Retention at CNU

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Retention at CNU

Dr. Dave Doughty for the Faculty Senate Committee
on Retention 1/21/2005
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US News Methodology
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How Much Does Retention Count?

• For Doctoral/National Liberal Arts
• Avg Graduation Rate 16
• Freshman Retention 4
• Graduation Rate Performance - 5
• For Masters/Comprehensive
• Avg Graduation Rate 20
• Freshman Retention 5
• Graduation Rate Performance - 0

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How Do We Stack Up?

• Category Weight CNU Tier 4 Tier 3 Tier 1-2
• Avg Grad Rate () 16.00 36 21 70 41 88 60
  96
• Grad Rate Perf 5.00 1 -33 to 20 -25 to 24 -18
  to 16
• Freshman Retention 4.00 81 (35)
  56-83 68-86 75-99

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Graduation Rate/Freshman Retention
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Freshman Retention Latest Data

• Freshman Retention Fall 2003
• Cohort was 1219
• 288 did not return in fall 2004 76.4 retention
  rate
• 140 had GPA lt 2.0
• 19 had GPA of 0.0
• SAT average of 18 -gt 1187
• GPA average of 18 -gt 3.06
• 148 had GPA gt 2.0

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Freshman Retention

• Completely Consistent with Data from last year
• High School SAT, High School GPA, not good
  predictors
• Also found that Residency and Location were not
  good predictors

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Freshman Retention vs. GPA
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Freshman Retention vs. HS GPA
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Freshman Retention vs. SAT
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Freshman Retention vs. Residence
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Retention at CNU A Threefold Problem

• Weak Performance as a Freshman
• Those who leave with less than 2.0 GPA
• Freshman who do not return for other reasons
• Freshman who leave with GPA at or above 2.0
• Sophomores, Juniors, Seniors who leave

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Why do Students Leave?

• University of Wisconsin , College of Engineering
  and Applied Science did a study
• the major factors they cited in Freshman
  retention were
• Working too many hours
• Financial problems
• Too much work
• Poor time management skills
• Not what I wanted
• Socialized too much
• Lack of faculty support
• Poor grades
• Poor study habits

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Why do Students Leave II ?

• Other studies suggest other possibilities/risk
  factors
• First generation college attenders
• Nationally 40 of freshman are first generation
  college
• Half will not return their sophomore year
• Students who never connect with the university
• Within six weeks
• Students who didnt want to be here in the first
  place (i.e. we were their second choice or lower)
• Students who arent committed to obtaining a
  degree
• Best predictor of whether a student will go on
  to complete a bachelors degree is the intensity
  and quality of that students secondary school
  curriculum (Adelman 1999)

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Why do Students Leave III ?

• The university fails to deliver on expected
  Goods and Services
• Should point out that different studies at
  different schools find different causes!

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Why do Students Leave CNU?

• We dont really know.
• Lots of surveys
• 2001 National Survey of Student Engagement
• 2002 CIRP Institutional Survey
• 2004 Greenley-Archer
• 2004 Noel-Levitz Student Satisfaction Survey
• 2004 CIRP
• None targeted specifically at retention

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Problem 1 Non-Performing Freshman

• Possible causes
• Workload adjustment
• Too much work
• Poor time management skills
• Socialized too much
• Lack of faculty support
• Poor study habits
• Financial
• Working too many hours
• Financial problems
• Dont want to be in college/ not committed to
  degree

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Problem 1 Non-Performing Freshman

• Which of these are our biggest problems?
• We dont know!
• (at least we dont know much but we have some
  hints)
• Need to get more data

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Workload Adjustment

• The 2002 CIRP Institutional Summary asked During
  your last year in high school, how many hours did
  you spend during a typical week doing homework?
• Over seventy percent of our students said five
  hours or less PER WEEK!
• Same in 2004 CIRP survey (70.3)
• (Our students have not changed that much!)
• Confirmed by Critical Point Assessments
• 162/380 freshman at six weeks Not prepared for
  how hard work would be (tests, quizzes, overload
  of reading, etc.).
• 97/195 freshman at twelve weeks
• By far the largest difficulty cited

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Problem 1 Non-Performing Freshman

• Can we reduce this problem with a pre-emptive
  strike?
• i.e. address these issues early
• Faculty-led discussions during summer
  orientation(?)
• Need more data

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Problem 2 Performing Freshman

• Possible Causes
• Students who never connect with the
  university/dont like the environment
• Students who didnt want to be here in the first
  place (i.e. we were their second choice or lower)
• Students who arent committed to obtaining a
  degree
• First generation college students
• Lack of parental support
• Financial issues

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Problem 2 Performing Freshman

• Which of these are our biggest problems?
• We know a bit more here, but we dont track
• The 2002 (2004) CIRP Institutional Summary
• 1.9 of our students did not intend a bachelors
• 4.9 did not intend a bachelors at our school
• 27.7 (24.7) of fathers did not attend college
• 31.6 (24.8) of mothers did not attend college
• 8.2 (7.3) have major worries about ability to
  finance education
• 32 (39.9) said parents wanted them to go (but
  it was multiple select)
• For 31.9 (34..1) of our students CNU was NOT
  1st choice school
• Do we close the deal with these students?
• Or do they always harbor the desire to get into
  the school where they belong?

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Understanding Freshman Retention - A Survey

• Administer a two-part survey
• First part during orientation or first week
• Second near end of first semester
• Track students by Student ID (research only)
• According to the 2002 CIRP 75 of freshman dont
  mind this
• See who leaves
• Look for exit profile
• Solves the problem of scattered, uncorrelated,
  and untracked data

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Questions on Intention and Attitude

• How confident are you that you will obtain a
  bachelors degree?
• Very confident
• Moderately confident
• Somewhat confident
• Unsure
• Very unsure
• How confident are you that you will obtain a
  bachelors degree from CNU?
• Very confident
• Moderately confident
• Somewhat confident
• Unsure
• Very unsure
• How confident are you that you made the right
  decision by choosing CNU?
• Very confident
• Moderately confident
• Somewhat confident
• Unsure
• Very unsure

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More Attitudes

• How confident are you that you have been
  academically prepared for college?
• Very confident
• Moderately confident
• Somewhat confident
• Unsure
• Very unsure
• Was CNU your first choice, second choice, third
  choice, or lower than third choice school
  (meaning of places you wanted to go, as opposed
  to places you were accepted)?
• CNU was my first choice
• CNU was my second choice
• CNU was my third choice
• CNU was lower than my third choice
• How confident are you that you will return to CNU
  next year?
• Very confident
• Moderately confident
• Somewhat confident
• Unsure
• Very unsure

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More Attitudes (my favorites)

• How many hours do you anticipate working on
  academic subjects outside of class each week?
• 25 or more
• 20 - 24
• 15-19
• 10-15
• Less than 10
• Which of these questions BEST describes why you
  came to CNU (please choose only one)
• It was my first choice school
• It was not my first choice school, but I didnt
  get in my higher choices
• I was accepted at a school I preferred but it was
  too expensive
• I was accepted at a school I preferred but my
  parents wanted me to come here (for reasons other
  than financial)
• I was accepted at a school I preferred but my
  friends came here
• Other

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Joiner or Loner?

• Are you planning on joining a sports team
  (varsity or intramural)?
• Definitely
• Possibly
• No
• Are you planning on joining a club or
  organization?
• Definitely
• Possibly
• No
• Are you planning on joining a fraternity or
  sorority?
• Definitely
• Possibly
• No
• Do you have an intended major?
• Yes
• No

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Financial Questions

• Are you planning to work (either work/study or
  outside employment) during the academic year?
• Definitely
• Possibly
• No
• How confident are you that you will be able to
  afford four years of college at CNU?
• Very confident
• Moderately confident
• Somewhat confident
• Unsure
• Very unsure

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Parental Questions

• Did your parents attend college full time?
• Yes, both attended and finished with a bachelors
  degree.
• Yes, both attended and one has a bachelors
  degree.
• Yes both attended and neither has a bachelors
  degree.
• One attended and has a bachelors degree
• One attended.
• Neither attended
• How supportive are your parents of your decision
  to come to CNU
• Very supportive
• Moderately supportive
• Somewhat supportive
• Not very supportive
• Completely unsupportive

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Statistical Questions

• Are you a male or female?
• Male
• Female
• What is your race?
• Caucasian
• African-American
• Hispanic
• Asian-American
• Other

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Academic Background

• What was your GPA in high school?
• gt 4.0
• 3.5 4.0
• 3.0 3.49
• 2.5 2.99
• lt 2.5
• What was your cumulative SAT score (combining
  your best sub-scores)?
• gt1400
• 1250 - 1390
• 1100 - 1240
• 950 - 1090
• lt 950
• Did not take SAT
• What was your ACT score?
• gt31
• 29-31
• 26-28
• 23-25
• lt22

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More questions

• How many of your friends came to CNU?
• More than 10
• 5 - 9
• 3-4
• 1-2
• 0
• Are you in a learning community?
• Yes
• No

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Follow-up survey

• How academically difficult have you found
  college?
• How confident are you that you will return to CNU
  next semester?
• How confident are you that you will return to CNU
  next year?
• How confident are you that you will receive your
  bachelors degree from CNU?
• Have you joined a sports team?
• Have you joined a club or organization?
• Have you joined a fraternity or sorority?

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Follow-up survey

• How many hours did you spend on academic subjects
  OUTSIDE of class?
• Did you have a job (either work/study or outside
  employment) and how many hours per week?
• Have you visited any of your professors in their
  offices?
• How many friends do you have at CNU?
• Academically, how satisfied are you with CNU
• Considering the social aspects of CNU, how
  satisfied are you with CNU
• If you had it to do over again, would you come to
  CNU?
• Have you declared a major ?

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Problem 3 Upperclassmen

• Possible Causes
• Students who never connect with the
  university/dont like the environment
• Students who didnt want to be here in the first
  place (i.e. we were their second choice or lower)
• Students who are dissatisfied with delivery of
  goods and services
• Finances

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Problem 3 Upperclassmen

• Which of these are our biggest problems?
• We dont know much but we now have some good
  data
• Noel-Levitz Student Satisfaction Inventory
• Administered Fall 2004
• (Accidentally) weighted toward Juniors and
  Seniors
• Measures importance of factors and rates them
• Look for performance gap
• i.e. students think it is important and we rate
  low

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Noel-Levitz - The Good News

• The content of courses within my major is
  valuable 6.64 5.38 1.26
• My academic advisor is knowledgeable about
  requirements in my major 6.64 5.48 1.16
• The instruction in my major field is excellent
  6.63 5.58 1.05
• Nearly all the faculty are knowledgeable in their
  field 6.63 5.71 0.92
• The quality of instruction I receive in most of
  my classes is excellent 6.59 5.38 1.21
• The campus is safe and secure for all students
  6.58 5.63 0.95
• Faculty are usually available after class and
  during office hours 6.53 5.69 0.84
• My academic advisor is approachable 6.49 5.56
  0.93
• I am able to experience intellectual growth here
  6.46 5.34 1.12

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Noel-Levitz - The Good News

• Faculty are doing a fabulous job! Really!
• In every area of evaluation involving faculty
  teaching, advising, etc. faculty are doing a
  great job.

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Noel Levitz the Bad News

• I am able to register for classes I need with few
  conflicts 6.70 4.04 2.66
• The amount of student parking space on campus is
  adequate 6.54 2.18 4.36
• Tuition paid is a worthwhile investment 6.54 4.62
  1.92
• There is a good variety of courses provided on
  this campus 6.51 4.12 2.39
• This institution shows concern for students as
  individuals 6.37 4.59 1.78
• Parking lots are well-lighted and secure 6.33
  4.38 1.95
• Security staff respond quickly to emergencies
  6.33 4.52 1.81
• I seldom get the run-around when seeking
  information on this campus 6.33 3.74 2.59
• The personnel involved in registration are
  helpful 6.32 4.57 1.75

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Noel Levitz the Bad News

• The major dissatisfaction with CNU appears to be
  Course Availability.
• This was the weakest area on the SSI
• Most important
• Second largest gap
• Also came up repeatedly in focus groups.
• Biology Lab is a big problem
• Problems with preferential registration
• (Should honors freshman bump seniors?)
• Suggest a change to within class preference?

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Noel Levitz more Bad News

• Another area of dissatisfaction was Tuition paid
  is a worthwhile investment
• My reaction how can this be if faculty are
  doing a good job?
• Student answer it is all about tuition
  increases!
• Flat rate tuition?

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Noel Levitz other points

• Trying to do more with less doesnt work as
  well with service personnel as with faculty.
• Do people leave because of parking or speed of
  emergency response?
• No but it could push them toward the tipping
  point.
• Did not think much of Students First slogan.

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Retention Recommendations

• 1. Begin administering a freshman survey during
  orientation, and a companion near the end of the
  first semester. Track students over four years.
• Tracking these students will help us determine
  (over time) which factors play the heaviest roles
  in the (non)-retention process at CNU.

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Retention Recommendations

• 2. Have an adjustment to college special
  session during orientation or first week
• Small group discussion format with faculty
• Topics
• the difference in level of effort between high
  school and college
• The fact that most students who dont perform
  academically are no different in H.S. GPA and SAT
  than those who do
• (i.e. no reason in principle that anyone cant
  make it)
• the importance of connecting with the campus
  through a club, group, activity, etc.
• the importance of parental support, and what to
  do if there is a perceived lack of it

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Retention Recommendations

• 3. If the Learning Communities improve student
  retention (as we believe they will), increase
  participation as rapidly as possible.
• Early data on this will be available after the
  Spring 2005 session starts.

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Retention Recommendations

• 4. Solve the course availability problem as
  quickly as possible.
• This is a very serious matter.
• Not inexpensive to solve.
• More sections.
• More faculty.
• Consider changing preferential registration to
  within class

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Retention Recommendations

• 5. Review service sector of the university for
  efficiency as perceived by students
• Understaffed?
• Same staff, increased workload?
• Inefficient processes
• Manual vs automated
• Run-around and streamlined information flow

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Retention Recommendations

• 6. Consider a flat-rate tuition plan.
• A one time increase of about 10 would allow us
  to offer flat-rate tuition, barring
  catastrophic occurrences
• Do it now, while our tuition is still very low
• Marketing proposition Come to CNU and your
  tuition wont change for 4 years!
• Students pay the same as the would otherwise, but
  perception is different
• Tuition increase is what it always was, but only
  for first year students
• See spreadsheet.

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Flat-Rate Tuition
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Conclusions

• Retention will need a concerted multi-year
  effort to yield data for continual improvement.
• Beyond scope of this committee
• Needs larger committee
• Needs full-time commitment
• Needs improved institutional research
• Nevertheless there are things we can do
  immediately.