Spring Forum on
Retention: Fostering
Positive Connections
Karla Sanders & Kimberlie Moock
Co-chairs
Committee on Retention Efforts (CORE)
Agenda






Eastern’s Retention and Graduation Rates
Alumni Survey Data
Minority Student Report
Panther Success Initiative
Student Success Center
Wrap-Up
What is CORE?
 Committee on Retention Efforts
 Joint committee of academic and student
affairs
 Chaired by Karla Sanders & Kimberlie Moock
 Charged by V.P. Lord & V.P. Nadler
National Benchmarks & EIU
Institutional
Characteristics
6 Year
Grad
EIU
5 Year
Grad
Nat’l*
(+/-)
Fresh to
Soph
Retention
EIU
Fre to
Soph
Retention
National*
(+/-)
MA/MS Public
60%+
41%
+20%
81%
70.5%
+9%
Traditional
Selectivity
Public **
60%
81%
73%
+6.5%
35.8% +25.2%
*Source: ACT Institutional Data File, 2007
** Defined as mean entering cohort ACT of 20-23
+For Fall 2000 entering class
Eastern's Retention & Graduation Rates
80%
61%
78%
61%
80%
78%
78%
80%
79%
82%
81%
60%
FA99 FA00 FA01 FA02 FA03 FA04 FA05 FA06 FA07
Retention Rate
Graduation Rate
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
NCAA Graduation Rates
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
82%
83%
82%
60%
65%
61%
64%
48%56%
42%51%
52%
57%46%
50%
2001
U of I C/U
61%
63% 53%
55%
41%50%
2000
EIU
ISU
NIU
1999
WIU
SIU
IL-Chi
Retention by Type SP08-FA08
85%
UF
15%
94%
Honors
6%
73%
Gateway
27%
89%
Athletes
11%
45%
Acad. Dif.
55%
84%
Non-Minority
16%
80%
Minority
20%
82%
Men
18%
Women
84%
16%
All
84%
16%
0%
10%
20%
30%
40%
Persisters
50%
60%
Non-Persisters
70%
80%
90%
100%
I cherished my time at Eastern and
couldn’t imagine having attended any
other university. I think that going to
Eastern was absolutely the best decision
I could have made. As a high school
teacher now I am constantly telling my
students to consider Eastern because I
enjoyed it so much.
--2008 Alumni Survey, 2003 graduate
Comparison of Three Alumni Cohorts Surveyed Five Years After Graduation:
Positive Comments
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
47%
41%
37%
34%
31%
31%
27%
28%
18%
15%
12% 11%
8%
10%
8%
6%
8%
3%
prof/adv
programs
2008 survey
social
2005 survey
co-cur
comm
2002 survey
personal
Comparison of Three Alumni Cohorts Five Years After Graduation:
Negative Comments
40%
35%
35%
30%
30%
27%
25%
25%
20%
15%
20%
17%
19%
18%
16%
13%
12%
10%
10%
11%
9%
8%
6%
5%
5% 5%
1%
2%
0%
0%
nothing neg
prof/adv
programs
2008 survey
social
2005 survey
co-cur
comm
2002 survey
personal
The diversity of the student body
gave me a new outlook on
different people that I would not
have gained if not for EIU and
the amazing people I have met
and the friends I have made.
--2008 Alumni Survey, 2003 graduate
Minority Retention
Report
Mona Davenport
Director
Minority Affairs
Minority Population at EIU
(FALL)
Blacks
2008
2004
2005
2006
2007
724
848
(6.99%)
924
1151
(9.56%)
(7.48%)
997
(8.19%)
39
(.32%)
44
(.36%)
39
(.33%)
(6.21%)
Indian/Alaskan Native
(0.20%)
27
(.22%)
Asian/Pacific Islander
114
(.98%)
129
(1.07%)
154
(1.25%)
148
(1.21%)
141
(1.17%)
241
272
(2.24%)
284
324
(2.69%)
(2.3%)
299
(2.45%)
11.35 %
12.22%
13.75%
American
Hispanic
23
(2.07%)
TOTAL
9.46%
10.52%
SP08 –
11.18%
SP09 – 13.72%
EXAMPLE: Concerns about
Retention
Classes Entering Fall 1990 to Fall 2002
Class Rank of Gateway Non-Graduates Upon
Leaving the University





Of those Gateway students who did NOT graduate…
33.26% left the university as freshmen (0-29 hours)
31.24% left the university as sophomores (30-59 hours)
15.51% left the university as juniors (60-89 hours)
14.83% left the university as seniors (90+ hours)
30.34% are leaving after Sophomore year
Students being Served by Support
Programs
2009 Spring Minority Population
Gateway
TRiO
BOOST
Minority Students not being served
1530
-90
-135
-29
1276
Grade Point Averages
Fa06-Sp07 Fa07-Sp08
Minority
Population
Fa08
2.53
2.54
2.6
TRiO
2.61
2.60
2.63
White, not of
Hispanic
Origin
2.93
2.97
3.01
(Planning & Institutional
Studies)
Programs in Place
Before Freshman Year
 High School Contacts
(letters/telephone/ACCESS Granted)
 Summer Contact
 Early Arrival (Gateway)
Freshman/Sophomore
Year
 Minority Reception
 TRiO
 Peer-Helper Program
 University Foundation
Course (NEW)
Junior/Senior Year
 Minority Internship Program
(MIP)
 TRiO
 Listserv
 Retention Advisors
 S.T.R.O.N.G. MENtoring
Program (NEW)
ADDITIONAL SUPPORT
 Office Hours at Thomas Hall (Thursdays)
8:00 a.m. – 4:30 p.m. – 581-6933
Successful Teaching Relative to
Overcoming Negative Generalities
(S.T.R.O.N.G.) MENtoring
 Fall 2008 (Sent 12 African
American Male students to
Indiana University for a Men of
Color Conference
 Launched a Male Mentoring
program Spring 2009
 Fall 2009 Mentoring program
in collaboration with Alumni
Services with Alumni
I got involved on campus as a Resident
Assistant. Through that experience I
developed leadership skills and other
critical communication skills. As an
educator I have used these skills to guide
my academic team as well as to work
with parents in a professional nonthreatening way.
--2007 Alumni Survey, 2006 graduate
Accelerating Student
Learning Through a Different
Approach: Panther Success
Initiative
Jody Stone
Assistant Director of Housing
Why Panther Success
Initiative?
 In 2004, RA’s implemented 2,779
programs, which 14,627 people
attended
 What was the educational value? Wanted more quality than quantity.
 What percent of student actually attended a program? We found they were
the same students.
 Who designed these programs? RA’s who were spending
more time creating these programs and spending less
time “connecting” with their residents and their learning
community.
 Wanted to be more intentional in assisting students with
their own needs and eliminate the “cookie cutter”
programming approach since our learning communities
have different needs.
Why Panther Success Initiative?
 RA Exit Surveys in 2004
 Least favorite: Programs
 Favorite: Getting to know residents
 Competing Programs
 Other offices’ great programs
 Community Building
 Hired to create community
 Desire to increase GPAs
 Increase peer interactions
and higher GPAs
Panther Success Initiative
Goals
 Provide RAs and students with meaningful
interactions
 Serve as an early intervention with
students experiencing difficulties
 Assist each student in becoming involved
in campus life
 Have better communities
 Increase hall GPAs & student success
 Provide a richer flavor to our
academic communities
 Increase on-campus retention
Panther Success Initiative
 Intentional Interactions
 Faculty Fellows
 House Calls
 Charleston Chew
 Community/Roommate
Agreements
PSI: Intentional Interactions
 Regular 15 minute resident
conversations
 Goal Setting
 Bulletin Boards
 Quiet Hours now are Study Hours
 Programming still present
 Staff one-on-ones
 Character sketches
 Floor mapping
 Community visits
PSI: Faculty Fellows
 To provide a bridge between the formal academic
program and the out-of-classroom learning and
developmental activities of residents. To achieve a
better integration of learning and living in the
undergraduate students’ residential environment.
 To build upon our continued efforts to increase student
engagement by promoting the personal
growth and development of students through contact
with members of the faculty
 To provide faculty with an understanding
of student life and opportunities to meet
with students outside of the classroom
 To have faculty assist students and
Residence Life staff in the development of
intellectual, social, cultural, and ethical
dimensions of the residence halls.
PSI: House Calls
 Provides an opportunity for faculty,
administrators, and staff to informally
interact with residence hall students.
 Faculty, administrators and
staff walk the floors and
interact with residents and
usually hold a social after wards in the lounge.
PSI: Charleston Chew
 This dining program is a great way to get
faculty members into the dinning centers.
 The program sets the stage for residents
to talk informally with faculty members
over a meal (on the department).
 Any faculty member, instructor, or
academic staff member can be
invited to participate
PSI: Community/Roommate
Agreement
 An online process, which empowers
residents to get residents invested in
becoming a part of the community
during the first few weeks
 RAs lead a community discussion
to help the residents set standards
for their learning communities
Community
Agreements
Intentional
Interactions
Faculty Fellows
House Calls
Charleston Chew
Residential Learning Communities
Is it working?
 According to the Resident Satisfaction
Survey, student satisfaction of life in the
residence halls has improved from 84% in
2002 to 93% in 2008. Is giving students
more individual attention and
focusing on their goals and needs
making a significant impact on their
satisfaction?
Is it working? (continued)
 Turnover of RA’s have decreased over the
past two years.
 Our on campus student retention rate
improved in 3 of the last 4 years. In 2004
we retained 46.4% of on campus residents.
In 2008 we retained 49.6%
How is it impacting GPAs?
 Between Fall 2001 and Spring 2005 the average
Res. Hall GPA was 2.78…since Fall 2005 the
average is 2.83.
 45 of 83 learning communities (54.2%) have
improved their learning community gpa’s since Fall
2005.
 Residence Hall GPAs have risen from 2.68
in 2002 to 2.83 in Fall of 2008.
Resources & Questions
 PSI Packet for RAs
 www.eiu.edu/~aircomm
I believe EIU faculty/staff members
were extremely knowledgeable in
their areas of teaching. I have found
myself comparing EIU to the two
other universities in which I have
received my master’s through and
strongly feel that EIU provided me
with the best education thus far.
--2008 Alumni Survey, 2003 graduate
Student Success Center
Cindy Boyer, Assistant Director
Taisha Mikell, Student Success
Specialist
TITLE III PLANNING GRANT
Title III Strengthening Institutions
Program
 U.S. Department of Education
 Expand capacity to serve disadvantaged
students
 Improve and strengthen
 Academic quality
 Institutional management
 Fiscal stability
Spring 2009 Retention Forum
PLANNING COMMITTEE
 University-wide representation
 Retained planning consultant
 Developed strategic ranking of
existing planning initiatives in relation
to Title III priorities
 Outlined draft plan for Student
Success Center
 Open forums lead to
 Institutional Development Plan
 Institutional Development Grant
Spring 2009 Retention Forum
TITLE III DEVELOPMENT GRANT
Title III Strengthening Institutions Program
 U.S. Department of Education
 Five-year $1.85 million to develop and implement
Student Success Center
 Construct ~5,000 square foot facility
 Create endowment to fund operations at completion of 5year grant cycle
 Develop programs/services directed toward student success
and retention
Spring 2009 Retention Forum
MISSION
The Eastern Illinois University Student
Success Center’s mission is to
provide comprehensive programs
and holistic services designed to
empower students and to connect
them with the resources needed to
achieve both academic and personal
goals.
Spring 2009 Retention Forum
SSC STAFFING
 2 Full-time Professionals
 6 Graduate Assistants—
chosen to integrate with
graduate education
objectives
Spring 2009 Retention Forum
STUDENT SERVICES
 One-On-One Consultations
 Workshop Presentations
 EIU 2919
 BOOST Program
 Reinstated Student Support
 Faculty Referral Network
 Tutoring Schedules
Spring 2009 Retention Forum
ONE-ON-ONE CONSULTATION
 Designed to assist students identify current
academic strengths and develop strategies to
overcome challenges
 Assessments—CSI, SBI, & Nelson-Denny
 Time management
 Test-taking
 Study habits
 Note-taking
 Goal-setting
 Faculty relations
Spring 2009 Retention Forum
WORKSHOP PRESENTATIONS
Spring 2009 Retention Forum
CLASSROOM INSTRUCTION
Strategies for Academic Success (EIU 2919)
 Required course for students on Academic
Warning designed to help create greater
success in college and in life
 (1) credit hour; does not count towards
graduation; included in GPA
 (20) sections offered in Spring ’08; (7)
sections Fall ’08
 Mandatory 1:1 meetings with instructor
 May not be dropped
Spring 2009 Retention Forum
COURSE OBJECTIVE
Enrolled students will…
 Achieve a greater sense of personal
responsibility
 Increase self-motivation
 Master effective time management strategies
 Revise self-defeating patterns
 Identify learning styles
 Establish short and long-term academic goals
 Master effective study habits
Spring 2009 Retention Forum
ON COURSE
Why is On Course such a powerful
intervention for improved student
success? Before students can
succeed in college, they need to
become active and responsible
partners in their own education.
In addition to presenting essential
study skills, On Course offers
students the opportunity to learn
essential behaviors, beliefs, and
skills for creating success in college
and in life. And it does so in a way
that is unlike any other student
success book.
http://www.oncourseworkshop.com/On%20Course%20(The%20Book).htm
Spring 2009 Retention Forum
CSI
Spring 2009 Retention Forum
PROGRAM EXPECTATIONS
 The percentage of students who
progress from academic warning to
good standing will INCREASE from
36% to 60% by 2011
 The percentage of minority students
who drop out, transfer, or are
academically dismissed will
DECREASE from 46% to 28% by 2011.
Spring 2009 Retention Forum
PERFORMANCE IMPROVEMENT
INDICATORS
 Percentage of students who regained good standing
semester enrolled in EIU 2919
51%
34%
Prior to EIU 2919
Semester Enrolled
PERFORMANCE IMPROVEMENT
INDICATORS

Percentage of students who regained good standing
one semester following EIU 2919
69%
34%
Prior to EIU 2919
1 Semester After Enrollment
PERFORMANCE IMPROVEMENT
INDICATORS

Percentage of students who regained good standing
two semesters following EIU 2919
92%
34%
Prior to EIU 2919
2 Semesters After Enrollment
WHAT STUDENTS ARE SAYING

After taking this class and learning many helpful strategies, I know now that I can
accomplish all of my goals and dreams.

If you can’t recognize what will make you successful, you can’t be successful.
This class has brought me a lot of knowledge on how to become successful in life
and with hard work I will be able to obtain anything I want as long as I stay “On
Course”.

Overall I can say today that I am back on track in school and in life in general. I
have learned vital tools and tips to keep succeeding in college and out of college.
These lessons will stick with me and I will apply them everyday.

EIU 2919 changed the way I look at my college career and made me an overall
better student and person. Skip Downing has opened my eyes to a whole new
world of opportunities, given me stability and direction, and pointed me down a
path of true academic, social, and financial success. I could spend hours and print
many pages and ink describing the number of ways and areas this course has
helped me in, but for now I will focus on academia and how On Course turned me
from an apathetic, under-achiever to a highly motivated, successful student.
Spring 2009 Retention Forum
END OF YEAR DATA
 Over 1700 students received
consultation
 Students were referred to the SSC by
Academic Advisors, Faculty, Career
Services, Counseling Center, Writing
Center, Minority Affairs, Fraternities and
Sororities, Housing, Disability Services,
Athletics, and friends.
 Conducted 34 workshop presentations
Spring 2009 Retention Forum
BOOST PROGRAM
 Building Outreach and Opportunity
for Students in Transition
 A special admission program for
students who do not meet the
established admission criteria at
EIU, but have the potential to be
successful college students
Spring 2009 Retention Forum
BOOST PROGRAM
 50 Freshmen admitted each year; 2009 will
admit 75
 Majority of students will be members of
underrepresented groups
 Criteria based upon a combination of ACT
scores and high school G.P.A
 ACT composite range of 17-21
Spring 2009 Retention Forum
BOOST REQUIREMENTS
 Develop and complete an
academic plan with SSC staff
 Regular meetings with SSC staff
 Take EIU 1111 Fall Semester
 Complete assessment instruments
at beginning and conclusion of
freshman year
Spring 2009 Retention Forum
THIRD YEAR BOOST DATA
 BOOST students who completed
their academic plan and met
regularly with SSC staff had a
higher G.P.A. (+1.60) than those
who did not
 BOOST students who completed
their academic plans in AY 07
earned 15.86 credit hours more
than non-completers
Spring 2009 Retention Forum
REINSTATED STUDENT
PROGRAM
 Effective Fall ’06 all students reinstated to
the university following academic dismissal
must meet regularly with SSC staff, develop
and complete an academic plan and
complete assessments
 An average of 53 reinstated students
received individualized interventions each
semester
 Expected outcomes of increased student
retention and increased G.P.A. were met
Spring 2009 Retention Forum
AVERAGE TERM GPA OF REINSTATED STUDENTS
AY08
2.78
1.12
Prior to Reinstatement
Following SSC Intervention
Spring 2009 Retention Forum
ACADEMIC STANDING FOR ALL REINSTATED STUDENTS
AY08
59%
16%
Good Standing
Probation
Spring 2009 Retention Forum
25%
Academic Dismissal
VIRTUAL STUDENT SUCCESS
CENTER
 “One Stop Shop” for access to the tools
students need to get motivated and move
from being average to EXCELLENT!
 On-line resources for success
 Campus-wide tutoring schedule
 Workshop schedules
 Faculty services
 Links to all EIU support services
Spring 2009 Retention Forum
SSC HOMEPAGE
Spring 2009 Retention Forum
VIRTUAL SSC
Spring 2009 Retention Forum
TUTORING SCHEDULES
Spring 2009 Retention Forum
GPA CALCULATOR
Spring 2009 Retention Forum
FACULTY SERVICES
Student Referral Network (SRN)
 Have you noticed a student in your
class who:




Has poor or weak performance?
Has had a sudden change in behavior?
Seems disgruntled or disengaged?
Could benefit from extra support?
Spring 2009 Retention Forum
STUDENT REFERRAL NETWORK
Spring 2009 Retention Forum
BUILDING UPDATE
 5,000 square foot facility; addition
to 9th Street Hall
 Classrooms (3), conference room,
reception/referral area; staff
offices
 Construction began Fall ‘08
 Completion May ‘09
Spring 2009 Retention Forum
QUESTIONS
&
COMMENTS
Spring 2009 Retention Forum