Ncair 2011 presentation
Upcoming SlideShare
Loading in...5
×
 

Ncair 2011 presentation

on

  • 304 views

 

Statistics

Views

Total Views
304
Views on SlideShare
303
Embed Views
1

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 1

http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Ncair 2011 presentation Ncair 2011 presentation Presentation Transcript

  • Baby Please Don’t Go!What are your students telling you about their intention to persist?
    April 5, 2011
    NCAIR- Boone, NC
    Karen Price
    Mary Heuser
    Sandra Nicks
  • BELMONT ABBEY COLLEGE
    • Established in 1876
    • Enrollment of 1,734 Students
    (866 Traditional, 868 Adult)
    • BA & BS Degrees View slide
    • Freshmen to Sophomore Retention 69% View slide
    • 6-Year Graduation Rate 33%
  • Persistence Rates (1st to 2nd Year) Among First-time First-year Students Matriculating between 1991 and 2009
  • Graduation Rates of First-time First-year Degree Seeking Students Matriculating in Fall, 1995 through 2006
  • Noel-Levitz Report on Undergraduate Recruitment Trends
  • Monetary Returns from Retention
    If BAC retains 20 more students this year
  • BAC Efforts to Increase Retention
    Strategic planning
    Admissions (finding students that are a “good-fit” for the college)
    Academic assistance
    Gathering information about attrition
    National Student Clearinghouse Student Tracker
    will tell us where students go
    BAC First-Year Student Survey
    will tell us which students plan to go
  • Attrition Rates (1st to 2nd Year) Among First-time First-year Students Matriculating Between 1991 and 2009
  • Retention/ Persistence LiteratureTwo “Camps”
    Cognitive Variables
    Non-Cognitive Variables
    Quantitative
    Typically measured by Standardized Tests (ACT, SAT)
    High School Grades
    Adjustment
    Motivation
    Student Involvement
    Perceptions
    Astin (1993, 2005); Tinto (1993); Sedlacek(2003, 2005)
  • College Choice Models
    Chapman
    2 stages (pre-search and search)
    Jackson
    Stage 1- preference
    Stage 2- exclusion (consider resources)
    Stage 3- evaluation (final choice)
    Hossler & Gallagher
    Stage 1- Predisposition
    Stage 2- Search
    Stage 3- Choice
    Blackwell
    consumer decision process- “purchase behavior”
  • EARLY WARNING SIGNS
    The Nexus between college choice, intention and persistence---Pre-matriculation attitudes may continue to influence persistence decisions
  • First Year Student Survey
    Annual survey examining satisfaction among first-time first-year students
    Added questions regarding college choice and student intentions
    Administered to traditional students enrolled in Freshman Symposium
    Distributed via online survey, with follow up to non-responders through campus mail and faculty encouragement
    62% response (n=203)
  • Survey Questions: Student Intent
    Which best describes your plan for attending BAC:
    Complete a bachelor’s degree at BAC
    Attend BAC for one or two years, then transfer to another college
    I plan to return to BAC:
    Next semester?
    Next academic year?
    Through graduation?
  • Survey Questions: College Choice
    Of the colleges to which you applied, BAC was your:
    First choice
    Second choice
    Third or more
    Of the colleges to which you were accepted, BAC was your:
    First choice
    Second choice
    Third or more
  • Survey Questions: Student Success
    Since entering BAC, how successful have you felt at:
    understanding what your professors expect of you academically
    developing effective study skills
    adjusting to the academic demands of college
    managing your time effectively
    communicating with faculty
    developing close friendships with other students
    utilizing campus services available to students
    becoming involved with campus life
  • Research Questions & Data Analyses
    Conducted several Chi Square analyses
    Are there differences in the frequency of students who return/ non-return by intentions for attendance?
    Are there differences in the frequency of students who return/ non-return based on college choice status?
    Are there differences in students perceptions of being successful adjusting to college based on intentions for attendance?
  • Research Question 1: Are there differences in the frequency of students who return/ non-return by intentions for attendance?
    2x2 Chi Square goodness of fit
    Enrollment after one semester (Return versus Non-Return)
    Plan for attending Belmont Abbey (Stay and Graduate versus Intend to Transfer)
    Χ2 = 8.4, p<.05
    There were a greater than expected number of students who indicated that they intended to transfer who actually left BAC after one semester
    20% of students who indicated they intend to transfer left after one semester as compared to only 5% of students who indicated they intended to stay
    Also, 44% of our students who had indicated BAC was a 3rd or lower choice school indicated that they intend to transfer…..NONE of those students returned after one semester!
  • Research Question 2:Are there differences in the frequency of students who return/ non-return based on college choice status?
    3x2 Chi Square goodness of fit
    College Choice Status (1st choice, 2nd choice, 3rd or lower choice)
    Enrollment status after one semester (Return versus Non-Return)
    Χ2 = 10.16, p<.05 ---choice of applied
    Χ2 = 9.32, p<.05 ---choice of accepted
    • A greater than expected frequency of students for whom BAC was a 3rd or lower choice of college to attend failed to return after one semester.
    • 30% of non-returning students had indicated BAC was a 3rd or lower choice for attendance
  • Research Question 3: Are there differences in students perceptions of being successful adjusting to college based on intentions for attendance?
    3x2 Chi Square goodness of fit
    Level of Adjustment (Extremely Successful, Somewhat Successful, Unsuccessful)
    Intentions for Enrollment (Plan to Stay and Graduate versus Plan to Transfer)
    How successful have you been at becoming involved with campus life?
    Χ2= 24.78, p<.05
    35% of student who indicated intent to transfer reported feeling unsuccessful as compared to only 11% of those who intend to stay.
    How successful have you been at developing close friendships?
    Χ2= 27.65, p<.05
    15% of students who intend to transfer reported be unsuccessful as compared to only 4% of students who intend to stay
    Students who indicate that they intend to transfer are more likely to be report feeling unsuccessful integrating socially on campus
  • What Next?
    What do we do with the information?
    This year
    information sent to the Associate Academic Dean and the Retention Committee
    Director of Academic Resource Center contacting students who indicate they intend to leave
  • What Next?
    What do we do with the information?
    Going forward
    Survey earlier (before midterm, first semester)
    Determine reasons why students choose to attend BAC although not first or second choice (e.g., parents, SATs, academics)
    Assist students to become more engaged in the College
    Further research on the relationship of college choice and engagement (e.g., combine First-Year Student Survey with NSSE data)