1. Presentation of Research Findings Skyline College Retention of the African American Student
Kathleen J. Haynes
Walden University
Dr. Karin Treiber
Using Research and Data to Drive Decision-Making
April 20,2012

2. Decision Making Criteria
Problem Statement: Increasing the success rates for learning of the African American Student.
Issues that must be considered:
Culturally diverse programing.
Recognizing barriers to learning.
Responsive and inclusive learning
environments.
Learning Communities
An initiative such as SPECC (Strengthening the Pre-Collegiate Education in Community Colleges would be an excellent example of a program that would increase the learning for African American students. SPECC is highly structured, has high expectations or challenges, is intense, in that it creates learning experiences that hold students attention; has intentionality and teaches students how to learn. The African American student does not feel supported by the institutions they attend, and the SPECC initiative provides one-on-one attention to all those who experience learning difficulties.

3. Stakeholders
Students: Perspective: -Academic and Social Integration to campus.
-Is institutional support available and adequate?
-Are teaching methods a factor in student
achievement?
Faculty: Perspective: -Are we creating positive learning environment?
-Students perform in the classroom when they have
less stress and are included in ways that are
meaningful to them.
-Are we organized and clear in the presentation of
material, so that all student learning styles are
incorporated into the learning experience?
-Are we student-centered?

4. Stakeholders Cont’d
Administration: Perspective: -How do we increase student
enrollment among African
-American students, as well as,
increase retention at the same
time?
-Would increasing mentors, faculty
and advisors of the African
-American race increase retention?
How does the institution pay for
programming, and the addition of
any human capital needed to make
positive changes needed?

5. Key Points From Literature Review
Faculty in most cases have no training in teaching students with low basic skills (Tinto, 2006).
Faculty & Staff play a pivotal role in teaching and supporting students—in every type of postsecondary institution surveyed, the caring attitude of the faculty and staff was the most important retention factor at their institution (Roueche, 1993).
Faculty’s inability to engage their students using their teaching skills is a reason for lack of persistence-(Braxton, Bray & Berger 2000).
Colleges can contribute to student success by:
Having an institutional focus on students.
Using instructional methods such as learning communities to increase student engagement with their peers.
Offering a comprehensive and integrated set of student support services and ensuring students make use of those services.
Assessing students skills and placing them in the courses appropriate for their level of college readiness and remedial work beginning immediately upon enrollment.
Sending strong and consistent messages to prospective students about what it means to be college ready, so as to increase their awareness of what assessment tests are, what basic skill courses are and what they mean, as opposed to college-level courses, and the extra time required before being graduation eligible.

6. Proposed Solutions: Community colleges need to be forerunners in recognizing barriers to successful learning rather than shifting blame of failure to students. Postsecondary institutions must facilitate responsive and inclusive learning environments. Postsecondary Institutions must offer a comprehensive and integrated set of student support services, including: tutoring, advising, and counseling; and ensure that students make use of these service’s. Ensure support from faculty and staff who play a primary role in teaching and supporting student learning.

7. References: Braxton, J. , Bray, N. , & Berger, J. (2000)
References: Braxton, J., Bray, N., & Berger, J. (2000). Faculty teaching skills and their influence on the college departure process. Journal of College Student Development 41(2) Retrieved from: Rendon,L.I. (1995). Facilitating retention and transfer for first-generation students in community colleges. Retrieved from: Sandel, R.H. & Syndow,D. (1997, Spring). Advances-and a retreat-in student retention. Inquiry 1(1) Tinto,V. (2006). What next? Journal of College Student Retention,8(1). 1-19