SEAM
Student Empowerment and Mentoring
Retention Plan

Brief History

In 1998 Moberly Area Community College convened a task force to study student retention at the college. The committee consisted of approximately twelve faculty and staff members from various levels, departments, and sites. In its initial year, the committee emphasized attendance at national conferences and the review of research related to student recruitment and retention issues.

In 1999-2000 the committee was charged with four goals:

1. Develop a statement of institutional commitment to student retention,
2. Review retention plans from state and national sources as well as other colleges,
3. Develop a booklet of "best practices" that encourage students to enroll at MACC and to stay with MACC to meet their educational goals, and
4. Produce a Retention Plan that includes strategies, goals, and measurable objectives.

By the end of the 2000 academic year, the committee had accomplished two of the above goals. A statement of institutional commitment to retention was refined and adopted, and a "Best Practices" booklet was compiled of effective retention strategies currently used within the college. This booklet was distributed to faculty during the following fall faculty workshop.

In the 2000-2001 year, the committee continued to build its knowledge of existing retention research and explore retention plans used by other institutions. In fall 2000, committee co-chairs attended a national retention conference, and by late fall, the committee began to draft its first formal retention plan.

Statement of Institutional Commitment to Retention

Moberly Area Community College is committed to providing a learning environment and support system that encourage students to achieve their educational goals. Whether a student is engaged in a single course or a full program of study, MACC is dedicated to student success.

Definitions

Student retention: The return (either part-time or full-time) of first-time, full-time certificate or degree-seeking freshmen from fall to fall at census date.

Retention rate: The percentage of first-time, full-time certificate or degree-seeking freshmen in the fall who return the following fall semester, less any graduates or other acceptable exclusions (i.e. death, serious illness/injury).

Basic Assumptions Student-faculty interaction has a strong impact on student satisfaction and retention. Research studies correlate successful retention strategies with students who feel the college is truly concerned about his/her academic success and well being.

Contacting the student within the first few weeks of classes is the key time frame in assisting and retaining students.

Attendance and grade point averages correlate with retention.

Suspended and probationary students are at risk of dropping out and need targeted retention strategies.

Strategies

• Mentoring
  
  A key factor in retaining any student is his/her relationship with MACC personnel. MACC will cultivate this relationship through a mentoring program for an at-risk population, including suspended and probationary students. Any student who has been suspended yet allowed to maintain enrollment with the Dean's approval will be required to participate in the mentoring program. Priority will be given to these students; however, additional students will be added as space allows.
  
  All employees of the MACC system will be invited to participate as mentors. Training of the mentor and assignments of mentors and students will be coordinated through the Dean of Student Services Office. Mentors will be required to have approval from his/her supervisor before participating in the program. The mentor will spend three to five meetings per semester (1/2 hour each) with the student addressing items related to that student's academic success. Assignments of mentor and student(s) will be done based on interests and goals. At the end of the semester those students who participated in the program will be asked to complete an evaluation of the mentoring program. Additionally, a course load (attempted vs. earned hours) and GPA report will be generated for analysis. Each mentor will also complete an evaluation of the program.
  
  
• COMPASS/ACT Scores in Course Placement
  
  Academic success strongly connects to student retention. Placement tests are given to ensure students complete the necessary developmental coursework so that students will more likely experience academic success in credit college courses. Placement scores, performance in developmental courses, and subsequent student success in college-level courses are monitored by faculty. Curriculum sequencing, course requirements, and cut-off scores may be revised when determined necessary for student success.
  
  
• Academic Advising
  
  Academic advising assists students in clarifying career goals and formulating educational plans to achieve these goals. MACC recognizes that advisors must be willing to do more than help students schedule classes. They need to be willing to discuss students' personal, career, and educational goals and academic progress and problems. An advisor will be related to a student's program of study as closely as possible; will be knowledgeable about the college's regulations, resources, and program requirements; will be consistently available to the students; and will have a positive, constructive attitude.
  
  Good academic advising is essential to student success at MACC. In-service training will be provided for faculty advisors in one-on-one sessions with Student Services personnel. An advisement checklist will be provided to all advisors to ensure consistency and accuracy in advisement. The checklist will guide faculty through the topics to be covered during advisement sessions. Each faculty advisor will maintain a program degree audit sheet for each student. The advisor will keep the original and give a copy to the advisees during each advising session.
  
  In addition to one-on-one training sessions to address individualized topics of concern, Student Services personnel and mentor faculty advisors will be paired to conduct staff developments in the area of advising. All new advisors will be required to attend these sessions. Effective advising systems can promote student satisfaction with MACC and encourage them to remain in college long enough to fulfill their educational goals.
  
  
• Paired Classes
  
  Developmental classes are coordinated and offered in conjunction with other courses for the benefit of the students at MACC. This works to counteract the attitude sometimes associated with developmental coursework. Students who need to take developmental reading, for example, have the choice of pairing the reading course with a college-level course. Readings are then done in a specific content area. Students are able to develop the skills necessary for academic success not only in the area of reading but also in the content area. Besides developmental courses, other courses are also paired from time to time to enhance the learning atmosphere, thereby promoting student retention.
  
  
• Expanded Orientation
  
  New MACC students are invited to attend a half-day orientation session in the summer prior to their fall enrollment. Staff members and faculty from multiple departments present comprehensive, consistent sessions in which students will receive the information necessary for a successful start at MACC. A checklist of topics has been developed to be discussed during the orientation session.
  
  
• Classroom Instruction
  
  MACC faculty are strongly encouraged to use active learning strategies within the classroom. Faculty design activities and experiences in the classroom that promote student comprehension and knowledge retention. With these activities, students are more engaged and take a more active role in the learning process. Furthermore, this teaching style positively affects the attitude of students toward self, peers, and the institution in the learning process.
  
  Active learning strategies encourage students to develop personal insights, to experiment with ideas, and to interpret and integrate concepts. These strategies build community within the classroom, thereby strengthening the students' connections to MACC.
  
  There are a multitude of ways to use active learning in the classroom, varying from activities taking only minutes to ones taking entire class periods. Some examples include but are not limited to case studies, role-playing, simulations, think-pair-share activities, intense small group discussions, authentic dialog, journals, and learning portfolios.
  
  
• Classroom Assessment
  
  Assessment involves both teachers and students in the continuous monitoring of students' learning. It provides information, a "feedback loop," to guide teachers and students in improving learning. Various assessment methods within the classroom are encouraged at MACC.
  
  Instructors are encouraged to allow for daily or weekly input from students concerning their learning progress. Weekly participation points for learning progress reports, "one-minute" assessments, and journaling are some examples of the ways MACC instructors have encouraged feedback from students.
  
  

Performance Indicators

Key indicators of the success of the Retention Plan at MACC include

• A rise in the grade point average of students participating in the Mentoring Program
• Positive student and mentor evaluations of the mentoring program
• Higher course retention within classes impacted by the change in ASSET placement scores
• Higher persistence from semester-to-semester and fall-to-fall for all students
• A generally positive student attitude reflected within assessment surveys compiled by the college's assessment committees
• An increase in classroom participation of students involved in the Mentoring Program and those impacted by the change in placement scores
• A retention rate higher than the national average for community colleges

Feedback Loop

A yearly report from the Retention Committee will indicate MACC's progress toward these performance indicators. The Retention Report will be distributed to the President, members of President's Council, and Division Chairs for analysis and to make recommendations to the Retention Committee. The Retention Committee's Annual Report will also be placed on the MACC web site. To encourage institution-wide input into each year's plan, a comment sheet will be included with each plan.

Resources consulted by the Retention Committee include MACC's Retention Report, an analysis of the reasons students indicate for withdrawal on the schedule change form, ACT's national drop out rates, final reports of the Assessment of Support Services Committee, model retention plans from other institutions, and Recruitment and Retention newsletter.