College student success was the focus of a number of sessions at the 2006 CAO/CSAO Institute, including ways to improve student learning and persistence, and strategies that involve collaboration between the offices of academic affairs and student affairs.

Grounded Retention Strategies. Despite concerted efforts by colleges and universities to improve persistence, student departure rates overall have remained unchanged for more than half a century. John M. Braxton, professor of education at the Peabody College of Vanderbilt University, discussed recent theoretical developments in the understanding of college student departure that offer two promising organizational strategies for four-year residential colleges. First, he said, an institution should demonstrate its commitment to the welfare of students. Research has found that an enforced commitment on the part of all college personnel—the faculty, administrators, and staff—to treat students fairly and with respect, thereby demonstrating an abiding concern for the students’ growth and development, is a characteristic of colleges that promote student persistence. Second, a college or university should exhibit institutional integrity, demonstrating that the actions of faculty members, administrators, and staff are consistent with institutional policies and goals. Research indicates that students who perceive that the institution is true to its mission and goals are less likely to depart. Braxton offered eight institutional imperatives derived from these organizational attributes (see box at right).

The retention strategies instituted at Ursinus College (PA) were in line with many of the recommendations offered by Braxton. Judith T. Levy, vice president for academic affairs, and Deborah Olsen Nolan, dean of students/associate dean of the college, described their collaborative efforts to improve student retention under the banner, “fostering student achievement.” The first-year experience program at Ursinus includes a two-semester interdisciplinary seminar and clustered residential living where common academic and residential experiences are shared. A first-year experience coordinator works closely with academic and student affairs to support first-year students. Faculty members are encouraged to interact closely with students outside of the classroom and are reimbursed for meals with students in the dining hall or in faculty homes. Upperclass students are required to complete an independent learning experience with a faculty member. All campus personnel are expected to embody the culture and values of the institution.

Promoting Student Persistence. Two CIC-member institutions, Claflin University (SC) and Lynchburg College (VA), which have demonstrated improved retention and graduation rates, were featured in this session. George E. Miller III, vice president for academic affairs at Claflin, presented an approach to retention management that incorporates academic and student affairs staff, as well as the faculty and students. Miller said the formula for retention success at Claflin included recruitment, admissions, registration, and management. A campus culture has developed at Claflin where responsibility for student success is shared among the faculty, staff, and administrators, as well as students. An example of this collaboration is the role the residence life staff plays in monitoring student class attendance.

At Lynchburg, student success is a critical component of the college’s strategic plan. John Eccles, dean of students, heads a leadership team that encompasses academic affairs, student affairs, and enrollment management. Using data from a variety of sources, a campus-wide retention committee identified a number of initiatives to improve student success, including the creation of an integrated first-year experience program, developing support strategies for students with disabilities, and establishing an “academic coaching program” for academically-challenged students. Noting that 70 percent of students were involved in sports at some level, the campus also improved its recreation facilities, leading to higher levels of student satisfaction.

Effective Strategies for First-Year Programs. In recent years, a number of CIC member institutions have developed new programs for first-year students, including Marietta College (OH) and Mercer University (GA). Strategies for the first-year program at Marietta, said Sue DeWine, provost and dean of the faculty and Lon S. Vickers, vice president for student life/dean of students, include creating an integrated planning committee consisting of members of the faculty and student affairs staff, the development of residential learning communities, and shared teaching between members of the faculty and the student affairs staff in the first-year experience courses. The goals of these efforts are to strengthen the connection between students’ classroom and extracurricular experiences, thereby improving retention.

At Mercer, a comprehensive set of programs, events, and initiatives are coordinated by offices across the campus. Horace Fleming, executive vice president and provost, said they start with the recruitment of prospective students, followed by summer advising and registration, a new student orientation class in the fall, and then a series of first-year courses. In addition, progress reports are sent by faculty members to first-year students at the four-week and mid-term marks to apprise students of their performance. Summary reports are also sent to residence life staff members who can provide support and intervention. As a result of these efforts, first-year to second-year retention has risen from 72 to 83 percent.