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  • 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 process Nursing programs waive the GRE

    requirement Biological and Biomedical Sciences

    program moves to holistic review

    Retention initiatives Training Initiatives in Biomedical &

    Biological Sciences (TIBBS) Diversity and Student Success (DSS)

  • Admissions: Two Case Studies Nursing 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 Starters Connecting Admissions and Student Success: Using Data to Improve Graduate Education Symposium: Strategies for Increasing Graduate Program Diversity Tuesday March 26, 2019

    Hironao Okahana, MPP, PhD Council 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 the discipline/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

    P ro

    gr am

    F it

    D e

    gr ee

    C o

    m p

    le ti

    o n

    P ro

    fe ss

    io n

    al S

    u cc

    e ss

    Research Focused Professional Focused

    #CGSResearch Source: 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 facing URMs (Disagree/Strongly

    Disagree)

    This program is doing a good job helping URM students succeed (Disagree/Strongly Disagree)

    Worried about your mental or physical 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 faculty advising/mentoring workshops

    Provide web-based mentoring resource for faculty

    Provide targeted mentoring for ABD students

    Provide peer mentoring program

    Use early research experiences as mentoring tools

    Provide information on changing advisors

    Conduct annual student evaluations (preferably written)

    Assign designated advisor upon enrollment

    Provide graduate handbook to students

    Offer a clear process for selection/assignment of advisors

    Permit students to have multiple faculty mentors (especially for…

    Hold program/department orientation 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

    http://cgsnet.org/online-appendices-dimac-project

  • “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 b