Meeting the Needs
of 21st Century
Students
at Texas Private Colleges and Universities
BY DWUANA BRADLEY
FALL 2016
I CU T
F O U N DAT I O N
Independent Colleges & UNIVERSITIES OF TEXAS
Acknowledgments
The author would like to thank those who took time to participate in the process
for gathering and sharing the practices reported in this compendium of retention
practices. Special thanks and acknowledgments to Ray Martinez III, President,
Independent Colleges and Universities of Texas (ICUT); Lois Hollis, Director, ICUT
Foundation; Wendy Erisman, Owner, Strix Research LLC; and Ray Grasshoff, Editorial
Consultant, for their assistance in coordinating and building this body of work. And a
sincere thanks to the following administrative personnel for their participation on
behalf of their respective ICUT partner institutions:
1
Abilene Christian University
Bart Herridge, Dean of Student Services & Retention
[email protected]
Austin College
Dr. Sheila Pineres, Vice President of Academic Affairs
[email protected]
Concordia University Texas
Ruth Cooper, Director of Success Center
[email protected]
East Texas Baptist University
Kelley Paul, Director of Student Success
[email protected]
Hardin-Simmons University
Stacey Martin, Associate Dean for Student Engagement
[email protected]
Howard Payne University
Wendy McNeeley, Dean of Advising and General Education
[email protected]
Lubbock Christian University
Yvonne Harwood, Assistant Director of Center for Student Success
[email protected]
Rice University
Jessica Bowers Chukwu, Assistant Director, Student Success Initiatives [email protected]
Texas Wesleyan
Chadd Bridwell, Assistant Vice Provost of Enrollment Management [email protected]
Schreiner University
Candice Scott, Dean of Student Success
[email protected]
Southern Methodist University
Ebonii Nelson, Assistant Director of Student Success
[email protected]
Southwestern Adventist University
Amy Rosenthal, Vice President for Academic Administration
[email protected]
St. Edward’s University
Nicole Trevino, Associate VP Student Academic Support Services [email protected]
St. Mary’s University
Rosalind Alderman, Assistant Vice President of Retention Management [email protected]
University of Mary Hardin-Baylor
Katie Bonner, Director, Center for Academic Excellence
[email protected]
University of the Incarnate Word
Sandy McMakin, Dean of Student Success
[email protected]
This project was supported in part by the Council for Independent Colleges and the Meadows Foundation.
Contents
OVERVIEW AND MAJOR THEMES2
Overview3
What’s Good for the Goose is Good for the Gander4
The Value of Leadership5
All Hands on Deck 6
To Label or Not to Label7
The Mentorship Component8
Intrusive Academic Advising9
Academic Early-alert Software10
Data-informed Decision-making
11
Conclusion12
INSTITUTIONAL PROFILES13
Abilene Christian University14
Austin College15
Concordia University-Texas16
East Texas Baptist University
17
Hardin-Simmons University18
Howard Payne University19
Lubbock Christian University
20
Rice University21
Schreiner University22
Southern Methodist University 23
Southwestern Adventist University24
St. Edward’s University25
St. Mary’s University26
Texas Wesleyan University27
University of Mary Hardin-Baylor28
University of the Incarnate Word29
Overview and
Major Themes
2
Overview
A
cross the landscape of higher education, institutions are investing in new
initiatives that can help them better serve the low-income, minority and first-generation
students who represent an important part of the 21st Century student population.
Improving retention and completion by students of color, low-income students, and
first-generation college students is one of the greatest challenges in higher education
today. These students bring diversity of background, experience, and perspective to colleges
and universities, but may lack knowledge about higher education and the resources available
to them on college campuses. Academic and student affairs professionals at private colleges
and universities across Texas engage continually in efforts to address the significant
systemic barriers facing these students in terms of cost, academic advising, mentoring,
cultural climate, and more. To support administrators in their efforts, Independent Colleges
and Universities of Texas (ICUT) Inc., through its Foundation, has compiled this report on
retention and student success strategies used by member institutions.
3
This report identifies promising practices implemented to increase student retention
rates for low-income students, first-generation students, and students of color at 16 ICUT
member institutions. Topics addressed in the report include the circumstances from which
these retention and completion initiatives emerged, the organizational structures that
house them, the administrators, staff, and volunteers who support them, the challenges
faced as the initiatives were implemented, the steps taken to overcome those challenges,
and next steps in supporting underrepresented, lower-income, and/or first-generation
students at these Texas colleges and universities. The 16 selected institutions are those
that participated in ICUT’s Fall 2015 Statewide Workshop & Collaboration Conference, and
information about their efforts was gathered through a series of interviews with mid-to
upper-level administrators. Profiles for each participating institution make up the final
portion of this compendium.
What’s Good for
the Goose is Good
for the Gander
M
any participating colleges and universities focused primarily on increasing retention
and completion for all of their students, rather than focusing on income status,
first-generation status, or ethnic background exclusively. In fact, most administrators
who participated in this study acknowledged that their programs are reaching lowincome students, students of color, and first-generation college students but are open to
all students in need of support services. Moreover, even when efforts were initially
designed to serve these populations, the programs were so successful that they were
expanded to serve all students.
For example, all incoming students at Lubbock Christian University (LCU) will be
encouraged to participate in the Student Mentoring Program. According to institutional
research, participating LCU students are retained at higher rates and remain on academic
probation for shorter periods than their peers, indicating the need to expand these
services. Another example is at Abilene Christian University, which opened its At-Risk
Mentoring Program to all incoming freshmen, increasing participation from 75 to 250
students since implementation. Because the program increased male retention by 10%
and Latino and Black student retention by 5%, the effort might be expanded to serve
upperclassmen on academic probation. Similarly, the University of the Incarnate Word is
expanding its Attendance Is a Must (AIM) Program, which was originally aimed at improving
freshmen-to-sophomore retention rates, to support all students in an effort to address
completion in addition to retention rates. This trend indicates an important paradigm shift
from a philosophy that presumes all students should struggle equally despite background
differences, to a philosophy that presumes all students should be supported equally.
4
The Value of
Leadership
V
isionary leadership is crucial to program success, according to administrators who
were interviewed. They emphasized the positive impact of support from a seniorlevel administrator, such as the provost or president. These leaders were credited with
providing vision across the institution about the importance of increasing retention and
completion by meeting the goals set forth by the highlighted initiatives in this report.
The provost at the University of Mary Hardin-Baylor exemplified such leadership by writing
into faculty contracts a requirement supporting the university’s Opportunity Program.
Faculty members must submit student progress notifications through the program’s
academic early-alert software. On average, this requirement has generated a 90%
response rate by faculty members reporting the progress of Opportunity scholars in
previous semesters.
Indeed, many of the leaders of the 16 highlighted initiatives were high-ranking
administrators in their own right (two vice-presidents, one assistant vice-president, one
associate vice-president, one assistant vice-provost, five deans, two directors, and three
assistant directors), indicating the importance of top administrators’ support for the
success of retention and completion programs. As studies of organizational behavior
generally support, the involvement of these powerful individuals serves a political and
symbolic function in the success of these programs.
5
All Hands on Deck
R
esearch and years of practice indicate that the involvement of many campus
partners is required to ensure that student retention and completion goals are met.
This pattern holds true for the ICUT institutions profiled in this report. Without the buy-in
of multiple campus partners, many of the administrators interviewed admitted that these
programs would not be effective and/or could not be implemented on their current scale.
The retention programs highlighted here, with one exception, are housed in academic
affairs offices. However, it is common for these academic-centered initiatives to cross
the divide into student affairs, garnering the support of student affairs personnel and
high-ranking student affairs administrators. In addition, these institutions regularly use
counseling services, residential life, athletics, and other student life organizations to better
connect with the students served. The University of the Incarnate Word’s up and coming
program Primero, which will connect every student with a faculty mentor, advising mentor,
business office mentor, financial aid mentor, and potentially a residential life mentor, is
one example of the depth and breadth of the highlighted initiatives.
In addition, religiously affiliated institutions—East Texas Baptist University (ETBU) and
Hardin-Simmons University (HSU), in particular—see the affiliated mentors, faculty, and
advisors of their initiatives integrating their own faith and spirituality into the services
provided. “It is not uncommon for these [academic] meetings to end in prayer for a student,”
reported an ETBU administrator. The success of this holistic approach at ETBU and HSU
is not an anomaly. In fact, the success of services that support the “whole student” as a
complex individual, as opposed to an individual with compartmentalized identities, is
well-documented in relevant studies.
6
To Label or Not
to Label
A
common theme throughout the interviews was the question of whether to
explicitly identify students as “at-risk” or somehow “disadvantaged” based on background factors or college readiness. While many of the highlighted programs use data
analysis tools to predict a student’s chances of persistence, administrators showed a
tendency to offer or mandate services for these students without expressly classifying
the students as at-risk, when possible. Some initiatives, however, required academically
underprepared students to participate in student success services as a component of their
conditional acceptance or re-enrollment. In these situations, it was deemed imperative to
co-construct a positive mindset with participating students and reframe deficit mindsets
across campus regarding what it means to be a participant in one of the profiled student
success programs. In fact, this notion is believed to be especially important at elite
institutions such as Rice University, which places students in its Rice Firsts Program based
on self-identification as first-generation, rather than on evidence of inadequate
academic preparation.
7
Extending services to all of the incoming student body, when feasible, also seems to
help institutions avoid the danger of alienating and stigmatizing students who receive
academic probation support services. For example, Concordia University decided to no
longer alert students that they are admitted on a probationary status. The institution also
expanded its services to all incoming students, acknowledging that they all face some
transitional challenges as they navigate a new environment and new expectations upon
arrival to college. By allowing students who are not expected to need support to opt out
of services, rather than excluding them, the institution intends to send the message that
seeking campus resources and support is an intelligent student behavior and encouraged,
thus improving the perception of support services on campus.
The Mentorship
Component
S
tudies show that students of color and those coming from first-generation college
or low-income backgrounds benefit greatly from mentors who can help them to acquire
knowledge about higher education processes and the resources available to them on
college campuses. Many of the highlighted initiatives emphasize mentorship, which allows
administrators to connect students to trained peers, near-peers, and alumni who can guide
them and become role models for college completion and general success. St. Mary’s Faculty
Academic Mentoring (FAM) program, for example, provides student mentors with peer mentor
training, includes them in the program’s annual bonding retreat, and connects them to
incoming students to offer an added layer of support to their student success model.
Mentor-mentee relationships between peers not only serve incoming students but also
create development, service, and internship opportunities for continuing students.
Furthermore, peer and near-peer mentorship opportunities potentially create legacy and
institutional commitment among a subgroup of students who might otherwise find themselves
alienated and disengaged during their time at the institution and beyond. St. Edward’s
University College Assistant Migrant Program participants show considerable commitment to
the campus and new generations of scholars after graduating, returning to offer advice and
mentoring to students who follow them. Similarly, Lubbock Christian University’s (LCU)
Student Mentor Program employs two mentors who are not only LCU alumni, but also alumni
of the highlighted mentoring program. Building this network of service-oriented leaders
creates alumni who are connected and invested in the university, and has the potential to
generate feelings of benevolence and good will among graduates once they move into
careers beyond the university.
8
Intrusive Academic
Advising
S
everal administrators described critical advising practices involving multiple
campus partners, weekly check-ins, mandatory academic planning and tutoring support,
and supplemental instruction. Scholarly evidence and practice support the idea that
incoming students simply do not know what they do not know and generally do not participate
in optional support learning services. As a result, administrators must find more proactive ways
to advise students who initially fail to recognize their own potential or who have yet to gain
the intrinsic motivation and/or maturity needed to take full advantage of the services offered.
More than one administrator, for example, recalled working in tandem with residence hall staff
to locate a less-than-engaged student who was not responsive to the general team of advisors
and support staff. Two other institutions reported communicating with parents as a final step,
recognizing that parental pressure might influence some students.
9
This intrusive approach to advising is often vital to meet the needs of today’s changing student
demographic. To their detriment, many students experience either an extreme deficit or an
extreme excess of parental involvement in their educational success prior to arriving to college.
However, it is also evident to administrators that as students develop higher levels of maturity
and self accountability, intrusive advising approaches must be scaled back. Some administrators
described intrusive advising techniques that were individualized based on a student’s needs
as evaluated through intake processes. Others described techniques strategically designed to
taper off by semester as students progressed academically. For example, the University of Mary
Hardin-Baylor requires all students admitted with scores below the university’s standards to
complete a year in the Opportunity Program and advisement through the Center for Academic
Success. These students are not allowed to declare a major and move into less-intensive
departmental advising until their sophomore year, after they are determined to be college-ready.
However, students admitted without meeting admissions standards, but who have significant
college credit, can be granted approval to declare a major and be released to a major-specific
advisor before completing the standard yearlong commitment required of the typical
Opportunity scholar.
Early-alert
S
everal administrators identified academic early-alert software as a valuable tool for
engaging faculty, advisors, and academic deans in efforts to determine which students need
support services. Administrators working with budgetary constraints are often resourceful,
sometimes finding ways to use early-alert systems already in place and paid for by other
departments or offices, such as tutoring centers or academic advising units. However,
administrators at Austin College, as they worked to revamp their retention processes, and at
Howard Payne University, as they implemented their Early Alert Program, found that early-alert
intervention must be strategically timed. Applied too early in the semester, this tool merely
captures early withdrawals, rather than missed classes or poor marks in a class students intend
to complete. On the other hand, intervention too late in the semester reduces the window of
time needed for a student to reverse poor habits and succeed in a course. Beyond timing,
one administrator pointed out the need for early-alert software to be user-friendly enough
that campus partners (ex. faculty, coaches, student organization advisors, and others) will use
it but comprehensive enough that important trends and student data is efficiently and
effectively captured.
10
Data-informed
Decision-making
A
ll of the administrators interviewed noted the frequent use of data to inform the mission
and goals of the highlighted initiatives, determine the selection criteria, and/or assess the
outcomes and success of the population served. This information was also commonly used as
leverage to garner support among faculty or staff who might fail to recognize the significance
of particular programs. Considerations of campus culture, student demographics, and students’
academic readiness were also noted as crucial to the success of building data-informed
initiatives. There was a general consensus that administrators should use data to inform and
guide strategic planning while simultaneously creating opportunities for flexibility and organic
development based on the needs of students, faculty, and staff.
In particular, administrators from Austin College and the University of Mary Hardin-Baylor noted
the importance of refining processes and implementing initiatives that are “data-informed,
rather than data-driven.” While data trends may be able to spotlight areas of success or areas
for growth, they cannot indicate the appropriate changes necessary to rectify an issue, especially
when that issue affects a student’s life opportunities or the livelihoods of faculty and staff on
campus. As another administrator put it, “While it is important, it is just data. It is not real life.”
Administrators must find an appropriate balance between the narratives illustrated by data and
the solutions in response to that data, which are unique to each institution.
11
Conclusion
B
ased on research and proven best practices, it is clear that accountability initiatives, earlyacademic-alert structures, intrusive advising practices, peer/near-peer advising programs, as
well as efforts connecting students of color and first-generation college students to alumni,
faculty and/or staff who can serve as mentors and role models, improve student persistence
and degree attainment in college. The experiences of administrators at the institutions highlighted in this compendium show that increasing support services for all students, campus-wide
approaches to increasing retention and reducing stigmatization, and making data-informed
decisions have real impact on the retention and completion rates of underrepresented students
and students lacking adequate academic preparation. The institutional profiles on the following
pages describe in more detail the processes, challenges, and outcomes associated with the
specific campus initiatives.
12
Institutional Profiles
13
Institutional Profiles
Abilene Christian University
INITIATIVE: Academic At-Risk Mentoring
YEAR IMPLEMENTED: 2013
POPULATION ( S ) SERVED: 200-250 freshmen—with an emphasis on academically at-risk students, students
of color, first-generation-college students, and low-income students, though not exclusive to nor intentionally
targeting these sub-groups
LEADERSHIP: The Dean of Student Services and Retention with support from the Director of Residential Life,
Director of Early Alert Programs, and Vice President for Student Life
PROGRAM OVERVIEW
Retention data from the past six to seven years are used to predict the type of freshman student who may be at
risk of attrition. Students admitted to special programs, scholarship programs, or other learning communities are
routinely excluded. An individual connects with targeted students within the first two weeks of classes. The mentor
follows up with each student weekly, and sometimes more frequently, depending on the student’s needs. The goal
is to pair the student with campus resources he or she may be unaware of to ensure success. The initiative works
in tandem with residential hall directors and advisors to serve the target audience. The program is now widely
integrated throughout all facets of the university and continues to grow and change each year.
“If we are approaching
students the right way
and helping them to be
successful, then retention
is the measurement
of that. It is not really
the goal.”
OPPORTUNITIES FOR GROWTH
The initial goal of these efforts was to improve freshman-to-sophomore retention by better addressing the needs
of a rapidly changing student body. This program grew from an isolated unit, functioning out of a single office,
to an initiative that now engages both student and academic affairs personnel across campus. Enrollment in the
program has grown from 75 students to approximately 250 students. The program has led the university towards a
more cohesive attitude and effort in working on retention and completion goals. Based on the gains made through
the Academic At-Risk Mentoring Initiative, the newly modified strategic plan now challenges the institution to grow
from its 15-year average of 70-75% freshman-to-sophomore retention to an 80% average over the next five years.
So far, administrators have reduced their reliance on student mentors, and the mentor to mentee ratio between
faculty/staff and student mentees has also been reduced. Moreover, expanding the program has called for the
fine-tuning of position descriptions and training agendas, as well as the hiring of new personnel. The program
relies on residential life directors and hires from a diverse array of backgrounds, including from the nonprofit student
support program Communities in Schools, to fill mentor positions in ways that work with the philosophy of the
program. This philosophy is: “If we are approaching students the right way and helping them to be successful, then
retention is the measurement of that. It is not really the goal.”
OUTCOMES
Freshman-to-sophomore retention, students’ engagement in activities, and students’ likelihood to access resources
are the greatest indicators of success for this program. Retention is climbing within particular subgroups: retention
of male students increased almost 10% since the program began and retention of Hispanic and African-American
students is up 5%. Overall, students involved in this initiative are more engaged in student activities and more
likely to access student resources than their peers.
14
LOOKING TO THE FUTURE
There is considerable discussion about expanding these efforts to reach every incoming freshman by connecting
them to a peer, near-peer, or faculty mentor. In the future, this program will reach beyond first-year students to
target at-risk upperclassmen. In addition, the program will move beyond predictive data modeling based on
background factors and incoming test scores. The plan is to isolate keystone courses by academic program to
enable mentors to use those missed opportunities as intervention points. Institutional Profiles
Austin College
INITIATIVE: Early Alert, Improved Feedback Loop
YEAR IMPLEMENTED: 2013
POPULATION ( S ) SERVED: Approximately 1,300 students per year—with an emphasis on students of
color (40%), first-generation college students (25-30%), and Pell Grant-eligible students (30%), though
not exclusive to nor intentionally targeting these sub-groups
LEADERSHIP: The Office of the Registrar, Academic Standing Committee, Curriculum Committee,
Faculty Advising, Student Affairs, and the Vice President of Academic Affairs/Dean of Faculty
“Its four-year
graduation rate (in the
high 70% range) and
freshman-to-sophomore
retention rates
(approximately 86%)
compare favorably with
many public and private
institutions in Texas,
Austin College continues
to seek improvement”.
PROGRAM OVERVIEW
Austin College implemented two new initiatives to increase retention. The first is an expanded early-alert program
that collects, in a single site, information about student progress from a variety of sources, including professors,
academic mentors, coaches, and student life staff. Information is collected at key points in the academic year,
including early in the academic semester and then again at mid-semester. The Dean of Faculty and the VicePresident for Academic Affairs review this information and target interventions as needed. To improve the feedback
loop to students, Austin College has modified the ways it measures and reports academic progress. It found, for
example, that first-year students were interpreting academic probation (an official status indicating that a GPA
had dipped below 2.0) as a sign that further academic progress was not possible. The institution revised the way it
calculates academic probation to recognize that difficulties in the first and second semester are normal and, with
proper intervention, entirely manageable. This is especially true for students from under-represented backgrounds
who often have significant transition challenges. Under the new policy, academic probation is not triggered unless
the GPA drops below 1.5 in the first semester, 1.7 in the second semester, or 1.9 in the third semester. The second
initiative involved improvements in processes to give students and their academic advisors and mentors clearer
information about academic progress. This included creating clear degree checklists, transitioning to an online
system that can be accessed 24/7, and providing faculty mentors with reports about degree progress for their
student mentees.
OPPORTUNITIES FOR GROWTH
A new electronic workflow system will increase transparency and accountability for processing documents related
to student retention, such as petitions. Additionally, faculty advisors serving graduating seniors will meet with
senior-level administrators to centralize efforts and create cohesive guidance to ensure students meet graduation
requirements. Gathering appropriate and relevant data to educate campus partners and support the efforts proved
challenging but worthy of the effort to make this initiative a success.
OUTCOMES
Retention and graduation rates have increased. Stop-out rates have decreased. The number of students on
probation has fallen. There are increases in the number of students retained each semester and performing better
academically as they continue. In 2018, the first class to attend under these new processes will show the true
impact of these comprehensive efforts. Although its four-year graduation rate (in the high 70% range) and
freshman-to-sophomore retention rates (approximately 86%) compare favorably with many public and private
institutions in Texas, Austin College continues to seek improvement.
15
LOOKING TO THE FUTURE
Comprehensive student advising, to include benchmark road-mapping related to experiential learning activities,
is the next foreseeable initiative to be implemented on a large scale at Austin College. This new initiative will
empower students to integrate their co-curricular experiences and skills into their academic degree plans and begin
planning for important milestones as they pursue a liberal arts education. Students will be provided individualized
and comprehensive advising about when to take advantage of an internship, a study abroad experience, or a
similar pursuit. Institutional Profiles
CONCORDIA UNIVERSITY-TEXAS
INITIATIVE: College Forward Mentoring Agreement
YEAR IMPLEMENTED: 2013
POPULATION ( S ) SERVED: 182 freshman and transfer students­—with an emphasis on provisionally admitted
students, students of color, first-generation college students, and Pell-eligible students
LEADERSHIP: The Student Central Director, Director of the Student Success Center, Office of Disabilities,
Counseling Center, and Dean of Student Services in collaboration with College Forward
“In an effort to
reduce the stigmatizing
effect of labeling
students as underprepared,
students will no longer be
told that they are being
admitted to the university
on a provisionary basis.”
PROGRAM OVERVIEW
Concordia University-Texas (CTX) is in the first year of a three-year programmatic partnership with College Forward
(COFO)—a nonprofit organization that seeks to increase college attainment and success among disadvantaged
students. COFO has partnered with CTX to build momentum and offer modeling for the institution to address
retention. Two full-time COFO near-peer mentors meet with students to provide guidance in five key areas:
(1) academic success, (2) affordability of college, (3) personal finance, (4) engagement, and (5) long-term/life goals.
In fall, COFO mentors emphasize registration for spring enrollment, and in spring, FAFSA completion for the
following academic school year. As part of Student Central, the university’s one-stop-shop for student financial
and registration issues, the mentors work out of a centralized office on campus, making themselves accessible
to students daily. Through the early-alert system used on campus, mentors are provided individualized updates
regarding the academic progress of students served. Of the 182 participating students, 57 were provisional admits
in Fall 2016. These 57students were required to take a semester-long scholarship-development course. Each COFO
mentor was assigned to assist in the execution of the course and made contact with these provisional admits
through this avenue.
OPPORTUNITIES FOR GROWTH
As the partnership with COFO winds down in year three, intensive college coaching will be integrated into the
student experience at CTX. At that time, CTX anticipates employing graduate assistants as near-peer mentors.
OUTCOMES
CTX and COFO will work with a third-party evaluator who will assess student success in the program. Success will
be based on the number of students who successfully re-enroll from the fall to spring semester and from
the freshman to sophomore year.
LOOKING TO THE FUTURE
CTX is considering discontinuing the mandatory scholarship-development course and replacing it with a broader
voluntary program, which will serve a smaller number of students and take place over the course of a full academic
year rather than a single semester. The skills and resources offered in the course (faculty/staff mentorship, study/
time management skills, and speaker series) will provide incentives for students to participate. Students can also
look forward to the added bonus of a $2,000 scholarship award upon completion. In an effort to reduce the
stigmatizing effect of labeling students as underprepared, students will no longer be told that they are being
admitted to the university on a provisionary basis. Contingent upon these changes, the scholarship-development
course will no longer be a mandated condition of student’s provisionary admission contract. Students who continue
as mentors will continue to receive the $1,000 tuition reduction. These changes will increase the programmatic
focus on relationship building and provide support to those students who want and need it. 16
Institutional Profiles
EAST TEXAS BAPTIST UNIVERSITY
INITIATIVE: Academic Coaching
YEAR IMPLEMENTED: 2013
POPULATION ( S ) SERVED: 200 freshmen and probationary continuing students—primarily in service to students
of color, first-generation college students, and student athletes, though not exclusive to nor intentionally targeting
these sub-groups
LEADERSHIP: The Director of Student Success, Coordinator of Academic Support & Testing and two graduate
assistants with the support of the Assistant Vice-Provost and Provost
“ETBU implemented an
intentional and structured
academic coaching model
to support retention
and completion.”
PROGRAM OVERVIEW
In line with the mission of East Texas Baptist University (ETBU) to provide a Christ-centered, personalized college
experience, ETBU implemented an intentional and structured academic coaching model to support retention and
completion. Students are paired with a faculty or staff mentor and tasked with a weekly meeting for academic advising
that goes beyond discipline-specific tutoring. Faculty mentors and students work together to determine best times and
places to connect. Students bring with them a task sheet and are guided through weekly planning to create a safe space
of accountability. Grades and attendance are assessed weekly. During these meetings, students are taught how to
engage with faculty members and how to practice appropriate time management. Students are also encouraged to
connect with faculty, tutoring, writing, and other services. At times, students may be referred to counseling services or
Residence Life staff when issues in their personal lives are revealed in these sessions. It is not uncommon for these
sessions to end in prayer for a student.
OPPORTUNITIES FOR GROWTH
One opportunity for growth has been finding ways to better integrate Residential Life into this work. The staff already
helps the academic coaches locate students of concern who stop coming to meetings on their own. Though Residential
Life’s efforts are critical in assisting with accountability, there are more opportunities for partnership. In another vein,
the program is so successful that more and more of the university’s athletic coaches are interested in mandating that
their student athletes take advantage of the support offered through this initiative. With athletes making up 40% of
the student body, ETBU anticipates the need to grow the academic coaching staff or provide more intensive training to
coaches and other campus partners to strategically expand the initiative. Based on concerns that peer mentors lacked
the capacity or authority to implement intrusive advising, which has proven to be crucial in the success of the program,
peer and near-peer mentors will no longer serve as academic accountability mentors, but will continue to serve as tutors
and supplemental instruction leaders.
OUTCOMES
Of students participating based on probationary academic standing, significantly fewer remain on probationary status
for consecutive semesters. These students improve their GPAs from the interventions offered and move back into good
academic standing. Anecdotally, after learning about the resources on campus and learning study skills through this
initiative, one provisionary student has been on the Dean’s Honors list every semester and is now positioned to
graduate; another provisionary admit—a student athlete—has one of the highest GPAs among his teammates after
participating. Overall, athletic teams with students mandated to participate in these services report higher GPA averages
in the semesters in which they partnered with those managing the academic coaching initiative.
17
LOOKING TO THE FUTURE
In addition to continuing the academic coaching initiative, this is the first year that ETBU will have supplemental
instruction sections for Anatomy/Physiology and Micro Economics. These are major entry-level courses for Nursing
and Kinesiology majors and Business majors, respectively, which see the largest enrollment numbers each fall.
In targeting students struggling in these gateway courses, ETBU anticipates supporting a large number of students
who may otherwise be at risk of attrition due to poor academic standing. Institutional Profiles
HARDIN-SIMMONS UNIVERSITY
INITIATIVE: Peer Mentoring Program
YEAR IMPLEMENTED: 2012
POPULATION ( S ) SERVED: 75 freshmen—with an emphasis on academically at-risk students and students of
color. Transitioning to all freshmen (approximately 400 students) in the next year.
LEADERSHIP: Coordinator for Academic Support/Retention Initiatives, the Associate Dean for Student
Engagement, and the Dean of General Education with the support of the Provost, Vice President for Student
Affairs, and the university’s administrative council, which includes all Vice Presidents and the President
”In previous years,
students served through
this initiative were retained
at a rate approximately 10
percentage points higher
than their peers, indicating
a missed opportunity to
better serve the entire
student body. “
PROGRAM OVERVIEW
Developed with an initial three-year grant, Hardin-Simmons has connected students known to be at risk of attrition
to peer mentors for the past four years. Students are grouped into “stampedes” totaling 7 to 10 freshmen and two
mentors. Students meet monthly for “hot topic” discussions, and first-year seminar courses are taught by faculty
members on topics such as academic advising, guidance on transitioning to college, and engagement opportunities.
Students also receive spiritual encouragement through the faith-based components of the seminars and
group activities.
OPPORTUNITIES FOR GROWTH
In the coming year, this initiative will be expanded to serve all incoming freshmen. This decision was made in part
to eliminate the stigmatizing effect of singling out a small percentage of students as underprepared or ill-fitting in
some way. Moreover, in previous years, students served through this initiative were retained at a rate approximately 10
percentage points higher than their peers, indicating a missed opportunity to better serve the entire student body.
Along with this transition, student mentors and an additional non-faculty staff member will be integrated into the
seminar classes and tied to each stampede, offering students more opportunities to find a connection. Additionally,
upon approval, the program will move away from its current mandated nature to an optional support program.
OUTCOMES
In its fourth year, this initiative has greatly improved retention at Hardin-Simmons. At the onset of the initiative,
the university’s freshman-to-sophomore retention rate was in the 60-65% range. At this point, the overall retention
rate is on the cusp of 70%. The most significant gains are particularly related to the success found in retaining the
students participating in this initiative; these students are retained at rates between 80-85%.
LOOKING TO THE FUTURE
In future years, peer mentors will act in an advocacy capacity by connecting students to early-alert intervention
resources. The university will increase the number of participating students by piloting 6-13 new freshman seminar
courses in 2016-2017, and is anticipating that all incoming freshmen will enroll in a freshman seminar for
2017-18. Continued improvement in attendance, persistence, and graduation rates is anticipated. 18
Institutional Profiles
HOWARD PAYNE UNIVERSITY
INITIATIVE: Early Alert Program
YEAR IMPLEMENTED: 2011
POPULATION ( S ) SERVED: Approximately 200 students per year—with an emphasis on freshmen
and sophomores
LEADERSHIP: The Dean of Advising and General Education with the support of the Provost
“Finding a program that
is robust enough to
eliminate unnecessary
administrative work and
simple enough that faculty
and support staff will
utilize it has proved to be
a challenge.”
PROGRAM OVERVIEW
Howard Payne University serves its entire student body, on an as-needed basis, through the early-alert program it
has in place. Professors identify struggling students based on academic progress, college readiness, attendance, and
general performance in any course. Notifications are sent to the Dean of Advising and General Education, as well as
support staff who interact regularly with that student—coaching staff, academic advisors, and student
organization advisors. This degree of involvement among staff and faculty ensures that the student is wellsupported and encouraged to get back on track before failure becomes inevitable. At the first notice, students
receive an email communication from the dean encouraging the student to speak with the concerned faculty
member and address any reported concerns related to their academic progress through university resources. This
line of communication serves as a “wake-up call” for many students, rather than a punitive process, and helps them
gain self-agency and exercise personal initiative in their academic success. This initiative is housed under the
Collegium, which supports learners with disabilities, students admitted on a provisionary basis, and students
identified through the early-alert system.
OPPORTUNITIES FOR GROWTH
The greatest issue currently being addressed related to this initiative is finding the early-alert software that best
fits Howard Payne University. Finding a program that is robust enough to eliminate unnecessary administrative
work and simple enough that faculty and support staff will utilize it has proved to be a challenge. The institution
moved from a web page form, to Grades First (an Advisory Board Company product) and finally to the early-alert
component of Campus Connect (a Jenzabar Inc. product) to its newest software—Power Campus (an Ellucian LLP
product). The Grades First software was not cost efficient and became “unwieldy,” Campus Connect was very useful
but is being discontinued, and the current software, Power Campus, is not compatible with the initiative’s mostutilized processes. The university has formed a committee to resolve this issue.
OUTCOMES
Howard Payne has an average year-to-year retention rate of 60% and a year-to-year retention goal of more than
70%. Data is captured annually to track the students reported through the early-alert system, the courses with
which they are struggling, the grade at notification, and the final semester grade. Efforts are deemed successful
when 50% of these students pass their courses at the end of the term. However, the ultimate goal of these efforts
is an 80% rate. Data for this year’s success outcomes are forthcoming.
LOOKING TO THE FUTURE
There is a desire to expand this program through an envisioned academic support hub and/or a more-specialized
team to support struggling students. However, budgeting is a key factor in realizing this vision. At this time, Howard
Payne is focused on finding early-alert software that works best for faculty, advisors, and administrative staff
dedicated to supporting at-risk students through this retention initiative. 19
Institutional Profiles
LUBBOCK CHRISTIAN UNIVERSITY
INITIATIVE: Student Mentoring Program
YEAR IMPLEMENTED: 2008
POPULATION ( S ) SERVED: Approximately 135-140 freshmen—with an emphasis on academically at-risk students,
students of color, and first-generation-college students, though not exclusive to nor intentionally targeting these
sub-groups
LEADERSHIP: Center for Student Success, including Disability Services, Tutoring Services and the Mentoring Team,
with the guidance and visionary support of the Provost
“The LCU Mentoring
Initiative was developed
to create opportunities
for access and support for
students who need it and
to support faculty as they
make an effort to
support these students.”
PROGRAM OVERVIEW
Lubbock Christian University (LCU) has five strategic priorities: 1) Christian Development, 2) Academic Excellence,
3) Deepening LCU’s Sense of Community, 4) Advancing LCU’s Reputation, and 5) Engaging the World Critically with a
Christian Foundation. All LCU workshops and teachable moments are aligned with these priorities. The LCU Mentoring
Initiative was developed to create opportunities for access and support for students who need it and to support faculty
as they make an effort to support these students. Beyond that, it was developed to provide community and connection
for students who might otherwise find it difficult to build a community at LCU and therefore find themselves at risk of
attrition. The program is housed in the Center for Student Success in the Academic Affairs department and is primarily
tasked to support each academic department. However, emotional and social gains are often observed as a result of the
connections made between students and faculty through the support of this program.
The LCU Mentoring Initiative is implemented by three full-time staff mentors, one of whom is also a faculty member,
and two graduate interns from LCU’s Behavioral Sciences Program. The mentors are former LCU students and former
participants in the mentorship initiative themselves. Moreover, both are from underrepresented racial backgrounds,
making them near-peer mentors who are genuinely able to identify with the students served. In the fall, students are
paired with a mentor who connects with them through the process of enrolling at LCU after they have been admitted.
These mentors provide a road map with information regarding buying books, completing the FAFSA, moving into the
dorms, and related issues. Students meet their mentor for an intake process within the first two to three weeks of
classes. Conditionally admitted students are automatically assigned to meet once weekly as mandated in their
admissions contract, but meeting frequency varies for all other students. Each student is provided information about
tutoring services, a free planner with study tips and goal planning exercises, general advice on adjusting to college life
and academic planning, and other resources during these meetings.
OPPORTUNITIES FOR GROWTH
The intake assessment, developed in-house through the LCU mentoring program, has been an area for signifcant growth.
Once a substantially long document, it is now significantly more concise and a stronger tool for determining the level of
intervention required to best serve students more personally. The assessment now evaluates students in five key
categories: 1) Interview, 2) Goals and Objectives, 3) SAT/ACT Scores, 4) High School GPA, and 5) Student Classification.
The evaluation is effective because it is conducted as a conversational interview. Moreover, it is paired with student
exercises through which they articulate their goals and values as scholars. Beyond the assessment, the mentorship
initiative is a crucible to building relationships between student and academic affairs personnel across campus.
OUTCOMES
Success is assessed annually based on progress toward three goals: 1) at least 50% of students in good academic
standing; 2) cumulative GPAs of at least 2.0; and 3) fall-to-spring retention rates of at least 50%.
20
LOOKING TO THE FUTURE
LCU is expanding this program and opening it up to all incoming students (freshman and transfer). Administrators will
be rolling out two pilot freshman seminar courses in the coming year, and the developed curricula will be considered by
executive administrators for all general freshman seminar instruction. Institutional Profiles
RICE UNIVERSITY
INITIATIVE: Rice Firsts Program
YEAR IMPLEMENTED: 2014
POPULATION ( S ) SERVED: 12 students, exclusively in service to first-generation college students
LEADERSHIP: Assistant Director for Student Success Initiatives
“The Rice Firsts
Program is a peer
mentorship initiative to
provide community to
first-generation college
students at Rice
University.”
PROGRAM OVERVIEW
The Rice Firsts Program is a peer mentorship initiative to provide community to first-generation college students
at Rice University. Data is obtained from the Office of Admissions to select all incoming freshman who self-identify
as first-generation college students for participation in the program. Freshman applicants are then paired with
upperclassmen who also self-identify as first-generation college students. Students are matched on similarities,
such as hobbies, academic interests, or residential college. Six mentors participate in the Rice Firsts Program,
allowing for a 2:1 mentee-to-mentor ratio. Mentors are expected to participate in a mandatory two-part training.
Part one of the training provides an overview of the program and addresses expectations of mentors through role
play. Part two offers mentors and mentees their first opportunity to meet and settle on an agreement of
expectations for the following semester. Mentors and mentees are expected to meet at least once per week.
OPPORTUNITIES FOR GROWTH
In 2014, the Rice Firsts Program served four students. A year later, the program served 12 students. Since the
population of self-identified first-generation students at Rice University is about 10-11% (of a total of 4,000
students), the program is anticipated to grow in size and to promote more campus leadership in efforts to ensure
the success of first-generation-college students. Through an in-house training program, the Assistant Director of
Student Success Initiatives educates faculty and staff on those students’ needs as a way to better integrate faculty
and staff into efforts to improve the success of these students at Rice.
OUTCOMES
The largest indicators of success for this initiative are the friendships and connections made through the
development of relationships between the mentors and mentees. The program is not large enough at this time to
have significant impact on the university’s overall retention. However, the relational element makes it worthwhile
for all involved.
LOOKING TO THE FUTURE
Beyond efforts to integrate faculty and staff into the success of the Rice Firsts Program, there will be a strategic
plan to increase the number of mentors as this program is expanded. To realize this vision, there is an opportunity
to expand the pool of qualified mentors through collaboration with continuing first-generation students who
express a genuine interest in supporting students from first-generation backgrounds. 21
Institutional Profiles
SCHREINER UNIVERSITY
INITIATIVE: Title V Project
YEAR IMPLEMENTED: 2013
POPULATION ( S ) SERVED: All students—with an emphasis on academically at-risk freshman, Latinos (38.8%),
and males (51%), though not exclusive to these sub-groups
LEADERSHIP: The Dean of Student Success, Director of the Advising and Career Development Center, Director of
the Center for Digital Learning, and the Director of the Center for Teaching and Learning, with the support of the
Provost’s Office
“This effort helps the
university to create
inclusive, non-stigmatizing
learning communities
and approach students
holistically in advising and
recruitment.”
PROGRAM OVERVIEW
As a recently designated Hispanic-Serving Institution (HSI), Schreiner University was awarded Title V funding to support
retention and completion efforts across the institution. The university initially sought this funding to address concerns
about Schreiner’s retention and graduation rates, to improve services promoting academic excellence amongst the
institution’s growing Latino student population, to enhance faculty development, and to create a new administrative
position (Director for Institutional Research).
The Title V funds allowed Schreiner to create three support centers on campus—the Center for Advising and Career
Development, the Center for Digital Learning, and the Center for Teaching and Learning. The funding has also allowed
Schreiner to significantly increase the quality and quantity of student-led supplemental instruction sessions and
peer-tutoring services. Every peer tutor and supplemental instruction leader receives special training and guidance from
designated personnel to standardize instruction and maintain quality while incorporating student-to-student support
into these services. Moreover, the funding allowed faculty to greatly improve their skills in online teaching and highimpact instructional practices. Through the efforts of the new Director for Institutional Research, Schreiner expects to
identify successful and unsuccessful practices, increasing their efficiency and effectiveness through data-based decisions.
OPPORTUNITIES FOR GROWTH
Schreiner’s designation as an HSI provided the platform and funding to more strategically serve its Latino student
population and changed the campus climate to one where Latino students are able to take pride in their heritage as an
integrated component of their scholarly identity. This effort helps the university to create inclusive, non-stigmatizing
learning communities and approach students holistically in advising and recruitment.
OUTCOMES
Prior to receiving Title V funding, Schreiner had a 63% fall-to-fall retention rate. In 2014 and 2015, Schreiner’s fall-tofall retention rate reached 71%, and 70%, respectively. Graduation rates are expected to increase as well when the first
cohort of participating students reaches that point.
LOOKING TO THE FUTURE
Schreiner has implemented several student success programs as part of an effort called the Schreiner Experience.
Those programs include Schreiner’s Purposeful Lives Initiative, which integrates service learning into the curriculum;
its Meaningful Work Initiative, which covers work-study and internship opportunities; and the Changing Global Society
Initiative, which is home to the university’s study-abroad experiences. Through those three initiatives, the Title V project,
and other student support efforts, Schreiner expects significant improvement in retention and completion rates. 22
Institutional Profiles
SOUTHERN METHODIST UNIVERSITY
INITIATIVE: The Rotunda Academic Scholars Program
YEAR IMPLEMENTED: 2008
POPULATION ( S ) SERVED: 200 students (freshmen to senior)—with an emphasis on academically at-risk
students, Black and Latino students, and first-generation college students
LEADERSHIP: The Assistant Director for Student Success with the support of the Coordinator and Director of
Student Success under the vision of the Assistant Provost
“Students participating
in The Rotunda Academic
Scholars Program
demonstrate higher
graduation rates, higher
cumulative GPAs, and
less time on academic
probation than the
general population.”
PROGRAM OVERVIEW
The Rotunda Academic Scholars Program selects students based on an assessment of academic credentials,
described leadership roles, and participation in service. Additionally, the program includes students from the Dallas
ISD Mustang Scholars Program and STEM Prep Program. Both programs are comprised primarily of students from
low socioeconomic households and/or underrepresented backgrounds. The Rotunda Academic Scholars Program is a
four-year program. The first year is focused on academic success and competence. It consists of weekly meetings with
an advisor, study halls, a grade-checking system, monthly workshops, and peer mentorship. The second year, geared
towards leadership, consists of leadership-oriented workshops and fewer mandatory study halls for students in
academic good standing. Year 3 is service-centered, with students encouraged to give back within the organization,
campus-wide, and to the surrounding community. Year 4 is about emergence and preparing students for life beyond
the university: budgeting/finance support, graduate and career prep, resume and cover-letter building, and
etiquette. This program, initiated to support a group of scholars who bring an element of diversity to Southern
Methodist University, offers them the opportunity to build institutional commitment through mentorship and
academic support.
OPPORTUNITIES FOR GROWTH
Since 2008, The Rotunda Academic Scholars Program has transitioned and grown. Originally, it was socially oriented
and exclusively targeted students of color. After 2008, the program was no longer exclusive to students of color. In
approximately 2012, administrators extended the program from a one-year initiative to a two-year initiative; it was
further extended to serve students through their senior year in 2015. The transition from socially oriented to the
social/academic hybrid today supports students in a more holistic fashion and addresses the continued retention
issues facing this group. The addition of services into the second year was to address a “second-year” slump; the
addition of support into the fourth year diminished the sense of abandonment among students as they pursued
careers and goals beyond the success found on campus. In recent years, assessment has become an area targeted
for improvement. Since 2011, all learning objectives have been connected with the Council for the
Advancement of Standards in Higher Education (CAS). Furthermore, assessment surveys have been modeled
accordingly to offer more robust learning outcomes and experiences for students served.
OUTCOMES
Data is collected on each student’s grades and retention from year to year. Students participating in The Rotunda
Academic Scholars Program demonstrate higher graduation rates, higher cumulative GPAs, and less time on academic
probation than the general population. The program has an 80% six-year graduation rate.
23
LOOKING TO THE FUTURE
This program will continue to be a primary focus for retention efforts at Southern Methodist University. The program
is anticipated to take on a more prestigious presence among support/scholarship programs at the university.
The program, previously known as the Bridge Program, was rebranded and renamed in 2016 as the first step in
morphing the effort to be recognized as a program with students of great leadership and scholastic ability, reflecting
Southern Methodist University administrators’ beliefs and reducing potential stigmatization of participating students. Institutional Profiles
SOUTHWESTERN ADVENTIST UNIVERSITY
INITIATIVE: Summer Bridge Program
YEAR IMPLEMENTED: 2013
POPULATION ( S ) SERVED: 25 incoming freshmen—with an emphasis on academically at-risk students,
first-generation college students, and low-income students, though not exclusive to nor intentionally targeting these
sub-groups
LEADERSHIP: Vice President for Academic Administration, faculty from the English and Mathematics Departments,
Director of the Center for Academic Success and Advising, and the Director of the Center for Academic Success
and Advising
“This program was put
in place to serve incoming
students who may not
meet the institution’s
admissions requirements
but showed promise, grit
and willingness to put in
the effort necessary to
succeed.”
PROGRAM OVERVIEW
Students admitted on a provisional basis participate in a college readiness boot camp in the summer preceding their
first semester at Southwestern Adventist University. In the bridge program, students are required to live in dorms, even
if they typically reside in the local area. For approximately three weeks, students take part in intensive workshops in
reading, writing, and mathematics. Students are also offered skill inventories, in addition to college-readiness workshops
and physical education. Each workshop is paired with a one-and-one-half-hour small group tutoring session to ensure
mastery of the covered concepts. Every morning begins with breakfast and worship, in line with the institution’s mission
as a religious institution. Students are introduced to many other students, staff, and faculty on campus to create a
network and support team. Students are also taken to events and sometimes even to the homes of campus leaders.
This program was put in place to serve incoming students who may not meet the institution’s admissions requirements
but showed promise, grit and willingness to put in the effort necessary to succeed.
OPPORTUNITIES FOR GROWTH
The university has focused on drop/fail/withdraw rates for gateway classes and offers supplemental instruction to
support retention in these areas. However, administrators saw an opportunity to offer something additional through a
residential program. In previous years, participation in Summer Bridge guaranteed admission in the following semester,
but now satisfactory completion of the program is required for admission. Additionally, there has been great success with
preparing students in reading and writing, but less so in mathematics. Through recent funding from the ICUT Foundation,
the university strengthened the development of mathematics skills among this population of students. Administrators
are considering modifying the curriculum of the Summer Bridge Program and increasing monitoring and support during
the first semester in which these students enroll in college algebra to better support these students.
OUTCOMES
For the first year of the Summer Bridge Program, the fall-to-spring retention rate for provisionally admitted students
was exactly the same as the retention rate of their peers who did not participate in the program. This year, the
institution awarded Associate of Applied Science degrees to its first two Summer Bridge alumni. Moreover, each student
graduated within the intended three-year completion rate for an associate’s degree set forth by the institution. Summer
Bridge also played a role in making possible a considerable decrease in the number of students on academic probation
each year.
24
LOOKING TO THE FUTURE
In the future, Southwestern Adventist University students will be paired with mentors in the fall to continue the support
offered during the Summer Bridge Program. The university is also considering an increase in supplemental instruction
beyond general biology and anatomy/physiology to chemistry and math. As part of its re-accreditation process, the
institution is rolling out a ten-year Quality Enhancement Plan to address whole-person wellness to better support their
students in choice, rest, environment, activity, trust, interpersonal relationships, outlook, and nutrition. Each year, an
institution-wide initiative will be implemented in one of those areas, not only to indirectly address retention but to address
the critical non-academic factors at play in overall student success. Institutional Profiles
ST. EDWARD’S UNIVERSITY
INITIATIVE: College Assistance Migrant Program (CAMP)
YEAR IMPLEMENTED: 1972
POPULATION ( S ) SERVED: 35 incoming freshmen students—with an emphasis on students of color and
first-generation college students
LEADERSHIP: CAMP Director, CAMP Associate Director, one administrative staff member, and one graduate
assistant, and the support of the Associate Vice President for Student Support Services
“CAMP recognizes that
for this subpopulation, it
is the entire family that
chooses St. Edward’s, not
only the student.”
PROGRAM OVERVIEW
A number of students entering St. Edward’s each year belong to families of migrant farm workers who move around
the country to make a living by harvesting various crops. These students show high levels of grit, persistence and
determination. However, due to the nature of their parents’ jobs, they also usually have checkered academic
backgrounds. With extra support provided through CAMP, a partially federally funded grant program at St. Edward’s,
these students succeed despite the challenges presented by their high school experiences. Participating students
contribute $2,000 dollars towards their education expenses. The remainder of their room and board, tuition, and
registration fees, in addition to most other expenses (including books, transportation, and student fees) are
provided by St. Edward’s in their first year. In the years following, students continue to receive funding for up to the
cost of tuition. Students receive the support of faculty, staff, and peer mentors to help them with the adjustment to
university life. Unique to CAMP at St. Edward’s, students are supported through all four years of their undergraduate
experience rather than only their freshman year. Therefore, the benefits of the program are reflected not only in
the freshman-to-sophomore retention rates for these students, but also in their graduation rates. Students must
maintain a 2.0 GPA and 12 credit hours per semester to participate in the program.
OPPORTUNITIES FOR GROWTH
St. Edward’s University is a Holy Cross Brother’s institution with a mission that reflects strong Catholic values,
an “open door” admissions philosophy that prioritizes opportunity over traditional indicators of academic
excellence, and a welcoming climate that meets students where they are academically and socio-emotionally.
In addition, St. Edward’s is a Hispanic-Serving institution. CAMP is an opportunity for the institution to grow and
further advance its agenda to reflect those values of inclusivity and academic opportunity. There is always a
need for additional funding for CAMP because the program runs the annual risk of not receiving federal funds.
The institution relies on annual donations and continues to apply every five years for federal funding.
OUTCOMES
CAMP students are tracked on a number of metrics including attendance, mid-term progress reports, semester-tosemester retention, annual retention, number of hours accumulated, participation in living-learning communities,
grades, and academic standing. Typically, the university has been successful with CAMP students based on these
metrics. Participating students are typically highly engaged and are quite successful academically, participating in
programs such as the Fulbright Scholars and McNair Scholars programs. However, a more important measure of
success for CAMP is the extent to which it engages with students’ families. CAMP recognizes that for this subpopulation, it is the entire family that chooses St. Edward’s, not only the student. CAMP has longstanding success
in bridging the gaps and addressing the concerns that these students and their families face when making the
decision to attend college.
25
LOOKING TO THE FUTURE
St. Edward’s University will continue to make modest changes to CAMP to maintain the success of the program.
In addition, the institution will implement a new orientation session for the parents of first-generation students to
help families feel more at ease and knowledgeable about St. Edward’s. These efforts will be led through collaboration
between student life and admissions offices and will aid in the university’s goal to increase diversity and effectively
serve students from various cultural backgrounds.
Institutional Profiles
ST. MARY’S UNIVERSITY
INITIATIVE: Faculty Academic Mentoring Program (FAM)
YEAR IMPLEMENTED: Piloted in 2009
POPULATION ( S ) SERVED: 100 students (80 mentees and 20 peer mentors)—with an emphasis on students of
color, first-generation college students, and low-income students, though not exclusive to nor intentionally targeting
these sub-groups
LEADERSHIP: Vice-Provost for Enrollment Management, Director of Retention Initiatives, with the support of the
President and Provost
“FAM program provides
students and faculty a
reason to gather and
helps to “demystify the
professoriate.”
PROGRAM OVERVIEW
To increase the frequency and quality of interaction between students and faculty, St. Mary’s University started the
Faculty Academic Mentoring (FAM) program. The FAM program provides students and faculty a reason to gather and
helps to “demystify the professoriate.” Due to the population served at St. Mary’s (64% first-generation by federal
definition), the FAM program relies on a more-restrictive definition to determine first-generation status to keep the
program manageable and intimate. Eligible students are those for whom neither parent has completed an associate’s
degree or higher (44% of St. Mary’s students). Peer mentors are selected the prior year. Each peer and faculty mentor
receives a stipend, and peer mentors are required to participate in year-round training. Peer mentors who complete training
and obtain the required number of mentoring hours become eligible for College Reading and Learning Association (CLRA)
certification paid for by the Office of Student Retention. This practice not only standardizes the performance of mentors,
but helps students pursue graduate assistantships. Faculty mentors undergo less-intensive mentor training.
The first event is the Fall Welcome reception. Next, students and faculty participate in a 24-hour retreat within the first
three weeks of school. Students experience a student and a faculty panel discussion during the retreat. The student
panel allows students to see that there are students with similar backgrounds, fears, and challenges who are successful
at St. Mary’s; the faculty panel helps students realize that faculty members are human too. For the remainder of the year,
students are put into pods of six including four mentees, one peer mentor, and one faculty mentor. There is the expectation
that faculty engage students at least six times per semester. One pod meets every Thursday morning at Starbucks,
another pod meets on Sunday afternoons at the faculty member’s home for dinner, and yet another pod meets for pizza
on Fridays. The program also employs an intrusive advising model to support students through FAFSA submission,
grade monitoring for those on academic probation, and more.
OPPORTUNITIES FOR GROWTH
The FAM program grew out of an organic desire, voiced by faculty members, to have a structured initiative that provided
sustained engagement with students. In 2010, there were 66 students participating. In 2011, there were more than
120 applicants. That year, nearly 170 students, faculty, and staff were accepted for participation in the program to avoid
denying any student the benefits of participating. Due to inconsistent attendance, program attrition, and the general
chaos of managing a group of that magnitude, the intake process was capped thereafter. Furthermore, a couple of steps
were added to the intake process to better focus the program and tighten the number of students serviced by requiring
students to demonstrate their interest through a survey and interview.
OUTCOMES
The FAM program has helped St. Mary’s students in a variety of areas including graduation completion, FAFSA
completion, and faculty-student relations. These students have a 90% FAFSA completion-by-priority-deadline rate,
they build lasting relationships with faculty members that result in long-term professional networks, and graduation
rates are rising.
26
LOOKING TO THE FUTURE
In the future, there will be an effort to tighten and refocus the FAM program. When a program is as successful and
long-standing as FAM, there is often a need to ensure a focus on the basics to continue the momentum of the program.
In addition to reinforcing the foundational points of FAM, St. Mary’s will establish a spinoff initiative to reach a broader
number of students with guidance and structure based on the FAM program.
Institutional Profiles
TEXAS WESLEYAN UNIVERSITY
INITIATIVE: Alternative Spring Break
YEAR IMPLEMENTED: 2016
POPULATION ( S ) SERVED: 11 students—with an emphasis on students of color, first-generation college
students, and Pell-eligible students, though not exclusive to these sub-groups
LEADERSHIP: Student Life, the Director of Financial Aid, Associate Vice-Provost of Enrollment, and the Dean
of Students
“The ultimate goal of
the program is to improve
these students’ ability
to maintain their
scholarships and Pell
eligibility by increasing
their engagement.”
PROGRAM OVERVIEW
The Alternative Spring Break program was hosted at a Heifer Ranch in Perryville, Arkansas, for the first time in
March 2016. Students and staff received free transportation and meals for the length of the program. The
application was opened to all interested Texas Wesleyan students, and priority was given to Pell-eligible students
from first-generation backgrounds. The program, designed and implemented to develop peer mentors, is serviceoriented and focused on community building. In line with the mission of the university to educate and retain a
diverse student body from all walks of life, the Alternative Spring Break initiative also intentionally included
many students from Black and Latino ethnic backgrounds. Students were provided a platform to engage with
others and offer their perspectives on how they experience Texas Wesleyan. The ultimate goal of the program is to
improve these students’ ability to maintain their scholarships and Pell-eligibility by increasing their engagement.
Three professional staff members from Student Life served as Alternative Spring Break advisors during the
weeklong event.
OPPORTUNITIES FOR GROWTH
Because Texas Wesleyan seeks to rise to the status of a federally recognized Hispanic-Serving institution (HSI)
the Alternative Spring Break, in and of itself, was considered an avenue for growth. The diverse group of students
who participated were able to express their needs to administrators, offering staff insight into needed services
and support for this population of students. However, finding students able and willing to participate was difficult.
The nature of the student body at Texas Wesleyan is largely commuter, which makes it difficult to facilitate
engagement because many students have considerable obligations and responsibilities that pull them away from
campus. Administrators took this as an opportunity to connect with faculty and staff to increase nominations,
extended the opportunity to students to self-nominate, and continued to send out reminders encouraging
participation to address this issue, making the program a success.
OUTCOMES
The Alternative Spring Break program allowed participating students to build skills and pursue leadership and
service opportunities on campus. Through their engagement with staff, they have secured new opportunities
that would have been otherwise unavailable to them. They are now more active in student life and able to give
voice to the experiences of students like them on campus. Texas Wesleyan is collecting data and information
related to Pell eligibility, high schools, GPAs, majors, and students’ academic advisors to measure progress
toward degrees. The success of this initiative is ultimately determined by whether these students continue to
enroll and progress towards degree completion and maintain eligibility for their scholarship.
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LOOKING TO THE FUTURE
Efforts to secure university funding to ensure the continuation of the Alternative Spring Break initiative will
continue. Furthermore, an earlier marketing campaign (as early as January) should increase participation. Outside of
the Alternative Spring Break program, Texas Wesleyan recently established a football program. In response, a new
retention initiative designed to serve those student athletes who are Pell-eligible is under consideration.
Institutional Profiles
UNIVERSITY OF MARY HARDIN-BAYLOR
INITIATIVE: The Opportunity Program
YEAR IMPLEMENTED: 2007
POPULATION ( S ) SERVED: Approximately 65-100 provisionally admitted incoming freshman—with an emphasis
on Black and Latino students (60%) and first-generation-college students (90-95%)
LEADERSHIP: Director of the University of Mary Hardin-Baylor (UMHB) Center for Academic Excellence (CAE), four
advisors and the support of the Provost’s Office
“The Opportunity Program
provides underprepared
students the opportunity
to prove themselves as
capable scholars.”
PROGRAM OVERVIEW
The Opportunity Program provides underprepared students the opportunity to prove themselves as capable scholars.
Prior to their enrollment, students sign a contract detailing the conditions of their acceptance and first-year requirements:
maintaining a 1.8 GPA, a 14-credit-hour maximum course load per semester, academic advising out of the Center for
Academic Excellence (CAE), one-year undeclared major status, three advising meetings per semester, and mandatory
retake of any failed courses in the first year.
The program’s goal is 100% voice (or personal text) contact by the first day of school. Students attend a summer
orientation, known as Cru Camp, and receive a personalized welcome gift and introduction on move-in day in their dorm
room from their CAE advisor. Students are encouraged to attend the annual Opportunity Program Welcome Seminar,
where they get information on campus resources and avoiding academic pitfalls. Every two weeks, throughout the first
year, faculty members report their concerns about class attendance and academic progress of students to CAE
advisors through an early-alert system. Whether the student is responsive or not, advisors continue to foster some level
of engagement. For example, advisors offer to help with finding work study positions, submitting housing applications,
completing the FAFSA, and at times, transfer planning if it is in the student’s best interest. Over winter break, advisors
send personalized postcards to students, congratulating them on a successful semester and encouraging their return
in the spring. After their return, there is a climactic, yet informal, individual advising meeting where advisors recognize
student’s self-sufficiency and academic accomplishments as they proceed into a declared major.
OPPORTUNITIES FOR GROWTH
The intrusive advising model employed by The Opportunity Program highlighted several areas for growth. Advisors
realized increased access to advisees was critical for retention, so students are now required to wait one year before
transferring into departmental academic advising. Significant differences between an intrusive holistic academic advising model and the traditional faculty advising model created tension that could only be settled by data. For
example, data revealed that, prior to 2010, many of the Opportunity scholars changed majors frequently because they
failed to understand the connection between their majors and careers. Now, these students are required to delay
declaring a major and focus instead on career/major exploration in the first year of college. The academic strengths
of students vary widely, requiring the program to tailor expectations, development opportunities, and program pace to
each student, rather than impose rigid, blanket requirements.
OUTCOMES
The Opportunity Program has had significant impact on freshman-to-sophomore retention rates at UMHB. In 2012,
the university-wide freshman-to-sophomore retention rate was 67%, while the rate for Opportunity Scholars was
58%. In 2015, the retention rates were 73% and 65% for the university and Opportunity Scholars, respectively.
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LOOKING TO THE FUTURE
A designated summer bridge program for Opportunity Scholars is under consideration. Also, UMHB will implement
transition events to increase student support. It will also enhance peer mentoring efforts. In addition, UMHB is
considering revising its current first-year seminar course, making it an Opportunity Program-focused freshman
seminar course. The revamped seminar courses will be taught by CAE advisors to allow them more contact with
Opportunity students. Institutional Profiles
UNIVERSITY OF THE INCARNATE WORD
INITIATIVE: Attendance is a Must (AIM) for Success
YEAR IMPLEMENTED: 2014
POPULATION ( S ) SERVED: 900-1,050 first-year students—with an emphasis on Latino students,
first-generation college students, and commuter students
LEADERSHIP: Dean of Students Success and Director of the University Advising Center in coordination with
the Provost
“The program improves
retention and graduation
rates by ensuring that
students complete the
most basic step to student
success—going to class.”
PROGRAM OVERVIEW
The Attendance is a Must (AIM) for Success initiative tracks class attendance for all incoming students to the
University of the Incarnate Word (UIW). The program improves retention and graduation rates by ensuring that
students complete the most basic step to student success—going to class. Faculty members report student absences
through an early-alert system to ensure that students receive appropriate support when they fall below 100%
attendance. Beyond showing up to class, the University of the Incarnate Word communicates to faculty, staff, and
students that success also requires active engagement and participation inside the classroom. The program helps
participating students to better understand the culture of education and connects them with faculty members
as early as possible within students’ first year. The AIM for Success program was put into place to enhance other
retention and graduation initiatives, which include a first-year mentoring initiative, an advising portal system, and
connected co-curricular and student services. All of these initiatives work together under the Graduation Vision
2020 strategic retention and graduation plan, which was implemented to maintain the university’s retention rate
between 75-79% and increase the university’s graduation rate to 60%.
OPPORTUNITIES FOR GROWTH
The AIM for Success initiative revealed that communication and strategic planning on retention and graduation
goals at UIW needed strengthening to create the culture and alignment necessary for the program’s success. Initial
concerns that faculty members would be reluctant to follow through with a mandated attendance policy were
resolved through strong communication about the graduation and retention rates at the time of the program’s
inception, and about where the institution envisioned these rates in the future. Also, staff worked to communicate
the experiences of students who were successful and who were not successful. The institution-wide conversation
was robust and led to 223 faculty members participating in what is ultimately a voluntary activity, a strong buy-in
by faculty that must be maintained.
OUTCOMES
This initiative improved the frequency and quality of communication between faculty, staff, and students.
Ultimately, the program helped students to better understand what it means to be successful and communicated a
message that the university cares about their success. The institution is monitoring first-year retention and
progression to graduation to determine the success of students being supported through this initiative.
Additional data is gathered through the National Student Engagement and Satisfaction Survey (NESS) to
determine how students are faring at the University of the Incarnate Word.
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LOOKING TO THE FUTURE
Expanding this initiative beyond the first year to support students through the entirety of their undergraduate
career is under consideration. Also, there is an interest in implementing additional checkpoints to better support
transfer students. The University of the Incarnate Word will also implement a separate initiative called Primero,
which will group students in advising circles of 20, and employ a comprehensive concierge style of support by
faculty and staff members across campus. Through their advising circles, students will be connected to a faculty
mentor, an advising mentor, a business office mentor, a financial aid mentor, and potentially a residential life
mentor—all trained to be informal advisors/mentors.
About ICUT
The Independent Colleges and Universities of Texas Inc. is a 501(c)(6), non-profit advocacy organization,
representing private non-profit higher education in Texas. Out of the organization’s 38 members, five are
Historically Black Colleges or Universities (HBCU), ten are Hispanic-Serving Institutions (HSI), and 12 are
emerging HSIs. The institutions that make up the ICUT consortium together represent approximately 20%
of the total student enrollment in Texas’ four-year colleges and universities. The ICUT Foundation, a
501(c)(3), is a subsidiary of ICUT Inc. and acts to support each of the member institutions as the fundraising
arm for the consortium, and the State Fund Member of the Council for Independent Colleges (CIC).
The overarching mission of ICUT Inc. is to protect and promote the general welfare of Texas independent
colleges and universities in areas of special concern to member institutions and assure college access and
success for all populations. In consonance with the overarching mission of ICUT Inc., the mission of the
ICUT Foundation is to (1) support college and university leadership in their efforts to increase the
effectiveness and efficiency of higher education; (2) raise funds for and administer privately funded
scholarship programs for students attending independent colleges and universities; (3) help low-income
students, students of color, and first-generation students prepare for and successfully graduate from
college; and (4) help students develop the professional skills they need to successfully launch careers.
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