Designing Student-Centered Retention & Graduation Strategies

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Designing Student-Centered Retention & Graduation Strategies2019 Institute on High Impact Practices & Student SuccessChris Navia, Ph.D.Associate Vice President for Student SuccessUniversity of Wisconsin System Administration

Today’s Objectives Reflect on what it means to devise trulystudent-centered retention and graduationinitiatives Explore the roles data, strategies, andpeople play in effective retention andgraduation efforts Discuss the notion of a strategic reformstrategy and how it differs from a basicactivity Review different retention and graduationmodels that have been employed bycolleges and universities across the country20182

Group Pulse-Check How many of you would consider theretention and graduation rates of yourstudents to be major issue for yourcampus? How many of you feel as though youhave the right strategies in place tofoster greater student retention andgraduation? How many of you feel as though yourretention and graduation strategies needmore work?20193

What does it mean to devise student-centered retention and graduationstrategies?The term student-centered often refers to a wide variety of academicsupport strategies that are intended to address the distinct learning needs,interests, aspirations or cultural backgrounds of individual students as wellas groups of students.In practice, truly student-centered retention and graduation strategies: Take into consideration the whole student—who they areintellectually as well as individually Operate from an asset-based mindset rather than a deficit-basedmindset Are informed by the all-important notion of equity20194

Efforts to improve student success through improved retention or graduationrequire attention to three essential components: people, data, and strategies.Do we have the rightpeople involved?Are we doing theright things?PeopleStrategiesDataAre we usingdataappropriately?20195

Though often overlooked, people are the driving force behind most retention andgraduation efforts.Do we have the rightpeople involved?PeopleStrategiesData20196

Key competencies for student success ility to facilitate discussions and break down complex and ambiguousproblems into manageable pieces and to constantly seek solutionsRelationship managementSensitivity, empathy, fairness, cultural humilityData analysisBasic “numeracy,” the ability to understand, interpret, and drawimplications from large quantities of data. For some student successpractitioners, deeper proficiency may be required (e.g. use of dataanalysis software and tools)A mindset of continuous reflection on, and learning from, one’s ownexperiences and those of others, and the ability to communicate theselessons in a thoughtful and specific wayFeedback and coachingA “delivery” mindset2019A key competency in adding value to every student success effort. Theindividual must have a very strong positive, can-do attitude to pushthrough the many instances when the work can be frustrating andchallenging. He or she must also possess an assets-based mindset.7

Florida State established a cross-campus team whose mission was to removebarriers that hindered student success.Florida State Cross-Campus TeamChief Academic OfficerCore Services:Admissions, Registration,Financial Aid, Career Services,Housing, Health Center,Withdrawal ServicesSupport Programs:Orientation, Advising &Coaching, Tutoring & StudySkills Courses, SpecialPrograms For UnderservedPopulations2019Cross-CampusSuccess TeamAcademic Programs:Undergraduate Studies,Honors Program,Undergraduate Research,Library Services, FellowshipsCentral mission is toremove barriers tostudent successStudent Representation:Student GovernmentRepresentative8

The team operated differently from typical committees by focusing on analysis,action, and accountability.Cross-Campus TeamTypical CommitteeFormal rall Perspective2019 Provide analysis and/or identifyrecommendations for an institutionalpriority or issue Remove institutional barriers hinderingstudent success Senior-level administrators, usually severallevels removed from students Rich mix of people who work day-to-dayserving students, includes front-linepractitioners Advisory in nature; outlines the workothers on campus are to undertake Operates as a true workgroup, defining tasksto be done and completing them Defined by measurable and specific changesin student outcomes and performanceWeekly, on-going meetings where progress isassessed continuouslyData-driven Vaguely defined, if at all Convene on an intermittent basis, usuallyfor a finite period of time Not well-defined Driven by the mindset that all students cansucceed; student-centered in their thinking9

The team met weekly to address key questions, make decisions, and aluate Which students are progressing as planned? Which students arenot? Why?What seems to be impeding student progress or performance?Where should we intervene?What can we do that might make a difference?Followed by an ACTIONoriented line of questioningWHO will take responsibility forintervening? What additional supports can we put in place?What changes to our policies, programs or practices might wemake that would be helpful?Are our efforts having the impact we intended?Do we have the right strategies and supports in place?WHEN will that happen?HOW will ourprogress be assessed?WHERE we will see results?Report2019 What have we accomplished since our last meeting?What achievements or accomplishments can we celebrate?10

Things to keep in mind when it comes to people: Best practices are often the result of best practitioners. Bring varied perspectives and expertise to the work which can translate intomore well-informed and effective strategies. Empower your people. Let them not only identify the issues for you but give themthe authority and resources to implement solutions. Make champions of your people whenever you can. Celebrate their successes.Whenever possible, reward their effort.201911

Another essential element is the use of data to determine when, where, and howto intervene on behalf of students.PeopleStrategiesDataAre we usingdataappropriately?201912

Data helps foster a clearer understanding of what is going on with your studentsas well as how you can help them. Reveals the myriad of pathways that students follow as theymove through the institution and determine where theirprogress gets stalled or they are taken off-track Helps define what your institution has the power tochange or do differently for your students Shapes the strategies and actions you might take to helpstudents; and Provides a basis for the continual monitoring and refining ofyour efforts.201913

Turning data into real insight for action is dependent on certain institutionalconditions.Access & efficiencyThe ease and speed with which data can beaccessed or retrieved from campus systemsMonitoringActions taken to understand progress oncampus goals and metricsProblem solvingCulture2019The processes we use to turn what we learnfrom campus data into action around campusstrategiesThe attitudes and reactions of campus facultyand staff toward making decisions usingcampus data14

Key questions to considerAccess & efficiencyMonitoringDo leaders and staff have access to relevant studentsuccess data? Do data requests proceed smoothly? Doleaders and staff use the data faithfully?Has campus leadership clearly established responsibility formonitoring progress on student success? Are they regularlykept up-to-date of progress according to the data?Problem solvingDo we have a standard process that guides how we use datato inform our understanding of the problems our students arefacing?CultureDoes the rest of the campus readily accept the data that ispresented? Are they confident in the data systems oncampus?201915

A Wisconsin storyGuiding QuestionsProblemThe Honors Programhas too few studentsof color participatingin it. No one knewwhy.* Testable Hypotheses2019How many studentsof color do we haveon campus?How many of themare performing at thesame level or abovethe current cohort ofstudents in theHonors Program?Data AnalysisWe have more than30 students of colorwho could—andshould—be in theHonors Program.Why are they not inthe program?Identification ofBarriers &SolutionsThere is only one“on-ramp” to theHonors Program.It is dependent onhigh school counselornominations.We need to buildother on-ramps andaccess pathways.16

There are numerous analyses you can undertake to determine how your studentsare succeeding at your institution.Examples of TOP 10 Analyses TRACKING THE RATE OF SECOND-YEARSTUDENTS WHO ACHIEVE SOPHOMORESTANDING ANALYZING THE IMPACT OF COURSEWITHDRAWALS ANALYZING SUCCESS RATES IN THE 25-35COURSES WITH THE LARGEST ANNUALENROLLMENT ANALYZING SUCCESS RATES IN THE FIRSTCREDIT-BEARING MATH COURSE AN ANALYSIS OF TRANSCRIPTS201917

Things to keep in mind when it comes to data: Use data at every step in your student success work: to identify barriersand problems; determine where best to intervene on students’ behalf; and toevaluate the degree to which you have been able to successfully removebarriers and improve student outcomes. Dig deeply into the data, disaggregating it to see which student groups arebeing successful, which are not, and where you can make a difference. Use data regularly to test assumptions or notions about what is reallyhappening with students on your campus.201918

There are lots of strategies you might implement to help your students succeed.Are we doing theright things?PeopleStrategiesData201919

There a lot of strategies you might consider as part of your student success workPrecollege Summer Bridge Programs High School Initiatives Early College AwarenessPurposewho Firstare on track for on-timeMomentum Boost the number of studentsgraduation by encouragingin 15 credits each 15enrollmentto Finish Campaignssemester (30 credits per Firstyear, includingsummers). FinancialYear Experienceaid dollars, as well as institutional process and practice,should support that standard.2019Pathways Guided Pathways Academic MapsHolistic Emergency Grant Aid Food Pantry Behavioral Health Services20

Strategies define what you will do differently in order to achieve your goals.Strategies are: Deliberate and coordinated activities Manageable in number Designed to help you achieve your goal Defined by changing the way your systemdoes business by adding, improving, orremoving an existing activity201921

When thinking about strategies, it is helpful to think through four key steps.Process stepDescription1 23Identify the set of interrelated themes (content areas orimplementation models) that focus your efforts on those thingsmost likely to affect the target metric Examine impact of existing system and campus activities onaspiration and identify potential projects. Consider addingadditional activities based on the theory of change, impact, andalignment with institutional strengths Evaluate and select from the identified projects based on threeprinciples: 1) Independently effective; 2) Integrated; 3) Sequenced4 2019Leader gives permission to stop doing previously plannedprojectsStaff identifies high cost/low impact projects and recommend waysto “remove the distractors”22

Strategy profiles help you answer key questions when crafting your retention orgraduation plan.Minimumdefinitionrequired forprioritizationFleshing out thestrategy2019Description Describe the strategy and its purpose in a sentence or twoGoal(s) On which goal or goals will the strategy have a significant impact?Rationale Why do we believe it will have that impact?Scale At what scale (number of students, educators, etc.) will it be implemented?Resources required What people, time, money, and technology will be needed to implement it?Definition of success What would success look like for this specific strategy, and by when?Milestones What are the most important milestones between now and then?Leadership Who is the single person responsible for making sure implementationhappens?Delivery chain Who will that person work through to reach the field at scale? What are therisks, and how will we manage them? What feedback loops can we set up totrack progress?Impact What is the estimated impact of the strategy on the goal(s) over time?23

HighLowPotential impactA 2x2 will help you prioritize strategies by evaluating potential impact anddifficulty of implementation 1/2LowHighDegree of Difficulty201924

Small strands ofwork may notwarrant theirown strategy2019HighBut you mayneed tougherstrategies in themix to achieveyour goalLowIdeally, havingimpact wouldbe easyPotential impactA 2x2 will help you prioritize strategies by evaluating potential impact anddifficulty of implementation 2/2LowHighDegree of DifficultyAnd you maydecide somestrategies are notworth therequired effort25

Exercise: Mapping Your StrategiesWhat Make a list of all of the student success initiatives on yourcampusMaterialsTime 2x2 Reform Strategy 20Template Map these initiatives according to the quadrants on the 2x2template‒‒‒2019Where do you see your retention or graduation effortfalling on the template currently?Are their efforts going on that you might not continuemoving forward?Are their efforts that need more work to move into thehigh impact quadrant?26

Things to keep in mind when it comes to strategies: Ensure that the strategies implemented have an intensive focus on changingthe bottom-line in terms of student retention, persistence, and graduation. Pay attention to how strategies align overall with the kinds of support studentsneed over the course of their time in college. Evaluate strategies on a regular basis to ensure they are being implementedproperly and producing the expected outcomes. Recognize that a “silver bullet” strategy does not exist. The key ispersistence; you have to commit to a strategy over a long period of time.201927

Closing Thoughts201928

student-centered retention and graduation initiatives Explore the roles data, strategies, and people play in effective retention and graduation efforts Discuss the notion of a strategic reform strategy and how it differs from a basic activity Review different retention and graduation models that have been employed by

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