Campus Programs

UIC Summer College

UIC Summer College is a tuition-free collection of programs available to incoming first-year students, which can increase a student’s chance of success at the university.

The Office of the Vice Provost for Undergraduate Affairs (OVPUA) collects data to track participation in and evaluate the effectiveness of UIC’s Summer College. UIC Summer College is a collection of over a dozen programs. The three largest—the Summer Enrichment Writing, Math, and Chemistry Workshops—are available to students with remedial placements and evaluated based on the following measures: number of revised placements that result from the program, end-of-first-year GPA, end-of-first-year credit hour completion, grade earned in first credit-bearing course encountered after participating in Summer College (e.g., English, Math, or Chemistry), first-to-second-year persistence rate, and six-year graduation rate. For purposes of these analyses, Summer College participants are compared to students who earned a preparatory placement (e.g., in writing, math, or chemistry) but did not participate in any Summer College session. In addition, a more in-depth study in the writing programs was conducted.

Team members involved with this project: Corinne Kodama, Cheon-woo Han, Brittany Myers, Tom Moss, Sue Farruggia

To learn more about this research, read the brief here.

Honors College

The research literature suggests that high-impact practices such as first-year seminars, learning communities, collaborative assignments and projects, undergraduate research, service learning, and capstone courses or projects can positively influence student retention and success. All of these practices are used in UIC’s Honors College.

In order to explore the effect of practices of UIC’s Honors College on student success, we sampled a wide range of students. Our research focused on all students who entered UIC as first time freshmen during any fall term between 2006 and 2012, taking into account diverse student populations and controlling for a broad range of individual, family, and high school factors known to influence college success. After controlling for individual, family, and high school variables, participation in the Honors College was a significant predictor of first-term GPA, credits earned during the first year of college, first-to-second year retention, and graduation within both four and six years. In addition, there was an interactive effect of Honors participation and ethnicity, such that ethnic minority students in the Honors program experienced greater college success on some indicators, suggesting that Honors College programs serve as a model to help close the ethnicity achievement gap. This project was funded in part by an anonymous foundation grant.

Team members involved with this project: Dulce Diaz, Sue Farruggia, Meredith Wellman, Bette Bottoms