The CONSORTIUM for STUDENT RETENTION DATA EXCHANGE
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The UNIVERSITY of OKLAHOMA

An Easy, Cost-Effective Way To Remain Current With Student Success


Twelve presentations are selected from the top rated sessions at our National Symposium on Student Retention each year for live presentation as webinars.

All webinars take place from 1:00 – 2:00 pm Central Time on the designated date, during which time participants may ask questions and provide feedback. An unlimited number of colleagues from the registrant’s institution may attend. CSRDE members and non-members are invited to participate. Each registration includes 5 weeks of access to the recorded podcast.

"We have found the CSRDE webinars to be an essential value-added component of our membership. The menu of award-winning presentations by colleagues who have “walked the walk” makes this option a convenient, efficient, and economical way to maintain both currency and contacts in our field. This webinar platform provides easy scheduling along with - yet another featured bonus! - options to share within our organizations. The level of coordination and support of these programs from the CSRDE staff/team is always amazing, always professional."
John Rollins, Director, Academic Performance Studies
Embry-Riddle Aeronautical University

Webinar Cost
  • CSRDE members:
    One to six webinars are included with membership, depending on level
  • Add'l webinars for members:
    $129 each
    $79 each for blocks of 3 or more
  • Non-CSRDE members:
    $229 each

2013 - 2014 Webinar Series

Loralyn Taylor, Paul Smith''s College

Virginia McAleese, Paul Smith''s College

Recognizing that Early Alerts during the semester may be too late, Paul Smith’s College focused on even earlier identification and intervention with first year students, utilizing predictive modeling and the College Student Inventory (CSI) to identify students who may be at risk. Use of the CSI risk factors was very predictive. Students identified as having five or six risk factors out of six had a 267% increase in withdraw rate, a 179% increase in probation rate, a 49% decrease in good standing and a 42% decrease in average first semester GPA . First time student results are compared to the 3 year average prior to start of the support program and include: an increase in average term GPA of 12%, 15% increase in the percent in good standing, 24% decrease in D and 33% decrease in F final grades, 25% decrease in the percentage of students with at least one D or F grade. After two years, we have demonstrated a 23% increase in associate degree completion in 100% of time. Our student success program has returned over $2 million in increased net student revenue in two years on an investment of less than $250,000.

Carla Cortes, DePaul University

David Kalsbeek, DePaul University

Many campuses either bracket off admission from their retention efforts, focusing on “playing the hand you are dealt,” or they focus simplistically on becoming more selective in admission via higher test scores. An enrollment management perspective embraces the admission process as a lever in improving retention and completion outcomes while also improving diversity and access. Three approaches will be presented: (1) The use of non-cognitive variables in college admission challenges prevailing assumptions and recognizes student strengths that predict retention better than traditional admission criteria. (2) A rigorous high school curriculum is the best preparation for success in college; for example, Chicago’s experiment with the International Baccalaureate Programme in non-selective urban schools has improved college access and attainment. (3) Test-optional policies minimize the importance of standardized tests while elevating the importance of prior academic success in the admission review. Each of these three approaches can influence retention and degree completion without relying on traditional measures of admission selectivity.

Andy Person, Mercy College

Bill Martinov, Mercy College

Elizabeth Holcombe, Mercy College

Bogdana Vladescu, Mercy College

Mercy College, a federally-designated Hispanic Serving Institution, created the revolutionary PACT (Personalized Achievement Contract) model as a solution to the urgent national need for improved student success in higher education, particularly among low income, minority, and first generation students. Through a “single point of contact” approach, Mercy College uses cross-trained professional mentors in a highly personal method to student success that is customized to each student’s goals, integrated from pre-enrollment through college, and focused on persistence to degree and a career. First year retention rates show that PACT students persist towards a college degree at much higher rates than Non-PACT students. On average, PACT first-year students persist at 15% higher rates since the inception of the PACT model. External validation includes PACT recognition as a “Best Practice” for retention and career services by the National Association of Colleges and Employers; a “feature innovation” by the Association of American Colleges and Universities (AAC&U;); and a shared example of innovation in higher education by the American Council on Education (ACE) to the White House in 2010.

Leroy Hamilton, Norfolk State University

Kyshawn Smith, Norfolk State University

The purpose of this study was to explore the effectiveness of a summer bridge program in fostering academic success and retention at a mid-sized, urban, historically black college/university (HBCU). Using quantitative data from samples of first year students participating in the program and qualitative data from administrators coordinating the program’s structure and activities, findings from this study revealed the summer bridge program displays some success in enhancing academic success via grade point average. Student retention is also higher among program participants when compared to the university’s general population of first year students. Strategies for how program administrators attempt to stimulate these trends through interactions with students are also revealed.

Jennifer Cannon, University of Arkansas Community College at Batesville

Blake Cannon, University of Arkansas Community College at Batesville

Retention is a hot topic at colleges today, especially on the community college level. Retention rates on average are very low across the country, and the government is considering ways to combat this issue. In some places state funding will be based partly on the graduation and success of students, and accrediting bodies are looking more closely at this performance measure as well. Community colleges in rural areas, like the University of Arkansas Community College at Batesville (UACCB), have the extra challenge of a high percentage of students coming to school academically underprepared, with a low socioeconomic status, and first generation; a triad for student attrition. To address retention concerns, UACCB’s campus leaders created a three-prong approach that was supported by the institution’s Higher Learning Commission Pathways Project and Title III grant. This paper will detail the development and implementation of mandatory orientation, intrusive advising, and an early alert system as tools to increase student engagement and support of all students at the institution.

Jesse Edwards, Florida A&M; University

Christy Chatmon, Florida A&M; University

Mark Howse, Florida A&M; University

Serena Roberts, Florida A&M; University

Since summer 2004, the chemistry faculty at a large Historically Black Colleges and Universities (HBCU) has been working to improve student pass rates in General Chemistry (CHM 1045). In an early work during fall 2005 and fall 2006, the pass rates for CHM 1045 were 32% and 30% respectively. In this previous work, several interventions were initiated and the results analyzed. The intervention that had the most dramatic result was the use of SAT/ACT mathematics scores in combination with an American Chemical Society Placement Test. Students who were appropriately placed had an 80% passing rate for CHM 1045. Also, student study habits, extracurricular activities, preparation, and apprehension toward science were correlated to student performance. The correlation showed that science fears and motivational factors, as well as lack of math preparation, were strong deterrents to good performance in General Chemistry. Students in CHM 1045 in 2012 showed that the correlations in the first study remain relevant. Also, curriculum changes in the CHM 1020 course aimed to increase learning gains of students by focusing on less material showed significant correlation to improved exam performance in the subsequent CHM 1045 course. Also, exam averages for exam 1 in CHM 1045 increased by over 30% compared to previous recent administrations.

Samuel Lopez, University of North Carolina at Charlotte

Cynthia Wolf Johnson, University of North Carolina at Charlotte

In August of 2010, The Education Trust published a two-part report in their online publication entitled Big Gaps, Small Gaps. In this report, UNC Charlotte was identified as one of eleven institutions to have eliminated the graduation gap between both the Hispanic and Black student populations and their Caucasian peers. The collaborative efforts that led to this outcome have been embraced and endorsed at the highest levels of the University for over two decades and have proven to benefit the student body as a whole. Most notable is the University’s goal of improving retention and time-to-degree rates for underrepresented students by easing the transition to higher education (summer bridge program of 25 years) and providing academic support and enrichment to meet the unique needs of underrepresented students (a peer mentoring program for first year students, and a program designed to support students in the STEM disciplines). Institutional data indicate students participating in the University’s summer bridge program over the last 10 years have been retained at the one- and two-year levels at a rate of 8-12% higher than non-participating students. Additionally, their six year graduation rate is consistently higher than non-participating student populations. This presentation will include an overview of program development, highlight retention and graduation data for the various programs, and demonstrate how increased funding resulted from data driven outcomes.

Nick Capo, Illinois College

The economic downturn has intensified the political focus on college tuition costs, but from a student-retention standpoint, we should not overlook textbook costs. In recent years, Illinois College has achieved record first-to-third-semester retention and persistence-to-graduation rates by focusing relentlessly on improving student academic performance. Each semester, however, a sizable cohort still fails courses, so the college has been seeking ways to improve these students’ performances. Internal analysis of causes primarily has focused on preparation and personal variables, but this webinar will advance an argument about the role of textbook possession and access. A preliminary investigation revealed that many students either cannot afford or are choosing not to purchase their textbooks and often are experiencing academic failure. This problem appears to be worsening as the effects of the financial crisis linger, and the college has been simultaneously gathering data about the problem’s scope and testing various responses.

David Patterson, Washington University in St. Louis

K. H. Ahuna, Medaille College

C. G. Tinnesz, University at Buffalo

C. VanZile-Tamsen, University at Buffalo

A big challenge facing colleges and university programs across the U.S. is retaining students to graduation. This is especially the case for Native American students, who have had one of the highest dropout rates over the past several decades. Using data from a large university that implemented a self-regulated learning course for undergraduates, academic success was measured for students who participated with a specific focus of Native American student outcomes. The analyses in this study are based on data for cohorts entering freshmen from fall 2000 through fall 2010 with a sample of 29,319 students, 4,681 (16.0%) of whom successfully completed the SRL course. Results show that the completers are more likely to be retained with specific retention benefits and overall academic success of Native American completers.

Holly Ayers, Ozarka College

Brandy Gore, Ozarka College

Ozarka College is a rural community college, enrolling a large percentage of low-income and underprepared students. Our reality as an open enrollment, public institution of higher education involves navigating through shrinking resources, enrollment growth, and an ever-increasing emphasis on student retention and completion. The Arkansas Developmental Education Initiative and a statewide consortium grant from the Department of Labor have provided a strong foundation and impetus for Arkansas community colleges to embark on a drastic redesign of developmental education. With a goal of improving retention and achievement rates and reducing time and cost to completion, Ozarka College is utilizing best practice principles to integrate and modularize our developmental reading, writing, and mathematics sequence. This presentation will explore how Ozarka College is creating an environment that supports acceleration of developmental education through best practice, continued research, and policy development. Highlighted topics will include seminal research used to support the redesign efforts as well as curricular redesign components, preliminary data, and next steps in the redesign process.

Elizabeth Coghill, East Carolina University

Jayne Geissler, East Carolina University

Beginning Fall 2008, an innovative centralized tutoring center at East Carolina University (ECU) began serving students. With the establishment of the Pirate Tutoring Center (PTC), the campus shifted from a decentralized tutoring model where tutoring was maintained within departments to a centralized tutoring center. Soliciting faculty support and administrative funding for the PTC required a focused, proactive campaign. Securing a central location, recruiting and training student tutors, identifying course needs and hiring adequate staff were critical in developing an effective center. In the four years since its opening, the PTC has grown from serving 1,282 students/year to serving over 5,000 students/year. Numbers of volunteer tutors have grown from 90/year to 368/year. Assessment of course pass rates of PTC tutees has indicated that students are receiving quality tutoring, and the university community has endorsed and supported the PTC. This paper chronicles the emerging tutoring center, its four-year growth and the unique volunteer-based model. Tutor and tutee perceptions of the tutoring center services are addressed.

Sarah Collins, University of North Texas

Dale Tampke, University of North Texas

As a result of the increasing cost of college attendance, access and success programs for students from low income families are emerging in postsecondary institutions across the country. These programs strategically leverage academic support services and financial aid to increase rates of academic attainment achieved by low-income students. This paper summarizes the efficacy of such a program to facilitate academic success and retention in the first year at a large emerging research university in Texas.

Register

CSRDE institutional members sign up for webinars using their membership registration forms. The number of webinars depends on the level of membership. If your institution is a CSRDE member and you would like to participate in a webinar, email csrde@ou.edu and we will put you in contact with the CSRDE representative on your campus. If you are an individual member, your membership includes one webinar. If neither you nor your institution are CSRDE members, you may use this form to register for a webinar.

If you are interested in purchasing podcasts from previous years’ presentations, please review the information using the dropdown box above for each year.

Accessing the Webinar

For each webinar, CSRDE will send the following emails:

  1. One to two weeks before webinar – Confirmation of your registration plus instructions to test your computer for compatibility. You may test your system now.
  2. One day before webinar – Login information and instructions for accessing the webinar
  3. Registrants will have five weeks in which to access and review the podcast and share the link with other colleagues at your institution.
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The Consortium for Student Retention Data Exchange at the University of Oklahoma is a consortium of two-year and four-year institutions dedicated to achieving the highest levels of student success through collaboratively sharing data, knowledge, and innovation.