The university will implement retention strategies and programs, targeting first-year and underrepresented students. The Belonging team has said that the university has “completely reimagined our onboarding process for incoming students,” with initiatives that emphasize connection, support, and belonging.
The first major change is the introduction of First Flight, a virtual pre-orientation module that helps incoming students acclimate to campus life, answer questions, and ease their stress while transitioning into life as a college student.
In addition, the Student Orientation and Resource program (SOAR) and Hornet Days were redesigned, “to focus on the student experience and ensure that students were connected to individuals, places, and campus resources”, stated Beloning. Hornet Days now include the Student Transition Program (STP), which provides “tools, relationships, and confidence necessary to successfully transition from high school to university life.”
While the program is open to all students, those who are BIPOC, first-generation, Pell Grant eligible, or neurodiverse were “highly encouraged to participate.” International Student Orientation was also updated “to best equip our international students with life and education in the U.S.”
Belonging emphasized the importance of mentorship, stating that “research and studies have shown that mentorship is a key component of a student’s experience belonging and community on campus (and can increase retention).”
To that end, the university has adapted the CHAMPS mentoring program into a new initiative called Lynchburg LINK, described as “a campus-wide mentoring initiative” that fosters “a culture of connection, purpose, and belonging.” Faculty, staff, graduate students, and upperclassmen will serve as mentors to incoming students.
Additionally, students are encouraged to engage with CliftonStrengths during Hornet Days and in the GS104 College Success Strategies course. A new Strength Champions program will involve staff who help students “develop and engage their strengths.”
The university reports that “almost all of our events collect student feedback and many of the events, programs, and initiatives we have started are because of student feedback and suggestions.”
One example is the new centralized events calendar, which was developed after students expressed frustration about receiving too many emails.
Lynchburg is also gathering specific data from first-year and transfer students through the Beginning College Survey of Student Engagement (BCSSE). Staff explained that the survey “will allow us to continue to be proactive in our approach to retention and student engagement.”
For many students, these initiatives are already making an impact. Yousuf Efreet, a first-year student, said, “I have lots of opportunities to meet and make connections. From bingo events where I meet many people from many backgrounds and faith communities where I can meet people who I can relate to and share my experiences with.”
Sheflica Thapa’ 28, reflected on her transition as an international student: “Well it’s been a year since I have been in the States, UOL never made me homesick even though I am miles away from home. The environment here always makes me feel I am not far away from my home. It’s a small community here and everyone is supportive of you”
She added, “I have made good connections here. For example, when I was here everyone was so welcoming and friendly, I remember talking with some person I didn’t know but the person was really sweet. I went to orientation where I met my seniors and attending small events like international student connections helped a lot where you meet with new people.”
Student organizations, campus events, and mentoring opportunities are “essential in fostering a sense of community on campus.” According to Belonging, these activities are “constantly evaluated and adapted based on students’ feedback.”
The university also seeks to empower student leaders to “host events that they are interested in all while representing their unique culture and identities in what they do,” said the Belonging team.
Retention efforts extend beyond academics. The Belonging team noted, “We also recognize that there are non-academic barriers to retention. Many of us work individually with students who are facing such challenges. Often, we are connecting them with our Solutions Center, Lynchburg Crisis Fund, HornetCare staff, support staff, and even outside organizations to ensure they receive the support they need to thrive on campus.”
Still, some students have voiced concerns. Ghazal Jami, an international student who transferred out, said that while she enjoyed the university, “most of the classes were decreasing, they wouldn’t offer anymore. Tuition was also increasing.”
In response to challenges like these, the university has established a Retention Task Force to study not only non-academic barriers, but also issues like course offerings and affordability. This task force would also, “study and brainstorm initiatives that would increase retention.” Belonging explained that part of the task force’s work is “to find innovative solutions to gathering data and creating our baseline metrics (such as scan in badges for attendance, semester reports that include data on student meetings, tracking of events and participation).”
UESS has also developed metrics for retention “based off of the last 12+ years of data.” Belonging said, “We are using these to develop metrics and goals knowing that we have a collective and individual responsibility to increase retention and help students experience belonging and success on this campus.”
Increased retention at the University of Lynchburg will depend on community collaboration to ensure every student is successful.
To learn more about University Belonging visit: https://www.lynchburg.edu/student-life/belonging/