Retention begins with marketing...if you've been reading our newsletters for very long you know that we are consistent about focusing on retention and recruiting students who are most likely to graduate from your particular institution. Last winter, we published an article on designing an orientation program that will assist in student retention. (To read the original article, visit see the Retention articles under Best Practices). To review briefly, we discussed the need to overcome student fears, build credibility for your institution and create bonds between students, faculty and staff.

Over the last year, I have had the pleasure of presenting on this topic at several regional and national conferences as well as facilitating an online clas through MaxKnowledge. I have received some excellent ideas as a result and thought I would pass some of those along to our readers.

Institutional Credibility

Utilizing current students, alumni and employers were by far the most effective ways to build institutional credibility through more 'neutral' sources. After all, students expect the current faculty and staff to tout the benefits of attending your school. These other groups, however, are seen as more objective in their evaluation of your institution.

Obviously, if you are using current students you will want to identify those individuals who are pleased with their experience and you will also need to provide them with the necessary information regarding admissions, support services, etc. A little knowledge can be a dangerous thing, so be sure to tell them not to provide an answer unless they are absolutely sure. There is nothing wrong with referring them to someone else for an answer.

Providing these 'living testimonials' for your incoming freshmen is most effective if done in person. However, some schools were developing video tapes...especially related to employers. These can also be used in classrooms and at recruiting events.

Overcoming Fears

Recognizing and assisting students in overcoming their fears of attending school is extremely important. YOu and your staff may be the only positive force at work to assist them in achieving their educational and career goals.

One of the most effective tactics I heard this year was to have students articulate their fears either in writing or verbally during their meetings with faculty. One institution had the students write a "Heaven Forbid" paper outlining their concerns and possible obstacles to completing their education. This was used by faculty and staff to provide services and advising during their attendance. But best of all, the students were given these papers back at graduation! The students had a great time reading about all their concerns after the fact!

Building Relationships

Students need support...from faculty, staff, other students and, ideally, outside of your institution. Those who develop this network are significantly more likely to complete their education. A large part of your orientation program should be designed around providing opportunities for these relationships to develop.

Orientation can be an excellent time for students and faculty to get to know each other prior to the start of classes. The more comfortable students feel prior to that first day of school, the easier the transition from prospect to student. Design activities that allow them to get to know each other and to share something about themselves. This includes meetings with faculty members. Faculty need to build credibility concerning their ability to impart knowledge. They can also share information that make them 'human'.

"Include the student's support group in orientation."

One institution also made a point to invite the student's external support group to the orientation. This could be family or friends...but clearly opinion leaders that will help (or not) keep the student in school. If you decide to go this route, they will need much of the same information, including institutional credibility. While students are meeting with the faculty, design a program specific for these opinion leaders outlining their role in the student's success. The more you can involve them in supporting the student, the more likely they are to help encourage them to graduate.

Another excellent idea--although not for the faint-of-heart--was the campus leader holding regular meetings with students. The idea here is to hold a forum where you can take the pulse of the student body and find out what improvements they would like to see made as well as what they like best about the school. Don't stack the deck by inviting only those students who you know are succeeding. Most of the suggestions that students will make are easily implemented. And once the word gets out that you are actually listening to their suggestions, students will feel much more comfortable about expressing their opinions.

Of course, the standard suggestion boxes, etc. are also good but often have limited use by students. Once way to increase this is to make a visible show of rewarding students who do submit suggestions. One school makes a 'presentation' in the classroom of a McDonald's value meal as a way thanking a student for their submission. There is no mention of what it was or if it would even be addressed. They are simply rewarding the effort of providing a suggestion.

There's no magic bullet.

There are many more wonderful ideas that have been shared regarding orientation and first week activities that will help to build retention. Hopefully, you've gathered a few in reading this article. However, there is no single right answer to retention activities. The best solutions are generally variations on activities done at other institutions. Don't re-invent the wheel. Find out what others are doing that seems to work and then adapt that to your institution. Bottom line---it's all about treating students indivdually. Developing a process at your school that allows you to do this with the maximium efficiency as possible will significantly impact student retention and increase your graduation rates.

Help is Available! IES has a variety of staff and partners who are experienced enrollment professionals who are available for consultations as well as presentations. Contact us today for more details!

Susan Backofen has experience with short-term, for-profit career schools, 2-year private, non-profit institutions as well as Masters level universities. Her professional experiences include front-line roles such as high school recruiting, inside admissions, advising, job placement and corporate relations. She has held administrative and senior level management roles in higher education for 16 years including positions as Associate Dean for Enrollment, Campus Dean, and Vice President for Enrollment and Student Services at both single location and multi-campus entities.