TRIO Take-Aways

Participant Retention Action Model SAEOPP Priority 3 Training: 

P articipant R etention A ction M odel SAEOPP Priority 3 Training Glenn B. Lang, EdD Dan Connell, Ed.D Dorothy Yarborough, Ed.D

PRAM Overview - 1: 

PRAM Overview - 1 The PRAM is the culminating product that integrates the knowledge & skills learned during the training. The goal of this activity to use the group/team process to simulate the development of “ real world” retention & graduation improvement solutions. Participants will be encouraged to incorporate elements & lessons learned from the PRAM activity in their TRIO project . Teams are encouraged to think broadly & creatively! The training consultants will serve as team mentors helping to guide each team through to completion of the PRAM, sharing expertise, answering questions, & providing general direction gbl, 2010 2

PRAM OVERVIEW - 2 Participants will:: 

PRAM OVERVIEW - 2 Participants will: gbl, 2010 3 Examine the link between student success needs, program activities & the rationale for program activities Be introduced to major student retention models & the importance of linking program activities to theory & research Us e the group process, develop a simulation/model integrating problem identification with the related research, identify ing a relevant model/theory and related strategies and action to address student and program issues. Develop a Powerpoint presentation for the presentation of the PRAM to training colleagues.

Step 1- Mission: 

Step 1- Mission gbl, 2010 4 What is the purpose of your program? Who we are Who do we serve What is your vision for students? What we believe What is your educational philosophy? Our guiding principles

Step 2 – Assessment: Using the SWOT to Identify the Problem/Issue : 

Step 2 – Assessment: Using the SWOT to Identify the Problem/Issue Positive Negative eats External Internal gbl, 2010 Strengths Threats Weaknesses Opportunities

Step 3 - Desired Outcomes: 

Step 3 - Desired Outcomes Develop goals/objectives to address the problems/issues identified in Step 2 (Assessment ) gbl, 2010 6

Step 4 – Linking your program to the research: 

Step 4 – Linking your program to the research gbl, 2010 7

Step 5 - Resources: 

Step 5 - Resources gbl, 2010 8 What additional resources are required to implement the model & proposed strategies/activities? Resource Toolkit Funds Staff Technology Information Curriculum/Instruction Relationships

Step 6 - Staff Development: 

Step 6 - Staff Development gbl, 2010 9 What new skills or information do staff & faculty need in this model?

Step 7 - Assessment/Evaluation: 

Step 7 - Assessment/Evaluation gbl, 2010 10 Formative steps How will you measure/assess progress toward meeting the goals and objectives to address the problems/issues Summative steps What indicators will be used to evaluate if the model & strategies addressed/improved the problems identified in step 2

Action Plan: 

Action Plan Individual Plan to be Implemented in Your Own Project gbl, 2007 11

Step 1 – Identify Issue or Topic Using SWOT: 

Step 1 – Identify Issue or Topic Using SWOT Positive Negative eats External Internal gbl, 2010 Strengths Threats Weaknesses Opportunities

Step 1 – Why This Issue: 

Step 1 – Why This Issue Issue must be related to: Assessment (student or project) Educational Technology Retention or Graduation Strategies Will addressing this issue: Enhance or build on a strength Improve a weakness Capitalize on an opportunity Reduce a threat gbl, 2010 13

Step 2 – Measurable Objective (SMART): 

Step 2 – Measurable Objective (SMART) S pecific M easurable A ctionable R ealistic T imed Example: Increase CATS (state exam) test scores of TRIO students by 10 points at the end of the term S pecific – CATS test scores of TRIO students M easurable – 10 points A ctionable – increase R ealistic – based on pre-test data T imed – end of term gbl, 2010 14

Step 3 – Activities or Tasks: 

Step 3 – Activities or Tasks Timeline of activities you need to accomplish objective: Research Gather support & resources Design Implement Assess gbl, 2010 15

Step 4 - Resources: 

Step 4 - Resources Identify resources needed: People Technology & Software Time Materials Facilities Funds Etc. gbl, 2010 16

Step 5 – Support of Action Plan: 

Step 5 – Support of Action Plan What or whose support will you need to achieve plan? How will you get support? What will hinder you in achieving plan? How will you overcome these hindrances? gbl, 2010 17

Step 6 - Expected Outcome: 

Step 6 - Expected Outcome What is the expected outcome of your action plan? Stated in Step #2 – objective Example: Increase CATS (state exam) test scores of TRIO students by 10 points at the end of the term gbl, 2010 18

Step 7 – Evaluation Criteria: 

Step 7 – Evaluation Criteria How do you know the measurable objective is achieved? How will you assess or measure whether the objective was accomplished? Example: Comparison of pre and post-test CATS scores to determine the difference in scores after implementation of activities gbl, 2010 19

Resource & Background Materials: 

Resource & Background Materials gbl, 2010 20

Some places to look!: 

Some places to look! gbl, 2010 21 ERIC http://eric.ed.gov/ National Resource Center for the First-Year and Students in Transition http://www.sc.edu/fye/index.html The Encyclopedia of Educational Technology http://coe.sdsu.edu/eet/ Educause Resources http://www.educause.edu/Browse/645?parent_id=107 Using Technology to Support Assessment http://electronicportfolios.org/portfolios.html Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE/ The Mentor: Academic Advisement Journal http://www.psu.edu/dus/mentor/ Pathways to College Network http://www.pathwaystocollege.net/ Implementing the Seven Principles: Technology As Lever http://www.tltgroup.org/programs/seven.html Internet Resources for Higher Education Outcomes Assessment http://www2.acs.ncsu.edu/UPA/assmt/resource.htm NACADA Clearinghouse http://www.nacada.ksu.edu/index.htm North Central Regional Technology in Education Consortium -How Will You Use Technology to Support Your Vision of Learning? http://www.ncrtec.org/capacity/guidewww/howwill.htm ALA http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2004/may04/studentlearning.htm Policy Center for the 1 st Year of College http://www.firstyear.org/ Noel Levitz https://www.noellevitz.com/default.htm?ReturnURL=%2fmyNoel-Levitz%2fMyHome.htm

REFERENCES: 

REFERENCES 22 Anderson, E. (1985). Forces influencing student persistence and achievement. In L. Noel,R. S. Levitze, and D. Saluri (Eds.), Increasing student retention (pp. 44–61). SanFrancisco: Jossey-Bass. Astin. A.W. (1984). Student involvement: A developmental theory for higher education . Journal of College Student Personnel. 25 (4), 297-308. HighBeam Research. 10 Sep. 2009 http://www.highbeam.com Bean, J. P. (2005). Nine themes of college student retention. In Seidman, A. (Ed.), College student retention .213-243. Westport, CT: Praeger. Bean, J., Eaton, S. B., et al. (2001-2002). The psychology underlying successful retention practices. Journal of College Student Retention: Research, Theory & Practice, 3 (1), 73-89 Bean, J.P., & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate student attrition . Review of Educational Research , 55 (4),485-540. Bean, J. P. (1981). The synthesis of a theoretical model of student attrition. Annual Meeting of the American Educational Research Association, Los Angeles, CA Braxton, J. (Ed.). (2002). Reworking the student departure puzzle. Nashville, TN: Vanderbilt University Press.

REFERENCES: 

REFERENCES Cabrera, A. F., Castaneda, M.B., Amaury , N., & Hengstler , D. (1992). The convergence between two theories of college persistence. The Journal of Higher Education, 63 (2), 143-164. Braxton, J., & Hisrshy ., (2005). Theoretical developments in the Study of college student departure, In Seidman , A (Ed.). 2005 . College Student Retention: A Formula for Success. ACE & Praeger , Westport Conn. Engle, J., Bermeo , A., & Obrien, C. (2006). Straight from the Source: What Works for First-Generation College Students. The Pell Institute for the Study of Opportunity in Education, Washington, DC. World Wide Web at: http://www.pellinstitute.org/files/files-sfts_what_works.pdf Engle, J., Tinto, V. (2008). Moving Beyond Access: College Success for First-Generation, Low-Income Students. The Pell Institute for the Study of Opportunity in Education, Washington, DC. World Wide Web at: http://www.pellinstitute.org/files/COE_MovingBeyondReport_Final.pdf Harper, S. & Quaye , (Eds.), (2009). Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations . Routledge , NY, NY. gbl, 2007 23

REFERENCES: 

REFERENCES 24 Kelly, L. (1996 ). Implementing Astin's I-E-O Model in the Study of Student Retention: A Multivariate Time Dependent Approach . AIR 1996 Annual Forum Paper. ERIC Doc ED397732, World Wide Web at: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED397732&ERICExtSearch_SearchType_0=no&accno=ED397732 \ Kuh, G., Kinzie, J., Buckley, J, Bridges, B., & Hayek, J. (2006 ). What Matters to Student Success: A Review of the Literature . Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success. National Postsecondary Education Cooperative. World Wide Web at: http://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf Lawrence, J. (2005). Re-conceptualizing attrition and retention: integrating theoretical, research and student perspectives. Studies in Learning, Evaluation, Innovation and Development , 2(3), pp 16-33 World Wide Web at: from http://www.sleid.cqu.edu.au/viewissue.php Lawrence,,J., (2005) Addressing diversity in higher education: two models for facilitating student engagement and mastery. In: 2005 HERDSA Annual Conference, 3-6 July 2005, Sydney, Australia. World Wide Web at: http://conference.herdsa.org.au/2005/pdf/refereed/paper_300.pdf Mackie, S (2001) Jumping the hurdles - undergraduate student withdrawal behaviour' . Innovations in Education and Training International . August 2001.vol 38. n3. Pp265-276. Nora, A., Barlow, L., & Crisp, G. (2005). Student persistence and degree attainment beyond the first year in college. In A. Seidman (Ed.), College student retention: Formula for success (pp. 129–153). Westport, CT: Praeger. Pascarella, E. & Terenzini, P. . (2005). How college affects students: A third decade of research (2nd ed.). San Francisco: Jossey-Bass.

REFERENCES: 

REFERENCES 25 Rendon , L.I., Jalomo , R.E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 127-156). Nashville, TN: Vanderbilt University Press. Sedlacek , Wm., (2000). Admissions in higher education: measuring cognitive and non-cognitive variables. Minorities in Higher Education, 1999-2000: Seventeenth Annual Status Report. pp 47-61, American Council on Higher Education: Washington DC Swail , W. (2004). The Art of Student Retention: A Handbook for Practitioners and Administrators . Educational Policy Institute. World Wide Web at: http://www.educationalpolicy.org/pdf/ART.pdf Swail, W., Redd, K., Perna, L., (2003). Retaining Minority Students in Higher Education: A Framework for Success: ASHE Higher Education Report 30(2), Jossey-Bass, San Francisco. World Wide Web at: http://www.educationalpolicy.org/pdf/Swail_Retention_Book.pdf Thayer, P. B. (2000). Retention of students from first generation and low-income backgrounds . Washington, DC: Council for Opportunity in Education. (ED446633) http://www.pellinstitute.org/Clearinghouse/shared/thayer_mayOO.pdf Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125 Tinto, V. (1982). Limits of Theory and practice in student attrition. Journal of Higher Education, 53, 687-700 Tinto, V. (1986). Theories of student departure revisited. In J. Smart (Ed.), Higher Education: A handbook of Theory and Research, 2, 359-384. New York, Agathon. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.

REFERENCES: 

REFERENCES Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence . Journal of Higher Education, 68( 6), 599-623. Tinto, V. (1998). Leaning communities and the reconstruction of remedial education in higher education. Journal of Higher Education, 68 (6), 599-623. World Wide Web at: http://soeweb.syr.edu/faculty/vtinto/files/%20 Learning %20Better%20Together.pdf Tinto, V. (2000).Linking learning and leaving. In J. Braxton (Ed.), Reworking the Departure Puzzle . 81-94. Nashville Vanderbilt University Press. Tinto, V. (July 2004). Student Retention and Graduation: Facing the Truth, Living with the Consequences. The Pell Institute. Washington DC. World Wide Web at: http://www.pellinstitute.org/tinto/TintoOccasionalPaperRetention.pdf Tinto, V.. & Pusser , B. (2006). Moving From Theory to Action: Building a Model of Institutional Action for Student Succes s. Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success. National Postsecondary Education Cooperative. World Wide Web at: http://nces.ed.gov/npec/pdf/Tinto_Pusser_Report.pdf Zepke , N., Leach, L. (2005). Integration and adaptation: Approaches to the student retention and achievement puzzle. Active Learning in Higher Education. 2005 6: 46-59 gbl, 2007 26

Program Results: 

Program Results gbl, 2010

Program Results - Examples: 

Program Results - Examples gbl, 2010