spring forum on retention: fostering positive connections karla sanders & kimberlie moock...

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% 35.8% +25.2% 81% 73% +6.5%

*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

81%82%79%80%78%78%80%78%80%

60%61%61%

0%10%20%30%40%50%60%70%80%90%

FA07FA06FA05FA04FA03FA02FA01FA00FA99

Retention Rate Graduation Rate

NCAA Graduation Rates

82% 82% 83%

60% 61% 61%65% 64% 63%52%

48%53%

57% 56% 55%46%42% 41%50% 51% 50%

0%10%

20%30%40%

50%60%70%

80%90%

2001 2000 1999

U of I C/U EIU ISU NIU WIU SIU IL-Chi

Retention by Type SP08-FA08

84%

84%

82%

80%

84%

45%

89%

73%

94%

85%

16%

16%

18%

20%

16%

55%

11%

27%

6%

15%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

All

Women

Men

Minority

Non-Minority

Acad. Dif.

Athletes

Gateway

Honors

UF

Persisters Non-Persisters

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

41%

34%

28%

8% 8%6%

47%

31% 31%

12%15%

8%

37%

27%

18%

11% 10%

3%

0%5%

10%15%20%25%30%35%40%45%50%

prof/adv programs social co-cur comm personal

2008 survey 2005 survey 2002 survey

Comparison of Three Alumni Cohorts Five Years After Graduation: Negative Comments

30%

16%

27%

13%

1%

11%9%

35%

18%

25%

8%

2%

20%

5%

12%

19%

10%

6%

0%

17%

5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

nothing neg prof/adv programs social co-cur comm personal

2008 survey 2005 survey 2002 survey

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.


Minority Retention Report

Mona Davenport

Director

Minority Affairs

Minority Population at EIUEIU(FALL)

2004 2005 2006 20072008

Blacks 724

(6.21%) 848

(6.99%)

924

(7.48%) 997

(8.19%)

1151(9.56%)

American

Indian/Alaskan Native 23

(0.20%) 27

(.22%)

39

(.32%)

44

(.36%)

39(.33%)

Asian/Pacific Islander 114

(.98%)

129

(1.07%)

154 (1.25%)

148

(1.21%)

141(1.17%)

Hispanic 241

(2.07%) 272

(2.24%)284

(2.3%) 299

(2.45%)

324(2.69%)

TOTAL 9.46% 10.52% 11.35 % 12.22%

SP08 – 11.18%

13.75%

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 1530

Gateway -90

TRiO -135

BOOST -29

Minority Students not being served 1276

Grade Point AveragesFa06-Sp07 Fa07-Sp08 Fa08

Minority Population(Planning & Institutional Studies)

2.53 2.54 2.6

TRiO 2.61 2.60 2.63

White, not of Hispanic Origin

2.93 2.97 3.01

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 non-

threatening way.


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

Intentional

InteractionsFaculty Fellows

House Calls

Charleston Chew

Community Agreements

Residential Learning Communities

Is it working?

According to the Resident Satisfaction Survey, student satisfaction of life in theresidence 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.


Student Success Center

Cindy Boyer, Assistant DirectorTaisha Mikell, Student Success Specialist

Spring 2009 Retention Forum

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


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


TITLE III DEVELOPMENT GRANTTitle 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 5-

year grant cycle Develop programs/services directed toward student success

and retention


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.


SSC STAFFING

2 Full-time Professionals 6 Graduate Assistants—

chosen to integrate with graduate education objectives


STUDENT SERVICES One-On-One Consultations Workshop Presentations EIU 2919 BOOST Program Reinstated Student Support Faculty Referral Network Tutoring Schedules


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


WORKSHOP PRESENTATIONS


CLASSROOM INSTRUCTION

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

Strategies for Academic Success (EIU 2919)


COURSE OBJECTIVE

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

Enrolled students will…


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.

ON COURSE

http://www.oncourseworkshop.com/On%20Course%20(The%20Book).htm


CSI


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.

PERFORMANCE IMPROVEMENT INDICATORS

Percentage of students who regained good standing semester enrolled in EIU 2919


Percentage of students who regained good standing

one semester following EIU 2919


Percentage of students who regained good standing

two semesters following EIU 2919


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.

WHAT STUDENTS ARE SAYING


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


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


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


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


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


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


1.12

2.78

Following SSC Intervention

Prior to Reinstatement

AVERAGE TERM GPA OF REINSTATED STUDENTS AY08


ACADEMIC STANDING FOR ALL REINSTATED STUDENTS AY08

59%

16%

Good Standing

25%

Probation 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


SSC HOMEPAGE


VIRTUAL SSC


TUTORING SCHEDULES


GPA CALCULATOR


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?


STUDENT REFERRAL NETWORK


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


QUESTIONS &

COMMENTS

spring forum on retention: fostering positive connections karla sanders & kimberlie moock...

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