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One student at a time

In the Dr. Martin Luther King, Jr. building, home to African American Student Affairs, the sound of computer keyboards echoes through the main office. Most people here are on a first-name basis. At the same time, the building serves as a support facility, an academic resource and a social center for UA's black students.

"My goal is to have some kind of contact relationship with every student," said Alex Wright, who took over as director of AASA at the beginning of the semester. "All students are here because they belong here. We're not operating with students who have deficits at all. The problem is communication - there's no love yet."

Of the 872 black students on campus, Wright said the center has served about 700 this semester.

Fall 1998 enrollment figures showed that 2.5 percent of UA students are black. The six-year graduation rate for black students is 38 percent, well below the university-wide 53 percent.

However, since 1985, first-year retention rates for black students has increased from 64 percent to 76 percent, which is about equal to the university-wide figures. And that 38 percent graduation rate has increased from 25 percent in 1985.

"We have an opportunity to affect a life," Wright said. "Lots of people have made it through with the help of facilities like this."

Wright said this is the first semester the center has offered a thorough academic intervention program.

"We try to make sure there is contact with 100 percent of freshmen and sophomores before midterms," he said.

Wright acknowledged the retention rates of black students are lower than the university totals, and added that one of his main concerns is to keep students in school.

Wright said the center's strategy is to monitor students through progress reports, as well as provide seminars and entertaining social events.

"We have to be very creative," he said. "There's no rule book, it's learn as you go. We still have to focus on one student at a time. Students have to feel like there's somebody there to care about them."

The center is in constant coordination around the entire campus, Wright said. "We are a resource, but it's a collaborative effort. We help our students access all the resources."

Wright said one of the main resources available to students is the professors, and it is just a matter of students taking advantage of that.

"Students need to feel like instructors are passionate about helping them and giving valuable information," Wright said. "If all the instructors acted like they cared, they would improve retention rates. They can have a profound effect with their attitude toward students."

As Wright and the rest of the center's administration continue to develop programs and work with students and the rest of the campus to improve retention rates, he said the university can never forget about the individual student.

"You never really know what people can do as long as they have someone who cares," Wright said. "One personal exchange can keep someone in school."

Wright said he asks himself a single question each day, "As a leader, will you put yourself on the line for students?"

"Students need to know we're serious," Wright said. "We need to take the time to be human."

Bruce Meyers, director of Native American Student Affairs, said retention and graduation rates of all students are the concern of the entire university.

"We need to get rid of the myth that NASA is entirely responsible for retention rates among Native American students. This is a university problem, not the sole responsibility of NASA," he said. "We need cooperation and collaboration."

American Indian students made up 2.2 percent of the 1998 UA enrollment, and have the lowest retention and graduation rates of any minority group at the university. Still, these rates are increasing, even faster than other groups.

Since 1985, the first-year retention rate for American Indian students has increased from 45 percent to 61 percent.

Over that same time, the six-year graduation rate has doubled, going from 11 percent to 22 percent.

Meyers said often times, cultural differences have made American Indian students feel isolated on campus.

To respond to that, Meyers said, NASA has implemented an intricate "networking system" this semester which aims to make it easier for American Indian students to use all the resources available to them, throughout the whole campus.

"I see we need to have expanded networking. This is just the beginning of a larger program," he said. "If we can demonstrate that it's successful here, hopefully the university will see it as a model or pilot program and use it for other minority or low-income students."

The first line of the networking program relies on the professor and one-on-one student interaction, Meyers said.

This can often be difficult for American Indian students, Meyers said, because of cultural differences. American Indian students have a high degree of respect for authority figures and can often be hesitant to build a personal relationship with a professor, he said.

The second phase of the program is an orientation program for freshmen students, both in the fall and the spring.

The third step is the bulk of the networking. Meyers said NASA collaborates with the Freshman Year Center and the University Learning Center and he encourages students to use tutoring and advising services.

Meyers said the UA program is modeled after the Arizona State University program, which is the result of an intergovernmental agreement with the Navajo Nation.

In the five years since the ASU-Navajo Nation agreement, the first-year retention rate for American Indian students at ASU has increased dramatically, from 30 percent to 75 percent, Meyers said.

The UA submitted a similar proposal to the Navajo Nation. "We're on the verge of landing the intergovernmental agreement for UA," Meyers said.

"Although we have the smallest population on campus, we need intensive one-on-one programs," he said. "It's a resource problem in terms of staff. It's a total university strategy that needs to be addressed."

Socorro Vasquez, director of the Chicano/Hispano Student Affairs and Resource Center, said all programs at the center are designed to keep students in school.

Vasquez, who is new to the position this semester, previously was the assistant director of the University Learning Center and has been involved with UA retention programs for 18 years.

"The center has had an influence (in increasing retention rates), but I don't believe you can look at anything in isolation," she said. "Tutoring is critical as well as early outreach in the community."

Hispanic students made up 12.9 percent of UA 1998 enrollment and have a 41 percent six-year graduation rate, up from 36 percent in 1985. First-year retention rates have increased from 66 percent to 74 percent for Hispanic students since 1985.

Vasquez said the center coordinates with other multicultural programs and academic departments throughout campus.

"We always have to use our creative minds and expertise," she said. "But at the same time address student needs and make sure our programs fall within the university goals and objectives."

Associated Students President Cisco Aguilar said he urges all students - particularly minority and low-income students - to use the resources available. He said taking part in the Multicultural Programs and Services MERITS program gave him a lot of opportunities.

"I tell students to study harder and go to classes - take advantage of all the opportunities and resources," he said.

Aguilar said retention and graduation rates for minority students are a separate issue because of cultural differences.

"Getting (minority students) here and making them feel comfortable is the biggest thing," he said. "The more diverse the campus the more students will feel comfortable."

Aguilar added it is important the UA gives everybody a chance with relatively low admission standards and tuition.

"I'd like to keep seeing them (retention rates) continue to rise," he said.