Boosting First-Year Retention With Limited Resources

A need to support the first-year seminar at Washburn University brought about structural changes to libraries at the institution, which helped drive a variety of retention-focused initiatives.

Photo courtesy of Jennifer Somers.

Boosting First-Year Retention With Limited Resources

Alan Bearman

Dean, University Libraries and the Center for Student Success and Retention

Washburn University

Elaine Lewis

Assistant Director, Undergraduate Programs

Virginia Polytechnic and State University

Sean Bird

Associate Dean, University Libraries and the Center for Student Success and Retention

Washburn University

At higher education institutions, improving first-year student retention is a common goal. After a mandate from the Kansas Board of Regents, Washburn University took a unique approach to improving first-to-second-year retention beginning in 2011. In the six years following, the university improved retention from 62.2% to 72.4% without changing the profile of incoming students. Three strategic initiatives, each of which center on data-driven decision making, led to this change.

Building a Culture of Student Success

First, research related to best practices led to the creation of a first-year seminar (FYS). Securing this course as a graduation requirement initially proved challenging. However, project leaders connected the FYS with Washburn’s newly adopted learning outcome of information literacy and technology, which is rooted in the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education (ACRL, 2016). Doing so reinforced legitimacy and faculty buy-in for the course.

A need to support the FYS brought about structural changes to university libraries at Washburn, including the creation of the Center for Student Success and Retention (CSSR). This academic unit, housed as part of the university libraries, took on the responsibilities of exploratory and specialized academic advising, the tutoring and writing centers, first-year seminars, and a variety of other retention-focused initiatives. Without an influx of funding to create new positions at the center, leadership opted for a flexible organizational structure. Informed, research-driven decisions led to adoption of the boundaryless organization model, in which removing artificial obstacles (e.g., hierarchy) and promoting quick, proactive changes creates successful organization (Ashkenas, 2002). The CSSR was able to create new positions by reallocating employee responsibilities and positions vacated by retirements within the department. A unit-level data analytics position was one example.

Finally, with the understanding that an FYS would not be enough to improve university retention on its own, the CSSR sought to build a relationship between the analytics position and institutional research. The CSSR saw this as an opportunity to (a) make informed decisions, (b) bring consistency to assessment activities, (c) ask direct questions through institutional research, and (d) identify trends for intervention opportunities. Targeted interventions, made to a narrowed, specific group identified by institutional research, cost significantly less to launch than more conventional interventions to a larger population, as they require fewer personnel. One example: setting up a no-cost re-recruitment effort in which faculty contacted students not yet enrolled for the upcoming term.

Tracking response, referral, and enrollment rates showed the success of the initiative. Such initiatives succeed because the continual flow of data to the CSSR allows for early identification of intervention points in the academic life of both individual students and entire cohorts.

Boosting Information Literacy

The FYS has a vital role in exposing students to and teaching the University Student Learning Outcome of information literacy at Washburn. To highlight the gains of students in this area, the CSSR and university librarians developed an extensive assessment and evaluation process for the FYS. As an example, objective-embedded evaluation showed students’ understanding of the academic integrity element of information literacy did not meet university standards. Librarians made curricular revisions in 2015-2016 that emphasized the importance of academic integrity by developing a new activity, Chipotle Ethics, in which students learn about ethics and integrity through life application. Evaluation of an associated reflection activity showed that students increased their understanding of academic integrity. A drop in the number of instances of plagiarism among first-year students was also linked to this curriculum change.

Using data analytics led to other valuable, retention-focused initiatives in the CSSR. For example, institutional research showed improved retention of commuter students, more specifically those living in the ZIP code 66604 directly adjacent to campus, would greatly affect the overall retention rate (Handley, 2016). The data also showed that most of the students in 66604 only enrolled in morning classes. Targeted outreach revealed that these students did not perceive the campus as welcoming and thus took morning classes to free their afternoons and evenings for local employment. Realizing this, members of the CSSR team researched commuter student success, developing a detailed strategy to improve their academic success and retention.

The university libraries and the CSSR collaborated on two specific interventions for commuter students. First, the libraries created a workshop series at noon on weekdays to address life as a commuter student. The workshops provided students lunch and taught success strategies while also showcasing the main university library as a “home base” for commuters. Second, academic advisors at the CSSR worked with commuter students to build course schedules for their academic success. Advisors realized that commuters frequently misjudged the amount of time needed to get to class in the morning, specifically for 8 a.m. courses. To combat this, they worked with students to develop learning-centered schedules, starting their days a bit later and spreading courses into the early afternoon. These targeted, low-cost approaches saw retention of ZIP code 66604 rise from 48% to 68% in just two years.

Conclusion

An institutional focus on information literacy directly led to Washburn’s drastically improved retention rates. This idea permeated all decision making at the institution, from research into improved organizational structure and reliance on institutional research, to assisting with strategic retention initiatives, to an information literacy-driven FYS curriculum. The shift in focus helped Washburn use available funding to make the largest impact.

References

Ashkenas, R. (2002). The boundaryless organization: Breaking the chains of organizational structure. San Francisco, CA: Jossey-Bass.

Association of College & Research Libraries. (2016, January). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ ilframework

Handley, R. (2016, October 15). Washburn University retention analysis: Fall 2015 to fall 2016. Topeka, KS: Strategic Analysis and Reporting, Washburn University.

Contact

Alan Bearman alan.bearman@washburn.edu

Related Articles in E-Source

Boyette, B. G. (2011). Retention at work: Instituting a student success program. 8(2), 13-14.

Clemson, C., & Whaley, P. (2016). Promoting academic confidence and success in the first college year. 13(3), 4-6.

O’Connor, K. M. (2009). Succeeding in student success: Tracing Lasell College’s retention increase. 6(6), 1-3.