retention 101 The Educational Policy Institute s Professional Development

retention 101 The Educational Policy Institute’s Professional Development Workshop Retention Case Study Virginia Beach, VA September 30 – October 2, 2007

A Case Study Roadmap for Meeting Institutional Retention Goals & Helping More Students Succeed EPI – Virginia Beach, VA

Virginia Beach, VA September 30 – October 2, 2007

UMR ENROLLMENT 33% Growth since 2000 Since 2004, 60% of Growth due to Retention Increase Virginia Beach, VA September 30 – October 2, 2007

Background on Building the Student Retention and Graduation Plan Virginia Beach, VA September 30 – October 2, 2007

UMR Student Success Rates • Retention Rates 2000 – – – General Student Body: Female Students: Minority Students: Student Athletes: CAMPUS GOAL: 2006 82% 88% 94% 87% 88% 92% 88% 90% N/A • Graduation Rates 2000 – – – General Student Body: Female Students: Minority Students: Student Athletes: CAMPUS GOAL: 2006 52% 66% 41% 64% 71% 73% 69% N/A 71% 70% Virginia Beach, VA September 30 – October 2, 2007

Primer on Student Persistence and Retention • Retention rates commonly measure the percentage of freshmen that re-enroll the next academic year as sophomores. The primary reason that retention rates, along with graduation rates, are important is that retention rates are perceived as indicators of academic quality and student success. • In addition to retention, persistence, a student's continuation behavior leading to a desired goal, helps describe processes related to student goal achievement. • Generalizations about retention can be misleading because each school is dynamically unique in terms of academic emphasis and culture. Retention issues can be further complicated because of the necessity to understand students' educational goals in assessing whether leaving school is a negative or positive decision. ADAPTED FROM: DANA Center Retention Report, 1998 Virginia Beach, VA September 30 – October 2, 2007

How to Start a Retention Roadmap: Appoint Campus Champions and Set Goals Virginia Beach, VA September 30 – October 2, 2007

ACT’s 2006 Retention Recommendations: “colleges (should) create a structured, comprehensive retention program geared to assist students as they make the transition to college life. ” 1. Designate a visible, senior-level individual on campus to coordinate retention activities. 2. Analyze student characteristics and needs and then implement a formal retention program that best meets those needs and the needs of the institution. 3. Take an integrated approach to retention efforts that incorporates both academic and non-academic factors. 4. Implement an early-alert assessment and monitoring system to identify students at risk of dropping out. Virginia Beach, VA September 30 – October 2, 2007 SOURCE: ACT Retention Research Report, 2006 http: //www. act. org/path/policy/pdf/college_retention. pdf

DANA CENTER RETENTION REPORT CONCLUSIONS 1. Typically four-year schools have higher retention rates than do twoyear schools. 2. In general, studies indicate that financial aid helps increase persistence for students who need and receive financial aid. 3. Studies indicate that certain student populations, such as older students, African Americans and Hispanics, students who work more than 30 hours weekly, and first generation college students often have persistence problems. 4. According to research studies, a few factors that influence persistence include the intent to persist, institutional and student commitment, college grades, high school academic experience, and social and academic integration. 5. Schools can improve retention rates by more accurately determining when and why students withdraw. Having more up-todate information could help administrators determine better strategies for increasing retention rates. 6. Recommend increasing retention rates by encouraging October 2, 2007 September 30 – schools to Virginia Beach, VA

Management Guidelines for Improving Retention 1. 2. 3. 4. 5. 6. 7. 8. Develop a database. Find out who stays and leaves. Do not treat all students alike. Make sure students have the skills and abilities necessary to do the academic work. Provide the curriculum students want. Understand support—psychological, emotional, and financial; when the support is lacking or withdrawn, attrition will likely increase. Admit students who are likely to fit and help them adjust. Make everyone aware of the importance of attitudes toward school in influencing retention. Provide activities to enhance students' loyalty to the institution. Bean and Hossler, 1990 SOURCE: Virginia Beach, VA September 30 – October 2, 2007

• ACT Policy Report, The Role of Academic and Non-Academic Factors in Improving College Retention, indicates that many colleges' retention efforts are too narrowly focused. • Academic help alone is not enough to keep many students in school. These students also need individual support to feel connected to the campus community. Colleges, however, may focus on only academic or non-academic support, rather than both. Virginia Beach, VA September 30 – October 2, 2007

UMR’s Key Performance Indicators and Instruments for Retention Audit 1. Freshmen to sophomore persistence rate (IR Student Persistence Report) 2. Six-year graduation rate (IR Student Persistence Report) 3. Students leaving identified on early warning system (Early Alert Data) 4. Reasons for leaving (Withdraw surveys & interviews) 5. Advice from Successful Students (Graduating student survey & NSSE) 6. Where students go and why (Non-returning follow-up telephone & email surveys) 7. Freshman academic profile, specifically GPA, college-prep course work completed, ACT/SAT scores and first semester GPA (Registrar & IR) 8. New students expectations and lifestyle/communication preferences (New Student Survey, ACT AIM, & CIRP) 9. Number of new students planning to graduate from MST (New Student Survey & CIRP) 10. Student satisfaction levels (NSSE) 11. Number of Faculty using Early Alert Student Warnings Beach, VA SOURCE: UMR Retention Committee and Virginia (Early Alert Data) Enrollment Development Team Recommendations, 2000 -2002 September 30 – October 2, 2007

Key Understandings • There is no Magic Bullet – Retention programs must be designed to meet student needs and have an academic success focus • Retention programs must be multi-faceted • Do not ignore Socio-Economic Factors • Quick Improvements can be made by examining Processes and Points of Student Action • Need a true team effort: IR, Academic Programs, Student Affairs, Enrollment Management, etc Virginia Beach, VA September 30 – October 2, 2007

How Did UMR (Missouri S&T) Raise the Retention Rates? Use of Student Profiles to Create Stronger Campus Awareness of Students and their Needs Virginia Beach, VA September 30 – October 2, 2007

What is UMR (Missouri S&T)? • • A Top 50 Technological Research University +6100 students: 4700 Undergrad, 1400 Graduate 90% majoring in Engineering, Science, Comp. Sci. Ave. Student ACT/SAT: upper 8 -10% in nation +40% of Freshmen from upper 10% of HS class 24% Out of State Enrollment, 2% International 96% 5 Year Average Placement Rate within 3 months of Grad • Ave. Starting Salary in 2007: $51, 300 Virginia Beach, VA September 30 – October 2, 2007

Undergraduate Demographics • Average Age: 21. 6 years old • Students with High Financial Need: 24% • Gender: – 23% Female – 77% Male • First Generation College Students: – 2006 -07: 37% • Residency: – Missouri Residents: 74% – Out-State Students: 24% – International: 2% • Ethnicity: African-American: 4% Caucasian: 83% Native-American: 1% Not Disclosed: 5% Asian-American: 3% Hispanic: 2% International: 2% Virginia Beach, VA September 30 – October 2, 2007

UMR's Academic Major Distribution by Headcount

Life as an Outlier Virginia Beach, VA September 30 – October 2, 2007

Core Retention Assessments 1. New Student Survey (prior to start of classes) 2. Withdrawal Survey (prior to cancelling classes) 3. Phone/Email Survey of Non-Returning Students (2 -4 weeks prior to start of semester) 4. Student Satisfaction Survey (all returning students) 5. Graduating Student Survey (prior to commencement or within the first six months after graduating) Virginia Beach, VA September 30 – October 2, 2007

What We Learned Must focus on: • Student-friendly policies, • Improving systems & practices that impede general student persistence inside and outside of the classroom Virginia Beach, VA September 30 – October 2, 2007

Phone Survey Results Why Student Leave Personal Reasons: l Family issues – needed at home l Girlfriend/Boyfriend issues l Bad & overpriced dorm & food l Too small of a town/Nothing to do l Just not the right fit l Wanted to get away from home l Wanted to move closer to home Academic Issues: l Too hard/Grades lower than expected l Changed major/preferred at another institution l Felt university was too focused on Engineering/Not enough different liberal arts programs/classes l Advisor/Instructor not helpful enough Financial Issues: l Cost/Financial l Cannot borrow enough l Parents will not pay Note: Some students reported multiple reasons. Virginia Beach, VA September 30 – October 2, 2007

New Student Survey: Primary Fears • Flunking out of college • Not making friends Virginia Beach, VA September 30 – October 2, 2007

Graduating Student Survey: Successful Students Recommendations for New Students • Go to Class • Learn to Study • Ask for Help Virginia Beach, VA September 30 – October 2, 2007

Policy/System Changes to Improve Retention/Graduation UMR’s “Low Hanging Fruit” 1. 2. 3. 4. 5. Early Warning System Report Incomplete grade time limit change Repeat course GPA adjustment policy Scholarship Reinstatement Policy All BS degree programs reduced to between 124 to 128 hours 6. Added 3 degree programs most often requested by exiting students: Business, IST, Technical Communication 7. Create better understanding of faculty and student expectations. Actively embrace the “social norming” concept. 8. Address group building (making friends) and study skills (not flunking out) in all orientation and opening VA Virginia Beach, September 30 – October 2, 2007 week activities

ONGOING RETENTION STRATEGIES • Use the HPI to better identify “at-risk” UMR students for early alert and intervention • Improve the delivery and communication of student support services • Better connect students to campus resources and activities by further implementing an electronic communication and surveying system • Continue the retention audit and data collection process. Virginia Beach, VA September 30 – October 2, 2007

Virginia Beach, VA September 30 – October 2, 2007

Success Chain Communication Plan Virginia Beach, VA September 30 – October 2, 2007

BENCHMARKING: Did UMR have a Retention Problem? Virginia Beach, VA September 30 – October 2, 2007

www. collegeresults. org Virginia Beach, VA September 30 – October 2, 2007

UMR Compared to National Data • UMR: 13% “drop out” rate after the first year • 23. 8% “drop out” rate for public Ph. D. granting institutions (July 2001 ACT National Collegiate Dropout and Graduation Rates report) • 18. 6% “drop out” rate for “selective” institutions (average ACT 22 -27) (July 2001 ACT National Collegiate Dropout and Graduation Rates report) • 31% of all students enrolled in science, mathematics, engineering and technology either transferred to a non-SMET degree or dropped out of school completely. (September 2001 Center for Institutional Data Exchange and Analysis) • 13. 4% of students at the participating institutions ranked as highly selective (ACT>24) dropped out. This number is lower than UMR’s dropout rate. (September 2001 Center for Institutional Data Exchange and Analysis) Virginia Beach, VA September 30 – October 2, 2007

Do you plan to return to UMR? • 68% students do not plan to return to UMR • 25% plan to return (“Stop-outs”: this includes students leaving for military service) • 7% were not certain of their plans Virginia Beach, VA September 30 – October 2, 2007

What would have kept you at UMR? – “Nothing would have kept me at UMR” – More money or financial aid – More majors or non-engineering degrees – Higher or better grades Virginia Beach, VA September 30 – October 2, 2007

Proportion of Engineering Majors at Comparator Institutions - 2003 Total % Engineerin g Majors UG % Engineerin g Majors Total Engineerin g Students UG Engineerin g Students All Student s All UG Student s UMR 72. 7% 71. 4% 3811 2750 5240 3849 GEORGIA TECH 56. 8% 55. 1% 9355 6308 16481 11456 ILL INST OF TECH 30. 2% 50. 1% 1870 955 6199 1905 MIT 42. 7% 36. 1% 4408 1507 10317 4178 MICHIGAN TECH 54. 6% 54. 9% 3615 3246 6619 5909 RPI 47. 2% 50. 4% 3621 2590 7670 5136 TEXAS A & M 16. 8% 15. 6% 7569 5725 45083 36775 Institutions Virginia Beach, VA September 30 – October 2, 2007

Student Persistence Levels Among Comparator Institutions 6 year graduation 2 year retention MIT 91% 98% Cal Tech 85% 96% Washington University 89% 96% Carnegie Mellon 82% 94% Harvey Mudd 79% 95% Case Western Reserve 76% 91% Rose-Hulman 74% 93% Worcester Poly Inst. 75% 91% U of ILL - UC 80% 92% GA Tech 68% 89% Stevens Inst of Tech 64% 88% UMR 64% 87% Co School of Mines 62% 86% ILL Inst of Tech 62% 86% Pell Data: 2002 Century Foundation Issue Brief, Retention & Need Data: 2003 US News College Rankings

Financial Need & Academic Persistence Levels Among Comparator Institutions 2003 Pell Recipients 6 year grad rate 2 year retention Unmet Need Washington University 8. 0% 89% 96% 0% Carnegie Mellon 11. 4% 82% 94% 17% Harvey Mudd 11. 5% 79% 95% 0% MIT 12. 4% 91% 98% 0% GA Tech 12. 5% 68% 89% 34% Case Western Reserve 13. 6% 76% 91% 10% Co School of Mines 13. 9% 62% 86% 0% St. Louis University 14. 6% 71% 87% 29% Rose-Hulman 14. 8% 74% 93% 17% Worcester Poly Institute 14. 9% 75% 91% 9% Cal Tech 15. 3% 85% 96% 0% U of ILL - UC 15. 6% 80% 92% 13% ILL Inst of Tech 19. 2% 62% 86% 16% Stevens Inst of Tech 23. 4% 64% 88% 22% UMR 26. 3% 60% 84% 15% Pell Data: 2002 Century Foundation Issue Brief, Retention & Need Data: 2003 US News College Rankings

IMPROVING BEYOND THE AUDIT & LOW HANGING FRUIT A Long-Term Roadmap to Improving Student Success: An Implementation of Best Practices for UMR Students Virginia Beach, VA September 30 – October 2, 2007

Improving Student Success Models at UMR Strategic Plan Goal: Increase student retention and improve the graduation rate at UMR • Undergraduate Graduation Rate: 2001= 52% Currently= 64% Target = 70% • First-to-Second Year Retention Rate: 2001= 82% Currently=87% Target = 90% Virginia Beach, VA September 30 – October 2, 2007

Undergraduate & Graduate Studies • Actions: How are we going to achieve these goals? • Continually improve the educational environment • Continually enhance the learning outcomes of students Virginia Beach, VA September 30 – October 2, 2007

Strategic Model for Student Retention Academic Intervention Academic Performance Records Monitoring Intervention Planning HPI ACT (AIM) Online Engagement (Pulse-Taking) Academic Alert Advisor Engagement Intrusive Intervention Engagement Intervention

Student Retention & Graduation Strategies 1. Revised UMR Advising Program Focus on faculty development for student formal and developmental advising, advisor recognition and advising program evaluation 2. Learning Communities & First Year Experience Programs Focus to address student academic skills development and social engagement through group student life oriented events 3. Experiential Learning Focus to promote greater campus-wide “learning by doing” student engagement through undergraduate research, service learning, and student design project participation Virginia Beach, VA September 30 – October 2, 2007

Student Retention & Graduation Strategies, cont. . 4. Strategic Retention Intervention Focus on a rapid response “Academic Alert System”, on-line student communication system, advisor engagement and more quantitative knowledge of UMR student strengths 5. Center for Educational Research and Teaching Innovation (CERTI) Focus to address improving the UMR learning environment and student learning outcomes through collaborative learning, experiential learning, technology enhanced learning and educational research practices 6. Pre-College Transition Program Focus to promote greater student preparation to meet student and UMR academic expectations through a 3 -week intense course – Hit the Ground Running (HGR) Virginia Beach, VA September 30 – October 2, 2007

Academic Advising Programs Promote UMR Advisor Network Student Success Faculty Recognition UMR Advisor Recognition Academic Advising Best Practices UMR Reputation Academic Advising Conferences Academic Advising Resources

The First Year Experience Programs Promote Student Adjustment Honors Program Hit the Ground Running Student Involvement FYE Student Integration Commitment to the Educational Process Student Success Voyager Master Student Fellowship Program “ 101” Courses

Hit The Ground Running # Participants • A 3 -week summer learning program to help students sharpen and enhance their academic skills • Students learn about coursework expectations, campus life, and community involvement • Students develop leadership skills, make new friends and develop constructive strategies for succeeding academically at UMR.

Residential College Program Promotes Strategic Initiatives Collaborative Learning Student Involvement In Campus Life Women’s Leadership Research Residential College Student Success Entrepreneurship

Undergraduate Research Programs Promote Freshman Intro to Research Experiential Learning Leadership Development Collaborative Problem Solving Professional Development *UMR Research Poster Day Sophomore Intro to Research Undergraduate Research Day at the Capitol OURE Undergraduate Research Symposium OURE *STEM Undergraduate Research Conference

Developing Center for Experiential Learning and Student Design Student Team Design Competition Undergraduate Research Student Service Learning

Center for Educational Research & Teaching Innovation (CERTI) Programs Promote Improving UMR’s Learning Environment Educational Research Collaborative Learning CERTI Improving Student Learning Outcomes Technology. Enhanced Learning Experiential Learning

Student Academic Skills Development Resources LEAD Collaborative Learning Centers Academic Skill Development Resources Study Groups Tutoring

Faculty Focused Activities Programs Promote Teacher Recognition Faculty Resource Development Faculty Resource Utilization Dean’s Teaching Scholars “ 101” Course Instructor’s Group Faculty Teaching Resource Center CERTI Faculty Focused Activities Foundational Instructor Group New Faculty Teaching Scholar Freshman Faculty Forum

UGS Program Updates • UGSmonthly – On Line Newsletter (http: //campus. umr. edu/ugs/) Virginia Beach, VA September 30 – October 2, 2007

retention 101 The Educational Policy Institute’s Professional Development Workshop Virginia Beach, VA September 30 – October 2, 2007

Enrollment Development Team “EDT” • • • Faculty for each division Admissions Registrar Financial Aid Campus Housing Student Activities Counseling Center Orientation Teacher Training Director Faculty Senate Leaders • Execs: Academic, Student & Enrollment Affairs • Advising • Info Tech • Institutional Research • Minority Programs • International Affairs • Cashier/Billing • Pre-College Programs • Reporting Services Virginia Beach, VA September 30 – October 2, 2007

Sample Retention Calling Report Virginia Beach, VA September 30 – October 2, 2007

Retention Report Process 1. Registrar: Prepares list of degree-seeking, non-registered FS 06 first- 2. Develop spreadsheet calling list: Student’s name, email, 3. Make Telephone calls: Best contact times were from 10 am – 2 4. Emails: Initially sent to students with incorrect or no phone numbers and 5. Follow-up: Follow-up thank you letter sent to contacted students 6. Compile results: Prepared an overview Power. Point 7. Submit results: Power. Point was submitted to the Dean of time, full-time Freshmen. phone #, hometown, major, UMR GPA pm or 6 to 8 pm students who we could not reach by phone. Enrollment Management and Vice Provost of Undergraduate Studies Virginia Beach, VA September 30 – October 2, 2007

Phone Survey Results Why Student Leave Personal Reasons: l Family issues – needed at home l Girlfriend/Boyfriend issues l Bad & overpriced dorm & food l Too small of a town/Nothing to do l Just not the right fit l Wanted to get away from home l Wanted to move closer to home Academic Issues: l Too hard/Grades lower than expected l Changed major/preferred at another institution l Felt university was too focused on Engineering/Not enough different liberal arts programs/classes l Advisor/Instructor not helpful enough Financial Issues: l Cost/Financial l Cannot borrow enough l Parents will not pay Note: Some students reported multiple reasons. Virginia Beach, VA September 30 – October 2, 2007

First-Time Full-Time Degree-Seeking Students • Total Fall 2006 first-time full-time degree-seeking students was 935. • 32 (3. 4%) did not return for the Spring 2007 term. • 67 (7. 1%) did not return for the Fall 2007 term. • 14 students didn’t return due to academic deficiency • 5 students withdrew during the Spring 2007 semester • 4 students were enrolled at time of calling but were cancelled due to non -payment • 2 students were going on a 2 -year mission trip and then returning to UMR. For purposes of this survey, they were not counted as nonreturning. • 1 student was deceased – New cohort data is 932 1 of the 32 students re-enrolled for Fall 2007 First Year Retention Rate: 87% Virginia Beach, VA September 30 – October 2, 2007

Survey Results Fall 2007 Retention Report 89% Students Would Recommend UMR l Recommend for Engineering (9) l Good job, good careers; Good school, good education, nice campus (3) l Good classes, good professors, good advisors (3) l Only recommend for Missouri residents (2) l If they fit the personality, liked a small town (2) l The school was incredible academically and provides great educational and social experience. l Have already recommended l Good advisors - Really helped, didn’t just try to convince student to stay at UMR l Recommend to introverted people, not for social butterflies l Strong school with a lot of excellent programs and enthusiastic teachers. l Would highly recommend am proud to have experienced my first year in college at UMR Note: Some students reported multiple reasons. Virginia Beach, VA September 30 – October 2, 2007

Virginia Beach, VA September 30 – October 2, 2007

Freshmen Retention After One and Six years • Status in Fall Semester After One Year 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 Stayed 80 78 78 80 79 83 84 83 85 87 87 87 Left 20 22 22 20 21 17 16 17 15 13 13 13 • Status in Fall Semester After Six Years 92 93 94 95 96 97 98 99 00 Degree 55 55 52 57 55 60 63 64 63 Still here 5 4 4 3 3 4 4 Left 41 41 43 39 41 38 34 32 33 Numbers are all in percentages. Due to rounding, percents may not sum to 100% Virginia Beach, VA September 30 – October 2, 2007

Statistics Comparison First-time freshmen class (full-time, degree seeking) FS 97 FS 98 FS 99 FS 00 FS 01 FS 02 FS 03 FS 04 FS 05 FS 06 Count 693 721 680 674 693 788 871 839 879 935 HS GPA Not tracked 3. 52 3. 53 3. 46 3. 48 3. 55 3. 59 3. 58 3. 62 % Rank 84. 6 84. 5 83. 6 83. 4 80. 5 80. 3 80. 8 80. 9 80. 5 79. 9 ACT 28. 2 28. 0 27. 7 27. 3 26. 8 27. 3 27. 2 27. 1 UMR GPA 2. 88 2. 87 2. 88 2. 90 2. 91 3. 03 2. 90 3. 03 2. 94 3. 00 NOTE: Fewer high schools are providing class rankings. % Rank reflects the class rank % of students from high schools providing a class rank. Virginia Beach, VA September 30 – October 2, 2007

Comparison: Stayed and Left First-time freshmen class (full-time, degree seeking) Virginia Beach, VA September 30 – October 2, 2007

First-Time Full-Time Degree-Seeking Students • Data points examined on 103 students: – Geographic Origin – Initial Major – Gender – Ethnicity – Cumulative GPA – Composite ACT – Financial Aid information Virginia Beach, VA September 30 – October 2, 2007

Geographic Origin First-Time Full-Time Degree-Seeking Students All Fall 2006 (934) Non-Returning (103) • Missouri 741 (79. 4%) 76 (73. 8%) • Non-Missouri 185 (19. 8%) • Non-Missouri 26 (25. 2%) • International 8 (0. 9%) Note: Due to rounding, percentages may not total 100%. 1 (0. 1%)

Geographic Origin Missouri Counties First-Time Full-Time Degree-Seeking Students All Fall 2006 (741) • • • • • SAINT LOUIS SAINT CHARLES JACKSON PHELPS JEFFERSON CLAY GREENE SAINT LOUIS CITY PLATTE PULASKI FRANKLIN COLE BOONE CASS LINCOLN SAINT FRANCOIS CAPE GIRARDEAU CAMDEN • Students in Counties with 6 or fewer 153 20. 6% 192 75 51 42 30 23 22 21 19 19 17 15 14 11 10 10 9 8 25. 9% 10. 1% 6. 9% 5. 7% 4. 0% 3. 1% 3. 0% 2. 8% 2. 6% 2. 3% 2. 0% 1. 9% 1. 5% 1. 3% 1. 2% 1. 1% Note: Due to rounding, percentages may not total 100%. Non-Returning (76) • • • • • • SAINT LOUIS PHELPS SAINT CHARLES PLATTE JACKSON COLE 4 JEFFERSON MARIES PULASKI SAINT LOUIS CITY GREENE HOWELL CASS 1 CLAY 1 FRANKLIN LINCOLN MORGAN OSAGE SHELBY TEXAS 1 WASHINGTON 18 8 7 6 5 5. 3% 4 4 4 3 2 2 1. 3% 1 1 1. 3% 1 23. 7% 10. 5% 9. 2% 7. 9% 6. 6% 5. 3% 3. 9% 2. 6% 1. 3%

Initial Major First-Time Full-Time Degree-Seeking Students All Fall 2006 (934) • AP MATH-BS 11 • FR-MC ENG 146 15. 6% • FR-PE ENG 10 • FR-AE ENG 93 • PSYCH-BS 7 9. 9% • FR-CR ENG 6 • FR-CH ENG 91 • HIST-BA 6 9. 7% • FR-GE ENG 5 • FR-EL ENG 73 • FR-ID ENG 5 7. 8% • BIO SC-BA 4 • FR-CP ENG 67 • GL&GPH-BS 4 7. 2% • IST-BS 4 • FR-UN-ENG 65 • ENGL-BA 3 7. 0% • FR-EV ENG 2 • FR-CV ENG 61 6. 5% • PSYCH-BA 2 • FR-ARC-ENG 60 • UN-A&S-UN 2 6. 4% • CH ENG-BS 1 • CMP SC-BS 58 • MT ENG-BS 1 6. 2% • UN-M&IS-UN 1 • FR-NU ENG 29 3. 1% • Engineering 761 81. 5% • BIO SC-BS 22 • 2. 4% Non-Engineering 173 18. 5% • BUS&MS-BS 19 2. 0% Note: Due to rounding, percentages may not total 100%. • FR-MI ENG 18 1. 9% Non-Returning (103) 1. 2% 1. 1% 0. 7% 0. 6% 0. 5% 0. 4% 0. 3% 0. 2% 0. 1% • • • • • • FR-MC ENG CMP SC-BS FR-AE ENG FR-CP ENG FR-EL ENG BUS&MS-BS FR-CV ENG CHEM-BS FR-ARC-ENG FR-NU ENG FR-UN-ENG FR-CH ENG FR-ENG MG AP MATH-BS BIO SC-BA BIO SC-BS FR-MI ENG FR-PE ENG PHYSIC-BS UN-A&S-UN FR-EV ENG FR-MT ENG GL&GPH-BS • Engineering • Non-Engineering 73 30 19 10 10 9 6 5 5 4 4 3 3 2 2 2 2 1 18. 4% 9. 7% 8. 7% 5. 8% 4. 9% 3. 9% 2. 9% 1. 0% 70. 9% 29. 1%

Gender First-Time Full-Time Degree-Seeking Students All Fall 2006 (934) Non-Returning (103) • Male 87 (84. 5%) 718 (76. 9%) • Female 216 (23. 1%) Note: Due to rounding, percentages may not total 100%. 16 (15. 5%)

Ethnicity First-Time Full-Time Degree-Seeking Students All Fall 2006 (934) • WHITE • BLACK NON-HISPANIC (4. 7%) • 807 Non-Returning (103) • 44 WHITE • UNKNOWN ETHNIC ORIGIN 3 (2. 9%) • ASIAN/PACIFIC ISLANDER 2 (1. 9%) • (86. 4%) HISPANIC 1 (1. 0%) • AM. INDIAN/ALASKAN NA 0 (0%) 0 (0%) 0 (0%) UNKNOWN ETHNIC ORIGIN 28 (3. 0%) • ASIAN/PACIFIC ISLANDER 24 (2. 6%) • HISPANIC 19 (2. 0%) • BLACK NON-HISPANIC • NONRES ALIEN 9 (1. 0%) • NONRES ALIEN • AM. INDIAN/ALASKAN NA (0. 3%) 3 Note: Due to rounding, percentages may not total 100%. 97 (94. 2%)

Cumulative GPA First-Time Full-Time Degree-Seeking Students All Fall 2006 (934) • • 3. 490 – 3. 000 (29. 9%) 279 • 2. 900 – 2. 500 (16. 0%) 150 2. 490 – 2. 000 (9. 1%) 85 4. 000 – 3. 500 16 (15. 6%) 3. 490 – 3. 000 24 (23. 3%) • 2. 900 – 2. 500 21 (20. 4%) • 2. 490 – 2. 000 17 (16. 5%) • 343 • • 4. 000 – 3. 500 (36. 7%) • Non-Returning (103) 1. 900 – 0. 000 21 (20. 4%) • N/A* 4 (3. 8%) *Withdrew before completing the Fall 2006 term. • 1. 900 – 0. 000 (7. 8%) 73 • N/A* 4 (0. 4%) Note: Due to rounding, percentages may not total 100%. *Withdrew before completing the Fall 2006 term.

Composite ACT First-Time Full-Time Degree-Seeking Students All Fall 2006 (934) • 35 7 0. 7% • 34 11 1. 2% • 33 33 3. 5% • 32 41 4. 4% • 31 84 9. 0% • 30 10. 7% • 29 53 5. 7% • 28 81 8. 7% • 27 97 10. 4% • 26 73 7. 8% • 25 72 7. 7% • 24 72 7. 7% • 23 44 4. 7% • 22 42 4. 5% • 21 32 3. 4% • 20 18 1. 9% • 19 8 0. 9% • 18 3 0. 3% • 17 2 0. 2% • 16 1 0. 1% • N/A 60 6. 4% Note: Due to rounding, percentages may not total 100%. Non-Returning (103) • • • • • 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 N/A 1 1 1 5 5 6 5 7 11 12 10 8 10 9 3 2 7 1. 0% 4. 9% 5. 8% 4. 9% 6. 8% 10. 7% 11. 7% 9. 7% 7. 8% 9. 7% 8. 7% 2. 9% 1. 9% 6. 8%

Financial Aid Information First-Time Full-Time Degree-Seeking Students Non-Returning Students (103) 2006/2007 FAFSA • Yes 83 • No 20 80. 6% 19. 4% Note: Due to rounding, percentages may not total 100%. Eligible for a Pell Grant • No • Yes • N/A 80 18 5 77. 7% 17. 5% 4. 8%

Financial Aid Information First-Time Full-Time Degree-Seeking Students Non-Returning Students (103) Student’s Expected Family Contribution • • • • • 99999 76265 65040 62519 59737 49402 45717 45457 45052 40070 38985 37201 36314 34946 34230 33654 32439 • • • • • 31431 28932 27366 26441 24900 24111 22558 22257 22000 21215 21098 19691 17905 17497 17117 16998 16943 • • • • • 16663 15958 15090 15053 14567 14510 13957 13859 13366 13330 13230 12692 12642 11692 11567 11220 10917 • • • • 10577 9380 8925 8077 7425 6923 6517 6474 6179 6050 5777 5758 4949 4764 3540 3514 • • • • 3424 3191 2290 2218 2171 1468 1236 902 676 645 245 193 5 0 0 0

Questions for Phone Survey • • • Introduction - Hello. This is (state your full name) from the University of Missouri – Rolla. May I please speak with (student’s first name). Establish Rapport and Authenticity, Verify Student’s major, city, high school Purpose of Call - Hi (student’s first name). The purpose for my call is let you know that our records indicate that you have not registered to take classes in the (fall or spring semester. I wanted to know if there is anything I can do to assist you with registering for classes. • IF THE STUDENT IS PLANNING TO RE-ENROLL, REMIND THEM OF THE ONLINE PROCESS USING Joe’SS and PROVIDE THEM WITH A CONTACT PERSON IN THE REGISTRARS OFFICE, ALONG WITH THE PHONE NUMBER, IF THEY NEED ADDITION ASSISTANCE. CLOSE BY TELLING THE STUDENT WE LOOK FORWARD TO SEEING THEM IN AUGUST AND THAT CLASSES BEGIN ON MONDAY, AUGUST 20. Follow-up with a thank you email, key dates and contacts. • • IF THE STUDENT IS NOT RE-ENROLLING ASK THE FOLLOWING QUESTIONS AS RELEVANT: 1. Are you enrolling at another school? 2. Which school? 3. What are you studying? 4. Is this a change from what you had planned to study? (if it is an area offered at UMR: Were you aware that UMR offers that major? 5. What student activities did you actively participate in? 6. What would you say was the most important reason that you decided not to return to UMR? If the student had problems, and the response reflects a UMR-based problem or set of problems: 7. Did you talk to the person/office you had trouble with to try to correct this problem? 8. Did you talk to anyone else to try to correct the problem? 9. What would you tell us that needs to be improved? 10. What would have kept you at UMR? If the response reflects mostly problems on the student’s part vs. UMR’s: 11. Did you speak with anyone to try to correct the problem? 12. Was there something else that we could have done to help you that wasn’t done? 13. Do you plan to return to UMR? When? Is there someone here that you would like to call you concerning your returning? 14. Would you recommend UMR to another student? Why or why not? 15. Had you visited the campus before enrolling at UMR? 16. How many weekends per month did you spend at home? (What activities did you engage in when you did stay on campus? ) (omit for Rolla residents) 17. When you initially enrolled, did you intend to graduate from UMR or transfer classes to another institution? (if graduate from UMR, ask why the change) • • Gather as much relevant information as the student wants to share. Follow up with thank you letter.

Questions for Email Survey • Students that weren’t able to be reached by phone were emailed. Hello, (student name). My name is (your full name) and I work in the (office) Office at UMR. I also called and left a message a little while back. The reason that I’m calling/e-mailing is that we noticed that you were registered last semester but aren’t registered for this coming fall semester. Were you planning on returning to UMR? If you are, I’d be glad to help you get registered. Just let me know what I can do. A quick reminder, the last day to register is August 16 th and classes begin on August 20 th. If you’re not returning, that’s okay, we understand, but we would really appreciate it if you could give us some feedback on what made you decide to leave and what we can do better in the future. I’ve included some questions below and if you could please let me know your response, I would greatly appreciate it. If you’d like to discuss this over the phone, either let me know a number and a good time to call or you can call me at my direct number, 573 -341 -XXXX, or you can call our toll-free number and just ask to be transferred to me. Our toll-free number is 1 -800 -522 -0938. If it’s after business hours, you can call the (office) main number, 573 -341 -XXXX, and leave a message. I look forward to hearing from you! Here are the survey questions that I had: Are you enrolling at another school? If so, which school? What are you studying? Is this a change from what you had planned to study? What student activities did you actively participate in? What would you say was the most important reason that you decided not to return to UMR? What would you tell us that needs to be improved? What would have kept you at UMR? Was there something that we could have done to help you that wasn’t done? Did you have any problems with any particular department or office on campus? If so, did you talk to them or someone about it? Do you plan to return to in the future UMR? Would you recommend UMR to another student? Why or why not? Had you visited the campus before enrolling at UMR? About how many weekends per month did you spend at home? What activities did you engage in when you did stay on campus? When you initially enrolled, did you intend to graduate from UMR or transfer classes to another institution? Again, I thank you very much for taking the time to answer these questions and we wish you all the best in your future endeavors. Sincerely, (your name)

Target Population Fall 2007 Retention Report • 77 freshmen were contacted – 8 of the 77 enrolled at UMR after July 17 th • 67 of the 934 (7. 1%) freshmen students enrolled in FS 2006 did not return for FS 2007 – 2 of the 77 students were going on a 2 -year mission trip and then returning to UMR. For purposes of this survey, they were not counted as non-returning. • 37 of the 77 (48. 1%) students participated in the phone survey – 35 of the 37 transferred to another college/university in FS 2007 – 1 will be transferring in 2008

Survey Results Fall 2007 Retention Report Transfer institutions include: l University of Missouri – Columbia (8) l Maple Woods Community College (1) l Missouri State University (6) l l Saint Louis University (2) Metropolitan Community College, Kansas City (1) l University of Colorado (2) l Northwest Missouri State (1) l University of Wyoming (2) l Southern Illinois Univ - Edwardsville (1) l Driscoll in Philadelphia (1) l St. Louis Comm College - Meramec (1) l Augsburg College, MN (1) l Truman State University (1) l California Community College (1) l University of Central Missouri (1) l Longview Community College (1) l University of Kentucky (1) l Jefferson College (1) l University of Texas at Austin (1) l Webster University (1) Note: Most campuses are close to their home address.

Survey Results Fall 2007 Retention Report Reasons for Not Returning: l Changed major (15) l Cost/Financial (12) [6 were out-of-state, 5 transferred to community college] l Bad & overpriced dorm food (6) l Too small of a town/Nothing to do (5) l Just not the right fit (5) l Felt university was too focused on Engineering/Not enough different liberal arts programs/classes (4) l Advisor/Instructor not helpful enough (3) l Too hard/Grades lower than expected (3) l Wanted to get away from home [St. James, Rolla] (2) l Wanted to move closer to home (2) l Issue with department chair, not happy with how labs were designed and implemented (1) l Personal Reasons (1) Note: Some students reported multiple reasons.

Survey Results Fall 2007 Retention Report What would have kept you at UMR? l Nothing (7) l Money – cheaper, more scholarships, especially for out-of-state (6) l More girls, more diverse student body (3) l Larger town (2) l More options for Res Life and meal plans (2) – allow to move off campus after 1 year l Student/Faculty interest and enthusiasm for subjects other than Engineering (1) l More liberal arts activities (1) Note: Some students reported multiple reasons. Virginia Beach, VA September 30 – October 2, 2007

Survey Results Fall 2007 Retention Report Additional Student Comments: l Need activities that encourage interaction between residents of the same floor. Dorm wide activities are too large in scope and it’s almost impossible to make lasting friendships that way. l The majority of people on campus are only interested in video games or drinking. l Do more to curb underage drinking, especially at St. Pat’s l More student interest in athletics l Improve student activities l Improve food service Note: Some students reported multiple comments. Virginia Beach, VA September 30 – October 2, 2007

Survey Results Fall 2007 Retention Report Summary of Other Survey Questions: l Most students (25) did participate in some type of student activities l Several students (11) said they would possibly return either to finish studies or for graduate studies l Majority of the students (27) did visit the campus before enrolling. Most found it to be very useful. » Convinced one student that UMR was better than Colorado School of Mines » Nice looking campus, grounds kept well. » Tour didn’t go to the quad » Didn’t feel it was representative of the campus Virginia Beach, VA September 30 – October 2, 2007

Survey Results Fall 2007 Retention Report Interesting Observations: l More students replied to emails than returned phone messages. l There were more responses about being too focused on Engineering than about needing more females. l Highly varied responses. One student will say that the faculty aren’t helpful or enthusiastic when a number of them specifically say how great and helpful the faculty are. l Overall students seemed very happy with UMR. Virginia Beach, VA September 30 – October 2, 2007

QUESTIONS? Virginia Beach, VA September 30 – October 2, 2007

retention 101 The Educational Policy Institute’s Professional Development Workshop Virginia Beach, VA September 30 – October 2, 2007