academic advising unit (exploring majors) areas of ... academic success center annual assessment...

2014-15 Academic Success Center Annual Assessment Report by Unit 1

Academic Advising Unit (Exploring Majors)

Areas of Assessment Outcomes

Student Satisfaction

The Fall 2014 and Spring 2015 UNLV Learning Outcomes

Survey for First-Year Seminars reported that the quality of

academic advising was rated highest among COLA 100E:

First-Year Seminar for Exploring Majors students

330 students completed a student satisfactory survey

regarding ASC academic advising services. 98.79%

(326/330) reported being “satisfied” or “very satisfied”

with the advising unit; which indicates the students

received exceptional services*

96.75% (298/308) of students who responded to the

statement, “My advisor evaluated my degree progress in

satisfying UNLV’s General Education Core

Requirements,” reported that they “agree”*

Retention Fall 2014 to Spring 2015 persistence = 93.87% (521/555)

for Exploring Majors advised by the ASC

Academic

Performance Exploring Majors who attended the ASC New Student

Orientation (Summer 2014) averaged 2.8 advising

appointments during FY15. Of this cohort, those who

participated in academic advising more frequently averaged

higher grade point averages:

o > 5 academic advising visits = 2.80 GPA

o < 2 academic advising visits = 2.50 GPA

University

Undergraduate

Learning Outcomes

(UULOs)

Over 90.00% of student respondents (n=330) demonstrated

confidence in their understanding of university general

education requirements, how to register for courses, and the

ability to access degree requirements*

What Students are

Saying

“The Academic Advising program is amazing. It is a major

help to students who need an extra boost on almost anything.”

“Very knowledgeable in all the major fields I was looking into

and overall very helpful.”

“I love my advisor! I especially love the way she is always

prepared and always so cheerful.”

* Data from Qualtrics 2014-2015 ASC Student Assessment of Academic Advising


Academic Transitions



For the 2014-2015 academic year (Fall/Spring), COLA

100E students responded to the following statements

(460/565, 81.42% response rate):

“Thinking of other UNLV instructors I have encountered, I

would rate this instructor:” 80.87% (372/460) Excellent; 16.96% (78/460) Good; 1.52% (7/460) Fair;

and 0.65% (3/460) Poor

“Thinking of other UNLV classes I have taken, I would rate

this class:” 62.83% (289/460) Excellent; 27.39% (126/460) Good; 8.91% (41/460)

Fair; and 0.87% (4/460) Poor

Retention

The COLA 100E student retention rate from Fall 2014 to

Spring 2015 was 94.43% (322/341)

All Hixson-Lied Success Scholars (15/15 current; 23/23

total) matriculated from Fall 2014 to Spring 2015, resulting

in a 100.00% enrollment retention rate

Academic

Performance


100E students responded to the following statement

(460/565, 81.42% response rate):

“Compared to my other courses, this course has prepared me

to succeed academically.” 52.17% (240/460) Strongly Agree; 35.00% (161/460) Agree; 11.09%

(51/460) Neither Agree nor Disagree; 0.87% (4/460) Disagree; 0.87%

(4/460) Strongly Disagree

At the conclusion of the 2014-2015 Academic Year, the

Hixson-Lied Scholars’ average cumulative GPA was 3.56

and the median cumulative GPA was 3.65


University

Undergraduate

Learning Outcomes

(UULOs)


100E students responded to the following statement

(460/565, 81.42% response rate):

“I know the University Undergraduate Learning Outcomes

(UULOs) and have a general understanding of what they

mean.” 47.61% (219/460) Strongly Agree; 45.22% (208/460) Agree; 6.30%

(29/460) Neither Agree nor Disagree; 0.22% (1/460) Disagree; 0.65%

(3/460) Strongly Disagree

In summary, 92.83% (427/460) of COLA 100E students either

agree or strongly agree that they know the UULOs and have a

general understanding of what they mean.

What Students are

Saying

Fall 2014

“This course helped me navigate through my first year of

college. Absolutely invaluable. I loved it.”

“I enjoyed how the professor was always enthusiastic about

the topic in class.”

“What I liked most about this course was that we got to work

in groups which helped me with my communication skills.”

“I really enjoyed this course. It was a nice start to my first

semester of college.”

“I liked how it was hands on. I also really enjoyed the

assignments we had.”

“I like this course because it opened my eyes to resources on

campus and provided helpful tips on choosing a major and just

being a first year college student.”

Spring 2015

“The instructor taught effectively, and she also gave us

activities that were related to the lesson. I became motivated to

learn and participate more than what I had expected.”

“I liked how we practiced the UULOs in class and in the

assignments our instructor gave us.”

“Topics that were taught were immediately applicable.”

“I really enjoyed how active the class was. The discussions

involving many people made every class lively and exciting. I

never wanted to miss a day because it was ultimately my

favorite class.”

“I like the diversity of the content provided, it covered a bunch

of important areas required for success.”

*COLA 100E survey data collected from Qualtrics COLA 100E Course Evaluations


Learning Support – Tutoring



Lied Library Tutoring Lab

● Fall 2014: 95.86% (347/362) of students would participate

in ASC Tutoring again

● Spring 2015: 99.30% (423/426) of students would

participate in Tutoring again and 98.36% (419/426) would

recommend Tutoring to a friend

Engineering Tutoring Lab

● Fall 2015: 100% (134/134) (50.56% (134/265) response

rate for survey given to students throughout month of

October) of students would participate in Tutoring again

and 99.24% (130/131) would recommend Tutoring to a

friend

● Spring 2015: 100% (102/102) (48.43% (108/223) response

rate for survey given to students throughout month of

March) of students would participate in Tutoring again and

99.01% (100/101) would recommend Tutoring to a friend

Retention


● 92.82% of students using All-Campus Tutoring in Fall

2014 were retained from Fall 2014 to Spring 2015 semester


91.92% of students using Engineering Tutoring in Fall

2014 were retained from Fall 2014 to Spring 2015 semester

Academic

Performance


Fall 2014: Of all earned final grades (not considering

grades of W, AD, I, dropped courses or missing grades)

70.94% (974/1373) earned at least a C in their course

Spring 2015: Of all earned final grades (not considering

grades of W, AD, I, dropped courses or missing grades)

78.22% (1074/1373) earned at least a C in their course


Fall 2014: Of all earned final grades (not considering

grades of W, AD, I, dropped courses or N/A) 76.84%

(282/367) earned at least a C in their course


Spring 2015: Of all earned final grades (not considering

grades of W, AD, I, dropped courses or N/A) 80.70%

(301/373) earned at least a C in their course

University

Undergraduate

Learning

Outcomes(UULOs)

Objective: Students will improve their understanding of course

content:


● Fall 2014: 94.97% (340/358) of students self-reported that

they have improved their understanding of the course

content as a result of tutoring

● Spring 2015: 94.85% (405/427) of students self-reported

that they have improved their understanding of the course



● Fall 2014: 94.03% (126/134) of students self-reported that

they have improved their understanding of the course


● Spring 2015: 88.12% (89/101) of students self-reported

that they have improved their understanding of the course


What Students are

Saying

Fall 2014

“Great tool for students! Keep it available always.”

“Engineering tutoring is very helpful, I am making it a goal of

mine now to go more often because it is so helpful.”

“Best place for studying. Students who have taken the same

course helping others who need help. They understand the

struggle!!”

Spring 2015

“Great tutor, very patient and doesn't mind spending a good

amount of time to ensure you understand concepts.”

“Great learning environment.”

“Very knowledgeable, knows how to do everything and makes

me push myself and learn the material rather than just giving

the answers.”


Learning Support – Academic Coaching



97.09% (100/103) of students either strongly agreed or

agreed that their Academic Success Coach was

knowledgeable


agreed that their Academic Success Coach was respectful


agreed that they have improved their study strategies


agreed that they feel better equipped to be a successful

student

Sample answers from Fall 2014 Qualtrics Coach Evaluation

Survey

Retention Coaching Alternate Admits

86.30% (523/606) retention of Alternate Admit students

from Fall 2014 to Spring 2015

Coaching Self-Referrals

88.89% (96/108) retention of Self-Referral students from

Fall 2014 to Spring 2015

Survey Data


agreed that they are more likely to continue with school as

a result of Academic Success Coaching


Survey

Academic

Performance

Coaching Alternate Admits Fall 2014

Total visits for the Alternate Admits in Fall 2014 = 1475

Alt Admit Students who met with their Academic Success

Coach 3 times had higher grade point averages than

students who met with their coach less times:

o 4-5x (n=22), GPA 2.680

o 3x (n=348), GPA 2.421

o 2x (n=130), GPA 2.133

o 1x (n=82), GPA 1.750

o 0x (n=24), GPA 0.805


64.52% (391/606) of the students had above a 2.0 GPA,

27.23% (165/606) had a 3.0 or above

The more students met with their coach, the less likely they

were on probation (n=215)

o 4-5x (2/22), 9.09% on probation

o 3x (96/348), 27.59% on probation

o 2x (53/130), 40.77% on probation

o 1x (42/82), 51.22% on probation

o 0x (22/24), 91.67% on probation

Coaching Alternate Admits Spring 2015

Total visits for the Alt. Admits in Spring 2015 = 530

86.30% (523/606) of all Alt Admit students from Fall 2014

completed Spring 2015 semester

o 94.63% (370/391) of the Alt Admit students with

2.0 or higher in the Fall completed Spring 2015

o 71.16% (153/215) of the Alt Admit students on

probation completed Spring 2015

It is mandatory for the Alt Admit students to meet with

their Coach if they have below a 2.0 GPA after their Fall

semester

o 347 visits occurred with these Alt Admit students

on probation

o 25.49% (39/153) of the probation students who

completed Spring 2015 had cumulative GPAs

above 2.0

o 36.60% (56/153) earned above a 2.0 GPA for the

Spring 2015 semester

These students averaged 2.59 appointments

with a coach

Those who earned below a 2.0 Spring 2015

GPA averaged 1.9 appointments with a

coach

29 out of 39 of the Alternate Admits newly admitted in

Spring 2015 met with a coach for a total of 84 visits

o The 10 students who did not meet with a coach had

an average GPA of .788 compared to the 2.093

average GPA of those who did meet with a coach

Coaching Self-Referrals Fall 2014

108 students met with a coach as self-referrals for a total of

299 visits

Like the Alt Admit students, students who met with a


coach 3 or more times had a higher GPA in the fall

semester

Coaching Self-Referrals Spring 2015

93 students met with a coach as self-referrals for a total of

215 visits

Students who met with a coach 3 or more times had a

higher average GPA in the spring semester

University

Undergraduate

Learning Outcomes

(UULOs)

As a result of Academic Success Coaching


agreed that as a result of Academic Success Coaching they

feel better equipped to be a successful student


agreed that as a result of Academic Success Coaching they

understand the UNLV campus better

91.01% (81/89) of students either strongly agreed or agreed

that they now have a realistic goal

85.57% (83/97) of students either strongly agreed or agreed

that they feel better equipped to manage their time


Survey

What Students are

Saying

“I truly like my coach and she was very helpful to me…She did

more than just help me reach my goal, but she helped me to

understand college better and how to manage my time.”

“It was a very beneficial experience, and it helped me feel

more comfortable about my first year at college.”

“…I am grateful that I went to the ASC for coaching because

had I not went, I would not even now that the ASC and other

services exist. I learned to enhance my own study skills and

note taking thanks to going to coaching and I learned about

the tutoring center in the Lied Library. I would be very happy

if I could receive coaching next semester, though I will be a

sophomore. I believe that the ASC is a value to UNLV

students.”

“She rocked! I met with her every other week and she always

made me feel much less stressed when it came to school. Very

thankful to have her as my coach.”

Sample answers from Fall 2014 and Spring 2015 Qualtrics

Coach Evaluation Survey (n=142)


Learning Support – Math Bridge



Survey Data Summer 2014:

97.12% (202/208) of students believed they were learning

math

97.79% (133/136) of students would recommend Bridge to

a friend

Survey Data Fall 2014:

100.00% (26/26) of students believed they were learning

math

92.31% (24/26) of students would recommend Bridge to a

friend

Retention

Summer 2014 Math Bridge (N=381)

98.69% of the Summer 2014 Bridge students enrolled in

Fall 2014

93.70% of the Summer 2014 Bridge students enrolled in

Spring 2015

Fall 2014 Math Bridge (N=72)

94.44% of the Fall 2014 Bridge students enrolled in Spring

2015

Academic

Performance

Summer 2014 Math Bridge Overall Completion (N=381)

93.70% (357/381) of all students in Summer 2014 Math

Bridge placed into a 100-level credit bearing Math class

Fall 2014 Math Bridge Overall Completion (N=72)

91.67% (66/72) of all students in Fall 2014 Math Bridge

placed into a 100-level credit bearing Math class

o Please note that these students were also taking a

class load in addition to Math Bridge

University

Undergraduate

Learning Outcomes

(UULOs)

The Math Bridge Program helps students who, according to

their ACT or SAT scores, would place into a non-credit

bearing developmental Math class. Students who complete

the program are more likely to test out of 1 or 2 courses,

which means they would be able to begin working toward


their general education requirements for their major earlier

What Students are

Saying

Survey Data Summer 2014:

“Being able to be self-paced, but also, to have someone to

guide and help you learn how to teach yourself what works

best for you.”

“This program was so helpful. I'm so thankful this opportunity

was offered to me for free. Now I'm not scared to do math, and

I am definitely more confident now!”

Survey Data Fall 2014:

“The tutors are amazing! They are really aware of who needs

help and explaining the topics.”

“I enjoy the program we use. I'm glad I have taken this

program!”


Learning Support – Supplemental Instruction


Student and Faculty

Satisfaction

89.28% (275/308) of students agree that they will more

likely continue with the course as a result of or

participating in SI

97.72% (301/308) of students agree that they would

participate in SI again and 97.05% (297/306) would

recommend it to a friend

100% (23/23) of faculty who participated in the survey

(54.76% (23/42) response rate) agreed that they feel SI is a

helpful resource and their students also find SI helpful

Retention

82.29% of SI students have been retained from Fall 2014 to

Spring 2015 semester

Academic

Performance

Fall 2014

79.11% (621/785) of SI participants received a C or Better

Final Grade in their course vs. 66.65% (1839/2759) of non-

SI participants

89.92% (116/129) of students attending SI 10 or more

times in the semester received a C or Better

Spring 2015

78.97% (428/542) of SI participants received a C or Better

Final Grade in their course vs. 67.46% (1663/2465) of non-

SI participants

88.99% (97/109) of students attending SI 10 or more times

in the semester received a C or Better

University

Undergraduate

Learning Outcomes

(UULOs)

89.57% (275/307) of students agree that they have

improved their understanding of the course content as a

result of or participating in SI

What Students are

Saying

Fall 2014

“Organizes the material in an effective way that's it's easy to

follow & have a map of what the lecture consists of.”


“Provides a different perspective on material from those of the

professor and teaching assistant.”

“For some odd reason, visiting professors during their office

hours is intimidating so having a SI leader who is a student

and went through what I am going through now is awesome. I

am planning on attending the SI session as much as I can.

Definitely an awesome resource to have!”

Spring 2015

“[SI Leader] uses analogies and real life examples. Amazing!

This is exactly how I learn.”

“This is one of the best choices that I have made. I am

struggling with the class, however I do not believe that it is

something that the supplemental instructor can fix.”

“Due to the rigor of the course, and the lack of time professors

have to go into detail in class, students are incredibly lucky to

have access to a good SI instructor.”


Student-Athlete Academic Services (SAAS)



92.6% agree or strongly agree that he/she has made a

positive progress in his/her education at UNLV through the

use of SAAS

90.3% feel UNLV/SAAS has effectively prepared the

student-athlete for graduation and life after college, and

helped the student-athlete advance toward his/her future

endeavors and goals

Of the student-athletes who used the SAAS Tutoring

Services, 97% plan to participate in tutoring again and

would recommend our services to another student-athlete

94.5% of student-athletes rated their skills, knowledge,

and/or perspective improved as a result of participation in

R.E.B.S. Life Skills Programming

93.8% of students who responded to the survey rated

overall satisfaction of Student-Athlete Academic Services

as “excellent” or “very good”

Retention

The federal graduation rate for UNLV student-athletes

currently sits at 60%. That is approximately 19% higher

than the University’s general student-body federal

graduation rate (41%)

UNLV student-athletes currently have a graduation success

rate of 76%

Academic

Performance

Our current institutional multi-year academic progress rate

(APR) is a score of 973, meaning 97.3% of our student-

athletes are academically eligible to compete and retained

For 2014-15, 50.4% (227/450) of UNLV student-athletes

attained a cumulative grade point average of 3.0 or higher

Between Fall 2014 and Spring 2015, 176 student-athletes

were named to the UNLV Dean’s Honor List, which

requires a semester GPA greater than 3.5 in at least 12

academic credits

16 of UNLV’s 17 sports achieved a team cumulative GPA

of 2.75 or higher


University

Undergraduate

Learning Outcomes

(UULOs)

UULO assessments will be available after the completion

of Fall 2014 R.E.B.S. Life Skills Seminars

What Students are

Saying

“I have grown so much since I first stepped foot on the UNLV

campus. I was able to graduate with an engineering degree

and play soccer at the highest college level. UNLV has helped

me become the well-organized, successful leader that I am

today.”

“My advisor helps me choose the right classes for my degree

but also helps to make sure I manage my time and achieve

success in the classroom.”

“My advisor helps give me balance between athletics and

academics. I wouldn’t be nearly as successful without him.”

“My advisor not only helped me with school, but also helped

me make good choices in life, which ultimately made it

possible for me to graduate.”

“I feel like my athletic advisor is one of the people I can go to

who will help me work through a problem until it’s resolved

and that’s not always the case on campus.”

*Results from 2014-2015 Student-Athlete Experience Survey

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