Retention Efforts at Bradley University

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Retention Efforts at Bradley
University
Peoria College Changes Everything
Conference
Oct. 5, 2012
Preface
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Students have various motives for working
towards graduation. Tinto, 1998
Programs for smaller groups are more
effective towards retention. Pascarella and
Terenzini, 1991.
One retention plan does not fit all student
needs.
Need a myriad of faculty and staff to offer a
diverse set of retention efforts.
College retention rates are
influenced most by the
following factors:
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Quality of the freshman class
Type of institution
Faculty and Staff
Campus environment for
specific student body
Specific retention programs
Freshman to Sophomore Retention Rate of Four Year
Private Institutions by Admission Selectivity
Selectivity level
N
FreshmanSophomore
Highly Selective
102
93.3%
Selective
259
81.1%
Traditional
450
69.8%
Liberal
85
61%
Open
247
65.5%
All types
1143
72.8
retention rates
Source: Compiled from ACT Institutional Data File, 2011.
Retention programs
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Comprehensive approach to student
retention
Six key retention efforts for faculty and staff
to reach at-risk students
–
–
–
–
–
–
TPP
SOAR
Early Reg. notify
Emergency notification
Midterm Grade letter
Office of Parent Relations
TPP
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Turning Point Program
Assisting students on Academic
Probation
Weekly, small group meetings
Discuss methods of regaining
academic good standing
SOAR
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Students On Academic Reinstatement
– Assist in the petitioning process
– Send a letter to inform them of the program and
to make an appointment during the first 2-3
days of the semester
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Mandatory weekly meetings with GA or
professional staff member
Discuss motivational and attitudinal issues
Cheerleader
Midterm Grade Letter
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Registrar provides list of all students
who earned a letter grade of D or F
Those students are notified with a
letter to inform them of the grade and
provide steps to improve those grades
Students are provided contact
information to the Center for Learning
Assistance or Student Support Services
Early Registration
Contact
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After early registration concludes, a list of
students who are eligible but have not
registered is provided by the Registrar
Students are contacted to encourage to
enroll or suggest appropriate resources
(advisor, dept. chair)
If student is not planning to return, an exit
interview is conducted and assistance for
possible return is provided
Student Emergencies
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Family emergencies
– Parent or sibling death
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Personal illness
– Hospitalized
– Health Services diagnosis
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Process
– Upon notification and verification, student’s professors are
notified by email
– Student receives a copy of the message
– Student is instructed to meet with each professor upon
return to campus
– Intervention in the case of final exams
Office of Parent Relations
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Respond to parental inquiries
Seek out the student and discuss
possible difficulties
Follow up with student and parent
Assessments
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Freshman to Sophomore Retention
Rates
– National figures by selectivity
– Tracking each cohort class
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Program Retention Rates
BU SUMMARY OF FRESHMAN TO
SOPHOMORE RETENTION RATE
Year
Ret Rate
Withdrew
Dismiss
1990-99
82.4*
12.5
5.1
1999-00
87.3
10.5
2.2
2000-01
86.3
11.9
1.8
2001-02
85.7
11.9
2.4
2002-03
88.6
9.6
1.7
2003-04
89.2
8.8
2.0
2004-05
87.4
10.9
1.7
2005-06
87.4
9.1
3.5
2006-07
88.9
9.4
1.7
2007-08
88.1
9.4
2.5
2008-09
87.0
10.2
2.8
2009-10
87.2
10.2
2.6
2010-11
86.5
11.3
2.2
2011-12
85.9
*Average freshman to sophomore retention rate for private, selective universities – 81.1%
Summary of Bradley University
Graduation Rates for Freshman Cohort
1994-1998
1994
1995
1996
1997
1998
4 Year Rate
48.8% 45.9% 45.7% 49.4% 61.9%
5 Year Rate*
66.4% 63.6% 68.5% 69.1% 71.2%
6 Year Rate
67.3% 66.2% 70.2% 71.3% 71.9%
4 Year Rate of Those 73.2% 69.3% 65.2% 69.3% 86.0%
Who Graduated
Class Size
1009
1040
945
1073
1038
Results of Programs:
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Program
GO FAR
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TPP
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SOAR
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Notification
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Outcomes
~60% students earn good
academic standing
~65% students regain good
academic standing
~55% students regain good
academic standing or
graduated
~10% more students register
Conclusion
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Improving student retention requires
personal attention and tailored
programming
Availability and approachability are
critical to identifying and reaching
students in distress
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