Dr. Peter Collier Portland State University June 2007

1. MCC College Student Retention Summit Students First:Improving First Generation Students’ Performance and Retention in Higher Education Dr. Peter Collier Portland State University June 2007

3. Percentage of High School graduates who enter college the Fall term following graduation

4. Percentage of High School graduates who enter college the Fall term following graduation

5. Percentage of students who have either graduated or persisted 5 years after entry

6. Percentage of students who have either graduated or persisted 5 years after entry

7. Low Income Students First-Generation Students compounding issue of multiple group membership Students of Color

8. first generation students are most likely to be; • •African-American or Hispanic • Come from lower-income families • Female, older, with dependent children • Delay entry into postsecondary education • Begin college at a 2-year institution • Need remedial coursework • Take classes part-time while working full-time • Stop in and out of college

9. the issue of 1st year persistence • students are most likely to drop out during their first year • academic performance is closely associated with 1st year persistence • the lower the number of credits completed during a student’s freshman year, the less likely that student is to complete any type of certificate or degree program

10. models of persistence, performance, and success

11. Figure #1: Tinto’s Model grade performance academic integration intellectual goal development goal commitment commitment institutional institutional commitment commitment peer-group interactions social integration faculty interactions Tinto’s Model of Persistence Academic System Family Back-ground Individual attributes drop out decision Pre-college schooling Social System Tinto, 1975

12. Modified Model of Persistence Drawn From Tinto 1975 and Guiffrida 2006

13. Two Path Model Understanding of Professor’s Expectations Student’s Abilities Student’s Performances Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material

14. how can we improve success and retention for under-supported students?

15. how can we improve success and retention for under-supported students? • students and their families need more useful information about college, funding and finances, early in the process of planning for college.

16. how can we improve success and retention for under-supported students? 2) In order to increase the chances of being successful academically once they enroll in college, students must improve their relative level of academic preparation before entering college.

17. how can we improve success and retention for under-supported students? 3) colleges need to provide community, in the forms of a hospitable campus climate, as well as opportunities to remain connected to cultural communities.

18. how can we improve success and retention for under-supported students? 4) In order to be successful, new first generation, students need help navigating the institution.

19. Under-supported students benefit from having a “mentor” -- someone who can “translate” the expectations of college for the new student

20. Under-supported Transfer students efficiency and effectiveness of effort vs. persistence and course success

21. Students First Mentoring Program (SFMP) is a four year pilot intervention --- supported by the U.S. Department of Education and Portland State University’s Office of Student Affairs – designed to improve first generation student retention at PSU

22. Recognizing student adjustment issues Identifying campus resources and using each appropriately Connecting students to the campus and other students Developing strategies for dealing with issues Areas of Program Emphasis

23. Points of Impact Understanding of Professor’s Expectations Student’s Abilities Student’s Performances A B Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material

24. SFMP’s Fit Within the Modified Model of Persistence Drawn From Tinto 1975 and Guiffrida 2006

25. SFMP: freshman persistence and performance Persistence 90% of SFMP freshmen who entered in the Fall 05, were still enrolled in Spring 06; 79% were still enrolled in Winter 07. 2006-2006 Fall to Springretention rate was more than 16% greater than the rate for all PSU freshmen, and was 24% higher by Winter of the subsequent year Performance GPA SFMP freshmen earned higher GPA for each term and for the year Credits Completed SFMP freshmen successfully completed more credits for each term and for the year

26. SFMP: transfer persistence and performance in 2005-2006, 14 transfer students participated in SFMP 86% persisted to Fall 05 – Winter 06 79% persisted to Fall 05 - Spring 07 GPA = 3.27 Avg # Credits Completed 35

27. What can YOU doto Put Students First?

28. Dr. Peter Collier Associate Professor of Sociology Principal Investigator Students First Mentoring Program cfpc@pdx.edu 503-725-3961 Collin Fellows Program Manager Students First Mentoring Program studentsfirst@pdx.edu 503-725-5307