Factors affecting the retention of college freshmen

Retention Facts

• “More students leave their college or university prior to degree completion than stay” (Tinto, 1993)

• Despite strong desires and positive attitudes that students associate with completing higher educational coursework, the reality is that nearly 50% of students will not graduate for a variety of reasons.

Retention Facts

• According to Geraghty (1996), about 27% of students do not return for their sophomore year at four- year academic institutions. Research indicates that three fourths of students who drop out do so during the first year and many drop out within the first six weeks of the fall semester (Elkins, et. al., 1998; Tinto, 1997; Tinto, 1988).

Purpose of Study

• The purpose of the study was to explore factors influencing the retention of students during their freshman year in college. The study attempted to identify constructs associated with undergraduate freshman persistence. A mixed-methods paradigm was utilized to investigate retention, but this presentation will primarily focus on the qualitative domain.

Qualitative Population and Study

• Focus Groups– Second semester college freshmen– 3 focus groups (5-12 participants per group)– 19 total participants

Focus Group Questions

• What factors influenced your return as a freshman in the second semester of the academic year?

• What has contributed to your success?

• What has impeded your success?

• What are some areas that can improve retention?

• What has contributed to your preparation for college?

• What support services have been beneficial?

Qualitative Analysis

• Thematic analysis (Braun & Clarke, 2006) was performed after transcription of audio recordings

• The use of thematic analysis provided an effective framework to identify robust themes found within data sets as well as data items.

• The selection and identification of emerging themes was based on theme prevalence as well as inductive analysis.

Qualitative Components

• Students Return to TAMU-CC

• Student Success

• Impediments to Success

• Student Preparation

• University Support Services

Emerging themes forstudents decision to return

Strong personal connection to university• Positive connection allows students to socially and

academically integrate into university life

• Social support systems

• Campus clubs and activities

• Proximity to family and friends (Mixed emotions)

• University atmosphere- “Our campus has a laid back atmosphere and everyone knows each other.”

Emerging themes for students decision to return

• Relationship to a faculty member– All students agreed rapport with Professors was

vital to their return• “Open door policy”

• “Opposite of what high school teachers warned me about”

– Academic and sports scholarship

Themes for student success

• Social motivation– Family and friends

• “I know people that have quit and want to do better.”

– High School experiences• Positive and negative

– Connections they experience with an instructor

Themes for student success

• Connections with an Instructor/Faculty

• Learning Communities Program

• Academic skills– Time management– Organization

Themes identified as impediments to success

• Social integration– “People can hold you back”

• Technology– “I log onto WEBCT to work, then spend 30

minutes on Facebook.”

• International students– Language, culture, transition issues

Student Preparation Themes

• AP classes in High School– Enrolled, but did not necessarily help with

academic preparation– Assisted with conceptualizing process of

college (research papers)

• Extra-Curricular Activities• Teacher’s role in students life/academics• Time management

University Support Services Themes

• Mixed emotions and feedback on programs– Academic advisors– Tutoring and Learning Center– Career Services– Student Support Services– A program for International Students– Athletics

• Desire to meet faculty prior to classes beginning• Campus employment

Conclusions

• The individuality that students present to academic institutions is the driving force of higher education, yet it is the factor that provides the complexity when attempting to understand student success.

Conclusions

• Factors influencing freshman retention remains a complex issue.

• There is no single variable that is the cause for a student’s decision to continue their matriculation in college.

• Student individuality is a significant factor when researching retention.

• Issues perplexing and hindering one student might have little or no effect on another student.

Retention efforts at TAMUCC

First Year Islanders Program• The First-Year Islanders plan enhances and improves the academic

experience of students attending their first year at Texas A&M University –Corpus Christi

• By implementing this plan, TAMUCC reinvests itself in its first-year experience and pursues its mission of excellence, engagement, and expansion particularly relation to undergraduate teaching and learning.

FYI Plan

• The FYI Program improves the learning experience of First-Year Students by:

• Transitioning first-year students to higher education learning through inaugural programs;

• Creating professional learning communities focused on promoting first-year learning through reflective practice; and

• Invigorating first-year courses through reflective practice, accomplished in disciplinary-based faculty communities of practice.

Inaugural FYI Programs

• WAVE Bridge is a free, one day work-shop led by staff and peer mentors. These workshops are designed to help the students start their college career on the right foot both academically and socially.

• Five workshops addressed a variety of subjects, including academic support services, time management, and building network of support.

• The topics were chosen and designed to address the most common stumbling blocks to student success.

• This students who were in the bottom 2/3 of their High School were chosen to participate since research shows these are the students at risk.

Inaugural FYI Programs

• Students had lunch with instructors within the FY Learning Community.

• GOALS for the upcoming FALL 2011

• All at-risk students will be required to attend• The Bridge will happen earlier and made part of the

criteria for complete admission to the university.

Inaugural FYI Programs

• Convocation• Formally inducts the class into the institution

• Mandated for all first-year students

• Partnership between Student Affairs & CASA

• Fun, social activity to help the First-Year Islanders develop friendships and a sense of belonging to the institution

• First-Year professional staff and faculty were encouraged to participate.

Results of Convocation Survey 860 Freshmen completed the survey (about half of the freshmen class)

82% felt welcomed to the University

First-Year Community Refinements

• The program directors have decided for Learning Communities to meet earlier so as to ensure the focus on students.

• The goal is to hash out issues with rubrics and grading on the integrated assignments.

First-year CommunityRefinements

• Rita Sperry Seminar Coordinator and Instructor commented that community meetings within the semester should focus on what is going on in class not issues with an assignment and retaining students.

FYL Program

• At risk student are tracked by Student-Affairs and CASA to ensure they are making the transition into College life and studies.

• What is CASA?

Center for Academic Student Achievement

• The Center for Academic Student Achievement (CASA) is committed to providing support services to help students reach their own educational goals and succeed in the university environment.

• CASA programs are designed to improve the retention and graduation rates of university students.

CASA Services

• THEA Academic Advising

**The Retention Specialist at CASA coordinate THEA Advising.

** Job of the Retention Specialist(s)

• Peer Mentors

** The program is designed by CASA to provide direct mentor-to-student assistance with educational matters.

**Peer Mentors primarily assist students by providing them information such as suggesting techniques for academic success.

CASA Services cont.

• CASA services (The center’s primary Service is peer tutoring.)

**Math, Writing, Chemistry, Spanish, history, study skills and most core subjects

• CASA Computer Lab

**Printers, scanners within the lab are available for student use, in addition to an array of applications, tutoring software,

class specific programs, and Internet access

• CASA Supplemental Instruction

**CASA also offers Supplemental Instruction that is designed to increase student performance and retention. This program covers a variety of subjects.

CASA Service cont.

• Smarthinking

** SMARTHINKING is web-based tutoring service which covers a variety of subjects.

Seminar Refinements

• TAMUCC hired full-time Seminar Instructors

• These full-time employees are experienced with learning communities and can focus their time and efforts on student success.

Comments? Questions?Common Goals

References

• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.• Elkins, S., Braxton, J., & James, G. (1998). Tinto’s separation stage and its influence on first-semester college student persistence. AIR 1998 Annual Forum Paper.• Geraghty, M. (1996). More students quitting college before sophomore year, data show.

Chronicle of Higher Education , 42. A35-A36.

• Tinto, V. (1988). Stages of student departure: Reflection on the longitudinal character of student leaving. Journal of Higher Education, 59, 438-455

• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.) Chicago: The University of Chicago Press.

• Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-623.