Low Cost Student Retention Strategies - Algonquin …...retention strategies are highly re the...

MARKET EVALUATION SURVEYING DATA ANALYSIS BENCHMARKING ORGANIZATIONAL STRATEGY

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Low Cost Student Retention Strategies In this report, Hanover provides an overview of factors that contribute to student attrition and practices that are effective at increasing student retention at community colleges. We then profile institutions with exemplary programs that address three of these practices (organized student study groups, academic advisor training, and social integration activities).

2 © 2011 Hanover Research – Academy Administration Practice

HANOVER RESEARCH AUGUST 2011

Table of Contents

Introduction and Key Findings ............................................................................................ 3

Key Findings ...................................................................................................................... 3

Section 1: Factors Affecting Student Attrition ................................................................... 4

Section 2: Low Cost Retention Strategies ........................................................................... 7

ACT Survey Results ......................................................................................................... 8

Noel-Levitz Survey Results .............................................................................................. 11

Low Cost Retention Practices ........................................................................................... 12

Organized Student Study Groups ................................................................................. 13

Daley College: CASH-to-ROI Program .......................................................................... 14

Training for Faculty Academic Advisors ...................................................................... 15

Hudson County Community College: Academic Advisor Support ...................................... 17

Social Integration Activities............................................................................................ 18

Tips for Faculty Involvement in Retention Initiatives .................................................... 22



Introduction and Key Findings Student retention is increasingly viewed as a measure of an institution’s quality by important external stakeholders including government agencies and the general public. Retention also represents a financial concern for colleges, as funding is closely tied to enrollment levels. Colleges further invest significant institutional resources in students during their course of study, often only to see them leave prematurely. All of these concerns underscore the importance of retention, spurring scholars and practitioners to seek to understand attrition and, in turn, develop means of keeping students enrolled and helping them achieve their educational goals.

As discussed in this report, a focus on ensuring that students are as academically and socially integrated as possible is critical to a successful retention strategy. Widely accepted retention models indicate that the relationship between the student and the institution is as important as the student’s background and expectations, and colleges should strive to connect with the student on as many fronts as possible. The best retention strategies are highly structured and require the cooperation of every department, as well as the dedication of instructional staff to student-focused teaching and advising.

In the first section of this report, we discuss factors contributing to student attrition, particularly in the community college setting, as well as a fundamental model of student retention. The second section presents the results of two national surveys of the most effective student retention practices, and then describes three low cost practices that individual institutions have implemented in an exemplary fashion. At the end of this section, we present a series of ideas for encouraging faculty contributions to retention efforts. Key Findings

Successful retention strategies are institution-wide and participatory, involving all campus staff.

Research indicates that a student’s likelihood of graduating is directly correlated with the degree to which the student is academically and socially integrated into the institution. Especially at community colleges, where the opportunity for social interaction is often limited to the classroom and academic extracurricular activities, it is important to encourage students to join study groups, clubs, and similar activities.



Section 1: Factors Affecting Student Attrition It is now generally accepted that both student and institutional characteristics play a role in student retention, and a number of theoretical models of student behavior and its effect on the student’s relationship with his/her institution are used as bases for student retention programs. The most widely accepted of these models was originally proposed by Vincent Tinto in 1975, building on the premise that a student’s likelihood of graduating is directly correlated with the degree to which the student is academically and socially integrated into the institution. More specifically, Tinto’s model states that a student’s pre-entry attributes (such as family background, skill and ability, and prior education), combined with his/her initial goals and commitments, interact with formal and informal experiences in the academic and social systems of the institution. This interaction determines the degree of the student’s integration in the institution’s academic and social spheres, which, when combined with the student’s goals and commitments at a break point (such as the end of a semester), determines whether the student decides to continue or drop out.1

Although Tinto’s model was originally developed for four-year colleges, follow-up studies have applied it to two-year, non-residential, open-door community colleges.2 A more recent study published in 2005 by Regina Deil-Amen, an associate professor at the Center for the Study of Higher Education at the University of Arizona,3 added further confirmation that retention at

community colleges depends upon the same factors as retention at four-year colleges.4 Professor Deil-Amen’s research used data from the Beginning Postsecondary Students Longitudinal Study, which tracks cohorts of students for six years after they begin their postsecondary education. She discovered that “participation in clubs or arts activities, study groups, and frequent interaction with faculty and advisers outside of class were all significantly negatively associated with dropout.”5 In other words, academic and social integration, as Tinto asserted, are of

1 This explanation of Tinto’s model is partially based on a Seidman (2006) presentation. See: http://www.cscsr.org/docs/RetentionFormulaUpdateForWeb2006.pdf 2 Gabriel, George E. et al. “Student Retention at NVCC and Strategies for Improvement.” Northern Virginia Community College Office of Institutional Research. http://www.nvcc.edu/oir/reports/sturetent.htm 3 Note that Deil-Amen joined the University of Arizona in 2007. At the time the study was published, she was an assistant professor of education at Pennsylvania State University. 4 Glenn, David. “Community-College Students’ Reasons for Dropping Out Are Familiar Ones, Study Finds.” The Chronicle of Higher Education, 17 August 2005. http://chronicle.com/article/Community-College-Students/120951/ 5 Ibid.

“Participation in clubs or arts activities, study groups, and frequent interaction with faculty and advisers outside of class were all significantly negatively associated with dropout.”



paramount importance to a retention strategy for community colleges as well as four-year institutions. However, Professor Deil-Amen goes on to state that “it may not be plausible to think of academic and social integration as distinct concepts when applied to two-year college students.”6 Two-year college students may be more affected by academic matters than four-year students, and those academic behaviors and circumstances that serve as the best predictors of dropout are inextricably linked to their social context. For example, two-year college students who participate in study groups are much less likely to drop out than those who do not, although the same is not true for four-year college students. Full-time status and remedial placement in multiple subjects are two other circumstances that typically affect two-year students to a higher degree than they do four-year students. These circumstances are “more than strictly academic matters,” as they are “inherently embedded within the social interactions internal to the campus setting.”7 External factors, especially the students’ prior intentions, commitments, and off-campus lives, are more likely to influence two-year college students than four-year students. According to Professor Deil-Amen, this is probably because they are “almost entirely a commuter population with more external commitments and lower goals.”8 However, as for four-year students, two-year students’ expected degree is a significant indicator of retention, which means that high goals and student expectations can mitigate negative external factors. ACT, Inc. has conducted four major studies on student retention since 1980, the most recent of which – “What Works in Student Retention?” – was published in 2010. This survey examines retention statistics and practices across various types and sizes of institutions, and places emphasis on Chief Academic Affairs Officers’ “perceptions of specific causes of attrition and of the many factors that may affect retention.”9 Of the 3,360 total institutions that were initially contacted, almost one-third responded, 28 percent of which were community colleges.10 For the purposes of our report, we focus exclusively on those results drawn from community colleges. Among the items presented on the survey, respondents were asked to indicate the degree to which 42 specific factors affected attrition at their institution by rating each factor on a five-point scale where 5 = major effect, 3 = moderate effect, and 1 = low

6 Deil-Amen, Regina. “Do Traditional Models of College Dropout Apply to Non-Traditional Students at Non-Traditional Colleges?” AllAcademic Research, p. 17. http://citation.allacademic.com//meta/p_mla_apa_research_citation/0/2/2/5/1/pages22512/p22512-17.php 7 Ibid. 8 Ibid. 9 Habley, Wes et al. “What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities. ” ACT, Inc., 1 July 2010, p. 3. http://www.act.org/research/policymakers/pdf/droptables/AllInstitutions.pdf 10 Ibid., p. 6.



or no effect.11 The table below presents the perceived attrition factors with the highest total means at community colleges.

Attrition Factors with Highest Means at Community Colleges12 Item Mean

Level of student preparation for college-level work 4.27 Student study skills 4.11

Adequacy of personal financial resources 4.06 Level of student commitment to earning a degree 4.00

Level of student motivation to succeed 3.92 Student family responsibilities 3.91

Level of job demands on students 3.83 Student low socio-economic status 3.81

As displayed in the table above, issues related to academic preparation, job and family responsibilities, finances, and personal motivation were perceived by community college administrators to be among the most significant reasons why students leave college. To a large degree, these factors appear to be tied to the composition of community college student bodies, with higher proportions of non-traditional, first-generation, and underrepresented student groups, as well as students needing remedial coursework and additional academic support upon entry to college. Many of these factors represent pre-entry characteristics and ongoing external situations of the students, the root causes of which are largely beyond the control of community college faculty and staff. However, as demonstrated in the work of Tinto and Deil-Amen, institutional factors are also critical to student retention. As we will see in the next section of this report, institutions have implemented a variety of programs and practices to support students and boost their chances of remaining enrolled.

11 Habley, Wes et al. “What Works in Student Retention? Fourth National Survey. Community College Report. ” ACT, Inc., 1 July 2010, p. 2. http://www.act.org/research/policymakers/pdf/droptables/CommunityColleges.pdf 12 Ibid., p. 4.



Section 2: Low Cost Retention Strategies In this section, we provide an overview of some of the most prevalent and effective retention practices employed by community colleges. Following a general discussion of these practices, we provide a more detailed examination of low cost strategies to address student retention. In this regard, we provide examples from three institutions that have implemented such strategies. Finally, we offer suggested topics and practices which can encourage faculty members to contribute to student retention efforts. With regard to implementing successful strategies, Tinto notes in more recent writings that most institutions fail to make student retention the “linchpin about which they organize their activities.”13 Similarly, Noel-Levitz advises that retention programs should “encompass virtually everything an institution does to improve the quality of student life and learning.”14 That is, rather than simply adding a number of isolated programs to the existing structure of an institution, institutions should ensure that instructional staff make student learning and integration a constant priority and that retention is an institution-wide goal. According to Levitz et al., the best retention programs have the following characteristics: Highly structured Extended, intensive contact with students who are most likely to drop out Interlocks with other programs and services A strategy of engagement where staff or faculty members take the initiative in

reaching out to students rather than waiting for the student to participate Qualified staff, where quality is measured by credentials but also by attitude

and ability to build relationships A critical role for faculty members, and public recognition of great teaching

through, for example, awards given to 10 to 20 percent of the teaching faculty A focus on the affective as well as cognitive needs of students15

Many retention programs focus on improving student integration into the college community by blending the social and academic spheres. Activities such as tutoring allow students to improve academically at the same time as they form social attachments that are likely to affect their decision whether to stay or leave. Other practices, such as placing students in courses based on their test scores, focus solely on the academic aspect of the students’ experience.

13 Tinto, Vincent. “Taking Retention Seriously.” p. 1. http://www.mcli.dist.maricopa.edu/fsd/c2006/docs/takingretentionseriously.pdf 14 Crockett, David S. “The Ten Most Effective Retention Strategies for Community/Technical Colleges.” Noel-Levitz, slide 23. http://www.dixie.edu/reg/SEM/DCrockettTenMost.pdf 15 Levitz. Op. cit., pp. 41-42.



Two surveys – the aforementioned ACT “What Works in Student Retention?” and Noel-Levitz’s “2011 Student Retention Practices at Four-Year and Two-Year Institutions” – examine the perceived effectiveness of different specific retention practices and their prevalence. (As mentioned above, it is not a single practice or program that determines the success of an institution’s retention strategy.) ACT Survey Results The 2010 ACT survey was completed by 305 community colleges, almost 60 percent of which indicated that there is a person on campus who is responsible for the coordination of retention programs.16 The respondents were provided with a list of 94 programs or services that may contribute to student retention and asked to report whether the program/service mentioned was in use at their institution and, if so, how effective it was. The table below presents the practices that were most commonly used at the community colleges that participated in the survey.

Practices with Highest Incidence Rates at Community Colleges17 Item Incidence rate

Faculty use of technology in teaching 96% Tutoring 95%

College-sponsored social activities 89% Mandated placement of students in courses based on test scores 89%

Remedial/developmental coursework (required) 88% Individual career counseling 88%

Faculty use of technology in communicating with students 87% Pre-enrollment financial aid advising 84%

Assessing student performance 83% Student leadership development 82%

Library orientation, workshop, and/or course 81% Instructional (teaching) techniques 80%

Study skills course, program, or center 80% Survey respondents were also asked to indicate the degree to which the 94 different practices contributed to student retention at community colleges on a five-point scale where 5 = major effect, 3 = moderate effect, and 1 = low or no effect. The table below presents the practices with the highest means.

16 Habley, Wes et al. “What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities. ” Op. Cit., p. 7. 17 Habley, Wes. “What Works in Student Retention? Fourth National Survey. Community Colleges Report.” Op. Cit., p. 7.



Practices with Highest Means at Community Colleges18 Item Mean

Reading center/lab 4.14 Comprehensive learning assistance center/lab 4.12

Tutoring 4.11 Mandated placement of students in courses based on test scores 4.11

Remedial/developmental coursework (required) 4.08 Increased number of academic advisors 4.01

Writing center/lab 4.00 Mathematics center/lab 3.99

Programs for first-generation students 3.97 Advising interventions with selected student populations 3.91

Academic advising center 3.87 Recommended placement of students in courses based on test scores 3.87

Integration of advising with first-year transition programs 3.87 Supplemental instruction 3.84

Remedial/developmental coursework (recommended) 3.82 It is useful to compare the incidence rate and the perceived effectiveness of retention practices; some highly rated practices have very low incidence rates. The table below presents the most highly rated practices divided into categories of low, moderate, and high incidence rates.

Practices by Rating and Incidence Rates at Community Colleges19 Highly Rated Practices with High Incidence Rates

Item Incidence rate Mean Comprehensive learning assistance center/lab 73% 4.12

Tutoring 95% 4.11 Mandated placement of students in courses based on test scores 89% 4.11

Remedial/developmental coursework (required) 88% 4.08 Writing center/lab 86% 4.00

Mathematics center/lab 70% 3.99 Advising interventions with special populations 73% 3.91

Academic advising center 64% 3.87 Supplemental instruction 62% 3.84

18 Ibid., p. 7 19 Ibid., pp. 6-7.



Highly Rated Practices with Moderate Incidence Rates Item Incidence rate Mean

Reading center/lab 50% 4.14 Increased number of academic advisors 36% 4.01 Programs for first-generation students 39% 3.97

Recommended placement of students in courses based on test scores 52% 3.87 Integration of advising with first-year transition programs 36% 3.87

Remedial/developmental coursework (recommended) 45% 3.82 Programs for international students 44% 3.73

Programs for racial/ethnic minority students 50% 3.69 Freshman seminar/university 101 (credit) 52% 3.68

Summer bridge program 37% 3.66 Highly Rated Practices with Low Incidence Rates

Item Incidence rate Mean Organized student study groups 28% 3.79

Extended freshman orientation (credit) 28% 3.69 Foreign language center/lab 24% 3.68

Peer mentoring 31% 3.67 Staff mentoring 20% 3.63

Programs for other student sub-populations 5% 3.63 Survey respondents were also asked to indicate the top three practices that contribute to retention at community colleges. The most prevalent ones are listed in the table below, providing an idea of the basis for broader retention strategies at community colleges. The practices perceived to have the greatest contribution to retention fall into three main categories: first-year programs, academic advising, and learning support.20

20 Habley. Op. Cit. “What Works . . . All Colleges and Universities.” p. 2.



Top Three Practices Making the Greatest Contribution to Retention at Community Colleges21

Item % Selecting as Among Top Three

Mandated placement of students in courses based on test scores 36% Tutoring 22%

Remedial/developmental coursework (required) 20% Comprehensive learning assistance center/lab 14%

Academic advising center 12% Early warning system 12%

Freshman seminar/university 101 (credit) 10% Summer orientation 10%

Training for faculty academic advisors 10% Noel-Levitz Survey Results The second survey, conducted in spring 2011 by Noel-Levitz, asked officials at all accredited two-year and four-year degree-granting institutions to indicate whether 53 specific retention practices were “very effective,” “somewhat effective,” or “minimally effective.”22 One hundred two-year institutions responded to the survey. In the table below we list the top ten “very effective” and “very or somewhat effective” practices reported by two-year institutions, together with the percentage of institutions selecting them.

21 Habley. Op. Cit. “What Works . . . Community Colleges Report.” p. 8 22 Noel-Levitz. “2011 Student Retention Practices at Four-Year and Two-Year Institutions.” Noel Levitz, 2011, p. 2. https://www.noellevitz.com/documents/gated/Papers_and_Research/2011/2011STUDENTRETENTIONPRACTICES.pdf?code=932712757201169



Effective Retention Practices at Community Colleges23 Very effective Percent Very or somewhat effective Percent

Institution-wide emphasis on the teaching of undergraduates and undergraduate learning 35.1% Academic support program or services 92.9%

Academic support program or services 33.7% Institution-wide emphasis on the teaching

of undergraduates and undergraduate learning

85.7%

Programs designed specifically for first-year students 26.7% Using Web-based course engagement

tools such as Blackboard, WebCT, etc. 81.1%

Providing each continuing student with a written academic plan/roadmap of

remaining courses needed 23.9% Programs designed specifically for first-

year students 80.0%

Title III or Title V funding 23.3% Academic advising program 79.4%

Using Web-based course engagement tools such as Blackboard, WebCT, etc. 22.1%

Giving students practical work experiences in their intended major to apply their learning (e.g., internships, volunteer work, service learning, etc.)

74.4%

Honors programs for academically advanced students 20.8% Early-alert and intervention system 73.9%

Academic advising program 19.6% Using on-campus student employment as a strategy to engage/retain students 72.9%

Mandatory advising, one-on-one and face-to-face, between faculty and students 18.3% Title III or Title V funding 71.7%

Using student life evaluations to make changes to student life programs and

services 18.2% Tracking retention rates for specific

academic programs 71.6%

Low Cost Retention Practices There is some overlap between the results of the two surveys, although the items in the Noel-Levitz survey are much more broadly phrased than those in the ACT survey, and some, such as “Title III or Title V funding,” do not refer to specific practices. Still, the effective practices tend to fall into the broad categories outlined above: first-year programs, academic advising, and learning support. Also of note is that the most effective practice on the Noel-Levitz survey is “institution-wide emphasis on the teaching of undergraduates and undergraduate learning” – this underscores the idea that retention is the responsibility of every staff member at the institution, as their ultimate goal is to maintain a productive learning environment. It is possible, by examining the tables above, to create a list of those effective retention practices that may also be low-cost. These include:

23 Ibid., pp. 23-25.



Peer and staff mentoring/tutoring Mandated/recommended placement of students in courses based on test

scores Programs for special populations of students (first-generation, international,

racial/ethnic minority, etc.) Organized student study groups Early warning systems Training for faculty academic advisors Social integration activities

Below we present additional information on a selection of these potentially low cost retention practices. Organized Student Study Groups Student study groups vary significantly in terms of structure and formality. Some colleges run highly structured programs with mandatory student participation; others allow individual instructional staff members to determine what structure will best suit their students’ needs; and still others simply provide advice on their websites to students who may wish to take the initiative in forming study groups of their own. Below is a list of general descriptions of the different types of study groups: Informal: Students form study groups by seeking each other out in class or

online. They meet whenever and wherever is most convenient for the most members, and work together on assignments and overview of class material. Many community colleges provide access to special study group rooms in their libraries for students who wish to work together in a group. This type of study group may be either recommended or required by faculty.

More formal: Students belong to study groups that are led by another, more advanced student, who may or may not be required to attend class and who is in communication with the teacher and/or the institution’s tutorial services. The leader likely received some sort of training, but still encourages communication and collaboration between the students in the group (rather than replicating a class session). Faculty may also choose to lead the study group themselves, and may make it mandatory to students who are struggling with the course material.

Very formal: The college administration develops a program for guided student study groups, complete with a curriculum and trained leaders. This program is mandatory for specific groups of students (e.g., those who are in remedial courses) and tracks student success rates.



“All else being equal, joining study groups appeared to reduce a community-college student’s odds

of dropping out by 28%.”

One interesting result of Professor Deil-Amen’s aforementioned study was that “all else being equal, joining study groups appeared to reduce a community-college student’s odds of dropping out by approximately 28 percent.”24 The same is not true

of four-year college students, in part because they tend to have other opportunities for connecting with their peers socially outside of the classroom. At community colleges, however, student study groups provide a way for students to integrate themselves into the community while they improve academically. Those that are structured

in a way that utilizes the help of other students (as study group leaders or tutors) benefit both the student helpers and the students who are served to an almost equal degree, and are very cost-effective.25 One community college in Chicago recently developed an innovative student study group model that has met with great success in its first semester of implementation. It provides an excellent example of an administration-developed, very formal program. Daley College: CASH-to-ROI Program Daley College, a community college in Chicago with over 18,000 students, has developed a highly successful and innovative student study group program that supplements the college’s remedial courses.26 The program is called “Comprehensive Academic Support and Help to Return on Investment,” or CASH-to-ROI, and is structured around groups of seven to ten students who meet eight times over the course of the semester to read through and discuss course material developed by Daley’s president, vice president, and members of the faculty. These sessions are facilitated by a part-time staff member.27 The content of the course material is what sets this program apart from others; the main workbook is a science fiction adventure story that incorporates exercises and questions in math, English and reading comprehension. This not only teaches students how the different areas interact, but also ensures that students from all backgrounds can relate to the material on a similar level, since “the fictional universe

24 Glenn. Op. Cit. 25 Finkelstein, Jason A. “Maximizing Retention for At-Risk Freshmen: The Bronx Community College Model.” City University of New York Bronx Community College, 2002, p. 4. http://eric.ed.gov/PDFS/ED469657.pdf 26 “About Daley.” Richard J. Daley College. http://daley.ccc.edu/about/default.aspx 27 Quizon, Derek. “Remedial Plus.” Inside Higher Ed, 15 July 2011. http://www.insidehighered.com/news/2011/07/15/daley_college_sees_success_with_new_remedial_program



created by the faculty and staff of Daley College is equally mystifying to all students, requiring all of them to work through the unfamiliar situations together.”28 Thus far, the program has been successful. According to a July 2011 Inside Higher Ed article discussing the program, over 80 percent of the students participating in the program received passing grades, while only 40 percent of students who did not participate received passing grades. However, the program has met some resistance from members of the faculty union who worry about the effect of administrator-developed materials on the ability of academic departments to make their own decisions. Nonetheless, the program is likely to expand to include computer-assisted instruction and additional advising, and it may be implemented in other community colleges in the Chicago system.29 Training for Faculty Academic Advisors According to a recent article in The Chronicle of Higher Education, “many colleges whose graduation rates have gone up markedly in recent years have relied heavily on academic counselors and faculty advisers to give students a clearer idea of the coursework needed to earn a degree.”30 Academic advising is a way for institutions to ensure that students are on the right academic track while making the students feel supported. There are many different models of academic advising. According to the National Academic Advising Association (NACADA), the three most popular at community colleges include: The Split Model, in which the responsibility for the initial advising of students

is divided between an advising office (which handles specific populations of students) and faculty.

Centralized Advising, where all of the advising takes place in an advising or counseling center.

The Faculty Only Model, where all of the advising is done by faculty.31 While these three models differ structurally, for the purposes of this report, we will focus on ways the administration can provide training to faculty and the topics that should be the focus of that training.

28 Ibid. 29 Ibid. 30 Ensign, Rachel Louise. “Fast Gainers: 4 Ways That Colleges Have Raised Graduation Rates.” The Chronicle of Higher Education, 5 December 2010. http://chronicle.com/article/4-Ways-to-Raise-Graduation/125613/ 31 “Community College Advising.” National Academic Advising Association. http://www.nacada.ksu.edu/clearinghouse/advisingissues/comcollege.htm



There are many different ways of training faculty advisors. Some institutions provide in-person training sessions, either at the beginning of the semester or throughout the year. These may be open only to new advisors or to all. For community colleges, it is a good idea to “tier” trainings; that is, to have training sessions build on each other. One program developed for a community college by Renee F. Borns at the University of Houston-Downtown uses this method. The advisors attended three to four training sessions each semester. The first set of sessions focused on theory, institution policies and procedures, and computer training, while the second set of sessions focused on the more subtle topics of special populations of students, ethical and legal issues, and undecided and indecisive students. At the end of each set of sessions, participating advisors received a certificate of completion, which they could present in their portfolios during evaluations.32 Another way to communicate advisor training to faculty is via the internet. Middle Tennessee State University, for example, has developed an online training program composed of three modules. The first module presents information on specific programs at the institution; the second addresses college placement courses, the University’s online program and financial aid; and the third covers issues in transferring. The training module is available on the institution’s website, and, like the in-person program mentioned above, rewards participants for their effort. After answering questions related to specific modules, the advisors receive certificates that show that they have completed the training, which they are encouraged to keep in their portfolios.33 Some institutions offer, in addition to training, web-based resources, such as an Advising Handbook, links to specific departments or forms, and information about development opportunities. This, as a minimum, shows that the institution supports faculty advisors and expects them to take their responsibilities seriously. Important topics that advisor training may cover include: Institution-specific information, such as policies, departmental information,

student population information Information about the role of the advisor; what is expected from him/her;

what he/she can expect of the students; and ways to assess whether the advisement is effective

Detailed descriptions of procedures that advisors might encounter with their students (for example, placement in courses based on test scores, or transferring to a four-year university)

32 Borns, Renee F. “Creating an Academic Advising Program on Your Campus.” The Mentor: An Academic Advising Journal. http://dus.psu.edu/mentor/020506rb.htm 33 “MTSU Faculty Advising – Online Training Module.” Middle Tennessee State University. http://www.mtsu.edu/mtadvise/



Opportunities for advisors to gather new information or exchange information with each other

The National Academic Advising Association (NACADA) is an excellent resource for materials on academic advising theory and training.34 Below we profile the academic advisement training program at Hudson County Community College, which has both in-person and web-based components. Hudson County Community College: Academic Advisor Support Hudson County Community College (HCCC), located in Jersey City, New Jersey, serves over 7,000 students.35 Its Advisement and Counseling Department provides a number of services to students, including life planning, job and internship information, and academic advisement. In order to ensure that the advisement component of the Department and also the institution as a whole is as effective in contributing to student retention as possible, HCCC trains and supports its advisors in a number of ways. First, HCCC produces a web-accessible Advising Handbook, which is intended as a resource guide for advisors and counselors.36 This comprehensive document is organized into four sections: Section I: What is Advising? Section II: Advisor Resources Section III: Nuts & Bolts Section IV: Important Links

The Handbook provides both philosophical/pedagogical and practical approaches to advising at HCCC. It articulates the expectations of advisors, lists specific strategies that lead to success, and outlines institutional procedures for a number of advisement-related processes. The Handbook also describes the composition of the student body, explaining the distinctions between different student statuses. HCCC’s Advising Handbook is, in short, a well-developed tool that can be used both for reference by the faculty and as a structure for training. HCCC also holds a semi-annual Advisor Training Series, which is open to all faculty and full- and part-time advisors. Over the course of several days in October and

34 “Advisor Training & Development.” National Academic Advising Association. http://www.nacada.ksu.edu/clearinghouse/advisingissues/adv_training.htm 35 “Fast Facts.” Hudson County Community College. http://www.hccc.edu/innerContent.aspx?menu_id=44&id=1390 36 The Advising Handbook is available here: http://www.hccc.edu/cass/downloads/Faculty_Advising_Handbook_2008-2009.pdf



March, faculty have the option to attend free workshops on such topics as Advising Students in ESL and Advising Students with Disabilities; those who participate in at least five different sessions receive a polo shirt from the College.37 The workshops are facilitated by members of the administration, and the topics discussed change according to developments in the field. These workshops not only keep advisors well-trained, but also provide a platform for them to discuss and learn from each other. Simply bringing advisors together with the understanding that they use and need special skills is a way of encouraging dedication to their work. Lastly, on its Faculty Advising Resources webpage, HCCC provides links to forms that advisors use in order to give informed guidance to their students, such as class placement matrices (based on test scores) and class schedules.38 The amount of material freely available to advisors, and its convenient organization, are signs that HCCC considers academic advisement to be of great importance in student retention, and that it expects much of its faculty in this regard, while at the same time facilitating the process for them. Social Integration Activities Many of the colleges that have seen increases in graduation rates have done so in part by creating “social environments that encourage graduation.”39 This focus on the social aspect of the college experience takes many forms. Some colleges encourage student participation in clubs and activities by hosting festivals with booths; some hold Family Days, during which students and their families visit the campus together; and some make efforts to blend social integration and academics, as seen above in organized student study groups. In general, the more connected to the campus a student feels, the less likely he/she is to want to drop out. A large part of connectedness is communication. Many community colleges are linked to their students via sites such as Facebook, where they can make announcements about events and news. On Seattle Central Community College’s Facebook page, for example, the most recent posts include an announcement about openings in the Registered Nursing program, a news article about the College’s neighborhood, and a reminder to sign up for the next quarter.40 Facebook pages can also be useful for instructional staff, some of whom are integrating social media into their coursework to ensure that their students are engaged. For example, Steve

37 Example of a schedule for “October Madness.” Hudson County Community College. http://www.hccc.edu/cass/downloads/Advisor_Training_Fall_2008.pdf 38 “Faculty Advising Resources.” Hudson County Community College. http://www.hccc.edu/innerContent.aspx?menu_id=282&id=1688&terms=Faculty+Advising+Resources 39 Ensign. Op. Cit. 40 Seattle Central Community College Facebook page. http://www.facebook.com/pages/Seattle-Central-Community-College/57629543563



Piscitelli, who teaches at Florida State College in Jacksonville, created a Facebook fan page for his study-skills class, where he posts videos and solicits student feedback.41 Below we profile the strategic enrollment plan of San Bernardino Valley College, which includes a detailed schedule of major social activities throughout the semester, as well as some cost information related to the plan. San Bernardino Valley College: Strategic Enrollment Management Plan San Bernardino Valley College (SBVC), located in California and with an enrollment of over 10,000 students,42 developed a Strategic Enrollment Management Plan for the years 2000 to 2002, a time period during which the institution aimed to increase full-time equivalent enrollment by 800. This SEM Plan, which was submitted to the U.S. Department of Education’s Education Resources Information Center (ERIC), integrates a Recruitment Plan and a Retention Plan. For the purposes of this report, we focus on the latter. SBVC’s Retention Plan is multifaceted and highly structured, and incorporates both social and academic programming. Some of the specifics of the Plan are listed in the Executive Summary; they include: A “Family Day” at the beginning of the year for first-time college students,

during which students learn about college services and parents are offered tips on supporting their students

Weekly social activities, such as lectures and music, during the initial weeks of each semester

The implementation of Learning Communities, or groups of students with similar interests that provide support for one another

An emphasis on communication, with the college providing a free e-mail address to every student for messages between faculty and students, as well as general announcements from the college

A faculty-to-faculty mentoring program Increased hours and staffing at a number of key service points, including the

tutoring center and counseling, among others43

41 Gonzalez, Jennifer. “At Community Colleges’ Meeting, Officials Debate How to Deliver More Graduates.” The Chronicle of Higher Education, 18 April 2010. http://chronicle.com/article/Community-College-Officials/65161 42 “Campus Facts: San Bernardino Valley College.” CaliforniaColleges.edu. http://www.californiacolleges.edu/campustour/undergraduate/1095/San_Bernardino_Valley_College/San_Bernardino_Valley_College1.html 43 Romero, David T. “San Bernardino Valley College Strategic Enrollment Plan: Recruitment and Retention, 2000-2002.” San Bernardino Valley College, July 2000, pp. 7-8. http://eric.ed.gov/PDFS/ED445718.pdf



SVBC outlined a budget for the different components of its retention plan. Although the total cost of the program is estimated at $26,900, it is useful to examine how this is distributed among different items.44 Some activities are significantly less costly than others, such as the socials and mandatory e-mail communication between faculty and students. Below we duplicate the structure of the table that SBVC created to plan and track its budget, but only show those items which directly relate to a student social integration activity. Please note that in the table below “AS” refers to Associated Students, the student government association at SVBC.45

San Bernardino Valley College Retention Plan Schedule and Cost (Selected Items)

Date Description Action Person

responsible

Budget

8/14/00 8/15/00 8/16/00

Join with AS/Student activities - Music and food - Arts & lectures 11:00 am – 1:00 pm Popcorn and free beverage

Student Activities Coordinat

or and others

$250

8/23/00

Join with AS/Student activities - Music and food - Arts and lectures 10:00 am – 2:00 pm Popcorn and free beverage

Student Activities Coordinat

or and others

$250

8/26/00

Family Day 9:00 am – 3:00 pm - 3000 postcards - Drinks - Food - Entertainment - Pool/lifeguards (11:00 am – 2:00 pm) - “Grease” 8:00 pm - Testimonials (alumni) - Faculty presentations - Bilingual sessions (Spanish/Vietnamese/sign language) - On-site registration (add only) - Academic counseling - Free parking - Sell SBVC memorabilia (bookstore) - Gift certificates

All departments to develop program Several

44 Ibid., pp. 18-23. 45 “Associated Students at San Bernardino Valley College.” San Bernardino Valley College. http://www.valleycollege.edu/current-students/student-government.aspx



Date Description Action Person

responsible

Budget

8/28/00 8/29/00 8/30/00 8/31/00

Club Rush Week 10:00 am – 2:00 pm Join with AS/Student activities - Music and food - Arts and lectures - 8/30 BBQ/Band

Several Associated Students

9/6/00

Student Talent Showcase Join with AS/Student activities - Music and food - Arts and lectures

Several Associated Students

9/14/00

Generate email/letters to entering students with Datatel - Are you having problems? - Can we help you? - Customer service - At least twice during semester - “Did you know . . . Tutoring Services?” - President & VP’s sent “Tips for Success” e-mail

Develop correspondence Several $1,500

11/10/00

Generate email/letters to entering students with Datatel - Are you having problems? - Can we help you? - Customer service - At least twice during semester - “Did you know . . . Tutoring Services?” - President & VP’s “Tips for Success” email

Identify budget Several $2,000

01/01/01 Additional funding for tutoring for evening and Saturday services Identify budget Several $15,000

Ongoing

Have faculty communicate with students via email - Require email communication - Equipment needs - Computer Center set-up - Give every student an email address

___ has located software program capable of

providing email for all students. The program is web-based and pop-up

(Eudora/Outlook). This program has a forwarding feature which will allow

students to forward incoming email to their own personal address if that is their preference.

Several $1,400

While the above plan was developed for 2000-2002, the SVBC website indicates that the institution still carries out social integration activities such as its “Week of



Welcome,”46 “Club Rush,”47 and “Club Wars.”48 Though not listed in the table above, “Club Wars” is an annual event where various SVBC student clubs participate in activities such as egg races, tug-of-wars, scavenger hunts, and pie-eating contests.

Tips for Faculty Involvement in Retention Initiatives

The instructional staff at community colleges play a vital role in any student retention strategy. They have the most contact with students, and are also charged with ensuring that the students make satisfactory academic progress in their classrooms. This student-faculty interaction, and the degree of student learning, in large part determine a student’s decision to continue studying at an institution.

Below we present a list of topics and practices that institutions might encourage of faculty.49

Encourage or require e-mail communication between faculty and students. (San Bernadino Valley College)

Provide information sheets about specific populations of students to faculty. For example, Hudson County Community College makes a guide on disability issues available on its website.50 Other populations could include students from other cultures and LGBTQ students.

Encourage faculty to teach students about other campus resources, and make descriptions of these resources available to faculty. Also suggest that faculty bring in a counselor during one class session to explain to students what services are available to them.

Encourage faculty to provide extra credit for student participation in on-campus activities and discipline related clubs.

Suggest that faculty ask students to complete an information sheet (listing basic personal information, academic interests, study habits, strengths and weaknesses) and then write each student a short note in response.

46 “President’s Board report – February 17, 2011.” San Bernardino Valley College. http://www.valleycollege.edu/~/media/files/sbccd/sbvc/president/president%27s%20Board%20Report/FINAL%20SBVC%20President%27s%20Board%20Report%20February%202011.ashx 47 “ASB Discount Sticker.” San Bernardino Valley College. http://www.valleycollege.edu/current-students/student-government/ASB_Discount_Sticker.aspx 48 48 “President’s Board report – March 17, 2011.” San Bernardino Valley College. http://www.valleycollege.edu/~/media/files/sbccd/sbvc/president/president%27s%20Board%20Report/FINAL%20SBVC%20President%27s%20Board%20Report%20March%202011%20docx.ashx 49 Most of these items were reproduced from: Saret, Laura. “Retaining Students in Classes: Putting Theory into Everyday Practice.” Oakton Community College. http://www.oakton.edu/user/1/lsaret/LauraSaretOaktonWebSite/Ways%20Faculty%20Can%20Encourage%20Student%20Retention.htm and “Ideas to Encourage Student Retention.” Honolulu Community College. http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/studretn.htm 50 “Faculty Advising Resources.” Hudson County Community College. http://www.hccc.edu/innerContent.aspx?menu_id=282&id=1688



Suggest that faculty take pictures of students and paste them on index cards to help them learn students’ names.

Suggest that the first day of class be highly participatory so that students are engaged from the beginning of the semester.

Suggest that faculty give a take-home quiz on the syllabus after the first class so that they make sure that students understand their expectations and have an idea of the material that will be covered.

Encourage faculty to attend their students’ activities and clubs, walk with their students between classes, or have lunch with students.

Suggest that faculty get to know a new student each class (by engaging him or her in conversation before or after).

Encourage faculty to select materials that reflect diverse opinions and are accessible to diverse audiences.

Suggest that faculty put a sign on their office door inviting students to enter (“Students are welcome here”).

Encourage faculty to set up study groups for their students.

Encourage faculty to circulate around the classroom as they teach. Remind them that the more contact they make with students, the more engaged the students will be.

Suggest an attendance policy in which students are required to call when they are or will be absent, or one in which the instructional staff member calls the student when he/she is absent.

Encourage faculty to incorporate collaborative assignments into their lessons so that students connect with each other.

Suggest that faculty lend their reference books to students and borrow some of theirs.

Suggest that faculty develop lists of supplementary reading material at different levels for their students.

Encourage faculty to engage in periodic self-evaluation throughout the semester.

Additional helpful tips may be found on the Honolulu Community College Faculty Development website. The website includes a page of 63 “Ideas to Encourage Student Retention” that were developed during a faculty seminar at Jefferson Community College in Kentucky51 51 “Ideas to Encourage Student Retention.” Honolulu Community College. Op. Cit.

http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/studretn.htm

http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/studretn.htm



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