DOCUMENT RESUME ED 453 866 JC 010 420 AUTHOR Santa Rita, Emilio; Scranton, Brenda Retention Strategies, 2001-2003. TITLE PUB DATE 2001-00-00 NOTE 24p. PUB TYPE Reports - Descriptive (141) Tests/Questionnaires (160) EDRS PRICE MFO1 /PCO1 Plus Postage. Academic Ability; College Role; Community Colleges; *High DESCRIPTORS Risk Students; *Intervention; Potential Dropouts; *School Holding Power; Two Year Colleges IDENTIFIERS *City University of New York Bronx Community Coll ABSTRACT This paper aims to develop strategies for retaining at-risk students. At-risk students can be defined as being deficient in specific skills; having low incoming grades; having an expectation of failure; lacking familiarity with academic requirements; and having an absence of role models, among other negative characteristics. The paper suggests that retention strategies that do not involve the support of academic departments are doomed to fail. Some retention strategies include: a full-time, (1) four-days-a-week, cluster-scheduled program co-led by developmental faculty land counselor teams; (2) a peer-counseling program where carefully selected students work out a plan with probationary students of calculating the GPA required for getting off academic probation; and (3) allow students to change curriculum to a Liberal Arts program, thereby providing a safety net for students who want to "bail out of" other programs. One proposed remedy is to return academic counselors to the position of one-on-one counseling, and to remove them from classroom situations. The paper also suggests that each academic counselor have an Internet homepage, to give students greater access to assistance. This paper offers appendices which include a contract for getting off academic probation and sample liaison arrangements with academic departments involved in collaborative work on probationary students. (NB) Reproductions supplied by EDRS are the best that can be made from the original document. DEPARTMENT OF STUDENT DEVELOPMENT RETENTION STRATEGIES 2001-2003 EMILIO SANTA RITA BRENDA SCRANTON U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Xehis document has been reproduced as ceived from the person or organization originating it. Minor changes have been made to improve reproduction quality, Points of view or opinions stated in this "PERMISSION TO REPRODUCE THIS document do not necessarily represent MATERIAL HAS BEEN GRANTED BY official OERI position or policy. S 74, et, . TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BRONX COMMUNITY COLLEGE OF THE CITY UNIVERSITY OF NEW YORK 2001 2 BEST COPY AVAILABLE 1 TABLE OF CONTENTS 1 GOALS 1 Persistence through Course Completion 1 Term-to-Term Retention Goal Achievement 1 DEFINITION OF TERMS 1 Stop-Out 1 Drop-Out At-Risk Student 2 TARGET GROUPS OF STUDENTS FOR RETENTION 2 The At-Risk Student Profile 2 The Undecided Student Profile 3 RETENTION STRATEGIES For the At-Risk Students (Triple 0 1 s[Freshman 3 Initiative Program [FIP] and ESL Students) 3 For Moderately At-Risk and Undecided Students For Those Who Placed Themselves on 3 Academic Probation For Students on Suspension Waivers or 4 Re-Admitted After Suspension RETENTION STRATEGIES BY COLLABORATING 4 WITH ACADEMIC FACULTY RETENTION STRATEGIES BY EMPHASIZING THE 5 COUNSELING RELATIONSHIP IN THE CLASSROOM 6 REFERENCES MODIFIED OCD-01 SYLLABUS FOR APPENDIX A: 7 AT-RISK (FIP) AND ESL STUDENTS MODIFIED OCD-11 SYLLABUS FOR APPENDIX B: STUDENTS WHO ARE NOT IN THE 8 FRESHMAN ACADEMY STUDENT MONITORING REPORT APPENDIX C: 10 Early Alert Form CONTRACT TO GET OFF APPENDIX D: 11 ACADEMIC PROBATION ii CONTRACT TO AVOID APPENDIX E: 12 ACADEMIC SUSPENSION 13 DROP NOTICE FORM APPENDIX F: SAMPLE LIAISON ARRANGEMENTS APPENDIX G: WITH ACADEMIC DEPARTMENTS ON IN COLLABORATIVE WORK 14 PROBATIONARY STUDENTS EVALUATION OF THE APPENDIX H: SUPERVISOR'S COUNSELOR IN THE CLASSROOM 16 (Creating a Bond with Students) STUDENTS' EVALUATION OF THE APPENDIX I: COUNSELOR IN OCD -01 & OCD-11 CLASSES 19 (Creating a Bond with Students) 4 RETENTION STRATEGIES 2001 2003 Student Development are committed to Bronx Community College (BCC) and the Department of learning, with high academic standards, state- providing an academic and social environment conducive to services, counseling and tutoring. Yet of-the-art educational technologies, effective instructional support of a degree for a have a 100 per cent retention rate. Students leave short even the ideal college will not influence and usually represent emergency number of reasons, many of which are beyond the College's College. decisions rather than failure of either the student or the Student Development to develop strategies Nevertheless, it is the goal of BCC's Department of achieve and succeed at BCC. While achievement and programs that give the student a "fighting chance" to of Student Development is committed to promoting student can take many forms, BCC's Department persistence and retention as its goals. GOALS individual courses is a prerequisite to Persistence through course completion. Success in 1. identify Department of Student Development proposes to progress toward a degree. BCC's threshold courses that correlate with future success; and, to courses with low pass rates and development of supplementary classroom hours that suggest to the academic departments the "most-often-dropped' courses. will improve students' chances to succeed in the tracked for cohorts of first-time Term-to-term retention. Attendance by terms will be 2. number and percent of student in the college students entering BCC in fall semesters. The (including summer sessions) will be entering cohort attending each following semester should the students place themselves in monitored and given a safety net of support services academic probation and/or academic suspension. degree-seeking students who graduate from Goal achievement. Increase the percentage of 3. education by implementing Goals 1 & 2. BCC or transfer to a senior institution in higher DEFINITION OF TERMS for one or more fall or spring A "stopout" is a student who discontinued study Stopout. semesters but later re-enrolled at BCC. study before achieving his or her A "dropout" is a student who has discontinued Dropout. When examining goal achievement at the end of 3, goal. A dropout becomes a "stopout" by re-enrolling. graduated, transferred, and who was not enrolled the last 4, 5, or 6 years, a dropout is a student who has not major term (fall or spring). five categories: At-risk students are those who fall into any of the following At-risk student enrollment in college-level courses (the triple Ols in Students unable to meet the minimal standards for 05-01+ LAN 15 placements) as determined by the English, Math, and Reading; or, ESL 01-03 + RDL ACT placement tests; Students placed on academic probation; after suspension; Students on suspension waivers or Re-admits given semester; Students whose cumulative GPA is below 2.00 on any such as job and family responsibilities and financial Students facing non-academic baniers to success, difficulties. TARGET GROUPS OF STUDENTS FOR RETENTION The At-risk Student Profile due to a combination of the following A student can be identified as at risk for non-academic success factors: 1 5 Deficient in specific skills Low incoming grades Poor academic history Poor reading and writing skills Poor notetaking skills Poor time management skills Poor problem solving skills expectation of failure Poor or negative self-concept combined with an 2. Unrealistic self-appraisal 3. and the demands of BCC General lack of familiarity with academic requirements 4. therefore may lack understanding and support from Often are first generation college students and 5. family and friends. Absence of peer group and role models 6. attend college Friends do not attend same college or do not Peers do not consider education to be important The Undecided Student Profile combination of the following factors: A student can be identified as undecided due to a Has many interests 1. Does not understand why he or she is confused 2. regarding academic and career goals Experiences difficulty or cannot make decisions 3. affecting personal career decisions Requires help to identify the significant factors direction. Is unsure of program selection and/or career pursuing interests Lacks familiarity with methods or ways of 4. Possesses little or no career research experience 5. May lack basic academic abilities 6. May lack interest and motivation 7. Typically makes the following comments: 8. major I know what I want to do, but not what program or do I know what major I want but not what I want to I don't know what I want as a major or as a career I used to know what I wanted but not anymore I know what my parents want but not what I want what to do with it I know what Pm good at, but I don't know I don't know if I am good at anything I'm interested in a different major everyday of the courses in the major I have chosen I know what I want but I'm not good at any 6 2 RETENTION STRATEGIES For the At-Risk Students (Triple Ols (Freshman Initiative Program) and ESL students) of Students with multiple basic skill deficiencies, poor or nonexistent study habits, no family history goals, need a college attendance, peers unsupportive of academic endeavors, and without clear and realistic the comprehensive and intensive support system. Anything else will have at best a marginal impact on services overall success of these groups. While practices such as Early Alert letters and walk-in tutoring they have had a minimal impact on may be components of a more comprehensive program, by themselves is the most at-risk students enrolled in college. A Freshman Academy is proposed. The Academy faculty and A full-time, four-days-a-week, cluster-scheduled program co-led by developmental counselor teams Early Alert Has an Early Alert System (see Retention Strategies 2001-2003, Appendix C for a sample Letter, p. 10). and other The Academy incorporates structured study groups, career and personal counseling, tutoring support services. The recommended duster degree-bearing courses are computer literacy courses: Dat10/Dat38; Dat33, Dat38 (+ Eng-01+ Rd1-01+ Mth-01; or, + ESL-01+ Rdl -05+ LAN 15). beginning The Academy should be two semesters in duration; campus research shows that students their college careers by attending two consecutive terms are more than twice as likely to succeed as students not getting off to this good start For these At -risk students, a modified OCD-01 should be offered for their first semester; and a modified OCD-11 for their second semester in the academy (see Retention Strategies 2001-2003, Appendices A & B for the modified syllabi of OCD-01 and OCD-11. pp. 7-9). in the Only such a Freshman Academy of one-year duration can produce meaningful improvements success of at-risk students at BCC. For Moderately At-Risk and Undecided Students (Everybody else who is not in the Academy) Employers have observed (via feedback to Career & Placement Office) that our graduates' rooted in inadequate assessments of students' resumes and interview skills are flawed because they are this flaw interests, abilities, and values. Only a modified OCD-11 (not occasional workshops) can correct their career and and help us fulfill the community college's mission i.e. that of preparing all our students in 8-9). occupational choices (see Retention Strategies 2001-2003, Appendix B for the modified syllabus, pp. For Students Who Placed Themselves on Academic Probation These students are most vulnerable to being suspended and/or dismissed. They are also prone to dropping out. We now have the structure of a program with the following existing or proposed elements: with probationary It is a peer-counseling program where carefully selected students work out a plan students of calculating the GPA required for getting off academic probation. Probationary students are reminded to resolve their ABS and INC grades of the previous semester. Wus and F grades. An Probationary students' academic transcripts are reviewed for ABS -f, for the removal or appeals process is undertaken which adheres strictly to the procedures that allow replacement of the aforementioned grades. providing a safety net It should allow students to change curriculum to a Liberal Arts program, thereby by a for students who want to "bail out of' other programs. Students who become overwhelmed demanding and narrow curriculum can transfer to a discipline, which allows a wide array of courses choice of for elective credits and spread their credits across curriculum areas. The flexibility delays the consider that they really want to do. They could a specialization while giving students more time to 3 7 the 16 F credits limit) in courses no longer required probably appeal to get F grades removed (beyond by the Liberal Arts curriculum. DISCOVER (CD-ROM Disc) program if there is Probationary students are also required to take the from a lack of career planning or career indecision. an indication that their problem stems psychological services if their problem has a self. Probationary students may need to be referred to failures. defeating pattern that dooms them to a cycle of repeated abide by the program's goals by signing a Probationary students declare their determination to Appendix D, p.11) of taking the necessary steps to get contract (see Retention Strategies 2001-2003, off probation. for academic advisement Probationary students are referred to counselors counselors as probationary students in courses approved by Peer counselors help schedule and register who plan to get off academic probation. the courseload most appropriate for students Probation) Re-admitted after Suspension (On Continued For Students on Suspension Waivers or goals. their last chance to stay and pursue their college These students are on the brink of losing out on Program with the following existing or proposed They are referred to the aforementioned Probationary elements: suspension: second-chance students to avoid permanent Peer counselors work out a plan with these plan to take. obtain a C or better than C grades in the courses they self- psychological services if their problem has a Second-chance students may need to be referred to repeated failures. defeating pattern that dooms them to a cycle of their ABS and INC grades of the previous semester. Second-chance students are reminded to resolve An reviewed for ABS -1 INC -f, Wus and F grades. Second-chance students' academic transcripts are strictly to procedures that allow for the removal or appeals process is undertaken which adheres replacement of the aforementioned grades. for Arts program, thereby providing a safety net Allow students to change curriculum to a Liberal Students who become overwhelmed by a students who want to "bail out of" other programs. discipline, which allows a wide array of courses demanding and narrow curriculum can transfer to a choice of curriculum areas. The flexibility delays the for elective credits and spread their credits across to do. They could students more time to consider that they really want a specialization while giving required the 16 F credits limit) in courses no longer probably appeal to get F grades removed (beyond by the Liberal Arts curriculum is DISCOVER (CD-ROM Disc) program if there Second-chance students are also required to take the from lack of career planning or career indecision. an indication that their problem stems abide by the program's goals by signing a Second-chance students declare their determination to steps to get 2001-2003, Appendix E, p.12) of taking the necessary contract (see Retention Strategies off continued probation. for academic advisement. Peer counselors help Second-chance students are referred to counselors approved the limited number of appropriate courses schedule and register second-chance students in by counselors. Retention Strategies By Collaborating with Academic Faculty, doomed to complementary support of Academic departments are One-sided retention strategies without the therefore, has been collaborating with faculty by liaison fail. The Department of Student Development, the college. The liaison arrangements need to be assignments to various academic departments of invigorated in the following ways: conduct curriculum advisement and career/occupation We will continue to invite academic faculty to designated curriculum days. seminars for the students and counselors on of the reasons why students drop courses (see Counselors will send a semester report of the pattern of the form, p.13) in the respective Retention Strategies 2001-2003, Appendix F for a copy supplementary teaching hours for the "most-often- departments they are in liaison with; and, suggest the respective out and said the "course-profiles" to dropped" courses. CAP interns will collect, sort departments at the end of each semester. each of the number of probationary students under Counselors will send an annual report of the becomes localized liaison with. Thus, the problem of attrition curricula of the departments they are in retention. their share of the work of student and will enable academic departments to own department). As a faculty representative (designated by the Counselors will work in tandem with a probationary workshop counselor will conduct a course and a paired team, the designated faculty and probationary respectively for probationary student& These (e.g. LTL-10 + counseling sessions) liaison with (see of the departments counselors are in students are distributed under the curricula 14-15). G for a sample distribution chart, pp. Retention Strategies 2001-2003, Appendix Retention Strategies Relationship By Emphasizing the Counseling In the Classroom (in the process) their teaching role in the classroom, have submerged OCD counselors, in assuming a have diminished the efficacy. Most noticeably, the twin roles counseling role and diluted their counseling grades mirror in an has contributed to Ws & Wus, which bonding with students. This lack of bonding counselors should probation and suspension. In other words, incremental way, what cumulatively lead to classroom. Therefore, reclaim the unique role of counseling in the revised to resurrect or supervisors to evaluate counselors be We propose that the forms used by classroom (See bonding of counselors with students in the revivify this counseling aspect, i.e. the Appendix H, for sample form, pp. 16-18). Retention Strategies 2001-2003, how students view students to evaluate counselors be revised to see We propose that the forms used by Appendix I, for sample (See Retention Strategies 2001-2003, the counselor-in-action in the classroom form, pp. 19-20). changing commitments attrition as a process related to students' A long time ago, Tinto (1987) explained solidify students' goals and individuals and the college as a system and experiences. Interactions between informs these retention. Tinto's social integration theory commitments that lead to persistence and that contribute to thus, the strategies have all the elements proposed retention strategies 2001-2003; BCC. students' commitment and persistence at 5 9 REFERENCES Recruitment, Remediation, and Adam, Anthony. (1999). The New Era for Enrollment Management: and Significant Retention in the 2l Century. A Directory of Promising Practices, Notable Programs for Higher Education. ERIC 439 643, 165 pp. Exemplary Sites. (1997). "Best Practices" in the Student Support Services Program. A Study of Five ERIC 416 784, 1 1pp. (1994). Campus Practices for Student Success: A Compendium of Model Programs. ERIC 380 018, 125pp. (1997). Campus Retention Programs at Indiana Public Institutions: Working Paper. ERIC 431 480, 1p. 380 017, 12pp. Dale, Paul M. (1995). A Successful College Retention Program. ERIC Muraskin, Lana, D. (1998). A Structured Freshman Year for At-Risk Students. ERIC 420 265, 25pp. Initiative. (1999). Reasons for Hope. Promising Practices from the Campus Diversity ERIC 429 513, 41pp. Successful Strategies for Teaching & Learning. (1994). ERIC 396 781, 17pp. student attrition. Chicago, IL: Tinto, V, (1987). Leaving college: Rethinking the causes and cures of The University of Chicago Press.