BeyonD Retention Programs and Policies: The Habits of effective human levers of retention

1. BeyonD Retention Programs and Policies: The Habits of effective human levers of retention Kim Russell, West Kentucky Community and Technical College, Paducah, Kentucky

2. The Dropout factory?

3. Community College Student Persistence By the Numbers Less than 50% of enrollees at community colleges will ever earn a credential of any kind (Barefoot, 2004). Around 50% leave before the second year (barefoot, 2004). Around 25% complete a credential within three years (center for community college student engagement, 2010)

4. Why are they stuck? Question: drawing on your experience with community college students, what factors have you observed that contribute to attrition?

5. Threats to Persistence the core challenges of commuter students: transportation, variety of life roles, limited support networks off and on campus, and the lack of a sense of belonging on campus [jacoby & garland, 2004]

6. Threats to persistence Community have an overrepresented student population of unprepared students, students from low S.E.S. backgrounds, first-generation students, and students with multiple life roles and responsibilities (Braxton, Hirschy, & Mclendon, 2004). Attrition can stem from “a poor academic self concept, a lack of motivation, and minimal integration and adjustment (Hoffman 2014)

7. As if those aren’t enough…………… More Threats to Persistence • The “buzzing confusion” on commuter campuses limit social and academic affiliation (Braxton, et al. 2014). • Negative encounters with peers and college personnel can contribute to disengagement (Pascarella & Terenzini 1991).

8. Why should we care (other than we like being employed?) • Departure rates affect enrollment stability, institutional budgets, and public perceptions of the quality of an institution (Braxton 2004). • “Public policy makers are advocating accountability, and one strong measure is student retention leading to graduation or transfer” (Fike & Fike 2008). • Educated citizens are more likely to contribute to societal good and less likely to engage in “harmful behaviors” (Barnett 2011)

9. But most importantly………… We have a moral obligation to our students. Often those who drop out of college decide never to return, forever constraining their opportunities in life. Retention is an issue of developing human potential (Braxton 2004). “Individuals who do not continue may lead vastly different lives from those they would lead if they had completed their course of study” (Braxton et al. 2004).

10. What do they need to succeed? • Satisfying and rewarding encounters (formal and informal) within the institution (Tinto 1991). • The understanding that the institution is concerned about their welfare and is true to its goals and mission (Braxton, 2014). • interactions with faculty and staff that help to contribute to their intellectual development, behaviors, and academic self-concept (Hoffman 2014). • opportunities to engage with peers (Roberts and Styron 2010).

11. Braxton and Mundy’s “Powerful Institutional Levers” To Reduce Student Departure • A Classification of 47 different recommendations for policies and programs that support persistence based upon three principles of retention • A commitment to student welfare • A commitment to quality education for all students • A commitment to supporting academic and social integration of all students into the campus community

13. But at the heart of each of those levers……………………

14. Why Community College Faculty Can Mean the Difference • It is critical that a student feels cared for and has a sense of connection, even if that connection is just with one key person within the institution. Faculty are in the best position to become that one key person (O’Keefe 2013) • Why is this?

15. It all comes down to mattering and validation! This is the common theme that unites students’ needs. But what does that mean?

16. Mattering Rosenberg (1981) defined mattering as “the perception that, to some degree and in a variety of ways, we are a significant part of the world around us.” Schlossberg (1991) applied this theory to education and argued that this feeling of mattering may be the “single element that makes the difference” in completion of degree. According to Schlossberg (1991) becoming a college student marks a big transition for many, and lots of students are already undergoing other transitions (job loss, divorce, etc.). Transitions create a big risk for the OPPOSITE of mattering (marginalization).

17. Mattering

18. How do we (or can we) let our students know that they matter?

19. What about validation? And why does it matter?

20. Rendon’s (1994) theory states that in and out of class interactions can help validate students and contribute to academic and social integration. Rendon (1994) adds that validation occurs when someone actively reaches out to support students in their academic endeavors and affirms their ability to be SUCCESSFUL AND POWERFUL learners. Commuter students often lack a sense of belonging and don’t feel connected (Jacoby 2000) . Students are transformed by incidents in which someone on campus takes an active interest in them and does something to let them know they are capable of doing academic work (Rendon 1994).

21. Reflect Think about a time you felt you didn’t matter. How did that feeling impact you? What is a time in your life when you really needed validation from others and got it? What difference did that make to you? How do mattering and validation affect YOU in your life?

22. A Qualitative Study of Community College Faculty Identified as “Potential Human Levers of Retention” • Background and Site • Participants • Identification of Participants • Methods

23. Common characteristics of human levers of retention • They understand the nature of community colleges and community college students and allow that knowledge to guide their approach to working with students • They believe in their students’ ability to succeed if given the right tools • They strive to be approachable and available for students • They are relationship builders (WHY?) • They are motivated by their own past struggles and challenges

24. More Common characteristics of human levers of retention • They feel a deep sense of purpose about their work in the community college • They use their own unique talents and interests to better serve their students • They understand the importance of campus and community resources and choose to learn about such resources and actively work to connect students to resources that can help them succeed

25. More Common characteristics of human levers of retention • They know the value of connections with peers and help to facilitate those connections • They put students’ needs first (even when that’s not fun) They are empathetic • They are empathetic • They are committed to professionalism • They are passionate about helping others

26. But Keep in mind……………..

27. So what? • Institutions should understand the vital role that faculty play in student persistence • Faculty members can be selected and developed based on the characteristics, philosophies, knowledge, and behaviors associated with human levers of retention • Consider “Human Levers” during the hiring and orientation process

28. So what? • Encourage behaviors that support retention and remember that faculty members also need to feel that they matter and that their work is validated • Remember that a human lever of retention is not a “one size fits all role.” • Design professional development activities that support the Faculty in becoming human levers of retention A. Learning communities B. Panel discussions C. Workshops and presentations

29. Most Importantly…Just Remember

30. Everybody’s Got to Feel Like Somebody

31. Questions? For more information: Kim.russell@kctcs.edu

32. Criteria for Identification of Human Levers of Retention • In a review and synthesis of literature on the subject of the role of faculty in student success, a number of common characteristics and behaviors are identified. • Promotes and communicates high academic expectations that are clear and consistent (Tinto, 2012; Kinzie, 2005; Shelton, 2003; Pascarella, 2011) • Is open to feedback from students regarding classroom practices (Kinzie, 2005) • Provides timely, frequent, and meaningful feedback to students regarding academic performance (Tinto, 2012; Kinzie, 2005) • Promotes academic and social engagement in the classroom for student (Tinto, 1997; Braxton et al., 2000; Braxton and Mundy, 2011; Braxton et al., 2008) • Appears to view teaching as a vocation or “calling” rather than as a “job” (DuBois, 1993; Corbin, 1998) • Collaborates with colleagues to develop more effective instruction, assessments, policies, and/or interventions (Outcalt, 2000) • Uses data to set goals, monitor progress, and improve practice (Center for Community College Student Engagement, 2010) • Maintains standards while affirming that all students can learn (Center for Community College Student Engagement, 2010) • Builds formal and informal mentoring relationships with students (Fuentes et al., 2013; Komarraju et al., 2010) • Serves as a resource for students (Komarraju et al.m 2010; Braxton and Mundy, 2001; Tinto, 2012) • Engages in ongoing faculty development/professional development related to teaching and student engagement (Center for Community College Student Engagement, 2010; Braxton and Mundy, 2001) • Provides quality academic advising to help students define goals, navigate college policies and procedures, and (if applicable) understand the transfer process (McArthur, 2005; Roberts and Styron, 2010)

33. Criteria for Identification of Human Levers of Retention (Continued) • Demonstrates respect for students (Hoffman, 2014) • Demonstrates compassion and concern for students on and off campus (Hoffman, 2014; Darling, 2015; Braxton, 2004; Braxton et al., 2008; Braxton and Mundy, 2001) • Engages in informal interactions with students outside of the classroom (Komorraju et al., 2010) • Replies to student communications in a timely manner (Hoffman, 2014) • Experiments with engaging pedagogy and shares work with colleagues (Stevenson et al., 2006) • Helps students successfully transition into college (Goldrick-Rab, 2007; Dixon-Rayle and Chung, 2007; Komarraju et al., 2010; Schlossberg, 1989; Braxton and Mundy, 2001) • Helps students to develop strong networks on campus with peers, faculty, and staff (Tinto, 1993; Dixon-Rayle and Chung, 2007; Braxton et al., 2000) • Helps students to feel that they matter to the college (Scholssberg, 1989; Dixon-Rayle and Chung, 2007; Shelly, 2014) • Promotes academic integration of students by promoting active and collaborative learning in the classroom (Tinto, 1997; Braxton and Mundy, 2001; Braxton et al., 2008; Engstrom and Tinto, 2008; Lundberg, 2014; ) • Provides procedural assistance to students who require it (Lundberg, 2014) • Helps student to find their purpose (Roberts and Styron, 2010) • Provides and/or communicates with students opportunities for social engagement on campus (Schlossberg, 1989; Tinto, 1997; Braxton and Mundy, 2001; Braxton, 2004) • Is both approachable and available to students inside and outside of class (Kuh et al., 2005; DuBois, 1993)

34. Criteria for Identification of Human Levers of Retention (Continued) • Creates both valuable and enriching learning experiences for students (Roberts and Styron, 2010; Braxton and Mundy, 2001) • Demonstrates knowledge of campus support programs and encourages students to take advantage of support programs (Braxton and Mundy, 2001; Styron and Roberts, 2010) • Exhibits a strong command and organization of the subject being taught (Pascarella et al., 2011; DuBois, 1993) • Demonstrates enthusiasm about the discipline and the class (DuBois, 1993; Pascarella et al., 2011) • Derives and demonstrates satisfaction from successes of students (Corbin, 1998) • Connects content knowledge and educational experiences with the rest of students’ lives (Richmond, 1986; Braxton and Mundy, 2001; Kuh et al., 2005). • Demonstrates knowledge of common characteristics and barriers that put students at risk for attrition (Kuh et al., 2005; Darling, 2015;) • Assists students with monitoring their academic progress (Darling, 2015) • Helps students develop a sense of belonging on campus (Jacoby, 2000; Braxton and Mundy, 2001; Kuh et al., 2005) • Clearly identifies for students what they need to know and be able to do in order to successfully complete course work (Kinzie, 2005; Pascarella et al., 2011) • Builds on students’ prior knowledge, experiences, abilities, and talents in instruction (Kinzie, 2005; Kuh et al., 2005) • Demonstrates a genuine interest in students and their success (Shelton 2003)