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Jenzabar Retention: How to increase faculty buy-in

Learn how Grove City College improved faculty engagement with Jenzabar Retention, a student success tool, by transitioning from paper-based processes to technology-based interactions. See how they implemented a Midterm Grade Intervention process and increased student success strategies.

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Jenzabar Retention: How to increase faculty buy-in

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  1. Jenzabar Retention:How to increase faculty buy-in Amanda McCreadie Grove City College Enrollment Coordinator

  2. Introduction • Amanda McCreadie • Enrollment Coordinator • Retention Manager for GCC’s use of Jenzabar Retention • Grove City College • Private, liberal arts college in western Pennsylvania • 2,500 undergraduate student enrollment • Offering over 45 programs of study

  3. Question: • How can you increase the faculty buy-in of Jenzabar Retention and its usefulness as a student success tool? Answer: • Take an existing process that involves all faculty and create a new process within Jenzabar Retention that addresses the same issue. Here’s how we did it…

  4. Midterm grade intervention process • Students with a midterm grade <2.00 or earning any ‘F’ grades • Student receives instructions to meet with academic advisor to discuss action plan • Advisor to complete Advisor Recommendation Form during that meeting • Student to sign and return Advisor Recommendation Form to Registrar’s Office

  5. Advisor Recommendation Form

  6. Results: Paper-based process

  7. What was the problem? • Paper-based process • Advisors losing interest in the process • Students losing forms • Millennial generation • Little interest in paper-based processes • Short, to-the-point, technology-based interactions becoming the trend • Email • Phone call • Text

  8. Jenzabar Retention to the rescue! • Midterm early alerts • Midterm grades broken into three concern types • Midterm: 1.8 - 2.0 or F • Midterm: 1.3 – 1.79 • Midterm: 1.29 or below • An Early Alert is entered for each student falling in one of these groups. (Batch entry feature is a lifesaver!) • Note: you could utilize the automatic alert feature if you just want all <2.0 students to have a midterm alert generated. • A follow-up is assigned to the student’s academic advisor. • After discussing midterm grades with the student, the advisor enters intervention notes into the alert.

  9. Follow-up assignment

  10. Follow-up assignment, cont.

  11. Intervention

  12. Results: Jenzabar Retention Process Students

  13. Results: Jenzabar Retention Process Advisors (faculty)

  14. Conclusion Were we successful in our goal of transferring an old process into a Jenzabar Retention process? • More faculty experienced the user-friendly functionality of Jenzabar Retention. • Increased % of faculty engaging students at the midterm point. • Increased % of students addressing success strategies with their academic advisor at the midterm point. YES!

  15. QUESTIONS?

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