Students Who Enrolled in the 2011-2012 Academic Year But Did Not Return in Fall 2012

1. Students Who Enrolled in the 2011-2012 Academic Year But Did Not Return in Fall 2012 July 2013

2. Top 5 Financial Reasons Minor Reasons Major Reasons

3. Top 5 Support Services Minor Reasons Major Reasons

4. Top 5 Personal Reasons Minor Reasons Major Reasons

5. Top 5 Academic Reasons Minor Reasons Major Reasons

6. Sought advice about leaving from…

7. Month Students Made the Decision to Not Reenroll

8. Class standing differences

9. Financial Reasons (Percentage differences from the average for each class.)

10. Support Services (Percentage differences from the average for each class.)

11. Personal Reasons (Percentage differences from the average for each class.)

12. Academic Reasons (Percentage differences from the average for each class.)

13. HAWAI`I vs. continental u.s.

14. Financial Reasons Note: *p<.05, **p<.01, ***p<.001

15. Support Services Note: *p<.05, **p<.01, ***p<.001

16. Personal Reasons Note: *p<.05, **p<.01, ***p<.001

17. Academic Reasons Note: *p<.05, **p<.01, ***p<.001

18. Actionable Financial Reasons (%) MAJOR MINOR

19. Actionable Support Services 1 (%) MAJOR MINOR

20. Actionable Support Services 2(%) MAJOR MINOR

21. Actionable Personal Reasons (%) MAJOR MINOR

22. Actionable Academic Reasons (%) MAJOR MINOR

23. Employment Hours per week working

24. Students Surveyed

25. Representativeness of Sample

26. Major Themes UHM leavers interviews

27. Academic Advising - Summary Not personalized or individualized for the student Generic information that could be obtained manually through other medium Unhelpful – “figure it out” Long lines to meet with advisor Didn’t help strategize which classes to take in which order Advising for undeclared students not helpful – not assigned one advisor and not required to meet with the advisor Lack of communication and strategy can lead to extended program length Advising meetings focuses on registration, rather than true academic advising

28. Academic Advising - Quotes “I wasn’t sure what I wanted to do, I wanted to explore different classes but paying $22,000 a year without knowing what I wanted to do didn’t make sense so I wanted to come back home and take community college courses.” “[The advisors] would give us a sheet and tell us what we needed to take, but didn’t help us. They basically told us to figure it out.” “I felt like they had a bad system where I felt like people weren’t very welcoming. I went and saw a counselor and he wasn’t very helpful. He assumed that I knew what I was doing because I was a transfer student and I had done it before, but I had no idea what was going on.” "I was very frustrated with the counseling." You can't sign up ahead of time for counseling - you have to go and wait in a line at the start of the day (or specified time)… there is not one advisor assigned to each student - rather he had to see a different person almost every time. The advisors were not helpful. The information they provided was the same that she could have accessed online or via other sources. The information they gave was generic.

29. Quality of Instruction - Summary Not rigorous Lack of faculty support Geared towards traditional-aged students Courses not offered Felt could get a better education from a community college for lower cost Large class sizes Poor quality of classrooms Inflexible online classes Boring pedagogy (lecture-based) Poor classroom management Less than convenient faculty office hours Lack of academic support

30. Quality of Instruction - Quotes “The classes were underdeveloped and not rigorous compared to the AP classes that I took in high school. Compared to what I’m paying, the classes didn’t seem worthwhile. The honors program, especially, was underdeveloped and disappointing. The courses weren’t challenging and I didn’t learn enough.” “I left it because there were better opportunities in community college. Besides the cost, it was also closer to my house.” “The biggest challenge was getting to and from classes, and there were so many students in classes there weren’t enough seats. Not sure how that happened, it makes taking a class hard when you’re sitting on the floor, especially when it’s something difficult. I wish there were more courses and programs at West Oahu.” Courses were hit-or-miss -- a few were really great, but many of them had the flaws described above (too impersonal, too big, too little engagement). Office hours could have helped her grades, which were unsatisfactory. In an online course, the instructor didn't teach us anything -- just assigned reading. No lectures to speak of. Required courses were just "going through the motions," not very rigorous. "You read the textbook and regurgitate the information." get "credit for doing the bare minimum."

31. Administrative Processes - Summary Lack of follow-up from department when wanting to switch majors Miscommunication leading to loss of financial aid Unstructured and unorganized Antiquated computer systems Bureaucratic Function of system labels students taking ‘leave of absence’ as being leavers Lack of instructions and timelines for doing ‘business of being a student’ Financial aid, cashiers, and registrar’s offices all cited as having unhelpful staff

32. Administrative Processes - Quotes “The computer systems are ancient.” “The red tape is crazy” “The administrative system makes it impossible to get anything done” “Reduce administrative red tape and improve communication to avoid student financial crises“ “In high school, it was easier to get things done. You know who to go to and where to go. I’m not saying that [UHM] should treat us like high school students, but they should have some sort of outline [to help students].” "So many times things look good on paper, but when somebody uses it, there's a glitch. My thoughts are that when someone is on a leave of absence and if the school hasn't heard from them, they should contact the student by letter, phone, or email to ask what the students' intentions are and say that 'you have until x date to reenroll.' I'm testing the waters on a lot of those things, but [the University] should definitely make it less difficult to re-enroll." [UHM needs to] generally improve communications, bureaucratic efficiency, and quality of instruction.

33. NSSEresults from 2004-2010 Examining Academic Rigor

34. Worked on a paper or project that required integrating ideas or information from various sources Seniors exhibit mixed results in the 6-year window UHM First years reported integrating ideas the least In your experience at your institution during the current school year, about how often have you done each of the following? 1=Never, 2=Sometimes, 3=Often, 4=Very often

35. Come to class without completing readings or assignments UHM First years are less likely than their peers to be prepared for class UHM Seniors report coming to class more prepared in recent years In your experience at your institution during the current school year, about how often have you done each of the following? 1=Never, 2=Sometimes, 3=Often, 4=Very often

36. Worked harder than you thought you could to meet an instructor's standards or expectations All first year students increasingly report working harder UHM Seniors report working the hardest of the four groups presented In your experience at your institution during the current school year, about how often have you done each of the following? 1=Never, 2=Sometimes, 3=Often, 4=Very often

37. Select the circle that best represents the extentto which your examinations during the current school year have challenged you to do your best work. UHM Seniors are more challenged than their peers UHM First years are challenged the least 1=Very little to 7=Very much

38. Preparing for class (studying, reading, writing,doing homework or lab work, analyzing data, rehearsing, and other academic activities) UHM First years report the least time preparing for class All seniors are increasing their class preparation since 2007 About how many hours do you spend in a typical 7-day week doing each of the following? 1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-15 hrs/wk, 5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk

39. Spending significant amounts oftime studying and on academic work UHM students report a decreased emphasis on studying at UHM To what extent does your institution emphasize each of the following? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much

40. Providing the support you need tohelp you succeed academically UHM students report lower levels of support than their peers To what extent does your institution emphasize each of the following? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much