ACTION PLAN - University of Ulster

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Fundamental Retention Theory From Noel Levitz Students who successfully integrate into the college community tend to persist (Bean, 1980). Persistence is a function of the match between an individual’s motivation and academic ability and his/her academic and social characteristics (Cabrera, Castaneda, Nora, Hengstler, 1992). A student’s tendency to drop our of college is inversely related to the degree of direct involvement in the academic and social life of the institution (Astin, 1984). The strongest indicator of retention is the degree of connection to peers and faculty that a student makes (Astin, 1984). Retention and Attrition Theory Beans Theory of Attrition Expectations + Actual Experience = If positive, the student stays, if negative, the student leaves. Tinto’s Integration Theory Interaction between the student and his/her environment and the match between individual motivation, academic ability, and his/her academic and social characteristics causes a student to stay or depart. Astin’s Theory of College Persistence Student involvement is the key. Noel and Levitz Four Stage Model Theory Enrollment management, action-orientation, organizational development, and staffing. Themes of attrition (Noel and Levitz, 1999) Academic underpreparedness Transition or adjustment problems Unrealistic expectations Boredom or uncertainty Imcompatibility
Retention Principles 1. The ultimate goal of a retention effort is improved educational experiences for students, rather than retention per se. 2. Improving the quality of student life and learning is a continuing and important priority for all institutions of higher education. 3. Engaging in a quality of student life and learning (retention) improvement process should provide an approach to organizing a systematic effort, while at the same time enhancing overall institutional quality, effectiveness, and student success. 4. Increases in retention rates are a function of the current state of efforts to improve the quality of educational programs and services. Most institutions engaging in a systematic and comprehensive retention effort should be able to expect over time a "lift" in cohort graduation rate between ten percent and twenty percent and improvements in annual retention rates of two percent to five percent. 5. Improving retention is a complex task: retention and attrition are multi-variant phenomena, and are not subject to "quick-fix" strategies. 6. Retention tools, systems, staff development activities, computer software, and professional consultation can make a significant contribution to an organized retention effort. 7. Retention strategies already in place can serve as an excellent foundation for developing an ongoing, more systematic approach to improving the quality of student life and learning (retention). 8. Retention is a key component of a comprehensive enrollment management program. 9. Some attrition is inevitable and acceptable. 10. Dropouts are expensive, and improvements in retention rates can add to the annual operating budget. 11. Attrition is a problem for which there is a solution, and retention is one aspect of an enrollment management program over which an institution can exert considerable influence and control. 12. Single casual factors of student attrition are difficult to ascertain. 13. Some attrition is predictable and preventable by focusing special efforts on selected target groups of students. 14. Effective retention strategies focus on improving campus programs, services, attitudes, and behaviors, and result in quality educational experiences for all students. 15. Educational programs and services cannot compensate for the absence of competent, caring, and conscientious faculty and staff. 16. Key to improving the quality of student life and learning (retention) are student-centered policies, procedures, and programs. 17. Persistence depends upon the extent to which an individual has been integrated into the academic and non-academic components of the campus environment.
Page 2 and 3: The University of Louisiana Monroe
Page 4 and 5: Introduction.......................
Page 6 and 7: Introduction The ULM Retention Plan
Page 8 and 9: Executive Summary 8
Page 10 and 11: Other Action Items: Develop a Fisca
Page 14 and 15: Retention Planning Strategies ? Rec
Page 16 and 17: Introduction to the Development of
Page 18 and 19: From the Center for Academic and St
Page 20 and 21: Twice a year, the CASS staff offers
Page 22 and 23: Comparative Data:
Page 24 and 25: A rule-of-thumb is that attrition r
Page 26 and 27: History of First - to - Second Year
Page 28 and 29: Percent Return 70.0% 60.0% 50.0% 40
Page 30 and 31: Percent Return 66.0% 64.0% 62.0% 60
Page 32 and 33: Percent Return 70.0% 60.0% 50.0% En
Page 34 and 35: Methodology: The historical 14 th c
Page 36 and 37: � Personal safety concerns for st
Page 38 and 39: THE UNIVERSITY OF LOUISIANA AT MONR
Page 40 and 41: Successful execution is paramount t
Page 42 and 43: EEMC Goals ? Assist The University
Page 44 and 45: ORGANIZATIONAL STRUCTURE FOR RETENT
Page 46 and 47: For Goal II Ensure Quality and Acco
Page 48 and 49: Retention Task Force Members and Re
Page 50 and 51: Organizational Chart for Retention
Page 52 and 53: Special Projects include: ? Worksho
Page 54 and 55: CORE CURRICULUM COMMITTEE Chris Bla
Page 56 and 57: SHORT RANGE INITIATIVES AND ACCOMPL
Page 58 and 59: Initiative: Increase student referr
Page 60 and 61: Recruit-Back Activities Dr. Cofer h
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Goal 1: Increase retention of all f
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ACTION PLAN GOAL 1: Increase retent
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Coordinator: Dr. Hood Retention Com
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Evaluation/Control: Were the questi
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Coordinator: Dr. Richters Retention
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Evaluation/Control: In a meeting wi
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Evaluation/Control: Staff and stude
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Conduct fire drills twice a semeste
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Evaluation/Control: Were contracts
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Evaluation/Control: Was the timelin
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Evaluation/Control: Was the “Spir
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Evaluation/Control: Was the advisor
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Evaluation/Control: Were the progra
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Evaluation/Control: Was the Committ
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Goal 4: Increase retention of all f
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Publicize positions for S.T.A.A.R.T
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GOAL 6: Increase retention of Fall
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Coordinator: Dr. Brumfield Retentio
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GOAL 7: Increase retention of Fall
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Evaluation/Control: Did the investi
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ACTION PLAN GOAL 8: Increase the re
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Coordinator : Dr. Richters Retentio
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Coordinator: Dr. Bruno Retention Co
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ACTION PLAN GOAL 8: Increase the re
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GOAL: Other Action Items ACTION PLA
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Collect data about/from the univers
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SUMMARY OF RESOURCE REQUIREMENTS
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Goal 2 Increase retention of all fi
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Goal 6 Increase retention of Fall 2
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Other Action Items Action Plan Anti
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APPENDIX A CASS’s Evaluation of U
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campus-wide >search and rescue= tea
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!Hold a workshop on how to mentor -
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In The National Career Development
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their word choice, asking non-threa
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The CASS staff understands how over
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students understand the ways in whi
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students, handout material and topi
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Detailed Explanation of College and
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What can we do? ULM can begin a Fac
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What can we do? Get other departmen
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Current Research/Information: Clems
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APPENDIX B ACADEMIC ADVISING MANUAL
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TABLE OF CONTENTS I. Definition of
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? Advisors should take a role in id
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IV. Academic Advising Steps 1. Inta
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? Advising Notes- It is used to doc
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VII. Auditing Courses ? Telephone r
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for educational and career decision
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of these deadlines since admission
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XVII. INTERCOLLEGIATE ATHLETICS The
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APPENDIX C SCORE IN FOUR 184
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186
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Sophomore Check List Third Semester
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Senior Check List Seventh Semester
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Early Alert 192
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counselor to these reporting devise
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APPENDIX E WEEK OF WELCOME & FRESHM
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Freshman Connection These events sh
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Other suggestions from Noel-Levitz
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38. Pay attention to issues of dive
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73. Establish a permanent instituti
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ACTION PLAN - University of Ulster

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