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The Secret to Student Success: Eective Practices to Boost Student Retention and Graduation Rates By Terianne Sousa
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Page 1: The_Secret_to_Student_Success_Opti.pdf

The Secret to StudentSuccess:E!ective Practices to Boost Student Retention and Graduation Rates

By Terianne Sousa

Page 2: The_Secret_to_Student_Success_Opti.pdf

Copyright © 2015 by Terianne SousaEdited by Karen Yoshino

Published by Blackboard650 Massachusetts AvenueNorthwest Washington DC, 20001

All rights reserved. Except as permitted under U.S. Copyright Act of 1976, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.

Visit our website at blackboard.com

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CHAPTER X

Title Goes Here

3

Table of Contents

!" Introduction

!# CHAPTER $:

Insight

%& CHAPTER %:

Strategy

%# CHAPTER &:

Student Engagement

&' Conclusion Summarizing the Secret to Student Success

&# About the Author

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4

Student retention theories have been discussed and studied since the 1900s, but the proposal of Vincent Tinto’s model of student integration in 1975 sparked the modern conversation on student retention theory. “Tinto’s seminal theory created a base from which thousands of studies have proliferated in the ensuing years making undergraduate retention one of the most widely studied areas of higher education today.”1

Although higher education has acknowledged these theories of sociological, organizational, psychological, cultural and economic attributes of students, they have remained largely within the realm of scholarship and research that have not substantively led to shifts in institutional practice.

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Introduction

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1 Demetriou, C. & Schmitz-Sciborski, A. (2011). Integration, motivation, strengths and optimism: Retention theories past, present and future. In R. Hayes (Ed.), Proceedings of the 7th National Symposium on Student Retention, 2011, Charleston. (pp. 300-312). Norman, OK: The University of Oklahoma.

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5

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Introduction

2 http://www.ncsl.org/research/education/performance-funding.aspx

3 https://www.insidehighered.com/news/2014/12/19/education-department-releases-draft-framework-its-college-ratings-plan

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Title Goes Here

7

Retention Programming Costs— A No BrainerWhile these challenges and changes are part of the reality of higher education, addressing them doesn’t have to mean breaking the budget. In fact, institutions that implement a strategy to improve retention numbers actually save money in the long run by retaining VWXGHQWV�ZLWK�WKH�ULJKW�HRUWV�LQ�SODFH��7R�ȴQG�RXW�MXVW�KRZ�PXFK�money, we used a sample institution of 15,000 students and FDOFXODWHG�WKH�GLHUHQFH�D�UHWHQWLRQ�LPSURYHPHQW�RI�MXVW����FRXOG�make. The answer? 1.4 million dollars. The money saved from retaining students can then help pay for better student success programming, which allows the investment to come full circle.

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Introduction

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CHAPTER X

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When used e(ectively and holistically, these elements will improve retention and graduation rates and allow for student success.

Introduction

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Insight

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CHAPTER 1

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Overall

2 Year Community College

4 Year Private Institution

4 Year Public Institution

0% 2010 30 40 50 60 70 80 90 100%

Figure 1.1: Data Analysis Improves Student Retention

Do you think that the use of data analysis would help improve student retention? Yes No

$V�\RX�FDQ�VHH�LQ�WKH�JUDSK�RQ�SDJH����>)LJXUH����@��EXGJHWDU\�FRQFHUQV�DQG�WKH�QHFHVVDU\�LQIUDVWUXFWXUH�WRS�WKH�OLVW�RI�UHDVRQV�ZK\�SXEOLF�DQG�SULYDWH�IRXU�\HDU�LQVWLWXWLRQV�UHSRUWHG�QRW�XVLQJ�GDWD��+RZHYHU��LQ�WKH�FDVH�RI�FRPPXQLW\�FROOHJHV������RI�UHVSRQGHQWV�UHSRUWHG�KDYLQJ�GDWD��EXW�QRW�EHLQJ�VXUH�KRZ�WR�XVH�LW��

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4 Year public institution 4 Year private institution

2 Year community college Overall

Figure 1.2: Reasons for Not Using Data Analysis

We have budget concerns

We need infrastructure to support data collection

We have data but are not sure how to use it

We are not sure what data to collect

Other

200% 40 60 80 100% 200% 40 60 80 100%

200% 40 60 80 100%200% 40 60 80 100%

ΖQ�%ODFNERDUGȇV�SUHYLRXVO\�SXEOLVKHG Trends in Boosting

Student Retention report,5�RQO\�D�TXDUWHU�RI�WKH�VXUYH\HG�JURXS�RI�DGPLQLVWUDWRUV��VSHFLDOL]LQJ�LQ�HQUROOPHQW��DFDGHPLF�DDLUV��VWXGHQW�VHUYLFHV�DQG�UHWHQWLRQ��FRQVLGHUHG�UHWHQWLRQ�GDWD�WR�EH�ȊUHDGLO\�DFFHVVLEOH�ȋ >6HH�)LJXUH����@�

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FRQVLGHUHG�UHWHQWLRQ�

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DFFHVVLEOH�ȋ�

5 http://bbbb.blackboard.com/studentretentionpulsereport

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Figure 1.3: How Easy is it For You to Access the Data/Analytics That Might Help You Improve Student Retention

76% report that data and analytics relevant to student retention are not readily accessible

4 Rating, 28%

3 Rating, 40%

1 Nearly impossible 1%

2 Rating, 7%

Other Rating 76%

5 Readily Accessible 24%

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Figure 1.4: What Factors Are Decreasing the Usability of Your Institutions Data?

Dispersed or hard to access data is the top imediment to its usability, followed by lack of resources to perform analysis.

The data exists inmany new places & silos

Resources todo analysis

Can’t easily access the data/get reports

52% 48% 36%

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Use Data to Understand Who Your Students Are From the Start

The Decision to Apply :KDW�LI�DGPLQLVWUDWRUV�NQHZ�H[DFWO\�KRZ�DQG�ZK\�VWXGHQWV�ZHUH�FKRRVLQJ�WKHLU�LQVWLWXWLRQ"�

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I researched various schools that had the right program for

the career I wanted

My friends/family told me about the school

The school sent me interesting information

My high school and/or counsel-or told me about the school

I heard about it through media advertisements (e.g. TV,Online,

etc.)

Member(s) of my family previously attended the school

My current school has a successful sports program

Figure 1.5: Factors that In!uence Decision to Apply – Overall Students

21(lowest)

3 4 5 6 7 8 9 10(highest)

Which of the following most in!uenced your decision to apply to your current school? Please rank in order of in!uence.

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My friends/family told me about the school

I researched various schools that had the right program for

the career I wanted

My high school and/or counsel or told me about the school

The school sent me interesting information

I heard about it through media advertisements (e.g. TV,Online,

etc.)

Member(s) of my family previously attended the school

My current school has a successful sports program

Figure 1.6: Factors that In!uence Decision to Apply – 2Yr Community College

21(lowest)

3 4 5 6 7 8 9 10(highest)

Which of the following most in!uenced your decision to apply to your current school? Please rank in order of in!uence.

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7KH�SURFHVV�IRU�KRZ�VWXGHQWV�VHOHFW�WKH�VFKRRO�WKH\�ZLOO�DWWHQG�LV�XVXDOO\�FRQVLGHUHG�IURP�D�PDUNHWLQJ�RU�DGPLVVLRQV�VWDQGSRLQW��+RZHYHU��WDNLQJ�LQWR�DFFRXQW�D�VWXGHQWȇV�VHOHFWLRQ�IURP�D�UHWHQWLRQ�SHUVSHFWLYH�PD\�EH�D�PRUH�EHQHȴFLDO�DSSURDFK�VLQFH�RXU�VXUYH\�VKRZHG�WKDW�D�ODUJH�SURSRUWLRQ�RI�VWXGHQWV�NQRZ�WKH\�ZLOO�WUDQVIHU�EHIRUH�WKH\�HYHQ�VWDUW��

8QGHUVWDQGLQJ�GHWDLOV�DERXW�LQFRPLQJ�VWXGHQW�SRSXODWLRQV�DOORZV�IRU�D�IRFXV�RQ�VWXGHQW�UHWHQWLRQ�DQG�JUDGXDWLRQ�IURP�WKH�EHJLQQLQJ��:KDW�FRXOG�DQ�LQVWLWXWLRQ�GR�ZLWK�GHWDLOHG�LQIRUPDWLRQ�DERXW�WKHLU�LQFRPLQJ�FODVV"�ΖQIRUPDWLRQ��VXFK�DV�D�ODUJH�PDMRULW\�RI�LQFRPLQJ�VWXGHQWV�FDPH�IURP�KLJK�VFKRROV�ZLWK�D�VWURQJ�67(0�SURJUDP��2U�D�ZHDN�67(0�SURJUDP"�:KDW�LI�WKH�LQVWLWXWLRQ�NQHZ�WKDW�DQ�DEQRUPDO�QXPEHU�RI�VWXGHQWV�ZRXOG�FRPPXWH�WR�FDPSXV"�:KDW�LI�DQ�LQVWLWXWLRQ�NQHZ�

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7KH�JRDO�LV�DOZD\V�WR�SURYLGH�D�SRVLWLYH�H[SHULHQFH�DW�DQ�LQVWLWXWLRQ�DQG�JHW�WKH�VWXGHQWV�WKURXJK�WR�JUDGXDWLRQ��EXW�WKHUH�DOVR�PXVW�EH�DQ�LQWHQWLRQDO�IRFXV�RQ�WKH�VWXGHQWV�ZKR�ZLOO�JDLQ�WKH�PRVW�IURP�WKHVH�HRUWV��:LWK�ȊLQWHQGHG�WR�WUDQVIHU�IURP�WKH�VWDUWȋ�DV�RQH�RI�WKH�PRVW�FRPPRQ�UHDVRQV�VWXGHQWV�WUDQVIHU�>6HH�)LJXUH����@��DQ�LQVWLWXWLRQ�ZRXOG�EHQHȴW�IURP�WDUJHWHG�SURJUDPV�WR�UHWDLQ�WKHVH�VWXGHQWV�ZKR�QHYHU�LQWHQGHG�WR�VWD\�LQ�WKH�ȴUVW�SODFH��EXW�QHYHUWKHOHVV�DUH�JRRG�VWXGHQWV�ZKR�GR�ZHOO�DQG�DUH�ORZ�ULVN�

Degree program not available

Intended transfer from start

Campus culture didn’t !t

Financial reasons

Class availability

School was too small

Di"culty enrolling in the classes I needed

Academically challenging

Di"culty getting !nancial aid

School was too big

Bad grades

Not enough student diversity

Work

Uncaring professors and sta#

Lack of free wi-!

Other

Figure 1.7: Student-Given Reasons for Transferring From Previous School

200 40 60 80 100

Please select the top 3 reasons why you transferred from your previous school.

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The Decision to Transfer:KDW�LI�LQVWLWXWLRQV�FRXOG�NQRZ�H[DFWO\�ZK\�VWXGHQWV�OHDYH�WKHLU�LQVWLWXWLRQ"�

7KH\�PD\�NQRZ�when WKHLU�VWXGHQWV�WUDQVIHU��EXW�GR�WKH\�DOZD\V�NQRZ�why?�ΖQ�RUGHU�WR�DGHTXDWHO\�DGGUHVV�WKH�SUREOHP�RI�VWXGHQW�UHWHQWLRQ��LQVWLWXWLRQV�QHHG�WR�KDYH�D�FOHDU�XQGHUVWDQGLQJ�RI�WKH�URRW�FDXVHV�RI�VWXGHQW�WUDQVIHU��7KH�UHVHDUFK�LQGLFDWHG�WKDW�WKH�UHDO�UHDVRQV�VWXGHQWV�DUH�WUDQVIHUULQJ�PLJKW�QRW�EH�WKH�VDPH�DV�WKH�UHDVRQV�ZK\�DGPLQLVWUDWRUV�WKLQN�WKH\�DUH�WUDQVIHUULQJ��

ΖQWHUHVWLQJO\��WKH�WDEOH�EHORZ�>7DEOH����@�VKRZV�WKDW�WKH�UHDVRQV�WKH�VWXGHQWV�LQ�WKLV�SDUWLFXODU�VXUYH\�FLWHG�IRU�WUDQVIHUULQJ�UHPDLQHG�FRQVLVWHQW�DFURVV�WKH�ERDUG��ZLWK�ȊLQWHQGHG�WR�WUDQVIHU�IURP�WKH�VWDUWȋ�DQG�ȊGHJUHH�SURJUDP�QRW�DYDLODEOHȋ�VKRZLQJ�XS�DPRQJ�WKH�WRS�UHDVRQV�IRU�DOO�WKUHH�W\SHV�RI�LQVWLWXWLRQV��+RZHYHU��WKHUH�ZDV�VRPH�VOLJKW�YDULDELOLW\��6WXGHQWV�IURP�IRXU�\HDU�SULYDWH�LQVWLWXWLRQV�QDPHG�ȊFDPSXV�FXOWXUH�GLG�QRW�ȴWȋ�DV�WKHLU�WRS�UHDVRQ�IRU�WUDQVIHUULQJ�DQG��ZKLOH�ȊFODVV�DYDLODELOLW\ȋ�UDQNHG�WKLUG�RYHUDOO��LW�ZDVQȇW�OLVWHG�DV�RQH�RI�WKH�WRS�WKUHH�IRU�WKH�UHVXOWV�E\�IRXU�\HDU�SXEOLF�RU� SULYDWH�VWXGHQWV��

Table 1.1: Student-Given Reasons for Why Students Leave an Institution

Intended to transferfrom start

Degree program not available

Class availability

Overall

Bad grades

Lack of free wi-!

Not enough student diversity

Intended to transferfrom start

Degree program not available

School wastoo small

4 Year Public Institution

Lack of free wi-!

Work

Bad grades

Campus culturedid not !t

Degree program not available

Intended to transferfrom start

4 Year Private Institution

Lack of free wi-!

Uncaring professors and sta"

Di#culty enrolling in the classes I need

Intended to transferfrom start

Degree program not available

Class availability

Lack of free wi-!

School was too small

Not enough student diversity

2 Year Community College

Most common reasons

Least common reasons

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Financial reasons

Personal reasons

Academic performance

Academic preparedness

Intended transfer from start

Class availability

Lack of institutional resources

Lack of available technology

Uncaring professors and sta!

Figure 1.8: Adminstration-Given Reasons for Why Students Leave an Institution

21(lowest)

3 4 5 6 7 8 9 10(highest)

Which of the following are the top reasons students leave your institution? Please rank from most common to least common.

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Data-driven Retention Programming 6XUYH\�UHVSRQGHQWV�ZHUH�DVNHG�WR�VKDUH�ZKLFK�VWXGHQW�UHWHQWLRQ�SURJUDPV�RU�VWUDWHJLHV�DUH�FXUUHQWO\�RHUHG�DW�WKHLU�LQVWLWXWLRQV��ZKLFK�RQHV�DUH�FRQVLGHUHG�PRVW�HHFWLYH�DQG�ZKHWKHU�RU�QRW�GDWD�LV�XVHG�WR�VKRZ�WKH�HHFWLYHQHVV�RI�WKH�VXFFHVV�SURJUDPPLQJ�� >6HH�7DEOH����@

6XUYH\�UHVXOWV�VKRZHG�VHYHUDO�LQFRQVLVWHQFLHV�DERXW�ZKDW�VWXGHQW�VXFFHVV�SURJUDPPLQJ�ZDV�PRVW�HHFWLYH�RQ�FDPSXVHV�WKDW�IRUFHG�WKH�TXHVWLRQV��$UH�LQVWLWXWLRQV�XVLQJ�WKHLU�GDWD�WR�LQIRUP�WKHLU�GHFLVLRQV"�2U�DUH�WKH�VWUDWHJLHV�RQ�FDPSXV�EDVHG�RQ�RSLQLRQ�DQG�WUDGLWLRQ�Ȃ�HHFWLYHO\�WDNLQJ�D�WULDO�DQG�HUURU�DSSURDFK�WR�VXFFHVV�SURJUDPPLQJ"�7KH�DQVZHUV�ZHUH�PL[HG��:KLOH�VRPH�LQVWLWXWLRQV�DQVZHUHG�WKDW�GDWD�ZDV�XVHG�WR�LQIRUP� WKH�HHFWLYHQHVV�RI�WKH�VXFFHVV�SURJUDPPLQJ��RWKHUV� GLG�QRW��

)RU�LQVWDQFH��ZKHQ�DVNHG�WR�LGHQWLI\�WKH�PRVW�HHFWLYH�UHWHQWLRQ�VWUDWHJLHV��DGPLQLVWUDWRUV�DFURVV�DOO�WKUHH�LQVWLWXWLRQ�W\SHV�OLVWHG�FDPSXV�IXQGHG�WXWRULQJ�DQG�VXSSOHPHQWDO�LQVWUXFWLRQ�DV�PRVW�HHFWLYH��7KHUH�DOVR�DSSHDUHG�WR�EH�D�JHQHUDO�FRQVHQVXV�DERXW�WKH�OHDVW�HHFWLYH�SURJUDPV�ȃZLWK�ZRUN�VWXG\�RSSRUWXQLWLHV�DQG�FDUHHU�DGYLVLQJ�DSSHDULQJ�IUHTXHQWO\��

Table 1.2: Most and Least E!ective Programs by Institution Type

Supplemental instruction

Programs speci!cally designed for

!rst-year students

Campus funded tutoring

4 Year Public Institution

Orientation programs

Work-study opportunities

Learning communities

Peer tutoring

Programs speci!cally designed for

!rst-year students

Campus funded tutoring

4 Year Private Institution

Work-study opportunities

Career advising

Graduation advising

Campus funded tutoring

Peer tutoring

Orientation programs

Career advising

Work-study opportunities

Honors programs for academically

advanced students

2 Year Community College

Most e!ectiveprograms

Least e!ectiveprograms

Orientation programs

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+RZHYHU��ZRUN�VWXG\�DQG�FDUHHU�DGYLVLQJ�ZHUH�WZR�RI�WKH�WKUHH�PRVW�FRPPRQO\�OLVWHG�UHWHQWLRQ�SURJUDPV�FXUUHQWO\�RHUHG�RYHUDOO��ΖQ�IDFW��IRU�DOO�WKUHH�W\SHV�RI�LQVWLWXWLRQV��DW�OHDVW�RQH�RI�WKHLU�PRVW�FRPPRQ�UHWHQWLRQ�WDFWLFV�FXUUHQWO\�RHUHG�RHUHG�ZDV�DOVR�RQ�WKH�OHDVW�HHFWLYH�OLVW�

Table 1.3: Most and Least Commonly O!ered Programs by Institution Type

Career advising

Extracurricular activities

Orientation programs

4 Year Public Institution

Development education

Graduation advising

Mandatory !rst yearprofessional advising

Orientation programs

Career advising

Work-study opportunities

4 Year Private Institution

Development education

Mandatory !rst yearprofessional advising

Summer bridge programs

Development education

Work-study opportunities

Orientation programs

Summer bridgeprograms

Peer mentoring

Learning communities

2 Year Community College

Most commonprograms

Least commonprograms

Orientation programs

0RUHRYHU��OHVV�WKDQ�����RI�WKH�VDPH�SURJUDPV�WKDW�ZHUH�UDWHG�HHFWLYH�KDG�XVHG�GDWD�WR�GHWHUPLQH�WKH�HHFWLYHQHVV�RI�WKRVH�SURJUDPV��8OWLPDWHO\��WUDGLWLRQDO�SURJUDPPLQJ�LV�LQ�SODFH�DW�WKH�VXUYH\HG�LQVWLWXWLRQV��GHVSLWH�ZKDW�WKH�GDWD�WHOOV�WKH�LQVWLWXWLRQ�DERXW�WKH�HHFWLYHQHVV�RI�WKRVH�SURJUDPV��ΖQVWLWXWLRQV�QHHG�WR�QRW�RQO\�FROOHFW�GDWD��EXW�DOVR�LQWHUSUHW�WKDW�GDWD�WR�LQIRUP�ZKHUH�UHVRXUFHV�QHHG�WR�EH�DOORFDWHG��

2QH�H[FHSWLRQ�LV�KLJKOLJKWHG�LQ�JUHHQ�DERYH�>6HH�7DEOH�����DERYH�DQG�7DEOH�����SDJH��@��FRPPXQLW\�FROOHJHV�LGHQWLȴHG�RULHQWDWLRQ�SURJUDPV�DV�RQH�RI�WKHLU�PRVW�HHFWLYH�DQG�PRVW�FRPPRQ�UHWHQWLRQ�VWUDWHJLHV��7KLV�H[FHSWLRQ�PD\�EH�GXH�WR�D�EHWWHU�XVH�RI�GDWD�WR�XQGHUVWDQG�VWXGHQW�QHHGV��

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Table 1.4: Programs that Use Data to Measure Success

Orientation programs

Programs speci!callydesigned for 1st

year students

Summer bridgeprograms

4 Year Public Institution

Development education

Graduation advising

Peer mentoring

Orientation programs

Programs speci!callydesigned for 1st

year students

Peer mentoring

4 Year Private Institution

Development education

Graduation advising

Supplementalinstruction

Development education

Orientation programs

Campus fundedtutoring

2 Year Community College

Peer mentoring

Learning communities

Graduation advising

Programs that use

data the most

Programs that use

data the least

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Putting It into Practice: How Lewis and Clark Community College Created Full At-Risk Pro)les

The student success team at Lewis and Clark Community College (LCCC) XVHG�%ODFNERDUG�$QDO\WLFV�WR�ȴQG�ZKLFK�IDFWRUV�PDGH�VWXGHQWV�PRUH�vulnerable to attrition. Their research revealed just how inaccurate assumptions can be in the absence of data. For instance, without data WR�FRQȴUP�LW��FRQYHQWLRQDO�WKLQNLQJ�PLJKW�OHDG�WKH�/&&&�DGPLQLVWUDWLRQ�to identify developmental students as high-risk. Luckily, their research revealed there was more to the story – developmental status alone did not correlate with a higher rate of attrition.

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Strategy

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CHAPTER 2

6 Noel, Levitz and Saluri, 1985; Rosenberg and Czepiel, 1983; Tinto, 1975

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Who Spends the Most? 3ULYDWH�FROOHJHV�VSHQW�WKH�PRVW�WR�EULQJ�LQ�QHZ�XQGHUJUDGXDWHV�LQ������������VSHQGLQJ��������SHU�QHZ�VWXGHQW�DW�WKH�PHGLDQ��LQ�FRPSDULVRQ�ZLWK������SHU�QHZ�VWXGHQW�DQG������SHU�QHZ�VWXGHQW�RQ�DYHUDJH�DW�IRXU�\HDU�DQG�WZR�\HDU�SXEOLF�LQVWLWXWLRQV��UHVSHFWLYHO\�8

https://www.noellevitz.com/papers-research-higher-education/2013/2013-cost-of-recruiting-an-undergraduate-student-report

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4 Year public institution 4 Year private institution

2 Year community college

Figure 2.1: Full-Time Employee Exclusively Devoted to Oversee Student Retention

Yes No

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200% 40 60 80 100%

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Getting the Faculty Involved: How Paul Smith’s College Changed the Language to Change the Mindset :KHQ�'U��/RUDO\Q�7D\ORU�ZDV�DVNHG�WR�EHFRPH�WKH�UHJLVWUDU�DW�3DXO�6PLWKȇV�&ROOHJH��VKH�ZDVQȇW�TXLWH�VXUH�ZKDW�VKH�ZDV�JHWWLQJ�KHUVHOI�LQWR��3DUW�RI�KHU�QHZ�UHVSRQVLELOLWLHV�ZDV�WR�VHUYH�RQ�D�FROOHJH�ZLGH�UHWHQWLRQ�FRPPLWWHH�ZLWK�WKH�JRDO�RI�LPSURYLQJ�WKHLU�ORZ�UHWHQWLRQ�UDWH�RI������'HVSLWH�HPSOR\LQJ�QXPHURXV�FRPPLWWHHV�DQG�HYHQ�KLULQJ�D�GLUHFWRU�RI�UHWHQWLRQ��WKH�QXPEHUV�ZRXOGQȇW�EXGJH��

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• 8QPHW�ȴQDQFLDO�UHTXLUHPHQWV

• Enrollment status as part-time

• Late application to the University

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• Remedial math or English needed

• (QUROOHG�LQ������FUHGLWV�LQ�ȴUVW� semester (part time)

• Withdrew from any courses GXULQJ�WKHLU�ȴUVW�VHPHVWHU

Figure 2.2. Risk Dimensions at Boise State University

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CHAPTER 3

10 http://nsse.iub.edu/NSSE_2014_Results/pdf/NSSE_2014_Annual_Results.pdf

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Means of Communication7KH�ULJKW�DPRXQW�RI�FRPPXQLFDWLRQ�LV�LPSRUWDQW��EXW�GHWHUPLQLQJ�WKDW�ULJKW�DPRXQW�FDQ�EH�WULFN\��7KH�EHVW�DSSURDFK�WR�PDNLQJ�WKLV�GHWHUPLQDWLRQ�LV�WR�WUDFN�FRPPXQLFDWLRQ�ZLWK�GDWD��)RU�LQVWDQFH��VWXGHQWV�PXVW�SURYLGH�WKHLU�FRQVHQW�LQ�RUGHU�WR�EH�FRQWDFWHG�YLD�WH[W�PHVVDJH�RU�SXVK�QRWLȴFDWLRQ��WKHUHIRUH��E\�WUDFNLQJ�WKH�SHUPLVVLRQV�JUDQWHG�DQG�VWXGHQW�UHVSRQVHV�WR�WKHVH�QRWLȴFDWLRQV��DQ�LQVWLWXWLRQ�FDQ�GHWHUPLQH�ZKDW�W\SH�RI�FRPPXQLFDWLRQ�VWXGHQWV�DUH�PRVW�UHVSRQVLYH�WR�DQG�ZKDW�WKH\�WHQG�WR�DYRLG��+DYLQJ�WKLV�W\SH�RI�GDWD�DOORZV�IRU�DQ�LQVWLWXWLRQ�WR�FUHDWH�DQ�LQIRUPHG�FRPPXQLFDWLRQ�SODQ�WKDW�SURYLGHV�VWXGHQWV�ZLWK�LQIRUPDWLRQ�WKH\�QHHG�LQ�D�ZD\�WKDW�VWXGHQWV�SUHIHU�ZKLOH�LQFUHDVLQJ�WKH�VWXGHQWVȇ�SRVLWLYH�H[SHULHQFH��.QRZLQJ�WKHVH�QXPEHUV�FDQ�JLYH�D�VHQVH�RI�WKH�VWXGHQW�SRSXODWLRQȇV�FRPPXQLFDWLRQ�SUHIHUHQFHV��(HFWLYH�VWXGHQW�VXFFHVV�SURJUDPPLQJ�DQG�VWUDWHJLHV�ZLOO�LQFOXGH�D�FRPPXQLFDWLRQ�SODQ�WKDW�ZRUNV�DW�HDFK�LQGLYLGXDO�FDPSXV�RU�LQVWLWXWLRQ��

:KHQ�DGPLQLVWUDWRUV�ZHUH�DVNHG�WR�LGHQWLI\�WKH�PHWKRGV�RI�FRPPXQLFDWLRQ�WKDW�EHVW�GHVFULEHG�KRZ�WKHLU�VFKRRO�FRPPXQLFDWHV�ZLWK�VWXGHQWV�DQG�WR�VHOHFW�DOO�RSWLRQV�WKDW�DSSOLHG��WKH�H[SHFWDWLRQ�ZDV�WKDW�HPDLO�ZRXOG�UDQN�KLJK�>6HH�)LJXUH����@��$QG�LW�GLG�Ȃ�RYHUDOO������RI�UHVSRQGHQWV�LGHQWLȴHG�HPDLO�DV�D�WRS�PHWKRG�RI�FRPPXQLFDWLRQ��+RZHYHU��ZKLOH�WKLV�QXPEHU�LV�KLJK�Ȃ�DQG�HYHQ�KLJKHU�IRU�FRPPXQLW\�FROOHJHV�DQG�SULYDWH�LQVWLWXWLRQV�DW����ȃLW�ZDVQȇW�DOO�LQFOXVLYH��

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4 Year public institution 4 Year private institution

2 Year community college Overall

Figure 3.1: Means of Communication

Email Phone Text message/SMS Mobile app/push noti!cation

Other

200% 40 60 80 100%200% 40 60 80 100%

200% 40 60 80 100%200% 40 60 80 100%

3KRQHV�VWLOO�VHHP�WR�VHUYH�D�FRQVLVWHQW�UROH�LQ�FRPPXQLFDWLRQ�ZLWK�VWXGHQWV�DQG�WH[W�PHVVDJLQJ�ZDVQȇW�DV�VXEVWDQWLDOO\�UHSRUWHG�DV�H[SHFWHG��ΖQ�IDFW��ȊRWKHUȋ�HYHQ�UDQNHG�ZHOO�DKHDG�RI�WH[W�PHVVDJLQJ�DW�IRXU�\HDU�SULYDWH�LQVWLWXWLRQV��

6LQFH�GDWD�DOORZV�LQVWLWXWLRQV�WR�NQRZ�WKHLU�VWXGHQWV�DQG�WKHLU�ULVN�OHYHOV��GHWHUPLQLQJ�WKH�PRVW�HHFWLYH�FRPPXQLFDWLRQ�SODQ�IRU�WKHLU�XQLTXH�SRSXODWLRQ�DQG�FDPSXV�LV�WKH�QH[W�VWHS�LQ�DGGUHVVLQJ�WKRVH�ULVNV��/XFNLO\��WHFKQRORJ\�RHUV�QXPHURXV�DFFHVVLEOH�RSWLRQV�IRU�FRPPXQLFDWLRQV��)RU�LQVWDQFH��WKURXJK�UHVHDUFK�FRQGXFWHG�HDUOLHU�WKLV�\HDU�DQG�FRPSLOHG�LQ�%ODFNERDUGȇV�Trends in Online Research report�11 %ODFNERDUG�OHDUQHG�WKDW�VFKRROV�DUH�XVLQJ�D�YDULHW\�RI�WHFKQRORJLFDO�WRROV�WR�FRQQHFW�ZLWK�VWXGHQWV�DQG�IRVWHU�D�VHQVH�RI�FRPPXQLW\�RQ�FDPSXV��7KH�WRS�UHVSRQVH��DW������ZDV�HOHFWURQLF�QHZVOHWWHUV��ZLWK�WDUJHWHG�)DFHERRN�SDJHV�FRPLQJ�LQ�QH[W�DW������2WKHU�SRSXODU�RSWLRQV�ZHUH�ZHEFDVWV��OLYH�RQOLQH�4$�VHVVLRQV��DQG�PL[HG�PHGLD�IRUXPV��VXFK�DV�*RRJOH�+DQJRXWV��

11 See Footnote 5 on Page 11

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4 Year public institution 4 Year private institution

2 Year community college Overall

Figure 3.2: Frequency of Communication About Social Events

Daily

2-3 times a week

Once a week

2-3 times a month

Once a month

Less frequently than once a month

Never

200% 40 60 80 100%

200% 40 60 80 100%

200% 40 60 80 100%

200% 40 60 80 100%

Frequency of Communication 2YHU�����RI�VFKRROV�DW�DOO�WKUHH�W\SHV�RI�LQVWLWXWLRQV�UHSRUWHG�communicating with students daily about upcoming social events [See )LJXUH����@��ZKLOH�D�VLJQLȴFDQWO\�VPDOOHU�SRUWLRQȃMXVW����RYHUDOOȃcommunicate daily with at-risk students to provide support and guidance [See Figure 3.3]. For both two-year community colleges and four-year private institutions, RQFH�D�ZHHN�ZDV�WKH�PRVW�SRSXODU�DQVZHU��FRPLQJ�LQ�DW�����DQG������respectively. However, at four-year public institutions, that number was HYHQ�ORZHUȃRQO\����ȃZLWK�WKH�PRVW�FRPPRQ�UHVSRQVH�EHLQJ�ȊOHVV�frequently than once a month.”

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33

4 Year public institution 4 Year private institution

2 Year community college Overall

Figure 3.3: Frequency of Communication with At-Risk Students

Daily

2-3 times a week

Once a week

2-3 times a month

Once a month

Less frequently than once a month

Only when student asks for help Never

Never

200% 40 60 80 100% 200% 40 60 80 100%

200% 40 60 80 100% 200% 40 60 80 100%

6RFLDO�HQJDJHPHQW�LV�LPSRUWDQW�WR�SURYLGLQJ�VWXGHQWV�ZLWK�D�SRVLWLYH�H[SHULHQFH��&RPPXQLFDWLQJ�ZLWK�VWXGHQWV�DERXW�XSFRPLQJ�VRFLDO�HYHQWV�LV�PRVW�OLNHO\�KLJKHU�WKDQ�RWKHU�FRPPXQLFDWLRQ�DW�WKH�VXUYH\HG�LQVWLWXWLRQV�GXH�WR�WKH�HDVH�RI�VHQGLQJ�D�JHQHUDOL]HG�PDVV�QRWLȴFDWLRQ�DERXW�VRPHWKLQJ�WKDW�FRXOG�SHUWDLQ�WR�DOO�VWXGHQWV��)HZ�LQVWLWXWLRQV�KDYH�WKH�FDSDELOLW\�WR�UHDFK�VWXGHQWV�RQ�DQ�LQGLYLGXDO�EDVLV��:KLOH�FRPPXQLFDWLRQ�SODQV�DUH�XQLTXH�WR�LQGLYLGXDO�LQVWLWXWLRQV��FRQVWDQW�FRQWDFW�DQG�RQJRLQJ�VXSSRUW�RI�VWXGHQWV�KDV�EHHQ�IRXQG�WR�EH�FULWLFDO�WR�VWXGHQW�VXFFHVV��

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34

ΖQVWLWXWLRQV�PXVW�ȴQG�D�ZD\�WR�FRPPXQLFDWH�ZLWK�VWXGHQWV�RQ�D�SHUVRQDO�OHYHO�DQG��LQ�RUGHU�WR�GR�WKDW��LQVWLWXWLRQV�PXVW�KDYH�GDWD�WR�LGHQWLI\�VWXGHQWV�WKDW�QHHG�WKH�SHUVRQDO�DWWHQWLRQ�DQG�WKH�WHFKQRORJ\�WR�UHDFK�WKRVH�VWXGHQWV��

The Role of Technology in Engagement 6LQFH�WRGD\ȇV�LQFRPLQJ�VWXGHQWV�DUH�XVHG�WR�EHLQJ�FRQVWDQWO\�FRQQHFWHG�WR�WKH�ZRUOG�E\�PHUHO\�WRXFKLQJ�D�VFUHHQ��WHFKQRORJ\�SOD\V�DQ�LPSRUWDQW�UROH�LQ�FRPPXQLFDWLQJ�DQG�NHHSLQJ�VWXGHQWV�HQJDJHG��

)RU�PDQ\�QRQ�WUDGLWLRQDO�VWXGHQWV��WHFKQRORJ\�FDQ�SURYLGH�WKH�SRVVLELOLW\�RI�UHPDLQLQJ�HQUROOHG�ZKHQ�WUDGLWLRQDOO\�DWWHQGLQJ�FODVV�LV�QRW�D�YLDEOH�RSWLRQ��7KDQNV�WR�WKH�UHVHDUFK�FRQGXFWHG�IRU�%ODFNERDUGȇV�Trends in

Online Research report,12�LW�ZDV�GHWHUPLQHG�WKDW�VWURQJ�RQOLQH�SURJUDPV�DUH�D�VLJQLȴFDQW�IDFWRU�LQ�DWWUDFWLQJ�DQG�UHWDLQLQJ�VWXGHQWV��:KHQ�DVNHG�WR�UDWH�WKH�LPSRUWDQFH�RI�WDNLQJ�FRXUVHV�RQOLQH�RQ�D�VFDOH�RI�RQH�WR�ȴYH������RI�UHVSRQGHQWV�DQVZHUHG�ZLWK�D�IRXU�RU�D�ȴYH��LQGLFDWLQJ�WKDW�KDYLQJ�VWURQJ�RQOLQH�SURJUDPV�DUH�FULWLFDO�WR�DWWUDFWLQJ�DQG�UHWDLQLQJ�VWXGHQWV��

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12 See Footnote 5 on Page 11

13 https://net.educause.edu/ir/library/pdf/ss14/ERS1406.pdf

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How Pierpont Community and Technical College Took Action to Increase Re-enrollment by 23% /LNH�PDQ\�FRPPXQLW\�FROOHJHV��3LHUSRQW�&RPPXQLW\�DQG�7HFKQLFDO�&ROOHJH�VWUXJJOHG�ZLWK�VWRS�RXWV�Ȃ�VWXGHQWV�ZKR�GHFOLQHG�UH�HQUROOPHQW�LQ�WKH�QH[W�WHUP��7KRXJK�WKH\�KDG�SOHQW\�RI�DQHFGRWDO�HYLGHQFH�WR�VXJJHVW�ZK\�WKLV�ZDV�WKH�FDVH��3LHUSRQWȇV�'LUHFWRU�RI�(QUROOPHQW�5HVHDUFK�DQG�3ODQQLQJ��5RQ�:HLVW��ZDQWHG�PRUH�FOHDU�FXW�GDWD��ΖQ�DGGLWLRQ�WR�GLVFRYHULQJ�ZK\�VR�PDQ\�VWXGHQWV�ZHUHQȇW�UH�HQUROOLQJ��:HLVW�DOVR�VHW�D�JRDO�WR�UH�HQUROO�DV�PDQ\�LQDFWLYH�VWXGHQWV�DV�SRVVLEOH��

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Summarizing the Secret to Student Success

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CONCLUSION

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• :KHQ�VWXGHQWV�DUH�HQJDJHG�LQ�WKH�SURFHVV�RI�WKHLU�RZQ�VXFFHVV��WKH\ȇUH�PRUH�OLNHO\�WR�PDNH�LW�WR�JUDGXDWLRQ��7KLV�PHDQV�WDUJHWHG�SURJUDPPLQJ�VXSSRUW�DQG�VHUYLFHV�DQG�SHUVRQDOL]HG��V\VWHPDWLF�FRPPXQLFDWLRQ��/HDYLQJ�VWXGHQWV�WR�ȊȴJXUH�LW�RXWȋ�RQ�WKHLU�RZQ�ZLOO�RQO\�FDXVH�UHWHQWLRQ�UDWHV�WR�GURS� HYHQ�IXUWKHU��

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About the Author

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Terianne Sousa, JD, Director, Education Services and Student Retention

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