Strategic Planning in Driving Innovative

Measures of Success

Gregory W. LaPointeUniversity of Maine at Augusta

December 9, 2015

Agenda

a) About UMAb) Accelerated Strategic Planning Processc) Key Student Success Datad) Research into Actione) Focused Example: Developmental Mathematics

By the Numbers - Stay close. Go far.

▪ 6,205 headcount▪ 6% first-time, full-time (IPEDS cohort)▪ 97% acceptance rate▪ 49% transfer students▪ 36% require developmental coursework

▪ 52% first-generation▪ 79% financial aid recipients▪ 75% Pell grant recipients▪ 78% independent (i.e., working adults)▪ $20,604 median adjusted gross income

▪ 63% part-time▪ 8.5 average credit load▪ 72% female▪ 8% minority▪ 32 average age▪ 96% in-state

2016-20 Strategic Plan: Transforming Lives - Student Success and Academic Achievement

• Fact-based!• Engagement• SWOTs

Fall

• Goals• Strategy,

actions• Mission,

values, vision

Winter

• KPI metrics• $1.6M

investment• UMS

Approved

Spring

NEASC Comprehensive Evaluation (April 2015)

Student Learning Progress Model: An Alternative to the Traditional MetricUniversity of Alaska Anchorage• Gary Rice, Creator (Retired)• Tested at 18 institutions across U.S.

representing all sectors/types• UMA implementation March 2013• http://studentlearningmodel.com/

Expanding Student Success Concept• All students tracked vs. small subset

(i.e., First-time, full-time)• 10 years vs. 150-200% catalog time• All learning valued and is progressive• No single homogeneous student body• Supports storytelling and deeper

insights about progress and completion rates

10 Year Student Tracking Map: Flow and Churn through UMA

▪ 5% (68) still enrolled▪ 101 interim awards▪ 58 graduates >150%

Are We Meeting Our Instructional Mission?

Cohort Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 101998 72% 81% 86% 86% 86% 84% 83% 82% 85% 83%1999 76% 84% 86% 87% 87% 86% 85% 85% 84% 81%2000 76% 84% 87% 89% 88% 86% 83% 85% 86% 84%2001 74% 85% 86% 86% 85% 85% 82% 85% 85% 82%2002 75% 84% 88% 89% 89% 87% 85% 86% 83% 83%2003 77% 85% 88% 89% 87% 85% 83% 83% 80% 80%2004 76% 85% 87% 88% 87% 85% 84% 82% 81% 83%2005 74% 84% 88% 88% 86% 83% 82% 82% 81% 83%2006 76% 83% 88% 88% 87% 84% 84% 83% 82% 80%2007 72% 82% 86% 87% 86% 86% 85% 86% 84%2008 75% 82% 84% 86% 84% 84% 84% 83%2009 74% 81% 86% 87% 86% 86% 85%2010 75% 84% 87% 87% 87% 85%2011 73% 82% 86% 87% 85%2012 73% 82% 85% 85%2013 73% 82% 85%2014 72% 82%2015 73%

Successful Learning Rate (SLR)% Successfully (≥D- or P) Completed Courses to Total Attempted

Learning Goal Status after 10 Years

Transferred and Success at Other Institution:

▪ 53% Graduated▪ 12% Interim Award

Goal Met (Traditional Metric, First-time, Full-time in 150%) Goal Met (Qualifying award) Goal Progress (Interim award or at least Minimal to Moderate progress) Goal Not Met (No Return or No Progress to Minimal)

Course Completion Example: High Enrollment and Low Success Rates

Change

08-0

9

09-1

0

10-1

1

11-1

2

12-1

3

13-1

4

14-1

5

08-0

9

09-1

0

10-1

1

11-1

2

12-1

3

13-1

4

14-1

5

08-0

9

09-1

0

10-1

1

11-1

2

12-1

3

13-1

4

14-1

5 13-14 vs. 14-15

MAT 009 - Foundations of Mathematics (LEC) 20 20 22 21 22 19 17 399 440 434 462 467 336 307 53% 52% 56% 53% 55% 53% 54% pMAT 020 - Algebra I (Part I) (LEC) 13 12 11 5 4 4 2 206 222 177 78 58 65 24 44% 54% 58% 60% 48% 54% 38% pMAT 021 - Algebra I (Part II) (LEC) 1 1 2 2 2 2 2 13 6 30 43 26 38 21 62% 50% 47% 37% 42% 45% 52% pMAT 030 - Algebra I (LEC) 19 18 22 23 16 20 18 358 379 469 534 406 408 383 54% 47% 49% 49% 55% 55% 54% pMAT 100 - Mathematics and Its Applications (LEC) 18 19 17 13 16 11 9 467 458 397 305 287 234 193 72% 74% 80% 77% 80% 73% 81% pMAT 111 - Algebra II (LEC) 14 15 15 16 19 13 14 339 341 386 396 411 361 333 50% 49% 43% 54% 48% 50% 56% pMAT 112 - College Algebra (LEC) 3 3 4 3 3 4 4 80 43 82 72 86 94 91 45% 72% 52% 49% 38% 41% 43% pMAT 113 - Mathematics for Business And Economics I (LEC) 5 4 3 5 3 4 3 66 105 66 94 67 90 72 74% 75% 74% 77% 76% 76% 72% pMAT 114 - Mathematics for Business and Economics II (LEC) 2 6 3 3 5 4 3 49 113 56 63 67 69 69 55% 85% 73% 84% 85% 90% 84% pMAT 115 - Elementary Statistics I (LEC) 18 20 18 21 20 21 20 521 604 628 673 645 613 619 60% 57% 58% 62% 59% 50% 51% pMAT 116 - Plane Geometry (LEC) 1 1 100% -MAT 124 - Pre-Calculus (LEC) 2 1 1 1 1 1 2 29 7 24 22 23 22 20 66% 57% 54% 55% 57% 55% 45% pMAT 125 - Calculus I (LEC) 1 1 1 1 1 12 100% 100% 83% pMAT 130 - Math for Elementary Teachers I (LEC) 1 1 9 20 67% 90% -MAT 131 - Math for Elementary Teachers II (LEC) 1 9 78% -

Course

Sections EnrollmentsA thru C- % (orange shading <80%

benchmark)

Student Retention Segmentation Example

Count Term-to-Term 1 Year Count Term-to-Term 1 Year Count Term-to-Term 1 Year1292 80% 56% 1184 80% 56% 1067 79% 53%

First Year (FYR) 551 79% 48% 462 81% 49% 425 80% 48%Readmit (REA) 208 75% 59% 209 78% 57% 183 77% 55%Transfer (TRF) 533 82% 63% 513 80% 61% 459 80% 57%>6 Weeks Prior 760 80% 58% 670 81% 58% 693 81% 56%>4 to <=6 Weeks Prior 89 89% 72% 92 87% 65% 79 73% 46%>2 to <=4 Weeks Prior 204 82% 56% 199 79% 50% 89 74% 51%<=2 Weeks Prior 239 72% 46% 223 74% 49% 206 77% 45%

547 83% 61% 559 84% 61% 480 81% 55%161 80% 61% 143 80% 58% 136 79% 60%385 84% 61% 414 86% 62% 344 82% 53%

1 100% 0% 2 50% 50% 0 0% 0%380 83% 50% 316 85% 52% 274 81% 48%167 80% 47% 129 87% 50% 98 80% 46%213 85% 52% 186 84% 52% 175 82% 49%

0 0% 0% 1 100% 100% 1 100% 100%Transfer >= 30 Credits 425 82% 66% 385 81% 66% 365 79% 60%Transfer >= 90 Credits 92 86% 70% 105 80% 70% 95 78% 60%

292 84% 65% 297 82% 62% 254 78% 57%530 79% 52% 467 78% 49% 396 79% 47%80 74% 56% 82 84% 61% 72 85% 58%47 100% 87% 38 95% 92% 41 98% 83%

New Admissions Term Cohort Total

Cornerstone Participants

IPEDS Cohort (First Year / Full-Time)

Transfer Credits

Maine Community College TransfersDevelopmental Required/RecommendedVeterans (Certified or Self Identified)

Fall 2011 Fall 2012 Fall 2013Retention

AssociateBachelor

Certificate

Admit Type

# of Weeks Admitted Prior to Term Start

AssociateBachelor

Certificate

Outcomes Based Funding (OBF) Programs

2016-20 Strategic Plan: Research into Action to Strengthen Student SuccessSample Performance Indicators• 5 pp increase in graduation rate• All bachelor’s students• First-time, full-time bachelor’s

• 5 pp increase in course completion rate• Overall• Barrier courses

Sample Strategic Investments• Focus on first year experience• Mandatory online orientation• Class stewards/navigators• EAB Student Success Collaborative • 5 new support positions

Focused Example: Refine Development Mathematics

Data-informed Initiative Strategic Plan Investment• 1 new full-time faculty member

• Examine course sequencing• Policy development• Online math tutorial• Non-algebra pathway to Statistics• New MAT 100 with lab

• 36% (650+) not prepared for college-level academic demands• 5 pp decrease in retention• 94% require developmental

coursework in Mathematics• 54% completion rate in Development

Mathematics courses (i.e., Foundations, Algebra-prep)

• Delaying course enrollment

Thank you and Session Contact Information Charlotte MandellVice Provost for Undergraduate EducationUniversity of Massachusetts Lowell(978) 934-3448charlotte_mandell@uml.edu

Gregory LaPointeExecutive Director of Institutional Research and PlanningUniversity of Maine at Augusta(207) 621-3240glapointe@maine.edu