Common use of Student Retention Rates Clause in Contracts

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 92% 86% 87% 2nd to 3rd Year 92% 86% 89% 3rd to 4th Year 85% 87% 91%  Please indicate in the space below the methodology used by Xxxxx to calculate the retention rates indicated above: Retention Methodology: This report is based on the enrolment reported in the CSRDE 2009-10 report. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Wide). All students seeking a Degree qualification admitted on the Basis of Entry Level student. (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  Please provide one or more example in the space provided below of a promising practice that Xxxxx used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009-2010, both student services and academic units at Xxxxx University offered a suite of programming aimed at improving student retention. These included on the student services side, initiatives from the Registrar’s Office team of Academic Advisors: - A Virtual Orientation Session for part-time, mature and transfer students; - Expanded online services including two online presentations to guide students into their second-year of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student population.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Sheridan College's approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Sheridan College's achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 92% 86% 8785% 87.0% 2nd to 3rd Year 9285% 8697% 8990.0% 3rd to 4th Year 8594% 8795% 9192.0%  • Please indicate in the space below the methodology used by Xxxxx Sheridan College to calculate the retention rates indicated aboveabove - 1st to 2nd Year: Retention Methodology: This report is based on the enrolment reported in the CSRDE 2009-10 report. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Timeall post secondary full time enrolment, Full-Time, Baccalaureate Degree Seeking Freshmen excluding joint programs (Institution WideWinter 2009 Term 2 to Fall 2009 Term 3). All students seeking a Degree qualification admitted on the Basis of Entry Level student- 2nd to 3rd Year: all post secondary advanced diplomas and applied degrees, excluding joint programs (Winter 2009 Term 4 to Fall 2009 Term 5). - 3rd to 4th Year: applied degrees only, excluding joint programs (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010Winter 2009 Term 6 to Fall 2009 Term 7). (Funding and Undergraduate segment data)  • Please provide one or more example examples in the space provided below of a promising practice that Xxxxx Sheridan College used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009-2010, both student "Study of Mature Learners and their academic adjustment to college" Identifying and understanding the needs and challenges of past and current "re careering" mature learners towards the building of comprehensive and seamless support services and academic units programs. "Building an awareness, understanding, shared and working definition of Student Success at Xxxxx University offered Sheridan" Through a suite qualitative research study and the participation of programming aimed 550 members of the Sheridan community, students, faculty, staff and administrators, Sheridan now has a shared definition of student success that serves as our guiding principle. "Supporting and Enhancing Academic Advising at improving student retention. These included on the student services side, initiatives from the Registrar’s Office team Sheridan" A cross college working group made up of Academic Advisors: - A Virtual Orientation Session for part-time, mature Administrators and transfer students; - Expanded online services including two online presentations Student development practitioners, dedicated itself to guide students into their second-year the clarification of studies and for those currently onthe Academic (faculty) Advisor's role description/function, or facing academic probation; - Extended use the creation of social media including Facebook and Twitter; - Development a training program, the development of an on-line information resource centre for Academic Success Guide Advisors and Academic Recovery Guide a venue for students at risk (both print ongoing networking. The purpose of initiative was to enhance consistency in practice and online); - New partnership with Residence Life Management quality of support to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student population.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Durham’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Xxxxxx’x achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 92> 70% 8677.9% 8781.2% 2nd to 3rd Year 92> 80% 8681.5% 8987.6% 3rd to 4th Year 85% 87% 91%  n/a n/a n/a • Please indicate in the space below the methodology used by Xxxxx Durham to calculate the retention rates indicated above: Retention MethodologyIn order to calculate the retention rates, the following methodology was followed: This report is based on - all 1‐year programs and graduate certificate programs were removed from the enrolment reported data; - For the 1st to 2nd year retention rate, all 2‐ and 3‐year programs were included in the CSRDE 2009-10 reportdata and the rate was calculated using March 1st audited enrolment in Year One of the programs, divided by November 1st enrolment in Year Two of the next academic year; - For 2nd to 3rd year retention rate, only 3‐year programs were included in the data and the rate was calculated using March 1st audited enrolment in Year Two of the 3‐year programs, divided by November 1st enrolment in Year Three of the next academic year. CSRDE retention is determined • Applied Research As a new member of the Colleges Ontario Network for Industry Innovation (CONII), Durham College spent the latter part of 2009‐10 establishing an applied research office focusing on opportunities for students to participate in research projects with industry partners. A number of projects were lined up by year over admit year basethe end of the year, with students participating in 2010‐11. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Wide). All students seeking a Degree qualification admitted on the Basis of Entry Level student. (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  • Please provide one or more example in the space provided below of a promising practice that Xxxxx Durham used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009-2010, both Student Academic Learning Services The Student Academic Learning Services team provides supplemental academic support to students in all schools to support overall student services retention and academic units at Xxxxx University offered a suite of programming aimed at improving student retentionsuccess initiatives. These included on staff members have provided specialized assistance to both First Generation college students, in addition to our growing ESL and EAL (English as an Additional Language) populations, who are, generally speaking, higher risk academically and more vulnerable to attrition. This team coordinates peer tutoring programs, one‐on‐one learning strategy sessions, subject specific support, writing assistance, and workshops for students. The team also works closely with individual faculty members as well as student liaisons to ensure that students are referred to our services at the student services side, initiatives from the Registrar’s Office team first sign of Academic Advisors: - A Virtual Orientation Session for part-time, mature and transfer students; - Expanded online services including two online presentations to guide students into their second-year of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student populationdifficulty.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Durham’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Xxxxxx’x achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 92> 70% 8677.9% 8781.2% 2nd to 3rd Year 92> 80% 8681.5% 8987.6% 3rd to 4th Year 85% 87% 91%  n/a n/a n/a • Please indicate in the space below the methodology used by Xxxxx Durham to calculate the retention rates indicated above: Retention MethodologyIn order to calculate the retention rates, the following methodology was followed: This report is based on - all 1‐year programs and graduate certificate programs were removed from the enrolment reported data; - For the 1st to 2nd year retention rate, all 2‐ and 3‐year programs were included in the CSRDE 2009-10 reportdata and the rate was calculated using March 1st audited enrolment in Year One of the programs, divided by November 1st enrolment in Year Two of the next academic year; - For 2nd to 3rd year retention rate, only 3‐year programs were included in the data and the rate was calculated using March 1st audited enrolment in Year Two of the 3‐year programs, divided by November 1st enrolment in Year Three of the next academic year. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Wide). All students seeking a Degree qualification admitted on the Basis of Entry Level student. (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  32 • • Please provide one or more example in the space provided below of a promising practice that Xxxxx Durham used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009-2010, both Student Academic Learning Services The Student Academic Learning Services team provides supplemental academic support to students in all schools to support overall student services retention and academic units at Xxxxx University offered a suite of programming aimed at improving student retentionsuccess initiatives. These included on staff members have provided specialized assistance to both First Generation college students, in addition to our growing ESL and EAL (English as an Additional Language) populations, who are, generally speaking, higher risk academically and more vulnerable to attrition. This team coordinates peer tutoring programs, one‐on‐one learning strategy sessions, subject specific support, writing assistance, and workshops for students. The team also works closely with individual faculty members as well as student liaisons to ensure that students are referred to our services at the student services side, initiatives from the Registrar’s Office team first sign of Academic Advisors: - A Virtual Orientation Session for part-time, mature and transfer students; - Expanded online services including two online presentations to guide students into their second-year of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student populationdifficulty.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Toronto’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Toronto’s achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 9288% 8690.4% 8790.9% 2nd to 3rd Year 9279% 8682.8% 8983.4% 3rd to 4th Year 8577% 8778.8% 9179.8%  • Please indicate in the space below the methodology used by Xxxxx Toronto to calculate the retention rates indicated above: U of T submits data to the Consortium on Student Retention Methodology: This report is based on Data Exchange (CSRDE) which measures the enrolment reported retention rate as the proportion of first-time, full-time, first-year registrants continuing to the following year of a four-year program (e.g. Arts & Science, PhysEd, Music, Applied Science & Engineering, etc. but excluding transfer students and students in the CSRDE 2009-10 report. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution WideToronto School of Theology). All students seeking a Degree qualification admitted on the Basis of Entry Level student. (Admitted FULL TIME, • 1st to 2nd year: 2008 entering year cohort returning Full time and Part Time.) Sourcein fall 2009 • 2nd to 3rd year: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  2007 entering year cohort returning in fall 2009 • 3rd to 4th year: 2006 entering year cohort returning in fall 2009 • Please provide one or more example in the space provided below of a promising practice that Xxxxx Toronto used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. The Faculty of Applied Science and Engineering was faced with a drop in year one to year two retention in 2004-05, related to the lower level of student math and science preparedness of those graduating from the revised four-year Ontario secondary school curriculum. The Faculty responded to these findings with adjustments to the first year curriculum to better fit the needs of incoming students and developed retention programming to ensure incoming students had the academic supports they needed for success. As a result of these changes, retention of engineering students from year one to year two has rebounded. The Faculty’s comprehensive support programs for first year students include a First Year Office to assist students with a range of transition issues; Success 101 that offers workshops to incoming Engineering students to equip them with the skills and habits they need to succeed; and a Transition Program (T-Program) designed to assist students who are falling behind in their Fall semester to immediately address any problem areas by redistributing workload and providing extra instruction and support in areas of difficulty. In 2009-201010, both student services and academic units at Xxxxx University offered the Faculty also introduced the ReFresh Program after a suite of programming aimed at improving student retentionsuccessful pilot phase in 2008-09. This is a nine-week program running from February to April that is designed for students who did not maintain the grade average necessary to proceed into the Winter semester. These included on students would otherwise have to withdraw from classes for the student services sideremainder of the year, initiatives from which has presented complications for residence students and international students in the Registrar’s Office team past. The ReFresh Program provides students with an opportunity to relearn foundations of Academic Advisors: - A Virtual Orientation Session core subjects, with additional support in developing the study and life skills required for partfuture success (e.g. time management, study skills, healthy sleep habits, etc.). In addition to these academic and personal supports, students in the ReFresh Program maintain their linkages to a tightly-time, mature and transfer students; - Expanded online services including two online presentations to guide students into their second-year of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student populationknit engineering community.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Fleming’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Fleming’s achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 9283% 8682% 87Sem 1 (Fall09) to Sem 2 (Win10) = 79.5% Sem 2 (Win09) to Sem 3 (Fall09) = 80.8% 2nd to 3rd Year 9289% 8690% 89Sem 3 (Fall09) to Sem 4 (Win10) = 86.1% Sem 4 (Win09) to Sem 5 (Fall09) = 78.5% Sem 5 (Fall09) to Sem 6 (Win10) = 89.7% 3rd to 4th Year 85% 87% 91%  n/a No four year programs n/a • Please indicate in the space below the methodology used by Xxxxx Xxxxxxx to calculate the retention rates indicated above: Retention Methodology: This report is rates for Xxxxxxx College are calculated based on individual student progression through both program and semester level (as of the enrolment reported 10th day of classes). This methodology is comparable to that used in the CSRDE 2009calculation of the Graduation Rate KPI. Retention rates are based on all Fall-10 report. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: Firstintake programs currently offered at Xxxxxxx (excluding Technology-Timeoption programs, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Widewhich are calculated separately). All Retention information is processed using a specialized AttritionRater software program that categorizes students seeking based on their progression. Each semester’s enrolment is compared to the previous semester’s enrolment at an individual student level. This allows us to track how a Degree qualification admitted on program retains each semester’s starting population as each semester passes and how students progress academically through the Basis college. Retention rates reported here represent the percentage of Entry Level studentfull-time students who progress to the next semester level within the college (not necessarily within the same program in which they started). (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  • Please provide one or more example in the space provided below of a promising practice that Xxxxx Xxxxxxx used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009our School of General Arts and Sciences we are piloting a coaching program to support those students identified through assessment with weaker emotional intelligence skills. Through and enriched support system of trained coaches thus enabling at-2010, both student services and academic units at Xxxxx University offered a suite of programming aimed at improving risk students to be more successful. We are hopeful that this initiative will have major impact on student retention. These included An innovative and successful story on student retention comes from our School of Business, Computing and Hospitality through our formalized Student Representatives Program. A pilot initially ran during the 2008-09 academic year with 48 student services sidereps and a second year program of just over 50 student reps who met monthly with the School Xxxx, initiatives from Administration and Faculty members to discuss, debate and resolve issues of all kinds including: curricula, supplies, processes, facilities and practices that might hinder student success and graduation capability. More than 50 school wide challenges were addressed with resolution or explanation provided in all cases. Students were exposed to improvements in the Registrar’s Office team following areas in addition to overcoming school challenges; engagement, communications, problem solving ability, student leadership, core promise commitment and program agents and ambassador volunteerism. The ‘Reps Program’ as it is known will now expand for 2009-10 into the School of Academic Advisors: - A Virtual Orientation Session for part-time, mature Law and transfer students; - Expanded online services including two online presentations Justice. Environmental sector career information to guide our first semester Environment & Natural resources Sciences students into to provide them with an in depth awareness of environmental careers and options. This assists them in confirming or revising their second-year program selection decision. Student retention research has identified “program fit” as the number one reason that students drop out of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student populationtheir program in semester one.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Queen's University's approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Queen's University's achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 9295% 8695% 8794% 2nd to 3rd Year 9295% 8696% 8996% 3rd to 4th Year 8595% 8798% 9198%  • Please indicate in the space below the methodology used by Xxxxx Queen's University to calculate the retention rates indicated above: Retention Methodology: This report above The rates shown above are the Fall-over-Fall return rate for students regardless of program of study (which may change) or official year-of-study progression. The base (denominator) is based on the enrolment reported in the CSRDE 2009re-10 reportset to 100 for each successive retention window. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Wide). All students seeking a Degree qualification admitted on the Basis of Entry Level student. (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  • Please provide one or more example examples in the space provided below of a promising practice that Xxxxx Queen's University used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009As with its overall graduation rate, Xxxxx's achieves extremely high year-2010over-year retention rates. A variety of academic support, both student counselling and other services and academic units at Xxxxx University offered a suite are made available to all students to minimize the risk of programming aimed at improving student retentionadverse events affecting their studies. These included on include: An enhanced informational component in the student services sideFaculty of Engineering and Applied Science recruitment materials (including video blogs, initiatives from "The Top 10 Reasons to Choose Queen's Engineering", and a "Parents' Guide") to ensure students make an informed choice about attending Queen's. The provision of "Mental Health First Aid" training to all residence Dons to equip them with the Registrar’s Office team of Academic Advisors: - A Virtual Orientation Session for part-timeskills to identify, mature assist and transfer students; - Expanded online services including two online presentations to guide refer students into their second-year of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student populationin distress.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Niagara’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Niagara’s achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 9277% 8678.9% 8774% (83%)* 2nd to 3rd Year 9279% 8685.0% 8981% 3rd to 4th Year 8580% 8795.2% 9198%  * change in methodology in 2009-2010 – using prior methodology rate would have been 83% • Please indicate in the space below the methodology used by Xxxxx Niagara to calculate the retention rates indicated above: Retention Methodology: This report is Currently using a cohort based on approach for calculating retention (e.g. all students enrolled in Year 2 during 2009‐2010 divided by the enrolment reported total number of students starting in the CSRDE 2009-10 report. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time2008‐2009 (spring, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Widefall and winter starts). All students seeking We are working on a Degree qualification admitted on more accurate model that will track retention at the Basis of Entry Level studentindividual student level using our data warehouse. (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010We hope to have the system in place by the 2011‐2012 reporting cycle. (Funding and Undergraduate segment data)  28 • Please provide one or more example in the space provided below of a promising practice that Xxxxx Niagara used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009-2010, both student services and academic units at Xxxxx University offered a suite A number of programming initiatives aimed at increasing the retention rate and improving student retention. These included on the success and engagement: • Increased resources in academic division through addition of Chairs positions, providing additional support to faculty and students • Mid‐year review of each student services sidein order to identify at‐risk students and develop intervention strategies • Academic advisor position in General Arts and Science and in Business, initiatives from the Registrar’s Office team as well as a Second Career Advisement position that provides assistance in a “one‐stop shop” experience for Second Career students • Over 4,000 hours of Academic Advisors: - A Virtual Orientation Session for part-timepeer tutoring each academic year • Free weekly student success workshops delivered by counsellors (i.e. note taking, mature problem‐solving, personal budgeting) • Common Activity and transfer students; - Expanded online services including two online presentations Meeting Period (CAMP) ‐ 1 hour each week at each campus with no classes scheduled ‐ allows students and faculty to guide students into their second-year interact (study sessions, clubs meet, meet with faculty) Introduction of studies weekly e‐bulletins and for those currently on, or facing academic probation; - Extended use of social media including Facebook to keep students engaged and Twitter; - Development informed of key dates, services, and resources to enhance student success. Planning the implementation of an Academic Success Guide academic and Academic Recovery Guide student advisement service for Fall 2010. Engagement began with Orientation as the First Generation Life Cycle Coordinator presented supports to new students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach during their initial program sessions and evening information sessions targeting specific groups encouraged students to self identify. Participation in numerous success strategies were promoted to the first generation market including a 2‐hour workshop by Dr. Xxxxx Xxxxxx on January 5th where first generation students in particular were encouraged to attend a workshop on building success strategies for post secondary education such as time management and identifying one's learning style. A total of students; - Implementation 185 students attended. Retention rates are an integral part of extended advising hours the program review process and are an integral part of the College’s annual accountability measures to accommodate the diverse needs Board of our student populationGovernors. The Board has set standards for provincial KPI and College Performance Indicators, including retention rates, that are part of the College Goals included in the Annual Business Plan and results are reported in the Annual Business Plan.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Xxxxx’x Carleton’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxx’x Xxxxxxxx’x achieved results for 2009-10. Proposed Result for 2008-09 From Action Plan Retention Rate Achieved For 2008-09 Retention Rate Achieved For 2009-10 1st to 2nd Year 9287.2% 8687.6% 8788.0% 2nd to 3rd Year 9291.5% 8690.4% 8991.8% 3rd to 4th Year 85% 87% 91%  N/A N/A N/A • Please indicate in the space below the methodology used by Xxxxx Carleton to calculate the retention rates indicated above: Consortium for Student Retention Methodology: This report is based on the enrolment reported in the CSRDE 2009-10 reportData Exchange (CSRDE) methodology. CSRDE retention is determined by year over admit year base. MYAA retention uses the CSRDE enrolment counts but is determined by year over prior year base. CSRDE Definition: First-Time, Full-Time, Baccalaureate Degree Seeking Freshmen (Institution Wide). All students seeking a Degree qualification admitted on the Basis of Entry Level student. (Admitted FULL TIME, returning Full time and Part Time.) Source: CRSDE 2009-10 table data submitted March 2010. (Funding and Undergraduate segment data)  • Please provide one or more example in the space provided below of a promising practice that Xxxxx Carleton used during 2009-10 related to student retention. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. In 2009Not only has Xxxxxxxx’x 1-2010year retention rate steadily increased for three years in a row, both in 2009 Carleton had the sixth highest one-year retention rate in Ontario. This is especially encouraging given that for the same cohort, Xxxxxxxx’x average high- school average was 10th in the province. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside of the classroom. Some highlights include: • an early warning initiative that identifies student services who might benefit from additional support and academic units at Xxxxx University offered improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info sessions, Peer Assisted Study Sessions (PASS) and the Writing Tutorial Service • (as mentioned in Section 11) a suite co-curricular transcript that provides students with an official record of programming aimed at improving their extra- curricular involvement • enhanced Career support for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rules, regulations and policies that present barriers for student retentionsuccess. These included on A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-How). We also have Success Officers in the student services side, initiatives from Sprott School of Business and the Registrar’s Office team Faculty of Academic Advisors: - A Virtual Orientation Session for part-time, mature and transfer students; - Expanded online services including two online presentations to guide students into their second-year of studies and for those currently on, or facing academic probation; - Extended use of social media including Facebook and Twitter; - Development of an Academic Success Guide and Academic Recovery Guide for students at risk (both print and online); - New partnership with Residence Life Management to extend Academic Advising Services into residences; - Offering of outreach sessions and evening information sessions targeting specific groups of students; - Implementation of extended advising hours to accommodate the diverse needs of our student populationScience.