This presentation investigates the characteristics of an online graduate degree program in library and information studies (LIS), and its unusual success in retaining students to degree conferral. It has been reported for more than a dozen years that attrition rates for distance education programs are higher than for those programs in which instruction is delivered face to face. In the present study an online master's degree program in LIS that has maintained an overall retention rate higher than 90 percent over five successive entering classes is examined for explanatory characteristics. These characteristics are described and compared with attributes that the literature relates to retention success. Mapping the characteristics of our LIS program to the factors for retention requires description of specific implementations of the program design. We detail the factors and activities recommended for student retention and provide a summary of the activities inherent in the implementation our successful LIS program. Additional question for investigation are identified.

1. Profiles in Retention
Steven MacCall & Elizabeth Aversa
School of Library & Information Studies
The University of Alabama

2. OVERVIEW
• How the UA SLIS program began
• What the statistics revealed six years later
• How the UA SLIS program was designed
• What the literature of online education had to say
• How the program design and the literature converged
• What (and how) the graduates learned
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3. HOW THE SLIS PROGRAM BEGAN
In 2005, an established graduate program responded to
• Competition
• The needs of the library/information sciences professions
• Uneven geographic distribution of graduate programs in
North America
• An increasingly part-time, employed student population
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4. WHAT THE STATISTICS REVEALED –
Retention in Program Over 5 Cohorts
Year
enrolled
N of
students
N of
students
retained
through
year 1
Percent of
students
retained
through
year 1
N of
students
graduated
or active
in 2011
Percent of
students
graduated
or active
in 2011
Years of
academic
eligibility
remaining
in 2011
2005 45 43 95.5 41 91.1 0
2006 43 40 93.0 34 79.1 1
2007 42 42 100.0 40 95.2 2
2008 43 40 93.0 40 93.0 3
2009 43 40 93.0 40 93.0 4
2005-2009 216 205 95.0 196 90.7 -
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5. WHAT THE STATISTICS REVEALED – Time to
Degree Over 5 Cohorts
Date
Enrolled
N of inactive
or
withdrawn
students
N of
students
completing
in 1-2 years
N of
students
completing
in 3-4 years
N of
students
completing
in 5 or more
years or still
active as of
12/30/2011
N of
students
admitted in
this year
1005 4 29 11 1 45
2006 8 30 4 1 43
2007 2 27 11 2 42
2008 3 26 7 7 43
2009 3 35 n/a 5 43
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6. HOW THE SLIS PROGRAM WAS DESIGNED
The program was designed to
• Deliver online, synchronous instruction using Blackboard Vista™
and Wimba Live Classroom;
• Recruit and enroll an annual cohort of 40-45 highly motivated and
well-prepared graduate students;
• Enable each cohort to develop their own learning community;
• Avoid common barriers to program completion (isolation,
financial concerns, and time management issues); and
• Retain and graduate students who would be ambassadors for the
program and The University of Alabama.
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7. WHAT THE LITERATURE TOLD US: FACTORS
ASSOCIATED WITH RETENTION
• Administrative and student support services
• Academic integration with other programs
• Synchronous delivery of instruction
• Utilization of a variety of presentation tools
• Technology preparation
• Social integration of students with faculty, others to
avoid isolation
• Communication
• Clear expectations for students and faculty
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8. 1 - WHERE DO SLIS PRACTICES AND
RESEARCH ON RETENTION CONVERGE?
Administrative Support
• Personal communications begin at prospect inquiry and
continue through alumni affiliations.
• Multiple messages keep prospects and applicants
informed.
• Plans are developed for enrollment & retention each
year.
• Financial assistance information is provided.
• Opportunities are available for faculty to develop
courses with relevant support both from technology and
pedagogy perspectives.
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9. 2 - WHERE DO SLIS PRACTICES AND
RESEARCH ON RETENTION CONVERGE?
Student Support Services
• A 3-4 day on site orientation/boot camp was required.
• Attention is given to technologies, course management &
communications during orientation.
• Online access to services including registration, financial aid,
library and information services, counseling and disabilities
services was available before and during orientation.
• Advising by faculty is available from admission through
graduation.
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10. 3 - WHERE DO SLIS PRACTICES AND
RESEARCH ON RETENTION CONVERGE?
Academic Experience
• Requirements and opportunities are the same for online and
on-campus students.
• Faculty & advisers focus on integration of student academic
program and socialization through activities, town hall
meetings, and other community building mechanisms.
• Online classes are taught by the same faculty who teach on-
campus And other face-to-face classes.
• Students are introduced to the program’s core curriculum at
orientation so that expectations of students and faculty are
clear.
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11. 4 - WHERE DO SLIS PRACTICES AND
RESEARCH ON RETENTION CONVERGE?
Instructional Delivery
• Synchronous, real-time contact encourages communication
and networking.
• Faculty are free to utilize presentation methods appropriate
to the content of the course taught.
• Faculty have course monitors to assist with delivery of
instruction.
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12. 5 - WHERE DO SLIS PRACTICES AND
RESEARCH ON RETENTION CONVERGE
Technology Preparation & Support
• Technical support is provide for students and faculty by
graduate assistants who monitor classes.
• Students are introduced to the technologies and have
opportunities to “test drive” the system before attending
orientation.
• Faculty have options for technology training throu the School
and the University.
• Students are required to use a wide range of technologies
during the first semester so as develop skills to be used
during subsequent classes & activities.
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13. 6 - WHERE DO SLIS PRACTICES AND
RESEARCH ON RETENTION CONVERGE
Social Integration
• Courses include group (team) assignments & projects.
• Students are encouraged to communicate between classes on both
social and academic matters.
• In-person opportunities at conferences, visits, etc.
• Availability of break-out rooms and other technologies for informal meeting, socializing, and
working together
• Formal meetings and town hall events are held for group participation in life of the program
• Extra-curricular opportunities are available to all students
• Student chapters of professional organizations
• Programs such as presentations, lectures, interviews
• Job placement and mentorships
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14. STUDENTS WERE RETAINED, BUT WHY?
AND HOW WAS THEIR LEARNING
ACCOMPLISHED?
MacCall and Cox Study of Student Experience in a
Synchronous Graduate Program in LIS
• underway July 2012
• designed to uncover what individual students and their
cohorts have to say about their experience in the program at
SLIS
• How did each program design aspect work for them?
• How do student learning styles affect their responses to the
program?
• How can these results inform continuing or new programs?
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15. Contact Us
• Steven MacCall
smaccall@slis.ua.edu
• Elizabeth Aversa
eaversa@slis.ua.edu
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