1. 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

2. 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?

4. 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)

5. 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!

6. 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

7. 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%)

8. Disproportionate Shifts in Ethnicity (FTIC and TR)
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%

9. 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
205 (of 880)
23%
145 (of 656)
22%
130 (of 600)

10. 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

11. 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)

12. So now what?

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

14. 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.

15. 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.

16. 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.

17. Results

18. Results

19. Results

20. 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?

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

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

23. FOCUS 3rd Semester Retention
Cohort
TAMU
FOCUS
87%
93%
85%
90%

24. Honors 3rd Semester Retention
Cohort
TAMU
Honors
1st Gen
87%
99%
100%
98%
85%
78%
71%

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

26. 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