Retention 2008
SCHEDULE/PRESENTATIONS
To download session pdfs/powerpoints, please click on the Adobe Acrobat icon when provided below. Also, the full conference program is available for download by clicking on the following graphic.
WEDNESDAY, MAY 28
Wednesday, May 28 — 5:00pm - 6:30pm [Harbor Island I an d II]
OPENING SESSION
Presenter(s): Watson Scott Swail, Educational Policy Institute; Murray Haberman, California Postsecondary Education Council (CPEC); Chaka Fattah, US House of Representatives [3]
Seven Secrets to Student Success (Swail) 
Wednesday, May 28 — 6:30pm - 8:30pm [Bayview Lawn]
OPENING RECEPTION
THURSDAY, MAY 29
Thursday, May 29 8:00am - 9:00am
Continental Breakfast [Harbor Island I and II]
Thursday, May 29 — 9:00am - 10:00am [Harbor Island I and II]
Tuesday Morning Plenary
Presenter(s): Dan Domenech, McGraw-Hill Education; Gerald Tirozzi, National Association of Secondary School Principals
This session will look at trends in secondary school education and what schools are doing to help students navigate the pathways to postsecondary education. A special emphasis will be placed on at-risk students and students of color. [5]
Thursday, May 29 — 10:00am - 11:00am [Executive Center 1]
Youngstown State University’s Center for Student Progress: A Year of Success, Recognition, and Impending Change
Presenter(s): Jonelle Beatrice, Center for Student Progress, Youngstown State University; Pat Shively, Center for Student Progress, Youngstown State University
Youngstown State University’s Center for Student Progress, the winner of the 2007 EPI Outstanding Student Retention Program Award, has experienced a year of local and national recognition. With overall retention rates ten percent above the national average for open-admission institutions, a ten percent increase in minority retention, a resolution of appreciation from the University Board of Trustees, recognition by a local foundation, and featured articles in national publications, the Center has experienced much success. There are, however, many challenges in the near future that will ultimately alter the way the Center for Student Progress functions. “A Year of Success, Recognition, and Impending Change,” will provide information about the Center’s development, its path to success, and its future challenges. [6]
Thursday, May 29 — 10:00am - 11:00am [Marina 2]
Increasing access and retention of low-income and underrepresented community college students entering science related academic fields
Presenter(s): Warren Brown, Whatcom Community College; Rachel Wade, Edmonds Community College
How can community colleges address the need to diversify student populations in science-related fields through increasing the academic success of low-income and underrepresented students? Using a best-practice model that merges retention research, wrap-around academic services, and multicultural teaching and learning methods, we provide examples from Washington State: two community colleges and a State initiative that address this critical issue. Case-study survey data and discussion of themes from the literature is intended to be applicable for use by attending college staff on their own campuses. [7]
Thursday, May 29 — 10:00am - 11:00am [Marina 3]
Effective Institutional Practices and Student Retention in Community Colleges
Presenter(s): Melinda Byrd-Murphy, Alabama Center for Literary Arts, Alabama Southern Community College; Melissa Haab, Alabama Southern Community College
The academic experiences of students at community colleges is often the determining factor on their engagement with the institution. Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education is discussed and used for evaluating the influence of academic experiences on persistence of students in community colleges. Unlike most four-year institutions, community colleges often do not have a rich extracurricular social life to engage students, so much of the student engagement occurs in the classroom. For the presentation, the Seven Principles, student engagement, academic experiences, and persistence to graduation for students at community colleges will be discussed. An outline for how to implement the seven principles will also be presented. [8]
Thursday, May 29 — 10:00am - 11:00am [Marina 4]
The Myths and Realities of Community College Transfer Student Success in an Articulated 2+2 Environment
Presenter(s): Angela M. Falconetti, Community College Leadership Program, University of Texas at Austin
This study explored the success of community college transfer students within a decentralized university system where rising costs and increasing competition are narrowing access to public universities. The study examined differences in the academic success and persistence of a cohort of A.A. transfers from Florida’s public community colleges and First-Time-In-College students. Three regional comprehensive institutions of Florida’s State University System were selected because of their original status as upper level institutions designed to serve community college graduates and other junior level transfers. The impact of Florida’s 2+2 agreement on the organization and behavior of university retention services was explored through document review and interviews. Issues related to the rapidly evolving universities and their feeder community colleges were identified as impacting access to higher education. [9]
Thursday, May 29 — 10:00am - 11:00am [Marina 6]
The Pathway to the Baccalaureate Program: A Secondary Community College, and University Partnership for Successful Retention of At-Risk Students
Presenter(s): Ellen Fancher-Ruiz, Pathway to the Baccalaureate Program, Northern Virginia Community College; Todd Bennett, Northern Virginia Community College
The Pathway to the Baccalaureate Program was developed to increase access to higher education for academically capable students who are at-risk of failing to persist in a post-secondary environment. The program provides a wide range of support services for participating students as they prepare to transition from high school to community college, throughout community college, and as they transfer to a university. The presentation will address the development of the Pathway partnership, its structure and goals, early outcomes data, and lessons learned throughout the process. It will provide data and analysis on the development, structure, and outcomes of the project to date. [10]
Thursday, May 29 — 10:00am - 11:00am [Executive Center 4]
Choosing Retention Strategies: A Decision Making Tool
Presenter(s): Paul Thayer, Colorado State University; Andrea Reeve, Colorado State University
Many postsecondary institutions are planning and implementing a variety of strategies to improve student success in the areas of persistence and graduation. Examples of “best practices” abound in retention literature, so developing a menu of strategies is not a problem. What is problematic for an institution and its retention practitioners, however, is the critical choice among strategy alternatives. On what basis does one select the programs and activities to which resources will be attached and upon which the reputations of those practitioners and policymakers depend? This session will present an approach to identifying success strategies based upon an analysis of the level of comprehensiveness and the promise of institutional integration of the various retention approaches. The presenters will discuss a decision-making tool they have developed that can be useful in analyzing retention strategies and matching them to the institution’s mission and setting. This session is repeated from last year’s conference by participant requests. [11]
11:00am - 11:15am — BREAKTIME
Thursday, May 29 — 11:15am - 12:15pm [Executive Center 1]
The Road to College: Rigor, Readiness, and Retention
Presenter(s): Robert Gira, AVID Center
This presentation will show how efforts to promote academic equity, including in AP®, are more likely to succeed if schools provide a system of support for new segments of students, including low-income, minorities taking rigorous classes. It provides case studies, research-based strategies, and model tutorials for AP students honed over 27 years of practice in 3,500 schools in 45 states and 15 countries. The presentation will submit and discuss research findings on the relationship of AVID support and AP test taking on the academic achievement of students and show how the AVID system has been incorporated school-wide and district-wide (grades 4-12) to create a systemic approach to closing the achievement gap. [12]
Thursday, May 29 — 11:15am - 12:15pm [Marina 2]
Enhancing the Student Experience through Faculty Research: A RAY of light for Undergraduate Students
Presenter(s): Norma Sue Fisher-Stitt, York University
This session will discuss how a large, comprehensive urban university with primarily commuter students has implemented an undergraduate program that creates opportunities for students to become directly involved in faculty research projects. Recognizing the benefits of heightened contact and opportunities to work closely with faculty members outside of the classroom, the Research At York (RAY) program enhances the quality of academic experience, creates a better understanding of their discipline, encourages students to consider future graduate studies and provides direct financial assistance while students are engaged in meaningful research studies. [13]
Thursday, May 29 — 11:15am - 12:15pm [Marina 3]
Every Step of the Way: Recruitment to Graduation of Under-represented Students.
Presenter(s): Robb Jenson, Texas A&M University
The Century Scholars Program is a four-year scholarship and enrichment program for students in schools in the Houston, San Antonio, and Dallas/Fort Worth Metroplex areas that are underrepresented at Texas A&M University. These students compete annually to be awarded this scholarship which is facilitated by Honors Programs. This program serves a purpose to developing outstanding students into leaders on campus and in their communities through: academic excellence, leadership development, professional growth, and service to Texas A&M University, the surrounding community and their high schools. This session will provide participants with information on how our program goes about recruiting underrepresented students and the retention initiatives taken by our office to see the student from the recruitment phase to graduation and beyond. [14]
Thursday, May 29 — 11:15am - 12:15pm [Marina 4]
Dropping out of post-secondary education (PSE): who and why? Canadian experience
Presenter(s): Tomasz Gluszynski, Human Resources and Social Development Canada
Using data from the first four cycles of the Canadian Youth in Transition Survey (YITS), this study analyzes Canadian PSE dropouts. YITS is a longitudinal survey which was first administered in 2000 to a sample of 18-20 year-old youth. In cycle 4, collected in 2006, these youth reached ages 24-26, an ideal age to study the process of dropping out of PSE. This session will preserecent YITS study and what it means for student success. [15]
Thursday, May 29 — 11:15am - 12:15pm [Marina 6]
A Fast Track to Improving Retention and Student Assessment Data: Using Traditional Recruitment Systems to Increase Student Re-Enrollment Rates
Presenter(s): Jay Goff, Missouri University of Science & Technology; Harvest Collier, Missouri University of Science and Technology
In our multi-media society, recent communication studies demonstrate that telephone interaction is by far the most used and preferred medium by today’s students. This session reviews ways of adapting existing recruitment and data collection strategies (Telecounseling, Student Profile Data, Surveys, etc) to improve multiple student services and re-enrollment rates. Campuses using these applications have seen immediate increases in student re-enrollment rates and a decrease in the number of students dropped for non-payment issues. Participants will receive sample script and survey questions, operational calendars, and methods for implementing these productive student service methods. [16]
Thursday, May 29 — 11:15am - 12:15pm [Executive Center 4]
Faculty Matter: Retention is Everybody’s Business
Presenter(s): Vicki Purslow, Southern Oregon University; Amy T. Belcastro, Southern Oregon University
This presentation offers an in-depth exploration of the role faculty can and must play in the recruitment and retention of students, particularly given the changing demographics in our schools of higher education. Grounded in an integrative framework, the role and responsibilities of faculty is discussed as related to recruitment and retention of the new traditional student. Based on the three cornerstones of relationships, foundational needs, and relevancy, learn dozens of real-life examples of low- and no-cost initiatives for enhancing the role of faculty. [17]
Thursday, May 29 — 12:15pm - 1:45pm [Harbor Island I and II]
Lunch Plenary
Presenter(s): Reg Weaver, National Education Association
Thursday, May 29 — 1:45pm - 2:45pm [Executive Center 1]
The Seeds of Retention: Information Students Use to Make College Decisions
Presenter(s): Keith MacAllum, Education Studies, Westat
A weak, inaccurate, or hasty college search increases the risk of choosing the wrong institution to attend, becoming dissatisfied, and withdrawing before graduation. These findings suggest that the seeds of college retention are sown prior to enrollment, during the search and decision making phase. This session reports on the findings of a national study examining the information secondary students and their families use and need in making decisions about postsecondary education, with a special emphasis on underserved populations. The need for comprehensible information, additional resources, and improved assistance for prospective college students and their families is identified to assure solid decisions. [19]
Thursday, May 29 — 1:45pm - 2:45pm [Marina 2]
Bounce Back Retention Program-- A Resiliency Based Curriculum for College Academic Probation
Presenter(s): Maria Hanger, San Diego State University
The Bounce Back Retention Program (BB) is a unique and experiential, semester long course for college students on academic probation. It has been developed at San Diego State University by mental health professionals. Through this presentation, participants will hear how positive psychology and resiliency theory can be unique components of the Bounce Back Program and features which contribute to successful outcomes for enrolled students. Workshop participants will also be asked to simulate one BB session in order to fully appreciate the power of experiential interventions. [20]
Thursday, May 29 — 1:45pm - 2:45pm [Marina 3]
FastTrack - A Student Tracking System
Presenter(s): Peter Dietsche, University of Toronto
The Educational Policy Institute, in parternship with Polaris Research Associates, has developed FastTrack, a student-tracking system designed to help postsecondary students connect with institutions and institutions serve their students. The information gathered and analyzed through FastTrack software provides faculty and administrators with critical early-warning data to determine what interventions students need to persist and succeed at the postsecondary level. Dr. Dietsche designed, developed, and validated FastTrack over 15 years and will discuss research that suggests that student retention and academic success are best achieved by creating a match between student characteristics and the learning environments offered at postsecondary institutions. [21]
Thursday, May 29 — 1:45pm - 2:45pm [Marina 4]
The K-12/University Connection: Creating the Initial Stages for Postsecondary Success
Presenter(s): Bernard Oliver, University of Florida Alliance; Diana Melendez, University of Florida; Jacqueline Basallo, University of Florida
Over the past few years, considerable attention has been devoted to increasing postsecondary access and success for first generation underrepresented students. Kuh (2005), Cuyjet (2006), and others have provided strong empirical evidence on what works for effective access and success programs for higher education. Accordingly the focus of this presentation is on the creation of a university based initiative, The University of Florida Alliance, as a strategy for enhancing the pathway to access and success at one of the nation’s largest public research universities. Particular attention will be devoted to university/K-12 strategies that enhance the university’s recruitment and retention efforts of 1st generation underrepresented students. [22]
Thursday, May 29 — 1:45pm - 2:45pm [Marina 6]
Improve Student Retention by Integrating Institutional Changes, Student Resources, and Technology
Presenter(s): Sasha Peterson, Hobsons US; Keith Renneker, Hobsons-US
Studies abound with research touting the financial impact, cultural effects, and overall magnitude of retaining current students. Education agencies, policy makers, and experts implore colleges and universities to step up their efforts to serve their students by keeping them on the path to higher education. With all of this information, many institutions now realize the need to address this national issue and are increasing their focus toward student retention on their campuses. In this session, Hobsons’ retention experts aim to discuss the various institutional and personal reasons students choose not to re-enroll for subsequent terms, and some strategies that institutions can use to reverse this trend. This session will provide institutions with a clear understanding of the elements needed to build a successful retention strategy. The presentation will also include specific examples of other institutions that have utilized this approach and focus on how the audience can benefit from their experience. [23]
Thursday, May 29 — 1:45pm - 2:45pm [Executive Center 4]
LEAPing and PASSing with First Geners and other Frosh
Presenter(s): Gregory Schwab, Sul Ross State University; Liz Castillo, Sul Ross State University; Helen Crane, Sul Ross State University
In this presentation members of the Sul Ross State University Department of Enrollment Management will highlight four of its successful bridging programs focused on making higher education more accessible and for underrepresented populations. The Sul Ross LEAP, PASS, First Generation, and Lobo Scholars Programs were instituted over the past six years to enhance the retention and success rates of our traditionally, first-generation, and low-income student population. SRSU will share its results, both successes and failures, of these academic and social enhancement programs. [24]
2:45pm - 3:00pm — BREAKTIME
Thursday, May 29 — 3:00pm - 4:00pm [Executive Center 1]
Swift Increase in Retention Rates at a Hispanic Serving Institution
Presenter(s): María Arzón, Universidad del Este; Wilda Vélez, Universidad del Este; Sigfredo Morales, Universidad del Este
Universidad del Este in Yauco will be honored to present a model of retention based on Tinto and Seidman’s theories which impacted our students’ persistence rates in a period of interventions of 1 ½ year increasing from 50% in 2004 to 64% in 2006. Retention (R) equals Early (E) Identification (Id) + Early (E) & Intensive (I) & Continue (C) Intervention (Iv). This model was successfully implemented in the campus along with an Academic Track Committee with the purpose of tracking the students’ academic situations (absenteeism, progress, persistence, and personal situations) to identify the issues on time and respond or refer accordingly. The project has a real commitment from the senior management which helps us in our effort. [25]
Thursday, May 29 — 3:00pm - 4:00pm [Marina 2]
Building Learning Communities in Residential Colleges
Presenter(s): Robyn Muldoon, University of New England
This paper addresses the retention issues presented when large numbers of students from low socio-economic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. [26]
Thursday, May 29 — 3:00pm - 4:00pm [Marina 3]
Measuring the Effectiveness of Student Aid (MESA): A Research Project
Presenter(s): Miriam Kramer, Educational Policy Institute
The MESA project is a large-scale, longitudinal study designed to determine the impact of grant funds on needy students in Canadian institutions of higher education. Funded by the Canada Millennium Scholarship Foundation, this EPI research project looks at the retention and persistence of students and the impact of various levels of finances on student behaviour. [27]
Thursday, May 29 — 3:00pm - 4:00pm [Marina 4]
Strategic Diversity Plan and the Impact on Institutional Change
Presenter(s): Robin Taylor, Auburn University, Office of Diversity and Multicultural Affairs; Overtoun Jenda, Auburn University
The Strategic Diversity Plan for Auburn University was created to provide the foundation for which the university can become a culturally diverse community as well as a model institution for diversity. The plan establishes five goals to achieve the mission for establishing diversity as a core value at the university through strategies and tactics designed to direct efforts of achieving each goal. This session will provide background information on the development of the Strategic Diversity Plan, address how the plan has and is being implemented, as well as discuss how assessment and evaluation of the plan is conducted. [28]
Thursday, May 29 — 3:00pm - 4:00pm [Marina 6]
New Horizons Project
Presenter(s): Jenni Booker, Virginia Foundation for Independent Colleges; Charleita Richardson, Partnership for the Future
This session will provide an introduction to the New Horizons project, a program developed in partner by the Virginia Foundation for Independent Colleges (VFIC) and Partnership for the Future (PFF) to increase the diversity of the student body at Virginia colleges and universities and to increase the awareness of the availability of a postsecondary education to students from traditionally underrepresented backgrounds: first generation, low-income, minorities. VFIC and PPF were separately developing programs that would target Virginia student’s to have an increased awareness of their educational opportunity and upon realizing that these program goals overlapped, these two organizations chose to partner to achieve a mutual end. The New Horizons project has proven to create an upswing in the number of students who choose to apply to private colleges and universities and the program’s ability to increase minority student enrollment is proven in the figures that will be shown. It is a model that other organizations may wish to emulate. [29]
Thursday, May 29 — 3:00pm - 4:00pm [Executive Center 4]
Predicting college student retention and degree completion at a public four year university in the state of Kentucky during a reform context
Presenter(s): Fashaad Crawford, University of Louisville
This longitudinal study focuses on the prediction of first and second year college student retention and bachelor’s degree completion in six years or less, for three groups of college students: first-generation, African American, and low-income that entered the university as first-time, full-time freshman in the fall of 2001, 2002, and 2003. The site of analysis is an urban, public, four year university in the state of Kentucky, following state elementary, secondary, and postsecondary educational reform legislation. Central to this study is the use of the 2000 United States Census database for determining student median family income, the Noel-Levitz® Retention Management/College Student Inventory Form-B for first generation student identification and secondary data sources to identify African American students. [30]
Thursday, May 29 — 4:00pm - 5:00pm [Harbor Island I and II]
What We Know & Can Do To Improve College Student Retention
Presenter(s): Alan Seidman, Executive Director, Center for the Study of College Student Retention
College student retention continues to be a vexing problem for colleges and universities. Nearly half of all students who attend a college full time will not graduate within 6 years. This presentation will look at what we currently know about college student retention and what can be done to improve it. Leaning objectives include: types of student departure, minority student retention, 1st generation student retention, retention trends, defining retention, theories, what matters in college student retention, the importance of student/college “fit”, important programs & services: Developmental Courses/FA/Orientation/Career Services/Learning Resource Centers/Learning-Classroom Communities, Faculty, the Seidman success model and formula. Participants will leave with a general understanding of college student retention and how they can reduce attrition upon return to their campus. [31]
FRIDAY, MAY 30
Friday, May 30 — 8:00am - 9:00am
Continental Breakfast [Harbor Island I and II]
Friday, May 30 — 9:00am - 10:00am [Harbor Island I and II]
The Research Panel
Presenter(s): Watson Scott Swail, Educational Policy Institute; Estela Bensimon, University of Southern California; Jay Goff, Missouri University of Science & Technology; Alan Seidman, Center for the Study of College Student Retention
This session will take a research perspective on what works in student retention. This interactive panel allows conference participants the opportunity to discuss “what works” in student retention and success directly with international experts. [32]
Friday, May 30 — 10:00am - 11:00am [Executive Center 1]
Let’s Be Delighting: Two approaches to increasing student satisfaction at university
Presenter(s): Robyn Muldoon, University of New England
The Kano Model of customer satisfaction provides a conceptual framework for identifying, measuring and increasing student satisfaction. Kano has identified three types of requirements which influence customer attitudes of satisfaction. These are classified as ‘must be’ requirements, performance or one-dimensional requirements and attractive requirements or ‘delighters’. The latter, have the highest level of influence on the satisfaction levels of customers. ‘Delighters’ are the instances of ‘going the extra mile’ and delivering a specific, unexpected customer tailored response. Specialised quality student programs are ‘delighters’ which significantly enhance the relationship between a student and the institution, thereby contributing to retention. This paper outlines two successful examples of holistic approaches to delivering delight to students in a tertiary education setting. [33]
Friday, May 30 — 10:00am - 11:00am [Marina 2]
The College Coach Approach: Employee Leadership-- Student Success
Presenter(s): Steve Fishman, SUCCESS@Seneca, Seneca College; Lisa Decandia, Seneca College
Now in its third year, the highly effective College Coach initiative expands in new directions and continues to produce a significant impact within the entire college community. Over 150 college employees (administrators, staff and faculty) utilize their experiences, leadership and communication skills to make a meaningful difference in the lives of college students. The role of the College Coach is to keep the student connected, on-track, goal oriented and motivated throughout their college experience. Participants will learn, discuss and explore a pro-active and collaborative approach that promotes significant benefits to both students and employees. Participants who attend this session will learn how to tailor the College Coach approach to their institutional situation. The College Coach Approach: Significantly contributes to student success and college retention; Engages a diverse and sizeable student/employee population; Encourages and supports employee leadership; Creates a college culture that reflects a sense of community and pride; and Requires minimal employee time commitment but produces significant impact with the college community. [34]
Friday, May 30 — 10:00am - 11:00am [Marina 3]
Examining the Components of the Early College High School Model and the Impact of the Participants in the Program
Presenter(s): Nilka Avilés-Reyes, University of Texas at San Antonio
This research study examined the components of the Early College High School (ECHS) program model. The purpose of the study was to determine how the ECHS program impacted the educational development and college preparation of traditionally underserved and underrepresented students. Perceptions of ECHS core academic teachers and administrators were evaluated with respect to ECHS student achievement, motivation, post-secondary aspirations, and college readiness and preparation. Findings indicate that the ECHS program has been successful in reducing the education gap for minority students in the program. Five emergent themes will be discussed, and include: Perceptions of parental factors, community factors, standards and achievement, and challenges of implementation of the program. The conceptual framework for interpreting data includes funds of knowledge, social and cultural capital, and support systems. [35]
Friday, May 30 — 10:00am - 11:00am [Marina 4]
The Institutional Student Retention Assessment
Presenter(s): Watson Scott Swail, Educational Policy Institute
The Institutional Student Retention Assessment (ISRA) is an interactive, web-based tool designed to help administrators assess the status of their institution in regard to serving students and keeping undergraduates on course to degree. Campus stakeholders can use the tool to evaluate their current use of resources, retention strategies and programs, institution-wide characteristics, policies and practices. Attendees will have a clear understanding of the purpose of the ISRA and be able to conduct their own campus audit at their institution. [36]
Friday, May 30 — 10:00am - 11:00am [Marina 6]
Facilitating Post-secondary Retention Success for Students with Disabilities through Innovative Transitional Programming: Learn and Earn
Presenter(s): Michelle Campbell, Abilities, Inc.; Sean Cruse, Abilities, Inc.
Learn and Earn is a unique collaborative program between two-year community colleges, participating high schools, the NYS vocational rehabilitation agency and a local non-profit organization. Participating students with disabilities, upon completion are in a better position to consider and pursue realistic career options, make informed decisions about needed academic (or vocational) preparation and increase their personal investment in their own future. As a result, academic retention and the likelihood of better long-term employment outcomes are increased. This session will provide attendees with background on the inception and development of the program. Attendees will learn how program evaluation validates services delivery methods and drives program enhancement. Attendees will also be provided with insight on program replication and application with other populations. [37]
Friday, May 30 — 10:00am - 11:00am [Executive Center 4]
Online Retention Intervention: Reducing Alcohol Abuse with the e-CHUG
Presenter(s): Douglas Van Sickle, San Diego State University; Diana Doumas, Boise State University
The ‘e-CHUG’ online alcohol intervention curriculum, used on over 400 campuses in the U.S., Australia, Canada and Ireland, will be demonstrated and research examining the programs efficacy from several controlled studies will be presented. In particular, research showing the programs effects on alcohol use, retention rates, and grades will be discussed. Participants will view the program and see how it has been integrated by faculty into First Year Experience curricula and used as a mandatory requirement for all freshmen by many campuses. Developed by psychologists at San Diego State University and the University of Texas and drawing on Motivational Interviewing and Social Norms feedback theories, the CHUG motivates individuals to reduce their consumption using personalized information about their own drinking and risk factors. [38]
11:00am - 11:15am — BREAKTIME
Friday, May 30 — 11:15am - 12:15pm [Executive Center 1]
Confronting Attrition: Oklahoma State University- Tulsa, Retention Project
Presenter(s): Darren Vetter, Oklahoma State University-Tulsa
College retention in higher education is an important issue that requires special attention. Students staying in school and completing their degree requirements are important to the institutions, administrations, and faculty. At Oklahoma State University-Tulsa 1180 students were identified as non-returning over the previous 3 full semesters. From this group, 347 were contacted with letters from their corresponding academic advisor highlighting the changes at the school and asking them to return to take classes. Almost 10 percent of the students contacted over the summer session returned to class the next fall. OSU-Tulsa administration views the rate of return as a success. Rates may have been dependent upon the amount of time between student contact and the start of the semester. Recommendations from this study are presented relating to challenges associated with student retention. [39]
Friday, May 30 — 11:15am - 12:15pm [Marina 2]
Creating Excellence in European Higher Education: From Student Satisfaction to Student Retention
Presenter(s): Maria de Lourdes Machado-Taylor, Center for Research in Higher Education; Rui Brites, Center for Research in Higher Education Policies
The thrust of our presentation will be an analysis of the findings from a national study in Portugal measuring student satisfaction. The three-year project, funded by the European Union (POCIS Funds) and the Ministry’s Science and Technology Foundation in Portugal, examined the perceptions of approximately 12, 000 students from throughout Portugal, Azores and Madeira. Responses were measured in terms of level of satisfaction and importance. Findings were analysed to show what institutions needed to attend in order to reinforce and strengthen student recruitment, retention and graduation rates. The study addresses the European Commission’s call to promote excellence within European higher education. The study and recommendations have broad applicability to many institutions in many countries concerned about student retention. [40]
Friday, May 30 — 11:15am - 12:15pm [Marina 3]
Tearing Down the Silos: Releasing a Campus-Wide Web-Based, Retention Strategy for Students at Risk
Presenter(s): Gideon Botha, Abilene Christian University
A Web-based early alert referral system has been developed over the past 5 years to break down campus silos in an effort to establish a campus-wide strategy for helping and retaining at-risk students. The system joins faculty, staff, parents and peers in a united care giving network where at risk students are proactively identified, monitored, and connected with appropriate campus support resources. Discussion will focus on the development and operations of the program as well as the effectiveness and corresponding challenges of this collaborative effort to enhance retention and student achievement campus-wide. Data will also be presented on the growth and effectiveness of the program relating to how it supported caregivers, and the retention rates of students who were served will be compared to a control group. [41]
Friday, May 30 — 11:15am - 12:15pm [Marina 4]
The Impact of Ethnic Identity Development on Underrepresented Students of Color in Higher Education
Presenter(s): Patrick Velasquez, University of California, San Diego
This study examines the development of ethnic identity among underrepresented students of color at a selective, predominantly white institution of higher education. Utilizing qualitative methodology, the authors examined students’ ethnic identity at the time they entered college and as they prepare to graduate from college. Students were asked to describe how the development of their ethnic identity intersected with other outcomes (e.g., critical thinking skills, communication skills, sense of competence, etc.). Findings indicate that the process of learning more about one’s ethnic group has beneficial effects on both cognitive and non-cognitive outcomes. Recommendations include the need to know much more about which experiences contribute to students’ ethnic identity development, how they shape such a process, and how institutions can contribute to that process. [42]
Friday, May 30 — 11:15am - 12:15pm [Marina 6]
Assessment Tools for Creating Organizational Learning and Change
Presenter: Estela Bensimon, Professor, University of Southern California
Colleges collect lots of data but most don’t have the tools, structures, and knowledge to make it usable to improve their own practices. This session will provide participants with assessment tools for organizational learning and change. [43]
Friday, May 30 — 11:15am - 12:15pm [Executive Center 4]
Peer Mentoring Peer Mentors: Top Ten Best Practices for a Student-led Approach
Presenter(s): Marinda Ashman, Utah Valley University; Lisa Lambert, Utah Valley University; Jeff Engh, Utah Valley University; Erin Fleming, Utah Valley University; Camile Johnson, Utah Valley University; Audrey Oldham, Utah Valley University
The UV Mentor program at Utah Valley University uses mentor team leads to support peer mentors and help them realize the program’s potential. Mentors facilitate integration and involvement to campus for their students. The team leads will present on best practices they have developed for supporting mentors, clarifying expectations, encouraging accountability, conducting program research, and facilitating student and mentor activities. They will demonstrate how peer involvement creates an environment where mentors can be positive influences for first year students, persistence, and retention. [44]
Friday, May 30 — 12:15pm - 1:45pm [Harbor Island I and II]
The 2008 Educational Policy Institute Retention Awards
Presenter(s): Rosa Pérez, San José/Evergreen Community College District
Awards will be presented to two outstanding institutions in this year’s program, followed by an address by Dr. Rosa Pérez, the Chancellor of the San José/Evergreen Community College District.
Friday, May 30 — 1:45pm - 2:45pm [Executive Center 1]
Evaluation Integration: Building Assessment & Evaluation into Your Program Design
Presenter(s): Renee Martinez, The Associated Colleges of Illinois; Alexandria Taylor, The Associated Colleges of Illinois
Assessment and evaluation are critical to a program’s success and sustainability, yet many organizations struggle to find and implement effective tools. This session will provide participants with strategies to not only identify measures for their programs, but also ways in which the use of assessment and evaluation tools can be integrated into program design. Examples will be taken from The Associated Colleges of Illinois’ College Readiness Program and College Success Network, programs aimed at preparing and retaining low-income and first generation college-bound students. By partnering program design and assessment/evaluation, this organization has been able to establish evaluation plan continuity, guaranteeing its implementation by creating program components that serve two purposes: activities for students and data collection. [47]
Friday, May 30 — 1:45pm - 2:45pm [Marina 2]
A Plenary Follow-Up
Presenter: Alan Seidman
Dr. Seidman will provide a follow-up session to his Thursday plenary address for participants who wish to get more indepth into the questions and answers about student retention. [48]
Friday, May 30 1:45pm - 2:45pm [Marina 3]
Formulas to Successfully Enroll and Retain Students to Degree Attainment
Presenter(s): Julie Carlson, Iowa Lakes Community College; Jolene Rogers, Iowa Lakes Community College
Iowa Lakes Community College has examined admissions and enrollment processes to develop a proven model to increase student enrollment. Engaging students and collecting feedback on ways to improve processes has worked well. Iowa Lakes has achieved fall to fall retention rates of 70%. Over 95% of the students who attend summer orientation and complete a campus visit enroll and show up for fall classes. Presenters will share strategies which focus on student-driven processes during four key times: (1) First Contact, (2) Application, (3) Orientation, and (4) Enrollment. Prospective students inquire about Iowa Lakes programs and educational opportunities in a variety of ways: phone, email, online, drop-in, etc. Admissions staff and faculty involvement is essential in terms of getting students to visit campus and engaging students in picturing themselves immersed in college life. [49]
Friday, May 30 — 1:45pm - 2:45pm [Marina 4]
Freshman Retention: From Good to Great
Presenter(s): Liz Donnelly, Oklahoma City University; Amanda Wrede, Oklahoma City University
In the face of declining enrollment and revenue, the division of student affairs at Oklahoma City University adopted the “Good to Great” framework (Collins, 2001, 2005) for improving institutional performance. The division identified the freshman retention rate, enrollment headcount and fiscal health as reliable measures of institutional improvement. As a result of employing the “Good to Great” practices, within five years, the freshman retention increased from 67% to 80%, a 13% increase, enrollment headcount increased at almost all student classifications and the institution realized balanced budgets six years running. [50]
Friday, May 30 — 1:45pm - 2:45pm [Marina 6]
Politically Incorrect Retention
Presenter(s): Michael Lanouette, Remington Colleges
This presentation will identify the six highest correlated variables with student attrition with respect to a system of two-year degree and diploma technical schools. This six-year study includes campuses from across the country to help obtain a more significant inferential result. The presentation will also present evidence to minimize current retention myths, such as retention “teams” and retention “agents” that are often correlated with student retention. Finally, the presentation will address the forced “retention connection” of state and accreditation reportable reasons for student withdrawing and how these reasons relate the real reasons students withdraw. [51]
Friday, May 30 — 1:45pm - 2:45pm [Executive Center 4]
Development of a First Year Experience Program, Using Registration to Go as a Recruitment Tool
Presenter(s): Donald Mast, College of the Sequoias; Charles Rush, College of the Sequoias; Debbie Douglass, College of the Sequoias; Stephanie Logan, College of the Sequoias
This presentation will share insights into the administrative interest and commitment in developing an FYE program; the genesis of our FYE program and our planning process, including: our FYE mission statement and objectives; the format of the program, consisting of Learning Communities and a First Year Experience Seminar; our expansion plan to address all new students; our FYE student recruitment process, including Registration to Go at the College’s feeder high schools; and data collected on student success, retention, and student learning outcomes. Faculty recruitment will also be discussed, collaborative lesson planning in the learning communities will be presented, and the lessons we learned will be shared. [52]
Friday, May 30 — 2:45pm - 3:45pm [Executive Center 1]
Online Resources to Improve Student Retention
Presenter(s): Heidi Edwards, Portland Community College
Portland Community College has developed and implemented numerous online tools to improve student retention and success. This session will introduce PCC’s online new student and extended orientations, early warning system, and a new tool for student career and academic planning. Participants will learn about the development and implementation of online student resources and get ideas for implementation at their institutions. [53]
Friday, May 30 — 2:45pm - 3:45pm [Marina 2]
How do you know when your program moves from good to great? Using CAS (Council for the Advancement of Standards in Higher Education) Standards and Guidelines
Presenter(s): Andrea Reeve, Colorado State University
CAS program standards and guidelines for 38 higher education student services functional areas provide frameworks for establishing and monitoring self-assessing program and service effectiveness. Participants in this session will have an overview of the CAS Standards and their role in program self-assessment and frameworks for writing student learning and development outcomes. The session will include several interactive activities and will provide information about other resources related to CAS, CAS standards and guidelines, CAS Self-Assessment Guides, and Frameworks for Assessing Learning and Development Outcomes. [54]
Friday, May 30 — 2:45pm - 3:45pm [Marina 3]
MySpace, Facebook, and Text Messaging: How College Forward Redefined its Retention Program through Innovative Technology
Presenter(s): Lisa Fielder, College Forward; Daniel Riegel, College Forward
During the last three years, innovative technologies such as social networking websites, online chat forums, and text messaging have redefined the ways in which college-age students communicate. This session will describe lessons learned along the way and strategies we have developed in using these technologies to generate meaningful dialogue and increase college retention rates for first generation and low-income students. Located in Austin, TX, College Forward is a TG-funded program that provides college preparatory and college retention services to motivated, economically-disadvantaged students, in order to facilitate their transition to college and make the process exciting and rewarding. College Forward’s retention program currently serves 90 low-SES students at 22 colleges and universities. We have achieved a three-year overall college retention rate of 77% (an additional 15% are actively working to get back into college) and an 83% freshman fall-to-sophomore fall persistence rate. [55]
Friday, May 30 — 2:45pm - 3:45pm [Marina 4]
An Examination of High Risk Behavior Participation and the Impact on African American Student Persistence in College
Presenter(s): Kenya LeNoir Messer, Wilberforce University
This session will provide an overview of how participation in high risk behavior impacts African American student persistence in college. Utilizing the US Centers for Disease Control and Prevention (CDC) Risk Behavior Surveillance, the presenter will highlight data on this population’s participation in high risk behavior and through the use of case studies, illustrate the impact that participation in risk behaviors have on African American student persistence in college. Following the review of the data and presentation of case studies, the presenter will provide recommendations for further examination and examples of programs, services and university wide initiatives will be discussed. [56]
Friday, May 30 — 2:45pm - 3:45pm [Marina 6]
The Geographic Effects of Competition on Commuter Student Departure from a Four-Year University with a Liberal Enrollment Policy
Presenter(s): Eric West, Southern Connecticut State University
Recent contributions to the literature on student departure indicate the need for additional research on the effects of environmental factors external to the educational institution on the persistence of commuter students. This paper incorporates variables in a logistic regression model of student retention derived from spatial analysis using a geographic information system (GIS). The variables include distance and travel times between a commuter student’s residence and competing educational institutions of different types. These spatial variables, in conjunction with other variables that represent established factors in student retention, such as student entry characteristics and goal commitment, participate in a predictive model of student departure constructed from an incoming class of 1,400 first-time, full-time freshmen at a public university with commuter students dominating its student population. The results have ramifications for the strategic planning of enrollment and early intervention for probable departing students. [57]
See you at
RETENTION 2009
Ritz-Carlton, New Orleans, NO
May 27-29, 2009