Quick Fact Sheet
Faculty Role in Retention
Tinto
Students are more likely to persist and graduate in settings that:
· expect them to succeed
· provide them with clear and consistent information about institutional requirements and provide effective advising about programs of study and career goals
· provide academic, social, and personal support
· involve them as valued members of the institution foster learning
National Survey of Student Engagement (NSSE) Benchmarks
The benchmarks of effective practice are:
· Level of academic challenge - quantity of assigned readings and papers, degree to which higher-order thinking skills are included in the curriculum, significant hours required to complete coursework
· Active and collaborative learning - making presentations, participating in discussions in and out of class, team projects in and out of class, tutoring other students, participating in community-based projects
· Student faculty interaction – discussing grades, discussing ideas from class in and out of class, talking about career plans, receiving prompt feedback on performance, working with faculty on activities other than coursework, i.e. committees, orientation, etc., working on research projects outside of course requirements
· Enriching educational experiences – students have the opportunity to have serious conversations with students of different race, ethnicity, social status, or ideology, spending time in co-curricular activities, using electronic media (listserv, chat, instant message, online discussion) to complete an assignments, practicum, internship, community service, foreign language or study abroad, independent study, culminating senior experience, participation in a learning community
· Supportive campus environment – providing support for academic, social (building positive relationships), and non-academic (work, family) needs, quality relationships with students, faculty, administrative, and support personnel.
NSSE Occasional Paper #6 What Faculty Can do?
Nine strategies that faculty can implement to promote student success:
1. Embrace undergraduates and their learning – support academic and developmental growth. Seek to develop the talents of your students. Learn how to support students who are under-prepared academically.
2. Set and maintain high expectations for student performance – However, make sure to match the academic standards with the appropriate developmental and academic level of your students. Meet students where they are and stretch them to the next level.
3. Clarify what students need to know to succeed
4. Use engaging approaches appropriate for course objectives and students’ abilities and learning styles
5. Build on students’ knowledge, abilities, and talents
6. Provide meaningful feedback to students
7. Weave diversity into the curriculum including out-of-class assignments
8. Make time for students
9. Hold students accountable for taking their share of the responsibility for learning
Chickering & Gamson’s 7 Principles of Good Practice
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation among students
3. Uses active learning techniques
4. Gives prompt feedback.
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of knowing