UMKC Retention

UMKC Goals UMKC Goals: Current Baseline By 2015By 2020 Retention69.2%80%85% Graduation47.5%50%55%

Retention Trends

6-Year Graduation Trends

Future Demographics  According to the US Census for the Kansas City Metropolitan Area, the population demographics will change from 2000 to 2040 (assuming same migration rates as in ): Total white population will have increased by 4.1% Total black population will have increased by 60.3% Total Hispanic population will have increased by 839.2%  By 2030, Missouri and Kansas will be 50/50 states: 50% will be people of color. Source: Dr. Steve Murdock, former director of the US Census Bureau, Kansas City MSA analysis, 2006

FTC Ethnicity Trends where ethnicity is known

Leading Indicators of Student Success: Access 2 Success Data

Access 2 Success  National initiative to increase the access and success rates of low income students and underrepresented minority students. Overall goal is to halve the gaps in these rates.  The data indicate several key success indicators. Students are more likely to be retained if they: enroll in at least 12 hours per semester and 24 hours per year successfully complete at least 80% of their hours enroll in and successfully complete a college-level math and a college-level English course during their first year

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Factors in Retention  Research conducted by Steve Robbins, Vice President of ACT, shows that Academic and Non-Academic Factors together play an important role in student retention.  Top 5 factors effecting retention are: Academic-Related Skills: level of time management skills, study skills, and study habits. Self-Confidence: level of confidence in being successful in the academic environment. Academic Goals: level of commitment to obtain a college degree. Commitment to Institution: level of confidence in and satisfaction with institutional choice. Social Support: level of social support a student feels the institution provides.

Factors in Retention Successful retention planning requires close collaboration between all areas of the university. The most successful retention strategies are those that: Focus on students’ engagement with the institution Increase level of academic competence and confidence Create social supports and inclusive academic environments Include high levels of faculty-student interaction Programs that provide opportunities to develop students’ academic and non-academic factors include: – Bridge programs – Living Learning Communities – First Year Experience – Orientation – Supplemental Instruction – Early Warning System – Academic Advising

Strategic Initiatives

Student Success Center The mission of the Student Success Center is to provide high-quality, integrated, and responsive services that promote students’ academic and personal success in support of our retention and graduation goals and to meet the diverse needs of our students now and in the future. Offices include: Academic Support and Mentoring, UMKC Central, University College, Writing Studio, Welcome Center, Career Services, SEARCH, MindBody Connection, International Student Affairs, International Academic Programs, and Med School Advising for Students in Years 1 and 2.

University College  Home for undergraduates “in transition”: Deciding students; students changing majors; transfer students  Advisors specializing in cross-college advising, working closely with career services and academic units to assist students in exploring options and making decisions  Will help coordinate cross-college academic support programs and initiatives  Goal: Choice of major, help students move to academic unit and succeed in chosen major

Supplemental Instruction (SI)  SI model was developed at UMKC in 1973 and is grounded in cognitive science research: Learning is a continuous and active process New knowledge must be tied to existing knowledge Students should utilize several styles and strategies to increase their level of learning  SI helps students fully engage in and understand how they learn so they can successfully master course content.  Students who regularly attend SI earn a half to a full letter grade better than students who do not attend SI.

Tutoring Services  Tutoring available in Academic Support and Mentoring: Drop-in tutoring is available is available for students enrolled in Math courses (pre-Algebra through Calculus II and Statistics), as well as Chemistry, Biology, General Physics, Political Science, and English. The Coaching Program offers one-on-one tutoring to students in the program on a wide range of subjects.

Major Maps  Piloted Spring 2009, Major Maps provide current and prospective students with a four-year completion guide for each undergraduate major.  Designed to assist students in planning for courses and major requirements, ultimately freeing up advising time to allow for more career exploration and professional development.  Used in conjunction with Degree Audit Reports to gauge where a student is in his or her program.

UFirst Early Alert System  Piloted Fall 2009, UFirst is designed to assist with students’ academic and social transition to college and to connect them with the support services they may need to be academically successful.  Utilized feedback from students and intervention by faculty, academic advisors, and student support staff.  Starting Fall 2011, switched to a BlackBoard module to provide better access for faculty input on academic behavior.

Coaching Program  The Coaching Program provides an environment of accountability to help students be successful  Serves incoming freshmen on trial admission through Peer Mentoring & engaging programming Peer Coaches meet with students weekly to help them transition to UMKC The Peer Coaches help them develop time management, study skills, & adapt to their new social setting  Serves current students who are on contract with the Financial Aid Office for not meeting Satisfactory Academic Progress by matching them one-on-one with a Coach  Serves any student who needs development in the areas of time management, money management, study skills, or learning strategies

DFW Data  Institutional Research provides analysis of courses with high rates of students earning D, F, or W grades.  These lists can be used as a starting point to review courses and implement strategies to promote increased student success.  The current Math Course redesign has met with great success, including the fact that College Algebra is no longer on the high DFW rate list.

Advising Task Force  Advising is one of the most important structured activities for students to interact with faculty and staff  Task Force reviewed student survey data and conducted inventory of best practices, including the current Advisors Forum  Recommendations include: Develop Comprehensive Advisor Training Program Implement electronic advising notes system Staffing realignment and assessment program

Students Don’t Do Optional  When we know something is important, make it mandatory: Orientation for Transfers as well as Freshmen Class attendance Supplemental Instruction Advising