What We Know About Undergraduate Retention at the UO Office of Resource Management Andrea LarsonAnji Duchi Research AnalystSenior Data Analyst ext. 60502ext.

Slides:



Advertisements
Similar presentations
Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad CEPA Foundation Webinar #3 on Curriculum Integration: Evaluation Integrating Education.
Advertisements

Year-Long Learning Communities Rethinking the Summer Bridge Nikolas Huot, Assistant Director for First-Year Programs.
Georgia State University Sadé Tramble, M.Ed- Academic Advisor
Tennessee Education Lottery Scholarship Program Annual Report Tennessee Higher Education Commission January 29, 2009.
1 COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM (CIRP) UCLA’s Higher Education Research Institute COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM (CIRP) Presentation.
Fall 2014 Final Enrollment Report Enrollment Management & Marketing Division of Academic Affairs October 22, 2014.
Northern Arizona University 2004 Enrollment and Cohort Highlights Institutional Data and Analysis Retention and Graduation Cohort Definitions Please see.
Update to the Strategic Enrollment and Retention Task Force April 29, 2010 Retention Subcommittee.
African American Males in College Mississippi Board of Education July 16 Dr. Larry L. Day Mississippi State Board for Community and Junior Colleges Dr.
Institutional Research & Effectiveness Who Are the Freshmen at Austin Peay? Institutional Research & Effectiveness Ellen Smyth May 2009.
UCO Commitment to TRIO Programs Students and Institutionalization Myron L. Pope, Ed. D. SWASAP Annual Meeting Dallas, TX November 11, 2014.
NIU – An Historical Snapshot Daniel House Office of Institutional Research Brian Brim Division of Academic and Student Affairs Daniel House Office of Institutional.
Uncovering the Momentum of 15 to Finish Blake Johnson | Director of Communications, Complete College America Dhanfu El-Hajj Elston | Executive Director.
Walmart Foundation, AIHEC, HACU, and NAFEO Student Success Collaborative Mentor Institution and Project Staff Meeting St. Mary’s University April 27-29,
LA Basin Study Office of the Chancellor Academic Affairs January 5, 2004.
Carol S. Stwalley, Ph.D., P.E. Diversity & Inclusion Data Analyst WHY URM STUDENTS LEAVE PURDUE December 2, 2013 STORY BEHIND THE STORY SURVEY UNDERTAKEN.
Creating an On-Ramp from High School to College LEARNING COLLEGE SUMMIT 2012.
Students Speak! Are We Listening? NISOD % …of traditional-age entering students responding to the Survey of Entering Student Engagement say they.
Success C enter PAUL L. FOSTER Baylor University Fostering Transfer Student Success at Baylor University.
Advising Students on Academic Probation Carolyn Blattner, Dr. Rick Lejk November 18, 2014.
The High School – College Disconnect G. Donald Allen Department of Mathematics Texas A&M University presented to: The Coastal Bend Mathematics Collaborative,
Using NSSE Data to Improve University Policy Reuben Ternes OIRA October, 2011.
Single Mom INITIATIVE The Economic Self-Reliance of Utah Single Moms Richard J. McClendon, Ph.D. Research Director BYU ESR Center
Welcome to the University of Oregon. Today Earning a Bachelor’s degree - the big picture How to get started - possible Fall Term classes Tomorrow Meet.
Undergraduate Persistence and Graduation Rates Bernadette Gray-Little Faculty Council September 15, 2006.
Expectation & Experience Surveys 1998 & 2002 AIRPO, June West Point, New York.
Map-Works 2011 A First-Year Retention Initiative 1.
Welcome to the University of Oregon. Advising Schedule Goals for Today Better understand how the UO works Introduce the Bachelor’s Degree This Weekend.
Upward Bound Math and Science Program Ms. Ashley Tittemore, Program Coordinator.
UNIVERSITY OF CALIFORNIA Academic Advancement Academies Summer Algebra Academy Summer Geometry Academy College Readiness Academy Academic Advancement Academies.
Entering Student Surveys (UG & Grad) and Non-Enrolling Survey (UG): Fall 2011 November 1, 2011 Office of Institutional Research and Planning.
THE FRESHMEN SURVEY 2008 (FTS, FORMERLY CIRP) UNDERSTANDING THE 2008 CLASS OF MVNU ENTERING FRESHMEN DATA SUMMARY AND COMPARISON OF MVNU ENTERING FRESHMEN.
Good News – Access! Record enrollment More African American students More Hispanic students More low income students More first generation student 1.
Jennifer P. Hodges, Ph.D. Bucking the Trend: Balancing Work, Family, Commuting, and Academics.
Tony Cook Student Retention and Transition STAR.
TULSA COMMUNITY COLLEGE Achieving the Dream Fall 2009 Student Focus Groups © 2010 Tulsa Community College Data Team.
Dual Credit and Advanced Placement: Do They Help Prepare Students for Success in College? Mardy Eimers, Director of Institutional Research & Planning Robert.
Quality Enhancement Plan Action Item 1. Liberal Arts in University Life  Piloted Fall, 2003 ◦ 3 hour course ◦ Optional (183 students enrolled) Purpose:
ARCC Accountability Report for the Community Colleges Focus on Quality.
Freshmen Class Profile Fall 2004 – Opening Week Over 884 students – Closed freshmen engineering class for the 2nd year in a row 26 states (Hawaii to New.
It’s Time To Play… 2011 Plater Institute on the Future of Learning Rules of the Game Question format: Multiple choice Score sheets: 1 point for each.
A Profile of BGSU Students Jie Wu Office of Institutional Research Summer 2008.
Data You Can Bank On What can OIR do for you?. Fall 2007 Student Demographics 13,217 students 69% Female 52% Minority Average age is 27 18% are First-time.
Partnering for Student Success The Bridge to Clemson University Program Sue Whorton Clemson University National Institute for the Study of Transfer Students.
MAP-Works: What is it? What does it tell us? How is it being used in the colleges? What do we know by week three? *Adapted from Sherry Woosley, Ph.D. Director.
Put Your Phone away Thank you P L E A S E !. What’s happening? 1967 Follow us: Facebook.com/Academic AdvisingCenter Twitter.com/utep_aac Instagram.com/utep_aac.
Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon | (541) | Transfer Students: Who Are They? General.
An Equal Opportunity University Transitions from High School to the University of Kentucky Mike Mullen Associate Provost for Undergraduate Education.
Topic #2 – FIRST-GENERATION Students Key AC Evidence Provided by Amarillo College Offices of Institutional Research and Outcomes Assessments.
Cooperative Institutional Research Survey (CIRP) 2006 MVNU Entering Freshmen Profile How MVNU Entering Freshmen Compare with a National Religious College.
Selected Results of President’s Office Survey of Alumni Graduating in 1997/98 The Office of Institutional Research and Policy Studies July 15, 2003 Jennifer.
Transfer Student Survey Enrollment Management Student Assessments for Missouri S&T Transfer Conference | October 9, 2008
Retention: Some Recurring Themes n Impact of small groups on freshmen retention n Does declaring a major make a difference in retention? n Do GPA ranges.
SMART. Welcome! Alice Camuti, Ph.D. Director, Career Services Tennessee Technological University.
Enrolling Student Surveys: Fall 2009 November 10, 2009.
UNDERSTANDING 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) RESULTS Nicholls State University October 17, 2012.
What high school students and their parents should know about college D. Merrill Ewert, Ph.D. President Emeritus Fresno Pacific University D. Merrill Ewert,
Tyler Katagiri.  Costs  Intimate Class setting  More one-on-one time with professor  Community College Courses do not count towards Manoa GPA.
Entering Student Surveys: Fall 2010 Perry Deess, Ph.D. Institutional Research and Planning November 17, 2010.
A Profile of BGSU Students Jie Wu Office of Institutional Research Summer 2008.
The First Year. Projected enrolment - first draft.
University Studies Assessment Process and Findingsgs Sukhwant Jhaj, Rowanna Carpenter University Studies Portland State University January 13, 2011.
Graduation Initiative 09/14/2011NISTS STEM Transfer Success Conference1 Native vs. Transfer Students at the University of Texas at San Antonio (UTSA):
UNDERGRADUATE CREDIT HOUR ENROLLMENT PATTERNS AND OUTCOMES Rebecca E. Porter, Ph.D., PT Executive Director of Enrollment Management & Associate Vice Chancellor.
AGAINST VIRTUAL SCHOOLS Courtney Fahey Section 001.
Texas Higher Education Coordinating Board Data Highlight: Completion CAAP Meeting March 30,
ENROLLMENT AND RETENTION
Northeastern State University -
Measuring Student Success Ysu 2020 Strategic plan – Cornerstone update
Getting to Know Our AHS Undergraduate Students
Presentation transcript:

What We Know About Undergraduate Retention at the UO Office of Resource Management Andrea LarsonAnji Duchi Research AnalystSenior Data Analyst ext ext

Fall 1998 U of O Students: n Demographics n Who are the new students? – 50.2% Freshmen – 42.4% Tranfers – 7.4% Non-Admits n Who are the continuing students? – 94.5% Continuing – 5.5% Returning

University of Oregon Retention n First-Time Freshmen – From High School – First Term and Admit Term Both Fall 1997 – Enrolled Full-Time (12 or more credit hours) – Completed Fall 1997 Term With a Grade n Enrolled and Received a Grade in the next Fall Term n 81% Return Rate for Fall 1998

Comparative Student Retention: n American Association of Universities – AAU Data Exchange n Comparative Institutions – Similar Enrollments n First Time Freshmen

1997 Freshmen Survey n Office of Academic Advising n Given to Freshmen – 1997 Summer IntroDUCKtion Sessions – New Student Week at Beginning of Fall Term n International Students Not Included – Attend Different Orientation

n 2038 took survey – 318 not usable – 174 not FTF n Final Sample: 1546 First-Time Freshmen – 69% of 1997 First-Time Freshmen Cohort Sample

Why First-Time Freshmen? n Representative Sample – Captured 69% of FTF – Only 14% of Other Freshmen – 81% Return Rate for FTF in Survey Sample n same as rate for all FTF – 52% Return Rate for Other Freshmen in Survey Sample n lower than rate for all Other Freshmen n Standard cohort n Oklahoma n AAU n National Reports

Why Choose the UO? n 86% General Education n 75% Better Job n 70% Location n 56% Improve Reading and Study Skills n 50% Cost n 47% Get Away From Home n 17% Parents n 12% Mentor

Retention n 84% Who Relied on Parents for Advice Returned Fall 1998 n 79% Who Relied on All Others for Advice Returned Fall 1998 People Relied on for Advice n Mentors 5% n Others 6% n Friends 9% n Self 39% n Parents 41%

Parents’ Education n 25% Neither Parent With A Bachelor’s Degree n 29% One Parent With A Bachelor’s Degree n 46% Both Parents With Bachelor’s Degrees Retention n 76% Returned Fall 1998 n 80% Returned Fall 1998 n 84% Returned Fall 1998

Plan to Complete Degree at the UO n 72% Yes – 82% Return n 3% No – 63% Return n 25% Undecided – 79% Return

Social Connections n Time in Organizations – 35% 4 or more hours per week n 84% Returned – 65% 3 or fewer hours per week n 79% Returned n Time with Friends – 88% 4 or more hours per week n 82% Returned – 12% 3 or fewer hours per week n 76% Returned

Finances Anxiety About Finances n 76% Not Anxious – 81% Returned Fall 1998 n 24% Anxious – 79% Returned Fall 1998 Plan To Work While Attending the UO n 19% No Plans to Work – 86% Returned n 30% Undecided – 85% Returned n 25% Hours per Week – 78% Returned n 25% 11+ Hours per Week – 74% Returned

Computer Experience Retention n 75% Returned Fall 1998 n 83% Returned Fall 1998 n 21% Had Little or No Computer Experience – 30% said they did not plan to bring a computer to campus n 79% Had Some Computer Experience – 17% said they did not plan to bring a computer to campus

Television n 30% Watched Less Than 1 Hour of Television per Week – 80% Returned Fall 1998 n 64% Watched 1 to 9 Hours of Television per Week – 81% Returned Fall 1998 n 6% Watched 10 or More Hours of Television per Week – 87% Returned Fall 1998

Summary n Students who rely on parents for advice returned at higher rates than students who relied on others n Student retention rates increased with parents’ education n The number of students who did not plan to complete their degrees at the UO was too small to significantly influence retention

Summary (continued) n Students who had less experience in social activities during high school returned to the UO at lower rates n Most students were not anxious about finances n Students who planned to work returned at lower rates than students who were undecided or who planned not to work

Summary (continued) n Students with little or no computer experience returned at lower rates than students with some experience