1. Student Retention Plan February 14 & 15, 2011 Mission  To recruit, prepare, and support outstanding teachers, mental health professionals, and administrators who will create lifelong opportunities through education for America’s diverse urban communities.

2. Pertinent Data UMKC retention data for SOE UMKC exit survey data SWOT analysis from SOE Strategic Action Plan Student Services survey UFirst data Focus group data from Pre-Education program changers Leading in Urban Education

3. Themes to Consider: SOE Students Leaving UMKC Conflict between job and studies Personal problems Home responsibilities Intent to return to UMKC at a later time Leading in Urban Education

4. Themes to Consider: Students Who Don’t Persist Only 45% of students declared as Pre-Education enter the professional Teacher Education program Reasons need to be studied Hypotheses: – Interest changes during general education courses – Not enough contact with SOE (faculty and students) during Pre-Education coursework – Intro course (ED 180) needs to be more powerful Leading in Urban Education

5. Themes to Consider: Other Student Retention Issues Relatively small amounts of scholarship funds Course offerings that don’t meet student needs Disconnect between student needs and their utilization of campus and SOE services Need to capture the “student voice” in planning and decisions Leading in Urban Education

6. Action Plans Challenges Conflict between job and studies Personal problems Specific, Measurable Action Increase levels of engagement in available SOE and campus supports (e.g., life coaching, Counseling Center). Leading in Urban Education

7. Action Plans Challenges Relatively small amounts of scholarship funds Specific, Measurable Action Increase availability and knowledge of SOE and UMKC scholarship funds ($3 million goal for need-based and merit-based scholarships is part of the Capital Campaign). Leading in Urban Education

8. Action Plans Challenges Student satisfaction with undergraduate advising, while high, could be improved; graduate advising is inconsistent. Specific, Measurable Action Continuously improve undergraduate advising; reconfigure advising through Student Services to make graduate advising more consistent. Leading in Urban Education

9. Action Plans Challenges Student “voices” not consistently captured in decision-making processes that impact their progress Specific, Measurable Action Expand the Student Advisory Group and enhance its role as a source of student input in decision- making. Leading in Urban Education

10. Action Plans Challenges Lack of clarity about why Pre-Education students do not persist and apply for the professional Teacher Education program Specific, Measurable Action Conduct a study of a sample of Pre-Education students who do not persist to identify possible areas of intervention. Leading in Urban Education

11. Action Plans Challenges Connecting Pre-Education students, both “native” students and transfers, to the SOE in order to create a sense of belonging Specific, Measurable Action Strengthen programming for the pool of Pre- Education students, offering at least one event for them per semester. Leading in Urban Education

12. Action Plans Challenges Intro course to the field of education (EDUC 180) could be more powerful as an entry point into the field. Specific, Measurable Action Review course content and assignment of instructors to achieve a memorable, realistic portrayal of the teaching profession. Leading in Urban Education

13. Action Plans Challenges Students not able to access needed courses at convenient times Specific, Measurable Action Develop course offering patterns (master schedules) that better anticipate students’ course-taking needs. Leading in Urban Education

14. Valuing Supporting Listening to Challenging Engaging Mission  To recruit, prepare, and support outstanding teachers, mental health professionals, and administrators who will create lifelong opportunities through education for America’s diverse urban communities. Ultimately… Student retention is about: Students