1. Academic Planning: Infusing a Retention Initiative into Curricula
Ross J. Bandics, M.Ed. Northampton Community College
Matthew N. Bartholomew M.Ed. L.P.C., Northampton Community College

2. Northampton Community College at a Glance:
Bethlehem, Pennsylvania (Located 90 miles west of New York City and 60 miles north of Philadelphia.)
Average student age: 25
55% enrolled in transfer programs / 38% in career track programs
Minority students represent 40% of the total credit enrollment
Northampton Community College at a Glance:

3. Learning Outcomes Participants will:
1. Learn how to grow an evidence based retention initiative
2. Learn how to develop course assignments and rubrics related to academic planning
3. Identify common themes and challenges to developing course based retention initiatives 

4. Outline Institutional Context Academic Planning Retention Initiative
Development of Final Project and Coordination of Student Appointments
Next Steps, Application, Discussion and Questions

6. :

7. Institutional Context: Advising Structure
Decentralized advising model
Full-time students need clearance from an advisor
Walk-in Advising
Semester to semester focus

8. Institutional Context: Academic Probation Research
Created a standardized intervention for all students on academic probation with an academic planning component
Focus on common student concerns: Adjustment to college, academic preparedness, student study habits, motivation, career plan, financial/employment status, personal concerns, family concerns
Establish a clear advising path toward current academic goal

9. Institutional Context: New Student Orientation
Mandatory orientation for new students
Summer Orientation
New Student Registration Sessions
Online Orientation
Focus on registration (group setting)

10. Institutional Context: Mandatory College Success Courses
Scaling up of concepts from our boutique success initiatives
SP Creation of mandatory 1 or 3 credit college success course
Build college success plan assignment into course – ENGAGE Assessment
Seek full-time faculty participation in creation and teaching the course

11. Institutional Context: Starfish Implementation
Implementation Spring Starfish Connect, Early Alert, Academic Planner
Focused initial efforts on progress surveys (Faculty engagement)
Academic Planning/Notes Tools (Student Affairs engagement)

13. Academic Planning Retention Initiative: Decisions on best use for Starfish
Received a high response rate from Faculty Early Alert Survey
Low response from students to outreach from counselors

14. Academic Planning Retention Initiative College Success Course
Original College Success Plan focused on individual strengths and weakness based on ACT Engage Survey
Advising component of the course inconsistent due to high level of adjuncts teaching
Academic Planning added as part of success plan (connect student with advising “expert”)
Dean of course designated sections – recruited faculty and coordinated staggered assignment dates. Meetings occurred between week 2-7 of 15 week semester.

15. Academic Planning Retention Initiative: Training for Staff- Challenges
21 Student Affairs staff attended mandatory training
Challenges with technology
Calculating the number of hours of staff availability
Training support staff

21. FA15 to SP16 Retention
FA15 to FA16 Retention
Experimental Group
N = 198
87%
68%
Control Group
N= 198
71%
55%

22. FA16 to SP17 Retention
FA16 to FA17 Retention
Experimental Group
N= 279
90%
69%
Control Group
76%
55%

23. FA17 to SP18 Retention
FA17 to FA18 Retention
Experimental Group
N=238
91%
TBA
Control Group
71%

24. Quotes- What I learned…
“I learned in the academic planning meeting that there is a leadership program and honor society at NCC I plan to apply for”
“The planning meeting created options for me and my career path and opened my eyes to all the things I can do in life with the passions I have”
“The academic planning meeting showed me how much work I’m going to need to do in college. This is a great way to plan out each semester so you know just how important time management will be”

25. “Knowing my graduation date was the most valuable part of the meeting
“Knowing my graduation date was the most valuable part of the meeting. It gave me a goal to work towards and I will use it as motivation”
“It helped me understand the transfer requirements necessary for me to get to my next goal. It also opened my eyes to the benefit of completing my degree at NCC”
“I learned that if I take summer classes I will graduate one year earlier. I plan to take summer classes now”
“My advisor during the planning meeting suggested I should get involved with student senate. I never would have considered this before the meeting”

26. Recommendations
Require the assignment for students in all COLS sections
Faculty are the advisors for students in their sections
Improve the academic planning tool
Expand the training to faculty advisors
More closely monitor students after academic planning meeting

27. Next Steps
Advising Re-Design
Guided Pathways

28. Works Consulted
Allen, J., & Robbins, S. (2010). Effects of interest-major congruence, motivation and academic performance on timely degree attainment. Journal of Counseling Psychology, 57, 23–35.
Burgette, J., & Magun-Jackson, S. (2009). Freshman orientation, persistence, and achievement: A longitudinal analysis. Journal of College Retention: Research, Theory and Practice, 10(3), 235–263.
DeBerard, M. S., Spielmans, G. I., & Julka, D. C. (2004). Predictors of academic achievement and retention among college freshman: A longitudinal study. College Student Journal, 38, 66–80.
Drake, J. K. (2011). The role of academic advising in student retention and persistence. About Campus, 16(3),
Keup, J. R. (2005). The impact of curricular interventions on intended second year re-enrollment. Journal of College Student Retention: Research, Theory and Practice, 7, 61–89.
Lattuca, L. R., & Stark, J. S. (2009). Shaping the College Curriculum: Academic Plans in Context.
San Francisco, CA: John Wiley & Sons Inc.
Napoli, A. R., & Wortman, P. M. (1998). Psychosocial factors related to retention and early departure of two-year community college students. Research in Higher Education, 39, 419–455.

29. Thank you for joining us today!
Please remember to complete your online evaluation following the conference.
See you in Los Angeles in 2019!