Dr. Mary Kirk Dr. Megumi Yamasaki July 2005

1. How a Fertile Question Led to Abundant Answers: Sowing the Curricular Seeds of Increased Retention and Graduation Rates at an Urban University Dr. Mary Kirk Dr. Megumi Yamasaki July 2005

2. Introduction • Context = Metropolitan State • Non-traditional, traditional • METR 101 Your Academic Journey • Curriculum components • Retention rates • PRSP 301 Perspectives: Educational Philosophy & Planning • Curriculum components • Retention & graduation rates

3. Metropolitan State University • Comprehensive urban university • Minneapolis-Saint Paul, Minnesota metropolitan area • Emphasis on underserved groups, including adults and communities of color • Over 9,000 students many of whom are non-traditional • 73% attend school part-time • 67% work full-time • 23% are students of color • 32 is the average age • ages range from 14 to 75 • Both non-traditional & traditional programs/students

4. Non-traditional in First College: Individualized, Interdisciplinary & Lifelong Learning Individualized BA 124 total sem credits 48 GELS 4 in PRSP 301 4 in PRSP 499 Remaining 68 credits part of approved degree plan Traditional majors College of Arts and Sciences College of Management College of Professional Studies School of Law Enforcement & Criminal Justice School of Nursing Non-traditional & traditional

5. Learn, think critically • Responsibility for, authority over • Self-assess, use resources • Articulate learning needs Self-directed learning • Self-assess gaps • Plan to fill gaps • Love of learning, identifying, applying one’s gifts Lifelong learning • Distance from ego needs • Humility, more to learn • Sense of human community • How knowledge, talents can contribute to community Reflective,self-transcendent learning First College Learning Outcomes

6. Metr 101: Your Academic Journey • Assist easier transition to university • Introduce students to • academic programs and services • self-assess their abilities, skills & further development • reading and writing • public speaking • listening • study skills • critical thinking • Required for newly-admitted students with less than 16 semester credits

7. Metr 101 Learning Objectives • Learn, think critically • Responsibility for, authority over • Self-assess, use resources • Articulate learning needs • Readings, small group activities • Library research • “Discovery & Intention” exercises, • advisor interview Self-directed learning • Self-assess gaps • Plan to fill gaps • Love of learning, identifying, applying one’s gifts • Learning style and other • inventories • Work on GELS requirements • Implicit in class process, journals • and discussion Lifelong learning • Distance from ego needs • Humility, more to learn • Sense of human community • How knowledge, talents can contribute to community • Journals, small group activities • Portfolio project: • “What does being an educated • person means to you personally” Reflective,self-transcendent learning

8. METR 101 Students’ Retention from Fall 2002

9. Individualized BA Reqmnts DEPTH 4 credits in PRSP 499 First College Capstone 68 credits in approved degree plan with interdisciplinary, individualized FOCUS (major)of at least 32 credits 4 credits in PRSP 301 Perspectives: Educational Phil & Planning 48 semester credits in GELSMay include3 credits in METR 101 Your Academic Journey BREADTH

10. PRSP 301 Process 1. Learn, think critically 2. Responsibility for, authority over 3. Self-assess, use resources 4. Articulate learning needs • Readings, small group activities • Implicit in degree planning • Workbook exercises, consultations with instructor & others • Learning styles inventories, degree plan Self-directed learning 1. Self-assess gaps 2. Plan to fill gaps 3. Love of learning, identifying, applying one’s gifts • Workbook exercises, goals stmt • Degree plan, goals statement • Implicit in class process, journals Lifelong learning 1. Distance from ego needs 2. Humility, more to learn 3. Sense of human community 4. How knowledge, talents can contribute to community • Journals, small group activities • Focus on “Perspectives,” knowledge tradition • Implicit & explicit in “Perspectives” readings, activities • Articulation of current, future invovlements Reflective,self-transcendent learning

11. PRSP 301 Learning Outcomes • Readings, small group activities • Implicit in degree planning • Workbook exercises, consultations with instructor & others • Learning styles inventories, degree plan 1. Examine “What does it mean to be an educated person?” through multiple perspectives 2. Consider how factors such as gender, race, culture, socio-economic status relate to the question 3. Reflect on what education means in context of position in local, global communities 4. Design individualized degree plan that fulfills unique learning needs Self-directed learning • Workbook exercises, goals stmt • Degree plan, goals statement • Implicit in class process, journals Lifelong learning • Journals, small group activities • Focus on “Perspectives,” knowledge tradition • Implicit & explicit in “Perspectives” readings, activities • Articulation of current, future invovlements Reflective,self-transcendent learning

12. Assignments/Evaluation • Attendance, class participation • First College Reflective Journal & Workbook Exercises • Educated Person Research Project • Degree Plan 1. Examine “What does it mean to be an educated person?” through multiple perspectives 2. Consider how factors such as gender, race, culture, socio-economic status relate to the question 3. Reflect on what education means in context of position in local, global communities 4. Design individualized degree plan that fulfills unique learning needs

13. Whomeasureswhatyou’velearned? What’s differencebetweenformal, informaleducation? ? Whodecideswhat’s worthknowing? Whatresponsibilitycomes withprivilege ofeducation? Howdo youlearnbest? Whatgood isknowledgethat’s notapplied? What does it mean to be an EP? Feminist Multicultural Individual“Ego” Factors LocalCommunities LearningStyles GlobalCommunities Traditionalphilosophy Spiritual

14. Attendance/Class Participation • Focus on building a learning community & deconstructing top-down power dynamics • Interactive, small group activities help students learn from each other, not only professor • Benefits • Within weeks, students apologize, feel sad for missing class • Class closure, evaluations, they thank other students!

15. Review syllabus & class expectations Student introduction activity Cards with unusual characteristics, traits Students find someone who matches trait Interview match to introduce them to class View part of Educating Rita Begin to discuss barriers, supports re: completing formal education Benefits Students must move, meet, talk to > 1 person More interesting than self-introductions Begin building relationships on 1st night By 2nd night, students are talking when I arrive v. silence of traditional classroom An Example: Day 1 Activities

16. First College Reflective Journal • Key to student-centered teaching/learning • 2 weekly entries (open, topic) • Evaluate regularly at least every 3 weeks in 15 week semester • Topic questions include things such as: • Think about an educated person in your life (traits?) • What are barriers/supports you have to finish your degree? • Reflect on a pivotal life experience

17. Workbook Exercises • Clarify aspects of the degree planning process, such as: • Goals • Personal • Educational • Vocational • Creative learning strategies • Independent studies • Prior learning assessment • Internships

18. Benefits of Journal, Workbook • Student benefits • Explore ideas informally while learning, clarifying thinking, fewer “right/wrong” measures • Weekly feedback increases potential for success • Extensive writing increases confidence • Builds relationship of trust with instructor • Positive, supportive (sometimes challenging) dialog in margins • Indiv entries not graded • Grade # pages submitted • Instructor benefits • Way to demonstrate new power relationship • Can track student growth (personal, intellectual) over time • Can adapt class to student needs

19. EP Research Project • Develop unique interview questions • Interview at least two family members (multiple generations) • Write final paper that provides student’s answer to the question • Built-in research sources include: • Weekly readings for class • Weekly class discussions, activities, films • Weekly reflective journals • Interviews

20. Benefits of EPRP • Helps foster thoughtful reflection, participation in class readings, activities • Helps students answer the “why” of their education in relation to their lives • Helps deepen internal motivation, commitment to formal and lifelong learning • Data on link between motivation & retention • Vicktor Frankel, Man’s Search for Meaning

21. Individualized Degree Plan • Goals statement that places education in context of life goals • List of courses to meet requirements • Clearly defined “focus” area (major) • New courses, independent studies, internships • Prior learning assessment • Courses from other universities • Negotiable with advisor in future

22. Benefits of Individualized Plan • Heightened/renewed commitment to: • What they’re studying • Love of learning • Using knowledge in service of something beyond self • Lifelong learning, continuing to discover what they don’t know, or what’s not being taught • Allows education to be an ongoing process of discovery • Increased retention, graduation rates

23. Quantitative: Cohort Data • Cohort tracked for 4 years • 14 semesters, 10th day • Individualized students = 255 • Non-Individualized students = 4155 • Non-traditional population • 73% part-time • Most take 1-2 courses per semester • Students without transfer credit unlikely to finish in 4 years

24. Indiv & Non-Indiv Grad Rates

25. Indiv & Non-Indiv Ret & Grad

26. Issues with Tracking Ret/Grad • Most national reporting is 4 to 6 years (with traditional populations) • Student populations changing • Need to track 6 to 10 years • We’re most comparable with community college transfer populations • 58% grad rate for Florida Atlantic Univ AA degree transfer students • 53.6% system-wide grad rate for transfer students from California CCs • 48.3% grad rate for Texas universities

27. Quant & Qualit: IIQs • Instructional Improvement Questionnaires (teaching evaluations) • FC faculty compared to university-wide • Higher on every measure except “Class attendance necessary to learning” • Highest • 21% Stimulated thinking • 30% Overall instructor rating • 31% Facilitated active learning • 45% Gave students helpful written feedback • 46% Kept students informed of progress

28. Qualitative: Student Comments • First College Program Review • 315 responses of 723 enrolled students • 43.6% response rate • 200 female, 115 male • Would you recommend program? • 94% said “Definitely” or “Sure” • I have already recommended the program to others • PRSP 301 is a great tool for introspective analysis and personal growth.

29. Qualitative: Student Comments • Would you recommend program? • I think I’ve always been reflective, but I am now reflective in a way that is productive to me. I feel like I’m creating the mission and strategic plan for my life as a result of PRSP 301 • PRSP 301 has broadened my educational horizons and reignited my passion for education and for helping others • PRSP 301 should be a required class for ALL students along with METR 101