increasing retention and persistence of first-year, minority male students

North Carolina Agricultural and Technical State University

Explore. Discover. Become.

Increasing Retention And Persistence Of First-Year, Minority Male Students

WebinarInnovative Educators

February 2, 2012

Jason A. [email protected]

P. Brandon [email protected]


Agenda

Institutional Introduction Program Overview & Discussion Results Assessment Overview Implications for Your Campus Lessons Learned Q&A

www.ncat.edu | Explore. Discover. Become.

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Activity

How important does your institution consider minority male retention?

» High» Medium» Low


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“I love Project M.A.R.C.H. If offers me benefits that other students on campus just don’t have or take advantage of.”

-Allen McClean Sophomore

Major: Graphic Communications Systems


Institutional ProfileNorth Carolina A&T State University Public, 1890 land-grant HBCU Carnegie Classification: High Research Activity Fall 2011 Enrollment Total – 10,066

Undergraduate – 8,701Graduate – 1,365

Schools: Agriculture and Environmental Sciences, Business and Economics, Education, Nursing, Technology , Graduate Studies

Colleges: Arts and Sciences, Engineering

Retention – 72.4% (2009)


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Center For Academic Excellence

Full service learning support unit, which works cooperatively with each school and college to ensure students’ academic success and are the academic home for all Undecided or Undeclared students.

»Free Tutoring»Academic Advising and mentoring facilitate major choice»Supplemental Instruction»Developmental Education Courses


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Project M.A.R.C.H. Male Aggies Resolved to Change

History


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History & Mission Program Objectives Program Outcomes Student Learning Outcomes Program Components


Program History

UNC Tomorrow Report (2005): “UNC should increase the educational attainment of all underrepresented populations, especially African-American males.”

Male Retention Initiative (MRI) (2006-2008)Pilot program to address the retention of Undeclared minority males on the campus

of NC A&T SU lead by Dr. Tracey Ford,

Director for the Center for Academic Excellence.

NC A&T SU’s UNC Tomorrow Report Response (2009)Project M.A.R.C.H. (Male Aggies Resolved to Change History)


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Dr. Tracey Ford


Program Mission

To establish a structured, comprehensive program to address the college readiness, persistence, retention, matriculation, and graduation of African American male students at the University.

To enhance the first-year collegiate experience of African American male students by appealing to their sense of well-being while contributing to their intended academic interests and personal/career aspirations.


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North Carolina Agricultural and Technical State University www.ncat.edu | Explore. Discover. Become.

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Program Objectives Assist in the successful transition from high school to college through

intensive, intrusive advising, academic monitoring, facilitation of major selection and declaration, and successful navigation of campus services and facilities.

90% cohort persistence from Fall to Spring Semester. 80% first-year retention and 80% second-year persistence. Socio-Political engagement through community service, programming,

service learning, or event participation. Peer interaction to facilitate social development, communication efficacy,

and the building of a support network.


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Program Outcomes

Adept in the use, existence and knowledge of multiple campus entities. Informed decision-making about the selection of degree majors. Development personal responsibility and accountability for academic

development. Development and utilization of new peer relationships for academic and

personal growth through:Study groups.Peer mentoring.Group advising.

Retention through the first academic year and persistence towards graduation.

http://www.library.ncat.edu/services/workshops/spr10wrkshpreg.html


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Student Learning Outcomes

Knowledge of University policies, procedures, and standards of academic and social conduct.

Comprehension of degree completion requirements. Satisfactory progress towards degree completion. Application of skill building workshops to maintain positive academic

standing. Student and campus engagement through non-academic activities

and events. Frequent, consistent communication/correspondence with academic

advisors. Accountability of financial aid processes, deadlines and forms.


Activity

With your institutional needs in mind, brain storm, record and share some of the outcomes you would want for your campus’s minority retention program.

“Project M.A.R.C.H. workshops are a lifesaver.”-Chase Aiken-Brown

Sophomore Major: Civil Engineering


Program Components Intrusive Academic Advising Living Learning Community Major/Interests-Based Roommate Pairing Residential Advising Early Arrival - Project M.A.R.C.H. Orientation Early Course Registration Access Early Alert Intervention Cohort Section UNST 100: University Experience Monthly Student Development Workshops “Foot Campaigns” Facebook Group Page Twitter


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7 Habits 3 Academic Advisors completed

Facilitator Training – Summer 2010. Ongoing in-class workshops

throughout the academic year. Saturday Seminar Training, includes

text & workbook for each student (2010).

7 Habits Training conducted during Early Arrival (2011).

Also hold monthly sessions during Fall semester


Extended Early Arrivals & Project M.A.R.C.H.

Orientation Early Residence Hall Move-In Project M.A.R.C.H. New Student Orientation HRL LLC Overview & Expectations Blackboard and Banner Training


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7 Habits of Highly Effective Teens Parent Q&A Session Campus Support Services Presentations Student Engagement Workshops


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Living Learning Community

To strengthen connectivity to campus and have a sustained peer support group – 24/7 access.

Access to a computer lab, student lounge, and dedicated office space for transient advising and workshop facilitation.

Evening Residential Tutoring. Resident Assistant from previous cohort helps facilitate residential

programming and its connectedness to programmatic goals and outcomes.


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Cohort Selection Processes

Minimum incoming 2.5 HS GPA. Minimum SAT score: V, 400+; M,

430+ HS Transcript Evaluation

Cumulative GPA Evaluation Class Rank/Percentile Class Size Evaluation Consideration of Residency


2011-2012 Academic Profile Snapshot

Major HSGPA SATV SATM ACT

ECIT 2.384 460 450 ---

Inter Gen Engineering 3.416 450 490 ---

Computer Engineering 4.312 600 600 ---

Liberal Studies (Pre-Law) 2.750 440 450 ---

Electronic Technology 3.140 440 520 ---

Marketing 3.370 0 0 22

Business Administration 2.687 450 450 ---

Computer Science 3.300 590 580 ---

Computer Science 3.404 600 450 24

Undeclared 3.667 400 440 ---

SSFM 2.330 420 480 ---

Undeclared 2.610 320 300 ---


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2009-2010 Overview:Cohort 1

30 first-year, full-time students 9 first-generation students Residency: 28, In-State;

2, Out-of-State VSAT = 424.1; MSAT = 447.9;

MSAT TOTAL = 872;

EACT = 15; MACT = 18.2


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2010-2011 Overview: Cohort 2

47 first-year, full-time students 17 first-generation students Residency: 40, In-State; 10, Out-of-State VSAT = 453.8; MSAT =461.3; MSAT TOTAL = 915.1;

EACT = 16.8; MACT = 18.4


LLC Overview n=27 Residency

» In-state: 22 (North Carolina)»Out-of-state: 5 (2, Virginia; 2, Georgia; 1, Maryland).

HS Demographics SAT (n=25)

»Mean VSAT = 463 (438); M SAT = 466 (457); MSAT TOTAL = 929.2 (895)

ACT (n=5)»Mean V ACT = 16.8 ; M ACT = 18.4. Composite TOTAL =15.4

Mean incoming HS GPA = 2.86 (3.04)


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2011-2012 Overview: Cohort 3

32 first-year, full-time students 10 first-generation students Residency: 18, In-State; 15, Out-of-State VSAT = 406; MSAT = 423; MSAT TOTAL = 829;

EACT = 21; MACT = 19


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Major DistributionCohort 1 Cohort 2


Activity

Brainstorm and share some other programmatic components that either your institution is implementing or would like to implement for a minority male retention program.

“Project M.A.R.C.H. is more than a program…It’s a brotherhood.”-Jamal Poe

Sophomore Major: Graphic Communications Systems


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Program Assessment & Evaluation

Semester Exit Interview and Survey Completion, which includes an Advisor, Institutional, and, Self-Assessment component.

Annual Program Assessment Survey. First-Generation Survey Analysis. Workshop Evaluations. UNST 100 End-of-Course Evaluations. GPA Analysis. Tutorial Services/Supplemental Instruction Participation

Analysis. Trend data analysis – identification of progression needs of

male students


Impact Cohort 1 - 2009-2010 n=30

100% Fall-Spring Persistence 76.6% (80%) Retention 80% Fall ‘10-Fall ‘11 Persistence


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Cohort 2 - 2010-2011 n=4795.7% (96%) Fall-Spring Persistence83% RetentionLLC n=2793% Fall-Spring Persistence74% Retention

Cohort 3 - 2011-2012 n=32 100% Fall-Spring Persistence


Advising ContactsCohort 2 511 Face-to-face contacts 39 phone contacts 141 Facebook contacts 526 e-mail contacts 25 foot campaigns


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Cohort 1• Face-to-face: 484• Phone: 199• Facebook: 188• E-mail: 353

Cohort 3 532 Face-to-face contacts 26 phone contacts ## Facebook contacts ## e-mail contacts 20 foot campaigns


UNST 100 DataFall 2010 n=39

92.2% = “C” or better Final grade distribution

» “A” – 22 students (56.4%) » “B” – 7 students (17.9%)» “C” – 7 students (17.9%)

Course Attendance 61.5% of students had 0 absences during the 15-week course

( 6.3% over the Fall 2009 cohort) 28.2% had only 1 absence ( 7.5% over Fall 2009 cohort) Cohort total of 0.61 absences per student (versus 1.69 average in Fall

2009).


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UNST 100 DataFall 2011

Course Assessment

End-of-course evaluations, measured by 27 course-based questions. (Administered by Institutional Research)

Fall 2010 Instructor Overall Mean of 4.4 (on a 5-point scale), indicating

“Exceptional, Superior” course instruction for program staff.

Fall 2011 Instructor Overall Mean of 4.6 (on a 5-point scale), indicating

“Exceptional, Superior” course instruction for program staff.


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2010-2011 Workshop Data

Likert Scale, where “5 = Exceptional” and “1 = Unsatisfactory”… Building Bridges = 4.43/5 Deconstructing Time Management = 4.73/5 Oral and Written Communication = 4.75/5 Study Skills & Overcoming Test Anxiety = 4.72/5 Understanding the Financial Aid Process = 4.5/5 Stop! Before You Drop = 4.14/5 Getting Back on Track = 4.6/5 Don’t Be the Weakest Link = 4.5/5

4.55/5 Averagewww.ncat.edu | Explore. Discover. Become.

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2010-2011 Annual LLC Community Assessment

Likert Scale, where “5 = Strongly Agree” and “1 = Strongly Disagree”)… Participation in the LLC helped my transition at the University = 4.08 Participation in the LLC helped to facilitate a bond with my peer Project

M.A.R.C.H. members = 4.41 Participation in the Early Housing Arrivals/M.A.R.C.H. Orientation helped

me to be better adjusted to the expectations of the University environment = 4.41

LLC participation has helped with the social transition from High school to College = 4.58

I would recommend Early Housing Arrivals/Project M.A.R.C.H. Orientation to all new members of Project M.A.R.C.H. = 4.66

My roommate/suite pairings based on academic majors and interests helped to facilitate study group sessions = 4.25


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2010-2011 Annual LLC Community Assessment

Access to my advisor was enhanced due to their office space in Barbee Hall, residential advising and the lounge, and advisement/registration sessions in the Barbee computer lab = 4.16

My RA was engaged and visible during Project M.A.R.C.H. programming and events = 3.75

I attended resident hall programming = 3.75 My learning was been enhanced with participation in the LLC = 4.50 Residential advising helped to make me aware of registration deadlines =

4.36 Academic Advisor availability was important to my success = 4.25 Participating in the LLC has benefited me academically = 4.08 LLC Participation did not enhance my experience at A&T = 1.83


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‘10-’11 Program Assessment Outcomes: Program Assessment

Project M.A.R.C.H. has helped me to successfully make the transition from High School to College life = 4.62 (+.16)

Project M.A.R.C.H. has helped me to make informed decisions about selecting a major = 4.52 (+.23)

Project M.A.R.C.H. has helped me to increase my peer interaction = 4.38 (-.26)

Project M.A.R.C.H. has helped me to feel more confident about being in college = 4.60 (+.14)


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‘10-’11 Program Assessment Outcomes: Personal

Assessment I have benefited from being in Project M.A.R.C.H. = 4.80 (+.30) I am better adjusted to college life because of Project M.A.R.C.H

= 4.70 (+.27) I understand what it will take to complete my prospective degree

program = 4.75 (+.36) I feel more accountable for my academic success = 4.60 (+.17)


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Spring 2011 Exit Survey Data: Advisor Assessment

My advisor follows-up with me in a timely fashion = 4.52 (-.08) My advisor encourages me to seek academic assistance = 4.68

(-.02) My advisor helps me to connect to campus resources = 4.52 (-.08) My advisor is a good listener = 5.00 (+.32) My advisor is an advocate for my needs = 4.85 (+.65) I would recommend my advisor to other students = 4.68 (-.12)


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Spring 2011 Exit Survey Data: Self-Assessment

Academic advising has been important to my transition at the University = 4.52 (+.24)

I met with my academic advisor on a regular basis throughout the semester = 4.10 (+.14)

More communication and follow-through with my advisor would have increased my chances of success = 4.47 (+.35)

I worked to my full potential this past semester = 3.79 (+.19) I feel that I was adequately prepared in HS for college-level

expectations = 3.89 (+.01) My parents/guardians have been supportive and involved in my

transition at NC A&T = 4.47 (-.01) My parents/guardians are aware of my current academic status = 4.47

(+.11)


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Spring 2011 Exit Survey Data:

Institutional Assessment I am satisfied with the instructional content at NC A&T = 4.21 NC A&T SU was my first choice = 3.68 Of the 68.5% that have visited another college campus, in

comparison, NC A&T’s campus feels like a college environment = 3.85

NC A&T’s campus culture promotes academic excellence = 3.73


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Student Successes

Allen McLean, selected by the University’s College of Engineering, under the direction of Dr. John Kizito, to assist with graduate research on SolidWorks and AutoCAD. Based on this work, Allen has a pending internship opportunity with Rolls Royce for Summer 2012.

A native of Council, NC, Allen also served as one of three basketball managers for the Men’s Basketball Team during 2010-11, and will serve as Head Manager during 2011-12.

3.5 HS GPA 960 SAT Fall 2010 Cohort


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Douglas ‘Chase’ Aiken-Brown is a Civil Engineering major from Wilmington, NC. Chase came to A&T as an Undecided student but was accepted early into the engineering program by the department chair due to his academic performance in Calculus I. Chase is a member of the National Society of Black Engineers (NSBE) and The American Society of Civil Engineers. Chase is consistently involved with the Greater Greensboro Community. He volunteers every Thursday at Washington Elementary School.

At Washington’s A.C.E.S. after-school program, which serves Grades K-5, Chase provides homework assistance and other tutorial tasks. Based on his dedicated service commitments and performance in the classroom, Chase was recently recruited this Spring by the University’s Volunteer Coordinator to provide 1-hour Algebra II tutorial assistance sessions Friday afternoons at Dudley High School.

Currently he serves as a Resident Assistant (RA) for the Honors Program

Student Successes

4.1 HS GPA 910 SAT Fall 2010 Cohort


Activity

Identify/share stakeholders who you would need to contact in order to create a retention program or enhance an existing initiative.

Identify/share personnel, staff or faculty who you would envision coordinating such an initiative and any other support personnel.

“What would we do without ‘Don’ Johnson. Drop out that’s what.”-Brian BoonFreshman

Major: Political Science


Implications

What are some ways a program like this could benefit your campus?


College Board: The Educational Experience of Young Men of Color http://youngmenofcolor.collegeboard.org/

Consortium for Student Retention and Data Exchange http://csrde.ou.edu/web/index.html

The Schott Foundations’ 50 State Report on Black Males and Higher Education. http://blackboysreport.org/?page_id=347

Allen, W. R., Epps, E.G., & Haniff, N.Z. (1991). College in black and white: African American students in predominantly white and in historically Black public universities. Albany, NY: State University of New York Press.

Pike, G. R. (1999). The effects of residential learning communities and traditional residential living arrangements on educational gains during the first year of college. Journal of College Student Development. 40(3), 269-284.

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd edition. Chicago: University of Chicago Press.


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Resources

http://youngmenofcolor.collegeboard.org/

http://csrde.ou.edu/web/index.html

http://blackboysreport.org/?page_id=347


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QUESTIONS?

Jason A. MooreAssistant Director/Co-Coordinator

[email protected]. Brandon Johnson

Academic Advisor/Co-Coordinator

[email protected] Carolina A&T State University

1601 E. MarketGreensboro, NC 27411

increasing retention and persistence of first-year, minority male students

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