`It takes a campus to graduate a student: a look at seven academic retention programs and what makes them effective - Special Report: Recruitment & Retention - Statistical Data Included

Black Issues in Higher Education, Oct 25, 2001 by Phaedra Brotherton

Colleges and universities that succeed in retaining today's students pay close attention to students' backgrounds, needs and expectations and then take action to accommodate them. Institutions must be innovative, creative and clear in their approach to retain students, not to mention setting measurable goals.

Bridgewater College in Virginia, Central Wyoming College, Loyola University New Orleans, Oakland University in Michigan, San Diego State University, the University of Minnesota and Villa Julie College in Maryland each has devised its own unique retention programs to best address the needs of the student population. The effectiveness of these programs has not gone unrecognized and Noel-Levitz, a consulting firm specializing in higher education enrollment management, financial aid and student retention, honored the seven institutions with its 2001 Retention Excellence Awards at the National Conference on Student Retention in New Orleans in August. The award recognizes cutting-edge programs that promote student success and satisfaction.

Nominees are judged by a panel of higher education administrators and consultants on measurable outcomes, originality and creativity, use of resources, and adaptability to other institutions.

Following are brief profiles of the award-winning programs.

BRIDGE-WATER COLLEGE

RETENTION

PROGRAM:

PERSONAL DEVELOPMENT PORTFOLIO

In 1995, Bridgewater College, a liberal arts institution based in Bridgewater, Va., experienced its lowest retention rate ever of students matriculating from their freshman to sophomore year. The university had been considering a freshman success course and was looking to incorporate service learning and leadership development in a package for students. The university president suggested the portfolio approach as a way to individualize experiences and support for students.

Today all Bridgewater College students complete a Personal Development Portfolio Program, which focuses on developing four personal dimensions in the students: intellect, character, wellness and citizenship. A student's final personal portfolio includes a reflective essay, materials that support achievements in the four dimensions, supporting materials and an essay about service-learning experiences, a resume and proof of career planning.

Steve Watson, former director of the PDP program, says the college wanted a retention program that was comprehensive. "We were interested in getting students involved in the campus and community and wanted to retain students in many ways -- psychologically as well as intellectually," says Watson, a professor of philosophy and religion at Bridgewater.

During summer orientation, students are assigned a PDP adviser and two student resident counselors. That group stays together throughout the freshman year. Students are then assigned advisers in their department major.

The PDP adviser guides students through orientation, their first year of college and a required success course, PDP 150. In the advanced PDP courses, students must "articulate and defend" their personal development portfolio to peers and faculty. Throughout their four-year program, students are required to perform 10 hours of community service, in addition to establishing their own personal development goals and career direction.

Freshman to sophomore retention rates at Bridgewater have improved from 65 percent to 79 percent from 1993 to 1999. Students also have been more involved in campus and community life, forming such groups as a student chapter of Habitat for Humanity.

One of the keys to improving the retention rate is an Early Warning Committee, Watson says. Because a network of people are involved -- the director of the PDP program, representatives from the financial registrar's office, the admission's office and other major parties related to student life -- student needs can be detected and addressed quickly. Watson says the emphasis on developing the whole person also has helped the program to succeed.

CENTRAL WYOMING COLLEGE

RETENTION PROGRAM: STUDENTS UTILIZING COMPREHENSIVE COLLEGE EDUCATIONAL SERVICES SUCCESSFULLY (S.U.C.C.E.S.S.)

Central Wyoming College, a two-year college based in Riverton, Wyo., had been losing 66 percent of its students from one year to the next.

"So many of our students were underprepared, from low-income backgrounds -- typical high-risk factors," says Alice Nicol, counselor and retention specialist. However, the school did not have a plan in place to coordinate academics and student services.

In 1995, that changed when the college received $1.7 million in funding through a Title III Strengthening Institutions Grant. A Student Development Task Force, made up of faculty and student-services staff, was formed and developed the SUCCESS program, a comprehensive retention initiative. The program included funding for computers, software, staff training, consulting and supplies.

The college hired an institutional researcher to identify risk factors causing students to drop out. The school also required all degree-seeking students to complete the computerized COMPASS test to assess needs for developmental coursework. Academic advisers were trained in making course placements.