Download - RETENTION THROUGH FIRST-YEAR PROGRAMMING HANNAH BRUKARDT AND KALEENA DAVIDSON HI ED 556 DR. MERSON
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RETENTION THROUGH FIRST-YEAR PROGRAMMING
HANNAH BRUKARDT AND KALEENA DAVIDSON
HI ED 556
DR. MERSON
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I E O
Non-Academic Factors
Academic Factors
RetentionFirst Year Programming
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RETENTION● Staying in school until degree completion
● Institutional measure
● “The ability of an institution to successfully graduate students who initially enroll in the institution” (Seidman et al., 2012)
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IMPORTANCE OF RETENTION● Institutional importance
○ Reputation and funding levels (Seidman et al., 2012)○ Marketing and money spent on recruitment (Seidman et al., 2012)○ “From the perspective of higher education, the power to retain students remains the most
crucial outcome if students are to be successful in life” (Seidman et al., 2012, p. 81)○ 1913 Gott vs Berea articulated in loco parentis or the fact that colleges were responsible
for the well-being of their students including their transition to college (Tobolowsky, 2005)
● Individual importance
○ Occupational, social, and economic status (Pascarella & Terenzini, 2005)○ Mediating the influence of an individual's background (Pascarella & Terenzini, 2005)○ Quality of life after college (Pascarella &Terenzini, 2005)
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BY THE NUMBERS...● Less than ⅔ of 70% of enrolled Americans graduate from college (Porter,
2013)
● The majority of student departure occurs in the first year, especially in the first six weeks (Tinto, 1987 & 1993)
● In a NCES (2012) survey, 78.9% of students were retained by 4-year universities.
● By 2022, occupations requiring a masters degree are projected to be the fastest growing at 18.4% (Richards & Terkanian, 2013)
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POPULATION AND INPUTS
● We are focusing on first year students entering 4-year universities
● Retention should address both academic and non-academic factors (Lotkowski, Robbins, Noeth, 2004)
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PRECOLLEGE CHARACTERISTICS AND EXPERIENCES
• Academic factors:
○ GPA ○ Test scores○ Prior schooling○ SES
(Lotkowski, Robbins, & Noeth, 2004 ; Seidman et al., 2012 ; Tinto, 1987)
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PRECOLLEGE CHARACTERISTICS AND EXPERIENCES● Non-academic factors
○ Age/race/gender○ Achievement motivation○ Intentions/goals/aspirations○ Self-confidence○ Self-efficacy○ Coping○ Locus of control
(Braxton, 2000; Lotkowski, Robbins, & Noeth, 2004; Seidman et al., 2012, Tinto, 1987 )
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POPULATION DIFFERENCES● U.S. Census Bureau (2012) projects
o Hispanic population will more then double between 2012 and 2060
o Black population will increase to about 14.7% by 2060 (from 13.1%)
● Grades and test scores are predictive for white students but inconsistent for black students (Fleming & Garcia, 1998)
● Academic and social measures of efficacy for academic performance - predictor of social integration and persistence in Hispanic students (Solberg et al., 1993)
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STUDENT DEPARTURE
There are many reasons for student departure
• financial
• social
• academic
• personal
First-year programs cannot alleviate all these factors, but they can assist with others by easing the transition to college for students
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ENVIRONMENTS
Most retention programs are based on Tinto’s Theory of Student Departure or Astin’s Theory of Student Involvement
• Students need to be fully integrated with the institution to be successful (Tinto, 1988)
• To be fully integrated, students need to be involved socially and academically (Astin, 1999)
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SUCCESSFUL RETENTION PROGRAMSTinto (1987) argues that successful retention programs focus on education and student welfare, not retention.
This can lead to the “paradox of institutional commitment”
• institutions that are willing to have students leave are more likely to retain them
The earlier the intervention, the better!
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SUCCESSFUL RETENTION PROGRAMSSuccessful Retention Programs have common goals:
• encouraging faculty/student relationships
• promoting student/student interactions
• improving academic skills
• fostering personal development
Psychological theories also play a role
• first-year programs increase student’s confidence, coping ability, self-efficacy, and positive attitudes
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BENEFITS OF FIRST-YEAR PROGRAMMINGKeup (2005) found significant differences between students who did participate in some sort of first-year programming (seminar, service-learning, learning community) versus those who didn’t
• Greater faculty interaction
• Better academic engagement and performance
• More interaction with peers and the campus community
There was not a strong relationship with grades, but there was an increased self-assessment of problem-solving skills
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FIRST-YEAR PROGRAMMING
• Seminars
• Mentoring
• Summer Bridge Programs
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FIRST YEAR SEMINARS
• Five types of seminars: extended orientation, academic (uniform), academic (various topics), pre-professional or discipline-linked, basic study skills
• The goals of seminars are: developing academic skills, providing orientation to campus, and easing the transition
• Extended orientation seminars are the most popular (31% at 2 year and 69.5% at 4 year)
• 25 students or less is the average seminar size
(Tobolowsky, 2005)
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MENTOR PROGRAMS
• Can be student-to-student or faculty-to-student relationships
• Mentors act as advisors and counselors to individual students
• Empowering to students
• Leads to a higher institutional satisfaction
• Low-cost, low-intervention program
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SUMMER BRIDGE PROGRAMS
• Participating in summer bridge programs ease the transition to college and increase student involvement
• Many bridge programs target underprepared and underrepresented students
• Many summer bridge programs can be considered learning communities
• “Students participating in learning communities experience greater social connection and, if the courses are conceptually linked, less academic fragmentation than their peers who don’t participate in learning communities.” (Barefoot, 2000)
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I E O
Age/race/gender
Achievement/motivation
Intentions/goals/aspirations
Self-confidence
Self-efficacy
Coping
Locus of control
GPATest scores
Prior SchoolingSES
Retention
First Year Seminars
Mentor Programs
Summer Bridge Programs
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WHAT CAN UNIVERSITIES DO TO FOSTER RETENTION WITHIN THESE PROGRAMS?● First-year programming should be mandatory for all incoming
students
● Link curricular and co-curricular experiences through learning communities and service-learning
● Foster stronger faculty-student relationships via programming
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RECOMMENDATIONS● Promote inter-office collaboration
o Administrationo Admissionso Faculty
● Apply to various groups
o Minority studentso International studentso Adult learners
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REFERENCESAstin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, (July). Retrieved from http://kvccdocs.com/KVCC/2013-Spring/FY125-OLA/content/L-17/Student Involvement Article.pdf
Bean, J., & Eaton, S. (2001). The psychology underlying successful retention practices. Journal of College Student Retention, 3(1), 73–89. Retrieved from http://baywood.metapress.com/index/6R554B3028XGL8U0.pdf
Braxton, J.M. (Ed.). (2000). Reworking the student departure puzzle. Nashville, TN: Vanderbilt University Press
Fleming, J., & Garcia, N. (). Are standardized tests fair to african americans?: Predictive validity of the SAT in black and white institutions . The Journal of Higher Education, 69, 471-495.
Keup, J. (2005). The impact of curricular interventions on intended second year re-enrollment. Journal of College Student Retention: Research, …, 7, 61–89. Retrieved from http://baywood.metapress.com/index/2dcukabywvqh2f8j.pdfPorter, S. R., & Swing, R. L. (2006). Understanding How First-year Seminars Affect Persistence. Research in Higher Education, 47(1), 89–109. doi:10.1007/s11162-005-8153-6
Keup, J., & Barefoot, B. (2005). Learning how to be a successful student: exploring the impact of first-year seminars on student outcomes. … of The First-Year Experience & Students in …, 17(1), 11–47. Retrieved from http://fyesit.metapress.com/index/27663446616173W8.pdf
Lotkowski, V.A, Robbins, S.B., & Noeth, R.J. (2004). The role of academic and non-academic factors in improving college retention. Retrieved from http://files.eric.ed.gov/fulltext/ED485476.pdf
National Center for Education Statistics. (2012). Retention of first-time degree-seeking undergraduates at degree-granting institutions, by attendance status, level and control of institution, and percentage of applications accepted: 2006 to 2011. (Table 378). Retrieved from http://nces.ed.gov/programs/digest/d12/tables/dt12_378.asp
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REFERENCES (CONTINUED)Pascarella, Ernest T, Terenzini,Patrick T. (2005). How college affects students. San Francisco: Jossey-Bass.
Richards, E., & Terkanian, D. (2013, December). Occupational employment projections to 2022. Monthly Labor Review, 136(12). Retrieved from http://www.bls.gov/opub/mlr/2013/article/occupational-employment-projections-to-2022.htm
Seidman, Alan; Astin, Alexander W.; Berger, Joseph B.; Bibo, Erin W.; Burkum, Kurt R.; Cabrera, Alberto F.; Crisp, Gloria; Gansemer-Topf, Ann; Hagedorn, Linda Serra; LaNasa, Steven M.; Lyons, Susan; Mina, Liliana; Morrison, Lonnie; Mortenson, Thomas G.; Nora, Amaury; Oseguera, Leticia; Ramírez, Geraldo Blanco; Salter, Daniel W.; Schuh, John H.; Silverman, Loretta; Seidman, Alan; Tinto, Vincent (2012). College Student Retention : Formula for Student Success. Retrieved from http://www.eblib.com
Solberg, V., O'Brien, K., Villareal, P., Kennel, R., & Davis, B. (). Self-efficacy and hispanic college students: Validation of the college self-efficacy instrument. Hispanic Journal of Behavioral Science, 15, 80-95.
Tinto, V. (1987). The Principles of Effective Retention.
Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. The Journal of Higher Education, 59(4), 438–455. Retrieved from http://www.jstor.org/stable/1981920
United States Census Bureau. (2012). U.S census bureau projections show a slower growing, older, more diverse nation a half century from now. Retrieved from http://www.census.gov/newsroom/releases/archives/population/cb12-243.html
Tobolowsky, B. F., Mamrick, M., & Cox, B. E. (2003). The The 2003 2003 National National Survey Survey on on First-Year Seminars Seminars Curriculum The 2003 National Survey on First-Year Seminars Continuing.
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Thank you
Questions????