DPI Documents

College of Menominee Nation
Admission & Retention

CMN Teacher Education will build on established databases – Empower (CMN’s institutional database) and data collected by grants (Head Start and National Science Foundation [NSF] Science Technology Excellence in Education Project [STEEP] teacher’s project grants) and in-house spreadsheets kept by Teacher Education to track students from initial contacts through graduation and through the professional ranks for recruitment, admissions, and retention (advising) purposes.


Admission at CMN is managed by the Admissions Director in the Student Services Department. All students must complete an application for admission, take a placement test for advising, complete financial aid forms (FAFSA) if applicable, and be admitted to the college prior to enrolling in courses at CMN.

Teacher Education Plan for Recruitment

A demographic database obtained from Empower system through the Institutional Research Office include: ethnicity (Menominee, Stockbridge-Munsee, Oneida, Ho Chunk, other tribe; minority status; first generation college student; international; non minority), gender, disabilities, career changers, transfer students, veterans, other non-traditional students, and/or alternative lifestyle of all students – from initial contacts to admissions through retention efforts to graduation and initial teaching year and beyond to professional and master teacher status – that will account for elements of diversity of the student body. Data are used for:

• Recruitment, admission, and retention activities;

• Updates of publications materials (brochures, catalog items, packets);

• Marketing program through TV ads and poster to target career changers, transfer students, veterans, and other non-traditional students;

• Participation in CMN’s Student Services recruitment activities—Recruitment Fairs and Career Days at CMN for high school students within service area – high schools on and near reservations (Menominee, Shawano, Gresham, Oneida, Seymour, Green Bay and Bowler Schools, etc.);

• Outreach activities for high school clubs in coordination with CMN’s Teacher Education’s Pre-Service Teacher’s Association (PSTA) that support high school activities such as Future Teachers, PEOPLE, Gear Up, Sustainability Club, and Culture Clubs;

• Credit evaluations for transfer students;

• Directing participation in community sponsored educational and cultural events.

Teacher Education Admission Data

• Orientations specific to Teacher Education students begin with CDA (Child Development) students, all new students prior to first semester (during Freshman Orientation); in classes that precede (EDU250 Introduction to Teacher Education), and in courses preceding (EDU400 Student Teaching);

• Evaluation of the Teacher Education Admission process-number possible entering;

• Celebrations for entrance to Teacher Education and AAS/BS Graduations;

• Recording of beginning contacts (recruitment)-document applications as follow through;

• Documentation of admission rates for Associate and graduation rates for Bachelor’s degrees in central database;

• Analysis of new student satisfaction survey;

• Graduates survey to identify ways of improving pre-enrollment processing.

Teacher Education Plan for Retention

Plans for retention of students throughout the pipeline begin with progressive advising and coordination of data sets to inform retention efforts.

Academic Advising

Academic Advising is an integral part of student success at CMN. All students have opportunities to discuss education, career, and personal goals, transfer information, study skills, goal setting, motivation, with college advisors from Student Services as well registration assistance and course selection for general education courses and early emphasis coursework. Advising after being admitted to Teacher Education for junior and senior level coursework includes Teacher Education advising to check progress on PPST (Pre-Professional Skills Test) and Praxis II, monitor course selection and Grade Point Average (GPA), devise a course-taking sequence that ensures eligibility for application to the Teacher Education program, Student Teaching and graduation. Teacher Education advising supports and enhances student advising for those in the teacher education track at the junior and senior level, but students still maintain registration ties with their Student Service advisor to process registration forms (add/drop forms; special requests such as Independent Study or requesting an Alternate Delivery of a class when needed; and graduation applications). Students start with their Teacher Education advisor when completing forms for changes in courses or petitioning for exceptions to CMN policy and procedure, but they process registration materials through Student Services.

Faculty Participates in All Retention Practices

• Document retention efforts in database – grant pipelines, admission rates, present retention baselines through advising committee;

• Assign advisors to advisees before registration to monitor academic and behavior progress and map an Academic Plan by semesters to complete desired degree;

• Establish agenda item for advising discussion during monthly meetings to coordinate/report on monitoring strategies that maintain high levels of persistence;

• Compile collaborative data (incidence and progress in writing papers, practicing for the PPST and Praxis II) with Institutional Support person through Teacher Education advisors and all faculty;

• Compile data of students who use skills lab/tutoring services;

• Follow up on students “stepping out”, keep in touch, invite to special campus activities;

• Schedule semester retreats to analyze data, plan, and update Recruitment/Admission/Retention Plan by diverse student population;

• Recruit students for Child Development Associates (CDA) class;

• Recruit students for STEEP;

• Encourage/facilitate summer opportunities for pre-service teachers (leadership camps, NSF workshops, professional conferences etc);

• Analyze institutional survey results from Survey of Entering Student Engagement (SENSE), Community College Survey of Student Engagement (CCSSE), and Community College Faculty Survey of Student Engagement (CCFSSE) to identify ways of improving advising, registration, and institutional support for writing, PPST/Praxis II testing, and use of skills lab and peer tutoring.

In summary, College of Menominee Nation has in place an organizational structure that allows for the Dean of Letters and Science to hire qualified faculty and appoint a departmental chair. With the support of the advisory committee the departmental chair has the responsibility to ensure that the Teacher Education Program adheres to the context of its mission and conceptual framework, policies affecting the teacher candidates, collaboration with employing schools and districts and program approval by the Higher Learning Commission (HLC) and Wisconsin’s Department of Public Instruction (PI34.06). Both Student Services and Teacher Education faculty work with students from initial contact through the registration process and follow through on admission recruits. As program advisors, education faculty guide them through the process of completing registration with more intense advising after students enter Teacher Education for junior and senior level coursework and field experiences in the teacher education program with accompanying portfolio requirements.

By creating a central database, GPA and credit accumulation percentages can be captured by semester (mid semester for advisors through reports from Empower, CMN organizational program) for academic and program advising – issuing academic and/or behavior alerts to monitor student progress. In this fashion, contacts and advising activities can also be documented, discussed, and improved through monthly meetings and summative evaluations at the beginning of the second semester in January and at the beginning of the fall semester in an August Data Retreat. By tracking formatively, the numbers generated in retreat meetings in August by the entire Teacher Education Department can be better understood and meaningful. This analysis then becomes data for CMN’s Teacher Education Program Review for succeeding school years.