January 20, 2021

Retention Subcommittee Minutes

Members present: Paul Hoffman, Jessica Shelton, Herman Tucker, Tina Lyles, Claudette Jackson, Brian Jackson, Corey Stone, Starlen Roddy, Mario Leal, Staci Taylor, John Baughman, Tisha Monsey, Tamara Culver, Chad Eggleston

Members absent: Estella Lopez, Mandy Morrison

Members met on 1/20/21 via Zoom.  Members discussed feedback from the conversations they had with others on campus about ideas related to retention.  Members also used that conversation to brainstorm other ideas for what we need to add to or expand on current retention strategies.  Several themes emerged throughout the conversations:

Engagement:

  • If students like where they’re at and who they go to school with, they’ll stay
  • There’s no central place to hang out. Where can they gather? Where’s the ping pong?
  • What’s a better way to communicate with students about events? Weekly newsletters and random social media posts aren’t enough.  Communication from multiple directions
    • Students respond to personal emails more than student emails. The personal email address isn’t as easy to find in MyMCC or Brightspace (it’s there, but it can take several clicks to get there).  Maybe make it easier?
  • Learning commons may help with this
  • What happened to our 10am hour? We know why it went away, but did we really think it through?  What did we lose when that went away? If we know it worked, should we discuss bringing it back?
    • Is there a way to research IF it would be good to bring back first?
  • Could we add student liaisons to this committee?
    • Corey: feedback from 2 students:
      • Yes, they want to be involved in the conversation.
      • They want student leaders (peer leaders, S.I. leaders, ambassadors) to all be on the same page
      • Staff are nice, but students still feel intimidated
      • No traditions or culture here
      • No pride in sports here
      • No health care access for students
      • No central hangout spot
      • Students would like early access to information on major changes
      • Students like events like Destress Fest and workforce events; would like more

Success:

  • Learning communities and microcosms work!
    • The ESEC has a central location for students, they get advised there, there’s mentoring, and there’s earlier intervention since all the faculty know the students and communicate with each other about warning signs they see
    • Is there a way to operationalize the procedures that work well in those departments, try them out in other departments to make sure they work, and if it does, find software that can use those same details for early warning alerts?
      • The DL committee is looking at early alert options
    • Access to resources earlier. It’s *early* alert, not a referral when the professor’s already tried everything and there's not much hope of success.
    • Supplemental instruction may help with success
    • Post-test reviews after first exam: critical thinking about what went well (Sandra McGuire?), what’s getting in the way of your success, what could I have done to help change the outcome? (Tinto)
    • Students need to be introduced to things like reading at the college level and critical thinking alongside the course content (just in time)
    • Pathways helped reduce the “cafeteria” mode of course selection, but it’s important to help students connect WHY they need certain classes for certain majors. How will it help them in their field? This helps boost their motivation.
    • Plot out the entire timeline to degree in Student Planner. This helps the student stay on track and see their progress.

*Belonging/Relationships*:

  • Peer leaders may help with this
  • Students need a personal relationships with *someone* on campus
    • Best programs for this: SEP and Trio:
      • Good ratios to maintain level of attention the students need
      • Students meet with their “person” at least once a month
      • They also engage with other students in the program
      • Allows for deep and meaningful relationships
      • Data shows it’s successful
    • We must empower faculty to take responsibility for the success of their students, not just the academics but other areas as well
      • They have a primary responsibility because they’re more likely to see it first
      • Empathize with our students. They’re not likely to be the same student you were when you were a freshman. Even if they are, the college environment is very different now.
      • Learn their names and how to pronounce them correctly. Then use the names to connect with them!

 Additional data points:

  • Have we done any review of data as it relates to successful students to see what made them successful? Are there trends there? (predictive modeling)
    • A student who lives within ___ miles of campus is more likely to be successful.
    • Then put a structure around students who fit the “at risk” model, like pairing them with a mentor
    • Brightspace might have this capacity.
    • Jenzabar Retention and EAB Navigate are some others.
    • Keep in mind who are “perfect student avatar” is. What’s their life like?
      • Some of them are Zooming into class/advising with family walking around in the background. They might *want* the escape of campus.
    • Do we survey NEW students BEFORE they get here? What do you hope MCC offers for you?  What are you looking for in your experience?  Rather than waiting until they’ve been here a year or more.
    • How could we survey students to find out if they actually want the engagement we *think* they want?
    • Can we remove/disable the “review requested” button in Student Planner? It’s not effective.
    • Can we get feedback from the students who left and didn’t return? What led to that?
      • Oftentimes they left because they weren’t successful
      • A College Success Team group is looking at students who left and sending surveys and having 1-on-1 conversations with them

Next meeting: 2/17/21 3pm