By Ellen Chaffee

One of the most important statistics college administrators follow is student retention. If we retain a student from entry to graduation, everything seems to be working right. In such cases, we usually assume that the student was prepared for college work, had a major in mind, got good academic advising, was able to enroll in classes when needed, remained enrolled full time, and experienced no significant financial or personal problems.
It would help each university very much if all, or even most, students could sail through like that. It may be right, but it is not normal.
VCSU has many of the elements that make smooth sailing possible. For example, our students rated both “student/faculty interaction” and “supportive campus environment” much higher than both NDSU and national averages. Our admission requirements reduce the likelihood of academic failure, our class schedules are created with student progress in mind, and we offer small classes where faculty often catch problems early in the semester and work hard with students to get them back on track.
We also work hard to help new students be successful through programs such as summer orientation for new students and parents, Ropes course and technology training at the beginning of the school year, and a required Living to Learn class taught by faculty and upper class student mentors.
So why do they leave?
Typically we graduate a little over 40 percent of a given entering class. That sounds low, but it is similar to other open admissions colleges. A recent survey gives some insight on what interrupts their progress.
The most common reason VCSU students give for not returning is that they decided to attend a different college. This is not surprising, since about 20 percent of our new freshmen intend to transfer at some point, mainly because their desired major is not offered here. Many change their minds and stay at VCSU, but transfers go on to fulfill their goals too, which is what really matters.
Students rate all of the other reasons they give for leaving as “minor.” These include emotional problems and health-related problems. The need for additional counseling services is becoming evident on many campuses in North Dakota and nationally. Stresses due to family issues, heavy workload both in school and on the job, finances, and many other causes can overwhelm one’s ability to concentrate on academic matters. Finally, some students who left wanted or needed to be in a different location or to live nearer to parents or loved ones.
From an institutional point of view, it is hard to determine what more we could do to increase retention. We are adding majors very successfully, but we cannot have them all. Expanded counseling services might help more students cope, but at our funding level we would have to start cutting back majors to afford them.
My conclusion is that VCSU offers many students a great degree program or a strong start for finishing elsewhere. Many come back to finish after being away for  awhile. Under the circumstances, both university and students are doing very well.