Increasing Retention And Persistence Of First-
Year, Minority Male Students
Webinar
Innovative Educators
February 2, 2012
P. Brandon Johnson
Jason A. Moore
pbjohnso@ncat.edu
jamoore1@ncat.edu
North Carolina Agricultural and Technical State University
Explore. Discover. Become.
Agenda
 Institutional Introduction
 Program Overview & Discussion
 Results
 Assessment Overview
 Implications for Your Campus
 Lessons Learned Q&A
North Carolina
Agricultural and Technical State University
www.ncat.edu | Explore. Discover. Become.
2
Activity
How important does your institution consider minority male
retention?
» High
» Medium
» Low
“I love Project M.A.R.C.H. If offers me benefits that other students on campus just don’t have or
take advantage of.”
-Allen McClean
Sophomore
Major: Graphic Communications Systems
North Carolina
Agricultural and Technical State University
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3
Institutional Profile
North Carolina A&T State University
 Public, 1890 land-grant HBCU
 Carnegie Classification: High Research Activity
 Fall 2011 Enrollment Total – 10,066
Undergraduate – 8,701
Graduate – 1,365
 Schools: Agriculture and Environmental Sciences, Business and Economics,
Education, Nursing, Technology , Graduate Studies
 Colleges: Arts and Sciences, Engineering
 Retention – 72.4% (2009)
North Carolina
Agricultural and Technical State University
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4
Center For Academic
Excellence
Full service learning support unit, which works cooperatively with each
school and college to ensure students’ academic success and are the
academic home for all Undecided or Undeclared students.
» Free Tutoring
» Academic Advising and mentoring facilitate major choice
» Supplemental Instruction
» Developmental Education Courses
North Carolina
Agricultural and Technical State University
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5
Project M.A.R.C.H.
Male Aggies Resolved to Change History
 History & Mission
 Program Objectives
 Program Outcomes
 Student Learning Outcomes
 Program Components
North Carolina
Agricultural and Technical State University
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Program History
UNC Tomorrow Report (2005):
“UNC should increase the educational attainment of all underrepresented
populations, especially African-American males.”
Male Retention Initiative (MRI) (2006-2008)
Pilot program to address the retention of Undeclared minority males on the
campus of NC A&T SU lead by Dr. Tracey Ford,
Director for the Center for Academic Excellence.
NC A&T SU’s UNC Tomorrow Report Response (2009)
Project M.A.R.C.H. (Male Aggies Resolved to Change History)
Dr. Tracey Ford
North Carolina
Agricultural and Technical State University
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Program Mission
 To establish a structured, comprehensive program to address
the college readiness, persistence, retention, matriculation, and
graduation of African American male students at the University.
 To enhance the first-year collegiate experience of African
American male students by appealing to their sense of wellbeing while contributing to their intended academic interests and
personal/career aspirations.
North Carolina
Agricultural and Technical State University
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Program Objectives

Assist in the successful transition from high school to college through
intensive, intrusive advising, academic monitoring, facilitation of major
selection and declaration, and successful navigation of campus services
and facilities.

90% cohort persistence from Fall to Spring Semester.

80% first-year retention and 80% second-year persistence.

Socio-Political engagement through community service, programming,
service learning, or event participation.

Peer interaction to facilitate social development, communication efficacy,
and the building of a support network.
North Carolina
Agricultural and Technical State University
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Program Outcomes

Adept in the use, existence and knowledge of multiple campus entities.

Informed decision-making about the selection of degree majors.

Development personal responsibility and accountability for academic
development.

Development and utilization of new peer relationships for academic and
personal growth through:
Study groups.
Peer mentoring.
Group advising.

Retention through the first academic year and persistence towards graduation.
North Carolina
Agricultural and Technical State University
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Student Learning Outcomes
 Knowledge of University policies, procedures, and standards of
academic and social conduct.
 Comprehension of degree completion requirements.
 Satisfactory progress towards degree completion.
 Application of skill building workshops to maintain positive academic
standing.
 Student and campus engagement through non-academic activities
and events.
 Frequent, consistent communication/correspondence with academic
advisors.
 Accountability of financial aid processes, deadlines and forms.
North Carolina
Agricultural and Technical State University
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Activity
With your institutional needs in mind, brain storm, record and
share some of the outcomes you would want for your campus’s
minority retention program.
“Project M.A.R.C.H. workshops are a lifesaver.”
-Chase Aiken-Brown
Sophomore
Major: Civil Engineering
North Carolina
Agricultural and Technical State University
Program Components
 Intrusive Academic Advising
 Living Learning Community
 Major/Interests-Based Roommate Pairing
 Residential Advising
 Early Arrival - Project M.A.R.C.H. Orientation
 Early Course Registration Access
 Early Alert Intervention
 Cohort Section UNST 100: University Experience
 Monthly Student Development Workshops
 “Foot Campaigns”
 Facebook Group Page
 Twitter
North Carolina
Agricultural and Technical State University
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7 Habits
 3 Academic Advisors completed
Facilitator Training – Summer 2010.
 Ongoing in-class workshops
throughout the academic year.
 Saturday Seminar Training, includes
text & workbook for each student
(2010).
 7 Habits Training conducted
during Early Arrival (2011).
 Also hold monthly sessions during
Fall semester
North Carolina
Agricultural and Technical State University
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Extended Early Arrivals &
Project M.A.R.C.H. Orientation





Early Residence Hall Move-In

Project M.A.R.C.H. New Student Orientation

HRL LLC Overview & Expectations

Blackboard and Banner Training
7 Habits of Highly Effective Teens
Parent Q&A Session
Campus Support Services Presentations
Student Engagement Workshops
North Carolina
Agricultural and Technical State University
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Living Learning Community

To strengthen connectivity to campus and have a sustained peer support
group – 24/7 access.

Access to a computer lab, student lounge, and dedicated office space for
transient advising and workshop facilitation.

Evening Residential Tutoring.

Resident Assistant from previous cohort helps facilitate residential
programming and its connectedness to programmatic goals and outcomes.
North Carolina
Agricultural and Technical State University
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Cohort Selection Processes
 Minimum incoming 2.5 HS GPA.  Cumulative GPA Evaluation
 Minimum SAT score: V, 400+; M,  Class Rank/Percentile
430+
 Class Size Evaluation
 HS Transcript Evaluation
 Consideration of Residency
North Carolina
Agricultural and Technical State University
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17
2011-2012 Academic Profile Snapshot
Major
HSGPA
SATV
SATM
ACT
ECIT
2.384
460
450
---
Inter Gen Engineering
3.416
450
490
---
Computer Engineering
4.312
600
600
---
Liberal Studies (Pre-Law)
2.750
440
450
---
Electronic Technology
3.140
440
520
---
Marketing
3.370
0
0
22
Business Administration
2.687
450
450
---
Computer Science
3.300
590
580
---
Computer Science
3.404
600
450
24
Undeclared
3.667
400
440
---
SSFM
2.330
420
480
---
Undeclared
2.610
320
300
---
North Carolina
Agricultural and Technical State University
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2009-2010 Overview:
Cohort 1
 30 first-year, full-time students
 9 first-generation students
 Residency: 28, In-State;
2, Out-of-State
 VSAT = 424.1; MSAT = 447.9;
MSAT TOTAL = 872;
EACT = 15; MACT = 18.2
North Carolina
Agricultural and Technical State University
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2010-2011 Overview:
Cohort 2
 47 first-year, full-time students
 17 first-generation students
 Residency: 40, In-State; 10, Out-of-State
 VSAT = 453.8; MSAT =461.3; MSAT TOTAL = 915.1;
EACT = 16.8; MACT = 18.4
North Carolina
Agricultural and Technical State University
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LLC Overview
 n=27
 Residency
» In-state: 22 (North Carolina)
» Out-of-state: 5 (2, Virginia; 2, Georgia; 1, Maryland).
HS Demographics
 SAT (n=25)
» Mean VSAT = 463 (438); M SAT = 466 (457); MSAT TOTAL
= 929.2 (895)
 ACT (n=5)
» Mean V ACT = 16.8 ; M ACT = 18.4. Composite TOTAL =15.4
 Mean incoming HS GPA = 2.86 (3.04)
North Carolina
Agricultural and Technical State University
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2011-2012 Overview:
Cohort 3
 32 first-year, full-time students
 10 first-generation students
 Residency: 18, In-State; 15, Out-of-State
 VSAT = 406; MSAT = 423; MSAT TOTAL = 829;
EACT = 21; MACT = 19
North Carolina
Agricultural and Technical State University
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Major Distribution
Cohort 1
North Carolina
Agricultural and Technical State University
Cohort 2
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23
Activity
Brainstorm and share some other programmatic components
that either your institution is implementing or would like to
implement for a minority male retention program.
“Project M.A.R.C.H. is more than a program…It’s a brotherhood.”
-Jamal Poe
Sophomore
Major: Graphic Communications Systems
North Carolina
Agricultural and Technical State University
Program Assessment
& Evaluation
 Semester Exit Interview and Survey Completion, which includes
an Advisor, Institutional, and, Self-Assessment component.
 Annual Program Assessment Survey.
 First-Generation Survey Analysis.
 Workshop Evaluations.
 UNST 100 End-of-Course Evaluations.
 GPA Analysis.
 Tutorial Services/Supplemental Instruction Participation
Analysis.
 Trend data analysis – identification of progression needs of
male students
North Carolina
Agricultural and Technical State University
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Impact
 Cohort 1 - 2009-2010 n=30
 100% Fall-Spring Persistence
 76.6% (80%) Retention
 80% Fall ‘10-Fall ‘11 Persistence
 Cohort 3 - 2011-2012 n=32
 100% Fall-Spring Persistence
 Cohort 2 - 2010-2011 n=47
95.7% (96%) Fall-Spring Persistence
83% Retention
 LLC n=27
93% Fall-Spring Persistence
74% Retention
North Carolina
Agricultural and Technical State University
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26
Advising Contacts
Cohort 1
•
•
•
•
Face-to-face: 484
Phone: 199
Facebook: 188
E-mail: 353
Cohort 3
Cohort 2
 511 Face-to-face contacts
 39 phone contacts
 141 Facebook contacts
 526 e-mail contacts
 25 foot campaigns
 532 Face-to-face contacts
 26 phone contacts
 ## Facebook contacts
 ## e-mail contacts
 20 foot campaigns
North Carolina
Agricultural and Technical State University
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27
 n=39
UNST 100 Data
Fall 2010
 92.2% = “C” or better
 Final grade distribution
» “A” – 22 students (56.4%)
» “B” – 7 students (17.9%)
» “C” – 7 students (17.9%)
Course Attendance
 61.5% of students had 0 absences during the 15-week course
(
6.3% over the Fall 2009 cohort)
 28.2% had only 1 absence (
7.5% over Fall 2009 cohort)
 Cohort total of 0.61 absences per student (versus 1.69 average in
Fall 2009).
North Carolina
Agricultural and Technical State University
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Course Assessment
UNST 100 Data
Fall 2011
End-of-course evaluations, measured by 27 course-based questions.
(Administered by Institutional Research)
Fall 2010
 Instructor Overall Mean of 4.4 (on a 5-point scale), indicating
“Exceptional, Superior” course instruction for program staff.
Fall 2011
 Instructor Overall Mean of 4.6 (on a 5-point scale), indicating
“Exceptional, Superior” course instruction for program staff.
North Carolina
Agricultural and Technical State University
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2010-2011 Workshop
Data
Likert Scale, where “5 = Exceptional” and “1 = Unsatisfactory”…
 Building Bridges = 4.43/5
 Deconstructing Time Management = 4.73/5
 Oral and Written Communication = 4.75/5
 Study Skills & Overcoming Test Anxiety = 4.72/5
 Understanding the Financial Aid Process = 4.5/5
 Stop! Before You Drop = 4.14/5
 Getting Back on Track = 4.6/5
 Don’t Be the Weakest Link = 4.5/5
4.55/5 Average
North Carolina
Agricultural and Technical State University
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2010-2011 Annual LLC
Community Assessment
Likert Scale, where “5 = Strongly Agree” and “1 = Strongly Disagree”)…
 Participation in the LLC helped my transition at the University = 4.08
 Participation in the LLC helped to facilitate a bond with my peer Project
M.A.R.C.H. members = 4.41
 Participation in the Early Housing Arrivals/M.A.R.C.H. Orientation
helped me to be better adjusted to the expectations of the University
environment = 4.41
 LLC participation has helped with the social transition from High school
to College = 4.58
 I would recommend Early Housing Arrivals/Project M.A.R.C.H.
Orientation to all new members of Project M.A.R.C.H. = 4.66
 My roommate/suite pairings based on academic majors and interests
helped to facilitate study group sessions = 4.25
North Carolina
Agricultural and Technical State University
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2010-2011 Annual LLC
Community Assessment
 Access to my advisor was enhanced due to their office space in Barbee
Hall, residential advising and the lounge, and advisement/registration
sessions in the Barbee computer lab = 4.16
 My RA was engaged and visible during Project M.A.R.C.H.
programming and events = 3.75
 I attended resident hall programming = 3.75
 My learning was been enhanced with participation in the LLC = 4.50
 Residential advising helped to make me aware of registration deadlines
= 4.36
 Academic Advisor availability was important to my success = 4.25
 Participating in the LLC has benefited me academically = 4.08
 LLC Participation did not enhance my experience at A&T = 1.83
North Carolina
Agricultural and Technical State University
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‘10-’11 Program Assessment
Outcomes: Program Assessment
 Project M.A.R.C.H. has helped me to successfully make the
transition from High School to College life = 4.62 (+.16)
 Project M.A.R.C.H. has helped me to make informed decisions
about selecting a major = 4.52 (+.23)
 Project M.A.R.C.H. has helped me to increase my peer interaction =
4.38 (-.26)
 Project M.A.R.C.H. has helped me to feel more confident about
being in college = 4.60 (+.14)
North Carolina
Agricultural and Technical State University
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‘10-’11 Program Assessment
Outcomes: Personal Assessment
 I have benefited from being in Project M.A.R.C.H. = 4.80 (+.30)
 I am better adjusted to college life because of Project M.A.R.C.H =
4.70 (+.27)
 I understand what it will take to complete my prospective degree
program = 4.75 (+.36)
 I feel more accountable for my academic success = 4.60 (+.17)
North Carolina
Agricultural and Technical State University
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34
Spring 2011 Exit Survey Data:
Advisor Assessment
 My advisor follows-up with me in a timely fashion = 4.52 (-.08)
 My advisor encourages me to seek academic assistance = 4.68
(-.02)
 My advisor helps me to connect to campus resources = 4.52 (-.08)
 My advisor is a good listener = 5.00 (+.32)
 My advisor is an advocate for my needs = 4.85 (+.65)
 I would recommend my advisor to other students = 4.68 (-.12)
North Carolina
Agricultural and Technical State University
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Spring 2011 Exit Survey Data:
Self-Assessment
 Academic advising has been important to my transition at the
University = 4.52 (+.24)
 I met with my academic advisor on a regular basis throughout the
semester = 4.10 (+.14)
 More communication and follow-through with my advisor would have
increased my chances of success = 4.47 (+.35)
 I worked to my full potential this past semester = 3.79 (+.19)
 I feel that I was adequately prepared in HS for college-level
expectations = 3.89 (+.01)
 My parents/guardians have been supportive and involved in my
transition at NC A&T = 4.47 (-.01)
 My parents/guardians are aware of my current academic status =
4.47 (+.11)
North Carolina
Agricultural and Technical State University
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Spring 2011 Exit Survey Data:
Institutional Assessment
 I am satisfied with the instructional content at NC A&T = 4.21
 NC A&T SU was my first choice = 3.68
 Of the 68.5% that have visited another college campus, in
comparison, NC A&T’s campus feels like a college environment
= 3.85
 NC A&T’s campus culture promotes academic excellence = 3.73
North Carolina
Agricultural and Technical State University
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37
Student Successes
Allen McLean, selected by the University’s College of Engineering,
under the direction of Dr. John Kizito, to assist with graduate research
on SolidWorks and AutoCAD. Based on this work, Allen has a pending
internship opportunity with Rolls Royce for Summer 2012.



A native of Council, NC, Allen also served as one of three basketball
managers for the Men’s Basketball Team during 2010-11, and will serve
as Head Manager during 2011-12.
3.5 HS GPA
960 SAT
Fall 2010
Cohort
North Carolina
Agricultural and Technical State University
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38
Student Successes
Douglas ‘Chase’ Aiken-Brown is a Civil Engineering major from Wilmington,
NC. Chase came to A&T as an Undecided student but was accepted early into the
engineering program by the department chair due to his academic performance in
Calculus I. Chase is a member of the National Society of Black Engineers
(NSBE) and The American Society of Civil Engineers. Chase is consistently
involved with the Greater Greensboro Community. He volunteers every Thursday
at Washington Elementary School.



4.1 HS GPA
910 SAT
Fall 2010 Cohort
At Washington’s A.C.E.S. after-school program, which serves Grades K-5, Chase
provides homework assistance and other tutorial tasks. Based on his dedicated
service commitments and performance in the classroom, Chase was recently
recruited this Spring by the University’s Volunteer Coordinator to provide 1-hour
Algebra II tutorial assistance sessions Friday afternoons at Dudley High School.
Currently he serves as a Resident Assistant (RA) for the Honors Program
North Carolina
Agricultural and Technical State University
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39
Activity
Identify/share stakeholders who you would need to contact in
order to create a retention program or enhance an existing
initiative.
Identify/share personnel, staff or faculty who you would envision
coordinating such an initiative and any other support personnel.
“What would we do without ‘Don’ Johnson. Drop out that’s what.”
-Brian Boon
Freshman
Major: Political Science
North Carolina
Agricultural and Technical State University
Implications
What are some ways a program like this could benefit your
campus?
North Carolina
Agricultural and Technical State University
Resources

College Board: The Educational Experience of Young Men of Color
http://youngmenofcolor.collegeboard.org/

Consortium for Student Retention and Data Exchange
http://csrde.ou.edu/web/index.html

The Schott Foundations’ 50 State Report on Black Males and Higher Education.
http://blackboysreport.org/?page_id=347

Allen, W. R., Epps, E.G., & Haniff, N.Z. (1991). College in black and white: African
American students in predominantly white and in historically Black public
universities. Albany, NY: State University of New York Press.

Pike, G. R. (1999). The effects of residential learning communities and traditional
residential living arrangements on educational gains during the first year of college.
Journal of College Student Development. 40(3), 269-284.

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student
Attrition, 2nd edition. Chicago: University of Chicago Press.
North Carolina
Agricultural and Technical State University
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42
QUESTIONS?
Jason A. Moore
P. Brandon Johnson
Assistant Director/Co-Coordinator
Academic Advisor/Co-Coordinator
pbjohnso@ncat.edu
jamoore1@ncat.edu
North Carolina A&T State University
1601 E. Market
Greensboro, NC 27411
North Carolina
Agricultural and Technical State University
www.ncat.edu | Explore. Discover. Become.
43