Charles Schroeder likens the college experience to a field
of varied texture. The seeds that fall on rocky soil or
amid thorny plants never grow, while those that end up
in fertile soil can flourish.
The lesson for universities is simple to state, but takes
effort to accomplish. Engaging students in meaningful activities,
organizations and classes is crucial to keeping them on
campus.
"How many students fall on hardened paths?" Schroeder
asked a crowd of more than 50 people in Welch Hall Oct.
22 as part of his visit to Eastern Michigan University.
 |
RETAINING STUDENTS: This EMU student does
some
studying on her laptop in the Student Center.
A Noel-
Levitz consultant who came to campus recently
said
keys to retention include engaging students
in
meaningful activities, organizations and classes. |
Schroeder, a senior associate for the education-consulting
firm of Noel-Levitz, came to campus as part of the University's
ongoing efforts to increase student success and better
serve its varied student body.
The EMU Board of Regents, Provost Jack Kay and others
are taking a broad look at the issue at EMU this year.
Eastern's six-year graduation rate is 36 percent and its
most recently published first-year retention rate is 71
perecent, said Lynette Findley, EMU's assistant vice president
for retention and student success.
Schroeder, an expert on student retention and success,
has consulted with more than 100 institutions in North
America.
Schroeder posed question after question to the crowd as
he presented what he considers critical aspects of engaging
students. Among his queries:
- Does EMU embrace a talent development ethos?
- What does "Education First" mean to faculty and staff
whenever they are face-to-face with a student?
- Do policies promote student involvement and success?
For instance, is the mid-term the first feedback a student
gets? Or are early warning systems and safety nets in place
for struggling students?
- Are forms of challenge and support consistent with students'
needs and EMU's educational priorities?
- What high-risk courses or barriers affect attrition?
Schroeder noted that math classes, while important, could
be a significant early barrier to success if not taught
properly.
- Can students assemble pieces of the undergraduate educational
puzzle in a clear and coherent picture to work toward?
That is, do students have a job description?
Schroeder cited a number of institutions that have achieved
higher than predicted graduation rates, or were noted for
their level of student engagement. Such schools were recognized
for their levels of academic challenge, active and collaborative
learning, student-faculty interaction and a supportive
campus environment.
Each faculty member can make such a difference, Schroeder
said, noting how many people credit a professor for the
successful station they've reached in life. A good question
to ask: "What would students miss if they didn't take your
class?"
Successful universities range widely in characteristics,
Schroeder said. They include large public schools such
as the University of Kansas and the University of Michigan,
and smaller colleges such as Wofford, in Spartanburg, S.C.,
and Wheaton College, located in Norton, Mass.
These schools are noted for the time students devote to "educationally
purposeful activities," Schroeder said.
Kansas, for instance, has a freshman and sophomore advising
center, while a special "Hawk Week" is devoted to imparting
the rituals and traditions of the school. Faculty members
there continually advocate for broad-based student involvement,
and a three-ring binder outlines how students can graduate
in four years, Schroeder said.
These high-achieving schools have a "positive restlessness," where
they are never satisfied with their performance, Schroeder
said. "They are not afraid to experiment."
Organizations that enhance student retention can vary
from school to school. For instance, the Greek system can
have negative effects at some places, but sororities at
Baylor University, in Waco, Texas, rank among the highest
on campus in terms of retention.
One questioner, noting that many of EMU's students commute
and have jobs, asked if any similar schools showed higher
than predicted retention. Schroeder pointed to the University
of Texas at El Paso as an example.
Schroeder cited the Marine Corps and Outward Bound as
examples of organizations that succeed through high expectations,
such as the example of an 18-year-old Marine navigating
an expensive piece of equipment. Colleges can be similarly
engaging by raising the bar.
"You do better, you feel better," Schroeder said.
After his general talk, Schroeder spent time with various
colleges on campus, as well as the Student Affairs and
Enrollment Management staff, offering more specific advice.
Schroeder has served as chief student affairs officer
at a variety of institutions, including the University
of Missouri, Mercer University and Georgia Tech. He received
his doctorate in education from Oregon State University.
