Student Success, Retention, and Graduation: Definitions, Theories ...

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Noel-Levitz Retention CodificationsStudent Success, Retention, and Graduation:Definitions, Theories, Practices, Patterns, and TrendsNovember 2008Page 18South Plains College in Levelland, Texas, for their comprehensive retention planinvolving the collaborative efforts of members from the divisions of academic andstudent affairs.Virginia Commonwealth University in Richmond, Virginia, for their innovativediscovery program for undeclared students.Seehttps://www.noellevitz.com/About+Us/In+the+News/News+Item/2008+REA+Winners.htmNoel-Levitz Products and Services in Support of RetentionNoel-Levitz’s vast array of retention products and services, ranging from high qualityconsulting to a wide assortment of retention tools, are designed to assist campuses inidentifying and overcoming nearly any challenge to student success. Student success andretention services include:Retention consulting: Both focused and extended retention consulting services areoffered by expert practitioners who employ state-of-the-art approaches in evaluating thecurrent campus conditions and facilitating strategic planning, in addition to helping withthe development of plans and implementation of changes necessary for student successand institutional effectiveness.Student Satisfaction Inventory (SSI): This survey measures both students’perceptions of importance and satisfaction with key retention areas, which offers notonly benchmarking data, but helps in prioritizing strategies and tracking changes instudent attitudes.Institutional Priorities Survey (IPS): This survey of faculty, staff, and administratorsis a companion to the SSI. It is designed to help identify where there is agreement or agap in perceptions of importance and satisfaction related to key retention areas.Adult Learner Inventory: This survey, which is comparable to the SSI, is designed forstudents 25 years and older, with an undergraduate focus.Adult Priorities Survey: This survey is also for students who are 25 years or older,however, it is more suitable for graduate level students.Priorities Survey for Online Learners: This survey has been designed especially forstudents in online distance learning programs.Retention Management System/College Student Inventory: This inventory has beencreated for new entering freshmen in order to identify students who are most at risk,providing an early alert system, which can assist in directing retention efforts.retentionRT: This is a powerful predictive modeling tool which uncovers students selfreportedchallenges and uses enrollment data to identify key risk factors that may hinderstudent success. It is also an early-alert tool.Advising Webinar Series: This series of Webinars, which has been designed to be partof a faculty/staff advisor development program and to stimulate campus discussion ofkey issues in advising, features leading experts in the field of advising.
Noel-Levitz Retention CodificationsStudent Success, Retention, and Graduation:Definitions, Theories, Practices, Patterns, and TrendsNovember 2008Page 19Academic advising for student success and retention: This is a video-based trainingprogram, designed to strengthen advising on campus.Connection NOW Online Course – How to Provide Winning Service: This onlinecourse provides a quality service training and development opportunity for staff acrosscampus and serves to reinforce the value of student-centeredness.Connections and Advanced Connections: This campus personnel training anddevelopment program is designed to raise the level of student satisfaction by improvingstudent services across campus.References and ResourcesACT, Inc. (2008). Act Institutional Data File, 2008.www.act.org/path/policy/pdf/retain_2008Astin, A. W. (1984). “Student involvement: A developmental theory for higher education.”Journal of College Student Personnel, 25 (2), 297-308.Astin, A.W. (1997). What Matters in College? Four Critical Years Revisited. SanFrancisco, CA: Jossey-Bass.Bean, J. P. (1980). “Dropouts and turnover: The synthesis and test of a casual model ofstudent attrition.” Research in Higher Education, 12 (2), 155-187.Bean, J. P., and Eaton, S.B. (2000). “A psychological Model of College Student Retention.”In J. M. Braxton, Ed., Rethinking the Departure Puzzle: New Theory and Research onCollege Student Retention. Nashville, TN: Vanderbilt University Press.Berger, J. B., and Lyons, S. (2005). “Past to present: A historical look at retention.” InSiedman, A. (Ed.). College Student Retention: Formula of Student Success. Westport, CT:Praeger Press.Bonham, L. A., and Luckie, J. I. (1993). “Community college retention: Differentiatingamong stopouts, dropouts, and optouts.” Community College Journal of Research andPractice, 17, 543-554.Boyer, E. (1987). College: The Undergraduate Experience in America. New York, NY:Harper and Row.Braxton, J. M., Ed. (2000). Rethinking the Departure Puzzle: New Theory and Research onCollege Student Retention. Nashville, TN: Vanderbilt University Press.Braxton, J. M., and Hirschy, A. S. (2005). “Theoretical developments in the study ofcollege student departure.” In Siedman, A. (Ed.). College Student Retention: Formula forStudent Success. Westport, CT: Praeger Press.Cabrera, A. F., Castaneda, M. B., Nora, A. & Hengstler, D. (1992). “The convergencebetween two theories of college persistence.” Journal of Higher Education, 63 (2), 143-164.
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