final version of the self-study document - Keuka College's Middle ...

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they are aware of Career Services. Career Services staff also submit articles for the ASAP newsletters and are available for individual appointments for all ASAP students. The main priority of Career Services is to support students in developing their career paths, ultimately preparing them to enter the next phase of their lives. Specifically the goal is for students to graduate from Keuka with an understanding of, and ability to present their knowledge and skills gained through Field Periods and/or practicums, co-curricular activities, community service, employment, TeamWorks! and coursework to potential employers and graduate schools. Traditional students gain experience in resume-writing via the Student Employment program and work with Career Services in developing a professional quality resume. Students review and update their resumes on an annual basis, refining it as they prepare for post-graduation employment. As Table 5.11 indicates, assistance with writing resumes and cover letters is a key activity for Career Services which also provides workshops and presentations. Because Keuka is in a rural location, the College works with regional consortia to provide greater opportunities for its students. One example is Rochester Area Career Development Association (RACDA) which is part of the Rochester area colleges group. RACDA provides regional Career Fairs, Graduate and Law School nights, along with Teacher Recruitment Days for all students in the region. Additionally, Career Services works with local employers to bring them to campus and collaborates with Alumni and Family Relations to sponsor “Backpack to Briefcase,” a bi-annual event where Keuka alumni return to campus to network with Keuka students and discuss career possibilities (http://news.keuka.edu/around-the-tower/backpack-to-briefcase-slated-for-march- 7#more-235). Chart 5.6 Career Services Student Advising 2008-2012 Page 26 of 39 Chapter 5: Admissions, Retention & Support
Retention and Graduation Rates The tables below provide retention and graduation rates across the College’s four formats. A more complete analysis of ASAP graduation rates by academic program, both undergraduate and graduate can be found in Appendix 5.20 ASAP Programs Cohort Graduation Rates Analysis 2002-2003 to 2010-2011. Table 5.11 Retention for Traditional Campus Program Benchmark Freshmen fall to fall Overall fall to fall Diversity Retention fall to fall 2005- 2006 2006- 2007 2007- 2008 2008- 2009 2009- 2010 2010- 2011 2011- 2012 2012- 2013 72.9% 69.8% 64.0% 68.9% 62.9% 68.1% 70.9% 73.9% 86.0% 82.9% 82.4% 82.0% 81.7% 83.0% 83.5% 85% 46.2% 48.6% 57.6% 50.0% 62.1% 60.1% 60.0% 60.0% Table 5.12 Retention for ASAP Undergraduate and Graduate Program Years 2002-2011 Program End Year Original # of Students Withdrew Cohort Retention Net of Withdrwls 2002-03 65 14 78.5% 2003-04 86 19 77.9% +0 year after end of program +1 year after end of program +2 year after end of progrm +3 year after end of progrm +4 year after end of progrm +5 year after end of progrm 2004-05 180 30 83.3% 77.8% 2005-06 207 27 87.0% 80.7% 84.1% 2006-07 255 46 82.0% 78.0% 78.4% 2007-08 340 72 78.8% 74.4% 74.7% 2008-09 358 45 87.4% 75.7% 78.8% 2009-10 381 76 80.1% 60.9% 74.0% 2010-11 464 106 77.2% 62.3% Page 27 of 39 Chapter 5: Admissions, Retention & Support
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
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Staff The Staff of Keuka College pa
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At this time, students in the overs
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greater opportunities than ever bef
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Data-Driven Strategic Planning As n
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as well, such as continuing to inve
Page 81 and 82: along with members of the Student S
Page 83 and 84: 4,000 students (1,000 FTE) in China
Page 85 and 86: esult, our analysis of non-academic
Page 87 and 88: Effective learning assessment start
Page 89 and 90: assessment cycle have been schedule
Page 91 and 92: own work effectively. Future assess
Page 93 and 94: documents provided each program wit
Page 95 and 96: make oral presentations and partici
Page 97 and 98: meet the criteria to allow faculty
Page 99 and 100: The lead faculty member reviews ass
Page 101 and 102: outcomes. The Center for Experienti
Page 103 and 104: assessment data for improvement acr
Page 105 and 106: Beyond assessment that channels up
Page 107 and 108: Standard 8: Student Admissions and
Page 109 and 110: Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121 and 122: Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131: *The Library pays for the add-ons a
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
Page 173 and 174: Rubric). The learning goal is pract
Page 175 and 176: College Writing, and/or MAT 095, De
Page 177 and 178: • The Dean provides ongoing suppo
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Page 181 and 182: Credit for Prior Learning Keuka Col
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outcomes are evaluated throughout t
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GLOSSARY January 2013 Middle States
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DRIVE Diversity, Responsibility, In
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NS,M&PE Natural Sciences, Mathemati
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