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It Takes a University: Programs and Initiatives in Support of Retention and Student Success 4th Annual Retention-Graduation Conference October 24, 2007.

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Presentation on theme: "It Takes a University: Programs and Initiatives in Support of Retention and Student Success 4th Annual Retention-Graduation Conference October 24, 2007."— Presentation transcript:

1 It Takes a University: Programs and Initiatives in Support of Retention and Student Success 4th Annual Retention-Graduation Conference October 24,

2 Bernadette Gray-Little Executive Vice Chancellor and Provost Lynn Williford Assistant Provost for Institutional Research & Assessment Bobbi Owen Senior Associate Dean of Undergraduate Education Cynthia Demetriou Retention Coordinator Archie Ervin Associate Provost for Diversity & Multicultural Affairs Presenters 2

3 Origins of the Study Carolina’s vision of becoming the leading public institution is grounded in its commitment to providing the strongest possible undergraduate educational experience. The Academic Plan and the Measures of Excellence identify retention and graduation rates as key performance indicators. Study initiated by the Enrollment Policy Advisory Committee (EPAC) as part of ongoing efforts to assess the outcomes of efforts to improve the undergraduate experience. 3

4 Retention Study Group Members (2004) Lynn Williford, ChairAsst Provost for Institutional Research & Assessment Carolyn CannonAssoc Dean, General College/Academic Advising Fred ClarkProfessor & Assoc Dean of Academic Services Matt CalabriaStudent Body President Archie ErvinAsst to Chancellor, Dir Of Minority Affairs Steve FarmerAssistant Provost & Director of Admissions Jerry LucidoVice Provost for Admissions and Enrollment Mgmt Shirley OrtAssoc Provost, Dir of Scholarships & Student Aid Harold WoodardAssoc Dean of Academic Counseling Melissa ExumDean of Students, Student Affairs Bernadette Gray-LittleDean, College of Arts & Sciences Charles DayeProfessor, School of Law 4

5 Major Research Questions What factors impact retention and graduation for undergraduate students at Carolina? How do institutional policies and services impact persistence and graduation? What do these results suggest in terms of steps that might be taken to better support students in persisting and graduating from Carolina? 5

6 Methodology Analysis of characteristics and enrollment patterns of freshmen cohorts 1997 and 1998 through Fall 2003 (n=6,841) Variables examined included: academic preparation engagement demographic characteristics socio-economic status achievement at Carolina Surveys of non-returning students Analysis of letters appealing ineligibility Review peer institutions policies and practices 6

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8 Predictors of Transferring* Low first year GPA Less engaged in campus social activities Carried a part-time courseload more than once Weaker high school curriculum Asian or White Non-North Carolina resident *After controlling for all other variables in the model. 8

9 Students’ Explanations for Transferring Felt insignificant and lost Family and personal problems Lack of “fit” with other Carolina students in terms of values, lifestyle Change in interests; choice of a major not offered at Carolina 9

10 Predictors of Not Graduating or Transferring within Five Years* Low first year GPA Became academically ineligible (57% at least once) Stopped out more than once Carried a part-time courseload more than once Less engaged in campus social activities Carolina was not first choice of colleges Low family income First generation college *After controlling for all other variables in the model. 10

11 Students’ Explanations for Failure to Graduate Multiple interacting factors Academic problems Struggled in courses required for chosen major Financial: perceived need to work Personal problems Depression Family responsibilities Unaware of services available to help them manage demands effectively and/or reluctant to seek help 11

12 Major Finding Poor academic performance is the strongest predictor of not graduating from Carolina 90% of those who stay in good academic standing graduate within five years, compared to < 40% of those who become ineligible even one time. Even for students who do not become ineligible, low performance is strongly correlated with transferring to another institution or not graduating at all. 12

13 Other Findings Quantitative and anecdotal evidence suggests that low income and first generation college students often have multiple factors that put them at risk for not graduating, including: Weaker academic preparation Choices of majors that are inconsistent with academic preparation Continued financial pressures from family Working more (regardless of aid received) More reluctance or uncertainty about seeking help or initiating interactions with faculty and administrators 13

14 Recommendation 1: Expand Summer Bridge program IMPLEMENTATION: Phased increase from 50 (2004) to 65 (2007) Goal: 100 (2010) 14

15 Recommendation 2: Establish an effective early warning system IMPLEMENTATION: Explore resources to put system online 15

16 Recommendation 3: Increase supplemental instruction and small classes IMPLEMENTATION: SI added in additional courses beyond the introductory level Anatomy & Physiology Organic Chemistry Small class size continued priority 50% of Course Sections had an Enrollment of Fewer than 20 (2005) Only 11% had Enrollment of 50 or more (2005) 16

17 Recommendation 4: Expand programs promoting smaller communities, cultural identity, and sense of belonging IMPLEMENTATION: Completed University-wide Diversity Assessment (2005) Adopted Diversity Plan (2006) Established Diversity Incentive Fund faculty, staff, and student co-curricular programs exploring cross-cultural experiences and learning Established university-wide diversity education team to advance diversity assessment initiatives 17

18 Recommendation 5: Develop early intervention for students who become ineligible IMPLEMENTATION: Academic Probation An early intervention process for students who encounter academic difficulties, with the goal of encouraging them to: maintain their enrollment at Carolina while regaining academic good standing, and take advantage of support services targeted at helping them meet their academic requirements and remove other obstacles to progress towards graduation. 18

19 Academic Probation System 4 Step Academic Enhancement Plan Students on probation must complete the following steps and are highly encouraged to participate in the Bounce Back program: 1. Complete the Self-Assessment. 2. Complete the online Student Success Seminar. 3. Sign the Probation Contract at the end of the seminar. 4. Make an appointment with their advisor. Bring the completed Self-Assessment and the signed Probation Contract to the meeting. 19

20 You must complete the following steps and you should consider participating in the Bounce BackBounce Back program: 1.Complete the Self-Assessment.Self-Assessment 2.Complete the online Student Success Seminar. 3.Sign the Probation Contract at the end of the seminar.Probation Contract 4.Make an appointment with your advisor. Bring the completed Self-Assessment and the signed Probation Contract to the meeting withMake an appointment with your advisor. your advisor. Welcome. The University of North Carolina at Chapel Hill is committed to helping each student reach his or her full academic potential. Students are encouraged to give thoughtful consideration to their academic and personal goals leading them to take responsibility for their academic choices and decisions. These resources are designed for undergraduate students: to understand their academic standing to enhance their academic experience to promote student success to guide them toward graduation. 20

21 Welcome to the online Student Success Seminar All students on Academic Probation must complete this seminar. You will be asked to sign a probation contract verifying your successful completion of this seminar. To complete this seminar you will need: pen and paper printing capabilities time the ability to focus If you are somewhere you cannot concentrate, come back and complete this seminar later today. Try going to a quiet computer lab on campus or a secluded spot in the library – somewhere you can concentrate and there will be no interruptions. This seminar is interactive. Take notes as you read. To move on after you have completed an activity or completed reading a section, click on your mouse or press return. Complete all worksheets and assignments. THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL 21

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23 If your estimated number of hours of activity exceeds the total number of hours in a week, you should… …cut back on the number of hours you use for personal needs like relaxing, sleeping, grooming and eating. …consider dropping one or more of your courses. …prioritize your activities then see if you can spend less time on the activities with low priority. …save time by multitasking (i.e. reading while texting on your phone or studying while responding to s). Click on the box that best completes the following statement. 23

24 …cut back on the number of hours you use for personal needs like relaxing, sleeping, grooming and eating. Incorrect To be successful, it is essential to maintain a healthy lifestyle. You should not cut back on these personal needs as they are imperative to your good health. TRY AGAIN 24

25 CORRECT next 25

26 Recommendation 6: Revise eligibility requirements IMPLEMENTATION: Drop deadline extended from 6 to 8 weeks (Fall 2006) 2.0 GPA required for Good Standing throughout undergraduate career (Fall 2007) 26

27 Recommendation 7: Maintain on-going program of research and evaluation IMPLEMENTATION: Apply Diversity Assessment Recommendations Revisit the 2004 study in

28 Next Steps EPAC subcommittee (Retention Study Group) reconvened Fall 2007 to revisit the 2004 study Campus-wide Retention Working Group established Implementation of 2004 recommendations continued 28

29 Questions 29

30 To view this presentation online and learn more visit: 30 and-graduation/retention-and-graduation.html


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