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The MSU Retention Initiative: Creating a Retention Culture at Missouri State University
- 1. The MSU Retention Initiative Creating a Retention Culture at Missouri State University
- 2. Presenters • Dr. Thomas Kane Professor of Psychology • Joseph Morris Director of Student Orientation, Advisement & Registration (SOAR) • Justin Blauvelt Research Assistant, Industrial/Organizational Psychology
- 3. Presentation Objectives • Identify key factors affecting retention of new students • Discuss the assessment of a department involved in orientation and retention • Provide ideas for conducting your own assessment and improvement process
- 4. Institutional Background • 21,798 students (18,464 UGs) • Nearly 4,000 faculty members – 90% of ranked faculty hold terminal degrees • 4,000 residential students • 1,500 international students
- 5. MSU’s Retention Initiative • Explore reasons students leave MSU – Academic retention research – Workplace retention research • Identify retention leverage points • Apply those leverage points to socialize students for retention
- 6. MSU’s Retention Initiative • Project 1: Identify predictors of drop-out at MSU – Voluntary withdrawal (GPA over 2) – Involuntary withdrawal (GPA under 2) • Project 2: Identify student’s met and unmet expectations related to drop-out
- 7. Research Phase Academic Achievement -.282 Drop out from MSU Reasons students drop-out Intentions To Leave .337
- 8. Key Idea! All paths to voluntary drop-out go through intentions to quit! That means, if intentions to quit are reduced, then drop-out will fall!
- 9. Project 1: MSU voluntary drop-out Affective Commitment to MSU (I’m a bear) -.55 Social Integration (I fit in) -.17 Homesickness .15 Academic Performance -.14 Rational Commitment (makes sense to stay) -.09 Intentions To Leave (51%)
- 10. Project 2: Expectations & Drop-out Key relevance to Student Orientation! “What are expectations held by freshmen before arriving to campus that are most relevant to drop-out at the end of the first year?
- 11. Pre-enrollment expectations DO Expectation • I will be involved in XC activities • I will feel like I’m a part of MSU • I will be liked by my roommate(s) • I will be an important person at MSU • I will be satisfied by with my spiritual life • I’ll have to make many changes to adapt to the MSU environment • I will enjoy living on campus • I will learn more about myself • I’ll get frequent reminders from my profs • My advisor will be helpful and supportive intention to quit -.27 -.26 -.26 -.25 -.22 -.21 -.19 -.17 -.17 -.17
- 12. Met Expectations @ mid-term Expectation intend to quit • I feel like I am part of MSU -.63 • I feel like an important person at MSU -.54 • I’m getting along with other students in my classes -.44 • I like the extra-curricular activities I’m involve in -.39 • The facilities where I live are comfortable -.34 • I like my roommates -.31 • I am making progress towards the career I want -.29 • I maintained friendships I had before coming to MSU -.28 • I made new friends at MSU -.26 • I found a church that I like -.26
- 13. Retention Leverage Points • Pre-enrollment optimism • Emotional Attachment • Extra-curricular activities • Home-college adjustment • Homesickness • Quality of classroom experience
- 14. Inventory Phase • Researchers gathered data from nine offices that interact with new students • Data collected included: – – – – How departments defined success The timing and nature of student contact How programs aligned with retention points Potential opportunities for promoting retention
- 15. Intervention Phase • Departmental Retention Reports were generated – What retention points is SOAR best positioned to positively affect? • Review copies were provided to directors • Follow-up Retention Meetings held
- 16. SOAR’s Experience • Very positive one – Confirmed we were positively contributing to retention efforts – Allowed us to re-align efforts and resources to increase efficacy and efficiency – Provided another opportunity to tell our story
- 17. How does SOAR stack up? • Pre-enrollment optimism – Publications and materials have optimistic tone – Wealth of information is shared to dispel ignorance or negative “what-if” scenarios
- 18. How does SOAR stack up? • Extracurricular activities – Most presenters and OLs are prepared to discuss importance of involvement – A student involvement fair is an opportunity for growth for SOAR
- 19. How does SOAR stack up? • Emotional attachment – Publications and materials are friendly and welcoming – OLs are selected because and trained to articulate why MSU feels like home to them
- 20. How does SOAR stack up? • Home-to-college adjustment – Specific programs share these changes in a positive manner – Faculty presenters or interviews with faculty are an area of possible improvement for SOAR
- 21. How does SOAR stack up? • Homesickness – Tough to combat if students haven’t yet experienced it – Strategies include preparing for, normalizing, and minimizing homesickness
- 22. How does SOAR stack up? • Quality of classroom experience – Also difficult for new students to conceive with no prior experience – Working with faculty to identify key areas in which new students are unprepared
- 23. In Summary… • Retaining students is more emotional than rational • Emotions begin prior to students’ campus arrival • SOAR is MSU’s primary molder of students’ perceptions and emotions • Success means not simply introducing students to the University, but preparing them to receive the benefits of higher education
- 24. QUESTIONS?
Notas del editor
- Detail what factors led to the project (possibly our own dissatisfaction with retention figures, culture shifts, etc.)
- Briefly describe the various research projectsProject 1: investigated factors that predicted attritionProject 2: investigated new students’ pre-matriculation attitudes about higher education as predictors of later intentions to leave the university
- Data included: Missions and policiesInterviews regarding processesInternal documentation (training materials, etc.)Publications provided to participantsWebsitesOur responses:We defined “success” as achieving our departmental objectives, which aligned with our mission to help students feel confident, comfortable, connected and curiousWe have contact with students post-admission through the beginning of their first semesterContact includes mailings, publications, emails, phone calls, and face-to-face programsResearchers defined various retention points, and we were asked to share how our programs address (or do not address) those pointsConversations about how to better align to retention points sprang organically from the previous subject
- Researchers analyzed the collected data to generate departmental Retention ReportsDirectors were provided with a copy and given time to discuss with staffRetention meetings were held to provide researchers and departments a final opportunity to:Discuss the resultsBrainstorm ideas for improvement/aligning to retention pointsAnswer questions regarding the process
- As much as possible, students are asked to think optimistically about their future collegiate experience. OLs are selected in part for having a positive outlook or sharing information in a positive manner with students.We share a wealth of information to help dispel ignorance or negative “what-if” scenarios. As an example, Ols are asked in training to reflect on their pre-college expectations and later experience with roommates. We ask them to paint a more realistic picture of what living with a new person is like, as well as share clear strategies for managing that relationship if it is not an ideal experience.
- Students are frequently encouraged to engage in co-curricular activities throughout the SOAR programs and in publication materials. We don’t currently offer a student involvement fair, but looking into creating one. Identifying a clear step-by-step path to getting involved is also important.
- Written materials and programs are warm, friendly, and encourage students to think of MSU as their home. We also explicitly share step-by-step strategies for how students can connect to the institution (e.g., get involved in organizations, select a meaningful major, etc.) Connection of new students to OLs is a strength of the program, and it helps them feel connected to the institution. OLs send handwritten postcards to their students after sessions are complete. A suggestion we are incorporating in our OL selection process is a session on asking students to “sell” us on the institution.
- Specific programs discuss how the expectations of students from high school to college will change. Care is taken to portray this change as beneficial or a opportunity for growth.We are moving forward with plans to “humanize” faculty members and share their classroom expectations.
- Tough to combat because of timing, but messagespreparing students for and normalizing homesickness are shared, as are strategies for countering those feelings. Family members are coached in how not to unintentionally provoke homesickness in their students.
- We do provide programs for this topic, but based on thisresearch, we will continue to improve upon programs and written materials to include messages regarding what to expect from faculty members.