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 Carleton’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxxxxx’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 87.2% 87.6% 88.0% 2nd to 3rd Year 91.5% 90.4% 91.8% 3rd to 4th Year N/A N/A N/A • Please indicate in the space below the methodology used by Carleton to calculate the retention rates indicated above: Consortium for Student Retention Data Exchange (CSRDE) methodology. • Please provide one or more example in the space provided below of a promising practice that Carleton 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. Not only has Xxxxxxxx’x 1-year retention rate steadily increased for three years in a row, in 2009 Carleton had the sixth highest one-year retention rate in Ontario. This is especially encouraging given that for the same cohort, Xxxxxxxx’x average high- school average was 10th in the province. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside of the classroom. Some highlights include: • an early warning initiative that identifies student who might benefit from additional support and academic improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info sessions, Peer Assisted Study Sessions (PASS) and the Writing Tutorial Service • (as mentioned in Section 11) a co-curricular transcript that provides students with an official record of their extra- curricular involvement • enhanced Career support for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rules, regulations and policies that present barriers for student success. A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-How). We also have Success Officers in the Sprott School of Business and the Faculty of Science.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Carleton’s Sault College's approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxxxxx’x Sault 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 87.278% 87.673.32% 88.079.48% 2nd to 3rd Year 91.590% 90.488.89% 91.8% 86.32 3rd to 4th Year Nn/A Na n/A Na n/A a • Please indicate in the space below the methodology used by Carleton Sault College to calculate the retention rates indicated above: Consortium above The data reported is for Student Retention Data Exchange (CSRDE) methodologyco-hort enrolment. Individual students are not tracked, but the total number of students enrolled full time on November 1st are tracked. For the 1st year to 2nd year data – 79.48%, as of November 1, 2009 the data was compared it to the 1st year enrolment for programs from November 1, 2008. For the 2nd year to 3rd year data – 86.32%, as of November 1, 2009 the data was compared to 1st year enrolment for programs from November 1, 2008. Since we did not provide the 4th to 3rd year retention for 2008-2009, we did not enter it for 2009-2010. This information gets posted annually and the link is below. xxxx://xx.xxxxxxxxxxxx.xx/Academic/defaultListFiles.asp?f=/Academic/Registrars%20Office/Statistics/Year-to- Year%20Retention&n=Registrar%20-%20Statistics%20-%20Year-to-Year%20Retention • Please provide one or more example examples in the space provided below of a promising practice that Carleton Sault 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. Not only has Xxxxxxxx’x 1Student Success Strategy sessions were offered on the following topics throughout the 2009-10 year: Time management, study skills, test taking skills, organizational skills, note taking skills, self care, study skills and how to read your text book. Through interdepartmental efforts between the Native Education & Training department staff and BScN faculty, a multi-faceted project was created to recruit and retain Aboriginal student nurses. Upon graduation, these nurses will be able to provide culturally situated health care in challenged Aboriginal communities. Some retention strategies that were put in place included the creation of a mentorship program (3rd and 4th-year students with 1st-year students), involvement of students in marketing events (pow wows, information days, open houses, etc.) to discuss program opportunities with potential students, introduction of a fourth-year nursing course to show how mentorship extends into professional nursing practice. The retention rate steadily increased for three years strategy has proven to be highly effective as students form a connection to each other, the program, and the College. The Child & Youth Worker (CYW) faculty have implemented a package of retention strategies that have proven successful in a rowretaining students. The CYW Coordinator has made presentations to other program areas with best practices which are, in 2009 Carleton had turn, following suit. The momentum is in place. Some CYW strategies include: allowing students with unique needs to complete the sixth highest oneprogram over a longer time period, continuing to expand community involvement to connect student more directly with their chosen profession, making curriculum revisions to move more ‘core’ material forward with the intent of hooking interest and commitment early in the program, maintaining student/alumni/faculty networking through Facebook and other social media, conducting weekly reviews of each student group and assigning to follow up on identified concerns, introducing clickers, holding focus group meetings, and developing an off-campus advisor program for first-year retention rate in Ontariostudents. This is especially encouraging given that dedicated group of faculty continue to add new strategies to this package and are a model for the same cohort, Xxxxxxxx’x average high- school average was 10th in the province. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside of the classroom. Some highlights include: • an early warning initiative that identifies student who might benefit from additional support and academic improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info sessions, Peer Assisted Study Sessions (PASS) and the Writing Tutorial Service • (as mentioned in Section 11) a co-curricular transcript that provides students with an official record of their extra- curricular involvement • enhanced Career support for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rules, regulations and policies that present barriers for student success. A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-How). We also have Success Officers in the Sprott School of Business and the Faculty of Scienceother programs.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in CarletonDurham’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxxxxx’x 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 87.2> 70% 87.677.9% 88.081.2% 2nd to 3rd Year 91.5> 80% 90.481.5% 91.887.6% 3rd to 4th Year Nn/A Na n/A Na n/A a • Please indicate in the space below the methodology used by Carleton Durham to calculate the retention rates indicated above: Consortium 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. • Applied Research As a new member of the Colleges Ontario Network for Student Retention Data Exchange Industry Innovation (CSRDE) methodologyCONII), Durham College spent the latter part of 2009‐10 establishing an applied research office focusing on opportunities for students to participate in research projects with industry partners. A number of projects were lined up by the end of the year, with students participating in 2010‐11. • Please provide one or more example in the space provided below of a promising practice that Carleton 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. Not only has Xxxxxxxx’x 1-year Student Academic Learning Services The Student Academic Learning Services team provides supplemental academic support to students in all schools to support overall student retention rate steadily increased for three years in a rowand success initiatives. These staff members have provided specialized assistance to both First Generation college students, in 2009 Carleton had the sixth highest one-year retention rate in Ontarioaddition 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 is especially encouraging given that for the same cohortteam coordinates peer tutoring programs, Xxxxxxxx’x average high- school average was 10th in the province. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside of the classroom. Some highlights include: • an early warning initiative that identifies student who might benefit from additional support and academic improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info one‐on‐one learning strategy sessions, Peer Assisted Study Sessions (PASS) 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 Writing Tutorial Service • (as mentioned in Section 11) a co-curricular transcript that provides students with an official record first sign of their extra- curricular involvement • enhanced Career support for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rules, regulations and policies that present barriers for student success. A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-How). We also have Success Officers in the Sprott School of Business and the Faculty of Scienceacademic difficulty.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in CarletonDurham’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxxxxx’x 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 87.2> 70% 87.677.9% 88.081.2% 2nd to 3rd Year 91.5> 80% 90.481.5% 91.887.6% 3rd to 4th Year Nn/A Na n/A Na n/A a • Please indicate in the space below the methodology used by Carleton Durham to calculate the retention rates indicated above: Consortium for Student Retention Data Exchange (CSRDE) methodologyIn 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. 32 • • Please provide one or more example in the space provided below of a promising practice that Carleton 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. Not only has Xxxxxxxx’x 1-year Student Academic Learning Services The Student Academic Learning Services team provides supplemental academic support to students in all schools to support overall student retention rate steadily increased for three years in a rowand success initiatives. These staff members have provided specialized assistance to both First Generation college students, in 2009 Carleton had the sixth highest one-year retention rate in Ontarioaddition 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 is especially encouraging given that for the same cohortteam coordinates peer tutoring programs, Xxxxxxxx’x average high- school average was 10th in the province. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside of the classroom. Some highlights include: • an early warning initiative that identifies student who might benefit from additional support and academic improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info one‐on‐one learning strategy sessions, Peer Assisted Study Sessions (PASS) 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 Writing Tutorial Service • (as mentioned in Section 11) a co-curricular transcript that provides students with an official record first sign of their extra- curricular involvement • enhanced Career support for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rules, regulations and policies that present barriers for student success. A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-How). We also have Success Officers in the Sprott School of Business and the Faculty of Scienceacademic difficulty.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in Carleton’s Sheridan College's approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxxxxx’x Sheridan 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 87.286% 87.685% 88.087.0% 2nd to 3rd Year 91.585% 90.497% 91.890.0% 3rd to 4th Year N/A N/A N/A 94% 95% 92.0% • Please indicate in the space below the methodology used by Carleton Sheridan College to calculate the retention rates indicated aboveabove - 1st to 2nd Year: Consortium for Student Retention Data Exchange all post secondary full time enrolment, excluding joint programs (CSRDE) methodologyWinter 2009 Term 2 to Fall 2009 Term 3). - 2nd to 3rd Year: all post secondary advanced diplomas and applied degrees, excluding joint programs (Winter 2009 Term 4 to Fall 2009 Term 5). - 3rd to 4th Year: applied degrees only, excluding joint programs (Winter 2009 Term 6 to Fall 2009 Term 7). • Please provide one or more example examples in the space provided below of a promising practice that Carleton Sheridan 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. Not only has Xxxxxxxx’x 1-year retention rate steadily increased for three years in "Study of Mature Learners and their academic adjustment to college" Identifying and understanding the needs and challenges of past and current "re careering" mature learners towards the building of comprehensive and seamless support services and programs. "Building an awareness, understanding, shared and working definition of Student Success at Sheridan" Through a row, in 2009 Carleton had qualitative research study and the sixth highest one-year retention rate in Ontario. This is especially encouraging given that for the same cohort, Xxxxxxxx’x average high- school average was 10th in the province. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package participation of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside 550 members of the classroomSheridan community, students, faculty, staff and administrators, Sheridan now has a shared definition of student success that serves as our guiding principle. Some highlights include: • "Supporting and Enhancing Academic Advising at Sheridan" A cross college working group made up of Academic Advisors, Administrators and Student development practitioners, dedicated itself to the clarification of the Academic (faculty) Advisor's role description/function, the creation of a training program, the development of an early warning initiative that identifies student who might benefit from additional support and academic improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info sessions, Peer Assisted Study Sessions (PASS) line information resource centre for Academic Advisors and the Writing Tutorial Service • (as mentioned a venue for ongoing networking. The purpose of initiative was to enhance consistency in Section 11) a co-curricular transcript that provides students with an official record practice and quality of their extra- curricular involvement • enhanced Career support for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rules, regulations and policies that present barriers for student success. A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-How). We also have Success Officers in the Sprott School of Business and the Faculty of Sciencestudents.

Student Retention Rates. The table below has been pre-populated with the proposed results set for 2008-09 in CarletonToronto’s approved Multi-Year Action Plan. Referring to these proposed results, please identify Xxxxxxxx’x 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 87.288% 87.690.4% 88.090.9% 2nd to 3rd Year 91.579% 90.482.8% 91.883.4% 3rd to 4th Year N/A N/A N/A 77% 78.8% 79.8% • Please indicate in the space below the methodology used by Carleton Toronto to calculate the retention rates indicated above: U of T submits data to the Consortium for on Student Retention Data Exchange (CSRDE) methodologywhich 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 Carleton 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. Not only has Xxxxxxxx’x 1The 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 rate steadily increased for three years in a row, in 2009 Carleton programming to ensure incoming students had the sixth highest oneacademic 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-year retention rate Program) designed to assist students who are falling behind in Ontariotheir 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 especially encouraging given 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 same cohortremainder of the year, Xxxxxxxx’x average high- school average was 10th which has presented complications for residence students and international students in the provincepast. (High school average is highly correlated with retention) Carleton Complete was established – a new recruitment and retention program that offers students a comprehensive support system to help them complete their degrees and prepare for real-world challenges. Carleton Complete is an unparalleled package of initiatives designed to promote a culture of success; it highlights a student’s complete university experience – everything from supporting academics to ensuring they participate in meaningful activities outside of the classroom. Some highlights include: • an early warning initiative that identifies student who might benefit from additional support and academic improvement plans • ongoing academic support through one-on-one advising appointments, Learning Support Services (LSS) info sessions, Peer Assisted Study Sessions (PASS) and the Writing Tutorial Service • (as mentioned in Section 11) a co-curricular transcript that The ReFresh Program provides students with an official record opportunity to relearn foundations of their extra- curricular involvement • enhanced Career core subjects, with additional support in developing the study and life skills required for Carleton students and graduates • establishment of a Rules and Regulations Working Group to identify and address rulesfuture success (e.g. time management, regulations and policies that present barriers for student success. A Rules and Regulations Guide was published for undergraduate students and staff (CU Know-Howstudy skills, healthy sleep habits, etc.). We also have Success Officers In addition to these academic and personal supports, students in the Sprott School of Business and the Faculty of ScienceReFresh Program maintain their linkages to a tightly-knit engineering community.