mansfield university retention action plan1 · 2013. 12. 20. · mansfield university retention...

Mansfield University Retention Action Plan1

Revised March 11, 2012

1 This iteration of the action plan has had significant input from Christine Bell, Judith Brayer, Peter Keller, Jennifer Demchak and others.

of 21 Mansfield Retention Action Plan/March 11, 2012 Revision

INTRODUCTION

A Call to Action for Ensuring Student Persistence and Success

“Retention can no longer be ‘owned by everyone and no one.’”

University Leadership Council, p. xii, Top Lessons from Research.

Improvement of student persistence and success has been an identified priority for Mansfield University for well over a

decade. A variety of processes have been implemented and staff or faculty assigned to this challenge through a series of initiatives

prior to the development of the current Strategic Plan (2008-2013). The third goal of the plan defines student success as our central

focus and identifies 20 actions or initiatives designed to ensure achievement of the goal along a variety of dimensions. One clear

objective is to increase the rate of first to second year retention to 72% or higher. While the retention rate for the first year cohort

reached 72.4% for students entering in fall 2010, it is noteworthy that there has been considerable variability in the retention rate

across the past 5 years. There is also quite a bit of disparity among different subgroups of the cohort as reflected in Appendix 1 to this

plan which contains Mansfield retention and graduation rates over an extended period of time. Moreover, we would argue that

dimensions of student success must also account for student persistence beyond the first year and take into account completion rates

for the varied subgroups that Mansfield serves.

New national initiatives such as Complete College America emphasize the importance of ensuring that more young adults

finish a college education. The data from most public universities nationally, including Mansfield, make it clear that far too few

students who begin college study persist and graduate within 6 years. For those interested in comparisons across institutions that are

similar to Mansfield, College Results Online summarizes data for retention and completion rates. Mansfield is neither among the best

nor the worst of benchmark institutions, but its student success outcomes are below what is attainable, and improvement is essential to

ensure sustainability of the university in a rapidly changing environment for higher education.

A variety of analytic processes for more effectively tracking and supporting students who may be at risk have emerged in

recent years. See, for example, the compelling presentation of Mark Milliron at the fall 2011 Educause conference

(http://educause.mediasite.com/Mediasite/Play/6bf3316c4f4c4a20a47126af0a888fc91d). Powerful new tools such as MAP-Works®,

which was adopted by Mansfield in fall 2009, also make it possible for staff and faculty to identify and reach out to students who may

be at risk early in their first semester of study. Mansfield has also joined a new initiative in concert with other PASSHE universities—

the USC CUE Equity Scorecard—that is designed to more deeply analyze the barriers to access and success experienced by minority

students. These new approaches, which rely on various forms of analysis and action by faculty and staff, are only a part of the

http://www.completecollege.org/

http://www.collegeresults.org/search1b.aspx?institutionid=213783

http://educause.mediasite.com/Mediasite/Play/6bf3316c4f4c4a20a47126af0a888fc91d

http://www.webebi.com/retention

http://cue.usc.edu/equity_model/eqs/EqS-Overview-of%20Phases.pdf


initiatives we must launch to address the need for better rates of student success as measured by learning outcomes achieved along the

pathway to college persistence and completion.

To ensure success of students and sustainability of the university in our rapidly changing environment, Mansfield must be

proactive and methodical in identifying and applying best practices for achieving success. Too often we have opted for independence

over best practices in our implementation planning. We must now act to establish a new set of expectations that apply to all faculty,

staff, and students beginning no later July 2012. Nothing less than a transformation of our culture that improves the ways in which we

engage, teach, and support students as beneficiaries2 will enable us to achieve our desired outcomes. This implies a collaborative

examination of all dimensions of our institution and the ways we engage students and promote their persistence. It involves the

creation and maintenance of a culture of learning and student support and development that is consistent with our desired program

outcomes and is in alignment with the mission and vision defined in our strategic plan. We will need conscious collaboration across all

divisions, particularly academic and student affairs, to ensure the seamless support of students.

STRATEGIC GOALS FOR STUDENT PERSISTENCE AND SUCCESS

We propose that our goals and measures for student success be guided by (a) our Strategic Plan; (b) the PASSHE performance

funding measures, which have recently been revised; (c) the attainment of student persistence and completion success rates reached by

the most successful PASSHE universities; and (d) the national best practice benchmarks set by public universities that are guided by a

liberal arts mission and most closely match the student enrollment, demographics, and faculty and staff resources of Mansfield

University. The following is a summary of proposed measures based on these criteria3, 4

.

Measure 1: Degrees conferred, with the goal of increasing the outcome by 5.5% each year.4

Measure 2: Baccalaureate degrees conferred per FTE undergraduate enrollment.4

Measure 3: Closing the “achievement gap” of Pell recipients and under-represented minority students.4

Measure 4: Student persistence from first to second year.4

Measure 5: Student persistence from fall of freshman year to fall of third year.4

Measure 6: Student 6-year completion rate.4

2 Beneficiaries is a term derived from the assessment, planning and improvement process guided by the Excellence in Higher Education model to which most

university employees have been oriented at various times since its introduction to the campus in 2007. 3 The Retention Action Committee is considering specific goals with input from the Offices of Institutional Research and Assessment.

4 PASSHE Performance Funding Measure defined in 2011-2017 Performance Funding Program approved by the Board of Governors, January 20, 2011.


Measure 7: ETS Proficiency Profile results.

Measure 8: University measures of essential (rubric-based) learning outcomes from capstone projects/courses.

Measure 9: Percentage increase in STEM (Science, Technology, Engineering and Math) and Health Profession degree

recipients.4

Measure 10: Closing the “access gap” for college-going and graduation that exists for low income and minority students.4

The sections that follow describe: (a) current retention processes in place; (b) other retention actions that are newly instituted,

in progress, or that could be implemented; and (c) recommendations for specific actions that address courses and student advising by

faculty.

SECTION A: Current Retention Systems in Place

Listed in Order of Activity Done with Each New Entering Cohort

This section contains an inventory of activities or initiatives that are in place at Mansfield University. Items newly implemented or

enhanced as a result of retention data, survey feedback, and the study of best practice retention literature, are italicized.

Target

Timeframe Task

Primary

Responsibility

By July 1 Admission policy and internal admission guidelines from the previous year are reviewed in

light of retention data, faculty and admissions staff feedback to assess if any changes are

needed before fall class enters in August.

Academic

Affairs/Admissions

Ongoing Student Success Coordinator/Director of Orientation serves as link between First Year

Experience Committee, Admissions, Enrollment Services, and Student Affairs, regarding

first-year persistence.

Student Success

Coordinator

Ongoing Students who disclose special needs are referred to Academic and Human Development

(AHD), and services for students with disabilities in the Counseling Center. The Registrar’s

Office is also notified.

Admissions/Registrar/

Academic and Human

Development (AHD)

October-

May

Admissions institutes a series of ‘recruitment and retention’ surveys to measure student

expectations and perceptions of how well Mansfield does or could meet them – including

cancellation survey for prospects withdrawing their deposit; visit day surveys; individual visit

evaluations.

Admissions


Target

Timeframe Task

Primary

Responsibility

November-

August

Admissions and Financial Aid work collaboratively to introduce prospective students and

parents to the college financial aid process. A two-part parent mailing series addressing

value for cost, the benefit of a four-year degree, and the importance of working with the

personal admissions counselor to navigate the admissions and financial aid processes, were

sent in late fall, and mid-February. The latter mailing included a financial aid timeline

specific to Mansfield University.

Admissions/Financial

Aid

February-

April

University solidifies FYS courses for upcoming fall. Course registration limited to 25

students per class.

FYE

Committee/Registrar

May Faculty teaching FYS and other first-year courses are oriented to expectations for best practice

teaching and learning

FYE and Deans

April-

August

Orientation programs conducted in 5-6 one-day sessions. Students are invited in order of

receipt of their admissions (place-holding) deposit. 2-3 programs are offered prior to the May

1st admission deadline to help solidify class.

Admissions/Orientation

Office

April-

August

Placement Testing5 and Registration activities conducted as part of Orientation programs;

students needing developmental coursework identified; students registered for special classes

(AHD) in light of admissions decisions – done during the scheduling process. Students are

placed into ‘content-oriented’ FYS classes according to their content preference, but the rest

of their schedule is largely predictive by major and course availability.

Admissions/Orientation

Office/Registrar/AHD

May -

August

Admissions works closely with Academic Affairs, Financial Aid, Student Accounts,

Registrar, and Student Affairs to ensure new students are confirmed and matriculated in terms

of having a course schedule, key financial aid and payment processes in order, and housing

arrangements solidified. Every effort is made to solidify the incoming cohort by the end of

orientation or the first week of class to assure a good start to the student experience.

Admissions, Financial

Aid, Student Accounts,

Student Affairs

August University Day Forum: Recruitment and Retention is Everyone’s Business – Offered to

enhance culture of recruitment and retention best practices, and engage campus community in

new initiatives. Intended to be part of a new series, the first forum focused on recruitment best

practices tied to retention.

Enrollment

Management

Consultants

August Registrar’s Office, Financial Aid, Student Accounts and Admissions coordinate an intrusive Enrollment

5 National data collected at Columbia University indicates placement testing is highly problematic and not reliably predictive of student success. CAO meeting

presentation.


Target

Timeframe Task

Primary

Responsibility

‘melt-prevention’ and ‘enrollment confirmation’ contact campaign using BB Connect

(automated voicemail system); e-blasts; Facebook and web postings/announcements and

personal phone calls and emails, to contact students with remaining enrollment issues –

whether tied to the admissions deposit, signing up for orientation, scheduling, financial aid or

bill payment.

Services/Admissions

August University remodeled Enrollment Services area in South Hall to create a more welcoming

atmosphere.

Enrollment Services

Staff with support from

Administration and

Finance.

September Class lists distributed; faculty to identify students not in attendance by end of second week of

drop/add (end of second week).6

Registrar/Faculty

September Incoming class as well as returners and entire enrollment confirmed as of ‘freeze’ – typically

15 days into the semester in accordance with PASSHE standards. First-year cohort group

solidified and official cohort lists shared with other offices. Admissions staff consult with

Registrar and Student Accounts regarding those not confirmed and those not attending class.

New students who never appear in class, or who “change their mind” and leave within the

non-penalty phase of the drop/add period, are cancelled on both the admissions and

Registrar’s records and do not appear in the cohort groups of new students.


Enrollment Services/

Institutional Research

September MAP-Works Survey conducted with all incoming first-year students – 3 weeks into the

semester – via FYS classes. Mansfield began using MAP-Works three years ago as result of

retention literature review and the need for assessment. Student response rates have increased

each year but fall short of an attainable goal. Note: Goal should be nearly100% participation,

and “what did you learn” student discussion groups that follow up. This is a critical period for

students, and we need to make all faculty and staff have a high level awareness of this

process.

Student Success

Coordinator/FYS

Faculty

September-

December

Student Success Coordinator collects, tracks and evaluates individual MAP-Works Surveys,

as well as any incoming alerts from faculty or University staff, regarding students at-risk

(evidenced by their survey feedback; faculty/staff reports that the student is struggling; or

student request for assistance or intervention), and reaches out to students personally. (Note:

This process must be coordinated with Residence Life staff.)

Student Success

Coordinator and

Residence Life Staff

6 Should we be even more intrusive in first week? Consider recommending that all faculty require attendance in first-year courses


Target

Timeframe Task

Primary

Responsibility

September-

May

CMST (Cabinet’s Managerial Solutions Team), which meets monthly has made discussion of

recruitment and retention one of their key charges for 2011-2012 academic year. Fall and

spring meetings include reports and analysis of institutional retention surveys (e.g. NSSE).

CMST/Institutional

Research

October University solidifies 1-3 sections of FYS courses for upcoming spring. Course registration

limited to 25 students per class.

FYS

Committee/Registrar

8th

Wk

of Term

Mid-semester grade alerts provided by Registrar to department, FYE Committee and Student

Success Coordinator for students with grades below D and a mid-term GPA less than 2.0. An

email alert is sent from the Provost to each student as well.

Registrar/Faculty/

Provost

9th

Wk

of Term

Course withdrawal requests are routed through faculty advisors if student has less than 60

credits.

Faculty/Academic

Affairs

November Campus Forum: “Recruitment and Retention is Everyone’s Business” – Second part of series

offered to enhance culture of recruitment and retention best practices, and engage campus

community in new initiatives. Forum focused more on retention and institutional effectiveness.

Enrollment

Management

Consultants

November Initial assessment of at-risk student services for upcoming fall. Admission and retention data

reviewed, academic support services needs and resources discussed for summer and fall.

Academic

Affairs/Admissions/

AHD

November Excellence in Higher Education Assessment Model discussion and strategic planning

workshops sponsored by University for staff and administrative units. Heavy focus on

recruitment and retention/best enrollment management practices for sustainability.

Provost/Dr. Brent

Ruben

November University hired a Datatel consultant to advise and recommend financial aid processing

enhancements and efficiencies to help better serve students.

Administration and

Finance/ Financial Aid

Office

November

- January

Admissions and Financial Aid work collaboratively to assist incoming spring students with

the financial aid process.


Aid Offices

November Registration

period

List of students not registered provided to Department Chairs and funneled to advisors.

Faculty advisors follow-up with students. List also sent to Student Success Coordinator for

follow-up. FYS students sent to Coordinator. List of students with outstanding balances, who

cannot register, forwarded to Student Accounts and Financial Aid.

Registrar/Department

Chairs/Advisors/

Student Success

Coordinator/FYS

Committee Chair

November-

December

Email reminders to students who have not yet registered. Forward withdrawal responses to

Student Success Coordinator for follow-up.

Registrar/Student

Success


Target

Timeframe Task

Primary

Responsibility

December Last day of regularly-scheduled classes: Last day to withdraw from the University Admissions/Registrar

December Review grades and final GPA’s of students who are registered to return and who do not meet

satisfactory academic progress. Students called immediately before break, and letters sent via

email and traditional mail immediately afterward.

Registrar/Academic

Affairs Review Board

(AARB)/AHD

January Mansfield joins University Leadership Council, a source of best practice information, with

initial specific focus of studying the report “Hardwiring Student Success.” Report distributed

to academic affairs administrative units, Enrollment Services, and Admissions leadership

team.

Provost

January University Day Presentations: Excellence in Higher Education Assessment Model discussion

and strategic planning workshops sponsored by University for academic units. Heavy focus

on recruitment and retention/best enrollment management practices for sustainability.

Provost/Dr. Brent

Ruben, Rutgers

University

January Academic Affairs Leadership Council (AALC), led by the Provost, heightens discussion of best

practices in retention. Review of intriguing video of progressive higher education model

instituted presented by Mark Milliron as food for thought.

Provost/AALC

January Enrollment Services, Admissions, Student Affairs, Bookstore and Residence Life, offer

extended hours 1/3/12 through 2/2/12, to help new and returning students with additional

customer service hours. Goals included lessening phone call return time and shortening

service lines. Goals met.

February Competitor retention data reviewed and discussed by President’s Cabinet. Cabinet

January Academic Review Board meetings for “first dismissals.” Second dismissals and above

referred to Deans/Provost area.

Academic Review

Board

members/Faculty

January Registrar’s Office, Financial Aid, Student Accounts and Admissions coordinate an intrusive

‘melt-prevention’ and ‘enrollment confirmation’ contact campaign using BB Connect

(automated voicemail system); e-blasts; Facebook and web postings/announcements and

personal phone calls and emails, to contact students with remaining enrollment issues –

whether tied to the admissions deposit, signing up for orientation, scheduling, financial aid or

bill payment.

Enrollment

Services/Admissions

January Orientation program is conducted for incoming spring students. Placement Testing and

Registration activities conducted as part of Orientation programs; students needing

developmental coursework identified; students registered for special classes (AHD) in light of

admissions decisions – done during the scheduling process. Students are placed into ‘content-

Admissions/

Orientation Office/

Registrar/AHD/

Enrollment Services




Target

Timeframe Task

Primary

Responsibility

oriented’ FYS classes according to their content preference, but the rest of their schedule is

largely predictive by major and course availability. Financial aid and student accounts

presentation added this past January 2012, to increase student awareness of processes and

satisfactory financial progress implications.

January Class lists distributed; faculty to identify students not in attendance by end of second week of

drop/add (end of second week).

Registrar/Faculty

January Incoming class as well as returners and entire enrollment confirmed as of ‘freeze’ – typically

15 days into the semester in accordance with PASSHE standards. First-year cohort group

solidified and official cohort lists shared with other offices. Admissions consults with

Registrar and Student Accounts regarding those not confirmed and those not attending class.

New students who never appear in class, or who “change their mind” and leave within the

non-penalty phase of the drop/add period, are cancelled on both the admissions and

Registrar’s records and do not appear in the cohort groups of new students.


Enrollment Services/

Institutional Research

January New residence halls open as Phase I of housing plan. Filled to 97% capacity. Early student and

administrative feedback and observations very positive (i.e. current students who have moved off

campus seeing the new facilities and considering a move back onto campus). Mid-year rollout a

challenge, but should help better inform the process for Phase II, expected in Fall 2013.

Student Affairs

January –

ongoing

Reinstated students sign contract and instructed to periodically meet with Academic Advising Center. Academic Advising

Center

January or

February

Activate MAP-Works Spring Transition Survey Student Success

Coordinator

January-

February

Final assessment of at-risk student services for upcoming fall. Admission internal guidelines and

process adjusted as needed, to admit students into appropriate special admit categories, depending on

their academic profile, and institutional academic support services identified and resourced for summer

and fall.

Academic

Affairs/Admissions/

AHD

February Housing deposit and contract process launched earlier than in preceding years with more cohesive

and positive messaging to students.

Student Affairs

February Returning student scholarship process launched. Process being simplified Spring 2012 and folded

into financial packaging process through Office of Financial Aid.

Financial Aid/Foundation

February-

August

Admissions counselors further trained on setting the right messaging to support families through the

financial aid process their first-year at Mansfield.


Aid Liaison

8th Wk

of Term

Mid-semester grade alerts provided by Registrar to department, FYE Committee and Student Success

Coordinator for students with grades below D and a mid-term GPA less than 2.0. An email alert is

Registrar/Faculty/

Provost


Target

Timeframe Task

Primary

Responsibility sent from the Provost to each student as well.

March Review MAP-Works data for retention and recommendations Institutional

Research/Student Success

Coordinator

April NSSE Senior Survey administered. Institutional Research

April-May List of students not registered provided to Department Chairs and funneled to advisors. Faculty

advisors follow-up with students. List also sent to Student Success Coordinator for follow-up.

List of students with outstanding balances, who have not registered, forwarded to Financial Aid and

the Student Accounts.

Registrar/Advisors

May Review grades and final GPA’s of students who are registered to return and who do not meet

satisfactory progress (academic standing reviews)

Academic Review

Board/faculty

May Academic Review Board meetings. Summer Registration for those students choosing the option

recommended by Review Board.

Academic Review Board

members/Faculty

SECTION B: Other Retention Initiatives Newly Instituted, In Progress, or that Could Be Implemented

Task Who Notes Regarding Implementation

Modify orientation program to further build class cohort identity and offer

more activities that address transitional issues (e.g., professor

expectations, class attendance, relationships, alcohol and substance use)

Student

Success

Coordinator

Done for FA11 orientation. Additional items being

considered for FA12 orientation (i.e. more sessions

on fin aid and billing)

Melt prevention strategies reassessed and strengthened (contact campaign

to solidify class through rest of enrollment process)

Admissions/

Enrollment

Services

Admissions as a whole was more actively involved

for FA11 enrollment processes, but many more

strategies were identified that need to be

implemented for SP12 and beyond (i.e. enrollment

checklist part of counselor contact campaign for

SP12, and then part of mail flow for FA12)

Meet with AHD and Academic Affairs leadership regarding admissions

processes and suggestions to improve link between admissions and AHD

services

Admissions/

AHD

Done

Assess and adjust internal admissions guidelines and admissions status

communications and codes to ensure alignment with actual services

Admissions Done



Simplify admissions letters and terminology shared with students

regarding their admission status

Admissions Done

Introduce more consistent and official messaging for Truman High School

and offer a consistent admissions and financial aid contact person to

serve Truman prospects and school personnel.

Admissions Done

Introduce hold statuses and official processes whereby admissions

requests, in writing, additional application materials from potentially at-

risk students, to better review their candidacy, set higher

standards/expectations, and assess student motivation

Admissions Done

Utilize a skilled retired staff member to help with volunteer retention

initiatives, particularly focused on students at-risk from one large feeder

school

Admissions In progress. Monthly “Chat with Chris (Vaughn)”

times being instituted SP12 to replace former office

hour model used in FA11.

Better integrate the housing process into orientation, melt prevention and

retention strategies

Student

Affairs/

Admissions/

Enrollment

Services

Assess institutional commitment and view of retention from fiscal and

student/philosophical levels. What could we be doing to reach a specific

level of retention (i.e. 78-80%) to ensure we stabilize enrollment, and

what should we be doing because it is simply the right thing to do?

SPIT Retention team to continue under a new name

(Retention Action Team) to continue work

previous started.

Ensure there is both a thoughtful, long-term statistical analysis of

retention-related issues, and a more immediate and results-oriented

Retention Action Plan that seeks to make improvements to overall

retention and to individual students’ experiences while we study the issue

further and more broadly.

Retention Action Team

Review Fall Academic Review process – submitting grades in a timely

fashion. Looking at when dismissal letters go out to students (timing).

Registrar/

Deans/

Academic

Review

Board

Include more in-depth discussion of Academic Progress and impact on

Financial Aid during Orientation for both Parents and Students.

Include Student Accounts discussion about how to pay the bill and what to

Orientation

Coordinator

Special session during Orientation, which could

include a “check-list”



do if I don’t have the funds.

Create/update a list of resources for students in need of referrals (for

financial aid issues, course issues, housing issues, etc…).

List could possibly be updated/shared with students

and advisors once a semester in the future, as a way

of reaching out. Information is also on the website.

Create a standing task force or group dedicated to addressing retention

issues. Identify one or two key players responsible for working with the

group to create, coordinate and implement a comprehensive retention

plan.

SPIT Team – see above

Systematically assess students at risk from all retention systems/alert

mechanisms in place. Put systems in place to keep information flowing in

a timely manner between those who first become aware of a retention

issue, and those who might best be able to resolve it. Identify students

who would most benefit from aggressive intervention, and students who

would perhaps be better served at another institution. Identify the best

person at University to intervene based on the issue.

Assess the withdrawal/leave of absence/exit interview process and ways

to get both students who initiate it, and those who do not, to “go through

the process.” Identify who will do what, and how proactively the

institution can intervene, when a student discloses s/he may not return.

Assess the interplay between the Provost’s Office, the advisors, the

Registrar’s Office, Financial Aid, Student Accounts, and the VPSA, in the

withdrawal/leave of absence and exit interview processes. Assess how

admissions/enrollment systems and institutional research are kept in loop

regarding new students in particular (impacts cohorts).

University currently does not have a leave of

absence system in place, and likely should, for

students who knowingly are “stopping” out for

only one semester. The University withdrawal

process currently goes through the Student Success

Coordinator (in admissions).

Identify more clearly, everyone’s role in retention. Provide

information/training as needed so everyone feels equipped to help in

process.

Retention Action Team

Assess collection of mid-semester grades in upper level courses.

Institute specific expectations tied to FYS courses. (See section C that

follows)

100% completion of MAP-Works survey

Instructor usage of key MAP-Works

results, incorporated into classroom

teaching (i.e. if patterns show students

have concerns in particular area, modify



course or assignments or peer mentor use,

to address those areas)

Time management

Study skills

Transition from high school to college

What I wish I knew about college (i.e. go

to class! Do an internship! Get engaged!)

Tie academic advising to FYS (i.e. your

FYS instructor is your primary advisor?)

Divert funds from low-yield activities (i.e. 100 vs. 80 student activities

sponsored a year with low attendance), to a University mentoring program

or other engagement and retention strategies.

Consider more funding for student life side

of fall and summer ‘Gateway’ Program

students needing more academic and

student affairs engagement, for success.

Consider supplementing FYE instructors

with 2-3 faculty/staff mentors who each

‘mentor’ 8-10 students. Use ‘common

hour’ or times with less classes (i.e. T/TH

11:30-1) for Retention/Mentor time;

special events in cafeterias/eateries for

mentors/mentees

Phase II Housing Moving forward.

Develop more systems to accept money online and to deposit funds

directly into student accounts online (i.e. refunds)

Continue to add options for students to use their One Card/Mountie

money, enhancing convenience of opportunities on and off campus.

LIKELY critical to support summer Gateway

program, international students, and other groups

on campus during ‘off-peak’ times when standard

services are limited


SECTION C: Toward a Sustainable Academic Model of Student Persistence and Success at the Course, Program, and

Individual Student Levels

“At no time is support, in particular academic support, more important than during the critical first year of college when student success is still so

much in question and still malleable to institutional intervention.” Vincent Tinto

The third goal of the Mansfield University Strategic Plan describes student success as our central focus. One clear measure of our success

is student persistence from the first to the second year, which reached 72.4% for the current (2011) year. While this reached the objective set in our

strategic plan, the average rate for the past 5 years was only 70.82%. Moreover, the bar for student persistence has increased because benchmark

and PASHEE sister institutions have improved their effectiveness since the initiation of our strategic plan in 2008. Many PASSHE universities

now report first to second year student persistence rates of 80% or higher. Also, emerging models of student persistence and success focus on

multi-year rates of persistence and college completion rates. Only 53.9 % of Mansfield students who were part of our fall 2005 first year cohort

graduated within 6 years. Over time, barely half of Mansfield’s students who started their studies with us completed their degrees here. Among the

previous five fall cohorts, all graduated at a 6-year rate less than 50%. In summary, our student persistence and graduation rates do not compare

favorably to most sister institutions, and it will be important for us to improve significantly if we are to avoid putting ourselves at risk.

Our persistence and completion rates reflect not only student success but our effectiveness as a university in a fast changing higher

education environment. The new PASSHE System Accountability Plan approved by the Board of Governors in January 2012 will track the

retention of our students across the first three years of their studies as well as their rate of graduation within 6 years. We will be at risk unless we

improve our rates of persistence and completion substantially. What rates of persistence must we strive for? Over time, we must aim for at least

80% persistence from the first to second year and 55% graduation within 6 years.

Colleges and universities across the nation face the challenge of getting student learning back on track (Arum and Roksa, 2011) during a

period when no new state revenues are likely to emerge and confidence in universities has fallen among policy makers. How will we achieve

better rates of student success? This revised draft of our University Retention Action Plan calls for a transformation of our culture of learning and

student support. We can no longer take for granted that someone else is catching our at-risk students in a safety net; we must collaborate across all

areas of the university to ensure student support as well as best practices in our classrooms. We can start with our first year students and make sure

that they are entering a culture of engagement and learning where they get a consistent message from all faculty in the classroom as well as in

advising sessions. This means that all faculty who teach first year students must act in ways that set consistently high expectations for their

students, while guiding them on a path to success. The following are specific observations and recommendations that are linked to the role of

faculty.

Students linked closely with others in engaging and productive campus activities, whether it be the Honors Program, the band or

chorus, an athletic mentoring program, the TRiO program, a particular club, or some other high value activity at the department level

http://www.insidehighered.com/views/2011/11/03/essay-focus-student-success-efforts-what-happens-classroom


persist at higher rates. Recommendation: Faculty should help all of their students become engaged in not only their classes but in a

campus community or program that is active and supportive.

Evidence has consistently indicated the importance of new students connecting with their advisor(s) very early in their first semester

of college. Recommendation: All faculty advisors should be expected to meet individually or in small groups with first year students

within two weeks of the start of the semester in which new students enter Mansfield. The University should explore the identification of

common “advising hours” during this period of time.

The University should recognize the time commitment involved in advising students effectively. Advising loads vary considerably

across academic departments. Recommendation: In departments that have a high major student to faculty ratio, consideration should

be given to the possibility of assigning alternate workload credit to a particular faculty advisor. There may be other solutions to this

problem as well.

Persistence of second and third year students is a matter of growing concern. Moreover, it is now an optional measure included in the

new PASSHE 2011-2017 Performance Funding Plan. It is directly linked to completion goals that are mandatory. Recommendation:

All faculty advisors should be expected to meet individually or in small groups with returning second and third year students within

one month of the start of the fall semester to complete an academic “checkup” to ensure students are on track for achieving their

educational, professional and graduation goals.

The University Leadership Council Hardwiring Student Success report describes the importance of advisors maintaining a history of

advising contacts for each student seen for advising. Best practices would include a shared online system of record-keeping that

allows for a seamless hand-off whenever a student changes advisors. Recommendation: All faculty advisors should be expected to

maintain and update a record of student advising.

Students with clear academic, personal, and career goals persist at higher rates. Students who lack such goals should be engaged

through advising, career planning courses (e.g., AHD 1101, Introduction to Career Development), or other means, in defining a

direction for themselves as soon as they enter college. Recommendation: It is the role of academic advisors to identify students who

need such support and include career-planning guidance in a record of student advising. This process should also be addressed in

First Year Seminar courses.

Many students come to college adrift and with no history of appropriate academic expectations ever being placed on them. They lack

study skills and the capacity to plan their daily and weekly routines effectively. First year students particularly need structure they may

not have experienced before. Class attendance is a core element of a culture of learning. Recommendation: Mansfield should

implement a mandatory class attendance policy for all first year/lower level courses. Faculty should report students who miss more

than two classes in succession so that a retention team can contact them for follow-up.

Some faculty may unintentionally encourage the notion that class attendance is not essential. (In fact, it is not essential if one only

covers material that is in a text book.) Tinto (2011) and others advise making full use of the first day of class to engage students with

the syllabus and the course material, the professor, and other students in the class who should become partners in learning. Discussing


pathways to success in the course is important in a first class session. Using an assessment of knowledge and course expectations can

be an important part of the first class session. Handing out a syllabus and sending students on their way during the first class session is

identified by Tinto and others as a practice to be avoided. Recommendation: All faculty should ensure they effective use the first class

session to set a culture for learning in the course. Similar messages should be communicated with consistency across all courses.

Actively engage all students who are in first-year courses and seminars. They should experience class as productive time that helps

them understand course content and think productively about the topics being covered. Recommendation: Active learning through

problem focused discussions, group work, writing assignments, clicker technology, and so on, should be a part of classes that fully

engage students in learning.

Writing, even briefly, within class can be a productive activity. For example a one-minute paper can be engaging and useful to both

instructor and student. This kind of assignment can be a part of any class, and the instructor needs only to read a sample of the papers

and respond at the opening of the following class to make the process meaningful. Recommendation: Faculty should consistently use

techniques such as the one-minute paper to improve class engagement, learning, and communication between instructors and

students. First Year Seminar faculty should be encouraged to request weekly journals or similar assignments on specific topics or

campus activities attended and allow class time for personal reflection on campus life.

The timing and frequency of exams and quizzes in first year courses is critical. Best practice would be to have an assessment of some

kind or quiz by the second or, at the latest, the third class. The maxim “test early, test often” is particularly important for first year

courses. The traditional college practice of a mid-term and a final is lethal for underprepared first-year students. Spaced learning and

demonstration of learning promote better retention of material. Recommendation: All faculty teaching first year courses should follow

the practices of assessing early and often and avoiding a small number of major examinations as the primary method of assessment.

Low-risk or practice exams should be used to help students adapt to the expectations of college-level learning.

Students who come to class prepared are more likely to be engaged in deeper learning. Assignments can be designed so that students

are required to be prepared for class. Generally, points assigned to preparation or pre-class quizzing online help to ensure that students

are better prepared. Recommendation: Faculty should design courses so that students are prepared for discussions or other classroom

activities before they arrive.

Supplemental instruction or course-centered study groups that meet outside of class improve learning outcomes and student

persistence. Recommendation: Faculty should plan supplemental instruction, peer leader support, or student study group assignments

into their courses. Points assigned to such activities increase participation.

Planned study areas and hours with tutor availability can facilitate a stronger culture of learning and student success.

Recommendation: The University should establish additional designated study areas in buildings such as the library and residence

halls. Support from tutors should be available in these areas at various times throughout the day and into the evening.

Evidence collected from students who participated in, and faculty who taught the fall 2011 first year seminars, suggests the need for

improvements in the delivery of this course. There is also anecdotal evidence from Mansfield’s January 2012 appeals board that many

http://writing.berkeley.edu/wab/2-2-gone.htm


students who requested reinstatement had a negative rather than a positive experience in the section of the first year seminar for which

they were registered. The meeting of faculty who gathered at the January University Days session to assess implementation of the

seminar also demonstrated some divergent views about the perceived role of the seminar in orienting students to their college first

year. While recognizing that the new first year seminar is built around content, it is the position of the academic administration that the

course must also fulfill a set of learning activities that prepare students for a higher level of success than this first iteration of the

course appeared to demonstrate. Nowhere else in the General Education curriculum is there a course that would necessarily orient

students to the role of General Education, the culture of Mansfield University, library use skills and information literacy, study skills,

and student success expectations. Best practices for first year seminars (e.g., Keup and Petschauer, 2011) would ensure that such

outcomes and skill development are integrated the seminar. Recommendation: Clarify for faculty teaching the first year seminar the

importance of integrating into this course learning outcomes and activities that prepare students for successful engagement with

college level learning and related expectations. Assess achievement of outcomes that ensure these skills are addressed successfully.

Establish a list of best practices for such seminars and encourage bi-weekly discussions, online reviews and discussions, and a

website of support services for faculty teaching first year seminars.

The application of analytics to promote student success is a critical part of achieving the goals of this action plan. Obtaining the data

needed to create successful analytic processes should be everyone’s responsibility in very specific ways. Faculty teaching first year

seminars and other courses must accept part of the responsibility for ensuring that entering students complete instruments such as

MAP-Works and promptly refer students facing challenges associated with their first college year to appropriate resources.

Recommendation: Set a 100% response rate as the goal for first-year students completing MAP-Works, and ensure that first year

seminar faculty and advisors are involved in efforts to reach out to students who are having difficulty engaging with college-level

expectations. An expectation of completing MAP-Works should be integrated into the syllabi of first year seminars and other first year

courses.

Past practice at Mansfield and success at other universities demonstrate that student peer leaders and supplemental instructors can

improve student learning. Recommendation: Create a credit-bearing course for student peer leaders that links their learning to

serving others in first year seminars as well as other courses. Ensure that peer leaders are integrated effectively into supporting

students in first year seminars.

Achieving learning outcome and persistence goals requires more effective planning and collaborative action across the Academic,

Administration and Finance, and Student Affairs divisions. Recommendation: The Vice Presidents for the Academic Affairs,

Administration and Finance, and Student Affairs divisions should establish cross-divisional teams to implement the action steps

needed to ensure the student service, support, and cultural changes needed to achieve the goals of this Retention Action Plan. A

particular example of a task that requires collaborative action is when a student is identified as needing assistance because of failure

to attend class. If the student lives on campus, intervention may need to come from a Persistence Coordinator, a Residence Life


Assistant, and a faculty advisor. Pathways for the needed communication need to be routine and include records of intervention and

follow-up.


CONCLUSIONS

This action plan defines responsibilities and measures for improving the culture of learning and student persistence and success at

Mansfield University. It points the direction to moving past the culture that makes retention of students “everyone but no one’s

responsibility.” Achieving the goals and outcomes associated with this plan will require a period of discomfort for some, adjustment

for all, and ultimately the acceptance of new responsibilities for achieving the outcomes defined above. We do these things because

they will ensure higher levels of student persistence and academic success, but also because they will ensure the sustainability and

success of our University in changing times.


REFERENCES AND RESOURCES

Arum, R. & Roksa, J. (2011). Academically adrift: limited learning on college campuses. Chicago: University of Chicago Press.

Chickering, A. W., & Gamson, Z. F. (March, 1987). Seven principles for good practice in undergraduate education. AAHE Bulletin.

(Available online at http://www.uis.edu/liberalstudies/students/documents/sevenprinciples.pdf.)

Keup, J. R. & Petschauer, J. W. (2011). The first year seminar: designing, implementing, and assessing courses to support student

learning and success. (Vol 1). Columbia, SC: University of South Carolina, National Resource Center for the First-Year

Experience and Students in Transition.

Tagg, J. (2003). The Learning Paradigm College. Boston: Anker Publishing.

Tinto, V. (November 3, 2011). Student success in the classroom. Inside Higher Education. Retrieved at

http://www.insidehighered.com/views/2011/11/03/essay-focus-student-success-efforts-what-happens-classroom.

University Leadership Council. (2009). Hardwiring student success: building disciplines for retention and timely graduation.

Washington, DC: The Advisory Board Company. Note: This is a proprietary document that provides an inventory of best

practices in retention and college completion. Available from the Provost in PDF format for campus use only.

http://www.uis.edu/liberalstudies/students/documents/sevenprinciples.pdf

http://www.insidehighered.com/views/2011/11/03/essay-focus-student-success-efforts-what-happens-classroom


APPENDICES

Appendix 1: Persistence and Completion Rates for Mansfield University Students

Appendix 2: Performance Funding Overview: 2011-2017

Appendix 3: Performance Funding Baseline Data (Full report available by request from the Mansfield Office of Institutional Research and

Assessment Data)

http://mansfield.edu/ir/media/files/fact-book-2011/Retention11.pdf

mansfield university retention action plan1 · 2013. 12. 20. · mansfield university retention...

Documents