promoting student retention across the campus and in the classroom 1

Promoting Student Retention

Across the Campus and in the Classroom

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“That’s it. I’m outa here.”

Do your students give up?

Have you ever had a class that seems to just disappear as the semester moves on?

Do you wonder what happened to a particular student?

Do you care what your students think about your course?

Do your students ever come back to visit?

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Overview• This session provides and discusses an overview of various

ideas and techniques that promote student retention both in the classroom and campus wide.

– Retention trends

– Call out campaigns

– Record keeping

– Reaching outside the classroom

– Your triumphs and trials

– Student Surveys via Google Documents

– (i.e. surveys, forms, tips, etc…)3

What is Retention?

• According to Webster, to Retain is:

• to keep possession of;

• to continue to use, practice, etc...;

• to continue to hold or have;

• to keep in mind; remember;

• to hold in place or position;

• to engage4

Student Retention

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• Why do students leave?• External Forces

– Family– Work– Transportation

• Internal Forces– Lack of self-confidence– Classroom experience– Campus experience

Retention Trends/ Theories

• Vince Tinto – Student Departure Theory

• CONNECTEDNESS is the Key!

• Being involved influences student learning

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Tinto’s 5 Conditions for Student Retention

• Expectations

• Support

• Feedback

• Involvement

• Learning

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• Tinto’s model included the following description of institutions with effective retention programs.

– …committed to the students they serve

– …first and foremost committed to the education of all, not just some of their students

– …committed to the development of supportive social and educational communities in which all students are integrated as competent members

(Elkins, Braxton, & James, 2000, p. 252), (Braxton & Mundy 2001-2002. p. 94)

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What does San Jacinto have to offer outside the classroom?

• Presentations on variety of subjects• Center for Student Development workshops & advising• Student Success Center – Study Skills Assessment, Free

Tutoring• Labs – Math, Science, English, Language, Computer• Supplemental Instruction• Early Warning System• Student Organization (i.e. Student Government, Gaming,

History Club, Auto Body, Art, Child Development, etc…)

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Key Points on Recruiting & Retention

• View every interaction as an opportunity to recruit and retain!

• Subtle recruiting works!

• Practice good customer service – it costs less to retain than to recruit!

• Understand students may not know the questions to ask – draw it out of them!

• Take it to the people! Get out of the office!

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SJC Recruiting Activities in the High Schools

How Counselors Can Help

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Three counselors are shared between high schools from Pasadena, South Houston, and LaPorte work 20 hours per week over the summer and one evening per week the remainder of the year in the Counseling Center.

College Night -- The counselors attend college days/night programs for all feeder high schools.

SJC FoundationScholarships

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During Hurricane Ike – Assistance with lost textbooks http://www.sjcd.edu/press_releases_10149.html

http://www.sjcd.edu/press_releases_10149.html

• Build relationships with those teachers who teach in your subject area. (i.e. Local high schools now adays contact our faculty for visits instead of our faculty contacting them. The teachers actually schedule the visit in as part of their lesson plans.)

• Flexibility – When high school teachers must fill in a day, sometimes at the end of the semester visits work well because students are looking toward what college they will attend in the fall.

• Invite high school students to the college campus – sometimes visiting a working lab where students are actually working gives them an idea of what to expect.

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Faculty And High School Teachers Join Forces

• Have business cards available for students when you go visit.

• Give out trinkets (i.e. memory sticks – filled with degree plans, PowerPoint, links to jobs in your field, and contact information – you can burn the information on to CDs).

• Be generous with the technical preparation courses that students take at the high school level – if reasonable, allow it to count at the college level. (i.e. If a student takes a year of PC Hardware at the high school, it should count for a beginning Hardware class -- Microsoft Office (literacy, programming, hardware/networking).

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Faculty And High School Teachers Join Forces

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• Work with your dual credit division for more ideas in both technology and academics.

• Attend area independent school district graduation ceremonies.

• Present large and small group information sessions in high schools.

• Developed and facilitate a Start Trek Program

Faculty And High School Teachers Join Forces cont.

• Visit high school senior English (or other subjects) classes at high schools

• Visit juniors and seniors during scheduled assemblies at high schools

• Visit intermediate schools even though your counselors may visit feeder high schools.

• San Jacinto College counselors do 8-10 campus tours upon request for K-12th grade students each year from private and public schools.

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• Career planning presentation in business computing class at Clear Brook High School

• Houston CAN! Academy presentations

• Group advising to a targeted audience at Lutheran South Academy, Clear Brook High School, and Clear View High School

• Counselors visit elementary and intermediate school assemblies upon request.

• High Trek

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• Dual creditiInformation sessions at local high school open houses.

• Parent sessions on admissions and financial aid during SJC Open House.

• Counselors conduct an on-site application day at seven feeder high schools each semester.

• Provided letters via graduation packets from the high schools for all graduating seniors or mailed a personal letter from the Counseling Center.


SJC Adult Recruiting Activities

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Information Sessions

Special information sessions at businesses and agencies.

Pasadena Y.M.C.A.Harris County Dept. Of Education

City of Houston Health DepartmentArea Churches

Radio Saigon On-Air Q & A Session

Send Special Letters

Students with 36 completed hours and have not returned to college in one semester

Students with 12 completed hours who were in attendance currently

Students identified as attending another institution – reverse transfer

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SJC Adult Recruiting Activities - Cont.

GED Students

Provide brief presentation to Continuing Education GED Prep Classes on the transition process from GED to college.

Upon completion of the GED testing, students are mailed a congratulatory letter with a counselor’s business card encouraging the student to visit the Counseling Center to

discuss their educational goals.

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Off-Campus Activities

Adult learning and outreach evening programs coordinated through the District Marketing Department

Adult Learners Rally at Angelo’sApartment Complex CanvassingChamber of Commerce Events

Any events that you learn of that will allow you to speak or present

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On-Campus Activities

Adult learning and outreach evening programs coordinated through the District Marketing Department.

Clergy DayCivic Community Leaders Luncheon

Adult Learners Open House

New Student Orientation

Sessions are offered by each campus multiple times per year. Students receive information on campus resources, registration, and tips to be successful.

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The Career & Employment Center

The Career & Employment Center at San Jacinto College Central Campus is available to students and alumni of San Jacinto College to assist them in seeking employment. Services offered by the office are:

Online jobs database with both full-time and part-time positions posted by companies in the community

Handouts on job search topics such as resume writing, interviewing, and job search strategies •Access to the Internet for job search purposes •WinWay Resume software to assist in writing resumes •WinWay Resume software to prepare for interviews •Access to books on many job search topics •Workshops on resume writing and interviewing skills •Resume faxing •Critiquing of resumes and cover letters •Assistance with on-campus jobs when available

Career Assessment Testing to help students determine a choice of a college major

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Student Resources

Career Testing and CounselingCareer Testing offers 4 testing modules, and upon completion the results are interpreted by a counselor in a

private session with the student.

Career-related ActivitiesCareer workshops in group format

Career workshops in READ 0310 classesCareer Teasers at campus events

Behavioral Science & Math Career presentationsResume & Interview Assistance

Annual Job FairHealth Science Expo

Student Success Center The Center offers students one central location for free tutoring in multiple subject areas, computer availability,

and access to retention specialist and counselor.

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Student Resources -- cont.

Writing Center The purpose of both of the Centers is to offer academic support services by providing English instructors to assist students with not only the mechanics of writing, but also with the ability to think critically about a subject, to research a subject, to

determine format, and to identify audience through consultations with qualified faculty tutors. Both Centers serve as supplementary resources for improved proficiency in reading, writing, and thinking. Students may make a specific

appointment with a tutor by calling:

Math Lab This is an excellent spot for students to work on Math assignments and instructors are on-site to provide assistance

Counseling Center Licensed professional counselors provide guidance on choosing a major, class selection, transfer advice, and support in

dealing with personal issues such as: family, relationships, and work.

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LibraryTake advantage of a wide selection of books and research tools in our campus library. They have textbooks on reserve as well as a seemingly endless supply of newspapers, journals, microfiche

documents, literary criticisms and more!

Special PopulationsIt is highly important for students with certain impairments to receive available accommodations. Any student that can provide documentation of the following disabilities are eligible: learning disabilities,

deafness, blindness, difficulty with mobility, speech disorders, emotional or behavioral disorders, head injuries, chronic illness, ADD, ADHD and qualifying vocational technical students. Qualifying students

may receive tutoring, note taking, extra test taking time, interpreting services and childcare services (vocational/technical students),

TestingThe Testing Center offers the following tests and services: GED, COMPASS, ASSET, THEA, ACT, SAT,

Special Accommodation, CLEP, Computer Literacy Exam, classroom make-up tests, etc.

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International Student ServicesThis department offers an abundance of resources and information to help international students

transition into their new life in Houston and new experience at San Jacinto. They offer an International Student Orientation, information regarding ESL programs, requirements for obtaining employment, and

more

Financial AidThe Financial Aid Office assists students with scholarships, grants, student loans, veteran benefits and Federal Work-tudy Programs. The work study program provides part-time employment to students on

campus who demonstrate financial need

Child Care ServicesSan Jacinto has a Laboratory School on campus available for children 18 months to 5 years. Income

guidelines do apply.

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Campus SecurityIn case of an emergency on campus, dial 5555 from any campus telephone. There are also “code blue phones” throughout the campus for emergencies. All pay phones have been programmed to be dialed without a coin when dialing the emergency 5555 number for access by cell phone, dial 281-476-1852.

Career and Employment Center The center provides access to a searchable database of current job openings, assistance with

developing resumes and practicing for interviews, and a listing of available apartments/rooms for rent.

Career Assessment Center Need help choosing a major or deciding on a career path? Take Discover, a FREE computerized

assessment of your interests, abilities, and values that will provide several possible career choices as well as the ability to research job requirements, salaries and trends

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WorkshopsWorkshops are offered throughout the year on relevant subjects to students and upon request by faculty

members in the classroom.

Peer Assistant ProgramStudents meeting specific criteria to assist other students and volunteer during registration and special events.

Scholarships are also awarded to the Peer Assistants that provide exemplary service and the most voluntary hours during the academic year.

Peer Assistants receive a Certificate, and a Letter of Recommendation.

Gift certificates are used for incentives and students are invited to a monthly luncheon.

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Peer TutoringThe Peer Assistants provide free tutoring in various subjects to SJC students. The tutoring list is provided to all

faculty members, on the SJC website, and is posted throughout the campus.

Tutor Request forms - Individual appointments scheduled.

Paid tutors available for students with disabilities through Special Populations.

Personal Counseling

To assist students dealing with issues that create problems for them to continue their education with SJC and being successful in college.

Counseling Center

Call all full-time/first-time students after the Fall semester began to inquire about their experience and to offer assistance if needed.

Early Warning System for Developmental


Snack Attack

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What do we know for sure

• “As budgets tighten, competition for students increases, resources shrink and regents, legislatures, taxpayers, and prospective students and their families take up the cry for institutional accountability, institutions that put students first will succeed, even excel, just as their students will” (Levitz, Noel, & Richter, 1999, p. 31).

• Research has focused on first-to second-year retention as that is the time when the greatest number of students withdraw from postsecondary pursuits. Over half of all students who leave college do so before their second year (Consortium for Student Retention Data Exchange, 1999).

• Benefits of Student Retention. The benefits that accrue to both society and the individual as a result of successively higher levels of education are well documented. In terms of lifetime earnings, “…high school graduates earn an average of $1.2 million; associate’s degree holders earn about $1.6 million; and bachelor’s degree holders earn about $2.1 million (Day and Newburger, 2002, as cited in Porter, 2002, p. 2).

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Ideas to Consider in the Classroom

• Learn students’ names and make sure they know your name

• Share with students your experience as a student – let them see you as a person

• Collaboration between students• One-Minute Paper• Call students who are absent

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IDEAS TO ENCOURAGE STUDENT RETENTION

The following ideas are a product of a faculty seminar along with multiple on-campus faculty input.

Seventy ideas are presented for faculty use in dealing with retention/attrition.

The 70 ideas are subdivided into four general categories.

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Faculty/Student Interaction

This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.

1. Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create:

A. Call on students by their first names. B. Call on students by using Mr., Mrs., Miss, Ms.

2. Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name).

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3. At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.).

4. Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students.

5. Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc.

6. Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc.

Faculty/Student Interaction cont.

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7. Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc.

8. Say hello to students, not just yours

9. Conduct a personal interview with all students sometime during the semester.

10. Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.


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11. Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile.

12. Be aware of the difference between students' classroom mistakes and their personal successes/failures.

13. Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.

14. Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?"

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15. Give your telephone number to students and the location of your office.

16. A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes.

17. Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.

18. At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the counselor.


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19. Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react?

20. Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class.

21. Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test


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General Classroom Management

22. This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.

23. Circulate around the class as you talk or ask questions. This movement creates a physical closeness to the students. Avoid standing behind the lectern or sitting behind the desk for the entire period. Do not allow the classroom to set up artificial barriers between you and the students.

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General Classroom Management - cont.

24. Give each student a mid-term grade and indicate what each student must do to improve.

25. Tell the students (orally and in writing) what your attendance policy is. Make them aware of your deep concern for attendance and remind them periodically of the policy and the concern.

26. Conduct a full instructional period on the first day of classes. This activity sets a positive tone for the learning environment you want to set. Engage in the interpersonal activities.

27. List and discuss your course objectives on the first day. Let students know how your course can fit in with their personal/career goals. Discuss some of the fears, apprehensions that both you and the students have. Tell them what they should expect of you and how you will contribute to their learning.

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28. Let students know that the learning resources you use in class (slides, tapes, films) are available to them outside of class. Explain the procedures to secure the material and take them to the area.

29. Have students fill out an index card with name, address, telephone number, goals, and other personal information you think is important.

30. If the subject matter is appropriate, use a pre-test to determine their knowledge, background, expertise, etc.

31. Return tests, quizzes, and papers as soon as possible. Write comments (+ and -) when appropriate.


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32. Vary your instructional techniques (lecture, discussion, debate, small groups, films, etc.).

33. When you answer a student's question, be sure he/she understands your answer. Make the student repeat the answer in his/her own words.

34. Get to class before the students arrive; be the last one to leave.

35. Use familiar examples in presenting materials. If you teach rules, principles, definitions, and theorems, explicate these with concrete examples that students can understand.

36. If you had to miss a class, explain why and what you will do to make up the time and/or materials.


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37. Clarify and have students understand what is acceptable and unacceptable behavior in a classroom. Be consistent in enforcing your rules.

38. Good eye contact with students is extremely important both in and out of class.

39. Allow students to switch classes if work schedules changes or other salient reasons develop. Cooperate with colleague if he/she makes such a request.

40. Be prepared to use an alternate approach if the one you've chosen seems to bog down. You should be confident enough with your own material so that student interests and concerns, not lecture notes, determine the format of instruction counseling.


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41. Throughout the course, but particularly during the crucial first class sessions:

A. Stress a positive "you can handle it" attitude

B. Emphasize your willingness to give individual help

C. Point out the relevancy of your subject matter to the concerns and goals of your students

D. Capitalize on opportunities to praise the abilities and contributions of students whose status in the course is in doubt; well-timed encouragement could mean the difference between retention and attrition

E. Utilize a variety of instructional methods, drawing on appropriate audio-visual aids as much as possible

F. Urge students to talk to you about problems, such as changes in work schedule, before dropping your course. Alternate arrangements can often be made.

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42. Distribute an outline of your lecture notes before class starts. This approach assists students in organizing the material you are presenting.

43. If you require a term paper or research paper, you should take the responsibility of arranging a library orientation. Librarians would be happy to cooperate.

44. Have the counselors visit your classes to foster an awareness of counseling.


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Student-Initiated Activities

45. This category is based on the premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.

46. Have students read one another's papers before they turn them in. This activity could help them locate one another's errors before being graded.

47. If the class lends itself to a field trip, have the students plan it and make some or all of the arrangements.

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48. Ask students to submit sample test questions (objective or subjective) prior to a test. The class itself can compose a test or quiz based on your objectives.

49. Create opportunities for student leaders to emerge in class. Use their leadership skills to improve student performance.

50. If students are receiving tutoring help, ask them to report the content and results of their tutoring.

51. Have students set specific goals for themselves throughout the semester in terms of their learning and what responsibilities they will undertake.

Student-Initiated Activities - cont.

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Faculty-Initiated Activities

52. This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to devise them.

53. Utilize small group discussions in class whenever feasible.

54. Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc.

55. Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course.

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56. Ask the reading faculty to do a "readability study" of the texts used in the classroom.

57. Develop library/supplementary reading lists which complement course content. Select books at various reading levels.

58. Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines.

59. Throughout the semester, have students submit topics that they would like to cover or discuss.

60. Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him or her, TAKE him orher.

Faculty-Initiated Activities - cont.

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61. Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc.

62. Use your imagination to devise ways to reinforce positive student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.

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63. Create situations in which students can help you (get a book for you from the library, look up some reference material, conduct a class research project).

64. Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly.

65. Confer with other faculty members who have the same students in class. Help reinforce one another.


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66. Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades.


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The End

•Let’s GOOGLE!!!

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Bibliography

• Astin, A.W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308

• http://www.sotl.ilstu.edu/conf/astin.shtml

• https://www.aacu.org/bringing_theory/documents/Tinto_Presentation.pdf

• Multiple San Jacinto College Faculty

• San Jacinto College Career Center

• San Jacinto College Counseling Center

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http://www.sotl.ilstu.edu/conf/astin.shtml

https://www.aacu.org/bringing_theory/documents/Tinto_Presentation.pdf

promoting student retention across the campus and in the classroom 1

Documents

student learning

student government

particular student

recruiting retention

student development

trials student surveys

effective retention

feeder high schools