Browsing by Author "Huesman, Ronald L. Jr."

Now showing 1 - 20 of 26
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    2010 Analysis of the SERU Survey for the University of Minnesota Office for Public Engagement
    (2010) Huesman, Ronald L. Jr.; Soria, Krista M.; Office for Institutional Research
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    Assessing the Impact of a First Year Learning Community for Less Prepared and Well Prepared Students at a Research University
    (2011-05-25) Wambach, Cathrine; Huesman, Ronald L. Jr.
    This study compared the outcomes for less prepared and well prepared first year college students enrolled in learning communities at the University of Minnesota. Less prepared students were retained at the same rate, though their first year grades were significantly lower. In a second study the less prepared students were compared to an earlier cohort of matched pairs. The matched pairs had similar rates of retention and similar grades. A third study compared the responses of less prepared and well prepared students to items on the SERU survey. Less prepared students reported more gains in items related to the learning outcome communicating effectively. Less prepared and more prepared students reported similar gains on the outcome appreciating diversity. Less prepared students were as satisfied as well prepared students with their sense of belonging to the institution and were as likely to say they would choose to attend the same institution again, but they were less satisfied with their grades, social experience and academic experience.
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    Beyond Retention: Community Service for Leadership and Social Change
    (2011-10) Soria, Krista M.; Nobbe, June; Huesman, Ronald L. Jr.
    This presentation examines the relationship between participation in community service and the development of leadership values among a random sample of 1,107 undergraduates who took the Multi-Institutional Study of Leadership (MSL) survey at the University of Minnesota-Twin Cities. The MSL is an annual, national survey of leadership development among college students. It explores the role of higher education in developing leadership capacities with a special focus on specific environmental conditions that foster leadership development. The MSL is developed under the Social Change Model (HERI, 1996), which describes leadership as a purposeful, collaborative, values-driven process. Its central principles—social responsibility and change for the common good—are assessed through eight core values that describe students’ level of self-awareness and ability to work with others. Using the framework of the Social Change Model (HERI, 1996) and Astin’s (1993) Input-Environment-Output model, multiple regression was used to examine the relationship between participation in community service and the eight core values when controlling for demographic factors, precollege participation in activities, and precollege leadership antecedents. This presentation highlights these findings and demonstrates an effective partnership between institutional research and student affairs.
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    Community-Engaged Learning and Academic Gains in College
    (2011-11) Furco, Andrew; Huesman, Ronald L. Jr.; Jones-White, Daniel R.; Soria, Krista M.
    Presented at the International Association for Research on Service-learning and Community Engagement (IARSLCE) 2011 Annual Conference in Chicago from November 2-4, 2011
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    Connecting the Campus Around the Student Experience
    (2013-05) Huesman, Ronald L. Jr.; Peterson, David E. H.; Radcliffe, Peter M.
    This poster provides an overview of a cost effective open source campus decision-support system that incorporates student survey data resources and institutional data for a large public research university. Though developed within a large university environment, the technical process, open-source software, and implementation are applicable across all types of institutions. Utilization ranges in both depth and breadth, including program evaluation, service enhancement, college and program assessment, accreditation and accountability, and research. The approach outlined provides a common language and base of evidence around which we can convene conversations on our campuses about the student experience.
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    Correlations Between Average Faculty Salaries and Institutional Rankings for Top-ranked Institutions
    (2007-10) Goldfine, Leonard S.; Huesman, Ronald L. Jr.; Jones-White, Daniel R.
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    Counting Out Time: Utilizing Zero Modified Count Regression to Model Time-to-Degree Attainment
    (2009-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Developing a Model of the Inuence of Service-Learning on Academic and Social Gains with the SERU Survey
    (2012-05-04) Furco, Andrew; Jones-White, Daniel R.; Huesman, Ronald L. Jr.; Gorny, Laury
    Presented at the 6th annual SERU/UCUES Research Symposium. In this research paper, we utilize data from the Community and Civic Engagement Module of the multi-institutional Student Experience in the Research University (SERU) survey in order to estimate potential direct andindirect effects of community engagement experiences on undergraduate students' academic and social gains. A latent variable structural equation model of student achievement was developed to explore the potential relationship between participation in community-based learning activities (including enrollment in a course with a service-learning component and involvement in community based research) and students' perceptions of academic and cultural development. Specifcally, our empirical investigation addresses two questions: Does participation in community-based learning opportunities contribute, either directly or indirectly, to participating students' improved academic learning and skills; and does participation in community-based learning opportunities contribute, either directly or indirectly, to participating students' prosocial skills development? We also refect on key issues to consider when using SERU data that are related to community-based learning, and the Community and Civic Engagement Module.
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    Do I Belong Here? Exploring Immigrant College Students' Satisfaction Levels at Large, Research Universities
    (2010-11) Stebleton, Michael J.; Huesman, Ronald L. Jr.
    Immigration issues inevitable impact student affairs professionals. With greater numbers of immigrant students accessing higher education, it is important to explore relevant issues, needs, and strategies. Using the Student Experience in the Research University (SERU) survey, this workshop will highlight immigrant students' sense of belonging and satisfaction responses. Specific learning outcomes for student affairs professionals and educators will be included.
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    Hitting a Moving Target: Navigating the Landscape of Ever-Changing College Rankings
    (2008-05) Goldfine, Leonard S.; Jones-White, Daniel R.; Huesman, Ronald L. Jr.; Lee, Giljae
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    A Holistic Assessment of a Campus-wide Initiative to Build Strengths: From Building a Conceptual Framework to Reporting Results
    (2012-06-05) Soria, Krista M.; Huesman, Ronald L. Jr.
    This IR in Practice session conveys information related to the assessment of an innovative, campuswide utilization of a strengths-based, positive psychology framework. In fall 2011, the University of Minnesota Twin-Cities (UMNTC) offered 5,400 new first-year students the StrengthsFinder assessment within a larger framework of the StrengthsQuest higher education program. This session discusses the approaches UMNTC used in developing a conceptual framework for the assessment of strengths outcomes, describes the measures and instruments used in assessment, and discusses the collaborations developed between institutional research, student affairs, and academic affairs.
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    Identifying Factors Related to Student Success: Utilizing Multinomial Logit Regression to Study Graduation in Higher Education
    (2007-10) Huesman, Ronald L. Jr.; Radcliffe, Peter M.; Jones-White, Daniel R.; Kellogg, John P.; Lee, Giljae
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    Identifying Students at Risk: Utilizing Survival Analysis to Study Student Athlete Attrition
    (2006-10) Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Major Decisions: Implications for Engagement, Satisfaction, and Belonging
    (2012-03-23) Soria, Krista M.; Huesman, Ronald L. Jr.; Melin, LeeAnn
    This poster presentation highlights the global and intercultural engagement of UMNTC students. Using Student Experience in the Research University (SERU) data, it was discovered that over 80% of UMNTC students interact with students from outside the U.S. in classes and in social settings occasionally to very often. Additionally, some elements of intercultural/global engagement lead to greater development in intercultural/global skills than other activities.
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    Mapping the Academic and Social Engagement of First-Year Students @ UMNTC
    (2011-02-16) Soria, Krista M.; Stebleton, Michael J.; Huesman, Ronald L. Jr.
    Nationally, student attrition is more likely to occur in a student's first-year of college (Pascarella & Terenzini, 2005). Retention literature often points to the importance of academic and social engagement of students in their persistence and completion (Kuh, 2009); therefore, this study examines the academic and social engagement of first-year students at the University of Minnesota-Twin Cities. Academic engagement factors, such as preparedness for class, time spent reading and studying for class, and contributions to classes will be explored. Additionally, social engagement factors, such as participation in clubs or organizations, time spent socializing with friends or partying, and sense of social belonging will also be examined. The data is drawn from the 2010 Student Experience in the Research University survey, which was completed by approximately 2,000 first-year students in spring 2010. In addition to developing a picture around first-year students academic and social engagement, this study further explores the relationship between academic and social engagement and students' cumulative grade point averages; for example, preliminary findings indicate that academic disengagement behaviors, such as turning in assignments late and skipping class, have a negative relationship with grade point average, while positive engagement behaviors, such as revising papers before submission and contributing to class discussions, have a positive relationship with grade point average. This presentation will provide participants with an enhanced understanding of the academic and social engagement of first-year students at the University of Minnesota.
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    Modeling Student Academic Success: Does Usage of Campus Recreation Facilities Make a Difference?
    (2007-09) Huesman, Ronald L. Jr.; Brown, Anthony K.; Lee, Giljae; Kellogg, John P.; Radcliffe, Peter M.
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    Modeling the Incidence and Timing of Student Attrition: A Survival Analysis Approach to Retention Analysis
    (2007-06) Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Modeling the Incidence and Timing of Student Attrition: A Survival Analysis Approach to Retention Analysis
    (2006-11) Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    Plug and Play: Developing a Flexible Program Assessment Model
    (2010-10) Huesman, Ronald L. Jr.; Radcliffe, Peter M.; Jones-White, Daniel R.
    The presentation will outline a program assessment design for improving the educational and personal experiences of University of Minnesota students. A recent assessment of a scholarship program for at-risk students will be used to illustrate the approach. Donors, alumni relations and academic affairs units are often involved in the development of scholarship programs aimed at improving the success of at-risk students. Often these programs have a financial, programmatic and/or advisory component aimed at improving student success. Collaborations across these units with institutional research and assessment professionals can provide meaningful exchanges of ideas/perspectives and open up unique opportunities for assessing the impact of participation in these programs. Student success is often measured in terms of academic performance, retention and graduation rates. Plugging a general program participation variable into comprehensive regression model of student success provides a baseline for assessing the effectiveness of a program while controlling for the effects of other factors. Used in conjunction with qualitative approaches [i.e., focus groups, surveys] we can broaden our outcomes of interest as needed. Along with developing a standard reporting template, this approach provides a flexible framework for assessing similar programs in a timely, consistent, and responsible manner that serves multiple needs.