Undergraduate Undergraduate Student Success and Student Success and RetentionRetention

Board of Governors Board of Governors UpdateUpdate

May, 2007May, 2007

PurposePurpose

To update the Board of To update the Board of Governors on student Governors on student success and retention success and retention initiatives initiatives implemented Fall, implemented Fall, 20062006

Strategic Strategic VisionVision• What We TeachWhat We Teach

– Meaningful up-to-date curricula, based on Meaningful up-to-date curricula, based on carefully articulated learning outcomescarefully articulated learning outcomes

• How We TeachHow We Teach– Teachers use best practices in their Teachers use best practices in their

teachingteaching

• EnrichmentEnrichment– Students engage outside the classroom in Students engage outside the classroom in

a campus environment that encourages a campus environment that encourages academic successacademic success

• Student SupportStudent Support– Services and programs geared to enhance Services and programs geared to enhance

student successstudent success

Guiding Guiding PrinciplePrinciple

SUCCESUCCESSSS

SUPPORSUPPORTT

ResponsibilityResponsibility

Initiatives – Initiatives – F06F06• President’s Faculty Task President’s Faculty Task

Force on RetentionForce on Retention• Early Intervention – Early Intervention –

Advising and SupportAdvising and Support• Learning CommunitiesLearning Communities• Orientation and iStartOrientation and iStart• Math InitiativesMath Initiatives• Policy ChangesPolicy Changes

President’s Faculty Task President’s Faculty Task Force on RetentionForce on Retention

Charge Charge

Make recommendations to the university in Fall, Make recommendations to the university in Fall, 2007.2007.

Co-Chairs: Co-Chairs: Dr. Joseph Dunbar, Physiology, School of MedicineDr. Joseph Dunbar, Physiology, School of MedicineDr. Lisa Rapport, Psychology, Liberal Arts and Dr. Lisa Rapport, Psychology, Liberal Arts and

SciencesSciences

Develop recommendations to achieve Develop recommendations to achieve substantial increase in student substantial increase in student retention and graduation rates overall retention and graduation rates overall and for particular sub-groups of and for particular sub-groups of students. Consider faculty issues, students. Consider faculty issues, policy issues, programmatic changes, policy issues, programmatic changes, and other ideas as appropriate. and other ideas as appropriate.

President’s Faculty Task President’s Faculty Task Force on RetentionForce on Retention

OrganizationOrganization

• College/school retention committeesCollege/school retention committees appointed to appointed to look at actions that can be taken at the look at actions that can be taken at the college/school levelcollege/school level

• Liaison Committee Liaison Committee (13 members representing all (13 members representing all schools and colleges and the Academic Senate)schools and colleges and the Academic Senate)– Coordinates the suggestions and input from the Coordinates the suggestions and input from the

faculty, schools/colleges, and Advisory Committeefaculty, schools/colleges, and Advisory Committee– Develop the final reportDevelop the final report

• Advisory Committee Advisory Committee (21 members – faculty (21 members – faculty volunteers)volunteers)– Central resource for generating ideas about Central resource for generating ideas about

problems and potential solutions. Develop specific problems and potential solutions. Develop specific program, policy, and action plan suggestions program, policy, and action plan suggestions

Early Intervention – Early Intervention – Advising and Comerica Advising and Comerica Academic Success CenterAcademic Success Center

OutreachOutreach• First-time studentsFirst-time students

June and July, 06 - Newly admitted June and July, 06 - Newly admitted first-time students received first-time students received personalized invitations from personalized invitations from advisors to come and meet with advisors to come and meet with them during Orientation and to set them during Orientation and to set up individual appointments to up individual appointments to discuss their academic plan at WSUdiscuss their academic plan at WSU– positive response from students and positive response from students and

parentsparents

Early Intervention – Early Intervention – Advising and Comerica Advising and Comerica Academic Success CenterAcademic Success Center

OutreachOutreach• Students on Academic Probation Students on Academic Probation

WayneREACHWayneREACH – For students who fall – For students who fall below a 2.0 GPA after their first term below a 2.0 GPA after their first term (Started June, 2006)(Started June, 2006)– Complete Motivated Strategies for Learning Complete Motivated Strategies for Learning

Questionnaire (MSLQ)Questionnaire (MSLQ)– WayneREACH checklist (along with MSLQ) WayneREACH checklist (along with MSLQ)

pinpoints problem areas pinpoints problem areas – Special Advising sessions: study issues, Special Advising sessions: study issues,

course selectioncourse selection

Early Intervention – Early Intervention – Advising and Comerica Advising and Comerica Academic Success CenterAcademic Success Center

Early Academic AssessmentEarly Academic Assessment (Midterm (Midterm notification by faculty to students notification by faculty to students regarding academic concerns: regarding academic concerns: Homework, Exams/Quizzes, Lab work, Homework, Exams/Quizzes, Lab work, participation, Attendance)participation, Attendance)

Enhanced the existing EAA program for Enhanced the existing EAA program for Fall, 2006, in several ways:Fall, 2006, in several ways:

– 390 FTIAC students with EAA notices 390 FTIAC students with EAA notices received follow-up messages in received follow-up messages in October to see their academic October to see their academic advisorsadvisors

– Free Blackboard course: Success 101 Free Blackboard course: Success 101 put on line for EAA studentsput on line for EAA students

– Student surveyStudent survey

EAA Survey ResultsEAA Survey Results

Self-reported Factors Contributing to Academic Performance

Motivation19%

Scheduling12%

Family11%

Math11%

Health10%

Study skills10%

Class content8%

Attendance7%

Resource availability

7%

Science5%

EAA Survey ResultsEAA Survey Results

Things Students Said They Would Do Differently to Improve Chances for Success

Time on task34%

Schedule differently16%

Seek help11%

Study skills9%

Different type of class6%

Work on health6%

Attend class13%

Prioritize5%

EAA Survey ResultsEAA Survey Results

Academic Support Students Said They Sought

Nothing18%

Instructor17%

Financial Aid4%

Educational Accessibility

Services4%

Supplemental Instruction

6%

Reading and Study Skills

6%Tutoring

22%

Peer support16%

Advisor7%

Early Intervention – Early Intervention – Advising and Comerica Advising and Comerica Academic Success CenterAcademic Success Center

SUCCESS 101SUCCESS 101Results for Pilot Program – Fall, 2006

• Blackboard site includes modules on: Blackboard site includes modules on: test-taking, reading skills, time test-taking, reading skills, time management, concentration, note-management, concentration, note-taking, writing skills, vocabulary, taking, writing skills, vocabulary, memory skills, professional exam review, memory skills, professional exam review, problem solving skillsproblem solving skills

• 4029 hits to Blackboard site 4029 hits to Blackboard site • 508 individual students508 individual students• 80% explored site beyond one contact80% explored site beyond one contact

Learning Learning CommunitiesCommunities

What are Learning Communities?What are Learning Communities?

“…“…communities organized along communities organized along curricular lines, common career curricular lines, common career interests, avocational interests, interests, avocational interests, residential living areas, and so on. residential living areas, and so on. These can be used to build a sense of These can be used to build a sense of group identity, cohesiveness, and group identity, cohesiveness, and uniqueness; to encourage continuity uniqueness; to encourage continuity and the integration of diverse and the integration of diverse curricular and co-curricular curricular and co-curricular experiences; and to counteract the experiences; and to counteract the isolation that many students feel.”isolation that many students feel.”

Astin, 1985, “Achieving Educational Astin, 1985, “Achieving Educational Excellence”Excellence”

Learning Learning CommunitiesCommunitiesVision for WSU Learning Vision for WSU Learning

CommunitiesCommunities

To support Wayne State University’s commitment to student learning and retention, the Learning Community Initiative seeks to enhance our undergraduates’ experience by providing all interested students dynamic, focused communities in which students, staff, and faculty learn and grow together.

Learning Learning CommunitiesCommunities

All programs that are denoted as All programs that are denoted as learning communities must address learning communities must address the following:the following:

• having clearly delineated academic having clearly delineated academic and social goalsand social goals

• involving faculty and academic staffinvolving faculty and academic staff• having a well thought-out plan to having a well thought-out plan to

assess the achievement of both the assess the achievement of both the academic and social goalsacademic and social goals

• having the support of the having the support of the responsible administrative unit(s) responsible administrative unit(s) and a plan for sustainabilityand a plan for sustainability

Learning Learning CommunitiesCommunitiesWhat’s new this year?What’s new this year?

– Expanded learning community concept to include a Expanded learning community concept to include a variety of programsvariety of programs2005: 12 LC’s (Approx. 950 students)2005: 12 LC’s (Approx. 950 students)2006: 16 LC’s (Approx. 1500 students)2006: 16 LC’s (Approx. 1500 students)2007: 21 LC’s (Approx. 1800 students)2007: 21 LC’s (Approx. 1800 students)

- Introduced peer mentors for student learning Introduced peer mentors for student learning teams of 15-20 studentsteams of 15-20 students2006: (37 peer mentors)2006: (37 peer mentors)

– Expanded faculty participation in learning Expanded faculty participation in learning communitiescommunities2006: Faculty and staff coordinators in every LC2006: Faculty and staff coordinators in every LC

– All LC’s have clearly delineated student learning All LC’s have clearly delineated student learning outcomes and an assessment plan – assessments to outcomes and an assessment plan – assessments to be implemented at the end of Winter, 2007be implemented at the end of Winter, 2007

Learning Learning CommunitiesCommunities

Fall 2006 – Winter 2007 RetentionFall 2006 – Winter 2007 RetentionLearning Learning CommunityCommunity

F06-W07 LC F06-W07 LC RetentionRetention

CommentsComments

Business Administration

87.0% (LC students - 44)

79.0% (All Business students – 533)

Comerica Scholars 88.9%(LC students – 27)

61.9%(F05 cohort of 21 students)

Division of Community Education

72.5%(LC students – 177)

63.2%(Non-LC students)

Educational Talent Search LC (Trio Program)

87%(LC students – 23)

New LC in Fall, 06

Learning Learning CommunitiesCommunitiesLearning Learning CommunitiesCommunities

Fall 2006 – Winter 2007 Retention Fall 2006 – Winter 2007 Retention (Cont’d)(Cont’d)Learning Learning

CommunityCommunityF06-W06 LC F06-W06 LC RetentionRetention

CommentsComments

Engineering Bridge 88.7%(LC students – 115)

88.7% (All Engineering students – 205)

Health Sciences 96.1%(LC students – 51)

N/A

Project 350 – Math LC (Trio Program)

86.8%(LC students – 38)

89.3%(All P350 students - 75)

Veteran’s Learning Community

83%(LC students – 18)

New LC in Fall, 06

Orientation and Orientation and iStartiStart

Continuum Approach Continuum Approach – All students: full – All students: full time, part time, residential, commutingtime, part time, residential, commuting

OrientationOrientationTesting →Testing →

Advising →Advising →RegistrationRegistration

iStart (New Student Program)iStart (New Student Program)Welcome to campus →Welcome to campus →

Academic orientation →Academic orientation →Connection to peers and to Connection to peers and to

academic supportacademic support

First-year SuccessFirst-year SuccessOrientation course →Orientation course →

Learning Community →Learning Community →Academic support servicesAcademic support services

Math InitiativesMath Initiatives

• ““Mathematics for Success” Pilot Course Mathematics for Success” Pilot Course (Winter, 2007)(Winter, 2007)– Special developmental course to prepare Special developmental course to prepare

students to achieve mathematics competencystudents to achieve mathematics competency– 25 students enrolled25 students enrolled– 4 credits: 4 hours in class, 4 hours in lab4 credits: 4 hours in class, 4 hours in lab– Uses direct instruction and EnableMath Uses direct instruction and EnableMath

softwaresoftware– Team taught by DCE math instructor and Team taught by DCE math instructor and

Math Corp teacher from Detroit Public Math Corp teacher from Detroit Public SchoolsSchools

Math InitiativesMath Initiatives

MAT 0993 EnhancementsMAT 0993 Enhancements• Increased intervention of teaching Increased intervention of teaching

assistants with students in the Math Labassistants with students in the Math Lab• Workshop sessions with developmental Workshop sessions with developmental

math instructor to review for examinationsmath instructor to review for examinations• Enhanced training of teaching assistants Enhanced training of teaching assistants

on developmental mathematics issueson developmental mathematics issues• Improvements being developed for Fall, Improvements being developed for Fall,

2007 – Hybrid computer plus face-to-face 2007 – Hybrid computer plus face-to-face format to enhance student-instructor format to enhance student-instructor interactioninteraction

Assessments for current semester underwayAssessments for current semester underway

Policy ChangesPolicy Changes

BOG-approved Withdrawal Policy BOG-approved Withdrawal Policy Changes – Implemented Fall, 2006Changes – Implemented Fall, 2006GOALS:GOALS: Students withdraw sooner, improved Students withdraw sooner, improved customer service, better tracking for customer service, better tracking for financial aidfinancial aid

• Eliminated Eliminated unofficialunofficial withdrawal (X withdrawal (X grade)grade)

• On-line withdrawal process initiated: On-line withdrawal process initiated: increased convenience and efficiencyincreased convenience and efficiency

Policy ChangesPolicy ChangesWithdrawal Policy ImpactWithdrawal Policy Impact

UndergraduateUndergraduate

GradeGrade F2005F2005 F2006F2006 % Change% Change

Failure or Failure or unofficial unofficial withdrawalwithdrawal

7,0007,000 5,0125,012 -28%-28%

Official Official withdrawalwithdrawal 3,6823,682 5,1905,190 41%41%

IncompleteIncomplete 1,1761,176 938938 -20%-20%

Policy ChangesPolicy ChangesWithdrawal Policy ImpactWithdrawal Policy Impact

GraduateGraduate

GradeGrade F2005F2005 F2006F2006 % Change% Change

Failure or Failure or unofficial unofficial withdrawalwithdrawal

363363 215215 -41%-41%

Official Official withdrawalwithdrawal 255255 455455 78%78%

IncompleteIncomplete 489489 495495 -1%-1%

SummarySummary

• President’s Faculty Task President’s Faculty Task Force on Retention in Force on Retention in place and active place and active

• Retention initiatives for Retention initiatives for Fall, 2006 implementedFall, 2006 implemented

• Initial results show Initial results show positive impacts on positive impacts on retention from Fall, retention from Fall, 2006 to Winter, 20072006 to Winter, 2007

Questions ?Questions ?