a retention decision-making tool - educational policy institute
TRANSCRIPT
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A Retention Decision-Making Tool
Retention 2008San Diego
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A Retention Decision-Making Tool
Andrea ReeveDirector
Academic Advancement ProgramColorado State University
Paul ThayerAssistant Vice President for Student Affairs/Assistant to the Vice Provost
for Undergraduate AffairsColorado State University
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Retention Decision-Making:within and across programs
• What kind of institutions?• What roles?• What responsibility for
retention?• Institutional retention plan?
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Organizing/Structuring to Increase Impact: Research & Theory
• Berger, J: Organizational values• Braxton, J.: Institutional practice and
student integration• Lotkowski, V., et al., ACT: Academic and
non-academic factors (meta-analysis)• Pascarella & Terenzini: Institutional effects
(meta-analysis)• Tinto, V.: Academic and social Integration
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Institutional Environment and Retention
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Retention and Institutional Environment: Applied Research
• College Board, Pilot Study on Student Retention
• Educational Policy Institute, “Effective Practices in Student Success”
• Kuh, et al., Student Success in College• Lumina, Achieving the Dream• Pathways to College Network• Pell Institute, Demography is Not Destiny
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Choices among retention strategies: What’s at stake?
• Comprehensive• Integrated• Intentional/Targeted
•Degree of Student Impact
•Degree of Institutional Impact
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Comprehensiveness
High Low
Institutional Impact
Student Impact
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Integrated with Institutional Processes
High Low
Institutional Impact
Student Impact
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Intentional, Targeted
High Low
Institutional Impact
Student Impact
“Education is too important to be left to chance.”
--Paraphrased from Vincent Tinto
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Example: Early Warning
High Low
Letter of Warning
Students report grades
System for faculty to report
grades
Early sensing of student issues
and intervention with mid-term
systems
Institutional reporting and intervention
system
A
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ComprehensivenessExample: Academic Support
High Low
Letter of warning to failing students
Tutoring Program
Facilitated Study Group
Supplemental Instruction
Learning Center: collecting a few
services
Comprehensive Learning Center
P
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INTEGRATIONExample: Learning Community
High Low
Theme Floors
Study Groups
Block Scheduling (co-
registration)
FIGs
Living Learning FIGs
Residential College (a la Santa Cruz)
College Park Scholars (Univ.
Maryland)
P
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INTENTIONAL/INTRUSIVEExample: First-Year Experience
High Low
No Orientation
Voluntary Orientation
Mandatory, Multi-Day
Summer PLUS pre-Fall
Programs
Institutional PLUS topical
programs
Extended Orientation:
FYS, Mentoring, etc.
Bridge Programs (UCLA/ CC)
Sophomore Programs (NJ EOP)
A
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Principles for Using the Decision-Making Tool
• It is desirable to move as far as possible in the direction of greatest comprehensiveness, integration, and intentionality, but…
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Principles (continued)
• …institutional circumstances will influence and the possibilities. For example:– Resources– Political capital– Outside accountability– Internal priorities– The President
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Principles (continued)
• One might deliberately choose an alternative with lesser impact for very good reasons. (Pilot or demonstration project, for example.)
• But weighing alternatives with maximum impact (greatest comprehensiveness, integration, intentionality) in mind helps the institution to stretch.
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Presentation and Webliography available on the Web at:
users.casa.colostate.edu/thayer
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So, you have your repertoire of strategies and methods for choosing
among them…
…Now it’s LEADERSHIP that will make the difference in
implementing them.
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Good Luckwith your retention plans!