Working Group #2
Admissions, Retention, and Pathway to Graduation
Co-Chairs: Jerrilyn Dorminy, Paige Franklin, Geoffrey Whitebread
This section of the Selected Topics Self-Study Report evaluates the University’s efforts
to meet its strategic plan goals of growing enrollment (Goal A) and increasing our six-year
graduation rate (Goal B). Analytic questions focused on the recruitment, retention, and
graduation of students, as well as the support strategies intended to increase student success
along their “pathway to graduation.”
The path to graduation (PTG) begins with recruitment and enrollment and ends with
graduation and beyond (i.e., acquiring an advanced degree or entering a career). Using this
framework, the report includes the following findings.
Recruitment, pre-admissions information, and admissions



This section addressed demographic trends in recruiting, marketing efforts, and financial aid.
Strengths of this section highlighted improved recruitment and marketing efforts based on
demographics and targeted financial aid. These efforts resulted in improved enrollment of
targeted groups.
Challenges include continuing to address demographic changes, particularly in supporting
and allocating resources toward effectively tracking these changes and highlighting
underrepresented groups, such as deaf and hard of hearing students in mainstream programs
and from diverse backgrounds.
Recommendations suggest that we continue the critical function of demographic research on
deaf and hard of hearing students, as this will inform future enrollment planning, while also
focusing on the matriculation and persistence of students from noted groups.
Educational initiatives
This section describes existing supports and their assessment, as they guide students
along the path to graduation.
 Strengths of this section included improved retention rates and graduation rates.
 Challenges are addressing the gap between retention and graduation rates, looking both
holistically and specifically at underrepresented groups and maximizing underutilized and
existing resources to support students.
 Recommendations include increased assessment of admissions review practices and student
support services to encourage better utilization of existing support services.
Institutional gateways
This section focused on milestones and gateways through which students must pass (such
as successful completion of developmental courses, GSR courses, prerequisite courses, and
major admissions requirements).
Gallaudet University MSCHE Selected Topics Self-Study (January 2013)
Working Group Summaries
1



Strengths of this section included a number of programs in place to support student success,
particularly during the first year, such as JumpStart, an early alert system (Starfish), and
Supplemental Instruction. Another strength is improved declaration of major percentages.
Challenges address the fact that a number of barriers to graduation have been identified,
particularly the high D/F/withdrawal rates among S-level and developmental students taking
credit courses, issues with transfer student equivalencies, the limited number of available
prerequisite courses, and the requirements for admissions to majors. Another challenge is the
high percentage of transfer students who are not declaring majors.
Recommendations include a focused assessment on developmental and S-courses in order to
more clearly determine the impact and effectiveness of these courses on success and progress
to graduation. Another recommendation suggests the development of new procedures and
processes for advising students who are unable to meet major admissions requirements for
their selected majors. Departments were also recommended to review and validate
admissions requirements to the major, which is a part of GSP Strategy B.3.1.
Graduation and life after Gallaudet
The last section covers admitted students’ graduation rates and what we have in place for
students to help them understand career and life after graduation.
 Strengths of this section focused on improved attention to retention, academic standing, and
entrance to majors as targeted outcomes for programs. Retention has improved, students are
entering majors earlier, and graduation rates have improved.
 Challenges indicate that while retention and graduation rates have generally improved,
traditionally underrepresented groups (TUGs) still have not fared as well as white students,
and the University must continue to address this.
 Recommendations suggest that analysis of persistence into the third year, both holistically
and by student groups, be tracked to address the gap between early retention rates and
graduation rates.
Gallaudet University MSCHE Selected Topics Self-Study (January 2013)
Working Group Summaries
2