ED 388 353 JC 950 538 AUTHOR Shelton, Dick; And Others .

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DOCUMENT RESUMEJC 950 538ED 388 353AUTHORTITLEPUB DATENOTEShelton, Dick; And OthersPortrait of a Working Model for Calculating StudentRetention.3 Nov 9529p.; Paper presented at the Annual AssessmentConference of the South Carolina Higher EducationAssociation (8th, Myrtle Beach, SC, November 15-17,1995).Speeches/ConferencePUB TYPEDescriptive (141)ReportsPapers (150)EDRS PRICEDESCRIPTORSMFOI/PCO2 Plus Postage.*Academic Persistence; College Attendance; CommunityColleges; Educational Innovation; EducationalTechnology; Enrollment Influences; *EnrollmentManagement; Models; *School Holding Power; *StudentAttrition; *Student Educational Objectives; Two YearCollegesPiedmont Technical College SCIDENTIFIERSABSTRACTSince 1988, South Carolina's Piedmont TechnicalCollege (PTC) has been engaged in a process to develop a functionalmodel for calculating student retention. The college has definedretention as a series of levels at which students and the collegepersist and work to fulfill goals. This definition is based on theideas that there is no single number to measure an institution'seffectiveness; retention is a joint effort between the student andthe institutions; and the term "persist" refers to the process ofretention, while the term "success" refers to the product. To developa system for determining retention, PTC applied Covey's "Seven Habitsof Highly Effective People" to the retention process. As a first stepin the new system, PTC classified students in the followingcategories: continuing students, reinstated students, transferstudents, and first timers (i.e., those whose initial collegeexperience is at PTC). After a trial run, the model was altered toaccount for graduates and treated developmental education as anacademic program. The model now allows the college to determine bothprogram and overall college retention rates for each of the fourcategories of students, as well as by student race, sex, age, andgrade point average. Future plans for the system includeincorporating retention as a major goal in the institutional plan andmerging retention goals with student goals. Bibliographic citationsof articles in the ERIC database related to retention and sampleretention data are appended. **************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

SCHEA VIII Annual Assessment Conference)ortrait of a Working Moiel fop Ccilculauinj.(Student Pelenlion .U S DEPARTMENT OF EDUCATION-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYeTED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)h.s document ha s been !euh"I.,.recewed from the pe.son o. oi.1.11,onginal.ng dD. SheltonCI Mmor changes haxe hoe., 1,,,,.h. I.umprove rewudachon goto,TO THE EDUCATIONAL RESOURCESINFOP" NTION CENTER (ERIC1.-BEST COPY onettwressene,offic:al OERI ensihonFriday,, November 3, 1995Dick Shelton, Director of 1E & PlanningStephanie Stevens, Research AssociateDr. Thomas Mecca, Vice President For Educational AffairsPiedmont Technical CollegeGreenwood, SC-.Paper presensted at the Annual Assessment Conference of the South CarolinaHigher Education Association(8th, Myrtle Beach, SC, November 15-17, 1995)0

Introduction:Much has been mitten and developed over the last several decades which focusesupon the subject and/or process of retention. (See attached bibliography). The purposeof this workshop is to present an operational view of what retention is and what retentionis not and possibly what it may never be. The information presented today will present anoverview, an update for some of you, regarding a computerized system for the calculationof retention rates.Since the conception of this program in 1988, our view of what the retention beast ishas changed. It is quite safe to assume, that by the nature of our process for determiningretention rates, we have also defined retention for the college. Whether this is anoperational definition or a functional definition is left up to the individual. In my opinion,once we have operationally defined something, it then becomes a functional property. Asa functional property, it becomes something you can truly see; something that has shape,scope, and form. It is with this premise in mind, that the following functional definition ofretention is offered."Retention: a series of levels at Mich students and the college persist and work tofulfill goals."In looking at this functional view of retention, several historical views of retention havebeen moved aside.(1)There is no single number to measure an institution's retention.(2)Retention is a joint effort between the student and the institution. Institutionalgoals must be student centered or retention will be severed. (The LemmingExodus Syndrome.)3

(3)Often times, the word success is used to define retention. The word persistdescribes the functional aspect of retention (process) while success may beviewed as the functional end (product). Individual student success would be adifficult beast to capture in that each individual's functional definition of successis entirely different and would be tied to an individual's purpose (goals).The previous view of our model has been presented during various stages ofdevelopment and use. In those presentations, analogies were made regarding "wadingthrough the alligator pit." Through the evolution of this program, another analogy for theretention process is offered."During the past five years, my daughter has collected box turtles that wereinjured or disabled, lost on a highway, or those that appeared mysteriously at ourdoorstep. She placed them on our patio, fed them, nurtured them, and cared forthem. Her retention rate has been one hundred percent for five years. The six foottall privacy brick wall had a lot to do with her success and a lot to do with thediminished persistence of her turtles. The orchestra of life played on. Ali was rightwith our world.Over the summer, our family, and of course the turtles, moved to a new home.This new home had no six foot tall brick privacy fence. After a brief meeting of allparticipants, a committee of one was organized to insure our retention success wouldcontinue. A new environment was constructed of stone walls (approximatelyfourteen inches tail), small stone winter residences were built for the guests, andfood service capability was insured.The committee assessed need andpredetermined what was required to insure success. The orchestra was beginningto tune their instruments.We placed our slow moving guests in their new environment and proceededwith other endeavors. The next morning we took roll. There were no turtles. Oursuccess was no longer positive and the orchestra was packing their bags. Thecommittee was reactivated. The committee captured as many of the attritional turtlesas possible (it was easier and cheaper to get these escapees than find or solicit newones). The committee then built the wall higher and placed a small pool within theconfines and secured a small tightly woven fence on the inside of the penal rockcolony. It was at this point that the committee began to re-evaluate the currentsituation. Observing the residents of this environment, one could begin to seethought processes or instincts to function. As persistence rates soared, each andevery re-captured turtle plodded, climbed, and rolled their way to freedom. Theirindividual drive went beyond the preconceived ideas of need by the committee. Thecommittee and all participants then re-evaluated their purpose and mission. Oncetheir mission became truly functional so did and will their retention. The mission waschanged to care for the injured or harmed and then release. The orchestra wasbeginning to move back on the stage."4

The premise behind this analogy is that the institution can erect environments whichthey feel meet needs. But for students, these safe environments may become barriersthat are either hurdled or block the direction the student is moving.For some students,it becomes easier to leave than to continually persist.System EvolutionThe system at Piedmont was designed to provide in-depth program and collegesummary information to all academic and support personnel in regards to "who we may belosing."Prior to 1988, the college routinely calculated college retention/attrition rates. Theformula was very simple: "number of students actually returning for an academic term"divided by "the number of students eligible to return" "the college retention rate (%)."During 1988, questions began to evolve regarding the accuracy of this process. But moreimportant were the questions regarding "what were we counting" and "Why were wecounting." The magic single number concept was coming under fire.The four phases of systems outlined by Karl Albrecht became the guideline during1988-1989. This four phase process outlined a plan for developing an improved system.The two important questions, of "what were we counting" and 'Why were we counting"can not be lost in this discussion.These two questions laid the foundation in theassessment phase by identifying disparities between "how things are" and "how shouldthey be." The Cutting Edge legislation was coming and mandatory reporting was not faroff.The college wished to develop and utilize a system which would be constructive andbeneficial in nature rather than one that could be perceived as ambiguous, punitive orused for system wide comparisons.

Since 1988, the watchword continues to be "continuous improvement."WithAlbrecht's model for systems development in place, it was found that quarterly principlescould be found within and supporting the development and implementation of the retentionsystem. Unknowingly at first, but now quite visible, were the incorporation of Stephen R.Covey's Seven Habits of Highly Effective People. What we have done is to depersonalizethe seven habits and apply each to the retention system. Listed below are each of theseven habits as they apply to each of us and how they were adjusted to support theretention system.

Habit 1: Be ProactivePersonalThe habit of being proactive, or the habit of personal vision, means taking responsibility for ou attitudes andactions. Take the initiative and responsibility to make things happen.Retention SystemThe habit of being proactive, or the habd of vision, means taking the responsibility for our values and beliefs.Take the initiative and responsibility to make things happen.Habit 2: Begin with the End in MindPersonalHabit of personal leadership. Start with a clear destination to understand where you ace now, where youare going, and what you value most.Retention SystemHabit of leadership. Start with a clear destination to understand where you are now, where you are going,and what you value most.Habit 3: Put First Things FirstPersonalHabit of personal management, involves organiziny 9nd managing time and events. Manage yourself.Organize and execute around priorities.Retention SystemHabit of management, involves organtzing and managing needs and goals. Organize and execute aroundpriorities.Habit 4: Think Win-WinPersonalWin-win is the habit of perscnal leadership. Win-win is the habit of seeking mutual benefit. This thinkingbegins with a commitment to explore all options until a mutual satisfactory solution is reached, or to make nodeal at all.Retention SystemWin-win is the habit of leadership seeks mutual benefit. This thinking begins with a commitment to exploreall options until a mutual solution is reached, or to make no deal at all.Habit 5: Seek First to Understand, Then to be UnderstoodFersonalHabit of empathetic communication. Understanding builds the skills of empathetic listening that inspiresopeness and trust.Retention SystemRemains the same.Habit 6: SynergizePersonalHabit of creative cooperation and teamwork. Synergy results from valuing differences b

Habit 4: Think Win-Win Personal Win-win is the habit of perscnal leadership. Win-win is the habit of seeking mutual benefit. This thinking begins with a commitment to explore all options until a mutual satisfactory solution is reached, or to make no deal at all. Retention System. Win-win is the

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