Transcript UMKC Retention - University of Missouri–Kansas City

UMKC Retention
UMKC Goals
Current
Baseline
By 2015
By 2020
Retention
69.2%
80%
85%
Graduation
47.5%
50%
55%
UMKC Goals:
Retention Trends
80.0%
76.4%
74.0% 74.9%
75.0%
73.8%
71.9%
69.9%
69.9%
70.0%
70.9%
68.0% 68.1%
66.9%
68.4%
65.0%
66.9%
66.5%
69.2%
73.2%
71.3% 70.7%
70.6%
66.5%
65.4%
64.2%
60.0%
2001
2002
2003
2004
2005
2006
2007
2008
UMKC
2009
2010
2011
UMKC (excl. Prof.)
6-Year Graduation Trends
50.0%
47.2%
46.2%
45.0%
45.0%
40.0%
42.9%
47.5%
46.0%
43.5%
43.7%
42.7%
41.9%
41.6%
39.5%
40.5% 40.3%
38.2%
37.4%
35.0%
1999
2000
2001
2002
2003
UMKC
2004
2005
2006
UMKC (Excl. Prof.)
Future Demographics
 According to the US Census for the Kansas City Metropolitan
Area, the population demographics will change from 2000 to
2040 (assuming same migration rates as in 1990-2000):
• Total white population will have increased by 4.1%
• Total black population will have increased by 60.3%
• Total Hispanic population will have increased by 839.2%
 By 2030, Missouri and Kansas will be 50/50 states:
50% will be people of color.
Source: Dr. Steve Murdock, former director of the
US Census Bureau, Kansas City MSA analysis, 2006
FTC Ethnicity Trends
where ethnicity is known
100%
0%
1%
1%
1%
1%
12%
10%
9%
8%
8%
1%
1%
1%
90%
80%
70%
20%
4%
2%
19%
4%
3%
19%
6%
1%
3%
0%
7%
1%
Asian
18%
5%
2%
3%
60%
23%
22%
Asian (Underrepresented)*
Black / African American
7%
Hispanic / Latino
7%
Multiple Race / Ethnicity*
7%
4%
4%
4%
Native Hawaiian or Other Pacific
Islander*
Non-Resident International
50%
40%
30%
American Indian / Alaska Native
White
62%
62%
60%
62%
52%
52%
20%
10%
* For Fall 2009, the US Dept. of
Education introduced a new
ethnicity/racial model for collecting and
reporting student data.
UMKC also introduced the "Asian
(Underrepresented)" category .
All counts are self-reported.
0%
Fall 2007 (842)
Fall 2008 (934)
Fall 2009 (940)
Fall 2010 (1070)
Fall 2011 (1106)
Fall 2012 (1085)
Leading Indicators of Student Success:
Access 2 Success Data
Access 2 Success
 National initiative to increase the access and success
rates of low income students and underrepresented
minority students. Overall goal is to halve the gaps in
these rates.
 The data indicate several key success indicators.
Students are more likely to be retained if they:
• enroll in at least 12 hours per semester and 24 hours per year
• successfully complete at least 80% of their hours
• enroll in and successfully complete a college-level math and
a college-level English course during their first year
Percentage of FS11 FTC Students Retained to Sp12:
completed vs. not completed 12 Hours in their first semester
100.0%
95.4% 95.3%
99.2%
94.5%
90.0%
80.0%
76.0%
72.1%
67.3%
70.0%
64.9%
Low-Income
60.0%
Non-LI
50.0%
URM
40.0%
Non-URM
30.0%
20.0%
10.0%
0.0%
Completed 12 Hours
Did Not Complete 12 Hours
9
Percentage of FS10 FTC Students Retained to FS11:
completed vs. not completed 24 Hours in their first year
100.0%
89.8%
92.5% 91.2% 91.8%
90.0%
80.0%
70.0%
57.4%
60.0%
59.9% 61.5%
55.6%
Low-Income
Non-LI
50.0%
URM
40.0%
Non-URM
30.0%
20.0%
10.0%
0.0%
Completed 24 Hours
Did Not Complete 24 Hours
10
Percentage of FS11 FTC Students Retained to Sp12:
completed vs. not completed 80% Hours in their first semester
100.0%
94.3% 94.4%
98.2%
93.4%
90.0%
80.0%
64.5% 64.0%
70.0%
68.0%
61.0%
60.0%
Low-Income
50.0%
Non-LI
URM
40.0%
Non-URM
30.0%
20.0%
10.0%
0.0%
Completed 80% Hours
Did Not Complete 80%
Hours
11
Percentage of FS11 FTC Students Retained to FS12:
completed vs. not completed 80% Hours in their first year
100.0%
90.0%
91.0%
85.0%
87.6% 89.2%
80.0%
68.9%
70.0%
57.4%
61.4%
63.9%
60.0%
Low-Income
50.0%
Non-LI
40.0%
URM
Non-URM
30.0%
20.0%
10.0%
0.0%
Completed 80% Hours
Did Not Complete 80%
Hours
12
Percentage of FS11 FTC Students Retained to FS12:
Successfully completed vs. not completed College-Level Math their first year
100.0%
90.0%
89.6%
87.4% 88.5%
81.4% 82.5%
80.0%
87.5% 84.9%
73.3%
68.0%
70.0%
62.7%
61.7%
60.0%
50.8%
45.9%
50.0%
40.0%
40.0%
Low-Income
48.5%
Non-LI
URM
34.5%
Non-URM
30.0%
20.0%
10.0%
0.0%
Successfully
Completed Math
Did Not Successfully
Complete Math
Did Not Take Math
Transferred Math In
13
Percentage of FS11 FTC Students Retained to FS12:
Successfully completed vs. not completed College-Level English their first year
100.0%
90.0%
86.7%
81.3%
80.0%
69.3%
81.3%
77.7%
72.4%
71.4% 69.8%
66.7%
70.0%
60.0%
52.3%
50.0%
Low-Income
Non-LI
50.0%
URM
37.5%
40.0%
30.0%
Non-URM
20.6% 17.1%21.7%17.5%
20.0%
10.0%
0.0%
Successfully Completed
English
Did Not Successfully
Complete English
Did Not Take English
Transferred English In
14
Factors in Retention
 Research conducted by Steve Robbins, Vice President of ACT,
shows that Academic and Non-Academic Factors together
play an important role in student retention.
 Top 5 factors effecting retention are:
• Academic-Related Skills: level of time management skills, study skills,
and study habits.
• Self-Confidence: level of confidence in being successful in the academic
environment.
• Academic Goals: level of commitment to obtain a college degree.
• Commitment to Institution: level of confidence in and satisfaction with
institutional choice.
• Social Support: level of social support a student feels the institution
provides.
Factors in Retention
• Successful retention planning requires close collaboration
between all areas of the university.
• The most successful retention strategies are those that:
•
•
•
•
Focus on students’ engagement with the institution
Increase level of academic competence and confidence
Create social supports and inclusive academic environments
Include high levels of faculty-student interaction
• Programs that provide opportunities to develop students’
academic and non-academic factors include:
–
–
–
–
Bridge programs
Living Learning Communities
First Year Experience
Orientation
– Supplemental Instruction
– Early Warning System
– Academic Advising
Strategic Initiatives
Student Success Center
The mission of the Student Success Center is to
provide high-quality, integrated, and responsive
services that promote students’ academic and
personal success in support of our retention and
graduation goals and to meet the diverse needs of
our students now and in the future.
Offices include: Academic Support and Mentoring, UMKC Central,
University College, Writing Studio, Welcome Center, Career Services,
SEARCH, MindBody Connection, International Student Affairs, International
Academic Programs, and Med School Advising for Students in Years 1 and 2.
University College
 Home for undergraduates “in transition”: Deciding
students; students changing majors; transfer students
 Advisors specializing in cross-college advising,
working closely with career services and academic
units to assist students in exploring options and
making decisions
 Will help coordinate cross-college academic support
programs and initiatives
 Goal: Choice of major, help students move to
academic unit and succeed in chosen major
Supplemental Instruction (SI)
 SI model was developed at UMKC in 1973 and is
grounded in cognitive science research:
• Learning is a continuous and active process
• New knowledge must be tied to existing knowledge
• Students should utilize several styles and strategies to increase
their level of learning
 SI helps students fully engage in and understand how
they learn so they can successfully master course
content.
 Students who regularly attend SI earn a half to a full
letter grade better than students who do not attend SI.
Tutoring Services
 Tutoring available in Academic Support and
Mentoring:
• Drop-in tutoring is available is available for students
enrolled in Math courses (pre-Algebra through
Calculus II and Statistics), as well as Chemistry, Biology,
General Physics, Political Science, and English.
• The Coaching Program offers one-on-one tutoring to
students in the program on a wide range of subjects.
Major Maps
 Piloted Spring 2009, Major Maps provide current
and prospective students with a four-year
completion guide for each undergraduate major.
 Designed to assist students in planning for courses
and major requirements, ultimately freeing up
advising time to allow for more career exploration
and professional development.
 Used in conjunction with Degree Audit Reports to
gauge where a student is in his or her program.
UFirst Early Alert System
 Piloted Fall 2009, UFirst is designed to assist with
students’ academic and social transition to college
and to connect them with the support services they
may need to be academically successful.
 Utilized feedback from students and intervention by
faculty, academic advisors, and student support
staff.
 Starting Fall 2011, switched to a BlackBoard module
to provide better access for faculty input on
academic behavior.
Coaching Program
 The Coaching Program provides an environment of
accountability to help students be successful
 Serves incoming freshmen on trial admission through Peer
Mentoring & engaging programming
• Peer Coaches meet with students weekly to help them transition to UMKC
• The Peer Coaches help them develop time management, study skills, &
adapt to their new social setting
 Serves current students who are on contract with the Financial
Aid Office for not meeting Satisfactory Academic Progress by
matching them one-on-one with a Coach
 Serves any student who needs development in the areas of time
management, money management, study skills, or learning
strategies
DFW Data
 Institutional Research provides analysis of courses
with high rates of students earning D, F, or W grades.
 These lists can be used as a starting point to review
courses and implement strategies to promote
increased student success.
 The current Math Course redesign has met with
great success, including the fact that College Algebra
is no longer on the high DFW rate list.
Advising Task Force
 Advising is one of the most important structured
activities for students to interact with faculty and
staff
 Task Force reviewed student survey data and
conducted inventory of best practices, including the
current Advisors Forum
 Recommendations include:
• Develop Comprehensive Advisor Training Program
• Implement electronic advising notes system
• Staffing realignment and assessment program
Students Don’t Do Optional
 When we know something is important, make it
mandatory:
• Orientation for Transfers as well as Freshmen
• Class attendance
• Supplemental Instruction
• Advising