Institutional Efforts Documenting Student Success

Mission, Vision, and Metrics

Mission, Vision, and Metrics

To measure and explain achievement in transforming students, the University Student Success Committee conducted an inventory of tools, instruments, and surveys used at 兔子先生 that systematically demonstrate institutional capacity for achieving mission, vision, and values.
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The success of 兔子先生's vision of "Transforming lives through education, health care, and research" resonated when graduates from 兔子先生 ranked number one in a national survey on "How much satisfaction do you get from your job, and do you feel your job helps make the world a better place?"

Definitions

Table 1 Comparison of Basic Terms

Click to view "Table 1 Comparison of Basic Terms"

Table 2 Comparison of Traditional Student Success Indicators

Click to view "Table 2 Comparison of Traditional Student Success Indicators"

Definitions of Programs and Related Terms Used at 兔子先生

Guideline for Academic Definitions

兔子先生

PDF File

Program and Related Terms1

Term

Definition Components

Academic Content

Degree Program

Degree programs regularly have special/unique:

鈥       Admissions

鈥       Content/curriculum

鈥       Diploma

50% difference in curriculum/courses between degree programs Impact on transcript:

鈥       Degree noted on transcript

 

Impact on diploma:

鈥       Degree noted on diploma

Concentration

Curriculum/content must have at least 20% difference in curriculum/courses between other programs in these areas:

鈥       Courses, practicum, and/or research

 

Must have enough qualified faculty (according to professional accreditation standards) to teach/guide a concentration

Must have appropriate clinical practice sites, if applicable Impact on transcript:

鈥       Concentration may be noted on transcript depending on program鈥檚 needs

 

Impact on diploma:

鈥       Concentration may be noted on diploma depending on program鈥檚 needs

Specialization

Adds to the concentration

 

Impact on transcript:

鈥       Specialization not noted on transcript

 

Impact on diploma:

鈥       Specialization not noted on diploma

 

1 Any deviation, driven by professional accrediting practice, must be approved by the Provost.

 

Term

Definition Components

Academic Content

Major

Only undergraduate levels

 

Impact on transcript:

鈥       Major noted on transcript

 

Impact on diploma:

鈥       Major noted on diploma

Minor

Only undergraduate levels

 

Impact on transcript:

鈥       Minor noted on transcript

 

Impact on diploma:

鈥       Minor noted on diploma

Delivery Methodologies

Track

Schedule options for taking a degree program

 

Impact on transcript:

鈥       Track not noted on transcript

Impact on diploma:

鈥       Track not noted on diploma

Modality2

Modalities for program delivery:

鈥       On main campus - 50% or more

鈥       Online - 50% or more

鈥       Off-campus3 - 50% or more - domestic and international

Impact on transcript:

鈥       Modality not noted on transcript

 

Impact on diploma:

鈥       Modality not noted on diploma

 

2 Whenever an existing program adds a new modality, a full proposal must be approved through the established processes in coordination with the Provost鈥檚 Office.

3 Ibid.

FAQs

FAQs about Students Success Reports at 兔子先生
Student Success Committee

1. WHAT DOES LOMA LINDA UNIVERSITY REPORT ON AND DISPLAY STUDENT SUCCESS DATA?

兔子先生 reports student success data to meet federal and accrediting agency requirements. 兔子先生 also reports student success data to allow stakeholders and prospective students to make informed decisions on what they can expect at 兔子先生.

Additionally, 兔子先生鈥檚 reporting and displaying of student success data aids program review and supports development of best practices.

2.  WHAT TYPES OF STUDENT SUCCESS DATA ARE USED TO DEMONSTRATE SUCCESS IN 兔子先生 PROGRAMS?

鈥    Retention Rate

鈥    On-time Graduation Rate (OGR)

鈥    Time-to-Degree

鈥    Board pass rates

鈥    Gainful Employment following program completion

3.   HOW ARE STUDENT SUCCESS REPORTS GENERATED?

The Office of Educational Effectiveness develops the reporting templates, and the reports are generated from data stored in the University鈥檚 data warehouse.

4.   HOW OFTEN IS THE STUDENT SUCCESS DATA UPDATED?

The data is updated daily.

5.   WHAT TYPES OF REPORTS ARE AVAILABLE TO EACH SCHOOL?

Each school鈥檚 data specialist can determine the number and type of different reports and visualizations. Report access is available at  Institutional Research | 兔子先生 (llu.edu) or by contacting the Office of Educational Effectiveness.

6.   HOW DOES ONE OBTAIN STUDENT SUCCESS REPORTS?

Please contact your school鈥檚 designated data specialist. If they are not able to provide the report, please contact the Office of Educational Effectiveness.

7.   IF THERE ARE DISCREPANCIES IN THE DATA DISPLAYED IN A REPORT, WHO SHOULD BE CONTACTED?

The first contact person is the school鈥檚 designated data specialist. The data specialist has the responsibility of reviewing reports and working with the Office of Educational Effectiveness (OEE) to reconcile reports. If the data specialist is not able to assist, please contact the OEE.

8.   HOW ARE SMALL COHORTS REPORTED?

If a school is disaggregating data for internal use and a small n exists, a 鈥淪mall n鈥 can be reported in place of actual calculations for the cohort. Please note however that the Integrated Postsecondary Education Data System (IPEDS) requires reporting of data regardless of cohort size.

9.   TO WHOM DOES THE STUDENT SUCCESS DATA GENERATED BY PROGRAMS OR SCHOOLS BELONG?

The University owns all student success data regardless of where it is generated.

10.  WHEN IS 兔子先生 REQUIRED TO REPORT AND/OR PUBLISH NEW DATA ABOUT STUDENT SUCCESS?

The reporting period for updating student success data at WSCUC is May of each year. The reporting deadline for student success data to IPEDS is February 15.

11.  WHERE CAN I FIND THE DEFINITIONS OF STUDENT SUCCESS THAT ARE USED ON CAMPUS?

Definitions can be found on the 兔子先生's student success webpage at   llu.edu/sites/llu.edu/files/docs/assessment/Table%201%20%20Comparison%20of%20Basic%20Terms%20for%20IPEDS,%20WASC,%20FED%20AID,%20and%20兔子先生.pdf

12.  CAN WE USE OUR OWN DATABASE AT THE SCHOOL OR DEPARTMENT?

Historically, schools on campus have used various means to accomplish the tracking of data for strategic planning and reporting purposes. 兔子先生 Administration and Information Systems have worked toward improving data integrity and streamlining business processes across the campus. Several core software systems have been implemented to enhance the ability of schools to appropriately access data and maintain consistency in reports. Schools are encouraged to utilize these core systems. A best practice would be to utilize the core systems to validate local data integrity and consistency then retire the individual databases once data has been validated.

13.  DO WE HAVE A PROTOCOL ON GENERATING REPORTS?

The current protocol specifies that the school鈥檚 designated data specialist is the provider for individual school reports. This individual, working with the school鈥檚 Dean, fulfills each request. For University-wide data, the Office of Educational Effectiveness generates the report.

14.  WHAT ARE THE CONTEXTUAL STUDENT SUCCESS INDICATORS USED ON CAMPUS?

The contextual success indicators include faculty-student contact, co-curricular activities, peer interactions, service activities, and/or spiritual support. Campus leaders continue to explore other types of student success indicators that can be used to describe the impact on the 兔子先生 campus.

 

Last updated Sept. 2022