(2,1) -1- Retention Magazine.indb 8/6/2008, 7:25:39 AM
(1,1) -2- Retention Magazine.indb 8/6/2008, 7:25:49 AM
-ESSAGE FROM THE #HANCELLOR
$R &EDERICO - -ATHEU 5NIVERSIDAD -ETROPOLITANA IS ONE OF THE THREE INSTITUTIONS THAT COMPRISE THE !NA ' -ร NDEZ 5NIVERSITY 3YSTEM !'-53 IN 0UERTO 2ICO !S A (ISPANIC 3ERVING )NSTITUTION 5-%4 IS COMMITTED TO PROVIDING ACCESS TO HIGHER EDUCATION LEADING TO INTELLECTUAL GROWTH AND DEVELOP MENT AND TO SOCIAL AND ECONOMIC MOBILITY FOR (ISPANICS AND OTHER MINORITIES &OR A FAST GROWING URBAN (ISPANIC 3ERVING )NSTITUTION AS 5-%4 IT IS IMPERATIVE TO TAKE A CLOSE LOOK AT THE CURRENT ACADEMIC INFRASTRUCTURE TO SERVE &IRST 9EAR STUDENTS AND TAKE THE APPROPRIATE ADMINISTRATIVE DECISIONS NEEDED TO ENHANCE RETENTION AND GRADUATION RATES /UR GOAL AT 5-%4 IS TO PLACE OUR PRIORITIES FOR STRATEGIC ACTIONS IN RETENTION AFTER RECRUITMENT OF STUDENTS 4HE ACADEMIC PROFILE OF THE STUDENTS AT 5-%4 DEMANDS NOT ONLY EFFECTIVE BUT EFFICIENT SERVICES AT THE ENTERING FRESH MEN DIVISION %NTERING STUDENTS NEED A COHERENT SET OF FRESHMEN YEAR EXPERIENCES TO ENHANCE THEIR ACADEMIC PREPAREDNESS FOR COLLEGE PROVIDE A SMOOTH TRANSITION TO THE SOPHOMORE YEAR AND IMPROVE RETENTION RATES FROM FIRST TO SECOND YEAR AND IN UPPER DIVISION COURSES !CHIEVING THE MISSION OF 5-%4 IS AN ON GOING PROCESS AND PROVIDES A FRAMEWORK FOR THE DEVELOPMENT OF PROJECT GOALS AND OBJECTIVES SUCH AS THE ONES PRESENTED HEREIN
-ESSAGE FROM THE !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
-S !WILDA 0ร REZ 0ร REZ 4HE PURPOSE AND SCOPE OF THIS PUBLICATION ARE TO PROVIDE THE EDUCATIONAL COMMUNITY AT 5-%4 WITH THE LATEST RESULTS OF STRATEGIES PROGRAMS AND SERVICES THAT FOSTER STUDENTS EDUCATIONAL PROGRESS AND ADJUSTMENT DURING THE PIVOTAL FIRST YEAR OF COLLEGE THROUGH GRADUATION !WARE OF THE COMMITMENT AND RESPONSIBILITIES THAT ARE IMPLIED IN THE -ISSION 3TATEMENT OF 5-%4 THE !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION 3TUDENT $EVELOPMENT IN COORDINATION WITH $EANS OF 3CHOOLS AND 3TUDENT !FFAIRS HAS GEARED EXTENSIVE EFFORTS TO ENHANCE AND IMPROVE STUDENTS RETENTION AND GRADUATION RATES ) AM SURE THAT YOU WILL FIND USEFUL AND READILY APPLICABLE INFORMATION IN THESE PAGES 4HIS WILL START A FRUITFUL DIALOGUE AMONG ALL OF US WHO HAVE MADE STUDENT RETENTION IN COLLEGE PART OF OUR PROFESSIONAL STANDPOINT AND GOAL
L BOARD Ms. Awilda Pรฉrez Pรฉrez, M.B.A. Associate Vice-Chancellor for Retention & Student Development Dr. Zaida Vega, Vice-Chancellor International & Corporate Affairs Prof. Adanid Prieto Associate Vice-Chancellor for licensig & Acreditation Ms. Leyda Soto Lรณpez Evaluator Consultant Prof. Hector Valencia Baldoni Inglish Profesor Kelvin Dรญaz Resto & David Aguayo Cordara Graphic Designers
C#ONTENT The Retention Program at UMET
1
Freshmen Student Profile
2
First - Year Retention (Freshmen)
4
Evaluation, Diagnosis and Placement Center
5
Office of Services for First Year Students
12
Faculty Mentor Program - 1 Year
17
Early Alert System (EAS)
18
Academic Advising Program
20
Tutoring Program
22
Teaching Assistant Program
23
Degree Conferred and Graduation Rate
24
(2,1) -3- Retention Magazine.indb 8/6/2008, 7:25:59 AM
4HE 2ETENTION
5-%4 5-%4
6OJWFSTJEBE .FUSPQPMJUBOB 6.&5 UBLFT SFUFOUJPO TFSJPVTMZ BT NBOZ PUIFS )JTQBOJD 4FSWJOH *OTUJUVUJPOT )4* EP 6.&5 NBLFT JUT NJTTJPO DPODSFUF UP UIF MJWFT PG JUT TUVEFOUT CZ QSPWJEJOH UIF CFTU SFTPVSDFT UP SFUBJO BOE HVJEF UIFN UP HSBEVBUJPO 5IF 0öDF PG UIF "TTPDJBUF 7JDF $IBODFMMPS GPS 3FUFOUJPO BOE 4UVEFOU %FWFMPQNFOU QSPNPUFT BOE GBDJMJUBUFT BEKVTUNFOU UP VOJWFSTJUZ MJGF BMM UIF XBZ UISPVHI UIF USBOTJUJPO PG UIF TUVEFOUT GSPN IJHI TDIPPM VQ UP CFDPN JOH HSBEVBUJPO DBOEJEBUFT PS UP UIF FNQMPZNFOU NBSLFU 5IJT PöDF GPTUFST JOUFSBDUJPO BNPOH TUVEFOUT GBDVMUZ BOE TUBõ UP QSPWJEF UIF BDBEFNJD BOE QFSTPOBM TVQQPSU OFDFTTBSZ GPS TUVEFOUT UP DPNQMFUF EFHSFF SFRVJSFNFOUT "U 6.&5 UIF "TTPDJBUF 7JDF $IBODFMMPS GPS 3FUFOUJPO BOE 4UVEFOU %FWFMPQNFOU VOEFS UIF MFBEFSTIJQ PG UIF 7JDF $IBODFMMPS GPS "DBEFNJD "õBJST QMBZT BO JNQPSUBOU SPMF JO QVMMJOH UPHFUIFS UIF EJõFSFOU DPOTUJUVFODJFT UP SFBDI TPVOE BDBEFNJD EFDJTJPOT HFBSFE BU JNQBDUJOH SFUFOUJPO BOE HSBEVBUJPO
Organizational Structure Chancellor Vice Chancellor Associate Vice Chancellor for Retention and Student Development
Evaluation, Diagnosis & Placement Center
Retention Services 0 credit To Graduation
Academic Advising Program Sophomore To Graduation
Faculty Members of each Academic School
First Year Experience Promgram 1st Year
Retention Coordinator
Evaluation Advisor
Retention Commision
Retention Program for the University Centers
Professional Counselors (2) Retention Coordinator
Mentoring Program 1st Year
Teaching Assistant Program 1st Year
Faculty Members of each Academic School
Student Peers by academic subject
Tutoring Program 1st Year To Graduation
Talented Students by Academic subject
2ETENTION )NSTITUTIONAL #OMMISSION 4O EFFECTIVELY ADDRESS STUDENT 2ETENTION AT 5NIVERSIDAD -ETROPOLITANA A 2ETENTION )NSTITUTIONAL #OMMISSION 2)# WAS CREATED TO HELP DEVELOP A CAMPUS WIDE SENSITIVITY TO ISSUES RELATING TO THE RETENTION AND SUCCESS OF STUDENTS #OMPOSED OF MEMBERS FROM A VARIETY OF DEPARTMENTS AND PROGRAMS ON CAMPUS THE 2)# IS ACTIVELY ENGAGED IN THE FOLLOWING q $EVELOPING AND RECOMMENDING STRATEGIES FOR STUDENT RETENTION AND SUCCESS q )DENTIFYING LITERATURE AND RESEARCH BASED STRATEGIES TO USE IN IMPROVING RETENTION q !NALYZING AND COLLECTING RETENTION DATA FOR RESEARCH PURPOSES q &ORMULATING A MODEL FOR CAMPUS WIDE RETENTION q 0ARTICIPATING IN THE EVALUATION OF RETENTION STRATEGIES AND PROCESSES q !DVISING THE #HANCELLOR THE 6ICE #HANCELLOR THE !CADEMIC "OARD THE 3CHOOL $EANS AND FACULTY AND STAFF FROM THE !DDITIONAL ,OCATIONS !GUADILLA "AYAMON AND *AYUYA q $EVELOPING FACULTY IN 'ENERAL %DUCATION CONTENT AREAS ISSUES AND THEIR PEDAGOGICAL APPLICATIONS 4HE ULTIMATE GOAL OF THE 2)# IS TO DEVELOP A COMPREHENSIVE PLAN TO IMPROVE THE RETENTION OF 5NIVERSIDAD -ETROPOLITANA STUDENTS THROUGH GRADUATION
2ETENTION #OMMITTEES 2ETENTION #OMMITTEES WERE ESTABLISHED BY THE !CADEMIC 3CHOOLS DURING THIS YEAR 4HE !SSOCIATE $EANS ARE THE PRESIDENTS OF EACH COMMITTEE 4HEY ARE FOCUSED IN EARLY INTERVENTION INTENSIVE AND CONTINUOUS TO IDENTIFY STUDENTS AT RISK SUCH AS ABSENTEEISM ACADEMIC DEFICIENCIES OR SOCIAL BEHAVIORAL PROBLEMS 4HROUGH THESE COMMITTEES MONITORING OF ACADEMIC &OLLOW UP 3TRATEGIES 0ROGRAMS SUCH AS ENROLLMENT ISSUES STUDENTS !CADEMIC 3ATISFACTORY 0ROGRESS SCHOOL RETENTION ISSUES IS ENABLED 4HE !SSOCIATE 6ICE CHANCELLOR FOR 2ETENTION 3TUDENT $EVELOPMENT INTEGRATES AND EVALU ATES THE EFFECTIVENESS OF EACH COMMITTEE PROGRAM OR ACTIVITY AND REPORTS THE FINDINGS TO THE )NSTITUTIONAL 3UB COMMISSION FOR 2ETENTION
(1,1) -4- Retention Magazine.indb 8/6/2008, 7:26:00 AM
&RESHMEN 33TUDENT TTUDENT 0ROFILE D T0 0ROFILE FIL !S A (ISPANIC 3ERVING )NSTITUTION 5-%4 IS ALWAYS COMPELLED TO RESTATE ITS MISSION TO SERVE THE LESS PRIVILEGED SEGMENTS OF THE STUDENT POPULATION IN 0UERTO 2ICO WITH THE CHALLENGES THAT THIS INSTITUTIONAL COMMITMENT ENTAILS 4ABLES ) THROUGH ))) ILLUSTRATE A FAIR PROFILE OF OUR STUDENT POPULATION FOR THE FIRST TERM OF ACADEMIC YEAR !S SHOWN IN 4ABLE ) PER CENT OF OUR STUDENT POPULATION COMES FROM PUBLIC SCHOOLS /UR STUDENT STARTS WITH A WEAK ACADEMIC BACKGROUND !S SHOWN IN 4ABLE )) THE HIGH SCHOOL GRADE POINT AVERAGE FOR NEW STUDENTS ENROLLED AT 5-%4 IN THE FIRST SEMESTER WAS !NOTHER INDICATOR RELATED WITH STUDENT ACADEMIC BACKGROUND IS THE #OLLEGE %NTRANCE %XAMINATION "OARD #%%" RESULTS 4ABLE ))) /N THREE OF FIVE TESTS AROUND PER CENT OF STUDENTS GOT RESULTS OF OR LESS AND GREATER PROPORTION WERE OBSERVED ON !CHIEVEMENT 3PANISH 4EST AND !CHIEVEMENT %NGLISH 4EST /UR STUDENT POPULATION DOES NOT FIT THE STUDENT PROFILE OF TRADITIONAL INSTITUTIONS 4HE ELITE OF HIGH SCHOOL GRADU ATES OF 0UERTO 2ICO ARE ADMITTED BY THE 3TATE 5NIVERSITY WHICH IS HIGHLY SELECTIVE THIS ALLOWS FOR HIGH RETENTION AND GRADUATION RATES
4ABLE L 4YPE OF (IGH 3CHOOL &RESHMENT 3TUDENTS &IRST 3EMESTER Main Campus University Centers Day Outreach Aguadilla Bayamรณn Jayuya
High School
EETP
TOTAL
Public Private State Equivalence Test./Weekend High School United States Foreign Other
74.4 23.1
70.1 20.5
88.3 0.9
82.1 14.4
97.4 -
75.7 10.1
77.2 16.3
0.9 1.0 0.4 0.1
7.1 2.4 -
9.0 1.8 -
2.3 0.8 0.4 -
2.6 -
12.8 0.5 0.8 -
5.0 1.1 0.4 0.1
Total
672
127
111
257
38
375
1,580
3OURCE .EW 3TUDENTS 0ROFILE 5-%4 &IRST 3EMESTER !SSISTANT 6ICE PRESIDENCY OF )NSTITUTIONAL 2ESEARCH .OTE 0ROFESSIONAL 3TUDIES ARE EXCLUDED STUDENTS WITHOUT INFORMATION ABOUT HIGH SCHOOL
4ABLE LL (IGH 3CHOOL GRADE POINTS AVERAGE &RESHMENT 3TUDENTS &IRST 3EMESTER High school grade points average < 2.00 2.00 - 2.49 2.50 - 2.99 3.00 - 3.49 3.50 - 4.00
Main Campus Day Outreach
5.2 25.4 38.2 22.8 8.4
11.7 31.3 29.7 16.4 10.9
University Centers Aguadilla Bayamรณn Jayuya
11.6 41.1 23.2 20.5 3.6
5.5 33.6 28.1 23.8 9.0
5.3 26.3 23.7 23.7 21.1
EETP
37.8 33.5 16.2 9.3 3.2
TOTAL
13.9 30.3 29.3 19.1 7.4
Total
676
128
112
256
38
376
1,586
Average
2.75
2.64
2.56
2.70
2.88
2.24
2.60
3OURCE .EW 3TUDENTS 0ROFILE 5-%4 &IRST 3EMESTER !SSISTANT 6ICE PRESIDENCY OF )NSTITUTIONAL 2ESEARCH .OTE 0ROFESSIONAL 3TUDIES ARE EXCLUDED STUDENTS WITHOUT INFORMATION ABOUT '0!
(2,1) -5- Retention Magazine.indb 8/6/2008, 7:26:07 AM
4ABLE ))) #OLLEGE %NTRANCE %XAMINATION "OARD #%%" RESULTS &RESHMEN 3TUDENTS &IRST 3EMESTER CEEB Results Aptitude - Verbal < 401 401 โ 800 Total Aptitude Mathematics < 401 401 โ 800 Total Achievement Spanish < 401 401 โ 800 Total Achievement English < 401 401 โ 800 Total Achievement Mathematics < 401 401 โ 800 Total
Main Campus Day
Outreach
University Centers Aguadilla Bayamรณn Jayuya EETP TOTAL
39.6 60.4 535
47.5 52.5 61
46.3 53.7 67
44.3 55.7 183
45.5 57.8 54.5 42.2 22 90
43.3 56.7 958
40.6 59.4 534
41.0 59.0 61
41.8 58.2 67
45.4 54.6 183
31.8 60.0 68.2 40.0 22 90
43.3 56.7 957
47.0 53.0 521
54.2 45.8 59
48.3 51.7 60
44.9 55.1 178
61.9 68.5 38.1 31.5 21 89
49.6 50.4 928
54.4 45.6 520
62.7 37.3 59
55.0 45.0 60
61.5 38.5 179
61.9 67.4 38.1 32.6 21 89
57.8 42.2 928
40.5 59.5
42.4 57.6
51.7 48.3
40.4 59.6
52.4 67.0 47.6 33.0
44.1 55.9
521
59
60
178
21
88
3OURCE .EW 3TUDENTS 0ROFILE 5-%4 &IRST 3EMESTER !SSISTANT 6ICE PRESIDENCY OF )NSTITUTIONAL 2ESEARCH .OTE 0ROFESSIONAL 3TUDIES ARE EXCLUDED
927
(1,1) -6- Retention Magazine.indb 8/6/2008, 7:26:08 AM
&IRST 9EAR 2ETENTION $ESPITE OF INSTITUTIONAL STRATEGIC ACTIONS A LOT OF STUDENTS STEP OUT AFTER THE FIRST YEAR OF STUDY !S SHOWN IN 'RAPH ) 5-%4 IS STEADILY INCREASING ITS FIRST YEAR RETENTION RATE WHEN ANALYSIS IS DONE FOR THE THROUGH COHORTS GOING FROM PER CENT TO PER CENT (OWEVER 5-%4 SHOWED A DECREASE TREND IN THE ANNUAL RETENTION RATE FROM COHORT TO COHORT TO 4HE ANNUAL RETENTION RATE FOR THE COHORT INCREASED TO
'RAPH &IRST 9EAR 2ETENTION 2ATES
69.0%
67.9% 68.3% 65.8%
63.7%
64.4% 61.9%
#OHORTS 3OURCE !SSISTANT 6ICE PRESIDENCY OF )NSTITUTIONAL 2ESEARCH
(2,1) -7- Retention Magazine.indb 8/6/2008, 7:26:12 AM
% L TI $I %VALUATION $IAGNOSIS AND I AND D 0LACEMENT #ENTER 4HE #ENTER FOCUSES ON ANALYZING STUDENTS DATA TO GUIDE T STUDENTS PROFICIENCY LEVEL BASED ON THE 5-%4 "ASIC #OURSES 0LACEMENT 3CALE THAT WAS DEVISED IN 4HE SCALE INCLUDES THE FOLLOWING VARIABLES #%%" RESULTS AND THE PLACEMENT TESTS RESULTS AN AVERAGE IS COMPUTED FOR THE TWO SETS OF VARIABLES IN THE FORMULA TO DETERMINE A PLACEMENT INDEX 4HE #ENTER ALSO ADMINISTERS THE SAME SET OF TESTS AS POST TESTS TO ALL STUDENTS UPON COMPLETION OF CREDITS AND AN ANALYSIS IS DONE TO MEASURE THE VALUE ADDED ON THE ABOVE MENTIONED BASIC SKILLS )N ADDITION THE #ENTER PREPARES THE ACADEMIC PROFILE OF ENTERING STUDENTS TO GUIDE THE IMPLE MENTATION OF RETENTION STRATEGIES TAILORED TO THE REAL NEEDS OF OUR STUDENT POPULATION 'RAPH )) PRESENTS PLACEMENT ENROLLMENT AND SUCCESS RATE OF FRESHMEN IN "ASIC %NGLISH AS A 3ECOND ,ANGUAGE %3, 3PANISH AND -ATH COURSES FOR THE FIRST SEMESTER OF -AIN #AMPUS )T IS IMPORTANT TO INDICATE THAT SUCCESS WAS DEFINED BY ! " OR # /THERWISE THE STUDENTS OF THE 3CHOOL OF %DUCATION WERE ADMINISTERED THE THREE PLACE MENT TESTS BUT ENROLLED ON OTHER BASIC COURSES THAT BELONGS TO 3CHOOL OF %DUCATION
Placement, Enrollment and Success Manin Campus First Semester 2007-2008
'RAPH ))
Placement
800 779
Enrollment (according with placed courses)
781
778
700
Success (rate - those enrolled students with incomplete, wn or without information were excluded)
600
Students
500 537
(68.9%)
560
(72.0%) 524
400
(67.1%)
300 390
409
(75.1%)
(75.7%)
283
(56.9%)
200
100
0 Spanish (101, 103 y 105)
English (101, 103 y 105)
Courses
Math (101,102,111,112,138,139,153 y QUME 250)
(1,1) -8- Retention Magazine.indb 8/6/2008, 7:26:14 AM
5-%4 -AIN #AMPUS s )N THE FIRST SEMESTER STUDENTS WERE ADMINISTERED THE "ASIC 3PANISH PLACEMENT TEST AND WERE PLACED ACCORDING TO RESULTS PER CENT ENROLLED ACCORDING WITH THE PLACEMENT RECOMMENDATIONS AND PER CENT OF THESE SHOWED SUCCESS IN THEIR COURSE WORK s 4HE TOTAL STUDENTS WHO WERE PLACED ON "ASIC %NGLISH COURSES WAS AND OF THESE WERE ENROLLED IN THE COURSE IN WHICH WERE PLACED 4HE SUCCESS RATE FOR THE STUDENTS ENROLLED ACCORDING WITH PLACED COURSE WAS s 'RAPH )) SHOWS THAT STUDENTS WERE ADMINISTERED THE "ASIC -ATH PLACEMENT TEST AND OF THESE ENROLLED ACCORDING TO THE COURSE IN WHICH THEY WERE PLACED PER CENT OF STUDENTS ENROLLED ACCORDING WITH PLACED COURSE SHOWED SUCCESS IN THEIR COURSE WORK 4ABLE )6 PRESENTS A COMPARISON BETWEEN PLACEMENT ENROLLMENT AND SUCCESS FOR THE FIRST SEMESTER AND FIRST SEMESTER !S SHOWN BY THE COMPARISON THERE IS A DECREASE IN THE NUMBER OF STUDENTS THAT TOOK THE THREE PLACEMENT TESTS /THERWISE THE TABLE PRESENTS AN INCREASE ON THE PROPORTION OF STUDENTS ENROLLED ACCORDING WITH PLACED COURSES AND THE SUCCESS RATE OF STUDENTS ENROLLED ON PLACED COURSES
4ABLE )6 -AIN #AMPUS #OMPARISON "ETWEEN 0LACEMENT %NROLLMENT AND 3UCCESS &IRST 3EMESTER &IRST 3EMESTER First Semester 2006-2007 Enrollment according with placed Placement Success course
Courses Spanish 101, 103 y 105 English 101, 103 y 105 Math 101, 102, 111, 112, 138, 139, 151*, 153** y QUME 250**
(Total)
(%)
(%)
First Semester 2007-2008 Enrollment according with placed Placement Success course (Total)
(%)
(%)
877
67.0
65.0
779
68.9
75.1
877
68.3
70.8
778
72.0
75.7
877
51.2
54.8
781
67.1
56.9
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT "ANNER &ORM 3(!4%2.OTE 3UCCESS IS DEFINED BY ! " OR #
! COURSE WHERE STUDENTS WERE PLACED ON THE FIRST SEMESTER BUT NOT ON FIRST SEMESTER
! COURSE WHERE STUDENTS WERE PLACED ON THE FIRST SEMESTER BUT NOT ON FIRST SEMESTER
(2,1) -9- Retention Magazine.indb 8/6/2008, 7:26:17 AM
'RAPH ))) PRESENTS PLACEMENT ENROLLMENT AND SUCCESS RATE OF FRESHMEN IN "ASIC %NGLISH AS A 3ECOND ,ANGUAGE %3, 3PANISH AND -ATH COURSES FOR THE FIRST SEMESTER ON "AYAMÃ&#x2DC;N 5NIVERSITY #ENTER
'RAPH ))) 0LACEMENT %NROLLMENT AND 3UCCESS "AYAMÃ&#x2DC;N 5NIVERSITY #ENTER &IRST 3EMESTER 250
Placement
Students
243
243
243
200
Enrollment (according with placed courses)
150
Success (rate - those enrolled students with incomplete, wn or without information were excluded)
100 85
101
(35.0%)
(41.6%)
91
(37.4%)
50 64
73
(90.1%)
(83.9%)
56
(66.7%)
0 Spanish (101, 103 y 116- 117)
English (101, 103, 105 y 116- 117)
Courses
Math (101, 102, 111, 116- 117 y 151)
5-%4 "AYAMÃ&#x2DC;N s )N THE FIRST SEMESTER STUDENTS WERE ADMINISTERED THE "ASIC 3PANISH PLACEMENT TEST AND WERE PLACED ACCORDING TO RESULTS PER CENT ENROLLED ACCORDING WITH PLACED COURSES AND PER CENT OF THESE SHOWED SUCCESS IN THEIR COURSE WORK s !S SHOWN IN 'RAPH ))) STUDENTS WERE ADMINISTERED THE "ASIC %NGLISH PLACEMENT TEST AND OF THESE ENROLLED ACCORDING TO THE PLACEMENT RECOMMENDATIONS PER CENT OF THESE STUDENTS SHOWED SUCCESS IN THEIR COURSE WORK s 4HE TOTAL STUDENTS WHO WERE PLACED ON "ASIC -ATH COURSES WAS AND OF THESE ENROLLED IN THE COURSE IN WHICH THEY WERE PLACED 4HE SUCCESS RATE FOR THE STUDENTS ENROLLED ACCORDING WITH PLACED COURSE WAS s "AYAMÃ&#x2DC;N 5NIVERSITY #ENTER ENROLLED STUDENTS USING TWO BLOCK PROGRAMMING /NE OF THESE IS CALLED REGULAR BLOCK AND THE OTHER ONE IS AN IMMERSION PROGRAM COURSES
(1,1) -10- Retention Magazine.indb 8/6/2008, 7:26:19 AM
'RAPH )6 PRESENTS PLACEMENT ENROLLMENT AND SUCCESS RATE OF FRESHMEN IN "ASIC %NGLISH AS A 3ECOND ,ANGUAGE %3, 3PANISH AND -ATH COURSES THE FIRST SEMESTER ON *AYUYA 5NIVERSITY #ENTER
'RAPH )6 0LACEMENT %NROLLMENT AND 3UCCESS *AYUYA 5NIVERSITY #ENTER &IRST 3EMESTER 35
Placement 34
34
34
30
Students
25
20
27
Enrollment (according with placed courses)
(79.4%)
23
Success (rate - those enrolled students with incomplete, wn or without information were excluded)
(92.0%) 21
(61.8%) 18
15
(85.7%)
12
10
(35.3%)
9
(90.0%)
5
0 Spanish (101)
English (101)
Math (101, 102 y 111)
Courses
5-%4 *AYUYA s 'RAPH )6 SHOWS STUDENTS WERE ADMINISTERED THE "ASIC 3PANISH PLACEMENT TEST AND OF THESE ENROLLED ACCORDING TO THE PLACEMENT RECOMMENDATIONS COURSE PER CENT OF STUDENTS ENROLLED ACCORDING WITH PLACED COURSE SHOWED SUCCESS IN THEIR COURSE WORK s 4HE TOTAL STUDENTS WHO WERE PLACED ON "ASIC %NGLISH COURSES WAS AND OF THESE ENROLLED IN THE COURSE IN WHICH THEY WERE PLACED 4HE SUCCESS RATE FOR THE STUDENTS ENROLLED ACCORDING WITH PLACED COURSE WAS s )N THE FIRST SEMESTER STUDENTS WERE ADMINISTERED THE "ASIC -ATH PLACEMENT TEST AND WERE PLACED ACCORDING TO RESULTS PER CENT ENROLLED ACCORDING WITH PLACED COURSES AND PER CENT OF THESE SHOWED SUCCESS IN THEIR COURSE WORK
(2,1) -11- Retention Magazine.indb 8/6/2008, 7:26:22 AM
4ABLE 6 PRESENTS THE PASSING RATE OF THE 3PANISH COURSE FOR STUDENTS THAT IMPROVED ON POST TEST AND THOSE WHO DIDN T
4ABLE 6 0ASSIGN 2ATE OF 3PANISH #OURSE 3TUDENTS THAT )MPROVED ON POST TEST AND THOSE WHO DIDN T 3PANISH PLACEMENTE TEST &IRST 3EMESTER Students that improved on post-test
Passing Rate
Total
Students didnโ t improve on post-test
%
Total
%
Total of Students Total %
Main Campus Approved * Failure * Total
118 10 128
92.2 7.8 100.0
74 20 94
78.7 21.3 100.0
192 30 222
86.5 13.5 100.0
46 2 48
95.8 4.2 100.0
24 2 26
92.3 7.7 100.0
70 4 74
94.6 5.4 100.0
14 2 16
87.5 12.5 100.0
4 4
** 100.0
18 2 20
90.0 10.0 100.0
178 14 192
92.7 7.3 100.0
102 22 124
82.3 17.7 100.0
280 36 316
88.6 11.4 100.0
UMET-Bayamรณn Approved * Failure * Total UMET-Jayuya Approved * Failure * Total Total Approved * Failure * Total
3OURSE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
!PPROVED ! " OR # &AILURE $ & 7 OR 7&
0ROPORTION WAS NOT PRESENTED BECAUSE TOTAL IS LESS THAN
3PANISH 4EST n -AIN #AMPUS s !S SHOWN IN 4ABLE 6 STUDENTS WERE ADMINISTERED THE SAME 3PANISH PLACEMENT TEST AS POST TEST /F THESE
PER CENT IMPROVED ON POST TEST s PER CENT OF THOSE THAT IMPROVED ON THE POST TEST SHOWED SUCCESS ON COURSE WHEREAS THE SUCCESS RATE FOR THOSE WHO DIDN T WAS
3PANISH 4EST n "AYAMร N 5NIVERSITY #ENTER s STUDENTS WERE ADMINISTERED THE SAME 3PANISH TEST AS POST TESTS 4HE PROPORTION THAT IMPROVED ON POST TEST
WAS s PER CENT OF THOSE THAT IMPROVED ON POST TEST SHOWED SUCCESS ON COURSE 4HOSE WHO DIDN T SHOWED AN APPROVED RATE OF PER CENT
3PANISH 4EST n *AYUYA 5NIVERSITY #ENTER s !S SHOWN IN 4ABLE 6 STUDENTS WERE ADMINISTERED THE SAME 3PANISH PLACEMENT TEST AS POST TEST AND OF
THEM IMPROVED ON POST TEST s 4HE PASSING RATE OF THOSE WHO IMPROVED ON POST TEST WAS /N THE OTHER HAND THE FOUR STUDENTS WHO DIDN T IMPROVE ON POST TEST SHOWED SUCCESS IN THEIR COURSE WORK
(1,1) -12- Retention Magazine.indb 8/6/2008, 7:26:23 AM
4ABLE 6) PRESENTS THE PASSING RATE OF THE %NGLISH COURSE FOR STUDENTS THAT IMPROVED ON POST TEST AND THOSE WHO DIDN T
4ABLE 6) 0ASSING 2ATE OF %NGLISH #OURSE 3TUDENTS THAT )MPROVED ON POST TEST AND THOSE WHO DIDN T %NGLISH PLACEMENTE TEST &IRST 3EMESTER Students that improved on post-test
Passing Rate *
Total
Students didnโ t improve on post-test
%
Total
%
Total of Students Total %
Main Campus Approved * Failure * Total
143 18 161
88.8 11.2 100.0
137 22 159
86.2 13.8 100.0
280 40 320
87.5 12.5 100.0
31 1 32
96.9 3.1 100.0
29 1 30
96.7 3.3 100.0
60 2 62
96.8 3.2 100.0
12 3 15
80.0 20.0 100.0
4 4
** 100.0
16 3 19
84.2 15.8 100.0
186 22 208
89.4 10.6 100.0
170 23 193
88.1 11.9 100.0
356 45 401
88.8 11.2 100.0
UMET-Bayamรณn Approved * Failure * Total UMET-Jayuya Approved * Failure * Total Total Approved * Failure * Total
3OURSE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
!PPROVED ! " OR # &AILURE $ & 7 OR 7&
0ROPORTION WAS NOT PRESENTED BECAUSE TOTAL IS LESS THAN
%NGLISH 4EST n -AIN #AMPUS s s
!S SHOWN IN 4ABLE 6) STUDENTS WERE ADMINISTERED THE SAME %NGLISH TEST AS POST TESTS 4HE PROPORTION THAT IMPROVED IN POST TEST WAS PER CENT 4HE APPROVED RATE OF THOSE WHO IMPROVED ON POST TEST WAS AND THOSE WHO DIDN T SHOWED AN APPROVED RATE OF
%NGLISH 4EST n "AYAMร N 5NIVERSITY #ENTER s s
STUDENTS WERE ADMINISTERED THE SAME %NGLISH PLACEMENT TEST AS POST TEST /F THESE PER CENT IMPROVED ON POST TEST PER CENT OF THOSE THAT IMPROVED ON POST TEST SHOWED SUCCESS ON COURSE 4HOSE WHO DIDN T SHOWED AN APPROVED RATE OF
%NGLISH 4EST n *AYUYA 5NIVERSITY #ENTER s s
!S SHOWN IN 4ABLE 6) STUDENTS WERE ADMINISTERED THE SAME %NGLISH PLACEMENT TEST AS POST TEST AND OF THEM IMPROVED ON POST TEST PER CENT OF THOSE THAT IMPROVED ON POST TEST SHOWED SUCCESS ON COURSE 4HE FOUR STUDENTS WHO DIDN T IMPROVE ON POST TEST SHOWED SUCCESS IN THEIR COURSE WORK
(2,1) -13- Retention Magazine.indb 8/6/2008, 7:26:25 AM
4ABLE 6) PRESENTS THE PASSING RATE OF THE -ATH COURSE FOR STUDENTS THAT IMPROVED ON POST TEST AND THOSE WHO DIDN T
4ABLE6)) 0ASSING 2ATE OF -ATH #OURSE 3TUDENTS THAT )MPROVED ON POST TEST AND THOSE DIDN T -ATH PLACEMENTE TEST &IRST 3EMESTER Students that improved on post-test
Passing Rate *
Total
Students didn't improve on post-test
%
Total
%
Total of Students Total %
Campus Approved * Failure * Total
107 33 140
76.4 23.6 100.0
77 27 104
74.0 26.0 100.0
184 60 244
75.4 24.6 100.0
49 13 62
79.0 21.0 100.0
19 1 20
95.0 5.0 100.0
68 14 82
82.9 17.1 100.0
15 2 17
88.2 11.8 100.0
1 1
** 100.0
16 2 18
88.9 11.1 100.0
171 48 219
78.1 21.9 100.0
97 28 125
77.6 22.4 100.0
268 76 344
77.9 22.1 100.0
UMET-Bayamรณn Approved * Failure * Total UMET-Jayuya Approved * Failure * Total Total Approved * Failure * Total
3OURSE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
!PPROVED ! " OR # &AILURE $ & 7 OR 7&
0ROPORTION WAS NOT PRESENTED BECAUSE TOTAL IS LESS THAN
-ATH 4EST n -AIN #AMPUS s s
!S SHOWN IN 4ABLE 6)) STUDENTS WERE ADMINISTERED THE SAME -ATH TEST AS POST TESTS 4HE PROPORTION THAT IMPROVED IN POST TEST WAS /F THOSE THAT IMPROVED ON POST TEST PER CENT SHOWED SUCCESS ON COURSE 4HOSE WHO DIDN T SHOWED AN APPROVED RATE OF
-ATH 4EST n "AYAMร N 5NIVERSITY #ENTER s s
STUDENTS WERE ADMINISTERED THE SAME -ATH PLACEMENT TEST AS POST TEST /F THESE PER CENT IMPROVED ON POST TEST PER CENT OF THOSE THAT IMPROVED ON THE POST TEST SHOWED SUCCESS ON COURSE WHEREAS THE SUCCESS RATE FOR THOSE WHO DIDN T WAS
-ATH 4EST n *AYUYA 5NIVERSITY #ENTER s !S SHOWN IN 4ABLE 6)) STUDENTS WERE ADMINISTERED THE SAME -ATH PLACEMENT TEST AS POST TEST AND OF
THEM IMPROVED ON POST TEST s 4HE PASSING RATE OF THOSE WHO IMPROVED ON POST TEST WAS 4HE ONLY ONE STUDENT WHO DIDN T IMPROVE ON POST TEST SHOWED SUCCESS IN THEIR COURSE WORK
(1,1) -14- Retention Magazine.indb 8/6/2008, 7:26:27 AM
/FFICE OF 3ERVICES FOR &IRST 9EAR 3TUDENTS 4HE /FFICE OF 3ERVICES FOR &IRST 9EAR 3TUDENTS IS RESPONSIBLE FOR PROVIDING FRESHMEN STUDENTS OPPORTUNITIES AND ACTIVITIES WHICH WILL CONTRIBUTE TO THEIR INDIVIDUAL AND COLLECTIVE DEVELOPMENT 4HESE ACTIVITIES WILL ALSO ASSIST FRESHMEN STUDENTS IN THEIR TRANSITION TO A NEW ACADEMIC ENVIRONMENT AND WILL STRENGTHEN THEIR SENSE OF BELONGING 4HE FOLLOWING INFORMATION CORRESPONDS ONLY TO THE MAIN CAMPUS AT 5-%4
!CADEMIC &OLLOW UP AND 3TRATEGY !CADEMIC FOLLOW UP OF NEW STUDENTS IS CARRIED OUT THROUGH THE STUDY OF STUDENTS PROGRESS IN THE BASIC COURSES IN THE MAIN CAMPUS 4ABLE 6))) SHOWS THE NUMBER OF STUDENTS WITH 7& AND THE RATE OF SUCCESS OF FIRST YEAR STUDENTS IN THE BASIC COURSES )NFORMA TION REGARDING GRADES IS PRELIMINARY BECAUSE FINAL GRADES ARE GIVEN IN -AY 4HE CHART ALSO REVEALS RETENTION RESULTS q q q q q q
STUDENTS PARTICIPATED IN THE STRATEGY PER CENT OF THE PARTICIPANTS WERE SUCCESSFUL IN THEIR FIRST YEAR COURSE %DUC STUDENTS WERE THE MOST SUCCESSFUL WHILE THOSE STUDENTS ENROLLED IN -ATH AND !##/ HAD THE LOWEST RATE OF ACHIEVEMENT AND RESPECTIVELY ! TOTAL OF STUDENTS HAD 7& IN THEIR FIRST YEAR COURSE WHICH IS PER CENT OF THE TOTAL AMOUNT OF PARTICIPANTS 4HE HIGHEST NUMBER OF STUDENTS WITH 7& BELONGS TO THOSE ENROLLED IN !##/ AND %--! 4HE LOWEST NUMBER BELONGS TO STUDENTS ENROLLED IN -ATH AND -ATH PER CENT OF THE PARTICIPANTS OF THIS PROGRAM WERE RETAINED IN THE INSTITUTION IN *ANUARY 2ETENTION RATE PER COURSE FLUCTUATES BETWEEN PER CENT AND PER CENT
4ABLE 6))) -AIN #AMPUS 3TRATEGY FOR !CADEMIC &OLLOW 5P FOR &RESHMEN #OURSES .EW 3TUDENTS &RESHMEN &IRST 3EMESTER Course
Registered Successful Students Students Students Success rate *
Students with % of Students W/F in course with W/F *
Retained 8-Jan
Retention Rate Jan-08
EDUC 106
117
105
89.7
4
3.4
112
95.7
ACCO III
32
14
43.8
6
18.8
31
96.9
EMMA 101
162
104
64.2
11
6.8
149
92.0
MATH 138
78
46
59.0
2
2.6
71
91.0
MATH 139
34
15
44.1
1
2.9
33
97.1
TOTAL
423
284
67.1
24
5.7
396
93.6
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT .OTE 3UCCESSFUL ! " OR # !LL COURSES INCLUDED ARE FROM DAYTIME SESSION
)NCOMPLETES ARE INCLUDED
(2,1) -14- Retention Magazine.indb 8/6/2008, 7:26:27 AM
4ABLE )8 SHOWS THE COMPARISON OF THE RATES OF SUCCESS OF FIRST YEAR COURSES DURING THE FIRST SEMESTERS OF ACADEMIC YEARS AND
4ABLE )8 -AIN #AMPUS &OLLOW UP 3TRATEGY 3UCCESS AND 7& 2ATES &IRST SEMESTER VS &IRST 3EMESTER Firts Semester 2006-2007 Course
First Semester 2007-2008
Students
Successful
%
Students
%
Students
Successful
%
Students
%
registered in course
students in course
Successful students *
with WF in course
Students with WF in course *
registered in course
students in course
Successful students *
with WF in course
Students with WF in course *
EDUC 106 MANA101 ACCO 111 EMMA 101 MATH 138 MATH 139
160 125 22 124 86
90 96 13 51 34
56.3 76.8 59.1 41.1 39.5
20 14 15 12
12.5 11.2 12.1 14.0
139 35 168 113 85
112 14 109 61 36
80.6 40.0 64.9 54.0 42.4
6 6 23 3 9
4.3 17.1 13.7 2.7 10.6
Total
517
284
54.9
61
11.8
540
332
61.5
47
8.7
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT .OTE 3UCCESSFUL ! " OR # !LL COURSES INCLUDED ARE FROM DAYTIME SESSION
)NCOMPLETES ARE INCLUDED
-ONITORING STRATEGIES HAD NOT BEEN ESTABLISHED FOR THE FIRST SEMESTER FOR FIRST YEAR COURSES #OMPARING THE LAST TWO YEARS ALLOWS DETERMINING IF THERE IS AN IMPACT ON STUDENTS RETENTION AND SUCCESS ONCE INTERVENTION STRATE GIES WERE INITIATED 4HE DATA PRESENTED IN 4ABLE )8 CONSIDERS ALL STUDENTS ENROLLED IN FIRST YEAR COURSES )T REVEALS THE FOLLOWING q
4HERE WAS AN INCREASE IN THE RATE OF STUDENTS SUCCESS !T THE END OF THE FIRST SEMESTER PER CENT APPROVED THE FIRST YEAR COURSES WHILE PER CENT WERE SUCCESSFUL IN THE FIRST SEMESTER OF 4HERE WAS A DECREASE IN THE SUCCESS RATE IN THE !##/ COURSES AND %--! BETWEEN THE FIRST SEMESTER AND THE FIRST SEMESTER AS COMPARED WITH -!.! /N THE OTHER HAND %$5# -ATH AND -ATH STUDENTS SHOWED IMPROVEMENT IN THEIR SUCCESS RATE %$5# HAD THE GREATEST ACHIEVEMENT INCREASE
q
4HE NUMBER OF STUDENTS WITH 7& DECREASED DURING THE FIRST SEMESTERS OF AND !T THE END OF THE FIRST SEMESTER PER CENT OF 7& STUDENTS WERE REPORTED WHILE THERE WERE ONLY PER CENT REPORTED IN THE FIRST SEMESTER OF %$5# -ATH AND -ATH SHOW A DECREASE OF 7& STUDENTS -!4( PRESENTS THE MOST IMPORTANT REDUCTION /N THE OTHER HAND !##/ AND -!.! %--! SHOW AN INCREASE IN THE AMOUNT OF STUDENTS WITH 7&
(1,1) -13- Retention Magazine.indb 8/6/2008, 7:26:24 AM
!CTIVITIES AND 3ERVICES q
4HE /FFICE OF 3ERVICES FOR &IRST 9EAR 3TUDENTS DEVELOPED ACTIVITIES AND PROVIDED SERVICES TO INDIVIDUAL AND GROUPS OF NEW STUDENTS 4ABLE 8 DEMONSTRATES THE SERVICES PROVIDED AND THE NUMBER OF STUDENTS WHO RECEIVED DIFFERENT KINDS OF INTERVENTIONS 4HE FOLLOWING GROUP ORIENTATION ACTIVITIES WERE CARRIED OUT 2ULES REGARDING SATISFACTORY ACADEMIC PROGRESS 5NIVERSIDAD -ETROPOLITANA CATALOGUE #OUNSELING 3ERVICES 3TUDENTS 2EGULATIONS AND !CADEMIC 2EFERRALS /RIENTATION AND !CADEMIC 'UIDANCE 7EEK $URING THE /RIENTATION 7EEK STUDENTS RECEIVED INFORMATION WHICH WILL HELP THEM DEVELOP THE NECESSARY SKILLS FOR THEIR ACADEMIC SUCCESS 3TUDENTS ATTENDED THE FOLLOWING WORKSHOPS AND ORIENTATION SESSIONS h)MPORTANCE OF 3TUDY TO BE 3UCCESSFUL IN 9OUR 0ROFESSIONv h!TTITUDESv h&ROM 3ENIOR TO &RESHMANv AND h3TUDY HABITS AND 4IME -ANAGEMENTv 0ARENTS ATTENDED THE WORKSHOP h!N )NFORMED 0ARENT IS A 0ARENT WITH A 6OICEv
q
)NDIVIDUAL !TTENTION !CTIVITIES )NDIVIDUAL ATTENTION WAS PROVIDED TO STUDENTS DURING THE REGISTRATION PROCESS !LSO THE COUNSELORS MAKE ACADEMIC EVALUATIONS )NDIVIDUAL FOLLOW nUP WAS PROVIDED TO STUDENTS WHO HAD DROPPED OUT OF THE PROGRAM COMPLETELY )NDIVIDUAL FOLLOW UP INTERVENTION WAS ALSO PROVIDED TO STUDENTS WHO HAD LESS THAN A AVERAGE
4ABLE 8 -AIN #AMPUS /FFICE OF &IRST 9EAR 3TUDENTS 3ERVICES 4OTAL 3TUDENTS !TTENDED BY 3ERVICE 4YPE &IRST SEMESTER Service Type
Students Serviced
Orientation Week
510
Registration New Students Active Students (30 credits or less) Readmissions and Transfers
876 403 34
Academic Orientation about Rules for Sustained Academic Progress Academic Evaluations Total Withdrawal Student Follow Up Follow up for students admitted with less than 2.00 GPA
360 70 58 49
Group Orientation Universidad Metropolitana Catalog Counseling Services Student Regulations and Academic Referrals
239 126 46
Vocational Vocational Interest Tests
45
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
(2,1) -12- Retention Magazine.indb 8/6/2008, 7:26:23 AM
4ABLE 8) PRESENTS THE REASONS THE STUDENTS GAVE FOR DROPPING OUT OF THE 5NIVERSITY WHEN THEY WERE INTERVIEWED AND ASKED ABOUT THEIR DECISION 4HE PERSONNEL FROM THE /FFICE OF 3ERVICES FOR &IRST 9EAR 3TUDENTS TRIED TO LOCATE STUDENTS WHO HAD DROPPED OUT BUT ONLY RESPONDED 7E WISH TO POINT OUT THAT THE STUDENTS WHO DID NOT RESPOND BELONG TO THE NIGHT SESSION 4HE MOST COMMON REASON THE STUDENTS GAVE FOR DROPPING OUT OF THE UNIVERSITY WAS THEIR MOVING TO THE 3TATES /NE OF EVERY FIVE STUDENTS GAVE THIS RESPONSE (OWEVER IF YOU ADD THE THREE STUDENTS WHO RECEIVED SCHOLARSHIPS TO STUDY IN THE 5 3 THIS NUMBER INCREASES TO ONE OF EVERY FOUR 4HE SECOND MOST FREQUENT REASON THE STUDENTS GAVE FOR WITHDRAWING FROM THE UNIVERSITY WAS THAT THEY HAD TRANSPORTATION PROBLEMS
4ABLE 8) -AIN #AMPUS /FFICE OF &IRST 9EAR 3TUDENTS 3ERVICES 2EASON FOR 4OTAL 7ITHDRAWAL .EW STUDENTS &RESHMEN &IRST SEMESTER Reason for Total Withdrawal
Total
Moving to the USA/will live out of P.R.
%
11
19.0
Transportation
7
12.1
Personal /Family problems
6
10.3
Economic /debt/debt w/ Institution/registration Cancelled
6
10.3
Registered in another institution
5
8.6
Health problems
4
6.9
Low academic performance
3
5.2
Received economic aid in another institution
3
5.2
Pregnancies
2
3.4
Work
2
3.4
Enlisted in armed forces
2
3.4
Did not qualify for economic aid and registered elsewhere
1
1.7
Registered in institution closer to home
1
1.7
Did not say
5
8.6
Did not say(will study later)
2
3.4
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
(1,1) -11- Retention Magazine.indb 8/6/2008, 7:26:21 AM
q
4ABLE 8)) PRESENTS THE TOTAL STUDENTS ADMITTED WITH LESS THAN '0! TO WHOM THE INSTITUTION OFFERED INDIVIDUAL IZED SERVICES IN ORDER TO SATISFY THEIR PERSONAL AND ACADEMIC NEEDS WHICH WILL GUARANTEE THEIR STAY AT THE INSTITU TION ! TOTAL OF STUDENTS WERE SERVICED 4HE HIGHEST NUMBER OF STUDENTS BELONGED TO THE "USINESS !DMINISTRA TION 3CHOOL FOLLOWED BY THE 3CHOOL OF 3OCIAL 3CIENCES (UMANITIES AND #OMMUNICATIONS /N THE OTHER HAND ONLY ONE STUDENT WAS SERVICED FROM THE 3CHOOL OF %DUCATION
q 4HE FACTS REVEAL THAT OUT OF THE STUDENTS ADMITTED WITH LESS THAN '0! TO THE MAIN CAMPUS REGISTERED AGAIN FOR THE *ANUARY TERM 4HIS REPRESENTS A RETENTION RATE OF
4ABLE 8)) -AIN #AMPUS /FFICE OF &IRST 9EAR 3TUDENTS 3ERVICES &OLLOW UP ON !DMITTED STUDENTS 7ITH ,ESS 4HAN '0! .EW 3TUDENTS &RESHMEN &IRST SEMESTER
Student Total
%
Retained 8-Jan
Retention %
20
40.8
17
85
Social Sciences ,Humanities, and Communications
15
30.6
14
93.3
Health Sciences
8
16.3
7
*
Science and Technology
5
10.2
2
*
Education
1
2.0
1
*
Total
49
100.0
41
83.7
School Business Administration
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
.OT COMPUTED SINCE BASE IS LESS THAN
(2,1) -10- Retention Magazine.indb 8/6/2008, 7:26:20 AM
&ACULTY -ENTOR
ST
9EAR 9EAR 9
4HIS PROGRAM IS DESIGNED TO ASSIST INCOMING FRESHMEN WITH THEIR TRANSITION TO THE ACADEMIC AND SOCIAL ENVIRON MENT AND IS DONE BY FACULTY MENTORS OF EACH ACADEMIC 3CHOOL WHO WORK TOGETHER WITH THE &IRST 9EAR #OUNSELORS !S SHOWN IN 4ABLE 8))) THIS STRATEGY HAD PROVEN TO BE SUCCESSFUL 4HIS PROGRAM SHOWS AN INCREASE IN THE RETENTION OF STUDENT PARTICIPANTS FROM THE FIRST SEMESTER TO THE FIRST SEMESTER .OTE THAT "AYAMON 5NIVERSITY #ENTER DID NOT USE THIS STRATEGY ON THE FIRST SEMESTER
4ABLE 8)))
Table XIII &ACULTY -ENTOR 0ROGRAM Faculty Mentor Program 0ARTICIPANTS AND 2ETENTION Participants and Retention &RESHMEN 3TUDENTS Freshmen Students First Semester 2006-2007& First Semester 2007-2008 &IRST 3EMESTER &IRST 3EMESTER
First Semester 2006-2007
First Semester 2007-2008
Number of
Retention
Number of
Retention
Participants Aug-06
participants retained Jan. 2007
Rate participants (%) Participants retained Jan. 2007 Aug-07 Jan. 2008
Rate (%) Jan. 2008
Main Campus UMET-Aguadilla UMET-Jayuya UMET-Bayamรณn
220 39 41 135
184 26 37 94
83.6 66.7 90.2 69.6
199 53 38 -
167 49 34 -
83.9 92.5 89.5 -
Total
435
341
78.4
290
250
86.2
Campus
Source: Office of Associate Vice-Chancellor for Retention and Student Development Note: Technical Professional Studies are included.
(1,1) -9- Retention Magazine.indb 8/6/2008, 7:26:16 AM
%ARLY !LERT 4HIS PROGRAM IS DESIGNED TO IDENTIFY AT RISK STUDENTS %ARLY !LERT IS A SYSTEM FOR IDENTIFYING STUDENTS WHO ARE HAVING DIFFICULTIES IN A GIVEN COURSE 4HERE ARE TWO WAYS TO IDENTIFY RISK /NE OF THEM IS THROUGH AN ABSENCES MECHANIZED SYSTEM AND THE SECOND ONE IS THROUGH FACULTY REFERRAL !N INSTRUCTOR FILLS OUT AN %ARLY !LERT FORM FOR AT RISK STUDENT AND REFERS IT TO THE #OUNSELOR FOR IMMEDIATE APPOINTMENT TO APPRISE THE SITUATION AND TAKE STEPS TO IMPROVE TOWARD HELPING THE STUDENT PERSIST 3TUDENTS MAY BE IDENTIFIED FOR %ARLY !LERT FOR A VARIETY OF REASONS INCLUDING ABSENCES LATENESS POOR TEST SCORES LANGUAGE AND WRITING DEFICIENCIES
%ARLY )NTERVENTION -ODEL #OMMON &ACTORS 2EFERRALS
Specific Curriculum Choise Personal Concern Faculty Absence in Class
* Faculty Referrals * Administrators Referrals * Self Referral Student At Risk
Councelors
Academic Concerns
Advisors
Low Homework / Quiz Scores Early Intervention Academic Performance
Identification by Mechanized System
Intensive Follow Up Mentors
Late Enrolment
Tutors
High School Grade Point Average
Wellness and Quality of Life
CEEB / Placement Test Results Economic Profile
Student Success
(2,1) -8- Retention Magazine.indb 8/6/2008, 7:26:14 AM
4HIS PROGRAM WAS DESIGNED TO IDENTIFY AT RISK STUDENTS ALL WAY THROUGH GRADUATION !S SHOWN BY THE COMPARISON 4ABLE 8)6 THIS STRATEGY WAS USED IN THE MAIN CAMPUS SUCCESSFULLY 4HERE WAS AN INCREASE IN THE RETENTION RATE FROM THE FIRST SEMESTER TO THE FIRST SEMESTER /F THE STUDENTS WHO RESPONDED TO THE APPOINTMENTS WITH THE COUNSELORS OF MAIN CAMPUS PER CENT WERE RETAINED IN *ANUARY AND PER CENT IN *ANUARY "AYAMร N 5NIVERSITY #ENTER PRESENTS A RETENTION RATE OF FOR *ANUARY WHEREAS ALL STUDENTS OF *AYUYA 5NIVERSITY #ENTER WHO RESPONDED TO APPOINTMENTS ON FALL WERE RETAINED ON *ANUARY
4ABLE 8)6 %ARLY !LERT 3YSTEM %!3 0ARTICIPANTS AND 2ETENTION &IRST 3EMESTER &IRST 3EMESTER First Semester 2006-2007
Campus and School
Main Campus Education Business Administration Social Sc., Hum. and Com. Health Sciences Science and Technology
UMET- Jayuya UMET - Bayamรณn Total
Number of students Number of who responded to students counseling referred by appointment faculty (participants)
First Semester 2007-2008 Number of students Number of students
Participants
Number of Retention referred by faculty or participants retained Rate * (%) identified through January January 2007 mechanized system 2007
who responded to counseling appointment (participants)
Number of participants retained January 2007
Participants Retention Rate * (%) January 2007
114 3 46 33 4 28 na
68 2 23 20 1 22 na
48 2 16 14 1 15 na
70.6 ** 69.6 70.0 ** 68.2 na
195 46 30 55 64 16 83
127 21 15 39 52 14 74
116 14 15 39 48 14 56
91.3 66.7 100.0 100.0 92.3 100.0 76.7
-
-
-
-
294
215
186
86.9
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
4HE TOTAL NUMBER OF GRADUATED STUDENTS WAS EXCLUDED TO COMPUTE THE RETENTION RATE
0ROPORTION WAS NOT PRESENTED BECAUSE TOTAL IS LESS THAN
(1,1) -7- Retention Magazine.indb 8/6/2008, 7:26:11 AM
!CADEMIC
AM
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
4ABLE 86 !CADEMIC !DVISING 0ROGRAM 0ARTICIPANTS AND 2ETENTION &IRST 3EMESTER &IRST 3EMESTER First Semester 2006 - 2007
Campus and School
First Semester 2007 - 2008
Number of participants
Participants
Number of participants
Participants
Participants
retained
Retention Rate *
Participants
retained
Retention Rate *
August
January
(%)
August
January
(%)
2006
2007
January
2007
2008
January
2007
Main Campus Education Business Administration Social Sc., Hum. and Com. Health Sciences Science and Technology
UMET- Aguadilla UMET- Jayuya UMET- Bayamรณn Total
2008
466 31 366 32 37 84 122 374
398 28 317 24 29 67 103 339
86.0 90.3 87.3 75.0 78.4 79.8 84.4 90.6
483 2 258 23 88 112 107 123 859
435 2 236 19 84 94 106 119 786
90.2 ** 91.5 82.6 96.6 83.9 100.0 96.7 91.5
1,046
907
87.0
1,572
1,446
92.1
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT .OTE 4ECHNICAL 0ROFESSIONAL 3TUDIES ARE EXCLUDED
4HE TOTAL NUMBER OF GRADUATED STUDENTS WAS EXCLUDED TO COMPUTE THE RETENTION RATE
0ROPORTION WAS NOT PRESENTED BECAUSE TOTAL IS LESS THAN
(2,1) -6- Retention Magazine.indb 8/6/2008, 7:26:09 AM
4HE ACADEMIC ADVISORS DESIGNED A PROGRAM TO DEVELOP AN INDIVIDUAL PLAN OF RETENTION AND GRADUATION THAT ALLOWS STUDENTS TO GRADUATE IN PER CENT OF TIME REQUIRED BY FEDERAL LAW 4HE ACADEMIC ADVISORS IDENTIFIED ADMITTED STUDENTS IN !UGUST AND !UGUST BELONGING TO THE SCHOOL OF HEALTH SCIENCES AND BUSINESS ADMINISTRATION THAT WERE ENROLLED IN !UGUST !S SHOWN IN 4ABLE 86) STUDENTS WERE APPOINTED AND PER CENT OF THEM RESPONDED TO ADVISOR APPOINTMENT PARTICIPANTS 4HE ADVISORS DEVELOPED AN INDIVIDUAL PLAN OF RETENTION AND GRADUA TION TO PARTICIPANTS AND PER CENT OF THEM SHOULD BE GRADUATED IN PER CENT OF TIME REQUIRED BY FEDERAL LAW
4ABLE 86) -AIN #AMPUS 0ROGRAM OF )NDIVIDUAL 0LAN OF 2ETENTION AND 'RADUATION &IRST 3EMESTER
Date of Admission August 2003 August 2004 Total
Number of students appointed
42 69 111
Number of students who responded to the advisor appointment
Number of student should be graduated in 150 % of time
Per cent of students should be graduated in 150% of time
14 33 47
6 22 28
42.9 66.7 59.6
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT
(1,1) -5- Retention Magazine.indb 8/6/2008, 7:26:05 AM
4UTORING
4HE 4UTORING 0ROGRAM AT 5-%4 HAS THE GOAL OF HELPING STUDENTS BECOME INDEPENDENT LEARNERS 4HROUGH A REVIEW OF COURSE INSTRUCTIONAL MATERIALS TUTORS HELP STUDENTS TO GAIN A BETTER UNDERSTANDING OF THE COURSE WHILE PROVIDING METHODS TO IMPROVE THEIR STUDY SKILLS AND ACADEMIC CONFIDENCE 4HIS PROGRAM IS DESIGNED TO OFFER SERVICE TO STUDENTS FROM FIRST YEAR UP TO GRADUATION !S SHOWN IN 4ABLE 86)) THIS PROGRAM PRESENTS A REDUCTION IN THE PASSING RATE ACHIEVED BY PARTICIPANTS FROM THE FIRST SEMESTER TO FIRST SEMESTER 5-%4 IS REVIEWING THIS SERVICE TO INCREASE RESOURCES ALLOCATED TO SUPPORT IT MAINLY AT THE !GUADILLA 5NIVERSITY #ENTER
4ABLE 86)) 4UTORING 0ROGRAM 0ASSING 2ATE &IRST 3EMESTER &IRST 3EMESTER First Semester 2006-2007 Main Campus and University Centers
Number of students who approved the course
N
First Semester 2007-2008
Passing Rate (%)
Number of students who approved the course
N
Passing Rate (%)
Main Campus Courses: Spanish, English, Humanities, Accounting, Math*, Quantitative Methods* , Biology* , Respiratory theraphy* and Management information system
110
85
77.3
194
147
75.8
123
110
89.4
40
39
97.5
-
-
-
37
30
81.1
233
195
83.7
271
216
79.7
UMET - Aguadilla Courses: Spanish, English, Math and Education
UMET - Bayamรณn Courses: Math, English and Spanish
Total
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT "ANNER &ORM 3(!4%2- .OTE 4HE COURSE IS APPROVED WITH ! " OR # )NCOMPLETE AND 7. WERE EXCLUDED
!DDED COURSE ON FIRST SEMESTER
(2,1) -4- Retention Magazine.indb 8/6/2008, 7:26:01 AM
4EACHING
!SSISTANT 0ROGRAM
4HE 5NDERGRADUATE 4EACHING !SSISTANT 54! 0ROGRAM AT 5-%4 PREPARES TALENTED STUDENTS IN THE DIFFERENT ASPECTS OF TEACHING UNDERGRADUATE GENERAL COURSES 7HILE 4! S IMPROVE THEIR 3PANISH %NGLISH -ATHEMATICS OR OTHER COURSES AND THEIR COMMUNICATION SKILLS INSTRUCTORS HAVE ADDITIONAL SUPPORT BOTH INSIDE AND OUTSIDE OF THE CLASSROOM AND STUDENTS IN CLASSES WITH 4! S ENJOY THEIR CLASSES MORE THAN STUDENTS IN SIMILAR CLASSES WITHOUT 4! S AS THESE STUDENTS ARE THE TUTORS FOR THE SAID COURSES 4ABLE 86))) PRESENTS THE RESULTS ACHIEVED BY THE 4! S 4HIS STRATEGY SERVES STUDENTS FROM FIRST YEAR UP TO GRADUATION !S SHOWN IN 4ABLE 86))) THIS STRATEGY HAD PROVEN TO BE SUCCESSFUL MAINLY AT *AYUYA 5NIVERSITY #ENTER WHICH SHOWED HIGHER PASSING RATES THAN THE -AIN #AMPUS (OWEVER THE -AIN #AMPUS SHOWED AN INCREASE IN PASSING RATE FROM FIRST SEMESTER TO FIRST SEMESTER "AYAMร N 5NIVERSITY #ENTER OFFERS A FULL 4UTORING 0ROGRAM BY 4ITLE 6 0ROPOSAL AS SHOW IN 4ABLE 86))
4ABLE 86))) 4EACHING !SSISTANT 0ROGRAM 0ASSING 2ATES &IRST 3EMESTER &IRST 3EMESTER First Semestre 2006-2007 Main Campus and University Centers
Number of students who approved the course
N
Passing Rate (%)
First Semestre 2007-2008 Number of students who approved the course
N
Passing Rate (%)
Main Campus Courses: Spanish, Math, Accounting, English *, Quantitative Methods* and Statistics*
954
508
53.2
661
406
61.4
127
98
77.2
386
293
75.9
306
215
70.3
-
-
-
1,387
821
59.2
1,047
699
66.8
UMET - Jayuya Courses: Spanish, English, Math, Computer Sciences, Quantitative Methods*, Social Work*, Science for Education*, Management* and Biology*
UMET - Bayamรณn Courses: Spanish, English, Math, Management information system and Science for Education
Total
3OURCE /FFICE OF !SSOCIATE 6ICE #HANCELLOR FOR 2ETENTION AND 3TUDENT $EVELOPMENT "ANNER &ORM 3(!4%2.OTE 4HE COURSE IS APPROVED WITH ! " OR # )NCOMPLETE AND 7. WERE EXCLUDED
!DDED COURSE ON FIRST SEMESTER
(1,1) -3- Retention Magazine.indb 8/6/2008, 7:25:58 AM
$EGREE #ONFERRED
ADUATION ADUATION 2ATE D TI 2 2ATE T
5-%4 PROVIDES STRATEGIC ACTIONS TO RETAIN AND GUIDE STUDENTS TO GRADUATION 4ABLE 8)8 PRESENTS HISTORICAL SERIES OF DEGREE CONFERRED FROM TO 3INCE 5-%4 SHOWS A STEADY INCREASE IN THE ANNUAL NUMBER OF DEGREE CONFERRED 4HE TOTAL NUMBER OF DEGREE CONFERRED IN THE LATEST TEN YEAR IS
4ABLE 8)8 $EGREE #ONFERRED Level
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Total
Certificate
-
-
11
21
73
75
157
144
148
152
163
944
Associate
90
76
65
66
58
53
84
74
67
70
79
782
Bachelor
411
402
335
361
350
453
488
573
577
616
708
5,274
Master
57
68
77
90
162
328
312
378
447
544
729
3,192
Total
558
546
488
538
643
909
1,041
1,169
1,239
1,382
1,679
10,192
Source: IPEDS FALL-COMPLETIONS 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004 , 2005 , 2006 and 2007
'RAPH 6 PRESENTS HISTORICAL SERIES OF GRADUATION RATE FROM COHORT TO COHORT 4HE GRADUATION RATES WERE CALCULATED BY TRACKING COHORTS ACCORDING TO FEDERAL LAW DEFINITION !S SHOWN BY TREND 5-%4 REFLECTS AN INCREASE IN GRADUATION RATE FROM COHORT TO COHORT 4HE LATEST GRADUATION RATE IS Six-Year Graduation Rates
'RÃ&#x2030;FICA 6 25.0%
20.6%
20.0%
17.4% 16.0% 15.0%
14.6% 12.8%
12.1% 10.0%
5.0%
0.0% 1996
1997
1998
1999 Cohorts
2000
2001
(2,1) -2- Retention Magazine.indb 8/6/2008, 7:25:55 AM
2 2ETENTION ION #OMMITTEES $R %LOISA 'ORDON $EAN 0RESIDENT OF 2ETENTION #OMMITTEE OF 3OCIAL 3CIENCES (UMANITIES #OM 3CHOOL
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0ROF -ARIA % DEL 2IO !SSOCIATE $EAN 0RESIDENT OF 2ETENTION #OMMITTE OF 3CIENCE AND 4ECHNOLOGY 3CHOOL
0ROF $AISY 2ODRIGUEZ
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!SSOCIATE $EAN 0RESIDENT OF 2ETENTION #OMMITTEE OF %DUCATION 3CHOOL
EXT DRODRIGUEZ SUAGM EDU
0ROF -AYRA 0EDROZA !SSOCIATE $EAN 0RESIDENT OF 2ETENTION #OMMITTEE OF (EALTH 3CIENCE $EPARTMENT
0ROF /RLANDO 2IVERA
EXT UM?MPEDROZA SUAGM EDU
!SSOCIATE $EAN 0RESIDENT OF 2ETENTION #OMMITTEE OF 4ECHNICAL 3TUDIES 3CHOOL
EXT UM?ORIVERA SUAGM EDU
0ROF ,INETTE #LAUDIO !SSOCIATE $EAN 0RESIDENT OF 2ETENTION #OMMITTEE OF 2ESPIRATORY 4HERAPY $EPARTMENT
,UIS ! 2UIZ
EXT LCLAUDIO SUAGM EDU
$IRECTOR 0RESIDENT OF 2ETENTION #OMMITTE OF !GUADILLA 5NIVERSITY #ENTER
UM?LRUIZ SUAGM EDU
)RMA DEL 0ILAR $IRECTOR 0RESIDENT OF 2ETENTION #OMMITTE OF *AYUYA 5NIVERSITY #ENTER
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#ONTAC TS $R &EDERICO - -ATHEU #HANCELLOR
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$R /MAR 0ONCE 6ICE #HANCELLOR FOR !CADEMIC !FFAIRS 0RESIDENT FOR 3UB #OMMISSION FOR 2ETENTION
!WILDA 0EREZ 0EREZ
EXT UM?OPONCE SUAGM EDU
!SSOCIATE 6ICE #HANCELLOR FOR 2ETETION 3TUDENT $EVELOPMENT
EXT UM?APEREZ SUAGM EDU
,EYDA ) 3OTO %VALUATOR #ONSULTANT
-YRIAM 2 2ODRIGUEZ
EXT UM?LESOTO SUAGM EDU
2ETENTION #OORDINATOR &IRST 9EAR %XPERIENCES
EXT UM?MYRODRIGUEZ SUAGM EDU
6ILMA /RTIZ 2ETENTION #OORDINATOR
7ILMA :APATA
EXT UM?VORTIZ SUAGM EDU
2ETENTION #OORDINATOR !GUADILLA 5NIVERSITY #ENTER
WZAPATA SUAGM EDU 0ROF 9ECENIA /LIVIERIS 2ETENTION #OORDINATOR *AYUYA 5NIVERSITY #ENTER
YOLVIERI SUAGM EDU
!RIEL -ÏNDEZ 2ETENTION #OORDINATOR "AYAMØN 5NIVERSITY #ENTER
ARMENDEZ SUAGM EDU
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