Tufts University BRIDGE TO LIBERAL ARTS BLAST About

Tufts University BRIDGE TO LIBERAL ARTS ~BLAST~

About Tufts �Undergraduates: 5, 117 �Graduate and professional: 5, 588 �Internationals: 1, 174 �Faculty: 1, 315 (9: 1 student ratio) �Staff: 3, 195 � 4 Campuses (Medford/Somerville) �Full time status only (3 -5. 5 credits/semester) �Tuition and Fees 46, 598 �Plus housing and other fees 60, 217

Students- Liberal Arts �SAT Verbal/Math �% of applicants accepted �% enrolled on FA �% outside of New England �%Freshman/Sophomore Retention � 6 Year graduation rate � 4 year graduation rate 711/722 22 41 70 96 90 85

Institutional Change and Planning Assessment and Strategic Planning �Reaccreditation visit – March 2013 �Strategic Plan (2014 -2023) released – September 2013 Leadership Changes �Dean of Arts and Sciences – August 2010 �President – July 2011 �Dean of Undergraduate and Graduate Studies – December 2011 �Provost – July 2012 �Dean of Tisch College for Citizenship and Public Service – January 2014

Reorganized and New Positions �Associate Dean of Undergraduate Education, Director of BLAST – May 2012 �Associate Dean for Student Transition – July 2012 �Coordinator of Scholar Development – September 2012 �Dean of Campus Life and Leadership – July 2013 �College Transition Advisors – (anticipated) December 2013

Admissions Barriers As with other private PWIs, Tufts struggles to attract and enroll students who identify in underrepresented groups, particularly academically-qualified students of color � Tufts is in competition with many other well-respected private PWIs in the Boston area ivy league institutions other liberal arts institutions other research universities � Tufts considers ability to pay for full college career insufficient financial aid support to offer need-blind admissions no merit-based aid available to undergraduates

Diversity 27% of liberal arts undergrads identify as domestic students of color; 11% as first-generation collegegoers; 10% international students �Group of Six Centers �Office of Intercultural and Social Identities Programs �Diversity Councils �Strategic Plan �BLAST and BEST

Academic Advising �No common curricular experience for first-year students �Academic transition largely relient on tiered advising structure Associate Deans College Transition Advisors Academic Advisors

Associate Deans of Undergraduate Education (3) �Assigned alphabetically; support student throughout college career �Assist with navigation of procedures; clarify application of academic policies �Advocate for and make group decisions on petitions for exceptions to academic policy �Facilitate communication with faculty members (absence from class due to confidential reason, etc) and parents (academic progress, FERPA, etc) �Primary liaisons with Student Affairs and Student Accessibility Services on individual student issues

College Transition Advisors (4 anticipated) �Assigned by general disciplinary interest at entry; primary focus in first two years �First contact for common transactional questions: Pass/Fail and Add/Drop, application of pre-matric or transfer credits, cross-registration, etc �Refer more in-depth student concerns to Associate Deans, as needed �Primary liaisons for Student Affairs, academic departments and student government on programming to benefit pre-major students

Academic Advisors �Pre-major (150 -170) Staff and faculty members with full-time non-advising position Assigned based on preferences indicated by student in pre -arrival May/June Support exploration of potential concentrations, progress on core graduation requirements and curricular/cocurricular balance Refer student to academic departments and/or colleagues for continued discussion of specific disciplinary interests

Academic Advisor �Major (all FT faculty) Teaching faculty members, lecturer or tenure-track Selected by student prior to submitting declaration of major form Support exploration of sub-concentrations, research opportunities and theses, application of study abroad credits, graduate school and career planning

~BLAST~

Timeline �May 2011 Dean of Arts & Sciences requested examination of retention �Summer 2011 Working group formed �Sept 2011 Working group recommendation- unanimously recommend the development and implementation of a Summer Bridge Program �Sept 2011 -May 2012 Committee (faculty and staff) charge to develop an outline and structure (BC, Cornell, Georgetown, Northwestern, Princeton, UC Berkeley, and UC San Diego) �May 2012 Director hired �July 2012 1 st cohort (n=22) �July 2013 2 ne cohort (n=23)

Admissions �Enrolled fewer African Americans and Hispanics than Brown, Columbia, Dartmouth, Harvard, MIT �Many of the Nation's high schools, notably in urban districts, face resource challenges that compromise the depth and quality of the curricula they offer students. �Tufts only admits students who have the ability to succeed.

BLAST �Pre-matriculation to Graduation Program �Alumni network and outreach �Not Remediation- Two courses for credit that meet requirements �Not Race Based- involvement in college access programs; applied from HS that are underresourced and/or send few students to four year institutions; no enrollment history with Tufts; first generation students

BLAST Summer Bridge experience- develop academic skills, build confidence, college transition, community surrounding the school, and build own community Academic Year experience – Seminar attendance and advising. Students introduced to resources on campus, internships, scholarships, etc. Students discuss issues of leadership and social justice.

Program Overview �Math 10 and History 54 �Hill Hall �Workshops �Networking Lunches/dinners �Field Trips �Advising �Social Justice and Leadership

History and Math

Residential Living

Workshops

Field Trips

Loj

Banquet

About the Data �N = 22 �All variables were measured on a 7 -point, Likert-type scale. �All graphs are displaying the difference in means between the pre-test and post-test results. �We calculated the effect size between the pre-test and post test means for every variable. �From the variables with medium to large effect sizes, we calculated statistical significance using the nonparametric Wilcoxon signed ranks test.

Effect Size and Significance �Graphs with green bars – LARGE effect size, statistically significant (p <. 05) �Graphs with yellow bars – MEDIUM effect size, still statistically significant (p <. 05) �Graphs with red bars – Small/medium effect size, though not statistically significant (p >. 05)

BLAST Pre Test and Post Test Data "I feel prepared to take a college level history course" 7 Mean Score 6. 5 6 5. 5 5 4 Pre Test Post Test

BLAST Pre Test and Post Test Data Confidence in selecting best courses 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Confidence in note-taking ability 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Confidence in public speaking ability 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Confidence in college level writing 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Likelihood of graduating with a Doctorate's or Professional degree 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Confidence in time management skills 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Anticipated ease of coursework 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

BLAST Pre Test and Post Test Data Likelihood of success with no academic support 7 Mean Score 6 5 4 3 2 1 Pre Test Post Test

Post Test Responses Question: Overall, how helpful was having done the BLAST summer program to you? 100% of respondents answered either very or extremely helpful � 90. 5% answered “Extremely Helpful” � 9. 5% answered “Very Helpful”

Fall Programming �Orientation �Advising Seminar �Study Group �Social Event �Dedicated Staff/Advising

BLAST Advising �Participants’ pre-major advisors are BLAST Director and Dean of Undergraduate and Graduate Studies �BLAST seminar parallels “faculty seminar” structure offered to non-BLAST firstsemester students The faculty member teaches this course over and above the normal teaching load. The students in the class consist ONLY of the advising cohort. Students receive 1/2 credit on a pass/fail basis and take this course in addition to their normal course load. Faculty may elect to teach topics outside their area of professional expertise or to use the semester to pilot new course material.

Spring Programming �Optional Advising Seminar (20/22 enrolled) �Study Group �Social Event �Dedicated Staff/Advising �Conference Opportunities �Peer Mentoring

BLAST Group Comparisons �BLAST participants will be compared: �Control Group 1 (n= 28) Admissions Access List- 2015 �Control Group 2 (n= 12) Admissions Access List- 2016 not selected for BLAST �Comparison Group (n= 59, anticipated 50% response rate) Random sample

Comparison by SAT Scores MEAN SAT Verbal Score MEAN SAT Math Score Control 1 462 466 Control 2 468 454 BLAST 518 528 Comparison 565 568 Group

Comparisons By Race Control Group 1 11% 14% Control Group 2 8% Asian 33% Black 29% 46% Hispanic 42% White BLAST Group Asian Black Hispanic White 17% Comparison Group 10% 9% 9% Asian Black 45% 36% 8% 29% Black Hispanic White Asian White 53% Missing

Comparisons by Gender Control Group 1 46% 54% Male Female BLAST Group 46% 54% Control Group 2 42% 58% Female Comparison Group Male Female Male 36% 64% Male Female

First Semester: GPA Comparison Mean GPA by Group 3. 43 3. 19 3. 04 2. 9 Control 1 Control 2 BLAST Comparison

First Semester: Academic Probation Percentage of Students on Probation By Group 25 20 15 10 5 0 Control 1 Control 2 BLAST Comparison

First Semester: Deans List 60 57 50 40 33 30 20 13 11. 5 10 0 Control 1 Control 2 BLAST Comparison

Second Semester: GPA by Group Mean GPA by Group 3. 45 3. 14 3. 16 Control 2 BLAST 2. 92 Control 1 Comparison

Second Semester: Academic Probation 16 14. 3 14 12 10 9 8 6 4 2 0 0 Control 1 Control 2 0 BLAST Comparison

Second Semester: Dean’s List 80 69. 5 70 60 50 40 35. 7 30 25 22. 7 Control 2 BLAST 20 10 0 Control 1 Comparison

End of Year: Cumulative GPA by Group Mean GPA by Group 3. 46 3. 26 3. 09 3. 0 Control 1 Control 2 BLAST Comparison

Pre-Matriculation vs. End of Year Credits Earned 12 10 8 6 4 2 0 Pre-Matriculation C 1 C 2 End of Year BLAST Comparison

Groups Comparison: Income Household Income By Group Income (in thousands) 50 k+ 40 -50 k Comparison 30 -40 k Blast Control 20 -30 k 0 -20 k 0 1 2 3 4 5 6 Number of Students 7 8 9 10

Groups Comparison: Parental Education By Group Doctorate Professional Master's Bachelor's Comparison Associate Degree BLAST Some College Control H. S. Graduate/GED Some High School Less than High School 0 2 4 6 8 10 12

Comparison Results Academic Preparedness 35 30 Mean Rank 25 20 15 10 5 0 Control BLAST Comparison

Results Familiarity with Resources 35 30 Mean Rank 25 20 15 10 5 0 Control BLAST Comparison

Results Willingness to Access Resources 30 25 Mean Rank 20 15 10 5 0 Control BLAST Comparison

Campus Involvement � � � � � Tisch Scholars Rugby MMA ALAS Mujeres La Salsa Russian Culture Club ALLIES IGL Chapter Judo Club Tufts History Society TUPAC ZBT Fraternity Team Q Pep Band Tae Kwon Do team Tufts Cabor Coalition Latino Center Students for � � � Justice in Palestine Theta Chi Fraternity Freshman Class Council Relay for Life Committee Admissions Voices Ambassador TCU Election Campaign Africana Center BLACKOUT Dance Tufts Culinary Society WMFO 91. 5 FM Peer Health Exchange Debate Club Institute for Political � � � � Citizenship Tufts Financial Group Tufts Protestant Student Assoc. Trombone Quartet Tich-in-CORES - ESL classes Student Advisory Board Sharewood Soccer DREAM mentor LINK member TU-RAP member Vietnamese Student Club Tufts Daily's New Media Voices of Tufts ’ 12 Ambassador Tour guide � Assistant to � � � Admissions Events ACE Fellow Intramurals LSA Football Compass Fellowship Radio Show Community Service Model UN Sports Writer for the Tufts Daily Lacrosse Team Mock Trial TDC Dance

2012 -2013 BLAST Highlights � Conference Presentations � Harvard Graduate School of Education Alumni of Color Conference Phuong Ta, Alexia Sanchez, Daniela Salazar, and Justin Silva � NACADA’s Northeast Conference in Montreal, Canada Patrick Williams, Whitney Arnold, Daniel Vargas, Liz Palma, Jared Smith, and Wayne Yeh � Peer Mentors Xiomara Garcia, Alexia Sanchez, Patrick Williams, Jared Smith � Summer Abroad � Tufts in Talloires Kim Mendoza, Neil Pauling, and Jose Caballero Ortega

Cohort 2 Review �Satisfaction �Difference in experience �Pre-post test findings �Building Community between cohorts

Questions? Robert Mack Associate Dean of Undergraduate Education, Director of BLAST robert. mack@tufts. edu Laura Doane Associate Dean, Orientation & Student Transition laura. doane@tufts. edu