Algonquin College

Aboriginal Student Performance 2009 -2015

Components of Student Success - Part 2

Chuck Doyle, Manager, Process Review, Algonquin College

Dwight Powless, Community Liaison Resource, Algonquin College

10 Feb 2015

i

Table of Contents Figures .......................................................................................................................................................... ii

Introduction .................................................................................................................................................. 1

RESULTS ........................................................................................................................................................ 2

ENROLMENT BY SCHOOL .......................................................................................................................... 2

GRADUATION BY SCHOOL ......................................................................................................................... 4

ENROLMENT BY YEAR ............................................................................................................................... 5

ENROLMENT BY STUDENT ........................................................................................................................ 6

WITHDRAWALS FIRST YEAR STUDENTS .................................................................................................... 7

TOTAL WITHDRAWALS BY TERM AND YEAR ............................................................................................. 8

WITHDRAWALS BY SEMESTER PERIODS ................................................................................................... 9

STUDENT ALL F’s ..................................................................................................................................... 10

LAST LEVEL NOT GRADUATING ............................................................................................................... 11

FINAL OUTCOMES ................................................................................................................................... 12

CONCLUSIONS ............................................................................................................................................. 13

ii

Figures

Figure 1: All college students by School ........................................................................................................ 2

Figure 2: Aboriginal Sponsored students by School ..................................................................................... 3

Figure 3: Graduation by School ..................................................................................................................... 4

Figure 4: Enrolment by Term and Year ......................................................................................................... 5

Figure 5: First Year students Comparison ..................................................................................................... 6

Figure 6: First Year Withdrawals ................................................................................................................... 7

Figure 7: Withdrawal by Term and Year ....................................................................................................... 8

Figure 8: Withdrawals by Time in Term ........................................................................................................ 9

Figure 9: Students receiving all F's .............................................................................................................. 10

Figure 10: Last Level not Graduating .......................................................................................................... 11

Figure 11: Sponsored Student Outcomes ................................................................................................... 12

1

Introduction Workforce and Personal Development (WPD) is granted by The Ministry Training Colleges and

Universities (MTCU) the opportunity to develop a Community Collaboration Initiative. This

initiative over several years supports the college’s efforts to provide information and feedback

to Aboriginal communities through strategic sharing events. Building on the Day of Dialogue

from Feb 19 2014 whereby the College invited key stakeholders from within the College,

Aboriginal communities and MTCU to have a day of discussion about Aboriginal Student

Performance. Aboriginal Student Performance is data pertaining to key areas of performance

identified through collection to create a working document.

The Aboriginal Student Performance 2009-2013 Components of Student Success, Part 1was

documented by Linda M. Manning PHD, created by Chuck Doyle Manager Business Process

Review and Dwight Powless, Community Liaison Resource, Dec 09, 2013.

Part 2 was created with the same purpose, approach and methodology as PART 1. That purpose

is to provide information and create a dialogue amongst stakeholders using the data as a

catalyst to start discussions. Additionally, In PART 2, new information is included outlining the

performance from the fall of 2013, winter of 2014 and the fall of 2014. The new data includes

enrolment, withdrawals, the number of First Year Students and graduation from different

schools within the college.

The data in PART 2 is presented on Aboriginal Sponsored Students only, due to the unique

challenges and barriers discussed during the Day of Dialogue held Feb 19th 2014. Although only

sponsored students are shown in this review it gives us a renewed focus to develop some ideas

as to causes and corrections required for incremental improvement.

With ensuing information about Aboriginal Sponsored Students, the reader is encouraged to

look at the results with a sense of optimism as there are definite areas that can be improved

with relatively minor actions. This will lead to a better utilization of resources and direct

attention for the benefit of Aboriginal Sponsored students. As they are our future, our present

actions should increase their employment and career success.

2

RESULTS

ENROLMENT BY SCHOOL

In Part 1 data was presented on the number of students entering each School at Algonquin

College. The different Schools consist of the following;

School of Business(DBUS),

School of Hospitality and Tourism(DHOS).

Faculty of Arts, Media and Design(FCAM),

Faculty of Technology and Trades(FCTT),

Faculty of Health, Public Safety and Community Studies(FCHC),

International and Corporate Business Development(INTL)

The number of students in each of the schools can be seen in Figure 1. The General Arts and

Sciences portion of FCAM is shown separately from Media and Design. In total, FCAM accounts

for 23% of total enrolments with 8% enrolled in Gas programs. This is an important distinction

as the General Arts and Sciences programs are created for students who are undecided on a

career choice. The Faculty of Technology and Trades has the highest enrolment rate at 25%.

Figure 1: All college students by School

3

Figure 2 shows the different schools Sponsored Students enrolled in. A total of 37% of the

sponsored students enrolled in the Faculty of Arts, Media and Design. As in the previous figure,

the General Arts and Sciences programs are separated from Media and Design. 30% of the

Sponsored students enroll in General Arts and Sciences Programs, leaving 7% enrolled Media

and Design. This is a marked difference from Figure 1 where relatively a small portion of

students choose GAS programs. Given this difference, one could conclude that a significant

number of sponsored students are undecided on a career choice. Another reason could be that

students are using the GAS program as a transition to a career program. The FCTT has the

lowest enrollment rate of the schools, a difference in enrollment information shown as in

Figure 1 for all students.

Figure 2: Aboriginal Sponsored students by School

4

GRADUATION BY SCHOOL

Figure 3 shows the graduation rate by school for all students and Aboriginal students. As

shown, FHCS has the highest graduation rate for all students and Aboriginal students.

Consequently, the General Arts and Sciences programs has the lowest graduation rate for all

students and the second lowest for Aboriginal students. The FCTT not only has the lowest

enrolment rate, but also the lowest graduation rate, and has the largest gap between all

students and Aboriginal students. This could be accounted for by the amount of Math required

to be successful and that Aboriginal students may not be seeing trades as a career choice.

Figure 3: Graduation by School

55% 61% 60%

74%

51%

66%

39% 42%

27%

55%

30%

45%

DBUS - School of Business

DHOS - School of Hospital ity

& Tour ism

FCTT - Faculty of Technology

and Trades

FHCS - Faculty of Health,

Public Safety and Community

Studies

GAS - General Arts and Science

MD - School of Media and

Design

Student's Graduation Rate by Faculty/School

All Students (2012-2013)

Aboriginal Students (2009 -2013)

5

ENROLMENT BY YEAR

Figure 4 shows the number of Sponsored students enrolled in each term from 2009 to 2015.

From the graph it appears that an increase in the number of enrollments has been occurring

since fall of 2011. This positive trend could be attributed to the increase in community feedback

through community visits.

Figure 4: Enrolment by Term and Year

0

50

100

150

200

250

300

350

400

450

winter fall winter fall winter fall winter fall winter fall winter fall winter

2009 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015

Aboriginal Sponsored Student Enrollment By Year and Term

Winter Fall

6

ENROLMENT BY STUDENT

In Figure 5 a comparison is made between the number of First Year sponsored students and the

number of returning students. As shown, First Year students account for 70% of the total

number of students attending college. Given the number of First Year students the college

would have to develop programs for students not familiar with college life, navigating the

college and manage expectations.

Figure 5: First Year students Comparison

First year Greater than first year

Students registered 71% 29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Percent of Students Registered in First Year

7

WITHDRAWALS FIRST YEAR STUDENTS

Figure 6 data gives a comparison between the number of withdrawals for first year students

and returning students enrolled in their second or higher year. By comparison, 80% of

withdrawals are from First Year students. The college and community would have to work

collaboratively to create initiatives for First Year students in order to change this trend. Leaving

the college in the first year doesn’t allow for a lot of time to institute corrective action.

Figure 6: First Year Withdrawals

First year Greater than first year

Students withdrawing 81% 19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Percent of Students Withdrawing in First Year

8

TOTAL WITHDRAWALS BY TERM AND YEAR

Figure 7 shows the number of students withdrawn by term and year. It is important to note in

this figure that the number of students shown as withdrawing in the winter term is not totally

accurate as a good portion may have withdrawn at the end of the fall term but was counted in

the winter term. The onus here is that the fall term would have a substantial increase in

withdrawals than what is shown and would suggest an even shorter time frame to impact

students.

Figure 7: Withdrawal by Term and Year

winter fall winter fall winter fall winter fall winter fall winter fall winter

2009 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015

Winter 17.0% 15.0% 12.9% 13.5% 15.0% 13.7% 10.9%

Fall 6.9% 10.0% 8.0% 6.9% 8.8% 14.1%

17.0%

15.0%

12.9% 13.5%

15.0%

13.7%

10.9%

6.9%

10.0%

8.0%

6.9%

8.8%

14.1%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

Axi

s Ti

tle

Total Withdrawals by Term and Year

9

WITHDRAWALS BY SEMESTER PERIODS

Looking at Figure 8 the three periods of withdrawals occur:

within the first 10 days,

during a semester (the period after the first 10 days up to the academic withdrawal

date in November)

prior to the end of the semester.( period between academic withdrawal in November

and the end of the semester)

Figure 8 indicates the most withdrawals occur just before the end of the semester. This is most

likely due to the student receiving their marks from the end of semester exams. The least

number of withdrawals occur within the first 10 days but is an issue because this could indicate

that the student was not prepared in some fashion to continue in the program, or the program

was not their choice. The withdrawals that occur during the semester can be a result of mid-

term marks.

Figure 8: Withdrawals by Time in Term

Before Registration first 10 days During End of term

Withdrawls 29 93 175 219

Percent 5.6% 18.0% 33.9% 42.4%

0

50

100

150

200

250

Axi

s Ti

tle

Withdrawls by Time in Term 2009 Winter to 2015 winter

10

STUDENT ALL F’s

A number of students receive an all F’s record on their file. An all F’s can mean they didn’t

write any exams or failed to get the required marks on all of the programs. It is assumed that a

large portion of the number of students receiving an all F’s record probably did not officially

withdraw from their program or did withdraw after the posting date at the end of the

semester.

Figure 9: Students receiving all F's

winter fall winter fall winter fall winter fall winter fall winter

2009 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014

Winter 10.0% 7.5% 8.1% 4.3% 9.0% 6.9%

Fall 7.3% 8.5% 8.7% 7.2% 8.5%

10.0%

7.5% 8.1%

4.3%

9.0%

6.9% 7.3%

8.5% 8.7%

7.2%

8.5%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

Pe

rce

nt

Aboriginal Sponsored Student All Fs By Year and Term

11

LAST LEVEL NOT GRADUATING

The last level “not graduating” as shown in Figure 10 identifies the number of students who

were expected to graduate in their program but didn’t. The reasons can include failing a

required course, a number of courses or assignments that were due prior to graduation. It is

important to note that a significant number of students are attempting to graduate and stay to

their last level, which is a good indication that students want to be successful.

Figure 10: Last Level not Graduating

winter fall winter fall winter fall winter fall winter fall winter

2009 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014

Winter 64 62 70 61 80 77

Fall 19 21 14 25 20

64 62

70

61

80 77

19 21

14

25

20

0

10

20

30

40

50

60

70

80

90

Nu

mb

er

Aboriginal Sponsored Student Last Term not Grad By Year and Term

12

FINAL OUTCOMES

Figure 11 depicts the final outcomes of Sponsored students from 2009 to 2015. This is

compilation of all the data pertaining to student performance. The number of students

graduating overall is 41%, the number reaching their last level is 38%, the number withdrawing

is 13% and the number receiving All F’s is 8%. This shows that 59% of the students starting

college are having some challenges with staying or with completing their programs.

Figure 11: Sponsored Student Outcomes

Grad rate Last level no grad Withdraw All Fs

Breakdown 41% 38% 13% 8%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Pe

rce

nt

Sponsored Students Outcomes 2009 Winter to 2015 winter

13

CONCLUSIONS

The time to move forward and focus on challenges that may be inhibiting positive outcomes in

post-secondary education is important for all stakeholders including students. This study

supported by Algonquin College is unique in the sense that this information can be the catalyst

to move dialogue forward. Supporting our youth undertaking post-secondary studies gives us

an opportunity to learn and understand more about some of the challenges facing them as they

attend our institution.

Although this study focused on Aboriginal Sponsored students, the many programs available

and data from other sources such as Stats Canada shows that there are challenges with

students from rural areas. Sponsored students also have additional criteria as part of the

process to attend post-secondary education which includes applying for funding and receiving a

funding rate that may be much lower than other Canadians receive.

This initiative supported by MTCU through a Community Collaboration initiative and WPD was

designed to continue building community relationships with the focus on building success for

students attending Algonquin College. This initiative also supports the objectives for WPD to

strengthen data collection and reporting to support evidence based decision making and to

communicate and dialogue with all stakeholders to address retention and graduation

challenges. Continuing with data collection is important to meet the first objective and

continuing with a Day of Dialogue with stakeholders is important to achieving the second

objective.

The data set shows that we have a large number of sponsored students enrolled in GASS

programs, a choice that differs from all students attending Algonquin College. The drawback of

this choice is the graduation rate for students in the GASS programs is low but the rate is also

low for all students. The question to consider here is why do so many Sponsored students

enroll in GASS programs? The other area of note is the small number of students choosing to

enter the FCTT programs and why is the attainment level so low.

Another interesting finding is that a majority of students are in their first year and a sizeable

number of them withdraw within the first semester. Creating measures to assist with retaining

students beyond the first semester requires innovation and an understanding of why students

leave during this period. A number of studies indicate reasons from culture shock, to being

unprepared or lacking financial resources. As we move forward in our discussions it is hoped

that some clarity can be brought to why this occurs.

Digging into what happens during a semester is helpful as it gives a view of when students

withdraw. Looking at the different periods during a semester of when students withdraw from

14

college can assist the stakeholders on developing possible solutions. This finding is critical as it

directs us to look at different solutions for the three different periods within a semester.

Although the withdrawal rate within the first 10 days is relatively low, it still points to the fact

that much effort has gone into attending college. Effort expended with really no return.

Reducing the number of students leaving at the end of the semester would definitely increase

our retention of students. It is a standard observation that midterm reports give an indication

particular areas need attention. Solutions here could be, seeking assistance from tutors and

attending classes. Attending classes is an important action as marks are assigned for attendance

in some form whether by class participation or quizzes. These marks can account for up to 20%

or higher towards the final marks.

By far, there is a very substantial number of students staying to the last level of their programs

but not graduating. A number of reasons can be attributed to this result: failure in a number of

courses, a failure in one course, failure to hand in one final assignment or not seeking advice

from the college in forms of tutors or course coordinators or Success Specialists. Again results

at midterm should give a strong indication of areas that need attention.

The purpose of this study, with its intense work and close scrutiny is to reveal the reality of

what is happening with Sponsored students at Algonquin College. Clearly we have a graduation

rate that needs to be improved. There is potential to get more success now that we have an

idea where to provide assistance, decide what each stakeholder can do to support the change,

continue to dialogue and provide the leadership going forward.

This study would not have been possible without the dedication and full support of my friend

and colleague Chuck Doyle, Manager Business Process Review at Algonquin College. Our need

to understand what is happening has been a solid foundation of our relationship and

commitment for some time, Part 1 and Part 2 of the Aboriginal Student Performance is the

result.