Admin/Board Policy on Minority Retention

1. Model of Minority Student Retention Admin/Board Policy on Minority Retention Welcoming Climate Faculty Involvement Academic Support/ Student Services Parent/Family Involvement Data Collection/ Tracking Institutional Academic Integration Dimensions Commitments Academic System Commitments Astin’s Pipeline to the Workforce Family Background Grade Performance Intellectual Development Goal Commitment Academic Integration Goal Commitment Dropout Decisions Individual Attributes Institutional Commitment Peer-Group Interactions Faculty Interactions Social Integration Institutional Commitment Precollege Schooling Social System Institutional Social Integration Dimensions Admissions Practices Financial Aid Packaging Multicultural Affairs Officer Social/Cultural Programming Faculty/Staff Development Collaboration with Colleges, Schools, Churches Data Collection/ Tracking The Diversity Challenge: Institutional Factors That Affect Minority Student Retention at Ohio Independent Colleges Kenneth L. Hoyt Ph.D. 1998: Research Completed with 35 Ohio Independent Colleges UMI Dissertation Services 1-800-521-0600 www.umi.com

2. Board/Administrative Policy The college/university has a policy on the importance of diversity that: • is written as a formal policy and acted upon • is included in the college’s mission statement • is part of the college’s strategic plan • is part of the college’s admissions/enrollment plan • recognizes the importance of a diverse community • is discussed by the administration/staff • is discussed by the faculty

3. Welcoming Campus Climatefor Minorities The college/university has a welcoming climate for minority students as evidenced by: • faculty/staff have received cross-cultural training for working in a multicultural environment and embrace the importance of diversity • faculty/staff sincerely accept minority students as persons and learners and do not over compensate or stereotype • minority students perceive that they are welcome on campus and can openly communicate their needs • minority and non-minority faculty are involved with minority students in the classroom and as part of the co-curriculum • campus climate survey done within last five years • the curriculum and physical surroundings reflect the importance of diversity to the mission of the college/university

4. Faculty Involvement with Minority Students The college/university faculty regularly is involved with minority students in the classroom and as a part of the co-curriculum. The faculty has: • Revised its teaching methods to adjust to the learning and cultural needs of minority students • Regular involvement with minority students outside the classroom as a part of campus activities • Served (minority and non-minority faculty) as advisors to minority student groups • Regular office times and/or informal times when minority students can meet with faculty regarding the student’s learning needs • Regularly participated in ethnic cultural/social events on campus

5. Academic Support/Student Services The college/university provided academic support and student services for improved integration such as: • academic support programs tailored to minority students’ academic integration needs • student service programs tailored to minority students’ social integration needs • a formal peer and/or mentor suport program for minority students that involves faculty, staff, parents, alumni, and/or community minority persons in their learning environment • empowering minority students as learners and affirming them as human beings

6. Parent/Relative Involvement The college/university has a formal program that involves parent/family in the minority student’s college experience by providing: • parent/relative minority association programming • parent/relative involvement as mentors • parent/relative involvement during times of academic integration difficulty • parent/relative involvement during times of social integration difficulty • parent/relative involvement in financial aid planning

7. Data Collection/Progress Tracking The college/university tracks the progress of each minority student by: • having an enrollment management group working with faculty to follow the progress of minority students and intervening where appropriate • taking a proactive stance with students and parents to help the student succeed • providing appropriate learning skills to help support academic integration • providing appropriate social skills to help support the student’s social integration • conducting exit interviews with minorities who leave college to determine the reason

8. Admissions Practices The college/university actively seeks minority students and provides: • minority faculty as role models • minority staff as role models • summer bridge programs and other forms of early intervention • minority recruiting staff • pre-orientation for minority students • peer/mentor support for minority students • employment opportunities on campus or in the community for minority students

9. Financial Aid Packaging The college/university is sensitive to the financial needs of minority students and attempts to: • meet or exceed need of minority students • maximize scholarships/grants over loans for minority students • provide employment for minority students • provide financial counseling for minority students and families on the cost of education and debt management

10. Multicultural Affairs/Diversity Officer The college/university employs an officer whose role is to: • provide minority student academic support • provide minority student services support • develop/facilitate multicultural programming and events • advise/facilitate minority student groups on campus • provide one-on-one counseling to minority students • serve as an ombudsperson/contact for minority students regarding campus concerns and has the authority to make a difference • serve as a linkage for the college and minority students with the community, area colleges, and churches • arrange/facilitate mentors and peer support for minority students • conduct faculty/staff development workshops on the importance of campus diversity and skill development in working in a multicultural environment • participate in ethnic diversity planning for the institution • advise the campus on curriculum decisions in the area of multiculturalism

11. Social/Cultural Programming The college/university provides programming of interest to minority students such as: • African American student union organization • ethnic social events with music, costumes, and special food • physical symbols of ethnic diversity on campus such as art works or historical memorabilia • ethnic speaker events as a part of campus programming • celebration of ethnic/cultural holidays by the campus • ethnocentric theater programming • gospel choir events and other special music of interest to minority students

12. Faculty/Staff Development for Work in a Multicultural Environment The college/university has institutionalized the importance of diversity and provides: • learning opportunities for faculty on the importance of campus diversity and skill development for working in a multicultural environment • learning opportunities for staff on the importance of campus diversity and skill development for working in a multicultural environment

13. Collaboration with Colleges/Schools, Churches, and the Community The college/university actively collaborates with the area minority community to enhance the minority student’s college experience by: • co-ordinating social/cultural/leadership programs with other area colleges • facilitating student involvement with area churches to provide broader access to minority mentors and the cultural environment • co-ordinating with area schools on joint speakers/programs during ethnic culture holidays • involving minority students as mentors in K-12 schools or area service projects

14. Data Collection/Progress Tracking The college/university tracks the progress of each minority student by: • having an enrollment management group working with faculty to follow the progress of minority students and intervening where appropriate • taking a proactive stance with students and parents to help the student succeed • providing appropriate learning skills to help support academic integration • providing appropriate social skills to help support the student’s social integration • Conducting exit interviews with minorities who leave college to determine the reason