Because of the interest in goals for retention at Texas A&M, the programs described in these two documents were examined for goal statements. It needs to be noted that the program descriptions in these documents were not organized around goal statements. Nevertheless, goal statements were abstracted from the program descriptions of 42 of the institutions. They range from specific statements in terms of percentage of students to general statements of philosophy. The institutions, their goal statements, and the source of the statements, Richardson and Skinner or AASCU are presented in the following table.
| Institution | Retention Goal Statements | Source |
|---|---|---|
| University of New Mexico | "...recruiting, admitting, and retaining students from the state's populations now underrepresented in its programs, especially at the graduate level." "...taking advantage of the unique opportunities offered by the state's rich history, multicultural society, geographic setting, and natural resources to shape its programs." (university catalog, 1985-1987) | Gordon Van De Water, Mary Flanigan, in Richardson and Skinner 1991, chapter 4. |
| Florida International University | "Programming priorities at FIU support the goals of the greater Miami area to become an international center of trade, finance, and commerce." "In 1985-1986, FIU set a goal to fill at least 35 percent of all faculty openings in business administration, engineering, and applied sciences with African-Americans, Hispanics and/or women." | Louis W. Bender, in Richardson and Skinner 1991, chapter 5. |
| Temple University | "Temple College was founded in 1884 in Philadelphia by Russell H. Conwell, to provide the urban poor with the opportunity to advance their education. . . . In its recently adopted academic plan, references are made to the Conwell tradition, reaching out to those who can least afford higher education while at the same time maintaining a commitment to excellence." From the recently adopted Academic Plan: "We must attract more minority undergraduate students interested in science, engineering, and the arts and encourage them to go on to graduate and professional school." "recruitment of more African-American and Hispanic faculty in order to reach a goal of 15 percent." | Howard L. Simmons, in Richardson and Skinner 1991, chapter 6. |
| Wayne State University | "Historically, Wayne has defined its mission to include educational programs for those financially unable to leave home, those who want to continue their educations while employed and those who seek general cultural enrichment or who want to follow particular personal interests." | A. Wade Smith, in Richardson and Skinner 1991, chapter 7. |
| Memphis State University | The Comprehensive Education Reform Act (State of Tennessee) established 1983 as a benchmark year and required institutions to set goals for improving education in the following areas: an increase in the percentage of students who enter baccalaureate programs and subsequently earn degrees. an improvement in average scores on the national teacher's examination. an increase in ACT and SAT scores of entering freshmen an improvement in the scores of public university graduating seniors on a standardized examination an end to giving credit towards graduation for remedial courses | Richard C. Richardson, Jr., in Richardson and Skinner 1991, chapter 8. |
| Florida State University | "Equity has consistently been one of the top ten goals of university administration." "Administrators have used strategic planning to establish common goals for affirmative action." The planning process makes explicit the expectation that academic and student affairs staffs will jointly contribute to achievement of goals regardless of which office exercises formal responsibility." "comfortability factor" -- "the need for such an environment, in which students are treated equally and fairly, and different cultural backgrounds are also recognized." | Louis W. Bender, in Richardson and Skinner 1991, chapter 9. |
| University of California, Los Angeles | "...develop an academic environment which comfortably includes minority students. Past efforts have focused more on adjusting students to the institution through special programs staffed by minority professionals. | Richard C. Richardson, Jr., in Richardson and Skinner 1991, chapter 10. |
| Brooklyn College | "Brooklyn College is committed to providing a first-class undergraduate education for a multicultural and ethnically diverse student body. "The desire to improve retention and degree achievement for all students has been an important contributor to this emphasis (curricular reform)." | Patricia Crosson, in Richardson and Skinner 1991, chapter 11. |
| California State University, Dominguez Hills | "...increase the numbers of regularly admissible, underrepresented minorities." | Robert T. Stout, in Richardson and Skinner 1991, chapter 12. |
| University of Texas at El Paso | "In its [strategic] plan, UTEP emphasized its commitment to creating educational opportunities rather than erecting educational barriers for students whose talents and motivations enabled them to meet the rigorous standards characteristic of university degree programs." | Alfredo G. De Los Santos, Jr., in Richardson and Skinner 1991, chapter 13. |
| Alcorn University | "To develop and implement developmental and general education core curricula, and academic support services that will remedy, enhance, and provide students with a sound general education." | AASCU, 1994 |
| Appalachian State University | "A strong commitment to excellence in instruction, as well as to a tradition of attention to individual needs of the students." To provide opportunities for academic and personal growth. To develop independent, self-directed learners | AASCU, 1994 |
| Ball State University | "Retention is not the goal but is the outcome of educational quality." | AASCU, 1994 |
| California State University - Northridge | "Creating a student-centered campus." | AASCU, 1994 |
| California State Polytechnic University - Pomona | "To provide students with the support services needed to succeed in college life and a future career." | AASCU, 1994 |
| California State University - Sacramento | "Building a multicultural university and achieving diversity." | AASCU, 1994 |
| Chicago State University | "A 1997 goal of a 75% graduation rate for all eligible (first-time, full-time freshman who are continuously enrolled)." | AASCU, 1994 |
| Connecticut State University | "Reshape the culture of the institution." | AASCU, 1994 |
| East Tennessee State University | "For students to realize their life goals." | AASCU, 1994 |
| Southwest Texas State University | "Commitment to academic excellence through the recruitment and development of high-quality students and the promotion of diversity in the university community." | AASCU, 1994 |
| State University of New York, College at New Paltz | "The creation of a campus environment that welcomes every aspect of human diversity and sets an expectation that everyone who works, learns and lives on the campus has a responsibility to contribute to the development of an environment where everyone is respected." | AASCU, 1994 |
| State University of New York, College at Old Westbury | "To promote cognitive and effective growth through collaboration between or among all divisions of the university. | AASCU, 1994 |
| State University of New York, College at Oswego | "Retention is the outcome of a variety of efforts as well as a product of successful learning and living experiences of students." | AASCU, 1994 |
| Eastern Illinois University | "To provide a quality education to each student in an environment which encourages personal growth and success." | AASCU, 1994 |
| Metropolitan State College of Denver | "Welcomes the challenge of retention and meets it with diverse programming." | AASCU, 1994 |
| Middle Tennessee State University | "Faculty and administration maintain a strong commitment to customer service and provides students with an environment conducive to success." | AASCU, 1994 |
| Mississippi University for Women | "Individual attention gives students the needed assistance to succeed." | AASCU, 1994 |
| Montclair State University | "The university has placed a high priority on coordinating existing support activities, and extending them as necessary to make measurable improvements in retention." | AASCU, 1994 |
| Morehead State University | "To develop a network of advising and other support services designed to help students reach their academic goals." | AASCU, 1994 |
| Nicholas State University | "To assure sensitivity to students and excellent teaching 'explaining' skills." | AASCU, 1994 |
| Portland State University | "Structural changes to the curriculum, strengthening relationships between faculty and students, and creation of effective learning communities." | AASCU, 1994 |
| Rowan College of New Jersey | "Excellence, not only should not, but need not be set aside in striving for diversity." | AASCU, 1994 |
| St. Cloud State University | "The goal of retention should not be retention, but rather, providing an environment that meets the individual's needs and promotes student success. The university should provide a rite of passage in which students are supported, welcomed, and assimilated into the university's academic and social life. A wide variety of experiences are valuable to students, but some of these experiences must be linked to the institution. Finally, functions and services are not an end unto themselves, but play the role of creating a proper environment for persistence." | AASCU, 1994 |
| San Diego State University | "Student retention and success is best achieved by faculty and support services professionals working in concert to identify and assist students at risk, and to make sure that all students know where to turn for help as soon as they need it." | AASCU, 1994 |
| Shippensburg University of Pennsylvania | "To provide opportunities, challenges, and support which students need to become confident leaders through intensive campus services which nurture and encourage students success." | AASCU, 1994 |
| Sonoma State University | "Our goal is to emphasize a student-center." | AASCU, 1994 |
| Townson State University | "Advising is a shared responsibility between student and advisor. The process is intended to help students make better decisions rather than make decisions for them." | AASCU, 1994 |
| University of Nebraska at Kearney | "To provide the best possible educational experience for students, both inside and outside the classroom." | AASCU, 1994 |
| University of Northern Iowa | "To achieve appropriate matches between the student and the community college. Student persistence, retention, and graduation rates increase when students are correctly matched with the appropriate institution, academic counselor, curriculum, faculty, co-curricula activities, mentors, and college culture. | AASCU, 1994 |
| University of Southern Colorado | "The focus is on creating a student-centered campus. Efforts need to be directed at student success not retention." | AASCU, 1994 |
| Westfield State College | "Learning in a supportive environment that encourages student involvement in the life of the college and the community is what is needed." | AASCU, 1994 |
| Wright State University | "To foster a learning environment that nurtures innovative teaching and active learning and provides the intellectual and social wherewithal to give each student the opportunity to succeed." | AASCU, 1994 |