The University of West Florida Retention Study and Retention Plan

TABLE OF CONTENTS

Executive Summary .............................................................................................................. 1 Part 1:

The Need for a Retention Plan ............................................................................ 2 Growth and Retention at UWF Guiding Principles Summary of Retention Research

Part 2:

Planning Framework .......................................................................................... 6 Retention Goals The Retention Plan I. The University - Campus Wide II. All UWF Offices III. Academic Departments IV. Student Services and Campus Life V. Undergraduate Advising Function and Center(s)

Appendix A:

Summary of Student Profiles ....................................................................... 12

Appendix B:

Retention SWOT Analysis for UWF ........................................................... 14

Appendix C:

UWF Retention and Graduation Rates ........................................................ 22

Appendix D:

Acknowledgments ...................................................................................... 24

Appendix E:

Retention Committee Members .................................................................. 26

EXECUTIVE SUMMARY Overview The purpose of the retention study is to provide specific documentation for a retention plan for students at the University of West Florida. This document is the result of many months of research and planning by the UWF Retention Committee. Arranged into three major parts, the document describes the following: 1) establishing the need for the plan, 2) a planning framework, and 3) supporting information. The need for the plan was established through a discussion of the established growth imperatives, a review of the guiding principles of the University’s mission, and a summary of retention literature. The planning framework includes a list of general retention goals, reflections on ways to convert perceived weaknesses and threats into opportunities, and a menu of ideas suitable for various levels and functional areas of the University. The supporting information provides a summary of student profiles, retention SWOT analysis for UWF, and UWF retention and graduation rates. Summary of Findings Because studies have shown that retention is a very complex and multifaceted phenomenon, retention is the responsibility of the total university community. This includes activities of a macro and micro nature. The plan is written to facilitate the employees’ ability to see how they contribute to retention success. Therefore, all members of the university community will readily identify their role in student success. Once we follow through with our role, we will have a positive effect on retention efforts. Summary of Recommendations The retention literature coupled with the UWF mission statement provides the guiding principles that demonstrate the campus-wide need for an effective and comprehensive retention plan. Because of its importance, it is incumbent upon everyone at UWF to take an active role in retaining students. Conclusion Given the somewhat exhaustive nature of the Retention Plan, the summary provides the framework and a hint of the plan’s specific nature. The plan is organized as the University – Campus Wide, All UWF Offices, Academic Departments, Student Services and Campus Life, and the Undergraduate Advising Function and Center(s). The Retention Committee sees all actions as important to success. In that vein, we readily offer our support.

-1-

PART 1: THE NEED FOR A RETENTION PLAN GROWTH AND RETENTION AT UWF The University of West Florida (UWF) is an excellent size with the promise of future growth potential. Continued growth will require increased resources. If UWF can grow as the strategic planning and priorities suggest, there is every expectation of obtaining new revenue that will exceed the marginal cost of growth. Delayed revenue with immediate marginal cost has been a historic problem. The University will grow through a dynamic combination of recruiting and retaining students. Enrollment growth will increase most dramatically at the lower division. With better retention, more students will advance through the upper division. Considerable resources have been and will continue to be allocated for recruitment, image building, and marketing activities that draw students to campus. Therefore, it is important to have a genuine concern for retention to maximize the UWF investment. Actions designed to improve the retention of students are elements that support successful growth. The bottom line is that by helping students persist and successfully complete degree requirements, the University will benefit by experiencing essential enrollment growth. During the past few years more attention has been focused on retention activities and improvement is noticeable. However, there are many more opportunities to enhance retention efforts. Every division, college, academic department, office, and employee should evaluate their programs, policies, procedures, and initiatives in light of the retention-related goals of the University. Those that directly and verifiably support retention goals should be identified and integrated into a coordinated strategy that is communicated clearly and repeatedly to appropriate constituents and participants. GUIDING PRINCIPLES Retention goals and initiatives, whether broad campus-wide issues or action plans and processes of a specific department, must reflect and reinforce the University’s Mission Statement. The following principles, created to guide the University in restructuring and strategic planning, are implicit in the University Mission. The University of West Florida is a priceless asset that belongs to the citizens of Northwest Florida and the state. Increased recognition and support of this simple statement by the University’s constituents will have a profound effect on UWF’s recruitment and retention efforts. The University of West Florida is a student-centered organization whose faculty, staff and administration are aware of the need to be caring, accommodating, and flexible in striving to serve the needs of students, guests, citizens of Northwest Florida, and fellow employees. Effective recruitment and retention of students requires that every employee of the University adopt a student-centered work ethic and recognize that recruitment and -2-

retention of students is part of all job descriptions. The University of West Florida is a regional university that serves a heterogeneous student body comprised of both non-traditional and increasing numbers of traditional students that vary greatly in work and life experience, academic talents, educational background, and age. The University recognizes the special needs of women, racial and ethnic minorities, and persons with disabilities and will take active and sustained measures to promote a pluralistic community and equality of opportunity. Active recruitment and retention of a pluralistic University community will (a) enhance the learning environment for all students; (b) promote readiness for success in a global society; and (c) create a learning environment that is more attractive to students. The University of West Florida’s highest priority is to provide highly accessible, quality education to all the students it serves. All UWF students deserve high quality education designed to prepare them for career success in a global society. The University must be dedicated to helping students successfully reach their higher education goals and it must recognize the need to develop and sustain programs and resources designed to enhance learning opportunities for all UWF students. Effective recruitment and retention of students requires programs of high quality and the promotion of high levels of student involvement in the learning process. Program delivery should be infused with relevant multi-cultural issues and discipline-related technology, and incorporate hands-on learning experiences where appropriate. Effective recruitment and retention of students requires student access to programs and people. Student access requires student-centered course scheduling, flexible course offerings, effective use of branch campuses, and alternative delivery options. Effective recruitment and retention of students requires student access to a caring and attentive faculty. All University students must have access to a full range of student life opportunities and the educational enrichment which comes to an involved student. Investing in the growth and development of student life opportunities serves students’ educational needs and our recruitment and retention goals. Involvement in student life activities helps students create connections with other students and faculty outside the classroom. This is often cited as a key reason for choosing one university over another. Student life opportunities also connect students to their peers and the university in a way that makes them more likely to stay in school, graduate, and become active alumni.

-3-

SUMMARY OF RETENTION RESEARCH A review of research literature indicates that most colleges and universities are increasingly committed to improving student retention. During the past decade there has been an increase in studies of student retention and graduation rates due partly to enrollment declines in some regions of the country and at some private institutions and the emergence of institutional accountability. Colleges and universities are seeking insight into why some students persist and graduate and others do not; and why some institutions are doing better than others at graduating students. These studies have shown that retention is a very complex multifaceted phenomenon. Many challenges to student retention are cited, such as: isolation; unrealistic or inaccurate expectations; discouragement; reduced motivation; level of student engagement in the college experience; degree of interaction with faculty, advisors, staff, other students; and institutional effectiveness. Approaches to these challenges include meeting student expectations (student satisfaction); student involvement in learning (experiential learning and service learning); student involvement in co- and extra-curricular activities (participation in campus events and new campus traditions); and academic and social integration (learning communities and improved advising). Studies show that the adjustment to college life is marked with problems related to selfidentity, isolation, and anxiety. Students move from a familiar environment to one where their identity must be re-established and reinterpreted. Many of the first-time students arrive on campus with unrealistic expectations about their first semester. These expectations can lead to maladjustment within the new environment, and ultimately can contribute to students prematurely leaving the institution. Ways need to be found to help students confront and master the sources of their anxiety, allowing them to persist and grow. Retention results from a climate of caring, the recognition of expectations, and providing support services for students. Studies have also shown that retention is the outcome when excellent academic programs and services are provided in an integrated and collaborative manner. The entire campus has a stake in the persistence and retention of students to graduation. Everyone needs to feel that “We are all in this together.” Every person coming into contact with a student impacts that student’s decision to remain in school. Conclusions and results of research studies on retention and graduation rates generally agree that • The stronger a student’s institutional commitment, the more likely that student is to persist and graduate. •

Factors external to the institution can play a significant role in affecting student attitudes and intentions, and subsequently, their decision to persist.

•

Student background characteristics combine with an institution’s environment to influence students’ interactions with socializing agents. These interactions influence student effort, which has a bearing on whether or not a student is likely to persist and graduate. Institutional factors play a role in enhancing or hindering student retention.

•

-4-

•

Student retention is more accurately explained by what happens to students once they arrive, rather than by what they were like prior to their arrival to UWF.

-5-

PART 2: PLANNING FRAMEWORK The University of West Florida decentralizes its approach to planning and implementing retention efforts. The University Retention Committee is a coordinating committee with responsibility for developing and implementing the strategic framework for retention. Each division, college, department, office, and employee must accept responsibility for retention. Each plan must be consistent with and supportive of the University Retention Plan. RETENTION GOALS Goal: “Students first” concept will be part of the campus organizational culture by 2005. Objective:

Practice of “students first” by all faculty and staff. Faculty and staff recognition and reward processes will reflect the importance of retention efforts.

Objective:

Ensure that UWF has the appropriate means to support retention initiatives.

Objective:

Create new and innovative ways to involve faculty and staff in retention.

Goal: Progressively increase annual freshman to sophomore persistence rates by at least two percentage points beginning in 2003 and each year thereafter for five years. Objective:

Expand the breadth and depth of new student orientation and UWF learning communities.

Objective:

Encourage freshman students to enroll in SLS courses.

Goal: Progressively increase graduation rates for native students by at least two percentage points beginning in 2003 and each year thereafter for five years. Objective:

Provide students with opportunities for involvement in the academic community. Provide faculty with increased opportunities to be an active part to the academic community.

Objective:

Create new and effective ways of communicating with students so that all are aware of programs, services, events, and activities.

Goal: Progressively increase graduation rates for AA transfer students by at least two percentage points beginning in 2003 and each year thereafter for five years. Objective:

Objective:

Provide students with opportunities for involvement in the academic community. Provide faculty with increased opportunities to be an active part to the academic community. Create new and effective ways of communicating with transfer students so that all are aware of programs, services, events, and activities. -6-

Goal: The results of UWF’s retention efforts will be assessed as appropriate. Objective:

Identify and work with the appropriate offices to ensure that proper steps are in place to measure the results of UWF’s retention efforts. RETENTION PLAN

An exhaustive analysis of strengths, weaknesses, opportunities, and threats as they relate to UWF resulted in our recognition that UWF is uniquely positioned to turn weaknesses and threats into opportunities and strengths. The goals and objectives previously illustrated give rise to specific activities to ensure the goals are reached within the university organizational structure. The following are recommended as they uniquely fit each unit’s purpose and objectives in retaining students. Although this is not an exhaustive list, units will find their fit and should respond accordingly. I. The University – Campus Wide •

Support the Teaching Center a.

Continue to offer in-service orientation programs for new and continuing faculty on University services, programs, and the staffing available to serve student needs.

b.

Develop and publicize a comprehensive list of services, programs, and staff who are available to offer academic assistance to students.

c.

Continue to assist faculty in their use of classroom technology and alternative delivery systems for instruction.

d.

Work with director of the University Teaching and Learning Center on issues where faculty needs are not being met. As they relate to retention and teaching techniques, the following are mandatory. Motivate student learning Increase involvement in the classroom Update and enhance lectures Assist permanent faculty and adjuncts to improve their teaching techniques

•

e.

Design and promote formal principles outlining responsibility of faculty and staff for retention effort. Provide faculty and advisors with appropriate training and resources to facilitate retention.

f.

Train faculty and advisors in ways to identify and intervene with at risk students for early attrition.

Ensure that popular programs have appropriate faculty, advisors, and resource levels to retain students. Popular programs are those that attract high enrollment.

-7-

•

Ensure that faculty recognize and accept the importance of Friday and weekend classes.

•

Push for a campus-wide collaborative approach to scheduling courses.

•

Eliminate the perception that students are being “weeded out” in some introductory courses.

•

Urge the executive officers to support the creation of a technology fee. The fee will be used for continuous technological updates expected by all students.

•

Communicate more effectively with students through student e-mail, e-news, and motivating, fresh messages on marquees and digital signage.

•

Start a “Did You Know" program where one student service is highlighted each week on the university SGA marquee.

•

Ensure a transportation system for students who are place-bound to campus.

•

Use door prizes and other awards to encourage attendance at new student orientation.

•

Increase parental involvement of freshman class.

•

Create a new campus map.

•

Acknowledge significant retention activities of faculty i.e., teaching, advising, mentoring, internships, etc.

•

Determine greatest remedial needs.

•

Immediately highlight and implement policy and rule changes that facilitate our success.

•

Urge the Board of Trustees to reconfirm matriculation and other fees to be defined as tuition.

•

Recognize and support the K-20 model because high school is the initial component of college student success.

•

Ensure that all staff read Appendix A.

•

Encourage graduate student interaction with undergraduate students. Opportunities may be in academic programs and the hidden curriculum that supports it, organizations and clubs, labs or discussion groups, and other possibilities.

II.

ALL UWF OFFICES

•

Encourage and employ a campus-wide attitude of serving students.

•

Make all forms of communication friendly and positive.

•

Ensure a customer friendly office, be accessible and responsive.

•

Send e-mails reminding students of critical deadlines, policies, and procedures that affect their college life.

•

Offer more extensive part-time on-campus and off-campus job opportunities.

•

Encourage every business on 9-Mile Road to hire part-time UWF students. -8-

•

Provide professional responsibilities and professional development for student employees.

•

Listen to what students are saying.

•

Simplify administrative procedures for students.

•

Create a suggestion/comment form (perhaps through e-mail) and respond to the information and questions in a timely manner.

III. •

ACADEMIC DEPARTMENTS Ensure that faculty realize their responsibility with respect to recruitment and retention. a. Encourage students to be more involved in programs requiring cooperative efforts and hands-on learning. b. Offer more internship and co-op opportunities and emphasize their importance to student success in their academic and professional careers.

•

Integrate retention success in college and departmental strategic plans.

•

Provide incentives to individual faculty who take active steps toward increasing retention rates within the department.

•

Encourage faculty members to give students frequent, immediate, corrective, and supportive feedback on their performance; make this a part of their daily activities.

•

Create events (seminars, conferences, picnics, etc.) to help students build connections.

•

Contact students directly who have indicated an interest in majoring in a specific program.

•

Follow-up majors who have not re-enrolled.

•

Provide supplemental instruction for courses where students perceive they are being weeded out. Demonstrate an interest in helping students learn.

•

Involve students in assessing student needs.

•

Create course-offering plans for a two-year time period.

•

Offer undergraduate students the opportunity to do research projects, group projects, and projects in conjunction with professionals in their chosen academic field.

•

Develop and support student organizations or clubs.

•

Mentor students as appropriate.

•

Encourage students to participate in developing newsletters for majors.

•

Ensure that students recognize the importance of time management and priorities while in college. Encourage part-time rather than full-time employment.

•

Utilize departmental bulletin boards more effectively.

•

Utilize interpersonal e-mail to communicate with students for advising, classes, birthday greetings, departmental announcements, etc.

•

Recognize students who are drifting away and provide appropriate assistance. -9-

IV.

STUDENT SERVICES AND CAMPUS LIFE

•

Involve students more aggressively in promoting university programs.

•

Promote athletics to internal and external markets.

•

Provide career choice assistance early in the student’s academic career.

•

Create a weekly “Did You Know” Program to encourage student knowledge of university services and events.

•

Review the hours of service in the Commons and other student service centers.

•

Publicize the latest web resources for career choice selection.

•

Provide career assistance workshops for at-risk students. Show them how their education relates to a career choice and professional opportunity.

•

Review policies and procedures on a continuing basis as they relate to student retention.

•

Provide a list of non-returning students to departments each semester. Make this an important activity.

•

Provide on-going financial support services and advising.

•

Communicate the ease of the financial aid application process.

•

Get financial aid awards out well before the end of the spring semester for continuing students.

•

Ensure that everything possible has been done to resolve financial aid issues before students arrive on campus.

•

Eliminate students being shuttled between Financial Aid and Cashiers Offices. Eliminate any shuttling of students.

•

Continue financial aid outreach programs, investigating innovative ways to take financial aid services to those who need it the most.

V. UNDERGRADUATE ADVISING FUNCTION AND CENTER(S) •

Work with the departments to guarantee a seamless transition from the Undergraduate Advising Center to departmental advisors.

•

Implement a short, simple survey to find out what the freshman students’ thoughts were about their first semester.

•

Continue “early intervention” activities for freshmen with low GPA’s.

•

Encourage freshmen to take the Student Life Skills course.

•

Sponsor “major” fairs for newer students.

•

Include all advising centers in the distribution of new information.

•

Ensure that all advising centers collaborate for the good of our students. -10-

-11-

APPENDIX A SUMMARY OF STUDENT PROFILES

-12-

Why Students Stay in College

Why Students Leave College

Female College Dropout Profile

Male College Dropout Profile

Caring faculty and staff

Lack of faculty care and concern for students

Poor performance in high school

Poor performance in high school

High-quality teaching

Quality of teaching is not consistently high

Not committed to the institution

Not committed to the institution

Adequate financial aid

Inadequate financial aid

No membership in campus organizations

Middle or low GPA

Student involvement in campus

Inadequate extracurricular programs

Little faith in employment value of degree

Not satisfied with being a student

High-quality advising

Inadequate academic advising

Perceives an opportunity to transfer

Does not consider education to be contributing to personal development

Excellent counseling services

Inadequate counseling support system

Does not believe that education leads to self-improvement

Consider life repetitive

Excellent career planning

Inadequate career planning services

No commitment to earning a bachelor's degree

Is not aware of institutional, social, and academic rules

Concern about student and institutional "fit"

Inadequate personal contact between students and faculty

Not satisfied with instruction

May live with parents

Admissions geared to graduation

Insufficient intellectual stimulation or challenge

Does not participate in decision making

Early alert system

Lack of staff care and concern for students

Does not feel she was being treated fairly

Inadequate curricular offerings

Does not meet with staff and faculty members informally

Inadequate academic support services, learning centers, and similar resources Inadequate part-time employment opportunities Unsatisfactory living accommodations Restrictive rules and regulations governing student behavior Inadequate opportunity for cultural and social growth Conflict between class schedule and job

-13-

APPENDIX B RETENTION SWOT ANALYSIS FOR UWF

-14-

RETENTION SWOT ANALYSIS FOR UWF I.

STRENGTHS A.

B.

Academic Programs 1.

Alumni indicate they are very prepared for their career fields.

2.

Employers are pleased by the skills UWF’s graduate bring to the workplace.

3.

A strong nucleus of faculty and staff motivated and dedicated to teaching, thus helping students achieve a positive learning experience.

4.

Cooperative Education programs, internships, and directed study opportunities.

5.

Honors Program.

6.

Very few graduate assistants teaching undergraduates.

7.

Students have opportunities to assist faculty with their research and to participate in relevant research with research centers.

8.

Many student groups have won national academically related awards.

9.

Discipline related student organizations and clubs.

10.

Strong academic reputation.

11.

Nationally recognized and accredited programs.

12.

Updated and revised curricula.

13.

Diversity of student ages; older students bring varied experiences to class discussions.

14.

Updated course content, making it relevant and applicable to employer and student needs with an emphasis on helping students become team-based problem solvers who can work effectively.

15.

Course projects involving hands-on learning experiences with faculty, university departments, and community partner organizations.

16.

Student-to-student mentoring programs in special needs programs that increase students’ likelihood of success and provides an important university connection.

17.

Programs and practices designed to get lower division students actively involved in learning, to help them establish good study habits, and help them connect with their instructors and peers.

Student Life Activities 1.

A campus community.

2.

Student Life programs and services with student development as the primary focus. -15-

C.

3.

Opportunities for active versus passive campus involvement.

4.

Student involvement in campus activities.

5.

Intercollegiate athletic program with successful teams and excellent balance between men’s and women’s sports.

6.

Arts and cultural activities and performances on campus.

7.

Recreational/intramural programs and nature-oriented programs.

8.

Effective residence life programs.

9.

Variety of living accommodations available.

10.

Opportunities for students to develop leadership skills.

11.

Greek organizations and activities.

12.

Campus free from the pressures and safety concerns of many metropolitan areas.

Student Services Activities 1.

Effective technology enhanced systems for students, faculty, and staff.

2.

Personal attention for students for most student services.

3.

Advising Center and Student Success programs. a. One-on-one interaction between students and lower-division academic advisors b. Referral system to on-campus services c. Excellent early-warning system for freshmen d. Communication between advisors and lower-division instructors e. Student life skills courses with excellent information on adjusting to college f. Career information and referrals

4.

Financial aid programs. a. Wide range of financial aid available, including short-term loans and a nocharge installment fee payment plan. b. Mail option for financial aid disbursement with automatic deduction for fees and housing, keeping students from having to wait in line to receive financial aid. Planning to offer direct deposit of financial aid to students’ bank accounts.

5.

New student orientation programs.

6.

Opportunities for employment through Cooperative Education program and summer referrals. -16-

D.

E.

Campus 1.

Enrollment of 9,175 makes UWF a small state university.

2.

Relatively small class size allows more opportunities for personal attention and personal growth.

3.

Leadership opportunities in student organizations.

4.

Friendly, relaxed, community atmosphere.

5.

Beautiful, undisturbed habitat for plants and wildlife.

6.

A wildlife preserve.

7.

At least 300 sunny days a year.

8.

Less than 30 minutes from the emerald waters of the Gulf of Mexico and one of the most beautiful beaches in the Southeast.

9.

Excellent campus safety record.

10.

Attractive campus on over 1600 acres.

Cost 1. 2.

II.

Low tuition and fees as compared to the nation. Differential tuition for students from 17 counties in Alabama.

WEAKNESSES A.

Academic Programs 1.

Insufficient resources (staff and budget) restrict retention-related efforts.

2.

Few rewards and incentives for faculty/departments who initiate innovative retention-related efforts. They need to have ownership.

3.

Faculty/advisor shortage in many popular disciplines.

4.

Inconsistency in the quality of upper-level advising.

5.

Faculty availability beyond minimum requirements and minimum hours.

6.

Faculty do not understand their responsibility for retention.

7.

Faculty need training on SASS system.

8.

Need scheduling of courses to meet student’s needs (time/frequency).

9.

Faculty and departments do not schedule Friday, Friday night, or weekend classes. The Monday/Wednesday/Friday morning sequence of classes is unused.

10.

Students feel faculty are trying to “weed them out” rather than help them learn.

11.

Limited upper-division retention efforts, including limited academic support -17-

for under-prepared students and those students on probationary status.

B.

C.

12.

Failure to prepare students for academic activities.

13.

Few discipline-related scholarships are available.

14.

Lack of funding to update courses with discipline-related technology.

15.

Faculty need additional training in technology so they can enhance their lectures and help students.

16.

Faculty need training in teaching techniques designed to motivate student learning and involvement in the classroom.

17.

Overuse of adjuncts in some departments.

18.

Some adjuncts are qualified professionals but are poor teachers.

Student Life 1.

Over-crowded recreational facilities.

2.

Weak Greek system.

3.

Some students claim a lack of awareness of campus activities despite the availability of many varied activity options.

4.

Some faculty claim a lack of awareness of campus activities and often do not encourage student attendance in campus activities, athletic, or cultural events by word or by example.

5.

Additional residence halls are needed.

6.

Waiting list for child care services.

Student Services 1.

Employee’s lack of referral knowledge creating office-to-office bounce of students.

2.

Faculty awareness.

3.

Student awareness of services such as health center, writing center, career center, counseling center, etc.

4.

Students who are aware of UWF services, desire expanded hours and services.

5.

Participation in transfer student orientations.

6.

Encourage parental involvement.

7.

Need-based and merit scholarship funds.

8.

A new campus map.

9.

Conditions in some classrooms.

10.

Lack of adequate classrooms.

11.

Transportation for students from campus to the Pensacola Community and -18-

to beaches.

III.

OPPORTUNITIES A.

B.

C.

Academic Programs 1.

Redesign programs to meet employer and student needs.

2.

Upgrade course content to include contemporary focus, student involvement in hands-on learning, and discipline-related technology.

3.

Allocate teaching power to freshmen and lower division courses.

4.

Provide suggestions to faculty and staff on how they can serve the retention effort.

5.

Continue to develop the University Teaching and Learning Center to serve all members of the teaching faculty, with special programs for new faculty and adjuncts.

6.

Expand student involvement with faculty outside class.

7.

Provide incentives/rewards/recognition to those who develop and implement successful retention programs.

8.

Raise funds for discipline-related scholarships.

Student Life 1.

Expand the Greek System: offer more on-campus housing.

2.

Continue to find new and different ways to communicate with students about activities and events, including e-mail.

3.

Review the hours of service for Commons food services and bookstore.

4.

Involve students in promoting programs.

5.

Expand intercollegiate athletic programming.

6.

Add to on-campus housing.

7.

Expand child care services.

Student Services 1.

Utilize College Inventory Survey to determine strengths and weaknesses of incoming freshmen.

2.

Replace ACT Student Opinion Survey with the Noel-Levitz’s Student Satisfaction Survey that measures student satisfaction and the importance of student services.

3.

Improve communication campaigns designed to promote faculty, staff, and student awareness of available student services.

4.

Review and evaluate student orientation programs. -19-

D.

5.

Require students identified as “at risk” to take SLS courses.

6.

Provide career decision-making assistance early in students’ academic experience.

7.

Review and evaluate library, IMC, and Computer Lab hours and effectiveness.

General 1.

Increase the level of student satisfaction.

2.

Analyze lower freshman attrition.

3.

Increase graduation rate.

4.

Enhance the public image of UWF.

5.

Establish a tradition.

6.

Position UWF as a high-quality public institution that puts students first with a focus on the undergraduate experience.

IV. THREATS A.

B.

C.

Academic Programs 1.

Budget cuts.

2.

Faculty promotion/reward system that values research over teaching.

3.

Distance learning provided by other universities to students in our area.

4.

PJC’s partnerships with Florida State, University of Florida, and University of South Florida.

5.

On-line classes are popular with older students.

6.

Students graduating from high school may not be academically prepared.

7.

Military programs off campus will no longer pay for fees with Military Tuition Assistance (75% of tuition).

Student Life 1.

Increased staff workload

2.

Budget cuts

3.

Funding caps imposed by legislature on activity and service fees, health fees, and athletic fees

4.

Adult students’ lifestyle interferes with their ability to be actively involved in campus activities and to attend University events

5.

Cost to expand athletic program

Student Services 1.

Staff workloads -20-

2.

Budget cuts

3.

Rules, procedures, etc., that get in the way of student progress

4.

Cost of education

5.

Students working more than 20 hours per week

-21-

APPENDIX C UWF RETENTION AND GRADUATE RATES

-22-

UWF RETENTION AND GRADUATION RATES National retention rates for freshman to sophomore year published by ACT (source 2001 data file) are: Retention Rates % 69.2 1. Master and 1st professional degree institutions 81.4 2. Selective admissions institutions 3. Traditional admissions, public institutions 72.4 4. Selective admissions and master degree, public institutions 81.4 71.2 5. Traditional admissions and master degree, public institutions

National graduation rates for native students in five years published by ACT (source 2001 date file) are: 1. Master and 1st professional degree institutions 2. Selective admissions and master degree, public institutions 3. Traditional admissions and master degree, public institutions

Graduation Rates % 37.5 41.5 39.6

Note: For comparison, UWF would rank between traditional and selective admissions

UWF’s Retention Rates – Freshmen to Sophomore Year Year Entered Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000

Rate % 67.02 72.71 70.72 70.74 75.84 73 73

UWF’s Graduation Rates for Native Students Year Entered 1993 1994

5 Year Rate % 30 31.7

-23-

6 Year Rate % 34.8 36.3

APPENDIX D ACKNOWLEDGMENTS

-24-

ACKNOWLEDGMENTS Although many journal reports and articles and other literature were reviewed, the primary sources of information for this report were:

•

Volumes (1998 - 2001) of Strategies for meeting and exceeding enrollment goals, published by Noel-Levitz

•

Volumes (1998 - 2001) of The SACRAO Journal

•

Annual (1998 - 2001) National Conferences on Student Retention convened by Noel-Levitz

•

Volumes (1998 - 2001) of the Recruitment and Retention In Higher Education publication

•

Volumes (1998 - 2001) of The Enrollment Management Report, practical guidance in recruitment, admissions, retention, and financial aid.

•

Survey results and reports published by the UWF Office of University Planning

•

Previous UWF retention reports

-25-

APPENDIX E RETENTION COMMITTEE MEMBERS

-26-

UNIVERSITY RETENTION COMMITTEE

College of Arts & Sciences:

Pam Tanner - Chemistry Eileen Perrigo - Communication Arts

College of Business:

Tim O’Keefe - Advising & MBA Al Frank - Accounting & Finance

College of Professional Studies:

John Carey - Teacher Education Kathy Johnson - Criminal Justice

Division of Administrative Affairs:

Doyle Pitts - Controller’s Office

Division of Student Affairs:

Doug Palmer - Athletics Jim Hurd - Student Activities

Enrollment Services:

Pete Metarko - Associate Vice President Chair, Retention Committee

Ft. Walton Beach Campus:

Dianne Barlar - Director

Marketing Communications:

Pat Crawford - Asst. Vice President

Student Success Programs:

Angela McCorvey - Assistant to Dean

University Advising Center:

Chat Sue - Advisor

CAS Upper Division Advising

Franca Uvah - Advisor

Institutional Research:

Jacqui Berger - Director

-27-