The document discusses several strategies for improving student retention:
1) Validation strategies make students feel their education is worthwhile through recognition of achievements and mentoring.
2) Practical learning opportunities and a culture of success help keep students engaged.
3) Resources like counseling and job advice provide support.
Retention efforts are most effective when addressing problems early through programs focused on admissions, assessment, assistance and orientation during a student's first year. Individualized attention helps students stay enrolled.
During the February 2017 Division meeting, the national climate regarding veterans on college campuses was discussed. In addition to a panel of USC student veterans speaking on their experience transitioning from combat to the classroom. Dr. Luna, Associate Vice President for Housing and Student Development at USC, used these slides to share what's next for student veterans on our campus.
Presentation by Susan deMuth (Johns Hopkins), Nancy McKinney (Berkeley) and Kirsten Rasmussen (Georgetown) on stewarding endowed faculty donors. Association of Donor Relations Professionals, 2007.
This presentation was for a joint meeting of the deans of undergraduate colleges at the University of Kentucky, their associate deans of curriculum and instruction, the Directors of Undergraduate Studies from each of the undergraduate programs, the professional academic advising staff, the Provost and his senior administrative staff as well as the staff and faculty from the Office of Undergraduate Education.
During the February 2017 Division meeting, the national climate regarding veterans on college campuses was discussed. In addition to a panel of USC student veterans speaking on their experience transitioning from combat to the classroom. Dr. Luna, Associate Vice President for Housing and Student Development at USC, used these slides to share what's next for student veterans on our campus.
Presentation by Susan deMuth (Johns Hopkins), Nancy McKinney (Berkeley) and Kirsten Rasmussen (Georgetown) on stewarding endowed faculty donors. Association of Donor Relations Professionals, 2007.
This presentation was for a joint meeting of the deans of undergraduate colleges at the University of Kentucky, their associate deans of curriculum and instruction, the Directors of Undergraduate Studies from each of the undergraduate programs, the professional academic advising staff, the Provost and his senior administrative staff as well as the staff and faculty from the Office of Undergraduate Education.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
International education helps the students to grow personally and professionally by learning to appreciate and embrace differences while exploring key professional components of their field.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
International education helps the students to grow personally and professionally by learning to appreciate and embrace differences while exploring key professional components of their field.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
This capstone presentation was done in April 2010 with two other individuals in my cohort. We re-evaluated the Early Academic Warning Program at Central Connecticut State University and offered ideas for a more well-developed program that would better serve the students and faculty at CCSU.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
This is the report that highlights all of the projects and initiatives that the UA has been working on during the first half of the 49th Session (2021 - 2022).
Example chartRunning head HIGH IMPACT LEARNING.docxSANSKAR20
Example chart
Running head: HIGH IMPACT LEARNING
1
HIGH IMPACT LEARNING
9
High Impact Learning
Student Name
Institutional Affiliations
Course
Professor’s Name
Date
Positive impacts of High Impact Learning
In the recent past, there have been low rates of student retention in colleges and universities. There is a very high disparity between students that joining first year and those that would finish their fourth year (Kuh, 2008). Due to the increasing rates of student dropouts, universities have come up with high impact programs that are aimed at increasing the rates of student retention in universities. The first strategy that is showing hope in the current times is that one which is geared towards ensuring that the first year students enroll in seminars that allow them to develop teams that they are going to help each other learn and do some extracurricular activities throughout their time in the university. The second strategy that has been used by universities is learning communities where students are expected to write some assignments and do funded research in their field of study(Kilgo, Sheets, & Pascarella, 2015). Apart from that, students also get to interact with other students from all over the globe not mentioning the internship and capstone courses and projects. All these strategies are focused on making education more engaging, easy and involving for each and every student in the university. Examples of Universities that have implemented high impact programs are, Brock University, Florida state university, and Trent University.
High Impact Learning Programs In Specific Universities
Brock University
Located in St. Catherine, Ontario, Canada, Brock University has come up with some strategies through which they could increase the rates of retentions for their students not only in the freshman year but also throughout their entire course in the university.
Type of program
Providers
Target students
Targeted effects
Online working skills workshops
Faculty of art and social sciences
First year students
To reduce the chances of drop outs in order to get a job.
Study skills workshops
The university through organized workshops with paid speakers
All students
To make It easy for students to study and thus get the most out of their learning.
Documentation workshops
The university
All students
To help the students have an easy time when doing their assignments and exams
Exam preparation communities
The student body
All students
This program aims at helping students have an easy time when preparing for their exams.
Enrolling all students in extracurricular activities
The university
All students
This program is meant to tie down the students to the university since if most students have what to do at the university, they will not abscond studies at any given time.
With the implementation of the strategy, Brock University as witnessed a significant 5% rise in the rate of student retention since 2011. ...
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
2. Cultural and Financial Forces Affect Students
Encourage students to develop skills, independence,
and competence
Difficult to Ascertain
Institutions with poor retention do not publicize data
3.
4. Validation
Make Students Feel That Their Education is Worthwhile and Valuable
Departmental e-newsletters, campus Web sites, letters, personal interaction with
students
Mentoring
Some students need conversation beyond coursework advising
Offer constructive suggestions and encouragement
Academic advisors should really get involved with their students by listening
and setting goals and expectations and offer encouraging words
Recognition and Celebration
Publicly recognize student achievements with tweets, departmental
newsletters, emails, local media coverage
5. Give Students A Voice
Invite them to become ambassadors for their school
Have students speak to new or prospective students and share with them
their struggles and successes
Practicality
Allow students to work on assignments relevant to today’s world
A Culture of Success
Create a positive environment
Sponsor lectures with local community business leaders
Host campus mixers
Publicly recognize school’s accomplishments
6. Provide Resources
Provide web links to mental health support groups on and off
campus,
counseling centers, health clinics, hotlines; such as ULifeline,
Freedom From Fear
Offer job advice
Provide forums for students and faculty to contribute success
stories
Use electronic student newsletters
Twitter
7. Support
Make students feel that everyone is involved in their successful
completion of an education
For example: financial aid offices – create more payment options
Positivity
All personnel on campus including physical plant personnel,
housekeeping, secretaries communicate with students by
speaking and smiling when meeting them
Cardona, A (2009, April 24). Eight ways to retain students in a tough economy. The Chronicle of Higher
Education. Retrieved from http://chronicle.com/article/Eight-Ways-to-Retain-Studen/5437/
8. Conducted by The College Board Study on Student Retention, Project on Academic Success
at Indiana University at Bloomington, and the Center for Enrollment, Research, Policy, and
Practice (University of California)
N=442 Respondents
Results
Three-fourths had designated retention director
More commuter colleges than residential ones had retention directors
Sixty three percent had retention committee
Two-thirds reported coordinator had authority to carry out some projects
One-third reported coordinator had some budget authority to finance new initiatives
Ninety percent reported more than half of first year students participated in orientation
Supiano, B. (2009, November 1). Colleges move to organize their retention efforts.
The Chronicle of Higher Education. Retrieved from
http://chronicle.com/article/Colleges-Move-to-Organize-R/4899/
9. Two things in common
Administrators and faculty are focused on making
progress
Programs are geared toward helping students on an
individual basis
10. Report by Southern Regional Education Board
Fifteen public four year universities that enroll large
numbers of low income students improved their grad rates.
Efforts used by the participants in report
Training for faculty to improve student advising
First year experience programs
Early alert programs help advisors identify students who
might drop out
First Year Leader Program used by Murray State -
upperclassmen help freshmen adjust to campus life
(anchoring program)
Variety of other initiatives that work such as faculty and
community involvement
Fuller, A. (2010, April 14). Improving college completion in the South, one student at a time. The Chronicle of
Higher Education. Retrieved from http://chronicle.com/article/Improving-College-Completio/65049/
11. Address the problem of student departure as early as
possible
Concentrate efforts
◦ On admissions
◦ Early educational assessment
◦ Academic assistance
◦ Orientations
◦ Programs that focus on the student’s first year on campus
Tinto, V. (1987, November). The Principles of Effective Retention. Paper
presented at the Fall Conference of the Maryland Personnel Association,
Largo, MD.