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Multifaceted Approaches to Improving Retention and Persistence for First-Year College Students of Color

Multifaceted Approaches to Improving Retention and Persistence for First-Year College Students of Color. 27 th Annual Conference on The First-Year Experience February 17, 2008 San Francisco, California. Overview. Michelle Thompson, Ph.D., Dean, Freshman College, Bethune Cookman University

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Multifaceted Approaches to Improving Retention and Persistence for First-Year College Students of Color

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  1. Multifaceted Approaches to Improving Retention and Persistence for First-Year College Students of Color 27th Annual Conference on The First-Year ExperienceFebruary 17, 2008San Francisco, California

  2. Overview • Michelle Thompson, Ph.D., Dean, Freshman College, Bethune Cookman University •  A comprehensive first-year experience • John I. Brooks III, Ph.D., Director of University College, Fayetteville State University •  Facilitating Cross-Departmental Collaboration for Retention • Brenda James, Ph.D., Director of Academic Development, Morgan State University •  Creating Inclusive Learning Environments • Julie Alexander, Program Associate, Policy Center on the First Year of College •  Overview and Benefits of voluntary self study of the first college year

  3. College Enrollment by Racial and EthnicGroup Undergraduates Black, non-Hispanic Hispanic American Indian Asian U.S. Education Department

  4. Minority Serving Institutions (including HBCUs) • Between 1984 and 2004, minority enrollment increased 146% compared to 15% for white students. • Low-income students averaged 41% among MSIs, compared with ~ 21% among non-MSIs. • Female undergraduate enrollment has surpassed male enrollment. • Black students enrolled in Black-serving non-HBCUs and Hispanic students enrolled in Hispanic-serving institutions tended to exhibit more non-traditional characteristics than their peers at non-MSIs. 2007. Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions (NCES 2008-156).

  5. Historically Black Colleges and Universities • Enroll ~14 % of all US black college students • In 2001, 90 % of HBCU students attended 4-year institutions. • HBCU students were more likely to attend public institutions than private, not-for-profit institutions (72% vs. 28 %) • Full-time, first-time undergraduate students enrolled at HBCUs were slightly more likely to receive financial aid, compared with full-time, first-time students attending all institutions (77% vs. 70%) Historically Black Colleges and Universities, 1976 to 2001 (NCES 2004–062)

  6. Michelle Thompson, Ph.D., Dean of the Freshman College thompsmi@cookman.edu • Founded in 1904 • 1st President Mary McLeod Bethune • Located in Daytona Beach, Florida • United Methodist Church affiliation • Total enrollment of 3433 • Six degree granting schools • Masters program in Transformative Leadership • Commitment to Civic Engagement and Social Responsibility • International Institute for Civic Participation & Social Responsibility

  7. Vision of President Trudie Kibbe Reed, created in 2006 Improved retention Resulted in creation of Sophomore College The Freshman College The Freshman College is a comprehensive first-year experience designed to provide students with a historical context in which to view the school and the core values that are important to the institution. Further, Freshman College provides a network of resources to help students as they matriculate so that they are prepared for success in their upper- level classes. The Freshman College does this with a core of dedicated faculty who are committed to the success of first- year students and who understand the unique challenges many of these students face. Additionally, Peer Facilitators serve as mentors to help students with the transition from high school to college.

  8. How We Did It Connected Head, Heart, and Hand Head = Academic Sector Heart = Student Affairs Hand = Community Service through Freshman Seminar

  9. Induction and Exit Ceremonies Freshman College Welcome Weekend Early Alert Program Midterm D and F List One-on-One Student Interviews Student Success Plans for Academically At-Risk Students Freshman C.A.M.P. peer mentoring Mandatory Tutorial Lab Referrals Co-Curricular Activities End of semester Block Party Monthly Signature Service Projects Freshman College Initiatives

  10. Focus on Learning Communities Collecting data for QEP around first-year experience All faculty and staff serve as mentors Peer mentors in Freshman Seminar courses Monthly R.A.P. Sessions

  11. Intrusive academic advisement Faculty development centered around student engagement Resource Counselor Academic accountability Constant communication with all stakeholders

  12. Data Driven Decisions Curriculum Mapping Attention to Learning Outcomes Self-Study of the First Year

  13. Fayetteville State University It Takes a Village: Communication Technology and Student Retention John Brooks University College jibrooks@uncfsu.edu

  14. Overview • Thesis: Communications management software can increase student success by coordinating efforts • Using technology to update and extend the HBCU’s traditional commitment to nurturing and empowerment • Outline • Communication and Retention • Communication Management

  15. Fayetteville State University • Part of University of North Carolina system • Master’s I Comprehensive • Approx. 6600 students • Historically black, increasingly diverse • Significant military constituency: Fort Bragg

  16. Many functions Residence Work 1: Class Work 2: On-campus jobs Recreation Many actors Faculty Staff Administrators University as Village

  17. Media Face-to-Face Paper Phone E-mail/Web Promises Informing students Getting feedback Building relationships Challenges Reaching students Overwhelming students Confusing students Communication and Retention

  18. Communications Management Software • Used extensively for recruitment and alumni development • Recently adapted for retention purposes • Hobson’s EMT Retain: realized potential for retaining current students • Purchased with Title III funds

  19. EMT Retain • Upload student information • Contact Information • Academic information: earned hours, GPA, major • Filter for target populations: • e.g., sophomore undeclared students with an intended major in education • Customize: add fields as needed • Survey information • New uploads from student information system • Coordinate: Communication plans

  20. Communication Principles • Relevant: send only to targeted population • Personalized: include name and tailor to situation • Timely: send when most likely to be effective SPAM

  21. Faculty Communication:Before Retain • Faculty: the most important (and often neglected) institutional partner in retention • Communication: General reminders of grade deadlines, academic support resources, etc.

  22. Faculty Communication:After Retain • Same principles as student communication • Relevant • Personalized • Timely • Faculty in the Retention Communication Plan • Early Alert/Interim Grades • Learning Center

  23. Early Alert • Crucial for intervention and support • Retain: Faculty Feedback • E-mail to faculty w link to form • Attendance and performance problems • FSU: Interim Grades • Submitted via Banner (student information system) • Reported to advising centers for follow-up • E-mail to students • NEW Fall 2007: Response to faculty—thanks/reminder

  24. Interim Grades Submitted in First Month of Term

  25. Reminders Interim Grades Submitted by Date, Fall 2007

  26. Learning Center Communication Plan • Students • Targeted messages to students in supported courses • Reminders • Thanks • Faculty • Targeted messages to faculty in supported courses • Reminders • Thanks

  27. Learning Center Visits in the First Month

  28. Communication Management: Part of a Comprehensive Retention Plan • Provides high-value messages: relevant, personalized, timely • Coordinates messages into an intentional plan • Builds relationships with students and faculty

  29. Sources/Acknowledgments • UNC General Administration, “Retention, Graduation, and Persistence Rates,” http://www.northcarolina.edu/content.php/assessment/reports/student_info/retention.htm • FSU Home Page: http://www.uncfsu.edu/ • FSU Fast Facts: http://www.uncfsu.edu/ir/student_enrollment.htm • Hobson’s EMT Retain • Hobson’s: http://www.hobsons.com/ • EMT Retain: http://emt.hobsons.com/products/retain.html

  30. Morgan State University Brenda J. James, Ph.D., Director, Academic Development Center, Liaison, Foundations of Excellence® Self-Study Maryland public urban/doctoral research university • Sixty academic programs • Nearly 6000 undergraduate and 800 graduate students Mission To serve a multi-ethnic and multi-racial student body and to help ensure that the benefits of higher education are enjoyed by a broad segment of the population

  31. Creating Inclusive Learning Environments: Parents as Partners • The Academic Development Center • Represents a vital link in providing resources which help facilitate MSU’s mission and commitment • Pre-College Program • Tutoring Center • Academic Advising • First-Year Student Program

  32. Pre-College Program: Transitioning to the First Year • Six-week summer program • Designed to ease the transition from high school to college for those students whose academic profile and SAT/ACT scores suggest early intervention • Majority are first-generation students • 300 students each summer

  33. Fostering Student Success • New Student Orientation • Residence Education • Academic Advising • Summer Reading Program • Peer Tutoring • First-Year Seminars (Convocations) • Clubs and Organizations • Athletics

  34. First-Generation Families: Creating an Inclusive Learning Environment • Reach out early • Help with financial aid application process • Explain what college will be like • Discuss course selection/majors • Residence Halls • Books/Study Habits • Tutoring and other resources • Working part-time • Family responsibilities

  35. Parents as Partners • Provide opportunities for parents or guardians to become partners with the university in the educational experiences of their students • Offer information about university resources and services • Inform parents or guardians of current campus issues and events • Help parents or guardians find solutions for campus issues involving university resources • Organize opportunities for parents or guardians to connect with one another

  36. Parent Association • How to stay involved while still allowing students to become independent • Provide support and gain access to information • Maximize the benefits of the first year

  37. Institutional Self Study of the First College Year FoE Minority-Serving Institutions • Bethune Cookman University (07/08) • City University of New York, Medgar Evers College (03/04) • Fayetteville State University (07/08) • Morgan State University (07/08) • St. Philips College (07/08) Foundations of Excellence® Self-Study Components • Current Practices Inventory • Faculty/Staff & First-Year Student Surveys • Assessment of the Foundational Dimensions® using Performance Indicators • Development of an Action Plan • Implementation Julie Alexander, Program Associate, Policy Center on the First Year of College alexander@fyfoundations.org

  38. Discussion Multifaceted Approaches to Improving Retention and Persistence for First-Year College Students of Color

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