Fall 2011 Assessment Summary: GPA and other key demographics  

 

First-Semester GPA:

         Students who strongly agreed with seeking help when they have difficulty with academic work have 0.5 higher GPA (2.92 vs. 2.46)

         Students who think they study effectively have 0.74 higher GPA (3.08 vs. 2.34)

         Students who understand the importance of developing strong relationships with faculty have 0.54 higher GPA (2.92 vs. 2.38)

         Students who study 20+ hours/week have 3.0 of higher GPA, those who study 10 or fewer hours/week have GPAs less than 2.65

         Students who participate in clubs, recreation, and/or SGA have higher GPA (3.05 vs. 2.58)

Underrepresented Minorities:

         Underrepresented minorities are less likely to self-report meeting assignment deadlines and studying effectively.

         Underrepresented minorities are more engaged on campus (more likely to work for pay on campus, more likely to hang out in Student Center (e.g., Devils' Den), attend athletic events, and visit a professor during office hours).

Males vs. females:

         Females are more likely to seek out academic help when needed, study effectively, and meet all assignment deadlines.

         Males are more likely to develop strong relationship with faculty members and self-report learning well on their own.

         Females spend less time relaxing and socializing, and more time preparing for class (e.g., studying).

         Females are more likely to hang out in the Student Center, and attend residence hall, Devils' Den and other on-campus events; males are more likely to use Breakers game room and attend/participate in recreational or intramural activities.

First and second semester retention:

         Students who did not return for Spring 2012 were less likely to: feel strong sense of belonging to CCSU, describe where to get help, be able to explain purpose and role of General Education, learn well on their own, and meet all assignment deadlines. [Students entering in Fall 2010 and not returning for Fall 2011 were also less likely to feel a strong sense of belonging and meet all assignment deadlines.]

         Students who did not return for Spring 2012 were less likely to: discuss course ideas and concepts outside of class, develop strong relationships with faculty and other students, collaborate on group projects, and teach or tutor other students.  [Similar results were found for students entering in Fall 2010 and not returning for Fall 2011.]

         Students who did not return for Spring 2012 were less likely to attend entertainment events or hang out in the Student Center.

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