Tracey Hebert

Vincent Tinto also said, “Here the evidence of effective programs is clear, namely that the route to successful retention lies in those programs that ensure, from the very outset of student contact with the institution, that entering students are integrated into the academic community and acquire the skills and knowledge needed to become successful learners in those communities. In short, improvements in the quality of student life and learning, not retention, should be the goal of all retention initiatives.” I was impressed with the emphasis that Topic #4 placed upon "everyone" in our institutions understanding the importance of student success.… >>>

This section highlights the importance of advisors and faculty taking interest in students throughout their enrollment with the institution. Relationships mean everything and if a student doesn't have a relationship with faculty or staff then it will be so easy for them to fall through the cracks and determine to leave before anyone can do something to positively impact their thinking processes. The intervention process chronicled here is good and can be helpful; however, the reader should be reminded that this is not rocket science. This is people taking a caring and thoughful approach toward other people's problems. As stated… >>>

The topic of how stress influences student attrition lays a tremendous foundation for institutions to consider the support and advising mechanisms that are in place to assist students. Looking for indicators of stress and responding appropriately could make the difference for a student. I've seen students who have felt disconnected from the institution and its community and how hard it is for them to maintain commitment. Substantive interaction with an advisor on an ongoing basis can help with this. Integrating and connecting students to the campus community can also create a circumstance whereby a student has more to lose than… >>>

Loren, you are quite correct. The comment regarding "salvaging" students is just a descriptor of an attitude that some faculty have about working with under prepared or underachieving students. I see some faculty struggling with a perception that providing learning resources outside of class is equivalent to "coddling" or "hand-holding". The perception is that this creates an unrealistic environment that won't be available to students when they get into the industry. I would like to see some change in the faculty culture that allows room for making an impact on students who with a little extra assistance can succeed and… >>>

I oversee faculty at my institution and I'm trying to overcome a cultural problem whereby many faculty have a negative view of the retention discussion. The perception is that there are many students that we just can't do anything about and we shouldn't spend time and resources trying to salvage them. They believe the time and resources are better served focusing on the students who are likely to succeed. Subsequently, the institution hasn't developed any support structures to help under-prepared or under-performing students. It is a sink or swim culture. I'm moving to create some of these support structures irrespective… >>>