Theophilus Djaba, June 2022.
This report uses a quasi-experimental method to estimate and document the casual impact of living on campus on academic performance, graduation and retention of first and second-year students at the University of Connecticut – Storrs Campus. The analysis reveals that first-year students who live on campus during their first and second years of enrollment at UConn have a higher GPA than those who lived off campus. Furthermore, students who remain on campus after their first academic year have a higher retention rate and graduate faster than those who stay off campus.
Theophilus Djaba, November 2022.
This study evaluates the effect of academic advisor type on student academic outcomes while controlling for important predictor variables identified in previous studies as having the ability to influence student performance, retention, and graduation. According to the study’s findings, students with faculty advisors have a higher probability of earning a cumulative grade point average (CGPA) greater than 3.0 at the end of their first academic year. However, increasing faculty advisors’ advising workload can negatively impact students’ CGPA but improve student retention. Additionally, we found that advisor type has no statistically significant impact on student retention or student graduation time.
Pamela M. Peters and Laura M. Yahn, June 2022.
This report uses logistic regression to compare the likelihood of graduation for students who transfer to the University of Connecticut - Storrs Campus from regional campuses as compared to those from 2-year or 4-year public institutions. Analysis showed that transfer students from regional campuses have higher likelihood of graduation overall than the comparison groups. Having a STEM major and living on the Storrs campus were also significant predictors of graduation, with a stronger relationship between being a STEM major and higher likelihood of graduation among students from public institutions outside of the UConn system.