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• “To engage”
Tinto (1975)
RETENTION THEORY AND MODELS
TINTO’S STUDENT INTEGRATION MODEL (continued)
“Tinto (1993), in highlighting the importance of institutional ‘fit,’ focused student affairs
practitioners’ attention on what they could do
S to help the transition between
membership in one of many communities on campus.”
Students who find support for their learning, engage in active learning, and receive
frequent feedback are more likely to stay than those who don’t. (Astin, Tinto, Kuh-1984)
Tinto, V. (1993). Leaving college: Rethinking the Causes and cures of student
attrition (2nd ed.). Chicago: University of Chicago Press.
RETENTION THEORY AND MODELS
TINTO’S STUDENT INTEGRATION MODEL (continued)
•Individual Attributes
•Student Finances
•Developing Relationships with Prospective Students
•Addressing the Impact of Pre-University Education
S
•Goal Commitment
•Institutional Commitment: Increasing the Degree to which the University is
committed to meeting student needs and increasing the student’s commitment to
the University
•Quality of Teaching and Learning
•Peer Group Interaction
•Faculty Interaction
•Developing the Graduate’s Relationship with the University
ADDITIONAL SUPPORT
Information pertaining to Retention
Additionally, Tinto (1988) argues that the first year of college, indeed the
first semester in college, is critical to the students’ being incorporated into the
college campus, as well as his or her eventual persistence through to graduation.
According to Tinto, retention programs are most successful when they utilize
informal faculty-student contact (outside of the classroom) in order to help
integrate students into the mainstream of the academic and social life of the
college. College retention efforts are especially successful, Tinto maintains, when
both faculty (academic affairs) and staff (student affairs) combine their efforts
and develop an encompassing attitude toward retaining students. This “It’s all
of our jobs” orientation is a key component toward retaining students.
ADDITIONAL SUPPORT
Information pertaining to Retention
“The more intensely students are engaged and involved in their own education,
the more likely they are to do well, be satisfied with their educational experience,
and stay in school (Pascarella & Terenzini, 1991).
Adjustment
Goals
Commitment
Finances
Integration and community membership
Incongruence
Isolation
ACTIVITY
In small groups and using Tinto’s
variables, how can you as a
housing staff person affect
retention and what are some
specific ways you impact
retention currently?
UNIVERSITY HOUSING AND
NEW STUDENT PROGRAMS AT
CWU
From UHNSP Strategic Goals:
GOAL 1: RETENTION
Assist in campus wide services and
initiate efforts that helps students to
be successful in college and continue
their educational pursuits at Central
RETENTION and CWU HOUSING
PRACTICAL APPLICATION
•Discover! Orientation
•Alcohol-Wise
•Discover! Orientation
Students and Parents are introduced to the Alcohol-Wise program created by 3rd
Millennium Classrooms during Discover Orientation. Students and parents
complete an on-line course prior to returning to the University during the Fall
Quarter.
Created by University Housing and Academic Advising with support from the
Associate Vice President of Undergraduate Studies.
deshielr@cwu.edu
mounseyj@cwu.edu