Involving Faculty in Retention

Traditional models for the retention of developmental students have relied on comprehensive, out-of-class support systems. These generally include special units, separate from academic departments, devoted to basic skills courses and services such as tutoring, advising, and counseling. Rutgers, the State University of New Jersey, has developed innovative approaches that involve a number of academic departments in the development of retention programs. In light of this experience, faculty who are traditionally uninvolved in support activities will participate, given appropriate incentives. In practice this means providing academic departments with sufficient support and the freedom to develop the kind of programs that satisfy departmental criteria for regular, credited coursework.