sheila mccants career counselor dr. idelia phillips director of career and technical education

“Retention & Success Begins At or Before the College Door”

Strengthening the Academic Outcomes of Minority Students Using Existing College Resources

Innovative Educators WebinarMarch 31, 2009

Sheila McCantsCareer Counselor

Dr. Idelia PhillipsDirector of Career and Technical

Education

Manatee Community CollegeBradenton, Florida




Webinar ObjectivesUsing the MCC 2004 Retention Study on “Perceptions

of African American Males” and Diffusion of Innovation Model(s) as Backdrops

Participants will: Learn to examine their institutions existing resources in both the academic and student development arenas Learn low-cost marketing strategies for attracting and retaining minority students Share ideas and resources for providing academic & student support to minority students. Contribute to a “best practices” document that will be available to webinar participants after the session.




General InformationRE: Academic

Outcomes of Minority Students




Obstacles to Survival in a GLOBAL SOCIETY

For Minority Students




After Access to EDUCATION, the Most Significant Obstacle to a Minority

Student’s Survival in a Global Society is:

RETENTION




Retention:

Ability of an educational institution to retain a student

from admission through graduation




Attrition:

Inability of an educational institution to retain a student

from admission through graduation




WHAT WE KNOW ABOUT RETENTION (& ATTRITION)

Wide Spread Interest

Minority Student Rates, particularly Minority Male Retention Rates Continuously Lag Behind White Students

Retention Rates Have Changed Very Little over the Past 30 yrs

Cost of Attrition = Loss of Revenue




Cost of Attrition

For a single student taking 12 credit hour per semester:

12 credit hours X $80/credit hour = $960.004 semesters @12 credits/semester = $3840.00

Multiply by attrition rate for first-time freshman of 33%(national attrition average) (For MCC – 3,000 first-time students) $3840 X 1,000 = a loss of $3,840,000 over 4 semesters




Other Costs of Attrition

Loss of revenue for the bookstore Loss of revenue for the cafeteria Loss of revenue for local businesses Loss of other revenue for other campus entities Loss of revenue to the community Loss of institutional financial aid

Cost of recruitment of a replacement student




Review of the Literature on African American Student Retention:

Summary of the Impact of Certain Social, Financial and Environmental Factors

Females(+) Academic performance increases with association with academically successful peer(-) Self-esteem(-) Social expectations(-) First-generation(+) Mentor






Males(+) Academic performance increases with association with academically successful peer(+) Mentor






Females/Males(-) Levels of Parental Support(-) Limited Resources to pay for college(-) First-generation(-) Unprepared academically(-) Lack of Family/Community Support(-) Inadequate Financial Aid(-) Lack of Perception of Long-Term Benefits of Higher Ed




Which environmental factors do you see impacting students most

frequently?




The MCC 2004 Retention Study on

Perceptions of African American Males




Independent consultants conducted study Focus groups & phone interviews used to

collect data All campuses represented Daytime & evening students included Subjects were men from the African Diaspora

(to include Caribbean, African, etc.)




Study questions were generated to guide data-gathering, analysis, and consistency in interpretation

An African American male consultant facilitated each focus group




1. What guided your decision about attending college?2. What guided your decision about attending Manatee

Community College?3. What assistance did you receive prior to the first day of

classes?4. What assistance did you receive since classes started?5. What services and/or support do you feel you need to

complete your academic goals at Manatee Community College?




Decision re: College – Family (50%), Need for decent job (43%)

Decision re: MCC – Cost (17%), Convenience (21%),

Peers/Parents (16%)

Assistance Received Prior to 1st Day of Class – NONE (33%)

Assistance Received During Semester – Trusted Instructor (51%)

Support/Services Needed for Success – Empathetic Staff (57%)

Prior Knowledge Needed – From male role model (47%)

Reason for non-use of MCC services/resources – Lack of male models and Empathetic staff (61%)

Study Results (Top results for each question)




More African-American male faculty and

advisors $ Diversity training $ Implementation of formal support system

and workshops/seminars facilitated by

African American male professionals $




African American Student Union project Male members organized to identify and

intervene with FTIC/”at risk” A-A males each semester

“At risk” defined by members (personal knowledge, grades, “at risk” habits)




Increase Black male participation in AASU BK activity only extended to those who became

members Students identified from Orientation student activity

surveys BK training consisted of understanding people,

place, publication, and personal resources. Advisor-implemented activities based on

development theories from Cross (1971), Akbar (1984, 1991, 1998), Bandura (1977)




“Retention through leadership training” OJT, men took on actual leadership roles

“Professional days” dress for success, decision-making, and problem-

solving. Social & networking skill development

Dinner with motion picture director Spike Lee Private reception with Rev. Jesse Jackson Lecture by Maya Angelou




Personal skill development “Learning better forms of self expression”

workshop with Kwabena Dinizulu Lunch meeting with Elaine Brown focusing on

the need for Black males to work at overcoming the injustices they will inevitably face




Active leadership encouraged as leadership and personal skills developed. 2.5 GPA required.

MCC AASU produced 4 of the 12 member board of directors for the Florida African American Student Association.

6 male members of AASU participated as Keepers. 8 male students recruited for project. 5 new, 3 returning considered “at risk”.

8 students persisted to the spring term.




“at risk” Brothers 3 graduated & transferred to Florida State University,

Florida A&M, and USF. 2 transferred (Florida HBCU/Florida CC).

3 remain and are training as “keepers” (including current AASU president)

Current BK leadership is has previous criminal background

Two parents gave positive feed-back regarding the difference observed in those young men considered “at risk”.




College is institutionalizing the project Currently designing and looking for

creative funding resources BK fully functioning by Fall 2009




This “low cost” alternative was initiated through a student activities organization.

In what areas might you find similar opportunities?




Theoretical Frameworks and Models for Planning, Implementing,

and Evaluating

RETENTION INNOVATIONS




Retention Model(s)




TINTO, et. al. RETENTION MODEL




Conditions for Student Retention

Settings that expect students to succeed

Settings that provide clear and consistent information about

institutional requirements and effective advising

Settings that provide academic, social, and personal support

Settings that involve them as valued members of the institution

Settings that foster learning

Tinto, 2007




Alan Seidman’s Retention Formula1

RET = E ID + (E + IN + C) IV

1 College Student Retention: Formula for Student Success Alan Seidman (Ed.) Westport, CT: American Council on Education / Praeger, 2005




Alan Seidman’s Retention Formula

Retention = Early Identification

Early Identification: Before enrollment, identify the academically and/or Socially

“At Risk” Student




Alan Seidman’s Retention Formula

Retention = Early Retention = Early Identification Identification

+ (Early + Intensive + Continuous) Intervention

1. Create an intervention either prior to or soon after enrollment2.Create an intervention that is intensive to affect change.3.Continue the intervention until change occurs.




Diffusion of Innovation Theory and Model




Communication is a process in which participants create and share information with one another to reach a mutual understanding.

Diffusion is the “process by which an innovation is communicated through certain channels over a period of time among the members of a social system”.

An innovation is “an idea, practice, or object that is perceived to be new by an individual or other unit of adoption”.

Rogers, 1995




STAGES IN THE DIFFUSION ADOPTION PROCESS

AWARENESS

INTEREST

EVALUATION/DECISION

TRIAL

ADOPTION




ADOPTER CATEGORIESV

en

ture

som

e

Resp

ecta

ble

Delib

era

te

Tra

dit

ion

al

Skep

tical




Characteristics of Adopters of Innovations

Innovators Early Adopters Early Majority Late Adopters Laggards

Venturesome Integrated in Local Social System

Frequent Interaction with Peers

One-Third of Social System

No Opinion Leadership

Financial Resources Opinion Leader Seldom Opinion Leader

Responds to Peer Pressure

Isolated

Complex Technical Knowledge

Role Model Largest Adoption Category

Economic Necessity Point of Reference – The Past

Coping Skills Respected By Peers Deliberates Prior to Accepting Innovation

Skeptical Suspicious of New Ideas

Successful Cautious Innovation-Decision Process is Lengthy

Resources Limited

Traditional




Using the Diffusion Model to Categorize (and Plan)

Retention Innovations for Minority Students




Stages of Recruitment Innovation

Initiatives Target Audience Communication Channel

Types/Utility of Monitoring/Tracking Data

AWARENESSIndividual learns about MCC, Enrollment Process: Importance of College Readiness, Admissions, Financial Aid, Registration, CTE Programs

"the individual is exposed to the innovation but lacks complete information about it"

Contact data for enrollment outreach and recruitment: # Inquiry Cards Collected/# Inquiry Cards distributed

BEFORE THE DOOR: “Preparation, Planning and the Right Lane Must Turn Right”

Pre-college minority youthParents

Church StaffPastorsMinisters of Education

Science & Engineering Camps


Community Center staff

CPT Remediation with RTW

10th grade prospective students who did not pass the CPT

Community Center staffCTE staffCareer Counselor

CPT Relevance & Rigor







AWARENESS (cont.)

BEFORE THE DOOR: After Church Information and Advisement Session


CTE DirectorCTE RecruiterCTE Advisor

ALMOST AT THE DOOR: College Reach Out Program (CROP)Summer Bridge Program


Minority Outreach Advisor

INTEREST Individual shows an interest in the program by requesting information on AAS/AS degree programs via contact card or verbal request

"the individual becomes interested in the new idea and seeks additional information about it"

Completed Inquiry Card

Data from Completed Inquiry Card is entered into the MCC Web for Prospect; student is given a temporary G00#

General Outreach Innovations







EVALUATION/DECISION Student enrolls in MCC and becomes a prospective CTE student

"individual mentally applies the innovation to his present and anticipated future situation, and then decides to try it"

Prospective Students (Individuals who returned completed inquiry card)

Direct mail # of the temporary G00# that converted/By programCohort data for tracking progress/success in developmental education courses and AS program admission and progress toward degree completionProvides a channel for retention innovationsData for career counselor – scheduling career awareness and planning sessions

BEFORE THE DOOR Outreach to non-responders

Non-enrolling students Direct mail; telephone call

AT THE DOOR: Summer BridgeSOAR

New/FTIC minority studentsNew students in Developmental Education courses

Enrollment CounselorCareer CounselorCTE Advisor

# of at risk students that remain @MCC and in program# of students who successfully convert to AS degree program

INSIDE THE DOOR: Brothers’ KeeperLeadership Program

Minority prospective studentsAt risk minority studentsFTIC Minority Males

Male ASU membersCareer CounselorCTE DirectorAcademically successful AAUW males

# of at risk students that remain @MCC and in program







EVALUATION/DECISION(cont.)INSIDE THE DOOR: Early Alert Program Unprepared Pre-CTE

StudentsFacultyEnrollment CounselorStudent Development Counselor

# of students who successfully complete developmental courses

TRIALStudent declares a CTE major

"the individual makes full use of the innovation"

INSIDE THE DOOR: Career Pathway Planning

College-Ready CTE students

Student Portal (Email) List of students by program # students signed up for follow-up advising session

ADOPTIONStudent applies for and is admitted to a CTE program

"the individual decides to continue the full use of the innovation"

New CTE students Student Portal (Email) # students who complete follow-up advisement session/# students signed up for follow-up advising session

Developmental AdvisingCareer Advising

CTE AdvisorCareer Counselor







RETENTION(Proactive): Student remains in program to completion

List of current AS students # students who complete degree progression advising session/# students for degree progression advising session and to alert students re: completion of within-degree completion milestone

Within-degree completion audit

Current CTE students Student Portal

Degree progression audit

Current CTE students Student Portal

AS Guarantee Program Current CTE students Career Resource Center

COMPLETION Student completes all program requirements

List of students CTE Specialist: Contact students for degree progression advising session Preparation for job placement

Degree audit Current CTE students Student PortalCareer Readiness Graduating Students Career Resource

CenterPLACEMENT Student obtains a HS/HW job in an occupational area related to degree program

Tracking of students to employment#Employed in field#Employed out-of-field#Continuing Education

Career Placement Unemployed program completers

Career Resource Center




RECOMMENDATIONSfor

The Role of Academic and Non-Academic Factors

in Improving College Retention




1. Determine student characteristics and needs, set priorities among these areas of need, identify available resources, evaluate a variety of successful programs, and implement a formal comprehensive retention program that best meets institutional needs.

2. Take an integrated approach in retention efforts that incorporates both academic and non-academic factors into the design and development of programs to create a socially inclusive and supportive academic environment that addresses the social, emotional, and academic needs of students




3. Implement an early alert, assessment, and monitoring system

based on HSGPA, ACT Assessment scores, course placement tests, first semester college GPA, socioeconomic information, attendance records, and non-academic information derived from formal college surveys and college student inventories to identify and build comprehensive profiles of students at risk of dropping out.

4. Determine the economic impact of their college retention

programs and their time to degree completion rates through a cost-benefit analysis of student dropout, persistence, assessment procedures, and intervention strategies to enable informed decision-making with respect to types of interventions required—academic and non-academic, including remediation and financial support.




5. Implement an early alert, assessment, and monitoring system based on HSGPA, ACT Assessment scores, course placement tests, first semester college GPA, socioeconomic information, attendance records, and non-academic information derived from formal college surveys and college student inventories to identify and build comprehensive profiles of students at risk of dropping out.




Does your institution utilize a formal strategy for recruiting or retention?

If so, what type of strategy?




Sharing Best Practices




Innovative Educators Webinar March 21, 2009

“Using Existing College Resources to Strengthen the Academic Outcomes of Minority Students: Retention Begins at or Before the College Door and Continues from There”

Sheila McCants Dr. Idelia Phillips

Manatee Community College

Sharing Best Practices Please recall that we indicated a willingness to collect information about the best practices and ideas of the session participants, and to share the information with the greater community of enrollment and academic success staff. Using the form below, please share information about your initiatives that Use Your College’s Existing Resources to Strengthen Academic Outcomes of African American and Hispanic Males”

Name of College Contact Person Email Address Title of BBCB Initiative Resources Required

Project Purpose and Objectives Brief Description of Project

Project Results

Email completed form to [email protected] or [email protected] Thanks, Sheila & Idelia




Bibliography

1. Manning, Ed.D, Terri M. et.al., “What Community Colleges are Doing to Meet the Needs of Minority Males in Higher Education”

https://www.cpcc.edu/planning/studies-and-reports/bbcb%20conference%20presentation.ppt –

2. McCants, Sheila and Idelia Phillips, “Preparing Minority Males for Success in a Global Society: Retention Begins At or Before the College Door.: 2008 Presentation, Black, Brown & College Bound Conference.

3. Place-Based Education Evaluation Collaborative, “Diffusion of Innovation Theory Resources”

http://peecworks.org?PEC?PEEC_Gen/100045B6A4. Hutchinson, Linda (Bristol Community College), “Recruitment/Retention SWOT Analysis.”




Bibliography

5. Tinto, Vincent, “Taking Student Retention Seriously”http://www.mcli.dist.maricopa.edu/fsd/c2006/docs/takingretentionseriously.pdf

6. McCants, Sheila and Idelia Phillips, “Preparing Minority Males for Success in a Global Society: Retention Begins At or Before the College Door” 2008 Presentation, Black, Brown & College Bound Conference, Tampa, FL.

7. Seidman, Alan, “Minority Student Retention: Resources for Pracitioners”http://www.cscsr.org/docs/MinorityStudentRetentionResourcesforPractitioners2006.pdf

8.VERONICA A. LOTKOWSKI, et. al., The Role of Academic and Non-Academic Factors in Improving College Retention.” ACT Policy Report: IC 050804060, 2004

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




Bibliography

9.Alan Seidman (Ed.), College Student Retention: Formula for Student Success Westport, CT: American Council on Education / Praeger, 2005

10.Robbins, Dr. Rich, “Attrition-Getting Attrition Formula.” Presentation, 2003 NACADA Region 3 Conference, Charleston, South Carolina




Preparing Minority Males for Success in a Global Society

Questions?




Sheila McCantsManatee Community [email protected]

Idelia PhillipsManatee Community [email protected]

sheila mccants career counselor dr. idelia phillips director of career and technical education

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