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Structuring for Student Success and Retention at Cuesta College An Integrated Approach


Cross-functional team including faculty and staff. Develop retention model ... To provide training sessions for all Cuesta Faculty and Staff on retention strategies ... – PowerPoint PPT presentation

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Title: Structuring for Student Success and Retention at Cuesta College An Integrated Approach

Structuring for Student Success and Retention at
Cuesta College An Integrated Approach
  • February 5, 2008
  • Campus Presentation

Student Success and Retention Strategic Plan
  • Mission
  • To provide direction and make recommendations to
    Cuesta College in its efforts to promote and
    enhance student retention and success
  • The pursuit of this Student Success and Retention
    sub-committee mission supports goal 5 of the
    2007-2008 San Luis Obispo County Community
    College District Goals
  • Goal 5 Align institutional effectiveness
    outcomes with the new state accountability
    measures and incorporate a focus of student
    retention and achievement

Retention Strategies
  • Organize Student Success Retention
    sub-committee as a strategic initiative with
    direct report to Enrollment Management
  • Develop a steering committee as a subgroup
  • Cross-functional team including faculty and staff
  • Develop retention model

Structure for Comprehensive Student Success and
Retention Model
  • Obtain institutional support for campus-wide
  • Establish structure to oversee the initiative
  • Collect relevant data
  • Assess key variables
  • Student factors, institutional factors, potential
  • Develop campus plan and criteria to
  • Identify goals for success/retention model
  • Identify strategies
  • Implement retention model
  • Evaluate outcomes
  • Review and revise

General Guidelines
  • Student focused initiatives
  • Total campus involvement
  • Measurements
  • Systemic support
  • Continuous improvement
  • Right people on board
  • Quality educational experiences
  • Intrusive efforts to promote persistence to goal

Student Success and Retention Work Group
  • We envision campus-wide participation
  • Faculty
  • Staff
  • Administrators

Role of Student Success and Retention
Student Success and Retention
Some Thoughts on Student Retention
  • Vincent Tinto
  • Key to retention is integration into the college
  • Integration is facilitated by
  • Nurturing environment
  • Fit Belonging Success Retention
  • Skills and knowledge

Goal 1 Identifying At-Risk Students
  • Objectives
  • Identify at-risk students at point of admissions,
    via assessment scores and prior transcripts
    (college and HS)
  • Identify special student populations requiring
    services, such as ESL, VATEA, CalWORKS, EOPS,
  • Improve student and staff awareness of campus
    and community support services
  • Mandatory assessment and counseling, especially
    with low placement scores
  • Create a student profile of multiple dismissal

Goal 2 Improve Student Academic Advisement
  • To require probationary and dismissed students to
    utilize appropriate support services and/or
    attend workshops
  • To ensure that students are clearly informed as
    to where resources and services (support,
    instructional and community) are available to
    support educational goal achievement
  • To consider ways in which interested faculty and
    services can become more involved in the student
    advisement process, and establish a means for
    them to communicate with each other
  • To evaluate pilot counseling projects being
    initiated in Nursing and English as a Second
    Language learners
  • To create ways to evaluate educational goal
    achievement and/or career placement
  • Objectives
  • To adequately provide counselor coverage that
    address year round service
  • To ensure that a counselor liaison is assigned to
    each instructional cluster/division, to each
    instructional site, cluster, division
  • To provide a comprehensive outreach and
    recruitment to all prospective students
  • To evaluate and, if needed, improve existing
    orientations (in person and online)
  • To expand orientations aimed at special
    population students
  • To create multiple methods to promote course
    certificate degree and transfer programs
  • To monitor the quality of student counseling
    processes and learning outcomes
  • To create methods to identify at-risk students as
    soon as possible
  • To establish a referral process for at-risk
    students to counselors and learning staff in
    advance of registration

Goal 3 Increase Support for Probationary and
Dismissed Students
  • Objectives
  • Have a referral team of counselors for students
    entering with at-risk grades from another
    institution (college or high school), or those
    with low assessment scores
  • Include a 4-week personal follow-up for newly
    readmitted students
  • Send notification to reinstated students whom are
    also on Early Alert
  • Send invite letter to students whom were
    dismissed the previous semester but never
    re-enrolled at Cuesta
  • Consider implementing mandatory SEP policy for
    all multiple dismissal students
  • Consider having all readmit students enroll in
    Academic Skills 25 course
  • Assign a counselor to all students who need
    remediation. The counselor will assist students
    with academic planning and navigation of the
  • Create a readmission task force, with emphasis on
    ensuring strong advising and encouraging students
    to declare a goal/major during their first year
    in college
  • Enhance advising through use of a road map a
    structure of guided sequential steps. A guide for
    students showing what next
  • Encourage faculty to utilize the Early Alert
    system for students at high risk of failure
  • Via e-mail, mail, or readmit workshops, advertise
    Academic Skills workshops
  • Offer professional development for faculty who
    teach gatekeeper courses
  • During registration process, disseminate
    brochures on student support services and
    available resources
  • Track student data and use the findings to
    strengthen the curriculum, the support system,
    and staff development

Goal 4 Improve and Promote a Positive Campus
Climate and Sense of Connection for Students
  • Objectives
  • To organize on-campus social and community events
    in order to encourage out-of-class interaction
    among students and between students, faculty, and
  • To provide increased opportunities for
    first-generation students to meet faculty and
    other students
  • To review the results of the Noel-Levitz to
    analyze how students are feeling about their
    campus experience
  • To continue engineering facilities in which the
    layout promotes opportunities for faculty,
    students, and staff to interact
  • To provide access to technology for all students,
    but specially for those who do not have the
    technological resources at home
  • To ensure that with the advances of technology
    students still have the opportunity to engage in
    face-to-face interactions with faculty and staff
  • To make sure that availability of faculty office
    hours are well posted
  • To survey students to learn about what they see
    as important for creating a positive campus
  • To stimulate a campus-wide conversation about
    what we could do to improve campus climate (as
    individuals, departments, divisions, and
  • To honor and celebrate students accomplishments
  • To bring students skills more visible (e.g.
    campus website, displays, etc.)
  • To recommend to include Positive Campus Climate
    as part of the Colleges mission and values

Goal 5 Curriculum Support
  • Objectives
  • Identify success by course by student
  • Access prerequisite validity and quality of
    articulation with intra and inter-disciplinary
    meetings among faculty (paid by Matric?)
  • Provide early and frequent assessment in each
    course in order to flag at risk-students. Support
    the use of Early Alert and, more importantly,
    pre-registration identification of at-risk
  • Link at-risk students to academic support
  • Provide ongoing opportunities for faculty
    professional development in the areas of
    pedagogy, cultural sensitivity, learning theory,
    learning styles, etc.
  • To evaluate student course offerings and
    scheduling of those courses
  • Development of appropriate bridge courses after
    identification of poorly matriculated course
    sequences (e.g., between ESL 6 and English 100)
  • Integrate academic support modules into other
    academic courses

Goal 6 Improve Student Recruitment and
Awareness of Cuesta College and Its Programs
  • Objectives
  • Analyze the effectiveness of informational
    brochures, promotional materials including the
    Cuesta website
  • Use a centralized common look of internal and
    external marketing/communication tools
  • Analyze and make revisions to current outreach
    activities with local high schools, community and
    out of county prospective students
  • Update the Outreach Calendar and improve
    utilization in an effort to create a master
    calendar of outreach/recruitment to achieve
    collaboration among Cuesta programs/services who
    conduct outreach
  • Analyze Cuesta Admission process and the level of
    ease of our online application and other
    admission documentation. Improve access for
    non-English speakers by evaluating materials,
    processes and available bilingual staff. Focus on
    evening and off-site locations
  • Develop an outreach/recruitment database using
    Banner so that on going and timely electronic
    communication occurs among families/prospective
    students and Cuesta College
  • Introduce academic skills during orientations,
    assessment letters and recruitment activities, in
    an effort to address foundations in learning
  • Review and communicate to college personnel
    involved in recruiting and outreach minimum
    program entrance requirements
  • Evaluate the access by non-exempt and exempt
    credit and non-credit students in terms of
    application, assessment, orientation and
    counseling/advising matriculation components
  • Review outreach activities such as College Night,
    campus tours, open houses and other on-campus
    recruitment activities

Goal 7 Non-Academic Support
  • Objectives
  • To enhance, promote, and utilize student career
    and career choice planning services
  • To encourage faculty participation in student out
    of class activities and orientation
  • To provide improved student services leadership
  • To encourage a review of course material costs
  • To increase faculty awareness of support services
  • To increase access to financial advice for
  • To promote and increase on-campus student
    employment opportunities
  • To develop alternatives for students with family
    support issues
  • To develop a division, and campus-wide
    coordinated effort of college support service
  • To promote student accessibility to all students
    with qualified disabilities
  • To develop a student mentoring program with
    participation of campus staff
  • To work closely with Marketing and Communication
    to encourage campus and community understanding
    of student support services
  • To improve current accessibility of student
    services by evaluating hours and locations
  • To create a level of services that supports the
    ever changing student demographics at Cuesta
  • To intensify efforts to increase the diversity of
    college staff

Goal 8 College-Wide Training and Development
  • Objectives
  • To provide training sessions for all Cuesta
    Faculty and Staff on retention strategies
  • To provide training sessions for faculty and
    staff on effective advising tools and
    supporting/mentoring of at-risk students
  • To establish a pilot mentoring program targeted
    to at-risk students
  • To assist faculty in the development of
    strategies to improve student success
  • To promote increased collaboration among all
    sectors of the campus community in regards to
    retention initiatives.
  • To support faculty in the development of student
    mentoring initiatives (i.e., students mentoring
    students, faculty mentoring students, etc)
  • To offer seminars and workshops for faculty on
    the incorporation of retention strategies to
    course design

California Retention and Success
California Persistence to Degree Rates
Cuesta College Student Retention/Success
Cuesta College Persistence to Degree Rates
Cuesta College Final Grade Distribution
Cuesta College Student Retention/Success by
Cuesta College Student Retention/Success by
Cuesta College Student Retention/Success by Age
Cuesta College Fall to Fall Persistence Rate
Cuesta College Fall to Fall Persistence Rates
by Ethnicity
Cuesta College Fall to Fall Persistence Rates
by Gender
Cuesta College Fall to Fall Persistence Rates
by Age
Student Retention Data
  • Institutional Profile of Persisters and Leavers
  • Academic Factors
  • High school GPA
  • Cumulative prior college GPA
  • Units attempted
  • Educational goal
  • Placement scores
  • Major
  • Enroll status

Student Retention Data
  • Demographic Factors
  • Traditional/non-traditional need data…
  • First generation college need data…
  • Ethnicity Anglos and Asians
  • Gender - females
  • Age - curvilinear relationship
  • Socioeconomic status need data…
  • Cuesta needs to construct its own model, but
    until we can collect SES, first generation
    status, HS GPA, etc. as well as the affective
    measures of engagement, any model we create will
    be misspecified…

Student Retention Data
  • Affective Factors
  • Achievement motivation
  • Engagement
  • Academic self-concept
  • Emotional intelligence
  • Social support
  • Goal clarity and realism
  • Learning and study skills/habits
  • Social and academic integration
  • Social support
  • Satisfaction

Understanding Departure
  • Reasons
  • Personal (including various options to further
    define personal e.g. health, family
    responsibility, illness)
  • Academic skills deficits
  • Alienation
  • Over extended
  • Goal change
  • Comfort/adjustment
  • Service issues/quality
  • Financial
  • Work related conflict
  • Transferred (specify institution)
  • Study skills/habits
  • Future Plans
  • Plan to return
  • Other plans

Success Indicators
  • Graduation Rates
  • Associate Degree attainment
  • Certificate attainment
  • Fall-to-fall retention rates
  • Grade Data (Institutional and Individual
  • Grade Distribution including drop, fall, and
    withdrawal rates (Institutional Indicator)
  • GPA
  • Percentages of Successes (C or better)
  • Work and Education
  • Workforce placement
  • Transfer outcomes
  • Enrollment Goal
  • Attainment of attendance goal outcome as
    specified on application

Disciplines with the Lowest Success Rates
Disciplines with the Lowest Retention Rates
Data to Support Initiative
  • Correlation of results to course success
  • Trend analyses
  • Grade analysis
  • At-risk courses
  • Placement at time of entry

Some Thoughts on Student Retention
  • Simple but complex!
  • If we can STUDENT LIFE AND LEARNING (goal) to
    STUDENT SUCCESS and RETENTION (outcome) will

Some Thoughts on Student Retention
  • Noel-Levitz
  • Comprehensive campus-wide systematic effort
    rather than disparate initiatives
  • Set of strategies that combine to enhance the
    quality of student life, learning and
  • Focus on high impact, high value-added strategies
  • Although attrition is typically greatest during
    the first year, institutional efforts should
    extend beyond that

A Good Fit Best Interventions to Promote a
Connection Between Student and the Institution
Greatest congruence on the most important factors
Greater satisfaction and best adjustment
Strategies for Success
  • Focus should be on the major areas that impact
    the students experiences
  • Instructional program
  • Institutional policies and procedures
  • Institutional culture
  • Services and supports

Instructional Program
  • Relevant programs for career and educational
  • Concerned involved faculty
  • Culture focused on student learning
  • High quality course content
  • Appropriate use of technology
  • Delivery options
  • Academic support system
  • Options for development of under-prepared

Policies and Structure
  • Early Alert
  • Require placement testing for all non-exempt
  • Expand and refine course placement
  • Remedial coursework
  • Orientation
  • Learning communities
  • Standard of academic progress
  • Mandatory advising for at-risk students

Institutional Culture
  • Service excellence
  • Engagement (academic, social, psychological)
  • Culture of caring
  • Fostering connection (integration)
  • Student centered philosophy
  • Option and flexibility

Services and Support
  • Intrusive academic advising
  • Supplemental instruction
  • Tutoring
  • Comprehensive learning assistance centers
  • Career decision making and goal setting
  • Employment services
  • Financial Aid
  • Affective assessment and intervention
    (institutional and individual levels)
  • Counseling services
  • Life skills training
  • Learning Skills instruction (time management,
    study and testing skills, note taking,
    decision-making, etc.)

  • Practices having greatest impact on retention
  • Academic advising (intrusive targeted)
  • Learning support services (tutoring, labs,
    required developmental coursework)
  • Assessment (including mandatory course placement)

Cuesta Implementation Objectives
  • Pre-planning, planning, implementation, review
  • Gather your input
  • Follow-up
  • First layer of implementation
  • Probation/dismissal students
  • Students with low assessment scores

Getting Your Input Today
  • List 2 best practices you employ for student
    success and retention
  • List 2 questions or concerns regarding student
    success and retention at Cuesta
  • Interest sheet for goals 1-8 on the Cuesta
    Student Success and Retention Model

Thank you! Student Success and Retention
Sub-Committee Teri Sherman- Chair Sandee
McLaughlin Cande Munoz Patrick Schwab Ryan
Cartnal Jane Morgan Glenda Moscoso