Recommendations for Increasing Graduation and Retention Rates A suggestion-gathering effort by ASSA 2015-16

The charge and the contributors In 2015, ASSA was charged with providing recommendations to increase retention and graduation rates. This document presents information and suggestions gathered from The Office of Institutional Effectiveness ASSA Committee members Faculty from across campus who offered input

Advising and Tracking Suggestions General advising for all students upon entry to WSU Situation-specific advising Automated notifications Required advising when majors change Advising for students earning fewer than 30 credits per academic year, facing academic probation, or failing a key class Improved tracking/advising interface Degree maps General advising: (1) for all students regardless of whether students are transferring in, returning, or attending for the first time (2) should include help for students to decide whether they will function best in face-to-face or online environments. for all students regardless of whether students are transferring in, returning, or attending for the first time Improved interface: a more user-friendly and intuitive CatTracks Automated: (1) standardized emails triggered by a major declaration or change, (2) advisory emails triggered by enrollment in certain courses & by registration holds

Curricular Change Suggestions Reducing general education credits required Being aware of and eliminating bottlenecks Improving the convenience of course offerings Hybrid classes Classes on the Davis campus Core-required classes Major/minor-required classes Evening and weekend course availability Gen Ed: WSU-designation classes Bottlenecks: Developmental classes, core-required classes (QL), and major/minor-required classes

Financial Incentive Benefits Preliminary findings from the OIE: The factor that most impacts a student's odds of graduation is whether or not they received grants, scholarships, or waiver money. Loans also have an impact, but receiving money that does not need to be paid back has the most positive impact on students’ graduation rates.

Financial Incentive Suggestions Distributing scholarships broadly Offering major-advancement scholarships / tuition assistance Students could have the cost of up to one semester (the final one) waived To qualify, students must have satisfactory GPAs and be on schedule for graduation This concept could include mini-rewards each semester (e.g. discounts/gift cards at Campus Stores to help purchase textbooks) Distributing scholarships broadly: try to spread scholarship awards among as many deserving students as possible Major-advancement scholarships / tuition assistance: would encourage not only high GPAs but also progress toward timely graduation

Engagement Suggestions Enhancing first-year experiences for all first-year students Expanding concurrent enrollment Promoting and publicizing students’ success alongside faculty recognition Reaching out to students who discontinue school or face significant challenges Surveying students who leave WSU (transfer away, drop out, etc.) First-year experiences: in-depth contact with campus resources and support services during their first year at WSU, facilitated through as many services as possible Concurrent enrollment: preliminary OIE: students with high-school/university concurrent course credit are more likely to graduate Promoting: deans’ offices could publish electronically good news from both faculty and students. Distributing these among faculty and students could help to create a sense of belonging. Reaching out: faculty members, program directors, chairs, etc, can make contact with majors/minors who are no longer enrolling.