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.