A freshman’s initial journey through college can easily veer off track.

Misdirected independence, homesickness and struggling to adjust to college life are among many factors that can afflict a new student’s academic resolve.

For students living on campus, the retooled Residential Faculty Leaders program at West Virginia University aims to quash any arising academic woes and propel them to success.

The RFL (pronounced ‘riffle’) program places faculty/staff mentors in WVU’s residence halls to foster and promote a learning environment outside the classroom.

That was the vision of former President David C. Hardesty, who created the program as part of Operation Jump-Start in 1996 to acclimate new students to the university.

But throughout the years, the responsibilities of RFLs to help students connect to the institution ballooned and extended well beyond their supporting the academic performance of residents. This, in turn, may have left on-campus residents out in the cold if they suffered academically.

University leaders recognized a need for increased academic support and decided to shift the program from the Office of Student Affairs to the Office of Academic Affairs on Sept. 1, 2010. This transition would enable Academic Affairs to rebrand the RFL program to focus more on strengthening its academic component and connecting faculty to their original mission.

So far, so good, said Elizabeth Dooley, associate provost for Undergraduate Academic Affairs.

RFLs now focus on coordinating study groups, career counseling, tutoring and advising right where the students live.

“When we looked at the original mission of the RFL program, it seemed that RFLs were intended to bring academics into the residence halls,” Dooley said. “That way, students could witness that academics not only occur in the classroom, but in co-curricular activities and events in the residence halls.

“With the switch to Academic Affairs, we began to focus on that piece.”

The transition ties into WVU’s Strategic Plan for the Future, which lists as a goal: “Engage undergraduate, graduate and professional students in a challenging academic environment.” Repackaging the RFL program and developing its academic component can help achieve this goal, Dooley said.

With RFLs refocused on serving the academic interests of their residents, this approach may aid in increasing student retention rates, which is another viable piece of the Strategic Plan. Two years ago, President Jim Clements requested that Academic Affairs and Student Affairs collaborate on a blueprint for improving retention and graduation rates.

While WVU’s rates are above the national average, Dooley believes there’s room for improvement.

When housed under Student Affairs, RFLs had their plates stacked with management and supervisory duties, in addition to fulfilling the academic mission. RFLs dealt with student behavioral issues and the day-to-day management of staff and students in their housing units.

RFLs no longer handle student behavior issues or supervise residence hall staff. Those responsibilities have been shifted to Housing and Residential Education, residence hall coordinators and residence assistants. This allows RFLs to focus on their main goal – to nurture students academically.

Dooley said RFLs have assumed a more active role in early academic intervention. If RFLs notice students slipping in their grades or falling behind in their studies, they are urged to step in and reverse that downward spiral.

“The RFL becomes an interventionist,” Dooley said. “They reach out to the students who have academic problems.”

Other changes in the program include term appointments for RFLs. Originally, RFLs were given term limits, though they were never enforced, Dooley said. With Academic Affairs taking the reins of the program, a five-year term appointment will be imposed.

Each residence hall will also soon come equipped with a specific theme. For instance, Braxton Tower will carry an engineering and energy theme, Dooley said. In the future, students will get to choose their residence hall based on their major or interests.

“What we hope to do with Braxton Tower is to make it more STEM-related (science, technology, engineering and mathematics),” Dooley said. “The themes should be in place this fall, but they have not been marketed to students yet. Our goal is to put together profiles for each residence hall.”

David Bess, one of four new RFLs this fall, will introduce Bennett Tower residents to the theme of “Mind, Body, Spirit and Community.”

“Generally, what I hope to accomplish is to share the importance of leading a balanced life with students so that, ultimately, they will be more successful academically as well as in all aspects of life,” said Bess, an associate professor of music education. “Aspects of a balanced life include self-reliance, intellectual curiosity, wellness in its various forms, centeredness, an appreciation of diversity, and self-knowledge.

“It is also my goal to help students understand the value of living and working together in community and to recognize the validity of diverse viewpoints. I hope the programming we are planning will expand the world view of students, beyond their chosen areas of study.”

Joining Bess as new RFLs this coming year are:

• Robin Hensel, assistant dean for freshman experience, College of Engineering and Mineral Resources. Hensel is assigned to Braxton Tower, which has the “Energy: Present and Future” theme. She will help students investigate the truth behind using coal, petroleum and natural gas versus renewable resources. She will also lead discussion in ways to reduce our energy demand.

• Jay Malarcher, associate professor of theater, College of Creative Arts. He will be the RFL for Summit Hall, which has the theme of “The Power of Art to Change Us.” Malarcher believes art inspires creativity and problem-solving and will use his experience in theater to provide students a pathway to success.

• Kristi D. Wood-Turner, director of the Center for Civic Engagement, Undergraduate Academic Affairs. She is assigned to Boreman Hall. “Making Connections” is the theme for this residence hall. She believes in bringing students from all disciplines, cultures and interests together to make a difference and grow as individuals.

Those four will replace RFLs who decided not to return for the 2011-12 year, Dooley said.

Tim Pearson, associate professor of accounting in the College of Business and Economics, can attest to the improvements in the program. Pearson has served as RFL at Brooke Tower for 11 years. In Brooke, they have adopted a theme of “Professionalism and Personal Branding.”

“Things improved tremendously as we mapped out a plan to improve the freshman experience looking through new eyes,” Pearson said. “The Provost’s Office has really taken on the challenge of reforming the RFL program into something that all faculty members will consider being a part of in the future.”

Pearson added that data analysis and an outcomes assessment of the RFL program will aid in its development, refinement and the goal of increasing retention.

“We have not had the resources or structures in place to do the kind of research in outcomes assessments that help us move ahead, so needless to say the RFL program has not done a great job in telling its story,” Pearson said. “We have numerous supportive anecdotes and qualitative feedback but we really don’t have hard data to demonstrate the impact we have had on recruiting and retention. This will change as we work closely with the director of assessment and retention.”

WVU’s University 101 initiative accompanied the RFL program’s switch to Academic Affairs last year. University 101 was a required course for freshmen and new transfer students to help them adjust to college life and learning.

In April, the WVU Faculty Senate approved the addition of WVUe 191, which will replace University 101 beginning this fall. WVUe 191 will provide students an opportunity to work more closely with instructors and connect them to their academic department, residence hall and the entire institution. This curriculum will focus primarily on academics and the transition from high school to college.

The course began in the late 1990s as Orientation I and was approved as a graduation requirement in 2002. RFLs help construct and teach these first-year seminars.

“We rejected the old University 101 course because it was overburdened with distributing information and not designed to engage students,” Pearson said. “The new course brings the skills and background of the participating faculty members’ front and center to create a sense of excitement and engagement.”

RFLs still provide a key element to the social environment of students. They are expected to host social events in their homes and plan cultural and academic trips for residents, Dooley said.

“The transition has been a challenge for some,” she said. “People say the social aspect and academics are separate entities. I believe you can merge them together. There are ways to capture students and make them active participants. Some say this is what the RFL program was supposed to be.”

By Jake Stump
University Relations/News

-WVU-

js/07/12/11

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