Post on 15-Feb-2016
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Canaries in the Coal Mine: How Student Withdrawals and Institutional Change
Intersect to Improve Retention
Why the Withdrawals?
?
The Costs of Attrition
For students:• Financial consequences• Motivational consequences
For institutions:• Financial consequences• Circumvention of mission
Withdrawal Categories
Institutional
Academic
Other or Unknown
Financial Aid
Social orCommunityPsyc
hological or
Health
Institutional 26.15%
• Transfer programs (same and different school)
• Significant dissatisfaction with institutional processes
• Transfer credit policy limitations• Obtaining course materials in time• Lack of communication with faculty members
Academic 24.62%
• Time management (did not devote enough time or started term late)
• Academic suspension• Uncomfortable with online course format• Unclear academic or career goals• Poor reading and writing comprehension
Other or Unknown 23.08%
• Stopped participating and communicating with Success Coach
• No start; no contact• TLH learns of withdrawal from school
academic advisor• Unknown; no disclosure; no reason given
Financial Aid 11.54%
• Did not qualify for assistance programs• Tuition affordability• Debt anxiety• Missed deadlines• Book expenses
Social or Community 8.46%
• Alternative employment• Time management, employment• Time management, family
Psychological or Health 6.15%
• Time management, health care for others• Time management, health concerns for self• Hospitalization
Recommendations: Streamline Student Services
Registration, Advising and Financial Aid
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• Leverage technology• Develop clear course maps• Communicate clear registration details• Provide priority registration• Broadcast an online student academic
calendar• Dedicate advisor(s) for online programs.• Create a customer-friendly financial aid
office• Distribute aid three or more times a year
Do Canaries Play Possum? The Limits of Student Self-reporting
Herzberg’s two-factor theory: The absence of something may have a different effect than its presence
• Examples of internal versus external cause attribution
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Recommendations: Capacity Building
Desired Capacity Possible Intervention(s)Basic learning management system (LMS) and computer skills
Online orientation
Goal commitment Coaching and appreciative advising
Frequent quality feedback Coaching and professional development
Self-efficacy and personal growth Coaching and appreciative advising
Connectedness Online orientation, student portals and social media
A combination of institutional changes and specific interventions can build capacities that empower students and foster success.
Results: What to Expect
• Sample results• 24.7% retention gains across
a single semester• Correction of policies that
had previously resulted in 13% higher attrition rates
• Term retention rates of 90% and higher
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