Presentation on theme: "RETENTION(N): DOING THE SAME THING OVER AND OVER AGAIN AND EXPECTING DIFFERENT RESULTS (INSANITY)"— Presentation transcript:
RETENTION(N): DOING THE SAME THING OVER AND OVER AGAIN AND EXPECTING DIFFERENT RESULTS (INSANITY)
Beginning Postsecondary Survey (BPS) is administered by the National Center for Education Statistics at the U.S. Department of Education. They track a representative sample of students who enter college in a given year and look at whether they graduated graduation rate of 62.7% graduation rate of 63.2% Graduation and Retention Rates have not change significantly over the last 20+ years. THE NATIONAL LEVEL
As we begin working on retention issues at Ozarks, we’ve starting looking at things from a different perspective Why do we do things the way we do? Are the “best practices” working? Retention rates don’t tell us that they are… ………Can we find a different way? MILLENIALS
First year seminars and experiences Common intellectual experiences Learning communities Writing-intensive courses Collaborative Assignments and projects Diversity/Global learning Service learning, community-based learning Internships Capstone courses and projects BEST PRACTICES IN STUDENT ENGAGEMENT KUH*
They increase the odds that students will: Invest time and effort Interact with faculty and peers about substantive matters Experience diversity Get more frequent feedback Reflect & integrate learning Discover relevance of learning through real-world applications We have great NSSE engagement scores…. But retention is still an issue DOES IT WORK?
Criteria First Generation College Students High School GPA SAT/ACT Scores Socio-economic Status Solutions Study Skills Remedial Courses Time Management Early Intervention TRADITIONAL AT RISK STUDENTS Is it working???
EITHER we aren’t administering these practices correctly OR we aren’t looking at the right thing … or both EITHER/OR
“People’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events” (Bandura 1994) High academic self-efficacy has traditionally been the focus of self-efficacy research SELF-EFFICACY
Self-Efficacy Involvement Its Effect on Persistence OUR RESEARCH QUESTION
We propose that self-efficacy as it pertains to student involvement can be a predictor to academic success This way, we can focus on students with low self- efficacy through programs and services encourage and improve involvement self-efficacy! INSTEAD OF TRADITIONAL AT RISK MARKERS…
45 students participated Freshmen who received 1 of 4 institutional scholarships were chosen Assessment tool was self made* Administered survey at the end of September Measured involvement through the end of October Retrieved mid-term grades at end of October PROCEDURES
Traditional academic self-efficacy scale Added questions of our own 25 items 23 were broken into 2 sub-scores Academic Involvement/Transitional Issues THE INSTRUMENT
Flagged Students as “At Risk” Some were flagged using traditional methods High school GPA, ACT/SAT score, first generation status, low income Some were flagged according to their involvement Waited for mid-term grades to be released Compared different “At Risk” methods to see which is most accurate Analyzed data to see if self-efficacy scores could predict mid- term grades METHODS
RISK PROXY Traditional At Risk Students: 0 risk factors- 14 1 risk factor- 11 2 risk factors- 13 3 risk factors- 6 4 risk factors Not at risk 31 at risk students Criteria Minority Status ACT > 20 Pell Grant Recipient 1 st Generation Status
INVOLVED/NOT-INVOLVED STUDENTS AND THEIR MID-TERM GPA’S
Bandura (1994) proposes that people’s beliefs about their own self-efficacy come from 4 sources: Mastery Experiences - Accomplishment Vicarious Experiences – Modeling Social Persuasion – Encouragement/Motivation Emotional & Stress Reactions – Coping & Managing Anxiety SOURCES OF SELF-EFFICACY Study Skills Motivation Time management Bobble head reaction Bounces right off Teach the same concepts- USE A DIFFERENT APPROACH!
Expand freshmen opportunities to take on leadership positions. Take advantage of and target “feeder” organizations such as Hall Government and Activities Boards Offer leadership positions/officer positions for freshmen, specifically Use residence hall experiences as mastery experiences Develop a program in the residence halls in which RAs teach and allow residents to lead hall programming Allow residents to be “in charge” of varying tasks in the halls (laundry/kitchen/lobby maintenance or cleanliness) Be creative and invent tasks! MASTERY EXPERIENCES Any other ideas??
Leadership Development If you have any kind of leadership development programs, have your leaders invite freshmen prospects This helps them see what it is like (and privileges of) being involved VICARIOUS EXPERIENCES Any other ideas??
This can be very effective, freshmen don’t know better! Mentoring Programs Give freshmen the opportunity to look up to someone Give freshmen access to those students that you would WANT them to look up to SOCIAL PERSUASION Any other ideas??
Being shown reality They aren’t the only one’s who have been where they are right now Coaching from those who understand/they can relate to MODIFICATION OF STRESS REACTIONS Any other ideas??
Look closer at the data, see what it is telling us Make meaning Possibility of re-administering the survey Do scores change? What are you doing with self-efficacy? Resilience session today NEXT STEPS
Kuh, George D. “What Matters to Student Success.”4 th Annual Student Success Symposium Bandura, A. “Self-efficacy.” In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp ). New York: Academic Press DiRamio, D., & Payne, R. (2007). Assessing the relationship between campus programs, student self-efficacy, stress, and substance abuse. College Student Journal, Retrieved from REFERENCES