RETENTION Planting the Seed Richard DeShields and John F. Mounsey III Central Washington University NWACUHO 2010—Yakima, Washington

LEARNING OUTCOMES Identify retention theories and how to apply in our roles as housing professionals Discuss strategies used at Central Washington University that focus on retention Demonstrate the MAP-Works (Making Achievement Possible) product designed at Ball State University and provided through Educational Benchmarking, Inc.

RETENTION What does it mean?

RETENTION Dictionary.com provides the following: “The act of keeping possession of” “The act of continuing use, practice, etc.” “To engage” Typically refers to those students who remained at the same institution where they started until they completed a program. Students who transfer to other institutions before completing a degree usually are considered not to have been retained U.S. Department of Education. National Center for Education Statistics

S RETENTION DEFINED The US Federal Government has defined it as: Program Retention: Tracks the full-time student in a degree program over time (6yrs/4yr college, 3yrs/2yr college) to determine whether the student has completed the program. Problem: This retention definition does not include students who start part-time then move to full-time attendance or those who are attending college part-time which in many cases is over 50% of some college populations, especially the community college and students taking distance education courses.

S RETENTION DEFINED Many of the definitions for terms relating to retention were developed for retention efforts at four-year colleges and universities. Frequently, these definitions are too narrow for both four year and community colleges. An example of this is the traditional definition for retention, which bases the definition on the length of time it takes a student to graduate. However, a definition based on degree completion is problematic because graduation is not necessarily the goal of every student attending a community college or four year institution. Furthermore, because large numbers of college students have work and family responsibilities, they very often take more than two years to complete an associate degree. It is, therefore, wise to proceed with caution when discussing retention and ensure that there is a mutual understanding of the terminology being used.

“It is the people who come face-to-face with students on a regular basis who provide the positive growth experiences for students that enable them to identify their goals and talents and learn how to put them to use. The caring attitude of college personnel is viewed as the most potent retention force on a campus.” (Noel, Levitz, & Saluri , 1985, p. 17)

Think back to your earliest days in college….. Who do you remember serving as your resource? Who do you recall as being influential in your college life?

RETENTION THEORY AND MODELS SWAIL’S GEOMETRIC MODEL OF STUDENT PERSISTENCE AND ACHIEVEMENT Academic Rigor Quality of Learning Aptitude Content Knowledge Critical Thinking Ability Technology Ability Study Skills Learning Skills Time Management Academic-related extracurricular activities Financial Issues Educational Legacy Attitude toward learning Religious Background Maturity Social Coping Skills Communication Skills Attitude toward others Cultural Values Expectations Goal commitment Family Influence Peer Influence Social Lifestyle earl Financial Aid, Academic Services, Student Services, Recruitment and Admissions, and Curriculum and Instruction Swail, Redd, and Perna, (2003)

TINTO’S STUDENT INTEGRATION MODEL RETENTION THEORY AND MODELS TINTO’S STUDENT INTEGRATION MODEL Tinto (1975)

TINTO’S STUDENT INTEGRATION MODEL (continued) RETENTION THEORY AND MODELS TINTO’S STUDENT INTEGRATION MODEL (continued) Tinto (1993)—Persistence to graduation and departure are directly influenced by institutional commitment (motivation to graduate from a specific institution) and goal commitment (motivation to earn a college degree). “Tinto (1993), in highlighting the importance of institutional ‘fit,’ focused student affairs practitioners’ attention on what they could do to help the transition between membership in one of many communities on campus.” Students who find support for their learning, engage in active learning, and receive frequent feedback are more likely to stay than those who don’t. (Astin, Tinto, Kuh-1984) Astin, A. (1984). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student Personnel, 25:297-308. Tinto, V. (1993). Leaving college: Rethinking the Causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.

TINTO’S STUDENT INTEGRATION MODEL (continued) RETENTION THEORY AND MODELS TINTO’S STUDENT INTEGRATION MODEL (continued) Tinto identifies 10 variables affecting student retention: Individual Attributes Student Finances Developing Relationships with Prospective Students Addressing the Impact of Pre-University Education Goal Commitment Institutional Commitment: Increasing the Degree to which the University is committed to meeting student needs and increasing the student’s commitment to the University Quality of Teaching and Learning Peer Group Interaction Faculty Interaction Developing the Graduate’s Relationship with the University

Information pertaining to Retention ADDITIONAL SUPPORT Information pertaining to Retention Additionally, Tinto (1988) argues that the first year of college, indeed the first semester in college, is critical to the students’ being incorporated into the college campus, as well as his or her eventual persistence through to graduation. According to Tinto, retention programs are most successful when they utilize informal faculty-student contact (outside of the classroom) in order to help integrate students into the mainstream of the academic and social life of the college. College retention efforts are especially successful, Tinto maintains, when both faculty (academic affairs) and staff (student affairs) combine their efforts and develop an encompassing attitude toward retaining students. This “It’s all of our jobs” orientation is a key component toward retaining students.

Information pertaining to Retention ADDITIONAL SUPPORT Information pertaining to Retention “The more intensely students are engaged and involved in their own education, the more likely they are to do well, be satisfied with their educational experience, and stay in school (Pascarella & Terenzini, 1991). “Researchers describe many reasons for leaving college as well as student characteristics of non-persisters. According to Tinto, academic reasons represent only 20-30% of all college leavers nationally [in the US]. The remaining 70-80% of students who are not retained leave for the following reasons: (1993) Adjustment Goals Commitment Finances Integration and community membership Incongruence Isolation

ACTIVITY In small groups and using Tinto’s variables, how can you as a housing staff person affect retention and what are some specific ways you impact retention currently?

UNIVERSITY HOUSING AND NEW STUDENT PROGRAMS AT CWU From UHNSP Strategic Goals: GOAL 1: RETENTION Assist in campus wide services and initiate efforts that helps students to be successful in college and continue their educational pursuits at Central

PRACTICAL APPLICATION RETENTION and CWU HOUSING PRACTICAL APPLICATION New Student Open House Discover! Orientation Alcohol-Wise Wildcat Welcome Weekend Wildcat Connections First Six Week Programming Academic Success Program MAP-Works (Making Achievement Possible)

CWU University Housing and New Student Programs ORIENTATION PROGRAM CWU University Housing and New Student Programs Four Phase Orientation Programs New Student Open House “Wildcat Days” Discover! Orientation Wildcat Welcome Weekend Wildcat Connections First Six Week Programming

CWU University Housing and New Student Programs ALCOHOL WISE CWU University Housing and New Student Programs Students and Parents are introduced to the Alcohol-Wise program created by 3rd Millennium Classrooms during Discover Orientation. Students and parents complete an on-line course prior to returning to the University during the Fall Quarter. Data linked to retention outcomes.

ACADEMIC SUCCESS PROGRAM CWU University Housing and New Student Programs Student Enrollment and Retention Team (SERT) Two-tiered system attempting to meet the academic and socio-personal needs of students falling below a 2.0 GPA per quarter (intended for first year students; however, we will include freshman and sophomores on occasion. Created by University Housing and Academic Advising with support from the Associate Vice President of Undergraduate Studies. Student Affairs and Academic Advising Centered.

MAP-WORKS Making Achievement Possible MAP-Works... CWU University Housing and New Student Programs Educational Benchmarking, Inc. MAP-Works... Provides for Early Intervention to Students At-Risk Aligns Student Expectations with Actual Outcomes Facilitates Socio-Emotional Transition to College Cultivates Student Involvement (Activities, Organizations, Leadership)

MAP-WORKS Profile Information Academic Integration Self-Assessment Gender and race/ethnicity Entrance exam scores # credit hours enrolled Cumulative GPA Credit Hours Earned Academic Integration Academic Self-Efficacy Basic Academic Behaviors Advanced Academic Behaviors Commitment to Education Self-Assessment Communication Skills Analytical Skills Self-Discipline Time Management Health and Wellness Financial Issues Social Integration Homesickness Peer Connections Living Environment (on/off campus) Roommate Relationships Campus Involvement

MAP-WORKS—Why Housing? Retention is not the responsibility of any one area; also supports the university, division, and unit strategic plans Other retention efforts were bogged down in implementation and campus politics Even MAP-Works at isolated level of Housing is more effective than nothing else MAP-Works is a cost effective solution that we can efficiently place into end-users (RAs) hands

MAP-WORKS—The Plan Survey all incoming 1650 first-year students (both on and off campus; transfer students not included) Utilize Housing Staff to follow up on all at risk indicators. Build initial system to allow expansion to other campus offices Extend olive branch to Academic Advising as the first area to begin building our MAP-Works cohort. Entice participation through incentive of winter quarter room and board for one recipient, plus free fountain soda for all respondents

MAP-WORKS—Timeline October 1st begin pulling data for initial upload October 16th – Share instrument and plan with Academic Advising October 17th – Launch survey October 21st – Train Housing Staff October 21st – Send reminder e-mail to non-respondents October 25th – Send Last chance message to non-respondents November 3rd – Close Survey November 10th – RA deadline for all Red level risk indicators November 24th – RA deadline for all yellow level risk

MAP-WORKS—Indicators MAP-Works utilizes a stoplight color scheme where red is high risk indicator for academic success and retention; yellow is a moderate risk indicator for success and retention; and green is low risk Respondents (630) Non-Respondents (1,018) Total (1,648) Red Indicator 115 (18%) 351 (34%) 466 (28%) Yellow Indicator 369 (59%) 581 (57%) 950 (58%) Green Indicator 146 (23%) 86 (9%) 232 (14%)

MAP-WORKS—Lessons Learned For accuracy as well as to maximize our efforts we are working to incorporate completing the survey as one of the University 101 class assignments. MAP-Works training needs to be intentionally promoted as a key building block of the residential experience. Need buy in at every level that follow-up with residents is an expectation of the RA staff. Student Reports were designed in an “MTV type setting”; however, some of the challenges are getting students to read their reports (while the report is in both video and PDF formats, getting every student to read the information is a challenge)

MAP-WORKS DEMONSTRATION

Thanks for participating! deshielr@cwu.edu mounseyj@cwu.edu Questions Thanks for participating! deshielr@cwu.edu mounseyj@cwu.edu