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 Toronto’s approved Multi-Year Action Plan. Referring to these proposed results, please identify 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 88% 90.4% 90.9% 2nd to 3rd Year 79% 82.8% 83.4% 3rd to 4th Year 77% 78.8% 79.8% • Please indicate in the space below the methodology used by Toronto to calculate the retention rates indicated above: U of T submits data to the Consortium on Student Retention Data Exchange (CSRDE) which measures the 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 Toronto School of Theology). • 1st to 2nd year: 2008 entering year cohort returning in fall 2009 • 2nd to 3rd year: 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 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 2009-10, the Faculty also introduced the ReFresh Program after a successful 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 students would otherwise have to withdraw from classes for the remainder of the year, which has presented complications for residence students and international students in the past. The ReFresh Program provides students with an opportunity to relearn foundations of core subjects, with additional support in developing the study and life skills required for future 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-knit engineering community.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in TorontoDurham’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Toronto’s 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 88> 70% 90.477.9% 90.981.2% 2nd to 3rd Year 79> 80% 82.881.5% 83.487.6% 3rd to 4th Year 77% 78.8% 79.8% n/a n/a n/a • Please indicate in the space below the methodology used by Toronto Durham to calculate the retention rates indicated above: U of T submits data In order to the Consortium on Student Retention Data Exchange (CSRDE) which measures calculate the retention rate as the proportion of first-timerates, 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 methodology was followed: - all 1‐year programs and students in graduate certificate programs were removed from the Toronto School of Theology). • 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: 2008 entering year cohort returning in fall 2009 • ; - 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: 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 Toronto 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 Faculty of Applied Science Student Academic Learning Services team provides supplemental academic support to students in all schools to support overall student retention and Engineering was faced with a drop success initiatives. These staff members have provided specialized assistance to both First Generation college students, in year one addition to year two retention in 2004-05our growing ESL and EAL (English as an Additional Language) populations, related who are, generally speaking, higher risk academically and more vulnerable to the lower level of student math attrition. This team coordinates peer tutoring programs, one‐on‐one learning strategy sessions, subject specific support, writing assistance, and science preparedness of those graduating from the revised four-year Ontario secondary school curriculumworkshops for students. The Faculty responded team also works closely with individual faculty members as well as student liaisons to these findings with adjustments ensure that students are referred to our services at the first year curriculum to better fit the needs sign 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 2009-10, the Faculty also introduced the ReFresh Program after a successful 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 students would otherwise have to withdraw from classes for the remainder of the year, which has presented complications for residence students and international students in the past. The ReFresh Program provides students with an opportunity to relearn foundations of core subjects, with additional support in developing the study and life skills required for future 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-knit engineering community.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in TorontoYork’s approved Multi-Year Action Plan. Referring to these proposed results, please identify TorontoXxxx’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 8887.9% 90.486.8% 90.986.8% 2nd to 3rd Year 7981.1% 82.880.8% 83.480.7% 3rd to 4th Year 77% 78.8% 79.8% N/A N/A N/A • Please indicate in the space below the methodology used by Toronto York to calculate the retention rates indicated above: U of T submits data As agreed in the 2006 Multi-year Action plan, Xxxx continues to participate in the Consortium on Student Retention Data Exchange (CSRDE) which measures and to report retention rates based on the 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, etcCSRDE methodology. but excluding transfer students and students in the Toronto School of Theology). • 1st to 2nd year: 2008 entering year cohort returning in fall 2009 • 2nd to 3rd year: 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 Toronto York 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 One of Applied Science the key factors driving graduation rates is the retention of students, particularly first and Engineering was faced with a drop second year students who exhibit the lowest retention rates. York University’s Retention Council brings together faculty and staff from across the institution to monitor retention issues that exist at York and coordinate activities in year one the planning, design, implementation and evaluation of interventions. Committees of the Retention Council have been established 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 further investigate issues such as the first year curriculum to better fit experience, peer mentoring and academic advising. Xxxx is also undertaking research aimed at 1) providing a quantitative characterization of the needs of incoming students various factors that are associated with undergraduate retention 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 succeedattrition; and a Transition Program (T-Program2) designed developing methods to assist identify, as early in an academic session as possible, York students who are falling behind may be at risk of leaving their university studies, either on a temporary or permanent basis. This work was ongoing in their Fall semester to immediately address any problem areas by redistributing workload and providing extra instruction and support in areas of difficulty. In 2009-1010 and will continue in the year ahead, and will continue to inform the Faculty also introduced the ReFresh Program after a successful 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 students would otherwise have to withdraw from classes for the remainder work of the year, which has presented complications for residence students and international students in the past. The ReFresh Program provides students with an opportunity to relearn foundations of core subjects, with additional support in developing the study and life skills required for future success (e.g. time management, study skills, healthy sleep habits, etcRetention Council.). In addition to these academic and personal supports, students in the ReFresh Program maintain their linkages to a tightly-knit engineering community.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in TorontoNiagara’s approved Multi-Year Action Plan. Referring to these proposed results, please identify TorontoNiagara’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 8877% 90.478.9% 90.974% (83%)* 2nd to 3rd Year 79% 82.885.0% 83.481% 3rd to 4th Year 7780% 78.895.2% 79.898% * change in methodology in 2009-2010 – using prior methodology rate would have been 83% • Please indicate in the space below the methodology used by Toronto Niagara to calculate the retention rates indicated above: U of T submits data to the Consortium on Student Retention Data Exchange (CSRDE) which measures the Currently using a cohort based approach for calculating 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 & Scienceall students enrolled in Year 2 during 2009‐2010 divided by the total number of students starting in 2008‐2009 (spring, PhysEd, Music, Applied Science & Engineering, etc. but excluding transfer students fall and students in the Toronto School of Theologywinter starts). • 1st We are working on a more accurate model that will track retention at the individual student level using our data warehouse. We hope to 2nd year: 2008 entering year cohort returning have the system in fall 2009 • 2nd to 3rd year: 2007 entering year cohort returning in fall 2009 • 3rd to 4th year: 2006 entering year cohort returning in fall 2009 place by the 2011‐2012 reporting cycle. • Please provide one or more example in the space provided below of a promising practice that Toronto 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. The Faculty A number of Applied 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 Engineering was faced 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 a drop 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. Planning the implementation of an academic and student advisement service for Fall 2010. Engagement began with Orientation as the First Generation Life Cycle Coordinator presented supports to new students during their initial program sessions and encouraged students to self identify. Participation 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 numerous success strategies were promoted to the first year curriculum generation market including a 2‐hour workshop by Dr. Xxxxx Xxxxxx on January 5th where first generation students in particular were encouraged to better fit attend a workshop on building success strategies for post secondary education such as time management and identifying one's learning style. A total of 185 students attended. Retention rates are an integral part of the needs program review process and are an integral part of incoming students and developed retention programming the College’s annual accountability measures to ensure incoming students had the academic supports they needed for success. As a result Board of these changes, retention of engineering students from year one to year two has reboundedGovernors. The Faculty’s comprehensive support programs Board has set standards for first year students include a First Year Office to assist students with a range of transition issues; Success 101 provincial KPI and College Performance Indicators, including retention rates, 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 2009-10, the Faculty also introduced the ReFresh Program after a successful 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 students would otherwise have to withdraw from classes for the remainder part of the year, which has presented complications for residence students and international students College Goals included in the past. The ReFresh Program provides students with an opportunity to relearn foundations of core subjects, with additional support in developing the study Annual Business Plan and life skills required for future success (e.g. time management, study skills, healthy sleep habits, etc.). In addition to these academic and personal supports, students results are reported in the ReFresh Program maintain their linkages to a tightly-knit engineering communityAnnual Business Plan.