campus retention workgroup · ∗campus-wide retention summit, 2011 ∗standing committee on...
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Campus Retention Workgroup A quick overview
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Political •Federal scrutiny on retention
and time to degree. •State scrutiny, including an
abandoned proposal from governor tied funding to graduation rates.
•Retention and 4-year graduation are on President Napolitano’s radar, too.
Financial •Dropouts cost California
nearly a half billion dollars per year.
•Huge savings if we really make 4 years the norm.
•Huge savings to students, too, as national education debt reaches new highs.
Social Justice •Persistent differences in
outcomes perpetuate social inequities
Why Does Retention Matter?
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95% Year 1
90% Year 2
But… We lose upper-division students
Our 1st & 2nd year retention are great. How can we have a problem?
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0%
20%
40%
60%
80%
100%
4-year6-year
UC San Diego graduation rates don’t fare well in comparison with our peers
We’re 4th overall, and 5th for 4-year rates!
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∗ Multi-strategy approach ∗ Campus-wide Retention Summit, 2011 ∗ Standing Committee on Retention, 2011 (Ad hoc
committee 2008-10) ∗ Focus Group Project, 2012 ∗ Examining current UC San Diego student data ∗ Researching promising practices at peer institutions
Focusing on student retention
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6 Graduation Rates of African American and
Mexican American Students are Below the Mean 92
% 95%
91% 96
%
91%
88% 94
%
94%
94%
94%
92%
92%
88% 90
%
91%
86% 89
% 91%
91%
91%
73%
89%
77%
84%
84% 86
%
84%
83% 88
%
86%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
African Am. Asian Mexican Am. Filipino Latino Native Am. Caucasian First Generation
Not First Generation
Ethnicity First Generation College Status
Total Population
UCSD Retention and Graduation Rates, First-Time Freshman Cohort
1-Year Retention (2011 Cohort) 2-Year Retention (2010 Cohort) 6-Year Graduation (2006 Cohort)
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Questions posed to Focus Group Participants:
• What were at least three challenges or barriers you faced during your first and second years?
• What proportion of students like you do you think experience these barriers or challenges?
• What knowledge or strategies do students need to overcome the challenges and barriers you identified?
• What changes can UC San Diego make to help students overcome the challenges and barriers you identified?
• What is currently working at UC San Diego to help students like you overcome the challenges and barriers you identified?
So we put together a focus group to learn about our students
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The planning and execution of the study involved people from across campus.
Planning Committee:
∗ Bill Armstrong, Student Research & Information ∗ Cynthia Davalos, VCSA ∗ Doug Easterly, Muir College ∗ Kathleen Johnson, Academic Affairs ∗ Makeba Jones, Education Studies ∗ Reina Juarez, Counseling & Psychological Services ∗ Emily Marx, Center for Student Involvement ∗ Gennie Miranda, Jacobs School of Engineering ∗ Gary Ratcliff, Student Life ∗ Sonia Rosado, Muir College ∗ Penny Rue, VCSA ∗ Edwina Welch, Cross Cultural Center
Facilitators
∗ Frida Alvear, SPACES ∗ Timothy Borch, Admissions ∗ Haydee Cervantes, Chicano/a Arts & Humanities ∗ Veronica Henson-Phillips, Office of Graduate Studies ∗ Mentha Hynes Wilson, Marshall College ∗ Anthony P. Jakubisin, Sixth College ∗ Reina Juarez, Counseling & Psychological Services ∗ Alejandra Sotelo-Solis, Center for Student Involvement ∗ Kelly O’Sullivan, International Center ∗ Agustin Orozco , OASIS ∗ Patrick Velasquez, OASIS ∗ Laci Weeden, Parent & Family Programs
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Findings: Six Common Challenges Identified by Students
Diversity &
Campus Climate Isolation on
Campus Psychosocial Wellbeing
Family & Home Academics Financial
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Family & Home Challenges
Family Pressures: Major expectations, getting married, pressure to come home for family events/ emergencies, fear of family members being deported
First Generation: Explaining college to family, lacking guidance on course of study for career, lack of support of those who’ve gone before you
Home Sickness
Feeling out of place when returning home
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Financial Challenges
Having to Work: finding a job, having trouble accessing campus resources because you have to work
Mastering time management
Lack of financial stability
Worry about student loan debt
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Diversity & Campus Climate Challenges
Culture Clash: Living with different roommate with different backgrounds, different economic backgrounds adjustments, different than majority culture
Institutional Perception of Minority Status: University not believing in me and my capabilities
Lack of Critical Mass: Faculty, students, Teaching Assistants, general role models not apparent
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Psychosocial Wellbeing Challenges Isolation Challenges
Social: Not seeing familiar faces, Finding people who relate to your situation (first generation)
Feeling Alone/ Belonging: Tokenism in the classroom and dorms, Lack of ethnic or racial housing themes, Unfriendly culture
Asking for Help: Learning how to ask for help, feeling overwhelmed
Isolation Off-Campus: Hard to find a place to live where you feel safe, Can’t relate to UTC/La Jolla community
Validation: Don’t belong here, Not feeling valued or taken care of, I don’t matter
Intersectionality: Compounding identities – Race, Sexual identity, Economic class
Anger and Frustration: Overcoming anger, Feeling frustrated at the system/ bureaucracy
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Academics Challenges
Studying: Knowing how to study, how to find study groups, starting with bad academic habits
Professors/ TAs: Few faculty mentors of color, not being able to relate with you
Academic Rigor: Lack of help with transition from lower division to upper division, lack of prior academic prep, quarter system too fast
Classroom Dynamic: Competition within the classroom, huge class size, grading curves
Support: Don’t know who to ask for help, academic advisors not approachable, Lack of peer support
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Themes in a similar qualitative study
Student
Engagement
Meaningful Connections with Faculty
Peer Support
Accountability
and Drive to Succeed
Palmer, R.T., Maramba, D.C., and Holmes. S.L. (2011). A contemporary examination of factors promoting the academic success of minority students at a predominantly white university. Journal of College Student Retention. 13(3) 329-349.
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16 A
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Div
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Cam
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Advice for Students
from Students What Students Ask of Instructors
What Students Ask of UC San Diego
What Students Say Works
• Find comfortable spaces
• Join SPACES
• Show appreciation so that you stay here
• Greater diversity representation in students, faculty, & staff
• Increased outreach • Recruit more
diverse population • Admit more
students of color (specifically AA)
• Community centers
• Get involved in organized activities
• Involvement of faculty of same background
• BSU Overnight
• Join multi-cultural organizations
• Encourage validation from department
• More activities that promote diversity
• Cross-cultural experiences
• More cultural awareness weeks
• Cultural organizations
• MECHA • SAAC
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∗ Identifying challenges ∗ Beginning a dialogue ∗ Identifying partners empowered to make changes
∗ Faculty ∗ Advisors ∗ Student Affairs Staff
∗ Testing out and evaluating new support efforts ∗ Teaching changes ∗ Policy changes ∗ Service changes
Moving from research to actions & strategies
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Later Research w/Faculty
Study Abroad
Service Learning Internships Senior
Experience
First-Year
Learning Communities Service Learning Faculty Engagement
We know that high-impact practices can improve retention & achievement (Kuh, 2008)
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∗ Bowen, W.G., Chingos, M.M., & McPherson, M.S. (2009). Crossing the finish line: Completing college at America’s public universities. Princeton University Press. Princeton, NJ.
∗ Gonzalez, K.P. (2009). Using data to increase student success: A focus on diagnosis. Achieving the Dream. Silver Spring, MD.
∗ Kuh, G.D. (2008). High-impact educational practices: What they are and why they matter. Association of American Colleges and Universities. Washington, D.C.
∗ Tinto, V. (2010). From theory to action: Exploring the institutional conditions for student retention. In Higher education: Handbook of theory and research (pp. 51-89). Springer Netherlands.
References