SEM CONFERENCE– Orlando, 2012 Lessons in Recruiting Under-Represented and Non-Traditional...

SEM CONFERENCE– Orlando, 2012SEM CONFERENCE– Orlando, 2012

Lessons in RecruitingUnder-Represented and

Non-Traditional Students


Presenters

Clayton Smith, Vice-Provost, Students & International, University of Windsor

Richard Wiggers, Executive Director, Research & Programs, Higher Education Quality Council of Ontario

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Topics Challenges in Recruiting Non-Traditional

Students

Importance of Assessment

Youth in Transition (YITS) Survey

Successful Initiatives

Questions & Comments

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Challenges in Recruiting Non-Traditional StudentsThe postsecondary landscape has changed significantly

in recent yearsGovernment has established incentives to increase

enrolment of special populations (e.g., Aboriginal, college transfer, first-generation)

Many of these groups do not have a history of attending PSE institutions

And some are not reachable using traditional student recruitment methods

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Substantial enrolment growth

Sources: Statistics Canada PSIS (Enrolments), CAUBO (Funding).

0

5

10

15

20

25

30

35

40

45

50

1965 1970 1975 1980 1985 1990 1995 2000 2005

Perc

enta

ge

UniversityCollege

PSE Participation RateOntarians Aged 18-24


“Mass education” in PSEOntario Goal


nd non-university attainment for main OECD countries, percentage of population aged 25-64, 2006

Canada leads the OECD in PSE

University and non-university attainment for main OECD countries, percentage of population aged 25-64, 2006


University participation

Informing the Future of Higher Education

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College participation

Informing the Future of Higher Education

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• Developed by the Organization for Economic Cooperation and Development (OECD)

• Policy-oriented indicators of the skills and knowledge of 15-year-old students

• The skills measured are considered key outcomes of the educational process (Reading, Math, Science)

• Undertaken every three years beginning in 200010


The PISA sample in OntarioAge 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

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13

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PISA 2000(Reading)

PISA 2003(Math)

PISA 2006(Science)

PISA 2009(Reading)

PISA 2012(Math)

15(Schools)Students

(Rate)

(182)4,258

(77.2%)

(138)3,230(78%)

(120)2,928(81%)

(171)4,083(80%)

???

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17

18

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Youth in Transition Survey (YITS)• Student & Parent surveys accompanied PISA 2000

(Cycle 1), as well as surveys of school staff• Follow-up telephone surveys were administered:

– 17 years (2002) – Cycle 2– 19 years (2004) – Cycle 3– 21 years (2006) – Cycle 4– 23 years (2008) – Cycle 5– 24 years (2009) – Literacy Test– 25 years (2010) – Cycle 6

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What was asked?Written surveys at Age 15 of student, parents and

schools were paired with PISA assessments and provided baseline data on family and school background, personality, aspirations, etc.

Subsequent telephone surveys focused on individual study habits and activities, completion of high school, etc.

Later telephone surveys examined labour market and postsecondary pathways

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Research cohortsAge 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

14 PISA OSSLT

15 5,557 16,935

16 YITS

17 4,290

18 YITS

19 3,859 15,560

20 YITS

21 3,253

22 YITS

23 2,697 Literacy

24 400 YITS

25 2,049

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CYCLE 4 (21) – Gender

Source: Mary Catharine Lennon, Huizi Zhao, Shunji Wang, Tomasz Gluszynski, Educational Pathways of Youth in Ontario: Factors Impacting Educational Pathways (HEQCO: 2011) 15


CYCLE 4 (21) – Parental income



CYCLE 4 (21) – Parental education



CYCLE 4 (21) – Immigrant parents



Immigrant Status

Year of Arrival: Recent Arrivals (less than 5 years in Canada) N= 2104Arrivals before 2002 (longer than 5 years in Canada) N=3214, Born in Canada N=10242

0.0

30.0

60.0

90.0

RecentArrivals(2002 to

2006)

ArrivalsBefore2002

Born inCanada


2006)

ArrivalsBefore2002

Born inCanada


2006)

ArrivalsBefore2002

Born inCanada


2006)

ArrivalsBefore2002

Born inCanada

Confirmed University Confirmed College Applied/Did Not Confirm Did Not Apply

Successful Not Successful Absent/Deferred/Exempt

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Racial groups & PSE pathways

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Per

cent

age

of S

tude

nts

Confirmed University Confirmed College Applied/Did Not Confirm Did Not Apply to PSE

Confirmed University 74.1 60.9 48.6 48.0 47.3 39.8 26.5 23.3

Confirmed College 8.5 16.0 18.3 16.1 14.2 14.5 21.9 21.7

Applied/Did Not Confirm 7.6 8.0 9.1 10.2 12.7 10.9 11.8 9.1

Did Not Apply to PSE 9.8 15.2 24.0 25.7 25.8 34.8 39.8 45.8

East Asian (2483)

South Asian (2520)

South East Asian (492)

Middle East (548)

White (4645)

Mixed (716)

Black (1457)

Latin (253)

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Family income & PSE pathways

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

10 9 8 7 6 5 4 3 2 1

Per

cent

age

of S

tude

nts

Income Decile (10 is highest income and 1 is lowest income)

Confirmed University Confirmed College Did Not Apply to PSE

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Importance of Assessment

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DATA - What puts the “S” in “SEM”

Transactional data

Recruitment and retention analysis

Assessment of strategies, services and outcomes


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Creating a Data-Driven Enrollment Plan

ActiveAlumni

Graduated

Engaged,Satisfied

Retained

Enrolled

Deposited

Applied/Admitted

Prospective Students

Alumni Research

Placement DataGraduate Rates

Retention DataStudent Surveys

Yield DataAdmission Statistics

Competitive AnalysisMarket Research

The EnrollmentData Agenda

Financial Aid Analysis

Enrollment Strategies

Alumniengagement

Graduation/Career Development

Yield

Recruitment

Marketing

First Year Exp. &Retention Programs


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The University of The University of WindsorWindsor StoryStory


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Ontario university sectorF/T UG Students

(2010/11)F/T G Students

(2010/11)F/T Faculty(2010/11)

Expenditures ($000)

(2010/11) Algoma University 834 0 40 $36,405 OCAD University 3,054 44 102 $60,182 Nipissing University 3,874 59 174 $93,835 UOIT 6,515 308 144 $184,591 Trent University 6,187 354 225 $158,298 Laurentian University 6,318 407 462 $163,014 Lakehead University 6,425 578 309 $178,669 University of Windsor 11,645 1,658 516 $329,656 Wilfrid Laurier University 14,102 908 513 $304,138 Brock University 14,076 932 543 $299,686 Queen's University 15,730 3,580 792 $797,976 Ryerson University 18,632 1,893 927 $510,272 Carleton University 18,162 2,778 819 $534,690 University of Guelph 21,604 2,287 777 $711,150 McMaster University 21,327 3,354 1,299 $1,108,375 University of Waterloo 26,458 3,486 1,089 $855,463 University of Ottawa 28,200 4,611 1,293 $1,044,189 University of Western Ontario 27,457 4,782 1,491 $1,102,219 York University 41,012 3,841 1,398 $990,967 University of Toronto 56,531 13,195 2,667 $3,011,858

TOTAL 348,143 49,055 15,580 $12,475,633


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University of WindsorComprehensive university9 Faculties16,000 students10% international students1/3 part time studentsMore than half local

students40% First Generation

students


First Generation (FG) StudentsOntario Premier Dalton McGuinty announced that

education will top the Province’s agendaThis led to an infusion of $6.2 billion into the Ontario

post-secondary education system andOne of the top priorities became support for the

outreach, recruitment and retention of first generation students$30-million, three-year investment to help first

generation students pursue a postsecondary education.

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The University of Windsor First Generation ProjectMarketing & Student RecruitmentMake the Cut!Connecting4Success

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Marketing & Student RecruitmentMarketing:

Posters developed for high schools and local community organizations

Series of advertisements in local community newspapers outlining the benefits of PSE and available financial supports

Student Recruitment: Included with the offers of admission a brochure that

addresses issues of concern most common to FG students and their families

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ResultsUnable to assess the impact of this effort due to a lack

of data identifying FG studentsSubsequently, the Ontario Universities’ Application

Centre added a question to the application for admission asking students to self identify if they are FG students

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Make the CUT!Provided FG students with an opportunity to

experience postsecondary campus life while still in high school

Joint program between the University of Windsor, St. Clair College, the Greater Essex County District School Board, and the Windsor-Essex Catholic District School Board

Funded by the Ontario Government’s Ministry of Training, Colleges and Universities

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The ProgramA multi-day summer experience on campus between

Grade 10 and 11On-going peer mentoring from current college or

university students during their semester on campusTransit Windsor passes for the duration of the on-

campus componentFree tuition and textbooks for one course at St. Clair

College or the University of WindsorA co-op placement on campus institution

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The Program (Cont’d)Students speak with Grade 10 career classes during

their Grade 12 yearThe University and College provide targeted student

support services to students who attend their institution

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Participating StudentsW.F. Herman Secondary School:

Applicants: 35Participants: 19

St. Joseph’s Catholic High School:Applicants: 19Participants: 19

TOTAL: 36

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Connecting4SuccessConnecting4Success is a

mentorship program that provides incoming FG students with personalized attention to support their successful transition to university Advice Gurus consist of

supportive senior level students and professional staff

43http://www.uwindsor.ca/connecting4success/


Participating Students – 2011/12180 mentors (many

participated as mentees the prior year)

179 mentees

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Mentors receive co-curricular transcript recognition and some program incentives, but no direct honorariums or stipends for their participation.

Mentors receive co-curricular transcript recognition and some program incentives, but no direct honorariums or stipends for their participation.


Testimonials – Mentees"It was great to be part of Connecting4Success group!

Thanks for running this program and eagerly waiting to become Advice Guru this time :) "

- Arvinder

"Thank you again for running this program - I think it's a great way to help others and make friends!“

- Jenn

"I will also be applying to become a Mentor for next year. I believe that everyone should have the same opportunity; it was such a great experience and a lot of fun! Keep up the great work :)"

- Zeinab

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Mentee Learning OutcomesKnowledge of campus resources Aware of academic/classroom expectationsUnderstand the challenges of first semesterDevelop an appreciation for time management,

enhanced learning strategies and goal settingLearn about campus culture and extracurricular

opportunitiesDevelop the utilization of purposeful behaviours that

contribute student success

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Testimonials – Advice Gurus"More than giving back to my university, I actually

learned more from my mentee than I thought possible!“- Elizabeth

"Thanks again for asking me to be involved in this program; I loved every minute of it".

-Amanda

It has been a pleasure being part of such a great program. It enhanced my leadership and communication skills, and I'm glad to have been able to help out fellow students".

- Ndaya

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Mentor Learning OutcomesIncrease knowledge of campus resoucesEnhance interpersonal skillsEngage in self awarneness and collaborationDevelop leadership skillsImprove oral and communication skillsExperience intellectual growth

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ResultsControl Group Program Group

Retention rate 67% 71.4%

Cumulative GPA (13 point scale)

6.6 7.0

Good academic standing 70% 79.6%

Academic probation 18% 10.2%

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C4S assists incoming students with their transition to university enhancing their first-year student experience, which in turn contributes to student persistence.

C4S assists incoming students with their transition to university enhancing their first-year student experience, which in turn contributes to student persistence.


Leaver rates – colleges

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Leaver rates – universities

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Lessons Learned1. Access and success should not be targeted in

isolation. The barriers and obstacles are the same. Placing too much emphasis on access can be problematic if students do not persevere and fail to meet their educational goals.

2. Providing financial support—even if it is in the form of need-based grants rather than student loans—is not enough. The financial barriers to PSE participation are compounded by other factors—academic performance, individual behavior and environmental circumstances.

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Lessons Learned (Cont’d)3. The enrolment funnel and student life cycle

experience is different for different groups of students. Recruitment strategies need to be customized to meet the needs of each special population group.

4. There is a need for both specialized/targeted student support programs and services as well as the integration of under-represented groups into regular programming and campus activities.

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Lessons Learned (Cont’d)5. There is a need for longer term resource

commitment to ensure that the strategies we put in place have a lasting impact.

6. Assessment is key to determining the success of initiatives we may wish to undertake, but data is often difficult to come by. Targeted communities sometimes are reluctant to self-identify, which takes it hard to set goals for enhancing the recruitment and retention of these groups.

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Resources Higher Education Quality Council of Ontario,

http://www.heqco.ca/ Canadian SEM Resource Library,

http://www.uwindsor.ca/sem/

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Comments & Questions

Richard Wiggers, [email protected] Clayton Smith, [email protected]

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