dr. alan seidman general & self-designed specialization coordinator richard w. riley college of...

Dr. Alan SeidmanGeneral & Self-Designed Specialization CoordinatorRichard W. Riley College of Education & LeadershipWalden University155Fifth Avenue South, Suite 100Minneapolis, MN 55401

[email protected]© 2010 Seidman

What We Know & Can Do To ImproveCollege Student Retention

Visit: www.cscsr.org

• Journal of College Student Retention: Research Theory & Practice

• Retention References (over 1,700)• Discussion Blog• Issues• Consulting• Information for Companies• Jobs/Conferences• Affiliates

Center for the Study of College Student Retention

• Learn How To Really Help Students Persist

• Application of Current Theory & Practice to Local Problems

• It’s Really All About The Teaching/Learning Process

• It’s Also About Taking Action & Responsibility & Stop Just Talking About Retention

Desired Outcomes

Why Worry About Retention?

Obligation To Students

• Reasonable Expectation For Success

• Loss Of Time The Non-Renewable Resource 168 Hours Per Week

• Upgrading Of Skills For Job Advancement or Skills For Another Job

• Turned Off To Future Educational Opportunities

• Unhappy Students Tell Others Of Their Experience

Lost Tuition & Fees

If tuition and fees are $5,000 per term

If only 10 students leave after one term the loss per term is:

- $50,000 per term or - $150,000 three terms - $350,000 for seven terms

If 50 students leave after one term the loss per term is:

- $250,000 per term or - $750,000 for three terms; - $1,750,000 for seven terms

Burden To Students & Parents

Must Repay Any Loans

• Long time to repay

• May affect future borrowing

• May affect future credit rating

Undergraduate Student Aid, by Source

Note: Nonfederal loans are not included here since they involve no subsidies of any kind.Source: The College Board

No debt

Less than $10,000

$10,000 - $19,999

$20,000 - $29,999

$30,000 - $39,999

$40,000 or more

Bachelor's 34% 14% 19% 15% 9% 10%

Associate 52% 23% 14% 6% 3% 2%

Certificate 37% 34% 21% 5% 2% 1%

All undergraduates 41% 20% 18% 11% 6% 6%

Note: Figures reflect cumulative debt. They include U.S. citizens and residents and exclude PLUS Loans (which are taken out by parents), other loans from family and friends, and credit-card debt. Percentages are rounded and so may not add up to 100 percent.

Source: College Board analysis of U.S. Department of Education data

Distribution of Loan Debt Among Recipients of Undergraduate Degrees and Certificates, 2007-8

Many undergraduates leave college with no student-loan debt, but a small number graduate with significant bills totaling $40,000 or more. This chart shows the percentage of graduates who incurred debt in various ranges as of 2007-8.

Percentage growth since 1990-91 in average price for tuition, fees, room, and board, adjusted for inflation

Source: College Board, Census Bureau

4-year public colleges 4-year private colleges 2-year public colleges

Resident Commuter Out of state Resident Commuter Resident Commuter

Tuition and fees $7,020 $7,020 $18,548 $26,273 $26,273 $2,544 $2,544

Room-and-board

$8,193 $7,969 $8,193 $9,363 $8,163 -- $7,202

Books and supplies

$1,122 $1,122 $1,122 $1,116 $1,116 $1,098 $1,098

Transportation $1,079 $1,483 $1,079 $849 $1,332 -- $1,445

Other $1,974 $2,318 $1,974 $1,427 $1,788 -- $1,996

Total* $19,388 $19,912 $30,916 $39,028 $38,672 -- $14,285

Note: These are enrollment-weighted averages. Weighted tuition and fees are derived by weighting the price charged by each institution in 2009-10 by the number of full-time undergraduates enrolled in 2008-9; room-and-board charges are weighted by the number of students residing on the campus. Estimates of other budget items are based on reports of institutional financial-aid offices.

*Average total expenses include room-and-board costs for commuter students, which are average estimated living expenses for students living off the campus but not with parents. -- The sample is too small to provide meaningful information.. Source: The College Board

Average College Costs, 2009-10

Gender Institution Student type

Total Male Female 2-year 4-year Undergraduate Graduate

Full-time students

Percent employed 45% 42% 49% 53% 43% 45% 48%

Hours worked per week

Less than 20 16% 13% 18% 14% 16% 16% 14%

20 to 34 20% 19% 21% 27% 18% 20% 17%35 or more 9% 9% 8% 11% 8% 8% 16%Part-time students

Percent employed 79% 78% 81% 75% 84% 78% 90%

Hours worked per week

Less than 20 9% 8% 10% 10% 8% 10% *

20 to 34 25% 26% 24% 25% 24% 26% 13%35 or more 44% 44% 44% 39% 51% 40% 74%

* Too few in survey for an accurate percentage

Note: Percentages may not add up to totals because of rounding. The student population examined is between the ages of 16 and 24. A full-time student takes at least 12 hours of undergraduate courses or nine hours of graduate courses.

Source: Census Bureau, U.S. Department of Commerce

Students and Employment, 2008

What We Know About College Student Retention

College is Cost Effective to StudentsOver Time

Unemployment Rates by Level of Education

2009 2008 2007

Less than high-school completion 14.6% 9.0% 7.1%High school completion, no college 9.7% 5.7% 4.4%Some college, no degree 8.6% 5.1% 3.8%Associate degree 6.8% 3.7% 3.0%Bachelor’s degree or higher 4.6% 2.6% 2.0%

Note: Figures are for people 25 years and olderSource: Bureau of Labor StatisticsThe Chronicle of Higher Education, Almanac 2010-2011, p. 40.

Note: Figures include full- and part-time students. Numbers of graduate students include students pursuing professional degrees. Figures for private, two-year institutions are not shown separately but are included in totals shown. Figures are rounded.Source: Chronicle analysis of U.S. Department of Education data

Enrollment Growth, 1998-2008: More Minorities, More Women

Note: Figures are based on fall enrollments.Source: U.S. Department of Education

Undergraduate Enrollments by Type of College10-year Growth, 1998-2008

United States: Estimate: 84.5 Percent, Margin of Error: +/-0.1 Percent Source: U.S. Census Bureau, 2006-2008 American Community Survey

Percent of People 25 Years and Over Who Have Completed High School (Includes Equivalency): 2008

United States: Estimate: 27.4 Percent, Margin of Error: +/-0.1 Percent Source: U.S. Census Bureau, 2006-2008 American Community Survey

Percent of People 25 Years and Over Who Have Completed a Bachelor's Degree: 2008

Student Pipeline from 9th Grade to College - 2004

Of 100 9th

graders

Graduate from HS on time

Directlyenter

college

Are still enrolled their

2nd year

Graduatewithin 150%

% of population25 or older with a bachelors degreeor higher 2006*

U.S. 100 69.7 38.8 26.9 18.4 27.0

Source: NCES: Common Core Data; IPEDS Residency and Migration, Fall Enrollment, and Graduation Rate Surveys http://www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2004&level=nation&mode=data&state=0

*Source: U.S. Census Bureau, 2006 American Community Survey

• Academically

• Socially

Student College “Fit”

Source: Witt, P. H., Handal, P. J. (November 1984). Person-environment fit: Is satisfaction predicted by congruency,environment, or personality? Journal of College Student Personnel, 25, 503- 508.

Pre College Selection Considerations

Academic “Fit”

Low HighMiddle

Challenging Challenging But Easier

Challenging But Difficult

Some Extra Time A Lot Of Extra TimeLittle Extra Time

SAT/ACT/Assessment Range

© 2008 Seidman

Social “Fit”

A student fitting into the institution socially has beenshown to be an important part of the retention equation.

• Social activities

• Clubs/special interest groups

• Athletic varsity/intramural activities

How can commuter/on-line institutionspromote college/student “fit”?

Academic & Social “Fit”

College Characteristics or Environment are a reflection of the Institution set by administration/faculty/students

• Academic characteristics & standards

• Social characteristics & standards

• Community characteristics & standards

• State characteristics & standards

A Word About College Selectivity

A College Is Only As Selective As The Number Of Applications It Receives

For Example:

Seidman University needs 1,000 new students each year to balance the budget ($)

Seidman University needs to accept 2,000 new students each year to enroll 1,000 new students (Yield rate = 50%)

Seidman University receives 10,000 applications and needs to accept 2,000 to yield 1,000 new students for a 20% acceptance rate. Seidman University is highly selective this year!

Seidman University Old Main

Seidman University receives 4,000 applications and needs to accept 2,000 to yield 1,000 new students. The acceptance rate is now 50%.

Seidman University Next Year

Distribution of Colleges by Acceptance Rates, 2008-9

Columns show the percentage of undergraduate institutions in each category that accept a certain proportion of applicants.

Public Private For-profit

Proportion of applicants accepted for admission 4-year 2-year 4-year 2-year 4-year 2-year

Less than 10% accepted 0.2% 0.0% 0.6% 2.2% 0.4% 0.0%

10.0% to 24.9% accepted 2.0% 0.0% 2.8% 7.8% 0.2% 0.2%

25.0% to 49.9% accepted 11.5% 0.5% 14.1% 11.1% 19.2% 6.0%

50.0% to 74.9% accepted 40.6% 1.5% 40.2% 20.0% 16.0% 13.7%

75.0% to 89.9% accepted 22.7% 0.9% 19.5% 3.3% 9.5% 7.4%

90% or more accepted 8.2% 1.2% 9.3% 8.9% 10.9% 12.1%

Institution has no application criteria 14.9% 96.0% 13.5% 46.7% 43.7% 60.6%

Number of undergraduate institutions reporting application data

609 1,023 1,240 90 494 569

Note: Institutions include those enrolling first-time undergraduates seeking degrees or certificates. A small number of institutions did not report application information.

Source: U.S. Department of Education

Total Men Women

None 14.13% 15.3% 13.1%

1 10.5% 10.6% 10.5%

2 13.3% 13.5% 13.2%

3 15.7% 15.8% 15.7%

4 13.3% 13.2% 13.4%

5 9.9% 10.0% 9.9%

6 7.1% 6.8% 7.5%

7 to 10 12.6% 11.6% 13.5%

11 or more 3.3% 3.1% 3.5%

College attended is student's:

First choice 60.7% 61.3% 60.2%

Second choice 25.9% 25.3% 26.4%

Third choice 8.7% 8.8% 8.6%

Less than third choice 4.7% 4.7% 4.7%

Source: "The American Freshman: National Norms For Fall 2009," UCLA Higher Education Research Institute The Chronicle of Higher Education, Section: The 2010-11 Almanac, 57(1), 32.

Additional Colleges Applied/Choice

What The Data Informs

Highest % Lowest % Current (2010) %

Two-year public 55.7 (‘10) 51.3 (‘04) 55.7

Two-year private 72.6 (‘92) 55.5 (‘08) 58.6

BA/BS public 70.0 (‘04) 66.4 (‘96, ‘05) 67.6

BA/BS private 74.0 (‘89) 68.7 (‘10) 68.7

MA /MS public 71.6 (‘06) 67.3 (‘10) 67.3

MA/MS private 78.0 (‘85) 71.4 (‘10) 71.4

PhD public 78.6 (‘10) 72.9 (‘08) 78.6

PhD private 85.0 (‘85) 80.3 (‘10) 80.3

National 66.7

Retention Trends: First to Second Year 1983-2010

Source: ACT 2010 Retention/Completion Summary Tables

Highest % Lowest % Current (2010) %

Two-year public

38.8 (‘89) 25.5 (‘09) 28.0

Two-year private

66.4 (‘90) 50.2 (‘08) 53.2

BA/BS public 52.8 (‘86) 39.6 (’06, ‘10) 39.6

BA/BS private 57.5 (‘06) 53.3 (‘01) 55.1

MA/MS public 46.7 (‘86) 37.0 (‘00) 39.0

MA/MS private 58.4 (‘88) 53.5 (‘01) 54.4

PhD public 50.6 (’89, ‘90)

45.0 (‘01) 47.8

PhD private 68.8 (‘86) 63.1 (‘05) 64.7

Completion Rates 1983-2010

Source: ACT 2010 Retention/Completion Summary Tables

Completion of associate’s degree in 3years or lessCompletion of bachelor’s degree in 5 years or less

AdmissionsSelectivity

Offering Bachelor’s Degrees Only

Offering Bachelor’s and Master’s Degree Only

Offering Bachelor’s, Master’s & Doctoral Degrees

in 4yrs in 5yrs in 6yrs

In 4yrs in 5yrs in 6yrs in 4yrs in 5yrs in 6yrs

Highly Select (act 25-30, sat 1710-2000)

PublicPrivate

75.082.9

76.087.0

76.087.1

73.077.3

84.081.9

86.083.6

60.975.8

78.683.8

81.586.5

Selective(act 21-26, sat 1470-1770)

PublicPrivate

56.363.5

62.570.4

63.572.0

36.955.2

54.064.9

60.566.6

32.854.9

53.866.6

59.469.0

Traditional(act 18-24, sat 1290- 1650)

PublicPrivate

24.234.5

40.743.6

45.145.2

21.639.2

37.950.4

43.752.1

21.241.7

39.854.4

46.557.0

Liberal(act 17-22, sat 1290-1650)

PublicPrivate

28.032.3

41.041.3

43.538.9

19.831.8

32.937.7

38.540.7

10.438.0

30.845.7

29.154.8

Open(act 16-21, sat 1170-1480)

PublicPrivate

14.141.3

21.149.0

26.449.6

19.639.1

32.949.1

36.851.7

25.352.1

41.457.1

48.162.7

All InstitutionsPublicPrivate 25.9

47.939.655.1

43.456.8

23.644.4

39.054.4

44.455.9

29.054.7

47.864.7

53.768.0

Persistence to Degree Rates for Four-year Public & Private Colleges by Admission Selectivity

Source: ACT National Collegiate Retention and Persistence to Degree Rates, 2010

Nationally After Six Years, 57 Out of 100 or 57% Graduated While 43 Out of 100 or 43% Did Not

Source: The Chronicle of Higher Education. Almanac Issue 2008-9 55(1), 10.

48%43%

37%37%

35%35%

34%31%31%31%

30%29%

27%25%

25%24%24%

23%23%

20%20%

19%18%

13%11%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

KoreaGreeceFinland

BelgiumUnited States

IrelandPoland

AustraliaFrance

HungarySpain

New ZealandNethelands

NorwayPortugalSweden

Czech RepublicGermany

AustriaDenmark

Slovak RepublicIceland

SeitzerlandMexicoTurkey

Percent of Young Adults (ages 18 to 24) Currently Enrolled in College

How Does American Higher Education Measure Up Internationally?

Source: Organisation of Economic Co-operation and Development (OECD). Data represent the percentage of adults with an associate's degree or higher in 2003. Wagner, A. (September 2006). Measuring up internationally: Developing Skills and Knowledge for the Global Knowledge Economy. The National Center for Public Policy and Higher EducationNational Center Report #06-7 www.highereducation.org

26%25%

24%23%23%23%

21%21%

20%19%

18%18%18%18%

17%17%17%

16%16%

15%14%

13%13%13%13%

12%

0% 5% 10% 15% 20% 25% 30%

JapanPortugal

United KingdomAustralia

SwitzerlandDenmark

IrelandNew Zealand

FranceIceland

KoreaBelgiumSweden

Slovak RepublicPoland

United StatesSpain

NetherlandsHungary

Czech RepublicNorwayFinlandTurkeyAustria

GermanyItaly

Total Number of Degrees/Certificates Completed per 100 Students Enrolled

How Does American Higher Education Measure Up Internationally?

Source: Organisation of Economic Co-operation and Development (OECD). Data represent the percentage of adults with an associate's degree or higher in 2003. Wagner, A. (September 2006). Measuring up internationally: Developing Skills and Knowledge for the Global Knowledge Economy. The National Center for Public Policy and Higher EducationNational Center Report #06-7 www.highereducation.org

Various Risk Factors

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1999–2000 National Postsecondary Student Aid Study (NPSAS:2000).

• Delayed Enrollment

• Part-time Attendance

• Financially Independent

• Have dependent children

• Single Parent

• No High School Diploma

• Work Full-time While Enrolled

Any risk

factors

Delayedenroll-

ment

Part-time

attend-ance

Finan-ciallyinde-

pendent

Have depend-ents or children

Single parent

No high

school diploma

Work full

time while

enrolled

Average number

of risk factors

Total 75.0 45.5 49.1 50.9 26.9 13.3 7.8 37.8 2.2

Gender

Male 74.8 46.4 48.3 47.5 21.5 9.1 7.5 40.7 2.1

Female 75.2 44.8 49.8 53.5 31.0 16.5 8.1 35.7 2.3

Race/ethnicity

White, non-Hispanic 72.7 42.8 48.7 48.3 23.7 10.0 6.1 37.2 2.0

Black, non-Hispanic 81.5 53.1 49.3 62.4 42.8 28.9 9.7 42.8 2.7

Hispanic* 81.4 50.9 52.2 54.3 32.4 17.3 12.3 41.4 2.4

Asian 73.5 49.7 45.6 47.7 18.5 9.7 14.1 24.9 1.9

American Indian/Alaska Native 83.9 57.9 56.6 65.9 37.5 21.1 13.2 46.7 2.8

Native Hawaiian/Other Pacific Islander 79.1 53.4 53.4 48.2 20.1 9.6 11.4 30.7 2.1

Other 71.5 35.2 45.6 43.5 18.4 8.0 8.0 34.4 1.9

*Priority was given to Hispanic ethnicity regardless of race chosen.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1999–2000 National Postsecondary Student Aid Study (NPSAS:2000).

Percentage of 1999–2000 undergraduates with various risk factors,and the average number of risk factors

• The rigor of the high school curriculum is the strongest indicator of degree completion

• Enrolling by the January after high school graduation increases chances of degree completion

• Earning at least 20 credits at the end of the first year (4yr college) is important. Students who earned less only 22% earned a degree

• Earning more then 4 credits during the summer correlated positively to degree completion

• Switching majors did not influence degree completion

• 2nd year important for students to catch up with first year lack of momentum

• 60% attended more than one college and 35% attended more then two

Source: Hoover, E. (February 24, 2006). Study finds school-college disconnect’in curriculum. The Chronicle of Higher Education, LII(25), 1, 37.

What Matters In Student Retention: Student

60% attended more than one college and 35% attended more then two. How do you treat transfers?

Or….how many of your students are taking mixed (blended) courses?• On campus plus

• Off-campus your institution• Off-campus another institution• Internet course your campus• Internet course another institution

• Above combinations such as on campus, off campus, internet

How does this affect the student?

Potential Risk Factor or Student Opportunity

• Student involvement (integration, engagement) with the institution especially in the 1st year

Formal Informal

• Faculty

• Connections to past communities

• Classroom learning communities

• Residential learning communities

• Non-residential activities

• 2 yr vs. 4 yr

• Classroom practice/faculty actions in the classroom

What Matters In Student Retention: College

Source: Hoover, E. (February 24, 2006). Study finds school-college disconnect’ in curriculum. The Chronicle of Higher Education, LII(25), 1, 37.

Academic & Social Systems

What We Know About MinorityStudent Retention

Commonalities: American Indian, African American, Hispanic Students(Negative)

• Lack of academic preparation

• Lack of a critical mass of students with similar ethnic characteristics

• Initial enthusiasm displayed by recruitment process but subsequent disappointment once enrolled

• Financial need

Commonalities: American Indian, African American, Hispanic Students(Positive)

• Mentor programs

• Financial Aid

• Groups and clubs for minority groups

• Summer pre college academic programs

• Multicultural centers

• Inclusive and meaningful curriculum

• Lack of academic preparation

• Lack of a critical mass of students with similar characteristics

• Initial enthusiasm displayed by recruitment process but subsequent disappointment once enrolled

• Financial need

Action Steps To Help Solve The Retention/Attrition Problem For Minority Students (pre College)

• Adopt a school district

• Provide teachers

• Provide mentors

• Visit families at home/bring to campus

• Provide aid

ISSUES

SOLUTIONS

What We Know About First GenerationCollege Students

1st Generation College Students 1971 to Present

Source: Saenz, V.B., Hurtado, S., Barrera, D., Wolf, D., & Yeung, F. (2007). First in my family: a profile of first-generation college students at four-year institutions since 1971. Los Angeles: Higher Education Research Institute, UCLA

Due to increase in education levels in U.S. proportion of first-generationFirst-time full-time college students have declined

African American decline is a concern since it is greater then the decline ineducation for African Americans in general

Hispanics remain the least educated group, 69.1% lacked a college education in 2005

Hispanics have the highest proportion for first-generation college studentsat 4 year colleges (38.2%)

Students of parents who did not attend college report that their parentsencourage college attendance at a greater rate then their peers whose parents have a college education

Worked 20+ hours per week in high school and 55% expectto get a job to help pay for college

1st Generation College Students 1971 to Present

Source: Saenz, V.B., Hurtado, S., Barrera, D., Wolf, D., & Yeung, F. (2007). First in my family: a profile of first-generation college students at four-year institutions since 1971. Los Angeles: Higher Education Research Institute, UCLA

More first-generation students considered financial factors as very importantin their college choice considerations

Considered close proximity of college to home (within 50 miles) a very important reason for choosing the college attended

Less likely to live on campus

Rely on advice of high school counselor and relative in deciding to attend a particular college

A widening gap in self-ratings of high school math and writing ability with other students

Lower educational aspirations

Likely to choose to attend a private college for reasons of sizeand financial assistance

What We Tend Not To Pay Attention To

System: From the educational system

Institutional: From a particular college

Major: A specific discipline/program

Course: A particular course

Different Types of Student Departure

Voluntary: A student leaves on his/her own

Involuntary: A college lets a student go

Defining Retention/Attrition

Define Retention/Attrition: Terminology Not Always The Same or Simple

• Attrition: a student who fails to reenroll at an institution in consecutive terms

• Dismissal: a student who is not permitted to continue enrollment by the institution

• Dropout: a student whose initial educational goal was to complete at least a bachelor’s degree but did not complete it

• Mortality: failure of a student to remain in college until graduation

• Persistence: the desire and action of a student to stay within the system of higher education from beginning through degree completion

• Retention: ability of an institution to retain a student from admission through graduation

• Stopout: a student who temporarily withdraws from an institution or system

• Withdrawal: departure of a student from a college campus

Berger, J. B., & Lyons, S. (2005). Past to present: A historical look at retention. In Seidman, A. (Ed.). College student retention: Formula for student success. Praeger Press.

Definitions: So What’s in a Meaning?

How do you define retention?

• Is it similar to how your peers define it?

• Who decides on the definition, local, state, federal, (one, two or all three)? Are they the same or different? Are they appropriate for your institution?

• Who judges if all colleges are complying with the definition?

• Are there exclusions?

• Can a college decide on its own definition?

How Do You Define Retention/Attrition On Your Campus?

PROGRAM RETENTION: Tracks the full-time, first-time student in a degree program over time (6yrs/4yr college, 3yrs/2yr college) to determine whether the student has completed the program.

COURSE RETENTION: The number of students enrolled in each credit course after the course census date and the number of students who successfully complete the course with an A-D grade at the end of the semester.

COLLEGE SPECIFIC:

STUDENT RETENTION: If a student does not enroll for two consecutiveregular semesters, determine whether the student has achieved his/heracademic and/or personal goals.

Defining Retention/Attrition

© 1999 Seidman

A Few Retention TheoriesAstin's (1977, 1985) Theory of Involvement

The more involved a student is with the college, the higher likelihood of student retention.

Bean's (1980, 1983) Model of Work Turnover to Student AttritionUsed concepts from organizational studies of worker turnover. Examines how organizational attributes and reward structures affect student satisfaction and persistence.

Bean and Metzner's (1985) Nontraditional Student Attrition Environmental factors have a greater impact on departure decisions of adult students than academic variables.

Kamens (1971, 1974) Used multi-institutional data to demonstrate how colleges of greater size and complexity had lower attrition rates.

McNeely (1937) "College Student Mortality" Examined many factors in college student retention including time to degree, when attrition was most prevalent in a student's education, impact of college size etc.

Spady Model (1971) Interaction between student characteristics and campus environment

Summerskill (1962) Personality attributes of students is the main reasons for persistence and leaving.

Tinto Model (1975, 1993) Academic and social integration with the formal and informal academic and social systems of a college.

Most of these theories have been taken from:

Berger, J. B., & Lyons, S. (2005). Past to present: A historical look at retention. In Seidman, A. (Ed.). College student retention: Formula for student success. Praeger Press. Braxton, J. M. & Hirschy, A. S.( 2005). Theoretical Developments in the study of college student departure. In Seidman, A. (Ed.). College student retention: Formula for student success. Praeger Press.

What We Can Do To Improve Retention &

The Teaching Learning Process

Retention Questions for Action

Statement of the Problem What Problem Are You Trying To Solve?

Define Retention/Attrition What Is Your Definition of Retention?

Gather Data/Benchmark Compare with Peers (are you satisfied with your results?)

Know Your Students Know Your Student Profile

Model for Your Interventions Tinto/Astin/Bean

What Do You Plan to Do?See next slides

How Do You Plan To Do It? Implementation

Assign Responsibility Who is going to do what (Faculty, Student Affairs Staff, Institutional Research etc.)

Evaluation Plan: Evaluate/Modify Where Necessary

Know Your Students

What is the profile of a successful student on your campus?

What is the profile of an unsuccessful student on your campus?

What do you do when you accept and enroll a student with a profileof an unsuccessful student?

What do you do with students with a successful student profile?

Do you track changes in student behaviors both academically &personally over time?

Before You Can Take Action

STOP

YES

AdministrativeSupport

Data

Do You Have a Problem or Want to Take Action Retention

Committee

Readings DefinitionsExamination of Services

Plan of Action

NODo YouHave?

© 2008 Seidman

“FOR INTERVENTION PROGRAMS AND SERVICES TO BE SUCCESSFUL

THEY MUST BE POWERFUL ENOUGH TO EFFECT CHANGE”

*RET = E ID + ( E + IN + C ) IV

*RETENTION=EARLYIDENTIFICATION +(EARLY+INTENSIVE+CONTINUOUS)INTERVENTION

*©Seidman2001

A Retention Formula For Student Success



CONTINUOUS)INTERVENTION

*©Seidman2001

A Retention Formula For Student Success

EARLYIDENTIFICATION

(EARLYINTERVENTION

+

+

+INTENSIVEINTERVENTION

• Faculty determine prerequisite (s) for each course

• Faculty determine competencies needed

• Faculty facilitates group work

• Student interactions

• Course benchmarks

• Course length

• Student involvement activities

Course Prerequisite

“It’s all about the teaching learning process and student readiness”

Competencies Needed

Course (s)

Next Level Course (s)

©Seidman, 2006

Seidman Student Success Model

College Wide Services

Academic Support

Career Services

Counseling

Financial Aid Office

Learning Lab

Orientation

Success Center

• Over the net at student

convenience

• On campus

• Pledge of authenticity

• Writing

• Reading

• Math

• Personal

No

Yes

Student Assessment

Student Competency Level

“It’s all about the teaching learning process and student readiness”

Competency Help

No

YesOK Now

At Level

Stop

• Mandatory

©Seidman, 2006


College Wide Services

Nationally Normed Assessment

Mandatory Placement

Faculty Assessment First Week of Class

Determine Passing Competency Grade to Get Into College Level Course (s)

Determine Number of Chances In Development Course Until Student Does Not Meet “Ability to Benefit”



convenience

• On campus


• Writing

• Reading

• Math

• Personal

• Faculty determine prerequisite( s) for each course


No

Yes




• Course length


Student Assessment

Course Prerequisite


“It’s all about the teaching learning process and readiness”

Competency help

Competencies Needed

Courses

Next LevelCourseNo

YesOK Now

At Level

Stop

• Mandatory

©Seidman, 2006

Seidman Student Success Formula

Student In Need OfAssistance Prior ToEnrollment

Student Not In Need

Diagnosis/Prescription

Assessment

MonitorEvaluation/Modify

Program of Study

Continue

In Class Evaluation

Program of Study

Program Modification

Retention = Early + ID

(Early + Intensive + Continuous) Intervention

©Seidman, 2003

Facilitate Student Social Interaction

Continue

OrientationActivitiesCareer ServicesFaculty

Notes:The formula starts with the premise that the student comes first. The teaching learning process is essential for student academic and personal growth and development. The student enters the institution to acquire academic and personal skills necessary to achieve academic and personal goals. Assessment and interventions are a longitudinal process commencing at the time of acceptance and continuing throughout the student’s career at the institution and perhaps beyond. Although the formula appears to be for one term, it is, in essence for all terms a student is at the institution.

Notes:The formula starts with the premise that the student comes first. The teaching learning process is essential for student academic and personal growth and development. The student enters the institution to acquire academic and personal skills necessary to achieve academic and personal goals. Assessment and interventions are a longitudinal process commencing at the time of acceptance and continuing throughout the student’s career at the institution and perhaps beyond. Although the formula appears to be for one term, it is, in essence for all terms a student is at the institution.

So, Does the Seidman Student Formula Work?Foothill College, CA

Math My Way (MMW)

Previous Math Sequence

Math 250 (Arithmetic)

Math 200 (Pre-Algebra)

Math 101 (Beginning Algebra)

Math 105 (Intermediate Algebra)

New Math Sequence

Math 230 (MMW: Arithmetic + Pre-Algebra)

Math 101 (Beginning Algebra)

Math 105 (Intermediate Algebra)

Sources: Silverman, L. (2010). Academic Progress in Developmental Math Courses: A Comparative Study of Student Retention. (Unpublished doctoral dissertation). Walden University, Minneapolis: MN.


Previous Math Sequence

Math 250 (Arithmetic)

• 1 quarter to complete• Faculty control pacing• 5 hrs per week• 35 to 1 student faculty ratio

New Math Sequence

Math 230 (MMW: Arithmetic + Pre-Algebra)

10 hierarchical & sequential modules

• Mastery Learning of Concepts• Flexible pacing/student controlled• 10 hrs per week• 150 to 5 student faculty ratio• Complete minimum 2 modules per term• Peer tutors• Spiral assessment: 100% assigns 87% per modules



Math My Way (MMW) vs. Old Math Sequence

• MMW significantly higher program progression through math sequence• MMW significantly higher math GPA’s

Possible Consequences:

• More basic skills students (minorities, women, non-traditional) complete academic requirements• Began at 2nd grade level in math, college level in 2 yrs• May increase career aspirations• Appeared to turn more students on to math• College increase revenue by keeping students meeting mission• U.S. Census Bureau- 2007 earnings:

• High school graduate $31,289• Associates $39,746• Bachelor’s $57,181


A Word About …

Developmental Courses

Financial Aid

Orientation

Career Services

Faculty

Learning Resource Center/Library

Leaning/College Communities

College Mission

Developmental Courses

• Student usually placed in a developmental reading, writing, math course

• Placement based on past academic record and/or standardized placement test

• Sometimes pre-test at the beginning of the developmental course

• Sometimes post-test at the end of the developmental course

• Student must obtain a specific grade to continue into the next level course

• Regardless of skill needs student is enrolled in a full term course

College Community Developmental Course Support

• Does your assessment identify specific skills in need of remediation?

• Does your developmental course skills line up with the skills needed for the next level course?

• Can you divide the developmental course into modules and have a student only take the one (s) he/she needs?

Developmental CoursesContinued………..

Financial Aid Offices

• Second (probably first in many instances) contact with student, in writing, web, telephone, in person

• Many mailings to students

• Bring in a lot of revenue to the college

• Assist students ability to attend

• Contact with students during each term

• May have the most contact with students during college career except for professors

• Not given much status in the college community

Financial Aid OfficesContinued……….

College Community Financial Aid Office Support

• Acknowledge and support the job the FA office and staff performs

• Help develop message given students when contacted (differentiate between adult, distance learning, directly out of HS student)

• Know the amount of revenue a FA office brings into the college

• Provide the appropriate staff and funding to allow the FA office to do its job efficiently and effectively

• Acknowledge different types of students receive FA such as adults and distance learning students

Orientation

• Bring students together in a relaxed atmosphere/begin the bonding process to the college and students

• Start to acculturate students to the college• Help families understand what their mother/father will

experience in the college• Acquaint students with administrative rules and regulations• Help select and design academic programs• Help students find information they need

College Community Orientation Support

• Faculty and staff serve as mentors

• Have orientation groups meet at least once per term

• Continuous all years in the college

OrientationContinued……..

Career Services

• To receive FA a student must be in a degree program

• Are we making students choose programs too early in their college career

• Undecided students leave at a much greater rate then students with a defined goal

• Start the career exploration process early on and do not assume that a student knows what he/she wants to do simply since he/she chose a major.

• People change careers many times in their lifetime

Career ServicesContinued…….

College Community Career Services Support

• Hold career exploration days

• Have career exploration part of orientation and/or on-going orientation

• Have career exploration built into the curriculum

• Use career exploration software

• Majors can have speakers talk about their careers

• Majors can hold informal student meetings

BENEFITS FOR ATTENDING YOUR COLLEGE?

Study of the graduates:

• Jobs in field• Salary• Transfer

What happens to those who do not graduate?

• Transfer• Leave

How do you measure your successes and failures?

What do you do to help students succeed and howsuccessful are your programs and services?

Learning Resource Center/Library

• Provides a place for students to go to study individually or in groups

• Help students find resource material

• Teaches students where to find material for projects

• Help faculty with research

Learning/Classroom Communities

Learning Communities (in residence halls/commuter lounge

• Grouped by interest area• Grouped by curriculum• Grouped by courses

Classroom Communities

• Groups within the classroom (group work)

Outside of Class Communities

• Clubs• Sports

Keep in touch (teacher/learner)

• Email• Web based classroom discussion• Cafeteria/learning resource center

Faculty

• Faculty interaction with students outside the formal classroom setting is important for student success

• Encourage and promote faculty/student interaction

• Realize that faculty have competing interests: research, publishing, committees, etc.

• Value faculty involvement with students in the evaluation/promotion process.

Faculty continued………

College Community Faculty Support

• Faculty are not trained to be teachers, rather they are trained to be experts in their chosen field.

• They do not have to be certified, pass any tests and once they receive tenure are usually not observed by the administration for teaching effectiveness.

• Centers of Excellence: Teach Faculty Methods of Student Learning

• Value faculty involvement with students in the evaluation/promotion process.

college mission statement.



*RET = E ID + ( E + IN + C ) IV

*RETENTION=EARLYIDENTIFICATION +(EARLY+INTENSIVE+CONTINUOUS)INTERVENTION

*©Seidman2001

To Recap:

Seidman Retention Formula For Student Success

Mission Statement

Seidman Says:

“Be true to your mission. Do not just have it printed, have faculty and staff know it, and use it to guide the university in its interaction with students.”

“Do not recruit students to your campus who will not be successful unless you are willing to provideprograms and services to help overcome deficiencies.”

“Philosophy does not have to follow finance. Financeshould follow philosophy.”



convenience

• On campus


• Writing

• Reading

• Math

• Personal

• Faculty determine prerequisite( s) for each course


No

Yes




• Course length


Student Assessment

Course Prerequisite


“It’s all about the teaching learning process and readiness”

Competency help

Competencies Needed

Courses

Next LevelCourseNo

YesOK Now

At Level

Stop

• Mandatory

©Seidman, 2006

Dr. ALAN SEIDMAN

General & Self-Designed Specialization CoordinatorRichard W. Riley College of Education & LeadershipWalden University155Fifth Avenue South, Suite 100Minneapolis, MN 55401

[email protected]

Thank You

Editor: Journal of College Student Retention: Research, Theory & PracticeAuthor: College Student Retention: Formula for Student Success & Minority Student Retention: The Best of the Journal of College Student Retention

dr. alan seidman general & self-designed specialization coordinator richard w. riley college of...

Documents

college board slide

time slide

number of students

students parents

experience slide

college board analysis

commuter students

census bureau slide