Retention Initiatives
Progress Report
No.
1
A bi-monthly update for the Pace Community on Retention
December 2014
Brought to you by the Student Experience Action Team
What is SEAT?
The objective of the Student Experience Action
Team (SEAT), comprised of 50+ faculty, staff and
students, was to review current retention and
graduation data and issues, and make
recommendations to significantly improve Pace’s
graduation rates with a focus on improving first year
retention from the current 10-year average of 75% to
84% (over the next three years).
ACADEMIC EXCELLENCE

Increase the number, timing, and diversity of
Learning Communities. A University-wide
committee has been formed to address these
issues. Additionally, Dr. Bill Offutt (NYC) and Dr.
Linda Anstendig (PLV) are running a series of 3-4
faculty development sessions to introduce faculty
unfamiliar with Learning Communities to 4 aspects
of the enterprise: 1) the benefits to student
learning and faculty satisfaction from teaching in a
Learning Community; 2) possible themes which
individual faculty might pursue from their own
interests in creating an LC; 3) potential partners in
other disciplines at Pace who share similar
interests concerning proposed theme; and 4)
development of an outline of an LC sufficient to
put these new partners on the class schedule for a
subsequent semester. There are 11 participants in
NYC and 8 in PLV.

Develop and advertise late-start courses. 4 new
The Overarching Retention Goal
Combine co-curricular experiences with academic
requirements to ensure students have opportunities to
connect with Pace’s diverse offerings to develop their
strengths; take intentional steps toward achieving their
goals; connect with their professors; learn necessary
transferable skills; and achieve their potential
regardless of their field of study. Below are the subgoals to help achieve this:
1. Enhance Pace’s learning community to one in
which faculty, staff and students all play their
part in contributing to academic excellence
late-start courses were offered in Fall 2014 and but
2. Strengthen academic advising to support the
only 3 ran due to low enrollment in the 4th. They
academic experience
were BUS 150, CIS 101, and HW 101.
3. Focus on a co-curricular experience that
engages students with Pace University
Note that an assessment plan is in place for each
initiative outlined in this bi-monthly update.

Create a “culture of study” to ensure students
take academics seriously. Initiated Setters Study
Nights in NYC residence halls during which
approximately 160 students have participated;
reconfigured part of PLV library to accommodate
more academic coaching and tutoring (esp.
athletes in the evenings); provided academic
coaching program on both campuses; creating a
common final exam for MAT 100 in
PLV to maintain course content standards;
expanded both campus’ Library hours into early
morning for exam preparation.
CO-CURRICULAR EXPERIENCE

Introduce the Pace Path to first year students.
Launched in fall 2014 with approximately 2400
first-year undergrads through UNV 101, students
were introduced to the learning goals and given
assignments that orient them to self-awareness,
reflection, co-curricular activities and developing
their 4-year academic, experiential learning career
at Pace.

Strengthen theme floors in NYC. The Office of
Housing and Residential Life in NYC currently has
12 themed floor communities and the first ever
living learning community for the academic year
Students at Setter Study Nights in 55 John Street
2013-2014. A total of 423 first year students and
93 upper class students live in three different
ACADEMIC ADVISING

Residence Halls. 90 programs were planned
Enhance the Academic Alert program, while
individually on the floors with additional co-
increasing the response rate and feedback loop.
sponsorships with other populations. There was a
This new system (whereby faculty report on first
total attendance swipe count of 1033 students
year students in their classes) was rolled out last
through the fall 2014 term.
spring. Faculty participation rate went from 40% in
2011 to 63% last spring, to 75% this fall. First Year
Advisors are following up with their students.


Use Beginning College Student Survey on
Increase communal space/24-hour student
space on the NYC campus. “The Fishbowl” is now
a 24-hour accessible student space, in addition to
existing 24-hour spaces.
Engagement (BCSSE) Reports as Advising Tools.
All UNV-101 faculty were given individual BCSSE
profiles for each of their students, which they
reviewed during their individual appointments.
Special attention was paid to those who indicated
that Pace was not their first choice school or that
they did not intend to graduate from Pace.


Ensure that students know who their advisor is.
100% of 1st year primary Advisors were uploaded
into Banner, Portal and Degree Works; an
enhanced Advisor Hand-Off Protocol was created
to improve transitioning students from their first
year Advisor to their sophomore Advisor.
Review the Transfer Credit Evaluation (TCE)
process to ensure efficiency and timeliness.
Formed a TCE committee that has already made
headway toward streamlining the process.
The new 24-hour Fishbowl

Create a ‘Finish in Four’ campaign. Designed and
disseminated flyers for a
campaign designed to
encourage students to “finish
in four,” which was also
emphasized in UNV 101
classes. A more robust campaign will be rolled out
in the spring, including the creation of a video.

Coordinate tailored programs for ‘at risk’

populations. OMA launched several initiatives to
ease ‘at risk’ students into campus life, including
Urban Male Initiative Meetings (primarily for Black
and Latino male students); City Saturdays, and the
AALANA Peer Mentorship Group, for underrepresented and first-generation students. LGBTQA

Set up First Year Experience Advisory Board
focusing on retention initiatives. Created the
Board, as well as campus-based teams, which will
work on strengthening the overall freshman
experience, making it a well-coordinated,
comprehensive one.

Help students gain a stronger understanding of
financial matters through a comprehensive
financial literacy program. Financial Aid has
created a financial literacy module that was used in
UNV 101, which was supplemented by an online
module called Cash Course.

Increase retention rates for NYC CAP students.
Coordinated a new, intensive summer English
was successful in implementing weekly lunch
discussions; SafeZone Training for RAs and
Orientation Leaders; the Fabulosity Drag Show to
help spread awareness on Transphobia and Trans*
Rights; the creation of Center for Unity and
Equality, a Diversity Resource space; the Gender
retention. A second one is planned for the spring
semester.
Introduce first year students to majors, minors
and combined degree programs at Pace. Held
Major & Career Exploration series for first year
students on each campus which were attended by
a total of 280 students.
Neutral Restroom (GNR) Initiative; and a
contribution of 100 petition signatures to the
National Campaign surrounding ban on gay male
blood donors.
bridge program; an accelerated mathematics
course pilot; an embedded tutor program; and an
initiative for CAP-specific tutors in the Writing
Center.

Expand Women’s Empowerment Network
(WEN) to more deeply engage female students.

PLV students taking part in “City Saturdays” cultural
excursions
The NYC-based network of female students,
Initiate a ‘You Asked, We Acted!’ campaign.
Working with University Relations to highlight
development, has expanded to include a WEN
multiple initiatives aimed at showing students that
themed residential floor, a year-long program, and
we have heard their voice and are acting on it.
Examples include: advising in residence halls, 24-
focused on personal and professional
UNV 101, mentoring/leadership opportunities, a
a student club, Successful Women at Pace (SWAP).
hour accessible student spaces for
studying/lounging, improved transportation
schedule, counselor-in-residence program,
renovated computer classrooms, etc.

Offer cross divisional staff development for
student support and engagement staff. Held the
first ever staff development day on both campuses
aimed at breaking down silos and working more
collaboratively and cross-divisionally to enhance
A snapshot of a SWAP common-hour meeting