1. LEARNING COLLEGE CONFERENCE FEBRUARY 26, 2009 Retention Roundtable

2. Retention Roundtable Presenters RegionPresenters North Central - South Bend (Region 2) Dr. Keith Branham – Vice-Chancellor of Student Affairs Northeast - Ft. Wayne (Region 3) Amanda Mills – Director of Student Support and Advising Services (Student Affairs) Lafayette (Region 4)David Berry – Dean, School of Liberal Arts & Sciences, Associate Professor of History Richmond (Region 9)Delores Hazzard – Director of Student Success and Retention (Student Affairs) Columbus (Region 10)John Roberts – Dean, School of Liberal Arts & Sciences, Asst. Professor of English Nicole Shankle – Director, Student Support & Development, Student Success Center Sellersburg (Region 13)Ben Harris – Assistant Vice Chancellor of Enrollment Institutional ResearchKaren Stanley – Exec. Dir. Institutional Research

3. Indications of Student Persistence, Retention The most frequently used measures of retention are based upon cohorts of first-time, degree-seeking students who first attend college in the fall term (or the preceding summer term).  First fall to second fall persistence is officially reported by IPEDS, CSRDE  First fall to first spring term persistence provides a more timely indicator. Some entities cite persistence among all credit students, regardless of when they first began to attend classes (NCCBP) Other relevant measures or indicators include:  Within term persistence  Course pass rates  Credit completion ratios (year 1 through year 2) Note: Those students completing a degree or certificate during the specified timeframe are counted as having persisted.

4. Page 4 How is Retention Calculated? “First fall to second fall” persistence is officially reported by IPEDS, and is one of the most frequently used measures of retention.  It is also one of the Strategic Plan 2010 metrics It is based upon cohorts of first-time, degree-seeking students:  Denominator: All first time, degree-seeking students who first attend college in the fall term (or the preceding summer term beginning with the 2005 cohort).  Excludes high school students, transfers, and those starting in the spring term.  Includes apprentices, students taking only developmental courses, and UND students, as long as they meet the basic criteria.)  Numerator: The number of students from the denominator who are present at the census date (ten day count) of the following fall term, or who have completed a degree or certificate in that timeframe.  Caution: It should be noted that students who transfer to another institution prior to earning a degree/certificate, are reflected as non-persisters in these data. So regions with high transfer rates within the first year, may reflect lower fall to fall retention rates. (Note: The IPEDS retention rate excludes part-time students who are taking remedial courses only.)

5. Page 5 Ivy Tech – First Fall to Second Fall Persistence Rates Ivy Tech Statewide2004 Cohort 2005 Cohort 2006 Cohort 2007 Cohort All first-time, degree-seeking students 49%50%47%50% Females Males 50% 48% 50% 46% 49% 45% 52% 48% Full-time Part-time 49% 48% 49% 48% 46% 53% 47% Caucasian African American Hispanic 50% 40% 52% 50% 43% 42% 49% 35% 48% 52% 42% 52% Age <20 Age 20-21 Age 22-24 Age 25+ 47% 44% 46% 54% 48% 42% 44% 54% 48% 38% 42% 52% 51% 44% 48% 53% No remedial courses taken 1+ remedial courses 51% 48% 49% 48% 49% 46% 51% 49%

6. Page 6 First Fall to Second Fall Persistence 2004 Cohort 2005 Cohort 2006 Cohort 2007 Cohort 2004 Cohort 2005 Cohort 2006 Cohort 2007 Cohort Region 11- Southeast 52%53%41%56% Ivy Tech Statewide 49%50%47%50% Region 13 - Sellersburg 55% 60%56% Region 12 - Southwest 57%52%60%50% Region 9 – Richmond 48%49%46%54% Region 8 – Central Ind. 47% 45%49% Region 3 – Northeast 50%46%50%53% Region 14 – Bloomington 44%51%42%48% Region 10 - Columbus 49%50%40%51% Region 6 – E. Central 54%47% 49% Region 4 - Lafayette 44%48%47%51% Region 1 – Northwest 40%46%41%49% Region 5 – Kokomo 46%47%45%51% Region 2 – N. Central 50%48%47% Region 7- Terre Haute 52%50% 51%

7. North Central Region Retention Strategies REGION 02 – North Central Dr. Keith Branham Vice Chancellor of Student Affairs

8. North Central Retention Practices Standardize orientation presentations with emphasis on student responsibilities Centralize student services as much as is physically possible University of Central Florida  Student Academic Resource Center (SARC): First year advising office, Academic Exploration for undecided, tutoring in all subjects, College Achievement Program (CAP) for at risk students, Transfer Services, et. al.

9. North Central Retention Practices Valencia Community College  Student Answer Center: Admissions, services locations, financial aid generalists, academic programs, registration information. Western Illinois University  Mandatory Academic Advising

10. Fort Wayne Retention Practices AMANDA MILLS STUDENT SUPPORT AND ADVISING SERVICES

11. Fort Wayne Region Retention Practices SSAS Retention Strategies and Academic Advising SSAS Advisors are given a student load assignment based on alphabet SSAS Advisors are to follow their students through the first semester Individual follow-up sessions are sometimes scheduled during the initial meeting SSAS Advisors contact each student via email and follow-up with mailings SSAS Advisors track advising contacts

12. Fort Wayne Region Retention Practices Academic Advising Sessions - 1st session topics Academic load—full time vs. part time in relation to work/life Providing curriculum for program if one is chosen (print online COR) Course selection/help with registration Advising handbook—provide, instruct to look over Scheduling of follow-up appt for after semester begins—provide student with contact info, reiterate availability if they have questions/problems

13. Fort Wayne Region Retention Practices Academic Advising - 2nd session topics Discuss academic progress: “How are your classes going?”, etc. Referrals to CAE, Disability, retest, etc. Discussion of curriculum and possible 2nd semester courses—review degree audit and educational plan Referral to appropriate faculty advisor

14. Fort Wayne Region Retention Practices Academic Alerts  Follow-up with students “flagged” by faculty for absences, need for academic assistance, poor attitude, other problems Two phone calls, an email, and a written letter are made in attempt to contact student TRiO and ASA students are referred to respective areas

15. Lafayette Region Retention Strategies REGION 04 – LAFAYETTE DAVID BERRY

16. Lafayette Region Retention Strategies REGION 04 – LAFAYETTE DAVID BERRY

17. Lafayette Region Retention Practices Call Center Peer Mentoring Previous Related Experience  ITCC Evansville  Rich Mountain Community College, Arkansas  Irregular Attendance Warning

18. Resources Horry-Georgetown Technical College – http://www.hgtc.edu/int_b.php?pageid=380 http://www.hgtc.edu/int_b.php?pageid=380 – http://bluedasher.tynken.com//documents/hgtc//Academic_Alert_Form_- _Fall_2008.pdf http://bluedasher.tynken.com//documents/hgtc//Academic_Alert_Form_- _Fall_2008.pdf “Best Practices,” NACADA http://www.nacada.ksu.edu/http://www.nacada.ksu.edu/ Northeast State Community College, Blountville, TN – http://www.northeaststate.edu/testSurvey/earlyalert http://www.northeaststate.edu/testSurvey/earlyalert Clinton Community College, Plattsburgh, NY Tidewater Community College, Chesapeake – http://www.tcc.edu/students/counseling/EarlyAlert-FAQ.htm http://www.tcc.edu/students/counseling/EarlyAlert-FAQ.htm – https://www.tcc.edu/secure/forms/earlyalert.php https://www.tcc.edu/secure/forms/earlyalert.php

19. Richmond Retention Strategies REGION 09 STUDENT SUCCESS AND RETENTION DELORES HAZZARD

20. Richmond Region Retention Practices Building a culture of improvement through outcomes assessment High impact strategies already implemented: Retention Plan Mandatory New Student Orientation Mandatory placement assessment Remedial/developmental course referrals Early-alert and total withdrawal reporting and intervention system

21. Richmond Region Retention Practices Mandatory New Student Orientation All first-time, degree-seeking students since Spring 2006 have attended a New Student Orientation. Evaluations by students remain overwhelmingly positive. The IPAS research stated that students attending orientation are as likely to persist as continuing students Retention rates are on a positive trend line for the 2008/2009 academic year

22. Richmond Region Retention Practices Early Alert Referrals ASA referrals have increased from a low of 36 students in Spring 2007 (063) to 359 students in Fall 2007 (072) Retention rates for these students increased from 22% in Spring 2007 (063) to 42% in fall 2007 (072) Learning Resource Center Usage The number of visits to the center have increased dramatically in the last few years. (2893 in 2005; 15,403 in 2007) Total Withdrawal Intervention During the 2007/2008 academic year, students who left the college before 60% of the semester incurred a total of $175,528 in Return of Title VI funds. With intervention for only 31% of these students, the Spring 2008 debt was down 11% from Spring of 2007.

23. Richmond Region Retention Practices Although we have useful quantitative data from the Office of Institutional Research and Planning and CCSSE, we must collect more pertinent local and qualitative data if we are to create the most effective retention strategies In addition to our current high impact retention strategies we must consider implementing others recommended by our own data and by national longitudinal studies:  Provide an Advising Center  Provide intensive math and writing labs  Provide programs that impact college preparedness

24. Columbus Region Retention Strategies REGION 10 SCHOOL OF LIBERAL ARTS & SCIENCES STUDENT SUPPORT AND DEVELOPMENT, JOHN ROBERTS NICOLE SHANKLE

25. Columbus Region Retention Practices Developmental/Remedial – General Education Retention Best Practices Administrative/Academic/Faculty Support -- Academic Deans, Program Chairs and Faculty support the holistic approach to remediation. Consistency in faculty, textbooks, and scheduling are key to success transitioning from Developmental/Remediated to General Education Collaboration and Cooperation between Ivy Tech (Regional campus) and local ABE (Adult Basic Education) is key transitioning students who do not meet minimum acceptance scores. This ‘Transition/Bridge’ concept eases these ‘at- risk’ students into the academic requirements of college. Diversity in Delivery Options is key to the multigenerational learners enrolling at Ivy Tech (non-traditional, traditional, visual, tactile, employed/unemployed, job recertification, etc.) Variety of Tutoring options (face-to-face – Tutoring centers, when and where available, faculty-student, student-student, and online tutoring software.)

26. Columbus Region Retention Practices Class Scheduling Format Several Scheduling formats are available – Standard 16 week format – Classes are scheduled one day per week/3 hour time block(various days and times) Standard 16 week format – Classes are scheduled two days per week during the lunch hour/1 hour, 30 minutes (M-W; T-R; W-F; W-T; T-F) Accelerated 8 week face-to-face format – Classes are scheduled Mondays & Thursdays or Tuesdays and Fridays

27. Columbus Region Retention Practices Class Scheduling Format – 2 Accelerated 8 week hybrid/format – Classes are scheduled either Monday and Tuesday afternoon/evening with 3 hour face-to-face component & a 3 hour online component either with written assignments/discussion board posts and/or online tutoring software. 16 week totally Distance Education/Online format – This option, though not taught in the Columbus Region, is available at several regions. This option will become available Fall 2009 in the Columbus Region only with advisor approval and student enrollment in IVYT 109 – Online Learning Technologies to facilitate student ease in navigating Blackboard – Ivy Tech’s learning portal.

28. Columbus Region Retention Practices Instructor & Texts Consistency The success in retention depends on several factors: Consistent faculty – Faculty teach the students in the highest ASA component, i.e., ENGL 025 and the lowest GenED component, i.e., ENGL 111. This allows the faculty member to continually reinforce some deficiencies while the student has a confidence level with the faculty member and their new found ability. Consistent textbook – In Developmental/Remediated learning, the same text for dual course work is key to student success. Students become familiar with terminology, index styles, etc. Columbus Region ASA Mathematics and Mathematics 111 use the same author…consistency from remediation into GenED. This consistency leads to higher retention, leading to higher certificate and degree completion.

29. Sellersburg Region Retention Strategies REGION 13 STUDENT SUCCESS, ENROLLMENT SERVICES BEN HARRIS Asst. Vice Chancellor of Enrollment

30. Sellersburg Retention Practices At Risk Students Upon completion of 25% of a course, instructors are asked to submit names of students who are carrying a grade below a “C” and/or those for whom attendance has become a problem. These students are contacted by Region 13’s Office of Student Success via letter. Two weeks after the letter, the students are contacted via phone. Instructors are contacted after the phone calls to determine a student’s improvement All letters are accompanied by a copy of the region’s tutoring schedule. The Registrar’s Office will, prior to completion of a complete drop/withdrawal, refer a student to the Office of Student Success for possible intervention. Students scoring below Ability To Benefit on the COMPASS exam are “strongly encouraged” to complete a minimum of 8 hours of tutoring concurrent with enrollment in ENGL 024, ENGL 032, or MATH 040

31. Sellersburg Retention Practices “Purely” Undecided Students Region 13 intra-term tracking of students shows that 33% of those students completely withdrawing during the semester are undecided. One individual charged with formal retention efforts serves as academic advisor to these students and has developed an advising format based upon “safe” courses that are likely to apply to any major and/or are likely to transfer. Each semester, the Office of Student Success and the Office of Student Life collaboratively host a career workshop in which undecided students participate in online career testing and have a chance to meet representatives from various academic programs.

32. Sellersburg Retention Practices Recapturing Non-Returning Students Students who do not return for a subsequent semester are identified and contacted. Their reasons for non-return (i.e. transfer) are noted, and their plans to return allow us to include them in certain correspondence, such as upcoming advising and registration dates, financial aid deadlines, etc Students who have been out for a year are identified. They are sent a general letter inviting them back. A subset is further identified, and progress toward credentials are evaluated by appropriate faculty. Those closest to completion (in good academic standing, financial aid standing, etc.) are eligible to have one course paid for, should they decide to return. A database of non-completers spanning five years is maintained. Any new academic program being launched is marketed to this group via mail.

33. What Are Your Questions? Student Preparation and Orientation Student Characteristics and Retention Remediation and ASA Courses Academic Advising, Career Services, Tutoring, other Support Services On-line Learning Intervention Strategies Assessment, tracking outcomes, using data

34. Page 34 CCSSE’s Validation Research – Overall Results “There is strong support for the validity of the use of the CCSR (CCSSE report) as a measure of institutional processes and student behaviors that impact student outcomes.” (Strong consistency was found across the three studies.) “The studies confirm a long tradition of research findings linking engagement to positive academic outcome” in community colleges. Some outcomes have stronger relationships to engagement than others:  “The Support for Learners benchmark was consistently correlated with measures of persistence.”  “Four CCSSE benchmarks had statistically significant … positive net effects when predicting cumulative credit completion ratios after years: Active & Collaborative Learning, Student Effort, Academic Challenge and Student-Faculty Interaction  “Active and Collaborative learning had a … positive ‘net effect’ when predicting year to year persistence.” Item clusters for Collaborative Learning, Information Technology and Student Services were similarly linked.