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Student Success ProgramsStudent Success ProgramsWhere Retention Theory and Where Retention Theory and
Practice ConvergePractice Converge
Mary Stuart HunterMary Stuart HunterHoughton Mifflin College Survival Houghton Mifflin College Survival
National ConferenceNational ConferenceJuly 12, 2002July 12, 2002
Atlanta, GeorgiaAtlanta, Georgia
What We Know About What We Know About Student RetentionStudent Retention
There is widespread interest in student There is widespread interest in student successsuccess
Nationally, rates vary by institutional type Nationally, rates vary by institutional type 52.5% at public two-year institutions 52.5% at public two-year institutions 83.6% at private universities83.6% at private universities
Overall, retention rates have changed very Overall, retention rates have changed very little over the past 30 yearslittle over the past 30 years
What We Know About What We Know About Student RetentionStudent Retention
What matters most is our institution’s rateWhat matters most is our institution’s rate
Not a goal, rather a by-productNot a goal, rather a by-product
Student learning and success = student Student learning and success = student retentionretention
Perspectives on Student Perspectives on Student Retention Retention
From the Institution’s PerspectiveFrom the Institution’s Perspective
From the Student’s PerspectiveFrom the Student’s Perspective
Lessons from Astin’s I – E – O model Lessons from Astin’s I – E – O model
Institutional Cultures and Institutional Cultures and Student SuccessStudent Success
Barriers to Student Barriers to Student Success and RetentionSuccess and Retention
Recruitment and Orientation Recruitment and Orientation
Tendency to admit under-prepared Tendency to admit under-prepared studentsstudents
Inadequate new student orientationInadequate new student orientation
Inadequate pre-matriculation academic Inadequate pre-matriculation academic advisingadvising
First-Year InstructionFirst-Year Instruction
Large first-year classesLarge first-year classes
Classes taught by the least experienced Classes taught by the least experienced instructorsinstructors
Infrequent testing and little feedbackInfrequent testing and little feedback
Instruction / grading based on Instruction / grading based on memorization and regurgitationmemorization and regurgitation
Little opportunity for active learning Little opportunity for active learning strategiesstrategies
Lack of critical thinking in classesLack of critical thinking in classes
Research skills not required nor taughtResearch skills not required nor taught
Campus Community Campus Community
Little effort to create a common communityLittle effort to create a common community
Lack of student – faculty interaction Lack of student – faculty interaction outside of classoutside of class
Little effort is made to connect the Little effort is made to connect the curriculum and the co-curriculumcurriculum and the co-curriculum
Little attention to connecting the Little attention to connecting the curriculum and the co-curriculum to the curriculum and the co-curriculum to the institutional missioninstitutional mission
Lack of collaboration between student Lack of collaboration between student affairs and academic affairsaffairs and academic affairs
Student Success CoursesStudent Success Coursesandand
First-Year SeminarsFirst-Year Seminars
Ideal Settings for Addressing Ideal Settings for Addressing Institutional ChallengesInstitutional Challenges
Understanding Understanding and and
Applying Applying Student Retention TheoryStudent Retention Theory
Student / Institutional FitStudent / Institutional Fit(Tinto)(Tinto)
Student background and characteristics Student background and characteristics help determine their commitment help determine their commitment education.education.
The greater the congruence, the more The greater the congruence, the more likely that the student will persist.likely that the student will persist.
Social and Academic Social and Academic IntegrationIntegration
(Tinto, Pascarella, Terenzini)(Tinto, Pascarella, Terenzini)
Valuable learning experiences incorporate Valuable learning experiences incorporate the classroom learning with out of class the classroom learning with out of class learning.learning.
Students who integrate the academic and Students who integrate the academic and the social reap great benefits.the social reap great benefits.
Involvement / CommunityInvolvement / Community(Astin, Kuh, Boyer, Light)(Astin, Kuh, Boyer, Light)
Direct link between the quality and Direct link between the quality and quantity of involvement and student quantity of involvement and student performance and satisfactionperformance and satisfaction
Positive interaction with peers brings Positive interaction with peers brings about a sense of satisfaction and about a sense of satisfaction and responsibilityresponsibility
Student LearningStudent Learning(Astin, Tinto, Kuh)(Astin, Tinto, Kuh)
Successful institutions create settings that Successful institutions create settings that educate all studentseducate all students
Students who find support for their Students who find support for their learning, engage in active learning, and learning, engage in active learning, and receive frequent feedback are more likely receive frequent feedback are more likely to stay than those who don’tto stay than those who don’t
10 Tips for Success in 10 Tips for Success in Teaching First-Year StudentsTeaching First-Year Students
(Strommer)(Strommer)
Understand your studentsUnderstand your students
Clarify your objectivesClarify your objectives
Attend to the first classAttend to the first class
Establish a climate for learningEstablish a climate for learning
Abandon the non-stop lectureAbandon the non-stop lecture
Involve students with varied activitiesInvolve students with varied activities
Provide opportunities for reflectionProvide opportunities for reflection
Take risksTake risks
Include upper-class students Include upper-class students
Develop a support groupDevelop a support group
10 Tips for Success in 10 Tips for Success in Teaching First-Year SeminarTeaching First-Year Seminar
(Hunter)(Hunter)
Embrace high expectations and demand Embrace high expectations and demand quality workquality work
Learn names early and use themLearn names early and use them
Demonstrate self disclosureDemonstrate self disclosure
Give students ownership for some aspects Give students ownership for some aspects of the courseof the course
Involve students in teaching the courseInvolve students in teaching the course
Remember that process is contentRemember that process is content
Meet at least once with each student Meet at least once with each student individuallyindividually
Obtain feedback throughout the termObtain feedback throughout the term
Provide opportunity for synthesis and Provide opportunity for synthesis and projectionprojection
Know that teaching new student seminars Know that teaching new student seminars if a continual work in progressif a continual work in progress
7 Principles for Good 7 Principles for Good Practice in Undergraduate Practice in Undergraduate
EducationEducation(Chickering and Gamsen)(Chickering and Gamsen)
Encourages contact between students and Encourages contact between students and facultyfaculty
Develops reciprocity and cooperation Develops reciprocity and cooperation among studentsamong students
Encourages active learningEncourages active learning
Gives prompt feedbackGives prompt feedback
Emphasizes time on taskEmphasizes time on task
Communicates high expectationsCommunicates high expectations
Respects diverse talents and ways of Respects diverse talents and ways of learninglearning
Stuart HunterStuart Hunterstuarth@gwm.sc.edustuarth@gwm.sc.edu
National Resource Center National Resource Center for The First-Year for The First-Year
Experience and Students in Experience and Students in TransitionTransitionwww.sc.edu/fyewww.sc.edu/fye
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