1. Retention, Completion, & College Confidence Preparing our students for the 21 st Century

2. Plan 1.Accountability, Retention, & Completion 2.The Objective 3.Introduce the MBTI 4.Introduce the ENGAGE Survey 5.Findings 6.Questions

3. Accountability: Retention & Completion The number of associate’s degrees conferred by U.S. Community Colleges increased by 30% from 1997 to 2007; and, it is projected to grow by another 30 percent by 2020. (Horn and Li 2009; Hussar and Bailey 2011) Community Colleges have between 43 and 47 % of all first-time undergraduates. Community Colleges have we know have become a major focus of the “completion agenda” initiated by the Obama administration.

4. Accountability: Retention & Completion Community college students constitute about 43 percent of all first-time undergraduates As the largest single postsecondary sector, community colleges have become a major focus of the “completion agenda” initiated by the Obama administration. Berkner and Choy 2008

5. Accountability: Retention & Completion Studies have established the variables correlated with retention and completion. Including ……. – High School GPA – Motivation – Academic Discipline – Full-time enrollment – Academic Self Efficacy – Higher degree expectations Porchea, et.al. 2010

6. Our Goal is … To create an effective process of identifying and supporting Wabash Valley College students who are at risk of not completing their educational process.

7. Our Plan To successfully address retention and completion we must do two things. 1.Focus on the variables that have research has shown to be significant. 2.Identify the students at risk.

8. More Specifically … During Orientation we do three things: 1.ask students to identify their planned major/career path. 2.administer the Myers-Briggs Type Inventory, and… 3.administer the ENGAGE survey. To this test data we also add the information from student “Progress Reports” submitted by faculty at mid-term.

9. Also…. We are following-up with those students who meet the following criteria: 1.Identified a career path that is different from their results on the MBTI Career Report. 2.Students who have no identified career path. 3.Students who have one or both of the indices on the ENGAGE below the 50 th percentile. 4.Identified by faculty in a mid-term “Progress Report”. 5.Follow-up

10. Assessment Instruments We have chosen to use two assessment instruments. 1.The Myers-Briggs Type Inventory 2.The ENGAGE Survey

11. Why MBTI &“Type” ? Imagine putting your right hand in a right hand glove. – It fits, it feels good, and you can function well. Imagine putting your right hand in a left hand glove. – It will go on, but, it doesn’t feel good, and you cannot function as well.

12. Using the Information The research behind the MBTI has demonstrated that the information can be used reliably. We know that there are patterns as to how different Types learn and work best.

13. Why MBTI &“Type” ? Relating “Type Code” personality traits to career options and strengths one brings to the work place adds powerful data to the advising process. The MBTI can also help students be more successful in school—increasing the chances they’ll stay in school and ultimately graduate.

14. “In college-age people, the MBTI assessments can bring about a two- year jump in maturity and confidence in two weeks. I see it all the time.” Darlene Garcia, Career Counselor Colorado College

15. Career Focused Report The MBTI can aid students in determining their interests by matching their natural strengths with possible career paths. The Career Report identifies the top career fields students are most likely to find satisfying—as well as provide important information to help guide their decisions.

16. Orientation In the Fall 2009 Semester we began using the MBTI Career Report in assessing all incoming freshmen. Since then we have assessed all incoming students and will continue to do so. We are also using the Career Report to assess our GED and SAN students system-wide.

17. What We Have Done Our data indicate improvement in confidence and that students want assessments that will help in choosing a career.

18. ENGAGE ACT studied over 14,000 students at 48 colleges using ENGAGE College Survey. ENGAGE is a valid predictor of academic performance and persistence. It provides reliable and valid information that more accurately identifies students who are at-risk of poor academic performance and drop out. Robbins, Allen, Casillas, Peterson, & Le, 2006; Allen, Robbins, Casillas, & Oh, 2008). (Robbins et al., 2006

19. ENGAGE Survey The ENGAGE, based on research, assesses three general areas. 1.Motivation & Skills 2.Social Engagement 3.Self-Regulation