Transcript First-Year Learning Communities: A Needs Assessment

Factors affecting the retention of
college freshmen
Retention Facts
• “More students leave their college or university
prior to degree completion than stay” (Tinto,
1993)
• Despite strong desires and positive attitudes that
students associate with completing higher
educational coursework, the reality is that nearly
50% of students will not graduate for a variety of
reasons.
Retention Facts
• According to Geraghty (1996), about 27% of
students do not return for their sophomore year at
four- year academic institutions. Research
indicates that three fourths of students who drop
out do so during the first year and many drop out
within the first six weeks of the fall semester
(Elkins, et. al., 1998; Tinto, 1997; Tinto, 1988).
Purpose of Study
• The purpose of the study was to explore factors
influencing the retention of students during their
freshman year in college. The study attempted to
identify constructs associated with undergraduate
freshman persistence. A mixed-methods paradigm was
utilized to investigate retention, but this presentation
will primarily focus on the qualitative domain.
Qualitative Population and Study
• Focus Groups
– Second semester college freshmen
– 3 focus groups (5-12 participants per group)
– 19 total participants
Focus Group Questions
• What factors influenced your return as a freshman in
the second semester of the academic year?
• What has contributed to your success?
• What has impeded your success?
• What are some areas that can improve retention?
• What has contributed to your preparation for
college?
• What support services have been beneficial?
Qualitative Analysis
• Thematic analysis (Braun & Clarke, 2006) was
performed after transcription of audio recordings
• The use of thematic analysis provided an effective
framework to identify robust themes found within
data sets as well as data items.
• The selection and identification of emerging
themes was based on theme prevalence as well as
inductive analysis.
Qualitative Components
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Students Return to TAMU-CC
Student Success
Impediments to Success
Student Preparation
University Support Services
Emerging themes for
students decision to return
Strong personal connection to university
• Positive connection allows students to socially and
academically integrate into university life
• Social support systems
• Campus clubs and activities
• Proximity to family and friends (Mixed emotions)
• University atmosphere- “Our campus has a laid back
atmosphere and everyone knows each other.”
Emerging themes for students
decision to return
• Relationship to a faculty member
– All students agreed rapport with Professors was
vital to their return
• “Open door policy”
• “Opposite of what high school teachers warned me
about”
– Academic and sports scholarship
Themes for student success
• Social motivation
– Family and friends
• “I know people that have quit and want to do
better.”
– High School experiences
• Positive and negative
– Connections they experience with an instructor
Themes for student success
• Connections with an Instructor/Faculty
• Learning Communities Program
• Academic skills
– Time management
– Organization
Themes identified as
impediments to success
• Social integration
– “People can hold you back”
• Technology
– “I log onto WEBCT to work, then spend 30
minutes on Facebook.”
• International students
– Language, culture, transition issues
Student Preparation Themes
• AP classes in High School
– Enrolled, but did not necessarily help with
academic preparation
– Assisted with conceptualizing process of
college (research papers)
• Extra-Curricular Activities
• Teacher’s role in students life/academics
• Time management
University Support Services
Themes
• Mixed emotions and feedback on programs
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Academic advisors
Tutoring and Learning Center
Career Services
Student Support Services
A program for International Students
Athletics
• Desire to meet faculty prior to classes beginning
• Campus employment
Conclusions
• The individuality that students present to
academic institutions is the driving force of
higher education, yet it is the factor that
provides the complexity when attempting to
understand student success.
Conclusions
• Factors influencing freshman retention remains a
complex issue.
• There is no single variable that is the cause for a
student’s decision to continue their matriculation
in college.
• Student individuality is a significant factor when
researching retention.
• Issues perplexing and hindering one student might
have little or no effect on another student.
Retention efforts at TAMUCC
First Year Islanders Program
• The First-Year Islanders plan enhances and
improves the academic experience of students
attending their first year at Texas A&M University
–Corpus Christi
• By implementing this plan, TAMUCC reinvests
itself in its first-year experience and pursues its
mission of excellence, engagement, and
expansion particularly relation to undergraduate
teaching and learning.
FYI Plan
• The FYI Program improves the learning experience of First-Year
Students by:
• Transitioning first-year students to higher education learning through
inaugural programs;
• Creating professional learning communities focused on promoting
first-year learning through reflective practice; and
• Invigorating first-year courses through reflective practice,
accomplished in disciplinary-based faculty communities of practice.
Inaugural FYI Programs
• WAVE Bridge is a free, one day work-shop led by staff and
peer mentors. These workshops are designed to help the students start
their college career on the right foot both academically and socially.
• Five workshops addressed a variety of subjects, including academic
support services, time management, and building network of support.
• The topics were chosen and designed to address the most common
stumbling blocks to student success.
• This students who were in the bottom 2/3 of their High School were
chosen to participate since research shows these are the students at
risk.
Inaugural FYI Programs
• Students had lunch with instructors within the FY Learning
Community.
• GOALS for the upcoming FALL 2011
• All at-risk students will be required to attend
• The Bridge will happen earlier and made part of the
criteria for complete admission to the university.
Inaugural FYI Programs
• Convocation
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Formally inducts the class into the institution
Mandated for all first-year students
Partnership between Student Affairs & CASA
Fun, social activity to help the First-Year Islanders develop friendships and a
sense of belonging to the institution
• First-Year professional staff and faculty were encouraged to participate.
Results of Convocation Survey 860 Freshmen completed the survey (about half
of the freshmen class)
82% felt welcomed to the University
First-Year Community
Refinements
• The program directors have decided
for Learning Communities to meet
earlier so as to ensure the focus on
students.
• The goal is to hash out issues with
rubrics and grading on the integrated
assignments.
First-year Community
Refinements
• Rita Sperry Seminar Coordinator and
Instructor commented that community
meetings within the semester should focus
on what is going on in class not issues with
an assignment and retaining students.
FYL Program
• At risk student are tracked by StudentAffairs and CASA to ensure they are
making the transition into College life and
studies.
• What is CASA?
Center for Academic Student
Achievement
• The Center for Academic Student
Achievement (CASA) is committed to
providing support services to help students
reach their own educational goals and
succeed in the university environment.
• CASA programs are designed to improve
the retention and graduation rates of
university students.
CASA Services
• THEA Academic Advising
**The Retention Specialist at CASA coordinate THEA Advising.
** Job of the Retention Specialist(s)
• Peer Mentors
** The program is designed by CASA to provide direct mentorto-student assistance with educational matters.
**Peer Mentors primarily assist students by providing them
information such as suggesting techniques for academic
success.
CASA Services cont.
• CASA services (The center’s primary Service is peer tutoring.)
**Math, Writing, Chemistry, Spanish, history, study skills and
most core subjects
• CASA Computer Lab
**Printers, scanners within the lab are available for student use,
in addition to an array of applications, tutoring software, class
specific programs, and Internet access
• CASA Supplemental Instruction
**CASA also offers Supplemental Instruction that is designed to
increase student performance and retention. This program
covers a variety of subjects.
CASA Service cont.
• Smarthinking
** SMARTHINKING is
web-based tutoring service
which covers a variety of
subjects.
Seminar Refinements
• TAMUCC hired full-time Seminar
Instructors
• These full-time employees are experienced
with learning communities and can focus
their time and efforts on student success.
Comments? Questions?Common
Goals
References
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
Qualitative Research in Psychology, 3, 77-101.
• Elkins, S., Braxton, J., & James, G. (1998). Tinto’s separation stage
and its influence on first-semester college student persistence.
AIR 1998 Annual Forum Paper.
• Geraghty, M. (1996). More students quitting college before sophomore year, data show.
Chronicle of Higher Education , 42. A35-A36.
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Tinto, V. (1988). Stages of student departure: Reflection on the longitudinal
character of student leaving. Journal of Higher Education, 59, 438-455
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student
attrition. (2nd ed.) Chicago: The University of Chicago Press.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of
student persistence. Journal of Higher Education, 68(6), 599-623.