Moderator: JoAnn Canales, Former and Founding Dean of the College of Graduate Studies and Professor, College of Education and Human Development, Texas A&M University-Corpus Christi
Steve Matson, Dean, The Graduate School at University of North Carolina at Chapel Hill
Hironao Okahana, Associate Vice President, Research and Policy Analysis,Council of Graduate Schools
Connecting Admissions Success and Student Success: Using Data to Improve Graduate Education
Coming from a variety of research backgrounds, this panel will discuss how data can help graduate programs improve their admissions and administrative processes throughout a student’s academic career cycle.
Connecting Admissions and Student Success: Using Data to Improve Graduate Education
Steve Matson
University of North Carolina at Chapel Hill
Program Completion is the Goal
Changing admissions processNursing programs waive the GRE
requirementBiological and Biomedical Sciences
program moves to holistic review
Retention initiativesTraining Initiatives in Biomedical &
Biological Sciences (TIBBS)Diversity and Student Success (DSS)
Admissions: Two Case StudiesNursing programs – DNP, PhD and MSN
• Requested a waiver of GRE requirement
• Intended goal – increased diversity
• Realized impacts• Initial increase in applications• No significant increase in diversity in applicant pool
Biological and Biomedical Sciences
• Adopt holistic admissions practices• Educate faculty; use app material appropriately
• Increased diversity from 15% to over 30%
Recommendations for File Review Do not assign undue predictive power to UGPA or GRE scores
Define criteria for admission in advance
Train committees on implicit bias
Consider relevant experience particularly when coupled with enthusiastic support letters
Consider ways to assess non-cognitive qualifications Motivation Perseverance Adaptability
Read every application Read the entire application
This can be done at scale
Support for Retention is Critical
• Must spend as much time and effort in training and supporting students focused on
Professional Development
Internships
Career advising
Building community
Providing a resource hub
Financial incentives
Faculty advocates
Thank You
Conversation StartersConnecting Admissions and Student Success: Using Data to Improve Graduate EducationSymposium: Strategies for Increasing Graduate Program DiversityTuesday March 26, 2019
Hironao Okahana, MPP, PhDCouncil of Graduate Schools@HironaoOkahana
#CGSResearch
50%
17%
27%
47%
28%
25%
79%
75%
15%
47%
8%
29%
31%
13%
12%
10%
11%
11%
25%
37%
66%
52%
31%
84%
65%
50%
48%
39%
6%
51%
2%
23%
18%
24%
Availability of a suitable research supervisor for the applicant
Availability of a suitable practicum/internship supervisor for the applicant
The applicant’s potential to adapt to the program culture
The applicant’s potential to adhere to the professional norms and ethics
The applicant’s potential to work with diverse groups of people
Potential of the applicant to contribute to the diversity of this program
Potential for completing the requisite course work
Potential for completing the capstone requirements (e.g., thesis, exams, etc.)
Potential for fulfilling the internship/practicum requirement
Potential for completing the degree in a timely manner.
Potential for meeting eligibility requirements for licensure examinations
Potential for making contributions to the scholarship (publications, etc.) in thediscipline/field
Potential for continuing to work or secure employment in the discipline/field
Potential for pursuing a doctorate in the discipline/field
Potential for achieving leadership roles in the discipline/field
Potential for receiving job promotions
Potential for contributing to the local community
Pro
gram
Fit
De
gree
Co
mp
leti
on
Pro
fess
ion
al S
ucc
ess
Research Focused Professional Focused
#CGSResearchSource: Okahana, H., Augustine, R.M., & Zhou, E. (2018). Master’s admissions: Transparency, guidance, and training. Washington, DC: Council of Graduate Schools. Figure 1. Percentage Shares of Master’s Programs Indicating the Outcomes as “Very Important” by Program Focus.
Before Start Thinking About Pursuing a Graduate Degree.
Applying for Graduate Programs.
Admitted into a Graduate Program.
Pursuing a Graduate Degree.
Completing a Graduate Degree.
#CGSResearch
An Institution Has Determined That An Applicant Has a High Potential of Completing the Requisite Coursework and the Capstone Requirements.
Achieving Post-graduation Success
Before Start Thinking About Pursuing a Graduate Degree.
Applying for Graduate Programs.
Admitted into a Graduate Program.
Pursuing a Graduate Degree.
Completing a Graduate Degree.
#CGSResearch
An Institution Has Determined That An Applicant Has a High Potential of Completing the Requisite Coursework and the Capstone Requirements.
Achieving Post-graduation Success
What Do We Mean by “Student Success”? Is It a Synonym to “Degree Completion”?
Before Start Thinking About Pursuing a Graduate Degree.
Applying for Graduate Programs.
Admitted into a Graduate Program.
Pursuing a Graduate Degree.
Completing a Graduate Degree.
#CGSResearch
An Institution Has Determined That An Applicant Has a High Potential of Completing the Requisite Coursework and the Capstone Requirements.
Achieving Post-graduation Success
What Do We Mean by “Student Success”? Is It a Synonym to “Degree Completion”?
Student success depends on more than just potential at the time of admission.
𝒀 = 𝒈 𝒇 𝒙, 𝒚 , 𝒚
22%
13%
59%
32%30%
20%
65%
45%
Faculty are aware of issues facingURMs (Disagree/Strongly
Disagree)
This program is doing a good jobhelping URM students succeed(Disagree/Strongly Disagree)
Worried about your mental orphysical health (Agree/Strongly
Agree)
Isolated from other students(Agree/Strongly Agree)
Pre-candidates Candidates
Data Sources: Sowell, R., Allum, J., & Okahana, H. (2015). Doctoral Initiative on Minority Attrition & Completion. Washington, D.C.: Council of Graduate Schools. Table 4.1 URM Students’ Perception of Program Climate by Candidacy Status and Table 4.2 URM Graduate Student Experience by Candidacy Status.
#CGSResearch
What Data Do We Need to Improve Graduate Education?What do we mean by “Improving Graduate Education”?
Limits of Multipurpose
“Good Enough” Data
Unit of Analysis for Data
#CGSResearch
Fewer doctoral programs focus their efforts for latter stages (e.g., dissertation phase).
And, even fewer doctoral programs offer mentoring/advising resources for faculty members.
19%
23%
26%
28%
36%
36%
Grant faculty mentoring awards
Provide faculty record of advisees'success in program to students
Offer new facultyadvising/mentoring workshops
Provide web-based mentoringresource for faculty
Provide targeted mentoring for ABDstudents
Provide peer mentoring program
Use early research experiences asmentoring tools
Provide information on changingadvisors
Conduct annual student evaluations(preferably written)
Assign designated advisor uponenrollment
Provide graduate handbook tostudents
Offer a clear process forselection/assignment of advisors
Permit students to have multiplefaculty mentors (especially for…
Hold program/departmentorientation for new graduate…
Figure P.2 Summary of Advising and Mentoring Related Practices and Procedures. Reprinted from Online Appendices for the DIMAC Project, by R. Sowell, J. Allum, and H. Okahana, 2015, Retrieved from http://cgsnet.org/online-appendices-dimac-project. Copyright 2015 by the Council of Graduate Schools. Reprinted with permission.
#CGSResearch
“Really doesn’t acknowledge that minority students are minority. I wasn’t discriminated against, but I wasn’t acknowledged either. You aren’t going to offend minority students because you acknowledge their background. Don’t treat them differently, but acknowledge them. I felt like the program was color blind…but a color acceptance model might be a better fit for minority students.”
STEM doctoral degree recipient from a research university in Florida
#CGSResearch
Klein, C., & Okahana, H. (forthcoming). STEM doctoral student degree attainment: How demands, structures, and networks impact timely degree completion. In A. Tyler, S. Hancock, & C. Lewis (Eds.), Seeing The HiddEn Minority: Increasing the Talent Pool through Identity, Socialization, and Mentoring Constructs, Contemporary Perspectives on Access, Equity and Achievement. Charlotte, NC: Information Age Publishing.