Promoting Student Success with Community-based Service-learning
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Transcript of Promoting Student Success with Community-based Service-learning
Promoting Student Success with Community-based Service-learning:
An Examination of the 2009 UW-Parkside Student
Cohort
Helen Rosenberg University of Wisconsin-Parkside
Presented to the WiCC Network Gathering-NorthwestWaukesha County Technical College
September 23, 2013
Research Working with faculty across three universities to follow cohort of
freshmen enrolled in fall, 2009 All three universities have strong commitment to civic engagement
and service learning Followed this cohort of students over time, from fall 2009 enrollment
to fall, 2012 Who has re-enrolled and graduated (success)
Today I’ll be presenting on outcomes for UW-Parkside Data obtained from the Office of Institutional Effectiveness (OIE)
The dependent measure is persistence over time Persistence refers to long-term outcomes, while retention is most
often used to talk about re-enrollment from freshman to sophomore year
Original focus was on non-traditional students
Identifying Non-traditional Students
24+ or 25 + years old
Employed Full-time
Married/Caregiving
Part time enrollment
First Generation
Students of Color (sometimes referred to as “under represented students”)
The term "nontraditional student" is not a precise one (NCES, 2002)
Rosenberg, Reed, Statham and Rosing (2011)
compared students’ perceptions of their
CBSL experiences at three universities
and found…
…adult and working students less likely to strongly agree that service learning enhanced classroom experience or skills
…those with fewer previous opportunities to develop skills through work experiences appreciated CBSL
…significant differences between our universities…public/private, more urban/less urban
Service-learning with non-traditional students
Independent Variables
Measures of Non-traditionalityAge (24+)
Enrolled Part Time
First Generation College Student
Race (students of color)
Service Learning
Took service learning class or not
Demographics
Gender
Freshman/Transfer Students
GPA
Interaction terms
Distribution of Students entering UW-Parkside, Fall 2009
N=1155
Measures of Non-traditionalityAge (24+)
Enrolled Part Time
First Generation College Student
Race (students of color)
Service Learning
Took service learning class or not
Demographics
Gender
Freshman/Transfer Students
GPA
Interaction terms
Measure Fall, 2010
Fall, 2011
Fall, 2012
24+ 11.7% 12.0% 11.6%
Part-time 40.3% 56.9% 65.7%
First Gen 60.1% 60.4% 60.5%
Students of Color
29.4% 27.4% 29.4%
Took SL 13.3% 24.2% 34.0%
Female 56.8% 56.5% 60.1%
Freshmen
28.3% 30.5% 31.9%
GPA 2.59 2.73 2.85
Re-Enrolled/Graduated
65% 51% 41%
Correlations Among Independent MeasuresTable 2
Correlation Matrix for Predictor Variables for Cohort of Students, Fall, 2009
University of Wisconsin-Parkside Students
Male White 1st Gen Freshman Entry
24+ CBL 09-10
CBL 2 yrs
CBL 3 yrs
FT Y1 FT Y2 FT Y3 GPA 09-10
GPA 10-11
GPA11-12
Male .03 -.06 .02 -.03 -.01 -.00 .02 -.03 -.05 -.02 -.09* -.14* -.18*White -.11* -.03 -.03 -.07 -.03 .01 .16* .06 .02 .09* .15* .15*1st Generation
.03 .08* .02 .03 .03 -.02 -.04 -.02 -.07 -.06 -.05
Freshman Entry
-.40* .00 -.05 .01 .11* .00 .11* -.14* -.15* -.06
24 + -.02 -.01 -.06 -.21* -.08* -.10* -.10* -.10* -.10*CBL 09-10
.69* .55* .08* .11* .02 .06 .02 -.02
CBL 2 yrs
.79* .15* .26* .14* .16* .11* .04
CBL 3 yrs
.21* .38* .37* .23* .19* .09
FT Students 09-10
.31* .20* .23* .30* .31*
FT Students 10-11
.52* .43* .44* .35*
FT Students 11-12
.34* .39* .37*
GPA 09-10
.87* .76*
GPA 10-11
.95*
GPA 11-12
* p<.01
Significance of Service-Learning
Students who take service-learning courses are more likely to persist.
Service Learning has a consistently strong impact on reenrollment and graduation
When full-time enrollment and GPA are added into the model, the effects of service learning decline because of its strong relationship to these variables
Overall, students who take service learning classes are twice as likely to re-enroll and graduate as those who do not
Race
Race is an inconsistent predictor of persistence with white students more likely to reenroll.
Students of color are about 75% as likely to re-enroll and graduate as are white students
Race seems to make the most difference the first year of school, but then its effects on persistence decline
Age
The effect of age is slight and insignificant over time
First Generation Status
The effect of being a first generation college student is slight and becomes insignificant over time
Whatever effects first generation status have at entry become insignificant over time
Possible explanations:
Other variables of non-traditionality are more important in predicting persistence
Focus on supporting these students is succeeding
Transfer StudentsEntry status is an inconsistent predictor of re-enrollment with transfer students more likely to persist.
This effect is significant only in 2012 with transfer students more likely to persist
It becomes statistically insignificant when full time status and GPA are entered in the analysis
Part-time studentsStudent enrollment is a powerful predictor of persistence; full time students more likely to reenroll.
The effects of full-time enrollment are very strong, but decline when GPA is added to the model
GPA and full-time enrollment are strongly correlated
Full-time enrollment is important throughout all the years of the analysis
Variance ExplainedThe total amount of variance explained by this model over time is 37%. This means that other variables account for 63% of variance explained.
The amount of variance explained by variables reflecting non-traditionality and demographics is relatively small.
Variance explained increases markedly when full-time status is entered. However, because of its high correlation with GPA, the same would likely result if GPA were entered first.
Service-Learning has a positive effect on all students (traditional and non-traditional)
Part-time enrollment seems to pose the greatest challenges for non-traditional students in relation to re-enrollment
Service learning was significant for freshmen and juniors, but not for second year
Implications for UW-Parkside
How do we compare?We are most like the University of Southern Indiana
Service learning has a strong impact on persistence
While race isn’t important to predicting persistence at UW-Parkside, it is at USI and DePaul, with whites most likely to persist
Age varies across all the universities, but younger students are more likely to persist than older students at USI and DePaul, while it has no impact at UW-Parkside
First generation status is NOT a significant predictor of persistence at USI and UW-Parkside. DePaul had no data.
Transfer students are more likely to persist than incoming freshmen at DePaul and UW-Parkside
Full time status is important to predicting persistence at all Universities.