How Do We Fulfill Our Responsibility to Educate URM and First Generation Students? INSPIRE Conference April 11, 2017 Michael T. Stephenson George Cunningham Jon Kotinek

Fulfilling our Responsibility What do we know about first time in college students and our first generation students? those we do not retain? Are their programmatic opportunities that would help us meet our mission as a Land Grant institution? propel us in to the Top 10 on freshman retention?

Using Institutional Data to Guide Us While at TAMU SERU (Student Experience in the Research University) “AOC” Data On Their Way Out Graduation Survey (Baccalaureate and Master’s Degrees) AAU Graduation Data (Doctoral students) Gone But Not Forgotten Former Student Survey (1, 4, and 7 years after graduation)

Additional Sources of Valuable Data Data are everywhere (even places not listed on prior slide) Student Life Studies Academic Success Center Card Swipe data on organization involvement Why not assemble all student-level data in one place? Tremendous potential!

At Texas A&M University… First-year retention is ~91% But WHO are we losing from year 1 to year 2? Are there commonalities? Potential for programmatic intervention? Data Sources AOC Data Student Life Data Academic Success Center SERU

WHO are we losing? Year* N Not Returning FTIC TR Other Fall 2014 (Enrolled Fall 2013) 1017 880 (87%) 116 (12%) 21 (2%) Fall 2013 (Enrolled Fall 2012) 801 656 (82%) 125 (16%) 20 (3%) Fall 2012 (Enrolled Fall 2011) 744 600 (81%) 120 (16%) 24 (2%)

Disproportionate Shifts in Ethnicity (FTIC and TR) 2011-2012 2012-2013 2013-2014 White Only 60.5% 55.7% 48.3% Hispanic or Latino of any Race 24.9% 28.2% 35.5% Black 4.7% 5.1% 5.7%

Substantial attrition in First Generation/ Non-Regents’ Scholars Just FTIC: 1 in 4 students not returning is a first generation student not receiving the support of the Regents’ Scholars program Started-Not Returned N for FTIC First Gen Not Returning Percentage of Total 2013-2014 205 (of 880) 23% 2012-2013 145 (of 656) 22% 2011-2012 130 (of 600)

What else do we know about those not returning? FTIC not returning: Did not feel like they belonged First major choice was not available Less valued as individuals Believed diversity was not important on campus Less proud than others to be a student at TAMU

What do we know about First Generation Students in General at TAMU? External Obstacles and Stressors Managing competing job and family responsibilities Significant concerns regarding financial matters Supporting themselves Skipping meals and engaging in fewer recreational activities to save money Concerned with the cost of their education More likely to work while in school and work more hours per week Academic and Internal Stressors Report having weaker English skills, math skills, and study skills More reluctant to ask for help when needed Less able to concentrate on school work More likely to report feeling depressed, stressed, or upset Source. SERU (2015)

So now what?

Transforming Lives Learning Communities George Cunningham Professor and Associate Dean for Academic Affairs College of Education & Human Development

Background: Possible Solution Transforming Lives Learning Communities Made available to every First Generation student who was not a Regent’s Scholar. Paid for through Aggies Commit monies. Evidence-based decision making.

Background: Possible Solution Transforming Lives Learning Communities Small to medium size classes. Students co-enrolled. Focus on cooperative learning and group process learning activities. Service learning activities. Outside of class social activities.

Background: Possible Solution Transforming Lives Learning Communities (cont.’) Orientation session. Fall and Spring. $2000/ semester faculty stipend. $4,000/semester for class activities. $1200 student scholarship.

Results

Results

Results

Moving Forward Why do some not participate? What are experiences in Year 2? Are there particular components working better than others? Influence of other high impact experiences?

Co-Curricular Engagement Jon Kotinek Associate Director, LAUNCH: Honors

LAUNCH Co-Curricular Benefits Community Recognition Integrative Learning Concrete evidence of learning

FOCUS 3rd Semester Retention Cohort TAMU FOCUS 2011-12 87% 93% 2012-13 85% 2013-14 90%

Honors 3rd Semester Retention Cohort TAMU Honors 1st Gen 2012-13 87% 99% 100% 2013-14 98% 2014-15 85% 78% 71%

What do these programs have in common? Add depth to student experience Provide peer mentorship Foundation for future success

Programming for 2017-18 First generation/non-Regents: LAUNCH learning community “Ignite” Biology, Liberal Arts, English, Univ. Libraries, COALS Provost Office “Scale Up” Pilot ~600 students (of ~1500) $1,000 “book” scholarship Strategic, data-based Continuous improvement