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Student Retention

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by

Mary Keenan

on 11 December 2015

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Transcript of Student Retention

Student Success & Retention
Informed by the Literature...
Balance of challenge and support promotes learning and development. (A. Chickering)
UMD Data Points
First-term GPA is our best predictor of first-year retention; high school GPA is our best predictor of first-term GPA. (OIR, 2012; Hanover, 2014)
High Impact Practices
Learning Communities
Institutional Conditions Associated
with Student Success
background on adoption of 4-Pros framework
Current Status
Goal of increasing first-to-second year retention 3% by fall 2018.
Approaches across campus vary and there is limited accountability or assessment.
Student Success Strategy Map comprehensive but has not engaged campus stakeholders.
Fall 2014 retention rate = 77.1%
Why Retention Matters...
Aligned with UMD's commitment to student success
Ever increasing component of tuition revenue
Source to support low-enrollment programs
External measure of institutional success
Students who learn are students who stay. (V. Tinto)
First six weeks are critical to student persistence. (J. Gardner)
Being able to identify a campus member who cares about personal success is a strong predictor of student satisfaction. (J. Gardner)
Student perception of the college environment as being supportive of their academic and social needs is the best predictor of student satisfaction. (G. Kuh)
Student engagement varies more within any given institution than between institutions. (G. Kuh)
Student engagement in educationally purposeful activities is positively related to both grades and persistence. (Pascarella and Terenzini)
Cost of attendance is a statistically significant predictor of retention across all units with students in CLA, CEHSP, and SFA being the most sensitive to out-of-pocket costs. (Hanover, 2014)
A first generation retention gap exists in CLA, CEHSP, and LSBE. (Hanover, 2014)
A retention gap between white and students of color is observable in SCSE, less so in CLA, and not observable in the other units. (Hanover, 2014)
Of the 2,054 freshmen who entered UMD in fall 2013, 14% of the 77% retained were enrolled in a different UMD college in fall 2014. (OIR, 2014)

UMD NSSE Analysis: quality of interactions with students and with faculty, effective teaching practices, and a supportive environment are strongly associated with higher levels of student satisfaction (OIR, 2015)
Strategies
Campus
Unit
Department
Course
Individual
First-Year Seminars
Collaborative Assignment
Undergraduate Research
Diversity/Global Learning
Community-Based Learning
Common Intellectual Experiences
Educationally purposeful activities
Learning Centered Culture
Respect for diverse ways of knowing
Integration of prior learning and experience
Collaboration between student affairs and academic affairs and among students
Assessment and timely feedback
Balance of Challenge and Support
High standards and expectations for student performance
Academic support programs tailored to meet student needs
Emphasis on the first college year
Peer support
High Impact Practices
Active learning
Ongoing application of learned skills
Out-of class contact with faculty
Source: Kuh, G. D., Kinzie, J., Schuh, J. H.Whitt, E. J. & Associates (2005/2010) Student success in college: Creating conditions that matter, Jossey-Bass., San Francisco, CA.
Root Causes of Student Attrition:
ACADEMIC
Roots
inadequate preparation
disinterest/boredom
desired program not offered
MOTIVATIONAL
Roots
low level of commitment
perceived irrelevance
PSYCHOLOGICAL
Roots
social factors
emotional factors
FINANCIAL
Roots
inability (or perceived inability) to afford cost
perception that the cost outweighs its benefits
Source: Cuseo, Joseph. The Big Picture: Key Causes of Student Attrition.
Discover more
information:
www.aacu.org/leap/hips
Full transcript