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Retention Meeting Minutes TRF Room 545 and EGF Room 129

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Retention Meeting Minutes TRF Room 545 and EGF Room 129
Retention Meeting Minutes
TRF Room 545 and EGF Room 129
January 28, 2013 3:00-4:30 p.m.
Retention Members: Bobbie Taylor, Dean Dalen, DeLoris Larson, Ellen Brehmer, Eugene Klinke, Farah Rahnama, Jason Pangiarella, Jodi Stassen, Kate
Schmalenberg, Kelsy Blowers, Lisa Bottem, Loretta Vobr, Mary Fontes, Maureen O’Connell, Nicki Carlson, Nicolas Thompson, Pam Schorsch, Rocky Ammerman,
Steve Crittenden, , and (Recorder) Jennifer Zarns
Student Members: Melanie Copeland and Wes Stainbrook
Members Absent: DeLoris Larson, Lisa Bottem, and Melanie Copeland
Topic
FOLLOWUP
Access Codes and Registration
Extraordinary Ed Day ( Support Staff Ideas):
Responsible Party
Rocky
Discussion/Outcome
How did it go? It is overwhelming for all the staff but the access codes are still
doing good things for students and helping with academic issues. We will be
continuing with access codes. An email was sent to faculty from Rocky regarding
advising concerns and issues. Any concerns should go straight to Rocky. One of the
concerns forwarded to him was from 2009. Any procedural issues are always
followed up with the employee but are not always relayed back to the employee
who put in the complaint due to privacy matters. Any advisors having complaints
regarding faculty can refer to Brian H. at EGF and Jim R. or Steve C. at TRF.
List of ideas: The list has gotten smaller as we have talked about the other ideas.
 Specific Program Advisors.
o Group Advising: An email sent to technical faculty asking them if they
would be interested in group advising and letting them know we
would cover all registration aspects in one session. The preliminary
plan would be for the advisors to look at each student and create an
information packet with: DARs, access codes, and other pertinent
information. Students of academic concern should be met with one on
one at a different time. They should still receive a packet and it should
be written on to come see an advisor at a later time on their access
code sheet. For all technical faculty members that would like this we
will provide this service for them. Bobbie volunteered to assist in
getting packets together. Five faculty members from EGF and two
from TRF have responded in the affirmative. Rocky will send another
email reminder out next week.
Orientation:
 Online:

In-Person:
Implemented-continue?
Gene

Update: There is no student interest at this time for an internship. Gene thinks we
should have either online or in-person and that we do not need both. Gene will
talk to Del Wright first and then his next step will be to talk to Jason in marketing.
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NEW
SEM Request-Retention Data Review
We will check on our status with the “Answer Implementation” section of
Connect: This item is tabled until the next Hobson’s call.
Retention Reminders: The Retention Committee email address has been
made and is now working. The emails will be sent out in the near future.
Emails from specific offices: Admissions is waiting until all applications are
getting to Susie as well as other pertinent admissions documents before
implementing web communications. Gene would like an Admissions email. He
will contact Stacy H. for set up procedures and who should get access.
Grad Exit Survey: Jenny will be doing the data entry in the near future.
Online Orientation: See information above.
Suggestions from Promising Practices:
o There have been Agilegrad sessions and conversations with the
system office but there is no word as of yet if they will endorse the
product. The system office made a point to say they were not
endorsing a product at this point in time but there were questions
about a DARs enhancement. We will hear more at the February
meeting. This item is on hold right now.
o We are moving ahead with the 1st year Freshman Experience Course.
The AASC will receive the common course outline in February for
review. GPS Lifeplan will be a tool instead of a textbook.
o Deloris mentioned that students use Study Hall Online for extra
learning. This is a positive practice that should be continued.
Any new strategies as a result of the data (attachment): The SEM committee will
give us task items in the near future. The attachment shows where we are in
developing the plan. Phase I is almost complete. Key performance indicators and
their subsections were reviewed. The specific ones for Retention are mentioned
below. Are there any more indicators related to progress that should be a
performance indicator that could be measured? Mary will request that the same
language will be used throughout documents to help with confusion.


PI- Student Persistence and Completion: Students are considered to persist
or complete under this indicator if “they are currently enrolled, or have
graduated, or have transferred to another college or university.”
PI- Completion to Degree:
o Are there any more indicators related to progress that should be a
performance indicator that could be measured? None at this time. The
2 PI indicators seem to cover it all.
o We have been asked if we had any ideas we have not discussed. We
need to brainstorm strategies for our two PI indicators:
 Program specific advisors for intrusive advising may help meet
the PI indicators. We may not have the manpower to do that
consistently. There is interest among the advisors. We may
need to add staff to advise students in an intrusive manner.
 We can watch over how the Freshman Experience course
affects the liberal arts students.
 It seems that some students have concerns with their
developmental requirements. Is there a way we can make it
easier for them? Or even suggest they retest?
 Higher Learning Project is a subset of the SEM
requirements that focuses on Retention and
Completion.
 Reverse transfer credit: There is a pilot between Inver Hills
and Metro State where a student can leave Inver Hills and
Metro state can track their credits required for Inver Hills and
transfer them back to graduate from Inver.
 We could also have a comment/suggestion place online place
for students to leave their comments and/or suggestions with
mandatory fields to fill out to make sure the issue is explained.
 It would be nice to explain to high school students what is and
will be expected of them as a college student and help them
prepare. You could go in a class and/or team up with financial
aid nights.
 It would be nice to have a preliminary way for students to
know what an assessment will look like prior to taking the test
so they know what they will be tested on and why they need
to take the test and why doing your best on the test is
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Next Meeting Date
February 25, 2013
important. There are study referrals on the website
http://www.northlandcollege.edu/admissions/assessment/ by
looking under tools and resources. Do we host small
workshops or seminars for this?
We need to explore how faculty members are pushing or
explaining importance of developmental education courses in
their program.
We need to incorporate personal attachment strategies
Along with intrusive advising we should go the extra mile to
acknowledge students for accomplishments i.e. vets on the
Dean’s and Presidents lists.
Fly UP