The Promoting Academic Progress project, currently focused on first-year students, aims to help students avoid financial aid cancellations due to academic progress issues or remediate once a SAP cancellation has been calculated at the end of the student's first year.
What student and family factors predict success in college? What characteristics and qualities of high schools are associated with college student success?
How do campus programs such as the Honors College and Summer College promote student success in college?
What noncognitive factors predict college student success? Are there profiles of students that are more or less successful in college? How can interventions focused on academic mindset increase the likelihood of retention and graduation in college?
How can we work with external transition coaches to improve student success at UIC? If we provide coordinated support to transition coaching programs, will this increase their effectiveness? Are there characteristics and qualities of students that are more or less likely to benefit from having a transition coach?
Early Alerts Expansion
Questions: Which indicators represent students most at risk of not matriculating beyond the first year? What additions can be made in UIC’s early alerts system to positively affect student retention and completion rates?
First-Year Seminar Expansion
Questions: To what degree do current first-year seminars at UIC utilize best-practice curricula? How effective has UIC been in increasing the proportion of students in first-year seminars?
Noncognitive Student Profile Tool
Questions: Which noncognitive skills assessed pre-matriculation are the best predictors of student success at UIC? At which point should advisors intervene? How can we build a student noncognitive profile tool for advisors to integrate the research findings into their advising practices?
Why do students fail to persist to the second year at UIC?