Project Background
An investigation of the nature and impact of ASU retention programs and strategies was conducted during the 2005-2006 academic year. This qualitative study included four phases: review of background materials, data collection, analysis, and reporting. During phase one, retention reports from all ASU colleges and schools were collected and reviewed. During phase two, 23 structured, in-person interviews were conducted with retention coordinators from the Tempe, West, Downtown and Polytechnic campuses of Arizona State University. The overarching purpose of the interviews was to learn more about exemplary programs and strategies for improving retention and student success. Interview questions addressed programs’ purposes, components and goals; rationales for exemplary status; and the evaluation processes by which the programs’ impact on retention and student success are being measured. Interview data were transcribed, and recurrent qualitative themes were identified during phase three. Exemplary programs and strategies were summarized by college/school and by program type, and evaluation recommendations were offered in phase four.
Exemplary Programs for Retention By Area of Focus
Best Practices for Assessment
- Incorporate evaluation into program development . Plan for the collection of data that will be useful in responding to questions and will provide evidence of program impact.
- Embed evaluation into day-to-day program activities. Data collection and interpretation should be a routine part of program management.
- Use a variety of approaches, methods, and tools to evaluate a retention program. Incorporate multiple and mixed (quantitative and qualitative) evaluation methodologies to collect a balance of direct and indirect data on program impact.
- Align evaluation methods and data collection tools with program goals and objectives rather that relying on one method to answer all evaluation questions.
- Collect and analyze longitudinal data on program implementation, participants, and outcomes. Solicit data from multiple sources, and examine consistencies and inconsistencies in findings.
- Take into consideration the multitude of factors that impact student retention when interpreting program data. Retention is a complex phenomenon, and students’ participation in a program is not the only contributor to student retention.
- Use evaluation data to inform program modification as well as revision of evaluation processes and tools.
- Collaborate with ASU colleagues offering on the development evaluation strategies for similar programs. Share what works well and what does not.
Assessment/Evaluation Highlights
CEDAR (Center for Engineering Diversity & Retention) - Collect and analyze longitudinal data on student enrollment & outcomes (retention, graduation, major, GPA); participation/usage of programs, services, and facilities. Conduct surveys of students’ experiences, satisfaction, and recommendations. Observe program in action. Evaluation results are used for modification of program and evaluation processes.
“Scholar Baller in Training” Program (Intercollegiate Athletics)
- Collect and analyze longitudinal data on student enrollment & outcomes (mid-term grades, probation, GPA, retention, graduation); participation /usage of programs. Student/coach surveys. Student/athlete success vignettes. Longitudinal data analysis. Evaluation results are used for modification of program and evaluation processes.
Acknowledgements:
Heather Landes,
Gina Stephens, Kenneth Brooks, Chantel Powers, Dale Palmgren, Lynne Cody,
Tracy Tadrick, Regina Matos, Susan Haag, Dana Newell, Miranda Carlton-Carew,
Dan Bivona, Gerry Corey, Casey Self, Irma Arboleda, Lisa Rodrigue, Deborah
Hull, Jeremy Helm, Glen Irvin, Jean Boyd, Sabrina Thomas, Kathy Thomas,
George Seperich, Elizabeth Segal, Gail Hackett, Ruth Jones, Afsaneh
Nahavandi, Christina Hahn, David Schwalm, Dale Palmgren, Ann Suzuki, Leslie
Dimare, Ursula Scheren.
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