looking for retention red flags, tracy stewart vice president for enrollment management and...

CONFERENCE ON ADULT LEARNER ENROLLMENT MANAGEMENT 2013

Looking for Retention Red Flags

Tracy StewartVice President for Enrollment Management and

Information Technology, Regent UniversityJuly 18, 2013

2013 Conference on Adult Learner Enrollment Management


• Research consistently shows that early warning programs increase student success rates through retention, higher GPAs, and credentials earned

• They provide a purposeful strategy to enhance student success by:– Documenting student concerns at specific intervals

throughout the term– Notifying appropriate support services efficiently– Intervening in time to help the student effectively

address concerns

Introduction


• Discuss retention factors “red flags” specific to the adult learner

• Examine strategies to address those factors and enhance student success

• Case Study– Regent University’s Early Warning System

Today’s Agenda


• Institutional Profile– Private, Christian university established in 1978– Located in Virginia Beach, VA– Seven graduate and one undergraduate school– More than 58 degree programs (on campus and

online)– Approximately 5,900 students– Multitude of nationally recognized graduates– Online Bachelor’s Degree ranked in the nation’s

top 10 by U.S. News and World Report (2013)

Regent University


RETENTION RED FLAGS


• At-risk students may not take advantage of available support services

• Limited institutional resources dedicated to intervention

• Institutions may lack a systematic method of identifying students

Barriers to Success


• Students need to be supported– Socially and academically

• Anticipate students needs with “intrusive advising”– Engaged early institutional support

• Early academic achievement can be a predictor of future success– Look for red flags

How Do We Remove Barriers?


• Absenteeism• Weak writing and math skills• Poor grades• Changes in classroom behavior• Poor organization or time management

Academic Red Flags


• Difficulty finding peers• Struggling economically• Juggling multiple responsibilities

– Immediate and extended family– Career demands

Social Red Flags


INTERVENTION


• Are we putting tools in place to monitor students more consistently?

• Are we responding to what we see and hear?• Are we anticipating needs rather than

expecting students to find information on their own?

Central Questions


• How early can we determine a student is struggling?

• Who should reach out to the student? How often?

• How can technology facilitate timely and effective communication?

• How can technology monitor progress or identify red flags?

Intervention Strategy


• Increase course completion rates• Increase student retention • Increase success based on GPA• Increase number of graduates• Increase student’s success in subsequent

courses

Desired Outcomes


EARLY WARNING SYSTEM (EWS)CASE STUDY


• Identify and Report students demonstrating at-risk characteristics that may have a negative impact on their academic or personal success.

• Connect students to the most appropriate student support service or resource for guidance and assistance.

Purpose of the EWS


• Started with a standalone web form• Recognized limitations

– Operationally inefficient– No standard method for categorizing issues– Time intensive to coordinate with advising staff– No feedback or monitoring of student interactions

EWS Evolution


• Received Systems recommendations from our Retention Task Force– Accurate and targeted information sharing– Early, intensive and continuous intervention

protocols– 24/7 availability to faculty and staff– Historical reports for monitoring and analysis of

effectiveness• Fully automated system implemented in Fall

2012

EWS Goals


• Leveraged feature in Banner Relationship Management– Faculty Feedback Module

• Manages course rosters, issues and recommendations

• Custom interface using Oracle APEX– Non-course related warnings– Manages support staff interaction– Monitoring and reporting

• Oracle database event triggers

Technology


• Attendance– Absenteeism, arriving late, leaving early

• Coursework– Missing assignments, low or failing grades

• Behavioral– Disruptiveness, non-participation

Identified Areas of Concern


• Financial– Loss of aid or scholarship

• Spiritual Vitality– Prayer requests or personal hardship

• Lack of Success Skills– Time management, organization or note taking

Identified Areas of Concern


• Academic Advising• Campus Ministries• Disability Services• Financial Aid Review• Math Tutoring• Student Services• University Writing Center

Recommendations


• Faculty and staff access the EWS via the University portal

• Available year round– Mandatory reporting periods each term

• Course rosters– Identify students in a “monitored” status– Web-based interface composed of checkboxes for

standardized issues, recommendations and additional comments

Reporting


• System generated email to support staff based on the recommendation(s)

• Initiates an action plan with the student– Telephone contact, Email, In-person meeting

• Automatic email response to faculty with resolution

• Monitoring by Retention Coordinator

Processing Overview


• To support staff, when initiated• To student from certain departments

– Writing Center– Math Tutoring

• To faculty– Reminders to complete– Resolution from Support Staff

Automated Emails


Staff Notification Email


• Easy to administer• Uniform reporting process which facilitates

faculty participation• Automatic email generation• Information delivered to support services staff

in a timely manner• Faster interaction with students

Advantages of Automation


DETAILED PROCESS FLOW


OBSERVATIONS


Issues Reported by Category


Warnings by Age Group


Warnings by Campus Profile


Warnings by Course Subject


GPA Analysis by Term


Faculty Participation by Term


• Build an academic partnership– Faculty, Support Staff, Students– Determine retention goals

• Set up an Early Warning System– Identify department to monitor the system– System must be flexible and easy to use

• Get faculty on board– Teaching excellence requires an active

commitment to student success

Getting Started


FACULTY IMPRESSIONS


“The Early Warning System in its current state brings a great sense of joy and purpose to my teaching experience. The warning system not only detects problem areas, it offers professors the chance to provide input. Knowing that this does not entirely fall on my shoulders is also encouraging as I cannot provide the specialty services some students may need. It provides a sense of support and camaraderie, knowing that the school is working together to help some of the students who might otherwise fall through the cracks.”- Professor, College of Arts and Sciences


Tracy StewartVice President for Enrollment Management

and Information TechnologyRegent University

[email protected]

Questions

mailto:[email protected]


• SunGard Higher Education. 2009. “Retention and Student Success. Staying on Track with Early Intervention Strategies”.

• NCHEMS Information Center for Higher Education Policymaking and Analysis. http://www.higheredinfo.org

References

http://www.higheredinfo.org/dbrowser/index.php?submeasure=223&year=2010&level=nation&mode=graph&state=0

http://www.higheredinfo.org/dbrowser/index.php?submeasure=223&year=2010&level=nation&mode=graph&state=0

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