Meeting a Higher Standard in Meeting a Higher Standard in Student Success and RetentionStudent Success and Retention

Dr. Gino PasquarielloDr. Gino PasquarielloTRACS Annual ConferenceTRACS Annual Conference

November 2012November 2012

Defining Retention and PersistenceDefining Retention and Persistence

Retention The ability of an institution to retain a student from initial enrollment

through graduation (Unique student, annually – typically Fall-to-Fall)

Persistence The desire and action of a student to remain enrolled in the program from beginning

through degree completion (term to term)

Progression Support strategies that provide students with progression check points that are

program and year specific.

Completion The rate that indicates the percentage of students that complete their degree

program (100% , 150%, and Over !50% of total degree length)

Models of RetentionModels of Retention

Interactionalist Model– Student Entry Characteristics, Initial commitment, and Academic and social

integration affect subsequent commitments to the institution and the goal of graduation.

Institutional Experience Model – A student’s persistence behavior is shaped by their beliefs, and their beliefs

are affected by their experiences (Institutional Environment). Student Involvement

– Higher levels of interaction and involvement produce greater levels of institutional commitment.

Student-Environment Fit Theory (Student Satisfaction)– Congruence between student expectations and institutional experiences,

increasing student satisfaction,

Theoretical VariablesTheoretical Variables

Major Factors and Revisions– Variation according to Institutional Type, Student Entry

Characteristics, Academic and Social Integration– The Impact of Environmental Factors on Adult Student departure

decisions Major Psychological Dimensions

– Student Motivation (Internal and External), Persistence (ability to face challenges and overcome obstacles), and Self-Efficacy (individual’s perception of ability to succeed)

Economic Influences on Persistence– Cost/Benefit Analysis, Ability to Pay and Financial Aid

Six Primary Intersecting Persistence and Six Primary Intersecting Persistence and Retention FactorsRetention Factors

Entering Student Characteristics Initial Commitment Student Expectations Academic and Social Integration Institutional Experiences Student Satisfaction and Success

Exemplary Retention InitiativesExemplary Retention Initiatives

Systematic and on-going assessment, evaluation and implementation of retention interventions

– Annual cycles of data collection, analysis, and reporting– Identifying key areas for improvement– Dedicated retention leadership, oversight and management– Ongoing, timely and effective response (Best Practices, Data-Driven)

Primary Institutional Commitments– Emphasis on Core Distinctives and Student Expectations– Constant promotion of student success (Early Identification and Intensive

and Continuous Intervention)– Campus wide Involvement (Faculty involvement)

A Contextualized ApproachA Contextualized Approach

While the goal of increasing student retention may sound singular, the reality of the task is quite multi-dimensional

requiring us to ask contextually specific questions

The Flow of PersistenceThe Flow of Persistence

Student Entering Characteristics

Currents of Resistance

Experiences

Currents of Persistence

Experiences Expectations Academic Ability Initial Commitment (Goal Orientation)

Personal Relationships Ministry Commitments Work Commitments Tuition Costs Curriculum (Academics) Administration

Relevance Connectedness Advising/Mentoring Purpose/Goal Alignment Degree Program Fit Motivation/Engagement

Student Assessment and Institutional Fit

InitialOrientation, Advisement, and

First Year Programs

OngoingProgram Specific Goals, Support & Development,

Student Satisfaction

Core Institutional Assessment Core Institutional Assessment InstrumentsInstruments Entering Student Inventory (ESI) Seminary Experience Inventory (SEI) Graduating Student Inventory (GSI) Alumni Inventory (AI) Faculty Satisfaction Inventory (FSI)

Assessment FindingsAssessment Findings

Student Engagement– Active Learning Techniques– Class Structure– Emphasize Practical Application and Personal

Relevance in the course work– Meaningful, Guided Interaction – Building Community and Connectedness

Assessment FindingsAssessment Findings

Entering Student Inventory (ESI)– 60% of new entering students are fulltime students– There is a mix of age range and work commitment– Students are active to very active in church ministry– The schools doctrinal position is a strong indicator of

enrollment– Desire to serve and explore calling are high priorities– Theological position was a key enrollment factor– Most learned about SCS through a friend or the website

Assessment FindingsAssessment Findings

Decision to Attend (ESI)– Comfort with the Schools Doctrinal Position– Quality of the Faculty– Academic Reputation of the School– Quality of the Admissions Staff– Close to Home/Work

Assessment FindingsAssessment Findings

Pursuit of Theological Education (ESI)– Desire to Serve God– To Discern God’s Will– Experienced a call from God– Opportunity for study and Spiritual Growth– Intellectual Interest in Theological Education

Assessment FindingsAssessment Findings

Importance Items (SEI)– Instructors demonstrate expert knowledge and depth of insight– Instructors exemplify a deep faith commitment– I am developing a deeper spiritual life and faith commitment– I am learning valuable principles that apply to my chosen field– The education that I am receiving is a valuable investment of my time– The financial cost of my education is a good investment– My educational experiences are relevant to my current ministry– Instructors exemplify professionalism in the classroom– Instructors provide timely and valuable feedback on assignments

Strategic Actions and Recommendations: Strategic Actions and Recommendations: Increasing the Flow of PersistenceIncreasing the Flow of Persistence

Retention Initiatives– Improved Academic Advising – Simplified the administration of the Internship

Programs and increased value– Provided Faculty Development on Instructor Feedback

and Active Learning techniques– Improved Academic Support: Research and Writing

Skills and Study Skills/Time Management– Increased Sense of Community (Communication and

Connectedness)

Strategic Actions and Recommendations: Strategic Actions and Recommendations: Increasing the Flow of PersistenceIncreasing the Flow of Persistence

Institutional Practices– Employ Authentically Engaged Personnel– Establish institutional persistence, progression and

retention goals and tracking– Develop program specific progress checkpoints– Implement First Year co-curricular support programs– Develop a documented system for timed-out student

follow-up

Contact InformationContact Information

Blessings and Thanks!

Dr. Gino PasquarielloDean of Student Services and Institutional ResearchSouthern California SeminaryEl Cajon, CA 92019Office: 619-201-8965Cell: 619-804-0990gpasquariello@socalsem.edu