© 2015,gardner institute for excellence in undergraduate education enhancing student success and...
TRANSCRIPT
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© 2015,Gardner Institute for Excellence in Undergraduate Education
Enhancing Student Success and LearningWith Promising (Evidence-Based) Retention Practices
January 14, 2015 | Costa Mesa, CA
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Promising Practices for Retention Efforts
Moving From “Tactical to Strategic”
Questions and Discussion
Session Overview
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Promising Practices for Strategic Student Retention Efforts
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Overview: Context
The Current Situation – From National Studies
What We Know (and Don’t Know) About New Student Programs
Moving from Tactical to Strategic
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Context:
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Context:
XNo Magic Pill
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First-Year Seminars
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
High Impact Strategies
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Undergraduate Research
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
High Impact Strategies
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Other Practices / Programs
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What We Know (and Don’t Know) About New Student Programs
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The BigGoals:
Increasing students’ sense of institutional fit
Assuring “academic and social integration” – learning the culture*
Promoting student involvement*
Enhancing student engagement*
Building commitment and motivation
* Lisa Wolf-Wendel, Kelly Ward, & Jillian Kinzie . A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success. 2009., Journal of College Student Development, v50 n4.
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Do credit hours matter?
Is there a perceived difference between required and elective courses?
Should courses be pass/fail or letter graded?
Do peer leaders have an impact?
Is it a good idea to link seminars into a block or “learning community”?
First-Year Seminars
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Does section size influence effectiveness?
Does the “type” of instructor make a difference?
Does impact relate to a particular textbook?
What’s the bottom line on first-year seminar impact on learning, academic achievement, and retention?
First-Year Seminars
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Are elective
Are graded
Use peer leaders
Carry sufficient credit hours to achieve objectives
Are linked into a learning community
Summary: First-Year Seminars that…
…produce better student outcomes!
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Impact on retention
Impact on academic achievement
Impact on student satisfaction
Insufficient evidence about impact on student learning
Insufficient evidence about impact on faculty and student leaders
Learning Communitiesinstitution-specific findings:
…need clarity about desired learning outcomes
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Strong anecdotal evidence about the influence of advising, especially intensive/intrusive advising
Weak statistical evidence
Lack of clarity about goals for advising – Retention? Speed of declaring major? Satisfaction? Time to graduation?
The inherent research difficulties
Issues of student expectations of advisors and experiences
Academic Advising
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Strong evidence to support link with retention
Strong evidence to support link with academic achievement
Strong (but dated) evidence linking two-day pre-term orientation with retention
Research lacking that compares different modes of pre-term orientation
Supplemental Instruction (SI) & Orientation
SI
Orientation
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Many models
Some local Examples
Labor Intensive
Grades – Not Retention
Analytics
Early Warning Systems
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Learner Analytics (A Form ofEarly Warning)
Big Market – Some Promising Data
Retention correlation is spotty at best
Grades
Early Warning (Analytics)
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Combining Support with Aid
Lead Them to Water and Pay Them to Drink
MDRC – Performance-Based Scholarships
On-Campus Employment (Near Campus)
10-20 Hours a Week
Financial Aid and Employment
Financial Aid
Employment
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Strong impact on expected involvement in civic affairs and improved life skills
Limited-to-no direct impact on retention
A necessary, but challenging, service on a number of levels:
Impact is mixed on student outcomes
Do developmental courses prepare students for success in regular courses?
How is developmental work best delivered? The ongoing debate.
Service Learning and Developmental Education
Service Learning
Developmental Education
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Basic theoretical models are sound but developed primarily for white, male students
Research today focuses on program outcomes that can be easily counted (e.g., retention, grade point average)
Summing Up
How well do these models apply to all of today’s students?
How can we better understand the short-term and long-term learning that does or does not result
from common first-year programs ?
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Considerations for Retention Planning & Plan Leaders
Moving from “Tactical to Strategic”
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1. Context
2. Scale
3. Coordination
4. A Plan
Four “Take-Aways”
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1. Context
X
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Many Single Pockets of Excellence?
All, Most, or Some?
Critical Mass
2. Scale
“Got a few problems going from lab scale to full-scale commercial.”
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The Benefits of Coordination
Exponential Combinations
Downsides to Coordination?
3. Coordination
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“Coordinated Coordination”
Application of Evidence to Action
4. A (The) Plan!
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Questions and Discussion
jngi.org