1. Virginia Beach, VA September 30 – October 2, 2007 1 retention 101 Professional Development Workshop The Educational Policy Institute’s Virginia Beach, VA September 30 – October 2, 2007 PART II: The Geometric Framework

2. Virginia Beach, VA September 30 – October 2, 2007 2 Positive Experiences

3. Virginia Beach, VA September 30 – October 2, 2007 3 Negative Experiences

4. Virginia Beach, VA September 30 – October 2, 2007 4 Cognitive Factors Social Factors Institutional Factors The Student Experience

5. Virginia Beach, VA September 30 – October 2, 2007 5 Financial Aid The Student Experience Academic Rigor Quality of Learning Aptitude Content Knowledge Critical-Thinking Ability Technology Ability Study Skills Learning Skills Time Management Academic-Related Extracurricular Activities Financial Issues Educational Legacy Attitude Toward Learning Religious Background Maturity Social Coping Skills Communication Skills Attitude Toward Others Cultural Values Expectations Goal Commitment Family Influence Peer Influence Social Lifestyle Recruitment & Admissions Student Services Academic Services Curriculum & Instruction

6. Virginia Beach, VA September 30 – October 2, 2007 6 + - + - + - + - + - + - + - + - + - + - + - + - + - The Student Experience + - + - + - + - + - + - + - + - + - + - + - + - + -

7. Virginia Beach, VA September 30 – October 2, 2007 7 Cognitive Factors Social Factors Institutional Factors The Student Experience

8. Virginia Beach, VA September 30 – October 2, 2007 8

9. Virginia Beach, VA September 30 – October 2, 2007 9 What is Your Triangle?

10. Virginia Beach, VA September 30 – October 2, 2007 10 Cognitive Factors Social Factors Institutional Factors The Student Experience

11. Virginia Beach, VA September 30 – October 2, 2007 11 Five Components of the Student Retention Framework

12. Virginia Beach, VA September 30 – October 2, 2007 12 Four Stages to Retention Intervention

13. Virginia Beach, VA September 30 – October 2, 2007 13 Stage 1- Pre-Planning The pre-planning stage provides campus leadership with the information necessary to identify challenges and issues that the campus must face. During this initial stage, the institution must: –Analyze the size and scope of retention issue on campus’ –Identify student needs on campus; –Assess the status and effectiveness of current retention strategies and programs on campus; –Identify institutional resources that may be utilized or redirected; –Identify successful retention strategies at other campuses.

14. Virginia Beach, VA September 30 – October 2, 2007 14 Stage 2 - Planning The planning stage is the longest stage of the developmental process, as special care must be taken to involve the entire campus in the creation of the program. This is where the buy-in occurs across campus. The planning stage must carefully assess the research conducted in Stage 1, develop a redefined sense of purpose and goals, and develop an appropriate retention plan that meets those goals. The main activities of Stage 2 include: –The refinement or enhancement of the college mission statement and goals; –The development of organizational strategies; –The identification of key stakeholders on/off campus and their roles within the retention process; –The assessment, presentation, and discussion of pre-planning data; –The development of retention program components and operation strategies; and –Development of implementation plan.

15. Virginia Beach, VA September 30 – October 2, 2007 15 Stage 3 - Implementation The implementation of the retention program should be according to the plan devised in Stage 2. It is critical for the ad­ministration to provide support, both political and financial, during the implementation stage for any unforeseen cir­cumstances and difficulties encountered.

16. Virginia Beach, VA September 30 – October 2, 2007 16 Stage 4 - Program Monitoring The monitoring of the retention program is an essential practice that must be entrenched in the design of the system. Without the careful planning of an assessment strategy, the true value and effect of the program components can never be measured. The monitoring system should provide ongoing data to all campus personnel involved in the operation of the retention effort. The main practices that must be conducted include: –Data collection and analysis of program components and student performance; –Dissemination of data to stakeholders; and –Ensure that conclusions based on program monitoring are incorporated in program revisions.

17. Virginia Beach, VA September 30 – October 2, 2007 17 Defining the Scope of the Problem

18. Virginia Beach, VA September 30 – October 2, 2007 18 retention 101 Professional Development Workshop The Educational Policy Institute’s Virginia Beach, VA September 30 – October 2, 2007 PART II: The Geometric Framework