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Undergraduate Student Retention and Graduation

Undergraduate Student Retention and Graduation. Prepared for CAS Faculty Meeting 2/13/2013 . Summary. We need 200 more students to stay at BU through graduation to reach our goals. This presentation is designed to start a discussion on what faculty can do to help us reach that goal.

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Undergraduate Student Retention and Graduation

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  1. Undergraduate Student Retention and Graduation Prepared for CAS Faculty Meeting 2/13/2013

  2. Summary • We need 200 more students to stay at BU through graduation to reach our goals. • This presentation is designed to start a discussion on what faculty can do to help us reach that goal. • Retain high-achieving students • Engage in early intervention for students who need it whether because they are strong and “buying up” or facing academic challenges

  3. BU Freshman- Sophomore Retention Rates(1) Over time (2) Compared with peers

  4. Freshman and Sophomore Retention by School/College

  5. Too Many High Performing BU Students Leave 3.50 or better HS GPA 3.00 or better 1st Year BU GPA

  6. Too Many High Performing BU Students Leave

  7. Too Many High Performing BU Students Leave Action: Personal contact and intervention with those who are vulnerable to transfer; improve advising; recognize academic achievement; promote rigorous intellectual climate

  8. Withdrawn BU Students 2002-2012Institution of Enrollment asReported to the National Clearinghouse

  9. Student retention rates correlate with credits completed Action: Intervene with students who are in danger of dropping a course when they might have succeeded

  10. Lower retention rates observed for students entering without major, STEM, psychology How do we account for differential retention across majors? What are the implications for intervention?

  11. Performance in quantitative courses may indicate freshman retention Difference in Mean GPA between Retained and Not Retained Freshmen Taking Entry-level Courses Reference line is difference between Retained and Not Retained Mean First Semester GPA

  12. What Can Faculty Do: Some Ideas(Especially Freshman, Gateway Courses) • In freshman classes, come to class early and engage students in conversation – find out how they are doing. • Systematically detect and reach out to those vulnerable to transfer • Indicators: non-attendance, request for transcript for transfer, early performance in entry-level courses, disappointment with grades, add/drop patterns and withdrawing from courses

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