partnering: it just needs to be done
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PARTNERING: It Just Needs to Be Done. Fall Institute for Academic Deans and Department Chairs. Dr. Walter M. Kimbrough President Philander Smith College. Do You Know The Answer?. What’s your freshman to sophomore retention rate? What’s your 4 year graduation rate? - PowerPoint PPT PresentationTRANSCRIPT
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PARTNERING:It Just Needs to Be Done
Fall Institute for Academic Deans and Department Chairs
Dr. Walter M. Kimbrough
President
Philander Smith College
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Do You Know The Answer?
1. What’s your freshman to sophomore retention rate?
2. What’s your 4 year graduation rate?
3. What’s your 6 year graduation rate?
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Accountability in Higher Education
Retention RatesGraduation RatesProfessional Exam Pass
Rates
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By The Numbers: Retention
Four year schools26.8% of first time, full time
students leave after one yearTwo year schools
44% of first time, full time students leave after one year
American College Testing Program, 1992
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By The Numbers: Retention
SAT % leave after 1 year > 1100 8.0% 931 – 1099 17.5 801 – 930 26.4 700 – 800 32.9 < 700 45.5
American College Testing Program, 1992
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By The Numbers: Graduation
Four year ratesNationally 39.0%
Six year ratesNationally 58.0%
IPEDS, US Department of Education, 2003
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Factors affecting retention
AbilitySocio-economic statusRace
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Leaving College
Vincent Tinto
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Why Students Leave CollegeIndividual Level
Intention- the higher the educational or occupational goals, the greater likelihood of completion
Commitment- willingness to invest time, energy, and resources necessary to graduate
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Why Students Leave (cont.)Institutional Level
Adjustment- to the social and intellectual world of college
Incongruence- mismatch between needs, interests and preferences of student and institution
Isolation- absence of sufficient contact between student and other members of the social and academic communities
Difficulty- ability to meet the minimum academic standards for performance
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Key Role for Faculty Faculty contact important for persistence Especially true for out of class contact, to
provide an opportunity to address broader social and intellectual issues
Informal social and intellectual contact important for commuting colleges (2 year schools included)
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Why Students Leave (cont.)External Level
Obligations- family, work, retaining peer groups from high school
Finances- determined whether or not to attend, how much education to seek, and where to attend; complex variable
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Do 'Helicopter Moms' Do More Harm Than Good?
'Hovering Mothering' Has Become Common on College Campuses
Oct. 21, 2005 — Robyn Lewis is an extraordinarily devoted parent. As a single mom, she home schooled her sons, Ethan and Brendan, and her life has revolved around caring for them. Even though Ethan, 21, and Brendan, 18, are now attending college away from home, and she's taken a full-time job, that doesn't mean Lewis is losing interest — or hour-by-hour involvement — in her boys' lives. When she's not on her cell phone with one of the boys, she's organizing their lives. She spends an hour drafting to-do emails for her sons, checking their grades, their bank account balances, and even using their personal passwords to check their student email.
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Persistence and finances Persistence more reflects the character of
social and intellectual experiences on campus than financial resources
The more rewarding the experience is perceived to be, the greater the student is willing to withstand financial hardship
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The Principles of Effective Retention
Tinto
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Institutional Commitment to Students
Effective retention programs are committed to the students they serve, They put student welfare
ahead of other institutional goals.
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Institutional Commitment Not a convenient add-on Responsibility of all members of
institution “An identifiable ethos of caring which
permeates the character of institutional life.”
Communities which care for and reach out to members keep and nourish them
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Educational Commitment
Effective retention programs are first and foremost committed to
the education of all, not just some, of their students.
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Educational Commitment Actively pursue student learning Require community to engage in activities
that heightens the likelihood of learning Concerned with types of settings, faculty
and staff skills, that best promote learning (especially during first year)
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Social and Intellectual Community
Effective retention programs are committed to the development of supportive social and educational communities in which all students
are integrated as competent members.
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Social and Intellectual Community Provide social and intellectual support “Consistently reach out and make contact
with students in a variety of settings in order to establish personal bonds among students and between students, faculty, and staff members of the institution.”
Faculty and peer mentor programs; frequent informal meetings; residential learning programs
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STRATEGIES FOR RETENTION
Things Every Member of the Team Can (and Should) Do
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1. Promote Involvement Especially through residence halls and
extracurricular activities 80% of students choose an out of class
situation as the event that changed them profoundly
Encourage students to join a campus organization or group that will give them social and personal support
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2. Encourage them to seek help with coursework Encourage them to meet and interact with
their professors They should spend roughly 2 to 3 hours
studying per hour in class Get to know at least one professor well per
year so they will have at least 4 candidates to write strong reference letters
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3. Work LESS THAN 20 hours per week One of the worst things our students do is
work more than 20 hours It translates into a longer time to
graduate, which means they end up spending more on school than they need to or have to.
For others, they get caught up in working and never graduate.
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Instead of a JOB, promote an INTERNSHIP
Miss Albany State University 2004-05, Erika Estrada
Worked at the CIA Office of Finance in DC Worked on travel of CIA officers Paid internship
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August 10, 2004
Crucial Unpaid Internships Increasingly Separate the Haves From the Have-NotsBy JENNIFER 8. LEE
WASHINGTON, Aug. 9 - Susan Lim, a 20-year-old Georgetown University student, is working 89 hours a week this summer: two part-time jobs and an unpaid internship offered through the Public Policy and International Affairs Program. .. Many of them have parents who support them through unpaid summer internships, or they have qualified for paid internships because of experience as unpaid interns during high school…
The focus on internships as a tool for professional success has never been greater, according to Mark Oldman, co-author of "The Internship Bible" and co-founder of Vault Inc., a career counseling
company. About 80 percent of graduating college seniors now have done a paid or unpaid internship, according to surveys by Vault, compared with about 60 percent a decade ago.
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4. Get To Know Students Personally
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Freshman Lunch ProgramMake an appointment with 2
or 3 friends to go to lunch with me
We talk about life at PSC, as well as allow them to make a connection
Began this in the fall of 2001 at Albany State University
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Questions1. Give me a simile to describe your
first week (or semester) at PSC?2. Why did you choose PSC?3. Where did you apply and where
were you accepted?4. What are you taking and how are
you doing? Who is your BEST professor and why?
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Questions continued…5. Tell me about the other students6. What didn’t we tell you about PSC
before you arrive that we should have told you?
7. If you could change one thing at PSC, what would it be?
8. What’s the best part of college, and what’s the worst part?
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Ways to partner Advise a student organization Participate in student programs, forums,
etc. Present lectures/programs in residence halls Look for opportunities to participate in
orientation programs Participate in campus mentoring programs Share internship information with Career
Service office
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Developing A Retention Strategy
A Case Study
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Getting to Know You: PSC and ArkansasOver 60 faculty and staff
participated in 30 minute sessionsMet with over 70 corporate
personsMet with 4 of the 5 public HS
principalsMet with 4 area college presidents
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Faculty/Staff Focus Groups
March 23-28
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Student Focus Groups
March 29- April 8
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Community Focus Groups
May
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Companies Participating Acxiom Advantage
Communications Alltel American Cancer
Society Arkansas Blue Cross/
Blue Shield Arkansas Children’s
Hospital Arkansas Community
Foundation
City of Little Rock Coca-Cola Entergy Metropolitan Bank Merrill Lynch Offices of Vic Snyder
and Win Rockefeller Regions Bank UALR United Methodist
Foundation of Arkansas
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FUTURES GROUP
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Big Picture QuestionsWhat kind of data can we gather
to evaluate where we are?Who are we? What is our brand?
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BASELINE INDICATORS 6 year graduation rate (Fall 1997 cohort)
20% Retention rate (1st to 2nd year, Fall 03 cohort)
64% Fall 2004 freshman class size
187 Fall 2004 freshman class below 2.0 HSPGA
51 (27%)
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BASELINE INDICATORS cont. Fall 2004 freshman class HSGPA
2.38 Fall 2004 freshman class ACT
15.4
2004 Arkansas Black student ACT16.7
2004 National Black student ACT17.1
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NSSE 2004 In the first 6 years, over 970 different
colleges and universities have participated in NSSE.
NSSE 2004: 473 colleges and universities participated in the spring 2004 administration.
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Level of Academic Challenge
Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance
Includes: Number assigned texts, books, etc. Number written papers/reports Emphasizing application of theories Emphasizing the making of judgments
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Active and Collaborative Learning
Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings.
Includes: Asked questions in class or contributed to
discussions Made a class presentation Worked with other students on projects during
class
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Student-Faculty Interaction Students learn firsthand how experts
think about and solve practical problems by interacting with faculty members inside and outside the classroom.
Includes: Talked about career plans with a faculty
member or advisor Discussed ideas from your readings or classes
with faculty members outside of class Received prompt feedback from faculty on
your academic performance
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Enriching Educational Experiences
Complementary learning opportunities in and out of class augment academic programs.
Includes: Participating in co-curricular activities Practicum, internship, field experience, co-op
experience Community service or volunteer work Independent study Serious conversations with students of a
different race or ethnicity
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Supportive Campus Environment
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations.
Includes: Campus environment provides support you
need to succeed academically Campus environment provides support you
need to thrive socially Quality of relationships with other students,
faculty, or administrative personnel
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PSC vs. Peer, HBCU and National Samples Academic Challenge ABOVE Active & Collaborative Learning ABOVE Student-Faculty Interaction ABOVE Enriching Educational ExperiencesABOVE Supportive Campus Environment ABOVE
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Overall College Initiatives (retention related)1. Increase retention rate 2 points a year
for five years2. Increase 6-year graduation rate 1 point a
year for five years3. Increase freshman class average HSGPA
to 2.75 by 20104. Increase freshman class ACT to the
Arkansas average by 2010
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Initial Update Freshman Class Size
2004 187 (27% HSGPA below 2.0) 2005 129 (7% HSGPA below 2.0)
Freshman Class HSGPA 2004 2.38 2005 2.58 (up 8%)
Freshman Class ACT 2004 15.4 2005 15.6 (up 1.4%)
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Restructure Orientation
July – August
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ElementsImplement orientation leadersParents orientation and welcome
dinnerStructured ice breakersFreshman inductionSocial activitiesEducational sessions
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Q & A