Personal Factors of Deaf Students that Influence Their First-Year Experience

1. Personal Factors of Deaf Students that Influence Their First-Year Experience Ronald R. Kelly and John A. Albertini Department of Research and Teacher Education Mary Karol Matchett Counseling & Academic Advising Services

2. With the assistance and support of Christie Ong Amardeep Sekhri

3. The goal of this longitudinal study is to identify personal factors that contribute to deaf students’ first-year success in college, in addition to academic factors.

4. Retention and success in college is a complex dynamic • NTID retention to graduation rates for 2- & 4-year degree students are comparatively high (49% for two-year programs and 70% for four-year programs) but the years required to complete these degrees and the cost per student are also high. • Many types of factors lead to a successful first-year college experience and graduation • Academic Factors • Academic factors don’t tell the whole story (Cuculick & Kelly, 2003) • Social Integration (Stinson, Scherer, & Walter, 1987) • Non academic factors • Our Focus — Selected non-academic factors

5. Deaf participants in the entering SVP classes to NTID in 2007 and 2008 appear to be representative of all entering deaf students to NTID/RIT in Fall 2007 and Fall 2008

6. Deaf participants in the entering SVP classes to NTID in 2007 and 2008 appear to be representative of all entering deaf students to NTID/RIT in Fall 2007 and Fall 2008

7. Participants were administered 4 instruments • Two Personal surveys: • Learning and Strategies Inventory (LASSI), 2nd Edition • College Student Inventory Form B (Noel-Levitz) • Two Visual (Non-verbal) Reasoning assessments • Nonverbal Reasoning (by Corsini) • Culture Fair Intelligence Test (by Cattell & Cattell, IPAT)

8. LASSI Subscales Will Component (3) Skill component (3) Self-Regulation (4) Noel-Levitz Subscales Academic Motivation (3) Motivational Assess (6) General Coping (4) Non-verbal visual reasoning tests (2) Corsini Cattell & Cattell GPA Early alerts Entry data ACT scores English placement Mathematics placement Writing scores Vocabulary Persistence in programs and NTID/RIT Other? The methodology of this study involves relating the students’ scores on the various inventories to their academic performance through their college years to graduation

9. LASSI Will Component

10. LASSI Skill Component

11. LASSI Self-Regulation

12. Noel-Levitz Academic Motivation

13. Noel-Levitz Motivational Assessment

14. Noel-Levitz General Coping

15. Nonverbal Reasoning by Corsini

16. Nonverbal Culture Fair Intelligence (g) Test by Cattell & Cattell

17. Summary results of the 4 instruments administered to SVP 2007 and SVP 2008 entering students

18. Learning and Strategies Inventory (LASSI) Attitude and Interest 2007 Motivation, diligence, self-discipline, willingness to work 2007 2008 Time Management 2007 2008 Use of Support Techniques 2008 Anxiety 2008 Low = higher GPA (=2.8+) High = lower GPA (<1.9) Students scoring high on these LASSI subtests* earned GPA in 3.1-3.4 range Students scoring low* earned GPA in 2.5-2.7 range * Statistically significant differences Executive Summary of Students’ Academic Performance— continued

19. Noel-Levitz Drop-out prone 2007, 2008 Predicted academic difficulty** 2007, 2008 Predicted educ stress 2007 Desire to Finish Coll 2008 Study habits** 2007, 2008 Attitude toward educators 2007 ** Significant Early Alerts Low scores in 3.1 - 3.5 GPA range High scores in 2.3 - 2.5 GPA range Good = 3.5 GPA Poor = 2.4 GPA Positive = 3.3 GPA Negative = 2.4 GPA * All statistically significant differences Executive Summary of Students’ Academic Performance— continued

20. Predicted Academic Difficulty on Noel-Levitz and Average # of Early Alerts Received During Initial Fall Qtr of First-Year Experience

21. Predicted Study Habits on Noel-Levitz and Average # of Early Alerts Received During Initial Fall Qtr of First-Year Experience.

22. Academic Probation students’ performance profiles on the LASSI measures in this study

23. Academic Probation students’ performance profiles on the Noel-Levitz measures in this study

24. NTID College-wide Retention Committee • Mary Karol Matchett, Chair • David Baughman • Wesley Blue • Linda Bryant • Jessica Cuculick • Denise Hampton • Denise Kavin • John Macko • Bill Moore • Adrienne Morgan • Elissa Olsen

25. Current Issues • Study/Time Management Skills • Organization Skills • Transition/Adjustment issues (Older, Transfer, AALANA students) • Interpersonal skills (roommates, peer relationships, and faculty/student relationships) • Coping skills • Decision-making skills

26. Intervention Strategies • Big Brothers/Sisters Program • Back on Track Program • Coaching Program • Mentoring Program for AALANA students • Academic Excellence

27. Business Studies: Big Brother, Big Sister Program

28. Big Brother, Big Sister Ethnicity

29. Results of Big Brother, Big Sister Program

30. Follow-up Survey: Student Responses to Which Skills would improve your ability to study and learn?

31. Follow-up Survey: Which activities would help you succeed in your courses?

32. Contact Information Ron Kelly ronald.kelly@rit.edu John Albertini jaancr@rit.edu Mary Karol Matchett mkmnca@rit.edu URL link for power point: www.rit.edu/ntid/drate/link.php Personal Factors of Deaf Students