1. AMST 94 Plenary Session Presented on: November 14, 2005 Presented by: Dr. Jerome A. Lucido Vice Provost for Enrollment Policy and Mgt University of North Carolina at Chapel Hill

2. (Very brief) History of Higher Education Colonial Colleges Break with England Morrill Act of 1865 GI Bill (Servicemen’s Readjustment Act of 1944)

3. Definition of Academic Freedom Justice Frankfurter in Sweezy v. New Hampshire “It is the business of a university to provide that atmosphere which is most conducive to speculation, experiment and creation. It is an atmosphere in which there prevail “the four essential freedoms” of a university—to determine for itself on academic grounds who may teach, what may be taught, how it shall be taught, and who may be admitted to study.” Set a precedent of judicial deference

4. Admissions Ability to benefit Ability to contribute Educational benefits of diversity Special claims on admission space

5. Student Aid Need-based aid Merit-based aid

6. Tuition and Educational Costs Institutional needs Social policy regarding individual and societal benefit

7. Registration and the Academic Record Means of access to the curriculum Integrity of the academic record

8. Curriculum Delivery Registration Sequencing Classrooms

9. Orientation Introduction to campus and academic life Maslow

10. Size of Student Body How many students can and should we serve? Quality of students and their experience

11. Mix of Student Body Undergraduate Graduate Professional

12. Physical Plant Classrooms Labs Housing Offices Human space

13. Enrollment Management Refer to handout

14. Principles of Enrollment Growth Refer to handout

15. Challenges Issues of social class Issues of diversity Issues of public interest vs. institutional interest Issues of public individual interest vs. institutional interest

16. Student Retention Study Findings and Recommendations Jerry Lucido, Vice Provost for Admissions & Enrollment Management Lynn Williford, Assistant Provost for Institutional Research & Assessment Faculty Council Spring Meeting April 22, 2005

17. Major Research Questions What factors impact retention and graduation for undergraduate students at Carolina? How do institutional policies and services impact persistence and graduation? What do these results suggest in terms of steps that might be taken to better support students in persisting and graduating from Carolina?

18. Methodology Analysis of characteristics and enrollment patterns of freshmen cohorts of 1997 and 1998 through Fall 2003 (n=6,841) Follow-up surveys of non-returning students Analysis of letters appealing ineligibility Review of academic policies and practices at peer institutions

20. Predictors of Transferring Low first year GPA Carried part-time loads more than once Low engagement in campus social activities Asian or White Non-North Carolina resident Reported general lack of fit with the Carolina campus and students

21. Predictors of Not Graduating or Transferring within Five Years* Low income First generation college Low GPA first year at Carolina Became ineligible (57%) Stopped out/enrolled part-time Low engagement in campus social activities *After controlling for all other variables in the model.

22. Student Explanations for Failure to Graduate Multiple interacting factors Academic problems Struggles with chosen majors Depression Financial: perceived need to work Family responsibilities distracted from engagement with the campus Did not take advantage of support services

23. Major Conclusions Poor academic performance is the single strongest predictor of not graduating from Carolina 90% of those who never become ineligible graduate within five years, compared to < 40% of those who become ineligible even one time. Low income/first generation college status correlated with other risk factors

24. Peer Comparisons of Academic Eligibility Policies Carolina’s progressive cumulative minimum GPA requirement is unusual (1.50, 1.75, 1.90, 2.00; with 1.00 GPA/9 hrs passed in any given term) Nearly all other AAU peer institutions: Require a cumulative 2.00 GPA each term as the minimum expectation. Put students who fail to meet the requirements on probation where they are monitored and encouraged to use support services until 2.00 GPA is regained.

25. Recommendation #1 Expand the current Summer Bridge Program for first year students and offer other academic enrichment programs and services for continuing students to support their endeavors to achieve academic success

26. Recommendation #2: Revise the current system of reporting first year student progress to enhance the value of the feedback to students and allow sufficient time for intervention if needed

27. Recommendation #3: Increase opportunities for small group and supplemental instruction, as well as individual instructional services Continue to increase the number of opportunities for small class experiences and student-faculty interactions

28. Recommendation #4 Expand cultural and co-curricula programs that promote smaller communities, cultural identity, and a sense of belonging in the greater Carolina community

29. Recommendation #5: Develop an early intervention process for students who encounter academic difficulties, with the goal of encouraging them to: (1) maintain their enrollment at Carolina while regaining academic good standing, and (2) take advantage of support services targeted at helping them meet their academic requirements and remove other obstacles to progress towards graduation

30. Recommendation #6: Educational Policy Committee of Faculty Council should study the current academic eligibility regulations and make recommendations concerning changes that would facilitate student retention and graduation

31. Recommendation #7: Maintain an on-going program of research on student retention and graduation at Carolina, and evaluate the efficacy of new and existing initiatives targeted at improving completion rates

32. Questions or Comments?