reframing the retention discussion for adult learners: putting the concepts of system-wide...
DESCRIPTION
This session will present alternate and unconventional approaches to adult student retention. These strategies call for a solution to system-wide student persistence and paying more attention to the role faculty and teaching practices play in the issue. Attendees will be asked to share their thoughts and insights, fostering a lively discussion on the topic.TRANSCRIPT
Reframing the retention [college completion] discussion for adult learners: Putting the concepts of system-wide
persistence and classroom experience at the forefront of the discussion
Brian Murphy Clinton
Northeastern University
July 23, 2014
*Evaluation Keyword: bcmurphy
2014 CALEM, All Rights Reserved.1
Background context
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College completion…as most seem to think about it
3IPEDS = The Integrated Postsecondary Education Data System
Dominant theoretical perspectives: Social interaction and engagement theories
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increased levels of integration within the formal and informal social and academic systems lead to heightened institutional commitment and persistence
highlights the importance of creating opportunities that seek to increase the level of interaction among students and other members of the community
“the constructs outlined in Tinto's model have reasonable predictive power inexplaining variance in freshman year persistence/voluntary withdrawal decisions” (Pascarella & Terenzini, p. 224).
Translation of theories into practice has resulted in significant investments & focus in student affairs…at the institutional level
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Yet, while these theoretical underpinnings dominate both research & practice…
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Sources: U.S. Census; The Chronicle of Higher Education; National Student Clearinghouse; Babson Survey Research Group & Quahog Research Group
Moreover, despite all these investments, we seem to be going in the wrong direction…
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Source: Insider Higher Ed; Full report at: http://nscresearchcenter.org/category/reports/snapshot-report/
An alternate theoretical approach to consider…
-Illustrates the ways in which an individual‘s culture leads to the reproduction of class structure within society (MacLeod, 2008)-Schools require cultural resources that are unique to students from the dominant classes and, as such, end up favoring those students over less advantaged students-The ability to persist is linked to an individual‘s ability to navigate a system of cultural norms which may or may not be in synch with the norms he or she grew up with
2014 CALEM, All Rights Reserved.8
Refocus the concept of engagement from extracurricular to academic
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Image sources: http://www.uwec.edu/CETL/programs/TFT.htm; http://teacheveryone.net/welcome/?m=201302
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Engage students by prioritizing them in the learning process and provide material that is relevant to them
2014 CALEM, All Rights Reserved.
In doing so, we begin to shift the conversation towards the goal of college completion, irrespective of the individual institution
Student integration theories & focus on student affairsCultural/Social capital & focus on engagement in the classroom
System-wide persistence
Institutional retention
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Key drivers in a shift of focus
2014 CALEM, All Rights Reserved.
Sources of images: Chronicle.com; www.americaspromise.org; www.collegeboard.com
Example: Foundation Year program at NUCommitted to putting the student at the center of the learning process
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STUDENTStudent
Tutoring
Writing & Math Center
Transfer Counseling
Regular Feedback from Faculty
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Foundation YearYour 1st year of college
Transferto complete your college degree
Work and/or Attend College Part-Time
Example: Foundation YearA “transfer out” model that discourages institutional engagement in the first year
Conclusion: A new way of thinking about college completion
Current models
• Concerned with retention at individual institutions
• Still largely focused on the “traditional” student: Do not fully address the needs of marginalized populations or appear responsive to projected demographic trends
• Place a heavy emphasis on the role of student affairs and integration during out-of-class activities
A new way of thinking
• Need to look at things from the perspective of system-wide persistence
• Recognizes that “traditional” students are no longer the norm
• The student of tomorrow is different and brings a different set of challenges
• Need to prioritize faculty and student-centered teaching practices as central elements to graduation
Discussion questions
• What are the barriers to getting institutions to embrace the concepts of system-wide persistence over those of institutional retention?
• Is it possible to think that these barriers could be overcome?
• Are there incentives that could be built in to encourage persistence at the system level? – Think of state funding formulas that
currently incentivize institutional retention; could these be re-engineered?
• Where is the focus of attention at your institution: creating engagement opportunities in the classroom or outside of it?
2014 CALEM, All Rights Reserved.16
2014 CALEM, All Rights Reserved.17
Brian Murphy Clinton
Assistant Vice President, Enrollment Management
Northeastern University
Evaluation Keyword: bcmurphy
• http://www.insidehighered.com/news/2014/07/10/clearinghouse-study-finds-declining-student-persistence-rates#sthash.QpRwl4HU.eY9V8FkV.dpbs
• http://nscresearchcenter.org/category/reports/snapshot-report/• http://www.census.gov/2010census/data/• http://www.onlinelearningsurvey.com/reports/changingcourse.pdf• MacLeod, J. (2008). Ain’t no making it: Aspirations and attainment in
a low-income neighborhood. Oxford: Westview Press.• Pascarella, E.T, & Terenzini, P.T. (1983). Predicting voluntary
freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto's model. Journal of Educational Psychology, 75(2), 215-26. Retrieved from ERIC database.
Sources
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