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Retention and Rapport

Through a study in Fall 2016, it was found that higher rapport between faculty and students in online classes led to increased retention rates. By retaining more students, universities can improve their overall success rates. The study also highlights key factors that students value in classes, such as clear communication, relevant content, fair assessments, and available instructors. To further improve retention, a minimum rapport experiment was conducted in Spring 2019, suggesting the need for better engagement strategies. To share these findings, a one-day training session for College of Social Science and Communication (CSSC) faculty is planned for July 30. The challenge remains in getting faculty buy-in to implement these strategies effectively.

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Retention and Rapport

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  1. Retention and Rapport How faculty matter for student retention

  2. Retention in the College of Social Science and Communication In Fall 2016, we surveyed 35 online classes (318 student respondents) to create average rapport scores for each class We combined these data with anonymous OIR data from all 910 students in those 35 classes Higher rapport leads to higher retention

  3. What would this mean for retention? In Spring 2019 we had 8,117 students If we continue with only retaining 60% of our students, that means losing 3,246 students A 30% increase in retention means keeping 974 more of them A 13% increase in retention means keeping 422 more students

  4. What makes a class the best or worst? • We surveyed UA Little Rock students in 2018 • They value • Clear, direct communication • Relevant content • Fair assessments • Available instructors

  5. Minimum Rapport Experiment Students evaluated two online courses in Spring 2019

  6. We can do better • How can share these findings? • One-day training for CSSC faculty on July 30 • How can we get faculty buy-in?

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