The present research examined the extent to which pre-college characteristics, high school experiences, college expectations, and initial enrollment characteristics were related to graduation from college. Data from admission applications, the ACT Compass survey, and initial enrollment measures for Fall 2004 and Fall 2005 first-time students were analyzed. Because almost one-third of the students had missing data, multiple imputation procedures were utilized. Results revealed that several measures of student characteristics, high school experiences, college expectations, and initial enrollment characteristics were consistently related to degree attainment. Other variables were related to a single degree-attainment measure. These results demonstrated that pre-matriculation data can be used to identify at-risk students, identify risk factors, and provide institution-specific benchmarks for evaluating efforts to improve degree attainment. Improving educational attainment in the United States has become a major policy initiative as a result of President Obama setting a goal that by 2020 the 1 Ó 2014, Baywood Publishing Co., Inc.

The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation in first-year programs is significantly related to students' academic success. Because students choose to participate in first-year programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present research examined the effects on first-semester grades of students participating in themed learning communities at a research university in the Midwest. Results indicated that membership in themed learning communities was positively associated with higher grade point averages, even after controlling for entering ability, application date, gender, and first-generation/low-income status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning communities on grades were not statistically significant. The results have implications for campus leaders and assessment practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate educational experiences on their campuses.American colleges and universities have implemented a wide variety of programs for firstyear students in an effort to improve the quality of undergraduate education and enhance student success. According to Upcraft et al. (2005), nearly 75% of all colleges and universities offer programs specifically designed for first-year students. One reason for the popularity of these programs is that they appear to work. Studies show that participation in first-year programs is associated with a variety of positive educational outcomes, including

IUPUI) uses a suite of assessment tools to guide and reinforce a cycle of activities that creates an institutional culture of planning and decision making based on evidence. This cycle includes institutional planning (goal setting), implementation of plans, assessment of outcomes, use of findings to improve processes, and then adjustment of plans to reflect progress or lack thereof (see Figure 2.1). Among the surveys we use is the National Survey of Student Engagement (NSSE).In this chapter, we expand on this cyclical model and illustrate how student engagement data can be used in addressing external requirements for accreditation and accountability and internal needs for strategic planning and program assessment.Goal Setting. The first crucial step in creating a culture based on evidence is to involve stakeholders in a process of identifying goals for student learning and student engagement in the academic programs and support services that are designed to promote learning and development. Of course, individual colleges and departments will have additional goals related to workforce development, scholarship and discovery, community engagement, and other matters, but our focus in this chapter is the student experience in and outside the classroom. 21 2

The purpose of this qualitative study was to explore the underlying noncognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants allowed for us to employ a constant comparative approach in analyzing the results. A core story of hopeful thinking emerged which interacted with four major themes including: a) generating alternative pathways when encountering obstacles to social and academic integration, b) goal setting and planning, c) active use of peer and academic supports, and d) experiencing a positive institutional context. While this study confirms research about what factors predict the success of students coping with difficult transitions, it also provides new insights. Results suggest that academic hope is an important theoretical framework to guide future research and practice in the area of student retention.Higher education researchers and policy makers have focused much attention on determining what internal student characteristics and institutional factors significantly predict whether or not students will successfully navigate the college system and attain academic success (Clark

Assessing advising is critical to its improvement and to demonstrating that advising contributes to student success. Through assessment, advisors can ensure that departmental goals are continuously evaluated, that instruments are updated as needed to meet the goals of assessment, that communication is facilitated among stakeholders, and that action is taken as necessary to improve programs that affect student learning. We offer specific guidance for planning, implementing, and improving advising assessment initiatives.