Retention Theory Timeline.pptx

Retention Theory Timeline Department of Education, Liberty University EDUC665: Student Support Services & Retention

1937 College Student Mortality Texas Woman's University Fine Arts Building, 1937 - Side 1 of 1 - The Portal to Texas History (unt.edu) • In 1937, John H. McNeely conducted a study on college student dropout rates, focusing on various factors such as demographics, time to finish degrees, and reasons for leaving. • The research explored how institutional size, gender, age at admission, home location, extracurricular activities, and part-time work influenced attrition (Berger et al., 2012). McNeely also assessed academic performance and credit hours to understand support levels for degree completion. • The study's term “college student mortality” refers to students who leave college without graduating, which is crucial for evaluating higher education effectiveness. • The research aimed to identify dropout rates, graduation timelines, student transfers, reasons for dropout, and factors impacting persistence, academic performance, and dropout rates. • While smaller collegiate institutions were underrepresented in the study, the results are expected to provide insights into student mortality nationwide. • The study included 25 universities nationwide, offering a diverse representation of students and institutions (McNeely, n.d.).

1962 Personality-Based Retention • John Summerskill’s 1962 study delves into the relationship between students' personality traits and their perseverance in higher education (Berger et al., 2012). • He explores why some students persist in their studies while others withdraw, particularly following a surge in college enrollments post-1944. • Summerskill highlights the significance of behaviors, attitudes, and satisfaction in determining academic success and decisions related to staying in school. • He advocates for a holistic approach to researching retention, recognizing the various elements influencing student outcomes. • Additionally, Summerskill emphasizes the crucial role of colleges in fostering student well-being to enhance retention rates. • He challenges the notion that institutional prestige solely influences retention rates, illustrating how institutions prioritizing student welfare can outperform even prestigious universities in retention rates. Students seated in a lecture class ca. 1969-1970 – Al umni News & Events (uwgb.edu)

1975 The Institutional Departure Model • Vincent Tinto's 1975 model highlights the critical role of first-year students' social transition in college success. Strong relationships formed during this period are key. • According to Tinto's theory, students leave college for academic or social reasons. Academic excellence and active social engagement are vital for success (Berger et al., 2012). The interplay between academic performance and social ties influences students' decisions to stay in college. • Tinto views dropping out as a process shaped by students' interactions, changing commitments, and experiences. Clear definitions and robust frameworks are essential to understanding student departure effectively. Vagueness in definitions can impact educational strategies and support networks. • Tinto's work offers valuable insights into dropout rates and emphasizes the importance of strong theoretical foundations in higher education. Upward Bound: Class of 1975 | Wittenberg University

1980 Student Involvement Theory • During the 1980s, Alexander Astin presented a theory of college student development that was centered on the idea of involvement, "the student's level of physical and psychological investment in their academic experience." (Spinks, 2017) • Astin introduced student engagement theory, emphasizing active participation in academic and extracurricular activities to enhance the educational experience. He aimed to improve student retention by creating an inclusive campus environment. • His theory, proposed in 1984, emphasizes that students learn effectively through academic studies and social interactions in college. It focuses on understanding student motivation and behavior. • According to Astin, students have a crucial role in engagement levels to earn a degree by participating in classes, extracurricular activities, and social events. The quality and quantity of engagement significantly affect personal and educational growth. • Genuine engagement requires substantial energy in academics, relationships, and activities. Educators should prioritize instructional methods, student motivation, and engagement levels for an enriched learning experience. 1980s :: College History :: About Us :: Northwest College :: P owell, Wyoming USA (nwc.edu)

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