Summary of Presentation A preliminary analysis of retention rate of students in the Information and Technology Systems (ITS) department of the Graduate School of University of Maryland University College (UMUC) indicates that over a span of three semesters one out of three students did not enroll in any courses after their first nine credits of study. We are investigating the causes of this lapse in enrollment through student surveys and we are developing strategies to increase degree completion rate of our students, which is the goal of our research. Our presentation starts with a literature survey of retention, with emphasis on graduate study. Next, we present the results of our analysis from course completion data within one department, and student surveys. In conclusion, we propose strategies to increase student retention. This presentation is of benefit to faculty, academic program administrators, and institutional administrators who are responsible for student services, such as admission, advising, and course management services. Literature Survey The 2010 Sloan C report (
http://sloanconsortium.org/publications/survey/pdf/class_differences.pdf) finds that more than 5.6 million students took at least one online course in 2009, and compared to the previous year there was an increase of 21% in online course enrollments. These numbers suggest that more students are opting for online courses and programs, which makes it imperative for institutions offering online programs to provide not only quality education but approaches to ensure student success. Considering that the vast majority of students in distance education programs are working professionals, many times degree completion becomes a second priority to more pressing personal and professional demands. Studies have indicated that in general adult learners are twice as likely to drop out of programs (McGivney, 2004) primarily because of professional constraints, personal issues, and institutional factors. Chyung, Winiecki, and Fenner, 1998 found through interviews with graduate students who were still in their study programs or who had dropped out that the primary cause of dropping out was student dissatisfaction, during the first or second courses, with the institutional learning environment. By adopting a number of "strategies to improve students' attention toward learning, to make the learning more relevant toward their professions, to help increase their confidence levels, and to increase their satisfaction of both the learning subject and the learning environment" the researchers report a reduction of 50% in the dropout rate one year after these strategies were implemented. In a study carried out by Moore and Fetzner, 2009, the researchers looked at six institutions offering online programs with a student success or course completion rate of >85%, which is equal or higher to that in other delivery formats. Consistent with other studies, the reasons cited by these institutions for the high retention rate are support services for students and faculty, learning effectiveness strategies, and maintaining student satisfaction. A 1999 study (Nesler, 1999), determined that student demographics have a significant influence on retention. However, in a research study by Park and Hee (2009), comparing students who drop out and those who persist, it was observed that there is no difference in the individual characteristics between persistent vs. dropouts, although a significant difference was observed between the two groups, persistent vs. dropouts, in external factors and motivation. It was found that learners are less likely to drop out when they see that the coursework is relevant to their jobs. Research and Methodology UMUC is one of the pioneering public institutions in online education. UMUC has experienced unprecedented growth in enrollments over the past few years but is challenged with its rate of student retention. This research will focus on student retention rate in one department within the Graduate School at UMUC, Four degree programs comprise the ITS Department: Technology Management (TMAN), Information Technology (ITEC), Environmental Management (ENVM) and Biotechnology (BIOT). Our underlying assumption is that the longer a student does not enroll in any courses, the less the chances are for that student to return to his/her study program. For the purpose of this study, we define a student as being retained if the student enrolls in at least one course over a period of three semesters. Through analysis of demographic and enrollment data for ITS students, starting with the spring 2010 semester, and student surveys, we will examine the impact of various variables on student course enrollment. The goal of this ongoing study is to identify the reasons why students do not enroll in courses and devise necessary strategies to increase student retention rate. The benefits of our research include: -Adding empirical data to the body of research in student retention. -Strategies for course and program design to increase student retention. -Strategies for superior faculty performance in the classroom. -Higher student retention rate. -Effective and efficient use of institutional resources. References Chyung, Y., Winiecki, D., &Fenner, J. A. (1998). A case study: increase enrollment by reducing dropout rates in adult distance education. Proceedings of the Annual Conference on Distance Teaching and Learning. McGivney, V. (2004). Understanding persistence in adult learning. Open Learning, 19(1), 33-46. Moore, J. C., Fetzner, & M. J. (2009). The road to retention: A closer look at institutions that achieve high course completion rates. Journal of Asynchronous Learning Networks, 44(3), 3-22. Nesler, M. S. (1999). Factors associated with retention in a distance-based liberal arts program. North East Association for Institutional Research Conference. Park, J., & Hee, J.C. (2009). Journal of Educational Technology & Society, 12(4), 207-217.
