Voodoo Child v. 16: it doesn't have to be eternal to be immortal.

Developing retention strategies for diverse student populations is not the responsibility of one individual on campus; in reality, this position truly exists with each office on campus, each faculty member and staff member is responsible and should be held accountable for the retention of students on the ViewPoint College campus. However, before the objective is placed before the individuals who work at Skyline, it is important to do the following: study the current trends at Skyline, look at transition data (length of time to graduation, follow up of students who have left ViewPoint before graduation, etc.), and understand the needs of that population.

            Getting to know the population of diverse students on campus is critical and crucial to the success of any retention program. By identifying needs, assets, challenges, and perceptions, student service professionals will gain an insight into the processes that need to be retooled or developed in order to retain those students. It has been instrumental to me as a Director to not only work with colleagues but include students in the dialogues that are necessary to begin the retention process. Building rapport is an underrated skill for student services professionals, and one that I would hope to encourage my colleagues to undertake as well as understand the ramifications on retention.

            With relationship building in mind, there are three processes that I would implement at ViewPoint College: 1) Early Alert, 2) Develop Retention Counselor Staff, and 3) Coordinate a Pre-College and Current Enrolled Student College/Life Skills Series.

            The Early Alert Program serves to provide students, faculty and staff with a means to address classroom or other behavior that may place a student at-risk. Note that the students are not at-risk, rather that the behavior is placing them at risk. I believe that the connotation, while subtle, creates a mindset that our work with students is not based on a deficit model. Students have the capacity to succeed and may encounter difficulties that often go unnoticed other than being reflected in their test scores or final grades.

            The Early Alert Program can be available online for faculty and staff to indicate that a student is performing poorly in class: engaging in behaviors that are not appropriate for classrooms (falling asleep in class, consistently attending classes late, excessive absences, etc.). The program can also be utilized by staff members to indicate that a student has missed appointments consistently or has not turned in necessary intake paperwork, etc. The Early Alert Program would allow for the student to be notified that they are being put on notice regarding their individual situation, and the notification can also be sent to respective advisors, counseling center or dean's offices as needed.

            The second process to be implemented would be further develop existing counselor skillsets or to create new positions for counselors whose sole job responsibility is to serve as retention counselors. These individuals would be responsible for holding students accountable to their academic contracts (which would be developed at intake) or collaborating with other professional colleagues to ensure that the individual students are following through with getting their needs met. For example, a retention counselor would work with Coreen to make sure that she met with her tutor twice weekly and that she created a study schedule for herself for the remainder of the semester. The counselor would also follow through with her on a regular and consistent basis, meeting biweekly or as indicated at their last meeting. Counselors would also work with the tutors to ensure that the student's progress is moving along the planned trajectory. In creating a retention counselor program, it is also important to create a space for diverse students on campus where students can access information readily as well as partake in events or simply to study. I expect my colleagues to practice an open door policy as well as leaving the office from time to time to interact with students wherever they might be: events, hallways, cafeterias.

            I feel very strongly about professional counselors and advisors receiving professional development opportunities. It is imperative for counselors to further enhance their skills as well as networking with other colleagues to learn what is working on other campuses and identify on our home campus what we are, in fact, doing very well, and areas for growth. I hope to send counselors to NACADA as well as any relevant TRIO Program conference opportunities.

            My last recommendation would be to implement a pre-college and currently enrolled student College/Life Skills Series. Several colleges around the United States currently utilize the First Year Experience program for incoming first year students; these courses combine mentoring by upper division students, a course taught by a retention professional on campus, and content specific to developing effective study skills. The program would allow for students at any level to participate in the series that in turn are carefully developed with the student in mind (courses specific to students on probation, students who are transferring at the end of the semester, or students who are English Language Learners, etc.). The courses would last throughout the semester and be credit-bearing, and the faculty member as well as the upper division student would meet with the students individually during the semester. Ultimately the faculty member, the student and the retention counselor who works with that student in his/her caseload would collaborate during the semester to follow the student's progress.

            Ultimately, as a result of the three retention programs, I hope to increase retention levels of the TRIO participants. It is important to state that the support that students will get will no doubt be intrusive, by NACADA's definition to mean active support as opposed to passive forms. Faculty, staff and students must collaborate with each other to ensure that such efforts are being made on a consistent and steady basis. This is an expectation that I have for my staff as well as for faculty and staff around campus.

            Finally, while this is not part of my retention plan for the campus, it is important to disseminate the information we have learned from creating such program to other individuals whether that be on this campus, another campus or at a national conference. To share the skillsets the retention counselors possess with other staff/faculty members on campus would help to create a shared system of beliefs, language and culture on a campus that is already very learner-centered, as well as increase the accountability of each individual to a culture of retention. I believe that it would be our responsibility to share our research findings with the community at large and with colleagues to assist in the retention of diverse student populations throughout the country.