Improving Student Retention: Building A Roadmap for Meeting Institutional Retention Goals

1. Improving Student Retention: Building A Roadmap for Meeting Institutional Retention Goals Jay W. Goff Vice President of Enrollment & Retention Management Saint Louis University goffjw@slu.edu www.slu.edu 1-314-977-8191

2. Recruitment & Retention: Two Sides of the Same Coin

3. About Saint Louis University • One of America’s most prestigious Catholic, Jesuit universities • Founded in 1818 • 2nd oldest Jesuit university in the United States • Noted for its rigorous academic excellence, research and scholarship, and nationally ranked programs

4. SLU Students and Faculty Total enrollment: 13,500 Undergraduate enrollment: 8,700 Graduate enrollment: 4,800 Advanced credit: 5,200 Student-faculty ratio: 12-1 Average class size: 24 Faculty: 3,186 Percent of full-time faculty with “terminal” degrees: 99%

5. SLU Retention and Graduation Rates2005-2012

6. Founded 1870 | Rolla, Missouri

7. Retention and Graduation Rates1988 - 2010

8. S&T Student Success Rates • Retention Rates 20002009 • General Student Body: 82% 88% • Female Students: 88% 87% • Minority Students: 94% 92% • Student Athletes: 88% 90% • CAMPUS GOAL: N/A 90% • Graduation Rates 20002010 • General Student Body: 52% 66% • Female Students: 66% 74% • Minority Students: 41% 50% • Student Athletes: 69% 71% • CAMPUS GOAL: N/A 70%

9. #1 Question:How did you do it?

10. Silver Bullet? OR Strike of Lightening?

11. The Truth is………. Silver Buckshot!

12. How Did SLU and Missouri S&T Make Immediate Gains in Retention? Focus on the Basics

13. FUNDAMENTAL STUDENT RETENTION CONCLUSIONS • Studies indicate that financial aid helps increase persistence for students who need and receive financial aid. • Studies indicate that certain student populations such as: • older students, • African Americans & Hispanics, • students who work more than 30 hours weekly, and • first generation college students have persistence problems. • Schools can improve retention rates by: • accurately determining when and why students withdraw • up-to-date information helps administrators determine better strategies for increasing retention rates SOURCE: DANA Center Retention Report, 1998

14. Primer on Student Persistence and Retention • Retention rates commonly measure the percentage of freshmen that re-enroll the next academic year as sophomores. • The primary reason that retention rates, along with graduation rates, are important is that retention rates are perceived as indicators of academic quality and student success. • Retention and persistence can best be defined as a student's continuation behaviors that lead to a desired goal; this helps describe the processes related to student goal achievement. • Generalizations about retention can be misleading because each school is dynamically unique in terms of academic emphasis and culture. Retention issues can be further complicated because of the necessity to understand students' educational goals in assessing whether leaving school is a negative or positive decision. ADAPTED FROM: DANA Center Retention Report, 1998

15. FUNDAMENTAL STUDENT RETENTION CONCLUSIONS • Typically 4-year schools have higher retention rates than do 2-year schools. • In general, studies indicate that financial aid helps increase persistence for students who need and receive financial aid. • Studies indicate that certain student populations, such as older students, African Americans & Hispanics, students who work more than 30 hours weekly, and first generation college students have persistence problems. • Research studies indicate a few factors that influence persistence include the intent to persist, institutional and student commitment, college grades, high school academic experience, and social & academic integration. • Schools can improve retention rates by more accurately determining when and why students withdraw. Having more up-to-date information could help administrators determine better strategies for increasing retention rates. • Recommend increasing retention rates by encouraging schools to develop and implement their unique retention plans and by strengthening freshmen-year instruction. SOURCE: DANA Center Retention Report, 1998

16. The Role of Academic and Non-Academic Factors in Improving College Retention, indicates that many colleges' retention efforts are too narrowly focused. • Academic help alone is not enough to keep many students in school. These students also need individual support to feel connected to the campus community. Colleges, however, may focus on only academic or non-academic support, rather than both. SOURCE: ACT, 2009

17. Lessons Learned Must focus on: • Student-friendly policies • Improving systems & practices that impede general student persistence inside and outside of the classroom • All campus units that interact with students MUST be involved

18. Retention Committee & the Enrollment Development Team Members • Faculty for each division • Admissions • Registrar • Financial Aid • Campus Housing • Student Activities • Counseling Center • Orientation • Teacher Training Director • Faculty Senate Leaders • Execs: Academic, Student & Enrollment Affairs • Advising • Info Tech • Institutional Research • Minority Programs • International Affairs • Cashier/Billing • Pre-College Programs • Reporting Services

19. Knowing Our StudentsProfile Factors Likely to Impact Retention

20. Undergraduate Demographics& Psychographics • Average Age: 21.6 years old • Gender: • % Female • % Male • First Generation College Students: • % • Residency: • Residents: % • Out-State Students: % • International: % • Ethnicity: • African-American: % • Asian-American: % • Caucasian: % • Hispanic: % • Multi-Racial • Native-American: % • Non-resident, International: % • Not Disclosed: % • First Generation: % • From a Community <40,000: • Average Family Income: $ • Average Indebtedness at Graduation: • $ • High Financial Need (Pell qualifier): % • Freshmen with Credit Cards: • % • Students with PCs: • % laptops • % Macs • Students with Cell Phones • 99%

21. Using the Scientific Process • STEP ONE: Identify the Problem

22. RETENTION MODEL 0

23. “the list of 35”Changes to Improve RetentionRetention Strategies and Tactics 2001-2010 I. Assessment EnhancementsII. ProgrammingIII. Policy Changes

24. Missouri S&T’s Retention Plan I. ASSESSMENT ENHANCEMENTS • Creation of a formal Institutional Research and Assessment Office, 2001 • Started annual retention audit of academic (cognitive) and demographic factors, 2001 • Identified classes with very low student success rates (DFW), 2001 • Creation of Standardized Retention and Graduation Reports by gender and ethnicity, 2002 • Instituted a new student profile and expectations survey, 2002 • Re-instituted the HPI assessment to track students by Non-cognitive factors, 2002

25. Missouri S&T’s Retention Plan I. ASSESSMENT ENHANCEMENTS • Revised withdraw surveys & interviews, 2002 • Started non-returning follow-up telephone surveys, 2002 • Started collection and campus-wide distribution of freshman academic profile, specifically new student survey data: expectations, social activities, GPA,ACT/SAT scores, 2002 • Started measuring stop-out rate: students who withdraw and return, 2003 • Revised nationally normed student profile, attitude and engagement assessments (CIRP & NSSE), 2003 • Revived student satisfaction survey (switched from ACT to Noel Levitz), 2007-09

26. II. PROGRAMMING: Focus on Advising, tutoring, learning communities, faculty training and support • Provided a public expectation of student success (VERY IMPORTANT). Addressed expectations of student success in all recruitment and orientation speeches (Chancellor – look to your left, look to your right), 2001-02 • Learning Enhancement Across Disciplines (LEAD) collaborative peer learning program expanded beyond Physics, Fall 2002 • Address group building (making friends) and study skills (not flunking out) in all orientation activities, 2002-2003 • Online tutor request program, 2003 • Distribution of student profiles and survey summaries to create a better understanding of faculty and student expectations.  Actively embrace the “social norming” concept. 2003 • Restructured Opening Week activities around a group project activity and to address core learning objectives and student fears (Making Friends and Flunking Out), 2002 & 2003

27. II. PROGRAMMING: Continued Focus on Advising, tutoring, learning communities, faculty training and support • Provided ACT’s EIS & AIM student profile data bases to all academic departments for more intrusive advising, 2003 • Joint Academic Management (JAM) Sessions (peer learning) to assist low performing students, 2004 • New on-line Early Warning System, 2005 • Strategic Retention Intervention: Focus on a rapid response “Academic Alert System” (2005), on-line student communication system “Success Chain” (2005-2006), advisor engagement (training sessions and awards, 2002) and more quantitative knowledge of S&T student strengths (Sharing of student profiles and new student survey data prior to beginning of academic year, 2002) • Creation and expansion of Learning Communities & First Year Experience Programs: Focus to address student academic skills development and social engagement through group student life oriented events, 2002-2003

28. II. Programming Continued • Pre-College Transition Programs: Focus to promote greater student preparation to meet student and S&T academic expectations through a 3-week intense course – Hit the Ground Running (HGR) and creation of the Center for Pre-College Programs (CPCP) to expand the K-12 student workshops and STEM summer camps, 2003-04 • Creation of the Center for Educational Research and Teaching Innovation (CERTI):  Focus to address improving the S&T learning environment and student learning outcomes through collaborative learning, experiential learning, technology enhanced learning and educational research practices, 2003-04 • Expanded Experiential Learning Programs: Focus to promote greater campus-wide “learning by doing” student engagement through student design teams, undergraduate research (OURE expansion), and service learning participation, 2002-ongoing • Creation of formal first-year experience office and staff, 2008 • Creation of formal second-year experience office and staff, 2008

29. III. POLICY CHANGES • Incomplete grade time limit change, 2002 • Repeat course GPA adjustment policy, 2002 • Scholarship Reinstatement Policy, 2002 • All BS degree programs reduced to between 124 to 128 hours, 2002-2003 • Added 3 degree programs most often requested by exiting students: Business, IST, Technical Communication, Architectural Engineering, 2002-2003 • Revised S&T Advising Program: Focus on faculty development for student formal and developmental advising, advisor recognition and advising program evaluation, 2002-2004

30. Changes toImprove Retention/GraduationMissouri S&T’s “Low Hanging Fruit” • Follow-up Calling/Survey Program • Early Warning System Report • Incomplete grade time limit change • Repeat course GPA adjustment policy • Scholarship Reinstatement Policy • All BS degree programs reduced to128 hours • Added degree programs most often requested by existing students: Business, IST, Technical Communication • Create better understanding of faculty and student expectations. Actively embrace the “social norming” concept. • Address group building (making friends) and study skills (not flunking out) in all orientation and opening week activities

32. Saint Louis University’s SEM PLAN: What will Billikens Look Like in 2018?

33. Total Domestic Degree Seeking Enrollment 2013

34. SEM at SLU • Mission • Strategic Plan • Vision for Enrollment Profile • Values • Goals

35. SLU’s 2018 Strategic Enrollment Vision: Objectives and Targets for Traditional Undergraduates • Increase Student Persistence and Success Levels Equal to the 4th Quartile of Leading US National Universities

36. SLU’s Desired New Undergraduate Student Profile Scorecard VP Enrollment and Retention Management

37. SLU’s RETENTION AND STUDENT SUCCESS COUNCIL • CHARGE: The purpose of the Retention and Student Success Council (RSSC) is to examine issues and challenges of student retention and persistence to graduation. The efforts of this council will focus on assessing plans and actions for the student experience and advancing opportunities that will have direct impact on student progressing to their second and third year at the university, thereby improving student graduation rates at Saint Louis University. The RSSC will define Saint Louis University’s student retention strategies and persistence solutions consistent with the objectives in SLU’s strategic plan.

38. MEETING SCHEDULE • COUNCIL MEETINGS: 90-minute meeting scheduled on the first week of each month, excluding January, June and July. • SEM DATA AND RESEARCH REVIEW SCHEDULE: 90-minute presentation with question and answer session scheduled on the third week of each month.

39. ANNUAL ACTIVITIES: The RSSC serves in an advisory role to the SEM Committee by: • Review student success data and assessments with regard to student retention and graduation, • Review and share regular reports with the SEMC, University Strategic Planning Committee and the Research, Reporting and Assessment Council. • Identify specific problem areas with regard to student retention and graduation and, if needed, additional reports and/or assessment. • Recommend potential solutions to identified persistence barriers. • Identify the stakeholders needed to contribute to the resolution of the persistence barriers. • Analyze the potential for resolution given current resources, in partnership with the stakeholders, and • Recommend resources and/or reallocations needed to address identified resolutions and solutions. • Provide an annual report of the council’s activities and the University’s progress in meeting recruitment goals.

40. Fall 2013New Student Profile Enrollment and Retention Management Division For internal university purposes OFFICIAL ENROLLMENT DATA: 2013 Class Census Results & New Student Survey

41. 2013 Traditional Freshmen • 1578 registered freshman: 1513 domestic, 65 international • 57% female, 43% male • 27.6 ACT 3.81 GPA • 44 states and provinces represented (Illinois 539, Missouri 497, Wisconsin, California, Ohio, Texas, Kansas, Indiana, Nebraska, Colorado, Iowa) • 24 countries represented (China, Saudi Arabia, South Korea , India) • 56% Catholic religious affiliation • High School type: 453 Catholic, 135 Jesuit • Feeder Schools: SLUH 29, Loyola Academy 17, Parkway North 16, Mehlville 15, Eureka 14, Cor Jesu 14, DeSmet 14 • Most popular majors: Still Deciding, Biology, Nursing, Physical Therapy, Health Sciences, Biomedical Engineering and Psychology • Emily and Michael are the most popular deposited names • Official Fall 2013 Data Source: Enrollment Rx [updated 9/2013]

42. 2013 New Transfer Students • 302 transfer students • 279 domestic, 23 international • 64% female, 36% male • 88% from Missouri and Illinois • 50% Community Colleges, 50% 4-year institutions • Most popular majors: Arts & Sciences, Health Sciences & Business • Jessica and Michael are the most popular deposited names • Official Fall 2013 Data Source: Enrollment Rx [updated 9/2013]

43. Intended Areas of Study New Freshmen SOURCE: 2013 New Student Survey [updated 9/2013]

44. Technology and Social Media 99% Brought a personal computer to campus 67% new computers / 21% 1-2 years old 99% are laptops / 14% are tablets 59% PC Windows users / 44% Apple-Mac users 99% Brought a cell phone to campus 68% iPhone users 24% Android users 8% Other (Windows Mobile, Blackberry etc.) 96% Have an online social network account 79% Facebook / 17% Twitter 90% Claim to engage on social sites 10 hours or less per week 58% Rarely or never play video games SOURCE: 2013 New Student Survey [updated 9/2013]

45. Finances and Affordability 93% Are receiving financial aid 74% Plan to work while enrolled at SLU 36% Have at least one credit card 23% Are on track to be the first in the family to complete an undergraduate degree 1% Have over $1,000 monthly credit card balance SOURCE: 2013 New Student Survey [updated 9/2013]

46. CONCLUSION:Retention Success Starts with Knowing the Institution and the Students Served

47. Core Retention Assessments:Knowing Why Students Chose your Campus, Stayed or Left • New Student Survey (prior to start of classes) • Withdrawal Survey (prior to cancelling classes) • Phone/Email Survey of Non-Returning Students (2-4 weeks prior to start of semester) • Student Satisfaction Survey (all returning students) • Graduating Student Survey (prior to commencement or within the first six months after graduating)

48. Phone Calls / Telecounseling • 2-6% immediate improvement reported • Great data and problem identification tool • Relatively low expense

49. Questions for Phone Survey • Introduction - Hello. This is (state your full name) . May I please speak with (student’s first name). • Establish Rapport and Authenticity, Verify Student’s major, city, high school • Purpose of Call - Hi (student’s first name). The purpose for my call is let you know that our records indicate that you have not registered to take classes in the (fall or spring semester. I wanted to know if there is anything I can do to assist you with registering for classes. • IF THE STUDENT IS PLANNING TO RE-ENROLL, REMIND THEM OF THE ONLINE PROCESS USING SELF SERVICE and PROVIDE THEM WITH A CONTACT PERSON IN THE REGISTRARS OFFICE, ALONG WITH THE PHONE NUMBER, IF THEY NEED ADDITION ASSISTANCE. CLOSE BY TELLING THE STUDENT WE LOOK FORWARD TO SEEING THEM IN AUGUST AND THAT CLASSES BEGIN ON MONDAY, AUGUST 20. • Follow-up with a thank you email, key dates and contacts. • IF THE STUDENT IS NOT RE-ENROLLING ASK THE FOLLOWING QUESTIONS AS RELEVANT: 1. Are you enrolling at another school? 2. Which school? 3. What are you studying? 4. Is this a change from what you had planned to study? (if it is an area offered at S&T: Were you aware that S&T offers that major? 5. What student activities did you actively participate in? 6. What would you say was the most important reason that you decided not to return to S&T? If the student had problems, and the response reflects a S&T-based problem or set of problems: 7. Did you talk to the person/office you had trouble with to try to correct this problem? 8. Did you talk to anyone else to try to correct the problem? 9. What would you tell us that needs to be improved? 10. What would have kept you at S&T? If the response reflects mostly problems on the student’s part vs. S&T’s: 11. Did you speak with anyone to try to correct the problem? 12. Was there something else that we could have done to help you that wasn’t done? 13. Do you plan to return to S&T? When? Is there someone here that you would like to call you concerning your returning? 14. Would you recommend S&T to another student? Why or why not? 15. Had you visited the campus before enrolling at S&T? 16. How many weekends per month did you spend at home? (What activities did you engage in when you did stay on campus?) (omit for Rolla residents) 17. When you initially enrolled, did you intend to graduate from S&T or transfer classes to another institution? (if graduate from S&T, ask why the change) • Gather as much relevant information as the student wants to share. • Follow up with thank you letter.

50. Common Themes