Measuring Academic Success-Investigating the Gap Between Traditional Faculty Metrics and Student Attributions
Disciplines
Psychology | Social and Behavioral Sciences
Abstract (300 words maximum)
Measuring Academic Success-Investigating the Gap Between Traditional Faculty Metrics and Student Attributions
Authors: Juan Tole, Aaliyah Sargeant, Hana Machhour
This study will evaluate student success from two perspectives. First, we will assay traditional success factors including GPA and matriculation. Second, we will evaluate what students view as “success” including interest level in classes, career-preparedness, making friends, and networking with faculty. Based on recent research, we hypothesize that there is a disconnect between traditional measures of success and student perceptions of success. There are 19 million Americans enrolled in higher-education, and 20% of those drop-out annually. For those who stay enrolled, it takes an average of 6 years to complete a BA/BS degree. Therefore, understanding factors related to traditional metrics of academic progress, especially those that are reflective of contemporary student needs and expectations, is critically important. Based on existing assessments, we created a survey that has been approved by the IRB and distributed through SONA. Data collection is underway and data analysis will be completed by the end of March, and the project will be presented at GURP prior to the Symposium. Findings may be valuable in bridging the gap between university and student expectations, and provide guidance to enhance support systems, retention, and career success. This research provides strategies to better align university support with student needs, creating a more effective approach to measuring and supporting student achievement.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Dr. Lauren Taglialatela
Measuring Academic Success-Investigating the Gap Between Traditional Faculty Metrics and Student Attributions
Measuring Academic Success-Investigating the Gap Between Traditional Faculty Metrics and Student Attributions
Authors: Juan Tole, Aaliyah Sargeant, Hana Machhour
This study will evaluate student success from two perspectives. First, we will assay traditional success factors including GPA and matriculation. Second, we will evaluate what students view as “success” including interest level in classes, career-preparedness, making friends, and networking with faculty. Based on recent research, we hypothesize that there is a disconnect between traditional measures of success and student perceptions of success. There are 19 million Americans enrolled in higher-education, and 20% of those drop-out annually. For those who stay enrolled, it takes an average of 6 years to complete a BA/BS degree. Therefore, understanding factors related to traditional metrics of academic progress, especially those that are reflective of contemporary student needs and expectations, is critically important. Based on existing assessments, we created a survey that has been approved by the IRB and distributed through SONA. Data collection is underway and data analysis will be completed by the end of March, and the project will be presented at GURP prior to the Symposium. Findings may be valuable in bridging the gap between university and student expectations, and provide guidance to enhance support systems, retention, and career success. This research provides strategies to better align university support with student needs, creating a more effective approach to measuring and supporting student achievement.