"IF YOU BUILD THEM UP, THEY WILL STAY": THE ROLE OF RECOGNITION AND FEEDBACK ON STUDENT RETENTION

While such stratagems are certainly well founded, and have achieved varying degrees of success, it may be that a more fundamentally vital area of examination is being largely overlooked, namely the impact of the high school experience.

Technology strategies in the process of student retention and efficiency of academic management

This article discusses the application of Information and Communication Technologies and strategies for best practices in order to capture and maintain faculty students' attention. It is based on a case study of ten years, using a complete information system. This system, in addition to be considered an ERP, to support the activities of academic management, also has a strong component of SRM that provides support to academic and administrative activities. It describes the extent to which the presented system facilitates the interaction and communication between members of the academic community, using the Internet, with services available on the Web complementing them with email, SMS and CTI. Through a perception, backed by empirical analysis and results of investigations, it demonstrates how this type of practice may raise the level of satisfaction of the community. In particular, it is possible to combat failure at school, avoid that students leave their course before its completion and also that they recommend them to potential students. In addition, such a strategy also allows strong economies in the management of the institution, increasing its value. As future work, we present the new phase of the project towards implementation of Business Intelligence to optimize the management process, making it proactive. The technological vision that guides new developments to a construction based on Web services and procedural languages is also presented.

Enrolment, student retention and attrition in the tourism management program.

This paper examines the factors motivating students to enrol in the Tourism Management program at Champlain College, St-Lambert and why a large number of students abandon the program before obtaining their DEC. There is a great deal of literature on student attrition, however there is little consensus on why students withdraw from college programs and the results cannot be easily generalized to this particular set of students at this time. Understanding the factors that influenced the students to choose Tourism Management at Champlain, St-Lambert and why they then leave before completing the six semesters will help with student success and with the marketing of the program.||Résumé : Ce travail s'intéresse aux facteurs qui motivent les étudiants à s'inscrire au programme de tourisme offert au Collège Champlain de St-Lambert. Il cherche à établir les raisons qui font en sorte qu'un si grand nombre d'étudiants abandonnent le programme avant d'obtenir leur DEC. Plusieurs recherches ont été effectuées sur l'abandon scolaire, mais il n'y a pas de consensus quant aux raisons pour lesquelles les étudiants se retirent du programme collégial. Actuellement, il est difficile d'établir des liens entre les résultats de ces recherches et ce groupe d'étudiants. La compréhension des facteurs qui influencent les étudiants à choisir le tourisme au Collège Champlain et les raisons qui font en sorte qu'ils quittent avant d'avoir complété leur formation, nous permettront d'améliorer le taux de rétention des étudiants dans ce programme. De plus, cela favorisera le marketing du programme.

Online and Hybrid Course Prioritization Guide: 10 Strategies for Promoting Enrollment Growth and Student Success

Institutions of all shapes and sizes are investing significant sums to expand their portfolio of online and hybrid courses without specific institutional priorities in mind, often resulting in a mix of arbitrary, sub-scale offerings. This creates an unsustainably expensive disconnect between the institution’s online portfolio (largely steered by unit-level interests and capacity) and its overarching interest in using technology to increase access, improve student success, and grow revenue. This guide is designed to help institutional leaders prioritize scarce resources devoted to online and hybrid course development toward the most promising available opportunities. By targeting specific curricular "gaps," institutions can improve retention, reduce time-to-degree, regain or expand their share of currently enrolled student credit hours, or even attract new students to existing programs.

Settling in:understanding the role and influence of parents on student transition to university

This paper will present details and findings to date collected as part of a research project currently being undertaken at Aston University, Birmingham, UK. The research focuses on the adjustment and experience of first year students and the role and influence of their parents and family during this time. In addition to Educational research literature, the research draws on “Emerging Adulthood” to assist in understanding the experience of students upon enrolling on a Higher Education degree. It is anticipated that the findings will contribute to the UK student retention debate as well as the adjustment literature.

The effects of required/sequenced preparatory courses on academic success and retention at a community college

This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and re-enrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for re-enrollment. For a financial aid recipient the odds of re-enrollment were 2.70 times more likely than if no financial aid was received.

The effects of cultural distance on student socialization and departure decisions

Organizational socialization theory and university student retention literature support the concept that social integration influences new recruits' level of satisfaction with the organization and their decision to remain. This three-phase study proposes and tests a Cultural Distance Model of student retention based on Tinto's (1975) Student Integration Model, Louis' (1980) Model of Newcomer Experience, and Kuh and Love's (2000) theory relating cultural distance to departure from the organization. ^ The main proposition tested in this study was that the greater the cultural distance, the greater the likelihood of early departure from the organization. Accordingly, it was inferred that new recruits entering the university culture experience some degree of social and psychological distance. The extent of the distance correspondingly influences satisfaction with the institution and intent to remain for subsequent years. ^ The model was tested through two freshman student surveys designed to examine the effects of cultural distance on non-Hispanics at a predominantly Hispanic, urban, public university. The first survey was administered eight weeks into their first Fall semester and the second at the end of their first year. Student retention was determined through their re-enrollment for the second Fall semester. Path analysis tested the viability of the hypothesis relating cultural distance to satisfaction and retention as suggested in the model. Logistic regression tested the model's predictive power. ^ Correlations among variables were significant, accounting for 54% of variance in students' decisions to return for the second year with 96% prediction accuracy. Initial feelings of high cultural distance were related to increased dissatisfaction with social interactions and institutional choice at the end of the first year and students' intention not to re-enroll. Path analysis results supported the view that the construct of culture distance incorporates both social and psychological distance, and is composed of beliefs of institutional fit with one's cultural expectations, individual comfort with the fit, and the consequent sense of “belonging” or identifying with the institution. ^

Effects of Cultural Distance on Student Socialization and Departure Decisions

The study examines the effects of cultural distance on student retention at an urban, Hispanic-serving university. A Cultural Distance Model based on retention research in higher education and organizational socialization theory is posed and the first half of the model is tested using path analysis with results supporting most model assumptions.

The effects of required/sequenced preparatory courses on academic success and retention at a community college

This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and reenrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for reenrollment. For a financial aid recipient the odds of reenrollment were 2.70 times more likely than if no financial aid was received.

Recruiting and Retaining Women and Minorities in Public Sector Engineering Positions, HR-348, 1995

The objective of phase one of this research was to assess the degree to which currently employed Iowa Department of Transportation (DOT) employees would be affected by a more aggressive policy to recruit and retain women and minority engineers. The DOT's "Future Agenda" was used as a baseline to focus on efforts to update and implement a recruitment plan that would target underrepresented classes. The primary question that emerged out of phase one was how could the Iowa DOT strengthen its ties with Iowa State University (ISU) to produce increased numbers of in-state applicants for engineering positions. This introduced the objective of phase two, which was to identify problem areas resulting in unacceptably high attrition rates for women, minorities, and to a lesser degree, Caucasian men in the College of Engineering at ISU, particularly Civil and Construction Engineering (CCE). Past research has focused on (1) projected shortages of qualified civil engineers, (2) the obstacles confronting women in a traditionally male-oriented profession, and (3) minorities who are often unprepared to succeed in the rigors of an engineering curriculum because of a lack of academic preparedness. The researchers in this study, in contrast, chose to emphasize institutional reasons why women, minorities, and some Caucasian men often feel a sense of isolation in the engineering program. It was found that one of the key obstacles to student retention is the lack of visibility of the civil engineering profession. The visibility problem led to the hypothesis that many engineering students do not have a clear conception of what the practice of civil engineering entails. It was found that this may be a better predictor of attrition than the stereotypical assumption that a majority of students leave their engineering programs because they are not academically able to compete. Recommendations are offered to strengthen the ties between ISU's Department of CCE and the Iowa DOT in order to counter the visibility issue. It was concluded that this is a vital step because over the next 5-15 years 40% of DOT engineers currently employed will be phasing into retirement. If the DOT expects to draw sufficient numbers of engineers from within the state of Iowa and if increasing numbers of them are to be women and minorities, a university connection will help to produce the qualified applicants to fulfill this need.

¿Es eficaz especializar la actividad de tutoria? Análisis de una experiencia online

En un entorno online la actividad de tutoría de los estudiantes juega un papel fundamental. Su eje central es el acompañamiento del estudiante a lo largo del programa académico que curse, desde el momento en que muestra su interés en matricularse hasta que se titula. La literatura disponible sobre cómo organizar la actividad tutorial en entornos virtuales es escasa. En esta comunicación, basada en la experiencia de la Universitat Oberta de Catalunya (UOC), se analizan dos niveles de especialización de la acción tutorial online. En un primer nivel organizativo, se presenta y evalúa una especialización de la coordinación de la tutoría en función del tipo de conocimiento necesario para ejercerla, académico o administrativo. Esto genera una estructura organizativa de tipo matricial que aporta flexibilidad y conocimiento especializado a la actividad tutorial, y que es valorada muy positivamente por las partes implicadas. En un segundo nivel, se analiza la separación de dos tipos de tutoría especializadas, una de inicio y otra de seguimiento, en función de la antigüedad del estudiante tutorizado. Los resultados de los análisis cualitativos y cuantitativos realizados no permiten concluir que esta segunda forma de especialización contribuya claramente a la mejora de los objetivos de la función tutorial.

Exploring the potential of early identification and intervention within a college of applied arts

This study probed for an answer to the question, "How do you identify as early as possible those students who are at risk of failing or dropping out of college so that intervention can take place?" by field testing two diagnostic instruments with a group of first semester Seneca College Computer Studies students. In some respects, the research approach was such as might be taken in a pilot study. Because of the complexity of the issue, this study did not attempt to go beyond discovery, understanding and description. Although some inferences may be drawn from the results of the study, no attempt was made to establish any causal relationship between or among the factors or variables represented here. Both quantitative and qualitative data were gathered during. four resea~ch phases: background, early identification, intervention, and evaluation. To gain a better understanding of the problem of student attrition within the School of Computer Studies at Seneca College, several methods were used, including retrospective analysis of enrollment statistics, faculty and student interviews and questionnaires, and tracking of the sample population. The significance of the problem was confirmed by the results of this study. The findings further confirmed the importance of the role of faculty in student retention and support the need to improve the quality of teacher/student interaction. As well, the need __f or ~~ills as~e:ss_~ent foll,,-~ed }JY supportiv e_c_ounsell~_I'l9_ ~~d_ __ placement was supported by the findings from this study. strategies for reducing student attrition were identified by faculty and students. As part of this study, a project referred to as "A Student Alert project" (ASAP) was undertaken at the School of Computer Studies at Seneca College. Two commercial diagnostic instruments, the Noel/Levitz College Student Inventory (CSI) and the Learning and Study Strategies Inventory (LASSI), provided quantitative data which were subsequently analyzed in Phase 4 in order to assess their usefulness as early identification tools. The findings show some support for using these instruments in a two-stage approach to early identification and intervention: the CSI as an early identification instrument and the LASSI as a counselling tool for those students who have been identified as being at risk. The findings from the preliminary attempts at intervention confirmed the need for a structured student advisement program where faculty are selected, trained, and recognized for their advisor role. Based on the finding that very few students acted on the diagnostic results and recommendations, the need for institutional intervention by way of intrusive measures was confirmed.

Exploring the potential of early identification and intervention within a college of applied arts

This study probed for an answer to the question, "How do you identify as early as possible those students who are at risk of failing or dropping out of college so that intervention can take place?" by field testing two diagnostic instruments with a group of first semester Seneca College Computer ,Studies students. In some respects, the research approach was such as might be taken in a pilot study_ Because of the complexity of the issue, this study did not attempt to go beyond discovery, understanding and description. Although some inferences may be drawn from the results of the study, no attempt was made to establish any causal relationship between or among the factors or variables represented here. Both quantitative and qualitative data were gathered during four resea~ch phases: background, early identification, intervention, and evaluation. To gain a better understanding of the problem of student attrition within the School of Computer Studies at Seneca College, several methods were used, including retrospective analysis of enrollment statistics, faculty and student interviews and questionnaires, and tracking of the sample population. The significance of the problem was confirmed by the results of this study. The findings further confirmed the importance of the role of faculty in student retention and support the need to improve the quality of teacher/student interaction. As well, the need for skills assessmen~-followed by supportive counselling, and placement was supported by the findings from this study. strategies for reducing student attrition were identified by faculty and students. As part of this study, a project referred to as "A Student Alert Project" (ASAP) was undertaken at the School of Computer Studies at Seneca college. Two commercial diagnostic instruments, the Noel/Levitz College Student Inventory (CSI) and the Learning and Study Strategies Inventory (LASSI), provided quantitative data which were subsequently analyzed in Phase 4 in order to assess their usefulness as early identification tools. The findings show some support for using these instruments in a two-stage approach to early identification and intervention: the CSI as an early identification instrument and the LASSI as a counselling tool for those students who have been identified as being at risk. The findings from the preliminary attempts at intervention confirmed the need for a structured student advisement program where faculty are selected, trained, and recognized for their advisor role. Based on the finding that very few students acted on the diagnostic results and recommendations, the need for institutional intervention by way of intrusive measures was confirmed.

Développement du sentiment d'appartenance à une équipe sportive et persévérance scolaire : le cas des jeunes du programme «Bien dans mes baskets»

«Bien dans mes Baskets» (BdmB) est un programme d’intervention psychosociale utilisant le basketball parascolaire comme outil de prévention du décrochage scolaire et de la délinquance chez des adolescents en difficulté ou présentant plusieurs facteurs de risque. Le programme a comme objectifs généraux de prévenir le décrochage scolaire, la délinquance et l’exclusion sociale. La présente étude a comme principaux objectifs d’explorer le processus de construction du sentiment d’appartenance à l’équipe et à l’école des athlètes-étudiants participant au programme BdmB et d’examiner le lien entre le sentiment d’appartenance à l’équipe et à l’école chez ces derniers. Des entretiens semi-directifs ont été réalisés auprès d’un échantillon aléatoire de 21 athlètes-étudiants de sexe masculin inscrits dans le programme BdmB. Nous avons choisis au hasard sept athlètes-étudiants dans trois équipes de catégories d’âge différentes (atome, cadet et juvénile) afin de mettre en évidence la progression potentielle du sentiment d’appartenance dans le temps. Le verbatim des entretiens enregistrés a été transcrit afin de procéder à une analyse inspirée de la théorisation ancrée. Les résultats permettent l’identification de trois conditions qui paraissent jouer un rôle déterminant dans la construction du sentiment d’appartenance, soit : 1) le partage d’expériences communes significatives, 2) la valorisation de la pratique du basketball au sein de BdmB, et 3) le climat de l’équipe et du programme. Ces conditions découlent de l’interaction et du cumul de nombreux facteurs individuels et interpersonnels ainsi que de facteurs liés au programme. Pour certains athlètes-étudiants, le basketball parascolaire semble même favoriser la motivation scolaire. Pour plusieurs, le sentiment d’appartenance à l’équipe est indissociable du sentiment d’appartenance à l’école.