Transcript Presentation Title - Missouri State University

Retention
Programs &
Initiatives at
Missouri State
Presented by Rachelle L. Darabi,
Associate Provost, Student Development and
Office/Department
Public Affairs
|
4/6/2010
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0
Student Orientation, Advisement &
Registration (SOAR)
• Cultivate concept of students as engaged members of
the academic community
• Provide an experience that helps students feel a
connection to their campus community
• Communications before, during and after SOAR
• Blog with student success info
• Personal postcards from SOAR leaders
• Opportunities to meet faculty and staff from Campus Offices
(Career Services, BearCLAW, FYP, Financial Services, CASL, OSE
& more)
• Interactions with Academic Advisors
• College-specific SOAR sessions
• Opportunities to connect with fellow students
SOAR—Parent Program
The SOAR Office is responsible for the Missouri State
University Family Association.
Mission: To provide parent and family members an
opportunity to play an active role in the education of their
student.
Membership provides access to:
• Monthly e-newsletter
• Information on special events (Family Weekend)
• News about Missouri State University
Office of Academic
Assistance
Partners in Education (PIE):
• Partnership among students, their families, and Student
Development and Public Affairs staff—1650 students
currently enrolled
• Staff open communication lines and provide support services to
improve the academic success of students:
• Welcome letters
• Mid-semester progress reports*
• Final grade reports
*Mid-semester grades are reported for all 100 and 200 level
courses. All advisors are encouraged to contact students who
receive grades below a C at mid-term to encourage these
students and make them aware of support services.
Welcome Weekend—Office of Student
Engagement (OSE)
Theme: You Belong at Missouri State
Weekend of activities/events designed to introduce
students to campus and encourage their involvement.
Activities include:
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Family reception
Playfair (ice breaker activity)
Outdoor movie
Bear Bash Night of Fun at PSU
Freshman Convocation
New Student Festival
First-Year Programs (FYP)
GEP 101, First-Year Foundations (2 CR)—First-year
seminars are considered high impact experiences
• Public Affairs Mission
• Transitioning into university life
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Study Skills
Time Management
Test-taking
Critical Thinking
Financial Literacy
Campus Resources
Student engagement
Degree/career Planning
FYP-Learning Communities
Curricular Learning Communities (CLC):
•
Linked courses (2-3)-15 CLCs fall 2011
• Themed
• Integrated Curriculum
– Common Student Learning Outcomes
– Co-curricular Activities that Support Learning Objectives
• Extensive Faculty Development—spring prior to delivery of course
•
Outcomes
• Increased retention (3% higher for LC vs. non-LC students)
• Higher GPAs*
*From Ctr for Assessment report 10/24/11: “Overall, these data show that LC students
begin their college experience with lower scores on variables that typically predict
success in college (HS class rank, ACT Comp). However, by the end of their first
and second semesters in college (FA10 and SP11), these same CLC students
showed significantly higher GPAs than their non-CLC peers.”
“These results suggest that the LC program is equipping previously
underachieving students with the skills they need to successfully proceed
with their college education.”
FYP—Integrated Service-Learning in GEP
101
Service-Learning (SL) is considered a high impact
experience. Growth of SL in GEP 101 shown below:
Year
2009
2010
2011
Sections
4
9
18
Students enrolled
92
211
425
FYP—Integrated Service-Learning in GEP
101 continued
From Ctr for Assessment report 10/23/11: “When the SL
students were compared to their non-SL peers in GEP
101, the data from independent means t-tests showed
that the SL students entered the university with
significantly higher high school GPAs and class rankings.
At the end of both the first and second semesters (FA10
and SP11), the SL students showed an even greater
difference in MSU GPA when compared to the non-SL
students.”
Common Reader Program
Common Reader, 2011
The Immortal Life of Henrietta Lacks, by Rebecca Skloot
• Selected by committee with recommendations from campus
community (committee now includes community members)
• Subcommittee creates extensive curricular materials
• Library creates subject guide website
• Provides common experience for all GEP 101 students
• Connects to the Public Affairs Theme
Living-Learning Communities
(LLC)
Residence Life and Services has a Living-Learning
Community (LLC) program which has been in place for
five years. Living-Learning Communities have
undergone rigorous assessment and are showing
promise in terms of:
• Improved retention
• Improved academic performance
Students can choose among first-year experience floors, sophomoreyear experience communities, or floors where students with majors
in the College of Health and Human Services live together. Two of
the nine LLCs for fall 2011 include a curricular link to GEP 101.
These two are specifically for undecided students.
Living-Learning Communities
continued
Retention Numbers for LLC Floors: 2007--2011
Fall 2007-Fall 2008
Fall 2008-Fall 2009
Fall 2009-Fall 2010
Fall 2010-Fall 2011
65.38%
73.83%
75.78%
74.89%
Academic Advisement
Center
Academic Advisement Center retention efforts include:
• Advisor presentations to all GEP 101 classes to share information about
advising, registration and general education. Additional outreach presentations
for GEP 101 sections and UHC 110 sections entitled “Help, I Need a Major.”
• Frequent contacts with all non-honors exploratory majors, including welcome
email with advising syllabus, mid-term grade communications, advising
appointments and individual contacts with students who do not preregister.
• Efforts to help exploratory students find satisfying majors, such as the annual
Majors Fair and bi-monthly Featured Majors.
• The JumpSTART program to offer special assistance to conditionally admitted
students in summer session.
• Outreach efforts to residence hall students through programs such as “Ask an
Advisor.”
• Comprehensive advisor training and development programs.
• In cooperation with First Year Programs, the Career Center and Residence Life
and Services, offer special curricular learning communities and living learning
communities for undecided/exploratory students.
• Workshops to welcome transfer students to campus, offered cooperatively with
SOAR and Admissions.
JumpSTART
• JumpSTART (Summer Transition & Academic
Readiness Training) is a new program for at-risk
conditionally admitted students and was implemented in
summer 2011. Expectations for students involve
enrolling in 6-8 hours of rigorous course work, including
math, English, and GEP 101 with a service-learning
component. Additional intensive mandatory workshops,
intrusive advising, and designated attendance in the
Bear CLAW (e.g., writing center or math tutoring) are just
some of the expectations for these students.
JumpSTART
Table 2. Descriptive Statistics – JumpSTART, SU 2011 vs. Conditionally Admitted, SU 2010 (Includes all students)
JumpSTART, SU11 (Total = 50
Students)
Demographic Item
Gender
Race/Ethnicity
Geo Origin
Academic Standing (End of
Summer)
First Generation Status
Credit Hours Taken in
Summer
Retention
Category
Male
Conditional, SU10
(Total = 56 Students)
# of Students
27
Percentage
54%
# of Students
27
Percentage
48%
Female
23
46%
29
52%
White or Caucasian
27
54%
35
63%
Black or African American
19
38%
17
30%
Hispanic or Latino
2
4%
1
2%
Asian
0
0%
1
2%
More than one race
2
4%
2
4%
Missouri
44
88%
51
91%
Out of State
6
12%
5
9%
Good Standing
45
90%
51
91%
Academic Probation
5
10%
1
2%
Academic Suspension
0
0%
4
7%
First Generation
24
48%
19
34%
Non First Generation
18
36%
19
34%
Unknown
8
16%
18
32%
6
1
2%
47
84%
7
42
84%
9
16%
8
7
14%
0
0%
Returned in Fall Semester
41
82%
52
92.9%
Not Returned
9
18%
4
7.1%
JumpSTART
• Results suggest that despite the fact that JumpSTART
students took more credit hours than conditionally
admitted students from the previous semester, their
average GPA did not suffer. In other words, students
who took more credit hours during the summer had
higher GPAs only if they were in the JumpSTART
program. Summer 2010 conditionally admitted students
who took higher credit hours performed far worse in
terms of GPA than JumpSTART students who took
higher credit hours. It is likely that this is true because of
the training and support provided through the
JumpSTART program.
Achievement Center for
Intercollegiate Athletics
Achievement Center for Intercollegiate Athletics provides:
• Information on program requirements, courses,
registration and other procedures
• Guidance and academic support including individual and
group tutoring
• Monitoring of academic progress and performance
including special programming for academically at-risk
athletes
• Communication with coaches concerning academic
policies and student performance
Achievement Center for Intercollegiate
Athletics—cont.
STAMP! (Student -Athletes Making Progress towards Degree)
This program was instituted in the fall of 2010 in an effort to assist studentathletes who are admitted to Missouri State University as an exception to
our admissions policy. This is mandatory for all student-athletes who are
admitted through admissions alternatives. The program is designed to
assist student-athletes with the transition from high school to college. The
program will cover the first year of the student-athletes academic career.
Once a week, 1 hour meetings will be conducted to include the following
components.
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First Year experience
Multicultural programming
Tutoring/Objective Based Study Hall
Career Planning
Mentoring
Campus Organizations
TRiO Programs
• Upward Bound and Student Support Services
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SSS serves 190 low-income, first generation MSU students
SSS awards $90,000/year in stipends to participants
Roughly half of SSS participants are non-traditional students
Focus on careers, financial aid and financial literacy
86% graduation rate
• Upward Bound is funded to serve 50 students at Central,
Hillcrest and Parkview High Schools
• Visits to more than 10 colleges in the last 12 months
• Students awarded over $100,000 in scholarships for
foundations and universities
Residence Life Interventions
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Beginning in fall of 2005, residents who received D or F grades at midterms received a
letter from their hall director with encouragements to:
•
•
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Meet with professors and/or hall director
Utilize campus resources like the BearCLAW
Attend Residence Hall academic programs
•
For the past three years, staff members in Residence Life have been meeting with
students who receive D or F grades.
•
In spring 2011, a new initiative was implemented where students who received D or F
grades during fall 2010 or are on academic probation after fall 2010 will meet with their
hall director or assistant hall director to create an academic plan and set goals for the
semester
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Students who receive D or F grades at midterms will be asked to meet with a residence
hall staff member.
•
Starting spring 2011, the Academic Advisement Center hosted advising presentations in
the residence halls. In addition, their advisors staffed advising tables during lunch hours
at one hall each week until all housing units with first-year students has been visited.
Additional High Impact
Experiences
Service-Learning (CASL—Citizenship and Service
Learning):
Students in selected classes have an opportunity to make
a difference in the community while getting academic
credit and invaluable experiences.
2011: 2130 students provided 58,734 hours of community
service.
Estimated worth of service $1,090,695.
Additional High Impact
Experiences
Study Away
Students have an opportunity to increase their cultural competence by studying
abroad for a year, semester, or just a week or two through our short-term
faculty-led programs.
National research studies correlate study abroad participation with:
• Higher graduation rates
• Higher GPA
• Higher levels of student engagement
•
295 students participated in Study Away in 2010/11.
Office/Department |
4/6/2010
| 21
Additional High Impact
Experiences: Public Affairs
Public Affairs Week – September 12-16
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Mile of Quarters Fundraiser (Ozarks Honor Flight)
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It’s All About You (letter writing campaign for service troops)
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How First Responding Has Changed in Post 9/11 Society
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eCitizenship at Missouri State
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OxFam Hunger Banquet
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Rock The Vote
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The Good of the Internet
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The Bad of the Internet
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The Ugly of the Internet
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Facebook and Employers: What does your profile really say about you?
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Veterans in PSU Gallery
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The Future of Technology
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Constitution Day activities
Fall 2011 Convocation Lecture Event – Douglas Rushkoff (October 6)
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Afternoon special session with Communication, Media/Journalism/Film and Marketing/Advertising students
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Evening lecture event open to the public
Common Reader Special Event with David Lacks (November 30)
Public Affairs Conference
Public Affairs cont.
Public Affairs Grant Projects:
• Bear Build on the Paw – September 30 – Student Chapter of
Habitat for Humanity
• Media Matters 2012: Bias, Responsibility, and Influence in Political
Coverage – November 4 – Brian Calfano
• Martin Luther King Service Challenge, January 21, 2012
• Exploring Disability Studies, Feb. 1-3, 2012
• Performance of “For Colored Girls Who Have Considered
Suicide…When the rainbow is enough”, Feb. 9-12, 2012
• “We Were Here” film screening, Feb. 13, 2012
• Women’s History Month Keynote Speaker, Heidi Durrow, March
2012
• The Whole Brain Child: Technology, neurobiology and relationships,
April 2012
The Writing Center:
Empowering Success through
Improved Writing Skills
Undergraduate and graduate students, staff, and faculty use this free academic support service to workshop papers for their
academic courses, creative writing, speeches, presentations, course syllabi, and articles intended for publication.
It is the Writing Center’s philosophy that improved writing skills lead to educational
and professional success in college and beyond.
Semester
Fall & Spring
The Writing Center has
enjoyed steady growth
since 2004, but
transition to the CLAW
led to the largest growth
in student visits.
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Summer
Fall
Spring
Summer
Fall
Year
Number of Appointments
Writing Center is managed by an interim director:
2004 & 2005
1253
Writing Center is directed by Michael Frizell:
2005
1107
2006
628
2006
1507
2007
1225
2007
1761
2008
1436
2008
1879
2009
1992
Writing Center is integrated into the learning commons:
2009
2448
2010
2536
2010
948
2010
2439
2011
1925
2011
297
1054 (as of October 24, 2011)
2011
The Writing Center:
Empowering Success through
Improved Writing Skills
SATISFACTION REPORT – Fall 2005 to Spring 2011
Questions
The tutor explains ideas.
The tutor listens to me and addresses my concerns and questions.
My concerns were addressed.
My goals were met.
The tutor is friendly and courteous to me.
The tutor encouraged me and made me feel like I have the ability to do well.
I learned something from the session.
I feel more confident about my writing after the session.
Would you recommend the Center to others?
Average
(.0 to 5.0)
4.53
4.57
4.52
4.43
4.72
4.53
4.43
4.29
4.72
New Initiatives:
Ongoing development of an online support services for writing. New developments include both synchronous and
asynchronous consultation initiatives. See the support site under the “Services” link: http://writingcenter.missouristate.edu/24686.htm
Implementation of “Grammar Fridays” to assist struggling writers with grammar – see the supporting website:
http://writingcenter.missouristate.edu/73254.htm
Developing, in conjunction with Keri Franklin, Provost Fellow for Writing, Faculty Writing Rooms and a Writing Fellows
Program for spring 2012.
Subject Area Tutoring
Number of tutors
Summer
2010
Fall
2010
Spring
2011
Fall 2011
10
55
48
48
180
85
180
178
77
51
Number of courses available for tutoring (Including Math) 67
7
Number of courses tutored (Excluding drop in Tables)
(as of 11/18)
Number of visits to drop-in Accounting Table
-
23
14
-
Number of visits to drop-in Math Table (Summer Math
116
1841
1679
1727
Number of visits to drop-in Statistics Table
-
-
14
-
Number of visits to drop-in Business Table
-
-
-
53
Number of visits to drop-in Science Table
-
-
-
280
Number of visits to drop-in Hebrew Table
-
-
-
6
Number of visits to drop-in Art History Table (volunteer) -
-
-
1
tutors were able to tutor Business & Science courses in addition to
Mathematics)
Total Number of drop-in visits (estimated 75% student check-in)
116
1864
1707
2067
Number of attended subject area appointments
19
1443
456
435
To satisfy student demand, subject area tutoring is moving from individual appointments to drop-in table tutoring. This
enables services to be provided to more students however it is estimated only 75% of drop-in students actually check at the
front desk enabling us to capture that data. Approximately 76% of students who make appointments actually attend the
appointment, for instance out of 567 appointments scheduled this fall 435 students have actually attended.
The Supplemental Instruction
Program (SI): Peers Helping
Peers Survive…and Thrive!
Supplemental Instruction (SI) is a series of review sessions for students taking historically difficult courses. SI is
provided for all students who want to improve their understanding of course material and improve their grades.
Attendance at sessions is voluntary.
Semester
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Sum.
2010
Spring
2011
Sum.
2011
Fall
2011
Total
Number of Departments
2
6
8
2
8
5
2
4
8 unique
departments
Number of Sections
Number Foundation
Course Sections
Number Gateway Course
Sections
Other Course Sections
11
2
28
2
46
2
4
0
70
4
17
3
4
2
22
2
202
17
1
6
17
3
21
2
1
5
56
1
1
7
1
6
0
0
0
16
Number Gen Ed Classes
7
19
20
0
41
12
1
15
114
574
189
1944
667
2833
1110
95
1028
720
160
763
5351
4732
33%
1118
39%
34%
2941
33%
39%
5444
17%
25%
22%
8%
Enrollment – All
Unique Students Served
SI Attendance
Contact Hours
DFW Rate – NonParticipant
DFW Rate – SI
Participant
DFW Rate – Percent
Change
37%
525
5788
3958
786
Absent Professor Program:
Providing Effective Educational
Programming for the University.
The Absent Professor Program provides effective workshops by either substituting for faculty who cannot
attend class or by providing workshops focusing on student success that supplement course material. The
program benefits students by utilizing top scholarship recipients to guide struggling students on the skills
necessary to navigate their major.
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Bear CLAW General Information
Academic Writing
C-Base Exam
Citation Methods (APA, MLA, Chicago, and More)
Note-Taking
Test Prep & Test Taking
The Habits of Successful College Students
Custom presentations are available by request!
Website: http://absentprof.missouristate.edu
Faculty Center for Teaching and Learning
(FCTL)
Focus on course redesign, course transformation, and
assistance with the scholarship of teaching and learning
(SOLT)
• Assistance with Instructional Design, Classroom Instructional
Technologies, and Media and Academic Technology
• Digital Professor Academy
• Curriculum Innovation Grants
• Professional Development Programming
• Workshops, Book discussions, Webinars, Brown Bag Discussions
• Classroom Observations and Peer Consultations
*Feb 2011 to present ---- over 1300 contact hours with 1000 faculty
participants (This includes anyone with a teaching assignment.)
FCTL continued
Course Transformation – to improve Success and SLO
• PSY 121 NCAT(National Ctr Acad. Transform.) pilot in Sp12(blended)
• ENG 110 Next Generation Transform. - pilot spring 2012 (blended)
• History (103 and 104) initiated a blended format Sp11. (Currently 200
blended and 60 online students engaged in transformed courses.)
• Math transform of courses through supplemental technology and
alternative course structure.
• Math 103 was transformed first using the ALEKS software.
• Pilot section of 101/102 combined is underway.
• Transformed sections of MTH135 will pilot in Sp12.
• MKT 430 – developing blended format and e-book (Dr. Kent)
Retention Research
• Tom Kane has been conducting retention research on
MSU students for the past few years.
• His findings indicate that the reasons for student attrition
are mostly connected to affective issues.
• Students need to indentify with being a Bear—need to
be connected.
Future Plans
• Continue to grow CLCs, SL in GEP 101, LLCs, and
college-specific efforts
• Expand marketing of JumpSTART
• Develop programming for probationary students
• Continue to examine data on student success
• Consider adoption of Retention Plan
Needs
• Ensure all members of the campus community
understand that they have a role to play in student
retention and success
• Create a student-centered culture