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THE ROBERT & PATRICIA GUSSIN SPIRITAN DIVISION OF ACADEMIC PROGRAMS

ANNUAL REPORT

2012-2013 (FOR PROVOST)

Judith R. Griggs, Ph.D., Director

THE ROBERT & PATRICIA GUSSIN SPIRITAN DIVISION OF ACADEMIC PROGRAMS ANNUAL REPORT 2012-13

TABLE OF CONTENTS

INTRODUCTION Mission, Goals, Objectives…………………………………………………………………………… 2

I. Review of the Previous Year A. Progress on annual goals………………………………………………………………………….. 3 B. Annual goals for the next academic year………………………………………………………….. 4 C. Additional major accomplishments, programs and activities……………………………………... 4 1. First to Second Year Retention……………………………………………………………. 5 2. Current Retention & Graduation………………………………………………………….. 7 3. Program & Activities……………………………………………………………………… 12 D. The Gussin Spiritan Division and Duquesne University’s strategic plan…………………………. 14

II. Challenges and Needs…………………………………………………………………………………….. 19

III. Outcomes and Assessments A. Reviews and evaluations…………………………………………………………………………... 20 1. Student Assessment……………………………………………………………………….. 20 2. Program Assessment………………………………………………………………………. 22 3. Faculty Assessment……………………………………………………………………….. 22 4. Student Assessment of the Division………………………………………………………. 23 5. Assessment Summary…………………………………………………………………….. 24 B. ACT 101 (“PENNSYLVANIA ACTS”) Academic Performance………………………………… 27 C. Evidence that assessment results are used to improve teaching / learning………………………... 28

IV. Budgetary Information………………………………………………………………………………….. 30 ABOUT THE COVER: Rev. Vincet Stegman, presented a 2012-2013 Student of the Year Award to Michael Hast, a sophomore, at the Fifteenth annual Gussin Spiritan Division Reception in February. The event is held every spring to honor Gussin Spiritan Division students for their special achievements.

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INTRODUCTION

Mission, Goals, Objectives

MISSION The mission of the Robert and Patricia Gussin Spiritan Division of Academic Programs is teaching, caring, and building futures through a community of excellence. The Division uses intellectual potential as the overriding criterion for University admission and makes available to students a comprehensive network of programs and services to help them develop the academic and social skills required in higher education to be successful learners within their chosen programs of study. GOALS:

• To provide a holistic approach to learning by addressing both the affective and cognitive needs of division students.

• To offer undergraduates individualized and personalized programs and services in advising, counseling, tutoring and other instructional activities that promote successful completion of courses, skill development, and eventual declaration of majors in various degree programs within schools of the University.

• To provide scholarly and cultural knowledge and to affect successful transitions of first-year students into the life of the University.

OBJECTIVES:

• To identify students’ strengths and weaknesses in order to design individual programs, which enable them to realize their full potential as members of the academic community;

• To enhance the academic skills development and self-confidence of students;

• To lend support to the academic achievement of students;

• To stress the value of academic excellence to all students;

• To assist students in their total intellectual and professional development;

• To stress students’ self-responsibility in completing their undergraduate education;

• To assist students with identification of a major and selection of courses, which allow them to complete

their degree requirements;

• To encourage a love of learning so as to promote the philosophy of life-long education.

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I. REVIEW OF THE PREVIOUS YEAR

A. PROGRESS ON ANNUAL GOALS A considerable portion of the Robert & Patricia Gussin Spiritan Division’s progress is measured in terms of the academic success of its students. Highlights for 2012-13 include: Goal #1: Summer Semester:

(a) At least nine of every ten freshmen (90%) will complete the summer semester with a 2.0 QPA; (b) At least eight of every ten freshmen (85%) will earn all six credits offered for the term. Outcome:

• 95% of students who attended the Summer Semester earned a QPA of 2.0 or higher; • 87% of summer semester students (52 of 60 students) earned the maximum six credits for the term.

Goal #2: Freshman Cumulative QPA: 80% of Division freshmen will complete their first year with a cumulative QPA of 2.0 or higher. Outcome:

• 88% of all fall term freshmen earned a cumulative QPA of 2.00 or higher. • 95% of the students met the standard Duquesne University freshman retention minimum QPA of 1.50 or

higher. • The average QPA at the end of the spring term was 2.82

Goal #3: Credits earned at the end of the freshman year:

At the end of the spring term, (a) At least 60% of Division freshmen will have attained 30 or more University credits, and

(b) 50% of the remaining students will be within six credits (two three-credit courses) of attaining 30 credits. Outcome: Of the 60 freshmen who began their college studies by taking Division courses in the Summer Semester:

• 64.3% (36 of the 56 Traditional Spiritan freshmen) attained 30 or more credits; • 65.0% of the 20 remaining students earned 24 to 29 credits.

Goal #4: Dean’s List:

• At least 15% of the incoming freshmen students will attain Dean’s List status during the year.

Outcome: • 18 students attained Dean’s List (30% of the 56 Division freshmen)

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B. ANNUAL GOALS FOR THE NEXT ACADEMIC YEAR Goal #1: Summer Semester:

(a) At least nine of every ten freshmen (90%) will complete the summer semester with a 2.0 QPA; (b) At least eight of every ten freshmen (85%) will earn all six credits offered for the term. Goal #2: Freshman Cumulative QPA: 80% of Division freshmen will complete their first year with a cumulative QPA of 2.0 or higher. Goal #3: Credits earned at the end of the freshman year:

At the end of the spring term, (a) At least 60% of Division freshmen will have attained 30 or more University credits, and (b) 50% of the remaining students will be within six credits (two three-credit courses) of attaining 30 credits.

Goal #4: Dean’s List: At least fifteen percent of the Division freshmen will attain Dean’s List during the year.

C. ADDITIONAL MAJOR ACCOMPLISHMENTS, PROGRAMS AND ACTIVITIES

Gussin Spiritan Division students, and those who matriculated as Division students, performed very well academically, attaining Dean’s List 48 times throughout the academic year.

GSD DEAN'S LIST FALL 2012 - SPRING 2013 COHORT FALL 2012 SPRING 2013 Total Times Dean's

List Was Achieved in 2012-13

Students Attending in 2012 - 13

Percent of Attending Division

Students Who Attainied Dean's

List At Least Once in 2012-13

16 (FR) 12 6 18 60 30% 15 (SO) 4 3 7 49 14% 14 (JR) 3 3 6 40 15% 13 (SR) 10 7 17 41 41%

Total 29 19 48 190 25%

• 87% percent of the Division’s freshmen earned all six credits offered in the Summer Semester.

• Freshman maintained a high retention rate throughout the first academic year. Of the sixty new students who attended the summer semester in 2012, fifty-six of them (93.3%) were still attending at the end of the spring 2013 term.

• At the end of the spring 2013 term, all Division freshmen had a cumulative QPA greater than the basic

Duquesne freshman retention level of 1.50.

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Retention and Graduation

1. First to Second Year Freshman Retention Because the first year experience is so critical to a student’s subsequent academic success at in college, establishing a good first-to-second-year retention record is important, which the Robert and Patricia Gussin Spiritan Division has accomplished.

GSD - FIRST-TO-SECOND YEAR FRESHMAN RETENTION HISTORY

Cohort-Year STUDENTS WHO RETURNED FOR THE SECOND YEAR Original Student

Count, Main Tracks

Percent First-To-Second

Year Division Freshman Retention

Traditional Spiritan

PAE (Act 101-LSP)

Close Advisement

Total Freshmen Returned for their Second Year,

Main Tracks

01-1997 14 14 18 78% 02-1998 19 19 20 95% 03-1999 20 20 28 71% 04-2000 29 29 32 91% 05-2001 33 10 59 102 126 81% 06-2002 52 3 17 72 83 87% 07-2003 28 4 32 34 94% 08-2004 35 3 38 45 84% 09-2005 21 21 27 78% 10-2006 40 40 52 77% 11-2007 42 42 54 78% 12-2008 37 37 48 77% 13-2009 64 64 82 78% 14- 2010 51 51 56 91% 15- 2011 42 42 50 84%

Overall First-To-Second Year

Freshman Retention

527 20 76 623 755 83%

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FRESHMAN RETENTION COMPARISON, 1997-98 TO 2012-13

GUSSIN SPIRITAN DIVISION vs DUQUESNE UNIVERSITY

First to second year Retention.

The Division’s first-to-second year retention rate is 83% for all students from Cohorts #1

through #15. (Because Cohort #16 has just completed the current freshman year and has not yet experienced a second year, they are excluded from these figures.)

In four individual years, the Spiritan Division’s main tracks (Traditional Spiritan, PAE/Act

101-LSP, and Close Advisement) had a first-to-second-year retention rates exceeding the 90% level.

The Robert & Patricia Gussin Spiritan Division currently maintains an overall retention rate of

83% which is only 3% less than that of Duquesne University’s 86% retention rate since the Division’s inception in 1997.

The Division averaged 82% first-to-second year retention over the last five years, which is

94% that of Duquesne University’s last six-year freshman retention rate of 87%.

Freshmen enrolled in the Gussin Spiritan Division are guaranteed two years of academic retention. At the end of that time period, they must have earned a 2.0 cumulative QPA or higher and must declare a major and transfer into the appropriate school of choice.

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2. Current Retention

Respectable retention rates continue throughout the upper-class years, as students persist to graduation.

Overall Retention to Graduation Since Inception 1997

GSD GRADUATION-RETENTION RATES - MAIN TRACKS - FALL 1997 TO SPRING 2013

Cohort & Year

Graduated Summer

2012

Graduated Fall

2012

Graduated Spring 2013

Total Graduates,

Main Tracks, Summer 2012 through Spring

2013

Plus Prior Graduates

Equals Total Graduates,

Main Tracks, Fall 1997 to Spring 2013

Plus Students

Who Attended 2012-13

Equals Total

Student Retention

Original Population,

Main Tracks (Note)

Current Retention

Rates, Main Tracks,

Cohorts 1-15 (1997-2011)

01-1997 0 5 5 0 5 18 28% 02-1998 0 7 7 1 8 20 40% 03-1999 0 8 8 0 8 28 29% 04-2000 1 1 16 17 1 18 32 56% 05-2001 0 70 70 1 71 126 56% 06-2002 0 51 51 0 51 82 62% 07-2003 1 1 17 18 2 20 34 59% 08-2004 1 1 28 29 2 31 45 69% 09-2005 1 1 2 14 16 2 18 27 67% 10-2006 1 1 27 28 1 29 52 56% 11-2007 1 1 1 3 25 28 1 29 54 54% 12-2008 2 5 4 11 10 21 11 32 48 67% 13-2009

(SR) 30 30 30 41 71 82 87%

14-2010(JR)

0 0 40 40 56 71%

15- 2011(SO)

0 0 49 49 54 91%

RETENTION SINCE

INCEPTION, MAIN

TRACKS

4 9 37 50 278 328 152 480 758 63%

Retention Rate, Last Six Years

4 6 35 45 62 107 143 250 346 72.3%

• The Division’s retention rate is increasing. The 63% current retention rate is 2% higher than last year’s

rate, 61%. • The retention rate over the last six years (highlighted in yellow) is 72.3%. This is 9% greater than the

overall 63% retention rate since 1997 inception.

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Division Student Graduation 2012-2013 Spiritan Division students have demonstrated that they can succeed in college, and the Robert and Patricia Gussin Spiritan Division has been the open door that provides the opportunity.

DIVISION STUDENTS WHO GRADUATED AS OF SPRING 2013

GSD GRADUATION RATE, MAIN TRACKS Cohort Total, Graduates,

Main Tracks Total Students by

Cohort Percent Graduated,

Main Tracks

01-1997 5 18 27.8% 02-1998 7 20 35.0% 03-1999 8 28 28.6% 04-2000 17 32 53.1% 05-2001 70 126 55.6% 06-2002 51 83 61.4% 07-2003 19 34 55.9% 08-2004 29 45 64.4% 09-2005 16 27 59.3% 10-2006 27 52 51.9% 11-2007 27 54 50.0% 12-2008 21 48 43.8% 13-2009 30 82 36.6%

Total Graduates from Main Tracks through end of Spring 2013

327 649 50.4%

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DIPLOMAS AWARDED BY DEGREE LEVELS

MAIN TRACK STUDENTS Baccalaureate Degrees 327

First-Professional Degrees (Pharm.D.) 3 Total First Degrees 330

Additional Masters Degrees 19 Total Degrees - Main Tracks 349

Three of these Division graduates were enrolled in a five- or six-year course of study and earned their

Pharm.D. (Doctor of Pharmacy) degree. This is classified as a “First Professional” degree because no degree is issued to pharmacy students at the end of four years.

Four Division graduates continued on in Duquesne University’s graduate schools and earned an

additional Masters’ degree.

Within the past academic year, 49 Division students earned their Baccalaureate Degree (August 2012 through May 2013).

GSD - GRADUATES, BACCALAUREATE DEGREES SUMMER 2012 TO SPRING 2013, MAIN TRACKS

Cohort-Year Summer 2012 Fall 2012 Spring 20123 Total by Cohort 07-2003 1 1 08-2004 1 1 09-2005 1 1 2 10-2006 1 1 11-2007 1 1 1 3 12-2008 2 5 4 11 13-2009 30 30 Total by

Term 4 9 36 49

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One additional student of cohort 10 graduated from the Internal Transfer track in spring 2013.

GSD - GRADUATES TO DATE BY TRACK, FALL 1997 TO SPRING 2013 Cohort-Year Traditional

Spiritan PAE Close

Advisement Sub-Total,

Main Tracks

Internal Transfer

External Transfer

Self-Referral

Total

Total, All Graduates, by Cohort

01-1997 5 5 5 02-1998 7 7 1 8 03-1999 8 8 8 04-2000 16 1 17 4 21 05-2001 18 8 44 70 1 2 73 06-2002 38 3 10 51 2 53 07-2003 18 1 19 1 2 22 08-2004 25 4 29 1 1 31 09-2005 16 16 16 10-2006 27 27 3 30 11-2007 27 27 2 1 30 12-2008 21 21 21 13- 2009 30 30 1 61 14- 2010 0 0 0 0 0 0 0 0 15- 2011 0 0 0 0 0 0 0 0

16- 2012 0 0 0 0 0 0 0 Total Graduates

by Track 256 17 54 327 7 11 4 379

Three schools that the Division students have graduated from account for 93% of all Division graduates:

School of Liberal Arts (47%), School of Business (36%) School of Education (10%)

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In contrast, the most common colleges at Duquesne University represented among Bachelor’s and First Profes-sional Degrees conferred in 2010 are: Liberal Arts (31%); Business (23%); Natural and environmental science (10%)

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Programs and Activities

This year’s annual activities included the Freshman Summer Semester, the 16th Annual Gussin Spiritan Division Recognition Dinner, a graduation and honors dinner, and an Open House event. Preview Day (Open House): The Division’s annual Open House now called as Preview day was held on Sunday, April 15, 2012, six weeks prior to the Summer Semester. New and prospective students and their parents had an opportunity to meet the staff personally for the first time. They were able to receive information directly from the Division staff in a friendly, informal atmosphere at the office of the Division. Summer Semester: The Gussin Spiritan Division’s sixteenth cohort officially began the annual freshman Summer Semester on June 22, 2012 with an orientation and luncheon for 60 students and their parents. Classes began on Monday, June 25th. Four of the courses (English 101, Intro to University Success, Research and Information Skills, and Academic Strategies) carried college credit, enabling each participating student to earn up to six credits. Extracurricular activities were also provided, including the annual “Challenge by Choice” student teamwork activities, an enjoyable evening at Kennywood Park, Pirates baseball game and Pittsburgh Power Arena Football along with Ross Park mall shopping spree. The Spiritan Division Program concluded on July 27 with a luncheon and awards ceremony. Spiritan Division Recognition Dinner: The sixteenth Spiritan Division Reception, an event held annually to recognize and award students for their excellent work, occurred on Thursday, February 22, 2013. The event began with a Mass in the University Chapel. Dr. Janie Fritz, Associate Professor in the Department of Rhetorical Studies, served as the Master of Ceremonies for the formal occasion that followed in the Union Ballroom. After Rev. Vincent Stegman, C.S.Sp. delivered the invocation; the 134 guests in attendance were welcomed by distinguished alumnus and member of the University Board of Directors, Dr. Robert Gussin, along with his wife Dr. Patricia Gussin, physician, researcher author and co-benefactor of the Division. During the awards portion of the evening, Ms. Cynthia Stadtfeld and Jordan Brooks respectively, provided parent and student perspectives on the benefits of participating in the Gussin Spiritan Division program. Rev. Vincent Stegman, C.S. Sp. delivered the message for the evening. The Gussins then presented the 2012 Spiritan Division Student of the Year award to Robert Sporcic. Dr. Judith R. Griggs, Director of the Gussin Spiritan Division, awarded two awards 1) the Michael P. Weber Memorial Scholarship to Kira Johnson and Georg Boulos and 2) The Spotlight award to Kathleen Jaczesko, Associate Director of Human Resource Management for her many years of support for our community service initiative, the Program for Academic Coaching through Tutoring. The evening concluded with a benediction provided by Rev. Vincent Stegman, C.S.Sp.

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Summer Institute Program: The Learning Skills Center recruited 22 high school students for the one-week, residential Summer Institute Program, which began on Sunday, July 22, 2012 and ended on Friday, July 27th 2012. The week-long institute provided high school juniors and seniors an opportunity to visit the University and experience college life. Students came from the following high schools: Belle Vernon, Canon McMillan, Career Connections Charter, Crossland (MD), Eden Christian Academy, Gateway, Milliones University Prep, Montour, Penn Hills, Pittsburgh Obama Academy, Pittsburgh Science and Technology Academy, Propel Braddock Hills, Serra Catholic, Sewickley Academy, Taylor Allderdice, The Linsly School, Thomas Jefferson and Wilkinsburg. Participants attended a three-hour Introduction to the College Experience course Monday through Friday. As a part of the learning process, students attended a seminar to learn about memorization techniques, time management, active listening strategies and analyzing movies and other forms of media. Students were also required to research various institutions of higher learning and become familiar with their admissions application process. For their final activity, they prepared and presented their research results to their fellow students in a special group session. Throughout their one-week college experience, students were obliged to demonstrate important responsibilities such as arriving on time for class, following a schedule, and devoting appropriate amounts of time necessary to complete multiple tasks. In the process, they also acquired a few basic research skills. In addition to class work, participants attended a number of off-campus activities, including a Pittsburgh Pirates game, a trip to Kennywood Park and lunch at Savoy. The students had a required exercise hour every day, which included track and field outside, utilizing the swimming pool in towers and working out in the Power Center. The students also attended mass at the Chapel on campus. Guest lecturer Akmed Khalifa, came in and taught a seminar course on writing. Khalifa is the author of a short story, which was published into a booklet that they students all received. The students also participated in other social activities on campus, such as, an ice cream social, a movie night with critical analysis and playing a game about diversity, called Diversityopoly. The week ended with the Award Luncheon Friday. For their participation in the total experience described, students earned one college credit. In cooperation with the School of Law's Vatican City Program, Dr. Judith Griggs, Director of the Gussin Spiritan Division, along with three students from her "Field Observation" service learning courses, participated in a unique international Spiritan Division Service and Cultural Experience in Rome, Italy. The program was held from June 29 to July 13, 2011, and was arranged by Fr. Pachomius Okogie, a former Gussin Spiritan Division professor of philosophy and current Registrar and professor of philosophy at the Pontifical University of St. Anselmo. Students had already participated in a year of service learning experiences by tutoring Pittsburgh students. This setting deepened their previous classroom learning experiences by providing unique opportunities to broaden their cultural understanding and awareness, as well as tutor others in an international environment. A special educational highlight of the program was the opportunity to attend a lecture on international justice given by U.S. Supreme Court Justice Samuel Alito. The resulting experiences provided a wealth of cultural exchange, some language learning, and enhanced citizenship awareness. Under the guidance of Fr. Okogie, student participants and the director visited Italian sites and cultural icons, including the Vatican City, the Vatican Museum, the Coliseum, the Pantheon, the Appian Way, the Catacombs, the Spanish Piazza, and St. Mary Basilica. The Robert & Patricia Gussin Act 101/Spiritan Division Advisory Board met twice in the past year, in May, 2011 and in December, 2011. Comprised of various University faculty and administrative personnel and outstanding community leaders, the Board provides a broad spectrum of talents, contacts, and ideas that benefit the Spiritan Division, Duquesne University, and our students. Topics covered included an update on the progress of the Division, current events within the Division, a discussion of the status of the Pennsylvania Acts (Act 101) Program, and a review of the upcoming student curriculum and activities planned for the 2011 Summer Semester. Student of the Year Robert Sporcic was a guest speaker at the December meeting.

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D. THE GUSSIN SPIRITAN DIVISION AND DUQUESNE UNIVERSITY’S STRATEGIC PLAN 1. Diversity: Strategic Priority #2.2, “The student body will become more diverse and support for human diversity will become a commitment of all students.” An ongoing aim of the Robert & Patricia Gussin Spiritan Division is to include a high degree of diversity among our student population, faculty and staff. This, in turn, supports Duquesne University’s efforts to provide a more diverse environment. The 2012-13 freshman Cohort of 60 students included a 16% ethnic minority; its gender composition was 72% male, 28% female. In addition to a diverse student body, the Division’s staff is well diversified in several areas, including gender, ethnicity, religion, age and national origin. Our support staff includes individuals from Africa and the Middle East. Our tutoring staff includes individuals from Africa, Europe, Asia, and Latin America. The Robert & Patricia Gussin Spiritan Division has a long history of inclusiveness and diversity. Overall, the Division has had 27.1% minority participation since its inception, roughly two in every seven students.

GSD - ETHNIC DISTRIBUTION SINCE 1997 - MAIN TRACKS Cohort-Year American

Indian / Alaskan

Asian / Pacific

Islander

Black/ African

American

Latino Other / Unknown

White Total by Cohort

Percent Minority (Excluding "Other/Unknown" category for which no determination can be made)

01-1997 3 16 19 15.8% 02-1998 2 9 1 9 21 55.0% 03-1999 1 7 1 20 29 31.0% 04-2000 8 1 1 29 39 23.7% 05-2001 5 18 7 4 96 130 23.8% 06-2002 2 15 4 68 89 23.6% 07-2003 2 9 1 27 39 28.9% 08-2004 1 6 3 1 39 50 20.4% 09-2005 1 7 23 31 25.8% 10-2006 2 12 3 2 36 55 32.1% 11-2007 16 2 39 57 29.1% 12-2008 18 2 29 49 40.8% 13-2009 1 1 16 5 60 83 27.7% 14-2010 14 1 2 41 58 26.8% 15- 2011 1 13 2 4 34 54 32.0% 16- 2012 1 7 1 3 48 60 15.8% Total by Ethnicity

1 19 178 30 21 614 863

Percent of Population

0.1% 2.2% 20.6% 3.5% 2.4% 71.1% 100.0% 27.1%

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The following chart shows a comparison of the ethnic composition between Duquesne University’s freshman and the Gussin Spiritan Division over the last ten years.

DUQUESNE UNIVERSITY ETHNIC DISTRIBUTION

DUQUESNE UNIVERSITY FRESHMAN ETHNIC DISTRIBUTION 2003 TO 2013 Year American

Indian / Alaskan

Asian / Pacific

Islander

Black/ African

American

Latino White Other, Unknown.

Multi-Racial, or Non-Resident

Aliens

Total Percent Minority (Excluding "Other/Unknown" category for which no determination

can be made)

2003-04 2 22 43 15 1,259 151 1,492 6.1% 2004-05 0 23 37 18 1,017 119 1,214 7.1% 2005-06 2 20 39 13 1,134 120 1,328 6.1% 2006-07 2 25 25 21 1,169 83 1,325 5.9% 2007-08 2 23 43 15 1,204 67 1,354 6.4% 2008-09 4 32 52 28 1,266 56 1,438 8.4% 2009-10 5 34 52 35 1,193 113 1,432 9.6% 2010-11 2 32 66 45 1,221 50 1,416 10.6% 2011- 12 1 35 54 32 1,157 64 1,343 9.5% 2012- 13 1 32 48 35 1,354 56 1,526 7.9% Total by Ethnicity

21 278 459 257 11974 879 13,868

Percent of Population

0.2% 2.0% 3.3% 1.9% 86.3% 6.3% 100.0% 7.8%

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The Gussin Spiritan Division served a 22.0% freshman minority population from 2003 to 2013. The population of 536 students included 145 students from an identifiable minority and 18 students classified as “other/unknown.”

Over the same time frame, Duquesne University experienced a 7.8% freshman minority population (also adjusted to exclude the “Unknown” categories for which no exact ethnic determination can be made.) Gender Distribution

GSD GENDER DISTRIBUTION MAIN TRACKS

COHORT - YEAR Male Female Total % Male % Female 01-1997 13 5 18 72.2% 27.8% 02-1998 17 3 20 85.0% 15.0% 03-1999 24 4 28 85.7% 14.3% 04-2000 24 8 32 75.0% 25.0% 05-2001 73 52 125 58.4% 41.6% 06-2002 56 28 84 66.7% 33.3% 07-2003 22 12 34 64.7% 35.3% 08-2004 33 12 45 73.3% 26.7% 09-2005 21 6 27 77.8% 22.2% 10-2006 31 21 52 59.6% 40.4% 11-2007 36 18 54 66.7% 33.3% 12-2008 34 14 48 70.8% 29.2% 13-2009 43 39 82 52.4% 47.6% 14-2010 34 24 58 58.6% 41.4% 15- 2011 35 19 54 64.8% 35.2% 16- 2012 43 17 60 71.7% 28.3% Total 539 282 821 65.7% 34.3%

• Since inception, the Division has averaged 66% Male, 34% Female (approximately 2 males per female).

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• Duquesne University’s gender ratio typically averages 42% Male, 58% Female (approx. 3:4 male-

to-female ratio). • Over time, the Division has been trending toward a more balanced gender composition. The trend

can be seen in the following six-year interval summary which features a two-year overlap in each group:

Cohorts 1-7= 72% Male Cohorts 6-12 = 68% Male Cohorts 11-16 = 63% Male The Gussin Spiritan Division also encourages economic and academic diversification by administering the Pennsylvania Acts program (a.k.a. “Pennsylvania Act 101”), which provides educational support services targeted toward economically and academically disadvantaged students. Through this program, students who might not otherwise consider attending college and those who are at risk of dropping their college studies due to financial or academic stress are afforded an opportunity to pursue studies at Duquesne University and eventually obtain their degree. Participants in the Pennsylvania Acts program are proactively contacted and encouraged to avail themselves of our services, including tutoring, counseling, advising, and academic skills coaching. This results in a broader range of academic and socioeconomic student diversity throughout Duquesne University. 2. Community Service: Strategic Priority #1.2: “Service to others will be a theme throughout the Duquesne experience.” The Robert & Patricia Gussin Spiritan Division, has a long history of dedicated service to others. Since its inception, two required service learning courses, Field Observation V (EDFD207) and Field Observation VI (EDFD208) have been included in the Division’s freshman curriculum. These courses prepare Division students for and engage them in service to the community as tutors of elementary, middle and high school students. This, in turn, improves school graduation rates, enhances subject matter competency, increases multicultural sensitivity levels, and promotes good citizenship in general. One popular program that provides a means of community service for our student tutors is the Project for Academic Coaching through Tutoring (PACT) sponsored by the Michael P. Weber Learning Skills Center, in partnership with St. Rosalia School and community agencies such as the Hill House Association, Mt. Ararat Baptist Church, and Wesley Center, The Center that Cares. Other agencies that have participated in previous years include the Pittsburgh Public Schools and the Sixth Mt. Zion Baptist Church in East Liberty. PACT provides tutoring labs at the Duquesne University campus on Saturdays and on two weekday evenings. At these sessions, tutors assist students in grades K-12 with their homework and provide skill development exercises. Some Division students choose to provide off-campus tutoring in schools under the supervision of classroom teachers, or at several community agencies and organizations. Saturday activities included career exploration by tutors and staff, weekly current events and discussions, parent-student orientations for the fall and spring, and learning activities around special events such as Black History Month, Women’s History Month, and St. Patrick’s Day. Students were introduced to critical thinking and the importance of time management and effective study skills and organizational skills. During 2012-13, 31 tutors provided services for our on-campus PACT Program as well as for our community partners. PACT has been in existence since 1990. The Gussin Spiritan Division, in conjunction with Duquesne’s Law School and the Kwame Ture Leadership Institute, sponsored the Sixth Annual Career Day at the Sr. Thea Bowman Catholic Academy on April 8, 2012. For the past 18 years, the Division has provided Sr. Thea Bowman Catholic Academy with student development workshops through the Michael P. Weber Learning Skills Center’s PACT. Fr. David Taylor, Gussin Spiritan Division faculty member, currently serves as director of the school. Our associate director, Dr. Uhuru Hotep, served as the coordinator and Master of Ceremonies for the one-day event which featured speakers from a wide variety of occupational fields such as medicine, law, athletics, and entertainment. The activity also included small workgroup sessions. Luncheon was served.

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Two weeks later, the Gussin Spiritan Division and the Michael P. Weber Learning Skills Center, in cooperation with Duquesne’s Law School, co-sponsored the fifth annual campus tour for Sr. Thea Bowman students. These youth had the opportunity to visit different schools on campus, to think about different possibilities for future career paths and avenues of study, and to ask questions. In addition to acquainting the students with several schools on campus such as the Law School, the Business School and the Health Sciences, other campus organizations provided information on extracurricular campus activities and multicultural perspectives, including the Black Law School Association and the Black Student Union. A pizza luncheon was provided at the Nite Spot Café.

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II. CHALLENGES AND NEEDS

Act 101 (the “Pennsylvania Acts” Program) The Act 101 program, referred to at Duquesne University as “Pennsylvania Acts,” was significantly affected by state budget cuts in 2009-10. Before that academic year, the Commonwealth of Pennsylvania provided sufficient funding to Duquesne which enabled us to serve 175 to 200 students who were specifically identified as being both economically disadvantaged and academically at risk. The Division applied for Act 101 funds this year on a competitive basis with other universities. We were successful in receiving funding grants to continue providing services under the program. However, the Commonwealth allowed funding for slightly fewer than 90 students this year. As a result of the budget cuts and funding reduction, our staff had to be reduced by three employees. Two employees were subsequently re-hired. Nevertheless, the Act 101 staff met the challenge and the program is still only staffed by two full time employees. Work was redistributed and the Division staff continued to actively reach out to students by providing student support services in the areas of counseling, advising, tutoring and academic coaching. In the final analysis, the program once again this year ultimately served more students than the state required. Tutoring Budget The demand for tutoring services at the Learning Skills Center has increased substantially over the past

several years. In 2006-07, we received slightly over 500 requests; in 2008-09 it jumped 168% to 1451 requests in 2008-09. The number of students tutored increased 67%, from 362 to 604, and the hours tutored has increased almost 16%, from 2175 to 2516, an increase of 341 tutoring hours. During that time, at the request of the University, our tutor pay scale was increased 4 times. Over these years, funding allocated to the Learning Skills Center for tutoring has remained constant. To compensate, there have been some cutbacks in the maximum number of tutoring hours permitted per week per course for tutees. In past years, tutoring funds formerly allocated to the Learning Skills Center were redirected to various departments so that they can provide tutoring within their own departments. The Learning Skills Center routinely receives tutoring requests from these departments, and we are happy to serve these students. If available, additional funding would be helpful and will enable us to serve to our fullest capacity.

Facilities In-Center Tutoring: Most of the tutoring time that is logged is “in-center” (on-site). This is undeniably a

very popular service. Tutoring typically occurs in our single conference room and in the other areas of the center, using couches, coffee tables, and portable white boards. However, there are many times that the conference room is not available for tutoring purposes due to faculty and staff meetings, workshops, committee meetings, or private counseling and testing sessions. Therefore, tutors are left without a suitable space at The Center to conduct their tutoring. To meet the rising demand for in-center tutoring, it would increase our efficiency greatly if the Center were assigned a specifically designated area to conduct tutoring both in-center and as-needed, one that is easily accessible to both tutors and students and not subject to interruptions and scheduling conflicts.

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III – OUTCOMES AND ASSESSMENTS A. REVIEWS AND EVALUATIONS 1. Student Assessment The Robert & Patricia Gussin Spiritan Division closely monitors its students on an ongoing basis. The Division’s student advisor receives daily class attendance records and instructors provide regular feedback on student progress and classroom performance. Each freshman student is required to meet personally with their Division advisor once every two weeks. During these advisory meetings, issues that need addressed are discussed. The advisor makes appropriate recommendations as necessary to keep each student on the path to academic success. The student is encouraged to bring up any questions or relevant issues that may enhance his or her college experience. Professional counselors also work with Gussin Spiritan Division students. In the summer semester they administer standardized diagnostic tests to the students, which allow the counselors to evaluate their skill levels in such subjects as writing and mathematics, and to determine their individual learning styles. Students who need their skills strengthened in certain areas are provided with tutoring. They are also placed in specific course levels when appropriate. The counselors also administer standardized tests to suggest suitable career paths for each student, which is especially helpful to those who need help selecting their major. Division faculty also submit attendance to the advisor following each class period. Grades are used universally to evaluate academic progress. The Gussin Spiritan Division pays special attention to mid-term and end-of-term grades, knowing that early intervention is an essential part of improving academic performance and student retention. The Student Standing Committee meets individually with all students whose grades indicate academic peril, and helps them to return to compliance with the Spiritan Division contract. By evaluating the causes of poor grades, the Committee can provide specific recommendations to help the student improve academic performance. The Committee is composed of key members of our academic and counseling staff and may convene as needed at any time during the school year. The overall performance of every Division freshman is monitored throughout the year and is tracked by means of a standardized student evaluation form (see copy on the immediately following pages.) Progress is measured in three key areas: Academic progress Participation in academic support services (e.g., tutoring, study skills coaching, etc.) Self-development. Students must complete the required first-year curriculum, achieve a cumulative quality point average of at least 2.0, and complete any pre-requisite courses required by the schools to which the students wish to transfer. Of paramount importance, however, is the need to address any deficiencies that students might have that can hinder their academic progress. Such deficiencies must be addressed to help to ensure long-term success for students. Often, students can work on their deficiencies as they also strive to meet curricular requirements of the schools into which they intend to transfer. At times, full focus on deficiencies is necessary to secure a student’s academic survival.

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ANNUAL STUDENT EVALUATION FORM

Front

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2. Program Assessment

Programs sponsored by the Robert & Patricia Gussin Spiritan Division are evaluated internally using a variety of methods, including:

1. Discussions at staff, faculty, and committee meetings. 2. Discussions with students and parents. 3. Statistical analysis based on data available to the Division. 4. Questionnaires when appropriate. 5. Written feedback from students during their annual student evaluation in the spring term.

The available information is reviewed by all appropriate staff members and the necessary recommendations are implemented. Our programs are assessed on an ongoing basis and modified as needed. 3. Faculty Assessment Faculty members are assessed through Duquesne University’s “SES” (Student Evaluation Surveys). These questionnaires are distributed to all students near the end of each semester, and the results are submitted to the Assistant to the Dean of Graduate School. The results are processed and then returned to the Division for review. Appropriate feedback is provided regarding strengths and suggested improvements to the instructor, and the survey results can be used as a factor when considering faculty rehire. New faculty applicants are first interviewed by the Division’s Associate Director. Candidates meeting the initial requirements for the position are then asked to prepare and present a sample lesson before the full administrative staff. Staff members review the teaching demonstration and share their viewpoints in order to obtain a general consensus and establish a hiring recommendation. Factors commonly taken into consideration include subject knowledge, the ability to present course materials in an interesting manner and at an appropriate level, classroom management style, overall teaching expertise and effectiveness, and the likelihood that the candidate will relate well to college students. Likewise, the faculty has opportunities to provide the Division with feedback from their perspective regarding our classes and programs. One such avenue of approach, which has been in use for many years, is through discussion at the regularly scheduled faculty meetings. Typically, faculty meetings are held prior to the start of the term, shortly after the midterm exams, and shortly after the term ends. The faculty also completes a questionnaire that enables the Division to evaluate our programs and courses. This year’s questionnaire included seven questions, allowing us to obtain feedback from instructors in the following areas: (1) The interaction with the Gussin Spiritan Division Staff; (2) The tasks the instructor feel were performed well during the past semester; (3) The Most noteworthy achievements as a faculty member; (4) The greatest challenges as a faculty member; (5) How can the Division improve its services to the faculty?; (6) How can the Division improve its services to the students?; (7) Additional comments. Positive feedback included “Watching the light bulbs go off in the students,” “Developed student enthusiasm,” “Assisting students with learning difficulties to function at a higher level.” Suggested areas of improvement included: reduce amount of paperwork; clinics could be segmented into smaller groups as dictated by specific students’ needs or habits/styles of working and writing; and, group extracurricular activities occasionally reduced the amount of time students had available to do assignments.

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4. Student Assessment of Services Provided by the Gussin Spiritan Division At the end of the academic year, when the Gussin Spiritan Division’s Student Standing Committee meets individually with freshmen to review the results of their annual student evaluations, students are asked to provide the Division with honest feedback about their experiences in the Division. Their responses enable us to refine our services for next year’s cohort. Most of the questions are open-ended, enabling the students to respond with their own verbal descriptions. Responses to this survey provide the Division with detailed feedback on a broad number of areas. Some of this year’s strongest responses are the following:

From a student perspective, what are the best features of the GSD? How can we improve the GSD summer semester? How can we improve the GSD fall semester? How can we improve the GSD spring semester? On a scale of 1-5, with “1” being the lowest and “5” being the highest, rate:

• English 101 • English 102 • Basic Philosophical Quest • Biblical and Historical Perspectives • E-Portfolio • Public Speaking • Research and Info Skills • Intercultural Communication • Academic Strategies

On a scale of 1-5, with “1” being the lowest and “5” being the highest, rate the GSD faculty. (selecting all that apply)

What role has the GSD played in your successful completion of your first year of college? As in last year’s survey, we found certain responses to be common among many students:

By participating in the Summer Semester, students enjoyed the opportunity to establish peer relationships and get acquainted with University life early.

They appreciated the individual attention they received. Instructors were helpful and patient. Tutoring services were greatly appreciated and very helpful. They appreciated the structured path and the guidance that the Division provided. Most popular course: This year, the response varied and there was no clear winner, though the

Intercultural Communications course was slightly ahead of the rest. (Last year, the most popular course was Public Speaking.)

The opportunity to meet with their advisor regularly. Students appreciated the opportunity the Division affords for early course registration. The faculty was very professional and supportive.

Most of the individual responses were unique (or typically not mentioned by more than three students at the most). However, their comments did provide interesting suggestions for consideration. For example, this year a student suggested that we implement a tour of the campus for those who are coming to the annual Gussin Spiritan Division Open House held in early June. Beginning in June 2011, we now provide this service for those who wished to participate. Approximately 20 persons participated.

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5. Assessment Summary:

STUDENT PROFILE The following table and graph reveals that: • During the time frame from 2000 to 2012, the Division averaged 0.86 high school grade point average

below the University freshmen in general.

• Over the last six years, the Division’s high school grade point average has narrowed to 0.74 grade points lower than Duquesne University.

ADMISSIONS COMPARISON: HIGH SCHOOL GRADE AVERAGES OF ADMITTED FRESHMEN 2000-2012 Cohort-Year Gussin Spiritan Division Duquesne University

4-2000 2.32 3.44 5-2001 2.63 3.45 6-2002 2.53 3.54 7-2003 2.5 3.57 8-2004 2.55 3.58 9-2005 2.73 3.6

10-2006 2.87 3.65 11- 2007 2.79 3.64 12- 2008 2.94 3.59 13- 2009 2.9 3.57 14- 2010 2.9 3.63 15- 2011 2.93 3.64 16-2012 2.83 3.65

Annual Average, 2000-2011 2.72 3.58 Annual Average, Last Six Years 2.88 3.62

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ADMISSION CHARACHTERISTICS Freshman SAT Comparison: Gussin Spiritan Division vs. Duquesne University and National Averages Historically, the Division’s average SAT scores have always been lower than both Duquesne University and the national average. The graph below shows that, over the last ten years (since academic year 2002-03):

• Duquesne University’s ten-year average combined SAT score is 1124. • The national ten-year average combined SAT score is 1019. • The combined ten-year SAT average for the Division is 955 • 169 points lower than Duquesne University and • 64 points below the national average. • This year the division’s score is greater than national average by 17 points

COMBINED SAT SCORE COMPARISON

Academic Year beginning Fall Term Gussin Spiritan Division

National Average Duquesne University

2002 892 1020 1090 2003 931 1026 1117 2004 962 1026 1118 2005 976 1028 1131 2006 922 1021 1127 2007 945 1017 1120 2008 958 1017 1128 2009 957 1016 1127 2010 974 1017 1129 2011 964 1011 1141 2012 1027 1010 1139

Annual Averages 955 1019 1124

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20012-13 SUMMARY OF TERM QPAs

FRESHMAN COHORT #16 AVERAGE TERM QPAs

2012-13 TERM AVERAGE TERM QPA

SUMMER 2012 3.02 FALL 2012 2.85 SPRING 2013 2.82

TERM GRADE AVERAGES TERM AVERAGE BENCHMARKS

GSD - FRESHMAN COHORT 16 TERM QPA DISTRIBUTION 2012-2013

Term Grade Averages

Summer 2012

Fall 2012

Spring 2013

3.5-4.00 10% 21% 14%

3.00-3.49 52% 23% 36%

2.50-2.99 28% 32% 30%

2.00-2.49 5% 12% 7%

1.50-1.99 2% 9% 7%

< 1.50 3% 4% 5%

Total 100% 100% 100%

GSD - FRESHMAN COHORT 16 TERM QPA Benchmark Achievement 2012-2013

Term Grade Averages

Summer 2012

Fall 2012 Spring 2013

3.50+ 10% 21% 14%

3.00+ 62% 44% 50%

2.50+ 90% 75% 80%

2.00+ 95% 88% 88%

1.50+ 97% 96% 95%

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B. ACT 101 (“PENNSYLVANIA ACTS”) ACADEMIC PERFORMANCE

The Act 101 program, also known at Duquesne University as “Pennsylvania Acts” (formerly known as the “Program for Academic Excellence,” or PAE - Act 101/LSP) is designed to recruit, retain and assist Pennsylvania-resident college students who are at an academic and economic disadvantage. Students qualify for Act 101 services by meeting state-established Act 101 academic and economic guidelines. Act 101 students receive a wide variety of academic and affective services intended to maximize their chances of succeeding in college and eventually obtaining their degree. Services typically offered include tutoring, counseling, personal coaching, study skills, and other forms of individualized assistance. Staff members make regular contacts with Pennsylvania Acts students throughout the year to review their progress and to offer Act 101 support services. Academic qualification for Act 101 is normally determined based on SAT scores and income at time of admission. Once students are identified as Act 101 eligible, they are assigned to a cohort based on the academic year in which they enroll at Duquesne. All Act 101 eligible students are reported to the state. In addition, the state requires us to report historical data on Act 101 students still attending from prior years. In the 2012-13 academic year, 107 students were reported as Act 101 participating and 25 (23%) graduated and earned their degrees. Almost 97% of 107 participating students are in good standing according to the university’s policy. The Average term GPA for fall 2012 is 3.00 and for spring 2013 is 3.12

ACT 101 DEAN'S LIST FALL 2012 - SPRING 2013 Academic Level FALL 2012 SPRING 2013 Total Dean's List

Achieved in 2012-13 Freshman 16 21 37

Sophomore 2 0 2 Junior 4 6 10 Senior 10 6 16 Total 32 33 65

This year, 7 students entered the Pennsylvania Acts program through the Robert & Patricia Gussin Spiritan Division.

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C. EVIDENCE THAT ASSESSMENT RESULTS ARE USED TO IMPROVE TEACHING & LEARNING In order to fulfill its mission, the Division constantly reviews both its own progress and the progress of its students. The Robert & Patricia Gussin Spiritan Division maintains a full-time staff member whose job title is Assistant to the Director for Retention and Evaluation. This individual’s responsibilities include the following:

Monitoring the academic progress of all students, identifying specific students who show signs of academic difficulty as evidenced by their midterm and final grades, and initiating contact with them to offer appropriate support services designed to improve their educational performance.

Providing grade reports and academic progress information to Gussin Spiritan Division students, as

well as to the Division’s advisors, counselors, the Student Standing Committee, and other staff members as necessary. This enables the Division to monitor student performance and initiate, in a timely manner, measures deemed necessary to effect good student academic results. Because of confidentiality issues, this information is provided in strict compliance with “FERPA” federal student privacy laws.

Providing statistical assessment and data analysis services to the department for general purposes,

such as analyzing feedback from program questionnaires and student surveys. This service enables the department to evaluate its strengths and weaknesses and initiate adjustments as necessary.

Providing analytical reports detailing the overall performance of the Gussin Spiritan Division. This

enables the Division to regularly evaluate: The overall academic performance of Division students, both for the current year and over the

course of multiple years. The progress that the Department has made toward meeting existing goals. The effectiveness of our academic programs and student support services.

These reports are distributed internally to appropriate administrative staff within the Department and to Duquesne University’s administration. Details and important highlights are presented in summary form to the Robert & Patricia Gussin Spiritan Division/Act 101 Advisory Board at their biannual meetings held toward the end of the fall and spring terms.

Gussin Spiritan Division students are monitored closely throughout the entire academic year. In addition to the requirement that Division students meet with their advisor every two weeks, ongoing automatic evaluation procedures are in effect to promote high academic performance among the student body and to identify which students are in need of special, focused assistance.

The Academic Intervention Program (AIP) enables professors and instructors to report students who are at academic risk of failing their courses. By logging into a secure web site and filling out a form, instructors advise the Division’s Associate Director for Counseling Services and Special Projects of those students at risk of course failure at any time during the term. This process eliminates the “snapshot” time frame effect imposed by monitoring only midterm grades. The Associate Director for Counseling Services initiates contact with the student and arranges a meeting to discuss appropriate courses of action. The Division automatically reviews all midterm grades and identifies students who are falling behind. The Student Standing Committee then meets individually with each student who received multiple “D” and “F” midterm grades. At these meetings, the Committee discusses the midterm concerns with the student to determine exactly what brought about these low grades. Once the causes are known, the Committee recommends specific procedures

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that the student needs to take to correct the situation and improve the chances that the current underperformance pattern will not persist all the way to the final course grade. The Student Standing Committee may decide to enroll students in tutoring sessions, a course of action particularly appropriate when students find subject material difficult or if students think that they understand the material but the tests show otherwise. When necessary, the Committee can put the student in contact with a member of our counseling staff to deal with personal issues or affective problems such as test anxiety, procrastination, or consistently not turning assignments in on time. It can also recommend one-on-one coaching sessions with a staff academic specialist to strengthen areas such as study skills, organization, time management, note taking, or reading comprehension. The procedures the Committee recommends always depend upon the individual student circumstances.

FINAL OUTCOMES AFTER RECEIVING LOW MIDTERM COURSE GRADES

Overall Effect, D/F Midterm to Final Grades, Gussin Spiritan Division Students 2012-13

Final Grade Proportions, Students with D, F Midterm Grades

FINAL OUTCOMES OF DIVISION FRESHMAN STUDENTS WITH "D" or "F" GRADES F AT MIDTERM

Midterm Grade FINAL GRADE

Total A B C D F W I

D 3 7 2 12 F 1 3 6 4 4 7 25

Total 1 6 13 6 4 7 0 37 Percent 3% 16% 35% 16% 11% 19% 0% 100%

Of the Gussin Spiritan Division students who received “D” or “F” in course midterm grades during the 2012-13 academic year,

• Essentially more than half of all Division-enrolled students (65%) improved their grades by the final report. • Only 11% ultimately failed the course.

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APPENDIX I: REVENUE Tuition Revenue for the Academic Year 2011-2012 Part-Time Full Time Total Summer 2011 (excluding new summer freshmen) $ 4,200 4,200 Fall 2011 1,885,373 1,885,373 Spring 2012 1,923,850 1,923,850 Sub-Total, Regular Tuition $ 4,200 3,813,423 2011 Freshman Summer Semester Program Tuition 96,252 Total Tuition Receipts $ 4,200 3,909,675 Grants ACT 101 “Pennsylvania Acts” Equal Opportunity for Higher Education

77,782

TOTAL: REVENUE: $3,987,457

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