Huma-informeretention

NARRATIVE FOR RETENTION RATES OF THE DEPARTMENT OF HUMANITIES A complete examination of retention and graduation rates for the Department of Humanities needs to take into account, not only those entering freshmen, but also all transfer students. If a student transfers within the Mayagüez Campus then those transfer students should be counted as both a "loss" to one department and a "gain" to another because the students are still enrolled in the Mayagüez Campus. To do otherwise is to use incomplete data for determining the retention and graduating rates of the affected departments. By examining all the data, entering Freshmen and internal and external transfer students, a different picture emerges which depicts a more dynamic and involved department. Tables 1 - 5 and 7: Retention rates for those enrolled in one of the five programs of the Humanities Department from 2000 - 2006. Upon examining the data summarized in Table 7, the Department of Humanities enrolled an average of 45.5 new Freshmen students between the years 2000-2007 with a majority of those students choosing Plastic Arts as their major. However, as can be seen in Tables 8 -10, our Department often accepted a substantial number of transfer students (both internal and external transfer students) during this time frame with the average number of transfer students accepted during this period was 31.25. Then the total number of new students to the Department during this period averaged 76.75 almost doubling the total number of new students enrolled in the Department. Unfortunately, while those who transfer out of the Department are counted against the Department, those 31.25 new transfer students were not counted in favor of the Humanities Department. Thus creating an incorrect vision of the Department of Humanities. COMMENTARY ON RETENTION RATES Meaning of Retention and Graduation Rates: The meaning of "retention and graduation rates" is not well defined. Does this term apply to students who enter and finish within the same Campus? Or does it apply to the transfers in and out of various programs within the Campus? Since UPRM counts transfer students (both internal and external) as "losses" to one department, but not "gains" to a second department, the data used to define "retention rates" is misleading. Students who stay and graduate from our Campus within six years actually have fulfilled the requirements within the stipulated time frame. It does not matter how many times they change majors, they cannot be counted as a loss if they have not left the Campus and should be counted as a "loss" to one department and a "gain" to the other department. Choosing a major before entering the University: Students change majors for many reasons and often they choose their majors without comprehending what will be expected of them in that area of study since they have had limited exposure to related materials or methods during their high school studies. Because students are essentially "trying out the waters" during their first year in the University, transfers during this period should be considered a normal activity and not a "loss" for any one department. Many of the problems related to retention are not because a subject area is too hard, too easy, or that the department is not attending to its students, but are more directly related to forcing students to choose their major before they are ready to do so.

Spring boarding: Obligating students to choose majors while in High School creates a related problem: that of spring boarding from one program to another. Students choose areas in the Humanities Department with the hope, sometimes unreachable, of springing to their first choice after admission to UPRM. Dropping out or changing Universities. Because of the difficulties that students have in changing their majors, forcing them to choose an area without really knowing that area, could effectively trap those students in undesired majors. This can lead to students doing less well in their course work which, in turn, can lead them to drop out of the University, or transfer to another university. These last two then would be true "losses" for the University and the programs. Counting Transfer Students: Retention data that is solely based upon tracing entering students only in terms of their entering concentrations is not complete and can be misleading. This is clearly seen in the data for the Department of Humanities as shown in Tables 1-5 vs. (Table 7 plus Table 10). According to Tables 1-5, the programs in the Department of Humanities have very few students. Therefore, a drop or transfer of a single student causes a low retention rate for that program. However, when the totals of Table 7 are added to those of Table 10, a different picture emerges. Examining the year 2000, we see that there were 41 new students admitted to the Department of Humanities (Table 7). However, there were also 30 students admitted via transfer (Table 10) which means that in 2000 the Department of Humanities admitted 70 new students (in total). A more specific example of this can be seen in the data associated with the Comparative Literature program from 2000 - 2007. Table A: Comparative Literature: Number Students Year

New Students Transfers In

Total Students Transfers Out

2000

5

6

11

0

2001

2

6

8

0

2002

6

6

12

0

2003

8

2

10

1

2004

2

9

11

2

2005

6

2

8

1

2006

6

6

12

1

2007

5

10

15

1

As can be seen in Table A, with the exceptions of years 2003 and 2005, the number of transfer students was at least double the number of entering students. This paints a totally different picture of the Comparative Literature program.

It does not make sense to count a transfer student as a "loss" to one department, but not a "gain" to the other department. Teacher Preparation Program: Further complicating this situation is the habit of counting those students in the Teacher Preparation program as "losses" since they "transferred" out of Humanities and into a Secondary Education program. This type of tabulation does not take into account that: a. All students in the Teacher Preparation program have to have concentration is a specific area of study (not Secondary Education). b. The University does not have a Secondary Education program that exists in and by itself. How then can a student transfer into something that does not exist?

Information provided about student drops or transfers: Although departments are given the information about students on probation and suspended from the University, very rarely, if at all, is there information given about those students who transfer to another department or campus or who drop out of a given program. If the student does not take the initiative to inform the department, the department will never know the reason for the change or drop, or even be aware of the change of status. RECOMMENDATIONS FOR IMPROVING RETENTION AND GRADUATION RATES Allow students to choose their major before the end of the second year in the University. Permitting students the option to enter the University without choosing their major will give them time to discover where their strengths and weaknesses are and allow them to enroll in programs are of more interest to them, thus reducing the attrition rate. They will develop a better idea of what is required in the various fields taught at UPR-RUM. While it will not completely eliminate the above mentioned problems, it has the possibility of greatly reducing them and their effects upon the University community. Improve the counting of students within departments. If students transfer from one department to another, they should be counted as a "loss" to the first department and a "gain" to the second. As was stated above, the current data used for analyzing student retention rates is, at best, incomplete and therefore presents an incomplete picture of a department. All students who enter into a program need to be counted. Smaller class sizes. In areas which depend upon writing, speaking, and listening skills, smaller class sizes are very important. For example: in the language courses time needs to be dedicated to improving the students' reading, writing, speaking, and listening skills. This implies that the professor interact with each and every student in the classroom. Large sections do not permit this type of teaching and inhibit students' use of the language. Improving the physical plant. One reason given by students in Plastic Arts for changing majors or Universities is the deteriorating condition or lack of physical space for workshops in the Arts section. A case in point is the roof that covers the Ceramics workshop in Miradero. This roof was a temporary roof after Hurricane Georges partially destroyed the original roof. That temporary roof is still covering the Ceramics workshop and is now leaking. The following projects and strategies that have been developed by the Department of Humanities are designed to serve all of our students, not just those who entered into the programs as Freshmen. All of the following strategies were designed to improve the communication between students and faculty and students and the Department office. Proposed Strategies for Improving the Retention in the Department of Humanities C

Semestral discussions with third and fourth year students on graduation procedures. This strategy was developed to orient students about the graduation process. While it will be orienting the this group of students, it will not be leading them by the hand and telling them what has to be done. Students by this time in their degree should be able to continue with only a

minimum of intervention by the Department. the first meeting was held on the 14th of October 2008. Dr. Dana L. Collins, Director Dr. Brian Muñoz, Associate Director Proposed date of Progress Report: May 2010-2013 C

Annual Open House for interchange of ideas, complaints, and recommendations by the faculty, staff, and students. This project was developed to increase and improve the communication between students, faculty, and the Department Office. The first meeting will be the 28th of October 2008. Students and Faculty of the Department of Humanities Proposed date of Progress Report: May 2010-2013 C

Evaluation and improvement of the Art physical structures. Because many students cite the deteriorating physical structures in Art as reasons for changing either majors or campuses, this has evolved into a major area of concern. A discussion and tour of the facilities with the Dean of Arts and Sciences is planned for the 21st of October. A meeting will be made with the Director of the Physical Plant to address the problems associated with the physical structures and surroundings. Dr. Dana L. Collins, Director Dr. Moisés Orengo Avilés, Dean, College of Arts and Sciences Proposed date of Progress Report: May 2010-2013 C

Student mentoring by the Department faculty: This mentoring program is being developed for first and second year students. It was felt by the Department faculty that third and fourth year students would better benefit from more freedom and responsibility. The first faculty meeting took place on the 2nd of October. We will be dividing the students during the first semester. Dr. Dana L. Collins, Director Dr. Brian Muñoz, Associate Director Program Coordinators Proposed date of Progress Report: May 2010-2013 •

Intervention with students on probation or suspension. This program started this year. We have been calling or sending messages to the students who are on probation or in danger of suspension, with the goal to intercede and keep them on track in their studies. Dr. Dana L. Collins, Director Dr. Brian Muñoz, Associate Director Program Coordinators Proposed date of Progress Report: May 2013

Present Retention Rates: Please refer to Tables 1-5 Transfer student data: Please refer to Tables 7 - 12 Graduation Rates: Please refer to Table 6 Proposed Retention Rates: 75-85% in all programs by 2013