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November 21, 2019 at 1:30 PM - Student Affairs Committee

Call to Order
Roll Call/Declaration of Quorum
Information Items
A. Adult, Nontraditional and Transfer Student Center Student Success Initiatives
Background Information:  Austin Peay’s nontraditional population is steadily increasing, which is also reflective of national trends. During Fall and Fall I, Austin Peay had 2,704 students who were classified as transfers, which makes up 27% of current enrollment. Adult learners make up 30% of total enrollment. While this number is a significant percentage, it indicates that our total nontraditional population is significantly higher as we do not currently track many of the other indicators for nontraditional students. Since there is a national increase in nontraditional students, this will be our focus.

Nontraditional Students are students who fall into one or more of the following categories:
  • Responsible for dependents
  • Had a break in enrollment between high school and post-secondary education
  • Work full-time
  • Veterans
  • Married
  • Classified as an adult-learner; 25 years of age or older
Research has shown positive, frequent involvement with faculty and staff has a significant impact on nontraditional student self-efficacy, satisfaction, motivation to learn, and thus retention (Burt, Young-Jones, Yadon, & Carr, 2013). While these meaningful interactions have proven beneficial, it is hard for this population to engage in such opportunities due to demanding work, family, and school schedules. Because of this, the Adult, Nontraditional and Transfer Student Center aims to foster student success by increasing nontraditional students’ opportunities to engage with their peers, faculty and staff outside of the classroom. Programs are both social and educational in nature and are offered in-person as well as online.

In addition to programming, the Adult, Nontraditional and Transfer Student Center also provides a supportive space with designated staff to help student’s address barriers to success.

Burt, T. D., Young-Jones, A. D., Yadon, C. A., & Carr, M. T. (2013). The advisor and instructor as a dynamic duo: Academic motivation and basic psychological needs. NACADA Journal, 33(2), 44- 54.
Description:  The center tracked students admitted during the 2018-2019 academic year who visited the Adult, Nontraditional and Transfer Student center at least six times during the academic year to determine the percentage of retention to fall 2019. The following data was collected:
2018-2019 Admits Who Visited 6 or More Times
% Retained 81%
% Retained 90%
Overall % Retained 89%

This revealed an overall retention rate of 89% for students who visited the center. Further, we noted 90% of females who visited the center 6 or more times were retained; this compares to the institution's 72% average for the last five years. 81% of males who visited the center 6 or more times were retained; this compares to the institution's 64% for the last five years.

The center typically sees over 2,000 visitors a semester; however, many do not find the center until after their first year. In the last year,? the center has focused on communicating its? existence and it?s benefits to students by presenting at all Govs R.O.W.s, emailing all nontraditional students upon acceptance? and presenting at staff/faculty meetings when able.
B. G1GOVS First Generation Student Success Initiative
Background Information:  The Division of Student Affairs began targeted programming for first-generation students during APEX Weekend (orientation weekend) prior to the Fall 2019 semester with a celebration of students who identify as first-generation. Any student, faculty or staff who identifies as a first-generation student will be referred to as a G1GOV.
Description:  Item Details:
November 9, 2019, was National First Generation Student Day and was celebrated with an event on campus to celebrate all G1GOV students, faculty and staff. President White welcomed participants before College of Arts and Letters Dean Barry Jones addressed the crowd and spoke on the importance of support and resources available at the University. There was an official pinning ceremony for all G1GOV participants. A new website was unveiled with various resources and University contacts listed for additional support for all students.

A survey sent to faculty and staff resulted in over 100 responses interested in serving as mentors, participating in programming or serving as a resource for first-generation students. These programs will be planned and administered during the Spring 2020 semester.

Additionally, during the Spring 2020 semester, focused programming for first-generation students will be provided monthly by the Adult, Nontraditional and Transfer Student Center, Hispanic Cultural Center, Military Student Center and the Wilbur N. Daniel African American Cultural Center. Promotional stickers, magnets, office placards are being produced to increase attendance.
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