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Retaining students, setting goals
By Ruthanne Johnson
rjohn180@mscd.edu

In an effort to increase student retention and graduation rates, Metro implemented the Reece Learning Community in fall 2006. It was the first program in a four-pronged initiative called Transition Services, which also includes a General Learning Community, Sophomore Retention Services and Services for Transfer Students.

“A series of interrelated factors affects our low student retention and graduation rates,” Metro President Stephen Jordan said. “We had to figure out how to better create success for our students.”

Jordan cited increased student enrollment and a higher number of provisional students admitted as a few of the recent challenges presented to Metro.

“Metro is an institution for opportunity, a college that has generally admitted students based on having a high school diploma or GED, as compared to other institutions that can choose who they admit,” said Sallye McKee, associate to the president for diversity. “Transition Services is geared to help not only those students who are less prepared for college, but also for those wanting a more meaningful college experience.”

McKee added that a successful college experience includes involvement in the academic community, identifying and realizing personal goals, and establishing strong commitments.

“The learning community concept is based on about 20 years of research,” McKee explained, adding that academically celebrated schools such as the University of Michigan have been using learning communities for years. “Learning communities are designed to more closely involve students with other students, faculty with their students, faculty with other faculty, and everyone with their surrounding community,” she said.

According to McKee, fragmentation within the various college departments has long been the norm in higher education. But research now demonstrates that integration between departments creates a more comprehensive learning experience for the student.

Headed by faculty member Dalinda Solis, who implemented a similar learning community program at the University of Texas-Pan American, the project is geared toward helping Metro students successfully transition into college and to facilitate a comprehensive learning experience that will encourage them to remain at Metro throughout their higher education.

The Reece Learning Communities initially recruited 100 provisionally admitted freshmen, targeting them for additional assistance through peer mentoring, supplemental instructors, blocked scheduling and linked courses. Assigned into groups of 20, students in the program take two general education courses together, after which a designated “Rowdy Break” with tutoring and study time is scheduled. As the program evolves, the faculty strives to teach students to learn together and act collectively on projects, while developing joint syllabi and class projects.

Of the 100 students who volunteered for the Reece pilot program, 65 will continue through spring 2007. Mandatory enrollment in the Reece Learning Community for all provisionally admitted students will begin in fall 2007.

Much like the Reece Learning Community, the General Learning Community includes a cross-pollination of departments, courses, students, faculty and curriculum. Unlike the provisionally required program, however, it is available for any Metro student on a voluntary basis and for faculty wanting to develop a new learning community within the college.

Sophomore Retention Services will focus on developing sophomore level learning communities and ensuring that sophomore level students have sufficient academic support. They will hire peer educators and supplemental instructors who will be trained and assigned to gate keeping general curriculum courses and providing outside class support. Student tutors will be hired specifically for sophomore level students, and additional training in retention issues will be given to faculty who teach sophomore level courses.

Services for Transfer Students will focus on developing learning communities geared toward the specific needs of transfer students. Additional training will be provided for faculty in the unique transfer niche.

As Transition Services moves toward full implementation in fall 2007 and evolves over the next five years, President Jordan hopes that Metro will join the ranks of other academically prestigious urban colleges.

“When I became president and saw what was occurring on Metro’s campus, I realized we were churning too many students,” he said, adding that it is his vision to create a pre-eminent urban baccalaureate college.

Students may call (303) 352-4498 for additional information or to determine if they can participate in Transition Services.