UMKC Retention

UMKC Goals

UMKC Goals: Current Baseline By 2015 By 2020

Retention 69.2% 80% 85%

Graduation 47.5% 50% 55%

Retention Trends

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 201160.0%

65.0%

70.0%

75.0%

80.0%

71.9%

66.9%69.9%

68.0% 68.1%

69.9%

76.4%74.0% 74.9%

73.8%

69.2%

70.9%

64.2%

68.4%66.5%

66.9%66.5%

73.2%

70.6%71.3% 70.7%

65.4%

UMKC UMKC (excl. Prof.)

6-Year Graduation Trends

1999 2000 2001 2002 2003 2004 2005 200635.0%

40.0%

45.0%

50.0%

47.2%46.2%

42.9%43.7%

45.0%46.0%

43.5%

47.5%

41.9%41.6%

38.2%39.5%

40.5% 40.3%

37.4%

42.7%

UMKC UMKC (Excl. Prof.)

Future Demographics

According to the US Census for the Kansas City Metropolitan Area, the population demographics will change from 2000 to 2040 (assuming same migration rates as in 1990-2000):• Total white population will have increased by 4.1%• Total black population will have increased by 60.3%• Total Hispanic population will have increased by 839.2%

By 2030, Missouri and Kansas will be 50/50 states: 50% will be people of color.

Source: Dr. Steve Murdock, former director of the US Census Bureau, Kansas City MSA analysis, 2006

FTC Ethnicity Trends where ethnicity is known

Fall 2007 (842) Fall 2008 (934) Fall 2009 (940) Fall 2010 (1070) Fall 2011 (1106) Fall 2012 (1085)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

62% 62% 60% 62%

52% 52%

2% 3%3%

3%

4% 4%

4% 4% 6%5%

7%7%

20% 19% 19% 18%23%

22%

12% 10% 9% 8% 8% 7%0% 1% 1% 1% 1% 0%

0.010.02

0.04 0.07

0.01 0.01 0.010.01

American Indian / Alaska Native

Asian

Asian (Underrepresented)*

Black / African American

Hispanic / Latino

Multiple Race / Ethnicity*

Native Hawaiian or Other Pacific Islander*

Non-Resident International

White

* For Fall 2009, the US Dept. of Education introduced a new ethnicity/racial model for collecting and reporting student data. UMKC also introduced the "Asian (Underrepresented)" category .

All counts are self-reported.

Leading Indicators of Student Success:Access 2 Success Data

Access 2 Success National initiative to increase the access and success

rates of low income students and underrepresented minority students. Overall goal is to halve the gaps in these rates.

The data indicate several key success indicators. Students are more likely to be retained if they:• enroll in at least 12 hours per semester and 24 hours per year• successfully complete at least 80% of their hours• enroll in and successfully complete a college-level math and

a college-level English course during their first year

9

Completed 12 Hours Did Not Complete 12 Hours0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0% 95.4%

72.1%

95.3%

67.3%

99.2%

76.0%

94.5%

64.9%

Percentage of FS11 FTC Students Retained to Sp12: completed vs. not completed 12 Hours in their first semester

Low-IncomeNon-LIURMNon-URM

10

Completed 24 Hours Did Not Complete 24 Hours0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0% 89.8%

57.4%

92.5%

59.9%

91.2%

61.5%

91.8%

55.6%

Percentage of FS10 FTC Students Retained to FS11: completed vs. not completed 24 Hours in their first year

Low-IncomeNon-LIURMNon-URM

11

Completed 80% Hours Did Not Complete 80% Hours0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0% 94.3%

64.5%

94.4%

64.0%

98.2%

68.0%

93.4%

61.0%

Percentage of FS11 FTC Students Retained to Sp12: completed vs. not completed 80% Hours in their first semester

Low-IncomeNon-LIURMNon-URM

12

Completed 80% Hours Did Not Complete 80% Hours0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

85.0%

57.4%

91.0%

68.9%

87.6%

61.4%

89.2%

63.9%

Percentage of FS11 FTC Students Retained to FS12: completed vs. not completed 80% Hours in their first year

Low-IncomeNon-LIURMNon-URM

13

Successfully Completed Math

Did Not Successfully Complete Math

Did Not Take Math Transferred Math In0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

87.4%

50.8% 45.9%

73.3%

81.4%

40.0%

68.0%

89.6% 88.5%

61.7%

48.5%

87.5% 82.5%

34.5%

62.7%

84.9%

Percentage of FS11 FTC Students Retained to FS12: Successfully completed vs. not completed College-Level Math

their first year

Low-IncomeNon-LIURMNon-URM

14

Successfully Completed English

Did Not Successfully Complete English

Did Not Take English Transferred English In0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

69.3%

20.6%

52.3% 50.0%

81.3%

17.1%

71.4%

86.7%

72.4%

21.7%

37.5%

66.7%

77.7%

17.5%

69.8%

81.3%

Percentage of FS11 FTC Students Retained to FS12: Successfully completed vs. not completed College-Level English

their first year

Low-IncomeNon-LIURMNon-URM

Factors in Retention

Research conducted by Steve Robbins, Vice President of ACT, shows that Academic and Non-Academic Factors together play an important role in student retention.

Top 5 factors effecting retention are:• Academic-Related Skills: level of time management skills, study skills, and

study habits. • Self-Confidence: level of confidence in being successful in the academic

environment.• Academic Goals: level of commitment to obtain a college degree.• Commitment to Institution: level of confidence in and satisfaction with

institutional choice.• Social Support: level of social support a student feels the institution

provides.

Factors in Retention• Successful retention planning requires close collaboration

between all areas of the university.• The most successful retention strategies are those that:

• Focus on students’ engagement with the institution• Increase level of academic competence and confidence• Create social supports and inclusive academic environments• Include high levels of faculty-student interaction

• Programs that provide opportunities to develop students’ academic and non-academic factors include:– Bridge programs– Living Learning Communities– First Year Experience– Orientation

– Supplemental Instruction– Early Warning System– Academic Advising

Strategic Initiatives

Student Success Center

The mission of the Student Success Center is to provide high-quality, integrated, and responsive

services that promote students’ academic and personal success in support of our retention and

graduation goals and to meet the diverse needs of our students now and in the future.

Offices include: Academic Support and Mentoring, UMKC Central, University College, Writing Studio, Welcome Center, Career Services, SEARCH, MindBody Connection, International Student Affairs, International Academic Programs,

and Med School Advising for Students in Years 1 and 2.

University College

Home for undergraduates “in transition”: Deciding students; students changing majors; transfer students

Advisors specializing in cross-college advising, working closely with career services and academic units to assist students in exploring options and making decisions

Will help coordinate cross-college academic support programs and initiatives

Goal: Choice of major, help students move to academic unit and succeed in chosen major

Supplemental Instruction (SI)

SI model was developed at UMKC in 1973 and is grounded in cognitive science research:• Learning is a continuous and active process • New knowledge must be tied to existing knowledge• Students should utilize several styles and strategies to increase

their level of learning SI helps students fully engage in and understand how they

learn so they can successfully master course content. Students who regularly attend SI earn a half to a full letter

grade better than students who do not attend SI.

Tutoring Services

Tutoring available in Academic Support and Mentoring:• Drop-in tutoring is available is available for students

enrolled in Math courses (pre-Algebra through Calculus II and Statistics), as well as Chemistry, Biology, General Physics, Political Science, and English.

• The Coaching Program offers one-on-one tutoring to students in the program on a wide range of subjects.

Major Maps

Piloted Spring 2009, Major Maps provide current and prospective students with a four-year completion guide for each undergraduate major.

Designed to assist students in planning for courses and major requirements, ultimately freeing up advising time to allow for more career exploration and professional development.

Used in conjunction with Degree Audit Reports to gauge where a student is in his or her program.

UFirst Early Alert System

Piloted Fall 2009, UFirst is designed to assist with students’ academic and social transition to college and to connect them with the support services they may need to be academically successful.

Utilized feedback from students and intervention by faculty, academic advisors, and student support staff.

Starting Fall 2011, switched to a BlackBoard module to provide better access for faculty input on academic behavior.

Coaching Program

The Coaching Program provides an environment of accountability to help students be successful

Serves incoming freshmen on trial admission through Peer Mentoring & engaging programming• Peer Coaches meet with students weekly to help them transition to UMKC• The Peer Coaches help them develop time management, study skills, & adapt

to their new social setting Serves current students who are on contract with the Financial Aid

Office for not meeting Satisfactory Academic Progress by matching them one-on-one with a Coach

Serves any student who needs development in the areas of time management, money management, study skills, or learning strategies

DFW Data

Institutional Research provides analysis of courses with high rates of students earning D, F, or W grades.

These lists can be used as a starting point to review courses and implement strategies to promote increased student success.

The current Math Course redesign has met with great success, including the fact that College Algebra is no longer on the high DFW rate list.

Advising Task Force

Advising is one of the most important structured activities for students to interact with faculty and staff

Task Force reviewed student survey data and conducted inventory of best practices, including the current Advisors Forum

Recommendations include:• Develop Comprehensive Advisor Training Program• Implement electronic advising notes system• Staffing realignment and assessment program

Students Don’t Do Optional

When we know something is important, make it mandatory:• Orientation for Transfers as well as Freshmen• Class attendance• Supplemental Instruction• Advising