1 / 32

Undergraduate Student Success and Retention 2 nd Annual Report to the Board of Governors September, 2006

Undergraduate Student Success and Retention 2 nd Annual Report to the Board of Governors September, 2006. Contents. Who are our students? How do they measure up? What are we doing to improve retention and graduation?. 2. Who are our students?. 3.

JasminFlorian
Download Presentation

Undergraduate Student Success and Retention 2 nd Annual Report to the Board of Governors September, 2006

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Undergraduate Student Success and Retention2nd Annual Report to the Board of GovernorsSeptember, 2006

  2. Contents • Who are our students? • How do they measure up? • What are we doing to improve retention and graduation? 2

  3. Who are our students? 3

  4. NSSE Freshmen Characteristics Associated with Lower Retention by Institution Type (percentage of students) National Survey of Student Engagement, 2005. National study of approximately 200,000 freshmen and seniors at 473 colleges and universities. “Doctoral” refers to doctoral research-extensive universities. “NSSE” refers to all participating institutions. 4

  5. Financial Comparison: Income and Concern about Paying for College by Institution Type (percentage of students) Cooperative Institutional Research Program (CIRP), 2005National study of first-time, full-time freshmen entering college in fall of 2005. 5

  6. ACT Comparison by Institution Type (average score) Consortium for Student Retention Data Exchange, National study of first-time, full-time freshmen entering college in fall of 1997-2003. National ACT average in 2005 was 21.1; A score of 20.0 is 48th percentile, a score of 21.0 is the 56th percentile. 6

  7. Freshmen Profile:Need for Remedial Work by Subject (percentage of students reporting need) Cooperative Institutional Research Program (CIRP), 2005National study of first-time, full-time freshmen entering public universities in fall of 2005. There were 1,648 respondents to this item for Wayne State. 7

  8. Factors for Retention • Residential students retained better • Better-prepared students (ACT, high school rigor, etc.) retained better • Full time students more likely to graduate than part-time 8

  9. One- and Two-Year Retention RatesFirst-time, Full-time, Degree-Seeking, Only(2,379 students for the class of fall 2003) How Do Our Students Measure Up? 9

  10. Retention Comparison by Institution Type (percentage of students retained) Consortium for Student Retention Data Exchange, National study of first-time, full-time freshmen entering college in fall of 1997-2003 cohorts. (Note: CSRDE for MPUs are restricted to doctoral-intensive and extensive institutions only.) 10

  11. 1-Year Retention Rate:Select WSU Groups (percentage of students retained) Fall 2004 freshmen cohort retained to Fall 2005. Office of Institutional Research. 11

  12. Retention Comparison:Housing Residents v. Non-Housing Residents (percentage of students retained) Fall 2003 freshmen cohort retained to fall 2004 and 2005, respectively. Office of Institutional Research 12

  13. Retention Comparison:Alternative Admission Programs (percentage of students retained) Fall 2003 freshmen cohort retained to fall 2004 and 2005, respectively. Office of Institutional Research 13

  14. Retention Comparison:Pell Grant v. Non-Pell Grant Recipients (percentage of students retained) Fall 2003 freshmen cohort retained to fall 2004 and 2005, respectively. Office of Testing, Evaluation, and Research 14

  15. Retention Comparison:ACT Admission Score (percentage of students retained) Fall 2003 freshmen cohort retained to fall 2004 and 2005, respectively; excludes 639 students without ACT scores. Office of Institutional Research 15

  16. Retention Comparison:County of Origin (percentage of students retained) Fall 2003 freshmen cohort retained to fall 2004 and 2005, respectively. Office of Institutional Research 16

  17. Retention Comparison:Time Status (percentage of students retained) Fall 2003 freshmen retained to fall 2004 and 2005, respectively. Office of Institutional Research 17

  18. How does WSU measure up with Retention and Graduation? Four- and Six-Year Graduation Rates (First-time, full-time, degree-seeking cohorts only) 18

  19. Graduation Comparison:All Students (percentage of students graduated) Consortium for Student Retention Data Exchange, National study of first-time, full-time freshmen entering college in fall of 1997-2000 for 4-year graduation rate, fall of 1997-1998 for the 6-year graduation rate. 19

  20. Graduation Rate Comparison by Ethnicity (percentage of students graduated in 6 years) Consortium for Student Retention Data Exchange, National study of first-time, full-time freshmen entering public universities in fall of 1997-1998. 20

  21. What are we doing to improve retention? 21

  22. Strategic Vision • What We Teach • Meaningful up-to-date curricula, based on carefully articulated learning outcomes • How We Teach • Teachers who use best practices in their teaching • Enrichment • Students engage outside the classroom in a campus environment that encourages academic success • Student Support • Services and programs geared to enhance student success 22

  23. On-Going Student Support Efforts University • Math 0993 Laboratory • Maintaining increased pass rates and better scores on exams • Living and Learning Communities • Increased from 9 to 15 LLC’s last fall • Expanding scope of program for Fall 06 (will be discussed below) • Comerica Academic Success Center • Supplemental Instruction, Tutoring, Student learning workshops, Individual counseling • STARS: Student Tracking and Retention System 23

  24. On-Going Student Support Efforts Schools/Colleges • Engineering Bridge Program • Math Corps, Emerging Scholars • School of Business Administration Advising and Career Center • School/College collaboration with Honors • Co-ops, internships, and undergraduate research 24

  25. New Comprehensive Approach • Implement coordinated short-term strategies that lead to sustainable change • Develop and implement longer-term strategies that enhance performance over time Existing initiatives getting positive results for many students, but we need to expand our efforts to reach more students. 25

  26. Advising • Early Intervention • add advisors • enhance existing Early Academic Assessment (midterm grading system) • early probation tracking and more intrusive advising strategies • Develop better tools for advising • simplified General Education requirements • computer-based degree audit for general education and majors 26

  27. Advising • Improve cooperation across campus • University Advising Committee • Communication plan for advising information • Coordinate with Schools/Colleges • College of Education added advising this Fall, School of Business Administration added advising last fall

  28. Student Academic Development • Implement grading policy changes approved by BOG • Fewer repeated courses • higher achievement the first time through • earlier identification of problems • Focus on early achievement of key competencies • Increase success rates further in Mathematics • Enhanced support for Math Lab • Written Communication: critical competency • assessment needed first • Computer literacy • New exam and targeted instruction for deficiencies 28

  29. Learning Communities • Incorporate aspects of best practice into existing programs • Expand learning community concept to include a variety of existing programs (will be 18 LC’s – not all residential) • New: peer mentors for student learning teams of 15-20 students • Expand faculty participation in learning communities • Enhance Success of Targeted Admission Programs: Division of Community Education (DCE), Chicano-Boricua Studies (CBS), Project 350 • Introduce learning teams with peer mentors • Increased focus on early achievement of competencies • Increased academic support 29

  30. Learning Communities • Enhance and focus First-Year Program • iStart: Accelerate Your Learning@wsu • New one-day student program before classes begin (200-300 pilot for Fall 06) • New First-year experience/orientation course • Pilots in Honors/English, School of Business Administration, College of Education

  31. Other Efforts • Use Learning Communities model to better address the needs of commuting and transfer students • More targeted Office of Teaching and Learning (OTL) programming for faculty and staff • Active learning strategies, assessment of learning, engagement of students • Increased external grant support for educationally related projects – national visibility • Increased emphasis on rewarding excellence in teaching

  32. Questions ?

More Related