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Program Objectives & Summary l Analysis
of Data l Results l What
Participants Say | Publications | Dona
Ana Community College
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GRASP has been offered at NMSU each semester since spring
1999. Sixty-two faculty participated in GRASP between spring 1999 and Spring
2004.
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Number of Students |
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Student Retention (1999-2003) |
Student Achievement (1999-2004) |
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Number of Faculty (1999-2004) |
Pre-GRASP |
Post-GRASP |
Pre-GRASP |
Post-
GRASP |
Male
Female |
40
22 |
1,015
360 |
945
289 |
1,435
858 |
1,559
836 |
Minority
Non-Minority |
18
44 |
848
527 |
657
577 |
1,386
907 |
1,210
1,185 |
| TOTAL |
62 |
1,375 |
1,234 |
2,293 |
2,395 |
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The goal of the program is to improve student retention and achievement
in participating faculty’s classes. At the end of each academic semester,
analysis is made of student retention and achievement. Comparisons are made
between students enrolled in the courses faculty were teaching during GRASP,
to students enrolled in the same course taught by the same faculty before
they had participated in GRASP.
Student achievement was quantified as the number of students who received
a final grade of A, B or C in the course. During 1999-2004, 2,395 students
were enrolled in GRASP courses. Data from pre-GRASP courses were compiled
for 2,293 students to assess the impact of GRASP student achievement. An
average increase of 5.1% from pre- to post-GRASP in student achievement
was found.
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Since student retention was defined as students remaining in their major
one year after faculty participated in GRASP, data from 1999-2003 only are
used to determine retention. Data for 1,234 students registered during 1999-2003
for GRASP courses were collected. Data from pre-GRASP courses were compiled
for 1,375 students to assess the impact of GRASP. Average student retention
increased by 5.7% from pre- to post-GRASP. The retention of male students
increased by 5.5% and retention of female students increased by 5.7%. The
retention of minority
students increased by 3.8% and retention of the non-minority students increased
by 9.3%.
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While GRASP increased student retention and achievement of minority and
female students, it also increased success of white and male students. We
realize faculty are hesitant to change teaching strategies if they believe
the strategies may help non-traditional students, but hinder success of
traditional students. Faculty can be assured that GRASP strategies increase
success for all students.
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