Student Retention Rates Sample Clauses
The Student Retention Rates clause defines the standards or benchmarks for the percentage of students who continue their enrollment at an educational institution from one period to the next. Typically, this clause outlines how retention rates are measured, such as tracking the number of students who return after their first year, and may specify reporting requirements or consequences if targets are not met. Its core function is to ensure accountability and promote efforts to maintain or improve student retention, addressing concerns about student satisfaction and institutional performance.
Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Durham’s approved Multi-Year Action Plan. Referring to these proposed results, please identify 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 > 70% 77.9% 81.2% 2nd to 3rd Year > 80% 81.5% 87.6% 3rd to 4th Year n/a n/a n/a • Please indicate in the space below the methodology used by Durham to calculate the retention rates indicated above: In order to calculate the retention rates, the following methodology was followed: - all 1‐year programs and graduate certificate programs were removed from the data; - For the 1st to 2nd year retention rate, all 2‐ and 3‐year programs were included in the data 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. • • Please provide one or more example in the space provided below of a promising practice that 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. The Student Academic Learning Services team provides supplemental academic support to students in all schools to support overall student retention and success initiatives. These 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 first sign of academic difficulty.
Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Trent University's approved Multi-Year Action Plan. Referring to these proposed results, please identify Trent 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 82% 81% 82% 2nd to 3rd Year 56% 71% 72% 3rd to 4th Year 51% 76% 65% • Please indicate in the space below the methodology used by Trent University to calculate the retention rates indicated above The methodology used is the same methodology used for CSRDE reporting. The 1st to 2nd year retention rate is based on the percentage of the new, full-time students from the fall of 2008 who were at the university in the fall of 2009. The 2nd to 3rd year retention rate is based on the percentage of the new, full-time students from the fall of 2007 who were at the university in the fall of 2009. The 3rd to 4th year retention rate is based on the percentage of the new, full-time students from the fall of 2006 who were at the university in the fall of 2009 (taking into account those who graduated with a 3 year degree). • Please provide one or more examples in the space provided below of a promising practice that Trent 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. Trent's Living Learning Program is a way to make the most of the residence experience by providing students with an opportunity to get involved in various activities and to meet new people who share similar interests. Students in the Living Learning Program are offered enriched programming based on initiative, interests and enthusiasm from the students themselves, as well as involvement from campus and community partners. In 2009-10, there were 5 theme-based Living Learning Communities at Trent coordinated by the Living Learning Program.
1. The Active Living Community which is home to students who have an interest in active living, themes of wellness and outdoor adventure. This community motivates members to initiate active leadership projects for the greater community. Past Active Living events have included climbing, outdoor skill-building workshops, peer-to-peer motivation for a healthy lifestyle and more.
2. The Trent Global ...
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 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. Xxxxxx considers this as being a reasonable approach. Because of the limited choice of programs that can be offered by Xxxxxx, 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 Xxxxxx (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 in Northern Ontario School of Medicine's approved Multi-Year Action Plan. Referring to these proposed results, please identify Northern Ontario School of Medicine'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 100% 100% 58/58 =100% 2nd to 3rd Year 100% 100% 56/56 = 100% 3rd to 4th Year 100% 100% 59/59 = 100% • Please indicate in the space below the methodology used by Northern Ontario School of Medicine to calculate the retention rates indicated above Retention of students in this second-entry level program is not an issue; it is very rare for students to leave undergraduate medical education once they have begun. • Please provide one or more examples in the space provided below of a promising practice that Northern Ontario School of Medicine 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. Occasionally, some students have doubts, but typically, supportive and career counselling is helpful as they discover new possibilities within medicine. To date, only two students have been lost to attrition from 346 individuals who have commenced undergraduate medical education studies at NOSM (.06%) since September 2005.
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 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: 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. In comparison to peer institutions (e.g., through data collected by the Consortium for Student Retention Data Exchange), Ryerson’s retention rates are high. Our objective is to achieve rates toward the higher end of the ranges identified below. 2006-07 2007-08 2008-09 1st to 2nd Year 88.0 – 90.0% 88.0 – 90.0% 88.0 – 90.0% After 2nd Year 90.0 – 93.0% 90.0 – 93.0% 90.0 – 93.0% ∗ The Ministry would prefer to receive information on student retention rates from 2nd to 3rd year and the rate from the 3rd to the 4th year, but will accept the student retention rate after the 2nd year.
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.