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Retention desk

by

Erin Neal

on 3 April 2013

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Transcript of Retention desk

Case Study #2: Matrix Partners preso! Harvard Business Review Strategies What to do? Student Retention YouTube videos
- outreach
- informational “The fundamental purpose of academic advising is to help students become effective agents for their own lifelong learning and personal development."
- Chickering Twitter Facebook Technology "Frequent faculty-student contact in and out of the classroom is the most important factor in student motivation and involvement."

Arthur W. Chickering and Zelda F. Gamson, Eds, (1995) The Seven Principles in Action: Improving Undergraduate Education. Anker Publishing Co. For Academic Advisors Mark Case of Mark
Mark is a 19-year-old White male student at large state university. He meets with his advisor Lucy to “withdraw from his classes.” Mark arrives for his appointment in tattered blue jeans, carrying his motorcycle helmet.
“I can help you with that, but what is leading you to withdraw from classes?” Lucy asks.
Mark explains that it is his second year here at the university and that he “just doesn’t belong.” He admits to skipping a lot of classes and is currently behind in all of his courses. Lucy reflects Mark’s feelings but wants to know more. “Do you think the university is a poor fit for you, or do you think that college in general is not a good option for you?”
“I didn’t want to come here or go to any college. The only class I’ve enjoyed here was Chemistry and that was just because of the lab. I only came here because my older brother graduated from here – he’s in law school now. My parents wanted me to come here too, I think they expect me to go to Law school too.”
“And what have you wanted to do as a career?”
“I wanted to become an auto mechanic.”
“Have you had some experience working on cars, or on your motorcycle?”
Mark nods and smiles. “I spend a lot of time working on my bike.”

How would you suggest helping Mark?




Adapted from Carr and Epstein (2009, pp. 173-174) & The Mentor, May 2002. "Good advising may be the single most underestimated characteristic of a successful college experience."
- Richard Light, Making the Most of College Why Students Drop Out Tinto's Model of Retention Early-Alert Systems Advising Approaches First-Year programs Success Programs for students at-risk Technological Resources Proactive/Intrusive advising
Developmental advising
Faculty advisors
Peer advisors First-year seminar classes
Orientation programs
First week/First six weeks programs Case Study #1: Mark Sally - Ability of an institution to retain a student from admission through graduation - 6 years/4 year college, 3 years/2 year college personal
social
academic
life issues
institutional issues Institutional commitment to students
Educational commitment
Social & intellectual community How Can Advisors Help Increase Retention? Serve as the link between the student & the institution
Advisor may be the only consistent person in student's college career SORTS - Radford University
Amy Creative
Approaches to Student Retention April 3, 2013 Case of SallySally, an 18 year old female, comes into your office visibly upset. She sits down and you ask her what you can help her with. She explains that she is not doing well this semester.Sally is in her second semester of her freshman year. She is an accounting major, and currently in an academic support program for students at-risk of being suspended. Because she is on probation, you received her mid-term grades, and saw that she was failing or had Ds in most of her classes.In previous conversations about her major & career goals, Sally has explained to you that her parents are both accountants, so they said she should major in accounting as well. She said they are paying her tuition so she feels as though she has to major in what they say. When you ask Sally what she is interested in, she says she’s not sure, except she knows she doesn’t like math. She says her roommate is an RTM major, and Sally finds herself getting engrossed in conversation with her when she talks about her RTM class. Sally thinks that might be something she would like to do, but is afraid to confront her parents with her concerns.What do you say to Sally when she asks what she should do? Summary Questions?
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