Next Edition Scheduled For February, 2011
(Subject to Change)
So what are those percentages? Well, it depends…
The first question we should ask ourselves: how do you define retention and graduation rates? Without knowing the exact definition, it is difficult to even guess. Retention and graduation rates can be defined many different ways.
In order to “standardize” some of these rates, the U.S. Department of Education’s Institute of Education Sciences (IES) requires institutions to submit IPEDS (Integrated Postsecondary Education Data System) data that meet specific definitions. On our campus the Office of Institutional Research submits these data elements. Where can you access IPEDS information? Online on the National Center for Education Statistics website: Just click on College Navigator and type in the name of the college.
So what are the latest IPEDS retention and graduation rates for CSI?
First-to-Second Year Retention Rates
Retention rates measure the percentage of first-time students who return to the institution to continue their studies the following fall.
Retention Rates for First-Time StudentsPercentage of Students Who Began Their Studies in Fall 2008 and Returned in Fall 2009
So a little over half of the first-time full-time students at CSI return the following fall, and a little over a third of the first-time part-time students return the following fall.
How do these percentages compare to what you guessed? Were your numbers higher or lower? While students make the decision not to return for a number of reasons, we can all contribute to improving these rates.
Overall Graduation Rate and Transfer-Out Rate
The IPEDS graduation rate tracks the progress of students who began their studies as full-time, first-time degree- or certificate-seeking students to see if they complete a degree or other award such as a certificate within 150% of "normal time" for completing the program in which they are enrolled.
Transfer-out rate is the percentage of the full-time, first-time students who transferred to another institution.
Note that not all students at the institution are tracked for these rates. Students who have already attended another postsecondary institution, or who began their studies on a part-time basis, are not tracked for this rate.
At CSI, 26 percent of entering students were counted as "full-time, first-time" in 2009.
Overall Graduation and Transfer-Out Rates for Students WhoBegan Their Studies in Fall 2006
Percentage of Full-time, First-Time Students Who Graduated or Transferred Out Within 150% of "Normal Time" to Completion for Their Program
How do these percentages compare to what you guessed? Were you surprised? While students fail to graduate or transfer out for a variety of reasons, there are many things we can all do to improve these rates.
Graduation Rates by Time to Completion
Graduation rates can be measured over different lengths of time. "Normal time" is the typical amount of time it takes full-time students to complete their program. For example, the "normal" amount of time for many associate's degree programs is 2 years. Not all students complete within the normal time, so graduation rates are measured by other lengths of time as well, including "150% of normal time" (e.g., 3 years for a 2-year program) and "200% of normal time," or twice as long as the normal time (e.g., 4 years for a 2-year program).
Graduation Rates for Students Who Began Their Program in Fall 2005 or Fall 2006, by Time to Completion
Percentage of Full-time, First-time Students Who Graduated in the Specified Amount of Time
HEOA – Higher Education Opportunity Act
The Higher Education Opportunity Act was enacted in 2008. Many of its provisions went into effect in August 2008, while others had to go through the negotiated rulemaking process and are in the process of being implemented.
Final regulations published by the U.S. Department of Education require institutions that receive Title IV funds (e.g. Federal Financial Aid) to adopt Satisfactory Academic Progress (SAP) policies that meet very specific criteria. Institutions must comply with the new regulations by July 2011, which for all practical purposes it means that we must adopt the new policy for Fall 2011. The timeline is short as the catalog is being finalized and registration for the fall semester will start beginning of April. The new U.S. Department of Education regulations require that SAP policies have both qualitativeandquantitative standards. The proposed policy includes minimum GPA requirement, as well as pace of completion and maximum timeframe requirements.
CSI has been carefully following the new provisions and we are in the process of developing a final draft SAP policy for the campus that would apply to alldegree-seeking students. The goal is to comply with federal regulations and to improve student graduation rates – making sure that students are taking the courses they need towards their declared degree/certificate, in the right sequence, and successfully complete attempted credits. Implementation will require the close collaboration of students, faculty, advisors, staff, and administration.
Digitization –
Did you know that CSI made an investment in Enterprise Content Management (ECM) system? We licensed Hershey System’s Singularity to help us store, index, and archive documents and improve workflow management. Singularity is a web-based system that can be accessed from anywhere on-campus. It is a hosted system which means that we did not have to make a large initial investment in servers and other hardware. Initially three pilot departments were selected: Financial Aid, Human Resources, and Nursing. Although soon after we signed the license agreement Hershey was acquired by Hyland Software, we are right on track with implementation in several departments – the original pilot departments were expanded to include: Admissions and Records, Advising, Planning and Grant Development, and Business Office. While at this point focus is on scanning, indexing, and archiving documents, departments are also gearing up to take advantage of Singularity’s workflow capabilities. The system will allow us to store electronic copies of documents (scanned documents, Word, Excel, PowerPoint, etc.), index them for convenient retrieval, and manage appropriate access to documents – making sure that everyone who needs to have access in order to do their jobs do have access to the documents, while ensuring security and privacy of documents. The next step will be to critically analyze processes and design workflows that will improve effectiveness, efficiency, and audit trail.
What types of documents are being scanned and/or stored in Singularity? All kinds. Some examples include: college catalogs going back to 1965, Board minutes, old grade sheets, paper application forms, certain employment forms, committee minutes, grant applications, external grant request forms, etc. The list could go on and on. Each department decides what documents they want to organize and archive for convenient retrieval.
The hope is that we will continue to expand the use of Singularity to other departments. If you are thinking that your department may benefit from Singularity, and would like to make plans to implement in the summer or fall, please e-mail me.
======
Have a great rest of the semester,
Edit
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Picks From the Shelf
Waiting for Superman – DVD – Astonishing documentary on the public school system (K-12) in our country. This film was made in 2010. It received the audience award in 2010 for US documentary at the Sundance Film Festival. It was also the winner for best documentary from the National Board of Review. It is so appropriate for the times we are now in. Especially with all the turmoil of education reform that is going on at this very moment in the State of Idaho. Everyone interested in the quality of education for our children should watch this movie. And don’t skip any of the extra material. The biggest thing I got out of this movie is the fact that when there are words thrown back and forth amongst the adults in education discussions it is the children who suffer the most. The adults are in it for their vested interests (their jobs, their assurances, their money, their tenure, their contracts – basically – what are they getting out of it). This doesn’t mean there are not good teachers and good schools. It just means when you look at both sides all the good schools and good teachers do not tip the scales over the (bad schools) dropout factories. This is a wake-up call to America. I recommend this documentary for everyone. The future depends on it. – Ann Keane, ADC Office Spec.
Winter’s Bone – CD – Soundtrack from the movie Winter’s Bone. This CD is a wonderful compilation of soulful music from the Missouri Ozarks. It has a couple more tunes than the movie. This soundtrack is in tune with the movie in an excellent way. Listening to this music after some time I begin to think of Idaho’s own Rosie Sorrels when a particular female artist sings. One of my favorites is the instrumental Hardscrabble Elegy. It really touches the soul. I would recommend this to anyone who enjoys music from the Ozarks. – Ann Keane, ADC Office Spec.
Winter’s Bone – DVD – I have to say I was excited to pick this as a wonderful movie before it even received Academy Award nominations. It also won awards from the Sundance Film Festival. This is a wonderful thriller that keeps your senses waiting for the next scene. I can’t even say too much about it other than “You really need to watch this movie.” Everyone in this movie does an excellent portrayal with their parts. Amidst all the hardness in this movie it is obvious that education is still an important aspect for 17-year old Ree Dolly (Jennifer Lawrence). Of course, working at an educational institution I find this to be an added plus. – Ann Keane, ADC Office Spec.
Empire of the Summer Moon, Quanah Parker and the Rise and Fall of the Comanches, the most Powerful Indian Tribe in American History – Book – By S C Gwynne. With the name Quanah Parker mentioned in part of the title I thought there would be a bit more info about him than there was. However; it is a good history of the Comancheria Nation with oodles of information. This would be a great project for public television. It would save the average reader from wading through all the background information on the journey of finding out more about Quanah. I think Ken Burns would do a fantastic job of producing something on this for public television. If you enjoy the story of the American Indian you will enjoy this book. Just be prepared for the fact that it is not what is considered a “quick read.” I will say I know I accomplished something by sticking with this book to the end. The result is that I think it would have been an honor to have met such a remarkable human being. – Ann Keane, ADC Office Spec.
If you have a favorite book, movie or CD from our very own CSI library you would like to recommend to your co-workers, let me know about it. You don’t need to be a professional critic. All you need is two to four sentences giving info on why you think it is something folks might want to spend their time on. – Ann Keane, PACE newsletter editor, ext. 6530,
New Faces on CampusTop of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form