A Comprehensive Model of Student Retention

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Meeting a Higher Standard in Student Success and
Retention Dr. Gino Pasquariello TRACS Annual
Conference November 2012
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Defining Retention and Persistence

• Retention
• The ability of an institution to retain a student
  from initial enrollment through graduation
  (Unique student, annually typically
  Fall-to-Fall)
• Persistence
• The desire and action of a student to remain
  enrolled in the program from beginning through
  degree completion (term to term)
• Progression
• Support strategies that provide students with
  progression check points that are program and
  year specific.
• Completion
• The rate that indicates the percentage of
  students that complete their degree program (100
  , 150, and Over !50 of total degree length)

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(No Transcript)
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Models of Retention

• Interactionalist Model
• Student Entry Characteristics, Initial
  commitment, and Academic and social integration
  affect subsequent commitments to the institution
  and the goal of graduation.
• Institutional Experience Model
• A students persistence behavior is shaped by
  their beliefs, and their beliefs are affected by
  their experiences (Institutional Environment).
• Student Involvement
• Higher levels of interaction and involvement
  produce greater levels of institutional
  commitment.
• Student-Environment Fit Theory (Student
  Satisfaction)
• Congruence between student expectations and
  institutional experiences, increasing student
  satisfaction,

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Theoretical Variables

• Major Factors and Revisions
• Variation according to Institutional Type,
  Student Entry Characteristics, Academic and
  Social Integration
• The Impact of Environmental Factors on Adult
  Student departure decisions
• Major Psychological Dimensions
• Student Motivation (Internal and External),
  Persistence (ability to face challenges and
  overcome obstacles), and Self-Efficacy
  (individuals perception of ability to succeed)
• Economic Influences on Persistence
• Cost/Benefit Analysis, Ability to Pay and
  Financial Aid

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Six Primary Intersecting Persistence and
Retention Factors

• Entering Student Characteristics
• Initial Commitment
• Student Expectations
• Academic and Social Integration
• Institutional Experiences
• Student Satisfaction and Success

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Exemplary Retention Initiatives

• Systematic and on-going assessment, evaluation
  and implementation of retention interventions
• Annual cycles of data collection, analysis, and
  reporting
• Identifying key areas for improvement
• Dedicated retention leadership, oversight and
  management
• Ongoing, timely and effective response (Best
  Practices, Data-Driven)
• Primary Institutional Commitments
• Emphasis on Core Distinctives and Student
  Expectations
• Constant promotion of student success (Early
  Identification and Intensive and Continuous
  Intervention)
• Campus wide Involvement (Faculty involvement)

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A Contextualized Approach

• While the goal of increasing student retention
  may sound singular, the reality of the task is
  quite multi-dimensional requiring us to ask
  contextually specific questions

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The Flow of Persistence
Student Entering Characteristics Currents of Resistance Experiences Currents of Persistence Experiences
Expectations Academic Ability Initial Commitment (Goal Orientation) Personal Relationships Ministry Commitments Work Commitments Tuition Costs Curriculum (Academics) Administration Relevance Connectedness Advising/Mentoring Purpose/Goal Alignment Degree Program Fit Motivation/Engagement
Student Assessment and Institutional Fit Initial Orientation, Advisement, and First Year Programs Ongoing Program Specific Goals, Support Development, Student Satisfaction
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Core Institutional Assessment Instruments

• Entering Student Inventory (ESI)
• Seminary Experience Inventory (SEI)
• Graduating Student Inventory (GSI)
• Alumni Inventory (AI)
• Faculty Satisfaction Inventory (FSI)

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Assessment Findings

• Student Engagement
• Active Learning Techniques
• Class Structure
• Emphasize Practical Application and Personal
  Relevance in the course work
• Meaningful, Guided Interaction
• Building Community and Connectedness

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Assessment Findings

• Entering Student Inventory (ESI)
• 60 of new entering students are fulltime
  students
• There is a mix of age range and work commitment
• Students are active to very active in church
  ministry
• The schools doctrinal position is a strong
  indicator of enrollment
• Desire to serve and explore calling are high
  priorities
• Theological position was a key enrollment factor
• Most learned about SCS through a friend or the
  website

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Assessment Findings

• Decision to Attend (ESI)
• Comfort with the Schools Doctrinal Position
• Quality of the Faculty
• Academic Reputation of the School
• Quality of the Admissions Staff
• Close to Home/Work

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Assessment Findings

• Pursuit of Theological Education (ESI)
• Desire to Serve God
• To Discern Gods Will
• Experienced a call from God
• Opportunity for study and Spiritual Growth
• Intellectual Interest in Theological Education

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Assessment Findings

• Importance Items (SEI)
• Instructors demonstrate expert knowledge and
  depth of insight
• Instructors exemplify a deep faith commitment
• I am developing a deeper spiritual life and faith
  commitment
• I am learning valuable principles that apply to
  my chosen field
• The education that I am receiving is a valuable
  investment of my time
• The financial cost of my education is a good
  investment
• My educational experiences are relevant to my
  current ministry
• Instructors exemplify professionalism in the
  classroom
• Instructors provide timely and valuable feedback
  on assignments

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Strategic Actions and Recommendations Increasing
the Flow of Persistence

• Retention Initiatives
• Improved Academic Advising
• Simplified the administration of the Internship
  Programs and increased value
• Provided Faculty Development on Instructor
  Feedback and Active Learning techniques
• Improved Academic Support Research and Writing
  Skills and Study Skills/Time Management
• Increased Sense of Community (Communication and
  Connectedness)

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Strategic Actions and Recommendations Increasing
the Flow of Persistence

• Institutional Practices
• Employ Authentically Engaged Personnel
• Establish institutional persistence, progression
  and retention goals and tracking
• Develop program specific progress checkpoints
• Implement First Year co-curricular support
  programs
• Develop a documented system for timed-out student
  follow-up

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Contact Information

• Blessings and Thanks!
• Dr. Gino Pasquariello
• Dean of Student Services and Institutional
  Research
• Southern California Seminary
• El Cajon, CA 92019
• Office 619-201-8965
• Cell 619-804-0990
• gpasquariello_at_socalsem.edu