"Our goal is to increase the overall retention of first-year students by
5 percent by 2008."

-Laura Chartrand

When Laura Chartrand directed the school development program for Aveda Corporation, a manufacturer of hair and skin care products, she adhered to a simple strategy--focus on results. She's discovered that the strategy, which served her well in industry, also works in a university environment.

"In business my efforts were measured in sales and profit," she said. "My success at Montclair State will be measured by the academic success of freshmen and by the number of freshmen who return in their sophomore year."

Chartrand learned a lot from the business world but missed academe. Before turning corporate, she was director of New Student Programs and coordinator of Leadership Development Programs at the State University of New York at New Paltz.

She recently discussed her strategy to improve an already impressive level of student retention at Montclair State and revealed some of the first-year pitfalls freshmen should avoid.

Q. How does Montclair State's student retention rate measure up on a national level?
A. It's significantly higher than the national average for similar universities. Montclair State retains 84 percent of its freshmen while the average in our sector is approximately 70 percent. We can attribute our high retention rate to the quality of the faculty and small classes because Montclair State presents big university opportunities with a small college atmosphere. But we can do better. Our goal is to increase the overall retention of first-year students by 5 percent by 2008.

Q. Is the New Student Experience voluntary or are students required to enter the program?
A. Before incoming freshmen are allowed to register for classes they must attend a summer orientation program. It's our commitment to make sure they have all the information they will need to make good academic decisions, to educate them about college expectations and to encourage them to become involved with student activities. Freshmen also are required to take the New Student Seminar, a one-credit course introducing them to college life. A letter grade is given at the end of the semester and students cannot graduate without this general education requirement course. The other services we offer are voluntary.

Q. What is the most common stumbling block for new students?
A. Time management. College presents one of the first opportunities for most freshmen to think independently. In high school the guidance counselor directed them. In college it's up to students to schedule meetings with their advisers and ultimately decide what courses they will take. Once professors lay out their expectations on the syllabus, they don't always remind their students that a research paper is due or that a test is coming up. Time management involves balancing academics, a social life and, for many, a job.

Q. What is the faculty's role in the New Student Experience?
A. Some professors serve as advisers at freshmen orientation while others teach the New Student Seminar. People are finding out we're here, and faculty are asking us to intervene with students to help them be successful.

Q. What is your strategy to improve the New Student Experience?
A. Our office has four full-time first-year counselors and one program assistant. This is a group of professionals committed to student success who will do whatever it takes to ensure that freshmen have a smooth transition from high school to college. That is by far our strongest point.

We need to make sure that how we interact with students is having a direct result not only on their academic success, but also in choosing to stay at Montclair State. We also need to be strategic in using more efficient ways to reach out to students. We're looking into e-mail, Web-based information and other methods to capture students electronically. We're also redeveloping the concept of learning communities and linking courses for first-year students.

Q. What do you hope to accomplish through learning communities?
A. Research shows that learning communities impact student retention and academic success because students feel a stronger connection to the university and to the faculty when they're part of a group. In the fall we plan to have 35 percent of our freshmen enrolled in learning communities. They will take up to four courses together in groups of 20. The deans are helping us create these communities, and the faculty is excited about linking courses. A lot of colleges and universities are doing learning communities, and it's an effective recruitment tool.

Go back to the Insight index