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 “This scenario is very familiar to me. I usually remind the student of the importance of a strong liberal arts foundation and present the idea of graduate school as the place to narrow one's interests and career options. I also encourage students to visit the career center to explore the career they have in mind and the backgrounds of those working in that field – they can see for themselves that there are many paths to any career and a specialized undergraduate major is not necessarily the best route. I really do try to help them realize that the skills they are learning in all of their classes are the key – not the major itself.”~ Jenny Marcus, Truman State University, May 6 “Whatever major a student is considering it is important to explore career options and the job market. By collecting many details associated with a particular option the student can more surely select THE major. These details should include information from the Career Center and, if at all possible, information from a person currently working in the career under consideration. After thorough study of all the data the student will be best prepared to make the decision. This exploration should also include finding all the requirements of the possible new school. After getting all the information possible, the student can make a well-educated selection. Chances are they can reach the potential career from where they are. If not, they will know exactly what will be required of them and will be ready to accept the responsibility for their choices. We need to look at the well-being of the student as our first priority. Even though the student might not be retained at that particular school, he or she will be retained in higher education. This is in the best interest of the individual student and of society as a whole.”~ Carol Gilster, Saint Louis University, May 7 “My response comes at two levels: the student level and the institutional level. First, I believe that a good adviser must facilitate the achievement of individual goals. Convincing a student to stay at your institution when another college offers a program that better meets the student's needs is ethical malpractice. At the institutional level, while convincing a student to remain at your institution when another institution offers a better program match may serve the short-term goal of retaining that student, I believe it dis-serves long term retention efforts. The student who successfully transfers to another college, leaves your college on a positive note. In time, that positive departure will be shared with many others.The student who second guesses the decision to remain at your college or questions the value of a particular degree, will also share an impression with many others. In the latter case, that impression is not likely to be positive. That is one reason why I believe that adviser effectiveness should not be measured by retention rates.” ~ Wes Habley, ACT, Inc., May 8 “This case presents the classic ethical dilemma of pitting one's “respect for persons” (autonomy) ideal against one's “fidelity” (allegiance) ideal. As an advocate for student development, I would always attempt to provide these students with all the information I have re: their possible options, and allow them to make their own decisions. That's the philosophical part.For the practical part, the retention issue is almost moot. Some of the students I would convince to stay might likely leave anyway – perhaps because they cannot complete the degree program that they (think they) want at my institution. I would direct my retention energies, efforts, and responsibilities toward those other students who do want to stay (as far as I know), but might be having certain academic, personal, social and/or financial difficulties that impede their progress ... and retention.” ~ Tom Grites, Richard Stockton College of New Jersey, May 8 “One reason I never went into retail was because I never thought I was cut out to be a salesperson, trying to make sales if I didn't fully believe in the products. While I am always conscious of where my paycheck is coming from, I still am reluctant to assume the sales pitch that only my product is the best. Depending on the need, income etc., another product may genuinely be better for the consumer. In this case, I see that I represent the university, but this does not mean I must promote only my university. Certainly I would want to see if there was any way we could keep the student, by offering an alternative program that might eventually lead to the same end. On the other hand, if this is not possible, then I think it behooves us as student development minded professionals to do what is best for the student. To me, in the long run if we provide sound, genuine advice, this word will get around. Maybe we will lose one student, but if it is known that we provided the student good advice, this could pay off very positively. One never knows when the student may decide to transfer back, or come back for a graduate program, tell others to come to my university, etc. The important thing is to establish trust and a reputation for being honest. In the long run, when the student succeeds in whatever goal being pursued, we can take pride in the fact that we had a role in this. I fail to see how it would benefit a university to mislead or coerce or otherwise manipulate a student to stay when it is against their better interests or needs. I think this would be far more damaging than building a reputation for being helpful.”~ Mary Lee Vance, Ph.D., University of Wisconsin-Superior, May 8 The Mentor is published by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |
