Same Skills, Same Goals, Different Actions

Same Skills, Same goals, Different Actions: Retention Across functional Areas ACPA Annual Convention March 7, 2015

Kevin Friedman, Amy Corron, & Hillary Kovacs

Outline 

Objectives



Introductions



Theoretical Framework



Connections Within Functional Areas



University Activity



Questions

Objectives

Objectives 

Participants will reframe what retention efforts on campuses look like



Participants will reflect on their individual participation in the retention efforts of their departments and institutions



Participants will bridge connections/identify areas of collaboration between functional areas in regard to retention/persistence of students

Introductions

Introductions: Us Hillary Kovacs

Kevin Friedman





Virginia Tech



Residential Learning Coordinator



Building social community & Emergency Response





The Christ College of Nursing and Health Sciences Academic Advising and Student Success Coordinator Degree Progression & connection to campus resources

Amy Corron



Rensselaer Polytechnic Institute



Assistant Director for Student Activities



Engagement with the university environment & connection to campus groups

Introductions: You 

What functional area?



What type of institution?



What is your personal connection with retention?



What is the institutional culture on retention?

Theoretical Framework

Theoretical Framework 

College student departure is a complex puzzle  Student

behavior & perception

 Institutional

commitment

 Opportunities

for learning



Defies a single solution, requires a number of possible solutions, or “levers” to create the student experience and develop a culture of integration and retention (Braxton & Mundy, 2001)



Tinto’s (1993) three principles:  Commitment  Education

to student welfare

of all students

 Integration

of all students into academic and social communities

Connections Within Functional Areas

Residence Life 



How do professionals encourage persistence? 

Relationships



Academic partnerships



Collaborative hub



Capitalizing on experiential & relational learning

What does this look like at Virginia Tech? 

Hall traditions



Living learning communities and ARCs



Partnerships with all DSA offices



Cohesion with divisional learning outcomes and aspirations through residential curriculum

Residential Curriculum: Social Integration and Opportunities for Learning

Academic Advising 

How do professionals encourage persistence?  Degree

Progression

 Sounding  Study

board

skills

 Self-management  Connection 

skills

to college/community resources

What does this look like at TCCNHS?  Community

Resource Guide

 Education

Plan

 One-Stop

within the One-Stop

 Student

advocate across campus

Student Activities 

How do professionals encourage persistence?  Engagement  Strengthen

with peers, advisors, and university environment

sense of belonging and connections to community

 Opportunities  Leadership

development

 Professional 

to work with diverse others

development

What does this look like at RPI? 

Focus on specific populations



Student Leaders



Group advising, one on one advising, integrating the whole student



Connection with other Student Life resources



Involvement in specialized programming

Winter Break Programming 

Divisional collaboration committee from Student Activities, Student Experience, and Residence Life



Full calendar of diverse events to create constant contact with students over the break and targeted international and graduate student populations



Students reported high satisfaction and a greater connection to the institution

University Activity

University Activity •

Personally, take a few moments to reflect on how your functional area aims to retain students.

•

In small groups of similar functional areas, search for common themes.

•

In small groups of difference functional areas, search for how you can collaborate together.

•

Is anyone willing to share with the larger group your common themes?

Debrief & Discussion 

What common themes can we identify?



How are all small strategies coming together towards a common persistence goal?



How can you work with other function areas in the room to help bolster one or more of your retention strategies?



Does your institution have a specific method to correlate retention efforts?

References 

Braxton, J. M., Brier, E. M., & Steele, S. L. (2007). Shaping retention from research to practice. Journal of College Student Retention, 9(3), 377-399.



Braxton, J. M. & Mundy, M. E. (2001). Powerfulinstitutional levers to reduce college student departure. Journal of College Student Retention, 3(1), 91-118.



Tinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19(2), 5-9

“No single domain of a college or university bears responsibility for reducing student departure.”

(Braxton et al., 2007, p. 393)

Questions?

•

Kevin Friedman •

•

Amy Corron •

•

Kevin.Friedman@TheChristCollege.edu

corroa@rpi.edu

Hillary Kovacs •

hkovacs@vt.edu