For example, architects have shown faculty in McKee different floor plans for the renovations. One of the plans proposed that one floor be used exclusively for faculty offices and another for classrooms. Three of the four departments in McKee rejected this plan, despite its more efficient use of space, because it would lead to fewer opportunities for interaction between students and faculty. Of course faculty members understand that the absence of classrooms would mean a quieter work environment, but at the same time they realize the importance of interaction. Maximization of faculty input in the planning of building renovations, then, might have a significant impact on retention.
Connectivity starts with the teaching in the classroom.
The perception by the students that the faculty are friendly, that is, motivated in their teaching, is important in connecting the student with the educational institution. The majority of the retention literature indicates that students experiences with college processes are predictive of retention. Since students learning is based primarily on the teaching in the classroom, improved assessment techniques are needed to close any gaps between teaching and learning. The evaluation of teaching currently, however, varies greatly from one college to another, and there is no standardized format for evaluating across the university. We would recommend the initialization of processes necessary to effectively assess teaching in the classroom in a standard format for the entire university as soon as possible.