Strategies for Retention and Graduation

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Strategies for Retention and Graduation

• Dr. David G. Underwood
• Arkansas Tech University
• Friday, October 8, 2010
• Russellville, AR
• ACTEB 60th Annual Meeting

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Characteristics of Arkansas ATU Students

• Fall 2009 Public 4 Year Schools First Time
  Students
• All ATU
• Math Remediation 32.0 27.2
• English Remediation 22.1 19.6
• Reading Remediation 20.5 16.5
• Remediation in One or More Area 39.1 34.5
• ATU Students are very similar in terms of
  remediation.
• In addition, approximately 57 are first
  generation
• college students and 42.9 receive Pell Grants
  a recognized indicator of need.

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Conceptual Framework for Retention Programs at ATU

• Astins IEO Model
• I a Inputs (Characteristics of Incoming
  Students)
• E a Environment (Programs, Services, People at
  Institution)
• O a Outcome (Student Characteristics after
  Exposure to Institutional Environment)

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Common Characteristics of Institutions with High
Graduation Rates for Low Income StudentsThe Pell
Institute for the Study of Opportunity in Higher
Education, Dec. 2004

• Intentional academic planning (Intrusive
  Advising)
• Small classes (17.8 to 1 Faculty Student Ratio)
• Special programs (Bridge to Excellence, Early
  Warning)
• Dedicated faculty
• Educational innovation (Freshman Orientation
  Requirement, Summer Compass Testing)
• Developmental education
• Geographic Isolation
• Residential life (Requiring Freshmen to Live on
  Campus)
• Shared values
• Modest selectivity
• Financial aid - high achievers (Federal, State
  Institutional Aid)
• Retention policy (Explicit Concern with
  Retention Graduation Rates)

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The Appeal of the Quick Fix

• effective retention calls for the sustained
  effort on the part of all institutional members
  to give to each and every student serious and
  honest attention on a daily basis. It requires,
  if you will, a continuing commitment to the
  education of students. No technology, however
  sophisticated, can replace that sort of
  commitment. (Tinto, V., 1987, p. 176)
• Tinto, V. (1987) Leaving College Rethinking
  the Causes and Cures of Student Attrition.
• The University of Chicago Press Chicago, IL.

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ATU Retention Initiatives

• Bridge to Excellence
• Early Warning
• CSP 1013
• TECH 1001
• Summer Compass Testing
• Student Support Services

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Bridge to ExcellenceDr. Gary Biller, VP Student
Services

• Provide Students with Faculty/Staff Mentor
• Students Take Noel-Levitzs College Student
  Inventory (CSI TM)
• Mentors Meet with Students Early in First
  Semester to Establish Point of Contact and
  Targeted Assistance (Referrals)
• Mentors Follow-Up with Students as Needed
• Heightens Campus Awareness

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Bridge to Excellence Why It Works

• Mentors are the Key Factor
• Provide What Students Need to Be Successful
• Support
• Understanding
• Positive Role Models
• Guidance
• A Single Point of Contact
• Referrals to Campus Resources
• A Sense of Connection and Commitment

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Early Warning Academic AdvisingMs. Linda
Clarke, Director

• Intrusive Advising
• Faculty Report Students
• Excessive Absences
• Poor Performance
• Academic Advising Contacts Students, Provides
  Assistance, and Reports back to the Faculty

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Early Warning Why It Works

• Advisors are the Key Factor
• Intervene When Students Need It
• Guidance
• A Point of Contact
• Referrals to Campus Resources
• A Sense of Connection and Commitment

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CSP 1013 Principles of Collegiate SuccessDr.
Susan Underwood, CSP Department Head

• Developed as Graduate Class Project
• Transition Class Not Orientation or Remediation
• Based on Research of Successful Students
• Expected to Model Successful Behaviors
• Attend, Participate, Be Organized, Take Effective
  Notes, etc.
• Designed as Peer Education with
• Graduate Students Teaching

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CSP 1013 Principles of Collegiate SuccessWhy
It Works

• Teaching Successful Behaviors is Key Factor
• Provide What Students Need to Be Successful
• Teaches how to study smarter
• Helps students develop more effective study,
  exam, note taking, reading, and writing skills
• Teaches time and task management
• Provides skills in setting academic and career
  goals
• Helps students understand personal
• responsibility

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TECH 1001 Orientation to UniversityDr. Beth
Giroir, Coordinator

• Created as a result of a University-wide
  initiative to require undergraduate students to
  complete an orientation-type course prior to
  graduation
• Course taught by tenured/tenure-track professors
• Course covers topics in the areas relating to
• University familiarity
• Study skill development
• Personal development

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TECH 1001 Orientation to UniversityWhy It Works

• Tenured/Tenure Track Faculty is Key Factor
• Exposes students early on to the resources
  available to be successful (Library, OneTech,
  Banner, etc.)
• Teaches students about, and how to implement,
  good study skills
• Provides information about Arkansas Tech in the
  areas of history, academic advising, and student
  involvement
• Assists students with personal development in
• areas such as Relationships, Diversity, Money
  Management, etc.

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Summer Compass TestingMs. Shauna Donnell,
Assistant Vice President of Enrollment Management

• Created to provide students with less than 19 on
  ACT in Math, Reading, Writing an opportunity to
  test out of remediation
• Eligible students have up to 3 attempts to better
  their score
• Provided free to students
• Taken online in the Advising Center with
  immediate results

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Summer Compass TestingWhy It Works

• Eliminate Remediation for Successful Students
• Frees up faculty resources from remediation to
  college credit course load
• Eliminates the expense for students in taking
  non-college credit coursework
• Boosts morale of students
• Immediate results enables advisors to rework
  student schedules
• Results Math 36, Reading 48, Writing 58

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Student Support Services Federal Grant -- part
of the TRIO program -- Will serve 140 students
from low income, first generation, and/or
disabled students

• Will provide academic tutoring
• Assistance in completing financial aid
  applications
• Educational or counseling services designed to
  improve financial and economic literacy
• Assist students in applying for admission to
  graduate and professional programs
• Assist students in 2 Yr institutions in applying
  to, and obtaining financial assistance from, 4 Yr
  institutions

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Questions?