A Separate Piece
Catch and release
When Stamats' Sevier discusses his data about the number of times parents plan to visit campus during their student's freshman year, campus administrators often groan. They start thinking about "helicopter parents"—the hovering Baby Boom generation of parents who can't let go—whose increased involvement with their Millennial sons and daughters might prevent some students from taking responsibility for themselves as maturing adults. (See "Giving Up on Letting Go" on page 15.) Administrators have plenty of stories about audacious parents who request everything from wake-up calls for their students to early move-in days. But they also note the positive benefits of parent involvement, including higher graduation rates and better student behavior, such as a reduction in post-athletics-event riots.
Savage says the key to taking the groan out of parent involvement is not only to help parents disengage from their students but also to engage them through their own experiences with the institution. "We want parents to feel comfortable being on campus, to have things to do on campus, and to feel welcome here, without being overly involved in their student's life," she says.
"When students complain because they are struggling academically or because they don't like a policy, parents have their own experience to rely on and they are more likely to encourage their child to persevere," she adds.
Examples of separate experiences and connections for parents vary widely. In UMN's 2003 national survey of parent programs, the top five activities campuses offer to parents were parent/family weekend (74 percent), parent orientation (61 percent), communications/newsletter (55 percent), fund raising (44 percent) and a parents council/association (37 percent).
Parent trap?
Although it initially might feel like a burden to address the needs of a more involved and demanding parent constituency, those who have made the effort find it pays off. In UMN's spring 2004 parent survey, 96 percent of parent respondents said they were satisfied or very satisfied with UMN's parent communications and 97 percent said they were satisfied or very satisfied with parent programs and services. Both numbers have risen steadily since the first survey in 1995. Parents who take advantage of UMN's parent events and services are among the most satisfied. Perhaps the most significant benefit is parents' potential to affect core institution issues, Savage says. "For the past couple of years in our parent communications, we have been placing an emphasis on the importance of students graduating in four years. Now we're seeing a significant change in parents' expectations." Only two years ago, 58 percent of UMN parents expected their son or daughter to graduate in four years or less. Today, 76 percent have that expectation.
Another important benefit Savage notes is that parents' desire for affiliation with the university is lasting longer than the time their children are on campus. "Many parents, at least in the upper Midwest, didn't necessarily have the best relationship with the school they attended in the late 1960s, 1970s, or early 1980s," she says. "Now, though, they want to feel a part of their child's school and participate in the traditions. This seems like a great opportunity."
Amid the many dimensions of parent relations, Moore sees communications as the constant. "As with any other relationship that matures and changes through the lifecycle needs of the individual, parent relations has to evolve," he says, to involve various players from enrollment management, student life, academic affairs, development, and alumni relations. "But in all cases, communications is the gatekeeper," he emphasizes, "making sure that the outreach stays on message, is coordinated across institutional units and functions, and meets the broader strategic goals of the institution."
This article is from the November/December 2004 CURRENTS. Read the related sidebar, "Top Tools."
