Skagit Valley College: Skagit Valley College:

Creating Connections to Creating Connections to

Increase RetentionIncrease Retention

Maureen Pettitt, Ph.D.

Director of Institutional Research

Session OverviewSession Overview IntroductionsIntroductions Retention Strategy FrameworkRetention Strategy Framework StrategiesStrategies

Learning CommunitiesLearning Communities ““Fast Track” CourseFast Track” Course Peer CallingPeer Calling

Framework Applied to Your CampusFramework Applied to Your Campus Sharing IdeasSharing Ideas

SVC District:SVC District:Skagit, Island & San Juan Skagit, Island & San Juan

CountiesCounties

Preconceptions/Preconceptions/AssumptionsAssumptions

Theoretical/Theoretical/Evidentiary Evidentiary FoundationsFoundations

Target Target AudiencAudience/e/OutcomeOutcomess

AssessmentAssessment

EvaluationEvaluation

ImprovementImprovement

Assessment & EvaluationAssessment & Evaluation Assessment focuses on measuring: Assessment focuses on measuring:

planning, collecting, and analysis of data.planning, collecting, and analysis of data. Evaluation is more concerned with Evaluation is more concerned with

valuing: determining the value of the valuing: determining the value of the data and/or a subjective interpretation of data and/or a subjective interpretation of the data.the data.

The two terms are not mutually The two terms are not mutually exclusive, but both “measuring” and exclusive, but both “measuring” and “valuing” must occur in order to move to “valuing” must occur in order to move to improvement.improvement.

Learning CommunitiesLearning Communities

““The common denominator The common denominator in this current rash of in this current rash of innovations is innovations is making making connectionsconnections, and that basic , and that basic concept has strong support concept has strong support in research and is, in research and is, therefore, not likely to be therefore, not likely to be just one more passing fad.” just one more passing fad.” – – K. Patricia CrossK. Patricia Cross

A Fractured Fairy TaleA Fractured Fairy Tale

A long time ago A long time ago (in the 1980s), (in the 1980s), the tiny kingdom the tiny kingdom of Skagit did of Skagit did battle with the battle with the great and terrible great and terrible dragon, dragon, “Smorgasbord”…“Smorgasbord”…

A mighty champion A mighty champion declared that with a declared that with a sufficient number of sufficient number of valiant knights (and an valiant knights (and an appropriate disbursal of appropriate disbursal of florins and doubloons), he florins and doubloons), he could defeat the dragon.could defeat the dragon.

So, the knights errant So, the knights errant traveled far and traveled far and wide, and faced the wide, and faced the Treacherous Library Treacherous Library Stacks to discover Stacks to discover how other kingdoms how other kingdoms had defeated their had defeated their petty dragons of petty dragons of “Loose Distribution “Loose Distribution Requirements” and Requirements” and “Transfer “Transfer Restrictions.”Restrictions.”

It took a long, It took a long, long, long, long long, long, long time, but the time, but the Knights of the Knights of the Skagit Round Skagit Round Table prevailed Table prevailed with their with their powerful weaponpowerful weapon—General —General Education Reform.Education Reform.

After much wailing After much wailing and gnashing of and gnashing of teeth, they finally teeth, they finally agreed the weapon agreed the weapon would include skills would include skills designated designated courses, English courses, English writing links, and writing links, and its holiest of its holiest of grails…Learning grails…Learning Communities.Communities.

Yet another group Yet another group of brave knights of brave knights debated how the debated how the weapon should be weapon should be used.used.

And then there And then there was peace in was peace in

the tiny the tiny kingdom of kingdom of

Skagit.Skagit.

The EndThe End

.…Or Not.…Or Not

Learning Communities: Learning Communities: Target AudienceTarget Audience

Faculty initiative started in 1986Faculty initiative started in 1986 Gen Ed reform process 1989 to 1992Gen Ed reform process 1989 to 1992 New degree requirements effective New degree requirements effective

1993-941993-94 Learning Communities/English LinksLearning Communities/English Links

Transfer degreeTransfer degree Professional/technical degreeProfessional/technical degree Some developmental education Some developmental education

Learning Communities:Learning Communities: Outcomes Outcomes

Advantages (greater retention, student Advantages (greater retention, student involvement, etc.) were known, but involvement, etc.) were known, but notnot the initial rationale for requirementsthe initial rationale for requirements

A response to curricular issues—faculty A response to curricular issues—faculty felt that students felt that students did not see connections between and did not see connections between and

among disciplines, and among disciplines, and needed to engage subjects more fully, to needed to engage subjects more fully, to

see education as a dynamic and see education as a dynamic and interconnected process of exploration and interconnected process of exploration and discoverydiscovery

Learning Communities:Learning Communities: Preconceptions/Assumptions Preconceptions/Assumptions

If students took courses that If students took courses that combined fields, they would learn combined fields, they would learn how different disciplines approached how different disciplines approached the same issues the same issues

Linked composition would provide Linked composition would provide composition experience within an composition experience within an academic contextacademic context

Collaborative and active learning Collaborative and active learning would key to successful outcomeswould key to successful outcomes

Faculty training and support essentialFaculty training and support essential

Learning Communities: Learning Communities: Theoretical/Evidentiary Theoretical/Evidentiary

FoundationsFoundations Astin (1985) – student involvementAstin (1985) – student involvement Chickering & Gamson (1987) – seven principles Chickering & Gamson (1987) – seven principles

for good practice in undergraduate educationfor good practice in undergraduate education Bruner (1990) – socially constructed knowledgeBruner (1990) – socially constructed knowledge Gabelnick, MacGregor, Matthews & Smith (1990) Gabelnick, MacGregor, Matthews & Smith (1990)

– learning communities to create connections– learning communities to create connections Ramsden (1992) – surface versus deep learningRamsden (1992) – surface versus deep learning Vince Tinto (1994) – impact of learning Vince Tinto (1994) – impact of learning

communities in community college student communities in community college student retentionretention

Learning Communities: Learning Communities: AssessmentAssessment

Multiple Multiple MethodsMethods

CCSSE

Quarterly Surveys

Student Writing

Assessment #1: Assessment #1: Quarterly SurveysQuarterly Surveys

Faculty-developed survey Faculty-developed survey 2 LC and 4 Link survey questions2 LC and 4 Link survey questions All responses on a scale from “strongly All responses on a scale from “strongly

disagree” to “strongly agree”disagree” to “strongly agree” Space for students to make commentsSpace for students to make comments Faculty are provided their course Faculty are provided their course

results + the cumulative for the results + the cumulative for the quarter for all courses of that typequarter for all courses of that type

Strongly Disagree

Disagree Neutral Agree Strongly Agree

More Value Together

0

10

20

30

40

Pe

rc

en

t

Learning CommunitiesLearning Communities“Classes were more valuable together”“Classes were more valuable together”

Strongly Disagree

Disagree Neutral Agree Strongly Agree

More value linked

0

10

20

30

40

Pe

rc

en

tLinks: Links:

“More valuable to have taken these “More valuable to have taken these two classes together”two classes together”

Student CommentsStudent Comments LC: “This class has been fun and not LC: “This class has been fun and not

sucky at all. I think I have learned a sucky at all. I think I have learned a lot.”lot.”

DE LC: “Doing both [topics] in depth DE LC: “Doing both [topics] in depth was overwhelming at times.”was overwhelming at times.”

DE LC: “Art History rocks!”DE LC: “Art History rocks!” Link: “I did not learn too much other Link: “I did not learn too much other

than how to explore more in depth, how than how to explore more in depth, how to write more.”to write more.”

Student CommentsStudent Comments

““If they had been If they had been separate, I would separate, I would have known the what have known the what and where, but not and where, but not the why, and the why the why, and the why is always the most is always the most important question.”important question.”

Assessment #2: Assessment #2: Student WritingStudent Writing

Identified courses being taught in Learning Identified courses being taught in Learning Communities, stand-alone, and DE that Communities, stand-alone, and DE that could be “matched” over a two-year could be “matched” over a two-year periodperiod

Faculty agreed to participate and give Faculty agreed to participate and give students course credit students course credit

Developed a set of questions for students Developed a set of questions for students beginning-, mid-, and end-course beginning-, mid-, and end-course

Lots of faculty involvement in coding and Lots of faculty involvement in coding and analysis of student workanalysis of student work

Student ResponsesStudent Responses

““After taking this course I feel that I After taking this course I feel that I can make connections to various can make connections to various things, such as history, influences, things, such as history, influences, people, and culture. This course people, and culture. This course taught me the value of making taught me the value of making connections and things from my own connections and things from my own perspective.”perspective.”

““I think I will be more likely to make I think I will be more likely to make connections between subjects, both connections between subjects, both similarities and differences.”similarities and differences.”

Comparing ResponsesComparing Responses

Comparing student responses in the Comparing student responses in the stand-alone courses with students in stand-alone courses with students in collaborative courses—same courses collaborative courses—same courses with the same instructors—students with the same instructors—students in the stand-alone courses:in the stand-alone courses: were less likely to write about making were less likely to write about making

connections or about learning, and connections or about learning, and tended to focus on personal growth, tended to focus on personal growth,

liking faculty, etc.liking faculty, etc.

Assessment #3: Assessment #3: CCSSECCSSE

Administered Spring 2003; N = 782Administered Spring 2003; N = 782 Survey ElementsSurvey Elements

Student CharacteristicsStudent Characteristics Student Engagement/EffortStudent Engagement/Effort Services: Use, Importance, SatisfactionServices: Use, Importance, Satisfaction College Contribution to Learning & College Contribution to Learning &

DevelopmentDevelopment

Students who had taken a Students who had taken a learning community:learning community:

Reported greater active and Reported greater active and collaborative learning experiencescollaborative learning experiences

Spent more time preparing for class, Spent more time preparing for class, working on papers or projects, using working on papers or projects, using the computer lab & librarythe computer lab & library

Had more interaction with instructorsHad more interaction with instructors Engaged in higher levels of mental Engaged in higher levels of mental

activities (analyzing, synthesizing, activities (analyzing, synthesizing, making judgments) making judgments)

Learning Communities:Learning Communities:EvaluationEvaluation

Advantages of LC environments for Advantages of LC environments for student learning and engagementstudent learning and engagement

Need for faculty development; Need for faculty development; opportunities for faculty renewalopportunities for faculty renewal

Inadequate groundwork = lack of support Inadequate groundwork = lack of support in professional/technical programsin professional/technical programs

Scheduling challenges (college & Scheduling challenges (college & students)students)

Critical role of advisingCritical role of advising

Learning Communities: Learning Communities: ImprovementImprovement

Professional/technical degree Professional/technical degree requirement dropped; became optional requirement dropped; became optional

Implemented “college readiness” LCs—Implemented “college readiness” LCs—but reduced the degree requirementsbut reduced the degree requirements

Developed Developed Guidelines for Guidelines for ImplementationImplementation

Annual LC “planning retreat” for facultyAnnual LC “planning retreat” for faculty Refine assessment toolsRefine assessment tools

Fast TrackFast Track““Effective orientation Effective orientation programs… go beyond the programs… go beyond the provision of information per provision of information per se to the establishment of se to the establishment of early contacts for new early contacts for new students not only with other students not only with other members of their entering members of their entering class but also with other class but also with other students, faculty and staff students, faculty and staff of the institution.” of the institution.” – – Vincent TintoVincent Tinto

Fast TrackFast Track: : Target Audience & OutcomesTarget Audience & Outcomes

Give new students--regardless of age, Give new students--regardless of age, gender, SES--an opportunity to get on a gender, SES--an opportunity to get on a “fast track” by enrolling in a five-day, five “fast track” by enrolling in a five-day, five hrs/day orientation course during the week hrs/day orientation course during the week prior to the beginning of the Fall quarterprior to the beginning of the Fall quarter

Student would have a better Student would have a better understanding college systems and understanding college systems and procedures, could create their annual procedures, could create their annual course schedule with less difficulty, and course schedule with less difficulty, and have more confidencehave more confidence

Fast TrackFast Track: : Preconceptions/AssumptionsPreconceptions/Assumptions

‘‘Every student will want to do this.’Every student will want to do this.’ Participation would increase retention Participation would increase retention Content: college and its resources, Content: college and its resources,

degree requirements, their own degree requirements, their own learning styles, and strategies to help learning styles, and strategies to help them manage their time and stress, them manage their time and stress, be efficient readers and note-takersbe efficient readers and note-takers

‘‘This will be fun!’ Most counselors This will be fun!’ Most counselors participated by teaching at least one participated by teaching at least one sessionsession

Vincent Tinto (1987)Vincent Tinto (1987) Early results from First-Year Early results from First-Year

Experience & First Year of College Experience & First Year of College projectsprojects

Success of Master Student–type Success of Master Student–type activities used in SVC’s TRIO activities used in SVC’s TRIO program and in the Counseling program and in the Counseling Center during regular school yearCenter during regular school year

Fast TrackFast Track: : Theoretical/Evidential Theoretical/Evidential

FoundationsFoundations

Students keep daily journalStudents keep daily journal End-of-course assessment End-of-course assessment Periodic tracking of student retention Periodic tracking of student retention

and performanceand performance Retention Fall to Winter ~70%; retention Retention Fall to Winter ~70%; retention

to Spring quarter ~60%to Spring quarter ~60% GPA for students during their first year is GPA for students during their first year is

always close to or above 3.0always close to or above 3.0 Over 90% of the students enrolled for Over 90% of the students enrolled for

10+ credits10+ credits

Fast TrackFast Track: : AssessmentAssessment

Student CommentsStudent Comments Like:Like:

““The campus tour and hunt.”The campus tour and hunt.” ““Time management – you gotta have a Time management – you gotta have a

goal!”goal!” ““Scavenger hunt and mission impossible Scavenger hunt and mission impossible

because interacting is better than because interacting is better than lecturing.”lecturing.”

Change:Change: ““Have something about test-taking.”Have something about test-taking.” ““More activities out of your seat. Probably More activities out of your seat. Probably

small group discussions moving around.”small group discussions moving around.” ““I think the scavenger hunt could be made I think the scavenger hunt could be made

better.”better.”

Like its instructional counterparts, Like its instructional counterparts, this course needs to be integrative, this course needs to be integrative, interdisciplinary and to require interdisciplinary and to require students to be active participantsstudents to be active participants

Include other students (peer Include other students (peer mentoring)mentoring)

Modify course content to address Modify course content to address suggestionssuggestions

Fast TrackFast Track::EvaluationEvaluation

Fast TrackFast Track: : ImprovementsImprovements

Added a student panel so students Added a student panel so students could hear other students (not just could hear other students (not just faculty & staff)faculty & staff)

Eliminated Catalog reviewEliminated Catalog review Added a daily walking activity and a Added a daily walking activity and a

test-taking skills segmenttest-taking skills segment End of class “celebration” expandedEnd of class “celebration” expanded Utilize the Making It Count program Utilize the Making It Count program

(free to college) (free to college)

Peer CallingPeer Calling““Learning communities, Learning communities, collaborative learning, and similar collaborative learning, and similar forms of learning in socially forms of learning in socially interactive settings are supported interactive settings are supported by additional research, which by additional research, which shows improved student retention shows improved student retention and satisfaction when social and satisfaction when social connects are part of the connects are part of the educational experiences.” -- K. educational experiences.” -- K. Patricia CrossPatricia Cross

Second-year students trained as “peer Second-year students trained as “peer callers” …call in evenings, have callers” …call in evenings, have adequate information to provide adequate information to provide referrals to other campus services, and referrals to other campus services, and a supervisor always available a supervisor always available

Create 1) a feeling of community with Create 1) a feeling of community with new students, and 2) a growing cadre new students, and 2) a growing cadre of students who were are of resources, of students who were are of resources, not afraid to ask for them, and could not afraid to ask for them, and could pass on this info to other studentspass on this info to other students

Peer Calling: Peer Calling: Target Audience & OutcomesTarget Audience & Outcomes

Peer Calling: Peer Calling: Preconceptions/AssumptionsPreconceptions/Assumptions

All students new to SVC called four All students new to SVC called four calls per quarter: How is it going? Do calls per quarter: How is it going? Do you need a study group or study skills you need a study group or study skills workshop? An appointment with an workshop? An appointment with an advisor? Etc.advisor? Etc.

Would be expensive (training)Would be expensive (training) Difficult to have standards due to low Difficult to have standards due to low

pay & high turnover of peer callerspay & high turnover of peer callers Students might not appreciate being Students might not appreciate being

called (same time as telemarketers)called (same time as telemarketers)

Done successfully at an East Coast Done successfully at an East Coast college in a large metro area; good college in a large metro area; good student feedbackstudent feedback

The student learning and The student learning and engagement basis for Service engagement basis for Service Learning and Peer Mentoring ModelsLearning and Peer Mentoring Models

Peer Calling: Peer Calling: Theoretical/Evidential Theoretical/Evidential

FoundationsFoundations

Immediate new student feedback Immediate new student feedback during phone call – “Is this working during phone call – “Is this working for you?”for you?”

(We call this “assessment within (We call this “assessment within service delivery”)service delivery”)

Also ask if it is o.k. to call again…rare Also ask if it is o.k. to call again…rare to have any objection to future callsto have any objection to future calls

Peer callers also provide information Peer callers also provide information about their own experienceabout their own experience

Peer Calling: Peer Calling: AssessmentAssessment

Peer callers report positive feedback Peer callers report positive feedback from new students calledfrom new students called

Peer callers report a greater Peer callers report a greater understanding of their own understanding of their own educational needs and resources educational needs and resources available; increased confidence and available; increased confidence and self-image (most have financial need self-image (most have financial need or other risk factors)or other risk factors)

Peer Calling:Peer Calling:EvaluationEvaluation

Peer Calling: Peer Calling: ImprovementsImprovements

Structure with co-administrators—one Structure with co-administrators—one who screens and trains peer callers (a who screens and trains peer callers (a faculty advisor) and an administrator faculty advisor) and an administrator who provides desk space and who provides desk space and supervision during calling times (usually supervision during calling times (usually the director of admissions)the director of admissions)

Plan for a database, so that info could Plan for a database, so that info could be used by advisors and/or registration be used by advisors and/or registration for follow-up after student’s first quarterfor follow-up after student’s first quarter

Success of Students with Success of Students with Risk FactorsRisk Factors

Fall-to-Fall retention of students with Fall-to-Fall retention of students with risk factors is better than for low-risk risk factors is better than for low-risk students by approximately 5% - 10% students by approximately 5% - 10% (as high as 61%)(as high as 61%)

GPA and graduation rates of students GPA and graduation rates of students with risk factors is only slightly lower with risk factors is only slightly lower than for students who are low-riskthan for students who are low-risk

(Risk factors = academically under-(Risk factors = academically under-prepared, financial need, first prepared, financial need, first generation)generation)

What about your kingdom?What about your kingdom? Working in groups or on your Working in groups or on your

own, take about 20 minutes own, take about 20 minutes to fill out the worksheet.to fill out the worksheet.

If you have time, fill out more If you have time, fill out more than one…we have plenty!than one…we have plenty!

If you have a group, If you have a group, designate a recorder.designate a recorder.

Each group/individual will Each group/individual will share some of the highlights share some of the highlights from their worksheet.from their worksheet.

ResourcesResources Learning CommunitiesLearning Communities

National Learning Communities Project National Learning Communities Project http://http://learningcommons.evergreen.edulearningcommons.evergreen.edu//

Peer CallingPeer Calling AACC’s Horizons Service Learning Project AACC’s Horizons Service Learning Project

http://http://www.aacc.nche.eduwww.aacc.nche.edu// Fast Track Fast Track

Policy Center on the First Year of College Policy Center on the First Year of College http://http://www.brevard.edu/fycwww.brevard.edu/fyc//

Master Student Master Student http://college.hmco.com/collegesurvival/ellis/mhttp://college.hmco.com/collegesurvival/ellis/master_student/10e/instructors/index.htmlaster_student/10e/instructors/index.html

"The best thing "The best thing for being sad is for being sad is to learn to learn something."something."

-- T.H. White, -- T.H. White, The Once The Once and Future King and Future King (Book (Book 1, Chapter 21, pg. 186)1, Chapter 21, pg. 186)