Findings of a Student Retention Study University of Saskatchewan

1. Findings of a Student Retention Study University of Saskatchewan Overview of Findings: June 12, 2007 CACUSS 2007 Conference

2. Process • 2003: University’s Enrolment Plan called for a study of retention patterns, degree completion, and explanations • 2004: Planning and consultation • Winter 2005: Established an Advisory Group that identified questions of interest, seconded a Computer Analyst to project • Spring 2005: Narrowing of scope of cohort analysis, defining terms, realization of data limitations • Summer 2005: Based on preliminary results & Identification of student-based studies • Fall 2005: Hiring Retention Research Coordinator & Presentations of initial findings • Winter 2006: Conducting student-based studies & Regular consultations/check-ins with Advisory Group • Spring/Summer 2006: Final cohort based analysis • Fall 2006: Interpretation of findings, development of presentations • Winter 2007: Presentations, drafting of final report • Spring 2007: Now….

3. Purpose of the Study • To conduct a cohort-based study of retention, attrition, and degree completion rates over the past few years • To better understand the reasons why students choose (or are required) to leave the University

4. Design • Cohort-based longitudinal analysis: • What are the rates and patterns of student retention, attrition and degree completion at the U of S? • Method: Longitudinal cohort-based analysis of data held in the Student Information System • Student-based studies: • What are the underlying reasons for student attrition at the U of S and what factors promote student success, persistence and degree completion? • Method: In-depth interviews, focus groups and surveys

5. Cohort-based analysisWhat are the rates and patterns of student retention, attrition and degree completion at the U of S?

6. Defining our Cohorts • Cohorts of Data: • From 1993 to 2003 • 5 Direct Entry Colleges: • Agriculture and Bioresources • Arts and Science • Commerce • Engineering • Kinesiology

7. Defining our Outcomes • Retention Outcomes: • Degree completion (received degree) • Continued registration (current student) • Internal transfer (transferred to other U of S College) • Attrition Outcomes: • Discontinued registration (academically eligible to return) • Withdrawn registration (in midst of term) • Required to discontinue (by the institution)

8. Overall Retention and Attrition (All 5 Colleges Combined)

9. Year to YearRetention Rates forEach Cohort

10. Retention Rate for Each Cohort (After 1 Year)

11. Student OutcomesAfter 1 Year 1st Year Attrition ~27.5%

12. Retention Rate for Each Cohort (After 2 Years)

13. Retention Rate for Each Cohort (After 3 Years)

14. Retention Rate for Each Cohort (After 4-7 Years)

15. Retention Rates forEach College

16. Overall Retention by College

17. Retention Rate for Each College (After 1-3 Years)

18. Retention Rate for Each College (After 4-7 Years)

19. Degree Completion

20. Degree Completion Rate for Each Cohort (After 4-7 Years)

21. Overall “Degree Completion”by College

22. Degree Completion Rate for Each College (After 4-7 Years)

23. Adjusted “Degree Completion”by College

24. Adjusted “Degree Completion” by College (Average: 1993-1997)

25. Defining our Students • Origin of Student (entering point): • High school • Break after high school • Transferred from other post-secondary institution • Transferred from other U of S College

26. Overall Retention byStudent Origin

27. Overall “Degree Completion”by Student Origin

28. Student-based Studies:What are the underlying reasons for student attrition at the U of S and what factors promote student success, persistence and degree completion?

29. Three Student-based Studies • Phone survey of early leavers • Focus groups with current students • Interviews with RTD students who have returned and are succeeding

30. Phone Surveyof Early Leavers

31. Definition of Early Leavers • Discontinued registration • Students who completed a term(s) and were academically eligible to return but did not register • Withdrawn registration • Students who withdrew registration in the midst of a term

32. Characteristics of Voluntary Leavers • Withdrawn Registration: Female 55%: Male 45% • Discontinued Registration: Female 64%: Male 36% • 23-24 years of age • School of matriculation • Urban = 53% • Rural = 31% • Out of Province = 12% • Admission average = 77-78% • GPA is about 61-64%

33. Reasons for attending university and choosingthe U of S • Main reason for attending university: 1. Prepare for a specific job/career 36.0% 2. General education 24.5% 3. Get a ‘good job’ 18.9% • Main reason for choosing the U of S: 1. Close to family 76.0% 2. Program availability 8.6% 3. Reputation 6.2%

34. Did early leavers intendto pursue a degree? Majority of early leavers intended to pursue a degree at the U of S.

35. How sure were early leaversabout what area/major they wanted to pursue? 70.4% of early leavers were ‘not at all sure’ or only ‘somewhat sure’ of what area/major they wanted to pursue at the U of S.

36. How prepared did earlyleavers feel when they enrolled at the U of S? • 71% felt unprepared for at least one of the following:

37. What influenced early leavers’ decision to leave?

38. What services do early leavers access while at the U of S?

39. Where do early leavers go? • 48% have attended or are now attending another post-secondary institution • Majority of early leavers stay in SK (67%) • Majority attend college (63%)

40. What institutions dothey attend? • SIAST 31.3% • University of Regina 16.6% • A University in Alberta 6.1% • U of Alberta • U of Calgary • U of Lethbridge • University of Manitoba 1.8%

41. Likelihood of Returning tothe U of S in the Next Year Majority of early leavers are ‘not at all likely’ to return to the U of S in the next year.

42. Focus GroupsWith Current U of S Students

43. What are the key challenges you have faced in your studies at the U of S? All Students: • Challenges involving professors • Adjustment from high school to university (expectations) • Academic skill development Aboriginal Students: • Feeling marginalized • Financial issues • Balancing school with other responsibilities

44. InterviewsRTD students who have returned and are succeeding

45. RTD students reported a common path to attrition • Began in first year • Lack of a goal  low investment in time/effort  poor study habits  poor performance  academic failure

46. RTD students reported a common path to a successful return • Identifying an “academic/career” goal • Making a conscious commitment to getting a degree

47. Next Steps • Benchmark data exists for comparison purposes • ‘Proceduralization’ of the collection of retention and attrition data within the University • Follow up studies may be pursued • Strategic development of structures, services, and programs that foster and promote retention

48. Recommendations • Understand retention as a vital component of effective enrollment management, setting targets for improved retention as well as for attracting voluntary leavers back • Take an intentional, comprehensive, and institution-wide approach to enhancing the first year experience

49. Recommendations • Create spaces, services and systems that allow students to connect with other students and that allow students to interact with faculty • Adopt proven models (e.g., Learning Communities) and develop our own models (e.g., University Life 101) to better engage students and assist in transition

50. Recommendations • The quality of teaching is of prime importance to students. The recommendations of the forthcoming Teaching and Learning Foundational document should be implemented. • Increase the availability and quality of integrated academic-career advising services on our campus. Advising for students who are undecided or interested in changing colleges should be made available to a greater degree.