Evaluation of Student Retention Services
Western Carolina University
Final Report
July 13, 2007
Prepared by:
Table of Contents
PAGE
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
1: Introduction.....................................................................2
2: Situational Analysis......................................................... 11
3: Assessment of Office of Admissions Marketing Materials ... 48
4: Assessment of the Advising Center .................................. 74
5: Assessment of the Orientation Office and Program ........... 86
6: Findings from Interviews and Focus Groups ..................... 91
7: Survey Results ............................................................. 103
8: Peer Institution & Best Practices Analysis....................... 140
9: Recommendations........................................................ 193
10: Analysis of Resources Available .................................... 235
Appendices
Appendix A: Survey of Former Students .......................................... 253
Appendix B: List of Focus Groups and Interviews ............................. 255
Appendix C: Survey of Current Students.......................................... 257
Appendix D: Peer Institution IPEDS Data ......................................... 279
Appendix E: List of Peer Institution Interviewees ............................. 286
1
Chapter 1.0
Introduction
This chapter presents a brief introduction to the objectives of
Western Carolina University’s Evaluation of Student Retention
Services study.
Background
•
Western Carolina University (WCU) strives to be a national model for student learning and engagement that
embraces its responsibilities as an economically–engaged university. As such, WCU is committed to increasing
student retention and graduation rates as part of achieving its vision. Also, as a residential public university within
the University of North Carolina system, WCU is being prompted by the System office to increase student retention
and graduation rates.
•
In fall 2005, WCU’s enrollment consisted of 8,861 full- and part-time students, including 7,051 undergraduates, 1,715
graduate students, and 95 other students. The University’s 120 undergraduate majors and concentrations and/or
minors and more than 30 graduate-level programs of study are housed in four distinct colleges:
• College of Applied Sciences;
• College of Arts and Sciences;
• College of Business; and
• College of Education and Allied Professions.
•
Boasting a student-to-faculty ratio of 14 to 1, WCU offers a high-quality education through small class sizes and
expert faculty. The majority of classes (78%) have fewer than 30 students and the average freshman class size is 23
students. WCU has 433 full-time faculty members, approximately 73 percent of whom hold doctoral or terminal
degrees.
•
The WCU faculty and staff are dedicated to the mission of the institution, which is to create engaged learning
opportunities that incorporate teaching, research, and service through residential and distance education and
international experiences. The University focuses its academic programs, educational outreach, research and creative
activities, and cultural opportunities to improve individual lives and enhance economic and community development
in the region, state, and nation. Approved in June 2006, WCU’s 2006-2011 Strategic Plan emphasizes the institution’s
commitment to diversity and the facilitation of a global understanding through faculty, staff, student recruitment and
retention strategies, and academic/co-curricular planning.
3
Background
Western Carolina University - Educational Mission
A member of the University of North Carolina, Western Carolina University offers courses in the arts, sciences,
technologies, humanities, and professions. Students can elect degree programs at the bachelor's or master's level,
or doctoral level study in educational leadership. As a regional comprehensive institution, it serves the people of
North Carolina from its residential campus at Cullowhee and through off-campus instruction in Asheville and other
locations.
Teaching and learning constitute the central mission of Western Carolina University. The University seeks to create
a community of scholarship in which the activities of its members are consistent with the highest standards of
knowledge and practice in their disciplines. The commitment of the community to service, research, and creative
activities complements the central mission and extends the benefits of its scholarship to society. As a major public
resource for western North Carolina, the university assists individuals and agencies in the region through the
expertise of its faculty, its staff, and its students. Western Carolina University seeks to provide an environment in
which students, faculty, and staff jointly assume responsibility for learning, where free exchange of ideas,
intellectual challenge, and high standards of scholarship prevail.
Western Carolina University Leadership Goals for Improving Student Retention and Graduation
Rates
•
In consultation with the General Administration, WCU shall:
–
Establish goals for increasing retention and graduation rates and for monitoring the time that full- and parttime students take to graduate.
–
Offer programs that enhance students’ college experience.
–
Provide student-focused services that assist students in obtaining a bachelor’s degree in a timely manner.
4
Background
University of North Carolina System – Policy Guidelines for Improving Retention and Graduation Rates
•
Improving Retention and Graduation Rates
–
Introduction:
• The policies adopted by the Board of Governors encourage constituent institutions to decrease the
average length of time students take to complete their degrees while maintaining the quality of
undergraduate education and the integrity of the baccalaureate degree. In addition, students must
be expected to assume responsibility in planning their academic schedules so as to complete their
degrees in a timely manner.
–
Plan to Improve Retention and Graduation Rates in The University of North Carolina System:
• UNC’s plan to improve retention and graduation rates has two elements: (1) University wide policies
and goals that may decrease the average time taken for completion of degrees, including the
requirement that each institution perform institutional studies, based on factors that have been
identified as causing students to take longer to complete degree requirements, or drop out, and
develop an institutional plan to encourage retention and shorter average time to graduation; and
(2) campus and University-wide measures to assess the effectiveness of the policies and goals
adopted.
• The goal is to move the time taken for completion of the baccalaureate degree toward a four-year
period for students enrolled full-time and continuously throughout their academic careers, or
toward the equivalent of eight full-time semesters for part-time students or students who interrupt
their enrollment for valid reasons.
5
Background
President’s Action Committee on Efficiency & Effectiveness (PACE)
University of North Carolina (UNC) President, Erskine Bowles, has committed to be a vocal champion on behalf of
the campuses of the University System. As he makes the case for resources, however, he also must assure the
state's legislature and taxpayers that the significant resources already dedicated to the University are utilized as
efficiently and effectively as possible.
To assist in that effort, he commissioned a blue-ribbon President's Advisory Committee on Efficiency & Effectiveness
(PACE) of state and business leaders to review the university's activities and to provide findings and possible
recommendations.
The goals
–
–
–
–
of PACE included:
Develop a snapshot of where UNC funds are allocated/spent.
Examine non-academic administrative functions in particular.
Develop answers to any problems uncovered in this process.
Use the findings in conversations with the General Assembly and donors.
6
Goals and Scope of the Study
In January 2007, Western Carolina University (WCU) contracted with MGT of America, Inc. to conduct an evaluation
of student retention services. The emphasis of this evaluation centers on the following:
•
Assess current retention policies and procedures.
•
Identify barriers to student retention (people, policy, process) at Western Carolina University and assess the
adequacy of the staff to implement the retention plan.
•
Evaluate service/responsiveness of all student services in and outside of One-Stop.
•
Assess current students' perceptions of experience at Western Carolina University (freshmen, transfers,
minority students).
•
Assess other stakeholders (faculty, administration, staff).
•
Review: Sophomore and Senior UNC Survey results, and NSSE results.
•
Suggest surveys that should be done on a regular basis.
•
Assess current organizational structures/systems' ability to positively impact retention.
•
Assess student pre-college characteristics and their impact on retention activities planning.
•
Assess admissions marketing.
•
Assess Orientation program, links with Freshman Seminars, and follow-up orientation activities during regular
year.
•
Assess Freshman Seminars and analyze how this model might be used over the course of student's next three
years, including examining the value of a senior capstone experience incorporating curricular and life skills
transition issues.
•
Assess sophomore retention issues, identification of best practices, and determination of value of implementing
University College model.
•
Establish short term and long term funding priorities related to improving retention.
•
Develop a communication plan to obtain buy-in from the entire campus on student retention.
7
Methodology
•
•
MGT’s study methodology includes four major components:
–
Situational Analysis – Reviewed data, policies, and procedures.
–
Focus Groups & Interviews – Collected information from administrators, faculty, staff, and students.
–
Surveys of Current and Former Students – Collected information from current and former students.
–
Peer Institution & Best Practices Analysis – Data analysis and interviews with senior administrators
responsible for student retention at six peer institutions and reviewed best practices in student
retention.
This methodology allows for:
–
Input from all constituent groups regarding their perceptions about existing issues, problems, and
opportunities.
–
Identifies WCU’s strengths, weaknesses, and desired improvements.
–
Utilizes information from peer institutions and national best practices when making recommendations for
changes and/or enhancements.
8
Overview of Chapters
In addition to Chapter 1.0 (Introduction), this report includes the following seven chapters:
•
Chapter 2.0: Situational Analysis – This chapter includes an analysis of findings and an overview of Western
Carolina University’s data and statistics pertaining to:
– Enrollment Patterns
– Retention Rates
– Graduation Rates
– Students Who Leave
– Students Who Transfer to WCU
– Transfer-Out Rates
– Common Characteristics of Students
•
Chapter 3.0: Assessment of the Office of Admissions’ Marketing Materials - This analysis of the Office of
Admissions’ marketing materials includes an analysis of findings; discussion of the functions and structure of
WCU’s Office of Admissions; data analysis of applications, acceptances, and enrollments; an assessment of
marketing materials; and the student survey results related to Admissions.
•
Chapter 4.0: Assessment of the Advising Center - This analysis of the Advising Center includes an analysis of
findings; discussion of the functions and structure of WCU’s Advising Center; and an assessment of the
Advising Center .
•
Chapter 5.0: Assessment of the Orientation Office and Program - This analysis of the Orientation Office
includes an analysis of findings; discussion of the functions and structure of WCU’s Orientation Office; and an
assessment of the Orientation Office.
9
Overview of Chapters (cont.)
•
Chapter 6.0: Findings from Interviews and Focus Groups – This chapter presents findings from focus groups and
interviews conducted with WCU faculty, staff, and students. The purpose of the interviews and focus groups was to
assess the strengths and weaknesses of current retention policies and practices.
•
Chapter 7.0: Student Survey Results - This chapter presents findings from the online survey of WCU students. The
purpose of the survey was to assess the goals of students upon enrollment at WCU, their experience with the
admissions process, and their evaluation of their college experiences both in and out of the classroom.
•
Chapter 8.0: Peer Institution & Best Practices Analysis - This chapter compares WCU to six peer institutions, using
IPEDS data and information collected during interviews with senior administrators at peer universities. WCU also is
compared to National Best Practices in student retention.
•
Chapter 9.0: Recommendations - This chapter presents a summary of findings and offers recommendations,
including resource requirements to implement recommendations, for Western Carolina University’s consideration.
All recommendations consider efficient and effective use of resources and are based on national best practices.
•
Chapter 10.0: Financial and Staffing Considerations - This chapter analyzes WCU’s and peer institutions’ financial
and staffing data with regard to student retention efforts. Financial considerations are presented for Western
Carolina University’s review.
•
The
–
–
–
–
–
following five appendices to accompany the report to provide additional detail:
Appendix A: Survey of Current Students.
Appendix B: Survey of Former Students.
Appendix C: List of Focus Groups and Interviews.
Appendix D: Peer Institution IPEDS Data.
Appendix E: List of Peer Institution Interviewees.
10
Chapter 2.0
Situational Analysis
This chapter includes an analysis of findings and an overview of
Western Carolina University’s data and statistics pertaining to:







Enrollment Patterns
Retention Rates
Graduation Rates
Students Who Leave
Students Who Transfer to WCU
Transfer-Out Rates
Common Characteristics of Students
Situational Analysis – Analysis of Findings
•
WCU’s student population has increased over the past six years by nearly 1,300 students, resulting in a 29.1%
change between 2001 and 2006. Increases in student population require that current resources be used
efficiently and effectively to continue to meet the needs of students.
•
Retention Rates – Freshman to sophomore retention rates have been stable over the last six years (71%), even
though total student enrollment has increased, suggesting that WCU is using their resources efficiently and
effectively. WCU wishes to capitalize on this momentum and increase student retention rates. A review of the
data shows that of the students who leave WCU, most do so after the first year. A smaller percentage of
students (compared to freshman) leave after their sophomore year. Students who continue through their junior
year at WCU tend to remain through graduation.
•
Graduation Rates – Six-year graduation rates have been stable over the last six years (47%). In comparing the
relationship of SAT scores and first semester GPAs, GPA is a stronger predictor of graduation. As WCU aims to
increase the institution’s average SAT score, the data reveal that restricting enrollment to those students who
are higher academic achievers in high school will not substantially improve retention rates alone. While those
with the strongest high school academic records do tend to graduate at higher rates (on average), this group of
students also has slightly lower retention rates compared to other groups of students, for example:
–
Students entering WCU with SAT scores below 1000 are often retained to their sophomore year at rates
similar to those scoring between 1001 and 1100 on the SAT.
–
Students with the lowest SAT scores (below 1000) have approximately the same four- and six-year
graduation rates as mid-range counterparts (between 1001 and 1100).
–
For three of the last six years, retention rates for regular admits and Summer Success Program students
were similar.
12
Situational Analysis – Analysis of Findings (cont.)
•
The findings from the situational analysis suggest that the study needs to identify the reasons that students are
departing WCU and offer recommendations on programs and services to address the needs of students who are
“likely to leave” as well as “likely to stay.”
•
WCU's goal is to increase student retention and graduation rates as well as contribute to the System’s overall
retention and graduation rates. A review of WCU’s pipeline of students (see WCU Pipeline on page 15) will
illuminate WCU's student retention and graduation issues.
•
As shown in WCU’s pipeline, for every 100 first-time, full-time freshmen, 71 students return to WCU for their
sophomore year, while 29 leave after their freshman year. 60 students return for their junior year, while 11 do not.
Finally, of the original 100 students, 47 students will graduate within six years, and another 13 students do not
graduate between their junior year and sixth year. A total of 53 students leave WCU over a six-year period of time.
•
Of the 53 students who do not graduate within six years:
•
–
24 dropout or are unable to be found through available tracking means. These students may attend an
institution out-of-state, dropout from college, etc.
–
26 students transfer to a two-year college in North Carolina (6 students), four-year public institution in
North Carolina (17 students), or four-year private institution in North Carolina (3 students).
–
3 of the 53 students graduate within 6.5 to 10 years from WCU. This group of students may have attended
school part-time, switched majors, and/or taken a semester or more off from college.
After identifying where students go, the next step in the analysis is to examine what can be done to encourage
students to remain in the pipeline to graduation, thereby reducing the number of students who leave (currently 53
students for every 100 freshmen).
13
Situational Analysis – Analysis of Findings (cont.)
There are 7 points in this pipeline at which WCU can attempt to intervene to retain more students from year to year
and graduate more students within six years (see WCU pipeline on page 15).
1.
Recruitment & Admissions – Efforts that focus on recruiting, admitting, and enrolling students who want
to graduate from WCU.
2.
Freshman Focused Programs & Services – This includes efforts that exclusively target freshman students.
3.
Sophomore Focused Programs & Services – This includes efforts that exclusively target sophomore
students.
4.
Junior/Senior Focused Programs & Services – This includes efforts that exclusively target upperclassmen.
5.
At-Risk and Other Programs & Services – This includes programs and services to assist populations
typically at-risk of dropping out or who have a decreased chance for graduation.
6.
Increased Engagement Programs & Services – This population of students leaves WCU to attend other
institutions, which suggests that these students were not sufficiently engaged at WCU. Therefore, these
programs and services help students form stronger connections with other students and the campus.
7.
Time-to-Degree Efforts – This includes efforts to reduce the time it takes to complete a bachelor’s
degree, such as ensuring that courses taken are needed for the intended degree. Also, programs with a
large number of required credit hours can impede a student’s chance for graduation within six years.
•
An assessment of WCU’s current programs and services shows that there is a strong focus on admissions,
Freshmen, and at-risk students (impact points 1, 2, and 3).
•
Therefore, there are opportunities for enhancements or new programs and services in impact points 2 through 7
(Sophomores, Juniors/Seniors, Transfer (Out), and Time-to-Degree (Extended)).
14
WCU PIPELINE
For every
29
53
100 Freshmen
Return
Junior Yr.
60
Leave
13
47
Leave
5. At-Risk and Other
Programs and
Services
Dropout &
24 Other
2. Freshman Focused
Programs & Services
Return
71Sophomore
Yr.
Leave
11
1. Recruitment
and Admissions
26
3. Sophomore
Focused Programs
& Services
4. Junior & Senior
Focused Programs
& Services
Graduate
6. Increased
Engagement
Programs & Services
Transfer to
2 or 4 yr. Inst.
3
7. Time-toDegree
Efforts
Graduate in
6.5-10 years
15
Situational Analysis – Analysis of Findings (cont.)
•
•
When examining students who leave, the majority (26 students of 53 leavers) attend another institution within
North Carolina. This suggests that many students who leave WCU have the ability and motivation to be
academically successful; they simply achieve their successes elsewhere.
–
For three of the last five years, students with the highest first semester GPAs (above 3.0) leave at or
above the rate of the lowest achieving students (first semester GPA below 2.0).
–
WCU has the highest transfer-out bachelor’s degree graduation rate of all four-year institutions in the
UNC system (24%).
This group of transfer-out students may be leaving for a variety of reasons, some of which are beyond the
control of WCU, for example:
–
This group of transfer-out students may be students for whom WCU is not a good fit from the beginning.
They may have enrolled at WCU with the intention of building a solid collegiate record in an effort to
eventually transfer into their first choice school.
–
Students within this group may change their major during their freshman or sophomore year and find
that WCU does not offer their new desired major. As most incoming freshmen are often unsure about
the path their academic lives will take, many may discover that WCU is not a good fit for them only after
their first or second year of college.
–
This group of transfer-out students may need more social connection to the university, a stronger sense
of belonging. Stronger targeting of these students with activities for engagement may provide them with
reasons to stay.
16
Situational Analysis – Analysis of Findings (cont.)
•
As a university within the North Carolina System, WCU contributes toward the System’s mission by providing
access, which includes students classified as low-socioeconomic status, who traditionally have lower retention
and graduation rates. The data suggest that eliminating the lowest achieving high school students from the
freshman class will not necessarily increase retention rates. Instead, providing those students with strong
academic support could greatly improve their chances of collegiate success. Further, assisting these students in
developing social connections with both peers and faculty may increase their allegiance to WCU and ultimately
improve retention rates.
–
Approximately 13% of freshmen are first generation college students, typically very motivated learners,
but a group of students who may need more support to be successful since there will be less familiarity
with the college experience from relatives. Programs that target this group and promote the pride that
they and their families feel about their achievements may encourage a strong sense of loyalty to WCU, as
WCU is the only institution of higher education in their family’s history. Promoting this emerging legacy of
commitment to WCU may have ripple effects with students for generations.
17
Enrollment Patterns
•
Between 2001 and 2006, total enrollment steadily increased, resulting in a 29.1% change over the six-year period.
•
Undergraduate enrollment increased by 26.9% during the 2001 to 2006 time period. This included growth of 26.5%
increase in full-time undergraduate enrollment (1,287 students) and 29.8% growth in part-time undergraduate
enrollment (207 students). Total graduate enrollment increased by 43.2% during the same time period (517
students).
•
Undergraduate students comprise approximately 80% of the total student population.
EXHIBIT 2-1:
FALL ENROLLMENTS BY STATUS, CLASSIFICATION, AND LEVEL, 2001 THROUGH 2006
CLASS
UNDERGRADUATE
Freshmen
Sophomores
Juniors
Seniors
Subtotal
OTHER
Other
Subtotal
GRADUATE
Graduate
Subtotal
TOTAL
2001
2002
FULL-TIME
2003
2004
2005
2006
2001
2002
ENROLLMENT - FALL
PART-TIME
2003
2004
2005
2006
2001
2002
TOTAL
2003
2004
2005
2006
1,627
1,134
970
1,132
1,637
1,191
962
1,143
1,869
1,181
1,046
1,188
2,076
1,317
1,135
1,255
2,085
1,391
1,195
1,315
2,108
1,414
1,267
1,361
58
51
235
350
36
56
193
363
52
70
222
358
35
80
243
509
34
82
345
442
60
114
253
474
1,685
1,185
1,205
1,482
1,673
1,247
1,155
1,506
1,921
1,251
1,268
1,546
2,111
1,397
1,378
1,764
2,119
1,473
1,540
1,757
2,168
1,528
1,520
1,835
4,863
4,933
5,284
5,783
5,986
6,150
694
648
702
867
903
901
5,557
5,581
5,986
6,650
6,889
7,051
9
9
14
14
8
8
19
19
29
29
28
28
99
99
70
70
93
93
116
116
62
62
67
67
108
108
84
84
101
101
135
135
91
91
95
95
393
393
5,265
440
440
5,387
452
452
5,744
505
505
6,307
522
522
6,537
525
525
6,703
805
805
1,598
928
928
1,646
1,022
1,022
1,817
1,106
1,106
2,089
1,163
1,163
2,128
1,190
1,190
2,158
1,198
1,198
6,863
1,368
1,368
7,033
1,474
1,474
7,561
1,611
1,611
8,396
1,685
1,685
8,665
1,715
1,715
8,861
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
18
Enrollment Patterns (cont.)
•
Exhibit 2-2 illustrates the 26.9% growth in undergraduate enrollment during the six-year period from 2001 to 2006.
•
Between 2001 and 2006, enrollment grew between 0.4% and 11.1% annually.
•
Undergraduate enrollment rose by 2.4% from Fall 2005 to Fall 2006, an increase of 162 students.
2001
2002
6,650
7,051
5,581
6,000
5,557
7,000
5,986
8,000
6,889
EXHIBIT 2-2:
FALL UNDERGRADUATE STUDENT ENROLLMENT TREND, 2001 THROUGH 2006
2005
2006
5,000
4,000
3,000
2,000
1,000
2003
2004
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
19
Enrollment Patterns (cont.)
•
Exhibit 2-3 shows WCU’s undergraduate enrollment by classification for Fall 2006.
•
Concentrations among undergraduate students were heaviest at the beginning and end of the college
experience, with 56.7% of the total undergraduate student body classified as either a freshman or a senior.
EXHIBIT 2-3:
UNDERGRADUATE STUDENT ENROLLMENT, FALL 2006
Seniors
26.0%
Juniors
21.6%
Freshmen
30.7%
Sophomores
20.2%
Source: Western Carolina University, Office of Institutional
Research and Planning, 2007.
20
Enrollment Patterns (cont.)
•
Full-time undergraduate enrollment increased steadily from 2001 to 2006, resulting in a total increase of
1,287 full-time students (26.5%).
•
Part-time undergraduate enrollments fluctuated slightly during the same six-year period, but overall rose by
29.8% or 207 part-time students.
EXHIBIT 2-4:
FALL UNDERGRADUATE ENROLLMENT TREND BY ENROLLMENT STATUS, 2001 THROUGH 2006
7,000
Full-Time
6,000
Part-Time
6,150
5,986
5,783
5,284
ENROLLMENTS
5,000
4,933
4,863
4,000
3,000
2,000
1,000
694
648
702
867
903
901
0
2001
2002
2003
2004
2005
2006
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
21
Enrollment Patterns (cont.)
•
Male student enrollment increased by 26% between 2001 and 2006 with an addition of 700 male students over
the six-year period.
•
During the same period, female enrollments rose by 794 students, an increase of 27.7%.
EXHIBIT 2-5:
FALL UNDERGRADUATE ENROLLMENT TREND BY GENDER, 2001 THROUGH 2006
ENROLLMENTS
3663
3388
3,301
3,469
3,181
3,080
2,906
2,866
2,715
2,688
3,000
2,869
Female
3,588
Male
4,000
2,000
1,000
0
2001
2002
2003
2004
2005
2006
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
22
Enrollment Patterns (cont.)
• Exhibit 2-6 illustrates Fall undergraduate enrollment from 2001 to 2006 by geographical origin. During this time,
North Carolina resident enrollment increased by 32.1% (1,592 students).
• Out-of-state student enrollment decreased by 16.2% (98 students) over the six-year period.
• The proportion of North Carolina residents to non-residents enrolled at WCU increased, as in-state enrollment
rose by 3.7% over the six-year period.
EXHIBIT 2-6:
FALL UNDERGRADUATE ENROLLMENT BY STUDENT ORIGIN, 2001 THROUGH 2006
ORIGIN
North Carolina Resident
2001
North Carolina Resident
2004
2005
2006
5,041
5,425
6,023
6,260
6,544
605
540
561
627
629
507
5,581
5,986
6,650
6,889
7,051
5,557
ORIGIN
2003
4952
Non-North Carolina Resident
TOTAL
2002
2001
89.1%
2002
90.3%
2003
90.6%
2004
90.6%
2005
2006
CHANGE
Num ber Percent
1,592
(98)
1,494
32.1%
-16.2%
26.8%
% Point
Change
90.9%
92.8%
3.7%
9.7%
9.4%
9.4%
9.1%
Non-North Carolina Resident
10.9%
TOTAL
100%
100.0%
100.0%
100.0%
100.0%
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
7.2%
-3.7%
100.0%
0.0%
23
Enrollment Patterns (cont.)
•
Exhibit 2-7 illustrates Fall 2006
undergraduate enrollment by ethnicity.
•
White students constitute the
overwhelming majority (90.4%) of all
undergraduate students at WCU.
•
African Americans are the largest
minority group among undergraduate
students, constituting 5.7% of the
population.
EXHIBIT 2-7:
UNDERGRADUATE ENROLLMENT BY ETHNICITY,
FALL 2006
Black
5.7%
Native
American
1.4%
Asian
1.0%
Hispanic
1.5%
White
90.4%
Source: Western Carolina University, Office of Institutional
Research and Planning, 2007.
24
Enrollment Patterns (cont.)
•
Exhibit 2-8 indicates the percentage of first-year students who identified themselves as first-generation college
students at WCU and within the entire UNC system in 2000 and in 2005.
•
Between 2000 and 2005, the system-wide percentage of first-generation college students rose by 1%.
•
The percentage of first-generation college students at WCU decreased by 3.3% in the same time period.
EXHIBIT 2-8:
FRESHMAN FIRST-GENERATION COLLEGE STUDENTS, WCU AND SYSTEM-WIDE
FALL 2000 AND 2005
WCU
Total UNC
20.0%
15.0%
16.5%
16.3%
15.3%
13.2%
10.0%
5.0%
0.0%
2000
2005
Source: Western Carolina University, Office of Institutional Research and
Planning, 2007.
25
Enrollment Patterns (cont.)
•
The percentage of students applying only to WCU has increased from 23.6% in Fall 2000 to 27.2% in Fall
2005 (an increase of 3.6%). Conversely, the system-wide percentage of students applying to only one
institution decreased by 2.7%.
•
During the same six-year period, the percentage of WCU students who applied to only one or two schools
other than WCU increased by 0.9% and 0.8% respectively.
•
Additionally, the percentages of WCU students who applied to four and five or more institutions decreased
by 2.1% and 3.2% respectively, in that time period. This trend is also in contrast to the system-wide
increase in the percentage of students applying to four or more institutions (3.8% increase between 2000
and 2005).
2000
30.0%
EXHIBIT 2-9:
NUMBER OF COLLEGES TO WHICH
WCU INCOMING CLASS APPLIED
FALL 2000 THROUGH FALL 2005
2001
2002
25.0%
2003
20.0%
2004
2005
15.0%
10.0%
5.0%
0.0%
1
2
3
4
5 or more
Number of Colleges
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
26
Enrollment Patterns (cont.)
•
The percentage of students who lived in rural communities prior to attending WCU increased by 2.4% from 2000 to
2005. The percentage of students coming from moderate-size cities also increased (1.3%).
•
The percentage of WCU students from small towns, large cities, and urban areas decreased during the same time
period, by 0.9%, 1.4% and 1.6% respectively.
37.8%
40%
EXHIBIT 2-10:
HIGH SCHOOL AREA OF
RESIDENCY FOR INCOMING
WCU FRESHMAN CLASS
FALL 2000 AND FALL 2005
2000
36.9%
2005
35%
30%
22.8% 24.1%
25%
20%
18.4%
16.0%
12.5%
15%
11.0%
10.9%
9.6%
10%
5%
0%
Rural
Small To wn (<20,000)
M o derate-Size City
(20,001-60,000)
Large City (60,001100,000)
Urban A rea (>100,000)
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
27
Retention Rates
•
Exhibit 2-11 displays the retention rates for each freshman student cohort from 2000-01 through 2005-06.
•
Of the students who leave WCU, most do so after the first year (26% to 30%).
•
A number of other students (11% to 14%) leave after their sophomore year.
•
Students who continue through their junior year at WCU tend to stay through graduation.
Freshman to Sophmore
Freshman to Junior
100%
EXHIBIT 2-11:
OVERALL RETENTION RATES
2000-01 THROUGH 2005-06
Freshman to Senior
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
28
Retention Rates (cont.)
•
Exhibit 2-12 displays the freshman to sophomore retention rates by SAT score from Fall 2000 through Fall 2005.
•
Students admitted with SAT scores higher than 1100 (72.8% in Fall 2005) are retained at a slightly higher rate
than those with scores below 1100 (71.7% for students with less than 1000, and 68.8% for students with 1001
to 1100).
•
In Fall 2000 and every year since Fall 2003, students with the lowest scores (below 1000) have been retained at
a rate equal to or above that of students with mid-range scores (1000 to 1100).
EXHIBIT 2-12:
RETENTION RATES BY SAT
SCORE, FRESHMAN-SOPHOMORE
2000 THROUGH 2005
90.0%
<1000
1001-1100
>1100
80.0%
70.0%
60.0%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
29
Retention Rates (cont.)
•
Exhibit 2-13 displays the freshman to sophomore retention rates by high school GPA from Fall 2001 through Fall 2005.
•
Exhibit 2-14 displays the freshman to junior retention rates by high school GPA for the same group of students from
Fall 2001 through Fall 2004.
•
As expected, students with a high school GPA of 3.0 or higher were retained at a consistently higher rate than those
with lower high school GPAs.
EXHIBIT 2-14:
RETENTION RATES BY HIGH SCHOOL GPA
FRESHMAN TO JUNIOR
2000 THROUGH 2005
EXHIBIT 2-13:
RETENTION RATES BY HIGH SCHOOL GPA
FRESHMAN TO SOPHOMORE
2000 THROUGH 2005
90%
90%
2.0-2.49
2.5-2.99
80%
80%
70%
70%
60%
60%
3.0-3.49
3.5-4.0
50%
2.0-2.49
50%
2.5-2.99
40%
30%
40%
3.0-3.49
3.5-4.0
Fall 2000
30%
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2000
Incoming Cohort
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
30
Retention Rates (cont.)
•
Exhibit 2-15 displays the freshman to sophomore retention rates for Honors, Regular Admit, and Summer Success
Program students from Fall 2000 through Fall 2005.
•
Exhibit 2-16 displays the freshman to junior retention rates for the same students from Fall 2000 through Fall 2004.
•
Honors students were retained at a consistently higher rate than other student groups.
•
In 2000, 2002, 2003, freshman to sophomore retention rates were very similar for SSP students and regular admit
students.
•
Exhibit 15 shows a declining rate of retention for SSP students since Fall 2003.
EXHIBIT 2-15:
RETENTION RATES
HONORS, REGULAR ADMIT, AND SSP STUDENTS,
FRESHMAN TO SOPHOMORE
2000 THROUGH 2005
Honors
100%
EXHIBIT 2-16:
RETENTION RATES
HONORS, REGULAR ADMIT, AND SSP STUDENTS,
FRESHMAN TO JUNIOR
2000 THROUGH 2004
Honors
100%
Regular
90%
SSP
Regular
90%
80%
80%
70%
70%
60%
60%
50%
50%
40%
SSP
40%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2000
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Incoming Cohort
31
Retention Rates (cont.)
•
Exhibit 2-17 displays the freshman to sophomore retention rates by first-semester GPA from Fall 2001 through
Fall 2005.
•
Students with mid-range GPAs (2.1 to 3.0) after their first semester were most likely to remain at WCU.
•
Students with a first-semester GPA of 3.0 or higher were retained at the lowest rate for three of the five years
(2001, 2003, 2004).
<=2.0
2.1 to 3.0
>3.0
100%
EXHIBIT 2-17:
RETENTION RATES FOR
ENTERING FRESHMAN COHORT
BY FIRST-SEMESTER GPA
FRESHMAN-SOPHOMORE, 2000
THROUGH 2005
90%
80%
70%
60%
50%
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
32
Retention Rates (cont.)
•
Exhibit 2-18 displays the retention rates for both full-time and part-time transfer students from their entry year
through the following fall for 2000 through 2005.
•
Full-time transfer student retention rates were typically higher than those of their part-time counterparts and were
more consistent over the examined time period.
EXHIBIT 2-18:
RETENTION RATES OF
FULL- AND PART-TIME
TRANSFER STUDENTS
FROM ENTRY YEAR TO THE
FOLLOWING FALL, 2000
THROUGH 2005
100%
New Full-Time Transfer
New Part-Time Transfer
90%
80%
70%
60%
50%
40%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Incoming Cohort
Fall 2004
Fall 2005
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
33
Retention Rates (cont.)
•
Exhibits 2-19 and 2-20 display the freshman to sophomore and freshman to junior retention rates for first-time,
full-time students by housing status for Fall 2001 through 2005.
•
Retention rates for students living on campus have been at or above those of their off campus counterparts for
five of the six examined years.
•
The number of students living off campus typically is low and many of those students may be living with a
relative.
EXHIBIT 2-19:
RETENTION RATES OF FIRST-TIME FULL-TIME
STUDENTS BY HOUSING STATUS,
FRESHMAN TO SOPHOMORE
2000 THROUGH 2005
80%
EXHIBIT 2-20:
RETENTION RATES OF FIRST-TIME FULL-TIME
STUDENTS BY HOUSING STATUS,
FRESHMAN TO JUNIOR
2000 THROUGH 2004
Off Campus
80%
On Campus
70%
70%
60%
Off Campus
60%
On Campus
50%
50%
40%
40%
30%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Incoming Cohort
Fall 2004
Fall 2005
30%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
34
Retention Rates (cont.)
•
Exhibit 2-21 displays the entry year to following fall retention rates for full-time transfer students by housing
status.
•
Entry to second year retention rates for transfer students living on campus closely approximates those of offcampus students for the entire period.
EXHIBIT 2-21:
RETENTION RATES FOR FULL-TIME TRANSFER STUDENTS BY HOUSING STATUS
ENTRY YEAR TO FOLLOWING FALL, 2000 THROUGH 2005
80%
70%
60%
Off Campus
50%
On Campus
40%
30%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and
Planning, 2007.
35
Retention Rates – UNC System
•
Exhibit 2-22 displays the retention rates for the first-time full-time freshman cohort entering in 2004-2005 for
each of the 16 institutions within the University of North Carolina System for 2004-2005.
•
While the UNC institutions do not all share the same mission and can be expected to have different retention
rates, the chart does illustrate that WCU faces an opportunity for improvement.
•
WCU ranked 15th within the UNC System, with the next closest institution’s retention rate (UNC-Pembroke) only
one percentage-point away.
96%
100%
86% 86%
90%
79% 77%
76% 76% 76% 75% 75% 75%
73% 72% 71%
70%
57%
60%
50%
40%
30%
20%
10%
SA
C
U
N
W
C
-P
C
T
N
U
N
C
A&
SU
W
S
FS
U
S
U
U
EC
C
C
N
N
C
-A
U
U
C
N
EC
-G
-C
U
N
C
-W
U
N
C
ST
U
C
U
AS
N
N
C
-C
H
0%
U
EXHIBIT 2-22:
FIRST-TIME FULL-TIME
RETENTION RATES FOR THE
UNIVERSITY OF NORTH
CAROLINA INSTITUTIONS,
2004-2005
83%
80%
Source: IPEDS Graduation Survey, and Enrollment Survey, 2005.
36
Graduation Rates
•
Exhibit 2-23 displays the four-year graduation rates by SAT score. Students with mid-range SAT scores (1001 to
1100) and those with scores below 1000 had a more similar four-year graduation rate than those with SAT scores
higher than 1100. For the 2000 cohort, the students with the lowest SAT scores graduated at a 3.8% higher rate
than their mid-range score counterparts.
•
Exhibit 2-24 displays the four-year graduation rates by first-semester GPA. Students with first-semester GPAs of
3.0 or higher graduated within four years at a consistently higher rate than those with lower GPAs.
•
In comparing the relationship of SAT scores and first semester GPAs, GPA is a stronger predictor of graduation
(Exhibit 2-23 and Exhibit 2-24).
EXHIBIT 2-23:
FOUR-YEAR GRADUATION RATES FOR ENTERING
FRESHMAN COHORT
BY SAT SCORE
1996 THROUGH 2001
60%
<1000
1001-1100
>1100
50%
EXHIBIT 2-24:
FOUR-YEAR GRADUATION RATES FOR ENTERING
FRESHMAN COHORT
BY FIRST-SEMESTER GPA
1996 THROUGH 2001
2.1 to 2.9
>3.0
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
<=2.0
60%
0%
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Fall 1996
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
Fall 1997
Fall 1998
Fall 1999
Fall 2000
Fall 2001
Incoming Cohort
37
Graduation Rates (cont.)
•
Consistent with the analysis of four-year graduation rates, first semester GPA is a stronger indicator of graduation
rates (Exhibit 2-25 and Exhibit 2-26).
•
As seen in Exhibit 2-25, students with mid-range SAT scores (1001 to 1100) and those with scores below 1000 had
approximately the same six-year graduation rate. For the 1999 entering freshman cohort, the students with the
lowest SAT scores graduated at a 2.2% higher rate than their mid-range score counterparts.
•
Exhibit 2-26 shows the six-year graduation rates for the entering freshman cohorts for Fall 1996 through Fall 1999
by first semester GPA. Students with higher first-semester GPAs (2.1 to 2.9 and 3.0 or higher) graduated within six
years at a consistently higher rate than those with lower first-semester GPAs.
EXHIBIT 2-25:
SIX-YEAR GRADUATION RATES FOR ENTERING
FRESHMAN COHORT BY SAT SCORE
1996 THROUGH 1999
<1000
80%
1001-1100
70%
>1100
EXHIBIT 2-26:
SIX-YEAR GRADUATION RATES FOR ENTERING
FRESHMAN COHORT BY FIRST-SEMESTER GPA
1996 THROUGH 1999
80%
70%
60%
60%
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
<=2.0
2.1 to 2.9
>3.0
0%
0%
Fall 1996
Fall 1997
Fall 1998
Fall 1999
Fall 1996
Incoming Cohort
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
Fall 1997
Fall 1998
Fall 1999
Incom ing Cohort
38
Graduation Rates (cont.)
•
Exhibit 2-27 displays six-year graduation rates for the 1998 cohort by ethnicity.
•
Asian and Non-Resident Alien students tended to graduate at a higher rate than other student groups (63% and
71%, respectively), while Hispanic students graduated at a rate lower than the institutional average (30%).
•
Black, American Indian, and White students graduated at approximately the same rate as the institutional
average of 46%.
EXHIBIT 2-27:
SIX-YEAR GRADUATION RATES BY ETHNICITY
1998 ENTERING FRESHMAN COHORT GRADUATING IN 2004
100%
90%
80%
70%
60%
Institution
Wide
Rate
46%
50%
40%
30%
20%
10%
0%
Black
Hispanic
Asian
American Indian
White
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
Non-Resident
Alien
39
Graduation Rates – UNC System
•
Exhibit 2-28 shows the six-year graduation rates for each of the 16 institutions within the University of North
Carolina System for 2004-2005.
•
WCU’s six-year graduation rate in 2004-2005 was 47 percent, which was below the rates of 11 of its state peers.
•
WCU ranks higher on six-year bachelor’s degree graduation rates (Exhibit 2-28) compared to retention rates for
each of the 16 institutions within the University of North Carolina System (Exhibit 2-22).
90%
84%
80%
71%
70%
64% 63%
56% 54%
53% 51%
49% 49% 48% 47%
45%
60%
50%
42% 40%
35%
40%
30%
20%
10%
ille
NC
A&
T
UN
CP
et
te
v
NC
CU
Fa
y
W
CU
ro
lin
a
UN
C
A
UN
CEl
iza
G
be
th
Ci
ty
UN
CC
W
SS
U
Ca
ia
n
UN
CW
ac
h
NC
SA
st
Ea
Ap
pa
l
NC
SU
CH
0%
UN
C-
EXHIBIT 2-28:
SIX-YEAR BACHELOR’S DEGREE
GRADUATION RATES FOR THE
UNIVERSITY OF NORTH
CAROLINA INSTITUTIONS,
2004-2005
Sources: IPEDS Graduation Survey, and Enrollment Survey, 2005.
40
Students Who Leave
•
•
•
WCU provided MGT with a list of 1,726 former
students of WCU for a telephone survey. [The
survey of former students is available in Appendix
A.]
EXHIBIT 2-29:
PERCENTAGE OF FORMER STUDENTS
BY CONTACT RESULT
35.0%
Telephone contact information was available for 99
students.
30.0%
Of the available numbers, 72.7% had been
disconnected, wrong, or led to an answering
machine. Students with answering machines were
called three times.
20.0%
29.3%
24.2%
25.0%
19.2%
14.1%
15.0%
8.1%
10.0%
4.0%
5.0%
•
•
Contact was made with 9.1% of former students,
with 8.1% completing the interview.
Students who completed the interview stated that
their reasons for attending and leaving WCU were
primarily personal and were beyond WCU’s control
(e.g., wanted to be closer to family; wanted to be
farther from family or friends in the Cullowhee
area; WCU did not have the major the student
wanted).
1.0%
0.0%
Answering
Machine
Wrong Disconnected No Answer Completed
Number
Number
Interview
Did Not
Accept
Unidentified
Calls
Refused
Interview
Sources: Western Carolina University, Office of Institutional Research and
Planning, 2007, and MGT analysis, 2007.
41
Students Who Leave (cont.)
•
Exhibit 2-30 displays the percentage of students who transferred to another UNC campus, by institution for a six-year
period. WCU is consistently above the System average on this measure for students who transferred (as a percentage
of undergraduate enrollments) to a two- or four-year institution, between 2000 and 2005.
•
WCU had the highest percentage of students who transferred to a four-year institution in the UNC System (as a
percentage of undergraduate enrollments) for three years between Fall 2000 and Fall 2005.
•
During that same six-year period, there was only one year (2001) in which WCU had the highest percentage of
students who transferred to a two-year institution in the UNC System (as a percentage of undergraduate enrollments).
EXHIBIT 2-30:
PERCENTAGE OF STUDENTS WHO TRANSFERRED TO ANOTHER
UNC CAMPUS, BY INSTITUTION, FALL 2000 THROUGH FALL 2005
Four-Year Institutions: Transfers
as a Percentage of Undergraduate Enrollments
INSTITUTION
WCU
ASU
ECU
ECSU
FSU
NCAT
NCCU
NCSA
NC St.
UNC-A
UNC-CH
UNC-C
UNC-G
UNC-P
UNC-W
WSSU
System Average with WCU
System Average without WCU
2000
1.52%
1.47%
1.27%
0.92%
1.17%
1.17%
1.11%
0.77%
1.60%
1.73%
0.51%
0.79%
1.73%
1.51%
1.23%
1.00%
1.22%
1.21%
2001
2.29%
1.43%
1.02%
1.43%
1.51%
1.42%
1.31%
1.39%
1.90%
1.51%
0.70%
0.75%
1.63%
1.61%
1.32%
1.21%
1.35%
1.31%
2002
1.86%
1.56%
1.10%
1.24%
1.04%
1.25%
0.97%
1.35%
1.69%
1.50%
0.79%
0.91%
1.58%
1.33%
1.62%
1.48%
1.32%
1.30%
2003
1.79%
1.68%
1.18%
1.04%
0.96%
1.07%
0.85%
1.76%
1.80%
1.26%
0.61%
0.95%
1.66%
1.78%
1.28%
1.01%
1.30%
1.28%
2004
1.49%
1.39%
1.02%
1.27%
1.22%
1.29%
0.97%
1.32%
1.87%
1.31%
0.59%
0.94%
1.82%
1.24%
1.24%
1.08%
1.27%
1.26%
2005
2.21%
1.60%
1.09%
1.35%
1.16%
1.10%
1.11%
0.82%
1.80%
1.53%
0.59%
0.97%
1.58%
1.36%
1.61%
1.43%
1.34%
1.30%
Two-Year Institutions: Transfers
as a Percentage of Undergraduate Enrollments
2000
0.80%
0.75%
0.71%
0.50%
0.41%
0.26%
0.23%
0.64%
0.39%
0.31%
0.11%
0.42%
0.67%
0.85%
0.53%
0.46%
0.47%
0.46%
2001
0.79%
0.70%
0.77%
0.56%
0.59%
0.54%
0.46%
0.55%
0.32%
0.28%
0.08%
0.33%
0.68%
0.78%
0.58%
0.50%
0.49%
0.48%
2002
0.69%
0.47%
0.82%
0.53%
0.57%
0.72%
0.38%
0.41%
0.45%
0.33%
0.13%
0.35%
0.72%
0.85%
0.63%
0.28%
0.51%
0.50%
2003
0.72%
0.58%
0.85%
0.64%
0.87%
0.67%
0.34%
0.25%
0.46%
0.27%
0.13%
0.38%
0.80%
0.76%
0.59%
0.55%
0.54%
0.54%
2004
0.67%
0.65%
0.74%
0.69%
0.60%
0.74%
0.30%
0.53%
0.38%
0.30%
0.16%
0.52%
1.26%
0.81%
0.54%
0.39%
0.57%
0.57%
Sources: University of North Carolina, Statistical Abstracts 1999-00 through 2005-06 and IPEDS Enrollment
Surveys, 2000 through 2005. Note: Yellow highlighting indicates value is above WCU’s percentage for that year.
2005
0.74%
0.58%
0.69%
0.55%
0.56%
0.60%
0.22%
0.41%
0.42%
0.24%
0.18%
0.48%
1.10%
0.88%
0.43%
0.34%
0.53%
0.52%
42
Students Who Transferred to WCU
•
Exhibit 2-31 shows the percentage of students who transferred from another UNC campus to WCU, by institution, for a
six-year period. WCU is consistently below the System average on this measure for students who transferred (as a
percentage of undergraduate enrollments) from a two- or four-year institution to WCU, during this period of time.
•
Of the students who transferred to WCU from another UNC campus between 2000 and 2005, more transferred from a
two-year institution rather than from a four-year institution.
•
WCU ranks high in the percentage of students who transfer from a two-year institution within the UNC System. For
three of those six years, WCU ranked fourth or higher among UNC schools.
EXHIBIT 2-31:
PERCENTAGE OF STUDENTS THAT TRANSFERRED FROM ANOTHER UNC CAMPUS,
BY INSTITUTION, FALL 2000 THROUGH FALL 2005
From Four-Year Institutions: Transfers
as a Percentage of Undergraduate Enrollments
From Two-Year Institutions: Transfers
as a Percentage of Undergraduate Enrollments
INSTITUTION
WCU
ASU
ECU
ECSU
FSU
NCAT
NCCU
NCSA
NC St.
UNC-A
UNC-CH
UNC-C
UNC-G
UNC-P
UNC-W
WSSU
2000
0.81%
0.84%
0.91%
0.32%
0.78%
0.69%
1.60%
0.77%
1.56%
1.29%
1.04%
1.76%
1.66%
1.14%
1.32%
1.41%
2001
0.71%
0.94%
1.20%
0.35%
0.92%
1.08%
1.56%
0.97%
1.49%
1.51%
1.14%
1.79%
1.98%
1.28%
1.52%
1.59%
2002
0.96%
0.88%
1.10%
1.02%
1.43%
0.82%
1.83%
1.22%
1.68%
1.70%
0.91%
1.59%
1.74%
0.97%
1.44%
1.65%
2003
0.90%
0.76%
0.97%
0.92%
1.15%
0.89%
1.22%
1.63%
1.55%
1.21%
1.23%
1.58%
1.88%
1.18%
1.71%
1.52%
2004
0.77%
0.86%
1.00%
0.73%
0.77%
0.73%
1.17%
1.19%
1.63%
0.76%
1.32%
1.70%
1.56%
1.16%
1.43%
2.05%
2005
0.78%
0.78%
1.14%
0.91%
2.03%
0.82%
1.15%
1.09%
1.26%
0.87%
1.39%
1.88%
2.64%
0.80%
1.36%
1.29%
2000
3.49%
2.75%
3.41%
2.71%
2.19%
1.70%
2.28%
0.90%
1.50%
2.91%
0.69%
4.31%
4.01%
6.31%
5.15%
3.53%
2001
4.19%
2.88%
3.50%
3.12%
3.35%
1.89%
2.51%
1.11%
1.59%
3.72%
0.88%
4.39%
4.14%
6.51%
5.01%
3.56%
2002
4.08%
2.67%
3.80%
4.21%
3.57%
2.31%
2.92%
1.35%
1.72%
4.29%
0.73%
4.57%
4.07%
6.89%
5.28%
5.38%
2003
4.69%
2.68%
4.23%
3.05%
3.90%
2.08%
2.71%
1.38%
1.75%
2.74%
1.02%
4.74%
3.70%
5.91%
6.29%
3.73%
2004
5.12%
3.30%
4.41%
4.12%
4.02%
1.78%
2.53%
0.79%
1.59%
2.71%
1.18%
4.71%
3.96%
5.87%
6.60%
5.01%
2005
4.69%
3.21%
4.25%
3.10%
5.87%
1.78%
2.21%
1.63%
1.47%
3.25%
0.95%
5.11%
4.01%
5.57%
6.49%
4.51%
System Average with WCU
1.22%
1.35%
1.32%
1.30%
1.27%
1.34%
2.81%
3.05%
3.24%
3.30%
3.46%
3.45%
System Average without WCU
1.24%
1.38%
1.33%
1.32%
1.29%
1.36%
2.78%
3.00%
3.21%
3.24%
3.39%
3.39%
Sources: University of North Carolina, Statistical Abstracts 1999-00 through 2005-06 and IPEDS Enrollment
Surveys, 2000 through 2005. Note: Yellow highlighting indicates value is above WCU’s percentage for that year.
43
Transfer-Out Rates – UNC System
•
Exhibit 2-32 shows the percentage of transfer-out students at each UNC institution.
•
A transfer-out student is a first-time full-time freshman student who has not completed or graduated from the
institution in which he or she first enrolled, but who has subsequently enrolled at another eligible institution.
•
WCU’s transfer-out rate was the highest among the University of North Carolina institutions in 2004-2005. This
suggests that WCU has room to impact its student retention rates as well as graduation rates as this group of
students is transferring to another institution to complete their degree.
30%
24%
25%
23%
21%
20%
20%
20%
15%
15%
15%
15%
15%
14%
14%
14%
14%
9%
10%
6%
4%
5%
Sources: Source: IPEDS Graduation Survey, and Enrollment Survey, 2005.
H
-C
NC
CS
A
U
N
CS
U
N
U
W
SS
U
Fa
ye
tte
vi
El
lle
iza
be
th
Ci
ty
N
CA
&T
CC
N
ac
h
ia
n
-W
pa
l
U
ol
in
a
NC
Ap
Ea
st
C
U
ar
NC
-C
-G
-A
NC
U
NC
-P
NC
U
U
U
0%
W
C
EXHIBIT 2-32:
TRANSFER-OUT BACHELOR’S
DEGREE GRADUATION RATES
FOR THE UNIVERSITY OF
NORTH CAROLINA
INSTITUTIONS, 2004-2005
44
Common Characteristics of Students
•
Examining data of students who do and do not return for their sophomore year at WCU provides an opportunity to
identify common characteristics of students who are retained and those who are not. This information serves as an
early warning for faculty and staff of students who may benefit from enhanced programs and services to increase
their chance of returning for their sophomore year, thus increasing WCU’s retention rate.
•
In spring 2007, the Office of Institutional Research (OIRP) undertook an analysis of first to second year retention for
new freshman (23,893 students included in dataset from 1988-2006). OIRP utilized as many possible variables as
were readily available within Banner. This includes data from students’ high school transcripts through last term
attended at WCU. The variables included in the analysis of first to second year retention are shown in Exhibit 2-33.
EXHIBIT 2-33:
VARIABLES INCLUDED IN ANALYSIS OF FIRST TO SECOND YEAR RETENTION
Age
Attended full-time or part-time (0=no, 1=yes)
Declared a major upon matriculating (0=no, 1=yes)
ENGL101 grade
ENGL102 grade
Enrolled in the Honor’s Program (0=no, 1=yes)
Enrolled in the summer prior to their first term here (0=no, 1=yes)
Ethnicity (0=white, 1=non-white)
Expected family contribution
Financial need
First-term GPA
Freshman seminar grade
Gender (0=male, 1=female)
High school class rank
High school unweighted GPA
High school weighted GPA
Lived in on-campus housing during their first term (0=no, 1=yes)
North Carolina resident (0=no, 1=yes)
Number of AP credits the student has earned
Number of attempted hours during first term
Number of courses failed during first term
Number of courses failed during first-year
Number of courses withdrawn during first term
Number of courses withdrawn during first-year
Number of hours earned during first-year
Pell grant recipient (0=no, 1=yes)
SAT math score
SAT verbal score
Second-term attempted hours
Second-term GPA
Student was an athletics participant (0=no, 1=yes)
Total award amount received
University Experience Course (USI130) grade
Note: For those with ACT scores instead of SAT scores, the following ACT to SAT conversion tables were used:
http://www.regents.state.la.us/pdfs/Planning/MP%20SAT%20to%20ACT%20Concordance%20Table%20for%20Math.pdf
http://www.regents.state.la.us/pdfs/Planning/MP%20SAT%20to%20ACT%20Concordance%20Table%20for%20English.pdf
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
45
Common Characteristics of Students (cont.)
•
The results of the analysis show that freshmen who are most likely to be retained to their sophomore year:
– Have higher high school GPAs.
– Have higher first-term GPAs.
– Have higher second-term GPAs.
– Take ENG 102 in their second term.
– Enroll as full-time students at WCU.
•
The results of the analysis show that freshmen most likely to leave WCU prior to their second term:
– Withdrew from four or more courses in their first term.
– Failed four or more courses in the first term.
•
The results of the analysis show that freshmen who are most likely to leave WCU prior to their sophomore year:
– Have high school GPAs lower than 3.25.
– Enter WCU with less than 1.5 AP credits.
– Have first-tem GPAs lower than 2.0.
– Have second-term GPAs lower than 2.0.
– Enroll as part-time students.
•
In short, performance is the strongest predictor of retention at WCU. Those who perform better in high school will
perform better at the university, and those who perform well at the university will be retained longer.
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
46
Further Analysis
Analysis of data provides important information about student retention and graduation rates. However, in order to
offer a comprehensive analysis of student retention and graduation issues at WCU, information from four additional
sources are needed. Additional research activities for this project include:
Interviews and Focus Groups – The purpose of interviews and focus groups is to gain insight from currently
enrolled students, faculty, and staff on key student retention issues to identify strengths and weaknesses of
current retention policies and practices.
Survey of Current Students – The purpose of a survey of current students is to gather quantitative information
about students’ use of and experience with advising and campus programming activities involving athletic,
enrichment and social opportunities, as well as students’ perception of academic experiences in the classroom.
Peer Institutions Analysis and Assessment – The purpose of an analysis and assessment of select peer
institutions’ student retention efforts is to compare WCU’s student retention efforts to that of its peers as well as
identify any practices, programs, and services that could be adapted at WCU.
Analysis of Student Retention National Best Practices – The purpose of this research activity is to analyze
and compare WCU’s student retention efforts to national best practices in student retention, suggesting ways in
which current programs and services can be utilized more effectively as well as identify any practices, programs,
and services that are not currently is use, but would be beneficial for WCU.
47
Chapter 3.0
Assessment of the
Office of Admissions’
Marketing Materials
This analysis of the Office of Admissions’ marketing materials is
divided into the following sections:
 Analysis of Findings
 Functions and Structure of WCU’s Office of
Admissions
 Applications, Acceptances, and Enrollments
 Assessment of Marketing Materials
 Student Survey
Analysis of Findings
Every department and campus community member (faculty, staff, and students) contributes toward WCU’s
student retention and graduation rates. The Office of Admissions plays a unique role in undergraduate enrollment
as it is responsible for recruiting an incoming class of students who possess the academic ability to meet WCU’s
expectations and intend to graduate with a bachelor’s degree from WCU.
Efforts to retain and graduate students begin long before students enroll at the institution. The Office of
Admissions’ recruitment efforts play a vital role in providing the institution with the cohort of students with whom
faculty and staff work with to achieve institutional goals.
•
The results of our analysis of the Office of Admissions’ marketing materials suggest that timing is critical in
recruiting a class of students that meet the institution’s goals; this applies to face-to-face recruiting efforts,
distribution of publications, and offers of admission. We identified two main observations when assessing the
Office of Admissions’ marketing materials:
– Enrollment Management Plan (Note: This refers to recruiting and admitting students into WCU.)
– Communication with Prospective Students
49
Analysis of Findings (cont.)
Enrollment Management Plan

While WCU sets total student enrollment goals, it is not clear how the numbers for the goals are derived. The
University would benefit from a written marketing and recruitment plan that identifies trends in enrollment and
projected enrollment based upon a detailed analysis of data on key geographic areas and target student
populations.
– Since WCU is interested in increasing diversity on campus, which includes recruiting, admitting, and enrolling
more underrepresented students, it should set goals for each group of targeted students (e.g., freshmen,
transfers, honors).

Five of the six peer institutions enroll a larger percentage of applicants than WCU, which often translates into
higher retention and graduation rates. It is thus imperative that WCU have a strong enrollment plan so as to
increase student retention and graduation rates.
50
Analysis of Findings (cont.)
Enrollment Management Plan

WCU should consider offering the option of an Early Action admissions decision to applicants. As defined by the
National Association of College Admissions Counselors, Early Action is a process whereby students submit an
application to an institution of preference and receive a decision well in advance of the institution’s regular
response date. Students who are admitted under Early Action are not obligated to accept the institution’s offer of
admission or to submit a deposit prior to May 1.
– In its 2006 State of College Admissions, the National Association of College Admissions Counselors found
that between 2001 and 2004, the percentage of students applying using Early Action had increased by 8%
and the percentage admitted using Early Action had increased by 20%. This suggests that there are
prospective students who are interested in an Early Action option, which is becoming more popular.

By offering Early Action, WCU may see an increase in applications and enrollments, as well as in the quality of
students it attracts. Specifically:
– High-achieving students tend to utilize Early Action options. WCU would have the opportunity to be the
first institution to make an offer of admission to a student, increase the average SAT score, and increase
the average high school GPA of its student body.
– Students admitted using Early Action are likely to share the good news of their acceptance with family and
friends.
– Mailings and/or functions could target Early Action applicants. This would allow WCU to efficiently and
effectively target resources and efforts to a group of students who have a strong interest in WCU and are
likely to be high achievers.
51
Analysis of Findings (cont.)
Communication with Prospective Students
•
Communicating with prospective students at key points during their search for a college is critical. Ideally,
WCU would be one of the first institutions to send a student information and would also follow-up
systematically to remind the prospective student that WCU would like him or her to join its campus
community.
•
The concept of an Admissions Pipeline and the processes by which the Office of Admissions recruits students
could be shared so that this function would be better understood by the campus community.
•
The following definitions are in reference to the Admissions Pipeline (next page):
•
–
Suspect – A potential student in whom the University is interested, but who has not expressed an
interest in the University.
–
Prospect – A potential student who has expressed an interest in the University.
–
Applicant – A potential student who has submitted an application to the University.
–
Admit – A potential student who has been offered admission to the University.
–
Matriculant – An admitted student who has enrolled (made a deposit to the university).
The following diagram of the Admissions Pipeline shows the flow of the Office of Admissions’ interactions
with prospective students. In the progression from suspect to matriculant, the number of students in each
category becomes smaller.
52
Admissions Pipeline
Suspect
Not interested.
Student does not
send back reply card.
1
2
Prospect
Not interested.
Student does not apply.
WCU “casts the net” by purchasing names
of students who have indicated an interest in
WCU or whose academic record and
location appear to be congruent with WCU.
“WCU Informational Promotion” publication
is sent to suspects to encourage interest in
the University. (Students can enter the
pipeline at the prospect stage by requesting
information from WCU on their own.)
3
Suspects become prospects when they
return their “WCU Informational Promotion”
reply card. WCU then sends them detailed
information about open houses, high school
visits, information sessions, etc., to
encourage them to apply.
4
Acceptance letters are mailed to students
who meet admissions criteria, along with a
WCU license plate as a welcome gift. Other
students are deferred or denied admittance.
5
Admitted students are sent mailings about
orientation and housing.
6
Mailings should be sent to students who
have paid their deposit to strengthen their
53
sense of connection to WCU.
Applicant
Denied admission
to WCU.
Admitted Student
Student does not
accept offer of
admission.
Student does not
begin classes at WCU.
Matriculant
Analysis of Findings (cont.)
Communication with Prospective Students (cont.)
•
The timeline below is an example of a calendar for the Office of Admissions’ recruiting activities. Since
enrollments are dependent upon multiple offices working together, this timeline includes mailings from other WCU
departments. (Note: All University-wide communications and mailings to students are not shown.)
•
Each event or mailing is associated with one of the action points from the Admissions Pipeline (on the previous
page).
January/
February
February
through
April
February
through
May
May
through
November
Acquire
Mail “WCU
Prospects Mail detailed
contact
Informational return “WCU information to
information Promotion” Informational prospects
for
publication
Promotion”
about open
suspects. to suspects. reply cards. houses, high
school visits,
information
sessions, etc.
1
2
3
December
December through
March
Begin Early
Action
decision
mailings.
Continue Send out
Students Mailings to
mailing
orientation
make
enrolled
admissions
and
deposit for
students
decision
housing
fall
to
letters.
mailings. enrollment. maintain
contact.
4
5
December
through August
6
54
Analysis of Findings (cont.)
Communication with Prospective Students (cont.)
•
University marketing materials are a form of communication and are often prospective students’ first
impression of the institution. As such, they can greatly impact their level of interest. Therefore, it is
important that the publications or letters sent to prospective students:
–
–
–
–
•
Show consistent use of WCU’s name, logo, and institutional information.
Contain clear information.
Are aesthetically/visually appealing.
Use a positive tone and wording.
Current students identified guidance counselors (high school or community college) and the WCU Website as
their primary and secondary sources of information about WCU.
–
WCU should continue to form and strengthen relationships with guidance counselors and make high
school and community college visits. It is unreasonable to visit every high school in North Carolina;
therefore, high schools visited should include those from which the institution is trying to recruit more
students and/or those that have a high probability to yield applicants that will be admitted.
–
WCU’s admissions Website is a critical recruitment tool and should continue to provide accurate and
up-to-date information to prospective students. By updating its Website regularly, the Office of
Admissions will encourage prospective students to log on often.
55
Analysis of Findings (cont.)
Communication with Prospective Students (cont.)
•
It is important that the marketing materials contain information that students want to know at their particular
stage in the decision-making process. The most common types of information that WCU students said they
would have liked to have when making their decision to attend WCU included:
–
Information related to majors, such as:
•
A list of majors and their requirements.
•
A list of minors.
•
Available internships.
•
Whether a program was accredited.
•
When (what semester) required courses would be offered.
–
Information on residence hall/student life, such as:
•
Parking options.
•
What the residence halls were like.
•
Public transportation options.
•
Community activities available.
•
Descriptions of clubs and organizations.
–
Information on the transfer process and what classes would and would not transfer.
–
Additional information on scholarships, including criteria for eligibility, award amounts, and options for
renewal.
56
Functions and Structure of WCU’s
Office of Admissions
•
Reporting to the Senior Vice Chancellor for Academic Affairs, the Office of Admissions serves WCU by
initiating, managing, and supporting strategies that enable WCU to attract and enroll the desired quantity,
quality, and diversity of new and returning undergraduate students each semester.
•
The responsibilities of the Office of Admissions can be divided into three main areas:
1. Recruit Students
2. Target Specialized Audiences
3. Build and Maintain Relationships with Constituencies
•
Recruit Students: The Office of Admissions is responsible for the recruitment of four groups of students:
Freshman, Transfer, Readmission, and Nondegree Seeking.
•
Target Specialized Audiences: The Office of Admissions also targets specialized audiences, including
Scholarship and Honors College candidates, Special Talent audiences, Diversity audiences, Targeted Academic
Interest audiences, International students, and Distance Learning students.
•
Build and Maintain Relationships with Constituencies: The Office of Admissions is responsible for
building and maintaining relationships and connections with the following groups: high school and community
college counselors, teachers and other educators, alumni, parents, faculty, staff, current students, churches
and civic organizations, and professional affiliations.
57
Functions and Structure of WCU’s
Office of Admissions
•
The Office of Admissions maintains these ongoing responsibilities through its staff members (26 full-time and
one part-time) and its Web site, which includes forms and information related to admissions, special
programs, and scholarships for prospective students.
•
The current organizational structure of the Office of Admissions is presented in Exhibit 3-1 (on the next
page).
•
The Office of Admissions is currently undergoing significant changes:
–
New staff, including a new Director of Admissions
–
Recruitment in Fall 2007 (for incoming 2008 class) includes a new strategic approach, such as
targeting specific groups based on PSAT and SAT scores and geographic region
–
Relocation to the Camp Building
58
Functions and Structure of WCU’s
Office of Admissions
Provost
Senior Vice Chancellor for
Academic Affairs
Director of Admissions
EXHIBIT 3-1:
OFFICE OF ADMISSIONS
ORGANIZATIONAL CHART
Director, Community College Relations
Senior Associate Director
Enrollment Services Officer I
Technology Support Technician
Regional Recruiter
Technology Support Technician
Enrollment Services Officer II
Enrollment Services Officer II
Enrollment Services Officer I
Enrollment Services Officer II
Associate Director of Operations
Enrollment Services Officer I
Student Services Assistant IV
Enrollment Services Officer I
Enrollment Services Officer I
Student Services Assistant IV
Enrollment Services Officer I
Enrollment Services Officer I
Student Services Assistant IV
Ed Recruiter
Regional Recruiter
Student Services Assistant IV
Student Services Assistant IV
Student Services Assistant IV
Technology Support Technician
Source: Western Carolina University, Office of Admissions, 2007.
Part-time Processing Assistant
59
Applications, Acceptances, and Enrollments
•
Exhibit 3-2 shows the number of admissions applications received; acceptances awarded as a percentage of
applications; and enrollments as a percentage of acceptances for Fall 2001 through Fall 2006.
•
The number of applications to WCU has rose steadily during this period, with the exception of a decline in Fall
2005, resulting in a 21.6% increase over six years.
•
Acceptances as a percentage of total applications rose slightly from 73% (2,903 students ) in 2001 to 76.7%
(3,705 students) in 2006.
•
Despite a rise in the number of applications and an increase in the percentage of acceptances offered, the
percentage of enrolled students each Fall remained relatively stable, between 41% (1,180 students) and 44%
(1,495 students). In Fall 2006, 42.3% of acceptances enrolled (1,568)
Applications
EXHIBIT 3-2:
APPLICATIONS,
ACCEPTANCES, AND
ENROLLED STUDENTS
FALL 2001 THROUGH
FALL 2006
Acceptances
Enrolled Students
5000
4500
3971
4606
4905
4790
4830
4121
4000
3500
3000
2500
73.6%
73.0%
76.2%
75.6%
76.7%
71.8%
2000
1500
1000
40.6%
41.4%
44.1%
42.2%
42.0%
42.3%
500
0
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Source: Western Carolina University, Office of Institutional Research and Planning, 2007.
60
Peer Institutions - Admissions

WCU admitted about 76% of applicants, as compared to an average of about 71% among peers. About 32%
of applicants ultimately enrolled at WCU, as opposed to an average of about 29% among peers.

Tennessee Tech and Murray State enrolled the highest percentage of admitted students (57% and 55%,
respectively). Only Sonoma State enrolled a smaller percentage of students than WCU (12%).
% Admitted/Applied
Peer Average
% Enrolled/Admitted
Peer Average
90%
80%
70%
Peer
Aver
60%
Percentage
50%
40%
84%
76%
68%
57%
55%
20%
32%
38%
35%
Peer
Aver
75%
68%
66%
63%
30%
38%
10%
18%
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
0%
Western
Carolina
University
EXHIBIT 3-3:
PERCENTAGE OF APPLICANTS
ADMITTED AND PERCENTAGE
OF ADMITTED STUDENTS
ENROLLED
BY PEER INSTITUTION
ENTERING FRESHMEN 2005
Source: National Center for Education Statistics, Integrated Postsecondary
Education Data System (IPEDS), 2005, Institutional Characteristics data.
61
Assessment of Marketing Materials
Strengths: Overall Impressions of the Office of Admissions Materials
•
The Office of Admissions uses technology with its marketing materials to contribute toward the President’s
Action Committee on Efficiency and Effectiveness (PACE), which aims to improve efficiency and effectiveness of
resources on campus. Such efforts include:
–
Undergraduate Catalog on CD-ROM – Paper used to print the document is saved, as are costs for mailing.
–
“Save Time – Register On-Line” – Marketing publications advertise to students that they can save time by
registering for an Open House event online. This effort reduces the amount of incoming mail, and data
entry, and improves accuracy of student information since the student is entering the information.
•
WCU hosts events for prospective students in hotels around the state in an effort to reach those who want
more information about WCU or may need to be encouraged to visit WCU’s campus. These events are an
excellent way for prospective students to meet WCU’s admissions staff and obtain marketing materials.

WCU appeals to students’ preferred means of communication by offering important admissions information on
the Office of Admissions Web site and through the Undergraduate Catalog on CD-ROM, where students can
learn more about WCU, including detailed information about academics, programs, and student services.

Accepted students receive a WCU license plate for their car, which serves to welcome and connect new WCU
students to campus.
62
Assessment of Marketing Materials (cont.)
Strengths: Overall Impressions of the Office of Admissions Marketing Materials

Inside the Viewbook is a recommended timeline for submitting college applications, as well as anticipated dates
by which students can expect to receive information from WCU. The timeline serves as a helpful source,
informing students of important deadlines and when WCU will be making contact with them. Students are likely
to refer back to the Viewbook’s timeline and perhaps reread the other information in the publication and find
answers to common questions. This reduces the number of phone calls for basic information and allows WCU
staff to assist students with more complicated questions, thereby increasing efficiency.

Marketing materials that are classy, informative, and offer ample information are attractive to students and
encourage them to learn more about the institution (e.g., Honors and You’re Invited brochures).

The Office of Admissions Web site is user friendly and contains links to a wealth of information for prospective
students and their parents on such topics as financial aid, the Honors Program, academic majors and minors,
dates and deadlines for the application process, new student orientation and registration, and individual and
office email addresses for anyone with specific questions that were not answered by a perusal of the online
information.
•
Unique to WCU is the “WCU Bloggers,” a link on the Office of Admissions Web site where current students
share their Web logs about life at WCU so that prospective students can get a feel for WCU. Prospective
students and their parents have the opportunity to email a current WCU student with comments and
questions.
•
The admissions application is easily accessible online and includes clear instructions.
63
Assessment of Marketing Materials (cont.)
Weakness: Inconsistent Use of Institution Name, Logos, and Information – Consistency improves visibility,
name recognition, and sense of belonging among prospective students
•
The University is inconsistently referred to as WCU, Western, or Western Carolina University throughout its
marketing materials. For students who are unfamiliar with the institution, “WCU” or “Western” may not
resonate.

The location of WCU is also inconsistently referenced. Marketing materials refer to the “Smokies” as well as the
“Smokey Mountains” and “mountains.”
•
WCU proudly identifies itself as part of the University of North Carolina System in its marketing materials, but
utilizes a variety of different wordings to do so. The University is variously described in brochures and posters
as:
– A University of North Carolina Campus
– A campus of the University of North Carolina System
– The western most campus of the University of North Carolina System
– A mountain campus of the University of North Carolina System
•
Inconsistent information in marketing materials can be confusing to prospective students. For example, there
are different enrollment numbers on the Open House flyer and College Fair brochure from the same year
(8,700 and 8,900, respectively).
•
WCU’s name and logo are not prominently placed on all admissions marketing materials (College Fair, You’re
Invited, WCU on Tour brochures). Other organization or product logos that appear on admissions marketing
materials detract from WCU’s image (e.g., a student wearing a Gatorade lanyard on the College Fair brochure).
64
Assessment of Marketing Materials (cont.)
Weakness: Need for Improved Aesthetics – It is important that each marketing publication be aesthetically
appealing to encourage students and their parents to read the information inside and refer back to the publication.
•
Colors used in publications vary across marketing materials; this is especially problematic with the color purple.
– Undergraduate Catalog on CD-ROM is royal blue but the CD-ROM case is purple.
– Posters given to guidance counselors utilizes blue, not purple.
– Varying shades of purple.
•
Marketing materials can appear to be old or outdated when faded colors are used (e.g., Scholarships brochure).
•
Photos used in marketing materials do not always reflect the content discussed. For example, there are no academic
photos on the Scaling the Library Shelves poster, whose goal is to highlight WCU’s academic programs and services.
•
Letters sent to applicants by the Office of Admissions lack professionalism and attention to detail.
– Courier has been selected as the font for these letters, giving them a typewriten appearance.
– Extra spaces before “Chancellor John Bardo,” “Western Carolina University,” and “your personal and academic
goals” in the first paragraph of several letters leave the impression that this is a mail merge form letter and
that these inserts change yearly.
– The transfer acceptance letter mentions the freshman on-campus residency requirement, but the regular
acceptance letter does not.
– Typographical errors are present in many letters (e.g., the SSP acceptance letter should read: “Your admission
is contingent upon completion of coursework with grades comparable to or higher than those already
submitted).
– The letter to students who have not submitted an application fee is still sent by Phil Cauley.
65
Assessment of Marketing Materials (cont.)
Weakness: Unclear Information – Clear, concise, and consistent information prevents confusion, as well as
entices students into finding out more about the institution.
•
WCU proudly offers 120 majors and concentrations and/or minors, which are conveniently listed on one
sheet by degree type. However, this document lacks a title and could include academic photos (Open House
packet, College Fair brochure).
•
The criteria for being eligible for a scholarship are not clearly defined. Students may be more likely to apply
to WCU and/or submit the supplemental scholarship application if detailed scholarship information (criteria,
award amount, renewal requirements) were clearly provided (Scholarships brochure).

As part of the University of North Carolina System, WCU offers a high-quality education for an affordable
price. Currently, the Viewbook provides the total costs for North Carolina residents and out-of-state
residents, but does not breakdown those fees. As a result, prospective students and their parents are
unable to compare specific costs for tuition, room, board, and fees with that of other institutions.
66
Assessment of Marketing Materials (cont.)
Weakness: Negative Tone or Wording – Marketing materials portray an image of the institution. It is important
that each publication contain a positive tone and wording to excite prospective students, leaving them with a
positive image of Western Carolina University.

The Experience Western brochure uses wording that may offend some students, describing this event as
designed for “students from populations with historically low rates of admission to colleges.” More sensitive
wording and familiar terminology could be used when materials are being sent to diverse audiences.

Marketing materials that refer to students as “kids” implies that the institution will tolerate immature behavior,
rather than setting an expectation that WCU’s students are adults (Scaling the Library Shelves poster).
•
Emphasizing some programs but not others with bold wording and/or color, in marketing materials suggests that
certain programs have a lower priority than others (e.g., “service-learning” and “living on-campus” in the Open
House brochure).
•
Emails from admissions counselors directly to students in anticipation of a high school visit are poorly worded.
– The letter uses informal language, like “I would love to meet you.” and “I am both lucky and excited... .”
While it may sound friendly to a young high school student, it does not project an image of professionalism
and collegiate excellence.
– The statement in one email “And, of course, I can tell you what it’s like to be a student here” is not really
an accurate unless the counselor actually is a WCU alum.
67
Assessment of Marketing Materials (cont.)
Weakness: Strategic Planning – It is important to develop a marketing and recruitment plan that is based on
detailed research and projections which will results in achievable goals and is congruent with the institution’s
mission and vision. The marketing and recruitment plan must be shared with the entire campus community,
especially offices and staff that have responsibilities relating to admissions.

While WCU sets total student enrollment goals, it is not clear how the numbers for the goals are derived.
Currently, a written marketing and recruitment plan that identifies trends in enrollment and projected
enrollment based upon a detailed analysis of data of key geographic areas and target student populations does
not exist.

In past years, WCU admissions effort focused on traveling to every county in North Carolina. In Fall 2006,
recruiting efforts were concentrated to 40 key counties with the greatest likelihood to yield applications,
admissions, and enrollees. Based upon interviews with the Office of Admissions, we understand that future
recruiting efforts (beginning in Fall 2007) will be concentrated further, targeting specific high schools within
counties in North Carolina and other target states. The new recruitment strategy is congruent with the PACE
initiative, which maximizes the effectiveness and efficiency of resources by strategically focusing on locations
that have a high probability of yielding students who will apply, be admitted, and will enroll.

Traditional recruiting, such as high school visits and college fairs take place in the early fall so that prospective
students can obtain information and can submit their applications (typically between October through
December). In past years, WCU admissions staff have began their travel later than typical, which results in
completing targeted high school visits later than normal (February). This schedule limits WCU admissions staff
in their recruitment efforts as they may have missed meeting with some students who have already submitted
their applications for admission. Based upon interviews with the Office of Admissions, we understand that
future recruiting efforts (beginning in Fall 2007) will include visits to high schools in early Fall, which will allow
WCU admissions staff to meet with students who have yet to make a final decision about college applications
and consider WCU among their top choice.
68
Student Survey - Deciding Which College to Attend
•
WCU was the first choice college for the majority of all respondents during their application process (58%
overall).
•
Sixty percent of senior respondents indicated that WCU was their first choice, compared to only 53% of the
most recently admitted students (freshmen).
100%
90%
EXHIBIT 3-4:
WAS WCU YOUR FIRST
CHOICE WHEN APPLYING
TO COLLEGE?
80%
42%
47%
41%
44%
40%
58%
53%
59%
56%
60%
Overall
(n=687)
Freshman
(n=162)
Sophomore
(n=123)
Junior
(n=188)
Senior
(n=205)
70%
60%
50%
40%
30%
20%
10%
0%
Yes
No
Source: WCU Student Survey, March 2007.
69
Student Survey - Deciding Which College to
Attend (cont.)
•
Among the 42% who indicated that WCU was not their first choice, 81% (235/290) said that they had
considered another University of North Carolina campus. The five most popular alternate state institutions
were:
–
–
–
–
–
•
Approximately 30% (86/290) indicated that they had also considered a private institution in North Carolina.
The most common alternate private institutions were:
–
–
–
–
–
•
Appalachian State University (26% = 60/235).
North Carolina State University (21% = 49/235).
University of North Carolina at Charlotte (15% = 36/235).
University of North Carolina at Chapel Hill (14% = 32/235).
University of North Carolina at Greensboro (9% = 21/235).
Elon University (10% = 9/86).
Meredith College (8% = 7/86).
Davidson College (7% = 6/86).
Lenoir-Rhyne College (7% = 6/86).
Gardner-Webb University (6% = 5/86).
Approximately 34% (100/290) indicated that they had considered an out-of-state school. These responses
varied widely. A total of 74 different out-of-state institutions were named. The most common response was
Clemson, given by 6 of the 100 respondents.
70
Student Survey - Deciding Which College to
Attend (cont.)
•
Two factors were important to approximately half of all respondents in making their decision to attend
WCU: affordability (53%) and class size (47%).
•
The reputation of the university was cited as a deciding factor by only 2% of respondents.
•
Responses in the “Other” category included marching band, athletic program, and not accepted to first
choice school.
EXHIBIT 3-5:
WHICH OF THE
FOLLOWING FACTORS
WAS THE MOST
IMPORTANT IN YOUR
DECISION TO ATTEND
WCU?
Affordable cost
Size of classes
Location close to home
Quality of education
WCU offers the academic program I want
Comfortable with the campus atmosphere
Location is scenic Western NC mountains
Size of WCU
Friends
Scholarship/financial aid package
Student life, campus activities/opportunities
After visiting, I felt that WCU could meet my needs
Location far from home
Faculty/staff were friendly
Faculty/staff expressed interest in me
Relative currently attends/attended WCU
Reputation
Other
53%
47%
24%
23%
21%
16%
16%
13%
11%
10%
9%
9%
6%
6%
4%
2%
2%
8%
0%
Source: WCU Student Survey, March 2007.
10%
20%
30%
40%
50%
60%
71
Student Survey - Student Experience with the
Admissions Process
•
•
•
•
Seventy percent of all respondents entered as freshmen and 28% entered as transfer students.
Respondent satisfaction with the amount of information provided during the application and enrollment process is
displayed in Exhibit 3-6. The overwhelming majority of freshmen (73%) indicated that they had ample
information about WCU during the application and enrollment process. Only 2% indicated that they did not have
enough information to make their decision.
Among transfer students, slightly more respondents reported a significant lack of information during the
application process (11%).
Exhibit 3-7 displays transfer students’ satisfaction with the transfer credit evaluation process. Most respondents
indicated that this evaluation occurred within a time frame that allowed them to make an informed decision about
attending WCU (75%).
EXHIBIT 3-6:
EXPERIENCE APPLYING
100%
90%
80%
70%
53%
EXHIBIT 3-7:
TRANSFER CREDIT EVALUATION
Did you receive your transfer credit evaluation in a timely
manner to make your decision about enrolling at WCU?
(n=190)
No, 25%
73%
60%
50%
40%
37%
30%
20%
10%
25%
2%
11%
0%
Entered as Freshmen (n=456)
Transfer Students (n=190)
I had ample information about the application and enrollment process.
Yes, 75%
I had some information about the application and enrollment process, but could
have used more information to make my decision.
I did not have enough information about the application and enrollment process,
and could have used more information to make my decision.
Source: WCU Student Survey, March 2007.
72
Student Survey - Student Experience with the
EXHIBIT 3-8:
Admission Process (cont.)
HOW DID YOU HEAR ABOUT WCU?
How students heard about WCU
•
•
•
The primary sources of initial information about
WCU were:
– High school guidance counselor/teacher
(34%).
– Hometown proximity to WCU (29%).
– Parents or relatives (26%).
WCU outreach efforts included college fairs,
recruiter visits to high schools, and radio ads.
Responses in the “Other” category included
alumni and athletic programs.
How students obtained additional information
•
•
•
The overwhelming majority of students gained
additional information about WCU through its
website (73%).
Open houses were another common source of
additional information (48%). WCU brochures
and campus tours were utilized by 44% of
respondents to learn more about the institution;
the Admissions Office, by 40%.
Responses in the “Other” category included
sources such as friends, WCU representatives,
and alumni.
High school guidance counselor/teacher
34%
29%
I live close to WCU
Parents or relatives
26%
23%
Direct mailing from the university
Website/w eb searches
22%
Friend
WCU outreach efforts
15%
3%
Band
2%
Other
6%
0%
n=688
5%
10% 15% 20% 25% 30% 35% 40%
EXHIBIT 3-9:
HOW DID YOU OBTAIN ADDITIONAL INFORMATION?
WCU w ebsite
73%
Open house
48%
WCU brochures
44%
Campus tour
44%
Admissions Office
40%
11%
Other
n=688
0%
10%
20%
30%
40%
Source: WCU Student Survey, March 2007.
50%
60%
70%
80%
73
Chapter 4.0
Assessment of the
Advising Center
This analysis of the Advising Center is divided into the
following sections:
 Analysis of Findings
 Functions and Structure of WCU’s Advising Center
 Assessment of the Advising Center
Analysis of Findings
The Advising Center makes a unique contribution to student enrollment, retention, and graduation as it is one of the
few offices that initiates contact with every student prior to enrollment and maintains communication with students
throughout their college experience at WCU. Therefore, the services that the Advising Center staff provide are critical
to increasing student retention and graduation rates.
Our analysis indicates that students perceive the advising process as confusing. As critical function in student
retention, the Advising Center, is in need of immediate attention. We analyzed two aspects of the Advising Center:
•
WCU’s Advising Model and processes.
•
The number of advising staff.
75
Analysis of Findings (cont.)
WCU’s Advising Model and the advising process is unclear to students, faculty, and staff.
•
From the student’s point of view, the advising process is different for undeclared and declared students. (See
graphic on next page.)
•
The advising process for students with an undeclared major is relatively smooth. These students are the
responsibility of the Advising Center until they officially select a major and are assigned a faculty advisor in their
chosen department (usually during their sophomore year). Approximately 30% of WCU students enter as
undeclared students.
•
In contrast, the experience of the majority (70%) of students who enroll with a declared major is perceived as
confusing and frustrating.
–
–
•
A declared student has an full-time professional advisor in the Advising Center who:
•
Created his/her first semester schedule based on core requirements and student preferences.
•
Initiates contact prior to orientation.
•
Meets with him/her during orientation.
Additionally, the declared student has a faculty advisor within their department who:
•
May have limited knowledge about course requirements outside of his/her academic area.
•
Did not create the student’s first semester schedule or know the reasons behind it.
•
May have met the student during orientation, but has limited opportunity to establish a relationship with
him/her until the student takes a course from the faculty member and/or seeks advice.
Declared students, therefore, tend to perceive that they are bounced back and forth between their faculty advisor
(who is the primary advisor with knowledge mainly about courses in his/her academic department) and their
Advising Center advisor (who can give them informed general advice about course selection, especially for required
general education courses).
76
Analysis of Findings (cont.)
Undeclared Major
Summer
• The advisor in the Advising Center
creates the student’s schedule
based on required core courses,
outside activities, and other
student preferences.
• The advisor in the Advising Center
contacts the student several times
over the summer to establish a
relationship.
Orientation
• The advisor in the Advising Center
meets with the student to explain the
schedule, answer questions, and
make any necessary changes.
First Year
• The advisor in the Advising
Center continues to assist the
undeclared student with course
changes and selection of major.
Sophomore Year
and Beyond
• A faculty advisor is assigned
once the student selects a
major. (A student must
choose a major before
obtaining 45 credit hours.)
• Advising Center staff remain
available to provide assistance
with course scheduling and
change of major.
Declared Major
Summer
• The advisor in the Advising Center
creates the student’s schedule
based on core courses, outside
activities, and other student
preferences.
• The advisor in the Advising Center
contacts the student several times
over the summer to establish a
relationship.
• The faculty advisor may contact
the student as well.
Orientation
First Year
• The advisor in the Advising Center
• The faculty advisor serves as the
meets with the student to explain the
primary advisor for the declared
schedule, answer questions, and make
student as long as he/she remains
any necessary changes.
in the original major.
• If the student attends a 2-day
•
Problems with course scheduling
orientation, he/she may meet with a
and transition from one major to
“faculty representative,” not necessarily
another are usually referred to the
the faculty advisor.
Advising Center.
• Problems are sometimes handled by the
faculty member who did not create the
original schedule. More often, though,
problems are referred back to the
Advising Center.
Sophomore Year
and Beyond
• Advising Center staff remain
available to provide
assistance with course
scheduling and change of
major.
• The faculty advisor serves as
the primary advisor for the
declared student as long as
he/she remains in the original
major.
77
Analysis of Findings (cont.)
WCU’s Advising Model and the advising process is unclear to students, faculty, and staff. (cont.)
• Results from this study’s student survey show that a majority of students view advising from faculty and the Advising
Center as important or very important, and majority indicated that they were satisfied with advising from their faculty
advisor and the Advising Center.
• In contrast, during interviews and open ended questions on the survey, students stated that they were not satisfied
with the Advising Center. The reasons students gave for their dissatisfaction included the following:
– The staff is not helpful.
– The center is disorganized.
– The staff provides incorrect information.
– There is no single contact for information on a specific area.
• Students also expressed frustration with faculty advising, which included:
– It takes too long to get an appointment with the faculty advisor.
– There is confusion about which courses to take to satisfy general education courses, and then
students are referred to the Advising Center.
78
Analysis of Findings (cont.)
WCU’s Advising Model and the advising process is unclear to students, faculty, and staff. (cont.)
•
Institutions predominantly utilize one of the following four models for advising:
–
Faculty Only Model – In this model, each entering student is assigned to a specific faculty advisor. Under most
–
Dual Intake Advising Model – This model is characterized by shared responsibility for advising each student.
–
Total Intake Model – The total intake model for advising vests initial advising responsibility in an advising office.
–
Self-Contained Model – In the self-contained model, all advising takes place in a centralized unit from the point
circumstances this assignment is in the student’s major field.
Faculty members provide advisement directly related to the students’ major, and the advising office is
responsible for advising each student on requirements for general education and institutional academic policies
and procedures.
All students are advised by a staff member in the advising office until a specific action takes place or a
predetermined period of time has elapsed.
of matriculation to the point of graduation.
•
When comparing WCU to peer institutions, one “best” model is not apparent as each institution tailors its advising
process to its particular student body. (Detailed information from interviews with administrators at peer institutions is
available in Chapter 8: Peer Institutions & Best Practices Analysis.)
•
Full-time professional advisor job descriptions were available from three peer institutions (Appalachian State
University, James Madison University, and Tennessee Technological University). WCU’s full-time professional advisor
job description is similar to those of its peers in a number of ways. All position descriptions mention:
–
Providing advising to students from enrollment through graduation.
–
Assisting undeclared students with selecting a major that matches their interests.
79
Analysis of Findings (cont.)
WCU’s Advising Model and the advising process is unclear to students, faculty, and staff. (cont.)
•
There are two primary differences between WCU’s full-time professional advising job description and those of its
peers.
–
Two peer job descriptions (Appalachian State University’s and Tennessee Technological University’s) specifically
state that advisors provide referrals to students who may be in need of professional counseling. Appalachian
State University specifies that referrals are to be made for information on “counseling, career planning, financial
aid, student activities, and other student support services.”
–
Tennessee Technological University’s and James Madison University’s job descriptions mention providing “career
information and career counseling” as part of the position.
•
Full-time professional advisors at Tennessee Technological University are assigned to individual
departments/divisions. They are expected to have both experience with counseling/advising young adults
and a background in the field of their respective department (e.g., among candidates for the position of
advisor in the Department of Curriculum and Instruction, preference is given to those with elementary
teaching experience). Advisors at Tennessee Technological University, thus, have firsthand knowledge of
the career options available to the students they advise.
•
Full-time professional advisors at James Madison University are housed in the Career and Academic
Planning Office and are called Academic and Career Advisors. These individuals are expected to provide
career counseling and planning assistance by teaching classes on career and life planning, leading
workshops, and through individual meetings with students. Their professional background, experience,
and training reflects this day-to-day expectation.
80
Analysis of Findings (cont.)
WCU’s Advising Model and the advising process is unclear to students, faculty, and staff. (cont.)
•
Undergraduate advising data were available for three of the peer institutions (Appalachian State University,
James Madison University, and Tennessee Technological University).
–
All three institutions utilize full-time faculty that also have academic advising responsibilities. Their
advisor to student ratios were 1:15 (ASU) 1:25 (TTU) and 1:60 (JMU).1 Typically, WCU faculty advisors
are responsible for between 20 and 33 students.
–
All three peer institutions also employ full-time professional academic advisors. Their professional
advisor to student ratios were 1:466 (ASU) and 1:500 (JMU).2 At WCU, full-time professional academic
advisors are officially responsible for approximately 180 undeclared students. Since declared students
also use the Advising Center, the advisor to student ratio is actually 1:600, which is higher than that of
any other peer institution.
–
Two of the institutions have full-time staff members who serve as part-time academic advisors. TTU
reports one person serving in that capacity, with a ratio of 1:140. At ASU, 13 staff members serve as
full-time professional advisors, with a ratio of 1:80. WCU does not currently utilize full-time staff in a
part-time advisor capacity.
1
2
James Madison University noted in its survey that the faculty advising ratio range from 1:20 to 1:60.
James Madison University noted in its survey that full-time professional academic advisor to student ratio ranged
from a low of 1:60 in the Office of Career and Academic Planning to a high of 1:500 in the College of Business.
81
Analysis of Findings (cont.)
•
Number of advising staff.
– An assessment of peer institutions’ staffing and available financial data (detailed in Chapter 10) shows that
WCU is below the peer average for “Other Professional Staff,” which includes advising staff.
– The current WCU Dual Intake Advising Model is confusing to many students. The Total Intake Model (as
previously defined) is closely related to the Dual Advising Model and may clarify the advising process for
students.
•
The Total Intake Model regards advising as a dynamic relationship between student and advisor. At
its center is a shared responsibility for a coherent educational plan that incorporates personal,
social, academic, and career considerations. Advising focuses on helping students identify life
goals, acquire skills and attitudes that promote intellectual growth, and become academically
successful. This model appears to mirror WCU’s goals more closely than the Dual Advising Model.
•
It is important to note that, if the Total Intake Model were employed, additional advisors beyond
those recommended in Chapter 9 would be required. The Total Intake Model places greater
responsibility on the Advising Center for advising and retaining students. We estimate that an
additional four to six additional advisors would be needed with the Total Intake Model.
82
Functions and Structure of WCU’s Advising Center
•
The Director of Advising, OneStop, and Student Success oversees the Advising Center. The Advising Center serves
WCU by offering comprehensive advising to all undeclared undergraduate students.
•
Along with university colleagues in other units, advisors work to increase the yield and quality of the
entering students, decrease time to graduation, and advance rates of completion.
•
The Advising Center provides a holistic approach to advising by addressing students’ academic and social
needs. Advisors help students to select proper courses, to choose careers and appropriate majors, to
understand university academic policies and procedures, and to cope with the transition to college.
•
Essentially, the Advising Center supports the development of the whole student.
•
The responsibilities of the Advising Center can be divided into four main areas:
•
1.
Provide Academic and Personal Advising – Advisors serve as the first enrollment advisor for all
incoming students (freshman, transfer, and re-entering) as well as providing continued advising support
through graduation for all students.
2.
Assist in Recruitment of New Students – The Advising Center staff assist in the recruitment of new
students by preparing for and participating in orientation and other University recruitment events (e.g.,
Open Houses).
3.
Educate Faculty, Staff, and Students About Advising – Advisors facilitate communication between
the Advising Center and faculty, staff, and students by serving as a liaison to colleges, teaching the
University Experience Course, providing advising information and support to the WCU community, and
publishing a semester newsletter on MyCat that contains helpful tips and reminders regarding advising.
The Advising Center carries out these responsibilities through its 13 staff members (11 of whom are full-time
professional advisors) and its Web site, which includes advising forms and information for prospective and current
students.
83
Assessment of the Advising Center
Provide Academic and Personal Advising
•
Advising models vary across colleges and universities. While there is no one “best” model, colleges and universities
use the model that best meets the needs of their students and contributes towards the institution’s goals.
•
WCU currently utilizes a Dual Intake Advising Model where students have two advisors (one full-time professional
advisor and one faculty advisor once a major is chosen). This process is confusing from the student’s point of view
as contact with the student is initiated by the full-time professional advisor and then the relationship changes when
the student chooses a major and is assigned a faculty advisor and the student works through their faculty advisor
for their advising needs (e.g., obtaining the pin number to register for classes). Approximately 70% of freshmen
have the experience of meeting with a full-time professional advisor from the Advising Center for their initial
schedule and then seeking guidance from their faculty advisor if they have questions or problems during the first
semester. In many cases, the student may not have met his/her faculty advisor during orientation.
•
Students at WCU have the option of declaring their major upon entry to the University. Students entering with an
undeclared major must select a major before obtaining 45 credit hours. However, regardless of the number of
credit hours a student has earned, all WCU students are welcome to talk with an advisor at the Advising Center for
academic, career, and personal advising. This provides students with the option of consulting an advisor even if
their faculty advisor is unavailable when an immediate need arises. This is very convenient and comforting for
students and provides a strong support system for a broad range of issues that students face.
•
Advising Center staff have a higher volume of students beyond their list of students that have not yet declared a
major. In spring 2007, of the 11,000 student contacts in the Advising Center, 12% (1,320 students) were
undeclared. Thus, the Advising Center predominantly serves students who have declared their major. This may be
due to the convenience of the Center, which is centrally located and always has staff members available. Students
may find the Advising Center’s staff helpful, and they may have formed a connection with an Advising Center staff
member. Students may value utilizing the knowledge of both their faculty and Advising Center advisors to
maximize their college experience. As such, it is likely that both declared and undeclared students will continue to
regularly utilize the Advising Center’s services despite the type of advising model the University employs.
84
Assessment of the Advising Center (cont.)
Assist in Recruitment of New Students
•
Advising Center staff play an extensive role in preparing for and participating in orientation.
•
Each advisor is assigned a group of new students for which he/she is responsible. This includes making phone
calls and sending e-mails to remind the students that in order to enroll they must make a deposit and register
for orientation. This is the beginning of the connection between advisor and student.
•
The assigned advisor creates students’ class schedules prior to orientation, then meets with students during
orientation to answer any questions.
•
Advisors also represent the Advising Center at other WCU recruitment functions (e.g., Open Houses).
Educate Faculty, Staff, and Students About Advising
•
Each advisor serves as a liaison to a college to answer questions for associated faculty and staff, provide
training and workshop sessions when requested, and develop expertise about their assigned college.
•
Each advisor is required to teach a section of the University Experience Course (USI 130) every fall semester.
This is an opportunity for advisors to give students helpful advice on maximizing their college experience and to
inform them about the services and resources available to them at WCU.
•
Advisors also provide advising information and support for the WCU community, as needed.
85
Chapter 5.0
Assessment of the
Orientation Office
This analysis of the Orientation Office is divided into the
following sections:
 Analysis of Findings
 Functions and Structure of WCU’s Orientation Office
 Assessment of the Orientation Office and Program
Analysis of Findings
•
The Orientation Program serves WCU by assisting new students in their transition to university life as well as
addressing the concerns of the students’ immediate family support groups such as parents, guardians, spouses,
significant others, and children.
•
The Orientation Office plays an important role in student enrollment and retention as it is responsible for coordinating
events and providing new students with information that assists them in getting off to the right start during their first
semester at WCU.
•
Nationally, orientation events have evolved beyond their original purpose, which was to prepare the incoming class of
students with information they needed for a successful first semester and college experience. Many students now use
orientation as an opportunity to learn more about the institution when making their final decision about college. As a
result, orientation offices across the country find that they are responsible for contributing toward student enrollment
while simultaneously preparing incoming students.
•
Our analysis indicates that the WCU Orientation Office is very effective in contributing toward the
University’s student retention and graduation goals and does so within budget. This suggests that the
Office makes the most efficient use possible of current financial resources.
•
WCU’s Orientation Program is of equal or superior quality to those of its peers (see Chapter 8: Peer Institutions & Best
Practices Analysis).
•
Given the excellent service that the Orientation Office provides, as evidenced by internal surveys and the survey
results from this study, our suggestions for enhancement are limited to the following observations:
•
Publication Materials: WCU’s official colors and fonts are not used consistently in publication materials. (As noted
in other portions of this report, this appears to be an issue throughout the University.) For example, some
publications feature a much brighter (almost neon) shade of purple and a tanner shade of yellow than others.
Another example is the WCU 101: Intro to College flyer, which changes fonts three times and also changes
alignment for no apparent reason. This makes the publication look disjointed, though the information provided is
not.
•
Summer Book Reading Selection, Convocation, and Convocation Speaker: Complete responsibility, including
logistical and financial, for securing the Summer Book and Convocation speaker became part of Orientation
Office because the former director had this responsibility in their former position.
87
Functions and Structure of WCU’s
Orientation Program
•
•
Reporting to the Senior Vice Chancellor for Academic Affairs, the responsibilities of the Orientation Program can
be divided into three main areas:
1.
Orientation Sessions for Freshmen and Transfer Students – Offers a formal introduction to
WCU’s campus and an opportunity to meet faculty, staff, and students. WCU offers six freshmen
orientation sessions (five in June and one early-bird session in April). Freshmen can choose from one of
two one-day sessions and four two-day sessions. [One-day orientation sessions are designed for
students who have made prior visits to campus, local students, and special circumstances students.
These intensive sessions require participation from 8 a.m. to 9 p.m.] Transfer students can choose one
of three one-day orientation sessions (one in June, one in July, and one in August).
2.
Selection of Summer Book and Convocation Speaker – A committee chaired by the Director of
Orientation selects a book for freshmen to read over the summer. The purpose of this program is to set
the academic tone for new students and to enhance the intellectual climate at Western. Also, students
are provided with a common intellectual experience, a basis for academic discussion, and an enhanced
sense of community, which contributes toward engagement and student retention. Students receive a
copy of the book at Orientation. The author of the book is also the Convocation speaker.
3.
Convocation – The Director of Orientation coordinates all logistics for WCU’s Convocation, including
budget for the speaker.
The Orientation Program fulfills these responsibilities through its staff members (one professional staff; one
support staff; two student staff, 27 student staff for orientation, and one summer intern) and its Web site, which
includes orientation forms and information for prospective students.
88
Assessment of the Orientation Program
Orientation Sessions
•
WCU tries to appeal to the needs of incoming students by offering two different formats for orientation – a oneday session or a two-day session. One-day sessions are more popular and fill up before two-day sessions.
•
Approximately 2,200 students and 3,300 parents (5,500 total) attend WCU’s orientation each year, with
approximately 275 students at each session.
•
WCU invites parents to participate in orientation events and has special “parents-only” sessions that assist
parents in understanding WCU better and to engage parents in their child’s college experience. Parents have
given the orientation program high ratings (based upon results from internal surveys), suggesting that parents
enjoy and value the opportunity to participate.
•
The Orientation Office has only been offering one-day sessions for two years. This option appeals to students,
but it is unclear if a one-day session is as effective as a two-day session. The content is the same for both
formats, except that the two-day session offers a chance to meet with a department representative and to
interact with other students in the evening.
•
One-day orientation sessions appear to be most effective when the student has been on campus previously and
is already familiar with WCU. The Orientation Office does its best to help students (and their parents) choose
the most appropriate orientation format if asked.
•
Publication Materials – Overall, the materials appears professional, informative, and easy to understand.
– The Orientation Schedule brochure includes easy to follow "student," "parent," and "student and parent"
schedules.
– The orientation handout distributed at Open Houses has a peel-off credit card-sized list of orientation
dates that makes it user friendly.
– Students can register and pay for Orientation online, which is convenient for students as they can
immediately see which sessions still have openings. This system makes efficient use of time and
resources as staff do not need to enter data manually. Approximately 95% of Orientation registrations are
completed online.
89
Assessment of the Orientation Program (cont.)
Orientation Sessions
•
Orientation Counselors are student staff that are hired to assist with orientation.
– There are a limited number of new openings each year. These are highly competitive, as approximately
one-third of Orientation Counselors return to be a Counselor the following year.
– New Orientation Counselors are required to take a one credit-hour course in the spring as part of their
training.
– All Orientation Counselors receive compensation, housing, meals, and a uniform in exchange for their
work.
– Orientation Counselors contribute to the Early Alert System as they are assigned approximately 50
students to check in with three times during the first semester (during Welcome Week, at the end of the
fifth week of classes, and at the end of the semester).
Summer Book Reading Selection, Convocation, and Convocation Speaker
•
The Director of Orientation leads a committee to select the book that will be given to freshmen during
orientation as their summer reading assignment. Any book that the committee recommends is considered as a
finalist. In an effort to build engagement and form connections, WCU invites the author of the book to be the
Convocation speaker. If the author is available and affordable, the book is eligible for consideration. However, if
the speaker’s honorarium and travel expenses exceed the amount in the Orientation budget, the book is
eliminated from consideration.
90
Chapter 6.0
Findings from Focus Groups and
Interviews with Key Stakeholders
This chapter presents findings from focus groups and
interviews conducted with WCU faculty, staff, and students.
The purpose of the interviews and focus groups was to
assess the strengths and weaknesses of current retention
policies and practices.
Overview
Perceived strengths and weaknesses of current student retention efforts were identified from focus groups and
interviews with key WCU stakeholders including administrators, faculty, and staff from Academic Affairs,
Administration and Finance, the Chancellor’s Office, and Student Affairs, as well as undergraduate students. A list
of interviewees can be found in the Appendix B.
The summary is divided into six themes that emerged from the focus groups and interviews:
1.
Institutional Identity/Institutional Image
2.
Student Social Engagement
3.
Student Academic Success
4.
Effective Campus Communications
5.
Sustainable Initiatives and Leadership Support of Initiatives
6.
Campus Community Engaged in a Common Cause
92
Findings
Institutional Identity/Institutional Image – An institutional identity/image is an important element of a
university as it is serves to unify the entire campus community, keep alumni connected, and attract
prospective students.
Strengths
–
WCU’s unique location offers a beautiful setting in the mountains, as well as ecological and outdoor
opportunities, such as whitewater rafting and hiking, unparalleled at other institutions.
–
Many employees and students expressed a high degree of loyalty to and pride in WCU. They want the
University to be valued for the education and services it provides.
–
WCU, as part of the University of North Carolina system, offers an affordable cost of attendance to its
students.
–
–
WCU is perceived by the campus community to offer a “private-like education for a public-like price.”
Many faculty, staff, and students proudly display their “Purple-Pride” regularly throughout campus.
93
Findings
Institutional Identity/Institutional Image – An institutional identity/image is an important element of a
university as it is serves to unify the entire campus community, keep alumni connected, and attract
prospective students.
Weaknesses
–
There is a perception that WCU’s lack of a strong institutional identity/image hinders its recruitment
efforts because many prospective students are not aware of the University’s strengths.
–
There is concern that WCU’s lack of a strong institutional identity/image negatively affects the existing
campus community members’ connection and loyalty to the University, as well as their sense of fitting
in at WCU.
–
There is insufficient expression of “Purple-Pride” campus wide. Some campus community members
are often seen wearing attire from other institutions.
–
High turnover of faculty, staff, and students encourages others to leave.
–
Interviewees expressed that marketing materials (in hardcopy and on the Web site) lack consistency
across campus, which contributes to the absence of a shared identity or image.
–
Interviewees stated that, in recent years, the logo/theme of WCU has changed nearly every year or
every couple of years making it difficult to establish an institutional identity/institutional image.
–
Concern was expressed that WCU is admitting some students who lack the necessary academic
preparation for college and therefore may not have a reasonable chance of graduating.
94
Findings
(cont.)
Student Social Engagement – The greater a student’s involvement in university life and interaction with
faculty, staff, and other students, the more connected the student feels to the institution, increasing the
probability for persistence and graduation.
Strengths
–
Numerous and diverse opportunities exist for students to become engaged with the campus
community. Examples include Valley Bally Hoo (a campus event that promotes student engagement by
showcasing WCU’s academic and social clubs and organizations), and varsity and intramural sports,
etc.
–
Students expressed interest in staying on campus during weekends if more entertainment
opportunities (bar/sports bar, bowling alley, concerts, comedians, prominent speakers, etc.) were
available.
–
Many students are currently active in campus activities, clubs, organizations, and sports, and
encourage other students to become involved.
–
Many students who live on campus or nearby perceive WCU as their new “home.”
95
Findings
(cont.)
Student Social Engagement – The greater a student’s involvement in university life and interaction with
faculty, staff, and other students, the more connected the student feels to the institution, increasing the
probability for persistence and graduation.
Weaknesses
–
There is a perception that information about upcoming events is not widely advertised or publicized
with sufficient advance notice.
–
Students expressed that they receive too much junk mail in their mailboxes, which lessens the impact
of advertisements and announcements.
–
There is a perception that newer faculty/staff who are unfamiliar with WCU policies and procedures
are asked to serve as advisors for student groups without receiving adequate preparation to do so
effectively.
–
The perception exists that too few entertainment options are available to encourage students to stay
on campus on the weekends.
–
The “suitcase campus” perception is widespread and negatively affects students’ level of social
engagement.
96
Findings
(cont.)
Student Academic Success – The academic success of students is critical to any university. Completing
courses successfully enable students to meet program and university requirements for graduation, as well
as giving them a sense of accomplishment and fitting in.
Strengths
–
WCU offers its students small classes and personalized attention, which the campus community
values.
–
Faculty demonstrate interest in and concern for students and their success by building relationships
with them prior to their enrollment at WCU, during their academic career, and after graduation.
–
There is interest in and excitement about interdisciplinary collaboration among faculty, staff, and
students, as evidenced by efforts to enhance current course offerings and build connections between
these groups.
–
Faculty and staff expressed interest in spending more time with students (and vice versa), especially
at critical decision-making points in students’ academic careers.
–
Students stated that they use and value campus services that assist and support them in their
academic endeavors.
–
For a growing number of students, WCU was their first choice institution.
97
Findings
(cont.)
Student Academic Success – The academic success of students is critical to any University. Completing
courses successfully enable students to meet program and university requirements for graduation, as well
as giving them a sense of accomplishment and fitting in.
Weaknesses
–
Freshman courses are intended to help students establish a strong connection with faculty early in
their academic career at WCU. However, students indicated that this purpose was not clear and that
they did not see the value of freshman courses.
–
It was shared that scheduling required courses can be challenging when they are offered only once
per year and/or at the same time as another required course. If a critical required course is not
available, the student falls behind in his or her program of study.
–
The perception exists that some majors require a large number of credits to complete the program,
making it difficult to graduate in four years.
–
There is a perception that students are pressured to select a major as soon as possible without having
ample opportunity to explore a variety of majors through liberal arts coursework.
–
Concern was expressed that support systems are not adequate to assist those students who arrive on
campus unprepared to handle the academic challenges of college and responsibilities of being an
adult.
–
The perception exists that academic mentoring services are underutilized by low-achieving students,
the target population. Among students and their family members, a stigma is associated with use of
academic mentoring.
–
There is a perception that some students utilize WCU as a “stepping-stone” institution; they attend
WCU until they can transfer to their first-choice institution.
–
There is interest in increasing the racial diversity of faculty to increase minority student recruitment
efforts, as well as retention and graduation rates.
98
Findings
(cont.)
Effective Campus Communication – Maintaining effective campus-wide lines of communication is important
for improving students’ overall experience at WCU and providing students with the information they need to
make progress toward their degree. This includes two-way communication among administrators, faculty,
staff, and students.
Strengths
–
Faculty expressed interest in receiving student retention and graduation data for their respective
departments so that each department could be more aware of how it contributes to university efforts.
–
Faculty, staff, and students value making new connections with others and living in a “community.”
–
The campus community appreciates guidance from senior administrators on important student
retention and graduation issues and would welcome additional leadership in this area.
There is interest in recognizing faculty and staff for outstanding contributions to student retention and
graduation.
–
99
Findings
(cont.)
Effective Campus Communication – Maintaining effective campus-wide lines of communication is important
for improving students’ overall experience at WCU and providing students with the information they need to
make progress toward their degree. This includes two-way communication among administrators, faculty,
staff, and students.
Weaknesses
–
It is perceived that there is an insufficient level of communication across departments and divisions.
Faculty and staff expressed a desire to communicate important campus programs, policies, and
procedures to other departments and divisions so as to enhance students’ overall experience at WCU.
–
Often, committees work to form recommendations and suggestions, which are forwarded to
leadership for consideration or action. It was expressed that committees typically do not receive
feedback on decisions or actions taken based on their recommendations.
–
There is a perception that students can receive multiple answers to the same question about
academic or student services issues from different campus authorities, making it difficult for them to
choose which course of action to take.
–
There is concern that new on-campus policies and procedures are too wordy and thus difficult to
understand and interpret.
100
Findings
(cont.)
Sustainable Initiatives and Leadership Support of Initiatives – It is important to introduce new initiatives
that will enhance the overall student experience as well as increase student retention and graduation rates.
New initiatives take time to develop, implement, and assess and therefore require sustainable leadership
and leadership support.
Strengths
–
WCU strives to adopt best practices and programs in student retention and graduation as they
become available.
–
WCU is currently providing a variety of programs and services that enhance students’ overall
experience and contribute towards increasing student retention and graduation rates.
Weaknesses
–
It is perceived that some programs and services are at risk of being reduced or eliminated if they do
not appear to have proven results in a short period of time (1-2 years). It was expressed that more
time is needed to demonstrate outcomes.
–
Some departments/programs perceive that they do not have the resources (staff and financial) to
accomplish the work that they have been charged to perform.
–
There is concern that faculty and staff are made responsible for implementing programs or services,
but lack authority to determine the implementation plan or make changes to existing programs or
services.
Concerns were raised about the tradeoffs of increasing enrollment at the perceived cost in quality of
students admitted.
–
101
Findings
(cont.)
Campus Community Engaged in a Common Cause – Institutions that are successful in implementing
change and meeting the goals set forth by senior leadership, such as increasing student retention and
graduation rates, do so with the involvement of the entire campus community.
Strengths
–
Faculty, staff, and students recognize the importance of retention and graduation rates and are
interested in playing a role in improving WCU’s rates.
–
Students, faculty, and staff expressed interest in being part of future conversations about creating an
implementation plan for increasing student retention and graduation rates at the department and
University levels.
–
Interest was expressed in having leadership established obtainable student retention and graduation
goals each year and the WCU community working together to reach those goals.
Weaknesses
–
There is concern that all employees do not have a “Students-First” mentality. It was stated that some
people/departments make independent decisions without putting students’ needs first.
–
It is perceived that faculty, staff, and students lack a sense of unity and are not engaged in a common
cause.
102
Chapter 7.0
Survey Results
This chapter presents findings from the online survey of WCU
students. The purpose of the survey was to assess the goals of
students upon enrollment at WCU, their experience with the
admissions process, and their evaluation of their college
experiences both in and out of the classroom.
Student Survey – Analysis of Findings
WCU Student Survey
•
MGT conducted an online survey to collect data about WCU students and their goals, expectations, levels of
satisfaction, and experiences, as well as suggestions for improving student retention. [The survey of current
students can be found in the Appendix C.]
•
On Thursday, March 8, 2007, a survey link and participation instructions were e-mailed to undergraduate students
enrolled at WCU (Cullowhee campus only) for the Spring 2007 term. The deadline for participation was Friday,
March 23, 2007, allowing students 15 days to complete the survey.
•
A total of 690 WCU students accessed the survey, yielding a 12.4% response rate.
•
The survey results are consistent with comments made during student focus groups. Students perceive that WCU
students would be encouraged to complete their bachelor’s degree at WCU when:
–
WCU’s recruiting efforts highlight its unique characteristics and attract students who are interested in WCU.
–
Services that students deem important are enhanced or improved.
104
Student Survey – Analysis of Findings (cont.)
Tailoring Outreach Efforts
•
“Tailoring Outreach Efforts” involves capitalizing on the qualities that respondents identified as having
influenced their decision to enroll at WCU, notably affordability and small class size. Location and quality of
education were the next most common reasons for choosing WCU. In terms of location, the majority of
students whose first choice was not WCU said that they had considered other schools in the state.
•
Clearly, most students who enroll at WCU are already inclined to attend school in North Carolina; the key is for
the University to show prospective students what it specifically has to offer, as some of the same qualities that
attract applicants to WCU in the first place are primary sources of satisfaction once those students are enrolled.
–
•
For example, more than 90% of respondents reported that they were very satisfied or satisfied with the
quality of teaching at WCU and the faculty’s knowledge and expertise, factors that respondents
unanimously ranked as important.
It should be noted that the University’s online presence is integral to outreach efforts, as 73% of respondents
reported consulting the WCU Web site prior to enrollment.
105
Student Survey Findings – Analysis (cont.)
Tailoring Outreach Efforts (cont.)
•
•
Many students who are leaving WCU may not perceive the institution as the “best” fit for them.
–
Only 66% of freshmen planned to graduate from WCU when they initially enrolled.
–
While 88% of student respondents indicated that they would recommend WCU to friends and family, only 78%
would choose it again for themselves.
Students who enroll at WCU with the intention of transferring within the first two years may be difficult to retain, but
data indicate that WCU has had some success here.
–
•
Some students have changed their minds as a result of their enrollment and exposure to the WCU community,
since 73% of freshman respondents indicated that they were currently planning to graduate from WCU (up from
66% at initial enrollment).
Greater engagement with the campus community at both the individual and group level may improve student
commitment to WCU and retention.
–
While 88% of the respondents indicated that involvement in organizations contributed to their satisfaction at the
institution, 18% were not involved in any student group.
–
Approximately 24% of respondents went home almost every weekend. Thirty-four percent of these students
indicated that they would stay on campus over the weekend for social events.
–
Although 73% of freshmen indicated that they were planning to graduate from WCU, an additional 20% indicated
that they might graduate from WCU. These students may be influenced and retained if they are given reasons to
stay.
–
USI 130 and the Freshman Seminar were rated as very low in importance and satisfaction among survey
respondents. Students called these courses “a waste of time,” “busy work,” and “not useful.” These courses, if
filled with rich content relevant to student experiences and presented in an engaging way, may provide students
with a solid academic and social foundation.
106
Student Survey – Analysis of Findings (cont.)
Improving Services
•
“Improving Services” contributes to increasing retention. As the University’s clientele, students are the most
valuable source of information on ways to increase retention. It is essential that WCU consider student input
and respond appropriately to their needs. Potentially, the greatest value may be realized by responding to areas
that received both high importance and low satisfaction ratings: food services, availability of required courses,
and electronic access to course content. More than 90% of respondents rated these areas as important, and
between 26% and 43% reported dissatisfaction with them.
•
Other common sources of dissatisfaction were lack of parking/transportation and advising. The latter is of
particular note, since students who are not properly advised may perceive less relevancy in this coursework and
may take longer to obtain their degree. This may lead to frustration with the time and money invested in their
education, prompting them to transfer to an institution through which they can progress more smoothly.
•
Lack of availability of required courses can have a similar effect. Moreover, factors that lengthen the time for a
student to earn a degree can affect graduation rates even when the student chooses to stay at WCU. When
students take more than six years to complete their degrees, their efforts do not contribute to the University’s
overall graduation rates measure.
107
Respondent Characteristics
•
•
•
As illustrated in Exhibit 7-1, seniors represented the
largest percentage of respondents (29.8%), followed
by juniors (27.4%) and freshmen (23.6%).
Sophomores had the lowest response rate (17.9%).
Over 69% of all respondents were 21 years old or
younger.
The majority of survey respondents were full-time
students (93.9%), White/Caucasian (91.1%), and
female (62.8%).
EXHIBIT 7-1:
RESPONDENT CHARACTERISTICS
Respondent Characteristics
(n=687)
Classification
Freshman
23.6%
Sophomore
17.9%
Junior
27.4%
Senior
29.8%
Other
1.3%
Status
Part-time
6.1%
Full-time
93.9%
Age
Under 18
0.3%
18-19
31.6%
20-21
37.3%
22-23
15.8%
24 or Older
15.1%
Gender
Female
62.8%
Male
37.2%
Ethnicity
Asian/Pacific Islander
2.0%
Black/African-American
3.1%
Hispanic
Native American or
Alaskan Native
0.9%
1.2%
White/Caucasian
91.1%
Biracial/Multiracial
0.9%
Other
0.9%
Overall GPA
Higher than 3.0
68.7%
2.0 to 3.0
Less than 2.0
29.0%
2.3%
Source: WCU Student Survey, March 2007.
108
Respondent Characteristics (cont.)
Other Respondent Characteristics
•
Respondents were dispersed across four colleges: the College of Arts and Sciences (29%), the College of
Applied Science (28%), the College of Education & Allied Professions (23%), and the College of Business
(14%). The remaining 5% of respondents indicated that they had not yet declared a major.
•
Approximately 35% of all survey respondents had been attending WCU for 1 year. Another 24% had been
attending for 2 years, and one-fifth had been attending for 3 years.
•
A majority (58%) of respondents indicated they were currently living on campus, while 23% indicated they
used to live on campus; 19% had never lived on campus.
•
Fifty-six percent of respondents’ permanent addresses were more than 60 miles away from the campus; 11.2%
had permanent addresses within 1 mile.
•
Seventy-two percent of all survey respondents were from North Carolina.
–
Of those North Carolina residents who responded, the highest percentages were from Buncombe County
(8.2%), Jackson County (7.8%), Haywood County (7.4%), Macon County (6.3%), and Wake County
(5.3%).
109
Paying for Educational Expenses
•
Fifty-one percent of survey respondents indicated that they were responsible for their own educational expenses.
Another 45% indicated that their “parents or relatives” had primary financial responsibility for their educational
expenses at WCU.
•
The means by which students were financing their education are depicted in Exhibit 7-2; the three most common
were parents (56%), student loans (54%), and a part-time job (36%).
•
Only 16% of respondents indicated that they still had very significant financial need after taking all financial aid into
consideration.
EXHIBIT 7-2:
WAYS SURVEY
RESPONDENTS WERE
FINANCING THEIR
EDUCATION
Parents
56%
Student loans
54%
36%
Part-time job
University scholarships
32%
Savings
23%
Other
15%
Work/Study program
9%
Full-time job
7%
Spouse, family (other than parents), or partner
7%
Veterans' benefits
3%
Federal program (TRA, TAA, ITA)
2%
Employer benefits
1%
Military benefits
1%
0%
Source: WCU Student Survey, March 2007.
10%
20%
30%
40%
50%
60%
110
Goals and Expectations
•
The overwhelming majority of respondents enrolled at WCU with the intention of completing their bachelor’s
degree (94% overall).
•
Current freshmen, however, were more likely to respond with uncertainty than their upper-class
counterparts. Nine percent of freshmen reported that they were uncertain about their goal of obtaining a
bachelor’s degree when they started, as compared to 4% of sophomores and just 3% of juniors and seniors.
EXHIBIT 7-3:
DID YOU ENTER COLLEGE
WITH THE GOAL OF
OBTAINING A BACHELOR’S
DEGREE?
100%
90%
5%
9%
1%
2%
80%
4%
3%
3%
2%
0%
1%
70%
60%
50%
94%
89%
94%
97%
95%
Overall
(n=685)
Freshman
(n=161)
Sophomore
(n=123)
Junior
(n=187)
Senior
(n=205)
40%
30%
20%
10%
0%
Yes
No
Uncertain when I started
Source: WCU Student Survey, March 2007.
111
Goals and Expectations (cont.)
•
Freshmen respondents were less likely than their upper-class counterparts to indicate that their original
intention upon entering WCU was to graduate with a bachelor’s degree from WCU. Of freshmen
respondents, 66% indicated that they intended to graduate from WCU, as compared to 84% of sophomores,
91% of juniors, and 88% of seniors.
•
Most of those who did not intend to graduate from WCU when they initially enrolled indicated that they
planned to stay one or two years and then transfer (8%) or to start college and see what happened (5%).
This trend was more pronounced among freshman respondents (14% and 12%, respectively).
EXHIBIT 7-4:
WHAT WAS YOUR
ORIGINAL
INTENT BY
ENROLLING AT
WCU?
Senior
(n=205)
0%
2%
2%
6%
Junior
(n=187)
0%
2%
2%
6%
2%
2%
3%
Sophomore
(n=123)
Freshman
(n=161)
Overall
(n=685)
1%
9%
Other
91%
Stay until I figure out what to
do next
Start college and see what
happens
84%
Stay for one or two years
and then transfer
Transfer
6% 12%
14%
66%
1%
3%
5%
8%
0%
88%
Graduate from WCU
Graduate from WCU
83%
20%
40%
60%
80%
100%
Source: WCU Student Survey, March 2007.
112
Goals and Expectations (cont.)
•
When asked about their current
intentions, 89% of respondents indicated
that they intended to complete their
bachelor’s degree at WCU. However,
freshmen were much less likely to
respond this way than upperclassmen
(73%).
•
•
EXHIBIT 7-5:
DO YOU CURRENTLY PLAN TO COMPLETE
YOUR BACHELOR’S DEGREE AT WCU?
Approximately 27% of freshmen indicated
that they did not plan to, or might not,
graduate from WCU. Fifteen percent of
sophomores, 5% of juniors, and just 2%
of seniors indicated that they did not plan
to, or might not, graduate from WCU.
Of the 161 freshmen respondents, 66%
planned to graduate from WCU when they
originally enrolled (exhibit 10), but 73%
now intend to complete their bachelor’s
degree from WCU.
100%
90%
3%
8%
7%
4%
11%
2%
1%
3%
1%
96%
98%
Junior
(n=187)
Senior
(n=205)
20%
80%
70%
60%
50%
40%
89%
85%
73%
30%
20%
10%
0%
Overall
(n=685)
Freshman
(n=161)
Sophomore
(n=123)
Yes
Maybe
No
Source: WCU Student Survey, March 2007.
113
Reasons for Staying at WCU
•
•
The most common reason that student
respondents offered for staying at WCU was that
they planned to complete their college degree
(50%).
Other common responses were:
– Atmosphere from students/peers (42%).
– Atmosphere from teaching faculty (41%).
– Location of WCU (41%).
– Meets my educational goals (36%).
•
The least common responses were:
– Variety and frequency of activities/events
outside of the university community (1%).
– Quality of the facilities (2%).
– Atmosphere from student services staff
(2%).
– Changed marital status (2%).
EXHIBIT 7-6:
WHAT REASONS HAVE CONTRIBUTED TO YOUR
STAYING AT WCU? (AMONG THOSE PLANNING
(n=609) AND MAYBE PLANNING TO STAY (n=53))
Reasons for Staying at WCU
(Among Those Planning or Maybe Planning to
Stay)
1. Plan to complete a college degree
2. Atmosphere from students (peers)
3. Atmosphere from teaching faculty
4. Location of WCU
5. Meets my educational goals
6. Adequate financial aid or money to continue
attending
7. WCU offers a major that matches my academic
interests
8. Investment of much time and money
9. Feel part of this college community
10. Meets my personal needs
11. Want to be close to family
12. Want to be closer to boyfriend/girlfriend and/or
friends who attend WCU
13. Too much effort to transfer
14. Quality of instruction
15. Meets my expectations
16. Atmosphere from academic support staff
17. Variety and frequency of activities/events on
campus
18. Parents wanted me to stay
19. Other
20. Classes are challenging for me
21. Residential living environment on campus
22. Want to be far from family
23. Services provided to students are excellent
24. Atmosphere from student services staff
25. Quality of facilities
26. Changed marital status
27. Variety and frequency of activities/events outside of
the university community
Source: WCU Student Survey, March 2007.
%
(n=662)
50%
42%
41%
41%
36%
n
328
281
273
273
236
33%
217
33%
216
23%
21%
14%
13%
153
140
95
87
13%
83
12%
10%
7%
5%
77
65
47
36
5%
36
5%
5%
4%
3%
3%
3%
2%
2%
2%
35
34
24
23
22
19
15
14
13
1%
7
114
Reasons for Considering Leaving
•
•
•
•
The most common reason respondents gave for
considering leaving WCU was that they were planning
to transfer to another school. Approximately 34% of
those considering leaving and 61% of those who
definitely did not plan to graduate from WCU indicated
that they intended to transfer to another school.
Other common responses among those considering
leaving were:
– Location of WCU (26%).
– Want to be closer to boyfriend/girlfriend and/or
friends who attend another school (19%).
– Does not meet my personal needs (17%).
– Does not meet my expectations (17%).
– Want to be close to family (17%).
Other common responses among those who definitely
did not plan to stay were:
– Location of WCU (48%).
– Does not meet my expectations (35%).
– Does not meet my personal needs (26%).
– Don’t feel a part of this college community (22%).
The most popular schools to which respondents were
considering transferring were UNC at Chapel Hill
(n=10), UNC at Greensboro (n=10), UNC at Wilmington
(n=9), NC State (n=6), Appalachian State University
(n=5), and UNC Charlotte (n=5).
EXHIBIT 7-7:
WHY ARE YOU CONSIDERING LEAVING WCU
BEFORE COMPLETING YOUR DEGREE?
Reasons Considering Leaving WCU
1. Planning to transfer to another school
2. Location of WCU
3. Want to be closer to boyfriend/girlfriend and/or
friends who attend another school
4. Does not meet my personal needs
5. Does not meets my expectations
6. Want to be close to family
7. Atmosphere from students (peers)
8. Don't feel part of this college community
9. Does not meet my educational goals
10. Limited variety and frequency of activities/events on
campus
11. Atmosphere from teaching faculty
12. Not enough financial aid or money to continue
attending
13. Residential living environment on campus
14. Limited variety and frequency of activities/events
outside of the university community
15. Quality of instruction
16. Quality of facilities
17. WCU does not offer a major that matches my
academic interests
18. Classes are challenging for me
19. Investment of much time and money
20. Parents wanted me to leave
21. Want to be far from family
22. Atmosphere from academic support staff
23. Atmosphere from student services staff
24. No longer plan to pursue a college degree
25. Too much effort to stay
26. Other
27. Changed marital status
May
Do not Plan
Complete to Complete
Degree at
Degree at
WCU (n=53) WCU (n=23)
34%
61%
26%
48%
19%
13%
17%
17%
17%
15%
15%
15%
26%
35%
17%
4%
22%
17%
11%
13%
9%
4%
9%
4%
9%
4%
8%
13%
8%
6%
4%
4%
6%
13%
4%
4%
4%
4%
2%
2%
2%
2%
6%
0%
0%
4%
0%
0%
0%
0%
0%
4%
22%
0%
Source: WCU Student Survey, March 2007.
115
Reasons Why Fellow Students Left WCU
•
The most common reason respondents gave for other students’ leaving WCU was that these students had
transferred to another college (38%).
•
Other common reasons given were:
– Poor grades (37%).
– Difficulty adjusting to college (28%).
– Did not feel comfortable or connected to WCU (28%).
– Not enough money to continue attending (19%).
EXHIBIT 7-8:
CONSIDERING
STUDENTS YOU
KNOW WHO LEFT
WCU RECENTLY,
WHY DO YOU THINK
THEY LEFT?
Transferred to another college
Poor grades
Difficulty adjusting to college
Did not feel comfortable or connected to WCU
Not enough money to continue attending
Desired an academic program not offered at WCU
Personal issues that prohibited continued attendance
Wanted to be closer to family or boyfriend-girlfriend
Found full-time employment
Medical issues that prohibited continued attendenance
Too few city amenities/no night life
Other
0%
Source: WCU Student Survey, March 2007.
5%
10%
15%
20%
25%
30%
35%
40%
116
Student Suggestions for Encouraging Their Peers
to Stay
•
Many respondents suggested that lowering the cost of tuition by offering more financial aid and
scholarships would encourage students to stay.
•
Many respondents expressed a desire for more off-campus restaurants.
•
Other respondents suggested that changes to academic programs would encourage students to stay.
Among their suggestions were to:
–
Design classes that focus less on the theoretical and more on applications to the real world.
–
Add programs (e.g., automotive, textiles), and add pharmacy and veterinary schools.
–
Improve the distance education opportunities and the nursing program.
117
Students’ Sense of Connection to the Campus
•
Student respondents indicated involvement in
a variety of on-campus organizations. The
most commonly cited were:
–
–
–
–
•
The least commonly mentioned groups were:
–
–
–
–
•
Honors Program (26%).
Intramurals (26%).
Academic and Professional Groups (25%).
Religious and Spiritual Groups (21%).
Social Advocacy Groups (1%).
Student Government (3%).
Student Media (4%).
Political Organizations (4%).
Eighteen percent of respondents indicated
that they had not been involved in a
club/organization or sport (120 students).
EXHIBIT 7-9:
ORGANIZATIONS STUDENTS HAVE PARTICIPATED
IN SINCE ENROLLING AT WCU
Organizations Participated in While at WCU
1. Honors program
2. Intramurals
3. Academic and professional groups
4. Religous/spiritual groups
5. I am not part of any club/organization/sport
6. Honors organizations
7. Fraternity or sorority
8. Marching Band
9. Service learning
10. Leadership and programming
11. Last Minute Productions (LMT)
12. Arts, design, and art education organizations
13. Cultural and advocacy organizations
14. Resident Student Association or Residence Hall
Council
15. Game clubs
16. Varsity sport
17. Political organizations
18. Student media
19. Student Government Association
20. Social advocacy groups
%
(n=672)
26%
26%
25%
21%
18%
17%
16%
10%
9%
8%
7%
7%
6%
n
178
176
167
140
120
111
109
66
58
53
50
49
37
6%
37
5%
5%
4%
4%
3%
1%
34
31
27
27
23
9
Source: WCU Student Survey, March 2007.
118
Students’ Sense of Connection to the Campus (cont.)
•
Over 88% of respondents indicated that participation in a student organization contributed at least
somewhat to their overall satisfaction at WCU. Over 41% indicated that such participation had greatly
affected their level of satisfaction.
EXHIBIT 7-10:
EXTENT TO WHICH PARTICIPATION IN A STUDENT ORGANIZATION
CONTRIBUTED TO OVERALL STUDENT SATISFACTION AT WCU
To a great
extent, 46.1%
Not at all, 11.4%
Somewhat,
42.5%
n=508
Source: WCU Student Survey, March 2007.
119
Students’ Sense of Connection to the Campus (cont.)
•
•
•
•
•
•
Exhibit 7-11 displays the reported amounts of time spent in various activities by the survey respondents.
Eighty-five percent of respondents reported attending classes for more than 10 hours per week, and 10%
reported spending over 20 hours each week in class.
Most students (60%) reported socializing with friends for between 1 and 10 hours each week.
Similarly, the majority of respondents (68%) indicated that they spent between 1 and 10 hours each week
studying outside of class.
Sixty percent of respondents spent no time volunteering; however, 36% spent between 1 and 5 hours per
week volunteering.
While about half of respondents reported working not at all or less than 5 hours a week, 33% worked
between 6 and 20 hours a week, and 17% worked more than 20. Of the students who spend 16 hours or
more each week working, 22% indicate that they still have significant financial needs, compared with 14%
of those who work less than 16 hours each week.
EXHIBIT 7-11:
TIME SPENT EACH WEEK ON VARIOUS ACTIVITIES
Time Spent per
Week
0 hours
1-5 hours
6-10 hours
11-15 hours
16-20 hours
21 Hours or more
Participating
Studying/Doing
Socializing
Volunteering
Attending
in
Homework or
with
for Community
Classes Club/Activity/
Team Projects
Friends
Service
(n=685)
Sport
Outside of Class
(n=681)
(n=675)
(n=679)
(n=679)
0%
5%
9%
42%
34%
10%
Source: WCU Student Survey, March 2007.
33%
41%
14%
6%
3%
3%
3%
35%
25%
16%
9%
12%
1%
29%
39%
19%
9%
3%
60%
36%
3%
1%
0%
0%
Working at a
Full- or Parttime Job
(n=682)
41%
9%
14%
9%
10%
17%
120
Students’ Sense of Connection to the Campus (cont.)
•
Exhibit 7-12 displays answers to the question “Would you recommend WCU to friends and family?” by
student organization membership.
•
The majority of students in every category responded that they would recommend WCU to friends or family.
This suggests that they have a positive image of the university as a whole.
•
Marching Band members had the most positive responses to this question (94%).
EXHIBIT 7-12:
WOULD YOU
RECOMMEND WCU TO
FRIENDS OR FAMILY?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
12%
13%
11%
6%
9%
13%
12%
88%
87%
89%
94%
91%
87%
88%
Marching
Band
(n=66)
Honors
Program
(n=177)
Intramural
(n=176)
Involved in
any group
(n=494)
All
(n=681)
Acad. and Religious /
professional
spiritual
groups
groups
(n=166)
(n=140)
Yes
12%
88%
Not part of
any group
(n=120)
No
Source: WCU Student Survey, March 2007.
121
Students’ Sense of Connection to the Campus (cont.)
•
Exhibit 7-13 displays answers to the question “If you were starting college again, would you choose to attend
WCU?” by student organization membership.
•
The majority of students in every category responded that they would choose WCU again.
•
Religious/spiritual group members had the most positive responses to this question (84%).
•
Interestingly, fewer respondents in each category responded positively to this question than the previous one
(Exhibit 7-12). The largest difference was among members of the Marching Band (12%), and the smallest
was among members of religious/spiritual organizations (5%). This suggests that while respondents have a
positive image of the university as a whole, some do not feel that WCU is the best match for them personally.
EXHIBIT 7-13:
IF YOU WERE
STARTING COLLEGE,
WOULD YOU CHOOSE
TO ATTEND WCU?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
22%
23%
78%
77%
16%
18%
19%
19%
84%
82%
81%
81%
All
Acad. and Religious, Marching
(n=679) professional spiritual
Band
groups
groups
(n=66)
(n=166)
(n=140)
Yes
Source: WCU Student Survey, March 2007.
Honors
Program
(n=177)
22%
78%
21%
79%
Intramural Involved in Not part of
(n=176) any group any group
(n=493)
(n=119)
No
122
Weekends at WCU
•
Thirty-seven percent of respondents indicated
that they rarely go home on weekends (0 or 12 weekends per semester).
•
Approximately 24% reported that they went
home almost every weekend.
•
Social activities were cited by 52% of
respondents as events that would encourage
them to stay on campus during weekends.
•
•
•
Thirty-nine percent indicated that athletic
events would help keep them on campus.
Other common responses were:
–
Intramural sports events (19%).
–
Religious/spiritual events (17%).
–
Academic and professional events (17%).
–
Arts, design, and art education events
(16%).
Students who responded “Other” gave
suggestions such as dining options, concerts,
and work opportunities.
EXHIBIT 7-14:
HOW MANY WEEKENDS A SEMESTER DO YOU GO HOME?
Almost every w eekend
24%
6-7 w eekends
6%
5-6 w eekends
9%
3-4 w eekends
24%
1-2 w eekends
26%
0 w eekends
n=686
11%
0%
5%
10%
15%
20%
25%
30%
EXHIBIT 7-15:
WHAT EVENTS WOULD MAKE YOU WANT TO STAY ON
CAMPUS DURING WEEKENDS?
Social activities
Athletics
Intamural sports activities
Religious/Spiritual
Academic and professional
Arts, design and art education
Cultural and advocacy
Marching Band
Leadership and programming
Service learning
Social advocacy
Other
Not applicable (commuter/distance learn)
Nothing
n=686
0%
52%
39%
19%
17%
17%
16%
10%
10%
7%
5%
4%
3%
2%
1%
10%
20%
Source: WCU Student Survey, March 2007.
30%
40%
50%
60%
123
Weekends at WCU (cont.)
•
Among respondents reporting that they went home almost every weekend, social activities and events (34%)
and athletic events (22%) were the most commonly cited activities that would encourage these respondents
to remain on campus over weekends.
•
Among this group of respondents, those who selected “Other” also offered suggestions including dining
options, concerts, and work opportunities.
EXHIBIT 7-16:
AMONG RESPONDENTS WHO GO HOME ALMOST EVERY WEEKEND,
WHAT EVENTS WOULD MAKE YOU WANT TO STAY ON CAMPUS
DURING WEEKENDS?
Social activities
Athletics
Academic and professional
Religious/spiritual
Intamural sports activities
Arts, design, and art education
Cultural and advocacy
Not Applicable (commuter/distance learn)
Nothing
Marching Band
Leadership and programming
Social advocacy
Service learning
Other
n=161
0%
34%
22%
19%
16%
16%
11%
7%
7%
5%
5%
5%
4%
2%
15%
5%
10% 15% 20% 25% 30% 35% 40%
Source: WCU Student Survey, March 2007.
124
Satisfaction with Student Activities and Community
• Students reported the most satisfaction
(very or somewhat satisfied) with the:
– Friendliness of other students
(94%).
– Ability to become involved in
student organizations and clubs
(94%).
– Out-of-class experiences (92%).
• Students reported the least satisfaction
(not too or not at all satisfied) with:
– Their sense of belonging to
Cullowhee and Sylva (15%).
– The new student services phone
system (14%).
EXHIBIT 7-17:
SATISFACTION WITH STUDENT ACTIVITIES AND COMMUNITY
Very
Somewhat Not Too Not at All
Satisfied Satisfied Satisfied Satisfied
Sense of belonging to WCU (n=616)
53%
38%
6%
3%
Friendliness of other students (n=613)
49%
45%
4%
1%
Ability to become involved in student
48%
46%
5%
1%
organizations/clubs (n=609)
Out-of-class experiences (hearing
speakers, informal student discussions,
45%
47%
6%
1%
attending plays) (n=607)
Sense of belonging to Cullowhee and Sylva
45%
40%
11%
4%
(n=610)
Safety and security on campus (n=614)
44%
46%
7%
2%
Organized extracurricular experiences
(student club, intramural sports, cultural or
44%
50%
5%
2%
social activities) (n=602)
Orientation activities (n=608)
33%
54%
8%
4%
New student services phone system (22730%
56%
9%
5%
7170) (n=595)
Student Activities and Community
Source: WCU Student Survey, March 2007.
125
Use of Selected University Services
•
Services used daily or weekly by most respondents were the WCU Website (80%), MyCAT (78%), WebCT
(73%), and WCU e-mail (59%).
•
The least frequently used services (rarely or never) were Career Placement and Planning services (88%),
Student Success Center tutoring (79%), and TV 62 (77%).
EXHIBIT 7-18:
HOW FREQUENTLY DO YOU USE THE FOLLOWING UNIVERSITY SERVICES?
Services
Daily
Weekly
Monthly
WCU website (n=620)
WCU email (n=620)
Web CT (n=621)
MyCat (n=620)
Walk through the University Center to check out
upcoming events (n=618)
Talk with faculty outside of class (n=621)
WWCU 90.5 (n=620)
Study or meet with other students in my classes
(n=620)
Student Accounts services (n=618)
TV 62 (n=616)
One-Stop for help (in Killian Annex) (n=622)
Financial Aid services (n=613)
Academic Advising Center services (in Killian Annex)
(n=620)
Registrar services (n=617)
Student newspaper (n=617)
Student Success Center tutoring services (n=618)
Career Placement and Planning services (n=620)
49%
44%
44%
43%
31%
15%
29%
35%
8%
5%
6%
9%
Several
Times per
Semester
7%
8%
7%
8%
16%
20%
8%
13%
7%
34%
11%
6%
Source: WCU Student Survey, March 2007.
Rarely
Never
4%
11%
9%
4%
2%
17%
5%
1%
16%
22%
19%
18%
7%
18%
10%
15%
24%
3%
41%
30%
17%
23%
16%
8%
2%
2%
1%
1%
6%
5%
8%
3%
10%
6%
27%
9%
27%
11%
40%
39%
39%
29%
21%
26%
17%
48%
3%
22%
0%
2%
7%
25%
42%
24%
0%
0%
0%
0%
2%
5%
4%
1%
8%
18%
5%
2%
29%
13%
11%
9%
48%
29%
34%
43%
12%
35%
45%
45%
126
Aspects of the Academic Experience
• Students were asked to rate the
importance of each of the academic
services shown in Exhibit 7-19.
• Virtually every respondent indicated that
some services were important or very
important. Those items with a 100%
importance rating were:
– Quality of teaching.
– Faculty’s knowledge and expertise.
– Availability of courses to make
progress each semester toward
respondent’s degree.
– Quality of academic majors or areas
of study of interest to respondent.
• Services that were cited as least important
(not important or not at all important)
were:
– Freshman seminar (65%).
– USI 130 course (62%).
• It is possible that some students may have
rated an academic service as ‘not
important’ or ‘not at all important’ because
they have not used the service.
EXHIBIT 7-19:
PERCEIVED IMPORTANCE OF ASPECTS OF THE
ACADEMIC EXPERIENCE
Very
Important
Important
Quality of teaching (n=653)
87%
12%
Faculty's knowledge and expertise that teach courses
85%
15%
(n=661)
Availability of courses to make progress toward my
84%
16%
degree each semester (n=663)
Quality of academic courses (n=659)
81%
19%
Availability of academic majors or areas of study that
80%
20%
are of interest to me (n=664)
Number of times required courses are offered
71%
27%
throughout the year (n=662)
Friendliness of faculty (n=652)
69%
29%
Interesting and appropriate teaching and learning
66%
33%
methods are used in class (n=661)
Academic advising (n=665)
66%
31%
Time that courses are offered throughout the day
65%
30%
(n=660)
Quality of classroom/lab facilities (n=658)
59%
35%
Opportunites to meet with faculty outside of the
58%
34%
classroom (n=662)
Ability to electronically access essential information
57%
35%
and content if I miss a class (n=664)
Use of technology in classes/courses (n=651)
43%
43%
Formal academic experiences (n=661)
36%
46%
Senior Capstone Course (n=634)
36%
39%
Freshman seminar courses (n=647)
12%
24%
USI 130 course (n=614)
10%
28%
Academic Service
Not
Not at all
Important important
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
2%
1%
2%
0%
1%
0%
3%
0%
4%
1%
6%
1%
6%
2%
7%
1%
12%
16%
15%
36%
25%
3%
2%
10%
29%
37%
Source: WCU Student Survey, March 2007.
127
Aspects of the Academic Experience (cont.)
EXHIBIT 7-20:
SATISFACTION WITH ASPECTS OF THE ACADEMIC EXPERIENCE
Academic Service
Friendliness of faculty (n=632)
Opportunites to meet with faculty outside of the
classroom (n=640)
Availability of academic majors or areas of study that
are of interest to me (n=646)
Faculty's knowledge and expertise that teach courses
(n=643)
Quality of teaching (n=629)
Quality of academic courses (n=639)
Use of technology in classes/courses (n=629)
Formal academic experiences (n=636)
Academic advising (n=647)
Quality of classroom/lab facilities (n=635)
Interesting and appropriate teaching and learning
methods are used in class (n=639)
Availability of courses to make progress toward my
degree each semester (n=645)
Freshman seminar courses (n=616)
Time that courses are offered throughout the day
(n=640)
Ability to electronically access essential information
and content if I miss a class (n=640)
Senior Capstone Course (n=578)
USI 130 course (n=567)
Number of times required courses are offered
throughout the year (n=639)
Source: WCU Student Survey, March 2007.
•
Respondents reported the highest levels
of satisfaction (very or somewhat
satisfied) with the quality of teaching at
WCU (95%).
•
Other highly rated services were:
Very
Somewhat Not Too Not at All
Satisfied Satisfied Satisfied Satisfied
62%
32%
5%
0%
59%
33%
7%
1%
– Friendliness of faculty (94%).
56%
37%
6%
1%
51%
42%
6%
1%
– Formal academic experiences
(94%).
44%
43%
42%
39%
38%
37%
51%
49%
48%
55%
43%
49%
4%
5%
8%
6%
14%
11%
1%
2%
2%
1%
5%
2%
35%
55%
8%
2%
35%
45%
15%
5%
32%
41%
15%
12%
30%
51%
15%
3%
29%
45%
18%
8%
27%
25%
56%
46%
11%
15%
6%
14%
19%
46%
28%
8%
– Availability of academic majors or
areas of study of interest to the
respondent (93%).
– Faculty’s knowledge and expertise
(93%).
– Opportunities to meet with faculty
outside of the classroom (92%).
– Quality of academic courses
(92%).
•
The item with the lowest level of
reported satisfaction (not too or not at
all satisfied) was the number of times
required courses were offered
throughout the year (36%).
128
Aspects of the Academic Experience (cont.)
•
Some students were not very satisfied with the University Experience Course (USI 130). The most common
reasons students gave for not being satisfied with the USI 130 Course were:
−
−
−
−
It
It
It
It
was
was
was
was
a waste of time.
mostly “busy work.”
not useful.
pointless.
•
Students dissatisfied with the Freshmen Seminar Course cited the same reasons given above for USI 130
Course.
•
Most students did not know what the Senior Capstone Course was. Those who explained why they were
dissatisfied about it noted that it was not useful.
129
Aspects of the Academic Experience (cont.)
EXHIBIT 7-21:
EFFICIENCY OF ACADEMIC RESOURCES
Important
• Exhibit 7-21 displays the academic services
which were rated either very high or very
low in both importance and satisfaction.
1
Quality of teaching--VI/I=100% VS/S=95%
Availability of academic majors or areas of study that are
of interest to me --VI/I=100% VS/S=93%
• Quadrant 2 would display any services
deemed not important by respondents but
with which they were highly satisfied. No
academic services fell into this category.
• Finally, Quadrant 4 identifies services with
which students are relatively dissatisfied, but
which they do not see as important. As
these are courses, steps might be taken to
improve their relevance to incoming
students.
None
Faculty's knowledge and expertise that teach courses -VI/I=100% VS/S=93%
Quality of academic courses --VI/I=100% VS/S=93%
Opportunites to meet with faculty outside of the
classroom --VI/I=92% VS/S=92%
Interesting and appropriate teaching and learning methods
are used in class --VI/I=99% VS/S=91%
3
Not Satisfied
• In Quadrant 3 are services that students
deemed highly important but with which
they were dissatisfied. These services
should be the focus of change, as related
improvements may result in greater retention
rates.
2
Friendliness of faculty--VI/I=98% VS/S=95%
Satisfied
• Services in Quadrant 1 are those that
students believed to be important and with
which they were satisfied. These services
should continue to be supported.
Not Important
4
Number of times required courses are offered throughout
the year --VI/I=98% DS=36%
USI 130 Course--NI=62% DS=30%
Ability to electronically access essential information and
content if I miss a class --VI/I=92% DS=26%
Freshman Seminar Course --NI=64% DS=27%
Source: WCU Student Survey, March 2007.
Note: VI/I = very important/important, NI= not important, VS/S = very
satisfied/satisfied, DS = Not too satisfied/not at all satisfied.
130
Student Services
• Students were asked to rate the importance of each
of the student services shown in Exhibit 7-22.
• WCU’s library is perceived by students as the most
important student service. Ninety-seven percent of
respondents rated it as important or very important.
• Other services rated as highly important were:
– Student Health Center (94%).
– One-Stop Center (94%).
– Computer Services (93%).
– Financial Aid (91%).
– University Food Services (91%).
– University Center (91%).
• Services rated as very low in importance (rated as not
important or not at all important by 39% of
respondents) were:
– Intramurals.
– CatTran Bus.
– Multicultural Affairs.
• Other services rated as low in importance were:
– Disability Services (34%).
– Women’s Center (32%).
– Student Judicial Affairs (26%).
• It is possible that some students may have rated an
academic service as ‘not important’ or ‘not at all
important’ because they have not used the service.
EXHIBIT 7-22:
PERCEIVED IMPORTANCE OF STUDENT SERVICES
Student Service
Library (n=623)
Financial Aid (n=625)
University Food Services (n=624)
Student Health Services (n=617)
One-Stop Center (n=625)
Advising Center (n=632)
Computer Services (n=624)
Residential Living (n=615)
University Center (n=614)
Fitness Center (n=618)
Registrar (n=618)
Student Accounts (n=600)
Career Placement and Planning (n=613)
Student Success Center (Tutoring) (n=605)
Bookstore (n=633)
Disability Services (n=606)
Women's Center (n=599)
Counseling and Psychological Services (n=606)
Ramsey Center (n=610)
Services Learning (n=598)
Intramurals (n=609)
CatTran Bus (n=620)
Student Judicial Affairs (n=605)
CatCard Office (n=622)
Multicultural Affairs (n=610)
Very
Important
74%
73%
68%
65%
59%
56%
54%
54%
54%
49%
47%
46%
44%
43%
42%
38%
33%
32%
30%
29%
29%
28%
28%
27%
23%
Important
23%
18%
23%
29%
35%
34%
39%
29%
37%
37%
42%
41%
43%
35%
47%
28%
35%
38%
39%
40%
32%
34%
41%
50%
39%
Not
Important
2%
5%
6%
4%
4%
7%
4%
5%
6%
8%
7%
8%
8%
13%
9%
17%
14%
18%
19%
18%
23%
24%
20%
17%
25%
Not at All
Important
1%
4%
3%
3%
2%
3%
3%
11%
3%
6%
4%
5%
5%
9%
1%
17%
18%
11%
11%
12%
16%
15%
12%
6%
14%
Source: WCU Student Survey, March 2007.
131
Student Services (cont.)
EXHIBIT 7-23:
SATISFACTION WITH STUDENT SERVICES
Student Service
Library (n=596)
Bookstore (n=606)
Ramsey Center (n=547)
University Center (n=574)
Disability Services (n=537)
One-Stop Center (n=591)
Fitness Center (n=576)
Women's Center (n=530)
CatCard Office (n=580)
Student Success Center (Tutoring) (n=542)
Counseling and Psychological Services (n=545)
Intramurals (n=539)
Student Accounts (n=545)
Computer Services (n=593)
Services Learning (n=520)
Multicultural Affairs (n=534)
Registrar (n=573)
Financial Aid (n=580)
Student Health Services (n=573)
Advising Center (n=601)
Career Placement and Planning (n=570)
CatTran Bus (n=578)
Student Judicial Affairs (n=536)
Residential Living (n=558)
University Food Services (n=588)
Very
Somewhat Not Too Not at All
Satisfied Satisfied Satisfied Satisfied
70%
58%
56%
53%
53%
53%
52%
51%
50%
49%
48%
48%
46%
46%
45%
44%
44%
43%
42%
41%
38%
37%
37%
34%
15%
26%
36%
39%
41%
43%
36%
41%
45%
44%
47%
47%
48%
50%
43%
51%
51%
47%
43%
43%
48%
53%
45%
53%
47%
41%
3%
5%
3%
4%
2%
7%
5%
2%
4%
3%
3%
3%
2%
7%
3%
4%
6%
10%
8%
7%
6%
11%
5%
11%
27%
1%
1%
1%
1%
2%
4%
3%
1%
2%
1%
3%
1%
2%
4%
1%
1%
2%
4%
6%
5%
2%
7%
5%
8%
16%
• Ninety-six percent of respondents
reported that they were very or
somewhat satisfied with the
following WCU student services:
− Library
− Disability Services
− Women’s Center
− Student Success Center
− Intramurals
− Student Accounts
− Service Learning
• University Food Services received
the lowest satisfaction ratings (44%
not too or not at all satisfied).
Reasons given included poor quality,
lack of healthy food options, and
high prices.
Source: WCU Student Survey, March 2007.
132
Student Services (cont.)
• Respondents also were not very satisfied with the Advising Center. The reasons students gave for their
dissatisfaction included the following:
–
–
–
–
The staff is not helpful.
The center is disorganized.
The staff provides incorrect information.
There is no single contact for information on a specific area.
• Some students were not very satisfied with the CatTran Bus. Common reasons students gave for their
dissatisfaction included:
– Unreliable schedule.
– Limited evening hours.
– Infrequent stops.
• Students also expressed dissatisfaction with the availability of parking on campus.
133
Student Services (cont.)
Services in Quadrant 1 are those that
students believed to be important and
with which they were satisfied. These
services should continue to be
supported.
•
Quadrant 2 displays services deemed
not important by respondents but with
which they were highly satisfied.
•
In Quadrant 3 displays services that
students deemed highly important but
with which they were dissatisfied.
These services should be the focus of
change, as related improvements may
result in greater retention rates.
•
Finally, Quadrant 4 identifies services
with which students are relatively
dissatisfied, but which they do not see
as important. No services fell into this
quadrant.
Not Important
1
2
Library--VI/I=98% VS=97%
Counseling and Psychological Services--NI=29%
VS=95%
Disability Services--VI/I=67% VS=96%
Intramurals--NI=40% VS=96%
Services Learning--NI=30% VS=96%
Satisfied
•
Important
Exhibit 7-24 details the student services
which were rated either very high or
very low in both importance and
satisfaction.
Student Judicial Affairs--NI=31% VS=90%
Multicultural Affairs--NI=39% VS=95%
3
4
University Food Services--VI/I=91% DS=43%
Not Satisfied
•
EXHIBIT 7-24:
EFFICIENCY OF STUDENT SERVICES RESOURCES
None
Source: WCU Student Survey, March 2007.
Note: VI/I = very important/important, NI= not important, VS/S = very
satisfied/satisfied,
DS = Not too satisfied/not at all satisfied.
134
Student Suggestions for Changing Academic or
Student Services
•
•
Respondents most commonly identified academics as an area in need of change. Among their suggestions were to:
–
Provide more elective courses.
–
Add majors such as geology, physics, economics, middle grade education, and dance and offer a greater
variety of health field and language majors.
–
Integrate academic programs with work study opportunities or vocational clubs.
–
Redesign the Criminal Justice program to create different concentrations for different career paths.
–
Improve the Computer Information Systems program.
The next most commonly reported area of concern was advising. Students complained that the “Degree Audit” was
confusing, that their advisor did not always know all the requirements, and that information about transferring
credits was often unclear. One student summarized his/her concerns as follows:
…I think advising needs to be done within a student's academic major and
concentration. While I had a wonderful advisor, she was not familiar with the
education sequence because it was not her area of expertise. I know that other
students have had difficulties with the classes they had/didn't have to register for
because their advisors were not familiar with the requirements for specific
majors/concentrations. Something should be implemented or designed so that
advisors are familiar with the requirements and sequence of courses for the students
they advise…
−
As of Spring 2007, improvements have been made to the Degree Audit system which should be a good
instrument for advising.
135
Student Suggestions for Changing Academic or
Student Services (cont.)
•
Several students suggested that required classes be offered more frequently.
•
Non-traditional students suggested creating initiatives that nurture a sense of belonging among adult students
and military veterans.
•
On-campus dining services were another frequent subject of complaint. Suggested improvements included:
•
–
Better food.
–
Reduced cost meal plan.
–
More nutritious food options.
–
More food variety.
–
Declining balance cards.
Students also were concerned about transportation services. The most common suggestion was to add more
parking spaces. Other suggestions included:
–
Posting a CAT Tran Schedule at each stop.
–
Offering bus or shuttle service to Sylva, Dillsboro, and Waynesville.
–
Creating a commuter ride board.
136
Student Satisfaction with Their Experience at WCU
•
The majority of respondents indicated that they were satisfied with the professors at WCU. Students noted
that professors were friendly, knowledgeable, approachable, and interested in students’ well-being.
•
Numerous respondents also were satisfied with the small class sizes, various student activities, and the quality
of their education.
•
Many respondents expressed their general satisfaction with the atmosphere and sense of community at WCU.
For instance, one student stated:
I love how the campus is small and when you walk around you know or have seen most of
the people before either in classes or just around campus. I feel comfortable going to the
UC and hanging out and I feel that this campus has a good community feel to it and that
people feel comfortable around campus. I love how people in nice weather play outside in
the yards. My advisor is great and I think that the classes here at Western are the perfect
size. I feel that I can talk to my professors and they are always glad to meet with me
outside of the classroom.
•
Many students also expressed their satisfaction with the location of the campus and its small size. One
student said:
Smaller campus and smaller class sizes help to make me more comfortable here. In a smaller
class, it's easier to feel like a part of the class.
137
Student Dissatisfaction with Their Experience at WCU
•
Respondents expressed the most dissatisfaction with on-campus food services. They complained about the
poor quality, the unhealthy food options, the high cost, and the limited hours. Suggestions included offering
more fruits and vegetables, a baked potato bar, and a fresh fruit bar.
•
Lack of parking and transportation were the second most common reason for dissatisfaction. Many students
noted that there was not enough parking. Students also commented about CatTran and public transportation.
They complained that CatTran did not run often enough, that Cat Tran did not run late enough on Friday and
that public transportation to Sylva was limited. They also expressed disappointment about the elimination of
Jackson County transit.
•
Several students expressed dissatisfaction with the advising they received. Reasons for dissatisfaction included
the following: unhelpful advising, being misadvised, apathetic advisors, insufficient information about
transferring credits, and problems with transferring credits. Suggestions for improvement included promoting
better organization to prevent mistakes.
•
Some students were dissatisfied with their professors. One common reason given was that professors
appeared uninterested in teaching. Other comments were specific to individual professors.
138
Students’ Suggestions for How WCU Can Better
Assist Them
Most suggestions that students provided were related to four general areas:
1.
With regard to food services, students suggested that WCU provide better food, healthier food, more food
options, and more affordable options.
2.
Parking-related suggestions included providing more parking spaces and reserving some parking spots for
commuters.
3.
Respondents’ suggestions for improving communication included:
4.
–
Listening to students and being more responsive to their needs.
–
Providing better and more information to students and advisors about program requirements. For
instance, one student suggested that freshmen be informed about advising appointments. Another
student noted that “professors that have advising responsibilities need to be better trained.”
–
Providing students with housing and admission information sooner.
–
Systematically distributing information about upcoming on-campus events and essential topics such as
financial aid and on-campus room selection.
Suggestions for additional activities included:
–
Providing more on-campus entertainment, such as multiple evenings with on-campus movies, wall
climbing, bowling, socials, and premium cable channels in residence halls.
–
Promoting more outdoor activities, such as by offering discounted snow-boarding passes to students.
–
Holding residence hall socials.
–
Increasing access to city amenities such as restaurants and night clubs.
139
Chapter 8.0
Peer Institutions & Best Practices:
Comparative Analysis
This chapter compares WCU to six peer institutions, using IPEDS
data and information collected during interviews with senior
administrators at peer universities. WCU also is compared to
National Best Practices in student retention.
Peer Institutions & Best Practices– Analysis of
Findings
•
MGT conducted a comparative analysis and assessment of student retention programs and services at six peer
institutions and of national best practices. This included an analysis of information and data as well as interviews
with senior leadership at peer institutions.
–
Appendix D contains detailed IPEDS data for peer institutions and peer averages.
–
Appendix E contains the list of interviewees at peer institutions.
•
When WCU is compared to the six selected peers and national best practices for student retention programs and
services, it is clear that WCU is offering programs and services considered to be best practices and offered by peer
institutions. There are a few specific programs and services that peer institutions have identified as very important
to their student retention successes. WCU has not experienced similar successes, which suggests a need for
change in those programs (i.e., Learning Communities and University Experience Course).
•
WCU ranks lower than most of its peers in entering ACT and SAT scores and both retention and graduation rates.
•
There is opportunity for improvement through what we learned from peer institutions.
–
For example, peer institutions with higher retention and graduation rates:
•
Divide the responsibilities that are currently overseen by the Senior Associate Vice Chancellor for
advising among two to four administrators, allowing for more focused attention on retention efforts.
•
Have a team (e.g., Cabinet, Task Force, or Committee) comprised of leadership from departments and
colleges across campus for addressing enrollment management issues and a separate team for student
retention issues, each with substantial authority.
•
Engage undergraduate students in student retention activities such as serving as peer mentors in
freshman seminars. This affords students the opportunity to contribute toward student retention rates.
141
Peer Institutions & Best Practices– Analysis of
Findings (cont.)
•
The results from the analyses suggest three main areas in which peers may realize benefits to their retention
efforts:
–
Expanded and Enhanced Programs and Services that Foster Engagement
–
Increased Campus Awareness of Programs and Services
–
Comprehensive Advising Services
Expanded and Enhanced Programs and Services that Foster Engagement
–
Institutions achieve success with first-year experience courses such as the University Experience
Course (USI 130) when they are incorporated into a holistic Freshman Year Experience with Learning
Communities and, when possible, a residential component. Also, peer institutions cite use of peer
mentors (upperclass students) in first-year experience courses as contributing toward their student
retention successes.
–
Several very successful programs at WCU could greatly impact retention if they were expanded and
offered to more students. For example, students who participate in Learning Communities or are
engaged in Undergraduate Research projects tend to have stronger ties to the university and are
typically retained at higher rates.
142
Peer Institutions & Best Practices– Analysis of
Findings (cont.)
Increased Campus Awareness of Programs and Services
•
WCU offers its students a wide variety and plethora of programs and services to enhance students’ overall college
experiences and increase student retention efforts. However, there is no comprehensive communication plan to
make the campus community aware of the many efforts currently in place.
•
Some services might receive more use by faculty, staff, and students if the campus community were aware of
programs and services available as well as their intended target population. For example, efforts to increase
awareness that the Academic Success Center offers assistance to students in all subject areas and of all academic
abilities would increase utilization and retention. The Early Warning System might be utilized by more faculty and
staff if there was a clearer understanding of the System and follow-up to let him/her know the outcome (when
possible).
Comprehensive Advising Services
•
Advising differs at WCU from three peer institutions (Appalachian State University, James Madison University,
Morehead State University, and Tennessee Technological University).
–
All three peer institutions1 also employ full-time professional academic advisors. Their professional advisor
to student ratios were 1:466 (ASU) and 1:500 (JMU). WCU advisors exceed this range, being responsible
for approximately 600 students, 180 of whom are undeclared.
–
At the four peer institutions, personal and financial aid issues are specifically referred to the appropriate
professionals outside of the Advising Center. At the universities where career counseling is an expected
duty of the advisor, candidates for advising positions are sought with a background in career planning, and
staff are provided with ongoing training in this area. Full-time professional advisors at WCU are expected to
be knowledgeable in personal, financial, and academic issues that students face over the course of their
college experience. The WCU advisors require constant training in order to remain current in multiple and
critical areas.
1
Morehead did not respond to this question item in the questionnaire.
143
Peer Institutions - Selection
•
In conjunction with WCU’s Project Officers, MGT developed a list of six peer institutions for analysis:
–
–
–
–
–
–
Appalachian State University – Boone, North Carolina
James Madison University – Harrisonburg, Virginia
Morehead State University – Morehead, Kentucky
Murray State University – Murray, Kentucky
Sonoma State University – Rohnert Park, California
Tennessee Technological University – Cookeville, Tennessee
144
Peer Institutions
Appalachian State University
•
Appalachian State University is a regional campus within the University of
North Carolina system and enrolls approximately 15,000 students in a variety
of bachelor’s and master’s programs, as well as a doctoral program in
education. The campus is located in Boone, North Carolina, a tourist
destination for outdoor recreational activities, which is just over an hour west
of Winston-Salem.
James Madison University
•
James Madison University enrolls approximately 17,000 students in a range of
baccalaureate and master’s programs as well as doctoral programs in social
sciences and education. The university is located about two hours west of
Washington, D.C., in the City of Harrisonburg, Virginia, which is home to about
40,000 people.
Morehead State University
•
Morehead State University was founded in 1887 and is located on the edge of
the Daniel Boone National Forest in Kentucky, midway between Lexington,
Kentucky and Huntington, West Virginia. It enrolls over 9,000 students in an
array of undergraduate and master’s programs.
145
Peer Institutions (cont.)
Murray State University
•
Murray State University is located in the southeast corner of Kentucky. Though a
rural campus, it is within about 200 miles of major population centers such as St.
Louis, Missouri; Louisville, Kentucky; Nashville, Tennessee; and Memphis,
Tennessee. It enrolls over 10,000 students in assorted baccalaureate and master’s
programs.
Sonoma State University
•
Sonoma State University is located in Rohnert Park, California, about an hour north
of San Francisco. Founded in 1960, it is situated on a 269-acre campus at the foot
of the Sonoma hills in Northern California’s wine country. The institution enrolls just
under 8,000 students in a variety of undergraduate and master’s programs.
Tennessee Technological University
•
Tennessee Tech is located in the small Town of Cookeville, Tennessee, which lies
about an hour east of Nashville. The institution enrolls about 9,000 students in a
variety of bachelor’s and master’s programs, with a strong emphasis in the areas of
science and technology.
146
Peer Institutions (cont.)
•
A detailed comparative analysis demonstrates similarities and differences between WCU and the six selected
peer institutions. The measures for comparison include:
–
Locale.
–
Carnegie Classification (using 2000 and 2005 definitions).
–
Admissions Standards.
–
Enrollment.
–
Graduation and Transfer Rates.
–
Operating Expenditures.
–
Tuition and Fees as Proportion of Total Revenues.
–
Total Expenditures per Student Headcount.
–
Student to Faculty Ratios.
–
Student to Staff Ratios.
–
Headcount Enrollment.
147
Peer Institutions - Locale
•
Located in Cullowhee, North Carolina, Western Carolina University lies in an area defined by the U.S. Census Bureau as
a “rural fringe” – an outlying, less-populated part of the Asheville, North Carolina MSA.
•
Similarly, three of WCU’s six peer institutions are located in what the U.S. Census Bureau defines as “remote towns” areas located at least 35 miles outside of an urbanized area. One other is in “distant town,” defined as a small
population center located between 10 and 35 miles of an urbanized area.
•
The remaining peers are located in somewhat more populous areas, specifically a “large suburb” (a region within the
urbanized area, but outside the limits of a city with 250,000 or more residents) and a “small city” (home to fewer than
100,000 residents).
•
None of the peer institutions lie within the bounds of a major city, and four of the six lie in rural areas. Each of these
institutions is, however, located within reasonable proximity of a more substantial population center. Some commonality
exists between WCU and its peers in terms of population-correlated aspects of these communities (commerce, activity,
entertainment, etc.).
EXHIBIT 8-1:
LOCALE DESCRIPTION, BY INSTITUTION
Western Carolina
University
Appalachian State
University
Jam es Madison
University
Morehead State
University
Murray State
University
Sonom a State
University
Cullow hee
NC
Boone
NC
Harrisonburg
VA
Morehead
KY
Murray
KY
Rohnert Park
CA
Tow n: Remote
Territory inside an urban
cluster that is more than
35 miles of an urbanized
area.
Suburb: Large
Territory outside a
principal city and inside
an urbanized area w ith
population of 250,000 or
more.
Rural: Fringe
Tow n: Distant
City: Small
Tow n: Remote
Census-defined rural
Territory inside an urban
Territory inside an
Territory inside an urban
territory that is less than cluster that is more than urbanized area and inside cluster that is more than
or equal to 5 miles from 10 miles and less than or
a principal city w ith
35 miles of an urbanized
an urbanized area, as
equal to 35 miles from an
population less than
area.
w ell as rural territory that
urbanized area.
100,000.
is less than or equal to
2.5 miles from an urban
cluster.
Tennessee
Technological
University
Cookeville
TN
Tow n: Remote
Territory inside an urban
cluster that is more than
35 miles of an urbanized
area.
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Institutional Characteristics data. 148
Peer Institutions - Carnegie Classification
•
All of the peers are defined by the Carnegie Foundation as among the larger master’s colleges and universities
(details provided in Appendix D).
•
WCU and each of its six peers offer a mix of professional and arts and sciences programs at the undergraduate
level, along with some graduate programs.
•
WCU and Appalachian State University’s academic programs include master’s and doctoral programs in education.
Three of the other peers offer comprehensive arrays of master’s programs and at least one professional program.
•
Tennessee Technological University’s graduate offerings emphasize doctoral programs in the STEM (science,
technology, engineering, and mathematics) fields, while James Madison University belongs to a class of institutions
characterized by their doctoral programs in humanities and social sciences.
•
WCU and three of its peers are classified as “selective” institutions and thus have a high number of transfer
students. One peer institution (Morehead State University) is classified as “inclusive,” while two others
(Appalachian State University and James Madison University) are classified as “more selective” (though these two
institutions differ in the proportion of transfer students that they enroll).
•
WCU and four of its six peers are classified as primarily residential, medium-sized institutions. Though the
remaining peers (Appalachian State University and James Madison University) are also classified as primarily
residential, they are classified as “larger” institutions due to FTE (full-time equivalent) enrollments in excess of
10,000 students.
149
Peer Institutions - Admissions Standards
•
WCU falls slightly below its peers in terms of the average aptitude test scores of entering students. Twenty-fifth
(25th) and 75th percentile SAT scores at WCU were 930 and 1120, respectively, as compared to averages of about
970 and 1190 among its peers.
•
The 25th and 75th percentile composite ACT scores for WCU were 18 and 22, respectively, compared to averages
of about 20 and 24 among its peers.
EXHIBIT 8-2:
AVERAGE SAT SCORE BY PEER INSTITUTION
ENTERING FRESHMEN, 2005
EXHIBIT 8-3:
AVERAGE ACT SCORE BY PEER INSTITUTION
ENTERING FRESHMEN, 2005
1400
25
1200
Peer Average 22
Peer Average 1080
20
1125
1160
960
1045
1110
24
10
20
22
22
22
23
Tennessee
Technological
University
1025
Sonoma State
University
600
15
Murray State
University
800
ACT Midpoint*
SAT Midpoint*
1000
19
400
5
200
0
0
Morehead State
University
James Madison
University
Appalachian
State University
Western Carolina
University
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
Western Carolina
University
0
* Represents the midpoint between the sums of the 25th percentile math and verbal and 75th percentile math and verbal scores on the respective
aptitude tests.
Note: Murray State University did not submit SAT score information to IPEDS in 2005.
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Institutional Characteristics data. 150
Peer Institutions - Enrollment
•
WCU enrolled about 8,700 students in Fall 2005. The average enrollment among peers in Fall 2005 was
approximately 11,300, ranging from a low of 7,700 (Sonoma State University) to a high of 16,900 (James Madison
University).
•
About 75% of WCU’s students were enrolled on a full-time basis, as compared to an average of 80% across peer
institutions.
•
Slightly fewer than 20% of WCU’s enrollments were graduate students. This compares with an average proportion
of about 15% across peer institutions.
EXHIBIT 8-4:
TOTAL ENROLLMENT
BY PEER INSTITUTION
FALL 2005
Source: National Center for Education Statistics, Integrated Postsecondary Education
Data System (IPEDS), Fall 2005 Enrollment data.
151
Peer Institutions - Retention
•
Exhibit 8-5 displays the retention rates for first-time, full-time freshmen at WCU and each of the six peer
institutions for the 2004 entering cohort.
•
With a 71% retention rate, WCU ranked sixth among the group of seven institutions, 7% below the overall
average. Only Morehead State University had a lower retention rate (66%) for the 2004 cohort.
100%
90%
70%
Retention Rate
60%
50%
86%
40%
91%
74%
71%
80%
72%
66%
30%
20%
10%
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
0%
Western Carolina
University
EXHIBIT 8-5:
RETENTION RATES
FIRST-TIME FULL-TIME FRESHMAN
2004 ENTERING COHORT
Peer Average 78%
80%
Source: National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), Fall 2005 Enrollment data.
152
Peer Institutions – Graduation and Transfer Rates
•
About 47% of WCU’s entering students graduate from the university within six years, compared to an average of
about 54% across peer institutions.
•
In terms of bachelor’s degree cohorts, WCU has a 23% graduation rate after four years and a 47% graduation
rate after six years. This compares with peer averages of 29% over four years and 56% over six years.
•
The rate at which students transfer out of WCU is similar to the peer average (24%).
EXHIBIT 8-7:
TRANSFER-OUT RATES BY PEER
INSTITUTION, 2005
90%
50%
80%
45%
40%
70%
Peer Average 56%
35%
Transfer-Out Rate
60%
50%
40%
80%
64%
30%
57%
47%
48%
42%
20%
30%
Peer Average 24%
25%
45%
20%
15%
45%
24%
24%
10%
15%
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
10%
Western Carolina
University
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
0%
James Madison
University
5%
0%
Appalachian
State University
10%
Western Carolina
University
6-Year Bachelor's Degree Graduation Rate
EXHIBIT 8-6:
SIX-YEAR BACHELOR'S DEGREE GRADUATION
RATES BY PEER INSTITUTION, 2005
Note: Murray State University did not submit SAT score information to IPEDS in 2005.
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Graduation Rate data.
153
Peer Institutions – Expenditures

Consistent with its size, WCU expends fewer total dollars than its peers, on average. In 2004-05, WCU incurred
about $127 million in operating expenses, as compared to an average of about $163 million across its peers.
EXHIBIT 8-8:
OPERATING EXPENDITURES BY PEER INSTITUTION
2004-2005
EXHIBIT 8-9:
TOTAL EXPENDITURES PER HEADCOUNT STUDENT
FALL 2005
$20,000
$300
$18,000
Peer Average $14,198
$16,000
$200
Peer Average $163 Million
$150
$254
$225
$100
$127
$113
$50
$132
$137
$108
Expenditures per Student
Operating Expenditures (Millions)
$250
$14,000
$12,000
$10,000
$17,798
$8,000
$15,330
$15,671
$16,027
$12,280
$6,000
$13,182
$11,821
$4,000
$2,000
Source: National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS), 2004-05 Finance
data.
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
$0
Western Carolina
University
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
Western Carolina
University
$0
Source: National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS), 2004-05 Finance and
Fall 2004 Enrollment data.
154
Peer Institutions – Revenues
•
WCU relies on tuition and fees to account for just over 17% of its total revenues. It falls at the low end of the
spectrum, compared with the peer average of just over 21%, which ranges from a low of about 16% (Sonoma
State University) to a high of over 27% (James Madison University).
25.0%
Peer Average 22.1%
20.0%
15.0%
27.1%
23.5%
20.3%
10.0%
21.8%
19.0%
17.4%
16.3%
5.0%
Tennessee
Technological
University
Sonoma State
University
Murray State
University
Morehead State
University
James Madison
University
Appalachian
State University
0.0%
Western Carolina
University
EXHIBIT 8-10:
TUITION AND FEES AS A
PROPORTION OF
TOTAL REVENUES, 2004-2005
Tuition & Fees as % of Total Revenues
30.0%
Source: National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), 2004-05 Finance data.
155
Peer Institutions - Ratios
•
In terms of faculty, WCU employs one full-time faculty member for every 20.8 students.
average one faculty member per 23.3 students.
Peer institutions
•
WCU’s student to faculty ratio is tied with Appalachian State’s as the lowest of the seven institutions.
30.0
Peer Average 23.3
25.0
20.0
15.0
29.5
20.8
20.8
21.3
Appalachian
State University
James Madison
University
23.8
10.0
Western Carolina
University
26.1
24.5
5.0
Tennessee
Technological
University
Sonoma State
University
Murray State
University
0.0
Morehead State
University
EXHIBIT 8-11:
STUDENT TO FACULTY RATIO
FALL 2005
Student-to-Full-Time-Faculty Ratio
35.0
Source: National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), Fall 2005 Staffing and Enrollment data.
156
Peer Institutions - Ratios - (cont.)
•
Exhibit 8-12 displays the student to full-time staff ratios among public Master’s colleges and universities that
enroll between 5,000 and 20,000 students (total of 238 institutions).
•
WCU employed over 1,200 full-time staff in 2004, as compared to a peer average of slightly fewer than 1,500.
•
At 5.5 to 1, the ratio of students to full-time staff at WCU is fairly similar to the peer average of 5.7 to 1.
•
WCU employs a slightly larger percentage of full-time employees (79%) than the peer average of 74%.
50.0
45.0
40.0
Student/Staff Ratio
EXHIBIT 8-12:
STUDENT TO STAFF RATIOS
AMONG MASTER'S COLLEGES
AND UNIVERSITIES
ENROLLING BETWEEN 5,000
AND 20,000 STUDENTS
FALL 2005
Average (n=238)
10.2 Students per
Full-Time Staff
Member
35.0
30.0
WCU
Peers
25.0
20.0
15.0
10.0
5.0
0.0
5,000
8,000
11,000
14,000
17,000
20,000
Enrollment
Source: National Center for Education Statistics, Integrated Postsecondary Education
Data System (IPEDS), Fall 2005 Staffing and Enrollment data.
157
Peer Institutions – Student Retention Efforts
Appalachian State University (ASU)
•
Student Retention Goals and Issues: Student retention and graduation rates are of great concern to ASU as the
University of North Carolina General Assembly is requiring all 16 of its four-year colleges and universities to
increase their retention and graduation rates.
•
Leadership of Student Recruitment, Retention, and Graduation Efforts:
–
–
Student Achievement Team – Chaired by the Associate Vice Chancellor for Academic Affairs, this 30-member
team is divided into three subgroups:
•
Research – Chaired by the Director of Institutional Research
•
Best Practices – Chaired by the Director of Advising
•
Communication – Chaired by Residential Life
•
The team identifies issues that ASU needs to address, and then each subgroup decides how it will
contribute to those efforts. Information from each subgroup is shared with the entire team, and then
team members share the information with their respective departments and other committees.
Enrollment Services Team – Chaired by the Associate Vice Chancellor for Enrollment Services, the team
consists of directors from departments that have direct responsibilities for student enrollment (Admissions,
Registrar, Financial Aid, Advising, Learning Communities, Residential Life, etc.). The purpose of the group is
to share information across departments and divisions as the departments involved in recruitment and
enrollment do not fall under one division. Team members share information from the group with their
respective departments and other committees.
158
Peer Institutions – Student Retention Efforts (cont.)
Appalachian State University (ASU)
•
•
Communication of Information:
–
Committees – The large number of committees on campus makes it possible for employees to serve on a
committee, exchange information, and share new information with others within their department. While
serving on too many committees may burden staff, ASU feels that its current system contributes to its
ability to keep the campus informed.
–
Open Door and Open Phone Lines Policies – ASU encourages faculty and staff to communicate directly with
the person who has the answer so as to avoid making a mistake. Senior leadership, therefore, promote
Open Door and Open Phone Lines Policies, which invite employees to ask questions first and encourage
them to contact senior leadership directly for an answer.
Measurement and Evaluation of Student Retention Efforts:
–
ASU is moving toward learning-based outcomes assessment. This includes requiring academic degree
programs to create assessment plans.
–
ASU uses the following national assessments:
–
•
National Study of Student Engagement (NSSE) – annually
•
Educational Benchmarking Inc. (EBI) assessment tools – every two to three years
•
Student Developmental Task and Lifestyle Assessment (SDTLA) – developed by ASU and used
annually
ASU assesses at the program level as it is difficult to determine the outcome of a course.
159
Peer Institutions – Student Retention Efforts (cont.)
Appalachian State University (ASU)
•
Unique Student Retention Strategies and Programs for Current Students:
–
•
Learning Communities – ASU has been operating Freshman Learning Communities for some time and cites
this as a successful component of its student retention efforts. Freshman Learning Communities provide
small groups of students (15-25) who share similar academic interests or career aspirations the
opportunity to take two or three classes together during the first semester of their freshman year. Many
learning communities include the Freshman Seminar as one of the courses. This allows students to more
easily form study groups and integrate class material while making friends, exploring majors, and
discovering potential career choices. ASU offers three different types of learning communities:
• Core curriculum learning communities are designed for any first-semester freshman.
• Major-specific Freshman Learning Communities are designed for those students who have tentatively
chosen a major and want to explore that major with some degree of commitment.
• Special topic Freshman Learning Communities are designed for those students wanting to explore a
particular interest at a deeper level of learning.
ASU is currently trying to proliferate learning communities in residence halls and elsewhere across campus and
to offer learning communities that are open to all students at any level (i.e., not only freshmen).
160
Peer Institutions – Student Retention Efforts (cont.)
Appalachian State University (ASU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
Appalachian and the Community Together (ACT) – ACT is Appalachian State University’s clearinghouse for
community service, service learning, and community-based research opportunities within the NC High
Country area. ACT offers diverse opportunities for individuals and student groups to get involved in human
services and environmental advocacy, and also assists faculty members and community partners with
integrating community service projects into their academic courses and local agencies.
–
Office of Student Research (OSR) - OSR was established in 2005 to expand the opportunities for
undergraduate and graduate students to engage in research and mentored scholarship at Appalachian
State University. OSR supports and promotes learning through mentored research experiences with
Appalachian State faculty and other national and international scholars and professionals. ASU believes
that these special collaborative relationships are among the most rewarding experiences for both faculty
members and students. The OSR has a variety of resources, including financial support, to help research
become a distinctive feature of the undergraduate and graduate experience at ASU. Students present their
research during a campus-wide Research Day, which is an annual event.
161
Peer Institutions – Student Retention Efforts (cont.)
Appalachian State University (ASU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
Freshmen Seminar - This three-semester-hour, graded orientation course is designed for first-semester
freshmen. It helps students make a successful transition to college, discover the resources offered by ASU,
strengthen skills, broaden individual horizons, and move toward intellectual and individual independence.
Freshman Seminar supports academic success by actively involving students in the learning process,
developing academic strategies, building active learning communities, and encouraging responsible
adjustment to college life. Students learn new classroom and computing skills, practice time management,
discover their preferred learning styles, explore university support services, participate in campus cultural
life, and search for what it means to be an educated person. It aims to help first-year students master the
new challenges and unique opportunities of college. Approximately 60% of students enroll in Freshmen
Seminar.
•
ASU is moving toward an academic model for the Freshmen Seminar, which is proposed as an
interdisciplinary, academic/thematic course taught by full-time faculty in a Freshman Learning
Community.
–
Sophomore Focused Programs – Members of the Student Achievement Team are currently evaluating the
possibility of introducing a sophomore writing course.
–
Senior Capstone Course – Currently, approximately 50% of majors offer a senior capstone course. ASU
would like for all departments to offer a capstone course in the future.
162
Peer Institutions – Student Retention Efforts (cont.)
Appalachian State University (ASU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
•
Two-Phase Orientation – ASU conducts its orientation program in two phases:
•
Phase I is a two-day period, when all freshmen and their parents are invited to campus for an
introduction to Appalachian State University. For students, it is a time to meet with their advisors,
take assessment tests, plan courses, register for fall classes, and become comfortable with the
campus. For parents, Phase I offers the chance to meet the faculty and administration and to ask
some basic questions about academics, financial aid, residence life, and anything else they might be
curious about. Students pre-register for courses online which makes the advising sessions more
productive.
•
Phase II takes place just prior to the fall semester and provides students with an introduction to
involvement in ASU’s many clubs and organizations, out-of-class learning experiences, and programs
designed to enhance cultural, intellectual, leadership, personal, and professional development.
Being on campus several days before classes begin allows students to get a head start on their
college career. Appalachian Orientation Leaders, known on campus as Appol Corps Leaders, can
guide students through Phase II and the first few days of college life. Their sole purpose during
orientation is to make new students feel at home at ASU, to answer questions, and to take care of
any problems students may encounter. By the beginning of classes, students are not only familiar
with the campus, but also have made friends with at least one upperclass student (Appol Corps
Leader).
Other Items of Interest:
–
Appalachian Access - This new initiative by the Chancellor offers scholarships to students who are below
the poverty line so that they can graduate from college debt free.
163
Peer Institutions – Student Retention Efforts (cont.)
James Madison University (JMU)
•
Student Retention Goals and Issues: Student retention and graduation rates are a low priority for JMU at this time
because its rates are well above the national average and have remained stable over time. The State of Virginia
requires that student retention and graduation rates fluctuate by no more then two percentage points.
–
•
The State Council of Higher Education in Virginia, in cooperation with public two- and four-year institutions,
developed institutional performance standards to address state wide priorities: access, affordability, academic
offerings, academic standards, student progress and success, economic development, research, and k-12
education. Institutions that meet these performance standards are granted greater management, curricular,
and fiscal autonomy. JMU addresses student retention issues that are congruent with state goals.
Leadership of Student Recruitment, Retention, and Graduation Efforts:
–
University Diversity Council – This group includes campus-wide representation and seeks to increase diversity
on campus. The Council is charged with identifying high priority goals. While the Council has been in place
for only two to three years, JMU is already beginning to see results. Four new positions have been
established (2004):
• An academic recruitment specialist to coordinate recruitment strategies with deans and department
heads to expand applicant pools for faculty.
• A staff recruitment specialist to coordinate efforts with assistant vice presidents and directors to
expand applicant pools for classified and administrative and professional staff.
• A Richmond based admission recruiter responsible for increasing the student applicant pools from
central and eastern Virginia.
• A student retention specialist to coordinate efforts and develop programs to enhance student retention.
164
Peer Institutions – Student Retention Efforts (cont.)
James Madison University (JMU)
•
Communication of Information:
–
•
•
Key information is highlighted on faculty/staff electronic bulletin boards.
Measurement and Evaluation of Student Retention Efforts:
–
The National Study of Student Engagement (NSSE) is conducted every two years.
–
JMU has a strong graduate program in assessment and evaluation and thus JMU has the expertise on
campus to develop assessment instruments to examine its student retention efforts.
Unique Student Retention Strategies and Programs for Current Students:
– Portal Project - A portal is a complex Web-based system that creates a single personalized and customizable
entry point for an individual user’s Web experience with a institution’s Web presence. It combines many
pieces of content into an integrated, consistent experience for the end-user. The ultimate goal is to allow
individual users of the portal to customize certain portions of their Web experience within the portal.
• In the university’s current Web structure, important advising information is found in multiple
departments, programs, offices, and divisions across the university, making if difficult for students and
advisers to locate all of the information needed to make important academic decisions. The portal
addresses this problem by directing information to students and advisers based upon their individual
roles and attributes, such as a student’s major, minor, academic progress, or career interests. In this
way, advising information can be tailored to individual students and advisers in a more unified and
consistent manner.
• A university task force has been identified to design the advising portal, and feedback has been
collected from students and faculty about important features of an advising portal.
165
Peer Institutions – Student Retention Efforts (cont.)
James Madison University (JMU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
•
Increasing Student Involvement – As a new initiative, JMU sent an e-mail to all faculty and staff asking, “In
what ways can you get students involved”? Staff were offered an incentive grant ($250) to encourage
participation. This has encouraged faculty and staff who would not otherwise to engage with students. For
example, the Director of Institutional Research has an interest in photography. An e-mail was sent to
students who share that interest. The group meets once a month to discuss the pictures they take
focusing on “the most important picture in college.” Members will end the year with a book of the group’s
work. The experience helps them form connections with each other and the institution.
Other Items of Interest:
–
Centennial Scholars Program – This scholarship program targets students of low socioeconomic status who
have the potential to succeed. Approximately 25 scholarships are given per year. Centennial Scholars meet
regularly with a mentor at the level of dean, associate vice president, or higher. Students in this program
have a 90% retention rate.
166
Peer Institutions – Student Retention Efforts
(cont.)
Morehead State University (MSU)
•
Student Retention Goals and Issues: Student retention and graduation rates are a high priority at MSU as the
service region is economically depressed and more than 50% of students at MSU are first-generation college
students. The Council on Postsecondary Education (Kentucky’s state coordinating board for postsecondary and
adult education) has changed the way in which institutions are measured with regard to student retention and
graduation rates. Whereas the Council focused on headcount in the past, it is now focusing on how students
graduate (e.g., number of credit hours, time to degree).
•
Leadership of Student Recruitment, Retention, and Graduation Efforts:
•
–
Assistant Vice President for Enrollment Services - The Assistant Vice President for Enrollment Services
provides leadership for the coordinated programs of the Office of Enrollment Services and the continued
creation of a one-stop, integrated student services unit. The Assistant Vice President is a member of the
Student Life leadership team and interacts on a daily basis with other administrators, faculty, staff, alumni,
and the general public, including prospective students and their families.
–
Strategic Enrollment Task Force – Consisting of 12 invited faculty and staff, this task force was established
one year ago and is still developing. The group is currently narrowing its focus to the most critical issues at
MSU.
–
Retention Task Force – This voluntary committee consists of 45 members, including two representatives from
each college and staff members from major student service areas. The task force is divided into three
subgroups based upon student retention issues that need to be addressed.
Measurement and Evaluation of Student Retention Efforts:
–
MSU conducts the National Study of Student Engagement (NSSE) and the Cooperative Institutional Research
Program (CIRP) on a biennial basis.
167
Peer Institutions – Student Retention Efforts
(cont.)
Morehead State University (MSU)
•
Unique Student Retention Strategies and Programs for Current Students:
–
Discovery College – Beginning in Fall 2007, MSU will reorganize some of its programs and services.
Discovery College is a student success unit dedicated to the academic success, retention, and graduation
of academically underprepared and undeclared students (approximately 500 students). A dean will
oversee the efforts of Discovery College which will include:
•
Leading and assessing university-wide retention and academic support services for all students,
especially those who are academically underprepared and undecided.
•
Collaborating closely with faculty, staff, administration, and students in planning, developing, and
implementing programs and services to retain and graduate students.
•
Overseeing academic advising and support services for undeclared, Provisional Studies,
developmental education, and non-degree seeking students as well as coordinating academic
advising with academic departments.
•
Overseeing first-year programs including MSU 101, freshman orientation, Summer Orientation and
Registration, and other freshman-year retention efforts.
•
In cooperation with academic departments, coordinating the delivery and assessment of
developmental education curricula in mathematics, writing, and reading and professional
development of faculty teaching developmental education.
•
Overseeing academic support services including tutoring, supplemental instruction, Learning Lab,
Success Academy, support for students with disabilities and multicultural students, and guidance and
counseling of students who are on academic probation or have been dismissed.
•
Overseeing career services and placement for all students.
168
Peer Institutions – Student Retention Efforts
(cont.)
Morehead State University (MSU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
–
Three-Step Orientation – MSU emphasizes to new students that orientation is a three-step process:
•
Student Orientation, Advisement, and Registration – New students participate in orientation,
advising, and registration activities prior to the beginning of the semester.
•
New Student Days Weekend – New students arrive the weekend before classes begin to participate
in activities that help them get to know MSU and its programs and services better.
•
Discovering University Life – This required one-credit course is designed to assist entering students
in making the academic, personal, and social adjustments needed for a successful university
experience. MSU offers major- and theme-specific sections so that students can begin forming
relationships with other students who have similar interests. Instructors of this course receive $700
for teaching approximately 25 students.
Senior Capstone – All academic departments have senior capstone courses, but the content varies.
169
Peer Institutions – Student Retention Efforts
(cont.)
Morehead State University (MSU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
The Office of First Year Programs and Student Retention – This office creates an atmosphere that
encourages university-wide persistence, academic progression, retention, and graduation through focused
support and utilization of resources. It coordinates Student Orientation, Advising, and Registration
(SOAR), the Discovering University Life course, and peer advisors.
•
•
Role of Peer Advisors:
– Provide guidance and support rather than counseling. The peer advisor does not take the
place of the professional or faculty advisor or other professional support staff.
– Assist with New Student Days in August. They help students get acclimated to Morehead
State University and assist orientation staff in providing a quality orientation program.
– Assist MSU 101 instructors with teaching the course. They often conduct in-class activities,
and assist in scheduling guest speakers and activities. Peer advisors conduct two outside
individual meetings with each student.
Other Items of Interest:
–
MSU provides prospective students with a comprehensive scholarship booklet that describes each
scholarship’s requirements for award. Submission of an application to MSU automatically places the
student into the scholarship applicant pool.
170
Peer Institutions – Student Retention
Efforts (cont.)
Sonoma State University (SSU)
•
Student Retention Goals and Issues: Student retention and graduation rates have been a high priority for all
institutions in the California System since 1993, particularly at urban institutions. Recently, the System has
emphasized “Access to Excellence” in response to the Legislature’s concerns about return on investment of a
college education. Institutions in California receive money for growth. The interviewee stated that Sonoma has the
third best retention rate in the California University System.
•
Leadership of Student Recruitment, Retention, and Graduation Efforts:
•
–
Programs and services relating to student retention reside in Student Affairs; therefore, there is a perception
across campus that student retention is Student Affairs’ responsibility. SSU is using its strategic plan to
address this issue. SSU offers a variety of programs and services that contribute toward student retention
and graduation, but no one person coordinates all of the efforts.
–
Los Angeles Initiative – Senior leadership at SSU work with community organizations and churches to
sponsor students, providing some financial assistance, to attend SSU. The close working relationship
between SSU leadership and the organization is extended to include the sponsored student while attending
the university.
Communication of Information:
–
•
The interviewee stated that more information needs to be communicated across campus.
Measurement and Evaluation of Student Retention Efforts:
–
Currently, SSU utilizes the services and surveys of Noel Levitz.
171
Peer Institutions – Student Retention
Efforts (cont.)
Sonoma State University (SSU)
•
Unique Student Retention Strategies and Programs for Current Students:
–
Leadership Development Program – This program serves to develop leadership skills in interested students
who wish to take on leadership positions at SSU. In order to apply for most leadership positions, such as
residential advisor or orientation leader, students must take a three-credit course called “Foundations of
Leadership.” This course is a vital part of the overall leadership development program for students at
Sonoma State University.
•
This program is an example of efficient use of resources at SSU as each department/office does not
need to train students in basic leadership skills during employee training. Instead, offices can
require that students take “Foundations of Leadership” and then focus their employee training on
specific information for the position. Also, once a student receives core leadership information, he or
she is prepared for multiple positions across campus.
•
As a result of this program, greater numbers of students of color have taken on leadership positions
across campus, which contributes toward SSU’s goal of increasing diversity.
•
The program was reviewed by the Business Department at SSU, which concluded that the program
was “very rigorous.”
172
Peer Institutions – Student Retention
Efforts (cont.)
Sonoma State University (SSU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
Four-Year Plan – Every academic department must implement a four-year plan to demonstrate how
students can graduate within four years (assuming full-time status). This effort (commonly referred to as
course mapping) ensures that academic departments offer courses on a timely basis (e.g., every semester
or annually), and not in conflict with each other (i.e., two required courses offered at the same time).
–
Freshman Seminar – SSU has revamped its Freshman Seminar course to focus on learning outcomes. The
Freshman Seminar is a unique transition course designed to facilitate students’ integration into the
learning community of the university. The course enhances students’ skills for academic success, develops
students’ understanding of university culture, provides individualized academic advising, and fosters
students’ meaningful educational engagement. The course also encourages students to participate actively
in the university and to reflect upon their experiences. Although not required, this course is strongly
recommended for all incoming first-time freshmen.
•
Courses are taught by two people - one faculty or professional staff member and one peer mentor.
Peer mentors receive $975 for approximately 6 hours of work per week.
173
Peer Institutions – Student Retention
Efforts (cont.)
Sonoma State University (SSU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
Freshmen Interest Groups (FIG) - The FIG program is designed to bring what is learned in the classroom
to life. Based on different academic interests, the FIG program intentionally creates a learning environment
that recognizes how some of the most powerful learning in college takes place outside the classroom.
Seminars and study groups in the residential community, faculty presence in the village, and specially
trained peer advisors help integrate the academic and social experience of SSU students. Each FIG has an
academic block consisting of two or three core classes that all students are enrolled in together. These
classes relate to the theme of the FIG and often fulfill requirements of the major with the discipline. The
classes are integrated into the programs and activities offered in the residential community. Stronger
faculty/student interaction and easily accessible study groups are two obvious benefits of the FIG program.
Students within the FIG program live together in four-person apartments. And, therefore, are able to
study together and help each other with assignments and group projects. The program serves
approximately 700 students.
–
Summer Bridge Program - Summer Bridge is designed to smooth the way for low-income and firstgeneration college students from high school to the university setting. The primary focus of the program is
to give the students a taste of university life while creating supportive relationships between them and
other Educational Opportunity Program (EOP) students and advisors. Summer Bridge provides an
introduction to campus life, student services, and the surrounding community. It also provides participants
with an orientation to the university, academic advising, and registration for Fall classes. Participants learn
college survival skills including handling needs such as housing, financial aid, budgeting, and career and
major planning.
174
Peer Institutions – Student Retention
Efforts (cont.)
Sonoma State University (SSU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
– EOP Academy - All first-semester EOP freshmen will take part in the EOP Academy. A major component of
the Academy is the development of a learning community where students attend a block of classes with
the same group of EOP students. Students taking classes together in a learning community tend to adapt
quicker to the challenges of college, and in turn, become more successful students during their first year.
The goals for the Academy are to provide academic and social support for incoming EOP freshmen,
increasing their academic success and retention. Academy classes include Freshman Seminar, English, and
either a course in American multicultural studies or support classes in reading and writing. The instructor
for the Freshman Seminar class is also the students’ EOP Advisor. The program consists of ten small
groups of ten students for one week. Students who participate in the EOP Academy have higher retention
and graduation rates, as well as higher GPAs than the average SSU student.
– Celebration for Successful Students – To recognize students who had a successful fall semester (high
GPA), SSU holds a celebration in their honor, which includes attendance by senior leadership.
175
Peer Institutions – Student Retention
Efforts (cont.)
Tennessee Technological University (TTU)
•
Student Retention Goals and Issues: Student retention and graduation rates are a serious issue at TTU as a portion
of the university’s funding is tied to these measures.
•
Leadership of Student Recruitment, Retention, and Graduation Efforts:
–
TTU does not have one person coordinating student retention efforts. The institution relies on
communication of administrators, faculty, and staff among departments and divisions.
–
Retention Roundtable – This group is comprised of administrators, faculty, and staff who work directly with
student retention-related departments, programs, or services. Chaired by the Vice President for Student
Affairs, this group meets every two to three weeks to work on student retention issues of implementation
and new programs.
–
Leadership for enrollment management and student retention is divided between Academic Affairs and
Student Affairs. TTU is currently searching for an Executive Director of Enrollment Management (reports to
Provost). Essential functions of this position include: assists the President and Provost in accomplishing the
goals of the university’s central enrollment division; oversees and works effectively with the offices of
Admissions, Records and Registration, Financial Aid, International Student Affairs, Scholarships, and Transfer
Coordination; leads the continuing development and implementation of a strategic enrollment management
plan; adopts and administers effective means of recruiting undergraduate and, in collaboration with the
Associate Vice President for Research and Graduate Studies, graduate students; oversees the execution of
reports, surveys, and compliance to regulatory organizations; collaborates with the Division of Student Affairs
to enhance the TTU experience for first-year students; serves as Executive Officer for the Admissions and
Credits Committee, assisting with the review of student problems concerning admission, readmission,
academic credit, suspension, academic fresh start, and exceptions to requirements; serves as a member of
the Deans’ Council; and collaborates with other administrators to ensure that all areas of enrollment
management effectively communicate and support the university’s goals.
176
Peer Institutions – Student Retention
Efforts (cont.)
Tennessee Technological University (TTU)
•
•
Communication of Information:
–
The Institutional Research office offers a user-friendly Website to access student retention data by
department/unit, which is available on-demand.
–
TTU has a planning Website, which is maintained by TTU’s Planning Officer. Each unit at TTU is required to
update their objectives twice a year. The information is then reviewed and synthesized by the Planning
Officer who makes recommendations to senior leadership as necessary.
–
Communication of campus programs and services is shared at the Dean’s Council meetings and then
channeled back to staff within each department.
Measurement and Evaluation of Student Retention Efforts:
–
TTU monitors all efforts regarding student retention because the System office requires that institutions do
so and funding is dependent upon performance in Tennessee. TTU analyzes data, conducts surveys, and
evaluates student evaluations of courses.
–
National Study of Student Engagement (NSSE) – All universities in the Tennessee System are required to
conduct this survey annually.
177
Peer Institutions – Student Retention
Efforts (cont.)
Tennessee Technological University (TTU)
•
Unique Student Retention Strategies and Programs for Current Students:
–
University 1020 – This is a required one-hour, one-credit course for freshmen offered in the fall. The goal
of the course is for students to form connections with the campus and the community through activities.
Sections of the course are arranged by major. Students must attend fine arts and multi-cultural events on
campus. A unique feature of this program is the use of “E-Notes” (by Goal Quest), a series of e-mail
messages with links that are sent to students and parents who are interested in participating. The e-mail
messages (approximately 2-3 pages in length with links for additional information) cover issues and topics
of concern to students such as choosing a major, mental health, stress, and the transition to college.
Instructors can choose the “E-Notes” message that will be e-mailed to students and participating parents
and integrate the topic into class discussions. Parents feel connected to their child because they know the
topics being discussed in University 1020, and it encourages conversation. Consistency of sections is
achieved by providing instructors with sample syllabi and a workshop on intended goals and outcomes of
the course. Instructors have the opportunity to tailor the course to a major or topic, if applicable. There
are 90 sections of this course. Instructors can choose to use an undergraduate mentor (similar to a
teaching assistant) to assist with the course. Instructors receive $1,800 compensation and have up to
$200 available for activities. Undergraduate mentors receive $10 per hour for 5 hours per week. The
coordinator of General Education also coordinates this course.
–
Intrusive Advising Centers - Full-time professional academic advisors are assigned to a college within the
university to provide students with logistical information (e.g., selecting courses for each semester,
policies, procedures for the department). Advisors contact every freshman during the first month of the
semester as well as those students with low GPAs. Faculty also have advisees; however their role is to be
more of a mentor/counselor (e.g., helping students decide which track to take in a major).
178
Peer Institutions – Student Retention
Efforts (cont.)
Tennessee Technological University (TTU)
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
Learning Communities – Freshmen are invited to participate in a year-long learning community comprised
of 25 students who are in two general education classes together. Learning communities are required to
have activities in the fall. Examples include the Culture Crawl, a walking tour of the cultural opportunities
and activities within walking distance of the campus. The faculty of the courses teach their class
independently, but agree to keep in contact with each other to complement the topics and assignments in
the other course, when applicable. TTU is able to accommodate up to three learning community cohorts at
this time. While the program is voluntary, this past year freshmen were assigned to the learning
community and TTU received no negative feedback about this. This program receives funding support from
a student activities fee for general education and cultural studies. Fifteen years ago, the general education
program was reviewed and was cited for its lack of cultural involvement. The Board allowed for a $20
“Student Success Fee” to be charged. TTU is currently exploring a sophomore learning community. The
Dean of the Colleges of Arts & Sciences oversees the Learning Communities program, calling teaching
faculty together two times per semester to discuss issues and upcoming plans for next semester.
–
Student Orientation, Advising, and Registration (SOAR) – In an effort to create a sense of community
among new students (freshmen and transfers), this program provides students with the opportunity to
learn about academics, student life, and other campus resources. TTU offers an orientation program (ten
sessions beginning in April), which aims to cover topics that may become a concern to students and
parents later on (e.g., choosing a major, illness, difficulty with classes). Parents are invited to a parents
only session in an effort to make them feel more connected to the institution. “Week of Welcome” kicks off
the first week of the semester with a wide variety of activities and events. This program provides students
with information about getting involved in campus life as well as programs and services that they can
utilize throughout the semester.
179
Peer Institutions – Student Retention
Efforts (cont.)
Tennessee Technological University (TTU)
•
•
Unique Student Retention Strategies and Programs for Current Students (cont.):
–
Minority Student Peer Mentor Program – TTU offers a peer mentoring program focused on minority
students. Top minority students (approximately eight) are selected to meet and talk to other minority
students on campus. Peer mentors are compensated $8 per hour for approximately 10 hours per week.
–
Capstone Courses – The majority of departments at TTU offer capstone courses, which are not restricted
to major students.
Other Items of Interest:
–
TTU and other public institutions within the Tennessee System utilize an internal retention and graduation
rate measure. The measure differs from traditional calculation rates in that each institution receives credit
for students who began at their institution and graduate within six years, so long as the student remains at
a Tennessee institution within the system; this includes students who transfer.
–
In an effort to simplify and centralize the scholarship program, TTU has created a new position,
coordinator of scholarships. Students can apply for multiple scholarships without touching a piece of paper.
Applicants must have their information submitted by December 15, and receive award decisions by
February 15, allowing them to make informed decisions about college.
–
Students in the College of Education have the highest retention and graduation rates on campus, while
students who are undeclared have average retention and graduation rates lower than that of the university
as a whole.
180
National Best Practices in Student Retention
•
“Best practices” are those that constitute excellence in college services. These practices represent the most
effective actions institutions take to facilitate student success.
•
This section outlines 11 best practices that could be implemented or enhanced at WCU as part of a campuswide student retention effort. In each case, this includes:
–
A description of the best practice.
–
One or more institutions that exemplify this best practice.
–
An assessment of WCU’s efforts in this area.
–
Recommended changes to existing programs or components to be included in a new program.
–
The expected outcome for WCU upon implementing the suggested changes.
–
The suggested measure(s) of programmatic success.
–
A priority level – the likelihood of increasing student retention. (High, Medium, and Low)
–
Anticipated costs of program implementation. (High = more than $10,000, Medium = $1,001 to $9,999,
and Low = less than $1,000)
–
The theme(s) that the best practice addresses.
181
National Best Practices in Student Retention (cont.)
Academic Success Center
•
Description: The Academic Success Center (ASC) is a collection of services and programs designed to help
students succeed academically and reach their academic goals. The ASC offers both individualized and small group
experiences, and both course-specific and general academic assistance.
•
Exemplified by: Kean University and Iowa State University
•
Assessment of WCU’s efforts: The four academic tutoring centers (Writing, Math, Technology Assistance, and
Catamount Tutoring Center) exist to provide academic support to WCU students. These resources are currently
under-utilized by students in general and academically at-risk students in particular.
•
Recommended changes to existing program or components to be included in a new program: Strengthen
collaboration with faculty members to help disseminate information about the existing resources and services to
students. Request that faculty members add information about the tutoring centers to course syllabi. Solicit ASC
referrals from faculty members, particularly those who teach gateway courses. Work with advisors to effectively
reach at-risk students by utilizing the early warning system. Recognize outstanding staff/student tutors.
•
Expected outcome for WCU: Focus on this area will increase the utilization rates of academic support services by
academically at-risk students. WCU should reshape the image of these services among students through a publicity
campaign and heightened outreach efforts by staff members.
•
Measure(s) of success: Monthly data review
•
Priority level (likelihood of increasing student retention): High
•
Anticipated cost: Medium - Between $1,001 and $9,999
•
Which theme(s) does this best practice address?
–
Student Academic Success
–
Effective Campus Communications
182
National Best Practices in Student Retention (cont.)
One-Stop Student Services
•
Description: One-Stop is a student-centered philosophy and practice in which all administrative services are
organized in one location for greater quality and efficiency. Both a physical space and virtual services are provided,
and virtual services are considered a supplement to, rather than a substitute for, face-to-face interaction.
•
Exemplified by: University of Minnesota and Pepperdine University
•
Assessment of WCU’s efforts: The One-Stop student service center at WCU is solid as a concept, but has
opportunities for enhancement. Currently, the advising process does not flow smoothly, the responsibility of
different units is not clearly delineated, and students perceive that the information provided is often inaccurate or
incomplete.
•
Recommended changes to existing program or components to be included in a new program: Strong leadership
and employee buy-in are needed to create a student-centered culture in student advising and support. For this
service to be effective, advisors in this area must be well trained and knowledgeable in all areas that advising
services are required. The need for enhanced communication, collaboration, and cooperation among all units and
all members of this operation is critical.
•
Expected outcome for WCU: Focus on this area will increase the accuracy and complete information provided to
students, as well as guidance to make informed decisions about their academics and college experience. This will
increase student satisfaction and student retention rates, and ultimately the number of students graduating within
six years.
•
Measure(s) of success: Semester focus groups and annual survey
•
Priority level (likelihood of increasing student retention): High
•
Anticipated cost: High - Over $10,000
•
Which theme(s) does this best practice address?
–
Student Academic Success
–
Effective Campus Communications
183
National Best Practices in Student Retention (cont.)
Freshman Interest Groups
•
Description: A Freshman Interest Group (FIG) is a unique academic experience in which groups of first semester
freshmen take classes together and live together in the same residence hall. Students take two or three courses,
plus a one-credit FIG Seminar with a group of fellow freshmen. Typically, each FIG is based on a theme.
•
Exemplified by: Indiana University and University of Oregon
•
Assessment of WCU’s efforts: The USI 130, Freshman Seminars, and Learning Communities reflect certain
characteristics of FIGs, but could go further to create a real sense of engagement among the first-year students
at WCU.
•
Recommended changes to existing program or components to be included in a new program: Systematically and
intentionally assign first-year students with similar academic and career interests to the same courses and
residence halls to maximize the level of academic and social integration occasioned by existing programs such as
USI 130, Freshman Seminars, and Learning Communities.
•
Expected outcome for WCU: Further development of this area into a comprehensive Freshman Year Experience
program at WCU will help first-year students connect with each other and enrich both their academic and social
experiences. Students who are more academically and socially engaged are likely to be retained at higher rates.
•
Measure(s) of success: Semester survey
•
Priority level (likelihood of increasing student retention): High
•
Anticipated cost: High - Over $10,000
•
Which theme(s) does this best practice address?
–
Institutional Identity/Institutional Image
–
Student Social Engagement
–
Student Academic Success
–
Sustainable Initiatives and Leadership Support of Initiatives
184
National Best Practices in Student Retention (cont.)
Residential Programming
•
Description: Strategically planned residential programs and activities designed to encourage students in
campus life improve the quality of the college experience.
•
Exemplified by: Indiana University and University of Michigan
•
Assessment of WCU’s efforts: Currently, freshmen are assigned rooms and floors only after returning students
have made their selections. The Division of Student Affairs is the process of developing and implementing a
new program in Scott Hall to focus on student retention, which includes focuses on freshmen students’
transitional experience to increase the likelihood of a successful college experience at WCU.
•
Recommended changes to existing program or components to be included in a new program: Designate
residential living space specifically for freshmen within halls. Create living-learning opportunities within the
halls by clustering students according to academic interests.
•
Expected outcome for WCU: A true Freshman Year Experience with designated halls/floors for first-year
students would serve the same purpose as a student interest group, allowing participants to develop both social
and academic connections.
•
Measure(s) of success: Annual focus groups
•
Priority level (likelihood of increasing student retention): High
•
Anticipated cost: Low - Under $1,000
•
Which theme(s) does this best practice address?
–
Student Social Engagement
–
Student Academic Success
185
National Best Practices in Student Retention (cont.)
Early Warning System
•
Description: The Early Warning System provides faculty and staff a means to report any concerns about students,
academic or otherwise. Advisors follow through on early warnings by contacting the referred student, discussing
the situation, and developing strategies to deal with problems.
•
Exemplified by: George Mason University and Fayetteville State University
•
Assessment of WCU’s efforts: The Early Warning System provides a convenient online means to report concerns
about WCU students. The existing learning contract and progress reporting appear to be the follow-up to early
warning. Any WCU employee (administrator, faculty, or staff) can complete an Early Warning form online.
Information is sent directly to the Advising Center and then routed to the student’s assigned advisor. The advisor
follows up on the information submitted as appropriate (e.g., contact the student for information/ express concern
and offer assistance, contact faculty advisor, coach, or other WCU employee who might have regular contact with
the student).
•
Recommended changes to existing program or components to be included in a new program: Increase awareness
of this service throughout the campus community, particularly among faculty and staff. Implementation of an
accountability/reward system will encourage advisors to take prompt action. It is important that the early warning
system be used by faculty, staff, and advisors, as intervention at the onset of a problem is critical for assisting the
student with his/her problem and increasing the likelihood of student success.
•
Expected outcome for WCU: Effective use of this system will allow WCU to identify at-risk students early and
provide them with the support they need to achieve academic success.
•
Measure(s) of success: Semi-semester data review
•
Priority level (likelihood of increasing student retention): Medium
•
Anticipated cost: Low - Under $1,000
•
Which theme(s) does this best practice address?
–
Student Academic Success
–
Effective Campus Communications
186
National Best Practices in Student Retention (cont.)
Reconstructing Gateway Courses
•
Description: Identify challenging courses that are taught in one semester and break them down into twosemester sequences.
•
Exemplified by: Indiana University
•
Assessment of WCU’s efforts: WCU has began evaluating gateway courses in Biology using multi-level
modeling statistical techniques, which helps faculty understand why some students are successful and others
are not. This information provides an opportunity to develop strategies that assist students in being successful
in a course that they may have had a low probability for success.
•
Recommended changes to existing program or components to be included in a new program: Use the same or
similar analysis for reviewing Biology courses in other majors to identify gateway courses across the curriculum.
Once gateway courses and the reasons why students find the courses difficult are identified, explore
opportunities for improvement so that more students are successful in the course. For example, WCU could
consider making grant funds available to faculty that improve student success in gateway courses. This includes
development of an innovative practice, exploration of the relationship between Gateway courses and courses in
majors, student learning measurement, or dissemination of best practices in Gateway courses.
•
Expected outcome for WCU: Increasing the pass rates of students in these gateway courses will improve GPAs
and student success, translating into higher retention.
•
Measure(s) of success: Semi-semester data review
•
Priority level (likelihood of increasing student retention): Medium
•
Anticipated cost: Low - Under $1,000
•
Which theme(s) does this best practice address?
–
Student Academic Success
187
National Best Practices in Student Retention (cont.)
Leadership Institute
•
Description: A Leadership Institute offers undergraduate students, particularly freshmen, the opportunity to
engage in leadership development activities through on-campus courses and workshops and in the off-campus
community.
•
Exemplified by: WCU and Florida State University
•
Assessment of WCU’s efforts: Students who currently are taking part in the Freshman Leadership Institute and
Sophomore Leadership Institute at WCU are very satisfied with the experience, which has, in turn, enhanced
their overall satisfaction with WCU. Students in the Sophomore Leadership Institute also mentor students in the
Freshmen Leadership Institute.
•
Recommended changes to existing program or components to be included in a new program: The Freshman
Leadership Institute is selective and has limited capacity. Broadening its scope would increase its contribution to
student persistence and success.
•
Expected outcome for WCU: Increasing participation in the Leadership Institute, which is a very effective
program at WCU, will improve student engagement at the University.
•
Measure(s) of success: Annual focus groups
•
Priority level (likelihood of increasing student retention): Medium
•
Anticipated cost: High - Over $10,000
•
Which theme(s) does this best practice address?
–
Student Social Engagement
–
Student Academic Success
188
National Best Practices in Student Retention (cont.)
Undergraduate Research Program
•
Description: A strong undergraduate research program provides opportunities for students to engage in
research and creative activities in collaboration with a faculty mentor.
•
Exemplified by: UNC-Asheville and University of Michigan
•
Assessment of WCU’s efforts: Students at WCU, particularly honors students, currently have the opportunity to
participate in undergraduate research. By engaging more students in this practice, the University may be able
to decrease the number of students who choose to transfer elsewhere.
•
Recommended changes to existing program or components to be included in a new program: Provide
incentives to participating students and to faculty members who serve as mentors to undergraduate
researchers. Consider “involving undergraduates in research and creative activities” as a factor in faculty
evaluations. Encourage and facilitate applications for outside grants from organizations such as the National
Science Foundation.
•
Expected outcome for WCU: Substantially increase the opportunities for academically prepared students to
participate in research and scholarly activities will improve student engagement.
•
Measure(s) of success: Annual data review
•
Priority level (likelihood of increasing student retention): Medium
•
Anticipated cost: Low - $1,000
•
Which theme(s) does this best practice address?
–
Student Academic Success
189
National Best Practices in Student Retention (cont.)
Campus-Based Student Activities
•
Description: Large-scale organized campus events and activities enable students to become engaged in and
connect to their campus community and to develop a sense of identification with their university.
•
Exemplified by: Alverno College and Indiana University South Bend
•
Assessment of WCU’s efforts: While WCU has a number and variety of campus events and activities,
particularly over weekends, students perceive that there is little to do on-campus, which has created a
“suitcase” image for WCU and sense of disengagement among students. This disconnect may be due to
inadequate or limited advertising of events.
•
Recommended changes to existing program or components to be included in a new program: Consider the
strengths and weaknesses of the WCU campus location to design suitable student activities and social/cultural
events, particularly over weekends.
•
Expected outcome for WCU: Large-scale programs that become important traditions for the school increase
camaraderie and sense of belonging and purpose among students. Student activities enrich students’ social
experiences on campus; recreational programming, dance competitions, even a rock-climbing tournament that
might tap into the appeal of WCU’s mountain locale, could serve this purpose.
•
Measure(s) of success: Annual focus groups
•
Priority level (likelihood of increasing student retention): Medium
•
Anticipated cost: Medium - Between $1,001 and $9,999
•
Which theme(s) does this best practice address?
– Institutional Identity/Institutional Image
– Student Social Engagement
– Campus Community Engaged in a Common Cause
190
National Best Practices in Student Retention (cont.)
Counseling
•
Description: Provide appropriate psychological, social, and other types of counseling to help students deal with
various issues they may face in college and allow them to focus on academic and social activities of educational value.
•
•
Exemplified by: Florida State University and Indiana University
Assessment of WCU’s efforts: WCU offers an array of counseling services. A unique program at WCU is the new Case
Management Model (CMM) in the Division of Student Affairs.
– The CMM contains key elements for increasing student retention and graduation rates, such as a Senior
Retention Specialist, who will orchestrate the CMM in Residential Living while utilizing other available campus
resources, programs, and services. The CMM plan clearly assigns responsibility and contains a time line for each
major function for implementation, which contributes towards accountability and will ensure timeliness. While
the model is ambitious, given the dedication and commitment of WCU staff it is anticipated that implementation
of the CMM will have positive results assuming adequate resources for the new position and a modest
programming budget are available.
Recommended changes to existing program or components to be included in a new program: More students require
psychological and social counseling than ever, so provision of counseling services is critical. However, offering
counseling is not enough; WCU must seek out those who need it through the Early Warning System. Since the CMM is
currently intended for on-campus students, it is suggested that after the model has been successfully implemented in
residence halls (1-2 years), a similar program be constructed and implemented for commuter students (with
appropriate modifications), who comprised 58.3% of the student population in Fall 2006.
•
•
Expected outcome for WCU: Identifying at-risk students early to offer needed support should provide these students
with the tools they need to remain successful socially and academically, improving retention.
•
Measure(s) of success: Annual data review
•
Priority level (likelihood of increasing student retention): Medium
•
Anticipated cost: Medium - Between $1,001 and $9,999
•
Which theme(s) does this best practice address?
–
Student Social Engagement
191
National Best Practices in Student Retention Summary
EXHIBIT 8-13:
SUMMARY COMPARISON OF WCU’S EFFORTS AND NATIONAL BEST PRACTICES
Best Practice
Curently in
Practice at
WCU
Academic Success Center
Yes
One-Stop Student Services
Yes
Freshman Interest Groups
Yes
Residential Programming
Yes
Currently, freshmen are assigned rooms and floors only after returning students have made their selections.
Early Warning System
Yes
The Early Warning System provides a convenient online means to report concerns about WCU students. The
existing learning contract and progress reporting appear to be the follow-up to early warning. Effective and consistent
use of this service by the faculty, staff, and advisors is key.
Restructuring Gateway
Courses
Yes
WCU has began evaluating gateway courses in Biology using multi-level modeling statistical techniques, which helps
faculty understand why some students are successful and others are not. This information provides an opportunity for
to develop strategies that assist students in being successful in a course that they may have had a low probability for
success. Courses in other majors should be analyzed as well.
Leadership institute
Yes
Undergraduate Research
Program
Yes
Campus-Based Student
Activities
Counseling
Yes
Yes
Assessment of WCU's Efforts
The four academic tutoring centers (Writing, Math, Technology Assistance, and Catamount Tutoring Center) exist to
provide academic support to WCU students. These resources are currently under-utilized by students in general and
academically at-risk students in particular.
The One-Stop student service center at WCU is solid as a concept, but has some problems with implementation.
Currently, the advising process does not flow smoothly, the responsibility of different units is not clearly delineated,
and the information provided is often inaccurate, incomplete, and of questionable use to students. Overall, morale
among the center staff is low.
The USI 130, Freshman Seminars, and Learning Communities reflect certain characteristics of FIGs, but do not go far
enough to create a real sense of engagement among the first-year students at WCU.
Students who currently are taking part in the Freshman Leadership Institute at WCU are very satisfied with the
experience, which has, in turn, enhanced their overall satisfaction with WCU.
Students at WCU, particularly honors students, currently have the opportunity to participate in undergraduate
research. By engaging more high achievers in this practice, the University might be able to decrease the number of
students who choose to transfer elsewhere.
Consider the strengths and weaknesses of the WCU campus location to design suitable student activities and
social/cultural events, particularly over weekends.
WCU offers an array of counseling services.
192
Chapter 9.0
Recommendations
This chapter presents a summary of findings and offers
recommendations, including resource requirements to implement
recommendations, for Western Carolina University’s consideration.
All recommendations consider efficient and effective use of
resources and are based on national best practices.
Recommendations – Overview
•
•
•
The recommendations are based on eight issues that emerged in this study:
–
Institutional Identity/Institutional Image
–
Student Social Engagement
–
Student Academic Success
–
Effective Campus Communication
–
Sustainable Initiatives and Leadership Support of Initiatives
–
Campus Community Engaged in a Common Cause
–
Organizational Structure and Staffing
–
Recognition for Contributing Toward System Goals
This chapter includes 14 recommendations that address these issue areas by:
–
Enhancing existing programs and services.
–
Changing the organizational structure and realigning staff responsibilities.
–
Developing an enrollment management plan and a student retention plan focused on achieving goals.
–
Approaching the UNC System to include additional graduation rate measures.
On the next four pages, the eight issue areas and 14 recommendations are listed for concise consideration. Each
issue area and recommendation is then fully developed in the remaining pages of the chapter.
194
Recommendations – Overview (cont.)
This section outlines 14 recommendations to consider for implementation at WCU as part of a campus-wide student
retention effort. In each case this includes a description of:
•
•
•
Issue: Identifies and describes the issue that pertains to the recommendation.
Summary Assessment of WCU’s Efforts: Provides an assessment of WCU’s current efforts.
Recommendation: Provides the recommendation, which is based upon best practices.
–
PACE Impact: Describes how the recommendation addresses issues of efficiency and effectiveness (High,
Medium, and Low).
–
Implementation Priority: Includes a recommended priority level for implementation related to the
likelihood of increasing student retention (High, Medium, and Low).
–
Position/Office Responsible: Includes position(s) responsible (or his/her designee) for implementing the
recommendation, if action is taken.
–
Estimated Cost: Describes the estimate cost (high, medium, and low) of the recommendation (High =
more than $25,000, Medium = $5,001 to $25,000 and Low = less than $5,000).
–
Impact Point(s): Identifies the impact point(s) on the pipeline chart that the recommendation addresses
(See page 15).
–
Expected Outcome for WCU: Describes the anticipated results if the recommendation is implemented.
–
Measurement of Outcome: Identifies methods to measure the success of the implemented
recommendation.
195
Recommendations – Overview (cont.)
List of Issue Areas and Recommendations:
•
Institutional Identity/Institutional Image:
– Recommendation #1: Identify WCU’s brand or image and integrate that image throughout the campus
and its publications. This includes consistent use of images/logos, colors, and messages and wording.
Efforts should be made to invite campus-wide comments on formalizing WCU’s institutional
identity/institutional image. Possible identity/image themes may emphasize WCU’s location in the
mountains or the new millennium campus.
•
Student Social Engagement and Academic Programs:
– Recommendation #2: Make enhancements to Advising. The role of the full-time professional advisor
within the Advising Center should be clearly defined by revising the job description. The revised job
descriptions must be communicated to other offices. In order for the advisors to provide a comprehensive
array of advising services in a way that will substantially improve retention rates, the full-time
professional advisor job description should be revised to include the additional responsibilities beyond
academic advising that are performed by advisors and are not currently reflected in the job descriptions.
This includes a clear delineation of responsibilities of advisors and when it is appropriate to refer a
student to another office. Therefore, WCU should add four additional advisors to meet the current
expectations and workload. WCU should consider using the Total Intake Advising Model which supports a
joint advising relationship between the Advising Center and faculty advisors, with the Advising Center
taking on the majority of advising responsibilities until the student begins taking courses in the major
(approximately 45 hours). Under this Model, the student still has access and is encouraged to meet and
talk with their faculty advisor to build a relationship for future academic and other support service
advising. In addition, the expectations for the effective performance of this activity should be consistent
with the time recommended by the Council on Advising Standards. Additionally, the online degree audit
system that allows students to determine the course map for their planned course of study should be
used in conjunction with advisement provided by full-time professional advisors.
196
Recommendations – Overview (cont.)
List of Issue Areas and Recommendations (cont.):
•
Student Social Engagement and Academic Programs (cont.):
–
Recommendation #3: Reinstitute, enhance, and expand the Learning Communities program. Designate a
coordinator to oversee program implementation and administration as part of his/her responsibilities
(director/coordinator level). In addition, offer the Freshman Seminar, First-Year Composition, and University
Experience Course (USI 130) through theme-based Learning Communities. Include activities to integrate
academic and social development. Offer the option of year-long (Fall and Spring) Learning Communities to
interested students. Incorporate non-cohort based Learning Communities and make them available throughout
campus rather than exclusively for first-year students. For example, offer a learning community for seniors, which
would include a capstone course in the major combined with the Senior Year Experience. The Senior Year
Experience includes the following programs and seminars and coordinating office/division: transitions to work
place (Career Services), transitions to graduate school (Graduate School), and life skills support (Student Affairs).
–
Recommendation #4: Make enhancements and changes to the University Experience Course. While each
course section can vary by instructor, all sections should include activities where the student must interact with
other students as well as administrators, faculty, and staff on campus. Other institutions utilize peer mentors in
each course section to connect students to an upperclass student. The peer mentors traditionally assist the
instructor in teaching the course and meet with each student one to two times per semester. Students may value
this course more if the course content were closely connected to career goals (perhaps using service learning) or
integrated into Learning Communities. WCU should combine the content of the University Experience and
Freshman Seminar courses, thereby creating meaningful connections for students in the same class with similar
interests or who share the same major.
–
Recommendation #5: Enhance and expand undergraduate research opportunities. A coordinated effort at the
university level should be implemented to increase research opportunities available to undergraduates and to
match faculty and students with common interests. Currently, faculty are encouraged to invite students to
participate in undergraduate research opportunities. It is recommended that this effort be expanded to include an
opportunity for students to express interest in research opportunities and then to pair students and faculty based
197
upon interest.
Recommendations – Overview (cont.)
List of Issue Areas and Recommendations (cont.):
•
Effective Campus Communication:
– Recommendation #6: Revitalize the Strategic Enrollment Management Steering Committee (comprised of
administrators, faculty, and staff) to include active sub-committees. A team devoted exclusively to new student
issues will allow for focus on key enrollment management issues.
– Recommendation #7: Reestablish a Cabinet to address first- and second-year student issues and to focus on
student retention (comprised of administrators, faculty, staff, and students). Identify representatives across
campus (in all divisions) with connections to student retention efforts to serve on the Cabinet. The Cabinet should
contribute to the development and implementation of the Student Retention Plan.
– Recommendation #8: WCU leadership should continue to provide the campus community with an annual
update on important student retention and graduation issues, as well as setting achievable goals for the upcoming
year. In addition, student retention and graduation rates by academic department should be easily accessible by
persons in each academic department.
•
Sustainable Initiatives and Leadership Support of Initiatives:
– Recommendation #9: Allow ample time for new initiatives (programs or services) to be in place before
assessing their value to student retention and graduation rates. Delegate authority to a specific office or individual
to be responsible for the program so that there is continuity from year to year, while allowing
administrators/coordinators of the programs or services to take an active role in the development, implementation,
and measurement of effectiveness of the initiative.
– Recommendation #10: Develop a Student Retention Plan (university and college/department levels) to
strategically retain and graduate students enrolled at WCU. The Plan would include: Goals, Strategies, Measures,
Processes, and Implementation. Require that colleges and departments integrate student retention and graduation
goals into their strategic plans, specifically identifying the impact point that each program and service addresses.
Strategic plans for each college and department should be reviewed to ensure alignment with University goals as
well as ensure that each of the seven impact points receive ample attention University wide (rather than efforts
exclusively focusing on one or two points).
198
Recommendations – Overview (cont.)
Recommendations (cont.):
•
Organizational Structure and Staffing:
•
–
Recommendation #11: Reevaluate duties formerly held by the Associate Vice Chancellor for Enrollment
Management, who was responsible for Admissions, Registrar, and Financial Aid, to house these functions under
one person (separate from student retention functions). The administrator (perhaps at the level of Dean)
overseeing these three offices would be responsible for the development of an Enrollment Management Plan, to
strategically recruit, admit, and enroll students who are interested in WCU’s institutional characteristics (i.e.,
location, program offerings, small class sizes, personalized attention, affordable cost, etc.) and have the
academic preparation to be successful at WCU. A Plan would include: Goals, Strategies, Measures, Processes
and Implementation, Monitoring, and Processes for Improvement.
–
Recommendation #12: Administratively house the Advising Center, One-Stop, Orientation, Student Support
Services, Advising and Student Success, and Commencement as one unit under the direction of the Senior
Associate Vice Chancellor for Academic Affairs, reporting to the Provost.
–
Recommendation #13: Create a University College comprised of Liberal Studies and the University
Experience Course. Assign all undeclared students (freshman and sophomores) to the University College. Once
students declare a major, they will then be assigned to the corresponding academic college. Delegate
responsibility of the University College to a new position of Assistant Vice Chancellor for Undergraduate
Education, reporting to the Provost. Assign responsibility for developing, implementing, and overseeing WCU’s
student retention plan to Assistant Vice Chancellor for Undergraduate Education. Development of a student
retention plan should include input from the First-Year Cabinet.
Recognition for Contributing Toward System Goals:
–
Recommendation #14: Approach the UNC System to consider development of an additional measure to
assess each institution’s contribution toward UNC’s System graduation rate. This additional measure would
recognize the contributions of institutions for students who began at their institution and graduate within six
years from a different institution in the System.
199
Recommendations – Institutional Identity/Image
Issue: Institutional Identity/Institutional Image - An institutional identity/image is an important element of a university
as it is serves to unify the entire campus community, keep alumni connected, and attract prospective students.
•
Summary Assessment of WCU’s Efforts: While WCU has many strengths, the institution does not sufficiently capitalize on
those strengths to form a comprehensive institutional identity. Rather, silos of identities exist throughout the campus. As a
result, one shared identity/image is not achieved, which makes it difficult for prospective and new students, as well as
current administrators, faculty, staff, and students, to understand where they fit in.
•
Recommendation #1: Identify WCU’s brand or image and integrate that image throughout the campus and its
publications. This includes consistent use of images/logos, colors, and messages and wording. Efforts should be made to
invite campus-wide comments on formalizing WCU’s institutional identity/institutional image. Possible identity/image
themes may emphasize WCU’s location in the mountains or the new millennium campus.
– PACE Impact: High – A strong institutional identity/image that the campus community can share will increase the
efficiency and effectiveness of all other campus marketing efforts. For example, this report identified publications
that used inconsistent University images and logos. Consistent use of WCU’s identity/image on publications
increases the efficiency of producing publications and effectiveness in marketing and recruitment.
– Implementation Priority: High – A clear identity that faculty, staff, and students are able to understand and
articulate enhances the ability of all campus community members to be connected and serves as a consistent
message to prospective students.
– Position/Office Responsible: Chancellor
– Estimated Cost: High – Outside design consultants may be needed to assist with image development. Time will
need to be invested by representative members of the university community to agree upon a consistent institutional
identity. Beyond the current contract with the identity consultant and the ongoing costs of printing materials, no
further costs are projected.
– Impact Point(s): 1, 2, 3, 4, 5, 6, and 7
– Expected Outcome for WCU: When the institutional identity is consistent and widely recognized, recruiting
prospective students and retaining students will become more efficient and effective.
– Measurement of Outcome: Annual analysis of prospective student interest, applications, and enrollments.
200
Recommendations - Engagement
Issue: Student Social Engagement and Academic Programs - The greater a student’s involvement in university
life and interaction with faculty, staff, and other students, the more connected the student feels to the institution,
increasing the probability for persistence and graduation. Completing courses successfully enable students to
meet program and university requirements for graduation, as well as giving them a sense of accomplishment and
fitting in.
•
Summary Assessment of WCU’s Efforts: As demonstrated from the current retention efforts in place at WCU, the
University is providing many programs and services that research has shown improve student retention. Yet, the
retention and graduation rates at WCU are not at desirable levels. The design and/or delivery of some programs
and services are not having the desired impact.
•
Recommendation #2 through #5:
– Enhance existing WCU programs:
• Advising (Recommendation #2)
• Learning Communities (Recommendation #3)
• University Experience (USI 130) (Recommendation #4)
• Undergraduate Research Opportunities (Recommendation #5)
201
Recommendations – Advising
Issue: Student Social Engagement and Academic Programs (cont.)
•
Description of Advising: Advising provides students with a professional advisor to guide them through the degree
earning process, providing direction for the appropriate courses required in their chosen major, the order in which
courses should be taken, and ways to enhance the overall college experience. Ideally, advising should allow students
to progress seamlessly through the course selection process and attain their degree within a reasonable time frame,
while maximizing opportunities in college.
•
Summary Assessment of WCU’s Efforts: Currently, students perceive advising as a confusing process as it varies for
undeclared and declared. Students who enter WCU as undeclared are assigned an advisor from the Advising Center
who serves as their advisor until the student chooses a major. Students who declare their major upon entry to WCU
are assigned a faculty advisor who offers advice on general education courses and major courses. Declared students
frequently utilize the Advising Center services to obtain answers to their questions. Students that have declared their
major feel that they receive inconsistent information from faculty and the Advising Center regarding general
questions, which adds to students’ frustration. For example, students may be receiving inconsistent information
regarding general education courses because the faculty advisor may not have the most up-to-date policies and
procedures.
Additionally, full-time professional advisors have substantial and expanding responsibilities, resulting in a potential
imbalance between responsibilities and staff resources, for example:
–
WCU’s written full-time professional advisor job description differs substantially from the full-time professional
advisors’ actual day-to-day responsibilities.
–
Currently, advisors in the Advising Center provide academic, career, financial aid, and personal counseling to
students as part of the comprehensive array of services offered to students. It is expected that advisors assist
students with these issues and refer only the most serious situations to the appropriate office.
–
WCU employs a comprehensive advising model which is intended to provide students with knowledgeable
advisors in the Advising Center to answer a variety of questions to meet students’ needs and offer advice to
maximize the college experience.
202
Recommendations – Advising
(cont.)
Issue: Student Social Engagement and Academic Programs (cont.)
•
Recommendation #2: Make enhancements to Advising. The role of the full-time professional advisor within
the Advising Center should be clearly defined by revising the job description. The revised job descriptions must
be communicated to other offices. In order for the advisors to provide a comprehensive array of advising
services in a way that will substantially improve retention rates, the full-time professional advisor job description
should be revised to include the additional responsibilities beyond academic advising that are performed by
advisors and are not currently reflected in the job descriptions. This includes a clear delineation of
responsibilities of advisors and when it is appropriate to refer a student to another office. Therefore, WCU
should add four additional advisors to meet the current expectations and workload. WCU should consider using
the Total Intake Advising Model which supports a joint advising relationship between the Advising Center and
faculty advisors, with the Advising Center taking on the majority of advising responsibilities until the student
begins taking courses in the major (approximately 45 hours). Under this Model, the student still has access and
is encouraged to meet and talk with their faculty advisor to build a relationship for future academic and other
support service advising. In addition, the expectations for the effective performance of this activity should be
consistent with the time recommended by the Council on Advising Standards. Additionally, the online degree
audit system that allows students to determine the course map for their planned course of study should be used
in conjunction with advisement provided by full-time professional advisors.
203
Recommendations – Advising
(cont.)
Issue: Student Social Engagement and Academic Programs (cont.)
–
PACE Impact: High – When students are able to build a relationship with their advisor(s), they begin to feel
connected and engaged with the institution. An advising model that offers students the opportunity to have
their general advising and detailed major-specific questions answered by the most appropriate persons
increases students’ satisfaction and reduces their frustration. When students are properly advised to take the
courses that they need in the most efficient way possible, the number of excess hours taken will be reduced
as will student frustration. Students who might otherwise take more than six years to graduate can complete
their degree in a more timely fashion. Additionally, restructuring enrollment, through improved advisement, in
certain courses for students who do not need to be enrolled opens those seats to students for whom the
course is required.
–
Implementation Priority: High – Improved access to and quality of advising will enable students to complete
their degree in the shortest time possible, decreasing their financial burden as well as frustration level.
Efficiency in this area will improve students’ overall experience at the institution.
–
Position/Office Responsible: Director of Advising Center, Associate Vice Chancellor for Academic Affairs.
–
Estimated Cost: High – Additional advising staff are needed, which may include up to $200,000 for 3.0 FTE.
–
Impact Point(s): 1, 2, 3, 4, 5, 6, and 7.
–
Expected Outcome for WCU: Once the responsibilities and resources for full-time professional advisors are
realigned, students will have greater access to and improved quality of advising and can better focus on their
academic success and take advantage of opportunities to maximize their college experience.
–
Measurement of Outcome: Annual internal analysis of advising, which may include student focus groups and
surveys, and evaluation of processes/procedures to identify opportunities for increased efficiency and
effectiveness.
204
Recommendations – Learning Communities
Issue: Student Social Engagement and Academic Programs (cont.)
•
•
Description of Learning Communities:
–
Learning Communities provide opportunities for students to connect with other students, as well as faculty
and staff, enriching both students’ academic and social experiences.
–
Student course schedules are coordinated so that a cohort of students are enrolled in two to three courses
together (with a common interest/theme), increasing the opportunities for engagement.
–
While the courses operate autonomously, faculty coordinate with one another in order to complement both
content themes and each other’s syllabi.
Summary Assessment of WCU’s Efforts: Learning Communities at WCU have been successful, as evidenced by
student satisfaction and higher retention rates among students participating in Learning Communities. WCU has
been unable to continue the Learning Communities this year due to problems within Banner. Learning Communities
are scheduled to return in Fall 2008.
205
Recommendations - Learning Communities
(cont.)
Issue: Student Social Engagement and Academic Programs (cont.)
•
Recommendation #3: Reinstitute, enhance, and expand the Learning Communities program. Designate a coordinator
to oversee program implementation and administration as part of his/her responsibilities (director/coordinator level). In
addition, offer the Freshman Seminar, First-Year Composition, and University Experience Course (USI 130) through
theme-based Learning Communities. Include activities to integrate academic and social development. Offer the option of
year-long (Fall and Spring) Learning Communities to interested students. Incorporate non-cohort based Learning
Communities and make them available throughout campus rather than exclusively for first-year students. For example,
offer a learning community for seniors, which would include a capstone course in the major combined with the Senior
Year Experience. The Senior Year Experience includes the following programs and seminars and coordinating
office/division: transitions to work place (Career Services), transitions to graduate school (Graduate School), and life
skills support (Student Affairs).
– PACE Impact: High – Learning Communities integrate students’ social and academic lives in an active way, which
is likely to enrich students’ academic and social experiences and increase both retention and graduation rates.
Therefore, the expansion of the Learning Communities concept will be a highly efficient use of resources. For
example, combining USI 130 and Freshman Seminar in ways that are meaningful for students where academics
are integrated into one course will change student perceptions about those courses and generate more favorable
responses when students are asked about the importance or value of the course(s).
– Implementation Priority: High – This program has had a positive impact in the past at WCU and is identified by
peer institutions as a best practice and one of their most effective programs.
– Position/Office Responsible: Provost and Vice Chancellor for Student Affairs
– Estimated Cost: Low – Less than $50,000 will be needed for a part-time position and related expenses. A
coordination of effort is needed.
– Impact Point(s): 1, 2, and 3
– Expected Outcome for WCU: Further development of this area into a comprehensive Freshman Year Experience
program at WCU will help first-year students connect with each other and enrich both their academic and social
experiences. Students who are more academically and socially engaged should be retained at higher rates.
– Measurement of Outcome: Analysis of course evaluations from student responses who did and did not
206
participate in a Learning Community.
Recommendations – University Experience Course
Issue: Student Social Engagement and Academic Programs (cont.)
•
Description of the University Experience Course: The course provides freshman with the opportunity to form
relationships with other first-year students who are sharing a similar transition experience within the context of an
academic environment as well as to learn more about liberal studies, advising, WCU’s support systems, and making
the most of their college experience.
•
Summary Assessment of WCU’s Efforts: The University Experience Course (USI 130) was rated low on both
satisfaction and importance by student survey respondents. This may be because students do not see the relevance of
the material presented in the class to their lives and academic success. This course is often confused with Freshman
Seminar. Students do not understand the difference between USI 130 and Freshmen Seminar when registering for
courses; the course titles are synonymous to them, yet they are very different courses. WCU is not achieving
maximum efficiency and effectiveness with USI 130 and Freshmen Seminar.
207
Recommendations – University Experience Course
(cont.)
Issue: Student Social Engagement and Academic Programs (cont.)
•
Recommendation #4: Make enhancements and changes to the University Experience Course. While each course
section can vary by instructor, all sections should include activities where the student must interact with other
students as well as administrators, faculty, and staff on campus. Other institutions utilize peer mentors in each course
section to connect students to an upperclass student. The peer mentors traditionally assist the instructor in teaching
the course and meet with each student one to two times per semester. Students may value this course more if the
course content were closely connected to career goals (perhaps using service learning) or integrated into Learning
Communities. WCU should combine the content of the University Experience and Freshman Seminar courses, thereby
creating meaningful connections for students in the same class with similar interests or who share the same major.
–
PACE Impact: High – Increasing retention rates by combining the University Experience course with Freshmen
Seminars is an efficient use of resources. This course provides students with key information needed to
maximize their college experience at WCU and complete their degree. For the University, no return on
investment is achieved when students leave. For example, when students have had an opportunity to form
connections with other students and faculty who share similar interests, the likelihood for retention increases as
the student becomes a part of the WCU community. This is most effective when students have the opportunity
to apply common issues/problems (i.e., writing, effective communication) that freshman have to their academic
area of interest. This method has been recognized by peer institutions as a key component to their student
retention efforts. Additionally, students maintain focused on academics while applying newly learned skills.
208
Recommendations – University Experience Course
(cont.)
Issue: Student Social Engagement and Academic Programs (cont.)
–
Implementation Priority: High – The course has the potential to highly impact student success if facilitated
appropriately. It is cited by peer institutions as a best practice and one of their most effective programs.
–
Position/Office Responsible: Coordinator of the University Experience Course.
–
Estimated Cost: Medium – Instructional materials and common teaching methods should be reviewed by a
team which will include faculty who teach USI 130. Suggestions for innovative teaching activities and improved
content should be provided to all future instructors through an annual training session.
–
–
Impact Point(s): 1 and 2
Expected Outcome for WCU: Improvements to the course will have dual benefits. First, through the course,
students will be provided with tools for their academic and personal success. Second, students will view the
course as a helpful and necessary aspect of their college experience prompting more students to enroll.
Measurement of Outcome: Analysis of course evaluations from student responses who did and did not enroll in
USI 130.
–
209
Recommendations – Undergraduate Research
Issue: Student Social Engagement and Academic Programs (cont.)
•
Purpose of Undergraduate Research Opportunities: A strong undergraduate research program provides
undergraduates with opportunity to form meaningful relationships with other faculty/staff while being exposed to
research in their areas of academic interest.
•
Summary Assessment of WCU’s Efforts: Currently, faculty are encouraged to ask students to participate in
undergraduate research. Many students value faculty’s knowledge and interaction with faculty. Therefore, there
is likely to be heightened interest if more opportunities were available. Showcasing research conducted by
faculty and undergraduate students in a campus-wide event (such as WCU’s Undergraduate Expo),
acknowledges the importance placed on such activities by senior administrators.
210
Recommendations – Undergraduate Research (cont.)
Issue: Student Social Engagement and Academic Programs (cont.)
•
Recommendation #5: Enhance and expand undergraduate research opportunities. A coordinated effort at the
university level should be implemented to increase research opportunities available to undergraduates and to match
faculty and students with common interests. Currently, faculty are encouraged to invite students to participate in
undergraduate research opportunities. It is recommended that this effort be expanded to include an opportunity for
students to express interest in research opportunities and then to pair students and faculty based upon interest.
– PACE Impact: High – Undergraduate research is an efficient use of WCU financial and personnel resources since
institutional funds are used to educate and improve the success of students. For example, research on retention
and graduation rates has shown that retention efforts are most effective when institutions provide students with
an opportunity to engage in learning and develop new skills in areas that are of interest to the student, such as
the student’s major.
– Implementation Priority: High – Investing in high performing students that are interested in forming
partnerships with faculty through research will improve student engagement. These improvements will result in
a larger percentage of students retained each year and subsequent increases in graduation rates.
–
Position/Office Responsible: Assistant Vice Chancellor for Operations and Research and College Deans
–
Estimated Cost: Medium – Less than $25,000 will be needed for a part-time position. This also may require
faculty and staff time to discuss and implement changes.
–
–
Impact Point(s): 1, 2, 3, 4, 5, 6, and 7.
Expected Outcome for WCU: Substantially increasing the opportunities for academically prepared students to
participate in research and scholarly activities will improve student engagement and subsequent improvements
to retention. This effort is expected to be particularly effective for sophomore to junior year retention.
Undergraduate research programs that target student in early years (e.g., University of Michigan) have found
positive effects on student persistence. It is likely to be the case for WCU as well as many students that transfer
from WCU to another institution, suggesting that those students have interest in earning a bachelor’s degree.
Measurement of Outcome: Increase in percentage of high achieving students (first semester GPA greater than
3.0) that remain at WCU and not transfer to another institution.
211
–
Recommendations - Engagement
Issue: Effective Campus Communications - Maintaining effective campus-wide lines of communication is
important for improving students’ overall experience at WCU and providing students with the information they
need to make progress toward their degree. This includes two-way communication among administrators, faculty,
staff, and students.
•
Summary Assessment of WCU’s Efforts:
– Currently, the Strategic Enrollment Management Steering Committee, is comprised of administrators,
faculty, and staff and includes four sub-committees (New Student Enrollment, Marketing, Student Retention
and Success, and Processes and Procedures Training). The Enrollment Management Steering Committee
has met and made progress, however, the use of the sub-committees has not yet been implemented. The
entire Committee provides suggestions which are then integrated into the Chancellor’s Enrollment
Management Committee.
– There is a wide variety of student retention efforts in place across campus, but currently no comprehensive
communication plan or mechanism exists to make others aware of those efforts. A First-Year Cabinet has
been in existence in the past, which was an effective way to share information across departments and
divisions regarding student retention programs and services.
– University leadership has made substantial efforts to involve and raise campus community awareness of
WCU’s current retention and graduation rates; however, interest in knowing retention and graduation rates
by academic department was expressed by faculty. Currently, this information can be provided to
department chairs, if requested. Data available on-demand would reduce the requests made for special
reports.
•
Recommendations #6 through #8:
– Revitalize the Strategic Enrollment Management Steering Committee (Recommendation #6)
– Reestablish a Cabinet to include first- and second-year student issues (Recommendation #7)
– Continue to provide an annual update on important student retention and graduation issues
(Recommendation #8)
212
Recommendations – Enrollment Management
Committee
Issue: Effective Campus Communications (cont.)
•
Recommendation #6: Revitalize the Strategic Enrollment Management Steering Committee (comprised of
administrators, faculty, and staff) to include active sub-committees. A team devoted exclusively to new student issues
will allow for focus on key enrollment management issues.
–
PACE Impact: High – The campus will be able to use resources more efficiently and effectively when recruiting
students if key offices communicate with each other. For example, when Admissions is organizing Open Houses,
it is important that the entire campus community come together to showcase WCU. Key recruitment events, such
as Open Houses or Orientations, could benefit if there was more communication with the WCU community.
–
Implementation Priority: High – Increased coordination of student recruitment and enrollment efforts ensures
that all aspects of enrollment management are addressed.
–
Position/Office Responsible: Chair of the Strategic Enrollment Management Team.
–
Estimated Cost: Low – This committee is already in place. No significant additional cost is projected.
–
Impact Point(s): 1
–
Expected Outcome for WCU: Increase in the number of students who accept an offer of admissions and enroll in
WCU.
–
Measurement of Outcome: Change in enrollments as a percentage of offers of admission.
213
Recommendations – Student Retention Cabinet
Issue: Effective Campus Communications (cont.)
•
Recommendation #7: Reestablish a Cabinet to address first- and second-year student issues and to focus on
student retention (comprised of administrators, faculty, staff, and students). Identify representatives across
campus (in all divisions) with connections to student retention efforts to serve on the Cabinet. The Cabinet
should contribute to the development and implementation of the Student Retention Plan.
–
PACE Impact: High – WCU will be able to more effectively use resources to retain students when key
offices communicate with each other and minimize duplication and maximize coordination of efforts. For
example, when there is a change in a policy or procedure, offices that are likely to be impacted or are
knowledgeable on the topic should be contacted for input.
–
Implementation Priority: High – Reinstituting a Cabinet to focus on student retention efforts will provide a
an opportunity for faculty and staff to exchange information and ideas across the University to maximize
the impact and coordination of all efforts.
–
Position/Office Responsible: Senior Associate Vice Chancellor for Academic Affairs
–
Estimated Cost: Low – Programs and faculty/staff already exist on the campus. No significant additional
cost is projected.
–
Impact Point(s): 2, 3, 4, 5, and 6
–
Expected Outcome for WCU: Increased communication about student retention efforts, as evidenced by
increase in student retention.
–
Measurement of Outcome: Annual analysis of retention rates. Conduct focus groups to include faculty and
staff regarding student retention communication efforts and opportunities for improvement.
214
Recommendations – Information to Departments
Issue: Effective Campus Communications (cont.)
•
Recommendation #8: WCU leadership should continue to provide the campus community with an annual update on
important student retention and graduation issues, as well as setting achievable goals for the upcoming year. In
addition, student retention and graduation rates by academic department should be easily accessible by persons in each
academic department.
– PACE Impact: High – Faculty will be able to assess their department level efforts and make adjustments as
necessary to increase student retention and graduation rates, thus contributing to the University’s goals. Regular
assessment throughout the year to assess progress toward the department’s and the University’s goals will allow
for ongoing opportunities to change current efforts and increase retention and graduation rates before the
academic year has ended. When efforts are assessed only at the end of the year, faculty must wait an entire year
to see if changes to efforts will increase retention and graduation rates.
–
Implementation Priority: High – Faculty need to able to assess how their departments can impact the university
retention goals by measuring how well students in their area are retained, how this rate compares to the
university overall, and how the rate changes over time as programmatic changes are implemented.
–
Position/Office Responsible: Director, Institutional Research
–
Estimated Cost: Medium to High – In addition to temporary re-deployment of an existing position, approximately
$30,000 will be needed for a new position to create (0.5 FTE) and maintain a data-on-demand database. A
determination must be made as to the most efficient and effective way to provide data to academic departments.
The information provided should be up-to-date, easily accessible by all faculty and staff, and should compare
individual department rates with the university as a whole and over time. This may require on-line access to the
data.
–
Impact Point(s): 2, 3, 5 and 6
–
Expected Outcome for WCU: When academic departments know the impact that their area has on the university’s
student retention rate, they can better assess and determine how to improve retention rates among the students
within their discipline. These targeted efforts should result in improvements to WCU’s overall retention rate.
–
Measurement of Outcome: Analysis of annual retention rates by department.
215
Recommendations – Time to Implement &
Assess Programs
Issue: Sustainable Initiatives and Leadership Support of Initiatives - It is important to introduce new
initiatives that will enhance the overall student experience as well as increase student retention and graduation
rates. New initiatives take time to develop, implement, and assess, and therefore, require sustainable leadership
and leadership support.
•
Summary Assessment of WCU’s Efforts: WCU strives to offer its students programs and services that are
identified as best practices. While this is commendable, it was reported that some programs and services are
discontinued before adequate time has elapsed to determine the value to the student experience.
216
Recommendations – Time to Implement &
Assess Programs (cont.)
Issue: Sustainable Initiatives and Leadership Support of Initiatives (cont.)
•
Recommendation #9: Allow ample time for new initiatives (programs or services) to be in place before
assessing their value to student retention and graduation rates. Delegate authority to a specific office or
individual to be responsible for the program so that there is continuity from year to year, while allowing
administrators/coordinators of the programs or services to take an active role in the development,
implementation, and measurement of effectiveness of the initiative.
–
PACE Impact: High – WCU will use resources more effectively when programs and services are assessed
after adequate time has passed (in some cases two to three years), before terminating efforts on a
particular program. Regular assessment throughout the year to assess the contribution a program or
service makes towards student retention and graduation rates is important. The purpose of changes in a
program or service need to be clearly communicated to its users. The campus community may not
understand the reasons for significant changes and may assume that leadership is changing direction
when that is not the case. When the WCU community understands the intended purpose changes they can
see that change was necessary to reach the University’s goals.
217
Recommendations – Time to Implement &
Assess Programs (cont.)
Issue: Sustainable Initiatives and Leadership Support of Initiatives (cont.)
–
Implementation Priority: High – The impact of potentially highly effective programs is lost if the program is
not given time to develop and assess its effectiveness. Allowing for sufficient time to pass before
substantially changing or eliminating programs aimed at improving retention should enhance the
university’s ability to identify those that truly will have a positive impact.
–
Position/Office Responsible: Provost and Vice Chancellor for Student Affairs
–
Estimated Cost: Low – No significant additional cost is projected.
–
Impact Point(s): 2, 3, and 6
–
Expected Outcome for WCU: Some programs may be effective if given the time to become an established
part of the WCU culture. A plan for effectiveness measurement should exist prior to implementation. A
more evidence-based approach to student retention initiatives rather than a perceived randomness of
program implementation and elimination may result in a more efficient use of resources.
–
Measurement of Outcome: Annual assessment of new and continuing programs.
218
Recommendations – Strategic Plan for
Student Retention
Issue: Sustainable Initiatives and Leadership Support of Initiatives (cont.)
•
Summary Assessment of WCU’s Efforts: WCU has included goals for student retention and graduation rates into its
plans at the University level. While colleges and departments work to support the goals of WCU, each
college/department does not have student retention and graduation rate goals.
•
Recommendation #10: Develop a Student Retention Plan (university and college/department levels) to
strategically retain and graduate students enrolled at WCU. The Plan would include: Goals, Strategies, Measures,
Processes, and Implementation. Require that colleges and departments integrate student retention and graduation
goals into their strategic plans, specifically identifying the impact point that each program and service addresses.
Strategic plans for each college and department should be reviewed to ensure alignment with University goals as well
as ensure that each of the seven impact points receive ample attention University wide (rather than efforts
exclusively focusing on one or two points).
219
Recommendations – Strategic Plan for
Student Retention (cont.)
Issue: Sustainable Initiatives and Leadership Support of Initiatives (cont.)
–
PACE Impact: High – WCU will be able to more effectively use resources when each college and department
has clear goals that contribute towards University goals. When the task of increasing student retention and
graduation rates is specifically broken down by college and department, each unit will have a better
understanding of their part in contributing toward the university’s goals and a better understanding of
needs of students that may vary by college department. Rather than operating as silos, each college and
department will work collectively to achieve the University’s goals and meet the needs of students specific
to their college/department.
–
Implementation Priority: High – Departments will have a clearer understanding of how retention in their
area affects the rate of the university as a whole and will have goals for retention for their own students.
This knowledge also will serve to hold departments accountable for their own efforts.
–
Position/Office Responsible: Assistant Vice Chancellor for Undergraduate Education (for coordination), Vice
Chancellor for Student Affairs, Deans of Colleges, and Directors of Departments.
–
Estimated Cost: Medium – Less than $25,000 will be needed for a part-time position. Investment of faculty
and staff time to develop goals and efforts to achieve them will be the primary resource needed.
–
Impact Point(s): 1, 2, 3, 4, 5, 6, and 7
–
Expected Outcome for WCU: Each member of the WCU academic community will begin to see retention as
part of his/her responsibility. Colleges/departments will be better informed about the retention needs
specific to their students.
–
Measurement of Outcome: Annual assessment of each department’s retention goals and their level of
attainment.
220
Recommendations – Strategic Plan for
Student Retention (cont.)
This chart shows an example of how a college or division can evaluate on which of the seven impact points their
programs and services primarily focus. This information would then be submitted for all colleges and departments
for review to ensure that university efforts were not saturated on one impact point, while deficient in another. This
approach enables the university to review student retention and graduation efforts from a university-wide and
college or department level.
EXHIBIT 9-1: COLLEGE OR DIVISION STUDENT RETENTION EFFORTS BY IMPACT
POINTS (EXAMPLE)
Admissions Freshmen Sophomores
1
Department 1
Program 1
Program 2
Service 1
Service 2
Department 2
Program 1
Program 2
Service 1
Service 2
Department 3
Program 1
Program 2
Service 1
Service 2
TOTAL
Source: MGT Analysis, 2007.
2
3
Juniors/
Seniors
4
At-Risk
5
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
9
√
√
√
√
√
Transfers Time-to(Out)
Degree
6
7
√
√
6
√
√
√
6
3
√
√
3
6
3
TOTAL
2
3
4
3
2
3
4
3
2
3
4
3
36
221
Recommendations – Enrollment Management
Issue: Organizational Structure and Staffing – The organizational structure and staffing of a University
contributes toward an institution’s efforts to retain and graduate students. Sufficient staff as well as
leadership to guide the staff must be present to ensure success.
•
Summary Assessment of WCU’s Efforts: WCU no longer has a position that oversees enrollment management
efforts which included Admissions, Registrar, and Financial Aid. WCU does not have an enrollment
management plan, which would be one of the responsibilities of an administrator who oversees Admissions,
Registrar, and Financial Aid.
•
Recommendation #11: Reevaluate duties formerly held by the Associate Vice Chancellor for Enrollment
Management, who was responsible for Admissions, Registrar, and Financial Aid, to house these functions
under one person (separate from student retention functions). The administrator (perhaps at the level of
Dean) overseeing these three offices would be responsible for the development of an Enrollment
Management Plan, to strategically recruit, admit, and enroll students who are interested in WCU’s institutional
characteristics (i.e., location, program offerings, small class sizes, personalized attention, affordable cost,
etc.) and have the academic preparation to be successful at WCU. A Plan would include: Goals, Strategies,
Measures, Processes and Implementation, Monitoring, and Processes for Improvement.
222
Recommendations – Enrollment Management (cont.)
Issue: Organizational Structure and Staffing (cont.)
–
PACE Impact: High – High level leadership that is assigned to focus exclusively on recruitment of students
will concentrate efforts on attracting students that are well matched with WCU’s characteristics, thus
increasing student retention and graduation rates. Essentially, this position serves as a strategic plan for
enrollment management, whereas the Director of Admissions provides leadership for enacting and
carrying out the Strategic Enrollment Management Plan.
–
Implementation Priority: High – A leader who can see both the details of the enrollment management
efforts, as well as the big picture of the vision and goals of WCU, will strengthen services provided to
students, resulting in increased retention.
–
Position/Office Responsible: Provost
–
Estimated Cost: High – In addition to temporary re-deployment of an existing position to address
immediate needs, approximately $50,000 will be needed for a position (0.75 FTE).
–
Impact Point(s): 1 and 6
–
Expected Outcome for WCU: Improved student satisfaction with services provided through enrollment
management will result in increased retention. Recruitment and enrollment of students whose interests
and abilities are well matched to WCU characteristics will contribute to improved retention rates.
–
Measurement of Outcome: Annual survey of satisfaction with services in admissions, financial aid, and
registrar. Annual review of percent change in applications, offers of admission, and matriculants.
223
Recommendations – Student Retention
Issue: Organizational Structure and Staffing
•
Summary Assessment of WCU’s Efforts: Currently, the Senior Associate Vice Chancellor for Academic Affairs
oversees nine departments/functions (Admissions, Advising Center, Financial Aid, One-Stop, Orientation,
Registrar, Student Support Services, Advising and Student Success, and Commencement). At peer institutions,
these areas are led by two to four persons. Assuming that the prior recommendation of reestablishing of an
Associate Vice Chancellor for Enrollment Management, the remaining six areas should remain as one unit.
•
Recommendation #12: Administratively house the Advising Center, One-Stop, Orientation, Student Support
Services, Advising and Student Success, and Commencement as one unit under the direction of the Senior
Associate Vice Chancellor for Academic Affairs, reporting to the Provost.
– PACE Impact: High – Senior leadership that is assigned to focus on retention of students will concentrate
their efforts, thus increasing retention and graduation rates.
– Implementation Priority: High – Grouping key student retention functions will enable leadership to focus
on needed improvements and coordination of efforts for this critical area.
–
Position/Office Responsible: Provost
–
Estimated Cost: Low – The cost of this recommendation lies primarily in the successful implementation of
the previous recommendation, the hiring of an administrator to oversee Admissions, Registrar, and
Financial Aid.
–
–
Impact Point(s): 2, 3, 5, 6, and 7
Expected Outcome for WCU: By having fewer areas of responsibility, the Senior Associate Vice Chancellor
for Academic Affairs will be able to dedicate additional time toward coordinating the efforts of each office
under his/her responsibility.
Measurement of Outcome: Annual survey of satisfaction of student retention services and review of
retention rates.
–
224
Recommendations – University College
Issue: Organizational Structure and Staffing (cont.)
•
Summary Assessment of WCU’s Efforts: WCU offers a breadth of Liberal Studies courses, as well as a wide array
of programs and services that contribute toward student retention. However, no one person coordinates the
efforts so as to realize efficiency and effectiveness.
•
Recommendation #13: Create a University College comprised of Liberal Studies and the University Experience
Course. Assign all undeclared students (freshman and sophomores) to the University College. Once students
declare a major, they will then be assigned to the corresponding academic college. Delegate responsibility of the
University College to a new position of Assistant Vice Chancellor for Undergraduate Education, reporting to the
Provost. Assign responsibility for developing, implementing, and overseeing WCU’s student retention plan to
Assistant Vice Chancellor for Undergraduate Education. Development of a student retention plan should include
input from the First-Year Cabinet.
225
Recommendations – University College (cont.)
Issue: Organizational Structure and Staffing (cont.)
–
PACE Impact: High – Creation of a University College will enable WCU to realize efficiencies as strategic
planning efforts will be centralized, and undeclared students will have an academic “home.” The new position
of Associate Vice Chancellor for Undergraduate Education provides the leadership for developing a Strategic
Student Retention Plan, and the offices that provide programs and services that contribute toward student
retention and overall college experience provide leadership to their staff for enacting and carrying out the
Strategic Student Retention Plan.
–
Implementation Priority: High – Development of a student retention plan will focus University efforts on key
areas that can impact student retention. Also, grouping Liberal Studies and the University Experience Course
will enable leadership to focus on coordinating efforts for these critical areas.
–
Position/Office Responsible: Provost and Assistant Vice Chancellor for Undergraduate Education
–
Estimated Cost: High – Approximately $80,000 will be needed to create a new position of Assistant Vice
Chancellor for Undergraduate Education.
–
Impact Point(s): 2, 3, 5, 6, and 7
–
Expected Outcome for WCU: Students who have yet to determine their major will achieve a greater sense of
engagement by being part of the University College, rather than being labeled as “undeclared.” Also,
centralized strategic planning for student retention will lead to increased student retention rates.
–
Measurement of Outcome: Student retention rates for undeclared students, departments, and University.
226
Recommendations – Additional Measure for
System Graduation Rate
Issue: Recognition for Contributing Toward System Goals – UNC System student retention and graduation
rates include the institutional percentage of full-time first-time freshmen that are retained from freshman to
sophomore year and graduate within six years, respectively. This measure does not include students who
transfer in or out of an institution; thus a number of students that graduate within six years are not counted by
any institution, reducing the actual successes of individual institutions and the collective success of the System
and the State.
•
Summary Assessment of WCU’s Efforts:
–
WCU had the highest percentage of students who transferred to a four-year institution in the UNC System
(as a percentage of undergraduate enrollments) for three years between Fall 2000 and Fall 2005.
–
During that same six-year period, there was only one year (2001) in which WCU had the highest
percentage of students who transferred to a two-year institution in the UNC System (as a percentage of
undergraduate enrollments).
–
WCU plays an important role in preparing those students for continued success at another institution;
however, the University does not receive recognition for students who began at WCU and graduate from
another institution within six years by any current System measure. This is true for all institutions within
the UNC System.
227
Recommendations – Additional Measure for
System Graduation Rate (cont.)
Issue: Recognition for Contributing Toward System Goals (cont.)
•
Recommendation #14: Approach the UNC System to consider development of an additional measure to assess
each institution’s contribution toward UNC’s System graduation rate. This additional measure would recognize the
contributions of institutions for students who began at their institution and graduate within six years from a
different institution in the System.
– PACE Impact: High – This additional measure would allow all successful students to contribute in the
measure of graduation rates for the System. As a result, the actual impact of the System and University
resources is better realized. The System office evaluates effective and efficient use of resources at the
university level and aggregate information to the system level. The current method of evaluation does not
sufficiently reflect the use of and return on resources. To fully understand how campus resources have
been used in contributing toward System goals, all students, including those who transfer, must be included
in an analysis of effective and efficient use of resources. [A similar measure exists in Tennessee.]
– Implementation Priority: High – WCU’s contribution toward System goals for increasing graduation rates
currently is not recognized.
–
Position/Office Responsible: Chancellor
–
Estimated Cost: Medium – No significant additional cost is projected, however, staff time may be required
for preparing supporting documentation.
–
Impact Point(s): 2, 3, 4, 5, 6, and 7
–
Expected Outcome for WCU: Additional graduation rate measure that recognizes institutions for successful
students who transfer in as well as transfer out.
–
Measurement of Outcome: Additional graduation rate measure(s) that evaluates WCU’s contribution toward
System graduation rate goals.
228
Recommendations – Summary
EXHIBIT 9-2:
SUMMARY OF RECOMMENDATIONS BY IMPACT POINT
#
1
Recommendation
7
Institutional Identity/Image
Engagement
Advising
Learning Communities
University Experience
Undergraduate Research
Office
Enrollment Management
Committee
Student Retention Cabinet
8
2
3
4
5
6
9
10
11
Admissions Freshmen Sophomores
1
√
2
√
3
√
√
√
√
√
√
√
√
√
√
√
√
√
7
3
2
√
√
√
√
√
√
√
7
√
1
√
√
√
Information to Departments
√
√
√
Time to Implement & Assess
Programs
Strategic Plans for Student
Retention
Enrollment Management
(position)
√
√
√
√
√
√
5
√
4
√
√
4
√
√
√
√
13
University College
Additional Graduation Rate
Measure
TOTAL
√
√
√
√
12
11
8
√
√
Student Retention (Position)
Source: MGT Analysis, 2007.
√
√
√
12
14
Juniors/
Transfers Time-toAt-Risk
Seniors
(Out)
Degree TOTAL
4
5
6
7
√
√
√
√
7
√
7
2
√
√
√
√
√
4
√
√
√
5
8
9
10
6
6
64
229
Resource Requirements to Implement
Recommendations
•
MGT has offered 14 recommendations that we believe, if implemented effectively, will have a positive impact on
student retention at Western Carolina University. Although in many situations recommendations can come with
high costs, our recommendations can be implemented at a relatively modest cost.
•
In Exhibit 9-3, we list each of the 14 recommendations and indicate whether they will require a significant
reassignment of current personnel or will involve the creation of new positions. Also, any significant out-of-pocket
expense that is likely to be incurred is indicated.
•
We believe that recommendations 6, 7, 9 and 14 can be implemented as part of the ongoing responsibilities of
current faculty members, administrators and staff as part of their regular duties. As such, no significant resource
requirements are listed for these four recommendations. Also, recommendation 1 – related to institutional identity
and image – essentially endorses an effort that is already underway and funded. No further commitments are
anticipated.
•
One recommendation (number 4) may be accomplished with changes in duties for current personnel. If the
current duties of these individuals can be postponed or shared with others, this recommendation also can be
accomplished at little additional cost.
•
Seven of the recommendations envision the establishment of new positions. Two of the recommendations come
with quite modest increases in staffing of 0.25 FTE each. The most expensive recommendation to implement is
related to adding 3.00 FTE positions for advisors in the Advising Center.
•
Overall, implementation of our recommendations are projected to require 6.25 new positions. Assuming an
average salary rate of $50,000 and allowing 25% for fringe benefits, the total annual cost of the new positions is
approximately $400,000. [The Vice Chancellor for Undergraduate Education’s salary is estimated at $80,000.]
•
If the recommendations are successful in leading to higher levels of student retention, the proposed $400,000
annual investment will be quickly recovered. Assuming each student brings at least $10,000 to the University in
terms to state appropriations and tuition, fewer than 40 additionally retained students would be sufficient to offset
the increased costs.
230
Resource Requirements to Implement
Recommendations (cont.)
EXHIBIT 9-3:
SUMMARY OF EXPECTED
RESOURCE REQUIREMENTS
TO IMPLEMENT
RECOMMENDATIONS TO
IMPROVE STUDENT
RETENTION
Recommendation
Different Utilzation of
Existing Personnel and
Related Resources
FTE
Assignment
Out-ofof Current
Pocket
Positions
Expense
Allocation of New
Positions and Related
Resources
New
Positions
(FTE)
Out-ofPocket
Expense
1 Institutional Identity/ Image
-
Contract in
place
-
-
2 Advising
-
-
3.00
-
3 Learning Communities
-
-
0.50
5,000
4 University Experience
1.00
-
-
-
5 Undergraduate Research Office
-
-
0.25
-
6 Enrollment Management Committee
-
-
-
-
7 Student Retention Cabinet
-
-
-
-
0.25
-
0.50
-
-
-
-
-
-
-
0.25
-
11 Enrollment Management (position)
0.25
-
0.75
-
12 Student Retention (Position)
1.00
-
-
-
13 University College
-
-
1.00
-
14 Additional Student Retention Measure
(at the System Level)
-
-
-
-
8 Information to Departments
9 Time to Implement & Assess Programs
10 Strategic Plans for Student Retention
Source: MGT Analysis, 2007.
231
Recommendations - Conclusions
•
Based upon information collected through peer assessment, internal user surveys, and extensive discussion
and interviews with WCU administrators, faculty, staff and students, the following summary and conclusions
are offered to improve student retention and graduation rates.
•
Programs & Services
–
•
WCU is offering a number of programs and services that are considered best practices and offered by
peers and that contribute toward increasing student retention and graduation rates. In order to ensure
that all impact/intervention points are covered, there are recommendations for enhancements to
existing programs and services.
Organizational Structure & Staffing
–
This study identified a need for an Associate Vice Chancellor for Enrollment Management.
–
Similarly, there appears to be a need for additional full-time professional advisors (and/or re-definition
of duties).
–
We recommend the re-establishment of Enrollment Management and Student Retention Committees,
which are consistent with committees that are credited with contributions to student retention
successes at peer institutions.
–
Faculty and staff expressed interest in developing the implementation plan for change and
enhancements.
232
Recommendations – Conclusions (cont.)
•
•
Strategic Planning
–
An Enrollment Management Plan and Student Retention Plan are needed to define processes for
monitoring, coordinating, and implementing efforts to enhance student success.
–
Finally, this study examined retention and graduation rates at the university level. The next appropriate step
to increasing retention and graduation rates should include examining student retention and graduation
efforts at the college and department level to ensure each of the seven impact points are being addressed.
Recognition for Contributing Toward System Goals
–
WCU utilizes resources that contribute toward System retention and graduation goals and should be
recognized for this valuable contribution.
233
Recommendations – Conclusions (cont.)
•
Exhibit 9-4 is a crosswalk of the 15
points that guided the study and each
chapter included in the report, providing
a quick reference where each point has
been addressed in the study.
The following is a listing of chapter titles:
– Chapter 1: Introduction
– Chapter 2: Situational Analysis
– Chapter 3: Assessment of Office of
Admissions Marketing Materials
– Chapter 4: Assessment of the Advising
Center
– Chapter 5: Assessment of the
Orientation Office and Program
– Chapter 6: Findings from Interviews and
Focus Groups
– Chapter 7: Survey Results
– Chapter 8: Peer Institution & Best
Practices Analysis
– Chapter 9: Recommendations
– Chapter 10: Analysis of Resources
Available
EXHIBIT 9-4:
CROSSWALK OF 15 POINTS AND CHAPTERS OF THE STUDY
WCU ITEM
1 Assess current retention policies and procedures.
Identify barriers to student retention (people, policy, process) at Western
2 Carolina University and assess the adequacy of the staff to implement the
retention plan.
Evaluate service/responsiveness of all student services in and outside of
3
One-Stop.
Assess current students' perceptions of experience at Western Carolina
4
University. (Freshmen, Transfers, Minority students)
5 Assess other stakeholders (faculty, administration, staff).
6 Review: Sophomore and Senior UNC Survey results, and NSSE results.
7 Suggest surveys that should be done on a regular basis.
Assess current organizational structures/systems' ability to positively
8
impact retention.
Assess student pre-college characteristics and their impact on retention
9
activities planning.
10 Assess admissions marketing.
Assess Orientation program, links with Freshman Seminars, and follow11
up orientation activities during regular year.
Assess Freshman Seminars and analyze how this model might be used
over the course of student's next three years, including examining the
12
value of a senior capstone experience incorporating curricular and life
skills transition issues.
Assess sophomore retention issues, identification of best practices, and
13
determination of value of implementing University College model.
Establish short term and long term funding priorities related to improving
14
retention.
15
Develop a communication plan to obtain buy in from the entire campus on
student retention.
Source: MGT Analysis, 2007.
CHAPTER
1 2 3 4 5 6 7 8 9 10
√ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √
√ √ √
√ √ √ √ √
√ √ √ √ √ √ √
√ √ √
√ √
√
√
√ √ √ √ √ √ √ √ √
√
√
√
√
√
√ √ √ √ √
√
√ √ √
√ √ √ √ √ √ √ √ √
√ √
Campus-wide presentation
of recommendations on
April 17, 2007
234
Chapter 10.0
Analysis of Resources Available
for Student Retention Efforts
This chapter analyzes WCU’s and peer institutions’ financial
and staffing data with regard to student retention efforts.
Financial considerations are presented for Western Carolina
University’s review.
Introduction
To gain a better understanding of how patterns of resource allocations at WCU might be impacting student retention, we
conducted several comparative analyses:
•
A peer comparison of how expenditures are distributed by major functional area (e.g., the proportions spent on
instruction, plant operations, etc.).
•
A peer comparison of how personnel resources are distributed by major occupational category (e.g., the proportion of
employees classified as faculty, clerical, etc.).
•
A trend analysis of how the allocations of student service resources by department at WCU have shifted over recent
years.
•
To develop the peer comparisons, we relied on data submitted by WCU and the peer universities to the National
Center for Education Statistics through the IPEDS program. The peer universities selected for this comparison were:
•
–
Appalachian State University
–
James Madison University
–
Morehead State University
–
Murray State University
–
Sonoma State University
–
Tennessee Technological University
Data for the longitudinal analysis were provided to us by WCU officials.
236
Peer Comparison of Expenditures
•
To gain an understanding of how WCU allocated its financial resources across operating units as compared to
its peer universities, we compiled IPEDS Finance data for the 2004-05 fiscal year (the latest available from
NCES). In particular, we examined the pattern of expenditures across the seven accounting “functions:”
− Instruction
− Research
− Public Service
− Academic Support
− Student Services
− Institutional Support
− Operation and Maintenance of Plant
•
These seven areas represent the primary units that receive allocations form unrestricted state appropriations
and student tuition and fees. Expenditures for FY2005 for these functional areas for WCU and its peer
universities are shown in Exhibit 10-1.
237
Peer Comparison of Expenditures (cont.)
•
For WCU and each of its peers, the Instruction function is, predictably, the area with the greatest volume of
expenditures. WCU spent a somewhat larger proportion of its budget in this category than the average of its peers
(46.7% vs. 45.8%)
•
The area most directly related to student retention efforts, Student Services, represented a much smaller share of
spending at WCU than the average of the six peer universities (4.6% vs. 7.4%). A similar pattern also holds for the
Academic Support function, a category which can include academic counseling as well as other academic resources. For
Academic Support, WCU spent 8.4% of its budget compared to an average of 11.7% for the peers.
•
Note: Expenditures for Student Affairs programs and services are imbedded in multiple categories. Exhibit 10-1 shows
the most detailed data available by institution. Detailed definitions of categories are on the following pages.
EXHIBIT 10-1
DISTRIBUTION OF EXPENDITURES ACROSS SELECTED FUNCTIONS
WESTERN CAROLINA UNIVERSITY AND SIX PEER INSTITUTIONS, FISCAL YEAR 2004-05
Institution Name
Instruction
Research
Public
Service
Academic
Support
Student
Services
Operation & Sum of Seven
Institutional Maintenance
Selected
Support
of Plant
Functions
Western Carolina University
% Distribution
43,201,589
46.7%
2,104,121
2.3%
10,560,403
11.4%
7,782,810
8.4%
4,296,769
4.6%
12,798,337
13.8%
11,781,739
12.7%
92,525,768
100.0%
Appalachian State University
James Madison University
Morehead State University
Murray State University
Sonoma State University
Tennessee Technological University
74,250,596
81,778,715
40,397,806
47,040,216
34,932,195
44,045,220
1,053,774
5,030,508
1,577,469
2,647,825
7,329,743
6,019,764
10,358,294
9,699,827
5,803,477
33,776,960
4,212,659
27,189,784
22,551,221
9,769,554
7,040,101
9,391,527
6,391,710
5,697,905
7,899,551
8,199,004
11,201,585
10,066,521
9,190,962
15,267,093
14,669,492
11,213,543
10,918,645
13,741,221
8,744,371
21,521,304
16,175,207
6,246,177
17,439,073
12,935,286
10,190,122
151,000,220
158,462,988
87,103,380
102,090,922
114,843,710
90,104,787
Average of Six Peer Universities
% Distribution
53,740,791
45.8%
2,939,887
2.5%
11,645,164
9.9%
13,722,316
11.7%
8,709,255
7.4%
12,425,728
10.6%
14,084,528
12.0%
117,267,668
100.0%
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Finance Survey, and MGT Analysis, 2007.
238
Peer Comparison of Expenditures (cont.)
The following IPEDS definitions pertain to Exhibit 10-1.
•
Instructional Expenditures - functional expense category that includes expenses of the colleges, schools,
departments, and other instructional divisions of the institution and expenses for departmental research and
public service that are not separately budgeted. Includes general academic instruction, occupational and
vocational instruction, community education, preparatory and adult basic education, and regular, special, and
extension sessions. Also includes expenses for both credit and non-credit activities. Excludes expenses for
academic administration where the primary function is administration (e.g., academic deans). Information
technology expenses related to instructional activities if the institution separately budgets and expenses
information technology resources are included (otherwise these expenses are included in academic support).
•
Research Expenditures - A functional expense category that includes expenses for activities specifically organized
to produce research outcomes and commissioned by an agency either external to the institution or separately
budgeted by an organizational unit within the institution. The category includes institutes and research centers,
and individual and project research. This function does not include nonresearch sponsored programs (e.g., training
programs). Also included are information technology expenses related to research activities if the institution
separately budgets and expenses information technology resources (otherwise these expenses are included in
academic support.)
•
Public Service - functional expense category that includes expenses for activities established primarily to provide
non-instructional services beneficial to individuals and groups external to the institution. Examples are
conferences, institutes, general advisory service, reference bureaus, and similar services provided to particular
sectors of the community. This function includes expenses for community services, cooperative extension services,
and public broadcasting services. Also includes information technology expenses related to the public service
activities if the institution separately budgets and expenses information technology resources (otherwise these
expenses are included in academic support).
239
Peer Comparison of Expenditures (cont.)
The following IPEDS definitions pertain to Exhibit 10-1 (cont.).
•
Academic Support Expenditures - A functional expense category that includes expenses of activities and services
that support the institution's primary missions of instruction, research, and public service. It includes the retention,
preservation, and display of educational materials (for example, libraries, museums, and galleries); organized
activities that provide support services to the academic functions of the institution (such as a demonstration school
associated with a college of education or veterinary and dental clinics if their primary purpose is to support the
instructional program); media such as audiovisual services; academic administration (including academic deans but
not department chairpersons); and formally organized and separately budgeted academic personnel development
and course and curriculum development expenses. Also included are information technology expenses related to
academic support activities; if an institution does not separately budget and expense information technology
resources, the costs associated with the three primary programs will be applied to this function and the remainder to
institutional support.
•
Student Services Expenditures - A functional expense category that includes expenses for admissions, registrar
activities, and activities whose primary purpose is to contribute to students emotional and physical well - being and
to their intellectual, cultural, and social development outside the context of the formal instructional program.
Examples include student activities, cultural events, student newspapers, intramural athletics, student organizations,
supplemental instruction outside the normal administration, and student records. Intercollegiate athletics and
student health services may also be included except when operated as self - supporting auxiliary enterprises. Also
may include information technology expenses related to student service activities if the institution separately
budgets and expenses information technology resources (otherwise these expenses are included in institutional
support.)
240
Peer Comparison of Expenditures (cont.)
The following IPEDS definitions pertain to Exhibit 10-1 (cont.).
•
Institutional Support Expenditures - A functional expense category that includes expenses for the day-to-day
operational support of the institution. Includes expenses for general administrative services, central executive-level
activities concerned with management and long range planning, legal and fiscal operations, space management,
employee personnel and records, logistical services such as purchasing and printing, and public relations and
development. Also includes information technology expenses related to institutional support activities. If an institution
does not separately budget and expense information technology resources, the costs associated with student services
and operation and maintenance of plant will also be applied to this function.
•
Operation & Maintenance of Plant Expenditures - A functional expense category that includes expenses for operations
established to provide service and maintenance related to campus grounds and facilities used for educational and
general purposes. Specific expenses include utilities, fire protection, property insurance, and similar items. This
function does not include amounts charged to auxiliary enterprises, hospitals, and independent operations. Also
includes information technology expenses related to operation and maintenance of plant activities if the institution
separately budgets and expenses information technology resources (otherwise these expenses are included in
institutional support). Institutions may, as an option, distribute depreciation expense to this function.
241
Peer Comparison of Expenditures (cont.)
•
To help minimize differences in how expenditures are classified by function at different universities, we further
analyzed expenditure patterns across aggregate categories. As seen in Exhibit 10-2, the original seven functions
were consolidated into three groupings:
−
Primary academic functions
−
Functions related to student retention
−
Other support functions
•
As seen in the Exhibit 10-2, WCU spent a smaller portion of its budget on those functions related to student
retention than any of the six peer universities at 13.1%. Spending on this category at the other six universities
ranged from a high of 21.8% (at Appalachian State University) to a low 17.3% (Tennessee Technological
University).
•
It is important to note that both the Student Services and the Academic Support functional categories include
many activities that do not relate as directly to student retention as the advising and financial aid administration
activities that also are included in these areas. Given the magnitude of the disparity, however, it seems likely that
student retention efforts are under-funded at WCU as compared to its peers.
242
Peer Comparison of Expenditures (cont.)
EXHIBIT 10-2
BUDGETARY EMPHASIS ON FUNCTIONS SUPPORTING STUDENT RETENTION
WESTERN CAROLINA UNIVERSITY AND SIX PEER INSTITUTIONS
FISCAL YEAR 2004-05
Institution Name
Primary
Academic
Functions
Student
Retention
Functions
Other Support
Functions
Sum of All
Selected
Functions
Western Carolina University
% Distribution
55,866,113
60.4%
12,079,579
13.1%
24,580,076
26.6%
92,525,768
100.0%
Appalachian State University
% Distribution
James Madison University
% Distribution
Morehead State University
% Distribution
Murray State University
% Distribution
Sonoma State University
% Distribution
Tennessee Technological University
% Distribution
81,324,134
53.9%
97,167,517
61.3%
51,675,102
59.3%
55,491,518
54.4%
68,709,155
59.8%
55,587,622
61.7%
32,887,689
21.8%
30,450,772
19.2%
17,968,558
20.6%
18,241,686
17.9%
19,458,048
16.9%
15,582,672
17.3%
36,788,397
24.4%
30,844,699
19.5%
17,459,720
20.0%
28,357,718
27.8%
26,676,507
23.2%
18,934,493
21.0%
151,000,220
100.0%
158,462,988
100.0%
87,103,380
100.0%
102,090,922
100.0%
114,843,710
100.0%
90,104,787
100.0%
Average of Six Peer Universities
% Distribution
68,325,841
58.3%
22,431,571
19.1%
26,510,256
22.6%
117,267,668
100.0%
Notes: Primary academic functions are defined as instruction, research and public service. Student
retention functions are defined as academic support and student services. Other support functions
are defined as institutional support and operation and maintenance of plant.
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System
(IPEDS), 2005 Finance Survey, and MGT Analysis, 2007.
243
Peer Comparison of Distribution of Positions
•
Exhibit 10-3 shows the number of estimated FTE positions for WCU and each peer university by occupational
category.1 Positions are not reported to NCES in the same functional categories as the expenditure data above, so
we were unable to compare academic support or student services positions across the universities. However, we
were able to compare “other professional” positions – the category where various types of academic advisers,
financial aid counselors, and recruiters would be reported.
•
“Other professional” is defined by NCES as “A primary function or occupational activity category used to classify
persons employed for the primary purpose of performing academic support, student service, and institutional
support, whose assignments would require either a baccalaureate degree or higher or experience of such kind and
amount as to provide a comparable background.”
•
As seen in the Exhibit 10-3, the 232.0 FTE positions in the Other Professional category at WCU is the second
lowest observation, with only 4.7 more positions than Tennessee Technological University, the lowest observation.
The highest observation, at James Madison University, is 401 positions more than WCU and most of the other peer
universities reported at least 100 more positions than WCU in the Other Professional category.
1
Estimated FTE positions are the sum of full-time positions and one-third of part-time positions.
244
Peer Comparison of Distribution of Positions (cont.)
EXHIBIT 10-3
ESTIMATED NUMBER OF FTE POSITIONS BY OCCUPATIONAL CATEGORY
WESTERN CAROLINA UNIVERSITY AND ITS PEER UNIVERSITIES
2004-2005
Western
Carolina
University
Appalachian
State
University
James
Madison
University
Morehead
State
University
Murray
State
University
1,352.3
2,282.3
2,648.3
1,272.7
1,441.0
1,115.3
1,229.3
Faculty
Staff
522.3
830.0
828.7
1,453.7
955.3
1,693.0
463.7
809.0
500.3
940.7
344.0
771.3
530.0
699.3
Executive/Admininistrative
Other Professional
Technical/Paraprofessional
Clerical/Secretarial
Skilled Crafts
Service/Maintenance
Subtotal, Staff Categories
62.0
232.0
99.3
186.3
69.0
181.3
830.0
94.3
385.3
232.0
261.7
62.0
418.3
1,453.7
96.0
633.7
221.7
345.0
145.3
251.3
1,693.0
57.0
359.7
62.0
154.3
55.0
121.0
809.0
56.7
262.3
72.0
251.7
65.0
233.0
940.7
82.7
363.7
77.7
128.3
41.0
78.0
771.3
41.3
227.3
31.0
208.7
62.0
129.0
699.3
FTE Positions by
Occupational Category
Total
Sonoma
Tennessee
State
Technological
University
University
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Staffing
Survey, and MGT Analysis, 2007.
245
Peer Comparison of Distribution of Positions (cont.)
•
•
Since the total numbers of positions across the universities vary by more than a two-to-one ratio, comparisons on
a unitary basis are needed to provide more meaningful findings. Exhibit 10-4 compares the positions distributions
on four unitary bases:
−
Positions by occupational category per 100 positions.
−
Positions by occupational category per 1000 students.
−
Positions by occupational category per $1 million expenditures.
−
Positions by occupational category per $1 million of salaries and wages expenditures.
Across all four measures, WCU is below average in the Other Professional Category. In comparison, WCU is above
the peer average for all four measures in five of the other six occupational categories. In the remaining category
(Clerical and Secretarial), WCU is above the peer average for three of the four measures.
246
Peer Comparison of Distribution of Positions (cont.)
EXHIBIT 10-4
COMPARISON OF STAFFING RATIOS PER SELECTED UNITARY MEASURES
WESTERN CAROLINA UNIVERSITY AND PEER INSTITUTIONS
All Staff
Technical and
Clerical and
Service and
All Faculty
(non-faculty)
Executive/Admin
Other Professionals
Paraprofessional
Secretarial
Skilled Crafts
Maintanence
Peer WCU
Peer WCU
Peer WCU
Peer WCU
Peer WCU
Peer WCU
Peer WCU
Peer WCU
WCU
WCU
WCU
WCU
Measure
WCU Mean is… WCU Mean
is… WCU Mean is… WCU Mean is…
Mean is…
Mean is…
Mean is…
Mean is…
FTE Positions by
38.6 36.2 Above 61.4
63.8 Below
4.6
4.5 Above 17.2 23.1 Below
7.3
6.3 Above 13.8 13.8 Above
5.1
4.3 Above 13.4 11.8 Above
Category per 100
peer
peer
peer
peer
peer
peer
peer
peer
Total FTE Positions
average
average
average
average
average
average
average
average
FTE Positions by
Category per 1000
Students
60.3
52.4 Above
peer
average
95.8
92.5 Above
peer
average
7.2
6.5 Above
peer
average
26.8
33.4 Below
peer
average
11.5
9.4 Above
peer
average
21.5
19.8 Above
peer
average
8.0
6.2 Above
peer
average
20.9
17.2 Above
peer
average
FTE Positions by
Category per $1
Million Expenditures
4.1
3.7 Above
peer
average
6.4
6.5 Below
peer
average
0.5
0.4 Above
peer
average
1.8
2.3 Below
peer
average
0.8
0.6 Above
peer
average
1.4
1.4 Above
peer
average
0.5
0.4 Above
peer
average
1.4
1.2 Above
peer
average
FTE by Category
per $1 Million
Spending for
Salaries and Wages
8.3
7.9 Above
peer
average
13.2
13.9 Below
peer
average
1.0
1.0 Above
peer
average
3.7
5.1 Below
peer
average
1.6
1.4 Above
peer
average
3.0
3.0 Below
peer
average
1.1
1.0 Above
peer
average
2.9
2.6 Above
peer
average
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Staffing Survey, and MGT Analysis,
2007.
247
Peer Comparison of Distribution of Positions (cont.)
•
To fully understand the significance of the differences in position distributions, Exhibit 10-5 shows the number of
positions that would need to be redistributed for WCU to be at the peer average on the first measure – the
number of positions by category per 100 total positions. On this measure, WCU has relatively more positions than
its peers in six of the seven occupational categories. If the 1,352.3 FTE positions at WCU were distributed at the
average rate of its six peers, approximately 70 positions in the Other Professional category would need to be
established through reductions in the remaining categories.
•
Recognizing the problems inherent with peer comparisons, we do not specifically recommend that 70 new Other
Professional positions be created by reductions in other categories in the short term. However, we do believe that
the evidence across all four measures is sufficient to support placing a priority when allocating any newly available
resources to establishing new Other Professional positions. Many of these positions could become available for
the student retention effort.
248
Peer Comparison of Distribution of Positions (cont.)
EXHIBIT 10-5
REDISTRIBUTION OF WCU POSITIONS TO MATCH PEER DISTRIBUTION
BY MAJOR OCCUPATIONAL CATEGORY
Occupational Category
Peer
Change in
Actual
WCU @
University
Positions
Distribution
Peer
Average Distribution
Required To
of WCU
Average
Number of
Be At Peer
Positions Distribution
Positions
Distribution
Total
1,664.8
100.0%
1,352.3
1,352.3
-
Faculty
Staff
603.7
1,061.2
36.3%
63.7%
522.3
830.0
490.4
862.0
(32.0)
32.0
Executive/Admininistrative
Other Professional
Technical/Paraprofessional
Clerical/Secretarial
Skilled Crafts
Service/Maintenance
Subtotal, Staff Categories
71.3
372.0
116.1
224.9
71.7
205.1
1,061.2
4.3%
22.3%
7.0%
13.5%
4.3%
12.3%
63.7%
62.0
232.0
99.3
186.3
69.0
181.3
830.0
57.9
302.2
94.3
182.7
58.3
166.6
862.0
(4.1)
70.2
(5.1)
(3.6)
(10.7)
(14.7)
32.0
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS),
2005 Staffing Survey, and MGT Analysis, 2007.
249
Trend Analysis of Allocation of WCU Student
Service Resources
•
During the past several years, the University has experienced a significant growth in enrollment. As a result, WCU
created new positions to provide services for the increased numbers of students. In Exhibit 10-6, we examine
trends in the number of positions and salary dollars that have been allocated to student service functions over the
past three years.
•
Between FY05 and FY07, 14 new positions were created in the selected student services units in Killian Annex,
representing a 19% growth. A slightly higher proportion of the new slots were established as positions in the EPA
pay plan, where the “Other Professional” staff would be classified, than in the SPA plan (26% v. 16%). The salary
budget for these units increased by an overall rate of 35%, or when adjusted for the increased number of
positions by 14%.
•
Within the units identified in Exhibit 10-6, some units work directly on issues and concerns related to student
retention, compared to other units. Importantly, the numbers of staff in those units (e.g., One-Stop, Advising, and
Student Success Centers, Financial Aid and Orientation) have grown more rapidly than the overall rate. Clearly,
efforts have been made by WCU decision-makers to provide more resources to units that can contribute to
increased student retention.
250
Trend Analysis of Allocation of WCU Student
Service Resources
(cont.)
EXHIBIT 10-6
TREND ANALYSIS OF STAFFING
AND SALARIES, STUDENT
SERVICE UNITS IN KILLIAN
ANNEX, FISCAL YEARS 2004-05
THROUGH 2006-07
Fiscal
Department/Office
Year
One-Stop
2006-07
2005-06
2004-05
Advising Center
2006-07
2005-06
2004-05
2006-07
Student Success Centers 1
2005-06
2004-05
One-Stop, Advising Center,
2006-07
Student Success Centers
2005-06
2004-05
Financial Aid Office
2006-07
2005-06
2004-05
Career Placement/Planning
2006-07
2005-06
2004-05
Student Support Services
2006-07
2005-06
2004-05
Admissions
2006-07
2005-06
2004-05
Orientation
2006-07
2005-06
2004-05
Registrar
2006-07
2005-06
2004-05
Total, All Units
2006-07
2005-06
2004-05
3-Year Change in Positions & Dollars
Salaries,
EPA
SPA
Total
Benefits and
Positions Positions Positions Student Wages
4.00
2.00
6.00 $
276,000
4.00
2.00
6.00 $
267,720
1.00
2.00
3.00 $
102,500
12.00
2.00
14.00 $
640,500
12.00
2.00
14.00 $
621,285
9.00
2.00
11.00 $
412,500
3.00
1.00
4.00 $
233,000
3.00
1.00
4.00 $
227,510
3.00
3.00 $
206,700
1.00
1.00 $
90,000
1.00
1.00 $
87,300
1.00
1.00 $
87,300
1.00
9.00
10.00 $
441,936
1.00
8.00
9.00 $
385,120
1.00
8.00
9.00 $
357,145
1.00
4.00
5.00 $
252,051
1.00
4.00
5.00 $
243,892
1.00
4.00
5.00 $
227,508
1.00
4.00
5.00 $
246,102
1.00
4.00
5.00 $
240,269
1.00
4.00
5.00 $
232,732
3.00
22.00
25.00 $ 1,180,173
3.00
18.00
21.00 $
802,457
3.00
18.00
21.00 $
802,457
1.00
1.00
2.00 $
144,171
1.00
1.00 $
104,218
1.00
1.00 $
94,091
2.00
13.50
15.50 $
648,000
2.00
12.50
14.50 $
577,025
2.00
12.50
14.50 $
542,063
29.00
58.50
87.50 $ 4,151,933
29.00
51.50
80.50 $ 3,556,796
23.00
50.50
73.50 $ 3,064,996
26%
16%
19%
35%
Average
Compensation
$
46,000
$
44,620
$
34,167
$
45,750
$
44,378
$
37,500
$
58,250
$
56,878
$
68,900
$
90,000
$
87,300
$
87,300
$
44,194
$
42,791
$
39,683
$
50,410
$
48,778
$
45,502
$
49,220
$
48,054
$
46,546
$
47,207
$
38,212
$
38,212
$
72,086
$
104,218
$
94,091
$
41,806
$
39,795
$
37,384
$
47,451
$
44,184
$
41,701
14%
Source: Western Carolina University, Provost’s Office, 2007, and MGT Analysis, 2007.
1Salary dollars for 2004-05 estimated for this unit since original source omitted this data.
251
Appendices
The following appendices are included:





Appendix A: Survey of Former Students
Appendix B: List of Focus Groups and Interviewees
Appendix C: Survey of Current Students
Appendix D: Peer Institution IPEDS Data
Appendix E: List of Peer Institution Interviewees
APPENDIX A:
Survey of Former Students
253
Phone Interview Questions for Former WCU Students
My name is _______________, I’m working with Western Carolina University. We’re contacting
students who used to attend WCU to find out about your experiences at WCU.
1.
What were your reasons for choosing WCU to begin your college experience?
2.
What were your reasons for leaving WCU to begin your college experience?
a.
(If student states that he/she transferred to another institution, ask “Which
school did you transfer to?”)
3.
Is there anything that WCU could have done to encourage you to stay?
4.
In your opinion, in what ways could WCU improve their academic and student services
that would encourage students to remain at the university.
Thank you for your time. Have a good evening.
254
APPENDIX B:
List of Focus Groups and
Interviews
255
List of Focus Groups and Interviews
FOCUS GROUPS
Advising Center - Advisors (8 participants)
Faculty (22 participants)
Freshman (8 participants)
Honors Students (9 participants)
Instructors (USI, First Year Seminar, Liberal Studies, and
HR courses in Leadership) (20 participants)
Open Forum (for faculty, staff, and students who were
unable to attend another session) (40 participants)
Residential Living - Resident Directors and Resident
Assistants (14 Resident Directors, 15 Resident Assistant
participants)
Student Entourage (8 participants)
Upperclass students (Sophomores, Juniors, and
Seniors) (13 participants)
INTERVIEWS
Academic Success Center - Directors
Admissions - Director and Associate Director
Advancement and External Affairs - Vice Chancellor
Advising Center - Director and Associate Director
Assessment Office - Director
Athletics - Coaches
Career Services - Director
Chancellor's Office - Chancellor
Educational Outreach - Dean
Financial Aid - Director
Fitness - Director
Honors College - Dean
Institutional Research - Director
Intramurals - Director
Orientation Office - Director
Provost's Office - Provost, Senior Associate VC for
Academic Affairs
Registrar - Director
Residential Living - Associate Director
Senior Assoc. VC for Academic Affairs
Student Affairs - Vice Chancellor, Assistant Vice Chancellor
Student Support Services - Director and Advisors
University Center/Ramsey Center - Director
256
APPENDIX C:
Survey of Current Students
257
STUDENT SURVEY
March 2007
WIN One of 6 IPODS!
INSTRUCTIONS
Western Carolina University is currently examining student satisfaction with academic and student services, as well
as the overall college experience. With the help of MGT of America, Inc., a national higher education planning firm, we are
conducting a survey of current WCU students regarding their experiences, needs, and preferences. This online survey should
take approximately 10 minutes to complete. Your responses to the following questions are greatly appreciated and will provide
valuable insight for the planning of future academic and student services for students like you.
Please indicate your answers by choosing the appropriate response or entering your comments in the spaces provided.
Then click on the “SUBMIT” button at the end of each section. If you need to stop before reaching the end of the survey, click
on the “Submit” button at the end of the section you are in, and the information you have entered up to that point will be
available when you return to the survey. Your answers will be saved only if you submit them before leaving the
survey. The survey contains four sections:
A.
B.
C.
D.
About You
Goals and Expectations
Your Satisfaction and Experiences
Suggestions for Improvement
Your response to each section is critical.
All responses will be anonymous.
Please complete and submit this survey no later than March 23rd.
Thank you for your participation.
Please click on the “SUBMIT” button at the end of each section to send your survey. The information you have submitted
will be saved and may be accessed at a later time if you are unable to complete the survey in one sitting.
258
A. About You
A1. Are you currently a: <Choose one>
<1> Freshman
<2> Sophomore
<4> Senior
<5> Graduate Student
<3> Junior
<6> Other <Text>
A2. Did you enter WCU as a: <If answer “transfer student” ask A2a and A2b>
<1> Freshman (First time in College)
<2> Transfer Student (Attended another college prior to WCU)
<3> Other <Text>
A2a.
Which of the following describes your experience when applying to WCU?
<1> I did not have enough information about the application and enrollment process, and could have
used more information to make my decision.
<2> I had some information about the application and enrollment process, but could have used more
information to make my decision.
<3> I had ample information about the application and enrollment process.
A2b.
Did you receive your transfer credit evaluation in a timely manner to make your decision
about enrolling at WCU?
<1> Yes
<2> No
A3. Are you attending classes:
<1> Part-time
<2> Full-time
259
A4. In what College is your academic department? <Choose one>
<1> College of Applied Science
<2> College of Arts and Science
<3> College of Business
<4> College of Education & Allied Professions
<5> Undeclared Major
A5. How many years have you been attending WCU? <Choose one>
<1> 1 <2> 2 <3> 3 <4> 4 <5> 5 <6> 6 <7> More than 6
A6. Have you lived on campus at any time while attending WCU, including the current
semester? <Choose one>
<1> Yes, I am currently living in a university residence hall.
<2> Yes, I used to live in a university residence hall.
<3> No, I have never lived on campus at WCU.
A7. How far is your permanent residence from the WCU campus?
<1> Less than 1 mile
<2> 1-5 miles
<3> 6-20 miles
<4> 21-60 miles
<5> More than 60 miles
260
A8.
Are you an international student?
<1> Yes (skip A8b and A8c)
<2> No (skip A8a)
A8a. What is your country of citizenship? <Short Text Box>
A8b. In what state is your permanent address? <Drop down list of states>
(If North Carolina then ask A8c)
A8c. In what North Carolina county is your permanent address? <Drop down list
of North Carolina counties>
A9.
What is your current age? <Choose one>
<1> Under 18
<4> 22-23
<2> 18-19
<5> 24 or Older
<3> 20-21
A10. What is your gender? <Choose one>
<1> Female
<2> Male
A11. What is your overall GPA? <Choose one>
<1> Less than 2.0
<2> 2.0 to 3.0
<3> Higher than 3.0
261
A12. What is your race/ethnicity? (Select one.)
<1> Asian or Pacific Islander
<5> White/Caucasian
<2> Black/African-American
<6> Biracial/Multiracial
<3> Hispanic
<7> Other (please specify): ___________________________
<4> Native American or Alaska Native
A13. Please indicate how you are currently financing your education and related expenses while
obtaining your degree. (Select all that apply.)
<1> Parents (including PLUS loans)
<8> Spouse, family (other than parents), or partner
<2> Student loans
<9> Veteran’s benefits
<3> Part-time job
<10> Military benefits
<4> Full-time job
<11> Employer (benefits)
<5> Savings
<12> Federal Program (e.g., Transitional Readjustment Assistance
<6> Work-Study program
(TRA); Traditional Adjustment Assistance (TAA); Dislocated
<7> University scholarships
Workers’ Program; Workforce Investment Act)
<13> Other (please specify): <Text Box>
A14. Who is primarily responsible for paying your educational expenses while you attend WCU?
<Choose One>
<1> Myself (include income from scholarships, veteran’s benefits, grants, loans, jobs, assistantships,
savings, work-study programs, etc.)
<2> Parents or relatives
<3> Spouse
<4> Other (please specify): <Text Box>
262
A15. After all financial aid is taken into consideration, do you still have unmet financial needs that
make pursuit of your degree difficult?
<1> No, I am able to meet all of my financial obligations.
<2> I have some financial needs, but not enough to prevent me from continuing my
education.
<3> Yes, I still have very significant financial needs.
A16. How many hours each week do you generally spend in the following activities?
<Choose One for Each>
Activity
Attending Classes
Participating in club/activity/sport
Socializing with friends
Studying/doing homework or team
projects outside of class
Volunteering for community service
Working at a full- or part-time job
0
Hours
<1>
<1>
<1>
<1>
1-5
Hours
<2>
<2>
<2>
<2>
6-10
Hours
<3>
<3>
<3>
<3>
11-15
Hours
<4>
<4>
<4>
<4>
16-20
Hours
<5>
<5>
<5>
<5>
21 Hours or
More
<6>
<6>
<6>
<6>
<1>
<1>
<2>
<2>
<3>
<3>
<4>
<4>
<5>
<5>
<6>
<6>
263
A17. How did you hear about WCU?
<1> High School Guidance Counselor/Teacher
<2> Parents or relatives
<3> I live close to WCU
<4> Direct Mailing from the University
<5> Website/Web searches
<6> Other (please specify): <Text Box>
A18. In what ways did you obtain more information about WCU?
<1> Admissions Office
<2> Campus Tour
<3> Open House
<4> WCU Brochures
<5> WCU Web site
<6> Other (please specify): <Text Box>
A19. Was there any information that you didn’t receive but you would like to have had when
making your decision to attend WCU?
<Open Text Box>
A20. Was WCU your first choice when applying to college? <If “No”, answer next question>
<1> Yes
<2> No
264
A21. What other institutions did you consider? (Check all that apply)
<1> Another state college/university in North Carolina
Name: <Text Box>
<2> Private college/university in North Carolina
Name: <Text Box>
<3> Out of state college/university
Name: <Text Box>
A22. Which of the following factors was the most important in your decision to attend WCU?
Choose up to three responses. <Choose up to 3>
<1> Quality of Education
<2> Size of classes
<3> Student life/campus activities opportunities
<4> Affordable cost
<5> After visiting, I felt that the WCU could
meet my needs.
<6> Comfortable with the campus atmosphere.
<7> Faculty/staff were friendly.
<8> Faculty/staff expressed interest in me.
<9> Friends
<10> Location close to home
<11> Location far from home
<12> Location is scenic Western North Carolina
mountains
<13> Scholarship/Financial Aid package
<14> Size of WCU
<15> Relative currently attends/attended WCU.
<16> Reputation
<17> WCU offers the academic program I want.
<18> Other <Text box>
265
B. Goals and Expectations
B1.
Did you enter college with the goal of obtaining a bachelor’s degree?
<1> Yes
<2> No
<3> Uncertain when I started
B2.
What was your original intent by enrolling at WCU: <Choose One>
<1> Graduate from WCU
<2> Stay for one or two years and then transfer
<3> Start college and see what happens
<4> Stay until I figured out what to do next
<5> Other (please specify): <Text Box>
B3.
Do you currently plan to complete your bachelor’s degree at WCU? <Choose One. If “Yes” ask B3a. If
answer “Maybe,” ask B3a through B3d. If answer “No,” ask B3b through B3d>>
<1> Yes
<2> Maybe
<3> No
266
B3a. What reason(s) have contributed to your staying at WCU? Choose up to 5. <Choose five>
<1> Adequate financial aid or money to
continue attending
<2> Atmosphere from students (peers)
<3> Atmosphere from teaching faculty
<4> Atmosphere from academic support staff
<5> Atmosphere from student services staff
<6> Change in marital status
<7> Classes are challenging for me
<8> Feel part of this college community
<9> Investment of much time and money
<10> Location of WCU
<11> Meets my educational goals
<12> Meets my personal needs
<13> Meets my expectations
<14> Parents wanted me to stay
<15> Plan to complete a college degree
<16> Quality of instruction
<17> Quality of facilities
<18> Residential living environment on campus
<19> Services provided to students are excellent
<20> Too much effort to transfer
<21> Variety and frequency of activities/events on campus
<22> Variety and frequency of activities/events outside the
university community
<23> Want to be far from my family
<24> Want to be close to my family
<25> Want to be closer to boyfriend/girlfriend and/or
friends who attend WCU
<26> WCU offers a major that matches my academic
interests
<27> Other <Open text box>
267
B3b. Why are you considering leaving WCU before completing your bachelor’s degree?
Choose up to 5. <Choose up to 5. If answer >
<1>
<2>
<3>
<4>
<5>
<6>
<7>
<8>
<9>
<10>
<11>
<12>
Atmosphere from students (peers)
Atmosphere from teaching faculty
Atmosphere from academic support staff
Atmosphere from student services staff
Change in marital status
Classes are not challenging for me
Don’t feel part of this college community
Does not meet my educational goals
Does not meet my personal needs
Does not meet my expectations
Investment of much time and money
Limited variety and frequency of
activities/events on campus
<13> Limited variety and frequency of
activities/events outside the university
community
<14> Location of WCU
<15> No longer plan to pursue a college degree
<16> Not enough financial aid or money to
continue attending
<17> Quality of instruction
<18> Quality of facilities
<19> Planning to transfer to another school
<20> Parents wanted me to leave
<21> Residential living environment on campus
<22> Too much effort to stay
<23> Want to be far from my family
<24> Want to be close to my family
<25> Want to be closer to boyfriend/girlfriend
and/or friends who attend another school
<26> WCU does not offer a major that matches
my academic interests
<27> Other <Open text box>
B3c. To what college(s) are you considering transferring?
<Open text box>
B3d. What could WCU do to encourage you to stay?
<Open text box>
268
B4.
If you know of anyone who has left WCU recently, why do you think they left? Choose up to 3.
<Choose three>
<1> Desired an academic program not offered at WCU
<2> Did not feel comfortable or connected to WCU.
<3> Difficulty adjusting to college
<4> Found full-time employment
<5> Medical problems or issues that prohibited continued attendance
<6> Not enough money to continue attending
<7> Personal problems or issues that prohibited continued attendance
<8> Poor grades
<9> Transferred to another college
<10> Wanted to be closer to family or boyfriend/girlfriend
<11> Other <Open text box>
B5.
How many weekends a semester do you go home? <Choose One. If “Almost Every Weekend”
ask B5a.>
<1> 0
<4> 5-6
<2> 1-2
<5> 6-7
<3> 3-4
<6> Almost every weekend
269
B5a.
What events would make you want to stay on campus during weekends? Choose up to 4.
<Choose up to 4>
<1> Academic & Professional (e.g., Science & Health, Math & Computer Science, Humanities & Social
Sciences, etc.)
<2> Athletics
<3> Arts, Design & Art Education
<4> Cultural & Advocacy
<5> Intramural
<6> Leadership and Programming
<7> Marching Band
<8> Religious/Spiritual
<9> Service Learning
<10> Social Advocacy
<11> Social
<12> Other <text>
B6. If you were starting college again, would you choose to attend WCU? <Choose One>
<1> Yes
<2> No
B7. Would you recommend WCU to friends or family? <Choose One>
<1> Yes
<2> No
270
C. Your Satisfaction
C1. Based upon your interactions with offices and staff that provide academic services:
<Answer C1a for responses “Not Too Satisfied” or “Not at All Satisfied”>


First, indicate how important that aspect of your college experience is to you.
Second, indicate your level of satisfaction with that aspect of your college experience.
Very
Important
Important
Not
Important
Not at All
Important
Academic Advising (from faculty or academic department)
<1>
<2>
<3>
<4>
Availability of academic majors or areas of study that are of interest
<1>
<2>
<3>
<4>
Availability of courses to make progress toward my degree each semester
<1>
<2>
<3>
<4>
Ability to electronically access essential information and content if I miss a class
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<1>
<2>
<3>
<4>
<1>
<1>
<2>
<2>
<3>
<3>
<4>
<4>
Other <<text box>>
<1>
<2>
<4>
<5>
Other <<text box>>
<1>
<2>
<4>
<5>
Other <<text box>>
<1>
<2>
<4>
<5>
Satisfaction
Academics & Academic Services
Faculty’s knowledge and expertise that teach courses
Interesting and appropriate teaching and learning methods are used in classes
Formal academic experiences
Freshman Seminar Courses
Friendliness of faculty
Opportunities to meet with faculty outside of the classroom
Quality of academic courses
Quality of classroom/lab facilities
Quality of teaching
Senior Capstone Course (incorporating curricular and life skills transition issues)
Time that courses are offered throughout the day
Number of times required courses are offered throughout the year (i.e., fall and
spring semesters)
USI 130 Course
Use of technology in classes/courses
<Drop down box
with 4 options 1)
Very Satisfied
2) Somewhat
Satisfied
3) Not Too
Satisfied 4) Not
at All Satisfied>
271
C1a. You have indicated that you are “Not Too Satisfied” or “Not At All Satisfied” with the
following Academics & Academic Services:



Item 1
Item 2
Item 3
Please describe your dissatisfaction with the items above (e.g., accessibility, quality of
information/services provided, friendliness of staff) <Open Text Box>
C2. Based upon your interactions with offices and staff that provide student services:
<Answer C2a for responses “Not Too Satisfied” or “Not at All Satisfied”>


First, indicate how important that aspect of your college experience is to you.
Second, indicate your level of satisfaction with that aspect of your college experience.
272
Very
Important
Important
Not Important
Not at All
Important
Advising Center
Bookstore
Career Placement and Planning
CatCard Office
CatTran Bus
Computer Services
Counseling & Psychological Services
Disability Services
Financial Aid
Fitness Center
Intramurals
Library
Multicultural Affairs
One-Stop Center
Ramsey Center
Registrar
Residential Living
Service Learning
Student Accounts
Student Health Services
Student Judicial Affairs
Student Success Center (Tutoring)
University Center
University Food Services
Women’s Center
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
Other <<text box>>
<1>
<2>
<4>
<5>
Other <<text box>>
<1>
<2>
<4>
<5>
Other <<text box>>
<1>
<2>
<4>
<5>
Satisfaction
Student Services
<Drop down box
with 4 options
1) Very Satisfied
2) Somewhat
Satisfied
3) Not Too
Satisfied 4) Not
at All Satisfied>
273
C2a. You have indicated that you are “Not Too Satisfied” or “Not at All Satisfied” with the
following Students Services:



Item 1
Item 2
Item 3
Please describe your dissatisfaction (i.e. accessibility, quality of information/services provided,
friendliness of staff, etc.) <Open Text Box>
C3. Based upon your experiences at WCU please indicate your satisfaction with each of the following:
Ability to become involved in student
organizations/clubs
Friendliness of other students
New student services phone system (2277170)
Organized extracurricular experiences
(student club, intramural sports, cultural or
social activities)
Orientation activities
Out-of-class experiences (hearing
speakers, informal student discussions,
attending plays)
Safety and security on campus
Sense of belonging to WCU
Sense of belonging to Cullowhee and Sylva
Very
Satisfied
Somewhat
Satisfied
Not Too
Satisfied
Not At All
Satisfied
<1>
<2>
<3>
<4>
<1>
<2>
<3>
<4>
<1>
<2>
<3>
<4>
<1>
<2>
<3>
<4>
<1>
<2>
<3>
<4>
<1>
<2>
<3>
<4>
<1>
<1>
<1>
<2>
<2>
<2>
<3>
<3>
<3>
<4>
<4>
<4>
274
C4. How often do you do or use the following? <<select only one response for each>>
Academic Advising Center services (in Killian
Annex)
Career Placement & Planning services
Financial Aid services
MyCat
One-Stop for help (in Killian Annex)
Registrar services
Student Accounts services
Student Newspaper
Student Success Center tutoring services
Study or meet with other students in my classes
Talk with faculty outside of class
TV 62
Walk through the University Center to check out
upcoming events
WCU Email
WCU Website
WWCU 90.5
Web CT
Other <Text>
Other <Text>
Daily
Weekly
Monthly
Several Times
per Semester
Rarely
Never
<1>
<2>
<3>
<4>
<5>
<6>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<1>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<2>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<3>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<4>
<5>
<5>
<5>
<5>
<5>
<5>
<5>
<5>
<5>
<5>
<5>
<6>
<6>
<6>
<6>
<6>
<6>
<6>
<6>
<6>
<6>
<6>
<1>
<2>
<3>
<4>
<5>
<6>
<1>
<1>
<1>
<1>
<1>
<1>
<2>
<2>
<2>
<2>
<2>
<2>
<3>
<3>
<3>
<3>
<3>
<3>
<4>
<4>
<4>
<4>
<4>
<4>
<5>
<5>
<5>
<5>
<5>
<5>
<6>
<6>
<6>
<6>
<6>
<6>
275
C5. What organizations have you participated in since enrolling at WCU? Choose up to 5.
<Choose up to five. If answer 1 through 16 then answer C5a.>
<1> Academic & Professional Groups (e.g., Science & Health, Math & Computer Science, Humanities &
Social Sciences, etc.)
<2> Arts, Design & Art Education Organizations
<3> Cultural & Advocacy Organizations
<4> Fraternity or Sorority
<5> Game Clubs
<6> Honors Organizations
<7> Honors Program
<8> Intramurals
<9> Leadership and Programming
<10> Marching Band
<11> Political Organizations
<12> Religious/ Spiritual Groups
<13> Service Learning
<14> Social Advocacy Groups
<15> Student Government Association
<16> Resident Student Association or Residence Hall Council
<17> Last Minute Productions (LMP)
<18> Student Media
<19> Varsity Sport
<20> I am not part of any club /organization/sport
276
C5a.
To what extent has your participation in a student organization contributed to your overall
satisfaction at WCU? <Choose One>
<1> Not at all
<2> Somewhat
<3> To a great extent
D. SUGGESTIONS FOR IMPROVEMENT
D1. Are there any academic or student services or programs that should be implemented or changed
to better meet your needs?
<<open-ended>>
D2. In what ways have you been satisfied with your experiences at WCU? (Please be specific.)
<<open-ended>>
D3. In what ways have you been dissatisfied with your experiences at WCU? (Please be specific.)
<<open-ended>>
D4. In your opinion, in what ways can WCU better assist students?
<<open-ended>>
277
*** SURVEY COMPLETE ***
Thank you for completing the survey.
Your participation is greatly appreciated.
Please click the EXIT button.
278
APPENDIX D:
Peer Institution IPEDS Data
279
EXHIBIT D-1:
CARNEGIE CLASSIFICATION, BY INSTITUTION
Institution:
City:
State:
CC: Basic
Western Carolina
University
Appalachian State
University
Jam es Madison
University
Morehead State
University
Murray State
University
Sonom a State
University
Cullow hee
NC
Boone
NC
Harrisonburg
VA
Morehead
KY
Murray
KY
Rohnert Park
CA
Tennessee
Technological
University
Cookeville
TN
Master's Colleges and
Universities (larger
programs)
Master's Colleges and
Universities (larger
programs)
Master's Colleges and
Universities (larger
programs)
Master's Colleges and
Universities (larger
programs)
Master's Colleges and
Universities (larger
programs)
Arts & sciences plus
professions, some
graduate coexistence
Balanced arts &
sciences/professions,
some graduate
coexistence
Bal/SGC: Bachelor’s
degree majors w ere
relatively balanced
betw een arts and
sciences and
professional fields
(41–59 percent in
each), and graduate
degrees w ere observed
in some of the fields
corresponding to
undergraduate majors
(but less than half).
Professions plus arts &
sciences, some
graduate coexistence
Arts & sciences plus
professions, some
graduate coexistence
Professions plus arts &
sciences, some
graduate coexistence
Master's Colleges and
Master's Colleges and
Universities (larger
Universities (larger
programs)
programs)
CC: Undergraduate Instructional Program
Professions plus arts & Professions plus arts &
sciences, some
sciences, some
graduate coexistence
graduate coexistence
Prof+A&S/SGC: 60–79
percent of bachelor’s
degree majors w ere in
professional fields, and
graduate degrees w ere
observed in some of the
fields corresponding to
undergraduate majors
(but less than half).
CC: Graduate Instructional Program
Single doctoral
(education)
Prof+A&S/SGC: 60–79 A&S+Prof/SGC: 60–79
percent of bachelor’s
percent of bachelor’s
degree majors w ere in degree majors w ere in
professional fields, and the arts and sciences,
graduate degrees w ere and graduate degrees
observed in some of the w ere observed in some
fields corresponding to
of the fields
undergraduate majors
corresponding to
(but less than half).
undergraduate majors
(but less than half).
Single doctoral
(education)
Prof+A&S/SGC: 60–79 A&S+Prof/SGC: 60–79
percent of bachelor’s
percent of bachelor’s
degree majors w ere in degree majors w ere in
professional fields, and the arts and sciences,
graduate degrees w ere and graduate degrees
observed in some of the w ere observed in some
fields corresponding to
of the fields
undergraduate majors
corresponding to
(but less than half).
undergraduate majors
(but less than half).
Doctoral,
Postbaccalaureate
Postbaccalaureate
Postbaccalaureate
humanities/social
comprehensive
comprehensive
comprehensive
sciences dominant
S-Doc/Ed: Based on the S-Doc/Ed: Based on the Doc/HSS: According to
Postbac-Comp:
Postbac-Comp:
Postbac-Comp:
degree data, these
degree data, these
the degree data, these According to the degree According to the degree According to the degree
institutions aw ard
institutions aw ard
institutions aw ard
data, these institutions
data, these institutions
data, these institutions
doctoral degrees in
doctoral degrees in
doctoral degrees in a
aw ard master’s
aw ard master’s
aw ard master’s
education but do not
education but do not
range of fields, w ith the
degrees in the
degrees in the
degrees in the
offer other
offer other
plurality in the
humanities, social
humanities, social
humanities, social
graduate/professional
graduate/professional
humanities or social
sciences, and STEM*
sciences, and STEM*
sciences, and STEM*
education.
education.
sciences. They may
fields, and degrees in
fields, and degrees in
fields, and degrees in
also offer professional
one or more
one or more
one or more
education at the
professional fields.
professional fields.
professional fields.
doctoral level or in fields
such as law or
medicine.
* STEM: Science, technology, engineering, and mathematics.
Prof+A&S/SGC: 60–79
percent of bachelor’s
degree majors w ere in
professional fields, and
graduate degrees w ere
observed in some of the
fields corresponding to
undergraduate majors
(but less than half).
STEM dominant
Doc/STEM: According to
the degree data, these
institutions aw ard
doctoral degrees in a
range of fields, w ith the
plurality in the STEM*
fields. They may also
offer professional
education at the
doctoral level or in fields
such as law or
medicine.
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Institutional
Characteristics Survey.
280
EXHIBIT D-1 (cont.):
CARNEGIE CLASSIFICATION, BY INSTITUTION
Institution: Western Carolina University
Appalachian State University
Jam es Madison University
Morehead State University
City:
Cullow hee
Boone
Harrisonburg
Morehead
State:
NC
NC
VA
KY
CC: Undergraduate Profile
Full-time four-year, selective,
Full-time four-year, more
Full-time four-year, more
Full-time four-year, inclusive
higher transfer-in
selective, higher transfer-in
selective, low er transfer-in
FT4/S/HTI: Fall enrollment data
FT4/MS/HTI: Fall enrollment data FT4/MS/LTI: Fall enrollment data FT4/I: Fall enrollment data show
show at least 80 percent of
show at least 80 percent of
show at least 80 percent of
at least 80 percent of
undergraduates enrolled full-time undergraduates enrolled full-time undergraduates enrolled full-time undergraduates enrolled full-time
at these bachelor’s degree
at these bachelor’s degree
at these bachelor’s degree
at these bachelor’s degree
granting institutions. Score data
granting institutions. Score data granting institutions. Score data
granting institutions. These
for first-year students indicate
for first-year students indicate
for first-year students indicate
institutions either did not report
that these institutions are
that these institutions are more
that these institutions are more
test score data or the scores
selective in admissions (our
selective in admissions (our
selective in admissions (our
indicate that they extend
analysis of first-year students’
analysis of first-year students’
analysis of first-year students’ educational opportunity to a w ide
test scores places these
test scores places these
test scores places these
range of students w ith respect to
institutions in roughly the middle institutions in roughly the top fifth institutions in roughly the top fifth
academic preparation and
tw o-fifths of baccalaureate
of baccalaureate institutions). At
of baccalaureate institutions).
achievement.
institutions). At least 20 percent
least 20 percent of entering
Few er than 20 percent of
of entering undergraduates are
undergraduates are transfer
entering undergraduates are
transfer students.
students.
transfer students.
CC: Enrollm t Profile
0
0
High undergraduate
Very high undergraduate
Very high undergraduate
HU: Fall enrollment data show
VHU: Fall enrollment data show
VHU: Fall enrollment data show
both undergraduate and
both undergraduate and
both undergraduate and
graduate/professional students, graduate/professional students, graduate/professional students,
w ith the latter group accounting w ith the latter group accounting w ith the latter group accounting
for at least 10–24 percent of FTE for less than 10 percent of FTE* for less than 10 percent of FTE*
enrollment.
enrollment.
enrollment.
CC: Size + Setting
Medium four-year, primarily
Large four-year, primarily
Large four-year, primarily
residential
residential
residential
M4/R: Fall enrollment data show
L4/R: Fall enrollment data show
L4/R: Fall enrollment data show
FTE enrollment of 3,000–9,999
FTE enrollment of at least 10,000 FTE enrollment of at least 10,000
degree-seeking students at these degree-seeking students at these degree-seeking students at these
bachelor’s degree granting
bachelor’s degree granting
bachelor’s degree granting
institutions. 25-49 percent of
institutions. 25-49 percent of
institutions. 25-49 percent of
degree-seeking undergraduates degree-seeking undergraduates degree-seeking undergraduates
live on campus.
live on campus.
live on campus.
* FTE: Full-time equivalent enrollment w as calculated as full-time plus one-third part-time.
0
Very high undergraduate
VHU: Fall enrollment data show
both undergraduate and
graduate/professional students,
w ith the latter group accounting
for less than 10 percent of FTE*
enrollment.
Murray State University
Sonom a State University
Murray
KY
Rohnert Park
CA
Tennessee Technological
University
Cookeville
TN
Full-time four-year, selective,
Full-time four-year, selective,
Full-time four-year, selective,
higher transfer-in
higher transfer-in
higher transfer-in
FT4/S/HTI: Fall enrollment data
FT4/S/HTI: Fall enrollment data
FT4/S/HTI: Fall enrollment data
show at least 80 percent of
show at least 80 percent of
show at least 80 percent of
undergraduates enrolled full-time undergraduates enrolled full-time undergraduates enrolled full-time
at these bachelor’s degree
at these bachelor’s degree
at these bachelor’s degree
granting institutions. Score data granting institutions. Score data granting institutions. Score data
for first-year students indicate
for first-year students indicate
for first-year students indicate
that these institutions are
that these institutions are
that these institutions are
selective in admissions (our
selective in admissions (our
selective in admissions (our
analysis of first-year students’
analysis of first-year students’
analysis of first-year students’
test scores places these
test scores places these
test scores places these
institutions in roughly the middle institutions in roughly the middle institutions in roughly the middle
tw o-fifths of baccalaureate
tw o-fifths of baccalaureate
tw o-fifths of baccalaureate
institutions). At least 20 percent institutions). At least 20 percent institutions). At least 20 percent
of entering undergraduates are
of entering undergraduates are
of entering undergraduates are
transfer students.
transfer students.
transfer students.
0
0
0
High undergraduate
High undergraduate
High undergraduate
HU: Fall enrollment data show
HU: Fall enrollment data show
HU: Fall enrollment data show
both undergraduate and
both undergraduate and
both undergraduate and
graduate/professional students, graduate/professional students, graduate/professional students,
w ith the latter group accounting w ith the latter group accounting w ith the latter group accounting
for at least 10–24 percent of FTE for at least 10–24 percent of FTE for at least 10–24 percent of FTE
enrollment.
enrollment.
enrollment.
Medium four-year, primarily
Medium four-year, primarily
Medium four-year, primarily
Medium four-year, primarily
residential
residential
residential
residential
M4/R: Fall enrollment data show
M4/R: Fall enrollment data show
M4/R: Fall enrollment data show
M4/R: Fall enrollment data show
FTE enrollment of 3,000–9,999
FTE enrollment of 3,000–9,999
FTE enrollment of 3,000–9,999
FTE enrollment of 3,000–9,999
degree-seeking students at these degree-seeking students at these degree-seeking students at these degree-seeking students at these
bachelor’s degree granting
bachelor’s degree granting
bachelor’s degree granting
bachelor’s degree granting
institutions. 25-49 percent of
institutions. 25-49 percent of
institutions. 25-49 percent of
institutions. 25-49 percent of
degree-seeking undergraduates degree-seeking undergraduates degree-seeking undergraduates degree-seeking undergraduates
live on campus.
live on campus.
live on campus.
live on campus.
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Institutional Characteristics Survey.
281
EXHIBIT D-2:
APTITUDE TEST STATISTICS, ADMISSIONS STATISTICS, ENROLLMENT STATISTICS, AND GRADUATE AND
TRANSFER RATES, BY INSTITUTION
James Madison
Appalachian
Western Carolina
University
State University
University
Institution:
Morehead State
University
Murray State
University
Sonoma State
University
2004-05 APTITUDE TEST STATISTICS
19
19
17
22
20
18
ACT Composite 25th Percentile
22
22
19
24
22
20
ACT Composite Midpoint*
24
25
21
26
24
22
ACT Composite 75th Percentile
950
830
1,070
1,030
930
SAT Composite 25th Percentile
1,045
n/a
960
1,160
1,125
1025
SAT Composite Midpoint*
1,140
1,090
1,250
1,220
1120
SAT Composite 75th Percentile
* Represents the midpoint between the sums of the 25th percentile math and verbal and 75th percentile math and verbal scores on the respective aptitude tests.
2004-05 ADMISSIONS STATISTICS
9,283
2,833
5,194
15,013
9,683
4,905
Applicants
6,313
2,382
3,422
9,472
6,553
3,738
Admissions
1,121
1,313
1,284
3,285
2,516
1,578
Enrolled
68.0%
84.1%
65.9%
63.1%
67.7%
76.2%
Admissions as % of Applicants
17.8%
55.1%
37.5%
34.7%
38.4%
32.2%
Enrolled as % of Admissions
FALL 2005 ENROLLMENT
7,749
10,266
9,003
16,938
14,653
8,665
Grand Total
5,687
7,155
5,964
14,885
12,043
6,015
Full-Time Undergraduate
610
538
283
689
695
522
Full-Time Graduate
6,297
7,693
6,247
15,574
12,738
6,537
Subtotal, Full-Time
987
1,422
1,528
733
943
965
Part-Time Undergraduate
465
1,151
1,228
631
972
1,163
Part-Time Graduate
1,452
2,573
2,756
1,364
1,915
2,128
Subtotal, Part-Time
81.3%
74.9%
69.4%
91.9%
86.9%
75.4%
Full-Time as % of Total
86.1%
83.5%
83.2%
92.2%
88.6%
80.6%
Undergraduate as % of Total
GRADUATE AND TRANSFER RATES 2005
48%
50%
36%
80%
64%
47%
Total Cohort Graduation Rate
19%
38%
16%
62%
35%
23%
4-Year Bachelor's Degree Graduation Rate
48%
57%
42%
80%
64%
47%
6-Year Bachelor's Degree Graduation Rate
45%
10%
15%
24%
Total Transfer-Out Rate
45%
10%
15%
24%
Transfer-Out Rate, Bachelor's Cohort
PEER
Tennessee
AVERAGE
Technological
(if applicable)
University
20
23
26
990
1,110
1,230
20
22
24
974
1,080
1,186
3,292
2,475
1,423
75.2%
57.5%
7,550
5,103
1,824
70.7%
40.2%
9,313
6,453
592
7,045
802
1,466
2,268
75.6%
77.9%
11,320
8,698
568
9,266
1,069
986
2,055
80.0%
85.3%
45%
6%
45%
24%
24%
54%
29%
56%
24%
24%
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Enrollment Survey.
282
EXHIBIT D-3:
REVENUE AND EXPENDITURES, BY INSTITUTION
Western Carolina
Appalachian
James Madison
Institution:
University
State University
University
2004-05 FINANCE DATA - REVENUES
Tuition and Fees
Tuition and Fees as % of Total Revenues
Federal Operating Grants & Contracts
State Operating Grants & Contracts
Local and Private Operating Grants & Contracts
Auxiliary
Hospital
Independent Operations
Other Operating Revenues
Subtotal Operating Revenues
Federal Appropriations
State Appropriations
Local Appropriations
Federal Nonoperating Grants & Contracts
State Nonoperating Grants & Contracts
Local Nonoperating Grants & Contracts
Gifts
Investment Income
Other Nonoperating Income
Subtotal Nonoperating Income
Capital Appropriations
Capital Grants and Gifts
Additions to Endowment
Other Revenues
Subtotal Other Revenues
Grand Total Revenues
2004-05 FINANCE DATA - EXPENDITURES
Instruction
Research
Public Service
Academic Support
Student Services
Institutional Support
Plant Operation and Maintenance
Depreciation
Scholarships and Fellowships
Auxiliary
Hospital
Independent Operations
Other
Subtotal Operating Expenditures
Interest
Other Nonoperating Expenditures
Subtotal Nonoperating Expenditures
Grand Total Expenditures
Morehead State
University
Murray State
University
Sonoma State
University
Tennessee
PEER
Technological
AVERAGE
University
(if applicable)
$26,662,394
17.4%
$7,135,394
$2,781,998
$1,198,727
$18,042,567
$0
$1,882,446
$3,685,323
$61,388,849
$0
$59,294,421
$0
$4,873,508
$50,916
$0
$2,411,066
$3,422,638
$0
$70,052,549
$1,226,900
$20,432,820
$206,991
$0
$21,866,711
$153,308,109
$54,990,282
20.3%
$549,527
$1,412,717
$463,537
$44,916,423
$0
$9,755,615
$939,115
$113,027,216
$0
$91,557,691
$0
$9,378,050
$4,811,693
$1,968,600
$5,627,388
$3,541,885
$1,745,608
$118,630,915
$1,497,400
$37,579,847
$0
$0
$39,077,247
$270,735,378
$82,010,796
27.1%
$14,749,536
$6,822,323
$3,336,876
$90,297,115
$0
$0
$787,947
$198,004,593
$0
$63,532,170
$0
$0
$0
$0
$567,539
$1,326,288
$0
$65,425,997
$34,231,477
$4,693,523
$0
$0
$38,925,000
$302,355,590
$22,553,579
19.0%
$20,868,400
$10,318,105
$900,476
$11,356,312
$0
$0
$4,043,333
$70,040,205
$0
$42,678,310
$0
$0
$0
$0
$0
$1,497,157
$0
$44,175,467
$4,482,779
$0
$0
$0
$4,482,779
$118,698,451
$32,351,507
23.5%
$12,463,138
$7,421,792
$245,580
$17,993,122
$0
$0
$5,140,180
$75,615,319
$0
$49,366,100
$0
$1,747,094
$2,805,482
$1,220,515
$578,337
$2,464,474
$646,417
$58,828,419
$1,274,783
$1,865,986
$0
$121,763
$3,262,532
$137,706,270
$24,378,399
16.3%
$23,439,243
$13,109,969
$2,628,689
$16,908,657
$0
$0
$3,149,223
$83,614,180
$0
$53,403,811
$0
$0
$0
$0
$1,814,877
$587,093
$1,387,925
$57,193,706
$242,000
$8,878,807
$0
$0
$9,120,807
$149,928,693
$24,230,768
21.8%
$5,650,551
$2,036,146
$551,125
$8,538,857
$0
$0
$3,793,980
$44,801,427
$0
$47,869,300
$0
$5,924,285
$7,210,983
$0
$748,872
$754,649
$0
$62,508,089
$2,476,631
$1,183,098
$17,520
$0
$3,677,249
$110,986,765
$40,085,889
21.3%
$12,953,399
$6,853,509
$1,354,381
$31,668,414
$0
$1,625,936
$2,975,630
$97,517,157
$0
$58,067,897
$0
$2,841,572
$2,471,360
$531,519
$1,556,169
$1,695,258
$629,992
$67,793,766
$7,367,512
$9,033,544
$2,920
$20,294
$16,424,269
$181,735,191
$43,201,589
$2,104,121
$10,560,403
$7,782,810
$4,296,769
$12,798,337
$11,781,739
$3,827,434
$4,815,090
$23,926,931
$0
$1,773,402
$0
$126,868,625
$1,431,865
$411,001
$1,842,866
$128,711,491
$74,250,596
$1,053,774
$6,019,764
$27,189,784
$5,697,905
$15,267,093
$21,521,304
$11,097,494
$8,812,920
$42,626,633
$0
$11,265,102
$0
$224,802,369
$4,613,598
$206,167
$4,819,765
$229,622,134
$81,778,715
$5,030,508
$10,358,294
$22,551,221
$7,899,551
$14,669,492
$16,175,207
$16,651,977
$4,721,143
$73,937,527
$0
$0
$0
$253,773,635
$3,424,474
$961,657
$4,386,131
$258,159,766
$40,397,806
$1,577,469
$9,699,827
$9,769,554
$8,199,004
$11,213,543
$6,246,177
$4,635,467
$10,434,550
$10,591,621
$0
$0
$78,089
$112,843,107
$1,091,191
$0
$1,091,191
$113,934,298
$47,040,216
$2,647,825
$5,803,477
$7,040,101
$11,201,585
$10,918,645
$17,439,073
$6,527,977
$6,973,072
$16,099,228
$0
$0
$0
$131,691,199
$1,503,252
$207,331
$1,710,583
$133,401,782
$34,932,195
$0
$33,776,960
$9,391,527
$10,066,521
$13,741,221
$12,935,286
$7,110,567
$5,185,093
$9,889,423
$0
$0
$0
$137,028,793
$4,947,551
$0
$4,947,551
$141,976,344
$44,045,220
$7,329,743
$4,212,659
$6,391,710
$9,190,962
$8,744,371
$10,190,122
$4,054,125
$8,262,782
$5,792,635
$0
$0
$0
$108,214,329
$555,544
$180,351
$735,895
$108,950,224
$53,740,791
$2,939,887
$11,645,164
$13,722,316
$8,709,255
$12,425,728
$14,084,528
$8,346,268
$7,398,260
$26,489,511
$0
$1,877,517
$13,015
$161,392,239
$2,689,268
$259,251
$2,948,519
$164,340,758
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Finance Survey.
283
EXHIBIT D-4:
REVENUE AND EXPENDITURES PER STUDENT, BY INSTITUTION
Western Carolina Appalachian State James Madison
University
University
University
Institution:
2004-05 FINANCE DATA - REVENUES PER STUDENT
Tuition and Fees
Federal Operating Grants & Contracts
State Operating Grants & Contracts
Local and Private Operating Grants & Contracts
Auxiliary
Hospital
Independent Operations
Other Operating Revenues
Subtotal Operating Revenues
Federal Appropriations
State Appropriations
Local Appropriations
Federal Nonoperating Grants & Contracts
State Nonoperating Grants & Contracts
Local Nonoperating Grants & Contracts
Gifts
Investment Income
Other Nonoperating Income
Subtotal Nonoperating Incom e
Capital Appropriations
Capital Grants and Gifts
Additions to Endow ment
Other Revenues
Subtotal Other Revenues
Grand Total Revenues
2004-05 FINANCE DATA - EXPENDITURES PER STUDENT
Instruction
Research
Public Service
Academic Support
Student Services
Institutional Support
Plant Operation and Maintenance
Depreciation
Scholarships and Fellow ships
Auxiliary
Hospital
Independent Operations
Other
Subtotal Operating Expenditures
Interest
Other Nonoperating Expenditures
Subtotal Nonoperating Expenditures
Grand Total Expenditures
Morehead State
University
Murray State
University
Sonoma State
University
Tennessee
Technological
University
PEER
AVERAGE
(if applicable)
$3,176
$850
$331
$143
$2,149
$0
$224
$439
$7,312
$0
$7,062
$0
$580
$6
$0
$287
$408
$0
$8,344
$146
$2,434
$25
$0
$2,604
$18,260
$3,753
$38
$96
$32
$3,065
$0
$666
$64
$7,714
$0
$6,248
$0
$640
$328
$134
$384
$242
$119
$8,096
$102
$2,565
$0
$0
$2,667
$18,476
$5,091
$916
$424
$207
$5,606
$0
$0
$49
$12,292
$0
$3,944
$0
$0
$0
$0
$35
$82
$0
$4,062
$2,125
$291
$0
$0
$2,417
$18,771
$2,431
$2,249
$1,112
$97
$1,224
$0
$0
$436
$7,549
$0
$4,600
$0
$0
$0
$0
$0
$161
$0
$4,761
$483
$0
$0
$0
$483
$12,794
$3,197
$1,232
$733
$24
$1,778
$0
$0
$508
$7,472
$0
$4,878
$0
$173
$277
$121
$57
$244
$64
$5,813
$126
$184
$0
$12
$322
$13,607
$3,056
$2,938
$1,643
$330
$2,120
$0
$0
$395
$10,482
$0
$6,695
$0
$0
$0
$0
$228
$74
$174
$7,170
$30
$1,113
$0
$0
$1,143
$18,795
$2,629
$613
$221
$60
$926
$0
$0
$412
$4,861
$0
$5,194
$0
$643
$782
$0
$81
$82
$0
$6,782
$269
$128
$2
$0
$399
$12,042
$3,359
$1,331
$705
$125
$2,453
$0
$111
$311
$8,395
$0
$5,260
$0
$243
$231
$42
$131
$147
$59
$6,114
$523
$714
$0
$2
$1,239
$15,747
$5,145
$251
$1,258
$927
$512
$1,524
$1,403
$456
$573
$2,850
$0
$211
$0
$15,111
$171
$49
$219
$15,330
$5,067
$72
$411
$1,856
$389
$1,042
$1,469
$757
$601
$2,909
$0
$769
$0
$15,342
$315
$14
$329
$15,671
$5,077
$312
$643
$1,400
$490
$911
$1,004
$1,034
$293
$4,590
$0
$0
$0
$15,755
$213
$60
$272
$16,027
$4,354
$170
$1,045
$1,053
$884
$1,209
$673
$500
$1,125
$1,142
$0
$0
$8
$12,162
$118
$0
$118
$12,280
$4,648
$262
$573
$696
$1,107
$1,079
$1,723
$645
$689
$1,591
$0
$0
$0
$13,013
$149
$20
$169
$13,182
$4,379
$0
$4,234
$1,177
$1,262
$1,723
$1,622
$891
$650
$1,240
$0
$0
$0
$17,178
$620
$0
$620
$17,798
$4,779
$795
$457
$693
$997
$949
$1,106
$440
$896
$628
$0
$0
$0
$11,741
$60
$20
$80
$11,821
$4,717
$269
$1,227
$1,146
$855
$1,152
$1,266
$711
$709
$2,017
$0
$128
$1
$14,198
$246
$19
$265
$14,463
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Finance Survey.
284
EXHIBIT D-5:
STAFFING LEVELS AND FACULTY SALARIES, BY INSTITUTION
Western Carolina Appalachian State James Madison
University
University
University
Institution:
FALL 2005 STAFFING LEVELS
Full time, Faculty (instruction/research/public service)
Student/Full-Time Faculty Ratio
Full time, Faculty less than 9/10-month contract
Full time, Faculty on 9/10-month contract
Full time, Faculty on 11/12-month contract
Full time, Executive/administrative and managerial
Full time, Other professionals
Full time, Technical and paraprofessionals
Full time, Clerical and secretarial
Full time, Skilled crafts
Full time, Service/maintenance
Full time total
Part time, Faculty (instruction/research/public service)
Part time, Instruction/research assistants
Part time, Executive/administrative and managerial
Part time, Other professionals
Part time, Technical and paraprofessionals
Part time, Clerical and secretarial
Part time, Skilled crafts
Part time, Service/maintenance
Part time total
Total Staff
Student/Staff Ratio
Full-Time as % of Total
FALL 2005 FACULTY SALARIES
All Ranks 9-Month
Full Professor 9-Month
Associate Professor 9-Month
Assistant Professor 9-Month
Instructor 9-Month
Lecturer 9-Month
No Rank 9-Month
Morehead State
University
Murray State
University
Sonoma State
University
Tennessee
Technological
University
PEER
AVERAGE
(if applicable)
416
20.8
703
20.8
796
21.3
378
23.8
394
26.1
263
29.5
380
24.5
486
24.3
386
30
62
231
99
183
69
181
1,241
28
291
716
80
96
513
203
297
142
232
2,279
293
185
378
3
1
10
683
20
94
381
229
253
62
411
2,133
19
358
1
13
9
26
255
8
82
345
75
122
41
78
1,006
222
21
2
56
8
19
365
15
41
226
27
204
62
129
1,069
180
270
1
4
12
14
1
334
1,575
5.5
78.8%
22
448
2,581
5.7
82.6%
328
1,334
5.8
75.4%
481
1,550
6.0
69.0%
456
36
71
343
108
212
71
199
1,490
170
184
2
88
25
38
10
27
525
2,015
5.7
74.3%
$57,339
$73,685
$60,707
$52,598
$60,808
$74,313
$62,068
$53,527
$45,348
$39,527
$45,304
$68,343
$83,027
$64,841
$54,652
$60,557
$72,555
$61,706
$49,115
$36,502
$37,750
$47,408
362
56
144
10
58
1,108
3,387
5.0
67.3%
74
60
19
336
58
56
257
71
249
65
232
1,324
151
168
2
16
3
8
24
434
1,562
5.8
72.2%
3
351
1,675
6.1
79.0%
$60,628
$77,372
$62,371
$51,017
$42,856
$52,224
$71,612
$56,261
$49,198
$34,782
$57,714
$76,251
$61,069
$50,951
$37,426
$39,817
57
335
42
148
55
113
1,128
156
101
$57,659
$60,046
$75,855
$61,386
$51,410
$39,383
$45,668
$45,304
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2005 Finance and Staffing Surveys.
285
APPENDIX E:
List of Peer Institution
Interviewees
286
List of Peer Institution Interviewees
Institution
Appalachian State University
James Madison University
Morehead State University
Sonoma State University
Tennessee Technological
University
Title
Associate Vice Chancellor Academic Affairs
Associate Vice President for Academic Affairs
Staff Regent and Director of First Year Program and Retention
Director of Student Development
Provost
Director of Instituional Research
Dean, College of Arts & Science
Vice President for Student Affairs
Coordintor, University 1020
Note: Murray State University was unavailable to participate in an interview.
287