Sankey Diagram: A Method to
Visualize Student Flow and Success
Hanyan Wang, Beverly King, Ying Zhou
Institutional Planning, Assessment and Research
ECU Student Success Conference
January 25, 2019
1
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Visual Analysis of Student Flow and Success in Higher Education: Sankey Diagrams, Lecture notes of Physiology
An overview of Sankey Diagrams, their history, and their application in visualizing student flow and success in higher education. The authors present examples of Sankey diagrams for large and competitive programs at East Carolina University (ECU), discussing data and methodology, and offering insights into engineering and nursing programs. The document also suggests adding quantitative analyses to Sankey diagrams and presents snapshots of student progress over time.
Typology: Lecture notes
2021/2022
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Sankey Diagram: A Method to
Visualize Student Flow and Success
Hanyan Wang, Beverly King, Ying Zhou
Institutional Planning, Assessment and Research
ECU Student Success Conference
January 25, 2019
What is a Sankey Diagram?
- In 1898, Captain Matthew Henry Phineas Riall Sankey used the diagram to show efficiency of a steam engine
- Fits the needs of today’s higher education institutions
How to read a Sankey diagram?
Example: Sankey diagrams for large and/or competitive ECU programs
Engineering (Intended): 109
- For the Fall 2010 FTFY cohort, 109 students chose Engineering as their intended major by Fall 2010 Census Day.
- These are the students who graduated at ECU with a bachelor’s degree within 6 years (students who graduated with a second degree are counted twice). How to read a Sankey? Disclaimer: This series of Sankey diagrams do not include all graduates of a major.
Engineering (Intended): 109
- 30 students graduated with an Engineering major in 6 years.
- Due to space limitation, majors with fewer than 3 students were grouped together.
- Students from the original cohort who had not graduated but were still enrolled at ECU in 2016. How to read a Sankey?
Selected degree pathway
Sankey diagrams
All based on Fall 2010 first-time, first-year student cohort
Nursing
(Intended):
Selected programs
from College of Allied
Health Sciences
Add quantitative analyses to
Sankey diagrams
Exercise
Physiology
(Intended):
**Avg. 1st-Year GPA: 2. Avg. HS Weighted GPA: 3. Avg. SAT: 1038 Avg. ACT: 22. Avg. 1st-Year GPA: 3. Avg. HS Weighted GPA: 4. Avg. SAT: 1093 Avg. ACT: 22. Avg. 1st-Year GPA: 3. Avg. HS Weighted GPA: 3. Avg. SAT: 1045 Avg. ACT: 20.
22.6 22.**
Other Majors/Still Enrolled Exercise Physiology Not Enrolled at ECU ACT 1045 1093 1038 900 950 1000 1050 1100 Other Majors/Still Enrolled Exercise Physiology Not Enrolled at ECU **SAT
3.**
Other Majors/Still Enrolled Exercise Physiology Not Enrolled at ECU **HS Weighted GPA
2.**
Other Majors / Still Enrolled Exercise Physiology Not Enrolled at ECU First Year Cumulative GPA 16
Sankey diagrams with annual
snapshots
CET Key Insights
- For the Fall 2012 First-time Full-time cohort, 63.5% graduated from ECU in six years.
- At the end of six years, 43% of CET admitted/intended students graduated from CET; 16% graduated from another college; 8% were still enrolled at ECU.
- Students admitted to CET at the beginning of their first fall semester: - 40% earned a GPA >= 3.0 at the end of the first year. - First-year GPA >= 3.0 : about 70% graduated from CET in six years: - First-year GPA < 3.0 : about 30% graduated from CET in six years; and almost 50% transferred or dropped out
CET Key Insights (con.)
- Students with an Intended CET major at the beginning of their first fall semester - 18% earned a GPA >= 3.0 at the end of the first year. - First-year GPA >= 3.0 , about 30% graduated from CET in six years. - First-year GPA < 3.0 , under 20% graduated from CET in six years; and 50% transferred or dropped out.