Student Retention Alert Assessment Report Erie Community ...Training/EC_Training/Po… · Student Retention Alert Assessment Report Erie Community College January 2012 Submitted by

Student Retention Alert Assessment Report

Erie Community College

January 2012

Submitted by Nathan Wallace and Michael Badzinski

Methods

Teaching faculty and Counseling staff participated in this qualitative and quantitative

assessment at Erie Community College (Buffalo, New York). A Likert Scale Survey instrument

was used for the quantitative portion of the study and consisted of two demographic questions,

thirteen subject questions and three open ended questions. The survey was administered through

zipsurvey.com, an online survey website. A total of 634 teaching faculty and 20 Counselors were

sent a link to the survey by email. One hundred and eighty-three members of the teaching faculty

responded and eight members of the counseling staff responded for a total of one-hundred and

ninety-one responses. The questions were formulated based on a review of literature and

discussions pursued during meetings between Nate Wallace and Michael Badzinski. The subject

questions were grouped as three categories (1) questions for teaching faculty (2) questions for

counseling staff, and (3) open ended questions for both teaching faculty and counseling staff.

The questions were numbered, listed under one another, and had a 5-point scale below each

question. Participants were asked to choose the response which was most applicable to them as

faculty and staff at Erie Community College.

A small focus group consisting of members of the counseling staff was also conducted

during a SRA Committee meeting to obtain verbal feedback from Counselors and to gain

information necessary to design a framework for the survey. Results of the focus groups will be

included in the discussion section of this report.

Results Figure 1.

*A breakdown of the demographics of the study: Position at ECC

Figure 2.

*A breakdown of the demographics of the study: Years Worked at ECC

Position at ECC

Teaching Faculty - 183

Counselor - 8

Years Worked at ECC

0-1 Year - 10

2-5 Years - 48

6-10 Years - 46

11-15 Years - 20

16+ Years - 67

Figure 3.

Frequency Percent Valid % Cumulative %

Strongly Disagree 23 12.0 12.0 12.0

Disagree 39 20.4 20.4 32.4

Undecided 32 16.8 16.8 49.2

Agree 76 39.7 39.7 88.9

Strongly Agree 21 11.1 11.1 100.0

Total 191 100 100

*32.4 % of participants responded disagree or strongly disagree with the following statement: I use SRA

software.

Figure 4.

Frequency Percent Valid % Cumulative %


Disagree 26 14.1 14.1 17.9

Undecided 85 45.9 45.9 63.8

Agree 49 26.5 26.5 90.3

Strongly Agree 18 9.7 9.7 100.0

Total 185 100 100

*36.2% of participants responded agree or strongly agree with the following statement: SRA software is

easy to use.

Figure 5. Frequency Percent Valid

%

Cumulative %


Disagree 79 41.7 41.7 53.9

Undecided 49 25.9 25.9 79.8

Agree 32 16.9 16.9 96.7


Total 189 100 100

*53.9 % of participants responded disagree or strongly disagree with the following statement: The SRA

program should only target developmental students.

Figure 6.

Frequency Percent Valid

%

Cumulative %


Disagree 42 22.1 22.1 23.1

Undecided 48 25.3 25.3 47.4

Agree 45 23.7 23.7 71.1

Strongly Agree 34 17.9 17.9 100.0

Total 190 100 100

*41.6 % of participants responded agree or strongly agree with the following statement: The SRA program

should include all 14,000+ students at ECC.

Figure 7.


%

Cumulative %


Disagree 18 9.5 9.5 13.7

Undecided 123 65.1 65.1 78.8

Agree 32 16.9 16.9 95.7


Total 189 100 100

*65.1% of participants responded undecided with the following statement: In my opinion, student

performance improves as a result of the SRA program.

Figure 8.


%

Cumulative %


Disagree 24 12.6 12.6 15.5

Undecided 92 53.4 53.4 68.9

Agree 44 25.6 25.6 94.5

Strongly Agree 7 4.5 4.5 100

Total 172 100 100

*53.4% of participants responded were undecided with the following statement: SRA software provides an

appropriate method for evaluating student performance. ** Question responses included only teaching faculty.

Figure 9.


%

Cumulative %


Disagree 6 60.0 60.0 80.0

Undecided 2 20.0 20.0 100.0

Agree 0 0.0 0.0 100.0


Total 10 100 100

*80% of participants responded disagree or strongly disagree with the following statement: The SRA

program effectively communicates faculty concerns to students. ** Question responses included only counselors.

The following responses to open ended questions are color-coded by the type of response given:

Blue (38 responses) = Suggested changes to the SRA process and/or software

Bright Red (38 responses) = Respondent doesn’t know about SRA and/or requires additional SRA training

Orange (31 responses) = Suggested that more follow-up is needed to provide faculty with information regarding

outcomes of interventions and outcomes of the program in general

Black (28 responses) = Miscellaneous/Uncategorized

Brown (21 responses) = The SRA program is working well

Green (10 responses) = Suggested that faculty need to be more involved in the intervention process

Pink (9 responses) = Suggested that the program should expand its target cohort to include more students

Dark Red (8 responses) = Suggested that current method of communicating alert messages to students is insufficient

How can the SRA program do a better job of bringing students to the Counseling Center?

1. I don't believe a program will bring students in. A connection with people (counselors/mentors)will.

2. when there is better communication.... studeents must have confidence and clarity in the use of our technology/

email system....

3. Hard copy referral.

4.

Send mail to student's houses instead of e-mail. Have mentors monitor the system and contact student bi-

weekly if the student does not response. Have a hold placed on students who don't response to show the

importance of our correspondences.

5. I do not see any improvements in students from this program. It would be better to spend the money on more

fulltime faculty and tutors.

How can the SRA program have a greater impact on student success?

1. Anything that improves retention is a positive.

2. By notifying their advisor and having the advisor talk to the student.

3. Allow for more details to be entered

4. Allow department chairs to track all students in their programs in order to create opportunities for early

intervention.

5. Include all students

6. Maybe students at risk could be directed to talk to their teachers

7.

Teachers are only given a very small space to include comments to try and explain the situation. We can never

include the full story. Also, do the reports actually do anything? Where is the follow up? Their names get

entered into a system and then what? I've never had an counselor or adviser contact me for a follow up. I am

sure they have their hands full . . .

8. I would like a reminder on my email to enter SRA info about students work.

9. I don't really know what it is, beyond the once-a-semester notes I get from Athletics, if that is even part of it.

10. I am unfamiliar with the SRA Program.

11. I'm not sure the level of intervention that occurs between students and staff once faculty have input their

information.

12. I don't know if I have really ever used the SRA program. I answer queries from the athletic department but

have not received other requests.

13. It needs to ask for better assessment. Teachers should be giving more specific information to counselors

14. Inservice all faculty, including part time/adjunct faculty, in how to use it!!!!

15.

Some of the students that are I am emailed about are the ones that are doing great! I wish that we could report a

student to a counselor who is not doing well in a class or to a mentor. It seems that this program is only

reaching a small population of students.

16.

Increase the role of the academic advisor in the process of responding to student retention information, and

include the instructor who is the source of the retention information by updating him/her on student progress in

other classes.

17. I'm not familiar enough with the program and how it operates to make a suggestion.

18.

Provide a basic computer skills course (1) credit? for ALL students, data filing, naming of files, basic Word,

Excel and email course. For having computers since kindergarten these kids are clueless that computers are

tools and data is time is money.....

19.

1. Use student's preferred e-mail to send alerts, instead of ECC e-mail. 2. Make an effort to meet with any at

risk students who are in danger. 3. Make special classes in math and English, just for these students. Have them

take a studies skills/college success class together.

20. Have more categories that teachers can comment on, such as test/quiz scores.

21.

Let faculty know what is being done to retain at-risk students on a student-by-student basis. Also, it would be

helpful to have at-risk students identified the first week of the semester so that faculty can intervene more

quickly when problems such as absenteeism begin to occur.

22. Need more follow up and communication between counseling and academics

23. Allow faculty members to comment on students who are performing well in a class. Positive feedback and

reinforcement from a teacher may motivate the student to keep working hard in a course.

24. Meet more consistently and sooner.

25. by drawing the student to the SSSC's .... presently the link isn't connecting...

26. make it clear to students that they are a part of the program!

27. Student accountability. Are students required to "check-in" or report to a counselor for guidance? I have 3

students with additional issues not related to academics.

28. There should be more room for written comments. Are students contacted, counseled & warned when they

receive a negative report ?

29. By properly advising students that some programs are not for them. They do not have the motivation or ability

to accomplish the required course work.

30. Expand the use of student emails throughout all areas of the college so students are in the habit of using the

@ecc.edu address

31. I am unfamiliar with the program, and thus all of my answers are not from an informed position.

32. It would be helpful if a follow up report was sent to the instructors. I am left out of the process after submitting

my report and have no way of knowing what became of the information I submitted.

33. I am not sure what if any impact the SRA program is having on student retention. I have not seen any data that

tracks the change in retention rates.

34. Train faculty in use.

35.

More interaction or feedback amongst the counselor/mentor, faculty member, and student. Maybe I am missing

something, but I always wonder the outcome of the counselor/mentor contacting the students who are not

doing well.

36. Instructions on use are poor and contradictory.

37. form peer support groups connect students with tutors

38. no comment at this time

39. Communicate its availability and purpose.

40. have it be able to report more than once on a student

41. More communication

42.

By being realistic and not telling students they are college ready and capable when they clearly do not have the

wherewithal to do work that requires reading and writing above an 8th grade level. I am all for retention of

students who are willing to work and show up, but do not call many of them college students. They need basic

remediation.

43.

I am not familiar enough with the overall program to comment. I find the use of working with the software

confusing. Perhaps better instructions. I also have no idea what is done with the information. Are students

contacted? How?

44. I am not certain it can. There is a clear lack of motivation with many of our students as is suggested by a

student in the 11/21/11 student voice.

45. More follow-up and evaluations

46.

Have the system reviewed by the academic appeal committee and perhaps a form letter attached by the mentor

working that student's account stating that they have been working with the counseling center or mentor in

responding to the faculty concerns in a timely manner.

47.

I teach one class per semester. I don't know what SRA is. I don't think anything can help with student success

if the student can't be bothered to show their face in class. I think that students that don't show up to class

should be kicked out of school within 5 weeks of not showing up so they can open a slot for someone else who

can be bothered to show up. Not sure if this has anything to do with the question, but it is annoying to prepare

for class only to be teaching to a largely empty classroom.

48. Not familiar with it.

49. Include more students.

50. Be sure that Adjuncts are given the same information that full time faculty are given.

51. I do not know as I have not heard if the students are spoken to or helped at all.

52. I'm not sure how often counselors meet with students after the initial reporting, but follow-up would be helpful

53. Software should be more readily available to faculty

54. n/a

55. Expand the program to include all students

56. I have no idea what Student Retention Alert software is.

57. more faculty follow through-contact

58. Familiarize all new faculty with it!

59. expand to all students; the ones I identify as in difficulty are often not on the list

60. Recognize and provide services for non english speakers.

61. That depends not on the SRA, but on how it is followed up.

62. The student must make the decision to be successful

63. Since I haven't seen any positive results in terms of intervention on behalf of the at risk students I have

identified through the SRA program, it seems like a waste of time for me to continue participating.

64. I don't think it can.

65. No suggestions

66.

It may help if the SRA counselor has more contact with the instructor. I'm not saying that this should be done

on a daily basis, but it might help if the counselor knew when there was a test coming up...or if a student is

attending class.

67. Is there a way to see the results of the data we input? meaning, what happens after we recommend a student for

extra attention in the system?

68. Increase involvement of our faculty.

69. Use the information that we provide for something, it doesn't seem like it is used.

70. Have not used.

71. Inservice faculty about them & how to use them

72. Be able to submit feedback on student performance that is positive as well as negative.

73. I am not sure that all the students were contacted. i only received feedback on two students, out of about 14 on

my list.

74. No suggestions.

75. I think the program could be run on 2 week intervals. This would allow more feedback to the students in

question.

76. Orientation and programs on student success skills and student motivation. Motivation to learn is lacking in

younger students.

77. SRA program software needs to be made more user friendly, with drop down menus for BOTH satisfactory

and unsatisfactory performance.

78. Send it with 3 week roster timing wise

79. I'm not sure what it is.

80. I feel it shows the student that ECC is interested in the students on an individual basis.

81. follow through will advisement contact

82.

You need to add more space so I can write a progress note each time I report information. I need to tell you

what the issue is, it is not so cut and dry as the check off boxes indicate. These are students with multiple

issues that simple yes and no or check off box can never address. You need to add a box for behaviors, with a

link or some other type of a thing to write what the behaviors are and how they impact the entire class.

83. Make it more specific

84. one on one faculty intervention

85. I think you do the best you can already... it's not easy to empower people who have several serious issues going

on in their lives.

86. It alerts the students and faculty to the fact that the student requires assistance or encouragement.

87. The student has the greatest impact on their success. No matter how many bells and whistles we provide, the

student ultimately must be the one to improve.

88. Expand the area that is used to input performance comments.

89. More focus on attendance which seems to be getting worse.

90. more space for comments

Overall, what do you think of the SRA program (comments, suggestions, etc.)?

1. Undecided.

2.

It's a pain --hard to use and understand, not allowed to enter comments-I don't see any follow up. I don't see it

doing any good. If all we are doing is sending students an e-mail that they are in trouble, it is not worth the

effort.

3. It is a great idea; I don't know how much of an impact it has though

4. Great job so far. Give me access, please! I'm quite happy to help with any committee work or grunt work.

5. Great

6.

This sort of system is needed for community college students. However, I don't really see the impact that the

current system has. I can't really say that I have ever seen a student turn their situation around after I fill out a

retention report. I don't know if there is a way to improve it, maybe most of the students who disappear are

beyond institutional help.

7. good, but I think it may be more effective if student reporting is a bit more specific and directed by particular

input, I think it could be a good assessment tool for retention and direct communication for student/instructor

8.

I'd say it must be ineffective if I don't know about it. I’m just adjunct, but have taught four classes every

semester plus teaching summers for four semesters now. I try to go above and beyond with my students,

including calling them when they are absent more than a week. So I would take advantage of this program if I

knew about it.

9. More awareness of the program and deadlines for completion would be helpful. Faculty are busy during

semester and often have best intentions, but miss deadline dates.

10. I am unfamiliar with the SRA Program.

11. It seems to help somewhat

12. It is ok.

13. I have had limited success through the SRA program; though I have had the occasional student return to class

as a result of my use of it, more often than not, by the time I file the retention report it's already too late.

14.

I think it is an effort in the right direction however when we are talking about students - particularly students

who are at risk - there is no substitution for contact/ a connection with a person willing to listen and assist

(counselors and mentors).

15. It is a good start, but does not go far enough.

16. It gives the students good feedback.

17. Would work if we used it properly and there needs to be better communication. We cannot just email a student.

Calling students should be mandatory. And communication with faculty should be ongoing.

18. I think SRA is a good way to keep students on track and try to reduce the number of students who "slip through

the cracks".

19. I haven't been able to discern the success of any student directly from providing SRA information.

20. I am disappointed with the system...

21. Have not received information regarding this.

22. It's a good idea for those in need

23. I am not familiar with SRA software.

24. Keeps students attuned to their progress or lack of.

25.

I feel Instructors should deal with subject matter and its presentation. Carrying a full load of contact hours, I do

not feel I should need to deal with the social, economic, and psychological aspect of the student. At some point,

the student needs to move on and assume responsibility for their future.

26. Provide more room for comments. Include more students.

27. When you have an open door policy, you have to take everyone yet some students do not belong in college

because they are either not ready to be there and just don't know what they want.

28. Publicize the overall effectiveness and assessment data of the program. Faculty will be more willing to

participate when they realize the impact of it. If the assessment shows poor data change the use of the program.

29. I have not seen any results from the program. See above.

30.

It is my impression that our student dropout rate is still fairly high if that in fact is true it would indicate that our

student retention program is still a work in progress but again I would be interested in seeing data on student

retention and/or student dropout rates.

31. I had not really used it and would love to see more info.

32.

I do not know what happens once I put information in. I hope that someone is contacting these students and

encouraging them to do better by reading the book, attending class, getting work done early, asking questions....

I think all students with a D or less need help and should be included.

33. It is good. Would like a longer comment box and the ability to return and edit a response. Would like to see

student names before being committed to a response.

34. Does not appear to have much impact, students fail or pass independently, it seems.

35. no opinion. It is not a visible program.

36. aware of SRA but have not used at this time to comment

37.

It's very easy to do and I do it regularly - but once I do one student, I cannot input on that student again which is

nuts - it should allow you to indicate that other issues have come up or that the first ones mentioned have

resolved.

38. It is an effort to help students and that, especially for our student body, is a very positive step.

39. None

40. Programs come and go but until a student really is motivated internally we will continue to search for

interventions.

41. I think this is a good program and should include all students.

42.

The problem I see with it is that I don't have enough data (other than perhaps attendance) to catch students

"early enough." In composition classes, it's not unusual for the first full-blown paper to be 4-5 weeks into the

semester, the earlier part taken up by work building to more complex assignments. Really, the first three weeks

are taken up with preliminaries, getting the class settled in, making sure they have the textbook, drop/add,

learning their names...after three weeks, when you ask about a student, I have to reference my documentation.

After 6, I could probably write a narrative off the top of my head!

43.

The system should have an area directly responsible for working with the system and the students. ( A Student

Retention Office)- then we wouldn't have to focus on getting them in as much as keeping them. (The system

will work when we start to use the system, but we have not put forth the effort to use this system).

44.

I have no opinion because I don't know what it is. I still am of the view that if students don't show up, they

cannot be helped. Does SRA go to their homes (or under the bridge which will be their home soon) to talk to

them and help them at home? It’s clear that many troubled students have never been on campus.

45. Not familiar with it.

46.

I don't think it makes any difference. Many at-risk students aren't prepared for college to begin with, and

shouldn't even be here. I can't help them because they don't have life skills. If I report in the third week that a

student doesn't have a text, and he still doesn't have one by week eight, what difference has my report made?

Many are admitted at the last minute and don't have the materials they need, mainly texts, to participate in class

because it takes a good amount of time for the receipt of student aid. Such a situation is unfair for students who

are going to have problems to begin with. They come to class without books and frequently ask if they can

borrow a pen from me. They need much more guidance than they are getting or that the college can afford.

Their needs are more for the development of life skills than developmental skills. These things are all related.

They can't even get to class on time. They are not ready to learn.

47.

Is the SRA program the same as the retention input class roster on webadvisor???? If it isn't please disregard

my survey, I have no idea what the SRA program is. If the SRA program is the retention input class roster on

webadvisor it needs to have more choices offered to explain student difficulties.

48. I do not know enough about the program to comment.

49. I would like to report how a student is doing if they are doing well instead of saying nothing. I would think that

would be important to know for these at risk students.

50. If the student is at risk you must select one of the three options and sometimes none of those fit the situation.

You could clarify it with comments, but you are not allowed to go there until you select 1,2, or 3.

51. I am familiar with it but cannot access, or don't know how to access the software

52. n/a

53. It's a useful tool that enables faculty to better serve students

54. I have no idea. What does it do? How does it work? Is it something instructors should be using?

55. valuable and helpful

56. Helpful. It encouraged students with poor attendance to increase class participation

57. I would allow further developments to be reported for students that have already been flagged previously.

58.

Positives: 1. real time responses. Negatives: 1. creates a 'middle man' between faculty and counselor. 2.

Software is not user friendly. 3. It allows faculty to avoid direct student contact. 4. reported problems are not

prioritized.

59. Very successful at this point.

60. I don't know how the system works,

61. Great idea, but I don't think we have adequate counseling support to provide the necessary assistance with the

problems the SRA identifies.

62. Not impressed

63.

In theory, it seems like it should be a good program and an effective tool for getting students back on track

before it's too late; however, I have seen no evidence of this in my classes. At best, the students for whom I've

submitted information to the SRA stay in class until the end of the semester (usually with excessive absences).

Unfortunately, they don't do homework, and based on their test scores they don't study, resulting in failure of

the course anyway.

64. No suggestions

65.

To my knowledge, the only interaction between the instructor and the counselor is a 'comments' area that is

filled out by the instructor twice per semester. The space to type in the comments area is very limited, and

doesn't allow enough room to provide adequate feedback. At a minimum, I think there should be more room for

comments. In addition, I think there should be some type of weekly or monthly correspondence between the

counselor and the instructor.

66.

More basic information needs to be presented to faculty in regards to what, exactly the SRA program is all

about. students who are enrolled in the program need a better system in regards to support - not sure what - but

if they are falling behind and the instructor is not aware that they are in any particular program then they will

slide through the cracks. It is frustrating to find out after the fact that a student was part of some sort of a special

program. Instructors have many students to take into consideration as well as the curriculum - over-seeing and

keeping on tabs of students in special programs is an added responsibility that usually gets over-looked. It's as if

these students need a buddy who is in the class with them and helps them stay on the straight and narrow

instead of the instructors. Thank you for providing this survey.

67. I need some training about the program. I am not too familiar with the program.

68. Could be good.

69. As a part-time faculty member, I am not familiar with the SRA program.

70. ??? What is it?

71. I think it is a great idea, but I wonder if we have the staff to actually follow through with each student?

72. It is useful.

73.

I think the program works as long as the Students get feedback from it. I do however, have a problem with the

phrasing in Question 6 of this evaluation. As a former Student-Athlete here and now a member of the Faculty, I

do not like the listing of all Student-Athletes as developmental students.

74. Good but I need to learn more about it.

75. I don't have any way to measure it's success

76. See response above.

77. a needed program among several steps to take

78.

I would like feedback. The reason I put strongly disagree for the question related to is SRA impacting student

retention is because I never receive any feedback as to whether the student was. Was not a success or if the

counselors are even addressing the issues at hand. You should include faculty in the 1:1 counseling session-if

determine an issue is occurring with the student. YOU need to let us tell you what we have done to address the

issue. We need to collaborate in person or via email/phone!

79. Often feedback is requested before I've done much assessment and online forms are vague and unclear.

80. never knew it existed

81.

Although I've never had to use it, I've read studies about student retention.... the one thing that stuck in my mind

is the responses from the students in the study that said they tended to stay in school if someone actually

appeared to care if they were there... so in my opinion, anything you do to let students know they're not just "a

number" is excellent... keep up the good work.

82. I don't know much about it

83. Need to know more.

84. I've used it, and, often times, it is successful. There were only a few cases where the student simply did not

follow through with counseling or recommendations from staff members at ECC.

85. It's the student's responsibility to take ownership of their college education. I'm not sure if it helps as I've never

had a student comment that they appreciated all of the additional help they're receiving from ECC.

86. No comment.

87.

would prefer to have blank space and be able to fill my own reply in as opposed to "blanket" responses and

limited character comments. Many times the situation with he student is more complicated than the survey

allows

.

Notes from SRA Committee Meeting (Focus Group with Counseling Staff)

October 18, 2011

1-2 p.m.

City Campus (Room 162)

There is an issue with clarifying the type of feedback for evaluating student performance.

- Current Types of Problems: Attendance, work submission, unsatisfactory work quality,

personal reasons

o Students are not aware of the issue

o Issues should be more specific

- Positive versus negative feedback

o Positive feedback should not be included at all

o More clear instructions are needed for faculty.

o Sending too many reports. If student is deficient in all four areas (attendance, class

work quality, class work submission and personal) they will get four emails

- Need to get students to respond

o Students are not checking their ECC email

o In general students respond more to paper mail

o Counselors are not getting responses to emails.

o Text Alert is something to look into

The letter that students receive could be more urgent and more directive in nature.

- Making a conditioned letter

o Negative conditions for not responding (Cap on registration)

o The wording of the letter could reflect a more assertive standpoint

o Deadline dates in the letter

Counselors are comfortable with the using the software, but changes can be made to improve case

management.

Including:

- Spell check (Not possible through Datatel)

- Sorting options for the case list (alphabetized)

- Immediacy option for faculty

o All cases are equal now

o Option for faculty to display timetable for intervention; with a shorter timetable for

more pressing issues (student isn’t showing up to class)

- Case Management

o Implement a tracking chart to allow more focused case management

o A greater focus is needed when looking at priority of the problem and nature of the

problem

o Individual follow up letters from the counselors would provide a personalized letter

to the student showing a connection

o Priority management

all students come in as a high priority and only counselors can change it

If faculty could change priority based on changes in student performance,

counselors could better track students

- Targeting a more specific group

o How to define at risk?

o Should the target group be expanded or made retracted?

- Faculty could be assigned a counselor that they work closely with o Counselors could be available to talk with faculty and assist them with using the SRA

software in a more productive and efficient manner

o A connection could be made for following up and more collaboration in general.

In general, the results are not tangible. Students are not responding to the emails and are not making the

connection with the counseling staff. Most students do not check their ECC email, therefore missing the

opportunity that is presented by the SRA program.

The most pressing issue is reaching the student. How can we better reach the student?

STUDENTS WITH OPEN RETENTION ALERT CASES (as of 1/31/12) Active Program TOTAL.. 1 1022.TET 3 1035.CLE 40 1117.HIT 1 1192.ENP 2 1330.TEA 1 1415.BPA 2 1418.WPD 1 1485.PES 15 1492.INT 7 1670.WNT 3 1741.EMA 2 1787.CAO 3 1788.CET 10 1802.ELE 5 1932.HLS 6 1933.CST 6 201.HUM 24 2061.ENS 2 2081.CNC 7 212.SOC 24 2186.EMS 5 2190.GBT 1 220.SCI 22 2202.CAD 4 221.MTH 4 2239.HVA 6 2249.EUT 2 250.GST 457 453.AUT 6 493.MET 3 495.CRT 6 501.CMA 15 517.CIV 6 525.AUT 13 530.ESI 7 532.CSE 6 538.ARC 2 541.ALC 2 547.DLT 2 549.OPT 3 572.FSA 4 573.NDT 1 576.BOM 11 578.CUL 18 606.ECE 31 609.HPR 1 623.SUB 14 632.BUS 64 637.OFT 4 639.FPT 2 641B.CRJ 71 671.BUS 28 677.VCT 1

691.PAR 12 699.EET 11 907.FNS 2 909.NNM 6 935.OFT 5 949.HS 9 977.BOM 3 980.MOA 2 ======= TOTAL 1037

Documents

Student Retention Alert Assessment Report Erie Community ...Training/EC_Training/Po… · Student Retention Alert Assessment Report Erie Community College January 2012 Submitted by