Plan: Retention Management Plan 2011-2012
Date Last Updated: March 4, 2011
Planning Team Members: Dionne Jones-Malone (Chair), Jamie Turner; Gina Pirtle; Melisha Henderson; Peter Haring; Mary Severa; Amy Comparon; Kirk Robinson; Darren Henderson; Katherine Davis
Item
1.
AQIP Category
Strategic Plan
Item
Context
Early registration has been
recognized as an opportunity to
improve retention. The F1 to F2
retention for the 20091 students
was 53.8 percent (14/26) and the F1
to S1 retention was 34.6 percent
(9/26).
Goal
By August 1, 2012, increase F1-F2 class early
registration by 10 percent over prior year.
Lead: Academic Advising
Action Steps
a.
b.
c.
d.
e.
2.
We recognize students are not
utilizing the Tutoring Center to its
capacity. In 2009-2010, 12 percent
(13) F1 students utilized Tutoring
Center services.
By January 1, 2012, increase F1-F2 use of the
Tutoring Center by 10 percent.
Lead: Tutoring Center
a.
b.
c.
d.
e.
f.
g.
h.
i.
By April 1, 2011 provide in class
registration during the GENL 110
Master Student class for F1 students.
By April 1, 2011 provide in class
registration during the English
103/104 for F2 students.
By April 15, 2011 provide registration
opportunity during the Learning
Community social for F1 students.
By April 1, 2011 review and revise late
registration policy for traditional
students.
By April 1, 2011, review and revise the
administrative withdrawal policy.
By February 2011, implement
professional development and
mentoring program for the tutors.
By March 1, 2011, include
requirement in PACE contract for
PACE students to attend study tables.
By April 1, 2011, submit proposal for
Exploratory Writing course to
curriculum and assessment.
By May 1, 2011, submit proposal for
Exploratory Writing course to senate.
By June 1, 2011, develop Tutor
Training program.
By June 30, 2011, implement Tutor
Training program.
By August 1, 2011, train tutors, in
association with the faculty, on the
rubrics to better assist students.
By August 1, 2011, develop and
implement more rigorous
requirements for tutors.
As of August, 2011, make
Status
presentations to General Education
faculty to incorporate use of PLATO in
curriculum.
j. By September 1, 2011 Exploratory
Writing course.
k. By September 15, 2011 General
Education faculty will complete Early
Intervention forms at the 3rd week of
class for students in academic danger.
l. By May 2011, utilize the tracking
system through Empower.
m. By January 30, 2012, create tiered
level (i.e. 2.0-2.5 GPA required to do 3
hours) study tables for F2 students.
3.
According to research provided by
Dr. Jeanette Shutay, high ability
students (students from strong
schools) were retained at 34
percent. It is difficult to confirm the
reasons of why retention is low for
this particular group, however, the
assumption can be made that the
students are not being challenged.
By September 30, 2012, increase F1-S1 retention
of high ability students by 10 percent.
Lead: Associate VPAA, Faculty
a.
b.
c.
d.
e.
f.
g.
h.
i.
4.
According to research provided by
Dr. Jeanette Shutay, motivation is
strongly correlated with student
retention.
By September 2011, identify opportunities and
implement strategies to increase motivation
concerns for F1 students.
Lead: Academic Support
a.
b.
c.
By August 2011, develop Honors
Learning Community.
By September 2011, submit proposal
to curriculum and assessment.
By October 2011, submit proposal to
senate.
By November 2011, submit proposal
to Board.
By January 2012, market program to
counselors.
By January 2012, market program to
public.
Beginning September 1, 2012, pilot
honors learning community.
By September 30, 2012, provide
professional development for faculty
pertaining to differential instruction
in class curriculum.
By January 2013, develop exit survey
to capture first semester experience.
By May 2011, create motivation
assessment tool for students.
Implement motivation assessment
tool to F1 students during the GENL
100 class in August 2011.
By September 1, 2011, include
breakout sessions in orientation and
have students choose topics of
d.
e.
f.
g.
h.
i.
5.
Internal research suggests that the
academic alert is not as effective as
it could be. The information being
collected on the form does not
address the student’s specific
academic problems which hinders
academic support.
By September 2011, implement Early
Intervention form for F1 and F2 students and
have at least 75 percent of General Education
faculty complete the form.
Lead: Academic Advising, Academic Support,
and General Education faculty.
a.
b.
c.
d.
e.
interests and captured information
from motivation assessment captured
information from motivation
assessment tool.
By September 15, 2011, match F1
students with mentor according to
interests.
By April 1, 2011, create survey to
evaluate co-curricular activities in
order to assess effectiveness of the
activities and student’s interest.
By April 15, 2011, administer cocurricular survey through learning
community social or Social Justice
class.
Throughout the fall and spring
semesters, post weekly college wide
messages on Facebook and college
website.
At the end of the fall 2011 and spring
2012, post the Dean’s and President’s
list on the bulletin board and include
photos.
At the end of the fall 2011 and spring
2012, create certificates for Dean’s
and President’s list recipients.
By March 31, 2011, develop early
intervention form and response
support processes.
Pilot early intervention form in
Summer 2011 General Education
classes.
By September 1, 2011, share early
intervention form with faculty during
the Faculty Retreat and Adjunct
Faculty orientation.
By September 31, 2011, complete
faculty early intervention form at the
3rd, 5th and 9th weeks in the semester.
Form will be distributed to all
necessary departments.
By September 31, 2011, General
Education faculty will notify Academic
f.
g.
h.
6.
7.
External research suggests intrusive
advising impacts student
achievement, persistence and
success. At-risk students, who are at
a greater risk for dropping out,
often do not seek assistance in time
for the assistance to have a positive
impact on their progress.
By November 30, 2011, using the concept of
intrusive academic advising, provide three
professional development opportunities for F1
Learning Community mentors.
Lead: Academic Support
a.
In 2009-2010, 22 F2-S1 students
were on financial aid probation.
By June 2011, decrease the number of students
dropping due to financial aid probation.
Lead: Financial Aid
a.
b.
c.
b.
c.
8.
Currently, the college does not have
an intervention in place for students
who are performing below a 2.0
GPA.
By June 1, 2012, decrease the number of
students dropping due to academic probation.
Lead: Academic Advising and Academic Support
a.
b.
c.
d.
Support of at-risk students.
By October 15, 2011, Academic
Support will contact and meet
individually with at-risk students,
tracking student contact within
Empower.
Academic Support will escort
identified students to necessary
departments/resources.
Throughout the semester Academic
Support will document contact with
students through Empower.
By April 30, 2011, assess the needs of
the mentors.
By August 1, 2011, create professional
development program.
As of September 15, 2011 implement
professional development for
mentors.
By May, 2011, Financial Aid will create
individualized financial plan
document.
By June, 2011, Financial Aid will
implement individualized financial
plan.
By March 30, 2011, students will be
given the opportunity to set up a
payment plan through Student
Accounts.
By September 15, 2011, develop
individualized academic plan for all
students.
By August 31, 2011, develop Study
Skills course for students on academic
probation.
As of October 1, 2011, present Study
Skills course to curriculum and
assessment committee and senate.
By January 31, 2012, complete
individualized academic plan for
e.
f.
9.
According to research provided by
Darren Henderson, the F1 to SO
retention rate for full time 20091
students is less than a 48.5 percent.
More than half of the students do
not return after their freshman
year.
By January 2013, increase retention by 15
percent of all students through embedding High
Impact Educational Practices throughout the
General Education curriculum.
Lead: Associate VPAA and Faculty
a)
students below 2.0.
By February 15, 2012, Academic
Support and/or Academic Advising
staff will meet with students to
review their Individualized Academic
Plan.
As of spring 2012, implement Study
Skills course.
By August 2011, implement several of
the high impact educational practices:
 Collaborative assignments and
projects;
 Undergraduate research;
 Diversity/global learning;
 Internships; and
 Capstone projects.