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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.
Page 2 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
Page 3 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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.
Page 4 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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
Page 5 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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.
Page 6 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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.
Admissions/Registrar/
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
Page 7 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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.
Admissions/Financial
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
Page 8 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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
Page 9 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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.
Admissions/Registrar/
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.
Admissions/Financial
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
Page 10 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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
Page 11 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
Task Who Notes Regarding Implementation
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”
Page 12 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
Task Who Notes Regarding Implementation
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
Page 13 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
Task Who Notes Regarding Implementation
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
Page 14 of 21 Mansfield Retention Action Plan/March 11, 2012 Revision
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
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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
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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
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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
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Assistant, and a faculty advisor. Pathways for the needed communication need to be routine and include records of intervention and
follow-up.
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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.
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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.
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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)