Meeting a Higher Standard in Student Success and Retention Dr. Gino Pasquariello

1. Meeting a Higher Standard in Student Success and Retention Dr. Gino Pasquariello TRACS Annual Conference November 2012

2. Defining 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)

4. Models 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 studentsatisfaction,

5. Theoretical 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

6. Six Primary Intersecting Persistence and Retention Factors • Entering Student Characteristics • Initial Commitment • Student Expectations • Academic and Social Integration • Institutional Experiences • Student Satisfaction and Success

7. Exemplary 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)

8. A 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

9. The Flow of Persistence

10. Core Institutional Assessment Instruments • Entering Student Inventory (ESI) • Seminary Experience Inventory (SEI) • Graduating Student Inventory (GSI) • Alumni Inventory (AI) • Faculty Satisfaction Inventory (FSI)

11. Assessment 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

12. Assessment 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

13. Assessment 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

14. Assessment 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

15. Assessment 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

16. Strategic Actions and Recommendations: Increasing 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)

17. Strategic Actions and Recommendations: Increasing 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

18. Contact Information Blessings and Thanks! Dr. Gino Pasquariello Dean of Student Services and Institutional Research Southern California Seminary El Cajon, CA 92019 Office: 619-201-8965 Cell: 619-804-0990 gpasquariello@socalsem.edu