Promoting Student Retention

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Promoting Student Retention Across the Campus and
in the Classroom
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Thats it. Im outa here.
Do your students give up?

• Have you ever had a class that seems to just
  disappear as the semester moves on?
• Do you wonder what happened to a particular
  student?
• Do you care what your students think about your
  course?
• Do your students ever come back to visit?

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Overview

• This session provides and discusses an overview
  of various ideas and techniques that promote
  student retention both in the classroom and
  campus wide.
• Retention trends
• Call out campaigns
• Record keeping
• Reaching outside the classroom
• Your triumphs and trials
• Student Surveys via Google Documents
• (i.e. surveys, forms, tips, etc)

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What is Retention?

• According to Webster, to Retain is
• to keep possession of
• to continue to use, practice, etc...
• to continue to hold or have
• to keep in mind remember
• to hold in place or position
• to engage

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Student Retention

• Why do students leave?
• External Forces
• Family
• Work
• Transportation
• Internal Forces
• Lack of self-confidence
• Classroom experience
• Campus experience

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Retention Trends/ Theories

• Vince Tinto Student Departure Theory
• CONNECTEDNESS is the Key!
• Being involved influences student learning

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Tintos 5 Conditions for Student Retention

• Expectations
• Support
• Feedback
• Involvement
• Learning

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• Tintos model included the following description
  of institutions with effective retention
  programs.
• committed to the students they serve
• first and foremost committed to the education of
  all, not just some of their students
• committed to the development of supportive
  social and educational communities in which all
  students are integrated as competent members
• (Elkins, Braxton, James, 2000, p. 252),
  (Braxton Mundy 2001-2002. p. 94)

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What does San Jacinto have to offer outside the
classroom?

• Presentations on variety of subjects
• Center for Student Development workshops
  advising
• Student Success Center Study Skills Assessment,
  Free Tutoring
• Labs Math, Science, English, Language, Computer
• Supplemental Instruction
• Early Warning System
• Student Organization (i.e. Student Government,
  Gaming, History Club, Auto Body, Art, Child
  Development, etc)

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Key Points on Recruiting Retention

• View every interaction as an opportunity to
  recruit and retain!
• Subtle recruiting works!
• Practice good customer service it costs less to
  retain than to recruit!
• Understand students may not know the questions to
  ask draw it out of them!
• Take it to the people! Get out of the office!

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SJC Recruiting Activities in the High Schools
How Counselors Can Help
Three counselors are shared between high schools
from Pasadena, South Houston, and LaPorte work 20
hours per week over the summer and one evening
per week the remainder of the year in the
Counseling Center. College Night -- The
counselors attend college days/night programs for
all feeder high schools.
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SJC Foundation Scholarships
During Hurricane Ike Assistance with lost
textbooks http//www.sjcd.edu/press_releases_1014
9.html
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Faculty And High School Teachers Join Forces

• Build relationships with those teachers who teach
  in your subject area. (i.e. Local high schools
  now adays contact our faculty for visits instead
  of our faculty contacting them. The teachers
  actually schedule the visit in as part of their
  lesson plans.)
• Flexibility When high school teachers must fill
  in a day, sometimes at the end of the semester
  visits work well because students are looking
  toward what college they will attend in the fall.
• Invite high school students to the college campus
  sometimes visiting a working lab where students
  are actually working gives them an idea of what
  to expect.

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Faculty And High School Teachers Join Forces

• Have business cards available for students when
  you go visit.
• Give out trinkets (i.e. memory sticks filled
  with degree plans, PowerPoint, links to jobs in
  your field, and contact information you can
  burn the information on to CDs).
• Be generous with the technical preparation
  courses that students take at the high school
  level if reasonable, allow it to count at the
  college level. (i.e. If a student takes a year of
  PC Hardware at the high school, it should count
  for a beginning Hardware class -- Microsoft
  Office (literacy, programming, hardware/networking
  ).

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Faculty And High School Teachers Join Forces cont.

• Work with your dual credit division for more
  ideas in both technology and academics.
• Attend area independent school district
  graduation ceremonies.
• Present large and small group information
  sessions in high schools.
• Developed and facilitate a Start Trek Program

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Faculty And High School Teachers Join Forces cont.

• Visit high school senior English (or other
  subjects) classes at high schools
• Visit juniors and seniors during scheduled
  assemblies at high schools
• Visit intermediate schools even though your
  counselors may visit feeder high schools.
• San Jacinto College counselors do 8-10 campus
  tours upon request for K-12th grade students each
  year from private and public schools.

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Faculty And High School Teachers Join Forces cont.

• Career planning presentation in business
  computing class at Clear Brook High School
• Houston CAN! Academy presentations
• Group advising to a targeted audience at Lutheran
  South Academy, Clear Brook High School, and Clear
  View High School
• Counselors visit elementary and intermediate
  school assemblies upon request.
• High Trek

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Faculty And High School Teachers Join Forces cont.

• Dual creditiInformation sessions at local high
  school open houses.
• Parent sessions on admissions and financial aid
  during SJC Open House.
• Counselors conduct an on-site application day at
  seven feeder high schools each semester.
• Provided letters via graduation packets from the
  high schools for all graduating seniors or mailed
  a personal letter from the Counseling Center.

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SJC Adult Recruiting Activities

• Information SessionsSpecial information
  sessions at businesses and agencies. Pasadena
  Y.M.C.A.Harris County Dept. Of EducationCity of
  Houston Health DepartmentArea ChurchesRadio
  Saigon On-Air Q A Session

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Send Special LettersStudents with 36 completed
hours and have not returned to college in one
semesterStudents with 12 completed hours who
were in attendance currentlyStudents identified
as attending another institution reverse
transfer
SJC Adult Recruiting Activities - Cont.
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GED StudentsProvide brief presentation to
Continuing Education GED Prep Classes on the
transition process from GED to college.Upon
completion of the GED testing, students are
mailed a congratulatory letter with a counselors
business card encouraging the student to visit
the Counseling Center to discuss their
educational goals.
SJC Adult Recruiting Activities - Cont.
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Off-Campus Activities Adult learning and
outreach evening programs coordinated through the
District Marketing DepartmentAdult Learners
Rally at AngelosApartment Complex
CanvassingChamber of Commerce EventsAny events
that you learn of that will allow you to speak or
present
SJC Adult Recruiting Activities - Cont.
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On-Campus Activities Adult learning and
outreach evening programs coordinated through the
District Marketing Department.Clergy DayCivic
Community Leaders LuncheonAdult Learners Open
HouseNew Student OrientationSessions are
offered by each campus multiple times per year.
Students receive information on campus resources,
registration, and tips to be successful.
SJC Adult Recruiting Activities - Cont.
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Student Resources

• The Career Employment Center
• The Career Employment Center at San Jacinto
  College Central Campus is available to students
  and alumni of San Jacinto College to assist them
  in seeking employment. Services offered by the
  office are
• Online jobs database with both full-time and
  part-time positions posted by companies in the
  community
• Handouts on job search topics such as resume
  writing, interviewing, and job search strategies
• Access to the Internet for job search purposes
• WinWay Resume software to assist in writing
  resumes
• WinWay Resume software to prepare for interviews
• Access to books on many job search topics
• Workshops on resume writing and interviewing
  skills
• Resume faxing
• Critiquing of resumes and cover letters
• Assistance with on-campus jobs when available
• Career Assessment Testing to help students
  determine a choice of a college major

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Career Testing and CounselingCareer Testing
offers 4 testing modules, and upon completion the
results are interpreted by a counselor in a
private session with the student.Career-related
ActivitiesCareer workshops in group
formatCareer workshops in READ 0310
classesCareer Teasers at campus
eventsBehavioral Science Math Career
presentationsResume Interview
AssistanceAnnual Job FairHealth Science Expo
Student Success Center The Center offers
students one central location for free tutoring
in multiple subject areas, computer availability,
and access to retention specialist and counselor.
Student Resources -- cont.
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Writing Center The purpose of both of the
Centers is to offer academic support services by
providing English instructors to assist students
with not only the mechanics of writing, but also
with the ability to think critically about a
subject, to research a subject, to determine
format, and to identify audience through
consultations with qualified faculty tutors. Both
Centers serve as supplementary resources for
improved proficiency in reading, writing, and
thinking. Students may make a specific
appointment with a tutor by calling Math Lab
This is an excellent spot for students to work
on Math assignments and instructors are on-site
to provide assistance Counseling Center
Licensed professional counselors provide guidance
on choosing a major, class selection, transfer
advice, and support in dealing with personal
issues such as family, relationships, and work.
Student Resources -- cont.
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LibraryTake advantage of a wide selection of
books and research tools in our campus library.
They have textbooks on reserve as well as a
seemingly endless supply of newspapers, journals,
microfiche documents, literary criticisms and
more! Special PopulationsIt is highly
important for students with certain impairments
to receive available accommodations. Any student
that can provide documentation of the following
disabilities are eligible learning disabilities,
deafness, blindness, difficulty with mobility,
speech disorders, emotional or behavioral
disorders, head injuries, chronic illness, ADD,
ADHD and qualifying vocational technical
students. Qualifying students may receive
tutoring, note taking, extra test taking time,
interpreting services and childcare services
(vocational/technical students), TestingThe
Testing Center offers the following tests and
services GED, COMPASS, ASSET, THEA, ACT, SAT,
Special Accommodation, CLEP, Computer Literacy
Exam, classroom make-up tests, etc.
Student Resources -- cont.
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International Student ServicesThis department
offers an abundance of resources and information
to help international students transition into
their new life in Houston and new experience at
San Jacinto. They offer an International Student
Orientation, information regarding ESL programs,
requirements for obtaining employment, and
moreFinancial AidThe Financial Aid Office
assists students with scholarships, grants,
student loans, veteran benefits and Federal
Work-tudy Programs. The work study program
provides part-time employment to students on
campus who demonstrate financial needChild Care
ServicesSan Jacinto has a Laboratory School on
campus available for children 18 months to 5
years. Income guidelines do apply.
Student Resources -- cont.
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Campus SecurityIn case of an emergency on
campus, dial 5555 from any campus telephone.
There are also code blue phones throughout the
campus for emergencies. All pay phones have been
programmed to be dialed without a coin when
dialing the emergency 5555 number for access by
cell phone, dial 281-476-1852. Career and
Employment Center The center provides access to
a searchable database of current job openings,
assistance with developing resumes and practicing
for interviews, and a listing of available
apartments/rooms for rent. Career Assessment
Center Need help choosing a major or deciding
on a career path? Take Discover, a FREE
computerized assessment of your interests,
abilities, and values that will provide several
possible career choices as well as the ability to
research job requirements, salaries and trends
Student Resources -- cont.
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Student Resources -- cont.
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WorkshopsWorkshops are offered throughout the
year on relevant subjects to students and upon
request by faculty members in the classroom.
Peer Assistant ProgramStudents meeting specific
criteria to assist other students and volunteer
during registration and special
events.Scholarships are also awarded to the
Peer Assistants that provide exemplary service
and the most voluntary hours during the academic
year. Peer Assistants receive a Certificate,
and a Letter of Recommendation. Gift
certificates are used for incentives and students
are invited to a monthly luncheon.
Student Resources -- cont.
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Student Resources -- cont.
Peer TutoringThe Peer Assistants provide free
tutoring in various subjects to SJC students.
The tutoring list is provided to all faculty
members, on the SJC website, and is posted
throughout the campus.Tutor Request forms -
Individual appointments scheduled. Paid tutors
available for students with disabilities through
Special Populations. Personal CounselingTo
assist students dealing with issues that create
problems for them to continue their education
with SJC and being successful in
college. Counseling CenterCall all
full-time/first-time students after the Fall
semester began to inquire about their experience
and to offer assistance if needed.Early Warning
System for Developmental
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Snack Attack
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What do we know for sure

• As budgets tighten, competition for students
  increases, resources shrink and regents,
  legislatures, taxpayers, and prospective students
  and their families take up the cry for
  institutional accountability, institutions that
  put students first will succeed, even excel, just
  as their students will (Levitz, Noel, Richter,
  1999, p. 31).
• Research has focused on first-to second-year
  retention as that is the time when the greatest
  number of students withdraw from postsecondary
  pursuits. Over half of all students who leave
  college do so before their second year
  (Consortium for Student Retention Data Exchange,
  1999).
• Benefits of Student Retention. The benefits that
  accrue to both society and the individual as a
  result of successively higher levels of education
  are well documented. In terms of lifetime
  earnings, high school graduates earn an average
  of 1.2 million associates degree holders earn
  about 1.6 million and bachelors degree holders
  earn about 2.1 million (Day and Newburger, 2002,
  as cited in Porter, 2002, p. 2).

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Ideas to Consider in the Classroom

• Learn students names and make sure they know
  your name
• Share with students your experience as a student
  let them see you as a person
• Collaboration between students
• One-Minute Paper
• Call students who are absent

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The following ideas are a product of a faculty
seminar along with multiple on-campus faculty
input. Seventy ideas are presented for faculty
use in dealing with retention/attrition. The 70
ideas are subdivided into four general
categories.
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Faculty/Student Interaction

• This category contains elements directly related
  to the affective domain of student growth brought
  about by faculty/student interaction. Psych, ego,
  individual worth are all intricately bound within
  this framework.
• 1. Learn the name of each student as quickly as
  possible and use the student's name in class.
  Based upon the atmosphere you want to create
• A. Call on students by their first names.
• B. Call on students by using Mr., Mrs., Miss,
  Ms.
• 2. Tell the students by what name and title you
  prefer to be called (Prof., Dr., Mr., Mrs.,
  Miss, Ms, First Name).

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Faculty/Student Interaction cont.

• At the end of each class period, ask one student
  to stay for a minute to chat (compliment on
  something tell student you missed him/her if
  absent, etc.).
• Instead of returning tests, quizzed, themes in
  class, ask students to stop by your office to
  pick them up. This presents an opportunity to
  talk informally with students.
• Call students on the telephone if they are
  absent. Make an appointment with them to discuss
  attendance, make-up work, etc.
• Get feedback periodically from students (perhaps
  a select few) on their perceptions of your
  attitudes toward them, your personal involvement,
  etc.

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Faculty/Student Interaction cont.

• Socialize with students as your "style" permits
  by attending their clubs or social activities, by
  having lunch with them, by walking with them
  between classes, etc.
• Say hello to students, not just yours
• Conduct a personal interview with all students
  sometime during the semester.
• Provide positive reinforcement whenever possible
  give students a respectful answer to any question
  they might ask.

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Faculty/Student Interaction cont.

• Listen intently to students' comments and
  opinions. By using a "lateral thinking technique"
  (adding to ideas rather than dismissing them),
  students feel that their ideas, comments, and
  opinions are worthwhile.
• Be aware of the difference between students'
  classroom mistakes and their personal
  successes/failures.
• Be honest about your feelings, opinions, and
  attitudes toward students and toward the subject
  matter. Don't be afraid to admit that you don't
  know all the answers. If a student tells you
  something in confidence, respect that confidence.
  Avoid making value judgments (verbally or
  non-verbally) about these confidences.
• Lend some of your books (reference) to students
  and borrow some of theirs in return. You can
  initiate the process by saying, "I've just read a
  great book on _______, would anyone like to
  borrow it?"

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Faculty/Student Interaction cont.

• Give your telephone number to students and the
  location of your office.
• A first class meeting, pair up the students and
  have them get acquainted with one another. Switch
  partners every five (5) minutes.
• Have the students establish a "buddy" system for
  absences, work missed, assignments, tutoring,
  etc. Exchange telephone numbers pair them by
  majors or geographical proximity.
• At mid-term and at final exam, your last test
  question should ask if a student is going to
  continue at the college or drop out at the end of
  the semester. If a potential drop-out is
  identified, you can advise the student to work
  with the counselor.

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Faculty/Student Interaction cont.

• Engage in periodic (weekly) self-evaluation of
  each class. What was accomplished this past week?
  How did students react?
• Team teach a class with a colleague or switch
  classes for a period or two. Invite a guest
  lecturer to class.
• Use the library reference shelf for some of your
  old tests and quizzes. Tell the students that you
  will use some questions from the old tests in
  their next test

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General Classroom Management

• This section focuses literally on the day-to-day
  operations of your classes. The items as a group
  emphasize planning, orderliness, and general good
  sense.
• Circulate around the class as you talk or ask
  questions. This movement creates a physical
  closeness to the students. Avoid standing behind
  the lectern or sitting behind the desk for the
  entire period. Do not allow the classroom to set
  up artificial barriers between you and the
  students.

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General Classroom Management - cont.

• Give each student a mid-term grade and indicate
  what each student must do to improve.
• Tell the students (orally and in writing) what
  your attendance policy is. Make them aware of
  your deep concern for attendance and remind them
  periodically of the policy and the concern.
• Conduct a full instructional period on the first
  day of classes. This activity sets a positive
  tone for the learning environment you want to
  set. Engage in the interpersonal activities.
• List and discuss your course objectives on the
  first day. Let students know how your course can
  fit in with their personal/career goals. Discuss
  some of the fears, apprehensions that both you
  and the students have. Tell them what they should
  expect of you and how you will contribute to
  their learning.

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General Classroom Management - cont.

• Let students know that the learning resources you
  use in class (slides, tapes, films) are available
  to them outside of class. Explain the procedures
  to secure the material and take them to the area.
  
• Have students fill out an index card with name,
  address, telephone number, goals, and other
  personal information you think is important.
• If the subject matter is appropriate, use a
  pre-test to determine their knowledge,
  background, expertise, etc.
• Return tests, quizzes, and papers as soon as
  possible. Write comments ( and -) when
  appropriate.

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General Classroom Management - cont.

• Vary your instructional techniques (lecture,
  discussion, debate, small groups, films, etc.).
• When you answer a student's question, be sure
  he/she understands your answer. Make the student
  repeat the answer in his/her own words.
• Get to class before the students arrive be the
  last one to leave.
• Use familiar examples in presenting materials. If
  you teach rules, principles, definitions, and
  theorems, explicate these with concrete examples
  that students can understand.
• If you had to miss a class, explain why and what
  you will do to make up the time and/or materials.
  

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General Classroom Management - cont.

• Clarify and have students understand what is
  acceptable and unacceptable behavior in a
  classroom. Be consistent in enforcing your rules.
  
• Good eye contact with students is extremely
  important both in and out of class.
• Allow students to switch classes if work
  schedules changes or other salient reasons
  develop. Cooperate with colleague if he/she makes
  such a request.
• Be prepared to use an alternate approach if the
  one you've chosen seems to bog down. You should
  be confident enough with your own material so
  that student interests and concerns, not lecture
  notes, determine the format of instruction
  counseling.

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General Classroom Management - cont.

• Throughout the course, but particularly during
  the crucial first class sessions
• Stress a positive "you can handle it" attitude
• Emphasize your willingness to give individual
  help
• Point out the relevancy of your subject matter to
  the concerns and goals of your students
• Capitalize on opportunities to praise the
  abilities and contributions of students whose
  status in the course is in doubt well-timed
  encouragement could mean the difference between
  retention and attrition
• Utilize a variety of instructional methods,
  drawing on appropriate audio-visual aids as much
  as possible
• Urge students to talk to you about problems, such
  as changes in work schedule, before dropping your
  course. Alternate arrangements can often be made.

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General Classroom Management - cont.

• Distribute an outline of your lecture notes
  before class starts. This approach assists
  students in organizing the material you are
  presenting.
• If you require a term paper or research paper,
  you should take the responsibility of arranging a
  library orientation. Librarians would be happy to
  cooperate.
• Have the counselors visit your classes to foster
  an awareness of counseling.

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Student-Initiated Activities

• This category is based on the premise that peer
  influence can play a substantial role in student
  success. Age differences, personality
  differences, and skill differences can be
  utilized to produce positive results if you can
  get the students to work with one another.
• Have students read one another's papers before
  they turn them in. This activity could help them
  locate one another's errors before being graded.
• If the class lends itself to a field trip, have
  the students plan it and make some or all of the
  arrangements.

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Student-Initiated Activities - cont.

• Ask students to submit sample test questions
  (objective or subjective) prior to a test. The
  class itself can compose a test or quiz based on
  your objectives.
• Create opportunities for student leaders to
  emerge in class. Use their leadership skills to
  improve student performance.
• If students are receiving tutoring help, ask them
  to report the content and results of their
  tutoring.
• Have students set specific goals for themselves
  throughout the semester in terms of their
  learning and what responsibilities they will
  undertake.

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Faculty-Initiated Activities

• This section presents the greatest challenge to
  the ability and creativity of each faculty
  member. You must take the initiative to implement
  these suggestions, to test them, and to devise
  them.
• Utilize small group discussions in class whenever
  feasible.
• Take the initiative to contact and meet with
  students who are doing poor work. Be especially
  cognizant of the "passive" student, one who comes
  to class, sits quietly, does not participate, but
  does poorly on tests, quizzes, etc.
• Encourage students who had the first part of a
  course to be in the second part together. Try to
  schedule the same time slot for the second
  course.

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Faculty-Initiated Activities - cont.

• Ask the reading faculty to do a "readability
  study" of the texts used in the classroom.
• Develop library/supplementary reading lists which
  complement course content. Select books at
  various reading levels.
• Use your background, experience, and knowledge to
  inter-relate your subject matter with other
  academic disciplines.
• Throughout the semester, have students submit
  topics that they would like to cover or discuss.
• Take students on a mini-tour of the learning
  resources center, reading/study skills area,
  counseling center, etc. If a particular student
  needs reading/study skills help, don't send him
  or her, TAKE him orher.

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Faculty-Initiated Activities - cont.

• Work with your division counselor to discuss
  procedures to follow-up absentees, failing
  students, etc.
• Use your imagination to devise ways to reinforce
  positive student accomplishments. Try to avoid
  placing students in embarrassing situations,
  particularly in class.

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Faculty-Initiated Activities - cont.

• Create situations in which students can help you
  (get a book for you from the library, look up
  some reference material, conduct a class research
  project).
• Set up special tutoring sessions and extra
  classes. Make these activities mandatory,
  especially for students who are doing poorly.
• Confer with other faculty members who have the
  same students in class. Help reinforce one
  another.

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Faculty-Initiated Activities - cont.

• Look at your record book periodically to
  determine student progress (inform them) and
  determine if you know anything about that student
  other than his/her grades.

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Faculty-Initiated Activities - cont.
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The End

• Lets GOOGLE!!!

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Bibliography

• Astin, A.W. (1984). Student Involvement A
  developmental theory for higher education.
  Journal of College Student Personnel, 25, 297-308
• http//www.sotl.ilstu.edu/conf/astin.shtml
• https//www.aacu.org/bringing_theory/documents/Tin
  to_Presentation.pdf
• Multiple San Jacinto College Faculty
• San Jacinto College Career Center
• San Jacinto College Counseling Center