The Freshman Year Experience

Facilitating Student Retentionand Success

Esau Tovar, M.S.

Retention Counselor

Santa Monica CollegeProfessional Development Day

March 13, 2003

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Scope of the Problem

Without systematic intervention, students at-risk will perform poorly or dropout from college within their first year of attendance.

Community college students are more prone to dropping out.

Freshman to Sophomore Dropout Rates By Institution Type

Source: ACT Institutional Data Questionnaires 1999

Two-Year Public 47.5

Two-Year Private 30.1

BA/BS Public 33.3

BA/BS Private 28.6

MA Public 30.5

MA Private 24.0

PhD Public 23.5

PhD Private 16.4

National 32.6

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SMC Retention Information

Fall 1999 to Spring 2000 Retention, Persistence & SuccessFall 1999 Student CohortFall Retention N Percent Valid Percent Cum. %

Not Retained 2216 22.99 22.99 22.99Retained 7425 77.01 77.01 100.00

Fall SuccessUnsuccessful 2576 26.72 26.72 26.72Successfil 7065 73.28 73.28 100.00

Persistence to SpringNo 4279 44.38 44.38 44.38Yes 5362 55.62 55.62 100.00

Spring RetentionNot Retained 958 9.94 17.83 17.83Retained 4415 45.79 82.17 100.00

What’s Working in Student Retention?

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Characteristics of Highly Successful Retention

ProgramsHighly Structured Programs

o THE key: Intrusive, proactive approaches to reach students before they experience difficulties

Interlocked with other programs and servicesExtended, intense student contactStrategized to “engage” studentsTrack student satisfactionInstitution-wide buy-in and understandingRecognize, reward, and celebrate student successRewards and recognition for students, faculty, staff, administrators

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Establishing Retention Priorities

Measurable targets for:Recruitment RetentionPersistenceStudent SuccessStudent Satisfaction/Priorities

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Best and Most Direct Way to Increase

Retention

Assess:Individual needs

Individual attitudes

Individual motivation levels

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What Needs to Occur?

To improve retention, we must help students:

Connect to the environmentAdjust to the college transition Work toward and reassess set goalsSucceed in their classesMake them feel welcome and respected

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Connecting to the College

Adjustment to College:Are we a student-centered campus?How do we know this?What do students say about their priorities?How satisfied are they with our programs and services? Do we have a true customer service orientation?

How Can We Improve?

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Structured First-Year Experience

For most or all participants?Provide academic advising Heavily influenced course selection Supplemental instruction (SI) & TutoringStudy groupsServices to assist with adjustment to the institution

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Structured First-Year Experience

Academic Advising Must be developmental and intrusive in nature

Multiple visits per semester

Ongoing tracking Early Alert-type evaluation

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Structured First-Year Experience

o Heavily Influenced Course Selection

Learning communitiesFreshman interest groups (FIGS)Developmental instructionLecture-based vs. collaboratively taught; group discussion Assessment driven

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Structured First-Year Experience

o Supplemental Instruction & Tutoring

Establish a comprehensive and ongoing training program

SI may be instructor or staff-led

Multiple tutors for high-risk courses

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Structured First-Year Experience

o Effective Study GroupsMost successful if led by a group leader—tutor

Meet regularly

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Structured First-Year Experience

o Pre-Enrollment Services to Assist with College Adjustment:

Specialized/expanded college orientation

Not necessarily to provide academic or enrollment informationExperiential learning & Adventure recreation activities are offeredFaculty & student-staff involvement

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Structured First-Year Experience

"Targeted" Participant Recruitment and Participation Incentives

“Admission” criteria & control over ongoing participation Promote opportunities for engagement—academically and sociallyPersonal, meaningful, and multiple contacts with faculty (in and out of the classroom—field trips, ad hoc discussions); Mentoring experienceTeacher/student lunchesEmployment opportunities

Arranged internships and externships

Focus on Academic Success

Don’t say it. Do it!

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Encourage & Support Student Success

Build upon students’ academic skills and confidenceHelp students learn subject matter (e.g., SI, course instruction, computer-assisted instructional laboratories, study groups, and/or tutoring). Clear and Effective Grading PracticesCommunicate Expectations

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Encourage & Support Student Success

Extensive Student Service Contacts o Frequent contact with students through individual

and group activities

o Work with students to:Strengthen self-conceptIncrease sense of control over environmentSet realistic goals and means to achieve themOvercome negative educational experiencesAccept responsibility for own success/future

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Encourage & Support Student Success

Faculty Development ActivitiesFocused on instructional techniques, practices, improving retention

Formative & Summative Assessment

Grading Philosophies TraditionalConstructivist

Best Practices in Developmental Education

Boylan, Bonham, & White (1999)

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Best Policies in Developmental

EducationPromoting institutional commitment to DEMandatory assessment and placement Provide comprehensive approach to DE courses and servicesEnforce strict attendanceAbolish late registration in DE coursesEstablish ongoing orientation courses and activities

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Best Practices in Developmental

EducationCentralized structure and coordination of DE coursesEncourage professional developmentImplement classroom assessment techniques (learning, feedback)Engage in regular and systematic program evaluationFocus of developing metacognitive skillsGive frequent testsUse a theory-based approach to teachingIntegrate classroom, learning assistance, and laboratory activities

Learning Communities

Models and Practices

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Learning Communities Components

Students enroll in classes togetherBest when courses are offered on a central theme or problemFrequently team-taughtUse collaborative and/or problem-based learning approachesOffer opportunities to forms connections with other students

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Learning Communities Models

Unstructured

Thematic

Integrated

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Learning Communities Models

Freshman Interest Group Goal: To create a small

academic learning community in a large college setting

Offered as triad of courses and discussion group/seminar based on a theme

Example of FIG

Introductory Psychology

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+

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Sociology of Gender

Cultural Anthropology

FIG Discussion Group

Individual & Group Correlates of Gender

Identifying At-Risk Students

Predictive Modeling Approaches

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Identifying Potential Dropouts & Unsuccessful

Studentso Predictive Modeling: Statistical analysis of

past behavior to simulate future resultsExamine institution's historical dataIsolate and weight (according to statistical importance) attrition indicators Indicators are used to form a custom predictive scoring model for each student groupUse indicators to:

Formulate priority-ranked intervention strategies based on likelihood-of-persistence ratings assigned to each entering student.