11
Career ConferenceCareer Conference20092009
From Inspiration to ApplicationFrom Inspiration to ApplicationJanuary 26-28, 2009January 26-28, 2009
Helping at-risk students:Helping at-risk students:The big problem of low retention The big problem of low retention
ratesrates
22
PurposePurpose
Practical ways to improve retention ratesPractical ways to improve retention rates
Objectives:Objectives: Describe important features of retention models (buffet Describe important features of retention models (buffet
style)style) List 10 psycho-social factors related to retentionList 10 psycho-social factors related to retention Describe how personality can interact with retentionDescribe how personality can interact with retention
33
Overview of ProblemOverview of ProblemDrop Out Rates by Institution
0%5%
10%15%20%25%30%35%40%45%50%
2-Year Bachelors Masters Ph.D.
Series1
http://www.act.org/research/policymakers/pdf/college_retention.pdfhttp://www.act.org/research/policymakers/pdf/college_retention.pdf
44
Overview of ProblemOverview of Problem
Drop Out Rate by Year
0%
5%
10%
15%
20%
25%
Year 1 Year 2 Year 3 Year 4
Series1
55
Costs Involved - PersonalCosts Involved - PersonalPersonal Costs – 5 x 5 group discussionPersonal Costs – 5 x 5 group discussion
On one level student retention is about numbers –
….On another level, student retention is about the moral and ethical commitment that we … make to every student who enrolls here….
We state unequivocally our commitment to facilitate the successful journey of every student who comes here.
Retention Coordinating Group, Strategic Retention Master Plan, University of Arizona, April 2005, p. 3.
66
Costs Involved - OrganizationalCosts Involved - Organizational For a single student taking 12 credit hours per semester in the first semester of For a single student taking 12 credit hours per semester in the first semester of
freshman year:freshman year: 12 hours x $100.00* = $1,200.0012 hours x $100.00* = $1,200.00
Loss of this single student over next 3 yearsLoss of this single student over next 3 years (6 semesters @ 12 credits per semester) = $7,200.00(6 semesters @ 12 credits per semester) = $7,200.00
Multiply by attrition rate for first-time freshmen of 20%***Multiply by attrition rate for first-time freshmen of 20%*** (national average rate is 33%):(national average rate is 33%): $7,200.00 x 1,000**** = $7,200,000 loss per year over next 4 to 6 years for this $7,200.00 x 1,000**** = $7,200,000 loss per year over next 4 to 6 years for this
specific cohort of studentsspecific cohort of students
*enter your institution’s tuition-per-credit hour rate here*enter your institution’s tuition-per-credit hour rate here **enter your institution’s credit hour requirement to graduate here**enter your institution’s credit hour requirement to graduate here ***enter your institution’s freshman-to-sophomore attrition rate here***enter your institution’s freshman-to-sophomore attrition rate here ****enter your institution’s total loss of students based on attrition rate and population****enter your institution’s total loss of students based on attrition rate and population
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
77
Costs Involved - OrganizationalCosts Involved - Organizational For a single student taking 12 credit hours per semester in the first semester of For a single student taking 12 credit hours per semester in the first semester of
freshman year:freshman year: 12 hours x $100.00* = $1,200.0012 hours x $100.00* = $1,200.00
Loss of this single student over next 3 yearsLoss of this single student over next 3 years (6 semesters @ 12 credits per semester) = $7,200.00(6 semesters @ 12 credits per semester) = $7,200.00
Multiply by attrition rate for first-time freshmen of 20%***Multiply by attrition rate for first-time freshmen of 20%*** (national average rate is 33%):(national average rate is 33%): $7,200.00 x 1,000**** = $7,200.00 x 1,000**** = $7,200,000 loss per year$7,200,000 loss per year over next 4 to 6 over next 4 to 6
years for this specific cohort of studentsyears for this specific cohort of students
*enter your institution’s tuition-per-credit hour rate here*enter your institution’s tuition-per-credit hour rate here **enter your institution’s credit hour requirement to graduate here**enter your institution’s credit hour requirement to graduate here ***enter your institution’s freshman-to-sophomore attrition rate here***enter your institution’s freshman-to-sophomore attrition rate here ****enter your institution’s total loss of students based on attrition rate and population****enter your institution’s total loss of students based on attrition rate and population
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
88
Costs Involved - OrganizationalCosts Involved - Organizational
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
Include cost of losing a single student Include cost of losing a single student relative to:relative to: loss of revenue for bookstoreloss of revenue for bookstore loss of revenue for cafeterialoss of revenue for cafeteria loss of revenue for local businessesloss of revenue for local businesses loss of residence hall fees (if residential campus)loss of residence hall fees (if residential campus) loss of other revenue generated by students on loss of other revenue generated by students on
campus or in communitycampus or in community loss of institutional financial aidloss of institutional financial aid
99
Costs Involved - OrganizationalCosts Involved - Organizational
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
More conceptual, long-term, future effectsMore conceptual, long-term, future effects loss of future contributions from possible alumni who never loss of future contributions from possible alumni who never
become alumnibecome alumni
cost of bad public relations, such as word-of-mouth of cost of bad public relations, such as word-of-mouth of dissatisfied students, dissatisfied parents, dissatisfied dissatisfied students, dissatisfied parents, dissatisfied merchants, etc.merchants, etc.
lowered internal morale due to decreased enrollment (fewer lowered internal morale due to decreased enrollment (fewer students in classes; fewer students in major departments, students in classes; fewer students in major departments, etc.)etc.)
1010
Costs Involved - OrganizationalCosts Involved - Organizational
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
Include cost of recruitment of a replacement Include cost of recruitment of a replacement student:student:
cost of travel expenses for recruiterscost of travel expenses for recruiters costs of hotels, meals, etc. for recruiterscosts of hotels, meals, etc. for recruiters cost of mailings to prospective students (e.g., cost of mailings to prospective students (e.g.,
paper, envelopes, stamps)paper, envelopes, stamps) cost of work hours to recruit a replacementcost of work hours to recruit a replacement cost of time away from other taskscost of time away from other tasks other costs specific to your institutionother costs specific to your institution
1111
Costs Involved - OrganizationalCosts Involved - Organizational
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
Multiply each of these costs for a single Multiply each of these costs for a single student by your institution’s attrition student by your institution’s attrition rate, and add to loss of tuitionrate, and add to loss of tuition
The total costs should be enough to get The total costs should be enough to get the attention of the administrationthe attention of the administration
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Costs Involved - OrganizationalCosts Involved - Organizational
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University
If you can then demonstrate the likelihood that If you can then demonstrate the likelihood that your program (or proposed program) does or will your program (or proposed program) does or will increase retention, you can put a monetary value on increase retention, you can put a monetary value on your efforts in this areayour efforts in this area
The decision to drop out is a complex process involving a The decision to drop out is a complex process involving a series of events which occur over timeseries of events which occur over time
All aspects of campus life can have an impact on student All aspects of campus life can have an impact on student persistence behaviorpersistence behavior
Carefully designed interventions can exert a positive Carefully designed interventions can exert a positive influence on persistence behaviorinfluence on persistence behavior
1313
Solutions to CostsSolutions to CostsDoes your office serve a staff or line function?Does your office serve a staff or line function?
Line = focus on mandate; output; teachingLine = focus on mandate; output; teaching= class hours, graduates, FTEs, etc.= class hours, graduates, FTEs, etc.= see themselves as more important= see themselves as more important
Staff = HR; T & D; Student Services (?)Staff = HR; T & D; Student Services (?) = offer advice & support ~ overhead= offer advice & support ~ overhead= success defined in terms of line= success defined in terms of line= sell the problem – not the solution!= sell the problem – not the solution!
1414
Solutions to CostsSolutions to Costs
Most career professionals think of their services Most career professionals think of their services in terms of support ~ overhead.in terms of support ~ overhead.
Needed, valuable and necessary – but still Needed, valuable and necessary – but still overhead.overhead.
In order to reframe your services it is helpful to think in terms of a cost-benefit assessment.
1515
Cost-benefit AssessmentCost-benefit Assessment
What is the cost of a retention initiative?What is the cost of a retention initiative? Minimal = one-hour general orientationMinimal = one-hour general orientation Maximum = 5 FTE/200 at-risk studentsMaximum = 5 FTE/200 at-risk students
What is the benefit?• Demonstrated increase in retention
• If 20% drop-out rate costs the organization $7.2M+/year
• Then a 10% reduction would save $720,000+/year
• If the cost of the program was $100,000; CBRatio = 7.2
1616
Cost-benefit AssessmentCost-benefit Assessment
During times of economic downturn, funds During times of economic downturn, funds will flow to those services that can show a will flow to those services that can show a positive cost-benefit analysis.positive cost-benefit analysis.
Action Research:
• No action without research; no research without action.
1717
Performance IndicatorsPerformance Indicators
Improving Student Retention:Improving Student Retention:the critical role of datathe critical role of data
Veronique Johnston,Teaching FellowVeronique Johnston,Teaching FellowElaine Thomson, Research Assistant Elaine Thomson, Research Assistant
Napier University, EdinburghNapier University, EdinburghApril 2004April 2004
www.napier.ac.uk/qes/studentretentionproject/SRPhome.aspwww.napier.ac.uk/qes/studentretentionproject/SRPhome.asp
1818
Data Quality and PI DefinitionsData Quality•Checking•Agreeing
Definitions•Population•Withdrawal•Failure•Success•Progression
Performance Indicators•End of year outcomes•Return to study rates•Progress rates•Award rates•Graduation rates
1919
Group Discussion 5 x 5Group Discussion 5 x 51. In small groups, identify 3 P.I.s to measure student retention or success
2. For one of these measures agree:-• Population or populations of interest • A definition of the P.I. (e.g. if the P.I. is withdrawal rate, how is withdrawal defined? Within what time limits? Does it have to be adjusted for the different populations identified?)• Data required to support the P.I.
• Meaning of the P.I. for the institution
2020
Good Practice in Tracking & Monitoring Student Success
1. Clear definitions of different student groups of interest
Can’t do everything at once – but can do something at once – Zig Ziglar
2. Part of an overall strategy for:• Supporting Students• Identifying & addressing retention problems • Identifying & promoting approaches which enhance student success• Informing institutional planning & policy• Staff development• Data management• Resource allocation
2121
Good Practice in Tracking & Monitoring Student Success
3. Development of a portfolio of complementary P.I.s
4. Clarity in meaning & purpose
5. Involvement of staff in P.I. development
6. Consistency
7. Clear responsibility structure
8. Assessment of cost vs benefits
7. Link into student satisfaction
8. Link into student engagement
2222
Retention ModelsRetention Models
TRANSITIONS MODEL – by William Bridges http://www.amazon.com/William-Bridges/e/B000AQ4MUS
When Jane Brown drops out, it is a tragedy. When 5,000 drop out, it is a statistic.
2323
Transition ModelTransition Model
Pre-change
Stability
Endings Neutral Zone Beginnings
Depression; Suicide
Sense of Failure
Return to status quo
Improved Self-awareness
2424
Transition ModelTransition Model
Pre-change
Stability
Endings Neutral Zone Beginnings
Depression; Suicide
Sense of Failure
Return to status quo
Improved Self-awareness
Slaves in Red In desert Entered promised land -
Egypt Sea for 40 Years No longer slaves
2525
Transition Model 5 x 5Transition Model 5 x 5
Pre-change
Stability
Group Discussion:
What changes do most students experience?
How are these seen as losses?
2626
Transition ModelTransition Model
Neutral Zone Examples:
How do you answer the question “Who am I?” after being:
• Divorced
• Down-sized
• Disabled
Normalize
Re-define
Use creatively
2727
Transition Model 5 x 5Transition Model 5 x 5
Pre-change
Stability
Neutral Zone
Group Discussion:What can student services do to help:
• normalize the Neutral Zone?
• redefine the Neutral Zone from turmoil to exploration?
• use it creatively?
2828
Transition ModelTransition Model
Pre-change
Stability
Endings Neutral Zone Beginnings
Depression; Suicide
Sense of Failure
Return to status quo
Improved Self-awareness
New New understandings, new values;
Situations new attitudes; new identities
2929
Transition ModelTransition Model
The timing of new beginnings:“Like any organic process, beginnings cannot be made to happen by a word or act. They happen when the timing of the transition process allows them to happen, just as flowers and fruit appear on a schedule that is natural and not subject to anyone’s will. That is why it is so important to understand the transition process and where the people are in it.”
P. 52, Managing Transitions, William Bridges
3030
Transition ModelTransition Model
The timing of new beginnings.
While it may be inappropriate to prescribe a specific beginning for any one person, the following models clearly detail “beginning-friendly” support services.
3131
Retention ModelsRetention Models
http://www.maine.edu/system/asa/vincenttinto.php
http://www.maine.edu/system/asa/documents/UMainePMWorkshop-HO.ppt
3232
Retention ModelsRetention Models
Creating Conditions for Student SuccessCreating Conditions for Student Success
University of Maine SystemUniversity of Maine SystemMarch 10, 2008March 10, 2008
3333
OverviewOverviewWhat conditions promote student What conditions promote student
success?success?
What are universities doing to promote What are universities doing to promote student success?student success?
3434
Conditions for Student SuccessConditions for Student Success
Moving from teaching to learning. Moving from teaching to learning. Establishing the conditions within the Establishing the conditions within the college that promote student successcollege that promote student success
3535
Conditions for Student SuccessConditions for Student Success
Students will learn more when they are Students will learn more when they are placed in: placed in:
supportive educational settings that holdsupportive educational settings that holdhigh expectations for their success, high expectations for their success, provide frequent feedback about their provide frequent feedback about their
learning, and learning, and require them to share learning with othersrequire them to share learning with others
3636
Strategies for Student SuccessStrategies for Student Success
Intrusive advising, counseling, and Intrusive advising, counseling, and mentoringmentoringFirst year, undecided, and change of major First year, undecided, and change of major
studentsstudents
3737
Strategies for Student SuccessStrategies for Student Success
Intrusive advising, counseling, and Intrusive advising, counseling, and mentoringmentoring
Integrated support programsIntegrated support programsLearning centersLearning centersFreshman seminars / College Survival Freshman seminars / College Survival
coursescoursesSupplemental instruction Supplemental instruction Summer Bridge programsSummer Bridge programs
3838
Strategies for Student SuccessStrategies for Student Success
Intrusive advising, counseling, and Intrusive advising, counseling, and mentoringmentoring
Integrated support programsIntegrated support programsPedagogies of engagementPedagogies of engagement
Cooperative learningCooperative learningProblem-based learningProblem-based learning
3939
Cooperative LearningCooperative LearningPositive interdependencePositive interdependenceFace-to-face interactionFace-to-face interactionGroup processingGroup processingInterpersonal and group skillsInterpersonal and group skillsIndividual and group accountabilityIndividual and group accountability
4040
Problem-Based LearningProblem-Based Learning Groups work to solve meaningful Groups work to solve meaningful
problem(s)problem(s) Curriculum/assignments geared to the Curriculum/assignments geared to the
acquisition of knowledge and skills needed acquisition of knowledge and skills needed for problem solution.for problem solution.
4141
Strategies for Student SuccessStrategies for Student Success
Intrusive advising, counseling, and Intrusive advising, counseling, and mentoringmentoring
Integrated support programsIntegrated support programsPedagogies of engagementPedagogies of engagementLearning communitiesLearning communities
Curricular learning communities Curricular learning communities Basic skills learning communitiesBasic skills learning communities
4242
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together
Central theme or problem that organizes the Central theme or problem that organizes the curriculumcurriculum
Students asked to build academic and social Students asked to build academic and social connectionsconnections
Team designed and sometimes team taughtTeam designed and sometimes team taught
Use of active learning strategiesUse of active learning strategies
4343
Strategies for Student SuccessStrategies for Student Success
Intrusive advising, counseling, and mentoringIntrusive advising, counseling, and mentoring Integrated support programsIntegrated support programs Pedagogies of engagementPedagogies of engagement Learning communitiesLearning communities Assessment of student learningAssessment of student learning
Entry assessment and placementEntry assessment and placement Early warning systemsEarly warning systems Program assessmentProgram assessment Classroom assessment strategiesClassroom assessment strategies
4444
Closing ThoughtsClosing ThoughtsStudent success does not arise by Student success does not arise by
chancechance Intentional, structured, and proactive strategies for student Intentional, structured, and proactive strategies for student
successsuccess Access without support is not opportunityAccess without support is not opportunity
— Establishing conditions of support in or connected to the Establishing conditions of support in or connected to the classroomclassroom
Student success is a shared responsibilityStudent success is a shared responsibility— Collaboration, coordination, and alignment matterCollaboration, coordination, and alignment matter
Assessment mattersAssessment matters— Assess to improve, not just to proveAssess to improve, not just to prove
4545
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
““Institutions that are most successful in Institutions that are most successful in retaining their students are most likely retaining their students are most likely to have used improvements or to have used improvements or redevelopment of the academic redevelopment of the academic advising program as [part of] a advising program as [part of] a retention strategy”retention strategy”
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
““Academic Advising is the only structured Academic Advising is the only structured service on campus in which all students service on campus in which all students have the opportunity for ongoing, one-to-have the opportunity for ongoing, one-to-one interaction with a concerned one interaction with a concerned representative of the institution”representative of the institution”
Habley, ACT Educational Services and Habley, ACT Educational Services and NACADA, 1996NACADA, 1996
4747
TypeFocus ModelTypeFocus Model
At-risk StudentDetermined Partly byRetention Program
Career Goal ClarityAssisted Partly byCareers Program
4848
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
students recruited by and admitted to a students recruited by and admitted to a college or university should expect that college or university should expect that programs and services will be available to help programs and services will be available to help them succeedthem succeed
student success = student satisfaction = student success = student satisfaction = student retentionstudent retention
programming designed to give the student a programming designed to give the student a sense of “belonging,” “connectedness,” or sense of “belonging,” “connectedness,” or “integration” to the institution has been shown “integration” to the institution has been shown to be the most significant factor in student to be the most significant factor in student satisfaction and retention in post-secondary satisfaction and retention in post-secondary institutionsinstitutions
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
This sense of being a part of the institution may result This sense of being a part of the institution may result from the student:from the student:
being a member of an athletic teambeing a member of an athletic team being a member of a sorority or fraternitybeing a member of a sorority or fraternity being a member of an extracurricular clubbeing a member of an extracurricular club being a member of some other campus groupbeing a member of some other campus group participating in a mentoring programparticipating in a mentoring program participating in a peer group formed as part of a class, participating in a peer group formed as part of a class,
program, residence hall, or other meansprogram, residence hall, or other means participating in part-time employment on campusparticipating in part-time employment on campus participating in any one of a number of other opportunities to participating in any one of a number of other opportunities to
develop a relationship with a member or members of the develop a relationship with a member or members of the institutioninstitution
5050
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
an effective retention program must address and an effective retention program must address and integrate both the academic career and integrate both the academic career and social social lifelife of the student of the student
before developing and implementing strategies before developing and implementing strategies designed to promote retention, specific designed to promote retention, specific questions must be answered:questions must be answered:
what is your campus’ definition of retention?what is your campus’ definition of retention? what group or cohort of students do you want to what group or cohort of students do you want to
focus on (i.e., identification of the students at-risk for focus on (i.e., identification of the students at-risk for attrition on your campus)?attrition on your campus)?
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
The following interventions have been shown The following interventions have been shown (among others) to be effective in the retention (among others) to be effective in the retention of students:of students:
Peer mentoringPeer mentoring Formation of peer groupsFormation of peer groups Use of behavioral contractsUse of behavioral contracts Intrusive academic advisingIntrusive academic advising Early warning systemsEarly warning systems Short-term goal settingShort-term goal setting Post-suspension programsPost-suspension programs
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
PEER MENTORINGPEER MENTORING
selecting and training students who have experienced selecting and training students who have experienced what the target population is currently experiencing (ideal, what the target population is currently experiencing (ideal, but not absolute)but not absolute)
provide information, support, and referral to services for provide information, support, and referral to services for assigned studentsassigned students
resource for academic, social, and emotional support for resource for academic, social, and emotional support for assigned studentsassigned students
meet initially with students at orientation or as early as meet initially with students at orientation or as early as possible in semesterpossible in semester
regularly scheduled meetings throughout semesterregularly scheduled meetings throughout semester
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
PEER GROUPSPEER GROUPS
beginning at orientationbeginning at orientation assignment of new students to groups with common goals assignment of new students to groups with common goals
or tasksor tasks group members get to know at least one other person (and group members get to know at least one other person (and
often several people) with whom they are sharing a common often several people) with whom they are sharing a common experienceexperience
students share telephone numbers, e-mail addresses, etc. students share telephone numbers, e-mail addresses, etc. to promote sense of togethernessto promote sense of togetherness
possibly block schedule students into common coursespossibly block schedule students into common courses can utilize a peer mentor with these groupscan utilize a peer mentor with these groups examples include FIGs and Learning Communitiesexamples include FIGs and Learning Communities
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
BEHAVIORAL CONTRACTSBEHAVIORAL CONTRACTS
not legally binding, but impose a sense of social and not legally binding, but impose a sense of social and personal obligationpersonal obligation
can be utilized individually, as part of a peer group or can be utilized individually, as part of a peer group or learning community, or as a requirement to remain in or learning community, or as a requirement to remain in or return to schoolreturn to school
contract delineates specific steps student must take to contract delineates specific steps student must take to successfully complete programsuccessfully complete program
can be signed individually, with a sense of ceremony, or a can be signed individually, with a sense of ceremony, or a common contract can be signed by a group of students common contract can be signed by a group of students involved in the same programinvolved in the same program
5555
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
INTRUSIVE ACADEMIC ADVISINGINTRUSIVE ACADEMIC ADVISING
proactively providing advising services whether or not the proactively providing advising services whether or not the students request itstudents request it
via periodic “intrusive” phone calls, e-mails, required via periodic “intrusive” phone calls, e-mails, required meetings, or other regular interactions between students and meetings, or other regular interactions between students and advisorsadvisors
initial contact at orientation or as early as possible followed by initial contact at orientation or as early as possible followed by routine contacts thereafterroutine contacts thereafter
such contacts communicate to the student that a such contacts communicate to the student that a representative of the institution caresrepresentative of the institution cares
can proactively prevent issues and problems from occurringcan proactively prevent issues and problems from occurring
5656
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
EARLY WARNING SYSTEMEARLY WARNING SYSTEM
early identification of students who may need intervention early identification of students who may need intervention (i.e., students demonstrating various academic at-risk (i.e., students demonstrating various academic at-risk behaviors)behaviors)
proactively connects students with services as early as proactively connects students with services as early as possible to deal with current situation and prevent further possible to deal with current situation and prevent further problems from ever occurringproblems from ever occurring
ideally involves initial faculty intervention with student, ideally involves initial faculty intervention with student, followed by referral as necessaryfollowed by referral as necessary
need faculty buy-in and participation from the startneed faculty buy-in and participation from the start instrument needs to be easy to use with a feedback loop instrument needs to be easy to use with a feedback loop
so faculty are aware that referral is taken seriously and so faculty are aware that referral is taken seriously and intervention is occurringintervention is occurring
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
SHORT-TERM GOAL SETTINGSHORT-TERM GOAL SETTING
identification of meaningful short-term goals for studentidentification of meaningful short-term goals for student periodic reinforcement of achieving these goalsperiodic reinforcement of achieving these goals could be based on the outcome of a single class, a could be based on the outcome of a single class, a
homework assignment, a class project, attending a homework assignment, a class project, attending a recommended or required meeting or workshop, or some recommended or required meeting or workshop, or some other taskother task
examples include Freshman Year Graduation ceremony examples include Freshman Year Graduation ceremony or recognition, certificates of completionor recognition, certificates of completion
need to make sure that tasks eventually become need to make sure that tasks eventually become intrinsically rewardingintrinsically rewarding
5858
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
POST-SUSPENSION PROGRAMSPOST-SUSPENSION PROGRAMS utilized for students who have been academically utilized for students who have been academically
suspendedsuspended allows students to remain in classes and work toward allows students to remain in classes and work toward
reinstatementreinstatement suspended students required to enroll in special study suspended students required to enroll in special study
skills and remediation courses developed specifically skills and remediation courses developed specifically for this cohortfor this cohort
needs to be a very structured and closely monitored needs to be a very structured and closely monitored programprogram
use of behavioral contracts, intrusive advising, an early use of behavioral contracts, intrusive advising, an early warning system, and other interventions includedwarning system, and other interventions included
required workshops possible alternativerequired workshops possible alternative
5959
More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
IMPORTANCE OF FACULTY-STUDENT INTERACTIONIMPORTANCE OF FACULTY-STUDENT INTERACTION
research has demonstrated that regular faculty-student research has demonstrated that regular faculty-student interaction increases levels of student satisfaction, academic interaction increases levels of student satisfaction, academic success, and retentionsuccess, and retention
such interactions outside of the classroom specifically shown such interactions outside of the classroom specifically shown to be significant factor in freshman-to-sophomore retentionto be significant factor in freshman-to-sophomore retention
such interactions correlate positively with intellectual and such interactions correlate positively with intellectual and personal growth in studentspersonal growth in students
faculty involvement with students in formal classroom settings faculty involvement with students in formal classroom settings as well as in more informal settings can provide sense of as well as in more informal settings can provide sense of connectednessconnectedness
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
OTHER RELEVANT INTERVENTIONSOTHER RELEVANT INTERVENTIONS
Freshman Year Orientation CourseFreshman Year Orientation Course Supplemental InstructionSupplemental Instruction Study GroupsStudy Groups Study Skills/Test Taking/Time Management WorkshopsStudy Skills/Test Taking/Time Management Workshops Goal Setting/Motivation SeminarsGoal Setting/Motivation Seminars Stress WorkshopsStress Workshops Learning CentersLearning Centers Learning Styles AssessmentsLearning Styles Assessments Special Groups OrientationsSpecial Groups Orientations Academic Forgiveness ProgramsAcademic Forgiveness Programs Pre-enrollment Academic AssessmentsPre-enrollment Academic Assessments Pre-enrollment Psychosocial AssessmentsPre-enrollment Psychosocial Assessments Student Survival GuidesStudent Survival Guides University CollegeUniversity College Parent GroupsParent Groups Video and Web ResourcesVideo and Web Resources
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More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins
EVALUATION AND ASSESSMENTEVALUATION AND ASSESSMENT
systematic and regular evaluation of programs is systematic and regular evaluation of programs is necessary to assess effectivenessnecessary to assess effectiveness
need to tie outcome goals to mission of program, area, and need to tie outcome goals to mission of program, area, and institutioninstitution
need to define exact outcomes to assessneed to define exact outcomes to assess need to start with qualitative analysis, followed by need to start with qualitative analysis, followed by
development of quantitative measuresdevelopment of quantitative measures best assessment includes both qualitative and quantitative best assessment includes both qualitative and quantitative
measuresmeasures assessment/evaluation procedures need to be developed assessment/evaluation procedures need to be developed
simultaneously with development of programssimultaneously with development of programs
6262
Switch GearsSwitch Gears to Current Research to Current Research
Data comes from 78 first-time full-time students from large state university: 2007-08 year with full GPA and retention status available
Not a random sample; voluntary TypeFocus data captured at beginning
of school term
Questions or Comments?
6363
TypeFocus ResearchTypeFocus Research
Retention Research Variables:• 10 topics based on retention literature
• 3 questions per topic
• Collated for immediate student feedback
• Standardized to 20,000 students
6464
TypeFocus ResearchTypeFocus ResearchRetention Research Variables:Independent samples t-test comparing success factor score with students who were enrolled or not enrolled one year after registration.
6565
TypeFocus ResearchTypeFocus ResearchRetention Research:• Accepts Responsibility
• Academic Competitiveness
• Self-esteem
• General Health
• Time Management Skills
• Social Integration
• Social Support
• External Commitments
• Campus Life Events
• Goal Persistence
6666
TypeFocus ResearchTypeFocus Research Enrolled – Not-enrolled
Mean: 3.00
• Accepts Responsibility 3.07 – 2.78
• Academic Competitiveness 2.73 – 2.72
• Self-esteem 3.10 – 3.06
• General Health 3.33 – 2.56
• Time Management Skills 3.07 – 2.50
• Social Integration 3.17 – 3.22
• Social Support 3.37 – 2.67
• External Commitments 3.50 – 2.89
• Campus Life Events 2.93 – 3.17
• Goal Persistence 3.30 – 2.67
6767
TypeFocus ResearchTypeFocus ResearchRetention Research:• Accepts Responsibility 3.07 – 2.78
• Academic Competitiveness 2.73 – 2.72
• Self-esteem 3.10 – 3.06
• General Health 3.33 – 2.56
• Time Management Skills 3.07 – 2.50
• Social Integration 3.17 – 3.22
• Social Support 3.37 – 2.67
• External Commitments 3.50 – 2.89
• Campus Life Events 2.93 – 3.17
• Goal Persistence 3.30 – 2.67
P < 0.01
P < 0.07
6868
TypeFocus ResearchTypeFocus ResearchGroup Statistics
60 10.20 1.83 .2418 8.11 1.88 .44
ENROLLMENT STATUSFOR FALL 2008>= 1.00< 1.00
Combo-GenHealth & SocSupprt & External Comm
N MeanStd.
DeviationStd. Error
Mean
P < 0.001
6969
TypeFocus ResearchTypeFocus Research
Combo-GenHealth & Soc Supprt & External Comm
141312111098765
Cou
nt16
14
12
10
8
6
4
2
0
ENROLLMENT STATUS FO
NOT ENROLLED
ENROLLED
7070
TypeFocus ResearchTypeFocus ResearchData captured by university:
ETHNICITY - 9 CATEGORY * ENROLLMENT STATUS FOR FALL 2008 Crosstabulation
Count
4 1 57 12 19
3 3
7 71 1
7 27 343 3
6 6
18 60 78
AFRICAN AMERICANLATINO AMERICANSOUTHEAST ASIANAMERICANASIAN AMERICANFILIPINO AMERICANEUROPEAN AMERICANOTHERNO RESPONSE ORDECLINE
ETHNICITY- 9CATEGORY
Total
NOTENROLLED ENROLLED
ENROLLMENT STATUSFOR FALL 2008
Total
P < 0.02
7171
TypeFocus ResearchTypeFocus ResearchData captured by university: P < 0.03
ETHNICITY - 9 CATEGORY * Social Support Crosstabulation
Count
1 4 55 4 6 4 19
3 3
5 1 1 71 11 1 14 9 9 34
2 1 3
4 2 6
8 5 38 17 10 78
AFRICAN AMERICANLATINO AMERICANSOUTHEAST ASIANAMERICANASIAN AMERICANFILIPINO AMERICANEUROPEAN AMERICANOTHERNO RESPONSE ORDECLINE
ETHNICITY- 9CATEGORY
Total
Very Low Low Average High Very HighSocial Support
Total
7272
TypeFocus ResearchTypeFocus ResearchSocial Integration * ENROLLMENT STATUS FOR FALL 2008
Crosstabulation
Count
2 24 13 176 20 268 23 31
2 218 60 78
Very LowLowAverageHighVery High
SocialIntegration
Total
NOTENROLLED ENROLLED
ENROLLMENT STATUSFOR FALL 2008
Total
P<0.90
7373
TypeFocus ResearchTypeFocus Research
Social Integration * Extravert-Introvert Type Crosstabulation
Count
2 28 9 17
10 15 2510 21 31
2 230 47 77
Very LowLowAverageHighVery High
SocialIntegration
Total
Introvert ExtravertExtravert-Introvert Type
Total
P < 0.25
7474
TypeFocus ResearchTypeFocus ResearchLow Integration - Ext vs Intr * ENROLLMENT STATUS FOR FALL 2008
Crosstabulation
Count
10 104 5 94 15 19
IntrovertExtravert
LowIntegration -Ext vs IntrTotal
NOTENROLLED ENROLLED
ENROLLMENT STATUSFOR FALL 2008
Total
P < 0.02
7575
TypeFocus ResearchTypeFocus Research
In this case, all 10 students with very low to low scores on Social Integration who were Introverts persisted.
Only 5 of the 9 Extraverts did.
Understanding personality type helps tease out some explanations.
7676
TypeFocus ResearchTypeFocus Research
Quick sample of other findings made clearer by adding personality type into the mix.
7777
TypeFocus ResearchTypeFocus ResearchCorrelations
.180**
.00019402
Pearson CorrelationSig. (2-tailed)NPearson CorrelationSig. (2-tailed)N
High School AverageGrade
Competitive Attitude
HighSchoolAverageGrade
CompetitiveAttitude
Correlation is significant at the 0.01 level (2-tailed).**.
7878
TypeFocus ResearchTypeFocus Research
High School Average Grade
4.003.703.303.002.702.302.001.50
Perc
ent
50
40
30
20
10
0
Competitive Attitude
1
2
3
4
5
7979
TypeFocus ResearchTypeFocus Research
CompetAt
5.004.003.002.001.00
Per
cent
16
14
12
10
8
6
4
2
0
Juding-Perceiving Pe
Judging
Perceiving
8080
TypeFocus ResearchTypeFocus ResearchCorrelations
.381**
.0007752
Pearson CorrelationSig. (2-tailed)NPearson CorrelationSig. (2-tailed)N
Grouped ACT Data
High School AverageGrade
GroupedACT Data
HighSchoolAverageGrade
Correlation is significant at the 0.01 level (2-tailed).**.
8181
TypeFocus ResearchTypeFocus ResearchCorrelations
-.005.6597649
Pearson CorrelationSig. (2-tailed)NPearson CorrelationSig. (2-tailed)N
Grouped ACT Data
Competitive Attitude
GroupedACT Data
CompetitiveAttitude
P < 0.66
8282
TypeFocus ResearchTypeFocus Research
Grouped ACT Data
5.004.003.002.001.00
Per
cent
20
10
0
Competitive Attitude
1
2
3
4
5
8383
TypeFocus ResearchTypeFocus Research
Average High School Grades and ACT scores are highly correlated.
Why would competitive attitude be correlated with High School Grades and not correlated with ACT scores?
8484
TypeFocus ResearchTypeFocus Research
Correlations
.155**
.00019402
Pearson CorrelationSig. (2-tailed)NPearson CorrelationSig. (2-tailed)N
High School AverageGrade
TimeMngt
HighSchoolAverageGrade TimeMngt
Correlation is significant at the 0.01 level (2-tailed).**.
8585
TypeFocus ResearchTypeFocus Research
TimeMngt
5.004.003.002.001.00
Perc
ent
20
10
0
Juding-Perceiving Pe
Judging
Perceiving
8686
TypeFocus ResearchTypeFocus ResearchCorrelations
.121**
.00019402
Pearson CorrelationSig. (2-tailed)NPearson CorrelationSig. (2-tailed)N
High School AverageGrade
SocInteg
HighSchoolAverageGrade SocInteg
Correlation is significant at the 0.01 level (2-tailed).**.
8787
TypeFocus ResearchTypeFocus Research
SocInteg
5.004.003.002.001.00
Perc
ent
16
14
12
10
8
6
4
2
0
Extravert-Introvert
Extravert
Introvert
8888
Failure to Thrive ModelFailure to Thrive ModelPoor Skills Good Skills
Low Aptitude High AptitudeSupported in Transition?
Psycho-SocialGeneral HealthExternal Demands
Yes
No
Struggle with transition:• Need basic training• May drop courses• Attend summer school• Change major• Transfer – college/trade• May be a “stop-out”
Struggle with transition:• Lost souls• dramatic failure – low GPA in first term• 55% of Fall ’08 drop-outs had GPA < 1.3 at end of Fall ‘07
Succeed with transition:• Most will persist• A few may have “learned what they need to learn” and drop-out but they are functioning at a higher level.
Struggle with transition:• Lower than expected GPA• Fragile – at risk for negative events – Albert Ellis and Rational Emotive Therapy (Not the actions but the beliefs that do you in.) A B C
8989
Poor Skills/Low Aptitude?Poor Skills/Low Aptitude?Group Statistics
18 6.17 1.69 .4014 5.14 1.75 .4718 9.50 2.04 .4814 7.79 1.89 .50
Enrollment by low GPA>= 1.00< 1.00>= 1.00< 1.00
Combo-TimeMng & GoalPersistence
Combo-GenHealth & SocSupprt & External Comm
N MeanStd.
DeviationStd. Error
Mean
1.675 30 .104 1.02
1.668 27.606 .107 1.02
2.437 30 .021 1.71
2.461 29.006 .020 1.71
t dfSig.
(2-tailed)Mean
Difference
The students completed their questionnaire in Fall ’07 above = Fall ‘08
9090
SummarySummary
Collect data – sell the problem!
Start small – build cost-benefit partners
Take heart – complex but do-able
Thank you for your time!
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