By: Rudy M. Molina, Jr., Ph.D. & Paul E. Mabrey, III, Ph.D.
"Field Notes" is an occasional Connect column covering practical and philosophical issues facing admissions and registrar professionals. The columns are authored by various AACRAO members. If you have an idea for a column and would like to contribute, please send an email to the editor at communications@aacrao.org.org.
In our previous article, we explored how identifying and addressing institutional barriers to student success is key to improving retention rates. In this article, we will discuss how universities can build a culture of engagement and support to further increase student success.
Universities must intentionally build and re-create environments that promote student engagement and make possible a sense of community (Tinto, 2022). Removing systemic barriers is necessary, but not sufficient to develop a strong culture for student success. Staff, faculty, and administrators must also take seriously the challenge of designing pathways for social connection, community, and growth; just as we do for curricular learning outcomes. This is especially true for underrepresented minority students and those from low-income backgrounds. Through various programs and initiatives, universities can cultivate a supportive environment that helps all students thrive.
Change in Action
One such program is the Student Transition and Academic Retention (STAR) program at California State University, Northridge (CSUN). The program provides academic and personal support to first-generation college students and those from low-income backgrounds. Through a combination of peer mentoring, counseling, and workshops, the STAR program helps students navigate the challenges of college life and achieve academic success. According to Yomtov (2013), students who participated in the STAR program had higher retention rates and higher GPAs compared to non-participants.
At the University of South Florida (USF), the Bulls Business Community (BBC) program aims to create a sense of community among business students. The program is designed to provide academic and social support to students through a variety of activities, including study groups, networking events, and community service projects. A study published found that students who participated in the living and learning communities at USF had higher retention rates and higher GPAs than those who did not participate (Stier, 2014).
The University of Illinois at Chicago (UIC) takes a unique approach to student engagement and support through its Academic Center for Excellence (ACE) program. The ACE program offers Peer Success Coaching to students, where trained coaches help students develop the skills and knowledge needed to succeed academically and personally. Coaches work with students on topics such as time management, study skills, and goal setting. According to Simmons & Smith (2020), students who participate in peer success coaching tend to have a higher GPA, higher retention rates, and are more likely to graduate within six years compared to non-participants.
What We're Doing
My colleagues and I at James Madison University (JMU), in Virginia, are piloting several initiatives to build a greater student support network. We hope these initiatives also communicate to students that they belong at JMU. Further, we want them to bring their many assets and strengths to help them succeed and contribute to our campus communities. This work reflects a more proactive, positive, and asset-based approach to student success identified and scheduled for implementation as part of JMU’s Quality Enhancement Plan (QEP), a core component of re-accreditation. The QEP is focused on closing the equity gaps among specific segments of the student population and raising the retention rates in each of these segments.
For example, some of the initiatives and projects include a new Customer Relationship Management (CRM) tool for student success and advising, re-enrollment strategy for students who have withdrawn in the past three years, shifting the culture around reporting and using mid-term grades, measurement of academic progress indicators, academic and co-curricular behavior analysis, expanding peer success coaching, and the use of a non-cognitive assessment instrument to develop awareness in key areas such as time management, help-seeking behaviors, and sense of belonging are examples of individual projects that are part of a greater effort to build a culture of engagement and support.
While we have experienced widespread support from campus leaders, there are challenges that we’ve experienced along the way, many of which are realities at other institutions. One challenge is funding. Many universities struggle to secure funding for programs and initiatives that support student success. Another challenge is getting students to participate in these programs. While some students are eager to take advantage of these opportunities, others may not be aware of them or may be hesitant to participate. Finally, universities must ensure that these programs are sustainable and have a long-term impact on student success.
In conclusion, building a culture of engagement and support is essential to improving student success and retention rates. Universities must provide an environment that fosters student engagement and creates a sense of community. Programs like the STAR program, the BBC program, and the ACE program demonstrate how universities can support students through various initiatives. While challenges and obstacles still exist, universities must continue to invest in programs that engage and support students in their academic and personal endeavors.