Assessment for Retention and Persistence
In 2003, a team comprising the dean of the college, dean of students, associate dean for faculty development, representatives from admissions and financial aid, and the director of institutional research reviewed retention rates at Allegheny College and found them lower than desired. In addition, NSSE results revealed low first-year students’ scores on the Supportive Campus Environment (SCE) benchmark, and, in particular, demonstrated that first-year students did not feel well supported at the institution. These results were identified as a possible contributing factor to the low retention rates.
Concerns about retention and interest in providing students the support they need for academic success motivated the creation of the Learning Commons. The campus library was transformed into a learning center to house numerous support services such as tutoring by peer consultants in writing, public speaking, effective use of technology, and study in a variety of academic subjects. The Commons’ 33professional staff also arranges accommodations for students with disabilities; consults with students on practical study skills such as time management, effective reading, and test taking; coordinates new student orientation; and supports the academic advising program. Since dedicating attention to creating a more supportive learning environment, Allegheny has seen gains on several items in the SCE benchmark for first-year students.
Earlier NSSE results regarding students’ limited experiences with diversity were shared with deans and faculty and informed the goal-setting process for Allegheny’s former strategic plan. The strategic focus on diversity helped Allegheny increase the diversity of faculty, staff, and students, and advance diverse experiences in the curriculum. A continued focus on diversity is evident in the “Global & Local Diversity” initiative, one of the four goals of Allegheny’s new strategic plan, Combinations 2020. Other initiatives to increase diversity on campus provide international students with more opportunities to join the Allegheny community; require students to participate in study “away,” either traditional study abroad or domestic internships; and offer an increased number of scholarship awards to students with limited financial resources to expand the socioeconomic background of Allegheny’s student population. The need to increase diversity in terms of faculty and students at Allegheny emerged as an important part of strategic planning in 2009. NSSE results directly influenced this inclusion in the plan and were used to drive decision making.
An action plan standardizing and regularizing academic assessment has been in development by the college’s Assessment Committee. The plan incorporates three elements: student survey self-reports of learning, faculty assessment of student achievement on the senior capstone project, and alumni outcomes. The student survey self-reports involve using three instruments: NSSE, Higher Education Research Institute’s Your First College Year survey, and the College Senior Survey. Survey results are to be reported in six areas: Communication skills; Critical thinking skills; Integrative thinking skills; Academic engagement/challenge; Experiences with diversity; and Overall satisfaction with education experience.
Findings will be published on the Allegheny website for current students, prospective students, parents, and faculty. The new reporting plan will standardize the process of using survey data and allow academic and administrative departments to make better use of NSSE results.
