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• 86% of the institutions are research oriented institutions and primarily base tenure on research

• 91% of the institutions have a Core Curriculum or General Education requirements (Many have recently adopted a core within their last accreditation cycle).

• 45% have a university college

• 68% admit to major 

• 59% of the institutions are More or Most Selective

• 27% of institutions allowed students to stack scholarships.

• All institutions pre‐dominantly served undergraduates and in‐state students

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Talking Points:‐ In total, 59% of institutions had a live on requirement.

‐ Exceptions are granted to non‐traditional students. ‐ At Michigan State students participate in a residential college. Faculty offices, 

academic advisors, classrooms, labs, libraries, and seminars are also located in these buildings.

‐ The names that you will see show up most frequently as having “innovative” and “high impact” programs have a live‐on requirement. In many cases this requirement is for 2 years, not just year 1. 

‐ Some California schools are even more innovative when it comes to housing:‐ UCSB 2n2 program – commit to living on campus for 2 years in residence halls, 

get guaranteed access to in‐demand on campus apartments for junior/senior year (guaranteed cheaper than off‐campus housing)

‐ UCLA – 3 year on‐campus housing guarantee

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Talking Points:‐ 50% had a formal academic probation program.

BGSU: successNET (http://www.bgsu.edu/offices/newstudent/page115486.html) – through New Student Orientation and First Year Programs‐ Powered by Starfish Retention Solutions‐ Successor to former Early Alert system.‐ Works with MyBGSU to generate indicator notifications and KUDOS for students based 

on:‐ Academic performance‐ Preparedness for class‐ Attendance‐ Classroom behavior‐ Quiz and test scores

‐ Other features: online appointment scheduling; progress tracking for faculty and advisors; student “Success Network” (new late fall 2012)

Illinois State: Project Success (http://ucollege.illinoisstate.edu/projectsuccess/) – through University College‐ Designed specifically for students on academic probation. It is REQUIRED.‐ Set academic goals, become aware of campus services, understand probation policies, 

and return to good academic standing.‐ 3 categories: First Time Probation; Continued Probation (dismissed then reinstated); 

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New Start Probation (returning via New Start program – left for year / left with less than 2.0)

‐ Success Seminars; Success College Student Survey; Success Coaching Meetings (individual or small group); Advisor Conference; Study Skills Workshop; Club Success (individual)

Indiana: Phoenix Program (http://www.indiana.edu/~udiv/need‐know/probation/phoenix.shtml) – collaboration between University Division and Student Academic Center‐ Steps to Success Meeting‐ Academic Advising (probation requirements, academic standards, Phoenix Program 

Booklet, target GPA calculation, short‐ and long‐term goal‐setting)‐ Phoenix Probation Contract‐ EDUC‐X158 Culture of College (success seminar) – required for Probation and Critical 

Academic Probation

Indiana: Extended X‐Policy (http://www.indiana.edu/~udiv/need‐know/extended‐x.shtml) –through University DivisionThe Extended‐X policy is sometimes referred to as the “X” policy or the “Grade Replacement” or the “GPA Re‐Calculation” policy. In brief, eligible students can use the Extended‐X policy to remove a grade from the calculation of the IU cumulative GPA. Under this policy, the grade is not removed from the IU transcript; instead, an X is placed next to the initial grade on the transcript.

Ohio University: Academic Success Workshop (http://www.ohio.edu/advising/probation/index.cfm) – through University College‐ Required‐ 1.5 hours – understanding probation policies, identifying campus resources, calculating 

GPA, determine reasons for academic difficulty, finding solutions and setting goals

San Diego State: Bounce Back Retention Program(http://www.sa.sdsu.edu/cps/bounce_back.html) – through Counseling & Psychological Services (can purchase materials)‐ Meet weekly in small groups.‐ Teach academic skills and how to increase resilience by strengthening ability to bounce 

back from adversity.‐ Additional assistance from Peer Resilience Coach.‐ Students who register and complete course are less likely to be disqualified.

Texas A&M: First Year Grade Exclusion Policy(http://registrar.tamu.edu/current/gradeexpolicy.aspx) – through Registrar (newly initiated by President)A fully admitted, currently enrolled Texas A&M undergraduate student who is "first time in college"* as defined by the Texas Higher Education Coordinating Board may elect to exclude from his/her undergraduate degree and cumulative GPA calculation grades of D, F, or U. This 

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exclusion shall be permitted for up to a maximum of three courses taken for credit at Texas A&M University during the twelve month period beginning with the student's initial enrollment at Texas A&M. Transfer students are not eligible for first year grade exclusion.

Georgia: Drop Back (http://tutor.uga.edu/courses/drop‐back/)  ‐ through Division of Academic EnhancementDrop Back courses allow students who may be having difficulty in Math 1101, Math 1113, or English 1101 to complete a UNIV section change and move from that course into a course that will prepare them to retake the core course in the future. Upon successful completion of the Drop Back course, the student will receive credit for 3 elective hours.

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Talking Points:‐ 45% had a widely used early warning system.

Ball State: MAP‐Works (http://cms.bsu.edu/about/administrativeoffices/effectiveness/surveysandstudies/mapworks) – through Institutional Effectiveness‐ Developed in house by Ball State; now partner with EBI‐ Help student align behaviors with successful outcomes.‐ Help administrators to identify at‐risk students.‐ For first‐year and second‐year students.

Ball State: Midterm Deficiency Reports(http://cms.bsu.edu/academics/advising/academicprogress/gradesgpa/midtermdeficiencyreports) – through Academic AdvisingAlthough students are not informed at midterm of all grades, teachers of 100 and 200 level courses are required to send midterm deficiency notices to freshmen of a grade below C.

BGSU: successNET (see previous slide) – alert and recognition features

East Carolina: ECU Excels, Starfish, and It Just Takes One (ITJO) (http://www.ecu.edu/cs‐acad/advising/retentioninitiatives.cfm) – through Academic Advising Collaborative‐ ECU Excels: This program, which is offered by each college, RECOGNIZES ACADEMIC 

ACHIEVEMENT for first‐semester freshman and transfer students. Students who have 

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earned the designation of Honor Roll, Dean's List, or Chancellor's list are invited to college recognition celebrations.

‐ Starfish: Starfish is a retention tool that provides faculty with a means to alert students to their academic status, BOTH POSITIVE AND NEGATIVE. This system also allows for a communication piece to provide information to advisors, counselors, tutoring and residence personnel ensuring that the people on campus who can intervene on behalf of student success are aware.

‐ It Just Takes One: IJTO is an internal campaign for ECU faculty and staff. There are two facets to this campaign which include (1) an article once a month highlighting a student story about the positive impact of an ECU employee on that student’s experience, and (2) graduating seniors identifying “the person at ECU who made the most significant positive contribution to his/her education.” The purpose of this campaign is to recognize how one person can make a difference in a student’s life.

University of Georgia: Early Alert Form (http://tutor.uga.edu/early‐alert‐form/) – through Division of Academic Enhancement‐ Not required. New initiative.

Illinois State: midterm grades required for all 100‐level, full‐semester courses‐ Contract with “Grades First” to track special populations.

Indiana: Early Evaluation Grades (http://www.indiana.edu/~udiv/need‐know/early‐eval‐grades.shtml) – through University Divisions‐ Provide quick check of how students are doing BEFORE the midpoint of the semester.‐ Primarily for freshmen and sophomores in UD and students enrolled in General Education 

Common Ground courses.‐ Posted beginning 4th week of classes.‐ Not part of permanent record. Not provided by every instructor for every course.

Ohio University: Academic Progress e‐Reports (http://www.ohio.edu/helpcenter/Academic‐Progress‐e‐Report.cfm) – Allen Student Help Center

Penn State: Early Progress Alert (http://advising.psu.edu/epr.htm) – through Advising @ PSU‐ Provide e‐mail alerts early each semester to students who are earning grades of less than 

C in one or more of their courses.‐ Copies of the e‐mail reports are also sent to each student's assigned academic adviser.‐ Policy: Between the start of the third week and the end of the sixth week of classes 

during both fall and spring semesters, each instructor shall evaluate the performance of each 1. non‐transfer degree candidates who are enrolled in their first or second semester (summers not included) 2. provisional students and 3. nondegree regular students who have earned 27 or fewer credits. If any such student has a grade of less than C, the instructor will record that information. The student and his/her adviser will be notified that the performance is unsatisfactory.

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UCONN: At the end of the sixth week of a semester, you must record mid‐term grades for those students in 1000‐level and 2000‐level classes whose grade up to that point is a C‐, D+, D, D‐, F, U, or N. Instructors can optionally enter mid‐term grades for 3000‐level and 4000‐classes.

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Talking Points:‐ 41% of institutions have a consistent advising load.

BGSU‐ Intrusive advising: students required to meet with advisors 3 times each semester.

Illinois State‐ All students are admitted to a program (or USP equivalent) but are “owned”, for the 

purposes of advising and so forth, by the University College.  UC does Intrusive intake model of advising. 

‐ 2/3 of students are admitted to major but all 1st year advising is in University College.‐ Advisors take a quiz each term and have to score well. ‐ Extensive training for advisors. Proof that advisors know their job and identifies gaps in 

knowledge and filter into training.

Michigan State: students register for a year at a time

Virginia Tech: Transitional Advising (http://www.uaac.vt.edu/)University Studies offers transitional advising assistance to undergraduate students who are not in University Studies if: ‐ you did not get accepted to a restricted major‐ your interests have changed and you are no longer interested in the major in which you 

are currently enrolled

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‐ your major and/or occupational choice is unclear and you need help in clarifying and deciding on options

‐ you are not meeting academic requirements for your current major

Washington State‐ Integrated Academic Advising and Career Office: provides the most effective and current 

information to all students at the different points of their academic and career planning.‐ Professional academic and career coaches meet individually with pre‐majors to plan 

course schedules and discuss student interests and strengths.

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Talking Points:‐ 77% offer summer bridge or freshman summer institutes.

BGSU‐ Science and Math Education in ACTION ‐ 4‐year scholarships provide innovative 

opportunities to prepare the best science and mathematics teachers in the State of Ohio. Includes month‐long summer bridge component.

‐ Presidents Leadership Academy ‐ The Sidney A. Ribeau President's Leadership Academy (PLA) is a four‐year leadership development program that engages scholars in classes, workshops, experiential learning, and community service activities. Newly accepted students begin their leadership academy experience in July with an intensive four‐week summer program that allows them to experience college life firsthand. Students take college‐level courses, read selected leadership texts, participate in seminars and community service events, and take part in various cultural, educational, and experiential learning excursions on the weekends.

‐ AIMS (Academic Investment in Mathematics and Science) ‐ three scholarship packages with distinct requirements.  The AIMS Standard scholarship is traditionally awarded to women and students of color with STEM majors.  The AIMS BOSEF scholarship targets Ohio residents majoring in physics or chemistry and with career goals related to renewable energy.  The AIMS GRAMS scholarship is open to all STEM majors. Includes a 4‐week Summer Accelerated Plan.

‐ SetGO ‐ a non‐residential academic program designed to fill the gap between high school and university‐level courses and give incoming, college‐bound juniors and seniors 

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an edge in their first year STEM studies. During this 4‐week program you will join a supportive, small group for hands‐on, integrated laboratory and classroom instruction for 10‐12 hours each week. (Partnership with Owens Community College.)

Ohio University: Summer Start‐ Summer Start Freshman Experience is an innovative program designed for newly admitted 

Ohio University freshmen to help you get a head start on your Ohio University studies.‐ Open to the entire freshman Fall 2013 class, Summer Start in Athens is a fully integrated 

program offering a residential, credit‐bearing curriculum coupled with a full range of student services designed to address the specific needs of first‐year students.

‐ Choose to attend online or on campus.‐ Orientation, 1‐3 classes, live on‐campus before the semester starts, extracurricular 

activities, use financial aid, register before the rest of the freshman class.

San Diego StateAll California resident first‐time freshmen admitted to San Diego State University who have remediation needs in English or mathematics will be required to enroll in the Early Start program in the summer prior to fall enrollment. The Early Start program is mandatory and system‐wide. Early Start is offered from early July to mid‐August.

UC‐Davis‐ STEP (Special Transitional Enrichment Program): 

‐ STEP begins with a four‐week summer residential program and continues for students’ first two years on campus. 

‐ It provides transitional classes and skills development activities along with intensive counseling and academic advising.

‐ Participation in STEP allows students to: experience campus life and develop friendships while living in the residence halls; enroll in fall quarter classes; sharpen their skills through preparatory classes; and, learn about campus resources.

‐ Linda Frances Alexander Scholars: The Linda Frances Alexander Scholars Program provides academic, social, and cultural enrichment for African and African‐American students towards educational excellence in our competitive global society. 

‐ A week‐long residential program kicks off the first year with a culturally supportive introduction to university life that includes goal‐setting, leadership training, learning skills and time management instruction. 

‐ Through graduation, cohort members receive individualized, comprehensive academic assistance, one‐on‐one mentorship, and advising towards post‐graduate study and career exploration. 

UC‐Davis, UCLA, UC‐Santa Barbara: CAMP (California Alliance for Minority Participation)‐ summer research component (see Undergraduate Research slide for more details)

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Talking Points:‐ 100% of institutions offered undergraduate research.

Indiana‐ STARS: STARS (Science, Technology, and Research Scholars) is an undergraduate research 

program that provides four years of faculty‐mentored research experience.‐ IFLE: Integrated Freshman Learning Experience; integrates the study and research in 

biology, biochemistry and neuroscience in two unique phases: summer research, and academic freshman year research‐based honors course.

Miami: First‐Year Research Experience (FYRE)‐ Open to first‐year students in any discipline.‐ Must agree to yearlong commitment.‐ Matches students with faculty sponsor – 4‐6 hours of research per week.

UC‐Davis, UCLA, UC‐Santa Barbara: CAMP (California Alliance for Minority Participation)‐ Serves students who are underserved minorities majoring in chemistry, engineering, 

physics, or other sciences.‐ Summer and academic year research opportunities.‐ Additional support: workshops, study jams, resource room, computer room.

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Talking Points:‐ Majority of the schools also had centralized tutoring services or an academic learning 

center. ‐ 45% had supplemental instruction.

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86% of institutions have a required orientation. Those who didn’t have options to contact advisors directly, to attend college specific orientations or participate in online modules91% of the institutions have a fall welcome. Most fall welcomes are optional91% allowed Greek Recruitment to occur in the first semester for (IFC and PHA)95% had learning communities

60% of learning community programs were residential only or required a live‐on component U of Wash FIG Program

ECUs First Year transition office specifically references a “sense of belonging” and providing a sense of belonging for various sub‐groups.Ball State used Assessment/warning systems like MAP Works to identify students with homesickness and other sense of belonging issues. Assessment results are used to make intention connections with students. 

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UGA first year seminars are taught by tenure track faculty Some first year seminars are “discovery courses” based on faculty interest, and other institutions have standard university introduction material that is covered.

Ohio‐First Year Seminars (UC 115, UC 190, COMS 190, EDTE 150, etc.)

First Year Seminar (FYS) courses apply “seminar‐style” teaching to a learning community setting that is focused around an academic topic. 

Washington State‐ Students in seminar‐based Learning Communities take a First Year Seminar together with one or more general education course(s) (Sociology, Psychology, English, etc.)that is linked to that seminar. View a list of the general education courses that are linked to First Year Seminars.

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8 out 22 (36%) schools have a high URM population (30% non‐White students).Several Schools such as BGSU, ECU, Ball State had relatively high concentrations of Black and/or Hispanic students even though they had over 70% Whites. When asked how you define success, one interview participant from Ball State mentioned “multicultural competence”. Many of these institutions also have race/ethnic specific cultural centers in addition to a multicultural affairs division or unit. Multicultural ambassadors and/or Multicultural thematic learning communities were also evident. 

All Schools had initiatives that directly supported students of color. The University of Washington‐College Assistance Migrant Program‐designed to assist first‐year college students from migrant and seasonal farm worker families pursue higher education. 94% Retention rate and three‐quarters go on to receive a bachelor’s degree. Both UConn and UGA offer Diversity and Inclusion certificates for Faculty and Staff (Diversity Office in Partnership with HR). Similarly SDSU has a cultural competency certificate. 

Only 4 schools (18%) very pre‐dominantly male.Wilson (2007) “The Gender Divide”‐Women are enrolling in College at higher rates than men.Most male initiatives tend to be targeted towards men of color. SDSU has the Helping Minority Men Succeed in College Initiative. Several campuses 

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had chapters of S.A.A.B 82% of these institutions had a veterans office64% offered programs for non‐traditional students91% offered programs and financial support for 1st generation and low income students

FastStart is a mentoring program that helps first‐year students from African American, Latino/Hispanic, Asian and Asian/Pacific American backgrounds, as well as those students who simply want to get their college careers off to a fast start.First–year students are matched with a faculty/staff mentor and later with a Penn State alumni mentor. The goal is to help students flourish in their new environment by answering questions, directing students to resources, offering support and wisdom, and providing informal networks for career development

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86% of the institutions were *primarily residential campuses with 73% (n=16) of all “residential campuses” having a live‐on requirement (*Carnegie Classifications = 25‐49%)

There was an even split between institutions with learning communities developed and supported through res life in the form of thematic learning communities and FIGs and half with learning community departments separate from res life. 

In total, 59% of institutions had a live on requirement.Exceptions are granted to non‐traditional students. At Michigan State students participate in a residential college. Faculty offices, academic advisors, classrooms, labs, libraries, and seminars are also located in these buildings.

82% of the schools are situated in small towns.Commuter Schools offer Noon Programming or Activity hour to engage students who don’t normally spend time on campus. Many of the UC campuses offer a Noon Concert SeriesResidential Schools offer weekend programming 

After receiving a #1 party school rating, Penn State committed to investing $300,000 in Late Night Alcohol free programming.Over half of the schools offer late night and weekend programming as an alternative to alcohol. 

68% allow first year students to have cars their first year. 

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Stakeholders/ParticipantsWho is the right person(s) to talk to?

Web scansLimitation of Websites 

Position/Perspective of the researcher What will we never be able to fully understand that potentially makes a big difference? 

secret societies, campus culture, etc.Graduation data – 4‐6 years “old” 

How much changes on a campus in a 4‐6 year time frame?Benchmarking takes time!

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US news

rankingInstitution

US News

Gap Rank

% Over

predicted

Rate

Washington

Monthly Gap

Rank

% Over

predicted

Rate

AVERAGE of

Rankings

Student

Enrollment

150 South Carolina State University 1 21% 1 19% 1 5,000

152 University of La Verne 6 14% 2 17% 4 1,875

45 Pennsylvania State U.--University Park 6 14% 4 16% 5 44,817

71 Michigan State University 3 15% 14 12% 8.5 47,954

160 Illinois State University 3 15% 18 11% 10.5 20,762

143 St. John Fisher College 2 17% 18 11% 10 3,977

119 Duquesne University 16 10% 7 14% 11.5 10,363

124 Ohio University 13 11% 11 13% 12 35,324

177 Bowling Green State University 6 14% 18 11% 12 17,706

45 Yeshiva University 20 9% 14 12% 17 6,513

194 Immaculata University 3 15% 30 9% 16.5 4,400

101 University of New Hampshire 9 13% 30 9% 19.5 14,652

101 University of Dayton 13 11% 30 9% 21.5 11,186

38 University of California--Davis 42 5% 2 17% 22 32,653

90 Miami University--Oxford 36 6% 11 13% 23.5 20,126

164 San Diego State University 11 12% 38 8% 24.5 31,303

75 Indiana University--Bloomington 16 10% 30 9% 23 42,731

115 University of St. Thomas 16 10% 30 9% 23 10,316

101 University of Oregon 23 8% 30 9% 26.5 24,000

42 Univ. of California--Santa Barbara 51 4% 7 14% 29 23,000

US news

rankingInstitution

US News

Gap Rank

% Over

predicted

Rate

Washington

Monthly Gap

Rank

% Over

predicted

Rate

AVERAGE of

Rankings

Student

Enrollment

45 Pennsylvania State U.--University Park 6 14% 4 16% 5 44,817

71 Michigan State University 3 15% 14 12% 8.5 47,954

160 Illinois State University 3 15% 18 11% 10.5 20,762

124 Ohio University 13 11% 11 13% 12 35,324

177 Bowling Green State University 6 14% 18 11% 12 17,706

38 University of California--Davis 42 5% 2 17% 22 32,653

75 Indiana University--Bloomington 16 10% 30 9% 23 42,731

90 Miami University--Oxford 36 6% 11 13% 23.5 20,126

164 San Diego State University 11 12% 38 8% 24.5 31,303

115 Washington State University 13 11% 38 8% 25.5 21,016

101 University of Oregon 23 8% 30 9% 26.5 24,000

42 Univ. of California--Santa Barbara 51 4% 7 14% 29 23,000

58 Texas A&M Univ.--College Station 36 6% 23 10% 29.5 49,861

58 University of Connecticut 20 9% 48 7% 34 17,815

71 Virginia Tech 30 7% 38 8% 34 30,739

25 Univ. of California--Los Angeles 51 4% 18 11% 34.5 39,271

25 University of Virginia 42 5% 30 9% 36 25,000

181 Ball State University 36 6% 38 8% 37 22,083

194 East Carolina University 23 8% 51 6% 37 27,816

42 University of Washington 42 5% 38 8% 40 42,90762 University of Georgia 51 4% 38 8% 44.5 33,367

62 Purdue Univ.--West Lafayette 51 4% 38 8% 44.5 39,726

Schools ranked higher than Purdue in the US News Rankings

Schools recognized in US News for outstanding First Year Experiences

* Removed all private institutuions and schools with enrollment under 15,000 students.

http://www.washingtonmonthly.com/college_guide/rankings_2010/national_university_rank.php

Demographic Data / School Profile Questions The following demographic information should be available online, usually through their data digests which are often posted on their Institutional Research websites. If not, you can always email or call someone to gather this data.

Profile of Incoming Students? o Average ACT/SAT? o Average HS GPA? o Average HS Rank?

Total Enrollment? o Undergrads? o Graduate?

Gender breakdown? o Male? o Female?

Race/Ethnicity breakdown? o American Indian or Alaska Native? o Asian? o Black or African American? o Caucasian? o Hispanic or Latino? o Native Hawaiian or Other Pacific Islander? o Two or More Races? o Unknown

Residency? o In State? o Out of State? o International?

Age? o Traditional age? o Non-traditional age?

Are they a commuter or residential campus?

How selective are their admissions?

Tuition and Fees for an academic year?

Are you a research or teaching based institution?

What type of community is your campus located in? o Is it a suitcase campus? o Is it a small college-town?

Retention Rates and Graduation Rates o 1st to 2nd year? o 4 year graduation? o 6 year graduation?

Broad Opening Questions Start your interview with these broad questions and let the conversation go where it may… The “Specific Questions” below will provide you with topics to cover as needed.

According to our research, based on the academic profile of your student body, your students are being retained and are graduating at rates above what they are predicted to. Obviously then, your campus is doing something to help students succeed. From your perspective, what policies, practices, and programs do you have in place to increase the likelihood that a student will be retained and graduate?

How does your institution or office define success? What do you measure to know you are achieving it?

Specific Questions The following questions can be asked via email, phone calls, or answers may be found online.

Do you have a core curriculum/general education requirements?

Do they have a University College?

Are first-year students admitted directly to something like a University College or are they admitted directly to an academic program? What is the percentage breakdown?

What is the process like for students to change majors on your campus?

Do you have a specific unit or person on your campus tasked with worrying about retention and graduation rates? If so, who? Where do they live organizationally?

How is Student Affairs perceived on your campus? Is it a respected unit on campus?

Do you allow first-year students to have cars on campus?

Are first-year students required to live on campus?

Do you have a summer bridge program? How many students enroll? Is it a “conditional admit” program? Has it been a successful initiative?

What percentage of your new students participates in your orientation programs? o Summer? o Fall/Welcome Week?

When is Greek recruitment on your campus? o Panhellenic? o IFC? o NPHC?

Do you have a learning community program? What is the structure? How do they work? Are students co-enrolled in courses together?

Do you have supplemental instruction?

Do you have an academic orientation course / first-year seminar on campus? Is it required for all new students? If not, how many students take the course? What is the focus of the course; study strategies or a “parade of the majors”?

Do you offer study abroad? Do many students participate?

Do you offer undergraduate research? How many students participate?

What types of programs do you have for students on academic probation?

Does your campus have an academic early warning system? How does it work? Who submits the early warning alerts? Who deals with the warning alerts when they are submitted?

Are your academic advisors more like academic coaches or class schedulers? What is the typical academic advising load for each advisor?

What sort of programs and services to you have for targeted populations of students? o Under-represented minorities?

o First-generation students? o Low-income students? o Veterans? o Non-traditional students?

What do you do about student wellness and alcohol issues?

Do you do anything in particular or have any programs that focus on “fit” and “sense of belonging”?

What is your financial aid distribution model like? Do you stack scholarships?

Compiled by Michelle Ashcraft, Antwione Haywood, and Jared Tippets; Student Success at Purdue Updated February 2013

Best Practices in Retention and Student Success Research presents numerous factors which influence student retention, degree completion, and

student success. In a review of the literature we offer the following best practices for implementing programmatic, departmental and campus-wide strategies that diminish attrition.

In order for students to Make a Successful Transition Into and Through the University, institutions might consider the following:

First and foremost, recruit outstanding students. This will influence retention numbers more than anything (but, institutional mission influences one’s ability to do so).

Have a formal institutional plan for addressing retention, student success, and degree completion issues. This should start from the top and be supported by all upper administration.

“Fit” can play a very important role in retention. One way to help with this is to make sure students know what they are signing up for and have found a good fit at your institution.

Be honest and open with admissions materials used during the recruitment process. o Rather than promote the faculty to student ratio, provide an honest report of the

size of typical freshmen, sophomore, junior, and senior courses. o Help students understand the role and focus of the faculty. Are they researchers

first, or is lecturing their priority? o Accurately portray the diversity on campus. Don’t oversell or understate it.

Implement a first-year university college model or prevent students from declaring a major in their first semester. This will prevent lots of students from enrolling in courses that they are not ready for and will provide students an opportunity to explore majors.

Designate someone on campus to coordinate a campus-wide planning team that focuses on retention efforts.

o Provide this individual with authority to hold units accountable. o Provide discretionary financial resources that can be distributed around campus to

address needs. Set high expectations for student learning and student behavior.

o Instill campus values among the students. o Articulate strategies successful students utilize in their learning. o Implement a mandatory attendance policy. Faculty can help by requiring

attendance, holding pop quizzes, and not posting their lecture notes online. o Encourage faculty to teach classes on Fridays. This will prevent the weekend from

starting on Thursday and will decrease the amount of alcohol some students are choosing to consume mid-week.

Establish coherence in the curriculum. o Implement general core education requirements based on learning outcomes. o Link courses within and between disciplines.

In the admissions process, ease credit transfer and give credit for previous learning. Place emphasis on the first-year experience.

Compiled by Michelle Ashcraft, Antwione Haywood, and Jared Tippets; Student Success at Purdue Updated February 2013

o Provide a comprehensive orientation experience (summer advising and registration and fall welcome week).

o Offer first-year seminars and transition courses. o Implement a co-enrolled courses model (FIGS and learning communities).

Have a live-on requirement for all first-year students (with appropriate caveats for certain students). Consider a 2-year live-on requirement.

No cars for freshmen policy. This will force students to stick around on the weekends. It will also encourage students to look for jobs on campus.

Promote social and academic integration into the university. o Delayed or deferred recruitment within the Greek community. It is important for

students to connect to the institution first rather than to their Greek chapter. This will also solve the natural divide in the residence halls of the Greek/non-Greek students.

Develop summer bridge programs. Have your best faculty in front of the students. Have tenured full professors teach first-year

foundational courses. Provide training for instructors who are not as skilled in the classroom setting.

Provide services for identified populations on an as-needed basis (transfer students, veterans, under-represented minorities, non-traditional, etc.).

Develop early-alert programs for both academic and personal issues. But, more importantly, have a process in place to do something with the data that comes in.

o Faculty need to have feedback mechanisms in place early and often for students (tests, quizzes, etc.).

o Require faculty to post midterm grades (and then have the last day to withdraw from a class after midterms).

o Help students struggling with personal issues (alcohol abuse, drug abuse, eating disorders, family circumstances, etc.).

Harness information technology to identify at-risk students. Capitalize on big data opportunities to identify struggling students before it is too late.

Gather and analyze data to know where attrition is occurring and why it is occurring. o Identify the root causes of attrition at your institution. Adopt exit surveys or

interviews. o Identify the gateway, “weed-out”, or high DFW courses and focus on them.

One of the strongest factors in retention is strong financial aid packages. In a time when tuition costs are rising and the economy is struggling, financial aid can go a long way in keeping a student on campus.

In order for students to Develop Meaningful Relationships, institutions might consider the following:

Implement a student coaching model where notes from conversations (“coaching sessions”) are entered online so that appropriate faculty and staff can follow-up when the same student arrives in their office.

Encourage frequent faculty-student contact in and outside of the classroom.

Compiled by Michelle Ashcraft, Antwione Haywood, and Jared Tippets; Student Success at Purdue Updated February 2013

Support both academic and social peer interaction. o Establish student mentor programs.

Cultivate students’ respect for diversity. Offer intrusive academic advising. Academic advisors are absolutely key to the success of

our students. According to NACADA, the ratio should be somewhere 200 – 300:1. Partner with parents. Parents are one of the top “referrers” of campus resources.

It is important for students to Participate in an Active Learning Environment. Therefore, institutions might consider the following:

Provide collaborative learning opportunities. Connect classroom work with out-of-classroom experiences.

o Develop learning communities. o Integrate service-learning and/or community-based learning into classrooms.

Have high expectations, but offer support as well. o Require writing-intensive courses. o Provide tutoring and supplemental instruction, especially peer-to-peer assistance. o Develop study skills and student success workshops. o Assist students who have insufficient academic preparation for college.

Provide common intellectual experiences (such as common reading programs). Connect students with undergraduate research opportunities. Connect students with internships. Offer frequent feedback of students’ work and reporting of midterm grades.

It is important for students to Be Involved in the Campus Community. Therefore, institutions might consider the following:

Encourage membership and/or leadership in campus organizations. Strengthen participation in campus activities. Offer service-learning courses and community-based learning experiences.

In order for students to Make a Successful Transition Out of the University, institutions might consider the following:

Provide capstone courses and projects. Offer career and/or further educational guidance.

Why all the focus on retention? The simple answer is COST: The direct costs of attrition to the institution can include:

Losses in tuition revenue. Losses in auxiliary revenues. Losses in revenue from future alumni philanthropy. The additional costs of recruiting and enrolling the students who will fill the voided places of

those who don’t persist. The cost of turning away other applicants in favor of admitting an applicant who then

doesn’t persist.

Compiled by Michelle Ashcraft, Antwione Haywood, and Jared Tippets; Student Success at Purdue Updated February 2013

Losses in state subsidies that had been directed at students who then don’t persist. Cost to the institution’s reputation, diminished public support, and increased calls for

accountability.

References Academic Impressions. (March-April 2011). Tackling the retention challenge: Defining and delivering a unique student

experience. Higher Ed Impact Monthly Diagnostic. Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student

Development, 40(5), 518-529. Bearfoot, B.O., Griffin, B. Q., & Koch, A.K. (2012). Enhancing student success and retention throughout undergraduate

education: A national survey. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. Bearfoot, B.O. (January-February 2000). The first-year experience: Are we making it any better? About Campus. (p. 12-18). Habley, W.R. & McClanahan, R. (2004). What works in student retention?: All survey colleges. ACT, Inc. Hearn, J.C. (2006). Student success: What research suggests for policy and practice. National Postsecondary Education

Cooperative. Ishler, J. L. & Upcraft, M. L. (2005). The keys to first-year student persistence. In M. L. Upcraft, J. N. Gardner & B. O. Barefoot

(Eds.), Challenging and supporting the first-year student (pp. 27-46). San Francisco, CA: Jossey-Bass. Kuh, G.D. (2008). Excerpts from high impact educational practices: What they are, who has access to them, and why they

matter. Association of American Colleges and Universities. Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., & Hayek, J.C. (2006). What matters to student success: A review of the

literature. National Postsecondary Education Cooperative. National Commission on Higher Education Attainment. (January 2013). An open letter to college and university leaders:

College completion must be our priority. Washington, DC: American Council on Education. Sanford, N. (1966). Self and society: Social change and individual development. New York: Atherton. Tinto, V., & Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success.

National Postsecondary Education Cooperative. Tinto, V. (2005, January). Taking student success seriously: Rethinking the first year of college. In Ninth Annual Intersession

Academic Affairs Forum, California State University, Fullerton (pp. 05-01). Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition. (2

nd ed.). Chicago: University of

Chicago Press.