appendix supporting first year students: a pilot review of ... · appendix supporting first year...

APPENDIX Supporting First Year

Students: A Pilot Review of RAMP

Office of Retention and Inclusive Student Success in collaboration with the Office of Institutional Research and Planning

12/12/2014

Table of Tables Table 1: RAMP Freshmen Surveys in Pilot Year 1 (Academic Year 2012-2013) ............................................ 1 Table 2: MAP-Works Freshmen Surveys in RAMP Pilot Year 2 (Academic Year 2013-2014) ....................... 1 Table 3: Evolution of the RAMP Program - Pilot Years 1, 2, and 3 ............................................................... 2 Table 4: RAMP Mission and Goals, Years 1-3 ................................................................................................ 3 Table 5: RAMP Academic Events, Years 1 & 2 .............................................................................................. 6 Table 6: Assessment and Student Learning Outcomes for RAMP Up Your Courage Event (Fall 2013, week 10) ................................................................................................................................................................. 7 Table 7: RAMP Social Events, Years 1 & 2 ..................................................................................................... 8

Table of Figures Figure 1: How RAMP Supports First-Year Student Retention ....................................................................... 4 Figure 2: Non-Academic Interventions for First-Time Undergraduate Students (Academic Year 2013-14) 5 Figure 3: I Know About This Service (Fall 2012, week 13) ............................................................................ 5 Figure 4: Which Of The Following Services Do You Know How To Access? (Fall 2013, weeks 10-11) .......... 6 Figure 5: If you met with your RAMP Mentor, how did your meeting go? (Fall 2013, weeks 3-4) .............. 6 Figure 6: How have meetings with your RAMP Mentor been useful in helping you integrate into college life? (Spring 2014, weeks 3-4) ....................................................................................................................... 8 Figure 7: Duration Of Conversations By Topic, (Academic Year 2013-14, RAMP Year 2) ............................. 8 Figure 8: Academic Interventions for First-Time Undergraduate Students (Academic Year 2013-14) ........ 9 Figure 9: It Was Easy To Schedule Meetings With My RAMP Mentor (Fall 2012, week 16) ........................ 9 Figure 10: How Easy Has It Been To Schedule Meetings With Your RAMP Mentor? (Fall 2013, weeks 10-11) ................................................................................................................................................................. 9 Figure 11: How Would You Describe the Quantity of Meetings With Your RAMP Mentor? (Fall 2012, week 16) ...................................................................................................................................................... 10 Figure 12: How Would You Describe The Quantity Of Meetings With Your RAMP Mentor? (Fall 2013, weeks 10-11) ............................................................................................................................................... 10 Figure 13: How Would You Describe The Quantity Of Meetings With Your RAMP Mentor? First-Gen vs. Not First-Gen* (Fall 2013, weeks 10-11)..................................................................................................... 10 Figure 14: How Would You Describe The Quantity Of Meetings With Your RAMP Mentor? Low-Income vs. Not Low-Income* (Fall 2013, weeks 10-11) .......................................................................................... 10 Figure 15: How Helpful Are Your Meetings With Your RAMP Mentor? (Spring 2014, weeks 3-4) ............ 11 Figure 16: How Helpful Are Your Meetings With Your RAMP Mentor? First-Gen vs. Not First-Gen* (Spring 2014, weeks 3-4) ......................................................................................................................................... 11 Figure 17: How Would You Be Most Interested In Being Matched With A RAMP Mentor? (Fall 2013, weeks 10-11) ............................................................................................................................................... 11 Figure 18: How Would You Be Most Interested In Being Matched with a RAMP Mentor? URM vs. Not URM* (Fall 2013, weeks 10-11) .................................................................................................................. 12 Figure 19: Are You Satisfied With RAMP? (Fall 2013, weeks 10-11) .......................................................... 12 Figure 20: Are You Satisfied With RAMP? First-Gen vs. Not First-Gen* (Fall 2013, weeks 10-11) ............. 12 Figure 21: In what ways has RAMP helped you this semester? (Fall 2013, weeks 10-11) ......................... 13

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Figure 22: RAMP Student Risk Indicators, Fall 2014 ................................................................................... 13 Figure 23: Non-RAMP Student Risk Indicators, Fall 2014 ........................................................................... 13 Figure 24: Support Service Usage For Freshmen Who Were On Academic Probation By The End Of First Semester (Fall 2012) ................................................................................................................................... 14 Figure 25: Support Service Usage For Freshmen Who Were On Academic Probation By The End Of First Semester (Fall 2013) ................................................................................................................................... 14

ii

Research Methods Data Collection: Data in this report is from pilot years 1 and 2. Year 1 data were collected by Institutional Research and Planning via student surveys, data queries from PeopleSoft, and Institutional Research data. Table 1 shows the year 1 data collection timetable and response rates. There was little structure for assessment during year 1, so program data is sparse. Table 1: RAMP Freshmen Surveys in Pilot Year 1 (Academic Year 2012-2013)

Survey Dates When in Semester Number of Responses Response Rate Fall RAMP 1 9/19/12 – 10/2/12 Weeks 5-6 N=389 35% Fall RAMP 2 11/13/12 – 11/20/12 Week 13 N=238 22% Fall RAMP 3 12/3/12 – 12/10/12 Week 16 N=306 28%

Year 2 data were collected by the Office of Retention and Inclusive Student Success (RISS) via Institutional Research, queries from PeopleSoft, internal program records, and embedding RAMP assessment questions into the freshmen MAP-Works Surveys. Table 2 shows the year 2 data collection timetable and response rates for the MAP-Works surveys. Table 2: MAP-Works Freshmen Surveys in RAMP Pilot Year 2 (Academic Year 2013-2014)

Survey Dates When in Semester Number of Responses Response Rate Fall Transition 9/9/13 – 9/23/13 Weeks 3-4 N=931 68.1% Fall Checkup 10/21/13 – 11/4/13 Weeks 10-11 N=557 40.7% Spring Transition 2/3/14 – 2/17/14 Weeks 3-4 N=364 26.7%

Data Measures:

1) Where possible, measures from year 1 were replicated in year 2. 2) Questions were added in the year 2 assessment to assess broader dimensions of the program. 3) Limited numbers of part time freshmen were served in years 1 and 2. Therefore all first time

undergraduates (full time and part time) are considered in analysis for both years 1 and 2. 4) Those who had 0 or 1 meetings are not considered served by RAMP. Students with 0-1 meetings

are considered either non-responsive to program outreach, not eligible for services, or may have inquired about the program but ultimately chosen not to participate. Therefore, in analysis, students with 2 or more meetings are considered served by RAMP and included in the outcomes analysis.

5) In year 1, data collected about mentor/mentee meetings focus on in-person meetings. In year 2, the definition of mentor/mentee meetings was expanded to include phone conversations, email conversations, text message conversations, Gmail chat conversations, Skype meetings, and in-person meetings. In the analysis these all count as meetings. However, E-packages which are outreach materials sent to students who didn’t show up for meetings, students who were academically/socially stable, or who had a low risk indicator in MAP-Works do NOT count as meetings and are excluded from the service tallies in the analysis focused on number of meetings.

Data limitations:

1) Surveys were offered at different time periods in years 1 and 2. In year 1, data were only collected in Fall. In year 2, data were collected in Fall and Spring. Additionally, the data were collected at different time periods during the Fall semesters. The reason is that the MAP-Works platform uses survey data to inform its risk indicators. Data need to be collected early enough in the Fall and Spring semesters for interventions to take place for at-risk students.

APPENDIX - Supporting First Year Students: A Pilot Review of RAMP Page 1

2) Because RAMP served different students in years 1 and 2, the subpopulations of student respondents who gave feedback about the program are different.

3) The definition of what counted as a meeting changed between years 1 and 2. Data Comparability:

1) Because the time frame of the data snapshots were at differing points in the academic year across years 1 and 2, the data is not comparable. Questions that were asked across years 1 and 2 can be looked at separately, keeping in mind that answers may differ across years based on when in the semester a question was asked.

2) Because the student subpopulations included in the data are not identical, caution must be taken when looking at the data. For example, in year 1, some EOP students answered the RAMP survey. In year 2, some LPM students answered the survey in Spring.

Supporting Data Table 3: Evolution of the RAMP Program - Pilot Years 1, 2, and 3

Pilot Year 1 (2012-2013) Pilot Year 2 (2013-2014) Pilot Year 3 (2014-2015) Population Served First time undergraduates living

on or off campus First time undergraduates living on or off campus

First time undergraduates, living on or off campus, who are first in their family to attend college (first-generation). In addition, RAMP mentors are embedded into 5 freshmen classes, and by default there are approximately 45 freshmen in those classes who are not first-generation, but will be served by RAMP. Lastly, any student not already assigned a RAMP mentor can access mentor services by request at the RAMP Center.

# of Freshmen Eligible for RAMP Services1

• Fall: 1132 • Spring: 1176

• Fall:1148 • Spring: 1131

• Fall: anticipating 833 • Spring: TBD

# of RAMP Peer Mentors

• Fall:46 • Spring: 42

• Fall: 57 • Spring: 53

• Fall: 33 • Spring: 33

Educational Opportunity Program (EOP) Students Served by RAMP

Some EOP freshmen had a RAMP mentor, others did not. 1) Students in EOP’s Fall mentoring program and Spring peer advising program did not receive a RAMP mentor, while students in EOP’s Fall Bridge program were served by a RAMP peer mentor in Fall and Spring.

No EOP freshmen were served by RAMP, although RAMP and EOP curriculum were carefully aligned, including the incorporation of MAP-Works. EOP expanded their peer mentoring program to last the entire year rather than just Fall, so no EOP students were served by RAMP.

All EOP freshmen will be served by RAMP, and EOP will not be offering peer mentoring this year. Since all of EOP’s students are first generation they will all be served by RAMP. RAMP mentors serving EOP students are also EOP students.

Latin@ Peer Mentoring (LPM) Students Served by RAMP

LPM offered a Fall peer mentoring course. In the Spring, all LPM students were transferred to RAMP for mentoring.

LPM offered a Fall peer mentoring course. In the Spring, only LPM students who were on probation (and a few who self-selected) were transferred to RAMP for mentoring.

LPM will not be offered this year. Therefore any student fitting Year 3 criteria will be served by RAMP.

1 RAMP staff receives enrollment rosters prior to the start of the semester, so they can start matching services to students. Counts are prior to Census.


Table 4: RAMP Mission and Goals, Years 1-3 Year 1 Mission (2012-2013): The mission of the Residential Academic Mentoring Program is to support and advance efforts to improve student retention and persistence at Humboldt State University and promote successful degree completion. The Residential Academic Mentoring Program provides students with academic and non-academic support services dedicated to addressing issues common to first year students. The Residential Academic Mentoring Program seeks to create an environment of peer academic support and encouragement for all new students entering the university as first time freshmen.

Year 1 Program Goals: 1) RAMP will reduce the number of freshmen on Academic Probation. 2) RAMP will reduce the number of freshmen who get academically disqualified at the end of the spring

semester. 3) RAMP will increase 1st year to 2nd year retention rates.

Year 2 Mission (2013-2014): The mission of the Retention through Academic Mentoring Program (RAMP) is to create an environment of peer academic support and advance efforts to improve first time freshmen retention and persistence at Humboldt State University. Current HSU students who have demonstrated academic excellence establish unique 1:1 relationships with first time freshmen. Through these relationships, the RAMP contributes to the education and enhancement of student learning by providing curricular and co-curricular support services; helping our first time freshmen succeed and thrive.

Year 2 Program Goals: 1) First year students will develop effective strategies to increase the likelihood of being in Good Academic

Standing. 2) First year students will increase academic and personal achievement by utilizing university resources and

services. 3) Through sustained encouragement, and strategic, intentional support, first year students will persist to

their second year. Year 2 “In-House” Directives: 1) Make RAMP a sustainable, affordable program for 2013-2104. 2) Move RAMP physically and operationally out of Residence Life/Student Affairs and into Academic Affairs;

build connections with faculty, staff and administrators in Academic Affairs. 3) Assume a major responsibility for: 1) the integration of MAP-Works into the HSU community and 2) strong

survey response rates. 4) Provide intentional, purposeful, and intensive support for the RAMP Academic Mentors and Lead Mentors

in preparing to be mentors and in the on-going processing of the role of being a mentor. Year 3 Mission (2014-2015): The mission of the Retention through Academic Mentoring Program (RAMP) is to advance efforts in supporting first time students by providing academic and personal support from current HSU students who have demonstrated academic excellence. Through unique peer relationships, RAMP connects students to curricular/co-curricular learning experiences, as well as support services; helping our first time freshmen succeed and thrive.

Year 3 Program Goals: 1) Support targeted first year students in the transition to college. 2) Coordinate early alert and interventions for HSU students. 3) Establish baseline practices for paraprofessional undergraduates to serve as either: a) academic mentors

to identified campus populations, or b) as academic lead mentors to the mentor staff.


Figure 1: How RAMP Supports First-Year Student Retention2

2 The map in Figure 1 is for first-year students2.

Make academic adjustments Meet academic

performance standards

Incongruence in abilities/skills/in

terests

Faculty classroom behavior Faculty

interactions outside

classroom

Classroom learning

communities

Faculty training/develo

pment

Peer mentoring

Faculty mentoring

Bridge courses

Freshmen interest groups

Collaborative/cooperative learning

Academic Integration Help students make social adjustments

Identify incongruence in intellectual/soci

al values

Navigating institution

socially and organizationally

Meet people and make

friends Find compatible

social groups Early contact

with resources

Community building

Staff training/develo

pment

Peer mentoring

Faculty mentoring

Social Integration

Educational goals

Occupational goals

Commitment

Individual Integration Employment obligations

Family obligations

Finances

Commuting

External Factors

Realistic expectations re:

quality of social/academic

life

Accurate information

dissemination about

social/academic programs

Recruiting/advertising materials reflect student

experiences Educational/social expectations

for students

Clarify HSU's commitment to

students

Visiting programs

Ethos and mission of HSU

Recruitment & Admissions Provide full

range of info, informally

Early contact w/people delivering services

Peer mentoring

Faculty mentoring

Accurate/complete information

about institutional life

Accurate/complete info (what is

expected to complete programs)

Campus resources

Formal/informal demands of

social/intellectual communities

Social Adjustment/skill

s/behavior norms

Fending for one's self

Develop skills for college level academic work

Campus community

participation (intellectual/social membership)

Intellectual/social integration

Orientation & Transition Assistance

Monitor student progress

Early interventions

Prompt feedback to

students

Prompt feedback to

those who assist students

Linkages in programs or

information to make sure progress is continually monitored

Monitoring & Early Warning Guide

individuals along a path of

goal clarification

Special attention on

those undecided on direction of

academic study

Intrusive advising

Advising/counseling starting 1st

year

Link to other student services

and programs

Linkages in programs or

information to make sure progress is continually monitored

Counseling & Advising

Intrusive intervention

Skills assessment

Monitor academic progress

Early warning

Enhancement of basic skills

Development of study and

learning skills

Development of appropriate

learning settings Academically at Risk Students

Institutional commitment

Program integration with

mainstream academic,

social, administrative

life

Should not exist in remote

locations on campus

Specialized advising and counseling

services Social support

Mentorship

Community membership

Development of inclusive

campus climate

Students of Color


Figure 2: Non-Academic Interventions for First-Time Undergraduate Students (Academic Year 2013-14)3

Figure 3: I Know About This Service (Fall 2012, week 13)

3 Note: there is no way in MAP-Works to break out contacts by program. These data include RAMP, EOP, and LPM mentor contacts as well as a few professional staff contacts. Because RAMP served the large majority of freshmen in academic year 2013-14, these data reflect a large proportion of RAMP contact.

3%

3%

6%

7%

8%

11%

13%

49%

3%

4%

4%

7%

10%

12%

13%

46%

0 50 100 150 200 250

Homesickness

Medical/mental health

Short term Financial Issues

Relationships

Long term Financial Issues

Social connections

Living environment

Other Personal Issues

Number

Number of Students Involved Total Number of Activities

99% 99% 98%

97% 95%

93% 93%

92% 89%

86% 86%

84% 83%

78% 60%

58%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Student Health CenterStudent Clubs and Organizations

Library ServicesProfessor's Office Hours

DARS (Degree Audit Report for Students)Career Center Services

Learning Center Services (Tutoring)Financial Aid Services

Student Recreation Center (SRC)Math Lab

Writing CenterIntramural Sports

Psychological CounselingServices for Students with Disabilities

Testing ServicesComputer Labs


Figure 4: Which Of The Following Services Do You Know How To Access? (Fall 2013, weeks 10-11)

Figure 5: If you met with your RAMP Mentor, how did your meeting go? (Fall 2013, weeks 3-4)

Table 5: RAMP Academic Events, Years 1 & 2

Pilot Year Event Date Description Attendance Year 1 Money Talks 8/23/12 Workshop on budgeting and financial aid in

collaboration with the Financial Aid office. Unknown

Year 1 Dinner with Faculty Series

8/27/12 – 8/29/12

A dinner in the J with freshmen and faculty designed for dialogue, networking, and relationship building opportunities. Each night was focused on a different college.

Unknown

Year 1 Procrastination & Time Management

9/13/12 Free food, workshop. In collaboration with the Learning Center.

Unknown

80% 79%

78% 66%

64% 62%

59% 57%

56% 51%

49% 49%

36% 31%

27% 26%

25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Professors' Office HoursStudent Health Center

Library ServicesStudent Clubs and Organizations

Financial Aid ServicesDARS (Degree Audit Report for Students)

Career Center ServicesLearning Center Services (Tutoring)

Student Recreation Center (SRC)Math Lab

Counseling and Psychological ServicesWriting Center

Intramural SportsTesting Services

Science Tutoring LabServices to Students with Disabilities (SDRC)

Computing Services

Useful Information Dissemination

(220 comments)

Positive Mentor Attributes

(108 comments)

Helpful Topics

(69 comments)

Critique (24

comments)

Useful Information Dissemination: The most frequent comments were about how helpful meetings were for information almost every aspect of campus. Meetings were a place where students could get their questions answered. Positive first meetings made students comfortable to return to their mentors in the future for information and support. Positive Mentor Attributes: Freshmen were reassured by friendly interactions with mentors. They were comforted by how attentive mentors were and that mentors offered empathy, connection, encouragement, and non-judgment. These initial discussions were important for building trust. Helpful Topics: The top 5 topics students were appreciative to discuss were: campus resources, information about choosing classes, clubs and campus involvement, information about majors, and transition/adjustment to college life.

Critiques: Students who were unhappy with their meetings most frequently felt like they knew what needed to be done and didn’t need help. A few others felt that their meeting was rushed or that their questions weren’t answered.


Year 1 Math 40 Tutoring Nights

9/23/12 – 9/25/12

Tutoring sessions for math. Collaboration between RAMP and the Math Tutoring Lab.

Unknown

Year 1 Communications

10/18/12 Workshop for communication students working on good grades, persuasion skills, public speaking, and writing and delivering speeches.

Unknown

Year 1 Livescribe Workshop

10/25/12 Learning about using smart pens in classes to record lectures and recall notes digitally.

Unknown

Year 1 History 110 Group Study Sessions

11/13/12 – 12/1/12

Group study. Unknown

Year 1 Dinner with the Faculty

4/8/13 – 4/10/13

A dinner in the J with freshmen and faculty designed for dialogue and networking opportunities, especially for undeclared students. Each night was focused on a different college.

Unknown

Year 1 How to Find an Internship

4/16/13 Workshop on resources and how to search for internships. Collaboration between RAMP and the Career Center.

Unknown

Year 1 Beyond the Finish Line

4/29/13 A dinner and career panel discussion with community leaders about the current job market, strategies for professional success, and tips for becoming a leader in the workplace.

Unknown

Year 1 Study Sessions Semester Long

Independent and group study sessions. All subjects. Unknown

Year 2 Financial Aid 9/4/13 Workshop addressing financial aid and money management strategies. Collaboration between RAMP and Financial Aid Office.

4 freshmen, 2 mentors

Year 2 Wellness Fair 9/18/13 In collaboration with Recreation and Wellness Office to explore health and wellness, nutrition, fitness, relationships, stress, and counseling.

Unknown, 10 mentors

Year 2 Prepping for Midterms

9/25/13 Learning Center and RAMP collaboration. Study skill habits, test taking tips, study strategies, and how to use notes to study for midterms.


Year 2 Using Midterm Results to Learn

10/16/13 Learning Center and RAMP collaboration. After students got tests back students received help improve class outcomes and reach out to faculty for help.


Year 2 RAMP Up Your Courage

10/24/13 A chance for freshmen and hand-selected faculty members to informally interact. Faculty explained their personal and academic journeys helping students get to know faculty better and engage them as approachable resources.

118 freshmen, 40 mentors, 25 faculty

Table 6: Assessment and Student Learning Outcomes for RAMP Up Your Courage Event (Fall 2013, week 10)

PRE Survey Average

POST Survey Average

Change in Response

I am comfortable talking with faculty. 3.79 4.34 +.55 In classes I find difficult, I am comfortable approaching faculty for help.

3.29 3.59 +.30

I know what questions to ask when talking to faculty. 3.43 3.80 +.37


Figure 6: How have meetings with your RAMP Mentor been useful in helping you integrate into college life? (Spring 2014, weeks 3-4)

Table 7: RAMP Social Events, Years 1 & 2 Pilot Year Event Date Description Attendance Year 1 Humboldt

Soundscape 8/16/12 Visit with RAMP mentors and set up first mentor/mentee

meetings, listen to DJ sets, watch live art Unknown

Year 1 Dive-In Movie Night

10/26/12 Food, drinks, DJ & dancing, swimming, and a movie. Unknown

Year 1 Banned Book Reading

10/31/12 Open mic and potluck. Listen to and read excerpts from banned books.

Unknown

Year 2 RAMPage 8/22/13 A welcoming event at the beginning of semester done in collaboration with EOP and LPM. Set up first meetings with mentors/mentees.


Figure 7: Duration Of Conversations By Topic, (Academic Year 2013-14, RAMP Year 2)

Information (81 comments)

Support Network (76 comments)

Academic Planning (53 comments)

Transition Skills (24 comments)

Critique (16 comments)

Personal Progress

(11 comments)

1,578

363 381 544

1,099

130 226 402

0

500

1000

1500

2000

Academics Activity Based Campus Resources Other

Hour

s

Topics Covered During Mentee Meetings

Fall 2013

Spring 2014

Academic Planning: Mentors helped students develop short and long term plans for classes and degree completion, pick appropriate classes and class schedules, set academic goals, and establish effective study habits.

Transition Skills: Primarily, students reported learning time management and organization skills. Students also reported learning how to interact with faculty and what to do when they found themselves on academic probation.

Critique: Students who felt that RAMP wasn’t useful reported perceiving themselves as college ready and not needing help.

Personal Progress: Students who noticed personal progress reported that RAMP increased their confidence and motivation to succeed in school.

Support Network: RAMP provided a strong “insider” support network from students who had gone through similar experiences. Freshmen appreciated mentor advice, availability, accountability, and non-judgmental support.

Information: Most appreciated was information about campus resources and getting involved in campus activities. Freshmen felt comfort in being able to get their questions answered and in getting information about things like deadlines, employment, and information about the local community.


Figure 8: Academic Interventions for First-Time Undergraduate Students (Academic Year 2013-14)4

Figure 9: It Was Easy To Schedule Meetings With My RAMP Mentor (Fall 2012, week 16)

Figure 10: How Easy Has It Been To Schedule Meetings With Your RAMP Mentor? (Fall 2013, weeks 10-11)

4 Note: there is no way in MAP-Works to break out contacts by program. These data include RAMP, EOP, and LPM mentor contacts as well as a few professional staff contacts. Because RAMP served the large majority of freshmen in academic year 2013-14, these data reflect a large proportion of RAMP contact.

<1%

3%

3% 4%

8%

10%

13%

17%

42%

2%

5%

4% 5%

12%

12% 15%

20%

26%

0 1,000 2,000 3,000 4,000

Class attendance

Academic Major

Missing required meetings/activities

Academic Action Meeting

Academic Skills

Academic Performance

Other Academic Concerns

Registration

Academic Success Planning

Number

Number of Students Involved Total Number of Activities

61%

31%

6% 2% 0%

20%

40%

60%

80%

100%

Strongly Agree Agree Disagree Strongly Disagree

60%

26%

5% 6% 2% 0% 1% 0%

20%

40%

60%

80%

100%

ExtremelyEasy

Easy SomewhatEasy

Neutral SomewhatDifficult

Difficult ExtremelyDifficult


Figure 11: How Would You Describe the Quantity of Meetings With Your RAMP Mentor? (Fall 2012, week 16)

Figure 12: How Would You Describe The Quantity Of Meetings With Your RAMP Mentor? (Fall 2013, weeks 10-11)

Figure 13: How Would You Describe The Quantity Of Meetings With Your RAMP Mentor? First-Gen vs. Not First-Gen* (Fall 2013, weeks 10-11)

*There is a statistically significant association (x2 significant at p = .022, df = 2) between whether a student is first-generation or not, and their perceptions on quantity of meetings with their RAMP Mentor. Figure 14: How Would You Describe The Quantity Of Meetings With Your RAMP Mentor? Low-Income vs. Not Low-Income* (Fall 2013, weeks 10-11)

*There is a statistically significant association (x2 significant at p = .028, df = 2) between whether a student is low-income or not, and their perceptions on quantity of meetings with their RAMP Mentor.

Just right, 84%

Not enough,

3%

Too many, 13%

Too Many,

6%

Just Right, 87%

Not Enough,

7%

10%

84%

6% 4%

89%

7%

0%

20%

40%

60%

80%

100%

Too Many Just Right Not Enough

Not First-Generation

First-Generation

8%

87%

4% 4%

86%

9%

0%

20%

40%

60%

80%

100%

Too Many Just Right Not Enough

Not Low-Income

Low-Income


Figure 15: How Helpful Are Your Meetings With Your RAMP Mentor? (Spring 2014, weeks 3-4)

Figure 16: How Helpful Are Your Meetings With Your RAMP Mentor? First-Gen vs. Not First-Gen* (Spring 2014, weeks 3-4)

*There is a statistically significant association (x2 significant at p = .028, df = 6) between whether a student is first-generation or not, and how helpful their meetings with their RAMP Mentor are. Interpret findings with caution. Several cells in the “unhelpful categories” have small cell counts. Figure 17: How Would You Be Most Interested In Being Matched With A RAMP Mentor? (Fall 2013, weeks 10-11)

3% 2% 2% 10% 9%

38% 35%

0%

20%

40%

60%

80%

100%

ExtremelyUnhelpful

Unhelpful SomewhatUnhelpful

Neutral SomewhatHelpful

Helpful ExtremelyHelpful

2% 4% 4% 11% 13%

38% 28%

4% 1% 1% 10% 6%

39% 38%

0%

20%

40%

60%

80%

100%

ExtremelyUnhelpful

Unhelpful SomewhatUnhelpful

Neutral SomewhatHelpful

Helpful ExtremelyHelpful


First-Generation

49%

42%

4%

3%

3%

0% 20% 40% 60% 80% 100%

It doesn't matter to me

Area of Study

Gender

Cultural Background

Someone from the same hometown/geographical…


Figure 18: How Would You Be Most Interested In Being Matched with a RAMP Mentor? URM vs. Not URM* (Fall 2013, weeks 10-11)

*There is a statistically significant association (x2 significant at p = .027, df = 4) between whether a student is URM or not, and their preference in being matched with a RAMP Mentor. Figure 19: Are You Satisfied With RAMP? (Fall 2013, weeks 10-11)

Figure 20: Are You Satisfied With RAMP? First-Gen vs. Not First-Gen* (Fall 2013, weeks 10-11)

*There is a statistically significant association (x2 significant at p = .048, df = 1) between whether a student is first-generation or not, and their satisfaction with RAMP.

48%

46%

1%

4%

2%

51%

37%

5%

3%

3%

0% 20% 40% 60% 80% 100%

It doesn't matter to me

Area of Study

Cultural Background

Gender

Someone from the same hometown/geographical…

URM Not URM

Yes, 94%

No, 6%

92%

8%

96%

4% 0%

20%

40%

60%

80%

100%

Yes No


First-Generation


Figure 21: In what ways has RAMP helped you this semester? (Fall 2013, weeks 10-11)

Figure 22: RAMP Student Risk Indicators, Fall 2014

Figure 23: Non-RAMP Student Risk Indicators, Fall 2014

Academic Planning (166 comments)

Support Network (107 comments)

Information (104 comments)

Transition to College

(47 comments)

Critique (24

comments)

15% 15%

35% 30%

36% 36%

48% 51%

35% 35%

11% 12% 14% 14%

5% 7%

0%

20%

40%

60%

80%

100%

Pre-FallSemester

20148/25/14

Pre-FallTransition

Survey9/8/14

Post-FallTransition

Survey9/23/14

Post-FallAcademic

Update10/15/14

Low Risk Moderate RiskHigh Risk Very High Risk

24% 25% 39% 37%

49% 50%

43% 44%

23% 21% 13% 14%

4% 5% 5% 6%

0%

20%

40%

60%

80%

100%

Pre-FallSemester

20148/25/14

Pre-FallTransition

Survey9/8/14

Post-FallTransition

Survey9/23/14

Post-FallAcademic

Update10/15/14

Low Risk Moderate RiskHigh Risk Very High Risk

Support Network: Freshmen were grateful for the RAMP support network, particularly insider campus knowledge and advice that peer mentors gave. This network comforted students and empowered them personally and academically.

Academic Planning: RAMP provided academic planning support for freshmen, helping them register for classes, plan schedules, write 3-semester and 4-year plans, understand how classes fit into majors, and understand DARS.

Information: RAMP was a conduit of information for students, answering their questions, providing information about campus resources, and helping students get involved on and off campus.

Transition to College: Freshmen reported that RAMP helped with the transition to college life easing stress, anxiety, and providing support for organization, time management, healthy habits, and navigating living arrangements and homesickness.

Critiques: Students who perceived RAMP not helping, felt that either they were: 1) already prepared for college and didn’t need help, or 2) didn’t get enough time with their mentor.


Figure 24: Support Service Usage For Freshmen Who Were On Academic Probation By The End Of First Semester (Fall 2012)

Figure 25: Support Service Usage For Freshmen Who Were On Academic Probation By The End Of First Semester (Fall 2013)

84% 84%

83% 77%

60% 57%

50% 43%

23% 19%

17% 14%

13% 13%

0% 20% 40% 60% 80% 100%

DARS (Degree Audit Report for Students)Library Services

Student Health CenterStudent Recreation Center (SRC)

Financial Aid ServicesProfessors' Office Hours

Student Clubs and OrganizationsCareer Center Services

Computing ServicesIntramural Sports

Testing ServicesMath Lab

Learning Center Services (Tutoring)Writing Center

60% 51%

49% 43% 43%

35% 31%

19% 19%

17% 16%

14% 14%

9% 6%

0% 20% 40% 60% 80% 100%

Library ServicesProfessors' Office Hours

Student Health CenterFinancial Aid Services

DARS (Degree Audit Report for Students)Student Clubs and OrganizationsStudent Recreation Center (SRC)

Career Center ServicesIntramural Sports

Learning Center Services (Tutoring)Math Lab

Computing ServicesWriting Center

Science Tutoring LabTesting Services


appendix supporting first year students: a pilot review of ... · appendix supporting first year...

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