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

2. 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.

3. RETENTION
What does it mean?

4. 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

5. 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.

6. 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.

7. “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)

8. 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?

9. 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)

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

11. 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:
Tinto, V. (1993). Leaving college: Rethinking the Causes and cures of student
attrition (2nd ed.). Chicago: University of Chicago Press.

12. 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

13. 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.

14. 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

15. 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?

16. 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

17. 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)

18. 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

19. 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.

20. 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.

21. 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)

22. 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

23. 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

24. 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

25. 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 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

26. 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%)

27. 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)

28. MAP-WORKS DEMONSTRATION

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