ºÃÉ«ÏÈÉú

Career Development Center: Who uses the Career Development Center's Services and programs? Does the use of CDC services vary as a function of student demographics including race/ethnicity, gender, first generation status, Pell eligibility, college, class level, etc.? Team members: Erin Booth-Caro & Wayne Tokunaga

Center for Community Engagement: Who enrolls in and completes service learning classes? Is the completion of service learning related to indicators of student success like retention and time degree? And finally, why do students enroll in service-learning courses and what are the barriers to participation?  Team members: Juan Benitez, Claudia Lopez, & Carina Sass

Academic Affairs High Impact Practices (HIPs) Team: How can we understand students' internship experiences using a person-centered approach (latent class analysis) that examines the intersectionality of student and internship characteristics? Team members: Beth Manke, Grace Ocular, Lizzet Rojas, & Kaitlyn Stormes

HIPs at The Beach Student Team: The project explores whether access to internships, quality of internship experiences, and student internship outcomes vary as a function of student background variables (e.g., race/ethnicity, gender, Pell eligibility). Team members:   Kimberly Kelly, Claudine Maloles, Christina Morales, Grace Ocular, Stephanie Pantoja, Queena Hoang & Victoria Min

The Learning Center: Who uses the services of the Learning Center including tutoring, academic coaching, and supplemental instruction? Does use vary as a function of student demographics such as race/ethnicity, gender, first generation status, Pell eligibility, transfer versus first-time freshman, major, etc.?  Team members: Alex Hoang, Chris Jolly, & Lori Joy Patricio

College of Liberal Arts:  This project explores the academic and social factors behind student attrition. This team conducted a survival analysis on the Fall 2013 Cohort first-time-freshmen cohort, combining Student Success Dashboard Data with large-scale Freshmen Survey data to analyze what factors might be leading students to leave the university. Team members: Alejandra Gomez, Nancy Martin, Brett Mizelle, Aparna Nayak, Rigo Rodriguez, Emily Schryer, & Deborah Thien

Graduate Studies (Admissions Standards): This project consisted of an analysis of how well common admission standards (e.g., undergraduate GPA, test scores) predict students’ readiness for and success in graduate study (retention and graduate rates), including whether prediction models vary as a function of student population. Team members: Heather Barker & Lizzet Rojas

College of Business:  This project explores common characteristics of second semester, first-time probation transfer students in the College of Business. Focus groups will inform a survey that will further explore factors leading these students to probation and the ways students work their way out of probation. The goal is to identify support and resources to help students prevent or clear probation.  Team members: Lizette Alvarez, Pia Gupta, Sabine Reddy, & Rachel Rivas

College of the Arts: This team examined the lack of Culturally Responsive Curriculum, poor retention rates of URM Tenure Track Faculty, and implicit bias in Student Assessment and Advancement as key barriers to diversity. These issues were addressed separately in three programs representing a cross-section of COTA disciplines. Team members: Margaret Black, Steve Boyer, Anthony Byrnes, Corinne Garthoff, & Brian Trimble

Student Affairs (Long Beach College Promise): This project examines access for and retention for Long Beach College Promise students.  Specifically, this team explored application, admission and enrollment data for Long Beach Promise students by race and ethnicity. Additionally, focus groups were held with Long Beach College Promise high school students to understand their perceptions of the Long Beach Promise program. Team members: Alexandria Cordon, Evelyn Daliwan, John Hamilton, Vu Mai, & Curglin Robertson

Graduate Studies (Pathways to Graduate School): This project explored ºÃÉ«ÏÈÉú undergraduate students transitions to graduate programs; who those students are, their pathways, and factors related graduate admissions. This project also reviews graduate student success measures (graduation, retention, time to degree) for ºÃÉ«ÏÈÉú undergrads vs. those who were not ºÃÉ«ÏÈÉú undergraduates. Team members: Heather Barker & Lizzet Rojas

College of Health and Human Services: This project focuses on how major-specific degree requirements (MSDR) and policies impact Black students and subsequently the diversity of health and human service professionals in our community. Team members: Jeffrey Aquino, Belinda Daughrity, Youngok Jung, & Natalie McGlocklin

College of Natural Sciences and Mathematics: What are the social-emotional and academic factors affecting retention and major switching patterns of first-time freshmen in Biology and Chemistry?  Team members: Cynthia Alarcon, Shahab Derakhshan, Tim Kalliomaa, Eric Marinez, Lisa Martin, & Kris Slowinski

College of Engineering: Can our enrollment model be adapted to be used to inform scheduling practices across the university? Team members: Mehrdad Aliasgari, Jason Deutschman, Antonela Sciortino, Katarina Spralja, & Lisa Star

University Center for Undergraduate Advising: What factors affect (and facilitate) timely major declaration for STEM students (COE & CNSM) who migrate to undeclared? Team members: Daniel Gleason, Paul Henderson, Josh Scepanski, & Michael Warden

College of Education: The project examines student success factors and outcomes of initial teacher credential candidates in order to better understand what student success data is available for initial teacher credential programs, as well as how initial credential programs use this data for program improvement. Team members: Rebecca Bustamante, Lisa Isbell, Tim Keirn, Keeley Lewis, Jessica Olague, & Ali Rezai

GenExcel: The project examines first-generation student success, challenges, barriers, advising, interventions, and mentoring. Project will include analyzing confounding variables to student success for first-generation students to better understand the barriers, successes, and experiences of first-generation students. Team members: Alejandra Guzman, Xuhui Li, & Alaine Ocampo 

University Honors: The project examined student perceptions of Student Success in University Honors Program, specifically as they relate to and inform retention, barriers, and population differences.  Team members: Bonnie Gasior, Danielle Kohfeldt, Vincent Norga, & Jacqueline Toy

Student Affairs (Mental Health): The project examined the mental health trends of students based on large scale surveys, CARES reports, and focus groups to better understand the current health and well-being needs of students both within and outside of residential life. Team members: Christina Goldpaint & Cara Surkin

University Library: This project examined if and how utilization of library services and/or receiving library (information-literacy) instruction improves students’ academic success (e.g., better GPA) and sense of involvement with campus community. It also examined what roles the library plays in contributing to student success. Team members: Khue Duong, Tracy Gilmore, & Tiffini Travis