Evaluation of Student Retention Services Western Carolina University Final Report July 13, 2007

1. Evaluation of Student Retention Services Western Carolina University Final Report July 13, 2007

2. Table of Contents

3. Chapter 1.0Introduction This chapter presents a brief introduction to the objectives of Western Carolina University’s Evaluation of Student Retention Services study.

4. Background • Western Carolina University (WCU) strives to be a national model for student learning and engagement that embraces its responsibilities as an economically–engaged university. As such, WCU is committed to increasing student retention and graduation rates as part of achieving its vision. Also, as a residential public university within the University of North Carolina system, WCU is being prompted by the System office to increase student retention and graduation rates. • In fall 2005, WCU’s enrollment consisted of 8,861 full- and part-time students, including 7,051 undergraduates, 1,715 graduate students, and 95 other students. The University’s 120 undergraduate majors and concentrations and/or minors and more than 30 graduate-level programs of study are housed in four distinct colleges: • College of Applied Sciences; • College of Arts and Sciences; • College of Business; and • College of Education and Allied Professions. • Boasting a student-to-faculty ratio of 14 to 1, WCU offers a high-quality education through small class sizes and expert faculty. The majority of classes (78%) have fewer than 30 students and the average freshman class size is 23 students. WCU has 433 full-time faculty members, approximately 73 percent of whom hold doctoral or terminal degrees. • The WCU faculty and staff are dedicated to the mission of the institution, which is to create engaged learning opportunities that incorporate teaching, research, and service through residential and distance education and international experiences. The University focuses its academic programs, educational outreach, research and creative activities, and cultural opportunities to improve individual lives and enhance economic and community development in the region, state, and nation. Approved in June 2006, WCU’s 2006-2011 Strategic Plan emphasizes the institution’s commitment to diversity and the facilitation of a global understanding through faculty, staff, student recruitment and retention strategies, and academic/co-curricular planning.

5. Background Western Carolina University - Educational Mission A member of the University of North Carolina, Western Carolina University offers courses in the arts, sciences, technologies, humanities, and professions. Students can elect degree programs at the bachelor's or master's level, or doctoral level study in educational leadership. As a regional comprehensive institution, it serves the people of North Carolina from its residential campus at Cullowhee and through off-campus instruction in Asheville and other locations. Teaching and learning constitute the central mission of Western Carolina University. The University seeks to create a community of scholarship in which the activities of its members are consistent with the highest standards of knowledge and practice in their disciplines. The commitment of the community to service, research, and creative activities complements the central mission and extends the benefits of its scholarship to society. As a major public resource for western North Carolina, the university assists individuals and agencies in the region through the expertise of its faculty, its staff, and its students. Western Carolina University seeks to provide an environment in which students, faculty, and staff jointly assume responsibility for learning, where free exchange of ideas, intellectual challenge, and high standards of scholarship prevail. Western Carolina University Leadership Goals for Improving Student Retention and Graduation Rates • In consultation with the General Administration, WCU shall: • Establish goals for increasing retention and graduation rates and for monitoring the time that full- and part-time students take to graduate. • Offer programs that enhance students’ college experience. • Provide student-focused services that assist students in obtaining a bachelor’s degree in a timely manner.

6. Background University of North Carolina System – Policy Guidelines for Improving Retention and Graduation Rates • Improving Retention and Graduation Rates • Introduction: • The policies adopted by the Board of Governors encourage constituent institutions to decrease the average length of time students take to complete their degrees while maintaining the quality of undergraduate education and the integrity of the baccalaureate degree. In addition, students must be expected to assume responsibility in planning their academic schedules so as to complete their degrees in a timely manner. • Plan to Improve Retention and Graduation Rates in The University of North Carolina System: • UNC’s plan to improve retention and graduation rates has two elements: (1) University wide policies and goals that may decrease the average time taken for completion of degrees, including the requirement that each institution perform institutional studies, based on factors that have been identified as causing students to take longer to complete degree requirements, or drop out, and develop an institutional plan to encourage retention and shorter average time to graduation; and (2) campus and University-wide measures to assess the effectiveness of the policies and goals adopted. • The goal is to move the time taken for completion of the baccalaureate degree toward a four-year period for students enrolled full-time and continuously throughout their academic careers, or toward the equivalent of eight full-time semesters for part-time students or students who interrupt their enrollment for valid reasons.

7. Background President’s Action Committee on Efficiency & Effectiveness (PACE) University of North Carolina (UNC) President, Erskine Bowles, has committed to be a vocal champion on behalf of the campuses of the University System.  As he makes the case for resources, however, he also must assure the state's legislature and taxpayers that the significant resources already dedicated to the University are utilized as efficiently and effectively as possible.To assist in that effort, he commissioned a blue-ribbon President's Advisory Committee on Efficiency & Effectiveness (PACE) of state and business leaders to review the university's activities and to provide findings and possible recommendations. The goals of PACE included: • Develop a snapshot of where UNC funds are allocated/spent. • Examine non-academic administrative functions in particular. • Develop answers to any problems uncovered in this process. • Use the findings in conversations with the General Assembly and donors.

8. Goals and Scope of the Study In January 2007, Western Carolina University (WCU) contracted with MGT of America, Inc. to conduct an evaluation of student retention services. The emphasis of this evaluation centers on the following: • Assess current retention policies and procedures. • Identify barriers to student retention (people, policy, process) at Western Carolina University and assess the adequacy of the staff to implement the retention plan. • Evaluate service/responsiveness of all student services in and outside of One-Stop. • Assess current students' perceptions of experience at Western Carolina University (freshmen, transfers, minority students). • Assess other stakeholders (faculty, administration, staff). • Review: Sophomore and Senior UNC Survey results, and NSSE results. • Suggest surveys that should be done on a regular basis. • Assess current organizational structures/systems' ability to positively impact retention. • Assess student pre-college characteristics and their impact on retention activities planning. • Assess admissions marketing. • Assess Orientation program, links with Freshman Seminars, and follow-up orientation activities during regular year. • Assess Freshman Seminars and analyze how this model might be used over the course of student's next three years, including examining the value of a senior capstone experience incorporating curricular and life skills transition issues. • Assess sophomore retention issues, identification of best practices, and determination of value of implementing University College model. • Establish short term and long term funding priorities related to improving retention. • Develop a communication plan to obtain buy-in from the entire campus on student retention.

9. Methodology • MGT’s study methodology includes four major components: • Situational Analysis – Reviewed data, policies, and procedures. • Focus Groups & Interviews – Collected information from administrators, faculty, staff, and students. • Surveys of Current and Former Students – Collected information from current and former students. • Peer Institution & Best Practices Analysis – Data analysis and interviews with senior administrators responsible for student retention at six peer institutions and reviewed best practices in student retention. • This methodology allows for: • Input from all constituent groups regarding their perceptions about existing issues, problems, and opportunities. • Identifies WCU’s strengths, weaknesses, and desired improvements. • Utilizes information from peer institutions and national best practices when making recommendations for changes and/or enhancements.

10. Overview of Chapters In addition to Chapter 1.0 (Introduction), this report includes the following seven chapters: • Chapter 2.0: Situational Analysis – This chapter includes an analysis of findings and an overview of Western Carolina University’s data and statistics pertaining to: • Enrollment Patterns • Retention Rates • Graduation Rates • Students Who Leave • Students Who Transfer to WCU • Transfer-Out Rates • Common Characteristics of Students • Chapter 3.0: Assessment of the Office of Admissions’ Marketing Materials - This analysis of the Office of Admissions’ marketing materials includes an analysis of findings; discussion of the functions and structure of WCU’s Office of Admissions; data analysis of applications, acceptances, and enrollments; an assessment of marketing materials; and the student survey results related to Admissions. • Chapter 4.0: Assessment of the Advising Center - This analysis of the Advising Center includes an analysis of findings; discussion of the functions and structure of WCU’s Advising Center; and an assessment of the Advising Center . • Chapter 5.0: Assessment of the Orientation Office and Program - This analysis of the Orientation Office includes an analysis of findings; discussion of the functions and structure of WCU’s Orientation Office; and an assessment of the Orientation Office.

11. Overview of Chapters (cont.) • Chapter 6.0: Findings from Interviews and Focus Groups – This chapter presents findings from focus groups and interviews conducted with WCU faculty, staff, and students. The purpose of the interviews and focus groups was to assess the strengths and weaknesses of current retention policies and practices. • Chapter 7.0: Student Survey Results - This chapter presents findings from the online survey of WCU students. The purpose of the survey was to assess the goals of students upon enrollment at WCU, their experience with the admissions process, and their evaluation of their college experiences both in and out of the classroom. • Chapter 8.0: Peer Institution & Best Practices Analysis - This chapter compares WCU to six peer institutions, using IPEDS data and information collected during interviews with senior administrators at peer universities. WCU also is compared to National Best Practices in student retention. • Chapter 9.0: Recommendations - This chapter presents a summary of findings and offers recommendations, including resource requirements to implement recommendations, for Western Carolina University’s consideration. All recommendations consider efficient and effective use of resources and are based on national best practices. • Chapter 10.0: Financial and Staffing Considerations - This chapter analyzes WCU’s and peer institutions’ financial and staffing data with regard to student retention efforts. Financial considerations are presented for Western Carolina University’s review. • The following five appendices to accompany the report to provide additional detail: • Appendix A: Survey of Current Students. • Appendix B: Survey of Former Students. • Appendix C: List of Focus Groups and Interviews. • Appendix D: Peer Institution IPEDS Data. • Appendix E: List of Peer Institution Interviewees.

12. Chapter 2.0 Situational Analysis • This chapter includes an analysis of findings and an overview of Western Carolina University’s data and statistics pertaining to: • Enrollment Patterns • Retention Rates • Graduation Rates • Students Who Leave • Students Who Transfer to WCU • Transfer-Out Rates • Common Characteristics of Students

13. Situational Analysis – Analysis of Findings • WCU’s student population has increased over the past six years by nearly 1,300 students, resulting in a 29.1% change between 2001 and 2006. Increases in student population require that current resources be used efficiently and effectively to continue to meet the needs of students. • Retention Rates – Freshman to sophomore retention rates have been stable over the last six years (71%), even though total student enrollment has increased, suggesting that WCU is using their resources efficiently and effectively. WCU wishes to capitalize on this momentum and increase student retention rates. A review of the data shows that of the students who leave WCU, most do so after the first year. A smaller percentage of students (compared to freshman) leave after their sophomore year. Students who continue through their junior year at WCU tend to remain through graduation. • Graduation Rates – Six-year graduation rates have been stable over the last six years (47%). In comparing the relationship of SAT scores and first semester GPAs, GPA is a stronger predictor of graduation. As WCU aims to increase the institution’s average SAT score, the data reveal that restricting enrollment to those students who are higher academic achievers in high school will not substantially improve retention rates alone. While those with the strongest high school academic records do tend to graduate at higher rates (on average), this group of students also has slightly lower retention rates compared to other groups of students, for example: • Students entering WCU with SAT scores below 1000 are often retained to their sophomore year at rates similar to those scoring between 1001 and 1100 on the SAT. • Students with the lowest SAT scores (below 1000) have approximately the same four- and six-year graduation rates as mid-range counterparts (between 1001 and 1100). • For three of the last six years, retention rates for regular admits and Summer Success Program students were similar.

14. Situational Analysis – Analysis of Findings (cont.) • The findings from the situational analysis suggest that the study needs to identify the reasons that students are departing WCU and offer recommendations on programs and services to address the needs of students who are “likely to leave” as well as “likely to stay.” • WCU's goal is to increase student retention and graduation rates as well as contribute to the System’s overall retention and graduation rates. A review of WCU’s pipeline of students (see WCU Pipeline on page 15) will illuminate WCU's student retention and graduation issues. • As shown in WCU’s pipeline, for every 100 first-time, full-time freshmen, 71 students return to WCU for their sophomore year, while 29 leave after their freshman year. 60 students return for their junior year, while 11 do not. Finally, of the original 100 students, 47 students will graduate within six years, and another 13 students do not graduate between their junior year and sixth year. A total of 53 students leave WCU over a six-year period of time. • Of the 53 students who do not graduate within six years: • 24 dropout or are unable to be found through available tracking means. These students may attend an institution out-of-state, dropout from college, etc. • 26 students transfer to a two-year college in North Carolina (6 students), four-year public institution in North Carolina (17 students), or four-year private institution in North Carolina (3 students). • 3 of the 53 students graduate within 6.5 to 10 years from WCU. This group of students may have attended school part-time, switched majors, and/or taken a semester or more off from college. • After identifying where students go, the next step in the analysis is to examine what can be done to encourage students to remain in the pipeline to graduation, thereby reducing the number of students who leave (currently 53 students for every 100 freshmen).

15. Situational Analysis – Analysis of Findings (cont.) There are 7 points in this pipeline at which WCU can attempt to intervene to retain more students from year to year and graduate more students within six years (see WCU pipeline on page 15). • Recruitment & Admissions – Efforts that focus on recruiting, admitting, and enrolling students who want to graduate from WCU. • Freshman Focused Programs & Services – This includes efforts that exclusively target freshman students. • Sophomore Focused Programs & Services – This includes efforts that exclusively target sophomore students. • Junior/Senior Focused Programs & Services – This includes efforts that exclusively target upperclassmen. • At-Risk and Other Programs & Services – This includes programs and services to assist populations typically at-risk of dropping out or who have a decreased chance for graduation. • Increased Engagement Programs & Services – This population of students leaves WCU to attend other institutions, which suggests that these students were not sufficiently engaged at WCU. Therefore, these programs and services help students form stronger connections with other students and the campus. • Time-to-Degree Efforts – This includes efforts to reduce the time it takes to complete a bachelor’s degree, such as ensuring that courses taken are needed for the intended degree. Also, programs with a large number of required credit hours can impede a student’s chance for graduation within six years. • An assessment of WCU’s current programs and services shows that there is a strong focus on admissions, Freshmen, and at-risk students (impact points 1, 2, and 3). • Therefore, there are opportunities for enhancements or new programs and services in impact points 2 through 7 (Sophomores, Juniors/Seniors, Transfer (Out), and Time-to-Degree (Extended)).

16. 1. Recruitment and Admissions 2. Freshman Focused Programs & Services 71 29 Return Sophomore Yr. Leave 3. Sophomore Focused Programs & Services Return Junior Yr. 60 53 11 Leave 4. Junior & Senior Focused Programs & Services Graduate 47 Leave 7. Time-to-Degree Efforts 6. Increased Engagement Programs & Services 5. At-Risk and Other Programs and Services Dropout & Other 24 Transfer to 2 or 4 yr. Inst. 26 Graduate in 6.5-10 years 3 WCU PIPELINE For every 100 Freshmen 13

17. Situational Analysis – Analysis of Findings (cont.) • When examining students who leave, the majority (26 students of 53 leavers) attend another institution within North Carolina. This suggests that many students who leave WCU have the ability and motivation to be academically successful; they simply achieve their successes elsewhere. • For three of the last five years, students with the highest first semester GPAs (above 3.0) leave at or above the rate of the lowest achieving students (first semester GPA below 2.0). • WCU has the highest transfer-out bachelor’s degree graduation rate of all four-year institutions in the UNC system (24%). • This group of transfer-out students may be leaving for a variety of reasons, some of which are beyond the control of WCU, for example: • This group of transfer-out students may be students for whom WCU is not a good fit from the beginning. They may have enrolled at WCU with the intention of building a solid collegiate record in an effort to eventually transfer into their first choice school. • Students within this group may change their major during their freshman or sophomore year and find that WCU does not offer their new desired major. As most incoming freshmen are often unsure about the path their academic lives will take, many may discover that WCU is not a good fit for them only after their first or second year of college. • This group of transfer-out students may need more social connection to the university, a stronger sense of belonging. Stronger targeting of these students with activities for engagement may provide them with reasons to stay.

18. Situational Analysis – Analysis of Findings (cont.) • As a university within the North Carolina System, WCU contributes toward the System’s mission by providing access, which includes students classified as low-socioeconomic status, who traditionally have lower retention and graduation rates. The data suggest that eliminating the lowest achieving high school students from the freshman class will not necessarily increase retention rates. Instead, providing those students with strong academic support could greatly improve their chances of collegiate success. Further, assisting these students in developing social connections with both peers and faculty may increase their allegiance to WCU and ultimately improve retention rates. • Approximately 13% of freshmen are first generation college students, typically very motivated learners, but a group of students who may need more support to be successful since there will be less familiarity with the college experience from relatives. Programs that target this group and promote the pride that they and their families feel about their achievements may encourage a strong sense of loyalty to WCU, as WCU is the only institution of higher education in their family’s history. Promoting this emerging legacy of commitment to WCU may have ripple effects with students for generations.

19. Enrollment Patterns • Between 2001 and 2006, total enrollment steadily increased, resulting in a 29.1% change over the six-year period. • Undergraduate enrollment increased by 26.9% during the 2001 to 2006 time period. This included growth of 26.5% increase in full-time undergraduate enrollment (1,287 students) and 29.8% growth in part-time undergraduate enrollment (207 students). Total graduate enrollment increased by 43.2% during the same time period (517 students). • Undergraduate students comprise approximately 80% of the total student population. EXHIBIT 2-1: FALL ENROLLMENTS BY STATUS, CLASSIFICATION, AND LEVEL, 2001 THROUGH 2006 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

20. Enrollment Patterns (cont.) • Exhibit 2-2 illustrates the 26.9% growth in undergraduate enrollment during the six-year period from 2001 to 2006. • Between 2001 and 2006, enrollment grew between 0.4% and 11.1% annually. • Undergraduate enrollment rose by 2.4% from Fall 2005 to Fall 2006, an increase of 162 students. EXHIBIT 2-2: FALL UNDERGRADUATE STUDENT ENROLLMENT TREND, 2001 THROUGH 2006 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

21. Enrollment Patterns (cont.) • Exhibit 2-3 shows WCU’s undergraduate enrollment by classification for Fall 2006. • Concentrations among undergraduate students were heaviest at the beginning and end of the college experience, with 56.7% of the total undergraduate student body classified as either a freshman or a senior. EXHIBIT 2-3: UNDERGRADUATE STUDENT ENROLLMENT, FALL 2006 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

22. Enrollment Patterns (cont.) • Full-time undergraduate enrollment increased steadily from 2001 to 2006, resulting in a total increase of 1,287 full-time students (26.5%). • Part-time undergraduate enrollments fluctuated slightly during the same six-year period, but overall rose by 29.8% or 207 part-time students. EXHIBIT 2-4: FALL UNDERGRADUATE ENROLLMENT TREND BY ENROLLMENT STATUS, 2001 THROUGH 2006 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

23. Enrollment Patterns (cont.) • Male student enrollment increased by 26% between 2001 and 2006 with an addition of 700 male students over the six-year period. • During the same period, female enrollments rose by 794 students, an increase of 27.7%. EXHIBIT 2-5: FALL UNDERGRADUATE ENROLLMENT TREND BY GENDER, 2001 THROUGH 2006 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

24. Enrollment Patterns (cont.) • Exhibit 2-6 illustrates Fall undergraduate enrollment from 2001 to 2006 by geographical origin. During this time, North Carolina resident enrollment increased by 32.1% (1,592 students). • Out-of-state student enrollment decreased by 16.2% (98 students) over the six-year period. • The proportion of North Carolina residents to non-residents enrolled at WCU increased, as in-state enrollment rose by 3.7% over the six-year period. EXHIBIT 2-6: FALL UNDERGRADUATE ENROLLMENT BY STUDENT ORIGIN, 2001 THROUGH 2006 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

25. Enrollment Patterns (cont.) EXHIBIT 2-7: UNDERGRADUATE ENROLLMENT BY ETHNICITY, FALL 2006 • Exhibit 2-7 illustrates Fall 2006 undergraduate enrollment by ethnicity. • White students constitute the overwhelming majority (90.4%) of all undergraduate students at WCU. • African Americans are the largest minority group among undergraduate students, constituting 5.7% of the population. Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

26. Enrollment Patterns (cont.) • Exhibit 2-8 indicates the percentage of first-year students who identified themselves as first-generation college students at WCU and within the entire UNC system in 2000 and in 2005. • Between 2000 and 2005, the system-wide percentage of first-generation college students rose by 1%. • The percentage of first-generation college students at WCU decreased by 3.3% in the same time period. EXHIBIT 2-8: FRESHMAN FIRST-GENERATION COLLEGE STUDENTS, WCU AND SYSTEM-WIDE FALL 2000 AND 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

27. Enrollment Patterns (cont.) • The percentage of students applying only to WCU has increased from 23.6% in Fall 2000 to 27.2% in Fall 2005 (an increase of 3.6%). Conversely, the system-wide percentage of students applying to only one institution decreased by 2.7%. • During the same six-year period, the percentage of WCU students who applied to only one or two schools other than WCU increased by 0.9% and 0.8% respectively. • Additionally, the percentages of WCU students who applied to four and five or more institutions decreased by 2.1% and 3.2% respectively, in that time period. This trend is also in contrast to the system-wide increase in the percentage of students applying to four or more institutions (3.8% increase between 2000 and 2005). EXHIBIT 2-9: NUMBER OF COLLEGES TO WHICH WCU INCOMING CLASS APPLIED FALL 2000 THROUGH FALL 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

28. Enrollment Patterns (cont.) • The percentage of students who lived in rural communities prior to attending WCU increased by 2.4% from 2000 to 2005. The percentage of students coming from moderate-size cities also increased (1.3%). • The percentage of WCU students from small towns, large cities, and urban areas decreased during the same time period, by 0.9%, 1.4% and 1.6% respectively. EXHIBIT 2-10: HIGH SCHOOL AREA OF RESIDENCY FOR INCOMING WCU FRESHMAN CLASS FALL 2000 AND FALL 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

29. Retention Rates • Exhibit 2-11 displays the retention rates for each freshman student cohort from 2000-01 through 2005-06. • Of the students who leave WCU, most do so after the first year (26% to 30%). • A number of other students (11% to 14%) leave after their sophomore year. • Students who continue through their junior year at WCU tend to stay through graduation. EXHIBIT 2-11: OVERALL RETENTION RATES 2000-01 THROUGH 2005-06 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

30. Retention Rates (cont.) • Exhibit 2-12 displays the freshman to sophomore retention rates by SAT score from Fall 2000 through Fall 2005. • Students admitted with SAT scores higher than 1100 (72.8% in Fall 2005) are retained at a slightly higher rate than those with scores below 1100 (71.7% for students with less than 1000, and 68.8% for students with 1001 to 1100). • In Fall 2000 and every year since Fall 2003, students with the lowest scores (below 1000) have been retained at a rate equal to or above that of students with mid-range scores (1000 to 1100). EXHIBIT 2-12: RETENTION RATES BY SAT SCORE, FRESHMAN-SOPHOMORE 2000 THROUGH 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

31. Retention Rates (cont.) • Exhibit 2-13 displays the freshman to sophomore retention rates by high school GPA from Fall 2001 through Fall 2005. • Exhibit 2-14 displays the freshman to junior retention rates by high school GPA for the same group of students from Fall 2001 through Fall 2004. • As expected, students with a high school GPA of 3.0 or higher were retained at a consistently higher rate than those with lower high school GPAs. EXHIBIT 2-14: RETENTION RATES BY HIGH SCHOOL GPA FRESHMAN TO JUNIOR 2000 THROUGH 2005 EXHIBIT 2-13: RETENTION RATES BY HIGH SCHOOL GPA FRESHMAN TO SOPHOMORE 2000 THROUGH 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

32. Retention Rates (cont.) • Exhibit 2-15 displays the freshman to sophomore retention rates for Honors, Regular Admit, and Summer Success Program students from Fall 2000 through Fall 2005. • Exhibit 2-16 displays the freshman to junior retention rates for the same students from Fall 2000 through Fall 2004. • Honors students were retained at a consistently higher rate than other student groups. • In 2000, 2002, 2003, freshman to sophomore retention rates were very similar for SSP students and regular admit students. • Exhibit 15 shows a declining rate of retention for SSP students since Fall 2003. EXHIBIT 2-15: RETENTION RATES HONORS, REGULAR ADMIT, AND SSP STUDENTS, FRESHMAN TO SOPHOMORE 2000 THROUGH 2005 EXHIBIT 2-16: RETENTION RATES HONORS, REGULAR ADMIT, AND SSP STUDENTS, FRESHMAN TO JUNIOR 2000 THROUGH 2004 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

33. Retention Rates (cont.) • Exhibit 2-17 displays the freshman to sophomore retention rates by first-semester GPA from Fall 2001 through Fall 2005. • Students with mid-range GPAs (2.1 to 3.0) after their first semester were most likely to remain at WCU. • Students with a first-semester GPA of 3.0 or higher were retained at the lowest rate for three of the five years (2001, 2003, 2004). EXHIBIT 2-17: RETENTION RATES FOR ENTERING FRESHMAN COHORT BY FIRST-SEMESTER GPA FRESHMAN-SOPHOMORE, 2000 THROUGH 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

34. Retention Rates (cont.) • Exhibit 2-18 displays the retention rates for both full-time and part-time transfer students from their entry year through the following fall for 2000 through 2005. • Full-time transfer student retention rates were typically higher than those of their part-time counterparts and were more consistent over the examined time period. EXHIBIT 2-18: RETENTION RATES OF FULL- AND PART-TIME TRANSFER STUDENTS FROM ENTRY YEAR TO THE FOLLOWING FALL, 2000 THROUGH 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

35. Retention Rates (cont.) • Exhibits 2-19 and 2-20 display the freshman to sophomore and freshman to junior retention rates for first-time, full-time students by housing status for Fall 2001 through 2005. • Retention rates for students living on campus have been at or above those of their off campus counterparts for five of the six examined years. • The number of students living off campus typically is low and many of those students may be living with a relative. EXHIBIT 2-19: RETENTION RATES OF FIRST-TIME FULL-TIME STUDENTS BY HOUSING STATUS, FRESHMAN TO SOPHOMORE 2000 THROUGH 2005 EXHIBIT 2-20: RETENTION RATES OF FIRST-TIME FULL-TIME STUDENTS BY HOUSING STATUS, FRESHMAN TO JUNIOR 2000 THROUGH 2004 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

36. Retention Rates (cont.) • Exhibit 2-21 displays the entry year to following fall retention rates for full-time transfer students by housing status. • Entry to second year retention rates for transfer students living on campus closely approximates those of off-campus students for the entire period. EXHIBIT 2-21: RETENTION RATES FOR FULL-TIME TRANSFER STUDENTS BY HOUSING STATUS ENTRY YEAR TO FOLLOWING FALL, 2000 THROUGH 2005 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

37. Retention Rates – UNC System • Exhibit 2-22 displays the retention rates for the first-time full-time freshman cohort entering in 2004-2005 for each of the 16 institutions within the University of North Carolina System for 2004-2005. • While the UNC institutions do not all share the same mission and can be expected to have different retention rates, the chart does illustrate that WCU faces an opportunity for improvement. • WCU ranked 15th within the UNC System, with the next closest institution’s retention rate (UNC-Pembroke) only one percentage-point away. EXHIBIT 2-22: FIRST-TIME FULL-TIME RETENTION RATES FOR THE UNIVERSITY OF NORTH CAROLINA INSTITUTIONS, 2004-2005 Source: IPEDS Graduation Survey, and Enrollment Survey, 2005.

38. Graduation Rates • Exhibit 2-23 displays the four-year graduation rates by SAT score. Students with mid-range SAT scores (1001 to 1100) and those with scores below 1000 had a more similar four-year graduation rate than those with SAT scores higher than 1100. For the 2000 cohort, the students with the lowest SAT scores graduated at a 3.8% higher rate than their mid-range score counterparts. • Exhibit 2-24 displays the four-year graduation rates by first-semester GPA. Students with first-semester GPAs of 3.0 or higher graduated within four years at a consistently higher rate than those with lower GPAs. • In comparing the relationship of SAT scores and first semester GPAs, GPA is a stronger predictor of graduation (Exhibit 2-23 and Exhibit 2-24). EXHIBIT 2-23: FOUR-YEAR GRADUATION RATES FOR ENTERING FRESHMAN COHORT BY SAT SCORE 1996 THROUGH 2001 EXHIBIT 2-24: FOUR-YEAR GRADUATION RATES FOR ENTERING FRESHMAN COHORT BY FIRST-SEMESTER GPA 1996 THROUGH 2001 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

39. Graduation Rates (cont.) • Consistent with the analysis of four-year graduation rates, first semester GPA is a stronger indicator of graduation rates (Exhibit 2-25 and Exhibit 2-26). • As seen in Exhibit 2-25, students with mid-range SAT scores (1001 to 1100) and those with scores below 1000 had approximately the same six-year graduation rate. For the 1999 entering freshman cohort, the students with the lowest SAT scores graduated at a 2.2% higher rate than their mid-range score counterparts. • Exhibit 2-26 shows the six-year graduation rates for the entering freshman cohorts for Fall 1996 through Fall 1999 by first semester GPA. Students with higher first-semester GPAs (2.1 to 2.9 and 3.0 or higher) graduated within six years at a consistently higher rate than those with lower first-semester GPAs. EXHIBIT 2-25: SIX-YEAR GRADUATION RATES FOR ENTERING FRESHMAN COHORT BY SAT SCORE 1996 THROUGH 1999 EXHIBIT 2-26: SIX-YEAR GRADUATION RATES FOR ENTERING FRESHMAN COHORT BY FIRST-SEMESTER GPA 1996 THROUGH 1999 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

40. Graduation Rates (cont.) • Exhibit 2-27 displays six-year graduation rates for the 1998 cohort by ethnicity. • Asian and Non-Resident Alien students tended to graduate at a higher rate than other student groups (63% and 71%, respectively), while Hispanic students graduated at a rate lower than the institutional average (30%). • Black, American Indian, and White students graduated at approximately the same rate as the institutional average of 46%. EXHIBIT 2-27: SIX-YEAR GRADUATION RATES BY ETHNICITY 1998 ENTERING FRESHMAN COHORT GRADUATING IN 2004 Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

41. Graduation Rates – UNC System • Exhibit 2-28 shows the six-year graduation rates for each of the 16 institutions within the University of North Carolina System for 2004-2005. • WCU’s six-year graduation rate in 2004-2005 was 47 percent, which was below the rates of 11 of its state peers. • WCU ranks higher on six-year bachelor’s degree graduation rates (Exhibit 2-28) compared to retention rates for each of the 16 institutions within the University of North Carolina System (Exhibit 2-22). EXHIBIT 2-28: SIX-YEAR BACHELOR’S DEGREE GRADUATION RATES FOR THE UNIVERSITY OF NORTH CAROLINA INSTITUTIONS, 2004-2005 Sources: IPEDS Graduation Survey, and Enrollment Survey, 2005.

42. Students Who Leave • WCU provided MGT with a list of 1,726 former students of WCU for a telephone survey. [The survey of former students is available in Appendix A.] • Telephone contact information was available for 99 students. • Of the available numbers, 72.7% had been disconnected, wrong, or led to an answering machine. Students with answering machines were called three times. • Contact was made with 9.1% of former students, with 8.1% completing the interview. • Students who completed the interview stated that their reasons for attending and leaving WCU were primarily personal and were beyond WCU’s control (e.g., wanted to be closer to family; wanted to be farther from family or friends in the Cullowhee area; WCU did not have the major the student wanted). EXHIBIT 2-29: PERCENTAGE OF FORMER STUDENTS BY CONTACT RESULT Sources: Western Carolina University, Office of Institutional Research and Planning, 2007, and MGT analysis, 2007.

43. Students Who Leave (cont.) • Exhibit 2-30 displays the percentage of students who transferred to another UNC campus, by institution for a six-year period. WCU is consistently above the System average on this measure for students who transferred (as a percentage of undergraduate enrollments) to a two- or four-year institution, between 2000 and 2005. • WCU had the highest percentage of students who transferred to a four-year institution in the UNC System (as a percentage of undergraduate enrollments) for three years between Fall 2000 and Fall 2005. • During that same six-year period, there was only one year (2001) in which WCU had the highest percentage of students who transferred to a two-year institution in the UNC System (as a percentage of undergraduate enrollments). EXHIBIT 2-30: PERCENTAGE OF STUDENTS WHO TRANSFERRED TO ANOTHER UNC CAMPUS, BY INSTITUTION, FALL 2000 THROUGH FALL 2005 Sources: University of North Carolina, Statistical Abstracts 1999-00 through 2005-06 and IPEDS Enrollment Surveys, 2000 through 2005. Note: Yellow highlighting indicates value is above WCU’s percentage for that year.

44. Students Who Transferred to WCU • Exhibit 2-31 shows the percentage of students who transferred from another UNC campus to WCU, by institution, for a six-year period. WCU is consistently below the System average on this measure for students who transferred (as a percentage of undergraduate enrollments) from a two- or four-year institution to WCU, during this period of time. • Of the students who transferred to WCU from another UNC campus between 2000 and 2005, more transferred from a two-year institution rather than from a four-year institution. • WCU ranks high in the percentage of students who transfer from a two-year institution within the UNC System. For three of those six years, WCU ranked fourth or higher among UNC schools. EXHIBIT 2-31: PERCENTAGE OF STUDENTS THAT TRANSFERRED FROM ANOTHER UNC CAMPUS, BY INSTITUTION, FALL 2000 THROUGH FALL 2005 Sources: University of North Carolina, Statistical Abstracts 1999-00 through 2005-06 and IPEDS Enrollment Surveys, 2000 through 2005. Note: Yellow highlighting indicates value is above WCU’s percentage for that year.

45. Transfer-Out Rates – UNC System • Exhibit 2-32 shows the percentage of transfer-out students at each UNC institution. • A transfer-out student is a first-time full-time freshman student who has not completed or graduated from the institution in which he or she first enrolled, but who has subsequently enrolled at another eligible institution. • WCU’s transfer-out rate was the highest among the University of North Carolina institutions in 2004-2005. This suggests that WCU has room to impact its student retention rates as well as graduation rates as this group of students is transferring to another institution to complete their degree. EXHIBIT 2-32: TRANSFER-OUT BACHELOR’S DEGREE GRADUATION RATES FOR THE UNIVERSITY OF NORTH CAROLINA INSTITUTIONS, 2004-2005 Sources: Source: IPEDS Graduation Survey, and Enrollment Survey, 2005.

46. Common Characteristics of Students • Examining data of students who do and do not return for their sophomore year at WCU provides an opportunity to identify common characteristics of students who are retained and those who are not. This information serves as an early warning for faculty and staff of students who may benefit from enhanced programs and services to increase their chance of returning for their sophomore year, thus increasing WCU’s retention rate. • In spring 2007, the Office of Institutional Research (OIRP) undertook an analysis of first to second year retention for new freshman (23,893 students included in dataset from 1988-2006). OIRP utilized as many possible variables as were readily available within Banner. This includes data from students’ high school transcripts through last term attended at WCU. The variables included in the analysis of first to second year retention are shown in Exhibit 2-33. EXHIBIT 2-33: VARIABLES INCLUDED IN ANALYSIS OF FIRST TO SECOND YEAR RETENTION Note: For those with ACT scores instead of SAT scores, the following ACT to SAT conversion tables were used: http://www.regents.state.la.us/pdfs/Planning/MP%20SAT%20to%20ACT%20Concordance%20Table%20for%20Math.pdf http://www.regents.state.la.us/pdfs/Planning/MP%20SAT%20to%20ACT%20Concordance%20Table%20for%20English.pdf Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

47. Common Characteristics of Students (cont.) • The results of the analysis show that freshmen who are most likely to be retained to their sophomore year: • Have higher high school GPAs. • Have higher first-term GPAs. • Have higher second-term GPAs. • Take ENG 102 in their second term. • Enroll as full-time students at WCU. • The results of the analysis show that freshmen most likely to leave WCU prior to their second term: • Withdrew from four or more courses in their first term. • Failed four or more courses in the first term. • The results of the analysis show that freshmen who are most likely to leave WCU prior to their sophomore year: • Have high school GPAs lower than 3.25. • Enter WCU with less than 1.5 AP credits. • Have first-tem GPAs lower than 2.0. • Have second-term GPAs lower than 2.0. • Enroll as part-time students. • In short, performance is the strongest predictor of retention at WCU. Those who perform better in high school will perform better at the university, and those who perform well at the university will be retained longer. • Source: Western Carolina University, Office of Institutional Research and Planning, 2007.

48. Further Analysis Analysis of data provides important information about student retention and graduation rates. However, in order to offer a comprehensive analysis of student retention and graduation issues at WCU, information from four additional sources are needed. Additional research activities for this project include: Interviews and Focus Groups – The purpose of interviews and focus groups is to gain insight from currently enrolled students, faculty, and staff on key student retention issues to identify strengths and weaknesses of current retention policies and practices. Survey of Current Students – The purpose of a survey of current students is to gather quantitative information about students’ use of and experience with advising and campus programming activities involving athletic, enrichment and social opportunities, as well as students’ perception of academic experiences in the classroom. Peer Institutions Analysis and Assessment – The purpose of an analysis and assessment of select peer institutions’ student retention efforts is to compare WCU’s student retention efforts to that of its peers as well as identify any practices, programs, and services that could be adapted at WCU. Analysis of Student Retention National Best Practices– The purpose of this research activity is to analyze and compare WCU’s student retention efforts to national best practices in student retention, suggesting ways in which current programs and services can be utilized more effectively as well as identify any practices, programs, and services that are not currently is use, but would be beneficial for WCU.

49. Chapter 3.0 Assessment of the Office of Admissions’ Marketing Materials • This analysis of the Office of Admissions’ marketing materials is divided into the following sections: • Analysis of Findings • Functions and Structure of WCU’s Office of Admissions • Applications, Acceptances, and Enrollments • Assessment of Marketing Materials • Student Survey

50. Analysis of Findings Every department and campus community member (faculty, staff, and students) contributes toward WCU’s student retention and graduation rates. The Office of Admissions plays a unique role in undergraduate enrollment as it is responsible for recruiting an incoming class of students who possess the academic ability to meet WCU’s expectations and intend to graduate with a bachelor’s degree from WCU. Efforts to retain and graduate students begin long before students enroll at the institution. The Office of Admissions’ recruitment efforts play a vital role in providing the institution with the cohort of students with whom faculty and staff work with to achieve institutional goals. • The results of our analysis of the Office of Admissions’ marketing materials suggest that timing is critical in recruiting a class of students that meet the institution’s goals; this applies to face-to-face recruiting efforts, distribution of publications, and offers of admission. We identified two main observations when assessing the Office of Admissions’ marketing materials: • Enrollment Management Plan (Note: This refers to recruiting and admitting students into WCU.) • Communication with Prospective Students