1. Retention Efforts at Bradley University Peoria College Changes Everything Conference Oct. 5, 2012

2. Preface Students have various motives for working towards graduation. Tinto, 1998 Students have various motives for working towards graduation. Tinto, 1998 Programs for smaller groups are more effective towards retention. Pascarella and Terenzini, 1991. Programs for smaller groups are more effective towards retention. Pascarella and Terenzini, 1991. One retention plan does not fit all student needs. One retention plan does not fit all student needs. Need a myriad of faculty and staff to offer a diverse set of retention efforts. Need a myriad of faculty and staff to offer a diverse set of retention efforts.

3. College retention rates are influenced most by the following factors: Quality of the freshman class Quality of the freshman class Type of institution Type of institution Faculty and Staff Faculty and Staff Campus environment for specific student body Campus environment for specific student body Specific retention programs Specific retention programs

4. Freshman to Sophomore Retention Rate of Four Year Private Institutions by Admission Selectivity Selectivity level N Freshman- Sophomore retention rates Highly Selective 10293.3% Selective25981.1% Traditional45069.8% Liberal8561% Open24765.5% All types 114372.8 Source: Compiled from ACT Institutional Data File, 2011.

5. Retention programs Comprehensive approach to student retention Comprehensive approach to student retention Six key retention efforts for faculty and staff to reach at-risk students Six key retention efforts for faculty and staff to reach at-risk students –TPP –SOAR –Early Reg. notify –Emergency notification –Midterm Grade letter –Office of Parent Relations

6. TPP Turning Point Program Turning Point Program Assisting students on Academic Probation Assisting students on Academic Probation Weekly, small group meetings Weekly, small group meetings Discuss methods of regaining academic good standing Discuss methods of regaining academic good standing

7. SOAR Students On Academic Reinstatement Students On Academic Reinstatement –Assist in the petitioning process –Send a letter to inform them of the program and to make an appointment during the first 2-3 days of the semester Mandatory weekly meetings with GA or professional staff member Mandatory weekly meetings with GA or professional staff member Discuss motivational and attitudinal issues Discuss motivational and attitudinal issues Cheerleader Cheerleader

8. Midterm Grade Letter Registrar provides list of all students who earned a letter grade of D or F Registrar provides list of all students who earned a letter grade of D or F Those students are notified with a letter to inform them of the grade and provide steps to improve those grades Those students are notified with a letter to inform them of the grade and provide steps to improve those grades Students are provided contact information to the Center for Learning Assistance or Student Support Services Students are provided contact information to the Center for Learning Assistance or Student Support Services

9. Early Registration Contact After early registration concludes, a list of students who are eligible but have not registered is provided by the Registrar After early registration concludes, a list of students who are eligible but have not registered is provided by the Registrar Students are contacted to encourage to enroll or suggest appropriate resources (advisor, dept. chair) Students are contacted to encourage to enroll or suggest appropriate resources (advisor, dept. chair) If student is not planning to return, an exit interview is conducted and assistance for possible return is provided If student is not planning to return, an exit interview is conducted and assistance for possible return is provided

10. Student Emergencies Family emergencies Family emergencies –Parent or sibling death Personal illness Personal illness –Hospitalized –Health Services diagnosis Process Process –Upon notification and verification, student’s professors are notified by email –Student receives a copy of the message –Student is instructed to meet with each professor upon return to campus –Intervention in the case of final exams

11. Office of Parent Relations Respond to parental inquiries Respond to parental inquiries Seek out the student and discuss possible difficulties Seek out the student and discuss possible difficulties Follow up with student and parent Follow up with student and parent

12. Assessments Freshman to Sophomore Retention Rates Freshman to Sophomore Retention Rates –National figures by selectivity –Tracking each cohort class Program Retention Rates Program Retention Rates

13. BU SUMMARY OF FRESHMAN TO SOPHOMORE RETENTION RATE YearRet RateWithdrewDismiss 1990-9982.4*12.55.1 1999-0087.310.52.2 2000-0186.311.91.8 2001-0285.711.92.4 2002-0388.69.61.7 2003-0489.28.82.0 2004-0587.410.91.7 2005-0687.49.13.5 2006-0788.99.41.7 2007-0888.19.42.5 2008-0987.010.22.8 2009-1087.210.22.6 2010-1186.511.32.2 2011-1285.9 * Average freshman to sophomore retention rate for private, selective universities – 81.1%

14. Summary of Bradley University Graduation Rates for Freshman Cohort 1994-1998 19941995199619971998 4 Year Rate 48.8%45.9%45.7%49.4%61.9% 5 Year Rate* 66.4%63.6%68.5%69.1%71.2% 6 Year Rate 67.3%66.2%70.2%71.3%71.9% 4 Year Rate of Those Who Graduated 73.2%69.3%65.2%69.3%86.0% Class Size 1009104094510731038

15. Results of Programs: Program Program GO FAR GO FAR TPP TPP SOAR SOAR Notification Notification Outcomes Outcomes ~60% students earn good academic standing ~60% students earn good academic standing ~65% students regain good academic standing ~65% students regain good academic standing ~55% students regain good academic standing or graduated ~55% students regain good academic standing or graduated ~10% more students register ~10% more students register

16. Conclusion Improving student retention requires personal attention and tailored programming Improving student retention requires personal attention and tailored programming Availability and approachability are critical to identifying and reaching students in distress Availability and approachability are critical to identifying and reaching students in distress