Presentation on developing collaborative & validating communication to support student success delivered to Student Affairs Communication & Marketing group at JMU April 2024

Mabrey, Paul E., III

Wine-Nash, Regina

English

JMU Scholarly Commons (James Madison Univ.)

James Madison University JMU Scholarly Commons Student Success & Enrollment Analytics Student Academic Success & Enrollment Management Spring 2024 Student Affairs Communications Workshop Paul E. Mabrey III Regina Wine-Nash Follow this and additional works at: https://commons.lib.jmu.edu/ssea This Presentation is brought to you for free and open access by the Student Academic Success & Enrollment Management at JMU Scholarly Commons. It has been accepted for inclusion in Student Success & Enrollment Analytics by an authorized administrator of JMU Scholarly Commons. For more information, please contact dc_admin@jmu.edu. 4/15/241Developing collaborative & validating communication to support student success1Introductions & Overview IntroductionsOverview of Early Student Success QEPEcological Validation & Communication Proactive & Validating Student Success Campaigns Workshop Framework: 5 -7 minute overviews & discussion 24/15/242Retention based gaps2013 91.0%       89.4%      87.1%       92.3% 93.2%      90.2% 91.5%2017      86.6%       88.8% 87.2%       85.5% 90.3%      87.3% 88.3%2019 86.0%       85.0% 88.9%       88.4% 87.1%      89.9% 86.5%2020      87.5%       89.7% 91.9%       87.3% 87.1%      86.2% 88.5%2021 85.6%       87.3%      84.9%       86.8%      84.8%      84.8%      84.9%2022 86.5%       87.5% 85.5%       91.8%      88.8%      88.6%      86.8%1st Gen       Out of      Black       Hispanic       2+         Transfer       PellState race 92.490.389.090.989.290.2344/15/243Evidence for JMU Student Success ModelSense of BelongingWell-beingAcademic SupportJMU institutional dataJMU focus groupsQEP literature reviewInterviews with peer institutionsExternal organizational reportsQEP data modeling JMU withdrawal dataQEP pilot program data Basic Needs5Early Student Success System 1 Summer 2Weeks 2-43Midterm4 Weeks 10-155End of SemesterCheck-in Surveys Grades and AssignmentsCheck-in SurveysMadison Cares Canvas engagement Changes in enrollment statusStudent actionAdvisor conversationProgram supportStudent actionProgram supportStudent actionAdvisor conversationProgram supportISSAQ64/15/244Discussion How do we know which students need what services when? What concerns do we have with reaching out to students based on these types of data?How do we know if our outreach & engagement efforts are successful? 7Ecological Validation & Communication• Ecologies• How > what• Validation• Anti-deficit84/15/245USC – Nebraska First-Year Email Study9USC – Nebraska First-Year Email Study104/15/246USC – Nebraska First-Year Email StudyDefine general purpose, problem, opportunityReview data on purpose, problem, opportunityConsult calendar and consider other offices’ communicationsDefine purpose & objectives of communication Identify & highlight action stepsInclude statement of care & understandingImagine as student, how receive messageInclude resourcesReview for inclusive language Final review, especially cutting down Create plan for measuring impact11Discussion What would communications audit reveal about JMU?What kind of ”HOW” style guides exist? What do you think? 124/15/247Texting Campaigns• Signal Vine• 1400 students• Reach out every 1-2 weeks• Collaboration with campus partners• Average of 12.77% response rate13Proactive & Validating Student Success Campaigns• Data-informed• Strategic• Collaborative• Holistic• Proactive• Reactive144/15/248Proactive & Validating Student Success CampaignsWell-beingAcademic Basic NeedsSense of Belonging15Campaign Calendar164/15/249Open Discussion17Additional Slides184/15/2410Discussion Interested in collaboration? Research study, style guide checklist, campaigns calendarWhat do you do now? What resonates? What concerns? How might we include students? How do we support your work? 19Fall 2023 Cohort - Educational Philosophy2023 2022 2021 2020 2019Vocational 40.40% 44.30% 49.10% 49.50% 49.30%Social 40.30% 34.40% 31.20% 28.90% 27.80%Intellectual 11.20% 12.70% 12.70% 14.10% 16.40%Artistic 8.10% 8.60% 7.00% 7.50% 6.50%204/15/2411Fall 2023 Cohort – Tuition % covered by family 2023 2022 2021 2020 20190-59% 12.80% 28.48% 30.10% 30.60% 29.20%80-100% 39.40% 56.90% 57% 57.20% 56.10%21Fall 2023 Cohort – Do not plan to work this semester2023 2022 2021 2020 201941.70% 43.50% 46.10% 44.80% 46.60%224/15/2412Fall 2023 Cohort – Students with disabilities 2023 2022 2021 2020 2019ADD-ADHD 539 406 426 304 261Blind/visual 23 22 27 31 19Chronic Illness 95 56 75 58 70Deaf/hard of hearing 17 17 11 6 10Learning Disability 84 65 74 48 73Mobility N/A 5 N/A N/A N/AOrthopedic N/A 5 N/A 7 5Other 135 152 100 129 92Psychiatric/emotional 138 123 132 90 56Speech disorder 6 6 N/A N/A N/ASpinal cord N/A N/A N/A N/A N/ATraumatic brain N/A 5 6 5 N/A23Fall 2023 Cohort – Anticipated accommodations2023 2022 2021 2020 2019Alt text formats 44 28 42 21 29Assistive tech 18 14 13 13 20Captioning 14 21 8 N/A 6Extended time for exams 387 265 294 177 223Learning resource center services 166 113 125 82 79Learning strategies instruction 93 63 47 34 32No accomodations 347 320 325 277 N/APhysical accessibility 17 21 30 11 8Reduced exam distraction 212 143 131 92 101Undecided 304 238 233 187 120244/15/2413Fall 2023 Cohort – Sexual Orientation 2023 2022 2021 2020 2019Asexual 0.40% 0.50% 0.50% 0.30% 0.10%Bisexual 6.70% 6.60% 6.10% 4.30% 3.50%Gay 0.70% 1.00% 0.90% 0.80% 0.80%Heterosexual or straight 84.80% 84.90% 87.50% 90.40% 91.80%Lesbian 1.00% 1.00% 0.70% 0.50% 0.80%Pansexual 1.40% 1.30% 0.90% 0.50% 0.50%Prefer not to say 5.00% 4.80% 3.40% 3.10% 2.60%25JMU student withdrawal reasons Fall 2022 - Fall 2023 Fall 2023 Spring 2023 Fall 2022Academics 1% 2% 3%Home 1% 11% 7%Finances 9% 7% 9%Health 15% 27% 12%Fit 10% 12% 10%Major 2% 3% 2%No show 4% 6% 5%Transfer 34% 21% 31%264/15/2414Incoming Student Skills & Attitudes Questionnaire27Incoming Student Skills & Attitudes QuestionnaireAugust 2023 students completed ISSAQ85% of first year students60% of incoming transfer studentsExamples of kinds of insights30% of transfer students completing the ISSAQ transferred to JMU because they were not fitting in at their previous school20% of first-year students completing the ISSAQ said they would be interested in clothing resources if they were available at no costNon-conforming, transgender, or a gender identity not listed scored notably lower in persistence, effort focus, and calmness284/15/2415Student Success Communications & Ecological ValidationResources shared from USC/Nebraska research panel at First Year Experience conference 2024Slides: https://jmuedu.sharepoint.com/:b:/s/StudentSuccessEnrollmentAnalytics/EUG5uSWHmDZNlp_NDAF8voUBZ_e7r3CJZMpEu7uqDzksWQ?e=ccGXicProject summary: https://jmuedu.sharepoint.com/:b:/s/StudentSuccessEnrollmentAnalytics/ESFu2wc5dxJDrbRuFf3qUCkBC0Ih6mW4t06u0NgDtDoWaA?e=jFV4HW29Student Success Communications & Ecological ValidationResources shared from USC/Nebraska research panel at First Year Experience conference 2024Focus group protocol: https://jmuedu.sharepoint.com/:b:/s/StudentSuccessEnrollmentAnalytics/ERvYwRcGJmJAnL_5JM8zK2cBH7GE_bAzjrW6zpHIJfE3xA?e=d2dR12Communications checklist: https://jmuedu.sharepoint.com/:w:/s/StudentSuccessEnrollmentAnalytics/EXEYX6FShkxJiD7lLXMSjasBi743qpPMejv7yD9a5McCeQ?e=UBeuMo30

Student Affairs Communications Workshop

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Student Affairs Communications Workshop

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