using proactive advising to improve student success and
TRANSCRIPT
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Using Proactive Advising to
Improve Student Success and
Retention for At-Risk and
Conditionally Admitted
Students in a Global Campus
Setting Jamie Guigar Storey
Central Michigan University
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What to Expect?
• Overview of CMU’s Global Campus
• Global Campus Persistence & Retention
Information
• Discussing At-Risk Student
Characteristics
• Foundational Theory
• Global Campus Advising Overview
• Proactive Advising/Retention Initiatives
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CMU’s Global Campus
• 38 locations
• 20 at military
locations
• 2014 Total
enrollment 27,069
• 7,211 off-campus
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Student Demographics
• Average Age
• Ethnic Background
• Socioeconomic Status
• Employment Status
• Military
• Location
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Retention Information
The 2014 First Enrolled Degree Seeking
retention rate for Global Campus students at
Central Michigan University (CMU).
Total
Students
Retention
Rate
Persistence
Forecast
Students
Lost
Undergraduate 775 62% 481 295
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What makes a student at-risk?
• Number of Transfer Credits?
• SAT/ACT Scores?
• High School or Transfer GPA?
• Number of Colleges Previously Attended?
• Time of Application?
• Difficulty of Signed Major?
• Ethnicity?
• Socioeconomic Status?
• Gender?
• Age?
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Undergraduate Retention
Total
Students
Retention
Rate
Persistence
Forecast
Students
Lost
FTIAC 52 32% 17 35
0-12 44 43% 19 25
13-24 33 53% 17 16
25-48 123 66% 81 42
49+ 523 69% 361 162
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Undergraduate Retention
Total
Students
Retention
Rate
Persistence
Forecast
Students
Lost
F-2-F 223 74% 165 58
Online 552 57% 315 237
Total 775 62% 480 295
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Foundational Theory
• Tinto’s Theory of Student Departure
• Students’ interactions (positive or
negative) with staff and faculty impact
academic career and commitment to
earning a degree (Pascarella &
Terenzini, 2005).
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CMU Team-Based Approach
• Enrollment Specialist
• Admissions Specialist
• Academic Advisor
• Program Administrator
• Graduation Specialist
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Advising Overview
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Proactive Advising Initiative
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Proactive Advising Initiative
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Success Marker Courses
• Success Marker Courses are courses that have historically low “D,” “E,” and “W” rates.
• At-risk students must select first 2-4 courses in consultation with advisor.
• ART 126
• AST 111
• BIO 315
• BIS 104
• ENT 101
• ENV 101
• FNS 370
• JRN 350
• LDR 200
• MUS 110
• PHY 100
• BLR 202
• HDF 110
• HSC 235
• HSC 317
• HSC 352
• MGT 312
• MGT 320
• MGT 348
• MKT 310
• PSY 324
• REL 101
• REL 334
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Non-Success Marker
Courses
• High “D,” “E,” and “W” Rates
• Students are encouraged to wait to register for these courses until their 2nd or 3rd semester.
• BIO 101
• BIS 360
• CHM 120
• ENG 101
• ENG 201
• GEL 105
• MTH 105
• MTH 106
• MTH 130
• MTH 132
• ENG 303
• ENG 326
• ENT 210
• ENG 221
• PHL 140
• PSC 105
• PSC 210
• PSY 100
• PSY 211
• PSY 310
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Collaborative Initiatives
• Admitted, Not Enrolled Campaign
• Early Alert
• Online Ally
• Student Success Blackboard Shell
• Student Success Coaching
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Success Course Retention Rates
Total
Students
Retention
Rate
Persistence
Forecast
Students
Lost
2014-2015
≤48 Credits 121 62% 75 46
Total
Students
Retention
Rate
Persistence
Forecast
Students
Lost
2013-2014
≤48 Credits 252 48.5% 134 118
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Reference
Pascarella, E. T., & Terenzini, P. T.
(2005). How college affects student: A
third decade of research (2nd ed.).San
Francisco, CA: Jossey-Bass.