SAME SKILLS, SAME GOALS,
DIFFERENT ACTIONS:
RETENTION ACROSS
FUNCTIONAL AREAS
ACPA Annual Convention
March 7, 2015
Kevin Friedman, Amy Corron, & Hillary Kovacs
Outline
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Objectives
Introductions
Theoretical Framework
Connections Within Functional Areas
University Activity
Questions
Objectives
Objectives
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Participants will reframe what retention
efforts on campuses look like
Participants will reflect on their individual
participation in the retention efforts of
their departments and institutions
Participants will bridge
connections/identify areas of
collaboration between functional areas
in regard to retention/persistence of
students
Introductions
Introductions: Us
Hillary Kovacs
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Virginia
Tech
Residential
Learning
Coordinator
Building
social
community
&
Emergency
Response
Kevin Friedman
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The Christ
College of
Nursing and
Health
Sciences
Academic
Advising and
Student Success
Coordinator
Degree
Progression &
connection to
campus
resources
Amy Corron
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Rensselaer
Polytechnic
Institute
Assistant
Director for
Student
Activities
Engagement
with the
university
environment &
connection to
campus groups
Introductions: You
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What functional area?
What type of institution?
What is your personal connection with retention?
What is the institutional culture on retention?
Theoretical Framework
Theoretical Framework
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College student departure is a complex puzzle
Student behavior & perception
 Institutional commitment
 Opportunities for learning
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Defies a single solution, requires a number of possible
solutions, or “levers” to create the student experience
and develop a culture of integration and retention
(Braxton & Mundy, 2001)
Tinto’s (1993) three principles:
Commitment to student welfare
 Education of all students
 Integration of all students into academic and social
communities
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Connections Within Functional Areas
Residence Life
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How do professionals encourage persistence?
Relationships
 Academic partnerships
 Collaborative hub
 Capitalizing on experiential & relational learning
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What does this look like at Virginia Tech?
Hall traditions
 Living learning communities and ARCs
 Partnerships with all DSA offices
 Cohesion with divisional learning outcomes and aspirations
through residential curriculum
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Residential Curriculum: Social Integration
and Opportunities for Learning
Academic Advising
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How do professionals encourage persistence?
Degree Progression
 Sounding board
 Study skills
 Self-management skills
 Connection to college/community resources
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What does this look like at TCCNHS?
Community Resource Guide
 Education Plan
 One-Stop within the One-Stop
 Student advocate across campus
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Student Activities
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How do professionals encourage persistence?
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Engagement with peers, advisors, and university environment
 Strengthen sense of belonging and connections to community
 Opportunities to work with diverse others
 Leadership development
 Professional development
What does this look like at RPI?
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Focus on specific populations
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Student Leaders
Group advising, one on one advising, integrating the whole
student
Connection with other Student Life resources
Involvement in specialized programming
Winter Break Programming
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Divisional collaboration
committee from Student
Activities, Student
Experience, and Residence
Life
Full calendar of diverse
events to create constant
contact with students over
the break and targeted
international and
graduate student
populations
Students reported high
satisfaction and a greater
connection to the institution
University Activity
University Activity
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Personally, take a few moments to
reflect on how your functional area aims
to retain students.
In small groups of similar functional
areas, search for common themes.
In small groups of difference
functional areas, search for how you
can collaborate together.
Is anyone willing to share with the
larger group your common themes?
Debrief & Discussion
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What common themes can we identify?
How are all small strategies coming together
towards a common persistence goal?
How can you work with other function areas in the
room to help bolster one or more of your retention
strategies?
Does your institution have a specific method to
correlate retention efforts?
References
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Braxton, J. M., Brier, E. M., & Steele, S. L. (2007).
Shaping retention from research to
practice. Journal of College Student Retention, 9(3),
377-399.
Braxton, J. M. & Mundy, M. E. (2001). Powerful
institutional levers to reduce college student
departure. Journal of College Student
Retention, 3(1), 91-118.
Tinto, V. (1999). Taking retention seriously: Rethinking
the first year of college. NACADA Journal, 19(2),
5-9
“No single domain of a college or university bears responsibility for reducing student departure.”
(Braxton et al., 2007, p. 393)
Questions?
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Kevin Friedman
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Amy Corron
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Kevin.Friedman@TheChristCollege.edu
corroa@rpi.edu
Hillary Kovacs
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hkovacs@vt.edu