*Recommendations for Improving Retention
Ad Hoc Retention Committee
June 8, 1995
*Recommendations
made are based on a review of literature, input from committee
members, a limited amount of retention data available at BYUH, and initial results from
a field test of the retention survey instrument.
RECOMMENDATIONS-OVERALL
Organization / Data Collection
1.
Gathering information about retention is an on-going process, not a single event. Efforts to
collect retention data and follow up with student recommendations and feedback must be an
administrative priority.
2.
After final revisions are made to the retention survey from additional field test efforts, a survey
should be conducted of a larger sample population of BYUH students for data collection and
analysis (possibly during Fall 1995).
3.
Establish systematic, on-going methods of conducting future research concerning student
persistence and how to channel information so appropriate action can be taken by the
administration (i.e., when to conduct surveys, who to survey, and how to reach the students to be
surveyed--especially those who are leaving).
4.
Students who are at risk, undecided or leaving BYUH need to be more carefully identified and
surveyed in future retention studies. We need to accumulate longitudinal data on WHO drops out
and WHY.
5.
Establish a University standing committee to coordinate on-going retention efforts by all campus
departments involved in retention (i.e., academic advisors, administration, admissions and
records, ASBYUH, faculty, food services, housing, institutional research, recruitment, student
services, etc.). Empower this committee to coordinate the gathering of information and research
data, and to make decisions and recommendations as they effect retention efforts.
RECOMMENDATIONS-ACADEMIC
Academic Advisement / Registration / Transfer Credit
6.
BYUH should seriously consider implementing student registration by computer.
Establish several areas on campus that have computers (i.e., computer lab, library, student
development center, etc.) where experienced students can go “on-line” and register for their own
classes (provided they already have an approved graduation plan).
7.
Registration procedures must become more student-friendly, streamlined and simplified to benefit
all students. 79% of those students surveyed were dissatisfied with current registration
procedures. Students should be allowed to register by themselves, without the requirement of an
academic advisor’s signature. Students can then seek help from academic advisors as
needed, thus giving academic advisors more time to spend with “at-risk” students and other
individuals with greater need for assistance.
8.
Review the types and processes for obtaining clearances to register for classes. Centralize
clearances in one location so students do not have to run all over campus for signatures.
9.
Once a student has declared a major, a graduation plan should be designed by both the student
and his or her academic advisor, and then entered into the student’s file in the computer. Any
changes in the graduation plan must be approved by both parties and updated in the computer.
10.
Prior to their arrival at BYUH, freshmen should be advised on specific classes to take during
their first year which satisfy GE requirements (i.e., BYU Provo’s Freshman Profile Program).
11.
Centralize all advisement information into one easily accessible computer application. Include
the student’s graduation plan, restrictions to class registration, prerequisites, academic standing,
classes which are offered infrequently, etc. Problems should be flagged automatically by the
computer. All individuals who counsel students should have access to this same computer
screen and be able to record additional comments or changes in the student’s file. As mentors,
faculty should also have access to these student files to help in the advisement process.
12.
A registration checklist, one for GE classes and one for each major, should be made available
to students. A progress report on each student’s graduation plan should be provided with
semester grade reports. This will empower students to keep track of their own advancement
toward graduation and help them make wise choices in class registration.
13.
With the technological changes brought about by computer registration and more concise
information provided directly to students, BYUH should review the role, functions, and
organization of the academic advisement program.
14.
Generally, Transfer students with associate degrees do not meet BYUH GE requirements and
are discouraged because they have to take more classes to graduate. Students who transfer to
BYUH with A.A. degrees should not have to take additional GE requirements (with few exceptions
-- i.e., religion classes). BYUH policies, requirements, and evaluation processes with regard to
transfer credit need to be reviewed. GE courses should be evaluated with a broad, liberal arts
philosophy in mind. Transfer credits for GE and major courses should be evaluated and reported
to the student at the same time.
Course Offerings
15.
Over eighty percent of those students surveyed felt that BYUH should increase its number of
academic offerings. Is this possible with our limited size, mission, and funding? Further review
of this area should be conducted to better use our limited resources. The types of courses, class
schedules, number of sections, and the majors/minors offered should be reviewed to insure we
are meeting the needs of individuals we serve in our target areas.
16.
Educate students, faculty and staff as to potential benefits of academic offerings at BYUH as they
relate to further educational programs (graduate school) or future employability.
17.
More emphasis should be placed on career advisement and strengthening ties with CES
facilitators and alumni to determine actual in-country employment needs.
18.
BYUH students should have many opportunities early on in their educational experience to
explore possible fields of study or interest, future careers, and potential job opportunities. All
faculty and schools/divisions must be involved in this effort. An extended orientation program and
various ASBYUH sponsored activities and events can also help.
19.
Review the process for grading portfolios in English classes (Note: The committee felt strongly
about making this recommendation even though Barbara Elkington was away when the issue
was discussed and not available for comment or input).
Faculty/Training & Hiring
20.
Intensify faculty development in the area of multi-cultural teaching strategies.
21.
Encourage student/faculty research and joint presentations at national/state conferences and
workshops.
22.
When possible, hire faculty who represent the cultures that BYUH serves. Identify and mentor
students who have the potential to continue their education and return as faculty.
RECOMMENDATIONS-ADMINISTRATIVE
Computers
23.
Review the campus computer situation for students from the students’ perspective (availability,
hours, facilities, system failures and frustrations, operations, academic computer lab, library, etc.).
We have received quite a few negative comments from students on the quality and availability of
computer services on campus.
Housing
24.
Housing received the lowest rating of campus services in the retention survey. 83% of those
students surveyed felt that housing is inadequate. Housing should conduct a detailed self-study
to determine its impact on student retention, specific areas which need improvement, physical
facilities for both single and married students, staff training needs, a thorough review of all rules
and regulations (with students involved in the process), and student participation in a residential
life program. Housing should determine what educational programs could be offered to help
students build a better sense of community on campus.
Staff Training
25.
If possible, all student queries should be directed to a central location in the administration
building (or the Aloha Center) with well-trained and efficient staff capable of good customer
relations and provided with all necessary information and resources to help students. An
information desk could be set up at key times to help students (i.e., registration, orientation, etc.).
26.
The administration building may need to be more “humanized” since students generally go there
only when they have problems. All full-time staff, faculty, and student employees who interact
with students need good customer relations training. PCC and other professional training
programs can be useful resources in this effort to improve student relations and satisfaction.
27.
Compile a handbook of information for employees on how to help students with various problems.
Each department could compile a list of the most commonly asked student questions, and
every other department could receive a copy along with some training and sharing of information.
28.
Promote (especially with new students) the services of the ASBYUH Ombudsman whose sole
role is to help students with any difficulties they’re experiencing here at BYUH.
RECOMMENDATIONS-STUDENT SERVICES
Admissions / Recruitment
29.
Who is it that needs to be here and who are we supposed to be serving at BYUH? Some of our
programs seem to focus on students who do not live in our target areas. We need to establish
clear admission criteria that enhances recruitment of the “right kind” of students, both from our
target areas and the mainland.
30.
Retention at BYUH seems to be higher among students that have fewer educational options
available to them (i.e., students from our target areas). Should BYUH intensify its recruitment
efforts among students who fall into this category?
Counseling / Mentor Program
31.
Many students who come to BYUH are not prepared academically for college, have
lower ACT scores, are deficient in English reading and writing skills, and/or may have poor high
school grades in core classes. Much needs to be done for these students to bridge the college
and high school experience. BYUH should involve our best faculty in some special classes, a
unique academic track or program that looks at the entire General Education experience, and
mentor these academically at-risk students.
32.
Establish an early-alert program where counseling services are provided for high-risk students,
especially freshmen. Students heading into trouble should be moved into special programs
designed to help meet their needs.
33.
BYUH has no mentor program and relies totally on informal relations and the students’ initiative to
seek help from part-time academic advisors or counselors. BYUH should establish a Mentoring
Program to increase student-faculty contact (staff, administrative staff, and junior or senior
students could also be involved). An ad hoc committee should be established with the charge to
develop a comprehensive mentoring program at BYUH. Every freshman should have a mentor.
Orientation
34.
Review and strengthen the orientation program both academically and socially to help students
learn what they need to know to be successful.
35.
Determine what’s appropriate to offer during the first few days or weeks of school and how
orientation can be extended through the first semester or year (i.e., University 101 class,
General Studies, new student programming, academic survival skills training, counseling,
mentoring, etc.).
36.
Survey what experienced students feel should be included during orientation. Explore what
other universities are doing in their orientation programs and decide what would be most
appropriate at BYUH.
37.
Expend greater effort to meet the needs of special populations during orientation (i.e., transfer
students, single parents, students with disabilities, returning students, etc.).
RECOMMENDATIONS-OTHER
Policies
38.
More flexible policies for students with valid exceptions (i.e., academic exceptions, final exam
schedule, housing, etc.).
39.
Some University policies change so often that students have a hard time keeping up, quickly get
into trouble, and become very frustrated. All departments should develop written policies and
make them accessible to students.