Dr. Peter Collier Portland State University April 2007

1. Portland Community College Students First:Improving First Generation Students’ Performance and Retention in Higher Education Dr. Peter Collier Portland State University April 2007

2. Clarifying Terms

3. what is the problem

4. the value of a college degree

6. access to college

7. Percentage of High School graduates who enter college the Fall term following graduation

8. Percentage of High School graduates who enter college the Fall term following graduation

9. graduation rates

10. Percentage of students who have either graduated or persisted 5 years after entry

11. Percentage of students who have either graduated or persisted 5 years after entry

12. first generation students

13. by the numbers

14. first generation students are most likely to be; • Female, older, with dependent children • African-American or Hispanic • Come from lower-income families • Delay entry into postsecondary education • Begin college at a 2-year institution • Need remedial coursework • Take classes part-time while working full-time • Stop in and out of college

15. percentage of students who leave college without completing a degree

16. the issue of persistence • students are most likely to drop out during their first year • academic performance is closely associated with 1st year persistence • the lower the number of credits completed during a student’s freshman year, the less likely that student is to complete any type of certificate or degree program

17. models of persistence, performance, and success

18. Figure #1: Tinto’s Model Academic System grade performance Family Back-ground academic integration intellectual goal development goal commitment commitment Individual attributes drop out decision institutional institutional commitment commitment Pre-college schooling peer-group interactions social integration faculty interactions Social System Tinto, 1975 Tinto’s Model of Persistence

19. Two Path Model Understanding of Professor’s Expectations Student’s Abilities Student’s Performances Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material

20. how can we improve 1st generation, low-income, student of color success and retention?

21. how can we improve 1st generation, low-income, student of color success and retention? • students and their families need more useful information about college, funding and finances, early in the process of planning for college.

22. how can we improve 1st generation, low-income, student of color success and retention? 2) In order to increase the chances of being successful academically once they enroll in college, students must improve their relative level of academic preparation before entering college.

23. how can we improve 1st generation, low-income, student of color success and retention? 3) colleges need to provide a hospitable climate.

24. how can we improve 1st generation, low-income, student of color success and retention? 4) In order to be successful, new first generation, students need help navigating the institution.

25. First generation students benefit from having a “mentor” at college

26. first generation students transfer students

27. transfer students transfer students need help recognizing some of the ways that the university is different from the community college

28. transfer students efficiency and effectiveness of effort vs. persistence and course success

29. lessons learned from Students First Mentoring Program

30. Students First Mentoring Program (SFMP) is a four year pilot intervention --- supported by the U.S. Department of Education and Portland State University’s Office of Student Affairs – designed to improve first generation student retention at PSU

31. central theme: these students will make an easier adjustment to the university if they are provided with opportunities to utilize the expertise of already successful, first-generation PSU students long term goal: provide a structured support network for students to use during their first year until they are proficient enough to develop their own personal set of university navigation strategies

32. Recognizing student adjustment issues Identifying campus resources and using each appropriately Connecting students to the campus and other students Developing strategies for dealing with issues Areas of Program Emphasis

33. Program Elements • SFMP orientation • Mentee Orientation Cards • Resource Website • Peer-Mentoring Video Library • Weekly Contact, Support, and Encouragement to Keep on Track • Tools for Student Success • Student Group Discussion • WebCT Bulletin-Board / Discussion Forum • SFMP social activities

34. Points of Impact Understanding of Professor’s Expectations Student’s Abilities Student’s Performances A B Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material

35. goal goal commitment commitment individual attributes institutional institutional commitment commitment pre-college schooling SFMP’s Fit Within Tinto’s Model Academic System grade performance SFMP family academic mentoring: background integration intellectual GOAL: development to improve mastery of the college student role drop out decision SFMP mentoring: GOAL: to improve peer-group student interactions connection social to campus integration and other faculty students interactions Social System Based on Tinto, 1975

36. SFMP: freshman persistence and performance • Persistence • 91% of SFMP freshmen who entered in the Fall 05, were still enrolled in Spring 06; 69% were still enrolled Winter 07 • Performance • GPA • SFMP freshmen earned higher GPA for each term and for the year • Credits Completed • SFMP freshmen successfully completed more credits for each term and for the year

37. SFMP: transfer persistence and performance in 2005-2006, 14 transfer students participated in SFMP • 86% persisted to Fall 05 – Winter 06 • 86% persisted to Fall 05 - Spring 07 • GPA = 3.27 • Avg # Credits Completed 35

38. can on-line mentoring impact 1st year persistence? • Students randomly assigned to one of two conditions OLM and OLMP • Both groups have access to the full range of program resources – OLMP receives additional weekly contact from mentor • Comparable 2005-06 results gpa, credits, retention – for both groups all rates were superior than “all PSU freshmen”

39. the future of SFMP Going into our third year of grant, we plan to ; • Double, again, the number of students that we serve • Begin a longitudinal study of success • Experiment with using this model in other advising programs in the university • Expand our analysis to include a better understanding of actual usage of services • Refine the use of “on-line mentoring” • Partner with community colleges in providing transfer transition services • Add focus on newly transferred students

40. so, what does it take to set up a mentoring program like SFMP? • Combination of academic and social connections • Population specific mentors • Population specific goals • Focus on strategy building • Efficient delivery • Willingness to evolve

41. in short ask listen adapt

42. What can you do Tips for faculty when working with students in classes.

43. What can you do Tips for administrators.

44. What can you do Tips for support staff.

45. What can you do Tips for current students.

46. What can you do Tips for the greater campus community.

47. What can YOU do

48. Dr. Peter Collier Associate Professor of Sociology Principal Investigator Students First Mentoring Program cfpc@pdx.edu 503-725-3961 Collin Fellows Program Manager Students First Mentoring Program studentsfirst@pdx.edu 503-725-5307