Crafting and Executing Successful Retention Strategies at King University

Transcription

1 Crafting and Executing Successful Retention Strategies at King University July 9, 2015 LearningHouse.com (502)

2 Background of King University Presbyterian, doctoral-level comprehensive university Seven distinct schools Located in Bristol, Tennessee Founded in 1867 as King College 2001 Launch of the Graduate and Professional Studies initiative 14 locations through out Tennessee and Virginia

3 Background of King University Online 2011 Launch of Online education initiative Partnered with Learning House Key needs for King: Marketing and enrollment strategies Initial program transition planning Initial program transition planning

4 Background of King University Online King distinctive traits: GPS program accelerated learning model Established footprint Established market identity

5 Involvement of Learning House at King University Began marketing, enrollment, and retention services in Fall 2011 Scope of retention services Success coaching Course monitoring Reporting and consulting

6 Retention Categories and Calculation Retained = Students who are currently attending Students who have graduated Students who are sitting out Retention percentages are calculated by dividing the total number of students who fall into one of the three categories above by the total number of starts in a given term or in a given program.

7 Retention Results by Program AA BS Health Info BS Crim Just BS Psychology BBA BS History BS Intd Studies MSN Nurs Ed MBA BA English BS Info Tech MSN/MBA RN-BSN MSN Nurs Admin BS Health Admin BS Comm BS Rel Studies BS App Sci Overall Grad/Comp Attending Out Drop 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

8 Retention Results by Start Term Prior to Fall Term Fall Term Spring Term A Summer Term Fall Term A Fall Term B Spring Term A Spring Term B Summer Term A Summer Term B Fall Term A Fall Term B Spring Term A Spring Term B Summer Term A Summer Term B Fall Term A Fall Term B Spring Term A Overall Grad/Comp Attending Out Drop 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

9 Year Over Year Comparisons

10 Case Study: The Associate s Program at King University Program launched Fall 2012 Attracting student interest with little or no college completed Focused on developing a program that was uniquely King in focus and flavor 60 semester hour program 12 specific core courses Four courses specific to King

11 Case Study: The Associate s Program at King University Recognized a significant drop in retention rates between the second and third term Students who struggled tended to do so early in the program but did not drop until after three or four courses Performance in ENGL courses was lower than performance in other courses Withdrawal rates were often highest in the courses that followed ENGL courses

12 Case Study: The Associate s Program at King University Engaged with the faculty team that developed the program Looked for intervention opportunities Looked for barriers to success Reviewed student feedback Reviewed enrollment trend data Reviewed admissions data

13 Case Study: The Associate s Program at King University Intervention opportunities: Admissions criteria Issues Student learning level assessment Course sequencing Course expectation level Course design Faculty training

14 Case Study: The Associate s Program at King University Options selected: Faculty training program Online delivery strategies Course design best practices Course level review Course expectation review

15 Case Study: The Associate s Program at King University Options selected: ACT Compass process For all students who fall below a standard level Determines knowledge base Determines student readiness - Writing - Reading - Mathematics

16 Case Study: The Associate s Program at King University Options selected: Program coordinator Academic student engagement Monitoring faculty success Monitoring student success Course review

17 Associate s Year Over Year Expanded

18 Associate s Performance in Selected Courses

19 Continued Assessment of Interventions Continue to monitor term to term and year over year retention rates Look for improvements in academic performance Solicit and react to student feedback Compare graduation rates for populations prior to and after intervention implementation Monitor enrollment funnel

20 Q & A