South Georgia College
Initiative to Promote the Retention of Campus Residents Enrolled in Learning Support
Spring 2009
Statement of the Problem: The initiative grew out of a Lean Six Sigma Project designed to address the college’s loss of residential students put on probation or suspended due to failure to complete Learning Support requirements. Since Learning Support Probation results in the loss of financial aid, most students put on Learning Support Probation do not return the following semester, resulting in loss of tuition, loss of residence hall revenues, and lowering of both retention and graduation rates. At the completion of the Fall Semester 2008, a total of 21 residential students from 161 students with Learning Support requirements (13%) were lost (did not return the following semester) due to Learning Support Probation or Suspension. In addition to the lost educational opportunities, this represented $100,800 in potential revenue loss to the college. It is noteworthy that approximately half of the college’s 300 residential students have Learning Support requirements.
Description of the Initiative: During Spring Semester 2009 a team of South Georgia College faculty and staff members began a systematic effort to provide additional services and support to students residing on campus who were enrolled in one or more Learning Support classes. The project leader, a Lean Six Sigma Green Belt-trained staff member, collected data from the previous semesters to underscore the need for an initiative that became her Green Belt certification capstone project. The goal of the project is to reduce on a continuing basis the number of residential students South Georgia College loses due to being placed on Learning Support Probation and/or Learning Support Suspension.
Six team members became coaches and were assigned to work with a group of campus residents who were enrolled in one or more learning support classes. Each coach worked with an average of 17 residents. Those serving as coaches were the two resident managers, the Coordinator of Housing Enrollment and Retention, the Student Activities Coordinator, a Student Support Services counselor, and the Vice President for Student Affairs. The Director of Student Life, the Registrar, the Chair of the Learning Support Division, and enrollment services personnel completed the team for the initiative.
Each coach had individual meetings with each assigned student. Coaches set the goal of meeting with each student at least once every 2 weeks throughout the term. Coaches kept files on their conferences with students and maintained documents that included Learning Support Progress Review sheets, FERPA forms, Class Attendance forms, academic transcripts, progress reports, and comment logs.
Coaches provided students with Learning Support Requirement Information sheets that explained the requirements for remaining in good standing. Tutoring schedules were distributed, as were websites for practice COMPASS tests. The coaches worked with the assigned students and the faculty to monitor grades, absences, areas of weakness, and class enrollment. Those who planned to withdraw from 1 or more classes were advised of the consequences.
The project leader and 2 additional team leaders briefed the Faculty Assembly in February. The goal of this effort was to engender support and raise levels of awareness about the requirements for successful completion of learning support and the overall benefits for the students, the college, and the region.
The Director of Student Life received reports from the coaches and followed up with students who were not meeting with their coaches. The Registrar and the Chairperson of the Learning Support Division provided helpful guidance to ensure the accuracy and relevance of the materials distributed to students and staff.
Initial Results of the Initiative: The proportion of students lost to Learning Support Probation or Suspension declined from 13% at the end of Fall 2008 to 8.57% at the end of Spring 2009, a difference of 4.4%. The corresponding potential revenues are significant (21 residents not retained from Fall 2008 to Spring 2009 represent a loss of $100,800). In addition, as more Learning Support students are successful, their success will positively affect both retention and graduation rates.
Future of the Initiative: With exemplary service as a goal, the team plans to continue the effort during the Fall 2009, and proposes to expand the best elements of the initiative beyond the residence halls to the entire campus.