Retention

  • EXCEL is currently in review or is no longer available.
  • Bridging Success Initiative is currently in review or is no longer available.

EXCEL

EXCEL will be focused on meeting students where they are academically, and creating a supportive pathway to get them to their degree goals. Educating and informing parents/families of first generation and/or low income students will be critical to creating a web of support for the program participants.
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Bridging Success Initiative

Every year, more than 700 children in Arizona age out of foster care. National research shows that only 4% of these young adults will complete a certificate or degree program and only 3% will complete a four-year degree. These young people are also more likely to face prison, become homeless, and have a harder time holding a steady job as an adult. Students supported by the Bridging Success Initiative will have access to the many resources of the colleges including tutoring, academic counseling, career planning, skill development as well as additional support they may need.
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Engage Estrella (E2)

Estrella Mountain Community College
http://www.estrellamountain.edu

This is a mentoring program for students where both faculty and staff serve as mentors. It is used to connect mentor to mentor where mentors can dialog and share best practices of mentoring students.

A mentoring program for students where both staff and faculty serve as mentors. There are two basic functions…1) improve the campus connections for students facilitating their academic success and completion and 2) utilize the mentoring experience as professional development for our staff and faculty (they can learn the life of a student; gain valuable interpersonal tools and acquire mentoring techniques).

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Jonathan Robles

jonathan.robles@estrellamountain.edu

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Retention Toolkit

Southeast Technical Institute, Sioux Falls, SD
http://www.southeasttech.edu/

To provide effective tools colleges can use to improve student retention rates and better meet student needs.

The technical institutes in South Dakota have held some of the strongest retention rates in the US; however, we know that what worked in the past does not always continue to be effective. Therefore, we have created this toolkit of retention ideas. The Retention Toolkit has been designed so that institutions can effectively implement only those tools they believe will help them improve their student retention. However, some toolkit items do share common connections and may be more effective when implemented together. The toolkit is developed to provide details on each individual tool along with implementation questions, Southeast Technical Institute’s experiences with implementation, lessons learned, results, handouts, and contact information.

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Tracy Noldner

tracy.noldner@southeasttech.edu

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Last Mile

Portland State University
http://www.pdx.edu/

While traditional measures of institutional retention tend to focus on freshman, there are a significant number of students at PSU who earn enough credits to apply for graduation, but then cancel their application and never finish. Between summer 2005 and spring 2010 768 students applied for graduation and had their applications cancelled due to not meeting all their graduation requirements. Approximately 44% had a financial hold on their records, and nearly all students were in good academic standing. For many students, the primary reason for leaving PSU close to graduation may not be academic performance, but financial or other reasons.

The last mile committee identifies undergraduate students who have applied for graduation at Portland State University, but had their applications cancelled due to a lack of completing graduation requirements. The Committee helps them return to school in order to complete their degree.

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Randi Harris

rap@pdx.edu

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Data to Action: Freshmen Retention Project

Portland State University
http://www.pdx.edu/

Reduce freshmen student attrition during and immediately after the end of first year and facilitate students’ successful transition to second year.

Freshmen student attrition at Portland State University occurs throughout the academic year with the highest number of students leaving at two critical points: between fall and winter term, and spring and following fall. While a majority of students who leave, do so at one of these points, our assessment results indicate that many of the reasons preventing students to continue are either known beforehand, enabling us to intervene proactively, or could be dealt with when they occur. In either case, there is a need to focus on providing intervention in a systematic, coordinated manner. Freshmen Retention Project is one such coordinated approach involving University Studies, advising units, Office of Financial Aid & Scholarships, and Student Financial Services. The project uses multiple sources of data to support student success and aims to facilitate students’ continuous enrollment during the first year and successful transition to the second year. The project accomplishes this through outreach and intervention at critical points, and through ongoing intervention for students identified as at risk of not persisting beyond their first year.

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Mirela Blekic

mirelab@pdx.edu

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Admissions Promise Program

Colorado Community College System
http://www.cccs.edu/

The Admission Promise Program assists in student retention by identifying specific transfer interest at initial point of contact.

The Admissions Promise Program is designed to encourage 2 year students to research and select their four year transfer option as early as possible. In doing so, the student has a tangible goal, with specific criteria that must be earned at the two year college. Clear expectations lead to better understanding and fosters commitment to one's goals. In addition, the program eases student transtion from the 2 year to the 4 year, as the student is dually advised and invited to events at the 4-year while still attending the 2 year. The program is designed to increase degree attainment through the requirement that students must complete their Associate's degree in order to be eligible for the guaranteed admission at the 4 year. Additionally, the four year benefits from having a qualified pool of students for admissions which reduces their recruiting costs.

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Erin Hoag

erin.hoag@cccs.edu

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Oregon Green Statewide Career Pathway Roadmap Website

Oregon Department of Community Colleges & Workforce Development
http://www.oregon.gov/CCWD

Provide one place where individuals can learn more about green job education and apprenticeship programs across the state including access to national and industry resources.

Oregon's Green Statewide Green Career Pathways website provides roadmaps for seven "green" emerging and existing occupations showing community college courses, certificates, and programs and apprenticeship programs available across Oregon. Labor market, industry, and career related information is also provided. Go to www.oregongreenpathways.org.

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Average: 2 (1 vote)
Mimi Maduro

mmaduro@cgcc.cc.or.us

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Postsecondary Workforce Readiness Definition Handbook

Colorado Community College System and Career & Technical Education
http://www.coloradostateplan.com/counselors.htm

Postsecodnary Workforce Readiness is Colorado's interpretation of 21st Century skills being taught, guided to and assessed. This handbook breaks down the barriers, explains the myths and clarifies the process.

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Average: 4 (2 votes)
Lauren k Jones, MA NCC

lauren.jones@cccs.edu

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OUS Entering Freshmen Profile for Oregon High Schools

Oregon University System
http://www.ous.edu

How does a university determine how well a high school is preparing their students for success in college?

Universities and high schools need to know whether students from specific high schools are performing college level work at, above, or below state norms. A report for each Oregon high school identifies the number of graduates from their most recent graduating class who attended a 4-year public university in Oregon the fall after graduation. High school academic performance using test scores and GPAs are compared to college performance including grades by subject area and retention to the second fall. Five year trends for the high school and counts of which 4-year public university students attended.

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Average: 4 (1 vote)
Jonathan Jacobs

jonathan_jacobs@ous.edu

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