AutoSave . Off Document6 - Compatibility Mode . Saved to this PC v Search (Alt+Q) Piyachatr Surapisitchat X File Home Insert Draw Design Layout References Mailings Review View Help Acrobat Comments Editing Share Find Arial ~ 11 ~ A A Aav A EvEVENT AaBbCc[ AaBbCc[ AaBbCc AaBbCct AaB Gc Replace Paste BIU ab x xA LA SELBY 1 Normal 1 No Spac.. Heading 1 Heading 2 Title Create and Share Request Dictate Sensitivity Editor Select Adobe PDF Signatures Clipboard S Font Paragraph Styles Editing Adobe Acrobat Voice Sensitivity Editor 1. . . I . . . 3 . 1 . . . 4 . . . 1 . . .6 . . . . . .7 . Should Bellevue College measure its success by the percentage of first-year undergraduate students retained year by year in each field of study? The National Center for Education Statistics explains that. "Retention rates measure the percentage of first-time undergraduate students who return to the same institution the following fall."2 We propose that Bellevue College collects data on this metric within each field of study, or degree that the college offers, to provide more specific feedback on which programs of study are succeeding and which programs need improvement. This measurement would be conducted by finding the number of first-year undergraduate students in each program of study and identifying the number of those students who return to the program at Bellevue College in their second year. Then you would divide the number of returning students by the original number of first-year students which would give you a percentage of retained students. I would also propose that Bellevue College calculates the overall retention rate as well, by dividing the number of first-year undergraduate students across all programs returning to Bellevue College In their second year by the total number of those students in their first year. Having data for both individual programs of study and the college as a whole would allow Bellevue College to compare each program's measurement to the college's average. This metric should be considered by Bellevue College as a measurement of student success as it indicates general educational progress and satisfaction among their students after their first full year of learning at Bellevue College. Of course there are reasons first-year students could choose not to return to Bellevue College in their sophomore year that would be no fault of the school themselves, such as work obligations or relocation. However, overall at a larger scale Bellevue College's aim should be to provide students with all the necessary education and resources in their first year so that they can continue to make academic progress at the college in the future. Bellevue College's website states that "83% of all enrollments are in courses leading to a degree or certificate." The vast majority of Bellevue College's students are on a path to achieve a degree or certificate. For first year students the first step to achieving that success would be to return next year to further their progress. Therefore, the college could analyze retention rate for each program of study compared to its retention rate in previous years o find which areas are sufficient or improving and which areas need to be worked on. Additionally, if Bellevue College uses this statistic as a measurement of student success they would be able to compare themselves to other universities and national averages. For example, the National Center for Education Statistics also lists nationwide retention rates among universities, the national average for open admission public schools, like Bellevue, is 59%2. Bellevue College could use this average as a benchmark to identify how they compare to other similar schools. If their retention rate drops below the national average it would indicate that this metric is an area in which student success at Bellevue College is not ideal and could be improved. La(Ctri) Page 1 of 1 523 words X English (United States) Text Predictions: On K?Accessibility: Unavailable Focus 50 - + 100% Type here to search O m O 41OF Clear 5:26 PM 11/9/2022Perform a Hawthorne Effect analysis on the metrics selected in Stage 2.2. - Identify two employee behavioral modications resulting from each metric, for a total of four Hawthorne Effects. At least one must be a negative behavioral change and neither may be financial. Remember that this impact is outside of the direct results of the metric and the people using this information are college employees. - Just stating that an employee will work harder, put in more effort, or be more efcient is not sufficient. Employees are being evaluated on their performance with or without the proposed KPI. Your Hawthorne Effect analysis assumes that employees are already working to their best. - State specifically what actionfs} will be taken by the employee(s). . Provide reasoning as to why the employees will change their behaviors in the ways that you suggest, including how the behavioral change will impact the KPI result. . Example: Based on the GPA proposal, teachers will be aware that their own performance will be judged based on the grades that their students achieve. Some teachers will be motivated to spend more time with students and aid them to perform better. This is unlikely to be the case for the majority of teachers, for whom time is already precious. Instead, they will make courses easier. Students will achieve better grades, but will learn less and be less prepared for their futures. The use of GPA and all grade related metrics to measure college success is not acceptable for this project. The negative Hawthorne Effects are simply too significant to justify the use of grades in this fashion