Chief Academic Officers and Gateway Courses: Keys to Institutional Retention and Persistence Agendas

2017 ◽  
Vol 2017 (180) ◽  
pp. 63-73
Author(s):  
Roberta S. Matthews ◽  
Scott Newman
Keyword(s):  
Chief Academic Officers ◽  
Gateway Courses ◽  
Institutional Retention

Retention and Institutional Effort: A Self-Study Framework

NASPA Journal ◽  
2001 ◽  
Vol 39 (1) ◽  
Author(s):  
Dudley B. Woodard ◽  
Sherry L. Mallory ◽  
Anne M. De Luca
Keyword(s):  
Graduate Students ◽  
Assessment Framework ◽  
Self Study ◽  
Institutional Retention ◽  
Retention Effort

This article describes a retention assessment framework as a way of helping practitioners use existing literature and research to assess how good their institutional retention effort is. It addresses the rationale for the framework, why some institutions graduate students at higher rates than predicted given the entry characteristics of its students, and how to use the framework.

Equity or Disparity: Do Performance Funding Policies Disadvantage 2-Year Minority-Serving Institutions?

2018 ◽  
Vol 46 (3) ◽  
pp. 288-315 ◽  
Author(s):  
Amy Y. Li ◽  
Denisa Gándara ◽  
Amanda Assalone
Keyword(s):  
Developmental Education ◽  
Performance Metrics ◽  
Underrepresented Students ◽  
Performance Funding ◽  
State Funding ◽  
Retention Rates ◽  
Gateway Courses ◽  
Funding Policies ◽  
Funding Formulas ◽  
Minority Serving Institutions

Objective: We investigate whether performance funding—an increasingly prevalent state policy that allocates appropriations based on outcomes that prioritize retention and completion—places minority-serving institutions (MSIs) at a financial disadvantage due to these institutions serving a greater proportion of historically underrepresented students. Method: Using data from 2004-05 to 2014-15 within Texas and Washington, we compare state funding allocations to 2-year institutions designated as MSIs versus non-MSIs, before and after performance funding policies are implemented. We additionally compare funding allocations for each performance metric. Results: On average, MSIs in Texas and Washington are allocated the same or less in per-student state funding after performance funding compared to non-MSIs. MSIs in Texas are advantaged in performance metrics for transfers and for gateway courses in math (credit-bearing courses that serve as a “gateway” to continued study), and MSIs in Washington are advantaged in developmental education courses. However, MSIs are typically disadvantaged in metrics for degree completions. Conclusion: Our findings suggest that MSIs in Texas and Washington are not financially disadvantaged due to performance funding because the funding formulas in both states incentivize milestones in addition to outputs. We recommend that policy makers consider incorporating performance metrics for developmental education and gateway courses in addition to retention rates and degree completions, and tailor metrics to the student population of institutions to mitigate the potentially inequitable funding consequences of performance funding policies.

scholarly journals Redesigning Computer Engineering Gateway Courses Using a Novel Remediation Hierarchy

2016 ◽  
Author(s):  
Ronald DeMara ◽  
Navid Khoshavi ◽  
Steven Pyle ◽  
John Edison ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Computer Engineering ◽  
Gateway Courses

scholarly journals The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus

2020 ◽  
Author(s):  
Kim A Weeden ◽  
Benjamin Cornwell
Keyword(s):  
Liberal Arts ◽  
Small World ◽  
University Campus ◽  
Epidemic Spread ◽  
Small Worlds ◽  
American University ◽  
Gateway Courses ◽  
Path Lengths ◽  
College Classes ◽  
Novel Coronavirus

To slow the spread of the novel coronavirus, many universities shifted to online instruction and now face the question of whether and how to resume in-person instruction. This article uses transcript data from a medium-sized American university to describe three enrollment networks that connect students through classes, and in the process create social conditions for the spread of infectious disease: an university-wide network, an undergraduate-only network, and a liberal arts college network. All three networks are “small worlds” characterized by high clustering, short average path lengths, and multiple independent paths connecting students. Students from different majors cluster together, but gateway courses and distributional requirements create cross-major integration. Connectivity declines when large courses of 100 students or more are removed from the network, as might be the case if some courses are taught online, but moderately sized courses must also be removed before less than half of student-pairs are connected in three steps and less than two-thirds in four steps. In all simulations, most students are connected through multiple independent paths. Hybrid models of instruction can reduce but not eliminate the potential for epidemic spread through the small worlds of course enrollments.

scholarly journals The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Judy Tung ◽  
Musarrat Nahid ◽  
Mangala Rajan ◽  
Lia Logio
Keyword(s):  
Faculty Development ◽  
Proportional Hazards ◽  
Development Program ◽  
Cox Proportional Hazards ◽  
Academic Rank ◽  
Faculty Development Program ◽  
Kaplan Meier ◽  
Significant Difference ◽  
Institutional Retention ◽  
The Impact

Abstract Background Academic medical centers invest considerably in faculty development efforts to support the career success and promotion of their faculty, and to minimize faculty attrition. This study evaluated the impact of a faculty development program called the Leadership in Academic Medicine Program (LAMP) on participants’ (1) self-ratings of efficacy, (2) promotion in academic rank, and (3) institutional retention. Method Participants from the 2013–2020 LAMP cohorts were surveyed pre and post program to assess their level of agreement with statements that spanned domains of self-awareness, self-efficacy, satisfaction with work and work environment. Pre and post responses were compared using McNemar’s tests. Changes in scores across gender were compared using Wilcoxon Rank Sum/Mann-Whitney tests. LAMP participants were matched to nonparticipant controls by gender, rank, department, and time of hire to compare promotions in academic rank and departures from the organization. Kaplan Meier curves and Cox proportional hazards models were used to examine differences. Results There were significant improvements in almost all self-ratings on program surveys (p < 0.05). Greatest improvements were seen in “understand the promotions process” (36% vs. 94%), “comfortable negotiating” (35% vs. 74%), and “time management” (55% vs. 92%). There were no statistically significant differences in improvements by gender, however women faculty rated themselves lower on all pre-program items compared to men. There was significant difference found in time-to-next promotion (p = 0.003) between LAMP participants and controls. Kaplan-Meier analysis demonstrated that LAMP faculty achieved next promotion more often and faster than controls. Cox-proportional-hazards analyses found that LAMP faculty were 61% more likely to be promoted than controls (hazard ratio [HR] 1.61, 95% confidence interval [CI] 1.16–2.23, p-value = 0.004). There was significant difference found in time-to-departure (p < 0.0001) with LAMP faculty retained more often and for longer periods. LAMP faculty were 77% less likely to leave compared to controls (HR 0.23, 95% CI 0.16–0.34, p < 0.0001). Conclusions LAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.

Randomized controlled trials of U-Pace instruction: Outcomes in two gateway courses

2018 ◽  
Vol 34 (6) ◽  
pp. 799-806
Author(s):  
Raymond Fleming ◽  
Sarah Kienzler ◽  
Leah Stoiber ◽  
Ryan R. Fleming ◽  
Laura E. Pedrick ◽  
...  
Keyword(s):  
Randomized Controlled Trials ◽  
Controlled Trials ◽  
Randomized Controlled ◽  
Gateway Courses
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