For years, Eastern Michigan University has brought in
solid numbers of freshman students to campus. However,
it has had problems retaining them.
In an effort to curb that trend and come up with fresh
ideas to keep students at Eastern, EMU's Enrollment Management
and the Office of Retention and Student Success hosted
a Retention Symposium Oct. 5 in Welch Hall.
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RETAIN STUDENTS: Ron Hammond, a
sociology
professor from Utah Valley State
College (UVSC),
discusses an alumni
survey
the college conducted to learn
more about why students
graduated or
dropped out of UVSC. Hammond and
Cheryl
Hanewicz, also
of UVSC and a
former EMU faculty member, gave
presentations
during a retention
symposium
conducted in Welch Hall Oct. 5.
|
"In light of the dwindling federal and state support to
higher education, and the increased cost to students and
families, we want to make sure we are doing what we can
to assist students," said Lynette Findley, EMU's associate
vice president for student retention and student success. "We
need to continue to provide a quality education with the
necessary academic support in a timely manner."
Guests Cheryl Hanewicz and Ron J. Hammond, both from Utah
Valley State College (UVSC), presented, "A Unique Study
of the Student Retention Issue: Finding Applied Solutions
Using Spatial and Non-Spatial Research Techniques."
Using GIS methods traditionally used in spatial mapping
and results of a research survey that was sent to approximately
2,500 UVSC alumni, the two compiled a blueprint as to why
students there were dropping out. The study, which elicited
225 responses, looked at student retention patterns in
UVSC students who entered the college in 1999 and what
transpired over the next six-year period.
Of 3,147 students that entered UVSC that year, 2,006 or
64 percent ended up dropping out.
"I think we found some things that today make you go 'hmm,'" said
Hammond, a sociology professor at UVSC.
Some of the findings included:
- Students who did not make a personal connection with a
faculty member were more likely to drop out. Approximately
71 percent of students who graduated said a faculty member
positively affected them while dropouts only reported a
39 percent rate.
- Students who did not make a personal connection with a
staff member were more likely to drop out. Again, 71 percent
of those who graduated reported making a personal connection
to staff members. Only 45 percent of the dropouts responding
said they had a strong connection with a staff member.
- Students who worked more than 30 hours a week were more
likely to drop out than students working less.
- A number of students who reached the point of dropping
out did not seek assistance before making that decision.
"We need to intervene with these students before they
reach that wall," Hammond said.
Students missing classes and feeling overwhelmed by the
academic demands of college were some of the "flashers" found
that let administrators and faculty know students are at
the point of dropping out, said Hanewicz, an assistant
professor and senior director of student success and retention
at UVSC.
In addition to making strong personal connections, graduates
reported they made more friends and became involved in
more extracurricular activities than dropouts.
During the symposium, Hammond also presented "Improving
Student Retention at a High Turnover College." Hanewicz,
a former EMU faculty member in the School of Technology
Studies for a decade, also presented, "Using a Geographic
Information System to Study Student Retention Patterns
at Eastern Michigan University."
"Our retention council will be making recommendations
about retention in the near future," Findley said.
