File - The Educational Opportunity Fund Professional

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Transcript File - The Educational Opportunity Fund Professional

Beyond EOF

Presenters: Mecca K. Brown and Jasmine Lynch

 This workshop is intended to be delivered as a conversational method. We encourage dialogue amongst the group to give examples and provide feedback on how the ACCESS Approach can be incorporated in their institutions. At the conclusion of the workshop, the group should walk away with a tool that be used to overall improve the EOF program and the relationship with prospective and current EOF students.


   Promoting student accountability as it pertains to their academic performance.

Holding students accountable for: ◦ Understanding EOF policies, academic policies, and program/classroom requirements.

◦ ◦ Identifying a work/study space and back-up plan.

Practicing good time and stress management habits.

As higher education professionals we need to be proactive in disseminating information to students.


   Increase communication between Advisors and other departments (i.e. Financial Aid, Bursars Office). Have that “go to” person in each department.

Eliminate department cliques and focus on the main objective – to service students.

Promotes a “welcoming” environment for students and increase morale amongst staff.


   Is there an academic program that the majority of your EOF students enroll in?

Is there a continuous cross-training amongst departments that are crucial to the success of your program?

Collaboration between New Jersey Institutions and sharing best practices.


     Student engagement begins at the time of inquiry and progresses throughout the student’s life cycle.

Nearly one out of five four-year institutions graduates fewer than one-third of its first time, full-time, degree-seeking first-year students within six years (Kuh, 2010).

What are the various methods of contact for prospective EOF Students?

What are the various methods of contact for current EOF Students?

Consider the generation and advances in technology.


      Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus (Kuh, 2010).

Providing students with a guidebook – library hours, list of clubs and their descriptions, essential departments and hours, work-study, computer labs, and resource and tutoring centers.

Virtual Community for EOF Students.

One Stop Centers – University of Delaware/Boston College, University of Connecticut/The New York Institute of Technology.

In the ideal world do you think it be essential to have a One Stop Center for EOF Students?

Developing One Stop Centers.

Supportive Campus Environment

      Student success is enhanced when an institution provides many complimentary policies and practices to support students academically and socially (Kuh, 2010).

Acknowledge the fact that student success may look very different to us as higher education professionals than what it looks like to our students.

Time and Stress Management.

Graduation Road Map.

STEM Majors.

Student success must be at the core of all institutional work and decision making; therefore, academic advising is critical to the success of higher education (Drake, 2011).

Student Success

  Drake, J. K. (2011). The role of academic advising in student retention and persistence. American College Personnel Association and Wiley Periodicals, Inc., 8-12. Kuh, G. D., Kinzie, J., Schuh, J, H., & Whitt, E. J. (2010). Student success in college: Creating conditions that matter. Jossey-Bass: San Francisco, CA.

 Recommended Readings: ◦ The Handbook of Student Affairs Administration (3 rd Edition).

◦ ◦ Fostering Student Success in the Campus Community.

Student Development in the First College Year: A Primer for College Educators.



Thank You!!!