CAUSES OF FAILURE IN COLLEGE

The University of Alabama

Center for Academic Success
124 Osband
348-5175
Every year more than 380,000 students fail out of college in the United States. The impact of college
failure can cause lasting damage to self-esteem, and the consequences can influence an entire lifetime. In
studying the complexities of the failure problem, Dr. Robert Pitcher of the Educational Development Center
has come up with what he believes are 10 primary causes of failure in college. Being aware of these
causes of college failure is a necessary first step in seeking workable solutions.
1. Understanding the amount of work required
The difference in the amount and quality of work demanded by a reasonably good college and that
required by the typical high school is much greater than most students realize. Prior to college, school
work is usually parceled out in small units and students usually spend a minimum amount of time
studying. In college, students may actually work harder than they have ever worked before and still find
that their efforts are not sufficient.
2. Other activities
College may be considered important to parents, to teachers, to employers, to people searching for a job,
or to students who have defined career goals. But some college students get into academic difficulty
because college is not really very important to them. They may have heard about the necessity of higher
education. They have probably even agreed. But if they do not really understand the importance of
studying in college and if they let other activities get in the way, chances are they will not do very well in
college. Watch what college students do and how they spend their time. Actions reveal true values and
reflect where students really put education in their personal scheme of things. While social activities are
important, mature students will put academics before other activities.
3. Vagueness about long-range goals
Most mature adults realize that success in college demands a great deal of hard work. However, the desire
for pleasure and fun is also a very strong need among adolescents. One of the signs of maturity is the
ability to delay immediate pleasure and look at long-range goals. These goals do not have to be
specifically defined, but they must be ones own. A student must have a sense of working toward a goal or
reward that he or she really wants, whether it is the pleasure of a good grade, a still undefined career, or
status and security. College work is likely to seem grim, difficult and even meaningless if it is not related
to personal goals and objectives.
4. Inappropriate choice of a major
There are few humans with a very clear idea of themselves at the age of 18 or 19; consequently, many
students initially may choose inappropriate fields of study. One of the purposes of college is to help
students discover or create their identities through education. This process of change reflects not a lack of
character, but the development of it. Students must be aware of their own development and adjust
previous goals and decisions to accommodate personal growth.
5. Poor language skills
To a large extent, the success or failure of a student in college directly hinges on mastery of the language.
A student must be able to read, to write, to speak, and to listen effectively. Being ineffective in even one
of these language abilities can lead to academic difficulty. These language problems are not necessarily
related to intelligence, and skill in one language area does not mean equal skill in the others. All college
students, no matter how bright, are expected to improve their language skills. Listening with
comprehension is a particularly neglected skill, and students often must overcome a life-time of poor
listening habits.

6. Lack of personal standards of quality

Before college, judging a students work is largely the teachers responsibility. The trouble with this
process is that many students do not learn to evaluate their own work and to develop high standards of
quality. They frequently overestimate their understanding of college material and the quality of their
written work. This factor alone may lead to taking criticism too personally, placing blame on instructors,
and claiming "personality conflicts" with teachers.
7. Interference from psychological problems
College is a time of growth and development, e.g., establishing emotional independence from parents,
determining a personal value system, finding a career goal, establishing relationships within peer groups.
While these demands are normal age-related tasks, they may sometimes become overwhelming and
seriously interfere with academic performance.
8. Failure to assume responsibility
Perhaps the greatest change and challenge facing students is dealing with the increased freedom which
students experience when they are away from home. Choices are presented regarding the use of time,
personal habits, social activities, and even whether or not to attend class or do assignments. These
choices are accompanied by consequences. Although friends, parents, and faculty may advise, the choices
and consequences are ultimately the responsibility of the student.
9. Selection of the wrong college
There is an enormous range of institutions and academic standards. Students may find themselves at a
college for which they are unprepared. The campus climate and/or size may not be personally suitable.
The right match of student and college is an important ingredient of college success and satisfaction.
10. Lack of ability and/or poor high school preparation
Some students find that their educational background or their lack of effort has not prepared them for the
academic demands of the college they have chosen. They may need remedial programs to make up for
past deficiencies.

http://www.ctl.ua.edu/CTLStudyAids/StudySkillsFlyers/GeneralTips/causesoffailure.htm

Advising Students on Academic Probation

Christie A. Cruise, University of Illinois at Urbana-Champaign
Embarrassment, disappointment, and desolation can be felt by a student who has failed to meet the academic
requirements of his or her institution. Imagine experiencing all of these emotions and not knowing how to get
back on track. Probationary students are just one of many student populations that academic advisers encounter
on a regular basis. At my institution, some departments have special programs in place to work with
probationary students, but othersbecause of adviser caseloads or other factorshave not yet established an
official program to assist these students. Whether or not your department or institution has a program in place
does not negate the fact that probationary students desperately need help. This paper will offer some suggestions
on how to work with this population.
Before discussing things advisers can do to help probationary students, let us first take a look at who they are.
At most institutions, students are placed on academic probation if they have earned a grade point average (GPA)
lower than 2.0 on a 4.0 scale. In some cases, failure is directly related to students' inability to grasp the material
being presented or their lack of interest in particular courses. In other cases, outside factors such as financial
problems (Dunwoody & Frank, 1995; Lemoncelli & Leonard, 1990; Lucas, 1991; Trombley, 2000) or
personal/family problems (Dunwoody & Frank, 1995; Lemoncelli & Leonard, 1990; Lucas, 1991; Olson, 1990,
Trombley, 2000) may be the cause of poor grades. Although research studies often group at-risk students in the
same category as probation students, it is important to distinguish between these groups. At-risk students are
typically defined as students who have financial difficulties, job responsibilities, or deficiencies in certain skills
(Santa Rita & Scranton, 2001). Ethnic minorities and students with a low socioeconomic status are also
considered at-risk (Heisserer & Parette, 2002). While there are at-risk students who find themselves on
academic probation, it is important to note that not all probationary students begin their college careers with an
at-risk label. It has been my experience as an adviser that probation students come from a variety of
socioeconomic and cultural backgrounds. Even students with stellar standardized test scores and high school
ranks sometimes end up on academic probation. For the purposes of this paper, probationary students will be
defined as students who earn below a 2.0 GPA on a 4.0 scale.
If an institution does not have an official probation program, individual advisers can take specific steps to better
serve students. First, the adviser must initiate communication with the student. As stated earlier, some probation
students are embarrassed about their grades. Because of this, it is highly unlikely that students will voluntarily
come in to meet with an adviser. Initial contact should be by letter or e-mail, and it should be clear in this initial
correspondence that an appointment should be made by a certain date. If students do not meet with or schedule
an appointment with an adviser by the assigned date, the adviser should follow up by telephone. Make sure
students are aware that your goal as an adviser is to help them deal positively with their current situation. In the
first meeting, take time to get to know the students and the circumstances that led to their academic probation.
This process requires good questioning and listening skills on the part of the adviser. Many students will
initially share as little information as possible. It may be helpful to share personal information so they feel
comfortable with you. For example, since I was once on probation as an undergraduate, I find that sharing this
information makes the students more willing to share their stories.
Once you find the root of the problem, begin to work on a plan of action for recovery. At times, the problem
may be out of the adviser's scope of expertise, and, in that case, it is necessary to refer students to the proper
resources on campus. Although taking advantage of these resources is ultimately the students' responsibility, the
adviser must be persistent in making sure students follow through with referrals. This persistence may involve
asking the student to bring in documentation or contacting offices for information (students must have signed a
release with the adviser and the other office).
Sometimes students fail courses because they are not interested in what is being taught. Major and career

exploration is also a vital part of helping probationary students. Asking students positive questions is, again, an
important part of finding out their strengths and what they enjoy doing. Help them explore careers that will
incorporate both their strengths and their passions.
Meeting with probationary students on a regular basis is paramount. Meetings should ideally be held every two
weeks. Use the meetings to talk about their classes, major and career interests, and social aspects of their life.
Lastly, advisers need to stay positive, helping students to stay motivated because they know someone believes
in them.
Much of what I have described here is what the research terms intrusive advising. According to an article by
Molina and Abelman (2000), intrusive advising is described as having a more personal than professional
approach. It incorporates intervention strategies that allow the adviser to become an active part of the student's
life, which, in turn, helps the student to stay motivated (Glennen, 1995; Heisserer & Parette, 2002). This
personal relationship encourages students to be more responsible for their academic performance (Earl, 1988;
Molina & Abelman, 2000). Studies have shown that students are more likely to keep up with their schoolwork
when they know that their academic adviser will be contacting them about it (Heisserer & Parette, 2002;
Holmes, 2000). Studies have also shown that probationary students have a higher GPA when intrusive advising
is used (Heisserer & Parette, 2002; Schultz, 1989; Spears 1990).
Taking time to get to know students is the key in developing relationships that will encourage personal and
academic growth. In most instances, advisers may only schedule advising appointments that last fifteen to thirty
minutes, which is not enough time to address the complex problems facing probationary students. With a large
advising staff, it may make sense to have one person designated as the probationary specialist. This person
would work exclusively with these students to develop more personal and trusting individual relationships. The
probation specialist could be given a lighter advising load to allow for longer and more frequent advising
sessions.
When students finally are able to get off probation, they are usually motivated, excited about learning, and selfconfident. Some of my former probationary students who once thought they would be unable to graduate now
have a renewed interest in their classes and have become involved in extracurricular activities that relate to their
prospective careers. As advisers, we play integral roles in the successes of our probationary students. The
attitude we present, the information we give, and how we react to their situations can make all the difference in
their lives. Take the time to listen and understand: it may be all they need to succeed.
References
Dunwoody, P. T., & Frank, M. L. (1995). Why students withdraw from classes. The Journal of Psychology, 553.
Earl, W. R. (1988). Intrusive advising of freshmen in academic difficulty. NACADA Journal, 8(2), 2327.
Glennen, R. E., & Vowell, F. N. (Eds.). (1995). Academic advising as a comprehensive campus process.
National Academic Advising Association Monograph Series, 2.
Heisserer, D. L., & Parette, P. (2002). Advising at-risk students in college and university settings. College
Student Journal, 36, 6983.
Holmes, S. (2000). Student recruitment, retention and monitoring. Retrieved July 26, 2002, from
http://www.diversityweb.org/Leadersguide/SED/srrm.html.
Lemoncelli, J. J., & Leonard, J. (1990). An intervention program for high-risk undergraduate students: A
unique collaborative practicum experience. Scranton, PA: Marywood College. (ERIC Document Reproduction
Service No. ED330928)

Lucas, J. S. (1991). Evaluation of new probation intervention program at Harper College. Palatine, IL: William
Rainey Harper College. (ERIC Document Reproduction Service No. ED348122)
Molina, A., & Abelman, R. (2000). Style over substance in interventions for at-risk students: The impact of
intrusiveness. NACADA Journal, 20(2), 515.
Olson, M. A. (1990). Characteristics of students on academic probation. Community/ Junior College Quarterly
of Research and Practice, 14(4), 331336.
Santa Rita, E., & Scranton, B. (2001). Retention strategies (Report No. 141). (ERIC Document Reproduction
Service No. ED453866)
Schultz, R. A. (1989). Differences between academically successful and unsuccessful students in an intrusive
academic advising program [Abstract]. Dissertation Abstracts International, 51(02A), 417.
Spears, M. C. (1990). A study of the effects of academic intervention on performance, satisfaction, and retention
of business administration students in a public comprehensive college [Abstract]. Dissertation Abstracts
International, 51(08A), 2656.
Trombley, C. M. (2001). Evaluating students on probation and determining intervention strategies: A
comparison of probation and good standing students. Journal of College Student Retention, 2(3), 239251.
About the Author
Christie A. Cruise is an academic adviser in the College of Liberal Arts and SciencesGeneral Curriculum at
the University of Illinois at Urbana-Champaign. She can be reached at 217-333-4710 or cruise@uiuc.edu
Published in The Mentor on October 28, 2002, by Penn State's Division of Undergraduate Studies
Available online at dus.psu.edu/mentor
Privacy and Legal Statements | Copyright | The Pennsylvania State University | All rights reserved

Research to Improve Retention

Colleges can identify those at risk of dropping out, and then provide services and adopt policies to keep these students enrolled,
writes Robert J. Sternberg.
February 7, 2013

By
Robert J. Sternberg
One of the most serious problems facing colleges and universities today is that so many students leave before finishing their
studies. When students drop out, it is bad for them because they lose huge future career and income potential; bad for the
institution they leave because of lost reputation, revenue, and opportunity to make a difference in the students lives; and bad for
society because of the need for an educated work force that is able to compete in the global marketplace.
Although there are many reasons students drop out, 12 research-validated risk factors, often in various combinations, help
account for why most students drop out. These risk factors apply at a wide variety of institutions of higher education. Here are
the risk factors and the means to mitigate them.
1. Uneven formal academic knowledge and skills. The most obvious and frequently addressed issue behind dropout is
academic background. At many institutions, large numbers of students enter with spotty academic backgrounds, especially in
science and mathematics (STEM) disciplines and in writing. Institutions of higher learning need counselors and tutors who seek
to remediate deficiencies but also to enrich areas of strength. To pinpoint deficiencies and ensure proper placement, institutions
need to move toward tests measuring specific skills and content knowledge and away from reliance on general aptitude tests,
which are not very helpful in identifying specific strengths and deficiencies in knowledge and skills. Tests of general academic
aptitudes only account, at most, for 25 percent of the variation in academic success in college. It therefore is a mistake to rely on
them heavily for placement (or even admissions) decisions in college. In studies my collaborators and I did while I was at Yale
University and then at Tufts University, studying diverse students around the country, we found that tests of broader aptitudes
(creative and practical as well as analytical) could as much as double prediction of first-year college success.
Neal Schmitt and his colleagues at Michigan State University have found that biographical data significantly enhance prediction
of college success. If colleges rely too heavily on general academic aptitude scores in making placement decisions, they risk
creating self-fulfilling prophecies dooming students to lesser success.
2. Lack of informal knowledge about being a college student. In any new environment, whether an academic environment or
a work environment, one needs to acquire "tacit" knowledge the informal and often unspoken keys for achieving success in
that environment. For example, toward or away from which courses and advisers should one gravitate? Which kinds of student
activities become unrewarding time sinks that prevent one from spending adequate time studying? How does one decide upon
people with whom to hang out? How do you study for a multiple-choice versus an essay test? In research on college students,
Wendy Williams and I found that acquiring informal knowledge -- "learning the ropes" -- is at least as important as learning
specific formal content knowledge for success in college. Rick Wagner and I found that those with high academic abilities are
not necessarily the ones with high levels of informal knowledge, and vice versa. (Put another way, academic skills are no
guarantee of common sense.) Unfortunately, in many cases, the informal knowledge with which one enters college from high
school actually transfers negatively to the college environment: For example, a student may believe that the meager amount of
studying he did in high school will be adequate in college, when in fact it is not.

3. Inadequate development of self-regulation skills. In high school, one often has a support network to help regulate ones
time and energy. Most important for many students is close supervision by parents or concerned individuals at ones high
school. In college, students often find themselves largely on their own for the first time in their lives. Some are able to
channel their newly found freedom effectively, but others are not. They may spend too much time on extracurricular activities
and too little time on studying, or they simply may channel their study time in ways that are less than effective. Edward Deci
and Richard Ryan of the University of Rochester have found that those who lack an autonomous style of self-regulation who
have trouble managing themselves independently are at risk for lack of success in a number of different kinds of
environments. Moreover, Teresa Amabile of Harvard has found that students and others who have been pushed very hard by
their parents, teachers, or employers, and who have become used to extrinsic rewards for success, may have trouble motivating
themselves intrinsically when immediate extrinsic rewards (parental approval, reward money, extra praise) are no longer readily
available. A sufficient intervention should include a detailed analysis of how students spend (and do not spend) their time in
order to determine whether their self-regulation is adequate to their needs as a college student. As an example, a tendency
toward procrastination can lead students to underperform simply because they did not allow themselves enough time adequately
to perform the assignments at hand.
4. Impaired self-efficacy and resilience. Some students come to college uncertain as to whether they have the ability to
succeed in their college work. Other students come expecting to succeed, and then receive one or more low marks on college
assignments or tests that lead them to question whether they are able to compete, after all. As their self-efficacy fails, their drive
to succeed in college goes with it. Studies by Albert Bandura and his colleagues of Stanford University have found that selfefficacy is one of the best positive predictors of success in any working environment. Counselors thus need to ensure not only
that students have the knowledge and skills to succeed, but also a mindset whereby they believe in their own potential to
succeed. The students need further to understand that many of their peers who have an initial failure end up successful in their
fields.
In my own case, I ignominiously failed my first psychology test freshman year (with a score of 3 out of 10 points); nevertheless,
35 years later I served as president of the American Psychological Association. The resilience to get beyond disappointing
setbacks is key not only in college but also in work and in life, in general. In my long career as a psychology professor, dean,
and provost, I have noticed that many of my graduate-school classmates and later colleagues who never achieved the success for
which they hoped lacked not ability to achieve, but rather the resilience to believe in their ability to succeed in the face of
disappointing setbacks.
5. A mindset believing in fixed rather than flexible abilities. Carol Dweck of Stanford University has found that students (and
others) typically have one of two mindsets or folk conceptions regarding their abilities. What she calls "entity theorists"
believe that abilities are largely fixed; on this view, when a student makes a mistake, the student shows a lack of abilities that is
potentially very embarrassing. What Dweck calls "incremental theorists," in contrast, believe that abilities are modifiable and
flexible and that making mistakes is useful because it helps one to learn and, in general, to grow. Dweck has found that although
both kinds of students perform roughly equally well in easy or modestly difficult courses, incremental theorists excel in
challenging courses because they are unafraid of extending their skills and making mistakes along the way. Students therefore
need to understand that abilities are modifiable, that people learn through their mistakes, and that difficult but manageable
challenges are good because they enable one to move ahead in ones learning.
6. Inability to delay gratification. In many college courses, students do not find out until the end whether they have achieved
the level of success for which they hoped. They do not find out for four or even more years whether they will indeed get the
diploma they hope for. Often, success in a particular course or in college generally seems far off, whereas there are many
gratifications to be had instantly, especially in the social domain.

Some students just cannot wait that long. Walter Mischel of Columbia University, when he was at Stanford, performed
experiments with young children on their ability to delay gratification to wait for a larger reward instead of receiving an
immediate smaller reward. He found that those individuals who were able to delay gratification performed better academically,
many years later when they were of college age, than did children who were unable to delay gratification. In other words,
parents and teachers need to work with students to help them realize that many of the best rewards in life are not immediate.
7. Impaired ethical judgment. Many students today do not have the ethical judgment that we who teach in institutions of
higher learning would have hoped we would have been able to take for granted. In my own work on ethical reasoning, I have
found that many of todays students do not even view as ethical issues such behaviors as cheating on tests or plagiarizing in
papers. For many students, it just has become too easy to take the low road, and given the temptation, they do so. They get
caught, with disastrous results for their success and sometimes longevity in college. It therefore is essential that students learn,
as soon as they arrive in college, the ethical expectations of the institution. It should not be assumed that they have been taught,
or at least, have learned these expectations.
8. Disengagement from the university environment. For many students, a precursor to dropping out is a progressive
disengagement from, or failure ever to become engaged in, the university environment. The students simply never connect with,
or become disconnected from, the environment, and hence become more and more psychologically distant and even alienated
from it. Disengagement, or a failure to engage in the first place, may results from what French sociologist Emile Durkheim and
later Harvard sociologist David Reisman referred to as anomie, or a breakdown in the social bonds between the individual and
the community. Anomie can be a particular challenge for students whose sociocultural background is distant from that of many
others in the college or university. When anomie develops, students may become more and more withdrawn until they literally
withdraw from the college or university. Students should be strongly urged to actively engage in at least one extracurricular
activity in order to enhance engagement with the university at large. Advisers also need to try to make sure that students stay
connected and do not start to withdraw from the life of the university.
9. Lack of interest in courses. Often, students enter college and are eager to get on with their required courses. They may load
up on distribution requirements or other courses that they need to get out of their way. But Richard Light of Harvard University
has found that one of the best predictors of academic adjustment is taking, during the freshman year, at least one course solely
because it is interesting, regardless of whether it is required. Students who load up too much on courses that are required but
that do not interest them are at greater risk of dropping out simply because they are bored and find no relief.
10. Issues in academic trajectory. Issues in academic trajectory include either uncertain trajectory or a trajectory that is illmatched to ones interests or skills. The late Paul Pintrich of the University of Michigan pointed out how important conscious,
well-chosen goals are to motivating students to succeed. Students are likely to perform at a higher level when they feel they
have some kind of academic "destination" in mind or at least when they feel that what they are doing will lead to such a
trajectory. In some cases, students simply made a poor choice, perhaps because their interests do not match their skills, or
perhaps because parents or other authority figures have pushed them into a direction that does not well fit them.
11. Psychological issues. Psychological issues include a diverse range of challenges, such as substance-abuse problems,
interpersonal problems with important others, and untreated or nonaccommodated psychological problems, such as learning
disabilities, attentional/hyperactivity disorders, autism-spectrum disorders, and so forth. Students entering with such problems
should immediately be referred to appropriate counselors and programs. Appropriate programs work. Waiting can be fatal. Such
problems are always best handled, obviously, by individuals trained in the diagnosis and treatment of the problems at hand.
12. Financial concerns. I have saved for last the most challenging of the problems we all face when students are at risk for

nonretention, namely, financial concerns or anxieties about financial concerns. In the end, some students drop out just because
they cannot make college work for themselves financially. The financial needs of students make it imperative that colleges and
universities calculate aid needs correctly. Although we know that student debt is a major problem in our society, students who
graduate from college will earn, on average, 84 percent more than students who do not, so sometimes avoiding debt is pennywise but pound-foolish.
At Oklahoma State University, we have attempted systematically to address the problem of dropping out, especially after the
first year of college, and to devise solutions that would keep students on track to earn their degrees. We have created a new
center the Learning and Student Success Opportunity (LASSO) Center which targets students who are at risk for dropping
out. All students are eligible for LASSO services, although our particular focus is on students in the first year, where the risk of
nonretention is greatest.
Students are identified for LASSO services in one of several ways: (a) self-referral; (b) referral by a professor (easily done
through electronic means); or (c) automatic referral either through low G.P.A., uncertainty about career trajectory, or an at-risk
admissions profile. We also have other resources, such as a Mathematics Learning Success Center, a Writing Center, and
college-based student-success centers, which seek to help students reach their maximum potential. Research-based efforts such
as ours can help large numbers of students stay in college who might otherwise drop out.
For the most part, colleges do and should try to retain students rather than usher them out. But there truly are some students who
are better counseled out. It may be that college is not, in the end, a good match for them, or that their particular college does not
offer them the academic or extracurricular programs they need in order to be a good fit. In my "theory of successful
intelligence," I argue that people who are successfully intelligent in their lives often first try to adapt to the environments in
which they find themselves; that failing, they may try to shape the environments better to meet their needs; but if that fails as
well, they may find their best option is to select another environment that is a better fit to their interests, skills, values, or needs.
In the end, whatever our goals as an institution of higher learning, we ought always to be serving the students who entrust their
academic careers to us.

Bio
Robert J. Sternberg is provost, senior vice president, Regents Professor of Psychology and Education, and George Kaiser
Family Foundation Chair in Ethical Leadership at Oklahoma State University. He is president of the Federation of Associations
in the Behavioral and Brain Sciences, and past president of the American Psychological Association. However, the views
expressed in this essay are solely his own.

Moving From Probation To Graduation:

10 Strategies For Success
View Free Resources:

Advising Students on Academic Probation

Research to Improve Retention

Causes of Failure in College

Overview:
Students head off to college with the best of intentions and with dreams of independence, new
experiences, and the hope of new friendships. But for some students, the critical first-semester poses
many challenges, grades suffer, and the student may face academic probation or academic
suspension. This can be devastating to the student, but it doesnt have to be.
Academic probation is an uncomfortable situation, but it doesnt mean that the student cant be
successful. Why do some students succeed academically in future semesters, while others do not?
Students who view probation as a warning or a wake-up call rather than a punitive measure by the
institution can partner with the institution to analyze what has created their difficulty and put
together a plan for success. Using a holistic approach, the student can take the necessary steps to
change their habits, to improve their skills, and to utilize their resources to change their overall
academic standing with the college. Although the responsibility belongs to the student, colleges can
help students to accept responsibility honestly and find ways to make changes. Webinar participants
will be introduced to a set of comprehensive strategies to assist committed probationary students so
that they can move from probation to graduation.

Objectives:

Investigate strategies to identify student deficiencies that are preventing academic success

Explore opportunities to utilize coaches for students who are struggling academically

Identify a series of relevant study strategy workshops

Investigate ten strategies that may be integrated within the institution to assist committed
students

Discuss the shift in terminology and learning theory related to probationary students

Who Should Attend?

2-year & 4-year institutions

Academic Affairs/Instruction

Student Services/Affairs

Faculty (full and part-time)

Advising & Counseling

Retention Specialist

First-Year Experience Coordinators

Learning & Tutoring Centers