First Comes Technology in Identifying Hispanic and Latinx Students in Need: Then Comes Familia for Retention and Persistence Gains
In previous years, Eastern Connecticut State University presented at HETS’ conferences positive statistics involving the use of technology in creating an environment on campus allowing for improved first-year retention rates, availability of academic support, and increased rates of persistence to graduation in four years, with special successes in our minority populations. This technology is squarely based in the Academic Affairs side of the University.
Most of the current minority population at Eastern is Hispanic and Latinx students (including multi-race identifications). Predictive modeling and use of advising technology increased the ability to reach out to students across campus and create positive outcomes. In the fall of 2018, Eastern achieved a FTFT retention rate of 80% for the first time ever, concurrent with a rising Hispanic and Latinx retention number. Hispanic and Latinx GPA averages for all students (except FTFT and non-matriculated students) in the spring of 2019 also demonstrate a very narrow achievement gap.
Fall 2019 Number GPA
All 4,781 3.08*
White 3,125 3.15
Hispanic 272 3.05
+Multi-race 726 3.05
Black 475 2.72
+Multi-race 562 2.75
Asian 184 3.07
+ Multi-race 227 3.05
* GPA does not include FTFT and Non-Matriculated students.
The earlier academic support technology mentioned above is only half of our story. Because Eastern is not considered a Hispanic-Serving Institution (HIS) and given that the University has not yet developed a robust on-line presence because of its on-campus, traditional liberal arts convention, the University must find new and better ways to apply the use of technology in serving our Hispanic and Latinx students. Within the Student Affairs Division, other technological advances and software monitors our students’ behavior and aids Student Affairs staff members in meeting the personal (versus academic) needs of the student body, thus also contributing to increased rates for retention and persistence to graduation. For as much time as students spend in class and working on their homework, most of their time on campus occurs outside-the-classroom, where much student development and learning also occur.
Several major technological systems have been built or purchased to contribute Student Affairs influence over student retention and persistence to graduation. These systems include eLife, Maxient (includes Student Conduct and Tell Somebody efforts), and Not Anymore. These technologies have been used to bolster efforts in the Student Affairs Division that assist staff members quickly assess student issues, address satisfaction of life on campus, and affect persistence to graduation. Additionally, reporting capabilities through Eastern’s WebFocus programs now allow Student Affairs staff the ability to quickly evaluate and address student issues with remaining holds on their student accounts, thus preventing them from registering for the following semester.
What is the real story behind the use of these technologies? While Eastern employs technology in various ways, connecting students to faculty, staff and the campus itself, the real difference in the student experience is one-on-one interactions: It is the “human” factor and the personal touch between staff and students making the real difference in student lives. Technology is the tool used for connections; people make the difference.
For Hispanic and Latinx students, the personal touch may be the real reason students are able to cope with academic and personal pressures and move forward in their journey toward a successful and timely graduation. For Hispanic and Latinx students, their campus familia, and the different personal support structure answers their needs after they leave their immediate families to attend school away from home.
Technologies
Four major technological systems built or purchased commercially contribute to Student Affairs’ influence over student retention and persistence to graduation. These systems include eLife, Maxient (includes Student Conduct and Tell Somebody efforts), and Not Anymore Title IX training for students. Additionally, Student Affairs implements WebFocus reports to inform actions of the Occupancy Management Group (OMG) focused on assuring students do not lose Housing and register for subsequent semesters on time.
1. “eLife,” a computer-based system specifically built for Housing and Resident Life issues, plus Student Activities monitoring, offers a central location for information shared among staff on student interactions and student engagement with campus sponsored programs. The system specifically allows staff to also identify and engage those students who may not be participating in some (or any) activities. The system is used as a tool to locate the problem, and staff intervene personally afterwards.
2. “Maxient” is a software used for managing behavioral record from Student Conduct issues and tracking students through the administrative and reconciliation process. It also allows for the integration of several campus offices including Student Conduct, Dean of Students, Counseling & Psychological Services, Health Services, and Campus Police. Easy and effective communication results in the ability to address student issues quickly.
3. Eastern’s “Tell Somebody” electronic alert system now allows faculty, staff and students to alert the Student Intervention Team (SIT) of students in distress. The program is also a part of the “Maxient” package. The team includes staff members from the Dean of Students Office, the Police Department, the Counseling & Psychological Services Center, The AccessAbility Office, Residence Life, and the Wellness Promotion Office. Once a report is made, members of the team have necessary information to take immediate steps in assisting a students who may be suffering academic issues, attendance issues, financial troubles, or other items keeping them from being successful students.
4. An online Title IX/Sexual Awareness Misconduct prevention software, “Not Anymore,” yielded a 100% compliance rate for all resident students. This software allows for many students to complete training without having to physically be present in a classroom or attend meetings for which they may not be able to get to.
5. “WebFocus” & “Occupancy Management Group” (OMG) reporting. “WebFocus” programs used on campus now allow staff to sift through troves of Banner tables, giving staff the ability to use technology to quickly reach out to and monitor specific populations on campus in order to engage those students more fully in student life on campus.
Explain project results
1. “eLife” results:
Using this technology, Eastern tracks positive and negative participation issues in events across campus. The system is primarily used in Residence Life and Student Activities to better monitor where students are performing well and what students may need extra, personal attention. eLife can identify those students who may not be participating at all on campus. Once the system locates those individuals, students can be approached about ways to fully engage themselves in activities offered at Eastern. Here we list some of the information tracked by this program based on the 2018-2019 AY:
a. Housing partnered with the Office of Wellness Promotions & Education to sponsor an Alcohol & Drug Abuse Prevention Education Workshop attended by 894 (94%) of first year students.
b. Housing, along with Campus Police and the Environmental Health & Safety offices sponsored the annual fire safety training for first year students where 828 (86%) of first year students participated in the training.
c. 35.8% (2% increase from 33% last year) of residential students were involved in residence hall governance and/or residential department governance throughout the year.
d. Six Week Challenge (SWEEP) sponsored 54 events and had a total attendance count of 8,753 first year students (up from 5,135 a 70% increase) between those programs during the fall semester.
2.”Maxient” results:
The Maxient system is used as a means of reporting student misconduct, tracking the student through the student conduct process and initiating campus resources for further educational training. Maxient also streamlines Title IX processes, so involved campus staff members assure timely processing of cases and outcomes.
a. Through the process, Eastern’s Student Conduct Office, in association with the Student Affairs Wellness and Promotion Office curbed recidivism for alcohol related incidents by 22% over the previous year.
b. A 26% reduction of students being found responsible for the code of conduct violations compared to AY 17-18.
c. Number of students found responsible for tampering with fire safety equipment went from 13 in AY 17-18 to 0 in AY 19-20.
d. Students found responsible for a code of conduct violation a second time in the same academic year (recidivism) went from 263 in AY 17-18 to 163 in AY 19-20 (38% reduction).
e. Student athletes involved in incoming reports was reduced by 39% from AY 17-18 to AY 18-19.
3.”Tell Somebody results”:
Eastern advertises the Tell Somebody program broadly on campus, and the system is used by faculty, staff and students for alerting campus officials to all types of issues regarding students who may be in some sort of trouble. For instance, professors may notice a previously effusive and productive student is suddenly quiet and no longer turns in homework. Friends of students may find new, detrimental behaviors start to emerge in their friends which cause alarm. The system allows for concerned campus members to alert officials something may be wrong. For Eastern to meet the needs of our students, key members of the (Sexual Assault & Interpersonal Violence Team (SAIV-RT) work together quickly to ensure a reoccurring evaluation of the institutional timely response to reports and statistical record keeping. With several key players, better use of Maxient, an electronic system, is implemented in managing and improving communication about student reports and the organization of each report/disclosure (i.e. Clery report). Tell Somebody now offers the SAIV-RT a weekly window into issues surrounding specific student wellness, and it gives offices the opportunity to address those issues in a timely manner.
4. “Not Anymore results”:
Not Anymore is an online programing addressing and making students accountable for their knowledge of rules and policies surrounding sexual assault, sexual harassment, stalking and intimate partner violence as well as highlighting support resources and tools for bystander intervention.
a. All FTFT and new transfer students are required to complete this training. In 2018-2019, Eastern had a nearly 100% completion rate for all students living on campus.
b. In the 2018-2019 AY, 53% of students and employees who completed Not Anymore received a 70% or below on their pre-test and a 100% on the post-test. Engaging in the modules helped to increase participants knowledge of gender-based violence issues.
5. “Occupancy Management Group (OMG) results”:
Using WebFocus, specific reports are generated to assist the University in better understanding where issues lie regarding holds on student accounts which interfere in their ability to register, and what offices across campus might act to best assist students in getting those holds removed. These reports allow Student Affairs to partner with other offices on campus including the Bursar’s Office and Financial Aid Office to help resolve monetary issues with students. Without the capability, University staff would be put in the passive position of waiting for student concerns instead of being able to act to correct them in a timely fashion:
a. The number of residential students who had Bursar holds has decreased from spring 2019 to fall 2019.
b. As of 5/17/2019 there were only 14 students assigned to housing who had Bursar holds compared to 15 students with BU holds at the same time the previous year (2018), 21 students the year before (2017), 36 students the year before that (2016), and 43 students the year before that (2015).
Why it should be considered best practice?
For Hispanic and Latinx populations in a traditionally on-campus liberal arts institution, technology can be an important component in academic success (Erdogan, & Ozerbas, 2016). Technology helps students get involved. For some students, online lectures are preferred over in person lectures, especially given the population tends to not be present on campuses or have the ability to take time to attend live courses. However, Crisp, Taggart, and Nora (2015) found that a combination of (a) sociocultural characteristics; (b) academic self-confidence; (c) beliefs, ethnic/racial identity, and coping styles; (d) precollege academic experiences; (e) college experiences; (f) internal motivation and commitment; (g) interactions with supportive individuals; (h) perceptions of the campus climate/environment; and (i) institutional type/characteristics has been shown to be related to success. The difference between the successful Hispanic student using technology in school and being successful against those who are not is based in motivation and resilience. In the way of academia, online tools are useful for those students who have access to computers and the ability to stick with it until they have achieved their goals. The factors above involving the human touch and success founded on relationships between faculty staff, and students; it is what may give students the very motivation they need to success and find their level of academic grit within themselves.
Within the Student Affairs Division at Eastern, students engage the campus community and local community through offices like the Center for Community Engagement. Students also find leadership experiences through serving in Student Government. Students join student led clubs and find meaning through mentoring pairings. Technology provides the means by which students are identified and offered help, but the experience of human interaction is what ultimately makes the difference. The framework creates an atmosphere in which the Hispanic and Latinx student finds meaning and motivation that expresses itself in his or her academic life.
Highlights of your proposed presentation and lessons learned
The use of technology in producing opportunities for one-on-one student interaction is just the first step in truly serving the college student. What makes the difference in use of the technologies as tools, is the people and the personal touch resulting from the use of technology! For instance, Student Activities may make announcements about events taking place on campus through Instagram and Facebook, but that service is a conduit to in-person activities. We now exist in an age whereby concerned members of the community can speak out and get help for someone they are concerned about, without having to divulge their own personal information. While power in their ability to gain information and make electronic connections with students, the technology is simply a tool for connecting people. When considering Hispanic and Latinx push factors in higher education, it is wise to remember that Hispanic youth make up no less than one-fifth of the U.S. population, yet are worse off in every measure of academic achievement at the primary, secondary and postsecondary levels (Desmond, & Turley, 2009, p. 311). Hispanic and Latinx students gain the most through social connections with family and then the support they receive in school, from other people who create the personal dynamic and caring relationships with students. Desmond and Turley (2009) propose that for all of the pull factors Hispanic and Latinx students experience, familism might be the real way students are conditioned because in the paradigm the network of relatives in many ways outshines the needs of the one. In fact, the family may be the single greatest factor in a student’s life that aids them in “overcoming negative experiences associated with minority status” (Desmond, & Turley, 2009, p. 314).
Eastern has worked hard with its Hispanic and Latinx students to create an environment whereby faculty, staff and friends are able to build a new family on campus, a new support structure of an extended network of persons available to counsel and coach students through their trials and give them supportive pats on the back during their successes. The campus community has assisted these students build special student groups attending to their needs and continues to recognize them in awards ceremonies that celebrate their academic achievements. Technology bridges the gap, but people help students cross the bridge.
References
Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes. Review of Educational Research, 85(2), 249–274.
Desmond, M., & Lopez-Turley, R. N. (2009). The role of familism in explaining the Hispanic-White college application gap. Social Problems, 56(2). 331-334.
Erdogan, B. H., & Ozerbas, M. A. (2016). The effect of the digital classroom on academic success and online technologies self-efficacy. Journal of Educational Technology & Society, 19(4), 203 -212.