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Undergraduate Student Success, Advising and Retention

Undergraduate Student Success, Advising and Retention. Board of Governors Update May 2, 2007. Purpose. To update the Board of Governors on student success, advising and retention initiatives implemented Fall, 2006. Guiding Principle. SUCCESS. Responsibility. SUPPORT. Initiatives – F06.

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Undergraduate Student Success, Advising and Retention

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  1. Undergraduate Student Success, Advising and Retention Board of Governors Update May 2, 2007

  2. Purpose To update the Board of Governors on student success, advising and retention initiatives implemented Fall, 2006

  3. Guiding Principle SUCCESS Responsibility SUPPORT

  4. Initiatives – F06 • President’s Faculty Task Force on Retention • Advising and Support - Early Intervention • Learning Communities • Orientation and iStart • Math Initiatives • Policy Changes

  5. President’s Faculty Task Force on Retention Charge Make recommendations to the university in Fall, 2007. Co-Chairs: Dr. Joseph Dunbar, Physiology, School of Medicine Dr. Lisa Rapport, Psychology, Liberal Arts and Sciences Develop recommendations to achieve substantial increase in student retention and graduation rates overall and for particular sub-groups of students. Consider faculty issues, policy issues, programmatic changes, and other ideas as appropriate.

  6. President’s Faculty Task Force on Retention Organization • College/school retention committees appointed to look at actions that can be taken at the college/school level • Liaison Committee (13 members representing all schools and colleges and the Academic Senate) • Coordinates the suggestions and input from the faculty, schools/colleges, and Advisory Committee • Develop the final report • Advisory Committee (21 members – faculty volunteers) • Central resource for generating ideas about problems and potential solutions. Develop specific program, policy, and action plan suggestions

  7. University Advising and Comerica Academic Success Center Student Issues • Advising seems fragmented – different advice from central advising vs. departmental advisors • Requirements are complicated • Poor communication Responses • Degree Audit will address many of these concerns • April Forum with Student Council • University Advising Council

  8. University Advising and Comerica Academic Success Center Enhanced Advising Efforts F06 • First-time students Need more intervention • Personalized invitations to get to know advisors early • Early outreach to students having academic difficulty at the start: poor study skills, poor attendance, lack of proper background • SUCCESS 101: On-line support for improving skills • 4029 hits • 508 individual students • 80% explored beyond initial contact

  9. University Advising and Comerica Academic Success Center Enhanced Advising Efforts F06 Continuing students • Early Academic Assessment – (Early warning of academic difficulty) • 390 FTIACs with EAA warnings sent personal follow-up messages • Encouraged to use SUCCESS 101 website • Meet with advisors • Student survey • WayneREACH – (Intervention for students on academic probation) • Special advising sessions: study issues, course selection • Administered motivational Strategies for Learning Questionnaire (MSLQ) • Provided checklist of strategies for identified problem areas

  10. EAA Survey Results

  11. EAA Survey Results

  12. EAA Survey Results

  13. Learning Communities What are Learning Communities? Communities of students, faculty, and staff organized around specific learning goals (career, topical interests, living units, etc.) that enhance the environment for student learning. Why Learning Communities? Learning communities build a social and academic support network for students that has been shown to enhance retention, increase academic success, and increase student loyalty and satisfaction with the institution.

  14. Learning Communities What makes Learning Communities Effective? • Build group identity, cohesion • Overcome isolation • Develop a sense of purpose • Interact with peers – peer mentors • Interact with faculty and staff

  15. Learning Communities What’s new this year? • Expanded learning community concept to include a variety of programs 2005: 12 LC’s (Approx. 950 students) 2006: 16 LC’s (Approx. 1500 students) 2007: 21 LC’s (Approx. 1800 students) • Introduced peer mentors for student learning teams of 15-20 students 2006: (37 peer mentors) • Expanded faculty participation in learning communities 2006: Faculty and staff coordinators in every LC • All LC’s have clearly delineated student learning outcomes and an assessment plan – assessments to be implemented at the end of Winter, 2007

  16. Learning Communities LC retention: 81.69% (79.4% - all first-time students) LC GPA: 2.66 (2.63 – all first-time students) Fall 2006 – Winter 2007 Retention

  17. Learning Communities Learning Communities Fall 2006 – Winter 2007 Retention (Cont’d)

  18. Learning Communities Fall 2006 – Winter 2007 Retention (Cont’d)

  19. Orientation and iStart Continuum Approach – All students: full time, part time, residential, commuting Orientation Testing → Advising → Registration iStart (New Student Program) Welcome to campus → Academic orientation → Connection to peers and to academic support First-year Success Orientation course → Learning Community → Academic support services

  20. Math Initiatives • “Mathematics for Success” Pilot Course (Winter, 2007) • Special developmental course to prepare students to achieve mathematics competency • 25 students enrolled • 4 credits: 4 hours in class, 4 hours in lab • Uses direct instruction and EnableMath software • Team taught by DCE math instructor and Math Corp teacher from Detroit Public Schools

  21. Math Initiatives MAT 0993 Enhancements • Increased intervention of teaching assistants with students in the Math Lab • Workshop sessions with developmental math instructor to review for examinations • Enhanced training of teaching assistants on developmental mathematics issues • Improvements being developed for Fall, 2007 – Hybrid computer plus face-to-face format to enhance student-instructor interaction Assessments for current semester underway

  22. Policy Changes BOG-approved Withdrawal Policy Changes – Implemented Fall, 2006 GOALS:Students withdraw sooner, improved customer service, better tracking for financial aid • Eliminated unofficial withdrawal (X grade) • On-line withdrawal process initiated: increased convenience and efficiency

  23. Policy Changes Withdrawal Policy Impact Undergraduate

  24. Policy Changes Withdrawal Policy Impact Graduate

  25. Summary • President’s Faculty Task Force on Retention in place and active • Retention initiatives for Fall, 2006 implemented • Initial results show positive impacts on retention from Fall, 2006 to Winter, 2007

  26. Questions ?

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