Blending In with Blended Learning

70
Institutional Research & Effectiveness Blending In with Blended Learning Sue Evans, Loretta Griffy, and Ellen Smyth College Survival National Conference

description

College Survival National Conference . Blending In with Blended Learning. Sue Evans, Loretta Griffy, and Ellen Smyth. The Austin Peay Freshman. Ellen Smyth. Defining the Freshmen. First-time, full-time freshmen Fall 2007 Fall 2008. Who am I, the typical freshman at Austin Peay? - PowerPoint PPT Presentation

Transcript of Blending In with Blended Learning

Page 1: Blending In with Blended Learning

Institutional Research & Effectiveness

Blending In with Blended Learning

Sue Evans, Loretta Griffy, and Ellen Smyth

College Survival National Conference

Page 2: Blending In with Blended Learning

Institutional Research & Effectiveness

The Austin Peay Freshman

Ellen Smyth

Page 3: Blending In with Blended Learning

Institutional Research & Effectiveness

Defining the Freshmen

• First-time, full-time freshmen• Fall 2007• Fall 2008

Page 4: Blending In with Blended Learning

Institutional Research & Effectiveness

Who am I, the typical freshman at Austin Peay?

Let’s look at my profile.

Page 5: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

I am:18 years old70%

Female61%

White65%

Living Off Campus53%

Receiving the Lottery Scholarship65%

Academically Deficient54%

2008

Page 6: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

90% under 2196% under 26

Mean = 18.9Median = 18Mode = 18

Page 7: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

Page 8: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

HS GPA: 3.1APSU GPA: 2.6 ACT Composite: 22ACT English: 22ACT Math: 20

2008

96% reported HS GPA89% reported ACT scores

Page 9: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

Page 10: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

I live within 50 miles of campus. 70%

2007

Page 11: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

93% from Tennessee4% from Kentucky

Page 12: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

Page 13: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

Page 14: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

The odds are even that I am the first person in my family to ever attend college.

2008

Page 15: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

I will take 14 credit hours my first Fall semester, which means I will need to study 28 to 42 hours each week.

2008

Page 16: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

2008

I have no idea how to study 28 to 42 hours each week.

Page 17: Blending In with Blended Learning

Institutional Research & Effectiveness

Profile

I am not associated with the military.

2008

Of 1326 freshmen: 22 Active Duty Military 54 Family Members 14 Veterans

Page 18: Blending In with Blended Learning

Institutional Research & Effectiveness

Why did I choose college and Austin Peay?

Page 19: Blending In with Blended Learning

Institutional Research & Effectiveness

Choosing to Attend College

Attending college is important because it will help me get a better job.99.5%

2008

Page 20: Blending In with Blended Learning

Institutional Research & Effectiveness

Choosing Austin Peay

Austin Peay’s good academic reputation is important91% –important to more students than financial aid.74%

2008

Page 21: Blending In with Blended Learning

Institutional Research & Effectiveness

Choosing Austin Peay

Offering my chosen major91% and cost91%

are important.

2008

Page 22: Blending In with Blended Learning

Institutional Research & Effectiveness

What do I expect from myself and Austin Peay?

Page 23: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

I will develop a good relationship with at least one faculty member or my advisor.91%

2008

Page 24: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

There is no chance I’ll miss more than one class per week.77%

2008

Page 25: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

There is no chance I will fail a course. 84%

2008

Page 26: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

I will earn at least a B average.81%

2008

41% had 3.0 or higher

Page 27: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

There is no chance I will drop out, even temporarily. 93%

2008

86% retained to Spring65-70% retained to Fall

Page 28: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

There is a very good chance I will complete my Bachelor’s at Austin Peay. 75%

2008

30% graduate in six years

Page 29: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

I will work at least part-time while attending college.95%

2008

Page 30: Blending In with Blended Learning

Institutional Research & Effectiveness

Expectations

I will work full-time while attending college.48%

2008

Page 31: Blending In with Blended Learning

Institutional Research & Effectiveness

Full-time Working Student

Average Course Load14 hrs in class28 hrs studying40 hrs working=============82 hours per week

Minimal Course Load12 hrs in class24 hrs studying40 hrs working=============76 hours per week

2008

Page 32: Blending In with Blended Learning

Institutional Research & Effectiveness

How do I compare with other 4-year public college students nationwide?

Page 33: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public

SchoolsMy parents earn less,

are less likely to be alive and living together, and have less education.

2007

Page 34: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public Schools

I work more, smoke more, and involve my parents in decisions more.

2007

Page 35: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public Schools

I am less interested in living on campus, participating in clubs, and earning a graduate degree.

2007

Page 36: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public Schools

I am more interested in being involved in the arts and influencing politics.

2007

Page 37: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public Schools

I am less likely to be concerned about paying for college and more likely to depend on grants and scholarships to cover all school costs.

2007

Page 38: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public Schools

My college choice was based less on academic reputation, placement in jobs or grad schools, and a visit to campus and based more on financial aid, cost, and proximity.

2007

Page 39: Blending In with Blended Learning

Institutional Research & Effectiveness

Compared to Students at other 4-year Public Schools

This school was more likely to be my first and only choice.

2007

Page 40: Blending In with Blended Learning

Institutional Research & Effectiveness

These are typical freshmen, but we have difficulty keeping freshmen.

Page 41: Blending In with Blended Learning

Institutional Research & Effectiveness

Who am I, the freshman who does not return?

Page 42: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

I am the same age as my classmates.

2008

Page 43: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

My ACT scores are one point lower than my classmates’ scores.

2008

Page 44: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

My high school GPA is a quarter of a point below that of my classmates.

2008

Page 45: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

2008

41% have 2.0 or higher

Page 46: Blending In with Blended Learning

Institutional Research & Effectiveness

How do I, the student who didn’t come back, compare with my peers who returned?

Page 47: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

I am 50% more likely to have been conditionally admitted.

2008

Page 48: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

I am 38% more likely to procrastinate registering.

2008

Page 49: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

I am 22% more likely to be first generation.

2008

Page 50: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

I am 13% more likely to live off campus.

2008

Page 51: Blending In with Blended Learning

Institutional Research & Effectiveness

Not Retained

I am just as likely to have a Pell Grant, though 9% less likely to have a lottery scholarship.

2008

Page 52: Blending In with Blended Learning

Institutional Research & Effectiveness

Data Sources

–Cooperative Institutional Research Program (CIRP) Freshmen Survey– Transition to College Inventory (TCI) Survey– Integrated Postsecondary Education Data

System (IPEDS) database–Austin Peay data

Page 53: Blending In with Blended Learning

Institutional Research & Effectiveness

Research on Student

Success

Sue Evans

College Survival National Conference

Page 54: Blending In with Blended Learning

Institutional Research & Effectiveness

Cinco Secrets to Success

1. High Expectations2. Clear, Consistent

Requirements 3. Support4. Feeling Valued5. Actively Learning-V. Tinto, NACADA

Journal, Fall 1999reasonsoflife.files.wordpress.com

Page 55: Blending In with Blended Learning

Institutional Research & Effectiveness

APSU 1000 Hybrid

Loretta Griffy

College Survival National Conference

Page 56: Blending In with Blended Learning

Institutional Research & Effectiveness

APSU 1000

Page 57: Blending In with Blended Learning

Institutional Research & Effectiveness

Clicker: The Face-

to-face Feedback

ToolEllen

Smyth

College Survival National Conference

Page 58: Blending In with Blended Learning

Institutional Research & Effectiveness

What color does litmus paper turn with acid?

a. Blueb. Greenc. Redd. Yellow

techgeist.net

Select the Correct Answer

Page 59: Blending In with Blended Learning

Institutional Research & Effectiveness

What’s the largest Scandinavian country?

a. Denmarkb. Finlandc. Icelandd. Norwaye. Sweden

Select the Correct Answer

www.nordicfolklore.com

Page 60: Blending In with Blended Learning

Institutional Research & Effectiveness

What was Mickey Mouse’s original name?

a. Magic Mouseb. Michael Mousec. Minnie Moused. Mortimer Mouse

Select the Correct Answer

www.luminousnuminous.com

Page 61: Blending In with Blended Learning

Institutional Research & Effectiveness

In which country is Aushwitz?

a. Austriab. Germanyc. Poland d. Russia

Select the Correct Answer

www-tc.pbs.org

Page 62: Blending In with Blended Learning

Institutional Research & Effectiveness

What is calcium carbonate normally known as?

a. Chalkb. Charcoalc. Rockd. Teeth

Select the Correct Answer

www.calcium-carbonate.net

Page 63: Blending In with Blended Learning

Institutional Research & Effectiveness

What is the first letter of Puff the Magic Dragon’s homeland?

a. Ab. Hc. Md. W

Select the Correct Answer

Page 64: Blending In with Blended Learning

Institutional Research & Effectiveness

Which country had the first female Prime Minister?

a. Dominicab. Great Britainc. Indiad. Sri Lanka

Select the Correct Answer

3.bp.blogspot.com

Page 65: Blending In with Blended Learning

Institutional Research & Effectiveness

What was the penname of Charles Lutwidge Dodgson??

a. Charles Dickensb. George Eliotc. Lewis Carrolld. Walt Whitman

Select the Correct Answer

www.lib.uwo.ca

Page 66: Blending In with Blended Learning

Institutional Research & Effectiveness

What novel was subtitled The Modern Prometheus?

a. Ender’s Gameb. Frankensteinc. Pinnochiod. The Sirens of Titan

Select the Correct Answer

techgeist.net

Page 67: Blending In with Blended Learning

Institutional Research & Effectiveness

The English borough and Royal Observatory site marking international time ends with?

a. Burghb. Hamc. Tond. Wich

Select the Correct Answer

media-2.web.britannica.com

Page 68: Blending In with Blended Learning

Institutional Research & Effectiveness

Cryptozoology refers to the study of creatures which are?

a. Confusedb. Deadc. Mythicald. Unknown

Select the Correct Answer

4.bp.blogspot.com

Page 69: Blending In with Blended Learning

Institutional Research & Effectiveness

Carpology is the study of?

a. Bonesb. Pilkingtonc. Fishd. Fruits and seeds

Select the Correct Answer

images-eu.amazon.com