Best Practices in Student Retention - Algonquin College › academic-success › files › ... · 2014-12-19 · foundational models of student retention. Following this, we review

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MARKET EVALUATION SURVEYING DATA ANALYSIS BENCHMARKING INNOVATIVE PRACTICES LITERATURE REVIEW

Best Practices in Student Retention

In the following report, Hanover examines best practices in student retention. We begin with a discussion of a foundational model of student retention, as well as national studies of common factors associated with attrition. This is followed by a discussion of programs and practices institutions have developed to improve student retention. We close the report with a series of brief case studies, examining exemplary retention efforts at four small, private institutions.

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ACADEMY ADMINISTRATION PRACTICE

© 2010 The Hanover Research Council – Academy Administration Practice

APRIL 2010

Overview

Student persistence has been a serious challenge for postsecondary institutions, particularly as they rely on student enrollments to meet financial obligations. As Flanagan notes, while the goal of retention initiatives should not be solely to keep students at a college or university at all costs, ―a burden is created when students choose not to remain at a particular institution when in most cases significant amounts of time, energy, and resources had been expended in the recruiting process.‖1 Further institutional resources are then invested in these students during their stay at the institution, only to see them leave prematurely. With such issues in mind, scholars and practitioners have sought to understand patterns of student attrition in order to develop means of mitigating the problem. In this report, we examine research focusing on the factors that influence students’ decisions to re-enroll each semester and ultimately persist to graduation, as well as institutional programs and practices that have been developed to influence students’ decisions to remain at an institution. We begin the first section with an overview of a foundational model of student attrition and retention. The model provides a helpful framework for understanding why students decide to leave an institution or persist until graduation. The section proceeds to take a closer look at specific student and institutional factors related to student retention in college. While the factors most related to student persistence will likely depend on the unique situation of a given institution and its student population, awareness of these typical factors may help colleges and universities develop their own systems for tracking and understanding their students’ behavior. With such knowledge, institutions will be better able to identify students particularly at-risk of dropping out, as well as develop programs and practices that can address the issues influencing their decision to stay or leave. The third section examines practices that have been developed to minimize student attrition. We examine national studies of institutional programs and practices, revealing those that have been most effective in promoting retention. This is followed by a brief description of some of these practices. Finally, we provide a series of case studies of small, private colleges and universities that have developed their own practices for addressing issues of student attrition and retention.

1 Flanagan, William J. ―Sophomore Retention: The Missing Strategy in Small College Retention Efforts.‖

Doctoral Dissertation, University of Wisconsin-Madison. 1991.

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Key Findings

Many models of student retention are based on a model proposed by Vincent Tinto which states that the degree to which a student interacts with academic and social communities at a university is correlated to retention.

Risk factors for student retention include enrollment intensity (full-time students more likely to persist), gender (females more likely to persist), age (younger students more likely to persist), race/ethnicity (Asian/Pacific Islander and White students more likely to persist), dependency status (dependent students more likely to persist), parents’ education (higher level of parents’ education increases persistence), and family income level (higher family income increases persistence).

The most common reasons students gave for needing to leave a college or university early include financial reasons, a need to work, a change in family status, or conflicts at home/personal problems. On the other hand, students’ institutional commitments, social support, social involvement, and academic performance (as measured by high school GPA and ACT scores) were most highly related to retention.

The most successful retention practices and programs for four-year, private colleges include freshman seminars and orientations, integration of advising with first-year transition programs, the use of advising interventions with selected student populations, the use of learning assistance centers, internships, learning communities, mentoring/tutoring programs, summer bridge programs, programs for high-achieving students, and required on-campus housing for freshman.

An examination of case studies of successful retention programs at small, private, four-year institutions revealed that the use of intensive or intervention-based advising programs, learning communities, freshmen orientations or seminars, special programs for high-achieving students, faculty development programs designed to improve teaching and advising, peer mentoring/advising programs, and other programs designed to enhance the relationship between students, the institution, and the broader community were most successful in increasing retention and academic performance.

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Common Factors Associated with Student Attrition

Sociologists have produced highly reputable theoretical models of student behavior that are useful for understanding attrition, and extensive research has endeavored to quantify statistically significant dropout trends across nationally representative samples. We begin this section by examining one of the foundational models of student retention. Following this, we review national research on student retention and attrition. While student attrition at any postsecondary institution is undeniably linked, at least in part, to certain institution-specific factors, there is much to learn from national data sources. Tinto’s Model of Student Retention While there are numerous reasons for student attrition, sociologists have created theoretical models to provide standard explanations for attrition trends. These studies do not intend to identify all factors involved with drop-out decisions, but they give sufficient clarity to many of the issues associated with retention and attrition. The most widely publicized model, originally proposed by Vincent Tinto in 1975, hypothesizes that the degree to which a student interacts with academic and social communities at a university directly correlates to his or her likelihood of finishing college. Tinto writes:

Given individual characteristics, prior experiences, and commitments ... it is the individual’s integration into the academic and social systems of the college that most directly relates to his continuance in that college. Given prior levels of goal and institutional commitment, it is the person’s normative and structural integration into the academic and social systems that lead to new levels of commitment. Other things being equal, the higher the degree of integration of the individual into the college systems, the greater will be his commitment to the specific institution and to the goal of college completion.2

The type of integration to which Tinto alludes involves a long line of interconnected factors that help determine student satisfaction at the university. Issues like grade performance and intellectual development balance with extracurricular activities and friendships to determine how satisfied a student is with college life.3 When students no longer feel connected to their faculty and student peers, they are likelier to withdraw themselves from the academic community.4

2 Tinto, Vincent. "Dropout from Higher Education: A Theoretical Synthesis of Recent Research."Review of

Education Research, Vol. 45, No. 1. Winter, 1975, p. 96. 3 Ibid., p. 104, 107-8. 4 Ibid., p. 91.

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Thus, Tinto models departure or attrition as a multi-stage decision with associated risk and success factors. The relationship between these stages and the associated variables can be presented schematically in a series of steps. 1. Pre-entry attributes such as family background, skills and abilities, and prior schooling

Combined With 2. Goals and commitments at time of entry such as intentions, institutional goals and commitments

Interact With 3. Experiences in both the academic and social systems of the institution. These can be both formal (e.g., academic performance, extracurricular activities) and informal (e.g., interactions with faculty, staff, and peers)

And Together Determine 4. Personal normative integration with academic and social systems

Which Combined With 5. Student goals and commitments at break point (such as semester or year-end)

In Turn, Determines 6. Decision to stay or drop out5 Tinto’s assertions facilitated a new way of thinking about college life, and universities started looking beyond standard evaluative measures – financial status, educational background, race, or gender – when trying to predict the likelihood of student attrition. Subsequent statistical studies focused on student happiness and integration, and included research on student expectations or other subjective metrics as criteria for persistence in college. Sociological literature continues to expand upon Tinto’s arguments, adding other external factors into the equation, but many academics agree that student integration is of paramount importance when evaluating

5 This explanation of Tinto’s model is partially based on a Seidman (2006) presentation. See:

http://www.cscsr.org/docs/RetentionFormulaUpdateForWeb2006.pdf Also see: Tinto, V. (1982). ―Limits of Theory and Practice in Student Attrition.‖ Journal of Higher Education, 53. 1982. p. 687-700 and Tinto, V. Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd ed. Chicago: The University of Chicago Press, 1993.

http://www.cscsr.org/docs/RetentionFormulaUpdateForWeb2006.pdf

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attrition problems.6 As we will see in our later discussion of strategies to mitigate attrition, many institutions have developed programs focused on improving student integration into the college or university community. General Risk Factors Along with the sociological models such as Tinto’s, significant research at the national level has attempted to highlight the best predictors of student attrition. In 2007, the National Center for Education Statistics (NCES) released a report providing insight into the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). Sponsored by the US Department of Education, the study began as a response to ―the need for a national, comprehensive database concerning issues students may face in enrollment, persistence, progress, and attainment in postsecondary education and in consequent early rates of return to society.‖7 The BPS study focused on undergraduates beginning postsecondary education for the first time during the 2003-04 academic year. First-time, beginning students were surveyed at the end of their first year (2004) and again three years after they had begun their studies (2006).8 The 2007 report is framed as ―a first look at the results of the 2006 survey data to describe the patterns of enrollment and program completion of the 2003-04 beginning students during that three-year period.‖9 The report examines students from two perspectives: student and institutional. The student perspective entails the students’ enrollment history and degree attainment at any postsecondary institution during the three-year period. The second perspective, and the one of greatest interest for the task at hand, is the institutional perspective. This refers to the students’ enrollment history and degree attainment at the first institution attended. The NCES study distinguishes between the two perspectives in the following manner: ―When beginning students leave the institution where they first enrolled and then enroll at a different institution, they continue to persist in postsecondary education, but from the perspective of the institution where they started, they have no longer been retained.‖10

6 Glynn, Joseph G., Paul L. Sauer and Thomas E. Miller. "Signaling Student Retention With Prematriculation

Data." National Association of Student Personnel Administration Journal, Vol. 41, No. 1. Fall 2003, p. 42-3. 7 ―Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years.‖ National

Center for Education Statistics, US Department of Education. August 2007. http://nces.ed.gov/pubs2007/2007169.pdf

8 Note that the survey was given as part of the 2003-04 National Postsecondary Student Aid Study, covering a nationally representative sample of approximately 90,000 undergraduate, graduate, and first-professional students in the United States and Puerto Rico. Among these 90,000, approximately 19,000 respondents were identified as first-time beginning students and were used as the sample for the BPS:04/06. The 2006 follow-up portion of the BPS study garnered approximately 15,000 respondents.

9 Ibid. p. 1. 10 Ibid., p. 2.

http://nces.ed.gov/pubs2007/2007169.pdf

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Below, we discuss findings from the study that will be most helpful in identifying characteristics associated with persistence or attrition.11 As a baseline, note that 28.4 percent of students enrolled in private, not-for-profit, four-year institutions had left their first institution within three years. Of this group, 18 percent had transferred to another institution and 10.4 percent had left and not enrolled at another institution. This is compared to 30.9 percent of students enrolled in any four-year institution who left their first institution within three years. First, enrollment intensity – full-time, part-time, or mixed – appears to play a role in whether students remain enrolled, transfer, or drop out altogether. Among all four-year institutions included in the survey, 65.2 percent of students who were listed as ―always part-time‖ left the institution within three years. This is compared to 27.1 percent of students listed as ―full-time‖ and 40.5 percent of students listed as ―mixed‖ (combination of full-time and part-time). Another interesting difference that appeared in this group was the higher percentage of males that left the institution (34.2 percent) than females (28.4 percent). Further, in terms of age, younger students were less likely to leave. For example, 27.2 percent of students age 18 years or younger at the time of enrollment left within three years, while 50.1 percent of individuals 30 years or older made that decision. Turning to race/ethnicity, the groups with the highest rates of departure (either transferring or dropping out) were Black (39.2 percent), multiple races (38.7 percent), American Indian (37.9 percent), and Hispanic (34.8 percent). By contrast, 29.3 percent of White students and 22.4 percent of Asian/Pacific Islander students left their first institution within three years. Another interesting student characteristic is dependency status. Among students included in the survey, 28.6 percent of those who were listed as dependent in their first year of enrollment left the institution within three years, compared to 49.1 percent of independent students. Among independent students, single parents were the most likely to leave (52.5 percent), followed by unmarried (48.2 percent) and married (46.2 percent) students. Parents’ education appeared as another potentially important factor with regard to retention. 40.7 percent of students whose parents had a high school education or less left college within three years, while only 34.2 percent of students whose parents had some postsecondary education and 25.3 percent of students whose parents had a bachelor’s degree or higher left the institution.

11 Note that the information on the following two pages is drawn from the 2007 NCES Study. Within the

study, see ―Table 6: Degree attainment and retention at the first institution attended of 2003-04 beginning postsecondary students as of June 2006, by degree plans first year, enrollment patterns, and student characteristics: Students beginning at 4-year institutions‖ on pages 19 and 20. Ibid.

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Finally, among dependent students, those with lower family incomes were more likely to leave. 33.8 percent of students whose families had an income of less than $32,000 left within three years, while 24.0 percent of students whose parents made $92,000 or more did so. The following table presents these and other findings from the BPS survey. Note that the ―retained or graduated‖ column represents the sum of the ―attained degree‖ and ―no degree, still enrolled‖ columns, while the ―left institution‖ column is the sum of the ―no degree, transferred,‖ and ―no degree, did not enroll elsewhere‖ columns.

Degree Attainment and Retention at First Institution Attended, 2003-04 Beginning Postsecondary Students as of June 2006, Students Beginning at 4-Year Institutions

Student Characteristics

Attained Degree

No degree, still enrolled

No degree, transferred

No degree, did not enroll

elsewhere

Retained or Graduated

Total

Left Institution

Total

Enrollment intensity through 2006

Always full-time 6.0 66.9 15.9 11.2 72.9 27.1

Mixed 5.2 54.4 28.0 12.5 59.6 40.5

Always part-time 0.2 34.7 7.5 57.7 34.9 65.2

Recent (2003) high school graduates enrolled full time in fall 2003

Certificate plans 6.4 53.5 26.7 13.4 59.9 40.1

Associate’s degree plans 28.4 30.5 20.5 20.6 58.9 41.1

Bachelor’s degree plans 3.7 71.8 18.4 6.1 75.5 24.5

Gender

Male 5.5 60.4 19.4 14.8 65.9 34.2

Female 5.9 65.8 17.1 11.3 71.7 28.4

Age first year enrolled

18 years or younger 4.9 67.9 18.9 8.3 72.8 27.2

19 years 6.4 64.6 19.7 9.3 71.0 29.0

20–23 years 5.9 44.6 17.3 32.2 50.5 49.5

24–29 years 10.0 41.8 5.7 42.4 51.8 48.1

30 or older 7.2 42.6 9.3 40.8 49.8 50.1

Race/ethnicity

White 5.8 64.9 18.2 11.1 70.7 29.3

Black 4.7 56.1 18.7 20.5 60.8 39.2

Hispanic 4.7 60.4 19.7 15.1 65.1 34.8

Asian/Pacific Islander 8.0 69.6 14.7 7.7 77.6 22.4

American Indian 0.7 61.3 11.6 26.3 62.0 37.9

Multiple races/other 5.1 56.2 17.2 21.5 61.3 38.7

Dependency status first year

Dependent 5.4 66.1 19.1 9.5 71.5 28.6

Independent 8.2 42.7 10.7 38.4 50.9 49.1

Unmarried, no dependents 7.7 44.1 11.0 37.2 51.8 48.2

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Student Characteristics

Attained Degree

No degree, still enrolled

No degree, transferred

No degree, did not enroll

elsewhere

Retained or Graduated

Total

Left Institution

Total

Single parent 9.8 37.6 10.9 41.6 47.4 52.5

Married 6.9 46.9 10.1 36.1 53.8 46.2

Highest education of parents

High school or less 7.2 52.1 16.5 24.2 59.3 40.7

Some postsecondary 5.9 60.0 20.7 13.5 65.9 34.2

Bachelor’s degree or higher

5.0 69.7 18.0 7.3 74.7 25.3

Dependent student family income

Less than $32,000 5.6 60.6 18.3 15.5 66.2 33.8

$32,000–59,999 6.2 62.6 18.1 13.1 68.8 31.2

$60,000–91,999 4.6 68.8 20.0 6.6 73.4 26.6

$92,000 or more 5.3 70.7 19.1 4.9 76.0 24.0

Source: NCES.12

Based on an earlier round of the BPS – 1996/98 Beginning Postsecondary Students Longitudinal Study (BSP:96/98) – the NCES published a more comprehensive look at the factors affecting student persistence and attrition.13 Unfortunately, this earlier report focused on the student rather than the institutional perspective. In other words, the study focused exclusively on students’ total departure from postsecondary education within three years of their first enrollment (no longer enrolled and did not enroll at another institution). From the institution’s perspective, this only explains part of the picture, leaving out students who transfer to another institution. Nevertheless, as a part of the study, the NCES asked students to indicate their reasons for leaving, providing helpful insight into the potential explanations of student departure. The following table presents students’ most common reasons for leaving. It only includes students who originally enrolled in a private, not-for-profit, four-year institution. Note that students could provide up to three reasons for leaving, including reasons not listed below.

Percentage of 1995-96 Beginning Postsecondary Students Leaving by Spring 1998, Private, Not-for-Profit, Four-Year Institutions

Reason for Early Departure Percent of Students

Other financial reasons 24.5

Needed to work 16.5

Change in family status 14.9

12 Ibid. p. 19-20. 13 ―Short-Term Enrollment in Postsecondary Education: Student Background and Institutional Differences in

Reasons for Early Departure, 1996–98.‖ National Center for Education Statistics, US Department of Education. November 21, 2002. p. 52. http://nces.ed.gov/pubs2003/2003153.pdf

http://nces.ed.gov/pubs2003/2003153.pdf

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Reason for Early Departure Percent of Students

Conflicts at home/personal problems 14.4

Not satisfied 10.9

Taking time off 6.6

Academic problems 4.7

Done taking desired classes 4.4

Conflicts with job/ military 4.3 Source: NCES.14

ACT Study of Academic and Non-Academic Factors In addition to the NCES studies, ACT, Inc. released a report in 2004 that attempted to quantify national trends in attrition and retention. Examining broad categories of academic and non-academic factors, the report represents a compilation of information from several national studies—three on retention practices and six on academic advising— as well as twenty years worth of data collected through ACT’s Institutional Data Questionnaire.15 The following table, provided in the ACT report, explores the correlation between retention rates and both academic and non-academic factors. The numeric value assigned to each factor is a population estimate of correlation as provided by a 2004 study on student success presented in

the Psychological Bulletin entitled ― “Do psychosocial and study skill factors predict college outcomes?‖16

Strength of Relationship between Individual Factors and Retention

Factor Description Practical Strength

Numeric Value

Academic-Related Skills Time management skills, study skills, and study habits, e.g. note-taking

Strong .366

Academic Self-Confidence Level of academic self-confidence (of being successful in the academic environment)

Strong .359

Academic Goals Level of commitment to obtain a college degree

Strong .340

Institutional Commitment Level of confidence in and satisfaction with institutional choice

Moderate .262

14 Ibid., p. 52. 15 Lotkowski, Veronica A. et al. ―The Role of Academic and Non-Academic Factors in Improving College

Retention.‖ ACT Policy Report. ACT 2004. http://www.act.org/research/policymakers/pdf/college_retention.pdf

16 Robbins, Steven B., Lauver, Kristy, et. al. ―Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.‖ Psychological Bulletin Vol. 130, No. 2, 2004. 261-288

http://www.act.org/research/policymakers/pdf/college_retention.pdf

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Factor Description Practical Strength

Numeric Value

Social Support Level of social support a student feels the institution provides

Moderate .257

High School GPA Cumulative grade point average student earned from all high school courses

Moderate .246

Contextual Influences The extent to which students receive financial aid, institution size and selectivity

Moderate .238

Socioeconomic Status Parents’ educational attainment and family income

Moderate .228

Social Involvement

Extent to which a student feels connected to the college environment, peers, faculty, and others in college, as well as student’s overall involvement in campus activities

Moderate .216

ACT Assessment Score College preparedness measure in English, Mathematics, Reading, and Science

Moderate .124

Achievement Motivation Level of motivation to achieve success

Weak .066

General Self-Concept Overall level of self-confidence and self-esteem

Weak .050

Source: ACT, Inc., 2004.17

The ACT model indicates a correlation between academic performance (as measured by high school GPA and ACT scores) and the decision to stay enrolled in college, though socioeconomic status and other social factors appear to play notable parts in student retention as well. However, the study’s crucial point is – echoing Tinto – that students’ institutional commitments, social support, and social involvement are fundamentally connected to attrition rates. Achievement motivation appears as a relatively unimportant criterion, while general self-concept matters little because students may be quite happy with themselves but discontent with their universities or colleges. The study’s bottom line is that students who cannot connect with the academic and/or social communities at postsecondary institutions are statistically likelier to drop out. Examining the NCES and ACT reports, we see that a variety of background characteristics, such as age, race/ethnicity, enrollment intensity, and parents’ level of education, as well as academic-related skills, academic self-confidence, and academic goals likely play a role in whether a student persists or drops out of an institution.

17 Lotkowski, Op. cit.

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While these findings are useful for identifying at-risk students, the task of designing effective retention programs around these data is also important. Improving student involvement and fostering a sense of belonging on campus are difficult undertakings and should be of primary concern to colleges and universities. In the next section, we examine programs and practices that have been developed to improve student retention.

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Student Retention Programs and Practices

Understanding the reasons for attrition is only one part of the retention equation. Proactively identifying at-risk students and extending appropriate support mechanisms is critically important for helping those students persist through college. In short, colleges and universities must preempt attrition by targeting retention-oriented programs and support services to students from the start of their college careers. Retention activities can – and often do – take multiple forms, some of which are described below. National Studies of Retention Practices In 2004, another ACT report detailed the results of a large-scale survey of retention practices at colleges and universities across the United States. The survey asked respondents to identify all approaches that their institution has pursued from a list of common retention practices. The resulting report – entitled ―What Works in Student Retention?‖18 – draws data from 1,061 two- and four-year institutions and serves as one of the most comprehensive resources on the topic. Of the 1,061 responding institutions, 401 were four-year private colleges or universities.19 Survey participants were prompted to identify implemented efforts and rate programs, services, curricular offerings, and interventions based on how much each contributes to student retention efforts on a scale of 1 to 5 (1=no contribution to retention; 5=major contribution to retention).20 The tables below display the highlights of the survey with regard to private, four-year institutions. The survey results provide an excellent foundation for ways in which institutions can act to improve student retention rates. A full listing of programs and practices contributing to retention are provided in the appendix. The first table displays practices that received the highest ratings in terms of contribution to student retention at four-year private colleges.

Practices with Highest Mean Contributions to Retention, Four-Year Private Colleges

Programs, Services, Curricular Offerings, Interventions Mean Contribution

Freshman Seminar/University 101 (credit) 3.9

Integration of Advising with First Year Transition Programs 3.9

Advising Interventions with Selected Student Populations 3.8

Increased Advising Staff 3.8

18 Habley, Wesley R. & McClanahan, Randy. ―What Works in Student Retention All Survey Colleges?‖ ACT

2004. http://www.act.org/path/postsec/droptables/pdf/AllColleges.pdf 19 Please note that the results of a 2009 administration of the ACT survey will be available later this month.

See: http://www.act.org/research/policymakers/reports/retain.html 20 Habley and McClanahan. Op. cit. p. 14-16.

http://www.act.org/path/postsec/droptables/pdf/AllColleges.pdf

http://www.act.org/research/policymakers/reports/retain.html

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Comprehensive Learning Assistance Center/Lab 3.8

Internships 3.7

Learning Communities 3.7

Reading Center/Lab 3.7

Tutoring Program 3.7

Faculty Mentoring 3.7

Extended Freshman Orientation (non-credit) 3.6

Extended Freshman Orientation (credit) 3.6

Freshman Seminar/University 101 (non-credit) 3.6

Summer Bridge Program 3.6

Program for Honors Students 3.6

Required On-Campus Housing for Freshmen 3.6 Source: ACT.

By contrast, respondents indicated that the following practices made the lowest levels of contribution to student retention.

Practices with Lowest Mean Contributions to Retention, Four-Year Private Colleges


Advisor Manual/Handbook 2.7

Vocational Aptitude Tests 2.8

Personality Tests 2.8

Computer-Assisted Career Guidance 2.8

Parent Newsletter 2.8

Library Orientation, Workshop, and/or Course 2.8

Health and Wellness Course/Program 2.8

Application of Technology to Advising 2.9

Learning Styles Inventories 2.9

Values Inventories 2.9

Interest Inventories 2.9

Foreign Language Center/Lab 2.9

Diversity Information/Training 2.9 Source: ACT.

In addition to such information from all private four-year institutions, the ACT study provided information regarding the practices of “High-Performing Campuses.” These institutions include those performing in the top quartile in both retention (as measured by first to second year attrition rates) and degree completion (five-year degree completion rates for all bachelor’s degree seeking students). This information is based on data drawn from ACT’s 2003 Institutional Data Questionnaire (IDQ), a survey of 2,530 colleges and universities (1,154 private four-year institutions).21

21 Ibid. p. 16.

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The survey found a number of retention practices that appear to differentiate high-performing four-year private colleges from low-performing (bottom quartile in terms of retention and degree completion) colleges. These include:

Integration of academic advising with first-year transition programs

Increased advising staff

Academic advising center

Learning communities

Faculty mentoring

Non-credit extended freshman orientation

Summer bridge program

Program for honors students

Peer mentoring

Writing center/lab22 Many of these findings were reinforced by a more recent – though smaller scale – study conducted by Noel Levitz. In its ―2009 Student Retention Practices and Strategies at Four-Year and Two-Year Institutions,‖ Noel Levitz reported the results of a 76-item online poll, conducted in April and May of 2009.23 The survey had been sent to 3,033 degree-granting institutions in the United States. A total of 316 colleges and universities responded, of which 168 were four-year private institutions.24 One of the main components of the poll focused on the effectiveness of student retention programs. Presented with a list of 60 retention practices, respondents could indicate whether the practice was ―very effective,‖ ―somewhat effective,‖ ―minimally effective,‖ or ―method not used.‖ The report found the following practices to be the most effective in supporting student retention at four-year private institutions.

Most Effective Practices and Strategies Contributing to Student Retention at Four-Year Private Colleges and Universities

Practices and Strategies

Orientation program for first-year students

Institution-wide emphasis on the teaching of undergraduates and undergraduate learning

Academic support program or services

Surveys or interviews to determine students’ levels of satisfaction

Academic advising program

Programs designed specifically for first-year students

First-year experience program

22 Ibid. 23 ―2009 Student Retention Practices and Strategies at Four-Year and Two-Year Institutions.‖ Noel Levitz.

2009. https://www.noellevitz.com/NR/rdonlyres/5861D100-6FB0-4DB9-B211-626984EC13CC/0/StudentRetentionPracticesandStrategies09.pdf

24 The names of the participating institutions are available in the report. Ibid., p. 18-19.

https://www.noellevitz.com/NR/rdonlyres/5861D100-6FB0-4DB9-B211-626984EC13CC/0/StudentRetentionPracticesandStrategies09.pdf

https://www.noellevitz.com/NR/rdonlyres/5861D100-6FB0-4DB9-B211-626984EC13CC/0/StudentRetentionPracticesandStrategies09.pdf

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Practices and Strategies

Early-alert and intervention system

Tracking of persistence and progression patterns among all students who matriculate

Use of satisfaction assessments to make changes Source: Noel Levitz.25

Descriptions of Selected Strategies for Improvement As demonstrated in the 2004 ACT and 2009 Noel Levitz reports, postsecondary institutions use a variety of individual and combined methods to encourage students to re-enroll each year and persist until graduation. In the following subsection, we discuss in detail some of the most common practices, as indicated by the ACT and Noel Levitz surveys, used to improve student retention and graduation rates at both small and large institutions. As three of the five practices with the highest mean contributions to retention in the ACT survey and one of the top ten practices highlighted in the Noel Levitz report were related to advising, we begin with a brief overview of two promising advising practices: peer advising and intrusive advising (advising interventions with selected student populations). This is followed by a description of four additional practices identified by the ACT and/or Noel Levitz surveys as having an impact on student retention. These include:

Orientation programs and first-year seminars

Learning communities

Summer bridge programs

Early warning systems Peer Advising In a peer advising program, upperclassmen act as both an additional resource and intermediary between first-year students and faculty or professional academic advisors. Most often, the peer advisors receive training to ensure that they accurately convey information and make appropriate referrals to administrative offices and student services. As retention rates remain a top priority for institutions, the peer advising structure is becoming increasingly popular among both small and large institutions. In her article ―Peer Advising: A Win-Win Initiative,‖ Heidi Koring, then Chair of the Peer Advising and Advising Interest Groups at Lynchburg College, notes several characteristics of the peer advising structure, highlighting the versatility of the model:

Contact might range from informal, friendly conversations to more intensive programs in which peer advisors remain on-call for student assistance and/or make formal meeting arrangements in residence halls.

25 Ibid., p. 4.

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The program might be a campus-wide initiative or specific to a certain academic department or sub-set of students, such as freshman students, transfer students, ethnic minorities, or probationary students.

The programs often take advantage of new communications media attractive to younger students, such as instant messaging and blogging. Peer advisors are often available to answer student questions on weekends and after typical office hours via email.

Peer advisors benefit from the program as they develop leadership skills and establish mentoring relationships with supervisors. Peer advisors often receive credit for the required training and related courses on topics such as psychology and educational theory.26

Intrusive Advising Intrusive advising is a proactive method of academic advising that incorporates intervention strategies for historically at-risk groups of students, such as academically disadvantaged or underprepared students, disabled students, probationary students, ethnic minority students, and students of low socioeconomic status. In a 2002 article in the College Student Journal entitled ―Advising At-Risk Students in College and University Settings,‖ Heisserer and Parette define intrusive advising as:

An intensive advising intervention with an at-risk student that is designed to (a) facilitate informed, responsible decision-making, (b) increase student motivation toward activities in his/her social/academic community, and (c) ensure the probability of the student’s academic success.27

An intrusive advising program might include a system to monitor academic performance and progress, periodic phone calls to the student, distribution of informative newsletters, and a signed contract or study plan that outlines the student’s goals and commitment to achieve those goals. Orientation Programs and First-Year Seminars In an effort to address both academic and non-academic factors that affect retention rates, many institutions have implemented orientation programs and first-year seminars to help make students’ transition from high school to college as seamless as possible. Ideally, an orientation program will introduce newly enrolled students to their peers and members of the faculty and staff. It also should familiarize

26 Koring, H. ―Peer Advising: A Win-Win Initiative,‖ Academic Advising Today, vol. 28, no. 2, June 2005.

http://www.nacada.ksu.edu/AAT/NW28_2.htm#5 27 Heisserer, D. and Parette, P. ―Advising At-Risk Students in College and University Settings,‖ College Student

Journal, 36(1), March 2002.

http://www.nacada.ksu.edu/AAT/NW28_2.htm#5

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them with extracurricular opportunities available on campus and the institution’s academic policies, as well as library, academic support, and career services. First-year seminars often serve as an extension of the orientation program and aim to assist students in the development of both academic skills and college survival tactics, such as time and stress management.28 Learning Communities The establishment of learning communities has been shown to successfully engage students in their course of study and to promote relationships with fellow students in the classroom and in residence life, both of which are significant factors in student retention and persistence to graduation. The Pathways to College Network, a partnership of national organizations committed to improving college readiness and success for underserved students,29 categorizes learning communities into five groups:

Linked Courses: A cohort of students participates in two complementary courses, one content-based and one application-based, with coordinated syllabi and assignments and a unifying theme.

Freshman Interest Groups (FIGs): A theme oriented around a particular academic major links together three to four freshman courses and a weekly, peer advisor-led seminar.

Coordinated Studies: Faculty and students participate in a full-time, interdisciplinary theme-based curriculum for one quarter, semester, or year.

Learning Clusters: One student group participates together in three to four courses, generally based on a theme, historical period, or topic of interest.

Federated Learning Communities: A group of students enroll in three theme-based courses, as well as a for-credit seminar taught by the ―Master Learner,‖ a professor from a different discipline who participates in the classes and fulfills course requirements alongside the students.30

Summer Bridge Programs Typically designed for at-risk students, summer bridge programs aim to facilitate smooth transitions from the high school setting to the college campus environment. The programs target historically high-risk groups of students who might encounter more obstacles than the average student during the transition period. In the summer program, students take courses on basic academic skills,

28 Myers, Denise R. ―College Success Programs,‖ Pathways to College Network. 2003. p. 14-17. See

http://www.pathwaystocollege.net/pdf/CollegeSuccessPrograms.pdf 29 Pathways to College Network. http://www.pathwaystocollege.net/ 30 Myers, Op. cit., p. 10-14.

http://www.pathwaystocollege.net/pdf/CollegeSuccessPrograms.pdf

http://www.pathwaystocollege.net/

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primarily English and math, and become acquainted with the campus, faculty members and available resources before the fall semester commences. An on-campus residence program encourages participants to integrate their academic and social lives while the campus is still relatively quiet in the summer months.31 Early Warning Systems The ability to identify at-risk students and connect them with advisors, counselors, or mentors in a timely matter is a crucial component of any student retention program. While students in historically at-risk groups may be identified as early as enrollment or freshman orientation and placed in an early intervention or intensive academic advising program, a student who does not initially fit the bill for an at-risk student but later encounters detrimental academic, financial or personal obstacles might slip through the cracks unnoticed. In an effort to raise the institution’s awareness of the entire student body’s academic progress and well-being and to identify students whose habits or personal situations may elevate their risk of drop-out, several institutions have implemented an ―Early Warning System‖ or ―Academic Alert System.‖32 Early warning systems may include a submission form restricted to use by faculty members or, in some cases, open to peer and residence advisors as well. Reasons for the submission of an academic alert include a student’s difficulties with course material, perceived lack of motivation, failure to complete assignments or attend classes, medical conditions, financial problems, family or personal life problems, and suspected substance abuse. The form is generally submitted to a small committee that proactively intervenes to help the student regain a positive foothold in the university or college community and succeed in his/her degree program.

31 Ibid. p. 17-18. 32 Note that a helpful discussion of early alert systems is included in the ―Cuseo Collection,‖ a collection of

scholarship regarding the first-year experience, maintained on the University of Wisconsin Colleges’ Engaging Students in the First Year web site. See: Joe Cuseo. ―Red Flags: Behavioral Indicators of Potential Student Attrition.‖ http://www.uwc.edu/administration/academic-affairs/esfy/cuseo/Red%20Flags--Behavioral%20Indicators%20of%20Potential%20Student%20Attrition.doc

http://www.uwc.edu/administration/academic-affairs/esfy/cuseo/Red%20Flags--Behavioral%20Indicators%20of%20Potential%20Student%20Attrition.doc



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Case Studies of Peer Universities

In the final section of this report, we provide a series of brief case studies of institutions that have been commended for their exemplary retention practices and programs. First, we have selected three institutions that have been honored by the Lee Noel and Randi Levitz Retention Excellence Awards. Annually, postsecondary institutions in the United States and Canada are selected for commendation based on their retention programs. Programs are judged on ―identifiable and measurable institutional outcomes, originality and creativity, use of resources, and adaptability for use at other institutions.‖33 Further, with one member in mind, we reviewed recent winners of these awards and identified small, private, four-year institutions for inclusion in our report. These include: Albion College (2009), Grand View University (2008), and Stevenson University (2001). In addition to the three winners of Retention Excellence Awards, we have selected a fourth institution that has been recognized by the National Academic Advisors Association for Outstanding Advising Programs. The annual awards recognize ―programs that document innovative and/or exemplary practices resulting in improvement of academic advising services.‖34 Since advising appeared as a common feature among successful retention programs earlier in this report, we have selected the Connections Program at Lynchburg College for our review. Albion College Albion College, located in Albion, Michigan, was a 2009 recipient of a Retention Excellence Award. With a student population of 1,860 undergraduates,35 the private institution’s Academic Success Course (ASC) provides a strong example of successful retention practice.36 The ASC is designed to offer additional support to academically underperforming students, stemming from difficulties adjusting to the demands of college. Albion College maintains three levels of academic probation, with Terminal Probation as the most serious. Before 2006, college support staff would allocate significant resources to providing individual support to students who were on Terminal Probation, though much of their efforts were unsuccessful. In response to

33 ―Retention Excellence Awards Overview.‖ Noel Levitz.

https://www.noellevitz.com/Papers+and+Research/Retention+Excellence+Awards/ 34 ―Outstanding Advising Program Awards.‖ National Academic Advising Association.

http://www.nacada.ksu.edu/programs/Awards/OutstandingProgram.htm 35 ―College Navigator.‖ National Center for Education Statistics, US Department of Education.

http://nces.ed.gov/collegenavigator/ 36 ―Retention Excellence Awards – Albion College.‖ Noel Levitz.

https://www.noellevitz.com/Papers+and+Research/Retention+Excellence+Awards/4+year+private+colleges+and+universities/Albion+College+(MI).htm

https://www.noellevitz.com/Papers+and+Research/Retention+Excellence+Awards/

http://www.nacada.ksu.edu/programs/Awards/OutstandingProgram.htm

http://nces.ed.gov/collegenavigator/



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this situation, Dr. Barry Wolf, a staff member of Academic Affairs and a clinical psychologist, devised the ASC as a means of providing an effective support service that more directly addresses issues related to academic performance. In turn, the program would seek to improve retention and achievement of students on Terminal Probation. The course was instituted in fall 2006, with ―TP‖ students required to complete the course. By fall 2007, Albion converted the course to a half unit (2 semester hour) course for credit. According to Noel Levitz, traditionally, retention-based courses such as study skills and ―learning to learn‖ courses have mainly aimed to improve struggling students’ academic strategies. While study skills are certainly important, the ASC seeks to address the “psycho-academic” issues that are affecting student performance. At Albion, students flagged as TP are usually intelligent and have the ability to do well in college. However, as the description of the program notes, these students often have:

…poor work ethic and low frustration tolerance related to effort. Their study strategies were relatively effective in high school, but they are reluctant to adopt new strategies that are more appropriate for the increased demands of college. When encouraged to confront their academic problems, many underperforming students are ambivalent about receiving help, changing their academic behavior, and increasing effort.37

The ASC is designed as a means of integrating interventions focusing on ―strategy, readiness to change, and effort in an attempt to address the specific issues that TP students experience.‖38 The course is composed of discussion/activity-based class meetings, readings, study sessions, and peer mentoring (former ASC students) to aid TP students in overcoming their academic issues. The instructor is tasked not only with teaching responsibilities, but must act as a mentor, advisor, and academic coach. Albion views the student-instructor relationship as one that ―facilitates students’ willingness to address academic issues, provides the opportunity for students to build a meaningful connection with a supportive campus figure, and promotes connection with other faculty and staff.‖39 In terms of results, the ASC has already improved the retention and academic achievement of TP students. Evidence of this success includes the following:

ASC students were retained at significantly higher rates than non-ASC students (TP students before ASC was instituted) for multiple time points (one semester, one year, and two years).

37 Ibid. 38 Ibid. 39 Ibid.

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o The one-semester retention rate has increased from 40 percent for non-ASC students to 76.7 percent for ASC students

o The one-year retention rate has increased from 31.4 percent for non-ASC students to 55.6 percent for ASC students

o The two-year retention rate has increased from 25.7 percent for non-ASC students to 50.0 percent for ASC students.

The average semester GPA of ASC students beginning their TP semester increased from 1.08 (pre-ASC) to an average semester GPA of 2.47 for the semester in which they were enrolled in ASC.

During their TP semester, non-ASC students (TP students prior to ASC’s inception) had an average semester GPA of 1.72 during their TP semester. As noted above, ASC students had a significantly higher GPA of 2.47 during their TP semester.40

Grand View University Grand View University (formerly Grand View College) received a Retention Excellence Award in 2008 for its Student Success Program.41 Located in Des Moines, Iowa, the private university has an all-undergraduate population of 1,936 students.42 The Student Success Program integrates various practices aimed at improving retention and achievement of the student population. The four primary components of the program are described below. First Year Connections Nearly all first-time, full-time students enroll in a “curricular-linked learning community” (LC) or a “living-learning community.” These learning communities seek to facilitate strong relationships between LC classmates, increase understanding of content and ―the interdisciplinary nature of learning,‖ and promote a high quality student-instructor/advisor relationship. Within the Learning Communities, students take two or three courses together. The following table provides a discussion of specific curricular-linked learning communities.

40 Ibid. 41 ―Retention Excellence Awards – Grand View College (IA).‖ Noel Levitz.

https://www.noellevitz.com/Papers+and+Research/Retention+Excellence+Awards/4+year+private+colleges+and+universities/Grand+View+College.htm

42 ―College Navigator.‖ National Center for Education Statistics, US Department of Education. http://nces.ed.gov/collegenavigator/




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Grand View University Learning Communities Learning Community Description

Dissent in American History

Links US History and English composition classes, explores dissenting groups, their beliefs and their rhetoric in US history to 1877. Through group writing, document analysis, and critical thinking activities, students learn strategies for success in research and academic writing.

Finding Our Voices: Literacy in College

Links English composition and college-level reading classes, focuses on ways that activities of academic reading and writing are connected. Through practice and discussion of texts, students acquire and improve summary, explanation, critical thinking, vocabulary development, and comprehension skills.

Economics and Politics: Making Sense of Everyday Life

Links macroeconomics and national government classes, focuses on the interrelationships between politics and economics. Places emphasis on understanding the political process in the US and its impact on the US economy. Also covers monetary and fiscal policies and the role of the US in the world economy.

Mind Matters

Links biology and psychology classes, exploring mind and body connections, the biology of personality and behavior, the biology of organs associated with psychology (brain), hormones, and other chemicals that affect behavior.

Serenity 101: Brain-Based Bliss

Links psychology 101 and nursing 110 to help students become familiar with brain research on health and happiness. Students learn skills and techniques derived from this research to incorporate into their lives.

Speaking Your Mind Links psychology and speech classes to help students answer questions about how communication and psychology fit together. Why do we think what we think? Why do we say what we say?

Let’s Talk Teaching Links introduction to education and speech classes to introduce students to the teacher education program, theories of education, and how these relate to speech and communication skills.

Mass Media in Contemporary Society

Explores the history, theory, functions, and problems of mass media in contemporary society, including radio, television, newspapers, magazines, photography, movies, and advertising.

Drawing and Design Links introductory design and drawing courses, introducing students to basic theories, practices, and principles in these fields.

Beginnings and Beliefs

Links Western Civilization and Christian Faith and Life courses to explore the history of civilization, with a special emphasis on the origins of beliefs of the Christian faith and how these beginnings connect to contemporary life.

Source: Grand View University.43

In addition to the above curricular-linked learning communities, Grand View offers a living-learning community titled ―LPOD.‖ The acronym stands for Leadership-

43 ―Learning Communities.‖ Grand View University.

http://www.admissions.grandview.edu/tabid/4148/Default.aspx

http://www.admissions.grandview.edu/tabid/4148/Default.aspx

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Place of Discovery. The program is designed for 24 students who are academically motivated and ambitious. These students enroll in a one-credit leadership seminar which explores the characteristics of effective leadership, service, and integrity. Students must apply separately to participate in LPOD.44 Early Alert and Student Support The university monitors student academic progress and engagement through its Council of Success and Council of Engagement.45 While little information is available on the details of this program, the institution notes that it seeks to intervene with students identified as at-risk through a case management and strengths-based approach. Viking Edge After reviewing its results on the National Survey of Student Engagement (NSSE), the university developed the Viking EDGE as a means of increasing student engagement. The Viking EDGE is described as “a web of people, services, and opportunities that connects students to the campus community, to the broader community, and to their life ahead.”46 Rather than a program, the Viking EDGE appears to be more of a philosophy underpinning the university’s support for its students. The university notes that EDGE stands for ―Engaging,‖ ―Discerning,‖ ―Growing,‖ and ―Educating.‖ The university provides the following explanation of each aspect of the EDGE.

Engaging in community – You’ll get connected right from the start, with faculty, staff, and fellow students. Your personal growth and well-being matter to the whole campus community, and you’ll be encouraged to support others in their growth. That’s what the community is all about.

Discerning your life purpose – We call it vocation, a ―calling‖ that will help guide you through your college experiences and beyond, as you decide on a major and craft an educational plan. We’ll help you get in touch with what really matters to you, with what makes you come alive.

Growing in leadership – You’ll have unique opportunities to develop and demonstrate your leadership skills, experience, and abilities. You’ll be able to describe how you developed as a leader…how you made a difference through leadership at Grand View…and how your skills can benefit the community and the workplace.

44 Ibid. 45 ―Noel Levitz Retention Award.‖ Grand View University.

http://www.gvc.edu/aspx/audience/audience.aspx?pageid=1219&aid=4 46 Quoted verbatim from: ―Experience the Viking Edge!‖ Grand View University.

http://www.grandview.edu/aspx/audience/audience.aspx?pageid=881&aid=1

http://www.gvc.edu/aspx/audience/audience.aspx?pageid=1219&aid=4


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Educating with integrity – We appreciate and respect the dignity and worth of each individual, honoring and promoting a community of open interaction, personal integrity, active intellectual engagement, and academic honesty among students, faculty, and staff.47

Center for Excellence in Teaching and Learning (CETL) The CETL is a faculty development program designed to improve teaching and advising with the ultimate goal of enhancing student learning. The Center’s website lists eight strategic goals:

Provide a physical and intellectual space devoted to excellent and innovative teaching among Grand View instructors and Grand View students preparing for a teaching career

Create a community of peers to deepen understanding of the teaching and learning processes by helping instructors gather, assess, and reflect on information about teaching and student learning

Cultivate dialogue about teaching and learning through workshops, consultations, and other programs

Support experimentation with innovative and emerging uses of instructional technology and methods, expand usage of current technologies

Disseminate research and facilitate access to resources that support teaching and learning

Support members of the academic community in research endeavors including grant seeking or scholarly writing

Direct and coordinate successful learning community programs that invigorate instructors and support students academically and socially

Provide an interface between Grand View and local schools to support efforts that improve education48

Among its other services, the Noel Levitz Retention Excellence Award description highlights the Center’s Summer Institute, noting that experts are brought to the campus to discuss active learning strategies, learning community pedagogy, course

47 Ibid. 48 ―About the Center for Excellence in Teaching and Learning.‖ Grand View University.



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design, assessment, and student engagement.49 The 2009 Summer Institute focused primarily on ―topics related to reducing student apathy and increasing motivation.‖50 According to the Noel Levitz award description, the GPA and percentage of students receiving a grade of C or higher in learning community classes are higher than students enrolling in non-learning community sections. In terms of student engagement, NSSE results indicate that student-faculty interactions at the university have improved, with NSSE scores in this area increasing from 33.7 to 36.2 for freshmen and from 41.6 to 42.9 for seniors since 2004.51 The five-year average freshman to sophomore retention rate improved from 61 percent to 68.3 percent, while the freshman to junior retention rate increased from 47 percent to 54 percent. Finally, the five-year graduation rate at the university jumped from 33 percent to 37.9 percent.52 Stevenson University Stevenson University, a private college located in Maryland with a primarily undergraduate population of 3,409 students,53 received an award from Noel Levitz in 2001. Note that the institution changed its name from Villa Julie College to Stevenson University in 2008.54 The program that earned the institution the retention award was its Partnerships and Student Success (PASS) program, a mentoring program that is still in operation today.55 The program is designed to increase the success of conditionally admitted freshmen.56 In the fall of 1996, the institution established its mentoring program with the philosophy that ―students’ persistence at Villa Julie College [now Stevenson] reflects our involvement and commitment to them.‖57 The program targeted students ranked in the lower 20 percent of graduating high school classes, a population that needed more personalized attention than other incoming students. Students are informed of their mandatory participation in the PASS program when they receive their

49 ―Retention Excellence Awards – Grand View College (IA).‖ Op. cit. 50 ―CETL: Workshops and Conferences.‖ Grand View University.

http://www.grandview.edu/aspx/audience/audience.aspx?pageid=1289&aid=5 51 Note that the institution does not indicate in which year the post-implementation NSSE scores were

measured. However, the award was granted in 2008, suggesting that this data is accurate as of that year. 52 ―Retention Excellence Awards – Grand View College.‖ Noel Levitz. Op. cit. 53 ―College Navigator.‖ National Center for Education Statistics, US Department of Education.

http://nces.ed.gov/collegenavigator/ 54 ―History of the University.‖ Stevenson University. http://www.stevenson.edu/explore/history_main.asp 55 ―PASS Program.‖ Stevenson University. http://academiclink.stevensonuniversity.org/programs/pass/ 56 ―Retention Excellence Awards – Villa Julie College.‖ Noel Levitz.

https://www.noellevitz.com/Papers+and+Research/Retention+Excellence+Awards/2+year+colleges/Villa+Julie+College+(MD).htm

57 Ibid.



http://www.stevenson.edu/explore/history_main.asp

http://academiclink.stevensonuniversity.org/programs/pass/



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conditional acceptance letters. These individuals are invited to an informal event over the summer, hosted by their mentors, drawn from faculty, staff, and administrators at the institution. The initial orientation provides details of the goals of the program to the students. These include:

To create an immediate partnership between student and mentor in which both share a commitment to a common goal – the student’s success.

To unify the efforts of faculty and student services in supporting students.

To influence students’ social interaction so they feel connected and inspired to get involved in campus life.

To integrate “at-risk” students, not isolate them.58 The program is composed of the following elements:

Mandatory student-mentor meetings on a weekly basis

A manual for mentors which outlines early intervention and the importance of communication in ensuring student persistence

Reinforcement of the college’s Freshman Seminar

Referral of students to additional support services

Encouragement from mentors to participate in campus organizations and activities

Facilitation of networking between student participants, faculty, academic advisors, personal counselors, and other student services staff59

At the time of the award, the program had already seen impressive results. For example, before the program began, 50 percent of conditionally accepted students earned final GPAs over 2.0. The freshman to sophomore retention rate for these students rested around 65 percent. After PASS was implemented, over 70 percent of such students earned final GPAs over 2.0 (with a concurrent drop in the number of students on academic probation). At the same time, the freshman to sophomore retention rate increased to almost 73 percent.60

58 Quoted verbatim from Noel Levitz award description. Ibid. 59 Ibid. 60 Ibid.

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Lynchburg College Lynchburg College is a small, four-year private institution located in Virginia, with 2,572 students (of which 2,183 are undergraduates).61 Though not a recipient of a Noel Levitz award, the Lynchburg College Connections Program provides another promising example of institutional retention efforts. Receiving a Certificate of Merit from the National Academic Advisors Association for Outstanding Institutional Advising Program (2003), the program offers services designed to equip students with the tools they need to successfully transition to campus life.62 The program is described as a focal point of the college’s freshman programs, designed to facilitate the building of relationships between classmates and the Lynchburg College community. The program is led by Connection Leaders who act as peer educators and mentors. These individuals are current Lynchburg College students who have completed at least one year at the college, have a GPA of 2.5 or above, and a clean disciplinary record. According to the college, these individuals should be ―articulate, responsible, compassionate, full of energy and enthusiasm, involved on campus, as well as a good role model for other students.‖63 Further, freshmen with the same academic advisor are placed in the same Connection Group. This is to facilitate a close relationship between the student, advisor, and Connection Leader.64 The Connections Program is comprised of Student Orientation and Registration (SOAR), Welcome Week, and a Freshman Success Seminar. SOAR At SOAR, students are introduced to their Connection Leader (the upperclassman who will work with them throughout the fall semester), their advisor, and a number of their fellow students. Students receive their class schedule and are provided with an opportunity to make changes if necessary. The SOAR session also offers programming for parents and guests, providing them with the opportunity to meet with college officials and learn about campus services and the Lynchburg College community. The college notes that parents will ―find interactions with Connection Leaders most helpful in understanding how best to help their students be successful at [Lynchburg College].‖65 The following is a list of student and parent events offered during the SOAR session.

61 ―College Navigator.‖ National Center for Education Statistics, US Department of Education.

http://nces.ed.gov/collegenavigator/ 62 ―Program Winners: The Connections Program.‖ National Academic Advising Association.

http://www.nacada.ksu.edu/programs/Awards/archive/mentors.htm#lynchburg 63 ―Connections Program.‖ Lynchburg College. http://www.lynchburg.edu/connections.xml 64 ―Freshmen Advising.‖ Lynchburg College. http://www.lynchburg.edu/x587.xml 65 ―Student Orientation and Registration (SOAR).‖ Lynchburg College. http://www.lynchburg.edu/soar


http://www.nacada.ksu.edu/programs/Awards/archive/mentors.htm#lynchburg

http://www.lynchburg.edu/connections.xml

http://www.lynchburg.edu/x587.xml

http://www.lynchburg.edu/soar

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Parent and Student SOAR Events at Lynchburg College Student Events Parent/Guest Events

Registration Registration

Student Information Fair Student Information Fair

Services for Students with Special Needs Services for Students with Special Needs

Welcome to Lynchburg College Welcome to Lynchburg College

Student Connection Group Meetings (with Connection Leader)

Town Meeting (with deans and other college officials for discussions of student life and

services at Lynchburg College)

Connection Group Meeting with Academic Advisor

Partnership for Student Success at LC

Student Success at LC The Freshmen Academic Experience (with

student’s academic advisor)

Transitions Play Transitions Play

Luau – LC Style -

What’s Next (things you need to know about settling in on campus in August)

Transitions for Parents (Connection leaders provide their perspective on leaving for college

and their first semester away from home)

Academic Advising Appointments, College Student Inventory and Placement Testing

-

Open Houses (campus tours) Open Houses (campus tours)

College Expenses (discussion of payment options, meal plans, banking, etc.)

College Expenses (discussion of payment options, meal plans, banking, etc.)

Student Loans (Q&A regarding financial aid) Student Loans (Q&A regarding financial aid)

- Success for Student-Athletes (success strategies

for parents of student-athletes) Source: Lynchburg College.66

Welcome Week Following SOAR, students attend Welcome Week, beginning the Thursday evening before the start of classes. The week consists of a variety of events and information sessions ―designed specifically to assist new students in making a successful transition to Lynchburg College.‖67 Participation in Welcome Week is mandatory for all new full-time students. Welcome Week gives students the opportunity to:

Re-establish contact with their Connections Group and Connections Leader

Understand Lynchburg College standards of behavior and policies

Meet with their advisor to review class schedule and discuss common reading

Meet with Residence Assistants and other students in their residence halls

66 ―Student Orientation and Registration – June 2010 Schedule of Events.‖ Lynchburg College.

http://www.lynchburg.edu/documents/ProspectiveStudents/GettingStarted/junesoarschedule.pdf 67 ―Welcome Week.‖ Lynchburg College. http://www.lynchburg.edu/x2062.xml

http://www.lynchburg.edu/documents/ProspectiveStudents/GettingStarted/junesoarschedule.pdf


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Discuss alcohol, substance abuse, and other health/safety issues

Learn more about the Lynchburg College community and available resources

Become familiar with community service opportunities68 Freshman Success Seminar Lynchburg College offers an elective, one-credit course titled GS 100: Freshman Success Seminar. The course integrates theory and direct student experience in order to address issues related to ―decision making, goal setting, academic strategies, policies and procedures, healthy choices, and adjustments to college life.‖69 The Connection Leaders are responsible for facilitating the seminars using guidelines provided by the college during ongoing training sessions. In terms of the success of the Connections Program, the National Academic Advising Association comments,

While no single part of the program is distinctive, the synergistic connections between the parts have resulted in increased faculty satisfaction with advising support services, increased satisfaction with advising and improved academic performance on the part of freshmen as measured by average freshman year grade-point average and academic hours completed, additional leadership opportunities for upper class students, and efficient management of space and personnel…with significant savings for the institution.70

68 Ibid. 69 ―Freshman Success Seminar.‖ Lynchburg College. http://www.lynchburg.edu/x4386.xml 70 ―Program Winners: The Connections Program.‖ Op. cit.


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Appendix

The following table provides the complete results regarding retention practices at four-year private colleges, from the 2004 ACT study titled, ―What Works in Student Retention?‖ Respondents were presented with the following prompt:

Of the programs, services, curricular offerings, and interventions that may make a contribution to retention on your campus, indicate if the feature is or is not offered on your campus. Then if the feature is offered, indicate the degree to which you think it contributes to retention on your campus.

(Response scale: 5=major contribution to 1=no contribution).71

Retention Practices, Four-Year Private Colleges

All Survey Colleges

4-Year Private Colleges

% Report

Mean %

Report Mean

Contribution % High-

Performing % Low-

Performing

First-Year Programs

1. Pre-enrollment orientation 82 3.5 79 3.5 81 81

2. Extended freshman orientation (non-credit)

27 3.6 38 3.6 40 28

3. Extended freshman orientation (credit) 26 3.6 24 3.6 10 36

4. Freshman seminar/university 101 (non-credit)

8 3.5 8 3.6 8 13

5. Freshman seminar/university 101 (credit) 51 3.8 55 3.9 58 58

Academic Advising Program

6. Advising interventions with selected student populations

75 3.8 74 3.8 89 84

7. Advisor training 70 3.4 69 3.3 87 56

8. Increased advising staff 30 3.8 24 3.8 36 20

9. Integration of advising with first-year transition programs

41 3.8 48 3.9 65 46

10. Academic advising centers 47 3.8 29 3.8 39 16

11. Centers that combine advisement and counseling with career planning and placement

33 3.7 21 3.6 18 22

12. Advisor manual/handbook 56 2.9 54 2.7 72 42

13. Application of technology to advising 58 3.2 49 2.9 66 38

Assessment Programs

14. Classroom assessment 77 3.1 78 3 74 86

15. Course placement testing (mandated) 76 3.6 64 3.2 64 73

16. Course placement testing (recommended) 30 3.3 32 2.9 46 35

17. Outcomes assessment 66 3 68 3 71 67

18. Diagnostic academic skills test(s) 46 3.2 42 3.1 42 52

71 Habley and McClanahan. Op. cit. p. 18-20.

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All Survey Colleges


% Report

Mean %

Report Mean


Performing % Low-

Performing

19. Learning styles inventory(ies) 37 2.9 34 2.9 35 42

20. Motivation assessment(s) 12 3 12 3 16 6

21. Values inventory(ies) 24 2.9 24 2.9 31 14

22. Interest inventory(ies) 50 2.9 42 2.9 41 41

23. Vocational aptitude test(s) 34 2.9 26 2.8 34 23

24. Personality test(s) 32 2.8 31 2.8 39 26

Career Planning and Placement Programs

25. Career development workshops or courses

76 3.1 73 3 94 70

26. Internships 82 3.6 90 3.7 94 94

27. Cooperative education 43 3.5 24 3.5 30 21

28. Individual career counseling services 83 3.3 81 3.2 94 71

29. Computer-assisted career guidance 67 3 57 2.8 74 43

30. Job shadowing 32 3.1 34 3.1 48 16

Learning Assistance/Academic

31. Learning communities 34 3.7 23 3.7 45 14

32. Supplemental instruction 51 3.7 46 3.5 48 58

33. Summer bridge program 27 3.6 18 3.6 36 8

34. Remedial/developmental coursework (required)

69 3.7 52 3.5 26 61

35. Remedial/developmental coursework (recommended)

35 3.5 29 3.3 33 32

36. Comprehensive learning assistance center/lab

57 3.9 47 3.8 48 56

37. Mathematics center/lab 54 3.6 39 3.4 52 39

38. Writing center/lab 68 3.6 64 3.5 89 54

39. Reading center/lab 31 3.8 21 3.7 23 29

40. Foreign language center/lab 30 3.1 30 2.9 63 12

41. Tutoring program 87 3.8 84 3.7 87 85

42. Study skills course, program, or center 70 3.6 66 3.5 73 71

43. Early warning system 61 3.5 67 3.5 69 71

44. Mid-term progress reports 64 3.3 79 3.4 87 84

45. Performance contracts for students in academic difficulty

38 3.4 43 3.3 42 47

46. Degree guarantee program 10 2.7 5 2.7 5 4

47. Organized student study groups 13 3.5 28 3.4 34 27

48. Service learning programs 41 3.2 46 3.1 68 44

Mentoring Programs

49. Peer mentoring 42 3.5 49 3.5 56 42

50. Faculty mentoring 43 3.6 44 3.7 70 33

33



APRIL 2010

All Survey Colleges


% Report

Mean %

Report Mean


Performing % Low-

Performing

51. Staff mentoring 22 3.5 26 3.5 31 26

52. Community member mentoring 8 3.3 9 3.3 11 13

Faculty Development Programs

53. Teaching techniques 62 3.4 57 3.3 78 56

54. Assessing student performance 30 3.4 29 3.3 71 58

55. Instructional use of technology 83 3.2 79 3.1 90 80

56. Writing across the curriculum 50 3.2 53 3.2 70 44

57. Interdisciplinary courses 48 3.1 67 3 82 61

58. Enhanced/modified faculty reward system

31 3 19 3 37 10

Parent Programs

59. Parent newsletter 20 2.8 31 2.8 46 28

60. Parent orientation 52 3.1 66 3.1 79 61

61. Advisory group 22 2.9 25 2.5 45 8

Campus Programs

62. Freshman interest groups (FIGS) 11 3.6 10 3.5 20 14

63. Diversity information/training 50 3 46 2.9 79 28

64. Residence hall programs 59 3.4 82 3.4 94 76

65. Fraternities/sororities 31 3.1 34 3.3 56 39

66. Recreation/intramurals 78 3.1 84 3.3 98 96

67. Academic clubs 84 3.2 78 3.2 87 71

68. Cultural activities program 78 3.1 75 3.1 92 70

69. Leadership development 72 3.4 74 3.4 87 68

Programs for Sub-populations

70. Adult students 38 3.3 40 3.3 38 46

71. Commuter students 28 3.2 36 3.1 35 32

72. Gay/lesbian/bisexual/transgender students

29 3 30 3 62 12

73. Women 39 3.2 40 3.2 68 26

74. Racial/ethnic minorities 56 3.4 58 3.3 87 38

75. Honor students 64 3.7 57 3.6 61 43

Additional Activities

76. Time management course/program 46 3.2 45 3.2 65 34

77. Health and wellness course/program 58 2.9 58 2.8 74 44

78. Personal coping skills course/program 33 3.1 32 3.2 52 33

79. Social skills course/program 17 3.1 16 3.1 23 15

80. Required on-campus housing for freshmen

35 3.6 63 3.6 85 78

81. Library orientation, workshop, and/or course

73 2.9 78 2.8 92 76

34



APRIL 2010

All Survey Colleges


% Report

Mean %

Report Mean


Performing % Low-

Performing

82. Motivation and goal setting workshop/program

29 3.2 26 3.2 31 26

Source: ACT.

35



APRIL 2010

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