career conference 2009

11

Career ConferenceCareer Conference20092009

From Inspiration to ApplicationFrom Inspiration to ApplicationJanuary 26-28, 2009January 26-28, 2009

Helping at-risk students:Helping at-risk students:The big problem of low retention The big problem of low retention

ratesrates

22

PurposePurpose

Practical ways to improve retention ratesPractical ways to improve retention rates

Objectives:Objectives: Describe important features of retention models (buffet Describe important features of retention models (buffet

style)style) List 10 psycho-social factors related to retentionList 10 psycho-social factors related to retention Describe how personality can interact with retentionDescribe how personality can interact with retention

33

Overview of ProblemOverview of ProblemDrop Out Rates by Institution

0%5%

10%15%20%25%30%35%40%45%50%

2-Year Bachelors Masters Ph.D.

Series1

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

44

Overview of ProblemOverview of Problem

Drop Out Rate by Year

0%

5%

10%

15%

20%

25%

Year 1 Year 2 Year 3 Year 4

Series1

55

Costs Involved - PersonalCosts Involved - PersonalPersonal Costs – 5 x 5 group discussionPersonal Costs – 5 x 5 group discussion

On one level student retention is about numbers –

….On another level, student retention is about the moral and ethical commitment that we … make to every student who enrolls here….

We state unequivocally our commitment to facilitate the successful journey of every student who comes here.

Retention Coordinating Group, Strategic Retention Master Plan, University of Arizona, April 2005, p. 3.

66

Costs Involved - OrganizationalCosts Involved - Organizational For a single student taking 12 credit hours per semester in the first semester of For a single student taking 12 credit hours per semester in the first semester of

freshman year:freshman year: 12 hours x $100.00* = $1,200.0012 hours x $100.00* = $1,200.00

Loss of this single student over next 3 yearsLoss of this single student over next 3 years (6 semesters @ 12 credits per semester) = $7,200.00(6 semesters @ 12 credits per semester) = $7,200.00

Multiply by attrition rate for first-time freshmen of 20%***Multiply by attrition rate for first-time freshmen of 20%*** (national average rate is 33%):(national average rate is 33%): $7,200.00 x 1,000**** = $7,200,000 loss per year over next 4 to 6 years for this $7,200.00 x 1,000**** = $7,200,000 loss per year over next 4 to 6 years for this

specific cohort of studentsspecific cohort of students

*enter your institution’s tuition-per-credit hour rate here*enter your institution’s tuition-per-credit hour rate here **enter your institution’s credit hour requirement to graduate here**enter your institution’s credit hour requirement to graduate here ***enter your institution’s freshman-to-sophomore attrition rate here***enter your institution’s freshman-to-sophomore attrition rate here ****enter your institution’s total loss of students based on attrition rate and population****enter your institution’s total loss of students based on attrition rate and population

http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.pptDr. Rich Robbins West Virginia University

77

Costs Involved - OrganizationalCosts Involved - Organizational For a single student taking 12 credit hours per semester in the first semester of For a single student taking 12 credit hours per semester in the first semester of

freshman year:freshman year: 12 hours x $100.00* = $1,200.0012 hours x $100.00* = $1,200.00

Loss of this single student over next 3 yearsLoss of this single student over next 3 years (6 semesters @ 12 credits per semester) = $7,200.00(6 semesters @ 12 credits per semester) = $7,200.00

Multiply by attrition rate for first-time freshmen of 20%***Multiply by attrition rate for first-time freshmen of 20%*** (national average rate is 33%):(national average rate is 33%): $7,200.00 x 1,000**** = $7,200.00 x 1,000**** = $7,200,000 loss per year$7,200,000 loss per year over next 4 to 6 over next 4 to 6

years for this specific cohort of studentsyears for this specific cohort of students

*enter your institution’s tuition-per-credit hour rate here*enter your institution’s tuition-per-credit hour rate here **enter your institution’s credit hour requirement to graduate here**enter your institution’s credit hour requirement to graduate here ***enter your institution’s freshman-to-sophomore attrition rate here***enter your institution’s freshman-to-sophomore attrition rate here ****enter your institution’s total loss of students based on attrition rate and population****enter your institution’s total loss of students based on attrition rate and population


88

Costs Involved - OrganizationalCosts Involved - Organizational


Include cost of losing a single student Include cost of losing a single student relative to:relative to: loss of revenue for bookstoreloss of revenue for bookstore loss of revenue for cafeterialoss of revenue for cafeteria loss of revenue for local businessesloss of revenue for local businesses loss of residence hall fees (if residential campus)loss of residence hall fees (if residential campus) loss of other revenue generated by students on loss of other revenue generated by students on

campus or in communitycampus or in community loss of institutional financial aidloss of institutional financial aid

99



More conceptual, long-term, future effectsMore conceptual, long-term, future effects loss of future contributions from possible alumni who never loss of future contributions from possible alumni who never

become alumnibecome alumni

cost of bad public relations, such as word-of-mouth of cost of bad public relations, such as word-of-mouth of dissatisfied students, dissatisfied parents, dissatisfied dissatisfied students, dissatisfied parents, dissatisfied merchants, etc.merchants, etc.

lowered internal morale due to decreased enrollment (fewer lowered internal morale due to decreased enrollment (fewer students in classes; fewer students in major departments, students in classes; fewer students in major departments, etc.)etc.)

1010



Include cost of recruitment of a replacement Include cost of recruitment of a replacement student:student:

cost of travel expenses for recruiterscost of travel expenses for recruiters costs of hotels, meals, etc. for recruiterscosts of hotels, meals, etc. for recruiters cost of mailings to prospective students (e.g., cost of mailings to prospective students (e.g.,

paper, envelopes, stamps)paper, envelopes, stamps) cost of work hours to recruit a replacementcost of work hours to recruit a replacement cost of time away from other taskscost of time away from other tasks other costs specific to your institutionother costs specific to your institution

1111



Multiply each of these costs for a single Multiply each of these costs for a single student by your institution’s attrition student by your institution’s attrition rate, and add to loss of tuitionrate, and add to loss of tuition

The total costs should be enough to get The total costs should be enough to get the attention of the administrationthe attention of the administration

1212



If you can then demonstrate the likelihood that If you can then demonstrate the likelihood that your program (or proposed program) does or will your program (or proposed program) does or will increase retention, you can put a monetary value on increase retention, you can put a monetary value on your efforts in this areayour efforts in this area

The decision to drop out is a complex process involving a The decision to drop out is a complex process involving a series of events which occur over timeseries of events which occur over time

All aspects of campus life can have an impact on student All aspects of campus life can have an impact on student persistence behaviorpersistence behavior

Carefully designed interventions can exert a positive Carefully designed interventions can exert a positive influence on persistence behaviorinfluence on persistence behavior

1313

Solutions to CostsSolutions to CostsDoes your office serve a staff or line function?Does your office serve a staff or line function?

Line = focus on mandate; output; teachingLine = focus on mandate; output; teaching= class hours, graduates, FTEs, etc.= class hours, graduates, FTEs, etc.= see themselves as more important= see themselves as more important

Staff = HR; T & D; Student Services (?)Staff = HR; T & D; Student Services (?) = offer advice & support ~ overhead= offer advice & support ~ overhead= success defined in terms of line= success defined in terms of line= sell the problem – not the solution!= sell the problem – not the solution!

1414

Solutions to CostsSolutions to Costs

Most career professionals think of their services Most career professionals think of their services in terms of support ~ overhead.in terms of support ~ overhead.

Needed, valuable and necessary – but still Needed, valuable and necessary – but still overhead.overhead.

In order to reframe your services it is helpful to think in terms of a cost-benefit assessment.

1515

Cost-benefit AssessmentCost-benefit Assessment

What is the cost of a retention initiative?What is the cost of a retention initiative? Minimal = one-hour general orientationMinimal = one-hour general orientation Maximum = 5 FTE/200 at-risk studentsMaximum = 5 FTE/200 at-risk students

What is the benefit?• Demonstrated increase in retention

• If 20% drop-out rate costs the organization $7.2M+/year

• Then a 10% reduction would save $720,000+/year

• If the cost of the program was $100,000; CBRatio = 7.2

1616

Cost-benefit AssessmentCost-benefit Assessment

During times of economic downturn, funds During times of economic downturn, funds will flow to those services that can show a will flow to those services that can show a positive cost-benefit analysis.positive cost-benefit analysis.

Action Research:

• No action without research; no research without action.

1717

Performance IndicatorsPerformance Indicators

Improving Student Retention:Improving Student Retention:the critical role of datathe critical role of data

Veronique Johnston,Teaching FellowVeronique Johnston,Teaching FellowElaine Thomson, Research Assistant Elaine Thomson, Research Assistant

Napier University, EdinburghNapier University, EdinburghApril 2004April 2004

www.napier.ac.uk/qes/studentretentionproject/SRPhome.aspwww.napier.ac.uk/qes/studentretentionproject/SRPhome.asp

1818

Data Quality and PI DefinitionsData Quality•Checking•Agreeing

Definitions•Population•Withdrawal•Failure•Success•Progression

Performance Indicators•End of year outcomes•Return to study rates•Progress rates•Award rates•Graduation rates

1919

Group Discussion 5 x 5Group Discussion 5 x 51. In small groups, identify 3 P.I.s to measure student retention or success

2. For one of these measures agree:-• Population or populations of interest • A definition of the P.I. (e.g. if the P.I. is withdrawal rate, how is withdrawal defined? Within what time limits? Does it have to be adjusted for the different populations identified?)• Data required to support the P.I.

• Meaning of the P.I. for the institution

2020

Good Practice in Tracking & Monitoring Student Success

1. Clear definitions of different student groups of interest

Can’t do everything at once – but can do something at once – Zig Ziglar

2. Part of an overall strategy for:• Supporting Students• Identifying & addressing retention problems • Identifying & promoting approaches which enhance student success• Informing institutional planning & policy• Staff development• Data management• Resource allocation

2121

Good Practice in Tracking & Monitoring Student Success

3. Development of a portfolio of complementary P.I.s

4. Clarity in meaning & purpose

5. Involvement of staff in P.I. development

6. Consistency

7. Clear responsibility structure

8. Assessment of cost vs benefits

7. Link into student satisfaction

8. Link into student engagement

2222

Retention ModelsRetention Models

TRANSITIONS MODEL – by William Bridges http://www.amazon.com/William-Bridges/e/B000AQ4MUS

When Jane Brown drops out, it is a tragedy. When 5,000 drop out, it is a statistic.

2323

Transition ModelTransition Model

Pre-change

Stability

Endings Neutral Zone Beginnings

Depression; Suicide

Sense of Failure

Return to status quo

Improved Self-awareness

2424


Pre-change

Stability


Depression; Suicide

Sense of Failure



Slaves in Red In desert Entered promised land -

Egypt Sea for 40 Years No longer slaves

2525

Transition Model 5 x 5Transition Model 5 x 5

Pre-change

Stability

Group Discussion:

What changes do most students experience?

How are these seen as losses?

2626


Neutral Zone Examples:

How do you answer the question “Who am I?” after being:

• Divorced

• Down-sized

• Disabled

Normalize

Re-define

Use creatively

2727

Transition Model 5 x 5Transition Model 5 x 5

Pre-change

Stability

Neutral Zone

Group Discussion:What can student services do to help:

• normalize the Neutral Zone?

• redefine the Neutral Zone from turmoil to exploration?

• use it creatively?

2828


Pre-change

Stability


Depression; Suicide

Sense of Failure



New New understandings, new values;

Situations new attitudes; new identities

2929


The timing of new beginnings:“Like any organic process, beginnings cannot be made to happen by a word or act. They happen when the timing of the transition process allows them to happen, just as flowers and fruit appear on a schedule that is natural and not subject to anyone’s will. That is why it is so important to understand the transition process and where the people are in it.”

P. 52, Managing Transitions, William Bridges

3030


The timing of new beginnings.

While it may be inappropriate to prescribe a specific beginning for any one person, the following models clearly detail “beginning-friendly” support services.

3131


http://www.maine.edu/system/asa/vincenttinto.php

http://www.maine.edu/system/asa/documents/UMainePMWorkshop-HO.ppt

3232


Creating Conditions for Student SuccessCreating Conditions for Student Success

University of Maine SystemUniversity of Maine SystemMarch 10, 2008March 10, 2008

3333

OverviewOverviewWhat conditions promote student What conditions promote student

success?success?

What are universities doing to promote What are universities doing to promote student success?student success?

3434

Conditions for Student SuccessConditions for Student Success

Moving from teaching to learning. Moving from teaching to learning. Establishing the conditions within the Establishing the conditions within the college that promote student successcollege that promote student success

3535

Conditions for Student SuccessConditions for Student Success

Students will learn more when they are Students will learn more when they are placed in: placed in:

supportive educational settings that holdsupportive educational settings that holdhigh expectations for their success, high expectations for their success, provide frequent feedback about their provide frequent feedback about their

learning, and learning, and require them to share learning with othersrequire them to share learning with others

3636

Strategies for Student SuccessStrategies for Student Success

Intrusive advising, counseling, and Intrusive advising, counseling, and mentoringmentoringFirst year, undecided, and change of major First year, undecided, and change of major

studentsstudents

3737


Intrusive advising, counseling, and Intrusive advising, counseling, and mentoringmentoring

Integrated support programsIntegrated support programsLearning centersLearning centersFreshman seminars / College Survival Freshman seminars / College Survival

coursescoursesSupplemental instruction Supplemental instruction Summer Bridge programsSummer Bridge programs

3838



Integrated support programsIntegrated support programsPedagogies of engagementPedagogies of engagement

Cooperative learningCooperative learningProblem-based learningProblem-based learning

3939

Cooperative LearningCooperative LearningPositive interdependencePositive interdependenceFace-to-face interactionFace-to-face interactionGroup processingGroup processingInterpersonal and group skillsInterpersonal and group skillsIndividual and group accountabilityIndividual and group accountability

4040

Problem-Based LearningProblem-Based Learning Groups work to solve meaningful Groups work to solve meaningful

problem(s)problem(s) Curriculum/assignments geared to the Curriculum/assignments geared to the

acquisition of knowledge and skills needed acquisition of knowledge and skills needed for problem solution.for problem solution.

4141



Integrated support programsIntegrated support programsPedagogies of engagementPedagogies of engagementLearning communitiesLearning communities

Curricular learning communities Curricular learning communities Basic skills learning communitiesBasic skills learning communities

4242

Learning CommunitiesLearning Communities

Students enroll in classes togetherStudents enroll in classes together

Central theme or problem that organizes the Central theme or problem that organizes the curriculumcurriculum

Students asked to build academic and social Students asked to build academic and social connectionsconnections

Team designed and sometimes team taughtTeam designed and sometimes team taught

Use of active learning strategiesUse of active learning strategies

4343


Intrusive advising, counseling, and mentoringIntrusive advising, counseling, and mentoring Integrated support programsIntegrated support programs Pedagogies of engagementPedagogies of engagement Learning communitiesLearning communities Assessment of student learningAssessment of student learning

Entry assessment and placementEntry assessment and placement Early warning systemsEarly warning systems Program assessmentProgram assessment Classroom assessment strategiesClassroom assessment strategies

4444

Closing ThoughtsClosing ThoughtsStudent success does not arise by Student success does not arise by

chancechance Intentional, structured, and proactive strategies for student Intentional, structured, and proactive strategies for student

successsuccess Access without support is not opportunityAccess without support is not opportunity

— Establishing conditions of support in or connected to the Establishing conditions of support in or connected to the classroomclassroom

Student success is a shared responsibilityStudent success is a shared responsibility— Collaboration, coordination, and alignment matterCollaboration, coordination, and alignment matter

Assessment mattersAssessment matters— Assess to improve, not just to proveAssess to improve, not just to prove

4545

More Closing ThoughtsMore Closing ThoughtsDr. Rich Robbins

““Institutions that are most successful in Institutions that are most successful in retaining their students are most likely retaining their students are most likely to have used improvements or to have used improvements or redevelopment of the academic redevelopment of the academic advising program as [part of] a advising program as [part of] a retention strategy”retention strategy”

4646


““Academic Advising is the only structured Academic Advising is the only structured service on campus in which all students service on campus in which all students have the opportunity for ongoing, one-to-have the opportunity for ongoing, one-to-one interaction with a concerned one interaction with a concerned representative of the institution”representative of the institution”

Habley, ACT Educational Services and Habley, ACT Educational Services and NACADA, 1996NACADA, 1996

4747

TypeFocus ModelTypeFocus Model

At-risk StudentDetermined Partly byRetention Program

Career Goal ClarityAssisted Partly byCareers Program

4848


students recruited by and admitted to a students recruited by and admitted to a college or university should expect that college or university should expect that programs and services will be available to help programs and services will be available to help them succeedthem succeed

student success = student satisfaction = student success = student satisfaction = student retentionstudent retention

programming designed to give the student a programming designed to give the student a sense of “belonging,” “connectedness,” or sense of “belonging,” “connectedness,” or “integration” to the institution has been shown “integration” to the institution has been shown to be the most significant factor in student to be the most significant factor in student satisfaction and retention in post-secondary satisfaction and retention in post-secondary institutionsinstitutions

4949


This sense of being a part of the institution may result This sense of being a part of the institution may result from the student:from the student:

being a member of an athletic teambeing a member of an athletic team being a member of a sorority or fraternitybeing a member of a sorority or fraternity being a member of an extracurricular clubbeing a member of an extracurricular club being a member of some other campus groupbeing a member of some other campus group participating in a mentoring programparticipating in a mentoring program participating in a peer group formed as part of a class, participating in a peer group formed as part of a class,

program, residence hall, or other meansprogram, residence hall, or other means participating in part-time employment on campusparticipating in part-time employment on campus participating in any one of a number of other opportunities to participating in any one of a number of other opportunities to

develop a relationship with a member or members of the develop a relationship with a member or members of the institutioninstitution

5050


an effective retention program must address and an effective retention program must address and integrate both the academic career and integrate both the academic career and social social lifelife of the student of the student

before developing and implementing strategies before developing and implementing strategies designed to promote retention, specific designed to promote retention, specific questions must be answered:questions must be answered:

what is your campus’ definition of retention?what is your campus’ definition of retention? what group or cohort of students do you want to what group or cohort of students do you want to

focus on (i.e., identification of the students at-risk for focus on (i.e., identification of the students at-risk for attrition on your campus)?attrition on your campus)?

5151


The following interventions have been shown The following interventions have been shown (among others) to be effective in the retention (among others) to be effective in the retention of students:of students:

Peer mentoringPeer mentoring Formation of peer groupsFormation of peer groups Use of behavioral contractsUse of behavioral contracts Intrusive academic advisingIntrusive academic advising Early warning systemsEarly warning systems Short-term goal settingShort-term goal setting Post-suspension programsPost-suspension programs

5252


PEER MENTORINGPEER MENTORING

selecting and training students who have experienced selecting and training students who have experienced what the target population is currently experiencing (ideal, what the target population is currently experiencing (ideal, but not absolute)but not absolute)

provide information, support, and referral to services for provide information, support, and referral to services for assigned studentsassigned students

resource for academic, social, and emotional support for resource for academic, social, and emotional support for assigned studentsassigned students

meet initially with students at orientation or as early as meet initially with students at orientation or as early as possible in semesterpossible in semester

regularly scheduled meetings throughout semesterregularly scheduled meetings throughout semester

5353


PEER GROUPSPEER GROUPS

beginning at orientationbeginning at orientation assignment of new students to groups with common goals assignment of new students to groups with common goals

or tasksor tasks group members get to know at least one other person (and group members get to know at least one other person (and

often several people) with whom they are sharing a common often several people) with whom they are sharing a common experienceexperience

students share telephone numbers, e-mail addresses, etc. students share telephone numbers, e-mail addresses, etc. to promote sense of togethernessto promote sense of togetherness

possibly block schedule students into common coursespossibly block schedule students into common courses can utilize a peer mentor with these groupscan utilize a peer mentor with these groups examples include FIGs and Learning Communitiesexamples include FIGs and Learning Communities

5454


BEHAVIORAL CONTRACTSBEHAVIORAL CONTRACTS

not legally binding, but impose a sense of social and not legally binding, but impose a sense of social and personal obligationpersonal obligation

can be utilized individually, as part of a peer group or can be utilized individually, as part of a peer group or learning community, or as a requirement to remain in or learning community, or as a requirement to remain in or return to schoolreturn to school

contract delineates specific steps student must take to contract delineates specific steps student must take to successfully complete programsuccessfully complete program

can be signed individually, with a sense of ceremony, or a can be signed individually, with a sense of ceremony, or a common contract can be signed by a group of students common contract can be signed by a group of students involved in the same programinvolved in the same program

5555


INTRUSIVE ACADEMIC ADVISINGINTRUSIVE ACADEMIC ADVISING

proactively providing advising services whether or not the proactively providing advising services whether or not the students request itstudents request it

via periodic “intrusive” phone calls, e-mails, required via periodic “intrusive” phone calls, e-mails, required meetings, or other regular interactions between students and meetings, or other regular interactions between students and advisorsadvisors

initial contact at orientation or as early as possible followed by initial contact at orientation or as early as possible followed by routine contacts thereafterroutine contacts thereafter

such contacts communicate to the student that a such contacts communicate to the student that a representative of the institution caresrepresentative of the institution cares

can proactively prevent issues and problems from occurringcan proactively prevent issues and problems from occurring

5656


EARLY WARNING SYSTEMEARLY WARNING SYSTEM

early identification of students who may need intervention early identification of students who may need intervention (i.e., students demonstrating various academic at-risk (i.e., students demonstrating various academic at-risk behaviors)behaviors)

proactively connects students with services as early as proactively connects students with services as early as possible to deal with current situation and prevent further possible to deal with current situation and prevent further problems from ever occurringproblems from ever occurring

ideally involves initial faculty intervention with student, ideally involves initial faculty intervention with student, followed by referral as necessaryfollowed by referral as necessary

need faculty buy-in and participation from the startneed faculty buy-in and participation from the start instrument needs to be easy to use with a feedback loop instrument needs to be easy to use with a feedback loop

so faculty are aware that referral is taken seriously and so faculty are aware that referral is taken seriously and intervention is occurringintervention is occurring

5757


SHORT-TERM GOAL SETTINGSHORT-TERM GOAL SETTING

identification of meaningful short-term goals for studentidentification of meaningful short-term goals for student periodic reinforcement of achieving these goalsperiodic reinforcement of achieving these goals could be based on the outcome of a single class, a could be based on the outcome of a single class, a

homework assignment, a class project, attending a homework assignment, a class project, attending a recommended or required meeting or workshop, or some recommended or required meeting or workshop, or some other taskother task

examples include Freshman Year Graduation ceremony examples include Freshman Year Graduation ceremony or recognition, certificates of completionor recognition, certificates of completion

need to make sure that tasks eventually become need to make sure that tasks eventually become intrinsically rewardingintrinsically rewarding

5858


POST-SUSPENSION PROGRAMSPOST-SUSPENSION PROGRAMS utilized for students who have been academically utilized for students who have been academically

suspendedsuspended allows students to remain in classes and work toward allows students to remain in classes and work toward

reinstatementreinstatement suspended students required to enroll in special study suspended students required to enroll in special study

skills and remediation courses developed specifically skills and remediation courses developed specifically for this cohortfor this cohort

needs to be a very structured and closely monitored needs to be a very structured and closely monitored programprogram

use of behavioral contracts, intrusive advising, an early use of behavioral contracts, intrusive advising, an early warning system, and other interventions includedwarning system, and other interventions included

required workshops possible alternativerequired workshops possible alternative

5959


IMPORTANCE OF FACULTY-STUDENT INTERACTIONIMPORTANCE OF FACULTY-STUDENT INTERACTION

research has demonstrated that regular faculty-student research has demonstrated that regular faculty-student interaction increases levels of student satisfaction, academic interaction increases levels of student satisfaction, academic success, and retentionsuccess, and retention

such interactions outside of the classroom specifically shown such interactions outside of the classroom specifically shown to be significant factor in freshman-to-sophomore retentionto be significant factor in freshman-to-sophomore retention

such interactions correlate positively with intellectual and such interactions correlate positively with intellectual and personal growth in studentspersonal growth in students

faculty involvement with students in formal classroom settings faculty involvement with students in formal classroom settings as well as in more informal settings can provide sense of as well as in more informal settings can provide sense of connectednessconnectedness

6060


OTHER RELEVANT INTERVENTIONSOTHER RELEVANT INTERVENTIONS

Freshman Year Orientation CourseFreshman Year Orientation Course Supplemental InstructionSupplemental Instruction Study GroupsStudy Groups Study Skills/Test Taking/Time Management WorkshopsStudy Skills/Test Taking/Time Management Workshops Goal Setting/Motivation SeminarsGoal Setting/Motivation Seminars Stress WorkshopsStress Workshops Learning CentersLearning Centers Learning Styles AssessmentsLearning Styles Assessments Special Groups OrientationsSpecial Groups Orientations Academic Forgiveness ProgramsAcademic Forgiveness Programs Pre-enrollment Academic AssessmentsPre-enrollment Academic Assessments Pre-enrollment Psychosocial AssessmentsPre-enrollment Psychosocial Assessments Student Survival GuidesStudent Survival Guides University CollegeUniversity College Parent GroupsParent Groups Video and Web ResourcesVideo and Web Resources

6161


EVALUATION AND ASSESSMENTEVALUATION AND ASSESSMENT

systematic and regular evaluation of programs is systematic and regular evaluation of programs is necessary to assess effectivenessnecessary to assess effectiveness

need to tie outcome goals to mission of program, area, and need to tie outcome goals to mission of program, area, and institutioninstitution

need to define exact outcomes to assessneed to define exact outcomes to assess need to start with qualitative analysis, followed by need to start with qualitative analysis, followed by

development of quantitative measuresdevelopment of quantitative measures best assessment includes both qualitative and quantitative best assessment includes both qualitative and quantitative

measuresmeasures assessment/evaluation procedures need to be developed assessment/evaluation procedures need to be developed

simultaneously with development of programssimultaneously with development of programs

6262

Switch GearsSwitch Gears to Current Research to Current Research

Data comes from 78 first-time full-time students from large state university: 2007-08 year with full GPA and retention status available

Not a random sample; voluntary TypeFocus data captured at beginning

of school term

Questions or Comments?

6363

TypeFocus ResearchTypeFocus Research

Retention Research Variables:• 10 topics based on retention literature

• 3 questions per topic

• Collated for immediate student feedback

• Standardized to 20,000 students

6464

TypeFocus ResearchTypeFocus ResearchRetention Research Variables:Independent samples t-test comparing success factor score with students who were enrolled or not enrolled one year after registration.

6565

TypeFocus ResearchTypeFocus ResearchRetention Research:• Accepts Responsibility

• Academic Competitiveness

• Self-esteem

• General Health

• Time Management Skills

• Social Integration

• Social Support

• External Commitments

• Campus Life Events

• Goal Persistence

6666

TypeFocus ResearchTypeFocus Research Enrolled – Not-enrolled

Mean: 3.00

• Accepts Responsibility 3.07 – 2.78

• Academic Competitiveness 2.73 – 2.72

• Self-esteem 3.10 – 3.06

• General Health 3.33 – 2.56

• Time Management Skills 3.07 – 2.50

• Social Integration 3.17 – 3.22

• Social Support 3.37 – 2.67

• External Commitments 3.50 – 2.89

• Campus Life Events 2.93 – 3.17

• Goal Persistence 3.30 – 2.67

6767

TypeFocus ResearchTypeFocus ResearchRetention Research:• Accepts Responsibility 3.07 – 2.78

• Academic Competitiveness 2.73 – 2.72

• Self-esteem 3.10 – 3.06

• General Health 3.33 – 2.56

• Time Management Skills 3.07 – 2.50

• Social Integration 3.17 – 3.22

• Social Support 3.37 – 2.67

• External Commitments 3.50 – 2.89

• Campus Life Events 2.93 – 3.17

• Goal Persistence 3.30 – 2.67

P < 0.01

P < 0.07

6868

TypeFocus ResearchTypeFocus ResearchGroup Statistics

60 10.20 1.83 .2418 8.11 1.88 .44

ENROLLMENT STATUSFOR FALL 2008>= 1.00< 1.00

Combo-GenHealth & SocSupprt & External Comm

N MeanStd.

DeviationStd. Error

Mean

P < 0.001

6969


Combo-GenHealth & Soc Supprt & External Comm

141312111098765

Cou

nt16

14

12

10

8

6

4

2

0

ENROLLMENT STATUS FO

NOT ENROLLED

ENROLLED

7070

TypeFocus ResearchTypeFocus ResearchData captured by university:

ETHNICITY - 9 CATEGORY * ENROLLMENT STATUS FOR FALL 2008 Crosstabulation

Count

4 1 57 12 19

3 3

7 71 1

7 27 343 3

6 6

18 60 78

AFRICAN AMERICANLATINO AMERICANSOUTHEAST ASIANAMERICANASIAN AMERICANFILIPINO AMERICANEUROPEAN AMERICANOTHERNO RESPONSE ORDECLINE

ETHNICITY- 9CATEGORY

Total

NOTENROLLED ENROLLED

ENROLLMENT STATUSFOR FALL 2008

Total

P < 0.02

7171

TypeFocus ResearchTypeFocus ResearchData captured by university: P < 0.03

ETHNICITY - 9 CATEGORY * Social Support Crosstabulation

Count

1 4 55 4 6 4 19

3 3

5 1 1 71 11 1 14 9 9 34

2 1 3

4 2 6

8 5 38 17 10 78

AFRICAN AMERICANLATINO AMERICANSOUTHEAST ASIANAMERICANASIAN AMERICANFILIPINO AMERICANEUROPEAN AMERICANOTHERNO RESPONSE ORDECLINE

ETHNICITY- 9CATEGORY

Total

Very Low Low Average High Very HighSocial Support

Total

7272

TypeFocus ResearchTypeFocus ResearchSocial Integration * ENROLLMENT STATUS FOR FALL 2008

Crosstabulation

Count

2 24 13 176 20 268 23 31

2 218 60 78

Very LowLowAverageHighVery High

SocialIntegration

Total



Total

P<0.90

7373


Social Integration * Extravert-Introvert Type Crosstabulation

Count

2 28 9 17

10 15 2510 21 31

2 230 47 77

Very LowLowAverageHighVery High

SocialIntegration

Total

Introvert ExtravertExtravert-Introvert Type

Total

P < 0.25

7474

TypeFocus ResearchTypeFocus ResearchLow Integration - Ext vs Intr * ENROLLMENT STATUS FOR FALL 2008

Crosstabulation

Count

10 104 5 94 15 19

IntrovertExtravert

LowIntegration -Ext vs IntrTotal



Total

P < 0.02

7575


In this case, all 10 students with very low to low scores on Social Integration who were Introverts persisted.

Only 5 of the 9 Extraverts did.

Understanding personality type helps tease out some explanations.

7676


Quick sample of other findings made clearer by adding personality type into the mix.

7777

TypeFocus ResearchTypeFocus ResearchCorrelations

.180**

.00019402

Pearson CorrelationSig. (2-tailed)NPearson CorrelationSig. (2-tailed)N

High School AverageGrade

Competitive Attitude

HighSchoolAverageGrade

CompetitiveAttitude

Correlation is significant at the 0.01 level (2-tailed).**.

7878


High School Average Grade

4.003.703.303.002.702.302.001.50

Perc

ent

50

40

30

20

10

0


1

2

3

4

5

7979


CompetAt

5.004.003.002.001.00

Per

cent

16

14

12

10

8

6

4

2

0

Juding-Perceiving Pe

Judging

Perceiving

8080


.381**

.0007752


Grouped ACT Data


GroupedACT Data

HighSchoolAverageGrade


8181


-.005.6597649


Grouped ACT Data


GroupedACT Data

CompetitiveAttitude

P < 0.66

8282


Grouped ACT Data

5.004.003.002.001.00

Per

cent

20

10

0


1

2

3

4

5

8383


Average High School Grades and ACT scores are highly correlated.

Why would competitive attitude be correlated with High School Grades and not correlated with ACT scores?

8484


Correlations

.155**

.00019402



TimeMngt

HighSchoolAverageGrade TimeMngt


8585


TimeMngt

5.004.003.002.001.00

Perc

ent

20

10

0

Juding-Perceiving Pe

Judging

Perceiving

8686


.121**

.00019402



SocInteg

HighSchoolAverageGrade SocInteg


8787


SocInteg

5.004.003.002.001.00

Perc

ent

16

14

12

10

8

6

4

2

0

Extravert-Introvert

Extravert

Introvert

8888

Failure to Thrive ModelFailure to Thrive ModelPoor Skills Good Skills

Low Aptitude High AptitudeSupported in Transition?

Psycho-SocialGeneral HealthExternal Demands

Yes

No

Struggle with transition:• Need basic training• May drop courses• Attend summer school• Change major• Transfer – college/trade• May be a “stop-out”

Struggle with transition:• Lost souls• dramatic failure – low GPA in first term• 55% of Fall ’08 drop-outs had GPA < 1.3 at end of Fall ‘07

Succeed with transition:• Most will persist• A few may have “learned what they need to learn” and drop-out but they are functioning at a higher level.

Struggle with transition:• Lower than expected GPA• Fragile – at risk for negative events – Albert Ellis and Rational Emotive Therapy (Not the actions but the beliefs that do you in.) A B C

8989

Poor Skills/Low Aptitude?Poor Skills/Low Aptitude?Group Statistics

18 6.17 1.69 .4014 5.14 1.75 .4718 9.50 2.04 .4814 7.79 1.89 .50

Enrollment by low GPA>= 1.00< 1.00>= 1.00< 1.00

Combo-TimeMng & GoalPersistence

Combo-GenHealth & SocSupprt & External Comm

N MeanStd.

DeviationStd. Error

Mean

1.675 30 .104 1.02

1.668 27.606 .107 1.02

2.437 30 .021 1.71

2.461 29.006 .020 1.71

t dfSig.

(2-tailed)Mean

Difference

The students completed their questionnaire in Fall ’07 above = Fall ‘08

9090

SummarySummary

Collect data – sell the problem!

Start small – build cost-benefit partners

Take heart – complex but do-able

Thank you for your time!

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