Targeting Scarce Resources: Using Retention Modeling To Help Students Who Need It Most

On-Demand Training

$ 425.00

The registration fee includes institutional access to the recording for one year.
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As resources get tighter, campuses search for ways to target their assets to greatest effect. Retention modeling has emerged as an effective way of using the data we gather from students through the admissions process as well as survey data identifying psycho-social factors the literature suggests have predictive value. Using these data, campuses can identify students more likely to achieve lower levels of academic success. The literature strongly suggests that targeted early intervention can improve outcomes for these students.

This presentation describes the development and implementation of an at-risk intervention strategy with first-time-in-college students at a large, public university in the Southwest. Students were selected based on a predictive model; follow-up focused on psycho-social factors indicated by students survey responses. The presentation first reviews literature on predictive retention modeling and psycho-social factor surveying. It includes the methodology supporting the development of a predictive model and an intervention plan based on the model. The second section details the intervention and the training for staff delivering the intervention. It includes examples of training materials and describes the assessment plan. The presentation concludes with a description of the interventions outcomes, including relationships between successful intervention and student success as measured by retention, GPA and academic standing. Participants will learn how to develop a basic retention model using acquired student data, including psycho-social factors related to retention. The session includes how to use data from the modeling to target early intervention towards students to increase retention, GPA, and percent in good academic standing.

 

  • Engage in an audience-centered webinar that will explore the development, implementation, and assessment of data-driven intervention targeted toward at-risk FTICs
  • Review the efficacy of retention modeling, including the use of psycho-social factors, as evidenced in the literature
  • Discuss the development of a retention model and follow-up interventions based on date from the model
  • Identify practical issues central to predicting academic outcomes and creating timely interventions
  • Examine possible obstacles to developing a modeling approach on your home campus
  • Respond critically to the sessions content and consider a possible action plan and timeline for developing a system at your home campus
  • 2-year institutions & 4-year institutions
  • Vice President Academic Affairs/Instruction
  • Dean of Instruction
  • Dean of Student Services/Affairs
  • Faculty (full and part-time)
  • Advising
  • Career Services
  • Registrar
  • Retention Specialist
  • Student Life
  • Accreditation
  • Assessment
  • Developmental Education
  • Diversity
  • First Year Experience
  • Learning Centers
"Colleges and universities face multiple challenges as they develop support programs to enhance student retention. The literature is quite clear that first year seminars and learning communities offer campuses a scalable way to create educationally-purposeful, success-enhancing environments for at-risk students. This program offers information essential to developing a similar program on your campus."

Dr. Dale Tampke is Assistant Provost for Student Academic Services at Loyola University Chicago. Dale has held a variety of administrative positions including Dean of Undergraduate Studies at the University of North Texas and Assistant Provost for Undergraduate Retention at Ohio University. In addition to his administrative work at Loyola, Dale is Clinical Professor of Education, teaching in the Higher Education area. He has also held faculty appointments as Research Associate Professor of Counseling and Higher Education at the University of North Texas and Assistant Professor of Higher Education (affiliate) at Ohio University.

Dale presents frequently on student retention and assessment issues at conferences such as the National Symposium on Student Retention, FYE, ACUHO-I, and NASPA. His professional activities include involvement in the American Association of Colleges and Universities (AAC&U), the Consortium for Student Retention and Data Exchange (CSRDE), National Academic Advising Association (NACADA), the National Association of Student Personnel Administrators (NASPA), the Association of Deans and Directors of University Colleges, and the First Year Experience Conference. He serves on the editorial boards of the Journal of the First Year Experience and Students in Transition, the Journal of College and University Student Housing, and the Journal of Student Affairs Research and Practice.

 

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