Student Retention Rates Sample Clauses

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Queen's University's approved Multi-Year Action Plan. Referring to these proposed results, please identify 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 95% 95% 94% 2nd to 3rd Year 95% 96% 96% 3rd to 4th Year 95% 98% 98% • Please indicate in the space below the methodology used by Queen's University to calculate the retention rates indicated 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 re-set to 100 for each successive retention window. • Please provide one or more examples in the space provided below of a promising practice that 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. As with its overall graduation rate, ▇▇▇▇▇'s achieves extremely high year-over-year retention rates. A variety of academic support, counselling and other services are made available to all students to minimize the risk of adverse events affecting their studies. These include: An enhanced informational component in the Faculty of Engineering and Applied Science recruitment materials (including video blogs, "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 skills to identify, assist and refer students in distress.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Niagara’s approved Multi-Year Action Plan. Referring to these proposed results, please identify 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 77% 78.9% 74% (83%)* 2nd to 3rd Year 79% 85.0% 81% 3rd to 4th Year 80% 95.2% 98% * change in methodology in 2009-2010 – using prior methodology rate would have been 83% • Please indicate in the space below the methodology used by Niagara to calculate the retention rates indicated above: Currently using a cohort based approach for calculating retention (e.g. all students enrolled in Year 2 during 2009‐2010 divided by the total number of students starting in 2008‐2009 (spring, fall and winter starts). We are working on a more accurate model that will track retention at the individual student level using our data warehouse. We hope to have the system in place by the 2011‐2012 reporting cycle. • Please provide one or more example in the space provided below of a promising practice that 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. A number of initiatives aimed at increasing the retention rate and improving student 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 in order to identify at‐risk students and develop intervention strategies • Academic advisor position in General Arts and Science and in Business, 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 peer tutoring each academic year • Free weekly student success workshops delivered by counsellors (i.e. note taking, problem‐solving, personal budgeting) • Common Activity and Meeting Period (CAMP) ‐ 1 hour each week at each campus with no classes scheduled ‐ allows students and faculty to interact (study sessions, clubs meet, meet with faculty) Introduction of weekly e‐bulletins and use of social media to keep students engaged and informed of key dates, services, and resources to enhance student success. Pl...

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Lakehead’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Lakehead’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 88% 86% 86% 2nd to 3rd Year 80% 77% 77% 3rd to 4th Year N/A 69%* 70%*  Please indicate in the space below the methodology used by Lakehead to calculate the retention rates indicated above: Lakehead University participates in the Consortium for Student Retention Data Exchange (CSRDE). Using the CSRDE methodology, retention is calculated as the percent of first time, full time baccalaureate degree-seeking freshmen who are enrolled in a given fall who return the following fall. *It should be noted that between 7% and 9% of our students successfully graduate at the end of year three and are therefore not included in the 3rd to 4th year retention figures.  Please provide one or more example in the space provided below of a promising practice that Lakehead 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. Student Affairs promotes its programs and services in several formats and by doing so has increased students’ awareness of the programs and services available to them. Raising awareness is a significant factor in supporting access, retention and success of our learners. Programs and services offered to students include Academic Advising, counselling and tutoring. These services are student centred and offered on a schedule that is in sync with the academic cycle. For example advisors and tutors offer extended hours during key periods such as during mid- terms and exam study periods. The Learning Assistance Centre, Financial Aid and Academic Advising all provide services and advice that are customised to each student’s situation. Student Services focuses on working with students deemed "at risk", to help resolve any issues preventing them from completing their course of study.

Student Retention Rates.  The table below has been pre-populated with the proposed results set for 2008-09 in Algoma‟s approved Multi-Year Action Plan. Referring to these proposed results, please identify Algoma‟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 73% 74% 75 2nd to 3rd Year 84% 88 3rd to 4th Year 96% 98  Please indicate in the space below the methodology used by Algoma to calculate the retention rates indicated above:  Please provide one or more example in the space provided below of a promising practice that Algoma 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. Retention is directly linked to engagement and student satisfaction. Indicators of student engagement include collaborative learning, student-faculty interaction, and a supportive campus environment. Encourage students to choose their program of study early on and to become fully engaged in life at Algoma U. Recognize the direct link of retention to academic programs and their quality. Program development encouraging four-year specialized programs. Continue to offer a free, one-week transition to university program for students with special needs offered for any university- bound Sault Ste. ▇▇▇▇▇ or Algoma District student who has been identified with a special need. Promote on-line, distance, and blended methods of course delivery. Implement support measures for first generation students by continuing to assist and expand the mentor/role model program to support FG recruitment and retention efforts. Identify at risk student early to ensure that they have all academic support to promote academic success. Monitoring the ratio of students that are placed on probation and those that are named to the ▇▇▇▇‟s Honour List

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Northern College's approved Multi-Year Action Plan. Referring to these proposed results, please identify Northern 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 77% 73% 80 2nd to 3rd Year 88% 93% 93 3rd to 4th Year 92% 93% 68 • Please indicate in the space below the methodology used by Northern College to calculate the retention rates indicated above Student Record System OCI503 report November 1, year over year, full-time, post secondary students only. Note: The retention rate for the 3rd to 4th year is reflective of only one program. • Please provide one or more examples in the space provided below of a promising practice that Northern 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. Northern College's Student Success Centres (SSCs) are committed to student success. Their mandate is to provide the skills and supports necessary for students to realize their fullest academic potential and are available throughout all semesters. The SSCs are a bright, pleasant, quiet environment for studying, peer tutoring and faculty mentoring. Services include: Specific course assistance General student success strategies (eg; test taking, time management) Access to professors 22 hours a week (faculty are assigned hours) Access to student tutors in all courses and programs of study Peer and community workshops Summer Orientation Northern College students have the option to take an equivalent web-based course through OntarioLearn to make up for any missed courses. A gap was identified as far as students accessing Blackboard and other technological components. Northern College secured the services of a company to provide technical support 24/7 via a toll free line. The Northern College website has a Blackboard link available for both faculty and students. Through Blackboard students are able to view course documents, assignments, grades, communicate with other students and faculty, and participate in online discussions, provided that they have access to an internet connection and an internet browser. Students unable to attend classes are able to keep curren...

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in University of Waterloo's approved Multi- Year Action Plan. Referring to these proposed results, please identify University of Waterloo'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 Not less than 90% 88% At 88% our rate is on track, with no real change over last year. Our target are understood to be set at 90% plus/minus 5 to 10% to account for error in methodology and anomalies in cohort populations)The trend over several years is important here. 2nd to 3rd Year Not less than 85% 84% At 88% our rate is on track, with no real change over last year. Our target are understood to be set at 85% plus/minus 5 to 10% to account for error in methodology and anomalies in cohort populations)The trend over several years is important here. 3rd to 4th Year N/A N/A we do not provide data for this item • Please indicate in the space below the methodology used by University of Waterloo to calculate the retention rates indicated above We are reporting the CSRDE results. • Please provide one or more examples in the space provided below of a promising practice that University of Waterloo 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. Under the guidance of a university committee, we undertook a review of the entire student services portfolio. One key outcome of this study is the establishment of a new student transition program that reframes our understanding of the student experience and the requirements for a successful transition to post-secondary education.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Le Collège de Hearst's approved Multi- Year Action Plan. Referring to these proposed results, please identify Le Collège de Hearst'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 85% 94.2% 80,6 % (71,0 %) 2nd to 3rd Year 90% 96.6% 88,0 % (80,0 %) 3rd to 4th Year N/A N/A 100 % (55,6 %) Many third year students who continue into four-year programs have to transfer to other universities because Hearst offers only two four- year programs. • Please indicate in the space below the methodology used by Le Collège de Hearst to calculate the retention rates indicated above The retention rates achieved take transfers to other universities or colleges into consideration. ▇▇▇▇▇▇ considers this as being a reasonable approach. Because of the limited choice of programs that can be offered by ▇▇▇▇▇▇, some of its students have to transfer to other institutions, especially after their first and third years, to pursue the program of their choice. Retention rates achieved are inevitably lower if we count only students who pursue their university education with ▇▇▇▇▇▇ (rates in brackets). • Please provide one or more examples in the space provided below of a promising practice that Le Collège de Hearst 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. Hearst has negociated transfer agreements with Laurentian university in three programs (commerce, economics, political science) whereby first year students from Hearst who transfer to Laurentian University in their second year proceed in their program on a par with Laurentian University's students. Some students also transfer, mostly to Laurentian University, into the fourth year of certain programs, since Hearst offers only two four year specialization programs.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in University of Ontario Institute of Technology's approved Multi-Year Action Plan. Referring to these proposed results, please identify University of Ontario Institute of Technology'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 81% 80% 83% 2nd to 3rd Year 91% 84% 91% 3rd to 4th Year 96% 93% 95% • Please indicate in the space below the methodology used by University of Ontario Institute of Technology to calculate the retention rates indicated above UOIT moved to the CSRDE methodology to calculate student retention rates. This methodology is cohort-based, as opposed to tracking students from year to year. • Please provide one or more examples in the space provided below of a promising practice that University of Ontario Institute of Technology 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. UOIT administered for the first time a ‘Foundations for Academic Learning & Success’ course in the 2010 winter term. This course is designed for students with under-performing university study skills – also a key group that is more likely to not be retained.