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

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Undergraduate Student Success and Retention2nd Annual Report to the Board of GovernorsSeptember, 2006
contents
Contents
  • Who are our students?
  • How do they measure up?
  • What are we doing to improve retention and graduation?

2

nsse freshmen characteristics associated with lower retention by institution type
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

financial comparison income and concern about paying for college by institution type
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

act comparison by institution type
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

freshmen profile need for remedial work by subject
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

factors for retention
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

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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

retention comparison by institution type
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

1 year retention rate select wsu groups
1-Year Retention Rate:Select WSU Groups

(percentage of students retained)

Fall 2004 freshmen cohort retained to Fall 2005.

Office of Institutional Research.

11

retention comparison housing residents v non housing residents
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

retention comparison alternative admission programs
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

retention comparison pell grant v non pell grant recipients
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

retention comparison act admission score
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

retention comparison county of origin
Retention Comparison:County of Origin

(percentage of students retained)

Fall 2003 freshmen cohort retained to fall 2004 and 2005, respectively.

Office of Institutional Research

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retention comparison time status
Retention Comparison:Time Status

(percentage of students retained)

Fall 2003 freshmen retained to fall 2004 and 2005, respectively.

Office of Institutional Research

17

four and six year graduation rates

How does WSU

measure up with

Retention and Graduation?

Four- and Six-Year Graduation Rates

(First-time, full-time,

degree-seeking

cohorts only)

18

graduation comparison all students
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

graduation rate comparison by ethnicity
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

strategic vision
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

on going student support efforts
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

on going student support efforts24
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

new comprehensive approach
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

advising
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

advising27
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
student academic development
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

learning communities
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

learning communities30
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
other efforts
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