Increasing Persistence : Research-Based Strategies for College Student Success.

Increasing Persistence: Research-Based Strategies for College Student Success -- Contents -- Figures and Tables -- Figures -- Tables -- Preface -- Section 1: What Do We Know About Retention and Persistence to Degree? -- Section 2: The Case for Intensified Campus Efforts -- Section 3: Core Components of Student Success -- Section 4: Proven Student Success Practices -- Section 5: Making Student Success a Priority -- The Authors -- Acknowledgments -- Section 1: What Do We Know About Retention and Persistence to Degree? -- 1: Defining, Refining Perspectives on Student Success -- Terms Associated with Students -- Students Who Persist -- Students Who Leave But (May or May Not) Persist Elsewhere -- Students Who Leave -- Terms Associated with Institutions -- Retention -- Graduation/Completion/Persistence to Degree -- Progression -- Terms Associated with Interaction Between Student and Institution -- Involvement -- Integration -- Engagement -- Reflections on the Definitions and Constructs -- A Broader Perspective on Student Success -- 2: Overview of Theoretical Perspectives on Student Success -- Theoretical Perspectives -- Sociological Perspectives -- Psychological Perspectives -- Organizational Perspectives -- Economic Perspectives -- Cultural Perspectives -- Integrated Perspectives -- Additional Perspectives -- Student Characteristics Contributing to Retention -- Institutional Conditions Contributing to Retention -- Institutional Interventions Contributing to Retention -- Conclusion -- Section 2: The Case for Intensified Campus Efforts -- 3: The Demographic Challenge -- Characteristics of College Students -- The Demographics of the Educational Pipeline -- A Shifting and Diversifying Population -- Getting to College -- Moving Toward College -- Moving Through College -- Completing College -- The Impact of Educational Attainment -- Conclusion.

4: Public and Private Benefits of College -- History of Higher Education's Benefits -- Public and Private Benefits of Higher Education -- Public Economic Benefits -- Private Economic Benefits -- Public Social Benefits -- Private Social Benefits -- Conclusion -- 5: Retention or Recruitment: Examining the Return on Investment -- The Costs of Recruitment -- Direct Costs -- Indirect Costs -- The Costs of Attrition -- Lost Tuition -- Recruitment Costs -- Financial Aid -- Instructional Staff -- Additional Costs -- Contrasting Recruitment and Retention -- Investing in Retention Interventions -- Retention and Recruitment: Apples and Oranges -- The Need for Evidence -- Conclusion -- Section 3: Core Components of Student Success -- 6: Institutional Culture and Student Engagement -- Defining Institutional Culture -- Levels of Culture -- A Cultural Framework -- Institutional Culture and Student Engagement Studies -- DEEP Study Results -- Fostering Student Success in the Campus Community (Kramer & Associates, 2007) -- "Enhancing Campus Climates for Racial/Ethnic Diversity" (Hurtado et al., 1998) -- Student Success in College by Kuh and Associates -- Fostering Student Success -- Conclusion -- 7: Academic Preparation -- High School Grades on the Rise -- Dual Enrollment on the Rise -- Advanced Placement on the Rise -- Assessment Results Stagnant (at Best) -- Underpreparedness and College Success -- The Impact of Preparation on College Success -- Academic Preparation and College Success: Now What? -- 8: Psychosocial Characteristics -- Psychosocial Constructs from Educational Persistence Model and Motivational Theory Perspectives -- Toward a Comprehensive Model for Understanding Psychosocial Development and Risk Behaviors -- Unraveling the Differential Effects of Psychosocial and Traditional Predictors of College Success -- 9: Career Development.

Some Context: Structured Career Exploration and Planning -- Why Is Structured Career Exploration and Planning Important? -- Which Structured Career Planning Interventions are Effective? -- What Are the Outcomes of Structured Career Planning? -- A Foundation of Career Planning: Person-Environment Fit -- The World of Work Map -- How Is Career Fit Measured? -- What Are the Benefits of Career Fit? -- Fit-Based Enhancements for Institutions -- Examining Student Measured and Expressed Interests, and Their "Fit" -- Curriculum-Based Enhancements as Part of First-Year College Experience -- Career Guidance and Coaching -- Final Thoughts -- 10: Assessing the Impact of Academic, Psychosocial, and Career Development Factors on College Student Success -- Testing the "Pyramid for Success" Model on Academic Performance and Timely Degree Attainment -- Success in College Developmental Courses -- Student Effort Ratings -- An Evidentiary Based Approach to Institutional Intervention Strategies -- Institutional Research and Evaluation Informing Best Practices -- Conclusions -- Section 4: Proven Student Success Practices -- 11: Historical Perspective on What Works in Student Retention -- Overview of the Four Studies -- What Works in Student Retention (Beal & Noel, 1980) -- What Works in Student Retention (Cowart, 1987) -- What Works in Student Retention (Habley & McClanahan, 2004)-See Appendix A -- What Works in Student Retention (Habley, McClanahan, Valiga, & Burkum, 2010)-See Appendix B -- Comparing WWISR Findings -- Institutional Characteristics Contributing of Attrition/Retention -- Student Characteristics Contributing to Attrition/Retention -- Retention Programs, Practices, Interventions -- Retention and Degree Completion Rates -- Minority Student Attrition and Retention -- Conclusion -- 12: Assessment and Course Placement -- Defining Course Placement.

Benefits of an Effective Placement Program -- Sources of Information Supporting Placement Decisions -- Assessment of Academic Skills -- High School Academic Performance -- Additional Course Placement Considerations -- Course Placement Models -- Conclusion -- 13: Development Education Initiatives -- Defining Developmental Education -- Issues in Developmental Education -- Should Higher Education Institutions Offer Developmental Courses and/or Programs? -- Who Should Be Held Responsible for the Demands on Developmental Programs? -- Diagnostics -- Lack of Depth in Literature on Developmental Education -- Results from the 2010 What Works in Student Retention Survey -- Top Four Learning Assistance Initiatives -- Remaining Thirteen Learning Assistance Initiatives -- Promising New Models for Innovation in Developmental Education -- El Paso Community College and the University of Texas at El Paso -- The I-BEST Program in the State of Washington -- Developmental Math Program at City Tech in New York -- Conclusion -- 14: Academic Advising -- History of Academic Advising -- Defining Academic Advising -- Major Advising Theories -- Organizational Delivery Models -- Link Between Academic Advising and Retention -- Results from the WWISR Survey -- Top Five Advising Related Topics -- Training for Faculty and Non-Faculty Advisors -- Advising Interventions with Selected Student Populations -- Increased Number of Advisors -- Academic Advising Center -- Advising Centers Integrated with Career Planning -- Integration of Advising with First-Year Programs -- Assessment of Faculty and Non-Faculty Advisors -- Application of Technology to Advising -- Recognition/Rewards for Faculty and Non-Faculty Advisors -- The Advising Syllabus-Specifying Student Learning Outcomes -- Online Advising System -- Campuswide Assessment of Advising -- Best Practices.

Promising New Models for Innovation in Academic Advising -- UNCG -- Wheaton College -- Conclusion -- 15: First-Year Transition Programs -- Orientation Programs -- Transition Is a Process -- Learning Communities -- Definition -- Models -- Features and Effectiveness -- First-Year Seminar -- Background -- Definition -- Types of First-Year Seminars -- Features and Effectiveness -- Framework for Implementation -- Identify Student Needs -- Review Institutional Characteristics -- Examine Institutional Culture -- Section 5: Making Student Success a Priority -- 16: Expanding the Retention Framework: Implications for Public and Institutional Policy -- Limitations of the Retention Framework -- Expanding the Traditional Retention Framework -- Public Policy -- Build Integrated Educational Systems -- Redefine Student Success -- Measure and Reward Student Success -- Minimize the Complexity of the Transfer Process -- Establish a Student Postsecondary Education Clearinghouse -- Institutional Practices -- Collaborative Relationships -- Redesign Teacher Preparation Programs -- Course Placement Practices -- Provide Transition Advising Services for Departing Students -- Institutional Policies and Requirements -- Measuring Student Success -- Conclusion -- 17: Creating a Student Success Culture -- A Typical Institutional Approach to Student Success -- Why a New Approach to Implementing Student Success Initiatives Is Needed -- Appreciative Inquiry: A Different Approach to Change -- Appreciative Inquiry Summit -- Overview of the AI Summit Phases -- Conclusion -- 18: Leading the Campus to Student Success -- Cognitive Skills -- Evaluative Thinking -- Conceptualization -- Systematic Thinking -- Interpersonal Abilities -- Sensitivity -- Influence Skill -- Using Informal Process -- Intrapersonal Factors -- Confidence -- Initiative -- Persistence -- Conclusion -- Appendices.

A: What Works in Student Retention, 2004 Survey.