Mr. Mark GumbleMr. Jeremy Foskitt Dr. Kerry Welch

Engaging College Men: Initiatives to Improve

Academic Success

Welcome

• Introductions

• Goals and objectives of the Male Working Group• What we have learned through research and data inquiries of

the Male Working Group• Identify divisional strategies to improve male retention,

persistence, and graduation rates• Academic trends of male students at UCF

Learning outcomes

• Identify the trends and differences of retention and graduation rates between males and females at UCF

• Collaboratively identify how SDES seeks to improve the retention and graduation rates of at-risk males in the coming years

• Understand how practitioners and departments can get involved in the Male Working Group initiatives

Data gathering

• Read reports and listened in on a conference call with Dr. Shaun Harper, Director of the Center for the Study of Race and Equity in Education, Penn State University

• Collected data on retention and graduation rates of UCF Students over the past decade

• Several members of the Male Working Group attended relevant sessions at NASPA in Baltimore, MD in March 2014 including: • Moving Beyond “Boys will be Boys”: Theory and practice to better

understand college students• College Men’s Success: Engaging and Supporting Male Students in

AcademicsCotinue to build on the success of the Male Working Group moving forward with data gathering, new ideas and initiatives

What have we learned?

• College male behaviors

• Hegemonic masculinity

• How to change male culture

What defines “being a man” at UCF ?

Background research • Many students drop out of college because they cannot afford to pay

tuition and other educational expenses; financial aid officers should help students find alternatives to loans and off campus work

• Many successful college students are never asked one-on-one how they navigated their way to and through higher education, what compelled them to be engaged in student organizations and college classrooms, and what the have learned that could help improve achievement and engagement among other male students

• Campus engagement and mentorship from a faculty, staff, or administrator is inherently tied to academic success and ultimately retention

• Continue to build on programs and services that effectively bridge students’ transition from high school to college and ideally should include a residential component

UCF: FTIC 1st year retention Cohort Male Female

2000-2001 77% 79.40%

2001-2002 78.20% 80.80%

2002-2003 80.20% 83.80%

2003-2004 80.10% 83.10%

2004-2005 81.70% 82.90%

2005-2006 79.70% 82.80%

2006-2007 81.90% 84%

2007-2008 84.20% 85.20%

2008-2009 84.70% 87.70%

2009-2010 86.10% 86.10%

2010-2011 85.80% 86.80%

2011-2012 86% 87.80%

AVG 82% 84.20%

UCF: FTIC 1st year retention

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

70%

72%

74%

76%

78%

80%

82%

84%

86%

88%

MaleFemale

UCF: FTIC transfer 1st year retention Cohort Male Female

2000-2001 76% 78.30%

2001-2002 79.10% 81.10%

2002-2003 79.10% 81.50%

2003-2004 80.20% 81.00%

2004-2005 81.60% 82.20%

2005-2006 77.80% 78.60%

2006-2007 79.10% 80%

2007-2008 77.70% 80.00%

2008-2009 79.20% 79.30%

2009-2010 78.30% 80.40%

2010-2011 79.70% 79.20%

2011-2012 81% 80.00%

AVG 79% 80.13%

UCF: CC transfer 1st year retention

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

72%

74%

76%

78%

80%

82%

84%

MaleFemale

UCF: FTIC 4th year graduation

Cohort Male Female2000-2001 19.40% 37.20%2001-2002 22% 36.20%2002-2003 22.30% 38.70%2003-2004 23.80% 40.50%2004-2005 25.70% 40.10%2005-2006 24.70% 39.10%2006-2007 24.30% 42.80%2007-2008 26.40% 42.60%2008-2009 29.40% 47.70%AVG 24.22% 40.54%

UCF: FTIC 6th year graduation

Cohort Male Female2000-2001 51.30% 60.30%2001-2002 52.20% 61.90%2002-2003 56.80% 65.50%2003-2004 56.60% 66.70%2004-2005 57.70% 65.90%2005-2006 57.70% 64.50%2006-2007 58.60% 68.40%AVG 55.84% 64.74%

UCF: CC transfer 2nd year graduation

Cohort Male Female2000-2001 19.60% 29.10%2001-2002 21% 28.60%2002-2003 20.00% 30.00%2003-2004 19.40% 27.80%2004-2005 18.00% 29.40%2005-2006 18.10% 27.20%2006-2007 19.70% 26.40%2007-2008 18.20% 26.30%2008-2009 18.90% 25.60%2009-2010 17.30% 23.70%2010-2011 17.10% 23.30%AVG 18.85% 27.04%

UCF: CC transfer 4th year graduation

Cohort Male Female2000-2001 59.90% 67.00%2001-2002 61.30% 68.30%2002-2003 59.40% 68.90%2003-2004 61.10% 68.90%2004-2005 61.80% 68.80%2005-2006 58.00% 65.60%2006-2007 57.50% 64.10%2007-2008 57.50% 66.80%2008-2009 60.50% 67.10%AVG 59.67% 67.28%

What does male/female graduation data say to you?

Action planning

In small groups, discuss the following prompts:

• What can you do as an individual staff member or as a member of your departmental unit to retain men until graduation?

• How can we work together in SDES to educate others with regard to the compelling data of male retention, progress, and graduation?

Male working group goals 2014 - 2015

• Develop a male speaker series that will attract male students and speak directly to the issues at hand

• Collaborate with the Office of Student Conduct on a student conduct mentoring initiative, designed to reach out to those involved in the conduct process

• Reach out to students who are on academic probation and provide relevant and timely resources in an effort to sustain them from retention to graduation

• Recruit more SDES practitioners to help support these important initiatives

Questions?

• Mr. Mark Gumble (mark.gumble@ucf.edu)

• Mr. Jeremy Foskitt (foskitt@ucf.edu)

• Dr. Kerry Welch (kerry.welch@ucf.edu)

Contact one of us if you wish to get involved