August 30 2011

We’ve been talking about a different way of looking at the challenge of retention on our campuses by focusing on why students stay rather than why they leave.  This alternative approach puts our attention on knowing our students, their needs, and enhancing the resources that really meet those needs. 

In my last blog, I talked about one of the central truths in student success: students stay when they are academically integrated. The research related to student success, which can predict student retention and persistence to graduation also points to the critical role of social integration

What is social integration?

Our colleagues in the profession of student development have been promoting involvement and connection since the early days of Alexander Astin’s first discussion about the theory of involvement.  From the outset of their college selection process, students seek environments where they can not only find excellence in their academic program, but also where they can find community and connection. 

The Importance of the Ease of Making Friends

Students describe this as the “ease of making friends” (2006, Cabrera et al.).  For this reason, many of our institutions rely on a robust residence life program, a powerful tool in providing students the opportunity to make new friends and build a sense of community.

The Importance of Sense of Belonging and Why Athletes Graduate at Higher Rates

Students stay when they experience a psychological sense of belonging.  In this state, students having a feeling of connection to others; they have a sense that they matter to others and share a common purpose.  We readily see this demonstrated by our student-athletes who have a great opportunity to connect early and often with others who share similar goals and passions.  They identify themselves with others and with a larger other – namely, the team. 

In our work with private colleges, we frequently find athletes retaining and graduating at higher rates than non-athletes.  While the explanation for this is far more complex than simply being a member of a team, the role of belonging is a central component in ensuring these student-athletes are integrated socially into our campus culture.

The Importance of Involvement or Engagement Opportunities

We have all heard about the importance of involvement or engagement opportunities.  From Pace’s early work on involvement to the world of the National Survey for Student Engagement (NSSE), research related to student success has centered on the quality of students’ effort and involvement in the resources provided by the institution.

Create Physical Environments that Promote Community and Engagement

Finally, we are learning today the critical role the physical environment plays in students’ social integration.  Facilities that promote attraction, belonging, community, and engagement help facilitate relationship development between students.  Such residence halls have multiple 'living rooms' where small groups of students can interact in spaces that invite students to slow down, sit down, and talk. 

At Credo, our architects and designers regularly talk with our private college clients about including a variety of spaces within the residence halls, student center, academic buildings, and the library that promote “intentional serendipity.”  These are appropriately designed spaces that invite students and faculty to stop and talk.

So, we know that students persist when they are socially integrated.  How is your campus doing on this front?

Questions you might ask yourself today about how your campus promotes opportunities for social integration:

  • How early, how often, and with what variety do you provide a way for students to connect with others?  Do opportunities begin as early as the accepted student stage in the admission process?  Do such opportunities include on-campus, off-campus, and through cyber-campus interactions?
  • What does your campus’ data reveal about the level of involvement in co- and extra-curricular activities?  We are only successful to the degree that the majority of our students are taking advantage of opportunities.  If 20% of your students are involved in 80% of the opportunities, you may need to rethink your structure and strategies.
  • What is the learning paradigm and philosophy behind your residence life plan?  Where and how is the partnership between academic and student affairs lived out on your campus?
  • Tomorrow, walk through your campus with fresh eyes, especially through your residence halls.  Where are the spaces that students naturally gather?  How are these spaces enhanced by lighting and furniture?

Next, we take a closer look at the role of encouragement of family and friends in why students persist. Good luck to you as you prepare for the new academic year!

 

Braxton, J.M. (Ed.). (2000). Reworking the student departure puzzle. Nashville, TN: Vanderbilt University Press.
Braxton, J.M., Hirschy, A.S., & McClendon, S.A. (2004). Understanding and reducing college student departure.  San Francisco, CA: Jossey-Bass.  
Cabrera, A.F., Nora, A., & Castaneda, M.B. (1993).  College persistence: Structural modeling of an integrated model of student retention. Journal of Higher Education, 64, 123-139.
Finn, J.D., & Rock, D.A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234.
Lotkowski, V.A., Robbines, S.T., & Noeth, R.J. (2004). The role of academic and non-academic factors in improving college retention. ACT Policy Report. Retrieved from www.act.org/research/policymakers/pdf/college_retention.pdf
Pascarella, E. & Terenzini, A. (2005).  How college affects students: A third decade of research.  San Francisco, CA: Jossey-Bass.
Joretta Nelson, Ph.D. Vice President Email Joretta for more information

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