1. Spring Forum on Retention: Fostering Positive Connections Karla Sanders & Kimberlie Moock Co-chairs Committee on Retention Efforts (CORE)

2. Agenda  Eastern’s Retention and Graduation Rates  Alumni Survey Data  Minority Student Report  Panther Success Initiative  Student Success Center  Wrap-Up

3. What is CORE?  Committee on Retention Efforts  Joint committee of academic and student affairs  Chaired by Karla Sanders & Kimberlie Moock  Charged by V.P. Lord & V.P. Nadler

4. National Benchmarks & EIU Institutional Characteristics 6 Year Grad EIU 5 Year Grad Nat’l* (+/-)Fresh to Soph Retention EIU Fre to Soph Retention National* (+/-) MA/MS Public 60% + 41%+20%81%70.5%+9% Traditional Selectivity Public ** 60%35.8%+25.2%81%73%+6.5% *Source: ACT Institutional Data File, 2007 ** Defined as mean entering cohort ACT of 20-23 +For Fall 2000 entering class

8. I cherished my time at Eastern and couldn’t imagine having attended any other university. I think that going to Eastern was absolutely the best decision I could have made. As a high school teacher now I am constantly telling my students to consider Eastern because I enjoyed it so much. --2008 Alumni Survey, 2003 graduate

11. The diversity of the student body gave me a new outlook on different people that I would not have gained if not for EIU and the amazing people I have met and the friends I have made. --2008 Alumni Survey, 2003 graduate

12. Minority Retention Report Mona Davenport Director Minority Affairs

13. EIU Minority Population at EIU (FALL) 2004200520062007 2008 Blacks 724 (6.21%) 848 (6.99%) 924 (7.48%) 997 (8.19%) 1151 (9.56%) American Indian/Alaskan Native 23 (0.20%) 27 (.22%) 39 (.32%) 44 (.36%) 39 (.33%) Asian/Pacific Islander 114 (.98%) 129 (1.07%) 154 (1.25%) 148 (1.21%) 141 (1.17%) Hispanic 241 (2.07%) 272 (2.24%) 284 (2.3%) 299 (2.45%) 324 (2.69%) TOTAL 9.46% 10.52%11.35 %12.22% SP08 – 11.18% 13.75% SP09 – 13.72%

14. EXAMPLE: Concerns about Retention Classes Entering Fall 1990 to Fall 2002 Class Rank of Gateway Non-Graduates Upon Leaving the University  Of those Gateway students who did NOT graduate…  33.26% left the university as freshmen (0-29 hours)  31.24% left the university as sophomores (30-59 hours)  15.51% left the university as juniors (60-89 hours)  14.83% left the university as seniors (90+ hours) 30.34% are leaving after Sophomore year

15. Students being Served by Support Programs 2009 Spring Minority Population 1530 Gateway-90 TRiO-135 BOOST-29 Minority Students not being served 1276

16. Grade Point Averages Fa06-Sp07Fa07-Sp08Fa08 Minority Population (Planning & Institutional Studies) 2.532.542.6 TRiO2.612.602.63 White, not of Hispanic Origin 2.932.973.01

17. Programs in Place Before Freshman Year  High School Contacts (letters/telephone/ACCESS Granted)  Summer Contact  Early Arrival (Gateway) Freshman/Sophomore Year  Minority Reception  TRiO  Peer-Helper Program  University Foundation Course (NEW) Junior/Senior Year  Minority Internship Program (MIP)  TRiO  Listserv  Retention Advisors  S.T.R.O.N.G. MENtoring Program (NEW) ADDITIONAL SUPPORT  Office Hours at Thomas Hall (Thursdays) 8:00 a.m. – 4:30 p.m. – 581-6933

18. Successful Teaching Relative to Overcoming Negative Generalities (S.T.R.O.N.G.) MENtoring  Fall 2008 (Sent 12 African American Male students to Indiana University for a Men of Color Conference  Launched a Male Mentoring program Spring 2009  Fall 2009 Mentoring program in collaboration with Alumni Services with Alumni

19. I got involved on campus as a Resident Assistant. Through that experience I developed leadership skills and other critical communication skills. As an educator I have used these skills to guide my academic team as well as to work with parents in a professional non- threatening way. --2007 Alumni Survey, 2006 graduate

20. Accelerating Student Learning Through a Different Approach: Panther Success Initiative Jody Stone Assistant Director of Housing

21. Why Panther Success Initiative?  In 2004, RA’s implemented 2,779 programs, which 14,627 people attended  What was the educational value? Wanted more quality than quantity.  What percent of student actually attended a program? We found they were the same students.  Who designed these programs? RA’s who were spending more time creating these programs and spending less time “connecting” with their residents and their learning community.  Wanted to be more intentional in assisting students with their own needs and eliminate the “cookie cutter” programming approach since our learning communities have different needs.

22. Why Panther Success Initiative?  RA Exit Surveys in 2004  Least favorite: Programs  Favorite: Getting to know residents  Competing Programs  Other offices’ great programs  Community Building  Hired to create community  Desire to increase GPAs  Increase peer interactions and higher GPAs

23. Panther Success Initiative Goals  Provide RAs and students with meaningful interactions  Serve as an early intervention with students experiencing difficulties  Assist each student in becoming involved in campus life  Have better communities  Increase hall GPAs & student success  Provide a richer flavor to our academic communities  Increase on-campus retention

24. Panther Success Initiative  Intentional Interactions  Faculty Fellows  House Calls  Charleston Chew  Community/Roommate Agreements

25. PSI: Intentional Interactions  Regular 15 minute resident conversations  Goal Setting  Bulletin Boards  Quiet Hours now are Study Hours  Programming still present  Staff one-on-ones  Character sketches  Floor mapping  Community visits

26. PSI: Faculty Fellows  To provide a bridge between the formal academic program and the out-of-classroom learning and developmental activities of residents. To achieve a better integration of learning and living in the undergraduate students’ residential environment.  To build upon our continued efforts to increase student engagement by promoting the personal growth and development of students through contact with members of the faculty  To provide faculty with an understanding of student life and opportunities to meet with students outside of the classroom  To have faculty assist students and Residence Life staff in the development of intellectual, social, cultural, and ethical dimensions of the residence halls.

27. PSI: House Calls  Provides an opportunity for faculty, administrators, and staff to informally interact with residence hall students.  Faculty, administrators and staff walk the floors and interact with residents and usually hold a social after - wards in the lounge.

28. PSI: Charleston Chew  This dining program is a great way to get faculty members into the dinning centers.  The program sets the stage for residents to talk informally with faculty members over a meal (on the department).  Any faculty member, instructor, or academic staff member can be invited to participate

29. PSI: Community/Roommate Agreement  An online process, which empowers residents to get residents invested in becoming a part of the community during the first few weeks  RAs lead a community discussion to help the residents set standards for their learning communities

30. Intentional Interactions Faculty Fellows House Calls Charleston Chew Community Agreements Residential Learning Communities

31. Is it working?  According to the Resident Satisfaction Survey, student satisfaction of life in the residence halls has improved from 84% in 2002 to 93% in 2008. Is giving students more individual attention and focusing on their goals and needs making a significant impact on their satisfaction?

32. Is it working? (continued)  Turnover of RA’s have decreased over the past two years.  Our on campus student retention rate improved in 3 of the last 4 years. In 2004 we retained 46.4% of on campus residents. In 2008 we retained 49.6%

33. How is it impacting GPAs?  Between Fall 2001 and Spring 2005 the average Res. Hall GPA was 2.78…since Fall 2005 the average is 2.83.  45 of 83 learning communities (54.2%) have improved their learning community gpa’s since Fall 2005.  Residence Hall GPAs have risen from 2.68 in 2002 to 2.83 in Fall of 2008.

34. Resources & Questions  PSI Packet for RAs  www.eiu.edu/~aircomm www.eiu.edu/~aircomm

35. I believe EIU faculty/staff members were extremely knowledgeable in their areas of teaching. I have found myself comparing EIU to the two other universities in which I have received my master’s through and strongly feel that EIU provided me with the best education thus far. -- 2008 Alumni Survey, 2003 graduate

36. Student Success Center Cindy Boyer, Assistant Director Taisha Mikell, Student Success Specialist

37. Spring 2009 Retention Forum TITLE III PLANNING GRANT Title III Strengthening Institutions Program  U.S. Department of Education  Expand capacity to serve disadvantaged students  Improve and strengthen  Academic quality  Institutional management  Fiscal stability

38. Spring 2009 Retention Forum PLANNING COMMITTEE  University-wide representation  Retained planning consultant  Developed strategic ranking of existing planning initiatives in relation to Title III priorities  Outlined draft plan for Student Success Center  Open forums lead to  Institutional Development Plan  Institutional Development Grant

39. Spring 2009 Retention Forum TITLE III DEVELOPMENT GRANT Title III Strengthening Institutions Program  U.S. Department of Education  Five-year $1.85 million to develop and implement Student Success Center  Construct ~5,000 square foot facility  Create endowment to fund operations at completion of 5- year grant cycle  Develop programs/services directed toward student success and retention

40. Spring 2009 Retention Forum MISSION The Eastern Illinois University Student Success Center’s mission is to provide comprehensive programs and holistic services designed to empower students and to connect them with the resources needed to achieve both academic and personal goals.

41. Spring 2009 Retention Forum SSC STAFFING  2 Full-time Professionals  6 Graduate Assistants— chosen to integrate with graduate education objectives

42. Spring 2009 Retention Forum STUDENT SERVICES  One-On-One Consultations  Workshop Presentations  EIU 2919  BOOST Program  Reinstated Student Support  Faculty Referral Network  Tutoring Schedules

43. Spring 2009 Retention Forum ONE-ON-ONE CONSULTATION  Designed to assist students identify current academic strengths and develop strategies to overcome challenges  Assessments—CSI, SBI, & Nelson-Denny  Time management  Test-taking  Study habits  Note-taking  Goal-setting  Faculty relations

44. Spring 2009 Retention Forum WORKSHOP PRESENTATIONS

45. Spring 2009 Retention Forum CLASSROOM INSTRUCTION  Required course for students on Academic Warning designed to help create greater success in college and in life  (1) credit hour; does not count towards graduation; included in GPA  (20) sections offered in Spring ’08; (7) sections Fall ’08  Mandatory 1:1 meetings with instructor  May not be dropped Strategies for Academic Success (EIU 2919)

46. Spring 2009 Retention Forum COURSE OBJECTIVE  Achieve a greater sense of personal responsibility  Increase self-motivation  Master effective time management strategies  Revise self-defeating patterns  Identify learning styles  Establish short and long-term academic goals  Master effective study habits Enrolled students will…

47. Spring 2009 Retention Forum Why is On Course such a powerful intervention for improved student success? Before students can succeed in college, they need to become active and responsible partners in their own education. In addition to presenting essential study skills, On Course offers students the opportunity to learn essential behaviors, beliefs, and skills for creating success in college and in life. And it does so in a way that is unlike any other student success book. ON COURSE http://www.oncourseworkshop.com/On%20Course%20(The%20Book).htm

48. Spring 2009 Retention Forum CSI

49. Spring 2009 Retention Forum PROGRAM EXPECTATIONS  The percentage of students who progress from academic warning to good standing will INCREASE from 36% to 60% by 2011  The percentage of minority students who drop out, transfer, or are academically dismissed will DECREASE from 46% to 28% by 2011.

50. PERFORMANCE IMPROVEMENT INDICATORS  Percentage of students who regained good standing semester enrolled in EIU 2919

51. PERFORMANCE IMPROVEMENT INDICATORS  Percentage of students who regained good standing one semester following EIU 2919

52. PERFORMANCE IMPROVEMENT INDICATORS  Percentage of students who regained good standing two semesters following EIU 2919

53. Spring 2009 Retention Forum  After taking this class and learning many helpful strategies, I know now that I can accomplish all of my goals and dreams.  If you can’t recognize what will make you successful, you can’t be successful. This class has brought me a lot of knowledge on how to become successful in life and with hard work I will be able to obtain anything I want as long as I stay “On Course”.  Overall I can say today that I am back on track in school and in life in general. I have learned vital tools and tips to keep succeeding in college and out of college. These lessons will stick with me and I will apply them everyday.  EIU 2919 changed the way I look at my college career and made me an overall better student and person. Skip Downing has opened my eyes to a whole new world of opportunities, given me stability and direction, and pointed me down a path of true academic, social, and financial success. I could spend hours and print many pages and ink describing the number of ways and areas this course has helped me in, but for now I will focus on academia and how On Course turned me from an apathetic, under-achiever to a highly motivated, successful student. WHAT STUDENTS ARE SAYING

54. Spring 2009 Retention Forum END OF YEAR DATA  Over 1700 students received consultation  Students were referred to the SSC by Academic Advisors, Faculty, Career Services, Counseling Center, Writing Center, Minority Affairs, Fraternities and Sororities, Housing, Disability Services, Athletics, and friends.  Conducted 34 workshop presentations

55. Spring 2009 Retention Forum BOOST PROGRAM  Building Outreach and Opportunity for Students in Transition  A special admission program for students who do not meet the established admission criteria at EIU, but have the potential to be successful college students

56. Spring 2009 Retention Forum BOOST PROGRAM  50 Freshmen admitted each year; 2009 will admit 75  Majority of students will be members of underrepresented groups  Criteria based upon a combination of ACT scores and high school G.P.A  ACT composite range of 17-21

57. Spring 2009 Retention Forum BOOST REQUIREMENTS  Develop and complete an academic plan with SSC staff  Regular meetings with SSC staff  Take EIU 1111 Fall Semester  Complete assessment instruments at beginning and conclusion of freshman year

58. Spring 2009 Retention Forum THIRD YEAR BOOST DATA  BOOST students who completed their academic plan and met regularly with SSC staff had a higher G.P.A. (+1.60) than those who did not  BOOST students who completed their academic plans in AY 07 earned 15.86 credit hours more than non-completers

59. Spring 2009 Retention Forum REINSTATED STUDENT PROGRAM  Effective Fall ’06 all students reinstated to the university following academic dismissal must meet regularly with SSC staff, develop and complete an academic plan and complete assessments  An average of 53 reinstated students received individualized interventions each semester  Expected outcomes of increased student retention and increased G.P.A. were met

60. Spring 2009 Retention Forum 1.12 2.78 Following SSC InterventionPrior to Reinstatement AVERAGE TERM GPA OF REINSTATED STUDENTS AY08

61. Spring 2009 Retention Forum ACADEMIC STANDING FOR ALL REINSTATED STUDENTS AY08 59% 16% Good Standing 25% ProbationAcademic Dismissal

62. Spring 2009 Retention Forum VIRTUAL STUDENT SUCCESS CENTER  “One Stop Shop” for access to the tools students need to get motivated and move from being average to EXCELLENT!  On-line resources for success  Campus-wide tutoring schedule  Workshop schedules  Faculty services  Links to all EIU support services

63. Spring 2009 Retention Forum SSC HOMEPAGE

64. Spring 2009 Retention Forum VIRTUAL SSC

65. Spring 2009 Retention Forum TUTORING SCHEDULES

66. Spring 2009 Retention Forum GPA CALCULATOR

67. Spring 2009 Retention Forum FACULTY SERVICES Student Referral Network (SRN)  Have you noticed a student in your class who:  Has poor or weak performance?  Has had a sudden change in behavior?  Seems disgruntled or disengaged?  Could benefit from extra support?

68. Spring 2009 Retention Forum STUDENT REFERRAL NETWORK

69. Spring 2009 Retention Forum BUILDING UPDATE  5,000 square foot facility; addition to 9 th Street Hall  Classrooms (3), conference room, reception/referral area; staff offices  Construction began Fall ‘08  Completion May ‘09

70. Spring 2009 Retention Forum QUESTIONS & COMMENTS