI eligible courses, approximately 9% participated which is 4%

less than those who participated in Spring 2019. 9 students participated in Fall 2019 but did not

participate in Spring 2020 until SI went online. Please note that online participation data is missing for 7

student leaders due to issues collecting the data.


A/P 59% *63% 57% *68% 64%

B or better 81% *86% 84% *93% *92%

C or better 90% *92% 93% *96% *97%

DFW/N 10% *8% 7% *4% *3%

Total Students 17938 1263 242 174 154


**Due to COVID-19, students were given the option to change their course to Pass/Not-Pass through the end of

the semester

196

321

0

50

100

150

200

250

2 Courses 3 Courses 4 Courses

Number of Students who Attended SI for More Than One Course


In the charts below, C represents students who attended SI in person and Continued to attend online. D

represents student attended SI in person but Did Not Continue to attend online. N represents New

participants who did not attend SI in person but attended when sessions moved online.

C D N

Term GPA 3.67 3.53 3.68

Overall GPA 3.52 3.4 3.45

Term Credits 15.57 15.17 15.75

C D N

Retained Fall 20 95.6% 96.2% 100.0%

Online Cohort Fall 20 9.7% 10.1% 16.7%

36.2%30.4% 28.6%

4.0%0.9% 0.2%

40.2%

22.3% 24.8%

6.2% 4.4% 2.3%

28.2%

43.6%

18.0%

10.3%

0.0% 0.0%0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

A P B C DFW N

Grade Distribution

C D N

69.5%

30.5%

75.5%

24.5%

56.4%

43.6%

0.0%

20.0%

40.0%

60.0%

80.0%

Regular Grade Pass/No-Pass

Grade Type

C D N


2.6%0.9%

18.4%7.9% 7.9% 10.5%

2.6%

49.1%

4.8% 0.1%11.3%

3.9% 7.1% 9.1% 0.1% 1.4%

62.3%

4.2%

29.2%

4.2%

12.5%

50.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%

Ethnicity

C D N

15.8%

84.2%

15.2%

84.9%

12.5%

87.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

First-Gen Not First-Gen

First-Generation

C D N

16.7%

83.3%

13.6%

86.5%

8.3%

91.7%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

URM Non-URM

URM

C D N

10.5%

46.5%43.0%

9.1%

40.0%

50.9%

12.5%

41.7% 45.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Foreign Non-Resident Resident

Residency

C D N


Summer 2020 SI Attendance In 2020, Summer SI was offered for the first time in CHM11600, ECON25100, MA16010, MA26100,

MGMT20000, PHYS17200, and PHYS24100. 56 unique students participated in Summer SI for a

participation rate of 3%. Only 2 students who participated in Summer SI earned a D or W in their course.

Of those who attended SI eight of more times, 100% earned a C or better, 88% earned a B or better, and

63% earned an A. The DFW rate was 14% higher for those who never attended when compared to those

who attended eight or more times.


A 40% 36% 0% 64% 63%

B or better 70% 81% 50% 91% 88%

C or better 86% *97% 100% 91% 100%

DFW 14% *3% 0% 9% 0%

Total Students 1897 36 2 11 8


Impact of Attending SI Accounting for Self-Selection Bias

Background

In order to understand how SI influences students’ academic performances in critical courses, a

study was conducted to investigate the differences in course grades between SI attendees and

non-attendees. This study utilizes propensity-matching method, which matches students based

on a series of characteristics between SI and non-SI groups so we can compare their

achievement differences. The matching characteristics used in this study are:

Course: course title

SI Indicator: whether the student attended SI

11.4% 0.9%

49.1%

14.0%

3.5%8.8%

4.4%1.8% 2.6% 3.5%

13.5%

0.1%

38.6%

16.5%

1.3% 3.0%

9.0% 8.0%4.2%

5.1% 0.5%4.2%

66.7%

4.2%4.2%

20.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

AG ED ENGR HHS LA PHRM SCI EXPL POLY MGMT VET

College

C D N


International: domestic or international residency status

Gender: male or female

URM: Under-represented minority or not

First Generation Status: whether a first generation student in college

Ethnicity: a student’s reporting ethnicity (e.g. White, Asian, etc.)

Prior GPA: a student’s cum GPA in the semester before their SI attendance

High School GPA: only used if and when students have no prior GPA in the system

The outcome variable is the course grade in the SI-participating course, converted to the

4.0 scale.

Process

First, SI attendees are matched with their counterparts in the non-attendee group based on the

series of characteristics listed above. Taking BIOL for example, we can see that all SI attendees

were successfully matched with non-attendees. The matching results are shown in the graph

below.

Next, the numeric course grades are compared between SI attendees and non-attendees within

the course. For example, in BIOL courses, the analysis shows that at p<0.001, SI attendees

generally tend to have higher course grades than their matched counterparts who did not

attend SI – 2.81 vs 2.61.

Findings

Using data from Spring 2017 and Fall 2017 semesters, the analysis revealed that for some

disciplines, there is a difference in the academic achievement between SI attendees and non-

attendees, such as in MATH and BIOL, and the results are statistically significant. However, this

does not seem to be the case with STAT, CS, ECE, or MGMT. Upon further investigation into

specific courses within these disciplines, it is found that within CS, SI attendees do differ

academically from non-attendees in CS180 and CS240, but not in CS158/159.


Table 1. Summary of findings in this study

Discipline non SI Attendee Grade SI Attendee Grade Sig

MATH 2.53 2.73 ***

BIOL 2.61 2.81 ***

CHEM 2.7 2.78 **

STAT No difference

CS No difference

CS158/900 No difference

CS18000 2.16 2.51 *

CS24000 2.53 2.76 *

ECON 2.69 2.73 *

ECE No difference

AGEC 2.53 2.7 *

MGMT No difference

PHYS 2.40 2.46 *

Retention Data For the 2014 cohort, the six-year graduate rate is 7% higher for students who attended one or more SI

sessions their first year than for students who did not attend SI their first year.

For the 2019 cohort, the one-year retention rate is 4% higher for students who attended one or more SI

sessions this year than for students who did not attend SI

Table 1: FTFT Retention and Graduation Rates by SI/Non-SI (for students who attended SI in first year)

Academic Year

Cohort One Year Retention

Rate

Two Year Retention

Rate

Three Year

Retention Rate

Four Year Graduation

Rate

Five year Graduation

Rate

Six Year Graduation

Rate

2011 SI 989 95.15% 90.80% 87.56% 56.32% 82.20% 87.06%

Non-SI 5671 89.77% 83.21% 79.79% 50.64% 72.79% 77.29%

2012 SI 1478 94.38% 90.80% 88.36% 59.54% 81.80% 86.60%

Non-SI 4851 89.98% 84.66% 81.26% 54.73% 75.74% 79.53%

2013 SI 1799 95.11% 91.50% 87.27% 57.75% 80.04% 85.77%

Non-SI 4520 91.64% 86.17% 81.99% 58.83% 77.39% 80.77%

2014 SI 1312 95.05% 92.61% 88.64% 63.41% 81.71% 88.49%

Non-SI 5096 92.17% 86.85% 82.81% 59.44% 78.63% 81.93%

2015 SI 2451 94.37% 90.58% 87.43% 62.50% 82.62%

Non-SI 4404 90.30% 85.42% 80.52% 59.47% 77.09%

2016 SI 2432 94.24% 91.69% 87.83% 64.84%

Non-SI 4797 90.33% 85.28% 80.55% 61.52%

2017 SI 2782 95.26% 92.34% 89.07%

Non-SI 4766 90.01% 85.14% 79.58%


2018 SI 2973 95.19% 92.06%

Non-SI 5355 89.56% 84.86%

2019 SI 2482 96.41%

Non-SI 5529 92.26%

History of Courses, Leaders, Visits, and Unique Students

1113

11 1215 14

1923

26 2527

2527 26

3028

30 31

22 21 22 22 23 24

3034

4244

4240

42 4246

4044

40

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

Fall2016

Spring2017

Fall2017

Spring2018

Fall2018

Spring2019

Fall2019

Spring2020

Total Courses and Student Leaders

Courses Student Leaders

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

SI Session Visits

Visits Unique Students


Blackboard Resource Management Blackboard Ad Views To assist students in locating campus resources related to their specific courses, the Tutoring Database,

managed by the ASC, feeds an image displaying relevant academic support resources into each course’s

Blackboard module.

Term Student Views

Professor Views Other Views* Total Views

Unique Viewers

Fall 2019 31,949 860 270 33079 14,548

Spring 2020 18,328 922 167 19,417 10,925

Total 2019-2020 50,277 1,782 437 52,496 20,343 *User roles are provided as listed in the course module in Blackboard. Others combines grader (G), teaching assistant (T), and

course builder (B) roles.

Course Resources Viewed in Blackboard Most Frequently Viewed Subjects

MA 11,515

BIOL 2,370

CS 2,337

ENGL 2,180

ECE 2,016

MGMT 1,990

CHM 1,847

COM 1,666

ME 1,437

PSY 1,295

Most Frequently Viewed Courses

MA26100 2,722

MA16100 2,027

MA16500 2,008

MA16200 1,694

COM11400 1,122

CHM11500 855

ENGL10600 817

MA16600 753

PSY12000 747

BIOL20300 738

Consultations During the 2019-2020 academic year, the ASC held a total of 769 consultations for 575 unique students.

This is a small decrease of 8 consultations and 12 students from the 2018-2019 school year.


Fall 2019 Spring 2020 2019-20 Total

# of Visits 477 292 769

Unique Students Served 374 233 575

Demographic Information of Students Served through Consultations (with All Purdue Reference Lines)

38.5%

24.1% 22.7%13.9%

0.8%

21.5%31.3%

26.2%20.6%

0.4%0.0%

10.0%20.0%30.0%40.0%50.0%

Classification

Fall 2019 Spring 2020


Academic Standing of Students Served through Consultations One of the learning outcomes the ASC has for academic consultations is participating students will

“maintain or return to good academic standing status (term and cumulative GPA at or above 2.0).”

When looking at the outcome of a semester’s academic standing, it is helpful to consider the academic

standing the participating students were in during the semester they received support. For students in

good standing, the goal is to maintain their academic good standing. For students on academic

probation, the ideal goal is to earn a cumulative and term GPA of 2.0+ so they can return to good

standing. However depending on the student’s cumulative GPA, it may not be mathematically possible

to return to good standing in just one semester; in these situations, remaining on probation is a neutral

to positive outcome. For all students, being academically dismissed or “dropped” is not the desired

outcome. The charts below show the academic standing outcomes of participating students versus all

Purdue students based on their standing groups during the semester. Due to COVID-19, no students

8.6% 7.8%

1.1%

36.4%

8.0%11.8%

4.6%2.1%

13.4%

5.9%

0.5%

14.6%

3.9%0.4%

44.6%

4.3%6.9%

4.3% 2.6%

11.2%

6.0%

1.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

AG CLA ED ENGR EXPL HHS MGMT PHRM SCI POLY VET

College



were dropped or placed on probation at the end of Spring 2020. In Fall 2019, 85.2% of participating

students who were in good standing when seeking support remained in good standing at the end of the

term. That same semester, more than half (62.7%) of the participating students who were on academic

probation during the semester of support returned to academic good standing. In Spring 2020, 75.4% of

students who were on probation during the semester of support returned to academic good standing.

85.2%

62.7%

14.8%

29.1%

0.0%8.2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Good Standing During Term Probation During Term

Fall 2019 End of Semester Standing by Beginning of Semester Standing (ASC)

Good Standing (End) Probation (End) Dropped (End)

93.7%

59.5%

6.3%

30.7%

0.0%9.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


Fall 2019 End of Semester Standing by Beginning of Semester Standing (All

Purdue)

Good Standing (End) Probation (End) Dropped (End)


Average GPAs of Participating Students 2019-2020


Average Cumulative GPA 2.84 2.75

Average Term GPA 2.67 2.89

Average Credit Hours Completed 13.39 12.29

GS 29001 During the 2019-2020 academic year, the ASC taught 5 sections (3 in the fall, 2 in the spring) of GS

29001: Academic Success Skills to a total of 107 students (72 in the fall, 35 in the spring). That is 4 more

students than last year.

Demographics of Students Enrolled in GS 29001 (with All Purdue Reference Lines)

100.0%

75.4%

0.0%

24.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%


Spring 2020 End of Semester Standing by Beginning of Semester Standing (ASC)

Good Standing (End) Probation (End)

100.0%

69.3%

0.0%

30.7%

0.0%

50.0%

100.0%

150.0%

Good Standing DuringTerm

Probation During Term

Spring 2020 End of Semester Standing by Beginning of Semester Standing (All

Purdue)

Good Standing (End) Probation (End)


Retention and Graduation Rates of GS29001 Fall 2019 Spring 2020

Class Size 72 35

Class Retention 67 (93%) 29 (83%)

Class Graduation 0 2 (6%)

GS29001 Student Outcomes Fall 2019 Spring 2020

Average Overall GPA 3.10 2.84

Average Term GPA 2.98 3.05

Average Term Cr Hr Earned 14.31 12.77


Peer Success Coaching Program During the 2019-2020 academic year, the PSC program served 114 unique students and conducted 948

in-person meetings. 6 less students participated in the PSC program this year than last year.

Fall 2019 Spring 2020 2019-20 Total

Visits 526 422 948

Unique Students Served 83 58 113

Demographics of PSC Program Participants (with All Purdue Reference Lines)


Residency

33.7%37.4%

15.7%13.3%

25.9%

36.2%

20.7%17.2%

0.0%

10.0%

20.0%

30.0%

40.0%

Freshman Sophomore Junior Senior

Classification



Additional PSC Data The table below shows that on average in the 2019-2020 academic year, students met with their Peer

Success Coach 7 times per semester. The minimum number of visits is 1 and the maximum is 23.

N Minimum Maximum Mean Std. Deviation

141 1 23 6.68 4.452

The table below shows the end of semester academic standing for PSC participants who were on

probation at the beginning of the semester.

End of Semester Standing Good Standing Probation Dropped

Fall 2019 Probation Students (N=15) 66.6% 26.7% 6.7%

Spring 2020 Probation Students (N=25) 72.0% 28.0% *0% *Due to COVID-19, no students were dropped in Spring 2020.

Test Drive Fall 2019 was the third year for the ASC to host Test Drive: The Elliott Exam Experience. Exams were

offered for 9 courses: BIOL11000, CHM11100, CHM11500, MA15800, MA16100, MA16200, MA16500,

MA16600, and MA26100. In total, 553 students participated in Test Drive, including 11 students who

were not enrolled in the specific courses offered.

The average course grade of students who participated in Test Drive was 0.62 higher than the

average course grade of students who did not participate.

The course DFW rate for students who participated in Test Drive was 9% lower than the course

DFW rate for students who did not participate.

371 (67%) students who participated in Test Drive attended Supplemental Instruction after Test

Drive.

22 students who participated in Test Drive attended an academic consultation after Test Drive.

4.8% 3.6%

41.0%

7.2% 7.2%4.8% 4.8%

9.6%

15.7%

10.3%

3.5%

41.4%

8.6% 8.6%

1.7%5.2%

12.1%8.6%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

AG CLA ENGR EXPL HHS MGMT PHRM SCI POLY

College



Enrollment Participants % Participants

BIOL11000 1356 31 2.30%

CHM11100 969 28 2.90%

CHM11500 2559 340 13.30%

MA15800 791 6 0.80%

MA16100 1168 54 4.60%

MA16200 741 15 2.00%

MA16500 1033 22 2.10%

MA16600 322 15 4.70%

MA26100 2493 31 1.20%

Participant Demographics (with All Purdue Reference Lines)


Course Outcomes Table 2: Average Course Grade for Participants vs Non-Participants

Course Participant Non-Participant Difference

BIOL11000 3.79 3.28 0.51

CHM11100 3.82 3.08 0.74

CHM11500 3.31 2.89 0.42

MA15800 3.6 2.42 1.18

MA16100 2.62 2.26 0.36

MA16200 3.04 2.27 0.77

MA16500 3.2 2.75 0.45

MA16600 3.25 2.7 0.55

MA26100 3.24 2.67 0.57

Table 3: DFW Rate for Participants vs Non-Participants

Course Participant Non-Participant Difference

BIOL11000 0.00% 5.70% -5.70%

CHM11100 0.00% 11.10% -11.10%

CHM11500 3.80% 10.10% -6.30%

MA15800 0.00% 18.30% -18.30%

12.12%

0.72%

48.28%

9.76% 9.95%

1.27% 2.71% 1.45%

13.02%

0.72%0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

College


MA16100 24.10% 26.70% -2.60%

MA16200 6.70% 25.20% -18.50%

MA16500 4.60% 7.30% -2.70%

MA16600 0.00% 9.50% -9.50%

MA26100 3.20% 11.20% -8.00%

Table 4: Average Course Grade by Exam Score Quartile

Quartile Overall BIOL110 CHM111 CHM115 MA158 MA161 MA162 MA165 MA166 MA261

n 553 31 28 340 6 54 15 22 15 31

1 2.76 3.81 3.50 2.80 3.15 1.02 2.57 3.06 3.34 3.30

2 3.16 3.56 3.83 3.22 3.30 2.27 3.33 2.14 N/A 3.19

3 3.54 3.76 4.00 3.56 4.00 3.38 3.00 3.76 3.06 3.30

4 3.79 4.00 4.00 3.76 4.00 3.91 2.87 4.00 3.35 3.90

28.8%

43.2%

64.3%

82.4%

31.4% 36.3%

27.3%

14.8%20.5%

15.1%

7.0%2.8%

5.8% 4.1%0.7%

6.4%1.4% 0.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1 2 3 4

Course Grade by Exam Score Quartile

A B C D F/W

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