How a Fertile Question Led to
Abundant Answers: Sowing
the Curricular Seeds of
Increased Retention and
Graduation Rates at an Urban
University
Dr. Mary Kirk
Dr. Megumi Yamasaki
July 2005
Introduction
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Context = Metropolitan State
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METR 101 Your Academic Journey
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Non-traditional, traditional
Curriculum components
Retention rates
PRSP 301 Perspectives:
Educational Philosophy & Planning
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Curriculum components
Retention & graduation rates
Metropolitan State
University
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Comprehensive urban university
Minneapolis-Saint Paul, Minnesota
metropolitan area
Emphasis on underserved groups, including
adults and communities of color
Over 9,000 students many of whom are nontraditional
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73% attend school part-time
67% work full-time
23% are students of color
32 is the average age

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ages range from 14 to 75
Both non-traditional & traditional
programs/students
Non-traditional &
traditional

Non-traditional in
First College:
Individualized,
Interdisciplinary &
Lifelong Learning

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Individualized BA
124 total sem
credits
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48 GELS
4 in PRSP 301
4 in PRSP 499
Remaining 68 credits
part of approved
degree plan
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Traditional majors
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College of Arts
and Sciences
College of
Management
College of
Professional
Studies
School of Law
Enforcement &
Criminal Justice
School of Nursing
First College Learning
Outcomes
Self-directed
learning
Lifelong
learning
Reflective,
self-transcendent
learning
1.
2.
3.
4.
Learn, think critically
Responsibility for, authority over
Self-assess, use resources
Articulate learning needs
1. Self-assess gaps
2. Plan to fill gaps
3. Love of learning, identifying,
applying one’s gifts
1.
2.
3.
4.
Distance from ego needs
Humility, more to learn
Sense of human community
How knowledge, talents can
contribute to community
Metr 101: Your Academic
Journey

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Assist easier transition to university
Introduce students to
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academic programs and services
self-assess their abilities, skills & further
development
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reading and writing
public speaking
listening
study skills
critical thinking
Required for newly-admitted students
with less than 16 semester credits
Metr 101 Learning
Objectives
1.
Learn, think critically
2.
Responsibility for, authority over
3.
Self-assess, use resources
Articulate learning needs
Readings, small group activities
Library research
“Discovery & Intention” exercises,
advisor interview
Lifelong
learning
1.
2.
3.
Self-assess gaps
Plan to fill gaps
Love of learning, identifying,
applying one’s gifts
Learning style and other
inventories
Work on GELS requirements
Implicit in class process, journals
and discussion
Reflective,
self-transcendent
learning
1.
2.
3.
4.
Distance from ego needs
Humility, more to learn
Sense of human community
How knowledge, talents can
contribute to community
Self-directed
learning
1.
2.
3.
4.
1.
2.
3.
1.
2.
Journals, small group activities
Portfolio project:
“What does being an educated
person means to you personally”
METR 101 Students’ Retention
from Fall 2002
Individualized BA Reqmnts
4 credits in PRSP 499 First College Capstone
DEPTH
68 credits in approved degree plan with
interdisciplinary, individualized
FOCUS (major)
of at least 32 credits
4 credits in PRSP 301 Perspectives: Educational Phil & Planning
48 semester credits in GELS
May include
3 credits in METR 101 Your Academic Journey
BREADTH
PRSP 301 Process
Self-directed
learning
Lifelong
learning
Reflective,
self-transcendent
learning
1.
2.
3.
4.
1.
Learn, think critically
2.
Responsibility for, authority over 3.
Self-assess, use resources
Articulate learning needs
4.
1. Self-assess gaps
2. Plan to fill gaps
3. Love of learning, identifying,
applying one’s gifts
1.
2.
3.
4.
Distance from ego needs
Humility, more to learn
Sense of human community
How knowledge, talents can
contribute to community
Readings, small group activities
Implicit in degree planning
Workbook exercises, consultations
with instructor & others
Learning styles inventories,
degree plan
1.
2.
3.
Workbook exercises, goals stmt
Degree plan, goals statement
Implicit in class process, journals
1.
2.
Journals, small group activities
Focus on “Perspectives,”
knowledge tradition
Implicit & explicit in “Perspectives”
readings, activities
Articulation of current, future
invovlements
3.
4.
PRSP 301 Learning
Outcomes
Self-directed
learning
1.
2.
3.
4.
Lifelong
learning
1.
2.
3.
1.
2.
Reflective,
self-transcendent
learning
3.
4.
Readings, small group activities
Implicit in degree planning
Workbook exercises, consultations
with instructor & others
Learning styles inventories,
degree plan
Workbook exercises, goals stmt
Degree plan, goals statement
Implicit in class process, journals
Journals, small group activities
Focus on “Perspectives,”
knowledge tradition
Implicit & explicit in “Perspectives”
readings, activities
Articulation of current, future
invovlements
1. Examine “What does it mean
to be an educated person?”
through multiple perspectives
2. Consider how factors such as
gender, race, culture,
socio-economic status
relate to the question
3. Reflect on what education
means in context of
position in local, global
communities
4. Design individualized
degree plan that
fulfills unique learning needs
Assignments/Evaluation
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Attendance, class
participation
First College
Reflective Journal &
Workbook Exercises
Educated Person
Research Project
Degree Plan
1. Examine “What does it mean
to be an educated person?”
through multiple perspectives
2. Consider how factors such as
gender, race, culture,
socio-economic status
relate to the question
3. Reflect on what education
means in context of
position in local, global
communities
4. Design individualized
degree plan that
fulfills unique learning needs
What does it mean to be an
EP?
Feminist
Individual
“Ego” Factors
How
do you
learn
best?
Learning
Styles
Traditional
philosophy
What’s
difference
between
Who
formal, informal
measures
education?
what
you’ve
learned?
What
responsibility
comes with
privilege of
education?
?
What
good is
knowledge
that’s not
applied?
Multicultural
Who
decides
what’s worth
knowing?
Local
Communities
Global
Communities
Spiritual
Attendance/Class
Participation
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Focus on building a learning community
& deconstructing top-down power
dynamics
Interactive, small group activities help
students learn from each other, not only
professor
Benefits
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Within weeks, students apologize, feel sad
for missing class
Class closure, evaluations, they thank other
students!
An Example: Day 1
Activities
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Review syllabus & class
expectations
Student introduction
activity
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Cards with unusual
characteristics, traits
Students find someone
who matches trait
Interview match to
introduce them to class
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View part of
Educating Rita
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Begin to discuss barriers,
supports re: completing
formal education
Benefits
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Students must move,
meet, talk to > 1 person
More interesting than selfintroductions
Begin building
relationships on 1st night
By 2nd night, students are
talking when I arrive v.
silence of traditional
classroom
First College Reflective
Journal
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Key to student-centered
teaching/learning
2 weekly entries (open, topic)
Evaluate regularly at least every 3
weeks in 15 week semester
Topic questions include things such as:
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Think about an educated person in your life
(traits?)
What are barriers/supports you have to
finish your degree?
Reflect on a pivotal life experience
Workbook Exercises
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Clarify aspects of the degree
planning process, such as:
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Goals
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Personal
Educational
Vocational
Creative learning strategies
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Independent studies
Prior learning assessment
Internships
Benefits of Journal,
Workbook
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Student benefits
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Explore ideas informally while learning, clarifying
thinking, fewer “right/wrong” measures
Weekly feedback increases potential for success
Extensive writing increases confidence
Builds relationship of trust with instructor
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Positive, supportive (sometimes challenging) dialog in
margins
Indiv entries not graded
Grade # pages submitted
Instructor benefits
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Way to demonstrate new power relationship
Can track student growth (personal, intellectual) over
time
Can adapt class to student needs
EP Research Project
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Develop unique interview questions
Interview at least two family
members (multiple generations)
Write final paper that provides
student’s answer to the question
Built-in research sources include:
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Weekly readings for class
Weekly class discussions, activities,
films
Weekly reflective journals
Interviews
Benefits of EPRP
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Helps foster thoughtful reflection,
participation in class readings,
activities
Helps students answer the “why” of
their education in relation to their lives
Helps deepen internal motivation,
commitment to formal and lifelong
learning
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Data on link between motivation &
retention
Vicktor Frankel, Man’s Search for Meaning
Individualized Degree Plan
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Goals statement that places
education in context of life goals
List of courses to meet requirements
Clearly defined “focus” area (major)
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New courses, independent studies,
internships
Prior learning assessment
Courses from other universities
Negotiable with advisor in future
Benefits of Individualized
Plan
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Heightened/renewed commitment to:
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What they’re studying
Love of learning
Using knowledge in service of something
beyond self
Lifelong learning, continuing to discover
what they don’t know, or what’s not
being taught
Allows education to be an ongoing
process of discovery
Increased retention, graduation rates
Quantitative: Cohort Data
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Cohort tracked for 4 years
14 semesters, 10th day
Individualized students = 255
Non-Individualized students =
4155
Non-traditional population
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73% part-time
Most take 1-2 courses per semester
Students without transfer credit
unlikely to finish in 4 years
Indiv & Non-Indiv Grad
Rates
Indiv & Non-Indiv Ret &
Grad
Issues with Tracking
Ret/Grad
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Most national reporting is 4 to 6 years
(with traditional populations)
Student populations changing
Need to track 6 to 10 years
We’re most comparable with community
college transfer populations
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58% grad rate for Florida Atlantic Univ AA
degree transfer students
53.6% system-wide grad rate for transfer
students from California CCs
48.3% grad rate for Texas universities
Quant & Qualit: IIQs
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Instructional Improvement
Questionnaires (teaching evaluations)
FC faculty compared to universitywide
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Higher on every measure except “Class
attendance necessary to learning”
Highest
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21%
30%
31%
45%
46%
Stimulated thinking
Overall instructor rating
Facilitated active learning
Gave students helpful written feedback
Kept students informed of progress
Qualitative: Student
Comments
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First College Program Review
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315 responses of 723 enrolled students
43.6% response rate
200 female, 115 male
Would you recommend program?
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94% said “Definitely” or “Sure”
I have already recommended the
program to others
PRSP 301 is a great tool for introspective
analysis and personal growth.
Qualitative: Student
Comments

Would you recommend program?
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I think I’ve always been reflective, but
I am now reflective in a way that is
productive to me. I feel like I’m
creating the mission and strategic plan
for my life as a result of PRSP 301
PRSP 301 has broadened my
educational horizons and reignited my
passion for education and for helping
others
PRSP 301 should be a required class
for ALL students along with METR 101