Serving Non-Resident Students at Public Universities

Transcription

1 STUDENT AFFAIRS LEADERSHIP COUNCIL Serving Non-Resident Students at Public Universities Custom Brief RESEARCH ASSOCIATE Joe LeMaster RESEARCH MANAGER Sarah Moore TABLE OF CONTENTS I. Methodology II. Executive Overview III. Early Engagement IV. Post-Orientation Support Initiatives V. Serving International Students THE ADVISORY BOARD COMPANY WASHINGTON, D.C.

2 I. RESEARCH METHODOLOGY Project Challenge A member institution approached the Council with the following questions: Engaging Non-Resident Students: What programs or initiatives improve student satisfaction among non-resident students? What evidence or assessments demonstrate their success? What impact do programs have on increasing engagement and satisfaction among students? How many students participate in programs? What feedback do students offer? Engaging International Students: Do other institutions employ different strategies to engage domestic and international students? What programs are successful for each group? Program Organization: How are programs developed and organized? Who is responsible for executing and assessing programs? What costs are incurred? What resources are necessary for successful delivery? Break Housing: How do institutions identify and address the unique housing needs of non-residents who cannot leave campus during school break periods? Sources Education Advisory Board s internal research library National Center for Education Statistics (NCES) Parameters The Council interviewed student affairs administrators and other individuals responsible for providing services and support to non-resident students at public universities. Defining Student Satisfaction Most contact institutions have only begun offering programs that directly serve out-of-state students in recent years and are still in the process of developing means of measuring student satisfaction for this subpopulation. Instead, multiple institutions use or plan to use student retention rates to measure success of programs serving non-residents. Contacts report that existing satisfaction assessment efforts include some student characteristics (e.g., gender, ethnicity, year of study, domestic or international) and do not consider if a student is a resident of the state The Advisory Board Company 2

3 I. RESEARCH METHODOLOGY (CONT.) Institution A Guide to the Institutions Profiled in this Brief Location Institution Type Campus Setting University A South Public Town: Distant University B Mid-Atlantic Public Suburb: Large University C Midwest Public City: Large University D Midwest Public City: Large University E Midwest Public City: Small University F South Public City: Small University G Northeast Public City: Small University H Mid-Atlantic Public Suburb: Small University I Pacific West Public Town: Distant Sources: National Center for Education Statistics Carnegie Classification Universities (high research activity) Universities (high research activity) Universities (very high research activity) Universities (very high research activity) Universities (very high research activity) Universities (very high research activity) Universities (high research activity) Universities (very high research activity) Universities (very high research activity) Approximate Total Enrollment (Fall 2010) 19,500 32,500 56,000 32,500 51,500 29,500 13,500 24,500 26, The Advisory Board Company 3

4 II. EXECUTIVE OVERVIEW Key Observations Most institution-driven efforts to serve non-resident students occur during new student orientation and welcome week. Contacts emphasize early engagement with non-resident students and the development of connections with other students, faculty, and staff members. Contacts report success with connecting non-resident students with other students, faculty, and staff members from their home region. Students seem to be more comfortable and more easily develop relationships with other individuals from their area and from similar backgrounds. Institutions offering break housing identify students with special housing needs as early as possible to plan accordingly. Most institutions identify students housing needs as soon as they are placed in on-campus housing. International students are often included in non-resident student engagement efforts. Although most institutions have dedicated international student programming through international offices, most engagement efforts directed at non-resident students also include international students. Measuring satisfaction specifically among non-resident students is not a common practice at most contact institutions. Although many institutions have dedicated resources to engaging and retaining non-resident students, institutions have not developed concrete metrics for measuring satisfaction within the non-resident subpopulation. Institutions typically use retention rates to measure their institution s success in serving non-resident students The Advisory Board Company 4

5 III. EARLY ENGAGEMENT Non-Resident Student Concerns Most contact institutions actively solicit input from non-resident students to identify areas of need. Feedback is typically collected through surveys, focus groups, student committee meetings, and informal discussions between student affairs administrators and students. Top areas of concern for non-residents students include: Common Concerns of Non-Resident Students Developing social connections on campus Combating homesickness Understanding transportation options Managing money and tuition costs Programs targeting non-residents are typically social in nature and compel students to develop connections with other students, faculty, and staff. Although most contacts do not report a consistent definition of student satisfaction, most non-resident student programs aim to increase student engagement. Welcome Week and New Student Orientation The majority of specialized engagement efforts for non-resident students are weighted toward the beginning of students academic careers. Contact institutions approaches to serving non-resident students include a variety of welcome week activities, orientation breakout sessions, interdepartmental events, and family discussion groups during orientation: Welcome Week Activities for Non-Resident Students at University C The non-resident engagement program administered by the First Year Experience office at University C hosts a series of welcome week activities and other social events throughout the year. The program began approximately five years ago as a series of informal pizza lunches for non-resident students and faculty volunteers. Each lunch hosted approximately 20 students and four faculty members from specific regions (e.g., Washington D.C. metropolitan area, New York and New Jersey area, the state of Texas). The program now includes diverse social activities with over 350 non-resident participants, including trips to local amusement parks, attendance at university sporting events, and a reception at the president s residence. Each event is relatively low in cost (approximately $60 per event for food and transportation costs), and contacts report non-residents in the program have a retention rate of approximately 93.3 percent from first to second year, compared to an overall non-resident retention rate of 89.6 percent. Regional Grouping at Orientation Sessions Students attending general orientation at University C are separated into groups of 20 and assigned an individual orientation leader. Approximately half of each group is composed of students from the same geographic region, and when possible, the orientation leader is also from the same region. Contacts note that regional group assignments are popular among attendees and orientation leaders; non-resident students feel more comfortable when paired with other students from their home region, but can also make connections with students from the local area The Advisory Board Company 5

6 III. EARLY ENGAGEMENT Welcome Week and Orientation (Cont.) Orientation Breakout Sessions at University A New non-resident students at University A are invited to attend two-hour breakout sessions during August orientation led by students, staff, and faculty members from the students home regions. The session size depends on the number of students representing each region; groups are as small as 10 students and as large as 70. The events feature a panel discussion, a question and answer session, and personal introductions from all participants. Contacts report a higher attendance rate among students traveling a long distance to attend school compared to students from neighboring states. Collaboration with Freshmen-Admitting Colleges at University E The non-resident engagement program at University E was developed in collaboration with the Orientation and First-Year Programs unit and representatives from each of the seven freshmenadmitting colleges. Contacts report that the input from the colleges was an important part of creating a program that emphasizes academic success as well as building campus social connections. The program s inaugural event was held at the institution s new stadium at the beginning of the fall semester; over 120 student, faculty, and staff volunteers from over 20 different states provided advice, answered questions, and helped new students develop their networking skills in an informal setting. Tables at the event were divided by geographic regions and states, and volunteers drew on their own experiences to provide students with relatable perspectives. The session also included formal topics, such as advice on choosing a major and a StrengthsFinder assessment. Additional events following the inaugural session have been organized by student organizations from each of the colleges; for instance, volunteers from one of the colleges organized a bowling night for non-resident students. Program Funding Contacts report that the engagement program at University E is relatively inexpensive to administer; the program receives funding from a share of the student enrollment confirmation fee. Additionally, program administrators are considering partnering with other departments, such as Residence Life, to host future events for non-resident students. Family Discussion Groups at University C On the second day of orientation at University C, families participate in family discussion groups designed for specific subpopulations, including students living in residence halls, commuter students, multicultural students, and students from out-of-state. Out-of-state families typically have different questions about college life than in-state families, including questions about storage options, how to ship items prior to move-in, and how students can become residents of the state The Advisory Board Company 6

7 III. EARLY ENGAGEMENT Welcome Week and Orientation (Cont.) Recruiting Staff and Faculty Volunteers Leveraging faculty and staff who are already participating in first year experience programs is the most popular reported method of recruiting volunteers, but contacts at University C indicate success conducting recruitment via the institution s daily newsletter. The newsletter, which is sent to all faculty and staff via , included a request from the First Year Experience office for individuals interested in providing an out-of-state perspective for new students. Contacts were surprised to find that most of the volunteers for the non-resident engagement program are faculty members who had not previously participated in First Year Experience events. Living on Campus Contacts at University A note that requiring first-year students to live on campus is an integral part of increasing retention rates among out-of-state students. Students living on campus are better integrated into the campus culture and have better access to support systems that help maintain student satisfaction. Contacts at University G also note that incentivizing students to live on campus is Our requirement that all first-year students live on campus does nothing but help the retention of all students, including out-of-state students. - Council Interview an important part of serving and retaining out-of-state students; the institution is currently expanding the upperclassman housing availability to encourage students to stay on campus longer The Advisory Board Company 7

8 IV. POST-ORIENTATION SUPPORT INITIATIVES Financial Support To mitigate the costs associated with out-of-state tuition, University B offers a one-time scholarship to students not currently receiving a top-tier academic scholarship. The size of the award is relatively modest (approximately $1,000 to $1,500 out of a pool of $250,000), but contacts report that the awards have been successful in improving retention rates among out-of-state students. Providing some kind of financial support to our out-of-state students is important because they ask the big question: Am I getting the right experience for the out-ofstate tuition I m paying? - Council Interview Mentorship Opportunities Although most contact institutions do not offer formal mentorships specifically for out-of-state students, University A maintains a faculty mentorship program: Faculty Hometown Connections at University A The Faculty Hometown Connections program at University A is mentorship program led by the Undergraduate Studies Office that pairs faculty members with students from the same home region. Faculty volunteers, organized by home zip code, are sent a list of incoming freshmen coming from the same area. Volunteers send the freshmen a brief introduction and offer an opportunity to have lunch and a one-on-one discussion about the transition to the University. Contacts report that program is popular among students and faculty participants, but the Undergraduate Studies Office does not conduct any formal assessment of the program. Contacts report that the informal nature of the program is important to its success; students do not feel pressured to participate, and faculty members have the freedom to serve as mentors with limited outside interference. Holiday and Break Support Although contact institutions offer several support services for students staying on campus during holidays and breaks, most support systems are not designed specifically for out-of-state students. Some options available include the following: In-Town Options During Breaks Non-resident students at University C receive regular newsletters that provide information about upcoming events within the non-resident engagement program. As the holidays and break periods approach, the newsletter also includes information about local activities and services available to students that wish to stay on campus. Complimentary Transportation Options Students at University H and University F are provided complimentary shuttle services to and from the airport. Contacts at University F report that the service is especially popular among out-of-state students; several hundred students use the service each year. Additionally, University H shuttle conducts trips throughout the year to major shopping areas, such as Target The Advisory Board Company 8

9 IV. POST-ORIENTATION SUPPORT INITIATIVES Break Housing Although several contact institutions offer students the options to remain on campus during holidays and breaks, contacts indicate that break housing offerings are not designed specifically for non-resident students; students requiring break housing may be non-traditional students without other housing options during breaks, or they may be in-state students that do not wish to leave campus. We work with students to identify their housing needs as far in advance as possible to avoid unnecessary displacement. If they require break housing on a regular basis, we encourage them to take residence in a hall that remains open during breaks. - Council Interview Emphasis on Advance Planning Housing administrators at University D and University I encourage break planning as far in advance as possible to minimize the number of students displaced during break periods. For example, international students at University I are required to disclose if they will require break housing before arriving on campus; if a student cannot return home during breaks and holidays, the institution makes an effort to place students in housing that remains open during break periods. At University D, residence hall beds are reserved for athletes that may require additional housing options during break periods; if the football or basketball teams have successful seasons, the team members require housing on campus during break periods for bowl or playoff games. If the teams ultimately do not require break housing, then the reservations are released and the institution has more available space to accommodate last-minute break housing requests. Contacts at both institutions note fewer than 40 students typically require last-minute accommodation. Break Staffing at University I Approximately half of the residence facilities remain open during break periods at University I. Five professional staff members remain on duty during normal hours, and each of the nine buildings houses one residence advisor. Advisors volunteer at the beginning of the semester, receive $300 a week in compensation, and are selected via a lottery system if not enough volunteers are available. Contacts report that increasing the compensation rate from $200 to $300 has reduced the need to rely on a lottery system. Break Housing Fees at University D Students living in break housing at \University D have two fee options: a single fee for the entire break session ($550 or $594, depending on when payment is made), or a nightly fee (between $25 and $27). Contacts report that students using break housing typically pay the full fee unless they are only staying for one or two nights before leaving campus The Advisory Board Company 9

10 IV. POST-ORIENTATION SUPPORT INITIATIVES Break Housing (Cont.) Additional Resident Advisor Training On-duty resident advisors at University I are not typically posted in their normal residence hall during break periods; contacts report that the hall coordinator works with advisors prior to break periods to ensure advisors are familiar with the building, are aware of all areas that require consistent monitoring, and are aware of specific emergency procedures for the building (e.g., locations of fire exits and circuit breaker boxes). Additionally, resident advisors living in a different building are not permitted to return to their normal on-campus residence except in an emergency. Dining Options during Breaks The main dining halls at both University D and University I are closed during break periods. University I offers limited additional dining options on campus, and contacts report that only approximately one third of dining staff employees are on duty during breaks. Students at both institutions can to use money from their student meal plan accounts at markets and other eateries located near campus. Contacts do not report any comments or complaints from student about a lack of dining options during break periods. Out-of-State Community Outreach Both University C and University A maintain programs that promote the institution in non-resident students home towns: Parent-Hosted Dinners at University A Parents of non-resident students at University A regularly host meals in their homes for other students, their families, and other members of the community. The events are informal and organized by individual families, but contacts report that they help promote connections between students, families, and other members of the community in attendance. Holiday Visit Program at University C Non-resident students at University C are encouraged to return to their high schools in their hometown during the winter break period to speak to high school students about their experiences at the University. Students are recruited at events held by the non-resident engagement program, and volunteers are trained by the institution s admissions staff. Volunteers learn successful recruitment techniques and how promote the institution to a high school audience The Advisory Board Company 10

11 V. SERVING INTERNATIONAL STUDENTS International Student Support Although many international student support efforts are administered through international studies offices, contacts at multiple institutions report that international students are included in most nonresident engagement efforts. For example, international students at University C are invited to many of the social events as other non-resident students; contacts report that although international students tend to associate with other international students, institutions make concerted efforts to integrate them with the broader student population as much as possible. International Roommate Program at University G The housing registration form at University G includes a checkbox for domestic students that wish to be housed with an international student. Students assigned to live with international students attend a training session hosted by the residential life department to learn about cultural differences and strategies for creating a welcoming environment for students from another country. Contacts report the option to opt-in to living with international students is popular among students; international students report more positive interactions with domestic students, and contacts observe a reduced number of formal complaints made by international and domestic student living together. International Mentorship Program at University H The international studies office at University H hosts a mentorship program for first-year international students. The mentorship program is selfgoverning; current mentors elect an executive board, which is responsible for evaluating potential mentors and pairing mentors with international students. Contacts report that mentors are assigned multiple mentees, and mentors are encouraged to include their mentees in social activities and maintain contact throughout the school year. Domestic and international students can serve as mentors. International Orientation Session at University B International students at University B participate in a separate new student orientation session. The session is coordinated through the international programs and services office and educates international students on cultural campus norms, academic integrity issues, and strategies for becoming involved in the campus community The Advisory Board Company 11

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