living among them: what we have learned about retention and assessment

Living among THEM: What we have learned

about retention and assessment

Dr. Ann RichardsMr. Brian KnightMs. Grace Atebe

West Virginia University

A. M. Richards, B. F. Knight, & G. Atebe, June 12, 2009

Goals of the Presentation• Understand the history and impact of changing student

needs on retention programming and assessment models

• Understand how the mind frame of millennials impacts retention programming and assessment models

• Understand specific details, logistics and strategies in developing and implementing retention and assessment programs

• Reflect on their universities retention and assessment programs

• Learn and discuss ideas and successful approaches for integrating our experiences and data into their current retention and assessment programs


We know27.5% of people 25 or older

hold bachelors degreeshttp://factfinder.census.gov/servlet/GRTTable?_bm=y&-geo_id=04000US18&-

_box_head_nbr=R1502&-ds_name=ACS_2007_1YR_G00_&-_lang=en&-redoLog=false&-format=US-30&-mt_name=ACS_2007_1YR_G00_R1502_US30&-

CONTEXT=grt


Retention Rate(nces.ed.gov & IPEDS)

A measure of the rate at which students persist in their educational program at an institution, expressed as a percentage

Four Year InstitutionsPercentage of first-time bachelors degree seeking

undergraduates that enroll in two subsequent fall semesters


Alarming StatisticRecent analyses of data based on high school

seniors in 1972, 1982, and 1992 suggest that U.S. students’ access to college has increased over the last three decades, but rates of completion have not changed (Barton 2002; Adelman 2004)

http://nces.ed.gov/programs/coe/2004/section3/indicator19.asp




So why,do we keep developing retention programs?


Enrollment ProjectionsUndergraduate enrollment at 4-year institutions

increased from 7.2 to 9.0 million (25 percent) from 2000 to 2007 and is expected to reach 10.0 million students in 2018 http://nces.ed.gov/programs/coe/2009/section1/indicator10.asp

Undergraduate enrollment in degree-granting postsecondary institutions increased from 7.4 million in 1970 to 13.2 million in 2000 and to 15.6 million in 2007. According to projections, enrollment in undergraduate institutions is expected to reach 17.5 million in 2018 http://nces.ed.gov/programs/coe/2009/section1/indicator10.asp




Completion DataApproximately 57 percent of full-

time, first-time bachelor’s or equivalent degree-seekers attending 4-year institutions completed a bachelor’s or equivalent degree at the institution where they began their studies within 6 years http://www.nasfaa.org/publications/2009/rnnces031109.html


What Impacts Retention?


What should we consider when designing retention

programs?

What do we represent?

What are our goals?

Who do we serve?

What strengths and challenges does our population bring?


So should retention be

Global or Institution Specific?


What characteristics are

Global or Institution Specific?


Millennials (1982-2001) Characteristics/Core Traits

(Strauss & Howe)

Special

Sheltered

Confident

Team-oriented

Conventional

Pressured

Achieving


Are Millennials the only population we are

serving?No, but they are the majority.


Age StatisticsMillennials will be entering our institutions until

2019

25% of all students enrolled in Title IV institutions in fall 2007 were 18- to 24-year- olds attending public 4-year institutions http://www.nasfaa.org/publications/2009/rnnces031109.html


http://www.nasfaa.org/publications/2009/rnnces031109.html

http://www.nasfaa.org/publications/2009/rnnces031109.html

Changing Communication and Engagement

Facebook

Linked In

Twitter

You Tube

VanderbuiltThe Commonshttp://commonplace.vanderbilt.edu/?v=1&s=1


ProgrammingLook at what we do.


What we have learned:

The Hard Way!


Team ApproachDr. Ann Richards

Academic ProgrammingSocial ProgrammingPast advising experience

Mr. Brian KnightSupport for academic programmingSupport for social programming

Ms. Grace AtebeOperationsDisciplineSupervisor of RAs

Resident AssistantsA. M. Richards, B. F. Knight, & G. Atebe, June 12, 2009

Things we do:Work as a team

Talk to the students

Make the learning interactive

Remember where they come from

Assist them in learning where you come from

Always keep a presence


How we assess?Talk to students

Look at participation trends

Look at risk factors against participation

Monitor progress (mid-term grades)

Adapt programming to meet changing student population

Monitor data continually


Look at Our

SUCCESS


Any questions or comments please email

[email protected]


living among them: what we have learned about retention and assessment

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